THE EFFECT OF FACT, REASON, ELABORATION, SHIFT (FRESH...
Transcript of THE EFFECT OF FACT, REASON, ELABORATION, SHIFT (FRESH...
THE EFFECT OF FACT, REASON, ELABORATION, SHIFT
(FRESH) TECHNIQUE ON STUDENTS’ WRITING OF
DESCRIPTIVE TEXT
(A Quasi-Experimental Study at the Tenth Grade of SMAN 5 Kota
Tangerang Selatan in Academic Year 2019/2020)
By:
Noviyana
11150140000011
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
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ABSTRACT
Noviyana (11150140000011). The Effect of Fact, Reason, Elaboration, Shift
(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-
experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in
academic year 2019/2020). A skripsi of Department of English Education, Faculty
of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta,
2019.
Keywords: Fact, Reason, Elaboration, Shift (FRESH), Descriptive Text.
The aim of this study was to obtain the empirical evidence of the effect of
Fact, Reason, Elaboration, Shift (FRESH) technique on students’ writing of
descriptive text. This research was quantitative research and the design was a quasi-
experimental design. The population of this study was 156 students and each class
consisted of 39 students. Then, the sample of this research was 78 students. It was
divided into 2 classes: experimental and controlled class. Moreover, this research
used purposive sampling as a sampling technique in order to decide class a similar
score. The instrument was written test which consisted of pre-test and post-test. To
calculate the data the researcher used T-test with the significance level (α) = 0.05
and calculated the effect size. The result of the data showed that the average score
of Post-test in the experimental class was higher than the average score of Post-test
in the controlled class (80.13 > 74.72). Furthermore, the statistical analysis proved
that the Sig. (2-tailed) was 0.009. Then, the test of effect size was 2.705. It
categories as a strong effect. So, it can be concluded that FRESH technique was
effective to increase the students’ ability in writing descriptive text. In other words,
there is a significant effect of FRESH technique on students’ writing of descriptive
text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020.
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ABSTRAK
Noviyana (11150140000011). The Effect of Fact, Reason, Elaboration, Shift
(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-
experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in
academic year 2019/2020). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Negeri Syarif Hidayatullah Jakarta, 2019.
Kata Kunci: Fact, Reason, Elaboration, Shift (FRESH), Teks Deskriptif.
Tujuan penelitian ini adalah untuk memperoleh bukti empiris tentang
pengaruh teknik Fact, Reason, Elaboration, Shift (FRESH) pada penulisan teks
deskriptif siswa. Metode yang digunakan pada penelitian ini adalah kuantitatif dan
desain yang digunakan adalah desain quasi-experimental. Populasi pada penelitian
ini berjumlah 156 siswa dan setiap kelas berjumlah 39 siswa. Kemudian, sampel
penelitian ini berjumlah 78 siswa. Sampel tersebut diklasifikasikan menjadi 2 kelas,
yaitu kelas eksperimen dan kelas kontrol. Selain itu, penelitian ini menggunakan
purposive sampling sebagai teknik pengambilan sampel untuk menentukan skor
kelas yang sama. Instrumen pada penelitian ini adalah tes tertulis yang terdiri dari
pre-test dan post-test. Untuk menghitung data, peneliti menggunakan uji-T dengan
tingkat signifikansi (α) = 0,05 dan menghitung effect size. Hasil data menunjukkan
bahwa skor rata-rata Post-test pada kelas eksperimen lebih tinggi daripada skor rata-
rata Post-test pada kelas kontrol (80,13> 74,72). Selanjutnya, analisis statistik
membuktikan bahwa Sig. (2-tailed) adalah 0,009. Kemudian, hasil dari uji effect
size adalah 2,705. Nilai tersebut dikategorikan sebagai efek yang kuat. Jadi, dapat
disimpulkan bahwa teknik FRESH efektif untuk meningkatkan kemampuan siswa
dalam menulis teks deskriptif. Sehingga dapat disimpulkan bahwa, terdapat efek
yang signifikan pada teknik FRESH terhadap kemampuan menulis teks deskriptif
siswa di SMAN 5 Kota Tangerang Selatan pada tahun akademik 2019/2020.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.
All praise be to Allah, the Lord of the world for mercy, blessing and strength
to the researcher in finishing this research. Sholawat and Salam always be to our
Prophet Muhammad SAW, his family, his companion and his followers.
This research entitled “The Effect of Fact, Reason, Elaboration, Shift
(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-
experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in
academic year 2019/2020).” It is presented to the Department of English Education
in partial to the fulfillment of the requirements for the Degree of Strata I in English
Education.
On this occasion, the researcher would like to express her gratitude for Mrs.
Neneng Sunengsih, M.P.d and Mrs. Siti Nurul Azkiyah, Ph.D as her advisors. Also,
the researcher would like to express her gratitude for Mrs. Dr. Fahriany, M.Pd and
Desi Nahartini, M.Ed as her examiner. Additionally, this research cannot be
completed without help, correction, suggestion, guidance and advice from the
advisors and examiner. Moreover, the researcher also would like to express her
gratitude for the people who helped her during the process of accomplishing the
research. They are:
1. Prof. Dr. Sururin, M.Ag., the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.
4. All lectures Department of English Education who have taught precious
knowledge, and giving motivation during her study at UIN Syarif Hidayatullah
Jakarta.
5. Drs. H. Hamdari, M.Pd., the Headmaster of SMAN 5 Kota Tangerang Selatan,
who have allowed the researcher to conduct this research in his school.
6. Dupiah, S.Pd., MM., the English Teacher at the tenth grade of SMAN 5 Kota
Tangerang Selatan for her support during this research.
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7. The students of X MIPA 3 and X MIPA 4 of SMAN 5 Kota Tangerang Selatan
for the willingness to be the participants during the research.
8. Her beloved parents (Haeliyah and Suryadi), brothers (Haerudin and M.
Sunarya) and sister (Fitri Dewi Yanti) who always pray, support and give the
motivation to finish the research.
9. Her beloved best friends, Hani Yusrina, Nursyansiah Alam and Luthfia Ikhwani
for happiness, motivation, laugh and knowledge.
10. All friends in A Class of Department of English Education (DEEALOVA) for
togetherness, happiness and support. May Allah bless all of them.
11. All the people who supported and contribution during finishing the research
whose names cannot be mentioned one by one.
Hopefully, this research can be useful for the reader who is interested in the
same study. Moreover, the researcher realized that this research still has some
mistakes and weaknesses. Therefore, it is a pleasure for the researcher to get critics
and suggestions to make this research better.
Jakarta, October 24th 2019
Noviyana
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TABLE OF CONTENTS
APPROVAL……………………………………………………………………....i
ENDORSEMENT………………………………………………………………..ii
ABSTRACT……………………………………………………………………...iv
ABSTRAK………………………………………………………………………..v
ACKNOWLEDGEMENT……………………………………………………....vi
TABLE OF CONTENTS……………………………………………………...viii
LIST OF TABLES……………………………………………………………….x
LIST OF FIGURES…………………………………………….……………….xi
LIST OF APPENDICES……………………………………………………….xii
CHAPTER 1 INTRODUCTION……………………………………………….. 1
A. Background of The Study………………………………………………. 1
B. Identification of the Problem…………………………………………… 6
C. Limitation of the Problems………………………………………………6
D. Formulation of the Problems…………………………………………… 6
E. The Objective of the Research…………………………………………. 7
F. Significance of the Research…………………………………………… 7
CHAPTER II THEORETICAL FRAMEWORK…………………………………… 8
A. Writing Skill…………………………………………………..……...…8
1. Definition of Writing…………………………………………………… 8
2. The Writing Process…………………………………………………….. 9
3. Purpose of Writing……………………………………………………..12
B. Descriptive Text……………………………………………………….. 13
1. Definition of Descriptive Text………………………………………… 13
2. The Purpose of Descriptive Text………………………………………. 14
3. The Generic Structure of Descriptive Text…………………………… 15
4. Language Feature……………………………………………………… 15
5. The Example of Descriptive Text…………………………………….. 16
C. Fact, Reason, Elaboration and Shift (FRESH)………………………… 16
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1. Definition of FRESH………………………………………………….. 17
2. The Procedures of Using FRESH Techniqu...………………………….17
3. The Advantages of Using FRESH…………………………………….. 18
D. Previous Study………………………………………………………… 19
E. Thinking Frameworks…………………………………………………. 21
F. Theoretical Hypothesis………………………………………………… 22
CHAPTER III RESEARCH METHODOLOGY……………………………. 23
A. Research Design……………………………………………………… 23
B. Place and Time……………………………………………………….. 24
C. Population and Sample……………………………………………….. 24
D. Research Instrument………………………………………………….. 26
E. Technique of Data Collection………………………………………… 29
F. Technique of Data Analysis…………………………………………… 30
G. Statistical Hypothesis…………………………………………………..33
CHAPTER IV RESEARCH FINDING AND INTERPRETATION……….. 34
A. Description of The Data………………………………………………..34
B. The Analysis of The Data……………………………………………... 38
C. Discussion……………………………………………………………... 41
CHAPTER V CONCLUSION AND SUGGESTION…………………. ......... 45
A. Conclusion…………………………………………………………….. 45
B. Suggestion……………………………………………………………. 45
References………………………………………………………………………..47
Appendix…………………………………………………………………………48
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LIST OF TABLES
Table 3.1 Research Instrument for Pre-test………………………………………26
Table 3.2 Research Instrument for Post-test……………………………… ......... 27
Table 3.3 Rubric for Scoring Students' Writing………………………………….27
table 4.1 Pre-test Score…………………………………………………………...34
table 4.2 Post-test Score………………………………………………………….35
Table 4.3 Gained Score…………………………………………………………..37
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LIST OF FIGURES
Table 3.4 Normality Test of Pre-test……………………………………. ............ 30
Table 3.5 Normality Test of Post-test…….……………………………………... 31
Table 3.6 Homogeneity Test of Pre-test………………………………………… 31
Table 3.7 Homogeneity Test of Post-test………………………………………... 32
Table 4.4 Hypothesis of Post-test………………………………………………...38
Table 4.5 Independent Samples Test……………………………………………. 39
Table 4.6 Hypothesis of Gained Score………………………………………….. 39
Table 4.7 Independent Samples Test…………………………………………… 40
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LIST OF APPENDICES
Appendix 1 Students’ Score of Experimental Class……………………………..50
Appendix 2 Students’ Score of Controlled Class………………………………...52
Appendix 3 Annova ……………………………………………………………..54
Appendix 4 Lesson Plan of Expeerimental Class..………………………………55
Appendix 5 Lesson Plan of Controlled Class …………………………………...64
Appendix 6 Documentation……………………………………………………...72
Appendix 7 Students’ Pre-test score in the Experimental Class…………………74
Appendix 8 Students’ Post-test score in the Experimental Class………………..75
Appendix 9 Students’ Pre-test score in the Controlled Class……………………76
Appendix 10 Students’ Post-test score in the Controlled Class…………………77
Appendix 11 Surat Pengesahan Proposal Skripsi………………………………..78
Appendix 12 Surat Bimbingan Skripsi…………………………………………..79
Appendix 13 Surat Izin Penelitian……………………………………………….80
Appendix 14 Surat Keterangan Penelitian……………………………………….81
Appendix 15 Reference Examination……………………………………………82
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CHAPTER 1
INTRODUCTION
A. Background of The Study
In curriculum 2013 English is as a Local Content (Muatan Lokal). Although,
as a Local Content (Muatan Lokal) in the modern era everyone has to master
English because English become the most important language in the world.
Moreover, English is not the same as the Indonesian language both spoken and
written is the same. Meanwhile, English both oral and written is not the same. So,
the goal of teaching English is the students can communicate both oral and written
and can understand the text correctly. One of the important skills to master English
is writing.
Writing is one of the productive skills and also the most important skill that
should be taught in the school. Moreover, in writing students can express their
feeling, idea and the experience. According to Richards writing itself have four
basic stages: planning, drafting, revising and editing.1 The purpose of those stages
is to get the students' idea from the blank mind, they can use precise grammar,
punctuation and also spelling.
Besides, the students also have to learn several texts. Such as recount,
narrative, descriptive, and procedure text. According to syllabus SMA Curriculum
2013, the goal of the text is to make the students have communicative competent.
Also, through the text, the students are guided to use factual, conceptual, and
procedural in daily life.2 So, it means that learning text is necessary by the students.
1 Jack C. Richards and Willy A. Renand, Methodology in Language Teaching: an
Anthology of Current Practice, (United States of America: Cambridge University Press, 2002), p.
316.
2 Mas Wedan, “Silabus SMA Kurikulum 2013 Revisi 2016 Bahasa Inggris”.
https://silabus.org/silabus-sma-kurikulum-2013-revisi-2016-bahasa-inggris/, Accessed on
November 4th, 2019.
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Although writing can express students’ feelings, ideas, and experiences,
they still face difficulties when they learn about a text, especially descriptive text.
Moreover, when their teacher inquired them to write the story. There are some
factors influence students’ difficulties on writing descriptive text such as they do
not know how to express their idea, they are afraid to make a mistake when they
write. Wulandari argues that the students lack the vocabulary, as a result, they
confused which the appropriate word use in their writing.3 To solve that problem,
the students only search in the google translate. Furthermore, most of them do not
have dictionary. Therefore, they have difficulties to imagine something and they
are still confused about how to start it even they copied their friends' answer who is
master the English. Likewise, based on the researcher’s experience when she was
PLP (Pengenalan Lapangan Persekolahan) at SMAN 5 Kota Tangerang Selatan,
she taught the students at grade XI social. The researcher asked students to write a
biography text about famous people. But, it needed a long time for them to start it
because they do not know who was people they would write and how to start
writing. So, they asked the teacher should they write the date and where the famous
people born in the first sentence is. Then, when they wrote the sentences smoothly
unfortunately in the middle of the paragraph they get stuck because they did not
know some vocabulary and they were lazy to check on the dictionary even they did
not bring a dictionary and did not have a dictionary in their mobile. Harmer agrees
that the problem discovers of students in writing proceeding is difficult to find
imaginative.4 Therofore, to build imaginative the students have to do creative
writing. Such as the students make a poem, poetry and story.
According to Wulandari that the main matter found by the students is they
are confused about what is the beginning, next and the last to write descriptive text.5
3 Faisal & Wulandari, Improving Students’ Competence in Writing Descriptive Texts
through “FRESH” Technique, (Purwokerto: Journal of English Education, 2013), p. 58.
4 Jeremy Harmer, The Practice of English and Language Teaching 4th Edition, (England:
Pearson Education Limited, 2007), p. 328.
5 Wulandari, loc. cit.
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It is because they have a lot of things to write so they thought it is all should be
written in the paragraph.
Not only those factors but also sometimes the students use an incorrect
grammatical sentence. They want to describe a place but they use grammatical
errors. For instance, they should describe it utilize simple present but they use
simple past tense or even apply past perfect tense. As a result, their writing is
difficult to understand by the reader.
According to Sari those problems happen because the students think that
writing is a stuffy activity in the classroom. Furthermore, they must concentrate to
get the idea.6. Moreover, the students do not have confident and excited in writing.
Harmer states that they seldom to write especially in their first language.7 So,
writing habit is needed by students to change their mind that writing is enjoyed and
interesting.
In addition, some experts state that there is another factor which faced on
students’ writing. Apsari argues that the students have low motivation and the
teachers do not have capability in teaching writing and do not have enough
creativity.8 On the other hand, in teaching process the creativity from the teachers
is needed by the students to help them understand the lesson.
Similarly, according to the research findings of Azkiyah English teachers
do not explain the goal of the lesson at the beginning of the class, and the teachers
do not give clear instruction during the lesson so it makes the students do not know
6 Diah Paramita Sari and M. Sabri, Using Story Circle to Improve Students’ Ability in
Writing Narrative Text. (Riau: INOVISH Journal, 2017, Vol. 2 No.1, p. 75.
7 Harmer, op. cit., p. 329.
8 Yanuarti Apsari, The Use of Picture Series in Teaching Writing Recount Text, (Bandung:
ELTIN journal, 2017), 5, 2 p. 51.
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what they will do.9 So, from those experts it can be concluded that the factors not
only from the students but also from the teachers.
Furthermore, Mutiara argues that the teachers must be able to have a
brilliant method, technique or strategy.10 The technique can support the students to
solve their problems in writing practice because a good technique can help the
students understand and overcome the lesson. The reason why students cannot
follow the instruction is an unsuitable method or technique used by the teachers
during the processing activity so the teachers must find a suitable technique.
From the problems above, it can be solved by using the methods in the
teaching process. There are several previous who already tried some methods or
techniques in order to teach writing effectively. Based on some experts by Sari, she
used clustering technique to overcome students' problems in the writing process.
The clustering technique itself can inquire about students' concepts and also can
motivate them in the writing process.11 Moreover, clustering technique can be
defined as a brainstorming that can help students to produce the concept. So, they
can explore their concept as possible as they can.
The other expert is Bakti. She applied Silent Viewing Technique ran well
as a technique. Where the researcher used a silent video. Silent viewing means a
video which showed by the teacher with the lowest sound. Also, it is presented
without using the subtitle. Moreover, the students who is the only one that can
inform the story with the audience. So, from using the video so the students can get
9 Siti Nurul Azkiyah, English Teachers’ Teaching Quality in Madrasah in Jakarta and
Banten Based on The Dynamic Model of Educational Effectiveness, (Jakarta: TARBIYA: Journal of
Education in Muslim Society, 2015), Vol. 2 No. 1, pp. 41-46.
10 Rafika Mutiara, Teaching Descriptive Text Writing through Guided WH-Questions: A
Pre-experimental Study at The Eight Grade Students of SMP Negeri 7 Pontianak in Academic Year
2013/2014, (Pontianak: WKS: Studies on English Language and Education, 2014), Vol. 1 No. 1, p.
52.
11 Farnia Sari and Sri Wahyuni, The Use of Clustering Technique to Improve the Students’
Skill in Writing Descriptive Paragraph, (Palembang: English Comunity Journal, 2018), Vol. 2 No.
1, p. 168.
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the information. On the other hand, they get creativity easily.12 Furthermore, one of
the new techniques is used by experts is FRESH technique. According to
Wulandari, FRESH can be used by the teachers in teaching writing because it can
support the students’ to arrange the idea.13
In this study, the researcher chose FRESH as a technique. FRESH itself is
an abbreviation which each letter has own explanation. F represents for "Fact". R
represents for "Reason". E represents "Elaboration". SH represents for "Shift". This
technique is very easy for students to apply and also make them more interesting to
practice descriptive text in writing proceeding. Besides, it really helps the students
who do not have an idea or cannot describe a thing, place, person, etc. because this
technique can guide them to get it from the topic that they choose and make a good
paragraph. Suwandita states that this technique is not complex for students even
they get benefit from this technique.14 So, from that activity, the teacher hopes the
students can improve their writing skills and do not find more difficult in writing
descriptive text.
Hence, the FRESH technique is a simple technique. It can help students
arrange their concept and make it become more fun also more attractive in the
classroom. In the important thing, they feel confident to write and can get
vocabulary broadly. Furthermore, they do not get stuck while they are describing
the topic and the readers also can read their story logically.
From the explanation above, the focus of the research can be stated on
"FRESH" as one of the simple techniques was effective on students' writing of
12 Windy Kurnia Bakti, Silent Viewing Technique in Teaching Writing Recount Text to the
Tenth Grade Students of SMAN 1 Gedangan Sidoarjo, (Sidoarjo: RETAIN, 2016), Vol. 4 (1) p. 2.
13 Wulandari. loc. cit.
14 Faisal & Krisna Suwandita. The Effectiveness of FRESH Technique to Teach Descriptive
Paragraph, (Purwokerto: Journal of Education and Learning, 2013), Vol.7 (4) p. 240.
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descriptive text. So, the title of this research is "The Effect of Fact, Reason,
Elaboration, Shift (FRESH) Technique on Students’ Writing of Descriptive
Text (A quasi-experimental study at the tenth grade of SMAN 5 Kota
Tangerang Selatan in academic year 2018/2019)”.
B. Identification of the Problem
Based on the background of the study above, it can be identified that some
factors influence students in writing descriptive text:
1. The students get stuck to imagine something and explore their idea.
2. The students do not know how to start writing.
3. The students are afraid to make mistakes.
4. The students do not have enough vocabulary.
5. The students use an incorrect grammatical sentence.
6. The teachers use less appropriate techniques.
C. Limitation of the Problems
Based on the identification of the problem above, the researcher focused on
students’ difficulty of writing descriptive text at SMAN 5 Kota Tangerang Selatan
in academic year 2019/2020.
D. Formulation of the Problems
From the following limitation, it could be formulated as follows: “is there
any significant effect of Fact, Reason, Elaboration, Shift (FRESH) technique on
Students’ Writing of Descriptive Text at SMAN 5 Kota Tangerang Selatan in
academic year 2019/2020?”
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E. The Objective of the Research
As the formulation of the problem state, the aim of the study is to know the
effect of Fact, Reason, Elaboration, Shift (FRESH) technique on Students’ Writing
of Descriptive Text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
F. Significance of the Research
The result of this study could provide useful information for:
1. Students
This study will help the students to improve their writing skills and make
them fun in learning descriptive text.
2. Teachers
This study will give the teachers information that FRESH technique is
an easy technique to be able to use to guide students to get an idea and
make the teachers open-minded that applying technique in the learning
process is important not only for writing but also for all subject.
3. The researcher
For further researcher, this study can reference who wants to research
on writing descriptive text.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter will discuss the topic matter which is focused on writing,
descriptive text and technique.
A. Writing Skill
1. Definition of Writing
Not only speaking, but writing is also one of the crucial skills to
communicate with others. In speaking the speaker can correct the mistake
spontaneously. While in writing if the story is not clear the writer cannot give clarify
directly. As a result, the readers feel confused. So that, in writing the writer must
write the purpose of the message clearly and correctly. Furthermore, writing is one
of the most complex skills among others so the writer must learn to make a good
sentence, paragraph, etc. Although writing is hard, Langan points out that anyone
can master writing skills with rehearsal. Moreover, writing is similar to driving or
typing. It can overcome with a lot of effort.1 Some definitions of writing declared
by experts.
According to Graham, writing is a skill that explain about the stages. For
example, planning, evaluating, and revising text in order to achieve the aim. Such
as writing a report or deliver the opinion with the proof.2 So, it can be said that
writing not only give the opinion but also should give the proof to support the
writer’s opinion. Further, Harmer compares writing as a “Wheel” where each
process is like spin. The process is like planning, drafting, editing, and final. But it
is like a spin on the contrary.3 In other words, writing needs a long process from
planning up to the final.
1 John Langan, Exploring Writing Sentences and Paragraphs 2nd Edition, (New York:
McGraw-Hill, 2010), p. 11
2 Steve Graham and Dolores Perin, Writing Next: Efective Startegies to Improve Writing of
Adolescents in Middle and High Schools, (New York: Alliance for Excellent Education, 2007), pp.
9-10.
3 Harmer. op. cit., p. 326.
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Based on the experts above, the researcher concludes that writing is a
complex activity that need more effort to finish it. Also, writing is the activity which
visualized in the written form with give the evidence to support the opinion.
2. The Writing Process
Some steps can help students to make good writing. According to Langan
there are several steps in the writing Process.4 The explanation as follows:
2.1 Prewriting
The first students have to find a fascinating topic. Unfortunately, to find it
the students still face difficulties. So, to overcome that problem Langan added 5
techniques: freewriting, questioning, making a list, clustering, and preparing a
scratch outline.5 The techniques as follows:
1. Freewriting
In “freewriting”, students can write a topic freely in a piece of paper for
more than five minutes. The students can write anything which comes to mind.
Furthermore, they can write as much as words or sentences without stopping and
thinking about spelling, punctuation and grammar.
2. Questioning
After writing the topic, the students need to write the details. There are some
techniques to help students get the details easily. Such as using questioning, making
a list, clustering and preparing a scratch outline. The first technique that can be used
by students is “questioning”. In “questioning”, WH question words and how are
needed to create the concept and easy to arrange the details.
4 Langan, op. cit., p. 17.
5 Ibid., pp. 17-30.
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3. Making a list
The second technique that can be used by students is “making a list”.
Another word of “making a list” is brainstorming. It means the students have to
make a list of ideas or details that connect with the content. On the contrary,
Granville states that “making a list” means writing the sentences that have in mind.6
so that, making list means add the details that comes to the mind in order to make
well paragraph.
4. Clustering
The next technique is “clustering”. It is familiar with diagramming or
mapping. In addition, clustering is suitable for students who have a visual
characteristic of learning. In clustering, the students can use shapes such as lines,
boxes, circle and arrows. It is another way for students in generating the topic. In
using clustering technique, the students have to put the topic in the center of the
paper. Then, put the details into shape and give the connect lines to show the
relationship between one idea to another idea.
5. Preparing a Scratch Outline
The last technique is “preparing a scratch outline”. It means the students
look at the point carefully. In addition, the aim of this technique is an organization
to support the students to reach writing well. “Preparing a scratch outline” also can
help students to check their writing whether they need more prewriting or not. So,
their draft is coherence and cohesive.
2.2 Drafting
The second is “drafting”. After doing the prewriting, the students have to
write sentences to make the idea clear. Even the students can add some details. In
addition, this drafting makes a paragraph more specific with a lot of details. In other
words, “drafting” is a paragraph with some additional ideas.
6 Kate Grenville, Writing from Start to Finish. (Australia: Griffin Press, 2001). p. 11.
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2.3 Revising
Then, the next step is “Revising”. It is a crucial thing in the writing process
because it needs to check the writing not only once. In other words, “revising” is a
look over a paragraph that has already written. So, it becomes a well paragraph.
Furthermore, to make easy for revising the students can make a list of some
questions. Such as "is the paragraph supported?” and so on.
2.4 Editing and proofreading
After “revising” the paragraph, the last step is “editing”. It means to check
the unclear sentences. Furthermore, according to Granville, “edit” means create the
sentence as clear as possible so the readers can read easily.7 Same as “editing”,
“proofreading” also is defined as correct the errors. But, “proofreading” focuses on
surface errors such as grammatical errors, punctuation, spelling and so on.
While according to Hogue there are four steps in the writing process:
prewriting, organizing, writing and publishing.8 The explanation can be seen as:
1. Prewriting
In “prewriting” the students need to find the topic. They should write as
much as ideas without thinking true or not. To make it easier they can make a list
of phrases as a technique. Such as, the students have to list different people. Then,
choose people which the students will write and make a marked. After that, from
the topic that has already chosen the students should make the list of the details.
Next, select inappropriate details.
7 Ibid., p. 167.
8 Alice Oshima, Ann Hogue, Introduction to Academic Writing 3rd Edition, (New York:
Pearson Education, Inc, 2007), pp. 15-20.
12
2. Organizing
After select inappropriate details, the students set the details into a simple
outline. The students can write the title at the top of the paper. Then, write the idea.
In addition, if the students have more than one idea just give the mark for each idea.
While for one idea just write in the capital letter.
3. Writing
The next is “writing”. It is familiar with drafting. Using the outline as lead
to write into a draft. Moreover, in the drafting, the students can add some details or
conclusions in the last of the paragraph. The students should write the ideas without
worrying about spelling and grammar. After finishing the writing, the students will
see the errors.
4. Publishing: Revising and Editing
In "revising" consists of two steps: peer editing and self-editing.
a. "Peer editing" means the students change the paper with a
classmate. Then, give comments about what is the mistakes. The
purpose of it to correct the mistakes.
b. “Self-editing” means using the second handout to check it as a self-
editing.
The last, students have to edit grammar, mechanics and punctuation.
3. Purpose of Writing
According to Grenville that writing has several purposes. They are writing
to entertain, writing to tell information, and writing to convert.9
1. Writing to entertain. It means that creat imaginative writing by giving some
emotionally gripped for the reader. Such as sad, serious and funny. The
example of imaginative writing such as novels, stories, poems, song lyrics,
plays and screenplays.
9 Grenville. op. cit., pp. 1-2.
13
2. Writing to tell information. It means that give some information to the
reader. The examples of writing to tell information are newspaper articles,
scientific, procedures and essay for school.
3. Writing to convert. It means that writing based on the writer’s opinion. It is
not just an opinion but the writer should give the evidence to make the story
believable. The examples are advertisements, newspaper and magazines.
B. Descriptive Text
1. Definition of Descriptive Text
Descriptive text tells about people, animals, things, place and also a physical
sense. There are several definitions of descriptive text by some experts. Doddy
argues that descriptive text is a text tells a specific person, place and thing.10 Also,
Sarwono adds that the features of the descriptive text is chronological, serial and
hierarchical.11 It can be said that descriptive text describes a particular thing such
as people, animal, place and the characteristic of descriptive text usually tells in
chronological sequence.
Moreover, according to Hogue descriptive text telling about senses. Such as
smells, tastes, sounds and feels.12 It means that descriptive text not only describes
particular thing but also describes the physical appearance. Through the sense or
emotional, the readers can feel what the writers write, the readers can pay attention
with the story and the readers can create their imagination when their read the story.
Further, Sarwono states that it does not only describe the object but the
students need to explain some specific information and show the fact action about
10 Achmad, Doddy, Achmad Sugeng, Efendi, Developing English Competencies for Senior
High School (SMA/MA) Grade X, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,
2008), p. 128.
11 Jonathan Sarwono & Yudhy Purwanto, English for Academic Purposes a Successful Way
to Learn Scientific English, (Yogyakarta: C.V. Andi OFFSET, 2013), p. 92.
12 Oshima, op. cit., p. 61.
14
the object.13 Explaining itself means that gives additional information. So not only
in writing which have a technique but in descriptive text also have a technique. The
goal of explanation above, to make easy the readers when they read the story.
Hence, descriptive text informs how the writers visualize their idea in the
story. It usually describes a place, thing and feeling. Furthermore, to make the
reader interested in the story, the writer can add some information such as physical
appearance. Further, it tells chronological sequence.
2. The Purpose of Descriptive Text
According to Barbara, the description can add the reader's sense,
knowledge, entertain, the fresh appreciation for the familiar and persuade the object
when the readers read in a newspaper. So, she states that there are some purposes
of descriptive text. Such as to provide, to describe feelings, to connect the
experience, to tell the reader unknown information and to convert.14
Furthermore, according to Cooper the purposes of descriptive text are to tell
the readers influence of the people, animal and thing, to demonstrate summary idea,
to produce unforgettable memory, to add resources in the statement .15 It can be said
that the purpose of descriptive text has important thing for the readers.
So, from those explanation it can be concluded that the purpose of
descriptive text is to persuade, to tell information and also to produce unforgettable
memory. In other word, the purpose of descriptive text is to share the writer’s
experience with the readers.
13 Sarwono, op. cit., p. 97.
14 Barbara Fine Clouse, The Student Writer 7th Edition, (New York: McGraw Hill, 2008),
p. 154.
15 Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing 9th Edition,
(New York: Bedford-St. Martin’s, 2010), p. 628.
15
3. The Generic Structure of Descriptive Text
Same to other text, descriptive text also has a generic structure. In order to
make easy when the students write descriptive text so they have to know well about
the generic structure of descriptive text. It has two generic structures: identification
and description.
The first is identification. It introduces the object that will be described.
Moreover, identification tells about name, age and also the features of the object.
The second is description. Bachtiar states that description describes parts or
characteristics of the place, person and thing.16 So it means that description is tell
additional information to make the readers know more about the object.
4. Language Feature
According to Tim Progressif Language features of descriptive text are
using tenses and degree of comparison. The tenses consist of simple present tense
to describe happening at that time and simple past tense to describe the past.17 So
it means that tenses are important things in the story.
On the contrary, Knapp argues that language feature consists of significant
grammatical features.18 It can be seen as the following sentences:
a. use of Simple Present Tense: (swim, eats, sings).
b. use of Simple Past Tense if Extinct: (enjoyed, seemed).
c. verbs of being and having 'Relational Processes': (My sister is pretty, she
has pointed nose).
d. use of action verbs: (ants live in colonies and the queen ant lays the eggs)
16 Bachtiar Bima M, Yuniarti Dwi Arini and PT Intan Pariwara, Bahasa Inggris Mata
Pelajaran Wajib. (Klaten: PT Intan Pariwara, 2016), p. 8.
17 Tim Progressif, Erlangga X-Press UN SMA/MA 2018 Bahasa Inggris, (Jakarta: PT
Gelora Aksara Pratama, 2017), p. 42.
18 Peter Knapp and Megan Watkins, Genre, Text, Grammar Technologies for Teaching and
Assessing Writing, (Australia: University of New South Wales Press, 2005), pp. 98-100.
16
e. use mental verbs to describe feeling: (she felt unhappy, he liked dancing).
f. use of descriptive adjectives: (it is grey and brown and he has a cool
hairstyle).
g. use of adverbials to give additional information about manner, place or
time: (turtles swim slowly and the students only worked diligently just
before exams).
5. The Example of Descriptive Text
Paris
Paris is the capital city of France. It is one of the most beautiful cities in the
world. It is also one of the world's most crowded cities. Lovely gardens and parks
are found throughout Paris. At night, many palaces and statues are lit up. For this
reason, Paris is often called the City of Light.
Every year, millions of people visit Paris. The most popular place to visit is
the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre,
one of the world's largest art museums, draws many visitors. The Cathedral of
Notre Dame, a famous church, is another favorite place to visit.
From the example above, the paragraph has identification and description.
The first paragraph is called identification because it tells about Paris is the most
beautiful cities in the world. The second paragraph is called description because it
explains the various famous place in Paris so it makes a lot of people come to Paris.
C. Fact, Reason, Elaboration and Shift (FRESH)
Nowadays, teachers do not use the old method or technique again to teach.
They use a variety of methods or techniques to teach their students. The goals of
using the techniques is to make the students more interested in the subject. It makes
the researcher remind with a Chinese proverb that "A thousand teachers, a thousand
methods." It means that the teacher has his/her own technique or method. Similarly,
in teaching English the teacher also must has own technique or method. One of the
17
new techniques is known as Fact, Reason, Elaboration and Shift (FRESH). It is
appropriate for teaching writing descriptive text.
1. Definition of FRESH
FRESH consists of four words. Wulandari explained that the word "F' stands
for Fact. It means the facts connected to the main subject which is told in writing
descriptive text. besides, the word "R" stands for Reason. The meaning of reason is
to make the topic stronger. It usually tells about appearance. For the example cute,
taste, smell and the other. Shortly, the reason can help the students find their feeling
to describe something. After that, the students have to develop it more specifically
so the paragraph will complete and coherent. It is called elaboration which stands
for “E”. The last word is “SH” it stands for Shift. After the students chose a topic
and developed it into details, the students were supposed to conclude. So, shift
means the conclusion at the end of the paragraph.19
2. The Procedures of Using FRESH Technique on Writing Descriptive Text
In the classroom, the teacher can help the students who get the difficulties
to find the ideas by applying FRESH technique on writing descriptive text.
According to Wulandari, there are some steps to write descriptive text using FRESH
technique. It consists of Fact, Reason, Elaboration and Shift.20 The steps can be seen
as follows:
The first step is the word of FACT. Fact relates to a subject. According to
Suwandita, the “fact” means identification of the object. Moreover, it consists of
kind of an object and object’s name.21 Moreover, for applying “fact” The students
have to find common facts of the topic which they want to describe. For example,
My Niece, Kayla. “I have a niece. her name is Kayla.”
19 Wulandari, op, cit., pp. 59-60.
20 Ibid., p. 60.
21 Suwandita, op. cit., p. 243.
18
The second step is REASON. It means to make strong the topic.
Furthermore, the students can add their feeling in the “reason”. It contains feel,
sound, taste, smell, and look of things. Additionally, for applying “reason” the
teacher asked students to write the reason for the topic. Such as "I like Kayla
because she is cute and funny."
The next step is ELABORATION. The step in this part students elaborates
the compose that they have made before in purpose to improve their paragraph
become coherent and clear. Moreover, the students will explain why Kayla is cute
and funny which helped by the teacher. Like, “she has big eyes, pointed nose and
curly hair. Her body is fat. When people say hi to her, she always smiles. Although
her age still is six months but she is friendly and she understands when people call
her name.”
The last step is SHIFT. It means to conclude the story at the end of the
paragraph. So, from those detail students have to make the conclusion from what
they have already written. Such as “Those are the reason why Kayla is cute and
funny. My family and I love her very much.”
From those steps, it can be seen as a descriptive paragraph: “I have a niece.
Her name is Kayla. I like Kayla because she is cute and funny. She has big eyes,
pointed nose and curly hair. her body is fat. When people say hi to her, she always
smiles. Although her age is still six months old but she is friendly and she
understands when people call her name. Those are the reason why Kayla is cute and
funny. My family and I love her very much.”
3. The Advantages of Using FRESH
FRESH can be used by the teachers in teaching writing because it can guide
the students' ideas. Moreover, Suwandita state that there are several advantages of
FRESH technique on students' writing skill.22 It can be seen as follows:
22 Ibid.
19
a. FRESH technique helps the students to organize the descriptive text clearly.
b. FRESH technique helps the students to understand the lesson logically.
c. FRESH technique helps the students become more fun also more attractive in
the classroom.
d. FRESH technique helps students to know the material easily.
D. Previous Study
Some researcher has been conducted related to the use of FRESH technique
on writing descritive text. There are five researchers will be described:
The first research was conducted by Faisal & Krisna Suwandita. The title of
the research was “The Effectiveness of FRESH Technique to Teach Descriptive
Paragraph”. The study was conducted in one of the State Madrasah Aliyah in
Purwokerto that located in Jalan Senopati No. 1, Kecamatan Kembaran, Kabupaten
Banyumas, Central Java, Indonesia. The researcher used a quasi-experimental as a
method and applying non-equivalent design. In addition, the participant in the study
was the tenth grade. There are 381 students. It was divided into two classes: class
X-6 as the experimental class and class X-7 as the control class. Clustering random
sampling technique is used for the sampling technique by the researcher because
every number of the participants has the opportunity to be a sample.23 To obtain the
data the researcher used to test. The test was a subjective test, for the post-test and
pre-test by choosing one of the three topics because there were three items so the
students can choose one of the items. As a result, the post-test is higher than the
pre-test. Hence, the control class in the students' writing descriptive is increase. So,
it can be concluded that the improvement of the control class is lower than the
experimental class (70.26 < 72.47). In other words, to find the effectiveness of fresh
technique the result is t-table is higher than t-test (1.664>1.968). It was summarized
23 Ibid., p. 245
20
that fresh technique was effective for teaching writing descriptive text at the tenth-
grade students of one of the state madrasah aliyah in Purwokerto in academic year
2012/2013.
The second research was entitled “Improving Students’ Competence in
Writing Descriptive Texts through “FRESH” Technique” by Faisal & Yasinta
Wulandari. It was conducted at one of the junior high schools in Banyumas Regency
in the academic year of 2012/2013 from August until December 2012. The
researcher used a classroom action research as a method and the sample is 28
students. There were two cycles of four meetings conducted.24 On the contrary, to
know the improvement of students' competence in writing descriptive text, pre-test
and post-test were given. Furthermore, the students' writing scores improved from
the pre-test. As a result, the second post-test is higher than the first post-test.
According to the data, the researcher concluded that fresh technique helps the
students develop their ideas in writing descriptive text.
The third research was entitled “The Use of FRESH Technique in Teaching
Writing `Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro” by
Nita Ria & Ratih Novtapianti. A quasi-experimental design is used as a method. On
the other hand, to collect the data the researcher used the test as an instrument. It
consists of pre-test and post-test. The result, T-table is smaller than T-counted
(1.994<9.706).25 It means that there was an improvement of students’ writing skill
by using FRESH technique at the eight Grade.
The next research was conducted by Fitri Andriani. The title of the research
was “The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in
Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan
Academic Year 2016/2017.” The researcher used a quasi-experimental design.
24 Wulandari, op. cit., p. 60.
25 Nita Ria & Ratih Novtapianti, The Use of FRESH Technique in Teaching Writing
`Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro, (Palembang: Jurnal
Didascein Bahasa, 2019), Vol. 4 No. 2, p. 41.
21
Then, the population of the study was at the eight-grade of SMPN 1 Kasihan
academic year 2016/2017. One of the problems in that school was the students need
time to think of the concept. Additionally, the researcher used simple random
sampling as a sampling. Further, for the instrument the researcher used the
observation sheet, the test of writing descriptive text and documentation. In
addition, the finding of the study was the ttable was lower than ttest (1.664 < 1.968).26
The last previous study was conducted at the seventh grade of SMPN 03
Mojogedang in Academic Year 2017/ 2018 by Istiqomah Tri Wijayanti. This study
used a quasi-experimental design. Moreover, the sample consisted of 30 students.
for the sampling, the researcher used cluster random sampling. It was used because
there were several populations. Then, the researcher used a test as an instrument
which consisted of pre-test and post-test. Hence, the finding of the study was ttable
was lower than tcount (2.045 < 1.699).27
E. Thinking Frameworks
Although the students can write any kind of text, but some students still get
difficulties to write sentences. They are insufficient in vocabulary, they are afraid
of making mistakes, they use incorrect grammatical sentences and they feel difficult
to get an idea. So, the students need an easy way to help them imagine something.
Descriptive is one of text types that is taught at the school. For instance,
writing descriptive means that students should describe a place, thing and person.
Furthermore, the students have to make a paragraph coherent so it makes the reader
interested in the story.
26 Fitri Andriani, The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in
Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan Academic Year
2016/2017, (Yogyakarta: 2017), p. 10.
27 Istiqomah Tri Wijayanti, The Effectiveness of Fact-Reason-Elaboration-Shift (FRESH)
Technique to Teach Students Writing Skill of Descriptive Text (An Experimental Research to the
Seventh Grade Students of SMP Negeri 03 Mojogedang in Academic Year 2017/ 2018), (Surakarta:
2018), p. 87.
22
Based on the theories above, learning writing of descriptive text will be
easy if the students use a suitable technique. One of the techniques is applying
FRESH technique. So, the researcher is interested in conducting research to know
the effect of apply FRESH technique.
F. Theoretical Hypothesis
The hypothesis of the study is formulated as:
HO: there was no significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
Ha: there was a significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
23
CHAPTER III
RESEARCH METHODOLOGY
The research methodology presents information about how this research is
conducted. It consists of explanations of research design, place and date, population
and sample, research instrument, technique of data collection, technique of data
analysis and statistical hypothesis.
A. Research Design
This research was quantitative research. According to Creswell quantitative
research - a theory which test about the effect of the independent variable to the
dependent variable. Where the variables can be calculated using statistic.1 It means
that this research is to know the effect of FRESH technique on students’ writing of
descriptive text.
The design of the research was quasi-experimental design because the
researcher wants to know the effect of Fact, Reason, Elaboration, Shift (FRESH)
technique on Students’ Writing of Descriptive Text.
The researcher took two classes. It consisted of experimental class and
control class. In the experimental class, the researcher gave treatment by using
FRESH technique in teaching writing descriptive text. While in the control class
the researcher used the conventional technique in teaching writing descriptive text.
Content of intervention during six meetings as follows:
1. The researcher gave pre-test to the experimental and controlled class. Both
of classes have to write a descriptive text about “Describing one of their
classmates”.
2. Before giving the treatment, the researcher taught descriptive text. In
addition, the students were reminded of the generic structure of descriptive
text.
1 John W. Creswell, Research design: Qualitative, Quantitative, and Mixed Methods
Approaches: Third Edition, (New York: SAGE Publication, 2009), p. 4.
24
3. After that, the researcher explained FRESH technique for the experimental
class.
4. Then, the researcher gave treatment by using FRESH technique on writing
descriptive text for the experimental class. the students divided into 5
groups. The groups consisted of the letter of FRESH.
a) First, “F” group. It meant fact group. That group should find the
common fact to describe for the other group which guided by the
teacher.
b) Second, "R" group. It meant the reason group. That group should
find some of the reason from the topic which given by the “F” group.
c) Third, “E” group. It meant elaboration group. That group should
elaborate the reason from the “R” group. So, the paragraph becomes
clear and coherent.
d) The last, “SH” group. It meant shift group. That group should
conclude the paragraph which described by “F, R and E” group.
5. Next, After the students know well how to organize the FRESH, the teacher
asked the students to describe the pictures by using FRESH technique.
6. In the last of the meeting, the students made a descriptive text by using
FRESH without the teacher's help.
7. Finally, the researcher gave a post-test to the experimental and controlled
class. Both of class have to write a descriptive text about “Describing one
of their favorite things”.
B. Place and Time
This study was conducted at SMAN 5 Kota Tangerang Selatan. The
participants were students at the tenth grade during the first semester. It started from
July-August in academic year 2019/2020.
C. Population and Sample
The population of this study was the tenth-grade students of SMAN 5 Kota
Tangerang Selatan. There were 156 students in the tenth grade which divided into
four classes and each class consist of 39 students.
25
The researcher used purposive sampling as a sampling technique in order to
decide class a similar score. To know a similar score, the researcher analyzed the
raport of X MIPA 1, 2, 3 and 4 by using ANOVA (Analysis of Variance). The result
can be seen in the appendix and the description can be seen as follows:
The researcher calculated raport of X MIPA 1, 2, 3 and 4 by using ANOVA.
The purpose of the Anova test is to know whether the data has a different Mean or
not. Based on the formula, if the significance score of the classes < 0.05 it can be
said that the Mean score of those classes has a significant difference. Then, the
researcher used SPSS version 24 software to calculate the data.
Based on the result, the Anova presented that the significance was 0.049. It
meant that the Mean score of raport for 4 classes (X MIPA 1, 2, 3 and 4) has a
significant difference because of 0.049 < 0.05.
Then, the researcher examined the test of multiple comparisons. It is a test
to find which group has a similar Mean score and which group don't have a similar
Mean score. Similarly to ANOVA test, the data in multiple comparisons test also
will have a significant difference if the score > 0.05. In addition, it was calculated
by using Turkey HSD. Based on the result, the average score of 4 classes are 7.44.
Besides, the difference Mean score of 4 classes was 4.09 for the lower bound and
2.60 for the upper bound. Then, the significance of X MIPA 1 and 2 were 0.939. It
meant that both of the classes have a similar score. It can be summarized that both
of the classes did not have a similar Mean score significantly.
According to the result of Turkey HSD that subset 1 consisted of X MIPA
1, 2 and 3. It meant that the Mean score of those classes did not have a significant
difference. In other words, the Mean score of X MIPA 1, 2 and 3 had a similar
score. On the contrary, in subset 2 consisted of X MIPA 1, 2 and 4 did not have a
significant difference. It can be said that the Mean score of X MIPA 1, 2 and 3 had
a similar score.
26
It can be concluded that based on the result above, the class which has
different Mean score was X MIPA 3 and 4. Meanwhile, the class which has similar
the Mean score was X MIPA 1 and 2.
Meanwhile, to choose experimental and control class the researcher used a
lottery. Then, the researcher took randomly and the result also showed that X MIPA
3 as an experimental class while X MIPA 4 as a controlled class. Hence, the result
of ANOVA and the lottery has a similar result. So, the researcher chose X MIPA 3
as an experimental class and 4 as a controlled class for the sampling technique.
D. Research Instrument
To collect the data, the researcher used a test as an instrument. The test was
divided into two kinds: pre-test and post-test. In the pre-test, the researcher gave a
written test which the students have to describe their friend by using FRESH
technique. The result of the pre-test is to decide which class as an experimental
class and control class. Meanwhile, in the post-test the researcher gave a written
test which the students have to describe a favorite thing. Because descriptive text
has 2 generic structures (identification and description) so they have to write
minimum 2 paragraphs.
Table 3.1
Research Instrument for Pre-test
WORKSHEET
Name: Class:
- Write a descriptive text about “Describing one of your classmates”
- You have to describe in 2 paragraphs
- The maximum word around 150 words
27
Table 3. 2
Research Instrument for Post-test
WORKSHEET
Name: Class:
- Write a descriptive text about “Describing one of your favorite things”
- You have to describe in 2 paragraphs
- The maximum word around 150 words
Furthermore, the students must be careful with coherence, cohesive and
mechanics because the researcher used the rubric for scoring student's writing.2
There are five aspects: content, organization, grammar, vocabulary and mechanics.
Table 3. 3
Rubric for Scoring Students’ Writing
Content
30-27
Excellent to very good: Knowledgeable,
Substantive, thorough development of the topic,
relevant to assigned topic
26-22
Good to average: Adequate range, limited
development of topic, mostly relevant to topic,
but lacks detail
21-17
Fair to poor: limited knowledge of subject,
little substance, inadequate development of
topic.
16-13
Very poor: does not show knowledge or
subject, non-substantive, not pertinent, or not
enough to evaluate.
Organization 20-18
Excellent to very good: fluent expression, ideas
clearly stated/supported, succinct, well-
organized, logical sequencing, cohesive
2 Sara Cushing Weigle, Assessing Writing, (New York: Cambridge University Press, 2002), p. 116.
28
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, lacks logical sequencing and
development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary
20-18
Excellent to very good: sophisticated range,
effective word/idiom choice and usage, word
from mastery, appropriate register.
17-14
Good to average: adequate range, occasional
errors of word/idiom form, choice, usage but
meaning not obscured.
13-10
Fair to poor: limited range, frequent errors of
word/idiom form, choice, usage, meaning
confused or obscured.
9-7
Very poor: essentially translation, little
knowledge of English vocabulary, idioms, word
form, or not enough to evaluate.
Language Use
25-22
Excellent to very good: effective complex
constructions, few errors of agreement, tense,
number, word order/function, articles,
pronouns, preposition.
21-18
Good to average: effective but simple
construction, minor problems in complex
construction, several errors of agreement, tense,
number, word order/function, articles,
pronouns, prepositions but meaning seldom
obscured.
29
17-11
Fair to poor: major problems in
simple/complex constructions, frequent errors
of negation, agreement, tense, number, word
order/function, article, pronouns, prepositions
and/or fragments, run-ons, deletions, meaning
confused or obscured.
10-5
Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough evaluate.
Mechanics
5
Excellent to very good: demonstrates mastery
of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured
2
Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible, or not enough evaluate.
E. Technique of Data Collection
The test consists of pre-test and post-test. The form of the test was writing
descriptive paragraph both pre-test and post-test. The purpose of the pre-test is to
know or to measure students' abilities in the writing process. In addition, the pre-
test was given to the control class and the experimental class. Besides, the aim of
post-test is to measure the effect of students' ability in the writing process after
"FRESH" technique was applied as an aid to improve their descriptive text.
30
F. Technique of Data Analysis
In collecting the data, the researcher used the t-test. The purpose of the t-test
is to know the effect of FRESH technique on students’ writing descriptive text.
Moreover, the researcher calculated the data by using SPSS version 24 software.
1. Preliminary Analysis
The researcher calculated the preliminary before calculated t-test. It
consisted of the Normality and Homogeneity test. Moreover, the purpose of the
preliminary was whether the data have been normal and homogenous or not. The
data can be seen as:
a. Test of Normality
Table 3.4
Normality Test of Pre-test
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Score Pre-test Experiment Class ,115 39 ,200* ,961 39 ,193
Pre-test Control Class ,085 39 ,200* ,957 39 ,143
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The test of normality was calculated by using Kolmogorov-Smirnov and
Shapiro-Wilk. The purpose of the normality test is to know whether the data is
normal or not. The data will be normal if the significance score of the sample >
0.05. Then, the researcher used SPSS version 24 software to calculate the sampel
data.
Based on the table 3.4, the Kolmogorov-Smirnov presented that the
significance of Pre-test experiment and control class was 0.2 and 0.2. It means that
the data Pre-test from both of classes is normal because of 0.2 > 0.05.
31
Table 3.5
Normality Test of Post-test
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Score Post-test Experimental
Class
,104 39 ,200* ,947 39 ,065
Post-test Controlled Class ,104 39 ,200* ,955 39 ,119
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the table 3.5, the Kolmogorov-Smirnov presented that the
significance of Post-test experimental and controlled class were 0.2 and 0.2. It
meant that the data Post-test from both of classes is normal because of 0.2 > 0.05.
b. Test of Homogeneity
Table 3.6
Homogeneity Test of Pre-test
Score
Levene Statistic df1 df2 Sig.
,684 1 76 ,411
Test of homogeneity is a test to know whether the data has the same variant
or not between experiment and control class. Similarly to the normality test, the
data in the homogeneity test also will be homogeneous if the significance score of
the sample > 0.05. It can be calculated by Levene statistics. Then, the researcher
examined both of the data classes by using SPSS version 24 software.
The data in the table 4.6 showed that the significance of pre-test from the
experimental and controlled class were 0.411. It means that the data was
homogeneous because of 0.411 > 0.05.
32
Table 3.7
Homogenity Test of Post-test
Based on the table 4.7, presented that the significance of the post-test from
both of classes were 0.156. It can be summarized that the data have equal variance
or homogeneous. It was proved by the significance of the post-test is higher than
0.05 (0.156 > 0.05).
2. Data Analysis
After calculating the normality and homogeneity test was done, the
researcher calculated the independent t-test. The result of the independent t-test will
be calculated as a result of effect size.
Moreover, test of effect size is used to know which size level of the research.
The researcher calculated the data by using Cohen’s formula.3 The formulation can
be seen as:
d =
Pooled standard deviation =
According to Cohen, the criteria of the effect size as can be seen as
follows:
0 – 0.2 = weak effect
0.21 – 0.5 = modest effect
0.51 – 1.00 = moderate effect
> 1.00 = strong effect
3 Louis Cohen, Lauren Manion, and Keith Morrison, Research Methods in Education 6th
Edition, (New York: Routledge, 2007), pp. 521.
Score
Levene Statistic df1 df2 Sig.
2,056 1 76 ,156
(Standard deviation of group 1 + Standard deviation of group 2)
2
Mean of group A – Mean of group B
Pooled standard deviation
33
G. Statistical Hypothesis
After the researcher has been knowing the result of the effect size, the
Statistical Hypothesis as follows:
Ha = to > tt
Ho = to < tt
Notes:
to : the students’ writing ability score which taught by FRESH technique.
tt : the students’ writing ability score which taught without FRESH technique.
Ho: there is no significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
Ha: there is a significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
Then, the criteria of the hypothesis as follows:
1. If to > ttable or the significance was < 0.05. It means that Ho was rejected and Ha
was accepted. On the other hand, there is a significant effect of FRESH
technique on students’ writing descriptive text.
2. If to < ttable or the significance was > 0.05. It means that Ho was accepted and Ha
was rejected. On the other hand, there is no significant effect of FRESH
technique on students’ writing descriptive text.
34
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
The research finding and interpretation present information about
description of the data of pre-test and post-test between experimental and controlled
class on students’ writing of descriptive text at the tenth grade of SMAN 5 Kota
Tangerang Selatan in academic year 2019/2020.
A. Description of The Data
After the test was done, the researcher calculated the result of the pre-test
and post-test of experimental and controlled class. The finding can be seen as
below:
1. Pre-test Score
The data in the table above showed the result of the pre-test of experimental
and controlled class. the result of the score divided into 3 categories. First, the score
of <75. It categories as a low score. Then, 75 -85. It categories as a medium score.
The last, 86 – 94. It was categories as a high score. Moreover, the table can be seen
as the following above:
Tabel 4.1
Pre-test Score
Score
Band
Experimental Class Controlled Class
Pre-test Pre-test
F % F %
< 75 29 74.35 28 71.79
75 - 85 10 25.64 11 28.20
86 – 94 0 0 0 0
Min. 49 51
Max. 85 82
Mean 67.26 68.38
Based on the table 4.1, it could be seen that the minimum score of the
experimental class was 49. Then, the maximum score was 85. In addition, the Mean
score of the experimental class was 67.26. Besides, the table also presented the
35
number of students who got a low score was 29 students with a percentage 74.35%.
Furthermore, for the medium score there were 10 students with a percentage
25.64%. Then, there were not students who got the high score.
On the contrary, the minimum score of the controlled class was 51.
Moreover, the maximum score was 82. Then, the Mean score was 68.38. On the
other hand, the table also showed that there were 28 students who got a low score
with a percentage 71.79%. Further, there were 11 students who got the medium
score with a percentage 28.20%. And none students who got the high score.
2. Post-test Score
The data in the table above showed the result of the post-test of experimental
and controlled class. the result of the score divided into 3 categories. First, the score
of <75. It categories as a low score. Then, 75 -85. It categories as a medium score.
The last, 86 – 94. It was categories as a high score. Moreover, the table can be seen
as the following above:
Tabel 4.2
Post-test Score
Score
Band
Experimental Class Controlled Class
Post-test Post-test
F % F %
< 75 12 30.76 15 38.46
75 – 85 13 33.33 22 56.41
86 – 94 14 35.89 2 5.12
Min 63 53
Max 95 87
Mean 80.13 74.72
After the researcher gave the treatment by using FRESH technique on
students’ writing of descriptive text in the experimental class, the researcher gave a
post-test. The data showed that the minimum score of the experimental class was
63. Then, the maximum score was 95. In addition, the Mean score of the
experimental class was 80.13. Besides, the table also presented the number of
36
students who got a low score was 12 students with a percentage 30.76%.
Furthermore, for the medium score there were 13 students with a percentage
33.33%. Then, there were 14 students who got a high score with a percentage
35.89%.
On the other hand, for the treatment in the controlled class, the researcher
used the conventional technique on students' writing of descriptive text. Then, the
data showed the minimum score of the controlled class was 53. Moreover, the
maximum score was 87. Then, the Mean score was 74.72. On the other hand, the
table also showed that there were 15 students who got a low score with a percentage
38.46%. Further, there were 22 students who got the medium score with a
percentage 56.41%. In addition, there were 2 students who got a high score with a
percentage 5.12%.
In conclusion, the class was taught by FRESH technique got a significant
score on writing descriptive text. It was proved by the Mean score from 67.26 to
80.13. Furthermore, the class was taught without FRESH technique on writing
descriptive text also increased. It was proved by the Mean score from 68.38 to
74.72. However, both of the classes increased in the score of the test. The
experimental class is higher than the controlled class. Hence, there was a significant
effect of FRESH technique on students' writing descriptive text.
3. Gained Score
After giving the Pre-test and Post-test, the researcher calculated the gained
score. It used to know the improvement of students’ writing ability on descriptive
text. In addition, the gained score was calculated in the form of a percentage below:
37
Table 4.3
Gained Score
Score
Band
Experimental class Controlled class
F % F %
0 – 6 4 10.25 24 61.53
7 – 13 20 51.28 14 35.89
14 – 20 12 30.76 1 2.56
21 – 27 3 7.69 0 0
Mean 12.87 6.33
Based on the table 4.3, the number of students who got 0-6 points were 4
students for experimental class with a percentage 10.25%. Meanwhile, in the
controlled class there were 24 students with a percentage 61.53%. Moreover, the
students who got point 7-13 there were 20 students in the experimental class with a
percentage 51.28%. Otherwise, in the controlled class there were 14 students with
a percentage 35.89%. Then, there were 12 students who got 14-20 points in the
experimental class with a percentage 30.76%. Besides, in the controlled class there
was 1 student with a percentage 2.56%. the last, in the experimental class there were
3 students who got 21-27 points with percentage 7.69. While in the controlled class
there were not students.
Moreover, the Mean score of the experimental class was 12.87. Then, the
Mean score of the controlled class 6.33. It meant that the gained score of the
experimental class is higher than the gained score of controlled class (12.87 > 6.33).
So, the experimental class is more improve than the controlled class. Hence, there
was an improvement on students' writing descriptive text through FRESH
technique.
38
B. The Analysis of The Data
There are the independent t-test and the effect size in the analysis of the
data. It used to know the result of the hypothesis. In addition, it was calculated by
using IBM SPPS statistics 24. Then, the result can be seen as follows:
1. Hypothesis of Post-test
The hypothesis was used to compare the result of the post-test between
experimental and controlled class. Additionally, the analysis of the hypothesis can
be seen as follows:
Ho: there is no significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
Ha: there is a significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year
2019/2020.
Table 4.4
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Score Post-test Experiment Class 39 80,13 9,614 1,539
Post-test Control Class 39 74,72 8,150 1,305
Based on the table. 4.4, presented that the experimental class consisted of
39 students. Then, the result of the Mean score of the Post-test in the experimental
class was 80.13. Similarly, the students in the controlled class also had the same
number. On the contrary, the Mean score of the Post-test in the controlled class was
74.72.
After applying the treatment for the experimental class, the researcher did a
test of hypothesis. In addition, a test of hypothesis is used to know whether the
sample data from both of class (experimental and controlled class) have a
39
significant difference or not. Further, the hypothesis will be significant if Sig. (2-
tailed) lower than 0.05 (5%). Moreover, the table can be seen as follow:
Table 4.5
Based on the table independent samples test 4.5, it showed that the Sig. (2-
tailed) was 0.009. Based on the formula, Sig (2-tailed) have to lower than 0.05. So,
it meant that 0.009 < 0.05. Moreover, it can be summarized that the null hypothesis
(Ho) was rejected and the Alternative hypothesis (Ha) was accepted. In conclusion,
there is a significant difference in the Post-test between experimental and controlled
class. On the other hand, there is a significant effect of FRESH technique on
students’ writing descriptive text.
2. Hypothesis of Gained Score
Table 4.6
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Score gained experiment class 39 12,87 5,917 ,947
gained control class 39 6,33 2,804 ,449
40
Table 4.7
Based on the table. 4.6, presented that the Mean Gained score in the
experimental class was 12.87. While the Mean gained score in the controlled class
was 6.33. Furthermore, in the independent sample test showed that sig (2-tailed)
was 0.000. It meant that 0.000 < 0.05. On the other hand, it can be summarized that
the null hypothesis (Ho) was rejected and the Alternative hypothesis (Ha) was
accepted. In conclusion, there is a significant difference in the Post-test between
experimental and controlled class. Hence, there is a significant effect of FRESH
technique on students’ writing descriptive text.
3. Analyzing of Effect Size
Test of effect size is used to know which size level of the research. The level
consists of weak, modest, moderate and strong effects. To know the effect size level
of the effect of Fact, Reason, Elaboration, Shift (FRESH) technique on students’
writing of descriptive text, the researcher calculated by using the formula. The
formulation can be seen as:
Pooled standard deviation =
d =
(std. deviation of group 1 + std. deviation group 2)
2
Mean group A – Mean group B
Pooled standard deviation
41
Where:
std. deviation group A = 9.614
std. deviation group B = 8.150
Mean score of group A = 80.13
Mean score of group B = 74.72
Pooled standard deviation =
d =
The criteria of the effect size as can be seen as follows:
0 – 0.2 = weak effect
0.21 – 0.5 = modest effect
0.51 – 1.00 = moderate effect
> 1.00 = strong effect
The result of the effect size is 2.705. It means that 2.705 is a strong effect
because 2.705 is more than 1.00. it can be concluded that the effect of Fact, Reason,
Elaboration, Shift (FRESH) technique on students’ writing of descriptive text was
sufficiently significant.
C. Discussion
This study showed that FRESH technique was effective to increase the
students’ability on writing descriptive text at SMAN 5 Kota Tangerang Selatan in
academic year 2019/2020. Based on the description of the data, the class was taught
by FRESH technique was more increase than the class was taught by the
conventional technique. Moreover, there are some studies which related to the
FRESH technique on writing of descriptive text. It was conducted by Nita Ria &
Ratih Novtapianti, Faisal & Krisna Suwandita, Faisal&Yasinta Wulandari,
Istiqomah Tri Wijayanti and Fitri Andriani.
9.614 + 8.150 = 8.882
2
80.13 – 74.72 = 2.705
2
42
Furthermore, this study had similarities with Nita Ria. It used the same
design quasi-experimental design. Furthermore, both of studies used purposive
sampling as a sampling technique. Also, the instrument used a test which consisted
of pre-test and post-test. On the other hand, the grade of students was different. The
sample of this study was the tenth-grade students which consisted of 39 students.
Meanwhile, the sample study of Nita Ria was the eight-grade which consisted of 35
students. Then, in the research finding showed that ttable was lower than tcounted (1.994
< 9.706). Otherwise, the data of this study showed that the Sig. (2-tailed) was 0.009.
It meant (Ho) was rejected and the Alternative hypothesis (Ha) was accepted. It can
be summarized that using FRESH technique of students’ writing descriptive text
was effective. In addition, Krisna Suwandita also used quasi experimental. On the
contrary, the design and the sampling of the study were different between this study
and Nita Ria. Suwandita used non-equivalent design. Moreover, she used random
sampling as a sampling technique. She used random sampling based on the students'
mid-test scores from the teacher.2 Additionally, the instrument was the same. It used
a test which consisted of pre-test and post-test. The population was the tenth grade
of the state Madrasah Aliyah. Then, for the finding showed that ttable was lower than
tcount (1.664 < 1.968). Similarly to Nita and Suwandita, Fitri Andriani also used a
quasi-experimental design. Then, the population of the study was at the eight-grade
of SMPN 1 Kasihan academic year 2016/2017. One of the problems in that school
was the students need time to think of the concept.3 On the other hand, Fitri and
Nita had a similar grade of population. Additionally, she used simple random
sampling as a sampling. It was similar to Suwandita. Further, for the instrument she
used the observation sheet, a test of writing descriptive text and documentation. In
1 Nita Ria & Ratih Novtapianti, The Use of FRESH Technique in Teaching Writing
`Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro, (Palembang: Jurnal
Didascein Bahasa, 2019), Vol. 4 No. 2, p. 41.
2 Faisal & Krisna Suwandita. The Effectiveness of FRESH Technique to Teach Descriptive
Paragraph, (Purwokerto: Journal of Education and Learning, 2013), Vol.7 (4) p. 245.
3 Fitri Andriani, The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in
Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan Academic Year
2016/2017, (Yogyakarta: 2017), p. 1.
43
addition, the finding of the study was the ttable was lower than ttest (2.47 < 3.09). The
other previous study was conducted at the seventh grade of SMPN 03 Mojogedang
in Academic Year 2017/ 2018 by Istiqomah Tri Wijayanti. This study has a similar
design to Nita, Suwandita and Fitri. It was a quasi-experimental design. Also, the
population has a similar level with Nita and Fitri. Moreover, the sample consisted
of 30 students. for the sampling, she used cluster random sampling. It was used
because there were several populations.4 Then, she used test as an instrument which
consisted of pre-test and post-test. It was similar to Nilam and Suwandita. Hence,
the finding of the study was ttable was lower than tcount (2.045 < 1.699).
Besides, the last previous study used difference method. It was conducted
by Yasinta Wulandari. The method was Classroom Action Research (CAR). The
sample of the study was at the eight-grade students of one of junior high school in
Banyumas Regency which consisted of 28 students. Further, the level of the
students the same as the study was conducted by Fitri and Nita. One of the problems
which faced in that school was the students' difficult to organize the concept.5
Further, she used a test for the instrument. It consisted of pre-test and post-test. In
addition, this study used two cycles. There were stages in the cycle. It consisted of
planning, acting, observing and reflecting. Then, the post-test was given after the
cycle was done. The finding of the study presented that the average score of the
Post-test was 81.89. It was increased 23.607% from the pre-test (66.25).
Hence, most of those previous studies conducted at the junior high school
level. Meanwhile, this research conducted at the senior high school level because
the students of that level have already learned descriptive text at the previous level.
Although they have already learnt descriptive text in the previous level, they still
4 Istiqomah Tri Wijayanti, The Effectiveness of Fact-Reason-Elaboration-Shift (FRESH)
Technique to Teach Students Writing Skill of Descriptive Text (An Experimental Research to the
Seventh Grade Students of SMP Negeri 03 Mojogedang in Academic Year 2017/ 2018), (Surakarta:
2018), p. 61.
5 Faisal & Wulandari, Y, Improving Students’ Competence in Writing Descriptive Texts
Through “FRESH” Technique, (Purwokerto: Journal of English Education, 2013), p. 58.
44
confused on how to start the writing. So, the researcher applied FRESH technique
in order to help the students on writing descriptive text. Moreover, the previous
studies proved that FRESH technique was effective on students’ writing descriptive
text. It was proved by the significance variant tcount is bigger than ttable. It meant (Ho)
was rejected and the Alternative hypothesis (Ha) was accepted.
The previous studies showed that FRESH technique was effective on
students’ writing of descriptive text. Then, is there any significant effect of Fact,
Reason, Elaboration, Shift (FRESH) technique on students’ writing of descriptive
text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020? Based on
the finding above showed the average score of the Post-test experimental class was
higher than the average of the Post-test controlled class (80.13 > 74.72). So, it
means that there is a significant effect of FRESH technique on students’ writing
descriptive text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020.
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding in the previous chapter, learning descriptive
text by using FRESH technique was effective. According to the result of the data,
the average score of the Post-test experimental class was 80.13 and the Mean gained
score was 12.87. Meanwhile, the average of the Post-test controlled class was 74.72
and the Mean gained score was 6.33.
Furthermore, the statistical analysis of Experimental and Controlled Class
proved that the Sig. (2-tailed) was 0.009. Then, the statistical analysis of the gained
score showed that the sig. (2-tailed) was 0.000. So, it can be summarized that the
null hypothesis (Ho) was rejected and the Alternative hypothesis (Ha) was accepted
because 0.009 and 0.000 are lower than 0.05.
In conclusion, there is a significant difference in the Post-test between
experimental and controlled class. So, there is a significant effect of FRESH
technique on students’ writing descriptive text. Hence, the researcher concluded
that FRESH technique was effective to increase the students’ ability on writing
descriptive text.
B. Suggestion
Based on the research finding, this research showed that using FRESH
technique on students’ writing descriptive text was effective. So, there are some
suggestions for teachers, students and for further researcher. First, for the teachers.
They should find a suitable technique. Moreover, the technique can support the
students to solve their problems in writing practice because a good technique can
help the students understand and overcome the lesson. Additionally, the researcher
recommended FRESH technique on students’ writing descriptive text for the
teachers applying in the class. second, for students. If the students do not know how
to start writing, the FRESH technique is one of the easy techniques. It can help
students arrange their concept and make it become more fun also more attractive in
the classroom. For instance, they do not get stuck while they are describing the topic
46
and the readers also can read the story logically. The last, for further researcher.
Hopefully, this research can help the further researcher in adding some information
or reference on students’ writing descriptive text. Besides, the researcher can use
FRESH technique in another text. On the other hand, this research can help
everyone who read this research.
47
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49
APPENDICES
50
APPENDIX 1
Students’ Score of experimental class
Name Pre-test Post-test Gained
Students 1 76 86 10
Students 2 85 95 10
Students 3 74 88 14
Students 4 62 83 21
Students 5 56 73 17
Students 6 79 90 11
Students 7 76 86 10
Students 8 49 68 19
Students 9 65 95 30
Students 10 63 82 19
Students 11 67 74 7
Students 12 58 63 5
Students 13 63 75 12
Students 14 59 67 8
Students 15 80 91 11
Students 16 66 78 12
Students 17 50 67 17
Students 18 71 82 11
Students 19 57 67 10
Students 20 66 79 13
Students 21 58 73 15
Students 22 73 80 7
Students 23 64 79 15
Students 24 58 65 7
Students 25 77 91 14
Students 26 58 70 12
Students 27 77 80 3
Students 28 74 91 17
Students 29 58 69 11
Students 30 74 80 6
Students 31 64 68 4
Students 32 70 78 8
Students 33 83 94 11
Students 34 73 93 20
Students 35 78 93 15
Students 36 83 93 10
Students 37 66 78 12
Students 38 56 76 20
Students 39 57 85 28
51
TOTAL 2623 3125 502
Σ 67.26 80.13 12.87
52
APPENDIX 2
Students’ Score of Controlled Class
Name Pre-test Post-test Gained
Students 1 58 67 9
Students 2 68 75 7
Students 3 73 77 4
Students 4 61 73 12
Students 5 66 72 6
Students 6 80 85 5
Students 7 75 81 6
Students 8 66 70 4
Students 9 82 86 4
Students 10 80 85 5
Students 11 69 77 8
Students 12 68 74 6
Students 13 76 83 7
Students 14 70 77 7
Students 15 51 53 2
Students 16 81 87 6
Students 17 78 85 7
Students 18 70 76 6
Students 19 62 69 7
Students 20 63 76 13
Students 21 62 70 8
Students 22 76 82 6
Students 23 71 76 5
Students 24 52 66 14
Students 25 71 77 6
Students 26 72 75 3
Students 27 75 82 7
Students 28 55 63 8
Students 29 55 60 5
Students 30 74 80 6
Students 31 64 73 9
Students 32 65 71 6
Students 33 73 76 3
Students 34 72 76 4
Students 35 51 63 12
Students 36 57 59 2
Students 37 79 83 4
Students 38 65 69 4
Students 39 81 85 4
53
TOTAL 2667 2914 247
Σ 68.38 74.72 6.33
54
APPENDIX 3
ANOVA
Score
Sum of Squares Df Mean Square F Sig.
Between Groups 259,128 3 86,376 2,676 ,049
Within Groups 4906,564 152 32,280
Total 5165,692 155
Multiple Comparisons
55
APPENDIX 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Experimental Class
Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Descriptive text
Kelas /Semester : X/1
Tahun Pelajaran : 2018/2019
Alokasi Waktu : 12 x 45 menit (6 Pertemuan)
A. KOMPETENSI INTI
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif dan menunjukan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi
pengetahuan faktual, konseptual, Memahami, menerapkan,
menganalisis, dan mengevaluasi pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang dipelajarinya
di sekolah secara mandiri serta bertindak secara efektif dan kreatif
dan mampu menggunakan metoda sesuai kaidah keilmuan.
56
B. KOMPETENSI DASAR DAN INDIKATOR
C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik dapat:
1. Menyebutkan kata sifat dalam teks deskriptif.
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi Internasional yang
diwujudkan dalam semangat
belajar
2.3 Menunjukkan perilaku jujur,
disiplin, percayadiri, dan
bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
3.4 Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait tempat wisata
sederhana dan bangunan bersejarah
terkenal, pendek dan sederhana,
sesuai dengan konteks
penggunaannya.
3.4.1 Menyebutkan kata sifat dalam teks
deskriptif.
3.4.2 Mengidentifikasi fungsi sosial dan unsur
kebahasaan dari teks deskriptif.
3.4.3 Menjelaskan fungsi dari teks dekriptif.
3.4.4 Mencirikan teks deskriptif.
3.4.5 Membedakan fungsi sosial, struktur teks
dan unsur kebahasaan teks deskriptif
4.4 Menyusun teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
seesuai konteks.
4.4.1 Memahami teks deskriptif sangat pendek
dan sederhana.
4.4.2 Menyusun teks deskriptif dengan baik
dan benar.
4.4.3 Mempresentasikan hasil kerja kelompok
deskriptif teks ke depan kelas.
57
2. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks deskriptif.
3. Menjelaskan fungsi dari teks dekriptif.
4. Mencirikan teks deskriptif.
5. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks
deskriptif.
6. Memahami teks deskriptif sangat pendek dan sederhana.
7. Menyusun teks deskriptif dengan baik dan benar.
8. Mempresentasikan hasil kerja kelompok deskriptif teks ke depan kelas.
D. MATERI PEMBELAJARAN
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan
bangunan bersejarah terkenal
1. Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik,
mempromosikan, dan sebagainya.
2. Struktur text
• Penyebutan nama orang, tempat wisata, dan bangunan bersejarah
terkenal dan nama bagian-bagiannya yang dipilih untuk
dideskripsikan.
• Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah
terkenal dan bagiannya, dan
• Penyebutan tindakan dari atau terkait dengan orang, tempat wisata,
dan bangunan bersejarah terkenal. yang semuanya sesuai dengan
fungsi sosial yang hendak dicapai.
3. Unsur kebahasaan
• Kata benda yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal.
• Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal.
• Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
• Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
• Rujukan kata.
58
4. Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.
E. METODE PEMBELAJARAN
Pendekatan : Scientific Learning
Model Pembelajaran : FRESH Technique
F. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN
1. Media/alat, Bahan Pembelajaran
• Media LCD projector,
• Laptop, spidol
• Kertas karton
2. Sumber Pembelajaran:
• Achmad Doddy, Ahmad Sugeng, dan Effendi.2008. Developing
English competencies 1: for Senior High School (SMA/MA) grade X.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasioanal.
G. Langkah Pembelajaran
LANGKAH
KEGIATAN DESKRIPSI
ALOKASI
WAKTU
KEGIATAN
AWAL
1. Guru memberi salam.
2. Siswa dan guru berdoa bersama.
3. Guru memeriksa kehadiran siswa.
4. Siswa melakukan icebreaking games berupa
menebak orang dengan menyebutkan ciri-
cirinya (permainan “Eat Bulaga”)
10 menit
KEGIATAN
INTI
Mengomunikasikan (Communicating)
• Guru meminta siswa menyebutkan kembali
kata sifat yang siswa katakan dalam
permainan “Eat Bulaga”.
• Guru memberitahu materi yang akan di
pelajari hari ini.
Menanya (Questioning)
• Dengan bimbingan dan arahan guru, siswa
mempertanyakan tentang generic structure,
fungsi sosial, struktur teks, dan unsur
kebahasaan.
20 menit
59
Mengamati (Observasi)
• Guru meminta siswa mengamati contoh
teks yang diberikan di proyektor.
Menanya (Questioning)
• Guru membimbing siswa menanyakan
fungsi teks deskriptif dan perbedaan antara
teks deskriptif dengan teks yang lainnya.
• Siswa mempertanyakan gagasan pokok,
informasi rinci dan informasi tertentu dari
teks deskriptif tentang tempat wisata dunia.
Mengasosiasi/Menganalisis (Asociating)
• Guru menjelaskan FRESH teknik kepada
siswa.
• Guru meminta siswa mencari contoh-
contoh deskriptif teks secara berpasangan.
• Siswa mengidentifikasi generic structure,
fungsi sosial, struktur teks dan unsur
kebahasaan dengan menggunakan FRESH
teknik.
• Setelah selesai, guru meminta siswa untuk
menukarkan hasil kerja nya dengan
temannya untuk di koreksi.
Mengomunikasikan (Communicating)
• Guru memberikan feedback pada siswa dan
menanyakan hal-hal yang belum dimengerti
Mengasosiasi/Menganalisis (Asociating)
• Guru membagi siswa ke dalam 4 kelompok
(kelompok F, R, E, dan SH).
Mengumpulkan (Exploring)
• Siswa diminta untuk membuat beberapa
kalimat berdasarkan topik yang diberikan
oleh kelompok F. (topik tersebut tidak
boleh sama) seperti: Hewan, orang, benda
dan tempat.
Mengasosiasi/Menganalisis (Asociating)
• Guru memberikan tugas rumah kepada
siswa tentang mendeskripsikan binatang
60
peliharaan/binatang yang disukainya
dengan menggunakan FRESH teknik.
Pertemuan ke 4 (hari kamis 2 jam) 15/8/19
• Guru memberi 5 gambar yang berbeda
kepada siswa.
• Siswa berlatih untuk mendeskripsikan
gambar tersebut dengan FRESH teknik
secara individu.
• Siswa menyerahkan hasil pekerjaannya
kepada guru.
KEGIATAN
AKHIR • Siswa mengemukakan kesulitan dan
manfaat kegiatan selama pembelajaran
berlangsung.
• Guru dan peserta didik secara bersama-
sama membuat ringkasan materi yang sudah
dipelajari pada pertemuan ini.
• Post test.
• Salam
15 menit
H. Penilaian
Penilaian diambil berdasarkan
1. Tugas Rumah
2. Test Tertulis
3. Tugas Individu
Rubric for Scoring Students’ Writing
Content
30-27
Excellent to very good: Knowledgeable,
Substantive, thorough development of the topic,
relevant to assigned topic
26-22
Good to average: Adequate range, limited
development of topic, mostly relevant to topic,
but lacks detail
21-17
Fair to poor: limited knowledge of subject,
little substance, inadequate development of
topic.
16-13
Very poor: does not show knowledge or
subject, non-substantive, not pertinent, or not
enough to evaluate.
61
Organization
20-18
Excellent to very good: fluent expression, ideas
clearly stated/supported, succinct, well-
organized, logical sequencing, cohesive
17-14
Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10
Fair to poor: non-fluent, ideas confused or
disconnected, lacks logical sequencing and
development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary
20-18
Excellent to very good: sophisticated range,
effective word/idiom choice and usage, word
from mastery, appropriate register.
17-14
Good to average: adequate range, occasional
errors of word/idiom form, choice, usage but
meaning not obscured.
13-10
Fair to poor: limited range, frequent errors of
word/idiom form, choice, usage, meaning
confused or obscured.
9-7
Very poor: essentially translation, little
knowledge of English vocabulary, idioms, word
form, or not enough to evaluate.
Language Use
25-22
Excellent to very good: effective complex
constructions, few errors of agreement, tense,
number, word order/function, articles,
pronouns, preposition.
21-18
Good to average: effective but simple
construction, minor problems in complex
construction, several errors of agreement, tense,
62
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, article, pronouns, prepositions
and/or fragments, run-ons, deletions, meaning
confused or obscured.
10-5
Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough evaluate.
Mechanics
5
Excellent to very good: demonstrates mastery
of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured
2
Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible, or not enough evaluate.
Tangerang, August 2019
Mengetahui,
63
Kepala SMAN 5 Kota Tangerang Selatan Guru Mata Pelajaran
Drs. H. Hamdari, M.Pd. Dupiah, S.Pd., MM.
NIP.196207051986021013 NIP.197410122008012004
64
APPENDIX 5
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Controlled Class
Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Descriptive text
Kelas /Semester : X/1
Tahun Pelajaran : 2018/2019
Alokasi Waktu : 12 x 45 menit (6 Pertemuan)
C. KOMPETENSI INTI
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif dan menunjukan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi
pengetahuan faktual, konseptual, Memahami, menerapkan,
menganalisis, dan mengevaluasi pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang dipelajarinya
di sekolah secara mandiri serta bertindak secara efektif dan kreatif
dan mampu menggunakan metoda sesuai kaidah keilmuan.
65
D. KOMPETENSI DASAR DAN INDIKATOR
H. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik dapat:
1. Menyebutkan kata sifat dalam teks deskriptif.
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi Internasional yang
diwujudkan dalam semangat
belajar
2.3 Menunjukkan perilaku jujur,
disiplin, percayadiri, dan
bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
3.4 Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait tempat wisata
sederhana dan bangunan bersejarah
terkenal, pendek dan sederhana,
sesuai dengan konteks
penggunaannya.
3.4.6 Menyebutkan kata sifat dalam teks
deskriptif.
3.4.7 Mengidentifikasi fungsi sosial dan unsur
kebahasaan dari teks deskriptif.
3.4.8 Menjelaskan fungsi dari teks dekriptif.
3.4.9 Mencirikan teks deskriptif.
3.4.10 Membedakan fungsi sosial, struktur teks
dan unsur kebahasaan teks deskriptif
4.4 Menyusun teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
seesuai konteks.
4.4.4 Memahami teks deskriptif sangat pendek
dan sederhana.
4.4.5 Menyusun teks deskriptif dengan baik
dan benar.
4.4.6 Mempresentasikan hasil kerja kelompok
deskriptif teks ke depan kelas.
66
2. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks deskriptif.
3. Menjelaskan fungsi dari teks dekriptif.
4. Mencirikan teks deskriptif.
5. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks
deskriptif.
6. Memahami teks deskriptif sangat pendek dan sederhana.
7. Menyusun teks deskriptif dengan baik dan benar.
8. Mempresentasikan hasil kerja kelompok deskriptif teks ke depan kelas.
I. MATERI PEMBELAJARAN
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan
bangunan bersejarah terkenal
1. Fungsi sosial
Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik,
mempromosikan, dan sebagainya.
2. Struktur text
• Penyebutan nama orang, tempat wisata, dan bangunan bersejarah
terkenal dan nama bagian-bagiannya yang dipilih untuk
dideskripsikan.
• Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah
terkenal dan bagiannya, dan
• Penyebutan tindakan dari atau terkait dengan orang, tempat wisata,
dan bangunan bersejarah terkenal. yang semuanya sesuai dengan
fungsi sosial yang hendak dicapai.
3. Unsur kebahasaan
• Kata benda yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal.
• Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal.
• Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
• Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
• Rujukan kata.
67
4. Topik
Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.
J. METODE PEMBELAJARAN
Pendekatan : Scientific Learning
Model Pembelajaran : Cooperative Learning
K. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN
1. Media/alat, Bahan Pembelajaran
• Media LCD projector,
• Laptop, spidol
• Kertas karton
2. Sumber Pembelajaran:
• Achmad Doddy, Ahmad Sugeng, dan Effendi.2008. Developing
English competencies 1: for Senior High School (SMA/MA) grade X.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasioanal.
L. Langkah Pembelajaran
LANGKAH
KEGIATAN DESKRIPSI
ALOKASI
WAKTU
KEGIATAN
AWAL
1 Guru memberi salam.
2 Siswa dan guru berdoa bersama.
3 Guru memeriksa kehadiran siswa.
4 Siswa melakukan icebreaking games berupa
menebak orang dengan menyebutkan ciri-
cirinya (permainan “Eat Bulaga”)
10 menit
KEGIATAN
INTI
Mengomunikasikan (Communicating)
• Guru meminta siswa menyebutkan kembali
kata sifat yang siswa katakan dalam
permainan “Eat Bulaga”.
• Guru memberitahu materi yang akan di
pelajari hari ini.
Mengamati (Observasi)
• Guru meminta siswa mengamati contoh
teks yang diberikan di proyektor.
Menanya (Questioning)
• Dengan bimbingan dan arahan guru, siswa
mempertanyakan tentang generic structure,
20 menit
68
fungsi sosial, struktur teks, dan unsur
kebahasaan.
• Guru membimbing siswa menanyakan
fungsi teks deskriptif dan perbedaan antara
teks deskriptif dengan teks yang lainnya.
• Siswa mempertanyakan gagasan pokok,
informasi rinci dan informasi tertentu dari
teks deskriptif tentang tempat wisata dunia.
• Dengan arahan guru, siswa menanyakan
fungsi dan ciri-ciri dari deskriptif teks.
Mengasosiasi/Menganalisis (Asociating)
• Guru membagi siswa ke dalam 4 kelompok.
(masing-masing kelompok mengambil
kocokan yang sudah disediakan oleh guru
untuk menentukan temanya).
• Guru memberikan 4 gambar untuk 4
kelompok.
• Siswa diminta untuk menyusun kalimat dari
gambar tersebut sehingga menjadi
paragraph deskritptif yang baik dan benar.
Dan menentukan generic structurenya.
Mengomunikasikan (Communicating)
• Siswa diminta untuk mempresentasikan
hasil pekerjaannya di depan kelas.
Mengasosiasi/Menganalisis (Asociating)
• Guru membagi siswa ke dalam 2 kelompok.
• Guru meminta siswa untuk
mendeskripsikan tempat wisata dan hewan
di papan tulis secara berkelompok. (buat
kocokan untuk menentukan mana kelompok
hewan dan tempat wisata).
• Guru memberikan tugas rumah kepada
siswa tentang mendeskripsikan orang.
(boleh teman, orangtua, kakak, dan adik.
• Guru memberi 4 gambar yang berbeda
kepada siswa.
• Siswa berlatih untuk mendeskripsikan
gambar tersebut secara individu sehingga
menjadi paragraph yang baik dan benar.
• Siswa menyerahkan hasil pekerjaannya
kepada guru.
69
KEGIATAN
AKHIR • Siswa mengemukakan kesulitan dan
manfaat kegiatan selama pembelajaran
berlangsung.
• Guru dan peserta didik secara bersama-
sama membuat ringkasan materi yang sudah
dipelajari pada pertemuan ini.
• Post test.
• Salam
15 menit
H. Penilaian
Penilaian diambil berdasarkan
1. Tugas Rumah
2. Test Tertulis
3. Tugas Individu
Rubric for Scoring Students’ Writing
Content
30-27
Excellent to very good: Knowledgeable,
Substantive, thorough development of the topic,
relevant to assigned topic
26-22
Good to average: Adequate range, limited
development of topic, mostly relevant to topic,
but lacks detail
21-17
Fair to poor: limited knowledge of subject,
little substance, inadequate development of
topic.
16-13
Very poor: does not show knowledge or
subject, non-substantive, not pertinent, or not
enough to evaluate.
Organization
20-18
Excellent to very good: fluent expression, ideas
clearly stated/supported, succinct, well-
organized, logical sequencing, cohesive
17-14
Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
70
13-10
Fair to poor: non-fluent, ideas confused or
disconnected, lacks logical sequencing and
development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary
20-18
Excellent to very good: sophisticated range,
effective word/idiom choice and usage, word
from mastery, appropriate register.
17-14
Good to average: adequate range, occasional
errors of word/idiom form, choice, usage but
meaning not obscured.
13-10
Fair to poor: limited range, frequent errors of
word/idiom form, choice, usage, meaning
confused or obscured.
9-7
Very poor: essentially translation, little
knowledge of English vocabulary, idioms, word
form, or not enough to evaluate.
Language Use
25-22
Excellent to very good: effective complex
constructions, few errors of agreement, tense,
number, word order/function, articles,
pronouns, preposition.
21-18
Good to average: effective but simple
construction, minor problems in complex
construction, several errors of agreement, tense,
number, word order/function, articles,
pronouns, prepositions but meaning seldom
obscured.
17-11
Fair to poor: major problems in
simple/complex constructions, frequent errors
of negation, agreement, tense, number, word
71
order/function, article, pronouns, prepositions
and/or fragments, run-ons, deletions, meaning
confused or obscured.
10-5
Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does
not communicate, or not enough evaluate.
Mechanics
5
Excellent to very good: demonstrates mastery
of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but
meaning not obscured.
3
Fair to poor: frequent errors of spelling,
punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured
2
Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting
illegible, or not enough evaluate.
Tangerang, August 2019
Mengetahui,
Kepala SMAN 5 Kota Tangerang Selatan Guru Mata Pelajaran
Drs. H. Hamdari, M.Pd. Dupiah, S.Pd., MM.
NIP.196207051986021013 NIP.197410122008012004
72
APPENDIX 6
Pre-test
Treatment in the Experimental Class
73
Treatment in the Controlled Class
Post-test
74
APPENDIX 7
Students’ Pre-test score in the Experimental Class
75
APPENDIX 8
Students’ Post-test score in the Experimental Class
76
APPENDIX 9
Students’ Pre-test score in the Controlled Class
77
APPENDIX 10
Students’ Post-test score in the Controlled Class
78
APPENDIX 11
79
APPENDIX 12
80
APPENDIX 13
81
APPENDIX 14
82
APPENDIX 15
83
84
85