the effectiveness of emphasizing outlining
TRANSCRIPT
THE EFFECTIVENESS OF EMPHASIZING OUTLINING
TECHNIQUE IN STUDENTS’ PRE-WRITING STAGE
OF WRITING DESCRIPTIVE TEXT
(A Quasi-experimental Study at the Seventh Grade Students of SMP Perguruan
Rakyat 1 Jakarta in Academic Year 2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata One) in English Education
Ismah Nurbaeti Almunawaroh
1113014000028
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
2020
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ABSTRACT
Ismah Nurbaeti Al Munawaroh (1113014000028). The Effectiveness of Emphasizing
Outlining Technique in Students’ Pre-writing Stage of Writing Descriptive Text (A
Quasi-experimental Study at the Seventh Grade of SMP Perguruan Rakyat 1
Jakarta in the Academic Year 2019/2020). A Skirpsi of Department of English
Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic
University, Jakarta, 2020.
Advisor I : Dr. Nida Husna, MA, TESOL
Advisor II : Dadan Nugraha, M.Pd
The research is about emphasizing outlining technique in students’ pre-writing
stage of writing descriptive text at the seventh grade of SMP Perguruan Rakyat 1
Jakarta in the academic year 2019/2020. The researcher used a quasi-experimental
research design. The researcher used purposive sampling in choosing the sample.
The sample consists of 50 students which were divided into two classes,
experimental class and controlled class, and the data obtained from the pre-test and
post-test. The result of the study showed that there was increasing score of the
students’ result after emphasizing the outlining technique in learning process. The
calculation of the hypotheses showed that t-observe was 2,159 while t-table was
1,68 (2,159 > 1,68) which clearly indicated that H0 (Null Hypothesis) was rejected
and Ha (Alternative Hypothesis) was accepted. Also, the calculation of the Effect
Size showed that the effect size of the data had a moderate effect with the score
0.61. This is revealed that there was statistical significance in the post-test result,
which can be concluded that emphasizing outlining technique in students’ pre-
writing stage of writing descriptive text at the seventh grade of SMP Perguruan
Rakyat 1 Jakarta in the academic year 2019/2020 is effective with a moderate level on
the students’ writing skill of descriptive text.
Keywords : Descriptive Writing, Descriptive Text, Outlining Strategy.
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ABSTRAK
Ismah Nurbaeti Al Munawaroh (1113014000028). Keefektifan Teknik outlining pada
tahap pre-writing Menulis Teks Deskriptif Siswa (Sebuah Penelitian Kuasi
Eksperimental Kelas VII SMP Perguruan Rakyat 1 Jakarta tahun pelajaran
2019/2020). Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2020.
Pembimbing I : Dr. Nida Husna, MA, TESOL
Pembimbing II : Dadan Nugraha, M.Pd
Penelitian ini membahas tentang penekanan teknik outlining pada tahap pre-writing
menulis teks deskriptif siswa kelas VII SMP Perguruan Rakyat 1 Jakarta tahun pelajaran
2019/2020. Peneliti menggunakan desain penelitian eksperimen semu. Peneliti
menggunakan purposive sampling dalam memilih sampel. Sampel terdiri dari 50 siswa
yang dibagi menjadi dua kelas, kelas eksperimen dan kelas kontrol, dan data diperoleh
dari pre-test dan post-test. Hasil penelitian menunjukkan bahwa terjadi peningkatan skor
hasil belajar siswa setelah dilakukan penekanan pada teknik outlining dalam proses
pembelajaran. Perhitungan hipotesis menunjukkan bahwa t-observe adalah 2,159
sedangkan t-tabel 1,68 (2,159 > 1,68) yang secara jelas menunjukkan bahwa H0
(Hipotesis Nol) ditolak dan Ha (Hipotesis Alternatif) diterima. Effect Size menunjukkan
ukuran pengaruh berpengaruh moderat dengan skor 0.61. Hal ini terungkap bahwa
terdapat signifikansi statistik pada hasil post-test, sehingga dapat disimpulkan bahwa
penekanan teknik outlining pada tahap pre-writing menulis teks deskriptif siswa kelas VII
SMP Perguruan Rakyat 1 Jakarta tahun pelajaran 2019/2020 efektif dengan tingkat
moderat pada keterampilan menulis teks deskriptif siswa.
Kata Kunci : Tulisan Deskriptif, Teks Deskriptif, Tehnik Outlining
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ACKNOWLEDGEMENT
حي حمن الر الر م بسم الله
In the name of Allah, the Beneficent and the Merciful
All pries be to Allah, The Almighty, The Lord of the worlds, Who has given
The researcher mercies, blessings, strength, knowledge, and guidance to finish this
research entitled “The Effectiveness of Emphasizing Outlining Technique in Pre-
Writing Stage of Writing Descriptive Text (A Quasi-Experimental study at the
Seventh Grade Students of SMP Perguruan Rakyat 1 Jakarta Selatan in Academic
Year 2019/2020)” to the Faculty of Educational Sciences. Then, the researcher
accomplished and submitted this Skripsi to the Department of English Education as
one of the requirements for the degree of S. Pd (S-1).
The researcher would like to express her deepest honor and gratitude to her
beloved parents, Drs. H Hasani M.H and Dra Teti Maryati for the prayers, patience,
and support. And thank also to her brother and sisters, Muhammad Zaki Mubarok and
Zahra Khusnul Khotimah, who motivate her to finish this Skripsi. And for my
husband who always support, prayers and motivate her. The researcher realizes that
she would never finish this research without the help of some people around her.
Therefore, she would like to express her gratitude to the advisors, Mrs. Dr. Nida
Husna, MA. TESOL.and Mr. Dadan Nugraha, M.Pd. for the valuable advice,
suggestion, guidance, comments, support, and patience in completing this Skripsi.
Furthermore, the researcher would like to express her gratitude appreciation to: 1. Dr.
Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences, 2. Didin
Nuruddin Hidayat, MA. TESOL., Ph.d as the Head of the Department of English
Education, 3. Mr. ZaharilAnasy, M.Hum., as the Secretary of the Department of
English Education, 4. Mr. Dadan Nugraha, M.Pd., as the Advisor of Class B in
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academic year 2013/2014, 5. All lecturers in Department of English Education who
have taught and given much knowledge during the learning process in Syarif
Hidayatullah Jakarta. Her big families who give her support and pray in finishing this
research. 6. Her best friends, Ridho Fourty, Ayu, Tami, Rahmadini, Mulhimah, Zahra
Siti Muslimah and all Cool Gals friends, for all support, friendship, laugh, pray and
happiness. 7. All beloved friends of the Department of English Education 2013,
especially for Pasti Lulus 2020 for the motivation and support during this study. 8.
Everyone who has helped and given contribution in finishing this Skripsi and whose
names cannot be mentioned one by one. The researcher also apologizes in advance if
he missed anybody. Finally, the researcher realizes that this Skripsi still has some
weakness and mistakes. Therefore, the researcher would mind accepting any
constructive suggestions and critics to make this research better.
Jakarta, 5th August 2020
Ismah Nurbaeti Almunawaroh
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TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................... i
ENDORSEMENT SHEET ................................................................................. ii
SURAT PERNYATAAN KARYA SENDIRI ................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK ........................................................................................................... v
ACKNOWLEDGEMENTS ................................................................................ vi
TABLE OF CONTENTS .................................................................................... viii
LIST OF TABLES .............................................................................................. x
LIST OF APPENDICES .................................................................................... xi
CHAPTER I: INTRODUCTION ...................................................................... 1
A. Background of the study ......................................................... 1
B. Identification of the Problem .................................................. 3
C. Limitation of the Problem ....................................................... 4
D. Formulation of the Problem .................................................... 4
E. Objective of the Study ............................................................. 4
F. Significances of the Study ....................................................... 5
CHAPTER II: LITERATURE REVIEW ......................................................... 6
A. Descriptive Text ..................................................................... 6
1. Definition of Descriptive Text .......................................... 6
2. Kinds of Descriptive Text ................................................ 7
3. Language Feature of Descriptive Text .............................. 9
4. Generic Structure of Descriptive Text ............................. 10
B. Outlining Technique ............................................................... 12
1. Definition of Outlining Technique .................................... 12
2. The Types of Outlining Technique ................................... 13
3. The Advantages and Disadvantages of Outlining
Technique .......................................................................... 14
4. Steps of Applying Outlining Technique ........................... 15
C. Writing of Descriptive Text .................................................. 16
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1. The Definition of Writing ................................................. 16
2. Writing Process ................................................................ 16
D. Previous Related Studies ........................................................ 18
E. Research Hypotheses .............................................................. 19
CHAPTER III: REASEARCH METHODOLOGY ........................................ 20
A. Place and Time of the Research .............................................. 20
B. Design of the Research............................................................ 20
C. Population and Sample of the Research .................................. 21
D. The Instrument of the Research .............................................. 21
E. Technique of Data Collection ................................................. 22
F. Validity .................................................................................... 22
G. Reliability ................................................................................ 22
H. Technique of Data Analysis .................................................... 25
1. Prerequisite Analysis Test ................................................... 25
a. Normality Test ............................................................ 26
b. Homogeneity Test ....................................................... 26
2. Hypothesis Test ................................................................. 27
3. The Statistical Hypothesis ................................................. 27
CHAPTER IV: RESEARCH FINDINGS & INTERPRATATION ............... 28
A. Reaseacrh Findings ................................................................. 28
1. Data Description ............................................................... 28
a. The score of Experimental Class................................. 28
b. The score of Controlled Class ..................................... 30
2. Data Analysis .................................................................... 31
a. Normality Test ............................................................ 33
b. Homogeneity Test....................................................... 34
c. Analysis Test .............................................................. 35
d. Effect Size Test ........................................................... 36
3. Interpretation .......................................................................... 37
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 39
A. Conclusion .............................................................................. 39
B. Suggestion ............................................................................... 40
REFERENCES .................................................................................................... 41
APPENDICES
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LIST OF TABLES
Table 2.1 The Example of Descriptive Text ......................................................... 11
Table 3.1 Research Design .................................................................................... 22
Table 3.2 The Instrument of the Research ............................................................ 23
Table 3.3 The Scoring Rubric ............................................................................... 24
Table 4.1 Students’ Score of Experiment Class .................................................... 29
Table 4.2 Students’ Score of Control Class .......................................................... 31
Table. 4.7 The Criteria of Effect Size Test ........................................................... 37
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LIST OF FIGURES
Figure 4.3 The Result of Normality Test of Pre-test Score at the
Experiment and Control Class .............................................................................. 33
Figure 4.4 The Result of Normality Test of Post-test Score at the
Experiment and Control Class .............................................................................. 34
Figure 4.5 The Homogeneity Test of Pre test at Experiment and
Control Class ......................................................................................................... 34
Figure 4.5 The Homogeneity Test of Post test at Experiment and
Control Class ......................................................................................................... 35
Figure 4.6 Independent T-Test of Post-test score of Experiment and
Control Class ......................................................................................................... 36
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LIST OF APPENDICES
Appendix 1 Analytical Scoring Rubric
Appendix 2 Lesson Plan
Appendix 3 Instrument
Appendix 4 Student’s Writings
Appendix 5 Normality Test
Appendix 6 Homogeneity Test
Appendix 7 Hypothesis Test
Appendix 8 Letter of Official Statement of Advisor 1
Appendix 9 Letter of Official Statement of Advisor 2
Appendix 10 Letter of Official Statement of the School
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CHAPTER 1
INTRODUCTION
This chapter presents the background of the study, identification of the
problems, limitation of the problem, formulation of the problems, objective of the
study, and significance of the study.
A. Background of the Study
English has been an important language. Among this plural world, it is a
necessity to have international languages to accommodate people around the globe to
communicate. During this open source era where information is widely open
globally, English has been an intermediate language almost in every environment in
most of the countries. English is also an international language where it is a common
language in most literature published (Smith, 1976). It could be said that English is
greatly used as a means of communication in this era, so acquiring the language could
be considered as important.
In order to acquire the language, school has provided the English subject in
curriculum. Considering its importance, it has become one of the important subjects
that are taught in school. There are several skills that students have to learn on the
English subject on the school. They are speaking, listening, reading, and writing skill.
Perhaps among those skills, writing is considered as the hardest skill to be mastered.
Writing is a skill that could be used to facilitate students to communicate with
others. Not only writing is used as a mean of communication, but also it could be
used for students’ academic life. Writing helps students learn the language (Raimes,
1983). It also reinforces grammatical structures, vocabulary and idioms that teacher
have been teaching to the students (Ismail, 2010). Writing could be a way of thinking
and learning; through writing, it is possible to explore the idea and acquired
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information to be conveyed to others. This makes writing a process of discovery that
involves a series of steps, and those steps are very often a zigzag journey (Langan,
2009). It could be understood why most of students say it is difficult to express their
idea in writing. This leads to the assumption that developing writing skill is way more
complicated than any other skills in English.
There are several kinds of text that students have to learn in school, and one of
them is descriptive text. The students should learn descriptive text, as stated in 2013
syllabus “Membedakan fungsi sosial, struktur teks, dan unsure kebahasaan beberapa
teks deskriptif lisan dan tulis dengan member dan meminta informasi terkait dengan
sifat orang, binatang, benda sesuai dengan konteks penggunaannya”. According to
Langan (2009) descriptive text is functionally used to describe something in a detail,
so that the reader could understand even imagine the thing that described even though
they have not seen it before.
Based on the researcher observation when she taught at SMP Perguruan Rakyat
1 Jakarta Selatan, there were several problems that she discovered. Some of students
wasted their time doing nothing when they are about to write. It could be occurred
because the students confused and did not know what to write. Some factors like
motivation and basic knowledge could also be considered taking part in the condition.
Students also could not compose a sentence properly. This could be occurred because
the students confused how to organize sentences into coherence paragraph. Lack of
knowledge about the writing steps could be the cause. Lastly, students also could not
put the proper words down in order to make good sentences. The researcher
concluded that some of the students still have low ability in grammatical structure.
The process students faced while writing seemed burdensome, because it
included deciding what one wanted to write, how best to said it and how to put the
ideas onto paper in a way that is intelligible to others (Browne, 2007). Since students
were generally confused on their early step of writing, emphasize the outlining
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technique would be best applied in the teaching-learning process. According to
Oshima and Hogue (1997) outlining is an important step in the writing process
because it helps students organize their ideas. It is even more important to make an
outline when students are planning writing because they have many more ideas and
details to organize. This would be best for students that incapable to plan and
organize their ideas while writing. In fact, there are a lot of techniques and methods in
teaching-learning process that could foster students’ writing learning, but the most
suitable one to be applied on the situation the researcher had explained was outlining
technique.
The researcher would like to study whether outlining technique is effective for
students’ achievement in writing descriptive text. This technique should help the
students to organize their ideas before they develop in paragraph of descriptive text.
Based on the reasons above the researcher conducts a research to examine the
effectiveness of outlining technique as a technique in learning writing descriptive
text, under the title “The Effectiveness of Emphasizing Outlining Technique in
Students’ Pre-writing Stage of Writing Descriptive Text at seventh grade students of
SMP Perguruan Rakyat 1 Jakarta Selatan.”
B. Identification of the Problem
From the explanation of the background above, the researcher identifies some
problems as follow:
1. Students were confused when it came to write.
2. Students have problem in creating a sentence properly, and confused how to
organize sentences into coherence paragraph.
3. Students lacked with vocabularies.
4. Students have problem with the grammar use on their writing.
C. Limitation of the Problem
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The problem of this study is limited to find out whether or not emphasizing
outlining technique on pre-writing stage is effective in writing descriptive text in the
seventh grade of SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020.
D. Formulation of the Problem
Based on the limitation of the problem, the research question is formulated as
follows:
1. Was emphasizing outlining technique on students’ pre-writing stage in writing
descriptive text in the seventh grade of SMP Perguruan Rakyat 1 Jakarta in
Academic Year 2019/2020 effective?
2. To what extent was the effectiveness of emphasizing outlining technique on
students’ pre-writing stage in writing descriptive text in the seventh grade of
SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020?
E. Objective of the Study
Based on the formulation of study above, the objective of the study is:
1. To see the effectiveness of emphasizing outlining technique on Students’ pre-
writing stage in writing descriptive text in the seventh grade of SMP
Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020.
2. To see to what extent the effectiveness of emphasizing outlining technique on
students’ pre-writing stage in writing descriptive text in the seventh grade of
SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020 is.
F. Significance of the Study
1. The Researcher
This study would give the researcher statistical evidence whether emphasizing
on outlining technique effective or not, so the researcher as the future teacher would
be able to give factual judgment towards technique used in certain condition.
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2. Teacher
It would help teacher on giving the suggestion whether or not the outlining is
effective to be used in the classroom, so the teacher has new insight into teaching.
Moreover, teachers will have this new paradigm when they see their students in the
classroom and be brave to get out from old-fashioned styles to create better, efficient
teaching-learning process.
3. Students
This study could be beneficial to the students to improve their ability in writing.
The students could solve their problem and help them to organize their ideas before
develop their writing.
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CHAPTER II
LITERATURE REVIEW
This chapter discusses definition of descriptive text, kinds of descriptive text,
characteristic of descriptive text, language features of descriptive text, and generic
structure of descriptive text. Also, definition of outline, the types of outline, steps of
applying outline, and integrating outline on students’ learning of descriptive text
writing to VII grade students of SMP Perguruan Rakyat 1 Jakarta Academic Year
2019-2020.
A. Descriptive Text
1. Definition of Descriptive Text
Axelrod & Cooper (2010) stated that the word describing comes from the Latin
describere, meaning “to sketch” or “to copy in writing”. Describe as its etymological
meaning is the act of giving a picture toward something. It could be something
concrete or abstract, and by describing the reader could get the imaginary of
something that has been described as they continued by stating that written
descriptions help readers imagine what is being described (Axelrod & Cooper, 2010).
A piece of writing that is aimed to convey meaning to the reader through
sensory details and provides image to the reader is descriptive text (Siburian, 2013).
This means that a text could be called as a descriptive text if it intended to deliver the
picture of something to make the reader convinced with the meaning the writer
intended to say.
Description text is also about sensory experience how something looks, sounds,
tastes. They continued by stating that it is mostly about visual experience, but
description also deals with other kinds of perception (Kane, 2000). This means the
perception of the writer towards something they experienced as well as their sensory
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experiences being explained could be considered as descriptive text.
Descriptive text as a paragraph is defined as a group of sentences that are
closely related in thought and which serve one comment purpose often used to
describe what a person looks like and acts like, what a place looks like and what an
object looks like (Siburian, 2013). This could also be said that a thought producing a
group of sentences which purpose is used to describe how something looks like is a
descriptive text.
Gerot and Wignell in Suprijadi and Maisitoh (2015) stated that descriptive text
is a kind of text which is aimed to describe a particular person, place or things. This
definition is similar with Siburian which emphasize the definition to its intention of
the text which is describing. Instead, Gerot and Wignel made this simpler by stating
only the object which commonly being described.
In addition, description relies on the five senses; the reader should see, hear,
taste, smell, and feel. At the same time, however, good description is synonymous
with clarity. It conveys information accurately (Sorenson, 2010). This could also be
said that a good descriptive criterion is texts which provide clarity in elaborate the
sense.
From the definitions mentioned above, it could be concluded that descriptive
text is a text which intent to describe person, animal or a thing by visual experience.
It issued to create a visual image of people, place, or things in a distinct way that the
reader could get into the author's experience.
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2. Kinds of Descriptive Text
According to Jolly in Siburian (2013), there are five kinds of descriptive text:
a. Describing Process
Describing a process explains how something was done (Siburian, 2013). It
could be any activities which require process in it. For instance, cooking, fabricating
a product, filming, photograph, editing, etc. Not only that, it also explained the reason
why something was done and what was needed to complete the process.
b. Describing an event
Describing an event explains the detail of events which is being described
(Siburian, 2013). While describe an event, a writer should be able to memorize and
remember what happened in the event. In this case, the writer has to explain all
details related to the event, so that the readers could imagine the real situation and
condition.
c. Describing a personality
Describing a personality explains the detail of a person which is being
described (Siburian, 2013). While describing a person, the first thing that the writer
does was recognizing one’s individual characteristics. The writer needs to describe
people occurs fairly areas of (a) physical attribute; for instance, hair, eyes, face build,
height, weight, skin color, etc. (b) emotional; for instance, warm, nervous, casual,
strict, etc. (c) moral attributes; for instance, greedy, honest, worthy, trusty, etc. and
(d) intellectual; for instance, cleverness, perception, clumsy, dumb, etc.
d. Describing a place
Describing a place explains the detail of a place which is being described
(Siburian, 2013). While describing a place, presenting something concrete was the
way to describe it. It could be any places; a home, a hospital, and school. When the
writer starts to describe a place, it is important to give clearly picture of the size and
arrangement of the space involved. Therefore, in describing a place we should be
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taken consideration of the location of the object of the place should be clear, the
detail should arrange logically and systematically so that it is easy for reader to
imagine the objects in their minds, and controlling idea. The last point is the most
important in writing process, because if we have a strong controlling idea it could
give the paragraph focus.
e. Describing an object
Describing an object explains the detail of an object which is being described
(Siburian, 2013). Any object could be described, for instance ball, vas, monument,
etc. To describe an object accurately, it requires providing the physical characteristics
of the object such as the colour, form, shape, and so on to make clarity of the object
being described.
3. Language Feature of Descriptive Text
Here are several grammatical features of descriptive writing as the following
(Knap & Watkins, 2005):
a. Tense used
In descriptive text, present tense is the tense which dominantly used when it
comes to describe a factual point of view and technical. Although present tense
prominently used in literal description, but past tense tends to overwhelm the
descriptive text.
b. Auxiliary
Auxiliary verb is something that helps the main verb in the sentences (Peterson,
2020). When it comes to classifying and describing appearance/quality and
parts/function of phenomena, linking verbs are used in order to describe.
e.g. My favourite boy band group is BTS because they are so adorable
c. Verbs
Verb is a word used to describe an action, state, or occurrence, and forming the
main part of the predicate of a sentence. When it comes to describe something literal
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and common sense, action verbs are used metaphorically while describing to create
effect (a). When describing behaviour/uses, action verbs are also used (b). When
describing feeling in literary, mental verbs are used (c).
e.g. (a) EXO hits the top chart of Prambors Radio
(b) She lives here, He lays under the tall tree
(c) e.g. Suho feels unhappy for the fans meeting
d. Adjectives
Adjective is a word that modifies a noun or noun phrase or describes its
referent. When adding extra information to nouns that is technical, life basis, or
literary, adjectives are used in order to describe (a). Adjectives can also be used on its
own, as above, or as part of a noun group (b).
e.g. (a) His dance was majestic
(b) Suho’s cool appearance gave him something different
e. Adverbs
Adverb is a word or phrase that modifies or qualifies an adjective, verb, or
other adverb or a word group, expressing a relation of place, time, circumstance,
manner, cause, degree, etc. When adding extra information to verbs to provide more
detailed description, adverbs are used in order to describe (a). When adding more
information about the manner, place, or time, adverbial phrases are used (b).
e.g. (a) Suho sings amazingly
(b) Kai has piercing on his ears
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4. Generic Structure of Descriptive Text
Gerot and Wignell in Masitoh and Suprijadi (2015) mentioned the generic
structure of descriptive text as follows:
a. Identification
In this generic structure, the writer introduces to the subject of description. As it
has stated before, it could be a place, a personality, etc. This section gives the clarity
about the subject that is about to be described.
b. Description
In this part give detail of the characteristic features of the subject. Such as:
qualities, characteristics, describing the phenomenon in parts, or/and characteristic,
size, physical appearance, ability, habit, daily life, etc. Here is the example of
descriptive text with its structure.
MY FAVORITE ROOM
My favourite room in the whole world is my own bedroom
in my parents’ house.
It has everything that I want in this life: a comfortable bed
that faces a wide window on the east side of the room. So, when
I wake up in the morning and swipe the window curtain, the
light of sunrise enters the room little by little, creates a beautiful
silhouette and warms the whole room. On the right corner of
room near the window, there’s a study desk that was once my
father’s. Next to that desk, there’s a white wardrobe where I put
all of my clothes.
In front of the wardrobe, at the other side of the room,
there’s a yellow bookshelf where I put half of my book
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collection. I choose the colour yellow so it matches the colour of
my bedroom wall. Next to the bookshelf, I have a dressing table.
And next to that dressing table is where I put my guitar. It’s a
fifteen-year-old guitar but it still sounds great and I love it so
much.
Table 2.1 The Example of Descriptive Text
B. Outlining Technique
Simply stated, an outline is a short, organized description of what will be
contained in writing. Beginning a writing project without an outline is like driving in
new territory without a road map. Outline-less writing invites one to waste time and
risks dithering, with results that can threaten the coherence of your work. Using an
outline is especially helpful when a writing project has multiple authors because it
can be used to force all contributors to agree on the structure and direction of the
project. With that said good writers are flexible and are willing to modify their
outlines as bright, new thoughts emerge. When working on an outline, be sure that
what is added, or rearranged, is consistent with the overall theme of the project.
1. Definition of Outlining Technique
Outline is one of techniques in the pre-writing stage which help writers
organize their ideas. In the pre-writing stage, writers do brainstorm to find any ideas
they want to include in their writing. Then, to make the ideas become more organized
and are related to each other, the writer put them into an outline. Langan agrees that
outline is a plan to help writers achieve a unified, well-organized, and supported
composition (Langan, 2009). Writers are able to involve one main idea and its
supporting details as they create an outline. Further, Zemach and Rumisek state that
outline shows writers what to write before they begin to write, outline also keeps
them forgetting any important points (Rumisek, 2003).
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An outline is a working plan for a piece of writing. It’s a list of all the ideas that
are going to be in the piece in the order they should go (Grenville, 2001). An outline
is a method of brainstorming or pre-writing that helps writer to organize ideas and
thoughts and plot out a paper. An outline structure may force you to start to group
your ideas and think about what should be the input as your arguments before
drafting. Outlining makes a writer know how the development of her/his arguments
physically. The writer could arrange ideas using that order with the help of an outline.
Outline makes it simple and not time consuming, difficult or unnecessary. Outline
helps writers organize their ideas before drafting, and outlining could also ensure the
success of an essay and make drafting easier.
Also, outline is a strategy to organize ideas or thoughts into chronological
order, outline helps writer generate their ideas more easily and it is a basis for making
ideas or thought arranged into one pattern, so that writer could focus on one topic of
the pattern and their ideas does not put into a messy paragraph. Outlining is made
before drafting and could make drafting easier.
2. The Types of Outlining Technique
a. Formal Outline
The formal outline, which is the most detailed, structured outline, allows you to
plot all your main and major supporting ideas. This is the outline that uses roman
numerals, letters, and Arabic numbers. Main ideas are designated with roman
numerals; supporting ideas to develop a main idea are designated with capital letters;
points to further develop supporting ideas are designated with Arabic numbers
(Oshima & Hogue, 2005).
b. Outline Cards
To outline using cards, you need several large index cards (or you could use
sheets of paper). Use one card to plan each paragraph. On each of your cards, list
your ideas in the order they will appear in the paragraph the card represents. One
14
advantage of cards is flexibility is you could shuffle paragraph cards into different
sequences to examine alternative arrangements.
c. The Outline Worksheet
The outline worksheet, like outline cards, allows you to plot organization in as
great or as little detail as you require. While it is not as easy to rework parts of the
outline when the worksheet is used (this is the advantage of cards), it is easy to get a
clear overview of your organization (this is one advantage of the formal outline).
d. The Outline Tree
Also, Clouse stated that an outline tree could help to visualize the relationships
among ideas. And it could also help to determine where more ideas are needed. In
addition, furthermore she also said that to develop an outline tree, first write a
preliminary thesis. Then place the first branches of the tree, using your main ideas.
The writer could conclude that the outline tree is kind of branch of tree where
you could put the preliminary thesis in the top of tree than you could develop it with
some branch of main ideas below a preliminary thesis, below main ideas you could
put some supporting details under each main ideas, also you could put additional
details under supporting details.
3. The Advantages and Disadvantages of Outlining Technique
There are two advantages in using outlining technique. First, as you construct
the organizational scheme for your paper, the use of an outline will quickly reveal
where more research is needed. Second, the outline also exposes items that are
unnecessary and allows you to jettison them early, before they become unneeded
distractions diluting the coherence of your presentation. When you have located key
data, sources related to your topic items that will subsequently appear in your writing
and your reference list – you are ready to begin sorting the results of your search.
Look through the articles and other data you have collected and see how they seem to
15
cluster in groups. At first, you may have too many piles, but usually the small piles
can be bunched into three or four general headings.
Outline planning strategies are not just different ways of reducing cognitive
load during writing, but they also enable writers to better satisfy different social goals
(Karimi, 2016). Thus, outline planning has the advantage that it enables the writer to
control the way they present ideas in public.
Whereas Alice Oshima and Ann Hogue stated that here are the advantages of
Outline. First, outline will help the writer to organize the ideas; specifically, an
outline will ensure that the writer won’t include any irrelevant ideas, which the writer
won’t leave out any important points, and that supporting sentences will be in logical
order. Second, learning to outline will help the writer write more quickly. It may take
some practice at first, but once the writer become used to outlining the writer ideas
before the writer start to write, and the writer will be surprised at how fast the writer
will actually be able to write. Outlining helps writing becomes easier because the
writer does not have to worry about what the writer will be going to say; the writer
already has a well-organized plan to follow. Finally, the grammar skill will improve
because the writer will be able to concentrate on it, not on thoughts or organization.
Improved organization speed, and grammar make learning to outline well worth the
effort (Oshima & Hogue, 2005).
In contrary, the disadvantages in applying outlining technique are that it takes
more time to generate the writing. The time allocation and limited time makes this
technique is not fit in certain condition. The output of the writing which is using
outlining technique is somewhat rigid. The flexibility and imaginary in writing is
reduced due to the technique, so this technique will not fit in term of creativity.
16
4. Steps of Applying Outlining Technique
Outline technique could be applied in any kind of text. Here are the steps how
to apply the outline technique (Conelly, 2007).
a. Begin by filling your thesis
b. Next, select the main ideas you will use to support your thesis. Remember that
you will develop one main idea in each body paragraph
c. Generate additional ideas if you do not have enough main topics to support
your thesis
d. Write a tentative topic sentence for each body paragraph using the outline
template
e. Generate ideas to develop each body paragraph
f. Decide which supporting ideas to use and the order in which to present them.
Add them to your outline
g. Revise your thesis statement to fit the ideas you will develop in the writing
text. If you intend to use blueprinted thesis, (one that include the main topics
of support), you should list the topics of support in the order you will
introduce them in the writing text.
C. Writing Descriptive Text
1. The Definition of Writing
Writing is a combination of process and product (Linse & Nunan, 2005). The
process is the activity of bringing together writing ideas and using them so that they
become a writing product can be understood and understood by the reader. Writing is
also a process (Tuan, 2012). This means that there are activities or steps that are
carried out continuously in the process of writing.
Furthermore, Writing is a process of creating, organizing, writing, and
polishing (Oshima & Hogue, 2005). In this process, one creates ideas, organizes the
ideas, writes a rough draft and the final step one polishes the rough draft by editing it
17
and making revisions. This means that when someone is writing something, one has
thought about what he will say and the purpose of writing for the readers. When the
writing process is finished, he as the writer will re-read to find out if there are errors
or words that need to be replaced. Therefore, writing is never a one-step action; it is a
process that has several steps. Based on the definitions above, we can conclude that
writing is an activity to organize ideas in the mind to be conveyed and communicated
to the reader in a way that is acceptable and understood.
2. Writing Process
Oshima and Hogue (2015) mentioned there are four steps in writing process,
they are creating (pre-writing), planning (outlining), writing, polishing.
a. Creating (Pre-writing)
Pre-writing is a step that is definitely done before writing. This step is where
the author selects the topic and gets information about the topic that has been chosen.
There are several brainstorming techniques that will help students to develop a topic
and get a word
b. Planning(outlining)
After choose the topic, narrow it, and generate the ideas by brainstorming, the
next step of writing process is organizing the ideas into an outline. The steps that
needed to do are making sub lists, then writing the topic sentence, and make the
outline.
c. Writing
In this step, one needs to write the rough draft. The point is to get the thoughts
down on paper (Linse&Nunan, 2005). Follow the outline as closely as possible, and
do not worry about grammar, punctuation, or spelling because a rough draft is not
meant to be perfect. There are always new ideas arise along with someone writing, so
do not be fixated on the outline that has been made. These ideas can be recreated,
replaced, added, or deleted as long as they are in accordance with the topic of writing.
18
d. Polishing
This step is also called revising and editing. Revising is used to deal with the
big issues of content and organization, where editing is used to work on the smaller
issues of grammar and punctuation. After one writes the rough draft, the next step is
to revise it in order to improve what has been written. At this rate, the content and
organization, including unity, coherence, and logic needed to be considered. The
second step in polishing the writing is by proofreading (editing) the paper for possible
errors in grammar, sentence structure, spelling, and punctuation (Oshima& Hogue,
2005).
D. Previous Related Study
First, the research conducted by Mei (SARI, 2016) titled The Effectiveness of
Outlining Technique toward Students Achievement in Writing Recount Text at The
Eight Grade of MTs Negeri Ngantru. The result showed that the student’s score in
writing recount text before they are taught using outlining technique was 67. While
the students’ score after they are taught using outlining technique was 82. The T-
count was 17.133, whereas T-table with significant level 5% was 2.042. So, T-count
was greater than T-table. This means that Ha which states that there is significant
effect in using outlining VIII technique to teach writing recount text to the VIIIB
graders at MTs Negeri Ngantru is accepted. Whereas, H0 which states that there is no
significant effect of using outlining technique to teach writing recount text to VIIIB
graders at MTs Negeri Ngantru is rejected. In other words, outlining technique can be
used as an alternative technique to teach writing recount text to the student as MTs
level.
Second, the conducted by Mutia Sabrina and Yunita Agnes Sianipar (Sabrina &
titled, 2012) titled Improving Students’ Achievement in Writing Descriptive
Paragraph Using Outline Technique. The research conducted by applying classroom
action research in two cycles. The subject of this research was one of a class in the
first-year student of SMU Yayasan Pendidikan Sultan Iskandar Muda. There were 35
19
students that participated in this research. The quantitative and qualitative data were
gathered in administrating writing test and diary notes. The result of quantitative data
obtained that the score of the students improved from cycle I to cycle II which the
mean of the pre-test was 70.6, the test of cycle I was 75.8, and the test of cycle II was
85,2. The result of the quantitative data described that the using of the outline
technique help to improve the students’ achievement in writing descriptive text.
E. Research Hypothesis
The research hypothesis that will be used in this research concerned to the
influence of emphasizing outlining technique in students’ pre-writing stage of writing
descriptive text. There are two kinds of hypothesis, they are:
1. Null Hypothesis (H0)
The null hypothesis stated that there is not positive effect of emphasizing
outlining technique in students’ pre-writing stage of writing descriptive text. It could
be seen from the difference between controlled class and experimental class. If there
is no significant difference between the population means, the null hypothesis is
accepted.
2. The Alternative Hypothesis (Hɑ)
The alternative hypothesis stated that there is positive effect of emphasizing
outlining technique in students’ pre-writing stage of writing descriptive text. It could
be seen from the difference between controlled class and experimental class. If there
is a significant difference between population means, the alternative hypothesis is
accepted.
In this research, the hypothesis which used was the alternative hypothesis. It was
need to be tested in order to prove the research notion about the effectiveness
emphasizing outlining technique in students’ pre-writing stage of writing descriptive
text at seventh grade students.
20
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this study. It
presents place and time of the research, design of the research, population and
samples of the research, instrument and technique of data collection, and technique
of data analysis.
A. Place and Time of the Research
The researcher conducted the research at SMP Perguruan Rakyat 1 located at
Jl. Yon Zikon no. 14, RT 04/06 Srengseng Sawah, Jagakarsa, Kota Jakarta Selatan,
DKI Jakarta. It set 5 meeting consist of Pre-Test at the first meeting then treatment at
the second until third meeting, and lastly Post-Test at the last meeting.
B. Design of the Research
The research was about finding the empirical evidence whether emphasizing on
outlining technique in pre-writing stage of students’ writing descriptive text was
effective, so in this research, the researcher used a quantitative method to see the
effect of the variable being tested. According to Creswell quantitative research is
divided into three types; experimental, correlation and survey (Creswell, 2002). The
research design used in this research is a quasi-experimental study. As stated by
Goddard and Melville’s that experimental research is primarily concerned with cause
and effect. Researchers identify the variables of interest and try to determine if
changes in one variable (called the independent variable, or cause) result changes in
another; called the dependent variable, or effect (Goddard & Melville, 2001).
The researcher implemented an experimental study which used two groups of
samples. The groups of samples were controlled and experimental group. Both
groups are used to investigate the effectiveness of outlining technique on students’
writing descriptive text. The experimental group is the group that received the using
21
outlining technique; meanwhile the control group is the group that received the
treatment using teacher’s lecturing. The writer also used pre-test before the treatment
and post-test after the treatment for two groups of samples.
Groups Test Treatment Test
Experimental
Group
Pre-test
Applying the treatment
(Outlining Technique)
Post-test
Control
Group
Pre-test
Not applying the treatment Post-test
Table 3.1 Research Design
C. Population and Sample of the Research
The population of this study is the seventh-grade students of SMP Perguruan
Rakyat 1. The researcher will limit the sample on the two seventh grades of regular
classes. Since this research was a quasi-experimental study, there were two groups
that determined as a sample. They are experiment class and controlled class. The
technique of sample that used was purposive sampling. Cohen stated that purposive
sampling, is often used in quantitative research in which the researcher choosing the
informant deliberately due to the qualities the informant’s specific needs. As its name
suggests, the sample has been chosen for specific purposes. (Cohen, Manion, &
Morrison, 2007). The reason why the classes is chosen is because both experimental
and control class has the same quality (homogenous) based on the latest score mid-
term test.
D. Instrument of the Research
The researcher used test as instrument to measure the students’ ability. The test
divided into two kinds of test, pre-test and post-test as the researcher instrument
research. The test was an assessment instrument that was used to measure students’
ability. Before giving the treatment, pre-test was given to understand students’ ability
while after the treatment, post-test was given to assess the students’ achievement
22
(Ary & et.al., 2010). Both experimental class and controlled class before and after
treatment or also known as pre-test and post-test are to measure the initial ability
about writing descriptive text and the post-test was given to both experimental and
controlled class after the treatments that are given to experiment class. The
researcher was intended to figure out whether the treatment is going to affect
students’ writing ability in this case descriptive text. The test used to gain the result
between the class which used treatment and the class which not used any treatment.
Here were the instruments used:
Table 3.2. The Instruments of the Research
PRE-TEST OF WRITING DESCRIPTIVE TEXT
Please describe your most inspiring person in your life!
• You have 60 minutes to write
• Scoring will be based on organizational structure, developing the idea,
vocabulary and grammar usage, and mechanism of writing.
POST-TEST OF WRITING DESCRIPTIVE TEXT
Please describe your most favorite singer!
• You have 60 minutes to write
• Scoring will be based on organizational structure, developing the idea,
vocabulary and grammar usage, and mechanism of writing.
E. Technique of Data Collection
The researcher got the quantitative data of this research from the result of the
23
Pre-Test and Post-Test. The data used by the researcher was students’ writing of
descriptive text. The researcher gave the students a writing test to compare students’
writing result before and after the researcher applied outlining technique in
experimental class, and the controlled class were only given the tests without any
treatment given before. The students’ writing score was counted based on analytical
scoring rubric. Here was the rubric used in the research:
Table 3.3. The Scoring Rubric
Criteria Score
Organization
Well-organized, logical sequencing –etc 20-18 (excellent to very good)
Logical but incomplete sequencing – etc 17-14 (good to average)
Lacks logical sequencing and development – etc 13-10 (fair to poor)
No organization, not enough to evaluate – etc 9-7 (very poor)
Content
Relevan to assigned topic – etc 30-27 (excellent to very good)
Mostly relevant to topic –etc 26-22 (good to average)
Inadequate development topic –etc 21-17 (fair to poor)
not enough to evaluate –etc 16-13 (very poor)
Vocabulary
Word form mastery, appropriate register (word use for 20-18 (excellent to very good)
24
particular situation –etc )
Occasional errors of word form, choice, usage but
meaning not obscured
17-14 (good to average)
Frequent errors of word form, choice, usage and
meaning confused or obscured –etc
13-10 (fair to poor)
Little knowledge of English vocabulary, word form or
not enough to evaluate
9-7 (very poor)
Language use
Few errors of word order/ function, articles, preposition
– etc
25-22 (excellent to very good)
Several errors of word order/ function, articles 21-19 (good to average)
Frequent errors of word order/function, articles,
preposition –etc
17-11 (fair to poor)
Dominated by errors, or not enough to evaluate –etc 10-5 (very poor)
Mechanic
Few errors of spelling, punctuation, capitalization –etc 5 (excellent to very good)
Occasional errors of spelling, punctuation, capitalization
– etc
4 (good to average)
Frequent errors of spelling, punctuation, capitalization –
etc
3 (fair to poor)
Dominated by errors of spelling, punctuation, 2 (very poor)
25
capitalization –etc
Furthermore, after giving the Pre-Test, the students got the treatment of
outlining technique. Then they had time to perform the outlining technique into their
writing. The post test was given to see the effectiveness of emphasizing outlining
technique in students’ pre-writing stage of writing descriptive text.
F. Validity
The validity of the instrument that used in a research is very important.
According to Hudges, A test is said to be valid if it measures accurately what it is
intended to be measure (Hudges, 1989). It means that, the test must be involved the
subject that the tester wanted to know the result. For instance, this research is aimed
to see the effect on students’ writing. Therefore, the test that used in this research is a
writing test.
The validity of the essay was taken from the triangulation of school’s
curriculum and text book used by the teacher. A validation is needed to see whether
the data is valid or not.
F. Reliability
According to Brown, A reliable test is consistence and dependable. If you give
the same test to the same student or matched students on two different occasions, the
test should yield similar result (Brown, 2003). It means that reliability refers to the
consistency of measurement when the test procedure is being tested on another
population of a group. Hence, reliability refers to the consistency of assessment
score.
The test of this research is using a subjective test. Therefore, the reliability of
the test was taken from the analytical scoring rubric and sometimes a rater or
judgment reliability is needed.
26
G. Technique of Data Analysis
1. Prerequisite Analysis Test
Analysis of research data aims to test the truth of hypothesis which is
suggested in a research. However, before hypothesis testing is done, it is a must to do
prerequisite analysis data through normality test and homogeneity test.
a. Normality Test
Normality test is a test which is done to check whether a group of data comes
from population having normal distribution or shapes normal curve. The normality
test is crucial to do because the calculation of parametric statistic has assumption or
requirement that research data must be distributed normally.
The criterion of hypothesis is:
H0: Significant Score >0.05 means the data is normally distributed.
Ha: Significant Score<0.05 means the data is not normally distributed
b. Homogeneity Test
Homogeneity test is used to test the similarity of the sample which is taken
from homogenous population. The criterion hypothesis is:
1) If significant value < 0,05 means the data is not homogeneous
2) If significant value > 0,05 means the data is homogeneous
2. Hypothesis Test
This is the last step to analyze the data after normality and the homogeneity test
was done. Because the result of the experimental and the controlled class’ pre and
posttest’s score met the requirement of normality test and both the classes (sample)
had similarity or homogeneity in variance. The writer used the independent t-test.
The independent t-test is an analysis to compare data of two group sample
statistically. Independent sample t-test is used to compare the means or averages of
27
the two independent samples (the experimental and the controlled class) in order to
determine whether there was statistical evidence which proved that the means were
significantly different.
The formula as follows:
to =
Where:
Mx = mean of variable X
My = mean of variable Y
SE = standard error
The writer’s assumptions of those hypotheses are as follow:
If to>t-table, the Null Hypothesis (H0) is rejected and alternative hypothesis
(Ha) is accepted. It means there is a significant difference of students’ pre-writing
stage of writing descriptive text achievement between students who are taught using
outlining technique and students who are taught only.
If to<t-table, the Null hypothesis (H0) is accepted and alternative hypothesis (Ha) is
rejected. It means there is no a significant difference of students’ writing descriptive
text achievement between students who are taught using outlining technique and
students who are taught only.
28
CHAPTER IV
RESEARCH FINDINGS & INTERPRETATION
This chapter presents the data description consisting of the score of pre-
tests, and post-test of the experimental class and the controlled class. Also, the
discussion of the research finding is explained in this chapter.
A. Research Findings
1. Data Description
The description that is presented below is the findings of the research
obtained from the pre-test and the post-test Experimental class and Controlled
class.
a. The Score of Experimental Class
The data obtained from the result of the pre-test and post-test of
experimental class at SMP Perguruan Rakyat 1 Jakarta Selatan.
Table 4.1 Students’ Score of Experimental Class
Students Pre-test Post-test Gained Score
1 60 75 15
2 68 70 2
3 64 70 6
4 60 64 4
5 68 69 1
6 58 65 7
7 60 70 10
29
It showed that on the pre-test, there were 7 students who gain the score above
the Minimum Mastery Criterion, while the others were below, with the mean score
65,52. It also showed that on the post-test, there were 19 students who gain the score
8 70 80 10
9 72 85 13
10 65 74 9
11 68 72 4
12 70 80 10
13 64 68 4
14 50 65 15
15 74 80 6
16 72 77 5
17 68 74 6
18 75 80 5
19 64 70 6
20 62 74 12
21 72 84 12
22 57 62 5
23 64 74 10
24 65 76 11
25 68 72 4
Mean 65,52 73,2 7,68
30
above the Minimum Mastery Criterion, while the others were below, with the mean
score 73,2.
From the difference between the score of pre-test and post-test in the
experimental class, the researcher concluded that there was an increased in the mean
score of the experimental class. In other word, there was an effect of emphasizing
outlining technique in students’ pre-writing stage of writing descriptive text.
b. The Score of Controlled Class
The data obtained from the result of the pre-test and post-test of controlled
class at SMP Perguruan Rakyat 1 Jakarta Selatan.
Table 4.2 Students’ Score of Controlled Class
Students Pretest Posttest Gained Score
1 64 65 1
2 67 70 3
3 75 68 -7
4 67 68 1
5 68 69 1
6 67 68 1
7 70 72 2
8 58 67 9
9 70 64 6
10 55 60 5
31
11 63 65 2
12 74 76 2
13 72 78 6
14 70 72 2
15 75 78 3
16 80 82 2
17 54 65 11
18 64 72 8
19 64 70 6
20 68 72 4
21 68 72 4
22 55 58 3
23 60 65 5
24 62 68 6
25 70 76 6
Mean 66,4 69,6 3,68
It showed that on the pre-test, there were 9 students who gain the score above
the Minimum Mastery Criterion, while the others were below, with the mean score
66,4 It also showed that on the post-test, there were 12 students who gain the score
32
above the Minimum Mastery Criterion, while the others were below with the mean
score 69,6.
From the difference between the score of pre-test and post-test in the controlled
class, the researcher concluded that there was an increased in the mean score of the
controlled class.
2. Data Analysis
The explanation below describes the way to pre-evaluate and analyze the
collected data using three analyzes, namely normality, homogeneity and hypothesis
test (independent t-test).
a. Normality Test
The result of normality test on both the experimental and controlled class either
pre-test or post-test score were gained from Lilliefors test using IBM Statistics SPSS
24. The result which was gotten as follow:
Table 4.3 The Result of Normality Test of Pre-test Score at the Experimental and
Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
score .108 50 .200* .980 50 .564
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The result of the normality test showed that the significance level was 0,2 and
0,564. It means that the probability value (p) of both experimental and controlled
class was higher than (>) the degree of significance 5% (α = 0.05). Therefore, it is
concluded that the data of both the experimental and the controlled class’ pre-test
was normally distributed.
33
The following is the result of normality test of post-test at the experimental and
controlled class which was presented in this below table:
Table 4.4 The Result of Normality Test of Post-test Score at the Experimental and
Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
score .101 50 .200* .983 50 .706
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The result of the normality test for the post-test showed that the significance
level was 0,2 and 0,706. It means that the probability value (p) of both experimental
and controlled class was higher than (>) the degree of significance 5% (α = 0.05).
Therefore, it is concluded that the data of both the experimental and the controlled
class was normally distributed.
b. Homogeneity Test
After finishing the normality test, the homogeneity test was also required as a
prerequisite analysis test. To calculate homogeneity test, the researcher used Levene
Statistic Test from IBM Statistics SPSS 24 software. The following is the result
which was obtained from the test:
Table 4.5 The Homogeneity Test at Experimental and Controlled Class The
Homogeneity Test of Pre test
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
.223 1 48 .639
34
The Homogeneity Test of Post test
Test of Homogeneity of Variances
score
Levene Statistic df1 df2 Sig.
.286 1 48 .595
From the result of the Levene Statistic Test, it has seen that the significance
level or probability value (p) of the data from the experimental and controlled pre-
test and post-test score was 0,639 and 0,595. It means that the significance level or
probability value (p) of the data was higher than the significance degree (α = 0.05).
The result of homogeneity test showed that the sample data from the population has
homogenous variance.
c. Analysis Test
This is the last step to analyze the data after normality and the homogeneity test
was done. Because the result of the experimental and the controlled class’ pre- test
and post-test’s score met the requirement of normality test and both the classes had
similarity or homogeneity in variance. The researcher used the independent t- test.
The independent t-test is an analysis to compare data of two group sample
statistically.
Independent sample t-test is used to compare the means or averages of the two
independent samples (the experimental and the controlled class) in order to
determine whether there was statistical evidence which proved that the means were
significantly different. The researcher uses t-test to find out the differences score of
students’ achievement in writing of descriptive text with and without outlining.
Moreover, researcher used IBM Statistics SPSS 24 software to do the calculation or
the test. The result of the calculation as follows:
35
Table 4.6. The Independent Sample T-Test
Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. T df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Score Equal
variances
assumed
.286 .595 2.159 48 .036 3.60000 1.66733 .24760 6.95240
Equal
variances
not
assumed
2.159 47.683 .036 3.60000 1.66733 .24703 6.95297
Based on the calculation above, the degree of freedom (df) is 48 and the critical
value of the df -48 by using the degree of significance of 5% is 1,68 (t-table) and the
t-observe is 2,159. It means that the post-test score of experimental class is higher
than the score of controlled class. The result of the comparison between t-observe
and t-table were 2,159 > 1,68 = t-observe>t-table.
From the hypothesis we have that on the df = 48 and in the degree of
significance 5% the value of degree of significance is 1,68 (gained based on df = 48
and α = 0.05). By comparing the value t-observe is higher than t-table that is 2,159 >
1,68, so the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is
rejected. It could be proved that there were significant differences between the results
of emphasizing outlining technique in students’ pre-writing stage of writing
descriptive text at first grade students of SMP Perguruan Rakyat 1 Jakarta Selatan.
d. Effect Size Test
36
This formulation was adopted in order to find out the effect size level of this
research. The calculation is presented below:
Table. 4.7. The Criteria of Effect Size Test
The Criteria
0 – 0.20 Weak effect
0.21 – 0.50 Modest effect
0.51 – 1.00 Moderate effect
> 1.00 Strong effect
Pooled Std Deviation = Std. Deviation Group 1 + Std. Deviation Group 2
2
= 6,13 + 5,65
2
= 5,89
d = Mean for Group A – Mean for Group B
Pooled Standard Deviation
= 73,2 – 69,6
5,89
= 0,61
After knowing the result that showed, it can be seen that from the calculation
the effect size level of this study is moderate because it shows that the result is 0,61
and therefore, there is a significant effect of emphasizing outlining technique in
students’ pre-writing stage of writing descriptive text.
37
B. Interpretation
The purpose of this study is to find out the effectiveness of emphasizing
outlining technique in students’ pre-writing stage of writing descriptive text on the
first grade of SMP Perguruan Rakyat 1 Jakarta Selatan. Based on the test of equality
of two average post-test was known that the students’ writing ability in writing
descriptive text showed the differences in both the experimental and controlled class.
The pre-test score of experimental class and controlled class has the mean
value of 65,4 and 66,52 while the minimum criterion was 70 It means in the pre-test,
controlled class had better score than experimental class, and also the both classes in
average did not cover the minimum criterion. Then, comparing with the post-test
score, the mean of experimental class is 73,2 and the mean of controlled class is 69,6
which means that experimental class had better score than controlled class, and also
only experimental class covered the minimum criterion.
In this research, there were 25 students in experimental group and also 25
students in controlled group. Therefore, the degree of freedom (df) is (25 + 25) – 2 =
48 which means the data which were free to vary was 48 in total and the other two
were not able to vary because they were the last. By the degree of freedom of 48 and
the degree of significance of 5% (α = 0.05), it was found from the table of t or t-table
that the critical value was 1,68 Furthermore the result of the statistic calculation
indicated that the value of t-observe = 2,159 and by the value of df (degree of
freedom) of 48 on the significance of 5% is 1,68 Comparing t-observe = 2,159 with
each values of the degree of significance or t-table= 1,68, the researcher found that t-
observe = 2,159 is higher than t-table= 1,68 Therefore the null hypothesis (Ho) is
rejected and alternative hypothesis (Ha) is accepted.
The size effect showed that the score gained had the moderate effect with the
score 0,61. By comparing the data of two group sample statistically, the result gained
showed that t-observe>t-table. This is obtained by conducting independent sample t-
38
test which is used to compare the means or averages of the two independent samples
in order to determine whether there was statistical evidence which proved that the
means were significantly different. The result was 2,159 > 1,68 = t-observe>t-table.
The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected
means that there was positive effect of emphasizing outlining technique in students’
pre-writing stage of writing descriptive text. It means that outlining is effective on
students’ pre-writing stage of writing descriptive text at first grade of SMP
Perguruan Rakyat 1 in academic year 2019/2020.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research that held on the seventh grade of SMP Perguruan Rakyat
1 Jakarta Selatan in academic year 2019/2020, the result of the statistic calculation
indicated that the value of tobserve = 2,159 and the value ttable is 1.68. Comparing
to with each values of degree significance, the researcher finds that tobserve is higher
than ttable (tobserve) >ttable, 2,159 > 1.68. Since tobserve is higher than ttable,
means the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) is
rejected. This means it is effective for emphasizing outlining technique in students’
pre-writing stage of writing descriptive text.
In addition, the size effect test shows that the score was 0.61 and therefore, by
comparing the gained score to the table of size effect there is a moderate effect of
emphasizing outlining technique in students’ pre-writing stage of writing descriptive
text.
B. Suggestion
It was not easy to teach students to write a text in English, moreover English in
Indonesia is included as foreign language, so that students were not familiar in
English, above all the writer suggested to many English teacher to use a strategy to
facilitate students in expressing their idea especially in pre-writing, so that in pre-
writing like outlining strategy students firstly can make a concept based on their idea
such as in formal outlining, which can be expanded to broader idea, so that students
can’t lose inspiration when they are writing.
Furthermore, teacher can find a strategy which is suitable with type a text.
Also, teacher in teaching genre of text should know more about theory such as each
genre text, so that teacher will know about a strategy which is suitable with genre
text is
40
being explained. For other researchers, it can be basic information if he or she will
conduct with the same variable, because the outlining strategy can help students in
writing descriptive text, moreover it can be also used to other kind of genre text.
41
References
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TECHNIQUE TOWARD STUDENTS’ ACHIEVEMENT IN WRITING
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APPENDIX 1
Analytical Scoring Rubric
Criteria Score
Organization
Well-organized, logical sequencing –etc 20-18 (excellent to very good)
Logical but incomplete sequencing – etc 17-14 (good to average)
Lacks logical sequencing and development – etc 13-10 (fair to poor)
No organization, not enough to evaluate – etc 9-7 (very poor)
Content
Relevan to assigned topic – etc 30-27 (excellent to very good)
Mostly relevant to topic –etc 26-22 (good to average)
Inadequate development topic –etc 21-17 (fair to poor)
not enough to evaluate –etc 16-13 (very poor)
Vocabulary
Word form mastery, appropriate register (word use for
particular situation –etc )
20-18 (excellent to very good)
Occasional errors of word form, choice, usage but
meaning not obscured
17-14 (good to average)
Frequent errors of word form, choice, usage and 13-10 (fair to poor)
meaning confused or obscured –etc
Little knowledge of English vocabulary, word form or
not enough to evaluate
9-7 (very poor)
Language use
Few errors of word order/ function, articles, preposition
– etc
25-22 (excellent to very good)
Several errors of word order/ function, articles 21-19 (good to average)
Frequent errors of word order/function, articles,
preposition –etc
17-11 (fair to poor)
Dominated by errors, or not enough to evaluate –etc 10-5 (very poor)
Mechanic
Few errors of spelling, punctuation, capitalization –etc 5 (excellent to very good)
Occasional errors of spelling, punctuation, capitalization
– etc
4 (good to average)
Frequent errors of spelling, punctuation, capitalization –
etc
3 (fair to poor)
Dominated by errors of spelling, punctuation,
capitalization –etc
2 (very poor)
APPENDIX 2
The Lesson Plans
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Perguruan Rakyat 1
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / Genap
Judul Bab : It’s a beautiful day!
Materi Pokok : Memberi dan meminta informasi terkait dengan sifat orang, binatang,
benda
Alokasi Waktu : 1 Minggu x 4 Jam Pelajaran @40 Menit
A. Kompetensi Inti
• KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta
Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan
bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di
lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan
kawasan regional.
• KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan
metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan,
kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
• KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif,
kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
B. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.5 mengidentifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan
memberi dan meminta informasi
terkait dengan sifat orang, binatang,
benda sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan be, adjective)
• Mengidentifikasi sifat seseorang (kind, nice,
friendly, etc)
• Memahami teks deksriptive tentang seorang
tokoh idola.
• Memahami penggunaan simple Tense (verb 1
s/es),
• Memahami pengunaan to be (is, am, are), dalam
menggambarkan seseorang.
• Memahami kata sifat yang tepat sesuai dengan
konteksnya dalam menggambarkan seseorang
• Memahami penggunaan ucapan yang benar
• Memahami perbedaan intonasi yang tepat
4.5 menyusun teks interaksi transaksional
lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi
• Membuat kalimat dalam bentuk Present Tense
(with/without s/es), kata tanya dan pernyataan
negatif, preposisi: in, on, at untuk tempat dan
waktu yang tepat sesuai fungsinya.
• Menyebutkan sifat seseorang (kind, nice,
terkait sifat orang, binatang, dan
benda, dengan memperhatikan fungsi
sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai
konteks
friendly, etc)
• Memahami teks deksriptive tentang seorang
tokoh idola.
• Menggunakan simple Tense (verb 1 s/es)
• Menggunakan to be (is, am, are) dalam
menggambarkan seorang tokoh idola.
• Memahami kata sifat yang tepat sesuai dengan
konteksnya dalam menggambarkan seorang
tokoh idola
• Menggunakan ucapan yang benar
• Mengucapkan perbedaan intonasi yang tepat
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
• Mengidentifikasi sifat seseorang (kind, nice, friendly, etc)
• Memahami teks deksriptive tentang seorang tokoh idola.
• Memahami penggunaan simple Tense (verb 1 s/es),
• Memahami pengunaan to be (is, am, are), dalam menggambarkan seseorang.
• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seseorang
• Memahami penggunaan ucapan yang benar
• Memahami perbedaan intonasi yang tepat
• Membuat kalimat dalam bentuk Present Tense (with/without s/es), kata tanya dan pernyataan
negatif, preposisi: in, on, at untuk tempat dan waktu yang tepat sesuai fungsinya.
• Menyebutkan sifat seseorang (kind, nice, friendly, etc)
• Memahami teks deksriptive tentang seorang tokoh idola.
• Menggunakan simple Tense (verb 1 s/es)
• Menggunakan to be (is, am, are) dalam menggambarkan seorang tokoh idola.
• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seorang
tokoh idola
• Menggunakan ucapan yang benar
• Mengucapkan perbedaan intonasi yang tepat
D. Materi Pembelajaran
➢ Fungsi Sosial
Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
➢ Struktur Teks
• Memulai
• Menanggapi (diharapkan/di luar dugaan)
➢ Unsur Kebahasaan
• Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.
• Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.
nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,
sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).
• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
➢ Topik
Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan
sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di K.
E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)
3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran
F. Media Pembelajaran
1. Media
❖ Worksheet atau lembar kerja (siswa)
❖ Lembar penilaian
2. Alat/Bahan
❖ Penggaris, spidol, papan tulis
❖ Laptop & infocus
G. Sumber Belajar
❖ Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The
Bell, Kelas VII, Kemendikbud, Revisi Tahun 2016
❖ Kamus Bahasa Inggris
❖ Pengalaman peserta didik dan guru
H. Langkah-Langkah Pembelajaran
1. Pertemuan Ke-1 (2 x 40 Menit)
Kegiatan Pendahuluan (15 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk
memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik
dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-
hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan baik, maka
peserta didik diharapkan dapat menjelaskan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang, binatang, dan
benda dari segi sifatnya.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang
berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran.
Kegiatan Inti ( 130 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
KEGIATAN LITERASI
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik materi
Fungsi Sosial dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi Fungsi Sosial
● Pemberian contoh-contoh materi Fungsi Sosial untuk dapat dikembangkan peserta didik,
dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan membaca materi dari buku
paket atau buku-buku penunjang lain, dari internet/materi yang berhubungan dengan
Fungsi Sosial
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait Fungsi Sosial
→ Mendengar
Pemberian materi Fungsi Sosial oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi pelajaran mengenai
materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian, mencari informasi.
Problem
statemen
(pertanyaan/
identifikasi
masalah)
CRITICAL THINKING (BERPIKIR KRITIK)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan
belajar, contohnya :
→ Mengajukan pertanyaan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang
bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar
sepanjang hayat.
Data
collection
(pengumpulan
data)
KEGIATAN LITERASI
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi Fungsi Sosial yang sedang dipelajari dalam bentuk
gambar/video/slide presentasi yang disajikan dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai
referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang
materi Fungsi Sosial yang sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami dari kegiatan
mengmati dan membaca yang akan diajukan kepada guru berkaitan dengan materi Fungsi
Sosial yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Fungsi Sosial yang telah disusun dalam
daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket
mengenai materi Fungsi Sosial
→ Mengumpulkan informasi
Mencatat semua informasi tentang materi Fungsi Sosial yang telah diperoleh pada buku
catatan dengan tulisan yang rapi dan menggunakan bahasa Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa
percaya diri Fungsi Sosial sesuai dengan pemahamannya.
→ Saling tukar informasi tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah
pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan
menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar
kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan
mengumpulkan informasi melalui berbagai cara yang dipelajari, mengembangkan kebiasaan
belajar dan belajar sepanjang hayat.
Data COLLABORATION (KERJASAMA) dan CRITICAL THINKING (BERPIKIR
processing
(pengolahan
Data)
KRITIK)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
→ Mengolah informasi dari materi Fungsi Sosial yang sudah dikumpulkan dari hasil
kegiatan/pertemuan sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan
mengumpulkan informasi yang sedang berlangsung dengan bantuan pertanyaan-
pertanyaan pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi Fungsi Sosial
Verification
(pembuktian)
CRITICAL THINKING (BERPIKIR KRITIK)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat
mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada
yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif
dalam membuktikan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
antara lain dengan : Peserta didik dan guru secara bersama-sama membahas jawaban soal-soal
yang telah dikerjakan oleh peserta didik.
Generalization
(menarik
kesimpulan)
COMMUNICATION (BERKOMUNIKASI)
Peserta didik berdiskusi untuk menyimpulkan
→ Menyampaikan hasil diskusi tentang materi Fungsi Sosial berupa kesimpulan berdasarkan
hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur,
teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag materi Fungsi Sosial
dan ditanggapi oleh kelompok yang mempresentasikan.
→ Bertanya atas presentasi tentang materi Fungsi Sosial yang dilakukan dan peserta didik
lain diberi kesempatan untuk menjawabnya.
CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
→ Menjawab pertanyaan tentang materi Fungsi Sosial yang terdapat pada buku pegangan
peserta didik atau lembar kerja yang telah disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa pertanyaan
kepada siswa berkaitan dengan materi Fungsi Sosial yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi Fungsi Sosial yang terdapat pada buku
pegangan peserta didik atau pada lembar lerja yang telah disediakan secara individu untuk
mengecek penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Fungsi Sosial berlangsung, guru mengamati sikap siswa dalam pembelajaran
yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi
masalah tanggungjawab, rasa ingin tahu, peduli lingkungan
Kegiatan Penutup (15 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting yang muncul dalam
kegiatan pembelajaran tentang materi Fungsi Sosial yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran Fungsi Sosial yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus mempelajarai pada
pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran Fungsi Sosial
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja dengan benar diberi
paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran Fungsi Sosial kepada kelompok yang memiliki kinerja dan
kerjasama yang baik.
2. Pertemuan Ke-2 (4 x 40 Menit)
Kegiatan Pendahuluan (15 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk
memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik
dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-
hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan baik, maka
peserta didik diharapkan dapat menjelaskan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang
berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran.
Kegiatan Inti ( 130 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
KEGIATAN LITERASI
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik materi
Struktur Teks dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi Struktur Teks
● Pemberian contoh-contoh materi Struktur Teks untuk dapat dikembangkan peserta didik,
dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan membaca materi dari buku
paket atau buku-buku penunjang lain, dari internet/materi yang berhubungan dengan
Struktur Teks
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait Struktur Teks
→ Mendengar
Pemberian materi Struktur Teks oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi pelajaran mengenai
materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian, mencari informasi.
Problem
statemen
(pertanyaan/
CRITICAL THINKING (BERPIKIR KRITIK)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan
identifikasi
masalah)
belajar, contohnya :
→ Mengajukan pertanyaan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang
bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar
sepanjang hayat.
Data
collection
(pengumpulan
data)
KEGIATAN LITERASI
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi Struktur Teks yang sedang dipelajari dalam bentuk
gambar/video/slide presentasi yang disajikan dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai
referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang
materi Struktur Teks yang sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami dari kegiatan
mengmati dan membaca yang akan diajukan kepada guru berkaitan dengan materi Struktur
Teks yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Struktur Teks yang telah disusun dalam
daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket
mengenai materi Struktur Teks
→ Mengumpulkan informasi
Mencatat semua informasi tentang materi Struktur Teks yang telah diperoleh pada buku
catatan dengan tulisan yang rapi dan menggunakan bahasa Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa
percaya diri Struktur Teks sesuai dengan pemahamannya.
→ Saling tukar informasi tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah
pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan
menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar
kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan
mengumpulkan informasi melalui berbagai cara yang dipelajari, mengembangkan kebiasaan
belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
COLLABORATION (KERJASAMA) dan CRITICAL THINKING (BERPIKIR
KRITIK)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Mengolah informasi dari materi Struktur Teks yang sudah dikumpulkan dari hasil
kegiatan/pertemuan sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan
mengumpulkan informasi yang sedang berlangsung dengan bantuan pertanyaan-
pertanyaan pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi Struktur Teks
Verification
(pembuktian)
CRITICAL THINKING (BERPIKIR KRITIK)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat
mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada
yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif
dalam membuktikan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
antara lain dengan : Peserta didik dan guru secara bersama-sama membahas jawaban soal-soal
yang telah dikerjakan oleh peserta didik.
Generalization
(menarik
kesimpulan)
COMMUNICATION (BERKOMUNIKASI)
Peserta didik berdiskusi untuk menyimpulkan
→ Menyampaikan hasil diskusi tentang materi Struktur Teks berupa kesimpulan berdasarkan
hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur,
teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag materi Struktur Teks
dan ditanggapi oleh kelompok yang mempresentasikan.
→ Bertanya atas presentasi tentang materi Struktur Teks yang dilakukan dan peserta didik
lain diberi kesempatan untuk menjawabnya.
CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Menjawab pertanyaan tentang materi Struktur Teks yang terdapat pada buku pegangan
peserta didik atau lembar kerja yang telah disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa pertanyaan
kepada siswa berkaitan dengan materi Struktur Teks yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi Struktur Teks yang terdapat pada buku
pegangan peserta didik atau pada lembar lerja yang telah disediakan secara individu untuk
mengecek penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Struktur Teks berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh
menghadapi masalah tanggungjawab, rasa ingin tahu, peduli lingkungan
Kegiatan Penutup (15 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting yang muncul dalam
kegiatan pembelajaran tentang materi Struktur Teks yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur Teks yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus mempelajarai pada
pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran Struktur Teks
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja dengan benar diberi
paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran Struktur Teks kepada kelompok yang memiliki kinerja dan
kerjasama yang baik.
Jakarta, 15 Agustus 2019
Mengetahui
Kepala Sekolah SMP Perguruan Rakyat 1 Guru Mata Pelajaran
Zein Abdulloh Malik, S.Si Ismah Nurbaeti A
NIP/NRK. NIP/NRK.
Lesson Plan Experimental Class
The Lesson Plans
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Perguruan Rakyat 1
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII / Genap
Judul Bab : It’s a beautiful day!
Materi Pokok : Memberi dan meminta informasi terkait dengan sifat orang, binatang,
benda
Alokasi Waktu : 1 Minggu x 4 Jam Pelajaran @40 Menit
A. Kompetensi Inti
• KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta
Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan
bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di
lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan
kawasan regional.
• KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan
metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan,
kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
• KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif,
kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
c. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.5 mengidentifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan
memberi dan meminta informasi
terkait dengan sifat orang, binatang,
benda sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan be, adjective)
• Mengidentifikasi sifat seseorang (kind, nice,
friendly, etc)
• Memahami teks deksriptive tentang seorang
tokoh idola.
• Memahami penggunaan simple Tense (verb 1
s/es),
• Memahami pengunaan to be (is, am, are), dalam
menggambarkan seseorang.
• Memahami kata sifat yang tepat sesuai dengan
konteksnya dalam menggambarkan seseorang
• Memahami penggunaan ucapan yang benar
• Memahami perbedaan intonasi yang tepat
4.5 menyusun teks interaksi transaksional
lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi
• Membuat kalimat dalam bentuk Present Tense
(with/without s/es), kata tanya dan pernyataan
negatif, preposisi: in, on, at untuk tempat dan
waktu yang tepat sesuai fungsinya.
• Menyebutkan sifat seseorang (kind, nice,
terkait sifat orang, binatang, dan
benda, dengan memperhatikan fungsi
sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai
konteks
friendly, etc)
• Memahami teks deksriptive tentang seorang
tokoh idola.
• Menggunakan simple Tense (verb 1 s/es)
• Menggunakan to be (is, am, are) dalam
menggambarkan seorang tokoh idola.
• Memahami kata sifat yang tepat sesuai dengan
konteksnya dalam menggambarkan seorang
tokoh idola
• Menggunakan ucapan yang benar
• Mengucapkan perbedaan intonasi yang tepat
d. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
• Mengidentifikasi sifat seseorang (kind, nice, friendly, etc)
• Memahami teks deksriptive tentang seorang tokoh idola.
• Memahami penggunaan simple Tense (verb 1 s/es),
• Memahami pengunaan to be (is, am, are), dalam menggambarkan seseorang.
• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seseorang
• Memahami penggunaan ucapan yang benar
• Memahami perbedaan intonasi yang tepat
• Membuat kalimat dalam bentuk Present Tense (with/without s/es), kata tanya dan pernyataan
negatif, preposisi: in, on, at untuk tempat dan waktu yang tepat sesuai fungsinya.
• Menyebutkan sifat seseorang (kind, nice, friendly, etc)
• Memahami teks deksriptive tentang seorang tokoh idola.
• Menggunakan simple Tense (verb 1 s/es)
• Menggunakan to be (is, am, are) dalam menggambarkan seorang tokoh idola.
• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seorang
tokoh idola
• Menggunakan ucapan yang benar
• Mengucapkan perbedaan intonasi yang tepa
e. Materi Pembelajaran
➢ Fungsi Sosial
Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,
binatang, dan benda dari segi sifatnya.
➢ Struktur Teks
• Memulai
• Menanggapi (diharapkan/di luar dugaan)
➢ Unsur Kebahasaan
• Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.
• Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.
nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,
sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).
• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
➢ Topik
Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan
sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI
I. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)
3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran
J. Media Pembelajaran
3. Media
❖ Worksheet atau lembar kerja (siswa)
❖ Lembar penilaian
4. Alat/Bahan
❖ Penggaris, spidol, papan tulis
❖ Laptop & infocus
K. Sumber Belajar
❖ Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The
Bell, Kelas VII, Kemendikbud, Revisi Tahun 2016
❖ Kamus Bahasa Inggris
❖ Pengalaman peserta didik dan guru
Langkah-Langkah Pembelajaran
1. Pertemuan Ke-1 (2 x 40 Menit)
Kegiatan Pendahuluan (15 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang
orang, binatang, dan benda dari segi sifatnya.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 130 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
KEGIATAN LITERASI
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Fungsi Sosial dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi Fungsi Sosial
● Pemberian contoh-contoh materi Fungsi Sosial untuk dapat
dikembangkan peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain, dari
internet/materi yang berhubungan dengan Fungsi Sosial
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait Fungsi
Sosial
→ Mendengar
Pemberian materi Fungsi Sosial oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang
materi pelajaran mengenai materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,
mencari informasi.
Problem
statemen
(pertanyaan/
identifikasi
masalah)
CRITICAL THINKING (BERPIKIR KRITIK)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
disajikan dan akan dijawab melalui kegiatan belajar, contohnya :
→ Mengajukan pertanyaan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
yang tidak dipahami dari apa yang diamati atau pertanyaan untuk
mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari
pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk
mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas
dan belajar sepanjang hayat.
Data
collection
(pengumpulan
data)
KEGIATAN LITERASI
Peserta didik mengumpulkan informasi yang relevan untuk menjawab
pertanyan yang telah diidentifikasi melalui kegiatan:
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi Fungsi Sosial yang sedang
dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan
dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan
membaca berbagai referensi dari berbagai sumber guna menambah
pengetahuan dan pemahaman tentang materi Fungsi Sosial yang
sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami
dari kegiatan mengmati dan membaca yang akan diajukan kepada
guru berkaitan dengan materi Fungsi Sosial yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Fungsi Sosial yang
telah disusun dalam daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam
buku paket mengenai materi Fungsi Sosial
→ Mengumpulkan informasi
Mencatat semua informasi tentang materi Fungsi Sosial yang telah
diperoleh pada buku catatan dengan tulisan yang rapi dan
menggunakan bahasa Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau
mempresentasikan materi dengan rasa percaya diri Fungsi Sosial
sesuai dengan pemahamannya.
→ Saling tukar informasi tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga
diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan
diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang
terdapat pada buku pegangan peserta didik atau pada lembar kerja yang
disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang
dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
COLLABORATION (KERJASAMA) dan CRITICAL THINKING
(BERPIKIR KRITIK)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
→ Mengolah informasi dari materi Fungsi Sosial yang sudah
dikumpulkan dari hasil kegiatan/pertemuan sebelumnya mau pun
hasil dari kegiatan mengamati dan kegiatan mengumpulkan informasi
yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan
pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi Fungsi
Sosial
Verification
(pembuktian)
CRITICAL THINKING (BERPIKIR KRITIK)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
antara lain dengan : Peserta didik dan guru secara bersama-sama
membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalization
(menarik kesimpulan)
COMMUNICATION (BERKOMUNIKASI)
Peserta didik berdiskusi untuk menyimpulkan
→ Menyampaikan hasil diskusi tentang materi Fungsi Sosial berupa
kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media
lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan
sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang
materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag
materi Fungsi Sosial dan ditanggapi oleh kelompok yang
mempresentasikan.
→ Bertanya atas presentasi tentang materi Fungsi Sosial yang dilakukan
dan peserta didik lain diberi kesempatan untuk menjawabnya.
CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
Fungsi Sosial
Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang orang, binatang, dan benda dari segi sifatnya.
→ Menjawab pertanyaan tentang materi Fungsi Sosial yang terdapat
pada buku pegangan peserta didik atau lembar kerja yang telah
disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi Fungsi
Sosial yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi Fungsi Sosial yang
terdapat pada buku pegangan peserta didik atau pada lembar lerja
yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Fungsi Sosial berlangsung, guru mengamati sikap siswa
dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,
berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli
lingkungan
Kegiatan Penutup (15 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Fungsi Sosial yang baru
dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran Fungsi Sosial yang baru
diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
Fungsi Sosial
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran Fungsi Sosial kepada kelompok yang
memiliki kinerja dan kerjasama yang baik.
2. Pertemuan Ke-2 (4 x 40 Menit)
Kegiatan Pendahuluan (15 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 130 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
KEGIATAN LITERASI
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Struktur Teks dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi Struktur Teks dan Outline
● Pemberian contoh-contoh materi Struktur Teks dengan outine teks
untuk dapat dikembangkan peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain, dari
internet/materi yang berhubungan dengan Struktur Teks
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait Struktur
Teks dan Outline Teks
→ Mendengar
Pemberian materi Struktur Teks dan Cara Outine oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang
materi pelajaran mengenai materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Menulis
Memberikan kesempatan kepada siswa untuk membuat outline tulisan
descriptive teks
Mendiskusikan dengan teman tentang outlinenya
Mendiskusikan bersama outline yang sudah ada dan dikembangkan
menjadi tulisan deskriptif teks
Problem
statemen
(pertanyaan/
identifikasi
masalah)
CRITICAL THINKING (BERPIKIR KRITIK)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
disajikan dan akan dijawab melalui kegiatan belajar, contohnya :
→ Mengajukan pertanyaan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
yang tidak dipahami dari apa yang diamati atau pertanyaan untuk
mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari
pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk
mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas
dan belajar sepanjang hayat.
Data
collection
(pengumpulan
data)
KEGIATAN LITERASI
Peserta didik mengumpulkan informasi yang relevan untuk menjawab
pertanyan yang telah diidentifikasi melalui kegiatan:
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi Struktur Teks yang sedang
dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan
dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan
membaca berbagai referensi dari berbagai sumber guna menambah
pengetahuan dan pemahaman tentang materi Struktur Teks yang
sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami
dari kegiatan mengmati dan membaca yang akan diajukan kepada
guru berkaitan dengan materi Struktur Teks yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Struktur Teks yang
telah disusun dalam daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam
buku paket mengenai materi Struktur Teks
→ Mengumpulkan informasi
Mencatat semua informasi tentang materi Struktur Teks yang telah
diperoleh pada buku catatan dengan tulisan yang rapi dan
menggunakan bahasa Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau
mempresentasikan materi dengan rasa percaya diri Struktur Teks
sesuai dengan pemahamannya.
→ Saling tukar informasi tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga
diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan
diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang
terdapat pada buku pegangan peserta didik atau pada lembar kerja yang
disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang
dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
COLLABORATION (KERJASAMA) dan CRITICAL THINKING
(BERPIKIR KRITIK)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Mengolah informasi dari materi Struktur Teks yang sudah
dikumpulkan dari hasil kegiatan/pertemuan sebelumnya mau pun
hasil dari kegiatan mengamati dan kegiatan mengumpulkan informasi
yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan
pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi Struktur
Teks
Verification
(pembuktian)
CRITICAL THINKING (BERPIKIR KRITIK)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
antara lain dengan : Peserta didik dan guru secara bersama-sama
membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalization
(menarik kesimpulan)
COMMUNICATION (BERKOMUNIKASI)
Peserta didik berdiskusi untuk menyimpulkan
→ Menyampaikan hasil diskusi tentang materi Struktur Teks berupa
kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media
lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan
sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang
materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag
materi Struktur Teks dan ditanggapi oleh kelompok yang
mempresentasikan.
→ Bertanya atas presentasi tentang materi Struktur Teks yang dilakukan
dan peserta didik lain diberi kesempatan untuk menjawabnya.
CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
Struktur Teks
Ø Memulai
Ø Menanggapi (diharapkan/di luar dugaan)
→ Menjawab pertanyaan tentang materi Struktur Teks yang terdapat
pada buku pegangan peserta didik atau lembar kerja yang telah
disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi Struktur
Teks yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi Struktur Teks yang
terdapat pada buku pegangan peserta didik atau pada lembar lerja
yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Struktur Teks berlangsung, guru mengamati sikap siswa
dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,
berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli
lingkungan
Kegiatan Penutup (15 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Struktur Teks yang baru
dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur Teks yang baru
diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
Struktur Teks
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran Struktur Teks kepada kelompok yang
memiliki kinerja dan kerjasama yang baik.
APPENDIX 3
The Instrument of Pre-Test and Post-Test
PRE-TEST OF WRITING DESCRIPTIVE TEXT
Please describe your most inspiring person in your life!
• You have 60 minutes to write
• Scoring will be based on organizational structure, developing the idea,
vocabulary and grammar usage, and mechanism of writing.
POST-TEST OF WRITING DESCRIPTIVE TEXT
Please describe your most favourite singer!
• You have 60 minutes to write
• Scoring will be based on organizational structure, developing the idea,
vocabulary and grammar usage, and mechanism of writing.
APPENDIX 4
Student’s Writing
Pre-Test
Post-Test
APPENDIX 5
Normality Test
To test the normality of the data, the researcher used IBM SPSS Statistics 24
and the steps were as follow:
1) Formulating normality hypothesis of the data; H0: sample data was normally
distributed, while H1: sample data was not normally distributed.
2) Testing the normality of the data using Kolmogorov-Smirnov Test, and the
steps according to math-stastistic-tutor.com are in the following:
a. Select Analyze =>Descriptive Statistics =>Explore.
b. When a window pops up, fill the variable in the Dependent List box and fill
the other variable in the Factor List.
c. Click Plots on the right. A new window pops out. Check “none” for box
plot, uncheck everything for descriptive and make sure the box “normality
plots with test” is checked.
d. The result now pops out in the “output” window.
e. We can now interpret the result.
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
score 50 100.0% 0 0.0% 50 100.0%
Descriptives
Statistic Std. Error
score
Mean 69.6600 .75949
95% Confidence Interval for
Mean
Lower Bound 68.1337
Upper Bound 71.1863
5% Trimmed Mean 69.8000
Median 70.0000
Variance 28.841
Std. Deviation 5.37040
Minimum 55.00
Maximum 82.00
Range 27.00
Interquartile Range 7.50
Skewness -.256 .337
Kurtosis .404 .662
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
score .079 50 .200* .983 50 .703
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
APPENDIX 6
Homogeneity Test
Calculating the homogeneity test using Levene test formula on IBM SPSS
Statistics 24 and the steps are as follow:
a. Open file one way anova on CD, parametric statisticfolder
b. Click Analyze =>Compare Means =>One-Way ANOVA on menu until One-
Way ANOVA dialogue boxappears
c. Fill variable on Dependent List and fill another variable on Factorbox
d. Click Option and choose Descriptive and Homogeneity of variancetest
e. Click Continue until it comes back to One-Way ANOVA dialoguebox
f. Click OK
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
.242 1 48 .625
ANOVA
Score
Sum of Squares Df Mean Square F Sig.
Between Groups .180 1 .180 .006 .938
Within Groups 1413.040 48 29.438
Total 1413.220 49
APPENDIX 7
Hypothesis Test/T-Test
The t-test steps as follows:
a. Click Analyze - Compare Means – Independent Sample T Test
b. “Independent – sample T Test” pops out, then insert the variables to grouping
variables box.
c. Click Define Grouping, move variables to each box and continue.
d. Click options, then fill on confidence interval percentage with 95% then click
continue.
e. Click OK
Group Statistics
class N Mean Std. Deviation Std. Error Mean
Score experimental 25 69.7200 5.19230 1.03846
controlled 25 69.6000 5.64948 1.12990
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. T Df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Scor
e
Equal
variances
assumed
.242 .625 .078 48 .938 .12000 1.53462 -
2.96557 3.20557
Equal
variances
not
assumed
.078 47.662 .938 .12000 1.53462 -
2.96613 3.20613
APPENDIX 8
Letter of Official Statement of Advisor 1
Letter of Official Statement of Advisor 2
APPENDIX 9
Letter of Official Statement of the School
APPENDIX 10
Documentations