improving students’ skill in writing procedure text...
TRANSCRIPT
IMPROVING STUDENTS’ SKILL IN WRITING PROCEDURE
TEXT THROUGH PICTURE SEQUENCES
(A Classroom Action Research at the Ninth Grade of MTs Negeri Tangerang 2
Pamulang)
By
Suaeni
1110014000115
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iii
ABSTRACT
Suaeni (1110014000115). Improving Students’ Skill in Writing Procedure
Text through Picture Sequences; A Classroom Action Research in the Ninth
Grade of MTs Negeri Tangerang 2 Pamulang. Skripsi of English Education at
Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif
Hidayatullah Jakarta, 2015.
Key words: Picture Sequences, Procedure Writing, MTsN Tangerang 2 Pamulang
This study was conducted in order to know whether picture sequences
improve the students’ skill in writing procedure text in the ninth grade of 9.3
class of MTsN Tangerang 2 Pamulang academic year 2014/2015. The subject of
this study was consisted of 32 students’ 9.3 class.
In conducting this study, the writer used Classroom Action Research
(CAR) as the method of the study. The writer used the Kurt Lewins’ model
design. Then, the writer and the English teacher of MTsN Tangerang 2 Pamulang
were collaborated in conducting this study. The writer was as a teacher and the
English teacher was an observer and a collaborator. The writer taught procedure
writing through picture sequences. This study was conducted following
procedures of the action research: planning, acting, observing, and reflecting. The
study was carried out in two cycles. Each cycle consisted of three meetings. The
data was gathered in this study through observation sheet, interview guideline,
and test.
The results of the study showed that there was improvement of the
students’ skill in writing procedure text through piture sequences. Most of the
students gradually gained good scores at the second cycle. The score of Minimum
Master Criterion- Kriteria Ketuntasan Minimal (KKM) of English lesson was 75.
The students’ mean score in the preliminary study was 60.72. The mean score in
the first cycle was 75.34. The mean score in the second cycle was 81.53. Besides,
it showed that there were 56.25 % students passed the KKM in the first cycle and
81.25 % students achieved the KKM in the second cycle. It meant that this study
had been reached the criteria of success; 75 % students could pass the KKM.
Moreover, the class condition during teaching learning process was also better in
every cycle. In addition, there was a positive response from the English teacher
and the students about implementing the action. So, It could be concluded that
picture sequences improve students’ skill in writing procedure text.
iv
ABSTRAK
Suaeni (1110014000115). Improving Students’ Skill in Writing Procedure
Text through Picture Sequences; A Classroom Action Research in the Ninth
Grade of MTs Negeri Tangerang 2 Pamulang. Skripsi Jurusan Pendidikan Bahasa
Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta,
2015.
Kata Kunci: Picture Sequences, Procedure Writing, MTsN Tangerang 2 Pamulang
Penelitian ini dilaksanakan untuk mengetahui apakah picture sequences
meningkatkan kemampuan siswa dalam menulis teks prosedur pada siswa kelas
tiga (9.3) MTsN Tangerang 2 Pamulang tahun akademik 2014/2015. Subjek
penelitian ini terdiri dari 32 siswa kelas 9.3.
Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian
Tindakan Kelas (PTK) sebagai metode penelitian. Penulis menggunakan model
Kurt Lewin. Peneliti dan guru bahasa Inggris MTsN Tangerang 2 Pamulang
berkolaborasi dalam penelitian ini. Peneliti sebagai guru dan guru bahasa inggris
bertindak sebagai pengamat. Peneliti mengajarkan prosedur melalui picture
sequeces.. penelitian ini dilaksanakan berdasarkan prosedur penelitian tindakan
yaitu perencanaan, tindakan, observasi, dan pengamatan. Penelitian ini terdiri dari
dua sikluss. Satu siklus terdiri dari tiga pertemuan. Data diperoleh melalui lembar
observasi, interview, dan tes.
Hasil penelitian menunjukan bahwa ada peningkatan kemampuan siswa
dalam menulis prosedur teks melalui picture sequences. Sebagian besar siswa
secara bertahap memperoleh nilai yang bagus pada siklus kedua. Kriteria
Ketuntasan Minimum (KKM) mata pelajaran bahasa Inggris adalah 75. Nilai rata-
rata pada penelitian awal adalah 60.72. niai rata-rata pada siklus pertama adalah
75.34. nilai rata-rata pada siklus kedua adalah 81.53. Disamping itu, ini
menunjukan bahwa 56.25 % siswa yang mencapai nilai KKM pada siklus pertama
dan 81.25 % siswa yang mencapai nilai KKM. Ini berarti penelitian sudah
mencapai kriteria kesuksesan; yaitu 75 % siswa dapat mencapai nilai KKM.
Selain itu, kondisi di kelas selama proses belajar mengajar lebih baik di setiap
siklus dan adanya repson positif dari guru dan siswa mengenai pelaksanaan
tindakan ini. Sehingga, dapat disimpulkan bahwa picture sequences meningkatkan
kemampuan siswa dalam menulis prosedur teks.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the world who has given His Mercy and Blessing upon the writer in
completing this Skripsi. Peace and salutation always be upon the prophet
Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his
faithful followers.
In this occasion, the writer would like to express her greatest appreciation,
honour and gratitude to her beloved parents (Rohadi and Dayu), for all their
valuable supports and moral encouragement in motivating the writer to finish her
study. Then, the writer thanks to her beloved younger sisters (Fitri Kurniasih and
Siti Khamidah) for his love and support to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to her advisors,
Drs. Syauki, M. Pd. and Dr. Ratna Sari Dewi, M. Pd., for their advices, guidances,
corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and
Teachers’ Training.
2. Drs. Syauki, M. Pd., the Head of the Department of English Education.
3. Zaharil Anasy, M. Hum., the Secretary of the Department of English
Education.
4. Her academic advisor, Dr. Fahriany, M. Pd., for her advices, guidances,
suggestions, and supports.
5. All lecturers of the Department of English Education who have taught and
educated the writer during her study at UIN Syarif Hidayatullah Jakarta.
6. Suhardi, M. Pd., the Headmaster of MTs Negeri Tangerang 2 Pamulang,
who has allowed the writer to conduct the research in his school.
7. All teachers and staff of MTs Negeri Tangerang 2 Pamulang. Especially,
Dra. Iriastuti, the English teacher of Class 9.3 MTs Negeri Tangerang 2
vi
Pamulang who has given her ideas, time, guidances, advices, and supports
to the writer in the process of conducting the research.
8. Her beloved best friends, Rinda Nuraini, Nurdina Mecca, Dede Iros
Rosmawati, Ilfa Hidayah, Erma Velanda, Uswatun Khasanah, M, Iqbal Al
Muzaeni, M. Sukron Awaludin, for sharing knowledge, cares, motivation,
time, supports, laugh and happiness.
9. Her beloved friends in English Education Department Academic Year
2010, especially EED class C, for giving cares and supports.
10. All of her dorm-mates, Atsna Dziroyyah, Tatu Hilaliyah, and Sa’diyyatul
Qurroh, for sharing their happiness and support.
11. Any other person who cannot be mentioned one by one for their
contribution to the writer during finishing her Skripsi. The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive
criticisms and suggestions to make this Skripsi better. She also hopes that this
Skripsi would be beneficial, particularly for her and for those who are interested in
it.
Jakarta, March 2015
The writer
vii
TABLE OF CONTENTS
ENDORSEMENT SHEET .................................................................................... i
SURAT PERNYATAAN ...................................................................................... ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................ iv
ACKNOWLEDGEMENT .................................................................................... v
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF APENDICES ...................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study...................................................... vii
B. Identification of the Problem ................................................. 4
C. Limitation of the Study .......................................................... 4
D. Formulation of the Study ....................................................... 4
E. Objective of the Study............................................................ 5
F. Significance of the Study ....................................................... 5
CHAPTER II THEORETICAL FRAMEWORK
A. Writing
1. The Definition of Writing ............................................... 6
2. The Writing Process ........................................................ 6
3. The Purpose of Writing ................................................... 8
B. Procedure Text
1. The Definition of Text .................................................. 10
viii
2. The Definition of Procedure Text ................................. 11
3. Language Feature of Procedure Text ............................ 11
4. Structure of Procedure Text ......................................... 12
5. The Example of Procedure Text ................................... 14
C. Picture
1. The Definition of Picture .............................................. 15
2. Kinds of Picture ............................................................ 16
3. Function of Picture ........................................................ 17
4. The Criteria of Good Picture ......................................... 18
5. The Resources of Picture .............................................. 19
6. Picture Sequence ........................................................... 20
7. The Example of Picture Sequence ................................ 21
D. Previous Study ..................................................................... 22
E. Conceptual Framework ....................................................... 23
F. Action Hyphotesis ................................................................ 23
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study ................................................ 24
B. Subject of the Study ............................................................ 24
C. Writer’s Role on the Study................................................... 24
D. Design of the Study .............................................................. 24
E. Procedure of the Study ......................................................... 28
F. Instrument of the Study ........................................................ 30
G. Technique of Data Collection .............................................. 31
H. Technique of Data Analysis ................................................. 35
I. The Validity of Data ............................................................ 36
ix
J. The Criteria of Action Success ............................................ 37
CHAPTER IV RESEARCH FINDINGS
A. The Data Description ........................................................... 38
1. Before Implementing the Action .................................. 38
a. The Result of Pre Observation ............................... 38
b. The Result of Pre Interview ................................... 39
c. The Result of Pre Test ........................................... 41
2. The Implementation of Classroom Action Research .... 42
a. Cycle 1 ................................................................... 42
1) Planning .......................................................... 42
2) Acting ............................................................. 43
3) Observing ........................................................ 45
4) Reflecting ........................................................ 46
b. Cycle 2 ................................................................... 47
1) Planning .......................................................... 47
2) Acting ............................................................. 47
3) Observing ........................................................ 48
4) Reflecting ........................................................ 49
3. After Implementing Classroom Action Research ......... 50
a. The Result of Post Interview.................................. 50
b. The Result of Post Test .......................................... 51
B. Data Interpretation ............................................................... 59
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................... 62
B. Suggestion ............................................................................ 63
x
BIBLIOGRAPHY ............................................................................................... 64
APPENDICES ..................................................................................................... 66
xi
LIST OF TABLES
Table 3.1 Analytical Scoring Rubric adapted from Arthur Huge ......................... 32
Table 4.1 The Students’ Writing Score of Pre-test, Post-test 1 and Post-test 2 .. 52
xii
LIST OF FIGURES
Figure 2.1 The Example of Procedure Text ...................................................... 14
Figure 2.2 Five Senses in Learning Acquisition ............................................... 16
Figure 2.3 The Example of Picture Sequence ................................................... 21
Figure 3.1 Kurt Lewin’s Action Research Design ............................................ 26
Figure 3.2 The Phases of Classroom Action Research Modified by the Writer 27
Figure 4.1 The Result of Students’ Score before Implementation .................... 54
Figure 4.2 The Result of Students’ Score in Post Test 1 .................................. 56
Figure 4.3 The Result of Students’ Score in Post Test 2 .................................. 58
Figure 4.4 The Result of Students’ Score Improvement from Pre Test, Post Test
1, and Post Test 2 ............................................................................. 59
xiii
LIST OF APPENDICES
Appendix 1 Schedule of Classroom Action Research ...................................... 66
Appendix 2 Observation Sheets ........................................................................ 67
Appendix 3 Students’ Interview before CAR ................................................... 70
Appendix 4 The Result of Students’ Interview before CAR ............................ 71
Appendix 5 Teacher’s Interview before CAR ................................................... 73
Appendix 6 The Result of Teacher’s Interview before CAR ............................ 74
Appendix 7 Students’ Interview after CAR ...................................................... 77
Appendix 8 The Result of Students’ Interview after CAR ............................... 78
Appendix 9 Teacher’s Interview after CAR ..................................................... 79
Appendix 10 The Result of Teacher’s Interview after CAR ............................... 80
Appendix 11 The Instrument of Pre Test ............................................................ 82
Appendix 12 The Instrument of Post-Test 1 ....................................................... 83
Appendix 13 The Instrument of Post-Test 2 ....................................................... 84
Appendix 14 The Students’ Score in Pre-Test, Post-Test 1, and Post-Test 2 ..... 85
Appendix 15 Lesson Plans of Cycle 1 ................................................................ 87
Appendix 16 Lesson Plans of Cycle 2 ................................................................ 88
Appendix 17 The Profil of MTs N Tangerang II Pamulang ............................... 89
Appendix 18 Surat Permohonan Izin Observasi ................................................. 90
Appendix 19 Surat Permohonan Izin Penelitian ................................................. 91
Appendix 20 Surat Keterangan Penelitian .......................................................... 92
xiv
1
CHAPTER I
INTRODUCTION
A. Background of the Study
There are many kinds of language in our life. One of them is English.
Nowadays, English has become a very prominent language in the world. It
becomes a lingua franca or a language that used as a medium of communication
among people who do not share common language, either in oral or written
communication. As an international language, English plays an important role in
many fields. Such as education, technology, politic, economy, art, etc. Therefore,
both developed and developing countries likely have the same idea that English is
one of international languages that needs to be learnt and mastered.
Realizing the importance of English, Indonesia as one of developing
countries puts English as a compulsory subject matter in its education curriculum.
The government hopes by mastering English, Indonesian human and natural
resources can be developed. This is based on the fact that science and technology
are mostly transferred through foreign languages, primarily English. Therefore,
English becomes first foreign language that should be taught formally to all
Indonesian students, starting from Junior High School (SMP) up to university.
Based on real situation, learning English is not easy for Indonesian
students, because we know that Indonesian students are expected to be able to
master four language skills, they are: listening, speaking, reading, and writing.
Those are divided into productive skills and receptive skills as Harmer viewed
that “Speaking and writing involve language production and are therefore often
referred as productive skills. Listening and reading, on the other hand, involve
receiving messages and are therefore referred to as receptive skills.”1
1 Jeremy Harmer, the practice of English Language Teaching, (New York: Longman,
1991), p.16.
2
Among the four language skills taught in schools, writing is the most
difficult skill to be mastered by students.2 It needs specialized skills that include
the ability to express the writer’s opinions or thoughts clearly and efficiently.
These abilities can be achieved only if a learner masters some techniques of
writing such as how to obtain ideas about what she will write on, how to express
them in a sequence of sentences, how to organize them chronologically and
coherently, and how to review and then to revise the composition until the writing
is well-built.3
Considering the complexities of writing skill that were encountered by
students, learning writing is the most avoided subject among other skill subject in
English. In fact, learning writing has been proven to give advantages to the
students. Those are writing sharpens thinking skills, opens opportunities to learn,
nurtures personal development, helps to establish relationships, and writing
fosters success in college and the workplace.4
Having known the great gains of learning writing, the government of
Indonesia created many curriculums which determined writing is one of the
language skills that must be taught at Junior High School/Islamic Junior High
School (SMP/MTs). One of them is KTSP (Kurikulum Tingkat Satuan
Pendidikan). It states that the students must be exposed and be able to write
different kinds of texts. One of them is writing procedure text. It is obviously
stated in the Basic competence - Kompetensi Dasar (KD) that “The ninth grade
students are expected to be able to express the meaning of functional text and
simply short essay in the form of procedure and report texts to interact on the
daily life context.”5
2 Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 2002), p. 303. 3 Halimatus Sa’diyah, Improving Students’ Ability in Writing Descriptive Texts through a
Picture Series - Aided Learning Strategy, The English Teacher, vol. XL, 2010, p.164. 4 Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader,
and Handbook, 4th
ed, (New York: McGraw-Hill, 2006), p. 5. 5 http://downloads.ziddu.com/download/12329581/silabus3BingSMP9.doc.html/eng
3
Based on the writer’s experiences as a private teacher and a teacher during
PPKT at the ninth grade of Junior High School’s students, the writer often found
difficulties are faced by many students in learning writing procedure text. They
often find difficulties to generate their ideas based on their imagination and
experiences only when they wrote a procedure text. Consequently, they just
copied the materials from internet. They could not arrange the procedure text in a
good order. Besides that, the student of Junior High School lack of knowledge of
vocabulary and grammar pattern. Some of the students were not interested in
writing procedure text and they did not pay attention to learn it. This situation
might happen because the teaching method/technique/media was not interesting.
Regarding to those problems which are usually found in learning of
writing procedure text, the writer intends to use picture sequences as media to
improve the students’ capability in writing procedure text. As Wright stated that
pictures have some benefits such as pictures can motivate students and make them
want to pay attention and want to take part. Pictures contribute to the context in
which the language is being used. They bring the world into the classroom.6
Pictures also can prompt students into writing story, attract the students to focus in
writing and give more their attention in seeing pictures than reading the text.
Pictures also help the students to understand and generate their idea visually in
writing sentence, so they can write a story based on the pictures they see because
pictures give a true, concrete, and realistic concept. By seeing pictures, the
students are able to imagine what they want to write.
Besides the reason as mentioned above, other consideration why the
picture sequences was applied was the English Teacher had never tried the picture
sequences yet as media for teaching writing. In addition, the use of picture
sequences was believed to be able to motivate students’ participation in writing
class.
6 Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University
Press, 1989), p. 17.
4
Based on the explanations above, the writer has motivation to do a
classroom action research about “Improving students’ skill in writing procedure
text through picture sequences (A Classroom Action Research at the Ninth Grade
of MTs Negeri Tangerang 2 Pamulang)”.
B. Identification of The Problem
Based on the background above, the problem that covers the research can
be identified as follows:
a. Writing procedure text is one of English text types that Junior High School
students should be mastered.
b. The students often find difficulty to generate their ideas based on their
imagination and experiences only when they wrote a procedure text.
c. They could not arrange the procedure text in a good order.
d. The student of Junior High School lack of knowledge of vocabulary and
grammar pattern.
e. Some of the students were not interested and did not pay attention to learn it
because the teaching method/technique/media was not interesting.
f. The use of picture sequence is an aid that the writer wants to apply in this
research.
g. Picture sequences help the students to understand and generate their idea
h. Picture sequences attract students’ attention and motivation towards students’
writing procedure text.
C. Limitation of The Problem
Based on the identification of the problem above, the writer will limit the
problem to: The improvement of students’ skill in writing procedure text through
picture sequences.
D. Formulation of The Problem
Based on the background presented above, the writer plans to solve the
problem through picture sequences in improving students’ writing skill of
procedure text at the ninth grade of MTs Negeri Tangerang 2 Pamulang. The
formulation of the problem in this study is “How are picture sequences improve
5
the ninth grade students’ skill in writing procedure text at MTs Negeri Tangerang
2 Pamulang?”
E. The objective of the Study
In line with the formulation of the problem above. The objective of this
study is to know whether picture sequences improve the ninth grade students’ skill
in writing procedure text at MTs Negeri Tangerang 2 Pamulang.
F. The significance of the Study
The result of this study is expected to be useful for the writer herself, so it
will broaden her knowledge in teaching writing procedure text. The teacher will
know more whether using picture sequence can be applied to teach writing
procedure text. The English teacher can stimulate his/her students to write
procedure text by using picture sequences. For the students, hopefully it can help
them to build their understanding of the sequence events in procedure text by
having images of procedure text. Therefore, they can get a better improvement on
their skill in writing procedure text
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Definition of Writing
Writing is a way of expressing our thoughts in order the reader can
understand what we have in our mind in the written form. This statement is
supported by Baker who stated, “Writing is a way of thinking. Writing
actually creates a thought, and generates your ability to think; you discover
thoughts you hardly knew you had, and come to know what you know.”1
Another expert, Nunan said that, “Writing is both physical and
mental work”2. It means that writing is the physical act of committing words
or ideas to some medium, and is mental work of inventing ideas, thinking
about how to express them into statements and paragraphs well. Meanwhile,
Brown explained that “Writing is, in fact, a transaction with words whereby
you free yourself from what you presently think, feel, and perceive.3
All of the definitions above explain clearly that writing is a process
of showing or expressing ideas, opinions, experiences, or information in the
mind of the writer in the form of written language. The writer succed to
express his/her ideas, opinions, experiences, and etc if she/he clearly knows
what the purpose she/he writes.
2. The Writing Process
Writing process is the several actions which have to be done by a
writer if he/she wants to write. For some experts, writing is a process that
1 Sheridan Baker, The Practical Stylist, Sixth
Edition, (New York: Harper & Row Publishers,
1987), p. 2. 2 David Nunan, Language Teaching Method: A Textbook for Teacher, (New York: Prentice
Hall, 1991). P. 4. 3 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd
Ed., (New York: Pearson Education, 2001), p. 337
7
involves some steps. Jack C. Richards and Willy explained four main stages
in the writing process, namely planning, drafting, revising, and editing.4
a. Planning (Free-writing) is any activities in the classroom that
encourages students to write, such as: group brainstorming, clustering,
rapid free writing, WH_Questions and so on.
b. Drafting (Writing) is a stage where the writers are focussed on the
fluency of writing and are not preoccupied with grammatical accuracy
or the neatness.
c. Revising is an activity to review the text on the basis of the feedback
given in the responding stage and to reexamine what was written to see
how effectively the writer communicates the meanings to the reader
d. Editing is the stage where the students are engaged in tidying up their
texts as they prepare the final draft for evaluation by the teacher; they
edit their own or their peer’s work for grammar, spelling, punctuation,
diction, sentence structure, etc.
Meanwhile, Grenville stated that writing is a process that involves the
following steps:
a. Getting ideas (in no particular order).
b. Choosing (selecting the ideas you think will be most useful).
c. Outlining (putting these ideas into the best order - making a plan).
d. Drafting (doing a first draft from beginnin to end, without going back).
e. Revising (cutting, adding, or moving parts of this draft where
necessary).
f. Editing (proofreading for grammar, spelling, and paragraphs).5
From the statements above, the writer inferred that those two
theorists argued differently about writing process, they however have the
4 Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 315. 5 Kate Grenville, Writing From Start to Finish: a six-step guide, (Australia: Allen & Unwin,
2001), p. 8.
8
same purpose; that is the writing process provides the students with a series
of planned learning experiences to help them understand the nature of
writing at every point. Therefore, the process of writing is important to
produce a better writing and it can develop positive attitudes toward writing.
3. The purpose of Writing
The purpose of writing based on Penny Ur is the expression of ideas,
the conveying of a message to the reader; so the ideas themselves should
arguably be seen as the most important aspect of the writing.
Miller said some purposes of writing, they are writing to understand
experience, to inform, to explain, to persuade, to amuse, and to inspire
others.6
a. Writing to understand experience
The writers who have this motive of writing draw upon to help them
undertand who they are, how they become that way, what they like, or
what they want. Eventhough, the writers are writing about themselves,
they are not writing for themselves alone. They are also writing to share
their experience to the readers.7
b. Writing to inform
In much of writing, it will intend simply to inform the reader about a
subject. To inform means to transmit necessary information about a
subject to the readers, and usually this also means telling the readers
what the facts are or what happened.8
c. Writing to explain
Writing to explain means to take what is unclear and make it clear. In
explanatory writing, a writer who understands a complex topic must
6 Robert Keith Miller, Motives for Writing, 5
th ed, (New York: The MCGraw-Hill Comp,
2006), p. 47. 7 Ibid., p. 47.
8 Ibid., p. 97.
9
make sure that the readers understand it as well. The task in explaining is
to clarify a subjet to the readers. The important thing to keep in mind is
that the relationship between the writers and the readers. It is needed to
consider how much the readers already know about the subject and how
much still need explanations9
d. Writing to persuade
Persuassion is very important things in human's life. You will use
persuassion an attempt to get someone to do something you want for
yourself, to achieve benefits for others, or to solve the problem. For
instance, when you apply for job, try to borrow money, persuade the
government to protect an endangered species. So, it can be assumed that
writing to persuade others has an aim which is the need to change
someone's mind.10
e. Writing to inspire others
Writing to inspire others means being able to elevate the human spirit by
reminding people of what is most important in life and what it is possible
to achieve. Fulfilling this motive of writing involves drawing on widely
held values and evoking feelings that need to be reinforced.11
f. Writing to amuse
Writing to amuse requires the writers to focus on the readers rather than
himself or herself. The writers may enjoy the experience and take pride
in what you accomplish, but she or he cannot settle for amusing alone.
Writing to amuse gives an opportunity to bring pleasure to others. Seize
the opportunity and make the most of it.12
9 Ibid., p. 451.
10 Ibid.
11 Ibid., p. 521
12 Ibid., p. 569
10
Meanwhile, according to Dietsch, writing has four general purposes:
to inform, to persuade, to express, and to entertain.13
Based on those two
statements above, the writer concluded that every writing has a purpose; that
is the writer wants to convey to the readers. Miller and Dietsch have the
same opinion that purpose of writing might be giving information,
persuading, entertaining or amusing readers. However, Miller added some
purposes of writing such as gives explanation, inspiration and understands
experience. Meanwhile, Dietsch added writing to express as a purpose of
writing.
B. Procedure Text
1. Definition of Text
Before going to the definition of procedure text, it is better to know
definition of the text itself. Hornby defined “Text is the main written or
printed part of a book or page, contrasted with notes.”14
And Jack C. Richard
on his book “Longman Dictionary of Applied Linguistics” stated that “Text
is a segment of spoken or written langugae. It has some characteristics: it is
noramally made up of several sentences, has distinctive structure and, has a
particular comminicative function or purpose, and often can be understood in
relation to the context ”.15
Moreover, Anderson argued that “Texts are pieces of spoken or
written language created for a particular purpose. It means when we write or
13
Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader,
and Handbook 4th
ed, (New York: McGraw-Hill, 2006), p. 7. 14
A. S. Hornby, Oxford Advanced Learner’ Dictionary, 6th
ed, (NY: Oxford University Press,
2000), p.1397. 15
Jack C. Richards and friends, Longman Dictionary of Language Teaching & Applied
Linguistics 4th
ed, (England: Pearson Education Limited, 2010), p. 594.
11
speak, we create texts. When we listen, read, or view texts, we interpret them
for meaning.16
Thus from the definitions above, the researcher inferred that text is
everything we hear or say in spoken language, and what we read or write in
written language that has structure and function.
2. Definition of Procedure Text
We usually find many kinds of texts in our daily life. One of those
text is procedure text which is an instructional text that describes how to
make something or how a series of sequenced steps or phases. Mark and
Kathy Anderson through their book Text Types in English 3 defined a
procedure text as a piece of text that tells the readers or listeners how to do
something. Its purpose is to provide instructions for making something,
doing something, or getting somewhere.17
In addition, Professional
Development Service for Teachers stated that a procedure text has a social
function to explain how something is done, in a series of sequenced steps.18
The examples of procedure text are directions, Instruction manual, receipes,
and itineraries.
As it can be seen above, procedure text is defined as a text that
explains, tells or shows someone how to do something, to make something
and to get someplace, that have to be done in a series of sequenced steps.
3. Language Features of Procedure Text
According to Anderson, procedure text usually includes the
following language features:
16
Mark Anderson and Kathy Anderson, Text Types in English 3. (South Yarra: Mcmillan
Education Ltd, 1998), p.28. 17
Ibid., p. 28. 18
http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.pdf
12
Sentences begun with action verb (imperative sentences). e.g., pour
hot water into the cup.
Sequence words or temporal conjunctions (e.g. firstly, next, then)
and numbers (e.g. 123) that show the order for carrying out the
procedure.
Adverbs of manner to describe how the actions should be
performed. e.g. quickly, firmly.
Precise terms and technical language. e.g. ml, grams, etc.19
In addition, the other sources added some of language features of
procedure text which are not included in Anderson’s book. They are:
Nouns or noun groups are used in the listed material or equipment.
The person following the instructions may not be referred to or may
be referred to in a general way as one or you. There is little use of
personal pronouns.
Words related to direction and specific locations are found. e.g. left,
north, Jamison street.
Adjectives add details relating to size, shape, color, and amount.
Present tense is generally used.20
To sum up, all of the points of language features of procedure
text above are usually used in writing procedure text.
4. Structure of Procedure Text
Generally, a procedure text is arranged of three main parts; Aim or
Goal of the procedure, List of materials which needed to complete the
procedure, and sequence of steps in correct order that need to be taken to
accomplish the task.
a. An introductory statement giving the aim or goal
19
Mark Anderson and Kathy Anderson, loc. cit. 20
(http://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/middle/procedure_te
xts_introduction_and_overview-fp-9569b444.pdf
13
This part can be the little of the procedure text, it is also may include an
introductory paragraph.
b. List of materials needed for completing the procedure
This part usually takes form in kind of list, though sometimes it also can
be in form of paragraph. In certain proccedure text this part sometime is
omitted or left out.
c. A sequence of steps in the correct order
This is the last part of procedure text which shows a sequence of steps
that need to be taken by readers to complete the task. The sequence
usually is shown by numbers (1,2,3 ...) or by using words such as first,
second, third, etc. Words such as now, next, and after this sometimes are
used as well. Commonly, the steps usually begin with a command such
as add, strir, or push.21
Thus from the explanation above, it can be concluded that there are
three points of generic structure of procedure text. Nevertheless, the
structure above is sometimes not found in certain types of procedure texts.
For example, in procedure text that tells the readers direction of how to get
to certain place or procedure text of rules of behavior, there is no list of
materials needed. In a procedure text of how to operate something,
sometimes list of materials needed is not included.
21
Mark Anderson and Kathy Anderson, op.cit., p. 31.
14
5. The Example of Procedure Text
Figure 2.1
Procedure Writing for Junior Classes
(Adapted from Writing Genre-A Structured Approach)22
How to Make Jelly
Ingredients : Jelly, Water
Utensils : Kettle, Littre Jug, Spoon, Bowl,
Steps/method:
1. Fill the kettle with water and bring to the boil
2. Break up the jelly into small pieces
3. Put the jelly pieces into the jug
4. Pour the boiling water over the jelly in the jug
5. Stir well until all the jelly has dissolved
6. Pour into the bowl
7. Leave in a cold place to set
8. Put in a dish, add cream or ice cream. Taste
Thus, from example above, everybody know how to write procedure
text. First, they must write a goal. Second, they write a list of materials that
will be needed for completing the procedure, such as kind of ingredients and
utensils. Last, they need steps to achieve the goal with the purpose: to tell the
making process of jelly to the reader.
22
http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.pdf.
15
C. Picture
1. Definition of Picture
A picture is one of visual media that is very useful in teaching,
especially for English teaching. As stated before, English is a foreign
language for Indonesian students, so they have to know the English words
when they want to use it. Pictures can help the learners to ease them in
understanding the meaning of a word, a sentence or even a paragraph. By
using pictures, the learner can get the imagination about the objects or
situations that happens.
There are some definitions of a picture. Stone stated “A picture is
worth a thousand words.”23
It means pictures are able to say many words so
that people can understand many things by seeing them. Another definition
from Wright, he defined “Pictures are not just an aspect of method, but
through their representation of places, objects and people are an essential
part of the overall experiences we must help our students to cope with.24
This statement tells the picture can help the students to understand
something or somebody through its representation. It gives the students
easier way in learning their material. Furthermore, pictures can clarify the
material being taught and make learning more permanent.25
It can be known
that students can understand the material clearly and can remember it much
longer by seeing. It is clarified in the figure below.
23
Randi Stone, Best Practices for Teaching Writing, (California, Corwin Press Inc, 2007), p.
89. 24
Andrew Wright, op. cit., p. 2 25
http://children.cccm.com/assets/Uploads/TrainingMaterial/VisualAndObjectLessons.pdf
16
Figure 2.2
Five senses in the learning Acquisition
(Adapted from Using Visual Aids in The Classroom)26
The graphic showed that in normal day-to-day living people learn:
3% through taste, 3% through smell, 6% through touch, 13% through
hearing, and 75% through seeing.
2. Kinds of Picture
Andrew Wright explained in his book Picture for Language
Learning, said that there are 21 kinds of picture can be found, they are:
- Pictures of a single objects - Pictures of one person
- Pictures of famous people - Pictures of several people
- Pictures of people in action - Pictures from history
- Pictures with a lot of information - Pictures of the news
- Pictures of fantasies - Bizarre Pictures
- Pairs of pictures - Pictures and Texts
26
Ibid.
0
10
20
30
40
50
60
70
80
Taste Smell Touch Hear See
17
- Sequences of pictures - Related pictures
- Single stimulating pictures - Ambiguous pictures
- Student and Teacher Drawing - Explanatory pictures.27
- Pictures of Map and Symbols
According to Finiocchiaro, there are three types of pictures.
a. Pictures of individual persons and individual objects
b. Pictures of situation
The pictures show people are “Doing something” with objects and
show the relationship of objects and/or people can be seen.
c. A series of pictures (six to ten) on one chart.
For example: picture of count nouns, mass nouns, etc.28
According two theorists above, the writer found out that picture
sequence is one of kinds of picture that can be used as a teaching media.
3. The Function of Picture
After discussing the definition and kinds of picture, we need to know
the functions of picture in teaching-learning process. According to Raimes,
there are several functions of pictures, such as:
a. Pictures provide a shared experience for students in the classroom.
Pictures can emerge the students’ needs of the appropriate vocabulary,
idiom and sentence structure to discuss what they see.
b. Pictures provide for the used of a common vocabulary and common
language forms in the classroom.
c. Pictures provide a variety of tasks, for example, sentence-combining
exercise, sequencing of sentences to the writing of original dialogs, etc.
d. Pictures provide a focus of interest for students. Pictures bring the
outside world into the classroom in a vividly concrete way.29
27
Andrew Wright, op. cit., p. 193-202. 28
Marry Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for
Teacher, (New York: Regents Publishing Company, 1973), p. 164.
18
In supporting the statement above, Harmer strengthened that pictures
are often used to present situations for grammar and vocabulary and can be
used to incite students to creative flights of fancy.30
It means pictures help
students work with grammar and vocabulary and encourage the students to
have creative imagination because pictures have the ability to transport the
students to different worlds. Meanwhile, Wright explained that pictures
contribute to interest and motivation, a sense of the context of the language,
a specific reference point or stimulus.31
From those explanations, the writer can conclude that pictures offer
many functions in learning English. They can motivate students to take a
part in the classroom, grab students’ attention and interest, provide them a
variety of task, stimulus them to learn English, especially learning writing,
etc.
4. The Criteria of Good Picture
In order to make the teaching learning activities optimal, the pictures
which are used must be has good criteria. Wright said that there are some
criteria for selecting good pictures for the students, such as:
a. The aid must be easy to prepare and organize by the teacher.
b. The aid must be interesting for students.
c. The aid must be meaningful and authentic.
d. The aid must be sufficient amount language.32
Wright gave further explanation about the statement above that
picture must be meaningful and sufficient for the students in order the
students can get value from the teacher’s explanation. It also should be
interesting, so the students could be more interested and motivated to see it.
29
Ann Raimes, Techniques in Teaching writing, (New York: Oxford University Press, 1983),
p. 330 30
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 67. 31
Andrew Wright, op. cit., p. 3. 32
Ibid., p. 3.
19
Therefore, teaching learning process will be easier to handle. Furthermore,
Ramirez said that the use of pictures must be relevant with the subject which
related to the teaching objective. It is aimed to catch the idea of presentation
easily from their teacher.
To sum up, good pictures must have some criteria, such as pictures
must be efficient, interesting, relevant and meaningful in teaching learning
process, the students can get better understanding about materials given by
teachers. As a result, teaching learning process will work well.
5. The Resource of Picture
According to Stone in his book Best Practices for Teaching Writing.
He mentioned that, “Image/ picture can be found easily in the traditional
resource such as magazines and books, but they also can be found
efforthlessly on the Internet.”33
It implied that pictures are very easy to be
found because they can come from many sources.
According to Wright, the source of pictures can be found in:
“Newspaper, magazines, advertisements, holiday brochures, business
brochures, catalogues, calendars, greeting cards, postcards,
reproduction of arts, posters, wall charts, instructions, old books,
comics and cartoon strips, family photograph, stamps, playing cards,
wrapping paper, course book, the teacher’s and student’s own
drawing, photocopying.”34
Those statements above prove that it is not difficult to find pictures
because they are around human daily life. However, to find a suitable picture
for teaching is not easy if a teacher does not pay attention of the criteria for
selecting a good picture.
33
Randi Stone, loc. cit. 34
Andrew Wright, op. cit., p. 182-187.
20
5. Picture Sequence
From the previous section, it can be known that picture sequence is a
kind of picture. As Finochiaro defined, “Sequence picture is (six to ten) on
chart as a number of related composite pictures linked to form a series or
sequences.”35
On the other words, picture sequence consists of several
pictures which have a relation each other in a chronological order. It is
presented to tell a story in some events. It usually tells experiences,
instructions, stories, etc. From this picture sequence, learners will be easier
to understand the meaning of a word, a sentence or event a paragraph after
they saw the picture itself.
Furthermore, according to Wright, “Pictures sequences tend to range
from four to eight pictures.”36
They show some events in a chronological
order. They usually tell short of stories, but they may also be used to depict a
process how to make something. In addition, Wright stated that, ”Picture
sequence can highlight certain langugae features and it can illustrate a story
or a process”.37
On the other source defined “A picture sequence is a series
of photographs dealing with one subject. It may tell a story, reveal a person,
or show how to do something.”38
All of the statements above imply that a picture sequence is a kind of
pictures that has a series of an object or a situation is explained by some
pictures. These pictures usually tell about a story, or a process how to do
something. The sequence must be in chronologically order.
35
Mary Finochiaro, English as a Second/ Foreign Language from Theory to Practice, (New
York: Prentice Hall Regents, 1986), p.137. 36
Andrew Wright, op. cit., p. 182-187. 37
Ibid., p. 182-187. 38
(http://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/middle/procedure_te
xts_introduction_and_overview-fp-9569b444.pdf
21
6. The Example of Picture Sequence.
Figure 2.3
Picture Sequence
(Adapted from http://www.wikihow.com/Main-Page)39
39
http://www.wikihow.com/Main-Page
22
D. Previous Study
The writer has found three previous studies which were related to this
study. The first study was taken from Astuti (2011) who did the study entitled
“Improving Students’ Ability in Writing Recount Text Through Picture
sequences: A Classroom Action Research at The First Year of MA Darul Ma’arif
Cipete.” It showed that picture sequences can improve effectively the first year
students’ ability in writing recount text. The second was taken from Vandiwi
(2013) that entitled “Using Picture Series to Teach Writing Procedure Text at
First Grade of SMP Muhammadiyah 3 in Mentoro Sumobito, Jombang.” This
study indicated that picture series is attractive and effective for teaching English
especially for teaching writing procedure text. It also can arouse the students’
interest and help them to understand more about the materials from the teachers.
The third was taken from Ayuningtyas and Wulyani (2012) that entitled
“Using Picture Sequences to Improve the Ability of Eleventh Grades at SMAN 1
Srengat-Blitar in Writing Narrative Texts: An Classroom Action Research.” It
showed that the use of picture sequence can improve the students’ attitude, can
also improve the students writing product.
Those previous studies above were used not only as references but also as
the comparison between those previous studies and this study. Those
comparisons were the level of the object of the study and the method of the
study. This study was done in the ninth grade, but the others studies were done in
the seventh and eleventh grade. Then, the method of the two previous studies
which were CAR was also used in this study. However, the study conducted by
Vandiwi used descriptive qualitative as the method of the study which is aimed
to describe or report facts or characteristics happened in a population
systematically and accurately. Whereas, Classroom Action research is aimed to
solve the problem which is happened by implementing new ideas or innovations.
23
E. Conceptual Framework
A procedure text is a text that tells the readers how to do something in
sequenced of steps, for instance, how to make Jelly, how to get to the Bank and
how to play the game. This text type is firstly introduced at the Junior High
School level. However, Junior High Students usually encounter some difficulties
in learning writing of procedure text. For example, the students are difficult to
write a procedure text based on their experience and imagination only. Yet the
students cannot easily recall their imagination and experience in a short time,
they need to think what they have in their mind.
Thus to overcome this problem the students need a stimulation in order to
help them in creating a procedure text effectively. In this case, the writer intends
to use visual media, primarily picture sequences. Some reasons why the writer
chooses picture sequences as a teaching media to teach writing procedure text.
First, picture sequences can be easily prepared by the teacher. Second, they are
used as a stimulus for writing. Third, they are able to motivate students’
participation in writing class, so they increase students’ achievement in writing
of procedure text. Then, picture sequences are more efficient and practice than
words, they are easier to recall and to remember than words, they also expose
real life situation. Moreover, picture sequences can be used with students who
are learning to read and write. It works well for stories, processes, and sequences
of events.
F. Action Hypothesis
For this research, the writer formulates the action research as follow:
Picture sequences improve students’ skill in writing procedure text at the ninth
grade students of MTs Negeri Tangerang 2 Pamulang.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
This study was conducted for about three months started from October
2014 up to January 2015 and took place in MTs Negeri Tangerang 2 Pamulang
which is located at Pamulang, Tangerang Selatan.
B. The Subject of the Study
The subject of the study was the ninth grade students at MTs Negeri
Tangerang 2 Pamulang in 2014/2015 academic year. There were 32 students in
class IX.3 as respondents of the study. The writer chose class IX.3 to conduct the
study based upon the pre-observation with the English teacher who told that
students of IX.3 class obtained the lowest achievement than any other classes
primarily in writing English text. That was why it was needed an appropriate
strategy to help the students in improving their scores.
C. The Writer’s Role on the Study
In conducting this study, the writer worked collaboratively with the
teacher at MTs Negeri Tangerang 2 Pamulang. The writer took a role as the
teacher in the class and the English teacher was as the observer and also as the
colaborator. As an observer, she made a review in every meeting in order to
know the improvement of the students. As a teacher, the writer constructed
lesson plans and implemented to the observed class.
D. Design of The Study
The design of the study used by the writer is Classroom Action Research
(CAR). According to Sagor, “Action Research is a disciplined process of inquiry
conducted by and for those taking the action. The primary reason for engaging in
25
action research is to assist the actor in improving or refining his or her actions.1 It
means that action research is an investigation conducted by the person or the
people empowered to take action concerning their own actions, for the purpose of
improving their future actions.
Meanwhile, Hopkins is quoted by Kunandar defined that “Classroom
Action Research (CAR) is a form of self-reflective inquiry undertaken by
participants in a social (including educational) situation in order to improve the
rationality and justice of: (a) their own social or educational practices; (b) their
understanding of these practices; and (c) the situation in which practices are
carried out.”2
Based on the statements above, Classroom Action Research (CAR) is a
device to get self-reflection and device to understand the situation in learning
activity in the classroom. It might be essential for learning innovation that leads
to improve the quality of school in education.
In conducting the study, the writer used Classroom Action Research
(CAR) Kurt Lewin’s model design which consists of two cycles. Each cycle
consists of four phases. These are planning, acting, observing, and reflecting. The
design as follows:
1 Richard Sagor, The Action Research Guidebook; A Four-Step Process for Educators and
School Team, (California, Corwin Press, 2005), p. 1. 2 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi
Guru, (Jakarta: PT Raja Grafindo Persada, 2008), p. 45-46.
26
Figure 3.1
Kurt Lewin’s Action Research Design3
Based on the Kurt Lewin’s action research design above, the writer would
like to describe a plan for classroom action research (CAR) in the first cycle and
the second cycle as follows:
3 Suharsimi Arikunto, prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT Rineka
Cipta: Jakarta, 2002), p. 21.
Acting
Observing
Reflecting
Planning
Cycle 1
Planning
Reflecting
Observing
Cycle 2 Acting
27
Figure 3. 2
Kurt Lewin’s Action Research Design Modified by the Writer
CYCLE 1
CYCLE 2
Planning
After conducting preliminary study,
the writer chooses teaching media
(picture sequence), creates lesson
plans, instrument of post test 1,
observation sheets, and sets the
criteria of action success.
Acting
The writer implements the lesson
plans containing of writing procedure
text through picture sequences media.
In the end of the cycle 1, the writer
gave post test 1.
Reflecting
The writer and the teacher discuss and
evaluate the result of implementation
and the students’ achievement, then
determine whether the action is
successful or not by apponting the
criterria of success
Observing
The observer (the English teacher)
observes the teaching learning process
in the classroom, such as the class
situation, students’ response, the
teacher’s performance.
The writer calculates the students’
improvement scores from post test 1
to pre test.
Planning
The writer and teacher create new
lesson plans (revised) and intrument
of post test 2.
Prepare observation sheets
Acting
The writer implements new lesson
plans containing of writing procedure
text through picture sequences media.
In the end of this cycle, the writer
gave post test 2.
Reflecting
The writer and the English teacher
analyze and discuss the result of the
implementation of the modified action
and students’ achievement.
Determine if the criteria of success is
achieved or not.
Observing
The observer observes the class
situation, students’ response, the
teacher’s performance after modifying
action. The writer calculates the
students’ improvement scores from
post test 1 to post test 2.
28
E. Procedure of the Study
According to Kurt Lewin’s concept of the CAR, it consists of four phases
within one cycle. They are planning, acting, observing, and reflecting. Before the
writer did the cycle in action, it had already done preliminary study. It was aimed
for analyzing and identifying problems faced by teacher and students in teaching
learning activities. The writer observed the class and interviewed the English
teacher. Moreover, she assigned the students to write a procedure text in order to
identify the students’ real competence and problems in writing procedure text.
After preliminary study was conducted, then the writer moved on the
next phase, involving: planning, acting, observing, and reflecting.
1. Planning Phase
In planning phase, the writer and the teacher shared the information. The
writer identified and diagnosed students’ writing problem occurred in the
classroom proven by observing and interviewing. Afterward, the writer analyzed
the data that had been identified through observation and interview. It covered
determining the teaching techniques/media, creating lesson plan, instrument of
post test 1, observation sheets and setting the criteria of success.
In determining teaching techniques/media, it refered to student’s problem
in this case; the main problem of the students was they were difficult to generate
their idea when they wrote procedure text based on experiment and imagination
only. Therefore, the writer thought that by giving them a visual media such as
picture sequences can overcome this problem in writing procedure text.
In designing lesson plan, the writer and the teacher discussed to make
lesson plan by applying the media. Designing lesson plan was aimed to provide
the teacher with the guidelines of teaching learning activities. The writer made
lesson plan based on the recent used syllabus. The writer described the project or
activity that she designed for her students by preparing lesson plan and applying
lesson plan in the ninth grade of MTsN Tangerang 2 Pamulang. The lesson plan
29
included the following items: specific instructional objectives, the instructional
materials and media, procedure of presentation, and procedure of assessment.
Besides lesson plans, the writer also created the instrument of post test 1 and
observation sheets. The test was aimed to evaluate the students’ improvement in
writing procedure text through picture sequences in each cycle. While, the
observation sheet was aimed to monitor all the teacher and students’ activities in
the classroom.
In setting criteria of success, the writer and the English teacher discussed
to determine the criteria of the action success. It was useful for measuring
whether the action of this study was successful or not. In line with the study, the
criteria of success were decided based on the agreement between the writer and
the English teacher. It was 75% of students achieve the score equal or greater
than 75 as the minimum mastery criterion (KKM score).
2. Acting Phase
In this phase, both the writer and the English teacher collaborated to carry
out the planned action. In this phase the lesson plan that had been discussed
would be implemented by the writer and the English teacher. In implementing
the action, the writer acted as the English teacher who thought writing procedure
text through picture sequences. Meanwhile, the English teacher acted as the
observer who observed all the activities happened in the teaching learning
process. The implementation of the action involved three meetings in each cycle.
This phase hopefully could solve the students’ problem.
3. Observing Phase
In this phase, the observer observed CAR process of learning procedure
text writing skill by using picture sequences. The observer also observed
students’ activity in the classroom. The important aspects in observation were
sources of data, the instrument used in collecting the data, and the technique for
data collection. When observing, the observer should notice and make
documentation all of activities in the classroom. It was regarded on class
30
situation, students’ response, the teacher’s performance, etc. Meanwhile, The
writer calculated the students’ improvement scores from pre test to post test 1. It
was aimed to know whether there was any improvement in the first cycle or not.
4. Reflecting Phase
The writer and the English teacher who played a role as collaborator and
observer analyzed and evaluated teaching learning process in cycle 1. Reflecting
phase was the last phase in one cycle. The aims of this phase were to reflect the
data from the implementation of the action and to know whether the action was
successful or not by appropriating the result of the observing phase with the
criteria of success. If the result of the first cycle was satisfy pointed by reaching
the criteria of success, so there would not be the next cycle. Meanwhile, if the
result of the action did not reach the criteria of success, the next cycle needed to
be conducted. It should be moved to the next cycles.
F. Instrument
The writer ussed three instruments to get the data in this Classroom
Action Research. They were observation sheet, test and interview guidlines. To
obtain qualitative data, the writer used observation and interview. On the other
hand, the writer used test to obtain quantitative data. Three research instruments
were explained more detail is as follows:
1. Observation Sheet
Observation sheets that were made before were used to get the data
during the observation in the class. They were used to monitor and record the
data of the English teacher’ and students’ performance during the teaching and
learning process. The information obtained from observation was used as a basis
to determine the planning for following cycle.
2. Test
Pre-test and post-test were conducted before and after implementation of
using picture sequences as the visual media in teaching writing procedure text.
31
The aim of giving the test was to measure students’ understanding of writing
procedure text.
3. Interview guideline
Interview guideline is used to get more accurate data or information
needed and it is used to complete the data from observation.4 The interview was
conducted to the English teacher and the students. The interview was applied
before and after Classroom Action Research (CAR).
G. Technique of Data Collection
The techniques of collecting data of this research were as follows:
1. Observation
Observation is investigating activity to see how far the effect of the action
to reach the goal.5 The writer did the observation directly toward English
teaching and learning process at MTs Negeri 2 Pamulang 2014/2015 Academic
Year. The writer was helped by collaborator to observe the students directly in
the classroom and got the description about students’ and teacher’s activity
during teaching and learning writing process by filling out the observation sheet
which had been available. It was to make sure whether the teaching learning
process was in line with the lesson plan or not. This data was taken on every
meeting.
2. Testing
The writer used test to get the data result about students’ improvement of
their achievement in learning procedure text. The tests were pre-test and post-
test. The pre-test was completed before implementing picture sequences. It was
to evaluate students’ writing skill score at first. On the other hand, the post test
was implemented after implementing picture sequences. The tests were held on
the action of each cycle. After collecting the data from the test, the writer
compared pre and post-test in order to know whether the students improved their
4 Kunandar, op. cit., p. 157.
5 Suharsimi Arikunto, op. cit., p. 127.
32
achievement in learning procedure text or not. To get the writing score, the
writer used criteria of scoring writing skill in each cycle by Arthur Huges.
Table 3.1
Scoring in Writing Skill
Score Level Criteria
Content
30-27 Excellent to very good: knowledgeable,
substantive, thorough development of thesis,
relevant to assigned topic.
26-22 Good to average: some knowledgeable of subject,
adequate range, limited development thesis,
mostly relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject,
title substance, inadequate development of topic.
16-13 Very poor: doesn’t show knowledgeable of
subject, non-substantive, non-pertinent, or not
enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideas
clearly stated, succinct, well-organized, logical
sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10 Fair to poor: not-fluent, ideas
confused/disconnected, lacks logical sequencing
and development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary 20-18 Excellent to very good: sophisticated range,
33
effective word/ idiom choice and usage, word
form mastery, appropriate register.
17-14 Good to average: adequate range, occasional of
word/ idiom form, choice, usage, bit meaning is
not obscured.
13-10 Fair to poor: limited range – frequent errors of
word/ idiom form, choice, usage but meaning
confused or obscured.
9-7 Very poor: essentially translation, little knowledge
of English vocabulary, idioms, word form, or not
enough to evaluate.
Language Use 25-22 Excellent to very good effective complex
construction, few errors of agreement, tense,
number, word order/ function, articles, pronouns,
prepositions.
21-18 Good to average: effective but simple
construction, minor problems, in complex
construction, several errors of agreement, tense,
number, word order/ function, articles, pronouns,
prepositions but meaning seldom obscured.
17-11 Fair to poor: major problems in simple/ complex
construction, frequent errors of negation,
agreement, tense, number, word order/ function,
articles, pronouns, prepositions and/or fragments,
run-ons, deletions, meaning confused or obscured.
10-5 Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does not
communicate, or not enough to evaluate.
34
Mechanic 5 Excellent to very good: demonstrates mastery of
conventions, few errors of spelling, punctuation,
capitalization, paragraphing.
4 Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but
meaning not obscured.
3 Fair to poor: frequent errors of spelling,
punctuation, capitalizations, paragraphing, poor
handwriting, meaning confused or obscured.
2 Very poor: no mastery of conventions, dominated
by errors of spelling, punctuation, capitalization,
paragraphing, handwriting illegible, or not enough
to evaluate.
Total Score 1-100
(Adapted from Testing for Language Teachers, 2nd ed)
6
3. Interviewing
One of ways to get deep information in the classroom was by
interviewing the English teacher and the students. It was conducted before and
after implementating the Classroom Action Research. It was to know the general
description about process of learning writing skill, students’ situation in writing
activity, and the method or any strategy usually implemented by the teacher in
teaching writing of procedure text. The writer also interviewed the teacher and
student to know their response toward the suggestion of picture sequences media
after classroom action research.
6 Arthur Hughes, Testing for Language Teachers: Second Edition, (Cambridge, Cambridge
University Press, 2003), p. 104.
35
H. Technique of Data Analysis
In this research, the writer used two ways in analyzing the data. They
were:
1. Qualitative analysis
The observation of students and teacher’s activities during the classroom
and the interview before and after Classroom Action Reserach (CAR) was used
to analyze the qualitative data.
2. Quantitative analysis
To analyze the quantitative data, first the writer measured the average or
mean of students’ achievement in writing procedure text within one cycle. It was
used to know how the students’ writing skills are improved. It used the formula
as below:7
∑
: Mean
∑ x : Total of students’ score
n : Number of students
Next, the writer tried to get the class percentage which passed the
Minimal Mastery Level Criterion (KKM) considering English subject gained
score 75 at MTs Negeri 2 Pamulang. The formula is:8
P : The class percentage
F : Total percentage score
N : Number of students
Then, after getting mean of the students’ score of the test, the writer
identified whether the students’ improvement of their understanding in procedure
7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008),
p. 80. 8 Ibid., p.43.
36
text from pre-test up to post-test 1 in cycle 1, and post-test 2 in cycle 2. The
writer used the formula below to analyze the data.
P : Percentage of students’ improvement
y : Pre-test result
y1 : Post-test 1
P : Percentage of students’ improvement
y : Pre-test result
y2 : Post-test 2
J. The Validity of Data
Validity is a measurement instrument which shown wether the
instruments are valid or not.9 It means that validity is one of the crucial
conditions in implementing a research including Classroom Action Research
(CAR). By using data validity, there should be no irrelevant points or misleading
in reflecting the data. To get the validity of data, the writer used source
triangulation which is by collecting the result from different sources such as the
test, the observation and the interview, and then compared them.10
Besides, the writer also used the criterion of data validity adopted by
Anderson, Herr, and Nihlen’s criteria that mention the validity of action research
including democratic validity, outcome vailduty, process validity, catalytic
validity, and dialogic validity.11
In this study, the writer used outcome validity
and dialogic validity. Anderson defined outcome validity as:” Outcome validity
requires that the action emerging from a particular study leads to the successful
9 Suharsimi Arikunto, op. cit., p. 144.
10 Kunandar, op. cit., p. 125.
11 Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas; Untuk Meningkatkan Kerja
Guru dan Dosen, (Bandung: PT Remaja Rosdakarya Offset, 2005), p. 164.
37
resolution of the problem that was being studied, that is, your study can be
considered valid if you learn something that can be applied to the subsequent
research cycle”.12
Based on the explanation above, the outcome validity could bee seen
from the result of the test. When the result of the cycle 2 was better than the
cycle 1, it means that the study is successful. Then, the dialogic validity is “It
involves having a critical conversation with peers about research findings and
practices.”13
In this case, the writer and the English teacher discussed and
assessed the result of an action in each cycle together.
K. The Criteria of the Action Success
Classroom Action Research (CAR) is called successful if it can exceed
the criteria which has been determined, and it is called failed if it cannot exceed
the criteria which detained. In this study, the writer will succeed when there is 75
% numbers of students could pass the target of the Minimal Level Criterion
(KKM). The KKM that must be attained considering writing subject is 75
(seventy five) which is adapted from the school policy (MTs Negeri Tangerang 2
Pamulang). If the criterion of the action success has ben achieved, it means that
the next action of the Classroom Action Research (CAR) will be stopped, but if
this condition has not been reached yet, the alternative action will be done in the
next cycle.
12
Ibid., p. 164. 13
Ibid., p. 167.
38
CHAPTER IV
RESEARCH FINDINGS
In this chapter, the writer presented the data of the research that had been
collected. The data discusses the way to improve students’ skill in writing
procedure text through picture sequences at the third grade of MTs Negeri
Tangerang 2 Pamulang. The writer presented this chapter by dividing into four
parts; the data before implementing the Classroom Action Research, the
implementation of the action, the analysis of the data after implementing the
Classroom Action Research, and the interpretation of the data result.
A. The Description of The Data
1. Before Implementing the Classroom Action Research
(CAR)
There were three parts related to the data before implementing the
action. Those were pre-observation, pre-interview, and pre-test. The
explanations were as follow:
a. The Result of Pre-Observation
Pre-observation was conducted to observe the process of teaching
learning English before implementing the action. It was held at class 9.3 MTs
Negeri Tangerang 2 Pamulang in academic year 2014/2015. There were 32
students in the class. The pre-observation was conducted on Monday, October
27th
2014. It was started at 07.40 A.M and finished at 09.00 A.M. From the
observation, the writer found some facts that happened in the classroom
during teaching learning process. It could be described as follows: the English
teacher seemed more active than the students in the class. She explained the
material of procedure text deductively; that is she explained the rule first such
as the generic structure and language features of procedure text then asked the
students to make a procedure text. Moreover, The teacher only used LKS as a
teaching source during learning process. Although material’s on LKS does
not vary and is not interesting, she explained the material clearly. When the
39
teacher explained the material, there were some students who did not pay
attention to the teacher’s explanation. They also did not be active in asking
the teacher related to the material given. They just kept silent and listened.
After explaining, she asked the students to make a procedure text in Bahasa
first. They then had to translate it into English. After finishing the task, the
students were asked to perform their works in front of the class to read their
writing task. While the students were presenting their works in front of the
class, they did not seem to have motivation, because they did not do
voluntarily. Meanwhile, the other students did not pay attention to their friend
who read the task in front of the class; and the others were yawning and
chatting with others.
Moreover, most of the students were hardly to finish the task. It could
be seen from their expression and attitude which showed that they did not
really comprehend with the teacher’s explanation about procedure text. For
instance, some students looked confused when they wanted to write
eventhough their teacher asked them to write in Bahasa first, some just copied
the task from their friend’s work, and few of them did not do the task.
From the description above, it can be concluded that the students’
attention, participation, and activity were low during the lesson. These were
probably the effects of teaching method, technique or media which was not
interesting for them. Hence, the writer hopes that the use of picture sequences
to the next meeting can make the students become concentrating and paid
attention to the teacher’s explanation.
b. The Result of Pre-Interview
1) Pre-Interview for Teacher
This pre-interview was conducted as unstructured interview, it
was held on Tuesday, October 28th
2014 at 09.30 up to 10.30 A.M. in this
interview, the writer asked some questions about students’ response in
learning English, students’ difficulties in English lesson, teaching activity
and teaching method/ technique/ media emphasized on English writing
lesson. The English teacher explained that the students sometimes
40
enjoyed the lesson if they were interested with the topic of the lesson or
with the classroom activity. On the contrary, they would felt bored if the
topic or classroom activity was not interesting for them. Consequently,
some of them did not pay attention to the lesson. They finally faced
difficulty in comprehending the material.
Based on the English teacher’s explanation, in writing class, the
teacher used some activities like grouping, fill in the blank, arrange the
words into a good sentence, and arrange the sentence into a good
paragraph and so on. The media used by the teacher was text or picture
which is relevant to the topic. For technique in teaching, the English
teacher taught procedure text deductively; that was she explained the
definition, structure, and language features of procedure text first and
then she gave the example of a procedure text based on the rule. She then
gave them the task.
Furthermore, the teacher stated about the students’ difficulties in
writing of procedure text. she said they got difficulty in generating ideas,
organizing into a good paragraph and choosing the words. Consequently,
the students got boredom in writing class and the students’ participation
in writing class was not too active. When the teacher asked the students
to write a procedure text based on the rule as the teacher had been
explained previously, they were still confused and did not understand
how to write it correctly. They also made mistakes in dividing the generic
structure (aim, list of material, and steps) and applying language features
such as words and tenses, temporal conjunctions (e.g. firstly, next, then)
and numbers (e.g 1, 2, 3), so that it was not arranged chronologically as
the rule of procedure text; to explain how something is done in a series of
sequenced steps. Consequently, most of the students hardly passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) on
writing subject. In fact, they had to get 75 score to pass KKM.
Based on the students’ difficulties in writing procedure text
subject, the main causes of their difficulties are the lack of vocabulary
41
and grammar practice of the English and the teacher’s method, technique
or media in teaching of writing procedure text.
2) Pre-Interview for Student
This interview was held on Tuesday, October 28th
2014 at 12.40 -
13.30 A.M. In this interview, the writer asked some questions about the
process of teaching learning English in the classroom, the most difficult
skill in English, the difficulty faced in writing skill, media of teaching
used in writing lesson.
Based on the interview, the researcher concluded that the students
felt enjoyable sometimes, but they also felt lazy and bored in English
lesson. They said writing is one of the most difficult skill in English.
They could not write because they did not know the right spelling of
English words. Thus, they often made mistakes when they wrote. It was
caused by lacking of practice. Moreover, some of them admited that they
were confused about grammar since there were many tenses which the
teacher have been given. In addition, media used in writing lesson was
texts that related to the materials.
c. The Result of Pre-Test
The pre-test had been done before the Classroom Action Research. It
was conducted on Thursday, November 6th
2014. It started at 12.40 up to
13.05 A.M. There were 32 students of 9.3 followed the test. The test was a
writing test. The students were asked to write a procedure text “How to Send
a Message”.
Based on the result of pre-test, the data showed that the mean score of
pre-test was 60.72. There were only 5 students who passed the Minimum
Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) meanwhile the
others 27 students were below the criterion. From the data. The lowest
achievement score was 42 and the highest score was 78. It could be seen that
almost all of 9.3 students’ ability in writing procedure text was still very low
and under expectation of the English teacher.
42
2. The Implementation of Classroom Action Research.
After analyzing and identifyng the data from pre-observation,
interview, and test above. The writer knew the students’ difficulties and
problems in learning of writing procedure text. Hence, the writer determined
to apply picture sequences as a visual media in teaching writing of procedure
text to overcome those problems.
The implementation of the Action was held from November 10th
up to
December 27th
2014 at 9.3 Grade of MTs Negeri Tangerang 2 Pamulang.
There were 32 students followed this implementation. The writer conducted
this research contained two cycles. Each cycle was conducted in three
meetings.
a. First Cycle
1) Planning
Planning phase was conducted after the writer finished the
preliminary research. Then, the writer made lesson plans by selecting
procedure text as the material and picture sequences ass the media of
teaching and learning English. There were three meetings in the cycle 1.
The first meeting discussed about the social function, generic
structure, and language features of procedure text by showing the
example of a procedure text on the screen, and gave them an exercise in
which they had to match the picture sequences with the jumbled
sentences. This exercise was aimed to introduce the students with the
picture sequences as a media in teaching writing of procedure text.
In the second meeting, the researcher still discussed about the
procedure text first. In this meeting, the researcher emphasized on the
generic structure and language features of procedure text by identifying
the generic structure and language features in a picture sequences of the
procedure text which the students were brought such as the package of
instant noodle, shampoo, and instant food or drink. After that the
researcher gave the excercise contained picture sequences with the key
43
word on every picture. It was aimed to guide and to make them easier in
writing procedure text correctly based on the picture sequences.
In the last meeting, the researcher gave the exercise of procedure
text by giving worksheet contained picture sequences and the key words
on every picture, and asked them to write individually then they had to
change their works with the other works. Next, the teacher asked some
students to present their works in front of the class while the other
students assessed their friends’ works. In the end of the meeting, the
teacher reviewed the material about procedure text to straighten students’
knowledge about procedure text
In creating those lesson plans, the writer was helped by the
collaborator who is the real English teacher of MTs Negeri Tangerang 2
Pamulang; that is Mrs. Iriastuti. Besides lesson plans, The writer together
with the collaborator also prepared an observation sheet as a medium for
the collaborator to write down students’ and teacher’s activities during
teaching learning process in the classroom whether it was in line with the
lesson plan had been made before or not. The writer also prepared the
post-test 1 to collect the data after implementing picture sequences. It
was to find out if there are some students’ improvement scores from pre-
test to post-test. Next, she set the criteria of succes that had been
previously discussed and agreed by the collaborator. It was purposed to
measure whether the action is successful or not. Last, the writer prepared
the documentation in order to record all activities happened in the
classroom as the evidence of this study, and the writer documented the
classroom activity in every cycle.
2) Acting
In this cycle, the action was done on November 10th
, 13th
, and 17th
2014. The writer implemented lesson plans that had been discussed by
the English teacher. In implementing the action, the writer acted as the
English teacher who taught writing procedure text through picture
44
sequences whereas the English teacher acted as the observer who
observed all the activities happened during teaching learning process.
In the first meetinng, teacher greeted students and introduced
herself to the students of class 9.3 at the beginning of the lesson. she then
conveyed learning objectives of this meeting. After that she showed the
power point of the procedure text “How to Make Jelly”. She explained
the definition and social function first, she then explained the generic
structure and language features of procedure text. The teacher used
screen to attract the students’ attention because the real English teacher
rarely used this facility. She finally gave the exercise by spreading all
worksheets to all students. The worksheet contained picture sequences
and jumbled sentences “How to Send a Message” which had to match
and arrange based on the pictures in a chronological order. This activity
was chosen because the teacher wanted to introduce media of picture
sequences first to the students who most of them had never known.
In the second meeting, the writer still discussed the procedure
text, but she emphasized on the generic structure and language features
of procedure text. She asked the students to bring any packages of food
or cosmetics that contained procedure text with pictures. After that, the
students had to identify their own procedure text, for example the generic
structure which has to contain three parts; aim/goal, list of materials, and
sequenced steps. For the language features, she explained that a
procedure text usually uses imperative sentence, temporal conjunctions,
adverb of manner, precise term, etc. Then, the teacher gave the exercise
by using worksheets contained picture sequences “How to Use GPS”
with the key words on each picture which had to develop into a good
sentence.
In the third meeting, the teacher together with the students
corrects the previous exercise in the last meeting. Next, she gave the
exercise to the students by giving worksheets contained picture
sequences “How to upload Photo into Facebook” then asked them to
45
change their works with the other friends to analyze whether they were
correct or not. Last, they collected their worksheets to the teacher.
3) Observing
In this phase, the English teacher observed the teaching learning
process by monitoring all activities both the teacher and the students
happened in the classroom. The English teacher saw that the most of the
meetings in cycle 1 were gradually run well, but they still had much lack
such as: First, related to the teacher’s performance, the observer thought
the writer had accomplished the task in line with lesson plans that had
been made. She delivered the material well. However, when the teacher
asked the students to identify the generic structure and language features,
she gave unclear direction so that most of the students asked twice or
more what they had to do. Besides, her voice was not loud enough in the
first meeting. It could be seen from some students who said that they
could not hear the teacher’s voice.
Second, the class situation was noisy and could not be controled
in the two meetings because the students often shouted to ask the task
and also the vocabulary to the teacher. Nevertheless, they were quite
enough in the last meeting because the writer raised her voice, give clear
instruction and the students also knew how to do with the task and had
already been familiar with the vocabulary used in procedure text
frequently. Third, the students’ response towards media picture
sequences in writing procedure text was absolutely good. It could be seen
from the students’ participation in answering the teacher’s question.
Although most of their scores did not reached the KKM yet. Besides the
students’ response, the English teacher responded positively towards the
use of picture sequences. She admitted that the use of picture sequences
was quite fun and could decrease the students’ difficulties in writing
procedure text because the writer provided not only picture sequences but
only the key word. However the students still had many mistakes in
doing the task such as, the students could not compose the generic
46
structure of procedure text correctly. They made mistake in language
features such as some of them could not use temporal conjunction and
numbering well. Then, they often did not use acton verb in the first
sentence. For example: Typing the text, it should be “Write the text”.
They rarely used adverbs (e.g. carefully, well, orderly, etc).
After three meetings, the writer carried out the post-test to
measure how well the students’ writing ability of procedure text that had
been studied and to know the problems which occured in learning of
writing procedure text through picture sequences. The post-test 1 was
exactly conducted on the third meeting of cycle 1. Related to the result of
the post-test 1, the mean score of post-test 1 was 75.34 in which there
were 18 students achieved the KKM.
4) Reflecting
In this phase, the writer and the observer discussed about the
result of the action. Based on the analysis of the students’ post-test 1 that
showed 56.25 % of the students who got the score above the KKM, the
implementation of picture sequences as an instructional media had not
given satisfactory result yet on the improvement of students’ writing
ability. The students had not achieved the criteria of success that 75 % of
students must achieve the KKM. Therefore, it needed to be revised
before the implementation of the next cycle so that it could achieve the
criteria of success of this study.
Based on the result of reflection stage, the writer and the
collaborator concluded some revisions of the first cycle. First, the
students had to bring dictionary in order to help them to find out the
words, so they did not need to ask to the teacher. Second, the writer
should give more explanation about the material loudly and give clearly
instruction so that the students understood about the activity that they had
to do. In addition, the teacher had to walk around the class; to check the
students’ work. Last, the writer gave ineteresting activities to motivate
the students in learning, so they did not feel bored in the classroom.
47
From the explanation above, there must be more efforts to
improve students’ writing ability of procedure text through picture
sequences. It needed to be improved again in the next cycle.
b. Cycle 2
1) Planning
After finding the result from the cycle 1 that the students’
understanding of writing procedure text still had problems, the writer and
the English teacher discussed about the result of the recent cycle, and
found the solution of the students’ difficulties. After the discussion, the
writer and the English teacher agreed to give some additional to the
lesson plan that has been made before and revized it to be better one.
Those additions are the writer explained the materials loudly, gave the
instruction clearly, and always asked the students to bring Dictionary in
English lesson. There was a punishment if they did not bring it into the
class. It was purposed to decrease the students’ noisy in the class, so they
could do their work individually.
Furthermore, the writer gave new topics and emphasized in
practice. For instance; in the three meetings, the writer gave the students
new topics related to their daily life such as how to print a document and
how to charge HP and gave two exercises in every meeting. She also
used different activities in each meeting to avoid students’ boredom and
to refresh the situation in the classroom. For example; the students
worked in a pair or group and the writer gave new and interesting
apperception in every meeting, such as games, videos, or jokes.
Besides, The writer prepared unstructured observation sheet to
asses the classroom activity during teaching learning process and the
post-test 2 to collect the data.
2) Acting
The action of the cycle 2 was done on November 20th
, 24th
, and
27th
. In the first meeting, after greeted the students, the teacher motivated
the students. After that, the teacher gave the students the exercise y
48
giving the worksheets contained picture sequences with a new topic
“How to Print a Document”, she then asked them to make a group and
identified what the generic structure and language features were. Next,
they were asked to finish the task in twenty minutes. In the end of the
meeting, they corrected their works together with the teacher.
In the second meeting, the teacher motivated the students by
giving a game at the beginning of the lesson. Then, she gave the exercise
by spreading the worksheets contained picture sequences “How to Cook
Rice in the Rice Cooker” and asked them to work in pair to do the task.
In the last meeting, the teacher spread the worksheet contained picture
sequences “How to Insert Picture into Microsoft Word” with the key
words. Then, she asked the students to work individually after that their
works were changed by the other friends’ works.
3) Observing
In this phase, the English teacher made observation and
discussion. The English teacher saw many improvements happened in
cycle 2. First, the teacher’s performance became better than before. She
could control the class, motivated the students, and made them more
understand the material by applying vary activities such as group
working or paired group. it could be seen from their participation in the
discussion within their group. Second, the class situation changed better
than the previous cycle. It could be seen from the students’ rsult in post-
test and from their enthusiasm to answer some question given by the
teacher. In addition, there was not noise and shout in doing the task due
to every students brought dictionary. Hence, they worked the task
individually without asking the teacher. Third, the students’ response
towards the use of picture sequences in teaching writing of procedure text
in cycle 2 were very good. It could be seen from the result of every post-
test. there were improvement scores day by day. In doing the writing
task, the students could do their task without cheating one another. The
students also seemed to master the lesson, they could understand what
49
the picture sentencs talked about before they wrote the procedure text,
and they did not have the difficulty to compose the generic structure of
procedure text. They also used the language features well such as
imperative sentences, temporal conjunction, adverbs, and precise term.
After three meetings, the writer carried out the post-test 2 to know
whether the students’ achievement in cycle 2 was improved or not. Then,
based on the result of the post-test 2, the mean score of the class in
writing procedure text was 75.34 in which there were 18 students who
reached the KKM. The post-test 2 was exactly conducted on the third
meeting of the cycle 2.
4) Reflecting
The reflecting of Classroom Action Research (CAR) was carried
out after the teacher getting the score result of the post-test. The writer
and the English teacher felt satisfied with the result. The students could
improve their writing ability. they also could understand the picture
sequences which told about how to make something and how to do
something easily. they could easily analyze the generic structure. Indeed,
they seemed more interested during the teaching learning process. It was
proven by their scores from pre-test, post-test 1, and post-test 2. In the
pre-test, students who passed the KKM were 5 students or 15.62 %, in
cycle 1 were 14 students or 56.25 %, and in cycle 2 were 26 students or
81.25 %. It means that the students have achieved the criteria of success
that 75 % of students must achieve the KKM. Therefore, the writer and
the english teacher decided to stop Classroom Action Research (CAR)
because it had already succeeded.
According to the result of the evaluation between the writer and
the English teacher, it assumed that CAR in improving students’ writing
ability in procedure text through picture sequences was appropriate with
the planning that had been discussed previously by the writer and the
English teacher. In this case, every action was planned as clear as
possible so that the writing activities could be accomplished well.
50
3. Analysis of the Data After Classroom Action Research
(CAR)
The discussion of the data after implementing the action consisted of
two parts. Those were the the result of post-interview and the result of post-
test. Further descriptions are as follows:
a. The Result of Post-Interview
1) Post-Interview for The Teacher
After implementing the CAR, the writer carried out the
unstructured interview with the English teacher. It was conducted on
Thursday, December 4th
2014. It started at 08.40 A.M. and finished at
09.30 A.M. It was to know the teacher’s and students’ response
concerning Classroom Action research (CAR) that had been done. In this
case, the writer asked some questions. Those were the teaching learning
process during Classroom Action Research, the difficulties in
implementing picture sequences as instructional media of CAR, and the
writer’s opinion about media that had been used to overcome the
students’ problems in writing procedure text.
It was found that teaching learning process during the Classroom
Action Research (CAR) became more interesting because the activity
given by the teacher were vary and motivating. Hence, they looked
enthusiastic in writing of procedure text and of course, they looked easier
to write their task. The students’ participation was also good. She
successfully motivated the students to write procedure text through
picture sequences. Moreover, the English teacher admitted that the result
of the test was good.
Next, the English teacher stated that there was not the serious
obstacle during the implementation. Then, related to the teacher’s
opinion about picture sequences. The teacher said that picture sequence
was very effective applied in teaching writing procedure text. It was
because the students stated about steps or process in composing
51
procedure text. Therefore choosing the picture sequences was the right
choice. Moreover, picture sequence could help the students to write the
steps orderly and to generate the idea easily. To sum up, the English
teacher concluded that picture sequence improved the students’ writing
skill of procedure text.
b. Post-Interview for The Students
This post-interview was held on Thursday, December 4th
2014. It
started at 09.30 A.M. and finished at 10.05 A.M. In this interview, the
writer asked some questions about the process of teaching learning
English during the action, students’ score after implementing the action,
the difficulty in writing procedure text through picture sequences.
Based on the interview, the writer concluded that they felt enjoy
and enthusiasts during teaching learning procedure text through picture
sequences. They were motivated to write because picture could help them
to understand the material easily so that they worked the tasks well and
punctually. Related to the students’ score after the action, They said that
they did not pass the KKM in the first test, but they got above the KKM
in the last test. It means that they could pass the KKM. Next, the
difficulty in writing procedure text through picture sequence was they did
not know the meaning of the words. It was caused by the students’
vocabulary which was still very low. However, their difficulty could be
solved by bringing the dictionary.
2) The Result of Post-Test
In obtaining the data of the students’ writing achievement, the writer
utilized the data from pre-test, post-test 1 and post-test 2. The students’ score
from pre-test, post-test 1 and post-test 2 are shown in the table.
52
Table 4.1
The Students’ Writing Score of Pre-test, Post-test, and Post-
test 2
Students’
Number
Pre-Test Post-Test 1 Post-Test 2
1 65 80* 85*
2 75* 83* 84*
3 62 65 73
4 52 83* 86*
5 52 85* 90*
6 75* 90* 90*
7 70 75* 78*
8 58 60 87*
9 76* 82* 85*
10 51 72 75*
11 51 78* 90*
12 62 70 84*
13 65 80* 82*
14 78* 90* 90*
15 62 65 83*
16 50 77* 81*
17 68 79* 82*
18 60 70 73
19 71 75* 75*
20 42 75* 77*
21 48 60 88*
22 55 70 76*
23 60 72 74
24 60 70 75*
53
Students’
Number
Pre-Test Post-Test 1 Post-Test 2
25 67 70 71
26 55 85* 85*
27 58 70 90*
28 65 75* 70
29 47 73 87*
30 47 79* 79*
31 60 73 74
32 76* 80* 90*
Mean:
∑
60.72
75.34
81.53
* : The student who passed the KKM (75)
To compare the test result between pre-test and post-test of each
cycle, the writer used some steps. Those were calculating the students’ mean
score of the test, calculating the class percentage, and calculatinng the
students’ improvement score from pre-test to post-test 1 and 2 into
percentage.
In analyzing the data of pre-test, the first step was to get the mean
score of the class. It was calculated as following:
∑
From that calculation above, it was known that the mean score in pre-
test before implementing Classroom Action Research (CAR) was 60.72.
54
The second step was to know the percentage of students’ score which
passed the KKM (75). It was calculated by using the formula below:
From that computation, the class percentage in the pre-test was 15.62
%. It means that there were 5 students who passed the KKM and there were
27 students were still below the KKM. Hence, it was shown the achievement
of the students’ writing of class 9.3 was poor. It could be seen from the figure
below:
Figure 4.1
The Result of Students' Score before Implementation
Next, in the cycle 1 of Classroom Action Research, the writer
calculated the result of post-test 1 to know the students’ score improvement
from the result of pre-test to post-test 1. There were three steps to get this
0
5
10
15
20
25
30
Nilai < 75 Nilai 75
(KKM)
Nilai >
KKM
The Result of Students'Score beforeImplementation
55
improvement. Those were calculating the students’ mean score of the class,
calculating the students’ improvement score into percentage and calculating
the class percentage.
The first step was to calculate the mean score of post-test 1. The
calculation was as follows:
∑
From the calculation above, the students’ mean score of post-test 1
was 75.34. It was proven that there were some improvements from the pre-
test mean score. It could be seen from the difference of the pre-test mean
score (60.72) to the post-test 1 mean score (75.34).
The second step was to get the percentage of students’ improvement
score from pre-test to post-test 1. The writer calculated by using the formula
below:
Based on that computation, the percentage of the students’
improvement score from pre-test to post-test 1 was 24.08 %. It showed that
the score in the cycle 1 had improved 24.08 % from the pre-test score.
56
The third step was to know the percentage of students who passed the
KKM. The calculation was as follows:
From, that calculation, the class percentage in the post-test 1 was
56.25 %. It meant that there were 18 students who passed the KKM and 14
students who were still below the KKM. The class percentage of post-test 1
showed some students’ improvement of the class percentage in the pre-test
(15.62). The students’ improvement which passed the KKM was 40.63 (56.25
% - 15.62 %). Eventhough, it was still needed more improvement because it
could not achieve 75 % yet as the criteria of success of this study. Therefore,
the writer did the cycle 2 because some students still gained low scores. It
could be seen from the figure below:
Figure 4.2
The Result of Students' Score in Post-test 1
0
2
4
6
8
10
12
14
16
Nilai < 75 Nilai 75
(KKM)
Nilai > 75
The Result of Students'Score in Post-test 1
57
Furthermore, in the cycle 2, the writer also calculated the result of
post-test 2 to know further the score improvement either from the result of
pre-test and post-test 1.
First was to calculate the mean score of the class in post-test 2. The
calculation was as follows:
∑
From the calculation above, it showed the mean score of the class in
post-test 2 was 81.53. It was concluded the achievement score of students’
ability in writing procedure text through picture sequence was effective. It
could be seen from the improvement of students’ score from post-test 1 to
post-test 2 was 6.19 (81.53 – 75.34).
The second step was to get the percentage of students’ improvement
score from pre-test to post-test 2. The writer calculated by using the formula
as follows:
58
Based on that computation, it could be seen that the post-test 2
improved 34.27 % from the pre-test or 10.19 % (34.27 % - 24.08 %).
The third step was the writer tried to get the class percentage whose
the score passed the KKM. It used the calculation was as follows:
From that calculation, the class percentage was 81.25 %. It meant that
there were 26 students who passed the KKM and only 6 students who were
below the KKM in the cycle 2. The class percentage of post-test 2 obviously
showed some improvements from the previous test; the improvement was
65.63 % from the pre-test (15.62 %) or 25 % from the class percentage of
post-test 1. It could be seen from the figure below:
Figure 4.3
The Result of Students' Score in Post-test 2
0
5
10
15
20
25
Nilain < 75 Nilai 75
(KKM)
Nilai > 75
The Result of Students'Score in Post-test 2
59
From all the calculation above, the writer interpreted the result after
the implementation of Classroom Action Research from cycle 1 up to cycle 2.
It could be seen from the result of pre-test, post-test 1, and post-test 2. Here,
the writer described the result from post-test 1 and post-test 2 through figure
below:
Figure 4.4
The Students’ Score Improvement from Pre-Test, Post-Test I,
and Post-Test II
4. Data Interpretation
As a whole, the interpretation of the data results among the
instruments of this research were as follows:
From the instrument of observation sheet (from pre-observation until
the observation on cycle 1 and cycle 2), it could be seen many improvements
from the students’ side. In the pre-observation, many students seemed not to
have motivation, some did not pay attention to their teacher, and they were
chatting each other. These behaviors started to decrease in cycle 2 where the
teaching learning process had been done well although the class still had
some problems, such as: some of the students cheated and made noise in the
middle of the teaching process. In the last observation on cycle 2, the class
0
5
10
15
20
25
30
Pre-Test Post-Test 1 Post-Test 2
Nilai < 75
Nilai 75 (KKM)
Nilai > 75
60
condition was better than the previous cycle. The students were ready to
follow the lesson, they paid fully attention to their teacher, and they did the
task individually. Furthermore, they could response the teacher by answering
the questions, the class looked easy to handle.
From the instrument of interview guidlines, it could be inferred that
there were a good response about the use of picture sequence as visual media
in teaching writing of procedure text from the English teacher or the
collaborator. In the pre-interview, the English teacher said that most of the
students did not like English subject. They obtained low achievement in
English, especially writing skill. They got boredom in the class when the
topic was not interesting, and they got difficulty to generate their ideas and to
choose the words. Because of those condition, they liked to cheat to their
friends or copied the task from the internet. These problems were also caused
by the teacher’s strategy in teaching writing which was the conventional way;
the teacher explained the material then gave the example. Besides, the task
given by the teacher was taken from the students’ handbook (LKS) only. In
the post-interview, the English teacher said that picture sequence was the
effective media in teaching writing of procedure text. It gave a good impact to
improve the students’ writing skill of procedure text.
From the instrument of test, it could be seen that the students’ scores
from pre-test, post-test 1 and post-test 2 were improving. In the pre-test, the
mean score of students on writing test before carrying out Classroom Action
Research (CAR) was 60.72 and it showed there were only 5 students who
were able to pass the KKM (75) and there were 27 students who did not pass
the KKM. Furthermore, the mean score in the post-test 1 was 75.34. It meant
there were some students’ score improvement from the previous test (pre-
test). That was 14.62 (75.34 – 60.72) or 24.08 %. Meanwhile, The class
percentage which passed the KKM in post-test 1 was 56.25 %. It showed
there were 18 students who passed the KKM and 14 students were still under
the KKM. Consequently, the writer and the English teacher decided to
continue to the cycle 2 because it could not achieve the target of success yet;
61
that is 75 % (or at least 24 students) from the class percentage. Next, the
mean score in the post-test 2 was 81.53. It showed the students’ improvement
score 6.19 (81.53 – 75.34) from the post-test 1 (75.34) or 34.27 %.
Meanwhile, the class percentage which passed the KKM was 81.25 %. It
meant there were 26 students whose the scores passed the KKM and there
were only 6 students whose the scores were under the target of the KKM. The
post-test 2 had fulfilled the criteria of success; that was above 75 % students
could pass the KKM. Automatically, it could be said that the Classroom
Action Research (CAR) was success and the cycle was stopped.
62
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the study conducted at the ninth grade of MTs Negeri Tangerang
2 Pamulang in academic year 2014/2015, it can be concluded that the students
could improve their writing skill of procedure text through picture sequences. It
could be proven by several facts; related to observation result, students were more
interested and motivated in learning writing of procedure text, and they were able
to make a procedure text correctly. Related to the interview result, the teacher’
and the students’ response about the implementation of picture sequences was
positive and would be an alternative way in teaching and learning writing. Related
to the test result, there was some progress of students’ score from pre-test to the
post-test 2. In the pre-test, there were only 5 or 15.62 % students who passed the
KKM and the mean score of pre-test was 60.72. Then, in the post-test 1, there
were 18 or 56.25 % students who passed the KKM and the mean score of post-test
1 was 75.34. Next in the post-test 2, there were 26 or 81.25 % students who
passed the KKM in which their mean score of the post-test 2 was 81.53.
Based on the result, the writer concluded that picture sequences improve
students’ skill in writing procedure text at the ninth grade of MTs Negeri
Tangerang 2 Pamulang.
B. Suggestion
In this part, the writer would like to contribute some suggestions for the
English teachers and the other researchers based on the research findings and
discussion.
It is suggested that the English teachers should be more creative and
innovative to select the teaching strategy to deliver their material. They could find
a good teaching media to get their students’ interest in learning English, especially
in writing. Picture sequences would be helpful to improve students’ writing ability
63
therefore the teachers need to maintain using picture sequences in teaching
procedure text in the next acadamic year.
To the further researchers, particularly those who have the same problems
and interests in conducting study, it is suggested that this study can be a reference.
Hopefully, there will be any further study of how to complete this media.
64
BIBLIOGRAPHY
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Mcmillan Education Ltd, 1998.
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:
Rineka Cipata, 2006.
Ayuningtyas, Bety Dwi and Anik Nunuk Wulyani, Using Picture Sequences
to Improve the Ability of Eleventh Graders at SMAN 1 Srengat-Blitar
in Writing Narrative Texts, Malang: State University of Malang, 2012.
Brown, H. Douglas, Teaching by Principles: An Interactive Approach to
Language Pedagogy, 2nd
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Finocchiaro, Mary, English as a Second/ Foreign Language from Theory to
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Grenville, Kate, Writing From Start to Finish: a six-step guide, Australia:
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Harmer, Jeremy, The Practice of English Language Teaching, New York:
Longman, 1991.
Harmer, Jeremy, How to Teach Writing, England: Pearson Educatio Limited,
2004.
Hughes, Arthur, Testing for Language Teachers: Second Edition, Cambridge:
Cambridge University Press, 2003.
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Serbagai
Pengembangan Profesi Guru, Jakarta: PT Raja Grafindo Persada,
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Kusumah, Wijaya and Dwitagama, Dedi, Mengenal Penelitian Tindakan
Kelas, Jakarta: PT Indeks, 2009.
Miller, Robert Keith, Motives for Writing, 5th
Ed, New York: The MCGraw-
Hill Comp, 2006.
Murcia, Marriane C, Teaching English as a Second or Foreign Language
Teaching, Boston: Heinle and Heinle Publishers, 1991.
Raimes, Ann, Techniques in Teaching Writing, New York: Oxford University
Press, 1983.
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Richards, Jack C, and friends, Longman Dictionary of Applied Linguistics,
England: Longman, 1990.
Richards, Jack C, and A Renandya, Willy, Methodology in Language
Teaching, New York: Cambridge University Press, 2002.
Sagor, Richard, The Action Research Guidebook; A Four-Step Process for
Educators and School Team, California: Corwin Press, 2005.
Stone, Randi, Best Practices for Teaching Writing, California: Corwin Press
Inc, 2007.
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2008.
Vandiwi, Acik Lisna, Using Picture Series to Teach Writing Procedure Text
at First Grade of SMP Muhammadiyah 3 in Mentoro Sumobito,
Jombang: Sekolah Tinggi Keguruan Ilmu Pendidikan, 2013.
Wiriaatmadja, Rochiati, Metode Penelitian Tindakan Kelas; Untuk
Meningkatkan Kerja Guru dan Dosen, Bandung: PT Remaja
Rosdakarya Offset, 2005.
Wright, Andrew, Pictures for Language Learning, Cambridge: Cambridge
University Press, 1989
Sa’diyah, Halimatus, Improving Students’ Ability in Writing Descriptive
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http://downloads.ziddu.com/download/12329581/silabus3BingSMP9.doc.htm
l/eng
http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.
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e/ procedure_texts_introduction_and_overview-fp-9569b444.pdf
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essons.pdf
http://www.wikihow.com/Main-Page
66
Appendix 1 : Schedule of Classroom Action Research
Schedule of Classroom Action Research
No. Activities Date
1
2
3
4
5
6
7
8
9
10
11
13
Meet the vice headmaster of MTs Negeri
Tangerang II Pamulang to ask permission to
do research
Meet the English teacher to make research
frame work
Meet the English teacher to make sure the
start of the research
Conduct pre-observation
Conduct pre-interview
Conduct pre-test
First cycle
Post-test 1
Second cycle
Post-test 2
Conduct post-interview
Give the hole result to the English teacher.
October 21st 2014
October 25th
2014
October 27th
2014
October 27th
2014
October 28th
2014
November 6th
2014
November 10th
2014
November 17th
2014
November 20th
2014
November 27th
2014
December 4th
2014
December 4th
2014
67
67
Appendix 2 : Observation Sheets
OBSERVATION SHEET OF STUDENT’S ACTIVITY
Subject :
Date :
Meeting/Cycle :
No The Item of Score Score
SB B C K
1 Students’ enthusiast in learning activities
2 Students’ participation in discussing
procedure text.
3 Students’ participation in asking and
giving idea
4 Students’ fluency in writing a procedure
text
5 Students’ carefulness in writing a
procedure text
6 Effectiveness in using time
7 Students’ fluency in answering the
question.
Observer
Dra. Iriastuti
NIP. 196409111994032002
68
68
OBSERVATION SHEET OF TEACHER’S ACTIVITY
Subject :
Date :
Meeting/Cycle :
Put checklist mark!
No The Item of Score Score
SB B C K
1 Prepare the condition of the class and the
students
2 Apperception
3 Motivated the students
4 Conveying the indicators that would be
reached
5 Using media based on the lesson plan
6 Explaining procedure text
7 Focusing on students’ attention toward
teaching learning process
8 Using picture sequences when conveying
the subject
9 Organizing discussion activity
10 Guidance of group
11 Giving chance to students for giving idea
12 Giving chance to students for asking
13 Enthusiast toward students’ answer and
perception
14 Observing the difficulty/ development of
69
69
students’ learning process
15 The ability to explain/ conclude the subject
that have been conveyed
16 The ability to give evaluation based on the
indicator
Note :
SB = Sangat Baik/ Very Good; B = Baik/ Good; C= Cukup/ Adequate; K =
Kurang/ Insufficient.
Observer
Dra. Iriastuti
NIP. 196409111994032002
70
Appendix 3 : Students’ Interview before CAR
Pedoman Wawancara Dengan Siswa Sebelum Penelitian
Tindakan Kelas
1. Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran bahasa
Inggris di kelas?
2. Berapa standar nilai KKM untuk pelajaran bahasa Inggris dan berapa nilai
yang kamu peroleh?
3. Kemampuan (skill) bahasa inggris apa yang kamu anggap sulit?
4. Dalam materi writing jenis teks apa yang harus kamu kuasai pada semester
ini? Dan jenis teks apa yang sudah diberikan guru bahasa Inggris?
5. Kesulitan apa yang kamu temui dalam menulis teks dalam bahasa Inggris?
6. Menurut kamu apa penyebab kesulitan kamu?
7. Media apa yang pernah digunakan oleh guru kamu dalam pelajaran bahasa
Inggris khususnya menulis?
8. Apakah kamu tahu media picture sequences?
71
Appendix 4 : The Result of Students’ Interview before CAR
Hasil Wawancara dengan Siswa
Sebelum Penelitian Tindakan Kelas
Pewawancara : Suaeni
Pihak yang diwawancara : Devi Zahra I
Hari/ Tanggal : Thursday, October 28th
2014
Waktu : 12.40 – 13.30 A.M.
Tempat : MTsN Tangerang 2 Pamulang
1. Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran bahasa
Inggris di kelas?
Seru, itu karena saya menyukai pelajaran bahasa Inggris sejak saya masih di
taman kanak-kanak.
2. Berapa standar nilai KKM untuk pelajaran bahasa Inggris dan berapa nilai
yang kamu peroleh?
Nilai KKM nya yaitu 75. Nilai terakhir yang saya peroleh adalah 90, jadi nilai
saya sudah melebihi KKM.
3. Kemampuan bahasa inggris apa yang kamu anggap sulit?
Menurut saya kemampuan bahasa Inggris yang sulit menulis dan bericara.
4. Dalam materi writing jenis teks apa yang harus kamu kuasai pada semester
ini? Dan jenis teks apa yang sudah diberikan guru bahasa Inggris?
Saya rasa teks prosedur dan report. Dan jenis teks yang pernah diajarkan yaitu
teks narrative, descriptive, recount, dan report.
5. Kesulitan apa yang kamu temui dalam menulis teks dalam bahasa Inggris?
Saya sering melakukan kesalahan dalam spelling dan kosakata saya masih
sedikit.
6. Menurut kamu apa penyebab kesulitan kamu?
Menurut saya, saya kurang latihan menulis dan membaca.
72
7. Media apa yang pernah digunakan oleh guru dalam pelajaran bahasa Inggris
khususnya menulis?
Guru saya selalu memberikan teks sebagai media.
8. Apakah kamu mengetahui media picture sequences?
Saya tidak tahu. Tapi pasti menggunakan gambar.
77
Appendix 7 : Students’ Interview after CAR
Pedoman Wawancara Dengan Siswa Setelah
Penelitian Tindakan Kelas
1. Bagaimana tanggapan kamu terhadap proses pembelajaran menulis teks
prosedur dengan menggunakan media picture sequences di kelas?
2. Berapa nilai bahasa Inggris kamu dalam pelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
3. Dari nilai kamu yang telah disebutkan, sudahkan nilai kamu mencapai KKM?
4. Kesulitan apa yang kamu hadapi ketika menulis teks prosedur dengan
menggunakan media picture sequences?
78
Appendix 8 : The Result of Students’ Interview after CAR
Hasil Wawancara dengan Siswa
Setelah Penelitian Tindakan Kelas
Pewawancara : Suaeni
Pihak yang diwawancara : Devi Zahra I
Hari/ Tanggal : Thursday, December 4th
2014
Waktu : 8.40 – 9.30 A.M.
Tempat : MTsN Tangerang 2 Pamulang
1. Bagaimana tanggapan kamu terhadap proses pembelajaran menulis teks
prosedur dengan menggunakan media picture sequences di kelas?
Sangat menyenangkan, karena biasanya guru lain hanya menyuruh meulis
saja tetapi kalau ada gambar, saya lebih bisa berimajinasi ketika menulis.
2. Berapa nilai bahasa Inggris kamu dalam pelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
Tes pertama saya mendapatkan 70, kemudian 80, dan 85.
3. Dari nilai kamu yang telah disebutkan, sudahkan nilai kamu mencapai KKM?
Iya, saya sudah mencapai KKM. Meskipun pada tes pertama, nilai saya masih
dibawah KKM.
4. Kesulitan apa yang kamu hadapi ketika menulis teks prosedur dengan
menggunakan media picture sequences?
Menurut saya, saya tidak mendapat kesulitan ketika menulis teks prosedur
dengan menggunakan media picture sequences.
73
Appendix 5 : The Teacher’s Interview before CAR
Pedoman Wawancara Dengan Guru Bahasa Inggris Sebelum
Penelitian Tindakan Kelas
1. Menurut Ibu, bagaimana tanggapan siswa/i Ibu dalam proses pembelajaran
bahasa Inggris di kelas?
2. Berapa nilai KKM untuk mata pelajaran bahasa Inggris di sekolah ini? Dan
bagaimana hasil perolehan nilai bahasa inggris siswa/i di kelas 9.3?
3. Kemampuan (skill) bahasa Inggris apa yang dianggap sulit bagi siwa/i Ibu?
Dan apa saja aktifitas yang dilakukan dalam mengajarkan skill tersebut
4. Untuk semeseter ini, jenis teks apa yang harus mereka kuasai?
5. Bagaimana respon siswa/i Ibu ketika mengikuti pelajaran bahasa Inggris
khususnya menulis?
6. Ketika menulis teks bahasa Inggris, apa kesulitan yang dialami siswa/i Ibu?
7. Menurut Ibu, apa saja penyebab kesulitan yang dialami mereka?
8. Media pengajaran seperti apa yang sudah Ibu gunakan dalam pembelajaran
menulis bahasa Inggris terutama materi teks prosedur?
9. Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi
kesulitan siswa/i dalam hal mengatasi kemampuan menulis teks berbahasa
Inggris?
10. Apakah anda mengetahui media piture sequences? Menurut anda, apakah
media pengajaran picture sequences dapat meningkatkan kemampuan
menulis teks prosedur siswa/i Ibu?
74
Appendix 6 : The Result of Teacher’s Interview Before CAR
Hasil Wawancara Dengan Guru Bahasa Inggris
Sebelum Penelitian Tindakan Kelas
Pewawancara : Suaeni
Pihak yang diwawancara : Dra. Iriastuti
Hari/ Tanggal : Thursday, October 28th
2014
Waktu : 09.30 - 10.30 A.M
Tempat : MTsN Tangerang 2 Pamulang
1. Menurut Ibu, bagaimana tanggapan siswa/i Ibu dalam proses pembelajaran
bahasa Inggris di kelas?
Tanggapan siswa/i terhadap pembelajaran bahasa Inggris di kelas sangat
bervariasi. Ada siswa/i yang sangat suka dan mereka pasti akan selalu
mengikuti proses pembelajarannya dengan antusias. Ada siswa/i yang biasa-
biasa saja, mereka hanya mengikuti pembelajaran karena pelajaran wajib.
Ada siswa/i yang tidak suka, mereka tidak suka mungkin ada faktornya yaitu
mereka memang tidak suka pelajaran bahasa Inggris atau mungkin dari saya
sebagai gurunya.
2. Berapa nilai KKM untuk mata pelajaran bahasa Inggris di sekolah ini? Dan
bagaimana hasil perolehan nilai bahasa inggris siswa/i di kelas 9.3?
Nilai KKM pada mata pelajaran bahasa Inggris yaitu 75 untuk kelas reguler,
dan 80 untuk kelas Bina Prestasi / Unggulan. Dan karena ka eni meneliti
kelas 9.3 (kelas reguler) maka KKM nya yaitu 75.
Hasil perolehan mereka biasanya akan sangat bagus di tes harian, tetapi nilai
mereka akan menurun pada UTS dan UAS. Ini terjadi karena mereka harus
mempelajari beberapa materi pada UTS dan UAS dibandingkan dengan satu
atau dua materi di tes harian. Untuk kelas 9.3, ketika tes harian, 10% siswa/i
nya akan memperoleh nilai diatas KKM, 80 % siswa/i memperoleh nilai
75
standar KKM(75), dan 10 % siswa/i memperoleh nilai dibawah KKM. Akan
tetapi ketika UTS/ UAS, hampir tidak ada dari mereka yang mendapat nilai di
atas KKM, dan hanya 40 % siswa/i Ibu yang memperoleh nilai standar KKM
(75), selebihnya yaitu 60 % siswa/i Ibu tidak mencapai KKM>
3. Kemampuan (skill) bahasa Inggris apa yang dianggap sulit bagi siwa/i Ibu?
Dan apa saja aktifitas yang dilakukan dalam mengajarkan skill tersebut
Skill yang paling dianggap sulit untuk mata pelajaran bahasa Inggris yaitu
menulis, khususnya yang berkaitan dengan penggunaan grammar. Aktifitas
menulisnya yaitu mereka akan menyusun kata menjadi kalimat, kalimat
menjadi paragraf, dan membuat kalimat mereka sendiri.
4. Untuk semeseter ini, jenis teks apa yang harus mereka kuasai?
Semester ini, mereka harus menguasai teks prosedur dan report.
5. Bagaimana respon siswa/i Ibu ketika mengikuti pelajaran bahasa Inggris
khususnya menulis?
Ketika mengikuti pelajaran menulis, respon mereka sangat bergantung pada
materinya. Ketika materinya mudah, mereka akan mengerjakan tugas dengan
semangat karena mereka bisa. Ketika materinya sulit, ada anak yang merasa
kesulitan sehingga mereka malas mengerjakan tugas tersebut.
6. Ketika menulis teks bahasa Inggris, apa kesulitan yang dialami siswa/i Ibu?
Ada dua kesulitan yang dialami siswa/i yaitu kesulitan kosakata dan
grammar.
7. Menurut Ibu, apa saja penyebab kesulitan yang dialami mereka?
Pertama mereka jarang membaca, dan mungkin mereka hanya membaca teks
pada saat pelajaran bahasa Inggris saja, dan yang kedua mereka tidak
menggunakan grammar dan kosakata bahasa Inggris dalam kehidupan sehari-
hari.
8. Media pengajaran seperti apa yang sudah Ibu gunakan dalam pembelajaran
menulis bahasa Inggris terutama materi teks prosedur?
Saya biasanya menyediakan teks acak, kemudian siswa/i tersebut
menyusunnya menjadi satu teks prosedur yang benar, dan meminta siswa
76
untuk mempraktekan langkah-langkah prosedur “How to make Tomato
Juice” di depan kelas.
9. Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi
kesulitan siswa/i dalam hal mengatasi kemampuan menulis teks berbahasa
Inggris?
Saya lebih banyak memberikan latihan-latihan terutama latihan menulis
contohnya melengkapi kalimat yang rumpang, dan memberikan latihan
tenses-tenses.
10. Apakah anda mengetahui media piture sequences? Menurut anda, apakah
media pengajaran picture sequences dapat meningkatkan kemampuan
menulis teks prosedur siswa/i Ibu?
Iya pernah. Menurut saya, media ini dapat meningkatkan kemampuan
menulis teks prosedur karena gambar dapat menarik minat siswa dan juga
mereka akan lebih mudah menyerap pelajaran serta akan terus melekat di
ingatannya.
79
Appendix 9 : Teacher’s Interview after CAR
Pedoman Wawancara Dengan Guru Bahasa Inggris Setelah
Penelitian Tindakan Kelas
1. Apa pendapat Ibu, setelah melihat proses pembelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
2. Bagaimana kemampuan pemahaman menulis siswa/i Ibu setelah
diterapkannya media picture sequences?
3. Menurut Ibu, bagaimana aktifitas yang dilakukan dalam proses pembelajaran
menulis teks prosedur denagan menggunakan media picture sequences?
4. Kendala apa yang terlihat selama proses pembelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
5. Menurut Ibu, bagaimana cara mengatasi kendala tersebut?
6. Setelah Ibu melakukan observasi pembelajaran menulis dengan menggunakan
media picture sequences, apakah media picture sequences sangat efektif
untuk meningkatkan kemampuan siswa/i dalam menulis teks prosedur?
80
Appendix 10 : The Result of Teacher’s Interview after CAR
Hasil Wawancara dengan Guru Bahasa Inggris
Setelah Penelitian Tindakan Kelas
Pewawancara : Suaeni
Pihak yang diwawancara : Dra. Iriastuti
Hari/ Tanggal : Thursday, December 4th
2014
Waktu : 08.40 - 09.30 A.M
Tempat : MTsN Tangerang 2 Pamulang
1. Apa pendapat Ibu, setelah melihat proses pembelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
Kalau dilihat proses pembelajaran menulis di kelas, siswa/i termotivasi untuk
lebih tertarik dalam pelajaran menulis dan juga hasil yang diperoleh siswa/i
sangat bagus.
2. Bagaimana kemampuan menulis siswa/i Ibu setelah diterapkannya media
picture sequences?
Setelah melihat hasil tes menulis siswa/i, saya mengakui kalau kemampuan
menulis siswa/i meningkat. Pada tes pertama, kebanyakan mereka
memperoleh nilai dibawah KKM akan tetapi pada tes akhir, mereka dapat
mencapai KKM bahkan banyak diantara mereka yang melebihi KKM. Media
picture sequences memang dapat menarik minat mereka sehingga mereka
semangat dalam belajar.
3. Menurut Ibu, bagaimana aktifitas yang dilakukan dalam proses pembelajaran
menulis teks prosedur denagan menggunakan media picture sequences?
Kegiatan yang dilakukan di kelas sebenarnya hanya mengedepankan media
picture sequences yaitu siswa diminta untuk memuat teks prosedur dengan
melihat gamar urut yang dilengkapi dengan kata kunci yang telah disediakan,
81
tetapi saudari eni bisa mengeksplornya lebih sehingga kegiatan-kegiatannya
menjadi bervariasi, sehingga siswa/i tidak merasa bosan dan bahkan
termotivasi untuk mengikuti pelajaran.
4. Kendala apa yang terlihat selama proses pembelajaran menulis teks prosedur
dengan menggunakan media picture sequences?
Mungkin keterbatasan media karena saudari eni pernah menyediakan gambar
berseri yang tidak jelas akan tetapi masalah itu sudah diatasi dengan
menyediakan gambar berwarna pada pertemuan selanjutnya.
5. Menurut Ibu, bagaimana cara mengatasi kendala tersebut?
Solusinya yaitu saudara eni harus tetap menyediakan gambar-gambar yang
lebih jelas.
6. Setelah Ibu melakukan observasi pembelajaran menulis dengan menggunakan
media picture sequences, apakah media picture sequences sangat efektif
meningkatkan kemampuan siswa/i dalam menulis teks prosedur?
Menurut saya, media picture sequences sangat efektif karena teks prosedur
membutuhkan langkah langkah yang digambarkan melalui media picture
sequences dimana gamar-gambar tersebut menyediakan langkah-langkah.
Jadi media picture sequences sangat tepat untuk digunakan sebagai media
dalam menulis teks prosedur. Hal ini juga dapat dilihat dari kecepatan anak
dalam mengerjakan satu teks prosedur, mereka dapat menyelesaikan tepat
waktu dengan nilai yang bagus.
82
Appendix 11 : The Instrument of Pre Test
Students’ Worksheet
(Pre-Test)
Name : Day :
Class : Date :
Instruction!
Write a procedure text of how to send a Message clearly!
Aim :
List of Material :
Steps :
82
83
83
Appendix 12 : The Intrument of Post Test 1
Students’ Worksheet
(Post-Test 1)
Name : Day :
Class : Date :
Instruction!
Write a procedure text of how to Charge Handphone clearly!
Aim :
List of Material :
Steps :
84
84
84
Appendix 13 : The Instrument of Post Test 2
Students’ Worksheet
(Post-Test 2)
Name : Day :
Class : Date :
Instruction!
Write a procedure text of how to create a new facebook account clearly!
Aim :
List of Material :
Steps :
85
Appendix 14 : The Students’ Writing Score
The Students’ Writing Score of Pre-test, Post-test 1, and
Post-test 2
Students’
Number
Pre-Test Post-Test 1 Post-Test 2
1 65 80* 85*
2 75* 83* 84*
3 62 65 73
4 52 83* 86*
5 52 85* 90*
6 75* 90* 90*
7 70 75* 78*
8 58 60 87*
9 76* 82* 85*
10 51 72 75*
11 51 78* 90*
12 62 70 84*
13 65 80* 82*
14 78* 90* 90*
15 62 65 83*
16 50 77* 81*
17 68 79* 82*
18 60 70 73
19 71 75* 75*
20 42 75* 77*
21 48 60 88*
22 55 70 76*
86
Students’
Number
Pre-Test Post-Test 1 Post-Test 2
23 60 72 74
24 60 70 75*
25 67 70 71
26 55 85* 85*
27 58 70 90*
28 65 75* 70
29 47 73 87*
30 47 79* 79*
31 60 73 74
32 76* 80* 90*
Mean:
∑
60.72
75.34
81.53
87
Appendix 15 : Lesson Plans of Cycle 1
LESSON PLAN
CYCLE 1 (1st
MEETING)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Negeri Tangerang 2 Pamulang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 9.3/1
Tema : Technology
Skill : Menulis (Writing)
Alokasi Waktu : 2 x 40 menit
A. STANDAR KOMPETENSI
Menulis
(6) Mengungkap kan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B. KOMPETENSI DASAR
(6.2) Mengungkapkan makna dan langkah retorika dalam esei pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks
berbentuk procedure dan report
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa dapat:
Memahami dan mengusai struktur dan ciri kebahasaan teks prosedur.
Membuat teks prosedur dengan menggunakan picture sequences.
D. INDIKATOR
Menyebutkan definisi dan macam-macam teks prosedur.
Mengidentifikasi struktur dan ciri kebahasaan teks prosedur.
Menemukan ide melalui picture sequences.
Menyusun teks prosedur mengunakan bahasa masing-masing.
Karakter siswa yang diharapkan:
Kreatif
Tanggung jawab
Rasa hormat dan perhatian
88
E. MATERI PEMBELAJARAN
Social Function Generic Structure Language Features
A text which is
intended to tell the
reader how to do,
operate, or make
something.
a. Aim or goal
The title of
procedure text
b. List of materials
Ingredients/
materials
c. A sequenced of
steps
shows a sequence of
steps. The sequence
usually is shown by
numbers (1,2,3 ...) or
by using words such
as first, second,
third, etc. Words
such as now, next,
and after this
sometimes are used
as well
a. Sentences begun with
action verb (imperative
sentences). e.g., pour
hot water into the cup.
b. Sequence words or
temporal conjunctions
(e.g. firstly, next, then)
and numbers (e.g. 123)
that show the order for
carrying out the
procedure.
c. Adverbs of manner to
describe how the
actions should be
performed. e.g.
quickly, firmly.
d. Precise terms and
technical language. e.g.
ml, grams, etc
Example of procedure text
Aim How to Make Jelly
Ingredients : Jelly, Water
Utensils : Kettle, Littre Jug, Spoon, Bowl,
Sequenced Steps :
1. Fill the kettle with water and bring to the boil
2. Break up the jelly into small pieces
3. Put the jelly pieces into the jug
4. Pour the boiling water over the jelly in the jug
5. Stir well until all the jelly has dissolved
89
6. Pour into the bowl
7. Leave in a cold place to set
8. Put in a dish, add cream or ice cream. Taste
F. METODE PEMBELAJARAN : Active Learning
G. KEGIATAN PEMBELAJARAN
1. Kegiatan Pendahuluan
Apersepsi:
Menyapa siswa dengan mengucapkan salam
Mengucapkan selamat pagi dan menanyakan kabar dalam bahasa
Inggris
Menyampaikan materi dan tujuan pembelajaran yang akan dicapai
2. Kegiatan Inti
Eksplorasi:
Siswa mendengarkan penjelasan tentang procedure text dengan
menampilkan sebuah teks prosedur “How to make jelly”
Guru menampilkan picture sequences dari teks prosedure “How to
Send a Message”
Siswa diminta untuk mengamati picture sequences tersebut.
Beberapa siswa ditunjuk untuk mengungkapkan pendapatnya setelah
mengamati picture sequences.
Elaborasi
Setiap siswa diberikan a student’s worksheet (berisi kalimat dan
beberapa gambar urut/ seri (picture sequences) yang telah di acak)
diminta untuk memasangkan kalimat dengan gambar seri/urut yang
di acak tersebut kedalam urutan yang kronologis (chronological
order).
Konfirmasi
Beberapa siswa ditunjuk untuk mempresentasikan hasil tulisannya.
Siswa mengumpulkan hasil tulisannya.
Guru bersama siswa bertanya jawab meluruskan kesalah pahaman,
memberikan penjelasan lanjut mengenai teks prosedur “How to Send
a Message”.
3. Kegiatan Akhir
Guru bersama siswa menyimpulkan materi yang sudah dipelajari.
Melakukan refleksi terhadap kegiatan yang sudah di pelajari dengan
cara tanya jawab untuk mengetahui sejauh mana pemahaman siswa
mengenai teks prosedur “How to Send a Message”.
90
Mengakhiri pembelajaran dengan mengucapkan hamdalah.
H. ALAT DAN SUMBER BELAJAR
Sumber belajar : teks prosedur, satu lembar picture sequences, dan buku
yang terkait.
Media : LCD, infokus, notebook, white board, board marker.
I. PENILAIAN : Tes tertulis (terlampir)
J. PEDOMAN PENILAIAN : Writing Rubric
Score Level Criteria
Content
30-27 Excellent to very good: knowledgeable,
substantive, thorough development of thesis,
relevant to assigned topic.
26-22 Good to average: some knowledgeable of
subject, adequate range, limited development
thesis, mostly relevant to topic, but lacks
detail.
21-17 Fair to poor: limited knowledgeable of
subject, title substance, inadequate
development of topic.
16-13 Very poor: doesn’t show knowledgeable of
subject, non substantive, non pertinent, or not
enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated, succinct, well-organized,
logical sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10 Fair to poor: not-fluent, ideas
confused/disconnected, lacks logical
sequencing and development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary
20-18 Excellent to very good: sophisticated range,
effective word/ idiom choice and usage, word
form mastery, appropriate register.
17-14 Good to average: adequate range, occasional
of word/ idiom form, choice, usage, bit
meaning is not obscured.
13-10 Fair to poor: limited range – frequent errors
of word/ idiom form, choice, usage but
meaning confused or obscured.
9-7 Very poor: essentially translation, little
knowledge of English vocabulary, idioms,
word form, or not enough to evaluate.
91
Language Use 25-22 Excellent to very good effective complex
construction, few errors of agreement, tense,
number, word order/ function, articles,
pronouns, prepositions.
21-18 Good to average: effective but simple
construction, minor problems, in complex
construction, several errors of agreement,
tense, number, word order/ function, articles,
pronouns, prepositions but meaning seldom
obscured.
17-11 Fair to poor: major problems in simple/
complex construction, frequent errors of
negation, agreement, tense, number, word
order/ function, articles, pronouns,
prepositions and/or fragments, run-ons,
deletions, meaning confused or obscured.
10-5 Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough to evaluate.
Mechanic 5 Excellent to very good: demonstrates mastery
of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of
spelling, punctuation, capitalization,
paragraphing but meaning not obscured.
3 Fair to poor: frequent errors of spelling,
punctuation, capitalizations, paragraphing,
poor handwriting, meaning confused or
obscured.
2 Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible, or not enough to evaluate.
Total Score 1-100
Tangerang Selatan, 10 November 2014
Mengetahui
Guru Bahasa Inggris Peneliti
Dra. Iriastuti Suaeni
NIP. 196409111994032002 NIM. 1110014000115
92
STUDENT’S WORKSHEET
Aim :
List of Materials :
Steps :
Select “create new message” from the
menu
Add a contact to message
Select icon “Messages” from the main
menu
Send your message
Write your message
Match the sentences in the box with the
sequenced of pictures below then,
arranged them into a chronological order.
88
Appendix 16 : Lesson Plans of Cycle 2
LESSON PLAN
CYCLE 2 (1st
MEETING)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Negeri Tangerang 2 Pamulang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 9.3/1
Tema : Technology
Skill : Menulis (Writing)
Alokasi Waktu : 2 x 40 menit
A. STANDAR KOMPETENSI
Menulis
(6) Mengungkap kan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B. KOMPETENSI DASAR
(6.2) Mengungkapkan makna dan langkah retorika dalam esei pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks
berbentuk procedure dan report
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa dapat:
Memahami dan menguasai struktur dan ciri kebahasaan teks prosedur.
Menyusun/ membuat teks prosedur dengan menggunakan picture
sequences.
D. INDIKATOR
Menemukan ide melalui picture sequences.
Menyusun teks prosedur mengunakan bahasa masing-masing.
Karakter siswa yang diharapkan:
89
Kreatif
Mandiri
Tanggung jawab
Rasa hormat dan perhatian
E. MATERI PEMBELAJARAN
Social Function Generic Structure Language Features
A text which is
intended to tell the
reader how to do,
operate, or make
something.
a. Aim or goal
The title of
procedure text
b. List of materials
Ingredients/
materials
c. A sequenced of
steps
shows a sequence of
steps. The sequence
usually is shown by
numbers (1,2,3 ...) or
by using words such
as first, second,
third, etc. Words
such as now, next,
and after this
sometimes are used
as well
a. Sentences begun with
action verb (imperative
sentences). e.g., pour
hot water into the cup.
b. Sequence words or
temporal conjunctions
(e.g. firstly, next, then)
and numbers (e.g. 123)
that show the order for
carrying out the
procedure.
c. Adverbs of manner to
describe how the
actions should be
performed. e.g.
quickly, firmly.
d. Precise terms and
technical language. e.g.
ml, grams, etc
F. METODE PEMBELAJARAN : Active Learning
G. KEGIATAN PEMBELAJARAN
1. Kegiatan Pendahuluan
Apersepsi:
Menyapa siswa dengan mengucapkan salam.
90
Mengucapkan selamat pagi dan menanyakan kabar dalam bahasa
Inggris.
Menyampaikan materi dan tujuan pembelajaran yang akan dicapai.
Untuk memotivasi siswa dalam belajar, guru memberikan “Seven up
game”.
2. Kegiatan Inti
Eksplorasi:
Guru menampilkan beberapa teks prosedur “How to Charge HP”
yang telah dikumpulkan oleh siswa pada pertemuan sebelumnya,
kemudian guru beserta dengan siswa membenarkan kesalahan yang
terdapat pada teks prosedur tersebut.
Guru meminta siswa untuk berpasang-pasangan.
Guru menampilakan picture sequences dari teks prosedur ”How to
Print a Document” di layar dan membagikan lembar kerja siswa
yang berisi picture sequences
Siswa diminta untuk mengamati picture sequences tersebut.
Beberapa siswa ditunjuk untuk mengungkapkan pendapatnya
mengenai picture sequences (misal: siswa menebak judulnya)
Elaborasi
Setiap pasangan diminta bekerja sama untuk membuat/ menyusun
teks prosedur berdasarkan picture sequences dengan melengkapi key
word yang telah di sediakan pada masing-masing gambar.
Konfirmasi
Beberapa siswa di tunjuk untuk mempresentasikan hasil kerjanya.
Siswa mengumpulkan hasil tulisannya.
Guru bersama siswa bertanya jawab meluruskan kesalah pahaman,
memberikan penjelasan lanjut mengenai teks prosedur “How to Print
a Document”.
3. Kegiatan Akhir
Guru bersama siswa menyimpulkan materi yang sudah dipelajari.
91
Melakukan refleksi terhadap kegiatan yang sudah di pelajari dengan
cara bertanya jawab dengan siswa mengenai teks prosedur.
Mengakhiri pembelajaran dengan mengucapkan hamdalah.
H. ALAT DAN SUMBER BELAJAR
Sumber belajar : teks prosedur, satu lembar picture sequences, dan buku
yang terkait.
Media : LCD, infokus, notebook, white board, board marker.
I. PENILAIAN : Tes tertulis (terlampir)
J. PEDOMAN PENILAIAN : Writing Rubric
Score Level Criteria
Content
30-27 Excellent to very good: knowledgeable,
substantive, thorough development of thesis,
relevant to assigned topic.
26-22 Good to average: some knowledgeable of
subject, adequate range, limited development
thesis, mostly relevant to topic, but lacks
detail.
21-17 Fair to poor: limited knowledgeable of
subject, title substance, inadequate
development of topic.
16-13 Very poor: doesn’t show knowledgeable of
subject, non substantive, non pertinent, or not
enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression,
ideas clearly stated, succinct, well-organized,
logical sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10 Fair to poor: not-fluent, ideas
92
confused/disconnected, lacks logical
sequencing and development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary
20-18 Excellent to very good: sophisticated range,
effective word/ idiom choice and usage, word
form mastery, appropriate register.
17-14 Good to average: adequate range, occasional
of word/ idiom form, choice, usage, bit
meaning is not obscured.
13-10 Fair to poor: limited range – frequent errors
of word/ idiom form, choice, usage but
meaning confused or obscured.
9-7 Very poor: essentially translation, little
knowledge of English vocabulary, idioms,
word
form, or not enough to evaluate.
Language Use 25-22 Excellent to very good effective complex
construction, few errors of agreement, tense,
number, word order/ function, articles,
pronouns, prepositions.
21-18 Good to average: effective but simple
construction, minor problems, in complex
construction, several errors of agreement,
tense, number, word order/ function, articles,
pronouns, prepositions but meaning seldom
obscured.
17-11 Fair to poor: major problems in simple/
complex construction, frequent errors of
negation, agreement, tense, number, word
93
order/ function, articles, pronouns,
prepositions and/or fragments, run-ons,
deletions, meaning confused or obscured.
10-5 Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough to evaluate.
Mechanic 5 Excellent to very good: demonstrates mastery
of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of
spelling, punctuation, capitalization,
paragraphing but meaning not obscured.
3 Fair to poor: frequent errors of spelling,
punctuation, capitalizations, paragraphing,
poor handwriting, meaning confused or
obscured.
2 Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible, or not enough to evaluate.
Total Score 1-100
Tangerang Selatan, 20 November 2014
Mengetahui
Guru Bahasa Inggris Peneliti
Dra. Iriastuti Suaeni
NIP. 196409111994032002 NIM. 1110014000115
94
List of Materials :
Steps
1. Open 2. Click
3. Click 4. Click
5. Choose 6. Click