THE USE OF JUMBLED SENTENCE GAME TO IMPROVE …e-repository.perpus.iainsalatiga.ac.id/5402/1/ELSA... · 6. Mrs. Dian Indrihartani, S. Sos, M. Pd. the Principal of SMA Muhammadiyah

THE USE OF JUMBLED SENTENCE GAME TO IMPROVE

STUDENTS UNDERSTANDING ON ADJECTIVE ORDER IN

WRITING DESCRIPTIVE TEXT

(A Classroom Action Research at the Tenth Grade Students of SMA

Muhammadiyah Plus Salatiga in the Academic Year 2018/2019)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements

for the Degree of Sarjana Pendidikan (S.Pd)

By:

ELSA PUTRI NOVITASARI

113 14 129

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2019

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THE USE OF JUMBLED SENTENCE GAME TO IMPROVE

STUDENTS UNDERSTANDING ON ADJECTIVE ORDER IN

WRITING DESCRIPTIVE TEXT

(A Classroom Action Research at the Tenth Grade Students of SMA

Muhammadiyah Plus Salatiga in the Academic Year 2018/2019)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements

for the Degree of Sarjana Pendidikan (S.Pd)

By:


113 14 129

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2019

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MOTTO

Learning without thinking is useless, but thinking without

learning is very dangerous.

~Ir. Soekarno~

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DEDICATION

This graduating paper is sincerely dedicated to:

1. My beloved parents Wiwit S. Widodo and Siswati who always pray, love, guide,

and support me. You are my inspiration and my everything.

2. My beloved brother Bangkit Putra Perkasa who complete my life.

3. My big family Porah and Sis Wagimin who always support my education.

4. My Best friends, Yurvista and Novi, thanks for your support and pray.

5. My special someone, thanks for your support and prays me in every single part of

my life.

6. My best partners of graduating paper in Mr. Hanung group’s that support me to

finish this graduating paper.

7. TBI (Tadris Bahasa Inggris) 2014 that always support my education to finish this

graduating paper and thanks for unforgettable moments.

8. My almamater, IAIN Salatiga.

9. All the seekers of knowledge in the world.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamualaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praises be to Allah SWT, The Most Gracious

and The Most Merciful who always bless and help the writer so the writer can finish

the graduating paper as one of the requirements to get the degree of Sarjana Pendidikan

(S.Pd) in IAIN Salatiga. Bless and mercy are upon great the Prophet Muhammad SAW

for his guidance that leads the writer to the truth.

However, this paper will not be finished without supports, advices, help and

encouragement from several people and institution. Hence, the writer would like to

express special thanks to:

1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty.

3. Mrs. Noor Malihah, Ph. D. as the Head of English Education Department.

4. Mr. Hanung Triyoko, S.S,. M. Hum,. M. Ed. as the counselor who has educated,

supported, directed, and given the researcher advices, suggestions, and

recommendations for this graduating paper from beginning until the end. Thanks for

your patience and care.

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5. All lecturers in English Education Department of Teacher Training and Education

Faculty of State Institute of Islamic Studies (IAIN) Salatiga. Thanks for all guidance,

knowledge, support, etc.

6. Mrs. Dian Indrihartani, S. Sos, M. Pd. the Principal of SMA Muhammadiyah Plus

Salatiga.

7. All the teachers and staffs of SMA Muhammadiyah Plus Salatiga, especially Mrs.

Farrah Zakiyah Anwar, S.Pd.I and all students of X MIPA class.

8. My fabulous friends in Tadris Bahasa Inggris (TBI) 2014 who always give the

unforgettable moments.

Salatiga, January 2019

The Researcher

Elsa Putri Novitasari

113 14 129

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ABSTRACT

Novitasari, Elsa Putri. 2018. The Use of Jumbled Sentence Game to Improve Students

Understanding on Adjective Order in Writing Descriptive Text (A

Classroom Action Research at the Tenth Grade Students of SMA

Muhammadiyah Plus Salatiga in the Academic Year 2018/2019). A

Graduating Paper. English Education Department. Teacher Training and

Education Faculty. State Institute for Islamic Studies Salatiga. Counselor:

Hanung Triyoko, S.S,.M.Hum,.M.Ed.

This research was aimed to improve the students understanding on adjective

order in writing descriptive text using jumbled sentence game. Thus research answered

two questions (1) How is the implementation of jumbled sentence game to improve

students understanding on adjective order in writing descriptive text at SMA

Muhammadiyah Plus Salatiga? (2) How far is the improvement of the students

understanding on adjective order in writing descriptive text when jumbled sentence

game is implemented at SMA Muhammadiyah Plus Salatiga?

The research design of this research was Classroom Action Research. It was

conducted in two cycles. Each cycle consisted of planning, action, observation, and

reflection. From the study, the researcher could conclude that the implementation of

the study improved from cycle 1 and cycle 2.

From the research, the researcher could conclude that the implementation of the

study improved from cycle 1 and cycle 2. The KKM (Kriteria Ketuntasan Minimal)

or passing grade was 70. The target of this research was 80% students who passed

passing grade. The result shown that the students who reached standardized score in

cycle 1 were only 26.32% and 73.68% got score lower than the KKM. The mean score

of pre-test was 61.79 and post test was 72.68. On the result of cycle 2, there were

100% of students who reached standardized score. The mean of pre-test and post-test

in cycle 2 were 77.95 and 94. Moreover, the t-table was 2.10 and the T-test of cycle 1

was 10.29 and the T-test of cycle 2 was 11.04. The value of t-test was bigger than the

value of the t-table, so the alternative hypothesis was accepted and the null hypothesis

was rejected. These results could be seen from the pre-test and post-test of cycle 1 and

2.

Keywords : Jumbled Sentence, Adjective Order, Writing Descriptive Text.

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TABLE OF CONTENTS

TITLE ....................................................................................................................... i

ATTENTIVE COUNSELOR’S NOTE .................................................................... ii

DECLARATION ...................................................................................................... iii

CERTIFICATION PAGE ......................................................................................... iv

STATEMENT OF ORIGINALITY AND PUBLICATION’S WILLINGNESS .... v

MOTTO .................................................................................................................... vi

DEDICATION .......................................................................................................... vii

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

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

TABLE OF CONTENTS .......................................................................................... xi

LIST OF TABLES AND FIGURES ........................................................................ xv

CHAPTER I INTRODUCTION

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

B. Problem Statements ........................................................................................... 5

C. The Objective of the Research ........................................................................... 6

D. Significance of the Research ..............................................................................6

E. Hypothesis and Success Indicator ......................................................................7

F. Research Methodology ...................................................................................... 8

1. Research Design ......................................................................................... 8

2. The Subject of the Research ....................................................................... 9

xii

3. Steps of the Research .................................................................................. 11

4. The technique of Data Collection and Research Instrument ...................... 12

5. Data Analysis .............................................................................................. 16

G. Graduating Paper Outlines ................................................................................. 19

CHAPTER II THEORETICAL FRAMEWORK

A. Supporting Theories ........................................................................................... 21

1. Writing ....................................................................................................... 21

a. The Definition of Writing ................................................................... 21

b. The Purposes of Writing ..................................................................... 21

c. The Process of Writing ........................................................................ 22

d. Types of Writing Taught in Senior High School ................................. 23

2. Descriptive Text ......................................................................................... 26

a. The Definition of Descriptive Text ..................................................... 26

b. The Purposes of Descriptive Text ....................................................... 26

c. Generic Structures of Descriptive Text ............................................... 26

d. The Language Features of Descriptive Text ........................................ 27

e. The Example of Descriptive Text ........................................................ 27

3. Adjective Order .......................................................................................... 28

a. The Definition of Adjective Order ...................................................... 28

b. The Kinds of Adjective Order ............................................................. 28

c. Examples of Adjective Order .............................................................. 29

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4. Jumbled Sentence Game ............................................................................ 29

a. The Definition of Jumbled Sentence ................................................... 29

b. The Procedure of Jumbled Sentence Game ......................................... 30

B. Review of Previous Research ............................................................................ 31

CHAPTER III IMPLEMENTATION OF RESEARCH

A. The Procedures of the Research ........................................................................ 34

1. Cycle I ......................................................................................................... 34

a. Planning ............................................................................................... 34

b. Action .................................................................................................. 35

c. Observation .......................................................................................... 36

d. Reflection ............................................................................................. 38

2. Cycle II ....................................................................................................... 39

a. Planning ............................................................................................... 39

b. Action .................................................................................................. 40

c. Observation .......................................................................................... 41

d. Reflection ............................................................................................. 43

3. The Minimal Standard of Successful .......................................................... 44

CHAPTER IV RESEARCH FINDINGS AND DATA ANALYSIS

A. Research Finding ............................................................................................... 45

B. Data Analysis Cycle I .........................................................................................53

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C. Data Analysis Cycle II ........................................................................................65

D. Discussion .......................................................................................................... 69

CHAPTER V CLOSURE

A. Conclusion ........................................................................................................ 72

B. Suggestion ......................................................................................................... 73

REFERENCES

APPENDICES

xv

LIST OF TABLES AND FIGURES

Figure 1.1 Action Research Model based on Kemmis and Mc Taggart (1988) ..... 9

Table 1.1 List of the Students’ Name of X MIPA Class ........................................ 10

Table 1.2 Research Schedule .................................................................................. 11

Table 1.3 Students’ Observation Checklist ............................................................. 13

Table 1.4 Teachers’ Observation Checklist ............................................................. 13

Table 3.1 Form the Result of Students’ Observation Checklist Cycle I .................. 36

Table 3.2 Form the Result of Teachers’ Observation Checklist Cycle I ................. 37

Table 3.3 Form the Result of Students’ Observation Checklist Cycle II ................ 41

Table 3.4 Form the Result of Teachers’ Observation Checklist Cycle II ................ 42

Table 4.1 Form the Result of Students’ Observation Checklist Cycle I .................. 50

Table 4.2 Form the Result of Teachers’ Observation Checklist Cycle I ................. 50

Table 4.3 Form the Result of Pre-test and Post-test of Cycle I ............................... 53

Table 4.4 Calculation of Passing Grade of the Pre-test and Post-test in the Cycle I .54

Table 4.5 Form the Result of Students’ Observation Checklist Cycle II ................. 61

Table 4.6 Form the Result of Teachers’ Observation Checklist Cycle II ................. 62

Table 4.7 The Result of Pre-test and Post-test of Cycle II ........................................65

xvi

Table 4.8 Calculation of Passing Grade of the Pre-test and Post-test in the Cycle II.. 66

Table 4.9 Data Analysis ...............................................................................................70

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the research, problem

statements, objectives of the research, significance of the research, hypothesis and

success indicator, research methodology, and graduating paper outlines.

A. Background of the Research

Language has important rule in our life. Language is used to communicate

between people. Without language the people cannot communicate to each other,

moreover they cannot build relation to each other. English is the most popular

language in the world. That is why learning English is very important for us,

because it make us easy to communicate with the people in the world. English is

one of international languages. English is the language which is used by most

countries in the world. Richard and Rodgers (1986:5) in their book, they said “Latin

was most widely studied as foreign language five hundred years ago. However,

English has become the most widely studied foreign language today”. English as

foreign language has four skills. They are listening, speaking, reading, and writing.

Speaking and writing are productive skills. Listening and reading are receptive

skills.

In this section, the writer focuses on writing skill. Writing is one of the

language skills that should be taught besides the other skills. A simplistic view of

writing would assume that written language is simply the graphic representation of

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spoken language, and that written performance is much like oral performance, the

only difference lying in graphic instead of auditory signals (Brown, 2001:335).

Most teachers put the emphases on reading and speaking when they are teaching,

it is a fact that the students didn’t know what should be written and how it should

be written. As the result the students’ ability in writing is very low. This is getting

worse in that students feel that writing is the most difficult subject when they are

not guided by the teacher in learning and practicing writing skill. A simple piece of

writing is called paragraph. A paragraph is group of sentences which relate to each

other logically. This means that the sentences follow one another smoothly, so that

makes one group of sentences that expresses one idea. Good paragraph has five

elements: topic sentence, supporting sentence, a concluding sentence, unity and

coherence. To increase the students’ writing ability in paragraph, the teachers

should give the students exercise about writing especially writing paragraph,

writing a paragraph is very important because first, writing paragraph can help the

students organize and control their ideas. In addition, it can motivate the variation

of how to express the ideas.

By practicing a paragraph, the students are able to improve their skill in

writing well, second it improves students’ qualification and success at their job at

appropriate level later after graduating from school, and if they want to get a kind

of job they will write a letter of application. Many students often find difficulties

when they are asked to write, so the english teacher should be creative and

innovative in teaching paragraph. They should make use of different technique of

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teaching paragraph. In an attempt to improve the paragraph writing ability of the

students. The researcher is interested to use a classroom action research in teaching

paragraph writing through jumbled sentence game. Jumbled sentence is one of

guided writing that can be applied in teaching writing and can be used to improve

students’ writing competence. In addition, this technique can help the students to

generate, develop, and arrange their ideas (Reid, 1994:85). In order to be able to

write good essays, first we make sure that we understand the purpose of the task. If

we have understood about what we would write, so it is easier to start our writing

and generate our ideas into a good paragraph, also the reader will easier to

understand about what the information that we would inform to them.

In English grammar, adjective order is the customary order in which two or

more adjectives appear in front of a noun phrase. There is often a specific order in

which they must be placed. We can use most adjectives in both positions - before

a noun or after a linking verb. But a few adjectives can go in one position but not

in the other (Eastwood, 2002:257).

Descriptive text is one of kinds the text that students learn in the school.

The students also should be mastered how to make descriptive text well. A good

description is a word picture : the reader can imagine the object, place, or person in

his or her mind (Oshima and Hogue, 2007:61). It can be said that descriptive text

is a text which can tell the character of something or someone living or no living

for the purpose that the reader could interpret it well. Descriptive tells how

something looks, feels, smells tastes, and or sound.

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In 2017, I did teaching Practice (PPL) in SMA Muhammadiyah Plus

Salatiga for 2 months, there I taught the tenth grade until twelfth grade students.

Actually, in teaching learning process for students of SMA Muhammadiyah Plus

Salatiga, they still have problem in writing especially to arrange sentence.

Moreover, for the tenth grade students, they had difficulties if they were given

assignment to write something from their teacher. When I did PPL there and I gave

them assignment to write descriptive text, they did not know how to start the

writing, they could not generate their ideas, probably they understood what they

should do but they could not generate it into written form, they could not make a

good sentence, they were still confused when they were asked to organize words

into a good sentence or organize sentences into a good paragraph.

The Students difficulties on Adjective Order were students miss ordering to

arrange adjective word. For example in students assignment in the below :

Wrote : “He has blue big eyes”.

It should be : “He has big blue eyes”.

It could be concluded that students confused and they didn’t comprehend about

how to arrange adjective order well. And I used jumbled sentence game to improve

students comprehension on adjective order. Jumbled sentence game is some of fun

activities which are played in teaching learning process especially in learning

writing descriptive text by rearranging the jumbled sentence by obeying the rules

made by the teacher. In this games involve all of the students to participations

playing game in learning English.

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Based on the difficulties that were faced by the tenth grade students of SMA

Muhammadiyah Plus Salatiga. The researcher would solve it and find the best

technique to improve the students’ writing skill. One of the ways to make the

teaching writing more effective is making the students active and creative in

classroom. The researcher used jumbled sentence game to improve the students’

writing skill. Jumbled sentence can be a beneficial experience for the student if the

teacher shows strong points as well. So, the researcher hopes that it will improve

their writing skill, especially to write a descriptive text. Based on the explanation

above, the researcher takes a title “THE USE OF JUMBLED SENTENCE

GAME TO IMPROVE STUDENTS UNDERSTANDING ON ADJECTIVE

ORDER IN WRITING DESCRIPTIVE TEXT (A Classroom Action Research at

the Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in the

Academic Year 2018/2019)”.

B. Problem Statements

This research is aimed to give answers on the following problems :

1. How is the implementation of jumbled sentence game to improve students

understanding on adjective order in writing descriptive text at SMA

Muhammadiyah Plus Salatiga?

2. How far is the improvement of the students understanding on adjective order in

writing descriptive text when jumbled sentence game is implemented at SMA

Muhammadiyah Plus Salatiga?

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C. The Objective of the Research

Based on the problems statements, the writer has some objectives of the

study, there are :

1. To find out the implementation of jumbled sentence game to improve students

understanding on adjective order in writing descriptive text at SMA

Muhammadiyah Plus Salatiga.

2. To find out the improvement of the students understanding on adjective order

in writing descriptive text when jumbled sentence game is implemented at SMA

Muhammadiyah Plus Salatiga.

D. Significance of the Research

The findings of the present study are expected to use both theoretical and

practical significance, as follows:

1. Theoretically, it provides theoritical contribution that supports the theory of

jumbled sentence that states the jumbled sentence can be applied to improve

students ability in descriptive text writing.

2. Practically, the findings of this research meant to provide educational feedback

to English teacher, the first grade students, researcher and the school.

a. For the students

This research will be benefit to motivate students to improve their

descriptive paragraph in writing skill. The researcher hopes that the students

more clever and active when joining the English class, doesn’t bored. It can

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be new experience for them in English so that their writing achievement can

be better.

b. For the teachers

The result can be reach the English teacher knowledge about the

implementation of jumbled sentence game to teach writing ability in

descriptive text and strength and weakness of writing ability in descriptive

text by using jumbled sentence game.

c. For the researcher

After the research finished, the researcher expects to get more

information and the researcher hope more understanding about the

implementation of jumbled sentence game to teach writing ability in

descriptive text and strength and weakness of writing ability in descriptive

text by using jumbled sentence game.

d. For the school

The result of this research can be use as a media to improve students’

writing skill in the school.

E. Hypothesis and Success Indicator

Based on the interview with the English teacher in term of difficulties in

writing was the tenth grade students of SMA Muhammadiyah Plus Salatiga, the

students have problems in term of generating ideas, organizing ideas into the

paragraph, and grammatical function. The researcher tries to overcome those

problems by implementing jumbled sentence. By conducting this research, the

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researcher proposes a hypothesis: Using jumbled sentence game can improve

students understanding on adjective order in writing descriptive text.

The success indicator of this research is taken from the students’ Basic

Competence shown in Lesson Plan (RPP). The students’ success and failure in

doing the activities in cycle I and II will be assessed by referring to the criterion of

the passing grade (KKM). The passing grade of English lesson in SMA

Muhammadiyah Plus Salatiga was 70. The teacher and the researcher expect that

there are at least 80% of the students who passed passing grade.

F. Research Methodology

1. Research Design

The research design of “improving students’ writing ability in descriptive

text by using jumbled sentence game at the tenth grade students of SMA

Muhammadiyah Plus Salatiga in the academic year 2018/2019” is Classroom

Action Research (CAR). This is stated by Kemmis and McTaggart in Koshy

(2005:4) that there is, at least, two cycles in action research : the first cycle

involves the major steps of planning, action, observation and reflection. Then,

the second cycle is revising the first cycle. Planning is the step of creating plan

to observe and record the classroom activity. Action is the step of implementing

the plan. Observation is the steps of recording the classroom activities. And then,

reflection is revising a classroom activity from what the researcher plan first.

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Figure: Action Research model based on Kemmis and McTaggart (1988)

Based on the explanation above, it can be concluded that classroom action

research is an action research classroom, which can do by teacher and researcher

with involves students to improve teaching and learning process.

2. The Subject of the Research

The subject of this research is X MIPA class of SMA Muhammadiyah Plus

Salatiga in the academic year of 2018/2019. It consists of 19 students.

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Table 1.1 List of the Students’ Name of X MIPA Class

No Students’ name Sex

1 A Male

2 A.S Male

3 A.R Female

4 A.Y Female

5 A.P.U Female

6 C.C Female

7 D.K.N Female

8 E.J Male

9 F.I Female

10 H Male

11 R.F Female

12 S.A.P Female

13 S.N.A.A Female

14 S.S Female

15 S Male

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16 V.R.H Male

17 W Male

18 W.A Female

19 Y Male

3. Steps of the Research

In conducting the research, the researcher carries out the steps which

summarize in the following research schedule. This research was done on

November 2018. The table of research schedule is written below:

Table 1.2 Research Schedule

No Date and time Activities Place and time

1. October 31th

2018

Observation giving the letter to the

one of the staff at SMP

Muhammadiyah Salatiga

Office staff SMA

Muhammadiyah

Plus Salatiga (09.00

WIB)

2. November 1th,

2018

Interview with the English teacher

in the Preliminary Study (Before

Classroom Action Research)

Teacher room SMA

Muhammadiyah


WIB)

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3 November 5th,

2018

Meet the English teacher to do

consult the lesson plan

Teacher room SMA

Muhammadiyah


WIB)

4 November 8th,

2018

Doing action in the class (cycle 1)

Pre-test

In the classroom X

MIPA

(07.00-08.30 WIB)

5 November 10th,

2018


Treatment, Post-test

In the classroom X

MIPA

(07.00-08.30 WIB)

6 November 15th,

2018


Pre-test

In the classroom X

MIPA

(07.00-08.30 WIB)

7 November 17th,

2018


Treatment, Post-test

In the classroom X

MIPA

(07.00-08.30 WIB)

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4. The Technique of Data Collection and Research Instrument

a. Observation

According to Kothari (2004: 96), observation is the most commonly

used to observe the students activities in teaching and learning process. This

way is used to monitor and record the students enhancement during the lesson.

In the students observation sheet, there were five aspects as the focused of the

observation. Those were paying attention, activeness in asking the question,

activeness in responding question, accomplishing task and enthusiasm in

doing the test. In this way, the researcher was given point in each aspect based

14

on the situation of students. The table below showed the table of observation

checklist followed :

Table 1.3 Students’ Observation Checklist

No The Students’ Activity Yes No Description

1 Paying Attention

All of the students pay

attention to the answer the

greeting.

2 Asking Question Few students who asking.

3 Responding to question

There were Students

answered teacher question

4 Accomplishing task All of the students did the

task

5 Being enthusiastic in

application jumbled

sentence game

They felt enjoy the

application of jumbled

sentence game

Moreover, the teachers’ observation checklist was also used by the

researcher to know the teachers’ activities during the teaching and learning

process. It could be seen in the table below:

Table 1.4 Teachers’ Observation Checklist

No Indicator Yes No Description

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1 Prepared the material

well

The teacher prepared the

lesson plan and material

well

2 Greeting students before

the lesson begin

The teacher greeted the

students and students

answered the greeting

3 The teacher checking

students attendant

The teacher called the

students one by one

4 Giving motivation The teacher gave

motivation

5 Reminding previous

material

The teacher immediately

explain the current

material

6 Giving an explanation of

the material

The teacher explained the

material, she used mix

language: in Indonesia

and English language

7 use of jumbled sentence

game to teach adjective

order and writing

descriptive text

The teacher used a design

of jumbled sentence game

and accordance with the

material which showed to

the students

16

8 Giving opportunity for

asking the question

The teacher gave time to

the student about

everything to asked

question

9 Help student’s

difficulties during

learning

The teacher helped

students to solve the

difficulties

10 Giving feedback after

the lesson

The teacher gave

feedback to the result of

the learning.

b. Test

In simple term, the test is number measuring a persons’ ability,

knowledge, or performance in a given domain (Brown, 2004:3). The

researcher used pre-test and post-test.

1) Pre-test

The pre-test was given to the students before the teacher using her

technique in the teaching-learning process. The aim was to know about the

students writing skill before treatment. In the pre-test of the cycle I and

cycle II the teacher asked the students to write the descriptive text but

without using jumbled sentence game (without treatment).

2) Post-test

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Post-test was given to the students after the technique was

implemented. The purpose of the post-test was to know the improvements

of writing skill in the descriptive text after they got a treatment. In the post-

test of the cycle I and cycle II teacher asked the students to write a

descriptive text by using jumbled sentence game (using treatment).

c. Documentation

Documentation is activity during the process research is going on.

Documentation is used to collect data dealing with documentation of teaching

and learning process to implement by using jumbled sentence game to

improve students’ writing skill. In this research, the researcher used photos as

the documentation of the research. (look at appendix)

5. Data Analysis

In this research, the researcher used mixes methods to analyze the data.

According to Creswell (2014:32), “mixed methods research is an approach to

inquiry involving collecting both quantitative and qualitative data, integrating the

two forms of data, and using disctint designs that may involve philosophical

assumptions and theoretical frameworks”. When the teacher doing the action, the

reseacher observed and analyzed the process by using a qualitative method. After

the scores were given to the students, the researcher analyzed it by using a

quantitative method.

a. Qualitative Technique

18

Qualitative research is an approach to exploring and understanding

the meaning individuals or groups ascribe to a social or human problem.

The process of research involves emerging questions and procedures, data

typically collected in the participant’s setting, data analysis inductively

building from particulars to general themes, and the researcher making

interpretations of the meaning of the data (Creswell, 2014: 32). In this

research, the form of field noted was analyzed with qualitative data.

b. Quantitative Tehnique

Quantitative research is an approach for testing objective theories by

examining the relationship among variables. These variables, in turn, can

be measured, typically on instruments, so that numbered data can be

analyzed using statistical procedures (Creswell, 2014: 32). In this researcher

the quantitative data collected used the following formulas :

1. Mean

The function of the Mean formula is to find the average from raw

data. To find out the mean of pre-test and post-test, the researcher used

this formula:

𝑀 =Ʃ𝑥

𝑁

Explanation :

M : Mean of students score

∑x : The sum score of students score

19

N : Total number of students

2. Calculation Mean of Difference

MD = Ʃ𝐷

𝑁

M D : Mean of Difference

∑ D : Total Difference between pre-test and post-test

3. Standard Deviation

To calculate standard deviation, the researcher used this formula :

𝑆𝐷𝑑 = √∑ 𝐷2

𝑁− (

∑ 𝐷

𝑁) 2

Explanation :

SDd : standard deviation

∑ 𝐷2 : the total difference between pre-test and post-test

N : Total number of students

4. T-test

To be able to know whether there is a significant improvement or

not between pre-test and post-test, the researcher using T-test after

calculated Standard Deviation (SD). Before calculating T-test, the

researcher calculated the Standard Error. The formula is :

𝑆𝐸 𝑀𝑑 = (𝑆𝐷𝑑

√𝑁−1)

Notes :

SE Md = Standard error of mean of difference

20

SDd = The difference of standard deviation

N = The total number of the students

Then the researcher calculated the t-test by using this following formula

:

𝑇𝑜 =𝑀𝐷

𝑆𝐸 𝑀𝑑

Notes :

To = T-test for the differences of pre-test and post-test

MD = Mean of difference

SE Md = Standard error of mean of difference

d.b. = N – 1

G. Graduating Paper Outlines

This graduating paper outline is composed systematically into five chapters

and able to clarify as follow: Chapter I is an introduction. This chapter consists of

the background of the research, problem statements, objectives of the research,

significance of the research, hypothesis and success indicator, research

methodology, and graduating paper outlines. Chapter II is the theoretical

framework. This chapter consists of supporting theories and the review of previous

research. Supporting theories discusses the definition of writing, the purposes of

writing, the process of writing, types of writing taught in senior high school, the

definition of descriptive text, the purposes of descriptive text, the generic structure

of descriptive text, the language feature of descriptive text, example of descriptive

21

text, the definition of adjective order, the kinds of adjective order, example of

adjective order, the definition of jumbled sentence game, the procedure of jumbled

sentence game. Chapter III is the implementation of the research. This chapter

consists of procedure of the research. Chapter IV is research findings and data

analysis. This chapter consists the result of the research the use of jumbled sentence

game to improve students understanding of writing skill in descriptive text for the

first grade students of SMA Muhammadiyah Plus Salatiga in the academic year of

2018/2019. Chapter V is closure. This chapter consists of the conclusions and

suggestions of the research based on the analysis in chapter four. The conclusion

states the answer to the research questions about the improvement and significant

influence of writing skill in descriptive text using jumbled sentence game. After

that, it is followed by bibliography and appendices.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter consists of supporting theories and the review of previous

research. Supporting theories describes some information involving: writing,

descriptive text, adjective order and jumbled sentence game.

22

A. Supporting Theories

1. Writing

a. Definition of Writing

In learning English, there are four skills that should be mastered :

those are listening, speaking, reading, and writing. Among the four skills,

writing is the most difficult skill to be learned. A simplistic view of writing

would assume that written language is simply the graphic representation of

spoken language, and that written performance is much like oral

performance, the only difference lying in graphic instead of auditory signals

(Brown, 2001:335).

b. The Purposes of Writing

In writing, when the writers do their writing, of course they have

some purposes. They have to consider the purpose of their writing since this

will influence, not only the type of text they wish to produce, but including

the language which they use, and the information that they choose.

According to Dietsch (2006:7), writing has four general purposes: to

inform, to persuade, to express, or to certain. First, writing to inform

purposed to educate the readers about the topic of some knowledge, it means

that the writer share interest knowledge to readers knows. Second, writing to

persuade, it means that writer convinces the readers to accept the ideas.

Third, writing to express, it means that writer can express her/his feelings,

opinion, and also experience. The last is writing to certain, it means that is

23

the writer can make readers certain about her/his argument to explain ideas

to the readers.

c. The Process of Writing

The writing process is about how the stages of writing applied by the

writer. As stated in the nature of writing, there are four stages writing

process. Those are planning, drafting, editing and final draft. The writer

should think the topic that they want to write down on a paper.

Harmer (2004:4-6) states that there are four main elements in writing

process. Those are planning, drafting, editing (editing and revising), and

final version.

a. Planning

The first, the students have to decide the purpose of writing. Next,

students have to think about language styles. Finally, students have to

consider the content.

b. Drafting

In this point the students should be given a lot of time, because

they need to focus on the development ideas and the organization of

those ideas more than the development of perfect grammar,

punctuations or spelling.

c. Editing

24

In editing the students read again what they write as a draft to

check their writing if there are mistakes, then revise it. By doing those,

the mistake can be minimize.

d. Final Version

After all process have done, the students make final version. It is

possible that the final version is much different in the plan and the draft

has been made before. It happens since there are many change in editing

process. Any unimportant information stated in the draft can be deleted.

After finishing that processes, the result of writing is ready to be

sent out to the reader. It is different if the students write spontancously.

Therefore, the result of writing will be better with following those

processes.

d. Types of Writing Taught in Senior High School

Based on the Standard Competencies and Basic Competencies of

curriculum 2013, there are some types of writing which have to be taught

in Senior High School. There are twelve genres that are taught to Senior

High School students. Those are spoof, recount, report, exposition, news

item, anecdote, narrative, procedure, description, explanation, discussion,

and reviews.

1) Spoof

To retell an event with the humorous twist.

2) Recount

25

To retell events for the purpose of informing or entertaining.

3) Report

To describe the way things are, with reference to a whole range

of phenomena, natural, synthetic and social in our environment.

4) Exposition

To persuade the reader or listener that something in the case.

5) News Item

To inform readers, listeners or viewer, about events of the day

what are considered news worthy or important.

6) Anecdote

To share with others on account of an unusual or amusing

incident.

7) Narrative

To amuse, entertain and to deal with actual or vicarious experience

in different ways. Narratives deal with problematic events which lead

to a crisis or turning point of some kind, which in turn finds a resolution.

8) Procedure

To describe how something is accomplish through a sequence or

action or steps.

26

9) Description

To describe a particular person, place or thing.

10) Explanation

To explain the processes involved in the formation or working of

natural/ or socio cultural phenomena.

11) Discussion

To present (at least) two points of view about an issue.

12) Reviews

To critique an art work or event for a public audience. Such works

of an art include movie, TV shows, books, plays, operas, recordings,

exhibitions, concerts and ballets.

2. Descriptive Text

a. The Definition of Descriptive Text

Description or descriptive etymologically is derived from the word

describe. Describe means to draw, to illustrate or to picture object, place,

person in order to have visual appearance of the object described. A good

description is a word picture : the reader can imagine the object, place, or

person in his or her mind (Oshima and Hogue, 2007:61). It can be said that

descriptive text is a text which can tell the character of something or

27

someone living or no living for the purpose that the reader could interpret

it well. Descriptive tells how something looks, feels, smells tastes, and or

sound.

b. The Purposes of Descriptive Text

Based on the definition of descriptive above the purpose of

description is to present the reader with a picture of person, subject or

setting.

c. Generic Structures of Descriptive Text

Descriptive text has structures as below:

1) Identification : In this generic structure introduces to the subject of

description.

2) Description : It is a part of paragraph which describes the

character.

d. The Language Features of Descriptive Text

1) Focus on specific participant (my English teacher, Andini’s cat, my

favorite place).

2) Use of Simple Present Tense.

3) Verb of being and having ‘Relational Processes’ (my mum is really cool,

she has long black hair).

4) Use descriptive adjectives (strong legs, white fangs).

28

5) Use of detailed noun phrase to give information about the subject ( a very

beautiful scenery, a sweet young lady, very thick fur).

6) Use of action verb ‘material processes’ (it eats grass, it runs fast).

7) Use of adverbial to give additional information about behavior (fast, at

tree house).

8) Use of figurative language (Jhon is as white as chalk).

e. The Example of Descriptive Text

Way Kambas National Park

Way Kambas National Park is a national park for elephant sanctuary located

in Lampung precisely in the Labuhan Ratu sub district, East Lampung, Indonesia.

Way Kambas National Park, established in 1985, is the first school for elephant in

Indonesia. In the beginning of its establishment, Way Kambas National Park was

named the Elephant Training Center / Pusat Latihan Gajah (PLG), but the last few

years this name was changed into Elephant Conservation Center / Pusat Konservasi

Gajah (PKG), which is expected to become a center for elephant conservation in

taming, training, breeding and conserving elephants. Until now, this PKG has

trained for about 300 elephants which have been deployed to all over the

country.(Identification)

In Way Kambas National Park, there are some endangered animals such as

Sumatran Rhinos, Sumatran elephant, Sumatran tiger, Mentok Rimba, and Buaya

sepit. There are also so some plants which are mostly found there such as Api-api,

Pidada, Nipah, and Pandan. On the marshy coasts of Way Kambas National Park is

often found various species of birds, such as, Lesser Adjutant, Pheasant Blue, Kuau

Raja, Pependang Timur, and some other birds.(Description)

3. Adjective Order

29

a. The Definition of Adjective Order

In English grammar, adjective order is the customary order in which

two or more adjectives appear in front of a noun phrase. There is often a

specific order in which they must be placed. We can use most adjectives in

both positions - before a noun or after a linking verb. But a few adjectives

can go in one position but not in the other (Eastwood, 2002:257).

b. The Kinds of Adjective Order

We order adjectives according to their meaning. This opinion support

by (Eastwood, 2002:257), there is a nominal order :

1. Determiner = the, a, an, some, etc.

2. Size = large, small, long, short, tall, thin, etc.

3. Age = new, old, young, etc.

4. Shape = round, square, fat, thin, wide, triangle, etc

5. Colour = red, blue, green, black, etc.

6. Origin = American, British, French, Spanish, etc.

7. Material = stone, plastic, wooden, paper, silk, etc.

8. Purpose = sleeping, wedding, etc.

9. Noun = chair, table, bag, etc.

c. Examples of Adjective Order

1. A big tree in the backyard. (Det-Size)

2. A beautiful tall young girl. (Det-Size-Age)

3. A beautiful tall new rectangular book (Det-Size-Age-Shape)

30

4. A thin new rectangular black book. (Det-Size-Age-Shape-Colour)

5. Alfonso is a nice young Spanish boy. (Det-Age-Origin)

6. My sister has bought a beautiful white silk wedding dress.(Det-Colour-

Material-Purpose)

7. Alfonso is a nice young Spanish boy. (Det-Age-Origin-Noun)

4. Jumbled Sentence Game

a. The Definition of Jumbled Sentence

Jumbled sentence is one of guided writing that can be applied in

teaching writing and can be used to improve students’ writing competence.

In addition, this technique can help the students to generate, develop, and

arrange their ideas (Reid, 1994:85).

Based on the definition above, the jumbled sentence game is

defined as some of fun activities which are played in teaching learning

process especially in learning writing descriptive text by rearranging the

jumbled sentence by obeying the rules made by the teacher. In this games

involve all of the students to participations playing game in learning

English.

b. The Procedure of Jumbled Sentence Game

According to Reid (1994:85), there are 8 procedures of jumbled

sentence game in teaching writing descriptive text, we can follow is the

description of the game rules :

31

a. The teacher shows one example of material to the students then teacher

explain to the students about what they have to do, that is arranging the

jumbled sentences in to correct order. For example the teacher gives the

students jumbled sentences and asks the students to arrange it.

b. The teacher explains to the students about transition signal/markers and

how to use it. For example the tecaher may ask about the function of

the transition signal markers in paragraph writing.

c. The teacher asks the students whether they have understood about

ordering Jumbled Sentence technique and the material. This can be done

by asking some question about the materials that have been taught

before, and the teacher explains the materials again clearly.

d. The teacher hands out practice material consisting mixed sentences and

asks the students to restructure them in pairs based on the ordering

jumbled sentence techniques to make them meaningful. For example the

teacher may want to use the topic that related to daily life to make the

students easy in doing the task.

e. Then they correct their work together based on the teacher’s guidance.

For example the teacher gives some instructions when they correct the

works.

f. After that teacher distributes another material and asks the students to

rearrange the sentences individually. The materials may be in the form

of the text in which the sentences have been jumbled.

32

g. After all the students have finished doing exercise, they check their

answer together guided by the teacher’s explains the materials again

whether the students find difficulties in doing the task.

h. As the final procedure the teacher gives some home works concerning

writing paragraph through ordering jumbled sentences. In this case, the

teachers asks the students to marker etc., and thn ask the students submit

the task in the next meeting and discuss it together.

B. Review of Previous Research

In this research, the writer uses review of related from other thesis as

comparison. The first, Mardiana (2017) she state that based on the result of

analysis about using jumble sentences game as technique writing recount text is

significant. It can be seen from the result of to is : 10.56 and the degree freedom

(Df) = 29, the result of tt on significant 5% is 1.699 and 1% is 2.462 so to > tt or

(1.699 < 10.56 > 2.462). It means that hypothesis research is accepted, or there is

a significant influence of using jumbled sentence game as a technique in learning

writing recount text.

Second, Malinda (2017) she found that the objective of this research was

to find out whether there was a difference if students’ writing ability in recount

text through jumbled sentences. In relation to the results of the study, it was

concluded that Jumbled Sentences can significantly improve the students’ ability

in recount text writing. Statistically, it could be seen from the gain of the students’

writing mean scores in the pretest and postest (59.56 to 72.66).

33

Third, Nurhayati (2017) she found that the students’ achievement in

writing recount text before applying the jumbled sentences technique was low. It

was showed from the mean of Pre-Test was 48.8. Where, there was only 1 student

who got successful score criteria above 75 or it was only 5% and 21 students who

got unsuccessful or it was 95%. And the students’ achievement in writing recount

text improvement after applying jumbled sentences technique. The result of the

data analysis showed that there was an improvement of the result of the students’

achievement in writing recount text from each cycle. After doing Post-Test cycle

I, there was an improvement of the result of the students’ mean was 65.7. Where,

4 students who got successful score criteria above 75 or it was only 19% and 17

students who got unsuccessful score criteria above 75 or it was 81%. Then, doing

an improvement in second cycle after reflection in the first cycle, there was an

improvement of students’ mean was 80.5. Where, 15 students who got successful

score criteria above 75 or it was 71% and 6 students who got unsuccessful score

criteria above 75 or it was 29%. In other words, the students’ achievement at

writing recount text was improved. And based on interview sheet, observation

sheet, diary notes and documentation, it showed that the expression and excitement

of the students were also improved.

Compared to the previous researches above, this research has some

differences from the previous ones. From the information given, the researcher

concludes that this study tries to use three variables with the different types of

writing from the previous one. It applies in the class using jumbled sentence game.

34

The subject of the research in which researcher examines Jumbled sentence for the

tenth grade students of SMA Muhammadiyah Plus Salatiga since there is no

research has been conducted in SMA Muhammadiyah Plus Salatiga dealing with

the implementation of using jumbled sentence game to teach English subject.

Therefore, the objective of the research is to find out the improvement of writing

skills after using jumbled sentence game since the previous research do not deal

with this issue yet.

CHAPTER III

IMPLEMENTATION OF RESEARCH

A. The Procedures of the Research

The researcher used the CAR principle in collecting the data. There were four

steps in one cycle for doing actions research those were planning, acting, observing

and reflecting. In this research, the researcher conducted the research into two

cycles: cycle I, and cycle II. The researcher collaborated with the English teacher

who taught in the class of X MIPA. The activities in each cycles were followed:

1. Cycle I

35

The researcher used jumbled sentence game, planned to improve the

students’ understanding on adjective order in writing descriptive text. The topic

is about Tourism Places, the procedures for cycle 1 described below:

a. Planning

In this stage, the researcher planned what action would be done in using

and applying jumbled sentence game in teaching writing descriptive text.

The activity in the planning was presented below:

1) Selecting the materials with teacher’s annual program based on the

syllabus. (look at appendix)

2) Preparing material, making the lesson plan and designing the steps in

doing the action.

3) Preparing teaching aids with the theme "Tourism Places" (example:

picture, the design of jumbled sentence, a sheet of paper).

4) Preparing students’ and teachers’ observation checklist of the cycle I (to

know the situation of the teaching-learning process when the technique

is applied).

5) Preparing the pre-test and post-test of the cycle I.

6) Preparing the list of students’ name and scoring of cycle I.

The preparation was designed in order to gain the purpose of the

teaching-learning process. Students were supposed to improve their writing

skill by the materials were given.

b. Action

36

After the preparation finished, the researcher did teaching-learning

process. In this section, the learning process is led by the teacher. In acting

stage as the stage of implementation the preparation, the researcher

presented below:

1) Giving pre-post test for students.

2) Giving the material and explain the descriptive text, generic structure,

and generic feature of the descriptive text.

3) Giving the example of descriptive text with the theme "Tourism Places"

and analyzing the identification and description of the text.

4) Explaining the materials and the implementation using jumbled

sentence game in writing descriptive text.

5) Giving the example of design jumbled sentence game from the

descriptive text with the theme "Tourism Places". Presenting the

example of jumbled sentence game in teaching writing descriptive text.

6) Giving occasion for the students to ask any difficulties using jumbled

sentence game in the learning process.

7) Ask the students to make a descriptive text using jumbled sentence game

with the theme "Tourism Places" in a workgroup discussion.

8) Giving chance for the students to present and discuss their knowledge

in front of the class.

9) Concluding the material and giving feedback after the lesson.

c. Observation

37

The researcher observes the students and teacher activity by using

observation checklist.

Table 3.1 Form the Result of Students’ Observation Checklist Cycle I


1 Paying Attention

√ All of the students pay


greeting.

2 Asking Question √ Few students asked.


√ There were Students


4 Accomplishing task √ All of the students did the

task


application jumbled

sentence game

√ They felt enjoy the


sentence game

Table 3.2 Form of Result Teachers’ Observation Checklist Cycle I

No The Teachers’ Activity Yes No Description


well



well

38

2 Greeting students

before the lesson begin





students attendant


students one by one

4 Giving motivation

The teacher gave

motivation


material


explain the current

material

6 Giving the explanation

of the material







order and writing

descriptive text





the students


asking the question


the student about

39

everything to asked

question

9 Help student’s

difficulties during

learning

The teacher helped


difficulties


the lesson

The teacher gave


the learning.

d. Reflection

Reflection is a research finding analysis. At this point, the researcher

reflected on, evaluate, and describe the effects of the action. This is to record

what happens in observation. Reflection seeks to make sense of processes,

problems and real issues in strategic action. Reflection is an evaluate aspect

: it asks the researcher to weight the experience, to judge whether or not the

technique can be solving the problem and to enhance students’ writing skill.

1) The researcher evaluated the activities that have been done.

2) The classroom teacher and the researcher discuss to make a reflection

what will they do to repair the problems.

3) Analyzing the data from the observation checklist and students’ score

of the test in the cycle I.

2. Cycle II

40

The second cycle does base on the result of reflection from the cycle I. If

the result from observation shows that the quality of the students was still low,

it is needed another action in order to make improvement of the quality for the

next cycle. In cycle II using another topic, the topic is about Historical Places.

The procedures for cycle II described bellow:

a. Planning

In the planning phase of the second cycle, the researcher would do

several activities that would be designed below :

1) The researcher identifies the problem and makes the solution for the

problems

2) Preparing material, making the lesson plan and designing the steps in

doing the action.

3) Preparing and reselecting teaching aids with the theme "Historical

Places" (example: picture, the design of jumbled sentence, a sheet of

paper).

4) Preparing students’ and teachers’ observation checklist of cycle II (to

know the situation of the teaching-learning process when the technique

is applied).

5) Preparing pre-test and post-test of cycle II.

6) Preparing the list of students’ name and scoring of cycle II.

41

The preparation was designed in order to gain the purpose of the

teaching-learning process. Students are supposed to improve their writing

skill by the materials are given.

b. Action

In cycle II action is quite similar to the cycle I action. In this section, the

learning process is led by the teacher. The activities of the cycle II acting

included:

1) Giving pre-post test for students.

2) Giving the material and explain the descriptive text, generic structure,

and generic feature of the descriptive text.

3) Giving the example of descriptive text with the theme "Historical

Places" and analyzed the identification and description of the text.

4) Giving more explanation about the materials and the implementation

using jumbled sentence game in writing descriptive text.

5) Giving the example of design jumbled sentence game from the

descriptive text with the theme "Historical Places". Presenting the

example of jumbled sentence game in teaching writing descriptive text.

6) Giving occasion for the students to ask any difficulties using jumbled

sentence game in the learning process.

7) Ask the students to make a descriptive text using jumbled sentence

game with the theme "Historical Places" in a workgroup discussion.

42

8) Giving chance for the students to present and discuss their knowledge

in front o the class with their group.

9) Conclude the material and giving feedback after the lesson.

c. Observation

The researcher observed students and teacher activity by using

observation checklist.

Table 3.3 Form the Result of Students’ Observation Checklist Cycle II


1 Paying Attention

√ All of the students pay


greeting.

2 Asking Question √ Few students who asking.


√ There were Students


4 Accomplishing task √ All of the students did the

task


application jumbled

sentence game

√ They felt enjoy the


sentence game

Table 3.4 Form the Result of Teachers’ Observation Checklist Cycle II

No Indicator Yes No Description

43


well



well

2 Greeting students before

the lesson begin





students attendant


students one by one

4 Giving motivation The teacher gave

motivation


material


explain the current

material

6 Giving an explanation of

the material







order and writing

descriptive text





the students

44


asking the question


the student about

everything to asked

question

9 Help student’s

difficulties during

learning

The teacher helped


difficulties


the lesson

The teacher gave


the learning.

d. Reflection

Reflection is a research finding analysis. At this point, the researcher

reflected on, evaluate, and describe the effects of the action. This is to record

what happens in observation. Reflection seeks to make sense of processes,

problems and real issues in strategic action. Reflection is an evaluate aspect:

it asks the researcher to weight the experience, to judge whether or not the

technique can be solving the problem and to enhance students’ writing skill.

1) The researcher evaluated the activities that have been done.

2) The classroom teacher and the researcher discuss to make a reflection

what will they do to repair the problems.

45

3) Analyzing the data from the observation checklist and students’ score

of the test in cycle II.

3. The Minimal Standard of Successful

The students’ success and failure in doing the activities plan above will

be assessed by referring to the criterion of the passing grade (KKM). The

passing grade of English lesson in SMA Muhammadiyah Plus Salatiga was 70.

The teacher and the researcher expect that there are at least 80% of the students

who passed passing grade.

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

This chapter focused on analyzing the collected data. The researcher collected

the data from the tenth grade students of SMA Muhammadiyah Plus Salatiga. The

researcher was given the details of the findings. This chapter is likely the main

discussion of the research conducted. It displayed the finding of the collected data since

in the beginning until the end of the research. The findings consist of the result of the

46

cycle I and cycle II. The two cycles are the treatment of the implementation of using

jumbled sentence game to improve students understanding on adjective order in writing

descriptive text.

A. Research Finding

The research consists of two cycles, each cycle consists of planning, action,

observation, and reflection. The whole steps of this research would be explained

in the description below:

a. Cycle I

1) Planning

The researcher prepared several instruments, they were :

a) Lesson Plan

The lesson plan was used to control the teaching and learning

process in this research. The researcher used it as a guide to managing

time and activities during teaching and learning process in the class.

(look at appendix)

b) Material

The material on adjective order consist of the meaning, kinds,

example, and descriptive text consist of meaning, generic structure,

example, and language feature.

c) Teaching Aid

The researcher prepared some instrument. They were board-

marker, picture (tourism places), card paper (design of jumbled

47

sentence game), and handout for students (adjective order and

descriptive text). The researcher also provided the material and tools

to succeed the action.

d) Pre-test and post-test

The researcher used pre-test and post-test in her action. The pre-

test was done before using jumbled sentence game to know the

understanding of students in writing descriptive text. Then, the

researcher used post-test. Post-test was done after using jumbled

sentence game to see the result of the study before and after using

jumbled sentence game.

2) Action

The action of the cycle I was done on November 8th, 2018 and

November 10th, 2018. The teacher is Mrs. Farrah Zakiyah Anwar and the

researcher rolled as an observer.

On Thursday, November 8th, 2018 before starting the lesson, the

teacher informed the students that for a few days later the class would be

observed by the researcher. The teacher greeted the students and asked

about their condition such as following the short conversation:

Teacher : “Assalamu’alaikum?”

48

Students : “Wa’alaikum salam Miss”

Teacher : “Good morning class”

Students : “Good morning miss”

Teacher : “How are you today?”

Students : “I’m fine thanks, and you?”

Teacher : “I’m fine too, thank you”

The teacher introduces herself, conveyed the purpose of coming in

the class, and checked the students attendance list. After checked the

attendance list the teacher review about the last meeting. Then the teacher

asked to explain the definition of descriptive text. One of the students

“A.Y” answered that descriptive text is text that describes something like

places, people, animal.

After giving a little explanation about adjective order and descriptive

text, the teacher told that they would do a pre-test. The teacher gave the

task for the students to describe “tourism places”. Then the teacher gave 45

minutes to do a pre-test about “tourism places”. After doing pre-test the

teacher gave a handout to the students and asked some students to read

about the definition of adjective order, the kinds, and the example of

adjective order, and the definition of descriptive text, the purpose, and the

generic structure of the descriptive text. Then the teacher explained more

detail in Indonesia language in order to make the students understood the

material. Then the teacher and the students read the example of descriptive

49

text with theme “tourism places”. They had discussed the generic structure

of the text. It was done in one meeting. After the students finished the pre-

test, the teacher closed and said “hamdalah” together.

On Saturday, November 10th, 2018. The teacher entered the class,

and greeted as following the short conversation:








The teacher asked the students condition and checked the students

attendance list. After that, the teacher gave a handout to the students.

After the teacher explained the step and the example of jumbled

sentence game, she divided the students into 4 group discussion consist of

4-5 students and gave a picture of “tourism places” to the students in each

group. Then the teacher gave post-test to the students to write descriptive

text during 45 minutes. The teacher monitored the students’ activities and

after the time was up, the teacher collected the students’ worksheet. The

teacher asked the students to present their pre-test in front of the class.

50

The teacher asked the students, "Well students, what about the

exercise? It's easy right?" "Yes" answered the students. The teacher said

"Good". The teacher concluded the material, and then the teacher said:

"Students, time was up. We will continue to the next meeting

“Assalamu’alaikum Wr. Wb!” the students Students: “Wa’alaikumsalam

Wr. Wb!”

Teacher : “See you next week”

Students : "See you miss"

3) Observation

The researcher observed students and teacher activity by using the

observation checklist in the learning process. This observation checklist

was purposed to know how far the situation and enthusiasm of the students

and teacher activity during teaching and learning process. The purpose of

this activity was to evaluate the teaching and learning process, collected

the data and monitored the class.

Table 4.1 Form the Result of Students’ Observation Checklist Cycle I

NO INDICATOR YES NO DESCRIPTION

1.

Students give attention to teacher’s

explanation √

Students didn’t pay attention to

the teacher.

2. Students active during learning process √

When the teacher open the class

and give material, students didn’t

active in the learning process.

51

3.

Students understand the teacher’s

explanation √

After the learning process,

teacher know that students didn’t

understand with the material

because they didn’t pay attention.

4. Students do the evaluation well √ Students can do an evaluation.

Table 4.2 Form the Result of Teachers’ Observation Checklist Cycle I


1. The teacher prepared the material well √

The teacher brings the teacher’s

LKS handle and dictionary.

2. Teacher conduct the classroom well √

Because the teacher will not write

students attendance if there are

students who leave the class

without permission.

3. Teacher use the time effectively √

Because all the material is

planned by the teacher before

starting the lessons.

4.

Teacher give evaluation after the lesson

plan √

The teacher always gives an

evaluation at the end of the

lesson.

5. Teacher ask the student’s difficulties √

The teacher always gives students

the opportunity to ask questions

so that students understand the

subject matter.

52

6. Teacher applied the treatment well √

The teacher can treatment well.

Based on the teachers’ observation sheet in cycle I ,the researcher

concluded that the teacher did the teaching process well. The teacher

prepared the material first, and give a review of the material. The teacher

can conduct the classroom, it can be seen when some of the students did

not pay attention, the teacher asked the students to pay attention. The

teacher did not waste the time and use time effectively. Before the teacher

gives an evaluation, the teacher asks the students difficulties, and make sure

that students can understand the material and even explain in Indonesian to

students. At the end of the lesson, the teacher gives an evaluation to

students. The teacher used pre-test to know how was the competence of

students.

Based on students’ observation sheet. The researcher concludes that

most of the students did not really good during the learning process. When

the teacher tried to explain the material, most of them were busy with their

activities, and even talk to their friend. When the teacher explains in

English, most of them did not understand, so the teacher should explain in

Indonesian. When the teacher explains in Indonesian, they could

understand about the explanation. When the teacher asks several questions

to students, some of the students did not answer the question and keep

53

silent. At the end of the teaching and learning process, the students do the

evaluation well.

4) Reflection

Based on the result of the cycle I, there was some reflecting that should

be given attention to maximizing the skill of students in writing.

a. Reflection of students’ checklist in cycle I :

a) Good : 1. After the learning process, students do a post test.

b) Bad : 1. When the teacher give explanation, Sulis talk to his

friend, Yanto.

2. When the teacher open the class and give material,

Hanafi, Fatin, and Aditya did not answer the

question from the teacher, and keep silent.

3. Because Sulis talk to Yanto when the teacher give

explanantion, they can’t quickly understand the

lesson.

b. Reflection of teachers’ checklist cycle I :

Good : 1. The teacher prepared the material and give a review the

material, she brings the teacher’s LKS.

2. The teacher write the attendance, if there are students who

leave the class without permission.

3. The teacher use time effectively, because all the material is

planned by the teacher before starting the lessons.

54

4. The teacher used pre-post test to know how was the

competence of students.

5. The teacher always gives students the opportunity to ask

question so that students understand the subject matter.

6. The teacher applied the treatment well, using jumbled

sentence game.

B. Data Analysis Cycle I

a) The Score of Pre-test and Post-test in Cycle I

Table 4.3 The Result of Pre-test and Post-test in Cycle I

No Students’ name Pre-test

(X)

Post test

(Y)

D D2

1 A 55

68 13 169

2 A.S 55

68 13 169

3 A.R 73

81 8 64

4 A.Y 66

72 6 36

5 A.P.U 73

81 8 64

6 C.C 51

69 18 324

7 D.K.N 66

72 6 36

8 E.J 66

72 6 36

55

9 F.I 73

81 8 64

10 H 51

69 18 324

11 R.F 73

81 8 64

12 S.A.P 73

81 8 64

13 S.N.A.A 66

72 6 36

14 S.S 66

72 6 36

15 S 51

69 18 324

16 V.R.H 55

68 13 169

17 W 55

68 13 169

18 W.A 55

68 13 169

19 Y 51

69 18 324

∑ 1174 1381 207 2641

From the students’ score in the pre-test and post-test of the cycle 1 above, the

researcher can calculate the number of students who passed passing grade.

Table 4.4 Calculation of passing Grade of the Pre-test and Post-test in Cycle 1

Criteria Grade of Pre-test

Presentation

of Pre-test

Grade of Post-test

Presentation

of Post-test

>70 5 26.32% 10 52.63%

56

70 - - - -

<70 14 73.68% 9 47.37%

Total 19 100% 19 100%

Based on the table above it can concluded that the students result in

cycle I was lower than target of passing grade. The target of passing grade was

80%, while the result of the students only 52.63% students who reach the

target.

1) The calculation of the mean and standard deviation

a) Mean of Pre test 1

𝑀 =Ʃ𝑥

𝑁

𝑀 =1174

19

M = 61.79

b) Mean of Post test 1

𝑀 =Ʃ𝑦

𝑁

𝑀 =1381

19

57

M = 72.68

i. Mean of pre-test 1 = 61.79

ii. Mean of post-test 1 = 72.68

iii. Mean of post-test 1 ≥ pre-test 1

iv. There is an enhancement of writing skill between pre-test 1 and

post-test 1.

c) Calculating of the mean of difference

𝑀𝐷 =Ʃ𝐷

𝑁

=207

19

= 10.90

d) Calculating of Standard Deviation

𝑆𝐷𝑑 = √∑ 𝐷2

𝑁− (

∑ 𝐷

𝑁) 2

= √2641

19− (

207

19) 2

= √139 − (10.90) 2

= √139 − 118.81

= √20.19

= 4.50

58

e) Standard Error for the mean of difference


√𝑁 − 1)

= (11.79

√19 − 1)

= (4.50

√18)

= (4.50

4.24)

= 1.06

f) Calculation of T-test

𝑇𝑜 =𝑀𝐷

𝑆𝐸 𝑀𝑑

=10.90

1.06

= 10.29

i. T-test is 10.29

ii. T-table is 2.10

iii. T-test > t-table = 10.29 > 2.10

Based on the result above, it shows that the mean of pre-test and post-

test are raising. It seems from a comparison of the mean score of pre-test and

post-test in cycle 1. The mean of pre-test was 61.79 while the mean of post-test

was 72.68. The researcher also finds that the T-test is 10.29 and the T-table with

N-1 was 2.10. The KKM of this research was 70 and the target of passing grade

was 80%, was concluded that the result of the students achievement was lower

59

than the target, that were only 52.63% students how reach the target. So, cycle

II was needed to improve the students achievement.

b. Cycle II

1) Planning

The researcher prepared several instruments, they were followed:

a) Lesson Plan

The lesson plan was arranged based on the problem in the result of

the cycle I.

b) Material

The material of adjective order consist of the meaning, kinds,

example, and descriptive text consist of meaning, generic structure,

example, and language feature.

c) Teaching Aid

The researcher prepared some instrument. They are board-

marker, picture (historical place), card paper (design of jumbled

sentence game), and handout for students (adjective order and

descriptive text). The researcher also provided the material and tools

to succeed the action.

d) Pre-test and post-test

The researcher used pre-test and post-test in her action. The pre-

test was done before using jumbled sentence game to know the

understanding of students in writing descriptive text. Then, the

60

researcher used post-test. Post-test was done after using jumbled

sentence game to see the result of the study before and after using

jumbled sentence game.

2) Action

The action of the cycle II was done on November 15th, 2018 and

November 17th, 2018. The teacher is Mrs. Farrah Zakiyah Anwar and the

researcher rolled as an observer.

On Thursday, November 15th, 2018 before starting the lesson, the

teacher greeted the students and asked about their condition such as

following the short conversation:








The teacher introduces herself, conveyed the purpose of coming in

the class, and checked the students’ attendance list. After checked the

attendance list the teacher review about the last meeting. Then the teacher

asked to explain the definition of descriptive text. One of the students

61

“A.Y” answered that descriptive text is text that describes something like

places, people, animal.

After giving a little explanation about adjective order and

descriptive text, the teacher told that they would do a pre-test. The teacher

gave the task for the students to describe “historical places”. Then the

teacher gave 45 minutes to do a pre-test about “historical places”. After

doing pre-test the teacher gave a handout to the students and asked some

students to read about the definition of adjective order, the kinds, and the

example of adjective order, and the definition of descriptive text, the

purpose, and the generic structure of the descriptive text. Then the teacher

explained more detail in Indonesian language in order to make the students

understood the material. Then the teacher and the students read the example

of descriptive text with theme “historical places”. They had discussed the

generic structure of the text. It was done in one meeting. After the students

finished the pre-test, the teacher closed and said “hamdalah” together.

On Saturday, November 17th, 2018. Before starting the lesson, the

teacher greeted the students and asked about their condition such as

following the short conversation:





62



She continued the lesson based on lesson plan arranged. Before

beginning the lesson the teacher checked the students' attendance list.

After checked the attendance list the teacher review about the last

meeting. Then the teacher asked to explain the definition of adjective

order and descriptive text. One of the students "E.J" answered that the

adjective order is 2 or more adjective in front of noun, and “S.A.P”

answered that descriptive text is text that describes something or people

that used simple present tense with consist of descriptive and

identification in the text.

After reviewing the explanation and giving a little explanation

about adjective order and descriptive text, the teacher told that they will

do a post-test. Then the teacher gave 45 minutes to do a post-test about

“historical places”. It was done in one meeting. After that the teacher

concluded the material, and then the teacher said: "Students, time was up.

We will continue to the next meeting."

Teacher : “Assalamu’alaikum Wr. Wb!”

Students : “Wa’alaikumsalam Wr. Wb!”

Teacher : “See you next time”

Students : "See you miss"

3) Observation

63

In cycle II, the researcher also observed the teaching-learning process

in the class.

Table 4.5 Form the Result of Students’ Observation Checklist Cycle II


1.

Students give attention to teacher’s

explanation √

Students pay attention to the

teacher.

2. Students active during learning process √

When the teacher open the class and

give material, students active in the

learning process.

3.

Students understand the teacher’s

explanation √

After the learning process, teacher

know that students understand with

the material because the students

pay attention.

4.

Students feel enthusiastic when the teacher

apply treatment √

Students felt enjoy and

enthusiastically when teacher used

the treatment in the lesson.

5. Students do the evaluation well √

Students can do an evaluation.

Table 4.6 Form the Result of Teachers’ Observation Checklist Cycle II


1. The teacher prepared the material well √

The teacher brings the teacher’s

LKS handle and dictionary.

64

2. Teacher conduct the classroom well √

Because the teacher will not write

students attendance if there are

students who leave the class without

permission.

3. Teacher use the time effectively √

Because all the material is planned

by the teacher before starting the

lessons.

4.

Teacher give evaluation after the lesson

plan √

The teacher always gives an

evaluation at the end of the lesson.

5. Teacher ask the student’s difficulties √

The teacher always gives students

the opportunity to ask questions so

that students understand the subject

matter.

6. Teacher applied the treatment well √

The teacher can treatment well.

Based on the observation in cycle II, the researcher can conclude that

the teacher did the teaching process well. The teacher prepared the material,

conduct the classroom, use time effectively, give the evaluation after the

treatment, and ask students difficulties to make sure that all students

understood. The teacher also guides the game well. The teacher helps the

students who get difficulties when tried to guess. The teacher also gives

some direction to pronounce the words. At the end of the lesson, the teacher

gave post-test as evaluation after treatment.

65

Based on the observation, the researcher sees the differences between

the students when the teacher applied the treatment. In this cycle, the

students were given more attention with the teacher explanation, and more

active during the learning process. Because in this cycle, the students have

a role in the learning process. The students were asked about guessing

something, it means that the students have to think and give attention. The

students feel enthusiastic when the teacher applied the treatment because

this is something new for them, they did not get bored with this learning

process. The students also did the evaluation well.

4) Reflection

Based on the result of the cycle II, there was some reflection that

should be given attention to maximizing the skill of students in writing.

a. Reflection of students’ checklist in cycle II :

Good : 1. When the teacher give material, the students listen to the

teacher explanation.

2. When the teacher open the class and give material, students

active in the learning process, the students answer the

question from teacher.

3. Because the students listen to the teacher explanation, then

students can quickly understand the lesson.

66

4. When the teacher used the treatment in the lesson, the

students felt enjoy and enthusiastically.

5. After the learning process, students can do an evaluation,

they doing a post test.

b. Reflection of teachers’ checklist cycle II :

Good : 1. The teacher prepared the material and give a review the

material, she brings the teacher’s LKS.

2. The teacher write the attendance, if there are students who

leave the class without permission.

3. The teacher use time effectively, because all the material is

planned by the teacher before starting the lessons.

4. The teacher used pre-post test to know how was the

competence of students.

5. The teacher always gives students the opportunity to ask

question so that students understand the subject matter.

6. The teacher applied the treatment well, using jumbled

sentence game.

C. Data Analysis Cycle II

a) The Score of Pre-test and Post-test in Cycle II

Table 4.7 The Result of Pre-test and Post-test in Cycle II

No Students’ name Pre-test

(X)

Post test D D2

67

(Y)

1 A 81

90 9 81

2 A.S 81

90 9 81

3 A.R 82

92 10 100

4 A.Y 70

83 13 169

5 A.P.U 82

92 10 100

6 C.C 79

82 3 9

7 D.K.N 70

83 13 169

8 E.J 70

83 13 169

9 F.I 82

92 10 100

10 H 79

82 3 9

11 R.F 82

92 10 100

12 S.A.P 82

92 10 100

13 S.N.A.A 70

83 13 169

14 S.S 70

83 13 169

15 S 79

82 3 9

16 V.R.H 81

90 9 81

68

17 W 81

90 9 81

18 W.A 81

90 9 81

19 Y 79

82 3 9

∑ 1481 1653 172 1786

From the students’ score in the pre-test and post-test of the cycle 2

above, the researcher can calculate the number of students who passed passing

grade.

Table 4.8 Calculation of passing Grade of the Pre-test and Post-test in Cycle 2

Criteria Grade of Pre-test

Presentation

of Pre-test

Grade of Post-test

Presentation

of Post-test

>70 14 73.68% 19 100%

70 5 26.32% - -

<70 - - - -

Total 19 100% 19 100%

69

Based on the table above it can concluded that all of the students passed

passing grade with the presentation 100%. While the target of passing grade

was 80%.

1) The calculation of the mean and standard deviation

a) Mean of Pre test 2

𝑀 =Ʃ𝑥

𝑁

𝑀 =1481

19

M = 77.95

b) Mean of Post test 2

𝑀 =Ʃ𝑦

𝑁

𝑀 =1786

19

M = 94

i. Mean of pre-test 2 = 77.95

ii. Mean of post-test 2 = 94

iii. Mean of post-test 2 ≥ pre-test 2

iv. There is an enhancement of writing skill between pre-test 2 and post-

test 2.

c) Calculating of the mean of difference

𝑀𝐷 =Ʃ𝐷

𝑁

70

=172

19

= 9.05

d) Calculating of Standard Deviation

𝑆𝐷𝑑 = √∑ 𝐷2

𝑁− (

∑ 𝐷

𝑁) 2

= √1786

19− (

172

19) 2

= √94 − (9.05) 2

= √94 − 81.90

= √12.10

= 3.48

e) Standard Error for the mean of difference


√𝑁 − 1)

= (3.48

√19 − 1)

= (3.48

√18)

= (3.48

4.24)

= 0.82

f) Calculation of T-test

𝑇𝑜 =𝑀𝐷

𝑆𝐸 𝑀𝑑

71

=9.05

0.82

= 11.04

i. T-test is 11.04

ii. T-table is 2.10

iii. T-test > t-table = 11.04 > 2.10

From the data of the cycle 2 above, the researcher finds that the t-test

was 11.04 and the t-table with N-1 was 2.10. The value of t-test was bigger

than the value of the t table. The KKM of this research was 70 and the target

of the research was 80%, in this cycle the students who reach the target was

100%. Therefore, the researcher and the teacher concluded that the result of

the cycle 2 was really significant. Finally, the teacher and the researcher

successfully conduct this research. It also means that jumbled sentence game

could improve the students writing skill in the descriptive text at the tenth

grade of SMA Muhammadiyah Plus Salatiga in the academic year of

2018/2019.

D. Discussions

1. The Implementation of Jumbled Sentence Game to Improve Students

Understanding on Adjective Order in Writing Descriptive Text at the

Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in the

Academic Year of 2018/2019.

72

From this research, the researcher could concluded that the

implementation of jumbled sentence game to improve students understanding

on adjective order in writing descriptive text at the tenth grade students of SMA

Muhammadiyah Plus Salatiga was successful. The researcher got the

information from cycle 1 and cycle 2. The implementation of this research was

divided into three parts. The first part, the teacher conducted pre-test, the

teacher gave pre-test to the students for about 45 minutes. In cycle 1, the

students shocked and looked so confused to start their writing test. In the pre-

test, some students got difficulties. They were difficult to generating ideas,

organizing ideas into the paragraph, and grammatical function. However, in

cycle 2 the students got easy to write a descriptive text. The second part, the

teacher conducted treatment by using jumbled sentence game. The teacher gave

students task by group discussion. The third part was post-test. The teacher gave

post-test to the students. The post-test was done for about 45 minutes. The

researcher analyzed the writing skill of the students, and they increased their

skill from cycle 1 until cycle. The implementation of jumbled sentence game

could improve the students writing skill in the descriptive text by implementing

jumbled sentence game in the class.

2. The Improvement of Students Understanding on Adjective Order in

Writing Descriptive Text when Jumbled Sentence Game was Implemented

in SMA Muhammadiyah Plus Salatiga in The Academic Year of

2018/2019.

73

After analyzing the students score in the cycle 1 and the cycle 2, at

presented earlier it is clear that there is a significant improvement of the students

understanding in writing descriptive text by using Jumbled Sentence Game. The

enhancement can be seen as follows:

Table 4.9 Data Analysis

No Analysis Cycle 1 Cycle 2

1.

Mean of Pre test

Mean of Post test

61.79

72.68

77.95

94

2.

Total of the students who pass

the passing grade (≥70)

Pre-test

Post-test

Enhancement

26.32%

52.63%

26.31%

73.68%

100%

26.32%

T-Table with N-1(N=23) 2.10 2.10

3. T-test 10.29 11.04

From the table above, it can be seen that the t-test is bigger than t

table. It means that there is a significant enhancement of the students

understanding on adjective order in writing descriptive text after using jumbled

sentence game. The improvement can also be seen from the total of the students

who passed passing grade (KKM). The Kriteria Ketuntasan Minimal (KKM) or

passing grade was 70. The target of passing grade was 80% and the result of

cycle 2 show that more than 80% students passed passing grade. It can be

concluded that this research was succesful.

74

3. Conclusion

From the result of the data above in the cycle I and cycle II. The KKM

(Kriteria Ketuntasan Minimal) or passing grade was 70. The target of this

research was 80% students who passed passing grade. The result shown that the

students who reached standardized score in cycle 1 were only 26.32% and

73.68% got score lower than the KKM. The mean score of pre-test was 61.79

and post test was 72.68. On the result of cycle 2, there were 100% of students

who reached standardized score. The mean of pre-test and post-test in cycle 2

were 77.95 and 94. Moreover, the t-table was 2.10 and the T-test of cycle 1 was

10.29 and the T-test of cycle 2 was 11.04. The value of t-test was bigger than

the value of the t-table, so the alternative hypothesis was accepted and the null

hypothesis was rejected. These results could be seen from the pre-test and post-

test of cycle 1 and 2.

CHAPTER V

CLOSURE

A. Conclusion

After the research was conducted, the researcher drew conclusion of the

use of jumbled sentence game to improve students understanding on adjective

order in writing descriptive text (a classroom action research at the tenth grade

students of SMA Muhammadiyah Plus Salatiga in the academic year 2018/2019),

75

the researcher can conclude based on the findings discussed in the previous chapter

that :

1. Implementation of Jumbled Sentence Game to improve students

understanding on adjective order in writing descriptive text at the tenth grade

students of SMA Muhammadiyah Plus Salatiga was successful. The

researcher got the information from cycle 1 until cycle 2. The implementation

of each cycle was divided into three parts. The first part, the teacher conducted

pre-test, the teacher gave pre-test to the students for about 45 minutes. The

second part, the teacher conducted treatment by using Jumbled Sentence

Game. The third part was post-test. The post-test was done for about 45

minutes. The researcher analyzed the writing skill of the students, and they

increased their writing skill from cycle 1 until cycle 2. Finally, the

implementation of jumbled sentence game was successful to improve students

understanding on adjective order in writing descriptive text.

2. There is an improvement of writing skill in descriptive text using jumbled

sentence game for the tenth grade students of SMA Muhammadiyah Plus

Salatiga. The KKM (Kriteria Ketuntasan Minimal) or passing grade was 70.

The target of this research was 80% students who passed passing grade. The

result shown that the students who reached standardized score in cycle 1 were

only 26.32% and 73.68% got score lower than the KKM. The mean score of

pre-test was 61.79 and post test was 72.68. On the result of cycle 2, there were

100% of students who reached standardized score. The mean of pre-test and

76

post-test in cycle 2 were 77.95 and 94. Moreover, the t-table was 2.10 and the

T-test of cycle 1 was 10.29 and the T-test of cycle 2 was 11.04. The value of

t-test was bigger than the value of the t-table, so the alternative hypothesis was

accepted and the null hypothesis was rejected. These results could be seen

from the pre-test and post-test of cycle 1 and 2.

B. Suggestion

Based on the research findings and discussion, the following suggestions

addressed to the teacher, the students, and the future researcher were presented:

1. For the Teacher

The teacher can use the jumbled sentence game to improve the students

understanding on adjective order in writing descriptive text. Using jumbled

sentence game as a technique in teaching-learning process is an interesting and

really enjoyable activity for students. Moreover, using jumbled sentence game

in teaching-learning process is very easy to be applied. It can motivate and make

the students easier in writing a subject.

2. For the Students

The students can apply and practice the jumbled sentence game by

following the steps. It will help the students to solve their problems in writing

and to improve their writing skill.

3. For the Future Researcher

The researcher suggests the future researcher to conducted Classroom

Action Research in using the jumbled sentence game to improve students

77

understanding on adjective order skill especially in writing descriptive text. The

future researcher can also examine the effectiveness of using jumbled sentence

game in the teaching-learning process if it is applied in Senior High School.

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CURRICULUM VITAE

Name : Elsa Putri Novitasari

Place and Date of Birth : Semarang, 12 April 1995

Gender : Female

Nationality : Indonesia

Religion : Islam

Marital Status : Single

Address : Ds. Krajan Lor RT/RW 05/03 Desa

Sumberejo Kec. Pabelan Kab.

Semarang

Phone : 085741879933

Email : [email protected]

Education : 1. TK PGRI Semarang 2001

2. SD N Bendan 01 Pengging 2007

3. SMP N 16 Semarang 2010

4. SMA N 1 Ampel 2013

5. IAIN Salatiga 2019

Salatiga, April 4th 2019

The Researcher


APPENDICES

SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS - WAJIB

Kelas : X

Kompetensi Inti :

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap

sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora

dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan

metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian

1.1. Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar Komunikasi

internasional yang

diwujudkan dalam

semangat belajar

2.3 Menunjukkkan perilaku

tanggung jawab, peduli,

kerjasama, dan cinta damai,

dalam melaksanakan

Komunikasi fungsional

3.7 Menganalisis fungsi

sosial, struktur teks, dan

unsur kebahasaan pada

teks deskriptif sederhana

tentang orang, tempat

wisata, dan bangunan

bersejarah terkenal,

sesuai dengan konteks

penggunaannya.

4.8 Menangkap makna dalam

teks deskriptif lisan dan

tulis sederhana.

4.9 Menyunting teks deskriptif

lisan dan tulis, sederhana,


wisata, dan bangunan

bersejarah dan bangunan

bersejarah terkenal, dengan

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan yang

benar dan sesuai konteks.

4.10 . Menyusun teks

deskriptif lisan dan tulis

sederhana tentang orang,

tempat wisata, dan

Teks deskriptif lisan dan

tulis, sederhana, tentang

orang, tempat wisata, dan

bangunan bersejarah terkenal

Fungsi sosial

Membanggakan,

mengenalkan,

mengidentifikasi, memuji,

mengritik, mempromosikan,

dsb.

Struktur text

(1)Penyebutan nama orang,

tempat wisata, dan bangunan

bersejarah terkenal dan nama

bagian-bagiannya yang

dipilih untuk dideskripsikan

(2)Penyebutan sifat orang,


bersejarah terkenal dan

bagiannya, dan

(3)Penyebutan tindakan dari

atau terkait dengan orang,


bersejarah terkenal.

yang semuanya sesuai

dengan fungsi sosial yang

hendak dicapai.

Mengamati

•Siswa

memperhatikan/

menonton beberapa

contohteks/ film

tentang penggambaran

orang, tempat wisata,

dan bangunan

bersejarah.

•Siswa menirukan

contoh secara

terbimbing.

•Siswa belajar

menemukan gagasan

pokok, informasi rinci

dan informasi tertentu

dari teks

Mempertanyakan

(questioning)

•Dengan bimbingan

dan arahan guru, siswa

mempertanyakan

antara lain perbedaan

antar berbagai teks

deskripsi yang ada

dalam bahasa Inggris,

perbedaan teks dalam

bahasa Inggris dengan

yang ada dalam bahasa

Indonesia

Kriteria penilaian:

•Pencapaian fungsi

sosial

•Kelengkapan dan

keruntutan struktur

teks deskriptif

•Ketepatan unsur

kebahasaan: tata

bahasa, kosa kata,

ucapan, tekanan kata,

intonasi, ejaan, dan

tulisan tangan

•Kesesuaian

formatpenulisan/

penyampaian

Unjuk kerja

•Melakukan monolog

tentang deskripsi


bangunan bersejarah

terkenal didepan kelas

/ berpasangan

•Ketepatan dan

kesesuaian

dalammenggunakan

struktur teks dan

unsur kebahasaan

bangunan bersejarah

terkenal, dengan

memperhatikan tujuan,

struktur teks, dan unsur

kebahasaan, secara benar

dan sesuai dengan

konteks.

Unsur kebahasaan

(1)Kata benda yang terkait

dengan orang, tempat wisata,

dan bangunan bersejarah

terkenal

(2)Kata sifat yang terkait

dengan orang, tempat wisata,

dan bangunan bersejarah

terkenal

(3)Ejaan dan tulisan tangan

dan cetak yang jelas dan rapi

(4)Ucapan, tekanan kata,

intonasi, ketika

mempresentasikan secara

lisan.

(5)Rujukan kata

Topik

Keteladanan tentang perilaku

toleran, kewirausahaan,

nasionalisme, percaya diri.

•Siswa

mempertanyakan

gagasan pokok,

informasi rinci dan

informasi tertentu dari

teks deskriptif

Mengeksplorasi

•Siswa secara

kelompok

membacakan teks

deskriptif lain dari

berbagai sumber

dengan pengucapan,

tekanan kata dan

intonasi yang tepat

•Siswa berpasangan

menemukan gagasan

pokok, informasi rinci

dan informasi tertentu

serta fungsi sosial dari

teks deskripsi yang

dibaca/didengar.

•Siswa menyunting

teks deskripsi yang

diberikan guru dari

segi struktur dan

kebahasaan

•Berkelompok, siswa

menggambarkan

tempat wisata lain

dalam konteks

penyampaian informasi

yang wajar terkait

dengan tujuan yang

dalam membuat teks

deskriptif

Pengamatan

(observations):

Bukan penilaian

formal seperti tes,

tetapi untuk tujuan

memberi balikan.

Sasaran penilaian

•Perilaku tanggung

jawab, peduli,

kerjasama, dan cinta

damai, dalam

melaksanakan

Komunikasi

•Ketepatan dan

kesesuaian dalam

menyampaikan dan

menulis teks deskriptif

•Kesungguhan siswa

dalam proses

pembelajaran dalam

setiap tahapan

•Ketepatan dan

kesesuaian

menggunakan strategi

dalam membaca

Portofolio

hendak dicapai dari

model yang dipelajari

Mengasosiasi

•Dalam kerja

kelompok terbimbing

siswa menganalisis

dengan

membandingkan

berbagai teks yang

menggambarkan


bangunanan bersejarah

terkenal dengan fokus

pada struktur teks, dan

unsur kebahasaan.

•Siswa

mengelompokkan teks

deskripsi sesuai

dengan fungsi

sosialnya.

•Siswa memperoleh

balikan (feedback) dari

guru dan teman tentang

setiap yang dia

sampaikan dalam kerja

kelompok.

Mengkomunikasikan

•Berkelompok, siswa

menyusun teks

deskripsi tentang

orang/ tempat wisata/

bangunan bersejarah

sesuai dengan fungsi

•Kumpulan catatan

kemajuan belajar

berupa catatan atau

rekaman monolog teks

deskriptif.

•Kumpulan karya

siswa yang

mendukung proses

penulisan teks

diskriptif berupa:

draft, revisi, editing

sampai hasil terbaik

untuk dipublikasi

•Kumpulan hasil tes

dan latihan.

•Catatan atau rekaman

penilaian diri dan

penilaian sejawat,

berupa komentar atau

cara penilaian lainnya

Penilaian Diri dan

Penilaian Sejawat

•Bentuk: diary, jurnal,

format khusus,

komentar, atau bentuk

penilaian lain

sosial tujuan, struktur

dan unsur

kebahasaannya

•Siswa menyunting

deskripsi yang dibuat

teman.

•Siswa menyampaikan

deskripsinya didepan

guru dan temandan

mempublikasikannya

di mading.

•Siswa membuat

kliping deskripsi


wisata atau bangunan

bersejarah yang

mereka sukai.

•Siswa membuat

laporan evaluasi diri

secara tertulis tentang

pengalaman dalam

menggambarkan

tempat wisata dan

bangunan termasuk

menyebutkan

dukungan dan kendala

yang dialami.

•Siswadapat

menggunakan

‘learning journal’

Post Test Cycle I

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMA Muhammadiyah Plus Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1

Materi Pokok : Adjective Order and Descriptive Text

Alokasi Waktu : 2x45 menit

Pertemuan : 2

Aspek/Skill : Writing

A. KOMPETENSI INTI

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam dalam jangkauan pergaulan dan keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, , teknologi, seni, budaya terkait fenomena dan kejadian

tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,

menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK)

KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI

4.10 Menyusun teks deskriptif lisan dan tulis

sederhana tentang orang, tempat wisata, dan

bangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai dengan

konteks.

4.10.1 Mampu menyusun teks deskriptif lisan dan

tulis sederhana tentang orang, tempat wisata, dan




konteks.

C. TUJUAN PEMBELAJARAN

1. Siswa dapat menganalisa sesuai dengan fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai

dengan konteks penggunaannya.

2. Siswa dapat menyusun menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat

wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai dengan konteks.

D. MATERI PEMBELAJARAN

ADJECTIVE ORDER

Definition of Adjective Order

In English grammar, adjective order is the customary order in which two or more adjectives appear

in front of a noun phrase. There is often a specific order in which they must be placed.

Kind of Adjective Order


2. Size = large, small, long, short, tall, thin, big etc.


4. Shape = round, square, fat, thin, wide, triangle, etc.






Examples of Adjective Order






13. My sister has bought a beautiful white silk wedding dress.(Det-Colour-Material-

Purpose)

14. Alfonso is a nice young Spanish boy. (Det-Age-Origin-Noun)

DESCRIPTIVE TEXT


Description or descriptive etymologically is derived from the word describe. Describe means to

draw, to illustrate or to picture object, place, person in order to have visual appearance of the object

described.


Based on the definition of descriptive above the purpose of description is to present the reader with

a picture of person, subject or setting. Generally, the purpose of descriptive text is to describe

something, someone, a place, animal, or plants specifically.



1) Identification : In this generic structure introduces to the subject of description.

2) Description : It is a part of paragraph which describes the character.


1) Focus on specific participant (my English teacher, Andini’s cat, my favorite place).


3) Verb of being and having ‘Relational Processes’ (my mum is really cool, she has long black

hair).


5) Use of detailed noun phrase to give information about the subject ( a very beautiful scenery, a

sweet young lady, very thick fur).


7) Use of adverbial to give additional information about behavior (fast, at tree house).


e. Example of Descriptive text

Way Kambas National Park

Way Kambas National Park is a national park for elephant sanctuary located in

Lampung precisely in the Labuhan Ratu sub district, East Lampung, Indonesia. Way Kambas

National Park, established in 1985, is the first school for elephant in Indonesia. In the beginning

of its establishment, Way Kambas National Park was named the Elephant Training Center /

Pusat Latihan Gajah (PLG), but the last few years this name was changed into Elephant

Conservation Center / Pusat Konservasi Gajah (PKG), which is expected to become a center for

elephant conservation in taming, training, breeding and conserving elephants. Until now, this

PKG has trained for about 300 elephants which have been deployed to all over the

country.(Identification)

In Way Kambas National Park, there are some endangered animals such as Sumatran

Rhinos, Sumatran elephant, Sumatran tiger, Mentok Rimba, and Buaya sepit. There are also so

some plants which are mostly found there such as Api-api, Pidada, Nipah, and Pandan. On the

marshy coasts of Way Kambas National Park is often found various species of birds, such as,

Lesser Adjutant, Pheasant Blue, Kuau Raja, Pependang Timur, and some other

birds.(Description)

EXERCISE

Post Test 1

EXERCISE

A. Arrange the sentence below into the correct sentence !

1. Brown – a – box – square – big

2. Dress – beautiful – a – wedding

3. new – a – tall – beautiful – magazine – rectangular

4. high – beautiful – tree – a

5. is – Raisa – singer – a – popular – indonesian

6. Movie – an – is – american – there

7. girl – a – young – beautiful

8. eyes – has – he – blue – big

9. New – a – book – black –thin – rectangular

10. dog – a – fat – big

B. Make describing paragraph about tourism places based on your ability !

E. METODE PEMBELAJARAN

Metode : CLT ( Communicative Language Teaching)

- Group work

F. MEDIA, ALAT, dan SUMBER PELAJARAN

1. Media : Printed text, Whiteboard.

2. Alat : Boardmarker.

3. Sumber : Buku Paket Siswa, Internet.

G. LANGKAH – LANGKAH PEMBELAJARAN

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

Memulai pertemuan dengan berdoa dan absensi

siswa.

Mengajukan pertanyaan-pertanyaan yang

mengaitkan pengetahuan sebelumnya dengan

materi yang akan dipelajari.

Menginformasikan tujuan pembelajaran.

3 menit

Isi

Mengamati

Siswa mendengarkan materi adjective order and

descriptive text dari penjelasan guru secara lisan

dan tulis.

Siswa mengamati contoh dari buku yang berisi

materi adjective order dan descriptive text.

Siswa belajar menemukan gagasan pokok,

informasi rinci dan informasi tertentu dari teks.

Menanya

Dengan bimbingan dan arahan guru, guru

membuka pertanyaan antara lain tentang adjective

order dan descriptive text.

85 menit

Siswa mempertanyakan gagasan pokok, informasi

rinci dan informasi tertentu dari teks deskriptif.

Mencoba

Guru meminta siswa untuk maju mengerjakan

latihan yang sesuai dengan materi dengan

menggunakan metode jumbled sentence game.

Mengasosiasi

Dengan bimbingan dan arahan guru, siswa secara

berkelompok menganalisis dengan

membandingkan berbagai teks yang

menggambarkan orang, tempat wisata, bangunan

bersejarah terkenal dengan fokus pada struktur

teks, dan unsur kebahasaan.

Siswa mengelompokkan teks deskripsi sesuai

dengan fungsi sosialnya secara berkelompok.

Siswa memperoleh balikan (feedback) dari guru

dan teman tentang setiap yang dia sampaikan.

Mengomunikasikan

Siswa mampu menerapkan dan membedakan

penggunaan adjective order dan descriptive text

dalam kegiatan pembelajaran baik dikelas maupun

diluar kelas.

Siswa menyusun teks deskripsi secara

berkelompok tentang tempat bersejarah sesuai

dengan fungsi sosial tujuan, struktur dan unsur

kebahasaannya.

Penutup

Setelah mengikuti kegiatan pembelajaran, guru

memberikan pertanyaan untuk mengetahui apakah

siswa sudah memahami materi yang sudah

tersampaikan.

2 Menit

Dengan bimbingan dan arahan guru, guru dan

siswa bersama-sama menyimpulkan materi yang

sudah tersampaikan.

Memberikan umpan balik terhadap proses dan

hasil pembelajaran :

Thank you very much for your participation.

H. Rubrik Penilaian

1. Scoring

Maximum score : 100

I number equals 10 score

To calculate the score:

N = B x 10

Notes :

- N : total score

- B : the number of correct answers

2. Scoring

Maximum score : 100

Elements Score

Content 20

Organization 20

Vocabulary 20

Language Use 20

Mechanic 20

Total 100

Skor Akhir = Nilai A + Nilai B

2

= 100 + 100

2

= 100

Salatiga, 10 November 2018

Mengetahui,

Guru Mata Pelajaran Guru Praktikan

(Farrah Zakiyah Anwar, S.Pd.I ) (Elsa Putri Novitasari)

Post Test Cycle II

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMA Muhammadiyah Plus Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1

Materi Pokok : Adjective Order and Descriptive Text

Alokasi Waktu : 2x45 menit

Pertemuan : 4

Aspek/Skill : Writing

A. KOMPETENSI INTI

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam dalam jangkauan pergaulan dan keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, , teknologi, seni, budaya terkait fenomena dan kejadian

tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,

menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK)

KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI

4.10 Menyusun teks deskriptif lisan dan tulis

sederhana tentang orang, tempat wisata, dan




konteks.

4.10.1 Mampu menyusun teks deskriptif lisan dan

tulis sederhana tentang orang, tempat wisata, dan




konteks.

C. TUJUAN PEMBELAJARAN

1. Siswa dapat menganalisa sesuai dengan fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai

dengan konteks penggunaannya.

2. Siswa dapat menyusun menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat

wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai dengan konteks.

D. MATERI PEMBELAJARAN

ADJECTIVE ORDER

Definition of Adjective Order

In English grammar, adjective order is the customary order in which two or more adjectives appear

in front of a noun phrase. There is often a specific order in which they must be placed.

Kind of Adjective Order


2. Size = large, small, long, short, tall, thin, big etc.


4. Shape = round, square, fat, thin, wide, triangle, etc.






Examples of Adjective Order






6. My sister has bought a beautiful white silk wedding dress.(Det-Colour-Material-

Purpose)

7. Alfonso is a nice young Spanish boy.(Det-Age-Origin-Noun)

DESCRIPTIVE TEXT


Description or descriptive etymologically is derived from the word describe. Describe means to

draw, to illustrate or to picture object, place, person in order to have visual appearance of the object

described.


Based on the definition of descriptive above the purpose of description is to present the reader with

a picture of person, subject or setting. Generally, the purpose of descriptive text is to describe

something, someone, a place, animal, or plants specifically.



1) Identification : In this generic structure introduces to the subject of description.

2) Description : It is a part of paragraph which describes the character.


1) Focus on specific participant (my English teacher, Andini’s cat, my favorite place).


3) Verb of being and having ‘Relational Processes’ (my mum is really cool, she has long black

hair).


5) Use of detailed noun phrase to give information about the subject ( a very beautiful scenery, a

sweet young lady, very thick fur).


7) Use of adverbial to give additional information about behavior (fast, at tree house).


e. Example of Descriptive text

Prambanan Temple

Prambanan temple is the largest Hindust temple complex in Indonesia. The temple was built in the

10th century and was dedicated to Shiva. There are 8 big temples and 8 small temples at the main

yard. There are also 222 smaller temple at the lower yard. (Identification)

Inside the big temples, there are statues. There are statues of Sviva, Brahma, and Visnu. They are

the Hindust three highest Gods. There are also other statues. One of the most popular is roro

jonggrang statues. The legend tells that it was actually a girl that cursed to be a stone. There is

also relief about Ramayana at the temple wall. And we can also see Ramayana Ballet Dance at

the temple complex at night. . Description)

EXERCISE

Post Test 2

EXERCISE


1. naughty - very - our dog – is

2. island - an - is Australia

3. round – small – reading – lamp

4. German – old – yellow - car

5. wooden – huge – sailing - ship

6. physics – boring – old - teacher

7. Slim – Canadian – handsome - snowboarder

8. plastic – a – red – hat - big

9. old – an – table – wooden - square

10. band – an – new – Frensh - exciting

B. Make describing paragraph about historical places based on your ability !

E. METODE PEMBELAJARAN

Metode : CLT ( Communicative Language Teaching)

- Group work

F. MEDIA, ALAT, dan SUMBER PELAJARAN

1. Media : Printed text, Whiteboard.

2. Alat : Boardmarker.

3. Sumber : Buku Paket Siswa, Internet.

H. LANGKAH – LANGKAH PEMBELAJARAN

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

Memulai pertemuan dengan berdoa dan absensi

siswa.

Mengajukan pertanyaan-pertanyaan yang

mengaitkan pengetahuan sebelumnya dengan

materi yang akan dipelajari.

Menginformasikan tujuan pembelajaran.

3 menit

Isi

Mengamati

Siswa mendengarkan materi adjective order and

descriptive text dari penjelasan guru secara lisan

dan tulis.

Siswa mengamati contoh dari buku yang berisi

materi adjective order dan descriptive text.

Siswa belajar menemukan gagasan pokok,

informasi rinci dan informasi tertentu dari teks.

Menanya

Dengan bimbingan dan arahan guru, guru

membuka pertanyaan antara lain tentang adjective

order dan descriptive text.

Siswa mempertanyakan gagasan pokok, informasi

rinci dan informasi tertentu dari teks deskriptif.

Mencoba

Guru meminta siswa untuk maju mengerjakan

latihan yang sesuai dengan materi dengan

menggunakan metode jumbled sentence game.

Mengasosiasi

Dengan bimbingan dan arahan guru, siswa secara

berkelompok menganalisis dengan

membandingkan berbagai teks yang

85 menit

menggambarkan orang, tempat wisata, bangunan

bersejarah terkenal dengan fokus pada struktur

teks, dan unsur kebahasaan.

Siswa mengelompokkan teks deskripsi sesuai

dengan fungsi sosialnya secara berkelompok.

Siswa memperoleh balikan (feedback) dari guru

dan teman tentang setiap yang dia sampaikan.

Mengomunikasikan

Siswa mampu menerapkan dan membedakan

penggunaan adjective order dan descriptive text

dalam kegiatan pembelajaran baik dikelas maupun

diluar kelas.

Siswa menyusun teks deskripsi secara

berkelompok tentang tempat bersejarah sesuai

dengan fungsi sosial tujuan, struktur dan unsur

kebahasaannya.

Penutup

Setelah mengikuti kegiatan pembelajaran, guru

memberikan pertanyaan untuk mengetahui apakah

siswa sudah memahami materi yang sudah

tersampaikan.

Dengan bimbingan dan arahan guru, guru dan

siswa bersama-sama menyimpulkan materi yang

sudah tersampaikan.

Memberikan umpan balik terhadap proses dan

hasil pembelajaran :

Thank you very much for your participation.

D. Menit

H. Rubrik Penilaian

1. Scoring

Maximum score : 100

I number equals 10 score

To calculate the score:

N = B x 10

Notes :

- N : total score

- B : the number of correct answers

2. Scoring

Maximum score : 100

Elements Score

Content 20

Organization 20

Vocabulary 20

Language Use 20

Mechanic 20

Total 100

Skor Akhir = Nilai A + Nilai B

2

= 100 + 100

2

= 100

Salatiga, 17 November 2018

Mengetahui,

Guru Mata Pelajaran Guru Praktikan

(Farrah Zakiyah Anwar, S.Pd.I ) (Elsa Putri Novitasari)

List of the Students’ Name of X MIPA Class

No Students’ name Sex

1 A Male

2 A.S Male

3 A.R Female

4 A.Y Female

5 A.P.U Female

6 C.C Female

7 D.K.N Female

8 E.J Male

9 F.I Female

10 H Male

11 R.F Female

12 S.A.P Female

13 S.N.A.A Female

14 S.S Female

15 S Male

16 V.R.H Male

17 W Male

18 W.A Female

19 Y Male

Member of Group :

Post Test I

EXERCISE


1. Brown – a – box – square – big

2. Dress – beautiful – a – wedding

3. new – a – tall – beautiful – magazine – rectangular

4. high – beautiful – tree – a

5. is – Raisa – singer – a – popular – indonesian

6. Movie – an – is – american – there

7. girl – a – young – beautiful

8. eyes – has – he – blue – big

9. New – a – book – black –thin – rectangular

10. dog – a – fat – big

B. Make describing paragraph about tourism places based on your ability !

Member of Group :

Post Test 2

EXERCISE


1. naughty - very - our dog – is

2. island - an - is Australia

3. round – small – reading – lamp

4. German – old – yellow - car

5. wooden – huge – sailing - ship

6. physics – boring – old - teacher

7. Slim – Canadian – handsome - snowboarder

8. plastic – a – red – hat - big

9. old – an – table – wooden - square

10. band – an – new – Frensh - exciting

B. Make describing paragraph about historical places based on your ability !

DOCUMENTATION

Teacher Explain the Material

The Implementation of Jumbled Sentence Game

The students doing a pre-post test

X MIPA CLASS

Documents

THE USE OF JUMBLED SENTENCE GAME TO IMPROVE …e-repository.perpus.iainsalatiga.ac.id/5402/1/ELSA... · 6. Mrs. Dian Indrihartani, S. Sos, M. Pd. the Principal of SMA Muhammadiyah