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IMPROVING STUDENT’S WRITING SKILL IN
DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY
(A CLASSROOM ACTION RESEARCH) OF THE
SECOND YEAR OF MTS SUDIRMAN KOPENG,
GETASAN
IN 2015 /2016 ACADEMIC YEAR
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SRI SUHARMI
113 11 136
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
DECLARATION
Hereby the writer declares that this graduating paper is made by the writer
herself, and does not contain materials that written and has published by other
people and other people‘s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it
can be prove of containing others‘ idea or in fact, the writer imitates the others‘
graduating paper.
Likewise, the writer made this declaration and hopes it can be understood.
Salatiga, August 28th 2015
The writer,
Sri Suharmi
MOTTO
‖ Let see how the fresh air wake you up,
achieve what mind can conceive‖
DEDICATION
This graduating paper is especially dedicated to: My
beloved Mother and Father
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable,
because of God is guidance, blessing, and affection, the researcher can finish this
graduating paper. In this occasion, the researcher also would like to express sincere
gratitude to:
1. Dr. H. Rahmad Haryadi, M.Pd. as a Rector of Institute for
Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education
Faculty of Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education
Department State Institute for Islamic Studies (IAIN) Salatiga,
thanks for approving my graduating paper.
4. Ruwandi, M.A as my advisor. Thanks for his help,
corrections, and motivation in process of finishing this
graduating paper.
5. All of the Lectures of English Department who give knowledge
during the researcher study in English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
6. My beloved Mother (Ibu Sulasmi), My beloved Father (Bapak
Juri Suyatno), My Sister and her little family, Thank you for the
love, prayer, help, motivation and support.
7. Drs. Musta‘in my head master, teachers, staffs and alll my
beloved students at Mts Sudirman Getasan, thank you for very
best time to share with you and supporting me in teaching
learning process.
8. Mr Arifin, my senior in teaching English at Mts Sudirman
Getasan, my colaborator, thank you for allow me in observing
the teaching process.
9. Ibu Uzik, my English teacher at SMAN 1 Getasan, my validator
for the vallue time to correcting my instruments and share about
the reseach.
10. My students at VIII D Mts Sudirman Getasan, thank you for
coorperative during the teaching learning process. I love you all.
11. My best friend, Nda Mara, Nda Aisy thank you for everything
we have done together. Lets‘ remember the first time we met.
12. All my friends at English Departement that I can‘t mention one
by one.
13. My Dream, thank you for teaching me how to be good person,
patient, smile, share, care and love.
Salatiga,August 28th
2015
The Researcher
Sri Suharmi
TABLES OF CONTENTS
TITLE............................................................................................................ i
DECLARATION......................................................................................... ii
ATTENTIVE COUNSELOR NOTES.....................................................iii
STATEMENT OF CERTIFICATION..................................................... iv
MOTTO ....................................................................................................... v
DEDICATION............................................................................................ vi
ACKNOWLEDGMENT .......................................................................... vii
TABLES OF CONTENTS.......................................................................viii
LIST OF TABLES ..…………………………………............................ xiv
LIST OF FIGURES………………………….....……………..…………xvi
LIST OF TEXT…………………………………………..…………..…..xvi
ABSTRACT….......................................................................................... xvii
CHAPTER I: INTRODUCTION…….………………………………… 1
A. Background of the Study ……...………...………………………… 1
B. Limitation of Study …………………………….…………………. 4
C. Problem Statement ……………………………………….……….. 4
D. Objective of the Study ………………………………....……..…… 4
E. Benefit of the Study ……………………………………………….. 5
F. Definition of Key Terms …………………………...……………. 6
G. Review of the Related Literature ……………………………….…. 6
H. Research Paper Organization ………………………………...…… 8
CHAPTER II: RESEARCH THEORIES …………..………………….. 9
A. General Concept of Writing Skills……………………….……… 9
1. Definition of Writing …………………………………………. 9
2. The Importance of Writing ….……………...……………….. 10
3. Paragraph Writing ………………………………………...…. 12
4. The Process of Writing ……………..……………………….. 13
5. Writing Dificulties ……………………………………….….. 18
6. Teaching Writing ………………………………...………….. 19
7. Characteristic of technique in Teaching Writing ……….…… 21
8. Technique of Teaching Writing ……………………...……… 22
B. Descriptive Text …………….…………………………...……… 24
C. Outdoor Activity ……………………………………………..…. 26
1. Writing in Outdoor ……………………………….………….. 26
2. Teacher Activity in Outdoor …………………………….…… 29
3. The Purpose of Outdoor Activity ……………………….…… 29
D. The Teaching Design of Outdoor Activity ……………….…… 31
E. Theoritical Frame Work …………………………….…………. 32
F. Alternative Hypotesis ………………………………...………… 33
CHAPTER III: RESEACH REPORT ……...……...…………………. 34
A. Reseach Setting ………………………………………………….. 34
1. The General Description of Mts Sudirman Getasan …………. 34
2. The Setting of Time ……………………………………….…. 35
3. The Condition of Teachers and Staffs …………………..…… 35
4. The Facilities of Mts Sudirman Getasan ……………...……… 36
5. The Organization Structure ………………………...………… 37
6. Distribution of the Class ……………………………….…….. 37
7. The List of the Students in VIII D ………………………..….. 38
B. Reseach Methodology ……………...…………………………… 39
C. Reseach Subject …………………...…………………………….. 40
D. Procedure of the Reseach …………………………………….… 40
E. Methodh of the Collecting Data ………………………...……… 47
1. Test …………………………………..…………………… 47
2. Observations …………………………………...………… 48
3. Interview ………………………………………….……… 49
4. Documents …………………………………………….…. 49
F. Reseach Instrument ………………………………………..…… 50
1. Written Test ………………………...…………………….. 50
2. Observation Sheet ……………………………...………… 51
3. Interview Guide ………………………………………...… 52
4. Documents …………………...………………...………… 53
G. Method of Analyzing Data ………………………...…………… 53
1. Qualitative Data Analysis ……………….……………….. 54
2. Quantitative Data Analysis ……………………….……… 54
H. Statistical Hypotesis …………………………………………..… 56
CHAPTER IV: RESEACH RESULT AND DISCUSION ……..…..... 57
A. DESCRIPTION OF MTS SUDIRMAN KOPENG GETASAN 59
B. DESCRIPTION OF VIII D ……………………………..……… 59
C. RESEACH CONDUT ……………………………………..……. 60
D. DATA ANALYSIS ………………………..…………………….. 60
E. DISCUSSION …………………………………………...………. 82
1. Before Cycle ………………………………………….……… 82
2. Cycle 1 ……………………………………………..………… 84
a. Planning ……………………………………………....….. 85
b. Implementation ………………………………..…...…….. 85
c. Observation ………………………………..………...…… 90
d. Reflection ……………………………...….……………… 90
3. Cycle 2 …………………………………………….…………. 91
a. Planning …………………………………………...….….. 91
b. Implementation ………………………………..…...…….. 92
c. Observation ………………………………..………...…… 96
d. Reflection ……………………………...….……………… 96
4. Cycle 3 ……………………………………………………….. 98
a. Planning …………………………………………...….….. 98
b. Implementation ………………………………..…...…….. 98
c. Observation …………………………..…..………...…… 101
d. Reflection ……………………………...….………..…… 101
5. After Cycle ………………………………………………….102
CHAPTER V: CONCLUSION AND SUGGESTION ……...……… 109
A. CONCLUSION ………………………..………………………. 109
B. SUGGESTION …………………………………...……………. 110
BIBLIOGRAPHY …………………………………………………….. 112
APENDIXES ……………………...…………………………………… 115
LIST OF TABLE
Table 3.1: The teachers and Staff of Mts Sudirman Getasan ……..…...... 36
Table 3.2:The Facilities of Mts Sudirman Getasan .................................... 37
Table 3.3: The distribution of the class in Mts Sudirman Getasan ……… 37
Table 3.4: The list of the students of VIII D ……………………..……… 38
Table 3.5: The steps of the cycles ...…………………………………..…. 41
Table 3.6: Students score sheet …………….............................................. 50
Table 3.7: Score criteria ………………………………...……………….. 51
Table 3.8: Score criteria of observation sheet …………………………… 58
Table 4.1: The Reseach schedule ……………………………………….. 60
Table 4.2: The Score of Students‘ Pre-test …………................................. 61
Table 4.3: The Criteria of Students‘ Achievement of Pre-test in cycle 1.. . 62
Table 4.4: The Score of Students‘ Post-test in cycle 1................................ 62
Table 4.5: The Criteria of Students‘ achievement of Post-Test in cycle 1...63
Table 4.6: Students‘ Deviation of Pre-test and Post-test score in cycle 1 .. 64
Table 4.7: Result of the Observation Sheet in cycle 1 ......................... ….. 67
Table 4.8: The Score of Students‘ Post-test in cycle 2 .............................. 69
Table 4.9: The Criteria of Students‘ Achievement of Post-test in cycle 2.. 70
Table 4.10: Students‘ Deviation of Post-test cycle 1 and Post-test
score in cycle 2 .................... ………………………...…………… 70
Table 4.11: Result of the Observation Sheet in cycle 3 …………….……. 76
Table 4.12: The Score of Students‘ Post-test in cycle 3 ............................. 76
Table 4.13: The Criteria of Students‘ Achievement
of Post-test in cycle 3……………..…………………………. 77
Table 4.14: Students‘ Deviation of Post-test cycle 2 and Post-test
score in cycle 3 .................... ………..………………….…………. 81
Table 4.15:Result of the Observation Sheet in cycle 3 ……………...….... 81
Table 4.16: Result of Teaching Learning Process ………………..…….. 103
LIST OF FIGURES
3.1: The organization structure .................................................................. 37
3.2: The CAR Model by Kemmis ……………………………………….. 40
LIST OF TEXTS
4.1: My School …………...……………………………………………… 86
4.2: Kopeng ………..…………………………………………………….. 88
4.3: Rio …………………..………………………………………………. 93
4.4: Mount Bromo ……………………………………………………….. 99
ABSTRACT
Sri Suharmi. 2015. “IMPROVING STUDENT’S WRITING SKILLS IN
DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM
ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN
KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR ”. Graduating Paper.
English Department State Institute for Islamic Studies (IAIN) Salatiga
Counselor: Ruwandi MA.,
This study is a clasroom action research. The general objective of this study is
improving students‘ writing skill through outdoor activity. While the spesific
objective of this research are (1) whether or not outdoor activity can increase the
students‘ ability in writing content of descriptive text the second year of MTs
Sudirman Getasan. (2) To describe whether the outdoor activity can improve the
students‘ writing skill in developing paraghrap. This classroom action research was
conducted at MTs Sudirman Getasan. The procedure of the research consisted of
planning, action, observation, and reflection. The data were collected from
achievement test, observation, interview and document. The observation during the
process of English teaching and learning was conducted with the help from
collaborator. In this research, the writer acted as the practitioner. The tests were in
the form of pre-test and post-test conducted in cycle 1, cycle 2 and cycle 3. The
research resulted: (1) Using outdoor activity as a method can improve students‘
writing skill, it is proved with the students‘ improvement score the mean score pre-
test of the students was 57 (very poor) and the mean score of the post-test 70 (good).
The mean of the post- Test 1 is higher than the mean of the pre- Test (64.53>56.56),
the mean of post-test in cycle 2 is higher than mean of post-Test in cycle 1
(70.59>64.53) and the mean of post-Test of the cycle 3 is higher than post-Test in the
cycle 2 (74.56> 70.59).The proven result of the implementation was (2) The
effectiveness of using outdoor activity in improving students writing skill is proved
from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test
was higher than the score of t-table and the result of t-test and t-table in cycle 3
(15.11>2.042) also showed that the score of t-test was higher than the score of t- table.
Keyword: outdoor activity, writing skill, descriptive text
CHAPTER I
INTRODUCTION
A. Backround of the Study
English is one of the subject matter learned by students that are given any
educational level, such as elementary and upper intermediate level. It covers four
language skill that must be mastered if someone wants to be succesfull in studying
English: listening, speaking, reading and writing.
One of those four component that must be thought by the teacher is writing
skill. It has always important place in most English language course. One of the
reason is that more people need to learn writing in English for occupational or
academic purpose. To write well people must have good capabilities in writing. More
ever, people wants to write the essay or story must know the steps in writing process
and aspect of writing. The writer must be able to organize the ideas, to construct the
sentences, to use puncuations and spelling well. Beside that, they must be able to
arrange their writing into cohesive and coherent paragraph and text that is why
writing is a very complex skill. Thus, it is not easy task for English teacher to teach
it. Teacher often find difficulties in teaching writing.
Just like the teacher in the second year of Mts Sudirman Kopeng, Getasan who
finds many problem to equipped the student with that skills. According to pre
interview of this research that was held on 7th
of January 2015, the writer found some
difficulties that faced by the students in writing. In doing pre interview the writer
asked some questions to the teacher, the question are about general condition in
teaching learning process of English material especially in writing subject, about the
studets and their participation and also the strategy that used by the teacher in writing.
The teacher gives some arguments, which are as it knows that writing skills are
concidered difficult by the students for some reasons, those reasson are that the
students usually get difficulties in starting their writing. Many student waste vaulable
time just for getting started. Beside, the student have problem to develop the
paragraph with a good stucture and text component. They are confused to develop
paragraph because they have not inspiration to develop it and lack of linguistic
competence and rhetorical styles that lend to texture component. They have less
understanding about the notion of text context and genre wich have relationship with
writing activites.
Besides the pre interview, the writer also saw the teaching process, some of
the students walking around the class, loking out of the window while teaching-
learing process are running. The student were seem bored to study indoor or in class,
they need inspiration to write that make them face a real concept not only imagination
that the teacher brings to the class. Brings some imagination only give some litlle help
to the students in the class to build a good sentences, by bring the real things or come
to the real things the students will get more than a sentences to write.
Based on the problem indentification in the field of research, the writer
conducts an action research using outdoor activities. It is expected that the writer as
teacher will be able to motivate the students to learn the materials, pay attention to the
lesson and make them not to get bored.
Outdoor activities usually mean activities done in nature away from
civilization, out of the house or building. Outdoor activity is an activity that can be
done by people to lose the feeling of boredom. It is more interesting than indoor
activities, because these activities are conducted outdoor. When we are outdoor, we
can get more motivation to learn something. Althought outdoor activity make noise, it
needs power and physical energy (Patmonodewo, 2003: 113). The sense of peace and
pleasure is the children‘s exprerience when they take in the fresh air. In outdoor the
children get inspiration for their writing because they can see the object that they will
desribe, beside at outdoor they feel relax. While children spend outdoor everyday,
children have many ways to enrich the objective of the course and support children
development and acquisition.
Based on the previous reasons, the writer interested in conducting a classroom
action research entitled Improving Students’ Writing Skill in Descriptive Text by
Using Outdoor Activity (a Clasroom Action Research) of the Second Year of MTs
Sudirman Kopeng, Getasan in 2015/2016 Academic Year.
B. Limitation of Study
In this research the writer limits her reseach on improving writing skill of
descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng,
Getasan.
C. Problem Statements
Based on the backround of the study the writer formulated the research
problem as follows:
1. What is the improvement made by students of the second year in MTs Sudirman
Kopeng Getasan in 2015/2016 Academic Year in writing descriptive text by using
outdoor activity?
2. To what extent is the effectiveness improvement of the student‘s ability in
writing descriptive text of the second grade students of MTs Sudirman Kopeng
Getasan in 2015/2016 Academic Year?
D. Objective of the Study
In general the study aims to improve the students writing skill spesifically it is
to:
1. Whether or not outdoor activity can increase the students‘ ability in writing
content of descriptive text the second year oMTs Sudirman Kopeng, Getasan and
2. Describe whether the outdoor activities can improve the studen‘s writing skill in
developing paragraph, in order that
a. The student are able to write a paragraph with correct structural component.
b. The student are able to write a paragraph with correct text component.
E. Benefit of the Study
After analyzing the problems, the researcher would like to get partical and
theoretical benefits as follows.
1. Theoritical Benefit
a. Finding of the research will be useful expecially for the student of MTs
Sudirman Kopeng, Getasan.
b. The result of the research can be used as an input of English teaching
learning process expecially in teaching writing.
2. Practical Benefit
The research‘s finding can be used by the students, teacher, school, and
writer and it will be usefull to other reseacher who are interested in analyzing
learning writing:
a. For students
1) It can improve the mastery of writing subject.
2) The student will be able to write better.
b. For the teachers
1) The teacher know the level of student mastery in writing ability.
2) The result can become an input to determine the step and strategy for
teaching as feed-back to improve in the proccess of english teaching
learning especially in writing and it can be as the important information
in using media to improve the quality of teaching writing.
F. Definition of the Key Terms
1. Students‘ writing skills
Writing is clearly a system of human intercomunication by means of
convetional visible marks, but it is evident from what has been sain that what
the primitives understood as writing is not the same thing as what we do (Gelb,
1962: 12). Students‘ writing skill mean students‘ ability in term of writing.
2. Outdoor Activity
Outdoor ia an activity that can be done by people to loose boredom. ―
when we are outdoor, we can get more motivation to learn something, althought
outdoor activity makes noise, need power and physical energy‖ (
Partmonodewo, 2003: 112). According to Oxford Learner‘s Dictionary (2003:
291), ― outdoor activity is activity done outside a house or building‖.
3. Descriptive Text
Descriptive text is a text which is used to describe something
like a particular place, certain person or thing from the physical condition. The
senior high school students are required to understand the component of
descriptive text genre, those are: generic structure and language feature. The
generic structures of this genre are identification (mention the special
participant) and description (mention the part, quality, and characters of the
subject being described). And for the language features of this genre, usually
uses simple present tense, adjective, noun phrase and adverbial phrase.
Description is used to add details about something physical like a
person, place, or thing. This method uses sensory language, that is, words that
appeal to the five senses: sight, hearing, smell, taste and touch. To create the
most accurate picture in reader‘s mind, the writer has to be precise in the choice
of words. What is include to sight, hearing, smell, taste and touch. With
adequate sensory detail, the reader can create a clear and specific picture in her
or his mind about the topic that the writer wants to describe.
G. Research Paper Organitazion
In order to make this research easy to follow, the writer organized it as
follows:
Chapter I is introduction. It consists of background of the study, problem
statement, limitation of the study, objective of the study, benefit of the study,
hypothesis, definition of the key terms, review of related literature, and research
paper organization.
Chapter II is research theories, in this chapter, the researcher presents about
many theoritical frameworks of this study. It is aimed to give relavant knowledge
underlined the study. Therefore, this chapter describes some information involving:
general concept of general concept of writing skill, descriptive text, outdoor activity.
Chapter III is research methodology, that consist of type of the research
design, object of the study, subject of the study, method of collecting data, and
technique for analizing data.
Chapter IV is data analysis and chsussion of the finding. In the chapter, the
writer present the data and data analysis.
Chapter V is conclusion and suggestion
.
CHAPTER II
RESEARCH THEORIES
In this chapter, the researcher presents about many theoritical frameworks of this
study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter
describes some information involving: review of related literature, general concept of general
concept of writing skill, descriptive text, outdoor activity.
A. Review of Related Literature
The writer takes two researcehes to support the writer‘s study in order to show
the originality to the research. The first research has been conducted by Anggani (UMS
2008) with her a research entiteld Teaching Writing Narative Genre using Guided
Composition to the Second Year Student of SMP N 1 Gemolong in 2007/2008 Academic
Year ( A Case Study). The result of the analysis shows that guided composition
technique is appropriate and quite effective for the second year student of SMP N 1
Gemolong in teaching writing narrative genre. The student are enthusiastic, interested,
and motivated to take part in the classroom activities. The teacher has several problem in
teaching namely dificulty in explaining the content of the English story, student
dificulties in developing paragraph in a narrative genre, student‘s dificulties in mastering
component of writing, and facking of teaching media.
The other study was conducted by Emilia (UMS 2008). She conducted her
research entitlled Increasing Student‘s Writing Skill Using Picture Strip Story at the First
Year of MTs hadul Muta‘alimin Katerban Ngawi. She focused to the increasing students
writing skill using picture strip story. Her conclusion is the student‘s writing skill
increases after they were taught using picture strip story.
Altough the writer has smilar topic. ―Writing‖, but the writer has different object
of the study and technique. Besides it the writer focuses on teaching writing of
descriptive text. The writer analyzes on improving student writing skill of descriptive
text using outdoor activity of the second year of MTs Sudirman Kopeng.
B. General Concept of Witing Skill
1. Definition of Writing
Writing s acomplex activity which consist of some component that consctruct
the result of writing ability (White,1992: 9-12). The component of writing include
content, organization , gramatical use, vocabulary use, and mechanical consideration
such as spelling and punctuation ( Fauziati, 2005: 153). The procedure a good written
product, the writer should master them well: they are interacted recursively in writing
process. Besides in removing the writers‘ idea to written text is complex.
The write is required to generate the ideas to the written text by connecting the
writer‘s acquisition of writing components and also their coqnitive operation to
generate and organize their purposed to produce a text that can be understood by
reader. The writer must be able to organize idea, to construct the sentences to use
punctuation and spelling well and to arrange their writing into cohesive and coherent
paragraph.
Nunan (2003:88) states that writing as both physical and mental act. At the
most, basic level is a physical act commiting words or an email message into
computer. Writing is the mental work of inventing ideas, thingking about how to
express them into statement and paragraph. Writing can be called as an activity in
using long in the form of written text. The writer should move their ideathrough a
series activities or stage in writing process to produce a piece of writing. Activities are
selected according to opportunities they provide for developing composing skills as
planning, drafting, revising. The writr‘s activities includes generating their ideas
organizing them into paragraph drafting, editing, reading and re-reading.
2. Importance of Writing
Mastering writing ability is important since writing is one of the ways to
communicate with other people. The ability to write is required in many parts of
people‘s life. Harmer states that writing as a skill is the important reason for teaching
writing. It bis a basic language skill just as important as speaking, listening, and
reading. The ability to write is also required in many jobs such as writing application
letters, business proposal, reports and memos. It will guide students to be succeed
person and get better position in their job.
According to Graves as quoted by There are many several ways in
writing which are important in lives:
a. As a contribution to the development of a person, no matter what the person‘s
background and talents. Writing is a highly complex act that demands the
analysis and synthesys of many levels of thinking.
b. Writing develop initiative. In reading, everything is provided. In writing,
the learner must supply everything such the right relationship between
sounds and letters, their form on the page, the topic, information, question and
answer.
c. Writing develops courage. At no point is the learner more vulnerable than in
writing.
d. Writing, more than any other subject, can lead to personal breakthroughs in
learning.
e. Writing can contribute to reading from the first day of school.
Writing, someway, is active, where as reading is passive.
f. Writing contributes strongly to reading comprehension as children grow older.
The ability to revise writing to greater power and economy is one of the
higher forms of reading.
This theory is grafted to give more information to the reader that there are
many several ways in writing which are important in lives. Hopefully, by reading this
theory the reader will be more interest in writing and it can support the writers to be
more creative in creating their writing.
3. Paragraph Writing
a. Notion of Paragraph
Paragraph is the combination of many sentences in one idea. Dumais
(1988:48) states that ― a paragraph is a group of sentences, which tells about
main idea‖.
b. Paragraph Composition
Paragraph composition consist of the main idea, topic sentences,
controlling idea, concluding sentence, paragraph development. Topic sentence is
a general sentence that introduces the topic. Controling idea is the sentences that
follows in the paragraph and controls the information that is given in the
paragraph. Then concluding sentence is the sentence that ends the paragraph.The
last is paragraph development (Reid, 1994: 29).
c. Ways of Paragraph Development
There are four ways of paragraph development. They are description,
narrative, cause and effect, definition. Description is a paragraph that describing
something. Writer uses narrative paragraph when they want to retell an event or
an experiences or when they want to tell miniature of a story or an anecdote. ― In
a cause- effect development, there is always a caused betwen the topic sentence
and the supporting sentence or event between major supporting sentences and
minor ones (Dumais, 1988: 79). Whereas, ― definition is explaining a term, or
how you are using it in a particular situation‖ (Dumais, 1988: 72).
4. Process of Writing
Writing is a complex activities which consist of some components that
constructthe resultof writing ability. ― One of them is that the writer should move
thought a series stage/ process to pocedure a piece of writing. There are some
steps in writing process‖ (Regina, 2001: 81). They are: planning, drafting, and
writing, and revising. All of this stage in straight chronological order:
a. Planning
Planing is a series of stategies designed to find andd produce
information in writing. It also called pre-writing. The write are asked to be
able to formulate and purpose the writing, decide to wrote, select a style that
is likely to complish the purpose and then organize the message.
In this stage the writer will only concern with finding out the topic to write
is very important in writing because it can help the writers towrite easilyin
planning, the writers begin digging for the basic raw material they need.
b. Drafting and Writing
Drafting is the manifestation of the process after planning. It is a
series of strategies designed to organize and develop a sustain piece of
writing. In drafting the writers should make decision about the main idea that
will be expressed. Then the writer will concern with the outlin in wich they
organize the content of writing in order to b coherent. Finally, the writer
develops it by giving the tittle, introducing and make oaragraph into the
competence writing
After writers have generated ideas about their topics, they focus their ideas
on the main point and develop a rough plan for the paragraph or essay they are
going to write . In this stage, you can add new ideas or delete original‘ ones at any
time in the writing process
c. Revising
Revising is a procedure for improveing or correcting a work in
progress. It is a sries of stategies designed to re-exmine, re-evaluate the
choice thet create a piece of writing. In revising, the writer should check
aspect insloved in writing activity such as spelling, grammar, punctution,
paragraph development, etc.
Edit your rough draft for content and organization. Check it over for
content and organization, including unity, coherence, and logic. You can
change, rearrange, add, or delete, all for the goal communicating your thought
more clearly, more effectively, and in a more interesting way.
d. Scoring
According to Reid (1993: 235), the evaluation using analytic method
elaborate writing into five component. They are: content, form/organization,
vocabulary/style, language use/grammar, and mechanics.
Component Score Criteria
Content 30-27
Exellent
to very Good
Knowledge,
substantive,
development of thesis,
relevant to assigned
topic.
Good to
Average
Sure knowledge of
subject, edquate
range, limited
development of thesis,
mostly relevant to
topic but lack detail.
21-17 Fair to
poor
Limited knowledge of
subject, adequate
range, limited
development of thesis,
mostly relevant to
topic but lack detail.
16-13 very
poor
Does not show
knowledge of subject,
non- subjunctive, not pertinent, or not
enough to evaluate.
Form/
Organization
20-18
Excelent to
very good
Fluent expression
ideas, clearly stated
/ supporrted
, succiner, well-
organized, logical
sequencing, cohesive.
17-14 Good
to Average
Somewhat choppy,
loosely organized but
main ideas stand out,
limited support,
logical but incomplete
sequencing.
13-10 Fair to
Poor
Non-fluent, ideas
confused or
disconnected, lack
logical sequencing
and development.
9-7 Very
Poor
Does not
communicate, no
organization, or not
enough to evaluate.
Vocabulary/
Style
20-18
Excellent to
very Good
Shopisticated range,
effective word/idiom
choice and usage,
word form mastery,
appropiate register.
17-14 Good
to Average
Adequate range,
occasional errors of
word/idiom form,
choice, usage but
meaning not
obscurred.
13-10 Fair to
Poor
Limited range,
frequent errors of
work/idiom form,
choice, usage,
meaning
confused or obscured.
9-7 Very
Poor
Essentially translation,
little knpwledge of
English vocabulary,
idiom, word form, or
not enough to evaluate
Grammar
25-22
Excellent to
Very Good
Efective, complex
construction, few
errors of agreemet,
tense, number, word,
order/ function,
articles, pronouns,
preposition.
21-18 Good
to Average
Effective but simple
construction, minor
problem complex
construction, several
errors agreement,
tense, number, word,
order/ function,
articles, pronouns,
prepositions, but
meaning seldom
obscured.
17-11 Fair to
Poor
Major problems in
simple/complex
constructions,
frequent errors of
negation, agreement,
tense, number, word,
order/function,
articles, pronouns,
preposition and/or
fragments, delections,
meaning confused or
obscured.
10-5 Very
Poor
Virtually no mastery
of sentence
construction rules,
dominated by errors,
does not comunicated,
or not enough to
evaluate.
From the previous explanation the researcher concludes that the
criteria of scoring are:
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
5. Writing Difficulties
Mechanics
5 Excellent to Very Good
Demonstrated mastery of conconventions,
few errors of spelling,
punctuation,
capitalization,
paragrahing.
4 Good to
Averrage
Occasional errors of
spelling, punctuation,
capitalization,
paraphrasing, 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 illible, or
not enough to
evaluate.
Most people see that writing is commonly a difficult activity, both on the
mother tongue and foreign language. Byrne (1997: 4-5) states that problems
caused by writing unclude three headings, namely psychological linguistic and
cognitive problem. Writing is essentially a solitary activity.
The person is required to write their own idea, without the posibility of
interaction benefit of feedback, so it makes the act of writing difficult in itself. It
is different from speaking in wich it presents feedback from the other.
The writer have linguistic problem, such as the choice of sentence
structure.
In cognitive problem, learning learning to write is not similar with
learning to speak. Speaking, appearswithout much consciousness or thought an
generall the person talk because they want to to know about matters wich are
interesting or relevant to them socially or professionally. The writers also have to
learn how to organize their own ideas such a way that those ideas can be seen by a
reader.
6. Teaching Writing
In the traditional way of teaching writing, which focuses on the product,
very little attention is paid to help learners develop their ideas in the process
meaning-making, Leki (1996), in Fauziati(2008:141) states that ―no wonder that
writing activitiy become dull, dry and boring‖. Meanwhile there has been a
paradigmatic change in teaching writing. ― Attention to the writer as language
learner has led to the second approach- a process approach― (Fauziati, 2008: 141)
Based on the statement above, teaching writing has two approaches, they
are:
a. The Process Approach
Writing is leghtly process. In writing,a writer should move through a
series stage or process to produce a piece of writing. Nunan (1991) in Fauziati
(2005: 147 states process approach focuses more in the various clasroom
activities wich are believed to promote the development or skill language us.
The writers‘ activities are generating their ideas, putting the words into
sentences and sentences into paragraph, spelling correctly, punctuation and
capitalizing in costumary ways and observing conventions in writen form.
Activities currently used to reflect a focus on the reharsing prewriting,
drafting and revising. (Murray, 1980: 108) in teaching as a process
consequently, the students produce several draft or version and getting
feedback from classmate. The emphases on writing as a process have made the
class more exploratry and more effective for students to develop their writng
skills.
b. The Product Approach
Product approach focuses on ability to produce correct text or
―product‖. The product is after all the ultimate goal: it is reasonthat we go
through the process of pre writing, drafting, revising and editing (Brown,
1991: 322). Writing leads to a product that can be examined and reviewed
immediately it provide feedback to the teacher and learner on what has been
understood. The function of feedback is not only to provide reinsforcement but
also provide information in wich learners can do actively in modifying their
behavior. In the product- oriented type of teaching writing the main purpose of
the learners‘ wrting activity is to catch grammar, spelling, and punctuation
errrors ( Leki: 1996) in Fauziati (2005: 148).the writer should produce a
written text in grammatical correct, spelling and punctuation well. The
students‘ final product can be measured baedon the lit of criteria such as
content, organization, vcabullary use, gramatical use and mecanical
consideration such a spelling and punctuation.
7. Characteristics of Technique in Teaching Writing
Since writing as a process is oriented towards work in progress and the
development of new skills, rather than merely evaluative task, the classroom
practices, therefore, will vary from each other. These often depend much open the
students experiences and skills when planning and adjusting their writing
program. However, when this new paradigm is applied into classroo practice,
certain characteristics should be well recognized. According Fauziati (2008: 145)
some of the characteristics of classroom technique the teacher has role in teaching
writing, as follows:
a) Instruction should be focused on the writing process.
b) The assigned tasks should encoerage students to write a variety of
modes besides expository writing.
c) Conferencing is an important part of the classroom activity.
d) The main role of the teacher as a fasilitator.
e) Since the teacher‘s role is a fasilitator, and the student would work
and help each other, rather than work alone or just with the teacher,
the classroom would be arranged in the manner of a work shop, where
students can work pair, or group.
f) A bound which ties all member of the class into one community,
whose member feels responsibles for each other‘s growth can be
created in such classroom.
8. Technique of Teaching Writing
Oshima (2001: 3-8) states that there are some technique for generating
ideas:
a. Brainstorming
A brainstorming as called listing, is a process of generating a lot of
information within a short time by building on the asscociation of previous
terms, such as: (a) Lot down all the possible term that emerge the general topic
all the possible term this procedure work especially well of you work in the
term; (b) Generating idea, with one member action ascribe; (c) Grouping the
items that you have listed according to arrangement that make sense you, and
(d) Giveng each group lebel; write a sentence about the label you have given
the group of ideas
Brainstorming is a way to assosiate ideas and stimulate thingking. To
brainstorm, start with a word or phrase and let your thought go in whatever
directioin they will. For asset period of time, do not attemp to think logically but
write a list quickly as possible, putting down whatever comes to mind without
looking back or organizing. After set times is up, looking over what you have
listed to see if any ideas are related and can be grouped.
b. Free writing
Free writing is writing without stopping. It allows the writer to focus
on a spesific topic, but forcing the writer to write soo quickly that the writer
unable to edit any of ideas. The procedure in free writing as follows: (a) Free
write on the assigment or general topic for several minutes non-stop. (b) After
finishing free writing, look back over what ther writer has writen and highlight
the most prominent and interesting ideas, then begin all over again, with
fighter focus. Narrow the topic and generate several relevant points about the
topic.
It means writing whatever comes to your mind without worrying about
whatever the ideas are good or the grammar is correct. Its purpose is to free up
your mind to let it make assosiation and conection.
c. WH- Questions
When newspaper reporter write articles, thy try to answer the following
questions in the first sentence of the report: what, who, when, where, why,
and sometimes how. We can use these same questions to generate materials
for your topic from different points of view and may help you to clarity your
position on the topic.
d. Clustering
Clustering also can be called mind mapping or idea mapping. It is a
strategy which allows the writer to explore relationship between the idea. The
procedure in clutering as follows: (a) ut the subject in the center page, circle or
underline it. (b) ask the writer other ideas; link the new ideass to the central
circle with line. (c) Ask th writer thinks of ideas to the new ideas, add to those
in the same way.
Clustering free you from following a strictly linear squnce, it may allow
you to think more creatively and make new assosiation.
e. Outdoor activity
Outdoor activity is an activity that can be done outside the house or
building. It is strategy which allows the writer to find subject that it have
relationship with topic so writer can develop the ideas. The design technique
of outdoor activity as follows: (a) Before the teacher asked the students go to
the location, students are in the class with the teacher and then the teacher will
explain the topic. (b) After the student understood it, the teacher asked go to
the location (outdoor). (c) In location, the teacher will say the things that are
suitable with the topic in English and the students listen it. (d) When the lesson
is over the students go back to the class together with the teacher.
C. Descriptive Text
Descriptive text is a text which is used to describe something like a
particular place, certain person or thing from the physical condition. The senior high
school students are required to understand the component of descriptive text genre, those
are: generic structure and language feature. The generic structures of this genre are
identification (mention the special participant) and description (mention the part, quality,
and characters of the subject being described). And for the language features of this
genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase.
Description is used to add details about something physical like a person, place, or
thing. This method uses sensory language, that is, words that appeal to the five senses:
sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s
mind, the writer has to be precise in the choice of words. What is include to sight,
hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear
and specific picture in her or his mind about the topic that the writer wants to describe.
Clearly, descriptive writing uses a lot of flowery adjectives and adverbs to
describe what is going on or how something appears. For example when you write
description of person, you tell what she or he looks like, when you describe a place, you
tell what it looks like, if you describe a scene with people you might first describe the
place, and then you might also tell what is happeningand what the people are doing.
According to alice oshima, there are some important points to be understood
in descriptive writing. Some important points are:
1. A description is a word picture. It tells the reader how something looks, feels, tastes
ang sounds.
a. Use spatial order to organize a description. A spatial order is the
arrangemant of items in order by space: back to front, left to right, top to
bottom, far to near and so on.
b. Use spatial order expressions to show the order: example of the spatial order
are on the dashboard, in front of the sofa and in the ditance.
2. Unity is an important element of a good paragraph. Unity means that paragraph
dicusedone, only one, main idea.
3. Supporting details are the meat of paragraph. They prove the truth of your topic
sentence, and they make your writing rich and interesting.
4. For yet and nor arethree additional coordinating conjunctions that you can use to
make compound sentences.
5. One way to make your writing more interesting is to vary your sentece
openings. Occasionally move a prepositional phrase to the beginning of a sentence.
(you can not move any prepositional phrase, however).
6. Clustering is another prewriting teaching you use to get idea.
This theory is appeared in this study to support the teaching of writing theory.
Besides that, in order we know that there are six important points have to be understood
in descriptive writing.
D. Outdoor Activity
Outdoor activity is an activity that can be done by people to loose boredoom.
―when we are outdoor, we can get more motivation to learn something, although outdoor
activity makes noise, need more power and physical energy‖ (Patmonodewo, 2003:112).
While Broda (2005:5) stated Outdoor activity: any educational activities that takes place
outside the classroom.In this study, the activity is outdoor activity. The activity of
teaching and learning activity is conducted outside the classroom.
According to Oxford Learner‘s Dictionary (2003:291), ―outdoor activity is
activity done outside a house or building‖. Outdoor activity mean student‘s activities that
are done outside the classroom, whether in the school yard, the town park, the zoo, the
industry, or any other place. Outdoor activities usually mean activities done in nature
away from civilization.
1. Writing in outdoor
Teaching and learning process is not only done in the room with some media of
learning with many books on the table but also teaching and learning process
(education) is can be done outside classroom (outdoor activity) with a different
situation and interesting condition in order the students can be active and more
understand the lesson.
Education outside classroom describes school curriculum learning, other
than with a class of students sitting in a room with a teacher and books.
While there are many definition of outdoor education, the most comprehensive
one one seems to be, ―outdoor education is ‗in‘, ‗about‘,and ‗for‘ the out- of-
doors.‖ This definition tells the place, the topic, and the purpose of outdoor education.
'In' tells us that outdoor education can occur in any outdoor setting from a
school yard in an industrial neighborhood to a remote wilderness setting, in swamps,
meadows, forests, shores, lakes, prairies, deserts, estuaries, and all other biomes.
'About' explains that the topic is the outdoors itself and the cultural aspects related to
the natural environment. You may teach about mathematics, biology, geology,
communication, history, political science, art, physical skills, or endurance, but
learning occurs through the context of the outdoors. 'For' tells that the purpose of
outdoor education is related to implementing the cognitive, psycho-motor, and
affective domains of learning for the sake of the ecosystem itself. It means
understanding, using, and appreciating the natural resources for their perpetuation.
Outdoor education is an experiential method of learning with the use of all
senses. It takes place primarily, but not exclusively, through exposure to the natural
environment. In outdoor education, the emphasis for the subject of learning is placed
on relationships concerning people and natural resources.
The Committee to Study Alternatives in Outdoor Education, state that "The
term outdoor education does not indicate a clearly defined body of knowledge, but
rather a range of learning experiences which utilize the unique educational situations
created by the natural environment outdoor activities and outdoor living.
Outdoor education has been described as a place (natural environment), a
subject (ecological processes) and a reason (resource stewardship). According to
priest, outdoor education is comprised of 6 primary points:
b) It is a method for learning
c) It is experiential
d) It takes place primarily outdoors
e) It requires the use of all sense
f) It is based upon inter disciplinary curricula
g) It is about relationship involving people and natural resources.
In addition, outdoor education is a method of teaching and learning that
emphasized direct, multisensory experiences, take place in the outdoor environment.
Outdoor education programs strive to elevate the physical, emotional, cognitive, and
spiritual levels of the individual.
2. Teacher Activity in Outdoor
There are some activities that can be done b the teacher when the teacher do
outdoor activity in teaching and learning process.The activities are:
a) Leading/instructing individuals or groups on a particular activity (e.g. hillwalking,
mountain biking, caving)
b) Briefing participants about safety and logistics
c) Designing outdoor activity programs and products for different groups
d) Designing learning resources for groups
e) Delivering training sessions or lessons in the outdoors and/or in a classroom
environment
f) Recording accidents/incidents and writing incident reports
All those references in teaching strategies are to lead
theresearcher in making observation checklist. Hopefully,All those reference will
help the researcher in making observetion checklist and also when the researcher
do observation to be easily.
3. The Purpose Outdoor
There are main reasons why outdoor play is critical for the healthy
development of young children.
a) Physical excercises
Children need to develop large motor and small motor skills and
cardiovascular endurance.
b) Enjoyment of the outdoor
Outdoor play is one of the things that characterize childhood. Children need
opportunities to explore, experiment, manipulate, reconfigure, expand, influence,
change, marvel, discover, practice, dam up, push their limits, yell, sing, and create.
Some of our favorite childhood memories are outdoor activities.
c) Learning about the world
Much of what a child learns outside can be learned in a variety of other
ways, but learning it outside is particularly effective—and certainly more fun. In
the outside playground children can learn math, science, ecology, gardening,
ornithology, construction, farming, vocabulary, the seasons, the various times of
the day, and all about the local weather. Not only do children learn lots of basic
and fundamental information about how the world works in a very effective
manner, they are more likely to remember what they learned because it was
concrete and personally meaningful.
d) Learning about self and environment
To learn about their own physical and emotional capabilities, children must
push their limits. An essential task of development is appreciating how we fit into
the natural order of things—animals, plants, the weather, and so on.
e) Allowing children to be children
Using open space to fulfill basic childhood needs—jumping, running,
climbing, swinging, racing, yelling, rolling, hiding, and making a big mess—is
what childhood is all about! For a variety of obvious reasons many of these
things cannot occur indoors. Yet children must have these important
experiences. Outdoor environments fulfill children‘s basic needs for freedom,
adventure, experimentation, risk-taking, and just being children.
E. The Teaching Design of Outdoor Activity
The most important goals of teaching and learning activity is understanding
materials. So, the teacher should have some technique in transferring information and
material in learning activity, so that the students can understand the materials easily. In
addition this is not done every time they have English class but it is conductual only as an
intermezo activity. The teacher can conduct this technique only for intermezzo class in
order to increase student‘s motivation in learning English.
The way to conduct the outdoor activities are:
a. Before the teacher asked the students go to the location,the students are in the
class with the teacher and then the teacher will explain the characteristic of the
descriptive text and the students listen it.
b. After the student understood it, the teacher asked the students go to the
location (outdoor).
c. In location, the teacher will say the things that are suitable with the topic in
English and the students listen it.
d. When the lesson is over the students go back to the class together with the
teacher. There are so many ways to teach children in outdoor activities.
Beside, there are appropiate materials for outdoor activities. To give the
appropiate materials to the second year students of MTs Sudirman Kopeng.
First of all the teacher should know about the clear purpose in her teaching,
such as the purpose of teaching that text to the learners.
F. Theoritic Framework
Outdoor education is a method of teaching and learning that emphasized
direct, multisensory experienced, take place in the outdoor environment. Outdoor
education programs strive to elevate the physical, emotional, cognitive, and spiritual
levels of the individual. Based on all those theories, teaching and learning activitye
specially writing can be done in everywhere, not only indoor with some material books
but also it does in outdoor. By writing in outdoor the students can write their idea and
express their mind easily. In this study, we will focus on descriptive writing, make a
write in paragraph descriptive model in outdoor, it will be easier because they will look
the thing will be described directly.
CHAPTER III
RESEARCH REPORT
In this graduation, the research has to collect data from the object of reseach that
called informants. This research was conducted at MTs Sudirman Kopeng, Getasan.
A. Research Setting
1. The General Description of MTs Sudirman Getasan
MTs Sudirman Getasan is an educational organization under Yayasan
Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The school was built in
1991, wich was founded by religious figures and community leaders in the area of
Getasan district, who are concerned with Islamic education.
The location is at Jl. Salatiga- Kopeng KM. 12 Getasan district, Semarang
Regency, Central Java. This location is strategic because it is near from highway,
public society, Merbabu and Telomoyo Mountains. Thus, it is very fresh and this
location is very conducive to conduct teaching and learning process.
The name of the school is Madrasah Tsanawiyah Sudirman Getasan. This
school possessed of private. The headmaster of this school in the academic of
2015/2016 is Drs. Musta‘in, M.PdI.
MTs Sudirman Getasan permanently subsidezed by government. The facilities
are text books, Marching Band tools, teachers and officials. The students of MTs
Sudirman Getasan in Academic year of 2015/2016 are 340 students. They consist of
111 students of seventh year, 124 students of eight and the students of nine year are
105 students. This school has 12 classrooms for teaching learning process.
2. The Setting of Time
The research was carried out at MTs Sudirman Getasan in academic year
2015/2016. This research has been done at August 2015. The research acted as
observer and Mr. Arifin, S.PdI. as teacher.
The writter arranged in three cycles, each cycle of planning, observation, and
reflecting. The classroom action reseach was applied in VIII D class of MTs
Sudirman Getasan.
3. The Condition of Teacher and Staffs
Educational is combination efforts of several forces to achieve commons
goals. One of them is teacher with fomal qualification and staff/officer who always
help the teacher to create teaching and learning process. Both teacher and staff will
make teaching and learning process better.
Teacher is someone who transfers knoledge 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-learning
process. The situation of teacher and staff in MTs Sudirman Getasan, as follow:
Table 3.1 The condition of the Teacher and the Staff
No Name Grade Subject
1. Drs. Musta‘in, M.PdI. S2 Kepala Sekolah
2. Dra. Hj. Aminatun S1 Bahasa Arab
3. Muh Mujiyono Staff
4. Saderi, M.PdI S2 SKI
5. Risnan, S.Ag S1 Akidah Akhlaq, Qur‘an
Hadist
6. Sholikhin, S.PdI. S1 Fiqih
7. Nurkus Budiyantomo, SH S1 TIK
8. Yasin, S.Pd. S1 P. Kewarganegaraan
9. Haryani S.Si S1 Bahasa Indonesia
10. Suriyadi, SP S1 Penjaskes
11. Euis Ekawati, S.Pd. S1 IPA
12. Y. Dwi Astuti, S.Pd. S1 Matematika, IPA
13. Rosidi, S.Pd S1 IPS
14. Ika Novianingrum,S.Pd S1 Matematika, IPA
16. Nur Yainudin,S.Pd S1 Bahasa Jawa, Bimbingan
dan Konseling
17. Zakariya, S.PdI S1 Bahasa Indonesia,
Qur‘an hadist, Bahasa
Jawa
18. Jumali Staff
19. Kuadi Staff
20. Rokhim, S.Pd S1 Bahasa Jawa
21. Ahmad Arifin, S.PdI S1 Bahasa Inggris
23. Sri Suharmi SMA Bahasa Inggris
24 Eni Nurkustanti S1 Bahasa Inggris
4. The Facilites of MTs Sudirman Getasan
The facilities are medium which can support the students‘ achievement in the
school. There are some facilities which needed by teachers and students to support
teaching learning process. It could be seen in the table bellow:
Table 3.2 The Facilities of MTs Sudirman Getasan
No Facilities Total Condition
1. The Principle Room 1 Good
2. Teacher Room 1 Good
3. Library Room 1 Good
4. Students‘ Organization
Room
1 Good
5. Administration Room 1 Good
6. Health Room 1 Good
7. Toilet 3 Good
8. IT/ Language Laboratory 1 Good
9. Classroom 12 Good
10. Hall 1 Good
11 Guest Room 2 Good
12. Store Room 1 Good
13. Art Room 1 Good
5. The Organization Structure
Figure 3.1 The Organization Structure
(see on appendix)
6. Distribution of the Class
Students are people who want to get 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. They distribution of the class in MTs
Sudirman Getasan as follow:
Table 3.3 The Distribution of the Class of MTs Sudirman Getasan in the
Accademic Year 2015/2016
No Class Sex Total
Male Female
1 VII A 12 16 28
2 VII B 15 12 27
3 VII C 12 18 30
4 VII D 15 13 28
5 VIII A 16 14 30
6 VIII B 14 14 28
7 VIII C 16 17 33
8 VIII D 18 14 32
9 IX A 12 13 26
10 IX B 8 18 26
11 IX C 10 18 28
12 IX D 9 17 26
Total 184 156 340
7. The List of Students in Writing Class Using Outdoor Activity
The researcher conducted this research in MTs Sudirman Getasan and
especially concern in the second grade especially VIII D. This class consist of 32
students, they are 17 males and 15 females. The data could be seen in the table
bellow:
Table 3.4 The List of Students
No Name
1 Ahmad Abu Rohim
2 Ahmad Fauzi
3 Barodin
4 Dewi Listiani
5 Dini Nahdiya
6 Dwi Nurjanah
7 Fahri Imron Gunawan
8 Faizah Mustafiah
9 Fidya Rohayati
10 Fitria Nurul Isnaini
11 Handa Anggi Atlasia
12 Lia Puspitasari
13 M. Feri Firmansyah
14 M. Suryadi
15 Mar‘I Sultoni
16 Melisatiana
17 Nisa
18 Nur salim
19 Rismanto
20 Safitriyani
21 Salamah
22 Slamet Wahyudi
23 Shohib Setyabudi
24 Supriyanto
25 Umi Masithoh
26 Wahyu Ariyanto
27 Wahyu Edi Prayogo
28 Wahyu Ermanto
29 Widyaningsih
30 Yanuar Setiawan
31 Zaenal Mahfud Z.R.
32 Zaim Uhrowi
B. Research Methodology
In this study the writer used Classroom Action Research (CAR). Classroom
Action Research is a type of classroom research carried out by the teacher on order to
slove problems or to find answer toward context-specific issues. It mean that before
implementing the Classroom Actioin Research (CAR), the researcher needs to identify a
problem found in the classroom before implementing the CAR.
In accordence to Arikunto (2006: 16) there were four steps to do classroom action
research. They are planning, acting, observing and reflecting. The researcher 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 solved by using appropiate learning strategy
through classroom action research.
C. Research Subject
The reseach was conducted at MTs Sudirman Getasan. It was Located at Kopeng
Getasan. The subject of this research was the students of class VIII that consist of 32
students in the accademic year of 20015/2016. They are 21 students who graduated from
Madrsah Ibtida’iyah and 11 students graduated from elementary School.
D. Procedure of the Reseach
This research applied Kemmis and Mc Taggart‘s model of classroom action
research‘s method. Arikunto (2010: 137) inform that the principle concept of CAR
according to both of those experts consist of four stages, they are planning, acting,
observing, and rerflecting. The researcher spent two cycles in this research, and started
with pre cycle. These stages can be draw as follow:
Figure 3.2 The Classroom Action Research Concept
by Kemmis and Taggart
The whole action, which are applied in CAR as picture above through the stage
as follow:
a. Cyle 1
The steps of the first cycle are explained bellow:
TABLE 3.5 The Steps of the cycle
Planning 1. Make some agreement with the teacher from MTs
Sudirman thet he will be a teacher and the writer
as observer in the class. Here both, teacher and
observer will make some colaboration in teaching
learning
2. Preparing the material for teaching process,
preparing the lesson plan, desingning the scenario
in learning process.
3. Preparing the spot or outdoor to be visit by the
sudents in teaching learning process.
4. Preparing the instruments used to record and
analyzed the data.
5. Preparng sheet for classroom abservation ( to
know the student‘s motivation of teaching process
when method is applied)
6. Preparing pre-test and post-test (to know whether
student‘s writing ability improved or not)
7. Doing the stimulation to examine the research
plan.
Acting a) Greeting: introduction, call the sudents to fill the
presence, giving some information about the
purose of the writer attendance in the class.
b) Giving pre-test to the students.
c) Teaching the material and should be done by the
students from the teacher.
d) Outdoor activities and group discussion
e) Indoor activities, re-write group result discussion
f) Giving explanation about students problem
g) Giving post-test
Observation 1. Observing the learning process contrate on the
students‘s capability which shows their
understanding of the lesson.
2. Observing the students attention and all the
activities on the learning process.
Reflection 1. Analyzing tha data of the cycle
2. The teacher and the researcher will discuss about
the result of he cycle
3. Make a conclusion of the cycle I
4. The standardized score ( kriteria ketuntasan
minimum) the standar of the passing grade is 65
b. Cycle II
The steps of the second cycle are explained bellow:
Planning 1. Making lesson plan of cycle II as teaching
guidance in learning process.
2. Preeparing the spot for outdoor activites.
3. Preparing the material along with the teacher.
4. Preparing the sheet for classroom observation (to
know the student‘s motivation of teaching process
when the method is applied).
5. Preparing a post- test ( to know whether student‘s
writing ability improved or not).
Acting
1. The teacher re-explains about the material such as
in the previous writing instructure.
2. The eacher asks the students about their problems
on the previous lesson.
3. The teacher explain ( along with the researcher) to
solve the problem.
4. Grouping in outdoor activities and discussion.
5. Outdoor activities and group discussion
6. Indoor activities, re-write group result discussion
7. The teacher concludes the material related with
explanation the lesson.
8. Giving explanation about students problem
9. Giving post-test
Observation 1. Observing the learning process concentrate on the
student‘s capability wich asows their
understanding of the lesson.
2. Observing the students attention and all tteh
activities of the learning process.
Reflection 1. Analyzing the data of cycle.
2. The reseacher and the the teacher identify the
result of the cycle.
3. The researcher and the teacher makes a
conclusion after comparing the student‘s score
between cyccle I and cycle II to find out how far
the improvement of students‘ ability in writing.
4. The standardized score, the standar of the passing
grade is 65.
c. Cycle III
Planning 1. Making lesson plan of cycle III as teaching
guidance in learning process.
2. Preparing the spot for outdoor activites.
3. Preparing the material along with the teacher.
4. Preparing the sheet for classroom observation (to
know the student‘s motivation of teaching process
when the method is applied).
5. Preparing a post- test ( to know whether student‘s
writing ability improved or not).
Acting
1. The teacher re-explains about the material such as
in the previous writing instructure.
2. The eacher asks the students about their problems
on the previous lesson.
3. Giving Material to the students.
4. Grouping in outdoor activities and discussion.
5. Outdoor activities and group discussion
6. Indoor activities, re-write group result discussion
7. The teacher concludes the material related with
explanation the lesson.
8. Giving explanation about students problem
9. Giving post-test
Observation 1. Observing the learning process concentrate on the
student‘s capability which shows their
understanding of the lesson.
2. Observing the students attention and all the
activities of the learning process.
Reflection 1. Analyzing the data of cycle 3.
2. The reseacher and the the teacher identify the
result of the cycle.
3. The researcher and the teacher makes a
conclusion after comparing the student‘s score
between previous cycle and cycle III to find out
how far the improvement of students‘ ability in
writing.
4. The standardized score, the standard of the
passing grade is 65
E. Method of the Collecting Data
The research uses many data gathering tools. There are 4 methods of collecting
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 (1998:139) Test is a 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 tests and other measuring instrument, such as personality test,
aptitude test, intelligent test, attitude test, and achivement test.
2. Observations
There are two kinds of observation, namely: participant observation, and non-
participant observation. In the participant observation the researcher is involved in
the object of research action. While non- participant observation, the researcher
is only as an observer, she/ he not involve in the activity.
In this study, the researcher uses non- participant observation. Therefore,
the researcher observes the activity during the teaching and learning process in
detail. The researcher observes the activity directly to describe the real situation
during English class and note all the phenomena. The researcher does observation to
look for information about teaching and learning writing English in the class and the
activity implementing outdoor activity. And because this observation is non
participation observation, so, the researcher only as an observer. The researcher just
do observation without interacting and participating in the process of teaching
and learning, researcher present and observe all activities happend in it concerning
how the teacher deliver outdoor activities in teaching writing descriptive text. All the
teaching process is done by the English teacher. To lead the researcher in doing the
observation, the researcher make observation checklist. The researcher will observe
all the phonomena that happen in teaching and learning process such as; the topic, the
technique, and the teaching learning process.
3. Interview
Interview is one of the metodh to collect data by using conversation between
instructor and respondet. To know the student difficulties in writing prosedure text,
their oponions and feeling about this metodh, the researcher uses interview for
oblaining data. Interview is one of the most widely used metodhs for obtaining
qualitative data. Interviews are used to gather data on subject opinion, believe, and
feeling about the situation in their own word.
4. Documentation
There are 3 main types of documents to consider:
a. Personal Documents
Produced by individuals for private purposes and use (for example, letters,
diaries, auto biographies, family photo albums and other visual recording.
b. Official Documents
Produced by organizational employees for record- keeping and
dissemination purposes (for example, memos, newsletters, files and year
books).
c. Popular Culture Document
Produced for commercial purposes to entertain, persuade and enlighten
the public (for example commercials, TV program, news reports, or audio and
visual recording)
In thi sresearch, the writer uses the personal document in documenting all
the activity of the research action.
F. Research Instrument
Research instruments use to collect data and all the instruments used in this
reseach has been validated by validator miss Uzik senior English teacher at SMAN 1
Getasan to show that all the instruments are valid and can be use in the research. In this
study.There are four kinds of research instrument. They are:
1. Written Test
Written test uses to know how far the students‘ competence in writing before
and after applying Outdoor Activity strategy. The forms of the test were essay test in
this test the teacher will give some grade based on some aspect. Those aspects are
grammar, content, organization or form and vocabullary. The teacher gives point in
each aspect based on the student‘s ability. The table below show the example of
scoring sheet as follows:
TABLE 3.6 STUDENT’S SCORE SHEET
No
Name
Aspects
Grammar Content Organization Vocabbulary Mechanics
1.
2.
3.
4.
5.
From the score above, the writer conclude a score criteria as a table
bellow:
TABLE 3.7 SCORE CRITERIA
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
The standar of the passing grade in every cycle is 65 with the target of the
passing grade is 75% of all the students.
2. Observation Sheet
Observation sheet uses to know how far the students‘ motivation before and
after applying the strategy. This instrument gives monitor and records the students‘
invovement during the lesson. In the observation sheet, they are many aspect that are
consider focuses, those are: paying attention, activeness in asking question, activeness
in responding question and enthusiasm in doing test. In this instrument, the teacher
gives point in each aspect based on the situation of students in every cycle.
TABLE 3.8 SCORE CRITERIA OF OBSERVATION SHEET
Number
of the
Students
OBJECT
NO
TE
Pay
att
en
tion
Acti
ven
ess
in
ask
ing
qu
est
ion
Acti
ven
ess
in
resp
on
din
g
En
thu
siasm
in d
oin
g t
est
1
2
3
4
5
3. Interview Guide
In this research, the researcher interview the people that related to this study
like the techer and some of the students. The reseacher will interview the teacher to
get some information, such as: the difficulties encountered by the teacher in teaching
writing during the class, the strategies that offered by the teacher to solve students‘
difficulties in writing descriptive text, things that can disturb the teaching and learning
process. And the students writing result by doing this method. Beside that, the teacher
also interview the students to know more information about the implementation of
this method. The result of this interview were the researcher knew the teacher and
students problems faced in teaching learning process, such as: for the teacher; what
were the difficulties encountered by the teacher in teaching writing during the class,
the strategies that offered by the teacher to solve students‘ difficulties in writing
descriptive text, things that can disturb the teaching and learning process, etc. And for
the students; what were the difficulties faced in writing, their feel in the teacher‘s
method and the their opinion about the implementation of outdoor activity, etc.
4. Documentation
In this research, the researcher used document as one of the
instruments. The researcher collect all the data from the school and teacher
documents 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. the
researcher also took the picture of the teaching and learning process (indoor and
outdoor) and used photo as the documentation of this study. Beside that the esearcher
also prepare some video as documentation.
G. Method of Analyzing Data
The research conducts the action research of the teaching writing using outdoor
activities in MTs Sudirman Kopeng Getasan. There are technique for analyzing data.
1. Qualitative Data Analysis
What follows are th steps analyzing data;
a) Reducing the Data
This is the first in analyzing the data contain selection process, focusing,
and summarizing data from f ield notes. In this step, the researcher selected,
limits, and summarizes the data from the implemntation of teaching writing using
outdoor activities.
b) Displaying the Data
The second step analyzing the data is describing the data in narrative. This
step is describling the result of the research which is understandable. The form of
displaying is not always in sentences, but can be in the form at table which
supports the narrative data.
c) Drawing Conclusion
The last step is the researcher draws conclusion and gives suggestion of
the research based on data analysis.
2. Quantitative Data Analysis
Beside qualitative data the writer uses quantitative data. To know the result of
this research the writer uses a formula by comparing the mean score result of pre-test
and post-test. In scoring the test, the writer calculates the student‘s score by using the
formula:
a) Mean Calculation
M= ∑
Where:
M : Mean
∑Fx : The total score
N : Number of student
b) Standard Deviation Calculation
√
(
)
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sampl
c) The Calculation of the T-test
( )
(
√ )
It the mean score result increases, the student‘s writing skill is considered
improse and vice versa. Finally, by analyzing data from observation, interview, and
test the writer is able to draw conclusion whether outdoor activity can improve the
student writing skill or not.
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
In this chapter, the writer present the data which have been collected from four
source, namely observation, test, document, and interview. The main point of this chapter is
to describe implementation and the research of teaching writing descriptive text by using
outdoor activity at the second year of MTs Sudirman Kopeng Getasan.
The data description is devided into some points that consist of the prosedure of
teaching writing descriptive text by using outdoor activity, the problem faced by student in
learning English especially writing descriptive text.
A. Description of MTs Sudirman Kopeng Getasan
MTs Sudirman Getasan is an educational organization under Yayasan
Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The location is at Jl. Salatiga-
Kopeng KM. 12 Getasan district, Semarang Regency, Central Java. This location is
strategic because it is near from highway, public society, Merbabu and Telomoyo
Mountains. Thus, it is very fresh and this location is very conducive to conduct teaching
and learning process. The headmaster of this school in the academic of 2015/2016 is Drs.
Musta‘in, M.PdI.
B. Description of VIII D
The researcher conducted this research in MTs Sudirman Getasan and especially
concern in the second grade especially VIII D. This class consist of 32 students, they are
17 males and 15 females. Mostly the students in the VIII D do not have good basic in
English, they got their English in the seventh grade when they was entering this school.
C. Reseach Conduct
The research was conducted in August but the process during the pre-reseach
was begin from January. Here the writer as an observer and the colabolator, mr. Arifin
S.PdI. as teacher in teaching learning process. The table bellow will show us the
schedule of the research:
Table 4.1 Research Scedule
No Date and Time Activities Place
1 January 7th
2015 Observation: pre-
interview to the teacher
(Mr. Arifin) and
observation in the class
Mts Sudirman
Getasan
2 January 8th
2015 Make some agreement
with Mr. Arifin about
the teaching learning
process. He agree play
as a teacher and the
writer as observer.
Mts Sudirman Getasan
3 June 25th
2015 Permit Aplication Mts Sudirma
Getasan
4 June 26th
2015 Consultation of the
reseach schedule
Mts sudirman
Getasan
5 June 30th
2015 Permit Validator Application
Sma N 1 Getasan
6 July 1st -30
th
2015 Consultation of the research instruments
Sma N 1 Getasan
7 July 31st 2015 First meeting, before
cycle. Pre-Test
Mts Sudirman
Getasan
8 August 6th
2015 Cycle 1: Indoor activity
(My School)
Mts Sudirman
Getasan
9 August 7th
2015 Cycle 1: outdoor Mts Sudirman
activity, giving post test Getasan
10 August 13th
2015 Cycle 2: indoor activity
( Interesting people)
Mts Sudirman
Getasan
11 August 14th
2015 Cycle 2: outdoor activity Mts Sudirman
Getasan
12 August 20th
2015 Cycle 3: indoor and
outdoor activity
( Mountains)
Mts Sudirman
Getasan
D. Data Analysis
Moreover, the researcher would like to analyze the improvement of students by
using t-test calculation from the result of pre-test and post-test.
1. Cycle 1
a. The score of the test of the cycle 1
Table 4.2: The Score of Students’ Pre-test
No
Name
Aspects
C F/O V G M Total Criteria
1 Ahmad 17 19 19 11 2 58 Poor
2 Ahmad 15 10 10 7 3 44 Very
poor
3 Barodin 17 16 15 18 2 68 Fair
4 Dewi 18 17 15 17 3 70 Fair
5 Dini 18 17 16 16 2 59 Poor
6 Dwi 13 7 7 7 2 36 Very
poor
7 Fahri 15 17 16 16 2 56 Poor
8 Faizah 17 17 16 17 2 69 Fair
9 Fidya 20 14 13 12 2 61 Poor
10 Fitria 18 13 10 13 2 56 Poor
11 Handa 13 9 10 10 2 44 Very
poor
12 Lia 17 17 15 18 3 70 Fair
13 M. Feri 18 10 13 13 2 56 Poor
14 M. Suryadi 13 9 8 10 2 44 Very
poor
15 Mar‘I 13 7 7 7 2 34 Very
Poor
16 Melisatiana 16 17 16 18 2 69 Fair
17 Nisa 13 7 10 10 2 44 Very
poor
18 Nur salim 17 10 14 13 2 56 Poor
19 Rismanto 16 14 10 10 2 56 Poor
20 Safitriyani 13 13 14 16 2 48 Poor
21 Salamah 15 15 14 10 2 56 Poor
22 Slamet
Wahyudi
15 15 10 14 2 58 Poor
23 Shohib
Setyabudi
18 15 16 18 2 69 Fair
24 Supriyanto 23 15 16 17 3 73 Fair
25 Umi 20 17 15 16 3 70 Fair
26 Wahyu 13 9 8 10 2 44 Very
poor
27 Wahyu 16 13 10 13 2 54 Poor
28 Wahyu 14 13 13 12 2 54 Poor
29 Widyaningsih 15 15 13 12 2 56 Poor
30 Yanuar 13 7 6 7 2 34 Very
poor
31 Zaenal 18 17 16 17 3 70 Fair
32 Zaim Uhrowi 18 15 16 13 2 64 Poor
∑=
1814
Table 4.3: The Criteria of Students’ Achievement of Pre- Test
No Total Score Grade Number of Student
1 91 – 100 Excellent -
2 81 – 90 Very Good -
3 71 – 80 Good -
4 61 – 70 Fair 9
5 51 – 60 Poor 15
6 41 – 50 Very Poor 8
Total 32
Table 4.4: The Score of Students’ Post-test in Cycle 1
No
Name
Aspects
C F/
O
V G M Total Criteria
1 Ahmad 19 19 17 12 3 70 Fair
2 Ahmad F. 15 15 12 9 3 55 Poor
3 Barodin 23 20 17 12 3 75 Fair
4 Dewi 20 20 15 17 3 75 Fair
5 Dini 18 17 14 14 2 65 Fair
6 Dwi 15 9 12 16 2 54 Very
poor
7 Fahri 15 15 16 16 3 65 Poor
8 Faizah 18 19 16 17 3 73 Fair
9 Fidya 20 16 15 15 4 70 Fair
10 Fitria 18 13 13 13 3 60 Poor
11 Handa 16 15 12 10 2 55 Very
poor
12 Lia 20 17 16 18 4 75 Fair
13 M. Feri 18 10 14 15 3 60 Poor
14 M. Suryadi 15 9 12 18 2 56 Very
poor
15 Mar‘I 17 9 12 15 3 56 Very
Poor
16 Melisatiana 18 17 16 18 4 73 Fair
17 Nisa 15 15 15 12 3 60 Poor
18 Nur 17 13 14 15 3 62 Poor
19 Rismanto 16 14 14 14 2 60 Poor
20 Safitriyani 15 13 14 15 3 60 Poor
21 Salamah 17 15 16 14 3 65 Poor
22 Slamet 15 15 11 14 3 60 Poor
23 Shohib 18 15 18 18 4 73 Fair
24 Supriyanto 23 16 16 17 4 75 Fair
25 Umi 25 17 18 16 4 80 Good
26 Wahyu 16 12 8 10 2 50 Poor
27 Wahyu Edi 16 15 13 13 3 60 Poor
28 Wahyu E. 14 15 16 15 3 63 Poor
29 Widyanings
ih
17 15 13 14 2 60 Poor
30 Yanuar 15 15 13 9 3 55 Poor
31 Zaenal 20 18 16 17 4 75 Fair
32 Zaim 18 18 16 14 4 70 Fair
∑=
2065
Table 4.5: The Criteria of Students’ Achievement of Post- Test in Cycle 1
No Total Score Grade Number of Student
1 91 – 100 Excellent -
2 81 – 90 Very Good -
3 71 – 80 Good 1
4 61 – 70 Fair 11
5 51 – 60 Poor 15
6 41 – 50 Very Poor 4
Total 32
a) The calculation of mean
Table 4.6: Table of Students’ Deviation of Pre-test and Post-Test Score in
cycle 1
N (subject
Number)
Pre- Test
(X)
Post- Test 1
(Y)
D
D²
1 2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
68 44
68
70
59
36
56
69
61
56
44
70
56
44
34
69
44
56
56
48
56
56
69
73
70
44
54
54
56
34
70
64
70 55
75
75
65
54
65
73
70
60
55
75
60
56
56
73
60
62
60
60
65
60
73
75
80
50
60
63
60
55
75
70
18 10
7
5
6
18
9
4
9
4
10
5
4
12
22
4
6
6
4
12
9
4
4
2
10
6
6
9
4
11
5
6
324 100
49
25
36
324
81
16
81
16
100
25
16
144
484
16
36
36
16
144
81
16
16
4
100
36
36
81
16
121
25
36
N=32 ∑ 1814
∑ 2065
∑251 ∑2637
Mean of the Pretest and the Post-Test 1
= 56.6
=
= 64.53
Explanation:
M = mean of the students‘ score
ΣX = the sum of the students‘ score
N = the total number of students
b) Standard Deviation
According to the data in the table, the researcher calculated the
standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
)
√
(
)
√
√
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
c) The calculation of t-test
( )
(
√ )
( )
(
√ )
( )
(
√ )
( )
( )
( )
Giving Interpretation
(a) Calculate of df
df = n-1
df = 32 - 1
df = 31
(b) Consult with t-table value
With df = 31, the value of t-table with level of significant 5% is 2,042.
(c) Comparing t-test with t-table
T-test = 9.67 therefore t-test is higher than t-table with level of
significance 5 %.
If t-test similar or higher than t-table, so null hypothesis (𝐻0) is
rejected. 𝐻0 is no significant difference between pre-test and post-test. T-
table with n = 31 is 2,042. The result of t-test is 9.67 > 2.042. So, t-test
calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that
there is a significant difference between pre-test and post-test.
From the calculation above, the researcher concluded that between
pre-test and post-test had significant difference, where the students‘ score of
post-test is higher than pre-test. It shows that using oudoor activity in
teaching writing can improve the students‘ writing mastery.
b. Students‘ Observation Sheet in Cycle 1
Table 4.7: Table of Students’ Observation Sheet in cycle 1
Number of
the
Students
OBJECT
NO
TE
Pay
att
enti
on
Act
iven
ess
in
askin
g
ques
tion
Act
iven
ess
in
resp
ondin
g
Enth
usi
asm
in d
oin
g t
est
1 V
2 V
3 V
4
V
5 V
6
V V
7 V
V
8 V
9
V
10 V
V
11 V
12 V
13
V V
14 V
15
V
16 V
17 V
18 V
19
V
20
V
21
V
22
V
23 V
V
24 V
25 V
26
V
27 V
28
V
29
V
30 V
31
V
32 V V
2. Cycle 2
a. The score of tests in cycle 2
The researcher done the written post-test in cycle 2. The score of
the post- Test will be seen whether the students‘ writing ability increase or
not. Here the data:
Table 4.8: The Score of Students’ Post- Test 2
No
Name
Aspects
C F/O V G M Total Criteria
1 Ahmad 19 19 17 14 4 73 Fair
2 Ahmad 16 18 15 13 3 65 Fair
3 Barodin 23 22 17 12 4 78 Fair
4 Dewi 25 24 19 17 4 91 Excellent
5 Dini 18 19 15 14 4 70 Fair
6 Dwi 18 15 16 16 3 68 Fair
7 Fahri 18 15 17 16 4 70 Fair
8 Faizah 19 19 16 17 4 75 Fair
9 Fidya 24 16 15 15 4 74 Fair
10 Fitria 20 13 16 17 4 70 Fair
11 Handa 22 15 15 10 3 65 Poor
12 Lia 24 17 17 18 4 80 Good
13 M. Feri 20 15 14 15 3 67 Fair
14 M.
Suryadi
15 12 12 18 3 60 Poor
15 Mar‘I 19 15 12 15 4 65 Poor
16 Melisatian
a
20 17 16 18 4 75 Fair
17 Nisa 20 17 17 12 4 70 Fair
18 Nur salim 17 16 14 15 3 65 Poor
19 Rismanto 18 16 14 14 2 62 Poor
20 Safitriyani 18 15 14 15 3 65 Poor
21 Salamah 19 16 16 14 4 69 Fair
22 Slamet 17 15 15 16 4 67 Fair
23 Shohib 20 18 20 18 4 80 Good
24 Supriyanto 23 18 18 18 4 81 Good
25 Umi 25 19 19 16 4 83 Good
26 Wahyu A 20 15 13 14 3 65 Poor
27 Wahyu 16 15 13 13 3 60 Poor
Edi
28 Wahyu 16 15 16 15 3 65 Poor
29 Widya 20 15 16 14 2 67 Fair
30 Yanuar 14 15 13 13 3 60 Poor
31 Zaenal 23 20 16 17 4 80 Good
32 Zaim 20 18 16 14 4 72 Fair
∑=
2259
Table 4.9: The Criteria of Students’ Achievement of Post- Test in the
Cycle 2
No Total Score Grade Number of Student
1 91 – 100 Excellent 1
2 81 – 90 Very Good -
3 71 – 80 Good 8
4 61 – 70 Fair 17
5 51 – 60 Poor 3
6 41 – 50 Very Poor -
Total 32
a) The Calculation of Mean
Table 4.9: Table of Students’ Deviation of Post-Test cycle 1 and Post-Test
cycle 2
N (subject
Number)
Post- Test 1
(x)
Post-Test 2
(y)
D D²
1 2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
70 55
75
75
65
54
65
73
70
60
55
75
60
56
56
73
60
62
60
60
65
60
73
75
80
50
60
63
60
55
75
70
73 65
78
89
70
68
70
75
74
70
65
80
67
60
65
75
70
65
62
65
69
67
80
81
83
65
65
65
67
60
80
72
3 10
3
14
5
14
5
2
4
10
10
5
7
4
9
2
10
3
2
5
4
7
7
6
3
15
5
2
7
5
5
2
9 100
9
196
25
196
25
4
16
100
100
25
49
16
81
4
100
9
4
25
16
49
49
36
9
225
25
4
49
25
25
4
N=32 2065
2259
195
1609
Mean of the Post-Test 1 and Post-Test 2
=
= 64.53
= 70.59
Explanation:
M = mean of the students‘ score
ΣX = the sum of the students‘ score
N = the total number of students
Mean of the first post-test 64.53 < s e c o n d post-test, 70.59 it
means that there is an improvement of English score between before the
first action and after second action. The mean has passed the passing grade
but there are three students failed and the researcher planned to conducte
cycle 3.
b) Standard Deviation
According to the data in the table, the researcher calculated the
standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
)
√
(
)
√
√
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
c) The calculation of t-test
( )
(
√ )
( )
(
√ )
( )
(
√ )
( )
(
)
( )
Giving Interpretation
(a) Calculate of df
df = n-1
df = 32 - 1
df = 31
(b) Consult with t-table value
With df = 31, the value of t-table with level of significant 5% is 2,042.
(c) Comparing t-test with t-table
T-test = 8.82 therefore t-test is higher than t-table with level of
significance 5 %.
If t-test similar or higher than t-table, so null hypothesis (𝐻0) is
rejected. 𝐻0 is no significant difference between pre-test and post-test. T-
table with n = 31 is 2,042. The result of t-test is 8.82 > 2.042. So, t-test
calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that
there is a significant difference between pre-test and post-test.
From From the calculation above, the researcher concluded that
between first post-test and second post-test had significant difference,
where the students‘ score of the second post-test is higher than first post-
test. It shows that using oudoor activity in teaching writing can improve the
students‘ writing mastery
b. The score of observation sheet
Table 4.11: Table of Students’ Observation Sheet on
cycle 2
Number of
the Students
OBJECT
NO
TE
Pay
atte
nti
on
Act
iven
ess
in a
skin
g
ques
tion
Act
iven
ess
in
resp
ondin
g
Enth
usi
asm
in d
oin
g t
est
1
V V
2 V
V
3 V
V
4
V V
5 V
V
6
V V
7 V
V
8
V
9 V
V
10 V
V
11
V
12 V
13 V
V V
14
15 V
V
16 V
17 V
V
18
V V
19
V
V
20 V
V
21 V
V V
22 V
V
23 V V V V
24 V V
25 V
V V
26 V
V
27 V
V
28 V V
29
V V
30
V
V
31
V
V
32
V V V
3. Cycle 3
a. The score of tests in cycle 3
Table 4.12: The Score of Students’ Post- Test 3
No
Name
Aspects
C F/
O
V G M Total Criteria
1 Ahmad 23 20 15 14 4 76 Fair
2 Ahmad 19 18 15 13 3 68 Fair
3 Barodin 24 22 18 12 4 80 Good
4 Dewi 25 26 21 17 4 93 Excellent
5 Dini 21 20 15 16 4 76 Fair
6 Dwi 18 20 16 13 3 70 Fair
7 Fahri 18 18 20 16 4 76 Fair
8 Faizah 23 19 16 17 4 79 Good
9 Fidya 25 19 15 17 4 80 Good
10 Fitria 21 14 18 17 4 74 Fair
11 Handa 20 15 17 13 3 68 Fair
12 Lia 25 20 18 20 4 87 Good
13 M. Feri 22 14 15 16 3 70 Fair
14 M. Suryadi 16 15 14 18 3 66 Fair
15 Mar‘I 20 15 13 15 4 67 Fair
16 Melisatiana 21 18 17 18 4 78 Fair
17 Nisa 20 18 19 12 4 73 Fair
18 Nur salim 20 17 15 15 3 70 Fair
19 Rismanto 20 19 14 15 2 70 Fair
20 Safitriyani 21 17 14 15 3 70 Fair
21 Salamah 20 18 16 14 4 72 Fair
22 Slamet 19 16 15 16 4 70 Fair
23 Shohib 22 18 20 20 4 84 Good
24 Supriyanto 23 20 20 18 4 85 Good
25 Umi 25 20 19 19 4 86 Good
26 Wahyu 20 17 15 14 3 69 Fair
27 Wahyu 20 17 15 13 3 68 Fair
28 Wahyu 18 16 16 15 3 68 Fair
29 Widya 21 17 16 13 3 70 Fair
30 Yanuar 16 17 18 15 3 66 Fair
31 Zaenal 22 23 19 17 4 85 Good
32 Zaim 22 18 16 15 4 75 Fair
∑=
2386
Table 4.13: The Criteria of Students’ Achievement of Post- Test
in the Cycle 3
No Total Score Grade Number of Student
1 91 – 100 Excellent 1
2 81 – 90 Very Good -
3 71 – 80 Good 8
4 61 – 70 Fair 23
5 51 – 60 Poor -
6 41 – 50 Very Poor -
Total 32
b. The Calculation of Mean
Table 4.14: Table of Students’ Deviation of Post-Test cycle 2 and Post-
Test cycle 3
N
(subject
Number)
Post-Test 2
(x)
Post- Test 3
(y)
D D²
1 2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
73 65
78
89
70
68
70
75
74
70
65
80
67
60
65
75
70
65
62
65
69
67
80
81
83
65
65
65
67
60
80
72
76 68
80
93
76
70
73
79
80
74
68
87
70
66
67
78
73
70
70
70
72
70
84
85
86
69
68
68
70
66
85
75
3 3
2
4
6
2
3
4
6
4
3
7
3
6
2
3
3
5
8
5
3
3
4
4
3
4
3
3
3
6
5
3
9 9
4
16
36
4
9
16
36
16
9
49
9
36
4
9
9
25
64
25
9
9
16
16
9
16
9
9
9
36
25
9
N=32 2259
2386
126 566
Mean of the Post-Test 2 and Post-Test 3
= 70.59
=
= 74.56
Explanation:
M = mean of the students‘ score
ΣX = the sum of the students‘ score
N = the total number of students
Mean of the second post-test 70.59 < t h i r d post-test, 74.56
it means that there is an improvement of English score between before
the first action and after second action. From the mean score, the
researcher concluded that using outdoor activity a method can improve
students‘ writing skill, especially in writing descriptive text.
c. Standard Deviation
According to the data in the table, the researcher calculated the
standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
)
√
(
)
√
√
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
d. The calculation of t-test
( )
(
√ )
( )
(
√ )
( )
(
√ )
( )
(
)
( )
Giving Interpretation
(a) Calculate of df
df = n-1
df = 32 - 1
df = 31
(b) Consult with t-table value
With df = 31, the value of t-table with level of significant 5% is 2,042.
(c) Comparing t-test with t-table
T-test = 15.11 therefore t-test is higher than t-table with level of
significance 5 %.
If t-test similar or higher than t-table, so null hypothesis (𝐻0) is
rejected. 𝐻0 is no significant difference between pre-test and post-test. T-
table with n = 31 is 2,042. The result of t-test is 15.11 > 2.042. So, t-test
calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that
there is a significant difference between pre-test and post-test.
From the calculation of t-test vs t-table above, the researcher
concluded that outdoor activity effective to improve students‘ writing skill,
especially in writing descriptive text. It shows that using oudoor activity in
teaching writing can improve the students‘ writing mastery
e. The score of observation sheet
Table 4.15: Table of Students’ Observation Sheet on
Cycle 3
Number of the Students
OBJECT
NO
TE
Pay
atte
nti
on
Act
iven
ess
in a
skin
g
ques
tion
Act
iven
ess
in
resp
ondin
g
Enth
usi
asm
in d
oin
g t
est
1
V V
2 V
V
3 V
V
4
V V
5 V
V
6
V V
7 V
V
8
V
9 V
V
10 V
V
11
V
12 V
13 V
V V
14
15 V
V
16 V
17 V
V
18
V V
19
V
V
20 V
V
21 V
V V
22 V
V
23 V V V V
24 V V
25 V
V V
26 V
V
27 V
V
28 V V
29
V V
30
V
V
31
V
V
32
V V V
E. Discussion
In this research, the writer act as observer while to see and observe the learning
process was taught by her partner, Mr. Arifin, S.PdI her senoir english teacher atMts
Sudirman Kopeng Getasan, and the instrument validated by Ibu Uzik Puji Nurtantini.
The writer held three cycles while each cycle consists of planning, action, observation
and reflection. The whole steps of this research were explained in the description
below:
1. Before Cycle
In MTs Sudirman Kopeng Getasan the English teacher used traditional metodh
to teach the student. According to the interview to the English teacher on July 30,
2015 the teacher said that he just gave the student list of words and asked the student
to memorize the word. They used extracurricular lecture to deliver the materials. The
students memorize the words and follow the taechers‘ rules.
To know the effectiveness of traditional metodh the writer did the observation
on the Friday, July 31, 2015. English teacher and the writer entered the class. Firstly,
the English teacher greeted the student and introduced the writer to the student. Then
the teacher gave the time to the writer to introduce herself.
The writer greeted the student by wishing‖ Assalamu’alaikum wr.wb”, “Good
Morning”, “How are you today?” then the student responded and answered it all
together. The writer introduced herself and gave opportunity to the student to ask
about the writer. Then, the writer informed the student that she and teacher were
going to conduct a test called pre-test. The students looked confused because they
were new in that class. than the teacher explain the purpose of the test and the
students undertood what the teacher meant. The teacher and the researcher conducted
pre-test to know the student descriptive text mastery.
The test conducted was in the form of essay. The pre-test took 40 minutes. The
writer carried out the observation. She observed the pre-test process by monitoring the
student ability in doing pre-test. The student asked the answer to their friends, and the
teacher remained them to do themselves. Here the students keep asking the teacher
about the difficult words. Many students try to make the test in Bahasa first and then
they tried to translate that in English.
After conducting the pre-test, the teacher colected the students‘ work and the
writer checked the student answer. Based on the result of the test, the student‘s ability
in writing descriptive is verry low. Therefore, the writer implemented and action
research using outdoor activity throught problem solving to improve their
achievement in writing descriptive text subject consist of planning, implementing,
observation, and reflecting. The writer implemented outdoor activity cycles.
Based on the information from the English teacher of MTs Sudirman Kopeng
Getasan, the general objective of language teaching at the junior high school is the
develop the language skills. The specific objective of the language teaching-learning
process is to make the student active in the language class both in oral and written
language and to apply the four language skill namely reading, listening, speaking, and
writing.
The goal of language teaching is to develop the communicative competence of
the students in four language skill. One of them is writing. Based on imformation
from the English teacher, the goal of teaching writing is to develop the students
competence in communication using English especially in the form of written
language.
In conclusion, the goals of teaching writing at the second year of Junior High
School are to enable the students in understanding English as a mean of
communication and to able the student in being active in practing English in writen
form.
2. Cycle 1
The writers describes the implementation of teaching learning process that
contains of five meetings mean that every cycle consist of two meeting only the last
meeting consist of one meeting, first meeting for indoor activity and second meeting
for outdoor activity. Every meeting has own specific activity and has own aim which
is different to orther meeting. These following paragraphs describe the
implementation of teaching learning process in every meeting. On August 6 and 7,
2015, the process of teaching writing descriptive text in the first cycle could be
described as follows:
a. Planning
In the planning procedure, the writer and teacher had designed a lesson
plan to guide the teaching-learning process. After that they discussed the lesson
plan together because both the writer and the teacher needed to make sure that the
material, technique, and the preparation were appropiate with junior high school
competence. After the lesson plan agreed by the validator, the teacher used it in
teaching learning process.
b. Implementation
To begin the lesson on Thurday , the teacher asked to the students about
descriptive text. ― What do you know about descriptive text?, apa yang kalian
ketahui tentang deskriptif teks?‖ the teacher said. The students answered ―
Menggambarkan sesuatu Mr.‖ the teacher said ― yes, Menggambarkan describing
something, like your pen mas Wahyu. Coba gambarkan bagaimana bolpen
kamu!‖ then the student answered in Bahasa ― Bolpen saya berwana hijau Mr.
Lonjong dan Bulat” the teacher answered ―yes, ada yang lain? Any other
example of descriptive text?‖. The students answered ― plants, my cat, my home,
kelasku dan sekolahku”. ― yes, they are the examples of descriptive text‖. The
teacher then gave a descriptive text ― My School‖
Text 4.1
My School
I go to school in SMPN 10 Magelang. My school has
seventeen classrooms, computer room, laboratory etc. the school
also provides a parking area. There is a nice garden at the front
of the mosque.
The teacher in SMPN 10 are very kind. They are teach with
calm. There is a toilet, canteen and library. My school also
provides various books in library, a basket ball and football field.
I like to go to SMPN 10 because the air is fresh
After all the students has recived the text the teacher began reading the
text himself and instructed the students to listen and read their own text slowly.
After that he asked one of the student to read the text.
After the student finished reading the text that was instructed by the
teacher, the teacher asked the students ― any difficult word in this text? Ada kata
yang sulit di teks?”. Then the students answered ―yes‖ and they listed the dificult
words on the whiteboard. After they finished listng the words, the teacher asked
the students to look up the meaning on the dictionary along with their friends.
The teacher gave them several times but some of the students was very busy
walking around the class and disturbing their friend. The teacher tried to make
them condusive again. Saveral minuts later , the teacher asked them ― have you
finished?‖. The students answered ―yes‖. Then, they discussed together about the
meaning . Almost all of the students participated in doing the exercises after that
the teacher gave an opportunity to the students to trasnlate the text together. Then
the teacher gave them the correct meaning by using students language. After that
the bell was rang for the break time.
After the break time, the teacher gave some explanation about descriptive
text he explained about the tenses use in the decriptive text. Some students
looked active asking the materian that they could not understand well and the
teacher explained tthat patiently. After that the teacher also asked the students to
make six group each group consit of 5-6 students. After that teacher gave the
students pieces of letters to every group. They are eleven random sentences about
Kopeng.
Text 4.2
KOPENG
(1) In additioan, there are many flowers on the left and right side
of the sidewalk down the lake. (2) It is about 8 kilometers of
Salatiga city. (3)Bus is cheapst, but by motorcycle is the most
convenient. (4) Kopeng is one of the most interesting place of
interest in Getasan.(6) It has cool weather most of their time, no
wonder many people like to visit in their free time. (7)The park is
up the pinewood. (8) It is very easy to get the place by public
transport. (9) as it is far from industries of any kinds, the air is
always fresh and it is not polluted. (10) located near the hotel and
other flower shop, the park always full of visitors.(11) There is
small park nearby, to where the visitors could swim or just take a
walk.
The students were interested in discussing and doing the task. The
random sentences given by the teacher would help the students to write
descriptive text. This task took almost 40 minutes because the students need to
find the meaning of each sentence and the time was up. And the teacher decided
to make that as home work. The last, the teacher wished ―assalamu’alaikum
Wr.Wb.‖
On the second meeting at Friday, August 7, 2015 the teacher and and
the writer used the teaching and learning process using outdoor activity to slove
the problem with the students. In this meeting the teacher introduced the topic
about ― My School‖. Since each topic was held in one cycle, the writer describes
the action based on the topic. The teacher explained what they must do. The
teacher asked the students to describe our school. The object to be described all
around them, like; motor cycle, trees, voleyball field etc. the teacher choose this
outdoor activity because not only the fresh condition and the nature of child of the
students but also will make them easier in describing something because they can
see the thing that would be decsribed directly. Hopefully, it would help the
students to write better and it increase their score. The students could interview
teacher or people to find information or data for their research paper writing.
Then the teacher quiz was done to check the students‘ writing descriptive text
mastery after being given a lesson. The students were asked to do the quiz
indifidually. The teacher gave time to do the quiz for 20 minutes. The researcher
wrote the process of teaching and learning descriptive text by implementing
outdoor activity in observation checklist. In this time the teacher got some help
from the students‘ training from IAIN Salatiga to look after at the students‘ out of
the class. After this activity the students had to come back to class.
After the lesson was over the teacher thanked to the students for the
attention. He also said he would announce the result of quiz and who gets the
high score. The last, the teacher wished ― Wassalamu’alaikum Wr.Wb.
c. Observing
During the teaching learning process, the teacher did the plan just like
what was written in the lsson plan. The teacher took note to improve the next
meeting and give feed back about the lesson plan.
The writer as observer saw the teaching learning process and taking a note
what the students‘ difficulties. The observer also gave a note to what the the
teacher did in the class and what the students did in the class and also out the
class.
During the teaching learning process the observer saw the students‘
dificultes like lack of vocabularry and also understanding about how to compose
a good sentences. How is the grammar in the sentences and many aother.
Beside those problem, the situation in the class also very noisy. The
students made some noise and still walked around the class disturbing other.
d. Reflection
Based on the result of the observation, the writer tried to find out the
strenght and the weakness of the technique that has been aplied in action stage,
the students seemed more enthusiastic because it was not a conventional way that
ussually used in the class. But there were still few students who made noise. They
also still passive in the class. From the first cycle, the writer could identify that
action one did not give a satisfying result. In this cycle 1, there was an
improvement of students of students‘ ability when it was compared between pre-
test and post-test one. It could seen from the mean score, the mean of the pre-test
is 57 while the mean score of the post –test is 64. In this cycle the minimum
score is 50, while the minimum score in the pre-test is 34.In this cycle there was
14 students could not pass the passing grade their score under 65, but it is better
than the pre- test before. In the pre- test there was 22 students did not pass the
passing grade mean that their grade under 65. The student who pass the minimum
standard are 56% almost half of the students it mean that the students‘ writing
descriptive text is better than before.
The writer and the teacher still found many problems that the students had
faced. The students problem in writing is lack of vocabulary so when they tried to
write a pragraph, they still used Bahasa in order to complete the words that they
do not understand the meaning in English. According to the result of cycle one,
the reseacher should give more attention and keep approaching the students in
order to make them braver, more confident, and more careful to write in English.
3. Cycle 2
The writer conducted second cycle on Thursday and Friday August 13 and 14,
2015. At the beginning of the class the teacher opened the class and told the students
about the topic which could be discussed.
a. Planning
In this cycle, the reseacher and teacher used the same action with the
different theme. Morever, the research here set more how to arrange the writing
descriptive text ―interesting people‖ in order to improve the students‘ writing and
avoid the students‘ misunderstanding about vocabulary and grammar. The
researcher and teacher also held both attractive ways and various exercise in order
to improve the students‘ motivation to learn which finally could could cover the
target of research.
b. Implementation
The writer did the action by using outdoor activity lesson plan, it mean that
the teaching and learning process around us used outdoor activity. In this cycle
the teacher introduced the topic ―interesting people‖
The teacher begin the stage on Thursday. As usual, before activity the
teacher opened the class by greeting, said salam and checked students‘
attendance. In this session, the teacher discussed again about the previous
lesson to the students. It meant to know whether the students remembered the
previous lesson or not. And before the teacher continuance the lesson, the she
reminded the students about the tense used in descriptive text. She asked
the students ―what tense use in descriptive text?‖ some students answered the
teacher‘s question that the tense used in descriptive text is simple present tense
but the other students just keep silent. So, the teacher give an example about
simple present tense used in descriptive text.
In the while activity, the teacher added her previous explanation
about the language feature used in descriptive text by explained about the
generic structure used in descriptive text. She explained that the generic
structures of this genre are identification (mention the special participant)
and description (mention the part, quality, and characters of the subject
being described).
After that the class continued by deviding the students into some groups.
Each group consist of 5-7 students. Than the teacher gave a descriptive text
entitled ― Rio‖.
Text 4.3
RIO
―Rio is one of the most interesting people that I have ever met‖
Rudi said.
He is tall, with long black hair. He is in his early twenty five now.
With his great sense of humor, he can turn boring situation into
very fun. He is always neat in wearing his clothes. Bright colors
are his favorite.
He is always very energetic, and well knows as a type of romantic
man. In addition he is imaginative, hardworking and also easy
going. No wonder he has lot of friends.
The teacher asked three students to read the text and the other students read
silently. After reading the text the teacher asked the students to discuss in the
group about the difficult words, grammatical function and the generic structure of
the text.
Here the teacher monitored the activity of each group, and the students look
entusiastic for doing the assigment eventhough some of them still had difficulties
in doing that. Most of the students got difficulties in vocabbulary and grammar.
It was known from what the students asked to the teacher. But some of
them were busy looked up their dictionary. So the teacher came to help them
and the teacher gave an opportinity to the students to open their own source
book, such as dictionary to solve the problem.
After the break, the class was continued. Here the teacher asked one student
of each group to present their work in front of the class. the students more
confident in doing the task including the presentation.
The class was continued with a guessing game. The teacher asked the
students to think of one favorite teacher in the school. Then, the teacher asked
the students to discribe them without mentioned their name and the class must
guess who was the teacher‘s name by analizing the discription from their friend.
This game was built the students‘ more understanding in descriptive text, it
showed from the students‘ ability in discribing their favorite teacher eventhough
some of them still used Bahasa. The teacher then asked to open dictionary to
slove the students‘ problem. The other students made a quick answer as soon as
their friend done with the description. They looked enjoy the game.
At the end of the lesson, the teacher again asked the student‘s about the
material and the students answered the teacher‘s question bravely, only some of
the students silent and not answered the question. After that, the bell was rang and
the teacher thanked to the students for their attention and said ―
Assalamu’alaikum Wr.Wb‖
The outdoor activity was on Friday, the class begin. The teacher make sure
that all the students was ready to joint the class by saying ― are you ready?‖ the
students answered ― yes ready Insyaallah‖. The teacher motivated the class by
gave them short speech that connected with the moral, religy and and also the
improtant of learning English. The students looked interested with the teacher.
Next, the teacher asked the students to go the school yard. Then together with the
teacher they went to the school‘s yard. All the students look very happy asked to
go out of the class.
Before the activity started, the teacher gave a little game to the students to
stimulate the students and make the condusive condition. The game was ―simon
says‖. The students was very enthusiastic played ―simon says‖ game. The
students asked to make a big circle. Then, the teacher gave the isntruction to the
students how to play the game. They should do what Ahmad says not the teacher
says. It means that they only do the instruction if there is a sentence ― simon
says‖. If they wrong, they would be punished. The punishment is to sing a
Bintang Kecil song with changing the vowel ―I‖ with vowel ―o‖. Many students
got punishment in this game but they look very happy.
In the next activity after the game, the teacher asked the students to find
their interesting teacher based on the group agreement. The students must collect
data for their descriptive text for their interesting teacher. The students could do
it because some teacher was free in that time. They went to the teachers‘ office
and the other place where they could find their teacher.
After conducting the interview and other activity with their interesting
teacher, the student went back to the class. The teacher gave them a quiz by
asking the students to describe their interesting teacher. It was given to check the
students writing descriptive text mastery after being given a lesson. It was
individual quiz eventhought they conducted an interviewed in the group. The
teacher gave them 20 minutes to do the quiz.
At the end of the lesson, the teacher thanked to the students for the
attention. He also said that he would announce the result of the quiz and who got
the higher score. For the last, the teacher said ‖ thank for your attention and see
you‖.
c. Observing
In this cycle II, students seemed more understand about the material
and the technique used by teacher. The students‘ activeness is increases and the
atmosphere of learning process too. The students seemed more confident to
compose writing.
From the result of the cycle II shows about the improvement compared
with the cycle I. This means the students more understand the materials. And
also, it shows their ability in their writing skill increase. Even though still there
are new mistake and some students make the same mistakes.
d. Reflecting
Based on the result of the observation, the researcher evaluated the
students‘s writing descriptive text as well as the action procedure of teaching
writing descriptive text using outdoor activity. The result implied outdoor activity
gave more significant progress in increasing the learners‘ writing descriptive text.
They were braver, full of confidence, more selective, and more careful in doing
the work assigment.
The summary of post- test two we could see the excelent score while in the
first cycle is none and good criteria increase from last cycle. The good criteria in
the frist cycle we could see 4 students and in this cycle there are 8 students. The
maximal score in this cycle is 89 and minimal score is 60 total average is 70. The
minimum score of this cycle is not pass the passing grade and in this class three
students still fail, could not pass the passing grade. But its better then the
previous cycle. That was an improvement of students‘ writing in the cycle two.
Based on the reflection above, it could be stated that the cycle two showed a
satisfactory enough. To make sure the oudoor activity writing could increase the
students‘ writing skill of descriptive text, after doing the reflection the writer
decided to do the third cycle.
4. Cycle 3
The writer conducted the tird cycle on Thursday August 20, 2015. The writer
handed the second year students. The topic was opened and told the students about the
topic which would be discussed.
a. Planning
After analyzing the result of cycle two, the reseacher concluded that an
action reseach using outdoor activity in teaching writing descriptive text could
improve the students‘ writing descriptive text ability. Meanwhile, cycle two did
not give a satisfactory result because some students only reached the passing
grade and three student did not passed the passing grade. It was necessery to
continue the next cycle in order to improve the students‘ correctness in writing
descriptive text and more understanding in the vocabulary, and grammar. The
researcher here had a position as an observer who sad down in the back side of
the students.
b. Implementing
In this phase, the researcher conducted the last cycle to get better result of
an action reseach by using outdoor activity for writing descriptive text. The
procedure mostly was similar to the previous cycle but it added some various
methods in order to overcome the weakness in the previous cycle and aimed to
get significant improvement of the result.
The writer reviewed the explanation of the writing descriptive text by using
outdoor activity. In this cycle the teacher introduced new topic ―Mountain‖.
Each cycle was held in the one meeting so the writer described the action based
on the topic.
The teacher begin this stage by deviding the students into saveral group
after open the class and motivating them with shorth speech. The group was
consist of 5-7 students. Hopefully by putting the in a small group they would
share knowledge or other information each other about the lesson.
After that, the teacher gave the students short text to read together in the
group.
Text 4.4
Mount Bromo
Bromo is located in east java. Bromo is an active volcano.
The name of Bromo from Javanese pronountation is Brahma. It is
most favourite place to visit in east java.Every holiday, Many
tourism visit this place. It is a beautiful place. Bromo has a creater
Bromo has a beautiful area is sand of sea and grassland. Because in
this area , you can found different between sand area and grass
area. Wide a sand of sea Bromo is 4800 m2. In holiday you can
visit Bromo because you can see sunset and you can be experience
a beautiful view .
Visit Bromo you must has jeep, if you don‘t has jeep, you
can rent jeep because bromo has hard road. If you want to see
sunset, you must go to Bromo from midnight. Bromo has erupted
more than 30. Until now Bromo is active volcano.
Then the teacher asked the representative student in the group to read while
the other was listening carefully. After reading the text the teacher asked the
students ― do you understand the text?‖ almost all the students said ―yes Sir‖, but
when he asked ― can you translate the text, Bisakah anak-anak menerjemahkan
teksnya?‖. ― Ya Pak, Tetapi tidak semua” said them. Then the teacher explained
the dificult words. The class began to disscus their text. Mr Arifin as a teacher
asked them to determine the generic structure and translated the text in the group.
The class was to noisy because of the discussion. Every body brought their
dictionary and they was busy with that. Mr Arifin was checked each group tho
know the progress of their assigment while sometimes played joke to them. After
doing short discussion in the class the bell was rang for their first break.
After the break, the class was began. The teacher asked the students to go to
school yard. The school is surrounded by mountains so the teacher asked them
to look around and describe the mountain around. The teacher gave the 20
minutes to finish the quiz.
After the lesson was over, the students went back to the class together with
the teacher. He thanked to the students for their attention and the last, he wished
them ― assalamu’alaikum Wr.Wb‖ and said good by to the students.
c. Observing
In this cycle which only held in one meeting, the stuents seem very enjoy
the class. the result of cycle 3 is better than the cycle 2 or cycle 1. The students
looked more confidents in writing dscriptive text b using outdoor activity.
d. Reflecting
Based on the result of the observation, ther reseach evaluated the students‘
writing descriptve text as well as the action procedure of teaching using outdoor
activity. They were braver, full of confidence, more selective, and more carefull.
The students‘ response in the last cycle is very good. Here all material had been
given properly by Mr Arifin and can be absorbed optimally by the students. The
last, the students average of the post- test 3 that showed the significant
improvement of the action and enough cover the target reseach.
The summary of the post-test three showed that the excellent and good
criteria increase from the last cycle. The maximum score in this score in this
cycle is 93, and the minimum score is 66. The average score of the post-test 3
was 74, showed the significance of the action and enough to cover the target of
the research. Eventhough the minimum score only 66 but it just pass the passing
grade mean that it can be concluded that outdoor activity can improve stdents‘
writing skill.
Post- test 3 was applied as the result ending of the cycle 3. In general, the
reseach concluded that the action reseach was sucsessful and could overcome all
the problem faced by the researcher and teacher in improving writing descriptive
text for the second year students in MTs Sudirman Getasan.
5. After Cycle
The writer and the English teacher conducted post-test on August 20, 2015 After
conducting the post-test, the writer conducted interview with teacher. Then, the writer
thanked to the students for attention .
After conducting all thecycle, the researcher presented discussion based on
all the data on finding of this study. This discussion was deal with the
research question of this study, these are; does the outdoor activity improve students‘
abiliity in writing descriptive text, to what extent is the different improvement the students‘
ability in writing descriptive text toward the implementation of outdoor activity.
In this case the researcher conducted the data with some instruments in
chapter III. The researcher answer the questions with some instruments;
written tests, observation, interview and documentation. The researcher have done
the observation three times. In the first observation the researcher found that the
teacher explained about the generic structure of descriptive text. The teacher given a
simple descriptive text and explained about the generic structure of the text.
And when the students asked by the teacher to make a descriptive text they
difficult to start their writing because most of the students are lack of
vocabulary. It is known that from the first observation that most of the students
asked to the teacher about the word that would be written. In the second observation
and the third observation, the students more confident, more carefull, more selective in
writing descriptive text.
After describing each cycle, the researcher analyzes the result of all cycle in a
table. It used to know the improvement from one cycle into next cycle. The
comparative analysis cover of three aspects; they are the procedure of teaching
writing descriptive text using outdoor activity, the result, as follows:
Table 4.16
The Result of Teaching – Learning
Aspect Before Cycle Cycle 1 Cycle 2 Cycle 3
1. The
implementa
tion of
teaching
writing
descriptive
text using
outdoor
activity
- The
teacher just
adopted a
traditional
method of
teaching
- The
material
was not
presented
with media
- The
teaching
learning
process
using
outdoor
activity
- The
material
was
presented
by written
and and
real object.
- The
procedure
consist of
vocabulary
and
- The
teaching
learning
process
used
outdoor
activity.
- The
material
was
presented
by more
written and
seen more
object
outside the
classroom.
- The
writing
- The
teaching
learning
process
used
outdoor
activity.
- The
material
was
presented
by more
written and
seen more
object
outside the
classroom.
- The
writing
grammar exercises.
descriptive text of
teaching
learning
process
consisted
of
vocabulary
, and
grammar
exersises.
descriptive text of
teaching
learning
process
consisted
of
vocabulary
, and
grammar
exersises.
2. The
students‘
ability in
writing
descriptive
text
- The
average
score 57
- The
highest
score was
70
- The lowest
score was
34
- The
average
score was
64
- The
highest
score 80
- The lowest
score was
54
- The
average
score was
71
- The
highest
score 89
- The lowest
score was
60
- The
average
score was
74
- The
highest
score 93
- The lowest
score was
66
3. The
students‘
responses
- The
students
gave
positive
responses
abt the
beginning
of the
action.
- Some of
the
students
- The
students
more
enthusiasti
c and
energize
Enough in
the class.
- Students
more
coorperati
ve and
understand
the method
- The
students
showed
their
improvem
ent in
writing
decriptive
text.
- The
students
more
enthusiasti
c and
energize in
the clss.
- Mostly
students
were
coorperativ
e in the
class and
looked
more
braver,
more
confident,
more
selective
and
creative in
wrting
descriptve
text.
- The
students
paid more
attention
- The
students
more
enthusiasti
c and
energize in
the class.
- Mostly the
students
were
coorpertive
very much
and looked
braver,
more
confident,
more
selective,
and careful
in writing
text.
- The
students
paid more
attention in
teaching
learning
process.
- The
during the teaching
learning
process
- The
students
show their
successful
learning
students showed
their
sucessful
learning.
Based on the result above, basiclly, the discussion is a follows:
1. The Implementation of Teaching Writing Descriptive Text Using Outdoor
Activity
The research is conducted in three cycles, every cycle consist of two
meeting except the last cycle only held in one meeting. First meeting was held in
indoor activity and second meeting was held outdoor. In implementing the
action, the researcher used four steps they are planning, action, observing and
reflecting in every cycles. The action using method outdoor activity was ran
well. The students more active and enjoyed the teaching learning process. By
using outdoor activity, the students could improve their motivation and it
stimulated them to write descriptive text better than before. Therefore, the
students got motivation and improve their ability in writing descriptive text.
In the first cycle, the teacher and the writer gave topic ― My School‖.
Here the students asked to arranged a jumble sentence. They did it in their group
but because they could not finish their task their teacher asked them to make as
home work. They could not finish it because they are limited of vocabulary and
some of the students did not bring their dictionary.
In te second day of first cycle, the teacher used the method outdoor
activity used to finish the assigment given by the teacher. But in applying the
technique the reseacher found some problems including the limitation of students‘
vocabulary. To solve this problem, the teacher divided the students into some
group so the students could discuss with their friends in the group.
Another problem from this meeting was some distrubance fom other class
because that time the school yard also used by the other class especially in the
volleyball field. To solve the problem, the teacher asked some help from the
students training from IAIN Salatiga to make the students focus including guided
them in writing.
In the second cycle the teacher gave the different topic ― Interesting
People‖. Here the researcher used outdoor activity to finish the assigment which
given to the students with concideration of the weakness of the first cycle so the
teaching learning could be better than before. Here alsmost all the students
brought their dictionary as their resources. In this activity the reseacher finds
some students who like to make some noise to the teacher called them and give
the some warning to not to disturb the other. The teacher monitoring all the
students in the group. The students looked so active discussing with friands
including when they conducted some interview to their interesting teacher.
In the third cycle the teaching learning process only held in one day. The
teacher gave topic ―Mountain‖. In this cycle the students look more active and
better than the last cycle so there is better improvement from the students. The
last meeting the students more familiar with the technique, they more understand
where they need to focus on when they was asked to look at something. The
students also more coorperative in the group and teaching learning process.
2. The Students’ Ability in writing Descriptive Text Using Outdoor Activity
To know whether the teaching learning using outdoor activity could
improved students‘ writing descriptive or not, the reseacher conducted pre test
and post-test. The researcher compare the result of the pre- test and post- test.
The reseacher finds that the number of students who increase their writing
descriptive text is 25 students or 78% of 32 students. Most of the students who
got high score was active in the class, they active in asking question and also
answer the teacher‘s question eventhough sometime still used in Bahasa.
From the discussion the result of the pre-Test and post-Tes, the researcher
could say that outdoor activity could increase the students‘ ability in writing
descriptive. It is proved with the students‘ improvement score of the tests because
mean of post-test in cycle 1 is higher than mean of pre- test (64.53>56.56), the
mean of post-test 2 in cycle 2 is higher than mean of post-Test in cycle 1
(70.59>64.53) and the mean of the mean of post-Test of the cycle 3 is higher than
post-Test in the cycle 2 (74.56> 70.59).
The effectiveness of using outdoor activity in improving students
writing skill is proved from the result of t-test and t-table in cycle 1
(9.67>2.042) which the score of t-test was higher than the score of the pre-test
and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was
higher than the score of t- table of the cycle 1 and cycle 2. Here the result of the
t-test and the t-table in cycle 2 low (8.82 >2.042)
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher presents the conclusion and gives some suggestions of
this study. The result of this study which has already been already discussed in the previous
chapter is then concluded. Meanwhile, the researcher also proposed some suggestions
related to this study and the result. It is expected that this study to be able to give useful
contribution to another researcher who wants to conduct a study in the same field and the
teacher who wants to make inovation in the teaching and learning activity.
A. Conclusion
Based on the result of the reseach, which aims to develop the students‘ writing
descriptive text using outdoor activity,the researcher made conclusion related to the
research question which are stated in chapter I. The conclusions were obtaining through
real phenomenon as the researcher did during the observation. The reseacher draws
some conclusion as follow:
1. From the discussion the result of the pre-test and post-test, the researcher could say
that outdoor activity could increase the students‘ ability in writing descriptive. It is
proved with the students‘ improvement score of the tests because mean of post-test
in cycle 1 is higher than mean of pre- test (64.53>56.56), the mean of post-test 2
in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean
of post-Test cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59). The
proven target is 78% or 25 students who increase their writing skill.
2. The s i g n i f i c a n t i m p r o v e m e n t of using outdoor activity in improving
students writing skill is proved from the result of t-test and t-table in cycle 1
(9.67>2.042) which the score of t-test was higher than the score of the pre-test
and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher
than the score of t- table of the cycle 1 and cycle 2. Here the result of the t-test and
the t-table in cycle 2 low (8.82 >2.042)
B. Suggestion
In order to make the teaching learning using outdoor activity more interesting,
the reseacher formulated some suggestion to the students and other teacher or
researcher. Hopefully it will be used for them in the future. Theses are:
1. To the Teacher
a. The teacher should creeate all alternative in teaching English Language
especially in writing. They should create good atmosphere in the classroom and
make the students more active in the class.
b. Teacher should develop teaching materials that suitable with the students level.
c. The teacher should be creative in using teaching media, to make the teaching-
learning more effective.
2. To the Students
a. The students should study English through practise and experiences.
b. The students should active in the class and also creative to get the point of
teaching- learning process.
c. The students should pay attention to what the teachers‘ instruction and all the
duty.
d. The students should learn the material before it is tought by the teacher in the
class so it will be easy for them to understand the materials.
3. To the Reseacher
The result of this study can be used an additional reference of further research
with different discussion.
APPENDIXES
RESEACH
INSTRUMENTS
1.1 - Lembar Validasi Silabus oleh Guru Bahasa Inggris
- Rubrik Validasi Silabus oleh Guru Bahasa Inggris
- Silabus ( Revisi)
- Silabus (fix)
1.2 - Lembar Validasi RPP oleh Guru Bahasa Inggris
- Rubrik Validasi RPP oleh Guru Bahasa Inggris
- RPP Sisklus 1( Revisi)
- RPP Siklus 1 ( Fix)
- RPP Siklus 2 (Revisi)
- Rpp Siklus 3
1.3 - Lembar Validasi LKS oleh Guru Bahasa Inggris
- Rubrik Validasi LKS oleh Guru Bahasa Inggris
1.4 - Lembar Validasi Modul oleh Guru Bahasa Inggris
- Rubrik Validasi Modul oleh Guru Bahasa Inggris
1.5 - Lembar Validasi Interview Guide oleh Guru Bahasa Inggris
1.6 - Lembar Validasi Soal Siswa oleh Guru Bahasa Inggris
1.7 - Lembar validasi Strategi Pembelajaran oleh Guru Bahasa Inggris
1.8 - Lembar Observasi Keterlaksanaan Outdoor Activity
1.9 - Surat Permohonan Menjadi Validator
1.10 - Surat Keterangan Validasi
1.11 - Soal Pretest-Postest
SILABUS
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kekevalidan silabus
dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan
metode Outdoor Activity.
B. TUJUAN
1. Bapak/Ibu dapat menmberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang tersedia.
2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4
(baik); 5 (sangat baik)
C. PENILAIAN
No Aspek yang Dinilai Skala Penilaian
1 2 3 4 5
I ISI YANG DISAJIKAN
1. Mengkaji keterkaitan antar standar
kompetensi (SK) dan Ketrampilan Dasar
(KD) dalam mata pelajaran
v
2. Mengidentifikasi materi yang menunjang
pencapaian KD
v
3. Aktifitas kedalaman dan keleluasaan materi v
4. Pemilihan materi ajar v
5. Kegiatan pembelajaran dirancang dan
dikembangkan berdasarkan SK, KD, potensi
siswa
6. Merusmuskan indikator pencapaian
kompetensi
v
7. Menentukan sumber belajar yang
disesuaikan dengan SK, KD, serta materi
pokok, kegiatan pembelajaran dan indikator
pencapaian kompetensi
v
8. Penentuan jenis penilaian v
II BAHASA
1. Penggunaan bahasa sesuai dengan EYD v
2. Kesederhanaan struktur kalimat v
III WAKTU
1. Kesesuaian alokasi yang digunakan v
2. Pemilihan alokasi waktu didasarkan pada tuntutan KD
v
3. Pemilihan alokasi waktu didasarkan pada
ketersediaan alokasi waktu persemester
v
D. KOMENTAR/SARAN
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………….
Getasan,23 Juni 2015
Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN SILABUS
I. Aspek Penyajian Isi
No. Indikator Penilaian Rubrik 1 Mengkaji keterkaitan antar SK dan
KD dalam mata pelajaran (1) Jika SK dan KD dalam mata
pelajaran tidak saling berkaitan (2) Jika SK dan KD dalam mata
pelajaran kurang berkaitan (3) Jika SK dan KD dalam mata
pelajaran cukup berkaitan (4) Jika SK dan KD dalam mata
pelajaran saling berkaitan
(5) Jika SK dan KD dalam mata
pelajaran sangat saling berkaitan
dengan mata pelajaran
2 Mengidentifikasi materi yang
menunjang pencapaian KD (1) Jika materi tidak menunjang
dalam pencapaian KD (2) Jika materi kurang menunjang
dalam pencapaian KD (3) Jika materi cukup menunjang
dalam pencapaian KD (4) Jika materi menunjang dalam
pencapaian KD (5) Jika materi sangat menunjang
dalam pencapaian KD
3 Aktivitas kedalaman dan keluasan
Materi (1) Jika aktivitas kedalaman dan
keluasan materi tidak menunjang
dalam pencapaian KD
(2) Jika aktivitas kedalaman dan
keluasan materi kurang
menunjang dalam pencapaian
KD (3) Jika aktivitas kedalaman dan
keluasan materi cukup
menunjang dalam pencapaian
KD
(4) Jika aktivitas kedalaman dan
keluasan materi menunjang
dalam pencapaian KD
(5) Jika aktivitas kedalaman dan
keluasan materi sangat
menunjang dalam pencapaian
KD
4 Pemilihan materi ajar (1) Jika pemilihan materi ajar tidak
sesuai dengan pencapaian KD
(2) Jika pemilihan materi ajar
kurang sesuai dengan
pencapaian KD
(3) Jika pemilihan materi ajar cukup
sesuai dengan pencapaian KD
(4) Jika pemilihan materi ajar sesuai
dengan pencapaian KD (5) Jika pemilihan materi ajar sangat
sesuai dengan pencapaian KD
5 Kegiatan pembelajaran dirancang
dan dikembangkan berdasarkan SK,
KD, dan potensi siswa
(1) Jika kegiatan pembelajaran tidak
dirancang dan tidak
dikembangkan berdasarkan SK,
KD, dan potensi siswa
(2) Jika kegiatan pembelajaran tidak
dirancang berdasarkan SK, KD,
tetapi dikembangkan
berdasarkan potensi siswa (3) Jika kegiatan pembelajaran
dirancang berdasarkan SK, KD,
tetapi tidak dikembangkan
berdasarkan potensi siswa
(4) Jika kegiatan pembelajaran
dirancang dan dikembangkan
berdasarkan SK, KD, dan
potensi siswa
(5) Jika kegiatan pembelajaran
dirancang dan dikembangkan
berdasarkan SK, KD, dan
potensi seluruh siswa
6 Merumuskan indikator pencapaian
Kompetensi (1) Jika perumusan indikator tidak
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(2) Jika perumusan indikator kurang
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(3) Jika perumusan indikator cukup
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(4) Jika perumusan indikator
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan (5) Jika perumusan indikator sangat
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
7 Menentukan sumber belajar yang
disesuaikan dengan SK, KD, materi
pokok, kegiatan pembelajaran, dan
indikator pencapaian kompetensi
(1) Jika menentukan sumber belajar
yang tidak sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(2) Jika menentukan sumber belajar
yang kurang sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(3) Jika menentukan sumber belajar
yang cukup sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(4) Jika menentukan sumber belajar
yang sesuai dengan SK, KD,
materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(5) Jika menentukan sumber belajar
yang sangat sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
8 Penentuan jenis penilaian (1) Jika jenis penilaian tidak sesuai
dengan indikator
(2) Jika jenis penilaian kurang
sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai
dengan indikator (4) Jika jenis penilaian sesuai
dengan indikator (5) Jika jenis penilaian sangat sesuai
dengan indikator
II. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahasa tidak
sesuai dengan EYD
(2) Jika penggunaan bahasa kurang
sesuai dengan EYD (3) Jika penggunaan bahasa cukup
sesuai dengan EYD (4) Jika penggunaan bahasa sesuai
dengan EYD (5) Jika penggunaan bahasa sangat
sesuai dengan EYD 2 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat
sederhana
III. Aspek Waktu
No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang
digunakan (1) Jika alokasi waktu tidak sesuai
dengan kegiatan belajar
(2) Jika alokasi waktu kurang sesuai
dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai
kegiatan belajar (4) Jika alokasi waktu sesuai dengan
kegiatan belajar (5) Jika alokasi waktu sangat sesuai
dengan kegiatan belajar 2 Pemilihan alokasi waktu didasarkan
pada tuntutan kompetensi dasar (1) Jika pemilihan alokasi waktu
tidak sesuai dengan tuntutan KD (2) Jika pemilihan alokasi waktu
kurang sesuai dengan tuntutan
KD
(3) Jika pemilihan alokasi waktu
cukup sesuai dengan tuntutan KD (4) Jika pemilihan alokasi waktu
sesuai dengan tuntutan KD
(5) Jika pemilihan alokasi waktu
sangat sesuai dengan tuntutan KD 3 Pemilihan alokasi waktu didasarkan
pada ketersediaan alokasi waktu per
semester
(1) Jika pemilihan alokasi waktu
tidak didasarkan pada
ketersediaan alokasi waktu per
semester
(2) Jika pemilihan alokasi waktu
kurang didasarkan pada
ketersediaan alokasi waktu per
semester
(3) Jika pemilihan alokasi waktu
cukup didasarkan pada
ketersediaan alokasi waktu per
semester
(4) Jika pemilihan alokasi waktu
didasarkan pada ketersediaan
alokasi waktu per semester
(5) Jika pemilihan alokasi waktu
sangat didasarkan pada
ketersediaan alokasi waktu per
semester
RUBRIK PENILAIAN RPP
I. Aspek Indikator
No. Indikator Penilaian Rubrik 1 Kejelasan Standar Kompetensi
dan Kompetensi Dasar (1) Jika Standar Kompetensi dan
Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan
Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan
Kompetensi Dasar disajikan cukup
jelas (4) Jika Standar Kompetensi dan
Kompetensi Dasar jelas
(5) Jika Standar Kompetensi dan
Kompetensi Dasar sangat jelas 2 Kesesuaian Standar Kompetensi
dan Kompetensi Dasar dengan
tujuan pembelajaran
(1) Jika Standar Kompetensi dan
Kompetensi Dasar disajikan tidak
sesuai dengan tujuan pembelajaran
(2) Jika Standar Kompetensi dan
Kompetensi Dasar kurang sesuai
dengan tujuan pembelajaran
(3) Jika Standar Kompetensi dan
Kompetensi Dasar cukup sesuai
dengan tujuan pembelajaran
(4) Jika Standar Kompetensi dan
Kompetensi Dasar sesuai dengan
tujuan pembelajaran
(5) Jika Standar Kompetensi dan
Kompetensi Dasar sangat sesuai
dengan tujuan pembelajaran
3 Ketepatan penjabaran
Kompetensi Dasar ke dalam
indikator
(1) Jika penjabaran Kompetensi Dasar
ke dalam indikator tidak tepat
(2) Jika penjabaran Kompetensi Dasar
ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar
ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar
ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar
ke dalam indikator sangat tepat 4 Kesesuaian indikator dengan
tujuan pembelajaran (1) Jika indikator yang disajikan tidak
sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang
sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup
sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai
dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat
sesuai dengan tujuan pembelajaran
5 Kesesuaian indikator dengan
tingkat perkembangan siswa (1) Jika indikator yang disajikan tidak
sesuai dengan tingkat perkembangan
siswa (2) Jika indikator yang disajikan kurang
sesuai dengan tingkat perkembangan
siswa
(3) Jika indikator yang disajikan cukup
sesuai dengan tingkat perkembangan
siswa
(4) Jika indikator yang disajikan sesuai
dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat
sesuai dengan tingkat perkembangan
siswa
II. Aspek Isi yang Disajikan
No. Indikator Penilaian Rubrik 1 Sistematika penyusunan RPP (1) Jika sistematika penyusunan
RPP tidak tepat
(2) Jika sistematika penyusunan
RPP kurang tepat
(3) Jika sistematika penyusunan
RPP cukup tepat
(4) Jika sistematika penyusunan
RPP sudah tepat
(5) Jika sistematika penyusunan
RPP sudah sangat tepat
2 Kesesuaian urutan kegiatan
pembelajaran IPA Terpadu model
connected yang implementasinya
menggunakan Cooperative
Learning tipe STAD
(1) Jika urutan kegiatan tidak sesuai
dengan pembelajaran IPA
Terpadu model connected yang
implementasinya menggunakan
Cooperative Learning tipe
STAD tidak tepat
(2) Jika urutan kegiatan kurang
sesuai dengan pembelajaran IPA
Terpadu model connected yang
implementasinya menggunakan
Cooperative Learning tipe
STAD tidak tepat
(3) Jika urutan kegiatan cukup
sesuai dengan pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe
STAD tidak tepat
(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu
model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD tidak tepat (5) Jika urutan kegiatan sangat
sesuai dengan pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe
STAD tidak tepat (1) Jika uraian kegiatan siswa dan
guru untuk setiap tahap pembelajaran tidak sesuai dengan
aktivitas pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe STAD (2) Jika uraian kegiatan siswa dan
guru untuk setiap tahap
pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (3) Jika uraian kegiatan siswa dan
guru untuk setiap tahap
pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (4) Jika uraian kegiatan siswa dan
guru untuk setiap tahap pembelajaran sesuai dengan
aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD
(5) Jika uraian kegiatan siswa dan guru untuk setiap tahap
pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (1) Jika skenario pembelajaran
tidak
jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran
awal, inti dan penutup
(2) Jika skenario pembelajaran
kurang jelas dan kurang sesuai dengan tahapan kegiatan
pembelajaran awal, inti dan penutup
(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai
dengan tahapan kegiatan pembelajaran awal, inti dan
penutup
(4) Jika skenario pembelajaran
jelas dan sesuai dengan tahapan
kegiatan pembelajaran awal, inti dan penutup
(5) Jika skenario pembelajaran
sangat jelas dan sangat sesuai dengan tahapan kegiatan
pembelajaran awal, inti dan penutup
(1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat
soal, kunci, pedoman pensekoran
(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja,
kunci saja, ataupun pedoman pensekoran saja
(3) Jika instrument evaluasi cukup
lengkap karena hanya terdapat soal dan kunci saja, atau kunci
dan pedoman pensekoran atau
soal dan pedoman pensekoran
saja
(4) Jika instrument evaluasi lengkap
karena terdapat soal, kunci,
pedoman pensekoran
(5) Jika instrument evaluasi sangat
lengkap terdapat soal, kunci,
pedoman pensekoran
III. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahasa tidak
sesuai dengan EYD (2) Jika penggunaan bahasa kurang
sesuai dengan EYD (3) Jika penggunaan bahasa cukup
sesuai dengan EYD (4) Jika penggunaan bahasa sesuai
dengan EYD
(5) Jika penggunaan bahasa sangat
sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan
tidak komunikatif (2) Jika bahasa yang digunakan
kurang komunikatif (3) Jika bahasa yang digunakan
cukup komunikatif (4) Jika bahasa yang digunakan
komunikatif (5) Jika bahasa yang digunakan
sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks
(2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat
sederhana
IV. Aspek waktu
No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang
digunakan dengan kegiatan
pembelajaran
(1) Jika alokasi waktu tidak sesuai
dengan kegiatan belajar
(2) Jika alokasi waktu kurang sesuai
dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai
dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan
kegiatan belajar (5) Jika alokasi waktu sangat sesuai
dengan kegiatan belajar 2 Rincian waktu untuk setiap tahap
pembelajaran (1) Jika rincian waktu untuk setiap
tahap pembelajaran tidak sesuai
dengan kegiatan belajar
(2) Jika rincian waktu untuk setiap
tahap pembelajaran kurang
sesuai dengan kegiatan belajar
(3) Jika rincian waktu untuk setiap
tahap pembelajaran cukup sesuai
dengan kegiatan belajar dengan
kegiatan belajar
(4) Jika rincian waktu untuk setiap
tahap pembelajaran sesuai
dengan kegiatan belajar (5) Jika rincian waktu untuk setiap
tahap pembelajaran sangat sesuai
dengan kegiatan belajar
RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS)
I. Aspek Isi yang Disajikan
No. Indikator Penilaian Rubrik 1 LKS disajikan secara sistematis (1) Jika LKS disajikan tidak
sistematis (2) Jika LKS disajikan kurang
sistematis (3) Jika LKS disajikan cukup
sistematis (4) Jika LKS disajikan secara
sistematis (5) Jika LKS disajikan secara sangat
sistematis 2 Merupakan materi/ tugas yang
esensial (1) Jika materi/ tugas tidak esensial (2) Jika materi/ tugas kurang esensial (3) Jika materi/ tugas cukup esensial (4) Jika materi/ tugas esensial (5) Jika materi/ tugas sangat esensial
3 Masalah yang diangkat sesuai
dengan tingkat kognisi siswa (1) Jika masalah yang diangkat tidak
sesuai dengan tingkat kognisi
siswa
(2) Jika masalah yang diangkat
kurang sesuai dengan tingkat
kognisi siswa
(3) Jika masalah yang diangkat cukup sesuai dengan tingkat
kognisi siswa
(4) Jika masalah yang diangkat
sesuai dengan tingkat kognisi
siswa materi mudah dipahami (5) Jika masalah yang diangkat
sangat sesuai dengan tingkat
kognisi siswa 4 Setiap kegiatan yang disajikan
mempunyai tujuan yang jelas (1) Jika setiap kegiatan yang
disajikan tidakn mempunyai
tujuan yang jelas (2) Jika setiap kegiatan yang
disajikan kurang mempunyai
tujuan yang jelas (3) Jika setiap kegiatan yang
disajikan cukup mempunyai
tujuan yang jelas (4) Jika setiap kegiatan yang
disajikan mempunyai tujuan yang
jelas (5) Jika setiap kegiatan yang
disajikan sangat mempunyai
tujuan yang jelas
5 Kegiatan yang disajikan dapat
menumbuhkan rasa ingin tahu
siswa
(1) Jika kegiatan yang disajikan
tidak dapat menumbuhkan rasa
ingin tahu siswa (2) Jika kegiatan yang disajikan
kurang dapat menumbuhkan rasa
ingin tahu siswa (3) Jika kegiatan yang disajikan
cukup dapat menumbuhkan rasa
ingin tahu siswa
(4) Jika kegiatan yang disajikan
dapat menumbuhkan rasa ingin
tahu siswa
(5) Jika kegiatan yang disajikan
sangat dapat menumbuhkan rasa
ingin tahu siswa
6 Penyajian LKS dilengkapi dengan
gambar dan ilustrasi (1) Jika penyajian LKS tidak
dilengkapi dengan gambar dan
ilustrasi
(2) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi
tetapi masih kurang sesuai
(3) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
cukup sesuai
(4) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
sesuai
(5) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
sangat sesuai
II. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahsa tidak
sesuai dengan EYD (2) Jika penggunaan bahasa kurang
sesuai dengan EYD
(3) Jika penggunaan bahasa cukup
sesuai dengan EYD
(4) Jika penggunaan bahasa sesuai
dengan EYD
(5) Jika Bahsa yang digunakan sangat
jelas, dan mudah sangat dipahami
sangat jelas, dan mudah sangat
dipahami sesuai dengan EYD
RUBRIK PENILAIAN MODUL
I. Aspek Struktur Modul
No. Indikator Penilaian Rubrik 1 Organisasi penyajian secara umum (1) Jika organisasi penyajian secara
umum tidak baik (2) Jika organisasi penyajian secara
umum kurang baik (3) Jika organisasi penyajian secara
umum cukup baik (4) Jika organisasi penyajian secara
umum baik
(5) Jika organisasi penyajian secara
umum sangat baik 2 Tampilan umum menarik (1) Jika tampilan umum tidak
menarik (2) Jika tampilan umum kurang
menarik (3) Jika tampilan umum cukup
menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat
menarik
3 Keterkaitan yang konsisten antara
materi bahasaan (1) Jika keterkaitan antar materi
bahasaan tidak konsisten (2) Jika keterkaitan antar materi
bahasaan kurang konsisten
(3) Jika keterkaitan antar materi
bahasaan cukup konsisten
(4) Jika keterkaitan antar materi
bahasaan konsisten
(5) Jika keterkaitan antar materi
bahasaan sangat konsisten
II. Organisasi Penulisan Materi
No. Indikator Penilaian Rubrik 1 Cakupan materi (1) Jika cakupan materi tidak sesuai
(2) Jika cakupan materi kurang
Sesuai
(3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai
2 Kejelasan dan urutan materi (1) Jika materi tidak jelas dan tidak
urut (2) Jika materi kurang jelas dan
kurang urut (3) Jika materi cukup jelas dan
cukup urut (4) Jika materi jelas dan urut
(5) Jika materi sangat jelas dan urut 3 Ketepatan materi dengan SK (1) Jika materi dengan SK tidak tepat
(2) Jika materi dengan SK kurang
tepat (3) Jika materi dengan SK cukup
tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat
tepat
4 Keterkaitan antara masalah dengan
konteks kehidupan/ kognisi siswa
yang termuat dalam buku siswa/
modul
(1) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul tidak
sesuai
(2) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul kurang
sesuai
(3) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul cukup
sesuai (4) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul sesuai
(5) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul sangat
sesuai
III. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahsa tidak
sesuai dengan EYD
(2) Jika penggunaan bahasa
kurang
sesuai dengan EYD (3) Jika penggunaan bahasa
cukup
sesuai dengan EYD (4) Jika penggunaan bahasa
sesuai
dengan EYD (5) Jika penggunaan bahasa
sangat
sesuai dengan EYD 2 Bahasa yang digunakan
komunikatif
(1) Jika bahasa yang digunakan
tidak
komunikatif (2) Jika bahasa yang digunakan
kurang komunikatif
(3) Jika bahasa yang digunakan
cukup komunikatif
(4) Jika bahasa yang digunakan
komunikatif
(5) Jika bahasa yang digunakan
sangat komunikatif
3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks
(2) Jika struktur kalimat
kompleks
(3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat
sederhana
(5) Jika struktur kalimat sangat
sederhana
4 Pemilihan materi ajar (1) Jika pemilihan materi ajar tidak
sesuai dengan pencapaian KD
(2) Jika pemilihan materi ajar
kurang sesuai dengan
pencapaian KD (3) Jika pemilihan materi ajar cukup
sesuai dengan pencapaian KD (4) Jika pemilihan materi ajar sesuai
dengan pencapaian KD (5) Jika pemilihan materi ajar sangat
sesuai dengan pencapaian KD
5 Kegiatan pembelajaran dirancang
dan dikembangkan berdasarkan SK,
KD, dan potensi siswa
(1) Jika kegiatan pembelajaran tidak
dirancang dan tidak
dikembangkan berdasarkan SK,
KD, dan potensi siswa
(2) Jika kegiatan pembelajaran tidak
dirancang berdasarkan SK, KD,
tetapi dikembangkan
berdasarkan potensi siswa (3) Jika kegiatan pembelajaran
dirancang berdasarkan SK, KD,
tetapi tidak dikembangkan
berdasarkan potensi siswa
(4) Jika kegiatan pembelajaran
dirancang dan dikembangkan
berdasarkan SK, KD, dan
potensi siswa
(5) Jika kegiatan pembelajaran
dirancang dan dikembangkan
berdasarkan SK, KD, dan
potensi seluruh siswa
6 Merumuskan indikator pencapaian
Kompetensi (1) Jika perumusan indikator tidak
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(2) Jika perumusan indikator kurang
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(3) Jika perumusan indikator cukup
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
(4) Jika perumusan indikator
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan (5) Jika perumusan indikator sangat
dikembangkan sesuai dengan
karakteristik siswa dan satuan
pendidikan
7 Menentukan sumber belajar yang
disesuaikan dengan SK, KD, materi
pokok, kegiatan pembelajaran, dan
indikator pencapaian kompetensi
(1) Jika menentukan sumber belajar
yang tidak sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(2) Jika menentukan sumber belajar
yang kurang sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(3) Jika menentukan sumber belajar
yang cukup sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(4) Jika menentukan sumber belajar
yang sesuai dengan SK, KD,
materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
(5) Jika menentukan sumber belajar
yang sangat sesuai dengan SK,
KD, materi pokok, kegiatan
pembelajaran, dan indikator
pencapaian kompetensi
8 Penentuan jenis penilaian (1) Jika jenis penilaian tidak sesuai
dengan indikator
(2) Jika jenis penilaian kurang
sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai
dengan indikator (4) Jika jenis penilaian sesuai
dengan indikator (5) Jika jenis penilaian sangat sesuai
dengan indikator
II. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahasa tidak
sesuai dengan EYD
(2) Jika penggunaan bahasa kurang
sesuai dengan EYD (3) Jika penggunaan bahasa cukup
sesuai dengan EYD (4) Jika penggunaan bahasa sesuai
dengan EYD (5) Jika penggunaan bahasa sangat
sesuai dengan EYD 2 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat
sederhana
III. Aspek Waktu
No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang
digunakan (1) Jika alokasi waktu tidak sesuai
dengan kegiatan belajar
(2) Jika alokasi waktu kurang sesuai
dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai
kegiatan belajar (4) Jika alokasi waktu sesuai dengan
kegiatan belajar (5) Jika alokasi waktu sangat sesuai
dengan kegiatan belajar 2 Pemilihan alokasi waktu didasarkan
pada tuntutan kompetensi dasar (1) Jika pemilihan alokasi waktu
tidak sesuai dengan tuntutan KD (2) Jika pemilihan alokasi waktu
kurang sesuai dengan tuntutan
KD
(3) Jika pemilihan alokasi waktu
cukup sesuai dengan tuntutan KD (4) Jika pemilihan alokasi waktu
sesuai dengan tuntutan KD
(5) Jika pemilihan alokasi waktu
sangat sesuai dengan tuntutan KD
3 Pemilihan alokasi waktu didasarkan
pada ketersediaan alokasi waktu per
semester
(1) Jika pemilihan alokasi waktu
tidak didasarkan pada
ketersediaan alokasi waktu per
semester
(2) Jika pemilihan alokasi waktu
kurang didasarkan pada
ketersediaan alokasi waktu per
semester
(3) Jika pemilihan alokasi waktu
cukup didasarkan pada
ketersediaan alokasi waktu per
semester
(4) Jika pemilihan alokasi waktu
didasarkan pada ketersediaan
alokasi waktu per semester
(5) Jika pemilihan alokasi waktu
sangat didasarkan pada
ketersediaan alokasi waktu per
semester
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas/ Semester : Delapan/ Ganjil
Mata Pelajaran : Bahasa Inggris
Materi : Descriptive Text
Petunjuk :
1. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian
RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti
dengan memperhatikan rambu- rambu skoring.
2. Kriteria penilaian
Kurang baik : 1
Cukup baik : 2
Baik : 3
Sangat baik : 4
No Komponen RPP Skor
I Perumusan Indikator Belajar 1 2 3 4
1. Kejelasan rumusan
2. Kelengkapan cakupan rumusan indikator
3. Kesesuaian dengan kompetensi dasar
4. Kesesuaian dengan standar kompetensi
II Pemiliham dan Pengorganisasian Materi
Pembelajaran
1. Kesesuaian dengan kompetensi yang akan
dicapai
v
2. Kesesuaian dengan karakteristik peserta didik v
3. Keruntutan dan sisitematika materi v
4. Kesesuaian materi dengan alokasi waktu v
III Penilaian Sumber Belajar/ Media Pembelajaran
1. Kesesuaian sumber belajar/ media
pembelajaran denagn kompetensi ( tujuan)
yng ingin dicapai
v
2. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran
v
3. Kesesuaian sumber beajar/ media dengan
karakteristik peserta didik
v
IV Skenario kegiatan Pembelajaran
1. Kesesuaian strategi dalam metode
pembelajaran dengan kompetensi ( tujuan)
pembelajaran
v
2. Kesesuaian strategi dan metode pembelajaran
dengan materi pembelajaran
v
3. Kesesuaian strategi dan metode pembelajaran
dengan karakteristik peserta didik
v
4. Kelengkapan langkah- langkah dalam setiapa
tahapan pembelajaran dan kesesuaian dengan
alokasi waktu.
v
V Penilaian hasil Belajar
1. Kesesuaian tehnik penilaian dengan
kompetensi yang ingin dicapai
v
2. Kejelasan prosedur penilaian ( awal, proses,
dan akhir)
v
3. Kelengkapan instrument ( soal dan kunci
jawaban)
v
VI Penggunaan Bahasa Tulis
1. Ketepatan ejaan v
2. Ketepatan pilihan kata v
3. Kebakuan struktur kalimat v
4. Bentuk huruf dan angka baku v
VII Penilaian validitas Umum
Penilaian /validitas umum terhadap instrument a b c d
Keteranagan:
Dapat digunakan tanpa revisi : a
Dapat digunakan dengan sedikit revisi : b
Dapat digunakan dengan banyak revisi : c
Belum dapat digunakan : d
Catatan:
Indikator sebaiknya dituliskan dalam RPP ( dalam silabus terdapat indikator namun
di rpp tidak dituliskan.
Indikator termasuk komponen RPP. Karakter siswa yang diharapkan di dalam silabus
dan RPP sebaiknya sejalan. Kegiatan inti (khususnya elaborasi) masih terlalu umum.
Getasan, 23 Juni 2015
Validator
Uzik Puji Nurtantini
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas/ Semester : Delapan/ Ganjil
Mata Pelajaran : Bahasa Inggris
Materi : Descriptive Text
Petunjuk :
3. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian
RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti
dengan memperhatikan rambu- rambu skoring.
4. Kriteria penilaian
Kurang baik : 1
Cukup baik : 2
Baik : 3
Sangat baik : 4
No Komponen RPP Skor
I Perumusan Indikator Belajar 1 2 3 4
5. Kejelasan rumusan v
6. Kelengkapan cakupan rumusan indikator v
7. Kesesuaian dengan kompetensi dasar v
8. Kesesuaian dengan standar kompetensi v
II Pemiliham dan Pengorganisasian Materi
Pembelajaran
5. Kesesuaian dengan kompetensi yang akan
dicapai
v
6. Kesesuaian dengan karakteristik peserta didik v
7. Keruntutan dan sisitematika materi v
8. Kesesuaian materi dengan alokasi waktu v
III Penilaian Sumber Belajar/ Media Pembelajaran
4. Kesesuaian sumber belajar/ media
pembelajaran denagn kompetensi ( tujuan)
yng ingin dicapai
v
5. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran
v
6. Kesesuaian sumber beajar/ media dengan
karakteristik peserta didik
v
IV Skenario kegiatan Pembelajaran
5. Kesesuaian strategi dalam metode
pembelajaran dengan kompetensi ( tujuan)
pembelajaran
V
6. Kesesuaian strategi dan metode pembelajaran
dengan materi pembelajaran
V
7. Kesesuaian strategi dan metode pembelajaran
dengan karakteristik peserta didik
V
8. Kelengkapan langkah- langkah dalam setiapa
tahapan pembelajaran dan kesesuaian dengan
alokasi waktu.
V
V Penilaian hasil Belajar
4. Kesesuaian tehnik penilaian dengan
kompetensi yang ingin dicapai
V
5. Kejelasan prosedur penilaian ( awal, proses,
dan akhir)
V
6. Kelengkapan instrument ( soal dan kunci
jawaban)
V
VI Penggunaan Bahasa Tulis
5. Ketepatan ejaan v
6. Ketepatan pilihan kata v
7. Kebakuan struktur kalimat v
8. Bentuk huruf dan angka baku v
VII Penilaian validitas Umum
Penilaian /validitas umum terhadap instrument a b c d
Keteranagan:
Dapat digunakan tanpa revisi : a
Dapat digunakan dengan sedikit revisi : b
Dapat digunakan dengan banyak revisi : c
Belum dapat digunakan : d
Catatan:
Dapat digunakan sebagai rencana pembelajaran
Getasan, 23 Juni 2015
Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN RPP
I. Aspek Indikator
No. Indikator Penilaian Rubrik 1 Kejelasan Standar Kompetensi
dan Kompetensi Dasar (1) Jika Standar Kompetensi dan
Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan
Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan
Kompetensi Dasar disajikan cukup
jelas (4) Jika Standar Kompetensi dan
Kompetensi Dasar jelas
(5) Jika Standar Kompetensi dan
Kompetensi Dasar sangat jelas 2 Kesesuaian Standar Kompetensi
dan Kompetensi Dasar dengan
tujuan pembelajaran
(1) Jika Standar Kompetensi dan
Kompetensi Dasar disajikan tidak
sesuai dengan tujuan pembelajaran
(2) Jika Standar Kompetensi dan
Kompetensi Dasar kurang sesuai
dengan tujuan pembelajaran
(3) Jika Standar Kompetensi dan
Kompetensi Dasar cukup sesuai
dengan tujuan pembelajaran
(4) Jika Standar Kompetensi dan
Kompetensi Dasar sesuai dengan
tujuan pembelajaran
(5) Jika Standar Kompetensi dan
Kompetensi Dasar sangat sesuai
dengan tujuan pembelajaran
3 Ketepatan penjabaran
Kompetensi Dasar ke dalam
indikator
(1) Jika penjabaran Kompetensi Dasar
ke dalam indikator tidak tepat
(2) Jika penjabaran Kompetensi Dasar
ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar
ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar
ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar
ke dalam indikator sangat tepat 4 Kesesuaian indikator dengan
tujuan pembelajaran (1) Jika indikator yang disajikan tidak
sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang
sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup
sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai
dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat
sesuai dengan tujuan pembelajaran
5 Kesesuaian indikator dengan
tingkat perkembangan siswa (1) Jika indikator yang disajikan tidak
sesuai dengan tingkat perkembangan
siswa (2) Jika indikator yang disajikan kurang
sesuai dengan tingkat perkembangan
siswa
(3) Jika indikator yang disajikan cukup
sesuai dengan tingkat perkembangan
siswa
(4) Jika indikator yang disajikan sesuai
dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat
sesuai dengan tingkat perkembangan
siswa
II. Aspek Isi yang Disajikan
No. Indikator Penilaian Rubrik 1 Sistematika penyusunan RPP (1) Jika sistematika penyusunan
RPP tidak tepat
(2) Jika sistematika penyusunan
RPP kurang tepat
(3) Jika sistematika penyusunan
RPP cukup tepat
(4) Jika sistematika penyusunan
RPP sudah tepat
(5) Jika sistematika penyusunan
RPP sudah sangat tepat
2 Kesesuaian urutan kegiatan
pembelajaran IPA Terpadu model
connected yang implementasinya
menggunakan Cooperative
Learning tipe STAD
(1) Jika urutan kegiatan tidak sesuai
dengan pembelajaran IPA
Terpadu model connected yang
implementasinya menggunakan
Cooperative Learning tipe
STAD tidak tepat
(2) Jika urutan kegiatan kurang
sesuai dengan pembelajaran IPA
Terpadu model connected yang
implementasinya menggunakan
Cooperative Learning tipe
STAD tidak tepat
(3) Jika urutan kegiatan cukup
sesuai dengan pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe
STAD tidak tepat
(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu
model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD tidak tepat (5) Jika urutan kegiatan sangat
sesuai dengan pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe
STAD tidak tepat (1) Jika uraian kegiatan siswa dan
guru untuk setiap tahap pembelajaran tidak sesuai dengan
aktivitas pembelajaran IPA Terpadu model connected yang
implementasinya menggunakan Cooperative Learning tipe STAD (2) Jika uraian kegiatan siswa dan
guru untuk setiap tahap
pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (3) Jika uraian kegiatan siswa dan
guru untuk setiap tahap
pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (4) Jika uraian kegiatan siswa dan
guru untuk setiap tahap pembelajaran sesuai dengan
aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD
(5) Jika uraian kegiatan siswa dan guru untuk setiap tahap
pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA
Terpadu model connected yang implementasinya menggunakan
Cooperative Learning tipe STAD (1) Jika skenario pembelajaran
tidak
jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran
awal, inti dan penutup
(2) Jika skenario pembelajaran
kurang jelas dan kurang sesuai dengan tahapan kegiatan
pembelajaran awal, inti dan penutup
(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai
dengan tahapan kegiatan pembelajaran awal, inti dan
penutup
(4) Jika skenario pembelajaran
jelas dan sesuai dengan tahapan
kegiatan pembelajaran awal, inti dan penutup
(5) Jika skenario pembelajaran
sangat jelas dan sangat sesuai dengan tahapan kegiatan
pembelajaran awal, inti dan penutup
(1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat
soal, kunci, pedoman pensekoran
(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja,
kunci saja, ataupun pedoman pensekoran saja
(3) Jika instrument evaluasi cukup
lengkap karena hanya terdapat soal dan kunci saja, atau kunci
dan pedoman pensekoran atau
soal dan pedoman pensekoran
saja
(4) Jika instrument evaluasi lengkap
karena terdapat soal, kunci,
pedoman pensekoran
(5) Jika instrument evaluasi sangat
lengkap terdapat soal, kunci,
pedoman pensekoran
III. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahasa tidak
sesuai dengan EYD (2) Jika penggunaan bahasa kurang
sesuai dengan EYD (3) Jika penggunaan bahasa cukup
sesuai dengan EYD (4) Jika penggunaan bahasa sesuai
dengan EYD
(5) Jika penggunaan bahasa sangat
sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan
tidak komunikatif (2) Jika bahasa yang digunakan
kurang komunikatif (3) Jika bahasa yang digunakan
cukup komunikatif (4) Jika bahasa yang digunakan
komunikatif (5) Jika bahasa yang digunakan
sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks
(2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat
sederhana
IV. Aspek waktu
No. Indikator Penilaian Rubrik 1 Kesesuaian alokasi waktu yang
digunakan dengan kegiatan
pembelajaran
(1) Jika alokasi waktu tidak sesuai
dengan kegiatan belajar
(2) Jika alokasi waktu kurang sesuai
dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai
dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan
kegiatan belajar (5) Jika alokasi waktu sangat sesuai
dengan kegiatan belajar 2 Rincian waktu untuk setiap tahap
pembelajaran (1) Jika rincian waktu untuk setiap
tahap pembelajaran tidak sesuai
dengan kegiatan belajar
(2) Jika rincian waktu untuk setiap
tahap pembelajaran kurang
sesuai dengan kegiatan belajar
(3) Jika rincian waktu untuk setiap
tahap pembelajaran cukup sesuai
dengan kegiatan belajar dengan
kegiatan belajar
(4) Jika rincian waktu untuk setiap
tahap pembelajaran sesuai
dengan kegiatan belajar (5) Jika rincian waktu untuk setiap
tahap pembelajaran sangat sesuai
dengan kegiatan belajar
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs Sudirman Getasan
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII/1
Alokasi Waktu : 4x40 Menit ( 2 Kali Pertemuan)
Topik Pembelajaran : Descriptive ( Menulis)
A. Standar Kompetensi
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana
berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan
recount.
C. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan
langkah retorika dan struktur teks yang benar dan berterima berdasarkan
pengamatan di luar ruangan yang telah dilakukan.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan
langkah retorika dan struktur teks yang benar dan berterima berdasarkan
pengamatan di luar ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
E. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, simple present tense
F. Metode Pendekatan
Outdoor Activity
G. Langkah-langkah Pembelajaran
Pertemuan Pertama (Indoor Activity)
Kegiatan Awal (10’)
- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas.
- Guru mengecek kehadiran siswa
- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan
tersebut.
- Guru dan peserta didik mereview kembali materi yang telah dipelajari
sebelumnya.
- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya
dalam menulis descriptive.
Kegiatan Inti (60’)
Eksplorasi
- Guru mengingatkan kembali tentang teks tertulis descriptive dan simple
present.
- Guru memberikan contoh teks deskripsi untuk dipelajari. (terlampir)
- Guru memberikan penjelasan generic structure yang ada dalam text.
Elaborasi
- Siswa menyusun sebuah deskripsi teks acak kedalam sebuah deskripsi teks
yang utuh.
Konfirmasi
- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama
tentang tata bahasa yang dipelajari.
- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’)
- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan
selanjutnya.
Pertemuan Kedua (Outdoor Activity)
Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan
kelas.
Mengecek kehadiran siswa
Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.
Kegiatan Inti (60’)
Eksplorasi
- Guru dan siswa mereview kembali generic stucture yang ada dalam teks
deskripsi.
- Guru membagi siswa dalam kelompok belajar kecil untuk kegiatan diluar
kelas.
- Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu mengamati
keadaan sekitar sekolah.
Elaborasi
- Siswa melakukan pengamatan diluar kelas bersama teman kelompoknya.
- Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.
- Siswa menyusun teks deskripsi tentang sekolah berdasarkan pengamatan yang
dilakukan.
Konfirmasi
- Memberikan umpan balik pada siswa dengan memberi penguatan dalam
bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Kegiatan Akhir (10’)
- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
- Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.
H. Sumber/ Bahan/ Alat
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah
I. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaia
n
Bentuk
Instrumen
Instrumen/ Soal
1. Menyusun kalimat
menjadi teks yang
bermakna dalam
bentuk descriptive dan
recount.
2. Menulis teks essai
dalam bentuk
descriptive
Tes tulis
1. Jumbled
sentences
2. Essay(Post
test)
1. Rearrange the
Following
sentences correctly.
2. Write an essay
describing
something or a certain
place.
a. Instrument
- Jumble Senteces
KOPENG
(1) In additioan, there are many flowers on the left and right side of the
sidewalk down the lake. (2) It is about 8 kilometers of Salatiga city.
(3)Bus is cheapst, but by motorcycle is the most convenient. (4)
Kopeng is one of the most interesting place of interest in Getasan.(6) It
has cool weather most of their time, no wonder many people like to visit
in their free time. (7)The park is up the pinewood. (8) It is very easy to
get the place by public transport. (9) as it is far from industries of any
kinds, the air is always fresh and it is not polluted. (10) located near the
hotel and other flower shop, the park always full of visitors.(11) There
is small park nearby, to where the visitors could swim or just take a
walk.
- Essay ( post Test)
Make a paragraph about your school (min 150 Words)
b. Pedoman Penilaian
Nilai maksimal= 100
Nilai perolehan= total keseluruhan elemen
c. Rubrik Penilaian
Component Score Criteria
Content 30-27
Exellent
to very Good
Knowledge, substantive, development
of thesis, relevant to assigned topic.
Good to Average Sure knowledge of subject, edquate
range, limited development of thesis,
mostly relevant to topic but lack detail.
21-17 Fair to poor Limited knowledge of subject,
adequate range, limited development
of thesis, mostly relevant to topic but
lack detail.
16-13 very poor Does not show knowledge of subject,
non- subjunctive, not pertinent, or not
enough to evaluate.
Form/
Organization
20-18 Excelent to
very good
Fluent expression ideas, clearly stated
/ supporrted, succiner, well-
organized, logical sequencing,
cohesive.
17-14 Good to
Average
Somewhat choppy, loosely organized
but main ideas stand out, limited
support, logical but incomplete
sequencing.
13-10 Fair to Poor Non-fluent, ideas confused or
disconnected, lack logical sequencing
and development.
9-7 Very Poor
Does not communicate, no
organization, or not enough to
evaluate.
Vocabulary/
Style
20-18 Excellent to
very Good
Shopisticated range, effective
word/idiom choice and usage, word
form mastery, appropiate register.
17-14 Good to
Average
Adequate range, occasional errors of
word/idiom form, choice, usage but
meaning not obscurred.
13-10 Fair to Poor Limited range, frequent errors of
work/idiom form, choice, usage,
meaning
confused or obscured.
9-7 Very Poor Essentially translation, little
knpwledge of English vocabulary,
idiom, word form, or not enough to
evaluate
25-22 Excellent to
Very Good
Efective, complex construction, few
errors of agreemet, tense, number,
word, order/ function, articles,
pronouns, preposition.
21-18 Good to
Average
Effective but simple construction,
minor problem complex construction,
several errors agreement, tense,
number, word, order/ function,
articles, pronouns, prepositions, but
meaning seldom obscured.
Grammar
17-11 Fair to Poor
Major problems in simple/complex
constructions, frequent errors of
negation, agreement, tense, number,
word,
order/function, articles, pronouns,
preposition and/or fragments,
delections, meaning confused or
obscured.
10-5 Very Poor Virtually no mastery of sentence
construction rules, dominated by
errors, does not comunicated, or not
enough to evaluate.
5 Excellent to Very
Good
Demonstrated mastery of
conconventions, few errors of spelling,
punctuation, capitalization,
paragrahing.
4 Good to
Averrage
Occasional errors of spelling,
punctuation, capitalization,
paraphrasing, but meaning not
obscured
3 Fair to Poor Frequent errors of spelling,
Standar of Each Element:
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
Mechanics
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 illible, or not enough to
evaluate.
Getasan, Agustus 2015
Guru Bahasa Inggris, Observer,
Ahmad Arifin,S.PdI Sri Suharmi
113-11-136
Mengetahui,
Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI
NIP. 196807231994031004
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs Sudirman Getasan
Mata Pelajaran : Bahsa Inggris
Kelas/ Semester : VIII/1
Alokasi Waktu : 4x40 Menit ( 2 Kali Pertemuan)
Topik Pembelajaran : Descriptive ( menulis)
J. Standar Kompetensi
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk
descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
K. Kompetensi Dasar
6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
L. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah
retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar
ruangan yang telah dilakukan.
M. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah
retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar
ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
N. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, Language Feature dan simple present tense
O. Metode Pendekatan
Outdoor Activity
P. Langkah-langkah Pembelajaran
Pertemuan Pertama (Indoor Activity)
Kegiatan Awal (10’)
- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas.
- Guru mengecek kehadiran siswa
- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan
tersebut.
- Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri
kebahasaannya.
- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam
menulis descriptive.
Kegiatan Inti (60’)
Eksplorasi
- Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan
simple present.
- Guru meminta siswa untuk bermain guessing game di dalam kelas yang
mendiskripsikan seorang tokoh.
- Guru memberikan penjelasan generic structure yang ada dalam text pendek yang
dibuat oleh siswa dalam guessing game.
Elaborasi
- Siswa mendeskripsikan seorang tokoh yang menginspirasi mereka.
Konfirmasi
- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang
tata bahasa yang dipelajari.
- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’)
- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.
Pertemuan Kedua (Outdoor Activity)
Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan kelas.
Mengecek kehadiran siswa
Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.
Kegiatan Inti (60’)
Eksplorasi
- Guru dan siswa mereview kembali seluruh unsur kabahasaan dan struktur dalam
descriptif teks yang telah diajarkan.
- Guru membentuk kelompok belajar kecil.
- Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu menemui salah
satu guru yang ada disekolah, dan mendeskripsikan keadaan guru tersebut.
- Permainan luar kelas
Elaborasi
- Siswa mengikuti permainan luar kelas.
- Siswa melakukan wawancara terhadap guru idola mereka bersama teman
kelompoknya.
- Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.
- Siswa menyusun teks deskripsi tentang guru idola merekak berdasarkan pengamatan
dan wawancara yang dilakukan.
Konfirmasi
- Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan
pada siswa yang telah dapat menyelesaikan tugasnya.
Kegiatan Akhir (10’)
- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
- Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.
-
Q. Sumber/ Bahan/ Alat
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah
R. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Menulis teks essai dalam
bentuk descriptive
Tes tulis
Essay (Post
test)
Write an essay describing
something or a certain
place.
d. Instrument
- Essay ( post Test)
Make a paragraph about your interesting teacher (min 150 Words)
e. Pedoman Penilaian
Nilai maksimal= 100
Nilai perolehan= total keseluruhan elemen
f. Rubrik Penilaian
Component Score Criteria
Content 30-27
Exellent
to very Good
Knowledge,
substantive,
development of thesis,
relevant to assigned
topic.
Good to
Average
Sure knowledge of
subject, edquate
range, limited
development of thesis,
mostly relevant to topic but lack detail.
21-17 Fair to
poor
Limited knowledge of
subject, adequate
range, limited
development of thesis,
mostly relevant to
topic but lack detail.
16-13 very
poor
Does not show
knowledge of subject,
non- subjunctive, not
pertinent, or not
enough to evaluate.
Form/
Organization
20-18
Excelent to
very good
Fluent expression
ideas, clearly stated
/ supporrted
, succiner, well-
organized, logical
sequencing, cohesive.
17-14 Good
to Average
Somewhat choppy,
loosely organized but
main ideas stand out,
limited support,
logical but incomplete
sequencing.
13-10 Fair to
Poor
Non-fluent, ideas
confused or
disconnected, lack
logical sequencing
and development.
9-7 Very
Poor
Does not
communicate, no
organization, or not
enough to evaluate.
20-18
Excellent to
very Good
Shopisticated range,
effective word/idiom
choice and usage,
word form mastery,
appropiate register.
17-14 Good
to Average
Adequate range,
occasional errors of
word/idiom form,
choice, usage but
meaning not
obscurred.
Vocabulary/
Style
13-10 Fair to Poor
Limited range, frequent errors of
work/idiom form,
choice, usage,
meaning
confused or obscured.
9-7 Very
Poor
Essentially translation,
little knpwledge of
English vocabulary,
idiom, word form, or
not enough to evaluate
Grammar
25-22
Excellent to
Very Good
Efective, complex
construction, few
errors of agreemet,
tense, number, word,
order/ function,
articles, pronouns,
preposition.
21-18 Good
to Average
Effective but simple
construction, minor
problem complex
construction, several
errors agreement,
tense, number, word,
order/ function,
articles, pronouns,
prepositions, but
meaning seldom
obscured.
17-11 Fair to Poor
Major problems in simple/complex
constructions,
frequent errors of
negation, agreement,
tense, number, word,
order/function,
articles, pronouns,
preposition and/or
fragments, delections,
meaning confused or
obscured.
10-5 Very
Poor
Virtually no mastery
of sentence
construction rules,
dominated by errors,
does not comunicated,
or not enough to
evaluate.
Mechanics
5 Excellent to
Very Good
Demonstrated mastery
of conconventions,
few errors of spelling,
punctuation,
capitalization,
paragrahing.
4 Good to
Averrage
Occasional errors of
spelling, punctuation,
capitalization,
paraphrasing, 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,
Standar of Each Element:
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
Getasan, Agustus 2014
Guru Bahasa Inggris, Observer,
Ahmad Arifin,S.PdI Sri Suharmi
113-11-136
Mengetahui,
Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI
NIP. 196807231994031004
handwriting illible, or not enough to
evaluate.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs Sudirman Getasan
Mata Pelajaran : Bahsa Inggris
Kelas/ Semester : VIII/1
Alokasi Waktu : 2x40 Menit ( 1 Kali Pertemuan)
Topik Pembelajaran : Descriptive ( menulis)
S. Standar Kompetensi
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk
descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
T. Kompetensi Dasar
6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
U. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah
retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar
ruangan yang telah dilakukan.
V. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah
retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar
ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
W. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, Language Feature dan simple present tense
X. Metode Pendekatan
Outdoor Activity
Y. Langkah-langkah Pembelajaran
Kegiatan Awal (10’)
- Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas.
- Guru mengecek kehadiran siswa
- Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan
tersebut.
- Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri
kebahasaannya.
- Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam
menulis descriptive.
Kegiatan Inti (60’)
Eksplorasi
- Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan
simple present.
- Guru memberi contoh descriptive text. Siswa berdiskusi dalam kelompok.
- Guru memberikan penjelasan generic structure yang ada dalam text.
- Meminta siswa untuk melakukan kegiatan diluar kelas
Elaborasi
- Siswa mendeskripsikan pegunungan yang ada disekitar sekolah.
Konfirmasi
- Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang
tata bahasa yang dipelajari.
- Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’)
- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
- Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.
Z. Sumber/ Bahan/ Alat
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah
AA. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Menulis teks essai dalam
bentuk descriptive
Tes tulis
Essay (Post
test)
Write an essay describing
something or a certain
place.
g. Instrument
- Essay ( post Test)
Make a paragraph about the mountains around you min 150 Words)
h. Pedoman Penilaian
Nilai maksimal= 100
Nilai perolehan= total keseluruhan elemen
i. Rubrik Penilaian
Component Score Criteria
Content 30-27
Exellent
to very Good
Knowledge,
substantive,
development of thesis,
relevant to assigned
topic.
Good to
Average
Sure knowledge of
subject, edquate
range, limited
development of thesis,
mostly relevant to topic but lack detail.
21-17 Fair to
poor
Limited knowledge of
subject, adequate
range, limited
development of thesis,
mostly relevant to
topic but lack detail.
16-13 very
poor
Does not show
knowledge of subject,
non- subjunctive, not
pertinent, or not
enough to evaluate.
Form/
Organization
20-18
Excelent to
very good
Fluent expression
ideas, clearly stated
/ supporrted
, succiner, well-
organized, logical
sequencing, cohesive.
17-14 Good
to Average
Somewhat choppy,
loosely organized but
main ideas stand out,
limited support,
logical but incomplete
sequencing.
13-10 Fair to
Poor
Non-fluent, ideas
confused or
disconnected, lack
logical sequencing
and development.
9-7 Very
Poor
Does not
communicate, no
organization, or not
enough to evaluate.
20-18
Excellent to
very Good
Shopisticated range,
effective word/idiom
choice and usage,
word form mastery,
appropiate register.
17-14 Good
to Average
Adequate range,
occasional errors of
word/idiom form,
choice, usage but
meaning not
obscurred.
Vocabulary/
Style
13-10 Fair to Poor
Limited range, frequent errors of
work/idiom form,
choice, usage,
meaning
confused or obscured.
9-7 Very
Poor
Essentially translation,
little knpwledge of
English vocabulary,
idiom, word form, or
not enough to evaluate
Grammar
25-22
Excellent to
Very Good
Efective, complex
construction, few
errors of agreemet,
tense, number, word,
order/ function,
articles, pronouns,
preposition.
21-18 Good
to Average
Effective but simple
construction, minor
problem complex
construction, several
errors agreement,
tense, number, word,
order/ function,
articles, pronouns,
prepositions, but
meaning seldom
obscured.
17-11 Fair to Poor
Major problems in simple/complex
constructions,
frequent errors of
negation, agreement,
tense, number, word,
order/function,
articles, pronouns,
preposition and/or
fragments, delections,
meaning confused or
obscured.
10-5 Very
Poor
Virtually no mastery
of sentence
construction rules,
dominated by errors,
does not comunicated,
or not enough to
evaluate.
Mechanics
5 Excellent to
Very Good
Demonstrated mastery
of conconventions,
few errors of spelling,
punctuation,
capitalization,
paragrahing.
4 Good to
Averrage
Occasional errors of
spelling, punctuation,
capitalization,
paraphrasing, 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,
Standar of Each Element:
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
Getasan, Agustus 2014
Guru Bahasa Inggris, Observer,
Ahmad Arifin,S.PdI Sri Suharmi
113-11-136
Mengetahui,
Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI
NIP. 196807231994031004
handwriting illible, or not enough to
evaluate.
MODUL
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan Modul
dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan
metode Outdoor Activity.
B. PETUNJUK
1. Bapak/Ibu dapt memberikan penilaian dengan memberikan tanda cek (√ pada
kolom yang tersedia.
2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4
(baik); 5( sangat baik)
C. PENILAIAN
No Aspek yang Dinilai Skala yang Dinilai
1 2 3 4 5
I STRUKTRAL MODUL
1. Organisasi penyajian secara umum v
2. Tampilan umum menarik v
3. Keterkaitan yang konsisten antara materi
bahasan
v
II ORGANISASI PENULISAN MATERI
1. Cakupan materi v
2. Kejelasan dan urutan materi v
3. Ketepatan materi dengan SK V
4. Keterkaitan antara masalah dengan konteks
kehidupan/ kognisi yang termuat dalam buku
siswa/ modul
v
III BAHASA
1. Penggunaan bahasa sesuai dengan EYD v
2. Bahasa yang digunakan komunikatif V
3. Kesederhanaan struktur kalimat v
D. KOMENTAR/SARAN
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………
Getasan, 23 Juni 2015
Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN MODUL
I. Aspek Struktur Modul
No. Indikator Penilaian Rubrik 1 Organisasi penyajian secara umum (1) Jika organisasi penyajian secara
umum tidak baik (2) Jika organisasi penyajian secara
umum kurang baik (3) Jika organisasi penyajian secara
umum cukup baik (4) Jika organisasi penyajian secara
umum baik
(5) Jika organisasi penyajian secara
umum sangat baik 2 Tampilan umum menarik (1) Jika tampilan umum tidak
menarik (2) Jika tampilan umum kurang
menarik (3) Jika tampilan umum cukup
menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat
menarik
3 Keterkaitan yang konsisten antara
materi bahasaan (1) Jika keterkaitan antar materi
bahasaan tidak konsisten (2) Jika keterkaitan antar materi
bahasaan kurang konsisten
(3) Jika keterkaitan antar materi
bahasaan cukup konsisten
(4) Jika keterkaitan antar materi
bahasaan konsisten
(5) Jika keterkaitan antar materi
bahasaan sangat konsisten
II. Organisasi Penulisan Materi
No. Indikator Penilaian Rubrik 1 Cakupan materi (1) Jika cakupan materi tidak sesuai
(2) Jika cakupan materi kurang
Sesuai
(3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai
2 Kejelasan dan urutan materi (1) Jika materi tidak jelas dan tidak
urut (2) Jika materi kurang jelas dan
kurang urut (3) Jika materi cukup jelas dan
cukup urut (4) Jika materi jelas dan urut
(5) Jika materi sangat jelas dan urut 3 Ketepatan materi dengan SK (1) Jika materi dengan SK tidak tepat
(2) Jika materi dengan SK kurang
tepat (3) Jika materi dengan SK cukup
tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat
tepat
4 Keterkaitan antara masalah dengan
konteks kehidupan/ kognisi siswa
yang termuat dalam buku siswa/
modul
(1) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul tidak
sesuai
(2) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul kurang
sesuai
(3) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul cukup
sesuai (4) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul sesuai
(5) Jika keterkaitan antara masalah
dengan konteks kehidupan/
kognisi siswa yang termuat
dalam buku siswa/ modul sangat
sesuai
III. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahsa tidak
sesuai dengan EYD
(2) Jika penggunaan bahasa
kurang
sesuai dengan EYD (3) Jika penggunaan bahasa
cukup
sesuai dengan EYD (4) Jika penggunaan bahasa
sesuai
dengan EYD (5) Jika penggunaan bahasa
sangat
sesuai dengan EYD 2 Bahasa yang digunakan
komunikatif
(1) Jika bahasa yang digunakan
tidak
komunikatif (2) Jika bahasa yang digunakan
kurang komunikatif
(3) Jika bahasa yang digunakan
cukup komunikatif
(4) Jika bahasa yang digunakan
komunikatif
(5) Jika bahasa yang digunakan
sangat komunikatif
3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat
kompleks
(2) Jika struktur kalimat
kompleks
(3) Jika struktur kalimat cukup
sederhana
(4) Jika struktur kalimat
sederhana
(5) Jika struktur kalimat sangat
sederhana
LEMBAR SOAL SISWA
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan soal dalam
pelaksanaan pembelajaran bahasa Inggris dengan menggunakan metode outdoor
activiti.
B. PETUNJUK
1. Ibu dapat memberikan penilaian dengan memberikan tanda cek (√ ) pada
kolom yang tersedia.
2. Makna point validitas adalah 1 (tidak baik); 2 ( kurang baik); 3 (cukup baik); 4
(baik); 5 (sangat baik)
C. PENILAIAN
No Aspek yang Dinilai Penilaian
1 2 3 4 5
I ISI YANG DISAJIKAN
1. Soal disajikan secara sistematis v
2. Merupakan materi/tugas yang esensial v
3. Masalah yang diangkat sesuai dengan
tingkat kognisi siswa
v
4. Setiap kegiatan yang disajikan mempunyai
tujuan yang jelas.
v
5. Kegiatan yang disajikan dapat
menumbuhkan rasa ingin tahu siswa
v
6. Penyajian v
II BAHASA
1. Penggunaan bahasa sesuai dengan EYD v
2. Bahasa yang digunakan sesuai dengan
tingkat perkembangan kognisi siswa
v
3. Bahasa yang digunakan komunikatif v
4. Kalimat yang digunakan jelas dan mudah
dimerngerti
v
5. Kejelasan petunjuk atau arahan v
D. KOMENTAR/ SARAN
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Getasan, 23 Juni 2015
Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS)
I. Aspek Isi yang Disajikan
No. Indikator Penilaian Rubrik 1 LKS disajikan secara sistematis (1) Jika LKS disajikan tidak
sistematis (2) Jika LKS disajikan kurang
sistematis (3) Jika LKS disajikan cukup
sistematis (4) Jika LKS disajikan secara
sistematis (5) Jika LKS disajikan secara sangat
sistematis 2 Merupakan materi/ tugas yang
esensial (1) Jika materi/ tugas tidak esensial (2) Jika materi/ tugas kurang esensial (3) Jika materi/ tugas cukup esensial (4) Jika materi/ tugas esensial (5) Jika materi/ tugas sangat esensial
3 Masalah yang diangkat sesuai
dengan tingkat kognisi siswa (1) Jika masalah yang diangkat tidak
sesuai dengan tingkat kognisi
siswa
(2) Jika masalah yang diangkat
kurang sesuai dengan tingkat
kognisi siswa
(3) Jika masalah yang diangkat cukup sesuai dengan tingkat
kognisi siswa
(4) Jika masalah yang diangkat
sesuai dengan tingkat kognisi
siswa materi mudah dipahami (5) Jika masalah yang diangkat
sangat sesuai dengan tingkat
kognisi siswa 4 Setiap kegiatan yang disajikan
mempunyai tujuan yang jelas (1) Jika setiap kegiatan yang
disajikan tidakn mempunyai
tujuan yang jelas (2) Jika setiap kegiatan yang
disajikan kurang mempunyai
tujuan yang jelas (3) Jika setiap kegiatan yang
disajikan cukup mempunyai
tujuan yang jelas (4) Jika setiap kegiatan yang
disajikan mempunyai tujuan yang
jelas (5) Jika setiap kegiatan yang
disajikan sangat mempunyai
tujuan yang jelas
5 Kegiatan yang disajikan dapat
menumbuhkan rasa ingin tahu
siswa
(1) Jika kegiatan yang disajikan
tidak dapat menumbuhkan rasa
ingin tahu siswa (2) Jika kegiatan yang disajikan
kurang dapat menumbuhkan rasa
ingin tahu siswa (3) Jika kegiatan yang disajikan
cukup dapat menumbuhkan rasa
ingin tahu siswa
(4) Jika kegiatan yang disajikan
dapat menumbuhkan rasa ingin
tahu siswa
(5) Jika kegiatan yang disajikan
sangat dapat menumbuhkan rasa
ingin tahu siswa
6 Penyajian LKS dilengkapi dengan
gambar dan ilustrasi (1) Jika penyajian LKS tidak
dilengkapi dengan gambar dan
ilustrasi
(2) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi
tetapi masih kurang sesuai
(3) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
cukup sesuai
(4) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
sesuai
(5) Jika penyajian LKS dilengkapi
dengan gambar dan ilustrasi yang
sangat sesuai
II. Aspek Bahasa
No. Indikator Penilaian Rubrik 1 Penggunaan bahasa sesuai dengan
EYD (1) Jika penggunaan bahsa tidak
sesuai dengan EYD (2) Jika penggunaan bahasa kurang
sesuai dengan EYD
(3) Jika penggunaan bahasa cukup
sesuai dengan EYD
(4) Jika penggunaan bahasa sesuai
dengan EYD
(5) Jika Bahsa yang digunakan sangat
jelas, dan mudah sangat dipahami
sangat jelas, dan mudah sangat
dipahami sesuai dengan EYD
Make a short descriptive text about your class, minimal 7 sentences.
( Buatlah paragrap deskripsi pendek tentang kelasmu, paling sedikit 7 kalimat)
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NAME Aspects of Scoring
Grammar Content Form Vocabulary Mechanics Total
PRE TEST
Make a short descriptive text about your School, minimal 10 sentences.
( Buatlah paragrap deskripsi pendek tentang sekolahmu, paling sedikit 10 kalimat)
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NAME Aspects of Scoring
Grammar Content Form Vocabulary Mechanics Total
POST TEST-1
Make a short descriptive text about your intersting teacher, minimal 15 sentences.
( Buatlah paragrap deskripsi pendek tentang gurumu yang menarik, paling sedikit 15 kalimat)
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NAME Aspects of Scoring
Grammar Content Form Vocabulary Mechanics Total
POST TEST-2
Make a short descriptive text about the mountain around the school, minimal 15 sentences.
( Buatlah paragrap deskripsi pendek tentang gunung yang ada di sekotar sekolahmu, paling sedikit 15 kalimat)
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NAME Aspects of Scoring
Grammar Content Form Vocabulary Mechanics Total
POST TEST-3
CURRICULUM VITAE
Name : Sri Suharmi
Place, date of birth : Banyudono, October 4th
1987
Sex : Female
Address : Dsn Banyudono, Rt 001, Rw 009 Ds. Gedong, Banyubiru,
Semarang.
Email : sri.suharmi@gmail.com
EDUCATIONAL BACKROUND
1994-2000 : SDN 262/1 Jangga Baru, Jambi
2000-2003 : Mts Sudirman Kopeng Getasan- Semarang
2005-2007 : SMAN 1 Getasan, Semarang
2011-2015 : State Institute for Islamic Studies (IAIN) Salatiga