the effect of react strategies toward
TRANSCRIPT
THE EFFECT OF REACT STRATEGIES TOWARD
STUDENTS’ WRITING ABILITY AT EIGHT
GRADE SMPN 7 MUARO JAMBI
THESIS
LISTIA NINGSIH
TE161749
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
OF SULTHAN THAHA SAIFUDDIN JAMBI
2020
ii
THE EFFECT OF REACT STRATEGIES TOWARD
STUDENTS’ WRITING ABILITY AT EIGHT
GRADE SMPN 7 MUARO JAMBI
THESIS
Submitted as Partial Fulfillment of Requirements to Get an Undergraduate
Degree (S.1) in English Education
LISTIA NINGSIH
TE161749
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
OF SULTHAN THAHA SAIFUDDIN JAMBI
2020
iii
Jambi, 10 November 2020
Advisor I : Dr. M. Taridi, M.Pd
Advisor II : Reni Andriani M.Pd
Adress : Faculty of Education and Teacher Training The State Islamic University of
Sulthan Thaha Saifuddin Jambi
The Dean of Faculty and Teacher Training
The State Islamic University of Sulthan Thaha Saifuddin Jambi
In-
Jambi
OFFICIAL NOTE
Assalamu’alaikum wr. wb.
After reading and making some necessary correction, we agree that thesis by:
Name : Listia Ningsih
Students ID : TE 161749
Title : “The Effect of REACT Strategies Toward Students Writing
Ability at Eight Grade SMPN 7 Muaro Jambi”
Could be submitted to Munaqasyah Exam as Partial Fulfillment of the Requirements to
Obtain Undergraduate (SI) Degree in English Education study. Thus we submit it in order to
be received well. Appreciated your attention. May this thesis be of a great benefits to the
religion and national.
Wassalamu’alaikum wr. wb
Advisor I Advisor II
Dr. M. Taridi, M.Pd Reni Andriani, M. Pd
NIP.19640106201412002 NIDN. 2026059001
iv
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN
JAMBI FAKULTAS TARBIYAH DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi
36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainiambi.ac.id
PENGESAHAN PERBAIKAN SKRIPSI
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “The Effect of REACT strategies toward students writing ability at Eighth Grade
SMPN 7 Muaro Jambi” has been thesis defense by Education and Teacher Training Faculty (FTK)
UIN STS Jambi on :
Day : Tuesday
Date : 10 November 2020
Time : 13.00-14.00
Name : Listia Ningsih
Place : Online (Aplikasi Zoom)
Student’s Number : TE.161749
Title : “The Effect of REACT strategies toward students writing ability at Eighth
Grade SMPN 7 Muaro Jambi”
Has been improved as the result of thesis defense above and has been accepted as part of the thesis
endorsement requirements.
No Name Signature Date
1
Drs. Habbibudin Ritonga, MA
NIP. 195906121987031003
(Chair)
16 November 2020
2
Juliana Mesalina, M.Pd
NIP.197607232007102002
(Secretary)
16 November 2020
3
Hilma Suryani, M.Pd
NIP.1996122631151132005
(Examiner I)
17 November 2020
v
4
Faiqah Mahmudah, M.Pd
NIP. 198704172015032003
(Examiner II)
17 November 2020
5
Dr. M. Taridi, M.Pd
NIP. 196401062014120002
(Advisor I)
13 November 2020
6
Reni Andriani, M.Pd
NIDN. 2026059001
(Advisor II)
13 November 2020
Jambi, Oktober 2020 Dekan
Fakultas Tarbiyah dan Keguruan
UIN STSJambi
Dr. Hj.Fadlillah
NIP. 19670711 1992 03 2 004
vi
UNIVERSITAS ISLAM NEGERI SULTHANTHAHA SAIFUDDIN
JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi – Ma. Bulian KM. 15 Desa Simpang Sei Duren Kab. Muaro Jambi
Telefax (0741) 58 4118-583183 website : http://www.iainjambi.ac.id
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to get
undergraduate degree which is entitled “The Effect of REACT Strategies Toward
Students Writing Ability at Eight Grade SMPN 7 Muaro Jambi” is originally and truly
my own work.
As certain parts of the thesis which I quoted from the work of other people, I have
written the source clearly in accordance with the norms, rules and ethics of scientific writing.
If later found that some parts of the thesis are not my own work or indicated any
element of plagiarism, I am willing to accept the consequences in accordance with rules and
regulation prevail. Therefore, in writing this statement, I am in good health and mind.
The researcher
Listia Ningsih
TE 161749
vii
DEDICATION
First of all, the researcher gives praise and thankfulness to Allah SWT because Allah blessing
and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved father (Kastubi) and my beloved mother (Endang Rubiatun) and my sister thanks
you for your love, your material and your support until give me a power to be finished this
thesis.
All of my friend especially for Rosalinda and GPS group ( Riri, Mia A, Mia K, Asya, Nurul
and Susi) who have been always give me support and then all of my classmate English
Education of E 2016 thank you for being my friends and giving support to me.
I LOVE YOU ALL
viii
MOTTO
صَبۡ فَان ۡ ۡ
فَاِذَا تَۡ فَرَغ
Meaning: So, Once you have fulfilled your duty, strive in devotion. (Al-Insyrah Ayat 7)
Artinya: Maka Apabila Engkau Telah Selesai (dari sesuatu urusan), Tetaplah Bekerja Keras
(untuk urusan yang lain).
ix
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and merciful, the lord of universe. Because of
Allah, the researcher could finish this thesis as one of the requirement for S1 degree in
English Education Program of Education and Teacher Training faculty in The State Islamic
University of Sulthan Thaha Saifuddin Jambi which is Entitled “The Effect of REACT
Strategies Toward Students Writing Ability at Eight Grade SMPN 7 Muaro Jambi”
Secondly, peace and salutation always be given to our prophet Muhammad SAW who
has guided us from the darkness into the lightness.
In this process of completion of this thesis, the researcher received much advices and
contribution from many people who can not be enumerated especially for my advisors, Dr.
M. Taridi, M.Pd as my first advisor and Reni Andriani M.Pd as my second advisor. They are
my great inspiration in teaching field.
Next, this success would not be attained without supports guidance, help, encourage,
from individual and institution. The researcher would like to say thank to :
1. Prof.Dr. Su’aidi Asy'ari,MA,.Ph.D, MA as the Rector of The State Islamic
University of Sulthan Thaha Saifuddin Jambi.
2. Rector’s assistants I,II,III and IV of the State Islamic University of
SulthanThahaSaifuddin Jambi
3. Dr. Hj. Fadlilah, M. Pd as the dean of Faculty of Education and Teacher Training of
The State Islamic University of Sulthan Thaha Saifuddin Jambi.
4. Dean’s assistants I,II,III of the Dean Faculty of Education and Teacher Training the
State Islamic University of SulthanThahaSaifuddin Jambi
5. Wahyuni Fitria, M. Pd as chief of English Education Study Program of Education and
Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin
Jambi.
6. All lecturer at of Tarbiyah Science and Teacher Training Faculty in The State Islamic
University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.
7. The official employes at The State Islamic University of Sulthan Thaha Saifuddin
Jambi.
8. All friends who give me support and suggestion to finish this thesis.
x
The writer hopes that this thesis will give contribution to teaching English.
The writer realizes this thesis is still far from being perfect. For that, the writer hopes
the constructive critics and suggestion from all readers.
Jambi, 10 November 2020
The Writer
Listia Ningsih
TE 161749
xi
ABSTRACT
Name : Listia Ningsih
Major : English Education Program
Title : The Effect of REACT Strategies Toward Students Writing Ability at Eight
Grade SMPN 7 Muaro Jambi
This study aimed to find out the effect of REACT strategies on students writing
ability at eight grade SMPN 7 Muaro Jambi. This research was quantitative research and it
was conducted by using Quasi-Experimental design with non-equivalent control group
design. The subject of this research was 46 students. 23 students in Experimental class and 23
students in control class. The result of the analysis indicated that the mean of post-test score
(135.93) was higher than mean of pre-test score (122.57). So that Ha was accepted. It means
there was significant effect of using REACT Strategies after giving treatment. Next, the
researcher had computed that the score of ttest ≥ ttable (3.315 ≥ 2.024). So, Ha was accepted. It
means there was significant effect of using REACT strategies at eight grae SMPN 7 Muaro
Jambi.
Keyword: REACT Strategies, Writing Ability
xii
ABSTRAK
Name : Listia Ningsih
Major : Tadris Bahasa Inggris
Title : Pengaruh Strategi REACT Terhadap Kemampuan Menulis Siswa Kelas
Delapan SMPN 7 Muaro Jambi.
Penelitian ini bertujuan untuk mengetahui pengaruh menggunakan Strategi REACT
terhadap kemampuan menulis siswa kelas delapan SMPN 7 Muaro Jambi. Penelian ini adalah
penelitian kuantitatif, yang menggunakan desain quasi-experimental dan subjek penelitian ini
adalah 46 siswa. 23 siswa di kelas percobaan dan 23 siswa di kelas control. Dari analisis
peneliti mengindikasikan bahwasannya hasil dari rata rata nilai post-test (135,93) lebih tinggi
dari nilai rata rata pre-test (122,57). Jadi Ha diterima, oleh karena itu ada pengaruh yang
signifikan setelat perlakuan. Selanjutnya, peneliti telah menganalisa ttest ≥ ttable (3,315 ≥
2,024), jadi Ha diterima. Artinya, ada pengaruh yg signifikan dari kemampuan menulis siswa
yang menggunakan strategi REACT dan siswa yang tidak menggunakan strategi REACT di
kelas delapan SMPN 7 Muaro Jambi.
Kata Kunci: Strategi REACT, Kemampuan Menulis
xiii
CONENT
Page Title .....................................................................................................................................
Official Note ............................................................................................................................. iii
Thesis Approval ....................................................................................................................... iv
Originality Thesis Statement ................................................................................................... v
Dedication ................................................................................................................................. vi
Motto ........................................................................................................................................vii
Acknowledgement ................................................................................................................. viii
Abstract ...................................................................................................................................... x
Abstrak...................................................................................................................................... xi
Content .....................................................................................................................................xii
List of Tables .......................................................................................................................... xiv
List of Appendices ................................................................................................................... xv
CHAPTER I: INTRODUCTION
A. Background of Study ................................................................................... 1
B. Identification of The Problem ..................................................................... 2
C. Limitation of The Problem .......................................................................... 2
D. Formulation of The Problem ....................................................................... 3
E. Objective of The Research .......................................................................... 3
F. Significance of The Research ...................................................................... 3
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Writing ....................................................................................................... 4
1. Definition of Writing .......................................................................... 4
2. The Writing Process ........................................................................... 4
3. The Purpose of Writing ...................................................................... 5
4. The Problem of Writing ..................................................................... 6
5. Teaching Writing in Junior High School ........................................... 6
B. Recount text ............................................................................................... 7
1. Definition of Recount Text................................................................. 7
2. The Kind of Recount Text .................................................................. 7
3. The Generic Structure of Recount Text ............................................. 8
C. The Language Features of Recount Text ................................................... 8
D. REACT Strategies ...................................................................................... 9
xiv
1. Definition of REACT Strategies ........................................................ 9
2. Procedure of Teaching Writing Recount Text using REACT .......... 10
3. Teaching Recount Text Through REACT Strategies ....................... 11
4. Advantages and disadvantages of using REACT in teaching .......... 11
E. Basic Assumption .................................................................................... 12
F. The Relevant Previous Study ................................................................... 12
G. Hypothesis................................................................................................ 13
CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of The Research ............................................................ 14
B. Method and Design of The Research ..................................................... 14
C. Population and Sample ........................................................................... 15
1. Population ....................................................................................... 15
2. Sample............................................................................................. 15
D. Variable of The Research ....................................................................... 16
E. Instrument of The Research ................................................................... 16
F. Technique of Collecting Data ................................................................. 16
G. Technique of Analysis Data ................................................................... 17
H. The Validity and Reliability Test ........................................................... 19
1. Validity of The Test Instrument ....................................................... 19
2. Reliability of The Test Instrument ................................................... 19
I. Statistical Hypothesis ............................................................................. 20
J. Research Schedule .................................................................................. 21
CHAPTER IV : FINDING AND DISCUSSION
A. Finding of The Research ........................................................................ 22
1. The Descriptive Analysis ................................................................ 22
2. Analysis of Data ............................................................................... 25
B. Interpretation ......................................................................................... 26
CHAPTER V : CONCLUSION AND SUGESSTION
A. Conclusion ............................................................................................ 28
B. Suggestion ............................................................................................ 28
REFERENCES ....................................................................................................................... 29
APPENDIXS ........................................................................................................................... 31
xv
LIST OF TABLE
3.1 Research Design.................................................................................................................. 14
3.2 Number of Population ......................................................................................................... 15
3.3 Cluster Random Sampling of Sample ................................................................................. 15
3.4 Classification of Students Writing Skill ............................................................................. 16
4.1 Students Score of Experimental Class ............................................................................... 22
4.2 Students Score of Control Class ........................................................................................ 23
4.3 Post Test in Experimental Class and Control Class ........................................................... 24
xvi
LIST OF APPENDIX
Appendix 1 Instrument of The Research .................................................................................. 31
Appendix 2 The Score of Pre-test and post-test ........................................................................ 33
Appendix 3 The Score Distribution in Writing Ability ............................................................ 38
Appendix 4 The Calculating ..................................................................................................... 42
Appendix 5 Normality .............................................................................................................. 50
Appendix 6 Uji Fisher ............................................................................................................... 54
Appendix 7 Statistical Hypothesis of T-test ............................................................................. 55
Appendix 8 Reliability ............................................................................................................. 57
Appendix 9 Syllabus ................................................................................................................. 59
Appendix 10 Lesson Plan ......................................................................................................... 84
Appendix 11 Documentation .................................................................................................... 91
Appendix 12 Consultation Card................................................................................................ 93
Appendix 13 Curriculum Vitae ................................................................................................. 95
CHAPTER I
INTRODUCTION
A. Background of Study
Writing is one of important skills for foreign language learners in learning
English. According to Ken Hyland (2002, p.53) writing is among the most important
skills that need to develop and involves composing skills and knowledge about texts,
contexts, and readers. Writing as a part of the language skills must be teach optimally
by the teacher to the students. Through writing the students can exchange their ideas,
thought, and experience. Moreover, to express their feeling, need, and desire in
writing, the students need writing skills.
In writing skills, the students should able to write some genres of the text.
Based on curriculum 2013, current educational curriculum in Indonesia, there are
three genres of monolog texts have to be taught in teaching writing for second grade
of junior high school. These genres of texts are descriptive, recount, and procedure
text (Depdiknas, Indonesia Educational Department:2013). Each genre of the text
different function and features which may give difficulties to the students.
One kind of text that is learned by junior high school is recount text.
According to Dirgeyasa (2016, p.2) Recount text is a text that retelling or recounting
of an event or experience in the past. The students spend much of their lives telling
their own experience and listening to experience of others. They also always
experience some events which happened to them. They describe those events in words
based on what their feel, remember, and listen. Then the students tell the events in
many different ways based on their experience. It means that they always produce
recount texts in their daily life.
There are four problem encountered by the Indonesian students in writing
ability. They are problem in content, organizing, vocabulary and grammar. First is
content. It means that the students cannot produce ban effective text because they
cannot construct the main idea and supporting detail into a paragraph. Second is
organizing. In organizing, the students cannot organize paragraph into a good text
.Third is vocabulary. Sometimes, the students lack of vocabulary for constructing a
good paragraph. Fourth is grammar. A good text describes a sentence structure
correctly, and the paragraph has a good order of the words in sentence sequence. In
other word, the students face many problem in writing English text. Their problem
2
focus on the writing procedures and they usually lack of vocabulary and grammar
mastery to start writing English text.
Based on the observation at SMPN 7 Muaro Jambi, the researcher found some
problem in writing activities for students. The students argue writing in recount text is
difficult subject. The students still having limited vocabularies and still forget for use
verb two. In this case, the researcher know the ability of the students and the
researcher want to apply the strategy which effect students learning outcomes. The
researcher apply REACT strategies in teaching writing recount text.
Teaching strategy is teachers way used in teaching learning process to
manipulate the students teaching strategy include several procedure systematically
that can be implemented by the teacher to make teaching learning process become
more effective and interested. Furthermore, it makes the students enjoy their learning
process become and they are also involved in classroom activities. It will give
significant effect to the students because they are learning by doing. Teachers
competence, in applying teaching strategy has an important role in teaching learning
process. The teacher has the role not only teach the students but also advise and guide
the students through teaching strategy that is applied. There are some ways to help the
teacher in presenting the teaching writing for the students and one of the ways is using
REACT strategies.
The REACT strategies will apply in this research is based on Crawford
procedures. Crawford (2001) argues that REACT strategies are useful for students to
encourage their critical thinking in their learning process. The strategies also allow the
teachers not to emphasize the concept of memorizing the material such as fact,
definition, and procedure. But, they develop students critical thinking about the
fundamental concept of material. Ultay, Durukan & ultay (2014) conclude that
REACT strategies facilitate the students to learn by the hands on activities and daily
life example. REACT strategies become the appropriate methodology based on
students daily life experience and create a lively classroom atmosphere. Crawford
(2001) classifies five REACT strategies as the contextual teaching strategies. The
strategies are include: Relating, Experiencing, Applying, Cooperating and
Transferring.
3
Based on previous study about REACT Strategies with the title “the
effectiveness of REACT strategy for teaching writing descriptive text”. The
hypothesis was accepted or it mean REACT strategy was effective for teaching
descriptive text. So, the researcher try to apply this straqtegy in writing recount text
and the result for the test was accepted.
B. Identification of The Problem
Based on the background above, the problem are:
1. Strategy that used in teaching and learning activities or process less effective.
2. The students do not know how to develop their ideas or student difficulties to
make a good sentence.
3. The students still have not known grammar in recount text and still forget for use
verb two.
4. The students still have limited vocabularies.
C. Limitation of The Problem
In this research, the researcher focuses on the use REACT strategies toward
students writing ability in recount text. The researcher limits of the research as
follows:
1. The research is focused on the writing recount text.
2. The students effect in learning recount text using REACT strategies.
3. The students different score in learning recount text using REACT strategies.
D. Formulation of The Problem
In reference to the background, identification, and limitation of the problem,
the researcher formulate the research question as follows:
1. is there any significant effect of using REACT Strategies toward students writing
recount text at eight grade in SMPN 7 Muaro Jambi?
2. is there any different score of students taught by using REACT Strategies and
students taught without using REACT strategies in writing recount text at eight
grade SMPN 7 Muaro Jambi?
E. Objective of The Research
The objective of this research is:
1. Want to know the effect of REACT strategies toward students writing recount
text.
2. Want to know the significant different between who use taught by REACT
strategies and those who are not using by REACT strategies
4
F. Significance of The Research
The result of this study can provide useful information for:
1. Teachers
The result of this research is useful for English teachers at Junior High School
to get information about teaching writing recount text using REACT strategies.
2. Students
The result of this study may be able change students point of view REACT as
a strategies to help the students in organize ideas when the students write their
experience and the students will be more attracted to write recount text.
3. Further Researchers
For further researchers who are interested in teaching recount text by using
REACT strategies at Junior High School can get the basic information from this
research.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Writing
1. Definition of Writing
Writing is one of the skill to be taught in junior high school. According to
Harmer (2001, p.79) writing is a form of communication to deliver through or to
express feeling through written form. Writing can be consider as a process and an
outcome. Writing is an activity undertaken by a person to produce an article.
Writing involves complex thinking that must integrate all of the components
such as topic or theme, word choice, organization, purpose, audience, clarity,
sequence, cohesion and transcription (Westwood, 2008 p.56). Thus, the writer has
to be able to write an effective writing in order to make a reader understand by
developing and organizing ideas, a careful vocabulary choice, grammatical
pattern, and sentence structure to make which is appropriate to the subject matter
and the eventual readers.
Writing is one important skill to develop students ability. The ability to write
is very important to academic context, business and personal relation in the global
community (Weigle, 2002 p.1). In the academic context, the ability is used to
measure the students writing proficiency such as composing academic essays or
writing some text which are included in the curriculum. In the business, the ability
to write important for those who make business relation with other across the
nation by sending email or composing business report.
From the definition above, it can be inferred that writing is as a process of
expressing ideas or thought in words, should be done at out leisure. Writing means
feeling the gap that exist among the ability to express ideas, feelings, and
opinions. It is widely admitted that writing is a crucial communication that could
not be separated from human life. In conclusion, writing skill is a skill that
combines some language competence such as grammar and vocabulary.
Furthermore, writing is about how the writer convey their idea. So the writer
should be able understand how to develop organize the idea.
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2. The Writing Process
The writing process is the stage that the writer goes through in order to
produce something in his final written from (Harmer, 2004 p.11). Still, he states
that there are four steps in the writing process. They are planning, drafting, editing
and final draft. Each step is describe as follows:
a. Planning
In this stage, students plan some ideas that they are going to write.
Students start gathering information and ideas for writing for writing by
making notes or doing all their planning in their minds. When planning they
have to consider three main issues. They are the purpose of the writing, the
audience they are writing for and the content structure to sequence the facts.
Ideas or argument which they have decided to include.
b. Drafting
Drafting is the students first effort to write ideas on paper. In this stage,
they write tentative ideas which are related to the topic that they are going to
write without paying attention to the errors.
c. Editing (Reflecting and Revising)
After the students made their draft, students read their draft to see
where it works and where it doesn’t. perhaps, The order of the information is
not clear or the sentence is ambiguous. The process of editing may be taken
from oral or written comments by peers or teachers. They will help the
students to make a revision of their writing. Revising is looking back over
what has been written. It is important to check what ideas have already been
included, to keep the coherence and flow of the writing, to stimulate further
ideas and to look for errors.
d. Final Version
The students make a change of their work after process of editing. The
final product may be different from the first draft after going through some
steps. Students can publish, share or read their writing or display text on notice
board based on the classroom instruction. All of the writing process above
cannot be separated because those are elements in composing a good written
text.
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3. The Purpose of Writing
According to Tony Stead and Linda Hoyt (2011 p.13), there are five common
purpose of writing. They are to instruct, to inform, to persuade, to narrate and to
response. Each purpose of writing has different characteristic and example of the
text is also different. Instruction text can usually be found on Recipe text, Science
Experiment, direction text, Rules and so on. Its characteristic is that there is writer
argument by using supporting fact and evidence. Another purpose of writing is to
narrate. It is where the writer well-develop setting, events, details, and ending.
The last responding text and the example is like the text response to literature,
response to academic prompt and response to personal communication.
4. The Problems In Writing
The writing ability means the ability to communicate ideas or thought using
written symbol. As the written communication tool, it is hoped that other person
understand what the writer intends to. So, that there is an interaction between the
writer and the reader. According to Elanneri Karani (2008, p.11) there are four
problems encountered by the students when they are ordered to write texts. They
are problems in content, organizing, vocabulary, and grammar.
1. Content it means that the students cannot produce an effective text because
they cannot construct the main idea and supporting detail into a paragraph.
2. Organizing the students cannot organize paragraph into a good text.
3. Vocabulary the students lack of vocabulary for constructing a good paragraph
and the students cannot convey their ideas or opinions smoothly.
4. Grammar in a good text describes a sentence structure correctly and the
paragraph has a good order of the word in sentence sequence.
To solve the problem, the writer used REACT strategies to create their ideas in
writing recount text. Point out that students construct knowledge for them by
actively making sense of their environment. Therefore, REACT strategies can
help the students to solve the problem in writing.
5. Teaching Writing in Junior High School
Teaching is the process of facilitating learning, enabling students to learn and
set the condition for learning (Brown, 2001 p.7). He also states that teaching is
showing or helping learners how to do something, giving instruction, guiding in
the study of something, providing learners with knowledge and causing learners to
8
know or understand. Depdiknas (2013) states, the purpose of learning English at
junior high school as follows:
1. Developing the communication competence in the form or oral and written
text to achieve the functional literacy level.
2. Having sense about the importance of English to increase the nation
competitive ability in the global society.
3. Developing the students understanding about the relationship between
language and culture.
B. Recount Text
1. Definition of recount text
One kind of text that is learned by junior high school is recount text.
According to Hyland (2003, p.20) recount text is reconstruct past experience by
retelling events that have actually happened. In this case, the text retells about
the real context that happened in the past based on original sequence. So, it must
be arranged systematically of event that occurred.
Moreover, Anderson (1998, p.24) stated that recount text is a piece of text
that retells past event, usually in the order in which they occurred. It means that
this text gives description to the audience about past event. The purpose of
literary or story recount is to tell a sequence of event so that it can entertain and
inform the readers.
In other words, Corbett and Strong (2011, p.49) said that recount text should
be a retelling of event that have actually happened. It is similar by the expert
that have mentioned above. From all definition, researcher concluded that
recount text is a kind of the text that gives information into chronologically of
what had happened. The purpose are to inform and certain the readers about the
description that happened in the past.
2. The Kind of Recount Text
According to UC High School Kaleen Writing Handbook (2011), recount text is
classified into three they are:
a. Personal Recount
Personal recount is where the writer is recounting the personal events
that they were involved directly.it means that the writer is actively involved
of the event. The purpose of personal recount are to inform and to entertain
the reader.
9
b. Factual Recount
Factual recount is a list of record of a certain event. It can be used to
retell the particular incident or event, such as an accident report,
eyewitness, science experience, historical events and newspaper report . it
purpose is just to inform the reader about what was going on in the past.
c. Imaginative Recount
Imaginative recount retells an imaginative story through the eyes of a
fiction character. It means, the event that happened in the text do not occur
in the real life. Its purpose is usually to certain and it usually can be found
in textbook.
3. The Generic Structure of Recount Text
To make an effective recount text need standard that is used to guide a writer
to make a good writing. Recount text has several significant characteristic which
the writer may use. According to Lancashire (2008, p.6-7) the generic structures
of recount text consist of orientation, sequence of event, and reorientation.
a. Orientation
Recount begins by telling the reader who was involved, what
happened, where the event took place and when it happened. Orientation give
readers background information needed to understand the text and the reader
will recognize about scene setting or context of the text.
b. Sequence of Event
Events is the main activities that occurred in the story of the text. In
writing recount text, event are ordered in a chronological sequence.
Sometimes, additional detail is added to the text to give some information for
reader.
c. Reorientation
Reorientation is a closing statement that may include elaboration.
Some recount text also have a concluding paragraph. In this concluding
paragraph, the writer can give personal comment or statement but it is optional
one.
4. The Language Features of Recount Text
There are some language feature of recount text as follows:
a. Usually written in the past tense and some forms may use simple present
tense.
10
b. Words that show the order of events (then, next, first, afterwards, just
before that, at last, meanwhile).
c. The subject of a recount tends to focus on individual or group participants.
d. Personal recount are common.
e. Using action verbs and circumstance such as adverb of place and adverb of
time to show the action and detail information of events that occur in the
story.
C. REACT Strategies
1. Definition of REACT Strategies
REACT strategies stands for Relating, Experiencing, Applying, Cooperating
and Transferring. REACT strategies are the teaching and learning strategies
which deal with the concept of contextualization proposed by Crawford.
REACT strategies become the appropriate methodology based on students daily
life experience and create a lively classroom atmosphere. Crawford (2001)
argues that REACT strategies are useful for students to encourage their critical
thinking in their learning process. The strategies also allow the teacher not to
emphasize the concept of memorizing the material such as fact, definition and
procedure. But, they develop the students critical thinking about the
fundamental concept of materials.
Crawford (2001) classifies five REACT strategies as the contextual teaching
strategies:
a. Relating strategy is the first stage of contextual teaching and learning
methodology. The students are stimulated by connecting the material with
their experience or their prior knowledge and the teacher relates the concept
of material which completely familiar to the students in this stage.
b. Experiencing strategy is the second step of REACT strategies which carries
out the materials into the class in afford to give hand-on experience. This
strategies help the students with no relevant experience explore and
understand the subject materials that are going to be taught.
c. Applying strategy is defined as the stage which allows the teachers to create
the relevant exercise, and let the student learn by putting the concept to use
in the real activity such as solving the problem.
11
d. Cooperating strategy is learning way which promotes the students in
learning together by sharing opinion, responding and keeping
communication with other students and they can learn from others.
e. Transferring strategy is last stage of REACT strategies which uses the
existing knowledge or the students have learnt. Therefore, this can be
concluded that REACT strategies helps students in promoting their critical
thinking specifically in composing the writing.
In short, the application of REACT strategies is important for students in
order that the students can enjoy in teaching learning English and the students
will be active in teaching and learning process since it the information in the text
with the prior knowledge. After that, the students can relate what they have
learnt with their real life. So clear, that the use of REACT strategies creates a
classroom in which student will become active participants.
The application will help teachers to link the subject matter with real-world
situation and motivates student to establish the relationship between knowledge
and its application to their lives as family member and citizen. Therefore, that
students begin by learning the knowledge, experience and context of their daily
activities associated with the concept of the subjects studied in class and then it
is possible to implement them in daily life unfortunately.
2. Procedure of teaching writing recount text using REACT strategies
In teaching writing competence, the application of REACT strategies should
be considered to the main point of the REACT. The topic of writing materials
used in writing class should be closely relate to the students real life in order to
make them interest for compose the sentence in writing. Besides, it will be
easier for them to attach the idea of the topic in writing process with their prior
knowledge. In result, they can produce their text accurately and solve their
problem in writing.
The REACT strategies that applied in this research is based on Crawford
(2001:11) procedure such as Relating, Experiencing, Applying, Cooperating and
Transferring. Those are some instruction for teaching writing text using REACT
strategies:
12
a. Relating, teachers link a new concept to something completely unknown to
students and the students learning in the context of one life experience or
preexisting knowledge. In this case, the students have to link to their
knowledge and understand easily what they should do in the lesson.
b. Experiencing, students learn by doing through exploration, discovery and
invention. The student have to create diagram experience independently and
organize the drafting of the recount text from their diagram experience.
c. Applying, teachers give exercise to the students. The exercise have to
realistic and authentic so it can motivate student to learn academic concept
in a deeper level of understanding. In applying the task are designed to be
interesting, different and varied. The aim is to provide students with a wide
variety of task and ensure that the task have some engaging, interesting or
surprising.
d. Cooperating, it is believed that cooperative learning make students easy to
learn writing because they could discuss the mistake with their friends in
group. It appears that the students learn in the context of sharing,
responding, and communicating with other learners in a writing process. The
students will interact while completing assignment learn to use interpersonal
and small group skill, Structure positive interdependence within students
learning group and ensure that learning group discuss how well the group
functions.
e. Transferring, the students used their knowledge in a new context. It has
purpose that students can relate what they have learn with their real life.
3. Teaching recount text through REACT
The researcher used some procedures in implementing REACT in
classroom. They are as follow:
a. The teacher make a group discussion in the classroom.
b. The teacher built their knowledge about recount text.
c. The teacher gave a sample of recount text.
d. The teacher gave some question to guide students to write recount text.
e. The students discussion with their group.
f. The student wrote their recount text based on their experience.
g. The teacher guided a discussion of recount text they had written and gave
some feedback.
13
h. The students did peer assessment in classroom and the teacher gave the
final score of student writing.
4. Advantages and disadvantages of using REACT in teaching recount text
a. Advantage using REACT strategies
• Develop an attitude of self-respect for students and others.
• Develop an attitude of togetherness and a sense of belonging.
• Develop skills for the future.
• Deepen students understanding.
• Form the attitude of loving the environment.
• Make learning inclusive.
b. Disadvantage using REACT strategies
• Requires a long time for students.
• Requires a long time for the teacher.
• Requires special abilities of teachers.
• Demanding certain characteristics from the teacher.
D. Basic Assumption
Related to the statement above, the writer assumed that REACT strategies is
suitable for teaching writing recount text. By using REACT strategies, the students
will get more capabilities to write. It is known that REACT strategies make study
come alive because it motivate the learners to take charge of their own learning. To
relate between knowledge and it is application to the various context of their lives.
Next, the students can attach meaning on the subject that they are studying. As a
result, it is believed that students in experimental group that will be taught using
REACT strategies is more active because it will engage students in independent
action. Which is designed to connect academic knowledge with the context of
student experience. So they can achieve a meaningful purpose and relate the lesson
with their real life situation.
E. The Relevant Previous Study
There are some researchers whose study about REACT strategies of language
learning. The first researcher is Cahya Permatasari. She is from Syarif Hidayatullah
Jakarta Islamic University. Her thesis about “the egffect of REACT strategy to
enchance students concept comprehension on energy material grade fourth of
perumnas BP elementary school”. Her research has a effect for used REAC’T
14
strategies. The data was collecting: planning, implementing, observing and
reflecting. The instrument are students and teacher observation sheet, concept
comprehension test and documentation. The result of her study is a significant effect
on students comprehension after conducted REACT strategy on energy material of
science subject.
The second researcher is Monika Okta. She is from graduate Muhammadiyah
University of Puwokerto. Her thesis is about “the effectiveness of REACT strategy
for teaching writing descriptive text” she has aim for her research is to find out the
effectiveness of REACT strategy for teaching writing descriptive text. She used
population all of students on seven grade and used purposive sampling for her
research. Her hypothesis was accepted or it mean REACT strategy was effective for
teaching descriptive text.
The third researcher is putri aisah ningsih from English education department,
faculty of tarbiyah and teachers training UIN syarif Hidayatullah Jakarta. Her thesis
with the tittle the effectiveness of teaching writing recount text by using REACT
strategies at ten grade students of SMAN 4 kota tanggerng selatan. Her research has
a finding result showed that t0 ≥ ttable. Its mean that the test hypothesis is Null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
F. Hypothesis
According to Arikuntoro (2010) state that hypothesis is temporal answare
toward statement of the problem (Arikuntoro, 2010:110) there is hypothesis in this
research, hypothesis about significant effect of using REACT strategies to writing
ability.
Ha1 : There is significant effect of REACT strategies on students writing
recount text after conducting a treatment.
Ho1 : There is no any significant effect of REACT strategy on students writing
recount text after conducted treatment.
Ha2 : There is difference students score by REACT strategy and demonstration
strategies.
Ho2 : There is no difference students score by REACT strategies and
demonstration Strategies.
15
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of The Research
The research took at SMPN 7 Muaro Jambi that is located on Mendalo Darat
Kecamatan Jaluko Kabupaten Muaro Jambi – Jambi. The researcher conducted this
research for one month. The researcher taught tree times in experiment and control
class. After taught the students the researcher made examination both of the class by
same item.
B. Method and Research Design
In this research, the researcher used quantitative research method. According
(latief, 2015:77) quantitative research as each research is get this cover the underlying
system of the research object, a research has to decide the appropriate strategy for the
purpose. The strategy is decided based on either quantitative or quantitative approach.
The different ways in the process of research as follows: in defining data, in selecting
data, in gathering data and in analysis data.
The researcher applies a quasi-experimental research design, involving pre-
test and post test to measure students ability in writing skills. The pre-test will be
giving the first meeting and the post test in the last meeting. It is to know about the
effect REACT strategies toward students writing skill. This study use two class, the
experimental class (given REACT treatment) and control class (the class is not given
treatment). With the design of this study the researcher can control the independent
variable that have an effect on the experiment. Sugiyono (2013:79) described the
design as follows:
3.1 Research Design The Non-Equivalent
Experiment
Class
O1
X
O2
Control
Class
O3
-
O4
Where O1: Pre-test of experiment class
16
O2: post-test of experiment class
X: Treatment in the experiment class
O3: Pre-test of control class
O4: Post-test of control
C. Population and Sample
1. Population
The population is composed of the generalization, the object or subject that
have certain qualities and characteristic defined by the researcher to learn and then
drawn the conclusion (Sugiyono, 2013:117). The population of this study is 5
classes and the total of population is 113 students.
3.2 Number of Population
NO CLASS TOTAL
1. VIII A 23
2. VIII B 23
3. VIII C 23
4. VIII D 22
5. VIII E 22
JUMLAH 113
2. Sample
Sample is a part or representative of the population that will researched
(Arikuntoro, 2010:147). The sample of this research was taken by cluster random
sampling. cluster random sampling is sampling provides equal opportunities or
opportunities for each element or member of the population to be selected a
sample. The researcher used cluster random sampling with the consideration for
English teacher in SMPN 7 Muaro Jambi. The suggestion for the teacher because
in A class and B class has some competence in writing ability. The sample in this
17
research as much 46 students that decided into two classes. Those classes were
class VIII A and class VIII B. The sample in this research can be seen in the table.
3.3 Cluster Random Sampling of sample
NO CLASS TOTAL
1. VIII A 23
2. VIII B 23
JUMLAH 46
D. Variable of The Research
Variable is the object of research that became the focus of the researcher in a
research. There are two variables in this research, namely independent and dependent
variable. Independent variable that influence the change of the dependent variable.
Independent variable in this research is REACT strategies (X). Next, dependent
variable is variable that change because the cause of the variable that influence.
Dependent variable in this research is student writing ability (Y).
E. Instrument of The Research
Instrument is a tool take information or data subject who selected by
researcher. In this research the instrument used testing to collecting the data. The test
was conducted by two section. The section is pre-test and post-test was given before
and after doing some treatment. Pre-test and post-test have different title of the text.
The test in writing paragraph about writing select by eesay writing. Essay writing has
a minimal three paragraph. The s coring rubric based on KKM in SMPN 7 Muaro
Jambi. For the test, the rubric will need to assign some grades for the students.
F. Technique of Collecting Data
1. Testing
In this research, the researcher used technique of collecting data is test. The
test is recount text. The test was conducted by two section. The section is pre-test
and post-test was given before and after doing some treatment.
a. Pre-test
The writer gave pre-test for the students in the first meeting in order to know
the capacity of the students competence between the experimental class and
18
control class. In the pre-test, the writer gave the students a topic recount text about
their experience which was “ My Holiday”.
b. Post-test
The post-test was given to know the change of understanding material about
recount text after the treatment by using REACT strategies. This post-test was
used to know the significance difference between the experimental class which is
used REACT strategies for the treatment and control class which is not used any
treatment. In the post-test, the writer gave the students a topic recount text about
their experience which was “ My School Life”
G. Technique of Analysis Data
1. Descriptive analysis
What is meant by data is describe the existing data in order to obtain the real
form of the respondent, so more that easily understood researcher or others who
are interested in the result of research conducted. Describe the data can done by
descriptive statistic. The purpose of descriptive analysis using statistical
techniques is summarize to data to be easily seen and understood.
2. Statistical analysis.
a. Normality test
Normality test aims to whether the sample is normally distributed or
not. Data normality test performed on two groups, including group data
experiment through learning models cooperative REACT strategies and
control group data with conventional learning. This test done to find out
whether frequency distribution of score on each variable have a normal
distribution or not normality. Normality test use in this study is analyzed by
Chi-Square. One of the Chi-Square function is a match test. In this test of
compatibility will be compared between the frequency of observation with the
frequency of expectation or theoretical. The formula as follow:
X² = Ʃᴷᵢ=1(𝑜𝑖−𝑒𝑖)²
𝑒𝑖= Ʃᴷᵢ₌₁
(𝑓𝑜−𝑓𝑒)²
𝑓𝑒
Where: X² = Chi-Square values
oi=fo =Observed frequency (empirical frequency)
ei-fe =Expected frequency
b. Homogeneity test
19
The purpose of homogeneity test was to see whether the data or sample
in both classes were homogenous or heterogeneous. The test of homogeneity
uses homogeneity variance. The formula used can be seen as a follows :
Fcount=𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑒𝑛𝑐𝑒
𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Systematic calculation:
1. Conduct assessment of the students test result
2. Determining for variance X (Sx²)
3. Determining for variance Y(Sy²)
4. Calculate the largest variance and smallest variance
5. Compare the ftable with fcount
6. Criteria of test
If fcount< ftable then data homogenous
If fcount> ftable the data abhomogen
c. T-test
In this part, the researcher calculated the data by using two sample T-test.
They are paired sample t-test and independent sample t-test. Paired sample t-
test is used to see whether or not there is significant effect of students writing
ability before and after the treatment. The independent sample t test is used to
compare the means of one variable for two group of cases.
1. Paired sample T-test
According to sugiyono (2013, p.197) the formula of paired sample T-test
is express as follows:
to = 𝑋₁−𝑋₂
√𝑆₁
𝑛₁+
𝑠₂
𝑛₂−2𝑟(
𝑠₁
√𝑛₁)(
𝑠₂
√𝑛₂)
where:
to : T-test
X1 :Mean score of pre-test experimental class
X2 :Mean sore of post-test experimental class
S1 :Standard deviation of pre-test experimental class
S2 :Standard deviation of post-test experiment class
S1² :Variance of pre-test experimental class
S2² :Variance of post-test experimental class
n :total of sample
20
SD :The correlation between pre-test and post-test experimental class.
2. Independent sample T-test
According to sudijono (2000, p.297) the formula of independent sample T-
test is express as follows:
to=𝑀₁−𝑀₂
𝑆𝐸𝑀₁−𝑀₂
where:
to : t-test
M1 : Mean of experimental class
M2 : Mean of control class
SEM1-M2 : Standard error
H. The Validity and Reliability Test
1. Validity of the test instrument
Validity is the extent to which a test measure what is supposed to measure.
According to Brown (2001) that there are three types of validation, there are
content validity, face validity and construct validity. In this research, the
researcher used content validity. Before the researcher implemented the research
instrument, it was analyzed or checked for its validity and reliability. In this
research, the researcher consulted the instrument of the test with advisor and
English teacher at SMPN 7 Muaro Jambi.
2. Reliability of the test instrument
Reliability is instrument that can reliable for using collection tool. In this
research, the researcher use inter-rater reliability to measure writing text. Macke
and Gass (2005, p.129) assert inter-rater reliability begins with a well defined
construct. It is a measure of whether two or more raters judge the same set data in
same way. If there is strong reliability, one can than assume with reasonable
confidence that raters are judging the same set of data as representing the same
phenomenon. It is believed that a rater must be professional in terms of mastering
English. As the raters are those who have TOEFL (Test of English Foreign
Language) score at least 500. In other hand, in this research the rater is teacher
and lecturer.
I. Statistical Hypothesis
a. If Ha1 = t0>tt so the alternative hypothesis is accepted and the null hypothesis is
rejected its mean the both variable there is significant effect.
21
b. If Ho2 = t0<tt so the null hypothesis is accepted and the alternative hypothesis is
rejected its mean between the both variable there is no significant effect.
c. If Ha1 = t0>tt so the alternative hypothesis is accepted and the null hypothesis is
rejected its mean between the both variable there is difference students score.
d. If H02 = t0<tt so the null hypothesis is accepted and the alternative hypothesis is
rejected its mean between the both variable there is no difference students score.
22
J. Research Schedule
N
o
Activity
Years and Month
2019 2020
December January February March April Mei June July August September October November December
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Consult
the title
of
proposal
x
2. Arrangin
g the
proposal
x
x
x
3. Consult
to the
advisor
x
x
x
x
x
x
x
x
4. Seminar
proposal
x
5. Revising
the
proposal
x
6. Preparin
g of the
research
x
7. Research
x x x
8. Analysis
data
x x
9. Writing
the result
of the
research
x x x x
10
.
Final
report
x
23
CHAPTER IV
FINDING AND DISCUSSION
A. Finding of The Research
This research was conducted by applying REACT Strategies an experimental
research. There were two class in this research, namely experimental class and control
class. The researcher gave the treatment to students in the experimental class by
REACT strategies while the control class without REACT strategies.
1. The Descriptive Analysis
After collecting the data, the researcher got the data from the students score in
pre-test and post-test. The data was described into two points as the data of
experimental class and the data of control class.
a. The Data of Experimental Class
The researcher makes a table of students score in both pre-test and
post-test. The table also shows the score gained by students.
Table 4.1 students score of experimental class
Students Pre-test (Y1) Post-test (Y2) Gained Score (Y)
1 60 64 4
2 32 76 44
3 64 72 8
4 76 88 12
5 72 80 8
6 64 80 16
7 60 80 20
8 44 68 24
9 64 84 20
10 68 84 16
11 56 80 24
12 52 76 24
13 60 88 28
14 56 72 16
15 76 80 4
24
16 60 76 16
17 60 76 16
18 80 88 8
19 56 56 0
20 40 64 24
21 28 52 24
22 60 80 20
23 48 76 28
Total Score 1336 1740 404
Mean Score 58,13 75,73
Max 80 88 44
Min 28 52 0
Based on the score of pretest and posttest for the experimental displayed, it
showed that the KKM score in SMPN 7 Muaro Jambi was 75. The minimum score of
pre-test is 28 which is owned by two students and the maximum score of pre-test is
80. The minimum score of post-test is 52 which is owned by two students and the
maximum score of post-test is 88. The table also inform that the total score pre-test is
1336 and the total score post-test is 1740, it also showed that the mean of pre-test is
58,13 and the mean of post-test is 75,73.
b. The Data of Control Class
After calculated and made the table about pre-test and post-test in
experimental class, the researcher also calculated and made a table for control
class. This table is table of control class students score in both pre-test and
post-test. The table also showed the score gained by the students.
Table 4.2 Students Score of Control Class
Students Pre-test (Y1) Post-test (Y2) Gaines score (Y)
1 44 60 16
2 32 52 20
3 32 64 32
4 60 80 20
25
5 48 56 8
6 44 76 32
7 52 52 0
8 44 56 12
9 48 76 28
10 52 76 24
11 36 56 20
12 76 76 0
13 40 72 32
14 40 68 28
15 44 72 28
16 72 80 8
17 68 56 -12
18 32 52 20
19 28 48 20
20 28 60 32
21 56 76 20
22 44 76 32
23 76 84 8
Total score 1096 1523 428
Mean score 48,89 66,15
Max 76 84 32
Min 28 48 -12
Based on the table showed that the score of control class. It also mentioned the
score pre-test and post-test of each students. Based on the table, the minimum score in
pre-test is 28 and the maximum score in pre-test is 76. The minimum score in post-
test is 48 and the maximum score in post-test is 84. The table also informed that the
26
total score in pre-test is 1096 and the total score in post-test is 1523. It also showed
that mean score in pre-test is 48,89 and the mean score in post-test is 66,15.
2. Analysis of Data
a. Normality Test of Pre-test and Post-test
The researcher tested normality tested after she got score of students
writing ability in experimental class and control class (pre-test and post-test)
in writing recount text. The normality test was employed by using chi-square
test.
Table 4.3 post-test in experimental class and control class.
Post-test in experimental class Post-test in control class
Fcount Ftable Fcount Ftable
-52,08 11,07 -49,23 9.53
Based on the table above Fcount of post-test experimental class was -
52,08 and control class -49,23. Then Ftable of post-test experimental class 11,07
and Ftable of control class was 9,53. The result in post-test of experimental class
and control class Fcount ≤ Ftable. It can be said that the post-test data in
experimental class and control class were normally distributed. For the
calculating of statistical description it can be seen in appendix.
b. Homogeneity of Pre-test and Post-test
The researcher tested homogeneity test after she got score of students
writing ability in experimental class and control class.
1. Pre-test of Experimental Class and Control Class
The level of significance was set up at 0,05, the sig of pre-test in
experimental class and control class was 1,91. It means the score were
lowest than the level of significance (0,05) Ftable =2,03 (1,91 ≤ 2,03 ). So, it
can be said that the data was homogeneity. For the calculating of statistical
description, it can be seen at appendix.
2. Post-test of Experimental Class and Control Class
The level of significance was set up at 0,05, the sig of post-test in
experimental class and control class was 1,23. It means the score were
lowest than the level of significance (0,05) Ftable =2,03 (1,23 ≤ 2,03 ). So, it
can be said that the data was homogeneity. For the calculating of statistical
description, it can be seen at appendix.
c. Statistical Hypothesis Test
1. Paired Sample T-test
The researcher used paired sample T-test to test the hypothesis that
whether there was any significant effect of students writing ability before
and after being taught by using REACT Strategies.
The researcher used the criteria below to analyze the test hypothesis:
a. If T-test (t0) ≥ Ttable (tt) in the significance degree of 0,05 H0 ( null
hypothesis) is rejected.
27
score in post-test is 1523. It also showed that mean score in pre-test is
48,89 and the mean score in post-test is 66,15.
3. Analysis of Data
d. Normality Test of Pre-test and Post-test
The researcher tested normality tested after she got score of students
writing ability in experimental class and control class (pre-test and post-test)
in writing recount text. The normality test was employed by using chi-square
test.
Table 4.3 post-test in experimental class and control class.
Post-test in experimental class Post-test in control class
Fcount Ftable Fcount Ftable
-52,08 11,07 -49,23 9.53
Based on the table above Fcount of post-test experimental class was -
52,08 and control class -49,23. Then Ftable of post-test experimental class 11,07
and Ftable of control class was 9,53. The result in post-test of experimental class
and control class Fcount ≤ Ftable. It can be said that the post-test data in
experimental class and control class were normally distributed. For the
calculating of statistical description it can be seen in appendix.
e. Homogeneity of Pre-test and Post-test
The researcher tested homogeneity test after she got score of students
writing ability in experimental class and control class.
3. Pre-test of Experimental Class and Control Class
The level of significance was set up at 0,05, the sig of pre-test in
experimental class and control class was 1,91. It means the score were
lowest than the level of significance (0,05) Ftable =2,03 (1,91 ≤ 2,03 ). So, it
can be said that the data was homogeneity. For the calculating of statistical
description, it can be seen at appendix.
4. Post-test of Experimental Class and Control Class
The level of significance was set up at 0,05, the sig of post-test in
experimental class and control class was 1,23. It means the score were
lowest than the level of significance (0,05) Ftable =2,03 (1,23 ≤ 2,03 ). So, it
can be said that the data was homogeneity. For the calculating of statistical
description, it can be seen at appendix.
f. Statistical Hypothesis Test
2. Paired Sample T-test
The researcher used paired sample T-test to test the hypothesis that
whether there was any significant effect of students writing ability before
and after being taught by using REACT Strategies.
The researcher used the criteria below to analyze the test hypothesis:
b. If T-test (t0) ≥ Ttable (tt) in the significance degree of 0,05 H0 ( null
hypothesis) is rejected.
28
c. If T-test (t0) ≤ Ttable (tt) in the significance degree of 0,05 H0 ( null
hypothesis) is accepted.
Where:
a. Ha1: there is any significant effect of REACT Strategies on students
writing ability after conducting a treatment.
b. Ho1: there is no any significant effect of REACT Strategies on
students writing ability after conducting a treatment.
Based on the researcher calculation, the result of paired sample f-test
showed that H0 was rejected because the t-test (t0) was higher than t-table
(tt) or -2.18 ≥ -2.07. So, it means that there was a significant effect on
students writing ability before and after being taught by using REACT
Strategies. For the calculating of paired sample t-test, it can be seen at
appendix.
3. Independent Sample T-test
The researcher used independent sample T-test to test the hypothesis
that whether there was any significant effect of students writing ability
before and after being taught by using REACT Strategies.
The researcher used the criteria below to analyze the test hypothesis:
d. If T-test (t0) ≥ Ttable (tt) in the significance degree of 0,05 H0 ( null
hypothesis) is rejected.
e. If T-test (t0) ≤ Ttable (tt) in the significance degree of 0,05 H0 ( null
hypothesis) is accepted.
Where:
c. Ha2: there is any difference students score by REACT Strategies and
demonstration strategy.
d. Ho2: there is no any difference students score by REACT Strategies
and demonstration strategy.
Based on the researcher calculation, the result of paired sample f-test
showed that H0 was rejected because the t-test (t0) was higher than t-table
(tt) or 3.63 ≥ 2.07. So, it means that there was a significant effect on
students writing ability before and after being taught by using REACT
Strategies. For the calculating of paired sample t-test, it can be seen at
appendix.
B. Interpretation
The aim of this research were to find out whether or not there was a significant
effect of using REACT Strategies toward students writing ability at eight grade
SMPN 7 Muaro Jambi.
29
Based on the analysis, there was significant effect of class who are taught by
using REACT Strategies and those who are not. This can be seen from the pre-test
and post-test result in both of class. The mean score of pre-test in experimental class
was 58.13 and mean of post-test in experimental class was 75.73. meanwhile, the
mean score of pre-test in control class was 48.89 and the mean of post-test in control
class was 66.15. Both of class from pre-test and post-test score got a normality and
homogeneity data which the value (p) ≤ significant (o = 0.05). The gained of
hypothesis of test using t-test with significant 0.05 showed that tvalue (3.63) ≥ ttable
(2.01537). It can be concluded that there was a significant effect of using REACT
Strategies as a treatment in experimental class on students writing ability in recount
text.
REACT as strategies was treated in experimental class with online research.
Before conducting the treatment in this class, the situation in the classroom is passive
during the lesson. The students feel monotonous and uninteresting when they are
process learning. The students difficulties to analyze verb 2 in recount text. In this
research, the researcher apply the strategy to improve their writing ability. In the pre-
test and post-test has a difference score after apply this strategies.
REACT strategies trea in experimental class. Before conducting the treatment
in this class, the situation of classroom is passive during in the lesson. The students
feel monotons and uninteresting when they are in processof learning. So, the students
have difficulties in writing text. Previous study by Monika octa (11-07-2014) with the
title “the effectiveness of REACT strategy for teaching writing descriptive text. Her
research is find out the effectiveness of REACT strategy for teaching descriptive text.
The researcher compare this research with hr research that the research is effective to
teaching writing text. The fesult for this fresearch is accepted.
In oither previos study from putri aisah ningsih (2014) her thesis about the
effectiveness of teaching writing recount text by using REACT strategies at ten
grade students of SMAN 4 kota tanggerng selatan. Her research has a finding result
showed that t0 ≥ ttable. Its mean that the test hypothesis is Null hypothesis (Ho) is
rejected and the alternative hypothesis (Ha)is accepted. So, REACT strategies is
affective to teaching writing text.
The result of the test showed that students score who were not taught by using
REACT Strategies in control class improved, but the result of post-test in control class
are lower than the result of post-test in experimental class. The students in both of
class, most of them get better score than their own test in pre-test. Some students
score better, although they still had some incorrect in making theme, make a sentence
coherence and ide to write their story.
It can be concluded, from the description above mean score of post-test in
experimental class which given treatment by using RAECT strategies had higher
score compered with control class was using conventional strategy or traditional
method while writing process. So, there was significant effect of using REACT
strategies on students writing ability.
30
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of hypothesis test, which had been done conclusion could
be concluded as follows:
1. Based on the researcher calculation, the result of paired sample t-test showed
that Ha1 was rejected because the t-test (t0) was higher than ttable (tt) or -2.18 ≥ -
2.07. So, it means that there was a significant effect on students writing ability
after being taught by using REACT strategies. It can be concluded from the
description above mean score of pre-test and post-test in experimental class
which given treatment by using REACT strategies.
2. Based on the researcher calculation, the result of independent sample t-test
showed that H02 was rejected because the t-test (t0) was higher than ttable (tt) or
3.63 ≥ 2.07. So, it means that there was a different score on students writing
ability before and after being taught by using REACT strategies. It can be
concluded from the description above mean score of post-test in experimental
class and control class which given treatment by using REACT strategies.
B. Suggestion
Some suggestion can be drawn as the following points for especially the
English teacher and the further writers. The suggestion are intended to find and
enhance the effective ways in writing. The recommendation are presented as
follows:
1. For English Teachers
Recount text is one of crucial issues of writing. It can be achieved by
applying some strategies. Hence, the teachers should facilitate the students
with the most suitable and feasible strategy of writing can be used to help the
students thinking while writing.
2. For other Writers
The using REACT strategies can improve the students writing ability.
It is suggest for other researcher to used REACT strategies as one the
reference in teaching writing.
31
REFERENCE
Anderson, Mark and Katy Anderson, text type in English 2. South Yarra: Macmillan, 1997
Arikuntoro, S. prosedur penelitian: suatu pendekatan praktek. Jakarta: PT. Rineka Cipta.
Alfabeta 2014
Brown, H. Douglas, Teaching by Principle: and Interactive Approach to Language
Pedagogy. New York: A Pearson Education Company, 2001
Crawford, M.L, teaching contextually: research, rational and techniques for improving
student motivation and achievement in mathematics and science. Texas: Cord, 2001
Harmer, Jeremy, how to teach writing. Essex: Person Education Limited. 2004
Hyland, Ken, second language writing. New York: Cambridge University Press, 1996
Karani, Elanneri, area of problem in writing recount text, journal pendidikan inovatif, jilid 4,
No. 1, September 2008
Kementrian Pendidikan dan Kebudayaan, kurikulum 2013 kompetensi dasar sekolah
menengah atas dan madrasah aliyah. 2013
Nation, I. S. P. Teaching ESL/EFL Reading and Writing. New York: Routledge. 2009
Richards, J. C, and Renadya W. A, Methodology in Language Teaching. Cambridge:
Cambridge University Press. 2002
Stead, Tony and Linda Hoyt, A guide of teaching nonfiction writing, Portsmouth: Greenwood
Publishing Group, 2011
Sugiyono, metode penelitian kuantitatif, kualitatif and R&D. Bandung: Alfabeta 2015
University of Canberra, UC High School Kaleen Writing Handbook. Canberra: University of
Canberra, 2011
Weigle, Sara Cushing, Assessing Writing. Cambridge: Cambridge University Press. 2002
32
Westwood, Peter, What Teachers Need to Know about Reading and Writing Difficulties.
Victoria: ACER Press, 2008
33
Pre-test
APPENDIX 1
Instrument of The Research
Write down a recount text by the topic “ My Holiday”
(with Google Forms)
Name :
Class :
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34
Post-test
Write down a recount text by the topic “ My School Life”
(with Google Forms)
Name :
Class :
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-------------------------------------------------------------------------------------------------------------------------------- ----
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35
APPENDIX 2
The Sore of Pre-test and Post-test
(Experimental Class)
Students Pre-test (Y1) Post-test (Y2) Gained Score (Y)
1 60 64 4
2 32 76 44
3 64 72 8
4 76 88 122
5 72 80 8
6 64 80 16
7 60 80 20
8 44 68 24
9 64 84 20
10 68 84 16
11 56 80 24
12 52 76 24
13 60 88 28
14 56 72 16
15 76 80 4
16 60 76 16
17 60 76 16
18 80 88 8
19 56 56 0
20 40 64 24
21 28 52 24
22 60 80 20
36
23 48 76 28
Total Score 1336 1740 404
Mean Score 58,13 75,73
Max 80 88 44
Min 28 52 0
The Score of Pre-test and Post-test
(Control Class)
Students Pre-test (Y1) Post-test (Y2) Gaines score (Y)
1 44 60 16
2 32 52 20
3 32 64 32
4 60 80 20
5 48 56 8
6 44 76 32
7 52 52 0
8 44 56 12
9 48 76 28
10 52 76 24
11 36 56 20
12 76 76 0
13 40 72 32
14 40 68 28
15 44 72 28
16 72 80 8
37
Scoring Rubric for Writing based on Ken Hyland (1996:229)
Mark Format and Content 40 marks
31-40
Excellent to Very
Good
21-30
Good to Average
11-20
Fair to Poor
Fulfills task fully, correct convention for the assignment task,
features of chosen genre mostly adhered to, good ideas or good
use of relevant information, substantial concept use, properly
develop ideas and good sense of audience.
Fulfills task quite well although detail may be underdeveloped or
partly irrelevant, correct genre selected, , most features of chosen
genre adhered to, satisfactory ideas with some development,
quite good use of relevant information, some concept use, and
quite good sense of audience.
Generally adequate but some inappropriate, inaccurate or
irrelevant data, an acceptable convention for the assignment task,
some features of chosen genre adhered to, limited ideas or
moderate use of relevant information, little concept use, barely
17 68 56 -12
18 32 52 20
19 28 48 20
20 28 60 32
21 56 76 20
22 44 76 32
23 76 84 8
Total score 1096 1523 428
Mean score 48,89 66,15
Max 76 84 32
Min 28 48 -12
38
1-10
Inadequate
adequate development of ideas, poor sense of audience.
Clearly adequate fulfillment of task, possibly incorrect genre of
the assignment, chosen genre not adhered to, omission of key
information, serious irrelevance or inaccuracy, no concept use,
inadequate development of ideas, poor or no sense of audience.
Mark Organization and Coherence 20 Marks
16-20
Excellent to Very
Good
11-15
Good to Average
6-10
Fair to Poor
1-5
Inadequate
Message followed with ease, well organized and through
development through introduction, body and conclusion, relevant
and convincing supporting details, logical progression of content
contributes to fluency, unified paragraph, effective use of
transition and reference.
Message mostly followed with ease, satisfactorily organized and
developed through introduction, body and conclusion, relevant
supporting details, mostly logical progression of content,
moderate to good fluency, unified paragraph, possible slight
over-or under-use of transition but correctly used, mostly correct
reference.
Message followed but with some difficulty, some pattern of
organization-an introduction, body and conclusion evident but
poorly done, some supporting details, progression of content
inconsistent or repetitious, lack of focus in some paragraph, over-
or under-use of transition with some incorrect use, incorrect use
of reference.
Message difficult to follow, little evidence of organization-
introduction and conclusion may be missing, few or no
supporting details, no obvious progression of content, improper
paragraphing, no or incorrect use of transition, lack of reference
to comprehension difficulty.
39
Marks Sentence construction and vocabulary 40 marks
31 -40
Excellent to Very
God
21-30
Good to Average
11-20
Fair to Poor
1-10
Inadequate
Effective use of a wide variety of correct sentences, variety of
sentence length, effective use of transition, no significance error
in agreement, tense, number, person, articles, pronouns and
preposition, effective use of a wide variety of lexical items, word
form mastery, effective choice of idiom, correct register.
Effective use of a variety of correct sentence, some variety
length, use of transition with only slight errors, no serous
recurring errors in agreement, tense, number, person, articles,
pronouns and preposition, almost no sentence fragment or run-
ons, variety of lexical items with some problem but not causing
comprehension, difficulties,, good control of word form, most
effective idioms, correct register
A limited variety of mostly correct sentences, little variety of
sentence length, improper use or missing transition, recurring
grammar errors are intrusive, sentence fragment or run-ons
evident, a limited variety of lexical item occasionally causing
comprehension problem, moderate word form control, occasional
in appropriate choice of idiom, perhaps incorrect register.
A limited variety of sentence requiring considerable effort to
understand, correctness only on simple short sentence, improper
use or missing transition, many grammar errors and
comprehension problem, frequent incomplete or run-on
sentences, a limited variety of lexical item, poor word form,
inappropriate idioms, incorrect register.
40
APPENDIX 3
The Score Distribution in Writing Ability From Rater 1 and Rater 2
No Name Format and content Organization and coherence Sentence construction Last score
R1 + R2 : 2 R1 R2 R1 R2 R1 R2
1 Abdi Bastian DPM 22 24 16 16 20 22 60
2 Alya Ramadhani Z 11 11 8 10 12 12 32
3 Angelina Setia N 24 26 14 14 23 27 64
4 Chealsea Cantika E 38 32 15 17 25 25 76
5 Desy Natalia S 28 27 18 18 28 25 72
6 Dhea Damayanti 23 27 13 15 25 25 64
7 Dimas Pratama 25 25 10 10 25 25 60
8 Eka Bima 16 17 10 12 15 18 44
9 Eliyanti 26 24 15 13 28 22 64
10 Ezra Jefany S 24 26 17 19 24 26 68
11 Fahril Palepi 20 20 16 16 20 20 56
12 Farradillah A 20 20 11 1120 20 20 52
13 Gabriella Cindy NP 25 25 10 10 25 25 60
14 Herlina Gultom 21 19 15 17 20 20 56
15 Heru Syaputra 38 32 17 15 25 25 76
16 Lady Margareth M 24 26 9 11 25 25 60
17 M. Haviz A 25 25 10 10 25 25 60
18 Muhammad Zakaria 30 33 15 17 31 34 80
19 M. BIntang TJ 20 20 16 16 20 20 56
20 Naura Zahira M 15 15 10 10 15 15 40
21 Nayla Humairoh 20 20 16 16 20 20 28
22 Nurhalya Al Z 25 25 10 10 25 25 60
23 Nurianti Aisyah 33 32 13 13 33 32 48
41
(Post-test Experimental Class)
No Name Format and content Organization and coherence Sentence construction Last score
R1 + R2 : 2 R1 R2 R1 R2 R1 R2
1 Abdi Bastian DPM 24 26 14 14 23 27 64
2 Alya Ramadhani Z 32 38 15 17 25 25 76
3 Angelina Setia N 29 26 19 17 25 25 72
4 Chealsea Cantika E 35 36 15 15 38 37 88
5 Desy Natalia S 32 33 15 15 32 33 80
6 Dhea Damayanti 30 33 15 17 31 34 80
7 Dimas Pratama 32 33 15 15 32 33 80
8 Eka Bima 24 26 17 19 24 26 68
9 Eliyanti 35 35 14 14 35 35 84
10 Ezra Jefany S 34 36 13 15 35 35 84
11 Fahril Palepi 30 33 15 17 31 34 80
12 Farradillah A 32 38 15 17 28 25 76
13 Gabriella Cindy NP 35 36 15 15 38 37 88
14 Herlina Gultom 29 26 19 17 28 25 72
15 Heru Syaputra 32 33 15 15 32 33 80
16 Lady Margareth M 32 38 17 15 25 25 76
17 M. Haviz A 33 37 15 17 24 26 76
18 Muhammad Zakaria 35 36 15 15 38 37 88
19 M. BIntang TJ 20 20 16 16 20 20 56
20 Naura Zahira M 20 24 13 15 25 25 64
21 Nayla Humairoh 20 20 11 11 20 20 52
22 Nurhalya Al Z 30 33 15 17 31 34 80
23 Nurianti Aisyah 35 35 15 17 24 25 76
42
(Pre-test Control Class)
No Name Format and content Organization and coherence Sentence construction Last score
R1 + R2 : 2 R1 R2 R1 R2 R1 R2
1 Ahmad Hasbi R 15 17 10 12 15 18 44
2 Alfaridho Kurnia 11 11 8 10 12 12 32
3 Brigta Claudia S 12 12 10 10 10 10 32
4 Bunga Anjani W 25 25 10 10 25 25 60
5 Cchaseliandra 32 37 13 13 32 33 48
6 Cinta Ramadhani H 16 17 10 12 15 18 44
7 David Kristina M 19 21 10 12 15 18 52
8 Diendi Filsuf A 17 17 10 12 15 17 44
9 Diyas Putra P 33 32 13 13 33 32 48
10 Endik Wahyu AP 20 20 11 11 20 20 52
11 Facri Achmad W 25 25 11 11 25 25 36
12 Fery Indrawan 35 36 15 17 24 25 76
13 Gita Lestari 15 15 10 10 15 15 40
14 Ilham Gofron 14 16 9 11 15 15 40
15 Immanuel Edi CN 16 17 10 12 15 17 44
16 Jona U, M H 28 27 18 18 28 25 72
17 Lambok Mozes LT 24 26 17 19 24 26 68
18 M. Refan AN 11 11 8 10 12 12 32
19 M. Vicky Maulana 12 12 8 8 12 12 28
20 M. Ogus Sabillah 10 10 10 10 14 14 28
21 M.Rifki Ananda 20 20 16 16 20 20 56
22 Minar Elizabet S 16 17 10 12 15 18 44
23 Muhammad Rado 35 35 15 17 24 25 76
43
(Post-test Control Class)
No Name Format and content Organization and coherence Sentence construction Last score
R1 + R2 : 2 R1 R2 R1 R2 R1 R2
1 Ahmad Hasbi R 25 25 10 10 25 25 60
2 Alfaridho Kurnia 20 20 11 11 20 20 52
3 Brigta Claudia S 20 24 13 15 25 25 64
4 Bunga Anjani W 30 33 15 17 31 34 80
5 Cchaseliandra 20 20 16 16 20 20 56
6 Cinta Ramadhani H 38 322 17 15 25 25 76
7 David Kristina M 19 21 10 12 19 21 52
8 Diendi Filsuf A 21 19 15 17 20 20 56
9 Diyas Putra P 36 32 16 16 28 28 76
10 Endik Wahyu AP 35 35 15 17 24 25 76
11 Facri Achmad W 20 20 16 16 20 20 56
12 Fery Indrawan 35 35 15 17 24 25 76
13 Gita Lestari 29 26 19 17 28 25 72
14 Ilham Gofron 24 26 17 19 24 26 68
15 Immanuel Edi CN 29 26 19 17 28 25 72
16 Jona U, M H 30 33 15 17 31 34 80
17 Lambok Mozes LT 21 19 15 17 20 20 56
18 M. Refan AN 20 20 11 11 20 20 52
19 M. Vicky Maulana 32 33 13 13 32 33 48
20 M. Ogus Sabillah 25 25 10 10 25 25 60
21 M.Rifki Ananda 38 32 17 15 25 25 76
22 Minar Elizabet S 35 35 15 17 24 25 76
23 Muhammad Rado 34 36 13 15 35 35 84
44
APPENDIX 4
A. The Calculating of Frequency Distribution, Mean, Median, Modus, Variance
and Standard Deviation.
(Pre-test Experimental Class)
1. Sample total n (23)
2. Distribution of score
28 32 40 44 48 52 56 56 56 60 60 60
60 60 60 64 64 64 68 72 76 76 80
3. Maximal score : 80
Minimal score : 28
4. Range (R)
R = Xmax - Xmin
= 80 - 28 = 52
5. Number of class
K = 1 + 3,3 log (n)
K = 1 + 3,3 log 23
= 1 + 3,3.1,361
= 5,4913 = 6
6. Length of Interval class (P)
P = 𝑅
𝐾 =
52
6 = 9
Table 3.1 Frequency Distribution ( Pre-test Experimental Class)
No Interval f1 x1 f1 x1 fk Lower Class Upper Class
1 28-36 2 32 64 2 27.5 36.5
2 37-45 2 41 82 4 36.5 45.5
3 46-54 2 52 104 6 45.5 54.5
4 55-63 9 59 531 15 54.5 63.5
5 64-72 5 68 340 20 63.5 72.5
6 73-81 3 72 216 23 72.5 81.5
Total 23 324 1337 70 P = 8
7. Mean (X) = 𝛴f1 x1
𝛴f1
=1337
23 = 58,5
45
8. Me = Bb + [𝑛
2 −𝐽𝐹
𝐹] P
= 45,5 + [23
2 −4
6] 8
= 45.5 + [11,5−4
6] 8
= 45,5 + 10 =55,5
9. Mo = Bb + [𝑓𝑎
𝑓𝑎+𝑓𝑏] p
= 45,5 + [6−4
6−4+6−15] 8
= 45,5 + [2
2+(−9)] 8
= 45,5 + (-2,28) = 41,22
Table 3.2 Frequency Distribution (Pre-test Experiment Class)
x1 – x (x1 – x)2 F (x1 – x)2
-26 676 1352
-17 289 578
-6 36 72
1 1 9
10 100 500
14 196 588
3099
10. Variance (S2)
S2 = 𝛴𝑓 (𝑥𝑖−𝑥)
𝛴𝑓
= 3099
23 = 134,73 =175
11. Standard Deviation
S = √𝛴 𝑓 (𝑥𝑖−𝑥)
𝛴𝑓 =√
3099
23 =√135 =11,61
46
B. The Calculating of Frequency Distribution, Mean, Median, Modus, Variance
and Standard Deviation.
(Pre-test Control Class)
1. Sample total n (23)
2. Distribution of score
28 28 32 32 32 36 40 40 44 44 44 44
44 48 48 52 52 56 60 68 72 76 76
3. Maximal score : 76
Minimal score : 28
4. Range (R)
R = Xmax - Xmin
= 76 - 28 = 48
5. Number of class
K = 1 + 3,3 log (n)
K = 1 + 3,3 log 23
= 1 + 3,3.1,361
= 5,4913 = 6
6. Length of Interval class (P)
P = 𝑅
𝐾 =
48
6 = 8
Table 3.3 Frequency Distribution ( Pre-test Control Class)
No Interval f1 x1 f1 x1 fk Lower Class Upper Class
1 28-35 5 31,5 157,5 5 27.5 35.5
2 36-43 3 39,5 118,5 8 35.5 43.5
3 44-51 7 47,5 332,5 15 43.5 51.5
4 52-59 3 55,5 166,5 18 51.5 59.5
5 60-67 1 63,5 63,5 19 59.5 67.5
68-75 4 71,5 286 23 67.5 75.5
Total 23 309 1124,5 88 P = 8
7. Mean (X) = 𝛴f1 x1
𝛴f1
=1124,5
23 = 48,89
8. Me = Bb + [𝑛
2 −𝐽𝐹
𝐹] P
47
= 43,5 + [23
2 −8
7] 8
= 43.5 + [11,5−8
7] 8
= 43,5 + 4 = 47,5
9. Mo = Bb + [𝑓𝑎
𝑓𝑎+𝑓𝑏] p
= 43,5 + [15−8
15−8+15−18] 8
= 43,5 + [7
7+(−3)] 8
= 43,5 + (-2,28) = 41,22
Table 3.4 Frequency Distribution (Pre-test Control Class)
x1 – x (x1 – x)2 F (x1 – x)2
-26,15 683,82 3419,1
-18,5 329,42 988,26
-10,15 103,02 721,14
-1,15 4,62 13,86
5,85 34,22 34,22
13,85 191,82 767,28
5943,86
10. Variance (S2)
S2 = 𝛴𝑓 (𝑥𝑖−𝑥)
𝛴𝑓
= 5943,86
23 = 258,42 =258
11. Standard Deviation
S = √𝛴 𝑓 (𝑥𝑖−𝑥)
𝛴𝑓 =√
5943,86
23 =√258 =16,06
C. The Calculating of Frequency Distribution, Mean, Median, Modus, Variance
and Standard Deviation.
(Post-test Experimental Class)
1. Sample total n (23)
48
2. Distribution of score
52 56 64 64 68 72 72 76 76 76 76 76
80 80 80 80 80 80 84 84 88 88 88
3. Maximal score : 88
Minimal score : 52
4. Range (R)
R = Xmax - Xmin
= 88 - 52 = 36
5. Number of class
K = 1 + 3,3 log (n)
K = 1 + 3,3 log 23
= 1 + 3,3.1,361
= 5,4913 = 6
6. Length of Interval class (P)
P = 𝑅
𝐾 =
36
6 = 6
Table 3.5 Frequency Distribution ( Post-test Experimental Class)
No Interval f1 x1 f1 x1 fk Lower Class Upper Class
1 52-57 5 54,5 109 5 51.5 57.5
2 58-63 0 60,5 0 5 57.5 63.5
3 64-69 3 66,5 199,5 8 63.5 69.5
4 70-75 2 72,5 145 10 69.5 75.5
5 76-81 11 78,5 863,5 21 75.5 81.5
6 82-88 5 85 425 26 81.5 88.5
Total 23 417,5 1742 75 P = 6
7. Mean (X) = 𝛴f1 x1
𝛴f1
=1742
23 = 75,73
8. Me = Bb + [𝑛
2 −𝐽𝐹
𝐹] P
= 63,5 + [23
2 −5
3] 6
= 63.5 + [11,5−5
3] 6
49
= 63,5 + 13 = 76,5
9. Mo = Bb + [𝑓𝑎
𝑓𝑎+𝑓𝑏] p
= 63,5 + [8−5
8−5+8−10] 6
= 63,5 + [3
3+(−2)] 6
= 63,5 + 18 = 81,5
Table 3.6 Frequency Distribution (Post-test Experiment Class)
x1 – x (x1 – x)2 F (x1 – x)2
-21,15 447,32 894,64
-15,15 229,52 0
-9,15 83,72 251,16
-3,15 9,92 19,84
2,85 8,12 89,32
9,35 87,42 437,1
1692,06
10. Variance (S2)
S2 = 𝛴𝑓 (𝑥𝑖−𝑥)
𝛴𝑓
= 1692,06
23 = 73,567 = 73,6
11. Standard Deviation
S = √𝛴 𝑓 (𝑥𝑖−𝑥)
𝛴𝑓 =√
1692,06
23 =√73,6 = 8,55
D. The Calculating of Frequency Distribution, Mean, Median, Modus, Variance
and Standard Deviation.
(Post-test Experimental Class)
1. Sample total n (23)
2. Distribution of score
48 52 52 52 56 56 56 56 60 60 64 68
72 72 76 76 76 76 76 76 80 80 84
50
3. Maximal score : 84
Minimal score : 48
4. Range (R)
R = Xmax - Xmin
= 84 - 48 = 36
5. Number of class
K = 1 + 3,3 log (n)
K = 1 + 3,3 log 23
= 1 + 3,3.1,361
= 5,4913 = 6
6. Length of Interval class (P)
P = 𝑅
𝐾 =
36
6 = 6
Table 3.7 Frequency Distribution ( Post-test Control Class)
No Interval f1 x1 f1 x1 fk Lower Class Upper Class
1 48-53 4 50,5 202 4 47.5 53.5
2 54-59 4 56,5 226 8 53.5 59.5
3 60-65 3 62,5 187,5 11 59.5 65.5
4 66-71 1 68,5 68,5 12 65.5 71.5
5 72-77 8 74,5 596 20 71.5 77.5
6 78-83 3 80,5 241,5 23 77.5 83.5
Total 23 393 1521,5 70 P = 6
7. Mean (X) = 𝛴f1 x1
𝛴f1
=1521,5
23 = 66,15
8. Me = Bb + [𝑛
2 −𝐽𝐹
𝐹] P
= 59,5 + [23
2 −8
3] 6
= 59.5 + [11,5−8
3] 6
= 59,5 + 7 = 66,5
51
9. Mo = Bb + [𝑓𝑎
𝑓𝑎+𝑓𝑏] p
= 59,5 + [11−8
11−8+11−12] 6
= 59,5 + [3
3+(−1)] 6
= 59,5 + 9 = 68,5
Table 3.8 Frequency Distribution (Post-test Control Class)
x1 – x (x1 – x)2 F (x1 – x)2
-15,76 248,37 993,48
-9,76 95,25 381
-3,65 13,32 39,96
-2,24 5,01 5,01
2,35 5,52 44,16
14,35 205,92 617,76
2081,37
10. Variance (S2)
S2 = 𝛴𝑓 (𝑥𝑖−𝑥)
𝛴𝑓
= 2081,37
23 = 90,49 = 91
11. Standard Deviation
S = √𝛴 𝑓 (𝑥𝑖−𝑥)
𝛴𝑓 =√
2081
23 =√91 = 9,53
52
APPENDIX 5
Normality
Using Chi-square
Pre-test Experimental Class
Interval Lower
Class
Upper
Class
Luas 0-Z Selisih
luas 0-Z
Fe Fo
28-36 27,5 36,5 0,4957 – 0,4686 0,02 0,46 2
37-45 36,5 45,5 0,4686 – 0,3599 0,1 23 2
46-54 45,5 54,5 0,3599 – 0,1217 0,23 5,29 2
55-63 54,5 63,5 0,1217 – 0,1772 -0,05 -1,15 9
64-72 63,5 72,5 0,1772 – 0,3907 -0,21 -4,83 5
73-81 72,5 81,5 0,3907 – 0,4778 -0,08 1,84 3
300 354 0,01 24,61 23
Zi = 𝑥𝑖−𝑥
𝑠 Zi =
𝑥𝑖−𝑥
𝑠
= 27,5−58,13
11,61 =
36,5−58,13
11,61
= -2,63 = -1,86
Zi = -1,86 Zi = -1,08
Zi = -1,08 Zi = -0,31
Zi = -0,31 Zi = -0,46
Zi = 0,46 Zi = 1,23
Zi = 1,23 Zi = 2,01
X2 = 𝛴(𝐹𝑜−𝐹𝑒)2
𝐹𝑒
= (2−0,46)
0,46 +
(2−23)
23 +
(2−5,29
5,29 +
(9−(−1,15))
−1,15 +
(5−(−4,83))
−4,83 +
(3−(−1,84))
−1,84
= 5,15 + 19,17 + 2,04 + 89,58 + 20,00 + 12,7
= -95,92
Dk = k-1 = 6-1 = 5
Xtable = 11,07
Xcount < Xtable
-95,92< 11,07
53
Pre-test Control Class
Interval Lower
Class
Upper
Class
Luas 0-Z Selisih
luas 0-Z
Fe Fo
28-35 27,5 35,5 0,2967 – 0,4976 0,08 0,2 5
36-43 35,5 43,5 0,4976 – 0,1293 0,36 8,28 3
44-51 43,5 51,5 0,1293 – 0,0636 0,06 1,38 7
52-59 51,5 59,5 0,0636 – 0,2454 -0,18 -4,14 3
60-67 59,5 67,5 0,2454 – 0,3749 -0,12 -2,76 1
68-75 67,5 75,5 0,3749 – 0,4591 -0,07 -1,61 4
285 333 -0,03 0,95 23
Zi = 𝑥𝑖−𝑥
𝑠 Zi =
𝑥𝑖−𝑥
𝑠
= 27,5−48,89
16,06 =
36,5−48,89
16,06
= -1,33 = -2,82
Zi = -2,82 Zi = -0,33
Zi = -0,33 Zi = 0,16
Zi = 0,16 Zi = 0,66
Zi = 0,66 Zi = 1,15
Zi = 1,15 Zi = 1,65
X2 = 𝛴(𝐹𝑜−𝐹𝑒)2
𝐹𝑒
= (5−0,20)
0,20 +
(3−8,28)
8,28 +
(2−5,29
5,29 +
(7−1,38)
−1,38 +
(3−(−4,14))
−4,14 +
(1−(−2,76))
−2,76 +
4−(−1,61)
−1,61
= -135,2 + 3,36 + 22,88 + (-12,3) + (-5,12) + (-19,54)
= -145,92
Dk = k-1 = 6-1 = 5
Xtable = 11,07
Xcount < Xtable
-145,92< 11,07
54
Post-test Experimental Class
Interval Lower
Class
Upper
Class
Luas 0-Z Selisih
luas 0-Z
Fe Fo
52-57 51,5 57,5 0,4976 – 0,4830 0,01 0,23 2
58-63 57,5 63,5 0,4830 – 0,4222 0,06 1,38 0
64-69 63,5 69,5 0,4222 – 0,2642 0,15 3,45 3
70-75 69,5 75,5 0,2642 – 0,0080 0,25 5,75 2
76-81 75,5 81,5 0,0080 – 0,2486 -0,24 -5,52 11
82-88 81,5 88,5 0,2486 – 0,4319 -0,18 -4,14 5
399 436 0,15 1,15 23
Zi = 𝑥𝑖−𝑥
𝑠 Zi =
𝑥𝑖−𝑥
𝑠
= 51,5−75,7
8,55 =
57,5−75,7
8,55
= -2,83 = -2,12
Zi = -2,12 Zi = -1,42
Zi = -1,42 Zi = -0,72
Zi = -0,72 Zi = -0,02
Zi = -0,02 Zi = 0,67
Zi = 0,67 Zi = 1,49
X2 = 𝛴(𝐹𝑜−𝐹𝑒)2
𝐹𝑒
= (2−0,23)
0,23 +
(0−1,38)
1,38 +
(3−3,45)
3,45 +
(2−5,75)
5,75 +
(11−(5,52))
−5,52 +
(5−(−4,14))
−4,14
= 13,62 + 1,38 + 0,05 + 2,44 + (-49,4) + (-20,17)
= -52,08
Dk = k-1 = 6-1 = 5
Xtable = 11,07
Xcount < Xtable
-52,08< 11,07
55
Post-test Control Class
Interval Lower
Class
Upper
Class
Luas 0-Z Selisih
luas 0-Z
Fe Fo
48-53 47,5 53,5 0,4744 – 0,4066 0,06 1,38 4
54-59 53,5 59,5 0,4066 – 0,2549 0,15 3,45 4
60-65 59,5 65,5 0,2549 – 0,0239 0,23 5,29 3
66-71 65,5 71,5 0,239 – 0,2123 -0,18 -4,14 1
72-77 71,5 77,5 0,2123 – 0,3830 -0,17 -3,91 8
78-83 77,5 83,5 0,3830 – 0,4656 -0,08 -1,84 3
375 411 0,01 0,23 23
Zi = 𝑥𝑖−𝑥
𝑠 Zi =
𝑥𝑖−𝑥
𝑠
= 47,5−66,15
9,53 =
53,5−66,15
9,53
= 1,95 = -1,32
Zi = -1,32 Zi = -1,69
Zi = -1,69 Zi = -0,06
Zi = -0,06 Zi = 0,56
Zi = 0,56 Zi = 1,19
Zi = 1,19 Zi = 1,82
X2 = 𝛴(𝐹𝑜−𝐹𝑒)2
𝐹𝑒
= (4−1,38)
1,38 +
(4−3,45)
3,45 +
(3−5,29
5,29 +
(1−(−4,14))
−4,14 +
(8−(−3,91))
−3,91 +
(3−(−1,84))
−1,84
= 4,97 + 0,087 + 0,99 + (-6,38) + (-36,2) + (-12,7)
= -49,23
Dk = k-1 = 6-1 = 5
Xtable = 11,07
Xcount < Xtable
-49,23< 11,07
56
APPENDIX 6
Uji Fisher
1. Homogeneitic test (Pre-test Experiment Class and Control Class)
Fcount = 𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑒𝑛𝑐𝑒
𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑒𝑛𝑐𝑒
= 258,4
134,7
=1,91
Db = n-1
=23-1 =22
Significant = 0,05
Get Ftable = 2,03
So, Fcount ≤ Ftable
1,91 ≤ 2,03
2. Homogeneitic test (Post-test Experiment Class and Control Class)
Fcount = 𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑒𝑛𝑐𝑒
𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑒𝑛𝑐𝑒
= 90,49
73,56
=1,23
Db = n-1
=23-1 =22
Significant = 0,05
Get Ftable = 2,03
So, Fcount ≤ Ftable
1,23 ≤ 2,03
57
APPENDIX 7
Statistical Hypothesis t-test
Pre-test and Post-test Experimental Class
Variable (n) Mean (x) Standard
Deviation
Variance (S)
Post-test 23 75,73 8,55 74
Pre-test 23 58,13 11,61 135
t = 𝑥₁−𝑥₂
√𝑠²1
𝑛1+
𝑠²2
𝑛2−2𝑟(
𝑠1
√𝑛1) (
𝑠2
√𝑛2)
= 58,13−75,73
√135²
23+
74²
23−2.0,98(
135
√23) (
74
√23)
= −17,6
√18225
23+
5476
23−1,96(
9990
23)
= −17,6
√23701
23−
19580,4
23
= −17,6
√41206
23
= −17,6
13,39 = -2,18
Tcount = -2,18
Ttable = -2,07
So, Tcount ≥ Ttable
-2,18 ≥ -2,07
Post-test Experimental Class and Control Class
Variable (n) Mean (x) Standard
Deviation
Variance (S)
Experiment
Class
23 75,73 8,55 74
Control Class 23 66,15 9,53 91
Sgab = √(𝑛1−1)𝑠1+(𝑛2−1)𝑠2
𝑛1+𝑛2 _2
= √(23−1)74+(23−1)91
23+23 _2
58
= √22.74+22.91
44
=√1628+2002
44
=√3630
44 = √82,5 = 9,08 = 9
t = 𝑥1−𝑥₂
𝑆𝑔𝑎𝑏 √1
𝑛1+
1
𝑛2
t = 75,7−66,15
9,08 √1
23+
1
23
t = 9,55
9,08 √2
23
t = 9,55
9,08 √0,086
t = 9,55
9,08 . 0,29
t = 9,55
2,63 thitung = 3,63
a. Level X = 0,05
df = n-1
= 23-1
= 22 ttable = 2,07
b. tcount = 3,36
So, tvalue > ttable
3,63 > 2,07
59
APPENDIX 8
Reliability of The Test
60
61
APPENDIX 9
Syllabus
SILABUS SMP/MTS
Mata Pelajaran : BAHASA INGGRIS
Kelas : 8 (DELAPAN)
Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-
aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
Komunikasi
internasional yang
diwujudkan dalam
semangat belajar
2.2. Menunjukkan
perilaku jujur,
Teks lisan dan tulis
sederhana, untuk
memaparkan,
menanyakan, dan
merespon
pemaparanjati diri
Fungsi sosial
Menjalin
hubungan dengan
guru, teman dan
Mengamati
• Siswa mendengarkan/membaca
pemaparan jati diri dengan
memperhatikan fungsi sosial,
struktur teks, unsur kebahasaan,
maupun format
penyampaian/penulisannya.
• Siswa mencoba menirukan
pengucapannyadan menuliskan
pemaparan jati diri yang
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur
teksmemaparkan dan
menanyakan jati diri
• Ketepatan unsur
kebahasaan: tata
2 x 2 JP
• Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
62
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
disiplin, percaya
diri, dan
bertanggung jawab
dalam
melaksanakan
Komunikasi
transaksional
dengan guru dan
teman.
3.1. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari teks
pemaparan jati diri,
sesuai dengan
konteks
penggunaannya.
4.1. Menyusun teks lisan
dan tulis sederhana,
untuk
memaparkan,menan
yakan, dan
merespon
pemaparanjati diri,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai dengan
orang lain
Ungkapan
My name is... I’m
... I live in ... I
have … I like ….
dan semacamnya
Unsur kebahasaan:
(1) Kata terkait
dengan
hubungan
kekeluargaan
dan
kekerabatan,
profesi
pekerjaan,
hobi.
(2) Kata kerja
dalam simple
present tense:
be, have dalam
simple present
tense
(3) Kata tanya
What? Who?
Which?
(4) Ucapan,
tekanan kata,
intonasi, ejaan,
tulisan tangan
yang rapi
digunakan.
Mempertanyakan
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain, perbedaan antara
berbagai pemaparan jati diri
dalam bahasa Inggris,
perbedaannya dengan yang ada
dalam bahasa Indonesia.
• Siswa mempertanyakan
pengucapan dan isi teks yang
memaparkan jati diri
Mengeksplorasi
• Siswa mencari pemaparan jati
diri dari berbagai sumber.
• Siswa berlatih memaparkan jati
diri dengan teman melalui
simulasi.
• Siswa berlatih memaparkanjati
diri melalui tulisan
Mengasosiasi
• Siswa menganalisis ungkapan
memaparkan jati diri dengan
mengelompokannya berdasarkan
penggunaan.
• Secara berkelompok siswa
mendiskusikan ungkapan
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
Unjuk kerja
• Melakukan monolog
yang menyebutkan jati
diri didepan kelas
• Ketepatan
menggunakan struktur
dan unsur kebahasaan
dalam menyebutkan
jati diri
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
• Berperilaku jujur,
disiplin, percaya diri,
dan bertanggung
jawab dalam
melaksanakan
Komunikasi
• Kesungguhan siswa
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
63
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
konteks. (5) Rujukan kata
Topik
Keteladanan
tentang perilaku
terbuka,
menghargai
perbedaan,
perdamaian.
memaparkan jati diri yang
mereka temukan dari sumber lain
dan membandingkannya dengan
yang digunakan guru
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang fungsi sosial dan unsur
kebahasaan yang sampaikan
dalam kerja kelompok.
Mengkomunikasikan
• Siswa mendemonstrasikan
penggunaan pemaparan jati diri
secara lisan dan tertulis di kelas
dengan memperhatikan fungsi
sosial, ungkapan, dan unsur
kebahasaan yang benar dan
sesuai dengan konteks
• Siswa menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk memaparkanjati
diri dalam jurnal belajar
(learning journal).
dalam proses
pembelajaran dalam
setiap tahapan
Portofolio
• Kumpulan karya siswa
yang mencerminkan
hasil atau capaian
belajar berupa
rekaman penggunaan
ungkapan dan skrip
percakapan
• Kumpulan hasil tes
dan latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya.
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,
atau bentuk penilaian lain
1.1 Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
Teks lisan dan
tulis untuk
memujibersayap
(extended) serta
Mengamati
• Siswa mendengarkan/menonton
interaksi memuji bersayap.
• Siswa mengikuti interaksi memuji
KRITERIA PENILAIAN:
• Pencapaian fungsi
sosial
• Kelengkapan dan
1 x 2 JP
• Audio CD/
• SUARA
GURU
• Koran/ majalah
64
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.1. Menunjukkan
perilaku santun dan
peduli dalam
melaksanakan
Komunikasiinterper
sonal dengan guru
dan teman.
3.2. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
ungkapan
memujibersayapsert
a responnya, sesuai
dengan konteks
penggunaannya.
4.2. Menyusun teks lisan
dan tulis untuk
mengucapkan dan
merespon pujian
bersayap, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
responnya
Fungsi sosial
Menjaga hubungan
interpersonal
dengan guru,
teman dan orang
lain.
Ungkapan
“Excellent! You
really did it well,
Tina.” “That’s nice,
Anisa. I really like
it.”“It was great. I
like it, thank you,”
Unsur kebahasaan:
Ucapan, tekanan
kata, intonasi
bersayap.
• Siswa menirukan model interaksi
memuji bersayap
• Dengan bimbingan dan arahan
guru, siswa mengidentifikasi ciri-
ciri interaksi memuji bersayap
(fungsi sosial, struktur teks, dan
unsur kebahasaan).
Mempertanyakan (questioning)
Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain
perbedaan antara berbagai ungkapan
memuji bersayap dalam bahasa
Inggris, perbedaan ungkapan dengan
yang ada dalam bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain, dsb.
Mengeksplorasi
Siswa memuji bersayap dengan
bahasa Inggris dalam konteks
simulasi, role-play, dan kegiatan lain
yang terstruktur.
Mengasosiasi
• Siswa membandingkan
ungkapanmemuji bersayap yang
telah dipelajari dengan yang ada
di berbagai sumber lain.
• Siswa membandingkan antara
keruntutan struktur
teksmemuji bersayap
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
CARA PENILAIAN:
Unjuk kerja
• Bermain peran (role
play) dalam bentuk
interaksi yang berisi
pernyataan pujian dan
responnya .
• Ketepatan dan
kesesuaian
menggunakan struktur
dan unsur kebahasaan
dalam menyampaikan
pujian serta responnya
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
ber
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
65
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
sesuai konteks.
ungkapan dalam bahasa Inggris
dan dalam bahasa siswa.
Mengkomunikasikan
• Siswa memuji dengan bahasa
Inggris, di dalam dan di luar
kelas.
• Siswa menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk memuji dalam
jurnal belajar (learning journal).
Sasaran penilaian:
• Upaya menggunakan
bahasa Inggris untuk
menyatakan pujian
dan responnya ketika
muncul kesempatan.
• Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan.
• Kesantunandan
kepedulian dalam
melaksanakan
Komunikasi
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
Komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.1. Menunjukkan
perilaku santun dan
peduli dalam
melaksanakan
Komunikasiinterper
sonal dengan guru
dan teman.
Teks lisan dan
tulis untuk
menunjukkan
perhatian (care)
Fungsi sosial
Menjaga hubungan
interpersonal
dengan guru,
teman dan orang
lain.
Ungkapan
Ungkapan untuk
memberi perhatian
dan cara
Mengamati
• Siswa mendengarkan/menonton
interaksi menunjukkan perhatian.
• Siswa mengikuti interaksi
menunjukkan perhatian.
• Siswa menirukan model interaksi
menunjukkan perhatian.
• Dengan bimbingan dan arahan
guru, siswa mengidentifikasi ciri-
ciri interaksi menunjukkan
perhatian. (fungsi sosial, struktur
teks, dan unsur kebahasaan).
Mempertanyakan (questioning)
KRITERIA PENILAIAN:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur
teksmenunjukkan
perhatian
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
1 x 2 JP • Audio CD/
• SUARA
GURU
• Koran/ majalah
ber
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
66
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
3.3. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
ungkapan
menunjukan
perhatian (care),
serta responnya,
sesuai dengan
konteks
penggunaannya.
4.3. Menyusun teks lisan
dan tulis untuk
mengucapkan dan
merespon ungkapan
perhatian (care),
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
yang benar dan
sesuai konteks.
meresponnya: You
look pale . Are you
OK? Not, really. I’ve
got a headache.
Unsur kebahasaan:
Ucapan, tekanan
kata, intonasi
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan antara
berbagai ungkapan menunjukan
perhatian dalam bahasa Inggris,
perbedaan ungkapan dengan
yang ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan lain,
dsb.
Mengeksplorasi
Siswa menunjukan perhatiandengan
bahasa Inggris dalam konteks
simulasi, role-play, dan kegiatan lain
yang terstruktur.
Mengasosiasi
• Siswa membandingkan ungkapan
menunjukan perhatian yang telah
dipelajari dengan yang ada di
berbagai sumber lain.
• Siswa membandingkan antara
ungkapan dalam bahasa Inggris
dan dalam bahasa siswa.
Mengkomunikasikan
• Siswa menunjukan perhatian
dengan bahasa Inggris, di dalam
dan di luar kelas.
• Siswa menuliskan permasalahan
penyampaian
CARA PENILAIAN:
Unjuk kerja
• Bermain peran (role
play) dalam bentuk
interaksi yang berisi
pernyataan dan
pertanyaan untuk
menunjukkan perhatian
• Ketepatan dan
kesesuaian
menggunakan struktur
dan unsur kebahasaan
dalam menyampaikan
ungkapan untuk
menunjukkan perhatian
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
• Upaya menggunakan
bahasa Inggris untuk
menunjukkan
perhatian (care) ketika
muncul kesempatan.
• Kesungguhan siswa
dalam proses
cil.org/en/
67
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dalam menggunakan bahasa
Inggris untuk menunjukan
perhatian dalam jurnal belajar
(learning journal).
pembelajaran di setiap
tahapan.
• Kesantunan dan
kepedulian dalam
melaksanakan
Komunikasi
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar
2.2. Menunjukkan
perilaku jujur,
disiplin, percaya
diri, dan
bertanggung jawab
dalam
melaksanakan
komunikasi
transaksional
dengan guru dan
teman.
3.4. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan untuk
Teks lisan dan tulis
pernyataan dan
pertanyaan tentang
niat melakukan
sesuatu
Fungsi Sosial
Menyatakan rencana
Struktur Teks
‘I’d like to tell my
name,’ I will tell
him about my job,
I’m going to
introduce my
friend
Unsur Kebahasaan
Kata kerja I’d like to
.., I will .., I’m
going to ...; tata
bahasa, ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, tulisan
tangan dan cetak
yang jelas dan rapi.
Mengamati
• Siswa mendengarkan dan
membaca banyak kalimat
menyatakan dan
menanyakantentang niat
melakukan sesuatu dalam
berbagai konteks
• Siswa mengikuti interaksi
tentang pernyataan dan
pertanyaan tentang menyatakan
dan menanyakantentang niat
melakukan sesuatu dengan
bimbingan guru
• Siswa menirukan contoh-contoh
kalimat yang menyatakan dan
menanyakan tentang niat
melakukan sesuatu
• Dengan bimbingan dan arahan
guru siswa mengidentifikasi ciri
kalimat yang menyatakan dan
menanyakan tentang niat
melakukan sesuatu
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur teks
pernyataan dan
pertanyaan tentang niat
melakukan sesuatu
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
Cara Penilaian:
Pengamatan (observasi)
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
2 x 2 JP • Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
68
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
menyatakan dan
menanyakan tentang
niat melakukan
sesuatu, sesuai
dengan konteks
penggunaannya
4.4. Menyusun teks lisan
dan tulis untuk
menyatakan dan
menanyakan tentang
niat melakukan
sesuatu, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
yang benar dan
sesuai konteks
Mempertanyakan
Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain
perbedaan antara berbagai ungkapan
menyatakan dan menanyakantentang
niat melakukan sesuatudalam bahasa
Inggris, perbedaan ungkapan dengan
yang ada dalam bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain dsb.
Mengekslorasi
• Siswa menyatakan dan
menanyakan tentang niat
melakukan sesuatudalam konteks
simulasi, role-play dan kegiatan
lain yang terstuktur
• Siswa berusaha menyatakan dan
bertanya tentang niat melakukan
sesuatu
Mengasosiasi
• Siswa membandingkan antara
ungkapan niat melakukan sesuatu
dalam bahasa Inggris yang telah
dipelajaridengan yang ada dari
berbagai sumber lain.
• Siswa membandingkan ungkapan
menyatakan dan
menanyakantentang niat
melakukan sesuatu dalam bahasa
inggris dan dalam bahasa
• Upaya menggunakan
Bahasa Inggris untuk
menyatakan dan
menanyakan tentang
niat melakukan
sesuatuketika muncul
kesempatan.
• Kesungguhan siswa
dalam proses
pembelajaran dalam
setiap tahapan
• Berperilaku jujur,
disiplin, percaya diri,
dan bertanggung
jawab dalam
melaksanakan
Komunikasi
69
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Indonesia
Mengkomunikasikan
• Setiap menyatakan dan
menanyakan ungkapan tentang
niat melakukan sesuatudalam
bahasa Inggris didalam dan diluar
kelas
• Siswa menuliskan permasalahan
dalam jurnal belajar (learning
journal)
1.1 Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasiinternati
onal yang
diwujudkan dalam
semangat belajar
2.3 Menunjukkkan
perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
Komunikasi
fungsional
3.5. Menganalisis fungsi
sosial, struktur teks,
Teks lisan dan
tulisuntuk
mengucapkan dan
meresponucapan
selamat bersayap
(extended)
Fungsi Sosial
Menjaga hubungan
interpersonal
dengan guru,
teman, dan orang
lain.
Struktur text
Ungkapan baku
dari sumber-
sumber otentik.
Unsur kebahasaan
(1) Kata dan tata
Mengamati
• Siswa memperhatikan beberapa
pesan yang berisi ucapan selamat
dari berbagai sumber (a.l. film,
tape, surat kabar, majalah).
• Siswa membacakan contoh-
contoh teks pesan berisi ucapan
selamat tersebut dengan ucapan,
intonasi, tekanan kata, dengan
benar dan lancar.
• Dengan bimbingan dan arahan
guru, siswa mengidentifikasi ciri-
ciri pesan yang berisi ucapan
selamat (fungsi sosial, struktur
teks, dan unsur kebahasaan).
Mempertanyakan(questioning)
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur teks
ucapan selamat
bersayap
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
2 x 2 JP
• Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
70
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dan unsur
kebahasaan dari
ungkapan ucapan
selamat bersayap,
sesuai dengan
konteks
penggunaannya.
4.5. Menyusun teks lisan
dan tulis untuk
mengucapkan dan
merespon ucapan
selamatbersayap
(extended), dengan
memperhatikan
tujuan, struktur teks,
dengan
memperhatikan
tujuan, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
dengan konteks.
bahasa baku
(2) Ejaan dan
tulisan tangan
dan cetak yang
jelas dan rapi.
(3) Ucapan,
tekanan kata,
intonasi, ketika
mempresentasi
kan secara
lisan
Topik
Keteladanan
tentang perilaku
peduli dan cinta
damai.
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan antar
berbagai pesan yang berisi
ucapan selamat dalam bahasa
Inggris, perbedaan ungkapan
dengan yang ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan lain,
dsb.
Mengeksplorasi
• Siswa secara mandiri dan dalam
kelompok mencari ucapan
selamat yang lain dari berbagai
sumber
• Siswa bergantian membacakan
ucapan selamat dengan unsur
kebahasaan yang tepat
• Siswa mengucapkan dan
merespon ucapan selamat yang
disampaikan teman dan guru.
Mengasosiasi
• Siswa membandingkan berbagai
ucapan selamat terkait dengan
tujuan, struktur teks, dan unsur
kebahasaan, dilihat dari segi
ketepatan, efisiensi,
efektivitasnya.
Cara Penilaian:
Unjuk kerja
• Melakukan role-play
(bermain peran)
menggunakan
ungkapan berbentuk
pesan berisi ucapan
selamat serta
responnya dalam
situasi nyata
• Ketepatan dan
kesesuaian
menggunakan struktur
dan unsur kebahasaan
dalam menyampaikan
ucapan selamat
bersayap serta
responnya
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
• Perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
71
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang hasil analisis yang
disampaikan dalamkerja
kelompok.
Mengkomunikasikan
• Siswa berkreasi membuat teks-
teks ucapan selamat dan
menyampaikannya di depan guru
dan teman untuk mendapat
feedback.
• Siswa membuat kartu ucapan
selamat
• Siswa memperoleh feedback dari
guru dan teman sejawat
Komunikasi
• Ketepatan dan
kesesuaian dalam
menyampaikan dan
menulis teks berisi
ucapan selamat
• Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan
Portofolio
• Kumpulan catatan
kemajuan belajar
berupa catatan atau
rekaman monolog.
• Kumpulan karya siswa
yang mendukung
proses penulisan teks
ucapan selamat berupa:
draft, revisi, editing
sampai hasil terbaik
untuk dipublikasi
• Kumpulan hasil tes dan
latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
72
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
cara penilaian lainnya
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2.2. Menunjukkan
perilaku jujur,
disiplin, percaya
diri, dan
bertanggung jawab
dalam
melaksanakan
komunikasi
transaksional
dengan guru dan
teman.
3.6. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
pernyataan dan
pertanyaan
tindakan/kejadian
yang
dilakukan/terjadi di
Tindakan/kejadian
yang
dilakukan/terjadi
di waktu lampau
yang merujuk
waktu terjadinya
dengan yang
merujuk pada
kesudahannya
(Past Simple dan
Present Perfect
Tense)
Fungsi sosial
Menyatakan dan
menanyakan
tentang
tindakan/kejadian
yang
dilakukan/terjadi
di waktu lampau
yang merujuk
waktu terjadinya
dengan yang
merujuk pada
kesudahannya
Struktur teks
I had plowed into
a big green Buick.
I hollered
Mengamati
• Siswa mendengarkan dan
membaca banyak kalimat Past
Simpledan Present perfect tense,
dalam berbagai konteks.
• Siswa berinteraksi
menggunakankalimat Past Simple
dan Present perfect tense selama
proses pembelajaran, dengan
bimbingan guru.
• Siswa menirukan contoh-contoh
kalimat PastSimple dan Present
Perfect tense,
• Dengan bimbingan dan arahan
guru, siswa mengidentifikasi ciri-
ciri kalimat PastSimple dan
Present Perfect tense, (fungsi
sosial, struktur teks, dan unsur
kebahasaan).
Mempertanyakan
Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan antar
berbagai past simple dan present
perfect yang ada dalam bahasa
Inggris, dan perbedaan ungkapan
dalam bahasa Inggris dengan yang
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kelengkapan dan
keruntutan struktur
teks
• Kesesuaian format
penulisan/
penyampaian
Cara Penilaian:
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian
• Perilaku jujur, disiplin,
percaya diri, dan
bertanggung jawab
dalam melaksanakan
Komunikasi
2 x 2 JP • Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
73
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada
kesudahannya,
sesuai dengan
konteks
penggunaannya.
4.6. Menyusun teks lisan
dan tulis untuk
menyatakan dan
menanyakan tentang
tindakan/kejadian
yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dengan
yang merujuk pada
kesudahannya,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
yang benar dan
sesuai konteks.
farewells to my
friends and poured
myself into the car
My friend has
prepared
everything before
we left
Unsur kebahasaan
(1) Past Simple,
Present Perfect
(2) Tata bahasa,
ucapan, tekanan
kata, intonasi,
ejaan, tanda
baca, tulisan
tangan dan cetak
yang jelas dan
rapi.
Topik
Berbagai hal terkait
dengan interaksi
antara guru dan
siswa selama proses
pembelajaran, di
dalam maupun di
luar kelas.
ada dalam bahasa Indonesia.
Mengeksplorasi
• Siswa menyatakan dan
menanyakan tindakan/kejadian
yang dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk
pada kesudahannya dalam bahasa
Inggris dalam konteks simulasi,
role-play, dan kegiatan lain yang
terstruktur.
• Siswa berusaha menyatakan dan
menanyakan tindakan/kejadian
yang dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk
pada kesudahannya dalam bahasa
Inggris selama proses
pembelajaran.
Mengasosiasi
• Siswa membandingkan kalimat
PastSimple dan Present Perfect
tenseyang telah dipelajari dengan
ungkapan-ungkapan lainnya.
• Siswa membandingkan antara
kalimat PastSimple dan Present
Perfect tensedalam bahasa Inggris
dengan kalimat tentang
tindakan/kejadian yang
• Ketepatan dan
kesesuaian dalam
menyampaikan dan
menulis teks
• Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan
Portofolio
• Kumpulan karya siswa
yang mencerminkan
hasil atau capaian
belajar
• Kumpulan hasil tes dan
latihan.
• Catatan penilaian diri
dan penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
74
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
dilakukan/terjadi di waktu lampau
yang merujuk waktu terjadinya
dengan yang merujuk pada
kesudahannya dalam bahasa ibu
atau bahasa Indonesia.
Mengkomunikasikan
• Siswa menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk
pada kesudahannya dengan
bahasa Inggris, di dalam dan di
luar kelas.
• Siswa menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang merujuk
pada kesudahannya dalam jurnal
belajarnya.
1.1 Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
Teks deskriptif
lisan dan tulis,
sederhana, tentang
orang, tempat
wisata, dan
Mengamati
• Siswa memperhatikan/ menonton
beberapa contohteks/ film tentang
penggambaran orang, tempat
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
9 x 2 JP
• Audio CD/
VCD/DVD
• SUARA
75
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
komunikasi
internasionalyang
diwujudkan dalam
semangat belajar
2.3Menunjukkankan
perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi
fungsional
3.7. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
teks deskriptif
sederhana tentang
orang, tempat
wisata, dan
bangunan bersejarah
terkenal, sesuai
dengan konteks
penggunaannya.
4.8. Menangkap makna
dalam teks
deskriptif lisan dan
tulis sederhana.
4.9. Menyunting teks
deskriptif lisan dan
tulis, sederhana,
bangunan
bersejarah terkenal
Fungsi sosial
Membanggakan,
mengenalkan,
mengidentifikasi,
memuji, mengritik,
mempromosikan,
dsb.
Struktur text
(1) Penyebutan
nama orang,
tempat wisata,
dan bangunan
bersejarah
terkenal dan
nama bagian-
bagiannya yang
dipilih untuk
dideskripsikan
(2) Penyebutan sifat
orang, tempat
wisata, dan
bangunan
bersejarah
terkenal dan
bagiannya, dan
(3) Penyebutan
tindakan dari
atau terkait
wisata, dan bangunan bersejarah.
• Siswa menirukan contoh secara
terbimbing.
• Siswa belajar menemukan
gagasan pokok, informasi rinci
dan informasi tertentu dari teks
Mempertanyakan (questioning)
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan antar
berbagai teks deskripsi yang ada
dalam bahasa Inggris, perbedaan
teks dalam bahasa Inggris dengan
yang ada dalam bahasa Indonesia
• Siswa mempertanyakan gagasan
pokok, informasi rinci dan
informasi tertentu dari teks
deskriptif
Mengeksplorasi
• Siswa secara kelompok
membacakan teks deskriptif lain
dari berbagai sumber dengan
pengucapan, tekanan kata dan
intonasi yang tepat
• Siswa berpasangan menemukan
gagasan pokok, informasi rinci
dan informasi tertentu serta fungsi
sosial dari teks deskripsi yang
keruntutan struktur teks
deskriptif
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian
formatpenulisan/
penyampaian
Unjuk kerja
• Melakukan monolog
tentang deskripsi
orang, tempat wisata,
bangunan bersejarah
terkenal didepan kelas /
berpasangan
• Ketepatan dan
kesesuaian
dalammenggunakan
struktur teks dan unsur
kebahasaan dalam
membuat teks
deskriptif
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
76
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
tentang orang,
tempatwisata,
danbangunanberseja
rahterkenal, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks.
4.10. Menyusun teks
deskriptif lisan dan
tulis sederhana
tentang orang,
tempat wisata, dan
bangunan
bersejarah terkenal,
dengan
memperhatikan
tujuan, struktur
teks, dan unsur
kebahasaan, secara
benar dan sesuai
dengan konteks.
.
dengan orang,
tempat wisata,
dan bangunan
bersejarah
terkenal.
yang semuanya
sesuai dengan
fungsi sosial yang
hendak dicapai.
Unsur kebahasaan
(1) Kata benda
yang terkait
dengan orang,
tempat wisata,
dan bangunan
bersejarah
terkenal
(2) Kata sifat yang
terkait dengan
orang, tempat
wisata, dan
bangunan
bersejarah
terkenal
(3) Ejaan dan
tulisan tangan
dan cetak yang
jelas dan rapi
(4) Ucapan, tekanan
kata, intonasi,
ketika
dibaca/didengar.
• Siswa menyunting teks deskripsi
yang diberikan guru dari segi
struktur dan kebahasaan
• Berkelompok, siswa
menggambarkan tempat wisata
lain dalam konteks penyampaian
informasi yang wajar terkait
dengan tujuan yang hendak
dicapai dari model yang dipelajari
Mengasosiasi
• Dalam kerja kelompok
terbimbing siswa menganalisis
dengan membandingkan berbagai
teks yang menggambarkan orang,
tempat wisata, bangunanan
bersejarah terkenal dengan fokus
pada struktur teks, dan unsur
kebahasaan.
• Siswa mengelompokkan teks
deskripsi sesuai dengan fungsi
sosialnya.
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang setiap yang dia
sampaikan dalam kerja
kelompok.
tujuan memberi balikan.
Sasaran penilaian
• Perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
Komunikasi
• Ketepatan dan
kesesuaian dalam
menyampaikan dan
menulis teks deskriptif
• Kesungguhan siswa
dalam proses
pembelajaran dalam
setiap tahapan
• Ketepatan dan
kesesuaian
menggunakan strategi
dalam membaca
Portofolio
• Kumpulan catatan
kemajuan belajar
berupa catatan atau
rekaman monolog teks
deskriptif.
• Kumpulan karya siswa
yang mendukung
proses penulisan teks
77
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
mempresentasik
an secara lisan.
(5) Rujukan kata
Topik
Keteladanan tentang
perilaku toleran,
kewirausahaan,
nasionalisme,
percaya diri.
Mengkomunikasikan
• Berkelompok, siswa menyusun
teks deskripsi tentang orang/
tempat wisata/ bangunan
bersejarah sesuai dengan fungsi
sosial tujuan, struktur dan unsur
kebahasaannya
• Siswa menyunting deskripsi yang
dibuat teman.
• Siswa menyampaikan
deskripsinya didepan guru dan
temandan mempublikasikannya di
mading.
• Siswa membuat kliping deskripsi
tentang orang, tempat wisata atau
bangunan bersejarah yang mereka
sukai.
• Siswa membuat laporan evaluasi
diri secara tertulis tentang
pengalaman dalam
menggambarkan tempat wisata
dan bangunan termasuk
menyebutkan dukungan dan
kendala yang dialami.
• Siswadapat menggunakan
‘learning journal’
diskriptif berupa:
draft, revisi, editing
sampai hasil terbaik
untuk dipublikasi
• Kumpulan hasil tes
dan latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
• Bentuk: diary, jurnal,
format khusus,
komentar, atau bentuk
penilaian lain
1.1. Mensyukuri
kesempatan dapat
Teks tulis
berbentuk
Mengamati
• Siswa mendengarkan/membaca
Kriteria penilaian:
• Pencapaian fungsi
2 x 2 JP • Audio CD/
VCD/DVD
78
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasiinternati
onal yang
diwujudkan dalam
semangat belajar
2.3 Menunjukkan
perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi
fungsional
3.8. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari teks
pemberitahuan
(announcement),
sesuai dengan
konteks
penggunaannya.
4.11. Menangkap
makna
pemberitahuan
(announcement).
4.12. Menyusun teks
tulis pemberitahuan
(announcement),
announcement
(pemberitahuan)
Fungsi sosial
Memberikan
informasi dengan
atau tanpa perintah
atau petunjuk yang
harus diikuti,
untuk
memperlancar
informasi antara
guru, siswa, kepala
sekolah, dan staf
administrasi
Struktur Teks
Ungkapan yang
lazim digunakan
dalam teks
announcement di
media massa
maupun di
internet, secara
urut dan runtut.
Unsur kebahasaan
Kosa kata , tata
bahasa, ucapan,
rujukan kata,
tekanan kata,
intonasi, ejaan, dan
teks announcement dari berbagai
sumber dengan memperhatikan
fungsi sosial, struktur teks, unsur
kebahasaan, maupun format
penyampaian/penulisannya.
• Siswa mencoba menirukan
pengucapannya dan menuliskan
teks yang digunakan.
• Siswa belajar membaca cepat
untuk mendapat gambaran umum
dari teks melalui proses skimming
dan scanning untuk mendapatkan
informasi khusus.
Mempertanyakan
Dengan bimbingan dan arahan guru,
siswa mempertanyakan antara lain
perbedaan berbagai
tekspemberitahuan dalam bahasa
Inggris, perbedaan teks
pemberitahuan dengan yang ada
dalam bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain, dsb.
• Mengeksplorasi
• Siswa mencari teks lain untuk
mendengarkan/membaca teks
announcement dengan strategi
yang digunakan dari berbagai
sosial
• Kelengkapan dan
keruntutan struktur
teksannouncement
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
Cara Penilaian
Unjuk kerja
• Melakukan monolog
dalam bentuk
pemberitahuan
(announcement)didepa
n kelas
• Ketepatan dan
kesesuaian dalam
menggunakan struktur
teks dan unsur
kebahasaan dalam
teks pemberitahuan
(announcement)
Pengamatan
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
79
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
sangat pendek dan
sederhana, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks.
tanda baca yang
tepat, dengan
pengucapan yang
lancar dan
penulisan dengan
tulisan tangan atau
cetak yang jelas
dan rapi
Multimedia:
Layout, dekorasi,
yang membuat
tampilan teks lebih
menarik
sumber.
• Siswa berlatih membaca teks
announcement dengan strategi
yang digunakan bersama teman
Mengasosiasi
• Siswa menganalisis teks
announcement dengan
memperhatikan format
penulisannya melalui strategi
yang digunakan.
• Siswa membandingkan teks
announcement yang
didengar/dibacakan dari guru
dengan yang dipelajari dari
berbagai sumber lain.
• Secara berkelompok siswa
mendiskusikan teks
announcementyang mereka
temukan dari sumber lain.
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang fungsi sosial dan unsur
kebahasaan yang sampaikan
dalam kerja kelompok.
Mengkomunikasikan
• Siswa membuat teks
announcement dalam kerja
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
- kesantunan saat
melakukan tindakan
komunikasi
- perilaku tanggung
jawab,
peduli, kerjasama, dan
cinta
damai, dalam
melaksanakan
komunikasi
- Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan
- Ketepatan dan
kesesuaian
menggunakan strategi
dalam membaca
Portofolio
• Kumpulan catatan
80
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
kelompok
• Siswa menyampaikan
pemberitahuan secara tertulis
dengan memperhatikan fungsi
sosial, struktur, dan unsur
kebahasaan yang benar dan
sesuai dengan konteks
• Membuat jurnal belajar (learning
journal)
kemajuan belajar
berupa catatan atau
rekaman monolog teks
pemberitahuan
• Kumpulan karya siswa
yang mendukung
proses penulisan teks
pemberitahuan berupa:
draft, revisi, editing
sampai hasil terbaik
untuk dipublikasi
• Kumpulan hasil tes dan
latihan.
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,
atau bentuk penilaian lain
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasiinternati
onal yang
diwujudkan dalam
semangat belajar
2.3 Menunjukkan
perilaku tanggung
Teks recount lisan
dan tulis,
sederhana, tentang
pengalaman
/kegiatan/
kejadian/peristiwa.
Fungsi sosial
Meneladani,
membanggakan,
bertindak teratur,
teliti dan disiplin,
Mengamati
• Siswa menyimak berbagai contoh
teks recount tentang
pengalaman/kegiatan/kejadianb/p
eristiwa yang diberikan/
diperdengarkan guru
• Siswa mengamati fungsi sosial,
struktur dan unsur kebahasaannya
• Siswa belajar menentukan
gagasan pokok, informasi rinci
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur teks
recount
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
7 x 2 JP • Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
81
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi
fungsional
3.9. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
teks recount
sederhana tentang
pengalaman/kejadia
n/peristiwa, sesuai
dengan konteks
penggunaannya.
4.13. Menangkap
makna dalam teks
recount lisan dan
tulis sederhana.
4.14. Menyusun teks
recount lisan dan
tulis sederhana
tentang
pengalaman/
kegiatan/kejadian/p
eristiwa, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
melaporkan.
Struktur
a. Menyebutkan
tindakan/
peristiwa/kejadia
n secara umum
b. Menyebutkan
urutan tindakan/
kejadian/peristiw
a secara
kronologis, dan
runtut
c. Jika perlu, ada
kesimpulan
umum.
Unsur kebahasaan
(1) Kata-kata terkait
dengan
perjuangan
hidup,
profesionalisme
dalam bekerja,
kejadian/peristi
wa yang sedang
banyak
dibicarakan.
(2) Penyebutan kata
benda
dan informasi tertentu dari teks
recount
Mempertanyakan (questioning)
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan berbagai
teks tentang
pengalaman/kejadian/peristiwa
yang ada dalam bahasa Inggris,
perbedaan teks dalam bahasa
Inggris dengan yang ada dalam
bahasa Indonesia,.
• Siswa mempertanyakan
mengenai gagasan pokok
informasi rinci dan informasi
tertentu dalam recount
Mengeksplorasi
• Siswa mencari beberapa text
recount dari berbagai sumber.
• Siswa berlatih menemukan
gagasan pokok, informasi rinci
dan informasi tertentu dari teks
• Siswa membacakan teks recount
kepada teman dengan
menggunakan unsur kebahasaan
yang tepat
• Siswa berlatih menysun kalimat-
kalimat yang diberikan menjadi
tulisan tangan
• Kesesuaian
formatpenulisan/
penyampaian
Cara Penilaian
Unjuk kerja
• Melakukan monolog
dalam bentuk recount
dalam kelompok /
berpasangan/ didepan
kelas
• Ketepatan dan
kesesuaian dalam
menggunakan struktur
teks dan unsur
kebahasaan dalam
teks recount
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
- kesantunan saat
melakukan tindakan
- perilaku tanggung
jawab,
peduli, kerjasama, dan
cinta damai,
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
82
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
secara benar dan
sesuai dengan
konteks
(3) Ejaan dan
tulisan tangan
dan c etak yang
jelas dan rapi
(4) Ucapan, tekanan
kata, intonasi,
ketika
mempresentasik
an secara lisan
(5) Rujukan kata
Topik
Keteladanan
tentang perilaku
kewirausahaan,
daya juang,
percaya diri,
tanggung jawab,
disiplin.
text recount.
• Siswa secara berkelompok
menuliskan /menyalin teks
recount lisan dan tulis, sederhana,
tentang pengalaman/kegiatan/
kejadian/peristiwa dengan
memperhatikan fungsi sosial,
struktur, dan unsur kebahasaan
dengan runtut
Mengasosiasi
• Secara berpasangan siswa saling
menganalisis teksrecounttulis
dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan.
• Siswa mendiskusikan gagasan
pokok, informasi rinci dan
informasi tertentu dari teks.
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang hasil analisis yang
disampaikan dalam kerja
kelompok.
Mengkomunikasikan
• Siswa membuat teks recount
sederhana tentang keteladanan
dengan memperhatikan fungsi
dalammelaksanakan
komunikasi
- Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan
- Ketepatan dan
kesesuaian
menggunakan strategi
dalam membaca
Portofolio
• Kumpulan catatan
kemajuan belajar
berupa catatan atau
rekaman monolog teks
recount.
• Kumpulan karya siswa
yang mendukung
proses penulisan teks
recount berupa: draft,
revisi, editing sampai
hasil terbaik untuk
dipublikasi
• Kumpulan hasil tes dan
latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
83
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
sosial, struktur dan unsur
kebahasaannya.
• Siswa mempresentasikannya di
kelas
• Siswa membuat kliping teks
recount dengan menyalin dari
beberapa sumber.
• Siswa membuat jurnal belajar
(learning journal)
Penilaian Diri dan
Penilaian Sejawat
• Bentuk: diary, jurnal,
format khusus,
komentar, atau bentuk
penilaian lain
• Siswa diberikan
pelatihan sebelum
dituntut untuk
melaksanakannya.
1.1. Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasiinternati
onal yang
diwujudkan dalam
semangat belajar
2.3 Menunjukkan
perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi
fungsional.
Teks naratif lisan
dan tulis
berbentuk legenda
sederhana.
Fungsi sosial
Meneladani nilai-
nilai moral, cinta
tanah air,
menghargai
budaya lain.
Struktur
a. Pengenalan
tokoh dan
setting
b. Komplikasi
terhadap tokoh
Mengamati
• Siswa menyimak berbagai contoh
teks legenda yang diberikan/
diperdengarkan guru
• Siswa mengamati fungsi sosial,
struktur dan unsur kebahasaannya
• Siswa mengamati keteladanan
dari cerita legenda
• Siswa belajar menemukan
gagasan utama, informasi rinci
dan informasi tertentu dari teks
legenda
Mempertanyakan (questioning)
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
Kriteria penilaian:
• Pencapaian fungsi
sosial
• Kelengkapan dan
keruntutan struktur teks
naratif
• Ketepatan unsur
kebahasaan: tata
bahasa, kosa kata,
ucapan, tekanan kata,
intonasi, ejaan, dan
tulisan tangan
• Kesesuaian format
penulisan/
penyampaian
Unjuk kerja
6 x 2 JP • Audio CD/
VCD/DVD
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
84
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
3.9. Menganalisis fungsi
sosial, struktur teks,
dan unsur
kebahasaan pada
teks naratif
sederhana berbentuk
legenda rakyat,
sesuai dengan
konteks
penggunaannya.
4.15. Menangkap
makna teks naratif
lisan dan tulis
berbentuk legenda,
sederhana
utama
c. Solusi dan akhir
cerita
Unsur kebahasaan
(3) Kata-kata terkait
karakter, watak,
dan setting
dalam legenda
(4) Modal auxiliary
verbs.
(4) Ejaan dan tulisan
tangan dan c
etak yang jelas
dan rapi
(5) Ucapan, tekanan
kata, intonasi,
ketika
mempresentasik
an secara lisan
(6) Rujukan kata
Topik
Keteladanan tentang
perilaku dan nilai-
nilai luhur dan
budaya.
antara lain perbedaan antar
berbagai teks naratif yang ada
dalam bahasa Inggris, perbedaan
teks dalam bahasa Inggris dengan
yang ada dalam bahasa
Indonesia.
• Siswa mempertanyakan gagasan
utama, informasi rinci dan
informasi tertentu
Mengeksplorasi
• Siswa membaca beberapa text
legenda dari berbagai sumber.
• Siswa berlatih
menemukangagasan utama,
informasi rinci dan informasi
tertentu
• Siswa melengkapi rumpang dari
beeberapa teks legenda sederhana
• Siswa secara berkelompok
menuliskan /menyalin teks
recount dengan memperhatikan
fungsi sosial, struktur, dan unsur
kebahasaan dengan runtut
• Siswa membacakan teks recount
kepada teman dengan
menggunakan unsur kebahasaan
yang tepat
• Melakukan monolog
dalam bentuk teks
naratif dalam
kelompok /
berpasangan/ didepan
kelas
• Menggunakan struktur
teks dan unsur
kebahasaan dalam teks
naratif
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
• Berperilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melakukan
Komunikasi
• Ketepatan dan
kesesuaian
menggunakan strategi
dalam membaca
•
cil.org/en/
85
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
Mengasosiasi
• Secara berpasangan siswa
menganalisis beberapa teks
legenda dengan fokus pada
fungsi sosial, struktur, dan unsur
kebahasaan
• Siswa memperoleh balikan
(feedback) dari guru dan teman
tentang hasil analisis yang
disampaikan dalam kerja
kelompok.
Mengkomunikasikan
• Siswa menyampaikan informasi
fungsi social, struktur, dan unsure
kebahasanyang ditemukan setelah
membaca teks legenda.
• Siswa menceritakan kembali teks
legenda sederhana yang dibaca
dengan memperhatikan fungsi
sosial, struktur dan unsur
kebahasaannya.
• Siswa membuat kliping teks
legenda dengan menyalin dan
beberapa sumber.
• Siswa membuat ‘learning
journal’
• Kesungguhan siswa
dalam proses
pembelajaran di setiap
tahapan
Portofolio
• Kumpulan catatan
kemajuan belajar
berupa catatan atau
rekaman monolog teks
naratif
• Kumpulan karya siswa
yang mendukung
proses penulisan teks
naratif berupa: draft,
revisi, editing sampai
hasil terbaik untuk
dipublikasi
• Kumpulan hasil tes dan
latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,
atau bentuk penilaian lain
86
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
1.1Mensyukuri
kesempatan dapat
mempelajari bahasa
Inggris sebagai
bahasa pengantar
komunikasiinternati
onal yang
diwujudkan dalam
semangat belajar
2.3Menunjukkan
perilaku tanggung
jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi
fungsional
3.11. Menyebutkan
fungsi sosial dan
unsur kebahasaan
dalam lagu.
4.16. Menangkap makna
lagu sederhana.
Lagu sederhana
Fungsi sosial
Menghibur,
mengungkapkan
perasaan,
mengajarkan pesan
moral
Unsur kebahasaan
(1) Kata,
ungkapan, dan
tata bahasa
dalam karya
seni berbentuk
lagu.
(2) Ejaan dan
tulisan tangan
dan cetak yang
jelas dan rapi.
(3) Ucapan,
tekanan kata,
intonasi, ketika
mempresentasi
kan secara
lisan
Topik
Keteladanan
tentang perilaku
Mengamati
• Siswa mendengarkan/membaca
beberapa lirik lagu berbahasa
Inggris dan menyalinnya
• Siswa menirukan penguncapan
dengan menyanyikan sesuai
dengan lagu yang didengar
Mempertanyakan
• Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan pesan yang
ada dalam lagu bahasa Inggris,
perbedaan lagu dalam bahasa
Inggris dengan yang ada dalam
bahasa Indonesia.
• Siswa memperoleh pengetahuan
tambahan tentang kosa kata dan
pesan dalam lagu
Mengeksplorasi
• Siswa membacakan lirik lagu
yang disalin kepada teman
sebangku
• Siswa menyanyikan lagu yang
disalin dengan pengucapan dan
tekanan kata yang tepat
Pengamatan
(observations):
Bukan penilaian formal
seperti tes, tetapi untuk
tujuan memberi balikan.
Sasaran penilaian:
- Perilaku tanggung
jawab, peduli,
kerjasama dan cinta
damai dalam
melaksanakan
Komunikasi
- Ketepatan dan
kesesuaian dalam
pengucapan dan
penyalinan lirik lagu
- Kesungguhan siswa
dalam proses
pembelajaran dalam
setiap tahapan
Portofolio
• Kumpulan kemajuan
siswa berupa kumpulan
lagu yang disalin
dengan tulisan tangan
beserta kesan terhadap
lagu
• kumpulan hasil tes dan
2 x 2 JP • Audio CD/
VCD/DVD
• www.youtube
• SUARA
GURU
• Koran/ majalah
berbahasa
Inggris
• www.dailyengl
ish.com
• http://american
english.state.go
v/files/ae/resou
rce_files
• http://learnengl
ish.britishcoun
cil.org/en/
87
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar
yang
menginspirasi. • Siswa berdiskusi tentang pesan
lagu yang didengar
Mengasosiasi
• Secara individu siswa
membandingkan pesan yang
terdapat dalam beberapa lagu
yang dibaca/didengar
• Siswa membuat kumpulan lagu-
lagu yang bertema perdamaian
dengan menyalin
Mengkomunikasikan
• Siswa melaporkan kumpulan lagu
favorit mereka yang sudah
dianalis tentang pesan di dalam
lagu-lagu tersebut
• Antarsiswa melakukan penilaian
terhadap kumpulan lagu yang
dibuat.
latihan.
• Catatan atau rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar atau
cara penilaian lainnya
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary, jurnal,
format khusus, komentar,
atau bentuk penilaian lain
88
APPENDIX
Lesson Plan (RPP)
SEKOLAH : SMPN 7 MUARO JAMBI
MATA PELAJARAN : Bahasa Inggris
KELAS/ SEMESTER : 8 / 2
TEMA/ SUB TEMA : Recount Text
ALOKASI WAKTU : 6 X 45 Menit
A. KOMPETENSI INTI
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasitentang pengetahuan faktual,
konseptual, operasional dasar, dan metakognitif sesuai dengan bidang dan lingkup
kajian/kerja bidang Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks,
berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam konteks
pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga
masyarakat nasional, regional, dan internasional.
KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja
yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang
kajian/kerja bidang Bahasa Inggris, menampilkan kinerja di bawah bimbingan dengan mutu
dan kuantitas yang terukur sesuai dengan standar kompetensi
kerja.Menunjukkan keterampilan menalar, mengolah, dan menyaji secara
efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR
KD 3.7
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount dengan
memberi dan meminta informasi terkait peristiwa/pengalaman sesuai dengan konteks
penggunaannya.
C. INDIKATOR PENCAPAIAN KOMPETENSI
Indikator KD 3.7
3.7.1 Mengidentifikasi text structure pada recount text
3.7.2 Mengidentifikasi language feature (past event) pada recount text
3.7.3 Menentukan gambaran umum recount text
89
3.7.4 Menentukan informasi rinci tersurat dan tersirat
3.7.5 Menentukan fungsi/ tujuan recount text
3.7.6 Menentukan makna kata atau kalimat dalam recount text
D. TUJUAN PEMBELAJARAN
KD 3.7
3.7.3 Disediakan contoh recount text, peserta didik dapat menentukan gambaran umum
tentang recount text dengan baik dan benar.
3.7.4 Disediakan contoh recount text, peserta didik dapat menetukan informasi rinci
tersurat dan tersirat dengan penuh percaya diri.
3.7.5 Setelah membaca recount text tentang pengalaman seseorang/ short biography,
peserta didik dapat menentukan fungsi/ tujuan teks recount dengan baik dan benar.
3.7.6 Setelah membaca recount text tentang pengalaman seseorang atau/ short biography,
peserta didik dapat menentukan makna kata atau kalimat dengan baik dan benar.
E. MATERI PEMBELAJARAN
Fakta
Teks recount tulis, sederhana, tentang pengalaman seseorang/ short biography.
Fungsi sosial
Melaporkan, meneladani, membanggakan, mengagumi, berbagi pengalaman, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Memberikan pendahuluan (orientasi) dengan menyebutkan orang(-orang) yang terlibat,
tempat, waktu, dsb dari peristiwa/kejadian/pengalaman yang akan disampaikan
b. Menguraikan urutan kejadian secara kronologis, urut dan runtut
c. Menutup dengan memberikan komentar atau penilaian umum tentang
peristiwa/kejadian/ pengalaman yang telah disampaikan (opsional)
Unsur kebahasaan
(1) Kata kerja dalam Simple Past tense, Past Continuous Tense
(2) Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan
(3) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
(4) Adverbia dan frasa preposisional penujuk waktu: yesterday, last month, on Monday, an
hour ago, immediately, dsb.
(5) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this,
those, my, their, dsb secara tepat dalam frasa nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda baca
Topik
Peristiwa, kejadian, pengalaman yang relevan dengan kehidupan siswa sebagai pelajar dan
remaja, dengan memberikan keteladanan tentang perilaku santun, peduli, jujur, disiplin,
percaya diri, kerjasama, cinta damai, dan bertanggung jawab.
90
F. PENDEKATAN, MODEL, DAN METODE
Pertemuan 1
Pendekatan : scientific approach
Model pembelajaran : Discovery Learning
Metode : Diskusi interaktif
Pertemuan 2
Pendekatan : scientific approach
Model pembelajaran : Presentation.
Metode : Tanya jawab, penugasan.
Pertemuan 3
Pendekatan : Saintifik
Model pembelajaran : Presentation.
Metode : Tanya jawab, penugasan, presentation
G. KEGIATAN PEMBELAJARAN
Pertemuan 1
NO KETERANGAN Alokasi
Waktu
1. Pendahuluan
1. Guru membuka pelajaran dengan mengucap
salam, (berdoa), memeriksa kehadiran peserta didik
sebagai sikap disiplin.
2. Sebelum pembelajaran dimulai siswa dibiasakan
membaca sebuah bacaan yang diutamakan bacaan
yang berhubungan dengan pembelajaran bahasa
Inggris
3. Guru menuliskan kata “RECOUNT” di papan tulis.
Siswa diminta untuk memberikan pendapat atau
menceritakan pengalaman tentang peristiwa yang
menarik dalam kehidupan mereka,
2. kegiatan inti
91
Mengorientasikan peserta didik terhadap masalah
Questioning in scientific approach
Guru menyampaikan tujuan pembelajaran dan
sarana yang diperlukan.
Guru memotivasi dengan menanyakan gambar
tentang Biography seseorang
4. Guru melakukan tanya jawab tentang Biography
seseorang berdasarkan pada gambar.
Mengorganisasi peserta didik untuk belajar
Observing in scientific approach
1. Siswa dibagi menjadi 3 kelompok
2. Siswa membaca teks tentang BJ HABIBIE
Questioning in scientific approach
3. Siswa diminta menanyakan tentang
kosakata,struktur teks, dan unsur unsur kebahasaan,
jenis jenis text recount
Membimbing penyelidikan individual maupun
kelompok
Exploring in scientific approach
1. Siswa diminta untuk mencari teks recount dalam
kelompok dari sumber lainnya dan mendiskusikan
dengan teman teman dalam kelompoknya
3. Guru membimbing kerja kelompok Mengembangkan
dan menyajikan hasil karya
Assosiating and communicating in scientific approach
1. Guru mencari referensi untuk memberikan
penguat terhadap jawaban siswa
2. Siswa diminta mempresentasikan hasil diskusi
kelompok.
Menganalisis dan mengevaluasi proses pemecahan
masalah
Data analysis/ information in scientific approach
1. Siswa diminta memberikan koreksi terhadap hasil
jawaban siswa
2. Siswa memberikan evaluasi terhadap hasil jawaban
siswa.
3. Guru memberikan penguatan.
65’
3. Penutup
92
Siswa dengan bimbingan guru, membuat
kesimpulan tentang ‘recount text’.
Doa dan salam
15’
Pertemuan 2
No Keterangan Alokasi
Waktu
1 Pendahuluan
1. Guru memberi salam, selanjutnya menanyakan kabar peserta
didik
2. Salah satu siswa memimpin berdoa sebelum memulai pelajaran
3. Siswa mengecek kebersihan kelas
4. Guru memberikan apersepsi terkait materi yang akan diajarkan
5. Guru mengaitkan materi dengan manfaat dalam kehidupan sehari-
hari
6. Guru menyampaikan KD, tujuan pembelajaran, dan bentuk
penilaian
15
2 Kegiatan Inti
Presentation (Menanya)
1. Dengan menggunakan metode tanya jawab, guru menanyakan
beberapa pertanyaan terkait dengan struktur teks, dan language
feature dari teks yang berbentuk deskripsi yang sudah peserta didik
pelajari pada pertemuan sebelumnya
2. Brainstorming terkait dengan bagaimana cara menjawab soal text
yang berbentuk ‘Recount’
Practice (Mengumpulkan informasi)
3. Secara berkelompok peserta didik mendiskusikan kosa kata,
gagasan utama, topik yang tepat sesuai dengan teks dengan
menggunakan stratetgy ‘lexical collocation’.
4.
5. Beberapa perwakilan peserta didik diminta untuk menjawab hasil
dari diskusi mereka tentang recount text
6. Teman teman yang lain mengoreksi
Production (Mengkomunikasikan)
7. Setiap peserta didik berlatih menjawab soal tentang Biography
text
8.
3 Kegiatan Penutup
93
Guru mengajak peserta didik melakukan refleksi terhadap kegiatan
yang sudah dilaksanakan.
Guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
Salah satu peserta didik memimpin doa untuk mengakhiri
pelajaran
Guru menutup pelajaran dengan mengucapkan salam.
15
Pertemuan 3
No Keterangan Alokasi
Waktu
1 Pendahuluan
1. Guru memberi salam, selanjutnya menanyakan kabar peserta
didik
2. Salah satu siswa memimpin berdoa sebelum memulai pelajaran
3. Siswa mengecek kebersihan kelas
4. Guru memberikan apersepsi terkait materi yang akan diajarkan
5. Guru mengaitkan materi dengan manfaat dalam kehidupan sehari-
hari
6. Guru menyampaikan KD, tujuan pembelajaran, dan bentuk
penilaian
15
2 Kegiatan Inti
Presentation (Menanya)
1. Dengan menggunakan metode tanya jawab, guru menanyakan
beberapa pertanyaan terkait dengan struktur teks, dan language
feature dari teks yang berbentuk deskripsi yang sudah peserta didik
pelajari pada pertemuan sebelumnya.
2.
Practice (Mengumpulkan informasi)
3. Secara individu peserta didik berlatih menceritakan Biography
mereka
Production (Mengkomunikasikan)
4. Setiap peserta didik menceritakannya di depan kelas
3 Kegiatan Penutup
Guru mengajak peserta didik melakukan refleksi terhadap
kegiatan yang sudah dilaksanakan dan ditulis dalam buku catatan
masing-masing.
Guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
Salah satu peserta didik memimpin doa untuk mengakhiri
pelajaran
Guru menutup pelajaran dengan mengucapkan salam.
15
94
H. MEDIA, ALAT/BAHAN, DAN SUMBER BELAJAR
1. Media
Whatshaap group dan Google form
2. Alat/Bahan
Laptop
3. Sumber Belajar
Bahasa Inggris SMPN kelas 8
I. PENILAIAN PEMBELAJARAN
1. Teknik Penilaian
Teknik penilaian: penugasan
Bentuk penilaian: Pilihan Ganda
Pedoman penskoran aspek pengetahuan:
Skor tiap soal = 1
Nilai = Skor yang diperoleh x 100
Skor maksimal (10)
PENILAIAN SIKAP
JURNAL PENILAIAN SIKAP
No Tanggal Nama Siswa Catatan perilaku Butir sikap
1
2
3
4
Jambi 02 September 2020
Guru Mengajar
Listia Ningsih
APPENDIX 11
95
Documentation
96
97
APPENDIX 12
Consultation Card
Name : Listia Ningsih
NIM : TE 161749
Advisor I : Dr. M. Taridi, M.Pd
Title of Script : The Effect of REACT Strategies Toward Students’ Writing Ability at Eight
Grade SMPN 7 Muaro Jambi
Jambi, 29 october 2020
Advisor I
Dr. M. Taridi, M.Pd
NIP. 19640106201412002
N0 DAY / DATE MATERIAL CONSULTATION SIGNATURE
1 19 februari 2020 Revise chapter 1, 2, 3
2 24 februari 2020 Revise chapter 3 and reference
3 02 maret 2020 ACC Seminar proposal
4 12 maret 2020 ACC research
5 16 october 2020 Revise chapter 4 and 5
6 27 october 2020 Revise appendix
7 29 october 2020 ACC Munaqasah
8
9
10
98
Name : Listia Ningsih
NIM : TE 161749
Advisor II : Reni Andriani, M.Pd
Title of Script : The Effect of REACT Strategies Toward Students’ Writing Ability at Eight
Grade SMPN 7 Muaro Jambi
Jambi, 28 october 2020
Advisor II
Reni Andriani, M.Pd
NIDN.2026059001
N0 DAY / DATE MATERIAL CONSULTATION SIGNATURE
1 9 january 2020 Revise chapter 1
2 20 january 2020 Revise chapter 2
3 19 februari 2020 Revise chapter 3
4 25 februari 2020 ACC Seminar Proposal
5 16 maret 2020 ACC research
6 06 october 2020 Revise chapter 4 and 5
7 08 october 2020 Revise appendix
8 28 october 2020 ACC Munaqasah
9
10
99
Curriculum vitae
Name : Listia Ningsih
Birthday : 11 November 1997 Gender : Female
Address : Desa Suak Putat kec. Sekernan kab. Muaro Jambi
Email : [email protected]
No Hp : 082376204805
Education Background
No Graduated Education Place
1 2010 SDN 63/IX Suak Putat
2 2013 SMPN 33 Kab. Muaro Jambi
3 2016 SMKN 1 Muaro Jambi
4 2020 The State Islamic
University of Sulthan
Thaha Saifuddin
Jambi
Jambi, 01 November 2020
The Researcher
Listia Ningsih
TE 161749