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THE EFFECTIVENESS OF USING INDIRECT FEEDBACK
ON STUDENTS’ WRITING OF PROCEDURE TEXT
(A Quasi-Experimental Study at the Second Grade of SMP Ibadurrahman
Cipondoh, Tangerang)
By:
Rendy Saputra
109014000135
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
v
ABSTRACT
THE EFFECTIVENESS OF USING INDIRECT FEEBACK ON
STUDENTS’ WRITING OF PROCEDURE TEXT A Quasi Experimental
Study at the Second Grade of SMP Ibadurrahman Cipondoh, Tangerang. A
Skripsi. The Department of English Education. The Faculty of Tarbiya and
Teachers’ Training of State of Islamic University Syarif Hidayatullah Jakarta,
2016.
This study is intended to find the effectiveness of using indirect feedback on
students’ writing skill of procedure text at the second grade of SMP Ibadurrahman
Cipondoh Tangerang academic year 2015/2016. The samples of this study are the
25 students in VIII 1 and 25 Students in VIII 2. The achievement of this study
refers to the student English test score.
Based on the aim above, the researcher formed the study into Quasi Experimental
research. The students’ writing skill of procedure text was obtained after the
student run the English Test. The test was formulated from student English book
class VIII. For the result, the researcher got it through pre-test and post-test. In the
technique of data analysis, the researcher used normality, homogeneity, and T-
Test.
Based on the analysis of the data, it found that there was a significant difference
between students’ achievement in writing of procedure text in experimental class
which were given Indirect Feedback technique and the control class which were
not. It could be seen from student pre-test and post-test score. The pre-test mean
score of student in experimental class was 60, and the post-test mean score of
student in experimental class was 72.68. Meanwhile, the pretest score in control
class was 58.2, and the post-test mean score in control class was 66.36.
Keyword: Indirect Feedback, Writing, Procedure Text, Experimental Study.
RENDY SAPUTRA (PBI)
vi
ABSTRAK
KEEFEKTIFAN MENGGUNAKAN INDIRECT FEEDBACK PADA
KEMAMPUAN WRITING SISWA DALAM TEKS PROSEDUR Sebuah
Studi Kuasi Eksperimen di Kelas 2 SMP Ibadurrahman Cipondoh, Tangerang.
Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah, 2016.
Penelitian ini di maksudkan untuk mengetahui keefektifan teknik indirect
feedback dalam meningkatkan kemampuan menulis siswa pada teks prosedur
terhadap siswa tingkat kedua di SMP Ibadurrahman Cipondoh Tangerang tahun
ajaran 2015/2016. Sample pada penelitian ini adalah 25 murid di kelas 8-1 dan 25
murid di kelas 8-2. Hasil dari penelitian ini merujuk pada nilai tes bahasa inggris.
Berdasarkan tujuan yang disebutkan diatas, peneliti melakukan penelitian ini
kedalam bentuk penelitian kuasi eksperimen. Kemampuan menulis siswa di nilai
setelah para siswa melaksanakan tes bahasa inggris. Tes tersebut diformulasi dari
buku bahasa inggris kelas 8. Untuk hasilnya, peneliti mengambilnya melalui pre-
test dan post-test. Untuk teknik dalam menganalisa data, peneliti menggunakan tes
normality, homogeinity, dan T-Test.
Berdasarkan analisis data, ditemukan perbedaan yang signifikan di dalam
kemampuan menulis antara siswa di dalam kelas eksperimen yang di ajar
menggunakan teknik indirect feedback dan kelas kontrol yang tidak diajarkan
dengan teknik tersebut. Hal ini dapat dilihat dari perolehan nilai pre-test dan post-
test. Nilai mean pre-test di kelas eksperiman adalah 60 dan nilai post-testnya
adalah 72.68. Sementara itu, nilai mean pre-test di kelas control adalah 58.2 dan
nilai post-testnya 66.36.
Kata kunci: Indirect Feedback, Menulis, Teks Prosedur, Penelitian Eksperimental
RENDY SAPUTRA (PBI)
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise is to Allah the Almighty, Lord of the world who has blessed and
given the strength to the researcher in completing this skripsi. Sholawat and
Salam are given upon our prophet Muhammad (peace be upon him), who has
taken us the way of truth and brought us the true light of life.
Through this occasion, the researcher would like to express her greatest
honor and her gratitude to the advisors, Drs. Syauki, M.Pd. and Desi Nahartini,
M. Ed., who have spread their time for giving consultation, contribution,
guidance, and patience to the researcher during completing this skripsi.
From the researcher’s deepest heart, the researcher was so thankful and he
realized that if there were no support and motivation from people around him, the
researcher could not finish this skripsi. Therefore, he would like to express his
gratitude and give his best appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Tarbiyah
and Teachers’ Training
2. Dr. Alek M.Pd., as the chairman of the Department of English Education,
Zaharil Anasy, M.Hum., as the secretary of the Department of English
Education, and Nida Husna, M.Pd., M.A.TESOL., as his academic
advisor.
3. A very deep thank is presented to all of the lecturers and staffs of the
Department of English Education. They have given the researcher the
wonderful experiences in learning, and also precious knowledge.
4. Mr. Ahmad Sodri, S.HI., as the headmaster of SMP Ibadurrahman
Cipondoh, Tangerang, Syarifuddin S.Pd., as the English teacher at SMP
Ibadurrahman Tangerang, the all staffs of SMP Ibadurrahman, Cipondoh
Tangerang, and the students of VII 1 and VII 2 for their help during the
research.
viii
5. The researcher’s parent, Marwan, and Nilmayalti. This skripsi is dedicated
to them who have given him the opportunity of an education from the best
institutions and support the researcher in the lifespan, their moral support,
affection, and guidance to their son.
6. The researcher’s family members, his beloved sister, Yossy Afrianty, Gitra
Dewanty, and Putri Septiarani, his relatives who always give their support,
happiness, and spirit in finishing his study.
7. All his friends in the Department of English Education academic year
2009 for their support and friendship. He also would like to thank Arif
Rahman, Salahudin Al-Ayyubi, Hamdan Rijali, Zaki Habibillah, Alde
Afriyos, Andre Marta, Aldi Wandra, Dio Andri Restu, Rais Al-Hadi
Iskandar, Oka Putra Pratama, Agung Sdayu, as the best friends, and the
group of skripsi advisory for their support, attention and motivation during
finishing this skripsi.
8. To any other people whose names cannot be mentioned one by one for
their contribution to the researcher during finishing his skripsi.
And may this skripsi can be useful to the reader, particularly to the
researcher. Also, the researcher realized that this skripsi is far from being perfect.
It is a pleasure for him to receive constructive criticism and suggestion from
anyone who read his skripsi.
Jakarta, July 2016
The Researcher
ix
TABLE OF CONTENTS
COVER .................................................................................................. i
PAGE OF APPROVAL ........................................................................ ii
ENDORSEMENT SHEET ................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT ........................................................................................... v
ABSTRAK ............................................................................................... vi
ACKNOWLEDGEMENT .................................................................... vii
TABLE OF CONTENTS ...................................................................... ix
LIST OF TABLES ................................................................................ xii
LIST OF APPENDICES ...................................................................... xiii
CHAPTER I. INTRODUCTION ..................................................... 1
A. Background of Study .............................................. 1
B. Identification of Problem ........................................ 3
C. Limitation of Study................................................. 3
D. Formulation of the Problem ................................... 3
E. Purpose of Study ……………………… ................ 4
F. Significance of Study…………………….. ............ 4
CHAPTER II. THEORETICAL FRAMEWORK ........................... 5
A. Writing .................................................................... 5
1. The General Concept of Writing ......................... 5
2. The Purposes of Writing ...................................... 6
3. The Process of Writing ........................................ 8
4. The Problems of Writing ..................................... 9
B. Procedure Text........................................................ 10
1. Definition of Procedure Text .............................. 10
2. Language Features of Procedure Text ................ 11
3. Constructing Procedure Text .............................. 11
4. Examples of Procedure Text............................... 12
x
C. Feedback ................................................................. 14
1. Definition of Feedback ....................................... 14
2. Types of Feedback .............................................. 16
a. Direct Feedback.............................................. 16
b. Indirect Feedback ........................................... 18
D. Previous Studies…………………………………. 19
CHAPTER III. RESEARCH METHODOLOGY ............................. 21
A. Place and time of Research……… ........................ . 21
B. Design of Research……… ..................................... . 21
C. Population and Sample of the Research ................. . 22
D. Instrument and Technique of Data Collection…… 22
E. Technique of Data Analysis.................................... 23
1. Normality Test .................................................. 24
2. Homogeneity Test…………………………….. 24
3. Hypothesis Test………………………………. . 25
CHAPTER IV. RESEARCH FINDINGS .......................................... 26
A. Description of Data ............................................... 26
1. The Data of Experiment Class ............................ 26
2. The Data of Control Class .................................. 28
B. The Analysis of Data ............................................... 30
1. Normality Test ..................................................... 30
2. Homogeneity Test................................................ 36
3. Hypothesis Test ................................................... 37
4. Distribution of Frequency Data .......................... 43
C. The Result of Data Analysis and Discussion ......... 45
CHAPTER V. CONCLUSION AND SUGGESTION .................... 47
A. Conclusion ............................................................. 47
B. Suggestion ............................................................. 47
xi
REFERENCES ...................................................................................... 49
APPENDICES ....................................................................................... 51
xii
LIST OF TABLES
Table 2.1 Example of Writing Correction Using Direct Feedback…..
Table 3.1 Analytical Scoring Rubric ……………………….………..
Table 4.1 Students’ Score of Experiment Class ...................................
Table 4.2 Students’ Score of Controlled Class .....................................
Table 4.3 Calculation of Pre-test Normality in Experiment Class .......
Table 4.4 Calculation of Post-test Normality in Experiment Class .....
Table 4.5 Calculation of Pre-test Normality in Controlled Class .........
Table 4.6 Calculation of Post-test Normality in Controlled Class .......
Table 4.7 Gained Score Experiment Class …………………………..
Table 4.8 Gained Score Controlled Class ……………………….…...
xiii
LIST OF APPENDICES
Appendix 1 Lesson Planning ..............................................................
Appendix 2 Soal Pre-Test ...................................................................
Appendix 3 Soal Post-Test ..................................................................
Appendix 4 Materi Ajar ......................................................................
Appendix 5 Student’s Work ................................................................
Appendix 6 Pengesahan Proposal Skripsi ..........................................
Appendix 7 Surat Bimbingan Skripsi ..................................................
Appendix 8 Surat Permohonan Izin Penelitian ..................................
1
CHAPTER I
INTRODUCTION
A. Background of Study
In Indonesia, English is recommended as a subject tested in national exam
(UN). Then, English is taught to children since they are in elementary school. It
can make the children familiar with English in earlier stage for their preparation
to take the next formal education in junior high school and senior high school.
The English teaching and learning process in Indonesian Junior High School
(SMP) is aimed to enable the students to master the functional level, such as
communicate in both oral and written form.
In a written form, students are demanded to be able to understand and produce
some short functional texts, such as descriptive, procedure, narrative, recount,
report and the writing that related to their daily life. Harmer stated that students
need to know how to write letters, how to put written reports together, how to
reply to advertisement – and increasingly, how to write using electronic media.1
Writing is productive skill in which the students produce the language as the
result of the English learning process by doing many practices as learning
experience. As Richard and Renandya stated that there is no doubt that writing is
the most difficult skill for L2 learners to master. The difficulty lies not only in
generating and organizing ideas, but also in translating these ideas into readable
text.2 The students have to pay attention on planning and organizing as well as
spelling, punctuation, word choice, etc.
1 Jeremy Harmer, How to Teach English, (Harlow: Pearson Education, 1998), p. 79.
2 Jack C. Richard and Willy A. Renandya, Methodology in language Teaching (London:
Cambridge University Press, 2002), p. 303.
2
In the teaching learning process of English language, students often face some
difficulties in writing which is making their scores down, as the researcher
interviewed one of the English teachers in a junior high school in South
Tangerang. She said that the role of text book is not enough to help students in
writing a text. In the end of writing, students often conduct improper proofreading
by them own selves or peer check by his mates which is as same as their skills.
The English teachers help becomes an importance aspect in assisting students’
challenge in good writing, especially in revising.
The role of teacher in guiding students writing skill in the class is so
significant in order to make the students have a good feedback. As Haines stated
that the purpose of giving feedback to students is to help them learn. They need
feedback on whatever they are doing, saying or writing to help them understand
whether it is right or wrong conforms to the expected standards, is acceptable or
exemplary.3 Indirect error feedback is provided when the teacher indicates the
location of the error on the paper without providing the correct form.4 Feedback
on the students’ writing will make them confident to improve their writing skill
by revising their writing. It is one of the solutions which concerns to give the
information about students’ performance.
Indirect feedback can be provided as one of the ways the feedback is given to
the students, including some correction symbols and comments, within which the
students can revise them later. Unfortunately, there is a problem whether the
students can understand the feedback or not. Hence, it is important to make sure
that the students understand the feedback appropriately, so that they can correct
their mistakes by themselves. However, to anticipate the students’ confusion
about the feedback, the teacher has to give an opportunity for the students to
clarify the feedback in their writing paper by holding a conference in the writing
3 Catherine Haines, Assessing Students’ Written work, (London: Routledge, 2004), p. 19.
4 Icy Lee, Error Correction in L2 Secondary writing Classrooms: The case of Hong Kong,
Journal of Second Language Writing, 13, 2004, p. 286.
3
class. Therefore, based on the background, the researcher tries to answer the
questions of:
- Is there any effectiveness of indirect feedback on students’ writing of
procedure text at the first grade students of SMP Plus Ibadurrahman?
B. Identification of Problem
Based on the background of the study, the identified problems are:
1. Students generally had a problem with English complex vocabularies.
2. The differences between Indonesian and English grammar confused many
students.
3. Students had a problem to get idea to start writing.
4. Students only cheat from other’s work to avoid mistakes.
5. The teachers had not yet found strategies to increase students’ writing
skill.
6. The teacher was difficult to give students feedback when assessing their
work.
C. Limitation of Problem
To avoid misunderstanding and to clarify the problem, it is important to make
the limitation of the study. There are several types of writing in English learning
such as procedure, descriptive, narrative, recount, etc., but because of the limited
time, the researcher focused the study on the effectiveness of using indirect
feedback on students’ writing of procedure text that will be conducted for first
grade students at SMP Plus Ibadurrahman Cipondoh, Tangerang.
D. Formulation of Problem
Based on the background, the writer would like to formulate the problem as
follow:
4
- Is there any effectiveness of indirect feedback on students’ writing of
procedure text at the first grade students of SMP Plus Ibadurrahman?
E. Purpose of Study
The purposes of the study are formulated to answer the research questions.
The purpose is to know the empirical evidence about the effectiveness of indirect
feedback on students’ writing of procedure text of the first grade students at SMP
Plus Ibadurrahman.
F. Significance of Study
Some significances of this research, not only theoretically but also practically,
go to:
1. The writer
By using this method perhaps the writer will be able to help the
teachers and the students understand benefits and weakness of indirect
feedback. It also can be a reference for further research, especially a study
about indirect feedback. And next time, the writer can choose this method as
one of solution to teach English writing.
2. Teachers
Teacher can evaluate clearly what the result of teaching writing
English by giving indirect feedback. This study can be given to the teacher as
variation in teaching English writing.
3. Students
This study can be a preference to increase students’ interest and
motivation in learning English writing.
5
CHAPTER II
THEORITICAL FRAMEWORK
A. Writing
1. The General Concept of Writing
Writing is one of the most significant cultural accomplishments of
human being. It allows us to record and convey information and stories
beyond the immediate moment.4 Writing allows us to communicate at a
distance, either at a distant place or at distant time.
There are a lot of definitions stated by experts; Raymond states one of
them, he defined that writing is more than a medium of communication.5
It means that writing is not just the way to communicate to each other but
also as means of ideas and emotional expression. Writing makes word
permanent, and thus expands the collective memory of human beings
from the relatively small store that we can remember and pass on orally to
the infinite capacity of a modern library.6
Writing is also a way of finding out what people know and what
people need to learn.7 Spoken words disappear as soon as they are
spoken, but writing freezes their thoughts, makes them visible and
permanent so people can examine and test their quality.8 It can be seen
that writing is a way of remembering because it makes word permanent
and writing also is a good way to communicate because when writing, the
4 Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell Publishing:
2005), p. 1. 5 James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing Company:
1980), p. 2. 6 Ibid.
7 Ibid.
8Ibid.
6
writer really thinks about what he or she want to be communicated by
writing it. That is a way of keeping themselves honest because writing is
a way of arguing with them.9
Writing is a process of discovering and shaping meaning.10
Experienced writers rarely gather and understand immediately all the
information they need.11
From the definitions above, writing needs a
process which must be surpassed by the writer. And writing is tools of
human beings to share information or stories to others because someone
can read it by several times.
Langan stated that writing is not only talking about the post, but also
the process of writing that would make a lot of writing that makes people
interested. The essential writing will need a long process from the
planning, drafting, writing, and revising.12
This process can be done by
anyone, especially students. The stages of writing process is to help
students in learning writing, so if they have already followed the writing
process they will be able to acquire this skill easily and make a good
writing.
2. The Purposes of Writing
When someone writes something, he or she has purposes for writing.
Each writer has his own purpose, in accordance with the text of which
was planning to write. In addition, based on Competency Standard-
Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar
9 Ibid.
10 Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York: St.
Martin‟s Press, Inc., 1983), p. 4.
11 Ibid.
12 John Langan, English Skill: Eight Edition, (New York: McGraw Hill Higher Education,
2006), p.20.
7
(KD), the second year students are expected to be able to express
meaningful ideas in term of functional text and simple short essay in the
form of descriptive and recount to interact with people in their nearest
environment.13
Braine and May stated four common purposes in writing, there are;
writing to inform, writing to explain, writing to persuade, and writing to
amuse others.14
First, writing to inform, purposed educate the readers
about a topic of which we have some knowledge.15
Writing that provides
interesting details and facts to hold an audience‟s attention. It means that
writers share interest knowledge to readers knows. Second, writing to
explain is to describe the topic which was not clearly becomes more
understandable, by using examples or other facts.16
In other words, a
writer takes what is unclear and makes it clear. Then, writing to persuade
is more demanding and more ambitious than many other types of
writing.17
It means that writers convince the readers to accept the ideas.
The last, writing to amuse other means someone who uses language and
established forms well to express his or her point of view.18
It is writing
to entertain and give the reader something to enjoy.
When people are going to write, they may think that the purpose of
writing a paper is to complete the assignment or to get a good grade.19
However, these purposes do not tell someone what to do in their paper.
They might try asking themselves brief questions to increase the flow of
13
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar
Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006) 14
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 141. 15
Ibid. 16
Ibid. 17
Ibid. 18
Ibid. 19
Ibid., p. 23.
8
purposes: What do I want to tell the readers? Why am I writing this?
What do I hope to accomplish? Who will read this?20
3. The Process of Writing
Writing process is learning how to write by writing. This current
emphasis in writing instruction focuses on the process of creating writing
rather than the end product. The basic premise of process writing is that
all children, regardless of age, can write. The initial focus is on creating
quality content and learning the genres of writing. Langan stated that
writing is a process that involves the following steps:
a. Discovering a point-often through prewriting
b. Developing solid support for the point-often through more
prewriting
c. Organizing the supporting material and writing it out in a first draft
d. Revising and then editing carefully to ensure an effective, error-
free paper.
Learning this sequence will give you confidence when the time comes
to write. You will know that you can use prewriting as a way to think
on paper and to gradually discover just what ideas you want to
develop. You will understand that there are four clear cut goals-unity,
support, organization, and error-free sentences to aim for in your
writing. You will realize that you can use revision to rework a paper
until it is a strong and effective piece of writing. And you will be able
to edit a paper so that your sentences are clear and error-free.21
According to Betty, Prewriting, the first stage of the writing process,
is a time of discovery you unearth ideas.22
In other words, prewriting is
any activity designed to help students generate or organize their ideas
before writing. The prewriting methods discussed thus far are designed to
get you started: to generate ideas, to recall facts and anecdotes, to realize
20
Ibid. 21
John Langan. loc. cit. 22
Betty Mattix Dietsch, Reasoning & Writing Well, (Ohio: McGraw Hill, 2003), p. 25.
9
patterns.23
However, these activities are preliminary; before beginning to
write a draft; writer needs to establish a structure for the essay. It also
helps the writer to generate ideas and allows him/her to see the
connections among those ideas. Second step is drafting. Drafting is
making draft of the goal to state main idea clearly and develop the content
with plenty of specific details.24
In addition, an essay gets stronger as the
drafting process continues. As the essay evolves and develops, the writer
also gets more and more invested in the process and its outcome.25
No
one is able to write a perfect first draft, even people who tend to write
very strong first draft essays realize the need for revision and redrafting.
Then, revising is rewriting a paper, building upon what has already been
done, in order to make it stronger.26
The last step is editing. Editing is the
stage where the students are engaged in tidying up their texts as they
prepare the final draft for evaluation by checking a paper for mistakes in
grammar, punctuation, usage, and spelling.27
4. The Problem of Writing
Writing is not easy. Raymond stated that an experienced writer will often
labor over a single paragraph for more than an hour-not counting the thought
and research that went on before the actual writing.28
Therefore, many problems
faced by teachers and students. The first problem is “the less proficient writer”
problem.29
Less proficient writers jump the process of writing by skip the
prewriting strategies to generate ideas. Students might take much time to write
23
Donald Pharr and Santi Buscemi, Writing Today: contexts and options for the real world-
Brief Edition, (New York, McGraw Hill companies, Inc, 2005), p. 40. 24
Ibid., p. 43. 25
Ibid. 26
John Langan, op. cit., p. 29. 27
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching (An
Anthology of Current Practice), (Cambridge: Cambridge University Press, 2002), p. 319. 28
James C Raymond. op. cit., p. 7. 29
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2nd
Edition),
(Michigan: The University of Michigan, 2006), p. 223.
10
down their ideas. The suggestion for this problem is teacher should teach less
proficient writers the writing process. Teachers also need to give full attention to
them, to show them how to plan a piece of writing through prewriting
activities.30
The second problem is “I can‟t write English” problem.31
Students
usually give up toward writing and believe that they cannot write. The solution
is teachers should apply the writing process to the students. Teachers can lead
students through prewriting, drafting, and revising activities. By doing this,
students can see that writing is indeed a process of development that takes time
and effort.32
The last problem is “teacher response” problem. Writing teachers
often spend many hours reading and marking students‟ papers.33
The suggestion
for this problem is teachers can work with students on developing their written
work through student-to-student conferences.34
B. Procedure Text
1. Definition of Procedure Text
We use many kinds of text in daily life. Usually we read a text how to
operate new things, how to prepare or make something, how to act in
some circumstances like school, company, and a community, and how to
get to some places. Those kinds of text are called procedure text.
Procedure enables people to do things that are new to them or to make
sure they do things in the correct order, and include all that needs to be
done.35
It can be concluded that procedure text presents steps to do something,
making something, or going somewhere.
30
Ibid., p. 224. 31
Ibid., p. 225. 32
Ibid. 33
Ibid., p. 226. 34
Ibid. 35
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m.
11
2. Language Features of Procedure Text
Procedure texts can be recognized based on some language features
below36
:
3. The use of technical language
4. Sentences that begin with verbs and are stated as commands
5. The use of time words or numbers that tell the order for doing the
procedure
6. The use of adverbs to tell how the action should be done.
3. Constructing Procedure Text
There are some steps in constructing procedure text. First, on the first
sentence, the introduction and aim of the procedure is being presented.
Then, list of materials needed are also described. Last, the steps to do the
activity are given.
A procedure usually consists of37
:
a. The goal of the activity. This is where you tell your reader what he/she
is going to achieve.
b. The materials needed. It could be ingredients, tools, and equipment.
c. Steps to achieve the goal. This is the main part of the procedure.
d. Conclusion. We may wish to include a conclusion
According to Text Types in English, the steps for constructing a
procedure text are38
:
a. An introductory statement that gives the aim or goal
b. A list of material that will be needed
c. A sequence of steps in the order they need to be done.
36
Mark Anderson and Cathy Anderson, op. cit., p. 52. 37
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m. 38
Mark Anderson and Cathy Anderson, loc. cit.
12
3. Examples of Procedure Text
Example of procedure text is such
a. Procedure text without picture: 39
b. Procedure text with picture:40
39
Entin Sutinah, Get Along with English, (Bandung: Erlangga, 2010), p. 48. 40
www.wikihow.com
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game saves and other files that are important. After that, avoid exposing
the console to direct sunlight, or intense heat. Just keep your console at a
room temperature. Then, be careful when handling the console, you must
not drop it, as doing so will damage the console parts. After that, do not
touch the lens. The lens is what reads the discs you insert, and touching it
will stop it from reading them properly. Then, do not play the console to
long that make it overheat. Next, unplug all cables that are connected
before cleaning the console. Refer to the console‟s instruction manual to
find out how to clean it. Finally, store it properly. If you are not going to
use your console for a very long time, unplug it and pack it away in its
box.
14
C. Feedback
1. Definition of Feedback
Feedback is therefore, as argued by Hyland, an inseparable, integral
and central element in language learning generally and in learning to
write particularly. It is the input and means that provides writers with a
set of information such as the reader‟s needs and expectations and
whether students‟ writings have met such expectations and more
importantly, it offers an additional layer of scaffolding to extend writing
skills, promote accuracy and clear ideas, and develop an understanding of
written genres.41
Hyland and Hyland consider feedback is a key element
of the scaffolding provided by the teacher to build learner confidence and
the literacy resources to participate in target communities.42
Feedback
occurs in a context of a particular kind (institutional, pedagogical); it
appears between participants of particular identities
(teacher/peer/learner); it is delivered by a particular medium (peer,
conference, written comments); and it is designed to accomplish certain
educational, pedagogical and social purposes. Hyland argues that the
written feedback that teachers provide on their students‟ writing should be
“more than marks on a page”43
.
Sommers stated three main purposes for which teachers provide
feedback on writing:
a. To inform writers as to whether their written products have conveyed
their intended meanings;
41
Ken Hyland, Second language Writing, (New York: Cambridge University Press, 2003), p.
207. 42
K. Hyland and F. Hyland, State of the art article: Feedback on second language students‟
writing. Language Teaching, 39, p.77. 43
Ken Hyland, op.cit, p. 184.
15
b. To give the student writer a sense of audience (their interests and
expectations) and make them ameliorate their writings accordingly.
c. To offer students an impetus for revision, for without comments from
a critical reader, writers will feel no need to revise thoroughly if they
ever think about revision.44
Sommers who thinks that such comments constitute a challenge for
teachers of writing since they have to address a number of issues such as,
motivating students to revise and rewrite their work using the feedback,
targeting areas of failure in students‟ learning, and making students
understand and incorporate teachers‟ suggestions in their writings:
The challenge we face as teachers is to develop comments
which will provide inherent reason for students to revise; it is a
sense of revision as discovery, as a process of beginning again, as
starting out new, that our students have not learned. We need to
show our students how to seek, in the possibility of revision, the
dissonances of discovery- to show them through our comments why
new choices would positively change their texts, and thus, to show
them the potential for development implicit in their writing.45
Assuming that the aspects of language actually taught in classroom are
the ones teachers focus on when commenting on students‟ writing,
Hyland introduces a list of the main foci of teacher written feedback. The
six main foci of feedback adopted from him are: focus on language
structures, focus on text functions, and focus on creative expression,
focus on writing process, focus on content, and focus on genre46
.
However, Harmer distinguishes only two foci which provide the basis for
a distinction between two types of written commentary: responding and
44
Nancy Sommers, Responding to student writing. College Composition and Communication,
33, 1982, p. 156. 45
Nancy Sommers, loc. cit. 46
Ken Hyland, loc. cit.
16
correcting47
. Responding emphasizes the idea that the main concern of
feedback is not primarily the accuracy of students‟ performance, but it is
the content and design of their writing. Correcting, by contrast, is limited
to an indication of what students fail to perform in different language
aspects such as, grammar, syntax, concord, etc. Hyland points out that for
any feedback type to be effective, attention to what individual students
want from and the use they make of it must be paid. He, thus explains
that, some students want praise, others see it as condescending; some
want a response to ideas, others demand to have all their errors marked;
some use teacher commentary effectively, others ignore it altogether.48
2. Types of Feedback
Feedback consists of some types. One of them is teacher‟s
feedback/correction. Feedback from teacher on the students‟ writing
could play a vital role especially in teaching process. In this case, teacher
recognizes that teachers‟ feedback is essential element in helping students
improve, and an essential part of the teaching process. It indicates that
under teacher‟s feedback, students will know the appropriate of the
language feature for their composition, how their composition should be
arranged and their composition will be better. There are two kinds of
teacher‟s feedback; they are direct and indirect feedback.
a. Direct Feedback
Direct feedback is a technique of correcting students‟ error by
giving explicit written feedback. While, indirect feedback is when the
teacher/tutor alerts students to error using general comments, but gives
47
Jeremy Harmer, How to Teach Writing (Edinburgh Gate: Pearson Education Limited,
Longman, 2004), p. 108. 48
Ken Hyland, op. cit, p. 180.
17
students the opportunity to fix errors themselves49
. Lee (2004) defines
Direct feedback is provided when the correct form is written on
student‟s paper whereas indirect feedback is provided if the teacher
indicates the location of the error indirectly on the paper by
underlining, highlighting or circling, or indirectly by indicating in the
margins that there is an error on that line but without providing the
correct form.50
This type of correction takes a variety of forms such as a)
cross-outs: when the teacher omits any wrong addition from students‟
original texts, b) rewrites: when the teacher rewrites a word, phrase or
a sentence, providing the correct spelling, structure or form on
students‟ original texts and c) additions: when the teacher adds any
missing items on students‟ original texts (e.g. prefix, suffix, article,
preposition, word, etc).
Table 2.1: Example of Writing Correction Using Direct Feedback
Technique
Direct feedback is usually given by teachers, upon noticing a
grammatical mistake, by providing the correct answer or the expected
response above or near the linguistic or grammatical error. Direct
corrective feedback has the advantage that it provides learners with
explicit guidance about how to correct their errors. This is clearly
49
Ferris, Treatment of Error in Second Language Student Writing, (Ann Arbour: University
of Michigan Press. 2002), p.19. 50
Icy Lee, Error Correction in L2 Secondary writing Classrooms: The case of Hong Kong,
Journal of Second Language Writing, 13, 2004, p. 286.
18
desirable if learners do not know what the correct form is (i.e. are not
capable of self-correcting the error).51
b. Indirect Feedback
Indirect corrective feedback involves indicating that the student
has made an error without actually correcting it.52
In other words,
indirect corrective feedback emphasizes the role of students in
understanding and correcting their errors rather than being provided
with the corrections. Indirect feedback is applied by underlining
students' writing errors so that students understand that there is a
problem that should be 'fixed.' Teachers may use lines, circles or
highlighting to indicate the location of errors. They also need to decide
how explicit indirect feedback should be based on the goals they want
to achieve by providing feedback. Harmer stated that in order to avoid
an overabundance of red ink, many teachers use correction symbols.
These also have the advantage of encouraging students to think about
what the mistake is, so that they can correct it themselves.53
One of the main concerns with correction codes is that they are
limited and cannot address all types of errors in students' writing.
Despite of the advantages of the use of symbols, students need to be
trained to understand what the symbols mean. They may not be able to
recall the meaning of symbols while revising their work, which may
make it difficult to re-draft adequately.
To make indirect feedback more effective, Lee state that
indirect feedback can be done by a symbol representing a specific kind
of error (T=verb tense, Sp=spelling) and to reduce student confusion,
teachers can consistently use a standard set of symbols or markings to
51
Rod Ellis, A typology of written corrective feedback types, ELT Journal, 63(2), 2009, p. 99. 52
Ibid, p. 100. 53
Jeremy Harmer, op. cit, p. 111.
19
indicate place and type of error and train the students in what kinds of
corrections to make based on each symbol. Furthermore, teachers
should familiarize students with the system so they will not be
surprised when new symbols are occurred.
D. Previous Study
Lalande‟s (1982) study, which involved 60 German foreign language
learners, compared two different treatments of error correction: direct
correction in a traditional manner by providing correct forms to be
incorporated by students into their written text, and indirect correction in the
form of “guided learning strategies” by providing students with systematic
marking using an error correction code. Students were asked to interpret these
codes, correct their mistakes, and rewrite the entire essay upon corrective
feedback. Results of his study showed that students receiving indirect
corrective feedback made significantly greater gains as compared to students
who received direct corrective feedback from the teacher.54
Chandler‟s (2003) study involving 31 ESL university undergraduate
students shows that indirect feedback with underlining on students‟ errors is a
preferred alternative to direct correction in a multiple-draft setting as indirect
feedback engages the students in the correction process and engages them
more cognitively during the process. It is important to note that, in her study
where students were required to make corrections, both direct feedback and
indirect feedback with underlining of errors resulted in significant increase in
accuracy and fluency in subsequent writing over the semester. An additional
finding of Chandler‟s study is that if students did not revise their writing
54
Lalande, J.F., Reducing Composition Errors: An Experiment, Modern Language Journal,
1982, p. 66.
20
based on teacher feedback about their errors, getting their errors marked was
comparable to receiving no feedback as their correctness did not increase.55
Similarly, the study conducted by Ferris (2006), involving 92 ESL
students in the United States receiving several types of direct feedback and
indirect feedback, shows that there was a strong relationship between
teacher‟s indirect feedback and successful student revisions on the subsequent
drafts of their essays.56
55
Chandler, J., The Efficacy of Various Kinds of Error Feedback for Improvement in the
Accuracy and Fluency of L2 student writing, Journal of Second Language Writing, 2003, p. 12. 56
Ferris, D., (2006), „Does error feedback help student writers? New evidence on short- and
long-term effects of written error correction‟ in K. Hyland and F. Hyland (eds.), Feedback in Second
Language Writing: Contexts and issues, Cambridge: Cambridge University Press, 2006.
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this
study. It presents place and time of the research, design of the research,
population and samples of the research, instrument and technique of data
collection, and technique of data analysis.
A. Place and Time of the Research
The researcher conducted the research at SMP Plus Ibadurrahman
Cipondoh which is located on Jl. KH Hasyim Asy’ari, Cipondoh,
Tangerang, Banten. The research was held on February 23 to March 8,
2016, by making it into 6 meetings consist of Pre-Test at the first meeting,
then treatments at the second until the fifth meeting, and finished by Post-
Test at the last meeting.
B. Design of The Research
The researcher uses quantitative method in this research.
According to Creswell, quantitative research is divided into three types;
experimental, correlation and survey.57
In detail, the researcher uses quasi-
experimental design which allowed the experimental research to be
conducted without form any new group.58
This is suitable with the
condition met by researcher in the school that prohibits him to create any
new class for his research.
The researcher implements indirect feedback technique in
experiment class and not implements it in the control class. This study
focuses on giving treatment to the experimental class by applying indirect
feedback in teaching writing, and observes the result through student test.
57
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 12. 58
Ibid. p. 309.
22
C. Population and Sample of The Research
The population of the research is the first grade of SMP Plus
Ibadurrahman Cipondoh. Total students of first grade at SMP Plus
Ibadurrahman Cipondoh are 220 students. However, only 50 students were
engaged in the research.
Due to the rule of quasi experimental study, the writer selected two
groups as samples of the research; experiment class and controlled class.
In sampling, technique, the writer chose purposive sampling. In purposive
sampling, the sample is chosen because of particular purpose. Things or
people are chosen because the researcher thinks that things or people have
information needed in the research.59
The researcher chose VIII 1 as the
experiment class because based on teacher explanation he said that this
class is lower than VIII 2, when VIII 2 as controlled class because is
paralleled with other. Moreover, both of these classes are more accessible
for the research. Therefore the writer chose VIII 1 and VIII 2 as the subject
for the research. Both classes are consisted of 25 students.
D. Instrument and Technique of Data Collection
The instrument of this research is a writing test which is scored based
on a rubric by J. B. Heaton that consists of five aspects:
- 13-30 (Content)
- 7-20 (Organization)
- 7-20 (Vocabulary)
- 5-25 (Language Use)
- 5 (Mechanics)
Furthermore, the researcher uses the instrument to collect the data in
pretest and posttest. The researcher will give pre-test to both experimental
class and control class with similar questions form before teaching and
59
Home.unpar.ac.id/hasan/SAMPLING
23
learning process, then give post-test at the end of teaching and learning
process
E. The Technique of Data Analysis
The researcher used T-test to find out the differences between the
students’ scores which were taken from pre-test and post-test in
experiment class and control class. Before calculating the hypothesis
testing, the researcher first calculated students’ writing score based on
Analytical Scoring Rubric, and then measured normality and homogeneity
test.
Analytical scoring rubric is adapted from J. B. Heaton. There are five
aspects in the analytical scoring rubric, i.e., content, organization,
vocabulary, language use, and mechanics. The table below is the analytical
scoring rubric:
Table 3.1: Analytical Scoring Rubric60
Content
30-27 EXCELLENT TO VERY GOOD: knowledgeable - substantive - etc.
26-22 GOOD TO AVERAGE: some knowledge of subject- adequate range - etc.
21-17 FAIR TO POOR: limited knowledge of subject - little substance etc.
16-13 VERY POOR: does not show knowledge of subject – non substantive - etc.
Organization
20-18 EXCELLENT TO VERY GOOD: fluent expression - ideas clearly stated –
etc.
17-14 GOOD TO AVERAGE: somewhat choppy -loosely organized
but main ideas stand out - etc.
13-10 FAIR TO POOR: non-fluent - ideas confused or disconnected - etc.
9-7 VERY POOR: does not communicate - no organization - etc.
60
J. B. Heaton, Writing English Language Tests, (London: Longman,1988), p. 146.
24
Vocabulary
20-18 EXCELLENT TO VERY GOOD: sophisticated range - effective word/idiom
choice and usage - etc.
17-14 GOOD TO AVERAGE: adequate range - occasional errors of word/idiom
form, choice, usage but meaning not obscured.
13-10 FAIR TO POOR: limited range - frequent errors of word/idiom form,
choice, usage - etc. _
9-7 VERY POOR: essentially translation - little knowledge of English
vocabulary.
Language Use
25-22 EXCELLENTTO VERY GOOD: effective complex constructions etc.
21-19 GOOD TO AVERAGE: effective but simple constructions - etc.
17-11 FAIR TO POOR: major problems in simple/complex constructions - etc.
10-5 VERY POOR: virtually no mastery of sentence construction rules - etc.
Mechanics
5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions - etc.
4 GOOD TO AVERAGE: occasional errors of spelling, punctuation etc.
3 FAIR TO POOR: frequent errors of spelling punctuation, capitalization - etc.
2 VERY POOR: no mastery of conventions - dominated by errors of spelling,
punctuation, capitalization, paragraphing - etc
1. Normality Test
Normality test is done towards two classes; those are experimental
class and control class. Normality test is used to know whether the data
from both sample groups which is examined comes from the population of
normally distributed or not.
2. Homogeneity Test
After normality test gives indication that data is distributed normally,
so it needs to do homogeneity test. Homogeneity Test is used to know the
similarity of the two conditions or population.
25
3. Hypothesis Test
For The Hypothesis Test, the researcher uses T-Test to find out
whether there is the differences between two variables in this study. After
gaining the t-value, the researcher compares T-value and T-table.
The formula of t-test is
to =
M1 : Mean of post-test of Experiment Class
M2 : Mean of post-test of Controlled Class
SE M1 : Standard Error of Experiment Class
SE M2 : Standard Error of Controlled Class
Testing hypothesis uses criteria with significance degree 0.05. The
conclusion is gained as follows:
If t-value < t-table, the Ha is accepted.
If t-value > t-table, the Ha is rejected or Ho is accepted.
Ha: There is an effectiveness of Indirect Feedback technique on the
students’ achievement in writing of procedure text.
Ho: There is no effectiveness of Indirect Feedback technique on the
students’ achievement in writing of procedure text.
26
CHAPTER IV
RESEARCH FINDINGS
This chapter talks about the findings of the research. The chapter also
presents the description of the data, the analysis of the data, and the result of
data analysis and discussion.
A. The Description of Data
The researcher got data from students’ score in pre-test and post-test
after conducting the research. The data will be described into two points as
the data of experimental class and the data of controlled class.
1. The Data of Experimental Class
The researcher makes a table that shows the scores of students,
collected in both pre-test and post-test, from the lowest to the highest.
Table 4.1
Students’ Scores from Experimental Class
No Students (X) Pre-test Post-Test Gained
Score
1. 1 52 72 20
2. 2 60 64 4
3. 3 56 68 12
4. 4 56 60 4
5. 5 60 68 8
6. 6 48 68 20
7. 7 68 72 4
27
8. 8 48 60 12
9. 9 64 76 12
10 10 64 76 12
11 11 70 84 14
12 12 48 76 28
13 13 60 84 24
14 14 56 72 16
15 15 64 80 16
16 16 70 88 18
17 17 64 72 8
18 18 48 52 4
19 19 65 68 3
20 20 65 84 19
21 21 64 68 4
22 22 60 65 5
23 23 70 88 18
24 24 72 84 12
25 25 48 68 20
Σ 1500 1817 317
X 60 72.68 12.68
The table presents the scores of students in the experiment class
included pre-test and post-test scores. It also mentions the result for
minimum score, maximum score, and total score of both pre-test and post-
test. The minimum score of pre-test is 48, the maximum score is 72, and
28
the total score is 1500. The results for post-test are 52 as the minimum, 88
as the maximum, and 1817 as the total score.
Besides that, the total score of gained score is 317, the mean of pre-test
is 60, the mean of post-test is 72.68, and the mean of gained score is 12.68.
2. The Data of Controlled Class
The table of controlled class also mentions the result of students’ score
in both pre-test and post-test. It shows the scores gained by students.
Table 4.2
Students’ Scores from Controlled Class
No Students (X) Pre-test Post-Test Gained
Score
1. 1 60 72 12
2. 2 65 70 5
3. 3 64 68 4
4. 4 60 64 4
5. 5 60 70 10
6. 6 57 70 13
7. 7 65 73 8
8. 8 60 68 8
9. 9 60 67 7
10 10 43 50 7
11 11 70 76 6
12 12 72 75 3
13 13 50 66 16
14 14 64 76 12
29
15 15 60 72 12
16 16 60 70 10
17 17 52 57 5
18 18 62 68 6
19 19 51 66 15
20 20 59 65 6
21 21 52 59 7
22 22 52 55 3
23 23 48 57 9
24 24 50 61 11
25 25 59 64 5
Σ 1455 1659 204
X 58.2 66.36 8.16
The table presents the scores of students in the control class included
pre-test and post-test scores. It also mentions the result for minimum score,
maximum score, and total score of both pre-test and post-test. The
minimum score of pre-test is 43, the maximum score is 72, and the total
score is 1455. The results for post-test are 50 as the minimum, 76 as the
maximum, and 1659 as the total score.
Besides that, the total score of gained score is 204, the mean of pre-test
is 58.2, the mean of post-test is 66.36, and the mean of gained score is
8.16.
30
B. The Analysis of Data
After collecting and describing data, the researcher analyzed the data
and presents the result in three points; normality test, homogeneity test,
and hypothesis test.
1. Normality Test
The normality test is aimed to know whether the data is normally
distributed or not. To do the normality test, the researcher uses
Liliefors. After finishing the normality test, he got two kinds of value;
Lmax and Ltable. The both values are going to be used to see the
normality of the data.
The researcher uses this criterion to see the normality of data:
H1: L > Ltable
H0: L ≤ Ltable
Note:
H1 = Data is not normally distributed
H0 = Data is normally distributed
a. The Normality Test of Experiment Class
Table 4.3
Calculation of Pre-test Normality in Experiment Class
No. X f fX fX2 p=f/n ∑P
z = (Xi-
X)/s ф T=ф-∑p
1 48 5 240 11520 0.2000 0.2000 -1.56454 0.0594 0.1406
2 52 1 52 2704 0.0400 0.2400 -1.04302 0.1492 0.0908
3 56 3 168 9408 0.1200 0.3600 -0.52151 0.3015 0.0585
4 60 4 240 14400 0.1600 0.5200 0 0.5 0.02
5 64 5 320 20480 0.2000 0.7200 0.521512 0.6982 0.0218
6 65 2 130 8450 0.0800 0.8000 0.65189 0.7422 0.0578
7 68 1 68 4624 0.0400 0.8400 1.043025 0.8508 0.0108
8 70 3 210 14700 0.1200 0.9600 1.303781 0.9032 0.0568
9 72 1 72 5184 0.0400 1.0000 1.564537 0.9406 0.0594
Total ∑X= ∑F= ∑fX= ∑fX2=
31
555 25 1500 91470
S= 7.67
S2= 58.8
rata2(x)= 60
Lmax= 0.0908
Ltable= 0.173
∑
[∑
]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1: L > 0.173
H0: L ≤ 0.173
In the table 4.3, the Lmax value is 0.0908. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.1406< 0.173).
It means that the data in experiment class pre-test is normally
distributed.
32
Table 4.4
Calculation of Post-test Normality in Experiment Class
No. X f fX fX2 p=f/n ∑P
z = (Xi-
X)/s ф T=ф-∑p
1 52 1 52 2704 0.04 0.04 -2.26506 0.0119 0.0281
2 60 2 120 7200 0.08 0.12 -1.38883 0.0838 0.0362
3 64 1 64 4096 0.04 0.16 -0.95071 0.1711 0.0111
4 65 1 65 4225 0.04 0.2 -0.84118 0.2005 0.0005
5 68 6 408 27744 0.24 0.44 -0.5126 0.305 0.135
6 72 4 288 20736 0.16 0.6 -0.07448 0.4721 0.1279
7 76 3 228 17328 0.12 0.72 0.363636 0.6406 0.0794
8 80 1 80 6400 0.04 0.76 0.801752 0.7881 0.0281
9 84 4 336 28224 0.16 0.92 1.239869 0.8907 0.0293
10 88 2 176 15488 0.08 1 1.677985 0.9525 0.0475
Total ∑X= ∑F= ∑fX= ∑fX
2=
709 25 1817 134145
S= 9.13
S2= 83.42
rata2(x)= 72.68
Lmax= 0.135
Ltable= 0.173
∑
[∑
]
[
]
√
33
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.4, the Lmax value is 0.135. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.135< 0.173). It
means that the data in experiment class post-test is normally
distributed.
b. The Normality Test of Control Class
Table 4.5
Calculation of Pre-test Normality in Control Class
No. X f fX fX2 p=f/n ∑P
z = (Xi-
X)/s ф T=ф-∑p
1 43 1 43 1849 0.04 0.04 -2.22548 0.0102 0.0298
2 48 1 48 2304 0.04 0.08 -1.49341 0.0681 0.0119
3 50 2 100 5000 0.08 0.16 -1.20059 0.1151 0.0449
4 51 1 51 2601 0.04 0.2 -1.05417 0.1469 0.0531
5 52 3 156 8112 0.12 0.32 -0.90776 0.1841 0.1359
6 57 1 57 3249 0.04 0.36 -0.1757 0.4325 0.0725
7 59 2 118 6962 0.08 0.44 0.11713 0.5438 0.1038
8 60 7 420 25200 0.28 0.72 0.263543 0.6026 0.1174
9 62 1 62 3844 0.04 0.76 0.556369 0.7088 0.0512
10 64 2 128 8192 0.08 0.84 0.849195 0.7995 0.0405
11 65 2 130 8450 0.08 0.92 0.995608 0.8389 0.0811
12 70 1 70 4900 0.04 0.96 1.727672 0.9573 0.0027
13 72 1 72 5184 0.04 1 2.020498 0.9783 0.0217
Total ∑X= ∑F= ∑fX= ∑fX
2=
753 25 1455 85847
S= 6.83
S2= 46.6
rata2(x)= 58.2
Lmax= 0.1359
34
Ltable= 0.173
∑
[∑
]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.5, the Lmax value is 0.1359. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.1359< 0.173).
It means that the data in control class pre-test is normally distributed.
Table 4.6
Calculation of Post-test Normality in Control Class
No. X f fX fX2 p=f/n ∑P
z = (Xi-
X)/s ф T=ф-∑p
1 50 1 50 2500 0.04 0.04 -2.46757 0.0069 0.0331
2 55 1 55 3025 0.04 0.08 -1.71342 0.0436 0.0364
3 57 2 114 6498 0.08 0.16 -1.41176 0.0793 0.0807
4 59 1 59 3481 0.04 0.2 -1.11011 0.1335 0.0665
35
5 61 1 61 3721 0.04 0.24 -0.80845 0.2119 0.0281
6 64 2 128 8192 0.08 0.32 -0.35596 0.3632 0.0432
7 65 1 65 4225 0.04 0.36 -0.20513 0.4207 0.0607
8 66 2 132 8712 0.08 0.44 -0.0543 0.4801 0.0401
9 67 1 67 4489 0.04 0.48 0.096531 0.5359 0.0559
10 68 3 204 13872 0.12 0.6 0.24736 0.5948 0.0052
11 70 4 280 19600 0.16 0.76 0.54902 0.7054 0.0546
12 72 2 144 10368 0.08 0.84 0.850679 0.8023 0.0377
13 73 1 73 5329 0.04 0.88 1.001508 0.8413 0.0387
14 75 1 75 5625 0.04 0.92 1.303167 0.9032 0.0168
15 76 2 152 11552 0.08 1 1.453997 0.9265 0.0735
Total ∑X= ∑F= ∑fX= ∑fX
2=
978 25 1659 111189
S= 6.63
S2= 43.91
rata2(x)= 66.36
Lmax= 0.0807
Ttable= 0.173
∑
[∑
]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
36
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.6, the Lmax value is 0.0807. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.0807< 0.173).
It means that the data in control class post-test is normally distributed.
2. Homogeneity Test
In order to know the homogeneity of the data, the researcher did
the homogeneity test. To do the homogeneity test, he analyzed the
score of pre-test and post-test collected in both experimental and
control classes using Fisher-test.
Hypothesis:
- H0 : F < Ft
- H1 : F > Ft
Notes:
- H0: The experimental class is homogenous to the control class
- H1: The experimental class is not homogenous to the control class
In addition, the F value is calculated with the following formula:
=
Here are the results of the calculation of F-test both in terms of pre-
test and post-test. First, the homogeneity test of pre-test data is
presented as follows:
Because the values of are already obtained from the
calculations provided in Table 4.3 and Table 4.5 (i.e. in this case,
37
), the calculation of F-test for pre-test data
can be directly conducted. The F-test calculation is as follows:
= 1.2618 ≈ 1.26
With =n-1=25-1=24, and =n-1=25-1=24, the Ft value at
95% level of significance (α=0.05) obtained is 1.98 (see Appendix).
Due to the fact that F < Ft (0.05), (24), (24) = (1.26 <1.98), H0 is accepted.
Therefore, it can be concluded that the pretest data of experimental
class and control class is considered homogenous.
Second, the homogeneity test of the post data is presented as
follows:
Based on Table 4.4 and Table 4.6, the values for and
obtained respectively are 83.42 and 43.91. The calculation of F-test for
the post data is as follows:
= 1.8998 ≈ 1.90
Likewise, with =n-1=25-1=24, and =n-1= 25-1=24, the Ft
value at 95% level of significance (α=0.05) obtained is 1.98 (see
Appendix). Due to the fact that F < Ft (0.05), (24), (24) = (1.90 <1.98), H0 is
accepted. Therefore, it can be interpreted that the post-test data of the
experimental class and control class is considered homogenous as well.
3. Hypothesis Test
After knowing that the data is normally distributed and
homogenous, then he did the hypothesis test. The hypothesis test is
used to see whether there is a significant difference between
experiment and control class. The writer used t-test to do the
hypothesis test. The formula of t-test is as follows
38
Note:
M1 : mean of variable X, the formula is: ∑
M2 : mean of variable Y, the formula is: ∑
SEM1: standard error mean of variable X, the formula is:
√
SEM2: standard error mean of variable Y, the formula is:
√
SD1 : standard of deviation score of variable X, the formula is:
√∑
SD2 : standard of deviation score of variable Y, the formula is:
√∑
39
That is the main formula of t-test to do the hypothesis test. Before
using the formula, the researcher also used some calculation procedure,
such as:
a. Determining mean of variable X
∑
b. Determining mean of variable Y
∑
c. Determining standard of deviation score of variable X
√∑
√
√
√
40
d. Determining standard of deviation score of variable Y
√∑
√
√
√
e. Determining standard error mean of variable X
√
√
√
f. Determining standard error mean of variable Y
√
√
√
41
g. Determining standard error of different mean of variable X and mean
of variable Y
√
√
√
√
h. Determining t0 (t-test)
i. Determining degree of freedom
( )
( )
The value of df 48 at the degree of significance 5% (t-table) is
2.011.
j. The testing of hypothesis
The statistical hypothesis of the research is:
42
H0: Using indirect feedback is not effective in teaching writing of
procedure text than without using it.
Ha: Using indirect feedback is effective in teaching writing of
procedure text than without using it.
The criterion used to analyze the hypothesis test is, such as:
1. If the t-test (t0) > t-table (tt) in the significance degree of 0.05, H0
(null hypothesis) is rejected.
2. If the t-test (t0) < t-table (tt) in the significance degree of 0.05, H0
(null hypothesis) is accepted.
43
4. Distribution of Frequency Data
a. The Distribution Frequency of Experiment Class
Highest score = 28
Lowest score = 3
Distance (rentangan), r = Highest score – Lowest score
= 28 – 3 = 25
Interval class (kelas interval), k = 1 + 3.3 log n
= 1 + 3.3 log 25
= 1 + 3.3 (1.398)
= 1 + 4.613
= 5.613 = 5
Interval, i =
i =
= 5
Condition (syarat) = k.i ≥ r + 1
= 5 x 5 ≥ 25 + 1
= 25 ≤ 26 (declined)
Therefore, i = 5 + 1 = 6
Table 4.7
Gained Score Experiment Class
No Gained Score Frequency fr(%)
1 3 – 8 9 36
2 9 – 14 6 24
3 15 – 20 8 32
4 21 – 26 1 4
5 27 – 32 1 4
∑ – 25 100%
fr =
x 100%
44
b. The Distribution Frequency of Control Class
Highest score = 16
Lowest score = 3
Distance (rentangan), r = Highest score – Lowest score
= 16 – 3 = 13
Interval class (kelas interval), k = 1 + 3.3 log n
= 1 + 3.3 log 25
= 1 + 3.3 (1.398)
= 1 + 4.613
= 5.613 = 5
Interval, i =
i =
= 2.6
Condition (syarat) = k.i ≥ r + 1
= 5 x 2.6 ≥ 13 + 1
= 13 ≤ 14 (declined)
Therefore, i = 2.6 + 1 = 3.6 = 4
Table 4.8
Gained Score Controlled Class
No Gained Score Frequency fr(%)
1 3 – 6 10 40
2 7 – 10 8 32
3 11 - 14 5 20
4 15 - 18 2 8
5 19 - 22 0 0
∑ – 25 100%
fr =
x 100%
45
C. The Result of Data Analysis and Discussion
According to the calculation above, the researcher concludes that
the data is normally distributed and homogenous. The normality of the
data can be seen at the t-table (0.173) is higher from the L-max score of
experiment class pre-test (0.0908), experiment class post-test (0.135),
controlled class pre-test (0.1359), and controlled class post-test (0.0807).
Also, the homogeneity of experiment and controlled class pre-test can be
seen from F < F α (n1-1, n2-1) or F < Ft (0.05), (24), (24) = (1.26 <1.98) or while the
homogeneity of experiment and controlled class post-test can be seen from
F < F α (n1-1, n2-1) or F < Ft (0.05), (24), (24) = (1.90 <1.98).
The calculation also shows the result of hypothesis test. The
researcher used t-test formula in the significance degree (α) of 5% to do
the test. Then, he got the result that t-test (6.75) > t-table (2.011). It means
that the t-test is higher than t-table. It states that the alternative hypothesis
(Ha) is accepted and the null hypothesis (H0) is rejected.
Teaching learning process in the first grade is purposed to make
students write procedure text well organized and well grammatically. The
data had shown that students could write better structure and
grammatically using indirect feedback. By this consideration, this
technique can be applied in English language teaching. This is in line with
Ellis’ research results; she said that indirect corrective feedback involves
indicating that the student has made an error without actually correcting
it.61
It is also in line with Harmer’s statement that in order to avoid an
overabundance of red ink, many teachers use correction symbols. These
also have the advantage of encouraging students to think about what the
mistake is, so that they can correct it themselves.62
This final result,
answer the question whether indirect feedback effective or not in teaching
61
Rod Ellis, A typology of written corrective feedback types, ELT Journal, 63(2), 2009, p.
100. 62
Jeremy Harmer, How to Teach Writing (Edinburgh Gate: Pearson Education Limited,
Longman, 2004), p. 111.
46
writing skill of procedure text. There is significant effect in indirect
feedback to teach writing procedure text at second grade students of SMP
Plus Ibadurrahman Tangerang.
47
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter talks about the conclusion of the research. The chapter
also identifies some suggestions resulted from the research.
A. Conclusion
This research was held by using quasi-experimental design which
is aimed to find out whether indirect feedback is effective to improve
student’s writing achievement. Based on the statistical calculation at the
previous chapter, there is a significant effectiveness in teaching writing of
procedure text by using indirect feedback technique. The result shows that
the value of t-test (6,75) is higher than ttable (2,011) at the significance level
5%, it means that the Null Hypothesis (H0) is rejected and the Alternative
Hypothesis (Ha) is accepted. Finally, indirect feedback technique is
effective to improve student’s achievement in writing of procedure text at
the second grade of SMP Ibadurrahman Cipondoh, Tangerang.
B. Suggestion
The researcher wants to give the following suggestions based on
the conclusion above:
1. The teachers should employ various teaching methods and
techniques in order to make teaching and learning process more
fascinating, pleasurable and effective for students.
2. The students have to practice more in writing in order to earn a
good writing.
3. The teachers might apply indirect feedback as one of effective
techniques to help students increase their writing achievement,
besides their long-term memory, and self-learning.
48
4. Teachers or other researchers might conduct indirect feedback
for other kinds of writing, classes, and any education levels to
enhance their students’ writing achievement.
The researcher hopes the suggestions can give positive contribution
for improving teaching and learning process especially in writing.
49
REFERENCES
Betty Mattix Dietsch, Reasoning & Writing Well, Ohio: McGraw Hill,
2003.
Catherine Haines, Assessing Students’ Written work, London: Routledge,
2004.
Chandler, J., The Efficacy of Various Kinds of Error Feedback for
Improvement in the Accuracy and Fluency of L2 student writing, Journal of
Second Language Writing, 2003.
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based
Curriculum) Standar Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta:
2006.
Donald Pharr and Santi Buscemi, Writing Today: contexts and options for
the real world-Brief Edition, New York: McGraw Hill companies, Inc, 2005.
Entin Sutinah, Get Along with English, .Bandung: Erlangga, 2010.
Ferris, ‘Does error feedback help student writers? New evidence on short-
and long-term effects of written error correction’ in K. Hyland and F. Hyland
(eds.), Feedback in Second Language Writing: Contexts and issues, Cambridge:
Cambridge University Press, 2006.
Ferris, Treatment of Error in Second Language Student Writing, (Ann
Arbour: University of Michigan Press. 2002.
George Braine and Claire May, Writing from Sources: A Guide for ESL
Students, California: Mayfield, 1996.
Henry Rogers. Writing Systems: A Linguistic Approach. Oxford: Blackwell
Publishing: 2005
Home.unpar.ac.id/hasan/SAMPLING
Icy Lee, Error Correction in L2 Secondary writing Classrooms: The case
of Hong Kong, Journal of Second Language Writing, 13, 2004.
Jack C. Richard and Willy A. Renandya, Methodology in language
Teaching (London: Cambridge University Press, 2002.
50
James C Raymond. Writing is Unnatural Act. New York: The Murray
Printing Company: 1980.
J. B. Heaton, Writing English Language Tests, London: Longman,1988
Jeremy Harmer, How to Teach English, Harlow: Pearson Education, 1998.
Jeremy Harmer, How to Teach Writing (Edinburgh Gate: Pearson
Education Limited, Longman, 2004.
Jerry G. Gebhard, Teaching English as a Foreign or second Language
(2nd Edition), Michigan: The University of Michigan, 2006.
John Langan, English Skill: Eight Edition, (New York: McGraw Hill
Higher Education, 2006.
John W. Creswell, Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research – International Edition,
Boston: Pearson, 2002.
Ken Hyland, Second language Writing, (New York: Cambridge University
Press, 2003.
K. Hyland and F. Hyland, State of the art article: Feedback on second
language students’ writing. Language Teaching.
Lalande, J.F., Reducing Composition Errors: An Experiment, Modern
Language Journal, 1982
Nancy Sommers, Responding to student writing. College Composition and
Communication, 33, 1982.
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing,
New York: St. Martin’s Press, Inc., 1983.
Rod Ellis, A typology of written corrective feedback types, ELT Journal,
63(2), 2009.
www.kbs.co.ukpdfEB17.pdf
www.wikihow.com
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Kontrol)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Playing Cassette
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Direct Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Menjelaskan materi tentang Procedure Text
Memberikan contoh Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta
didik,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Mampu memahami dan
mengidentifikasi dasar-
dasar procedure text.
Mampu menjawab soal
procedure text.
Objective
test
Lembar soal
tertulis
Arrange the step based on
pictures
Fill in the blanks
Cara penilaian:
Activity 1 = 10 soal, jika benar semua 10 x 10 = 100
Activity 2 = 10 soal, jika benar semua, 10 x 10 = 100
Activity 3 = 5 soal, jika benar semua, 5 x 20 = 100
Total nilai = 300 : 3 = 100
Tangsel, 23 Februari 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Kontrol)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : More About Sun Shine
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Direct Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta
didik,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku English in Focus for Grade VII
6. Penilaian
No Students Aspects
Total Content Organization Vocabulary Language Use Mechanics
1 1 13-30 7-20 7-20 5-25 5
Cara penilaian:
Masing-masing aspek memiliki bobot nilai:
- 13-30 (Content)
- 7-20 (Organization)
- 7-20 (Vocabulary)
- 5-25 (Language Use)
- 5 (Mechanics)
Jika Semua aspek berbobot nilai tertinggi, maka total nilai = 30+20+20+25+5 =
100
Tangsel, 26 Februari 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Kontrol)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Oreo Milkshake Recipe
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Direct Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta
didik,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
3 soal, jika benar semua maka 3 x 100 = 300 : 3 = 100
Tangsel, 1 Maret 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Kontrol)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Fried Eggs
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Direct Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta
didik,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
3 soal, jika benar semua maka 3 x 100 = 300 : 3 = 100
Tangsel, 8 Maret 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.1 (Kelas Eksperimen)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Playing Cassette
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Indirect Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Menjelaskan materi tentang Procedure Text
Memberikan contoh Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dengan menggunakan Indirect
Feedback dalam menilai hasil kerja peserta didik
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Mampu memahami dan
mengidentifikasi dasar-
dasar procedure text.
Mampu menjawab soal
procedure text.
Objective
test
Lembar soal
tertulis
Arrange the step based on
pictures
Fill in the blanks
Cara penilaian:
Activity 1 = 10 soal, jika benar semua 10 x 10 = 100
Activity 2 = 10 soal, jika benar semua, 10 x 10 = 100
Activity 3 = 5 soal, jika benar semua, 5 x 20 = 100
Total nilai = 300 : 3 = 100
Tangsel, 23 Februari 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Eksperimen)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : More About Sun Shine
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Indirect Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dengan menggunakan Indirect
Feedback dalam menilai hasil kerja peserta didik
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku English in Focus for Grade VII
6. Penilaian
Content
30-27 EXCELLENT TO VERY GOOD: knowledgeable - substantive - etc.
26-22 GOOD TO AVERAGE: some knowledge of subject- adequate range - etc.
21-17 FAIR TO POOR: limited knowledge of subject - little substance etc.
16-13 VERY POOR: does not show knowledge of subject – non substantive - etc.
Organization
20-18 EXCELLENT TO VERY GOOD: fluent expression - ideas clearly stated –
etc.
17-14 GOOD TO AVERAGE: somewhat choppy -loosely organized
but main ideas stand out - etc.
13-10 FAIR TO POOR: non-fluent - ideas confused or disconnected - etc.
9-7 VERY POOR: does not communicate - no organization - etc.
Vocabulary
20-18 EXCELLENT TO VERY GOOD: sophisticated range - effective word/idiom
choice and usage - etc.
17-14 GOOD TO AVERAGE: adequate range - occasional errors of word/idiom
form, choice, usage but meaning not obscured.
13-10 FAIR TO POOR: limited range - frequent errors of word/idiom form,
choice, usage - etc.
9-7 VERY POOR: essentially translation-little knowledge of English vocabulary.
Language Use
25-22 EXCELLENTTO VERY GOOD: effective complex constructions etc.
21-19 GOOD TO AVERAGE: effective but simple constructions - etc.
17-11 FAIR TO POOR: major problems in simple/complex constructions - etc.
10-5 VERY POOR: virtually no mastery of sentence construction rules - etc.
Mechanics
5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions - etc.
4 GOOD TO AVERAGE: occasional errors of spelling, punctuation etc.
3 FAIR TO POOR: frequent errors of spelling punctuation, capitalization - etc.
2 VERY POOR: no mastery of conventions - dominated by errors of spelling,
punctuation, capitalization, paragraphing - etc
Cara penilaian:
Masing-masing aspek memiliki bobot nilai:
- 13-30 (Content)
- 7-20 (Organization)
- 7-20 (Vocabulary)
- 5-25 (Language Use)
- 5 (Mechanics)
Jika Semua aspek berbobot nilai tertinggi, maka total nilai = 30+20+20+25+5 =
100
Tangsel, 26 Februari 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Eksperimen)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Oreo Milkshake Recipe
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Indirect Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dengan menggunakan Indirect
Feedback dalam menilai hasil kerja peserta didik
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
3 soal, jika benar semua maka 3 x 100 = 300 : 3 = 100
Tangsel, 1 Maret 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Ibadurrahman
Mata Pelajaran : Bahasa Inggris
Kelas : 8.2 (Kelas Eksperimen)
Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional
dan esei pendek sangat sederhana berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.2 (Menulis) Mengungkapkan makna dan langkah
retorika dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan procedure
Jenis teks : Procedure Text
Judul : Fried Eggs
Aspek/Skill : Menulis
Alokasi Waktu : 2x40 menit
1. Tujuan Pembelajaran (Indikator)
Pada akhir pembelajaran, siswa dapat:
a. Melengkapi teks Procedure
b. Menyusun teks dan Menulis teks berbentuk Procedure
Karakter siswa yang diharapkan : Dapat dipercaya (Trustworthines)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Berani (courage)
2. Materi Pembelajaran:
Terlampir
3. Metode Pembelajaran:
Indirect Feedback
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut
kompetensi yang harus dikuasi siswa
b. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberikan latihan menulis Procedure Text
Memberikan sesi tanya jawab yang bersumber dari procedure text
tersebut
Mengambil kesimpulan tentang tujuan pembelajaran procedure text
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca dan menulis yang beragam
melalui tugas-tugas tertentu yang bermakna;
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan
masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dengan menggunakan Indirect
Feedback dalam menilai hasil kerja peserta didik
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
c. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber belajar
Buku Scaffolding Grade VII
6. Penilaian
3 soal, jika benar semua maka 3 x 100 = 300 : 3 = 100
Tangsel, 8 Maret 2016
Guru Bahasa Inggris Peneliti
Syarifuddin, S.Pd. Rendy Saputra
#instrumentPre-PostTest
Name : _______________________________________
Class : _______________________________________
WWW.KISAHKAMU.INFO
How to Make Juice
(1st) (2nd) (3rd) (4th)
(5th) (6th) (7th)
Instruction: Arrange the pictures above and write the procedure text of “how to make juice”!
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#materiajar1
http://www.slideshare.net/piianchasenyumnyateruzt/students-worksheet-procedure-text
STUDENTS WORKSHEET
Activity 1
Rearrange this jumbled text. The pictures will help you to arrange it. Do it in pairs.
#materiajar1
http://www.slideshare.net/piianchasenyumnyateruzt/students-worksheet-procedure-text
Activity 2
Activity 3
Complete the paragraphs using the appropriate sentence connectors.
These are the steps how to operate your Microsoft Windows XP
computer.
(1) ______________, switch on your computer. Wait for The
Microsoft Windows XP desktop to appear.
(2) ____________ click the START button on the bottom-left corner
hand task bar, select the PROGRAM and click. (3) ____________, the Ms
Word screen will appear. (4) _____________, you can start typing.
To save a document or a file, you can start typing. (5)
____________, select and click FILE in the upper-left hand corner task bar.
Then, select SAVE as if you want to save the file for the first time. Name
the file and (6) ____________, click the SAVE button.
Now, after you have finished working with your computer, you may
turn it off by doing the following steps. (7) ________, save your work. (8)
__________, click the CLOSE button. (9) ___________, click start and
select TURN OFF button. (10) ____________, the computer will end its
program.
Supply the following pictured-instructions with the appropriate imperative verbs.
Serving an ‘easy’ instant boiled noodles
(1)________the
noodles into boiling
water and _______
slowly for 3 minutes.
(2) Meanwhile,______ all the
seasonings into a bowl.
______the noodles and the
gravy into the bowl and
(3)________ thoroughly.
(4) ______some fried onions into
the noodles.
(5)_______ the noodles while they
are hot.
#materiajar1
STUDENTS WORKSHEET
Write a procedure text with your partner. Choose one topic on the
following.
a. How to make a delicious food
b. How to make a fresh drink
c. How to play a game
d. How to operate computer/gadget
e. How to make an origami/handicraft
f. How to create a social