“THE EFFECTIVENESS OF TEACHING WRITING THROUGH

PICTURE SERIES ON STUDENTS’ WRITING ACHIEVEMENT”

(An Experimental Study on the Eighth Grade Students at SMPN 2 Warureja)

RESEARCH PROJECT

Submitted as Partial Fulfilment of the Requirements for the Degree of

Sarjana Pendidikan in English Education

By:

LENI ANGGRAENI

NPM 1617500055

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

PANCASAKTI UNIVERSITY TEGAL

2021

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APPROVAL

This Research Project entitled “The Effectiveness of Teaching Writing Through

Picture Series on Students’ Writing Achievement” has been examined and decided

acceptable by the Board of Examiners of English Department of Teacher Training

and Education Faculty, Pancasakti University Tegal on:

Day : Friday

Date : February 05th, 2021

ii

STATEMENT OF ORIGINALITY

I state that my research project entitled “The Effectiveness of Teaching

Writing through Picture Series On Students’ Writing Achievement” is definitely

my own work.

In writing this research project, I do not make plagiarism or citation which

is inconsistent with scientific ethic prevailed in the scientific community.

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Chairperson,

D r. Sutji Mulyani, S.S.M.Hum NIDN. 0625077001

Secretary

Yuvita , M.Pd NIDN. 0601077705

The Board of Examiner,

First Examiner,

Yulia Nur Ekawati, M.PdNIDN. 0628078402

Second Examiner/ Second

Advisor,

Noeris Meiristiani, M.PdNIDN. 0628058306

Third Examiner/ First

Advisor,

Dra. Hj. Sri Wardhani, M.PdNIDN. 0620105701

Approved by,

The Dean,

Dr . Suriswo, M.Pd NIDN. 06160336701

I am completely responsible for the originality of the content of this

Research Project. Other opinion or findings included in this Research Project are

quoted or cited adjusted to the ethical standard.

Tegal, February 2021

The writer

Leni AnggraeniNPM. 1617500055

MOTTO AND DEDICATION

MOTTO

1. Love is the bridge between you and everything (Jalaludin Rumi)

2. There is a voice that doesn’t use words. Listen (Jalaludin Rumi)

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DEDICATION

My dearly beloved Parents (Bapak Alm. Darum

& Ibu Wasdiati) who always have sincerity to

grow me up, educate accompany me, and pray

for me all the time.

My beloved siblings. My older Brothers and

olderSisters thank you for supporting and

helping me much in everything.

My closed friends (Sefi, Pappo, Riska M,

Aghnia) who always help me and give me

suggestion about the research project.

My Classmates. Thanks for all the memories

we’ve created in class.

All of my lecturers in Pancasakti University

Tegal who have taught everything to me.

All people who cannot be mentioned one by one,

thanks for giving me spirit and help to finish this

final project.

PREFACE

In the name of Allah The Beneficent and The Merciful. All praises to Allah,

the Lord of the Universe, who gives the writer guidance and strength so that the

writer could complete this research project entitled “The Effectiveness of

Teaching Writing Through Picture Series on Students’ Writing Achievement”.

Then peace and blessing be upon the Prophet Muhammad SAW, the man who had

brought us from the darkness into enlightenment.

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This research project is presented to the English Department of the Faculty

of Teacher Training and Education, Pancasakti University Tegal as partial

fulfillment of the requirements for the degree of Sarjana Pendidikan(S1). Besides

that, this research project is also conducted as a guide for everyone who wants to

improve his English Teaching.

The writer consider that this research project can be finished because of

guidance and advice from several parties. Therefore, in this occasion the writer

would like to give her gratitude to:

1. Prof. Dr. Fakhrudin, M.Pd, as the Rector of Pancasakti University Tegal.

2. Dr. Suriswo, M.Pd, as the Dean of the Teacher Training and Education

Faculty, Pancasakti University Tegal.

3. Yuvita, M.Pd, as the Head of English Department, the Faculty of Teacher

Training and Education, Pancasakti University Tegal.

4. Dra. Hj. Sri Wardhani, M.Pd, as the first Advisor for the advice, guidance,

patience, correction, suggestion, and information from beginning to the

completion of this research project.

5. Noeris Meiristiani, M.Pd, as the second Advisor who has given the guidance,

grammar correction, and information for this research project.

6. All lecturers of English Department of Pancasakti University who have taught

and given a lot of knowledge to the writer whose names cannot be mentioned

one by one.

7. Suhadak, S.Pd, the Headmaster of SMPN 2 Warureja in Academic Year

2020/2021 who has given the writer an opportunity to do the research.

8. Makmuri, S.Pd, as the English teacher of SMPN 2 Warureja who has helped

the writer in doing a research in SMPN 2 Warureja.

9. All Class VIII A and VIII B of SMPN 2 Warureja in the Academic Year of

2020/2021 who have become the sample of this research.

10. All people the writer cannot mention one by one.

May Allah, The Almighty bless them all. Finally, the writer realizes that this

research project is still far from being perfect. Therefore, criticism and suggestion

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are needed to make this research project better. Then, the writer hopes that this

research project can be useful for language teaching development.

Tegal, February 2021

The Writer

ABSTRACT

ANGGRAENI, LENI. 2021. 1617500055: “The Effectiveness of Teaching Writing Through Picture Series on Students’ Writing Achievement”. Research Project. Strata 1 Program, Faculty of Teacher Training and Education, Pancasakti University Tegal. The first Advisor is Dra. Hj. Sri Wardhani, M.Pd and the second Advisor is Noeris Meiristiani, M.Pd

Keywords: Students’ Writing achievement, Picture Series, Procedure Text,

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The objective of this research is to find out whether using picture series is effective to be used in the teaching of writingto the eighth grade students of SMPN 2 Warureja in academic year 2020/2021.

Based on the review of related theories and theoretical framework, the research hypothesis is proposed as follows: the use of picture seriesgive positive effect to be used in the teaching of writing for the eight grade students of SMPN 2 Warureja in academic year 2020/2021.

The population of this research is all of the eighth grade students in the first semester of SMPN 2 Warureja in academic year 2020/2021. The total number of the students is315. The samples of the research were 60 students takenby using cluster random sampling. They are classified into two groups, group I consists of 30 students as experimental group who are taught by using picture series and group II consists of 30 students as control group who are taught by using without Picture Series.

Data analysis of this research is tested by using t-test. The result of computing t-ratio score is 2,053. While score of t-table at the degree of freedom (df) 58 on the level significant of 5% is 1,672. Thus, t-ratio is higher than t-table (2,053>1,672). It means that there is significant difference of students’ writing achievment between experimental group and control group. Sothe hypothesis of this research is accepted.

The conclusion of this research shows that the use of picture series is effective to be used in the teaching of writing for the eighth grade students of SMPN 2 Warureja in academic year 2020/2021.

ABSTRAK

ANGGRAENI, LENI. 2021. 1617500055: “Keefektifan Penggunaan Gambar Berseri dalam Pengajaran Menulis terhadap Prestasi Menulis Siswa”. Skripsi. Program Strata 1, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pancasakti Tegal. Pembimbing pertama adalah Dra. Hj. Sri Wardhani, Pembimbing kedua adalah Noeris Meiristiani, M.Pd.

Kata Kunci: Prestasi menulis siswa, Picture Series, Procedure Text

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Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan picture series efektif untuk digunakan dalam pengajaran menulis untuk kelas SMPN 2 Warureja tahun ajaran 2020/2021.

Berdasarkan landasan teori dan kerangka teoritis, maka hipotesis penelitian ini dirumuskan sebagai berikut: “di duga penggunaan picture series efektif untuk digunakan dalam pengajaran menulis untuk kelas VIIIA SMPN 2 Warureja tahun ajaran 2020/2021.

Populasi dalam penelitian ini adalah seluruh siswa kelasdelapan semester satu SMPN 2 Warureja pada tahun pelajaran 2020/2021 dengan jumlah 315 siswa. Sampel penelitian ini diambil 60 siswa dengan menggunakan teknik Cluster Random Sampling. Sampel dikelompokkan menjadi dua kelompok, Kelompok I terdiri dari 30 siswa sebagai kelompok eksperimen yang diajar menggunakan Picture Series dan Kelompok II terdiri dari 30 siswa sebagai kelompok control yang diajar tanpa menggunakan picture series.

Data analisis dari penelitian ini diuji menggunakan t-ratio. Hasil dari penghitungan nilai t-ratio adalah 2,053. Sedangkan nilai dari t-table pada derajat kebebasan 58 pada taraf signifikansi 5% adalah 1,672. Oleh karena itu, t-ratio lebih tinggi daripada t-table (2,053>1,672). Hal ini berarti ada perbedaan signifikan antara kelompok eksperimen dan kelompok kontrol.Dengan demikian hipotesis penelitian diterima.

Kesimpulan penelitian ini menunjukkan bahwa penggunaan picture series efektif untuk digunakan dalam pengajaran menulis untuk kelas VIII SMPN 2 Warureja tahun ajaran 2020/2021.

TABLE OF CONTENT

APPROVAL............................................................................................................ii

STATEMENT OF ORIGINALITY.......................................................................iii

MOTTO AND DEDICATION...............................................................................iv

PREFACE................................................................................................................v

ABSTRACT...........................................................................................................vii

ix

TABLE OF CONTENT..........................................................................................ix

LIST OF TABLE....................................................................................................xi

LIST OF APPENDICES........................................................................................xii

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

A. Background of the Problems.........................................................................1

B. Identification of the Problem........................................................................5

C. Limitation of the Problem.............................................................................5

D. Statement of the Problem..............................................................................5

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

F. Significances of the Problems.......................................................................6

1. Theoritical Significances...........................................................................6

2. Pratical Significances................................................................................6

CHAPTER II: REVIEW OF RELATED THEORIES, THEORETICAL

FRAMEWORK, AND HYPOTHESIS....................................................................7

A. Previous Studies............................................................................................7

B. Review of Related Theories..........................................................................9

1. Writing.......................................................................................................9

2. Picture series............................................................................................15

3. Procedure Text.........................................................................................21

C. Theoritical Framework................................................................................23

D. Hypothesis...................................................................................................23

CHAPTER III: RESEARCH METHODOLOGY.................................................24

A. Approach, Type, and Design of the Research.............................................24

B. Population, Sample and Technique of Sampling........................................27

C. Research Variables......................................................................................28

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D. Data Collecting Technique..........................................................................29

E. Research Instrument....................................................................................29

F. Technique of Analyzing Data.....................................................................32

CHAPTER IV: RESEARCH RESULT AND DISCUSSION...............................35

A. Research Result...........................................................................................35

B. Discussion...................................................................................................37

C. The Result of Data Analysis.......................................................................48

CHAPTER V: CONCLUSION AND SUGGESTION..........................................50

A. Conclusion..................................................................................................50

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

BIBLIOGRAPHY..................................................................................................53

APPENDICES.......................................................................................................56

xi

LIST OF TABLE

Table 2.1 : Rubric for Assessing Student Writing

Table 2.2 : How to Make a Glass of Coffee

Table 3.1 : Research Design of the Research

Table 3.2 : Scoring Criteria in Writing Test

Table 4.1 : The score of Experimental group

Table 4.2 : The score of Control group

Table 4.3 : The summary of calculating Mean, Median, Modus, Standard Deviation, and Variant for Experimental and Control Group

xii

LIST OF APPENDICES

Appendix 1 : The Syllabus

Appendix 2 : The Lesson Plan

Appendix 3 : Table of Deviation Standard Counting for Experimental Group

Appendix 4 : Table of Deviation Standard Counting for Control Group

Appendix 5 : T-Table

Appendix 6 : F-Table

Appendix 7 : Instrument and Answer sheet

Appendix 8 : Student Work Result at Posttest of the Experimental Group

Appendix 9 : Student Work Result at Posttest of the Conrol Group

Appendix 10 : Letter of Research Permission

Appendix 11 : Letter of Conducting

Appendix 12 : Documentation

xiii

CHAPTER I

INTRODUCTION

This chapter presents background of the problems, identification of problems,

limitation of the problems, statements of the problems, objectives of the research

and significances of the research.

A. Background of the Problems

The ability to write is very important in everyday life, not only in terms

students education but also in social life. In junior high school, students learn to

write in English to express ideas through various text types. In writing practice,

students may be faced to some challenges because students have to organize their

ideas, opinions, or response in written form.Writing skill demands creativity,

ideas, commitments, and accuracy in choosing words, then arrange the words into

sentences or paragraphs that can be understood by the readers.

Oshima and Hogue (2006: 265) state that writing is a process of creating,

organizing, writing and polishing. The first step of processing is creating ideas,

the second one is organizing ideas, the third one is making a draft, and the last one

is polishing the draft. They also point out that writing is easier to be understood by

the reader if it is well arranged. An appropriate process or strategy in learning

writing is able to make a well constructed writing product.

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Asirika (2017:243) says writing is one of macroskills that must take time to

express the ideas from object that become a topic. In order to make good

sentences, students need to involve their minds and feelings.Thats why writing is

a time-consuming activity.

The difficulty of students in conveying ideas, notion, opinions in writing in

English is still clearly seen in learning English at schools. This is not denied by

most English teachers. Various learning methods have been applied to classroom

learning. But even this obstacle is still felt by the teachers at SMPN 2 Warureja,

especially in presenting the Imperative Sentence material in the Procedure Text.

The existence of these obstacles is caused by various factors as follows: internal

factors and external factors. Internal factors include; a) low student motivation.

Students are not persistent in trying to learn English. They feel it difficult to learn

because English is a foreign language. Therefore it requires a strong will from

within. b) the difficulty of students in conveying ideas, and opinions in writing.

This can also be caused by inaccurate approaches, methods, strategies, and media

used by teachers in the learning process in class to achieve the desired learning

goals.

While the external factors include: a lack of student understanding of the

material taught by the teacher in the classroom, for example in imperative

sentence material in monologue procedure text. Students do not understand the

verb action, noun phrase, and imperative sentence structure. One of the causes of

students' misunderstanding about the things mentioned above is that when the

teacher delivers the material in the learning process in the classroom, the

3

teacherspays little attention to the use of instructional media to help students get

more concrete material concepts.

Media are very important to help students in understanding English as the

foreign language. There are many kinds of media which can be used by theteacher

in English teaching learning process, but the teacher should be selective in

choosing the media, especially in teaching English to the Junior High School

students. Rahmi (2014) claims the role of the teacher is very important in

motivating the students’ interest in English teaching-learning process and also the

relationship connection between teacher and students. In addition, Wayan et al.

(2013) say the use of media gives contribution in learning process such as making

the process of learning run effectively, and involving the students in learning

process. Furthermore, the kinds of media used still limited for students in teaching

learning process, such as; realia, picture, flashcard, course book, board and LCD.

Hence, a new kind of media was needed to be implemented in order to make the

process of learning become more innovative.

Clearly, there are many kinds of media that can be used by teacher in English

teaching-learning process to the students such as audio media, visual media,

audio-visual media and the teacher herself as a model. In this study, the writer

used pictures series as media to teach English

Using pictures is one of the ways that can be used in teaching English.

Raimes in Akbari (2008) argues that pictures can help the teachers and students in

teaching and learning vocabulary and other components of language. The pictures

are one of the solutions that can help the teachers to explain language meaning

4

and construction. For this reason, teachers can also use the picture in their activity.

One of the visual media commonly used in teaching and learning process is

pictures. Smaldino (2005) states that pictures are photogrophic (representation of

people, places, and things in the form of two dimensional that sometimes in the

form of sequential pictures). Meanwhile Wahyuni (2013) explains pictures series

is media with the use of a form of entertainment that enact a story by images

giving the illusion of continous movement. Series is a group of related things or

events. The pictures series is expected to be able to help the students in their

writing especially about procedure text, it help students prepare the ideas which

uses specific terms or vocabularies well.

The writer finds out an alternative way to create suitable and interesting

techniques related to students’ conditions. Picture series as media in teachingcan

be one of the positive ways to increase students' enthusiasm in learning English

and can be an effective medium for any proficiency level or language skill.

As the explanation above, this study investigates how the use of picture series

can improve the students’ writing skills. It is to know the students’ responses

toward the use of the picture series.Therefore, the writer conducted a research

entitled “The Effectivenesss of Teaching Writing through Picture Series on

Students’ Writing Achievement”.

5

B. Identification of the Problem

Based on the background of the problems mentioned above, the writer can

identify a problem which is related to this research as follows: “Does the use of

picture series have positive effect in teaching writing to the eight grade students of

SMPN 2 Warureja in academic year 2020/2021?”

C. Limitation of the Problem

Based on the background of the problems that arise, the writer limits the

problem focusing on the effectiveness of using picture series on students’ writing

ability. The research of the study have done at SMPN 2 Warureja.

D. Statement of the Problem

Based on the background above, the statement of the problem is: “Does the

use of picture series have positive effect on the students’ writing achievement at

SMPN 2 Warureja in academic year 2020/2021?”

E. Objective of the Research

Based on the problem formulation above, the objective of the research is to

know whether the implementation of picture series gives positive effect on

students’ writing achievement to the eighth grade students of SMPN 2 Warureja

in academic year 2020/2021.

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F. Significances of the Problems

There are two benefits of the research; they are theoritical benefits and

pratical benefits. The explanation is as follows:

1. Theoritical Significances

Theoritically, this research helps the writer to find out the alternative strategy

of teaching writing, especially in teaching writing on the eighth students of Junior

High School.

2. Pratical Significances

Pratically, for the students, it is expected the result of applying picture series

strategy can improve students’ writing achievement, especially in short essay. The

use of pictures can make students more enjoyable in learning English.

For the teacher, by considering the research, the teacher is suggested to be

more active in teaching writing. The picture may become a recommeded medium

that can be used by English teacher to teach writing.

CHAPTER II

REVIEW OF RELATED THEORIES, THEORETICAL FRAMEWORK,

AND HYPOTHESIS

This chapter presents the previous studies, review of related theories,

theoretical framework and hypothesis.

A. Previous Studies

This research had been conducted by previewing some previous studies that

focus on the use of picture series. The following studies are the previous research:

The first previous research was done by Widianto et al. (2017) entitled: “The

Effectiveness of Picture Series in Teaching Writing at the first year at SMP

Muhammadiyah 2 Kediri in academic year 2016/2017”. In their research, they

described how to improve students’ writing through Picture Series, and they used

the method on Classroom Action Research in teaching of writing improvement

through picture series. This is proved by the significant increase of the

test.According to the result of students’achievement in pre test, the total students’

score in experiment class was 906 and the mean was 45.3; meanwhile in post test

thestudents’ total score was 1051 and the mean was 52.5. It shows that the

students’ achievement of pre test is post test is higher than pre test. Based on the

result of this research, the use of picture series as teaching medium is effective

and it is able to increase the students’ interest in writing.

7

8

The second previous research was done by Roisah (2017) entitled “The Use

of Picture Series to Improve Students’ Writing Skill of grade IX-E of SMP N 8

Yogyakarta in Academic Year of 2016/2017”. It was a classroom action research.

This research used one qualitative and quantitative method. The instruments used

in this research were pretest and posttest. The qualitative data were obtained

through the classroom observation and interview. The quantitative data were

obtained through the students’ pre-test and post-test. The results of the data

analysis showed that: mean score of pretest was 61,06 mean score of posttest was

80,42. It concluded that the use of picture series to students’ writing skill of grade

Ninth E of SMP N 8 Yogyakarta was improved. Based on the data analysis above

the alternative hypothesis of this research was accepted. After conducting this

classroom action research by using picture series as media, the students were able

to arrange sentences, state a topic, make paragraph, develop ideas, and finally they

can make a text. It also meant that teaching writing using pictures as media at the

Ninth E Grade Students of SMP N 8 Yogyakarta was effective in improving

student’s writing ability.

There were the problem to be solved in this study, namely the students have

difficult to constuct the written text. The strategies which were used in the

learning process were boring. Hence, the writer tried to solve students’ difficulty

in written text through picture series as media. Picture series is effective for the

teaching of writing and picture series make students interested in writing. This

study focused on two variables. The independent variable was using picture

series, meanwhile dependent variable was teaching writing. The writer expects

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that this research had been beneficial for further research and makes readers of

this research interested in this subject of study.

The similarities between the research that had been done by Widianto et al.

with the research that will be conducted in this study is that they examine the

effectiveness of picture series in teaching writing with the same type of research

and design both use the same instrument, namely the writing test. But in the

differences the research that had been done by Roisah used qualitative and

quantitative method. The instrument used in her research were pre test and post

test. The qualitative data were obtained through the classroom observation and

interview.

B. Review of Related Theories

1. Writing

a. Definition of Writing

Writing is important not only as a skill for future success, but also as a

measure of student learning as a requirement for school advancement. Hedge

(1998:332) states, “Writing is developing a sense of audience, and drafting and

revising. In other words, writing is putting the pieces of the text together. The

tasks are designed in relation to a variety of writing puposes and iclude a range of

text-types”.

Based on Brown (2004), writing is how to generate ideas, how to organize

them correhently, how to use discourse markers and rhetorical conventions to put

them coheviency to revise clearer meaning.

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In addition, Marhum (2014) states that writing is process of transferring idea,

feeling, and thought into written from by giving more attention to the use of

language as correctly as possible.

From the definition above, the writes concludes that writing is the result of

employing strategies to manage the composing process, which is one the

gradually developing a text.So students should be asked to practice all techniques

but later focus on using those that clearly serve them best.

b. Process of Writing

A key part of success in writing for the students is about how the process of

writing happens in teaching learning. So, here the role of the students should be

done well because it can give some effects in writing practise. Suarez (2015)

explains that this process involves several steps to guide students’ from the

beginning of writing to creating a finished piece. Teachers use these steps to

provide structure and continuity in all forms of writing as follow:

1) Prewriting –Students brainstorm to generate ideas for writing. They use

charts, story webs, and graphic organizers to help develop a word list for

writing, decide the type of writing, and audience, and determine the purpose

for writing.

2) Rough draft - Students put their ideas on paper. At this time, they write

without major attention to punctuation, grammar, or neatness. Some teachers

may refer to this as a sloppy copy or rough draft. The purpose of the rough

draft is for the student to focus on his/her ideas and get them on paper without

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the distraction or fear of making mistakes in grammar, capitalization,

punctuation, or paragraph structure.

3) Peer Editing - Classmates share their rough drafts and make suggestions to

each other for improvement. They help each other understand the story by

asking who, what, when, where, why, and how questions. They look for better

words to express ideas and discuss among themselves how to make the

writing clearer.

4) Revising - Students use the suggestions from classmates to make additions or

clarify details. Students try to improve their writing on their own. The teacher

steps in at this stage and gives feedback.

5) Editing - Students work with the teacher and/or peers to correct all mistakes

in grammar and spelling.

6) Final Draft - Students produce a copy of their writing with all corrections

made from the editing stage and then discuss this final draft with the teacher.

The teacher offers the last suggestions for improvement at this point.

7) Publishing - The writing process is finally at its end. Students publish their

writing by making a copy in their neatest handwriting or using a word

processor. This is a time for students to celebrate. They may share their pieces

with the class during story time, make a class book or a personal portfolio.

Madani et al. (2020) also state that there are some the characteristic

features of good writing:

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1) Coherence

When all the supporting sentences are in good order, it means the

paragraph is based on coherence. One way to achieve coherence is through

the use of transtional signals. They are expression like first, second,

moreover, however and so on.

2) Cohesion

When a paragraph has cohesion, all the supporting sentences

connect to each other in their support of the topic sentence. The methods

of connecting sentencesto each other are called cohesive device there are

connectors, definite article, personal pronouns, and demonstrative

pronouns.

3) Unity

When all the supporting sentences arerelated to the topic sentence,

in this case the paragraph has unity. If a paragraph has a sentence, which is

not related to the topic sentence, it is irrelevant sentence and it has to be

omitted.

c. The Type of Writing Performance

Brown (2004:220) said that there arefour categories of written performance

that capture the range of written production are considered here. The category has

three skills, but these categories, as always, reflect the uniqueness of the skill area.

13

1. Imitative

This category includes the ability to spell correctly and to perceive phoneme-

grapheme correspondences in the English spelling system. It is a level at which

learners are trying to master the mechanics ofwriting. At this stage, form is the

primary if not exclusive focus, while context and meaning are of secondary

concern.

2. Intensive (controlled)

This category is beyond the fundamentals ofimitative writing areskills in

producing appropriate vocabulary within a context, collocations and idioms, and

correct grammatical features up to'the length of a sentence.

3. Responsive

At this level, form-focused attention is mostly at the discourse level, with a

strong emphasis on context and meaning. Assessment task requie learner to

connect sentences into a paragraph and create a sequence of two or three

paragraphs.

4. Extensive

In this category, the writer focus on a purpose, organizing and developing

ideas logically, using details to support or illustrate ideas, demonstrating

syntacticand lexical variety, and in many cases, en-gaging in the process of

multiple drafts to achieve a final product.

d. The Assessment of Writing

A teacher has his/her role in teaching writing to help students to become

better writers. Brown (2004:218) says that writing is no simple task. As

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youconsider assessing students' writing ability, as usual you need to be clear about

your objective or criterion.

Fadhlyet al. (2017) state that In writing, there are many kinds of compotion

that can be produced such as paragraph and essay. Paragraph is a group of related

sentences which develop main idea of the topic. In paragraph there are three

structure that can be written in a paragraph. Oshima et al. (2006) suggest that the

three of paragraph are: topic sentences, suporting sentences, and concluding

sentences. So, a good paragraph is a paragraph which contains the three structures

of paragraph. In relation to the previous explaintion, there are some aspects that

should be considered in writing paragraph and essay. Those aspects are: Content,

Organization, Vocabulary, Grammar Mechanics.

Table 2.1Rubric for Assessing Student Writing

Maximum score

Actual score

Format -5 points

There is a title.The title is centered.The first line is indented.There are margins on both sides.The paragraph is double-spaced. Total

11111

5Mechanics-5 points

There is period, a question mark, or an exclamation mark after every sentence.

Capital letters are used correctly.The spelling is correct. Total

1

225

Content-20 points

The paragraph fits the assignment.The paragraph is interesting to read.

55

15

The paragraph shows thought and care. Total

1020

Organization-35 points

The paragraph begins with a topic sentence that has both a topic and a controlling idea.

The paragraph contains several specific and factual supporting sentences that explain or prove the topic sentence, including at least one example.

The paragraph ends with an appropriate concluding sentence.

Total

10

20

5

35

Grammar and sentence structure-35 points

Estimate a grammar and sentence structure score. Grand total

35

Adapted from Oshima and Hogue (2006:315)

2. Picture series

a. Definition of Picture Series

Picture is a visual representation of a person, object, or scene, as a painting,

drawing, photograph, etc. picture can be good stimulus of speaking, but the

picture must be based on the students’ ability. The picture can contain an activity,

have a certain idea and purpose, meaningful and show certain situational context.

Brown (2004:151) said that picture is designed to elicit a word or a phrase;

somewhat more elaborate and "busy"; or composed of a series that tells a story or

incident. In addition, according to Harmer (2001:136), picture can also be used

for creative language use whetever they are in a book or on cue cards, flashcards,

or wall pictures.

Picture series is several or sequence events, actions or steps that come in

photographic representation of people, places, and things and happened one after

16

the other. This medium fulfills the principles of using media issued

(Degeng:2001). Media which can be used to make the students learn more easily

and the teacher teaches easily is the main part of the learning process. In addition,

Wright (1997) states that picture series are pictures, which show some action or

event in chronological order. According to him, picture series can be used to

depict a process how to make something.

It can be concluded that clear understanding that picture series is sequence of

picture used to visualize students abstract ideas into their visual ideas. Because of

picture sequence, students can get ideas easily from that picture series. Students

then follow and tell a story based on what they see on pictures.

b. Procedure of Using Picture Series

The use of the picture-series for language learning is very important in the

classroom and make the students interested.

The steps of using picture in learning strategy are as follow:

1) The writer gives a goal of the procedure text.

2) The writer pepares 5-6 pictures according to the purpose of the procedure.

3) The writer sticks the pictures on the whiteboard or display through projector.

4) The writer makes groups that each consists of 4 students.

5) The writer teaches material of the procedure text

6) The writer gives a guidance and an opportunity to each group to observe and

analyze the picture series.

17

7) The students write the result of discussion from analysis picture on piece of

paper.

8) The writer gives an opportunity for each group to present the result of

discussion.

9) Based on students’ presentation, the writer gives feedback.

10) Close of learning

How to Make a Glass of Coffee

Materials nnd Ingredients:

– 2 spoons of sugar

– 1 spoon of coffee powder

– hot water

– a cup

– a spoon

Instructions:

Table 2.2 How to Make a Glass of Coffee

First, boil the water.

18

Second, take two spoons of coffee and two spoons of sugar, put into a glass.

Next, pour the hot water into a glass.

Then, stir it gently.

Finally, your coffee is ready to drink.

Taken from http://britishcourse.com

19

Furthemore, many experts believe that picture series have many advantages.

Harmer (2001:134) pointes out six uses of picture series as visual aids in language

teaching. Firstly, Harmer states that picture series is used for drilling. It is useful

for drilling grammar, sentences, and practice vocabulary. Secondly, the use of

picture series is for communication. It provides variety of communication

activities in classroom. Thirdly, Harmer says that picture series is used for

understanding. Student will get their understanding about people or objects, even

series of instruction to do something by seeing the picture. It is also easy to check

students’ understanding by giving them a question and ask them to choose the

picture as answer. Fourtly, picture series is used for ornamentation. It means that

picture series can be an aid to appeal students’ interest. Next, the use of picture

series is for prediction, picture series show the stories of activities; it can help

students to guess what is happening or doing in the picture. The last is for

discussion there are many questions which occured in the picture series.

Based on theories above, it can be concluded that the use of picture series in

classroom is effective because many advantages can be taken. Especially, the goal

of teaching learning process can be easier to reach.

c. Teaching Writing Procedure Text Through Picture Series

According to Harmer (2001:134), teachers have always used pictures or

graphics- whether drawn, taken from books, newspaper and magazines, or

photograps- to facilitate learning. Picture can be in the form of flashcards

(smallish cards which we can hold up for our students to see), large wall pictures

20

(big enough for everyone to see details), cue cards (small cards which students use

in pair or groupwork), photographs, or illustrations (typically in a textbook). Some

teachers also use projected slides, images from an overhead projector, or projected

computer images. Teachers also draw pictures on the board to help with

explanation and language work. Harmer, (2001:136) says the choice and use of

picture is very much a matter of personal taste, but we should bear in mind three

qualities they need to possses if they are to engage students and be linguistically

useful.

It can be concluded that, to connect set of illustrations, for good selection and

display, the teacher must:

a) make the title and caption.

b) link pictures. Setting and subject from picture to picture.

c) if book or magazine illustrations are copied, should be left out.

d) the picture themselves should be the same size.

In this activity, students are able to convey their ideas to speak and then they

write at every meeting. The students are expected to be able to improve English of

teaching writing ability, motivation and self-confidented, and loving the English

in school or outside of school.

The writer chooses the medium of picture series is one of the best alternative

improve students’ writing ability, and to get their attention. The picture series for

the students can make easily to explanation and make the students confidence to

study in a classroom.

21

d. Advantages and Disadvantages Picture Series

There are some advantages and disadvantages of using picture series in

teaching writing (Puspitaloka, 2016) namely:

1) Advantages of using Picture series

a. Overcoming lacking of vocabulary. Picture series can promote many

vocabularies for he students. We know that the action on the picture

and other details of the picture, of course can add the new vocabularies

for them.

b. Reducing grammatical mistake. From the picture series the writer can

mention some action verbs and ask the students to make the sentences

based on the words in the past form.

c. Generating idea organization. Some students often think that it is hard

to get an idea to build their sentence. So, the students do not get stuck

in the middle of writing because they know what they should do first,

after, and then, and so on.

2) Disadvantages of using Picture series

a. The size is very limited for big audience.

b. Because picture series only focus on sense of sight.

c. It can make the students uncreative because picture series consist some

sequence of picture series without thinking creatively.

d. Picture series are only used to beginner.

22

3. Procedure Text

a. Definition of Procedure Text

According to Hammond (2003:17), a procedure text is a text that is

designed to describe how something works or how to use

instruction/operation manual or texts that instruct how to do a particular

activity with human behavior. Meanwhile, Andiana (2017) states procedure

text is a text that tells about how to do steps-by-step guide so that students

can achieve a specific goal, procedure can be either written or oral (spoken).

Emily et al. (2014) add that procedure text is the text containing the

procedures, processes, means or steps of make/do (operate) something.

b. The Generic Stucture of Procedure Text

The generic structure of the text procedure text as follow:

- Goal : It contains the purpose of the text.

- Material or ingredient : It contains of the materials used in the process.

- Step : It contains of the steps to make something or

operational manual how to do in the goal.

c. The Language Feature of Procedure Text

In the procedure text, we use:

- simple present tense

- adverb of sequence/temporal conjunction (e.g: first, second, third, the last)

- command/ imperative sentence (e.g : put, cut, . . . )

23

- adverbials (Adverbs) to express detail the time, place, manner accurate

(e.g: for five minutes, 2 hours, ...)

- action verbs (e.g: make, take, turn, ..)

C. Theoritical Framework

Based on the theories that have been explained above, the writer formulated

the theoritical framework as follows:

1. Teaching writing by using picture series will make students enjoyable and

motivated to learn writing.

2. Writing achievement is one of the productive skills that can be affected by

some factors in teaching; one of them is the teaching technique like using

picture series.

3. Medium of the picture series in writing ability will make the students more

active and creative in learning writing because they have to give their ideas

on the writing.

D. Hypothesis

Based on the frame of thinking and related theories which have been

explained above, the writer formulates the hypothesis as follows:

Ha : There is positive effect of using picture series on students’writing

achievement of the eighth grade students at SMPN 2 Warureja.

24

Ho : There is no positive effect of using picture series on students’ writing

achievement of the eighth grade students at SMPN 2 Warureja.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a methodology whichconsists of several sections. They

areapproach, type, design of the research, population, sample and technique of

sampling, research variables, data collecting technique, research instrument, and

technique of analyzing data.

A. Approach, Type, and Design of the Research

1. Approach of the Research

The approach of this research is a quantitative research.Cresswell (2014:86)

says quantitative research is an interrelated set of constructs (orvariables) formed

into propositions, or hypotheses, that specify the relationship among variables

(typically in terms of magnitude or direction). Quantitative approach uses

many numerical data, such as data collection, data interpretation

and the appearance of the result. The writerapplied experimental

research as the method of the research. The writer compared two groups of

experimental group and control group to get the data. After giving treatment to the

experimental group, the writer gave a test to see the students’ achievement in

writing. This approach made the writer easier in analyzing the findings of the

research by providing numerical data of the effectiveness of teaching writing

through picture series.

25

26

2. Type of the Research

The writer used two-group design in this research. The writer divided

sample into two groups. One group is an experimental group and the other

is the control group. The experimental group had been taught by using

picture series in group working technique and the other group had been

taught without picture series.

3. Design of the Research

In this researcher the writer used experimental research as the method

and is a part of quantitative research. “Experimental research is a research

which can be used to find out the effect of particular treatment toward the

student as a subject of the research (independent variable) and also to

examine the the relationship between two variables or more” (Sugiono,

2011:72).

In this research, the samples were taken by using cluster random sampling.

The writer took 60 students from two classes.Every group consists of

30 students as samples. The first group is called experimental group and the

second group is called control group. The first class is experimental group that

was taught by using picture series. The writer got class VIII A as the experimental

group. The second class is control group that was taught without picture series.

The control group was class VIII B. Because of the pandemic, the experimental

27

group and the contol group were divided into two group. Every group consists of

15 students.

The writer only used the post test. The students’ writing achievement was

measured after the treatment. The writer gave them the post-test in the end of the

research. It isto know their writing achievement after getting the treatment.

The writer taught the students based on the materials in the syllabus or

curriculum. In the learning activities, the groups had been given the same

treatment, such as the materials, time allotment, tests and so on. The

differences are the medium and the technique used to teach. Each group

was treated in 60 minutes for each meeting. The writer was teachedthe

students for 8 meetings. In the last meeting, the writer gave the students a

writing test. Result of the test becomes data for the writer to know whether

there are the differences or not.

In this design, the writer is most interested in determining whether the

two groups are different after the treatment and the writer compared them

by testing for the differences between the means using a t-test. In this

research, the writer find out whether the use of picture series gave the

positive effect on the students’ writing achievement between the students

who are taught by using picture series and those who are not taught by

picture series.

Table 3.1 Research Design of the ResearchGroup Treatment Posttest

Experimental Group Treated by using picture series in group working

technique

Written Test: writing a

procedure text with available

28

outline based on the picture series

Control Group Treated without picture series

Written Test: writing a

procedure text with available

outline based on the picture series

B. Population, Sample and Technique of Sampling

1. Population

Population is a set of all elements possesing more atributes of interest

(Arikunto, 2006:108). The population in this research is the eighth grade

students of SMP N 2 Warureja. Population is important in conducting

research because population refers to the subject of the investigation.

No. Class Total1 VIII A 322 VIII B 313 VIII C 304 VIII D 325 VIII E 316 VIII F 327 VIII G 328 VIII H 319 VIII I 3210 VIII J 32

Total 315

2. Sample

In this research, the writer used cluster-random sampling to choose

sample of the research. It is the sampling technique which is used to take the

29

object of the research from the large population. Furthermore, samples are

chosen randomly (Sugiyono, 2013:120). Based on the population, the writer

took two classes as sample of this research. The number of first class is 30

students as the experimental group which were taught by using picture series

and the second class is 30 students as control group which was taught by

using without picture series.

3. Technique of Sampling

Sampling is a technique to take a sample (Sugiyono, 2013:74-78). In this

research, the writer used random sampling technique. Random sampling is a

technique to take sampling randomly.

The writer chose two classes from eighth grade then divided them into

two groups. One class was as the experimental group and other class was as

the control group. Each group consists of same population that is 30 students.

The writerwas used this technique because all students in eight grades as the

population have same opportunity as the samples.

C. Research Variables

Sudjana (2015:23) explains that variable is characteristics of individual,

object, indication, incident, or event, which can be measured in quantitative or

qualitative. The variable of the research distinguishable as two categories;

independent variable and dependent variable.

There are two variables; independent variable and dependent variable.

Independent variable is treatment variable or variable that is intentionally

30

manipulated to know its effect to the dependent variable, while dependent variable

is variable that is caused or responded by independent variable.

Based on the explanation above, the writer states variable in this research as

follows:

a. Independent variable : the use of picture series

b. Dependent variable : students’ writing achievement

D. Data Collecting Technique

The data of the research were gained from the instrument of the research that

is English writing test. The test was givento the experimental and control groups.

The results of the test then were calculate by using T-test.

Brown (2004:3) states that test is method of measuring a person ability,

knowledge, or performance in a given domain. The writer was given the treatment

for the students experimental group who are thaught by using picture series. The

students who are the control group was taught by using without picture series. The

writer was given the treatment for the students to get the data about their writing

achievement.

E. Research Instrument

The essence of the instrument is to measure the research variable. Sudjana

(2015:52) states that research instrument is a tool or manner for getting the need

of data.The data are reliable if we choose the right instrument. There are some

instrument in research such as test, quesioner, observation, and interview.

31

In this research, the writer used writing test as the instrument of the research.

Writing test is used to know the students’ writing ability and it is used to know the

result of the research after the student is given treated by using picture series.

After the test is caried out, the result of the students work are obtained,

then measured using instrument that have been made. The result of students work

are assesed based on five aspects, namely spelling, grammar and vocabulary, the

clarity of meaning, ideas relationship between paragraps, and punctuation.

Following are the assessment guidelines for writing a text.

Table 3.2 Scoring Criteria in Writing Test

Aspect of Writing

Score Criteria

Spelling

4321

The text has no mistake in spellingThe text has 1-2 mistakes in spellingThe text has 3-4 mistakes in spellingThe text has more than 4 mistakes in speliing

Grammar and vocabulary

4321

True and correctSometimes less precise but doesn’t affect the meaningLes precise and influence the meaningDifficult to understand

The clarity of meaning

4321

Very clear and very effectiveQuite clearly and effectivelyClear but not effectiveLess clear

Ideas relationship

between paragraphs

4331

It is clearClear enoughLess clearIt is not clear

Punctuation

4321

The text has no mistake in punctuationThe text has 1-2 mistakes in punctuationThe text has 3-4 mistakes in punctuation The text has more than 4 mistakes in punctuation

Adapted based on the writer’s need from Brown (2004:39)

The total maximum score can be formulated as follow:

32

Total score = Total¿ x 2 x 10 ¿7

1) Validity of test

A good instrument must fulfill requirements, that is valid and reliable.

According to Arikunto (2010:211) a test is said valid if it measure what actually

intended to measure. There are three kinds of validity such as construct validity,

content validity, and correlation validity. In this research, the result had been valid

if the instrument has been tested in accordance with the material being taught

based on content validity.

Content validity was used because the instruments deals with the topic

in syllabus at ninth grade. Meanwhile, construct validity was used because

the topic in the instrument measured each aspect in the specific

instructional objective in lesson plan. In other words, the test was to

measure the ability to write a text.

The research instrument had been measured using contents validity

and construct validity. Based on the description above, it had been valid

because it deals with the topic in syllabus of SMPN 2 Warureja, and the

topic in instrument measured each aspect in the specific instructional

objective in lesson plan.

2) Reability of test

According to Brown (2004), a reliable test is consistent and dependable.

Realiability refers to the consistency of the test scores. That is how consistent test

score or other evaluation results from measurement to another. A test is reliable if

33

the same test is given twice to the same group of students. The performances of

each students were given little variation.

An item is considered to have a good difficulty level if it is not too easy or

too difficult for the studets, so they can answer the item. If a test contains many

items which are too difficult or too easy, it can not be used as a good means of

evaluation.

The reliability of the test shows the stability of the test score when test is

used. In this research here, the test is reliable because the tool of measurement can

give the illustration that shows the consistency and stability of the characteristic

from the experiment.

F. Technique of Analyzing Data

After collecting data, the next step is analyzing data. Data analysis is

the important step in a research. Data analysis leads the result of study

and also the conclusion to show the difference on students’ writing ability.

According to Arikunto, there are three steps to analyze data in this

research. They are:

1) Mean

Mean is the average score from all of scores which devided the frequency of

students (Sudjana, 2015: 138). The formula of mean as follows:

X = ∑ Xn

Note:

34

X = Mean

∑ X = Total score

N = The number of sample

2) Median

Median is the mid point of score from the data of research. (Sudjana,

2015:138).

3) Modus

Modus is the score of the data which often appear or the score which has

highest frequency (Sudjana, 2015: 138).

4) Standard Deviation

Arifiani (2010:34) said that it is a statistical technique which is used to

explain the homogenity of group.

SD: √∑ (X−X )2

n−1

Where:

X = mean

(X-X¿2 = definition of mean quadrate

N = number of student.

5) The Deviation Standard combination

35

According to Arifiani (2010:35), the deviation standar combination has

formula as follows:

S2 = (n1 ) S1+(n2−1 )S2

22

n1+n2−2

While:

S2 = combined variable

S12 = standard deviation of group 1

S22 = standard deviation of group 2

n1 = number of students group 1

n2 = number of students group 2

6) The formulation of T-test

t = x1−x2

x√ 1n1

+ 1n2

Where:

T = value of t arithmatics (to)

x1 = mean of the first group

x2 = mean of the second group

S = combines variance

n1 = number of group 1

n2 = number of group 2

If the data has been measured by t-test and the result has been consultated to

t-table, it can be known whether the hypothesis is accepted or refused.

36

Hypothesis of the research had been accepted if t-test is higher than t-table

(null hypothesis is refused).

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

A. Research Result

The research was conducted from August10th–October 5th 2020 for 8

meetings with the steps that were treatment and posttest. The writer used two-

group design, so there were two classes taught.In this research, the samples

were taken by using cluster random sampling. The writer took 60

students from two classes that are similar in score. Every group

consists of 30 students as samples. The first group is called experimental

group and the second group is called control group. The first class is

experimental group that was taught by using Picture series. The writer got

class VIII A as experimental group. The second class is control group that

was taught by without picture series. The control group was class VIII B.

Because of pandemic, experimental group and contol group were divided two

groups, every group consisted of 15 students.

Both the experimental group and control group were taught with the

same English material by using different media. The experimental group was

taught by using picture series, whereas the control group was taught by using

without picture series.

37

38

1. Implementation

The first meeting was conducted on August 10th 2020. The writer gave

the procedure text material including definition of the procedure text,

generic structure and language feature. Then, the writer gave the procedure

text“how to make acup of tea”.

The second meeting was held on August 18th 2020. The writer also

gave tenses related to procedure text, namely simple present tense. Then,

the students were asked to make some sentences related to the tenses.

The third meeting conducted on August 24th 2020. The writer provided

text “how to operate handphone”for students to read and analyze the

generic structure and language features independently.

The fourth meeting was conducted on August 31th 2020. The writer

reviewed the last material and explained about punctuation, spelling,

labelling stages and the others.

The fifth meeting was conducted on September 7th 2020. The students

prepared their own text procedure “how to make fried potatos” . After that,

the students were asked to practice writing of their own text. However,

the writer checked the students’ writing while they were practicing to

write the procedure text.

The sixth meeting was conducted on September 14 th 2020.The

students were asked to create a new text “how to make a glass of coffee”

by using picture series by paying attention to the correct grammar that had

39

been explained in third meetingnamely generic structure, language

structure including tenses, punctuation, conjunction, pronoun and others.

The seventh meeting was conducted on September 21th 2020. The

students exchanged text that had been made at the fifth meeting and they

read and asked each other’s question. The answers to the questions were

then collected to add their respective texts. In the end of the activity, the

students revised the result of their writing.

The eighth meeting was conducted on September 28th 2020. The

students did posttest for 60 minutes of leeson to determine the extent to

which students’ abilities improved.

2. Post Implementation

As the post implementation, the writer gave the students a test to

collect the data. The test form is writing test. The writer used the writing

test that was given to the sample of the research. The type of the test was

essay which consists of 20 questions with 3 parts; those are matching the

pictures, arranging the jumbled sentences and creating the procedure text.

The students were given 60 minutes to do the test.

B. Discussion

In this research the writer used writing test to calculate data. The

type of test was essay consisting of 20 questions. The students were given

60 minutes to do the test. The sample of the research was taken from the

VIIIA and VIIIB of SMPN 2 Warureja. The sample consists of 60 students

40

that were divided into two groups. Each group consisted of 30 students.

Because of pandemic, every group was divided into two groups consisting

of 15 students. The two groups were taught the same material with the

different teaching media. The first group was taught by using picture series

as media in the teaching of writing and the second group was taught

without using picture series as media. At last, the result of writing test

between the experimental group and the control group were compared to

check whether students who were thaught by using picture series as media

got better writing score than students who were taught without using

picture series as media.

1. First Group (Experimental group)

Table 4.1 The post test score of experimental groupNo. Name Gender Score1 Student 1 M 69

2 Student 2 F 83

3 Student 3 F 83

4 Student 4 M 86

5 Student 5 F 75

6 Student 6 M 72

7 Student 7 F 95

8 Student 8 F 92

9 Student 9 F 83

10 Student 10 F 78

11 Student 11 M 78

12 Student 12 F 80

13 Student 13 M 86

14 Student 14 M 66

15 Student 15 F 92

41

16 Student 16 F 98

17 Student 17 M 80

18 Student 18 M 89

19 Student 19 F 89

20 Student 20 M 72

21 Student 21 M 89

22 Student 22 M 80

23 Student 23 F 75

24 Student 24 M 75

25 Student 25 F 86

26 Student 26 F 75

27 Student 27 F 83

28 Student 28 M 98

29 Student 29 F 86

30 Student 30 M 71

∑ 2464

a. Computing Mean (X̄ )

In which: ∑ X1 = 2464

n1 = 30

X̄1=∑ X1

n1

=246430

=82, 1

b. Computing Median (Me)

42

66 69 71 72 72

72 75 75 75 75

78 80 80 80 83

83 83 83 86 86

86 86 89 89 89

92 92 95 98 98

The middle score of data above is in fifteenth and sixteenth. Therefore,

the median is 83.

Me1

=83+832

=1662

=83

c. Computing Modus (Mo)

Modus is the score of the data which often appear.

Mo1 = 75, 80 and 86

d. Computing Standard Deviation (SD)

SD1 = √∑ ( x i−x1)2

n1−1

= √2081 ,530−1

= √2081 ,529

= √71 ,776= 8,472

The variant of Experimental Group:

43

(S1)2 = (SD1)2

= (8,472)2

= 71,775

2. Second Group (Control group)

Table 4.2 The post test score of Control groupNo. Name Gender Score1 Student 1 M 69

2 Student 2 M 72

3 Student 3 M 71

4 Student 4 M 80

5 Student 5 M 75

6 Student 6 F 89

7 Student 7 M 78

8 Student 8 F 92

9 Student 9 M 78

10 Student 10 F 92

11 Student 11 M 63

12 Student 12 F 92

13 Student 13 F 92

14 Student 14 M 75

15 Student 15 M 75

16 Student 16 M 57

17 Student 17 F 80

18 Student 18 M 78

19 Student 19 M 78

20 Student 20 M 75

21 Student 21 F 65

22 Student 22 F 83

23 Student 23 M 72

24 Student 24 F 83

44

25 Student 25 F 80

26 Student 26 M 72

27 Student 27 F 78

28 Student 28 F 83

29 Student 29 M 72

30 Student 30 F 80

∑ 2329

a. Computing Mean (X̄ )

In which: ∑ X2 = 2329

n2 = 30

X̄2=∑ X 2

n2

=232930

=77 ,6

b. Computing Median

57 63 65 69 71

72 72 72 72 75

75 75 75 78 78

78 78 78 80 80

80 80 83 83 83

89 92 92 92 92

The middle score of data above is in fifteenth and sixteenth. Therefore,

the median is 78.

Me2

=78+782

45

=1562

=78

c. Computing Modus (Mo)

Modus is the score of the data which often appear.

(Mo2) = 78

d. Computing Standard Deviation (SD)

SD2 = √∑ ( x i−x2)2

n2−1

= √213730−1

=√213729

= √73 ,69= 8,585

The variant of Control Group:

(S2)2 = (SD2)2

= (8,585)2

= 73, 702

Table 4.3The summary of calculating Mean, Median, Modus, Standard Deviation, and

Variant for Experimental and Control Group

Sample Mean Median Modus Standard Deviation VariantExperimental Group 82,1 83 75,80,86 8,475 71,775

Control

Group77,6 78 78 8,585 73,702

3. Pre Analysis Testing

46

The writer conducted pre analysis testing by using homogeneity test.

Homogenity test is used to know that two or more groups of sample come

from the same population (Arikunto:2010). The purpose of homogeneity

testing is to know whether there is belong to the same characteristicor not.

a. Homogeneity Test

According to Arikunto (2010:363), homogentity is the condition of the

samples variance from the ame population. The aim was to find whether there

is significant difference mean between the samples. In this research, the writer

took score of mid test to know the homogenity of sample distribution. The

samples is told homogenous if the value of F-test (Fo) is lower than F-table (Ft)

(Ft > F0). It means there is no significant different mean between the samples.

To find out the homogeneity of the samples could be calculated as follow: Sz2

Sx

2 = √ n.∑ x2−(∑ (x )2

n(n−1 )

=

√30 x180539−(2309)2

30(29 )

=

√5416170−5331481870

=

√84689870

47

=

√97 , 34

= 9,86

Sy

2 = √ n.∑ y2−(∑ ( y )2

n(n−1)

=

√30 x153537−(2143 )2

30(29 )

=

√4606110−4592449870

=

√13661870

=

√13661870

=

√15 ,70

= 3,96

To examine the homogeneity of the samples, F-test formula is used as

follows:

48

F =

HigherSLowerS

=

9 , 863 , 96

= 2,49

From the calculation above, it is known that the F0 was 2.49Then the writer

consulted into Ft with 5% significant level and the df (n1) 1 and df (n2) 58.

The writer found that the Ft was 4.01. It proves that the result of the F-table

was higher than F-test (4.01>2.49) . It means that there is no significant

different mean from both of group, in other words the samples were

homogeneus.

4. Hypothesis testing

To answer the formulation of problem that was proposed in this researh

the writer calculate the data to identify the significant differences between

two groups of research sample.

From the data; the mean medium, modus and standard deviation above, the

united varians (S2) could be calculated as follows:

The formulas as follow:

S2=(n1−1)S

12+ (n2−1 ) S22

n1+n2−2

In which:

49

S2 = United Variant

S1 = Deviation standard of group 1

S2 = Deviation standard of group 2

n1 = Number of sample of group 1

n2 = Number of sample of group 2

From the data, the writer finds united variant of two groups. It can be seen as

follows:

S2=(n1−1)S

12+ (n2−1) S22

n1+n2−2

=(30−1 )71 , 775+(30−1 ) 73 ,70230+30−2

=(29 ) 71 ,775+(29 )73 ,70258

=2081 ,475+2137 ,35858

=4218 ,83358

=72 ,7385

S=√72 , 7385=8 ,529

To continue the hypothesis of the research, t-test formula is used as

follow:

The formula is as follows:

t =

X1−X2

s √ 1n1

+ 1n2

50

In which:

t = t-ratio

X1 = Mean score of group 1

X 2= Mean score of group 2

S = Combined variants

n1 = The number of group 1

n2 = The number of group 2

From the data, the writer finds t-ratio of two groups. It can be seen as

follows:

t =

X1−X2

s √ 1n1

+ 1n2

t =

82 , 1−77 , 6

8 ,529√ 130

+ 130

t =

4,58 ,529×0 ,257

51

t =

4,52, 1919

t = 2,053

C. The Result of Data Analysis

From the statical computation with t-test, the result of the test is 2,053

Then the writer consults it to t-table with 5% significance and degree of freedom

(df) 58 obtained 1,672. It proves that the result of the test is higher than t-table.

Null hyphothesis (H0) is not accepted, while the hyphotesis of the research H1 is

accepted. It means writer formulates the hypothesis as follow:

H1 : There is positive effect of using picture series on students writing

achievement of the eighth grade students at SMPN 2 Warureja.

H0 : There is no positive effect of using picture series on students

writing achievement of the eighth grade students at SMPN 2 Warureja.

From the result, the writer concludes that there is significant different

treatment the eighth grade students between the students who were taught by

using picture series and the students who were taught without using picture series.

It can be seen from the mean from the each group, in which the mean of the

experimental group was 82,1 while the control group was 77,6. Then the writer

checked the result of the t-test by consulting the t-value and the writer obtained

52

(1,672) with the criticcal value off 5% level of significance. After consulting with

the critical value in the t-table, the t-value proves that is was higher than the

critical value. So the hyphotesis of the research saying that “there is significance

different between the students who are taught without picture series” is accepted.

Morever, it means that using picture series can give a positive effect to students’

English writing achievement of the eighth grade students of SMPN 2 Warurejain

academic 2020/2021.

After conducting the research, the writer found thatthe studentsin the

experimental group learnt with the use of picture series as media had better

writing achievement. Picture series which are used as media to teach procedure

text in using picture series were taken from books, newspaper and magazines, or

photograph- to facilitate learning. Projected slides, images from an overhead

projector, or projected computer images can be used as well. We should bear in

mind three qualities they need to posses if they are to engage students and to be

linguistically useful. The students are able to convey their ideas to speak and then

they write at every meeting.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion based on the research

findings.

A. Conclusion

Picture is a visual representation of a person, object, or scene, as a

painting, drawing, photograph, etc. Picture can be a good stimulus of

speaking, but the picture must be based on the students’ ability. The picture

can contain an activity, have a certain idea and purpose, be meaningful and

show certain situational context. It is found that students were not able to

convey ideas, notion, opinions in writing. To help students to cope with their

difficulties, the writerused picture series as media to teach. Picture series are

used as media to teach procedure text.

Harmer states that picture series is used for drilling. It is useful for

drilling grammar, sentences, and vocabulary practice.The writer provided text

for students to read and analyze generic structure and language features.

From the picture series the writer can mention some action verb. The writer

gave picture series to analyze tenses related to procedure text, namely simple

present tense. Then, the students were asked to make some sentences related

to picture series. It can train the students to arrange the good sentences.

Moreover, the students do not get stuck in the middle of writing because they

know what they should do first, next, after, and so on.It also makes the writer

53

54

overcome the students’ lacking on vocabulary. Picture series can promote

many vocabularies for the students. We know that the action on the picture

series and other details of the picture can add new words for them.

Based on the results of the data analysis and research findings, the

writer concluded that thestudents of experimental group and control group

relatively have equal writing achievement level before getting the treatment

of using picture series in teaching writing. It could be seen by the results of

final test betweenthe two groups.

Based on the analysis, the result of the t-test (t0) is2,053. It is consulted

with t-table (t1) on the significant level (α) of 5% and the degree of freedom

(df) of 58, so t-table (t1) obtained is 1,672.It proves that the result of t-test is

higher than t-table (2,053>1,672). Therefore, the hyphotesis of the research is

accepted. It means that students who are taught by using picture series get

better writing achievement than students who are not taught by using picture

series.In conclusion, picture series as media could be used by English

teachers as one of the appropriate teaching media of writing to the eighth

grade students of SMP N 2 Warureja in academic years 2020/2021.

B. Suggestion

Based on the result that has been reached, the writer tries to give some

suggestions which can be done to support this research. Here are the

suggestions:

55

1. For the English teachers:

Inorder to improve the students’ writing ability, it is important to

teach the students with media to get maximum result. Picture series can

be one of good media that can be used in the teaching and learning

process of writing. They can stimulate the students’ ideas and improve

the students’ motivation in learning writing. Because of the reasons, it is

advisable for the English teachers to use picture series as mediain the

process of teaching and learning writing.

2. For the students:

Students’ writing skill after having taught using picture series

improved as well as their motivation to learn English. They could

understand towrite procedure text. Therefore, picture series can increase

students’ writing achievemnet.

3. For the next researcher:

At the end, the researcher realize that motivation is strongly related

to achievement in learning process especially in writing achievement.

The students with high motivation usually succedd to get high

achievement in their study. Students with low learning motivation tend to

be lazy to improve their study. They like to be passive students in the

class. This make their achievement lower. Therefore, the students with

high motivation have higher writing achievementthan those students with

low motivation.

56

BIBLIOGRAPHY

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Arikunto, Suharsimi.2006. Prosedur PenelitianSuatu Pendekatan Praktik. Jakarta:Rineka Cipta

Asirika, D. (2017). Teaching Writing Narrative Texts by Using The Pictures of Pop-up Book as a Media to Junior High School Students. Journal of English Language Teaching Study Program of FBS Universitas Negeri Padang, 6(1), 243. Retrieved from http://ejournal.unp.ac.id/index.php/jelt

Brown, H. D. 2004. Language Assessment: Principles and Classroom PracticeCalifornia: Longman University Press.

Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language Pedagogy, Second Eddition. New York: A Person Education Company.

Cresswell, John. W. 2014. Research Design: Qualitative, Quantitative and Mixed Methods Approaches: Fourth Eddition. Thousand Oaks, CA: Sage Publications.

Degeng S. Nyoman. 2001. Media Pembelajaran Menuju Pribadi Unggul Lewat Perbaikan Kualitas Pembelajaran di Perguruan Tinggi. Lembaga Pengembangan Pendidikan dan Pembelajaran: Universitas Negeri Malang

Eko Wahyu Widianto. (2017). The Effectiveness of Series in Teaching Writing at The First Year at SMP Muhammdiyah 2 Kediri in Academic Year 2016/2017. The Faculty of Teacher Training and Education, 2(1), 8. Retrieved from https://pdfs.semanticscholar.org/c981/61220f833b7dbb1c5b1c8bba51063e302d26.pdf

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Emily, P., & Mclaughlin, T. F. (2014). International Journal of English and Education, 3(2), 581–584. Retrieved from http://ijee.org/yahoo_site_admin/assets/docs/8_eva.162154357.pdf

Fadhly, M., & Abbas, F. (2017). Assessing and Evaluating Efl Learners’ Ability in Writing Academic Essay, 5, 2017. Retrieved from http://ejournal.unp.ac.id/index.php/selt/article/download/8013/6115

Hammond. 2003. Text types in English Australia. Macmillan Education Australia Pty Ltd.

H.Douglas Brown. (2000).Teaching by Principles An Interactive Approach to Language Pedagogy (Second). San Fransisco, California: White Plains, NY: Longman.

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http://britishcourse.com

Luz Yolanda Toro Suarez. (2015). TEACHING WRITING BY COMBINING POWER (PLAN, ORGANIZE, WRITE, EDIT, REVISE) AND T-CHART STRATEGY AT SENIOR HIGH SCHOOL, 1–27. Retrieved from http://jim.stkip-pgri-sumbar.ac.id/jurnal/download/5732

Marhum, M. (2014). Developing Students ’ Ability in Writing Procedure, 2(2), 1–10. Retrieved from http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/3038

Oshima, Alice & Hogue, Ann. 2006. Writing Academic English (4th edition). New York: Pearson Longman

Puspitaloka, N. (2016). The Effect Of Picture Series Toward Students’ Descriptive Writing Skill|. Judika (Jurnal Pendidikan Unsika), 4(November), 243–253. Retrieved from https://journal.unsika.ac.id/index.php/judika/article/view/384

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Rahmi, R. (2014). The Implementation of Media In English Language Teaching. STKIP Bina Bangsa Getsempena Banda Aceh, V(1), 2. Retrieved from https://visipena.stkipgetsempena.ac.id/?journal=home&page=article&op=view&path%5B%5D=67&path%5B%5D=68

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Smaldino, Sharon et al. 2005. Instrument Technology and Media for Learning.Pearson Education. Inc.

Sudjana, Nana.2015. Tuntutan Penyusunan Karya Imiah. Jakarta: Sinar Baru

Sugiyono. 2013. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Wahyuni, T. (2013). The Effectiveness of Using Picture Series as Media in Teaching Speaking of the First Grade Students of SMAN 1 Kampak. English Education Program Department of Islamic Education State Islamic College (STAIN), (July). Retrieved from https://core.ac.uk/download/pdf/34219657.pdf

Wali, O., & Madani, A. Q. (2020). The Importance of Paragraph Writing: An Introduction. Organization, 3(7), 44–50. Retrieved from https://www.researchgate.net/publication/343449753_The_Importance_of_Paragraph_Writing_An_Introduction

Wayan, N., Mahayanti, S., Luh, N., & Mira, P. (2013). Developing Big Book as a Media for Teaching English at Sixth Grade Students of Elementary School at SD Lab Undiksha Singaraja. Journal of Education Research and Evaluation, 1(3), 128–136. Retrieved from https://ejournal.undiksha.ac.id/index.php/JERE/article/view/9511/7535

APPENDICES

59

Appendix 1

Silabus

Mata Pelajaran : Bahasa InggrisSatuan Pendidikan : SMP/MTsKelas / Semester : IX / Ganjil&GenapTahun Pelajaran : 2020/2021

Kompetensi Inti: KI1 dan KI2:Menghargai dan menghayati ajaran agama yang dianutnya serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya

diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional.

KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.

KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal

Fungsi sosial

Menjaga hubungan interpersonal dengan guru dan teman

Menirukan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar

Mengidentifikasi ungkapan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi

• Religius

• Mandiri

• Gotong royong

Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata

22 JP • Buku Penunjang Kurikulum 2013 Mata

• Lisan

• Tertulis

• Penugasan

60

61

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

lisan dan tulis yang melibatkan tindakan menyatakan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi, serta menanggapinya, sesuai dengan konteks penggunaannya

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur kebahasaan

- Ungkapan a.l. Congratuloations, I hope so, I wish you luck; dll.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Prestadi dan kebahagiaan yang dapat menumbuhkan perilaku yang

dari teks yang dibaca

Menanyakan hal-hal yang tidak diketahui atau yang berbeda.

Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

yang benar

Mengidentifikasi ungkapan yang sedang dipelajari

Menanyakan hal-hal yang tidak diketahui atau yang berbeda.

Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.

Melakukan refleksi tentang proses dan hasil belajar

Pelajaran Bahasa Inggris When English Rings The Bell, Kelas IX, Kemendikbud, Revisi Tahun 2016

• Kamus Bahasa Inggris

• Pengalaman peserta didik

• Unjukkerja

• Portofolio

4.1 Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan

Menyusun teks interaksi interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyatakan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi, dan menanggapinya, dengan memperhatikan fungsi

62

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

menyatakan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi, dan menanggapinya, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks

termuat di KI sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks

dan guru

3.2

Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan

Fungsi sosial

Mendapatkan hasil terbaik secara efektif dan efisien, menghindari kerusakan,

Mengucapkan ulang setiap kata dari beberapa teks resep makanan/ minuman dengan ucapan dan tekanan kata yang benar

Menganalisis struktur nomina yang digunakan untuk menyebutkan benda-

• Religius

• Mandiri

• Gotong royong

• Kejujuran

Didektekan beberapa resep makanan/ minuman oleh guru menulis dengan tangan beberapa resep di buku catatan

24 JP • Buku Penunjang Kurikulum 2013 Mata Pelajaran

• Lisan

• Tertulis

• Penugasan

63

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait resep makanan/ minuman dan manual, pendek dan sederhana, sesuai dengan konteks penggunaannya

kecelakaan, dan pemborosan

Struktur Teks

Dapat mencakup

- nama makanan, minuman,

- alat, mesin, bahan, aparatus yang diperlukan,

- cara memasak, menggunakan dalam bentuk langkah-langkah kerja secara berurutan

Unsur Kebahasaan

benda

Menganalisis struktur kalimat yang menyebutkan langkah kerja

Membacakan dengan suara lantang, dengan ucapan dan tekanan kata yang benar teks terkait resep makanan/ minuman dan manual

• Kerja keras

• Percaya diri

• Kerja sama

masing-masing sambil mengucapkan setiap kata dengan ucapan dan tekanan kata yang benar

Dengan menggunakan tabel, menganalisis struktur nomina yang digunakan untuk menyebutkan benda-benda

Dengan cara yang sama menganalisis struktur kalimat yang menyebutkan langkah kerja

Mencermati manual, dan berlatih

Bahasa Inggris When English Rings The Bell, Kelas IX, Kemendikbud, Revisi Tahun 2016

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan

• Unjukkerja

• Portofolio

4.2 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan

Menyalin resep makanan/minuman dari buku resep dengan ditulis tangan dan kemudian ditempel di dinding kelas atau majalah dinding

Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks

64

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

tulis, sangat pendek dan sederhana, dalam bentuk resep dan manual

- Kosa katakhusus terkait dengan produk,

- Frasa nominal untuk menyebut benda

- kata sambung first, next, then, finally.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Resep makanan/minuman, manual peralatan yang

prosedur lisan dan tulis, sangat pendek dan sederhana, dalam bentuk resep dan manual

membacakan dengan suara lantang, dengan ucapan dan tekanan kata yang benar

Menyalin resep makanan/minuman dari buku resep dengan ditulis tangan dan kemudian ditempel di dinding kelas atau majalah dinding

Melakukan refleksi tentang proses dan hasil belajarnya

guru

65

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

terkait dengan kehidupan peserta didik yang dapat menumbuhkan perilaku yang termuat di KI

3.3

Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait fairytales, pendek dan sederhana, sesuai dengan

Fungsisosial

Mendapatkan/memberikan hiburan, mengambil teladan nilai-nilai luhur

Struktur teks

Dapat mencakup:

- Orientasi

- Evaluasi

- Krisis

- Resolusi

Mengidentifikasi isi cerita teks fairytales yang didengar atau dibaca

Membacakan dongeng dengan ucapan, dan tekanan kata yang benar

Mengidentifikasi informasi dari isi teks yang sedang dibacakan.

Menyebutkan bagian-bagian cerita yang memuat pesan yang disebutkan

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Menyimak guru membacakan beberapa teks fairytales, sambil bertanya jawab tentang isi cerita

Mempelajari cara membacakan dongeng dengan menyimak dan meniru guru membaca cerita, ucapan, dan tekanan kata yang benar

Menanyakan informasi terkait isi teks yang sedang dipelajari.

24 JP • Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The Bell, Kelas IX, Keme

• Lisan

• Tertulis

• Penugasan

• Unjukkerja

• Portofolio

66

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

konteks penggunaannya

- Reorientasi

Unsur kebahasaan

- Kalimat deklaratif dan interogatif dalam simple past tense

- Frasa adverbia: a long time ago, once upon a time, in the end, happily ever after

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

Menyebutkan bagian-bagian cerita yang memuat pesan yang disebutkan

Membaca satu cerita lagi dan bertanya jawab dengan teman tentang isi ceritanya

Melengkapi ringkasan cerita dengan kata-kata dan ungkapan yang yang tepat sesuai cerita

Membacakan ringkasan dengan suara nyaring dalam kelompok masing-masing

Melakukan refleksi tentang proses dan hasil

ndikbud, Revisi Tahun 2016

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan guru

4.3

Menangkapmakna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis, sangat pendek dan sederhana, terkait fairytales

Melengkapi ringkasan cerita dengan kata-kata dan ungkapan yang yang tepat sesuai cerita

Membacakan ringkasan dengan suara nyaring dalam kelompok masing-masing

Menuliskan dengan tulisan tangan makna cerita terkait fairytales, sangat pendek dan sederhana

67

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Cerita yang memberikan keteladanan dan dapat menumbuhkanperilaku yang termuat di KI

belajarnya

3.4

Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks information report lisan

Fungsisosial

Mempresentasikan pengetahuan umum tentang orang, benda, binatang, fenomena sosial, dan fenomena alam, secara ilmiah

Mendeskripsikan beberapa teks information report terkait mata pelajaran lain di Kelas IX

Mengidentifikasi bagian-bagian struktur teks report

Mengidentifikasi cara penggunaa teks report melalui contoh

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

Membaca beberapa teks information report terkait mata pelajaran lain di Kelas IX

Menggunakan alat analisis, mengidentifikasi bagian-bagian

30 JP • Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggri

• Lisan

• Tertulis

• Penugasan

• Unjukkerja

68

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

dan tulis dengan memberi dan meminta informasi terkait mata pelajaran lain di Kelas IX, pendek dan sederhana, sesuai dengan konteks penggunaannya

dan obyektif

Struktur teks

Dapat mencakup:

- jenis, golongan, spesies dari obyek secara umum

- unsur-unsur rincian deskripsi tentang obyek pada umumnya

Unsur kebahasaan

- Kalimat deklaratif dan interogatif dalam simple present tense dan passive voice

- Nomina

• Kerja sama struktur teks report dan mengamati cara penggunaanya, seperti yang dicontohkan

Bertanya jawab tentang beberapa teks lain lagi dengan topik yang berbeda

Menempelkan teks masing-masing di dinding kelas untuk dibaca temannya

Mempresentasikan teksnya kepada teman-teman yang mendatangi

Tiap kelas membuat satu proyek menulis booklet tentang flora fauna lokal, yang hasilnya

s When English Rings The Bell, Kelas IX, Kemendikbud, Revisi Tahun 2016

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan guru

• Portofolio

4.4. Teks Information Report

4.4.1

Menangkapmakna secara kontekstual terkait fungsi sosial,

Mengidentifikasi makna beberapa teks lain lagi dengan topik yang berbeda

Membuat teks information report terkait mata pelajaran lain di Kelas IX

Menampilkan dan mempresentasikan teksnya kepada teman-teman yang mendatangi

Menuliskan booklet tentang flora fauna lokal

69

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

struktur teks, dan unsur kebahasaan teks information report lisan dan tulis, sangat pendek dan sederhana, terkait topik yang tercakup dalam mata pelajaran lain di Kelas IX

4.4.2 Menyusun teks information report lisan dan tulis, sangat pendek dan sederhana, terkait topik

singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Tumbuhan, hewan, teknologi, dan gejala/ peristiwa alam dan sosial terkait dengan mata pelajaran lain di Kelas IX yang dapat menumbuhkan perilaku yang termuat di KI

akan dilombakan dengan kelas lain.

Melakukan refleksi tentang proses dan hasil belajarnya

70

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

yang tercakup dalam mata pelajaran lain di Kelas IX, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

3.5

Menafsirkan fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait kehidupan

Fungsi sosial

Mengembangkan nilai-nilai kehidupan dan karakter yang positif

Unsur kebahasaan

Menirukan lirik lagu terkait kehidupan remaja SMP/MTs secara lisan

Mengidentifikasi fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

Membaca, menyimak, dan menirukan lirik lagu secara lisan

Menanyakan hal-hal yang tidak diketahui atau berbeda

30 JP • Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa

• Lisan

• Tertulis

• Penugasan

• Unjukkerja

71

Kompetensi Dasar

Materi Pemebelajaran Indikator Nilai Karakter Kegiatan

PembelajaranAlokasi Waktu

Sumber Belajar

Penilaian

remaja SMP/MTs

- Kosa kata dan tata bahasa dalam lirik lagu

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Hal-hal yang dapat memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI

• Percaya diri

• Kerja sama

Menyebutkan pesan yang terkait dengan bagian-bagian tertentu

Melakukan refleksi tentang proses dan hasil belajarnya

Inggris When English Rings The Bell, Kelas IX, Kemendikbud, Revisi Tahun 2016

• Kamus Bahasa Inggris

• Pengalaman peserta didik dan guru

• Portofolio

4.5 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

Menyebutkan pesan yang terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

72

Warureja, 13 Juli 2020Mengetahui,

Kepala Sekolah

SUHADAK , S.Pd , NIP. 19640603 198803 1 017

Guru mata pelajaran

Makmuri, S.Pd.NIP. 19670311 200604 1 008

73

Appendix 2

Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASA I NGGRIS

KELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7pertemuan)

A. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan 3.2.1.1 Peserta didik

74

beberapa teks prosedur lisan dan tulis

dengan memberi dan meminta

informasi terkait resep makanan/

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

mampu menyebutkan fungsi sosial dari Prosedur teks

4.2 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan sederhana,

dalam bentuk resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

C. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:1. mengidentifikasi tujuan komunikatif teks prosedur2. mengidentifikasi struktur teks prosedur3. mengidentifikasi unsur kebahasaan teks prosedur4. mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur5. mengidentifikasi informasi rinci yang terdapat dalam teks prosedur6. mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur7. mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

D. MateriPembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

6) Kalimat deklaratif dan interogatif dalam simple past, past

75

continuous, present perfect, dan lainnya yangdiperlukan7) Adverbia penghubung waktu: first, then, after that, before,

when, at last, finally,dsb.8) Adverbia dan frasa preposisional penujukwaktu9) Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.10) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

E. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

F. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar : Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

G. Kegiatan Pembelajaran

Pertemuan1

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

76

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup (10

Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

77

H. TeknikPenilaian1. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

2. BentukPenilaian:a. Observasi : Jurnal gurub. Testertulis : Uraian dan lembarkerjac. Unjukkerja : Praktik/PedomanPenskoran

3. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM.1617500055

78

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7pertemuan)

I. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

J. Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks prosedur lisan dan

tulis dengan memberi dan meminta

informasi terkait resep makanan/

3.2.1.1 Peserta didik mampu menyebutkan fungsi sosial dari Prosedur teks

79

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

4.2 Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan

teks prosedur lisan dan tulis, sangat

pendek dan sederhana, dalam bentuk

resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

K. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:8. mengidentifikasi tujuan komunikatif teks prosedur9. mengidentifikasi struktur teks prosedur10.mengidentifikasi unsur kebahasaan teks prosedur11.mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur12.mengidentifikasi informasi rinci yang terdapat dalam teks prosedur13.mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur14.mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

L. Materi PembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

11) Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yangdiperlukan

12) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,dsb.

13) Adverbia dan frasa preposisional penujukwaktu14) Nomina singular dan plural dengan atau tanpa a, the, this, those,

80

my, their, dsb.15) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

M. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

N. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar : Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

O. Kegiatan Pembelajaran

Pertemuan 2

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

81

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup (10

Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

82

P. TeknikPenilaian4. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

5. BentukPenilaian:d. Observasi : Jurnal gurue. Testertulis : Uraian dan lembarkerjaf. Unjukkerja : Praktik/PedomanPenskoran

6. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM.1617500055

83

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7pertemuan)

Q. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

R. Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks prosedur lisan dan tulis

dengan memberi dan meminta

3.2.1.1 Peserta didik mampu menyebutkan fungsi sosial dari

84

informasi terkait resep makanan/

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

Prosedur teks

4.2 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan sederhana,

dalam bentuk resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

S. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:15.mengidentifikasi tujuan komunikatif teks prosedur16.mengidentifikasi struktur teks prosedur17.mengidentifikasi unsur kebahasaan teks prosedur18.mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur19.mengidentifikasi informasi rinci yang terdapat dalam teks prosedur20.mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur21.mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

T. Materi PembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

16) Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yangdiperlukan

17) Adverbia penghubung waktu: first, then, after that, before,

85

when, at last, finally,dsb.18) Adverbia dan frasa preposisional penujukwaktu19) Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.20) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

U. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

V. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar : Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

W. Kegiatan Pembelajaran

Pertemuan3

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

86

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup (10

Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

87

X. TeknikPenilaian7. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

8. BentukPenilaian:g. Observasi : Jurnal guruh. Testertulis : Uraian dan lembarkerjai. Unjukkerja : Praktik/PedomanPenskoran

9. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM. 1617500055

88

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7pertemuan)

Y. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Z. Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks prosedur lisan dan tulis

dengan memberi dan meminta

3.2.1.1 Peserta didik mampu menyebutkan fungsi sosial dari Prosedur teks

89

informasi terkait resep makanan/

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

4.2 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan sederhana,

dalam bentuk resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

AA. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:22.mengidentifikasi tujuan komunikatif teks prosedur23.mengidentifikasi struktur teks prosedur24.mengidentifikasi unsur kebahasaan teks prosedur25.mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur26.mengidentifikasi informasi rinci yang terdapat dalam teks prosedur27.mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur28.mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

BB. Materi PembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

21) Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yangdiperlukan

22) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,dsb.

90

23) Adverbia dan frasa preposisional penujukwaktu24) Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.25) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

CC. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

DD. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar : Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

EE. Kegiatan Pembelajaran

Pertemuan4

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

91

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup (10

Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

92

FF.TeknikPenilaian10. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

11. BentukPenilaian:j. Observasi : Jurnal guruk. Testertulis : Uraian dan lembarkerjal. Unjukkerja : Praktik/PedomanPenskoran

12. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM.1617500055

93

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASA INGGRIS

SAKELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7 pertemuan)

GG. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

HH. Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks prosedur lisan dan tulis

dengan memberi dan meminta

informasi terkait resep makanan/

3.2.1.1 Peserta didik mampu menyebutkan fungsi sosial dari Prosedur teks

94

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

4.2 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan sederhana,

dalam bentuk resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

II. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:29.mengidentifikasi tujuan komunikatif teks prosedur30.mengidentifikasi struktur teks prosedur31.mengidentifikasi unsur kebahasaan teks prosedur32.mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur33.mengidentifikasi informasi rinci yang terdapat dalam teks prosedur34.mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur35.mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

JJ. Materi PembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

26) Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yangdiperlukan

27) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,dsb.

28) Adverbia dan frasa preposisional penujukwaktu

95

29) Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

30) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

KK. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

LL. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar: Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

MM. Kegiatan Pembelajaran

Pertemuan5

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

96

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup

(10Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan

dipelajari dalam kehidupansehari-hari.

97

NN. TeknikPenilaian13. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

14. BentukPenilaian:m.Observasi : Jurnal gurun. Testertulis : Uraian dan lembarkerjao. Unjukkerja : Praktik/PedomanPenskoran

15. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM.1617500055

98

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

SEKOLAH : SMPN 2 WARUREJA

MATAPELAJARAN : BAHASINGGRIS

KELAS/SEMESTER : VIII/1

MATERIPOKOK : PROCEDURE TEXT

ALOKASIWAKTU : 2 X 40 MENIT (7 pertemuan)

OO. KompetensiIntiKI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural,danmetakognitifberdasarkanrasaingintahunyatentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomenadankejadian,sertamenerapkanpengetahuanproseduralpadabidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalahKI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

PP.Kompetensi Dasar danIndikatorKompetensi Dasar Indikator

3.2. 1 Membandingkan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks prosedur lisan dan tulis

dengan memberi dan meminta

3.2.1.1 Peserta didik mampu menyebutkan fungsi sosial dari Prosedur teks

99

informasi terkait resep makanan/

minuman dan manual, pendek dan

sederhana, sesuai dengan konteks

penggunaannya

4.2 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan sederhana,

dalam bentuk resep dan manual

4.2.2.1 Peserta didik mampu menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan Prosedur teks

QQ. TujuanPembelajaranSetelah diperdengarkan sebuah teks prosedur siswa mampu:36.mengidentifikasi tujuan komunikatif teks prosedur37.mengidentifikasi struktur teks prosedur38.mengidentifikasi unsur kebahasaan teks prosedur39.mengidentifikasi informasi tertentu yang terdapat dalam teks prosedur40.mengidentifikasi informasi rinci yang terdapat dalam teks prosedur41.mengidentifikasi informasi tersirat yang terdapat dalam teks prosedur42.mengidentifikasi gambaran umum yang terdapat dalam teks prosedur

RR. Materi PembelajaranProcedureTextA procedure text is a text that is designed to describe how something works or how to use instruction / operation manual or texts that instruct how to do a particular activity with human behavior.

FungsiSosialMenguraikan cara melakukan sesuatu langkah demi langkahuntuk mencapai hasil terbaik secara efisien, menghindari kecelakaan, kerusakan, pemborosan

Struktur Teks - Tujuan- Bahan (tidak selalu harus ada)- Langkah-langkah secara berurut)

UnsurKebahasaan

31) Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan lainnya yangdiperlukan

32) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,dsb.

100

33) Adverbia dan frasa preposisional penujukwaktu34) Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.35) Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisantangan

SS. MetodePembelajaranPendekatan : ScientificApproach

Metode : Tanya jawab, arahan, penugasan, dandiskusi

TT. Media/alat, Bahan, dan SumberBelajarMedia : Laptop,LCD

Sumber Belajar : Buku Teks WajibBuku pelatihan bahasa Inggris kurikulum 2013 Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi interpersonal dengan benar dan akuratContoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kasetContoh teks tertulisSumber dari internet: www.dailyenglish.com , http://americanenglish.state.gov/files/ae/resourcefiles , http://learnenglish.britishcouncil.org/en/ www.google.com http://www.freewikipedia.com www.wikihow.com

UU. Kegiatan Pembelajaran

Pertemuan6

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

101

Siswa mengamati beberapa kata yang disediakan oleh Guru

Siswa memperhatikan fungsi sosial, stuktur teks, unsur

kebahasan, maupun format penyampaian/penulisan teks

prosedur.

Mengeksplorasi

Peserta didik membuat kalimat menggunakan simple

present tense.

Mengasosiasi

Peserta didik membedakan penggunaan fungsi dan contoh

simple present tense

Mengomunikasikan

Guru memberikan feedback kepada peserta didik yang

telah menyelesaikan hasilkerjanya

Peserta didik dengan sopan mengungkapkan hal-hal yang sulitdan

mudah dilakukan selama pembelajaran.Catatan :

Selama pembelajaran, guru mengamati sikap siswa dalam pembelajaran yang

meliputi sikap: kerjasama, bertanggung jawab, displin, sopan, dan

komunikatifKegiatan Penutup (10

Menit)Peserta didik :

Dengan disiplin membuat resume dengan bimbingan guru tentang

point- point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan.

Guru :

Memberikan feedback atau umpan balik terhadap proses

pembelajaran, seperti “Well class, we’ve learned about opinion.

You’ve done a good job today. Is there anyquestion?”

Mengagendakan materi atau tugas yang harus mempelajari pada

pertemuan berikutnya.

Berdoa, kemudian penutupan dansalam

Kegiatan Pendahuluan (10 Menit)

Greeting

Guru masuk ke dalam kelas dan memberi salam kemudian menyapa peserta

didik dengan menggunakan Bahasa Inggris “Good morning students”,

dilanjutkan dengan berdoabersama

Guru menanyakan keadaan peserta didik dengan menggunakan Bahasa

Inggris “How are youtoday?”

Guru mengecek presensi peserta didik dengan bertanya “Who is absent

today?”

Aperpepsi

Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan

dengan pengalaman peserta didik dengan materi/tema/kegiatansebelumnya

Motivasi

102

VV. TeknikPenilaian16. TeknikPenilaian:

a. PenilaianSikap : Observasi/pengamatanb. PenilaianPengetahuan : Tes Tertulisc. Penilaian Keterampilan : Produktulisan

17. BentukPenilaian:p. Observasi : Jurnal guruq. Testertulis : Uraian dan lembarkerjar. Unjukkerja : Praktik/PedomanPenskoran

18. Instrumen Penilaian(terlampir)No. Aspect Score1. Content 302. Grammar and Vocabulary 203. The clarity of meaning 204. Spelling 255. Punctuation 5

Tegal, Agustus 2020

Mengetahui,Guru Bahasa Inggris

Makmuri, S.PdNIP. 196670311 200604 1 008

Praktikan

Leni Anggraeni NPM.1617500055

103

Appendix 3

Table 2

Standard Deviation of VIII A (Experimental Group)No. Name x i  x1 (x i−x1 ) (x i−x1 )2

1 Student 1 69 82,1 -13,1 171,61

2 Student 2 83 82,1 0,9 0,81

3 Student 3 83 82,1 0,9 0,81

4 Student 4 86 82,1 3,9 15,21

5 Student 5 75 82,1 -7,1 50,41

6 Student 6 72 82,1 -10,1 102,01

7 Student 7 95 82,1 12,9 166,41

8 Student 8 92 82,1 9,9 98,01

9 Student 9 83 82,1 0,9 0,81

10 Student 10 78 82,1 -4,1 16,81

11 Student 11 78 82,1 -4,1 16,81

12 Student 12 80 82,1 -2,1 4,41

13 Student 13 86 82,1 3,9 15,21

14 Student 14 66 82,1 -16,1 259,21

15 Student 15 92 82,1 9,9 98,01

16 Student 16 98 82,1 15,9 252,81

17 Student 17 80 82,1 -2,1 4,41

18 Student 18 89 82,1 6,9 47,61

19 Student 19 89 82,1 6,9 47,61

20 Student 20 72 82,1 -10,1 102,01

21 Student 21 89 82,1 6,9 47,61

22 Student 22 80 82,1 -2,1 4,41

23 Student 23 75 82,1 -7,1 50,41

104

24 Student 24 75 82,1 -7,1 50,41

25 Student 25 86 82,1 3,9 15,21

26 Student 26 75 82,1 -7,1 50,41

27 Student 27 83 82,1 0,9 0,81

28 Student 28 98 82,1 15,9 252,81

29 Student 29 86 82,1 3,9 15,21

30 Student 30 71 82,1 -11,1 123,21

∑ ( xi−x1)2 2081,5

105

Appendix 4

Table 2

Standard Deviation of VIII B (Contol Group)

No. Name x i  x1 (x i−x1 ) (x i−x1 )2

1 Student 1 69 77,6 -8,6 73,96

2 Student 2 72 77,6 -5,6 31,36

3 Student 3 71 77,6 -6,6 43,56

4 Student 4 80 77,6 2,4 5,76

5 Student 5 75 77,6 -2,6 6,76

6 Student 6 89 77,6 11,4 129,96

7 Student 7 78 77,6 0,4 0,16

8 Student 8 92 77,6 14,4 207,36

9 Student 9 78 77,6 0,4 0,16

10 Student 10 92 77,6 14,4 207,36

11 Student 11 63 77,6 -14,6 213,16

12 Student 12 92 77,6 14,4 207,36

13 Student 13 92 77,6 14,4 207,36

14 Student 14 75 77,6 -2,6 6,76

15 Student 15 75 77,6 -2,6 6,76

16 Student 16 57 77,6 -20,6 424,36

17 Student 17 80 77,6 2,4 5,76

18 Student 18 78 77,6 0,4 0,16

19 Student 19 78 77,6 0,4 0,16

20 Student 20 75 77,6 -2,6 6,76

21 Student 21 65 77,6 -12,6 158,76

22 Student 22 83 77,6 5,4 29,16

23 Student 23 72 77,6 -5,6 31,36

106

24 Student 24 83 77,6 5,4 29,16

25 Student 25 80 77,6 2,4 5,76

26 Student 26 72 77,6 -5,6 31,36

27 Student 27 78 77,6 0,4 0,16

28 Student 28 83 77,6 5,4 29,16

29 Student 29 72 77,6 -5,6 31,36

30 Student 30 80 77,6 2,4 5,76

∑ ( xi−x1)2 2137

107

Appendix 5

T-Table

d.f. TINGKAT SIGNIFIKANSI

dua sisi 20% 10% 5% 2% 1% 0,2% 0,1%satu sisi 10% 5% 2,5% 1% 0,5% 0,1% 0,05%

1 3,078 6,314 12,706 31,821 63,657 318,309 636,6192 1,886 2,920 4,303 6,965 9,925 22,327 31,5993 1,638 2,353 3,182 4,541 5,841 10,215 12,9244 1,533 2,132 2,776 3,747 4,604 7,173 8,6105 1,476 2,015 2,571 3,365 4,032 5,893 6,8696 1,440 1,943 2,447 3,143 3,707 5,208 5,9597 1,415 1,895 2,365 2,998 3,499 4,785 5,4088 1,397 1,860 2,306 2,896 3,355 4,501 5,0419 1,383 1,833 2,262 2,821 3,250 4,297 4,78110 1,372 1,812 2,228 2,764 3,169 4,144 4,58711 1,363 1,796 2,201 2,718 3,106 4,025 4,43712 1,356 1,782 2,179 2,681 3,055 3,930 4,31813 1,350 1,771 2,160 2,650 3,012 3,852 4,22114 1,345 1,761 2,145 2,624 2,977 3,787 4,14015 1,341 1,753 2,131 2,602 2,947 3,733 4,07316 1,337 1,746 2,120 2,583 2,921 3,686 4,01517 1,333 1,740 2,110 2,567 2,898 3,646 3,96518 1,330 1,734 2,101 2,552 2,878 3,610 3,92219 1,328 1,729 2,093 2,539 2,861 3,579 3,88320 1,325 1,725 2,086 2,528 2,845 3,552 3,85021 1,323 1,721 2,080 2,518 2,831 3,527 3,81922 1,321 1,717 2,074 2,508 2,819 3,505 3,79223 1,319 1,714 2,069 2,500 2,807 3,485 3,76824 1,318 1,711 2,064 2,492 2,797 3,467 3,74525 1,316 1,708 2,060 2,485 2,787 3,450 3,72526 1,315 1,706 2,056 2,479 2,779 3,435 3,70727 1,314 1,703 2,052 2,473 2,771 3,421 3,69028 1,313 1,701 2,048 2,467 2,763 3,408 3,67429 1,311 1,699 2,045 2,462 2,756 3,396 3,65930 1,310 1,697 2,042 2,457 2,750 3,385 3,64631 1,309 1,696 2,040 2,453 2,744 3,375 3,63332 1,309 1,694 2,037 2,449 2,738 3,365 3,62233 1,308 1,692 2,035 2,445 2,733 3,356 3,61134 1,307 1,691 2,032 2,441 2,728 3,348 3,60135 1,306 1,690 2,030 2,438 2,724 3,340 3,59136 1,306 1,688 2,028 2,434 2,719 3,333 3,58237 1,305 1,687 2,026 2,431 2,715 3,326 3,57438 1,304 1,686 2,024 2,429 2,712 3,319 3,56639 1,304 1,685 2,023 2,426 2,708 3,313 3,558

108

40 1,303 1,684 2,021 2,423 2,704 3,307 3,551

109

Appendix 6

F-Table

Titik Persentase Distribusi F untuk Probabilita = 0,05

df untukpenyebut (N2)

df untuk pembilang(N1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 161 199 216 225 230 234 237 239 241 242 243 244 245 245 2462 18.51 19.00 19.16 19.25 19.30 19.33 19.35 19.37 19.38 19.40 19.40 19.41 19.42 19.42 19.433 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.704 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.865 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.626 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.947 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.518 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.229 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01

10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.8511 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.7212 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.6213 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.5314 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.4615 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.4016 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.3517 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.3118 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.2719 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.2320 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.22 2.2021 4.32 3.47 3.07 2.84 2.68 2.57 2.49 2.42 2.37 2.32 2.28 2.25 2.22 2.20 2.1822 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.1523 4.28 3.42 3.03 2.80 2.64 2.53 2.44 2.37 2.32 2.27 2.24 2.20 2.18 2.15 2.1324 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.1125 4.24 3.39 2.99 2.76 2.60 2.49 2.40 2.34 2.28 2.24 2.20 2.16 2.14 2.11 2.0926 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.0727 4.21 3.35 2.96 2.73 2.57 2.46 2.37 2.31 2.25 2.20 2.17 2.13 2.10 2.08 2.0628 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.0429 4.18 3.33 2.93 2.70 2.55 2.43 2.35 2.28 2.22 2.18 2.14 2.10 2.08 2.05 2.0330 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.0131 4.16 3.30 2.91 2.68 2.52 2.41 2.32 2.25 2.20 2.15 2.11 2.08 2.05 2.03 2.0032 4.15 3.29 2.90 2.67 2.51 2.40 2.31 2.24 2.19 2.14 2.10 2.07 2.04 2.01 1.9933 4.14 3.28 2.89 2.66 2.50 2.39 2.30 2.23 2.18 2.13 2.09 2.06 2.03 2.00 1.9834 4.13 3.28 2.88 2.65 2.49 2.38 2.29 2.23 2.17 2.12 2.08 2.05 2.02 1.99 1.9735 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.07 2.04 2.01 1.99 1.9636 4.11 3.26 2.87 2.63 2.48 2.36 2.28 2.21 2.15 2.11 2.07 2.03 2.00 1.98 1.9537 4.11 3.25 2.86 2.63 2.47 2.36 2.27 2.20 2.14 2.10 2.06 2.02 2.00 1.97 1.9538 4.10 3.24 2.85 2.62 2.46 2.35 2.26 2.19 2.14 2.09 2.05 2.02 1.99 1.96 1.9439 4.09 3.24 2.85 2.61 2.46 2.34 2.26 2.19 2.13 2.08 2.04 2.01 1.98 1.95 1.93

110

40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.9241 4.08 3.23 2.83 2.60 2.44 2.33 2.24 2.17 2.12 2.07 2.03 2.00 1.97 1.94 1.9242 4.07 3.22 2.83 2.59 2.44 2.32 2.24 2.17 2.11 2.06 2.03 1.99 1.96 1.94 1.9143 4.07 3.21 2.82 2.59 2.43 2.32 2.23 2.16 2.11 2.06 2.02 1.99 1.96 1.93 1.9144 4.06 3.21 2.82 2.58 2.43 2.31 2.23 2.16 2.10 2.05 2.01 1.98 1.95 1.92 1.9045 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89

Titik Persentase Distribusi F untuk Probabilita = 0,05

df untukpenyebut (N2)

df untuk pembilang (N1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

46 4.05 3.20 2.81 2.57 2.42 2.30 2.22 2.15 2.09 2.04 2.00 1.97 1.94 1.91 1.8947 4.05 3.20 2.80 2.57 2.41 2.30 2.21 2.14 2.09 2.04 2.00 1.96 1.93 1.91 1.8848 4.04 3.19 2.80 2.57 2.41 2.29 2.21 2.14 2.08 2.03 1.99 1.96 1.93 1.90 1.8849 4.04 3.19 2.79 2.56 2.40 2.29 2.20 2.13 2.08 2.03 1.99 1.96 1.93 1.90 1.8850 4.03 3.18 2.79 2.56 2.40 2.29 2.20 2.13 2.07 2.03 1.99 1.95 1.92 1.89 1.8751 4.03 3.18 2.79 2.55 2.40 2.28 2.20 2.13 2.07 2.02 1.98 1.95 1.92 1.89 1.8752 4.03 3.18 2.78 2.55 2.39 2.28 2.19 2.12 2.07 2.02 1.98 1.94 1.91 1.89 1.8653 4.02 3.17 2.78 2.55 2.39 2.28 2.19 2.12 2.06 2.01 1.97 1.94 1.91 1.88 1.8654 4.02 3.17 2.78 2.54 2.39 2.27 2.18 2.12 2.06 2.01 1.97 1.94 1.91 1.88 1.8655 4.02 3.16 2.77 2.54 2.38 2.27 2.18 2.11 2.06 2.01 1.97 1.93 1.90 1.88 1.8556 4.01 3.16 2.77 2.54 2.38 2.27 2.18 2.11 2.05 2.00 1.96 1.93 1.90 1.87 1.8557 4.01 3.16 2.77 2.53 2.38 2.26 2.18 2.11 2.05 2.00 1.96 1.93 1.90 1.87 1.8558 4.01 3.16 2.76 2.53 2.37 2.26 2.17 2.10 2.05 2.00 1.96 1.92 1.89 1.87 1.8459 4.00 3.15 2.76 2.53 2.37 2.26 2.17 2.10 2.04 2.00 1.96 1.92 1.89 1.86 1.8460 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.95 1.92 1.89 1.86 1.8461 4.00 3.15 2.76 2.52 2.37 2.25 2.16 2.09 2.04 1.99 1.95 1.91 1.88 1.86 1.8362 4.00 3.15 2.75 2.52 2.36 2.25 2.16 2.09 2.03 1.99 1.95 1.91 1.88 1.85 1.8363 3.99 3.14 2.75 2.52 2.36 2.25 2.16 2.09 2.03 1.98 1.94 1.91 1.88 1.85 1.8364 3.99 3.14 2.75 2.52 2.36 2.24 2.16 2.09 2.03 1.98 1.94 1.91 1.88 1.85 1.8365 3.99 3.14 2.75 2.51 2.36 2.24 2.15 2.08 2.03 1.98 1.94 1.90 1.87 1.85 1.8266 3.99 3.14 2.74 2.51 2.35 2.24 2.15 2.08 2.03 1.98 1.94 1.90 1.87 1.84 1.8267 3.98 3.13 2.74 2.51 2.35 2.24 2.15 2.08 2.02 1.98 1.93 1.90 1.87 1.84 1.8268 3.98 3.13 2.74 2.51 2.35 2.24 2.15 2.08 2.02 1.97 1.93 1.90 1.87 1.84 1.8269 3.98 3.13 2.74 2.50 2.35 2.23 2.15 2.08 2.02 1.97 1.93 1.90 1.86 1.84 1.8170 3.98 3.13 2.74 2.50 2.35 2.23 2.14 2.07 2.02 1.97 1.93 1.89 1.86 1.84 1.8171 3.98 3.13 2.73 2.50 2.34 2.23 2.14 2.07 2.01 1.97 1.93 1.89 1.86 1.83 1.8172 3.97 3.12 2.73 2.50 2.34 2.23 2.14 2.07 2.01 1.96 1.92 1.89 1.86 1.83 1.8173 3.97 3.12 2.73 2.50 2.34 2.23 2.14 2.07 2.01 1.96 1.92 1.89 1.86 1.83 1.8174 3.97 3.12 2.73 2.50 2.34 2.22 2.14 2.07 2.01 1.96 1.92 1.89 1.85 1.83 1.8075 3.97 3.12 2.73 2.49 2.34 2.22 2.13 2.06 2.01 1.96 1.92 1.88 1.85 1.83 1.8076 3.97 3.12 2.72 2.49 2.33 2.22 2.13 2.06 2.01 1.96 1.92 1.88 1.85 1.82 1.8077 3.97 3.12 2.72 2.49 2.33 2.22 2.13 2.06 2.00 1.96 1.92 1.88 1.85 1.82 1.8078 3.96 3.11 2.72 2.49 2.33 2.22 2.13 2.06 2.00 1.95 1.91 1.88 1.85 1.82 1.8079 3.96 3.11 2.72 2.49 2.33 2.22 2.13 2.06 2.00 1.95 1.91 1.88 1.85 1.82 1.7980 3.96 3.11 2.72 2.49 2.33 2.21 2.13 2.06 2.00 1.95 1.91 1.88 1.84 1.82 1.7981 3.96 3.11 2.72 2.48 2.33 2.21 2.12 2.05 2.00 1.95 1.91 1.87 1.84 1.82 1.79

111

82 3.96 3.11 2.72 2.48 2.33 2.21 2.12 2.05 2.00 1.95 1.91 1.87 1.84 1.81 1.7983 3.96 3.11 2.71 2.48 2.32 2.21 2.12 2.05 1.99 1.95 1.91 1.87 1.84 1.81 1.7984 3.95 3.11 2.71 2.48 2.32 2.21 2.12 2.05 1.99 1.95 1.90 1.87 1.84 1.81 1.7985 3.95 3.10 2.71 2.48 2.32 2.21 2.12 2.05 1.99 1.94 1.90 1.87 1.84 1.81 1.7986 3.95 3.10 2.71 2.48 2.32 2.21 2.12 2.05 1.99 1.94 1.90 1.87 1.84 1.81 1.7887 3.95 3.10 2.71 2.48 2.32 2.20 2.12 2.05 1.99 1.94 1.90 1.87 1.83 1.81 1.7888 3.95 3.10 2.71 2.48 2.32 2.20 2.12 2.05 1.99 1.94 1.90 1.86 1.83 1.81 1.7889 3.95 3.10 2.71 2.47 2.32 2.20 2.11 2.04 1.99 1.94 1.90 1.86 1.83 1.80 1.7890 3.95 3.10 2.71 2.47 2.32 2.20 2.11 2.04 1.99 1.94 1.90 1.86 1.83 1.80 1.78

Titik Persentase Distribusi F untuk Probabilita = 0,05

df untukpenyebut (N2)

df untuk pembilang (N1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

91 3.95 3.10 2.70 2.47 2.31 2.20 2.11 2.04 1.98 1.94 1.90 1.86 1.83 1.80 1.7892 3.94 3.10 2.70 2.47 2.31 2.20 2.11 2.04 1.98 1.94 1.89 1.86 1.83 1.80 1.7893 3.94 3.09 2.70 2.47 2.31 2.20 2.11 2.04 1.98 1.93 1.89 1.86 1.83 1.80 1.7894 3.94 3.09 2.70 2.47 2.31 2.20 2.11 2.04 1.98 1.93 1.89 1.86 1.83 1.80 1.7795 3.94 3.09 2.70 2.47 2.31 2.20 2.11 2.04 1.98 1.93 1.89 1.86 1.82 1.80 1.7796 3.94 3.09 2.70 2.47 2.31 2.19 2.11 2.04 1.98 1.93 1.89 1.85 1.82 1.80 1.7797 3.94 3.09 2.70 2.47 2.31 2.19 2.11 2.04 1.98 1.93 1.89 1.85 1.82 1.80 1.7798 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.98 1.93 1.89 1.85 1.82 1.79 1.7799 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.98 1.93 1.89 1.85 1.82 1.79 1.77

100 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.97 1.93 1.89 1.85 1.82 1.79 1.77101 3.94 3.09 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.93 1.88 1.85 1.82 1.79 1.77102 3.93 3.09 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.92 1.88 1.85 1.82 1.79 1.77103 3.93 3.08 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.92 1.88 1.85 1.82 1.79 1.76104 3.93 3.08 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.92 1.88 1.85 1.82 1.79 1.76105 3.93 3.08 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.92 1.88 1.85 1.81 1.79 1.76106 3.93 3.08 2.69 2.46 2.30 2.19 2.10 2.03 1.97 1.92 1.88 1.84 1.81 1.79 1.76107 3.93 3.08 2.69 2.46 2.30 2.18 2.10 2.03 1.97 1.92 1.88 1.84 1.81 1.79 1.76108 3.93 3.08 2.69 2.46 2.30 2.18 2.10 2.03 1.97 1.92 1.88 1.84 1.81 1.78 1.76109 3.93 3.08 2.69 2.45 2.30 2.18 2.09 2.02 1.97 1.92 1.88 1.84 1.81 1.78 1.76110 3.93 3.08 2.69 2.45 2.30 2.18 2.09 2.02 1.97 1.92 1.88 1.84 1.81 1.78 1.76111 3.93 3.08 2.69 2.45 2.30 2.18 2.09 2.02 1.97 1.92 1.88 1.84 1.81 1.78 1.76112 3.93 3.08 2.69 2.45 2.30 2.18 2.09 2.02 1.96 1.92 1.88 1.84 1.81 1.78 1.76113 3.93 3.08 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.92 1.87 1.84 1.81 1.78 1.76114 3.92 3.08 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.84 1.81 1.78 1.75115 3.92 3.08 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.84 1.81 1.78 1.75116 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.84 1.81 1.78 1.75117 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.84 1.80 1.78 1.75118 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.84 1.80 1.78 1.75119 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.83 1.80 1.78 1.75120 3.92 3.07 2.68 2.45 2.29 2.18 2.09 2.02 1.96 1.91 1.87 1.83 1.80 1.78 1.75121 3.92 3.07 2.68 2.45 2.29 2.17 2.09 2.02 1.96 1.91 1.87 1.83 1.80 1.77 1.75122 3.92 3.07 2.68 2.45 2.29 2.17 2.09 2.02 1.96 1.91 1.87 1.83 1.80 1.77 1.75123 3.92 3.07 2.68 2.45 2.29 2.17 2.08 2.01 1.96 1.91 1.87 1.83 1.80 1.77 1.75

112

124 3.92 3.07 2.68 2.44 2.29 2.17 2.08 2.01 1.96 1.91 1.87 1.83 1.80 1.77 1.75125 3.92 3.07 2.68 2.44 2.29 2.17 2.08 2.01 1.96 1.91 1.87 1.83 1.80 1.77 1.75126 3.92 3.07 2.68 2.44 2.29 2.17 2.08 2.01 1.95 1.91 1.87 1.83 1.80 1.77 1.75127 3.92 3.07 2.68 2.44 2.29 2.17 2.08 2.01 1.95 1.91 1.86 1.83 1.80 1.77 1.75128 3.92 3.07 2.68 2.44 2.29 2.17 2.08 2.01 1.95 1.91 1.86 1.83 1.80 1.77 1.75129 3.91 3.07 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.80 1.77 1.74130 3.91 3.07 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.80 1.77 1.74131 3.91 3.07 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.80 1.77 1.74132 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.79 1.77 1.74133 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.79 1.77 1.74134 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.83 1.79 1.77 1.74135 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.77 1.74

Titik Persentase Distribusi F untuk Probabilita = 0,05

df untukpenyebut (N2)

df untuk pembilang (N1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

136 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.77 1.74137 3.91 3.06 2.67 2.44 2.28 2.17 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.76 1.74138 3.91 3.06 2.67 2.44 2.28 2.16 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.76 1.74139 3.91 3.06 2.67 2.44 2.28 2.16 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.76 1.74140 3.91 3.06 2.67 2.44 2.28 2.16 2.08 2.01 1.95 1.90 1.86 1.82 1.79 1.76 1.74141 3.91 3.06 2.67 2.44 2.28 2.16 2.08 2.00 1.95 1.90 1.86 1.82 1.79 1.76 1.74142 3.91 3.06 2.67 2.44 2.28 2.16 2.07 2.00 1.95 1.90 1.86 1.82 1.79 1.76 1.74143 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.95 1.90 1.86 1.82 1.79 1.76 1.74144 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.95 1.90 1.86 1.82 1.79 1.76 1.74145 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.94 1.90 1.86 1.82 1.79 1.76 1.74146 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.94 1.90 1.85 1.82 1.79 1.76 1.74147 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.94 1.90 1.85 1.82 1.79 1.76 1.73148 3.91 3.06 2.67 2.43 2.28 2.16 2.07 2.00 1.94 1.90 1.85 1.82 1.79 1.76 1.73149 3.90 3.06 2.67 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.79 1.76 1.73150 3.90 3.06 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.79 1.76 1.73151 3.90 3.06 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.79 1.76 1.73152 3.90 3.06 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.79 1.76 1.73153 3.90 3.06 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.78 1.76 1.73154 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.78 1.76 1.73155 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.82 1.78 1.76 1.73156 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.76 1.73157 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.76 1.73158 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73159 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73160 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73161 3.90 3.05 2.66 2.43 2.27 2.16 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73162 3.90 3.05 2.66 2.43 2.27 2.15 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73163 3.90 3.05 2.66 2.43 2.27 2.15 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73164 3.90 3.05 2.66 2.43 2.27 2.15 2.07 2.00 1.94 1.89 1.85 1.81 1.78 1.75 1.73165 3.90 3.05 2.66 2.43 2.27 2.15 2.07 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73

113

166 3.90 3.05 2.66 2.43 2.27 2.15 2.07 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73167 3.90 3.05 2.66 2.43 2.27 2.15 2.06 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73168 3.90 3.05 2.66 2.43 2.27 2.15 2.06 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73169 3.90 3.05 2.66 2.43 2.27 2.15 2.06 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73170 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.94 1.89 1.85 1.81 1.78 1.75 1.73171 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.89 1.85 1.81 1.78 1.75 1.73172 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.89 1.84 1.81 1.78 1.75 1.72173 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.89 1.84 1.81 1.78 1.75 1.72174 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.89 1.84 1.81 1.78 1.75 1.72175 3.90 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.89 1.84 1.81 1.78 1.75 1.72176 3.89 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.78 1.75 1.72177 3.89 3.05 2.66 2.42 2.27 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.78 1.75 1.72178 3.89 3.05 2.66 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.78 1.75 1.72179 3.89 3.05 2.66 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.78 1.75 1.72180 3.89 3.05 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.77 1.75 1.72

Titik Persentase Distribusi F untuk Probabilita = 0,05

df untukpenyebut (N2)

df untuk pembilang (N1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

181 3.89 3.05 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.77 1.75 1.72182 3.89 3.05 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.77 1.75 1.72183 3.89 3.05 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.77 1.75 1.72184 3.89 3.05 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.81 1.77 1.75 1.72185 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.75 1.72186 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.75 1.72187 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72188 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72189 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72190 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72191 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72192 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72193 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72194 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72195 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72196 3.89 3.04 2.65 2.42 2.26 2.15 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72197 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72198 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72199 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.99 1.93 1.88 1.84 1.80 1.77 1.74 1.72200 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72201 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72202 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72203 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72204 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72205 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72206 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72207 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.71

114

208 3.89 3.04 2.65 2.42 2.26 2.14 2.05 1.98 1.93 1.88 1.83 1.80 1.77 1.74 1.71209 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71210 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71211 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71212 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71213 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71214 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.88 1.83 1.80 1.77 1.74 1.71215 3.89 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.77 1.74 1.71216 3.88 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.77 1.74 1.71217 3.88 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.77 1.74 1.71218 3.88 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.77 1.74 1.71219 3.88 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.77 1.74 1.71220 3.88 3.04 2.65 2.41 2.26 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71221 3.88 3.04 2.65 2.41 2.25 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71222 3.88 3.04 2.65 2.41 2.25 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71223 3.88 3.04 2.65 2.41 2.25 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71224 3.88 3.04 2.64 2.41 2.25 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71225 3.88 3.04 2.64 2.41 2.25 2.14 2.05 1.98 1.92 1.87 1.83 1.80 1.76 1.74 1.71

115

Appendix 7

Instrument and Answer sheet

Name : ____________________

Student’s number : ____________________

Class : VIII

Time : 60 minutes

I. Match the pictures with the correct sentences below!

How to print files

1. Third, open the file that you want to print.

2. Click “pages” and then type the pages that you want to print. Select the number of copies that you want to print by clicking on the arrows beside it, click “ok” or “print”.

3. Then, turn the printer on.

4. First, plug in the printer's power cable it's turned on.

116

5. Next click “file” and then clik “print”.

II. Arrange the jumbled sentences into a good procedure text!

Text 1

How to Fry Tempeh

1. Second, slice the tempeh to thin slice.

2. Finally, fry the tempeh and brown it on both sides.

3. After that, heat vegetable oil in a skillet on a medium heat.

4. First, crush the garlic. Mix it with water and salt. Set aside.

5. Marinate the tempeh in the garlic, water and salt mixture for 15-20

minutes.

Answer:

1. ......................................................................................................................

2. .....................................................................................................................

3. .....................................................................................................................

4. .....................................................................................................................

5. ....................................................................................................................

1.

2. Text 2

How to make chicken riceMaterials:

        2 plates of rice        1 clove of garlic and onion        2 tablespoon of tomato sauce

        1 egg beaten        100 gr of chicken meat        salt

Steps:

1. First, heat the oil and saute garlic until the garlic smells out and also saute

onion.

117

2.  The last, to suit the taste, you can add fried shrimp, or vern crackers.

3. After that mix chicken, stir briefly until slightly cooked.

4. Next, add the egg, andstir until the egg is cooked cracked.

5. And then add tomato sauce, and salt, put rice well with the spices.

Answer:

1. ...................................................................................................................

2. ...................................................................................................................

3. ...................................................................................................................

4. ...................................................................................................................

5. ..................................................................................................................

III.Create the procedure text into a good sentences below!

How to make a mug of hot chocolate

Materials and Ingredients:

- ..............................

- .............................

- ............................

- ............................

- ............................

- ............................

Steps:

Answer:

1. ....................................................................................................................

2. ....................................................................................................................

3. ....................................................................................................................

4. ....................................................................................................................

5. ...................................................................................................................

118

HOW TO MAKE HOT COCOLATE

1.

2.

3.

4.

5.

119

VOCABULARY

- Put = ambil - Open = buka- Teaspoon = sendok teh - That = itu- Sugar = gula - Want = ingin- Mix = campurkan - Pages = halaman- Chocolate powder = cokelat bubuk - Select = pilih- Stir = aduk - Turn on = nyalakan- After that = setelah itu - Fry = menggoreng- Next = selanjutnya - Slice = mengiris- Boil = mendidih - Thin = tipis- Mug = mug - head = panas- Then = kemudian -Vegetableoil = minyak sayur- Pour = menuangkan - Skillet = kuali- Hot water = air panas - Crush = menghancurkan- First = pertama - Set aside = menyisihkan- Second = kedua - Marinate = mengasinkan- Third = ketiga - Garlic =bawang putih- Finally = akhirnya - Tablespoon =sendokmakan- Drink = minum - smell out = membaui- shrimp = udang

120

ANSWER SHEET

Name : ____________________

Student’s number : ____________________

Class : VIII

Time : 60 minutes

I. Match the pictures with the correct sentences below!

How to print files

1. Third, open the file that you want to print.

2. Click “pages” and then type the pages that you want to print. Select the number of copies that you want to print by clicking on the arrows beside it, click “ok” or “print”.

3. Then turn the printer on.

4. First, plug in the printer's power cable and make sure it's turned on.

5. Next click “file” and then clik. “print”.

121

II. Arrange the jumbled sentences into a good procedure text!

Text 1

How to Fry Tempeh

1.Second, slice the tempeh to thin slice.

2.Finally, fry the tempeh and brown it on both sides.

3.After that, heat vegetable oil in a skillet on a medium heat.

4.First, crush the garlic. Mix it with water and salt. Set aside.

5.Marinate the tempeh in the garlic, water and salt mixture for 15-20 minutes.

Answer:

1.First, crush the garlic. Mix it with water and salt. Set aside.

2.Second, slice the tempeh to thin slice.

3.Marinate the tempeh in the garlic, water and salt mixture for 15-20 minutes.

4.After that, heat vegetable oil in a skillet on a medium heat.

5.Finally, fry the tempeh and brown it on both sides.

Text 2

How to make chicken riceMaterials:

        2 plates of rice        1 clove of garlic and onion        2 tablespoon of tomato sauce

        1 egg beaten        100 gr of chicken meat        salt

Steps:

1. First, heat the oil and saute garlic until the garlic smells out and also

saute onion.

2.  The last, to suit the taste, you can add fried shrimp, or vern crackers.

3. After that mix chicken, stir briefly until slightly cooked.

4. Next, add the egg, andstir until the egg is cooked cracked.

5. And then add tomato sauce, and salt, put rice well with the spices.

122

Answer:

1. First, heat the oil and saute garlic until the garlic smells out and also

saute onion.

2. After that mix chicken, stir briefly until slightly cooked

3. Next, add the egg, andstir until the egg is cooked cracked.

4. And then add tomato sauce, and salt, put rice well with the spices

5.  The last, to suit the taste, you can add fried shrimp, or vern crackers.

III.Create the procedure text into a good sentences below!

How to make a mug of hot chocolate

Materials and Ingredients:

- AMug

- A teaspoon

- Milk

- Hot Water

- 3 teaspoon of sugar

- 1 teaspoon of chocolate powder

Steps:

Answer:

1. First, Boil the hot water

2. Second, put 1 teaspoon of chocolate powder in the mug.

3. Next, fill the mug quickly with hot water in the mug and then stir.

4.After that, add milk and 3 teaspoon of sugar

5. The last, stir into a smooth paste soft, finally the hot chocolate ready to

drink

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Appendix 8

Student Work Result at Posttest of the Experimental Group

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125

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Appendix 9

Student Work Result at Posttest of the Control Group

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128

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Appendix 10

Letter of Research Permission

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Appendix 11

Letter of Research Conducting

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Appendix 12

Documentations

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