IMPROVING STUDENT’S WRITING SKILL IN

DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY

(A CLASSROOM ACTION RESEARCH) OF THE

SECOND YEAR OF MTS SUDIRMAN KOPENG,

GETASAN

IN 2015 /2016 ACADEMIC YEAR

GRADUATING PAPER

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

requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education

Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

SRI SUHARMI

113 11 136

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

DECLARATION

Hereby the writer declares that this graduating paper is made by the writer

herself, and does not contain materials that written and has published by other

people and other people‘s idea except the information from the references.

The writer is capable to account to her graduating paper if in the future it

can be prove of containing others‘ idea or in fact, the writer imitates the others‘

graduating paper.

Likewise, the writer made this declaration and hopes it can be understood.

Salatiga, August 28th 2015

The writer,

Sri Suharmi

MOTTO

‖ Let see how the fresh air wake you up,

achieve what mind can conceive‖

DEDICATION

This graduating paper is especially dedicated to: My

beloved Mother and Father

ACKNOWLEDGEMENT

Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable,

because of God is guidance, blessing, and affection, the researcher can finish this

graduating paper. In this occasion, the researcher also would like to express sincere

gratitude to:

1. Dr. H. Rahmad Haryadi, M.Pd. as a Rector of Institute for

Islamic Studies (IAIN) Salatiga.

2. Suwardi, M.Pd. as a Dean of Teacher Training and Education

Faculty of Institute for Islamic Studies (IAIN) Salatiga.

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

Department State Institute for Islamic Studies (IAIN) Salatiga,

thanks for approving my graduating paper.

4. Ruwandi, M.A as my advisor. Thanks for his help,

corrections, and motivation in process of finishing this

graduating paper.

5. All of the Lectures of English Department who give knowledge

during the researcher study in English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

6. My beloved Mother (Ibu Sulasmi), My beloved Father (Bapak

Juri Suyatno), My Sister and her little family, Thank you for the

love, prayer, help, motivation and support.

7. Drs. Musta‘in my head master, teachers, staffs and alll my

beloved students at Mts Sudirman Getasan, thank you for very

best time to share with you and supporting me in teaching

learning process.

8. Mr Arifin, my senior in teaching English at Mts Sudirman

Getasan, my colaborator, thank you for allow me in observing

the teaching process.

9. Ibu Uzik, my English teacher at SMAN 1 Getasan, my validator

for the vallue time to correcting my instruments and share about

the reseach.

10. My students at VIII D Mts Sudirman Getasan, thank you for

coorperative during the teaching learning process. I love you all.

11. My best friend, Nda Mara, Nda Aisy thank you for everything

we have done together. Lets‘ remember the first time we met.

12. All my friends at English Departement that I can‘t mention one

by one.

13. My Dream, thank you for teaching me how to be good person,

patient, smile, share, care and love.

Salatiga,August 28th

2015

The Researcher

Sri Suharmi

TABLES OF CONTENTS

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

DECLARATION......................................................................................... ii

ATTENTIVE COUNSELOR NOTES.....................................................iii

STATEMENT OF CERTIFICATION..................................................... iv

MOTTO ....................................................................................................... v

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

ACKNOWLEDGMENT .......................................................................... vii

TABLES OF CONTENTS.......................................................................viii

LIST OF TABLES ..…………………………………............................ xiv

LIST OF FIGURES………………………….....……………..…………xvi

LIST OF TEXT…………………………………………..…………..…..xvi

ABSTRACT….......................................................................................... xvii

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

A. Background of the Study ……...………...………………………… 1

B. Limitation of Study …………………………….…………………. 4

C. Problem Statement ……………………………………….……….. 4

D. Objective of the Study ………………………………....……..…… 4

E. Benefit of the Study ……………………………………………….. 5

F. Definition of Key Terms …………………………...……………. 6

G. Review of the Related Literature ……………………………….…. 6

H. Research Paper Organization ………………………………...…… 8

CHAPTER II: RESEARCH THEORIES …………..………………….. 9

A. General Concept of Writing Skills……………………….……… 9

1. Definition of Writing …………………………………………. 9

2. The Importance of Writing ….……………...……………….. 10

3. Paragraph Writing ………………………………………...…. 12

4. The Process of Writing ……………..……………………….. 13

5. Writing Dificulties ……………………………………….….. 18

6. Teaching Writing ………………………………...………….. 19

7. Characteristic of technique in Teaching Writing ……….…… 21

8. Technique of Teaching Writing ……………………...……… 22

B. Descriptive Text …………….…………………………...……… 24

C. Outdoor Activity ……………………………………………..…. 26

1. Writing in Outdoor ……………………………….………….. 26

2. Teacher Activity in Outdoor …………………………….…… 29

3. The Purpose of Outdoor Activity ……………………….…… 29

D. The Teaching Design of Outdoor Activity ……………….…… 31

E. Theoritical Frame Work …………………………….…………. 32

F. Alternative Hypotesis ………………………………...………… 33

CHAPTER III: RESEACH REPORT ……...……...…………………. 34

A. Reseach Setting ………………………………………………….. 34

1. The General Description of Mts Sudirman Getasan …………. 34

2. The Setting of Time ……………………………………….…. 35

3. The Condition of Teachers and Staffs …………………..…… 35

4. The Facilities of Mts Sudirman Getasan ……………...……… 36

5. The Organization Structure ………………………...………… 37

6. Distribution of the Class ……………………………….…….. 37

7. The List of the Students in VIII D ………………………..….. 38

B. Reseach Methodology ……………...…………………………… 39

C. Reseach Subject …………………...…………………………….. 40

D. Procedure of the Reseach …………………………………….… 40

E. Methodh of the Collecting Data ………………………...……… 47

1. Test …………………………………..…………………… 47

2. Observations …………………………………...………… 48

3. Interview ………………………………………….……… 49

4. Documents …………………………………………….…. 49

F. Reseach Instrument ………………………………………..…… 50

1. Written Test ………………………...…………………….. 50

2. Observation Sheet ……………………………...………… 51

3. Interview Guide ………………………………………...… 52

4. Documents …………………...………………...………… 53

G. Method of Analyzing Data ………………………...…………… 53

1. Qualitative Data Analysis ……………….……………….. 54

2. Quantitative Data Analysis ……………………….……… 54

H. Statistical Hypotesis …………………………………………..… 56

CHAPTER IV: RESEACH RESULT AND DISCUSION ……..…..... 57

A. DESCRIPTION OF MTS SUDIRMAN KOPENG GETASAN 59

B. DESCRIPTION OF VIII D ……………………………..……… 59

C. RESEACH CONDUT ……………………………………..……. 60

D. DATA ANALYSIS ………………………..…………………….. 60

E. DISCUSSION …………………………………………...………. 82

1. Before Cycle ………………………………………….……… 82

2. Cycle 1 ……………………………………………..………… 84

a. Planning ……………………………………………....….. 85

b. Implementation ………………………………..…...…….. 85

c. Observation ………………………………..………...…… 90

d. Reflection ……………………………...….……………… 90

3. Cycle 2 …………………………………………….…………. 91

a. Planning …………………………………………...….….. 91

b. Implementation ………………………………..…...…….. 92

c. Observation ………………………………..………...…… 96

d. Reflection ……………………………...….……………… 96

4. Cycle 3 ……………………………………………………….. 98

a. Planning …………………………………………...….….. 98

b. Implementation ………………………………..…...…….. 98

c. Observation …………………………..…..………...…… 101

d. Reflection ……………………………...….………..…… 101

5. After Cycle ………………………………………………….102

CHAPTER V: CONCLUSION AND SUGGESTION ……...……… 109

A. CONCLUSION ………………………..………………………. 109

B. SUGGESTION …………………………………...……………. 110

BIBLIOGRAPHY …………………………………………………….. 112

APENDIXES ……………………...…………………………………… 115

LIST OF TABLE

Table 3.1: The teachers and Staff of Mts Sudirman Getasan ……..…...... 36

Table 3.2:The Facilities of Mts Sudirman Getasan .................................... 37

Table 3.3: The distribution of the class in Mts Sudirman Getasan ……… 37

Table 3.4: The list of the students of VIII D ……………………..……… 38

Table 3.5: The steps of the cycles ...…………………………………..…. 41

Table 3.6: Students score sheet …………….............................................. 50

Table 3.7: Score criteria ………………………………...……………….. 51

Table 3.8: Score criteria of observation sheet …………………………… 58

Table 4.1: The Reseach schedule ……………………………………….. 60

Table 4.2: The Score of Students‘ Pre-test …………................................. 61

Table 4.3: The Criteria of Students‘ Achievement of Pre-test in cycle 1.. . 62

Table 4.4: The Score of Students‘ Post-test in cycle 1................................ 62

Table 4.5: The Criteria of Students‘ achievement of Post-Test in cycle 1...63

Table 4.6: Students‘ Deviation of Pre-test and Post-test score in cycle 1 .. 64

Table 4.7: Result of the Observation Sheet in cycle 1 ......................... ….. 67

Table 4.8: The Score of Students‘ Post-test in cycle 2 .............................. 69

Table 4.9: The Criteria of Students‘ Achievement of Post-test in cycle 2.. 70

Table 4.10: Students‘ Deviation of Post-test cycle 1 and Post-test

score in cycle 2 .................... ………………………...…………… 70

Table 4.11: Result of the Observation Sheet in cycle 3 …………….……. 76

Table 4.12: The Score of Students‘ Post-test in cycle 3 ............................. 76

Table 4.13: The Criteria of Students‘ Achievement

of Post-test in cycle 3……………..…………………………. 77

Table 4.14: Students‘ Deviation of Post-test cycle 2 and Post-test

score in cycle 3 .................... ………..………………….…………. 81

Table 4.15:Result of the Observation Sheet in cycle 3 ……………...….... 81

Table 4.16: Result of Teaching Learning Process ………………..…….. 103

LIST OF FIGURES

3.1: The organization structure .................................................................. 37

3.2: The CAR Model by Kemmis ……………………………………….. 40

LIST OF TEXTS

4.1: My School …………...……………………………………………… 86

4.2: Kopeng ………..…………………………………………………….. 88

4.3: Rio …………………..………………………………………………. 93

4.4: Mount Bromo ……………………………………………………….. 99

ABSTRACT

Sri Suharmi. 2015. “IMPROVING STUDENT’S WRITING SKILLS IN

DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM

ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN

KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR ”. Graduating Paper.

English Department State Institute for Islamic Studies (IAIN) Salatiga

Counselor: Ruwandi MA.,

This study is a clasroom action research. The general objective of this study is

improving students‘ writing skill through outdoor activity. While the spesific

objective of this research are (1) whether or not outdoor activity can increase the

students‘ ability in writing content of descriptive text the second year of MTs

Sudirman Getasan. (2) To describe whether the outdoor activity can improve the

students‘ writing skill in developing paraghrap. This classroom action research was

conducted at MTs Sudirman Getasan. The procedure of the research consisted of

planning, action, observation, and reflection. The data were collected from

achievement test, observation, interview and document. The observation during the

process of English teaching and learning was conducted with the help from

collaborator. In this research, the writer acted as the practitioner. The tests were in

the form of pre-test and post-test conducted in cycle 1, cycle 2 and cycle 3. The

research resulted: (1) Using outdoor activity as a method can improve students‘

writing skill, it is proved with the students‘ improvement score the mean score pre-

test of the students was 57 (very poor) and the mean score of the post-test 70 (good).

The mean of the post- Test 1 is higher than the mean of the pre- Test (64.53>56.56),

the mean of post-test in cycle 2 is higher than mean of post-Test in cycle 1

(70.59>64.53) and the mean of post-Test of the cycle 3 is higher than post-Test in the

cycle 2 (74.56> 70.59).The proven result of the implementation was (2) The

effectiveness of using outdoor activity in improving students writing skill is proved

from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test

was higher than the score of t-table and the result of t-test and t-table in cycle 3

(15.11>2.042) also showed that the score of t-test was higher than the score of t- table.

Keyword: outdoor activity, writing skill, descriptive text

CHAPTER I

INTRODUCTION

A. Backround of the Study

English is one of the subject matter learned by students that are given any

educational level, such as elementary and upper intermediate level. It covers four

language skill that must be mastered if someone wants to be succesfull in studying

English: listening, speaking, reading and writing.

One of those four component that must be thought by the teacher is writing

skill. It has always important place in most English language course. One of the

reason is that more people need to learn writing in English for occupational or

academic purpose. To write well people must have good capabilities in writing. More

ever, people wants to write the essay or story must know the steps in writing process

and aspect of writing. The writer must be able to organize the ideas, to construct the

sentences, to use puncuations and spelling well. Beside that, they must be able to

arrange their writing into cohesive and coherent paragraph and text that is why

writing is a very complex skill. Thus, it is not easy task for English teacher to teach

it. Teacher often find difficulties in teaching writing.

Just like the teacher in the second year of Mts Sudirman Kopeng, Getasan who

finds many problem to equipped the student with that skills. According to pre

interview of this research that was held on 7th

of January 2015, the writer found some

difficulties that faced by the students in writing. In doing pre interview the writer

asked some questions to the teacher, the question are about general condition in

teaching learning process of English material especially in writing subject, about the

studets and their participation and also the strategy that used by the teacher in writing.

The teacher gives some arguments, which are as it knows that writing skills are

concidered difficult by the students for some reasons, those reasson are that the

students usually get difficulties in starting their writing. Many student waste vaulable

time just for getting started. Beside, the student have problem to develop the

paragraph with a good stucture and text component. They are confused to develop

paragraph because they have not inspiration to develop it and lack of linguistic

competence and rhetorical styles that lend to texture component. They have less

understanding about the notion of text context and genre wich have relationship with

writing activites.

Besides the pre interview, the writer also saw the teaching process, some of

the students walking around the class, loking out of the window while teaching-

learing process are running. The student were seem bored to study indoor or in class,

they need inspiration to write that make them face a real concept not only imagination

that the teacher brings to the class. Brings some imagination only give some litlle help

to the students in the class to build a good sentences, by bring the real things or come

to the real things the students will get more than a sentences to write.

Based on the problem indentification in the field of research, the writer

conducts an action research using outdoor activities. It is expected that the writer as

teacher will be able to motivate the students to learn the materials, pay attention to the

lesson and make them not to get bored.

Outdoor activities usually mean activities done in nature away from

civilization, out of the house or building. Outdoor activity is an activity that can be

done by people to lose the feeling of boredom. It is more interesting than indoor

activities, because these activities are conducted outdoor. When we are outdoor, we

can get more motivation to learn something. Althought outdoor activity make noise, it

needs power and physical energy (Patmonodewo, 2003: 113). The sense of peace and

pleasure is the children‘s exprerience when they take in the fresh air. In outdoor the

children get inspiration for their writing because they can see the object that they will

desribe, beside at outdoor they feel relax. While children spend outdoor everyday,

children have many ways to enrich the objective of the course and support children

development and acquisition.

Based on the previous reasons, the writer interested in conducting a classroom

action research entitled Improving Students’ Writing Skill in Descriptive Text by

Using Outdoor Activity (a Clasroom Action Research) of the Second Year of MTs

Sudirman Kopeng, Getasan in 2015/2016 Academic Year.

B. Limitation of Study

In this research the writer limits her reseach on improving writing skill of

descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng,

Getasan.

C. Problem Statements

Based on the backround of the study the writer formulated the research

problem as follows:

1. What is the improvement made by students of the second year in MTs Sudirman

Kopeng Getasan in 2015/2016 Academic Year in writing descriptive text by using

outdoor activity?

2. To what extent is the effectiveness improvement of the student‘s ability in

writing descriptive text of the second grade students of MTs Sudirman Kopeng

Getasan in 2015/2016 Academic Year?

D. Objective of the Study

In general the study aims to improve the students writing skill spesifically it is

to:

1. Whether or not outdoor activity can increase the students‘ ability in writing

content of descriptive text the second year oMTs Sudirman Kopeng, Getasan and

2. Describe whether the outdoor activities can improve the studen‘s writing skill in

developing paragraph, in order that

a. The student are able to write a paragraph with correct structural component.

b. The student are able to write a paragraph with correct text component.

E. Benefit of the Study

After analyzing the problems, the researcher would like to get partical and

theoretical benefits as follows.

1. Theoritical Benefit

a. Finding of the research will be useful expecially for the student of MTs

Sudirman Kopeng, Getasan.

b. The result of the research can be used as an input of English teaching

learning process expecially in teaching writing.

2. Practical Benefit

The research‘s finding can be used by the students, teacher, school, and

writer and it will be usefull to other reseacher who are interested in analyzing

learning writing:

a. For students

1) It can improve the mastery of writing subject.

2) The student will be able to write better.

b. For the teachers

1) The teacher know the level of student mastery in writing ability.

2) The result can become an input to determine the step and strategy for

teaching as feed-back to improve in the proccess of english teaching

learning especially in writing and it can be as the important information

in using media to improve the quality of teaching writing.

F. Definition of the Key Terms

1. Students‘ writing skills

Writing is clearly a system of human intercomunication by means of

convetional visible marks, but it is evident from what has been sain that what

the primitives understood as writing is not the same thing as what we do (Gelb,

1962: 12). Students‘ writing skill mean students‘ ability in term of writing.

2. Outdoor Activity

Outdoor ia an activity that can be done by people to loose boredom. ―

when we are outdoor, we can get more motivation to learn something, althought

outdoor activity makes noise, need power and physical energy‖ (

Partmonodewo, 2003: 112). According to Oxford Learner‘s Dictionary (2003:

291), ― outdoor activity is activity done outside a house or building‖.

3. Descriptive Text

Descriptive text is a text which is used to describe something

like a particular place, certain person or thing from the physical condition. The

senior high school students are required to understand the component of

descriptive text genre, those are: generic structure and language feature. The

generic structures of this genre are identification (mention the special

participant) and description (mention the part, quality, and characters of the

subject being described). And for the language features of this genre, usually

uses simple present tense, adjective, noun phrase and adverbial phrase.

Description is used to add details about something physical like a

person, place, or thing. This method uses sensory language, that is, words that

appeal to the five senses: sight, hearing, smell, taste and touch. To create the

most accurate picture in reader‘s mind, the writer has to be precise in the choice

of words. What is include to sight, hearing, smell, taste and touch. With

adequate sensory detail, the reader can create a clear and specific picture in her

or his mind about the topic that the writer wants to describe.

G. Research Paper Organitazion

In order to make this research easy to follow, the writer organized it as

follows:

Chapter I is introduction. It consists of background of the study, problem

statement, limitation of the study, objective of the study, benefit of the study,

hypothesis, definition of the key terms, review of related literature, and research

paper organization.

Chapter II is research theories, in this chapter, the researcher presents about

many theoritical frameworks of this study. It is aimed to give relavant knowledge

underlined the study. Therefore, this chapter describes some information involving:

general concept of general concept of writing skill, descriptive text, outdoor activity.

Chapter III is research methodology, that consist of type of the research

design, object of the study, subject of the study, method of collecting data, and

technique for analizing data.

Chapter IV is data analysis and chsussion of the finding. In the chapter, the

writer present the data and data analysis.

Chapter V is conclusion and suggestion

.

CHAPTER II

RESEARCH THEORIES

In this chapter, the researcher presents about many theoritical frameworks of this

study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter

describes some information involving: review of related literature, general concept of general

concept of writing skill, descriptive text, outdoor activity.

A. Review of Related Literature

The writer takes two researcehes to support the writer‘s study in order to show

the originality to the research. The first research has been conducted by Anggani (UMS

2008) with her a research entiteld Teaching Writing Narative Genre using Guided

Composition to the Second Year Student of SMP N 1 Gemolong in 2007/2008 Academic

Year ( A Case Study). The result of the analysis shows that guided composition

technique is appropriate and quite effective for the second year student of SMP N 1

Gemolong in teaching writing narrative genre. The student are enthusiastic, interested,

and motivated to take part in the classroom activities. The teacher has several problem in

teaching namely dificulty in explaining the content of the English story, student

dificulties in developing paragraph in a narrative genre, student‘s dificulties in mastering

component of writing, and facking of teaching media.

The other study was conducted by Emilia (UMS 2008). She conducted her

research entitlled Increasing Student‘s Writing Skill Using Picture Strip Story at the First

Year of MTs hadul Muta‘alimin Katerban Ngawi. She focused to the increasing students

writing skill using picture strip story. Her conclusion is the student‘s writing skill

increases after they were taught using picture strip story.

Altough the writer has smilar topic. ―Writing‖, but the writer has different object

of the study and technique. Besides it the writer focuses on teaching writing of

descriptive text. The writer analyzes on improving student writing skill of descriptive

text using outdoor activity of the second year of MTs Sudirman Kopeng.

B. General Concept of Witing Skill

1. Definition of Writing

Writing s acomplex activity which consist of some component that consctruct

the result of writing ability (White,1992: 9-12). The component of writing include

content, organization , gramatical use, vocabulary use, and mechanical consideration

such as spelling and punctuation ( Fauziati, 2005: 153). The procedure a good written

product, the writer should master them well: they are interacted recursively in writing

process. Besides in removing the writers‘ idea to written text is complex.

The write is required to generate the ideas to the written text by connecting the

writer‘s acquisition of writing components and also their coqnitive operation to

generate and organize their purposed to produce a text that can be understood by

reader. The writer must be able to organize idea, to construct the sentences to use

punctuation and spelling well and to arrange their writing into cohesive and coherent

paragraph.

Nunan (2003:88) states that writing as both physical and mental act. At the

most, basic level is a physical act commiting words or an email message into

computer. Writing is the mental work of inventing ideas, thingking about how to

express them into statement and paragraph. Writing can be called as an activity in

using long in the form of written text. The writer should move their ideathrough a

series activities or stage in writing process to produce a piece of writing. Activities are

selected according to opportunities they provide for developing composing skills as

planning, drafting, revising. The writr‘s activities includes generating their ideas

organizing them into paragraph drafting, editing, reading and re-reading.

2. Importance of Writing

Mastering writing ability is important since writing is one of the ways to

communicate with other people. The ability to write is required in many parts of

people‘s life. Harmer states that writing as a skill is the important reason for teaching

writing. It bis a basic language skill just as important as speaking, listening, and

reading. The ability to write is also required in many jobs such as writing application

letters, business proposal, reports and memos. It will guide students to be succeed

person and get better position in their job.

According to Graves as quoted by There are many several ways in

writing which are important in lives:

a. As a contribution to the development of a person, no matter what the person‘s

background and talents. Writing is a highly complex act that demands the

analysis and synthesys of many levels of thinking.

b. Writing develop initiative. In reading, everything is provided. In writing,

the learner must supply everything such the right relationship between

sounds and letters, their form on the page, the topic, information, question and

answer.

c. Writing develops courage. At no point is the learner more vulnerable than in

writing.

d. Writing, more than any other subject, can lead to personal breakthroughs in

learning.

e. Writing can contribute to reading from the first day of school.

Writing, someway, is active, where as reading is passive.

f. Writing contributes strongly to reading comprehension as children grow older.

The ability to revise writing to greater power and economy is one of the

higher forms of reading.

This theory is grafted to give more information to the reader that there are

many several ways in writing which are important in lives. Hopefully, by reading this

theory the reader will be more interest in writing and it can support the writers to be

more creative in creating their writing.

3. Paragraph Writing

a. Notion of Paragraph

Paragraph is the combination of many sentences in one idea. Dumais

(1988:48) states that ― a paragraph is a group of sentences, which tells about

main idea‖.

b. Paragraph Composition

Paragraph composition consist of the main idea, topic sentences,

controlling idea, concluding sentence, paragraph development. Topic sentence is

a general sentence that introduces the topic. Controling idea is the sentences that

follows in the paragraph and controls the information that is given in the

paragraph. Then concluding sentence is the sentence that ends the paragraph.The

last is paragraph development (Reid, 1994: 29).

c. Ways of Paragraph Development

There are four ways of paragraph development. They are description,

narrative, cause and effect, definition. Description is a paragraph that describing

something. Writer uses narrative paragraph when they want to retell an event or

an experiences or when they want to tell miniature of a story or an anecdote. ― In

a cause- effect development, there is always a caused betwen the topic sentence

and the supporting sentence or event between major supporting sentences and

minor ones (Dumais, 1988: 79). Whereas, ― definition is explaining a term, or

how you are using it in a particular situation‖ (Dumais, 1988: 72).

4. Process of Writing

Writing is a complex activities which consist of some components that

constructthe resultof writing ability. ― One of them is that the writer should move

thought a series stage/ process to pocedure a piece of writing. There are some

steps in writing process‖ (Regina, 2001: 81). They are: planning, drafting, and

writing, and revising. All of this stage in straight chronological order:

a. Planning

Planing is a series of stategies designed to find andd produce

information in writing. It also called pre-writing. The write are asked to be

able to formulate and purpose the writing, decide to wrote, select a style that

is likely to complish the purpose and then organize the message.

In this stage the writer will only concern with finding out the topic to write

is very important in writing because it can help the writers towrite easilyin

planning, the writers begin digging for the basic raw material they need.

b. Drafting and Writing

Drafting is the manifestation of the process after planning. It is a

series of strategies designed to organize and develop a sustain piece of

writing. In drafting the writers should make decision about the main idea that

will be expressed. Then the writer will concern with the outlin in wich they

organize the content of writing in order to b coherent. Finally, the writer

develops it by giving the tittle, introducing and make oaragraph into the

competence writing

After writers have generated ideas about their topics, they focus their ideas

on the main point and develop a rough plan for the paragraph or essay they are

going to write . In this stage, you can add new ideas or delete original‘ ones at any

time in the writing process

c. Revising

Revising is a procedure for improveing or correcting a work in

progress. It is a sries of stategies designed to re-exmine, re-evaluate the

choice thet create a piece of writing. In revising, the writer should check

aspect insloved in writing activity such as spelling, grammar, punctution,

paragraph development, etc.

Edit your rough draft for content and organization. Check it over for

content and organization, including unity, coherence, and logic. You can

change, rearrange, add, or delete, all for the goal communicating your thought

more clearly, more effectively, and in a more interesting way.

d. Scoring

According to Reid (1993: 235), the evaluation using analytic method

elaborate writing into five component. They are: content, form/organization,

vocabulary/style, language use/grammar, and mechanics.

Component Score Criteria

Content 30-27

Exellent

to very Good

Knowledge,

substantive,

development of thesis,

relevant to assigned

topic.

Good to

Average

Sure knowledge of

subject, edquate

range, limited

development of thesis,

mostly relevant to

topic but lack detail.

21-17 Fair to

poor

Limited knowledge of

subject, adequate

range, limited

development of thesis,

mostly relevant to

topic but lack detail.

16-13 very

poor

Does not show

knowledge of subject,

non- subjunctive, not pertinent, or not

enough to evaluate.

Form/

Organization

20-18

Excelent to

very good

Fluent expression

ideas, clearly stated

/ supporrted

, succiner, well-

organized, logical

sequencing, cohesive.

17-14 Good

to Average

Somewhat choppy,

loosely organized but

main ideas stand out,

limited support,

logical but incomplete

sequencing.

13-10 Fair to

Poor

Non-fluent, ideas

confused or

disconnected, lack

logical sequencing

and development.

9-7 Very

Poor

Does not

communicate, no

organization, or not

enough to evaluate.

Vocabulary/

Style

20-18

Excellent to

very Good

Shopisticated range,

effective word/idiom

choice and usage,

word form mastery,

appropiate register.

17-14 Good

to Average

Adequate range,

occasional errors of

word/idiom form,

choice, usage but

meaning not

obscurred.

13-10 Fair to

Poor

Limited range,

frequent errors of

work/idiom form,

choice, usage,

meaning

confused or obscured.

9-7 Very

Poor

Essentially translation,

little knpwledge of

English vocabulary,

idiom, word form, or

not enough to evaluate

Grammar

25-22

Excellent to

Very Good

Efective, complex

construction, few

errors of agreemet,

tense, number, word,

order/ function,

articles, pronouns,

preposition.

21-18 Good

to Average

Effective but simple

construction, minor

problem complex

construction, several

errors agreement,

tense, number, word,

order/ function,

articles, pronouns,

prepositions, but

meaning seldom

obscured.

17-11 Fair to

Poor

Major problems in

simple/complex

constructions,

frequent errors of

negation, agreement,

tense, number, word,

order/function,

articles, pronouns,

preposition and/or

fragments, delections,

meaning confused or

obscured.

10-5 Very

Poor

Virtually no mastery

of sentence

construction rules,

dominated by errors,

does not comunicated,

or not enough to

evaluate.

From the previous explanation the researcher concludes that the

criteria of scoring are:

No Score Criteria

1 89-100 Exellent

2 79-88 Good

3 66-78 Fair

4 46-65 Poor

5 0-45 Very Poor

5. Writing Difficulties

Mechanics

5 Excellent to Very Good

Demonstrated mastery of conconventions,

few errors of spelling,

punctuation,

capitalization,

paragrahing.

4 Good to

Averrage

Occasional errors of

spelling, punctuation,

capitalization,

paraphrasing, but

meaning not obscured

3 Fair to Poor Frequent errors of

spelling, punctuation,

capitalization,

paragraphing, poor

handwriting, meaning

confused or obscured

2 Very Poor No mastery of

conventions,

dominated by errors

of spelling,

punctuation,

capitalization,

paragraphing,

handwriting illible, or

not enough to

evaluate.

Most people see that writing is commonly a difficult activity, both on the

mother tongue and foreign language. Byrne (1997: 4-5) states that problems

caused by writing unclude three headings, namely psychological linguistic and

cognitive problem. Writing is essentially a solitary activity.

The person is required to write their own idea, without the posibility of

interaction benefit of feedback, so it makes the act of writing difficult in itself. It

is different from speaking in wich it presents feedback from the other.

The writer have linguistic problem, such as the choice of sentence

structure.

In cognitive problem, learning learning to write is not similar with

learning to speak. Speaking, appearswithout much consciousness or thought an

generall the person talk because they want to to know about matters wich are

interesting or relevant to them socially or professionally. The writers also have to

learn how to organize their own ideas such a way that those ideas can be seen by a

reader.

6. Teaching Writing

In the traditional way of teaching writing, which focuses on the product,

very little attention is paid to help learners develop their ideas in the process

meaning-making, Leki (1996), in Fauziati(2008:141) states that ―no wonder that

writing activitiy become dull, dry and boring‖. Meanwhile there has been a

paradigmatic change in teaching writing. ― Attention to the writer as language

learner has led to the second approach- a process approach― (Fauziati, 2008: 141)

Based on the statement above, teaching writing has two approaches, they

are:

a. The Process Approach

Writing is leghtly process. In writing,a writer should move through a

series stage or process to produce a piece of writing. Nunan (1991) in Fauziati

(2005: 147 states process approach focuses more in the various clasroom

activities wich are believed to promote the development or skill language us.

The writers‘ activities are generating their ideas, putting the words into

sentences and sentences into paragraph, spelling correctly, punctuation and

capitalizing in costumary ways and observing conventions in writen form.

Activities currently used to reflect a focus on the reharsing prewriting,

drafting and revising. (Murray, 1980: 108) in teaching as a process

consequently, the students produce several draft or version and getting

feedback from classmate. The emphases on writing as a process have made the

class more exploratry and more effective for students to develop their writng

skills.

b. The Product Approach

Product approach focuses on ability to produce correct text or

―product‖. The product is after all the ultimate goal: it is reasonthat we go

through the process of pre writing, drafting, revising and editing (Brown,

1991: 322). Writing leads to a product that can be examined and reviewed

immediately it provide feedback to the teacher and learner on what has been

understood. The function of feedback is not only to provide reinsforcement but

also provide information in wich learners can do actively in modifying their

behavior. In the product- oriented type of teaching writing the main purpose of

the learners‘ wrting activity is to catch grammar, spelling, and punctuation

errrors ( Leki: 1996) in Fauziati (2005: 148).the writer should produce a

written text in grammatical correct, spelling and punctuation well. The

students‘ final product can be measured baedon the lit of criteria such as

content, organization, vcabullary use, gramatical use and mecanical

consideration such a spelling and punctuation.

7. Characteristics of Technique in Teaching Writing

Since writing as a process is oriented towards work in progress and the

development of new skills, rather than merely evaluative task, the classroom

practices, therefore, will vary from each other. These often depend much open the

students experiences and skills when planning and adjusting their writing

program. However, when this new paradigm is applied into classroo practice,

certain characteristics should be well recognized. According Fauziati (2008: 145)

some of the characteristics of classroom technique the teacher has role in teaching

writing, as follows:

a) Instruction should be focused on the writing process.

b) The assigned tasks should encoerage students to write a variety of

modes besides expository writing.

c) Conferencing is an important part of the classroom activity.

d) The main role of the teacher as a fasilitator.

e) Since the teacher‘s role is a fasilitator, and the student would work

and help each other, rather than work alone or just with the teacher,

the classroom would be arranged in the manner of a work shop, where

students can work pair, or group.

f) A bound which ties all member of the class into one community,

whose member feels responsibles for each other‘s growth can be

created in such classroom.

8. Technique of Teaching Writing

Oshima (2001: 3-8) states that there are some technique for generating

ideas:

a. Brainstorming

A brainstorming as called listing, is a process of generating a lot of

information within a short time by building on the asscociation of previous

terms, such as: (a) Lot down all the possible term that emerge the general topic

all the possible term this procedure work especially well of you work in the

term; (b) Generating idea, with one member action ascribe; (c) Grouping the

items that you have listed according to arrangement that make sense you, and

(d) Giveng each group lebel; write a sentence about the label you have given

the group of ideas

Brainstorming is a way to assosiate ideas and stimulate thingking. To

brainstorm, start with a word or phrase and let your thought go in whatever

directioin they will. For asset period of time, do not attemp to think logically but

write a list quickly as possible, putting down whatever comes to mind without

looking back or organizing. After set times is up, looking over what you have

listed to see if any ideas are related and can be grouped.

b. Free writing

Free writing is writing without stopping. It allows the writer to focus

on a spesific topic, but forcing the writer to write soo quickly that the writer

unable to edit any of ideas. The procedure in free writing as follows: (a) Free

write on the assigment or general topic for several minutes non-stop. (b) After

finishing free writing, look back over what ther writer has writen and highlight

the most prominent and interesting ideas, then begin all over again, with

fighter focus. Narrow the topic and generate several relevant points about the

topic.

It means writing whatever comes to your mind without worrying about

whatever the ideas are good or the grammar is correct. Its purpose is to free up

your mind to let it make assosiation and conection.

c. WH- Questions

When newspaper reporter write articles, thy try to answer the following

questions in the first sentence of the report: what, who, when, where, why,

and sometimes how. We can use these same questions to generate materials

for your topic from different points of view and may help you to clarity your

position on the topic.

d. Clustering

Clustering also can be called mind mapping or idea mapping. It is a

strategy which allows the writer to explore relationship between the idea. The

procedure in clutering as follows: (a) ut the subject in the center page, circle or

underline it. (b) ask the writer other ideas; link the new ideass to the central

circle with line. (c) Ask th writer thinks of ideas to the new ideas, add to those

in the same way.

Clustering free you from following a strictly linear squnce, it may allow

you to think more creatively and make new assosiation.

e. Outdoor activity

Outdoor activity is an activity that can be done outside the house or

building. It is strategy which allows the writer to find subject that it have

relationship with topic so writer can develop the ideas. The design technique

of outdoor activity as follows: (a) Before the teacher asked the students go to

the location, students are in the class with the teacher and then the teacher will

explain the topic. (b) After the student understood it, the teacher asked go to

the location (outdoor). (c) In location, the teacher will say the things that are

suitable with the topic in English and the students listen it. (d) When the lesson

is over the students go back to the class together with the teacher.

C. Descriptive Text

Descriptive text is a text which is used to describe something like a

particular place, certain person or thing from the physical condition. The senior high

school students are required to understand the component of descriptive text genre, those

are: generic structure and language feature. The generic structures of this genre are

identification (mention the special participant) and description (mention the part, quality,

and characters of the subject being described). And for the language features of this

genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase.

Description is used to add details about something physical like a person, place, or

thing. This method uses sensory language, that is, words that appeal to the five senses:

sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s

mind, the writer has to be precise in the choice of words. What is include to sight,

hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear

and specific picture in her or his mind about the topic that the writer wants to describe.

Clearly, descriptive writing uses a lot of flowery adjectives and adverbs to

describe what is going on or how something appears. For example when you write

description of person, you tell what she or he looks like, when you describe a place, you

tell what it looks like, if you describe a scene with people you might first describe the

place, and then you might also tell what is happeningand what the people are doing.

According to alice oshima, there are some important points to be understood

in descriptive writing. Some important points are:

1. A description is a word picture. It tells the reader how something looks, feels, tastes

ang sounds.

a. Use spatial order to organize a description. A spatial order is the

arrangemant of items in order by space: back to front, left to right, top to

bottom, far to near and so on.

b. Use spatial order expressions to show the order: example of the spatial order

are on the dashboard, in front of the sofa and in the ditance.

2. Unity is an important element of a good paragraph. Unity means that paragraph

dicusedone, only one, main idea.

3. Supporting details are the meat of paragraph. They prove the truth of your topic

sentence, and they make your writing rich and interesting.

4. For yet and nor arethree additional coordinating conjunctions that you can use to

make compound sentences.

5. One way to make your writing more interesting is to vary your sentece

openings. Occasionally move a prepositional phrase to the beginning of a sentence.

(you can not move any prepositional phrase, however).

6. Clustering is another prewriting teaching you use to get idea.

This theory is appeared in this study to support the teaching of writing theory.

Besides that, in order we know that there are six important points have to be understood

in descriptive writing.

D. Outdoor Activity

Outdoor activity is an activity that can be done by people to loose boredoom.

―when we are outdoor, we can get more motivation to learn something, although outdoor

activity makes noise, need more power and physical energy‖ (Patmonodewo, 2003:112).

While Broda (2005:5) stated Outdoor activity: any educational activities that takes place

outside the classroom.In this study, the activity is outdoor activity. The activity of

teaching and learning activity is conducted outside the classroom.

According to Oxford Learner‘s Dictionary (2003:291), ―outdoor activity is

activity done outside a house or building‖. Outdoor activity mean student‘s activities that

are done outside the classroom, whether in the school yard, the town park, the zoo, the

industry, or any other place. Outdoor activities usually mean activities done in nature

away from civilization.

1. Writing in outdoor

Teaching and learning process is not only done in the room with some media of

learning with many books on the table but also teaching and learning process

(education) is can be done outside classroom (outdoor activity) with a different

situation and interesting condition in order the students can be active and more

understand the lesson.

Education outside classroom describes school curriculum learning, other

than with a class of students sitting in a room with a teacher and books.

While there are many definition of outdoor education, the most comprehensive

one one seems to be, ―outdoor education is ‗in‘, ‗about‘,and ‗for‘ the out- of-

doors.‖ This definition tells the place, the topic, and the purpose of outdoor education.

'In' tells us that outdoor education can occur in any outdoor setting from a

school yard in an industrial neighborhood to a remote wilderness setting, in swamps,

meadows, forests, shores, lakes, prairies, deserts, estuaries, and all other biomes.

'About' explains that the topic is the outdoors itself and the cultural aspects related to

the natural environment. You may teach about mathematics, biology, geology,

communication, history, political science, art, physical skills, or endurance, but

learning occurs through the context of the outdoors. 'For' tells that the purpose of

outdoor education is related to implementing the cognitive, psycho-motor, and

affective domains of learning for the sake of the ecosystem itself. It means

understanding, using, and appreciating the natural resources for their perpetuation.

Outdoor education is an experiential method of learning with the use of all

senses. It takes place primarily, but not exclusively, through exposure to the natural

environment. In outdoor education, the emphasis for the subject of learning is placed

on relationships concerning people and natural resources.

The Committee to Study Alternatives in Outdoor Education, state that "The

term outdoor education does not indicate a clearly defined body of knowledge, but

rather a range of learning experiences which utilize the unique educational situations

created by the natural environment outdoor activities and outdoor living.

Outdoor education has been described as a place (natural environment), a

subject (ecological processes) and a reason (resource stewardship). According to

priest, outdoor education is comprised of 6 primary points:

b) It is a method for learning

c) It is experiential

d) It takes place primarily outdoors

e) It requires the use of all sense

f) It is based upon inter disciplinary curricula

g) It is about relationship involving people and natural resources.

In addition, outdoor education is a method of teaching and learning that

emphasized direct, multisensory experiences, take place in the outdoor environment.

Outdoor education programs strive to elevate the physical, emotional, cognitive, and

spiritual levels of the individual.

2. Teacher Activity in Outdoor

There are some activities that can be done b the teacher when the teacher do

outdoor activity in teaching and learning process.The activities are:

a) Leading/instructing individuals or groups on a particular activity (e.g. hillwalking,

mountain biking, caving)

b) Briefing participants about safety and logistics

c) Designing outdoor activity programs and products for different groups

d) Designing learning resources for groups

e) Delivering training sessions or lessons in the outdoors and/or in a classroom

environment

f) Recording accidents/incidents and writing incident reports

All those references in teaching strategies are to lead

theresearcher in making observation checklist. Hopefully,All those reference will

help the researcher in making observetion checklist and also when the researcher

do observation to be easily.

3. The Purpose Outdoor

There are main reasons why outdoor play is critical for the healthy

development of young children.

a) Physical excercises

Children need to develop large motor and small motor skills and

cardiovascular endurance.

b) Enjoyment of the outdoor

Outdoor play is one of the things that characterize childhood. Children need

opportunities to explore, experiment, manipulate, reconfigure, expand, influence,

change, marvel, discover, practice, dam up, push their limits, yell, sing, and create.

Some of our favorite childhood memories are outdoor activities.

c) Learning about the world

Much of what a child learns outside can be learned in a variety of other

ways, but learning it outside is particularly effective—and certainly more fun. In

the outside playground children can learn math, science, ecology, gardening,

ornithology, construction, farming, vocabulary, the seasons, the various times of

the day, and all about the local weather. Not only do children learn lots of basic

and fundamental information about how the world works in a very effective

manner, they are more likely to remember what they learned because it was

concrete and personally meaningful.

d) Learning about self and environment

To learn about their own physical and emotional capabilities, children must

push their limits. An essential task of development is appreciating how we fit into

the natural order of things—animals, plants, the weather, and so on.

e) Allowing children to be children

Using open space to fulfill basic childhood needs—jumping, running,

climbing, swinging, racing, yelling, rolling, hiding, and making a big mess—is

what childhood is all about! For a variety of obvious reasons many of these

things cannot occur indoors. Yet children must have these important

experiences. Outdoor environments fulfill children‘s basic needs for freedom,

adventure, experimentation, risk-taking, and just being children.

E. The Teaching Design of Outdoor Activity

The most important goals of teaching and learning activity is understanding

materials. So, the teacher should have some technique in transferring information and

material in learning activity, so that the students can understand the materials easily. In

addition this is not done every time they have English class but it is conductual only as an

intermezo activity. The teacher can conduct this technique only for intermezzo class in

order to increase student‘s motivation in learning English.

The way to conduct the outdoor activities are:

a. Before the teacher asked the students go to the location,the students are in the

class with the teacher and then the teacher will explain the characteristic of the

descriptive text and the students listen it.

b. After the student understood it, the teacher asked the students go to the

location (outdoor).

c. In location, the teacher will say the things that are suitable with the topic in

English and the students listen it.

d. When the lesson is over the students go back to the class together with the

teacher. There are so many ways to teach children in outdoor activities.

Beside, there are appropiate materials for outdoor activities. To give the

appropiate materials to the second year students of MTs Sudirman Kopeng.

First of all the teacher should know about the clear purpose in her teaching,

such as the purpose of teaching that text to the learners.

F. Theoritic Framework

Outdoor education is a method of teaching and learning that emphasized

direct, multisensory experienced, take place in the outdoor environment. Outdoor

education programs strive to elevate the physical, emotional, cognitive, and spiritual

levels of the individual. Based on all those theories, teaching and learning activitye

specially writing can be done in everywhere, not only indoor with some material books

but also it does in outdoor. By writing in outdoor the students can write their idea and

express their mind easily. In this study, we will focus on descriptive writing, make a

write in paragraph descriptive model in outdoor, it will be easier because they will look

the thing will be described directly.

CHAPTER III

RESEARCH REPORT

In this graduation, the research has to collect data from the object of reseach that

called informants. This research was conducted at MTs Sudirman Kopeng, Getasan.

A. Research Setting

1. The General Description of MTs Sudirman Getasan

MTs Sudirman Getasan is an educational organization under Yayasan

Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The school was built in

1991, wich was founded by religious figures and community leaders in the area of

Getasan district, who are concerned with Islamic education.

The location is at Jl. Salatiga- Kopeng KM. 12 Getasan district, Semarang

Regency, Central Java. This location is strategic because it is near from highway,

public society, Merbabu and Telomoyo Mountains. Thus, it is very fresh and this

location is very conducive to conduct teaching and learning process.

The name of the school is Madrasah Tsanawiyah Sudirman Getasan. This

school possessed of private. The headmaster of this school in the academic of

2015/2016 is Drs. Musta‘in, M.PdI.

MTs Sudirman Getasan permanently subsidezed by government. The facilities

are text books, Marching Band tools, teachers and officials. The students of MTs

Sudirman Getasan in Academic year of 2015/2016 are 340 students. They consist of

111 students of seventh year, 124 students of eight and the students of nine year are

105 students. This school has 12 classrooms for teaching learning process.

2. The Setting of Time

The research was carried out at MTs Sudirman Getasan in academic year

2015/2016. This research has been done at August 2015. The research acted as

observer and Mr. Arifin, S.PdI. as teacher.

The writter arranged in three cycles, each cycle of planning, observation, and

reflecting. The classroom action reseach was applied in VIII D class of MTs

Sudirman Getasan.

3. The Condition of Teacher and Staffs

Educational is combination efforts of several forces to achieve commons

goals. One of them is teacher with fomal qualification and staff/officer who always

help the teacher to create teaching and learning process. Both teacher and staff will

make teaching and learning process better.

Teacher is someone who transfers knoledge for the students. They transfer

some materials and skills during teaching and learning process. They facilitate the

students to get their talent therefore the teacher is important in teaching-learning

process. The situation of teacher and staff in MTs Sudirman Getasan, as follow:

Table 3.1 The condition of the Teacher and the Staff

No Name Grade Subject

1. Drs. Musta‘in, M.PdI. S2 Kepala Sekolah

2. Dra. Hj. Aminatun S1 Bahasa Arab

3. Muh Mujiyono Staff

4. Saderi, M.PdI S2 SKI

5. Risnan, S.Ag S1 Akidah Akhlaq, Qur‘an

Hadist

6. Sholikhin, S.PdI. S1 Fiqih

7. Nurkus Budiyantomo, SH S1 TIK

8. Yasin, S.Pd. S1 P. Kewarganegaraan

9. Haryani S.Si S1 Bahasa Indonesia

10. Suriyadi, SP S1 Penjaskes

11. Euis Ekawati, S.Pd. S1 IPA

12. Y. Dwi Astuti, S.Pd. S1 Matematika, IPA

13. Rosidi, S.Pd S1 IPS

14. Ika Novianingrum,S.Pd S1 Matematika, IPA

16. Nur Yainudin,S.Pd S1 Bahasa Jawa, Bimbingan

dan Konseling

17. Zakariya, S.PdI S1 Bahasa Indonesia,

Qur‘an hadist, Bahasa

Jawa

18. Jumali Staff

19. Kuadi Staff

20. Rokhim, S.Pd S1 Bahasa Jawa

21. Ahmad Arifin, S.PdI S1 Bahasa Inggris

23. Sri Suharmi SMA Bahasa Inggris

24 Eni Nurkustanti S1 Bahasa Inggris

4. The Facilites of MTs Sudirman Getasan

The facilities are medium which can support the students‘ achievement in the

school. There are some facilities which needed by teachers and students to support

teaching learning process. It could be seen in the table bellow:

Table 3.2 The Facilities of MTs Sudirman Getasan

No Facilities Total Condition

1. The Principle Room 1 Good

2. Teacher Room 1 Good

3. Library Room 1 Good

4. Students‘ Organization

Room

1 Good

5. Administration Room 1 Good

6. Health Room 1 Good

7. Toilet 3 Good

8. IT/ Language Laboratory 1 Good

9. Classroom 12 Good

10. Hall 1 Good

11 Guest Room 2 Good

12. Store Room 1 Good

13. Art Room 1 Good

5. The Organization Structure

Figure 3.1 The Organization Structure

(see on appendix)

6. Distribution of the Class

Students are people who want to get something new, not only to learn new

knowledge, but also to get other aspects in life such as; social relation, morality and

culture. They learn at school at certain time. They distribution of the class in MTs

Sudirman Getasan as follow:

Table 3.3 The Distribution of the Class of MTs Sudirman Getasan in the

Accademic Year 2015/2016

No Class Sex Total

Male Female

1 VII A 12 16 28

2 VII B 15 12 27

3 VII C 12 18 30

4 VII D 15 13 28

5 VIII A 16 14 30

6 VIII B 14 14 28

7 VIII C 16 17 33

8 VIII D 18 14 32

9 IX A 12 13 26

10 IX B 8 18 26

11 IX C 10 18 28

12 IX D 9 17 26

Total 184 156 340

7. The List of Students in Writing Class Using Outdoor Activity

The researcher conducted this research in MTs Sudirman Getasan and

especially concern in the second grade especially VIII D. This class consist of 32

students, they are 17 males and 15 females. The data could be seen in the table

bellow:

Table 3.4 The List of Students

No Name

1 Ahmad Abu Rohim

2 Ahmad Fauzi

3 Barodin

4 Dewi Listiani

5 Dini Nahdiya

6 Dwi Nurjanah

7 Fahri Imron Gunawan

8 Faizah Mustafiah

9 Fidya Rohayati

10 Fitria Nurul Isnaini

11 Handa Anggi Atlasia

12 Lia Puspitasari

13 M. Feri Firmansyah

14 M. Suryadi

15 Mar‘I Sultoni

16 Melisatiana

17 Nisa

18 Nur salim

19 Rismanto

20 Safitriyani

21 Salamah

22 Slamet Wahyudi

23 Shohib Setyabudi

24 Supriyanto

25 Umi Masithoh

26 Wahyu Ariyanto

27 Wahyu Edi Prayogo

28 Wahyu Ermanto

29 Widyaningsih

30 Yanuar Setiawan

31 Zaenal Mahfud Z.R.

32 Zaim Uhrowi

B. Research Methodology

In this study the writer used Classroom Action Research (CAR). Classroom

Action Research is a type of classroom research carried out by the teacher on order to

slove problems or to find answer toward context-specific issues. It mean that before

implementing the Classroom Actioin Research (CAR), the researcher needs to identify a

problem found in the classroom before implementing the CAR.

In accordence to Arikunto (2006: 16) there were four steps to do classroom action

research. They are planning, acting, observing and reflecting. The researcher chooses

CAR because the researcher finds the problem in learning proccess that low focus and

attention to the learning proccess. They do not focus on the teacher and keep walking

around the class, looking outside through the window seem that they feel bored with the

learning proccess. This problem need to solved by using appropiate learning strategy

through classroom action research.

C. Research Subject

The reseach was conducted at MTs Sudirman Getasan. It was Located at Kopeng

Getasan. The subject of this research was the students of class VIII that consist of 32

students in the accademic year of 20015/2016. They are 21 students who graduated from

Madrsah Ibtida’iyah and 11 students graduated from elementary School.

D. Procedure of the Reseach

This research applied Kemmis and Mc Taggart‘s model of classroom action

research‘s method. Arikunto (2010: 137) inform that the principle concept of CAR

according to both of those experts consist of four stages, they are planning, acting,

observing, and rerflecting. The researcher spent two cycles in this research, and started

with pre cycle. These stages can be draw as follow:

Figure 3.2 The Classroom Action Research Concept

by Kemmis and Taggart

The whole action, which are applied in CAR as picture above through the stage

as follow:

a. Cyle 1

The steps of the first cycle are explained bellow:

TABLE 3.5 The Steps of the cycle

Planning 1. Make some agreement with the teacher from MTs

Sudirman thet he will be a teacher and the writer

as observer in the class. Here both, teacher and

observer will make some colaboration in teaching

learning

2. Preparing the material for teaching process,

preparing the lesson plan, desingning the scenario

in learning process.

3. Preparing the spot or outdoor to be visit by the

sudents in teaching learning process.

4. Preparing the instruments used to record and

analyzed the data.

5. Preparng sheet for classroom abservation ( to

know the student‘s motivation of teaching process

when method is applied)

6. Preparing pre-test and post-test (to know whether

student‘s writing ability improved or not)

7. Doing the stimulation to examine the research

plan.

Acting a) Greeting: introduction, call the sudents to fill the

presence, giving some information about the

purose of the writer attendance in the class.

b) Giving pre-test to the students.

c) Teaching the material and should be done by the

students from the teacher.

d) Outdoor activities and group discussion

e) Indoor activities, re-write group result discussion

f) Giving explanation about students problem

g) Giving post-test

Observation 1. Observing the learning process contrate on the

students‘s capability which shows their

understanding of the lesson.

2. Observing the students attention and all the

activities on the learning process.

Reflection 1. Analyzing tha data of the cycle

2. The teacher and the researcher will discuss about

the result of he cycle

3. Make a conclusion of the cycle I

4. The standardized score ( kriteria ketuntasan

minimum) the standar of the passing grade is 65

b. Cycle II

The steps of the second cycle are explained bellow:

Planning 1. Making lesson plan of cycle II as teaching

guidance in learning process.

2. Preeparing the spot for outdoor activites.

3. Preparing the material along with the teacher.

4. Preparing the sheet for classroom observation (to

know the student‘s motivation of teaching process

when the method is applied).

5. Preparing a post- test ( to know whether student‘s

writing ability improved or not).

Acting

1. The teacher re-explains about the material such as

in the previous writing instructure.

2. The eacher asks the students about their problems

on the previous lesson.

3. The teacher explain ( along with the researcher) to

solve the problem.

4. Grouping in outdoor activities and discussion.

5. Outdoor activities and group discussion

6. Indoor activities, re-write group result discussion

7. The teacher concludes the material related with

explanation the lesson.

8. Giving explanation about students problem

9. Giving post-test

Observation 1. Observing the learning process concentrate on the

student‘s capability wich asows their

understanding of the lesson.

2. Observing the students attention and all tteh

activities of the learning process.

Reflection 1. Analyzing the data of cycle.

2. The reseacher and the the teacher identify the

result of the cycle.

3. The researcher and the teacher makes a

conclusion after comparing the student‘s score

between cyccle I and cycle II to find out how far

the improvement of students‘ ability in writing.

4. The standardized score, the standar of the passing

grade is 65.

c. Cycle III

Planning 1. Making lesson plan of cycle III as teaching

guidance in learning process.

2. Preparing the spot for outdoor activites.

3. Preparing the material along with the teacher.

4. Preparing the sheet for classroom observation (to

know the student‘s motivation of teaching process

when the method is applied).

5. Preparing a post- test ( to know whether student‘s

writing ability improved or not).

Acting

1. The teacher re-explains about the material such as

in the previous writing instructure.

2. The eacher asks the students about their problems

on the previous lesson.

3. Giving Material to the students.

4. Grouping in outdoor activities and discussion.

5. Outdoor activities and group discussion

6. Indoor activities, re-write group result discussion

7. The teacher concludes the material related with

explanation the lesson.

8. Giving explanation about students problem

9. Giving post-test

Observation 1. Observing the learning process concentrate on the

student‘s capability which shows their

understanding of the lesson.

2. Observing the students attention and all the

activities of the learning process.

Reflection 1. Analyzing the data of cycle 3.

2. The reseacher and the the teacher identify the

result of the cycle.

3. The researcher and the teacher makes a

conclusion after comparing the student‘s score

between previous cycle and cycle III to find out

how far the improvement of students‘ ability in

writing.

4. The standardized score, the standard of the

passing grade is 65

E. Method of the Collecting Data

The research uses many data gathering tools. There are 4 methods of collecting

data in this study.

1. Test

The test consist of some question for the student to be answered. The test

implement in the research consist of pre-test and post-test. In this research the pre-test

will be given in the first time. The researcher enter the class. Then the post-test was

given in the last session in the last teaching implemented. Namely are oral, written and

behavior form.

According to Arikunto (1998:139) Test is a series of the questions or exercises

and other tools used to measure the skills, knowledge, intelligence, ability or talent

possesed by individuals or groups. From the target or object to evacuated. Then divided

the several kinds of tests and other measuring instrument, such as personality test,

aptitude test, intelligent test, attitude test, and achivement test.

2. Observations

There are two kinds of observation, namely: participant observation, and non-

participant observation. In the participant observation the researcher is involved in

the object of research action. While non- participant observation, the researcher

is only as an observer, she/ he not involve in the activity.

In this study, the researcher uses non- participant observation. Therefore,

the researcher observes the activity during the teaching and learning process in

detail. The researcher observes the activity directly to describe the real situation

during English class and note all the phenomena. The researcher does observation to

look for information about teaching and learning writing English in the class and the

activity implementing outdoor activity. And because this observation is non

participation observation, so, the researcher only as an observer. The researcher just

do observation without interacting and participating in the process of teaching

and learning, researcher present and observe all activities happend in it concerning

how the teacher deliver outdoor activities in teaching writing descriptive text. All the

teaching process is done by the English teacher. To lead the researcher in doing the

observation, the researcher make observation checklist. The researcher will observe

all the phonomena that happen in teaching and learning process such as; the topic, the

technique, and the teaching learning process.

3. Interview

Interview is one of the metodh to collect data by using conversation between

instructor and respondet. To know the student difficulties in writing prosedure text,

their oponions and feeling about this metodh, the researcher uses interview for

oblaining data. Interview is one of the most widely used metodhs for obtaining

qualitative data. Interviews are used to gather data on subject opinion, believe, and

feeling about the situation in their own word.

4. Documentation

There are 3 main types of documents to consider:

a. Personal Documents

Produced by individuals for private purposes and use (for example, letters,

diaries, auto biographies, family photo albums and other visual recording.

b. Official Documents

Produced by organizational employees for record- keeping and

dissemination purposes (for example, memos, newsletters, files and year

books).

c. Popular Culture Document

Produced for commercial purposes to entertain, persuade and enlighten

the public (for example commercials, TV program, news reports, or audio and

visual recording)

In thi sresearch, the writer uses the personal document in documenting all

the activity of the research action.

F. Research Instrument

Research instruments use to collect data and all the instruments used in this

reseach has been validated by validator miss Uzik senior English teacher at SMAN 1

Getasan to show that all the instruments are valid and can be use in the research. In this

study.There are four kinds of research instrument. They are:

1. Written Test

Written test uses to know how far the students‘ competence in writing before

and after applying Outdoor Activity strategy. The forms of the test were essay test in

this test the teacher will give some grade based on some aspect. Those aspects are

grammar, content, organization or form and vocabullary. The teacher gives point in

each aspect based on the student‘s ability. The table below show the example of

scoring sheet as follows:

TABLE 3.6 STUDENT’S SCORE SHEET

No

Name

Aspects

Grammar Content Organization Vocabbulary Mechanics

1.

2.

3.

4.

5.

From the score above, the writer conclude a score criteria as a table

bellow:

TABLE 3.7 SCORE CRITERIA

No Score Criteria

1 89-100 Exellent

2 79-88 Good

3 66-78 Fair

4 46-65 Poor

5 0-45 Very Poor

The standar of the passing grade in every cycle is 65 with the target of the

passing grade is 75% of all the students.

2. Observation Sheet

Observation sheet uses to know how far the students‘ motivation before and

after applying the strategy. This instrument gives monitor and records the students‘

invovement during the lesson. In the observation sheet, they are many aspect that are

consider focuses, those are: paying attention, activeness in asking question, activeness

in responding question and enthusiasm in doing test. In this instrument, the teacher

gives point in each aspect based on the situation of students in every cycle.

TABLE 3.8 SCORE CRITERIA OF OBSERVATION SHEET

Number

of the

Students

OBJECT

NO

TE

Pay

att

en

tion

Acti

ven

ess

in

ask

ing

qu

est

ion

Acti

ven

ess

in

resp

on

din

g

En

thu

siasm

in d

oin

g t

est

1

2

3

4

5

3. Interview Guide

In this research, the researcher interview the people that related to this study

like the techer and some of the students. The reseacher will interview the teacher to

get some information, such as: the difficulties encountered by the teacher in teaching

writing during the class, the strategies that offered by the teacher to solve students‘

difficulties in writing descriptive text, things that can disturb the teaching and learning

process. And the students writing result by doing this method. Beside that, the teacher

also interview the students to know more information about the implementation of

this method. The result of this interview were the researcher knew the teacher and

students problems faced in teaching learning process, such as: for the teacher; what

were the difficulties encountered by the teacher in teaching writing during the class,

the strategies that offered by the teacher to solve students‘ difficulties in writing

descriptive text, things that can disturb the teaching and learning process, etc. And for

the students; what were the difficulties faced in writing, their feel in the teacher‘s

method and the their opinion about the implementation of outdoor activity, etc.

4. Documentation

In this research, the researcher used document as one of the

instruments. The researcher collect all the data from the school and teacher

documents which are needed in this research like students‘ writing result in pre – test

and post – test and also the students‘ writing scores in pre – test and post – test. the

researcher also took the picture of the teaching and learning process (indoor and

outdoor) and used photo as the documentation of this study. Beside that the esearcher

also prepare some video as documentation.

G. Method of Analyzing Data

The research conducts the action research of the teaching writing using outdoor

activities in MTs Sudirman Kopeng Getasan. There are technique for analyzing data.

1. Qualitative Data Analysis

What follows are th steps analyzing data;

a) Reducing the Data

This is the first in analyzing the data contain selection process, focusing,

and summarizing data from f ield notes. In this step, the researcher selected,

limits, and summarizes the data from the implemntation of teaching writing using

outdoor activities.

b) Displaying the Data

The second step analyzing the data is describing the data in narrative. This

step is describling the result of the research which is understandable. The form of

displaying is not always in sentences, but can be in the form at table which

supports the narrative data.

c) Drawing Conclusion

The last step is the researcher draws conclusion and gives suggestion of

the research based on data analysis.

2. Quantitative Data Analysis

Beside qualitative data the writer uses quantitative data. To know the result of

this research the writer uses a formula by comparing the mean score result of pre-test

and post-test. In scoring the test, the writer calculates the student‘s score by using the

formula:

a) Mean Calculation

M= ∑

Where:

M : Mean

∑Fx : The total score

N : Number of student

b) Standard Deviation Calculation

√

(

)

Explanation:

SD = Deviation standard for one sample t-test

D = Different between pre-test and post-test

N = Number of observation in sampl

c) The Calculation of the T-test

( )

(

√ )

It the mean score result increases, the student‘s writing skill is considered

improse and vice versa. Finally, by analyzing data from observation, interview, and

test the writer is able to draw conclusion whether outdoor activity can improve the

student writing skill or not.

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

In this chapter, the writer present the data which have been collected from four

source, namely observation, test, document, and interview. The main point of this chapter is

to describe implementation and the research of teaching writing descriptive text by using

outdoor activity at the second year of MTs Sudirman Kopeng Getasan.

The data description is devided into some points that consist of the prosedure of

teaching writing descriptive text by using outdoor activity, the problem faced by student in

learning English especially writing descriptive text.

A. Description of MTs Sudirman Kopeng Getasan

MTs Sudirman Getasan is an educational organization under Yayasan

Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The location is at Jl. Salatiga-

Kopeng KM. 12 Getasan district, Semarang Regency, Central Java. This location is

strategic because it is near from highway, public society, Merbabu and Telomoyo

Mountains. Thus, it is very fresh and this location is very conducive to conduct teaching

and learning process. The headmaster of this school in the academic of 2015/2016 is Drs.

Musta‘in, M.PdI.

B. Description of VIII D

The researcher conducted this research in MTs Sudirman Getasan and especially

concern in the second grade especially VIII D. This class consist of 32 students, they are

17 males and 15 females. Mostly the students in the VIII D do not have good basic in

English, they got their English in the seventh grade when they was entering this school.

C. Reseach Conduct

The research was conducted in August but the process during the pre-reseach

was begin from January. Here the writer as an observer and the colabolator, mr. Arifin

S.PdI. as teacher in teaching learning process. The table bellow will show us the

schedule of the research:

Table 4.1 Research Scedule

No Date and Time Activities Place

1 January 7th

2015 Observation: pre-

interview to the teacher

(Mr. Arifin) and

observation in the class

Mts Sudirman

Getasan

2 January 8th

2015 Make some agreement

with Mr. Arifin about

the teaching learning

process. He agree play

as a teacher and the

writer as observer.

Mts Sudirman Getasan

3 June 25th

2015 Permit Aplication Mts Sudirma

Getasan

4 June 26th

2015 Consultation of the

reseach schedule

Mts sudirman

Getasan

5 June 30th

2015 Permit Validator Application

Sma N 1 Getasan

6 July 1st -30

th

2015 Consultation of the research instruments

Sma N 1 Getasan

7 July 31st 2015 First meeting, before

cycle. Pre-Test

Mts Sudirman

Getasan

8 August 6th

2015 Cycle 1: Indoor activity

(My School)

Mts Sudirman

Getasan

9 August 7th

2015 Cycle 1: outdoor Mts Sudirman

activity, giving post test Getasan

10 August 13th

2015 Cycle 2: indoor activity

( Interesting people)

Mts Sudirman

Getasan

11 August 14th

2015 Cycle 2: outdoor activity Mts Sudirman

Getasan

12 August 20th

2015 Cycle 3: indoor and

outdoor activity

( Mountains)

Mts Sudirman

Getasan

D. Data Analysis

Moreover, the researcher would like to analyze the improvement of students by

using t-test calculation from the result of pre-test and post-test.

1. Cycle 1

a. The score of the test of the cycle 1

Table 4.2: The Score of Students’ Pre-test

No

Name

Aspects

C F/O V G M Total Criteria

1 Ahmad 17 19 19 11 2 58 Poor

2 Ahmad 15 10 10 7 3 44 Very

poor

3 Barodin 17 16 15 18 2 68 Fair

4 Dewi 18 17 15 17 3 70 Fair

5 Dini 18 17 16 16 2 59 Poor

6 Dwi 13 7 7 7 2 36 Very

poor

7 Fahri 15 17 16 16 2 56 Poor

8 Faizah 17 17 16 17 2 69 Fair

9 Fidya 20 14 13 12 2 61 Poor

10 Fitria 18 13 10 13 2 56 Poor

11 Handa 13 9 10 10 2 44 Very

poor

12 Lia 17 17 15 18 3 70 Fair

13 M. Feri 18 10 13 13 2 56 Poor

14 M. Suryadi 13 9 8 10 2 44 Very

poor

15 Mar‘I 13 7 7 7 2 34 Very

Poor

16 Melisatiana 16 17 16 18 2 69 Fair

17 Nisa 13 7 10 10 2 44 Very

poor

18 Nur salim 17 10 14 13 2 56 Poor

19 Rismanto 16 14 10 10 2 56 Poor

20 Safitriyani 13 13 14 16 2 48 Poor

21 Salamah 15 15 14 10 2 56 Poor

22 Slamet

Wahyudi

15 15 10 14 2 58 Poor

23 Shohib

Setyabudi

18 15 16 18 2 69 Fair

24 Supriyanto 23 15 16 17 3 73 Fair

25 Umi 20 17 15 16 3 70 Fair

26 Wahyu 13 9 8 10 2 44 Very

poor

27 Wahyu 16 13 10 13 2 54 Poor

28 Wahyu 14 13 13 12 2 54 Poor

29 Widyaningsih 15 15 13 12 2 56 Poor

30 Yanuar 13 7 6 7 2 34 Very

poor

31 Zaenal 18 17 16 17 3 70 Fair

32 Zaim Uhrowi 18 15 16 13 2 64 Poor

∑=

1814

Table 4.3: The Criteria of Students’ Achievement of Pre- Test

No Total Score Grade Number of Student

1 91 – 100 Excellent -

2 81 – 90 Very Good -

3 71 – 80 Good -

4 61 – 70 Fair 9

5 51 – 60 Poor 15

6 41 – 50 Very Poor 8

Total 32

Table 4.4: The Score of Students’ Post-test in Cycle 1

No

Name

Aspects

C F/

O

V G M Total Criteria

1 Ahmad 19 19 17 12 3 70 Fair

2 Ahmad F. 15 15 12 9 3 55 Poor

3 Barodin 23 20 17 12 3 75 Fair

4 Dewi 20 20 15 17 3 75 Fair

5 Dini 18 17 14 14 2 65 Fair

6 Dwi 15 9 12 16 2 54 Very

poor

7 Fahri 15 15 16 16 3 65 Poor

8 Faizah 18 19 16 17 3 73 Fair

9 Fidya 20 16 15 15 4 70 Fair

10 Fitria 18 13 13 13 3 60 Poor

11 Handa 16 15 12 10 2 55 Very

poor

12 Lia 20 17 16 18 4 75 Fair

13 M. Feri 18 10 14 15 3 60 Poor

14 M. Suryadi 15 9 12 18 2 56 Very

poor

15 Mar‘I 17 9 12 15 3 56 Very

Poor

16 Melisatiana 18 17 16 18 4 73 Fair

17 Nisa 15 15 15 12 3 60 Poor

18 Nur 17 13 14 15 3 62 Poor

19 Rismanto 16 14 14 14 2 60 Poor

20 Safitriyani 15 13 14 15 3 60 Poor

21 Salamah 17 15 16 14 3 65 Poor

22 Slamet 15 15 11 14 3 60 Poor

23 Shohib 18 15 18 18 4 73 Fair

24 Supriyanto 23 16 16 17 4 75 Fair

25 Umi 25 17 18 16 4 80 Good

26 Wahyu 16 12 8 10 2 50 Poor

27 Wahyu Edi 16 15 13 13 3 60 Poor

28 Wahyu E. 14 15 16 15 3 63 Poor

29 Widyanings

ih

17 15 13 14 2 60 Poor

30 Yanuar 15 15 13 9 3 55 Poor

31 Zaenal 20 18 16 17 4 75 Fair

32 Zaim 18 18 16 14 4 70 Fair

∑=

2065

Table 4.5: The Criteria of Students’ Achievement of Post- Test in Cycle 1

No Total Score Grade Number of Student

1 91 – 100 Excellent -

2 81 – 90 Very Good -

3 71 – 80 Good 1

4 61 – 70 Fair 11

5 51 – 60 Poor 15

6 41 – 50 Very Poor 4

Total 32

a) The calculation of mean

Table 4.6: Table of Students’ Deviation of Pre-test and Post-Test Score in

cycle 1

N (subject

Number)

Pre- Test

(X)

Post- Test 1

(Y)

D

D²

1 2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

68 44

68

70

59

36

56

69

61

56

44

70

56

44

34

69

44

56

56

48

56

56

69

73

70

44

54

54

56

34

70

64

70 55

75

75

65

54

65

73

70

60

55

75

60

56

56

73

60

62

60

60

65

60

73

75

80

50

60

63

60

55

75

70

18 10

7

5

6

18

9

4

9

4

10

5

4

12

22

4

6

6

4

12

9

4

4

2

10

6

6

9

4

11

5

6

324 100

49

25

36

324

81

16

81

16

100

25

16

144

484

16

36

36

16

144

81

16

16

4

100

36

36

81

16

121

25

36

N=32 ∑ 1814

∑ 2065

∑251 ∑2637

Mean of the Pretest and the Post-Test 1

= 56.6

=

= 64.53

Explanation:

M = mean of the students‘ score

ΣX = the sum of the students‘ score

N = the total number of students

b) Standard Deviation

According to the data in the table, the researcher calculated the

standard deviation of pre-test and post-test in cycle 1 as follows:

√

(

)

√

(

)

√

√

Explanation:

SD = Deviation standard for one sample t-test

D = Different between pre-test and post-test

N = Number of observation in sample

c) The calculation of t-test

( )

(

√ )

( )

(

√ )

( )

(

√ )

( )

( )

( )

Giving Interpretation

(a) Calculate of df

df = n-1

df = 32 - 1

df = 31

(b) Consult with t-table value

With df = 31, the value of t-table with level of significant 5% is 2,042.

(c) Comparing t-test with t-table

T-test = 9.67 therefore t-test is higher than t-table with level of

significance 5 %.

If t-test similar or higher than t-table, so null hypothesis (𝐻0) is

rejected. 𝐻0 is no significant difference between pre-test and post-test. T-

table with n = 31 is 2,042. The result of t-test is 9.67 > 2.042. So, t-test

calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that

there is a significant difference between pre-test and post-test.

From the calculation above, the researcher concluded that between

pre-test and post-test had significant difference, where the students‘ score of

post-test is higher than pre-test. It shows that using oudoor activity in

teaching writing can improve the students‘ writing mastery.

b. Students‘ Observation Sheet in Cycle 1

Table 4.7: Table of Students’ Observation Sheet in cycle 1

Number of

the

Students

OBJECT

NO

TE

Pay

att

enti

on

Act

iven

ess

in

askin

g

ques

tion

Act

iven

ess

in

resp

ondin

g

Enth

usi

asm

in d

oin

g t

est

1 V

2 V

3 V

4

V

5 V

6

V V

7 V

V

8 V

9

V

10 V

V

11 V

12 V

13

V V

14 V

15

V

16 V

17 V

18 V

19

V

20

V

21

V

22

V

23 V

V

24 V

25 V

26

V

27 V

28

V

29

V

30 V

31

V

32 V V

2. Cycle 2

a. The score of tests in cycle 2

The researcher done the written post-test in cycle 2. The score of

the post- Test will be seen whether the students‘ writing ability increase or

not. Here the data:

Table 4.8: The Score of Students’ Post- Test 2

No

Name

Aspects

C F/O V G M Total Criteria

1 Ahmad 19 19 17 14 4 73 Fair

2 Ahmad 16 18 15 13 3 65 Fair

3 Barodin 23 22 17 12 4 78 Fair

4 Dewi 25 24 19 17 4 91 Excellent

5 Dini 18 19 15 14 4 70 Fair

6 Dwi 18 15 16 16 3 68 Fair

7 Fahri 18 15 17 16 4 70 Fair

8 Faizah 19 19 16 17 4 75 Fair

9 Fidya 24 16 15 15 4 74 Fair

10 Fitria 20 13 16 17 4 70 Fair

11 Handa 22 15 15 10 3 65 Poor

12 Lia 24 17 17 18 4 80 Good

13 M. Feri 20 15 14 15 3 67 Fair

14 M.

Suryadi

15 12 12 18 3 60 Poor

15 Mar‘I 19 15 12 15 4 65 Poor

16 Melisatian

a

20 17 16 18 4 75 Fair

17 Nisa 20 17 17 12 4 70 Fair

18 Nur salim 17 16 14 15 3 65 Poor

19 Rismanto 18 16 14 14 2 62 Poor

20 Safitriyani 18 15 14 15 3 65 Poor

21 Salamah 19 16 16 14 4 69 Fair

22 Slamet 17 15 15 16 4 67 Fair

23 Shohib 20 18 20 18 4 80 Good

24 Supriyanto 23 18 18 18 4 81 Good

25 Umi 25 19 19 16 4 83 Good

26 Wahyu A 20 15 13 14 3 65 Poor

27 Wahyu 16 15 13 13 3 60 Poor

Edi

28 Wahyu 16 15 16 15 3 65 Poor

29 Widya 20 15 16 14 2 67 Fair

30 Yanuar 14 15 13 13 3 60 Poor

31 Zaenal 23 20 16 17 4 80 Good

32 Zaim 20 18 16 14 4 72 Fair

∑=

2259

Table 4.9: The Criteria of Students’ Achievement of Post- Test in the

Cycle 2

No Total Score Grade Number of Student

1 91 – 100 Excellent 1

2 81 – 90 Very Good -

3 71 – 80 Good 8

4 61 – 70 Fair 17

5 51 – 60 Poor 3

6 41 – 50 Very Poor -

Total 32

a) The Calculation of Mean

Table 4.9: Table of Students’ Deviation of Post-Test cycle 1 and Post-Test

cycle 2

N (subject

Number)

Post- Test 1

(x)

Post-Test 2

(y)

D D²

1 2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

70 55

75

75

65

54

65

73

70

60

55

75

60

56

56

73

60

62

60

60

65

60

73

75

80

50

60

63

60

55

75

70

73 65

78

89

70

68

70

75

74

70

65

80

67

60

65

75

70

65

62

65

69

67

80

81

83

65

65

65

67

60

80

72

3 10

3

14

5

14

5

2

4

10

10

5

7

4

9

2

10

3

2

5

4

7

7

6

3

15

5

2

7

5

5

2

9 100

9

196

25

196

25

4

16

100

100

25

49

16

81

4

100

9

4

25

16

49

49

36

9

225

25

4

49

25

25

4

N=32 2065

2259

195

1609

Mean of the Post-Test 1 and Post-Test 2

=

= 64.53

= 70.59

Explanation:

M = mean of the students‘ score

ΣX = the sum of the students‘ score

N = the total number of students

Mean of the first post-test 64.53 < s e c o n d post-test, 70.59 it

means that there is an improvement of English score between before the

first action and after second action. The mean has passed the passing grade

but there are three students failed and the researcher planned to conducte

cycle 3.

b) Standard Deviation

According to the data in the table, the researcher calculated the

standard deviation of pre-test and post-test in cycle 1 as follows:

√

(

)

√

(

)

√

√

Explanation:

SD = Deviation standard for one sample t-test

D = Different between pre-test and post-test

N = Number of observation in sample

c) The calculation of t-test

( )

(

√ )

( )

(

√ )

( )

(

√ )

( )

(

)

( )

Giving Interpretation

(a) Calculate of df

df = n-1

df = 32 - 1

df = 31

(b) Consult with t-table value

With df = 31, the value of t-table with level of significant 5% is 2,042.

(c) Comparing t-test with t-table

T-test = 8.82 therefore t-test is higher than t-table with level of

significance 5 %.

If t-test similar or higher than t-table, so null hypothesis (𝐻0) is

rejected. 𝐻0 is no significant difference between pre-test and post-test. T-

table with n = 31 is 2,042. The result of t-test is 8.82 > 2.042. So, t-test

calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that

there is a significant difference between pre-test and post-test.

From From the calculation above, the researcher concluded that

between first post-test and second post-test had significant difference,

where the students‘ score of the second post-test is higher than first post-

test. It shows that using oudoor activity in teaching writing can improve the

students‘ writing mastery

b. The score of observation sheet

Table 4.11: Table of Students’ Observation Sheet on

cycle 2

Number of

the Students

OBJECT

NO

TE

Pay

atte

nti

on

Act

iven

ess

in a

skin

g

ques

tion

Act

iven

ess

in

resp

ondin

g

Enth

usi

asm

in d

oin

g t

est

1

V V

2 V

V

3 V

V

4

V V

5 V

V

6

V V

7 V

V

8

V

9 V

V

10 V

V

11

V

12 V

13 V

V V

14

15 V

V

16 V

17 V

V

18

V V

19

V

V

20 V

V

21 V

V V

22 V

V

23 V V V V

24 V V

25 V

V V

26 V

V

27 V

V

28 V V

29

V V

30

V

V

31

V

V

32

V V V

3. Cycle 3

a. The score of tests in cycle 3

Table 4.12: The Score of Students’ Post- Test 3

No

Name

Aspects

C F/

O

V G M Total Criteria

1 Ahmad 23 20 15 14 4 76 Fair

2 Ahmad 19 18 15 13 3 68 Fair

3 Barodin 24 22 18 12 4 80 Good

4 Dewi 25 26 21 17 4 93 Excellent

5 Dini 21 20 15 16 4 76 Fair

6 Dwi 18 20 16 13 3 70 Fair

7 Fahri 18 18 20 16 4 76 Fair

8 Faizah 23 19 16 17 4 79 Good

9 Fidya 25 19 15 17 4 80 Good

10 Fitria 21 14 18 17 4 74 Fair

11 Handa 20 15 17 13 3 68 Fair

12 Lia 25 20 18 20 4 87 Good

13 M. Feri 22 14 15 16 3 70 Fair

14 M. Suryadi 16 15 14 18 3 66 Fair

15 Mar‘I 20 15 13 15 4 67 Fair

16 Melisatiana 21 18 17 18 4 78 Fair

17 Nisa 20 18 19 12 4 73 Fair

18 Nur salim 20 17 15 15 3 70 Fair

19 Rismanto 20 19 14 15 2 70 Fair

20 Safitriyani 21 17 14 15 3 70 Fair

21 Salamah 20 18 16 14 4 72 Fair

22 Slamet 19 16 15 16 4 70 Fair

23 Shohib 22 18 20 20 4 84 Good

24 Supriyanto 23 20 20 18 4 85 Good

25 Umi 25 20 19 19 4 86 Good

26 Wahyu 20 17 15 14 3 69 Fair

27 Wahyu 20 17 15 13 3 68 Fair

28 Wahyu 18 16 16 15 3 68 Fair

29 Widya 21 17 16 13 3 70 Fair

30 Yanuar 16 17 18 15 3 66 Fair

31 Zaenal 22 23 19 17 4 85 Good

32 Zaim 22 18 16 15 4 75 Fair

∑=

2386

Table 4.13: The Criteria of Students’ Achievement of Post- Test

in the Cycle 3

No Total Score Grade Number of Student

1 91 – 100 Excellent 1

2 81 – 90 Very Good -

3 71 – 80 Good 8

4 61 – 70 Fair 23

5 51 – 60 Poor -

6 41 – 50 Very Poor -

Total 32

b. The Calculation of Mean

Table 4.14: Table of Students’ Deviation of Post-Test cycle 2 and Post-

Test cycle 3

N

(subject

Number)

Post-Test 2

(x)

Post- Test 3

(y)

D D²

1 2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

73 65

78

89

70

68

70

75

74

70

65

80

67

60

65

75

70

65

62

65

69

67

80

81

83

65

65

65

67

60

80

72

76 68

80

93

76

70

73

79

80

74

68

87

70

66

67

78

73

70

70

70

72

70

84

85

86

69

68

68

70

66

85

75

3 3

2

4

6

2

3

4

6

4

3

7

3

6

2

3

3

5

8

5

3

3

4

4

3

4

3

3

3

6

5

3

9 9

4

16

36

4

9

16

36

16

9

49

9

36

4

9

9

25

64

25

9

9

16

16

9

16

9

9

9

36

25

9

N=32 2259

2386

126 566

Mean of the Post-Test 2 and Post-Test 3

= 70.59

=

= 74.56

Explanation:

M = mean of the students‘ score

ΣX = the sum of the students‘ score

N = the total number of students

Mean of the second post-test 70.59 < t h i r d post-test, 74.56

it means that there is an improvement of English score between before

the first action and after second action. From the mean score, the

researcher concluded that using outdoor activity a method can improve

students‘ writing skill, especially in writing descriptive text.

c. Standard Deviation

According to the data in the table, the researcher calculated the

standard deviation of pre-test and post-test in cycle 1 as follows:

√

(

)

√

(

)

√

√

Explanation:

SD = Deviation standard for one sample t-test

D = Different between pre-test and post-test

N = Number of observation in sample

d. The calculation of t-test

( )

(

√ )

( )

(

√ )

( )

(

√ )

( )

(

)

( )

Giving Interpretation

(a) Calculate of df

df = n-1

df = 32 - 1

df = 31

(b) Consult with t-table value

With df = 31, the value of t-table with level of significant 5% is 2,042.

(c) Comparing t-test with t-table

T-test = 15.11 therefore t-test is higher than t-table with level of

significance 5 %.

If t-test similar or higher than t-table, so null hypothesis (𝐻0) is

rejected. 𝐻0 is no significant difference between pre-test and post-test. T-

table with n = 31 is 2,042. The result of t-test is 15.11 > 2.042. So, t-test

calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that

there is a significant difference between pre-test and post-test.

From the calculation of t-test vs t-table above, the researcher

concluded that outdoor activity effective to improve students‘ writing skill,

especially in writing descriptive text. It shows that using oudoor activity in

teaching writing can improve the students‘ writing mastery

e. The score of observation sheet

Table 4.15: Table of Students’ Observation Sheet on

Cycle 3

Number of the Students

OBJECT

NO

TE

Pay

atte

nti

on

Act

iven

ess

in a

skin

g

ques

tion

Act

iven

ess

in

resp

ondin

g

Enth

usi

asm

in d

oin

g t

est

1

V V

2 V

V

3 V

V

4

V V

5 V

V

6

V V

7 V

V

8

V

9 V

V

10 V

V

11

V

12 V

13 V

V V

14

15 V

V

16 V

17 V

V

18

V V

19

V

V

20 V

V

21 V

V V

22 V

V

23 V V V V

24 V V

25 V

V V

26 V

V

27 V

V

28 V V

29

V V

30

V

V

31

V

V

32

V V V

E. Discussion

In this research, the writer act as observer while to see and observe the learning

process was taught by her partner, Mr. Arifin, S.PdI her senoir english teacher atMts

Sudirman Kopeng Getasan, and the instrument validated by Ibu Uzik Puji Nurtantini.

The writer held three cycles while each cycle consists of planning, action, observation

and reflection. The whole steps of this research were explained in the description

below:

1. Before Cycle

In MTs Sudirman Kopeng Getasan the English teacher used traditional metodh

to teach the student. According to the interview to the English teacher on July 30,

2015 the teacher said that he just gave the student list of words and asked the student

to memorize the word. They used extracurricular lecture to deliver the materials. The

students memorize the words and follow the taechers‘ rules.

To know the effectiveness of traditional metodh the writer did the observation

on the Friday, July 31, 2015. English teacher and the writer entered the class. Firstly,

the English teacher greeted the student and introduced the writer to the student. Then

the teacher gave the time to the writer to introduce herself.

The writer greeted the student by wishing‖ Assalamu’alaikum wr.wb”, “Good

Morning”, “How are you today?” then the student responded and answered it all

together. The writer introduced herself and gave opportunity to the student to ask

about the writer. Then, the writer informed the student that she and teacher were

going to conduct a test called pre-test. The students looked confused because they

were new in that class. than the teacher explain the purpose of the test and the

students undertood what the teacher meant. The teacher and the researcher conducted

pre-test to know the student descriptive text mastery.

The test conducted was in the form of essay. The pre-test took 40 minutes. The

writer carried out the observation. She observed the pre-test process by monitoring the

student ability in doing pre-test. The student asked the answer to their friends, and the

teacher remained them to do themselves. Here the students keep asking the teacher

about the difficult words. Many students try to make the test in Bahasa first and then

they tried to translate that in English.

After conducting the pre-test, the teacher colected the students‘ work and the

writer checked the student answer. Based on the result of the test, the student‘s ability

in writing descriptive is verry low. Therefore, the writer implemented and action

research using outdoor activity throught problem solving to improve their

achievement in writing descriptive text subject consist of planning, implementing,

observation, and reflecting. The writer implemented outdoor activity cycles.

Based on the information from the English teacher of MTs Sudirman Kopeng

Getasan, the general objective of language teaching at the junior high school is the

develop the language skills. The specific objective of the language teaching-learning

process is to make the student active in the language class both in oral and written

language and to apply the four language skill namely reading, listening, speaking, and

writing.

The goal of language teaching is to develop the communicative competence of

the students in four language skill. One of them is writing. Based on imformation

from the English teacher, the goal of teaching writing is to develop the students

competence in communication using English especially in the form of written

language.

In conclusion, the goals of teaching writing at the second year of Junior High

School are to enable the students in understanding English as a mean of

communication and to able the student in being active in practing English in writen

form.

2. Cycle 1

The writers describes the implementation of teaching learning process that

contains of five meetings mean that every cycle consist of two meeting only the last

meeting consist of one meeting, first meeting for indoor activity and second meeting

for outdoor activity. Every meeting has own specific activity and has own aim which

is different to orther meeting. These following paragraphs describe the

implementation of teaching learning process in every meeting. On August 6 and 7,

2015, the process of teaching writing descriptive text in the first cycle could be

described as follows:

a. Planning

In the planning procedure, the writer and teacher had designed a lesson

plan to guide the teaching-learning process. After that they discussed the lesson

plan together because both the writer and the teacher needed to make sure that the

material, technique, and the preparation were appropiate with junior high school

competence. After the lesson plan agreed by the validator, the teacher used it in

teaching learning process.

b. Implementation

To begin the lesson on Thurday , the teacher asked to the students about

descriptive text. ― What do you know about descriptive text?, apa yang kalian

ketahui tentang deskriptif teks?‖ the teacher said. The students answered ―

Menggambarkan sesuatu Mr.‖ the teacher said ― yes, Menggambarkan describing

something, like your pen mas Wahyu. Coba gambarkan bagaimana bolpen

kamu!‖ then the student answered in Bahasa ― Bolpen saya berwana hijau Mr.

Lonjong dan Bulat” the teacher answered ―yes, ada yang lain? Any other

example of descriptive text?‖. The students answered ― plants, my cat, my home,

kelasku dan sekolahku”. ― yes, they are the examples of descriptive text‖. The

teacher then gave a descriptive text ― My School‖

Text 4.1

My School

I go to school in SMPN 10 Magelang. My school has

seventeen classrooms, computer room, laboratory etc. the school

also provides a parking area. There is a nice garden at the front

of the mosque.

The teacher in SMPN 10 are very kind. They are teach with

calm. There is a toilet, canteen and library. My school also

provides various books in library, a basket ball and football field.

I like to go to SMPN 10 because the air is fresh

After all the students has recived the text the teacher began reading the

text himself and instructed the students to listen and read their own text slowly.

After that he asked one of the student to read the text.

After the student finished reading the text that was instructed by the

teacher, the teacher asked the students ― any difficult word in this text? Ada kata

yang sulit di teks?”. Then the students answered ―yes‖ and they listed the dificult

words on the whiteboard. After they finished listng the words, the teacher asked

the students to look up the meaning on the dictionary along with their friends.

The teacher gave them several times but some of the students was very busy

walking around the class and disturbing their friend. The teacher tried to make

them condusive again. Saveral minuts later , the teacher asked them ― have you

finished?‖. The students answered ―yes‖. Then, they discussed together about the

meaning . Almost all of the students participated in doing the exercises after that

the teacher gave an opportunity to the students to trasnlate the text together. Then

the teacher gave them the correct meaning by using students language. After that

the bell was rang for the break time.

After the break time, the teacher gave some explanation about descriptive

text he explained about the tenses use in the decriptive text. Some students

looked active asking the materian that they could not understand well and the

teacher explained tthat patiently. After that the teacher also asked the students to

make six group each group consit of 5-6 students. After that teacher gave the

students pieces of letters to every group. They are eleven random sentences about

Kopeng.

Text 4.2

KOPENG

(1) In additioan, there are many flowers on the left and right side

of the sidewalk down the lake. (2) It is about 8 kilometers of

Salatiga city. (3)Bus is cheapst, but by motorcycle is the most

convenient. (4) Kopeng is one of the most interesting place of

interest in Getasan.(6) It has cool weather most of their time, no

wonder many people like to visit in their free time. (7)The park is

up the pinewood. (8) It is very easy to get the place by public

transport. (9) as it is far from industries of any kinds, the air is

always fresh and it is not polluted. (10) located near the hotel and

other flower shop, the park always full of visitors.(11) There is

small park nearby, to where the visitors could swim or just take a

walk.

The students were interested in discussing and doing the task. The

random sentences given by the teacher would help the students to write

descriptive text. This task took almost 40 minutes because the students need to

find the meaning of each sentence and the time was up. And the teacher decided

to make that as home work. The last, the teacher wished ―assalamu’alaikum

Wr.Wb.‖

On the second meeting at Friday, August 7, 2015 the teacher and and

the writer used the teaching and learning process using outdoor activity to slove

the problem with the students. In this meeting the teacher introduced the topic

about ― My School‖. Since each topic was held in one cycle, the writer describes

the action based on the topic. The teacher explained what they must do. The

teacher asked the students to describe our school. The object to be described all

around them, like; motor cycle, trees, voleyball field etc. the teacher choose this

outdoor activity because not only the fresh condition and the nature of child of the

students but also will make them easier in describing something because they can

see the thing that would be decsribed directly. Hopefully, it would help the

students to write better and it increase their score. The students could interview

teacher or people to find information or data for their research paper writing.

Then the teacher quiz was done to check the students‘ writing descriptive text

mastery after being given a lesson. The students were asked to do the quiz

indifidually. The teacher gave time to do the quiz for 20 minutes. The researcher

wrote the process of teaching and learning descriptive text by implementing

outdoor activity in observation checklist. In this time the teacher got some help

from the students‘ training from IAIN Salatiga to look after at the students‘ out of

the class. After this activity the students had to come back to class.

After the lesson was over the teacher thanked to the students for the

attention. He also said he would announce the result of quiz and who gets the

high score. The last, the teacher wished ― Wassalamu’alaikum Wr.Wb.

c. Observing

During the teaching learning process, the teacher did the plan just like

what was written in the lsson plan. The teacher took note to improve the next

meeting and give feed back about the lesson plan.

The writer as observer saw the teaching learning process and taking a note

what the students‘ difficulties. The observer also gave a note to what the the

teacher did in the class and what the students did in the class and also out the

class.

During the teaching learning process the observer saw the students‘

dificultes like lack of vocabularry and also understanding about how to compose

a good sentences. How is the grammar in the sentences and many aother.

Beside those problem, the situation in the class also very noisy. The

students made some noise and still walked around the class disturbing other.

d. Reflection

Based on the result of the observation, the writer tried to find out the

strenght and the weakness of the technique that has been aplied in action stage,

the students seemed more enthusiastic because it was not a conventional way that

ussually used in the class. But there were still few students who made noise. They

also still passive in the class. From the first cycle, the writer could identify that

action one did not give a satisfying result. In this cycle 1, there was an

improvement of students of students‘ ability when it was compared between pre-

test and post-test one. It could seen from the mean score, the mean of the pre-test

is 57 while the mean score of the post –test is 64. In this cycle the minimum

score is 50, while the minimum score in the pre-test is 34.In this cycle there was

14 students could not pass the passing grade their score under 65, but it is better

than the pre- test before. In the pre- test there was 22 students did not pass the

passing grade mean that their grade under 65. The student who pass the minimum

standard are 56% almost half of the students it mean that the students‘ writing

descriptive text is better than before.

The writer and the teacher still found many problems that the students had

faced. The students problem in writing is lack of vocabulary so when they tried to

write a pragraph, they still used Bahasa in order to complete the words that they

do not understand the meaning in English. According to the result of cycle one,

the reseacher should give more attention and keep approaching the students in

order to make them braver, more confident, and more careful to write in English.

3. Cycle 2

The writer conducted second cycle on Thursday and Friday August 13 and 14,

2015. At the beginning of the class the teacher opened the class and told the students

about the topic which could be discussed.

a. Planning

In this cycle, the reseacher and teacher used the same action with the

different theme. Morever, the research here set more how to arrange the writing

descriptive text ―interesting people‖ in order to improve the students‘ writing and

avoid the students‘ misunderstanding about vocabulary and grammar. The

researcher and teacher also held both attractive ways and various exercise in order

to improve the students‘ motivation to learn which finally could could cover the

target of research.

b. Implementation

The writer did the action by using outdoor activity lesson plan, it mean that

the teaching and learning process around us used outdoor activity. In this cycle

the teacher introduced the topic ―interesting people‖

The teacher begin the stage on Thursday. As usual, before activity the

teacher opened the class by greeting, said salam and checked students‘

attendance. In this session, the teacher discussed again about the previous

lesson to the students. It meant to know whether the students remembered the

previous lesson or not. And before the teacher continuance the lesson, the she

reminded the students about the tense used in descriptive text. She asked

the students ―what tense use in descriptive text?‖ some students answered the

teacher‘s question that the tense used in descriptive text is simple present tense

but the other students just keep silent. So, the teacher give an example about

simple present tense used in descriptive text.

In the while activity, the teacher added her previous explanation

about the language feature used in descriptive text by explained about the

generic structure used in descriptive text. She explained that the generic

structures of this genre are identification (mention the special participant)

and description (mention the part, quality, and characters of the subject

being described).

After that the class continued by deviding the students into some groups.

Each group consist of 5-7 students. Than the teacher gave a descriptive text

entitled ― Rio‖.

Text 4.3

RIO

―Rio is one of the most interesting people that I have ever met‖

Rudi said.

He is tall, with long black hair. He is in his early twenty five now.

With his great sense of humor, he can turn boring situation into

very fun. He is always neat in wearing his clothes. Bright colors

are his favorite.

He is always very energetic, and well knows as a type of romantic

man. In addition he is imaginative, hardworking and also easy

going. No wonder he has lot of friends.

The teacher asked three students to read the text and the other students read

silently. After reading the text the teacher asked the students to discuss in the

group about the difficult words, grammatical function and the generic structure of

the text.

Here the teacher monitored the activity of each group, and the students look

entusiastic for doing the assigment eventhough some of them still had difficulties

in doing that. Most of the students got difficulties in vocabbulary and grammar.

It was known from what the students asked to the teacher. But some of

them were busy looked up their dictionary. So the teacher came to help them

and the teacher gave an opportinity to the students to open their own source

book, such as dictionary to solve the problem.

After the break, the class was continued. Here the teacher asked one student

of each group to present their work in front of the class. the students more

confident in doing the task including the presentation.

The class was continued with a guessing game. The teacher asked the

students to think of one favorite teacher in the school. Then, the teacher asked

the students to discribe them without mentioned their name and the class must

guess who was the teacher‘s name by analizing the discription from their friend.

This game was built the students‘ more understanding in descriptive text, it

showed from the students‘ ability in discribing their favorite teacher eventhough

some of them still used Bahasa. The teacher then asked to open dictionary to

slove the students‘ problem. The other students made a quick answer as soon as

their friend done with the description. They looked enjoy the game.

At the end of the lesson, the teacher again asked the student‘s about the

material and the students answered the teacher‘s question bravely, only some of

the students silent and not answered the question. After that, the bell was rang and

the teacher thanked to the students for their attention and said ―

Assalamu’alaikum Wr.Wb‖

The outdoor activity was on Friday, the class begin. The teacher make sure

that all the students was ready to joint the class by saying ― are you ready?‖ the

students answered ― yes ready Insyaallah‖. The teacher motivated the class by

gave them short speech that connected with the moral, religy and and also the

improtant of learning English. The students looked interested with the teacher.

Next, the teacher asked the students to go the school yard. Then together with the

teacher they went to the school‘s yard. All the students look very happy asked to

go out of the class.

Before the activity started, the teacher gave a little game to the students to

stimulate the students and make the condusive condition. The game was ―simon

says‖. The students was very enthusiastic played ―simon says‖ game. The

students asked to make a big circle. Then, the teacher gave the isntruction to the

students how to play the game. They should do what Ahmad says not the teacher

says. It means that they only do the instruction if there is a sentence ― simon

says‖. If they wrong, they would be punished. The punishment is to sing a

Bintang Kecil song with changing the vowel ―I‖ with vowel ―o‖. Many students

got punishment in this game but they look very happy.

In the next activity after the game, the teacher asked the students to find

their interesting teacher based on the group agreement. The students must collect

data for their descriptive text for their interesting teacher. The students could do

it because some teacher was free in that time. They went to the teachers‘ office

and the other place where they could find their teacher.

After conducting the interview and other activity with their interesting

teacher, the student went back to the class. The teacher gave them a quiz by

asking the students to describe their interesting teacher. It was given to check the

students writing descriptive text mastery after being given a lesson. It was

individual quiz eventhought they conducted an interviewed in the group. The

teacher gave them 20 minutes to do the quiz.

At the end of the lesson, the teacher thanked to the students for the

attention. He also said that he would announce the result of the quiz and who got

the higher score. For the last, the teacher said ‖ thank for your attention and see

you‖.

c. Observing

In this cycle II, students seemed more understand about the material

and the technique used by teacher. The students‘ activeness is increases and the

atmosphere of learning process too. The students seemed more confident to

compose writing.

From the result of the cycle II shows about the improvement compared

with the cycle I. This means the students more understand the materials. And

also, it shows their ability in their writing skill increase. Even though still there

are new mistake and some students make the same mistakes.

d. Reflecting

Based on the result of the observation, the researcher evaluated the

students‘s writing descriptive text as well as the action procedure of teaching

writing descriptive text using outdoor activity. The result implied outdoor activity

gave more significant progress in increasing the learners‘ writing descriptive text.

They were braver, full of confidence, more selective, and more careful in doing

the work assigment.

The summary of post- test two we could see the excelent score while in the

first cycle is none and good criteria increase from last cycle. The good criteria in

the frist cycle we could see 4 students and in this cycle there are 8 students. The

maximal score in this cycle is 89 and minimal score is 60 total average is 70. The

minimum score of this cycle is not pass the passing grade and in this class three

students still fail, could not pass the passing grade. But its better then the

previous cycle. That was an improvement of students‘ writing in the cycle two.

Based on the reflection above, it could be stated that the cycle two showed a

satisfactory enough. To make sure the oudoor activity writing could increase the

students‘ writing skill of descriptive text, after doing the reflection the writer

decided to do the third cycle.

4. Cycle 3

The writer conducted the tird cycle on Thursday August 20, 2015. The writer

handed the second year students. The topic was opened and told the students about the

topic which would be discussed.

a. Planning

After analyzing the result of cycle two, the reseacher concluded that an

action reseach using outdoor activity in teaching writing descriptive text could

improve the students‘ writing descriptive text ability. Meanwhile, cycle two did

not give a satisfactory result because some students only reached the passing

grade and three student did not passed the passing grade. It was necessery to

continue the next cycle in order to improve the students‘ correctness in writing

descriptive text and more understanding in the vocabulary, and grammar. The

researcher here had a position as an observer who sad down in the back side of

the students.

b. Implementing

In this phase, the researcher conducted the last cycle to get better result of

an action reseach by using outdoor activity for writing descriptive text. The

procedure mostly was similar to the previous cycle but it added some various

methods in order to overcome the weakness in the previous cycle and aimed to

get significant improvement of the result.

The writer reviewed the explanation of the writing descriptive text by using

outdoor activity. In this cycle the teacher introduced new topic ―Mountain‖.

Each cycle was held in the one meeting so the writer described the action based

on the topic.

The teacher begin this stage by deviding the students into saveral group

after open the class and motivating them with shorth speech. The group was

consist of 5-7 students. Hopefully by putting the in a small group they would

share knowledge or other information each other about the lesson.

After that, the teacher gave the students short text to read together in the

group.

Text 4.4

Mount Bromo

Bromo is located in east java. Bromo is an active volcano.

The name of Bromo from Javanese pronountation is Brahma. It is

most favourite place to visit in east java.Every holiday, Many

tourism visit this place. It is a beautiful place. Bromo has a creater

Bromo has a beautiful area is sand of sea and grassland. Because in

this area , you can found different between sand area and grass

area. Wide a sand of sea Bromo is 4800 m2. In holiday you can

visit Bromo because you can see sunset and you can be experience

a beautiful view .

Visit Bromo you must has jeep, if you don‘t has jeep, you

can rent jeep because bromo has hard road. If you want to see

sunset, you must go to Bromo from midnight. Bromo has erupted

more than 30. Until now Bromo is active volcano.

Then the teacher asked the representative student in the group to read while

the other was listening carefully. After reading the text the teacher asked the

students ― do you understand the text?‖ almost all the students said ―yes Sir‖, but

when he asked ― can you translate the text, Bisakah anak-anak menerjemahkan

teksnya?‖. ― Ya Pak, Tetapi tidak semua” said them. Then the teacher explained

the dificult words. The class began to disscus their text. Mr Arifin as a teacher

asked them to determine the generic structure and translated the text in the group.

The class was to noisy because of the discussion. Every body brought their

dictionary and they was busy with that. Mr Arifin was checked each group tho

know the progress of their assigment while sometimes played joke to them. After

doing short discussion in the class the bell was rang for their first break.

After the break, the class was began. The teacher asked the students to go to

school yard. The school is surrounded by mountains so the teacher asked them

to look around and describe the mountain around. The teacher gave the 20

minutes to finish the quiz.

After the lesson was over, the students went back to the class together with

the teacher. He thanked to the students for their attention and the last, he wished

them ― assalamu’alaikum Wr.Wb‖ and said good by to the students.

c. Observing

In this cycle which only held in one meeting, the stuents seem very enjoy

the class. the result of cycle 3 is better than the cycle 2 or cycle 1. The students

looked more confidents in writing dscriptive text b using outdoor activity.

d. Reflecting

Based on the result of the observation, ther reseach evaluated the students‘

writing descriptve text as well as the action procedure of teaching using outdoor

activity. They were braver, full of confidence, more selective, and more carefull.

The students‘ response in the last cycle is very good. Here all material had been

given properly by Mr Arifin and can be absorbed optimally by the students. The

last, the students average of the post- test 3 that showed the significant

improvement of the action and enough cover the target reseach.

The summary of the post-test three showed that the excellent and good

criteria increase from the last cycle. The maximum score in this score in this

cycle is 93, and the minimum score is 66. The average score of the post-test 3

was 74, showed the significance of the action and enough to cover the target of

the research. Eventhough the minimum score only 66 but it just pass the passing

grade mean that it can be concluded that outdoor activity can improve stdents‘

writing skill.

Post- test 3 was applied as the result ending of the cycle 3. In general, the

reseach concluded that the action reseach was sucsessful and could overcome all

the problem faced by the researcher and teacher in improving writing descriptive

text for the second year students in MTs Sudirman Getasan.

5. After Cycle

The writer and the English teacher conducted post-test on August 20, 2015 After

conducting the post-test, the writer conducted interview with teacher. Then, the writer

thanked to the students for attention .

After conducting all thecycle, the researcher presented discussion based on

all the data on finding of this study. This discussion was deal with the

research question of this study, these are; does the outdoor activity improve students‘

abiliity in writing descriptive text, to what extent is the different improvement the students‘

ability in writing descriptive text toward the implementation of outdoor activity.

In this case the researcher conducted the data with some instruments in

chapter III. The researcher answer the questions with some instruments;

written tests, observation, interview and documentation. The researcher have done

the observation three times. In the first observation the researcher found that the

teacher explained about the generic structure of descriptive text. The teacher given a

simple descriptive text and explained about the generic structure of the text.

And when the students asked by the teacher to make a descriptive text they

difficult to start their writing because most of the students are lack of

vocabulary. It is known that from the first observation that most of the students

asked to the teacher about the word that would be written. In the second observation

and the third observation, the students more confident, more carefull, more selective in

writing descriptive text.

After describing each cycle, the researcher analyzes the result of all cycle in a

table. It used to know the improvement from one cycle into next cycle. The

comparative analysis cover of three aspects; they are the procedure of teaching

writing descriptive text using outdoor activity, the result, as follows:

Table 4.16

The Result of Teaching – Learning

Aspect Before Cycle Cycle 1 Cycle 2 Cycle 3

1. The

implementa

tion of

teaching

writing

descriptive

text using

outdoor

activity

- The

teacher just

adopted a

traditional

method of

teaching

- The

material

was not

presented

with media

- The

teaching

learning

process

using

outdoor

activity

- The

material

was

presented

by written

and and

real object.

- The

procedure

consist of

vocabulary

and

- The

teaching

learning

process

used

outdoor

activity.

- The

material

was

presented

by more

written and

seen more

object

outside the

classroom.

- The

writing

- The

teaching

learning

process

used

outdoor

activity.

- The

material

was

presented

by more

written and

seen more

object

outside the

classroom.

- The

writing

grammar exercises.

descriptive text of

teaching

learning

process

consisted

of

vocabulary

, and

grammar

exersises.

descriptive text of

teaching

learning

process

consisted

of

vocabulary

, and

grammar

exersises.

2. The

students‘

ability in

writing

descriptive

text

- The

average

score 57

- The

highest

score was

70

- The lowest

score was

34

- The

average

score was

64

- The

highest

score 80

- The lowest

score was

54

- The

average

score was

71

- The

highest

score 89

- The lowest

score was

60

- The

average

score was

74

- The

highest

score 93

- The lowest

score was

66

3. The

students‘

responses

- The

students

gave

positive

responses

abt the

beginning

of the

action.

- Some of

the

students

- The

students

more

enthusiasti

c and

energize

Enough in

the class.

- Students

more

coorperati

ve and

understand

the method

- The

students

showed

their

improvem

ent in

writing

decriptive

text.

- The

students

more

enthusiasti

c and

energize in

the clss.

- Mostly

students

were

coorperativ

e in the

class and

looked

more

braver,

more

confident,

more

selective

and

creative in

wrting

descriptve

text.

- The

students

paid more

attention

- The

students

more

enthusiasti

c and

energize in

the class.

- Mostly the

students

were

coorpertive

very much

and looked

braver,

more

confident,

more

selective,

and careful

in writing

text.

- The

students

paid more

attention in

teaching

learning

process.

- The

during the teaching

learning

process

- The

students

show their

successful

learning

students showed

their

sucessful

learning.

Based on the result above, basiclly, the discussion is a follows:

1. The Implementation of Teaching Writing Descriptive Text Using Outdoor

Activity

The research is conducted in three cycles, every cycle consist of two

meeting except the last cycle only held in one meeting. First meeting was held in

indoor activity and second meeting was held outdoor. In implementing the

action, the researcher used four steps they are planning, action, observing and

reflecting in every cycles. The action using method outdoor activity was ran

well. The students more active and enjoyed the teaching learning process. By

using outdoor activity, the students could improve their motivation and it

stimulated them to write descriptive text better than before. Therefore, the

students got motivation and improve their ability in writing descriptive text.

In the first cycle, the teacher and the writer gave topic ― My School‖.

Here the students asked to arranged a jumble sentence. They did it in their group

but because they could not finish their task their teacher asked them to make as

home work. They could not finish it because they are limited of vocabulary and

some of the students did not bring their dictionary.

In te second day of first cycle, the teacher used the method outdoor

activity used to finish the assigment given by the teacher. But in applying the

technique the reseacher found some problems including the limitation of students‘

vocabulary. To solve this problem, the teacher divided the students into some

group so the students could discuss with their friends in the group.

Another problem from this meeting was some distrubance fom other class

because that time the school yard also used by the other class especially in the

volleyball field. To solve the problem, the teacher asked some help from the

students training from IAIN Salatiga to make the students focus including guided

them in writing.

In the second cycle the teacher gave the different topic ― Interesting

People‖. Here the researcher used outdoor activity to finish the assigment which

given to the students with concideration of the weakness of the first cycle so the

teaching learning could be better than before. Here alsmost all the students

brought their dictionary as their resources. In this activity the reseacher finds

some students who like to make some noise to the teacher called them and give

the some warning to not to disturb the other. The teacher monitoring all the

students in the group. The students looked so active discussing with friands

including when they conducted some interview to their interesting teacher.

In the third cycle the teaching learning process only held in one day. The

teacher gave topic ―Mountain‖. In this cycle the students look more active and

better than the last cycle so there is better improvement from the students. The

last meeting the students more familiar with the technique, they more understand

where they need to focus on when they was asked to look at something. The

students also more coorperative in the group and teaching learning process.

2. The Students’ Ability in writing Descriptive Text Using Outdoor Activity

To know whether the teaching learning using outdoor activity could

improved students‘ writing descriptive or not, the reseacher conducted pre test

and post-test. The researcher compare the result of the pre- test and post- test.

The reseacher finds that the number of students who increase their writing

descriptive text is 25 students or 78% of 32 students. Most of the students who

got high score was active in the class, they active in asking question and also

answer the teacher‘s question eventhough sometime still used in Bahasa.

From the discussion the result of the pre-Test and post-Tes, the researcher

could say that outdoor activity could increase the students‘ ability in writing

descriptive. It is proved with the students‘ improvement score of the tests because

mean of post-test in cycle 1 is higher than mean of pre- test (64.53>56.56), the

mean of post-test 2 in cycle 2 is higher than mean of post-Test in cycle 1

(70.59>64.53) and the mean of the mean of post-Test of the cycle 3 is higher than

post-Test in the cycle 2 (74.56> 70.59).

The effectiveness of using outdoor activity in improving students

writing skill is proved from the result of t-test and t-table in cycle 1

(9.67>2.042) which the score of t-test was higher than the score of the pre-test

and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was

higher than the score of t- table of the cycle 1 and cycle 2. Here the result of the

t-test and the t-table in cycle 2 low (8.82 >2.042)

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion and gives some suggestions of

this study. The result of this study which has already been already discussed in the previous

chapter is then concluded. Meanwhile, the researcher also proposed some suggestions

related to this study and the result. It is expected that this study to be able to give useful

contribution to another researcher who wants to conduct a study in the same field and the

teacher who wants to make inovation in the teaching and learning activity.

A. Conclusion

Based on the result of the reseach, which aims to develop the students‘ writing

descriptive text using outdoor activity,the researcher made conclusion related to the

research question which are stated in chapter I. The conclusions were obtaining through

real phenomenon as the researcher did during the observation. The reseacher draws

some conclusion as follow:

1. From the discussion the result of the pre-test and post-test, the researcher could say

that outdoor activity could increase the students‘ ability in writing descriptive. It is

proved with the students‘ improvement score of the tests because mean of post-test

in cycle 1 is higher than mean of pre- test (64.53>56.56), the mean of post-test 2

in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean

of post-Test cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59). The

proven target is 78% or 25 students who increase their writing skill.

2. The s i g n i f i c a n t i m p r o v e m e n t of using outdoor activity in improving

students writing skill is proved from the result of t-test and t-table in cycle 1

(9.67>2.042) which the score of t-test was higher than the score of the pre-test

and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher

than the score of t- table of the cycle 1 and cycle 2. Here the result of the t-test and

the t-table in cycle 2 low (8.82 >2.042)

B. Suggestion

In order to make the teaching learning using outdoor activity more interesting,

the reseacher formulated some suggestion to the students and other teacher or

researcher. Hopefully it will be used for them in the future. Theses are:

1. To the Teacher

a. The teacher should creeate all alternative in teaching English Language

especially in writing. They should create good atmosphere in the classroom and

make the students more active in the class.

b. Teacher should develop teaching materials that suitable with the students level.

c. The teacher should be creative in using teaching media, to make the teaching-

learning more effective.

2. To the Students

a. The students should study English through practise and experiences.

b. The students should active in the class and also creative to get the point of

teaching- learning process.

c. The students should pay attention to what the teachers‘ instruction and all the

duty.

d. The students should learn the material before it is tought by the teacher in the

class so it will be easy for them to understand the materials.

3. To the Reseacher

The result of this study can be used an additional reference of further research

with different discussion.

APPENDIXES

RESEACH

INSTRUMENTS

1.1 - Lembar Validasi Silabus oleh Guru Bahasa Inggris

- Rubrik Validasi Silabus oleh Guru Bahasa Inggris

- Silabus ( Revisi)

- Silabus (fix)

1.2 - Lembar Validasi RPP oleh Guru Bahasa Inggris

- Rubrik Validasi RPP oleh Guru Bahasa Inggris

- RPP Sisklus 1( Revisi)

- RPP Siklus 1 ( Fix)

- RPP Siklus 2 (Revisi)

- Rpp Siklus 3

1.3 - Lembar Validasi LKS oleh Guru Bahasa Inggris

- Rubrik Validasi LKS oleh Guru Bahasa Inggris

1.4 - Lembar Validasi Modul oleh Guru Bahasa Inggris

- Rubrik Validasi Modul oleh Guru Bahasa Inggris

1.5 - Lembar Validasi Interview Guide oleh Guru Bahasa Inggris

1.6 - Lembar Validasi Soal Siswa oleh Guru Bahasa Inggris

1.7 - Lembar validasi Strategi Pembelajaran oleh Guru Bahasa Inggris

1.8 - Lembar Observasi Keterlaksanaan Outdoor Activity

1.9 - Surat Permohonan Menjadi Validator

1.10 - Surat Keterangan Validasi

1.11 - Soal Pretest-Postest

SILABUS

A. TUJUAN

Tujuan penggunaan instrument ini adalah untuk mengukur kekevalidan silabus

dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan

metode Outdoor Activity.

B. TUJUAN

1. Bapak/Ibu dapat menmberikan penilaian dengan memberikan tanda cek (√) pada

kolom yang tersedia.

2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4

(baik); 5 (sangat baik)

C. PENILAIAN

No Aspek yang Dinilai Skala Penilaian

1 2 3 4 5

I ISI YANG DISAJIKAN

1. Mengkaji keterkaitan antar standar

kompetensi (SK) dan Ketrampilan Dasar

(KD) dalam mata pelajaran

v

2. Mengidentifikasi materi yang menunjang

pencapaian KD

v

3. Aktifitas kedalaman dan keleluasaan materi v

4. Pemilihan materi ajar v

5. Kegiatan pembelajaran dirancang dan

dikembangkan berdasarkan SK, KD, potensi

siswa

6. Merusmuskan indikator pencapaian

kompetensi

v

7. Menentukan sumber belajar yang

disesuaikan dengan SK, KD, serta materi

pokok, kegiatan pembelajaran dan indikator

pencapaian kompetensi

v

8. Penentuan jenis penilaian v

II BAHASA

1. Penggunaan bahasa sesuai dengan EYD v

2. Kesederhanaan struktur kalimat v

III WAKTU

1. Kesesuaian alokasi yang digunakan v

2. Pemilihan alokasi waktu didasarkan pada tuntutan KD

v

3. Pemilihan alokasi waktu didasarkan pada

ketersediaan alokasi waktu persemester

v

D. KOMENTAR/SARAN

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………………….

Getasan,23 Juni 2015

Validator

Uzik Puji Nurtantini

RUBRIK PENILAIAN SILABUS

I. Aspek Penyajian Isi

No. Indikator Penilaian Rubrik 1 Mengkaji keterkaitan antar SK dan

KD dalam mata pelajaran (1) Jika SK dan KD dalam mata

pelajaran tidak saling berkaitan (2) Jika SK dan KD dalam mata

pelajaran kurang berkaitan (3) Jika SK dan KD dalam mata

pelajaran cukup berkaitan (4) Jika SK dan KD dalam mata

pelajaran saling berkaitan

(5) Jika SK dan KD dalam mata

pelajaran sangat saling berkaitan

dengan mata pelajaran

2 Mengidentifikasi materi yang

menunjang pencapaian KD (1) Jika materi tidak menunjang

dalam pencapaian KD (2) Jika materi kurang menunjang

dalam pencapaian KD (3) Jika materi cukup menunjang

dalam pencapaian KD (4) Jika materi menunjang dalam

pencapaian KD (5) Jika materi sangat menunjang

dalam pencapaian KD

3 Aktivitas kedalaman dan keluasan

Materi (1) Jika aktivitas kedalaman dan

keluasan materi tidak menunjang

dalam pencapaian KD

(2) Jika aktivitas kedalaman dan

keluasan materi kurang

menunjang dalam pencapaian

KD (3) Jika aktivitas kedalaman dan

keluasan materi cukup

menunjang dalam pencapaian

KD

(4) Jika aktivitas kedalaman dan

keluasan materi menunjang

dalam pencapaian KD

(5) Jika aktivitas kedalaman dan

keluasan materi sangat

menunjang dalam pencapaian

KD

4 Pemilihan materi ajar (1) Jika pemilihan materi ajar tidak

sesuai dengan pencapaian KD

(2) Jika pemilihan materi ajar

kurang sesuai dengan

pencapaian KD

(3) Jika pemilihan materi ajar cukup

sesuai dengan pencapaian KD

(4) Jika pemilihan materi ajar sesuai

dengan pencapaian KD (5) Jika pemilihan materi ajar sangat

sesuai dengan pencapaian KD

5 Kegiatan pembelajaran dirancang

dan dikembangkan berdasarkan SK,

KD, dan potensi siswa

(1) Jika kegiatan pembelajaran tidak

dirancang dan tidak

dikembangkan berdasarkan SK,

KD, dan potensi siswa

(2) Jika kegiatan pembelajaran tidak

dirancang berdasarkan SK, KD,

tetapi dikembangkan

berdasarkan potensi siswa (3) Jika kegiatan pembelajaran

dirancang berdasarkan SK, KD,

tetapi tidak dikembangkan

berdasarkan potensi siswa

(4) Jika kegiatan pembelajaran

dirancang dan dikembangkan

berdasarkan SK, KD, dan

potensi siswa

(5) Jika kegiatan pembelajaran

dirancang dan dikembangkan

berdasarkan SK, KD, dan

potensi seluruh siswa

6 Merumuskan indikator pencapaian

Kompetensi (1) Jika perumusan indikator tidak

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(2) Jika perumusan indikator kurang

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(3) Jika perumusan indikator cukup

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(4) Jika perumusan indikator

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan (5) Jika perumusan indikator sangat

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

7 Menentukan sumber belajar yang

disesuaikan dengan SK, KD, materi

pokok, kegiatan pembelajaran, dan

indikator pencapaian kompetensi

(1) Jika menentukan sumber belajar

yang tidak sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(2) Jika menentukan sumber belajar

yang kurang sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(3) Jika menentukan sumber belajar

yang cukup sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(4) Jika menentukan sumber belajar

yang sesuai dengan SK, KD,

materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(5) Jika menentukan sumber belajar

yang sangat sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

8 Penentuan jenis penilaian (1) Jika jenis penilaian tidak sesuai

dengan indikator

(2) Jika jenis penilaian kurang

sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai

dengan indikator (4) Jika jenis penilaian sesuai

dengan indikator (5) Jika jenis penilaian sangat sesuai

dengan indikator

II. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahasa tidak

sesuai dengan EYD

(2) Jika penggunaan bahasa kurang

sesuai dengan EYD (3) Jika penggunaan bahasa cukup

sesuai dengan EYD (4) Jika penggunaan bahasa sesuai

dengan EYD (5) Jika penggunaan bahasa sangat

sesuai dengan EYD 2 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat

sederhana

III. Aspek Waktu

No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang

digunakan (1) Jika alokasi waktu tidak sesuai

dengan kegiatan belajar

(2) Jika alokasi waktu kurang sesuai

dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai

kegiatan belajar (4) Jika alokasi waktu sesuai dengan

kegiatan belajar (5) Jika alokasi waktu sangat sesuai

dengan kegiatan belajar 2 Pemilihan alokasi waktu didasarkan

pada tuntutan kompetensi dasar (1) Jika pemilihan alokasi waktu

tidak sesuai dengan tuntutan KD (2) Jika pemilihan alokasi waktu

kurang sesuai dengan tuntutan

KD

(3) Jika pemilihan alokasi waktu

cukup sesuai dengan tuntutan KD (4) Jika pemilihan alokasi waktu

sesuai dengan tuntutan KD

(5) Jika pemilihan alokasi waktu

sangat sesuai dengan tuntutan KD 3 Pemilihan alokasi waktu didasarkan

pada ketersediaan alokasi waktu per

semester

(1) Jika pemilihan alokasi waktu

tidak didasarkan pada

ketersediaan alokasi waktu per

semester

(2) Jika pemilihan alokasi waktu

kurang didasarkan pada

ketersediaan alokasi waktu per

semester

(3) Jika pemilihan alokasi waktu

cukup didasarkan pada

ketersediaan alokasi waktu per

semester

(4) Jika pemilihan alokasi waktu

didasarkan pada ketersediaan

alokasi waktu per semester

(5) Jika pemilihan alokasi waktu

sangat didasarkan pada

ketersediaan alokasi waktu per

semester

RUBRIK PENILAIAN RPP

I. Aspek Indikator

No. Indikator Penilaian Rubrik 1 Kejelasan Standar Kompetensi

dan Kompetensi Dasar (1) Jika Standar Kompetensi dan

Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan

Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan

Kompetensi Dasar disajikan cukup

jelas (4) Jika Standar Kompetensi dan

Kompetensi Dasar jelas

(5) Jika Standar Kompetensi dan

Kompetensi Dasar sangat jelas 2 Kesesuaian Standar Kompetensi

dan Kompetensi Dasar dengan

tujuan pembelajaran

(1) Jika Standar Kompetensi dan

Kompetensi Dasar disajikan tidak

sesuai dengan tujuan pembelajaran

(2) Jika Standar Kompetensi dan

Kompetensi Dasar kurang sesuai

dengan tujuan pembelajaran

(3) Jika Standar Kompetensi dan

Kompetensi Dasar cukup sesuai

dengan tujuan pembelajaran

(4) Jika Standar Kompetensi dan

Kompetensi Dasar sesuai dengan

tujuan pembelajaran

(5) Jika Standar Kompetensi dan

Kompetensi Dasar sangat sesuai

dengan tujuan pembelajaran

3 Ketepatan penjabaran

Kompetensi Dasar ke dalam

indikator

(1) Jika penjabaran Kompetensi Dasar

ke dalam indikator tidak tepat

(2) Jika penjabaran Kompetensi Dasar

ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar

ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar

ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar

ke dalam indikator sangat tepat 4 Kesesuaian indikator dengan

tujuan pembelajaran (1) Jika indikator yang disajikan tidak

sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang

sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup

sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai

dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat

sesuai dengan tujuan pembelajaran

5 Kesesuaian indikator dengan

tingkat perkembangan siswa (1) Jika indikator yang disajikan tidak

sesuai dengan tingkat perkembangan

siswa (2) Jika indikator yang disajikan kurang

sesuai dengan tingkat perkembangan

siswa

(3) Jika indikator yang disajikan cukup

sesuai dengan tingkat perkembangan

siswa

(4) Jika indikator yang disajikan sesuai

dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat

sesuai dengan tingkat perkembangan

siswa

II. Aspek Isi yang Disajikan

No. Indikator Penilaian Rubrik 1 Sistematika penyusunan RPP (1) Jika sistematika penyusunan

RPP tidak tepat

(2) Jika sistematika penyusunan

RPP kurang tepat

(3) Jika sistematika penyusunan

RPP cukup tepat

(4) Jika sistematika penyusunan

RPP sudah tepat

(5) Jika sistematika penyusunan

RPP sudah sangat tepat

2 Kesesuaian urutan kegiatan

pembelajaran IPA Terpadu model

connected yang implementasinya

menggunakan Cooperative

Learning tipe STAD

(1) Jika urutan kegiatan tidak sesuai

dengan pembelajaran IPA

Terpadu model connected yang

implementasinya menggunakan

Cooperative Learning tipe

STAD tidak tepat

(2) Jika urutan kegiatan kurang

sesuai dengan pembelajaran IPA

Terpadu model connected yang

implementasinya menggunakan

Cooperative Learning tipe

STAD tidak tepat

(3) Jika urutan kegiatan cukup

sesuai dengan pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe

STAD tidak tepat

(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu

model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD tidak tepat (5) Jika urutan kegiatan sangat

sesuai dengan pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe

STAD tidak tepat (1) Jika uraian kegiatan siswa dan

guru untuk setiap tahap pembelajaran tidak sesuai dengan

aktivitas pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe STAD (2) Jika uraian kegiatan siswa dan

guru untuk setiap tahap

pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (3) Jika uraian kegiatan siswa dan

guru untuk setiap tahap

pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (4) Jika uraian kegiatan siswa dan

guru untuk setiap tahap pembelajaran sesuai dengan

aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD

(5) Jika uraian kegiatan siswa dan guru untuk setiap tahap

pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (1) Jika skenario pembelajaran

tidak

jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran

awal, inti dan penutup

(2) Jika skenario pembelajaran

kurang jelas dan kurang sesuai dengan tahapan kegiatan

pembelajaran awal, inti dan penutup

(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai

dengan tahapan kegiatan pembelajaran awal, inti dan

penutup

(4) Jika skenario pembelajaran

jelas dan sesuai dengan tahapan

kegiatan pembelajaran awal, inti dan penutup

(5) Jika skenario pembelajaran

sangat jelas dan sangat sesuai dengan tahapan kegiatan

pembelajaran awal, inti dan penutup

(1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat

soal, kunci, pedoman pensekoran

(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja,

kunci saja, ataupun pedoman pensekoran saja

(3) Jika instrument evaluasi cukup

lengkap karena hanya terdapat soal dan kunci saja, atau kunci

dan pedoman pensekoran atau

soal dan pedoman pensekoran

saja

(4) Jika instrument evaluasi lengkap

karena terdapat soal, kunci,

pedoman pensekoran

(5) Jika instrument evaluasi sangat

lengkap terdapat soal, kunci,

pedoman pensekoran

III. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahasa tidak

sesuai dengan EYD (2) Jika penggunaan bahasa kurang

sesuai dengan EYD (3) Jika penggunaan bahasa cukup

sesuai dengan EYD (4) Jika penggunaan bahasa sesuai

dengan EYD

(5) Jika penggunaan bahasa sangat

sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan

tidak komunikatif (2) Jika bahasa yang digunakan

kurang komunikatif (3) Jika bahasa yang digunakan

cukup komunikatif (4) Jika bahasa yang digunakan

komunikatif (5) Jika bahasa yang digunakan

sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks

(2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat

sederhana

IV. Aspek waktu

No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang

digunakan dengan kegiatan

pembelajaran

(1) Jika alokasi waktu tidak sesuai

dengan kegiatan belajar

(2) Jika alokasi waktu kurang sesuai

dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai

dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan

kegiatan belajar (5) Jika alokasi waktu sangat sesuai

dengan kegiatan belajar 2 Rincian waktu untuk setiap tahap

pembelajaran (1) Jika rincian waktu untuk setiap

tahap pembelajaran tidak sesuai

dengan kegiatan belajar

(2) Jika rincian waktu untuk setiap

tahap pembelajaran kurang

sesuai dengan kegiatan belajar

(3) Jika rincian waktu untuk setiap

tahap pembelajaran cukup sesuai

dengan kegiatan belajar dengan

kegiatan belajar

(4) Jika rincian waktu untuk setiap

tahap pembelajaran sesuai

dengan kegiatan belajar (5) Jika rincian waktu untuk setiap

tahap pembelajaran sangat sesuai

dengan kegiatan belajar

RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS)

I. Aspek Isi yang Disajikan

No. Indikator Penilaian Rubrik 1 LKS disajikan secara sistematis (1) Jika LKS disajikan tidak

sistematis (2) Jika LKS disajikan kurang

sistematis (3) Jika LKS disajikan cukup

sistematis (4) Jika LKS disajikan secara

sistematis (5) Jika LKS disajikan secara sangat

sistematis 2 Merupakan materi/ tugas yang

esensial (1) Jika materi/ tugas tidak esensial (2) Jika materi/ tugas kurang esensial (3) Jika materi/ tugas cukup esensial (4) Jika materi/ tugas esensial (5) Jika materi/ tugas sangat esensial

3 Masalah yang diangkat sesuai

dengan tingkat kognisi siswa (1) Jika masalah yang diangkat tidak

sesuai dengan tingkat kognisi

siswa

(2) Jika masalah yang diangkat

kurang sesuai dengan tingkat

kognisi siswa

(3) Jika masalah yang diangkat cukup sesuai dengan tingkat

kognisi siswa

(4) Jika masalah yang diangkat

sesuai dengan tingkat kognisi

siswa materi mudah dipahami (5) Jika masalah yang diangkat

sangat sesuai dengan tingkat

kognisi siswa 4 Setiap kegiatan yang disajikan

mempunyai tujuan yang jelas (1) Jika setiap kegiatan yang

disajikan tidakn mempunyai

tujuan yang jelas (2) Jika setiap kegiatan yang

disajikan kurang mempunyai

tujuan yang jelas (3) Jika setiap kegiatan yang

disajikan cukup mempunyai

tujuan yang jelas (4) Jika setiap kegiatan yang

disajikan mempunyai tujuan yang

jelas (5) Jika setiap kegiatan yang

disajikan sangat mempunyai

tujuan yang jelas

5 Kegiatan yang disajikan dapat

menumbuhkan rasa ingin tahu

siswa

(1) Jika kegiatan yang disajikan

tidak dapat menumbuhkan rasa

ingin tahu siswa (2) Jika kegiatan yang disajikan

kurang dapat menumbuhkan rasa

ingin tahu siswa (3) Jika kegiatan yang disajikan

cukup dapat menumbuhkan rasa

ingin tahu siswa

(4) Jika kegiatan yang disajikan

dapat menumbuhkan rasa ingin

tahu siswa

(5) Jika kegiatan yang disajikan

sangat dapat menumbuhkan rasa

ingin tahu siswa

6 Penyajian LKS dilengkapi dengan

gambar dan ilustrasi (1) Jika penyajian LKS tidak

dilengkapi dengan gambar dan

ilustrasi

(2) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi

tetapi masih kurang sesuai

(3) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

cukup sesuai

(4) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

sesuai

(5) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

sangat sesuai

II. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahsa tidak

sesuai dengan EYD (2) Jika penggunaan bahasa kurang

sesuai dengan EYD

(3) Jika penggunaan bahasa cukup

sesuai dengan EYD

(4) Jika penggunaan bahasa sesuai

dengan EYD

(5) Jika Bahsa yang digunakan sangat

jelas, dan mudah sangat dipahami

sangat jelas, dan mudah sangat

dipahami sesuai dengan EYD

RUBRIK PENILAIAN MODUL

I. Aspek Struktur Modul

No. Indikator Penilaian Rubrik 1 Organisasi penyajian secara umum (1) Jika organisasi penyajian secara

umum tidak baik (2) Jika organisasi penyajian secara

umum kurang baik (3) Jika organisasi penyajian secara

umum cukup baik (4) Jika organisasi penyajian secara

umum baik

(5) Jika organisasi penyajian secara

umum sangat baik 2 Tampilan umum menarik (1) Jika tampilan umum tidak

menarik (2) Jika tampilan umum kurang

menarik (3) Jika tampilan umum cukup

menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat

menarik

3 Keterkaitan yang konsisten antara

materi bahasaan (1) Jika keterkaitan antar materi

bahasaan tidak konsisten (2) Jika keterkaitan antar materi

bahasaan kurang konsisten

(3) Jika keterkaitan antar materi

bahasaan cukup konsisten

(4) Jika keterkaitan antar materi

bahasaan konsisten

(5) Jika keterkaitan antar materi

bahasaan sangat konsisten

II. Organisasi Penulisan Materi

No. Indikator Penilaian Rubrik 1 Cakupan materi (1) Jika cakupan materi tidak sesuai

(2) Jika cakupan materi kurang

Sesuai

(3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai

2 Kejelasan dan urutan materi (1) Jika materi tidak jelas dan tidak

urut (2) Jika materi kurang jelas dan

kurang urut (3) Jika materi cukup jelas dan

cukup urut (4) Jika materi jelas dan urut

(5) Jika materi sangat jelas dan urut 3 Ketepatan materi dengan SK (1) Jika materi dengan SK tidak tepat

(2) Jika materi dengan SK kurang

tepat (3) Jika materi dengan SK cukup

tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat

tepat

4 Keterkaitan antara masalah dengan

konteks kehidupan/ kognisi siswa

yang termuat dalam buku siswa/

modul

(1) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul tidak

sesuai

(2) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul kurang

sesuai

(3) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul cukup

sesuai (4) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul sesuai

(5) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul sangat

sesuai

III. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahsa tidak

sesuai dengan EYD

(2) Jika penggunaan bahasa

kurang

sesuai dengan EYD (3) Jika penggunaan bahasa

cukup

sesuai dengan EYD (4) Jika penggunaan bahasa

sesuai

dengan EYD (5) Jika penggunaan bahasa

sangat

sesuai dengan EYD 2 Bahasa yang digunakan

komunikatif

(1) Jika bahasa yang digunakan

tidak

komunikatif (2) Jika bahasa yang digunakan

kurang komunikatif

(3) Jika bahasa yang digunakan

cukup komunikatif

(4) Jika bahasa yang digunakan

komunikatif

(5) Jika bahasa yang digunakan

sangat komunikatif

3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks

(2) Jika struktur kalimat

kompleks

(3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat

sederhana

(5) Jika struktur kalimat sangat

sederhana

4 Pemilihan materi ajar (1) Jika pemilihan materi ajar tidak

sesuai dengan pencapaian KD

(2) Jika pemilihan materi ajar

kurang sesuai dengan

pencapaian KD (3) Jika pemilihan materi ajar cukup

sesuai dengan pencapaian KD (4) Jika pemilihan materi ajar sesuai

dengan pencapaian KD (5) Jika pemilihan materi ajar sangat

sesuai dengan pencapaian KD

5 Kegiatan pembelajaran dirancang

dan dikembangkan berdasarkan SK,

KD, dan potensi siswa

(1) Jika kegiatan pembelajaran tidak

dirancang dan tidak

dikembangkan berdasarkan SK,

KD, dan potensi siswa

(2) Jika kegiatan pembelajaran tidak

dirancang berdasarkan SK, KD,

tetapi dikembangkan

berdasarkan potensi siswa (3) Jika kegiatan pembelajaran

dirancang berdasarkan SK, KD,

tetapi tidak dikembangkan

berdasarkan potensi siswa

(4) Jika kegiatan pembelajaran

dirancang dan dikembangkan

berdasarkan SK, KD, dan

potensi siswa

(5) Jika kegiatan pembelajaran

dirancang dan dikembangkan

berdasarkan SK, KD, dan

potensi seluruh siswa

6 Merumuskan indikator pencapaian

Kompetensi (1) Jika perumusan indikator tidak

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(2) Jika perumusan indikator kurang

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(3) Jika perumusan indikator cukup

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

(4) Jika perumusan indikator

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan (5) Jika perumusan indikator sangat

dikembangkan sesuai dengan

karakteristik siswa dan satuan

pendidikan

7 Menentukan sumber belajar yang

disesuaikan dengan SK, KD, materi

pokok, kegiatan pembelajaran, dan

indikator pencapaian kompetensi

(1) Jika menentukan sumber belajar

yang tidak sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(2) Jika menentukan sumber belajar

yang kurang sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(3) Jika menentukan sumber belajar

yang cukup sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(4) Jika menentukan sumber belajar

yang sesuai dengan SK, KD,

materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

(5) Jika menentukan sumber belajar

yang sangat sesuai dengan SK,

KD, materi pokok, kegiatan

pembelajaran, dan indikator

pencapaian kompetensi

8 Penentuan jenis penilaian (1) Jika jenis penilaian tidak sesuai

dengan indikator

(2) Jika jenis penilaian kurang

sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai

dengan indikator (4) Jika jenis penilaian sesuai

dengan indikator (5) Jika jenis penilaian sangat sesuai

dengan indikator

II. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahasa tidak

sesuai dengan EYD

(2) Jika penggunaan bahasa kurang

sesuai dengan EYD (3) Jika penggunaan bahasa cukup

sesuai dengan EYD (4) Jika penggunaan bahasa sesuai

dengan EYD (5) Jika penggunaan bahasa sangat

sesuai dengan EYD 2 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat

sederhana

III. Aspek Waktu

No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang

digunakan (1) Jika alokasi waktu tidak sesuai

dengan kegiatan belajar

(2) Jika alokasi waktu kurang sesuai

dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai

kegiatan belajar (4) Jika alokasi waktu sesuai dengan

kegiatan belajar (5) Jika alokasi waktu sangat sesuai

dengan kegiatan belajar 2 Pemilihan alokasi waktu didasarkan

pada tuntutan kompetensi dasar (1) Jika pemilihan alokasi waktu

tidak sesuai dengan tuntutan KD (2) Jika pemilihan alokasi waktu

kurang sesuai dengan tuntutan

KD

(3) Jika pemilihan alokasi waktu

cukup sesuai dengan tuntutan KD (4) Jika pemilihan alokasi waktu

sesuai dengan tuntutan KD

(5) Jika pemilihan alokasi waktu

sangat sesuai dengan tuntutan KD

3 Pemilihan alokasi waktu didasarkan

pada ketersediaan alokasi waktu per

semester

(1) Jika pemilihan alokasi waktu

tidak didasarkan pada

ketersediaan alokasi waktu per

semester

(2) Jika pemilihan alokasi waktu

kurang didasarkan pada

ketersediaan alokasi waktu per

semester

(3) Jika pemilihan alokasi waktu

cukup didasarkan pada

ketersediaan alokasi waktu per

semester

(4) Jika pemilihan alokasi waktu

didasarkan pada ketersediaan

alokasi waktu per semester

(5) Jika pemilihan alokasi waktu

sangat didasarkan pada

ketersediaan alokasi waktu per

semester

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Kelas/ Semester : Delapan/ Ganjil

Mata Pelajaran : Bahasa Inggris

Materi : Descriptive Text

Petunjuk :

1. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian

RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti

dengan memperhatikan rambu- rambu skoring.

2. Kriteria penilaian

Kurang baik : 1

Cukup baik : 2

Baik : 3

Sangat baik : 4

No Komponen RPP Skor

I Perumusan Indikator Belajar 1 2 3 4

1. Kejelasan rumusan

2. Kelengkapan cakupan rumusan indikator

3. Kesesuaian dengan kompetensi dasar

4. Kesesuaian dengan standar kompetensi

II Pemiliham dan Pengorganisasian Materi

Pembelajaran

1. Kesesuaian dengan kompetensi yang akan

dicapai

v

2. Kesesuaian dengan karakteristik peserta didik v

3. Keruntutan dan sisitematika materi v

4. Kesesuaian materi dengan alokasi waktu v

III Penilaian Sumber Belajar/ Media Pembelajaran

1. Kesesuaian sumber belajar/ media

pembelajaran denagn kompetensi ( tujuan)

yng ingin dicapai

v

2. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran

v

3. Kesesuaian sumber beajar/ media dengan

karakteristik peserta didik

v

IV Skenario kegiatan Pembelajaran

1. Kesesuaian strategi dalam metode

pembelajaran dengan kompetensi ( tujuan)

pembelajaran

v

2. Kesesuaian strategi dan metode pembelajaran

dengan materi pembelajaran

v

3. Kesesuaian strategi dan metode pembelajaran

dengan karakteristik peserta didik

v

4. Kelengkapan langkah- langkah dalam setiapa

tahapan pembelajaran dan kesesuaian dengan

alokasi waktu.

v

V Penilaian hasil Belajar

1. Kesesuaian tehnik penilaian dengan

kompetensi yang ingin dicapai

v

2. Kejelasan prosedur penilaian ( awal, proses,

dan akhir)

v

3. Kelengkapan instrument ( soal dan kunci

jawaban)

v

VI Penggunaan Bahasa Tulis

1. Ketepatan ejaan v

2. Ketepatan pilihan kata v

3. Kebakuan struktur kalimat v

4. Bentuk huruf dan angka baku v

VII Penilaian validitas Umum

Penilaian /validitas umum terhadap instrument a b c d

Keteranagan:

Dapat digunakan tanpa revisi : a

Dapat digunakan dengan sedikit revisi : b

Dapat digunakan dengan banyak revisi : c

Belum dapat digunakan : d

Catatan:

Indikator sebaiknya dituliskan dalam RPP ( dalam silabus terdapat indikator namun

di rpp tidak dituliskan.

Indikator termasuk komponen RPP. Karakter siswa yang diharapkan di dalam silabus

dan RPP sebaiknya sejalan. Kegiatan inti (khususnya elaborasi) masih terlalu umum.

Getasan, 23 Juni 2015

Validator

Uzik Puji Nurtantini

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Kelas/ Semester : Delapan/ Ganjil

Mata Pelajaran : Bahasa Inggris

Materi : Descriptive Text

Petunjuk :

3. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian

RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti

dengan memperhatikan rambu- rambu skoring.

4. Kriteria penilaian

Kurang baik : 1

Cukup baik : 2

Baik : 3

Sangat baik : 4

No Komponen RPP Skor

I Perumusan Indikator Belajar 1 2 3 4

5. Kejelasan rumusan v

6. Kelengkapan cakupan rumusan indikator v

7. Kesesuaian dengan kompetensi dasar v

8. Kesesuaian dengan standar kompetensi v

II Pemiliham dan Pengorganisasian Materi

Pembelajaran

5. Kesesuaian dengan kompetensi yang akan

dicapai

v

6. Kesesuaian dengan karakteristik peserta didik v

7. Keruntutan dan sisitematika materi v

8. Kesesuaian materi dengan alokasi waktu v

III Penilaian Sumber Belajar/ Media Pembelajaran

4. Kesesuaian sumber belajar/ media

pembelajaran denagn kompetensi ( tujuan)

yng ingin dicapai

v

5. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran

v

6. Kesesuaian sumber beajar/ media dengan

karakteristik peserta didik

v

IV Skenario kegiatan Pembelajaran

5. Kesesuaian strategi dalam metode

pembelajaran dengan kompetensi ( tujuan)

pembelajaran

V

6. Kesesuaian strategi dan metode pembelajaran

dengan materi pembelajaran

V

7. Kesesuaian strategi dan metode pembelajaran

dengan karakteristik peserta didik

V

8. Kelengkapan langkah- langkah dalam setiapa

tahapan pembelajaran dan kesesuaian dengan

alokasi waktu.

V

V Penilaian hasil Belajar

4. Kesesuaian tehnik penilaian dengan

kompetensi yang ingin dicapai

V

5. Kejelasan prosedur penilaian ( awal, proses,

dan akhir)

V

6. Kelengkapan instrument ( soal dan kunci

jawaban)

V

VI Penggunaan Bahasa Tulis

5. Ketepatan ejaan v

6. Ketepatan pilihan kata v

7. Kebakuan struktur kalimat v

8. Bentuk huruf dan angka baku v

VII Penilaian validitas Umum

Penilaian /validitas umum terhadap instrument a b c d

Keteranagan:

Dapat digunakan tanpa revisi : a

Dapat digunakan dengan sedikit revisi : b

Dapat digunakan dengan banyak revisi : c

Belum dapat digunakan : d

Catatan:

Dapat digunakan sebagai rencana pembelajaran

Getasan, 23 Juni 2015

Validator

Uzik Puji Nurtantini

RUBRIK PENILAIAN RPP

I. Aspek Indikator

No. Indikator Penilaian Rubrik 1 Kejelasan Standar Kompetensi

dan Kompetensi Dasar (1) Jika Standar Kompetensi dan

Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan

Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan

Kompetensi Dasar disajikan cukup

jelas (4) Jika Standar Kompetensi dan

Kompetensi Dasar jelas

(5) Jika Standar Kompetensi dan

Kompetensi Dasar sangat jelas 2 Kesesuaian Standar Kompetensi

dan Kompetensi Dasar dengan

tujuan pembelajaran

(1) Jika Standar Kompetensi dan

Kompetensi Dasar disajikan tidak

sesuai dengan tujuan pembelajaran

(2) Jika Standar Kompetensi dan

Kompetensi Dasar kurang sesuai

dengan tujuan pembelajaran

(3) Jika Standar Kompetensi dan

Kompetensi Dasar cukup sesuai

dengan tujuan pembelajaran

(4) Jika Standar Kompetensi dan

Kompetensi Dasar sesuai dengan

tujuan pembelajaran

(5) Jika Standar Kompetensi dan

Kompetensi Dasar sangat sesuai

dengan tujuan pembelajaran

3 Ketepatan penjabaran

Kompetensi Dasar ke dalam

indikator

(1) Jika penjabaran Kompetensi Dasar

ke dalam indikator tidak tepat

(2) Jika penjabaran Kompetensi Dasar

ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar

ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar

ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar

ke dalam indikator sangat tepat 4 Kesesuaian indikator dengan

tujuan pembelajaran (1) Jika indikator yang disajikan tidak

sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang

sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup

sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai

dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat

sesuai dengan tujuan pembelajaran

5 Kesesuaian indikator dengan

tingkat perkembangan siswa (1) Jika indikator yang disajikan tidak

sesuai dengan tingkat perkembangan

siswa (2) Jika indikator yang disajikan kurang

sesuai dengan tingkat perkembangan

siswa

(3) Jika indikator yang disajikan cukup

sesuai dengan tingkat perkembangan

siswa

(4) Jika indikator yang disajikan sesuai

dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat

sesuai dengan tingkat perkembangan

siswa

II. Aspek Isi yang Disajikan

No. Indikator Penilaian Rubrik 1 Sistematika penyusunan RPP (1) Jika sistematika penyusunan

RPP tidak tepat

(2) Jika sistematika penyusunan

RPP kurang tepat

(3) Jika sistematika penyusunan

RPP cukup tepat

(4) Jika sistematika penyusunan

RPP sudah tepat

(5) Jika sistematika penyusunan

RPP sudah sangat tepat

2 Kesesuaian urutan kegiatan

pembelajaran IPA Terpadu model

connected yang implementasinya

menggunakan Cooperative

Learning tipe STAD

(1) Jika urutan kegiatan tidak sesuai

dengan pembelajaran IPA

Terpadu model connected yang

implementasinya menggunakan

Cooperative Learning tipe

STAD tidak tepat

(2) Jika urutan kegiatan kurang

sesuai dengan pembelajaran IPA

Terpadu model connected yang

implementasinya menggunakan

Cooperative Learning tipe

STAD tidak tepat

(3) Jika urutan kegiatan cukup

sesuai dengan pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe

STAD tidak tepat

(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu

model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD tidak tepat (5) Jika urutan kegiatan sangat

sesuai dengan pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe

STAD tidak tepat (1) Jika uraian kegiatan siswa dan

guru untuk setiap tahap pembelajaran tidak sesuai dengan

aktivitas pembelajaran IPA Terpadu model connected yang

implementasinya menggunakan Cooperative Learning tipe STAD (2) Jika uraian kegiatan siswa dan

guru untuk setiap tahap

pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (3) Jika uraian kegiatan siswa dan

guru untuk setiap tahap

pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (4) Jika uraian kegiatan siswa dan

guru untuk setiap tahap pembelajaran sesuai dengan

aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD

(5) Jika uraian kegiatan siswa dan guru untuk setiap tahap

pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA

Terpadu model connected yang implementasinya menggunakan

Cooperative Learning tipe STAD (1) Jika skenario pembelajaran

tidak

jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran

awal, inti dan penutup

(2) Jika skenario pembelajaran

kurang jelas dan kurang sesuai dengan tahapan kegiatan

pembelajaran awal, inti dan penutup

(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai

dengan tahapan kegiatan pembelajaran awal, inti dan

penutup

(4) Jika skenario pembelajaran

jelas dan sesuai dengan tahapan

kegiatan pembelajaran awal, inti dan penutup

(5) Jika skenario pembelajaran

sangat jelas dan sangat sesuai dengan tahapan kegiatan

pembelajaran awal, inti dan penutup

(1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat

soal, kunci, pedoman pensekoran

(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja,

kunci saja, ataupun pedoman pensekoran saja

(3) Jika instrument evaluasi cukup

lengkap karena hanya terdapat soal dan kunci saja, atau kunci

dan pedoman pensekoran atau

soal dan pedoman pensekoran

saja

(4) Jika instrument evaluasi lengkap

karena terdapat soal, kunci,

pedoman pensekoran

(5) Jika instrument evaluasi sangat

lengkap terdapat soal, kunci,

pedoman pensekoran

III. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahasa tidak

sesuai dengan EYD (2) Jika penggunaan bahasa kurang

sesuai dengan EYD (3) Jika penggunaan bahasa cukup

sesuai dengan EYD (4) Jika penggunaan bahasa sesuai

dengan EYD

(5) Jika penggunaan bahasa sangat

sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan

tidak komunikatif (2) Jika bahasa yang digunakan

kurang komunikatif (3) Jika bahasa yang digunakan

cukup komunikatif (4) Jika bahasa yang digunakan

komunikatif (5) Jika bahasa yang digunakan

sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks

(2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat

sederhana

IV. Aspek waktu

No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang

digunakan dengan kegiatan

pembelajaran

(1) Jika alokasi waktu tidak sesuai

dengan kegiatan belajar

(2) Jika alokasi waktu kurang sesuai

dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai

dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan

kegiatan belajar (5) Jika alokasi waktu sangat sesuai

dengan kegiatan belajar 2 Rincian waktu untuk setiap tahap

pembelajaran (1) Jika rincian waktu untuk setiap

tahap pembelajaran tidak sesuai

dengan kegiatan belajar

(2) Jika rincian waktu untuk setiap

tahap pembelajaran kurang

sesuai dengan kegiatan belajar

(3) Jika rincian waktu untuk setiap

tahap pembelajaran cukup sesuai

dengan kegiatan belajar dengan

kegiatan belajar

(4) Jika rincian waktu untuk setiap

tahap pembelajaran sesuai

dengan kegiatan belajar (5) Jika rincian waktu untuk setiap

tahap pembelajaran sangat sesuai

dengan kegiatan belajar

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MTs Sudirman Getasan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VIII/1

Alokasi Waktu : 4x40 Menit ( 2 Kali Pertemuan)

Topik Pembelajaran : Descriptive ( Menulis)

A. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana

berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan

recount.

C. Indikator Pencapaian Kompetensi

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan

langkah retorika dan struktur teks yang benar dan berterima berdasarkan

pengamatan di luar ruangan yang telah dilakukan.

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan

langkah retorika dan struktur teks yang benar dan berterima berdasarkan

pengamatan di luar ruangan yang telah dilakukan.

Karakter siswa yang diharapkan:

Kreatif

Cermat

Komunikatif

Percaya diri dan mandiri

E. Materi Ajar

Teks tulis berbentuk descriptive

Generic structure, simple present tense

F. Metode Pendekatan

Outdoor Activity

G. Langkah-langkah Pembelajaran

Pertemuan Pertama (Indoor Activity)

Kegiatan Awal (10’)

- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas.

- Guru mengecek kehadiran siswa

- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan

tersebut.

- Guru dan peserta didik mereview kembali materi yang telah dipelajari

sebelumnya.

- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya

dalam menulis descriptive.

Kegiatan Inti (60’)

Eksplorasi

- Guru mengingatkan kembali tentang teks tertulis descriptive dan simple

present.

- Guru memberikan contoh teks deskripsi untuk dipelajari. (terlampir)

- Guru memberikan penjelasan generic structure yang ada dalam text.

Elaborasi

- Siswa menyusun sebuah deskripsi teks acak kedalam sebuah deskripsi teks

yang utuh.

Konfirmasi

- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama

tentang tata bahasa yang dipelajari.

- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.

Kegiatan akhir (10’)

- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan

selanjutnya.

Pertemuan Kedua (Outdoor Activity)

Kegiatan Awal (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan

kelas.

Mengecek kehadiran siswa

Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.

Kegiatan Inti (60’)

Eksplorasi

- Guru dan siswa mereview kembali generic stucture yang ada dalam teks

deskripsi.

- Guru membagi siswa dalam kelompok belajar kecil untuk kegiatan diluar

kelas.

- Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu mengamati

keadaan sekitar sekolah.

Elaborasi

- Siswa melakukan pengamatan diluar kelas bersama teman kelompoknya.

- Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.

- Siswa menyusun teks deskripsi tentang sekolah berdasarkan pengamatan yang

dilakukan.

Konfirmasi

- Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

Kegiatan Akhir (10’)

- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

- Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.

H. Sumber/ Bahan/ Alat

LKS Bahasa Inggris

Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia

Buku- buku yang relevan

Internet

Alat tulis

Lingkungan sekitar sekolah

I. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaia

n

Bentuk

Instrumen

Instrumen/ Soal

1. Menyusun kalimat

menjadi teks yang

bermakna dalam

bentuk descriptive dan

recount.

2. Menulis teks essai

dalam bentuk

descriptive

Tes tulis

1. Jumbled

sentences

2. Essay(Post

test)

1. Rearrange the

Following

sentences correctly.

2. Write an essay

describing

something or a certain

place.

a. Instrument

- Jumble Senteces

KOPENG

(1) In additioan, there are many flowers on the left and right side of the

sidewalk down the lake. (2) It is about 8 kilometers of Salatiga city.

(3)Bus is cheapst, but by motorcycle is the most convenient. (4)

Kopeng is one of the most interesting place of interest in Getasan.(6) It

has cool weather most of their time, no wonder many people like to visit

in their free time. (7)The park is up the pinewood. (8) It is very easy to

get the place by public transport. (9) as it is far from industries of any

kinds, the air is always fresh and it is not polluted. (10) located near the

hotel and other flower shop, the park always full of visitors.(11) There

is small park nearby, to where the visitors could swim or just take a

walk.

- Essay ( post Test)

Make a paragraph about your school (min 150 Words)

b. Pedoman Penilaian

Nilai maksimal= 100

Nilai perolehan= total keseluruhan elemen

c. Rubrik Penilaian

Component Score Criteria

Content 30-27

Exellent

to very Good

Knowledge, substantive, development

of thesis, relevant to assigned topic.

Good to Average Sure knowledge of subject, edquate

range, limited development of thesis,

mostly relevant to topic but lack detail.

21-17 Fair to poor Limited knowledge of subject,

adequate range, limited development

of thesis, mostly relevant to topic but

lack detail.

16-13 very poor Does not show knowledge of subject,

non- subjunctive, not pertinent, or not

enough to evaluate.

Form/

Organization

20-18 Excelent to

very good

Fluent expression ideas, clearly stated

/ supporrted, succiner, well-

organized, logical sequencing,

cohesive.

17-14 Good to

Average

Somewhat choppy, loosely organized

but main ideas stand out, limited

support, logical but incomplete

sequencing.

13-10 Fair to Poor Non-fluent, ideas confused or

disconnected, lack logical sequencing

and development.

9-7 Very Poor

Does not communicate, no

organization, or not enough to

evaluate.

Vocabulary/

Style

20-18 Excellent to

very Good

Shopisticated range, effective

word/idiom choice and usage, word

form mastery, appropiate register.

17-14 Good to

Average

Adequate range, occasional errors of

word/idiom form, choice, usage but

meaning not obscurred.

13-10 Fair to Poor Limited range, frequent errors of

work/idiom form, choice, usage,

meaning

confused or obscured.

9-7 Very Poor Essentially translation, little

knpwledge of English vocabulary,

idiom, word form, or not enough to

evaluate

25-22 Excellent to

Very Good

Efective, complex construction, few

errors of agreemet, tense, number,

word, order/ function, articles,

pronouns, preposition.

21-18 Good to

Average

Effective but simple construction,

minor problem complex construction,

several errors agreement, tense,

number, word, order/ function,

articles, pronouns, prepositions, but

meaning seldom obscured.

Grammar

17-11 Fair to Poor

Major problems in simple/complex

constructions, frequent errors of

negation, agreement, tense, number,

word,

order/function, articles, pronouns,

preposition and/or fragments,

delections, meaning confused or

obscured.

10-5 Very Poor Virtually no mastery of sentence

construction rules, dominated by

errors, does not comunicated, or not

enough to evaluate.

5 Excellent to Very

Good

Demonstrated mastery of

conconventions, few errors of spelling,

punctuation, capitalization,

paragrahing.

4 Good to

Averrage

Occasional errors of spelling,

punctuation, capitalization,

paraphrasing, but meaning not

obscured

3 Fair to Poor Frequent errors of spelling,

Standar of Each Element:

No Score Criteria

1 89-100 Exellent

2 79-88 Good

3 66-78 Fair

4 46-65 Poor

5 0-45 Very Poor

Mechanics

punctuation, capitalization,

paragraphing, poor handwriting,

meaning confused or obscured

2 Very Poor No mastery of conventions, dominated

by errors of spelling, punctuation,

capitalization, paragraphing,

handwriting illible, or not enough to

evaluate.

Getasan, Agustus 2015

Guru Bahasa Inggris, Observer,

Ahmad Arifin,S.PdI Sri Suharmi

113-11-136

Mengetahui,

Kepala MTs Sudirman Getasan

Drs.H.Musta‘in,M.PdI

NIP. 196807231994031004

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MTs Sudirman Getasan

Mata Pelajaran : Bahsa Inggris

Kelas/ Semester : VIII/1

Alokasi Waktu : 4x40 Menit ( 2 Kali Pertemuan)

Topik Pembelajaran : Descriptive ( menulis)

J. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk

descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

K. Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

L. Indikator Pencapaian Kompetensi

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah

retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar

ruangan yang telah dilakukan.

M. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah

retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar

ruangan yang telah dilakukan.

Karakter siswa yang diharapkan:

Kreatif

Cermat

Komunikatif

Percaya diri dan mandiri

N. Materi Ajar

Teks tulis berbentuk descriptive

Generic structure, Language Feature dan simple present tense

O. Metode Pendekatan

Outdoor Activity

P. Langkah-langkah Pembelajaran

Pertemuan Pertama (Indoor Activity)

Kegiatan Awal (10’)

- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang

kelas.

- Guru mengecek kehadiran siswa

- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan

tersebut.

- Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri

kebahasaannya.

- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam

menulis descriptive.

Kegiatan Inti (60’)

Eksplorasi

- Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan

simple present.

- Guru meminta siswa untuk bermain guessing game di dalam kelas yang

mendiskripsikan seorang tokoh.

- Guru memberikan penjelasan generic structure yang ada dalam text pendek yang

dibuat oleh siswa dalam guessing game.

Elaborasi

- Siswa mendeskripsikan seorang tokoh yang menginspirasi mereka.

Konfirmasi

- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang

tata bahasa yang dipelajari.

- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.

Kegiatan akhir (10’)

- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.

Pertemuan Kedua (Outdoor Activity)

Kegiatan Awal (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan kelas.

Mengecek kehadiran siswa

Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.

Kegiatan Inti (60’)

Eksplorasi

- Guru dan siswa mereview kembali seluruh unsur kabahasaan dan struktur dalam

descriptif teks yang telah diajarkan.

- Guru membentuk kelompok belajar kecil.

- Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu menemui salah

satu guru yang ada disekolah, dan mendeskripsikan keadaan guru tersebut.

- Permainan luar kelas

Elaborasi

- Siswa mengikuti permainan luar kelas.

- Siswa melakukan wawancara terhadap guru idola mereka bersama teman

kelompoknya.

- Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.

- Siswa menyusun teks deskripsi tentang guru idola merekak berdasarkan pengamatan

dan wawancara yang dilakukan.

Konfirmasi

- Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan

pada siswa yang telah dapat menyelesaikan tugasnya.

Kegiatan Akhir (10’)

- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

- Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.

-

Q. Sumber/ Bahan/ Alat

LKS Bahasa Inggris

Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia

Buku- buku yang relevan

Internet

Alat tulis

Lingkungan sekitar sekolah

R. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

Menulis teks essai dalam

bentuk descriptive

Tes tulis

Essay (Post

test)

Write an essay describing

something or a certain

place.

d. Instrument

- Essay ( post Test)

Make a paragraph about your interesting teacher (min 150 Words)

e. Pedoman Penilaian

Nilai maksimal= 100

Nilai perolehan= total keseluruhan elemen

f. Rubrik Penilaian

Component Score Criteria

Content 30-27

Exellent

to very Good

Knowledge,

substantive,

development of thesis,

relevant to assigned

topic.

Good to

Average

Sure knowledge of

subject, edquate

range, limited

development of thesis,

mostly relevant to topic but lack detail.

21-17 Fair to

poor

Limited knowledge of

subject, adequate

range, limited

development of thesis,

mostly relevant to

topic but lack detail.

16-13 very

poor

Does not show

knowledge of subject,

non- subjunctive, not

pertinent, or not

enough to evaluate.

Form/

Organization

20-18

Excelent to

very good

Fluent expression

ideas, clearly stated

/ supporrted

, succiner, well-

organized, logical

sequencing, cohesive.

17-14 Good

to Average

Somewhat choppy,

loosely organized but

main ideas stand out,

limited support,

logical but incomplete

sequencing.

13-10 Fair to

Poor

Non-fluent, ideas

confused or

disconnected, lack

logical sequencing

and development.

9-7 Very

Poor

Does not

communicate, no

organization, or not

enough to evaluate.

20-18

Excellent to

very Good

Shopisticated range,

effective word/idiom

choice and usage,

word form mastery,

appropiate register.

17-14 Good

to Average

Adequate range,

occasional errors of

word/idiom form,

choice, usage but

meaning not

obscurred.

Vocabulary/

Style

13-10 Fair to Poor

Limited range, frequent errors of

work/idiom form,

choice, usage,

meaning

confused or obscured.

9-7 Very

Poor

Essentially translation,

little knpwledge of

English vocabulary,

idiom, word form, or

not enough to evaluate

Grammar

25-22

Excellent to

Very Good

Efective, complex

construction, few

errors of agreemet,

tense, number, word,

order/ function,

articles, pronouns,

preposition.

21-18 Good

to Average

Effective but simple

construction, minor

problem complex

construction, several

errors agreement,

tense, number, word,

order/ function,

articles, pronouns,

prepositions, but

meaning seldom

obscured.

17-11 Fair to Poor

Major problems in simple/complex

constructions,

frequent errors of

negation, agreement,

tense, number, word,

order/function,

articles, pronouns,

preposition and/or

fragments, delections,

meaning confused or

obscured.

10-5 Very

Poor

Virtually no mastery

of sentence

construction rules,

dominated by errors,

does not comunicated,

or not enough to

evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrated mastery

of conconventions,

few errors of spelling,

punctuation,

capitalization,

paragrahing.

4 Good to

Averrage

Occasional errors of

spelling, punctuation,

capitalization,

paraphrasing, but

meaning not obscured

3 Fair to Poor Frequent errors of

spelling, punctuation,

capitalization,

paragraphing, poor

handwriting, meaning

confused or obscured

2 Very Poor No mastery of

conventions,

dominated by errors

of spelling,

punctuation,

capitalization,

paragraphing,

Standar of Each Element:

No Score Criteria

1 89-100 Exellent

2 79-88 Good

3 66-78 Fair

4 46-65 Poor

5 0-45 Very Poor

Getasan, Agustus 2014

Guru Bahasa Inggris, Observer,

Ahmad Arifin,S.PdI Sri Suharmi

113-11-136

Mengetahui,

Kepala MTs Sudirman Getasan

Drs.H.Musta‘in,M.PdI

NIP. 196807231994031004

handwriting illible, or not enough to

evaluate.

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MTs Sudirman Getasan

Mata Pelajaran : Bahsa Inggris

Kelas/ Semester : VIII/1

Alokasi Waktu : 2x40 Menit ( 1 Kali Pertemuan)

Topik Pembelajaran : Descriptive ( menulis)

S. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk

descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

T. Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

U. Indikator Pencapaian Kompetensi

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah

retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar

ruangan yang telah dilakukan.

V. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah

retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar

ruangan yang telah dilakukan.

Karakter siswa yang diharapkan:

Kreatif

Cermat

Komunikatif

Percaya diri dan mandiri

W. Materi Ajar

Teks tulis berbentuk descriptive

Generic structure, Language Feature dan simple present tense

X. Metode Pendekatan

Outdoor Activity

Y. Langkah-langkah Pembelajaran

Kegiatan Awal (10’)

- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang

kelas.

- Guru mengecek kehadiran siswa

- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan

tersebut.

- Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri

kebahasaannya.

- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam

menulis descriptive.

Kegiatan Inti (60’)

Eksplorasi

- Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan

simple present.

- Guru memberi contoh descriptive text. Siswa berdiskusi dalam kelompok.

- Guru memberikan penjelasan generic structure yang ada dalam text.

- Meminta siswa untuk melakukan kegiatan diluar kelas

Elaborasi

- Siswa mendeskripsikan pegunungan yang ada disekitar sekolah.

Konfirmasi

- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang

tata bahasa yang dipelajari.

- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.

Kegiatan akhir (10’)

- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.

Z. Sumber/ Bahan/ Alat

LKS Bahasa Inggris

Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia

Buku- buku yang relevan

Internet

Alat tulis

Lingkungan sekitar sekolah

AA. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

Menulis teks essai dalam

bentuk descriptive

Tes tulis

Essay (Post

test)

Write an essay describing

something or a certain

place.

g. Instrument

- Essay ( post Test)

Make a paragraph about the mountains around you min 150 Words)

h. Pedoman Penilaian

Nilai maksimal= 100

Nilai perolehan= total keseluruhan elemen

i. Rubrik Penilaian

Component Score Criteria

Content 30-27

Exellent

to very Good

Knowledge,

substantive,

development of thesis,

relevant to assigned

topic.

Good to

Average

Sure knowledge of

subject, edquate

range, limited

development of thesis,

mostly relevant to topic but lack detail.

21-17 Fair to

poor

Limited knowledge of

subject, adequate

range, limited

development of thesis,

mostly relevant to

topic but lack detail.

16-13 very

poor

Does not show

knowledge of subject,

non- subjunctive, not

pertinent, or not

enough to evaluate.

Form/

Organization

20-18

Excelent to

very good

Fluent expression

ideas, clearly stated

/ supporrted

, succiner, well-

organized, logical

sequencing, cohesive.

17-14 Good

to Average

Somewhat choppy,

loosely organized but

main ideas stand out,

limited support,

logical but incomplete

sequencing.

13-10 Fair to

Poor

Non-fluent, ideas

confused or

disconnected, lack

logical sequencing

and development.

9-7 Very

Poor

Does not

communicate, no

organization, or not

enough to evaluate.

20-18

Excellent to

very Good

Shopisticated range,

effective word/idiom

choice and usage,

word form mastery,

appropiate register.

17-14 Good

to Average

Adequate range,

occasional errors of

word/idiom form,

choice, usage but

meaning not

obscurred.

Vocabulary/

Style

13-10 Fair to Poor

Limited range, frequent errors of

work/idiom form,

choice, usage,

meaning

confused or obscured.

9-7 Very

Poor

Essentially translation,

little knpwledge of

English vocabulary,

idiom, word form, or

not enough to evaluate

Grammar

25-22

Excellent to

Very Good

Efective, complex

construction, few

errors of agreemet,

tense, number, word,

order/ function,

articles, pronouns,

preposition.

21-18 Good

to Average

Effective but simple

construction, minor

problem complex

construction, several

errors agreement,

tense, number, word,

order/ function,

articles, pronouns,

prepositions, but

meaning seldom

obscured.

17-11 Fair to Poor

Major problems in simple/complex

constructions,

frequent errors of

negation, agreement,

tense, number, word,

order/function,

articles, pronouns,

preposition and/or

fragments, delections,

meaning confused or

obscured.

10-5 Very

Poor

Virtually no mastery

of sentence

construction rules,

dominated by errors,

does not comunicated,

or not enough to

evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrated mastery

of conconventions,

few errors of spelling,

punctuation,

capitalization,

paragrahing.

4 Good to

Averrage

Occasional errors of

spelling, punctuation,

capitalization,

paraphrasing, but

meaning not obscured

3 Fair to Poor Frequent errors of

spelling, punctuation,

capitalization,

paragraphing, poor

handwriting, meaning

confused or obscured

2 Very Poor No mastery of

conventions,

dominated by errors

of spelling,

punctuation,

capitalization,

paragraphing,

Standar of Each Element:

No Score Criteria

1 89-100 Exellent

2 79-88 Good

3 66-78 Fair

4 46-65 Poor

5 0-45 Very Poor

Getasan, Agustus 2014

Guru Bahasa Inggris, Observer,

Ahmad Arifin,S.PdI Sri Suharmi

113-11-136

Mengetahui,

Kepala MTs Sudirman Getasan

Drs.H.Musta‘in,M.PdI

NIP. 196807231994031004

handwriting illible, or not enough to

evaluate.

MODUL

A. TUJUAN

Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan Modul

dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan

metode Outdoor Activity.

B. PETUNJUK

1. Bapak/Ibu dapt memberikan penilaian dengan memberikan tanda cek (√ pada

kolom yang tersedia.

2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4

(baik); 5( sangat baik)

C. PENILAIAN

No Aspek yang Dinilai Skala yang Dinilai

1 2 3 4 5

I STRUKTRAL MODUL

1. Organisasi penyajian secara umum v

2. Tampilan umum menarik v

3. Keterkaitan yang konsisten antara materi

bahasan

v

II ORGANISASI PENULISAN MATERI

1. Cakupan materi v

2. Kejelasan dan urutan materi v

3. Ketepatan materi dengan SK V

4. Keterkaitan antara masalah dengan konteks

kehidupan/ kognisi yang termuat dalam buku

siswa/ modul

v

III BAHASA

1. Penggunaan bahasa sesuai dengan EYD v

2. Bahasa yang digunakan komunikatif V

3. Kesederhanaan struktur kalimat v

D. KOMENTAR/SARAN

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………

Getasan, 23 Juni 2015

Validator

Uzik Puji Nurtantini

RUBRIK PENILAIAN MODUL

I. Aspek Struktur Modul

No. Indikator Penilaian Rubrik 1 Organisasi penyajian secara umum (1) Jika organisasi penyajian secara

umum tidak baik (2) Jika organisasi penyajian secara

umum kurang baik (3) Jika organisasi penyajian secara

umum cukup baik (4) Jika organisasi penyajian secara

umum baik

(5) Jika organisasi penyajian secara

umum sangat baik 2 Tampilan umum menarik (1) Jika tampilan umum tidak

menarik (2) Jika tampilan umum kurang

menarik (3) Jika tampilan umum cukup

menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat

menarik

3 Keterkaitan yang konsisten antara

materi bahasaan (1) Jika keterkaitan antar materi

bahasaan tidak konsisten (2) Jika keterkaitan antar materi

bahasaan kurang konsisten

(3) Jika keterkaitan antar materi

bahasaan cukup konsisten

(4) Jika keterkaitan antar materi

bahasaan konsisten

(5) Jika keterkaitan antar materi

bahasaan sangat konsisten

II. Organisasi Penulisan Materi

No. Indikator Penilaian Rubrik 1 Cakupan materi (1) Jika cakupan materi tidak sesuai

(2) Jika cakupan materi kurang

Sesuai

(3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai

2 Kejelasan dan urutan materi (1) Jika materi tidak jelas dan tidak

urut (2) Jika materi kurang jelas dan

kurang urut (3) Jika materi cukup jelas dan

cukup urut (4) Jika materi jelas dan urut

(5) Jika materi sangat jelas dan urut 3 Ketepatan materi dengan SK (1) Jika materi dengan SK tidak tepat

(2) Jika materi dengan SK kurang

tepat (3) Jika materi dengan SK cukup

tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat

tepat

4 Keterkaitan antara masalah dengan

konteks kehidupan/ kognisi siswa

yang termuat dalam buku siswa/

modul

(1) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul tidak

sesuai

(2) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul kurang

sesuai

(3) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul cukup

sesuai (4) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul sesuai

(5) Jika keterkaitan antara masalah

dengan konteks kehidupan/

kognisi siswa yang termuat

dalam buku siswa/ modul sangat

sesuai

III. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahsa tidak

sesuai dengan EYD

(2) Jika penggunaan bahasa

kurang

sesuai dengan EYD (3) Jika penggunaan bahasa

cukup

sesuai dengan EYD (4) Jika penggunaan bahasa

sesuai

dengan EYD (5) Jika penggunaan bahasa

sangat

sesuai dengan EYD 2 Bahasa yang digunakan

komunikatif

(1) Jika bahasa yang digunakan

tidak

komunikatif (2) Jika bahasa yang digunakan

kurang komunikatif

(3) Jika bahasa yang digunakan

cukup komunikatif

(4) Jika bahasa yang digunakan

komunikatif

(5) Jika bahasa yang digunakan

sangat komunikatif

3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat

kompleks

(2) Jika struktur kalimat

kompleks

(3) Jika struktur kalimat cukup

sederhana

(4) Jika struktur kalimat

sederhana

(5) Jika struktur kalimat sangat

sederhana

LEMBAR SOAL SISWA

A. TUJUAN

Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan soal dalam

pelaksanaan pembelajaran bahasa Inggris dengan menggunakan metode outdoor

activiti.

B. PETUNJUK

1. Ibu dapat memberikan penilaian dengan memberikan tanda cek (√ ) pada

kolom yang tersedia.

2. Makna point validitas adalah 1 (tidak baik); 2 ( kurang baik); 3 (cukup baik); 4

(baik); 5 (sangat baik)

C. PENILAIAN

No Aspek yang Dinilai Penilaian

1 2 3 4 5

I ISI YANG DISAJIKAN

1. Soal disajikan secara sistematis v

2. Merupakan materi/tugas yang esensial v

3. Masalah yang diangkat sesuai dengan

tingkat kognisi siswa

v

4. Setiap kegiatan yang disajikan mempunyai

tujuan yang jelas.

v

5. Kegiatan yang disajikan dapat

menumbuhkan rasa ingin tahu siswa

v

6. Penyajian v

II BAHASA

1. Penggunaan bahasa sesuai dengan EYD v

2. Bahasa yang digunakan sesuai dengan

tingkat perkembangan kognisi siswa

v

3. Bahasa yang digunakan komunikatif v

4. Kalimat yang digunakan jelas dan mudah

dimerngerti

v

5. Kejelasan petunjuk atau arahan v

D. KOMENTAR/ SARAN

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Getasan, 23 Juni 2015

Validator

Uzik Puji Nurtantini

RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS)

I. Aspek Isi yang Disajikan

No. Indikator Penilaian Rubrik 1 LKS disajikan secara sistematis (1) Jika LKS disajikan tidak

sistematis (2) Jika LKS disajikan kurang

sistematis (3) Jika LKS disajikan cukup

sistematis (4) Jika LKS disajikan secara

sistematis (5) Jika LKS disajikan secara sangat

sistematis 2 Merupakan materi/ tugas yang

esensial (1) Jika materi/ tugas tidak esensial (2) Jika materi/ tugas kurang esensial (3) Jika materi/ tugas cukup esensial (4) Jika materi/ tugas esensial (5) Jika materi/ tugas sangat esensial

3 Masalah yang diangkat sesuai

dengan tingkat kognisi siswa (1) Jika masalah yang diangkat tidak

sesuai dengan tingkat kognisi

siswa

(2) Jika masalah yang diangkat

kurang sesuai dengan tingkat

kognisi siswa

(3) Jika masalah yang diangkat cukup sesuai dengan tingkat

kognisi siswa

(4) Jika masalah yang diangkat

sesuai dengan tingkat kognisi

siswa materi mudah dipahami (5) Jika masalah yang diangkat

sangat sesuai dengan tingkat

kognisi siswa 4 Setiap kegiatan yang disajikan

mempunyai tujuan yang jelas (1) Jika setiap kegiatan yang

disajikan tidakn mempunyai

tujuan yang jelas (2) Jika setiap kegiatan yang

disajikan kurang mempunyai

tujuan yang jelas (3) Jika setiap kegiatan yang

disajikan cukup mempunyai

tujuan yang jelas (4) Jika setiap kegiatan yang

disajikan mempunyai tujuan yang

jelas (5) Jika setiap kegiatan yang

disajikan sangat mempunyai

tujuan yang jelas

5 Kegiatan yang disajikan dapat

menumbuhkan rasa ingin tahu

siswa

(1) Jika kegiatan yang disajikan

tidak dapat menumbuhkan rasa

ingin tahu siswa (2) Jika kegiatan yang disajikan

kurang dapat menumbuhkan rasa

ingin tahu siswa (3) Jika kegiatan yang disajikan

cukup dapat menumbuhkan rasa

ingin tahu siswa

(4) Jika kegiatan yang disajikan

dapat menumbuhkan rasa ingin

tahu siswa

(5) Jika kegiatan yang disajikan

sangat dapat menumbuhkan rasa

ingin tahu siswa

6 Penyajian LKS dilengkapi dengan

gambar dan ilustrasi (1) Jika penyajian LKS tidak

dilengkapi dengan gambar dan

ilustrasi

(2) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi

tetapi masih kurang sesuai

(3) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

cukup sesuai

(4) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

sesuai

(5) Jika penyajian LKS dilengkapi

dengan gambar dan ilustrasi yang

sangat sesuai

II. Aspek Bahasa

No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan

EYD (1) Jika penggunaan bahsa tidak

sesuai dengan EYD (2) Jika penggunaan bahasa kurang

sesuai dengan EYD

(3) Jika penggunaan bahasa cukup

sesuai dengan EYD

(4) Jika penggunaan bahasa sesuai

dengan EYD

(5) Jika Bahsa yang digunakan sangat

jelas, dan mudah sangat dipahami

sangat jelas, dan mudah sangat

dipahami sesuai dengan EYD

Make a short descriptive text about your class, minimal 7 sentences.

( Buatlah paragrap deskripsi pendek tentang kelasmu, paling sedikit 7 kalimat)

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NAME Aspects of Scoring

Grammar Content Form Vocabulary Mechanics Total

PRE TEST

Make a short descriptive text about your School, minimal 10 sentences.

( Buatlah paragrap deskripsi pendek tentang sekolahmu, paling sedikit 10 kalimat)

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NAME Aspects of Scoring

Grammar Content Form Vocabulary Mechanics Total

POST TEST-1

Make a short descriptive text about your intersting teacher, minimal 15 sentences.

( Buatlah paragrap deskripsi pendek tentang gurumu yang menarik, paling sedikit 15 kalimat)

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NAME Aspects of Scoring

Grammar Content Form Vocabulary Mechanics Total

POST TEST-2

Make a short descriptive text about the mountain around the school, minimal 15 sentences.

( Buatlah paragrap deskripsi pendek tentang gunung yang ada di sekotar sekolahmu, paling sedikit 15 kalimat)

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NAME Aspects of Scoring

Grammar Content Form Vocabulary Mechanics Total

POST TEST-3

CURRICULUM VITAE

Name : Sri Suharmi

Place, date of birth : Banyudono, October 4th

1987

Sex : Female

Address : Dsn Banyudono, Rt 001, Rw 009 Ds. Gedong, Banyubiru,

Semarang.

Email : sri.suharmi@gmail.com

EDUCATIONAL BACKROUND

1994-2000 : SDN 262/1 Jangga Baru, Jambi

2000-2003 : Mts Sudirman Kopeng Getasan- Semarang

2005-2007 : SMAN 1 Getasan, Semarang

2011-2015 : State Institute for Islamic Studies (IAIN) Salatiga