THE USE OF PADLET APPLICATION TO IMPROVE WRITING

SKILLS OF THE TENTH GRADE STUDENTS OF SMK N 2 SALATIGA

IN THE ACADEMIC YEAR 2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements for the

degree of Sarjana Pendidikan (S.Pd.)

BY:

LAILATUL ISTIANAH

113 14 024

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

i

THE USE OF PADLET APPLICATION TO IMPROVE WRITING

SKILLS OF THE TENTH GRADE STUDENTS OF SMK N 2 SALATIGA

IN THE ACADEMIC YEAR 2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements for the

degree of Sarjana Pendidikan (S.Pd.)

BY:

LAILATUL ISTIANAH

113 14 024

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

ii

Salatiga, March 7, 2019

Hanung Triyoko, S.S., M.Hum., M.Ed.

The Attentive Counselour‘s Note

Lailatul Istianah

To the Dean of Teacher Training and

Education Faculty

Assalamualaikum Wr. Wb.

After reading and correcting Lailatul Istianah‘s graduating paper entitled “THE

USE OF PADLET APPLICATION TO IMPROVE WRITING SKILLS OF

THE TENTH GRADE STUDENTS OF SMK N 2 SALATIGA IN THE

ACADEMIC YEAR 2018/2019”, I have decided and would like to propose that

this paper can be accepted by the Teacher Training and Education Faculty. I hope

that this paper will be examined as soon as possible.

Wassalamualaikum Wr.Wb.

Counselor

Hanung Triyoko, S.S., M.Hum., M.Ed.

NIP. 19730815 199903 1 003

iii

DECLARATION

In the name of Allah

Hereby the researcher declares that this graduating paper is written by the

researcher herself. This paper does not contain any materials which have been

published by other people, and it does not cite any other people ideas except the

information from the references.

The researcher is capable to account her graduating paper if in the future it

can be proved containing other‘s idea or in fact that the researcher imitates the

other‘s graduating paper. Likewise, this declaration is written by the researcher,

and she hopes that this declaration can be understood. The researcher will also

agree if the library of IAIN Salatiga publishes this graduating paper.

This declaration is written with the full of concern of the writer.

iv

KEMENTERIAN AGAMA REPUBLIK INDONESIA

INSTITUT AGAMA ISLAM NEGERI (IAIN) SALATIGA

FAKULTAS TARBIYAH DAN ILMU KEGURUAN (FTIK)

Jalan Lingkar Selatan Km 02, Kel.Pulutan, Sidorejo, Salatiga 50716,

Telp.(0298) 6031364Website: http://www.tarbiyah.iainsalatiga.ac.id E-mail:

tarbiyah@iainsalatiga.ac.id

A GRADUATING PAPER

THE USE OF PADLET APPLICATION TO IMPROVE WRITING SKILLS

OF TENTH GRADE STUDENTS OF SMK N 2 SALATIGA IN THE

ACADEMIC YEAR 2018/2019

WRITTEN BY:

LAILATUL ISTIANAH

NIM. 113 14 024

Has been brought to the board of examiners of English Education Department of

Teacher Training and Education Faculty at the State Institute for Islamic Studies

(IAIN) Salatiga on April 09, and hereby considered to have completed the

requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education.

Board of examiners,

Head : Noor Malihah, Ph.D. ____________

Secretary : Hanung Triyoko, S.S., M.Hum.,

M.Ed.

____________

First examiner : Dr. Maslihatul Umami, M.A. ____________

Second examiner : Faizal Risdianto, S.S., M.Hum. ____________

v

MOTTO

“Responsibility is the price of greatness”

-Winston Churchill-

“If you take responsibility of yourself you will develop a hunger to accomplish

your dreams”

-Les Brown-

vi

DEDICATION

This graduating paper is sincerely dedicated to:

1. My beloved mother and grandmother Muniroh and Siyamah who always

pray, love, and support me. You are my everything.

2. My beloved aunt Masfufah who always encourages when I am down.

3. My big family who always support me.

4. My almamater, IAIN Salatiga.

5. All the seeker of knowledge in the world.

vii

ACKOLWEDGEMENET

Bismillahirrahmanirrahim

Assalamualaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praises be to Allah SWT, The Most

Gracious and The Most Merciful, The Lord of Universe. Because of Him, the

researcher could finish this graduating paper as one of the requirement for the

Degree of Sajana Pendidikan (S.Pd) in English Education Department of Teacher

Training and Education Faculty of State Institute for Islamic Studies (IAIN)

Salatiga. Peace and salutation always be given to our prophet Muhammad SAW

who has guided us from the darkness to the lightness.

However, this success would not be achieved without support, guidance,

advices, helps, and encouragements from individual and institution. The

researcher somehow realizes that an appropriate moment for her to deepest

gratitude for:

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

Islamic Studies (IAIN) Salatiga.

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

Faculty.

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

Department.

viii

4. Mr. Hanung Triyoko, S.S., M. Hum., M. Ed. as the counselor who has

educated, supported, directed, and given the researcher advices,

suggestions,

5. All lecturers in English Education Department of Teacher Training and

Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga.

Thanks for all guidance, knowledge, support, etc.

6. Drs. Kamaruddin, M.Pd the Principal of SMK N 2 Salatiga

7. All the teachers and staffs of SMK N 2 Salatiga, especially Mrs.

Endang Guritno, S.Pd. and all of students of X TPBO class.

8. My big family of International Class Program (ICP) batch 2014 who

always give the unforgettable moments.

9. My EPIC family of Central Java and Yogyakarta who always give me

support.

10. My beloved friends of Rumbela RIENZI.

Salatiga, April ...

2019

The Researcher

Lailatul Istianah

113 14 024

ix

ABSTRACT

Istianah. 2019. The Use of Padlet Application as a media to Improve Writing

Skills of the Tenth Grade Students of SMK N 2 Salatiga in the

Academic Year 2018/2019 (Classroom Action Research of Tenth

Grade Students of SMK N 2 Salatiga in the Academic Year

2018/2019). A graduating paper. English Education Department.

Teacher Training and Education Faculty. State Institute for Islamic

Studies Slatiga. Counselor: Hanung Triyoko, S.S; M. Hum., M.Ed.

This research was aimed to improve students‘ writing skills using Padlet

application. This research answer two questions (1) how is the implementation

of Padlet to improve writing skills of Tenth Grade Students of SMK N 2 Salatiga

in the Academic year 2018/2019? (2) How is the improvement of writing skills

of Tenth Grade Students of SMK N 2 Salatiga in the Academic year 2018/2019

before and after using the application?

The research design of this research was Classroom Action Research. It

was conducted in two cycles. Each cycle consisted of planning, action,

observation, and reflection. From the study, the researcher could conclude that

the students‘ writing skill is improved from cycle I and cycle II.

The conclusion was made from the research by the researcher that the

students‘ writing skill is improved improved from cycle I and cycle II. The

improvement was seen when the researcher conducted cycle II. The result of the

t-test of cycle II was 2.76. The passing grade was 75 and the target of the

passing grade was 85%. The outcome of post-test cycle II was 88.57%. From the

students. The target of cycle II was achieved, so the researcher stopped the

study. It means that Padlet application is able to improve the students‘ writing

skills.

Keywords: writing skills, Padlet application, descriptive text, cooperative

learning.

x

xi

xii

xiii

xiv

1

CHAPTER I

INTRODUCTION

A. Background

Human is one of God‘s creation who can‘t live and alive alone in

this world. Humans need others to continue their life. They help each other

in their daily life. In order to work and help each other, they interact and

communicate each other and one thing that make all of interaction and

communication possible is language. Language, a system of conventional

spoken, manual, or written symbols by means of which human beings, as

members of a social group and participants in its culture, express

themselves (Crystal and Robin, 2019). The history of language begins

thousands year ago. Knowledge and culture is delivered by our ancestor by

language. Many sciences are delivered through language, include the

science of language itself. Language also make a possibility of humans to

know each other. Moreover, language is media of human being to express

their feeling. Through language, we can identify personality of person and

know the culture of a nation. Language is an extraordinary gift of God and

a key of human life. According to Kenneally (2008) there are about 6000

languages in the world, and half of the worlds speaks only ten of them

(cited at Nordquist, 2008). Among those language, English is the most

dominant one. The spreading of English language is one of British

colonialism result and globalization of American power after World War

II.

2

As we know, there are four skills in English, speaking, listening,

reading and writing. Among of these skills, writing is most difficult one

like Togatorop (2015) says that ―It could be said that writing is the most

difficult of the four language skills (speaking, listening, reading, and

writing)‖. His statement is supported by several experts including Nunan

(1995), Brown (2001), and Harmer (2007) who said that writing is a very

complex activity for its complicated components such as the development

of ideas, syntax, grammar, organization, vocabulary, content,

communication skills, and use of punctuation.

All of these skills help people to express their thought. It means to

make easier in communication and expressing the thought, everyone

should master all these skills. To master all of them, people need to learn.

According to Sharma learning is any relatively permanent change in

behavior that occurs as a result of practice and experience. Commonly,

someone will come to a teacher to learn something. Then, teaching and

learning activity is happened. In order to delivering material easier, people

make language teaching method, teaching strategy, and learning strategy,

and so on. Time by time, the human effort to make teaching and learning

easier develop and change in various ways. This development and change

is affected by many factor, one of them is technology. With technology

learning and teaching activity can be done everywhere and every time as

long as there are devices and internet connection. Technology also can be

integrated with teaching and learning activity in the classroom. One of the

3

technology that can support learning and teaching activity in the classroom

is Padlet.

According to Algraini (2014:16) Padlet is a free social-networking

site in which people can argue or discuss about certain topics and easily

use multimedia elements to enhance their words. Padlet enable its user to

upload images, videos, documents and PDFs, share links, comment on

each other‘s posts, make public or private walls and exchange information.

It is online wall which provides users with this good amount of features

that facilitate communicating among people and stimulate them to express

themselves. To use this application, a user can use any devices that enable

to connect to the internet such as smart phone, computer, iPads, or any

other devices. The users can enjoy the application without register or make

an account, but it will be more benefit for the users if they make an

account. It because making an account can help the users to manage their

interaction and performance (Haris, 2017). When someone gives a respond

to the user‘s wall, there will be notification in the user‘s email.

After conducting interview with Mrs. Endang Guritno, an English

teacher of tenth grade students of SMK N 2 Salatiga, the researcher finds

out that tenth grade students of SMK N2 Salatiga experience difficulties in

making descriptive text. Actually, there are many ideas in their mind, but it

is difficult for them to put their idea into a text. Lack of vocabularies,

grammar confusion, and lack of confidence are the cause of their

difficulties in making descriptive text. Moreover, conventional way of

4

delivering material, lack of motivation, and students‘ assumption that

English writing is difficult also make the students get difficulties in

making descriptive text.

To solve these problem the researcher want to conduct classroom

action research by using Padlet application as learning media. The title of

this research is “THE USE OF PADLET APPLICATION TO

IMPROVE WRITING SKILLS OF THE TENTH GRADE

STUDENTS OF SMK N 2 SALATIGA IN THE ACADEMIC YEAR

2018/2019”

B. Research Question

Based explanation above, researcher provide research question as

follows:

1. How is the implementation of Padlet to improve writing skills of SMK

N 2 Salatiga in the Academic year 2018/2019?

2. How far the improvement of writing skills of tenth grade students of

SMK N 2 Salatiga in the academic year 2018/2019 before and after

using the application?

C. Objectives

According to the problems of the study, the main objectives of this

research are as follows:

5

1. To know the implementation of Padlet to improve writing skills of the

Tenth Grade Students of SMK N 2 Salatiga in the Academic year

2018/2019.

2. To find the improvement of the Tenth Grade Students of SMK N 2

Salatiga in the Academic year 2018/2019 in writing skills before and

after use Padlet.

D. Significance of the study

In this study, there two kinds of significant of the research,

theoretical benefit and practical benefit.

1. Theoretical benefit

Padlet is an application which looks like virtual wall. Padlet allows

teacher and students to interact each other such as giving and respond

an instruction, giving compliment and opinion, and post the material.

This application can enhance students writing skills. It is expected by

researcher that by using Padlet, students‘ writing skills will be

improved.

2. Practical Benefit

Researcher is expected that the result of this research will

contribute as follows:

a. English student

The students can post their work and share material with other

finds in the class. They also can give compliment and opinion for

6

other students‘ work. They can evaluate their work each other. It is

expected that by using Padlet, the students‘ writing skills will be

improved.

b. Using this application, teacher can control the lesson even not in

the classroom. Teacher can post their order, give compliment and

opinion, and share material of the lesson easily. Padlet can help

teaching activity be more engaging and interesting.

c. For the English education department

Researcher hope that this research can motivate and inspire other

students to conduct a research. In addition, this research is

expected to be one of resource of research in similar case.

E. Hypotheses and Succes Indicators

Hypotheses of a research is a basic assumption of how the result of the

research will be. To formulate hypotheses, the researcher has to ensure that

the hipotheses is real or based on fact. There are two kinds of hypotheses :

1. Alternative Hypotheses (HA) : There is significant imrpovement of

students‘ writing skills after using Padlet

2. Null Hypotheses (Ho) : There is no significant improvement of

students‘ writing skills after using Padlet

To measure the research has been successful or hasn‘t yet, it is

necessary to decide success indicator. The success indicator will be

influenced by passing grade score. Passing grade for English lesson of

7

tenth grade students of SMK N 2 Salatiga is 75. Target of students‘

achievement in this research is 85%. It means that this research will be

considered run successfully if 85 % of students get 75 or above.

Then, if the indicator has not been achieved yet, the researcher

continue the research to next cycle of action by making revision on the

next planning. The research was stopped if result of data analysis shows

all indicators fulfillment.

F. Research Methodology

1. Design of the research

In this research, researcher uses classroom action research that

consist of two cycle. The step of each cycles are: planning, action,

observation, and reflection. Before the researcher goes deeply into this

research, there will be the explanation about classroom action research.

Burn (2010:2) defines action research as part of a broad movement

that has been going on in education generally for some time. It is

related to the ideas of ‗reflective practice‘ and ‗the teacher as

researcher‘. According to her, the central idea of the action part of AR

is to intervene in a deliberate way in the problematic situation in order

to bring about changes and, even better, improvements in practice. In

other hand Hopkin (2008:1) defines classroom research as an act

undertaken by teachers, to enhance their own or a colleague‘s teaching,

to test the assumptions of educational theory in practice, or as a means

8

of evaluating and implementing whole school priorities. From these

definition we can conclude that classroom action research is a research

which is conducted by teachers or practitioners in their classroom

which focus on teaching and learning development.

According to Kemmis and Taggart 1988 (in Niff, 2002: 58) the

steps of classroom action research are:

a. Planning

In planning phase the researcher identify a problem or issue and

develop a plan of action in order to bring about improvements in a

specific area of the research context. This is the phase where the

researcher should consider: i) the kind of investigation which is

possible within teaching situation; and ii) potential improvements

which may be possible.

b. Action

In this phase, the researcher put the plan into action. The researcher

do a treatment to the students using Padlet as media of learning.

The researcher act as the observer.

c. Observation

In this phase the researcher observe the effect of the action and

documenting the context, actions and opinions which are involved

systematically. It is a data collection phase where the researcher

use ‗open-eyed‘ and ‗open-minded‘ tools to collect information

about what is happening.

9

d. Reflection

At this point, the researcher reflects on, evaluates and describes the

effects of the action in order to make sense of what has happened

and to understand the issue you have explored more clearly. The

researcher may decide to do further cycles of action research to

improve the situation even more, or to share the ‗story‘ of the

research with others as part of the researcher‘s ongoing

professional development.

2. Subject of the research

The subject of the research is first grade students of SMK N 2

Salatiga in the academic year 2018/2019. After conducting an

observation, the researcher find some issues related to the

students‘writing skills. These issues make the researcher chooses the

first grade students of SMK N 2 Salatiga to be the subject of the

research. This class consist of 35 students. All of them are boys. It can

be seen on the appendixes.

3. Steps of the Research

Conducting this research, the researcher carries out some steps

which is summarized in the table below

Table 1.1 Research Schedule

No. Activities Time Allocation

1. Preparing research proposal August 2018

10

2. Asking school permission,

observation, interviewing teacher

class, and discussing lesson plan

The last week of

August 2018

3. Pre-research observation and class

teacher interview

1st week of September

2018

4. Discussing Padlet application and

lesson plan with the teacher

The remaining week of

September 2018

5. Doing cycle I and II and analyzing

data

October 2018

6. Writing result of the research November 2018

7. Continuing writing graduating

paper

November 2018

4. Technique of collecting data

In collecting the data in this research, the researcher use

observational and non-observational techniques. The observational

techniques of collecting data which are applied in this research are:

a. Observation

Observation is one of data collection method which enable

researcher to document and reflect systematically upon classroom

interactions and events, as they actually occur rather than as we

think they occur (Burn, 1999). Burn (1999) said that there many

11

basic factors in order to guide help observation and make them

more manageable:

1) Decide focus

2) Identify as specific physical location in which the observation

will be conducted.

3) Consider the group or individual to be observed

4) Record the events as they happen or as soon as possible after

they happen

5) Be as objective and precise as possible in the observations

6) Try to record complete events or incidents

7) Develop a system for recording that fits in with other activities

occurring in the context of the observation.

In this research, the researcher used non-participant

observational method which means watching and recording

without personal involvement in the research context. The purpose

of this kind of observation is remain aloof and distant and to have

little or not.

b. Photograph

This technique is applied by capturing teaching and

learning activities in the class. Related with photographic, Burn

(1999:101) states that

Photographic data hold promise as a way of richly

numerous illuminating aspect of the classroom quickly

and relatively inexpensively and providing new angle on

the context being researched.

12

Besides use observational technique, the researcher also uses non-

observational technique in collecting the data. Here are the technique

which is applied in this research:

a. Interview

Burn (1999:117) state that interview is face to face personal

interaction in which generate data about the research issue and

allows specific issues to be discussed from other‘s people

perspective. This is one of popular collecting qualitative data

method and has been widely used. According to Hopkin (2008), in

classroom action research interview can take four form: it can

occur between teacher and pupil, observer and pupil, pupil and

pupil and, occasionally, teacher and observer.

b. Test

This technique is used to measure the students writing skills

ability and students‘ understanding toward the material which is

delivered during teaching and learning activity.

5. Instrument of the research

To support collecting data during the research conducting, the

researcher use research instrument as follows:

a. Pre-test and Post-test

This test is used to measure the student‘s writing ability before and

after using Padlet application. In this research, the researcher

13

choose essay test and will give some grade based on some aspect

such as grammar, content, organization or form, and diction.

b. Observational sheet

Observational sheet is used to know what happen in the classroom

during teaching and learning activity by using Padlet application. It

gives monitor and records of student‘s improvement during the

lesson. Here are observational sheet which are used in the research:

Table 1.2 Teacher’s Field Note

No. Teacher

activities

Yes No Description Obstacle Solution

1.

Greeting the

students

before the

lessons

begins.

2.

Praying

before the

lesson.

3.

Checking

the students‘

attendance.

4.

Review the

previous

material

5.

Preparing

and giving

the

materials.

6.

Explain the

goal of the

lesson using

Padlet

7.

Divide the

students into

groups

which

14

consist of 2-

4 students

8.

Ask each

group to do

vocabulary

exercise

9.

Invite

students to

visit

teacher‘s

Padlet wall

by giving a

link

10.

Give

opportunity

to the

students to

watch the

video in the

Padlet wall

11.

Give

opportunity

to the

students to

visit the link

of the lesson

which is

already

available in

Padlet

12.

Give the

students

opportunity

to ask a

question

about

material

through

Padlet

13.

Give the

students

feedback of

their

qustions

14. Give the

students

15

worksheet

via Padlet

15.

Give the

students a

chance to

explore the

material

16.

Give the

students

opportunity

to

understand

and analize

the material

17.

Give each

group a

chance to

present their

discussion

result

18.

Guide thge

students‘

activities

19.

Give every

student a

chance to

make a

conclussion

toward the

material on

Padlet

20.

Give a feed-

back

towards

students‘

conclusions

21.

Close the

lesson by

giving

greeting

16

Table 1.3 Students’ Field Note

No. Students‘s

activities

Yes No Description Obstacle Solution

1.

The

students

remind the

previous

material

2.

The

students

understand

the goal of

study using

Padlet

3.

The

students are

divided into

some group

which

consist of 2-

4 students

4.

In a group

the students

do the

exercise of

vocabularies

builder

5.

The

students

join to

teacher‘s

Padlet wall

by visiting

the given

link

6.

The

students

watch video

and visit the

link of

material

which are

17

provided on

Padlet

7.

The

Students ask

questions

which are

related with

the material

on the

Padlet

8.

In a group,

the students

do the tasks

which are

provided on

the Padlet

9.

By doing

the exercise,

the students

try to

understand

the material

10.

The

students

present their

discussion

result

11.

The

students get

feedback

from their

teacher and

their friends

via Padlet

12.

The

students

make a

conclusions

on Padlet

6. Technique of data analysis

In this classroom action research, the data is analyzed in two ways

as follows:

18

a. Descriptive techniques

This technique is used by the researcher to know the

students activity and environment during teaching and learning to

make descriptive analysis easy, the writer used field note and

recorder to record the activity.

b. Statistical technique

This technique is used to know the number of student‘s

score of writing ability in each cycle and the student‘s

improvement before and after using Padlet.

According to Kothari (2004: 3) the formula is:

1) Mean

Mean is formula to know the average of the student‘s score.

The formula is

M =

M = Mean of student‘s score

∑x = The sum score of students‘ writing test

N = The total number of students

2) SD (Standard Deviation)

SDD = √

2

SD = Standard Deviation

D = Different between pre-test and post-test

N = Number of observation in T-test

19

3) T-test

To be able to know whether there is significant improvement or

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

calculate the SD.

The formula is:

TO =

√

TO = T-test for differences of pre-test and post-test

SD = Deviation Standard for one sample test

D = Different between pre-test and post-test

N = Number of observation in T-test

G. Research Organization

At this point, will be explained about part of research organization.

This research is consist of V chapters. First chapter consist of background,

research question, objective, significance of the study, hypotheses and

success indicators, research methodology, and research organization.

Chapter II consist of theoretical framework and previous research. Third

Chapter consist of procedure of the research and minimum passing grade.

Chapter IV consist of the result of the research and discussion. Chapter V

as final chapter will consist of conclussion and suggestion.

20

CHAPTER II

LITERATURE REVIEW

A. Theoretical Framework

1. Writing

a. General concept of writing

Humans express their feeling in many various way such as

laughing, gesture, or mimic of their face. Beside their expression,

human also communicate to share their feeling and their idea. It

needs at least two person to communicate in normal circumstance,

one as a sender or emitter and another one as a receiver. For many

reasons writing be one of the way to express and communicate

human‘s feelings and ideas.

Now days, writing is one of language skills which can‘t be

separated in our daily life. We use this skills continuously to do

many things. Although we are familiar with writing, but sometimes

we don‘t know what writing is. To answer the question, many

scientist has proposed many opinions based serious investigation

about the meaning of writing. For example, Olson (2019) defines

writing as form of human communication by means of a set of

visible marks that are related, by convention, to some particular

structural level of language. His definition highlight the fact that

writing is in principal the representation of language rather than

direct representation of thought and the fact that spoken language

21

has a number of structure levels. This means that writing as a form

of human communication has a system. Olson (2019) defines

writing system as any conventional system of marks or signs that

represents the utterances of a language. From these explanations, it

can be said that writing is representation of speech.

History of writing has been started since many years ago. In the

beginning of writing history, writing is not same with alphabet that

we know, but in the form of picture or certain sign which is written

at stone or wood. According to Oslon (2009) at Lascaux and

Altamira, drawings on a wall cave has been found and it is

estimated as 40.000-year-old drawing. Moreover, the first

markings incised on bone dating 10.000 also has been found in

China.

Now days, writing is one of important skills of English

language especially for university students. Before they graduated

from their university, they always be obligated to make a final

graduating paper. Then, in career world they also be obligated to

do a job related with writing. Many jobs need writing skills but

there is lack of writing competency especially university student.

This because university students be more pragmatics in doing

everything. This is influenced by modernization and new

technology. Furthermore writing become one of difficult skills in

English language.

22

b. The importance of writing

As explained before, that writing becomes one of important

skills and the most difficult skills among other skills in English.

Writing is an important part of life, whether in the workplace or

school, as a hobby or in personal communication. This skills helps

the writer express feelings and thoughts to other people in a

relatively permanent form. Personal writing builds a connection

between the writer and reader in a different way from oral

communication, and it helps people to organize their thoughts

when seeing them on paper or on a screen.

Professional writing and writing for school have a different

role than personal writing. Formal writing encourages critical

thinking in the form of essays, research papers and articles, which

helps the writer learn how to interpret the world around him in a

meaningful manner. Writing about a topic improves the writer's

understanding of the topic, and papers with a slant help the writer

understand how to successfully construct professional arguments

and debates about a topic. Learning how to structure arguments and

articulate opinions in writing translates well to the spoken word,

helping people to be better at presenting facts and opinions in a

calm, rational way.

Because of its importance, writing should be learned.

Moreover, writing is not like speaking which can be acquired

23

naturally (Harmer, 2004). To master writing someone have to learn

intentionally. Before someone write something, she/he have to

know what will be written and how to write it. To know/have the

material that will be written, someone has to read or have

experienced as writing material. After that he/she should write

her/his knowledge or experience. In writing we should consider

many things such as diction, grammar, connotation, and so on. This

because what we write can be understood by the reader.

c. Assessing of writing

Assessment is a tool to know the quality of something,

include language skills. Knowing the quality of something is not

the only one purpose in assessing something, especially in

language skills. According to Weigle (2002) there are two main

purpose of language assessment. The first purpose is to make

inferences about language ability and the second purpose is to

make a decision based those inferences. This theory also can be

applied in writing as one of language skills.

Writing assessment is used in this research to know how far

the students‘ ability in making a descriptive text. Here are the

rubric of writing assessment in Academic writing course

according to Weigle (2002):

24

Table 2.1 Assessing Writing Rubric

Content

The Essay:

Organization

The Essay:

Language Use

The Essay:

9-10 9-10 5

Complete,

Accurate, and

thorough

Includes all

important ideas

and demontrates

an

understanding

of important

relationship

Is fully

developed and

incudes specific

facts or

examples

Contain no

irrelevant

informaton

Logically

organized

around

major

ideas and

concept

Restates

the

question

accurately

Deveops

ideas from

general to

specific

Achieves

coherence

through

the

appropriat

e and

varied use

of

academic

lanuage

structures

Clearly

written

with few

errors,

errors do

not

interfere

with

comprehe

nsion

Includes

academic

vocabular

y that is

rarely

inaccurate

Includes

generally

accurate

word

form and

verb

tenses

Uses a

variet of

sentence

25

types

accurately

Contain

source

text

language

that is

well

integrated

with

studets

generated

language

7-8 7-8 4

Demonstrate a

good

understanding

of the topic

Includes most of

important ideas

and show a

good

understanding

of important

Demonstrate a

good

development of

ideas and

incudes

adequate

Generally

well

organizati

on around

important

ideas and

facts

Includes

restatemen

t of the

question

Develops

ideas from

general to

specific

Achieves

Clearly

written

with few

errors,

errors do

not

interfere

with

comprehe

nsion

Uses

generally

accurate

vocabular

y

Incudes

26

supporting facts

May contain

some irreevant

information

some

coherence

through

the use of

academic

language

structures

inaccurate

word

form and

verb

tenses

Uses

simple

and

compoun

d

sentences

Contain

source

text

language

that is

well

integrated

with

studets

generated

language

5-6 5-6 3

Demontrate

some

knowledge and

understanding

of topic but may

show gaps in the

students

Loosely

organized

around

ideas and

concepts

Attempts

to restates

written

with few

errors,

errors do

not

interfere

with

27

knowlede.

Includes most of

important ideas

but imited

unerstnding of

knowledge.

Develops ideas

adequately and

includes some

supporting facts

May be vague,

repetitive or not

well developed

and may

includes miss

conception,

the

questions

Develops

ideas from

general to

specific

Uses some

appropriat

e

academic

language

an

cohesive

devices

through

may those

repetition.

comprehe

nsion

Demonstr

ate

occasional

problems

with word

choice

Uses

simple

and

compoun

d

sentences

with

occasioan

al errors

Demonstr

ate some

reliance

on source

text

language

d. Writing success indicator

Someone/ writer can be called successful in writing when

he/ she has obtained writing fluency or fluent writing. Ritchey et.al

(2016:26) defines fluent writing as ―the way an individual easily

produces written text, and that the generation of written text

28

encompasses both text generation (translating ideas into words,

sentences, paragraphs, and so on) and transcription (translating

words, sentences, and higher levels of discourse into print)‖. Their

theory states that there are two components of fluent writing, they

are transcription and text generation. According to them, the

execution and coordination of these components are constrained by

cognitive resources, such as short-term, long-term and working

memory.

2. Descriptive text

When a text is produced, always there is a purpose beyond the

production. For example an advertisement. It is produced not only to

inform but also to persuade or provoke people to do something.

Different with advertisement, a formal letter also has purpose beyond it

production. Formal letter is produced to deliver a specific information

between two people or more. The difference of purpose of text will

influence the kind of text that will be produced. The difference kind of

text also make difference language which will be used to make a text.

This difference among kind of text called genre (Harmer, 2004:16).

There are many genre of text in this world, and descriptive is one

of them. Like its name, this text is produced to describe something,

such as noun, idea, place, etc. Oshima and Hogue (as cited in Utami,

2014) state that ―descriptive writing appeals to the senses, so it tells

how something looks, feels, smells, tastes, and/ or sounds‖. A good

29

descriptive text can make the readers imagine the object clearly in their

mind like seeing a picture of an object. In other word, author of good

descriptive text is like an artist who paints a picture which can be seen

clearly by the reader. Surely, the purpose of descriptive text is to

describe, represent or reveal a person or an object, either abstract or

concrete.

The generic structure of descriptive text is identification and

description. Identification contains about the introduction of a person,

place, animal or object will be described. Description contains a

description of something such as animal, things, place or person by

describing its features, forms, colors, or anything related to what the

writer describe. Moreover, the language feature of descriptive text are

specific participant, the use of adjective to clarify the noun, the use of

simple present tense as a tenses which tell about fact of the object

described, and action verb.

3. Discovery Learning

Nowadays teaching and learning activity in the classroom is

focused on students‘ activities. It means that the role of the students in

the classroom not only as a receptor but also participant who actively

participate in teaching and learning activity. One of students centered

style in teaching and learning activity is discovery learning. Discovery

learning is a method to understand the concepts, meanings, and

relationships, through intuitive process to finally come to a conclusion

30

(Mendikbud 2013). Prawerti (2014) defines discovery learning as a

kind of method where the students discover the materials by

themselves without being taught by the teacher before. Discovery

means from nothing to get something which they never know before. It

emphasizes on the students‘ full participation through observation,

classification, measurement, prediction, determination, and inferring

until they discover their own concept.

There are several steps of Discovery Learning including

(Mendikbud 2013):

a. Stimulation

Stimulation at this stage serves to provide the conditions of

learning interactions that can develop and assist students in

exploring materials.

b. Problem Statement

The next step is giving an opportunity to the student to identify as

many agendas as possible which are relevant to lesson material,

then one of them is selected and formulated in the form of

hypotheses

c. Data collection

When the exploration is ongoing, the teachers also give the

opportunity to the students to gather as much information as

possible that is relevant to prove the hypothesis whether it is true or

not.

31

d. Data Processing

Data processing is the activity of processing the data and

information that has been obtained by the students either through

interviews, observation, or others.

e. Verification

At this stage the students perform a careful examination to prove

whether true or not the hypothesis determined by finding the

alternatives and associated with the outcome of data processing.

f. Generalization

The generalization / draw the conclusion stage is that the process of

drawing a conclusion which can be used as a general principle and

applies to all events or the same problem, with regard to the result

of verification.

4. Cooperative learning

Humans are social creature who can‘t stand alone to stay alive in

this world. They interact each other through language and create

culture and civilization. Their interaction grow their mind and their

knowledge. Their interaction also shapes their character and

personality. Where and with whom humans interact, it will influence

their selves. In other word, the environment of someone influence the

growth and development an individual. Now days, many scientist have

conducted a research about the effect of social interaction toward

32

learning process. Their research are well-known as cooperative

learning.

Cooperative learning has been investigated by many scientist.

There are a lot of definition of cooperative learning which are

proposed by them. One of the definition is proposed by Mandal

(2009). According to him, cooperative learning is an instructional

strategy based on human instinc of cooperation. In her opinion, the

concept of cooperative learning learnig refers to instructional methods

and techniquesin which students work in small groups and are

rewarded in some way for performance as a group. She also states that

the main idea behind cooperative learning method is when the group

rather than individuals are rewarded, students will be motivated to help

another to master acdemic material. Mandal‘s thought is almost similar

with Jollife‘s thought. Jollife (2007) states that in essence cooperative

learning requires pupils to work together in small groups to support

each other to improve their own learning and that of others.

In order to be successfully implemented, cooperative learning must

have the key elements. These keys element are proposed by Jollife

(2007) and has been agreed by most of researchers. These key

elements are:

a. Positive interdependence – ‗We sink or swim together‘

This requires each pupil in a small group to contribute to the

learning of the group. Pupils are required to work in a way so that

33

each group member needs the others to complete the task. It is a

feeling of ‗one for all and all for one‘.

b. Individual accountability – ‗No Hitchhiking!‘

This means that each member of the group is accountable for

completing his or her part of the work. It is important that no one

can ‗hitchhike‘ on the work of others. It requires each pupil in the

group to develop a sense of personal responsibility to learn and to

help the rest of the group to learn also.

Many scientist have investigated cooperative learning and

discovered the advantages of cooperative learning. Jollife (2007) is one

of them. He states that cooperative learning has three main advantages,

they are achievement, interpersonal relationship, and psychological

health and social competence. Achievement can be seen through

greater productivity, higher process gain, greater transfer of learning

from one situation to another, more time on task, and greater problem

solving. Then, interpersonal relationship can be known by looking at

promoting the development of caring and committed relationships,

establishing and maintaining friendships between peers, a greater sense

of belonging and mutual support, and improved morale. Social

competence can be shown through higher self-esteem, improved self-

worth, increased self-confidence, greater independence, supporting

sharing of problems, and increased resilience and ability to cope with

adversity and stress.

34

5. Concept of Padlet Application

a. Definition of Padlet Application

Padlet is online notice board where both student and

teacher can post a note which can contain links, videos, images and

document files. It can work in any device, does not require an

account to use it, and require no special technical how. Padlet

(www.padlet.com) provides a free, multimedia friendly wall which

can be used to encourage real-time, whole class participation and

assessment (Futch, 2014:7). In the previous version of Padlet, a

user can make unlimited wall, but in the latest version users can

only make three walls freely. To make unlimited wall the users

need to upgrade their Padlet by making a payment.

To use Padlet effectively and efficiently, a user has to know

what features which are offered by Padlet and what can be done on

Padlet. As mentioned before that both teacher and students can

post a note which contain links, videos, images, and document

files. When a student give a respond to teacher‘s post, an email will

be sent to teacher‘s email as a notification. This application enable

students and teacher to ask a question, submit the answer, give

comment, and evaluate each other. Furthermore, using Padlet in

teaching and learning activity can make a teacher gather students‘

ideas easily. It because every student in Padlet discussion can

participate by giving an opinion anonymously. So, the students will

35

be more confidence in proposing an argument or opinion.

Moreover, this application can work well in classroom setting

activities such as brainstorming, discussion and project work.

b. How to use Padlet

According to Sangeetha (2016), these are the step to use

Padlet :

Go to http://padlet.com/ and click on ―Sign up‖ if you want to

make an account or ―Login‖ if you already have an account.

Figure 2.1 Padlet’s Login or Sign Up Page

There are some ways to make an account on Padlet. One of

them is using Google, Facebook, or Microsoft account. Another

way to make an account is using email. You also can use your

email to sign up.

After someone sign up on Padlet, there will be a page to

choose membership (figure 2.3). Finishing sign up and

membership plan, Padlet can be started. There will be choices to

start on Padlet (Figure 2.4). To make a new Padlet wall, a user can

36

use blank page or use template which are already provided there.

On figure 2.5 and figure 2.6, it can be seen some of the template

that can be choosen and used by a user.

Figure 2.2 Padlet’s Sign Up Page

Figure 2.3 Membership Page of Padlet

37

Figure 2.4 Padlet’s Starting Page

From now on, a user can modifies and sets up her/his own

wall. The action that can be done in modifying a wall include

giving a name or title, giving a description, and choosing

background image. Next action is setting-up user‘s privacy.

There will be some option which can be chosen by a user in

setting-up her/his privacy as shown in figure 2.7.

Figure 2.5 Template of Padlet

After setting-up privacy, a user can start posting on her/his

blank wall. A user can embed a link, video, file document, or

38

image on her/his posting. Some action such as remaking,

sharing, and editing of posting can be done if necessary.

Figure 2.6 More Template on Padlet

Figure 2.7 Options on Setting-up Platform

Then, click next and you can start to post something on your

c. What we can do in Padlet?

According to Professional Development of Service Teacher

(PDST), there are some suggestions in using Padlet as we can see

on table 2.2 below

39

Table 2.2 Suggestion in using Padlet application

Exit Ticket Many students prefer to remain silent

when asked what they‘ve learned at the

end of class. Create an ―Exit ticket‖ wall

for students to use before they leave class

to summarize one thing they‘ve learned

or one question they still have.

Numeracy Students search for shapes, e.g.

rectangles, cubes, hexagons, circles, etc.

either in their classroom/school or online.

They either take photos with a

webcam/tablet or upload the URL of their

image and paste it into their note.

Share student work Let students showcase their

homework/project work by uploading

attachments. This can facilitate peer

assessment of work/projects

Student evaluation Ask questions for students to post

feedback, e.g. what did they like/dislike

about a topic and what would they do

differently in the future

Gather feedback Create a wall to gather feedback from the

whole class on a topic, e.g. three things

40

students like about a book/poem/play/art

work/musical composition, one thing

they would like to change

Sharing success

criteria

Students can share their own success

criteria for tasks

Book reviews Students share their opinions on their

favorite book – ideal for suggestions for

―book in the bag‖ or ―drop everything

and read‖

Diversity Ask students who have English as an

additional language to write a greeting in

their native language

Brainstorming Students can post their ideas for possible

speakers, class trips, ideas for class

enterprises in LCVP/TY

Survey Ask students a question and have them

post their responses immediately

Collaboration with

colleagues

Use Padlet to share resources with

colleagues in your school/subject

department. Ease of use can be a selling

point with teachers who are not generally

comfortable with using technology

Sharing resources Users can share files and links easily with

41

Padlet. The wall on which these

links/files are shared can then be

embedded in a class blog or website

Summarizing

student learning

Students can conduct research online and

then summarize what they have learned

on a class wall

Students reflections Students can post what they have learned

at the end of a chapter/topic/term.

Alternatively, they could write the ways

in which they prefer to learn or what

topics they need more help with

Class profile Each student uploads a photo and an

introduction about themselves – ideal for

first year students/SPHE

Parent

communication

Set up a wall for parents with homework

assignments/planned events

Project Students and/or teachers posts ideas for

class/student projects

Video Post subject specific videos for students

to comment on

Languages Sentence starters – put the starter in the

title of the wall and students have to

finish the sentence by posting notes to the

42

wall

School trips All class members leave a comment

about their favorite part of a school

trip/class visit

Class management Create a seating plan using Padlet and

share it with your students so they know

where to move too quickly.

Project work Assign different tasks to different groups.

Each group looks at and conducts

research on the note that relates to them

Matching exercise Students can match vocabulary with the

corresponding definitions (or images)

Improving

vocabulary

The teacher can place a commonly used

word on the wall and students create

notes for more interesting or descriptive

synonyms

Multimedia projects Students can fill their wall with links to

images, video, websites, descriptions for

their project

KWL Chart Students can share what they know and

what they want to know about a topic,

(anonymously if you wish)

43

d. Benefit of using Padlet application

According to Fuch (2014), there are some benefit using Padlet

in the classroom teaching and learning activity, they are:

1) The idea of technology as the great equalizer, particularly when

the participant has the option to be anonymous. This can help

the students who doesn‘t have any confidence to express their

ideas and opinion.

2) The students are drawn to the novelty of the technology and

seem to want to participate just to have the opportunity to use

it.

3) It can give the teacher a more complete picture of learning from

all students, rather than from a handful of the most vocal or

most confident ones.

e. The Weakness of Using Padlet

In spite of having some benefits and strengths, Padlet also has

the weaknesses. According to Ibsen (2016) there are some

weaknesses of Padlet application as follows:

1) Easy to lose overview

Quickly, notes/answers can become too many or dispersed

which makes it easier to loose overview

2) Not great for large/many groups

3) Hard to control input

4) Hard to organize input

44

5) Limitation on each note

6) Limitation on text size/ font

B. Previous Research

Conducting this research, the researcher uses some previous

research which are conducted by other researchers as references. The first

research is experimental research which is conducted by Algraini (2014).

The research invetigates the effect of using Padlet to enhance female Saudi

EFL learners‘ writing performance. It is conducted in the first semester of

the acdemic year 2014/2015. The sample is taken from 24 sudents who

were randomly selected and were studying in the fifth level. The result of

the research shows that Padlet was very effective in improving the

participants‘ writing skills. The differences between Algaraini‘s research

and this research are the number and the level of participants, the model of

the research, and the duration of the research. Algaraini‘s research is

experimental research and this research is classroom action research.

The second research is classroom action research which is

conducted by Lestari and Kurniawan (2018). The research investigates the

use of Padlet as a media to improve student‘s descriptive text writing

mastery. The object of the research is the third semester students of

English departement of UNISKA Kediri. The participants of the research

consist of 20 students. The result of the research shows that 18 from 20

students passed the minimum score. This means the implementation of

45

Padlet as a media can improve students‘ writing mastery. The differences

between Lestari and Kurniawan‘s (2018) research and this research is the

number and the level of participants. On their research, there are 20 of

third university students. The participants of this are 36 of vocational high

school students.

The third research is conducted by Haris et al (2017). The research

focus on the effectiveness of using Padlet in improving students‘ learning

in english grammar. The participants of the researc consist of 30 students

at University Sains Islam Malaysia. The data is collected by the means of

pre-post test and questionare survey. The result of pre-post test indicate

that there is significant improvement in students‘performance. The result

of questionaire survey also shows high preference and participants‘

positive attitude towards using Padlet as means for learning grammar. The

differences between the research and this research are the number and the

level of participants and the focus of the research. The research

participants are 30 university students and focus on the use of Padlet

toward grammar mastery. The participants of this research are 36 of

vocational high school students. This research focus on using Padlet

application as a media to improve writing skills.

Three works which is mentioned above investigate the

effectiveness of using Padlet in improving writing skills and grammar

mastery. All of their participants are university students. This research still

focus on using padlet to improve students‘s writing skills, but this research

46

has different participants. The participants of this research are tenth grade

students of vocational high school.

47

CHAPTER III

IMPLEMENTATION OF THE RESEARCH

A. Procedure of The Research

Design of this research is classroom action research which consist of

four steps, planning, acting, observing, and reflecting/evaluation. This

research is conducted in two cycles, cycle I and cycle II. In conducting this

research, the researcher collaborates with tenth grade English teacher of

SMK N 2 Salatiga. The activities of each cycle are as follow:

1. Cycle I

This research use Padlet application as one of learning media to

improve students‘ writing skills. The focus of writing material in this

research is descriptive text. The procedure of cycle I are as follow:

a. Planning

In planning phase, the researcher arranged the activities which will

be done to implement Padlet application in delivering and teaching

the material of descriptive text as part of writing skills. The

activities in this phase are as follow:

1) Since the first week of September 2018, every Monday the

researcher meets and discusses to prepare the research. From

these meetings the researcher did some action such as

interviewing the teacher, discussing about the lesson plan, and

practicing to use Padlet application. Teacher interview was

carried out on Monday September 3rd

, 2018. On September

48

10th

, 17th

, 24th

, and November 1st, 2018 the researcher and the

teacher discussed the lesson plan, material, and practiced to use

Padlet application.

2) Preparing the material

The materials prepared are about description, language feature

and generic structure of descriptive text. This preparation was

carried out on September 2018.

3) Making lesson plan

Making the lesson plan (look at appendixes), the researcher

discussed with the teacher every Monday on September 2018.

4) Designing Padlet wall

5) Preparing observation sheet

6) Preparing the stuff which will be needed in the class such as

internet connection, projector, laptop, sound system, and so on.

7) Preparing pre-test and post-test

8) Preparing students‘ attendance list

b. Acting

In this phase, the researcher act as observer. Teaching and learning

activity in the classroom is led by teacher. The acting of cycle I

was done on Wednesday October 10th

, 2018 at 00:45pm. The

activities in this phase are listed below:

1) Teacher started the class at 00:45 pm by greeting, reviewing

previous material and checking the attendance list.

49

2) Giving the explanation of the purpose of the lesson and telling

how to use Padlet in learning class room learning activities in

the class.

3) Giving pre-test to the students. This action spent 25 minutes.

4) Dividing the entire students in the class into some groups that

consist of four students by asking the students to find other

friends who have similar shoes number.

5) The teacher gives the instruction to the students to do

vocabularies exercise. This activity spent 5 minutes. The

activity number 1 up to 5 was called pre-activity and spent 45

minutes.

6) Inviting the students to visit the teacher‘s Padlet wall by giving

the link of Padlet wall to the students. From now on, the

activity in the class will be continued to the main activity.

7) Giving a chance to the students to watch the video and visit the

link about the material shared on Padlet. The activity in this

number spent 5 minutes.

8) Giving students opportunity to ask the question about the

material on Padlet. The activity spent 5 minutes.

9) Giving instruction to all groups to do the shared assignment on

Padlet wall

10) Giving a chance to all of groups to do the assignment by

exploring the material. The activity spent 25 minutes.

50

11) Giving the group opportunity to present their work in front of

class. The presentation spent 10 minutes.

12) Giving every group a chance to make an opinion, comment,

additional information, critics, or advice to others‘ group

presentation on Padlet.

13) Leading the discussion in the class through Padlet. In the end of

presentation the teacher will give an opinion about all group

performances, add the detail and important information about

material.

14) A long with the students, the teacher will make a conclusion of

the lesson on Padlet.

15) Closing the lesson

16) Giving post-test for cycle 1. This activity spent 25 minutes to

be finished.

c. Observing

Observation in this research is done by the researcher by

using students‘ and teacher‘s field note.

d. Reflecting

In reflecting phase, the researcher will do activities as follow:

1) Evaluating activities in cycle I

2) Discussing with the teacher about the thing that should be

done to solve the problem in cycle I. This meeting was

carried out on Monday October 15, 2018.

51

3) Analyzing the result of observation and test of cycle I

2. Cycle II

Based on the result and reflection of cycle I, the researcher

continued the research to cycle II. The researcher also modified Padlet

wall as media to improve students‘ writing skills in this research. The

procedure of this cycle are as follow:

a. Planning

The researcher rearranged the activity in this phase by considering

the result of cycle I. The activity of this phase is shown below:

1) Meeting with English teacher of tenth grade of SMK N 2

Salatiga and discussing to rearrange and re-design the

activities in the class. This meeting was held on Monday

October 15, 2018.

2) Preparing the material

3) Making lesson plan (look at appendixes)

4) Re-designing Padlet wall

5) Preparing observation sheet

6) Preparing the stuff which will be needed in the class such as

internet connection, projector, laptop, sound system, and so on.

7) Preparing post-test

8) Preparing students‘ attendance list

52

b. Acting

Cycle II was held on October 17, 2018. Similar with cycle I, the

researcher acted as the observer. All of activities in the classroom

was led by the teacher. Here are the implementation of cycle II

planning which are rearranged based on the result and reflection in

the cycle I:

1) The teacher started the class at 00:45 pm by greeting,

assalamualakum wr.wb., creating English environment by

saying ―how are you guys?”, reviewing previous material and

check the attendance list

2) Giving the explanation of the lesson‘s purpose and retelling

how to use Padlet

3) Giving pre-test to the students. The pre-test take 25 minutes to

finish.

4) Directly dividing the entire students in the class into some

groups that consist of four students

5) The teacher gave the instruction to the students to do

vocabularies exercise. The activities on number 1 up to 5 was

called as pre-activities and spent 35 minutes to finish.

6) Inviting the students to visit the teacher‘s Padlet wall by giving

the link of Padlet wall to the students. Starting this point, the

activities running in the classroom were called main activity.

53

7) Giving a chance to the students to watch the video and visit the

link about the material which have been shared on Padlet. The

activity spent 5 minutes.

8) Giving students opportunity to ask the question about the

material on Padlet. The activity spent 5 minutes.

9) Giving instruction to all groups to do the shared assignment on

Padlet wall.

10) Giving a chance to all of groups to do the assignment by

exploring the material. The activity spent 25 minutes.

11) Giving a chance to the students to understand the material in 5

minutes.

12) Giving each group opportunity to present their work in front of

class. All of the group can present their finding in front of

class. The presentation spent 20 minutes.

13) Giving every group a chance to make an opinion, comment,

additional information, critics, or advice to others‘ group

presentation on Padlet.

14) Lead the discussion in the class through Padlet. Then, the

activity was continued to post activity.

15) A long with the students make a conclusion of the lesson on

Padlet

16) Closing the lesson

54

17) Giving post-test for cycle 1. This activity spent 25 minutes to

finish.

c. Observing

In the cycle II, students‘ and teacher‘s field note are used to

monitor and observe the learning and teaching activities in the

class during the research.

d. Reflecting

Analysis of research finding is done in this phase. The result of this

analysis will be used as consideration to decide the next action that

will be taken and to make a conclusion whether the use of Padlet

application as teaching and learning media is successful or not. In

this phase, the researcher do activities as follows:

1) Evaluating the learning process.

2) Discussing with the teacher to make a reflection what the next

action to repair the problems. The discussion was held on

October 22, 2018.

3) Analyzing the data of learning and teaching observation and

students' score of the test in the cycle II.

B. Minimum Passing Grade

This research can be said as success when the students can achieve

the passing grade. The Passing grade (KKM) of tenth grade of SMK N 2

55

Salatiga is 75. The teacher and researcher expect that at least there are

85% of students who can achieve the passing grade.

56

CHAPTER IV

RESEARCH FINDING AND DATA ANALYSIS

In this chapter the researcher will displays the research finding,

data analysis, observation result, and discussion of the research.

This chapter is the main chapter of this graduating paper. The

detail of the research including description of processes of cycle I

and cycle II will also be displayed here.

A. The Result of The Research

This research is classroom action research which is consist

of two cycles. In each cycle consist of four steps. They are

planning, acting, observing, and reflecting. Here are the detail

of research finding:

1. Research finding of cycle I

The detail process of the research is explained below:

a. Planning

In planning phase, the researcher discuses with the

teacher to design teaching and learning activity in cycle

I. The researcher prepare some equipment that will be

used in cycle I as follow:

1) Lesson plan

Along with the teacher, the researcher arrange the

lesson plan of cycle I. lesson plan is functioned as

57

guidance to held teaching and learning activity

systematically.

2) Material

The materials which are prepared by researcher are

about descriptive text. It is include, the definition,

generic structure, and language feature of

descriptive text. Based on syllabus, the researcher

also add grammar lesson about noun phrase.

3) Teaching aids

The researcher prepared some stuff that will be

used in teaching and learning activity such as Wi-

Fi, make sure the availability LCD and sound

system, prepare the worksheet, and set-up Padlet

wall.

4) Students‘ attendance list

Students‘ attendance list is used to know how many

students who come in the class.

5) Teacher‘s and students‘ field note

These field note is used to monitor teacher‘s and

students‘ activity during the lesson.

6) Pre-test and Post-test

Pre-test is given to the students before delivering

the material. Then post-test is given to the students

58

after giving the treatment. These test are used to

measure students‘ understanding toward the

material which is delivered through Padlet.

b. Acting

On October 2018 cycle I was done. The activity in

the classroom is led by the teacher, Mrs. Endang

Guritno. The researcher act as an observer. Before the

lesson is begun, the researcher and teacher has set-up

the class and prepare the teaching aids. The duration of

this cycle is 135 minutes. The whole activities in the

class during the research are divide intod three parts.

The first part is opening, the second part is main

activity, and the last part is closing.

In opening activity, the lesson was started by

teacher‘s greeting, assalamualaikum warrahmatullahi

wabarakatuh. Then, the students replied by saying

wassalamualaikum warrahmatullahi wabarakatuh. To

create English environment, the teacher asked the

condition of the students by saying ―how are you

today‖. The students replied ―I am fine thank you, and

you?‖ ―I am fine too thank you‖, said the teacher.

Then, the attendance list was checked by teacher. After

that, by the teacher‘s guidance, the students reviewed

59

the previous material. The aim of the lesson and

learning activities design were explained by the

teacher. Before the material was delivered, the teacher

gave pre-test to the students. It spent 25 minutes to

finish the pre-test. Done with pre-test, the teacher

divided the students into some groups which are consist

of 4-5 students by asking the students to find other

friends who has similar shoes number. This game was

played to practice students‘ speaking skill, make

students more fun, and make the students be confidence

in speaking. The purpose of the way in dividing the

groups is to practice students speaking skill. Then, the

students was asked to do vocabulary practice on the

book with their groups. All of the activities in pre-

activity spent 35 minutes.

Teaching and learning activity was continued to

main activity. In the main activity link of teacher‘s

Padlet wall was shared by teacher to the students. The

teacher invited them to join on her Padlet wall by

clicking the shared link. Then the students got a chance

to watch and see the videos which were already

provided on Padlet. After that the students were given a

chance to ask a question related with the videos which

60

have been watched via Padlet. Question and answer,

and even discussion were taken place on Padlet. Then

the students were given a worksheet which should be

finished with their group. To work on their worksheet,

they are allowed to explore the material which is

provided on the teacher‘s Padlet wall. By carrying on

the worksheet, the students try to understand the

material about descriptive text and noun phrase. After

finishing their worksheet, each group is given

opportunity to present their findings in front of the

class. Other groups enjoy the presentation and give

their opinion about the presentation via Padlet. When

all of groups have presented their finding, the teacher

give feedback, explain more about descriptive text and

noun phrase. After that, the students were asked to

make a conclusion towards the material and post it on

the Padlet.

On the post activity, post-test was given to the

students as the measurement of students‘ understanding

toward the material. The post-test spent 25 minutes.

After the students finished the post-test, the teacher

asked the students about their feeling during the lesson.

In the last, the teacher closed the lesson by saying

61

wasssalamualaikum warahmatullahi wabarakatuh to

them.

c. Observing

In this phase, the researcher observed the students‘

and teacher‘s activities in the class during the lesson.

The researcher used student‘s and teacher‘s field note

as guidance to observe the activity.

Table 4.1 Teacher’s Field Note

No

.

Teacher

activities

Yes No Description Obsta

cle

Soluti

on

1.

Greeting

the

students

before

the

lessons

begins.

√

2.

Praying

before

the

lesson.

√

3.

Checkin

g the

students‘

attendan

ce.

√

4.

Review

the

previous

material

√

5.

Preparin

g and

giving

the

√

62

materials

.

6.

Explain

the goal

of the

lesson

using

Padlet

√

7.

Divide

the

students

into

groups

which

consist

of 2-4

students

√ The teacher

divide the

group by

asking the

students to

find other

students

who have

similar

shoes

number.

8.

Ask each

group to

do

vocabula

ry

exercise

√

9.

Invite

students

to visit

teacher‘s

Padlet

wall by

giving a

link

√

10.

Give

opportun

ity to the

students

to watch

the video

in the

Padlet wall

√

63

11.

Give

opportun

ity to the

students

to visit

the link

of the

lesson

which is

already

available

on

Padlet

√

12.

Give the

students

opportun

ity to ask

a

question

about

material

through

Padlet

√ Giving

open-ended

question to

the students

The

teache

r

forget

about

the

activit

y in

this

point

The

teache

r

brings

the

lesson

plan.

13.

Give the

students

feedback

of their

questions

√ Answering

the question

of the

students.

Missi

ng the

previo

us

activit

y.

Bringi

ng the

lesson

plan.

14.

Give the

students

workshe

et via

Padlet

√

15.

Give the

students

a chance

to

explore

the

material

√

16.

Give the

students

opportun

ity to

understa

√

64

nd and

analize

the

material

17.

Give

each

group a

chance to

present

their

discussio

n result

√ Not all of

the groups

can present

their

finding.

Lack

of

time.

Rearr

ange

time

mana

geme

nt.

18.

Guide

the

students‘

activities

√

19.

Give

every

student a

chance to

make a

conclussi

on

toward

the

material

on

Padlet

√

20.

Give a

feed-

back

towards

students‘

conclusi

ons

√

21.

Close the

lesson by

giving

greeting

√

Table 4.2 Students’ Field Note

65

No

.

Student‘s

activities

Yes No Description Obsta

cle

Soluti

on

1.

The

students

remind

the

previous

material

√

2.

The

students

understa

nd the

goal of

study

using

Padlet

√

3.

The

students

are

divided

into

some

group

which

consist

of 2-4

students

√ The

students are

divided into

some group

by asking

them to find

other

students

who have

similar

shoes

number.

Spend

ing

much

time.

Makin

g this

activit

y as

quick

as

possib

le.

4.

In a

group the

students

do the

exercise

of

vocabula

ries

builder

√

5.

The

students

join to

teacher‘s

Padlet wall by

visiting

√

66

the given

link

6.

The

students

watch

video

and visit

the link

of

material

which

are

provided

on

Padlet

√

7.

The

Students

ask

questions

which

are

related

with the

material

on the

Padlet

√ The

students ask

the question

which is

related with

Padlet and

material

The

teache

r miss

the

activit

y in

this

point.

Bringi

ng the

lesson

plan.

8.

In a

group,

the

students

do the

tasks

which

are

provided

on the

Padlet

√

67

9.

By doing

the

exercise,

the

students

try to

understa

nd the

material

√

10.

The

students

present

their

discussio

n result

√ Only some

group who

can present

their

finding.

Lack

of

time

Rearr

ange

time

mana

geme

nt

11.

The

students

get

feedback

from

their

teacher

and their

friends

via

Padlet

√ Getting

feedback

from the

teacher

doesn‘t

occur

maximally.

Lack

of

time

Rearr

ange

time

mana

geme

nt

12.

The

students

make a

conclusi

ons on

Padlet

√

The data which has been taken from post-test cycle

I is analyzed by using writing rubric assessment (see

appendix). There are five aspects in scoring such as

content, organization, vocabularies, language use, and

mechanic. The level of ability of each aspect of writing

assessment is divided into four: excellent to very good,

68

good to average, fair to poor, and very poor. The

researcher analyzed the data of post-test and calculate

the mean‘s percentage with passing grade score. The

calculations are presented below:

Table 4.3 The Result of Pre-test and Post-test of

Cycle I

No. Student Name Pre-test

(X)

Post-test

(Y)

D D2

1. ASR

45 67 22 484

2. AZ

76 80 4 16

3. ASA

45 60 15 225

4. ARB

86 87 1 1

5. AAFS

67 85 18 324

6. AOK

69 75 6 36

7. DFUA

73 87 14 196

8. DHS

66 74 8 64

9. ES

69 68 -1 1

10. ERA

57 65 8 64

11. FMS

67 75 8 64

12. GKMP

68 60 -8 64

13. HSK

78 82 4 16

14. IYA

67 67 0 0

69

15. JFOP

64 64 0 0

16. JLAM

85 85 0 0

17. KA

74 70 -4 16

18. MAS

43 73 30 900

19. MWDS

72 79 7 49

20. MADS

51 56 5 25

21. MRSP

51 78 27 729

22. NMW

77 84 7 49

23. NAK

76 87 11 121

24. OBL

82 86 4 16

25. ODS

65 68 3 9

26. RPS

74 78 4 16

27. RAP

65 72 7 49

28. RWA

64 61 -3 9

29. RK

84 88 4 16

30. RO

46 53 7 49

31. RU

80 83 3 9

32. WMA

56 65 9 81

33. WAS

44 51 7 49

34. YAS

75 81 6 36

35. Y

84 88 4 16

C ∑=

2345 2582 237 3799

70

From the students score in the pre-test and post-test of

the cycle 1 above, the researcher can calculate the

number of students who passed the passing grade.

Table 4.4 Count of passing Grade of the Pre-test

and Post-test in the cycle 1

Criteria

Grade

of

Pre-

Test

Presentation

of Pre-test

Grade

of

Post-

test

Presentation

of Post-test

>75

10 28.57% 16 45.70%

75

1 2.86% 2 5.70%

<75

24 68.57% 17 48.60%

Total

35 100% 35 100%

1) The calculation of the mean and standard

deviation

a) Mean of Pre-test

M=

=

= 67

b) Mean of Post-test

71

M=

=

= 73.77

i. Mean of pre-test I = 67

ii. Mean of post-test I = 73.77

iii. Mean of post-test I > pre-test I

iv. There is an improvement of writing skill

especially in descriptive text between

pre-test I and post-test I

c) Calculation of the Mean of Difference

MD =

=

= 6.77

d) Calculation of Standard Deviation

SDD = √

(

)

= √

(

)

= √

= √

72

= √

= 7.91

e) Standard Error for the Mean Difference

SEMD =

√

=

√

=

√

=

= 1.35

f) Calculation of T-test

T0 =

=

= 4.42

i. T-test is 4.42

ii. T-table is 2.03

iii. T-test > T-table = 4.42 > 2.03

73

Based on the result above, it can be seen that the

mean of pre-test and post-test are raising. The mean of

pre-test is 67 while the mean of post-test is 73.77. The

researcher also finds that the T-test is 4.42 and T-table

with N-1 is 2.03. The significant level is 5%. The value

of T-test is bigger than the value of T-table. So, the

alternative hypothesis (Ha) was accepted and the null

hypothesis (Ho) was rejected.

d. Reflecting

The result of the cycle I shows that the research is

not successful yet. The percentage of students who

have passed the passing grade is 28.57%. It is still less

than the target of this research, 85 %. It means that the

research has not successful yet and it is needed to

revise and rearrange the teaching and learning activity

using Padlet application as the media.

Based on the observation field note the researcher

finds some problems which disturb teaching and

learning activity. One of the problem is that the

students have not used to learn through Padlet. They

still get little bit confused to join the discussion on

Padlet. Another problem is internet connection. As we

know that Padlet is online application which need

74

strong internet connection, when the connection is

interrupted the teaching and learning activity by using

Padlet also will also get interrupted. Moreover,

unattractive video make the students easily get bored.

In addition dividing the students into groups by asking

them to find other friend who have similar shoes

number on pre-activity spends much time. So, it

decreases allocation time for main and post activity

such as presentation of each group.

2. Research Finding of Cycle II

a. Planning

In this phase, along with the teacher, the researcher

discussed, repair and rearrange the activities which

would be applied on the cycle II. The researcher also

prepared several instruments, they are as follows:

1) Lesson plan

Along with the teacher, the researcher rearrange the

lesson plan of cycle II based on the result and

resolution of cycle I. In the Cycle 2, the teacher will

re-explained about how to use Padlet Apllication

2) Material

75

The materials which are prepared by researcher are

still about descriptive text. It is include, the

definition, generic structure, and language feature

of descriptive text. Continuing the material based

on syllabus, the researcher also add grammar lesson

about passive voice. To encourage students in

teaching and learning activity, the researcher will

use more interesting video such as animation video

in delivering the material.

3) Teaching aids

The researcher prepared some stuff that will be

used in teaching and learning activity such as Wi-

Fi, make sure the availability LCD and sound

system, prepare the worksheet, and set-up Padlet

wall. In the cycle II, the researcher will add Wi-Fi

devices to increase internet connection speed.

4) Students‘ attendance list

Students‘ attendance list is used to know how many

students who come in the class.

5) Teacher‘s and students‘ field note

These field note is used to monitor teacher‘s and

students‘ activity during the lesson.

6) Pre-test and Post-test

76

Pre-test is given to the students before delivering

the material. Then post-test is given to the students

after giving the treatment. These test are used to

measure students‘ understanding toward the

material which is delivered through Padlet.

b. Acting

Cycle II of this research was held on October 2018.

Smilar with cycle I, the activity in the classroom was

led by the teacher, Mrs. Endang Guritno. The

researcher act as an observer. Before the lesson is

begun, the researcher and teacher has set-up the class

and prepare the teaching aids. The duration of cycle II

was similar with cycle I, 135 minutes. The whole

activities in the class during the research are divide into

three parts. The first part is opening, the second part is

main activity, and the last part is closing.

In opening activity, the lesson was started by

teacher‘s greeting, assalamualaikum warrahmatullahi

wabarakatuh. Then, the students replied by saying

wassalamualaikum warrahmatullahi wabarakatuh. To

create English environment, the teacher asked the

77

condition of the students by saying ―how are you

today‖. The students replied ―I am fine thank you, and

you?‖ ―I am fine too thank you‖, said the teacher.

Then, the attendance list was checked by teacher. After

that, by the teacher‘s guidance, the students reviewed

the previous material by asking ―what you have learnt

in the previous meeting?” Then, the students

answer‖descriptive text, its generic structure, language

feature, and noun phrase mom‖. The aim of the lesson

and learning activities design were explained by the

teacher. Before the material was delivered, the teacher

gave pre-test to the students. It spent 25 minutes to

finish the pre-test. Done with pre-test, the teacher

divided the students into some groups which are consist

of 4-5 students directly. Then, the teacher give list of

difficult vocabularies which would be found during the

lesson. All of the activities in pre-activity spent 35

minutes.

Teaching and learning activity was continued to

main activity. In the main activity link of teacher‘s

Padlet wall was shared by teacher to the students. The

teacher invited them to join on her Padlet wall by

clicking the shared link. Then the students got a chance

78

to watch and see the fun videos which were already

provided on Padlet. After that, the students were given

a chance to ask a question related with the videos

which have been watched via Padlet. Question and

answer, and even discussion were taken place on

Padlet. Then the students were given a worksheet

which should be finished with their group. To work on

their worksheet, they are allowed to explore the

material which is provided on the teacher‘s Padlet wall.

Through doing the worksheet, the students try to

understand the material about descriptive text and noun

phrase. After finishing their worksheet, each group is

given opportunity to present their findings in front of

the class. Other groups enjoy the presentation and give

their opinion about the presentation via Padlet. When

all of groups have presented their finding, the teacher

give feedback, explain more about descriptive text and

noun phrase, and make a conclusion. Then the students

are asked to make a conclusion on Padlet.

In the post activity, post-test was given to the

students as the measurement of students‘ understanding

toward the material. The post-test spent 25 minutes.

After the students finished the post-test, the teacher

79

asked to the students about their feeling during the

lesson. In the last, the teacher closed the lesson by

saying wasssalamualaikum warahmatullahi

wabarakatuh to them.

c. Observing

In this phase, the researcher observed the students‘

and teacher‘s activities in the class during the lesson.

The researcher used student‘s and teacher‘s field note

as guidance to observe the activity. The result of the

observation is showed below:

Table No 4.5 Teacher’s Field Note

No. Teacher

activities

Yes No Description Obstacle Solution

1.

Greeting

the students

before the

lessons

begins.

√

2.

Praying

before the

lesson.

√

3.

Checking

the

students‘

attendance.

√

4.

Review the

previous

material

√

5.

Preparing

and giving

the

materials.

√

80

6.

Explain the

goal of the

lesson

using

Padlet

√

7.

Divide the

students

into groups

which

consist of

2-4

students

√

8.

Ask each

group to do

vocabulary

exercise

√

9.

Invite

students to

visit

teacher‘s

Padlet wall

by giving a

link

√

10.

Give

opportunity

to the

students to

watch the

video in the

Padlet wall

√

11.

Give

opportunity

to the

students to

visit the

link of the

lesson

which is

already

available in

Padlet

√

12.

Give the

students

opportunity

to ask a

question

√

81

about

material

through

Padlet

13.

Give the

students

feedback of

their

questions

√

14.

Give the

students

worksheet

via Padlet

√

15.

Give the

students a

chance to

explore the

material

√

16.

Give the

students

opportunity

to

understand

and analize

the material

√

17.

Give each

group a

chance to

present

their

discussion

result

√

18.

Guide thge

students‘

activities

√

19.

Give every

student a

chance to

make a

conclussion

toward the

material on

Padlet

√

20.

Give a

feed-back

towards

√

82

students‘

conclusions

21.

Close the

lesson by

giving

greeting

√

Table 4.6 Students’ Field Note

No. Student‘s

activities

Yes No Description Obstacle Solution

1.

The

students

remind the

previous

material

√

2.

The

students

understand

the goal of

study using

Padlet

√

3.

The

students are

divided into

some group

which

consist of 2-

4 students

√

4.

In a group

the students

do the

exercise of

vocabularies

builder

√

5.

The

students

join to

teacher‘s

Padlet wall

by visiting

the given

link

√

83

6.

The

students

watch video

and visit the

link of

material

which are

provided on

Padlet

√

7.

The

Students ask

questions

which are

related with

the material

on the

Padlet

√

8.

In a group,

the students

do the tasks

which are

provided on

the Padlet

√

9.

By doing

the exercise,

the students

try to

understand

the material

√

10.

The

students

present their

discussion

result

√

11.

The

students get

feedback

from their

teacher and

their friends

via Padlet

√

12.

The

students

make a

conclusions

on Padlet

√

84

Based on the observation result above, the

researcher conclude that in cycle II the teaching and

learning activity is running well. The students and the

teacher are used to use Padlet application. The students

also have more confidence and more enthusiastic.

They can follow every teacher‘s instruction well.

Comparing with cycle 1, the results of post-test and

pre-test also improve in cycle 2. The researcher will

calculate the results of pre-test and post-test in cycle 2

are as follows:

Table 4.7 The Result of Pre-test and Post-test of

Cycle II

No. Student Name Pre-test

(X)

Post-test

(Y)

D D2

1. ASR 85 95 10 100

2. AZ 84 90 6 36

3. ASA 68 83 15 225

4. ARB 91 78 -13 169

5. AAFS 88 85 -3 9

6. AOK 63 75 12 144

85

7. DFUA 83 85 2 4

8. DHS 84 80 -4 16

9. ES 65 81 16 256

10. ERA 75 78 3 9

11. FMS 62 81 19 361

12. GKMP 87 84 -3 9

13. HSK 75 77 2 4

14. IYA 78 87 9 81

15. JFOP 68 92 24 576

16. JLAM 80 83 3 9

17. KA 73 75 2 4

18. MAS 84 75 -9 81

19. MWDS 81 90 9 81

20. MADS 60 64 4 16

21. MRSP 86 78 -8 64

22. NMW 89 75 -14 196

23. NAK 89 82 -7 49

24. OBL 70 75 5 25

25. ODS 70 83 13 169

26. RPS 74 75 1 1

27. RAP 78 68 -10 100

28. RWA 64 87 23 529

86

29. RK 62 80 18 324

30. RO 66 73 7 49

31. RU 91 95 4 16

32. WMA 63 68 5 25

33. WAS 61 80 19 361

34. YAS 83 91 8 64

35. Y 87 83 -4 16

∑= 2667 2831 164 4178

Based the result above, the researcher calculate the

number of the students who pass the passing grade. The

calculation is follow:

Table 4.8 The Number of The Students Who Pass

The Passing Grade

Criteria Grade

of

Pre-

Test

Presentation

of Pre-test

Grade

of

Post-

test

Presentation

of Post-test

>75

18 51.43% 25 71.43%

75

2 5.71% 6 17.14%

<75

15 42.86% 4 11.43%

Total

35 100% 35 100%

87

The calculation of the mean and standard deviation

1) Mean of Pre-test

M =

=

= 76.2

2) Mean of Post-test

M =

=

= 80.88

a) Mean of pre-test I = 76.2

b) Mean of post-test I = 80.88

c) Mean of post-test I > pre-test I

d) There is an improvement of writing

skill especially in descriptive text

between pre-test II and post-test II

3) Calculation of the Mean of Difference

MD =

=

= 4.68

88

4) Calculation of Standard Deviation

SDD = √

(

)

= √

(

)

= √

= √

= √

= 9.87

5) Standard Error for the Mean Difference

SEMD =

√

=

√

=

√

=

= 1.69

6) Calculation of T-test

T0 =

89

=

= 2.76

a) T-test is 2.76

b) T-table is 2.03

c) T-test > T-table = 2.76 > 2.03

Based on the result above, it can be seen that the

mean of pre-test and post-test are raising. The mean of

pre-test is 76.2 while the mean of post-test is 80.88.

The researcher also finds that the T-test is 2.76 and T-

table with N-1 is 2.03. The significant level is 5%. The

value of T-test is bigger than the value of T-table. So,

the alternative hypothesis (Ha) was accepted and the

null hypothesis (Ho) was rejected. It also means that

Padlet application could improve the students‘ writing

skill at the tenth grade of SMK N 2 Salatiga in the

academic year of 2018/2019.

d. Reflecting

Along with the teacher, the researcher revised

lesson plan and the action of the cycle 2 based the

result of cycle I. In cycle 2, the teacher make her

instruction ore understandable and emphasized learning

material about grammar and vocabulary enrichment.

She also re-explained about the generic structure of

90

descriptive text. Moreover, she encouraged the students

to be more confidence in creating a text. Finally, the

students‘ score was improved from the pre-test and

post-test.

The passing grade (KKM) for English subject is 75.

The students‘ scores in the post-test of the cycle II

show that there are

71.43% of the students who get the score higher than

KKM and 17.14% of the students who get the score

similar with KKM. The students‟ answers in the post-

test of the cycle II were better than pre-test of cycle II

and previous cycle. In the pre-test of the cycle II, there

are 51.43% of the students who get the score higher

than KKM and 5.71% of the students get the score

similar with KKM. It means that after reflection from

the cycle I was applied in the action of the cycle II,

there was an improvement of using Padlet application

in the descriptive text at the tenth grade of SMK N 2

Salatiga. Finally, the teacher and the researcher stop the

cycle because 88.57% of the students have already

passed the passing grade.

91

B. Discussion

1. Implementation of Padlet Application to Improve the

Students’ Writing Skill at the Tenth Grade of SMK N 2

Salatiga in The Academic Year 2018/2019.

From this research, the researcher could conclude that

the implementation of Padlet application to improve

students‘ writing skill at the tenth-grade students of SMK

N 2 Salatiga was successful. The researcher got the

information from cycle I and cycle II. The implementation

of this research was divided into three parts. The first part,

the teacher conducted pre-test, the teacher gave pre-test to

the students for about 25 minutes. The second part is the

treatment activity (main activity). Conducting this part of

the research, the researcher spends 85 minutes. The last

part of the research is post-test. To conduct the post-test,

the researcher spends 25 minutes.

In cycle I, the students shocked and looked so confused

to start their writing test. They did not know what they

should write on their paper. The students got difficulties to

put their idea into a text. Moreover, the students also have

a lack of vocabularies and confused to figure out what the

tenses that should be used in making descriptive text. To

enrich the students‘ vocabulary mastery, the students is

92

asked to carry on the vocabularies exercise in the

beginning of the lesson. Using Padlet in teaching and

learning activity, attract students‘ enthusiasm to learn

descriptive text. The video, the example of descriptive text,

and the material which have been prepared by the teacher

on Padlet, help the students to understand the material. The

teacher also give the students a freedom to explore material

and let the students to consult their difficulties in doing the

activities in the classroom. When discussing the material,

all of the students feel confidence to give their opinion

through Padlet because their opinion on the Padlet will be

posted anonymously. Working and doing activities in a

group also help the students to understand the material. In a

group which is consist of 4 until 5 students, the students

can work together to finish the task and help each other to

understand the materials. Group presentation also give the

students a chance to share their findings orally. Then,

Padlet help the students not to be shy in giving presentation

feedback. In addition, making conclusions on Padlet help

the students to recall what material which have been

learned. Although have not reached the target yet, the

students‘ writing skill improve significantly in this cycle.

93

To achieve the target of the research in cycle II, the

teacher and the researcher revise the lesson plan, rearrange

the activities in the classroom, add more Wi-Fi, and repair

the material. The teacher also re-explained how to use

Padlet application. All these action make the improvement

of students‘ writing skill from cycle I until cycle II and the

target of the research achieved.

2. The Result of Students’ Writing Skill Before and After

Padlet Application was Implemented in SMK N 2

Salatiga in The Academic Year of 2018/2019.

After analyzing the students‘ score in the cycle II

and the cycle II, the researcher concludes that there is a

significant improvement of the students‘ writing skill in the

descriptive text being taught by using Padlet application.

The improvement can be seen as follows:

Table 4.9 Data Analysis

No. Analysis Cycle I Cycle II

1. Mean of pre-test

Mean of post-test

67

73.77

76.2

80.88

2. Total of the students who

pass the passing grade (>

75)

Pre-test

31.43%

51.40%

57.14%

88.57%

94

Post-test

Improvement

19.97% 31.43%

T-Table with N-1 (N=35) 2.03 2.03

3. T-test 4.42 2.76

From the table above, it can be seen that the t-test is

bigger than t-table. It means that there is a significant

improvement of the students‘ writing skill in the

descriptive text after being taught by using Padlet

application. The improvement can also be seen from the

total of the students who pass the passing grade (KKM). In

the cycle I, the improvement is as many as 19.97%, and in

the cycle II, the improvement is as many as 31.43%. On the

result of t-test of cycle I and cycle II, the implementation of

Padlet application was successful to improve students‘

writing skill in descriptive text. It could be seen from the

table, that showed that t-test of cycle I was 4.42 and cycle

II was 2.76 was higher than t-table with N-1 (2.03). Based

on the result above, the researcher concludes that Padlet

application can improve the students‘ writing skill of

descriptive text.

95

CHAPTER V

CLOSURE

A. Conclusion

After conducting the research, the researcher makes conclusions based

on the research findings which have been discussed in previous chapter.

The conclusions are listed below:

1. Implementation of Padlet Application to improve the students‘ writing

skill in Descriptive Text at the tenth grade of SMK N 2 Salatiga was

successful. The researcher collected the information from cycle I until

cycle II. The implementation of each cycle was divided into three

parts. The parts of each cycle are pre-test, treatment (main activity),

and post-test. Either pre-test or post-test in every cycle spent 25

minutes. In the treatment part (main activity) of this research, Padlet

application was used as the media to deliver the material. The use of

Padlet application in the classroom activity attracts students‘

enthusiasm to learn descriptive text. The video, the example of

descriptive text, and the material which have been prepared by the

teacher on Padlet help the students understand the material. The

teacher also gives the students a freedom to explore the material and

let the students to consult their difficulties in doing the activities in the

classroom. Padlet also help the students to be confident joining

96

classroom activities because their question, opinion, and feedback of

presentation will be posted anonymously. Working and doing activities

in a group also help the students to understand the material. In a group

which consists of 4 until 5 students, the students can work together to

finish the task and help each other to understand the materials. Group

presentation also give the students a chance to share their findings

orally. Then, Padlet help the students not to be shy in giving

presentation feedback. In addition, making conclusions on Padlet help

the students to recall what materials learned.

2. The results of the use of Padlet application in the descriptive text at the

tenth grade of SMK N 2 Salatiga in the academic year of 2018/2019

show that the students who reached standardized score in cycle I were

only 31.43% and 51.40%. The mean score of pre-test was 67 and post-

test was 73.77. On the result of cycle II, there were 57.14% and

88.57% of students who reached standardized score. The mean of pre-

test and post-test in cycle II were 76.2 and 80.88. Moreover, the t-table

was 2.03 and the T-test of cycle I was 4.42 and the T-test of cycle II

was 2.76. The value of t-test was bigger than the value of the t-table, so

the alternative hypothesis was accepted and the null hypothesis was

rejected. These results could be seen from the pre-test and post-test of

cycle I and II

.

97

B. Suggestion

Finishing the research, the researcher give some suggestions of this

research. They are:

1. For teacher

Because the world and technology change dynamically time by

time, a teacher as a person who has big role to form new generation of

the world has to follow the development and the change of the world.

It is true that sometime it is not easy to adapt and apply something new

in teacher‘s teaching daily habit. It needs big effort, but by trying

something new, it will give the teacher new experience and new

knowledge that will be useful to make teaching more creative and

innovative. The use of Padlet as teaching and learning media can be

one of the way to make teaching more interesting, creative, and

innovative.

2. For the students

Learning is not limited in the classroom and school. Nowdays

learning can be done every time and everywhere. Internet connection

and electronic devices such as smartphone and PC can make it

possible. Padlet as one of online application can be sued to learn

something. The students can share and discuss the lesson every time

and everywhere with Padlet. Padlet is one example of learning in the

digital era.

98

3. For the future research

The result of the research can be one of the reference when other

researcher want to conduct the research which related with application

and technology.

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Fiester, H. & Green, Tt. 2016. Student Use of Backchannels.

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Ibsen, Christian Lyhne. 2016. The Use of Padlets for Group Exercises.

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Instruction

APPENDIXES

Subject of the Research

No. Student Name

1. Agiel Satria Resdiayana

2. Ahmad Zakki

3. Aldias Satria Ardana

4. Alvin Rahmat B.

5. Andrew A.F.S.

6. Aries O.K.

7. Denny Febri Utama Aditiya

8. Dhimas Hermawan S.

9. Eka Setiawan

10. Erral Rio Ardhang

11 Femas Meunasah S.

12. Gabriel Kaspis Maha Putra

13. Hendra Surya Kusuma

14. Ifan Yoga Adhitama

15. J. Febriyan Ocha Pangestu

16. Javeiro Lundy Andera Mulya

17. Krisna Aditya

18. Muhamad Alif Sodiqin

19. Muhamad Wahyu Dwi Saputra

20. Muhamad Arya Danar Sidiq

21. M. Royan Sidra P.

22. Nanda Mukti Wijaya

23. Naufal Arif Kurniawan

24. Oka Bowo Laksono

25. Oki Dia Saputro

26. Reza Pradeta Sukma

27. Rheinanda Abi Prasetya

28. Rio Wili Ardana

29. Riski K.

30. Riyan Oktafiyanto

31. Roviul Umam

32. Wahyu Mukti Aji

33. Wildan Ardi Setiawan

34. Yeremia Arga Asmara

35. Yogi

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMK NEGERI 2

SALATIGA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 1

Materi Pokok : Teks deskriptif

Alokasi Waktu : 1 x 3 JP (135 menit)

A. KOMPETENSI INTI

KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi tentang

pengetahuan faktual, konseptual, prosedural dasar, dan

metakognitif sesuai dengan bidang dan lingkup kajian Bahasa

Inggris pada tingkat teknis, spesifik, detil, dan kompleks,

berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dalam konteks pengembangan potensi diri sebagai

bagian dari keluarga, sekolah, dunia kerja, warga masyarakat

nasional, regional, dan internasional.

KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi,

dan prosedur kerja yang lazim dilakukan serta memecahkan

masalah sesuai dengan bidang kajian Bahasa Inggris.

Menampilkan kinerja di bawah bimbingan dengan mutu dan

kuantitas yang terukur sesuai dengan standar kompetensi kerja.

Menunjukkan keterampilan menalar, mengolah, dan menyaji

secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,

komunikatif, dan solutif dalam ranah abstrak terkait dengan

pengembangan dari yang dipelajarinya di sekolah, serta mampu

melaksanakan tugas spesifik di bawah pengawasan langsung.

Menunjukkan keterampilan mempersepsi, kesiapan, meniru,

membiasakan, gerak mahir, menjadikan gerak alami dalam ranah

konkret terkait dengan pengembangan dari yang dipelajarinya di

sekolah, serta mampu melaksanakan tugas spesifik di bawah

pengawasan langsung.

B. KOMPETENSI DASAR

3.4 Menganalisis Menganalisis fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi

dan meminta informasi pendek dan sederhana terkait orang, benda

dan tempat sesuai dengan konteks penggunaannya.

C. INDIKATOR

(pengetahuan)

3.4.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan

dalam teks deskriptif terkait orang, benda, dan sesuai dengan konteks

penggunaannya.

3.4.2 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dari

berbagai teks deskriptif terkait orang, benda, dan tempat sesuai

dengan konteks penggunaannya.

D. TUJUAN PEMBELAJARAN

1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur

kebahasaan dalam teks deskriptif terkait orang, benda, dan sesuai

dengan konteks penggunaannya.

2. Siswa dapat membedakan fungsi sosial, struktur teks, dan unsur

kebahasaan dari berbagai teks deskriptif terkait orang, benda, dan

tempat sesuai dengan konteks penggunaannya.

E. MATERI PEMBELAJARAN

Terlampir

F. PENDEKATAN DAN MODEL PEMBELAJARAN

1. Pendekatan dalam pembelajaran ini menggunakan scientific approach

pendekatan ilmiah

2. Model pembelajaran dalam pembelajara ini discovery learning

G. MEDIA DAN SUMBER PEMBELAJARAN

MEDIA

Padlet

Authentic Material berupa video dan printed text.

SUMBER BELAJAR

http://britishcourse.com/descriptive-text-definition-generic-

structures-purposes-language-features.php

http://kakakpintar.com/pengertian-descriptive-text-tujuan-generic-

stucture-language-feature/

https://www.ef.co.id/englishfirst/englishstudy/descriptive-text-

dalam-bahasa-inggris.aspx

https://learnenglish.britishcouncil.org/en/english-grammar/noun-

phrase

https://www.grammar-monster.com/glossary/noun_phrases.htm

https://www.ecenglish.com/learnenglish/lessons/noun-and-

adjective-forms

https://www.gingersoftware.com/content/grammar-

rules/adjectives/order-of-adjectives/

https://www.woodwardenglish.com/word-order-adjectives-before-

noun/

Youtube

Buku Bahasa Inggris

H. LANGKAH-LANGKAH PEMBELAJARAN

1. Pertemuan pertama

a. Kegiatan Pendahuluan (10 menit)

1) Guru membuka pertemuan dengan salam dan doa

2) Mengecek kehadiran siswa

3) Guru meriview secara singkat pembelajaran pada pertemuan

sebelumnya

4) Guru menyampaikan tujuan dan model pembelajaran

5) Siswa dibagi dalam kelompok yang terdiri dari 4-5 orang.

Pembagian kelompok dilakukan dengan meminta siswa untuk

menemukan siswa lain yang memiliki nomor sepatu yang

sama. Dalam usahanya mencari anggota kelompok, siswa

diperbolehkan bertanya dengan siswa lain menggunakan

bahasa Inggris. Hal ini dilakukan untuk melatih kemampuan

speaking siswa.

6) Siswa secara berkelompok mengerjakan soal terkait dengan

kosakata pada buku secara berkelompok. (buku paket halaman

51 dan 52)

b. Kegiatan Inti (115 menit)

Tahap Pembelajaran Kegiatan Pembelajaran Durasi

1. Stimulation

(stimulasi/

pemberian

rangsangan)

Mengamati

Siswa mengamati

video tempat wisata/

tempat bersejarah

yang telah tersedia

15 menit

di padlet

Siswa mengamati

video paparan

tentang descriptive

text dan noun dan

adjective (noun

phrase)

Siswa mengunjungi

link materi text

deskriptif dan noun

dan adjective (noun

phrase) yang telah

di upload oleh guru

di Padlet

Menanya

Dengan bimbingan

dan arahan guru,

siswa bertanya

tentang definisi dan

tujuan dari

descriptive text dan

noun dan adjective

(noun phrase)

melalui padlet

Dengan bimbingan

dari guru, siswa

bertanya tentang

generic structure dan

language feature

dari deskriptif text

15 menit

dan noun dan

adjective (noun

phrase) melalui

padlet

2. Problem

statement

(Identifikasi

masalah)

Siswa diberikan

worksheet melalui

Padlet

10 menit

3. Data collection

(pengumpulan

data)

Mengeksplorasi

Secara berkelompok

siswa

mengidentifikasi

pengertian dan

tujuan dari deskriptif

text dan noun dan

adjective (noun

phrase)

Secara berkelompok

siswa

mengidentifikasi

struktur teks dan

unsur kebahasaan

descriptive text dan

noun dan adjective

(noun phrase)

Secara individu

siswa mengerjakan

soal latihan yang

sudah tersedia di

Padlet

30 menit

4. Data processing

(Pengelolaan

data)

Mengasosiasikan

Dengan bimbingan

guru siswa menalar

teks deskriptif dan

noun dan adjective

(noun phrase) yang

sudah dibuat secara

individu.

15 menit

5. Verification

(Pembuktian)

Mengkomunikasikan

Secara berkelomok

siswa

menyampaikan hasil

analisis terhadap

struktur teks dan

unsur kebahasaan

dalam deskriptive

text dan noun dan

adjective (noun

phrase)

20 menit

6. Gneralization Siswa mengisi KWL

chart yang telah

tersedia dalam

Padlet

10 menit

c. Kegitan Penutup (10 menit)

1) Siswa diminta untuk mengutarakan perasaan mereka selama

kegitan pembelajaran berlangsung melalui Padlet

2) Guru menutup pelajaran dengan mengucapakan salam

I. PENILAIAN HASIL BELAJAR

1. Sikap (sosial)

Observasi

2. Pengetahuan

Tes tertulis

3. Keterampilan

Produk/Kinerja

Guru Mata Pelajaran

Endang Guritno, S.Pd.

NIP 19760414 201406 2

001

Lampiran I

Teks deskriptif lisan dan tulis tentang orang, benda dan tempat

a. Fungsi sosial:

Untuk mendeskripsikan orang, benda dan tempat dan untuk mengembangkan

komunikasi interpersonal dengan yang lain

b. Struktur Teks:

Descriptive text:

- Identification

- Description

c. Unsur Kebahasaan:

- Kosakata: yang terkait dengan topik

- Grammar:

Noun phrase

Adjective

- Ejaan dan tanda baca yang jelas dan rapi.

- Ucapan, tekanan kata & intonasi ketika mempresentasikan secara lisan

Definition of Descriptive Text

Descriptive Text is a text which says what a person or a thing is like. Its purpose

is to describe and reveal a particular person, place, or thing.

In a broad sense, description, as explained by Kane (2000: 352), is defined like in

the following sentence:

Description is about sensory experience—how something looks, sounds, tastes.

Mostly it is about visual experience, but description also deals with other kinds of

perception.

Thus, if we conclude it from Kane‘s explanation above, the descriptive text is

meaningful text that describes the experience related to the senses, such as what

shape, sound, taste is. Most descriptive text is about visual experience, but in fact

experience other than the sense of sight, we can also use it to make descriptive

text.

But in particular, the descriptive text is, ―…… is a text which says what a person

or a thing is like. Its purpose is to describe and reveal a particular person, place, or

thing.‖

So, it can be said that this descriptive text is a text that explains about whether a

person or an object is like, whether its form, its properties, its amount and others.

The purpose of the descriptive text is clear, that is to describe, represent or reveal

a person or an object, either abstract or concrete.

Generic Structure of Descriptive Text

When writing descriptive text, there are some gen eric structures (actually not

mandatory) for our writing to be true. The arrangement is:

# Identification: (contains about the introduction of a person, place, animal or

object will be described.)

# Description: contains a description of something such as animal, things, place or

person by decribing its features, forms, colors, or anything related to what the

writer describe.

Purpose of Descriptive text

– To describe person, thing or place in specific

– To describe a particular person, thing or place.

Language Feature of Descriptive Text

o Specific participant : has a certain object, is not common and unique (only

one). For example: Bandengan beach, my house, Borobudur temple, uncle

Jim

o The use of the adjective (an adjective) to clarify the noun, for example: a

beautiful beach, a handsome man, the famous place in jepara, etc.

o The use of simple present tense: The sentence pattern used is simple

present because it tells the fact of the object described.

o Action verb: verbs that show an activity (for example, run, sleep, walk,

cut etc….

Nouns and Adjectives

When describing, writers use many noun phrases in trying to make readers get the

mental picture of what is being described. As you know, noun is a thing, a place,

or a person, an animal, while adjective is a word that describes a noun. An

adjective that describes a noun is called a modifier. A noun that goes with a

modifier is called a noun phrase. Observe where the position of the modifier is.

For example :

Adjective Noun Noun phrase

Beautiful Bird Beautiful bird

Unique Monkey Unique monkey

Enormouse Nose Enormouse nose

If we want to give more information, we can add more modifiers to the thing

(noun) we describe. For instance, in addition to the opinion adjectives, we can

also inform people about the size, and the color, the age, and nationality of the

thing (noun). Look at the following examples. Pay attention to the order of the

modifiers.

Example:

a beautiful old tree → opinion age noun

a beautiful reddish leaf → opinion color noun

a beautiful Indonesian island → opinion nationality noun

The following is the common word order of adjectives before a noun.

Opinoion Size age Color nationality Materials Noun

Impresive Large old Purple Chinese ceramic vase

beautiful Little young Dark Indonesian - girl

Lampiran 2

Kisi-kisi soal pengetahuan

Group task

No

.

Kompetensi inti Kompetensi

dasar

Kls/

Smt

Materi Pokok Indikator soal No

mor

Soal

1. KI.3. Memahami,

menerapkan,

menganalisis, dan

mengevaluasi

tentang

3.4

Menganalis

is fungsi

sosial,

struktur

x/1 Teks deskriptif

lisan dan tulis

tentang orang,

benda dan

tempat

Diberikan

beberapa

pertanyaan

yang terkait

dengan

1-4

(ura

ian)

pengetahuan

faktual,

konseptual,

prosedural dasar,

dan metakognitif

sesuai dengan

bidang dan

lingkup kajian

Bahasa Inggris

pada tingkat

teknis, spesifik,

detil, dan

kompleks,

berkenaan dengan

ilmu

pengetahuan,

teknologi, seni,

budaya, dan

humaniora dalam

konteks

pengembangan

potensi diri

sebagai bagian

dari keluarga,

sekolah, dunia

kerja, warga

masyarakat

nasional, regional,

dan internasional.

teks, dan

unsur

kebahasaan

beberapa

teks

deskriptif

lisan dan

tulis dengan

memberi

dan

meminta

informasi

pendek dan

sederhana

terkait

orang,

benda dan

tempat

sesuai

dengan

konteks

penggunaan

nya.

descriptive text

Individual task

No

.

Kompetensi Inti Kompetensi

dasar

Kls/

Smt

Materi

Pokok

Indkator soal Nomor

Soal

1. KI 4.

Melaksanakan

tugas spesifik

dengan

menggunakan alat,

informasi, dan

prosedur kerja yang

lazim dilakukan

serta memecahkan

masalah sesuai

dengan bidang

kajian Bahasa

Inggris.

Menampilkan

kinerja di bawah

bimbingan dengan

mutu dan kuantitas

yang terukur sesuai

dengan standar

kompetensi kerja.

Menunjukkan

keterampilan

menalar, mengolah,

dan menyaji secara

efektif, kreatif,

produktif, kritis,

mandiri,

4.4

Menyusun

teks

deskriptif

lisan dan

tulis, pendek

dan

sederhana,

terkait orang,

benda, dan

tempat,

dengan

memperhatik

an fungsi

sosial,

struktur teks,

dan unsur

kebahasaan,

secara benar

dan sesuai

konteks

X/ 1 Teks

deskriptif

lisan dan

tulis tentang

orang,

benda dan

tempat

Siswa

diminta untuk

membuat

sebuah

deskriptive

teks

mengenai

tempat wisata

dan bangunan

bersejarah

1

uraian

kolaboratif,

komunikatif, dan

solutif dalam ranah

abstrak terkait

dengan

pengembangan dari

yang dipelajarinya

di sekolah, serta

mampu

melaksanakan

tugas spesifik di

bawah pengawasan

langsung.

Menunjukkan

keterampilan

mempersepsi,

kesiapan, meniru,

membiasakan,

gerak mahir,

menjadikan gerak

alami dalam ranah

konkret terkait

dengan

pengembangan dari

yang dipelajarinya

di sekolah, serta

mampu

melaksanakan

tugas spesifik di

bawah pengawasan

langsung.

Lampiran 3

Instrumen Pembelajaran

Find and write the answer of these questions below with your group!

1. what is deskriptive text?

2. What is purpose of descriptive text?

3. Mention generic structure of descriptive text!

4. Mention langugae feature of descriptive text!

5. What is noun? Give 5 exampls!

6. What is adjective? Give 5 examples!

7. What is modifier?

8. What is noun phrase? Give 5 examples!

9. Write down word order of adjective before noun and give an example!

10. Publish your finding in Padlet!

Individual task

Please write down a descriptive text about tourism place, historical

building, or particular place! You may consider some points below to help

you in making the text:

o Name of place

o The location

o The interesting thing about the place

o The available attraction

o Your impression toward the place

Lampiran 4

Kunci Jawaban

ANSWER KEY

Group work

1. Deskriptive text is text which describes a particular object like a place, thing,

or person.

2. The purpose of descriptive text is to help readers visualize what a person, an

animal, a park, or a thing is like.

3. The generic structure of descriptive text is identification and description

4. The language feature of descriptive text is:

a. Specific participant

b. The use of the adjective (an adjective) to clarify the noun

c. The use of simple present tense

d. Action verb

5. Noun is a thing, a place, or a person, an animal. Example : table, flower, etc.

6. Adjective is a word that describes a noun. Example : beautiful, handsome,big,

small, tall, etc.

7. Modifier is an adjective that describes a noun

8. Noun phrase is a noun that goes with a modifier. Example : beautiful women,

sweet corn, hot water, expensive car, big building, etc.

9. Opinion, Size, age, Color, nationality, Materials, Noun. Example : a smart

small young blue australian bird.

individual work

Use rubric of writing assessment

Lampiran 5

Rubrik Penilaian dan Pedoman Penskoran

Group Task

Cycle : Jam :

Students’ group : Tanggal :

No Kunci

Jawaban Jawaban Siswa

Nilai

Total

SS S KS TS

2 1,5 1 0,5

1.

2.

3.

4.

5.

6.

7.

8.

9.

Jumlah

SS : Sangat Sesuai

S : Sesuai

KS : Kurang Sesuai

TS : Tidak Sesuai

Individual task

WRITING RUBRIC ASSESSMENT

Content

The Essay:

Organization

The Essay:

Language Use

The Essay:

9-10 9-10 5

Complete, Accurate,

and thorough

Includes all important

ideas and demontrates

Logically

organized around

major ideas and

concept

Clearly

written with

few errors,

errors do not

Nilai maksimal per nomor soal : 2

Nilai total : Jumlah nilai

X 100

Nilai total maksimal :

X 100

: 100

an understanding of

important relationship

Is fully developed and

incudes specific facts

or examples

Contain no irrelevant

informaton

Restates the

question

accurately

Deveops ideas

from general to

specific

Achieves

coherence

through the

appropriate and

varied use of

academic lanuage

structures

interfere with

comprehensio

n

Includes

academic

vocabulary

that is rarely

inaccurate

Includes

generally

accurate word

form and verb

tenses

Uses a variet

of sentence

types

accurately

Contain

source text

language that

is well

integrated

with studets

generated

language

7-8 7-8 4

Demonstrate a good

understanding of the

topic

Includes most of

Generally well

organization

around important

ideas and facts

Clearly

written with

few errors,

errors do not

important ideas and

show a good

understanding of

important

Demonstrate a good

development of ideas

and incudes adequate

supporting facts

May contain some

irreevant information

Includes

restatement of the

question

Develops ideas

from general to

specific

Achieves some

coherence

through the use of

academic

language

structures

interfere with

comprehensio

n

Uses

generally

accurate

vocabulary

Incudes

inaccurate

word form

and verb

tenses

Uses simple

and

compound

sentences

Contain

source text

language that

is well

integrated

with studets

generated

language

5-6 5-6 3

Demontrate some

knowledge and

understanding of topic

but may show gaps in

the students

Loosely

organized around

ideas and

concepts

Attempts to

written with

few errors,

errors do not

interfere with

comprehensio

knowlede.

Includes most of

important ideas but

imited unerstnding of

knowledge.

Develops ideas

adequately and

includes some

supporting facts

May be vague,

repetitive or not well

developed and may

includes miss

conception,

restates the

questions

Develops ideas

from general to

specific

Uses some

appropriate

academic

language an

cohesive devices

through may

those repetition.

n

Demonstrate

occasional

problems with

word choice

Uses simple

and

compound

sentences with

occasioanal

errors

Demonstrate

some reliance

on source text

language

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMK NEGERI 2

SALATIGA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 1

Materi Pokok : Teks deskriptif

Alokasi Waktu : 1 x 3 JP (135 menit)

A. KOMPETENSI INTI

KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi

tentang pengetahuan faktual, konseptual, prosedural dasar, dan

metakognitif sesuai dengan bidang dan lingkup kajian Bahasa

Inggris pada tingkat teknis, spesifik, detil, dan kompleks,

berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,

dan humaniora dalam konteks pengembangan potensi diri

sebagai bagian dari keluarga, sekolah, dunia kerja, warga

masyarakat nasional, regional, dan internasional.

KI 4: Melaksanakan tugas spesifik dengan menggunakan alat,

informasi, dan prosedur kerja yang lazim dilakukan serta

memecahkan masalah sesuai dengan bidang kajian Bahasa

Inggris. Menampilkan kinerja di bawah bimbingan dengan

mutu dan kuantitas yang terukur sesuai dengan standar

kompetensi kerja. Menunjukkan keterampilan menalar,

mengolah, dan menyaji secara efektif, kreatif, produktif, kritis,

mandiri, kolaboratif, komunikatif, dan solutif dalam ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya

di sekolah, serta mampu melaksanakan tugas spesifik di bawah

pengawasan langsung. Menunjukkan keterampilan

mempersepsi, kesiapan, meniru, membiasakan, gerak mahir,

menjadikan gerak alami dalam ranah konkret terkait dengan

pengembangan dari yang dipelajarinya di sekolah, serta

mampu melaksanakan tugas spesifik di bawah pengawasan

langsung.

B. KOMPETENSI DASAR

4.4. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana,

terkait orang, benda, dan tempat, dengan memperhatikan fungsi

sosial, struktur teks, dan unsur kebahasaan, secara benar dan

sesuai konteks

C. INDIKATOR

4.4.1 Menyusun teks tulis dan lisan mengenai deskriptif sederhana

terkait orang, benda dan tempat dengan menggunakan struktur teks

dan unsur kebahasaan yang tepat sesuai dengan konteks

penggunaannya.

4.4.2 Menyusun Mengkomunikasikan secara lisan dan tulis teks

deskriptif terkait orang, bendadengan menggunakan struktur teks

dan unsur kebahasaan yang tepat sesuai dengan konteks

penggunaan.

D. TUJUAN PEMBELAJARAN

1. Siswa dapat menyusun teks tulis dan lisan mengenai deskriptif

sederhana terkait orang, benda dan tempat dengan menggunakan

struktur teks dan unsur kebahasaan yang tepat sesuai dengan

konteks penggunaannya.

2. Siswa dapat menyusun Mengkomunikasikan secara lisan dan tulis

teks deskriptif terkait orang, bendadengan menggunakan struktur

teks dan unsur kebahasaan yang tepat sesuai dengan konteks

penggunaan.

E. MATERI PEMBELAJARAN

Terlampir

F. PENDEKATAN DAN MODEL PEMBELAJARAN

1. Pendekatan dalam pembelajaran ini menggunakan Scientific

Appoach/pendekatan ilmiah

2. Model pembelajaran dalam pembelajara ini discovery learning

G. MEDIA DAN SUMBER PEMBELAJARAN

MEDIA

Padlet

Authentic Material berupa video dan printed text.

SUMBER BELAJAR

1. https://learnenglish.britishcouncil.org/en/english-grammar/active-and-

passive-voice

2. https://www.ef.com/english-resources/english-grammar/passive-voice/

3. https://www.gingersoftware.com/content/grammar-

rules/verbs/passive-voice/

4. https://www.gingersoftware.com/content/grammar-

rules/verbs/passive-voice/

5. Youtube

6. Buku Bahasa Inggris

H. LANGKAH-LANGKAH PEMBELAJARAN

1. Pertemuan pertama

a. Kegiatan Pendahuluan (10 menit)

1) Guru membuka pertemuan dengan salam dan doa

2) Guru menyapa menggunakan bahasa Inggris agar English

Environment dapat tercipta

3) Mengecek kehadiran siswa

4) Guru menanyakan materi yang telah dipelajari pada

pertemuan sebelumnya

5) Guru menyampaikan tujuan dan model pembelajaran

6) Siswa secara berkelompok mengerjakan soal terkait dengan

kosakata pada buku secara berkelompok

b. Kegiatan Inti (115 menit)

Tahap

Pembelajaran

Kegiatan Pembelajaran Durasi

1. Stimulation

(stimulasi/

pemberian

Mengamati

Siswa mengamati video

tempat wisata/ tempat

15 menit

rangsangan) bersejarah yang telah

tersedia di padlet

Siswa mengamati video

paparan tentang passive

voice di Padlet

Siswa mengunjungi link

materi passive voice yang

telah di upload oleh guru

di Padlet

Menanya

Dengan bimbingan dan

arahan guru, siswa

bertanya tentang video

tempat wisata/ tempat

bersejarah melalui padlet

Dengan bimbingan dari

guru, siswa bertanya

tentang passive voice text

melalui padlet

2. Problem

statement

(Identifikasi

masalah)

Siswa diberikan

worksheet berupa teks

pemaparan passive voice

melalui Padlet

10 menit

3. Data collection

(pengumpulan

data)

Mengeksplorasi

Secara berkelompok

siswa mengidentifikasi

struktur teks dan unsur

kebahasaan passive voice

dari teks yang disajikan

Siswa mengidentifikasi

30 enit

penggunaan passive

voice

Secara individu siswa

mengerjakan latihan yang

telah tersedia dalam

Padlet

4. Data

processing

(Pengelolaan

data)

Mengasosiasikan

Dengan bimbingan guru

siswa menalar

penggunaan passive

voice

15 menit

5. Verification

(Pembuktian)

Mengkomunikasikan

Secara berkelomok siswa

menyampaikan hasil

analisis terhadap

penggunaan passive

voice

20 menit

6. Generalization Siswa mengisi KWL

chart yang telah tersedia

dalam Padlet

10 menit

c. Kegitan Penutup (10 menit)

1) Setelah mengikuti kegiatan pembelajaran ini siswa diminta

untuk mengisi KWL Chart yang telah disedakan guru dalam

Padlet

2) Siswa diminta untuk mengutarakan perasaan mereka selama

kegitan pembelajaran berlangsung melalui Padlet

3) Guru menutup pelajaran dengan mengucapakan salam

I. PENILAIAN HASIL BELAJAR

1. Sikap (sosial)

Observasi

2. Pengetahuan

Tes tertulis

3. Keterampilan

Produk/Kinerja

Guru Mata Pelajaran

Endang Guritno, S.Pd.

NIP 19760414 201406 2 001

Lampiran I

Teks deskriptif lisan dan tulis tentang orang, benda dan tempat

a. Fungsi sosial:

Untuk mendeskripsikan orang, benda dan tempat dan untuk mengembangkan

komunikasi interpersonal dengan yang lain

b. Struktur Teks:

Descriptive text:

- Identification

- Description

c. Unsur Kebahasaan:

- Kosakata yang terkait dengan topik

- Grammar:

Noun phrase

Adjective

Simple Present Tenses

Linking verbs

- Ejaan dan tanda baca yang jelas dan rapi.

- Ucapan, tekanan kata& intonasi yang tepat ketika mempresentasikan secara lisan

Passive voice

Subject Verb Object

Active Mary Helps her son

Passive Her son Is helped

(to be + v3)

By mary

Active People see peace in family as essential for

spiritual growth.

Passive Peace in family is seen as essential for spiritual

growth.

Active Muslims perform prayers at least five times a day.

Passive Prayers are performed by Muslims at least five

times a day.

Transitive verbs have both active and passive forms:

Active Passive

The hunter killed the lion. >> The lion was killed by the hunter.

Someone has cleaned the

windows

>> The windows have been cleaned.

The passive forms are made up of the verb be with a past participle:

Be past participle

English Is Spoken all over the world

The windows have been Cleaned

Lunch was being Served

The work will be Finished Soon

They might have been Invited to the party

We sometimes use the verb get to form the passive:

Be careful with the glass. It might get broken. Peter got hurt in a crash.

If we want to show the person or thing doing the action we use by:

She was attacked by a dangerous dog. The money was stolen by her husband.

We can use the indirect object as the subject of a passive verb:

Active Passive

I gave him a book for his birthday

>> He was given a book for his birthday.

Someone sent her a cheque for a thousand euros

>> She was sent a cheque for a thousand euros.

We can use phrasal verbs in the passive:

Active Passive

They called off the meeting. >> The meeting was called off.

His grandmother looked after him.

>> He was looked after by his grandmother.

They will send him away to school.

>> He will be sent away to school.

Some verbs very frequently used in the passive are followed by

the to-infinitive:

be supposed to be expected to be asked to

be scheduled to be allowed to be told to

John has been asked to make a speech at the meeting. You are supposed to wear a uniform.

The meeting is scheduled to start at seven.

Lampiran 2

Kisi-kisi soal pengetahuan dan penerapan

Group task

No

.

Kompetensi inti Kompetensi

dasar

Kls

/

Sm

t

Materi Pokok Indikator soal No

mor

Soal

1. KI.3. Memahami,

menerapkan,

menganalisis, dan

3.4

Menganalis

is fungsi

sosial,

struktur

x/1 Teks deskriptif

lisan dan tulis

tentang orang,

Diberikan

beberapa

pertanyaan

1-4

(ura

ian)

mengevaluasi

tentang

pengetahuan

faktual,

konseptual,

prosedural dasar,

dan metakognitif

sesuai dengan

bidang dan

lingkup kajian

Bahasa Inggris

pada tingkat

teknis, spesifik,

detil, dan

kompleks,

berkenaan dengan

ilmu

pengetahuan,

teknologi, seni,

budaya, dan

humaniora dalam

konteks

pengembangan

potensi diri

sebagai bagian

dari keluarga,

sekolah, dunia

kerja, warga

masyarakat

nasional, regional,

dan internasional.

teks, dan

unsur

kebahasaan

beberapa

teks

deskriptif

lisan dan

tulis dengan

memberi

dan

meminta

informasi

pendek dan

sederhana

terkait

orang,

benda dan

tempat

sesuai

dengan

konteks

penggunaan

nya.

benda dan tempat yang terkait

dengan passive

voice

Individual task

No

.

Kompetensi Inti Kompetensi

dasar

Kls/

Smt

Materi

Pokok

Indkator soal Nomor

Soal

1. KI 4.

Melaksanakan

tugas spesifik

dengan

menggunakan alat,

informasi, dan

prosedur kerja yang

lazim dilakukan

serta memecahkan

masalah sesuai

dengan bidang

kajian Bahasa

Inggris.

Menampilkan

kinerja di bawah

bimbingan dengan

mutu dan kuantitas

yang terukur sesuai

dengan standar

kompetensi kerja.

Menunjukkan

keterampilan

menalar, mengolah,

dan menyaji secara

efektif, kreatif,

produktif, kritis,

4.4

Menyusun

teks

deskriptif

lisan dan

tulis, pendek

dan

sederhana,

terkait orang,

benda, dan

tempat,

dengan

memperhatik

an fungsi

sosial,

struktur teks,

dan unsur

kebahasaan,

secara benar

dan sesuai

konteks

X/ 1 Teks

deskriptif

lisan dan

tulis tentang

orang,

benda dan

tempat

Siswa

diminta untuk

membuat

sebuah

deskriptive

teks

mengenai

tempat wisata

dan bangunan

bersejarah

1

uraian

mandiri,

kolaboratif,

komunikatif, dan

solutif dalam ranah

abstrak terkait

dengan

pengembangan dari

yang dipelajarinya

di sekolah, serta

mampu

melaksanakan

tugas spesifik di

bawah pengawasan

langsung.

Menunjukkan

keterampilan

mempersepsi,

kesiapan, meniru,

membiasakan,

gerak mahir,

menjadikan gerak

alami dalam ranah

konkret terkait

dengan

pengembangan dari

yang dipelajarinya

di sekolah, serta

mampu

melaksanakan

tugas spesifik di

bawah pengawasan

langsung.

Lampiran 3

Instrumen Pembelajaran

VISITING NIAGARA FALLS

Niagara Falls is the collective name for three waterfalls that cross the

international border between the Canadian province of Ontario and the USA‘s

state of New York. They form the southern end of the Niagara Gorge. From

largest to smallest, the three waterfalls are the Horseshoe Falls, the American

Falls and the Bridal Veil Falls. The Horseshoe Falls lie on the Canadian side and

the American Falls on the American side. They are separated by Goat Island. The

smaller Bridal Veil Falls are also located on the American side, separated from the

other waterfalls by Luna Island. There are various attractions that people can

enjoy in Niagara Falls, six of them are described here.

The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps

people get closer to the falls and go face-to-face with the pounding waters of the

Falls. People can get soaked on the Hurricane Deck where they are just feet from

the thundering waters. Waterproof clothing and sandals are provided. A trip at

night when the Falls are illuminated in a rainbow of color is really amazing.

The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic

boat tour of the American and Canadian Falls for about a half-hour ride. People

may access the tour via the Observation Tower elevator at Prospect Point in the

state park. The boat operates mid-May until late October.

The next to visit in Niagara Falls is Niagara Adventure Theater. Here tourists

may enjoy the most powerful and involving film experience that brings reality to

life on a 45 foot screen. Audience members are given the priviledge to discover

the thundering Falls from a completely new and exhilarating perspective, and

plunge over them. The theater shows hourly and free multi-language headsets are

made available.

Niagara Science Museum is another place to visit. It is a sanctuary for the

preservation and appreciation of old science instruments and philosophical

apparatus.

The fifth point of interest is Niagara‘s Wax Museum of History. Here, life-size

wax figures portraying dramatic history of Niagara Falls are presented to guests.

They can see Fort Niagara Scene, Indian Village, old store, blacksmith and barber

shop scenes and how electricity is made. Wax figures of Julia Roberts, Princess

Diana and many more are displayed here, too.

Finally, people can also enjoy Rainbow Air Helicopter Tours above and

around the American and Canadian Falls. The tours start from downtown, next to

the entrance to the Rainbow Bridge, and open from 9am to dusk when weather

permits. The tours operate every day from second weekend in May until October

31st.

The Niagara Falls are renowned both for their beauty and as a valuable source

of hydroelectric power. Managing the balance between recreational, commercial,

and industrial uses has been a challenge for the stewards of the falls since the 19th

century.

EXERCISE

A. Do the exercise below with your group!

1. What is the pattern of passive voice?

2. From the text above, find at least five sentences written in passive

voices. Change the sentences into active voices.

3. From the text above, find at least five sentences written in active voices.

Change the sentences into passive voices.

4. Read again the text of Tanjung Puting National Park. Compare the text

with the text about Niagara Falls. Find the similarities and differences

among those two texts.

B. Do the exercise below individually!

Please make a descriptive text about particular place or hystorycal

building!

To help you to make a descriptive text, you may take a look at

guidance question below

o What is the name of the place and why is it interesting?

o What attractions are available in this place? Describe one

by one.

o What is your overall impression about the place?

Lampiran 4

Answer Key

A. Group work

1. S + to be + V3 + O

2. Here are the answers

Passive Active

They are separated by Goat

Island.

Goat Island separates them.

Six of them are described here. The writer describes six of

them.

Waterproof clothing and sandals

are provided.

Niagara Falls personnel

provides Waterproof clothing

and sandals.

A trip at night when the Falls

are illuminated in a rainbow of

color is really amazing.

A trip at night when Niagara

Falls personnel illuminates the

falls in a rainbow of color is

really amazing.

Audience members are given

the priviledge to discover the

thundering Falls.

The staff gives audience

members the priviledge to

discover the thundering Falls.

Free multi-language headsets

are made available.

The staff makes Free multi

language headsets available.

Life-size wax figures portraying

dramatic history of Niagara

Falls are presented to guests.

The museum staff presents life-

size wax figures portraying

dramatic history of Niagara

Falls to guests.

… and how electricity is made . … and how the scientiest

makes the electricity.

Wax figures of Julia Roberts,

Princess Diana and much more

are displayed here, too.

The museum staff display wax

figures of Julia Roberts,

Princess Diana and much more.

3. Here are the answers

Active Passive

They form the southern end of

the Niagara Gorge.

The southern end of the Niagara

Gorge is formed by Canadian

province of Ontario and the U.S.

state of New York.

…. people can enjoy in Niagara

Falls.

Niagara Falls can be enjoyed by

people.

This attraction help people get

closer to the falls and go face to

face with the pounding waters

of the Falls.

People are helped to get closer to

the falls and go face-to-face with

the pounding waters of the Falls.

Here tourists may enjoy the

most powerful and involving

film experience that brings

reality to life on a 45 foot

screen.

The most powerful and

involving film experience that

brings reality to life on a 45 foot

screen may be enjoyed here.

............................ ...............................

4. Similarities:

a. The two texts are all descriptive texts. The writers of the three

texts describe the attractiveness or beauty of the places so that

people can get the (mental) picture about it.

b. The both texts use the same text structure: Introductory

(opening) paragraph, supporting paragraphs, and concluding

(closing) paragraph.

c. In the both texts, simple present tense is used dominantly.

Noun phrases are also used frequently. Several sentences are

written using passive voice.

d. …………….. (Students may find another similarity)

Difference

The both texts describe different objects: Tanjung Putting National

Park and Niagara Falls.

B. Individual task

Use rubric of writing assessment

Lampiran 5

Rubrik Penilaiandan Pedoman Penskoran

Group task

Cycle : Jam :

Students’ group : Tanggal :

No Kunci

Jawaban Jawaban Siswa

Nilai

Total SS S KS TS

2 1,5 1 0,5

1.

2.

3.

4.

Jumlah

SS : Sangat Sesuai

S : Sesuai

KS : Kurang Sesuai

TS : Tidak Sesuai

Rubrik Penilaian tugas individu

WRITING RUBRIC ASSESSMENT

Content

The Essay:

Organization

The Essay:

Language Use

The Essay:

9-10 9-10 5

Complete, Accurate,

and thorough

Includes all important

ideas and demontrates

an understanding of

important relationship

Is fully developed and

Logically

organized around

major ideas and

concept

Restates the

question

accurately

Clearly

written with

few errors,

errors do not

interfere with

comprehensio

n

Nilai maksimal per nomor soal : 2

Nilai total : Jumlah nilai

X 100

Nilai total maksimal :

X 100

: 100

incudes specific facts

or examples

Contain no irrelevant

informaton

Deveops ideas

from general to

specific

Achieves

coherence

through the

appropriate and

varied use of

academic lanuage

structures

Includes

academic

vocabulary

that is rarely

inaccurate

Includes

generally

accurate word

form and verb

tenses

Uses a variet

of sentence

types

accurately

Contain

source text

language that

is well

integrated

with studets

generated

language

7-8 7-8 4

Demonstrate a good

understanding of the

topic

Includes most of

important ideas and

show a good

understanding of

Generally well

organization

around important

ideas and facts

Includes

restatement of the

question

Clearly

written with

few errors,

errors do not

interfere with

comprehensio

n

important

Demonstrate a good

development of ideas

and incudes adequate

supporting facts

May contain some

irreevant information

Develops ideas

from general to

specific

Achieves some

coherence

through the use of

academic

language

structures

Uses

generally

accurate

vocabulary

Incudes

inaccurate

word form

and verb

tenses

Uses simple

and

compound

sentences

Contain

source text

language that

is well

integrated

with studets

generated

language

5-6 5-6 3

Demontrate some

knowledge and

understanding of topic

but may show gaps in

the students

knowlede.

Includes most of

important ideas but

Loosely

organized around

ideas and

concepts

Attempts to

restates the

questions

Develops ideas

written with

few errors,

errors do not

interfere with

comprehensio

n

Demonstrate

occasional

imited unerstnding of

knowledge.

Develops ideas

adequately and

includes some

supporting facts

May be vague,

repetitive or not well

developed and may

includes miss

conception,

from general to

specific

Uses some

appropriate

academic

language an

cohesive devices

through may

those repetition.

problems with

word choice

Uses simple

and

compound

sentences with

occasioanal

errors

Demonstrate

some reliance

on source text

language

FOTO-FOTO

PROFIL SEKOLAH

A. Identitas sekolah

1. Kode Registrasi (NSS) : 321 036 203 006

2. Nama Resmi Sekolah : SMK NEGERI 2 SALATIGA

3. SK. Pendirian :

Nomor SK : 270/O/2000

Tanggal SK : 17 NOVEMBER 2000

4. Akreditasi Program :

Status Akreditasi : A

Tanggal SK : 9 Nopember 2010

5. Alamat Lengkap Sekolah

Jalan : PARIKESIT

Desa/Kelurahan : DUKUH

Kecamatan : SIDOMUKTI

Kabupaten/Kota : SALATIGA

Propinsi : JAWA TENGAH

No Telepon : (0298) 313403

Fax : (0298) 324069

Email :info@smkn2salatiga.sch.id

Website : www.smkn2salatiga.sch.id

6. Identitas Kepala Sekolah

Nama Lengkap : Drs. Kamaruddin, M.Pd

Tempat & Tanggal Lahir : Pemangkat 16 November 1961

Alamat Lengkap : Gang Kantil I/1177 RT02 RT08

Kemirirejo Magelang Tengah Kota

Magelang

Telepon Rumah/HP : 08122765274

Pejabat yang mengangkat : Walikota

Nomor SK Pengangkatan : 821.2/3873/2013

Tanggal Pengangkatan : 3 Januari 2014

7. Komite Sekolah

Jumlah Anggota : 9 Orang

Nomor SK Pengangkatan : 421.5/043/2008

Tanggal SK Pengangkatan : 1-Februari- 2008

B. Visi-Misi sekolah

1. Visi

Menjadi sekolah dengan budaya industri untuk menyiapkan

tamatan siap bersaing di era global.

2. Misi

a. Menyiapkan tamatan siap masuk kerja.

b. Menyiapkan tamatan memiliki budaya industri sebagai bagian dari

pembentukan karakter bangsa.

c. Menyiapkan tamatan mampu menerapkan jiwa kewirausahaan.

d. Menyelenggarakan sekolah bersih,indah,teratur dengan wawasan

lingkungan sebagai cerminan budaya industri.

e. Menyelenggarakan sekolah sebagai pusat kegiatan masyarakat

kecil yang teratur, sebagai sumbangan membentuk masyarakat

madani yang lebih luas.

C. Profil Program Keahlian

1. Akreditasi Kompetensi Keahlian

SMK Negeri 2 salatiga memiliki 12 paket keahlian yg tergabung

dalam 5 bidang keahlian. Masing masing paket keahlian telah

diakreditasi, yang terakhir dilaksanakan pada bulan juli 2017, namun

hasilnya belum ada sampai saat ini. Berikut kami sajikan data tentang

akreditasi sesuai surat keputusan akreditasi pada tahun 2008, sebagai

berikut :

Kompetensi Keahlian Akreditasi

Tahun

diakreditasi

Teknik Gambar Bangunan A 2010

Teknik Batu Beton A 2010

Teknik Konstruksi Kayu A 2010

Teknik Audio Video A 2010

Teknik Elektronika Industri A 2008

Teknik Kendaraan Ringan A 2010

Teknik Pemesinan A 2007

Teknik Komputer Jaringan A 2010

2. Jumlah siswa ( 2017– 2018)

Paket Keahlian X XI XII Jumlah

T. Gambar banguan 71 66 137

T. Kontruksi Batu Beton 69 64 133

T. konstruksi Kayu 34 36 70

T. Audio Video 71 68 70 209

T. Elektonika Industri 108 101 105 314

T. Pemesinan 70 68 70 208

T. Kendaraan Ringan 108 66 70 244

T.Komputer & Jaringan 72 68 70 210

T.Perbaikan Body Otomotif 36 34 36 106

DPIB 71 71

BKP 72 72

KGSP 36 36

Jumlah 644 579 587 1810

CURRICULUM VITAE

Name : Lailatul Istianah

Place and Date of Birth : Kab. Semarang, August 26, 1996

Address : Dsn. Suruhan rt04/04 Ds. Jubelan, Kec.

Sumowono, Kab. Semarang

Email : lailatulistianah01@gmail.com

Phone Number : 085729346935

Educational Background :

1. TK Tunas Harapan, graduated in 2002

2. SD Negeri Jubelan 02, graduated in 2008

3. SMP N 1 Sumowono, graduated in 2011

4. MA Darul Amanah Sukorejo, Kendal, graduated in

2014