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i

IMPROVING THE STUDENTS’ WRITING SKILLS USING

SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI)

METHOD IN DESCRIPTIVE TEXT (A Classroom Action

Research at the First Grade Students of SMK SARASWATI

Salatiga in the Academic Year of 2018/2019)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd.)

By:

LAELA ULYANINGRUM

NIM.11314048

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

v

MOTTO

―For indeed, with hardship (will be) ease. Indeed, with hardship (will be) ease.‖

(The Holy Quran, Al-Insyirah: 5-6)

vi

DEDICATION

This graduating paper is dedicated to:

1. My Lord, Allah SWT who always bless me and listen to all my wishes.

2. My beloved parents, my father (Mundirin) and my mother (Laras

Ristiyani) who always pray, guide and give me support to finish this

graduating paper.

3. Thanks for my honorable consultant (Mr. Hammam Ph.D) who always

guides me patiently and suggests in accomplishing thesis.

4. All of lectures of Education Faculty State Institute for Islamic Studies

(IAIN) Salatiga.

5. All of big family of SMK Saraswati Salatiga, all of the teachers especially

Mrs. Desyta Setyaningrum S.Pd. and the students of X LI.

6. My lovely best friends ‗HETTI‘ (Hanik, Shintiya, Tari, Ira) and Isna

Anisa. Thank you so much for support.

7. My big family of TBI 2014.

8. All of my beloved people who can not be mentioned one by one.

vii

ACKNOWLEDMENT

Assalamualaikum Wr. Wb

In the name of Allah SWT, the Most Gracious and the Most Merciful.

Thank you to Allah because the researcher could complete this graduating paper

as one of requirement to for the Degree of Sarjana Pendidikan (S.Pd.) in English

Department of States for Institute Islamic Studies (IAIN) Salatiga. Shalawat is

also devoted to Prophet Muhammad SAW who has guided us from the darkness

into the lightness.

The researcher relizes that this graduating paper will not be able to be

finished without support, guidance, advice, help and encouragement from some

people and institution. Therefore, the researcher would like to express special

thanks to :

1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic

Studies (IAIN) of Salatiga.

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

State Institute for Islamic Studies (IAIN) Salatiga.

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

State Institute for Islamic Studies (IAIN) Salatiga.

4. Hammam, Ph.D. as the counselor who gives great attenttion, support,

correction, advice, suggestion and guidance for this graduating paper from

beginning until the end. Thanks your patience and care.

ix

ABSTRACT

Ulyaningrum, Laela. 2018. Improving the Students’ Writing Skills Using Somatic

Auditory Visual Intellectual (SAVI) Method in Descriptive Text

(A Classroom Action Research at the First Grade Students of

SMK Saraswati Salatiga in the Academic Year of 2018/2019). A

Graduating Paper, English Education Department, Teacher

Training and Education Faculty, State Institute for Islamic

Studies (IAIN) Salatiga. Counselor: Hammam Ph.D.

Keywords: writing, SAVI method, descriptive text.

The objectives of the study are: (1) To find out the use of Somatic

Auditory Visual Intellectual (SAVI) method to improve students‘ writing skill in

descriptive text. (2) To find out the result of Somatic Auditory Visual Intellectual

(SAVI) method to improve students‘ writing skill in descriptive text at the first

grade students of SMK Saraswati Salatiga in the academic year of 2018/2019.

The methodology of this research was Classroom Action Research (CAR).

The research consisted of two cycles and each cycle consisted of four steps, they

were: planning, acting, observing, and reflecting. The subject of this research was

X LI class, which consists of 36 students. The technique of collecting data was the

observation, test and documentation.

The result of this research shows that (1) the implementation of SAVI

method to improve the students‘ writing skills in descriptive text is succesful. It is

shown from the teacher implemented Somatic, Auditory, Visual, Intellectual in

teaching learning process. The students give good responses and do all the

instructions during teaching learning process. (2) The result of using SAVI method

can improve writing skills in descriptive text for the first grade students of SMK

Saraswati Salatiga. It can be seen from the students‘ mean of pre-test, post-test

and the calculation of t-test in two cycles. The students‘ mean of pre-test and post-

test cycle I are 57,694 and 76,027. The students‘ mean of pre-test and post-test

cycle II are 63,027 and 81,138. The mean of post-test is higher than the mean of

pre-test. It means that there is an improvement between pre-test and post-test in

cycle I and cycle II. The researcher uses the significant level as many 5%. The

value of T-table with N-1 is 2,030. After calculating the students‘ score, the

researcher find that the value of T-test cycle I and cycle II are 12,722 and 14,231.

In cycle I, the value of T-test is higher than the value of T-table, it is 12,722 >

2,030. In cycle II, the value of T-test is higher than value of T-table, it is 14,231 >

2,030. In addition, the precentage of students who pass the passing grade (KKM)

in cycle I is 78% and in cycle II is 88,9%. From the result, the researcher

concluded that using SAVI method can improve writing skills in descriptive text

for first grade students of SMK Saraswati Salatiga.

x

TABLE OF CONTENS

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

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

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

BOARD OF EXAMINERS ................................................................................. iv

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

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

ACKNOWLEDGEMENT .................................................................................. vii

ABSTRACT .......................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF FIGURES ........................................................................................... xiv

LIST OF TABLES ............................................................................................... xv

CHAPTER I: INTRODUCTION

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

B. Research Questions ................................................................................ 4

C. Objectives of the Research ..................................................................... 4

D. Significances of the Research ................................................................ 4

E. Hypothesis and Succes Indicator............................................................ 5

xi

F. Research Methodology ........................................................................... 6

1. Research Design ............................................................................... 6

2. Subject of the Research .................................................................... 8

3. Steps of the Research ...................................................................... 10

4. Technique of Data Collection and Research Instrument ................ 11

5. Data Analyis ................................................................................... 13

G. Graduating Paper Outline .................................................................... 17

CHAPTER II: LITERATURE REVIEW

A. Theoretical Framework ........................................................................ 19

1. Writing ............................................................................................ 19

a. Definition of Writing ................................................................ 19

b. Process of Writing Writing ...................................................... 20

c. Notion of Good Writing ........................................................... 22

d. Teaching Writing ..................................................................... 23

2. Descriptive Text .............................................................................. 24

a. Definition of Descriptive Text ................................................. 24

b. Generic Structure of Descriptive Text ..................................... 25

c. Grammatical Features of Descriptive Text .............................. 26

d. Types of Descriptive Text ........................................................ 26

e. The Example of Descriptive Text ............................................ 28

3. SAVI Method .................................................................................. 28

a. Definition of SAVI Method ..................................................... 28

xii

b. Components of SAVI Method ................................................. 29

c. The Implementation of SAVI Method ..................................... 30

B. Previous Researches ............................................................................. 31

CHAPTER III: IMPLEMENTATION OF RESERCH

A. Procedures of the Research .................................................................. 35

1. Cycle I ............................................................................................. 35

a. Planning .................................................................................... 35

b. Acting ....................................................................................... 36

c. Observing ................................................................................. 37

d. Reflecting ................................................................................. 37

2. Cycle II ............................................................................................ 37

a. Planning .................................................................................... 37

b. Acting ....................................................................................... 38

c. Observing ................................................................................. 39

d. Reflecting ................................................................................. 39

CHAPTER IV: RESEARCH FINDINGS AND DATA ANLYSIS

A. Result of the Research......................................................................... 40

1. Research Findings ........................................................................... 40

a. Cycle I ...................................................................................... 40

b. Cycle II ..................................................................................... 54

2. Discussions ...................................................................................... 67

CHAPTER V: CLOSURE

A. Conclussion ......................................................................................... 69

xiii

B. Suggestion ........................................................................................... 70

1. For the Teacher................................................................................ 70

2. For the Students ............................................................................... 71

3. For the Feature Researcher .............................................................. 66

REFERENCES

CURRICULUM VITAE

APPENDICES

xiv

LIST OF FIGURES

Figure 1.1 Steps of Classroom Action Research Model by Kemmis Mc Taggart...7

Figure 2.1 Harmer‘s Writing Process.....................................................................20

xv

LIST OF TABLES

Table 1.1 List of Students Name of XLI Class of SMK Saraswati Salatiga ............ 8

Table 1.2 Research Schedule ................................................................................. 10

Table 1.3 Students‘ Observation Checklist ............................................................ 11

Table 1.4 Teacher‘ Observaton Checklist .............................................................. 11

Table 1.5 Analytical Scoring of Writing ................................................................ 16

Table 2.1 Example of Descriptive Text ................................................................. 28

Table 4.1 Form of Result Students‘ Observation Checklist Cycle I ...................... 44

Table 4.2 Form of Result Teacher Observation Checklist Cycle I ........................ 45

Table 4.3 Students‘ Score of Pre-test Cycle I ........................................................ 45

Table 4.4 The Precentages of Students Score Pre-test in Cycle I .......................... 47

Table 4.5 Students‘ Score of Post-test Cycle I ....................................................... 47

Table 4.6 The Students‘ Score of Pre-test and Post-test Cycle I ........................... 48

Table 4.7 The Differences Between Students‘ Score of Pre-test and Post-test

Cycle I.................................................................................................... 49

Table 4.8 Form of Result Students Observation Checklist Cycle II ...................... 58

Table 4.9 Form of Result Teacher‘s Observation Checklist Cycle II .................... 58

Table 4.10 Students‘ Score of Pre-test Cycle II ..................................................... 60

Table 4.11 The Precentages of Students Score Post-test in Cycle I ....................... 60

xvi

Table 4.12 Students‘ Score of Pre-test Cycle II ..................................................... 61

Table 4.13 The Precentages of Students Score Pre-test in Cycle II ....................... 62

Table 4.14 The Differences Between Students‘ Score of Pre-test and Post-test

Cycle II ............................................................................................... 62

Table 4.8 The Students‘ Score of Pre-test and Post-test Cycle II .......................... 55

Table 4.10 The Precentages of Students Score Post-test in Cycle II ..................... 60

Table 4.11 Table of Data Analysis ......................................................................... 68

1

CHAPTER I

INTRODUCTION

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

research questions, objectives of the research, significances of the research,

hypothesis and success indicator, research methodology and graduating paper

outlines.

A. Background of the Research

English is very important to be learned, because it becomes

international language. Many people in the world use English to communicate

with each other. English is not only for education, but it is also for

occupation, travel, bussiness and etc. English helps the people to get new

knowledges and experiences. Most of people use technology to communicate

to other and share their ideas. So, they will be easier to get informations from

the world. In Indonesia, English is as a foreign language. Therefore, the

people should be dilligent to learn English in order to master it well. It is also

taught in the school as one of important lesson.

Nowadays, the students are taught English from Elementary School up

to University level. It will help the students to master English. Talking about

English, it has four components of English skills, they are writing, reading,

listening and speaking that must be mastered.

According to Richard and Renandya (2002:303), stated that writing is

the most difficult skills for learners to master. It is caused by the fact that

writing needs to organize ideas using vocabulary, language use and

2

mechanics. It is also needs to translate the ideas into a readable text for

foreign language students. Writing is one of the English skills that must be

learned by Senior High School students. In writing, the students can express

their ideas, feelings and experiences. The students can create a composition

from their written. Through writing, it helps the students to focus on the

grammatical structure, improve the students‘ vocabulary, and assist other

language skills such as reading, listening and speaking. Writing helps

students to understand a text.

Based on the interview with English teacher of X LI class Mrs. Desita,

the researcher asked some questions. The first question is about the most

difficult skills in English lesson for students of SMK Saraswati Salatiga. The

teacher said that writing is the most difficult skills to be learned.

The second question is about the difficulties are faced by the students in

writing. The teacher gave explanation that the students don‘t have an idea to

write, they get difficulty to compose a sentence, they have lack on

vocabularies, and low ability in grammar. The students are also not active in

teaching learning process.

The third question is about Standardized of Minimum Score (KKM) of

English subject and the Curriculum that is used for first grade students of

SMK Saraswati Salatiga. The teacher said that Standard of Minimum Score

(KKM) of English subject is 72, and the curriculum uses 2013 Curriculum.

3

The conclusion of the interview that, the students are poor in writing

skill. Many students have problems in organizing ideas into paragraph, lack

vocabularies, grammatical function and they don‘t be active in teaching

learning. The students need a suitable method to organize learning process. A

good method will help the students understand the lesson easier.

Based on the problems of writing above, every teacher should practice

appropriate method in teaching English to solve the problems. The students

have to active and collaborate in teaching learning process. Teaching learning

process is influenced by the situation. Interaction between teacher and

students is core of teaching learning process. The researcher applies SAVI

method as a solution to teach writing skill. According to Dave Meier

(2000:42), SAVI learning is not only stand up and move around, but

combining physical movement with intellectual activity and the use of all the

senses that will get a profound effect on learning. The researcher expects that

SAVI method will make teaching and learning activities become enjoy, so the

students are able get the material easily.

In this research the researcher focuses on the material of descriptive

text. Descriptive text is a text that presents the characteristics of something in

order to make clear a person, animal, event and place. Descriptive text is a

kind of text that describes something.

Based on the explanation above, the researcher decided to conduct a

research entitled ―IMPROVING THE STUDENTS’ WRITING SKILLS

4

USING SAVI METHOD IN DESCRIPTIVE TEXT” (A classroom Action

Research at the First Grade Students of SMK SARASWATI Salatiga in the

Academic Year of 2018/2019).

B. Research Questions

1. How is the use of SAVI method to improve students‘ writing skill in

descriptive text at the first grade students of SMK Saraswati Salatiga in the

academic year of 2018/2019?

2. What is the result of SAVI method to improve students‘ writing skill in

descriptive text at the first grade students of SMK Saraswati Salatiga in the

academic year of 2018/2019?

C. Objectives of the Research

1. To find out the use of SAVI method to the improve students‘ writing skill

in descriptive text at the first grade students of SMK Saraswati Salatiga

in the academic year of 2018/2019.

2. To find out the result of SAVI method to improve the students‘ writing

skill in descriptive text at the first grade students of SMK Saraswati

Salatiga in the academic year of 2018/2019.

D. Significance of the Research

Through this classroom action research, the researcher expects that SAVI

method be useful for some points in teaching learning English process. The

significance of the research will be useful for teachers, the students, the

reseacher, and the other reseracher.

1. For the teachers

5

The result of this research is useful for English teachers at Senior

High School level to get information about teaching writing descriptive

text using SAVI method.

2. For the students

This research can help the students to solve the problems in writing

descriptive text and improve their skills in writing.

3. For the researcher

This research can be used as one of the references in conducting

the research on English language teaching, especially in the

implementation of SAVI method.

4. For the other researcher

The researcher hopes that the result of this research can be used as

a reference for other researchers. The researcher wishes this research can

motivate them to do other research.

E. Hypothesis and Success Indicator

Based on the interview with English teacher of SMK Saraswati Salatiga

especially first grade, the students have problems of writing in organizing

ideas into the paragraph, difficulty to translate the meaning, and grammatical

function. The researcher tries to overcome those problems by implementing

SAVI method. By conducting the research, the researcher proposes a

hypothesis: using SAVI method can improve writing skills in descriptive text.

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

Competence that is shown in Lesson Plan (RPP). The students‘ success and

6

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

the criterion of the passing grade (KKM). The Passing grade of English

lesson of descriptive text in SMK Saraswati Salatiga is 72. The teacher and

the researcher expect that there are at least 85% of the students who pass the

passing grade.

F. Research Methodology

1. Research Design

This research is Classroom Action Research (CAR). Classroom

Action Research is a research to solve the problem in the class. This

research is inquiry in the context of focused efforts to improve the quality

and the performance of students. Action Research aims to identify a

problematic situation or issue that the participants are teachers, students,

managers, administrator, or even parents (Burns, 2010 : 2). The researcher

uses Classroom Action Research because the researcher wants to know

the improvement and the influence of using SAVI method in improving

writing skills in descriptive text. This sresearch uses model proposed by

Kemmis and Mc Taggart in Burn (2010: 8), which consists of four steps,

namely,planning, acting, observing, and reflecting.

7

Figure 1.1 Steps of Classroom Action Research Model by Kemmis Mc Taggart as

cited by Burn (2010: 8)

Action research consists of cycles. There are four steps process

in each cycle for doing classroom action research. Those steps can be

explained as follows:

a. Planning

In this step, planning is a plan before the researcher does the

research. The researcher formulates some procedural acts how to

improve writing skills in descriptive text using SAVI method. The

procedures are put in two lesson plans.

8

b. Acting

In this step, the teaching method will be applied in learning

process.

c. Observing

The researcher observes the teaching and learning process. In

this stage, the researcher prepares the observation checklist to

know the class condition when the action is done.

d. Reflecting

Reflecting means to analyze the result based on the data that

has been collected to determine the next action in the next cycle.

2. The Subject of the Research

The subject of this research is X LI class of SMK Saraswati Salatiga in

the academic year of 2018/2019. It consists of 36 students and Mrs. Desita

is as the teacher in this class.

Table 1.1 List of the Students’ Name of X LI Class of SMK Saraswati Salatiga

No Students’ Name

1. AM

2. AR

3. AAR

4. ASM

9

5. AA

6. AEP

7. DBS

8. DSN

9. DPP

10. DJ

11. FATK

12. FAA

13. HAFI

14. HI

15. HIP

16. JFEP

17. KAP

18. LUW

19. MFN

20. MP

21. MQ

22. NS

23. NAR

24. PA

25. RDS

26. RSK

27. RMS

28. RDS

29. R

30. SE

31. S

10

32. TAW

33. VDETA

34. WEP

35. WSA

36. YJAP

3. Steps of the Research

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

summarize in the following research schedule. The table of research schedule is

written below:

Table 1.2 Research Schedule

No Date and Time Activities Place and Time

1. April 07th

2018 Observation Teacher room SMK

Saraswati Salatiga

2. July 17th

2018 Giving the letter

Teacher room SMK

Saraswati Salatiga

3. July 28th

2018 Meet the English teacher to do

consult the lesson plan.

Teacher room SMK

Saraswati Salatiga

4. August 1th

2018 Doing action in the class (cycle 1)

Pre-test, treatment

In the classroom

XLI

5. August 4th


treatment, post-test

In the classroom

XLI

6. August 8th


Pre-test, treatment

In the classroom

XLI

11

7. August 9th


treatment, post-test

In the classroom

XLI

4. Technique of Data Collection and Research Instrument

a. Observation

In this research, the researcher observes the learning process. The

students are taught by the teacher and the researcher just observes the

learning process. The observation consists of two cycle. The

researcher uses the observation checklist which consists of students

and teacher. The researcher uses mark ―√‖ to fill the observation

checklist. The students‘ observation checklist is written below:

Tabel 1.3 Students’ Observation Checklist

No The Students‘ Activity Yes No Description

1. Paying Attantion

2. Asking Question

3. Responding to Question

4. Accomplishing Task

5. Being enthusiastic in

Implementation of SAVI

methode

The next is teachers‘ observation checklist that is used to observe

the teacher activity in the learning process. The teachers‘ observation

checklist is written below:

12

Table 1.4 Teachers’ Observation Checklist

No The Teacher‘s Activity Yes No Description

1. Preparing the material well

2. Greeting students before the

lesson begin

3. The teacher checking

students‘ attendant

4. Giving motivation

5. Reminding previous material

6. Giving an explanation of the

material

7. Using SAVI method to teach

writing descriptive text

8. Giving opportunity for

asking the question

9. Help the students‘

difficulties in learning

10. Giving feedback after the

lesson

b. Test

In this research, the researcher uses pre-test and post-test. Both

of test will be explained as follows:

1) Pre-test

The pre-test is given to the students before the teacher uses the

SAVI method in teaching learning process. The aim of pre-test is

to know the students writing skills before treatment.

2) Post-test

Post-test is given to the students after the SAVI method is

implemented. The aim of the post-test is to know the

13

improvement of writing skills in descriptive text after they get a

treatment.

c. Documentation

The researher uses documentation which relate with this research.

The researcher needs documentations of teaching learning process and

the list of students‘ name. In this research, the research uses photos as

the documentation of the research.

5. Data Analysis

In this research, the researcher uses quantitative and qualitative for

analyzing data.

a. Qualitative Data

According to Kothari (2004: 3), qualitative research is especially

important in the behavioral sciences where the aim is to discover the

underlying motives of human behavior. In this research, the data of

observation checklist is analyzed by qualitative such as the interaction

of the students and the teacher, students‘ response, students‘ activities

and teacher‘ activities.

b. Quantitative Data

According to Kothari (2004: 3), quantitative research is process

based on the measurement of quantity or amount. The researcher uses

quantitative to process the data. In processing the data, there are

14

calculating and scoring the test. The process will be presented as

follows:

1) Calculating the Data

According to Sudijono (2010: 86), to calculate the mean of pre-

test and post-test, the researcher uses the following formula:

a) Mean of Pre-test and Post-test

M =

Explanation:

M = Mean of the students‘ score

= Sum of the students‘ score

= Number of students

According to Sudijono (2010: 305-307), to calculate t-test,

the researcher used the following formula:

b) Calculating Mean of Difference

MD =

Explanation:

M = Mean of Difference

∑D = Total of difference between pre-test of post-test

N = Number of students

b) Calculating Standard Deviataion

SDD = )2

15

Explanation:

SDD = Standard Deviation

D = Defference between pre-test and post-test


c) Standard Error Mean Difference

SEMD =

Explanation:

SEMD = Standard Error Mean Difference



d) T-test Calculation

The reseracher used t-test to know wether any significant

differences between pre-test and post-test. The formula is:

T0 =

Explanation:

T0 = t-value of observation

MD = Mean of difference

SEMD = Standard error of mean difference

16

2) Score the Students‘ Test

The researcher uses an analytical rubric scoring to analyze the

data. There are five components in the analytical scoring rubric for

writing. They are content, organization, vocabulary, language use,

and mechanics (Jacob in Weigle 2002: 116) (see appendix 2).

Table 1.5 Analytical Scoring of Writing Addapted by H. Jacob in Weigle,S.C (2002:

116)

Aspects of

Writing

Quality Level Criteria Score

Content Excellent to

very good

30-27 Good development of students‘

writing and relevant to assigned

topic

Good to

average

26-22 Limited development of

students‘ writing, most relevant

to the topic but lacks detail

Fair to poor 21-17 Limited knowledge of subject

and minimally focused on the

topic

Very poor 16-13 Ideas are unclear

Organization/

Form

Excellent to

very good

20-18 Ideas clearly stated and well

organized, satisfactory use of

cohesion

Good to

average

17-14 Loosely organized but main idea

stand out, somewhat copy

Fair to poor 13-10 Lack of logical sequencing and

development of ideas

Very poor 9-7 Does not communicate, no

organization

Style/

Vocabulary

Excellent to

very good

20-18 Use variety of vocabulary and

idiomatic expression

Good to

average

17-14 Varies vocabulary and

expression, but makes occasional

errors in word choice

17

Fair to poor 13-10 Use limited vocabulary with

frequent errors

Very poor 9-7 Have many errors in vocabulary

usage, even at the baisc level

Language

Use

Excellent to

very good

25-22 Use effective complex grammar

structures with few errors of

agreement

Good to

average

21-18 Use effective complex sentences

with several errors of agreement

Fair to poor 17-11 Use simple sentence in frequent

errors in tense, agreement and

meaning is confused

Very poor 10-5 Use simple sentences dominated

with errors

Mechanics Excellent to

very good

5 Use good accuracy in

punctuation, capitalization, and

spelling

Good to

average

4 Occasionally errors in


spelling

Fair to poor 3 Frequentt errors in punctuation,

capitalization, and spelling

Very poor 2 Dominated errors in punctuation,


Total Score

G. Organization of the Graduating Paper

This graduating paper outline is composed systematically into five

chapters as follows:

Chapter I is an Introduction. This chapter consists of the background of the

research, research question, objectives of the research, significances of the

research, hypothesis and success indicator, research methodology, and

graduating paper outlines.

18

Chapter II is the Theoretical Framework. This chapter consists of

supporting theories and the review of previous research.

Chapter III is the Implementation of the Research.This chapter consists of

procedure of the research.

Chapter IV is Research Findings and Data Analysis. This chapter consists

the result of the research about the improvement and the significant influence

of writing skills in descriptive text using SAVI method for first grade students

of SMK Saraswati Salatiga in the academic year of 2018/2019.

Chapter V is Closure. This chapter consists of the conclusions and

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

conclusions state the answer to the research questions about the

implementation and the result of writing skills in descriptive text using SAVI

method. After that, it is followed by Bibliography and Appendices.

19

CHAPTER II

LITERATURE REVIEW

In this chapter consists of theoritical framework and previous research.

Supporting theories describe some information involving: writing, descriptive

text, and SAVI method.

A. Theoretical Framework

1. Writing

a. Definition of Writing

According to Brown (2001:336), writing is a thinking process. It

means that writing is a process of putting ideas on a paper. Other

opinion according to Raimes (1983:76), writing is a skill to express

ideas, feeling which is to be arranged in words, sentences and

paragraph. So, writing is an activity which putting an idea, opinion

and argument to express someone feeling. Writing has a purpose to

express about something and to communicate with other. Jeremy

Harmer (2004:31), said that ―writing as one of the four skills of

listening, speaking, reading and writing has always formed part of

the syllabus in the teaching of English.‖ It means that every students

will get writing lesson in their school. They can create a composition

through writing. In addition to express about ideas, writing also

reinforces grammar and vocabulary. The students learn grammar and

vocabulary from writing lesson.

20

b. Process of Writing

Writing is not only oriented on product, but it is also on the

process. There are four steps of writing process which is stated by

Harmer (2004 : 4) ―planning, drafting, editing (reflecting and

revising) and final draft.‖ The steps of process writing are explained

as follows:

Figure 2.1 Harmer’s Writing Process

1) Planning

Before starting to write or type, the writers try and decide

what is they are going to say. For some writers, perhaps they

have to make detail note.

When planning, the writers have to think about three

main issues. In the first, they have to consider the purpose of the

writing. Secondly, the writers think of the audience. They

choose of language (formal or informal). Thirdly, the writers

21

have to consider the content structure of the piece. They decided

the facts, ideas, arguments that will be included.

2) Drafting

The next step is drafting. The writer can refer to the first

version of a piece of paper as a draft. This draft at a text is often

done in the assumption that it will be amended later. As the

writing process proceeds into ediitng, a number of drafts may be

produced on the way to final version.

3) Editing (Reflecting and revising)

The written that has been produced by writer, it will be

revised if the information is not clear, ambiguous or confusing.

The writer check for good form, organization, grammar,

punctuation and spelling. The writer will be helped by reader

who comment and make suggestions.

4) Final Version

The writers have edited their draft, making the changes

what they needed. They produce their final version. Perhaps it

looks considerably different from both the original plan and the

first draft, because things have changed in the editing process.

However, the writers are now ready to send the written text to

audience. The writers might decide to represent these stages in

the following way: ―planning- drafting – editing – final draft‖.

22

Brown (2001: 335-336) stated that the process appropriate to

writing instruction. The instructions are mentioned as follows:

1. Focus on the process of writing that leads to final written

product.

2. Help student writers to understand their own composing process.

3. Help them to build repertoires of strategies for prewriting,

drafting, and rewriting.

4. Give students time to write and rewrite.

5. Place central importance on the process of revision.

6. Let students discover what they want to say as they write.

7. Give students feedback throughout the composing process (not

just on the final product) as they attempt to bring their

expression closer and closer to intention.

8. Encourage feedback from both the instructor and peers.

9. Include individual conferences between teacher and student

during the process of composition.

From the explanation above, it can be concluded that the writer

needs a process to achieve a good result.

c. Notion of Good Writing

Writing is said as a good writing if a writer composes a text with

consider the content, organization, grammar, style and

mechanics(Brown, 2001: 335).

23

According to Haris (1996 : 68), there are five general components

in a good writing, as follows :

1. Content : the content of the writing, the ideas that is expressed.

Content is good or not development of students‘ idea in writing.

The topic is relevant or not.

2. Form : writing should contain logical connection and transition.

3. Grammar : grammar is important in a good writing. Grammar

means the rules which structure a language. The writer should use

the rules of grammar to produce a good writing.

4. Style : the choice of structures and uses language effectively create

a beautiful written and good to be read.

5. Mechanics: writing should use a good accuracy in spelling,

punctuation and capitalization.

Based on the explanation above, the writers should write

clearly in order the reader understand about the text.

d. Teaching Writing

According to Harmer (2004: 31), said that writing

encourages students to focus on accurate language use and it will

provoke language development as they resolve problems which the

writing puts into their minds. By teaching writing it will give an

influence for the students to communicate through writtten. In

Indonesia, teaching writing is still can be found in many school,

because it is a part of curriculum in the school. However the students

24

are still difficulty in writing. According to Ariyanti (2016: 263),

stated that teaching writing has its own challenges because there are

some steps and requirements that teachers should prepare to teach in

the classroom. In teaching writing the teachers have to prepare a

lesson plan. Based on the syllabus in Senior High School at the first

grade, the students are taught some kinds of text. One of texts is

descriptive text.

2. Descriptive Text

a. Definition of Descriptive Text

According to Gerot and Wignell (1995:208), ―descriptive text

is kind of text which is aimed to describe a particular person, place

or things‖. Kane (2005:352), stated that ―description is about sensory

experience how something looks, sounds, tastes‖. Whorter (2010:

234), also stated that description is information in a way that appeals

to one or more of the five senses. The five senses are sight, sound,

smell, taste, and touch usually creating an overall impression or

feeling.

The explanation of the senses above are explained as follows:

1) Sight : Describing what something looks like. It is about

physical appearance.

2) Sound: Sound becomes a tool to support in describing an

object.

25

3) Smell: Smell can also be a descriptive tool, although it doesn‘t

have many adjectives for smell.

4) Taste: The sense of taste can be a descriptive tool especially for

food.

5) Touch: Describing texture and temperature. It means that the

writers have experiences in touch something that will be

described to know the texture or temperature of an object.

Based on the explanation above, it can be concluded that

descriptive text is a text to describe person, place or a thing by

experience. It is used to create an image of people, animal, place,

even of time days or season.

b. Generic Structure of Descriptive Text

Gerot and Wignell (1994:208), stated that ―the generic structure

of descriptive writing are identification and description‖. The generic

structure of descriptive text are explained as follows:

1) Identification : an introduction to identifiy phenomenon that will

be describe.

2) Description : describing parts, characteristics of something or

someone in detail. For examples: the color, the

size, the smell, the taste, etc.

26

c. Grammatical Features of Descriptive Text

Knapp and Watkins (2005:98-99), stated that there are several

grammatical features of descriptive writing. The grammatical features

are showed as follows:

1) The verb is simple present tense.

For examples: he wears red shoes, she has round face.

2) Using adjectives.

For example: beautiful, handsome, black, brown.

3) Using nouns.

For examples: nose, eyes, lips.

4) Using pronouns.

For examples: he, she, it.

5) Using action verbs.

For examples: Ants live in colonies.

6) Using mental verbs.

For examples: like, feel.

7) Focus on specific participant.

For examples: My best friend, Borobudur temple, Mr. Jhon.

d. Types of Descriptive Text

There are some types of descriptive text. According to Jolly

cited in Sumarsih and Sanjaya (2013:4), there are five types of

descriptive writing paragraph as follows:

1) Describing Process

27

Describing a process not only explains how something is

done, but also explains why it is done what is needed to complete

the process.

2) Describing an event

A writer should be remember what happened in the event

will be described. For example the event of vulcanic eruption. He

or she has to explain in details which is related to the event.

3) Describing personality

In describing a person, a writer has to understand about the

physical appearances, characteristics, mannerisms and emotions

based on the person who will be described. It will be easy to

compose a sentence.

4) Describing a Place

Presenting something concrete is the way to describe a

place. For example: describing historical places, tourist

destinations, and so on.

5) Describing an Object

To describe an object, it provides physical characteristic of

the object such as the color, shape, and so on.

28

e. The Example of Descriptive Text

Table 2.1 Example of Descriptive Text Addapted by (Pardiyono : 2016 p.23)

MY BEST FRIEND

GENERIC

STRUCTURE

EXAMPLE

Identification I have many friends at school. But, my best

friend is Vitun. His full name is Vitun Zaujien. He is

smart and has a great sense of humor. I like him very

much.

Description Zaujein was born on June 1st

from an ordinary

family. He has one brother and one sister. His father is

a carpenter and his mother is a house wife. His father

is a wise man. His father never forgets teaching him to

have a good manner to everybody and always asks him

to be diligent in studying, and must be the best at

school. His parents have a dream that one day Vitun

Zaujien can be a teacher of a university, a director of

his own businesses and great book writer.

Zaujien is a generous boy. At school, he likes to

help his classmates. He doesn‘t mind to help friends do

their homework. He likes lending or giving things to

his friends. When a friend has not eaten breakfast, he

takes him to canteen to have it. He often gives home

rides to friends.

What I like most about him is that he is smart and

he has a great sense of humor. He makes the class

warm with his humor and pleasant personalities. In

addition, he never comes late and always does his

school tasks on time.

3. SAVI Method

a. Definition of SAVI Method

According to Brown (2001:14), method is a plan which is used

to achieve a goal based on a selected approach. In teaching learning

process, a teacher needs a method to teach students in order the

material is received easily by students. One of method which is

implemented in teaching learning process is SAVI method.

29

According to Siregal & Gaol (2014) ―SAVI method is one of the

learning method that says learning have to use the students‘ senses

and the best learning occurs when all parts of the brain-mindbody

connection are used simultaneously‖. According to David Meier

(2000:42 ), through SAVI learning is not only stand up and move

around, but combining physical movement with intellectual activity

and the use of all the senses that will get a profound effect on

learning. It means that in teaching learning English process the

students involve all of the senses to absorb and get information of

the material. The students are not only sit on the chair without doing

something, but the students do activities based on SAVI method.

SAVI method trains students to interact with their friends in order to

create more active.

b. Components of SAVI method

Meier (2000:43), stated that there are four components of SAVI

method. The components are presented as follows:

1) Somatic is learning by moving and doing. "Somatic" is from the

Greek word for body— soma (as in Psychosomatic). Somatic is

learning that using and moving the body when the students learn.

Somatic learning consists of some activities, such as simulation

and game. It can create the learning atmosphere of students

active physically.

30

2) Auditory is learning by talking and hearing. Auditory means

learn by sense of hearing. The students learn by talking and

hearing. The teacher should take students discuss what are they

learned, translating with a voice. The teacher can use students

voice as source of learning for another students or using another

medium of learning.

3) Visual is learning by observing and picturing. Visual means learn

by sight sense. The students learn by observing and picturing.

Every students who use their visual will be more easy to learn if

they see what is being talked by a teacher. The teacher can also

use colour, picture, and paper as medium to support visual

learning. The teacher has to encourage students to create the

lesson through assigment, taking note, mind mapping and etc.

4) Intellectual is learning by problem solving and reflecting.

Intellectual means learn by problem solving and reflecting. The

students acting to do something in their minds internally. They

use intelligence to create and solve a problem.

c. Implementation of SAVI method

According to Meier (2000: 45-50) there are some ways to

implement SAVI method. The implementation of SAVI method in

teaching learning can be done as follows:

1) Somatic

31

Doing an active learning exercise (a simulation, a learning

game, etc). In this research, the teacher implements somatic by

playing a game and warming up based on the material.

2) Auditory

Asking learners to create their own audio tape of key

words, processes, definitions, or procedures. In this research, the

teacher asks to students to rewrite what they have heard from the

teacher.

3) Visual

People can learn something by watching a presentation.

The teacher gives a picture to be observed by students and takes a

note.

4) Intellectual

The students learn by problem solving. The teacher uses a

picture to help the students to compose a descriptive text.

Based on the explanation above, SAVI method is easy to be

implemented in teaching learning process.

B. Previous Researches

In this research the writer takes three researches as comparison in this

research.

1. Sholihin (2015), conducted on his research entitled ―The Using Of

Savi (Somatic, Auditory, Visual And Intellectual) Technique In

32

Improving The Students’ Vocabulary At The Seventh Grade Of Smpn

01 Monta Bima”. This research was experimental method. The

population of this research was the seventh Grade student of SMPN 01

Monta Bima which consisted of 168 students‘. The researcher used

purposive sampling technique which took the seventh grade as sample

consists of two classes for VII B as control class and VII C as

experimental class. The result of this research showed that the seventh

grade students had fair score in pre-test. After treatment using SAVI in

experimental class, their vocabulary aspect significantly improved. The

data analyzed using t-test showed that the value of t-test was higher

than the value of t-table (2.244>2.021). It can be said that SAVI

(Somatic, Auditory, Visual, and Intellectual) was effective to improve

the students‘ vocabulary.

2. Sholihatin Ni‘mah (2016), conducted on her research entitled ― The

Use Of Savi Approach To Improve Students’ Writing Skill Of

Descriptive Text (A Classroom Action Research at the Seventh Grade

of SMP Negeri 23 Semarang in the Academic Year of 2015/2016)”.

The researcher aimed to elaborate classroom action research as one of

research types used in this research. She used quantitative form to

analyze the data. The data was collected from documentation,

observation, and test. Documentation such as students name list,

students English score, and lesson schedule. Observation was aimed to

see and know the condition of class and students during learning

33

process. Test was used to know students achievement, so the

researcher can know the students improvement and achievement in

mastering descriptive text. The approach used by the researcher in this

study is SAVI approach that belong‘s to Dave Meier. The results of

this research indicate that SAVI approach can improve the students

writing skill of descriptive text at VII grade students of SMP Negeri 23

Semarang in the academic year of 2015/2016 based on the result of the

research was done two cycles (cycle 1 and cycle 2). It can be taken the

conclusions that there was good significance. The students writing skill

of descriptive text improved after being taught by using SAVI

approach.

3. Nurul Fazilah (2017), conducted on her research entitled ― The

Application Of Savi Strategy To Improve Students’ Writing Skill At

Second Grade Of Sma N 3 Langsa”. This research, the writer applied

experimental study. The problem of study does students‘ improve in

writing skill after applying SAVI strategy. She taught two classes.

They are; the experimental class, was taught writing by using SAVI

strategy, and the control class, was taught by using non SAVI strategy.

She gave both classes the pre-test, applied the treatments and gave the

post-test to obtain the data. The data collected and analyzed by using t-

test formula. According to the result of statistical calculation, the

Mpre-test of experiment class was 57.70, Mpost-test was 71.66, and

Mgained score was 13.6. While, the Mpre-test of control was 59.26,

34

Mpost-test was 67.83, and Mgained score was 8.5. Besides, t-

observation (to) was 5.520 and t-table (tt) at significance level of 5% is

2.000. So that, it shows that t-observation (to) was higher than t-table

(tt) or 5.520 > 2.000. The result means that there were significant

difference between students‘ score in learning writing by using SAVI

strategy and without using SAVI strategy. In conclusion, using SAVI

strategy were effective and applicable for teaching writing at the

second grade students of students‘ SMAN 3 Langsa.

The differences between the previous researches and this

research are they used SAVI as a strategy, approach and technique.

Meanwhile, the researcher uses SAVI as a method and collaborates the

method with scientific approach in 2013 curriculum. The researcher

focuses on writing skill of descriptive text.

35

CHAPTER III

IMPLEMENTATION OF RESEARCH

A. Procedures of the Research

The researcher uses Classroom Action Research (CAR) in

collecting the data. There are four steps in each cycle for doing action

research those are planning, acting, observing and reflecting. In this

research, the researcher conducts two cycles, cycle I and cycle II. The

activities in each cycle are explained as follows:

1. Cycle I

The researcher uses SAVI method to improve the students‘

understanding in writing descriptive text. The procedures of the cycle I

will be presented as below:

a. Planning

In this stage, the researcher plans what action will be done in

using and applying SAVI method in teaching writing descriptive

text. The activities in the planning are showed as follows:

1) Selecting the materials based on the syllabus.

2) Preparing the material for teaching learning process.

3) Arranging the lesson plan using SAVI method.

4) Preparing list of students‘ name and scoring.

5) Preparing students‘ and teacher‘s observation checklist of the

cycle I (to know the situation of the teaching-learning process

when the methode is applied).

36

6) Preparing the material for test.

b. Acting

After the preparation finish, the teacher applies the lesson

plan and the researcher observes the teaching learning process. The

researcher presents it as below:

1) The teacher greets and check the students‘ attendance.

2) Giving pre-test for students.

3) The teacher explains the material descriptive text based on

SAVI method. The method is presented as follows:

a) The teacher implements Somatic by playing a game and

warming up.

b) The teacher implements Auditory by reading and writing.

The first meeting in cycle I, the students read an example

of descriptive text. The second meeting, the students

rewrite a text what they have heard from the teacher.

c) The teacher implements Visual by explanation and

picturing. The first meeting in cycle I, the teacher explains

the material of descriptive text and the students observes

and hear the teacher‘s explanation. The second meeting,

the students observe a picture to be analysed.

d) The teacher implements Intellectual by using a text and

picture. The first meeting in cycle I, the students analyse a

text based on the grammatical features of descriptive text.

37

The second meeting, the students compose a descriptive

text based on the picture.

4) Presenting the result of occasion in front of the class.

5) Giving post-test for students.

c. Observing

When the teacher applies the action, the reseacher observes

the teaching learning process. The researcher observes the

students‘ and teacher‘s activities by using observation checklist.

d. Reflecting

At this point, the researcher evaluates the activities that

have been done in cycle I. The researcher analyzed the data from

the observation checklist and result of test to find out the

improvement of writing skill of descriptive text.

2. Cycle II

The second cycle is conducted based on the result of reflection

from the cycle I. If the result from observation showed that quality of

the students still low, it is needed another action in order to make

improvement of the quality for the next cycle. The procedures are

presented as follows:

a. Planning

In the planning of second cycle, the procedures are almost

similar to the cycle I. The procedures are showed as follows:

38

1) Preparing the material for teaching learning process.

2) Making the lesson plan using SAVI method and designing the

steps in doing action.

3) Preparing list of students‘ name and scoring.

4) Preparing students‘ and teachers‘ observation checklist of the

cycle II (to know the situation of the teaching-learning process

when the method is applied).

5) Preparing the material for test.

b. Acting

In cycle II, acting is similar to the acting of cycle I. In this

section, the researcher observes the teaching learning process who

is taught by teacher. The activities are explained as follows:

1) The teacher greets and checks the students‘ attendance.

2) Giving pre-test for students.

3) The teacher explains the material of descriptive text based on

SAVI method. The method is presented as follows:

a) The teacher implements Somatic by playing a game and

warming up.

b) The teacher implements Auditory by reading and writing.

The first meeting in cycle II, the students read an example of

descriptive text. The second meeting, the students rewrite a

text what they have heard from the teacher.

39

c) The teacher implements Visual by explanation and picturing.

The first meeting in cycle II, the teacher explains the material

of descriptive text and the students observes and hear the

teacher‘s explanation. The second meeting, the students

observe a picture to be analysed.

d) The teacher implements Intellectual by using a text and

picture. The first meeting in cycle II, the students cyrcle a

correct word based on the grammatical features and language

use of descriptive text. The second meeting, the students

compose a descriptive text based on the picture.

4) Presenting the result of occasion in front of the class.

5) Giving post-test for students.

c. Observing

The activities of observing in cycle II is similar with cycle

I. using observtion checklist.

d. Reflecting

At this stage, the researcher evaluates the activities that

have been done in cycle II. The researcher analyzed the data from

the observation checklist and result of test to find out the

improvement of writing skill of descriptive text.

40

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

This chapter focuses on analyse the collecting data. The researcher collects

the data from the first grade students of SMK Saraswati Salatiga. The researcher

gives the details of the findings. It displays the finding of the collects data since in

the beginning until the end of the reserach. The findings consist of the result of the

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

using SAVI method to improve writing skills in descriptive text.

A. Result of the Research

The research consists of two cycles. Each cycle consists of planning,

acting, observing, and reflecting. The steps of this reserach would be explained

in the description below:

1. Research Finding

a. Cycle I

1) Planning

The researcher prepared several instruments, as follows:

a) Lesson Plan

The lesson plan was used as a guide to manage a time and

activities during teaching and learning process in the class (see

appendix 3).

b) Observation Checklist

41

Observation checklist was prepared to know the students‘

and teacher‘s activities during the teaching and learning process.

c) Material

The material of descriptive text consists of the definition,

purpose, generic structure. and language feature.

d) Pre-test and post-test

The researcher used pre-test and post-test. The pre-test was

done before using SAVI method to know the understanding of

students in writing descriptive text. Post-test was done after

using SAVI method to see the result of the study before and after

using SAVI method.

2) Acting

The action of cycle I was done on August 1th

, 2018 and August

4th

, 2018. The teacher was Mrs. Desyta and the researcher as an

observer.

On Wednesday, July 1th

, 2018 the teacher started the lesson by

greeted ―Good afternoon‖ and asked the condition of the students by

―How are you ?‖ The students answered, ―I‘m fine thank you, and

you ?‖The teacher answered ―I‘m fine too thank you‖. Before the

teacher continued the teaching process, the teacher informed to the

students that ―We have a guest‖, and introduced the researcer to the

students. After that, the teacher checked the students‘ attendance list.

After checked the attendance list the teacher started the lesson about

42

descriptive text. She asked the students ―Do yo know, what is

descriptive text ?‖ One of the students answered ―Descriptive text is

a text to describe something‖.

After giving a little explanation about descriptive text, the

teacher gave a pre-test and the students were given the time only 20

minutes (see appendix 5). The task of the pre-test was describing

people. The students described their fellow friend. After doing a pre-

test, the teacher implemented SAVI method during learning process.

The process of implementation of SAVI method consists of four

steps.

First, the teacher implemented Somatic by using a game. All of

the students stand up and they did the instructions from the teacher

to touch parts of body that related about the material.

Second, the teacher implemented Auditory by using a text. The

students read an example of descriptive text and they tried to find

main idea about that text.

Third, the teacher implemented Visual by using explanation.

The teacher explained the material of descriptive text and the

students heard the teacher explanation.

The last, the teacher implemented Intellectual by using a text.

The students analysed of generic structures and language features of

a descriptive text based on a text.

43

On August 4th

, 2018 the teacaher entered the class, and greeted

―Good Afternoon class‖ and asking the condition of the students by

―How are you today ?‖. The students answered ―I am fine thank you,

and you ?‖ The teacher answered ―I am very well too thank you‖.

After the teacher asked the condition of the students and checked the

students‘ attendance list, the teacher implemented SAVI method

during learning process. The process of implementation of SAVI

method consists of four steps.

First, the teacher explained the previous material about

descriptive text. The students did a warming up. All of the students

stand up. The students answered the questions from the teacher

about the material. The students would sit down if they answered the

teacher‘s question correctly. (S)

Second, the students rewrite a text what they have heard from

the teacher. (A)

Third, the students were divided into some of groups. Each

groups consists of four students and the teacher gave a picture to be

observed and analysed (taking note). (V)

The last, each groups discussed to solve the problem then

composed a descriptive text based on the picture and shared their

work in front of the class. (I)

After the teacher implemented SAVI method, the teacher gave

post test. The students wrote a descriptive text for about 20 minutes

44

(see appendix 7). The teacher asked the students, ―Well students‖

what about the exercise? It‘s easy right?‖ ―Yes‖ answered the

students. The teacher concluded the material, and then the teacher

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

―See you next week‖ the students answered ―See you‖.

3) Observing

The teacher observed students‘ and teacher‘s activity, class

situation, and the students‘ responses by using observation checklist

in the learning process. The purpose of this activity was to evaluate

the teaching and learning process, collected the data and monitored

the class.

Table 4.1 Form of Result Students’ Observation Checklist Cycle I

No The Student‘s Activity Yes No Description

1 Paying Attention √ All of the students pay

attention to answer the

greeting and teacher‘s

explanation.

2 Asking Question √ A student who asking.

AE asked about the

meaning of physical

appearance.

3 Responding to question √ A student answered the

teacher question.

R answered about

definition of

descriptive text.

4 Being enthusiastic in

implementation SAVI method

√ All of students did the

instructions from the

teacher.

5 Accomplishing task √ All of students did the

task.

45

Table 4.2 Form of Result Teachers’ Observation Checklist Cycle I


1 Preparing the material √ The teacher prepared

the material well.

2 Greeting the students before

the lesson begin

√ The teacher greeted te

students.

3 The teacher checked the

students attendance

√ The teacher called the

students one by one.

4 Implementing SAVI method √ The teacher

implemented SAVI

method.

5 Giving explanation of the

material

√ The teacher explained

the material in Bahasa

and English language.

6 Giving opportunity for asking

the question

√ The teacher gave time

to the students to ask

about material.

7 Help the students‘ difficulties

in learning descriptive text.

√ The teacher helped the

students to solve the

difficulties.

The researcher got the data from pre-test and post-test of

cycle 1. The analyzed of data based on rubric writing assessment

(see appendix 2). There are five aspects in scoring such as content,

organization, vocabulary, language use and mechanic. The

researcher analyzed the data of pre-test and post-test. The

calculation of pre-test and post-test were presented as follows:

a) Score of Pre-test Cycle 1

Table 4.3 Students’ Score of Pre-test Cycle I

No Student's Name Score Pre-test I (X)

1 AM 51

2 AR 62

3 AAR 64

4 ASM 49

5 AA 59

46

6 AEP 60

7 DBS 57

8 DSN 56

9 DPP 48

10 DJ 63

11 FATK 60

12 FAA 68

13 HAFI 54

14 HI 56

15 HIP 53

16 JFEP 54

17 KAP 46

18 LUW 69

19 MFN 55

20 MP 71

21 MQ 57

22 NS 66

23 NAR 54

24 PA 49

25 RDS 70

26 RSK 58

27 RMS 58

28 RDS 59

29 R 51

30 SE 55

31 S 55

32 TAW 55

33 VDETA 60

34 WEP 57

35 WSA 63

36 YJAP 55

From the score of pre-test in the cycle I, the precentages of

the students score would be presented as follows:

47

Table 4.4 The Precentages of Students’ Score pre-test in Cycle I

Creteria Number of Students Precentages

>72 - 0%

72 - 0%

<72 36 100%

Total 36 100%

From the table above the students who pass the passing

grade was 0%. The passing grade of descriptive text in SMK

Saraswati Salatiga is 72. The teacher and the researcher expecxted

that the students who pass the passing grade at least 85%.

Therefore, the target was not achieved.

b) Score of Post-test Cycle I

Table 4.5 Students’ Score of Post-test Cycle I

No Student's Name Score Post-test I (Y)

1 AM 80

2 AR 79

3 AAR 80

4 ASM 81

5 AA 78

6 AEP 81

7 DBS 81

8 DSN 58

9 DPP 68

10 DJ 76

11 FATK 75

12 FAA 76

13 HAFI 72

14 HI 76

15 HIP 83

16 JFEP 72

17 KAP 76

48

18 LUW 72

19 MFN 74

20 MP 75

21 MQ 79

22 NS 72

23 NAR 76

24 PA 80

25 RDS 75

26 RSK 73

27 RMS 85

28 RDS 75

29 R 87

30 SE 81

31 S 70

32 TAW 74

33 VDETA 75

34 WEP 77

35 WSA 70

36 YJAP 75

From the score of post-test in the cycle I, the precentages of


Table 4.6 The Precentages of Students’ Score post-test in Cycle I


>72 28 78%

72 4 11%

<72 4 11%

Total 36 100%

Based on the table above, it can be seen that there was 78% who

pass the passing grade. It was higher than pre-test cycle I.

However, the teacher and researcher expected that there was at

least 85% of the students pass the passsing grade.

49

c) The Differences Between Score of Pre-test and Post-test Cycle I

Table 4.7 The Defferences Between Students’ Score of Pre-test and Post-test Cycle I

No Student's

Name

Score Pre-test I

(X)

Score Post-test I

(Y) D D2

1 AM 51 80 29 841

2 AR 62 79 17 289

3 AAR 64 80 16 256

4 ASM 49 81 32 1024

5 AA 59 78 19 361

6 AEP 60 81 21 441

7 DBS 57 81 24 576

8 DSN 56 58 2 4

9 DPP 48 68 20 400

10 DJ 63 76 13 169

11 FATK 60 75 15 225

12 FAA 68 76 8 64

13 HAFI 54 72 18 324

14 HI 56 76 20 400

15 HIP 53 83 30 900

16 JFEP 54 72 18 324

17 KAP 46 76 30 900

18 LUW 69 72 3 9

19 MFN 55 74 19 361

20 MP 71 75 4 16

21 MQ 57 79 22 484

22 NS 66 72 6 36

23 NAR 54 76 22 484

24 PA 49 80 31 961

25 RDS 70 75 5 25

26 RSK 58 73 15 225

27 RMS 58 85 27 729

28 RDS 59 75 16 256

29 R 51 87 36 1296

30 SE 55 81 26 676

31 S 55 70 15 225

50

32 TAW 55 74 19 361

33 VDETA 60 75 15 225

34 WEP 57 77 20 400

35 WSA 63 70 7 49

36 YJAP 55 75 20 400

Total 2077 2737 660 14716

d) The calculation of mean and standard deviation

1) Calculating Mean of Pre-test cycle I

M =

Explanation:




M =

M = 57,694

Mean of pre-test cycle I was 57,694.

2) Calculating Mean of Post-test 1

M =

Explanation:




51

M =

M =

M = 76,027

Mean of post-test cycle I was 76,027.

Based on the calculating above, it could be seen that

mean of post-test cycle I was higher than pre-test cycle I. It

could be concluded that there was an improvement of

students‘ writing skills in descriptive text by using SAVI

method.

3) Calculating of Standard Deviation

SD = )2

Explanation:


D = Defference between pre-test and post-test score


SD = )2

SD = )2

SD = 2

SD =

52

SD =

SD =

Standar Deviation of cycle I was 8,525.

4) Standard Error Mean Difference

SEMD =

Explanation:




SEMD =

SEMD =

SEMD =

SEMD =

SEMD = 1,441

Standar Error Mean Difference of cycle I was 1,441.

5) T-test Calculation

T0 =

Explanation:



53


T0 =

T0 =

T0 = 12,722

T0 of cycle I was 12,722.

Based on the calculating above it can be seen that mean of

pre-test cycle I was 56,05 and mean of post-test cycle I was 74,38.

The researcher found that T-test cycle I was 12,722. It used the

significance level of 5% and the T-table with the quantity (N-1) =

35. The table was 2,030. The quantity (N) of the students is 36.

From the data, the researcher concluded that the score of T-test was

higher than T-table.

4) Reflecting

Based on the result of the cycle I, there were some

problems that were faced by students. They were confused to

organize the sentence well and still low in grammar. So, they still

felt difficult to compose a good descriptive text. In the score of

post-test cycle I, the students who pass the passing grade was 78%.

However, the teacher and the researcher expected that there were

85% students who pass the passing grade (KKM). Therefore, the

researcher conducted the cycle II.

54

b. Cycle II

1. Planning

In the planning of second cycle, the procedures were almost

similar to the cycle I. The researcher prepared several instruments, as

follows:

a) Lesson Plan

Prepared the lesson plan to control the teaching learning

process and as a guidance when the teacher taught (see appendix

4).

b) Observation Checklist

Prepared the students‘ and teacher‘s observation checklist

to know the condition of teaching learning process.

c) Material

The material was descriptive text. It consists of the

meaning, purpose, generic structure, example and language

feature of descriptive text.

d) Teaching Aid

The researcher prepared board marker, hand out for

students and picture (people).

e) Pre-test and post-test

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

pre-test was done before using SAVI method to know the

competence of students in writing descriptive text. Then, the

55

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

method to know whether students‘ writing skill in descriptive

text improve or not.

2. Acting

The action of cycle II was conducted on August 8th

, 2018

and August 9th

, 2018.

On August 8th

, 2018 before started the lesson, the teacher

started the lesson by greeted ―Good afternoon class‖ and the

students answered ―Good afternoon mom‖. Then, the teacher asked

about the condition of the students by ―How are you today?‖ and

the students answered ―I am fine thank you, and you?‖ the teacher

answered ―I am fine to thank you‖. The teacher checked the

students‘ attendance. After that, the teacher review about the last

meeting. The tecaher asked to students about definition of

descriptive text. One of students answered ―Linggar‖ answered that

―descriptive text is text to describe something such as people,

animal, place and etc.‖

After the teacher gave a little explanation, the teacher gave a

pre-test and the students was given the time only 20 minutes (see

appendices 8). Before pre-test was started, the teacher gave an

instruction in order every students describe another friend‖. After

doing a pre-test, the teacher implemented SAVI method during

56

learning process. The process of implementation of SAVI method

consists of four steps.

First, the teacher implemented Somatic by using a warming up.

All of the students wrote a word on the whiteboard and the other

students continued to write a word from the last letter.

Second, the teacher implemented Auditory by using a text. The

students read an example of descriptive text and they tried to find

main idea about that text.

Third, the teacher implemented Visual by using explanation.

The teacher explained the material of descriptive text and the

students heard the teacher explanation.

The last, the teacher implemented Intellectual by using a text.

The students cyrcled of the correct word based on the generic

structures and language features of a descriptive text.

On August 9th

, 2018 the teacher entered the class as usual and

greeted the students by ―Good afternoon class‖ and asked the

condition of the students ―How is life ?‖. The students answered ―I

am very well thank you, and you ?‖ the teacher answered ―I am very

well too thank you‖. The teacher checked the students‘ attendance

and implemented SAVI method during learning process. The process

of implementation of SAVI method consists of four steps.

First, the teacher explained the previous material about

descriptive text. The students did a warming up. All of the students

57

stand up. The students answered the questions from the teacher

about the material. The students would sit down if they answered the

teacher‘s question correctly. (S)

Second, the students rewrite a text what they have heard from

the teacher. (A)

Third, the students were divided into some of groups. Each

groups consist of four students and the teacher gave a picture to

observed and analysed (taking note). (V)

The last, each groups discussed to solve the problem then

composed a descriptive text based on the picture and shared their

work in front of the class. (I)

After the teacher implemented SAVI method, the teacher gave

post test for about 20 minutes (see appendix 10). The teacher

monitored the students‘ activities. After post-test was done, the

teacher collected the students‘ worksheet. The teacher asked the

students, ―Well students,‖do you still difficulty to compose a

descriptive text?‖. Some of students answered ―No‖ and some of

students answered ―not bad‖. The teacher concluded the material,

and then the teacher said ―Students, time was up. We will continue

to the next meeting ―See you next week‖ the students answered ―See

you‖.

3. Observing

58

In Cycle II, the researcher also observed the teaching

learning process in the class.

Table 4.8 Form of Result Students’ Observation Checklist Cycle II

No The Student‘s Activity Yes No Description

1 Paying Attention √ All of the students pay

attention to answer the

greeting and teacher‘s

explanation.

2 Asking Question √ A student who asking.

FA asked about the

defferences between

adjective and adverb.

3 Responding to question √ A student answered the

teacher question. LUW

answered the definition

of descriptive text.

4 Being enthusiastic in

Implementation of SAVI

method

√ All of thhe students did

the instructions from

the teacher.

5 Accomplishing task √ All of the students did

the task.

Table 4.9 Form of Result Teachers’ Observation Checklist Cycle II


1 Preparing the material √ The teacher prepared

the material well.

2 Greeting the students before

the lesson begin

√ The teacher greeted te

students.

3 The teacher checked the

students attendance

√ The teacher called the

students one by one.

4 Implementing SAVI method √ The teacher

implemented SAVI

method.

5 Giving explanation of the

material

√ The teacher explained

the material in Bahasa

and English language.

6 Giving opportunity for asking

the question

√ The teacher gave time

to the students to ask

about material.

7 Help the students‘ difficulties

in learning descriptive text.

√ The teacher helped the

students to solve the

difficulties

59

The researcher got the data from pre-test and post-test of cycle

II. The analyzed of data based on rubric writing assessment (see

appendix 2). There are five aspects in scoring such as content,

organization, vocabulary, language use and mechanic. The

researcher analyzed the data of pre-test and post-test. The calculation

and result of pre-test and post-test as follows:

a) Score of Students‘ Pre-test Cycle II

Table 4.10 Students’s Score of Pre-test Cycle II

No Student's Name Score Pre-test II (X)

1 AM 56

2 AR 64

3 AAR 56

4 ASM 66

5 AA 67

6 AEP 65

7 DBS 63

8 DSN 57

9 DPP 53

10 DJ 74

11 FATK 73

12 FAA 69

13 HAFI 60

14 HI 58

15 HIP 55

16 JFEP 82

17 KAP 71

18 LUW 67

19 MFN 58

20 MP 63

21 MQ 60

22 NS 73

23 NAR 57

60

24 PA 60

25 RDS 60

26 RSK 63

27 RMS 55

28 RDS 65

29 R 55

30 SE 57

31 S 64

32 TAW 58

33 VDETA 70

34 WEP 64

35 WSA 74

36 YJAP 57

From the score of pre-test in the cycle II, the precentages

of the students score would be presented as follows:

Table 4.11 The Precentages of Students’ Score pre-test in Cycle II


>72 5 14%

72 - 0%

<72 31 86%

Total 36 100%

From the table above the students who pass the passing

grade was 13%. The passing grade of descriptive text in SMK

Saraswati Salatiga is 72. The teacher and the researcher

expected that the students who pass the passing grade at least

85%. Therefore, the target was not achieved.

b) Score of Post-test Cycle II

Table 4.12 Students’s Score of Pre-test Cycle II

No Student's Name Score Post-test II (Y)

61

1 AM 81

2 AR 84

3 AAR 86

4 ASM 84

5 AA 86

6 AEP 85

7 DBS 86

8 DSN 72

9 DPP 72

10 DJ 86

11 FATK 77

12 FAA 90

13 HAFI 80

14 HI 82

15 HIP 80

16 JFEP 83

17 KAP 71

18 LUW 81

19 MFN 74

20 MP 85

21 MQ 85

22 NS 84

23 NAR 80

24 PA 86

25 RDS 76

26 RSK 75

27 RMS 90

28 RDS 85

29 R 83

30 SE 72

31 S 82

32 TAW 77

33 VDETA 79

34 WEP 78

35 WSA 84

36 YJAP 80

62

From the score of post-test in cycle II, the precentages of


Table 4.13 The Precentages of Students’ Score post-test in Cycle II


>72 32 89%

72 3 8%

<72 1 3%

Total 36 100%

Based on the table above, it can be seen that there was 89%

who pass the passing grade. It was higher than pre-test cycle I.

It meant that the goal was achieved.

c) The Differences Between Score of Pre-test and Post-test Cycle

II

Table 4.14 The Students’ Score of Pre-test and Post-test Cycle II

No Student's Name

Score Pre-test II

(X)

Score Post-test II

(Y) D D2

1 AM 56 81 25 625

2 AR 64 84 20 400

3 AAR 56 86 30 900

4 ASM 66 84 18 324

5 AA 67 86 19 361

6 AEP 65 85 20 400

7 DBS 63 86 23 529

8 DSN 57 72 15 225

9 DPP 53 72 19 361

10 DJ 74 86 22 484

11 FATK 73 77 4 16

12 FAA 69 90 21 441

13 HAFI 60 80 20 400

63

14 HI 58 82 24 576

15 HIP 55 80 25 625

16 JFEP 82 83 1 1

17 KAP 71 71 0 0

18 LUW 67 81 14 196

19 MFN 58 74 16 256

20 MP 63 85 22 484

21 MQ 60 85 25 625

22 NS 73 84 11 121

23 NAR 57 80 23 529

24 PA 60 86 26 676

25 RDS 60 76 16 256

26 RSK 63 75 12 144

27 RMS 55 90 35 1225

28 RDS 65 85 18 324

29 R 55 83 33 1089

30 SE 57 72 15 225

31 S 64 82 18 324

32 TAW 58 77 19 361

33 VDETA 70 79 9 81

34 WEP 64 78 14 196

35 WSA 74 84 10 100

36 YJAP 57 80 23 529

Jumlah 2269 2921 665 14409

d) The calculation of mean and standard deviation

1) Calculating Mean of Pre-test cycle II

M =

Explanation:



64


M =

M =

M = 63,027

Mean of pre-test cycle II was 63,027.

2) Calculating Mean of Post-test Cycle II

M =

Explanation:




M =

M =

M = 81,138

Mean of post-test cycle II was 81,138.

Based on the calculating above, mean of pre-test

was 63,027 and mean of post-test was 81,138. It can be

seen that mean of post-test cycle II was higher than mean of

pre-test cycle I. There was an improvement of students‘

writing skill in descriptive text using SAVI method.

3) Calculating of Standard Deviation

65

SD = )2

Explanation:


D = Defference between pre-test and post-test score


SD = )2

SD = )2

SD = 2

SD =

SD =

SD =

Standard Deviation of cycle II was 7,682.

4) Standard Error Mean Difference

SEMD =

Explanation:




66

SEMD =

SEMD =

SEMD =

SEMD =

SEMD = 1,298

Standard Error Mean Difference of cycle II was 1,298.

5) T-test Calculation

T0 =

Explanation:




T0 =

T0 =

T0 = 14,231

T0 of cycle II was 14,231.

Based on the calculating above it can be seen that

mean of pre-test cycle II was 63,027 and mean of post-test

cycle II was 81,138. The researcher found that T-test cycle II

67

was 14,231. It used the significance level of 5% and the T-

table with the quantity (N-1) = 35. The table was 2,030. The

quantity (N) of the students is 36. From the data, the

researcher concluded that the score of T-test was higher than

T-table.

6) Reflecting

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

concluded that the use of SAVI method could improve the students‘

writing skill. The students were more active and easy to compose a

descriptive text. Mean of pre-test cycle I was 63,027 and mean of

post-test cycle II was 81,138. The precentages of students in cycle II

who pass the passing grade (KKM) was 89%. It had passed the

teacher‘ expectation. So, the teacher and the researcher decided to

stop this cycle, because the students‘ ability in writing descriptive

text had improved from cycle I until cycle II.

2. Discussions

After analysing the students‘ score in cycle I and cycle II, the

researcher concluded that there was a significant improvement of the writing

skills in descriptive text after being taught by using SAVI method. The

improvement can be seen as follows:

68

Table 4.15 Table of Data Analysis

No Analysis Cycle I Cycle II

1. Mean of Pre-test

Mean of Post-test

57,694

76,027

63,027

81,138

2. Total of the students who pass

the passing grade (72)

Pre-test

Post-test

0%

78%

13%

89%

3. T-table

(N = 36-1=35)

ɑ = 0.050

2,030

2,030

T-test 12,722 14,231

From the table above, it could be seen that in the cycle I, mean of

post-test was higher than mean of pre-test. The mean of post-test was

76,027 and pre-test was 57,694. In cycle II, mean of post-test was higher

than mean of pre-test. The mean of post-test was 81,138 and pre-test was

63,027. The T-test of cycle I and cycle II was higher than T-table. T-table

with N-1 was 2,030 and the significant level was 5%. The result of t-test in

cycle I was 12,722 and T-test cycle II was 14,231. It means that there was

an improvement of writing skills in descriptive text after using SAVI

method.

Based on the explanation above, the researcher concluded that using

SAVI method could improve students‘ writing skills in descriptive text.

69

CHAPTER V

CLOSURE

This chapter consists of the conclusion and suggestion. After completing

this research, the researcher provides some conclusions and suggestions of the

research.

A. Conclusion

The researcher gives to several conclusions to answer the problems of the

research as follows:

1. The implementation of using SAVI method to improve the students‘

writing skills in descriptive text for the first grade students of SMK

Saraswati Salatiga is successful. The teaching learning uses SAVI method

get good responses from students. The teacher implements Somatic,

Auditory, Visual and Intellectual (SAVI) in teaching writing of descriptive

text. The students feel enjoy, more active and easy to compose a

descriptive text. They do all of instructions from the teacher. It is started

from play a game, warming up, group discussion, do all the task and

presentation. The teaching learning is not boring, because there are always

activities in each teaching learning. The researcher concludes that the SAVI

method is able to improve the students‘ writing skill.

2. The result of using SAVI method can improve writing skills in descriptive

text for the first grade students of SMK Saraswati Salatiga. It can be seen

from the students‘ mean of pre-test, post-test and the calculation of t-test in

70

two cycles. The students‘ mean of pre-test and post-test cycle I are 57,694

and 76,027. The students‘ mean of pre-test and post-test cycle II are

63,027 and 81,138. The mean of post-test is higher than the mean of pre-

test. It means that there is an improvement between pre-test and post-test

in cycle I and cycle II. The researcher uses the significant level as many

5%. The value of T-table with N-1 is 2,030. After calculating the students‘

score, the researcher find that the value of T-test cycle I and cycle II are

12,722 and 14,231. In cycle I, the value of T-test is higher than the value

of T-table, it is 12,722 > 2,030. In cycle II, the value of T-test is higher

than value of T-table, it is 14,231 > 2,030.

In addition, the precentage of students who pass the passing grade (KKM)

in cycle I is 78% and in cycle II is 89%.Therefore, the researcher concludes that

SAVI method can improve the students‘ writing skills in descriptive text for first

grade of SMK Saraswati Salatiga in the academic year of 2018/2019.

B. Suggestion

Based on the research findings and discussion, the following suggestions

are addressed to the teacher, the students and the future researcher as follows:

1. For the Teacher

SAVI method is one of method that can be applied on teaching writing.

The teacher can provide an atrractive instrument in the implementation of

SAVI method so that the students can master the subject well. Using SAVI

71

method as a method in teaching learning English process is an enjoyable

activity for students.

2. For the Students

The students should study hard to get a good writing skill. The

students

should also have high motivation to learn writing English and practice

what they have learned from their teacher. The students can apply and

practice the SAVI method. It will help the students to solve their problems

in writing and to improve their writing skills.

3. For the Future Researcher

The researcher suggests the future researcher to conducted Classroom

Action Research in using SAVI method to improve students‘ writing skills

especially in writing descriptive text. The future researcher can also

examine the effectiveness of using SAVI method in the teaching learning

English process if it is applied in Senior High School.

72

REFERENCES

Ann, Burns. 2010. Doing Action Research in English Language Teaching (A

Guide for Practisioners). New York: Routledge.

Ariyanti. 2016. The Teaching of EFL Writing Indonesia. Dinamika Ilmu Volume

16 (2).

Brown, H. D. 2001. Teaching by Principlesn(An Interactive Approach to

Language Pedagogy). Second Edition. San Fransisco State University:

Longman.

Gaol, H. A. L., & Siregar, M. 2014. The Effect of Applying Somatic Auditory

Visual Intellectual (SAVI) Method on Students’ Achievement in

Writing Report Text. Balige.

Gerrot, L and P. Wignell. 1995. Making Sense of Functional Grammar. Sidney:

Anteropodean Educational Enterprises.

Haris, D. 1996. Testing English as a Second Language. New York. Mc Graw-Hill

Book Company.

Harmer, Jeremy. 2004. How to Teach Writing. Longman: UK.

Haris, David. 1969. Testing English as a Second Language. New York: Mc Graw-

Hill Book Company.

Kothari, C., R. 2004. Research Methodology: Method and Techniques (2nd

revised). New Delhi: New Age Interntional Publisher.

Knapp, Peter., & Megan Watkins. 2005. Genre, Text, and Grammar. Sidney:

University of New South Wales.

Masitoh, Siti & Dasep Suprijadi. 2015. Improving Students’ Ability in Writing

Descriptive Text Using Genre Based Approach (GBA) atthe Eight

Grade Students of SMP Islam Terpadu Fitrah Insani. Bandung.

73

Whorter, K.T. 2010. Successful College Writing. New York : Niagara County

Community College.

Meier, Dave. 2000. The Accelerated Learning Handbook. USA : McGrawHill.

Pardiyono. 2016. Genre: Mastering English Through Context. Yogyakarta :

Penerbit Andi.

Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford

University Press.

Richards, Jack C and Willy A. Renandya. 2002. Methodology in Language

Teaching: Ontology of Current Practice, New York: Cambridge Univ.

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Sanjaya and Sumarsih. 2013. Improving the Students Achievement on Writing

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Padang.

Sudijono, Anas. 2010. Pengantar Statistik Pendidikan. Jakarta: Raja

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Weigle. S., C. 2002. Assessing Writing. Cambridge: Cambridge University Press.

APPENDICES

CURRICULUM VITAE

Name : Laela Ulyaningrum

Student Number : 113-14-048

Gender : Female

Place and Date of Birth : Kabupaten Semarang, January 4th

1997

Address : Gedangan RT 2 RW 6 Kecamatan Tuntang,

Kabupaten Semarang

E-mail Address : [email protected]

Phone Number : 085842925743

Educational Background : - Kindergarten (TK) RA Masithoh Gedangan

- Elementary School (SD) MI Ma‘arif Gedangan

- Junior High School (SMP) N 6 Salatiga

- Vocational High School (SMK) Saraswati

Salatiga

- State Institute for Islamic Studies (IAIN) Salatiga

LIST OF APPENDICES

1. Syllabus of First Grade Student of Senior High School

2. Analytical Scoring Rubric adapted By Weigle, S.C (2002: 116)

3. Lesson plan Cycle I

4. Lesson Plan Cycle II

5. The Pre-Test Cycle I

6. The Material of Descriptive Text Cycle I

7. The Post-Test Cycle I

8. The Pre-Test Cycle II

9. The Material of Descriptive Text Cycle II

10. The Post-Test Cycle II

11. Photos Documentation of Cycle I and Cycle II

12. Certification For Graduating Paper Counselor

13. Letter For Research Permission

14. Consultation sheet of Graduating Paper

15. Proof of Conducted Research

16. Satuan Keterangan Kegiatan (SKK)

1. Syllabus of First Grade Student of Senior High School

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu

1.1 Mensyukuri

kesempatan

dapat

mempelajari

bahasa Inggris

sebagai bahasa

pengantar

komunikasi

internasional

yang diwujudkan

dalam semangat

belajar

2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.

Teks deskriptif

lisan dan tulis,

sederhana,

tentang orang,

tempat wisata, dan

bangunan

bersejarah

terkenal

Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.

Struktur text

(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan

(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan

(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.

yang semuanya sesuai

dengan fungsi sosial yang

hendak dicapai.

Unsur kebahasaan

(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan

Mengamati

Siswa memperhatikan / menonton beberapa contoh teks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah.

Siswa menirukan contoh secara terbimbing.

Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks

Mempertanyakan

(questioning)

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks deskriptif

Mengeksplorasi

Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat

Siswa berpasangan menemukan gagasan pokok, informasi rinci dan

Kriteria penilaian:

Pencapaian fungsi sosial

Kelengkapan dan keruntutan struktur teks deskriptif

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan

Kesesuaian format penulisan/ penyampaian

Unjuk kerja

Melakukan monolog tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal di depan kelas / berpasangan

Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif

Pengamatan

(observations):

Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian

Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi

Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif

6 x 3

JP

4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

.

bersejarah terkenal

(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi

(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.

(5) Rujukan kata

Topik

Keteladanan tentang

perilaku toleran,

kewirausahaan,

nasionalisme, percaya diri.

informasi tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar.

Siswa menyunting teks deskripsi yang diberikan guru dari segi struktur dan kebahasaan

Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari

Mengasosiasi

Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan.

Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.

Mengkomunikasika

n

Berkelompok, siswa menyusun teks deskripsi tentang orang/ tempat wisata/ bangunan bersejarah sesuai dengan fungsi sosial tujuan, struktur dan unsur

Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan

Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks deskriptif.

Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi

Kumpulan hasil tes dan latihan.

Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya

Penilaian Diri dan

Penilaian Sejawat

Bentuk: diary, jurnal,

format khusus,

komentar, atau

bentuk penilaian lain

kebahasaannya

Siswa menyunting deskripsi yang dibuat teman.

Siswa menyampaikan deskripsinya didepan guru dan teman dan mempublikasikannya di mading.

Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai.

Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami.

Siswa dapat

menggunakan

‘learning journal’

2. Analytical Scale for ESL Writing

Figure by H. Jacob in Weigle,S.C (2002: 116) adapted to criteria of a descriptive

text

Aspects of

Writing

Quality Level Criteria Score

Con

ten

t

Excellent to

very good

30-27 Good development of students‘

writing and relevant to assigned

topic

Good to

average

26-22 Limited development of students‘

writing, most relevant to the topic

but lacks detail

Fair to poor 21-17 Limited knowledge of subject and

minimally focused on the topic

Very poor 16-13 Ideas are unclear

Org

an

iza

tio

n/

Fo

rm

Excellent to

very good

20-18 Ideas clearly stated and well

organized, satisfactory use of

cohesion

Good to

average

17-14 Loosely organized but main idea

stand out, somewhat copy

Fair to poor 13-10 Lack of logical sequencing and

development of ideas

Very poor 9-7 Does not communicate, no

organization

Sty

le/

Vo

cab

ula

ry

Excellent to

very good

20-18 Use variety of vocabulary and

idiomatic expression

Good to

average

17-14 Varies vocabulary and expression,

but makes occasional errors in

word choice

Fair to poor 13-10 Use limited vocabulary with

frequent errors

Very poor 9-7 Have many errors in vocabulary

usage, even at the baisc level

La

ng

uag

e U

se

Excellent to

very good

25-22 Use effective complex grammar

structures with few errors of

agreement

Good to

average

21-18 Use effective complex sentences

with several errors of agreement

Fair to poor 17-11 Use simple sentence in frequent

errors in tense, agreement and

meaning is confused

Very poor 10-5 Use simple sentences dominated

with errors

Mec

ha

nic

s

Excellent to

very good

5 Use good accuracy in


spelling

Good to

average

4 Occasionally errors in


spelling

Fair to poor 3 Frequentt errors in punctuation,


Very poor 2 Dominated errors in punctuation,


Total Score

3. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE I

Nama Sekolah : SMK SARASWATI Salatiga

Mata Pelajaran : Bahasa Inggris

Progaram Studi Keahlian : Semua Program

Paket Keahlian : Semua Keahlian

Kelas/Semester : X / I

Materi Pokok : Descriptive Text

Alokasi waktu : 6 x 45 menit (2 x pertemuan)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan

bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara

benar dan sesuai dengan konteks.

C. Indikator Pencapaian Kompetensi

3.7.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada



3.7.2 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada



4.7.1 Menyusun teks deskriptif sederhana tentang orang, tempat wisata, dan

bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.7.2 Mendemonstrasikan teks deskriptif sederhana tentang orang, tempat

wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks

penggunaannya.

D. Tujuan Pembelajaran

1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

deskriptif sederhana tentang orang, tempat wisata, dan bangunan


2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks



3. Menyusun teks deskriptif sederhana tentang orang, tempat wisata, dan


4. Mendemonstrasikan teks deskriptif sederhana tentang orang, tempat


penggunaannya.

E. Materi Pembelajaran

Terlampir.

F. Metode

1. Pendekatan : Scientific Approach

2. Strategi : Group Discussion

3. Metode : SAVI (Somatic, Audio, Visual, Intellectual)

G. Media dan Alat Pembelajran

1. Media : Printed material, picture.

2. Alat : Whiteboard, boardmarker.

3. Sumber :

- Gerrot, Linda., & Wignell Peter. (1995). Making Sense of

Functional Grammar. Sydney: Antepodean Educational

Enterprises.

- Pardiyono. 2016. Genre: Mastering English Through Context.

Yogyakarta: Penerbit Andi.

- Buku paket ―Bahasa Inggris‖ untuk SMA/SMK/MA kelas X

2014.

H. Langkah-langkah Pembelajaran

No. Kegiatan Waktu

I Pendahuluan

1. Guru memberi salam kepada siswa

2. Guru mengajak siswa berdoa

3. Guru mengecek kehadiran siswa

4. Guru membacakan Indikator Pencapaian Kompetensi (IPK)

15 menit

Pertemuan ke-1

Pre-test 20 menit

II Kegiatan Inti

a. Mengamati

- Guru memberikan sebuah game untuk menambah kosa kata

menyangkut materi yang akan di pelajari. (S)

- Guru membagi peserta didik dalam kelompok. Satu kelompok

terdiri dari 2 peserta didik.

- Guru membagi contoh teks deskriptif pada setiap kelompok.

- Peserta didik membaca/mendengarkan contoh teks yang

diberikan oleh guru. (A)

- Peserta didik belajar menentukan gagasan pokok mengenai teks

deskriptif.

85 menit

No. Kegiatan Waktu

b. Menanya

- Guru membimbing peserta didik untuk mempertanyakan

informasi yang terdapat dalam teks deskriptif tersebut.

- Peserta didik merespon pertanyaan yang berkaitan dengan teks

secara lisan.

c. Mengumpulkan Informasi/Mencoba

- Guru menjelaskan materi tentang teks deskriptif.

- Peserta didik mendengarkan dan mengamati paparan dari guru.

(V)

d. Mengasosiasi

- Dalam kerja kelompok, peserta didik menganalisis teks deskriptif

yang sudah diberikan dengan fokus pada struktur teks dan unsur

kebahasaan. (I)

e. Mengomunikasikan

- Peserta didik menyampaikan hasil kerja kelompok di depan guru

dan teman.

- Peserta didik memperoleh umpan balik dari guru dan teman

tentang teks deskriptif yang disampaikan.

Pertemuan ke-2

II Kegiatan Inti

1. Mengamati

- Siswa melakukan warming up bersama guru untuk mengingat

kosa kata yang sudah di pelajari pertemuan sebelumnya. (S)

- Guru me review materi yang sudah dipelajari sebelumnya.

2. Menanya

- Guru bertanya kepada siswa mengenai fungsi sosial dan struktur

teks, pada teks deskriptif yang belum dipahami.

3. Mengumpulkan Informasi/Mencoba

- Siswa menulis teks deskriptif yang di bacakan oleh guru. (A)

- Guru membagi siswa dalam kelompok. Satu kelompok terdiri dari

4 orang.

- Guru membagi gambar kepada setiap kelompok untuk diamati

dan di analisis (taking note). (V)

4. Mengasosiasi

- Dalam kerja kelompok, siswa menyusun teks deskriptif

berdasarkan gambar dan instruksi dari guru. (I)

- Guru mengamati dan menilai siswa dari aspek sikap dan

85 menit

No. Kegiatan Waktu

ketrampilan.

5. Mengomunikasikan

- Siswa menyampaikan hasil kerja kelompok di depan guru dan

teman.

- Siswa memperoleh balikan dari guru dan teman tentang teks

deskriptif yang disampaikan.

Post-test 20 menit

Lampiran 1

Materi Pembelajaran

1. Definition of Descriptive Text

Descriptive text is kind of text which is aimed to describe a particular

person, place or things (Gerot and Wignell, 1995:208).

2. Social Function of Descriptive: To describe a particular person, place or

thing.

3. Generic Structure of Descriptive Text

Identification Identifies phenomenon that will be

describe.

Description Describe parts, qualities, or

characteristics of something or

someone in detail.

3. Language Features of Descriptive Text

1. The use of simple present tense.

The Pattern:

A: S + Verb 1 + (s/es) + O.

B: S + To be (is, am, are) + O

Affirmative (+) Negative (-) Interogative (?)

S + Verb 1 + s/es S + Do not / Does not +

Verb 1

Do / Does + S + Verb 1 +

?

I + Verb 1

You + Verb 1

We + Verb 1

They + Verb 1

He + Verb 1 + s/es

She + Verb 1+ s/es

It + Verb 1 + s/es

I + do+ not+ Verb 1

You + do+ not+ Verb 1

We + do+ not+ Verb 1

They + do+ not+ Verb 1

He + does+ not+ Verb 1

She + does+ not+ Verb 1

It + does+ not+ Verb 1

Do + I + Verb 1 + ?

Do + You + Verb 1 + ?

Do + We + Verb 1 + ?

Do + They + Verb 1 + ?

Does + He + Verb 1 + ?

Does + She + Verb 1 + ?

Does + It + Verb 1 + ?

For Examples:

Positive : (I, You, We, They) work, have

(He, She, It) works, has

Negative : (I, You, We, They) do not work, do not have

(He, She, It) does not work, does not have

a. I have fair skin.

S V1 O

b. She wears blackshoes.

S V1+S O

c. He is my idol.

S To be O

2. The use of adjectives

For Examples: beautiful, handsome, smart, dilligent, kind, funny, fair,

dark, etc.

She is a beautiful girl.

She has fair skin.

3. The use of noun and pronoun

For Examples: I, you, we, they, he, she, it, my brother.

He has black hair.

I have a pointed nose.

4. Focus on specific participant.

Examples: My mother, Borobudur temple, Mr. Jhon, etc.

Example of describing people of descriptive text

My Best Friend

I have a lot of friends in my school, but Dinda has been my best

friend since junior high school. We don‘t study in the same class, but we

meet at school everyday during recess and after school. I first met her at

junior high school orientation and we‘ve been friends ever since.

Dinda is good-looking. She‘s not too tall, with fair skin and

wavy black hair that she often puts in a ponytail. At school, she wears

the uniform. Other than that, she likes to wear jeans, casual t-shirts and

sneakers. Her favourite t-shirts are those in bright colors like pink, light green

and orange. She is always cheerful. She is also very friendly and likes to

make friends with anyone. Like many other girls, she is also talkative.

She likes to share her thoughts and feelings to her friends. I think that‘s

why many friends enjoy her company. However, she can be a bit

childish sometimes. For example, when she doesn‘t get what she wants,

she acts like a child and stamps her feet.

Dinda loves drawing, especially the manga characters. She

always has a sketchbook with her everywhere she goes. She would spend

some time to draw the manga characters from her imagination. Her sketches

are amazingly great. I‘m really glad to have a best friend like Dinda.

Buku paket “Bahasa Inggris” untuk SMA/SMK/MA kelas X 2014 halaman 58.

Identification

Generic

Structure

Description

Description

Lampiran 2

Penilaian Hail Belajar

1. Penilaian Sikap

Penilaian sikap terhadap peserta didik dilakukan selama proses

pembelajaran berlangsung. Penilaian dilakukan dengan observasi,

misalnya dilihat dari aktivitas dan tingkat perhatian peserta didik pada

saat proses pembelajaran.

2. Penilaian Pengetahuan

Penilaian pengetahuan dilakukan dalam bentuk penugasan, peserta

didik diminta untuk menganalisis dan mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis

dengan memberi dan meminta informasi terkait peristiwa/pengalaman

sesuai dengan konteks penggunaannya

3. Penilaian Keterampilan

Penilaian keterampilan dilakukan guru dengan meminta peserta didik

untuk berlatih membuat kalimat dan menyusun menjadi teks deskriptif

berdasarkan gambar.

Instrumen Penilaian

1. Instrumen Penilaian Pengetahuan

Latihan 1

Group Work

1. Group work, each group consists of 4 members.

2. Analyze and Underline the generic structure, and language feature of

the text.

3. Share in front of the class.

MY BEST FRIEND

I have many friends at school. But, my best friend is Vitun. His full

name is Vitun Zaujien. He is smart and has a great sense of humor. I

like him very much.

Zaujein was born on June 1st from an ordinary family. He has one

brother and one sister. His father is a carpenter and his mother is a

house wife. His father is a wise man. His father never forgets teaching

him to have a good manner to everybody and always asks him to be

diligent in studying, and must be the best at school. His parents have a

dream that one day Vitun Zaujien can be a teacher of a university, a

director of his own businesses and great book writer.

Zaujien is a generous boy. At school, he likes to help his

classmates. He doesn‘t mind to help friends do their homework. He

likes lending or giving things to his friends. When a friend has not

eaten breakfast, he takes him to canteen to have it. He often gives

home rides to friends.

What I like most about him is that he is smart and he has a great

sense of humor. He makes the class warm with his humor and pleasant

personalities. In addition, he never comes late and always does his


Addapted by (Pardiyono, 2016, p.23)

2. Instrumen Penilaian Keterampilan

Latihan 2

Group Work


2. Please compose a descriptive text based on the picture at least 20

sentences !

3. Write down your text consisting of the generic structure (

identification and description) and language features (use of simple

present tense, adjective, noun and pronoun) !

4. Share in front of the class !

Latihan 3 (Pre-test)

Assignment :

Do the instructions below!

a. Please compose a descriptive text about your fellow next to you!

b. Write 2 paragraphs (at least 10 sentences)!

c. Give a good title!

Latihan 4 (Post-test)

1. Please compose a descriptive text based on the picture (at least 20

sentences) !



present tense, adjective, noun and pronoun)

Pre test cycle 1

Do the instructios below!

a. Please compose a descriptive text about your fellow next to you.

b. Write 2 paragraphs (at least 10 sentences)

c. Give a good title

Name :

Class :

Number :

Score :

Pre test cycle 1

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Post test cycle 1



sentences) !



present tense, adjective, noun and pronoun)

Table Analytical Scale for ESL Writing


Aspects of Quality Level Criteria Score

Writing

Co

nte

nt

Excellent to Very 30-27 Good development of students‘ writing and relevant to assigned topic

Good Good to Average 26-22

Limited development of students‘ writing, most relevant to the topic but lacks detail

Fair to Poor 21-17

Limited knowledge of subject and minimally focused on the topic

Very Poor 16-13

Ideas are unclear

Org

an

izati

on

/ fo

rm

Excellent to Very 20-18 Ideas clearly stated and well organized, satisfactory

use of cohesion

Good

Good to Average 17-14

Loosely organized but main ideas stand out,

somewhat copy

Fair to Poor 13-10 Lack of logical sequencing and development of ideas

Very Poor 9-7 Does not communicate, no organization

Sty

le/

Voca

bu

lary

Excellent to Very 20-18 Use a variety of vocabulary and idiomatic expression

Good Good to Average 17-14 Varies vocabulary and expression, but makes

occasional errors in word choice

Fair to Poor 13-10 Use limited vocabulary with frequent errors

Very Poor 9-7 Have many errors in vocabulary usage, even at the basic level

La

ng

ua

ge

Use

Excellent to Very 25-22 Use some effective complex grammar structures

with few errors of agreement

Good Good to Average 21-18 Use effective complex sentences with several

errors of agreement

Fair to Poor 17-11

Use simple sentence in frequent errors in tense,

agreement and meaning is confused

Very Poor 10-5 Use simple sentences dominated with errors

Mec

ha

nic

s

Excellent to Very 5 Use good accuracy in punctuation, capitalization, and spelling

Good Good to Average 4 Occasionally errors in punctuation, capitalization,

and spelling

Fair to Poor 3 Frequent errors in punctuation, capitalization, and

spelling

Very Poor 2

Dominated errors in punctuation, capitalization, and spelling

Total score :

4.RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE II

Nama Sekolah : SMK SARASWATI Salatiga

Mata Pelajaran : Bahasa Inggris

Progaram Studi Keahlian : Semua Program

Paket Keahlian : Semua Keahlian

Kelas/Semester : X / I

Materi Pokok : Descriptive Text

Alokasi waktu : 6 x 45 menit (2 x pertemuan)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab

fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada



4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara

benar dan sesuai dengan konteks.

C. Indikator Pencapaian Kompetensi

3.7.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada



3.7.2 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada



4.7.1 Menyusun teks deskriptif sederhana tentang orang, tempat wisata, dan


4.7.2 Mendemonstrasikan teks deskriptif sederhana tentang orang, tempat


penggunaannya.

D. Tujuan Pembelajaran

1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks



2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks



3. Menyusun teks deskriptif sederhana tentang orang, tempat wisata, dan


4. Mendemonstrasikan teks deskriptif sederhana tentang orang, tempat


penggunaannya.

E. Materi Pembelajaran

Terlampir.

F. Metode

1. Pendekatan : Scientific Approach

2. Strategi : Group Discussion

3. Metode : SAVI (Somatic, Audio, Visual, Intellectual)

G. Media dan Alat Pembelajran

1. Media : Printed material, picture.

2. Alat : Whiteboard, boardmarker.

3. Sumber :

- Gerrot, Linda., & Wignell Peter. (1995). Making Sense of

Functional Grammar. Sydney: Antepodean Educational

Enterprises.

- Pardiyono. 2016. Genre: Mastering English Through Context.

Yogyakarta: Penerbit Andi.

- Buku paket ―Bahasa Inggris‖ untuk SMA/SMK/MA kelas X

2014.

H. Langkah-langkah Pembelajaran

No. Kegiatan Waktu

I Pendahuluan

1. Guru memberi salam kepada siswa

2. Guru mengajak siswa berdoa

3. Guru mengecek kehadiran siswa

4. Guru membacakan Indikator Pencapaian Kompetensi (IPK)

15 menit

Pertemuan ke-1

Pre-test 20 menit

II Kegiatan Inti

a. Mengamati

- Guru memberikan sebuah game untuk menambah kosa kata

menyangkut materi yang akan di pelajari. (S)

- Guru membagi peserta didik dalam kelompok. Satu kelompok

terdiri dari 2 peserta didik.

- Guru membagi contoh teks deskriptif pada setiap kelompok.

- Peserta didik membaca/mendengarkan contoh teks yang

diberikan oleh guru. (A)

- Peserta didik belajar menentukan gagasan pokok mengenai teks

deskriptif.

b. Menanya

- Guru membimbing peserta didik untuk mempertanyakan

informasi yang terdapat dalam teks deskriptif tersebut.

- Peserta didik merespon pertanyaan yang berkaitan dengan teks

secara lisan.

85 menit

No. Kegiatan Waktu

c. Mengumpulkan Informasi/Mencoba

- Guru menjelaskan materi tentang teks deskriptif.

- Peserta didik mendengarkan dan mengamati paparan dari guru.

(V)

d. Mengasosiasi

- Dalam kerja kelompok, peserta didik menganalisis teks deskriptif

yang sudah diberikan dengan fokus pada struktur teks dan unsur

kebahasaan. (I)

e. Mengomunikasikan

- Peserta didik menyampaikan hasil kerja kelompok di depan guru

dan teman.

- Peserta didik memperoleh umpan balik dari guru dan teman

tentang teks deskriptif yang disampaikan.

Pertemuan ke-2

II Kegiatan Inti

1. Mengamati

- Siswa melakukan warming up bersama guru untuk mengingat

kosa kata yang sudah di pelajari pertemuan sebelumnya. (S)

- Guru me review materi yang sudah dipelajari sebelumnya.

2. Menanya

- Guru bertanya kepada siswa mengenai fungsi sosial dan struktur

teks, pada teks deskriptif yang belum dipahami.

3. Mengumpulkan Informasi/Mencoba

- Siswa menulis teks deskriptif yang di bacakan oleh guru. (A)

- Guru membagi siswa dalam kelompok. Satu kelompok terdiri dari

4 orang.

- Guru membagi gambar kepada setiap kelompok untuk diamati

dan di analisis (taking note). (V)

4. Mengasosiasi

- Dalam kerja kelompok, siswa menyusun teks deskriptif

berdasarkan gambar dan instruksi dari guru. (I)

- Guru mengamati dan menilai siswa dari aspek sikap dan

ketrampilan.

5. Mengomunikasikan

- Siswa menyampaikan hasil kerja kelompok di depan guru dan

teman.

- Siswa memperoleh balikan dari guru dan teman tentang teks

85 menit

No. Kegiatan Waktu

deskriptif yang disampaikan.

Post-test 20 menit

Lampiran 1

Materi Pembelajaran




2. Social Function of Descriptive: To describe a particular person, place or

thing.



describe.



someone in detail.


a. The use of simple present tense.

The Pattern:

A: S + Verb 1 + (s/es) + O.




Verb 1


?

I + Verb 1

You + Verb 1

We + Verb 1

They + Verb 1

He + Verb 1 + s/es

She + Verb 1+ s/es

It + Verb 1 + s/es

I + do+ not+ Verb 1







Do + I + Verb 1 + ?







For Examples:





d. I have fair skin.

S V1 O

e. She wears blackshoes.

S V1+S O

f. He is my idol.

S To be O



dark, etc.


She has fair skin.



He has black hair.




Example of Descriptive Text

MY BEST FRIEND

I have many friends at school. But, my best friend is Vitun. His full

name is Vitun Zaujien. He is smart and has a great sense of humor. I

like him very much.

Zaujein was born on June 1st from an ordinary family. He has one

brother and one sister. His father is a carpenter and his mother is a

house wife. His father is a wise man. His father never forgets teaching

him to have a good manner to everybody and always asks him to be

diligent in studying, and must be the best at school. His parents have a

dream that one day Vitun Zaujien can be a teacher of a university, a

director of his own businesses and great book writer.

Zaujien is a generous boy. At school, he likes to help his

classmates. He doesn‘t mind to help friends do their homework. He

likes lending or giving things to his friends. When a friend has not

eaten breakfast, he takes him to canteen to have it. He often gives

home rides to friends.

What I like most about him is that he is smart and he has a great

sense of humor. He makes the class warm with his humor and pleasant

personalities. In addition, he never comes late and always does his


Addapted by (Pardiyono, 2016, p.23)

Lampiran 2

Penilaian Hail Belajar

1. Penilaian Sikap

Penilaian sikap terhadap peserta didik dilakukan selama proses

pembelajaran berlangsung. Penilaian dilakukan dengan observasi,

misalnya dilihat dari aktivitas dan tingkat perhatian peserta didik pada

saat proses pembelajaran.

2. Penilaian Pengetahuan

Penilaian pengetahuan dilakukan dalam bentuk penugasan, peserta

didik diminta untuk menganalisis dan mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis

dengan memberi dan meminta informasi terkait peristiwa/pengalaman

sesuai dengan konteks penggunaannya

3. Penilaian Keterampilan

Penilaian keterampilan dilakukan guru dengan meminta peserta didik

untuk berlatih membuat kalimat dan menyusun menjadi teks deskriptif

berdasarkan gambar.

Latihan 1

Group Work

1. Gruop work, Each group consists of 4 members.

2. Circle the best answer for the paragraph below

3. Share in front of the class.

BEST FRIEND

I (have/has) a best friend, her name is Ayu. She is my classmate. She

(lives/ live) in Panumbangan. (She/ he) has a happy family, her parents and a

sister. She is the second daughter in her family.

Ayu is fourteen years old. (She/ he) is beautiful. She (has/ have) white

skin. She (have/ has) a long black hair. (Her/ his) hair is straight. She (has/ have)

brown eyes. (She/ he) has sharp nose and thin lips. Her height (is/ are) 155 cm,

she (is/ are) taller than me. She (is/ are) slim because (her/ his) weight is only 40

kg.

More over, Ayu is a kind person, because she always (help/ helps) me and

all her friend to do homework. She (is/ has) very smart and she is the first rank in

the classroom.

In addition, she (has/ have) some hobbies. They are writing and singing.

She (likes/ like) to write a short story. Her short story is very interesting. She

always practice in writing everyday. So, she is good in writing. Furthermore, she

also like singing. Her favorite song is Just The Way You Are and her favorite

singer is Bruno Mars. (Her/ his) voice is very melodious, I like (her/ his) voice.

I am happy to be friend with (her/ him).

http://widiairsani.blogspot.com/2014/04/my-best-friend.html

http://widiairsani.blogspot.com/2014/04/my-best-friend.html

Latihan 2

Group Work


2. Please compose a descriptive text based on the picture at least 20

sentences !


identification and description) and language features (using simple


4. Share in front of the class !

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Pre test cycle 1

Do the instructios below!

a. Please compose a descriptive text about your fellow next to you.

b. Write 2 paragraphs (at least 10 sentences)

c. Give a good title

Name :

Class :

Number :

Score :

Pre test cycle 1

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Post test cycle 2



sentences)!




3. Give a good title !

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Table Analytical Scale for ESL Writing


Aspects of Quality Level Criteria Score

Writing

Co

nte

nt

Excellent to Very 30-27 Good development of students‘ writing and relevant to assigned topic

Good Good to Average 26-22

Limited development of students‘ writing, most relevant to the topic but lacks detail

Fair to Poor 21-17

Limited knowledge of subject and minimally focused on the topic

Very Poor 16-13

Ideas are unclear

Org

an

izati

on

/ fo

rm

Excellent to Very 20-18 Ideas clearly stated and well organized, satisfactory

use of cohesion

Good

Good to Average 17-14

Loosely organized but main ideas stand out,

somewhat copy

Fair to Poor 13-10 Lack of logical sequencing and development of ideas

Very Poor 9-7 Does not communicate, no organization

Sty

le/

Voca

bu

lary

Excellent to Very 20-18 Use a variety of vocabulary and idiomatic expression

Good Good to Average 17-14 Varies vocabulary and expression, but makes

occasional errors in word choice

Fair to Poor 13-10 Use limited vocabulary with frequent errors

Very Poor 9-7 Have many errors in vocabulary usage, even at the basic level

La

ng

ua

ge

Use

Excellent to Very 25-22 Use some effective complex grammar structures

with few errors of agreement

Good Good to Average 21-18 Use effective complex sentences with several

errors of agreement

Fair to Poor 17-11

Use simple sentence in frequent errors in tense,

agreement and meaning is confused

Very Poor 10-5 Use simple sentences dominated with errors

Mec

ha

nic

s

Excellent to Very 5 Use good accuracy in punctuation, capitalization, and spelling

Good Good to Average 4 Occasionally errors in punctuation, capitalization,

and spelling

Fair to Poor 3 Frequent errors in punctuation, capitalization, and

spelling

Very Poor 2

Dominated errors in punctuation, capitalization, and spelling

Total score :

5. The Pre-test Cycle I

Pre test cycle 1




c. Give a good title !

Name :

Class :

Number :

Score :

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

6. Material of Descriptive Text




2. Social Function of Descriptive: To describe a particular person, place

or thing.



describe.



someone in detail.



The Pattern:

A: S + Verb 1 + (s/es) + O.




Verb 1


?

I + Verb 1

You + Verb 1

We + Verb 1

They + Verb 1

He + Verb 1 + s/es

She + Verb 1+ s/es

It + Verb 1 + s/es

I + do+ not+ Verb 1







Do + I + Verb 1 + ?







For Examples:





g. I have fair skin.

S V1 O

h. She wears blackshoes.

S V1+S O

i. He is my idol.

S To be O



dark, etc.


She has fair skin.



He has black hair.





My Best Friend

I have a lot of friends in my school, but Dinda has been my best

friend since junior high school. We don‘t study in the same class, but we

meet at school everyday during recess and after school. I first met her at

junior high school orientation and we‘ve been friends ever since.

Dinda is good-looking. She‘s not too tall, with fair skin and

wavy black hair that she often puts in a ponytail. At school, she wears

the uniform. Other than that, she likes to wear jeans, casual t-shirts and

sneakers. Her favourite t-shirts are those in bright colors like pink, light green

and orange. She is always cheerful. She is also very friendly and likes to

make friends with anyone. Like many other girls, she is also talkative.

She likes to share her thoughts and feelings to her friends. I think that‘s

why many friends enjoy her company. However, she can be a bit

childish sometimes. For example, when she doesn‘t get what she wants,

she acts like a child and stamps her feet.

Dinda loves drawing, especially the manga characters. She

always has a sketchbook with her everywhere she goes. She would spend

some time to draw the manga characters from her imagination. Her sketches

are amazingly great. I‘m really glad to have a best friend like Dinda.


Identification

Generic

Structure

Description

Description

7. The Post-test Cycle I

Post test cycle 1



sentences)!





………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

8. The Pre-test Cycle II

Pre test cycle 2




c. Give a good title !

Name :

Class :

Number :

Score :

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

9.Material of Descriptive Text




2. Social Function of Descriptive: To describe a particular person, place

or thing.



describe.



someone in detail.



The Pattern:

A: S + Verb 1 + (s/es) + O.




Verb 1


?

I + Verb 1

You + Verb 1

We + Verb 1

They + Verb 1

He + Verb 1 + s/es

She + Verb 1+ s/es

It + Verb 1 + s/es

I + do+ not+ Verb 1







Do + I + Verb 1 + ?







For Examples:





j. I have fair skin.

S V1 O

k. She wears blackshoes.

S V1+S O

l. He is my idol.

S To be O


For Examples: beautiful, handsome, smart, dilligent, kind, funny, fair, dark, etc.


She has fair skin.



He has black hair.





My Best Friend

I have a lot of friends in my school, but Dinda has been my best friend since

junior high school. We don‘t study in the same class, but we meet at school

everyday during recess and after school. I first met her at junior high school

orientation and we‘ve been friends ever since.

Dinda is good-looking. She‘s not too tall, with fair skin and wavy black hair

that she often puts in a ponytail. At school, she wears the uniform. Other than that,

she likes to wear jeans, casual t-shirts and sneakers. Her favourite t-shirts are those

in bright colors like pink, light green and orange. She is always cheerful. She

is also very friendly and likes to make friends with anyone. Like many other

girls, she is also talkative. She likes to share her thoughts and feelings to her

friends. I think that‘s why many friends enjoy her company. However, she can be a

bit childish sometimes. For example, when she doesn‘t get what she wants, she acts

like a child and stamps her feet.

Dinda loves drawing, especially the manga characters. She always has a

sketchbook with her everywhere she goes. She would spend some time to

draw the manga characters from her imagination. Her sketches are amazingly

great. I‘m really glad to have a best friend like Dinda.


Identification

Generic

Structure

Description

Description

10. The Post-test Cycle 2

Post test cycle 2


4. Please compose a descriptive text based on the picture (at least 20 sentences)!

5. Write down your text consisting of the generic structure ( identification and

description) and language features (using simple present tense, adjective, noun

and pronoun) !


…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………

11. Photos Documentation in Teaching Learning Process

The students are doing a pre-test

The students listen to the teacher’s explanation

The students are discussing the task

The students are discussing the task

The students are doing a presentation

The students are doing a post-test

12. Certification For Graduating Paper Counselor

13. Letter For Research Permission

14. Consultation Sheet of Graduating Paper

15. Proof of Conducted Research

16. Satuan Keterangan Kegiatan

SATUAN KETERANGAN KEGIATAN

Nama : Laela Ulyaningrum Jurusan : Tadris Bahasa Inggris

NIM : 113-14-048 Dosen Pembimbing Akademik: Dra. Nur Hasanah, M.Pd.

No Nama Kegiatan Pelaksanaan Sebagai Nilai

1. OPAK STAIN SALATIGA

2014 ―Aktualisasi Gerakan

Mahasiswa yang Beretika,

Disiplin dan Berfikir

Terbuka‖

18-19 Agustus

2014

Peserta 3

2. OPAK JURUSAN

TARBIYAH STAIN

SALATIGA 2014

―Aktualisasi Pendidikan

Karakter Sebagai Pembentuk

Generasi Yang Religius,

Educative, dan Humanis‖

20-21 Agustus

2014

Peserta 3

3. WORKSHOP

ENTREORENEURSHIP ―

Menanamkan Nilai-nilai Jiwa

Kewirausahaan Mahasiswa

yang Kreatif dan Inovatif‖

22 Agustus

2014

Peserta 2

4. SEMINAR NASIONAL

―Perlindungan Hukum

Terhadap Usaha Mikro

Menghadapi Pasar Bebas

ASEAN‖

2014 Peserta 8

5. SEMINAR NASIONAL ―

Peran Mahasiswa Dalam

Mengawal Masa Depan

Indonesia Pasca Pilpres

2014‖

25 September

2014

Peserta 8

6. ―Achievement Motivation

Training (AMT), dengan

tema: DENGAN AMT

SEMANGAT

MENYONGSONG

PRESTASI‖

12 Agustus

2014

Peserta 2

7. ORIENTASI DASAR

KEISLAMAN (ODK)

dengan tema

―PEMAHAMAN ISLAM

RAHMATAN LIL

‗ALAMIN SEBAGAI

LANGKAH AWAL

MENJADI MAHASISWA

BERKARAKTER‖

21 Agustus

2014

Peserta 2

8. UPT PERPUSTAKAAN

(Library User Education)

28 Agustus

2014

Peserta 2

9. Simposium Nasional

―Tantangan Modernitas Umat

Islam dalam Himpitan Assean

Economic Community

(AEC)‖

1 Mei 2015 Panitia 8

10. SEMINAR NASIONAL

―Islam dan Diskursus

Kebangsaan‖

24 Januari 2015 Peserta 8

11. Training Kepemimpinan

Tingkat Nasional dengan

tema ―Membumikan

Kepemimpinan Profetik,

Transformasi Spirit

Kenabian‖

7-9 September

2015

Peserta 3


―Pemberdayaan Perempuan,

Mengembalikan Peran

Permpuan dalam Ranah

Domestik dan Publik‖

5 Januari 2015 Peserta 8


―Aktualisasi Peran

Mahasiswa di Era

Globalisasi‖

27 Mei 2015 Peserta 8

14. ―Kegiatan DIANPIRU 31 Agustus Pendamping 4

(Gladian Pimpinan Regu)‖ 2017

15. Kegiatan LDK (Latihan

Dasar Kepemimpinan)

24-26 Agustus

2017

Pendamping 4

16. ―Workshop Peningkatan

Kinerja Pendidik dan Tenaga

Kependidikan dalam

Memantapkan Pelaksanaan

Kurikulum 2013 Tahun

2017‖

25, 31 Juli, 1, 2,

3, dan 5

Agustus 2017

Peserta 6

17. ―Kegiatan Kemah Bakti

Pelantikan Anggota GUDEP

04.126-127‖

7-9 September

2017

Pendamping 4

18. ―Kegiatan Karnaval

Peringatan Hari

Kemerdekaan RI Tingkat

Kota Salatiga yang ke 72‖

3 September

2017

Pendamping 4

19. ―Kegiatan PHBI (Peringatan

Hari Besar Islam) Idul Adha

1438 H‖

2 September

2017

Pendamping 4

20. Apresiasi dan Talkshow

Literasi ―Baca Saja Dulu

Nanti Juga Paham‖

12 Oktober

2017

Peserta 2

21. SEMINAR

INTERNASIONAL

―Menjadi Mobilepreneur

dalam Era E-commerce‖

25 April 2017 Peserta 8

22. Art and Language Exhibition

2018 Entitled ―Sumpah

Abimanyu‖



―Peringatan Hari Bumi 22

April‖


24. Art and Language Exhibition

2017 ―Kidung Katresnan

Dewi Arimbi‖


25. NATIONAL SEMINAR

―Unlocking Students

Potential to Deal with

Globaliation‖

6 Mei 2017 Peserta 8

improving the students’ writing skills usinge-repository.perpus.iainsalatiga.ac.id/4651/1/siap...

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