THE EFFECT OF PICK-LIST-EVALUATE-ACTIVATE-SUPPLY-END

THE EFFECT OF PICK-LIST-EVALUATE-ACTIVATE-SUPPLY-END

(PLEASE) ON THE EIGHT GRADE STUDENTS’ WRITING SKILL OF

JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

BY

ANI SAFITRI

TE.140964

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATIONAL TEACHER AND TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SYAIFUDDIN

JAMBI

2018

THE EFFECT OF PICK-LIST-EVALUATE-ACTIVATE-SUPPLY-END

(PLEASE) ON THE EIGHT GRADE STUDENTS’ WRITING SKILL OF

JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

Submitted as Partial Fulfillment of the Requirements to Gain an

Undergraduate Degree (S.1) in English Education

BY

ANI SAFITRI

TE.140964

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATIONAL TEACHER AND TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SYAIFUDDIN

JAMBI

2018

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DEDICATION

I would like to express my dedication for Allah SWT, the most gracious and merciful for

guiding me to deal with the blessing and protection so that I could finally finish writing this

scientific paper.

And then sholawat and salam to our prophet Muhammad SAW by deeply thanks.

Thanks for my beloved father Kijan and mother Ginten who have brought me up very

patiently. They never stop praying for my success in the future with their endless love.

Thanks for my family: My old and young brother

For my beloved advisors Drs. Rasyid Ali,M.Pd and Wahyuni Fitria, M.Pd who always

listen to my problems in making this thesis and never be tired to help me to finish this

thesis.

Thanks for my classmates especially my beloved friend Desi Ratnasari who always

accompanied me when I went to see the lecturer for thesis guidance, Ajeng Puji Iswiah who

always answer my questions whenever I asked about the thesis and Pipit Wardiyanti as my

roommate who always cares about me.

May Allah SWT always love and bless of all, amen.

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MOTTO

(١القلم: ) ن ۚ وَالْقَلَمِ وَمَا يَسْطرُُونَ

Meaning: “Nun. By the pen and what they write” (Al-Qalam: 1)

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ACKNOWLEDGEMENT

In the name of Allah SWT, the benefit, the merciful, all praise to Allah,

the lord of the words, who give the writer his mercy in completing this research.

Peace and blessing be upon to our prophet Muhammad SAW, his family, his

companion and his followers.

In conducting the research and finishing this project paper, the researcher

got suggestions, encouragements, motivations and supports from many sides.

Therefore, in this chance and opportunity, the researcher would like to express the

great thanks and gratitude to those who have given the researcher a lot of things

that researcher is able to finalize and publish this research:

1. Dr. H. Hadri Hasan, MA as temporary rector of The State Islamic University

Sulthan Thaha Syaifuddin Jambi.

2. Dr. Hj. Armida, M.Pd, as Dean of Tarbiyah and Teacher Training Faculty The

State Islamic University SulthanThahaSyaifuddin Jambi.

3. Amalia Nurhasanah,S.Pd,M.Hum as chief of English Education Program of

Tarbiyah and Teacher Training Faculty The State Islamic University Sulthan

Thaha Syaifudin Jambi.

4. Drs. Rasyid Ali, M.Pd as advisor I and Wahyuni Fitria, M.Pd as advisor II

who have taken the time and devote their mind for the sake of directing

researchers in completing this thesis.

5. Dra. Fitri Herlina as Headmaster and Miss. Eka Septiarini Carolina M.Pd as

English Teacher at Junior High School Baiturrahim Jambi.

6. Uyun Nafiah, M.Pd and Juliana Mesalina, M.Pd as the raters in this research.

7. All lecturers of Tarbiyah and Teacher Training Faculty The State Islamic

University Sulthan Thaha Syaifuddin Jambi.

8. Parents’ and Family, who have provided motivation endlessly so that the

driving force for researcher in completing this thesis.

9. My entire classmates thank you of all great moments and togetherness.

10. For all of people who have given the researcher the great support in

conducting and finishing this thesis, this cannot be written one by one.

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ABSTRAK

Nama : Ani Safitri

Jurusan : English Educational Program

Judul : The Effect of Pick-List-Evaluate-Activate-Supply-End

(PLEASE) on the Eight Grade Students’ Writing Skill of

Junior High School Baiturrahim Jambi

Penelitian ini bertujuan untuk mengetahui pengaruh Pick-List-Evaluate-

Activate-Supply-End (PLEASE) terhadap keterampilan menulis siswa kelas VIII

SMP Negeri Baiturrahim Jambi. Penelitian ini adalah Penelitian Pra-

Eksperimental dan dilakukan dengan menggunakan One-Group Pretest-Posttest

Design. Subjek penelitian ini adalah 20 siswa. Hasil analisis menunjukkan bahwa

nilai rata-rata post-test (72,25) lebih tinggi dari nilai rata-rata pre-test (55,8).

Sehingga Ha diterima. Artinya, ada peningkatan prestasi menulis siswa setelah

diberikan perawatan. Selanjutnya, peneliti telah menghitung bahwa skor tobtained>

ttabel (6,875> 2,093) dan signifikan 2-tailed < 0,05 (0,000 < 0,05). Jadi, Ha

diterima. Ini berarti bahwa strategi PLEASE secara statistik mempunyai pengaruh

terhadap kemampuan menulis siswa

Kata kunci: pengaruh, strategy PLEASE, menulis, deskriptif

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ABSTRACT

Name : Ani Safitri

Subject : English Educational Program

Title : The Effect of Pick-List-Evaluate-Activate-Supply-End

(PLEASE) on the Eight Grade Students’ Writing Skill of

Junior High School Baiturrahim Jambi

The research aimed to discover the effect of Pick-List-Evaluate-Activate-

Supply-End (PLEASE) on the eighth grade students’ writing skill of Junior High

School Baiturrahim Jambi. The research was Pre-Experimental Research and it

was conducted by using One-Group Pretest-Posttest Design. The subject of this

research was 20 students. The result of the analysis indicated that the mean of

post-test score (72.25) was higher than the mean of pre-test score (55.8). So that

Ha was accepted. It means, there was an improvement of students’ writing

achievement after giving treatment. Next, the researcher had computed that the

score of tobtained > ttable (6.875>2.093) and significant 2–tailed < 0,05 (0,000<0,05).

So, Ha was accepted. It means that PLEASE strategy has an effect to the student’s

writing ability.

Keyword: effect, PLEASE strategy, writing, descriptive

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TABLE OF CONTENT

TITLE PAGE ..............................................................................................

OFFICIAL NOTE ...................................................................................... iii

THESIS APPROVAL ................................................................................ iv

ORIGINAL STATEMENT OF THESIS ................................................. v

DEDICATION ........................................................................................... vi

MOTTO ....................................................................................................... vii

ACKNOWLEDGEMENT ......................................................................... viii

ABSTRAK ................................................................................................... x

ABSTRACT ................................................................................................ xi

LIST OF CONTENT .................................................................................. xii

LIST OF TABLE ........................................................................................ xiv

LIST OF FIGURE ...................................................................................... xv

LIST OF APPENDIX ................................................................................. xvi

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

A. Background of the Research ............................................ 1

B. Identification of the Problem ........................................... 4

C. Limitation of the Problem ................................................ 4

D. Formulation of the Problem ............................................. 4

E. The Objective of the Research ......................................... 5

F. The Significance of the Research .................................... 5

CHAPTER II REVIEW RELATED LITERATURE .............................

A. Writing skill ..................................................................... 6

1. The Concept of Writing ............................................. 6

2. The Writing Process ................................................... 7

3. Teaching Writing in Junior High School ................... 9

B. Descriptive Text ............................................................... 10

1. The Definition of Descriptive Text ............................ 10

2. The Structure of Descriptive Text .............................. 11

3. Kinds of Descriptive Text .......................................... 11

4. Example of Descriptive Text ..................................... 12

C. The Concept of Strategy .................................................. 13

D. The Pick-List-Evaluate-Activate-Supply-End (PLEASE

Strategy) ............................................................................ 14

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a. The Definition of PLEASE strategy .......................... 14

b. The procedure in Using PLEASE Strategy in Teaching

Writing ....................................................................... 15

c. The Advantages of using PLEASE Strategy ............. 18

E. The Relevant Research ................................................... 19

F. Conceptual Framework .................................................... 20

G. Hypothesis ....................................................................... 22

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

A. Place and Time of the Research ....................................... 23

B. Method and Design of the Research ................................ 23

C. Variable of the Research .................................................. 24

D. Kinds of Source of the Data ............................................. 25

E. The Population and Sample of the Research ................... 25

1. The population of the Research ................................. 25

2. The Sample of the Research ...................................... 26

F. Research Instrument ........................................................ 27

G. The Technique of Data Collection ................................... 27

H. The Validity and Reliability of the Test .......................... 30

1. Validity of the test ...................................................... 31

2. Reliability of the test .................................................. 29

I. Technique of Analysis Data ............................................. 32

CHAPTER IV RESEARCH FINDING AND DISCUSSION ................

A. Finding the Study ............................................................. 34

a. Descriptive Analysis .................................................. 34

b. Statistical Analysis ..................................................... 43

1. Normality Test ..................................................... 43

2. Hypothesis Testing .............................................. 44

B. Discussion ........................................................................ 48

CHAPTER V CONCLUSION AND SUGGESTION .............................

A. Conclusion ....................................................................... 51

B. Suggestion ........................................................................ 51

REFERENCES

APPENDIX

CURRICULUM VITAE

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LIST OF TABLE

Table 2.1 Standard competence and basic competences of writing skill for

junior high school students at the eighth grades ......................... 10

Table 2.2 The please strategy ..................................................................... 15

Table 3.1 The research design .................................................................... 23

Table 3.2 The population of the research ................................................... 26

Table 3.3 The number of sample on the eighth grade of Junior High

School Baiturrahim Jambi .......................................................... 27

Table 3.4 Rubric scoring for writing .......................................................... 28

Table 3.5 The categories of reliability ........................................................ 31

Table 3.6 Results of reliability analysis ..................................................... 32

Table 4.1 Scoring grade .............................................................................. 35

Table 4.2 The score of pretest .................................................................... 35

Table 4.3 The Students Writing Result of Pre-test ..................................... 36

Table 4.4 Descriptive Statistics of Pre-test ................................................ 37

Table 4.5 The Result of Post-Test .............................................................. 38

Table 4.6 The Student Writing Result of Post-test ..................................... 39

Table 4.7 Descriptive Statistics of Post-test ............................................... 40

Table 4.8 Gain Score of Pre-test and Post-test ........................................... 42

Table 4.9 Test of Normality with One-sample Kolmogorov-Smirnov Test

...................................................................................................... 44

Table 4.10 The result of Paired Sample Statistic ......................................... 45

Table 4.11 The result of Paired Sample Correlation ..................................... 46

Table 4.12 The results of Hypothesis test .................................................... 47

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LIST OF FIGURE

Figure 4.1 Score Frequency of Pre-test ........................................................ 37

Figure 4.2 Score Frequency of Post-test ...................................................... 40

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LIST OF APPENDIX

Appendix I Instrument of pre-test

Appendix II Instrument of post-test

Appendix III Syllabus

Appendix IV Lesson plan (meeting 1)

Appendix V Lesson plan (meeting 2)

Appendix VI Lesson plan (meeting 3)

Appendix VII Lesson plan (meeting 4)

Appendix VIII Lesson plan (meeting 5)

Appendix IX Lesson Plan (meeting 6)

Appendix X Documentation

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CHAPTER 1

INTRODUCTION

A. Background of the Problem

Writing is one of the language skills that should be taught in the school

besides listening, speaking and reading. Elbow (1998, p.7) stated that writing is

the ability to produce words and ideas out of yourself. It means that through

writing, writer can express thought, feeling, ideas, experiences, opinion, etc with

their own word. In addition, by writing, the students can deliver their message to

their readers. To deliver their message, the students have to produce a text by

using English. They have to write about they think in their mind and put it on a

piece of paper by using correct procedure. Writing is a productive and expressive

activity. It is supported by Meyers in Vita Ningrum et al. (2005, p.2) who defines

that writing is an action – a way to extracting and managing the ideas, state them

on a paper and reforming and revising them.

Writing as one of the most important skills in English as a second

language must master by learners. However, students’ writing ability in Indonesia

is very low when compared with students’ writing ability in other countries. The

appalling fact is revealed by the international literacy rating, Most Literate

Nations in the World, published by Central Connecticut State University in

March, 2016. The institute released that the level of reading and writing ability of

Indonesian society is very lagging. Indonesia is ranked 60th

out of a total of 61

countries ( Kolom edukasi, 2016, para.1). Most students find writing is the most

difficult of the four skills (Paul, 2003, p.96). This is because writing involves the

ability or mastery of grammar, vocabulary and spelling. In addition, it involves

the development of design idea, the capture of mental representation of

knowledge, and of experience with subject (Jozsef, 2001, p. 5). It takes the ability

to think or logic and the skill of putting words into meaningful sentences.

There are many kinds of written text. One of them is descriptive text.

Descriptive is a written English text in which the writer describes an object

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(Sipayung, 2016, p.23). It is used to describe ideas and examples focused on

particular subject. Descriptive text focuses on describing things that can be seen

or heard. The context of this kind of text is the description of particular thing,

animal, person or others. It is similar to report text that also presents information

about something. Yet, the difference is that report text tells something in general

as a result of systematic observation and analysis while descriptive text tells

information more specific.

Writing descriptive paragraph is not easy. The students should follow the

generic structure by describing thing. The generic structure of descriptive text

consists of identification and description. Identification is about introducing

subject or thing that will be described, whereas, description is brief details about

who, or what the subject.

Based on the writer’s experience during the teaching practice at Junior

High School Baiturrahim Jambi especially at the eighth grade in November to

December, the writer found that most of the students could not write well the texts

that the teacher requested. It can be seen from the students’ score on their daily

activities such as assignment, homework, and quiz. Many students who do not

reach the minimum criteria of achievement (KKM) that is 70 for English subject

and by interviewed the English teacher. There are some problems that affect the

low ability of the students in mastering writing skill. The first problem comes

from the student themselves. They are lack of motivation because writing requires

them to master the grammar through correct rule and also they do not have

enough vocabulary to transfer their idea into English. In addition, they think hard

to write because it is difficult to organize their idea. They had idea in their mind,

but they do not know how to express it in written form. They are also less of

confidence on their writing because they are afraid of making some mistakes. The

second problem comes from the strategy used by the teacher. The teacher uses the

conventional strategy when teaching descriptive paragraph. The teacher explained

what descriptive paragraph is, its function and generic structure were explained in

an example on the students’ textbook, and then asked the students to write

descriptive paragraph. In the conventional strategy, the learning take place

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centered on the teacher as an information center and students only accept material

passively (Hasibuan, 2013). Consequently, the students didn’t know how to

develop their writing skills because the teacher is not able to stimulate students’

ideas.

Based on the problem above, the English teacher needed suitable strategy

or technique to help students as solution for their problem. “PLEASE’ is chosen

as a strategy to improve the students’ writing skill. “PLEASE” is an acronym

from six strategies for each letter (Vaughn, Bos, & Schumm, in Flo Brokop and

Bill Persall. 2003), those are: P for Pick, pick the topic, audience and paragraph

type. L for List, list information about the topic. E for Evaluate, evaluate whether

the list is complete and determine how to order the items in the list. A for

Activate, activate your writing by starting with a topic sentence. S for Supply,

supply supporting details in sentences, using items from list. E for End, end with

strong concluding sentence and evaluate the paragraph by revising and editing.

The strategy provides a structure to help students generate and organize ideas and

to write sentences and paragraphs. The “PLEASE” strategy is useful because it

provides cues to help students remember and apply activities involved in the

process of planning and writing.

There have been studies concerning PLEASE strategy that showed the

result significance improved teaching writing. First, according to Basri (2016),

“the most of the students who were taught by using PLEASE strategy had

significant improvement in writing skill”. Second, Handayana (2013) point out

that “there was a significant difference between conditions of using PLEASE

strategy toward students’ writing ability”. Last, Atmojo (2016) assert that the

PLEASE strategy is an effective strategy in teaching writing.

Considering the statement above, the researcher was interested to

conducting the research in teaching writing skill at Junior High level using

“PLEASE” strategy. By using this strategy, the students are hopefully able to

write clearly, especially in writing descriptive paragraph. Thus, the researcher

intends to conduct the research Pre-Experimental study entitled, “The Effect of

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Pick-List-Evaluate-Activate-Supply-End (PLEASE) on the Eight Grade

Students’ Writing Skill of Junior High School Baiturrahim Jambi”.

B. Identification of the Problem

Based on the description of the background, can be identified in several

issues that may arise include the following:

a. The students

1) A certain number of the students have lack of motivation in writing.

2) A certain number of the students do not have enough vocabulary to

develop their ideas while writing descriptive paragraph.

3) A certain number of the students are not able to organize their ideas in

descriptive paragraph

4) A certain number of students afraid of making some mistakes

b. The teacher

1) The teacher use conventional technique or strategy in teaching writing.

C. Limitation of the Problem

Based on the identification of the problems stated above, it is clear that

there are many problems. Therefore, the writer limits the problem on teaching

technique by the teacher. The writer use a strategy called PLEASE strategy and to

find out the significant different between condition of using PLEASE strategy

toward students’ writing ability on descriptive paragraph at the second year

students of Junior High School Baiturrahim Jambi.

D. Formulation of the problem

Based on the limitation of the problem above, then the problem of the

research can formula as follows:

Is there any significant effect of using PLEASE strategy on the students’

writing ability of descriptive paragraph for Eight Grade of Junior High School

Baiturrahim Jambi?

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E. The Objective of the Research

This research has some objectives, as follows:

To find out the effect of PLEASE strategy on students’ writing ability of

descriptive text for eight grade students’ of Junior High School Baiturrahim

Jambi.

F. The significance of the Research

Hopefully, the result of this research is useful for students’, teacher, and

all readers. The results will be used for the following:

1. For the students’

The research expected to help students increase their ability in learning

writing, and make students interest in learning writing.

2. For the teachers

The research expected to can be an alternative strategy in teaching writing

and make the English teacher knows that teaching writing is don’t uses

monotonous teaching.

3. For the researcher

This research will help the writer to enlarge, improve the skills and

knowledge in conducting the research to find out the effect of Pick-List-

Evaluate-Activate-Supply-End (PLEASE) toward the students’ writing

skill.

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CHAPTER II

REVIEW RELATED LITERATURE

A. Writing Skill

1. The Concept of Writing

Writing is among the most important skills that foreign students need

to develop. It is the last stage in learning language after listening, speaking

and reading. In other words, the researcher can say that writing is an indicator

whether students have gained all skills before or have not. Before the students

have to write, they should be able to listen, to speak, and to read.

Writing as a skill is a person’s ability in expressing his thought to

other people or parties with the written media. According to Saptoka (2012,

p.70), writing is the act of putting down the graphic symbols that present a

language in order to convey some meaning so that the reader can grasp the

information which the writer has tried to impart. It means that, through

writing, writer can express thought, feeling, ideas, experiences, etc to convey

a specific purpose. In line with Harmer (2004, p.4) stated “Writing is used for

a wide variety of purposes, it is produced in many different form”. The

purposes of writing are to invite, inform, convince or entertain the reader.

Writing is the ultimate test of literacy, incorporating all other communication

skill. In our technological, writing is still the one true “hard copy” of a person

ability to reason and express himself clearly (Atlee, 1995, p.5). Writing

involves more than just producing words and sentences, writing should be

able to write a series of words and sentences which are grammatically and

logically correct, so the reader can possibly understand what the writes in his

mind or what his purpose is.

Writing skill is not only important part of communication but also an

effective way in many fields of expression, judgment of a person, flexibility

and maturity. Mourtaga in Mariam Ghaleb Ibrahim (2004) said that writing is

the vital means of communication within an organization. Writing is one of

the best ways that we translate our thought for other people. Good writing

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skill allows you to communicate your message with clarity and ease to the

reader. To write clearly it is essential to understand the basic system of the

language. In English this includes knowledge of grammar, punctuation and

sentence structure. Writing is very significant for students in term that they

should take notes from their teacher, make a report, and finish assignment

from the teacher. It can be also an indicator to show that they have gained

information. It is significant for student to master writing skill. If they do not

master it, it will be difficult for them to share their teacher or their friends

anything in a written form.

2. The Writing Process

Writing process is the stages a writer goes through in order to produce

something in its final written form (Harmer, 2004, p.4). Writing as one of

productive skill needed a process. Johnson (2016, p.4) stated that writing is

not an event that occurs in one setting but a process that occurs over time.

This process is necessarily messy. The writing process involves a series of

steps to follow in producing a finished piece of writing. According to Harmer,

the process has four main elements:

1) Planning

You cannot write unless you have something to write about.

Thus, the first step in writing is planning. In this stage, writers plan

what they are going to write. Before starting to write or type, they try

and decide what is they are going to say. It stimulated thoughts for

getting started.

When planning, writers have to think about three main issues,

those are the purpose, the audience (the reader), and the content

structure. The purpose of writing will influence not only the type of

text they wish to produce, but also the language they use, and the

information they choose to include. The second one is the writer must

think of the audience that will influence not only the shape of the

writing (how it is laid out or how the paragraph is structured). The last

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consideration is the writers have to consider the content structure of

piece. It means that the writer have to consider how best to sequence

the fact, ideas, or argument in their writing.

2) Drafting

After finishing their plan, students are led to step on the second

stage which is drafting. Drafting is one the important step in writing

process. The drafting stage is where you really begin writing. Students

are starting to write their ideas or topics they have selected before.

Tomkins in Samsul Basri (1993. p.14) described that the

drafting stage is the time to pour out ideas, with little concerns about

spelling, punctuation, and other mechanical errors. The activities in

this stage are:

a. Writing a rough draft

b. Writing leads

c. Emphasizing content, not mechanism

3) Editing (reflecting and revising)

It is almost impossible to write perfect paragraph on the first

draft. The way to revise and improve the first draft is called editing.

Here, students checking the drafts have been written by students. They

check what they have written to see where it works and where doesn’t.

Editing is correct the writer sentence structure, grammar, punctuation,

mechanism, spelling and word choice. In editing, the students knew

what their weakness in paragraph (Basri, 2016, p. 30). After they are

checked and edited, student will start to write in the best form of

writing based on their own text type.

4) Final Version

This is the fourth or the last stage of writing process. Harmer

assumes final draft as finished product. It is considered as best writing

after passing, checking and editing. In this stage, students are allowed

to publish their writing to readers.

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The student might decide to represent these stages in the following

way:

Planning drafting editing final draft

3. Teaching Writing in Junior High School

Teaching writing at junior high school is not specific one. The

syllabus always divided in four skills of English. The skills are speaking,

listening, writing, and reading. Based on the English syllabus of school

based curriculum, the teaching writing for junior high school involve the

teaching of paragraph of text. The text advocated are recount, narrative,

announcement, procedure, and descriptive.

Writing in junior high school has several rules actually. Those

rules are based on Standard competences and Basic competences of

English (curriculum of English) for Junior High School. In this case, the

curriculum that is used in SMP Bairurrahim refers to school based

curriculum. The researcher dealt with the eighth grade students in the first

semester. Standard and basic competences of writing as in Indonesian

English Curriculum for the eighth grade students in the second semester

covers:

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Table 2.1 Standard Competence and Basic Competences of Writing Skill

for Junior High School Students at the Eight Grades

STANDARD COMPETENCE BASIC COMPETENCE

Writing

6. Expressing meaning in functional

written text and simple short

essays in the form of descriptive

and recount to interact with the

surrounding environment.

6.1 Expressing meaning in the

form of short simple functional

written texts by using various

written languages accurately,

fluently and acceptable to

interact with the surrounding

environment.

6.2 Express the meaning and step

of rhetoric in a simple short

essay by using various written

languages accurately, fluently

and acceptable to interact with

the surrounding environment in

descriptive and recount text.

(Taken from Badan Standar Nasional Pendidikan, 2006)

From the table above, the researcher can conclude that the standard

of competency of writing in Junior High School is producing the meaning

of simple essay related to several text types in written form in the context

of daily life and academic purposes to interact with the environment. In

this case, the researcher is going to focus on one text type only. The text

type that is going to be used here is the descriptive text.

B. Descriptive Text

1. The Definition of Descriptive Text

Descriptive paragraph is one the kinds of writing. The word

descriptive paragraph can be defined as describing something. A writer in

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descriptive paragraph uses details to tell how a subject looks, sounds, smells,

tastes, or feels. Descriptive is to describes a particular person, place, or thing.

When you describe someone or something, do it as vivid and real as possible.

A good description is when the reader can imagine the picture in their mind

from the information that we have write (Schuster, 2003, p. 128). A writer of a

good description is like an artist who paints a picture that can be “seen”

clearly in the mind of the reader.

2. The Structure of Descriptive Text

a) In writing descriptive text, it should consist of generic structure. They

are:

1) Identification

Identification identifies phenomenon to be described. It is the

general opening statement in the first paragraph or the first

sentence that introduces the subject of the description to the

readers. It can be a general statement about place, person, or thing

that you want to describe.

2) Description

Description can be the explanation about physical appearance of

the subject, the qualities of the subject like degree of beauty,

excellence or the special aspect that the subject has.

b) The language features of description are:

1) Uses of specific participant

2) Verb in the present tense

3) Adjective to describe the features of the subject

3. Kinds of Descriptive text

As we know that descriptive text is a text to describe something such

as a person, places, or things. So it normally takes on three forms, they are:

a) People

Describing people is the most commonly used for creating description

text. People’s descriptions are used to describe the person discussed

from the physical traits to the personality. This type of text has a

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purpose to describe someone for reader to know how the person is

being discussed and its characteristics, although previously did not

know and see the person directly.

b) Places

When the writer is going to describe place, they are supposed to notice

how places look, smell and sound are. As a result, it is becoming

important in describing.

c) Things

To write a description about something, the writer must have a good

imagination about the thing that will be described. Besides, to make

our subjects as interesting and as vivid to our readers as they are to us:

using proper nouns and effective verbs.

4. Example of Descriptive Text

The following example of descriptive text contains identification

and description.

My pet

I have a pet, it is dog and I call it Brownie

because the color is brownish yellow.

Brownie is a Chinese breed. It is small,

fluffy and cute. It has got thick brown fur. When I

cuddle it the fur feels soft. Brownie does not like

bones. Every day it eats soft food like steamed rice,

fish or bread. When I am at school, brownie plays

with my cat. They get along well, and never fight

maybe because Brownie doesn’t bark a lot. It treats

the other animals in my house gently, and it never

eats shoes. Brownie is really a sweet and friendly

animal.

Identification

Description

13

C. The Concept of Learning Strategy

In general, the strategy has an idea of an outline of the bow to act in order

to achieve specific targets. Connected with learning, a strategy is “a plan, method,

or series of activities designed to achieves a particular educational goal” (J.R.

David, 1976 as cited in Sanjaya p. 294). So thus the learning strategy can be

interpreted as a plan that contains a series of activities designed to achieve certain

educational goals.

There were two things that we should pay attention from the definition

above. First, the learning strategy is an action design (series of activity) including

the design of the use of methods and the use of various resources / strengths in

learning. Arrived at the second act, the strategy was formulated to achieve

specific goals. The direction of the overall decision-making strategy was the

achievement of objectives. Thus, the preparation of learning steps, the utilization

of various facilities and learning resources were all aimed at the achieving goals.

Therefore before determining the strategy, clear objectives must be formulated,

the success of which can be measured, because the goal is the implementation of

strategy. Not all goals can be achieve with just one strategy.

Some of the principles that must be done by the instructor in choosing the

correct and accurate learning strategy, this consideration must be based on the

determination (Depdiknas, 2008, p. 44):

1. Learning Objectives

Learning objective are abilities or skills that students are

expected to have after they carry out certain learning processes.

Determination of learning objective is an absolute requirement for

teachers in choosing strategies to be used in presenting teaching

method.

2. Activity and Students Initial knowledge.

The learning strategy must be able to encourage students’

activities. There is a teacher’s task that should not forgotten is to know

the students initial knowledge. By knowing the students’ initial

14

knowledge, the teacher can develop a strategy to choose the right

learning method for students.

3. Integrity in the Field of Study/ Subject.

Teaching not only develops cognitive abilities, but also

includes the development of affective aspects and psychomotor aspect.

Therefore, learning strategies must be able to develop all aspirations of

intelligence in an integrated manner.

4. Allocation of Time and Supporting Facilities.

Because the time available in provision of subject matter is

limited, the method used has been designed previously including

learning support devices.

5. Number of Students

Ideally the method that we apply in the classroom needs to

consider the number of students present, the ratio of teachers and

students so that the teaching in learning process is effective, class size

determines success, especially classroom management and material

delivery.

6. Teacher Experience and Authority.

A good teacher is an experienced teacher. Besides being

experienced, the teacher must be authoritative. Authority is an absolute

requirement that is abstract for teachers because the teacher must deal

with and manage students.

D. The Pick-List-Evaluate-Activate-Supply-End (PLEASE Strategy)

1. The Definition of PLEASE strategy

PLEASE strategy is a strategy used to guide students how their start

writing and generate their idea in paragraph (Liza and Refnaldi, 2013, p.438).

According to Graham in Suri Handayana (2005, p.4), PLEASE strategy is a

plan and write a paragraph containing a topic sentence, supporting sentence/

details and a concluding sentence/ statement. In this strategy the students can

15

follow each step based on PLEASE stand for and the student can understand

what they want to write.

Table 2.2 The PLEASE Strategy

Strategy Steps What Students do

Pick the topic Pick a topic for their paragraph and decide on the

type of paragraph they want to write.

List ideas about the

topic

Write either enumerative, compare-contrast, or-cause

effect paragraph

Evaluate Look over their list to ensure that it contains all facts

or ideas relevant to the topic and add or delete

information if necessary.

Activate Activate their paragraph by writing a topic sentence

Supply Supply or construct sentences to support the topic

sentence using the List of relevant facts and ideas

End Write a concluding sentence and edit individual

sentences in their paragraph.

(Taken from Smith, Sean J., et al, 2012, p. 120)

The PLEASE strategy aims to improve the ability of students to write

paragraphs. The strategy provides a structure to help students generate and

organize ideas and to write sentences and paragraphs. The PLEASE strategy is

useful because it provides cues to help students remember and apply activities

involved in the process of planning and writing. It is useful for all students,

and specifically for students in the middle grades and those with disabilities.

2. The procedure in Using PLEASE Strategy in Teaching Writing

Teaching writing by using PLEASE strategy can be used for junior

high school students at the second grade. Teaching writing and learning

process in junior high school is covered by three steps; pre-teaching activities,

16

whilst-teaching activities, and post-teaching activities. The stages are

explained as follows:

a. Pre-teaching Activities

Pre-teaching activities are done at the beginning of the

classroom. It is a kind of arming up activities, which is done in order

to build the students background knowledge about the topic that they

are going to study. In this pre-teaching activity, the students are

introduced to the topic or the lesson to be taught, for example

describing place. The activities will give some new information that

stimulate and increase the students’ concentration. These activities are

also trying to get the students’ attention and interest. So, the teacher

motivates the students to study and understand what they are going to

study.

b. Whilst-teaching Activity

Whilst-teaching activities are the activities conducted during

teaching process. In this phase, the teacher leads the students to the

main activity in the teaching learning process. In this phase of teaching

the teacher explain about PLEASE strategy to the students how to use

it in writing process. After that, the teacher asks the students to start

writing descriptive paragraph. The students will be lead to write a

descriptive paragraph by PLEASE strategy.

Whilst-teaching activity consists of three stages. They are

exploration, elaboration, and confirmation.

a) Exploration

Exploration is the first stage in whilst-teaching activity.

The teacher gives some question to the students to stimulate them

about describing animal. In this stage the teacher tells the students

what they are going to learn that is describing animal. In this phase

of teaching, the teacher explains to the students about descriptive

text. The teacher can give example of preposition words to help the

17

students in writing descriptive text about describing animal, for

example; in, on, at, bellow, beside, above, behind, in front of and

etc, about size; big, small, medium.

Next, the teacher can discuss with the students about the

question that the teacher has been given. The students can use the

preposition word to answer the question. In this phase of teaching,

the teacher also explains about PLEASE strategy to the students.

After that, the teacher gives the example how to use PLEASE

strategy in writing a descriptive text. The steps in teaching writing

descriptive by using PLEASE strategy are:

1) Pick

The teacher asks students to pick the topic about their

writing. The topic should be familiar and interesting. In giving

the example, the teacher gives the students some question

about the animal. So, they can write the topic about animal.

2) List

The teacher asks students to list all ideas about the

animal in the picture. So, the students can list the ideas.

3) Evaluate

After the students collect all of the information about

the animal, they can evaluate all the ideas, which ideas that will

be used and support their topic in describing the animal. If

there is not enough data, they can find more ideas. After that,

the students plan the best way to organize their ideas by

making a simple outline in a piece of paper. They should think

the best way to explore their topic based on the outline and in

order to make their audience are interested with their writing.

4) Activate

The teacher asks the students to write their first

sentence about their topic. The students can write the first

sentence that is “I have a pet”.

18

5) Supply

The teacher commands the students to supply the

supporting sentences in their paragraph with the ideas that they

have collected. The teacher explains how important is the

supporting sentences and put it in their writing.

6) End

The teacher reminds the students to end and evaluate

their writing. The students write their last sentence in

describing the animal. The teacher asks the students to check

and edit their writing.

After the students complete their descriptive text, the

teacher explains about the generic structure of the descriptive

text. The generic structures of descriptive text are identification

and description and the teacher explains it by using the text that

they have finished together.

b) Elaboration

The teacher has explained about PLEASE strategy and how

to use it in writing a descriptive text. In this stage of whilst-

teaching activity, the teacher asks the students to write another

descriptive paragraph independently to check the students’ ability

and comprehension in writing descriptive text. The topic should be

interesting and familiar with them. The students will follow the

instruction by the teacher based on the PLEASE strategy, Pick the

idea, List the information about the idea, Evaluate the information,

activate the first sentence, Supply the supporting sentences, and

End the paragraph with concluding sentence.

c) Confirmation

After the students finished their assignment, the teacher

asks them to submit their task and asks some question from the

students about the lesson that have been learn. Then, the teacher

explains again about the descriptive text.

19

c. Post-teaching Activities

Post-teaching activities are the activities that are conducted at

the end of the lesson. In this teaching activity, the teacher concludes

the lesson about descriptive text. Then at the end of the class the

teacher with remands the students about their homework and give

them some motivation.

3. The Advantages of Using PLEASE strategy

Teaching writing a descriptive text by using PLEASE strategy has

same advantages:

a. PLEASE strategy can help the students to improve the students writing

ability especially in writing a paragraph and also in writing text.

b. PLEASE strategy can also help the students to start their writing. This

strategy also helps the students to plan what they are going to write

from pre writing activity and how to revise their writing.

c. The PLEASE strategy helps the students to write independently. It will

help the students to write independently because PLEASE strategy

leads the students to find their own topic and ideas about what they

will write. This strategy also leads the students to write from the

beginning of their writing until they end it.

E. The Relevant Research

The first study was taken from Samsul Basri (2016) which entitled

Improving writing Skills by Using PLEASE Strategy of Seventh Grade Students

at MTs Nurul Falah Air Mesu Pangkalanbaru. The research was a quantitative

approach with quasi-experimental design. Based on the result analysis, there were

two research findings. First, the students who were taught by using PLEASE

strategy (experimental group) had higher score in post-test than the student who

were taught by using conventional method (control group). In this case the null

hypothesis (Ho) was rejected and the research hypothesis (Ha) was accepted, since

t-obtained was 26.097 higher than of the critical value of t-table 2.045 (at the

significant level 0.005 in two tailed testing degree freedom 29). While the p-

20

output value was 0.000 lower than 0.005. Seconds the researcher found that the

most of the students who were taught by using PLEASE strategy had significant

improvement in writing skill of descriptive text.

The second was taken from Suri Handayana (2013) which entitled The

Effect of Using Pick-List-Evaluate-Activate-Supply-End (Please) Strategy toward

Students’ Writing Ability on Descriptive Paragraph at the Second Year of al-

Huda Islamic Junior High School Pekan Baru. The type of this research was

quasy-experimental research. In collecting data, the writer used writing test. Test

was used to find out the students ability on writing descriptive paragraph. Which

test consisted of two tests: pre-test and post-test. Based on the research findings,

the score of to was higher than ttable. It can be concluded that Ho was rejected and

Ha was accepted. It means that there was a significant difference between

conditions of using PLEASE strategy toward students’ writing ability on

descriptive paragraph at the second year of MTs Al-Huda Pekanbaru.

The third was taken from Arief Eko Priyo Atmojo (2016) Pick, List,

Evaluate, Activate, Supply, End (Please) Strategy: Teaching Writing Viewed

From Students’ Self-Esteem (An Experimental Research at the Tenth Grade of

SMAN 1 Tangen in the Academic Year of 2016/2017). The findings of this

research can be stated as follows: (1) PLEASE strategy is more effective than

RAFT strategy to teach writing; (2) Students having high self-esteem have better

writing skill than those having low self-esteem; and (3) There is an interaction

between teaching strategies and students’ self-esteem to teach writing. Based on

the findings of this research, it implies that PLEASE strategy is an effective

strategy in teaching writing to the tenth grade students of SMAN 1 Tangen.

Further researches are encouraged to optimize the use of PLEASE strategy by

combining it with interesting teaching media. The use of other attributive

variables is also encouraged.

F. Conceptual Framework

Based on the theoretical above, the researcher conclude that writing is an

act of communication including the process a series of steps such as planning,

21

drafting, revising, editing and final draft of sentences into paragraph by rules of

English grammar and mechanics. In writing a certain type of text, writers have to

deal with certain language features. In writing descriptive text, the writer deal

with details and characteristic features of a person, thing, or place. Therefore,

writers need good vocabulary mastery in order to be able to describe someone or

something clearly. With that poor vocabulary mastery, students often have

problem in choosing the appropriate words to provide information about the

subject. Those elements of writing can be developed with practice. The ability to

write better sentence or choose the better word doesn’t come from a book, but

with experience. To help the students improving their writing ability, we need a

lot of practice and have interesting strategy. Besides that, the students also need to

train their selves to develop their writing skill.

The teacher should choose an appropriate learning strategy to apply in

writing class. One of those strategies is PLEASE strategy. The researcher assumes

that PLEASE is one of a strategy in study which can be used to learning that will

make the students easy to understand and will guide the students to write. It will

help the students more focus on the description that they will write. To make the

conceptual framework more clear, so it can be seen the following draft:

Based on the draft above, it can be seen that the teaching using PLEASE

strategy has affected to student’s ability in writing. It means, if the teacher does

not use learning strategy during teaching learning process, it can make the

students bored and it can make their ability low. But if the teacher has used

various learning strategy in teaching learning process, it will help the students to

have more interest in learning, especially in studying descriptive text.

PLEASE Strategy

The students’ ability at

writing descriptive text

22

G. Hypothesis

Based on the problem statements that presented by the researcher, the

research hypothesis are stated as follows:

a) Alternative Hypothesis (Ha)

There is a significant effect of using PLEASE strategy toward students’

writing skill on descriptive paragraph on the eighth grade students of

Junior High School Baiturrahim Jambi.

b) Null Hypothesis (Ho)

There is no significant effect of using PLEASE strategy toward students’

writing skill on descriptive paragraph on the eighth grade students of

Junior High School Baiturrahim Jambi.

23

CHAPTER III

RESEARCH METHOD

A. Place and Time of the Research

This research was conducted at Junior High School (SMP) Baiturrahim

Jambi. The location of this research at Jl. H. Syamsoe Bachrun No. 32 RT. 03

Kelurahan Selamat Kecamatan Danau Sipin Kota Jambi. The research was

conducted in 19 July until 15 august at the first semester in academic year

2018/2019.

B. Method and Design of the Research

Research method is a systematic activity using certain method to find new

thing or to prove a theory. In this research, researcher used Quantitative method

and applies pre-experimental design. Quantitative research is an approach for

testing objectives theories by examining the relationship among variables

(Creswell, 2014 p. 4). These variables, in turn, can be measured, typically on

instruments, so that numbered data can be analyzed using statistical procedures.

In the pre-experimental design, the researcher used One-Group Pretest-Posttest

design. The One group pretest-posttest design usually involves three steps:

1. Administering a pretest measuring to dependent variable.

2. Applying the experimental treatment to the subject.

3. Administering a posttest again measuring the dependent variable.

So, the design of this research can be illustrated as follows (Sugiyono,

2016, p.74):

Table 3.1 The Research Design

O1 X O2

24

Note:

O1 : Pretest value (before treatment)

X : Treatment

O2 : Posttest value (after treatment)

This study was intended to investigate the effect of PLEASE strategy on

the eighth grade students’ writing ability of Junior High School Baiturrahim

Jambi in academic year 2018/2019. The aim of this study is to find out the effect

between students’ writing ability before and after being taught by using PLEASE

strategy.

In this study, the procedures of One-Group Pretest-Posttest design are:

1. Administering a pre-test measuring writing ability of eighth grade

students at Junior High School Baiturrahim Jambi.

2. Applying the experimental treatment X to the subject (eighth grade


3. Administering a post-test measuring writing ability of eighth grade


Differences attributed to application of the experimental treatment were

determined by comparing the pre-test and post-test scores. The researcher wanted

to know the effect of PLEASE strategy to the students’ writing ability by

experimental research. The impact is assessed by providing a specific treatment.

The effect will known after knowing the significant differences between the

students who are taught before using PLEASE strategy and those who are taught

after using PLEASE strategy.

C. Variable of the Research

This research consists of two variables those are independent and

dependent variables. Independent variables is the condition influencing the

appearance of an indication appearing because of the implementation of an

25

experiment called as X and the dependent variable is the implementation of an

experiment and also called effect variable or called as Y.

1. Independent variable (X): The X variable of this research is the use of

PLEASE strategy to teach writing descriptive text.

2. Dependent variable (Y): The Y variable of this research is writing ability

of the eight grade students of Junior High School Baiturrahim Jambi in

academic year 2018/2019.

D. Kinds and Source of the data

a. Primary Data

Primary data is statistic data taken from the first hand data, is mean

the source is representative and have give right to give data information.

The primary data in this research is activities and students achievement in

writing especially descriptive text.

b. Secondary Data

Secondary data is the data that collected by researcher from

documentation.

Secondary data included:

a. The condition of the Junior High School Baiturrahim Jambi

b. Historical and Geographical of Junior High School Baiturrahim Jambi

c. The condition of teacher and students of the Junior High School Jambi

d. The facility students and the facilities of Junior High School

Baiturrahim Jambi.

c. Source of Data

1. The second years student at Junior High School Baiturrahim Jambi

2. English teacher of Junior High School Baiturrahim Jambi

3. Administration staff at Junior High School Baiturrahim Jambi.

E. The Population and the Sample of the Research

1. The Population of the Research

26

A population is a group of individual who participates in a research

study or is someone from whom data are collected. The population in this

research was all of students on the eighth grade at Junior High School

Baiturrahim Jambi in academic year 2018-2019. There were two classes.

The total number of the students at Junior High School Baiturrahim Jambi

was 40 students.

Table 3.2 The Population of the Research

NO Class Male Female Total

2. VIII. A 14 6 20

3. VIII. B 13 7 20

Total 27 13 40

2. The Sample of the Research

A sample is a group of elements or a single element from which

the data are collected. It is a subset of some of the number and

characteristic in the population (Sugiyono, 2016, p. 81). The sample in this

study was taken one class with purposive sampling technique, which is the

technique of determining the sample based on the considerations of the

researcher. The selection of the sample was based on the consideration

that the English language competence standard thought to the class in

2018-2019 is carried out by the same teacher who teaches conventionally,

is also based on the average value of learning outcomes for each class that

is the same, so that the treatment carried out to the class will show an

increase in learning outcomes. Sample in this study are 20 students namely

experimental class. As an experimental class, namely class VIII A. This

class is taken based on the average grade in the previous semester higher

than other classes so that it will facilitate research. The following table

presented how sample was:

27

Table 3.3. The Number of sample on the eighth grade of Junior High

School Baiturrahim Jambi

No

Class

Students Number of

Students Male Female

1. VIII A 14 6 20

Total 20

F. Research Instrument

To figure out whether the objective of this research is achieved or not, the

researcher used research instrument. The instrument of this research was writing

test. The tests were pre-test before the treatments and post test after the

treatments. Pre-test was given to see the students’ ability before treatments as the

starting point for the researcher to give the treatments, and the post test was given

to see the result of the treatments.

1. Pre-test

In the pretest, the students will ask to write their own descriptive text by

using their own technique based on the topic given by the researcher. The

students will be given a picture to make descriptive text.

2. Post-test

In the post test, they were asked to write descriptive paragraph by using

PLEASE strategy.

G. The Technique of Data Collection

The kind of instrument used to collect the data in this research was test. To

collect data from the sample, the writer used only written test. The students had

been tested to find out the students ability on descriptive paragraph. The test was

28

given before and after the treatment. Both pre-test and post-test were assessed by

two raters.

The students’ ability on writing descriptive paragraph was measured by

using writing assessment adapted from Jacob, etal.s’ in Sulastri, (1995:162). The

assessment rubric score for writing can be seen as follows:

Table 3.4 Rubric scoring for writing

Scoring

Element

Score Quality Description

Content

30-27 Excellent to

Very good

Knowledge-substantive-through

development of thesis-relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject-

adequate range-limited development

of thesis-mostly relevant to topic,

but lack detail.

21-17 Fair to poor Limited knowledge of subject-little

substance-inadequate development

of topic.

16-13 Very poor Does not show knowledge of

subject-non substantive-not

pertinent-or not enough to evaluate.

Organization

20-18 Excellent to

very good

Ideas clearly stated/supported-

succinct-well organized-logical

sequencing-cohesive.

17-14 Good to

average

Somewhat choppy-loosely

organized but main idea stand out-

limited support-logical but

incomplete sequencing.

13-10 Fair to poor Non fluent-ideas confused or

disconnected-lacks logical

sequencing and development.

9-7 Very poor Does not communicate-not

organization- or not enough to

evaluate.

20-18 Excellent to

good

Sophisticated range-effective

word/idiom-choice and usage-word

form mastery-appropriate register.

17-14 Good to

average

Adequate range-occasional errors of

word/idiom form, choice, usage-

meaning confused or obscured.

29

Vocabulary 13-10 Fair to poor Limited range-frequent errors of

word/idiom from-choice usage-


9-7 Very poor Essentially translation-little

knowledge of English vocabulary,

idioms, word form-or not enough to

evaluate.

Language

Use

25-22 Excellent to

very good

Effective complex construction-few

errors of agreement, tense, number,

word order/function, articles,

pronounce, preposition.

21-18 Good to

average

Effective but simple constructions-

minor problems in complex

construction- several errors of

agreement, tense, number, word

order/function, articles, pronouns,

perceptions but meaning seldom

obscured.

17-11 Fair to poor Major problems in simple/complex

construction-frequent errors of

negation agreement, tense, number,

word order/function, articles,

pronouns, preposition and/or

fragments, run-ons-deletion-


10-5 Very poor Virtually no mastery of sentences

construction rules-dominated by

errors-does not communicate-or not

enough to evaluate.

Mechanics

5 Excellent to

good

Demonstrates mastery of

conventions-few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

average

Occasional errors of spelling,


paragraphing, but meaning not

obscured.

3 Fairy to

poor

Frequent errors spelling, spelling,


paragraphing- poor hand writing-


30

2 Very poor No mastery of conventions-

dominated by errors of spelling,

punctuation, paragraphing-

handwriting illegible- or not enough

to evaluate.

Content 30

Organization 20

Vocabulary 20

Syntax 25

Mechanics 5

TOTAL 100

According to Arikunto (2006), there were 5 components to categorized

students’ writing ability. Each component has the highest score and the total

of the components are 100. In this research, the writer took 80 as the highest

score. Then the score was interpreted into the following category:

1. 80 – 100 = A (Very good)

2. 66 – 79 = B (Good)

3. 56 – 65 = C (Enough)

4. 40 – 55 = D (Less)

5. 30 – 39 = E (Bad)

H. The Validity and Reliability of the Test

To see the good test instrument must be validity and reliability; the more

explanation about it will be discussed follows:

1. Validity of the test

Validity is a characteristic based on the reasonableness of

inferences drawn from a set of scores. Evidence is gathered to support an

argument that the inferences are reasonable. Inference is valid or invalid;

tests or other instruments are not (McMillan and Schumacher in Sulastri,

2010, p. 185). The level of validity of data on students writing skills, than,

can be defined as the correctness of data in representing the student’s skill

31

in writing (Latief, 2015, p.243). In this research, researcher use content

validity and face validity. The content validity is used in order to see

whether or not the genre of writing given in the research. Face validity is

the extent to which test is subjectively viewed as covering the concept it

purpose to measure. It refers to the transparency or relevance of a test as it

appears to test participants.

2. Reliability of the test

Reliability is the degree to which a test consistently measure

whatever it is measuring. Reliability of the result of language skill

assessment refers to the preciseness of the language skill assessment result

in representing the actual level of the skill of the examinees. The result of

a language skill assessment has high reliability if the result precisely

represents (very closed to, or is not too far away from, or gives good

estimates of, or doesn’t overestimate or underestimate) the true level of the

skill being assessed (Latief, 2015, p. 245). The testing of students’ writing

ability had to have reliability in order to get the same scores obtained

when the tests done were more than once. In this research, the writer used

inter-rater reliability as the scores were given by two raters. Inter-rater

reliability occurs when two or more scores yield inconsistent scores of the

same test, possibly for lack of attention to scoring criteria, inexperience,

inattention, or even preconceived biases (Brown, 2004, p.21).

The writer used the categories of reliability can be seen from the

following table:

Table 3.5 The Categories of Reliability

Correlation

coefficient

Level of reliability

0.81 – 1.00 Very high

0.61 – 0.80 High

0.41 – 0.60 Sufficient

0.21 – 0.40 Low

0.00 – 0.20 Very low

(Taken from Arikunto in Rahman, 2016)

32

The raters of student’s descriptive writing were Uyun Nafiah M.Pd

and Juliana Mesalina M.Pd. Before the raters gave score for the students,

the instrument of scores earlier was given to the raters based on Jacob

Etals in scoring writing. There were five components of scoring writing

test, such as: content (13-30), organization (7-20), vocabulary (7-20),

language use (5-25), and mechanic (2-5). Each component has specific

criteria’s and score range to make the raters easier in giving maximal and

appropriate score.

The results of writing test to the 20 students at Junior High School

Baiturrahim Jambi were tested for reliability by using SPSS 16.00. The

reliability analysis was described in the following table 3.6.

Table 3.6 Results of reliability analysis

Cronbach's

Alpha N of Items

.730 4

Based on the results of reliability analysis, the Cronbach’s Alpha value

is 0.730, this value is then compared with the rtable value. Before comparing it

to rtable (rt), the writer obtained the degree of freedom (df)

df = N – 2

df = 20 – 2 = 18

After obtained the degree of freedom (df) = 18, the coefficient

Cronbach’s Alpha robtained was compared to r table, either at level 5% or 1%.

Based on rtable it can be analyzed that (ro) is higher than (rt) either at level 5%

and 1%. It is clear that 0.730 > 0.561 > 0.444. It can be concluded that the test

results are reliable.

33

I. Technique of analysis data

In this study, the data obtained from Pre-Experimental study were

submitted for statistical analysis using the Statistical Product and Service Solution

(SPSS) version 16. The writer analyzed the data from the test (pretest and

posttest). In analyzing the data obtained from the text, the writer used some

technique:

1. Descriptive analysis

In descriptive analysis, number of sample, the score of minimal,

maximal, mean, and standard deviation. Descriptive analyses are obtained

from students’ pretest and posttest score. After the pretest and posttest

score are obtained from scoring results. Then will be calculated the

average increase in student learning outcomes, namely the calculation of

N-gain.

2. Statistical analysis

a. Normality test

This test was carried out in order to check whether or not the

data was normal. Data can be classified into normal when the p-output

is higher than 0.05. In measuring normality test, One-Sample

Kolmogronov Smrinov is used. If the data was normal, the parametric

test was used. On the other hand, if the data was not normal, the non-

parametric test was used.

b. T-test

In this case, the data would be analyzed by sample t-test. There

were two kinds of sample t-test, they were independent sample t-test

and paired sample t-test. Paired sample t-test is used to see whether or

not there is significant improvement of students’ writing achievement

before and after the treatment. (Taniredja in Ponimin, 2014: p.81-83).

34

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. FINDING THE STUDY

In this part the writer discusses about two element of research finding.

They are the description of the data variables and the data analysis. The process of

learning English in Junior High School (SMP) Baiturrahim Jambi in the eighth

class at meetings in two times a week, with an allocation time 2x40 minutes.

Based on the time, the learning process in this study was 16x40 with eight

sessions. The material used in this study about descriptive text.

The first meeting was conducted by giving pretest to the learners to know

the learners’ ability before giving the treatment than explain about the material

given. The next meeting was conducted by giving PLEASE strategy for teaching

writing skill and giving the post test to know the learners’ progress after giving

the treatment. The data of students’ writing test in pre-test and post-test were

scored by raters. After the writer got the data, the writer employed SPSS

(statistical product and service solution) version 16.00 program. The finding

includes: 1) descriptive analysis of students’ writing test, 2) Statistical analysis of

the students’ writing test.

1. Descriptive Analysis

In this section, the writer explained the frequencies, percentages and

means score of the test, based on the result of test before and after giving the

treatment. The scoring grade can be seen in the table 4.1.

35

Table 4.1 Scoring Grade

Score Criteria of Ability

80 – 100

66 – 79

56 – 65

40 – 55

30 – 39

A ( Very Good)

B ( Good)

C ( Enough )

D ( Less )

E ( Bad )

(Taken from Arikunto, 2006)

a. The Result of Pre-test

Table 4.2 The Score of Pretest

No Name Pre-test Score

1 A 56

2 AZS 57

3 A 67

4 AS 44

5 FS 56

6 FL 38

7 IKS 47

8 IFS 72

9 KS 71

10 MFR 55

11 MRF 55

12 MAS 42

13 MAH 54

14 MRAP 47

15 MRZ 58

16 N 40

17 PRP 62

18 RO 71

19 RPS 53

20 UD 71

Total 1116

Mean 55.8

36

The data of students’ writing skill of pre-test were obtained from the

result of their writing test. All the data were calculated by using SPSS 16. The

data can be described as follows:

Table 4.3 The Students Writing Result of Pre-test

Frequency Percent Valid Percent

Cumulative

Percent

Valid 38 1 5.0 5.0 5.0

40 1 5.0 5.0 10.0

42 1 5.0 5.0 15.0

44 1 5.0 5.0 20.0

47 2 10.0 10.0 30.0

53 1 5.0 5.0 35.0

54 1 5.0 5.0 40.0

55 2 10.0 10.0 50.0

56 2 10.0 10.0 60.0

57 1 5.0 5.0 65.0

58 1 5.0 5.0 70.0

62 1 5.0 5.0 75.0

67 1 5.0 5.0 80.0

71 3 15.0 15.0 95.0

72 1 5.0 5.0 100.0

Total 20 100.0 100.0

The result of pretest before the intervention showed that the lowest

score was 38 and the highest score was 72, while the mean score shows that

all of students are categorized enough ( 55,8 ).

The statistical description the data of pretest could be seen in the

following table:

37

Table 4.4 Descriptive Statistics of Pre-test

N Minimum Maximum Mean Std. Deviation

PRETEST 20 38.00 72.00 55.8000 10.73411

Valid N (listwise) 20

The frequency distribution of pretest score can be seen from the

following bar chart:

Figure 4.1 Score Frequency of Pre-test

Based on the calculation on the table 4.3, it can be concluded that the

mean score of pre-test is 55.8. From the 20 students, there was a student (5%)

who got 38, a student (5%) who got 40, a student (5%) who got 42, a student

(5%) who got 44, two students (10%) who got 47, a student (5%) who got 53,

a student (5%) who got 54, two students (10%) who got 55 and based on the

38

soring grade they are categorized as less. Then, there was two students (10%)

who got 56, a student (5%) who got 57, a student (5%) who got 58, a student

(5%) who got 62 and based on the soring grade they are categorized as

enough. Finally, there were a student (5%) who got 67, three students (15%)

who got 71 and a student (5%) who got 72 and based on the scoring grade

they are categorized as good.

b. The Result of Post-test

After the writer analyzed the data of the pre-test, the writer also

analyzed the post-test. The means score of post test was 72.25.

Table 4.5 The Result of Post-Test

No Name Post-test Score

1 A 72

2 AZS 69

3 AA 68

4 AS 73

5 FS 71

6 FL 74

7 IKS 68

8 IFS 75

9 KS 72

10 MFR 76

11 MRF 68

12 MAS 68

13 MAH 82

14 MRAP 74

15 MRZ 76

16 N 68

17 PRP 69

18 RO 76

19 RPS 73

20 UD 73

Total 1445

Mean 72.25

39

The data of students’ writing skill of post-test were obtained from the

result of their writing test. All the data were calculated by using SPSS 16. The

data can be described as follows:

Table 4.6 The Student Writing Result of Post-test

Frequency Percent Valid Percent

Cumulative

Percent

Valid 68 5 25.0 25.0 25.0

69 2 10.0 10.0 35.0

71 1 5.0 5.0 40.0

72 2 10.0 10.0 50.0

73 3 15.0 15.0 65.0

74 2 10.0 10.0 75.0

75 1 5.0 5.0 80.0

76 3 15.0 15.0 95.0

82 1 5.0 5.0 100.0

Total 20 100.0 100.0

Posttest is conducted to measure how far the effect of PLEASE

strategy to the student’s writing ability. After the intervention the score of

students’ writing skill improved. The result of calculation using SPSS 16.00

on the data after treatment (post-test) obtained standard deviation was 3.7399,

the lowest score was 68, and the highest score was 82. While the mean score

showed that all of students were categorized good (72.25).

40

Table 4.7 Descriptive Statistics of Post-test

N Minimum Maximum Mean Std. Deviation

POST_TEST 20 68.00 82.00 72.2500 3.73990

Valid N (listwise) 20

The frequency distribution of posttest score can be seen from the

following Bar Chart:

Figure 4.2 Score Frequency of Post-test

The data in table 4.6 showed that after giving the treatment the score

of students writing skill were varied. Based on the calculation, from 20

students there were five students (25%) who got 68, two students (10%) who

got 69, a student (5%) who got 71, and two students (10%) who got 72. Next,

there were three students (15%) who got 73, two students (10%) who got 74, a

student (5%) who got 75, and three students (15%) who got 76. They belong

41

to good category. Finally, there were a student (5%) who got 82, he belong to

very good category.

After the writer analyzes the value of pretest and posttest, the next step

is to calculate the gain (improvement) of students’ writing ability. Gain is the

difference between the pretest and posttest values. Gain shows an increase in

students’ writing ability after learning is done. The improvement (gain) from

pretest to posttest can be computed for each participant by subtracting each

person's pretest score from his or her posttest score by considering the

following formula:

The improvement (gain) of the test result can be drawn in the

following table:

Gain = posttest – pretest

42

Table 4.8 Gain Score of Pre-test and Post-test

No Name Pre-test Score Post-test Score G

1 A 56 72 16

2 AZS 57 69 12

3 AA 67 68 1

4 AS 44 73 29

5 FS 56 71 15

6 FL 38 74 36

7 IKS 47 68 21

8 IFS 72 75 3

9 KS 71 72 1

10 MFR 55 76 21

11 MRF 55 68 13

12 MAS 42 68 26

13 MAH 54 82 28

14 MRAP 47 74 27

15 MRZ 58 76 18

16 N 40 68 28

17 PRP 62 69 7

18 RO 71 76 5

19 RPS 53 73 20

20 UD 71 73 2

Total 1116 1445 329

Mean 55.8 72.25 16.45

In order to see the global gain from both pretest and posttest score, the

data are also analyzed by Hake’s (1999) formula, as follows:

43

By considering the following criteria:

a. “High-g” courses as those with (<g>) > 0.7;

b. “Medium-g” courses as those with 0.7 > (<g>) > 0.3;

c. “Low-g” courses as those with (<g>) < 0.3.

Based on the calculation above, the writer obtained N-gain was 0.372.

So, it is conclude that the N-gain of writing test included in medium level.

2. Statistical Analysis

a. Normality Test

This normality test aims to determine whether the data from each

variable is normality distributed or not. This normality test used the

Kolmogrov Smirov method (K-S) test. To determine the normality of the

data tested simply by reading the Asymp. value. Sig. (2-tailed). Data

requirements are normally distributed if the value of Sig. (2-tailed)

obtained from the calculation is higher than alpha level of 5% or Sig. (2

tailed)> 0.05.

Output of the result of the normality test using SPSS 16.0 for

windows can be seen based on the following table:

44

Table 4.9 Test of Normality with One-sample Kolmogorov-Smirnov Test

Based on the table above was known that the significance value

from each pre-test and post-test is higher than 0,05. The sig/p-value on

pre-test is 0,929 and it is higher than 0,05 (0,929>0,05), means that the

data is in normal distribution, the p-value on post-test is 0,703 and it is

higher than 0,05 (0,703>0,05), means the data is in normal distribution.

Therefore, it also means that H0 is accepted and Ha is rejected. So it can be

interpreted that each of data is in normal distribution.

b. Testing Hypothesis

Hypothesis testing using paired sample t-test is a test for the

same population group, but has two or more conditions of the sample

data as a result of the treatment given to the sample group. The data

needed for this test equipment is numerical data in the form of ratios

and intervals. The amount needed in this model is a small sample.

Paired Sample t test is used from a population before and after

receiving treatment.

The hypothesis with the following details:

a) Alternative Hypothesis (Ha)

Pretest Posttest

N 20 20

Normal Parametersa Mean 55.80 72.25

Std. Deviation 10.734 3.740

Most Extreme Differences Absolute .122 .158

Positive .119 .158

Negative -.122 -.128

Kolmogorov-Smirnov Z .544 .705

Asymp. Sig. (2-tailed) .929 .703

a. Test distribution is Normal.

45

There is a significant effect of using PLEASE strategy toward

students’ writing skill on descriptive paragraph on the eighth grade


b) Null Hypothesis (Ho)

There is no significant effect of using PLEASE strategy toward

students’ writing skill on descriptive paragraph on the eighth grade


The basis of decision making is based on the comparison of t

count with t table:

a. If the value of tobtained > ttable, then Ho is rejected and Ha is accepted

b. If the value of tobtained< ttable, then Ho is accepted and Ha is rejected

Basic of decision making in Paired Sample t-Test based on the

comparison of the significance value (probability) as follow:

a. If the significance value is > 0.05, then Ho is accepted and Ha is

rejected

b. If the significance value is < 0.05, then Ho is rejected and Ha is

accepted

The results of statistical data analysis using SPSS 16.0 for

windows, obtained the output shown in the table below:

Table 4.10 The result of Paired Sample Statistic

Mean N Std. Deviation Std. Error Mean

Pair 1 PRE TEST 55.80 20 10.734 2.400

POST TEST 72.25 20 3.740 .836

46

At the first output, presents a description of the pair of

variables analyzed, which includes the average (mean) before being

given treatment 55.80 with standard deviation of 10.734 and after

being treatment 72.25 with standard deviation 3.740.

Table 4.11 The result of Paired Sample Correlation

Furthermore, in the second output, the results of the correlation

between the two variables yielded a figure of 0.176 with a probability

value (sig) of 0.459. This states that the correlation between before and

after being given treatment is significantly no related, because the

probability value is > 0.05.

a. Decision making based on the value of tobtained and ttable :

Finding ttable in table t:

1) Level of significance (α) is 5% (seen from data input on option

which chooses 95% confidence level)

2) Df or degrees of freedom are n (amount of data) – 1 or 20 – 1 =

19.

3) So that the value of 2.093 is obtained from table t.

N Correlation Sig.

Pair 1 PRE TEST & POST TEST 20 .176 .459

47

Table 4.12 The results of Hypothesis test

From the result of the third output it is known that the value of

tobtained is -6.857. In the t test the plus and minus signs are not

considered so that the value of -6.857 > 2.093 (ttable). So it can be

concluded that Ho is rejected and Ha is accepted. So it can be

concluded that the PLEASE strategy influences the ability of writing

skill of eight grade students of Junior High School Baiturrahim Jambi.

b. Decision making Paired Sample t-Test based on the comparison of

significance value

From the result of the SPSS output above, it is known that

the significance value is 0.000. Because the significance value is

0.000 < 0.05 in accordance with the Paired Sample t-Test decision

making basis, it can be concluded that the PLEASE strategy affects

the writing ability of eight grade students of Junior High School

Baiturrahim Jambi.

Paired Differences

t Df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 PRE TEST -

POST TEST -16.450 10.729 2.399 -21.471 -11.429 -6.857 19 .000

48

B. DISCUSSION

In this study, researchers conducted a pre-experimental using PLEASE

strategy on the eighth grade of Baiturrahim Jambi with a total sample of 20

students who joined in an experimental group. The problem of this study was

whether the use of PLEASE strategy influences the writing ability of descriptive

text or not. The research design used was one group pretest-posttest. In

accordance with the purpose of the study, to determine the effect of PLEASE

strategy on the ability of writing descriptive text, the data collection included

pretest and posttest.

In this research, PLEASE strategy was given as the treatment in the class.

From the implementation PLEASE strategy based on researchers experiences in

the class, students were able to apply PLEASE strategy during treatment. Even

though, there were some students were still confused to apply PLEASE strategy.

While, in the other meetings students were very good to apply steps of PLEASE

strategy in writing. Furthermore, the researcher found students difficult to apply

the step of PLEASE strategy in the second to third meetings. They were list and

end steps. First, students were quite hard to make a complete sentence in the list

step. Although, students were helped by researcher such as; giving some

questions to stimulate their thought to write sentence list. Second, the students

often forgot to apply the last step (end) in their paragraph. Students forgot to

evaluate their paragraph like capitalizing the first word, punctuation, commas,

correct spelling right, and overall appearance. Then, the other step of PLEASE

strategy were easy to apply in writing such as; pick, evaluate, activate, and

supply. It was caused because they were only picked the topic, evaluated their

sentence list, activated to write, and supplied their paragraph using their sentence

list.

By using PLEASE strategy, the situation of learning in the class is better

than before. It can be seen on the table of the students’ writing score that the

students who learn writing through PLEASE strategy shows that the mean score

in pretest is 55.8 and the mean score in posttest is 72.25. Based on the results of

49

pretest and posttest obtained, looked there is an improvement in the mean score

after being given treatment about 16.45.

To give accurate data on the students’ score improvement and to know the

effect of PLEASE strategy, then the results from pretest and posttest were

calculated with gain score formula. The calculation got scores 0.372 which is

categorized as a medium category. It means that teaching writing by using

PLEASE strategy was effective.

The result of the data analysis showed that the treatment by applying the

PLEASE strategy described a significant influence on the ability to write

descriptive text for eighth grade students of Junior High School baiturrahim Jambi

in a sample of 20 students. This is shown from the results of t test obtained tobtained

value is higher than the value of ttable where the result of tobtained is 6.857 while ttable

is 2.093. The ttable value is based on the number of degrees of freedom (db) which

is 19 with a significant level (α) 0.05 or 95% confidence level. Thus, the results of

this study are in accordance with the proposed hypothesis and it can be concluded

that the use of PLEASE strategy can have a significant effect on students’ writing

skill of descriptive text.

The results of this research are also in accordance with the research

conducted by Suri Handayana (2013). It was found out that the students’ writing

ability on descriptive paragraph taught by using PLEASE strategy was higher

than the students’ writing ability on descriptive paragraph taught without using

PLEASE strategy. The students can write a descriptive paragraph that contains:

content, vocabulary, organization, language features and mechanics. Therefore, it

is clear that this strategy is good for writing descriptive paragraph. In addition,

study conducted by Samsul Basri (2016). After doing the treatment in teaching

writing skill by using PLEASE strategy, he concluded that PLEASE was suitable

strategy in improving writing skills. There was a significant difference in

improving writing skills between students who were taught by using PLEASE

strategy and the students who were not taught by PLEASE. There was a real

significance in difference between experimental group and control group. By

using PLEASE strategy, the students get a guide to make paragraph well so it is

50

helpful for the students. It is because PLEASE strategy itself has some steps to

guide the students when they write, by using it the students can apply some steps

of that strategy.

From this study when compared to the result of relevant researches that

already existed, the same conclusion can be drawn, based on the analysis data, it

can be seen that the students’ score was increasing after they are taught by using

PLEASE strategy. Therefore, the writer concluded that PLEASE strategy has an

effect toward students’ writing ability especially writing descriptive text.

51

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

After conducting the research with the results presented above, the

researcher intends to conclude this thesis. Based on the statistical analysis, the

writer found that there was different score between pre-test and post-test. The

mean score of post-test is higher than the mean score of pre-test. Before the

students are taught using PLEASE strategy, their total score of writing test is 1116

and the mean of their pre-test is 55.8. After the students were taught using

PLEASE strategy, their total score of writing test is 1445 and the mean of their

post-test is 72.25. The result calculation of t-test and t-table for the level

significant 1% and 5 % showed that there is a significant different between pre-

test and post-test. The score of t-test is 6.876 and the t-table is 2.861 in the level

of significant 1% and 2.093 in the level of significance 5%. Based on the result

above can be seen that the result of t-test was higher that t- table. It can be said

that PLEASE strategy has an effect to the student’s writing ability. The writer

concluded that there is an effect of PLEASE strategy to the eighth grade students

of Junior High School Baiturrahim Jambi.

B. SUGGESTION

Based on the research findings, the writer would like to give some

suggestion, especially to the teacher and the students. From the conclusion of the

research above, it is found that using PLEASE strategy can give significant effect

toward students’ writing ability on descriptive paragraph at the second year of

Junior High School Baiturrahim Jambi. Some suggestion for teaching and

learning English are proposed as follow:

1. For the teachers

The researcher suggested to the English teachers, that the

English teachers should give motivation to students. So the students

will be more interested in teaching learning activity. Teacher should be

52

able to use various strategies to teach English to avoid students of

feeling bored in the class. The researcher suggested the teachers to use

PLEASE strategy for teaching writing in order to make the students

easier understand the writing text.

2. For the students

After getting the material by using PLEASE strategy, students

hopefully can improve their achievement in writing skill of the text,

and the students should be more active and creative in doing the

exercise. So, the students are expected to be more interested in

teaching and learning activity by using various strategies.

53

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mild disabilities: A case-cased approach. Canada: Cengage Learning.

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Depdiknas (2008). Strategi pembelajaran dan pemilihannya. Jakarta: Departemen

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http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

Handayana, S. (2013). The Effect of Using Pick-List-Evaluate-Activate-supply-

End (Please) Strategy Toward Students’ Writing Ability on Descriptive

Paragraph at the Second Year of al-Huda Islamic Junior High School Pekan

Baru. Thesis. The Department of English Language Teaching.

http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

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Harmer, J. (2004). How to teach writing. New York: Pearson Education limited.

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Franca Csoport.

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Malang: University Negeri Malang.

Liza, M., & Refnaldi (2013). Using PLEASE strategy in teaching writing

descriptive text. Journal of English Language Teaching. Vol.1,No.2.

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Spencer, L. (2005). A step-by-step guide descriptive writing. New York: The

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Rineka Cipta

Appendix

Picture of Writing Test of Pre-test

Picture of Writing Test of Post-test

APPENDIX I

Writing Test of Pre-test

Name :

Class :

Make a descriptive text based on the picture!

___________________________________________________________________________

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APPENDIX II

Writing Test of Post-test

Name :

Class :

Make a descriptive text based on the picture!

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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APPENDIX IV

LESSON PLAN

School : SMP BAITURRAHIM

Subject : English

Class : VIII of Junior High School

Allocation of time : 2 x 40 minute

Skill : Writing

Genre : Descriptive Text

Theme : Animal

Meeting : 1

I. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

III. Indikator

1. Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive

2. Menulis teks essai dalam bentuk descriptive

IV. Tujuan Pembelajaran

Pada akhir pembelajaran diharapkan siswa mampu :



V. Materi Pembelajaran

Definition and Purpose of Descriptive Text

Descriptive text is a text which says what a person or a thing is like. Its purpose is to

describe and reveal a particular person, place, or thing.

Generic Structure of Descriptive Text

1. Identification

Identifying the phenomenon to be described. Introducing where or who is the

subject is being described.

2. Description

Describing the phenomenon in parts, qualities, or and characteristic.

Language feature

Using attributive and identifying process.

Using adjective and classifiers in nominal group

Using simple present tense

Example of Descriptive Text

My cat

I have a pet, it is a cat and I call it Milo. It is my lovely

cat. It is not expensive cat. I found him in front of my house.

Thought it is not pricey cat, I love it so much.

Milo has long mustaches and green eyes. It is orange

with two gradations of colors. It is not fat though it eats a lot

because he is very active. He likes to play with ball, but his

favorite toy is a yarn. He likes to roll a yarn and then chase it.

One he catch it, he throws it from one of his front legs to the

other one. At night he always sleeps with me.

VI. Metode Pembelajaran

Pick, List, Evaluate, Analyze, Supply, End Strategy

VII. Kegiatan Pembelajaran.

1. Kegiatan Awal (5 minutes)

Greeting

Meminta semua siswa berdoa bersama-sama

Mengecek kehadiran siswa

2. Kegiatan Inti (60 minutes)

Exploration

Identification

Description

Guru menjelaskan materi tentang prosedur penulisan teks deskriptif

kepada siswa (Generic structure and language features of descriptive

teks)

Guru memberikan contoh teks descriptive (describing animal) kepada

siswa dan membahasnya bersama sama

Siswa dan guru membaca teks descriptive dengan nyaring

Guru menjelaskan prosedur PLEASE Strategy yang akan digunakan

untuk meningkatkan kemampuan menulis siswa.

Siswa mulai berlatih menulis teks descriptive menggunakan PLEASE

strategy.

Siswa bertukar lembar kerja dengan siswa yang lainnya.

Elaboration

Dalam kegiatan elaborasi guru:

Membiasakan siswa membuat kalimat descriptive

Memfasilitasi siswa melalui pemberian tugas menulis descriptif teks

Konfirmasi

Dalam kegiatan konfirmasi guru:

Guru menanyakan tentang kesulitan yang dihadapi siswa tentang kalimat

menggunakan tenses untuk membuat teks descriptif

Guru memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi

3. Kegiatan Akhir (10 menit)

Siswa diminta untuk membuat rangkuman dari materi yang sudah dipelajari

Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan

Siswa diberikan pekerjaan rumah yang berkaitan dengan materi yang

disampaikan

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

VIII. PENILAIAN

Teknik : Unjuk Kerja

Instrumen : ( Lampiran)

APPENDIX VI

LESSON PLAN


Subject : English



Skill : Writing


Theme : Animal

Meeting : 3


Menulis







III. Indikator












1. Identification



2. Description


Language feature





Rabbit

I have a pet rabbit. My rabbit’s name is Cinta. She is 3 year old.

She is small mammal with a short tail but long ears. She has four legs.

Like other rabbits, she hops using her legs. Her hind legs are very powerful to

hop. My rabbit has soft brown fur. I love cuddling her. Every day, she eats

carrot and enjoys fresh vegetables too. She grows faster and stronger now. My

sister and I love playing her.




1.Kegiatan Awal (5 minutes)

Greeting



2.Kegiatan Inti (60 minutes)

Exploration



teks)







strategy.


Elaboration



Konfirmasi

Guru menanyakan tentang kesulitan yang dihadapi siswa tentang

kalimat menggunakan tenses untuk membuat teks descriptif



3.Kegiatan Akhir (10 menit)



dilaksanakan


disampaikan


VIII. PENILAIAN

APPENDIX VII

LESSON PLAN


Subject : English



Skill : Writing


Theme : Animal

Meeting : 4


Menulis







III. Indikator












3. Identification



4. Description


Language feature





My Bird

I have a pet. It’s a bird and its name is Toto. Toto is

funny and nice. It has colorful feathers and beautiful voice. I

love it very much.

Every morning I clean Toto’s cage. Then, I feed it some

bananas, or sometimes I give it some caterpillars. Actually, I

am afraid of caterpillars, but I try to do that for my lovely bird.

Toto itself likes caterpillars very much. It sings louder than

usual after I feed it. Toto becomes one of my friends at home. I

like playing with it in my spare time. It is enjoyable playing

with Toto.





Greeting



Identification

Description


Exploration



teks)







strategy.


Elaboration



Konfirmasi








dilaksanakan


disampaikan


APPENDIX VIII

LESSON PLAN


Subject : English



Skill : Writing


Theme : Animal

Meeting : 5


Menulis







III. Indikator












1. Identification



2. Description


Language feature





My fish

I have a pat fish called fishy. Fishy is a golden fish. It has color like

gold. It has scales that cover her it body. It also has fin for swimming. Fishy

swims all alone in its tank all day and occasionally coming up for air and

eating some of it fishy flakes than back down for more swimming, it makes

me fell glad I’m not a fish as it seems really boring but glad I got it as its mine

and I look after it, sometimes wish it could clean its own though.





Greeting




Exploration



teks)







strategy.


Elaboration



Konfirmasi








dilaksanakan


disampaikan


APPENDIX IX

LESSON PLAN


Subject : English



Skill : Writing


Theme : Animal

Meeting : 6


Menulis







III. Indikator












1. Identification



2. Description


Language feature





My Cow

I have two cattle, one cow and one calf. They actually belong to my

father. They have brown coat has been raised for about two year and still

drinks the mother’s milk.

My father keeps them in a small barn in the backyard. He rarely let the

cow roam freely, but occasionally when the grass is abundant nearby in rainy

season, he let them roam around to graze. While in summer, my father looks

for the grass farther in the woods or on the river bank near. My father raises

the cow only to sell, so we never take the milk or the meat. Usually, when the

cow already gave birth to a calf, we’ll raise the calf and sell the cow.

Sometimes we also keep the cow to get more calf.





Greeting




Exploration



teks)







strategy.


Elaboration



Konfirmasi








dilaksanakan


disampaikan


APPENDIX X

DOCUMENTATION

Documents

THE EFFECT OF PICK-LIST-EVALUATE-ACTIVATE-SUPPLY-END