i

IMPROVING STUDENTS’ WRITING SKILL

THROUGH OUTDOOR ACTIVITY (A Classroom

Action Research for the First Grade Students of SMA N

01 Suruh in Academic Year of 2016/2017)

A GRADUATING PAPER

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

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

English Education Department of Teacher Training and Education

Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ARTANTI ISNAENI FARIDA

113 12 034

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

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MOTTO

“MY SUCCESS CAN ONLY COME

FROM ALLAH”

(@teladan.rasul)

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DEDICATION

I hereby dedicate this graduating paper for:

1. My God the Almighty

2. My beloved father and mother (Pak Jafar andIbuSiti Asiyah) who always

give spirit and inspiration, so that the writer can finish her study. Thanks a

lot for your praying and guidance. I love you so much.

3. My beloved Brother (Mas Eko Cahyo Nugroho, Dek Trisna Aditya Kusuma

and Dek Faisal Hendrawan) who always motivate and support the writer to

do the best.

4. All of my friends in English and Education Department of Teacher Training

and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga

2012.

5. All of my closest friends.

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ACKNOWLEDGEMENT

Assalamu’alaikumwr.wb

In the name of Allah, The Most Gracious and The Most Merciful, The Lord of

Universe. Because of Him, the writer could finish this graduating paper entitled

IMPROVING STUDENTS’ WRITING SKILL THROUGH OUTDOOR

ACTIVITY (A Classroom Action Research for the First Grade Students of

SMA N 01 Suruh in the Academic Year of 2016/2017) as one of the requirement

for the Degree of Educational Studies (S.Pd.) at English and Education Department

of Teacher Training and Education Faculty at State Institute for Islamic Studies

(IAIN) Salatiga in 2016.

Secondly, peace and salutation always be given to our Prophet Muhammad

SAW who has guided us from the darkness into the lightness.

However, this paper would not be finished without those supports, advices,

guidance, helps and encouragement from individual and institution, and I somehow

realize that an appropriate moment for me to express gratitude for:

1. Dr.RahmatHariyadi, M.Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

2. Suwardi. M.Pd as the Dean of State Institute for Islamic Studies (IAIN Salatiga)

3. Noor Malihah, S. Pd., MA. as the Head of English Education Department.

4. Mashlihatul Umami, S.Pd.I, M.A, as the writer’s counselor who has always

educated, supported, directed, guidance, and recommendations for this

graduating paper from the beginning until the end.

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5. All of the lectures of English Department of IAIN Salatiga, the writer deeply

thank you all for your advices, knowledge, kindness, etc.

6. All English department students in the Academic Years of 2012 especially for

all members of TBI A, thanks for being my friends.

Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers. And the writer in pleased to accept more

suggestion and contribution from the reader for the improvement of this graduating

paper.

Wassalaamu’alaikum, wr, wb.

Salatiga, September 5th 2016

The writer

ArtantiIsnaeni Farida

NIM 113 12 034

ABSTRACT

Farida, Artanti Isnaeni. 2016. IMPROVING STUDENTS’ WRITING SKILLS THROUGH

OUTDOOR ACTIVITY (A Classroom Action Research for the First Grade Students of SMA

N 01 Suruh in the Academic Year of 2016/2017), Graduating Paper, Theacher Training and

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Education Faculty. English Education Department. State Institue for Islamic Studies (IAIN)

Salatiga. Counselor: Mashlihatul Umami, S.Pd.I, M.A.

Key Words: Improve, Writing Skill, Outdoor Activity,

This study is a classroom action research. The general objective of this study is improving students’

writing skill through outdoor activity, while the specific objective of this research are (1) to find out

of outdoor activity to improve students’ writing skill, (2) to find out to what extent the improvement

of Outdoor Activity to improve the students’ writing skill. This CAR was conducted at SMA N 01

Suruh. The procedure of CAR consist of planning, action, observation, and reflection. The data were

collected from achievement test and observation. The observation during the process of English

teaching and learning was conducted with the help from observer. In this research, the writer acted

as the practitioner. The tests were in the form of pre-test and post-test conducted in cycle I and cycle

II. The research resulted: (1) the implementation of outdoor activity as a strategy can improve

writing skill, it is proved with the students’ improvement score of the tests because mean of post-

test in cycle I is higher than mean of pre-test (78, 42 > 65, 45) and the mean of post-test in cycle II

is higher than mean of pre-test (83, 5> 37, 84),(2) the improvement of outdoor activity as a strategy

in improving students’ writing skill, it can be proved by the result t-test calculation is higher than t-

table in each cycle. In cycle I t-test score is 10 is higher than t-table 2, 06 and cycle II t-test score is

24, 02 is higher than t-table 2, 06. The increasing percentage students who pass in writing test from

cycle I and cycle II are: 84, 61% and92, 30%. The decreasing percentage students who not pass in

writing test are: 15, 39%and 7, 7%.

TABLE OF CONTENT

TITLE………………………………………………………………………………

DECLARATION…………………………………………………………………...

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ATTENTIVE COUNSELOR NOTES……………………………………………..

STATEMENT OF CERTIFICATION……………………………………………..

MOTTO……………………………………………..……………………………...

DEDICATION……………………………………………..……………………….

ACKNOWLEDGEMENTS……………………………………………..………….

ABSTRACT……………………………………………..………………………….

TABLE OF CONTENTS…………………………………………………………...

LIST OF TABLE……………………………………………..…………………….

LIST OF FIGURE…………………………………………..………………………

CHAPTER I INTRODUCTION

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

B. Problemof the Study……………………………………………………….

C. Objectives of the Study…………………………………………………….

D. Benefits of the Research…………………………………………………...

E. Limitation of the Study…………………………………………………….

F. Definitions of the Key Terms……………………………………………...

G. Outline of the Paper………………………………………………………..

CHAPTER II THEORITICAL FRAMEWORK

A. Review of Previous Researches……………………………………………

B. Writing in Language Learning……………………………………………..

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

2. Types of writing……………………………………………………….

3. Notion of Good Writing……………………………………………….

4. Evaluation of writing…………………………………………………..

5. Indicators of Students’ Writing Performance………………………….

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

1. Definition of Outdoor Activity……………………………………..

2. Outdoor Activity Strategies…………………………………………

3. Teaching Writing by OutdoorActivity…………………………….

4. The Strengths and Weaknesses of Outdoor Activity……………..

5. Kinds of the Outdoor Learning Activities…………………………

CHAPTER IIIRESEARCH METHOD

A. Research Method…………………………………………………………

1. Setting of the Research……………………………………………...

2. Subject of the Research……………………………………………...

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B. Method of the Research…………………...………………………..........

C. Procedure of the Research……………………………………………….

D. Technique of Collecting Data…………………………………………...

E. Technique of Data Analysis………………………………………..........

CHAPTER IV DATA ANALYSIS

A. Implementation of Classroom Action Research (CAR) ……………..

1. Cycle I………………………………………………………………...

a. Planning…………………………………………………………..

b. Action…………………………………………………………….

c. Observation………………………………………………………

d. Reflection………………………………………………………...

2. Cycle II………………………………………………………………..

a. Planning….………………………………………………………

b. Action…………………………………………………………….

c. Observation………………………………………………………

d. Reflection………………………………………………………...

B. Discussion………………………………………………………………...

CHAPYER V CLOSURE

A. Conclusions……………………………………………………………….

B. Suggestion……………………………………………..………………….

REFERENCES

APPENDICES

CURRICULUM VITAE

LIST OF TABLE

Table 2.1Procedure “Anzac biscuits” ……………………………………………..

Table 2.2 Component of Evaluation Writing……………………………………….

Table 2.3Criteria of Scoring………………………………………………………..

Table 3.1 List of XA Class of SMA N 01 Suruh in Academic Year of 2016/2017..

Table 3.2 Time Schedule of the research of SMA N 01 Suruhin Academic Year of

2016/2017 ………………………………………………………………………….

Table 3.3 Model of the Research …………………………………………………..

Table 4.1 Score of Students’ Pre-test and Post-test in Cycle I……………………..

Table 4.2 Result of the observation Sheet in Cycle I……………………………….

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Table 4.3 Score of Students’ Pre-test and Post-test in Cycle II……………………

Table 4.4 Result of the observation Sheet in Cycle II……………………………...

Table 4.5 Mean and T-calculation of Student’Score Cycle I and Cycle II………...

Table 4.6 Students’ Mean Score in Percentage…………………………………….

LIST OF FIGURE

Figure 2.1 Suyanto’s Process Writing Model by Outdoor Activity……………….

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means of communication. Learning a language means

a study to communicate with that language both orally and in a written form.

English is an important language, because it is use as an international

language of communication. In Indonesia, an English subject has been

taught in every school from elementary to university. According to Harlow

(2008: 895), states that language is a system of communication by written

or spoken words that used by people of a particular country. There are four

skills of learning English language. Those are listening, speaking, reading,

and writing skill the students are expect to master all of it. In this research,

the researcher would like to emphasize on writing skill because the writing

is consider the most difficult skill since it involves several component

including contents, vocabularies, grammatical, and orthographic. On the

other hand, the structures of sentence well and the content clearly that in

English the punctuation is very important, for example: comma (,) in a

sentence:

Pak Wahyu, the farmer, is here.

And

Pak Wahyu, the farmer is here.

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From the sentences above it seems same but there is a comma in each

sentence make into different (Suyanto, 2010: 68). Writing is one of the four

language skills: reading, writing, listening, and speaking. At school, writing

is a very important for helping students to become better writers. The

students start learning to communicate through written form as they begin

to interact with others at school level (Javed, 2013: 130).

In senior high school, they have to learn some texts to write such as

exposition, argumentation, narrative, descriptive, recount, report, and

procedure. In fact, many students still confused and not good enough to

write. It means that writing skill is so important to be improved and the

teacher must be creative and give motivation for them. However, there are

some educational problems related to English learning. The teacher of the

first grade students of SMA N 01 Suruh in the academic year of 2016/2017,

often finds the students who are difficult to thinking ideas, ordering them,

considering vocabulary and grammar to write a sentence. It maybe occurs

because of some factors, such as students’ anxiety, students’ native language

and lack of motivation to write foreign language. On the other hand, the

students often doing mistake in grammar and pronunciation aspects.

Moreover, usually students are rarely to use writing to communicate. Those

all cause a lack of human resources with writing English competence.

Concerning with those problems, teachers as the main component of

education is challenge to be as creative as possible to provide opportunities

for students to expose and to reinforce students’ writing skill. To encourage

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students to practice their English, the researcher tries to help teacher to solve

the problems of students’ writing skill through a suitable teaching strategy,

by which students learn English with pleasant without any frustration. Those

activities may help the students to expose their skill to produce sentences to

share their thinking and knowledge. In addition, the students to know

environment in around them, master their vocabularies, and which involves

group work to interaction with another friends. The strategy is Outdoor

Activity.

According to Hornby (2003: 291), states that the outdoor activity is

an activity done outside a house or building. According to Peter Miskimmin

outdoor activity are an exciting means of providing opportunities for huge

learning and personal growth. In addition, according to Partmonodewo

(2003: 112) as quoted by (Suharmi, 2015: 31) outdoor is an activity that can

be done by people to lose boredom “when we are outdoor , although outdoor

activity make noise, need power and physical energy. Outdoor Activity is

the learning outdoor to master some vocabularies especially in improving

writing skill because there are things that they have not been teaching yet

before at classroom. This activity is strategy to create “study community”

in which communication with other friends, helping, and study to find

information. (Suyanto, 2010:97)

Based on the explanations above, the writer tries to conduct a

research in titled “IMPROVING STUDENTS’ WRITING SKILLS

THROUGH OUTDOOR ACTIVITY (A Classroom Action Research

4

for the First Grade Students of SMA N 01 Suruh in Academic Year of

2016/2017)”.

B. Problems of the Study

Based on the phenomenon above, the writer uses Classroom Action

Research as the way to improve students’ writing skill, especially by using

Outdoor Activity. In order to aim at giving answer, the problems that will

be discussed in this research are:

1. How is the implementation of Outdoor Activity to improve the

students’ writing skills for the first grade students of SMA N 01 Suruh

in the academic year of 2016/2017?

2. How far is the improvement of Outdoor Activity to improve the

students’ writing skills for the first grade students of SMA N 01 Suruh

in the academic year of 2016/2017?

C. Objectives of the Study

Responding with the statement of the problems, the objectives of the

research are stated as follows:

1. To find out the implementation of Outdoor Activity to improve the

students’ writing skills for the first grade students of SMA N 01 Suruh

in the academic year of 2016/2017?

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2. To find out to what extent the improvement of Outdoor Activity to

improve the students’ writing skills for the first grade students of

SMA N 01 Suruh in the academic year of 2016/2017?

D. Benefits of the Research

There are some benefits of the research are as follows:

1. Theoretical Benefit

The English language teaching technique is outdoor activity will

inspire other researchers to conduct further researches.

2. Practical Benefit

a. For Teachers

The results of this study is hoped to be a useful in the English

teaching and can support the English teacher to apply this

technique especially in improving writing skill.

b. For Students

The researcher hopes the students will interest in and not bored

writing and be able to express their minds, curiosity, and feelings

in writing language.

c. For Reader

This study hopes to be able to help the readers or other researchers

to do the same related researches.

d. Other Researchers

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The result of this study can be used as the reference for future

research.

E. Limitation of the Study

In this research, the researcher limits the research on teaching

writing through outdoor activity for the first grade students of SMA N 01

Suruh in the academic year of 2016/ 2017.

F. Definitions of the Key Terms

In order to avoid misunderstanding of the concepts used in this

study, some definitions are provide as the following:

1. Writing Skill

According to Javed (2013: 130), writing is one of the four basic

skills. The students start learning to communicate through written form

as they begin to interact with others at school level. The writing skill is

more complicated than that of other language skills.

2. Outdoor Activity

According to Hornby (2003: 291), states that the outdoor activity

is an activity done outside a house or building. According to

Miskimmin (2005: 1) outdoor activity are an exciting means of

providing opportunities for huge learning and personal growth. In

addition, according to Partmonodewo (2003: 112) as quoted by

Suharmi (2015: 31) outdoor is an activity that can be done by people to

7

lose boredom “when we are outdoor , although outdoor activity make

noise, need power and physical energy. Outdoor Activity is the learning

outdoor to master some vocabularies especially in improving writing

skill because there are things that they have not been teaching yet before

at classroom (Suyanto, 2010:97).

G. Outline of the Paper

In Chapter I, the researcher writes the Introduction that contains

background of study, problems of the study, objectives of the study,

significant of the study, limitation of the study, definitions of the key term,

review of the previous research and outline of the graduating paper.

The literature review discussed in Chapter II, which contains

theories that related and support the research.

Chapter III contains of research method, method of the research,

procedure of the research, technique of collecting data, and technique of

data analysis.

Chapter IV consists of data analysis that contains result and

discussion about the use of outdoor activity technique to improve students

writing skill for the first grade students of SMA N 01 Suruh in the academic

year of 2016/2017.

Chapter V is closure that carries the explanation about the

conclusion and the suggestion from the research. The last part is references

and appendices.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Review of Previous Researches

In this study, the researcher takes review of related literature from

other graduating paper one of them is a study with the title is “The Use of

Wall Magazine to Improve Student’ Writing Skill (Of the Second Years

Students of MAN Tengaran, Semarang in the Academic Year of

2011/2012)”. It was researched by Fatimah in 2011, the student of State

Institute of Islamic Study (STAIN) Salatiga. In this research, she analyzed

about the improvement of students’ writing use of wall magazine to improve

descriptive study and she uses a comparative experimental research. The

result of this study said that there is different of use a wall magazinein

learning teaching process to improve the student creativities in writing skill

and there is significant differnce between use a wall magazine to improve

the student creativities in writing skill and without use a wall magazine.

The second previous research report was written by Gista Annisa

Puspitasari, the student of STAIN Salatiga in 2012, her research paper

entitled “The Use of Picture Media to Improve Students’ Writing Skills in

Composing Paragraph (A Classroom Action Research at the Second Years

Students of SMK Diponegoro Salatiga 2012/2013)”. This research

concluded that the use of picture media to develop writing skill in

composing paragraph. Then, the research uses a qualitative and quantitative

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method that has three cycles. Each cycle consists of planning,

implementation action, observation, and reflection. The research using pre-

test and post-test, and the score of result there is increasing on post-test. It

means that the use of picture media in composing paragraph improve the

students writing skill.

The third previous research report was written by Eni Rahmawati,

the student of STAIN Salatiga in 2014, with her research paper

entitled”Improve Writing Skill Through Texsless Comics (A CAR of the

Eighth Grade Students of SMP Qaryah Tayyibah Salatiga in the Academic

Year 2013/2014)”. This research concluded that the use of texsless comics

as a media could improve students’ writing skill. During the process of

English teaching and learning she was condacted with the help from

collaborator and acted as a practitioner. Texsless comics which is proved

through the comparison between t-test and t-table of all score of each cycle.

The score of t-test was higher than the score t-table.

The fourth previous research report was written by Mufti Khotul

Karimah, the student of STAIN Salatiga in 2015, with his research paper

entitled”Improve Writing Skill Through Think Talk Write Method (A

Classroom Action Research of the first grade of SMK Al-Fatah Salatiga in

the Academic Year 2014/2015)”. This research concluded that the use of

think talk method to improve students’ writing skill. The research uses CAR

method that has two cycles. Each cycle consists of planning, action,

observation, and reflection. The research using pre-test and post-test, and

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the score of result there is increasing on post test. It means that the use of

think talk method is successful to improve the students writing skill.

All the reviews above show that the use of different methods in

teaching-learning writing can improve students’ creative, so the students’

writing achievement also can be improved. Based on these reviews the

researcher offers the other method or technique for teaching writing skill.

The researcher uses of the outdoor activity to more creatively in learning

process.

B. Writing in Language Learning

1. Definition of Writing

Writing is one of the most important skills in studying English.

Writing is one of the four basic skills: reading, writing, listening, and

speaking (Javed, 2013: 130). Writing and speaking are productive

skills. That means they involve producing language rather than

receiving it. Very simply, we can say that writing involves

communicating a massage (something to say) by making signs on a

page. To write we need a massage and someone to communicate it to.

We also need to be able to form letters and words, and to join these

together to make words, sentences or a series of sentences that link

together to communicate that massage (Spratt, 2005: 26).

According to Harlow (2008: 1828), stated that writing is words

that have been written or printed. Writing is part of elementary three

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“R’s” and that our expression “ABC” denotes the simplest rudiments of

any subject in our knowledge. (Gelb, 1952: 11).

From the definitions above the writer can conclude that writing

is a way to learn language that how to communicate by thought and

feelings, its means to understandable with other people from listening,

speak how to say one by one alfabet, writing a word until make a

sentence then read what we read.

From the ideas previously, the writer explained that by using

writing, people could share mind. It is also a creative process and good

writer must learn to communicate their ideas clearly. At school writing

is a very important for helping students to become better writers. The

students start learning to communicate through written form as they

begin to interact with others at school level (Javed, 2013: 130). It means

that writing skill is so important to be improved and the teacher must

be creative and give motivation for them.

2. Types of Writing

According to Anderson (1998: 4-7) there are many kinds of text

types such as poetic, dramatic, recount, explanation, discussion,

narrative, response, procedure, report, and exposition.

a. Poetic: an express their feelings and views of life in their activity.

The purpose is to express the feelings or experiences of the poet so

as to describe, prase or criticise.

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b. Dramatic: uses acting to convey ideas and experiences to show up

in their performance, the purpose is to know human experience

through enactment and sometimes make some people to give social

comment.

c. Recount: retells past events that focuses on individual participant

and sequence of events. The purpose of recount is to give the

audience a description as an occurred.

d. Explanation: speaking or writing abot how or why things happen,

the purpose is to tell each step of the process (the how) and to give

reason (the why).

e. Discussion: speak or write about a topic and include both sides of

the case we are creating.

f. Narrative: a piece of text which tell a story and, in doing so,

entertains or informs the reader or listener.

g. Response: a text that gives a person’s response or reacting to

another text (a book, film, play, poem, and so on) y providing a

description of the work and a judgement. The purpose is to

response to an artistic work by providing a description of the work

and a judgement.

h. Procedure: piece of the text that gives us insttruction for doing

something. The purpose is to explain how something can be done.

Example of procedure texts include: recipes, itineraries, instruction

manuals, directions.

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1) Features of Procedure

a) Constructing of Procedure

Procedure texts usually have three sections. There is a

title that gives the aim or goal of the procedure, followed

by a list of materials that will be needed to complete the

procedure. The final section is a sequence of steps, in the

order they need to be completed, to achieve this goal.

b) Grammatical feature of a procedure

Sentences that begin with verbs and are started as

commands.

Time words or numbers that show the order for

carrying out the procedure.

Adverb to describe how the action should be

performed.

Precise terms and technical language.

2) Modals of Procedure

Table 2.1

Table of Procedure “Anzac biscuits”

You will need:

- 2 cups of rolled oats

- 1 ½ cups caster sugar

- 4 tablespoons golden syrup

- 2 tablespoon boiling water

- 1 cup plain flour

- Turn oven to 160o C.

- Lightly grease oven tray.

- Mix oats, flour and sugar in a large

bowl.

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- 250 grams butter

- 1 teaspoon baking soda

- Melt butter and golden syrup in a

pan.

- Mix baking soda and boiling water

in a cup.

- Add this mixture to melted butter

and golden syrup.

- Add this to the oats mixture in the

large bowl, mix together well.

- Rolls tablespoonfuls of the

mixture into balls. Put on tray 5 cm

apart.

- Press lightly on top of each with a

fork.

- Bake for 20 minutes.

i. Report: a piece of text that presents information about a subject,

the purpose is to classify, describe or to present information about

a subject.

j. Exposition: a piece of text that present one side of an issue and the

purpose is to persuade the reader or listener by presenting one side

of an argument.

3. Notion of Good Writing

Some elements in good writing are content, form, grammar,

style and mechanic (Haris, 2001: 68). A good writing must express

good characteristics as follow:

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a. Content: writing must convey the main idea or an attentive reader

should be able to grasp the writer purpose. The substances of the

writing; the idea expressed.

b. Form: writing should contain logical or associative connection and

transition that clearly express the relationship of the idea described.

The organization of the content.

c. Grammar: writing should adhere to the rules of grammar related to

the tenses with the sequence of time, the employment of

grammatical forms and syntactic pattern.

d. Style: writing should engage its reader through original insight and

precise. Haris (1969: 69) say that style: the choice of structures and

lexical items to give a particular tone or flavor to the writing.

e. Mechanic: writing must use good spelling, punctuation, and tidy

and clean writing (Haris, 1969: 69).

4. Evaluation of Writing

Table 2.2

Components of Evaluation Writing

Com

ponen

t

s

Score

20-18

Excellent to

good

17-15

Good to

adequate

14-12

Adequate to

fair

11-6

Unacceptabl

e

5-1

Not

college-

level work

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Org

aniz

atio

n

Appropriate

title,

effective

introductory

paragraph,

topic is

sated, lead to

body;

transitional

expressions

used;

arrangement

of material

shows plan

(could be

outlined by

reader);

supporting

evidence

given or

generalizatio

ns;

conclusion

logical and

complete

Adequate

title

introduction,

and

conclusion;

body of essay

is acceptable,

but some

evidence may

be lacking,

some ideas

aren’t fully

developed,;

sequence is

logical but

transitional

expressions

may be

absent or

misused

Mediocre or

scant

introduction

or

conclusion;

problems

with the

order of ideas

in body; the

generalizatio

ns may not be

fully

supported by

the evidence

given:

problems of

organization

interfere

Shaky or

minimally

recognizable

introduction;

organization

can barely be

seen; severe

problems

with

ordering of

ideas; lack of

supporting

evidence ;

conclusion

weak or

illogical;

inadequate

effort at

organization

Absence of

introductio

n or

conclusion;

no

apparent

organizatio

n of body,

severe lack

of

supporting

evidence;

writer has

not made

any effort

to organize

the

compositio

n (could be

outlined by

reader)

Conte

nt

Essay

addresses the

assigned

topic; the

ideas are

concrete and

thoroughly

developed;

no

extraneous

material;

essay reflects

though

Essay

address the

issues but

misses some

points; ideas

could be

more fully

developed;

some

extraneous

material is

present

Development

of ideas not

complete or

essay is

somewhat off

the topic;

paragraphs

aren’t divided

exactly right

Ideas

incomplete;

essay does

not reflect

careful

thinking or

was

hurriedly

written;

inadequate

effort in area

of content

Essay is

completely

inadequate

and does

not reflect

college-

level work;

no

apparent

effort to

consider

the topic

carefully

17

Gra

mm

ar

Native – like

fluency in

English

grammar;

correct use of

relative

clauses,

prepositions,

modals,

articles, verb

forms and

tense

sequencing;

no fragments

or run-on

sentences

Advanced

proficiency

in English

grammar

problems

don’t

influence

communicati

on, although

the reader is

aware of

them; no

fragments or

run-on

sentence

Ideas are

getting

through to

the reader,

but grammar

problems are

apparent and

have a

negative

effect on

communicati

on; run-on

sentences or

fragments

present

Numerous

serious

grammar

problems

interfere

with

communicati

on of the

writer’s

ideas;

grammar

review of

some areas

clearly

needed;

difficult to

read

sentence

Severe

grammar

problems

interfere

greatly

with the

message;

reader

can’t

understand

what the

writer was

trying to

say;

unintelligib

le sentence

structure

Mec

han

ic

Correct use

of English

writing

conventions:

left and right

margins, all

needed

capitals,

paragraphs,

indented,

punctuation

and spelling:

very neat

Some

problems

with writing

convention or

punctuation;

occasional

spelling

errors; left

margin

correct; paper

is neat and

legible

Uses general

writing

convention

but has error;

spelling

problems

distract

reader;

punctuation

errors

interfere with

ideas

Serious

problems

with format

of paper;

part of essay

not legible;

errors in

sentence

punctuation

and final

punctuations

;

unacceptable

to educated

readers

Complete

disregard

for English

writing

convention

s; paper

illegible;

obvious

capitals

missing, no

margins,

severe

spelling

problems

Sty

le

Precise

vocabulary

usage; use of

parallel

structures;

concise;

register good

Attempts

variety; good

vocabulary;

not wordy;

register OK;

style fairly

concise

Some

vocabulary

misused;

lacks

awareness of

register; may

be too wordy

Poor

expression

of ideas;

problems in

vocabulary;

lacks variety

of structure

Inappropri

ate use of

vocabulary

; no

concept of

register or

sentence

variety

From the explanation above the researcher conclude that the

criteria of scoring:

18

Table 2.3

Criteria of Scoring

5. Indicators of Students’ Good Writing

Carroll (1990: 1) states that good writing is something they

believe they will never be able to achieve, because they not only

identify good writing with proper spelling and grammar, but they are

governed by the self-serving and false notion that they can’t learn how

to spell correctly or how to construct grammatically correct sentences.

There are five indicators of the students know:

a. How to construct a sentence properly.

b. Subjects and verbs must agree in number(singular subjects

require singular verbs, plural subjects require plural verbs)

No. Score Criteria

1. 89-100 Excellent

2. 79-88 Good

3. 66-78 Fair

4. 46-65 Poor

5. 0-45 Very poor

19

c. The reference of pronouns should not be ambiguous

d. There should be consistency of person and tense in writing (no

shift from first to third person writing or from present tense to

past tense writing, unless there is a very good reason to do so),

and

e. Correct spelling, punctuation, capitalization and word usage are

required.

C. Outdoor Activity

1. Definition of Outdoor Activity

According to Miskimmin (2005: 1), states the outdoor activity

are an exciting means of providing opportunities for huge learning and

personal growth. While Hornby (2003: 291), the outdoor activity is an

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.

In addition, according to Rickinson (2004: 15) states the outdoor

activity is a board and complex one, which touches on a wide range of

educational activities in many different setting. Relevant examples

include outdoor adventure education, field studies, nature studies,

20

outdoor play, heritage education, environmental education,

experimental education, and agricultural education.

From the definition above, the researcher can conclude that

outdoor activity is an activity to learn that some students study in

outdoor classroom so that they are not bored and they need give

motivation from experiences.

2. Outdoor Activity Strategies

These strategies emphasize on interaction other people, project,

and discussion. Outdoor activity strategies help the students connect

what they already know to what they are expected to learn, and to

construct new knowledge from the analysis and synthesis of this

learning process. There are four types of techniques that included in this

strategies, those are:

a. Problem-based learning

According to (Sonmez & Lee, 2003) as quoted by (Smith,

2010: 27) problem-based learning is an instructional approach that

challenges students to seek solutions to real-world problems by

themselves or in groups, rather than learn primarily through

lectures or textbooks. The goal is to learn a required set of

competencies and to develop problem solving skills that are

necessary for lifelong learning (Engel, 1991) and helps students

develop the skills they need to thoroughly research a situation

21

weigh possible solutions, then select and defend what they think is

most appropriate (D’Agostino, 1997) as quoted by (Smith, 2010:

27).

b. Project-based learning

Project-based learning is an in-depth investigation of a real-

world topic worthy of children’s attention and effort (Katz &

Chard, 2000) as quoted by (Smith, 2010: 28). Project-based

learning can involve an individual teacher or teams of teachers

from different disciplines working together to assist students in

producing real-world products or projects (Harwell, 1997) as

quoted by (Smith, 2010: 27), and can span a number of class

periods, several weeks or even an entire semester.

c. Inquiry-based Learning

It involves making observations; posing questions;

examining books and other sources of information to see what is

already known in light of experimental evidence; using tools to

gather, analyze, and interpret data; proposing answers,

explanations, and predictions; and communicating the results

(National Committee on Science Education Standards and

Assessment, 1996) as quoted by (Smith, 2010: 29).

d. Cooperative Learning

Cooperative learning is the instructional use of small groups

so that students work together to maximize their own and each

22

other’s learning (Johnson, Johnson, & Holubec, 1993) as quoted by

(Smith, 2010: 29). It is a successful teaching strategy in which

small teams and use a variety of learning activities to improve their

understanding of a subject. Each member of the team is responsible

not only for learning, but also for helping teammates learn.

3. Teaching Writing by Outdoor Activity

Before the class begins, the teacher gives an instruction clearly

the topic, then make a group work to interaction with another friends.

After the students understood it, the teacher ask to go to out classroom.

At out classroom the students asked by the teacher study in there about

the topic in English and the students are listen it. When the lesson is

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

This activity is strategy to create “study community” in which

communication with other friend, helping, and study to find

information. Then, the result of discussion from each group will be

explained by speaking or writing form of report. (Suyanto, 2010: 97),

for example:

Times

“NEIGHBOURHOOD WALK”

All of groups get explanation in class

15 minutes

23

Outdoor activity find a ‘hot spot’

Observation, search information, and discussion 20 minutes

Result form of report

25 minutes

Pictures Oral Presentation Written Poster Diagram etc

Presentation or Display 30 minutes

Figure 2.2: Suyanto’s process writing model y outdoor activity

4. Strengths and Weaknesses of Outdoor Activity

According to Siti Asiah and Mintohari (2014: 4), there are

several the strength and weakness of outdoor activity:

a. Strengths of outdoor activity are as follows:

1) The students can understand of the subjects

2) The students can develop a curiosity

3) The students used to work as systematically

4) The students can process through observation

5) The students know about the relationship of structural about

object

24

6) The students can compare of the result with other students

b. Weakness of outdoor activity are as follows:

1) The students like to gad in the outclass

2) The students cannot concentration and unless

How does the ways to cope this weakness:

1) The teacher gives extra attention for the student and

making group activity

2) The teacher have to be smart to choose the area place as

enjoy as to learn

3) The teacher makes a schedule from the place, time, and

action

4) The teacher have to know that the area can invite and

cannot invite for the students

5. Kinds of the Outdoor Activity

According to Rickinson (2004: 16) there are three kinds of the

outdoor activity are as follows:

a. Fieldwork and Outdoor visits

Focus on undertaking learning activities, the subjects such as

science, geography or environmental studies, in outdoor settings

such as field study centre, nature centre, farms, parks or gardens.

b. Outdoor Adventure Education

25

Focus on outdoor adventurous activities often (but not

always) in settings a considerable distance from students’ everyday

environments, and usually with the primary aim of promoting

personal and/or interpersonal growth.

c. School Grounds and Community-Based Projects

Where learning activities take place in or near to the school,

such as cross-curricular and/or extra-curricular purposes connected

to notions of personal and social education, active citizenship,

health/environmental action or play.

CHAPTER III

RESEARCH METHOD

A. Research Method

1. Setting of the Research

This research was carried out at SMA N 01 Suruh. It is located

at Jalan Jatirejo No.17 Suruh. This research started on July until August

2016. The research was applied for the students of the first grade of

SMA N 01 Suruh. The place was chosen in consideration the students

had English ability, but most of them had difficulties in writing because;

a) they had a limited vocabulary in English, b) they had a problem to

express their ideas directly, so they were difficult to write, c) they were

confused in grammar, so felt difficult in writing using the proper rules.

2. Subject of the Research

The subject of this research is the students of first grade

especially in class XA of SMA N 01 Suruh in the academic year of

2016/2017. The researcher chooses the first grade students because the

age level of these students supposed to be able to write out the English

language as a means of communication. The researcher chooses this

school because she was ever there as a practice teacher. Many students

have interest to learn English better, but they got difficulty to

understand the materials and to write procedure text in English.

Therefore, the researcher uses her strategy to solve the problem in class.

Table 3.1

List of XA Class of SMA N 01 Suruh in the Academic year of

2016/2017

No. NIS Name of Students’ Sex

1 3054 Abdul Hakim A. Male

2 3055 Aditya Bagus S. Male

3 3056 Ahmad Fitra Priatna Male

4 3057 Alif Elisa Ningrum Female

5 3058 Ari Wahyuningsih Female

6 3059 Ayuningtyas Female

7 3060 Diah Cindi Lestari Female

8 3061 Diespa Dwi Perwita Sari Female

9 3062 Dwi Pujianti Female

10 3063 Eva Rustikawati Female

11 3064 Frida Nurlita Santi Female

12 3065 Gayuh Adi Saputro Male

13 3066 Isnaini Female

14 3067 Laura Ananda Oktavia M. Female

15 3068 M. Fikih Mardiyanto Saputro Male

16 3069 Marwa Gangsar Saputra Male

17 3070 Muhammad Andiko Abimanyu Male

18 3071 Nael Kheldan Fillah Male

19 3072 Naila Rahma Fitri Female

20 3073 Putut Bagus Sadewa Male

21 3074 Rani Khoirunnisa Female

22 3075 Riskayanti Female

23 3076 Sella Agustiani Female

24 3077 Siti Almaunah Female

25 3078 Syafa Aulia Syarifah Female

26 3079 Widiya Isnaini Female

Table 3.2

Time Schedule of the Research of SMA N 01Suruh in the

Academic year of 2016/2017

Step Date And Time Activities Place

25 July 2016 Observation SMA N 01 Suruh

Cycle 1 5 August 2016

Giving Pre-test and

material procedure

text through outdoor

activity, finally

giving Post-test

Class XA SMA

N 01 Suruh

Cycle 2 6 August 2016

Giving Pre-test and

material procedure

text through outdoor

activity, finally

giving Post-test

Class XA SMA

N 01 Suruh

B. Method of the Research

The method to be used in making this research is Classroom Action

Research. Action research is designed to enhance and improve current

practice within a specific classroom, school, or district (Marguerite, 2006:

17). According to Carr and Kemmis (McNiff, 991) in Suyadi says that

Action Research is:

“Action research is a form of self-reflective enquiry undertaken by

participants (teachers, students or principals, for example) in social

(including educational) situation in order to improve nationality and

justice of their own social or educational practices, their

understanding of this practices, and the situation (and institution) in

which the practices are carried out.”(Suyadi, 2010:21-22)

According to Arikunto (2006: 2), classroom action research is

coming from three words they are:

a. Research is in activity to find out accuracy some subject using

methodology which interest and important for the writer.

b. Action is some activities deliberately done by having several aims.

c. Class is a group of students in the same time, have same lesson

from teacher.

According to Kunandar (2010: 45), there are three elements or

concepts of action research, they are: a) research is an activity to observe

the definite object through scientific methodology by collecting data and

analyzing to finish the problem. b) action is an activity that does

intentionally with certain purpose in the form of cycle to increase quality of

teaching learning process. c) class is a group of students who get similar

lesson from teacher in the same time.

According to Arikunto (2009:6-9) there are some principles of action

research as follows:

a. The real activities in routine situation

b. The awareness for recondition work ability

c. SWOT as research foundation

SWOT is summary of Strength, Weakness, Opportunity, and

Threat. Strength and weakness are used to identify researcher and

it is subject. The opportunity and threat are identified out of the

teacher or researcher and students.

d. Empiric and systematic endeavor

e. Using SMART principle in planning

The meaning of SMART is:

S = Specific

M = Manageable

A = Acceptable or Achievable

R = Realistic

T = Time-bound

From the definition above, the researcher, conclude that classroom

action research is the research that be done by the teacher in teaching

learning process to understand the situation and to improve the skill of the

students in learning process.

The classroom action research conducted in SMA N 01 Suruh which

aims to the implementation of using outdoor activity strategy to improve

students’ writing performance in procedure text.

C. Procedure of the Research

The researcher would take two cycles, every cycle consists of two

meetings. After the first cycle is done, the second cycle follows the first

cycle and hope it can improve the activities of the first cycle. The designs

of activities that will be done by researcher according Kemmis and Mc

Taggart, 1988: in (Hopkins, 2011: 92) are as follows:

a. Planning

The activities in the planning session would be present

below:

1) Preparing materials: making and designing the steps in

doing action.

2) Preparing list of the students’ name and scoring.

3) Preparing teaching aids.

4) Preparing sheets for classroom observation (to know the

situation of teaching and learning process when the method,

technique or strategy is applied).

5) Preparing a test (to know whether the students’ writing

performance improve or not).

b. Action

In action activities, as an implementation of the planning,

the researcher presents them in the following:

1) Giving pre-test

2) Explain the materials

3) Giving post-test

4) Giving occasion to the students to ask any difficulties or

problem.

c. Observation

Observation is one of the instruments in collecting data.

As a scientific method, observation could be systematically used

to observe and note the phenomena investigated like the students

felling, thinking, and something they do in teaching learning

process. The researcher analyzed the result of pre-test and post-

test to know whether the students’ writing improves or not use

field note and observational checklist.

d. Reflection

Based on the result of the observation, the researcher

makes an evaluation to the students during teaching learning

process. It is important action if the researcher finds the problem

of the students in first cycle. The researcher will do better in the

next cycle like the first cycle.

The model, which is used in implementation of this research, is

as follows:

Table 3.3

Model of the Research

Source: Kemmis and McTaggart (1988) in David Hopkins

(1993:48)

D. Technique of Collecting Data

The researcher collects data are as follows:

a. Test instrument

The test instrument is important role to collect data. Test is

arrange the question with other tools to measure a skill, intelligent

knowledge or talent that someone have (Arikunto, 2010: 193). In

this research, there are two kinds of test, they are pre test and post

test. The researcher uses test in order to measure the students’ to

improve writing skill. Pre test is used to know how far students’

competence before use an outdoor activity strategy. Then, post test

is used to see how far the students’ competence after using outdoor

activity.

b. Observation

Observation is an activity through sight, hearing, smelling,

touching, taster (Arikunto, 2010: 199). The researcher would do

observation in class with classroom action research. The researcher

not only observe just one time, but also in every meeting. The

function of observation is to know how far the action that they

achieved. The researcher observed the students by analyzing the

results of field note and observational checklist which is made by

the observer (Ayusi Setyowati).

c. Documentation

Documentation is act of the document with bring such as a

book, magazine, document, the rules, note, or others. The

researcher would note the data about learning process or result of

learning in the class. So, the researcher knows about the learning

activity of the students in the class.

E. Technique of Data Analysis

The researcher uses statistical technique to know the influence of the

students’ writing skill from the pre test and post test. The steps of this

technique are:

a. Mean

Mean is formula to know the average of the students’ score. The

formula is:

M = ∑𝑋

𝑁

Explanation:

M = Mean of the student’s score

ΣX = the sum of student’s score

N = the total number of students

b. SD (Standard Deviation)

SD = √∑ D2

N− (

∑ D

N)

2

Explanation:

SD = Standard Deviation

D = difference between pre test and post test

N = the number of observation

c. T- test Calculation

T-testis formula to know the significant differences between pre

test and post test. The formula is:

To =(

∑𝐷

𝑋)

𝑆𝐷

√𝑁−1

Explanation:

To = T- test for different of pre-test and post-test

SD = Standard deviation for one sample t-test

D = Difference between pre test and post test

N = The number of observation in one

CHAPTER IV

DATA ANALYSIS

This chapter focuses on analyzing the collected data. The

researcher gives the details of the findings. The findings consist of the

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

implementation of outdoor activity in writing skill especially in

procedure text.

A. Implementation of Classroom Action Research (CAR)

a. Cycle 1

In this part, the writer carried out series of action namely

planning the action and implementing the action which included

two meetings.

1. Planning

In this research, the researcher in the first meeting

taught about procedure text based on syllabus in the first

semester. Before conducting the research, the researcher

prepared the instruments of research, such as:

a. Making lesson plan (RPP), and designing the steps in

doing action using RPP,

b. List of students’ name,

c. Preparing sheet for classroom observation,

d. Teaching aid (e.g. blank paper, camera),

e. Test Instrument ( pre-test and post-test),

f. Preparing Materials

2. Action

Action was the implementation of the activities that

had arranged before. The first meeting was conducted on

Friday, August 05th, 2016. The researcher started the class

with Mr. Solikin, S.Pd who helped the researcher to

introduce herself and her friend (Ayusi Setyowati) in front of

the class. Then, Mr. Solikin, S.Pd asked the researcher to

begin the lesson. Before the lesson, she introduced herself to

the students in front of the class.

The teacher greeted the students “Good morning

students?” and the students said “Good morning”. Then, the

teacher introduced herself and said that they would learn

about procedure text. Before the teacher began the learning,

she start pray together after that checked their attendance list.

Teacher called their name one by one and asked the

student to say “present”. Before the teacher explained about

the topic, the teacher gave pre test to the class for about 10 to

15 minutes. When the students were doing the test, she

walked around the class to check the students’ test. After the

students have finished the pre-test, she collected the students’

test and began to teach.

Then, the researcher gave explanation about procedure

text clearly and she asked the students who want to be a

volunteer to read about the topic. After that, she asked the

students, “Did you understand class?” “Yes”, they

answered. Then, she divided into fifth group and a group

consists of five to six students. Then the teacher gave an

instruction to doing post test how to make a procedure text

through outdoor activity. They were very excited,

enthusiastic and they enjoyed it because the students made a

procedure text in real situation that in canteen. After the

students had finished the post test, the researcher asked them

to submit it and she gave a feedback material. The time was

over, the researcher continued the meeting in the next day on

Saturday.

3. Observation

In the first cycle, the researcher and her partner

observed the teaching process. By monitoring the students’

activity and attention during the action, we could see that

most of the students are enthusiastic in teaching learning

process, but some of the students who had a little difficulty

to answer the question from the teacher. Some students had

difficulties to begin or to make the idea because they had a

limited vocabulary in English. The condition in the

classroom is so noisy but the researcher had handled it.

Furthermore, the researcher shows the data

presentation of pre-test and post-test to analyze the students’

improvement in learning writing.

The score of test in cycle I

Table 4.1

The score of students’ pre-test and post-test in cycle I

No. NIS Name of Students’ Pre-

test I

(X)

Post-

test I

(Y)

Post-

Pre

(D)

D2

1 3054 Abdul Hakim A. 68 75 7 49

2 3055 Aditya Bagus S. 55 70 15 225

3 3056 Ahmad Fitra Priatna 45 70 25 625

4 3057 Alif Elisa Ningrum 78 89 11 121

5 3058 Ari Wahyuningsih 70 77 7 49

6 3059 Ayuningtyas 65 83 18 324

7 3060 Diah Cindi Lestari 75 83 8 64

8 3061 Diespa Dwi Perwita 60 84 24 576

9 3062 Dwi Pujianti 60 77 17 289

10 3063 Eva Rustikawati 70 75 5 25

11 3064 Frida Nurlita Santi 70 84 14 196

12 3065 Gayuh Adi Saputro 58 70 12 144

13 3066 Isnaini 73 75 2 4

14 3067 Laura Ananda O. 73 84 11 121

15 3068 M. Fikih Mardiyanto 78 77 -1 1

16 3069 Marwa Gangsar S. 60 77 17 289

17 3070 M. Andiko A. 61 80 19 361

18 3071 Nael Kheldan Fillah 60 77 17 289

19 3072 Naila Rahma Fitri 65 89 24 576

20 3073 Putut Bagus S. 55 70 15 225

21 3074 Rani Khoirunnisa 65 77 12 144

22 3075 Riskayanti 60 77 17 289

23 3076 Sella Agustiani 80 89 9 81

24 3077 Siti Almaunah 75 80 5 25

25 3078 Syafa Aulia S. 63 75 12 144

26 3079 Widiya Isnaini 60 75 15 225

JUMLAH 1702 2039 337 5461

1. The calculation of mean and standard deviation

a. Mean of Pre-test 1

M = ∑ 𝑋

𝑁

M = 1702

26

M = 65, 46

b. Mean of Post-test 1

M = ∑ 𝑌

𝑁

M = 2039

26

M = 78, 42

Mean of pre-test = 65, 46

Mean of post-test = = 78, 42

Mean of pre-test < than mean of post-test

There is an improvement of writing skill through

outdoor activity in writing procedure text between pre test

I (before the action) and the post test I (after the action).

c. Calculating of Standard Deviation

SD = √∑ D2

N− (

∑ D

N)

2

SD = √5461

26− (

337

26)

2

SD = √210, 03 − (12, 96)2

SD = √210, 03 − 167, 96

SD = √42, 07

SD = 6, 48

d. T-test calculation

To =(

∑𝐷

𝑁)

𝑆𝐷

√𝑁−1

To = (

337

26)

(6,48

√26−1)

To = 12,96

6,48

√25

To= 12,96

6,48

5

To = 12,96

1,296

T o= 10

T calculation is 10

T-table < t-calculation = 2, 06 < 10

The calculation result of t-test = 10 and t-table with

DF= N-1, DF=25, level of signification 5% in t-table = 2,

06. The result of t-test is 10 > 2, 06. So, t-test calculating

is greater than t-table.

Based on the result, it means that there is a significant

difference between pre test and post test.

The improvement is also can be calculated in

percentage by calculating students’ pre-test and post-test

score. The calculation can be shown below:

P= 𝑀2−𝑀1

𝑀1+𝑀2 x 100%

P= 78,42−65,46

65,46+78,42 x 100%

P= 12,96

143,88 x 100%

P= 9, 007 %

The calculation which shows the class percentage of

students who pass the KKM (the minimum of passing

criteria) is:

P= 𝐹

𝑁 x 100%

P= 22

26 x 100%

P= 84, 61%

It means there are 84, 61% of students’ who pass the

standardized score (the minimum of passing criteria).

Only the 22 students who pass the KKM. It indicates that

the successful of cycle I should be improved. Finally, the

researcher take the second cycle so that 85% students are

able to pass the KKM.

2. Students’ Observation Sheet

Table 4.2

Result of the observation sheet in cycle I

No

NIS

Name of Students’

Object

Pay

att

enti

on

Act

iven

ess

in

ask

ing

qu

esti

on

Act

iven

ess

in

resp

on

din

g

qu

esti

on

En

thu

sias

m i

n

do

ing

tes

t

.1 3054 Abdul Hakim A. √ √ √

2 3055 Aditya Bagus S. √

3 3056 Ahmad Fitra P √

4 3057 Alif Elisa Ningrum √ √ √

5 3058 Ari Wahyunigsih √ √

6 3059 Ayuningtyas √ √

7 3060 Diah Cindi Lestari √ √ √

8 3061 Diespa Dwi

Perwita

√ √ √

9 3062 Dwi Pujianti √ √

10 3063 Eva Rustikawati √ √ √ √

11 3064 Frida Nurlita Santi √ √ √

12 3065 Gayuh Adi Saputro √

13 3066 Isnaini √ √ √

14 3067 Laura Ananda O. √ √

15 3068 M. Fikih

Mardiyanto

√ √

16 3069 Marwa Gangsar S. √ √

17 3070 M. Andiko A. √ √ √

18 3071 Nael Kheldan

Fillah

√ √

19 3072 Naila Rahma Fitri √ √

20 3073 Putut Bagus S. √

21 3074 Rani Khoirunnisa √ √ √

22 3075 Riskayanti √ √

23 3076 Sella Agustiani √ √ √ √

24 3077 Siti Almaunah √ √

25 3078 Syafa Aulia S. √ √ √

26 3079 Widiya Isnaini √ √

4. Reflection

Based on the result of cycle 1, the researcher found

the improvement after learning through outdoor activity in

teaching learning. The first was the improvement of writing

procedure text. It happened in the process of writing,

especially in writing procedure text by used in real situation.

The second, the improvement of students’ participation

could be seen in during of process teaching and learning in

the classroom.

Based on the observation, there is improvement on

students writing score, but it still did not pass the passing

grade of 75. So, researcher conducted the cycle II. In next

cycle II, the researcher emphasized the grammar, generic

structure and language feature more deeply.

The weaknesses found in cycle I, they are some of

students were still confuse to make a paragraph, they had a

limited vocabulary in English, they had a problem to express

their ideas directly, so they were difficult to write.

b. Cycle II

Based on the result of cycle I, it is necessary for the

researcher to continue the next level:

1. Planning

In cycle II the teacher would only emphasize the

generic structure, language feature and grammar more

deeply to solve the weaknesses occurred in cycle I, in cycle

II the teacher would stimulate students to be more active in

exploring their idea.

The researcher prepared the instruments of research,

such as:

a. Making lesson plan (RPP), and designing the steps in

doing action using RPP,

b. List of students’ name,

c. Preparing sheet for classroom observation,

d. Teaching aid (e.g. blank paper, camera),

e. Test Instrument ( pre-test and post-test),

f. Preparing Materials

2. Action

The first meeting in cycle II was conducted on

Saturday, August 06th 2016. The steps were still the same

with the cycle I. She continued the lesson with the same

material but different theme.

The teacher greeted the students ”Assalamu’alaikum

Wr.Wb. and good afternoon students?” and the students said

“Wa’alaikum Salam Wr.Wb. and good afternoon”. Before

the teacher began the learning, she asked the leader to start

pray together and any students appoint to Adul to lead it.

Then she checked their attendance list.

After the teacher called their name one by one and

asked the student to say “present”. Before the teacher

explained about the topic, the teacher gave pre test to the

class for about 10 to 15 minutes. When the students were

doing the test, she walked around the class to check the

students’ test. After the students have finished the pre-test,

she collected the students’ test and began to teach.

Then, the teacher gave material and she explanation

about procedure text clearly. After that, the teacher asked the

students that sit down in the corner to read the example of

material. She asked the students, “Did you understand?”

“yes”, they answered. Then, she divided into fifth group and

consists of five to six students. Then, she gave an instruction

to doing post test how to make a procedure text through

outdoor activity in outdoor class.

3. Observation

In the second cycle, such as in the first cycle, the

researcher get field note from the observer which has been

written in above. The teacher can see that the students could

understand the procedure text through outdoor activity, it

show with some of students have no difficulty in

understanding the text that has been learned but many

students difficult in make a sentence and they were shy and

difficult to speak in English because had limited in

vocabulary.

The score of tests in cycle II

Table 4.3

The score of students’ pre-test and post-test in cycle II

No.

NIS

Name of Students’

Pre-

test II

(X)

Post-

test II

(Y)

Post-

Pre

(D)

D2

1 3054 Abdul Hakim A. 48 92 44 1936

2 3055 Aditya Bagus S. 10 65 55 3025

3 3056 Ahmad Fitra Priatna 12 75 63 3969

4 3057 Alif Elisa Ningrum 55 86 31 961

5 3058 Ari Wahyuningsih 45 86 41 1681

6 3059 Ayuningtyas 40 90 50 2500

7 3060 Diah Cindi Lestari 30 84 54 2916

8 3061 Diespa Dwi Perwita 41 80 39 1521

9 3062 Dwi Pujianti 49 92 43 1849

10 3063 Eva Rustikawati 55 90 35 1225

11 3064 Frida Nurlita Santi 42 92 50 2500

12 3065 Gayuh Adi Saputro 22 75 53 2809

13 3066 Isnaini 44 84 40 1600

14 3067 Laura Ananda O. 34 84 50 2500

15 3068 M. Fikih Mardiyanto 40 86 46 2116

16 3069 Marwa Gangsar S. 26 80 54 2916

17 3070 M. Andiko A. 10 65 55 3025

18 3071 Nael Kheldan Fillah 30 86 56 3136

19 3072 Naila Rahma Fitri 47 92 45 2025

20 3073 Putut Bagus S. 12 75 63 3969

21 3074 Rani Khoirunnisa 40 84 44 1936

22 3075 Riskayanti 55 80 37 1369

23 3076 Sella Agustiani 45 92 35 1225

24 3077 Siti Almaunah 40 86 46 2116

25 3078 Syafa Aulia S. 55 80 25 625

26 3079 Widiya Isnaini 57 90 33 1089

JUMLAH 984 2171 1187 56539

1. The calculation of mean and standard deviation

a. Mean of Pre-test II

M = ∑ 𝑋

𝑁

M =984

26

M = 37, 8

b. Mean of Post-test II

M = ∑ 𝑌

𝑁

M = 2171

26

M = 83, 5

c. Calculating of Standard Deviation

SD = √∑ D2

N− (

∑ D

N)

2

SD = √56539

26− (

1187

26)

2

SD = √2174, 5 − (45, 65)2

SD = √2174, 5 − 2084

SD = √90, 5

SD = 9, 5

d. T-test calculation

To =(

∑𝐷

𝑁)

𝑆𝐷

√𝑁−1

To = (

1187

26)

(9,5

√26−1)

To = 45,65

9,5

√25

To= 45,65

9,5

5

To = 45,65

1,9

T o= 24, 02

In the second cycle, the result shows that the students’

writing skill increase significantly. The calculation result of t-test

= 24, 02 and t-table with Df = N-1, Df = 25, level of signification

5% in t-table = 2, 06. The result of t-test is 24, 02 > 2, 06. So,

arithmetical t-test was greater than t-table. Based on the result, it

means that there is a significant difference between pre test and

post pest in cycle II.

From analysis above, the researcher concluded that score

mean of pre-test and post-test was a significantly difference, by

which post-test (83, 5) was greater than pre-test (37, 8). It shows

that using outdoor activity gave improvement to the students’

writing skill especially in writing procedure text.

The improvement is also can be calculated in percentage by

calculating students’ pre-test and post-test score. The calculation

can be show below:

P= 𝑀2−𝑀1

𝑀1+𝑀2 x 100%

P= 83,5−37,8

37,8+83,5 x 100%

P= 45,7

121,3 x 100%

P= 37, 7 %

The calculation which shows the class percentage of students

who pass the KKM (the minimum of passing criteria) is:

P= 𝐹

𝑁 x 100%

P= 24

26 x 100%

P= 92, 30%

It means that 92, 30%students pass the KKM. There are 24

students who pass the KKM. Meanwhile, 2 student does not pass

the KKM. It concludes that the improvement of students’ writing

performance in procedure text is good enough.

2. Students’ Observation Sheet

Table 4.4

Result of the observation sheet in cycle II

No

NIS

Name of Students’

Object

Pay

att

enti

on

Act

iven

ess

in

askin

g q

ues

tion

Act

iven

ess

in

resp

ondin

g

ques

tion

Enth

usi

asm

in

doin

g t

est

.1 3054 Abdul Hakim A. √ √ √

2 3055 Aditya Bagus S. √

3 3056 Ahmad Fitra P √ √

4 3057 Alif Elisa Ningrum √ √ √

5 3058 Ari Wahyunigsih √ √

6 3059 Ayuningtyas √ √

7 3060 Diah Cindi Lestari √ √ √

8 3061 Diespa Dwi

Perwita

√ √ √

9 3062 Dwi Pujianti √ √

10 3063 Eva Rustikawati √ √ √ √

11 3064 Frida Nurlita Santi √ √ √

12 3065 Gayuh Adi Saputro √ √

13 3066 Isnaini √ √ √

14 3067 Laura Ananda O. √ √

15 3068 M. Fikih

Mardiyanto

√ √

16 3069 Marwa Gangsar S. √ √

17 3070 M. Andiko A. √

18 3071 Nael Kheldan

Fillah

√ √

19 3072 Naila Rahma Fitri √ √ √

20 3073 Putut Bagus S. √ √ √

21 3074 Rani Khoirunnisa √ √ √

22 3075 Riskayanti √ √

23 3076 Sella Agustiani √ √ √ √

24 3077 Siti Almaunah √ √

25 3078 Syafa Aulia S. √ √ √

26 3079 Widiya Isnaini √ √

4. Reflection

After analyzing the result of cycle I and II, it can be

concluded that learning through outdoor activity could improve

students to active in learning writing in the out-classroom. They

could practice language optimally especially in writing procedure

text and express their idea through writing directly, even though

there were many limited vocabularies and error grammatical. But

now, they could express their idea, increased their vocabulary and

wrote their idea directly.

B. Discussions

From the result of analyzing in cycle I and cycle II. There is

significant improvement on the students’ writing skill. That will be

explained in the table below:

Table 4.5

The Mean and T-calculation of Students’ Score Cycle I and

Cycle II

No Analyze Cycle I Cycle II

1 Mean

Pre-test

Post-test

65, 45

78, 42

37, 8

83, 5

2 t-table N=26 2, 06 2, 06

3 t-calculation 10 24, 02

4 t-test > t-table 10 > 2, 06 24, 02 > 2, 06

Table 4.6

The Students’ Mean Score in Percentage

Category Cycle 1 Cycle 2

<75 15, 39% 7, 7%

>75 84, 61% 92, 30%

There are 92, 30% who pass KKM (the minimum of passing

criteria) and 7, 7% students who not pass on it. The score of pre test

cycle II is 37, 8 which is less than pre test of cycle I is 65, 45.

Meanwhile, the score of post test cycle II is 83, 5 which is higher than

post test cycle I is 78, 42. In addition, the students look more confident

and have a good idea to write English in the class.

Based on the field note and observational checklist

conducted when the outdoor activity was applied, the researcher

analyzed that there were many improvement in many aspect, they are

the improvement of students mastery of writing procedure text

through outdoor activity, other improvement was grammar and

vocabulary.

Based on the result among T-test of cycle I and cycle II, the

implementation of outdoor activity on writing performance is

successful to improve students’ writing skill especially in procedure

text. It can be seen from the table, that shows that T-test of cycle I is

10 and cycle II is 24, 02.

The implementation of using outdoor activity can improve

the students understanding in learning writing procedure text. The

improvement can be examined from the results of the students answers

tests in the pre-test and post-test. Before the strategy was

implemented, the students encountered many difficulties in

understanding of procedure text and have difficulties on express their

ideas. They could not tell the generic structure of the text correctly and

confused to determine the language feature of the text.

Learning process through outdoor activity is strategy

learning that simple to be applied for the teacher in the out-classroom,

especially for teaching writing. So, they were not bored in learning

English. Although the teacher was creative in teaching learning

process and the students could not a motivation they not got a satisfy

achievement in their study. In addition, the teacher should give more

support to build students’ confidence in learning English.

CHAPTER V

CLOSURE

A. Conclusions

The title of this research is “IMPROVING STUDENTS’ WRITING

SKILLS THROUGH OUTDOOR ACTIVITY (A Classroom Action

Research for the First Grade Students of SMA N 01 Suruh in the

Academic Year of 2016/2017)”. The finding of the research of writing

skill to improve students’ writing skill through outdoor activity

especially in procedure text in SMA N 01 Suruh are as follows:

1. The implementation of Outdoor Activity can improve writing skills

for the first grade students of SMA N 01 Suruh in the academic year

of 2016/2017. It is relevant with the data of mean score pre test and

post test in each cycle. Mean score of pre test cycle II is 37, 8 which

is less than pre test of cycle I is 65, 45. Meanwhile, the score of post

test cycle II is 83, 5 which is higher than post test cycle I, 78, 42. In

addition, the students look more confident and have a good idea to

write English in the class.

2. The improvement of outdoor activity as a strategy in procedure text

to improve students’ writing skill in learning English in SMA N 01

Suruh tend to do well. It can be proved the t-test calculation is higher

than t-table in each cycle. In cycle I t-test score is 10 is higher than

t-table 2, 06 and cycle II t-test score is 24, 02 is higher than t-table

2, 06. The increasing percentage students who pass in writing test

from cycle I and cycle II are: 84, 61% and 92, 30%. The decreasing

percentage students who not pass in writing test are: 15, 39% and 7,

7%. The finding show that the improvement of the students writing

skill is significant after applying outdoor activity especially in

procedure text for the first grade students’ of SMA N 01 Suruh in

the academic year of 2016/2017.

B. Suggestions

Based on the result of the study and conclusion that regarding to

teach writing by the use of outdoor activity, the writer would like to

suggest as follows:

1. For the English Teacher

a. Writing mostly known as difficult subject. English teacher

should be able to develop their strategy to teach the students in

order to make them interest in learning the subject. The use of

outdoor activity in teaching and learning process can attract

students’ interest and enjoy in teaching and learning process.

b. The use of outdoor activity will influence the students’ attention

to learn. They will pay more attention to the fact that students

are encouraged to improve the teaching learning process.

2. For the Students’

a. The students have to give more attention, keep their attitudes

when the teacher explained the lesson and teach them. In

addition, students have to study English harder to reduce their

difficulties of English learning.

b. To improve writing skill, students have to develop their

knowledge and do many exercises in order to get a better

achievement in producing written text.

c. For the Other Researcher

It has been know that learning English through outdoor

activity can improve students writing performance, so that the

other researchers or the readers could use the outdoor activity

when they are want to develop their writing skill. They should

read this research clearly, so they can understand how to practice

outdoor activity to improve their writing skill especially in

writing procedure text.

Finally, the result of this research can be used as reference

for other researchers dealing with the methodology in language

teaching.

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Anderson, Mark & Kathy Anderson. 1998. Text Types in English 2.

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Jakarta: Rineka Cipta

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Brown, H. D. 2004. Language Assessment Principle and Classroom

Practices. America: Person Education, Inc

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Second Year of MTs Sudirman Kopeng, Getasan in Academic Year

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PT. Bumi Aksara

APPENDICES

CURRICULUM VITAE

A. Personal Identity

Name : Artanti Isnaeni Farida

Place, Date of Birth : Kab.Lampung Utara, August 8th 1993

Mobile : 085 713 436 536

Email address : artanti.bastian@gmail.com

Home addres : Ds. Karangasem Rt 02 Rw 05 Kec. Suruh Kab.

Semarang

Sex : Female

Marital Status : Unmarried

B. Educational Background

Suruh 01 Elementary School (SD N 01 Suruh), Central Java, graduated in 2006

Suruh 01 Junior High School (SMP N 01 Suruh) , Central Java, graduated in 2009

Mathematic and Natural Science Program of Madrasah Aliyah Negeri (MAN) Salatiga, Central Java, graduated in 2012

English Department of Teacher Training and Education Faculty of State

Institute for Islamic Studies (IAIN) Salatiga, Central Java, graduated in 2016

RENCANA PELAKSANAAN PEMBELAJARAN

(Lesson Plan)

Satuan Pendidikan : SMA Negeri 1 Suruh

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1

Pertemuan : 1

Alokasi waktu : 2 x 45

Skill : Writing

Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis

fungsional pendek esei sederhana berbentuk recount,

narrative, dan procedure dalam konteks kehidupan

sehari-hari

Kompetensi Dasar : 6.2. Mengungkapkan makna dan langkah-langkah

retorika secara akurat, lancar dan berterima dengan

menggunakan ragam bahasa tulis dalam konteks

kehidupan sehari-hari dalam teks berbentuk

procedure

Indikator :

1. Siswa dapat mengidentifikasi atau mengetahui

makna dari procedure text.

2. Siswa mampu mengetahui generic structure dari

procedure text.

3. Siswa dapat menggunakan kalimat imperative

dalam membuat sebuah resep atau petunjuk.

4. Siswa mampu menulis teks berbentuk procedure

text

A. Tujuan pembelajaran:

1. Siswa dapat mengikuti pelajaran dengan baik.

2. Siswa mampu memahami atau mengetahui isi dan informasi dari teks.

B. Materi Pembelajaran:

1. Definition of procedure text

Procedure text is a piece of a text that gives us instructions for doing

something

2. The purpose of procedure text is to tell the reader how something can be

done

3. Generic structure

a. Goal : give information about purpose of procedure text.

b. Materials : list of materials that needed to make a something.

c. Steps : the rule have to do to get the goal, because the goal

followed by a series of steps oriented to achieving the goal

4. The features of procedure text

a. Use simple present tense (S+V1)

b. Often imperative sentence

c. Use action verb (make, boil, mix, cook,)

d. Use temporal conjunction (first, then, next, after that, last)

5. Example of procedure text

How to Make Tomato Soup

To make a bowl of tomato soup, you must prepare all ingredients

below:

4 large tomatoes

Spices

1 small onion

½ teaspoon of salt

8 cups of water

¼ teaspoon of pepper

small clove garlic

¼ teaspoon of butter

Here are the steps to make a bowl of tomato soup:

1. Cut tomatoes, onions, and garlic into small pieces.

2. Fry them in a pan with butter for five minutes.

3. Add water, spices, salt and pepper.

4. Heat until the water boils.

Turn down the heat and cover with lid. Cook gently for one hour.

C. Metode pembelajaran:

Outdoor Activity

D. Kegiatan Pembelajaran:

1. Kegiatan awal (20 menit)

Do’a pembukaan.

Guru memeriksa kehadiran peserta didik.

Guru menanyakan pada siswa berbagai macam cara membuat

sesuatu yang pernah mereka lakukan setiap hari.

Menunjukkan berbagai macam cara membuat sesuatu yang pernah

mereka lakukan setiap hari kemudian meminta siswa untuk

menyebutkannya.

Melakukan Pre-test, yaitu dengan meminta siswa untuk

mengerjakan soal pada lembar tugas yang telah disediakan.

2. Kegiatan inti (55menit)

a. Eksplorasi

Guru menjelaskan materi procedure text dan siswa

mendengarkan dengan saksama.

Guru memberikan contoh materi yang diajarkan.

b. Elaborasi

Guru memberikan siswa kesempatan untuk memahami

materi dan bertanya jika belum memahami materi pelajaran.

Guru meminta kepada siswa untuk membentuk kelompok.

Setiap kelompok berdiskusi untuk membuat tugas procedure

text yang ada di lingkungan sekolah melalui outdoor

acitivity.

c. Konfirmasi

Guru memberikan feedback kepada siswa agar siswa paham

dan menguasai materi tersebut.

3. Kegiatan akhir (15 menit)

Guru mengulas kembali dan menyimpulkan materi pembelajaran

tersebut.

Mengucapkan salam penutup

E. Sumber / Media/ Bahan Pembelajaran

Lembar kerja siswa, buku teks yang relevan, kamus Indonesia-

Inggris dan Inggris- Indonesia, internet, alat tulis, dan lingkungan

sekitar sekolah

F. Penilaian:

1. Teknik : Produk tertulis

2. Bentuk : memjawab pertanyaan dengan benar dan membuat

procedure text di lingkungan sekolah

3. Instrument :

Pre-Test : complete these steps!

Post-Test: Create a procedure in around the school!

G. Rubrik Penilaian

Suruh, 01 Agustus 2016

Mengetahui,

Guru Mata Pelajaran

Solikin, S.Pd

NIP.19700420 199903 1 007

Praktikan

Artanti Isnaeni Farida

NIM. 113 12 034

Kepala Sekolah

Supriyanto, S. Pd

NIP.19681024 199412 1 001

No. Unsur yang dinilai Skore Skore siswa

1. Content 30

2. Form / organization 20

3. Vocabulary / style 20

4. Grammar 25

5. Mechanic 5

Jumlah 100

Soal Pre-test Cycle II

Name :

Class :

Rearrange the following sentences correctly!

1) The shoes which are made of leather will be better.

2) First, take a pair of shoes that need to be polished.

3) How to Polish Shoes.

4) To polish shoes you need some polish, two pieces of cloth and a shoe brush

which is special for polishing.

5) Then rub the shoes with the cloth carefully.

6) After that place the shoes in the sunbeam for a few minutes.

7) Next, clean the shoes with a piece of cloth.

8) Put a little polish on the cloth.

9) Then, take another piece of clean cloth and a can shoe polish.

10) The shoes will be bright and ready to wear.

Finally, brush the shoes with a shoe brush.

Soal Post-test Cycle I

Name :

Class :

Create a procedure text in around the school!

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RENCANA PELAKSANAAN PEMBELAJARAN

(Lesson Plan)

Satuan Pendidikan : SMA Negeri 1 Suruh

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1

Pertemuan : 2

Alokasi waktu : 2 x 45

Skill : Writing

Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis

fungsional pendek esei sederhana berbentuk recount,

narrative, dan procedure dalam konteks kehidupan

sehari-hari

Kompetensi Dasar : 6.2. Mengungkapkan makna dan langkah-langkah

retorika secara akurat, lancar dan berterima dengan

menggunakan ragam bahasa tulis dalam konteks

kehidupan sehari-hari dalam teks berbentuk

procedure

Indikator :

1. Siswa dapat mengidentifikasi atau mengetahui

makna dari procedure text.

2. Siswa mampu mengetahui generic structure dari

procedure text.

3. Siswa dapat menggunakan kalimat imperative

dalam membuat sebuah resep atau petunjuk.

4. Siswa mampu menulis teks berbentuk procedure

text

A. Tujuan pembelajaran:

1. Siswa dapat mengikuti pelajaran dengan baik.

2. Siswa mampu memahami atau mengetahui isi dan informasi dari teks.

B. Materi Pembelajaran:

1. Definition of procedure text

Procedure text is a piece of a text that gives us instructions for doing

something

2. The purpose of procedure text is to tell the reader how something can

be done.

3. Generic structure

a. Goal : give information about purpose of procedure text.

b. Materials : list of materials that needed to make a something.

c. Steps : the rule have to do to get the goal, because the goal

followed by a series of steps oriented to achieving the goal

4. The features of procedure text

a. Use simple present tense (S+V1)

b. Often imperative sentence

c. Use action verb (make, boil, mix, cook,)

d. Use temporal conjunction (first, then, next, after that, last)

5. Example of procedure text

C. Metode pembelajaran:

Outdoor Activity

D. Kegiatan Pembelajaran:

1. Kegiatan awal (20 menit)

Do’a pembukaan.

Guru memeriksa kehadiran peserta didik.

Guru menanyakan pada siswa berbagai macam cara membuat

sesuatu yang pernah mereka lakukan setiap hari.

Menunjukkan berbagai macam cara membuat sesuatu yang pernah

mereka lakukan setiap hari kemudian meminta siswa untuk

menyebutkannya.

Melakukan Pre-test, yaitu dengan meminta siswa untuk

mengerjakan soal pada lembar tugas yang telah disediakan.

2. Kegiatan inti (55 menit)

a. Eksplorasi

Guru menjelaskan materi procedure text dan siswa

mendengarkan dengan saksama.

Guru memberikan contoh materi yang diajarkan.

a. Elaborasi

Guru memberikan siswa kesempatan untuk memahami

materi dan bertanya jika belum memahami materi pelajaran

tersebut.

Guru meminta kepada siswa untuk membentuk kelompok.

Setiap kelompok berdiskusi untuk membuat tugas procedure

text yang ada di lingkungan sekolah melalui outdoor

acitivity.

b. Konfirmasi

Guru memberikan feedback kepada siswa agar siswa paham

dan menguasai materi tersebut.

3. Kegiatan akhir (15 menit)

Guru mengulas kembali dan menyimpulkan materi pembelajaran

tersebut.

Mengucapkan salam penutup

E. Sumber / Media/ Bahan Pembelajaran

Lembar kerja siswa, buku teks yang relevan, kamus Indonesia-

Inggris dan Inggris- Indonesia, internet, alat tulis, dan lingkungan

sekitar sekolah

F. Penilaian:

1. Teknik : Produk tertulis

2. Bentuk : menyusun kalimat acak dengan tepat dan membuat

procedure text di lingkungan sekolah

3. Instrument :

Pre-Test : Rearrange the following sentences correctly!

Post-Test: Create a procedure in around the school!

G. Rubrik Penilaian

Suruh, 01 Agustus 2016

Mengetahui,

Guru Mata Pelajaran

Solikin, S.Pd

NIP.19700420 199903 1 007

Praktikan

Artanti Isnaeni Farida

NIM. 113 12 034

Kepala Sekolah

Supriyanto, S. Pd

NIP.19681024 199412 1 001

No. Unsur yang dinilai Skore Skore siswa

1. Content 30

2. Form / organization 20

3. Vocabulary / style 20

4. Grammar 25

5. Mechanic 5

Jumlah 100

Soal Pre-test Cycle I

Name :

Class :

Complete these steps!

How to Make Mixed Ice

Ingredients:

½ of avocado

3 tbs. of condensed milk

1 can of coconut water and coconut shavings some ice cubes

1 glass

1 straw

Steps:

1. Cut the avocado into small pieces.

2. ………………………………………………………………………..

………………………………………………………………………..

3. ………………………………………………………………………..

………………………………………………………………………..

4. ………………………………………………………………………..

………………………………………………………………………..

5. ………………………………………………………………………..

………………………………………………………………………..

6. ………………………………………………………………………..

………………………………………………………………………..

Soal Post-test Cycle II

Name :

Class :

Create a procedure text in around the school!

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SCORING

No. Nama

Unsur Penilaian

Grammar Vocabulary Content Form Mechanic

25 20 30 20 5

1. Abdul Hakim A.

2. Aditya Bagus S.

3. Ahmad Fitra P

4. Alif Elisa Ningrum

5. Ari Wahyunigsih

6. Ayuningtyas

7. Diah Cindi Lestari

8. Diespa Dwi

Perwita

9. Dwi Pujianti

10. Eva Rustikawati

11. Frida Nurlita Santi

12. Gayuh Adi Saputro

13. Isnaini

14. Laura Ananda O.

15. M. Fikih

Mardiyanto

16. Marwa Gangsar S.

17. M. Andiko A.

18. Nael Kheldan

Fillah

19. Naila Rahma Fitri

20. Putut Bagus S.

21. Rani Khoirunnisa

22. Riskayanti

23. Sella Agustiani

24. Siti Almaunah

25. Syafa Aulia S.

26. Widiya Isnaini

CLASSROOM OSERVATION SHEET

No

NIS

Name of Students’

Object

Pay

att

enti

on

Act

iven

ess

in

ask

ing

qu

esti

on

Act

iven

ess

in

resp

on

din

g

qu

esti

on

En

thu

sias

m i

n

do

ing

tes

t

.1 3054 Abdul Hakim A.

2 3055 Aditya Bagus S.

3 3056 Ahmad Fitra P

4 3057 Alif Elisa Ningrum

5 3058 Ari Wahyunigsih

6 3059 Ayuningtyas

7 3060 Diah Cindi Lestari

8 3061 Diespa Dwi

Perwita

9 3062 Dwi Pujianti

10 3063 Eva Rustikawati

11 3064 Frida Nurlita Santi

12 3065 Gayuh Adi Saputro

13 3066 Isnaini

14 3067 Laura Ananda O.

15 3068 M. Fikih

Mardiyanto

16 3069 Marwa Gangsar S.

17 3070 M. Andiko A.

18 3071 Nael Kheldan

Fillah

19 3072 Naila Rahma Fitri

20 3073 Putut Bagus S.

21 3074 Rani Khoirunnisa

22 3075 Riskayanti

23 3076 Sella Agustiani

24 3077 Siti Almaunah

25 3078 Syafa Aulia S.

26 3079 Widiya Isnaini

F. General Information of SMA N 01 Suruh

1. Profile of SMA N 01 Suruh

a. School name : SMA N 01 Suruh

a. NPSN/NSS :20320369 / 301032204031

b. Address : Jalan Jatirejo No.17 Suruh

c. Village : Jatirejo

d. District : Suruh

e. Regency : Semarang

f. Province : Central Java

g. Pos code : 50776

h. Phone number : (0298) 317266

i. Fax number : (0298) 317266

j. Accreditation : A

k. SK : 107/0/1997

l. Email : sma1suruh@yahoo.com

m. Website :http://sman1suruh.blogspot.com

n. Area : Village

o. Categories of school : Negeri

p. The year of built : 16-05-1996

q. KBM : Morning

r. Building area : 10000 m2

2. Visions and Mission of SMA N 01 Suruh

b. Visions : "Prestasi Tinggi Luhur Budi Pekerti"

The indicators are:

1. To increase the result of national exam (UN) and school

exam for graduate.

2. To increase in multitudes of graduate that going on the next

university

3. Carry on the academic achievement

4. Carry on the non academic achievement (sport, art, and skill)

5. Active in students organization (OSIS, ROHIS, PMR, and

scouting)

6. Its form of sport club and art group that get achievement in

(football, volley, chess, karate, vocal group, band, dance, and

art of holy Quran).

7. To make discipline for all of school people.

8. To make individual in school people that religious, moral,

have sensitivity and high solidarity.

c. Missions:

3. Conducted for the study and guidance effectively so the

students can optimal develop with potential that they have.

4. Help the students to know their potential.

5. To enforce of school program so their talent-interest can get

achievement.

6. Develop their enthusiasm to get achievement in all of subject

to all of school people.

7. Develop their comprehension for religion-lesson and nation

culture as source of wise in their behavior.

8. Active in student organization as physical and mental

development to their ripeness and maturity individual.

9. All of school people have participation for together give

education in standard need.

3. Situation of the Teacher

The important role in teaching learning process is a teacher.

Teacher is someone who transfers knowledge for the students. They help

the students to understand materials in the class and give knowledge to

them to be better. In SMA N 01 Suruh, there are 17 teachers male and

14 teachers female.

Table 3.4

Teacher of SMA N 01 Suruh in the Academic Year of 2016/2017

No Code Name Position

1 1E Supriyanto, S. Pd Headmaster and

Mathematic

2 2R Dra. Cicik Dyah Wardani BK

3 3R Dra. Isrohning BK

4 4F Ramidi, S.Pd Physic

5 5N Drs. Candra Satriono Sport

6 6E Sri Windari, S.Pd Mathematic

7 7B Siswanto, S.Pd PKn

8 8H Drs. Yazid Al Johani Chemistry

9 9A Dra. Fitriyani S., M. Pd. I Islam Religion

10 10I Siswanta, S.Pd Social Science

11 11G Dyah Rianasari, S.Pd Natural Science

12 12B M. RohibHirzi, S.Pd PKn

13 13M Arif Ma’ali, S.Pd Art and Culture

14 14D Solikin, S.Pd English

15 15D Farida Rini Astuti, S.Pd English

16 16G Endah Budiyarti, S.Pd Natural Science

17 17F Noviani Rini A., S.Pd Physic

18 18C Tri Sulistyowati, S.Pd Indonesian Language

19 19L Kun Sumartono,S.S Sociology

20 20J Heri Gunawan, S.Pd Geography

21 21K Dra. Eny Subiyanti Economy

22 22C Anni Qori’ah, S.Pd Indonesian Language

23 23Q Ariadi Eko N., S.Pd Javanese Language

24 24O Eko Siswanto, S.Kom Electronics

25 25K Ani Kurniati, S. E. Economy

26 26P Wara Hapsari O., S.Pd SBK

27 27E Iin Sofiani, S.Pd Mathematic

28 28N Charis Andi, S.Pd Sport

29 29A Muadib Mahasin, S.Pd. I Islam Religion

30 30P Athika Ony Soraya, S.Pd SBK

31 31 RM. Soedarsono, S. AS. Catholic Religion

4. Facilities and Tools

There are many facilities of SMA N 01 Suruh. Facilities are

building, things, needed by teachers, students, and other educators

provide by school or institution to support successful teaching learning

process in school.

a. Building

Table 3.5

The Facilities and Tools of SMA N 01 Suruh in the Academic Year

of 2016/2017

Construction Permanent

Status Right the Ownership

Headmaster Office 1 Room

Structure of Exertion Room 1 Room

Teacher’s Room 1 Room

Classrooms 15 Rooms

Library 1 Unit

Computer and Skill Room 1 Room

Intra Students Organization

(OSIS) and Scout Room

1 Room

Unit of Healthy School Room 1 Room

Mosque 1 Unit

Bathrooms/WC 8 Rooms

Storehouse 1 Room

Cooperation 1 Room

Canteen 3 Rooms

Islamic Room 1 Room

Post Security Room 1 Room

Teacher Parking 1

Students Parking 1

b. Office Equipment’s

Table 3.6

The Office Equipment’s of SMA N 01 Suruh in the Academic Year

of 2016/2017

Computers-Printers 2

Telephone-Internet 1

TV 2

Typewriter Machine 2

Strongbox 2

Tape Recorder 1

Dispenser 2

Refrigerator 1

Slide projector 1

Amplifier 1

5. Students’ Activity

To complete students’ achievement, SMA N 01 Suruh provides

more activity, that as follow:

Table 3.7

The Students’ Activities of SMA N 01 Suruh in the Academic Year

of 2016/2017

No Action and Devotion Activities Extracurricular Activities

1 Reciting the holy Qur’an before the

teaching and learning process

especially in learning Islam religion

Reciting the Islamic

teaching

2 Praying jama’ah dhuha OSIS

Praying jama’ah dhuhur ROHIS

3 Reciting the holy Qur’an Scouting

4 Calligraphy Islamic band extra

5 Speech

6 Red Cross Teen

7 Sport (football, Chess,

volley, karate)

8 Band, dance and vocal

group

(taken from soft file of SMA N 01 Suruh )