the use of brainwriting strategy to improve the...

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THE USE OF BRAINWRITING STRATEGY TO

IMPROVE THE STUDENTS’ WRITING SKILL IN

DESCRIPTIVE TEXT(CLASSROOM ACTION

RESEARCH OF SECOND GRADE STUDENTS AT

MTSN1SUSUKAN IN THE ACADEMIC YEAR OF

2016/2017)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

theRequirementsFor theDegree of SarjanaPendidikan (S.Pd)

English Education Department of Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

Arranged By:

RATIH PURWATI

11312161

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAININGAND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN)

SALATIGA

2016

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MOTTO

Anyone Who Has Never Made A Mistake Has Never

Tired Anything New – Albert Einstein

The More You Give, The More You Will Get

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DEDICATION

I dedicate this graduating paper to:

1. Allah SWT and prophet Muhammad SAW who always guides and gives

strength for me.

2. My beloved mom Mulidah and my father Muslich thanks for your

praying, guidance, love and kindness. You are the best parents and your

smiles and your spirit give me power to always stand up and fighting to

reach success. You are my everything.

3. My lovely sister Suswiwanti, Grahna, Febri, thanks you for your kindness.

4. My lovely brother Khoirul Anwar, Adjie Dermawan thanks you for your

caring

5. All of my family and neighbor , thanks you for your support for me. I love

you.

6. All of my beloved friends in campus ( Sudarsono, Dini, Azizka,Afifah,

Safira, Mila, Artanti, Yuyun, Atik, Yunita, Nita, Mutik, Kun, Anita, Tri,

Rifa‘i, Arif, Surya, Faisal, thanks you for your friendship, kindness,

kidding and support.

7. For my future who will be partner in the whole condition and who will be

leader of communal prayer for me and children

8. My lovely KKN Posko 58 Papohan,Kec. Tempuran Magelang 2016

9. My lovely PPL SMK Diponegoro salatiga 2015

10. My friends in TBI 2012,Thank who has given me a sweet moments

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11. All my friend in English Education Department ‗12 class A until E

especially in E class whose names cannot be mentioned one by one, thank

you for being my friends in happiness, sadness and giving sweet moments.

12. My people ho have help the writer that I can‘t mention one by one. Thanks

all

13. The big family of ―LPM DINAMIKA‖

14. The big family of ―MTsN 1 Susukan‖

15. All my friends anywhere. Thank you for your support and togetherness.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil‘alamiin, praise to Allah SWT, most Merciful, most

Beneficent, the Lord of universe, finally I could accomplish this graduating paper,

Shalawat and Salam, praise to Rosulullah SAW, the Messenger, and the One who

brings human life to enlightenment. This graduating paper is arranged as one of

the requirements to achieve Sarjana Degree at IAIN Salatiga. I realize that I can

not complete this graduating paper without support, cooperation, help and

encouragement from a lot of people. I would like to extend my sincerest gratitude

and appreciation to:

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

(IAIN) Salatiga.

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

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

4. Dr. H. Sa‘adi, M.Ag as a counselor who has patiently guided the writer to

finish this graduating paper and given great motivation, help, and suggestion to

improve this graduating paper.

5. All the lecturers of English Education Department who have given the

knowledge patiently to the writer.

6. All of the staffs who have helped the writer in processing of graduating paper

administration.

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TABLE OF CONTENTS

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

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

ATTENTIVE COUNSELORS NOTES ..................................................................... iii

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

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

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

ACKNOWLEDGMENT .............................................................................................viii

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

LIST OF TABLE AND FIGURE ................................................................................ xii

ABSTRACT ................................................................................................................... xv

CHAPTER I : INTRODUCTION

A. Background of the Study ................................................................................... 1

B. Problem Statement ............................................................................................. 6

C. Objective of the study ........................................................................................ 6

D. Focus of the Study ............................................................................................. 7

E. Benefit of the Study .......................................................................................... 7

F. Definition of the Key Terms ............................................................................ 8

G. Review of Previous Research ......................................................................... 10

H. Graduating Paper Outlines ............................................................................. 12

CHAPTER II : THEORITICAL FRAMEWORK

A. Writing .............................................................................................................. 13

1. Writing Skill ................................................................................................ 13

2. The Definition of Writing .......................................................................... 13

3. Teaching Writing ........................................................................................ 14

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4. Strategy to Learn Writing .......................................................................... 16

5. Definition of Good Writing ....................................................................... 19

6. Writing Process ........................................................................................... 20

7. Genres of Writing ....................................................................................... 27

8. Assessing Writing ....................................................................................... 27

B. Descriptive Text .............................................................................................. 29

1. The Definition of Descriptive Text ........................................................... 29

2. Generic Structure of Descriptive Text ...................................................... 30

3. Purpose of Description ............................................................................... 30

4. Language Features ...................................................................................... 32

C. Brainwriting ...................................................................................................... 33

1. Definition of Brainwriting .......................................................................... 33

2. Advantages and Disadvantages of Brainwriting ...................................... 34

3. Procedure of Brainwriting Strategy ........................................................... 35

CHAPTER III :RESEARCH METHOD AND DATA PRESENTATION

A. Research Method .............................................................................................. 37

B. Method of Collecting Data .............................................................................. 39

C. Technique of Data Analysis ............................................................................ 43

D. Research Subject............................................................................................... 44

E. Scedule of the Research ................................................................................... 44

F. Procedure of Research ..................................................................................... 45

G. Research Instrument ......................................................................................... 47

H. Research Setting ............................................................................................... 49

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CHAPTER IV : RESULT AND FINDINGS

A. Data Analysis .................................................................................................... 57

1. Cycle 1 ....................................................................................................... 57

a. Pre-test and Mean Score of Cycle I .................................................. 61

b. Post-test and Mean Score of Cycle I .................................................. 63

c. Standard Deviation of Cycle I ............................................................ 66

d. Calculated of T-test Values Cycle I ................................................... 68

2. Cycle II ....................................................................................................... 70

a. Pre-test and Mean Score of Cycle II ................................................ 73

b. Post-test and Mean Score of Cycle II ............................................... 75

c. Standard Deviation of Cycle II .......................................................... 77

d. Calculated of T-test Values Cycle II .................................................. 79

B. Discussions ....................................................................................................... 83

CHAPTER V : CLOSURE

A. Conclusions .................................................................................................... 87

B. Suggestions .................................................................................................... 88

REFERENCES

APPENDIXES

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LIST OF TABLES

Table 2.1: Criteria Scoring Writing 29

Table 3.1: Scoring Writing Skill 40

Table 3.2: Table Activities 45

Table 3.3: Score Criteria 48

Table 3.4: Students‘ Activities 51

Table 3.5: List of VIII B Students 55

Table 4.1: Score and Pre-test in Cycle I 61

Table 4.2: Criteria of Students‘ Achievement of Pre-Test I 62

Table 4.3: Score of the Students‘ Post-testin cycle I 63

Table 4.4: Criteria of Students‘ the Achievement of Post-test I 65

Table 4.5: Result of Pre-test and Post-test I 66

Table 4.6: Score of the Students‘ Pre-test II 73

Table 4.7: Criteria of Students‘ Achievement of Pre-test II 74

Table 4.8: Score of the Students‘ Post-test in Cycle II 75

Table 4.9: Criteria of Students‘ Achievement of Post-test II 76

Table 4.10: Standard Deviation of Cycle II 77

Table 4.11: Result of the Observation Sheet in Cycle II 81

Table 4.12: The Mean and T-calculation Cycle I and Cycle II 83

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Table 4.13: The Students‘ Mean Score in Percentage 83

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ABSTRACT

Purwati, Ratih. 2016. The Use Of Brainwriting Strategy To Improve The

Students’ Writing Skill In Descriptive Text ( A Classroom Action

Researchof The Second Grade Students’ at MTsN 1 Susukan In Academic

Year of 2016/2017). A Graduating Paper.English Education Department.

Teacher Training and Education Faculty. State Institute For lslamic

Studies (IAIN) Salatiga. Counselor : Dr. Sa'adi, M.Ag.

Key Word: Writing, Descriptive Text, Brainwriting,

The research is about the use of brainwriting strategy to improve the

students‘ writing skill in descriptive text of the second grade students of MtsN 1

Susukan in the academic year of 2016/2017. The objective of this research is to

find the answer weather or not brainwriting can improve writing skill in

descriptive text. Based on the observation and action of the research during

teaching learning process, the students were dificult to understand the text and

were dificult to get ideas in writing descriptive text, but after using brainwriting

strategy they can improve their understanding and can express their ideas on

descriptive text paragraph. The methodology of the research was classroom action

research which consist of two cycles. The number of the students in this research

was 27 students. In completing the research, the researcher used observation

sheet, documentation and writing assignment or writing task as the instruments of

collecting data. By conducting classroom action research, it was found that the use

of brainwriting strategy improved student‘s skills in descriptive text. The result of

this research showed that finding in cycle II was higher than KKM (Minimum

Mastery Criterion) of Mts N 1 Susukan on score 75 in the academic year of 2016/

2017. The mean of score of post-test in cycle II was 81,77. Based on the result of

this research, it could be concluded that the use of brainwriting strategy to

improve the students‘ writing skill in descriptive text of the second grade students

of MTsN Susukan in academic year of 2016/ 2017 was successful.

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CHAPTER 1

INTRODUCTION

A. Background of the Study

Language is a system of arbitrary, vocal symbls which permit all

people in given culture, or other people who have learned the syste of that

culture, to communicate or to interact (Finocciaro 1964: 8). In some cases,

language is used in arbitrary vocal symbols possesses customary meaning to

interact (Wardhaugh in Brown, 1996: 5).

We know that language is important and useful to communicate so,

can be concluded that it is an instrument to transmit messages from a

speaker to a hearer, from a addresser to a addressee, from locutor to

interlocutor. To connect the countries all over the world, English is chosen

as the international language. The current status of English as an

international or global language is underpinned.It is used in all fields such as

politics, diplomacy, international trade and industry, commerce, science and

technology, education, the media, information technology, and popular

culture (Allan, 2008: 12).

In globalisation era currently English is influential and dominate in

the development of a language, so that it is very important language in the

world, because people all over in the world use it and learn it in order to be

able to communicate and sosialize with world community. English becomes

an international language or becomes the first foreign language and

compulsory subject that should be in school from the elementary until upper

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intermediate level that should be learned in Indonesian school based on

Minister of education and culture decree no.372/2003. It is used by most

countries in the world. Jack C. Richard and theodore S. Rodgers (1986: 1) in

their book, they said ―Latin was most widely studied as foreign language

five hundred years ago. However, English has become the most widely

studied foreign language today‖.

As we know that English has many benefits, help students‘ need to

get information and knowledge in every aspect such as education,

science,religion,social,economy, and technology.Regarding English is very

important and becomes an international language so that students have to

master it and not only use it to get information and knowledge but for

communication and sosialization with other people in the world.

In English language skill and learning process, there are four skills

which are very important for English learners. According to Jim (1994: 20)

the four skill are reading, listening, speaking and writing. Reading and

listening are called reseptive skill while, speaking and writing are productive

skill. Those skills are needed students to communicate both oral and written

forms. According to Bello (1997: 335) writing is productive skill, plays an

essential role in promoting language acquisition as learners experiment with

words, sentences, and large chunks of writing to communicate their ideas

effectively and to reinforce the grammar and vocabulary they learn in class.

In this research, the writer focuses on writing skill. Writing is one of

the language skills that should be taught beside the other skills. Writing is

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regarded as a productive skill that aims at assisting students in expressing

their written idea. Paul (2003: 96) as quot by Hapsari (2011: 2) says that

writing is generally as the most difficult of the four skills. In writing process

we always involve thinking and creative skill. Not only that, but also it is

supported by tight rules. Mastering vocabularies and tenses becomes the

main key to get a good writing. We have to choose appropriate vocabularies

to arrange words to be a sentence and develop it to be paragraph. Besides

that, we also have to use a compatible tense to express an event in certain

time. Writing skill is the one of skills which has to be mastered by students,

with writing students can increase their vocabulary, grammar, information

and knowledge.

Based on the curriculum of junior high school that is recommended

by the goverment, there are some texts which have to be mastered by the

students at junior high school. One of the text is descriptive text.

Descriptive is a kind of text with a purpose to give information. The context

of this kind of text is to describe of particular thing, animal, person, or

others, which its purpose to describe something. It differs from report which

describes things, animals,persons or others in general. The social function of

descriptive text is to describe a particular person, thing, or place (Linda

Gerot, Peter Wignell, 1994: 208).

Descriptive text is used to describe what something looks like. For

example, you might need to describe a city for an essay about life abroad,

the equipment in an experiment for a laboratory report, or a person‘s

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appearance for an essay about that person. Look at these two models. Each

gives the reader a clear mental picture of what is being described. This is the

goal of descriptive paragraph(Cynthia A. Boardman and JiaFrydenberg,

2001: 32 ).

Students find difficulties in writing certain type of text, especially

desciptive text. In this type of writing, the writer is required to have good

vocabulary mastery in order to be able to describe something or someone

clearly. Students with poor vocabulary mastery often make mistake in

selecting the appropriate words to describe the characteristics of the subject.

Students also complain that they cannot think of anything significant enough

to write. They spend much time at the planning stage yet they will be

confused how to start their writing. They do not know how to organize their

ideas and some of them do not even have any idea. With those problems,

students find writing as a daunting task. It makes them less interested in

writing. Moreover, the teacher uses writing materials and activities mostly

from the textbook which is not effective to encourage and support students‘

learning. In fact, when the writer visited at eight grade of MTsN 1 Susukan,

she found that the students still did not understand clearly what the

descriptive text was. From the problem, the writer wants to try a

brainwriting method. By using this method, the writer hopes the students can

make it easier to write what they should write in descriptive text.

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The term of brainwriting is created by scientists at Batelle Institude

in Frankfurt, Germany. According to Michalko (2004: 315) brainwriting is

an approach to share ideas when a group produces written idea. It is a good

strategy to improve students‘ writing skills. According to Brocop, etc (2009:

9) brainwriting allows individuals to share ideas with the trough exchange

ideas writen on paper, or to share ideas via computer network. One group

members writing idea, another read it and addes feedback and the ideas own,

and distributed on the other.

Same as expressed Baxter (2001: 81) brainwriting suggests everyone

to write some ideas or opinions on paper, whether in the form of a column

and line. Every sheets then passed on to other members in groups and they

must try to increase or develope those ideas further by adding new line or

column. Similar opinion is expressed by Brahm & Kleiner (in wilson, 2013:

44), that brainwriting is a method quickly produce ideas by asking

participants to write their ideas on paper and exchange written ideas with

membersofthis group. It is valued more effective than to say their ideas

orally as occurred in brainstorming.

From some opinions above it can be concluded that brainwriting is

education strategy to increase the writing proviciancy. In the

implementation, brainwriting strategy helps the students to write the ideas in

a peace of paper.

Considering the issues above, the researcher is motivated to conduct

classroom action research entitled ―THE USE OF BRAINWRITING

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STRATEGY TO IMPROVE THE STUDENTS‘ WRITING SKILL IN

DESCRIPTIVE TEXT‖ (A Classroom Action Research of the Eighth Grade

Students‘ at MTs N 1 Susukan in the Academict Year 2016 / 2017).

B. Problem Statement

To clarify the problem based on the background of the study, the

researcher formulates the research problem is:

1. Can the use of brainwriting strategy improve writing skill for second

grade students at Mts N Susukan in the academict year 2016 / 2017?

2. How is the profile of the students‘ writing skill in descriptive texts

before and after having brainwriting strtegy?

3. To What extent is the improvement of the use of brainwriting strategy to

improve the students‘ writing descriptive text?

C. Objectives of the Study

In general base on the problem statement above the objectives of the

study has the aim:

1. To find the answer weather or not brainwriting strategy can improve

writing skill of second grade students at Mts N Susukan in the academic

year of 2016/ 2017 ?‖

2. To describe the use of brainwriting strategy to improve the students‘

writing skill in descriptive text of the second year students in MTsN 1

Susukan in the Academic Year of 2016/2017.

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3. To find out the improvement of students‘ writing skill of descriptive text

after being taught through brainwriting strategy in the second year

students of MTsN 1 Susukan in the Academic Year of 2016/2017.

D. Focus of the Study

In this research, the writer focuses on improving writing skill of

descriptive text using brainwriting method of the eighth grade students of

MTsN 1 Susukan in academic year of 2016/ 2017. The writer focuses in

writing class and limit scope of writing only in fluency.

E. Benefit of the Study

The study has several benefits for the reseacher, the reader, the

students and the teachers. The result of the study can be used in English

teaching-learning process, especially in teaching writting of descriptive text.

In this reasearch the researcher hopes that the result of this study will be

useful for :

1. Theoritical Benefit

a. Finding of the research will be useful expecially for the students of

MTsN 1 Susukan.

b. The result of the research can be used as an input of English

teaching learning process, especially in teaching descriptive text.

2. Practical Benefit

The research findings can be used by the students, teachers,

schools, writer and it will be usefull to other reseachers who are

interested in English language learning and teaching about writing skills:

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a. For students

1) It improves the mastery of writing subject.

2) It helps students to write better.

b. For the teachers

1) The teacher know the level of students mastery in writing

ability.

2) The result may become an input to determine teaching steps and

strategies especially in writing.

c. Other Researchers

The results of this study can be used as the reference for

future research.

d. The school

The positive results of this research can creat the innovation

for the school to develop an interesting learning strategy to improve

the students‘ involvement in teaching learning process. In other hand

it creates good quality for students‘ output.

e. For the institution

The findings of the research will improve the institution‘s

quality especially in the English teaching learning.

F. Definition of the Key Terms

The study is a classroom action research entitled ―The use of

brainwriting to improve the students‘ descriptive text‖. It was carried for

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the eighth grade students of MTsN 1 Susukan in academic year of 2016/

2017.

To avoid misundesrtanding about the title of this research, the

writer would like to clarify and explain the terms used in this study as

follows:

1. Brainwriting.

The term of brainwriting is created by scientists at Batelle Institute

in Frankfurt, Germany. According to Michalco (2004: 315),

brainwriting is an approach to share ideas when a group produce

written ideas. Brainwriting strategy is a good strategy to improve

students‘ skills letterally.

2. Improving

Improving is the process making better (Hornby, 1987: 427).

3. Writting

Writing is clearly a system of human intercommunication by

means of convetional visible marks, but it is evident from what has

been said that what the primitives understood as writing is not the

same thing as what we do (Gelb, 1962: 12).

4. Descriptive text

Descriptive is countable or uncountable giving a statementof

what somebody or something is like (Oxford Learner’s Pocket

Dictionary,2008:120). Descriptive Text is a kind of text with a purpose

to give information. The context of this kind of text is the description

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of particular thing, animal, person, or others, for instanceour pets or a

person we know well. It differs from report which describes things,

animals, persons, or others in general.

G. Review of Previous Research

In this paper the writer takes review of previous researches as

comparison to this research.

The first research was conducted by Tossi Ana Ari Utami, a

students of Yogyakarta State University, 2014. Her research title is:

Improving The Ability In Writing Descriptive Texts Through

Brainstorming Technique For Grade Viii Students At Smp N 1 Piyungan.

(A Classroom Action Research at VII class of SMP N 1 Piyungan In

Academic Year of 2011/ 2012). The writer used ClasroomAction Research

(CAR) as the method of research technique.

The results of this study showed that the implementation of

brainstorming technique in the writing classes was believed to be effective

to improve students‘ ability in writing descriptive texts. Brainstorming

technique helped the students to generate ideas and organize them into

paragraphs. They could manage the time for writing more effectively and

perform the writing task more maximally. The students also perceived that

brainstorming technique helps them to improve their writing ability.

The second study was done by Fiqri Fauzi Alawi, from Department

of English Education Faculty of Tarbiyah and Teachers Training Syarif

Hidayatullah State Islamic University Jakarta. His research title is:

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Improving Students’ Ability In Writing Descriptive Text Using Clustering

Technique. (A Classroom Action Research at Eight Grade Students of MTs

Darul Ma’arif Cipete Jakarta). The research showed that students in

experimental, the results of his research shows that using clustering

technique in teaching descriptive writing can improve their writing‘s

ability. The students‘ responses showed that they were interested to learn

writing subject, because they felt easier to write using the technique.

The third study was done by Sofiyatin in Walisongo State

Institute For Islamic Studies Semarang 2010. Her research title is The

Implementation Of Twenty-Question Game As A Teaching Technique To

Improve Students’ Ability In Writing Descriptive Texts. (A Classroom

Action Research at the Academic Year of 2010/2011). The result of this

paper showed that the technique of involving twenty-question game and

step by step guidance on the writing process improves the students‘ ability

in writing descriptive text. The average of the students‘ writing from

precycle, cycle one, cycle two and cycle three proves the conclusion. The

result of the students‘ writing score is 44,5 in the pre-cycle; 55,6 in cycle

one; 63,9 in cycletwo and 70,4 in cycle three.

From the previous studies above, the writer is interested and gets

idea to do a research about teaching writing using brainwriting technique

and the research will be conducted at MTs N susukan. Therefore, this

research is different from three of previous research above.

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H. Graduating Paper Outlines

This research is organized into five chapters as follows :

Chapter I presents the introduction. It explains background of the

study, focus of the study, problem statement, objective of the study,

benefit of the study, definition of the key terms, hiphothesis of the study,

and organization of the graduating paper.

Chapter II describes the theoretical framework. It consists of using

brain writing in teaching learning descriptive text, definition of writing,

requirement of good writing, kind of genre, definition of descriptive text

and definition of brain wrinting.

Chapter III is description of the general situation of Mts N

Susukan. Method of researchdiscusses approach and types of research, the

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

and technique of analysis data.

Chapter IV is result and finding. Itconsists of data analysis of cycle

I and Cycle II and discussion of cycle I and cycle II.

Chapter V is closure that consists of conclusion and suggestion.

For the attachment there are appendices and reference.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. Writing Skill

The term of skill is defined as ability. Concisely, writing ability

is the skill to express idea, thought, and feeling to other in writing

symbol to make other people or readers understand the conveyed idea.

By far the most important reason for teaching writing, of course, is that

it is a basic language skill, just as important as speaking, listening, and

reading. Students need to know how to write letters, how to put written

reports together, how to reply to advertisements and increasingly, how

to write using electronic media. They need to know some of writing‘s

special conventions such as punctuation, paragraph, construction etc,

(Harmer, 2001: 79-80)

2. Definition of writing

Gelb (1962:12) explains that writing is a clearly system of

human intercommunication by mean of conventional visible mark.

Writing begins at the time when man learned how to communicate his

thought and feeling by mean of visible signs, understandable, not only

the particular system. Gould (1989: 30) states that writing is effort to

create a dialogue with the readers. It is a way or process of discovery

and developing our responses to an event, test or situation.

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As one of four language skills, writing has always occupied a

place in most English language course. One of the reasons is that more

and more people need to learn to write in English for occupational or

academic purposes and the most difficult skill to master for foreign

language learner (Endang 2005: 147).

Therefore, students have difficulties transferring ideas from

their source language (Indonesia) in to the target language (English).

To express the idea, the writer usually uses certain writing

typesLarry (2003: 121). The process of transferring throughts from

mind onto paper to share with readers while readily admitting that

composing text to communicate their ideas is tough sledding.

3. Theaching Writing

Writing is an important part of the curriculum in the schools

from the earliest grade onward, and that most children in countries that

have a formal education system will learn to write , at las at a basic

level in that setting. in this sense, we can say that first language writing

instruction is relatively standardized within a particular culture Weigle

(2002:5). Why teach writing? According to Harmer (2001:79) the

reason for teaching writing to students of english as foreign language

include reinforcement, language development, learning style and most

importantly, writing as askill in its own right. We will look at each of

these in turn.

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a. Reinforcement

Some students acquire languages in a purely oral/aural way,

but most of us benefit greatly from seeing the language written

down. The visual demosnstration of language construction is

invaluable for both our understanding of how it all fits together and

as an aid to committing the new language to memory. Students

often find it useful to write sentences using new language shortly

after they have studied it. ( Harmer, 2001:79).

b. Language development

We can not be sure, but it seems that the actual process of

writing (rather like the process of speaking) helps us to learn as we

go along. The mental activity we have to go through in order to

construct proper written texts is all part of the on going learning

experience, Harmer (2001:79).

c. Learning style

Some students are fantastically quick at picking up language

just by looking and listening. For the rest of us , tis may take a

lithel longer. For many learners, the time to think things through, to

produce language in a slower way, is invaluable. Writing is

aprropriate for such learners. It can also be a quiet reflective

activity instead of the rush and bother of interpersonal face to face

communication, Harmer(2001:79).

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d. Writing as skill

By far the most important reason for teaching writing of

course, is that it is a basic language skill, just as important as

speaking, listening and reading. Students need to know how to

write letters, how to put written reports together, how to reply to

advertisements – and increasingly, how to write using electronic

media. They need to know some of writing‘s special conventions

(punctuation, paragraph construction, etc) just as they need to know

how to pronounce spoken english appropriately, Harmer (2001:79-

80).

4. Strategies to Learn Writing

Writing is technique to improve structure competence. When

students write something, they raced to use their knowledge of

structure to get sentences having meaning. The study of writing in

general, writing technique seldom to be used, mostly structure practice

is how to complete words in separate sentence form or filling in the

blank at a text. It might sound strange, but it is true. One of the best

ways to become a better writer is by writing. Practice will make your

writing more thoughtful and productive. By offering guidance and

support as you practice, the guide will help you develop a richer and

more flexible repertoire of writing strategies to meet the demands of

different writing sitution (Axelrod and Cooper, 2010: 8)

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There are some techniques to write ideas, as following:

a. Getting Started

We all know what it‘s like to stare at a blank computer

screen or stark white page of paper waiting for inspiration. As a

student, however, you‘re in the position of all those who write

under deadlines—you can not simply sit back and wait for

inspiration. Instead, you need an array of reliable thinking and

writing strategies that you can use not only to write the paper by

the due date, but also to help you write it analytically, critically,

and creatively (Axelrod and Cooper, 2010: 8)

Inventionis the word used since the time of Plato and

Aristotle to describe the process of thinking as we compose.

Invention includes deciding on your purpose in writing to a

particular audience and figuring out how best to achieve your

purpose; analyzing and questioning other people‘s ideas as well as

your own; assimilating information from different sources; and

organizing it logically (Axelrod and Cooper, 2010: 8)

As writers we cannot choose whether to invent; we can only

choose how to invent. The Guide offers many invention strategies

from which to choose, strategies that will help you meet the

demands of each kind of writing you attempt (Axelrod and Cooper,

2010: 8)

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b. Strategies for Discovering New Ideas

Few writers begin writing with a complete understanding of

a subject. Most use writing as a means of discovery that is, as a

way to learn about the subject, trying out ideas and information

they have collected, exploring connections and implications, and

reviewing what they have written in order to expand and develop

their ideas (Axelrod and Cooper, 2010: 8)

c. Strategies for Organizing Your Ideas

Writers need strategies that make writing systematic but do

not stifle inventiveness. For this reason, most writers begin drafting

with some type of plan a list, a scratch outline, or a detailed

storyboard like that used by filmmakers. Outlines can be very

helpful, but they must be tentative and flexible if writers are to

benefit from writing‘s natural recursiveness (Axelrod and Cooper,

2010: 8)

d. Strategies for Drafting and Revising

While composing a draft, writers benefit from frequent

pauses to reread what they have written. Rereading often leads to

further discovery—adding an example, choosing different words

that unpack or separate ideas, filling in a gap in the logic of an

argument. In addition, rereading frequently leads to substantial

rethinking and revising: cutting, reorganizing, rewriting whole

sections to make the writing more effective.

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Rereading your own writing in order to improve it can be

difficult, though, becauseit is hard to see what the draft actually

says, as opposed to what you were trying tosay. For this reason,

most writers also give their drafts to others to read.

Studentsgenerally seek advice from their teachers and other

students in the class becausethey understand the assignment.

Published writers also share their work in progresswith others.

Poets, novelists, historians, scientists, newspaper reporters,

magazineessayists, and even textbook writers actively seek

constructive critical comments byjoining writers‘ workshops or

getting help from editors (Axelrod and Cooper, 2010: 8)

5. Definition of Good Writing

Writing is told as good writing if the writer can fulfill the

element of the writing perfectly. According to Haris (1969: 79) some

elements in good writing are content, form, style, and mechanic. Good

writing must express good character as follow;

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

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

writer: the ideas expressed (Haris, 1969: 68).

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

transition which clearly express the relationship of the described

idea. The organization of the content (Haris, 1969: 69)

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

the tenses with sequence if time, the employment of grammatical

forms and synthetic pattern (Haris, 1969: 69)

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

precise. Haris (1969: 69) says that style: the choice of the

structures and lexical items to give a particular tone or flavor to the

writing.

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

clean writing (Haris, 1969: 69)

6. Writing Process

Ronald Charles (1984:6-7) states the writing process divide

into separate units, it is useful and convenient to talk about three

stages; prewriting, writing, and rewriting, as if they were descrete

units. Tthis separation allows us to deal with smaller entities than the

whole of the writing process.

1. Prewriting

Prewriting, which occurs before the writer produces the

first rough draft, is a planning and preparation stage. In prewriting,

the writer selects a subject and begins to discove what she wants to

say about it and how best to present her thoughts to her intended

audience. In this stage provides the foundation for any discoveries

made in the writing process; it is the germintion or gestation period

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for the paper, the stage in which ideas begin to take shape, Ronald

and Charles (1984: 6).

2. Writing

Writing is the stage in which the writer produces a rought

draft of the paper. Here the writer should concerned with such

matters as finding exactly the right word, restructuring sentences or

paragraphs, or correcting errors in spelling or punctuation. Too

much attention to these matters may constrict or stop the flow of

ideas. But the free flow of ideas is essential during this writing

stage, Lusford and Bridge (1985: 7).

3. Rewriting

This stage require the writer to make decisions that

determine the final shape and effectiveness of her writing; thus,

rewriting is fundamental. It involves both editing for grammatical

and mechanical correctness and recreating. Whatever the changes

at this stage, they must come in light of decisions already made in

the other stages of the process. The writer is not bound, however,

by these previous stages of the writing process from a new vantage

point. To resive is to see again and to change the paper as the

―seeing again‖ dictates. Thus, revising is creating a new, Lusford

and Bridge (1985: 6).

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

writing instruction. The instructions are mentioned;

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

product,

2. Help students write to understand their own compossing

process,

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

drafting, and rewriting,

4. Give students time to write and rewrite,

5. Place central importance on the process of revision,

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

7. Live students feedback through the composiing process (not

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

closer and closer to intention,

8. Encourage feedback from both instructor and peers,

9. Include individual conferences between teacher and students

during the process of composition,

10. In short, writing competences isw the target of learning process

of writing in making effective written text. The competence

includes the ability to make grammatically and rhetorically

structured text the appropriate communicative context.

Writing process is a process which writer begins to

write down their ideas on paper which is valuable aid to the

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whole learning process. According to Harmer (2004: 4-5) there

are 4 steps about writing process as follows:

a. Planning

Experienced writers plan what they are going to write.

Before starting to write or type, they try and decide what is they are

going to say. For some writers this may involve making detailed

notes. When planning, the writers have to think about three main

issues. In the first place they have to consider the purpose of their

writing since this will influence (amongst other things) not only the

types of text they wish to produce, but also the language they use,

and the information they choose to include. Secondly, experienced

writers think of the audience they are writing for, since this will

influence not only the shape of the writing (how it is laid out, how

the paragraphs are structured etc) but also the choice of language-

whether have to consider the content structure of the peice- that is,

how best to sequence the facts, ideas, or arguments which they

have decided to include (Harmer, 2004: 4-5).

b. Drafting

We can refer to the first version of a piece of paper as a

draft. This ―go‖ at a text is often done on the assumption that it

will be amended later. As the writing process proceeds into editing,

a number of drafts maybe produced on the way to final version

(Harmer, 2004: 5)

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c. Editing (reflecting and revising)

Once writers have produced a draft they then, usualy, read

through what they have written to see where it works and where it

does not. Perhaps the order of the information is not clear. Perhaps

the way something is writing is wring is written is ambiguous or

confusing. The may then move paragraphs around or write a new

introduction. They may use a different form of words for a

particular sentence. More skilled writers tend to look at issues of

general meaning and overall structure before concentrating on

detailed features such as individual words and grammatical

accuracy. The latter two are, of course, importanct and are often

dealt with later in the process (Harmer, 2004: 5)

Reflecting and revising are often helped by other readers

(or editors) who comment and make suggestions, another reader‘s

reaction to a piece of writing will ehlp the author to make

appropriate revisions (Harmer, 2004: 5).

d. Final Version

Once the writers have edited their draft, making the

changes they consider to be necessary, they produce their final

version. This may look considerably different from both the

original plan and the first draft, because things have changed in the

editing process. However, the writer is now ready to send the

written text to its intended audience. We might decide to represent

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these stages in the following way: ―planning- drafting- editing-

final dfart‖ (Harmer, 2004: 5).

However, there are two reasons why this diagram is not

entirely satisfactory. In the first place, it tells us little about how

much weight is given to each stage, but, more importantly, by

suggesting that the process of writing is linear it misrepresents the

way in which the majority of the writers produce written text. The

process of writing is not linear, as indicated above, but rather

recursive. The means that the writers plan, draft, and edit but then

often re-plain, re-draft, re-edit (Harmer, 2004: 5-6)

We need to represent these aspects of the writing process in

a different way, therefore, the proccess wheel below clearly shows

the many directions that the writers can take, either traveling

backwards and forwards around the rim or going up and down the

wheel‘s spokes. Only the one final version really is the final verion

has the process it is culmination.

Figure 2.1: Process Writing Model

(Source: Jeremy Harmer, 2004: 6)

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The writing process we have described operates whether

people are writing e-mails, texting their friends, writing shopping

lists, providing compositions for their English teachers, or putting

together a doctoral thesis. How much attention we give to the

different stages of the process (and to recursion in the process) will

largely depend, as we have seen, on what kind of writing we are

doing, what medium we are using, what the content and length of

our piece is, and who we are doing it for. Sometimes the first three

stages of the process will take almost no time at all and we will

plan, (re-) draft, and (re-) edit very quickly in our heads as we

write. Nevertheless, however casually we approach the process, we

will stil try and plan what to write, check what we have written,

and revise it before sending it off. It is just that at certain times we

do this more carefully than at others (Harmer: 5-6).

When considering how people write, we need to consider

the similarities and differences between writing and speaking, both

in terms of their forms and in the processes that the writers and the

speakers go through to produce language. Despite the fact that the

differences between the two forms are often very marked, there are

also occasions when speaking and writing look very musch the

same and are done in much the same way (Harmer: 2004: 6-7).

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7. Genres of Writing

According to Brown (2003: 219), the same classification

scheme is reformulated here to include the most common genres that a

second language writer might produce, within and beyond the

requirements of a curriculum. Even though this list is slightly shorter,

you should be aware of the suprising multiplicity of opinions of

written genres that second language learners need to acquire. Genre of

writing are:

a. Academic writing: papers and general subject reports, essays,

composition, academically focused journals, short-answer test

responses, technical reports (e.g, lab reports), theses, dissertation.

b. Job-related writing: messages, letters/ email, memos, reports,

schedules, labels, signs, advertisements, announcements, manuals.

Personal writing: letters, emails, greeting cards, invitations,

messages, notes, calender entries, shopping lists, reminders,

financial documents, forms, questionnaires, medical reports,

immigration documents, iaries, personal journals, fiction.

8. Assessing Writing

In analytic scoring, scripts are rated on several aspects of

writing or criteria rather than given a single score. Depending on the

purpose of the assessment, scripts might be raten on such features as

content, organization, cohesion, register, vocabulary, grammar, or

mechanics. Analytic scoring schemes thus provide more detailed

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information about a test taker‘s performance in different aspects of

writing and are for this reason preferred over holistic schemes by many

writing specialists, Brown (2001: 218).

Writing is one productive skill considered difficult especially

for foreign learner as offered by Fauzy (2010:45). It is very complex

activities since in this case writing does not only mean putting down

graphic form on a piece of paper. It involve at least five component.

According to Haris (1969:68) some component in good writing are

content, form, grammar, style, and mechanic.

The explanation of the component above are:

1. Content

The substance of writing the ideas expressed. Writing must

conve the main idea or an attentive reader should be able to graps the

writer purpose (Haris, 1968:68).

2. Form

The organization of the content. Writing should content logical

or assosiative connection and transition which clearly express the

relationship of the idea described (Haris, 1969:68).

3. Grammar

The employment o grammatical form and syntactic pattern.

Writing should adhere to the rules of grmmar related to the tenses with

sequence of time (Haris, 1969:68).

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4. Style

The choice of structure of lexical items to give a particular tone

or flavor to the writing. Writing should engage its reader through

original insight and precise (Haris, 1969:68).

5. Mechanic

The use of graphic convention of the language. Writing must

use a good spelling punctuation, and tidy and clean writing.

According to Reid (1993:235) the evaluation which using

analytic method elaborate writing product into five components. They

are content, form organization, vocabulary or style, language use or

grammar and mechanic. Those component is used to decide the criteria

of scoring in writing. The criteria are:

Table 2. 1: Criteria Scoring Writing

No Score Criteria

1 91- 100 Excellence

2 81- 90 Very Good

3 71- 80 Good

4 61- 70 Fair

5 51- 60 Poor

6 < 50 Very Poor

(Reid, Joy M. 1993. Teaching ESL Writing.)

B. Descriptive Text

1. Definition of Descriptive Text

According to McWhorter, Kathhleen (2010: 234) description

presents information in a way that appeals to one or more of the five

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senses- sight, sound, smell, taste, and touch, usually creating an overall

impression or feeling. You use description every day, to describe a pair

of shoes you bought, a flavor of ice cream you tasted, or a concert you

recently attended. Writing relies on description of a sensory experience

of teste, you will feel as if you, too, are eating chilli peppers.

Base on the statement of Cooper, and Axelrod (2010: 628), the

word describing comes from the latin describere, means ―to sketch‖ or

―to copy in writing‖. Written descriptions help readers imagine what is

being described. Good description can also be evocative, calling up

memories or suggesting feelings associated with the subject being

described.

2. Generic Structure of Descriptive Text

The generic structure of descriptive text consists of:

a. Identification: is the paragraph that introduces the character.

b. Description: is the part of paragraph the describes the character

(Purnomo, 2004: 13)

3. Purpose of Description

Base onAxelrod and Cooper (2010: 628), the writers can use

description for many purposes:

1. To give the readers an impression of a person, things or places.

2. To ilustrate abstract ideas.

3. To make information memorable or tu support an argument.

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There are three basic descriptive techniques based on (Cooper

and Axelrod, 2010: 628)

1. Naming

Naming calls readers‘ attention to observable features of

the subject being described. To describe a room, for example, you

might name objects you see as you look around, such as a bed,

pillows, blankets, dresser, clothers, books, and a CD player

(Cooper and Axelrod, 2010: 628)

2. Detailing

Naming identifies the notable features of the subject being

described while detailing makes the features more specific or

particularized. Naming answers the questions ―What is it?‖ and

―What are its parts of features?‖. Detailing answers questions like

these: 1) What size is it? 2) How many are there? 3) What is it

made of? 4) Where is it located?. 5) What is its condition? 6) How

is it used? 7) where does it come from? 8) What is its effect? 9)

What is its value?

To add details to names, add modifiers- adjectives and

adverbs, phrases and clauses. m odifiers make nouns more soesific

by supplying additional information (Cooper and Axelrod, 2010:

629- 630)

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3. Comparing

In adition to naming and detailing, writers sometimes use

comparing to make their descrition more vivid for readers.

Comparing can also convey to readers what the writer feels about

the subject. (Cooper and Axelrod, 2010: 631- 632)

4. Language Features

a. Using adjectives and compound adjectives.

Examples:

1. A five hundred seated football stadium.

2. A beautiful ancient Roman opera house.

b. Using Linking Verb/ Relating Verb

Examples:

1. The temple is so magnificant.

2. The temple consists of three teraces.

c. Using Simple Present Tense

Examples:

1. The museum horses hundreds of Greek statuses.

2. The hotel provides 450 rooms and a large swimming pool.

d. Using degree of comparison

Examples:

1. The weather in Jakarta is hotter than bandung.

2. Bogor has the same weather as Ungaran (Purnomo, 2004: 13-

14).

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C. Brainwriting

1. Definition of Brainwriting

The term of brainwriting is created by scientists at Batelle

Institude in Frankfurt, Germany. According to Michalko (2004: 315),

brainwriting is an approach to share ideas when a group produce

written idea. It is a good strategy to improve the students‘ writing

skills. According to Brocop, et.al. (2009: 9), brainwriting allows

individuals to share ideas with the trough exchange ideas writen on

paper, or to share ideas via computer network. One of the group

members writes the idea, while the others read it and add feedback and

their own ideas. Later, it is distributed to the others.

Same as expressed by Baxter (2001: 81), brainwriting suggests

everyone to write some ideas or opinions on paper, whether in the

form of a column and line. Every sheets then is passed on to other

members in groups and they must try to increase or develop those

ideas further by adding new lines or columns. Similar opinion is

expressed by Brahm & Kleiner as cited by Wilson (2013: 44), that

brainwriting is a method quickly produce ideas by asking participants

to write their ideas on paper and exchange written ideas with the

vmembers of this group. It is valued more effective than to say their

ideas orally as occurred in brainstorming.

From some opinions above, it can be concluded that

brainwriting is education strategy to increase the writing proficiency.

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In the implementation, brainwriting strategy helps the students to write

their ideas in a peace of paper. The students can both add or exchange

ideas with the other students. This strategy also gives benefits to

encourage the passive students in the class to express their ideas in the

form of writing.

2. Advantages and Disadvantages of Brainwriting

The use of brainwriting strategy in learning activities also has

the advantages and disadvantages. According to Wilson (2013: 48),

has some advantages are follow:

a. Can produce an ideas more than share ideas with the traditional

opinion.

b. Reduce the possibility of conflict between members in the

group debate.

c. Help members of the talk passive and less self confidence in

their opinion expressed orally in a group sharing opinions.

d. Reduce the possibility of fear when their opinion not accepted

other members.

e. Reduce anxiety when someone works in a culture.

f. Can be combined with other technique creativity to increase the

number of ideas that produced on particular subject or a

particular matter.

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In other hand, Brocop, et.al (2009: 9) explained that excess

users this strategy is students have time to produce and drawing up

their ideas.

However there are some disadvantages of the use of this strategy as

is expressed by Wilson (2013: 48), that are as follows:

a. This strategy less is known compared with the brainstorming

methods.

b. Less of social interaction between participants as each

participant wrote their ideas without talking to participants.

c. Participants may feel that they can not be entirely express their

ideas in writing.

d. Handwriting can be a little difficult to disentangle and interpret

the result of an ideas and wrote the ideas.

3. Procedure of Brainwriting Strategy

a. Intoduce the procedure.

b. Hand out paper for each person to write down ideas.

c. Provide a clear and legible problem statement.

d. Describe the timing of the brainwriting(for example, three minutes

for the first round, and two minutes for four subsequent rounds)

and the process for passing the pages (for example,

counterclockwise around the table). A page-passing process taht is

not clear could undermine the credibility of the method and waste

time.

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e. Ask if anyone has any questions about the problem statement or

the brainwriting process.

f. Remind people to read the ideas quickly before entering their own

ideas and to feel free to add, modify and combine ideas. Let people

known that extra paper is around the room if they run out.

g. Begin the rounds. Announce the end of each round, and ask people

to pass their paper to annother person.

h. At the end of the session, collect the brainwriting pages and post

them for comment, additional ideas or review.

(www.ebooklibrary.org/article6-3-5_brainwriting)

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CHAPTER III

RESEACH METHOD AND DATA PRESENTATION

A. Research Method

In this research the writer used Classroom Action Research (CAR).

CAR is a given to a particular way of researching your own learning. It is

a practical way of looking at your practice in order to check whether it is

as you feel it should be. If you feel that your practice needs attention in

some way you will be able to take action to improve it, and then produce

evidence to show in what way the practice has improved.

(McNiff, 2002: 15).

Because action research is done by you, the practitioner, it is often

reffered to as practitioner research, or a similar name such as practitioner

led- or practitioner base research. It is a form of research which can be

undertaken by people in any context, regardless of their statuse or position.

It involves you thinking carefully about what you are doing, so it can also

be called a kind of self- reflective practice. Action research is an enquiry

by the self into the self, undertaken in company with others acting as

research participants and critical learning partners. (McNiff, 2002: 15).

Action research involves learning in and through action and

reflection, and it is conducted in a variety of contexts, including the social

and caring sciences, education, organisation and administration studies,

and management. Because action research is always to do with learning,

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and learning is to do with education and growth, many people regard it as

a form of education research. (McNiff, 2002: 15).

According to Arikunto (2006: 16) there are four steps to do

classroom action research. They are planning, acting, observing and

reflecting. The research chooses CAR because the researcher finds the

problem in learning proccess that low focus and attention to the learning

proccess. They do not focus on the teacher and keep walking around the

class, looking outside through the window seem that they feel bored with

the learning proccess. This problem need to solve by using appropriate

learning strategy through classroom action research.

According to Arikunto (2006:6-9) there are some principles of

action research as follows:

a. The real activities in routine situation

b. The awareness for recondition work ability

c. SWOT as research foundation

SWOT is summary of Strength, Weakness, Opportunity, and

Threat. Strength and weakness are used to identify researcher and it is

subject. The opportunity and threat are identified out of the teacher or

researcher and students, Arikunto (2006: 7).

d. Empiric and systematic endeavor

e. Using SMART principle in planning

The meaning of SMART is:

S = Specific

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M = Manageable

A = Acceptable or Achievable

R = Realistic

T = Time-bound

From the definition above, the writer concludes that classroom

action research is research which is done by the teacher in teaching

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

students in learning process.

B. Method of the Collecting Data

The research uses many data gathering tools. Ther are 4 methods of

collecing data in this study.

1. Test

The test consist of some question for the student to be

answered. The test implement in the research consist of pre- test and

post- test. In this research the pre- test will be given in the first time.

The researcher enter the class. Then the post- test was given in the last

session in the last teaching implemented. Namely are oral, written and

behavior form.

According to Arikunto (2010: 193) test is series of the

questions or exercises and other tools used to measure the skills,

knowledge, intelligence, ability or talent possesed by individuals or

groups. From the target or object to evacuated. Then divided the

several kinds of test and other measuring instrument, such as

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personality test, aptitude test, intelligent test, attitude test, and

achievement test.

To get the writing score, the writer uses the table of scoring writing.

Table 3.1: Table of Scoring Writing Skill

ESL COMPOSITION PROFILE

Component Score Criteria

Content

30-27

EXCELLENT TO VERY GOOD

Knowledgeable, substantive, thorough

development of thesis, relevant to assigned

topic

26-22

21-17

GOOD TO AVERAGE: Some knowledge

of subject, adequate range, limited

development of thesis, mostly relevant to

topic but lacks detail.

FAIR TO POOR :Limited knowledge of

subject, little substance, inadequate

development of topic

16-13

VERY POOR :Does not show knowledge

of subject, non-substantive, not pertinent,

or not enough to evaluate

Form /

organization

Vocabulary /

style

20-18

EXCELLENT TO VERY GOOD :Fluent

expression, ideas, clearly stated/supported,

succinct, well-organized, logical

sequencing, cohesive

17-14

GOOD TO AVERAGE: Somewhat

choppy, loosely organized but main ideas

stand out, limited support, logical but

incomplete sequencing

16-13

FAIR TO POOR :Non-fluent, ideas

confused or disconnected, lack logical

sequencing and development

12-10

20-18

VERY POOR :Does not communicate, no

organization or not enough to evaluate


:Sophisticated rang, effective word/idiom

choice and usage, word from mastery,

appropriate register

17-14

GOOD TO AVERAGE: Adequate range,

occasional errors of word/idiom form

choice, usage but meaning not obscured.

13-10

FAIR TO POOR :Limited range, frequent

error of word/idiom form, choice, usage,

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meaning confused or obscured

9-7

VERY POOR :Essentially translation, little

knowledge of English, vocabulary, idiom,

word form, or not enough to evaluate

25-22

EXCELLENT TO VERY GOOD:

Effective, complex construction, few error

of agreement, tense, number, word,

order/function, articles, pronouns,

preposition

21-18

GOOD TO AVERAGE: effective but

simple constructions, minor problems in

complex constructions, several errors of

agreement, tense, number, word order/

function, articles, pronouns, preposition

but meaning seldom obscured.

Language

use/

Grammar ` 17-11

FAIR TO POOR : Major problem in

simple/complex construction, frequent

error of negation, agreement, tense,

number, word, order/function, articles,

pronouns, preposition and or fragment,

run-ons, deletions, meaning confused or

obscured

10-5

VERY POOR :Virtually o mastery no

mastery of sentence construction rule,

dominated by errors, does no

communicate, or not enough to evaluate

Mechanic

5


:Demonstrate mastery of conventions, few

errors of spelling, punctuation,

capitalization, paragraphing

4

GOOD TO AVERAGE: Occasional errors

of spelling, punctuation, capitalization,

paragraphing, but meaning not obscured

3

FAIR TO POOR :Frequent errors of

spelling, punctuation, capitalization,

paragraphing, poor handwriting, meaning

confused or obscured

2

VERY POOR :No mastery of conventions,

dominated by errors of spelling,

punctuation, capitalization, paragraphing,

handwriting illegible, or not enough to

evaluate

2. Observation

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There are two kinds of observation, namely: participant

observation, and non participat observation. In the participant

observation the researcher is involved in the object of research action.

While non- participant observation, the researcher in only as an

observer, she/ he not involve in the activity, Arikunto (2010: 200)

In this research, the researcher use non- participant observation.

Therefore, the researcher observes the activity directly to deescribe the

real situation during Eng;lish class and note all the phenomena. The

researcher does observation to look for information about teaching and

learning writing English in the class using implementation brainwriting

strategy. This observation is not participation observation so, the

researcher only as an observe. The researcher just do observtion with

giving the material using brainwriting strategy.

3. Documentation

According to Arikunto (2010: 274), documentation is an

activity to look for variable like notes, transcribes, books, newspapers,

magazines, etc. In this method, researcher holds a check- list to look

for the variable that had been decided.

C. Technique of Data Analysis

According to Hadi (1981: 246) the formula is:

a. Mean

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Mean is formula to know the average of the students‘ score.

The formula is:

M = ∑X

N

M : Mean of students‘ score

∑X : The sum score of students‘ writing test

N : The total number of students

b. SD (Standard Deviation)

SD = ∑D2

N−

∑D

N

2

SD : Deviation Standart

D : Difference between pre-test post-test

N : Number of observation in T-test

c. T-test

To be able to know whether there is a significant improvement

or not between pre-test and post-test, researcher using t-test after

calculate the SD. The formula is:

ot

1N

SD

N

D

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t0 : T-test for the differences of pre-test and post-test

SD : Deviation Standard for one sample t-test

D : Different between pre-test and post-test

N : Number of observation in sample

D. Research Subject

The research was conducted at MtsN Susukan which aims to the

implementation of the use of brainwriting to improve the students‘

descriptive text. It was located at Susukan or Sruen- Karanggede Street

KM 7, 50777. The subject of this research was the students of VIII B

class that consist of 28 students in the academic year of 2016/ 2017.

E. Schedule of the Research

The scedule of the research was conducted in September. Here the

writer as a researcher and the colaborator , Mrs. Aima Ubaidah, S.Pd. as a

teacher. The table bellow will show us the schedule of the research:

Table 3.2: Table Activities

No Date and Time Activities Place and

time

1 August 15th

2016 Observation: giving the letter

to the one of staff at MtsN

(H Nur Cholis, M.Pd. ) to do

research.

Offic MtsN

Susukan

(09: 00 WIB)

2 August 20th

2016 Make some agreement with

Mrs. Aima Ubaiddah about

teaching learning process.

She agree the researcher

(Ratih Purwati) play as a

teacher to do reserch.

Offic of

MtsN

Susukan

(09: 30 WIB)

2 August 29th

2016 Meet Teacher Mrs. Aima Offic MTsN

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Ubbadah, S.Pd. to do consult

the RPP

Susukan

(08: 30 WIB)

3 August 30th

2016 Doing action in the class

(cycle 1)

In the class

(07: 00-

08:30)

4 August 31th

2016 Doing action in the class

(cycle 1)

In the class

(11: 30- 12:

10) take a

rest and pray

dhuhur

(13:00-13:40)

5 September 6th

2016

Doing action in the class

(cycle 2)

In the class

(07:00-

08:30)

6 September 7th

2016

Doing action in the class

(cycle 2)

(11: 30- 12:

10) take a

rest and pray

dhuhur

(13:00-13:40)

F. Procedure of Research

The research design used in this research is the self- reflective

spiral of planning, acting, observing, reflecting, re- planning as the basis

for a problem solving maneuver as proposed by Stephen Kemmis and

Robin McTaggart, McNiff (2002: 45).

a. Planning:

The activities in planning are:

1. Preparing material, making lesson plan and designing the steps in

doing action research.

2. Preparing list of students‘ name and scoring.

3. Preparing teaching aids.

4. Preparing sheets for classroom observation (to know the situation of

teaching learning process when the method is applied).

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5. Preparing a test (to know whether student‘ writing ability improve or

not).

b. Acting

1. Giving Pre- Test.

2. Teaching writing descriptive text by using brainwriting strategy.

3. Giving change to the students to ask any difficulties or problem.

4. Giving Post- Test.

c. Observing

Observation is one of methods of collecting data with systematic

supervision against researched indication. The stage will be done by

observing and in writing learning outcomes that would be conduct to

obtain data. The researcher observes whether using brainwriting

strategy can improve students‘ ability in writing descriptive text.

d. Reflecting

In this stage data of observation is collected and analyzed by

researcher. If there is found problem it will move to the next cycle with

the same concept as the first one, re- planning, re- acting, and re-

observing. The result will be used as reference for the next planning.

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Figure 3.3: Four activities in each cycle

(Kemmis and McTaggart, (2002: 45) as qwot by David Hopkins,

(1998: 48))

G. Research Instruments

Research instrument use to collect data and all the instruments used

in this research has been validated by valiadator Mr. Supriyanto as a

English teacher in SMA N 3 Salatiga to show that all the instrument are

valid and can be used in the research. In this study. There are three kinds

of research instrument.

1. Written Test

Written test uses to know the student‘s ability of writing before

and after implementing guided question method. The forms of the test

were essay test. In this test the teacher will give some grade based on

some aspect. Those aspect are grammar, content, organization or form

and vocabulary. The table below show the example of scoring sheet as

follow:

From the score above, the writer conclude a score criteria as a

table bellow:

Table 3.3: Score Criteria

No Score Criteria

1 89- 100 Excellent

2 79- 88 Good

3 75- 78 Fair

4 46- 74 Poor

5 0- 45 Very Poor

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2. Observation Sheet

Observation sheet will be used to know the students and

teachers activity during English teacher and learning process by using

brainwriting strategy. The instrument gives monitor and records the

students‘ improvement during the lesson.

3. Documentation

In this research, the researcher used document as one of the

instrument. The researcher collect all the data from the school and

teacher document which are needed in this research like students‘

writing result in pre-test and post-test and also the students‘ writing

scores in pre-test and post-test. photo in this research will be used to

documented all situation in this class. Conclude the process of teaching

learning using brainwriting strategy. Another instrument is the data

from the school and from the teacher about the situation of the MTsN

Susukan. Especially the students of VIII B in MTsN Susukan. Beside

the researcher also prepare some video as documentation.

H. Research Setting

1. The General Description of MTsN Susukan

MtsN Susukan is an educational institutions in Semarang Regency.

It is one state of all schools in district Semarang. This school is built in

1965 and launched on may, 31th

1980, currently 52 years old.

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49

The location is Pos Susukan at JL.Cilukis or Sruen – Karanggede

Km 7 Susukan District, Semarang Regency, Central Java. This location is

strategic because it is in from of a highway, the main road, so that it is

very easy to find the school. It is very fresh because the school is designed

by good model with color green. So that can make people feel fresh look

it, beside that there are field in left.

The name of school is Madrasah Tsanawiyah Negeri Susukan. The

headmaster of this school in the academic of 2016/ 2017 is Hj. Hidayatun,

S.Ag. M.Pd.

MtsN Susukan permanently is subsidized by government. The

facilities are text books, teachers and official. The students of MtsN

Susukan in academic year of 2016/ 2017 are 937 students. They are

consists of 326 students of seventh year, 308 students of eight and the

students of nine year are 303 students. This school has 30 classrooms for

teaching learning process. (Source: Administration Staff of MTsN

1_Susukan 29th

August 2016).

2. The General Information of Islamic Junior High School Susukan

The Profile of Islamic Junior High School of MTsN Susukan

a. School name : MTsN Susukan

b. NSS : 121133220006

c. NPSN : 203364447

d. Address : jalan Pos Susukan – Salatiga 50777

jalan Sruen- Karanggede KM 7 Susukan

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e. Vilage : Susukan

f. District : Susukan

g. Regency : Semarang

h. Province : Central Java

i. Pos code : 50777

j. Phone number : (0298) 615013

k. Area : Vilage

l. Categories of school : State

m. Accreditation : A

n. No SK of building : 271980

o. KBM : Morning

p. Building area : long 5620 m2,

wide 843 m2

(Source: Administration Staff of MTsN 1_Susukan 29th

August 2016).

3. Students’ Activity

To complete students‘ achievement, Islamic state of Junior

Hight School Susukan provides more activities, that as follow:

a. religious activity: Pesantren kilat, sholat dhuha, sholat berjamaah,

baca tulis al Quran, tadarus.

b. Ekstrakulikuler activities:

Table 3.4: Students’ Activities

No kinds of ekstrakulikuler Yes=1/

No=0 Followers

1 Scouts 1 625

2 palang merah remaja (PMR) 1 40

3 latian dasar kepemimpinan siswa 1 68

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4 PASKIBRAKA 1 60

5 Karya ilmiah remaja 0

6 marching band 1 120

7 Robotik 0

8 Mathematics 0 20

9 Football/ futsal 1 12

10 Basketball 1 48

11 Badminton 1 22

12 Olahraga bela diri 1 15

13 Grub band 1 30

14 Seni suara/ paduan suara 1 20

15 Musical Arts 1 16

16 Traditional dance 1

19 Pecinta alam 0

20 Journalism 0

21 marawis/ nasyid 0

22 Kaligrafi 0

23 Other 0

4. The Setting of Time

The research was carried out at MtsN Susukan in academic

year 2016/ 2017. This research started on 30 August until 7 september

2016. The research acted as observer and as a teacher and Mrs. Aima

Ubaiddah, S.Pd. as real teacher.

The writer arranged in the two cycles, each cycle of planning,

observation and reflecting. The classroom action research was applied

in VIII B class of MtsN Susukan.

5. The Condition of Teacher and Staff

Educational is combination efforts of several forces to achieve

commons goals. One of them is teacher with formal qualification and

staff/ officer who always help the teachers to creat teaching and

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learning process. Both teachers and staff will make teaching and

learning process better.

Theacher is someone who tranfers knowledge for the students.

They transfer some materials and skills during teaching and learning

process. They facilitate the students to get their talent therefore the

teacher is important in teaching and learning process. The situation of

teacher and staff in MtsN Susukan as follows:

Hj. Hidayatun, S.Ag. M.Pd. as a headmaster, Drs. Azizudin as

an English teacher, Heny Budi Lestari, S.Pd. as a civic education,

Jumiyati, S.Pd. as mathematic Dra. Siti Wasilah as a social science,

Burhanudin, S.Ag as an arabic teacher, Sri Wahyuni as a language

teacher, Sulastri, S.Pd. as a biology or science, Drs. Masykur as a

mathematic, Aliq Diroyah, S.Pd. as a socil science, Dra. Haniatun as

an qaidah akhlak teacher, Fachrudin Rois, S.Ag. as an English teacher,

Umi Fajriyah, S.Ag. as qur’an hadist teacher, Muh. Amin M, M.Pd.

as a natural science, Slamet Buchori, S.Pd as physic education, Murodi

Sabikin, S.Ag. as an art or skills teacher, Nur Kholis, S.Pd. an an

information technology, Sugiyanto, S.Kom. as an information

technology, Muhammad Mustofa Wildan, S.Pd. as a guidance and

counseling, Lies Farida, S.Pd. as a guidance and counseling, Zayyinul

Istiqomah, S.Pd. as vocation, Jumadi as the office of administration,

Siti Faizatun as the office of administration, Rohmad as health units

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students, Sukri as a custodian school, Agus Khoeroni as a custodian

school, Ahmad Sholihin as scurity, Bagus Pambudi as scurity.


2016 )

6. The Facilities of MtsN Susukan

The facilities there are in the school are very much, which it

can support the students‘ achievement in the school. There are some

facilities which needed by teacher, school and students to support

teaching learning process. It could be seen in the table bellow:

There are 27 classroom, 1 Headmaster room, 1 teacher‘s room,

1 ruang tata usaha, 1 biologycal laboratory, 1 computer laboratory, 1

language laboratory, 1 library, 1 health room, 1 skills room, 1 arts

room, 5 the toilet teachers, 10 the toilet students, 1 the guidance and

counseling room, 1 meeting hall, 1 OSIS room, 1 mosque, 1 scurity

pos and 7 canteen.


August 2016).

7. Infrastructure to Support Learnig Process

There are 947 students seats, 947 the students table, 30 seats

teacher in the class, 30 teacher desk in the class, 27 white board, 27 a

cupboard class, 1 props islamic religious education, 1 props physical,

props biology, 6 football, 12 volleyball, 8 basketball, 1 table tennis, 1

badminton court, 1 basketball court, and 2 volleyball court.


August 2016).

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8. Other Infrastructure learning process

The type of infrastructure are 3 leptop, 61 pc comuter, 12

printer instead, 5 television, 2 photocopy machine, 1 fax machine, 2

scanner machine, 1 LCD, 1 screen, 70 teacher desk and staff, 70 seats

teacher and staff, 21 filling cabinet, 1 pillbox, 2 speakers, 4 washtafel

and 1 vehicle drive.


August 2016).

9. Distribution of the Class

Students are people who want to add something new, not only

to learn new knowledge, but also to get other aspects in life such as;

social relation, morality and culture. They learn at school at certain

time. The researcher conducted this research in MTsN Susukan and

especially concern in the second grade especially VIII B. This class

consist of 28 students, they are 5 males and 23 females. They

distribution of the class in MtsN Susukan as follow:

Table 3.7: List of VIII B Students

No Name Male/ Female

1 Alfi Hilyati F

2 Alfian Alfannur Wahid M

3 Alfina Maulida F

4 Aliya Nur Jannah F

5 Amelia Ardi Arta F

6 Dilla Praditya Hutomo Putro M

7 Dwi Widi Hartanti F

8 Em Fauqi Majdy Arghaprima M

9 Eni Ustavia F

10 Febri Darania F

11 Fidyah Sari Rohmah F

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12 Henny Nur Istiyani F

13 Junita Ari Darmayanti F

14 Kareena Devinayu Maharani F

15 Kharisma Amalia F

16 Khotimatul Ulya F

17 Lina Indah Puspitasari F

18 Muhamad Kun Mafaza M

19 Muhammad Lutfi Choirul M

20 Nihayatul Khusna F(OUT)

21 Nurul Latifah F

22 Setyo Dwi Meiliawati F

23 Shakira Salsabila F

24 Shofia Chafi Azka Haq F

25 Siti Alfiana Saadah F

26 Siti Alfiani Fadlilah F

27 Siti Marfuah F

28 Yuli Fatkhiyaturrohmah F

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CHAPTER IV

RESULT AND FINDINGS

A. Data Analysis

1. Cycle 1

The writer carried out series of action in this part. She was helped by

her friend as a partner Sri Sunani as a documentator. The writer arranged

two cycles, each cycle consists of planning, action, observation and

reflection. The whole steps of this research were explained in the

description below:

a. Planning

The first activity in this research was planning. Planning phase

of using brainwriting strategy in writing performance in descriptive

text was carried out on August 30th

, 2016. It was done for one

periods, it was 90 minutes in the classroom.

Before conducting the research, the researcher prepared the

instruments of research, such as:

1) Preparing the material, making lesson plan (RPP), and designing

the steps in doing action using RPP

2) List of students‘ name

3) Preparing sheet for classroom observation (e.g. paper, pre test

and post test materials, leptop, board marker, etc)

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

5) Test Instrument ( pre-test and post-test)

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6) Preparing Materials.

b. The Implementation of Action

This research was done on August 30th

2016 until September

7th

2016 in MTsN Susukan. On Monday, 15th

August 2016, the

researcher and her partner met the vice principle, Nur Cholis, S.Pd.He

gavea permission to the researcher to do the research in the school.

Then, on August 20th

2016 the researcher and Mrs. Aimma Ubaiddah

as English teacher met and discussed about the material that would be

applied in the second grade students of MTsN Susukan. She

suggested that the research would be started on August 30th

2016. The

researcher didthe research cycle 1 for two days.

The first day on August 30th

2016, the researcher did

introduction and gave a pre-test, the class condition was not too

crowded because my class was second good class, so the students had

good figure. It seemed that they were ready to get the next lesson, so it

did not need a long time to begin the class because the students had

know the researcher. The second day on August 31th

2016 she gave

post- test. Before the researcher began the class, the English teacher

informed the students that for a few days later the class would be

taught by the researcher. Thus, she asked the students to pay attention

when the researcher taught in the class. The researcherstarted the

lesson with greeting and said the students‘ condition, then she felt

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happy to be able to meet the students. The students gave a feedback,

that they felt the same with the teachers‘ felt.

The researcher introduced herself, she mentioned where she

college, she lived, and mentioned her name. Before the lesson was

begun the researcher checked the presence of the students and

continued by saying“basmallah” together, then she gave a pre- test

about 20 minutes, when the students did the pre-test, she walked

around the class and responded the questions of students about pre-

test. The students still often asked vocabulary to the teacher and they

also discussed with other friends did the pre- test. Then, she said to the

students to do by themselves as they can. After the students have done

the pre-test, she collected the answer and continued the lesson.

The teacher told the students about the topic that day, then

teacher asked the students about the lesson that would be learned that

day. She explained and gave the paper of materials to the students.

The teacher continued the lesson by explaining language

features that was used in descriptive text such as: specific

participant, simple present tense, action verbs, conjunction of time

and cause-effect. Furthermore, the teacher asked the students to

underline the words that indicated the language features of the text.

Then the teacher explained the students how to make a descriptive

text.

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The teacher explained about the descriptive text clearly. She

made example of descriptive text. The theme was ―my mother‖. She

asked to the students about descriptive text, then the students

answered. After a few minutes explained, time was up so the teacher

closed the lesson by sayinghamdallah together.

The second meeting was conducted on Wednesday, August

31th

2016 at 11: 30 am. The teacher and the researcher entered to

the class. She opened the lesson and asked the previous material that

they had learnet.

Then, the teacher asked the last material that they have

learned and she did action or started lesson using brainwritig

strategy. After previous lesson was explained about the material and

the students understood how to make an essay about descriptive text,

the teacher asked the students to describe a theme that they got after

did rolling paper by using brainwriting strategy to get some ideas

and than the ideas that they got was developed in the paragraph

descriptive text. It was also as the post-test in cycle 1. Then, the

student began to do it and the teacher walked around to monitor the

students. And then the teacher gave the students to collect their task

After that, volunteer of the class read the result. The teacher

gave feedback and conclusion and gave a post test about 30 minutes.

Before closing the lesson the teacher asked the students to study

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about favorite place in Indonesia. She asked the students to collect

their task and close the teaching learning process.

c. Observation

The observation was done by the researcher during teaching

learning process. In the first meeting it was followed by 27 students.

The researcher observed by using observation checlist. In the first

cycle, there were some interaction between the students and the

teacher that ran well. The students looked enjoy and attracted with

the materials that taught by the teacher, although some students still

did not pay attention on the lesson.

d. Reflection

Based on the result of cycle 1, the researcher found the

improvement after applying brainwriting strategy as a method in

teaching learning. The first was the improvement of writing

descriptive text. It happened in the process of writing, especially in

writing descriptive text by usingbrainwriting strategy. The second,

the improvement of the students‘ participation could be seenduring

the process of teaching and learning in the classroom.

Although there were some weaknesses found in cycle I, they

were some of students were still passive in sharing ideas in the

learning process, they were confuse to make a paragraph, the

students relied on the dictionary too much and some of the students

still hesitated on exploring their idea.

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The students still did not understand and unfocused on the

lesson. Thus, the researcher and teacher decided to continue the next

treatment in cycle 2 to fix the problems.

Furthermore, the researcher analyzed the students‘

improvement in learning writing descriptive text by looking the

result of pre- test and post- test in cycle 1.

1. Pre- test and mean score in cycle 1

Table 4.1: Score of Pretest in cycle 1

No Name Aspects

C F/O V G M Total Criteria

1 Alfi Hilyati 21 20 18 14 4 77 Fair

2

Alfian Alfannur

Wahid 18 18 18 13 4 71 Poor

3 Alfina Maulida 18 20 20 14 3 75 Fair

4 Aliya Nur Jannah 18 20 19 20 4 81 Good

5 Amelia Ardi Arta 19 19 18 19 4 79 Good

6

Dilla Praditya

Hutomo Putro 18 18 16 15 3 70 Poor

7 Dwi Widi Hartanti 20 17 19 16 4 76 Fair

8

Em Fauqi Majdy

Arghaprima 21 19 20 15 2 77 Fair

9 Eni Ustavia 17 14 18 18 3 70 Poor

10 Febri Darania 19 18 17 16 3 73 Poor

11

Fidyah Sari

Rohmah 17 17 18 19 4 75 Fair

12

Henny Nur

Istiyani 19 17 16 15 4 72 Poor

13

Junita Ari

Darmayanti 18 19 15 20 4 76 Fair

14

Kareena Devinayu

Maharani 20 17 16 21 4 78 Fair

15 Kharisma Amalia 18 18 18 19 3 72 Poor

16 Khotimatul Ulya 19 18 18 15 2 72 Poor

17

Lina Indah

Puspitasari 20 19 22 15 4 80 Good

18

Muhamad Kun

Mafaza 19 18 19 16 3 75 Fair

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19

Muhammad Lutfi

Choirul 20 19 20 17 3 79 Good

20 Nihayatul Khusna

21 Nurul Latifah 21 20 21 16 4 82 Good

22

Setyo Dwi

Meiliawati 17 18 20 15 4 74 Poor

23 Shakira Salsabila 18 20 22 17 3 80 Good

24

Shofia Chafi Azka

Haq 18 19 20 19 4 80 Good

25

Siti Alfiana

Saadah 20 20 21 14 3 78 Fair

26

Siti Alfiani

Fadlilah 20 19 17 14 3 73 Fair

27 Siti Marfuah 20 20 18 17 4 79 Good

28

Yuli

Fatkhiyaturrohmah 22 21 19 14 4 80 Good

∑=

2048

Note : *) students who passed the Minimum Mastery Criteria-

Kriteria Ketuntasan Minimal (KKM) 75

Explanation

C : Content

F : Form / Organization

V : Vocabulary

G : Grammar Mechanic

Table 4.2: Criteria of Students’ Achievement of Pre-Test 1

No Score Criteria Number of

Student

1 89- 100 Excellent

2 79- 88 Good 9

3 75- 78 Fair 10

4 46- 74 Poor 8

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5 0- 45 Very Poor

Total

The main of pre- test 1

M = ∑𝑋

𝑁

M = 2048

27

M = 75,85

The result of pre- test mean was 75,85, total of pre-test was

2048 and total the students was 27.

From the table of pre-test above, it could be seen there were

the students that passed the minimum required standard 75. There

were 10 students who got fair level, 9 who got good level and 8

who got poor level. From the result above, it showed that the mean

of pre-test was 75,85. It was passed the minimum passing score,

there were many students was still got fair score in writing

descriptive text.

2. Post-test and Mean Score of Post-Test 1

Table. 4.3: Score of the students’ Post- Test 1

No Name Aspects


1 Alfi Hilyati 22 19 21 17 4 82 Good

2 Alfian Alfannur

Wahid 22 20 22 16 4 84 Good


4 Aliya Nur Jannah 23 22 20 20 5 90 Very

Good


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6 Dilla Praditya

Hutomo Putro 21 19 19 14 4 77 Fair

7 Dwi Widi Hartanti 20 20 19 16 4 79 Good

8 Em Fauqi Majdy


9 Eni Ustavia 19 18 20 18 4 79 Good

10 Febri Darania 18 19 19 16 4 77 Fair

11 Fidyah Sari

Rohmah 23 22 21 19 4 89

Very

Good

12 Henny Nur

Istiyani 20 18 20 15 3 75 Fair

13 Junita Ari

Darmayanti 18 19 18 20 4 79 Good

14 Kareena Devinayu



16 Khotimatul Ulya 21 19 18 16 3 77 Fair

17 Lina Indah


18 Muhamad Kun

Mafaza 20 18 20 19 3 78 Fair

19 Muhammad Lutfi

Choirul 22 21 20 18 3 83 Good

20 Nihayatul Khusna

21 Nurul Latifah 23 23 21 18 4 89 Very

Good

22 Setyo Dwi

Meiliawati 21 18 20 17 4 80 Good


24 Shofia Chafi Azka

Haq 19 19 20 18 4 80 Good

25 Siti Alfiana

Saadah 21 20 19 18 4 82 Good

26 Siti Alfiani

Fadlilah 21 20 18 17 4 80 Good


28 Yuli

Fatkhiyaturrohmah 19 20 19 15 4 77 Fair

∑=

2168

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Table. 4.4: Criteria of students’ the Achevement of Post-Test 1

No Score Criteria Number of Student

1 89- 100 Excellent 3

2 79- 88 Good 14

3 75- 78 Fair 19

4 46- 74 Poor 1

5 0- 45 Very Poor

Total 27

The mean of post- test 1

M = ∑𝑋

𝑁

M = 2168

27

M = 80,29

The result of post-test mean was 80,29, total of post-test

was 2168 and total the students was 27.

- Mean of pre-test = 75,85

- Mean of post-test = 80,29

- Mean of pre-test ≤ than post-test

There were improvement of students writing skills through

brainwriting strategy between pre-test I (before the action) and the

post-test I (after the action). From the result above, it showed that

the mean of post-test was 80,29 there was improvement but it was

passed the minimum passing score. To be accureate the writer to

apply brainwriting strategy once again.

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I. Standard Deviation of Cycle I

After the technique was implemented to the students, to

know the whole result of ths study, the researcher continued

research by hypothesis test. Hypothesis test in this studiesd

calculated using t-test technique.

Table. 4.5: Result of Pre-Test and Post-Test I

No Name Pre- Test I Post- Test I D D2

1 Alfi Hilyati 77 82 5 25

2

Alfian Alfannur

Wahid 71 84

13 169

3 Alfina Maulida 75 75 0 0

4 Aliya Nur Jannah 81 90 9 81

5 Amelia Ardi Arta 79 79 0 0

6

Dilla Praditya

Hutomo Putro 70 77

7 49

7 Dwi Widi Hartanti 76 79 3 9

8

Em Fauqi Majdy

Arghaprima 77 78

1 1

9 Eni Ustavia 70 79 9 81

10 Febri Darania 73 77 4 16

11

Fidyah Sari

Rohmah 75 89

14 196

12 Henny Nur Istiyani 72 75 3 9

13

Junita Ari

Darmayanti 76 79

3 9

14

Kareena Devinayu

Maharani 78 78

0 0

15 Kharisma Amalia 72 73 1 1

16 Khotimatul Ulya 72 77 5 25

17

Lina Indah

Puspitasari 80 83

3 9

18

Muhamad Kun

Mafaza 75 78

3 9

19

Muhammad Lutfi

Choirul 79 83

4 16

20 Nihayatul Khusna

21 Nurul Latifah 82 89 7 49

22 Setyo Dwi 74 80 6 36

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Meiliawati

23 Shakira Salsabila 80 82 2 4

24

Shofia Chafi Azka

Haq 80 80

0 0

25 Siti Alfiana Saadah 78 82 4 16

26

Siti Alfiani

Fadlilah 73 80

7 49

27 Siti Marfuah 79 81 2 4

28

Yuli

Fatkhiyaturrohmah 80 77

-3 9

∑ 2048 2168 112 872

a. From data above, the teacher calculate SD pre-test and post-test of

cycle 1 below:

SD = ∑D2

N−

∑D

N

2

SD = 872

27−

112

27

2

SD = 32,29 − 4,14 2

SD = 32,29 − 17,13

SD = 15,16

SD = 3,89

Explanation:

SD = Deviation standard for one sample t-test

D = Different between pre-test and post-test

N = Number of observation in sample

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b. Calculating of T- test Value

ot

1N

SD

N

D

ot

27

89,3

27

112

ot

1,5

89,3

27

112

ot 76,0

14,4

ot 44,5

(a) Calculate of df

df = n – 1

df = 27 – 1

df = 26

(b) Consult with t-table

With df=26, the value of t-table with level of significant

0,05% was 2,056.

(c) Comparing t-test with t-table

From the result data above, ascertainable that the cycle I

t-test value was 5,44 and t-table value was 2,056. Because the

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result of t-test ≥ t-table = 5,44 ≥ 2,056. So, the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho)

was rejected. It means that there were a significant difference

between pre-test and post-test.

The improvement was also could be calculated in

percentage bycalculating students‘ pre-test and post-test score.

The calculation could be shown below:

P= 𝑀2−𝑀1

𝑀1+𝑀2 x 100%

P= 80,29−75,85

75,85+80,29 x 100%

P= 4,44

156,14 x 100%

P= 2,84%

The calculation which showed the class percentage of

students who pass the KKM (the minimum of passing criteria)

was:

P= 𝐹

𝑁 x 100%

P= 26

27 x 100%

P= 96,29%

It means there were96,29% of students‘ who pass the

standardized score (the minimum of passing criteria). Just one

student did not pass the KKM. It indicated that the successful of

cycle I should be improved. Finally, the researcher would take

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the second cycle, so that 96,29% the students was able to pass

the KKM.

2. Cycle II

Base on the result of cycle 1, it was necessary for the researcher to

continue the next level:

a. Planning

In cycle 2 the teacher would only emphasize the generic

structure, language feature and grammar more deeply to solve the

weaknesses occurred in cycle I, in cycle 2 the teacher would stimulate

students to be more active in exploring their idea.

The researcher prepared the instruments of research, such as:

1) Making lesson plan (RPP), and designing the steps in doing action

using RPP

2) List of students‘ name

3) Preparing sheet for classroom observation

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

5) Test Instrument ( pre-test and post-test)

6) Preparing Materials.

b. Action

The first meeting in cycle 2 was conducted on thrusday,

November 6th

2016. The steps were still the same with the cycle I. She

continued the lesson with the same materials but different theme.

Before learning process began, the teacher made asking to the students

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about a favorite place. Every the student had different a favorite place.

In this time was used by teacher to give pre-test before the teacher

started the lesson. After pre-test, she began to teach.

The material of pre-test was:

The teacher gave the students descriptive text that were

prepared and asked the students to identify the generict structure that

still on one paragraph and they translate the vocabularies list. She

opened the lesson with “salam”, asked the students‘ condition and

saying ―basmallah‖ together. She check the attandence list. Before

continued the lesson the teacher asked to the students about what had

they learned yesterday. She asked to explained it and asked them to

describe the favorite place.

The teacher would give the students pre-test. Asked to prepre

one piece of paper and made the descriptive text about favorite place

and she gave time about 20 minutes to make it.‖ She walked around,

asked to the students to ask if they did not undesrtand. After a few

minutes time was up.

Then after gave pre-test and time was up the teacher asked the

students to collect the task and she gave explanation clearly to the

students. Before the teacher gave post-test, she showed the favorite

place about borobudur temple again to make the students remember

it.The students and the teacher tried to do identifying the text and

translate together. Thus the time was up she closed the lesson by

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saying “hamdallah” together and the lesson would be continued

tomorrow.

Second meeting in cycle 2 was conducted on Wednesday,

November 7th

2016. The step were still same with the cycle I. She

continued the lesson with the same mterials but different theme.

Before the lesson began, the researcer made asking to the students

about a pet that they have. Every student had different a pet. In this

time was used by teacher to give post-test

After the students understood how to make an essay about

descriptive text, the teacher asked the students to describe about cat,

mouse, bird and cow. The teacher used a brainwriting strategy. She

dividedthe class into two group, and group one was given the theme

about cat and mouse. Group two was given the theme about cow and

bird. She gave instruction to the students how they worked in their

group. First the students write down one or two idea about their

theme. Then they gave their paper to friends in their right hand until

there were ten or more ideas. They did it seriously and if there

weredifficult and did not know the vocabulary they asked the teacher.

During the students did their work, the teacher walked around the

class to know if there were students who still had difficulties and

guidance them to compose text well.

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c. Observation

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

got field note from the partner which has been written in above. By

monitoring the student‘s activity in the action, the teacher could see

that the students could understand the descriptive text using

brainwriting strategy, it showed with some of students had no

difficulty in understanding the text that has been learned.

1. Pre-Test and mean score of cycle II

Table 4.6: Score of the Students’ Pre- Test II

No Name Aspects


1 Alfi Hilyati 21 20 18 16 4 79 Good

2 Alfian Alfannur

Wahid 19 19 19 14 4 75 Fair




6 Dilla Praditya

Hutomo Putro 18 18 18 13 3 70 Poor


8 Em Fauqi Majdy


9 Eni Ustavia 19 17 18 18 3 75 Fair

10 Febri Darania 18 16 17 16 4 71 Poor

11 Fidyah Sari

Rohmah 20 17 18 18 4 77 Fair

12 Henny Nur

Istiyani 18 16 19 15 4 70 Poor

13 Junita Ari

Darmayanti 18 19 17 20 4 78 Fair

14 Kareena Devinayu



16 Khotimatul Ulya 19 19 20 15 3 76 Fair

17 Lina Indah 18 17 22 15 3 75 Fair

74

74

Puspitasari

18 Muhamad Kun

Mafaza 19 18 19 16 3 75 Fair

19 Muhammad Lutfi

Choirul 18 19 20 17 4 78 Fair

20 Nihayatul Khusna


22 Setyo Dwi

Meiliawati 18 18 20 16 4 76 Fair



Haq 19 19 20 18 4 80 Good

25 Siti Alfiana

Saadah 20 20 21 14 3 78 Fair

26 Siti Alfiani


27 Siti Marfuah 19 18 16 17 4 74 Poor

28 Yuli


∑=

2060

Table 4.7: Criteria of Students’ Achievement of Pre- Test II

No Score Criteria Number of

Student

1 89- 100 Excellent

2 79- 88 Good 6

3 75- 78 Fair 16

4 46- 74 Poor 5

5 0- 45 Very Poor

Total 27

The mean of Pre-test II

M = ∑𝑋

𝑁

M = 2060

27

M = 76,3

75

75

The result of pre-test mean was 76,3. Total of pre-test was

2060 and total the students was 27.

The result of the students score in this cycle II pre-test was

still same with the pre- test on cycle 1 just there were 54 score. 6

students in good, 16 students in fair, and the last 5 in poor. From

the result above it showed that mean of pre-test was 76,3. It was

passed the minimum passing score.

2. Post –test and Mean Score of Cycle II

Table 4.8: Score of the Students’ Post- Test II

No Name Aspects


1 Alfi Hilyati 24 24 23 20 4 95 Very

Good

2 Alfian Alfannur

Wahid 19 19 19 16 4 77 Fair

3 Alfina Maulida 22 20 20 18 4 85 Good



6 Dilla Praditya

Hutomo Putro 20 20 19 19 4 82 Good


8 Em Fauqi Majdy

Arghaprima 20 19 18 17 4 80 Good

9 Eni Ustavia 20 19 18 18 3 78 Fair

10 Febri Darania 20 19 19 18 4 80 Good

11 Fidyah Sari

Rohmah 21 18 18 18 4 79 Good

12 Henny Nur

Istiyani 22 22 20 19 4 85 Good

13 Junita Ari

Darmayanti 18 19 20 20 4 81 Good

14 Kareena Devinayu

Maharani 19 20 18 20 4 81 Good

15 Kharisma Amalia 20 17 20 19 4 80 Good

16 Khotimatul Ulya 24 23 23 22 4 96 Very

76

76

Good

17 Lina Indah


18 Muhamad Kun

Mafaza 20 18 19 18 3 78 Fair

19 Muhammad Lutfi

Choirul 23 19 20 19 4 85 Good

20 Nihayatul Khusna


22 Setyo Dwi

Meiliawati 20 18 20 18 4 80 Good



Haq 19 19 20 18 4 80 Good

25 Siti Alfiana

Saadah 20 20 21 14 3 78 Fair

26 Siti Alfiani



28 Yuli


∑=

2208

Table 4.9: Criteria of Students’ Achievement of Post- Test II

No Score Criteria Number of Student

1 89- 100 Excellent 2

2 79- 88 Good 9

3 75- 78 Fair 16

4 46- 74 Poor

5 0- 45 Very Poor

Total 27

The mean of Post-test II

M = ∑𝑋

𝑁

M = 2208

27

77

77

M = 81,77

The result of post-test mean ws 81,77. Total of post-test was 2208,

and 26was total the students.

Mean of pre-test = 76,3

Mean of post-test = 81,77

Mean of pre-test ≤ than post-test

There were improvement of students‘ writing skill trough

brainwriting strategy between pre-test II (before the action) and the post-

test II (after the action). It could be concluded that the post test was

successful. From the table above there were9 students who gotgood score

level, 2 students got excellent/ very good level, 16 students got fair level,

there were no students who got poor or very poor level.

We could see from their score, from pre-test II, they only got 76,3

Itproved that the students‘ skill in writing descriptive text was low. But, it

changed after the teacher gave treatment and they could reach 81,77 in the

post test II. It proved that their mark increase significantly compared with

their pre-test.

2. Standard Deviation of Cycle II

Table 4.10: Standar Deviation of Cycle II

No Name Pre- Test

I Post- Test I D D

2

1 Alfi Hilyati 77 95 18 324

2

Alfian Alfannur

Wahid 71 77

6 36

3 Alfina Maulida 75 85 10 100

4 Aliya Nur Jannah 81 83 2 4

78

78

5 Amelia Ardi Arta 79 82 3 9

6

Dilla Praditya Hutomo

Putro 70 82

12 144

7 Dwi Widi Hartanti 76 78 2 4

8

Em Fauqi Majdy

Arghaprima 77 80

3 9

9 Eni Ustavia 70 78 8 64

10 Febri Darania 73 80 7 49

11 Fidyah Sari Rohmah 75 79 4 16

12 Henny Nur Istiyani 72 85 13 169

13 Junita Ari Darmayanti 76 81 5 25

14

Kareena Devinayu

Maharani 78 81

3 9

15 Kharisma Amalia 72 80 8 64

16 Khotimatul Ulya 72 96 24 576

17 Lina Indah Puspitasari 80 86 6 36

18

Muhamad Kun

Mafaza 75 78

3 9

19

Muhammad Lutfi

Choirul 79 85

6 36

20 Nihayatul Khusna

21 Nurul Latifah 82 87 5 25

22 Setyo Dwi Meiliawati 74 80 6 36

23 Shakira Salsabila 80 79 -1 1

24

Shofia Chafi Azka

Haq 80 80

0 0

25 Siti Alfiana Saadah 78 78 0 0

26 Siti Alfiani Fadlilah 73 76 3 9

27 Siti Marfuah 79 80 1 1

28

Yuli

Fatkhiyaturrohmah 80 77

-3 9

∑ 2048 ∑= 2208 154 1764

a. From data above, the teacher calculate SD pre- test and post- test

of cycle 2 below:

SD = ∑D2

N−

∑D

N

2

79

79

SD = 1764

27−

154

27

2

SD = 65,33 − 5,70 2

SD = 65,33 − 32,49

SD = 32,84

SD = 5,73

a) T-test calculation

ot = ∑𝐷

𝑁

𝑆𝐷

𝑁−1

ot =

154

27

5,73

27−1

ot = 5,705,73

26

ot = 5,705,73

5,09

ot = 5,70

1.125

ot = 5,06

b) Calculate of df

df = n – 1

df = 27 – 1

df = 26

c) Consult with t-table

With df=26, the value of t-table with level of

significant 0,05% is 2,056.

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d) Comparing t-test with t-table

In the second cycle, the result showed that the

students‘ writing ability increase significantly. The

calculation result of t-test = 5,06 and t-table with Df = N-1,

Df = 26, level of signification 5% in t-table = 2,056. The

result of t-test was 5,06 > 2,056. So, the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho)

was rejected. It means that there were a significant

difference between pre-test and post-test in cycle 2.

The improvement was also could be calculated in

percentage bycalculating students‘ pre-test and post-test

score. The calculation could be shown below:

P= 𝑀2−𝑀1

𝑀1+𝑀2 x 100%

P= 81,77−76,3

76,3+81,77 x 100%

P= 5,47

158 x 100%

P= 3,46 %

The calculation which showed the class percentage of

students who pass the KKM (the minimum of passing

criteria) was:

P= 𝐹

𝑁 x 100%

P= 27

27 x 100%

P= 100%

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81

It mean that 100% of students‘ who pass the

standardized score (the minimum of passing criteria).It

indicated that the successful of students‘ writing descriptive

text was good enough.

e) Students‘ Observation Sheet

Table 4. 11: Result of the observation sheet in cycle II

No Name Sex Object

Note A B C D

1 Alfi Hilyati F √

2

Alfian Alfannur

Wahid M √

3 Alfina Maulida F √

4 Aliya Nur Jannah F √

5 Amelia Ardi Arta F √

6

Dilla Praditya

Hutomo Putro M √

7 Dwi Widi Hartanti F √

8

Em Fauqi Majdy

Arghaprima M √

9 Eni Ustavia F √

10 Febri Darania F √

11

Fidyah Sari

Rohmah F √

12 Henny Nur Istiyani F √

13

Junita Ari

Darmayanti F √

14

Kareena Devinayu

Maharani F √

15 Kharisma Amalia F √

16 Khotimatul Ulya F √

17

Lina Indah

Puspitasari F √

18

Muhamad Kun

Mafaza M √

19

Muhammad Lutfi

Choirul M √

20 Nihayatul Khusna F √

21 Nurul Latifah F √

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22

Setyo Dwi

Meiliawati F √

23 Shakira Salsabila F √

24

Shofia Chafi Azka

Haq F √

25 Siti Alfiana Saadah F √

26

Siti Alfiani

Fadlilah F √

27 Siti Marfuah F

28

Yuli

Fatkhiyaturrohmah F

Explanation:

A: Pay attention C: Activeness in responding question

B: Activeness in asking question D: Enthusiasm in doing test

d. Reflecting

The reflecting that was done by the researcher and the teacher

about the activity during the teaching leaning process in cycle II. In

this cycle the teaching was done by teacher maximum. The students

were enthusiastic and focused on listening to the teacher‘s explanation

without making any noise. After having got the teachers‘ explanation,

students have known about their problems and reduced their mistakes

in writing. They could practice language optimally especially in

writing descriptive text and express their idea through writing directly,

even though there were many limited vocabularies and error

grammatical. But now, they could express their idea, increased their

vocabulary and wrote their idea directly.

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Although the students have low interesting in asking question,

but the students quite good in answer the teacher‘s question. And the

result of this cycle 2 was so good 100% students passed the KKM.

B. Discussions

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

significant improvement on the students‘ writing ability. That would be

explained in the table below:

Table 4. 12: The Mean and T-calculation of Students’ Score Cycle I

and Cycle II

N

o

Analyze Cycle I Cycle II

1 Mean

Pre-test

Post-test

75,85

80,29

76,3

81,77

2 t-table N= 27 2,056 2,056

3 t-calculation 5,44 5,06

4 t-test > t-table 5,44> 2,056 5,06> 2,056

Table 4.13: The Students’ Mean Score in Percentage

Category Cycle 1 Cycle 2

<75 3,71% 0%

>75 96,29% 100%

There were100% who pass KKM (the minimum of passing criteria).

The score of pre test cycle II is 76,3 which is more than pre test of cycle I.

Meanwhile, the score of post test cycle II is 80,77 which is higher than

post test cycle I, i.e 80,29. In addition, the students look more confident

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

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Based on the field note and observation conducted when the strategy

was applied, the researcher analyzed that there were many improvement in

many aspect, they were the improvement of students mastery of writing

descriptive text using brainwriting strategy, other improvement was

grammar and vocabulary.

Based on the result among T-test of cycle 1 and cycle 2, the

implementation of brainwriting strategy on writing performance was

successful to improve students‘ writing ability especially in descriptive

text. It could be seen from the table, that showed that T-test of cycle 1 was

5,44 and cycle 2 was 5,06.

In addition, the mean of pre test and post test of each cycle increases

significantly. The table above displayed that the mean of cycle 1 improves;

the mean of pre test was 75,85 and the mean of post test was 80,29. In

cycle 2, the mean of pre test and post test also increase. In cycle 2, the

mean of pre test was 76,3 and post test 80,77.

The implementation of using brainwriting strategy could improve the

students understanding in learning writing descriptive text. The

improvement could be examined from the results of the students answered

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

students encountered many difficulties in understanding of descriptive text

and have difficulties on express their ideas. They could not tell the generic

structure of the text correctly, less vocabularies, grammar and confused to

determine the language feature of the text. Trained with brainwriting

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strategy helped the students to understand descriptive text that was

comprehensible.

From the finding research above, it could be seen that the using

brainwriting could improve the students understanding in learning

descriptive text. Because the function of brainwriting itself was to produce

an ideas more than share ideas with the friends opinion, reduced the

possibility of conflict between members in the group debate and helped

members of the talk passive and less self confidence in their opinion

expressed orally in a group sharing opinions.

By the other word, this research proved that the students

understanding could be improved through brainwriting strategy in

learning.

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CHAPTER V

CLOSURE

A. Conclusions

After the research was conducted, the researcher drew conclusion

of writing ability to improve students‘ writing ability through brainwriting

strategy especially in descriptive text (A Classroom Action Research of

the Eight Grade Students of MTsN 1 Susukan in Academic Year of 2016/

2017), the researcher can conclude based on the findings discussed in the

previous chapter that:

1. The implementation using brainwriting strategy of the eight grade of

MTsN Susukan in the academic year of 2016/2017 could improve the

students‘ attention and participation in learning writing descriptive

text.. It could be seen from the field notes of two cycles where

students enjoyed and were interested in learning process. could make

the students more interested to study descriptive text in English. The

students understood more of teaching and remembered about the

meaning of descriptive text. In the other hand, by using brainwriting

strategy made it all of the students who followed the class more

enjoyable and fun, losed their boredom and sleepy.

2. Based on the comparison calculation among cycle I and cycle II, the

application of brainwriting strategy was successful to improve

students‘ writing in descriptive text. It can be seen in the table. There

was better improvement students‘ mean score from pre-test, post-test I,

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87

and pre- test, post- test II. The mean score cycle I pre- test was 75,85

and post- test was 80,29 and the cycle II pre-test was 76,3 and post-

test was 81,77. It means there is significant score after applying

brainwriting strategy in teaching writing descriptive text.

3. The improvement of using brainwriting strategy to improve students

writing descriptive text is proved from the result of t-test and t-table in

cycle I (5,44> 2,056) which the score of t-test was higher than the

score of the pre-test and t-table in cycle II (5,73> 2,056). It can be

indicated that there is signivicant improvement after applying

brainwriting strategy that are the percentage of mean score in pst-test

cycle 1 is 96,29% and to be 100% in post-test cycle 2.

B. Suggestions

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

teach writing by the use of picture media, the writer would like to

suggest as follows:

f. For students

3) It improves the mastery of writing subject.

4) It helps students to write better.

g. For the teachers

3) The teacher know the level of students mastery in writing

ability.

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4) The result may become an input to determine teaching steps and

strategies especially in writing.

h. Other Researchers

The results of this study can be used as the reference for

future research.

i. The school

The positive results of this research can creat the innovation

for the school to develop an interesting learning strategy to improve

the students‘ involvement in teaching learning process. In other hand

it creates good quality for students‘ output.

j. For the institution

The findings of the research will improve the institution‘s

quality especially in the English teaching learning.

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APPENDICES

97

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MTsN Susukan

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/1 (satu)

Materi Pokok : Teks deskriptif lisan dan tulis,pendek dan sederhana, tentang

orang.

Alokasi Waktu : 4 X 40 menit

A. Kompetensi Inti:

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif

dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,

98

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari

di sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi

1. 1.1.Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar komunikasi

internasional yang

diwujudkan dalam semangat

belajar.

1.1.1 Mengungkapkan rasa

syukur atas kesempatan dapat

belajar bahasa Inggris

2. 2.2.Menunjukkan perilaku

jujur, disiplin, percaya diri,

dan bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru

dan teman.

2.2.2 Tidak menyalahkan orang

lain atas tindakannya sendiri

2.2.3 Melakukan hal-hal yang

dikatakan akan dikerjakan tanpa

diingatkan orang lain.

3. 3.10. Menerapkan struktur 3.10.1 Menulis teks deskriptif tentang

99

teks dan unsur kebahasaan

untuk melaksanakan fungsi

sosial teks deskriptif dengan

menyatakan dan menanyakan

tentang deskripsi orang,

pendek dan sederhana, sesuai

dengan konteks

penggunaannya.

deskripsi orang, pendek dan sederhana,

sesuai dengan konteks penggunaannya.

4. 4.11. Menangkap makna

dalam teks deskriptif lisan

dan tulis, pendek dan

sederhana.

4.12. Menyusun teks

deskriptif lisan dan tulis,

pendek dan sederhana,

tentang binatang, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan yang benar dan

4.11.1 Mengidentifikasi stuktur dan

unsur kebahasaan dalam teks

4.12.1 Menyatakan sifat dan

ciri fisik orang secaralisan dengan

akurat, lancar dan berterima

100

sesuai konteks.

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

1. Mengamati dan mengidentifikasi gambar orang yang ditunjukkan oleh guru

secara seksama

2. Menanggapi pertanyaan yang diberikan guru berdasarkan gambar secara lisan

3. Mengidentifikasi informasi rici dari text deskriptif secara akurat

4. Mengidentifikasi generic structure dari text deskriptif secara berpasangan

5. Menulis deskripsi dari gambar yang ada secara individu

6. Membuat teks deskriptif secara individu

D. Materi Pembelajaran

Descriptive text

1. Pengertian Descriptive Text

Descriptive Text is a text that is used to describe something like persons, things,

place, animals and other.

2. The purpose of Descriptive Text

To describe and express the characteristic of things, place, persons, animal and other.

3. Generic Structure Descriptive Text

There are two characteristics on descriptive Text. Both of it are:

101

a. Identification

Idnetification: identifying the phenomena to be described (yang berisi tentang topik

atau "apa" yang akan digambarkan atau dideskripsikan)

b. Description

Description : describing the phenomenon in parts, qualities, or/ and characteristics

(adalah bagian terakhir dari Descriptive Text yang berisi tentang pembahasan atau

penggambaran tentang topik atau "apa" yang ada di Identification mengenai

kenampakan fisik, kualitas, perilaku umum maupun sifat-sifatnya.)

4. The Language Feature of Descriptive Text

a. Descriptive Text using simple Present Tense, misalnya: go, eat, fly,

etc.

b. Descriptive Text using adjectives (kata sifat) yang bersifat Describing

(mengambarkan), Numbering (Menomerkan), dan Classifying

(mengklasifikasikan), misalnya: two strong legs, sharp white fangs, etc.

c. Descriptive Text using Relating Verbs untuk memberikan informasi

tentang subjek, misalnya: my mum is realy cool, it has very thick fur,

etc.

d. Descriptive Text menggunakan Thinking Verbs (kata kerja berfikir,

seperti belive, think, etc.) dan Feeling Verbs (kata kerja perasa, seperti

feel)untuk mengungkapkan pandangan pribadi penulis tentang subjek,

102

misalnya: police believe the suspect is armed, I think it is a clever

animal, etc.

e. Descriptive Text using Adverbs (kata keterangan) to give add

information about attitude or adjective, example: it is extremely high,

it runs definitely past, etc.

TASK 1.

My Mother

Identification

Every people certainly have a mother. Because people was born from

her. The existence of her among us is definitely important. That is why I love her so

much. I owe great debt to what she has been doing to me until right now. I love you,

mom.

(Setiap manusia pastinya memiliki seorang ibu. Karena manusia lahir darinya.

Kehadirannya diantara kita sungguh sangat penting. Itu lah mengapa saya sangat

mencitainya. Saya berhutang banyak pada apa yang dia lakukan sampai sekarang ini.

Saya cinta ibu.)

Description

My mother's name is Khodijah. She was born 49 years ago. She is short, but not too

short. She is little fat. And she is old. She has got short white straight hair. She has

103

got brown skin. She is beautiful. Her hand is so soft, the hand that have taught me to

be kind person.

(Ibu saya bernama Khodijah. Beliau lahir 49 tahun yang lalu. Beliau pendek, tetapi

tidak begitu pendek. Beliau sedikit gemuk. Dan beliau sudah tua. Beliau memiliki

rambut putih pendek yang lurus. Beliau memiliki kulit coklat. Beliau cantik.

Tanganya begitu lembut, tangat yang telah mengajarkan saya untuk menjadi orang

yang baik.)

She never stops to support me. She always tells me to not give up so easily. She

always gives me some fine solutions when I have some problems. The importance of

her is never denied. That is why I never reject her willing.

(Beliau tidak pernah berhenti mendukung saya. Beliau selau memberitahu saya untuk

tidak menyerah dengan gampang. Beliau selalu memberi saya beberapa solusi bijak

ketika saya menghadapi beberapa masalah. Pentingya beliau tidak pernah terelaknya.

Itu lah mengapa saya tidak pernah menolak keinginannya.)

E. Metode Pembelajaran:

- Scientific Approach

- Brainwriting Strategy

F. Media, Alat, dan Sumber Pembelajaran

104

- Gambar orang tua/ ibu

- Text

- Picture

- Board marker and realia

G. Sumber Pembelajaran

- Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris,

When English rings the bell. Jakarta: Politeknik Negri Media Kreatif.

Hal. 125.

- Internnet

- Buku pegangan guru

H. Langkah-langkah pembelajaran

a. Pendahuluan (10 menit)

1) Guru memberi salam, Guru menyiapkan peserta didik secara psikis dan

fisik untuk mengikuti proses pembelajaran dengan memberi salam,

mengajak peserta didik merapikan kelas dan penampilan mereka,

mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan

memeriksa kehadiran siswa.

105

2) Brain storming dengan menanyakan pada siswa berbagai macam

pengamatan siswa terhadap orang/ benda yang ada di dalam kelas

dengan menyebutkan ciri-ciri benda/ orang tersebut.

3) Melakukan Pre-test. Yaitu dengan meminta siswa untuk mengerjakan

soal pada lembar tugas yang telah disediakan

4) Guru menjelaskan tentang tujuan pembelajaran dan kompetensi dasar

yang akan dicapai dan manfaat dalam kehidupan sehari hari.

5) Guru menyampaikan apa yang akan dipelajari

b. Kegiatan inti (60 menit)

Mengamati

1. Peserta didik diminta mengamati dan mengidentifikasi text yang

ditunjukkan oleh guru (task 1)

2. Dengan bimbingan dan arahan guru, peserta didik mengidentifikasi

ciri-ciri atau sifat untuk mendeskripsikan suatu benda, orang/

tempat..

Menanya

1. Guru membimbing siswa mempertanyakan generic stucture dan tujuan dari

teks deskriptif

2. Peserta didik merespon pertanyaan yang berkaitan dengan text secara lisan.

106

Mengeksplorasi

1. Dengan bimbingan guru siswa guru membagikan kertas dan mulai

mempraktekan metode brainwriting

2. Guru menyuruh siswa menulis satu kata baik benda, orang,

kemudian kertas digeser ke kanan sampai 7/ 10 putaran.

Mengasosiasi

1. Peserta didik menyimpulkan hasil putaran diskusi dengan

dikerjakan secara individu dari hasil diskusi tersebut

Mengkomunikasikan

1. Peserta didik membuat text deskriptif dari hasil putaran tersebut

c. Penutup (10 menit)

1. Peserta didik dan guru melakukan refleksi terhadap kegiatan

pembelajaran (menanyakan kesulitan siswa)

2. Peserta didik dan guru memberikan umpan balik terhadap proses

dan hasil pembelajaran/ kesimpulan

3. Guru memberikan tugas untuk peserta didik untuk mencari contoh-

contoh deskriptive text dari internet

4. Peserta didik dan guru mengucapkan salam penutup.

107

I. Penilaian (RUBRIK PENILAIAN WRITING).

1. Penilaian

Teknik : tes tulis

Bentuk : membuat paragraf Descriptive

PRE-TEST

Name: ........................................................................................

Class: .........................................................................................

Date : ........................................................................................

Make a descriptive text paragraph by using the title about:

Title : Classmate

................................................................................................

................................................................................................

................................................................................................

................................................................................................

................................................................................................

POST-TEST Make a Descriptive Paragraph Using Brainwriting strategy

Name: ........................................................................................

Class: .........................................................................................

Date : ........................................................................................

Title : Things in the class

2. Pedoman penilaian

108

Nilai maksimal = 100

Scor peniaian

Nilai perolehan -------------------x 10

Scor maksimal

3. Rubrik penilaian

Aspect

Component/ content

Organization

Score

30 - 17

20 – 13

Grammar 25 – 5

Mechanic 5 – 2

Vocabulary 20– 13

4. Criteria of the score:

109

No. Score Criteria

1. 89-100 Excellence/ Very Good

2. 79-88 Good

3. 66-78 Fair

4. 46-65 Poor

5. 0-45 Very poor

Susukan, August 30th

2016

Mengetahui,

Guru Mata Pelajaran Peneliti

Anima Ubbadah , S.Pd. Ratih Purwati

NIP. 197904182007102004 NIM: 11312161

Kepala Sekolah

Hj. Hidaytun, S.Ag. M.Pd.

NIP. 197208241997032002

112

POSTTEST CYCLE 1

114

RESULT OF OBSERVATIONAL SHEET CYCLE 1

School : MTsN 1 Susukan

Cycle : 1 (first meeting)

Teacher : Ratih Purwati

Observer : Sri Sunani

No Names of Students Sex Sex Object Note

A B C D

1. Alfi Hilyati

F F √ √

2. Alfian Alfannur Wahid

M M √

3. Alfina Maulida

F F √

4. Aliya Nur Jannah

F F √ √

5. Amelia Ardi Arta

F F √

6. Dilla Praditya Hutomo Putro

M M √

7. Dwi Widi Hartanti

F F √

8. Em Fauqi Majdy Arghaprima

M M √

9. Eni Ustavia

F F √ √

115

10. Febri Darania

F F √ √

11. Fidyah Sari Rohmah

F F √

12. Henny Nur Istiyani

F F √

13. Junita Ari Darmayanti

F F √ √

14. Kareena Devinayu Maharani

F F √ √

15. Kharisma Amalia

F F √ √

16. Khotimatul Ulya

F F √ √

17. Lina Indah Puspitasari

F F √

18. Muhamad Kun Mafaza

M M √

19. Muhammad Lutfi Choirul

M M √ √

20. Nihayatul Khusna

F F

21. Nurul Latifah

F F √

22. Setyo Dwi Meiliawati

F F √

23. Shakira Salsabila

F F √

24. Shofia Chafi Azka Haq

F F √ √

116

25. Siti Alfiana Saadah

F F √

26. Siti Alfiani Fadlilah

F F √

27. Siti Marfuah

F F √

28. Yuli Fatkhiyaturrohmah

F F √

Explanation:



117



Cycle : 1 (second meeting)




A B C D

1. Alfi Hilyati

F F √


M M √

3. Alfina Maulida

F F √

4. Aliya Nur Jannah

F F √

5. Amelia Ardi Arta

F F √


M M √


F F √


M M √

9. Eni Ustavia

F F √

118

10. Febri Darania

F F √ √


F F √


F F √


F F √ √ √


F F √

15. Kharisma Amalia

F F √

16. Khotimatul Ulya

F F √ √ √


F F √


M M √


M M √


F F

21. Nurul Latifah

F F √ √


F F √


F F √ √


F F √

119


F F √


F F √

27. Siti Marfuah

F F √


F F √

Explanation:



120

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CYCLE 2

Satuan Pendidikan : MTsN Susukan

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/1 (satu)

Materi Pokok : Teks deskriptif lisan dan tulis,pendek dan sederhana, tentang

orang.

Alokasi Waktu : 4 X 40 menit

J. Kompetensi Inti:

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif

dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,

121

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari

di sekolah dan sumber lain yang sama dalam sudut pandang/teori

K. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi

1. 1.1.Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar komunikasi

internasional yang diwujudkan

dalam semangat belajar.

1.1.1Mengungkapkan rasa syukur atas

kesempatann dapatbelajar bahasa

Inggris.

2. 2.2.Menunjukkan perilaku

jujur, disiplin,percaya diri, dan

bertanggung jawab dalam

melaksanakankomunikasi

transaksional dengan guru dan

teman.

2.2.2Tidak menyalahkan orang lain

atas tindakannyasendiri

2.2.3Melakukan hal-hal yang

dikatakan akan dikerjakan tanpa

diingatkan orang lain.

3. 3.10. Menerapkan struktur

teks dan unsur kebahasaan

3.10.1 Menulis teks deskriptif tentang

deskripsi orang, pendek dan

122

untuk melaksanakan fungsi

sosial teks deskriptif dengan

menyatakan dan menanyakan

tentang deskripsi orang,

pendek dan sederhana, sesuai

dengan konteks

penggunaannya.

sederhana, sesuai dengan konteks

penggunaannya.

4. 4.11.Menangkap makna dalam

teks deskriptif lisan dan tulis,

pendek dan sederhana.

4.12. Menyusun teks

deskriptif lisan dan tulis,

pendek dan sederhana, tentang

binatang, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan yang benar dan

sesuai konteks.

4.11.1Mengidentifikasi stuktur dan

unsur kebahasaan dalam teks

4.12.1 Menyatakan sifat dan ciri fisik

orang secaralisan dengan akurat,

lancar dan berterima

123

L. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

7. Mengamati dan mengidentifikasi gambar borobudur temple yang ditunjukkan

oleh guru secara seksama

8. Menanggapi pertanyaan yang diberikan guru berdasarkan gambar secara lisan

9. Mengidentifikasi informasi rinci dari text deskriptif secara akurat

10. Mengidentifikasi generic structure dari text deskriptif secara bersama

11. Menulis deskripsi dari gambar yang ada secara individu

12. Membuat tex deskriptif secara individu

M. Materi Pembelajaran

Descriptive text

5. Pengertian Descriptive Text

Descriptive Text is a text that is used to describe something like persons, things,

place, animals and other.

6. The purpose of Descriptive Text

To describe and express the characteristic of things, place, persons, animal and other.

7. Generic Structure Descriptive Text

There are two characteristics on descriptive Text. Both of it are:

a. Identification

124

Idnetification: identifying the phenomena to be described (yang berisi tentang topik

atau "apa" yang akan digambarkan atau dideskripsikan)

b. Description

Description : describing the phenomenon in parts, qualities, or/ and characteristics

(adalah bagian terakhir dari Descriptive Text yang berisi tentang pembahasan atau

penggambaran tentang topik atau "apa" yang ada di Identification mengenai

kenampakan fisik, kualitas, perilaku umum maupun sifat-sifatnya.

8. The Language Feature of Descriptive Text

f. Descriptive Text using simple Present Tense, misalnya: go, eat, fly,

etc.

g. Descriptive Text using adjectives (kata sifat) yang bersifat Describing

(mengambarkan), Numbering (Menomerkan), dan Classifying

(mengklasifikasikan), misalnya: two strong legs, sharp white fangs, etc.

h. Descriptive Text using Relating Verbs untuk memberikan informasi

tentang subjek, misalnya: my mum is realy cool, it has very thick fur,

etc.

i. Descriptive Text menggunakan Thinking Verbs (kata kerja berfikir,

seperti belive, think, etc.) dan Feeling Verbs (kata kerja perasa, seperti

feel)untuk mengungkapkan pandangan pribadi penulis tentang subjek,

125

misalnya: police believe the suspect is armed, I think it is a clever

animal, etc.

j. Descriptive Text using Adverbs (kata keterangan) to give add

information about attitude or adjective, example: it is extremely high,

it runs definitely past, etc.

TASK 1.

The Borobudur Temple

Borobudur is Hindu – Budhist temple. It was build in the nineth century

under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located

in Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced

by the Gupta architecture of India. The temple is constructed on a hill 46 m

high and consist of eight step like stone terrace. The first five terrace are

square and surrounded by walls adorned with Budist sculpture in bas-relief.

The upper three are circular.

Each of them is with a circle of bell shape-stupa. The entire adifice is crowned by a large stupa at

the centre at the centre of the top circle. The way to the summit extends through some 4.8 km of

passage and starways. The design of borobudur which symbolizes the structure of universe

http://3.bp.blogspot.com/-wyG3-QZknY4/Uq61oTXTL9I/AAAAAAAATtg/USzOVwRFjrA/s1600/boro.png

126

influences temples at Angkor, Cambodia. Borobudur temple which is rededicated as an Indonesian

monument in 1983 is a valuable treasure for Indonesian people.

N. Metode Pembelajaran:

- Scientific Approach

- Brainwriting Strategy

O. Media, Alat, dan Sumber Pembelajaran

- Text

- Picture

- Board marker and realia

P. Sumber Pembelajaran

- Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris,

When English rings the bell. Jakarta: Politeknik Negri Media Kreatif.

Hal. 125.

- Internnet

- Buku pegangan guru

Q. Langkah-langkah pembelajaran

Pertemuan Pertama dan ke dua Cycle 2

127

d. Pendahuluan (10 menit)

6) Guru memberi salam, Guru menyiapkan peserta didik secara psikis dan

fisik untuk mengikuti proses pembelajaran dengan memberi salam,

mengajak peserta didik merapikan kelas dan penampilan mereka,

mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan

memeriksa kehadiran siswa.

7) Brain storming dengan menanyakan padasiswa tentang tempat wisata/

favorit dan bersejarah di Indonesia.

8) Melakukan Pre-test. Yaitu dengan meminta siswa untuk membuat teks

descriptive tentang tempat favorit

9) Guru menjelaskan tentang tujuan pembelajaran dan kompetensi dasar

yang akan dicapai dan manfaat dalam kehidupan sehari hari.

10) Guru menyampaikan apa yang akan dipelajari

e. Kegiatan inti (50 menit)

Mengamati

3. Peserta didik diminta mengamati dan mengidentifikasi gambar

yang ditunjukkan oleh guru (task 1)

4. Dengan bimbingan dan arahan guru, peserta didik mengidentifikasi

ciri-ciri atau sifat untuk mendeskripsikan gambar.

5. Mengartikan teks ke dalam bahasa indonesia

128

6. Guru memberikan instruksi kepada siswa dan siswa

memperhatikan.

7. Guru menyuruh setiap kelompok berbagi / bertukar ide dan

menulisnya di selembar kertas yang telah disediakan dengan

minimal 10 ide pokok dari tema yang telah di tentukan

8. Setiap kelompok menulis atau berbagi ide yang saling

berkesinambungan dengan ide pokok yang ditulis temanya yang

paling awal.

9. Guru membantu setiap kelompok dan memantau kerja mereka dan

menyuruh siswa untuk bertanya apabila mendapat kesulitan.

10. Guru menyuruh siswa untuk menulis hasil ide/ gagasan yang

mereka dapat ke dalam selembar kertas mereka masing-masing dan

dikembangkan ke dalm sebuah paragraf deskriptive.

Menanya

1. Guru membimbing siswa mempertanyakan generic stucture dan tujuan dari

teks deskriptif

2. Peserta didik merespon pertanyaan yang berkaitan dengan gambar secara lisan

(task 1)

Mengeksplorasi

3. Dengan bimbingan guru siswa guru membagikan kertas dan mulai

mempraktekan metode brainwriting

129

4. Guru membagi siswa ke dalam 2 kelompok, setiap anggota

kelompok menyumbangkan ide / kata tentang gambar yang mereka

dapat. kemudian dari hasil ide- ide tersebut dibuat ke dalam

paragraf descriptif secara individu

5. Kelompok 1 mendescripsikan tentang tikus dan kucing sedangkan

kelompok dua bertema sapi dan burung. Mereka saling bertukar ide

tentang tema tersebut.

Mengasosiasi

2. Peserta didik menyimpulkan hasil dari ide kelompok dengan

membuatnya ke teks descriptive secara individu

Mengkomunikasikan

2. Peserta didik membuat text deskriptif dari hasil berdiskusi tersebut

f. Penutup (10 menit)

5. Peserta didik dan guru melakukan refleksi terhadap kegiatan

pembelajaran (menanyakan kesulitan siswa)

6. Peserta didik dan guru memberikan umpan balik terhadap proses

dan hasil pembelajaran/ kesimpulan

7. Peserta didik dan guru mengucapkan salam penutup.

R. Penilaian

130

RUBRIK PENILAIAN WRITING.

5. Penilaian

Teknik : tes tulis

Bentuk : membuat paragraf Descriptive

PRE-TEST

Name: ........................................................................................

Class: .........................................................................................

Date : ........................................................................................

Make a descriptive text paragraph by using the title about:

Title : Favorite Place

................................................................................................

................................................................................................

................................................................................................

................................................................................................

................................................................................................

POST-TEST Make a Descriptive Paragraph Using Brainwriting strategy

Name: ........................................................................................

Class: .........................................................................................

Date : ........................................................................................

Title : Cat/ Mouse and Cow/ Bird

131

a. Pedoman penilaian

Nilai maksimal = 100

Scor peniaian

Nilai perolehan -------------------x 10

Scor maksimal

a. Rubrik penilaian

Aspect

Component/ content

Organization

Score

30 - 17

20 – 13

Grammar 25 – 5

Mechanic 5 – 2

Vocabulary 20 – 13

132

Criteria of the score:

No. Score Criteria

6. 89-100 Excellence/ Very Good

7. 79-88 Good

8. 66-78 Fair

9. 46-65 Poor

10. 0-45 Very poor

Susukan, 6 September 2016

Mengetahui,

Guru Mata Pelajaran Peneliti

Anima Ubbadah , S.Pd. Ratih Purwati

NIP. 197904182007102004 NIM: 11312161

Kepala Sekolah

Hj. Hidaytun, S.Ag. M.Pd.

NIP. 197208241997032002

133

LEMBAR KERJA SISWA CYCLE 2 PRETEST

135

LEMBAR KERJA SISWA CYCLE 2 POSTTEST

137







A B C D

1. Alfi Hilyati

F F √ √


M M √ √

3. Alfina Maulida

F F √ √

4. Aliya Nur Jannah

F F √ √ √

5. Amelia Ardi Arta

F F √ √


M M √ √


F F √ √


M M √ √

9. Eni Ustavia

F F √ √

138

10. Febri Darania

F F √ √


F F √ √


F F √ √


F F √ √ √


F F √ √

15. Kharisma Amalia

F F √ √

16. Khotimatul Ulya

F F √ √ √


F F √ √


M M √


M M √


F F

21. Nurul Latifah

F F √ √


F F √


F F √ √


F F √

139


F F √ √


F F √

27. Siti Marfuah

F F √


F F √

Explanation:



140







A B C D

1. Alfi Hilyati

F F √ √


M M √ √

3. Alfina Maulida

F F √ √ √

4. Aliya Nur Jannah

F F √ √

5. Amelia Ardi Arta

F F √ √


M M √ √


F F √


M M √

9. Eni Ustavia

F F √

141

10. Febri Darania

F F √


F F √


F F √


F F √ √ √


F F √ √ √

15. Kharisma Amalia

F F √ √

16. Khotimatul Ulya

F F √ √ √


F F √ √


M M √


M M √ √ √


F F

21. Nurul Latifah

F F √ √


F F √ √


F F √ √ √


F F √ √

142


F F √ √


F F √ √

27. Siti Marfuah

F F √ √


F F √ √

Explanation:



143

DAFTAR SATUAN KREDIT KEGIATAN

Nama : Ratih Purwati

NIM : 113-12-161

Dosen PA : Rr. Dewi Wahyu

Mustikasari, S.S.M. Pd

Fakultas : Tarbiyah dan Ilmu keguruan

Jurusan : Tadris Bahasa Inggris

No. Nama Kegiatan Pelaksanaan Keterangan Nilai

1. OPAK STAIN SALATIGA 2012 5-7 September

2012

Peserta 3

2. OPAK Jurusan Tarbiyah STAIN

Salatiga

9 September

2012

Peserta 3

3. Orientasi Dasar Keislaman

(ODK)

10 September

2012

Peserta 2

4. Seminar Entrepreneurship dan

Perkoprasian 2012 ―Explore

Your Entrepreneurship Talent‖

11 September

2012

Peserta 2

5. Achievment Motivation Training 12 September

2012

Peserta 2

6. UPT PERPUSTAKAAN 13 September

2012

Peserta 2

7. Membentuk Militansi Kader

Menuju Mahasiswa Yang Ideal

5-7 Oktober 2012 Peserta 4

144

8. Dialog Publik dan Silaturahmi

Nasional ―Kemanakah Arah

Kebijakan BBM? Mendorong

Subsidi BBM Untuk Rakyat‖

10 November

2012

Peserta 8

9. Seminar Kesehatan Wanita

bersama AVAIL Salatiga

14 November

2012

Peserta 4

10. Seminar Nasional

Entrepreneurship

―Menumbuhkan Jiwa

Entrepreneur Generasi Muda‖

27 Mei 2013 Peserta 8

11. Seminar Nasional ―Mengawali

Pengendalian BBMbersubsidi,

kebijakan BLSM yang tepat

sasaran Serta Pengendalian

inflansi dalam negeri sebagai

dampak kenaikan harga BBM

Bersubsidi‖

8 Juli 2013 Peserta 8

12. Seminar Nasional & Dialog

Publik dengan tema

―Penyesuaian Harga BBM

Bersubsidi‖

27 Juli 2013 Peserta 8

13. Sosialisasi dan Silaturahmi

Nasional ‖Peran Pemerintah

dalam Pengawasan LKM

(Lembaga Keuangan Mikro)‖

30 September

2013

Peserta 8

14. Menegakan Kembali

Kepeloporan Pers Mahasiswa

Tingkat Dasar (PPMTD)

23 November

2013

Peserta 3

15. Dialog Intteraktif dan Edukatif 1 April 2014 Peserta 2

16. Membangun Profesionalitas Pers

Mahasiswa

16 November

2014

Peserta 3

145

17. Diskusi Terbuka dengan tema

―SOEKARNO‖ Apa Yang

Kalian Pikirkan?

9 Desember 2014 Peserta 2

18. Seminar Harmonisasi

Lingkungan

27 Desember

2014

Peserta 2

19. Pelatihan Jurnalistik Tingkat

Lanjut

8-10 Mei 2015 Panitia 4

20. Learning Strategies in Using

Authentic Materials for AMP

and SMA Students

27 Mei 2015 Peserta 2

21. Seminar Nasional ―Geliat

Masyarakat Urban‖

25 Maret 2016 Peserta 8

147

DOCUMENTATION

153

CURRICULUM VITAE

Name : Ratih Purwati

Date of Birth : Kab. Semarang, Oktober 26th

1992

Address : Susukan, Kec. Susukan Rt 02/ Rw 01, Kab. Semarang

E-Mail/ Phone Number : [email protected]/ 0857-1380-6688

Education:

1. SD N 1 Susukan, graduated in 2006

2. MTs N Susukan, graduated in 2009

3. SMA N 1 Tengaran, graduated in 2012

4. State Institute for Islamic Studies (IAIN) Salatiga, graduated in 2016

mailto:[email protected]/

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