THE USE OF GALLERY WALK STRATEGY

TO IMPROVE STUDENTS’ WRITING SKILLS

AT THE TWELFTH GRADE STUDENTS

OF MA NU 03 SUNAN KATONG KALIWUNGU

INTHE ACADEMIC YEAR 2017/2018

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment

of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.)

English Educational Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

FAJAR NURLIANA FUAD

113 13 008

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

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MOTTO

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“IF YOU WANT TO BE STRONG, LEARN TO FIGHT ALONE”

–The Researcher–

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DEDICATION

This graduating paper is especially dedicated for:

1. My Allah SWT, thanks to Allah for giving me spirit and healthy in my live,

especially to finish this graduating paper.

2. My beloved father and mother for their endless love, support, pray, and spirit. I

always try to make you proud of me with my own way.

3. My beloved brother. They always can be my mood boosters.

4. All of my lecturers in IAIN Salatiga, especially Mrs. Setia Rini, M.Pd who

guides the writer patiently.

5. My lovely best friends ( Dewi, Yuli, Yunni, and Sulis) who have made my life

more meaningful.

6. All of big family MA NU 03 SUNAN KATONG KALIWUNGU especially,

Safitri, S.Pd who guide me to finish the research.

7. My beloved friends that can’t be mentioned one by one, especially students of

TBI 2013. Thank you for your help in this thesis.

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ACKNOWLEDMENT

Alhamdulillahirobbil ‘alamin. All praise is to Allah SWT, the Almighty,

the Merciful, and the owner of the universe who has blessed me with so many

beautiful things in my life. His blessing has empowered me to finish this thesis.

Because of Him, the researcher could finish this graduating paper as one of the

requirements for getting Sarjana Pendidikan (S.Pd) degree in English

Education Department of Teacher Training and Education Faculty of State

Institute of Islamic Studies (IAIN) Salatiga in 2017.

I would like to express my sincerest gratitude for advices, knowledge,

guidance, and support to:

1. Mr. Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

2. Mr. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty

3. Mrs. Noor Malihah, Ph.D., the Head of English Education Department

4. Mrs. Setia Rini, M, Pd., the counselor of this graduating paper. Thank you

very much for the suggestions, guidance, and moreover, for time that was

spent in guiding the writer to completethis graduating paper from the

beginning until it is finished.

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5. All lecturers of English Education Department of IAIN Salatiga. The

writer deeply appreciates the advices, knowledge, motivations, support,

etc.

6. My beloved family.

7. All students of English Department Education 2013.

Salatiga, August 29𝑡ℎ 2017

The Writer

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TABLE OF CONTENTS

DECLARATION AND PERMISSION FOR PUBLICATION……………. i

ATTENTIVE COUSELOR NOTE…………………………………………… ii

CERTIFICATION PAGE…………………………………………………….. iii

MOTTO………………………………………………………………………… iv

DEDICATION…………………………………………………………………. v

ACKNOWLEDMENT………………………………………………………… vi

TABLE OF CONTENTS……………………………………………………… vii

LIST OF TABLES……………………………………………………………... viii

ABSTRACT……………………………………………………………………. ix

CHAPTER I INTRODUCTION

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

B. Problems of the Study……………………………....……………... 5

C. Objectives of the Study……………………………………………. 5

D. Limitations of the Study….………………………………………… 6

E. Significanceof the Study…………………………………………… 6

F. Definition of Key term ………………………………………………. 7

G. The Outline of this Paper……………………………......................... 8

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CHAPTER II THEORETICAL FRAMEWORK

A. Previous Studies………………………………………………….... 10

B. Supporting Theories……………………………………………….. 11

1. Writing skill……………………………………………….... . 11

a. Definition of writing…………………………………… 11

b. Process of writing……………………………………….. 12

c. Genres of writing………………………………………. 16

d. Types of writing performance………………………….....16

e. Micro and macro skill of writing………………………… 18

2. Gallery Walk Strategy………………………………………... 20

a. Definition of Gallery Walk Strategy………………….... 20

b. Benefit of Gallery Walk Strategy ……………………... 21

c. The use of Gallery Walk Strategy ……………………. . 21

d. Impact of Gallery Walk strategy……………………... . 22

e. Procedure ………………………………………………. 23

CHAPTER III RESEARCH METHODOLOGY

A. Research Method ………..………………………………………... 25

1. Setting of the Research……………………………………….. 25

2. The Subject of Research ……………………………………… 25

B. Research Type…………………………………………………….. 27

1. Classroom Action Research…………………………………… 27

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2. Procedure of Research……………………………………….. 28

3. Observation ……………………………………………….. 29

4. Reflection………………………………………………….. 30

5. Technique of Data Collection……………………………… 31

CHAPTER IV FINDINGS & DISCUSSION

A. Data Analysis……………………………………………………… 36

1. Cycle 1………………………………………………………. 36

2. Cycle 2………………………………………………..…….. 46

B. Analysis and Discussion……………………………………………. 55

CHAPTER V CLOSURE

A. Conclusions………………………………………………………... 56

B. Suggestions………………………………………………………... 59

REFERENCES

CURRICULUM VITAE

APPENDIXES

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LIST OF TABLES

Table 3.1 List of Students…………………………………………………….. 25

Table 3.2 The schedule of CAR …..………………………………………..... 28

Table 3.3 Sheet of Classroom Observation…………………………………… 28

Table 3.4 Steps of CAR……………………………………………………….. 30

Table 3.5 Descriptive statistics of SPSS 16.0…………………………………. 32

Table 3.6 Paired samples statistics of SPSS 16.0………………………………. 33

Table 3.7 Paired samples correlation of SPSS 16.0……………………………. 33

Table 3.8 Paired samples test of SPSS 16.0 …………………………………... 34

Table 4.1 The score of Pre-Test and Post-Test cycle1………………………… 42

Table 4.2 Descriptive statistic cycle 1………………………………………… 44

Table 4.3 Paired Simple Test cycle 1………………………………………….. 46

Table 4.4 The score of Pre test and Post test cycle2 ………………………….. 50

Table 4.5 Descriptive Statistic Cycle 2………………. ………………………. 53

Table 4.6 Paired Simple Test cycle 2…...…………………………………...... . 54

Table 4.7 The analyze of Students Improvement………….…………………. 55

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ABSTRACT

Fuad, F.N. (2017): “The Use of Gallery Walk Strategy to improve students’ writing

skill(A Classroom Action Research at the Twelfth Grade Students of MA NU 03

SUNAN KATONG KALIWUNGU in the academic year of 2017/2018)” Graduating

Paper. Teacher Training and Education Faculty. English Education Department. State

Institute of Islamic Studies (IAIN) Salatiga. Counselor: SetiaRini, M.Pd.

This study is classroom action research and the researcher aim to improve students’

writing skill of the twelfth grade students at MA NU 03 SUNAN KATONG

KALIWUNGU in the academic year of 2017/2018 by using Gallery Walk Strategy.

The subjects of this research were 40. The researcher got the data by observation,

documentation, and test. The result of this study showed that the students’ writing

skill improved by using Gallery Walk Strategy.

The researcher used SPSS windows 16.0 application to collect the data about mean

score of pre-post test 1and pre-post test 2. The result of pre-test 1 (68,37) and pre-

test2 (68,62). It means that students writing skill were still low then the result of Post-

test1(75,87) and Post-test 2 (78,75). It means that the students writing skill improved

after the researcher used Gallery Walk Strategy, then it showed the improvements

from pre-test and post-test.

Keywords: Writing, Gallery Walk Strategy.

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CHAPTER I

INTRODUCTION

This chapter deals with the background of the study, problems of the study,

objective of the study, limitation of the study, significant of the study, definition of

key term, and outline of this paper.

A. Background of the Study

Language is foremost a means of communication, and communication

almost always takes place within some sort of social context. For example, think

about classroom behavior. Students are expected to sit still, be quiet, pay

attention, and so on; typically, there are consequences if they don’t follow these

rules (Vause, J, Debora., & Ambreg, S, Julie. Cambridge University

Press/www.cambridge.org).From the quote, language is very important to

communicate with other people. Every people used language to communicate and

understanding of mind.

English language consists of four skills, listening, reading, speaking and

writing. In this research, researcher focused on writing. Writing is an inseparable

skill students have to improve while studying foreign languages (Kuliskova,

Daniela. 2011). Discussion of Aristoteles (1938: 115) “Words spoken are symbols

of affections or impressions of the soul; written words are symbols of words

spoken. And just as letters are not the same for all men, sounds are not the same

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either, although the affections directly expressed by these indications are the same

for everyone, as are the things of which these impressions are images” (Coulmas,

Florian. Cambridge University Press/www.cambridge.org). Hypothesis of

Krashen (1984) “the development of writing skills, suggesting that extended

reading was necessary for organizational and grammatical improvement to occur

(Jozsef, Horvath.2001: 8).

According Franck (2006) Gallery walk is a student’s centered learning

technique which promotes active participation in synthesizing important science

concepts, writing and public speaking (Daniel, Sarojini, GE.2015:55). Teachers

can use this strategy for students to share their work with classmates or to

examine learning materials prepared by the teacher in advance. This strategy can

be particularly engaging to kinesthetic learners, as they are required to physically

move around in the classroom(Daniel, Sarojini, GE 2015).Gallery walk provides

an opportunity for active learning by encouraging learners’ participation (Keong,

Chee, Chin. 2016).From the according Franck and Daniel, using gallery walk

strategy to teaching has benefits for students and teachers. A Gallery Walk is a

good forum for using misconceptions as discussion topics.

In this research, researcher chooses the writing skills on English teaching.

The researcher chooses it, because there are problems between teacher and

students. The problem of the teacher is learning process on English teaching.

Students in MA NU 03 SUNAN KATONGKALIWUNGU especially of XII IPS

1 have poor value than XII IPS 2 in English teaching. Students’ writing skills in

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English was still low. English is very important for them to prepare the final

exam. Furthermore, the teacher is not an interesting strategy in English learning.

In this strategy, the researcher will divide the students into five groups.

Each group will rotate and answer some questions based on the narrative text

given. Here, the group will practice as a small group 4 discussion. After they have

finished answering all questions, there will be a class discussion. By using

Gallery Walk, each group also can leave a comment or feedback to other groups’

works. In this research, the researcher wants to see the different achievement in

writing narrative between the students who are taught using Gallery Walk

Strategy and those who are taught using conventional method. It is hoped that

using Gallery Walk Strategy can improve the students’ writing skills with

narrative text. Using gallery walk strategy, students are fun and understand in

writing learning. Gallery walk strategy can be one of ways to improve writing

skills students.

Based on the explanation above, the writer is interested in conducted a

research entitled: THE USE OF GALLERY WALK STRATEGY TO IMPROVE

STUDENTS’ WRITING SKILLSAT THE TWELFTH GRADE STUDENTS OF

MA NU 03 SUNAN KATONG KALIWUNGU IN ACADEMIC YEAR

2017/2018

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B. Problems of the Study

Based on the discussion of the background, so problems raised during this

research can formulated as:

1. How is the procedure of implementation of using Gallery Walk Strategy in

improving writing skills for the twelfth grade students of MA NU 03 SUNAN

KATONG KALIWUNGU in academic year 2017/2018?

2. Whether or not the implementation of using Gallery Walk Strategy in

improving writing skills for the twelfth grade students of MA NU 03 SUNAN

KATONG KALIWUNGU in academic year 2017/2018?

3. How far the use of gallery walk strategy can improve writing skills for the

twelfth grade students of MA NU 03 SUNAN KATONG KALIWUNGU in

academic year 2017/2018?

C. Objective of the Study

This research has some following purposes:

1. To describe the procedure of implementation using Gallery Walk Strategy in

improving writing skills for the twelfth grade students of MA NU 03 SUNAN

KATONG KALIWUNGU in academic year 2017/2018?

2. To find out whether or not the implementation of using Gallery Walk Strategy

in improving writing skills for the twelfth grade students of MA NU 03

SUNAN KATONG KALIWUNGU in academic year 2017/2018?

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3. To know how far the using Gallery Walk Strategy can improve writing skills

for the twelfth grade students of MA NU 03 SUNAN KATONG

KALIWUNGU in academic year 2017/2018?

D. Limitations of the Study

This study focused in the subjects of the study are the students of class XII

IPS I students of MA NU 03 SUNAN KATONG KALIWUNGU in academic

year 2017/2018 consist of 40 student (10 males and 30 females).

E. Significance of the Study

The study expected to have both academic and practical benefit.

1. Academically

In academically to help teacher/researcher to find out the effective way

of teaching English to improve writing skill teaching student with gallery

walk strategies, especially on writing skill to produce the relevant and valid

knowledge for their class to improve their teaching.

2. Practical benefits

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

researchers, and another researcher who are interested in analyzing teaching

writing skill by using Gallery Walk Strategy.

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a. For the teacher

The positive result of this research can support the English teacher

to apply this strategy in teaching learning writing.

b. For the students

The positive result of this research can support the students to

improve the writing skill. Teaching writing using by Gallery Walk

Strategy can make the students more comprehend in teaching learning

process.

c. For the researcher

The positive result of this research can support the researcher to

enrich the strategy of writing skill. The researcher knows deeply about

teaching writing using Gallery Walk Strategy.

F. Definition of Key Term

Here are some definitions as a guidance to understand the terms of this

study:

1. Gallery walk strategy

Gallery Walks (an active learning strategy) several teaching strategies,

such as “Gallery Walks”, are available for faculty to utilize in creating an

active learning environment within the classroom. This active learning

instructional strategy has its roots in the development of instructional

scaffolds for learning by design and evolved as an effective classroom

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strategy in science education classrooms. In a “Gallery Walk” small groups of

students will spend a limited amount of time (about 5 minutes) on an

individual problem or task presented to them on a large Post-it note. Using a

color-coded marker, they write their contribution to the solution of the

problem on the Post-it note. At the end of five minutes, a bell sounds, and

they move to the next Post-it note (Figure 1).

2. Writing skill

Definition of writing the gist of Aristotle’s, Writing is secondary to

and dependent on speech and, therefore, deserves to be investigated only as a

means of analyzing speech” (Coulmas, Florian. Cambridge University

Press/www.cambridge.org).

G. The outline of this paper

This graduating paper will consist of five chapters; each chapter will be

discussed as follows:

Chapter I presents introduction, it explain background of the study,

problem of the study, objectives of the study, limitation of the study, significance

of the study, definition of key term and graduating of the paper.

Chapter II this research is about previous study and theories of writing

skill and gallery walk strategies. Firstly, theory about writing skill, It presents the

theory about writing includes definition and the importance of teaching writing

skill. Secondly, theories are about the gallery walk strategies. It explains about

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effectively and process in writing teaching using gallery walk strategies. Benefit

of using Gallery Walk Strategy in learning. Finally, it is about Gallery Walk

Strategy procedure to writing teaching.

Chapter III describes research method. Description of MA NU 03

SUNAN KATONG KALIWUNGU which consists of the general situation of MA

NU 03 SUNAN KATONG KALIWUNGU, the identity of the school, and

research method that used in this research CAR (Classroom Action Research).

Chapter IV reports the findings of the research. It presents the result of the

analysis of collected data. At the last chapter of this is graduating paper. the

procedure of teaching writing skill with gallery walk strategy on narrative text,

the implementation of CAR (cycle I and cycle II, ) and scores of students’

achievement, the comparison of students’ improvement, and the comparison of

the mean score in cycle I until Cycle II.

Chapter V consists of closure which will be divided into two parts,

conclusion of the research and suggestion for English teaching writing skill by

using gallery walk strategies on narrative text.

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CHAPTER II

THEORITICAL FRAMEWORK

This chapter deals with the review of underlying theory or literature. It

contains of two main sub-chapters. First of all, it deals with the review of the

previous studies. Second, it is about review of the theoretical study.

A. Review of the Previous Study

The writer fined review of related literature from the journal and the other

graduating paper, the review of the related literature is:

Mulyani, A’in Ratna (2014) conducted a research entitled “Teaching

Written Announcement through Gallery Walk Technique (An Experimental Study

of Eighth Grade Students at SMP Muhammadiyah 1 Weleri, Kabupaten Kendal,

in the Academic Year of 2013/2014)”. In this research, she used gallery walk

technique to teach writing on announcement. The result of the research above

indicates that the use of Gallery Walk technique in teaching writing

announcement text brought about significant improvement. In addition, Gallery

Walk technique also gave some advantages in its application such as giving

chance to move around the classroom, directing students’ focus and interrupting

the lethargy.

Ahera, Nuril Rifqi (2014) conducted a research entitled ”The Use of

Gallery Walk to Improve Students’ Writing Skill in Hortatory Exposition Text at

the eleventh Grade Students of MA Sunniyyah, Selo, Tawangharjo, Grobogan in

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Academic year of 2013/2014”. In this research, she used gallery walk to improve

students writing skill in hortatory exposition text. The result of the research is

there was improvement in writing skill by using Gallery walk technique. The

researcher suggested that the use of Gallery Walk Technique could be an

alternative to teach English, especially to enhance students’ writing skill.

Fatimah (2011) conducted a research entitled” The Use of Wall Magazine

to Improve Students Writing Skill (of the Second Year Students of MAN 1

Tengaran, Semarang in Academic Year of 2011/2012”. In this research, she used

wall magazine on descriptive study. The result of the research, there is a different

of use a wall magazine in learning teaching process to improve the student

creativities in writing skill. There is a significant difference between use a wall

magazine to improve the student creativities in writing skill and whit out use a

wall magazine.

B. Review of the Theoretical Study

1. Writing

a. General definition of writing

Writing is a way to end up thinking something you couldn’t have

started out thinking. In fact, writing is a transaction with words whereby

you free yourself from what you presently think, feel, and perceive.

(Brown, 2000: 377)

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b. Process of writing

Process of writing according to Harmer (2004: 5-6), this diagram

is not satisfactory; “the process of writing is not linear, as indicated above,

but rather recursive. This means that writers plan, draft and edit but then

often re-plan, re-draft and re-edit.” That is why Harmer presented the

process of writing in a different way, in what he calls the ‘process wheel’.

To explain more, we will present Harmer’s (2004) figures of the writing

process:

Planning → drafting→ editing→ final draft

1) Planning (prewriting)

The activity of generating ideas ends up by making a plan or an

outline. Planning a piece of writing is generally made by reading,

organizing and classifying the prewriting notes. An effective plan

could guarantee organization, clarity and coherence for the written

form since it gives direction to the work by following a logical order

in dealing with ideas and information.

In the writing class, it is crucial to make students aware of the

importance of the prewriting stage. Before getting started to write, it is

always helpful that the learner takes a moment and thinks about what

he knows about a given topic. The prewriting activity could be

practiced in groups or with the whole class participation when it is a

group work or individually when the writing assignment is individual.

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Here, teachers are advised to encourage students spend much more

time in the prewriting stage because, we believe, it is the activity that

reinforces the different steps of the process and ensures a more

acceptable product.

2) Drafting

Drafting is activity that reinforces the different steps of the

process and ensures a more acceptable product.

According drafting of Galko (2002) when writing the first

draft, the student writer should focus on content only and forget about

language and mechanical aspects such as grammar, spelling, and

punctuation. You must write freely and try to find the best way to

communicate his ideas. Drafting means writing a rough, or scratch,

form of your paper. It is a time to really focus on the main ideas you

want to get across in your paper. When drafting, you might skip

sections or make notes to yourself to come back and add more

examples in certain spots or to check your facts later. As you draft,

you do not need to worry about grammar, spelling, or punctuation.

You will have time to refine these mechanical parts of your paper at a

later stage.

It is worth noting here that drafting should be repeated as many

times as necessary until reaching a good draft in the view of the

teacher who plays an essential role by taking part in the writing

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process. While drafting, students are helped to use right words and

ideas and they are encouraged to work individually on a composition;

however, group composition is a very important technique that helps

them to overcome the difficulties of writing through collaborative

work where they might discuss structures and language uses.

3) Reviewing

Reviewing is the stage that always follows the drafting stage

and comes before the final stage in the writing process which is

editing. The reviewing stage is the process of looking again and

discovering a new vision of the writing produced in drafting. It is the

stage during which the writer corrects mechanical errors and realizes

substantial changes in his writing.

Reviewing may involve additions and deletions; changes in

word use, sentence structure, and organization as it is stated by

Grenville (2001) “[as you revise], you will be looking for changes that

will help readers understand the information better or be more

convinced by your argument. Once you have found the places that

need fixing, you have to decide whether to cut, add or move.”

Brown and Hood (1989) see that reviewing is the stage where

writers check that:

a) They have said what they wanted to say

b) They have said it in a clear and appropriate way.

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Moreover, they stress that reviewing includes more than only

checking spelling, grammar and punctuation, it also includes checking

that content and purpose are clear and appropriate for the reader in the

particular writing situation (ibid: 20).

According to Johnson (2008), reviewing is the heart of the

writing, and it could be more productive of advanced final products if

it includes input from teachers and/or peers. Indeed, peer review is a

key classroom activity that enhances the students’ ability to organize

texts and increases their awareness of the importance of readership and

that of purpose.

4) Editing

Editing is the stage where the draft is polished; it is the final

step before handing out the final draft. The writer gives attention to

mechanics such as punctuation, spelling and grammar. Editing

involves the careful checking of the text to ensure that there are no

errors of spelling, punctuation, word choice and word order. Quote of

Johnson (2008) basically ‘editing’ means making your piece as reader-

friendly as possible by making the sentences flow in a clear, easy-to

read way. It also means bringing your piece of writing into line with

accepted ways of using English: using the appropriate grammar for the

purposes of the piece, appropriate punctuation and spelling, and

appropriate paragraphing.

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c. Genres of Writing

According to Brown (2004:219), there are three main genres of

writing:

1. Academic Writing: papers and general subject report, essays,

compositions, academically focused journal, short-answer test

responses, technical reports, theses, dissertations.

2. Job-related Writing: messages, letters or e-mails, memos, reports,

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

3. Personal Writing: letters, e-mails, greeting cards, invitations,

messages, notes, calendar entries, shopping lists, reminders, financial

documents, forms, questionnaires, medical reports, immigration

document, diaries, personal journals, fiction.

d. Types of Writing Performance

Brown (2004:220) mentions four categories of written performance:

1) Imitative

To produce written language, the learner must attain skills in

the fundamental, basic tasks of writing letters, words, punctuation, and

very brief sentences. This category includes the ability to spell

correctly and to perceive phoneme-grapheme correspondences in the

English spelling system. It is a level at which learners are trying to

master the mechanics of writing. At this stage, form is the primary if

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not exclusive focus, while context and meaning are of secondary

concern.

2) Intensive (controlled)

Beyond the fundamentals of imitative writing are skills in

producing appropriate vocabulary within a context, collocation and

idioms, and correct grammatical features up to the length of a

sentence. Meaning and context are of some importance in determining

correctness and appropriateness, but most assessment tasks are more

concerned with a focus on form, and are rather strictly controlled by

the test design.

3) Responsive

Here, assessment tasks require learners to perform at a limited

discourse level, connecting sentences into a paragraph and creating a

logically connected sequence of two or three paragraphs. Tasks

respond to pedagogical directives, lists of criteria, outlines, and other

guidelines. Genres of writing include brief narratives and descriptions,

short reports, lab reports, summaries, brief responses to reading, and

interpretations of charts or graphs. Under specified conditions, the

writer begins to exercise some freedom of choice among alternative

forms of expression of ideas. The writer has mastered the

fundamentals of sentence-level grammar and is more focused on the

discourse conventions that will achieve the objectives of the written

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text. Form-focused attention is mostly at the discourse level, with a

strong emphasis on context and meaning.

4) Extensive

Extensive writing implies successful management of all the

processes and strategies of writing for all purposes, up to the length of

an essay, a term paper, a major research project report, or even a

thesis. Writers focus on achieving a purpose, organizing and

developing ideas logically, using details to support or illustrate ideas,

demonstrating syntactic and lexical variety, and in many cases,

engaging in the process of multiple drafts to achieve a final product.

Focus on grammatical form is limited to occasional editing or

proofreading of a draft.

e. Micro- and Macro skills of Writing

Brown (2004:220) mentions about micro skills and macro

skills. The micro skills are more appropriate to gain the imitative and

intensive types of writing tasks, while the macro skills are essential for

the successful mastery of responsive and extensive writing.

Micro skills:

1) Produce graphemes and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.

3) Produce an acceptable core of words and use appropriate word

order patterns.

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4) Use an acceptable grammatical systems (e.g., tense, agreement,

pluralization), patterns, and rules.

5) Express a particular meaning in different grammatical forms.

6) Use cohesive devices in written discourse.

Macro skills:

1) Use the rhetorical forms and conventions of written discourse.

2) Appropriately accomplish the communicative functions of written

texts according to form and purpose.

3) Convey links and connections between events, and communicate

such relations as main idea, supporting idea, new information, given

information, generalization, and exemplification.

4) Distinguish between literal and implied meanings when writing.

5) Correctly convey culturally specific references in the context of the

written text.

6) Develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, use prewriting devices, writing

with fluency in the first drafts, using paraphrases and synonyms,

soliciting peer and instructor feedback, and using feedback for revising

or editing.

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2. Gallery Walk

a. Definition of Gallery Walk Strategy

The gallery walk is a cooperative learning strategy in which the

instructor devises several questions/problems and posts each

question/problem at a different table or at a different place on the walls

(hence the name "gallery"). Students form as many groups as there are

questions, and each group moves from question to question (hence the

name "walk"). After writing the group's response to the first question, the

group rotates to the next position, adding to what is already there. At the

last question, it is the group's responsibility to summarize and report to the

class. (Hosseinali.2014)

Gallery walk is an active teaching strategy that gets students out of

their seats and moving around the classroom to different learning stations

that display artifacts related to the class activities. A gallery walk is a good

way to assess what students have learned about the content being taught.

The artifacts of a gallery walk can be anything from open ended questions

about the content being taught, to photographs related to the content, or

even to demonstrations or finished projects. Often students work through a

gallery walk in pairs or small groups. Each group visits each display

station, taking notes on what they learn, and then talking afterward to

reflect upon their learning. (Malizia, ES.2015)

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A Gallery Walk Strategy normally involves posting butchers paper

with a topic that needs defining, a text that needs discussing, questions

that need answering or a student’s work for feedback around the

classroom. This strategy allows students to be actively engaged as they

walk throughout the classroom. They work together in small groups to

share ideas and respond to meaningful questions, documents, images,

problem-solving situations or texts.

b. Benefit of Gallery Walk Strategy

Gallery Walk is flexible and has many benefits. Gallery Walk can

be organized for a simple fifteen minute ice breaker or for a week long

project involving graded oral and written reports. The technique

encourages students to speak and write the language of earth science

rather than just hearing it from the instructor. In addition to addressing a

variety of cognitive skills involving analysis, evaluation, and synthesis,

Gallery Walk has the additional advantage of promoting cooperation,

listening skills, and team building (Hosseinali.2014)

c. The Use of Gallery Walk

In Gallery Walk student teams rotate to provide bulleted answers

to questions posted on charts arranged around the classroom. After three

to five minutes at a chart or "station" the team rotates to the next question.

Gallery Walk works best with open ended questions, that is, when a

problem, concept, issue, or debate can be analyzed from several different

21

perspectives. In this section find a variety of instructional resources such

as preparing students for this technique, a step by step guide for using

Gallery Walk, evaluation rubrics, and challenges in implementing the

technique. (Hosseinali.2014)

d. Impact of Gallery Walk Strategy

According to SERC, Pedagogy in Action, Why Use a Gallery

Walk, and this strategy can impact instruction through:

1) Dedicating time for students to practice discussing, debating,

organizing, and writing about the topic the rather than just hearing

ideas presented by the instructor.

2) Promoting the use of higher order thinking skills such as analysis,

evaluation, and synthesis.

3) Emphasizing the collaborative, constructive nature of knowledge.

4) Encouraging alternative approaches to problems, because students

are exposed to a variety of perspectives posted at different

discussion “stations.”

5) Reassuring students that their voices, ideas, and experiences are

valued.

6) Providing an opportunity to gauge prior knowledge, skills, and

misconceptions.

22

7) Promoting team building, fostering debate, and encouraging

consensus as students work together to accurately represent group

members' ideas at different gallery walk "stations."

8) Encouraging movement around classroom as groups move from

“station” to “station.” (Malizia, ES.2015)

e. Procedure:

1) Step one: Select texts

Select the texts (e.g. quotations, images, documents, and/or

student work) you will be using for the gallery walk. You could also

have students, individually or in small groups, select the text for the

gallery walk.

2) Step two: Organize texts around the classroom

Texts should be displayed “gallery-style” - in a way that allows

students to disperse themselves around the room, with several students

clustering around a particular text. Texts can be hung on walls or

placed on tables. The most important factor is that the texts are spread

far enough apart to reduce significant crowding.

3) Step three: Instruct students on how to walk through the gallery

Viewing instructions will depend on your goals for the activity.

If the purpose of the gallery walk is to introduce students to new

material, you might want them to take informal notes as they walk

around the room. If the purpose of the gallery walk is for students to

23

take away particular information, you can create a graphic organizer

for students to complete as they view the “exhibit,” or compile a list of

questions for them to answer based on the texts on display. Sometimes

teachers ask students to identify similarities and differences among a

collection of texts. Or, teachers give students a few minutes to tour the

room and then, once seated, ask them to record impressions about

what they saw. Students can take a gallery walk on their own or with a

partner. You can also have them travel in small groups, announcing

when groups should move to the next piece in the exhibit. One

direction that should be emphasized is that students are supposed to

disperse themselves around the room. When too many students cluster

around one text, it not only makes it difficult for students to view the

text, but it also increases the likelihood of off-task behavior

24

CHAPTER III

RESEARCH METHOD

This chapter focused on research method

A. Research Method

1. The setting of research

This classroom action research was carried at MA NU O3 SUNAN

KATONG KALIWUNGU. The school is located in Jl. Sawah Jati, Plantaran,

Kaliwungu, Kendal. MA NU 03 SUNAN KATONG KALIWUNGU has

duration of study 3 years and consist of 2 skills programs such as, natural

science and social science.

2. The subject of the study

The subject of the study is the twelfth students of MA NU O3 SUNAN

KATONG KALIWUNGU. The students of class XII IPS I consist of 40

students (10 males and 30 females). The students come from different area

with different economic level families. All students have one same religion.

The religion every student is Islamic religion. English teacher who become

the subject of the research is Safitri, S. Pd. The researcher chosen class XII as

a research subject. In this research, the researcher becomes the observer of the

research.

25

Table 3.1

The List XII Class Group of in MA NU O3 SUNAN KATONG

KALIWUNGU the Academic Year of 2017/2018

NO NAMA GENDER

1 Afina AkmilatanNajah Female

2 Andrian Maulana Male

3 Anisatul Amami Female

4 Awalia Diah Melani Female

5 Dewi Rizki Listianingrum Female

6 Dwik Nurhidayati Female

7 Esti Nor Amalia Female

8 Ibnu Muti Male

9 Indasari Female

10 Istiqomah Female

11 Khoridatul Malihah Female

12 Kusniyatul Fitriah Female

13 Laila Muslikhatus Syarifah Female

14 M. Abi Aufa Male

15 M. Wafiudin Male

16 Mamlu'atul Mubarokah Female

17 Martini Female

18 Maulina Safitri Female

19 Muhammad Afiffudin Kholil Male

20 Muhammad Jauhar Maknun Male

21 Muhammad Nurdin Male

22 Nia Mie Dyawati Female

23 Nikmatul Janah Female

24 Nur Affiatun Alfiah Female

25 Nur Hikmah Female

26 Nurliza Azlina Dewi Female

27 Ro'fatul Maula Female

28 Sarifatul Fitria Female

26

29 Sintiana Maulani Devi Female

30 Syifa Zahwa Salsabila Female

31 Wulan Febrianti Female

32 Zaskia Ramadhanti Sudrajat Female

33 Zuhri Falahudin Male

34 Zulfa Auliya Rohman Female

35 Umi Kulsum Female

36 Okta Nurhayati Female

37

Muhammad Lana Jauharul

Karim

Male

38 Nur Faizin Male

39 Eka Karlina Female

40 Ifa Dhotunnikmah Female

B. Research type

1. Classroom Action Research

According to Arikunto (2006) said that; Research is the activities of an

object using the ways and rules or specific methodology to find accurate data

about the things that can improve the quality of the object being observed.

Action is a deliberate movement and planned with a specific purpose.

In classroom action research this movement is known as the cycles of

activities for learners.

Classroom is a place where groups of learners who at the same time

receiving lessons from the same teacher.

From the three terms above concluded that classroom action research

is planning in form of action on learning activities that deliberately raised and

occur within a class together (Suyadi, 2014: 48).

27

According to Carr and Kemmis said that, Action research is a form of

self- reflective enquiry undertaken by participants (teacher, students or

principals, for example) in social (including educational) situation in order the

improve the rationality and justice of their own social and educational

practices, their understanding of these practices, and the situation (and

institution) in which the practices are carried out ( Suyadi,2014: 49).

2. Procedure of research

The writer applies the classroom action research procedures.

According to Kemmis (Hopskin: 1963). The procedures are divided into three

types. The procedures are as follows:

a. Planning

The writer needs to draw up instrument which is support in

teaching learning process, as:

1) Making schedule of the action research.

2) Preparing material and lesson plan

3) Designing the steps doing the action

4) Making an observation sheet

5) making pre-test and post-test to each cycle

6) Preparing list of the students’ name and scoring

b. Action

1) Giving pre-test

28

2) Studying English lesson in writing skill by using Gallery Walk

strategy

3) Give post-test

4) The implementation of the action involved three meetings in cycle I,

and two meetings in cycle II. The researcher would use four meetings

because the subject of narrative text only four meetings in syllabus.

The time table of the implementation of the action can be seen in the

following table:

Table 3.2

The Schedule of the Classroom Action Research

There are two cycles in classroom action research, cycle 1 and

cycle 2

Meeting Date Theme / Sub Theme

Cycle I

22 July 2017 Pre-Test, Treatment

23 July 2017 Treatment, Post

Test

Cycle 2

29 July 2017 Pre-Test, Treatment

30 July 2017 Treatment, Post

Test

29

3. Observation

Observation is implementation of observation by researcher. In the

observation the researcher analyze the result of the cycles before, and analyze

the result of exercise to detect whether the students’ writing skill improve or

not.

Table 3.3

Sheet for Classroom Observation

No Statement

1. The teacher prepared the material well Yes

2. The teacher conduct the classroom well Yes

3. The teacher use the time effectively Yes

4. The teacher convey Gallery Walk Strategy

clearly

Yes

5. The teacher give evaluation after the lesson plan Yes

6. The teacher ask the students’ difficulties Yes

7. The students feel enthusiastic to follow the lesson Yes

8. The students give attention to teacher’s

explanation

Yes

30

9. The students active during learning process Yes

10. The students apply Gallery Walk Strategy Yes

11. The students understand the teacher’s explanation Yes

12. The students do the evaluation well Yes

4. Reflection

The researcher proposes once again what has done. Explained what

happened in observation and that evaluated, whether the method can be

problem solving to improve writing skill students.

The researcher followed Kemmis and Mc taggart (1988) CAR design.

The design consists of several cycles. Each cycle includes planning, action,

observing and reflection of the teaching learning process based on the lesson

plan that has been prepared for some meetings.

31

Four activities in each cycle can be described as follows:

Figure 3.1 Procedure of Classroom Action Research

Table 3.4

The figure of CAR by Kemmis and Mctaggart (1988), quoted by Burns

(2010: 33)

5. Technique of data collection

a. Classroom action research

The researcher will use classroom action research to apply in this class.

The Teacher teaches by using Gallery Walk Strategy and researcher as an

observer. The researcher used field note which used to observe to know the

situation and activities during teaching learning process.

32

c. Test

The researcher will use test to know students’ ability, and to detect

how far student can improve their writing skill. The writer uses pre-test and

post-test. Pre-test is given before using Gallery Walk Strategy in teaching

learning process. Than post-test is gives after using Gallery Walk Strategy to

detect the improvement of students’ writing skill.

d. Documentation

Documentation and data need to know about the situation the school

for this research. Documentation includes the official organization papers,

materials of teaching, camera and video.

1. Technique of data analysis

In this research, researcher would like to analyze the data in two

ways. The ways are:

a) Descriptive Qualitative Technique

Descriptive qualitative technique is used to detect students’

behavior during the teaching learning process. To record all activities

in the classroom researcher used field note. It describes the process

and result of students’ improvement in writing skill by using Gallery

Walk Strategy.

b) Statistical technique.

The researcher uses a statistical technique in scoring test using

SPSS 16.0

33

SPSS is good for organizing and analyzing data. We can

rearrange data, calculate new data and conduct a variety of statistical

analyses. Theoretically, there is no limit to the size of data files, so we

can work on large data files in SPSS when we cannot do so in Excel.

This version also allows easy input/output management, such as

exchanging files with other software, changing the appearance of

output, or cutting and pasting into different programs. (Blumenthal, E.

2010:1)

In statistical technique of scoring the test there are formulated,

such as:

Steps of using SPSS 16.0

Open of application SPSS 16.0 in laptop or computer.

Continue step, open pre- test and post- test put into SPSS data editor.

SPSS data editor → analyze → descriptive statistics → descriptive

→ result.

Mean calculation

The researcher uses mean formula to know the average of

students’ score. In SPSS 16.00, the calculation of mean is all result of

pre-test and post- test.

Table 3.5

Descriptive Statistics of SPSS 16.0

DESCRIPTIVES VARIABLES=VAR00001 VAR00002

34

/STATISTICS=MEAN STDDEV MIN MAX.

Descriptive

[DataSet0]

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

VAR00001 40 50.00 80.00 68.3750 8.03737

VAR00002 40 65.00 85.00 75.8750 5.64863

Valid N (list wise) 40

T-TEST PAIRS=VAR00002 WITH VAR00001 (PAIRED)

/CRITERIA=CI(.9500)

/MISSING=ANALYSIS.

a. T-test Calculation

The formula used to know the difference between pre-test and post-test.

T-Test

[DataSet0]

Table 3.6

Paired Samples Statistics of SPSS 16.0

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 VAR00002 75.8750 40 5.64863 .89313

VAR00001 68.3750 40 8.03737 1.27082

35

Table 3.7

Paired Samples Correlations of SPSS 16.0

Paired Samples Correlations

N Correlation Sig.

Pair 1 VAR00002 & VAR00001 40 -.053 .747

Table 3.8

Paired Samples Test of SPSS 16.0

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean

Std.

Deviati

on

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 VAR0

0002 -

VAR0

0001

7.5000

0

10.063

90 1.59124 4.28141 10.71859 4.713 39 .000

36

CHAPTER IV

DATA ANALYSIS

This chapter focuses on analyzing the collected data. The researcher gives the

details of the findings. It shows the finding of collected data since in the beginning

until the end of the research. This research is implemented on two cycles. The

findings consist of the results of the cycle I, and cycle II. These cycles will show the

improvement of the students’ ability in writing skill using Gallery Walk Strategy.

A. Research Findings

In this research, the researcher as observer and teach by the teacher. The

researcher arranged two cycles while each cycle consist of planning, action,

observation and reflection. The steps of this research were explained in the

description below:

1. Cycle I

a. Planning

Before conducting the research, the researcher prepared the

research instruments of the research, they are:

1) Lesson Plan: it was used as guidance for the researcher’s activities in

the class.

2) Material: in this cycle the researcher used narrative text. Besides that,

the researcher also used some books as a teaching resource and

searching in the internet.

37

3) Teaching aid: the researcher prepared some instrument, such as: task

questions, books, picture about narrative text and print out.

4) Sheet for classroom observation: it was prepared in order to know the

condition of teaching learning process.

5) Test: it was include pre-test and post-test. Pre-test was a test given to

the students before the teaching learning process. Meanwhile, post-test

was a test that was given to the students after teaching learning process

was conducted. The test about narrative text using Gallery Walk

Strategy.

a) The implementation of the action

On Saturday, July 22𝑡ℎ 2017 at 08.30, the teacher and

researcher entered to the English class, the teacher opened the class

by introducing researcher and checked the students’ presents. In

the first meeting, it was followed by 40 students in the class. The

researcher and teacher give pre test for students about descriptive

text before using Gallery Walk Strategy. Researcher divided the

sheets and walked around the class in order to check the students

along doing the test. The test is narrative text questions, story of

Timun Emas. Some of them asked their friends, and others asked

to the teacher. After the students had finished the pre-test,

researcher collected the sheets of paper and continued the material.

38

On 23𝑡ℎ July 2017 teacher and researcher open the class

and present the students. In that day it was followed by 40

students. Teacher was remembering about the lesson of yesterday.

On Sunday, July 23 2017 at 10.00, before started the

lesson, the researcher informed to the students that for a few days

later the class would be observe by the researcher. The condition

of class was too crowded but the researcher could handle it. The

students of XII IPS 1 are very different with other class, especially

with XII IPS 2. They were more active and the class often

crowded. This was a challenge for the researcher to face this

situation. Then, the researcher introduced herself and checked the

students’ present. In the first meeting, it was followed by 40

students in the class.

The teacher started the lesson by greeted

“Assalamualiakumwr, wb” and said hello to the students. The

teacher opens the lesson, introduces herself, conveyed the purpose

of coming in the class, and checked the students’ attendance list.

After checked the attendance list, the teacher said that they would

learn English on a month especially about narrative text. Before,

began the lesson, the teacher asked to the students’ about what is

narrative text. One of the students answered that narrative text is

39

text that describes about something. After giving a little

explanation about narrative text, the teacher told that they will do a

pre-test. The teacher gave the question to the students and asks the

students to answer the question. Then, the teacher gave 50 minutes

to do a pre-test about narrative text. It was done on one meeting.

After the students finished the pre-test, the teacher closed the

lesson and said “hamdallah” together.

On Sunday, July 23th (treatment in cycle 1) the teacher

entered the class. Before started the lesson, the teacher said

basmallah together with the students, then asked the students

condition, and checked the attendance list. After that, the teacher

gave some material about the narrative text to the students. The

teacher explains about the definition of narrative text, the purpose,

and the generic structure of narrative text. Then the teacher

explained more detail in Bahasa in order to make the students

understood about the material. After explained it, the teachers

continued to explain about Gallery Walk Strategy to the students.

After the students get the point with teachers’ explanation about

Gallery Walk Strategy, the teacher asks the students to make

group. But, before applied it to the students, the teacher explained

first about the definition and the procedure of Gallery Walk

Strategy.

40

After the teacher explained the procedure of Gallery Walk

Strategy, the teacher gives some pictures to the students, the

picture about story of Timun Emas and Malin Kundang, each

group get different picture, one group one picture. Each group

discuss about the picture and sharing their idea with their partner

in group. After that, the students make a story of the picture. After

student finish make a story, one of student share up or speaking up

in front of the class presented their discussion about the picture

that was given by the teacher. The teacher analyzes writing skill

students’ after students’ presentation.

On Sunday, July 23st, the researcher and observer entered

the class. The researcher informed to the students that she would

give a post-test. The teacher gives some pictures to the students,

the picture about story of narrative text. The students make a story

and moral value from the picture with using Gallery Walk

Strategy. And finally students finish of writing about story of

narrative text. After the students finished the test, the teacher

closed the meeting, said that they will meet next week and said

hamdallah together.

After finish the lesson, the teacher gave feedback according

to their work. Then, the teacher divided post-test to students to

know their comprehension about narrative text, after using Gallery

41

Walk Strategy. The teacher gave 60 minutes to finish it. The

students submitted the answer then the teacher closed the meeting.

The researcher observed the learning process by asking the

observer to help her in monitoring the students’ activity and

attention during the action in the classroom. This observation was

purposed to know how far the situation and enthusiasm of the

students during teaching and learning process. The researcher used

observation sheet. The purpose of this activity was to evaluate the

teaching and learning process, collecting data and monitor the

class.

Based on the observation of the cycle 1, the researcher

analyzes the data of pre-test and post-test. The calculation and

result of both tests are presented below:

The score of pre-test and post-test cycle I

Table 4.1

The score of pre-test and post-test

NO NAMA Pretest Post test

1 AAN 65 80

2 AM 65 80

3 AA 75 65

4 ADM 75 85

42

5 DRL 60 70

6 DN 65 70

7 ENA 65 70

8 IM 60 70

9 In 70 80

10 Is 70 80

11 K 75 80

12 KF 70 80

13 LMS 70 80

14 MAA 70 75

15 MW 80 70

16 MM 60 75

17 M 75 85

18 MS 60 80

19 MAK 55 70

20 M JM 70 70

21 MN 80 70

22 NMD 75 80

23 NJ 50 85

24 NAA 65 80

25 NH 65 70

43

26 NAD 80 70

27 RM 75 75

28 SF 75 80

29 SMD 50 80

30 SZS 65 70

31 WF 75 85

32 ZRS 70 75

33 ZF 75 70

34 ZAR 70 75

35 UK 75 75

36 ON 75 80

37 MLJK 70 75

38 NF 65 65

39 EK 75 80

40 ID 50 80

44

Furthermore, the researcher calculated the deviation standard by using

SPSS 16.00 windows program. It can be shown as follows:

Descriptive Statistics Cycle I

Table 4.2

Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Pre –test 40 50.00 80.00 68.3750 8.03737

Post –test 40 65.00 85.00 75.8750 5.64863

Valid N

(listwise) 40

From the table above can be seen that the mean of pre-test in cycle I is

68,37with deviation standard 8,037. While mean post-test in cycle I 75,87

with deviation standard 5,648. The quantity (N) of the students is 40 students.

1) Passing Grade of Cycle I

Cycle I also has shown that the students can improve their

English score especially in writing skill with mean of post-test 75,87 it

is better than mean of pre-test 68,37. The researcher also calculated the

passing grade is 76. But, the result from post test in cycle I students

have not complete the passing grade because the students in pre-test

45

who still have the score less than 76 and in post test 21 students who

still has score less than 76.

2) T- test

To know there is a significant improvement in speaking skill,

the researcher analyzes t- test or t- calculation by using SPSS 16.0

windows program calculating from the result of pre-test and post-test.

Table 4.3

Paired Sample Test Cycle I

From off the table above can be seen that:

a. T-test cycle I is 4,713

b. T-test(4,713) from the quantity (n) 40 is 2,022

Paired Samples Test

Paired Differences

T Df

Sig. (2-

tailed)

Mea

n

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Post -

test-

Pre-

test

7.50

000 10.06390 1.59124 4.28141

10.7185

9 4.713 39 .000

46

c. T-test>T-table = 4,713>2,022

From the explanation above we can conclude that there is significance

using Gallery Walk Strategy. Gallery Walk Strategy through is the picture in

cycle 1 because the value of T-test is bigger than T-table.

3) Reflecting

From on the observation of cycle 1, the researcher has to reflect the

weakness that happened in the learning process to maximize and improve

students’ writing skill and minimize the fault of the students. The

researcher has to motivate the students to always try to writing short story

in English. The researcher has to organize more than the time in order to

in the next meeting the process teaching and learning be better.

C. Cycle II

Based on the result of the cycle I above, it is necessary for the teacher to

continue the next cycle:

a. Planning

The activities are prepared:

1) Lesson plan as a guide for the teacher, activities in the class so

teaching and learning process can be controlled.

2) Materials (the basic element of narrative text)

3) Some pictures and teaching aids (Gallery Walk Strategy Pictures )

4) Preparing list of the students name scoring

5) Preparing sheet for observation in the class

47

6) Preparing a test (pre-test and post-test) to know student’s improvement

in writing skill is there any change or not.

b. Implementation of the action

On Saturday, July 29th 2017 the teacher and the researcher entered

the class by greeting “Assalamu’alaikumwr, wb” and asking about the

condition of the students by “how are you today?”, the students answered

“I’m fine Miss, thank you and you?”, then the teacher answered, “I’m very

well, thank you”. She continued the lesson based on lesson plan arranged.

Before began the lesson, the teacher gave pre-test. She gave question for

students to match a picture about story of narrative text. The teacher gave

60 minutes to do the test. After all of the students did their test, the teacher

and the researcher entered the class and started the lesson as usual. Before

start the lesson, the teacher review about the previous material. She asked

to the students “did you remember what we have learned in the last

meeting?” The students answered that they learned about narrative text.

Then, the teacher gave more explanation about narrative text and also

added the material about language feature of narrative text. The teacher

gave the explanation in more detailed and gave an example every part of

language features. The first language feature is focus on specific

participant. The teacher mention some examples, then asked to the

students to mention the other example. The second is use simple past

tense, she asked about the formula of simple past tense. The third is social

48

functions. She gave some examples, then, asked to the students to mention

the other example of story of narrative texts.

On Sunday, July30th 2017 the teacher entered the class. Greeted the

students, asked about the condition, and checked the attendance list as

usually. Then, the teacher said that they would do a post-test. The teacher

gives some 9 pictures about story of Malin Kundang and patch in the wall.

The students make a group consist of 4-5 students. The teacher and the

observer wanted to know how the students improvement in writing skill

with Gallery Walk Strategy. After students finish the post test, delegation

of every group present about texts story of Malin Kundang, they made a

note to write their ideas through the picture before they present in front of

the class with speak up their pictures’ describe. After discuss, they prepare

to present their ideas about the picture in front of the class. After finished

the presentation, the teacher gave conclusion the lesson and say hamdalah

all together. The teacher gave post-test about some pictures. After finished

post-test, the teacher closed the meeting and said thanks to the students for

their good participation and say hamdalah all together.

c. Observation

In the Cycle II teacher still used Gallery Walk Strategy in teaching

learning process. The activities started by dividing pre-test to measure

student comprehension about material presented. Students looked

enthusiastic in following teaching and learning process. Before

49

completing the pre-test, teacher remained to the material that has been

studied previously, with giving questions to students. Almost all students

could answer the question from the teacher, after that teacher completing

the pre-test.

After completing pre-test teacher gave new material for them and

then teacher asks them to make a group, each group consist of 4-5 people

The teacher gave some pictures for them and asks the students to think

about the picture that has been showed, and then the teacher asks the

students to work and discuss in about the picture. Teacher gives time to

students to discuss the picture and then asks the students to share their

discussion in front of the class. Every group has a different picture to

discuss. So every group had to speak up their discussion to their friend in

front of the class. Most of the students were active in the discussion, and

they looked more confidence. The condition the class more conducive

then previous meeting in cycle I.

Based on the observation of the cycle II, the researcher analyzes

the data of pre-test and post-test. The calculation and result of both tests

are presented below:

50

1) The score of pre-test and post-test cycle 2

Table 4.4

The score of pre-test and post-test

NO

NAMA

Pre-test

Post-test

1 AAN 75 80

2 AM 75 80

3 AA 70 80

4 ADM 70 85

5 DRL 70 80

6 DN 70 80

7 ENA 70 80

8 IM 70 80

9 In 65 75

10 Is 70 80

11 KM 60 75

12 KF 60 75

13 LMS 75 80

14 MAA 65 75

15 MW 70 85

51

16 MM 65 85

17 M 70 80

18 MS 75 80

19 MAK 70 80

20 MJM 75 75

21 MN 60 75

22 NMD 70 80

23 NJ 65 75

24 NAA 75 80

25 NH 65 75

26 NAD 70 80

27 RM 70 80

28 SF 75 80

29 SMD 65 75

30 SZS 65 75

31 WF 65 75

32 ZRS 65 75

33 ZF 65 75

34 ZAR 70 80

35 UK 75 80

36 ON 75 80

52

37 MLJK 70 85

38 NF 60 75

39 EK 60 75

40 ID 70 85

Furthermore, the researcher calculated the deviation standard by using

SPSS 16.00 windows program. It can be shown as follows:

Table 4.5

Descriptive Statistics of SPSS 16.0 Cycle 2

Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Pre-test 40 60.00 75.00 68.6250 4.80218

Post-test 40 75.00 85.00 78.7500 3.34932

Valid N

(listwise) 40

From the table above can be seen that the mean of pre-test in cycle I is

68,62 with deviation standard 4,802. While mean post-test in cycle I 78,75

with deviation standard 3,349. The quantity (N) of the students is 40 students.

Passing Grade of Cycle II

53

Cycle II also has shown that the students can improve their English

score especially in writing skill with mean of post-test 78,75 it is better than

mean of pre-test 68,62. The Passing grade of the result in cycle II is better

than cycle I. In previous cycle the standardized of score that is calculated by

the teacher is 76 and the result of post-test shows there is no student has the

score less than 76, in pre-test there are 20 students who still have the score

less than 76. So, the mean from pre-test in cycle I is 64,46 and post-test in

cycle II is 80.71. The results of pre-test and post-test were used to know the

score of students’ speaking skill.

1) T-test

To know there is a significant improvement in speaking skill, the

researcher analyzes t-test or t-calculation by using SPSS 16.00 windows

program calculating from the result of pre-test and post-test.

54

Table 4.6

Paired Sample Test of SPSS 16.0 Cycle 2

Paired Samples Test

Paired Differences

T Df

Sig. (2-

tailed)

Mean

Std.

Deviatio

n

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Post-

test–

Pre-

test

1.01250

E1 4.00120 .63265 8.84535 11.40465 16.004 39 .000

From the table above can be seen that:

a) T-test cycle 1 is 16,00

b) T-table (16,00) from the quantity (n) 40 is 2,022

c) T-test > T-table = 16,00> 2,022

From the explanation above we can conclude that there is

significance using Gallery Walk Strategy trough picture in cycle II

because the value of T-test is bigger than T-table.

d. Reflection

In this cycle, the researcher conclusion that the treatment of using

Gallery Walk Strategy and were successful in improving writing skill. It

55

could be seen the students’ writing improvement in the students’ score.

Most of students paid attention to the teacher’s explanation and active in

the learning process; such as active in gallery walk strategy using picture

with patch in wall and presentation every students in every group,

enthusiastic in discussion, speaking in front of the class and writing about

story of narrative texts.

B. Analysis and Discussion

From the result of analyzes in cycle I and II, the researcher analyzed the

students improvement from cycle I to cycle II. The improvement as follows:

Table 4.7

The Analyze of Students Improvement

No Analyze Cycle I Cycle II

1 Mean

Pre-test

Post-test

68,37

75,87

68,62

78,75

2 Standard Deviation

Pre-test

Post-Test

8,037

5,648

4,802

3,349

56

3 T-table

N = 40

ɑ = 0,05

2,022

2,022

4 T-test 4,713 16,00

From the statement above, the researcher can see that mean between pre-

test and post-test has significant different, where post-test is greater than pre-test.

It shows that think Gallery Walk Strategy gives influence in improving students’

writing skill, It means that using Gallery Walk Strategy is appropriate with the

situation and condition of students’ in MA NU 03 SUNAN KATONG

KALIWUNGU in learning English especially in writing skill beside that, the

students are more interested and can be active in teaching learning process and

also be able to increase creativity and activity of the students on the academic

assignment.

57

CHAPTER V

CLOSURE

In this chapter, the researcher would present the closure. After completing this

research, the researcher provides some conclusions and suggestion of the research.

A. Conclusion

The title of this research is The Use of Gallery Walk Strategy to Improve

Students’ Writing Skills at the Twelfth Grade Students of MA NU 03 SUNAN

KATONG KALIWUNGU in Academic Year 2017/2018. The finding of the

research in MA NU 03 SUNAN KATONG KALIWUNGU shows:

1. Procedure of implementation using Gallery Walk Strategy in improving

writing skills at the twelfth grade students of MA NU O3 SUNAN KATONG

KALIWUNGU in academic year 2017/2018 are as follows:

a. The teacher prepare all material can need to teaching.

b. The teacher provides some material, such as: image or picture paper, glue

or cellophane tape, and question.

c. The teacher divides the class into group with four or five students.

d. The teacher patches the image or picture paper in the wall in classroom or

out of classroom.

e. The teacher instructs every group to walk around to see and choose image

or picture.

58

f. After students finish that, every group is discuss and make story of the

image or picture.

g. After students finish discuss, every group chooses one candidate to speak

up telling about story of the image or picture.

h. Another group can speak up or giving question to another group again.

i. The teacher gives comment and summarizes the discussion question in the

end of learning.

2. The students writing skills can be improve using Gallery Walk Strategy in

teaching learning process. It can be proved by the score of pre-test and post

test. The score of post test more than great from the pre test. The score of pre-

test cycle I and cycle II are 68,37 and 68,62 .The score of post-test in cycle I

and cycle II are 68,62 and 78,75. The mean of post-test in cycle I is (75,87) is

higher than the mean of pre-test in cycle I (68,37) and the mean of post-test in

cycle II (78,75) is higher than the mean of pre-test in cycle II (68,62). The

mean of post-test in cycle II is higher than the mean of post test in cycle I. It

means that after using Gallery Walk Strategy, the students have improvement

writing skill. Students have increase and understand in narrative texts.

3. The use of Gallery Walk Strategy in teaching writing can significantly

improve the students’ writing skill of the twelfth grade students of MA NU 03

SUNAN KATONG KALIWUNGU in the academic year 2017/2018. It shows

by the result of the calculation of t-test in the two cycles. T-test of the cycle I

is 4,713 and t-test of the cycle II is 16,00. The quantity (N) of this research is

59

40, based on the quantity of this research; the t-table is 2,022. In cycle I, t-test

is higher than t-table that is 4,713 > 2,022. While in the cycle II, t-test is

higher than t-table, that is 16,00> 2,022. In addition, the result shows that t-

test of cycle I and cycle II there is improvement, in cycle I 4,713 and the cycle

II 16,00. So, there is significance using Gallery Walk Strategy in improving

students’ writing skill of the twelfth grade of MA NU 03 SUNAN KATONG

KALIWUNGU in the academic year 2017/2018.

B. Suggestion

The successful of teaching writing not only depend on the lesson

programs itself but also important to know how are the teachers present the

lesson and using various method and strategy also media to manage the class

more interesting and make the class more enjoyable. Regarding to teaching

writing using Gallery Walk Strategy, the researcher gives some suggestion for

the teacher, students, and upcoming researcher.

1. To the teacher

a. The teacher should be creative in using teaching media, method

technique, or strategy for example is using pictures story, if the teacher

creative the picture story can make the students interest, creative and

fun and the teaching-learning more effective. The teacher also can

apply Gallery Walk Strategy to teach writing in the class.

60

b. The teacher should be creative in teaching English Language

especially in writing. They should create the class more active and

make the students fun.

c. The teacher should facilitate and motivate the students if they are

getting difficulties in learning English. The teacher should be provides

the students with more give motivation students to try writing in class.

2. To the students

a. Students should always be active in teaching learning process. When

the teacher explains the material, students should pay attention to the

explanation.

b. The students should study hard and feel motivated to develop their

writing skill. They should try writing and writing again. Don’t afraid

if false in grammar and typo of word.

3. To the upcoming researcher

It has been known from the result of the study that using Gallery

Walk Strategy can improve the students’ writing skill. The researcher

would like to suggest upcoming researcher, the result of the study can be

use as additional reference for further research with the different sample

and occasion.

61

References

Ahera, nuril rifqi. (2014). The Use of Gallery Walk to Improve Students’ Writing Skill

in Hortatory Exposition Text at the eleventh Grade Students of MA Sunniyyah

Selo Tawangharjo Grobogan in Academic year of 2013/2014. IAIN

Walisongo Semarang.

Anggraini, Yessi. (2014).” Improving Students Writing Skill of Narrative Text

through Video at Grade XII IPA 2 of SMAN 2 Bukit tinggi in Academic Year

of 2012/2013”.Journal English Language Teaching (ELT) Volume 2 Nomor

2.

Arikunto, Suharsimi, et al. (2006). Penelitian Tindakan Kelas. Jakarta: Bumi Aksara

Blumenthal, E. (2010). Introduction to SPSS 16.0. USA //

http://julius.csscr.washington.edu/pdf/spss.pdf

Bowman, LS. (2005) The Gallery Walk: An Opening, Closing, and Review Activity.

775-749-5247 /SBowperson@aol.com/www.Bowperson.com

Brown H. Doublas. 2004. Language Asssessment principles and Classroom

Practices. Logman : Pearson Education.

Coffman, A Gerry & Reed, D Melissa. (2010). The true story of narrative text: from

theory to practice, Vol.32 No.1.

Coulmas, Florian.What is Writing?.Cambridge University Press.www.cambridge.org

Daniel, Sarojini, GE. (2015). Biology Education and Research in a Changing Planet.

Springer: Kuala Lumpur Malaysia.

Fatimah. (2011).” The Use of Wall Magazine to Improve Students Writing Skill (of

the Second Year Students of MAN 1 Tengaran, Semarang in Academic Year of

2011/2012”.IAIN Salatiga.

Ferrance, Eileen. (2000). Action research. Brown university.

Hogan, JP. (2007). Integrating gallery walk and wikis in a syntergic instructional

activity: an exploratory study of student’s perceptions. AC 2011-702

62

Jozsef, horvath. (2001). Advance writing in English as a foreign language. Agora

nyomda, pecs.

Keong, Chee, Chin. 2016. Peer-Assessed Gallery Walk as a Teaching

Strategy.University Sains Malaysia.

Kuliskova, Daniela. 2011. Using Writing in English Language Classroom. Faculty of

Education Department of Language and Literature, MASARYK

UNIVERSITY.

Malizia, E, S. (2015) Pedagogical practice- Gallery Walk.

Sunardi, jaka.(2012).Penelitian tindakan kelas(classroom action research- CAR).

http://www.senmeo-innotech.org

Suyadi. 2014. Panduan Penelitian Tindakan Kelas. Yogyakarta : Diva Press.

Taylor, P. 2001. Gallery Walk,http://www.cct.umb.edu/gallerywalk.html

Vause, J, Debora.,& Ambreg, S, Julie. What is Language?.Cambridge University

Press.www.cambridge.org

http://www.ectorcountyisd.org/site/handlers/filedownload.

63

CURRICULUM VITAE

Personal Details

Name :Fajar Nurliana Fuad

Gender : Female

Place, Date of Birthday : Kendal, October14𝑡ℎ 1994

Religion : Islam

Address : Ds. Bojonggede RT02 RW01- Kec.

Ngampel Kendal

Educational Background

2001-2007: State Elementary School of 01 Bojonggede

2007-2010: State Junior High School of 03Kendal

2010-2013: Senior High School of 01 Pegandon

64

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : MA NU 03 Sunan Katong Kaliwungu

Kelas/Semester : XII/1

Skill : Writing

Media : Gallery Walk Strategy

Pertemuan : Pertama

Alokasi Waktu : 2x45 menit

A. STANDAR KOMPETENSI

6. Menulis

6.1 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei

sederhana narrative dalam konteks kehidupan sehari-hari.

B. KOMPETENSI DASAR

6.2 Mengungkapkan makna dalam bentuk teks fungsional pendek dan esei sederhana

narrative dengan menggunakan ragam bahasa secara akurat, lancer dan bertema

dalam konteks kehidupan sehari-hari.

C. INDIKATOR PENCAPAIAN KOMPETENSI

Indikator Pencapaian Kompetensi

Nilai Budaya dan Karakter

Bangsa

1. Menggunakan tata bahasa, kosa kata,

tanda baca, ejaan, dan tata tulis dengan

Religius, jujur, toleransi, disiplin,

kerja keras, mandiri, demokratis,

65

akurat

2. Menulis gagasan utama

rasa ingintahu, menghargai prestasi,

bersahabat, cinta damai, gemar

membaca, peduli sosial, tanggung

jawab, mandiri, menghargai dan

menghormati orang tua,

D. TUJUAN PEMBELAJARAN

1. Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis

dengan akurat

2. Siswa dapat menulis gagasan utama

E. MATERI POKOK

Definition

Narrative text is an imaginative story to entertain people.

Social function:

To amuse, entertain and to deal problematic events which lead to a crisis or turning

point of some kind, which in turn finds a resolution.

Generic structure:

Orientation : containing plot and characters

Evaluation : evaluating the plight of the story

Complication : crisis of the story

Resolution : the crisis is resolved, for better or for worse.

Language features of narrative:

Using processes verbs

Using temporal conjunction

Using Simple Past Tense

66

F. METODE PEMBELAJARAN

Ceramah, discussion, Communicative Language Teaching (CLT), Gallery Walk

Strategy

*Langkah-langkah Gallery Walk Strategy

Procedure:

Step one: Select texts

Step two: Organize texts around the classroom

Step three: Instruct students on how to walk through the gallery

G. Langkah-langkah kegiatan pembelajaran

Pertemuan I

1. Kegiatan Inti

Kegiatan Awal (45menit)

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang

kelas (nilai yang ditanamkan: santun, peduli) dan berdoa.

b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin)

c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

d. Guru memberitahukan siswa pre-test

Kegiatan Inti (40 menit)

Eksplorasi (Step one: Select texts)

Dalam kegiatan eksplorasi guru:

a. Memberikan stimulus berupa pemberian materi tentang narrative dan contoh

teks narrative

b. Siswa dibagi dalam kelompok kecil 4-5 anak untuk mendiskusikan mengenai

pertanyaan dari contoh teks narrative

c. Perwakilan dari setiap kelompok 3 atau 2 anak melihat soal yang ada dalam

gallery walk (picture narrative) tersebut.

Elaborasi (Step two: Organize texts around the classroom)

67

Dalam kegiatan elaborasi guru:

a. Setelah perwakilan siswa membaca pertanyaan yang terdapat di gallery walk

lalu mendiskusikan pada kelompoknya

b. Memfasilitasi siswa melalui pemberian tugas mengerjakan tugas yang ada

secara kelompok

c. Membiasakan siswa untuk berani mengungkapkan pendapatnya dan

menjawab pertanyaan yang telah mereka diskusikan.

Konfirmasi (Step three: Instruct students on how to walk through the gallery)

Dalam kegiatan konfirmasi guru:

a. Memberikan umpan balik pada siswa dengan member pengutan dalam bentuk

lisan pada siswa yang telah dapat menyelesaikan tugasnya.

b. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

c. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi

KegiatanAkhir (5 menit)

a. Penilaian proses

b. Membaca doa

c. Mengucapkan salam penutup

Pertemuan II

2. POST-TEST

H. Sumber/Bahan/Alat

1. Bukupanduan guru

2. http://www.nurdiono.com/generic-structure-of narrative-teks.html

3. http://pakpuguh.wordpress.com/2011/08/22/1-narrative-text/

4. Gambar yang relevan dan script monolog berbentuk narrative

68

I. Penilaian

1. Make group consist 4-5 students

2. Each group of students have to identify some of narrative text story

3. Each group must answered every questions of one story

4. Each group also has meaning of that every story

a. Indicator, teknik, bentuk, dancontoh

No

Indicator Teknik Bentuk

Contoh

1. Memahami isi

teks narrative

yang di berikan

Tes

tertulis

Esay Mendiskusikan teks narrative and

melanjutkan cerita berdasarkan

kalimat yang ada

J. RubrikPenilaian

Aspek Skor Keterangan

Langkah retorika 4 Berstuktur sesuai jenis deskripsi secara maksimal

3 Berstuktur minimal sesuai jenis deskripsi

2 Pilihan teks tidak jelas

1 Tidak berstuktur dan sulitdipahami

Tata Bahasa 4 Benar dan tepat

3 Terkadang kurang tepat tapi tidak mempengaruhi

arti

2 Kurang tepat dan mempengaruhi arti

1 Sulitdimengerti

69

Kosa kata 4 Benar dan tepat

3 Terkadang kurang tepat tapi tidak mempengaruhi

arti

2 Kurang tepat dan mempengaruhi arti

1 Sulit dimengerti

Kejelasan makna 4 Sangat jelas dan sangat efektif

3 Cukup jelas dan efektif

2 Jelas dan tidakefektif

1 Kurang jelas

Hubungan antar

gagasan

4 Sangat jelas

3 Cukup jelas

2 Kurang jelas

1 Tidak jelas

70

HAND OUT

MATERIAL

1. NARRATIVE TEXT

DEFINITION

Narrative text is an imaginative story to entertain people.

Social function :

to amuse, entertain and to deal with problematic events which lead to a crisis or

turning point of some kind, which in turn finds a resolution.

Generic structure:

Orientation : containing plot and characters (in this part, you should introduce the

setting of the story)

Complication : crisis of the story (in the part, you should create the conflict as the

result of the disharmonious relation among the characters in your story)

Resolution : the crisis is resolved, for better or for worse (in this part of the story,

after the conflict is over you continue with the solution by introducing the third

person or the third side)

Language Features:

1. Nouns (the Sun, the Moon, sky,etc)

2. Pronouns (he, they, you, etc)

3. Noun phrase (the Moon’s eyes, good security, etc)

4. Time connectives and conjunctions (Long ago, next morning, at the very latest )

5. Adverbs and adverbial phrases (the Sun and the Moon lived happily, the Sun shone

brightly etc)

6. Material processes(action verbs) e.g.: chased, shoneetc

7. The use of past tense e.g.: the Moon loved the Sun.

71

EXAMPLE

Why Do the Moon and the Sun Never Appear Together?

Long, long ago, the sun and the moon lived happily together in the sky. They

always appeared together during the day and night.

One day, the Sun shone brightly so that it almost burned the moon. The

sunlight hurt the Moon’s eyes very much. This made the Moon blind.

The Moon left the Sun although the Sun had apologized to the Moon.

The Sun loved the Moon very much so he chased her. He chased and chased

through the years and centuries but has never caught the Moon.

That’s why the Sun shines during the day and at night the Moon appears.

They will never reunite again.

ORIENTATION

COMPLICATION

COMPLICATION

RESOLUTION

RESOLUTION

72

Lampiran 2

PRE-TEST

TIMUN MAS

Long time ago in the island of Java, Indonesia, lived a couple of farmer. They had

married for some years but they had no children. So they prayed to a monster called

ButaIjo to give them children. ButaIjo was a ferocious and powerful monster. He

granted their wish on one condition. When their children had grown up, they had to

sacrifice them to ButaIjo. He liked eating fresh meat of human being. The farmers

agreed to his condition. Several months later the wife was pregnant.

She gave birth to a beautiful baby girl. They named her TimunEmas. The farmers

were happy. TimunEmas was very healthy and a very smart girl. She was also very

diligent. When she was a teenager ButaIjo came to their house. TimunEmas was

frightened so she ran away to hide. The farmers then told ButaIjo that TimunEmas

was still a child. They asked him to postpone. ButaIjo agreed. He promised to come

again. The following year ButaIjo came again. But again and again their parents said

that TimunEmas was still a child.

73

When the third time ButaIjo came their parents had prepared something for him.

They gave TimunEmas several bamboo needles, seeds of cucumber, dressing and

salt.

‘Timun, take these things’

‘What are these things?’

‘These are your weapons. ButaIjo will chase you. He will eat you alive. So run as fast

as you can. And if he will catch you spread this to the ground. Now go!’

TimunEmas was scared so she ran as quickly as she could. When ButaIjo arrived she

was far from home. He was very angry when he realized that his prey had left. So he

ran to chase her. He had a sharp nose so he knew what direction his prey ran.

TimunEmas was just a girl while ButaIjo was a monster so he could easily catch her

up. When he was just several steps behind TimunEmas quickly spread the seeds of

cucumber. In seconds they turned into many vines of cucumber. The exhausted

ButaIjo was very thirsty so he grabbed and ate them. When ButaIjo was busy eating

cucumber TimunEmas could run away.

But soon ButaIjo realized and started running again. When he was just several steps

behind TimunEmas threw her bamboo needles. Soon they turned into dense bamboo

trees. ButaIjo found it hard to pass. It took him some time to break the dense bamboo

forest. Meanwhile TimunEmas could run farther.

ButaIjo chased her again. When he almost catch her again and again TimunEmas

threw her dressing. This time it turned into a lake. ButaIjo was busy to save himself

so TimunEmas ran way. But ButaIjo could overcome it and continued chasing her.

Finally when TimunEmas was almost caught she threw her salt. Soon the land where

ButaIjo stood turned into ocean. ButaIjo was drowned and died instantly.

TimunEmas was thankful to god and came back to her home.

- identify the generic structure and what is moral value of the story “Timun Mas”

- After you know about that story, you make a short story about that with you word!

74

Lampiran 3

POST TEST

- Choose only one picture and make a story based on this picture!

(Don’t forget using generic structure of narrative)

1. TIMUN MAS

2. MALIN KUNDANG

3. ASAL MULA DANAU TOBA

75

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : MA NU 03 Sunan Katong Kaliwungu

Kelas/Semester : XII/1

Skill : Writing

Media : Gallery Walk Strategy

Pertemuan : Kedua

Alokasi Waktu : 2x45 menit

A. STANDAR KOMPETENSI

6. Menulis

6.1 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei

sederhana narrative dalam konteks kehidupan sehari-hari.

B. KOMPETENSI DASAR

6.2 Mengungkapkan makna dalam bentuk teks fungsional pendek dan esei sederhana

narrative dengan menggunakan ragam bahasa secara akurat, lancer dan bertema

dalam konteks kehidupan sehari-hari.

C. INDIKATOR PENCAPAIAN KOMPETENSI

Indikator Pencapaian Kompetensi

Nilai Budaya dan Karakter

Bangsa

1. Menggunakan simple past tense

dalammembuat paragraph narrative

Religius, jujur, toleransi, disiplin,

kerja keras, mandiri, demokratis,

76

2.Membuat draft, merevisi, menyunting

3.Menghasilkan teks berbentuk narrative

rasa ingintahu, menghargai prestasi,

bersahabat, cinta damai, gemar

membaca, peduli sosial, tanggung

jawab, mandiri, menghargai dan

menghormati orang tua,

D. TUJUAN PEMBELAJARAN

1. Siswa dapat menggunakan simple past tense dalam membuat paragraph narrative

2. Siswa dapat membuat draft, merevisi, menyunting

3. Siswa dapat menghasilkan teks berbentuk narrative

E. MATERI POKOK

Definition

Narrative text is an imaginative story to entertain people.

Social function:

To amuse, entertain and to deal problematic events which lead to a crisis or turning

point of some kind, which in turn finds a resolution.

Generic structure:

Orientation : containing plot and characters

Evaluation : evaluating the plight of the story

Complication : crisis of the story

Resolution : the crisis is resolved, for better or for worse.

Language features of narrative:

Using processes verbs

Using temporal conjunction

Using Simple Past Tense

77

F. METODE PEMBELAJARAN

Ceramah, discussion, Communicative Language Teaching (CLT), Gallery Walk

Strategy

*Langkah-langkah Gallery Walk Strategy

Procedure:

Step one: Select texts

Step two: Organize texts around the classroom

Step three: Instruct students on how to walk through the gallery

G. Langkah-langkah kegiatan pembelajaran

Pertemuan I

1. Kegiatan Inti

Kegiatan Awal (45menit)

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas

(nilai yang ditanamkan: santun, peduli) dan berdoa.

b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin)

c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

d. Guru memberitahukan siswa pre-test

Kegiatan Inti (40 menit)

Eksplorasi (Step one: Select texts)

Dalam kegiatan eksplorasi guru:

a. Memberikan stimulus berupa pemberian materi tentang narrative dan contoh

teks narrative

b. Siswa dibagi dalam kelompok kecil 4-5 anak untuk mendiskusikan mengenai

pertanyaan dari contoh teks narrative

c. Perwakilan dari setiap kelompok 3 atau 2 anak melihat soal yang ada dalam

gallery walk (picture narrative) tersebut.

Elaborasi (Step two: Organize texts around the classroom)

Dalam kegiatan elaborasi guru:

78

a. Setelah perwakilan siswa membaca pertanyaan yang terdapat di gallery walk

lalu mendiskusikan pada kelompoknya

b. Memfasilitasi siswa melalui pemberian tugas mengerjakan tugas yang ada

secara kelompok

c. Membiasakan siswa untuk berani mengungkapkan pendapatnya dan menjawab

pertanyaan yang telah mereka diskusikan.

Konfirmasi (Step three: Instruct students on how to walk through the gallery)

Dalam kegiatan konfirmasi guru:

a. Memberikan umpan balik pada siswa dengan member pengutan dalam bentuk

lisan pada siswa yang telah dapat menyelesaikan tugasnya.

b. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar

yang sudah dilakukan

c. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi

KegiatanAkhir (5 menit)

a. Penilaian proses

b. Membaca doa

c. Mengucapkan salam penutup

Pertemuan II

2. POST-TEST

H. Sumber/Bahan/Alat

1. Buku panduan guru

2. http://www.nurdiono.com/generic-structure-of narrative-teks.html

3. http://pakpuguh.wordpress.com/2011/08/22/1-narrative-text/

4. Gambar yang relevan dan script monolog berbentuk narrative

79

I. Penilaian

a. Make group consist 4-5 students

b. Each group of students have to identify some of narrative text story

c. Each group must answered every questions of one story

d. Each group also has meaning of that every story

a. Indicator, teknik, bentuk, dancontoh

No

Indicator Teknik Bentuk

Contoh

1. Membuat cerita

sederhana

berdasarkan

gambar narrative

yang telah

ditentukan

Unjuk

kerja

Menulis Membuat cerita berdasarkan gambar

yang sudah ditentukan berdasarkan

generic structure dari narrative

J. RubrikPenilaian

Aspek Skor Keterangan

Langkah retorika 4 Berstuktur sesuai jenis deskripsi secara maksimal

3 Berstuktur minimal sesuai jenis deskripsi

2 Pilihan teks tidak jelas

1 Tidak berstuktur dan sulitdipahami

Tata Bahasa 4 Benar dan tepat

3 Terkadang kurang tepat tapi tidak mempengaruhi

arti

80

2 Kurang tepat dan mempengaruhi arti

1 Sulitdimengerti

Kosa kata 4 Benar dan tepat

3 Terkadang kurang tepat tapi tidak mempengaruhi

arti

2 Kurang tepat dan mempengaruhi arti

1 Sulit dimengerti

Kejelasan makna 4 Sangat jelas dan sangat efektif

3 Cukup jelas dan efektif

2 Jelas dan tidakefektif

1 Kurang jelas

Hubungan antar

gagasan

4 Sangat jelas

3 Cukup jelas

2 Kurang jelas

1 Tidak jelas

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HAND OUT

MATERIAL

2. NARRATIVE TEXT

DEFINITION

Narrative text is an imaginative story to entertain people.

Social function :

to amuse, entertain and to deal with problematic events which lead to a crisis or

turning point of some kind, which in turn finds a resolution.

Generic structure:

Orientation : containing plot and characters (in this part, you should introduce the

setting of the story)

Complication : crisis of the story (in the part, you should create the conflict as the

result of the disharmonious relation among the characters in your story)

Resolution : the crisis is resolved, for better or for worse (in this part of the story,

after the conflict is over you continue with the solution by introducing the third

person or the third side)

Language Features:

8. Nouns (the Sun, the Moon, sky, etc)

9. Pronouns (he, they, you, etc)

10. Noun phrase (the Moon’s eyes, good security, etc)

11. Time connectives and conjunctions (Long ago, next morning, at the very latest )

12. Adverbs and adverbial phrases (the Sun and the Moon lived happily, the Sun shone

brightly etc)

13. Material processes(action verbs) e.g.: chased, shone etc

14. The use of past tense e.g.: the Moon loved the Sun.

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EXAMPLE

Why Do the Moon and the Sun Never Appear Together?

Long, long ago, the sun and the moon lived happily together in the sky. They

always appeared together during the day and night.

One day, the Sun shone brightly so that it almost burned the moon. The

sunlight hurt the Moon’s eyes very much. This made the Moon blind.

The Moon left the Sun although the Sun had apologized to the Moon.

The Sun loved the Moon very much so he chased her. He chased and chased

through the years and centuries but has never caught the Moon.

That’s why the Sun shines during the day and at night the Moon appears.

They will never reunite again.

ORIENTATION

COMPLICATION

COMPLICATION

RESOLUTION

RESOLUTION

83

84

85

86

Documentation

1. The Teacher gave Material

2. The Students do assignment Pre-Test

87

3. The teacher gave explanation about material

4. Students gave post test

88

5. Students discussion with the group

89

6. Students present about story of narrative texts and share with other

group

90