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IMPROVING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT
USING REALIA
( A Classroom Action Research with Students of Grade VIIG
at SMP N 18 Semarang In the Academic Year of 2010/2011)
Thesis
Submitted in Partial Fulfillment of the Requirement
for Degree of Bachelor of Education
in English Language Education
By:
NURIA ULFI HIDAYATI
063411030
ENGLISH LANGUAGE TEACHING DEPARTMENT
OF TARBIYAH FACULTY WALISONGO STATE INSTITUTE
FOR ISLAMIC STUDIES SEMARANG
2010
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615987
Semarang 50185
ADVISOR APPROVAL
Name : Nuria Ulfi HidayatiStudents number : 063411030Faculty : TarbiyahTitle : Improving Students Ability in Writing Procedure Text
Using Realia (A Classroom Action Research with Studentsof Grade VII G at SMP N 18 Semarang in the AcademicYear of 2010/2011)
This thesis has been approved by the advisors of Tarbiyah Faculty WalisongoState Institute for Islamic Studies Semarang.
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615987
Semarang 50185
RATIFICATION
Name : Nuria Ulfi HidayatiStudents number : 063411030Faculty : TarbiyahTitle : Improving Students Ability in Writing Procedure Text
Using Realia (A Classroom Action Research withStudents of Grade VIIG at SMP N 18 Semarang In theAcademic Year of 2010/2011).
This thesis has been ratified by the examiners team of Tarbiyah FacultyWalisongo State Institute for Islamic Studies Semarang on:
Day : MondayDate : December 13th 2010
The team of examiner
Chairman Secretary
Dr. Muslih, M.A Dr. Musthofa, M.Ag.15027692 600000 1 000 197104031996031001
Examiner I Examiner II
Dra. Siti Mariam, M.Pd. Drs. Ikrom, M.Ag.19650727 199203 2 002 196503291994031002
Advisor I Advisor II
Siti Tarwiyah,S.S.,M.Hum Mursid,H.M.Ag19721108 199903 2 001
1967003052001121001
M0TTO
Ÿwß# Ïk=s3 リ!$#$²¡ øÿtRžwÎ)$ygyèó™ãr4
Allah does not charge a soul with more than it can bear
(Q. S. Al-Baqoroh: 286)1
1Mahmud Y. Yazid, The Quran : An English Translation of The Meaning of TheQuran,(Beirut : Dar Al Chopro, 1980), p. 34.
DEDICATION
In The name of Allah The Beneficent and The Merciful, this thesis is
dedicated to:
v My beloved parents, Machfudz Taslim and Kistiati, who always support
me emotionally and materially with prayer, love and patience. Thank you
for the valuable efforts and contributions in making my education success.
m nothing without you.
v My beloved brothers, De Afif and De Yasin. Thanks for the support and
help. I love you all.
A FINAL PROJECT STATEMENT
I certify that this thesis is definitely my work. I am completely responsible
for the content of this thesis. Other writer s opinions or finding included in the
thesis are quoted or cited in accordance with ethical standards.
Semarang, 13th December 2010
The Writer,
Nuria Ulfi HidayatiNIM.063411030
ABSTRACT
Nuria Ulfi Hidayati (063411030) Improving Students Ability in Writing Procedure TextUsing Realia , (A Classroom Action Research with Students of grade VIIG at SMP N 18Semarang In the Academic Year of 2010/2011 ). Thesis, Semarang: Bachelor Program ofEnglish Language Education of Walisongo State Institute for Islamic Studies Semarang,2010.
Key words: improving, students ability, writing, procedure text, realia, classroomaction research.
The background of the study in this research is based on the phenomenon that studenthave difficulties in writing procedure text because the teacher just explains the materialorally without being supported by teaching aids. The result is the students ability to writeis low. To improve students ability in writing procedure text, the teacher needs a strategythrough using an aid that facilitates on writing procedure text. Realia is one of aid that canbe used in teaching writing procedure text. Using realia, students are able to writeprocedure text easily.
This research is aimed at finding the answer to the following research questions.1. How is the implementation of realia in teaching writing procedure text?2. How can realia improve students ability in writing procedure text?Its objectives are:1. To describe the use of realia in teaching writing procedure text.2. To describe the improvement of students ability in writing procedure text after
they have taught using realia.This research is a classroom action research. It was done through three cycles
with different types of realia, subject, data collection and analysis technique.The most problem occurred at the first cycle. It happened because students felt
difficult with the material although they had heard before. They also felt unfamiliar withsome of difficult words within the text. In the second cycle, they could write better becausethey were divided in groups, they were motivated. They also gave full attention to teacher sexplanation. In the third cycle, students were very interested because the subject wasunfamiliar for them such as glass, water, sugar, cheese, bread, sausage, sauce, plate, teabag,and lettuce.
In this research, the writer took a test of their improvement in each cycle. The meanof students writing score in the first cycle was 60.1, with the highest and the lowest scoreof 71 and 46. The mean of students writing score in the second cycle was 65.3, with thehighest and the lowest score of 74 and 57. The mean of students writing score in the thirdcycle was 75.4 with the highest and the lowest score of 90 and 55.
Finally the result of this research shows that students ability was improved in eachcycle after they were taught using realia. They were better in their procedure text s writing.It was signed by their improvements of each writing component, i.e.: content, organization,vocabulary, language use and mechanic.
ACKNOWLEDGEMENT
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish this thesis entitled Improving Students Ability In Writing Procedure
Text Using Realia (A Classroom Action Research with Students of Grade VIIG at
SMP N 18 Semarang In the Academic Year of 2010/2011).
Shalawat and salam for the Prophet Muhammad who brings us from
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. In this chance, the writer would like to express
deeper appreciation to:
1. Suja i, M. Ag, the Dean of Tarbiyah Faculty Walisongo State Institute for
Islamic Studies Semarang.
2. Siti Tarwiyah,S.S.,M.Hum, as the first advisor. Thank you for the
guidance, corrections, and suggestions.
3. Mursid,H,M.Ag, as the second advisor. Thank you for the guidance,
corrections and suggestions.
4. Drs. Ringsung Suratno M.Pd., as the headmaster of SMP N 18 Semarang
for allowing the writer to conduct the research.
5. Budi Siswanto S.Pd. the English teacher of SMP N 18 Semarang, for
helping the writer during the research.
6. VII G students, for the times to be the subjects of this research.
7. My teachers and lecturers Thank you very much.
8. My best friend in TBI B 06. I will miss you all.
9. My best friend Puji Hidayati 06 and Ina kim 05. I must be doing
something right, and then God give me this wonderful grace.
10. Members of As-syifa boarding house. Thanks for being with me, and the
support you always give.
11. My Tarbiyah Faculty.
12. Everybody who helps the writer finishing her research.
Finally, the writer realizes that this thesis is far from being perfect.
Therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
Semarang, 13th December2010
The writer,
Nuria Ulfi Hidayati
NIM.063411030
TABLE OF CONTENTS
PAGE OF TITLE
RATIFICATION
ADVISOR APPROVAL
A FINAL PROJECT STATEMENT
MOTTO
DEDICATION
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF APPENDIXES
CHAPTER I : INTRODUCTION
A. Background of the Study.................................................... 1
B. Reasons for Choosing the Topic......................................... 4
C. Research Questions ............................................................ 4
D. Objectives of the Study ...................................................... 4
E. Significance of the Study ................................................... 5
F. Scope of the Study ............................................................. 5
G. Definition of Key Terms 6
CHAPTER II : REVIEW OF RELATED LITERATURE
A. The General Concepts of Writing .................................... 8
1. Definition of Writing ................................................. 8
2. Types of Writing ....................................................... 8
3. Writing Conventions .................................................. 9
4. Writing Process .......................................................... 11
5. Writing as A Cooperative Activity ............................. 13
B. Text ................................................................................ 14
1. The Definition of Text ............................................... 14
2. The Types of Text ..................................................... 15
C. Genre ............................................................................... 16
1. The Definition of Genre ............................................ 16
2. The Kinds of Genre ................................................... 16
D. Procedure Text................................................................. 18
1. The Definition of Procedure Text .............................. 18
2. The Social Function of Procedure Text....................... 19
3. The Generic Structure of Procedure Text ................... 19
4. Significant Lexicogrammatical Features of Procedure
Text ........................................................................... 20
5. The Example of Procedure text .................................. 21
E. Realia .............................................................................. 21
F. Targeted Skill of Writing ................................................ 23
G. Writing A Good Paragraph .............................................. 24
H. Teaching Writing for Junior High School ........................ 26
I. The Difficulties of Teaching Writing at Junior High
School ............................................................................. 29
J. Teaching Writing Procedure Text Using Realia ............... 32
K. Students Ability in Writing ............................................. 33
L. Improving Students Ability in Writing ............................ 34
M. Previous Research ........................................................... 35
N. Action Hypothesis............................................................ 36
CHAPTER III: METHODS OF THE RESEARCH
A. Setting and Participant of The Study................................. 37
B. Design of Study................................................................ 37
C. Procedure of the Research................................................. 41
D. Research Approach........................................................... 45
E. Focus of the Research....................................................... 45
F. Collabolator...................................................................... 45
G. The Method of Collecting Data......................................... 45
H. Instruments....................................................................... 48
I. Technique of Analyzing Data ........................................... 48
CHAPTER IV: RESEARCH FINDINGS
A. The Implementation of Teaching Writing Procedure Text
Using Realia ....54
1. First Cycle ........................................................... ...54
2. Second Cycle ............................................................ 55
3. Third Cycle ............................................................ 57
B. The Students Improvement of Procedure Text Writing After
Being Taught Using Realia ..58
1. Students Scores of the First Cycle .................................58
2. Students Scores of the Second Cycle.............................59
3. Students Scores of the Third Cycle................................60
C. Discussion...................................................................... 62
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion......................................................................... 64
B. Suggestion ......................................................................... 66
REFERENCES
APPENDIXES
LIST OF TABLES
Number Name of Tables Page
Table 1 Scoring Criteria of Writing..................................................... 50
Table 2 Students Score of The First Cycle ......................................... 58
Table 3 Students Score of The Second Cycle ..................................... 59
Table 4 Students Score of The Third Cycle........................................ 60
LIST OT APPENDIXES
Number Name of appendixes
Appendix 1 The schedule of classroom action research
Appendix 2 The students name list
Appendix 3 The guidance of observation check list
Appendix 4 The student s worksheet (cycle 1)
Appendix 5 The student s worksheet (cycle 2)
Appendix 6 The student s worksheet (cycle 3)
Appendix 7 Lesson plan of cycle 1
Appendix 8 Lesson plan of cycle 2
Appendix 9 Lesson plan of cycle 3
Appendix 10 The explanation of scoring criteria
Appendix 11 The students score (preliminary research)
Appendix 12 The students score (cycle 1)
Appendix 13 The students score (cycle 2)
Appendix 14 The students score (cycle 3)
Appendix 15 The observation check list teacher (cycle 1)
Appendix 16 The observation check list teacher (cycle 2)
Appendix 17 The observation check list teacher (cycle 3)
Appendix 18 The explanation of observation checklist (students)
Appendix 19 The result of students activities (Cycle I)
Appendix 20 The result of students activities (Cycle II)
Appendix 21 The result of students activities (Cycle III)
Appendix 22 The syllabus of seventh grade at second semester
CHAPTER I
INTRODUCTION
A Background of The Study
Language is used as a means of communication in society. Language
can be regarded as a human criterion only human being speaks a language.
People use language to convey the message each other, also they believe that
language is the way to introduce their social identity to the other2. Oxford
Advanced Learner s Dictionary stated that language is the system of sounds
and words used by humans to express their thoughts and feelings . 3
There are many kinds of language in our life. Nowadays, English has
become a very powerful language in the world. As one of international
language, most communities in the world use English in communication. As
the most important foreign language in Indonesia, English is one of the
compulsory subjects taught in Junior High School (SMP), Senior High School
(SMA), university, and now days English also is taught in Elementary school
and even in the kindergarten. Moreover, English plays important role for all
aspects because the development of science and technology is mostly
transferred through it.
Within his signs are the creation of earth and languages. So that, by
using the language, we can know each other. The Quran also stated in Ar
Ruum verse 22, it is stated as follows:
ô Ï̀Bur¾ÏmÏG» tƒ#uäß,ù=yzÏNºuq» yJ ¡¡9 $#ÇÚ ö‘ F{$#urß#» n=ÏG ÷z$#uröNà6 ÏG oYÅ¡ø9 r&ö/ ä3ÏRºuqø9 r&ur4¨bÎ)’ Îûy7Ï9ºsŒ
;M» tƒUytûüÏJ Î=» yè ù=Ïj9ÇËËÈ
2 Janet Holmes, An Introduction to Sociolinguistics, (Longman : Pearson Education,2001),2ndEd.,p.1.
3 A. S. Hornby, Oxford Advanced Learners Dictionary, (NY: Oxford University Press,1987), p.662.
1
1
And of his signs are the creation of heaven and earth and thediversity of your tongues and colours. Surely there are signs in this forall mankind4 .
Based on the explanation above, it is impossible that Islam is called as
the backstop religion of progress of science and technology. It is also
incredible that Islam forbids the Moslem to learn English which has position
as International Language.
The development of science and technology is mostly transferred
through English. It gives many benefits and also backwash for us. So, our
government hopes through master English, the students can acquire science
and technology. Based on real situation, Learning English is not easy for
Indonesian learners, because we know that English has become a lingua
franca. A lingua franca can be defined as a language widely adopted for
communication between two speakers whose native languages are different
from each other and where one or both speakers are using it as a second
language5.
Recently there are many new information which is transferred using
discourse or article from the Internet. It is become a fact that writing skill has
crucial role. Writing is one of the four language skills that can be
measurement of literacy development in a country. It is taught at least partly
for educational, rather than solely linguistic reasons6. By the time, he reaches
the advanced stages of learning English. The learner is exercising his powers
of expression, persuasion, imagination, rhetoric, and using correct English as a
vehicle for these achievements rather than as an end in itself. The researcher
knows that the English writing is difficult; also it has language complex skills.
A large number of research show that all this time teaching English writing
only focuses on the theory of grammar or writing concept. The researcher
4 Mahmud Y. Yazid, The Quran : An English Translation of The Meaning of TheQuran,(Beirut : Dar Al Chopro, 1980), p. 297.
5 Jeremy Harmer The Practice of English Language Teaching, (Longman: PearsonEducation, 2001), 3 thEd., p. 1.
6 Peter Strevens, New Orientation in The Teaching of English, (Great Britain : OxfordUniversity Press, 1977), p.64.
2
thinks that it doesn t enough to support the students in writing especially
genre.
Each genre is characterized by a distinctive schematic structure, that
is, by a distinctive beginning, middle and structure through which the social
function of the genre is realized. While some purpose for writing remains
constant across culture, the way in which these purpose are realized vary.
Thus, it is likely that there will be considerable variation of genre between
cultures. The New Rhetoricians , they are Freedman and Medwey , prefers to
see genres as typical expressions of rhetorical action. They define genres as7:
Systems of complex literate activity constructed through typifiedactions typified so that we were all to some extent aware of the formand force of these typified actions . By using these typified texts,we are able to advance our own interests and shape our meanings inrelation to complex social systems (Bazerman, 1994: 79).
The students usually find some difficulties when they are learning
about genre and its writing. They cannot sit quietly and pay full attention
during the lesson without doing anything, especially in procedure text.
Because in this text type, the students are hoped can describe how something
is accomplished through a sequence of actions or steps. So, it will be better if
they can practice it, for example how to make something . But many students
have difficulties in writing procedure text. In SMP N 18 Semarang especially
with students of seventh grade, the students have difficulties in writing
procedure text because sometime the teacher only explains what are the social
function, generic structure and the lexicogrammatical function. So, the
students have difficulties when they must write a procedure text based on their
imagination and experiences only.
Regarding to those phenomena which is usually found in English
teaching, especially in learning of writing procedure text. The research intends
to use realia as an aid in this material. Realia is the real things true. She means
7 Ken Hyland , Teaching and Researching Writing, (Great Britain: Pearson Education,2002),p.10.
3
that the teacher use the real things to demonstrate how to make or operate
something during learning process at procedure text material. Moreover, if the
students also practice it and bring the real things to practice directly. So, they
don t need imagine because they can practice it in the classroom using real
thing. The researcher thinks that it will be better and more effective if she can
apply it at Bilingual Class of SMP N 18 Semarang, because the students are
not too much. Usually most of them have seriousness to study about English.
B. Reasons for Choosing The Topic
There are three main reasons why the researcher takes this topic to study:
1. Writing is a difficult language skill for the Junior High School students,
and on the other hand writing has little portion in English teaching
learning process. Thus, need to be researched based on the practical
conduct in the classroom.
2. The researcher believes that using realia will improve students ability in
writing procedure text. Because realia as an aid that can be found in our
surrounding.
3. The teacher can get optimal result of students in teaching writing through
realia as an aid of teaching a procedure text.
C. Research Questions
Based on the problem that has been stated above, there are some
problems that will be investigated through this study. The problems are:
1.How is the implementation of realia in teaching writing procedure text?
2.How can realia improve students ability in writing procedure text?
D. Objectives of The Study
The objectives of the study are:
1. To describe the use of realia in teaching writing procedure text.
2. To describe the improvement of students ability in writing procedure text
after they have taught using realia.
4
E. Significance of The Study
This study is hoped can give some positive contributions to the English
language learning context and will be beneficial for many sides such as for;
students, teacher and for the next researcher:
1. For students
The result of this study may help the students to improve their ability in
writing procedure text. Besides that, it may help them to disappear their
bored in learning.
2. For teachers
Every teacher may apply realia as a media to improve students ability in
writing procedure text.
3. For the school
It will make a right decision to use some media for support teaching and
learning process.
4. For the readers
They will get more information and experience from this research.
5. For the writer or the researcher
She will get new knowledge and experience in teaching, writing procedure
text using realia.
F. Scope of The Study
The scope of English study is so broad. We may not be able to reach
all the aspects to be studied as a whole. Particularly in English learning
context, there are so many components that may become the concern of the
study such as the students, the textbook used, the materials, the process of
teaching and learning, etc. Thus, the boundary of this study specifies on the
teaching of writing focusing on:
1. The research subjects of this research are the students of grade seventh
of SMP N 18 Semarang in academic year 2010/2011.
2. Realia as an aid that can be used to apply teaching writing procedure
text.
5
3. The improvement of students ability in writing procedure text.
C. Definition of Key Terms
1. Improving Students Ability
Improve is defined to advance in value or good qualities; as a good
education improves the mind and the manners8.Improve can be meant to
use or employ to good purpose; to make productive; to turn to profitable
account; to use to good advantages9.
Students are person, who are studying at a college or university, or
person studying at secondary school or any person interested in a
particular subject10. Ability is power to do (something physical or
mental) or it can be meant as the state or quality of being able11.
Students ability can be meant something (power to do physically
or mentally) that students who is studying at a college have, especially
here is ability to write procedure text.
Thus, from the explanation above improving students ability is
advance in value or good qualities to students who is studying at a
college.
2. Writing Procedure Text
Writing is usually thought to be the most difficult skill to acquire
and should only be taught after students have learned the other skills12.In
many school, writing is principally conducted to demonstrate a
knowledge of decontextualised facts with little awareness of a reader
beyond the teacher examiner.
8 Simon and Schuster. Webster s New Twentieth Century Dictionary. (Unabridge: NoahWebster, 1972), 2nd Ed. p.917.
9 Ibid.10 Oxford, op.cit, p.1187.11 Simon and Schuster.op.cit. p.4.12 Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Teaching, (Cambridge: University Press), p.304.
6
Procedure text is a piece of text that gives us instructions for doing
something. The purpose is to explain how something can be done13.
Writing procedures help us do a task or make something. They can
be a set of instructions or directions e.g. step by step method to
germinate seeds.
3. Realia
According to Richards, Platt, and Platt in the Longman Dictionary
of Language Teaching and Applied Linguistics book, in language
teaching Realia is actual objects and items which are brought into a
classroom as examples or as aids to be talked or written about and used in
teaching 14.
Realia is a term used in library science and education to refer to
certain real life object. In education, realia are objects from real life
used in classroom instruction.
13 Anderson, Mark and Kathy Anderson, Text Types in English 1, (South Yarra:Machmillan Education Malaysia, 1997), p.50.
14 Bryan Smith, University of Arizona Program in Second Language Acquisition andTeaching Tucson, Arizona 85721- virtual realia , Retrieved in Monday, December 25 th 2009 at09.07 o clock from http://iteslj.org/Articles/Smith-Realia.html
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. The General Concepts of Writing
a. Definition of Writing
Writing is usually thought to be the most difficult skill to
acquire and should only be taught after students have learned the other
skills. But here, students are expected to be able to write well. Because
by writing, the writer can express what happen in her mind, so that the
readers will know about it.
Writing has various kinds, it can be used as a means to express
the writers idea based on her experience, thoughts, and feelings. And
in many schools, writing is principally conducted to demonstrate
knowledge of deconstextualised facts with little awareness of a reader
beyond the teacher-examiner15.
Peter Elbow (1973: 14-16) adds about his concept about L2
writing,
Writing is a two- step process. First, you figure out yourmeaning, then you put it into language: 16
Thus it can be stated that writing is one of the language skills
which need a physical and mental process of students to express ideas,
feelings, experience, message and opinion through words.
b. Types of writingFinnochiaro stated that naturally, the type of writing system
exists in the native language in an important factor in determining to
easy of speech with which students learn to write17.
15 Ken Hyland , Teaching and Researching Writing, (Great Britain: Pearson Education,2002),p.7.
16 H. Douglas Brown, Teaching by Principles: An Interactive Approach to LanguagePedagogy, (Great Britain: Longman, 2001), 2nd Ed, p. 336-337.
8
According to Finnochiaro, there are two types of writing:18
a) Factual or Practical Writing
This type of writing deals with facts. The writer can find it
in the writing of letter and summaries.
b) Imaginary Creative Writing
This type of writing usually exists in literature. The
examples of imaginary writing are novel, romance, fantasy, science
fiction, adventure, etc.
The type of writing above which are given to the students
to do will depend on their age, interest and level. For example, we
can ask beginners to write a simple poem. When teacher sets a task
for young learners students, teacher will make sure that the
students will get enough words to do it and also for intermediate
and advance students.
c. Writing Conventions
Written text has a number of conventions which separate it
out from speaking. Apart from differences in grammar and
vocabulary, there are issues of letter, word and text formation,
manifested by handwriting, spelling and layout also punctuation19.
1) Handwriting
Handwriting is a personal issue. Students should not all
be expected to use exactly the same style. Nevertheless badly-
formed letters may influence the readers again the writer,
something which is undesirable whether the work is the product
of some creative task or, more seriously, work that is going to be
assessed in a test. We should encourage students with
problematic handwriting to improve it.
17 Marry Finnochiaro, English as a Second Language: from theory to Practice, (NY:Regents Publishing Company, Inc., 1974); p.85.
18 Ibid, p. 86.19 Jeremy Harmer, The Practice of English Language Teaching, (Longman: Pearson
Education, 2001), 3th Ed., p.255-257.
9
Thought more and more written communication takes
place from a computer keyboard, handwriting is still important
for written assignments, and most exams.
2) Spelling
Spelling in writing form is very important to be checked.
Although incorrect spelling does not often prevent the
understanding of a written message, it can adversely affect the
reader s judgment.
One of the reasons that spelling is difficult for students of
English that correspondence between the sound of a word and the
way it is spelt not always obvious. So, one of the best ways to
help students improve their spelling is through reading especially
extensively.
3) Layout and Punctuation
Different writing communities obey different punctuation
and layout conventions in communications such as letters,
reports, and publicity. Such differences are easily seen in the
different punctuation conventions for the quotation of direct
speech which different languages use, or the way in which
commas are used instead of/as much as full steps in certain
languages. Some punctuation conventions, such as the
capitalization of names, months, and the pronoun I, are specific
to only one or a few languages. So, to be success in writing,
students need awareness of these layouts and use/ modify them
when appropriate to get our message across as clearly as the
writer can.
Thus, the researcher gives a statement that they are
crucial aspects in writing. So that, the text is better produced.
10
d. Writing Process
Writing requires complex thinking; the process of writing
involves problem solving and decision making. According to
Lundsteen writing is a tool for getting along in the world 20.
Obviously, written communication is requirement forsucceeding in our world of high technology. But what may notbe so obvious is how best to teach developing writers so thatthey involve into the kind of writers capable of capturing theirexperiences and communicating them through the writtenword21.
According to Lundsteen that writing process is a complicated
intellectual undertaking . writers need to be creative enough to
generate ideas and goal directed enough to organize those ideas into
meaningful text22 . Humes adds that" the process doesn t move in a
straight line23 .
Jenkinson stated that,
Teachers who focus on the writing process in a variety ofdisciplines take students through some variation of these steps:(1) prewriting activities (jotting down ideas, listing thoughts,brainstorming, gathering information, and so on); (2) writing adraft; (3) peer review of the draft; (4) revising; (5) editing; (6)writing the final draft; and (7) publishing.24
Process writing helps native English speaking young learners
as well as EFL or ESL young learners develop English - language
writing skills. It is especially appropriate for ESL or EFL young
learners because one of the prominent features is an emphasis or
fluency.
The process writing approach involves the process step
necessary to produce a good quality final piece of writing.
20 Barbara C. Palmer and friends, Developing Cultural Literacy Through The WritingProcess,(Boston London: Allyn and Balcon,1994),p.1-2.
21 Ibid22 Ibid, p.523 ibid24 Ibid p.7
11
The writing process is:25
1) Prewrite
In this important first step, young learners are given an
opportunity to prepare to write and to collect their thoughts and
ideas. If done properly, it can ease them into writing without any
hesitation or worry.
For every piece of writing there is always prewrite activity.
In the classroom, prewriting can be as simple as a drawing activity,
or it can be woven into a discussion between the teacher and the
learners.
In prewrite steps, you gather ideas to write about. Taking
notes in one of way to gather ideas. There are several ways to
warm up before you write, they are brainstorming and clustering
2) Write
Young learners write down all of their ideas. They don t
worry about form of correctness or even the order. The objective is
to get the ideas on paper as quickly as possible. For instance, if
young learners are going to be writing a manual on how to use her
favorite toy, they could write down the steps they do when they
play with it.
3) Revise
The initial piece of writing is examined and reworked so
that the ideas are logical and flow together.
4) Edit
Learners (with the help of their teachers, caregivers, or
classmates) proof-read their work to make sure that there are not
any content errors or grammatical or spelling errors.
Correcting students errors and helping students to find and
correct their own errors presents a riel dilemma for teachers. On
25 Caroline T. Linse, Practical English Language Teaching: Young Learners, (NY: McGraw Hill, 2006), p. 102-109.
12
one hand, you do not want to dampen their enthusiasm for writing.
On the other hand, they need to know how to write using standard
conventions of spelling, grammar, and punctuation.
5) Publish
The writing piece is rewritten in a published or presentable
form, in a student-made book, on special paper, and/or on a
computer so that it can be displayed or shared.
These explanations above are 5 steps in writing process that
should be done if someone wants to write easily. Before we write we
have to prepare our mind to write properly. Then they have to check, is
it the ideas logical?. After that the writer has to check all by reading
repeatedly to find these errors. Finally, the writing is ready to publish.
So that, the text is better produced.
e. Writing as A Cooperative Activity
Malley et.al define, cooperative as working with one ormore peers to obtain feedback, pool information, or model alanguage activity, and question for clarification as asking ateacher or other native speaker for repetition, paraphrasing,explanation, and/or examples.26
Thus, based on O Malley state above students can take
advantage of the presence of others to make writing a cooperative
activity. Cooperative writing works well with both process and genre
based approaches. In genre-based writing, two heads analyze genre-
specific texts more successfully as a result.
Basically, cooperative learning corresponds to Islamic teaching
which is stated in Quran surah al-Maaidah verse 2:
(#qçR ur$ yè s? ur’ n? tãÎhŽÉ9ø9 $#3“uqø)G9 $#ur(Ÿwur(#qçR ur$ yè s?’ n?tãÉOøOM}$#Èbºurô‰ãè ø9 $#ur
Help you one another in righteousness and piety, but help younot one another in sin and rancor. 27
26 H. D Brown, Principles of Language Learning and Teaching, (New York: AddisonWesley Longman ,2000),p.126.
27 Yusuf Ali, Translation, Retrieved from http: harunyahya.com. / Quran-translation5.php.
13
The verse above explains that cooperative is very suggested in
every goodness: in this point is English Language Learning. The writer
may put this verse into language teaching learning context by
connecting it with the cooperative learning.
Students on a class basis may be organized in groups of four to
six students each to work on projects, class exercises or simple to
study. In this mode of organization, students are encouraged to help
each other and solve problems collectively and synergistically.
One of the advantages is that the other students have more
chance to concentrate on the language, think about what is being
written, and evaluate it in a more objective way. And the disadvantages
are that not everyone is getting actual writing practice28.
So, the researcher concludes that writing in groups, whether as
a part of a long process or as part of a short-game like communicative
activity, can be greatly motivating for students, including as it does,
not only writing, but research, discussion, peer evaluating and group
pride in a group accomplishment.
2. Text
a. Definition of Text
Oxford Advanced Learner s Dictionary stated that text is the
main written or printed part of a book or page, contrasted with
notes. 29.Creating a text requires us to make choices about the words
they use and how they put them together. If they make the right
choices then we can communicate with others. Our choice of words
will depend on our purpose and our surroundings (context). In other
references also state at the same point that text is a discourse or
composition on which a note or commentary is written; the original
words of an author, in distinction from a paraphrase, annotation, or
28 Jeremy Harmer, How to Teach Writing. (England: Pearson Education Limited,2004),p.76-77.29 A. S. Hornby, Oxford Advanced Learners Dictionary, (NY: Oxford University Press,
1987), p.1234.
14
commentary 30. And Longman Dictionary of Applied Linguistics
stated that text /tekst/ is a piece of spoken or written language. A text
may be considered from the point of view of its structure and/ or its
functions 31.
Thus from the explanation above, the researcher concludes that
text is a passage that has composition on which a note is written, also it
has structure and function.
b. Types of Text
There are two types of the text, they are32:
• Literary texts
Literary texts include Aboriginal Dreaming Stories, movie
scripts, limericks, fairy tales, plays, novels, song lyrics, mimes, and
soap operas. They are constructed to appeal to our emotions and
imagination. Literary texts can make us laugh or cry, think about
on our life and considers our beliefs. There are three main text
types in this category: narrative, poetic and dramatic. Media text
such as films, videos, television shows, and CDs can also fall in
this category.
• Factual texts
Factual texts include advertisement, announcements,
Internet web sites, current affairs shows, debates, recipes, reports
and instructions. They present information or ideas and aim to
show, tell or persuade the audience. The main text types in this
category are recount, response, explanation, discussion,
information report, exposition and procedure.
30Horland, Retrieved on Friday, March 12th 2010 at 16.05 fromhttp://www.brainyquote.com/words/te/tex229385.html.
31 Jack Richards and friends, Longman Dictionary of Applied Linguistics, (England:Longman, 1990), p.292.
32 Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra:Machmillan Education Malaysia,1997),p.1-3.
15
3. Genrea. Definition of Genre
The word genre comes from the French (and original Latin)
word for kind or class . The term is widely used in rhetoric, literary
theory, media theory, and more recently linguistics. Robert Allen notes
that for most of its 2,000 years, genre study has been primarily
numerological and typological in function33.
Swales (1990) defines34,
Genre as a class of communicative events which has (1) ashared set of communicative purposes that are recognized bythe parent discourse community, (2) established constraints oncontributions in terms of their content, positioning and form,and (3) nomenclature for genres that is determined by thediscourse community. The feasibility study, progress report,and research report are all examples of what today we wouldcall genres.
Each genre is characterized by a distinctive schematic structure,
that is, by a distinctive beginning, middle and end structure through
which the social function of the genres is realized. While some
purposes for speaking and writing remain constant across cultures, the
ways in which these purpose are realized vary. Thus it is likely that
there will be considerable variation of genres between cultures35.
Thus from the explanation above, the researcher concludes that
genre (in classroom context) is simple texts or type of literature which
is communicative in its explanation to the students.
b. Kinds of Genre
There are twelve kinds of genre36, they are:
33 Daniel Chandler, An Introduction of Genre Theory, Retrieved on Monday, March 22nd
2010 at 11.03 from http://www.aber.ac.uk/media/Documents/intgenre1.html#*34 Master, Peter. Responses to ESP, (San Jose: State University, 1998).p.37.35 Jenny Hammond and friends, English for Social Purposes, (Australian: Macquarie
University, 1992), p. 2.36 Mark Anderson and Kathy Anderson, op.cit, p.3..
16
1) Recount
Recount is a piece of text that retells events for the purpose
of informing or entertaining.
2) Report
Report is a piece of text that describes the way things are,
with reference to a range of natural, man-made and social
phenomena in our environment.
3) Discussion
Discussion is a piece of text that presents (at least) two
points of view about an issue.
4) Explanation
Explanation is a piece of text that explains the processes
involved in the formation or workings of natural or sociocultural
phenomena.
5) Exposition (Analytical)
Exposition analytical is a piece of text that persuades the
reader or listener that something needs to get attention.
6) Exposition (Hortatory)
Exposition hortatory is a piece of text that persuades the
reader or listener that something should or should not be the case.
7) New item
New item is a piece of text that informs readers, listeners
and viewers about events of the day which are consider
newsworthy or important.
8) Anecdote
Anecdote is a piece of text that shares with others an
account of an unusual or amusing incident.
9) Narrative
Narrative is a piece of text that amuses, entertain and to
deal with actual or vicarious experience in different ways.
17
Narratives deal with problematic events which lead to a crisis or
turning point of some kind, which in turn finds a resolution.
10) Procedure
Procedure is a piece of text that describes how something is
accomplished through a sequence of actions or steps.
11) Description
Description is a piece of text that describes a particular
person, place or thing.
12) Review
Review is a piece of text that critiques an art work, event
for a public audience.
4. Procedure Text
a. Definition of Procedure Text
According to Nystrand and Himley (1986: 81)
A text is explicit not because it says everything all byitself but rather because it strikes a careful balancebetween what needs to be said and what may be assumed.The writer s problem is not just being explicit; thewriter s problem knowing what to be explicit about.37
Writing is the last skill in English that we cannot ignore.
When the students write a text, they should not only write
semantically correct but also should use correct grammar.
Generally, writing is a complex process that involves a range of
skills and tasks because by writing process, each of which
focuses on specific tasks.
Creating a text requires us to make choices about the
words they use and how they put them together. If students make
the right choices then they can communicate with others. Our
choice of words will depend on our purpose and our
surroundings (context).38
37 Key Hyland, op.cit, p.8.38 Mark Anderson and Kathy Anderson, op.cit,p.1.
18
As procedure, therefore, is a piece of text that gives us
instructions for doing something.39
Thus, from the explanation above, the researcher
concludes that procedure text is any meaningful stretch of
language in oral and written that has social purpose to describe
how something is accomplished through a sequence of actions or
steps.
b. Social Function of Procedure Text
Especially, the social function of Procedure Text is to tell
someone how to do something or how to make something and
how to operate something.
c. Generic Structure of Procedure Text
According to Swales, structure of texts is a device that
supports communicative purpose 40 Some with other text type,
procedure text also has generic structure according to
communicative purpose of the text itself. However there are
certain similarities within the texts with the same purpose. The
similarities create an expectation of the general schematic
structure of the text that is called generic structure of a text.
The generic structure of procedure text also called as
constructing a procedure text. Constructing itself comes from the
verb construct , which has meaning: to build something, to put
or fit something together, to form together41. Both of them have
same meaning, there are three generic structure of procedure text,
they are42:
ü An Introductory statement that gives the aim or goal.
ü A list of the materials that will be needed for completing the
procedure (not required for all procedural texts).
39 Ibid.p.5040 J.Swales, Genre Analysis, (UK: Cambridge University Press,1990),p.42.41 Oxford, op.cit p. 247.42 Mark Anderson and Kathy Anderson, op.cit, p. 53.
19
ü A sequence of steps in the order they need to be done,
because goal followed by a series of steps oriented to
achieving the goal.
Thus from the explanation above, it can be concluded that
there are three points of generic structure of procedure text which
is crucial and it can be stated without ones. Because they are in
one unity to achieve a social function, it is to tell someone how to
do something or how to make/ how to operate something.
d. Significant Lexicogrammatical Features
Besides having social function and generic structure,
procedure text also has significant lexicogrammatical features
that support the form of a procedure text. They are:
• Simple Present Tense, especially imperative form
Eventually, procedure text has the social function is to
tell someone to do something. So, the instruction here is used
by imperative verb in present tense. For examples get, chop,
cut, stir, add, boil, grind, etc.
• Connective of sequence
Sometimes, that is not enough to make a good
instruction just using imperative form of present tense. But,
to make it better and easy to follow, we need the word like as
then, after that, next, finally, etc. These are called
comparative sequence.
• Numbering
The function of numbering here is same as
comparative of sequence. It will be needed if the writer wants
to show some variant of sequence, for examples: first,
second, third, fourth and etc.
20
e. The Example of Procedure Text43
Goal : How to Make a Cheese Omelet
Ingredients : 1 egg, 50 g cheese, cup milk, 3 tablespoons
cooking oil, a pinch of salt and pepper.
Utensils : Frying pan, fork, spatula, cheese grater, bowl and
plate.
Steps :
a) First, crack an egg into a bowl
b) Second, whisk the egg with a fork until it is smooth
c) Third, add milk and whisk well
d) Fourth, grate the cheese into the bowl and stir
e) Fifth, heat the oil in a frying pan
f) Sixth, pour the mixture in a frying pan
g) Seventh, turn the omelet with a spatula when it browns
h) Next, cook both sides
i) Then place on a plate; season with salt and pepper.
j) Finally, Eat while warm
Thus from an example above, everybody know how to write
procedure text. First, they must write a goal. Second, they write a list
of materials that will be needed for completing the procedure, such as
kind of ingredients and utensils. And the last, they need steps to
achieve the goal with the purpose: to tell the making process of a
cheese omelet to the reader.
5. Realia
In language teaching, realia is actual objects and items which
are brought into a classroom as examples or as aids to be talked or
written about and used in teaching 44.The example of realia are objects
such as coins, tools, and textiles that don t easily fit into the orderly
43 Otong Setiawan Djuharie, GENRE, (Bandung: CV. YramaWidya, 2008), page. 39.44 Bryan Smith, University of Arizona Program in Second Language Acquisition and
Teaching Tucson, Arizona 85721- virtual realia , Retrieved on Monday, December 25th 2009 at09.07 o clock from http://iteslj.org/Articles/Smith-Realia.html
21
categories of printed material. In education, realia are objects from
real life used in classroom instruction, so by using realia students are
exposed to real objects. Realia gives students the opportunity to use
all of their sense to learn about a given subject, and is appropriate for
any grade or skill level. Realia provides language learners with multi-
sensorary impressions of the language which, as Rivers (1983) notes
is "learned partly at least through seeing, hearing, touching, and
manipulating" items45. Interaction with authentic materials aids in
contextually grounding instruction by bringing students into contact
with language as it is used in the target culture in order to meet actual
communication needs. The use of realia, then, can enhance linguistic
and cultural comprehensibility, which are both prerequisites for real
language learning.
The advantage of using realia as English teacher, the use of
realia is only limited by our imagination. It is possible to use realia to
teach almost any subject. Using realia stimulates the mind, and is one
way of encouraging creativity by involving the sense. Realia saves
time, as recognition of an object is immediate and so cuts out the need
for lengthy explanations and drawing funny pictures on the board.
Elicitation becomes much easier and holding up the object with a
raised eyebrow will usually result in the desired word being spoken46.
Realia consist of actual objects or items or facsimiles thereof,
which are used in the classroom to illustrate and teach vocabulary or
to serve as an aid to facilitate language acquisition and production. It
concretizes vocabulary and language and places it in a frame of
reference. It also allows language learners to see, near, and in some
cases touch the objects47. There are some examples the use of realia :
45 Ibid46Chris Soames, Using Realia in the Classsroom, retrieved on Monday, March 22nd 2010
at 11.03 from: http://ezinearticles.com/?Using Realia-in-the-Classroom&id=3937314.47 Wreight, Hornmond, , Retrieved on Saturday, April 10th 2010 at 10.00 from
http://www.usingenglish.com/weblog/archives/000228.html.
22
• To illustrate and teach young learners vocabulary for animals,
clothing, and fruit for example, I use actual objects or facsimiles
there of (pieces of clothing, toy animals, and plastic fruit). For
transition period, it s a very useful tool in making the abstract
concrete.
• Realia is useful in teaching prepositions of place (such as on, in,
under, next to, in front of, over). Objects can be placed on a desk,
in a desk, under a desk and so on.
• Realia, were used frequently , as one might expect in elementary
school48.
Realia not only has some advantages, but it has some
disadvantages too, they are:
• Not all of realia can be brought into the classroom
• It not saves time when realia is used to practice in the classroom
• Teacher and students need more preparation while they using
realia.
Thus, the researcher argues that beside realia has some
advantages, also it has some disadvantages while using in the TEFL
classroom during teaching writing.
6. Targeted Skill of Writing
According to Heaton, writing involves the following skills49:
a. Grammatical skills
The Ability to write correct sentences.
b. Stylistic skills
The ability to manipulate sentences and use language effectively.
c. Mechanical skills
The ability to use correctly those conventions peculiar to the written
language e.g. punctuation, spelling.
48 Marguerite Ann Snow and Donna M. Brinton. The Content-Based Classroom. (NewYork: Longman Published,1997),p.29.
49 J.B. Heaton. Writing English Language Test- A Practical guide for teachers of Englishas a second or foreign language. (Longman : Longman Group Limited, 1975),1st Ed.., p.138.
23
d. Judgment skills
The ability to write in an appropriate manner for a particular
purpose with a particular audience in mind together with an ability
to select, organize and order relevant information.
As we know from those skills above, grammatical skill has the
main position than other skills, like as: stylistic, mechanical, and
judgment skill. Because from grammatical skill, everybody knows
students ability in writing by using structure sentence correct or not.
Thus, talking about test that every test has purposes. For
purpose of testing, as an example that grammatical skill can be
measured by an objective test of grammar. It is possible to construct
grammar items of this nature by drawing on the error made by students
in their free written work.
7. Writing A Good Paragraph
Basically, students are hoped can write paragraph well, so that
they have to follow the general component of writing. Paragraph is a
group of sentences which has one main point and some supporting
sentences. A paragraph has unity when all of its sentences are related
to the main point. Most of teachers probably agree that there are fifth
general components of writing, they are50:
1. Content is the substance of writing, the ideas expressed.
2. Form is the organization of the content.
3. Grammar is the employment of grammatical form and syntactic
patterns, that is included in language use categories.
4. Vocabulary is the choice of structure and lexical items to give a
particular tone a flavor the writing. It is also called style.
5. Mechanic is the use of the graphic conventions of the language.
In writing a good paragraph, students should concern to three
based thing, they are:
50 Arthur Hughes, Testing for Language Teachers,(NY: Cambridge University Press,2003), 2ndEd, p. 104.
24
a. Unity
Based on the explanation above that paragraph has unity when
all of its sentences are related to the main point. Unity is an important
element of a good paragraph. It means that a paragraph discusses one
and only one main idea from beginning to end51.
b. Coherence
Another element of a good paragraph is coherence. Co- is a
Latin prefix that means together or with . So, the verb cohere
means hold together 52. Coherence itself means that a paragraph is
easy to read and understand because the supporting sentences are in
some kind of logical order and the ideas are connected by the use of
appropriate transition signals53.For coherence in writing, the sentences
must hold together; that is, the movement from one sentence to the
next must be logical and smooth. Coherence has crucial position in a
paragraph, because without it, a paragraph cannot be understood easily
by the reader. To achieve coherence, the writer need to use the
transition, such as however, but, finally, fundamentally, basically,
although and nevertheless.
c. Logical Order54
Order means direction or chronological steps to express the
ideas into written form. Usually a paragraph is called better if the
writer try using it well. Some common kinds of logical order in
English are chronological order, logical division of ideas and
comparison/contrast.
Chronological order
Chronological order is a way organizing according to the
time in which are happened. For example chronological order
51 Alice Oshima and Ann Hogue, Writing Academic English, (Longman: Pearson, 2006),4th Ed,p.17.
52 Ibid, p.4053 Loc.cit.54 Ibid, p. 53.
25
signal words and phrases, first, first of all, second, third, then, next,
after that, soon, later, later on, finally, at the same time, now,
gradually, eventually, etc.
In logical division of ideas
A topic is divided into parts, and each part is discussed
separately. The model paragraph about gold uses logical division,
it discusses gold s beauty and its utility.
In a comparison/contrast paragraph
The similarities and/or differences between two or more
items are discussed.
Thus, the researcher concludes that writing a good paragraph is
difficult, moreover for students in Junior High School of grade VII.
Because there are five components such as content, organization,
grammar, vocabulary and mechanic that will be mastered by students.
Also there are some criteria that will be needed a paragraph, such as
unity, coherence and logical order. So, writing skill is difficult that
other skills such as reading, listening and speaking.
8. Teaching Writing for Junior High School
Teaching English at Junior High School encompasses the
four language skills. They are taught in explicit manner; therefore it
cannot separate them from one another because they are related to
each other.
Teaching writing at Junior High School is not easy as
teaching other language skills which must be learnt as other language
skills which are mastered, and it demands very much of learner, either
the basic language proficiency to control her/his language
performance, or his effort to have writing practice continually. Still
time allotment to learning English at Junior High School is limited
that the students might not get much attention and guidance from their
teacher.
26
While writing, students also need much time to think.
Teacher asks students to focus on accurate language use and ideas
what they will write. It will provoke their language development,
which ideas will put on the text. Specific attention is needed in
teaching writing English for Junior High School because the range of
students age is varies between thirteen to fifteen years old.
Students in this transition period are change of physical,
intellectual, emotional and social. Studies show that brain growth
slows down during these years, so cognitive skills of learners may
expand at a slower rate; however, refinement of these skills can
certainly be reinforced. Mark Pennington s has statement that students
in this transition period have less motivation, and they present
outright discipline problems55.
Based on the statement above, the researcher concludes that
the teacher s role is needed to motivate students in teaching learning
process while students in transition period. They have some
characteristic, they are:
a. Curious and willing to learn things they consider useful.
b. Focused on themselves and how they are perceived by their
peers.
c. Beginning to think critically
d. Enjoy solving "real-life" problems and they would be much
happier if such problems didn t exist.
e. Resists adult authority and asserts independence
f. They have great capacity to learn, have a great potential for
creativity and a passionate commitment to things, which interest
them.56
55 Mark Pennington, Characteristics of Middle School Learners (transition-period),Retrieved on Wednesday, April 14th 2010 at 19.24 from http://ezinearticles.com/?Characteristics-of-Middle-School-Learners&id=1843077
56 Ibid
27
When helping students to become better writers, teachers
have a number of crucial tasks to perform. The numbers of crucial
tasks to perform are57:
1) Demonstrating
Teachers have to be able to draw about writing convention
and genre constraints in specific types of writing to their attention.
2) Motivating and Provoking
Student writers often find themselves lost for words ,
especially in creative writing task. This is where the teacher can
help, provoking the students into having the ideas, enthusing them
with the value of the task, and persuading them what fun it can be.
3) Supporting
Students need a lot of help and reassurance once they get
going, both with ideas and with the means to carry them out.
Teachers need to be extremely supportive when students are
writing in class, always available and prepared to help students
overcome difficulties.
4) Responding
When responding, we react to the content and construction
of a piece supportively and often make suggestions for its
improvement.
5) Evaluating
There are many occasion, however, when we do want to
evaluate students work, telling both them and us how well they
have done. All of us want to know what standard we have reached
(in this case of a progress /achievement test). When evaluating our
students writing for test purposes, we can indicate where they
wrote well and where they made mistakes, and we may award
grades; but, it although test-marking is different from responding,
57 Jeremy Harmer, How to Teach Writing.op.cit ,p.41-42.
28
we can still use it not just to grade students but also as a learning
opportunity.
Thus, the researcher concludes that English teacher has
crucial role and tasks to perform to students in Junior High School,
especially at transition-period, because sometimes they have less
motivation.
9. The Difficulties of Teaching Writing at Junior High School
Writing has a little portion in Junior High School. Students in
Junior High School as Susan Halliwell write, not talking about
classroom where children spend all their time sitting still in rows or
talking only to the teacher58. Because children love to express their
mind through written.
The writing skill is complex and difficult to teach.
Fundamentally, writing is learned, rather than taught, and the
teacher s best methods are flexibility and support59.It means
responding to the specific instructional context, particularly the age,
first language and experience of the students, their writing purposes,
and their target writing communities, also providing extensive
encouragement in the form of meaningful contexts, peer involvement,
prior texts, useful feedback and guidance in the writing process.
In learning writing, the students aren t only had to know the
vocabularies or words, but they have also known how those words
can be a paragraph. According to Zakiyatul Mukaromah as quoted by
Toyyibah, there are some real difficulties in teaching writing related
to make the students can transfer their ideas, they are60:
58 Jeremy Harner. The Practice of English Language Teaching. op.cit.p.38.59 Ken Hyland,op.cit.p.78.60 Toyyibah, Using Realia to Improve Students Writing Organization of Descriptive
Text: A Classroom Action Research with the 7th graders of MTS Nahdlatusysyubban PlosoKarangtengah Demak in the academic year of 2008/2009, (Unpublished Thesis Semarang: IAINWalisongo Semarang, 2009).p21-22.
29
a. Exciting Students
Writing is related to grammatical skill and the other
supporting skills such as stylistic skill, mechanical skill, and
judgment skill. These four skills may scare the students. It seems
something so rough that they will get stress first and they can t
understand what teacher explains. It means that the first difficulty
is that to excite students to write as well as possible. Therefore,
the teacher s role in engage process in teaching writing is very
important thing to excite students.
b. The use of an appropriate media
It is possible for a teacher who teaches without using a
media. In order that a lesson or a material is more interesting, the
teacher should use a media. It can be pictures, realia, or even a
computer set. In addition, the use of media can establish whether
the learning process is success or not.
c. Teaching grammar
We know that grammar is central to teaching and learning
of languages. It is also one of the more difficulty aspects of
language to teach well. Furthermore, the students are not too
interested in learning grammar. They may be confused because
so many patterns of forms they have to remember. Moreover, if a
teacher cannot use an appropriate method to teach grammar, the
teacher will spends all the time to teach grammar, whereas at the
time is to teach writing and the students are asked to make a
writing work. If it happens, objectives of the lesson cannot be
reached.
Thus from the explanation above, there are some real
difficulties in teaching writing at Junior High School. So, the
researcher gives a statement that impossible to teach writing
effectively without good strategy from the English teacher in each
school. As a good English teacher, he/she have to make students at
30
Junior High School seventh grade enjoy when teaching-learning
writing process with make it more interesting.
According to the Zakiyatul Mukaromah as quated by Toyyibah,
there are some suggestions to make teaching writing more interesting,
they are61:
1. Ensure students that writing is interesting
Writing is an interesting activity where students can
develop their ideas, feeling and thought. The best thing that a
teacher can do to help students grow as writer is the helping them
to understand that writing is a process.
2. Choose an appropriate topic
The choice an appropriate topic can establish how the
students explore their ideas. Usually, the students feel enjoy with
interesting the topic. The example is when the teacher teaches
about procedure text, the topic can be taken from their ability or
their experience.
3. Use an interesting media
Media can help students to learn, also make them enjoy.
The use of media itself can be established by considering what
levels the students are. The creative teacher will choose an
interesting media that can be found easier and it is familiar with the
students such as things around their life.
4. Give more examples
Each student has different style, ability, motivation and
spirit. Some of them will be more try and try if there is example
from teacher s explanation. It is easier for the students to write
when they look at examples. When the students are looking at the
examples, they will read them and learn about the forms or
patterns. It helps them to understand automatically.
61 Ibid,p. 22-23.
31
10. Teaching Writing Procedure Text Using Realia
Teacher is suggested to give much practice in teaching
English to objects or things. Objects or things allow us to explain a
word or concept in a simply way by showing the objects. For example
in teaching writing procedure text, the teacher can use realia as an
effective aid to make easy in understanding the examples of procedure
text. By showing the realia, students can understand the kinds of
realia that practiced, so they remember easily to decide the goal,
material and steps also write it easy. Realia provides language
learners with multi-sensorary impressions of the language which, as
Rivers (1983) notes is "learned partly at least through seeing, hearing,
touching, and manipulating" items62.Interaction with authentic
materials aids in contextually grounding instruction by bringing
students into contact with language as it is used in the target culture in
order to meet actual communication needs. The use of realia, then,
can enhance linguist comprehensibility, which are both prerequisites
for real language learning.
According to Wright (1989) as quoted by Toyyibah (in the
thesis of Akrimatusholikhah), there are 5 criteria that support the use
of realia in a classroom activity, they are63:
1. Easy to prepare
When teacher wants to use a media in their activities, they
have to decide whether it is difficult to prepare or not. Realia is a
simple media that can be brought in the class in the class and it is
easy in preparing.
2. Easy to organize
The teacher has to decide whether the organizing a more
complicated activity worthwhile. The teacher can use realia in
their teaching because it is easy in organizing.
62 Bryan Smith, loc.cit,63 Toyyibah, op.cit, p.30.
32
3. Interesting
Before applying realia in the activity, the teacher has to
justify the students interest toward it. Bringing realia (authentic
objects from s culture), or manipulative to the classroom helps
teachers in providing comprehensible input in a second language.
4. Meaningful and Authentic
Students are going to gain more if the language they use
is vital to the situation. There should be some reaction or if they
use the language appropriately.
5. Sufficient amount the Language
The activity should give rise to a sufficient amount of
language in order to justify its conclusion in the language lesson.
The researcher concludes that realia is appropriate teaching
aid in teaching writing procedure text, because first, it helps to make
English lesson memorable. Second, it also takes concentrating the
students mind on the object. Third, it will generate interest and help
create an atmosphere conducive to learning.
11. Students’ Ability in Writing
Students ability in writing is decided by four skills, they are
grammatical skill, stylistic skill, mechanical skill, and the last is
judgment skill. The step which is student has ability to write correct
sentences, it is called grammatical skill. The step which is student has
ability to manipulate sentences and use language effectively. It is
called stylistic skill. The step which is student has ability to use
correctly those conventions peculiar to the written language such as
punctuation and spelling, it is called mechanical skill. The last step
which is students ability to write in an appropriate manner for a
particular purpose with a particular audience in their mind together
with an ability to select, organize, and order relevant information64.
Sometime, while writing there are two or more short compositions
64 J. B. Heaton, loc. cit.
33
usually provide more reliable guides to writing ability, they are
enabling the testing of different registers and varieties of language65.
So, writing ability is complex, because it is not only based on one or
two skills.
12. Improving Students’ Ability in Writing
Writing as one of the four skills of listening, speaking,
reading, and writing, it has always formed part of the syllabus in the
teaching of English. Improve students ability in writing is not easy
way. Because writing needs a complicated intellectual undertaking,
there is a process such as prewrite, write, revise, edit and publish. If
there is students improvement in writing ability, it can be showed by
these indicators below66:
a. Students are able to write correct sentences.
b. Students are able to manipulate sentences and use language
effectively.
c. Students are able to use correctly those conventions peculiar to
the written language.
d. Students ability to write in an appropriate manner for a particular
purpose with a particular audience in their mind together with an
ability to select, organize, and order relevant information.
Actually, writing encourages students to focus on
accurate language use, because they think as they write, it may well
provoke language development as they resolve problems which the
writing puts into their minds.
B. Previous Research
The researcher will describe some thesis which are relevant to this
thesis to make the thesis arrangement easier and to avoid repeating the same
65 Ibid, p.128.66 Ibid. p. 138.
34
study. There are two previous researches that are used by the researcher, they
are:
A thesis by Toyyibah, students number: 3104306 (English
Department of Tarbiyah faculty Walisongo State Intitute for Islamic Studies
Semarang,2009) on the title Using Realia to Improve Students Writing
Organization of Descriptive Text in A Classroom Action Research with the 7th
Graders of MTs Nahdlatusysyubban Ploso Karangtengah Demak in The
Academic Year of 2008/2009). The similarities are this research used
classroom Action Research in its research approach and this research used
realia as an aid, also focused on writing skill67. It is explained that using realia
as a media in teaching descriptive text is very helpful in producing the words
because the students can see the thing directly, so they are able to use
appropriate vocabulary. The result of this research shows that the students
improve their writing organization of procedure text. Actually in the first
cycle, the researcher found the mean of the score of the students writing was
2.95 with the total score 115. In the second cycle found the mean of the score
of the students writing was 3.82 with the total score 149. In the third cycle
found the mean of the score of the students writing was 4.05 with the total
score 158.
A thesis by Tri Yuliani, students number: 3102620610 (Language
and Art Faculty of State University of Semarang, 2007) on the title The Use of
Picture as Media in Writing a Descriptive Text in The Case of Year VII
Students of SMP N I Tarub, Tegal in The Academic Year of 2006/2007 . The
similarity is that this research focused on writing skill68. The result of this
research is the achievement of students taught with pictures for writing a
descriptive text is better than those taught with a conventional method. So that
the researcher concludes that the use of pictures as media gives contribution to
improve their skills in writing a descriptive text. Because the T-test applied in
67 Toyyibah, Ibid68Tri Yuliani, The Use of Picture as Media in Writing a Descriptive Text in The case of
Year VII Students of SMP N I Tarub, Tegal in The Academic Year of 2006/2007. Bachelor Thesis,(Semarang: UNNES, 2007).
35
both group shows that t value (5.12) is higher than the critical value in the t-
table (1.994).
The researcher here has the title of Improving Student Ability in
Writing Procedure text Using Realia (A Classroom Action Research with
Students of Grade VIIG at SMP N 18 Semarang in the Academic Year of
2010/2011). This research has same skill with the two theses above. The
researcher wants to improve students ability in writing procedure text using
realia involved their ability in content, organization, vocabulary, grammar, and
mechanic. So, the researcher hopes that this researcher can fill in the gap in
teaching writing procedure text.
C. Action Hypothesis
Based on the title of Improving Students Ability in Writing
Procedure Text Using Realia , the researcher has hypothesis that realia can
improve students ability in Writing Procedure Text, because students ability
in writing can be improved by true strategies in teaching writing through realia
as an teaching aid. These students ability improvement in writing can be
showed by some indicators and all of them is writing as a cooperative activity.
36
CHAPTER III
METHOD OF THE RESEARCH
A. Setting and Participant of The Study
SMP N 18 Semarang located in Jl. Purwoyoso I Ngaliyan Semarang is
purposively selected as the research setting because of two major reasons.
Firstly, its location is near for researcher to conduct the research. Secondly,
the researcher has practiced teaching there, so she feels unfamiliar with SMP
N 18 Semarang. She has known that students of grade VIIG have difficulties
in writing. So, actually she wants to help the English teacher to improve
students ability in writing. This condition matches to the realia as a media
which can be applied in the teaching of procedure text in classroom. The
researcher chooses students of grade VIIG which is consist of 36 students as
participant, look at appendix 2.
B. Design of Study
Research method is a systematic activity using certain method to find
new thing or to prove a theory. This research is classroom action research
(CAR), it is kind of research that is conducted in the classroom by a teacher.
This research can offer new ways and procedures to improve and increase
teacher s professionalism in teaching learning process and students learning
result.
Action Research is one type of applied research69 and a form of
research which is increasingly significant in language education. Usually that
is carried out by practitioners (for our purposes, classroom teachers) who have
the essential impetus to change the system70.
69 Applied Research is conducted chiefly in order to improve practice by solving somesort of specific problem. Attempts at applying learning theory to solve practical problems thatteachers face in the classroom are examples of this category of research, from: Jeffrey Glanz,Action Research: An Educational Leader s Guide to School Improvement, (Norwood: Christoper-Gordon Publication, Inc., 1998), p.8.
70 David Nunan, Research Methods in Language Learning,(Cambridge: UniversityPress,1992),p. 17-18.
37
According to Harmer,
Action research is the name given to series of procedures teachers canengage in either because they wish to improve aspect of their teaching,or because they wish to evaluate the success and or appropriacy ofcertain activities and procedures 71.
Stephen Kemmis taken by D Hopkins in his book A teacher s Guide
to Classroom Research said that action research is a form of self reflective
inquiry undertaken by participants in a social (including education) situation
in order to improve the rationality and justice of their own social or
educational practices, their understanding of these practices and the situations
in which practices are carried out72 .
According to Kemis and Mc. Taggart in Nunan, Action research is a
group of activities and a piece of descriptive research carried out by a teacher
in his or her own classroom, without changing the phenomenon under
investigation73. They have argued that the characteristic of action research are:
• it is carried out by practitioners (for our purposes, classroom
teachers rather than outside researchers)
• it is collaborative, and
• it is aimed at changing things
From the definition of action research above, the researcher concluded
that action research is an action in research that can be done by teacher,
researcher and teacher with his or her colleague, etc which involves a group of
student to improve the quality of teaching and learning process or to enhance
students understanding to the lesson.
71 Jeremy Harmer, The Practice of English Language Teaching, (England: Longman,2003), p.344.
72 D. Hopkins, A Teacher s Guide to Classroom Research, (New York: Bristol openUniversity Press, 1993), p. 44.
73 David Nunan, loc.cit.
38
Action Research engages teachers in four steps processes, namely: to
identify an area of focus, collect data, analyze and interpret data, also develop
an action plan.
The steps of action research74
74 Fakultas Tarbiyah IAIN Walisongo Semarang, Pelatihan Penelitian Tindakan Kelas (PTK) BagiMahasiswa IAIN Walisongo, (Semarang: Fakultas Tarbiyah, 2008), p.8.
Problem Planning I Acting I
Reflecting I Data analysis Observing I
Problem Planning II Acting II
Reflecting II Data analysis Observing II
New problem Planning III Acting III
Reflecting III Data analysis Observing III
39
These cycles of classroom action research will involve identify of
problem (planning), collect data (acting), analyze and interpret data
(observing), and develop an action plan (reflecting)75. Before the writer does
the cycles in action, it will be done preliminary at first. Research design can be
done with some steps as follows:
1. Preliminary Research
In this preliminary research, the researcher intended to find out:
• The data such includes the number of students and students name list.
• Students writing score of grade VIIG before they are taught writing
procedure text using realia.
2. Planning in Action
In this research, the writer planned to conduct three cycles of
classroom action research. There are four steps process in each cycle for
doing classroom action research:
a. Planning
Planning an action by focusing on who, what, when, where, and how
the action will be done.
b. Acting
The planning strategy will be applied in teaching learning process.
c. Observing
In this phase, the writer observes and takes notes during teaching
learning process.
d. Reflecting
Reflection means to analyze the result based on the data that have been
collected to determine the next action in the next cycle. In this phase,
the researcher could observe whether the acting activity had resulted
any progress, what progress happened, and also about the positives and
negatives.
75 Ibid, p.7
40
C. Procedure of The Research
In doing this research, the researcher will focus on the improvement of
students ability in writing procedure text. This research will use a Classroom
Action Research as a field research method. In writing this research, the
researcher will use Qualitative design using mini test in each cycle to know
the improvement of students ability in writing procedure text. The steps of
this research were arranged in four phrases, those were: preliminary research,
cycle 1, cycle 2 and cycle 3. There were four activities that should be done in
cycle 1, cycle 2 and cycle 3. Its steps in this kind of research where using
some cycles and it was implemented to improve students ability .The four
components consisted of planning, acting, observing and reflecting.
The Broad Outline of Classroom Action Research Procedures76
a. First cycle
The researcher as an English teacher will give explanation about
procedure text, although it had been explained on the day before.
Researcher will use realia as an aid at this evaluation test with the topic
How to eat gum . After that, they have to make its report in written form.
So the researcher gets the data from the first evaluation test which is
76 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT.Rineka Cipta, 2006), 6th Ed., p.92.
Planning
ActingReflecting
Observing
41
applied using realia. Start from here, the researcher can make hypothesis:
is realia give contribution to the students ability in writing procedure text?
Planning 1. Preparing the teaching aid.
2. Making a lesson plan.
3. Preparing present list in order to know students
activeness in joining teaching learning process.
Acting 1. The researcher (as a teacher) greets students.
2. The researcher will introduce herself to the students.
3. Ask and answer about various things related to the
students condition
4. The researcher calls the role.
5. The researcher gives motivations to the students related
to the material that will be taught, its purpose are: in
order the students understand the material exactly to
concentrate students attention on the learning situation.
6. The researcher explains the material.
7. The process of transformational of material by
contextual approach first.
8. The researcher gives an example of procedure text in
practice to the students in front of class.
9. The researcher asks students to practice it using realia,
together.
10.The researcher asks students to make it in written form.
11. After the students finishing their writing, the researcher
42
asks them to collect their result.
12. Teacher gives other topic to practice in the classroom.
13. The researcher asks them to collect their result in
written form on a piece of paper
Observing 1. Observing the teaching learning process focus on
students ability that indicates their understanding and
concern on the lesson.
2. Observing the students when they were writing a
procedure text according to the realia.
Reflecting 1. Analyzing the data from the cycle.
2. The researcher and the teacher will discuss the result of
the cycle.
3. Make a conclusion from cycle I.
b. Second cycle
Same with the procedure in cycle one, still the researcher as an
English teacher. Actually, the teacher will give other example with the
material How to make a sandwich . The researcher will apply it, thus the
students are asked to practice it in group which are consist of six students
for each cycle and after that, they have to make it in written form. So, the
researcher knows about the improvement of students ability in writing
procedure text with compare between the score at first and second cycle.
Planning 1. Preparing the material of writing
2. Choosing the realia as an aid in teaching according to the
material.
43
3. Designing lesson plan of cycle II.
Acting 1. The researcher explains the material, although it had
been explained on meeting before.
2. The researcher asks the students about their problems on
the previous lesson.
3. The researcher explains the problem.
4. The researcher asks students understanding.
5. The researcher divides the students into six groups, so
each group consists of six students.
6. The researcher shows realia that will be explained her
first.
7. Teacher practiced how to make a sandwich in front of
class, so each group can pay full attention to teacher
explanation and practice.
8. Teacher asked students to practice make a sandwich s
procedure in their group.
9. The researcher guides the students in writing.
10. After the students finished their writing, they have to
collect their writing to the researcher.
Observing 1. Observing the teaching learning process focus on
students ability that indicates their understanding and
concern on the lesson.
2. Observing the students when they were writing a
procedure text according to the realia.
44
Reflecting 1. Analyzing the data from the cycle.
2. The researcher and the teacher will discuss the result of
the cycle.
3. The researcher will compare the students score between
cycle I and cycle II to find out the improvement of
students of students ability in writing procedure text.
c. Third cycle
Same with both cycles above, the researcher explains before give
the other example of procedure text. For this cycle, the researcher will give
material of procedure text on the title How to make a cup of coffee ,
because as for the mini test at the last is how to make a glass/a cup of
tea . Still the same method like as at second cycle, so the researcher can
measure students ability improvement in writing procedure text by
compare between first, second and third cycle.
Planning 1. Preparing the material.
2. Preparing the realia that will be used based on the
material.
3. Designing lesson plan of cycle III.
Acting 1. The researcher explained the material, although it had
been explained on the day before.
2. The researcher asked students about their problems on
the previous lesson.
3. The researcher explained the problem.
45
4. The researcher asked students understanding related to
previous cycle.
5. The researcher showed realia to students for cycle III.
6. The researcher given the example and guided first to
students.
7. The researcher asked students to practice it.
8. The researcher asked students to write the practice result
in cycle III which is they had been practiced using realia.
9. The students have to collect it after they have written it.
Observing 1. Observing the teaching learning process focus on
students ability that indicates their understanding and
concern on the lesson.
2. Observing the students when they were writing a
procedure text according to the realia.
Reflecting 1. Analyzing the data from the cycle.
2. The researcher and the teacher will discuss the result of
the cycle.
3. The researcher will compare the students score between
cycle I, cycle II and cycle III to find out the improvement
of students of students ability in writing procedure text.
D. Research Approach
Probably the most common way of classifying research studies is
by categorizing them into either quantitative or qualitative approach.
Quantitative is broadly used to describe what can be considered
46
objective . Qualitative is used to describe data which are not amenable to
being conducted or measured in an objective way and therefore
subjunctive 77. In this research, the researcher uses descriptive qualitative
approach, because the data are descriptive in the forms of written and
result of test.
E. Focus of The Research
Based on the object in this study, this research is a field research. It
is a research that directly conducted in the field or the respondents. In this
research, the researcher focuses on improving students ability of Grade
VIIG ability in writing procedure text using realia.
F. Collabolator
Collabolator in classroom action research is person who helps the
researcher to collect the data. The collabolator in this research is English
teacher who teaches English to students of grade VIIG at SMP N 18
Semarang. He is Mr. Budi Siswanto, S.Pd.
G. The method of Collecting Data
As other research, classroom action research also needs to collect
data to support this research. It is fundamental thing to be well throughout
by a researcher before to conduct a research.
There are several ways to collect data like questionnaire,
observation, field notes, interview, documentation, and test. In this
research, the researcher gathered the data to support above. The researcher
chooses some of which are appropriate. In collecting the data, the
researcher attempts to employ the following methods.
1. Observation
77 Michael J. Wallace, Action Research for Language Teachers, (USA: CambridgeUniversity Press, 1998), p.38.
47
Observation is a very common way to collect data in action
research settings is to observe and record information78.Also
observation as the activity of giving total concern to research object by
the sense79. The researcher has crucial role and she will observe the
participants in their teaching- learning process of course in English
subject. So here the researcher decides to be an observer participant.
Observer participant which has purpose is known by all participants.
Here the researcher may record data as they occur.80 Ideally, the
researcher spends a considerable amount of time in the setting,
learning, about daily life.
The researcher will do the observations four times during the
research. The first observation will focus on students problems in
writing. The next three observations more focus for the researcher to
apply realia in writing procedure text also observe its improvement.
So, here the researcher will observe the event in that class during the
lesson.
2. Test
It is a set of questions and exercises used to measure the
achievement or capability of the individual or group. Anyway it is
perhaps the most common tools used to collect data by action
researchers.
In this research, the researcher used achievement test because it
is made to measure the students achievement after they learned the
material. According to H. Douglas Brown:81
An achievement test is related directly to classroom lessons,units, or even a total curriculum. Achievements tests arelimited to particular material covered in a curriculum within aparticular time frame, and are offered after a course has
78 Jeffrey Glanz, op.cit., p. 141.79Suharsimi Arikunto, op.cit., p.156.80 Jefffrey Glanz, loc.cit.81 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, (Great Britain: Longman, 2001), 2nd Ed, p 391.
48
covered the objectives in question. Achievement tests can serveas indicators of features that a student needs to work on in thefuture, but the primary role of an achievement test is todetermine acquisition of course objectives at the end of aperiod of instruction.
It will take three times, there are on each cycle. A standard
technique should be used to show that results of research are reliable to
measure the writing test. The researcher provided mini test for each
cycle.
a. First mini test in cycle I
The researcher as an English teacher will give explanation
about anything which is related to procedure text, although it had
been explained on the day before. Researcher will use realia as an
aid at this evaluation test with the topic How to eat gum . After
that, they practiced, and then wrote the procedure text based the
topic. So the researcher gets the data from the first evaluation test
which is applied using realia.
b. Second mini test in cycle II
Same with the first mini test, still the researcher as an
English teacher. Actually, the teacher will give other example with
the material How to make a sandwich . The researcher will apply
it, thus the students are asked to practice it in group and after that
they have to write the result of how to make a sandwich . So, the
researcher knows about the improvement of students ability in
writing procedure text with compare between the score at first mini
test and the score at second mini test.
c. Third mini test in cycle III
Same with both mini tests, the researcher explains before
give the other example of procedure text. For this evaluation test,
the researcher gave a material of procedure text on the title How
to make a cup/a glass of tea . Still the same method like as at
49
second evaluation test, so the researcher can measure the
improvement of students ability in writing procedure text by
compare between first, second and third evaluation test.
H. Instruments
The instruments used here are test, and observation checklist.
1. Test
It was used to investigate the students achievements after
being taught procedure text using realia. The steps to arrange the mini
test are as follows.
a. Limit the tested material. Here, the material was limited in
procedure text.
b. Determine the term to do the test.
2. Observation Checklist
In arranging this instrument, the researcher seen saw and listed
some students observable behavior that indicates their understanding
on procedure text during teaching -learning activities. The researcher
here made two kinds of observation checklist, first is the observation
checklist for teacher and second is the observation checklist for
students. These instruments are attached.
I. Technique of Analyzing Data
Data analysis is an effort which is done by teacher and a researcher
to data organizes into research first form and categorizes to get hypothesis
and make its planning82.
In this research that related to the title, the writer focused on the
improvement of students writing ability. And the researcher wants to
know whether there is improvement after the students taught using realia
or not.
82 Lexy J, Moleong, Metodology Penelitian Kualitatif, (Bandung: PT. RemajaRosdakarya, 2002), hlm.103.
50
In knowing whether the students writing ability of procedure text
is improve or not. The writer used the steps which were done by the writer
in analyzing the result of students writing ability.
The researcher used criteria of assessment that is since the content
of students writing covered the generic structures. The element of writing
is content, organization, grammar, vocabulary, and mechanics. After
classifying the test items, the researcher will give score for each item. The
items analysis can be seen on table I.
Table I83
Item Analysis Score CriteriaContent 30-27 Excellent to very good: knowledgeable-
substantive, thorough development of thesis, relevantto assigned topic.26-22 Good to average: some knowledgeable ofsubject, adequate range, limited development of thesis,mostly relevant to topic, but lacks detail.21-17 Fair to poor: limited knowledgeable of subject,title substance, inadequate development of topic.16-13 Very poor: doesn t show knowledgeable ofsubject, non substantive, non pertinent, or not enoughto evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideasclearly stated, succinct, well-organized, logicalsequencing, cohesive.17-14 Good to average: somewhat choppy, looselyorganized but main ideas stand out, limited support,logical but incomplete sequencing.13-10 Fair to poor: not-fluent, ideas confused/disconnected, lacks logical sequencing anddevelopment.9-7 Very poor: does not communicate, no organization,or not enough to evaluate.
Vocabulary 20-18 Excellent to very good: sophisticated range,
83 Arthur Hughes, Testing for Language Teachers,(NY: Cambridge University Press,2003), 2ndEd, p. 104.
51
effective word/ idiom choice and usage, word formmastery, appropriate register.17-14 Good to average: adequate range, occasional ofword/ idiom form, choice, usage, bit meaning is notobscured.13-10 Fair to poor: limited range frequent errors ofword/ idiom form, choice, usage but meaning confusedor obscured.9-7 Very poor: essentially translation, little knowledgeof English vocabulary, idioms, word form, or notenough to evaluate.
Language Use 25-22 Excellent to very good effective complexconstruction, few errors of agreement, tense, number,word order/function, articles, pronouns, prepositions.21-18 Good to average: effective but simpleconstruction, minor problems, in complex construction,several errors of agreement, tense, number, wordorder/function, articles, pronouns, preposition butmeaning seldom obscured.17-11 Fair to poor: major problems in simple/ complexconstruction, frequent errors of negation, agreement,tense, number, word order/function, articles, pronouns,prepositions and/or fragments, run-ons, deletions,meaning confused or obscured.10-5 Very poor: virtually no mastery of sentenceconstruction rules, dominated by errors, does notcommunicate, or not enough to evaluate.
Mechanic 5 Excellent to very good: demonstrates mastery ofconventions, few errors of spelling, punctuation,capitalization, paragraphing.
4 Good to average: occasional errors of spelling,punctuation, capitalization, paragraphing butmeaning not obscured.
3 Fair to poor: frequent errors of spelling, punctuation,capitalization, paragraphing, poor handwriting,meaning confused or obscured.
2 Very poor: no mastery of conventions, dominated byerrors of spelling, punctuation, capitalization,
52
paragraphing, paragraphing, handwriting illegible, ornot enough to evaluate.
Total Score 1-100
After collect the data, the researcher will analyze it. In give scoring of
the writing test, the researcher processes the result of the students test. The
researcher gives the score for each element of writing follows:
1 Content : the lowest score is 13 and the highest score is 30
2 Organization : the lowest score is 7 and the highest score is 20
3 Vocabulary : the lowest score is 7 and the highest score is 20
4 Grammar : the lowest score is 5 and the highest score is 25
5 Mechanic : the lowest score is 2 and the highest score is 5
The steps of data analysis:
1. The researcher assessed the result of students writing of each cycle, and
she will find the mean of it.
2. After that the researcher will compare the improvement of students score
on preliminary research and each cycle.
3. Then the last step is make its report in descriptive analyze form. It is mean
that the writer gives information using words description to show the
improvement of students ability in writing procedure text.
In knowing the mean of the students' score, the writer used the
following formula84:
:studentsofnumber
scoretotal
84 Jeffrey Glanz, op.cit, p.155.
53
CHAPTER IV
RESEARCH FINDINGS
This chapter explains the result of this research. This is a classroom action
research of the use of realia to improve students ability in writing procedure text.
There were four cycles in this classroom action research, which includes of
preliminary research, first cycle, second cycle and third cycle. The researcher
arranges data started from a preliminary research up to third cycle that had been
done before, which includes the five elements of writing skills, consist of content,
organization, vocabulary, language use and mechanic.
The researcher hopes this collected data can answer questions about the
implementation of realia in teaching writing procedure text and the improvement
of students ability in writing procedure text after being taught using realia.
Before the researcher was going to apply realia in teaching writing
process, there is a preliminary research.
This preliminary research was conducted at the beginning of the research.
It was done Mr. Budi Siswanto as English teacher. The researcher just observed
the classroom activity during the English lesson before students being taught
writing using realia.
From the observation, the researcher found some facts that happen in the
classroom during learning process. It could be described as follows: the English
teacher explained the material still use conventional method, the teacher only uses
LKS and BSE hand out during learning process, but the teacher explained the
material systematically and communicatively. When the teacher explained the
material, there were some did not pay attention to the teacher s explanation. In
teaching learning process, the students did not being active in asking the teacher
related to the material given. They just kept and did the task from the teacher.
From the description above, it can be concluded that the students
attention, participation, activity were low during the English lesson. Then the
researcher hopes that the use of realia to the next can make students become
concentrating and paid attention to teacher s explanation.
54
A. The Implementation of Teaching Writing Procedure Text Using Realia
Data in this research got from the several texts, started from
preliminary research up to third cycle. The results as details can be showed as
follows:
1. First Cycle
This cycle was conducted on April 23rd 2010. This cycle explained
how the teaching learning activity took place then would be continued
with the next cycles according to the situation. From the observation, the
researcher found some facts that happen in the classroom during learning
process. It could be described as follows: at the beginning, teacher greeted
students and introduced herself to students of grade VIIG. It made them
became concentrating and paid attention to teacher. Then teacher
explained about procedure text and all related to it. Teacher explained
about the social function of procedure text, its generic structure and its
lexicogrammatical feature to students. The generic structure consist of
goal, materials and steps, also imperative in present tense, action verb,
connective of sequence and numbering are involved in its
lexicogrammatical feature. Thus, automatically the students know what
procedure text is. Next, teacher gave a short conversation by the topic of
how to make fried rice to each student. Teacher asked them to analyze
which is the generic structure and lexicogrammatical feature based on the
dialogue. Then, teacher asked two students to play a role based on the
dialogue. Teacher looked that the class have got the point from the
dialogue and they understood about it.
After she finished, that was time to teacher showed a gum to
students. Suddenly class became noisy because some students were happy
and asking questions to teacher related to the realia showed. They looked
very enthusiasm with teacher s explanation. Teacher persuaded them to
give attention and asked about how to eat gum. Actually they can express
its steps using Indonesian well, but teacher asked them to express using
English, although that is difficult for them. They were still confused
55
about how to write the procedure how to chew gum appropriately. So
that teacher explained it again and again until they understood enough.
After the teacher finished her explanation, she distributed a gum
for each student in that class. They accepted it happily. Then teacher asked
students to practice how to chew gum . Next, students were assigned by
teacher to write a procedure text based on realia that have practiced. It is
assumed as the exercise or test of first cycle. The duration of this test is for
about 30 minutes. In this test, students were also full of permitted to open
dictionary. Students doing the test, they are looked confused. But on the
other hand, they were still enthusiasm to do the test. Their faces were
looked seriously. And sometimes, teacher turned around to check students
answer one by one. Finally they collected the student s worksheet to
teacher.
Then the researcher analyzed student s worksheet and calculated it.
In researcher s analysis of student s work of first cycle, she found that
many students still made some mistake in their writing of procedure text
especially in lexicogrammatical feature. Some of them can t use some
connective sequences and numbering well. They also still had difficulties
in composed generic structure accurately, although they have got
explanation from the teacher before doing the test.
2. Second Cycle
This cycle was conducted on April 30th 2010.This activity was
done just like the previous one that was teaching and learning process of
procedure text writing using realia.
On previous cycle, students still made some mistake in their
procedure text writing composition. So that in this activity the teaching
learning process was focused to overcome the students difficulties or
errors that were found in previous cycle. Teacher gave input to students
about how to write a good procedure text.
From the observation, the researcher found some facts that happen
in the classroom during learning process. It could be described as follows:
56
at the beginning, the teacher greeted students. They also greeted her. Then,
teacher began the lesson by discussed the last activity with students. Then,
she started the lesson by explaining how to arrange and compose
procedure text appropriately, effectively, and accurately. Students were
expected to be active in the lesson by asking and discussing about their
latest test that they have done. While the lesson, some of students were
also asked to write a procedure text in front of class by teacher s guidance.
By doing this strategy, students were expected to be more understood and
confidence which; the social function, generic structure and
lexicogrammatical feature of procedure text. By this way, she found that
most of students understood enough with the material; even some of them
got unsatisfied score on the previous cycle. Teacher was also motivating
them to be more confident in writing English text, especially procedure
text.
When it was finished, they were asked to do a test by some rules as
previous one. Teacher divided class into six groups, so each group consists
of six students. Then teacher gave realia such as; bread, cheese, a plate,
sausage, sauce, a plate, and etc to each group. Teacher demonstrated how
to make a sandwich in front of class to all groups. Suddenly some of
students became noise. Teacher asked them to work in group to practice
how to make a sandwich too. At the time teacher became confuse because
each group was noise, so she tried to manage the class well. After finished,
she also checked these groups one by one. They have finished practicing
for about 10 minutes. After 10 minutes left, actually each group has
finished the practice. Then teacher gave instruction to students, to express
their practice in writing for about 25 minutes. And they looked very
enthusiasm to do the assignment together with their own group. And the
last, each group collect their work to teacher.
57
3. Third Cycle
This cycle was conducted on May 7th 2010. This cycle was done
just like the previous one that was teaching and learning process of
procedure text writing using realia.
From the observation, the researcher found some facts that happen
in the classroom during learning process. It could be described as follows:
at the beginning, as usually the teacher greeted students as sign that the
lesson will be began. Students were enthusiasm to respond teacher s
greeting.
In this cycle, the teacher reviewed all of material which has been
taught from the first cycle up to the latest or second cycle. This was
because the students understanding is crucial before they did a last test.
Then after she finished her explanation, she gave a new topic of procedure
text about how to make a cup of coffee. Teacher practiced it in front of
class. In that time, students were quite and gave attention to teacher s
explanation. Their faces were looked seriously.
After that, students were asked to write procedure text by similar
theme how to make a cup / a glass of tea . Teacher divided them into six
groups as previous cycle, so each group consists of six students. She
distributed a set of realia for each group such as teabag, sugar, glass,
spoon, and etc. They practiced in group using time allotment for about 10
minutes. Actually they were discussing seriously in their own work.
Usually while students practiced, teacher turned around to check these
groups one by one. After finished, students back to their seat, because
teacher asked students do its written individually. The procedure of doing
the test was the same as previous one. The time allocation given for doing
the test was 25 minutes. The test ran smoothly, while students were doing
the test; they were looked serious.
Then, after it was finished, the researcher analyzed students
worksheet. In the researcher analysis of students worksheet in this cycle,
she found that were improvements on their ability in writing procedure
58
text. Some mistake at previous cycle, now become solved and almost of
theme were disappear in this cycle. It showed from their writing scores
that improve cycle by cycle.
B. The Students’ Improvement of Procedure Text Writing After Being
Taught Using Realia
1. Students Score of The First Cycle
Item AnalysisNo Students'
Code Content Organization Vocabulary LanguageUse Mechanic
TotalScore
1 S-01 20 13 10 16 2 612 S-02 22 13 11 14 4 643 S-03 18 13 10 11 3 554 S-04 22 13 12 16 2 555 S-05 21 12 10 17 3 636 S-06 17 12 10 9 2 507 S-07 16 12 9 14 2 538 S-08 18 13 12 9 2 549 S-09 out out out out Out out10 S-10 13 17 8 14 3 5311 S-11 23 13 10 13 2 6112 S-12 13 12 7 13 2 4613 S-13 17 15 11 9 2 5414 S-14 19 13 10 14 2 5815 S-15 22 13 12 17 2 5616 S-16 13 13 11 11 2 5017 S-17 21 12 10 16 4 6318 S-18 18 13 11 9 3 5419 S-19 21 13 10 16 2 6220 S-20 23 19 10 13 4 6921 S-21 25 17 11 13 3 6922 S-22 17 12 9 14 2 5423 S-23 20 13 12 11 2 5824 S-24 22 17 12 17 3 7125 S-25 21 12 10 13 2 5826 S-26 17 19 12 17 4 6927 S-27 18 12 10 13 2 5528 S-28 17 13 12 9 3 5429 S-29 20 17 10 13 2 62
59
30 S-30 15 12 10 13 2 5231 S-31 17 12 10 7 3 4932 S-32 23 14 13 14 3 6733 S-33 13 10 12 14 2 5034 S-34 17 12 10 13 3 5535 S-35 21 16 12 17 2 6836 S-36 20 13 10 13 4 6037 S-37 20 16 12 17 3 68
Total Score 678 492 380 470 84 2103Mean 60,1
Table 2
The calculation result shows that the average of students test result
of first cycle was 60.1. The highest and the lowest score of 71 and 46.
Although only a view, it was an improvement if this result be compared
with the previous score from the real teacher. Because the average of
students test result was 44.6 with the highest and the lowest score of 61
and 35 (look at appendix 11).
2. Students Scores of The Second Cycle
Item AnalysisNo Students'
Code Content Organization Vocabulary LanguageUse Mechanic
TotalScore
1 S-01 25 14 14 18 3 742 S-02 20 14 14 15 3 663 S-03 20 13 13 15 3 644 S-04 20 13 13 15 3 645 S-05 22 13 15 15 3 686 S-06 17 14 10 12 4 577 S-07 21 13 14 11 4 638 S-08 20 13 13 15 3 649 S-09 out Out Out out out out10 S-10 22 13 15 15 3 6811 S-11 21 13 14 11 4 6312 S-12 20 14 14 15 3 6613 S-13 25 14 14 18 3 7414 S-14 20 13 13 15 3 6415 S-15 17 14 10 12 4 5716 S-16 21 13 14 11 4 6317 S-17 20 13 13 15 3 6418 S-18 17 14 10 12 4 57
60
19 S-19 22 13 15 15 3 6820 S-20 25 14 14 18 3 7421 S-21 22 13 15 15 3 6822 S-22 21 13 14 11 4 6323 S-23 22 13 15 15 3 6824 S-24 20 14 14 15 3 6625 S-25 25 14 14 18 3 7426 S-26 20 13 13 15 3 6427 S-27 s S S s S s28 S-28 17 14 10 12 4 5729 S-29 25 14 14 18 3 7430 S-30 22 13 15 15 3 6831 S-31 25 14 14 18 3 7432 S-32 17 14 10 12 4 5733 S-33 21 13 14 11 4 6334 S-34 17 14 10 12 4 5735 S-35 20 14 14 15 3 6636 S-36 20 14 14 15 3 6637 S-37 21 13 14 11 4 63
Total Score 720 472 466 491 117 2286Mean 65,3
Table 3
The researcher s analysis shows that the average of students test
result of the second cycle was 65.3. The highest and the lowest score of 74
and 57. The average of students test result of second cycle was better than
previous one. The researcher concluded that students improved their
writing in procedure text.
3. Students Scores of The Third Cycle
Item AnalysisNo Students'
Code Content Organization Vocabulary LanguageUse Mechanic
TotalScore
1 S-01 17 15 17 15 3 672 S-02 25 12 20 23 5 853 S-03 13 16 14 15 4 614 S-04 17 12 18 22 5 745 S-05 25 12 20 23 4 746 S-06 21 15 17 21 4 787 S-07 21 15 15 19 4 74
61
8 S-08 13 15 17 15 4 649 S-09 out Out Out out Out out
10 S-10 26 16 20 23 5 9011 S-11 18 15 15 21 4 7312 S-12 13 15 14 16 5 6313 S-13 18 15 14 19 3 6514 S-14 17 12 15 14 4 6215 S-15 23 12 15 21 4 7516 S-16 25 16 20 23 5 8917 S-17 21 16 18 23 5 8318 S-18 25 12 15 21 4 7919 S-19 25 18 15 21 5 8420 S-20 25 15 17 23 5 8521 S-21 26 16 17 21 5 8522 S-22 21 15 17 21 3 7723 S-23 23 16 15 18 5 7724 S-24 23 16 15 19 5 7825 S-25 24 12 15 21 4 7626 S-26 23 15 20 23 5 8627 S-27 S S S s S s28 S-28 25 15 14 23 5 7229 S-29 13 15 15 13 4 6030 S-30 13 12 14 13 4 5531 S-31 18 12 15 21 4 7032 S-32 23 15 17 21 5 8133 S-33 22 15 15 21 3 7634 S-34 17 15 17 13 3 6535 S-35 22 16 15 18 5 7636 S-36 20 15 17 19 5 7637 S-37 23 15 17 21 4 80
Total Score 723 509 571 684 151 2638Mean 75,4
Table 4
From the researcher s analysis, it shows that the average of
students test result of third cycle was 75.4, with the highest and the
lowest score of 90 and 55. There were improvements from one cycle to
the other cycle. The result of this cycle was also considered as
implementation. It was better than the previous one. The researcher
62
concluded that the students difficulties in writing procedure text were
solved enough through the use of realia.
C. Discussion
After the researcher implemented the use of realia in teaching writing
procedure text, she got the data. It showed there were several improvements
from the students and teacher performance. Students were being enthusiastic
in learning English, especially writing procedure text. Most of students paid
attention to the teacher s explanation and could accomplish the task well. It
was analyzed of each cycle, the mean of the students score from the
preliminary research until the third cycle briefly can be seen in the diagram
below.
44,6
60,165,3
75,4
01020304050607080
Preliminary Cycle I Cycle II Cycle III
The use of realia could improve the students ability in teaching
writing procedure text. It can be seen from the diagram above. So, this
classroom action research of the use of realia in teaching writing procedure
text at SMP N 18 Semarang was success. The improvements of mean of
students ability were 60.1 in the first cycle, 65.3 in the second cycle, and 75.4
in the third cycle.
There were many factors that influenced the result of study. One of
factors was teaching aid or media used in teaching. If a teacher employs an
appropriate teaching aid or media that is suitable with the method, the students
will enjoy the lesson. Actually, learning with the use of realia is only limited
63
by students imagination. It is possible to use realia in teaching writing
procedure text and moreover almost any subject such as vocabulary and
grammar. Realia stimulates students mind and is one way of encouraging
creativity by involving the sense. Realia saves time in teaching writing. In
addition, learning using realia also provides multi sensory impressions such
as: seeing, hearing, touching, and manipulating item. So, students can improve
their ability in writing procedure text.
Process in writing is more complicated intellectual undertaking than
other. So, writing is difficult. Students need to be creative enough to generate
ideas and goal directed enough to organize those ideas into meaningful text in
writing. But, the use of realia as teaching aid in writing procedure text made
students easy to understood procedure text material that is delivered by the
teacher. A fun learning can stimulate students spirit to be active connecting
material with the practice of procedure text such as how to chew gum, how to
make a sandwich and how to make a glass of tea, using realia which is
provided by the teacher from surrounding environment. Students can
understand the process or steps in writing procedure text clearly and
systematically.
Thus, in fact realia is an effective aid to improve students ability in
writing procedure text.
64
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discussed about research s conclusion and some suggestions
in teaching writing procedure text using realia.
A. Conclusion
1. Teaching writing procedure text using realia is implemented through the
following activities:
a. How to chew gum
• Teacher shows a gum to students.
• Teacher shows how to chew gum in front of the class.
• Teacher distributes a gum to each students and ask students to
practice based on their understanding to the material given.
• Students practice how to chew gum individually.
• Students write the procedure of how to chew gum.
• Students collect the task to teacher.
b. How to make a sandwich
• Teacher divides students into six groups. So, each group
consists of six students.
• Teacher shows realia that will be used in practicing how to
make a sandwich such as two slices of bread, tomato, cheese,
sauce, sausage, lettuce, knife and plate.
• Teacher explains the procedure how to make a sandwich to
students.
• Teacher points a volunteer from a group to help her in
practicing how to make a sandwich in front of the class, so
the other students will pay attention and understand easily.
• Teacher practices how to make a sandwich.
• Each group practices how to make a sandwich.
65
• Teacher determines the first group, second group, third group,
etc.
• Each group writes the procedure of making a sandwich.
• Each group collects the task to teacher.
c. How to make a glass of tea
• Teacher divides students into six groups. So, each group
consists of six students.
• Teacher shows realia such as coffee, sugar, water, spoon and
glass to make a glass of coffee.
• Teacher explains the procedure how to make a glass of coffee.
• Teacher asks each group to practice how to make a glass of
coffee together with teacher s instruction.
• Teacher asks students understanding to the material given.
• Teacher shows another realia such as sugar, teabag, water,
glass and spoon to make a glass of tea.
• Teacher gives realia that will be practiced by each group, so
they are still in groups.
• Teacher asks each group to practice how to make a glass of tea.
• Each group practices how to make a glass of tea.
• Each group writes the procedure of making a glass of tea and
collects the task to teacher.
• Teacher asks each student back to their seat.
• Teacher asks students to write the procedure of making a glass
of tea individually.
• Students collect the task to teacher.
2. The students writing was improved after being taught using realia
Teaching writing procedure text using realia can be enjoyable for
both teacher and students. In fact, students can improve their writing
66
procedure text after being taught using realia. It can be seen by students
achievement of writing scores in each cycle as follows:
• In preliminary research, the average of students achievement was 44.6
• In first cycle, the average of students achievement was 60.1
• In second cycle, the average of students achievement was 65.3
• In third cycle, the average of students achievement was 75.4
Students writing after taught using realia was improved as well as
their motivation to learn English. They become understood in writing
procedure text. Results of the research showed that the students also improved
their writing skills in almost of the five writing elements (content,
organization, vocabulary, language use and mechanics). They become better
in composing and arranging procedure text effectively and efficiently.
B. Suggestion
As a candidate of teacher, we must try to create conducive situation in
our class. An enjoyable relationship between teacher and students is the most
important thing in teaching learning activities. So that, both of teacher and
students will get success together through a good communication.
Teaching writing procedure text using realia for seventh grade students
of Junior High School is not easy as we thought, there are many difficulties
both of teacher and students had. The seventh grade students of Junior High
School are categorized children at transition period. They often bored and
sometimes losing their motivation to learn English. As a professional teacher,
we must push their enthusiasm always in teaching learning English by several
ways as well as we can.
At the end, the researcher realizes that this thesis is far from being
perfect, because of that; contrastive critics and advice are really expected for
the perfection of the thesis. Finally, the researcher hopes that this study can be
useful for all of us. Amen.
67
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CURRICULUM VITAE
Name : Nuria Ulfi Hidayati
Place and Date of Birth : Blora,2nd December 1988Student Number : 063411030
Address : Jl. Gatot Subroto km.4 BloraE Mail : [email protected]
Educational Background1. Taman Kanak-kanak Pertiwi Sembung Blora
2. SD Negeri 1 Tamanrejo Blora3. SMP Negeri 2 Blora
4. SMA N 1 Tunjungan Blora5. Tarbiyah Faculty of IAIN Walisongo Semarang, Community of 2006.
Semarang, December 13, 2010The writer,
Nuria Ulfi HidayatiNIM: 063411030
71
Appendix 1
Schedule of Classroom Action Research
No. Activities Date
1
2
3
4
5
6
7
8
9
10
11
12
Meet the headmaster of SMP N 18 Semarang to ask
permission to do research
Meet the English teacher to make research frame work
Meet the headmaster to give research proposal
Meet the English teacher to make sure the start of
the research
Conduct preliminary research
First cycle
Evaluation test I
Second cycle
Evaluation test II
Third cycle
Evaluation test III
Give the whole result to teacher
March 1st 2010
March 6th 2010
April 16th 2010
April 17th 2010
April 20th 2010
April 23rd 2010
April 27th 2010
April 30th 2010
May 4th 2010
May 7th 2010
May 11th 2010
May 20th 2010
72
Appendix 2Students' Name List
No. Name Students' Code1 Aditya Indah Putri Lestiyani S-012 Aghnia Tias Sari S-023 Alif Suryaning Darma S-034 Alredo Aldrian Azhalea S-045 Andhika Yudha Pratama S-056 Anggi Kurniawan S-067 Arsyad Iqbal Zarkasi S-078 Athallah Nur Fauzi S-089 Aulia Putri Damayanti (out) S-09
10 Catur Hari Wibowo S-1011 Dini Arum Anissa Arintya S-1112 Erdiana Estiningrum S-1213 Erika Putri Mustika Sari S-1314 Fajar Raditya Nugroho S-1415 Farah Diba Noviani S-1516 Farida Idealistina S-1617 Fikko Risma Sandy S-1718 Fitria Ismawati Dewi S-1819 Hemma Gita Aulia S-1920 Irma Fitriana Ardi K. S-2021 Ivan Muhammad Ihsan Izet B. S-2122 Lintang Ramadhani Aji S-2223 Mafika Rusnawati S-2324 Novandi Arif Madiyanto S-2425 Nur Rima Setyaningrum S-2526 Nurhaliza Putri Santoso S-2627 Okky Putranto S-2728 Qoirina Sukma Widyasari S-2829 Rahayu Putri Cahyaning S-2930 Rino Adhi Pratama S-3031 Santi Lestari S-3132 Sarasyita Nada R. E. S-3233 Septa Rubiyanto S-3334 Sidik Sugiyarto S-3435 Willy Octavian S-3536 Yuventa Anggie Saputri S-3637 Gilang Sunu W S-37
73
Appendix 3
Observation ChecklistNO ACTIVITIES GRADE
1 2 3 4 51. Teacher organization lesson and class
1) Introduction2) Explanation of material3) Instruction4) Classroom management5) Motivating students
2. Students activities1) Students concern toward teacher s
explanation2) Students respond the other students
question during discussion.3) Students initiate to ask something
related to the lesson to other studentsduring discussion.
4) Students respond to teacher s questionsduring learning activities
5) Students ask questions to teacherduring learning activities
6) Students accomplish task from theteacher.
1. PoorThe aspect of activity that was observed above reach out for about 20%from overall percentage 100%.
2. FairThe aspect of activity that was observed above reach out for about 21-40% from overall percentage 100%.
3. AverageThe aspect of activity that was observed above reach out for about 41-60% from overall percentage 100%.
4. GoodThe aspect of activity that was observed above reach out for about 61-80% from overall percentage 100%.
5. ExcellentThe aspect of activity that was observed above reach out for about 81-100%.
Appendix 4Research Instrument Sheet
74
Student’s Worksheet(Cycle I)
Name :Student s Number :Class :
Instructions:Write the procedure text of how to chew gum clearly!
Appendix 5Students’ Worksheet
(Cycle II)Name of Group :Group Members :
Instructions:Write a procedure text of how to make a sandwich clearly!
Appendix 6Research Instrument Sheet
75
Student’s Worksheet(Cycle III)
Name :Student s Number :Class :
Instructions:Write the procedure text of how to make a cup/a glass of tea seriously!
76
Appendix 7
LESSON PLAN
Cycle I
SMP : SMP Negeri 18 Semarang
Subject : English
Class/Semester : VII (seventh) / II
Standard Competence : 1. to express the information in the simple written shortfunctional texts accurately, fluently and acceptable tointeract with surrounding environment and or in thecontext of academic
Basic Competence : 1.1 to express the meaning in the written simple shortfunctional text and essay in the forms of procedure tointeract with the surrounding environment and or inthe context of academic.
Indicators : Students are able to,
1. Understand the theory of procedure text
2. Write a simple procedure text
Theme : How to chew gum
Aspect/Skill : Writing
Time Allocation : 2 X 40 minutes
I. Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an aid.
II. Learning Material
1) Read the dialogue below!
Conversation between Robert and Rita:
Robert : Excuse me, Rita! Do you know how to cook fried rice?
77
Rita : Yes I do, I ll tell you
Robert : Yes, go on
Rita : First, chop some onion and garlic.
Then, crush some red chili.
Next, put two spoonfuls of vegetable oil into a frying
pan.
Then, fry the onion, garlic, chili and add some salt.
Put a plate of plain rice into the frying pan.
Mix it well.
Robert : Ha ha .. Then what do you do next?
Rita : After you have mixed them well for about seven minutes,
turn off the stove. Then put the fried rice onto a plate.
Your meal is ready.
Robert : Hmm yummy.
Analyzing the text:
ü An Introductory statement that gives the aim or goal is to cook
fried rice.
ü A list of the materials that will be needed for completing the
procedure (not required for all procedure text). They are: onion,
garlic, red chili, vegetable oil, frying pan, rice and salt.
ü A sequence of steps :
First, chop some onion and garlic.
Then, crush some red chili.
Next, put two spoonfuls of vegetable oil into a frying pan.
Then, fry the onion, garlic, chili and add some salt.
Put a plate of plain rice into the frying pan.
Mix it well for about seven minutes.
Then put the fried rice onto a plate.
Your meal is ready.
2) How to eat gum
Goal : to chew gum
78
Material : gum
Steps :
• Open the pack
• Get one
• Unwrap the gum
• Put it in your mouth
• Chew it
• Don t swallow it
• Take the wrapper
• Wrapped the chewed gum
• Throw it into the rubbish bin.
Analyzing the text:
ü An Introductory statement that gives the aim or goal is to eat
gum.
ü A list of the materials that will be needed for completing the
procedure (not required for all procedure text). It is gum.
ü A sequence of steps :
Open the pack
Get one
Unwrap the gum
Put it in your mouth
Chew it
Don t swallow it
Take the wrapper
Wrapped the chewed gum
Throw it into the rubbish bin.
III. Learning Method :- PPP (Presentation Practice Production)
79
IV. Steps of Activities
Activities Interaction
pattern
Time
Allotment
1. Pre Activities
BKoF (Building Knowledge of The Field)
• Teacher greets students.
• Teacher asks and answers about
various things related to the students
condition.
• Teacher calls the roll.
• Teacher shows a flash card written
fried rice . And teacher asks students
the meaning of the phrase.
• Teacher shows another flash card
written make to students.
2. Main Activities
MoT (Modeling of Text)
• Teacher distributes copies of dialogue
text (how to make fried rice) to all
students.
• Teacher points two students to practice
the dialogue in front of the class.
• Teacher explains the content of the
dialogue.
• Teacher explains the definition and
generic structure of procedure text
clearly, also gives example to make
students understand easily.
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
student-student
teacher-students
teacher-students
teacher-students
15 minutes
15 minutes
1 x 2
minutes
2 x 2
minutes
1 x 5
minutes
1 x 2
minutes
1 x 2
minutes
60 minutes
17 minutes
1 x 2
minutes
1 x 3
minutes
1 x 2
minutes
2 x 5
80
JCoT (Join Construction of Text)
• Teacher asks students to identify the
generic structure based on the dialogue
(how to make fried rice). Then, teacher
discusses it together with the students.
• Teacher gives new topic about
chewing gum.
• Teacher gives a gum to each student.
• Teacher shows how to chew gum.
ICoT (Independence Construction of Text)
• Students practice how to chew gum
individually.
• Students write the procedure of
chewing gum.
• Students collect its procedure to
teacher.
3. Post Activities
• Evaluation
• Closing
teacher-students
teacher-student
teacher-students
student-the
material
student-the
material
students-teacher
teacher-students
teacher-students
minutes
13 minutes
1 x 5
minutes
1 x 2
minutes
1 x 1 minute
1 x 5
minutes
30 minutes
1 x 3
minutes
5 x 5
minutes
1 x 2
minutes
5 minutes
1 x 3
minutes
1 x 2
minutes
81
V. Learning Resources
1. Hand book
• English in focus for grade VII SMP was published by bse depdiknas
by Artono Wardiman and Friends
2. Media
• Relevant realia
• Hand out
• Flash cards
VI. Assessment
1. Form : written
2. Technique : Students are assigned to write a procedure of how to eat
gum.
3. Assessment aspect :
In this written test type, each correct answer gets different score
Content : the lowest score is 13 and the highest score is 30
Organization: the lowest score is 7 and the highest score is 20
Vocabulary : the lowest score is 7 and the highest score is 20
Grammar : the lowest score is 5 and the highest score is 25
Mechanic a : the lowest score is 2 and the highest score is 5
Maximum score is 100 and Minimum score is 34
Student s score = content score + organization score + vocabulary
score + grammar score + mechanic score
VII. Instrument
Written test
1. How to chew gum? Please, practice it. After you have finished, write
its procedure clearly using correct generic structure!
Answer:
Goal :
Material :
Steps :
82
Semarang, April 23rd 2010
Acknowledge by:
English teacher Researcher
Budi Siswanto, S.Pd Nuria Ulfi HidayatiNIP. 197606202008011008 NIM. 063411030
83
Appendix 8
LESSON PLAN
Cycle II
SMP : SMP Negeri 18 Semarang
Subject : English
Class/Semester : VII (seventh) / II
Standard Competence : 1. to express the information in the simple written shortfunctional texts accurately, fluently and acceptable tointeract with surrounding environment and or in thecontext of academic
Basic Competence : 1.1 to express the meaning in the written simple shortfunctional text and essay in the forms of procedure tointeract with the surrounding environment and or inthe context of academic.
Indicators : Students are able to,
1. Understand the theory of procedure text
2. Write a simple procedure text
Theme : How to make a sandwich
Aspect/Skill : Writing
Time Allocation : 2 X 40 minutes
I. Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an
aid.
II. Learning Material
Read the vocabularies below!
Sandwich Sauce Lettuce
Tomato Sausage Knife
Cheese Bread Plate
84
III. Learning Method : - CLL (Communicative Language Leaning)
- TPR (Total Physical Response)
IV. Steps of Activities
Activities Interactionpattern
TimeAllotment
1. Pre Activities
BKoF (Building Knowledge of Field)
• Teacher greets students
• Teacher asks and answers about
various things related to the students
condition
• Teacher calls the roll
• Teacher asks students problem on
previous lesson.
• Teacher explains their problem
• Teacher asks students understanding.
• Teacher divides students into six
groups. So, each group consists of six
students.
2. Main Activities
MoT (Modeling of Text)
• Teacher shows realia (Sandwich,
tomato, cheese, sauce, sausage, bread
and lettuce, knife and plate).
• Teacher explains the procedure (how
to make a sandwich) to students.
JCoT (Join Construction of Text)
• Teacher points one of students to help
her in practicing how to make a
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
17 minutes
17 minutes
1 x 2
minutes
1 x 2
minutes
1 x 1
minutes
1 x 2
minutes
1 x 5
minutes
1 x 1
minutes
2 x 2
minutes
58 minutes
15 minutes
2 x 4
minutes
1 x 7
85
sandwich in front of class, so the
other students understand about it
clearly.
ICoT (Independence Construction of Text)
• Each group practices how to make a
sandwich.
• Each group writes the procedure of
making a sandwich.
• Each group collects its procedure to
teacher.
3. Post Activities
• Evaluation
• Closing
students-students
students-the
material
students-teacher
teacher-students
teacher-students
minutes
9 minutes
3 x 3
minutes
34 minutes
2 x 4
minutes
5 x 5
minutes
1 x 1
minutes
5 minutes
2 x 2
minutes
1 x 1
minutes
V. Learning Resources
1. Hand books
• English in focus for grade VII SMP was published by bse depdiknas
by Artono Wardiman and Friends
86
2. Media
• Relevant realia
VI. Assessment
1.Form : written
2.Technique : each group is assigned to write a procedure of how to
make a sandwich.
3. Assessment aspect :
In this written test type, each correct answer gets different score
Content : the lowest score is 13 and the highest score is 30
Organization: the lowest score is 7 and the highest score is 20
Vocabulary : the lowest score is 7 and the highest score is 20
Grammar : the lowest score is 5 and the highest score is 25
Mechanic : the lowest score is 2 and the highest score is 5
Maximum score is 100 and Minimum score is 34
Student s score = content score + organization score + vocabulary
score + grammar score + mechanic score
VII. Instrument
Written test
1. How to make a sandwich? After you have practiced with your group,
write its procedure using correct generic structure!
Answer:
Goal :
Material :
Steps :
87
Semarang, April 30th 2010
Acknowledge by:
English teacher Researcher
Budi Siswanto, S.Pd Nuria Ulfi HidayatiNIP. 197606202008011008 NIM. 063411030
88
Appendix 9
LESSON PLAN
Cycle III
SMP : SMP Negeri 18 Semarang
Subject : English
Class/Semester : VII (seventh) / II
Standard Competence : 1. to express the information in the simple written shortfunctional texts accurately, fluently and acceptable tointeract with surrounding environment and or in thecontext of academic
Basic Competence : 1.1 to express the meaning in the written simple shortfunctional text and essay in the forms of procedure tointeract with the surrounding environment and or inthe context of academic.
Indicators : Students are able to,
1. Understand the theory of procedure text
2. Write a simple procedure text
Theme : How to make a glass/ a cup of tea
Aspect/Skill : Writing
Time Allocation : 2 X 40 minutes
I. Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an aid.
II. Learning Material
Read the word list below!
Boil Dissolved Coffee
Put Rest of water Sugar
Pour Add boiling water
Stir Serve glass
89
How to make a glass of coffee
Goal : to make a glass of coffee
Materials : water glass
Coffee spoon
Sugar
Steps :
1. Boil a glass of water.
2. Put one teaspoon of coffee into a glass.
3. Put a spoonful of sugar.
4. Pour the boiling water into a glass, half only.
5. Stir until the sugar dissolved
6. Full the glass with the rest of water.
7. Serve your coffee.
Analyzing the text:
ü An Introductory statement that gives the aim or goal is to make
a glass of coffee.
ü A list of the materials that will be needed for completing the
procedure (not required for all procedure text). They are: water,
coffee and sugar.
ü A sequence of steps :
Boil a glass of water.
Put one teaspoon of coffee into a glass.
Put a spoonful of sugar.
Pour the boiling water into a glass, half only.
Stir until the sugar dissolved
Full the glass with the rest of water.
Serve your coffee.
90
III. Learning Method :- PPP (Presentation Practice Production)
IV. Steps of Activities
Activities Interaction
Pattern
Time
Allotment
1. Pre Activities
BKoF (Building Knowledge of The Field)
• Teacher greets students
• Teacher asks and answers about
various things related to the students
condition
• Teacher calls the roll
• Teacher asks students problem on
previous lesson.
• Teacher explains students problem.
• Teacher asks students understanding.
• Teacher divides students into six
groups. So, each group consists of six
students.
2. Main Activities
MoT (Modeling of Text)
• Teacher shows realia (like as: coffee,
sugar, water and glass).
• Teacher explains the procedure (how
to make a glass of coffee).
JCoT (Join Construction of Text)
• Each group practices how to make a
glass of coffee together with the
teacher s instruction.
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
teacher-students
17 minutes
17 minutes
1 x 1 minute
1 x 1 minute
1 x 1 minute
2 x 2
minutes
2 x 2
minutes
1 x 2
minutes
2 x 2
minutes
59 minutes
8 minutes
2 x 2
minutes
2 x 2
minutes
9 minutes
3 x 3
91
ICoT (Independence Construction of Text)
• Teacher shows another realia (sugar,
teabag, water, glass and etc).
• Teacher gives realia that will be
practiced by each group.
• Teacher asks students to practice the
procedure (how to make a glass of tea).
• Each group practices how to make a
glass of tea .
• Each group writes the procedure of
making a glass of tea.
• Each group has to collect its procedure
to teacher.
• Students back to their seat.
• Each student writes the procedure
(how to make a glass of tea).
• Students collect its procedure to
teacher individually.
3. Post Activities
Evaluation
Closing
teacher-students
teacher-students
students-students
students-students
students-teacher
teacher-students
student-the
material
student-teacher
teacher-students
teacher-students
minutes
42 minutes
1 x 2
minutes
1 x 2
minutes
1 x 1 minute
2 x 4
minutes
3 x 5
minutes
1 x 1
minutes
1 x 2
minutes
2 x 5
minutes
1 x 1
minutes
4 minutes
92
1 x 3
minutes
1 x 1
minutes
V. Learning Resources
1. Hand book
- English in focus for grade VII SMP was published by bse
depdiknas by Artono Wardiman and Friends
3. Media
- Relevant realia
- Hand out
VI. Assessment
1. Form : written
2. Technique : Students are assigned to write a procedure of how
to make a cup/a glass of tea.
3. Assessment aspect :
In this written test type, each correct answer gets different score
Content : the lowest score is 13 and the highest score is 30
Organization : the lowest score is 7 and the highest score is 20
Vocabulary : the lowest score is 7 and the highest score is 20
Grammar : the lowest score is 5 and the highest score is 25
Mechanic : the lowest score is 2 and the highest score is 5
Maximum score is 100 and Minimum score is 34
Student s score = content score + organization score + vocabulary
score + grammar score + mechanic score
93
VII. Instrument
Written test
1. How to make a cup/a glass of tea? After you have practiced, write its
procedure using correct generic structure individually!
Answer:
Goal :
Material :
Steps :
Semarang, May 7th 2010
Acknowledge by:
English teacher Researcher
Budi Siswanto, S.Pd Nuria Ulfi HidayatiNIP. 197606202008011008 NIM. 063411030
94
Appendix 10
The explanation of criteria
Item Analysis Score CriteriaContent 30-27 Excellent to very good: knowledgeable-substantive,
thorough development of thesis, relevant to assigned topic.26-22 Good to average: some knowledgeable of subject,adequate range, limited development of thesis, mostlyrelevant to topic, but lacks detail.21-17 Fair to poor: limited knowledgeable of subject, titlesubstance, inadequate development of topic.16-13 Very poor: doesn t show knowledgeable of subject,non substantive, non pertinent, or not enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideasclearly stated, succinct, well-organized, logical sequencing,cohesive.17-14 Good to average: somewhat choppy, looselyorganized but main ideas stand out, limited support, logicalbut incomplete sequencing.13-10 Fair to poor: not-fluent, ideas confused/disconnected, lacks logical sequencing and development.9-7 Very poor: does not communicate, no organization, ornot enough to evaluate.
Vocabulary 20-18 Excellent to very good: sophisticated range, effectiveword/ idiom choice and usage, word form mastery,appropriate register.17-14 Good to average: adequate range, occasional ofword/ idiom form, choice, usage, bit meaning is notobscured.13-10 Fair to poor: limited range frequent errors of word/idiom form, choice, usage but meaning confused orobscured.9-7 Very poor: essentially translation, little knowledge ofEnglish vocabulary, idioms, word form, or not enough toevaluate.
Language Use 25-22 Excellent to very good: effective complexconstruction, few errors of agreement, tense, number, wordorder/function, articles, pronouns, prepositions.21-18 Good to average: effective but simple construction,minor problems, in complex construction, several errors ofagreement, tense, number, word order/function, articles,pronouns, preposition but meaning seldom obscured.
95
17-11 Fair to poor: major problems in simple/ complexconstruction, frequent errors of negation, agreement, tense,number, word order/function, articles, pronouns,prepositions and/or fragments, run-ons, deletions, meaningconfused or obscured.10-5 Very poor: virtually no mastery of sentenceconstruction rules, dominated by errors, does notcommunicate, or not enough to evaluate.
Mechanic 5 Excellent to very good: demonstrates mastery ofconventions, few errors of spelling, punctuation,capitalization, paragraphing.4 Good to average: occasional errors of spelling,punctuation, capitalization, paragraphing but meaning notobscured.3 Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing, poorhandwriting, meaning confused or obscured.
2 Very poor: no mastery of conventions, dominatedby errors of spelling, punctuation, capitalization,paragraphing, paragraphing, handwriting illegible,or not enough to evaluate.
Total of Score 1-100
96
97
Appendix 11
STUDENTS' SCOREPRELIMINARY RESEARCH
Class/Semester: VII G /II
Theme : Procedure Text (How To Make Fried Rice)Teacher : Mr. Budi Siswanto
No Name Item Analysis TotalScore
Content Organization Vocabulary LanguageUse Mechanic
1 S-01 13 9 7 10 2 41
2 S-02 16 10 10 17 3 56
3 S-03 13 14 10 17 3 57
4 S-04 13 10 7 10 2 425 S-05 13 9 7 10 2 41
6 S-06 13 13 9 11 2 48
7 S-07 13 10 7 5 2 37
8 S-08 16 9 14 10 2 51
9 S-09 out out out out out out10 S-10 17 10 7 10 2 46
11 S-11 13 9 9 10 2 43
12 S-12 13 10 10 10 2 45
13 S-13 A A A A A A
14 S-14 13 10 7 5 3 3815 S-15 16 10 10 5 2 43
98
16 S-16 13 13 7 10 2 45
17 S-17 17 13 10 10 2 52
18 S-18 13 10 9 5 2 39
19 S-19 13 14 7 17 2 5320 S-20 17 13 9 5 3 47
21 S-21 22 10 10 17 3 6122 S-22 13 10 10 10 2 45
23 S-23 13 13 7 5 2 40
24 S-24 13 10 10 10 2 4625 S-25 13 10 10 10 3 51
26 S-26 21 9 7 11 3 38
27 S-27 13 8 9 5 3 48
28 S-28 17 14 9 5 3 46
29 S-29 17 14 7 5 3 4030 S-30 13 7 7 11 3 49
31 S-31 17 9 10 10 2 39
32 S-32 16 7 9 5 3 3533 S-33 13 7 7 5 2 4034 S-34 13 7 7 11 2 3535 S-35 13 8 7 5 2 39
36 S-36 13 9 9 5 2 38
37 S-37 16 10 7 5 3 41TotalScore 511 358 298 312 82 1561Mean 44,6
99
STUDENTS' SCORECYCLE I
Appendix 12Class/Semester : VII G / IITheme : How to chew gumTeacher : Miss Nuria Ulfi H
Item AnalysisNo Name Content Organization Vocabulary Languega Use Mechanic Total of Score
1 S-01 20 13 10 16 2 612 S-02 22 13 11 14 4 64
3 S-03 18 13 10 11 3 55
4 S-04 22 13 12 16 2 55
5 S-05 21 12 10 17 3 63
6 S-06 17 12 10 9 2 507 S-07 16 12 9 14 2 53
8 S-08 18 13 12 9 2 54
9 S-09 out out out out out out
10 S-10 11 17 8 14 3 53
11 S-11 23 13 10 13 2 6112 S-12 12 12 7 13 2 4613 S-13 17 15 11 9 2 54
14 S-14 19 13 10 14 2 58
15 S-15 22 13 12 17 2 5616 S-16 13 13 11 11 2 50
17 S-17 21 12 10 16 4 63
18 S-18 18 13 11 9 3 54
100
19 S-19 21 13 10 16 2 62
20 S-20 23 19 10 13 4 69
21 S-21 25 17 11 13 3 69
22 S-22 17 12 9 14 2 5423 S-23 20 13 12 11 2 58
24 S-24 22 17 12 17 3 7125 S-25 21 12 10 13 2 58
26 S-26 17 19 12 17 4 69
27 S-27 18 12 10 13 2 5528 S-28 17 13 12 9 3 54
29 S-29 20 17 10 13 2 62
30 S-30 15 12 10 13 2 52
31 S-31 17 12 10 7 3 49
32 S-32 23 14 13 14 3 6733 S-33 12 10 12 14 2 50
34 S-34 17 12 10 13 3 55
35 S-35 21 16 12 17 2 68
36 S-36 20 13 10 13 4 6037 S-37 20 16 12 17 3 68
Total of Score 678 492 380 470 84 2103Mean 60,1
101
STUDENTS' SCORECYCLE II
Appendix 13Class/Semester : VII G / IITheme : How to make a sandwichTeacher : Miss Nuria Ulfi H
Item AnalysisNo Name Content Organization Vocabulary Language Use Mechanic Total of Score
1 S-01 25 14 14 18 3 742 S-02 20 14 14 15 3 66
3 S-03 20 13 13 15 3 64
4 S-04 20 13 13 15 3 64
5 S-05 22 13 15 15 3 68
6 S-06 17 14 10 12 4 577 S-07 21 13 14 11 4 63
8 S-08 20 13 13 15 3 64
9 S-09 out out out out out out
10 S-10 22 13 15 15 3 68
11 S-11 21 13 14 11 4 6312 S-12 20 14 14 15 3 66
13 S-13 25 14 14 18 3 74
14 S-14 20 13 13 15 3 64
15 S-15 17 14 10 12 4 5716 S-16 21 13 14 11 4 63
17 S-17 20 13 13 15 3 64
18 S-18 17 14 10 12 4 57
102
19 S-19 22 13 15 15 3 68
20 S-20 25 14 14 18 3 74
21 S-21 22 13 15 15 3 68
22 S-22 21 13 14 11 4 6323 S-23 22 13 15 15 3 68
24 S-24 20 14 14 15 3 66
25 S-25 25 14 14 18 3 74
26 S-26 20 13 13 15 3 64
27 S-27 s s s s s s28 S-28 17 14 10 12 4 57
29 S-29 25 14 14 18 3 74
30 S-30 22 13 15 15 3 68
31 S-31 25 14 14 18 3 74
32 S-32 17 14 10 12 4 5733 S-33 21 13 14 11 4 63
34 S-34 17 14 10 12 4 57
35 S-35 20 14 14 15 3 66
36 S-36 20 14 14 15 3 6637 S-37 21 13 14 11 4 63
Total of Score 720 472 466 491 117 2286Mean 65,3
103
STUDENTS' SCORECYCLE III
Appendix 14Class/Semester : VII G / IITheme : How to make a glass of teaTeacher : Miss. Nuria Ulfi H
Item AnalysisNo Name Content Organization Vocabulary Language Use Mechanic Total of Score
1 S-01 17 15 17 15 3 672 S-02 25 12 20 23 5 85
3 S-03 12 16 14 15 4 61
4 S-04 17 12 18 22 5 74
5 S-05 25 12 20 23 4 74
6 S-06 21 15 17 21 4 787 S-07 21 15 15 19 4 74
8 S-08 13 15 17 15 4 64
9 S-09 out out out out out out
10 S-10 26 16 20 23 5 9011 S-11 18 15 15 21 4 7312 S-12 13 15 14 16 5 63
13 S-13 18 15 14 19 3 65
14 S-14 17 12 15 14 4 62
15 S-15 23 12 15 21 4 7516 S-16 25 16 20 23 5 89
17 S-17 21 16 18 23 5 83
18 S-18 25 12 15 21 4 79
104
19 S-19 25 18 15 21 5 84
20 S-20 25 15 17 23 5 85
21 S-21 26 16 17 21 5 85
22 S-22 21 15 17 21 3 7723 S-23 23 16 15 18 5 77
24 S-24 23 16 15 19 5 78
25 S-25 24 12 15 21 4 76
26 S-26 23 15 20 23 5 86
27 S-27 s s s s s s28 S-28 25 15 14 23 5 72
29 S-29 13 15 15 13 4 60
30 S-30 12 12 14 13 4 5531 S-31 18 12 15 21 4 70
32 S-32 23 15 17 21 5 8133 S-33 22 15 15 21 3 76
34 S-34 17 15 17 13 3 65
35 S-35 22 16 15 18 5 76
36 S-36 20 15 17 19 5 7637 S-37 23 15 17 21 4 80
Total of Score 723 509 571 684 151 2638Mean 75,4
105
APPENDIX I5
April 27th 2010
Cycle I
OBSERVATION CHECKLIST
(TEACHER)
GradeNo Activities
1 2 3 4 5
Teacher organize lesson and class
1. Introduction √
2. Explanation of material √
3. Instruction √
4. Classroom management √
5. Motivating students √
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2. Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3. Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4. Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5. Excellent
The aspect of activity that was observed above reach out for about 81-100%.
106
Appendix 16
May 4th 2010 Cycle II
OBSERVATION CHECKLIST
(TEACHER)
GradeNo Activities
1 2 3 4 5
Teacher organize lesson and class
1. Introduction √
2. Explanation of material √
3. Instruction √
4. Classroom management √
5. Motivating students √
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2. Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3. Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4. Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5. Excellent
The aspect of activity that was observed above reach out for about 81-100%.
107
Appendix 17
May 11th 2010 Cycle III
OBSERVATION CHECKLIST
(TEACHER)
GradeNo Activities
1 2 3 4 5
Teacher organize lesson and class
1. Introduction √
2. Explanation of material √
3. Instruction √
4. Classroom management √
5. Motivating students √
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2. Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3. Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4. Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5. Excellent
The aspect of activity that was observed above reach out for about 81-100%.
Appendix 18
108
OBSERVATION CHECKLIST
“STUDENTS”
Explanation :
I. STUDENTS ACTIVITIES
A. Students concern toward teacher s explanation
B. Students respond to the other students question during discussion
C. Students initiate to ask something related to the lesson to other students during
discussion
D. Students respond to teacher s questions during learning activities
E. Students ask questions to teacher during learning activities
F. Students accomplish task from the teacher
II. GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from
overall percentage 100%.
2. Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3. Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4. Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5. Excellent
The aspect of activity that was observed above reach out for about 81-100%.
109
Scoring Criteria of students activities(Final)
50-59 Enough60-69 Good70-79 Very Good
80 Excellent
110
Appendix 19Cycle I
STUDENTS' ACTIVITIES
A B C D E FNO Students'Code 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Totalpoint %
1 S-01 x x x x x x 20 67%2 S-02 x x x x x x 27 90%3 S-03 x x x x x x 19 63%4 S-04 x x x x x x 18 60%5 S-05 x x x x x x 21 70%6 S-06 x x x x x x 22 73%7 S-07 x x x x x x 22 73%8 S-08 x x x x x x 23 77%9 S-09 OUT10 S-10 x x x x x x 18 60%11 S-11 x x x x x x 20 67%12 S-12 x x x x x x 23 77%13 S-13 x x x x x x 23 77%14 S-14 x x x x x x 20 67%15 S-15 x x x x x x 21 70%16 S-16 x x x x x x 20 67%17 S-17 x x x x x x 21 70%18 S-18 x x x x x x 21 70%19 S-19 x x x x x x 20 67%20 S-20 x x x x x x 19 63%21 S-21 x x x x x x 21 70%22 S-22 x x x x x x 21 70%23 S-23 x x x x x x 21 70%24 S-24 x x x x x x 20 67%
111
25 S-25 x x x x x x 22 73%26 S-26 x x x x x x 23 77%27 S-27 x x x x x x 22 73%28 S-28 x x x x x x 24 80%29 S-29 x x x x x x 21 70%30 S-30 x x x x x x 22 73%31 S-31 x x x x x x 21 70%32 S-32 x x x x x x 19 63%33 S-33 x x x x x x 20 67%34 S-34 x x x x x x 22 73%35 S-35 x x x x x x 22 73%36 S-36 x x x x x x 22 73%37 S-37 x x x x x x 26 87%
768
Criteria x point x students = 6 x 5 x 36 = 1080
Average = students' point : 1080 x 100% = 768 : 1080 x 100% = 71.11% (VERY GOOD)
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Appendix 20 Cycle II STUDENTS' ACTIVITIES
A B C D E FNO Students'Code 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Totalpoint %
1 S-01 x x x x x x 21 70%2 S-02 x x x x x x 20 67%3 S-03 x x x x x x 18 60%4 S-04 x x x x x x 18 60%5 S-05 x x x x x x 23 77%6 S-06 x x x x x x 19 63%7 S-07 x x x x x x 18 60%8 S-08 x x x x x x 20 67%9 S-09 Out out out10 S-10 x x x x x x 18 60%11 S-11 x x x x x x 17 57%12 S-12 x x x x x x 18 60%13 S-13 x x x x x x 22 73%14 S-14 x x x x x X 19 63%15 S-15 x x x x x x 22 73%16 S-16 x x x x x x 18 60%17 S-17 x x x x x x 14 47%18 S-18 x x x x x x 22 73%19 S-19 x x x x x x 20 67%20 S-20 x x x x x x 21 70%21 S-21 x x x x x 21 70%22 S-22 x x x x x 23 77%23 S-23 x x x x x x 19 63%24 S-24 x x x x x x 20 67%25 S-25 x x x x x x 19 63%26 S-26 x x x x x x 21 70%
113
27 S-27 s s28 S-28 x x x x x x 19 63%29 S-29 x x x x x x 19 63%30 S-30 x x x x x x 18 60%31 S-31 x x x x x x 21 70%32 S-32 x x x x x x 22 73%33 S-33 x x x x x x 21 70%34 S-34 x x x x x x 23 77%35 S-35 x x x x x x 21 70%36 S-36 x x x x x x 21 70%37 S-37 x x x x x x 21 70%
696
Criteria x point x students = 6 x 5 x 35 = 1050
Average = students' point : 1050 x 100% = 696 : 1050 x 100% = 66.3% (GOOD)
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Appendix 21Cycle III
STUDENTS' ACTIVITIESA B C D E FNO Students'
Code 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5Totalpoint %
1 S-01 x x x x x x 22 73%
2 S-02 x x x x x x 27 90%
3 S-03 x x x x x x 22 73%
4 S-04 x x x x x x 24 80%
5 S-05 x x x x x x 25 83%
6 S-06 x x x x x x 23 77%
7 S-07 x x x x x x 24 80%
8 S-08 x x x x x x 24 80%
9 S-09 OUT out out
10 S-10 x x x x x x 21 70%
11 S-11 x x x x x x 22 73%
12 S-12 x x x x x x 23 77%
13 S-13 x x x x x x 26 87%
14 S-14 x x x x x x 24 80%
15 S-15 x x x x x x 25 83%
16 S-16 x x x x x x 23 77%
17 S-17 x x x x x x 21 70%
18 S-18 x x x x x x 22 73%
115
19 S-19 x x x x x x 20 67%
20 S-20 x x x x x x 23 77%
21 S-21 x x x x x x 25 83%
22 S-22 x x x x x x 25 83%
23 S-23 x x x x x x 23 77%
24 S-24 x x x x x x 22 73%
25 S-25 x x x x x x 25 83%
26 S-26 x x x x x x 23 77%
27 S-27 s s
28 S-28 x x x x x x 26 87%
29 S-29 x x x x x x 21 70%
30 S-30 x x x x x x 22 73%
31 S-31 x x x x x x 21 70%
32 S-32 x x x x x x 24 80%
33 S-33 x x x x x x 23 77%
34 S-34 x x x x x x 24 80%
35 S-35 x x x x x x 27 90%
36 S-36 x x x x x x 28 93%
37 S-37 x x x x x x 28 93%
Total 828
Criteria x point x students = 6 x 5 x 35 = 1050
Average = students' point : 1050 x 100% = 828 : 1050 x 100% = 76.7% (VERY GOOD)
