“IMPROVING THE STUDENTS’ ABILITY IN WRITING NARRATIVEPARAGRAPH THROUGH CDO (COMPARE, DIAGNOSE, AND

OPERATE) STRATEGY”

(A Classroom Action Research at the Eleventh Grade of SMK Negeri 6Pinrang)

A THESIS

Submitted to the Faculty of Teacher Training and Education MakassarMuhammadiyah University in Partial Fulfillment of the Requirement

for the Degree of Sarjana Pendidikan

YULIANTI

10535514312

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR2017

iv

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : YULIANTI

Nim : 10535 5143 12

Jurusan : Bahasa Inggris

Judul Skripsi : Improving the Students’ Ability in Writing Narrative ParagraphThrough CDO (Compare, Diagnose, and Operate) Strategy

(A Classroom Action Research at the Eleventh Grade of SMKNegeri 6 Pinrang)

Dengan ini menyatakan bahwa:

Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan

hasil ciplakan atau dibuat oleh siapa pun.

Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Desember 2016

Yang membuat pernyataan

YULIANTI

v

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : YULIANTI

Nim : 10535 5143 12

Jurusan : Bahasa Inggris

Judul Skripsi : Improving the Students’ Ability in Writing Narrative ParagraphThrough CDO (Compare, Diagnose, and Operate) Strategy

(A Classroom Action Research at the Eleventh Grade of SMKNegeri 6 Pinrang)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari awal penyusunan skripsi sampai dengan selesai skripsi, saya

menyusun sendiri skripsi saya ( tidak dibuatkan oleh siapa pun )

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak melakukan penciplakan (plagiat) dalam penyusunan skripsi.

4. Apabila saya melanggar perjanjian seperti butir 1, 2, dengan 3, saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikianlah perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2016

Yang membuat pernyataan

YULIANTI

vi

Motto and Dedication

Always be yourself no matter what

they say and never be anyone else

even if they look better than you

By yulianti

vii

ABSTRACT

Yulianti, 2016, Improving the Students’ Ability in Writing Narrative Paragraphthrough CDO (Compare, Diagnose, and Operate) Strategy (a classroom actionresearch at the eleventh grade of SMKN 6 PINRANG), supervised By UmmiKhaerati Syam and Nunung Anugrawati

This research aimed to find out the improvement of the students’ writingability in terms of content and organization at the eleventh grade of SMKN 6Pinrang in the 2016-2017 academic year.

The researcher used a classroom action research (CAR). The researcher hadconducted two cycles, where each cycle consisted of four meetings. It employedwriting test as instrument. The number of subjects of the research as 26 studentsin class XI. It consisted of 9 women and 17 men. The researcher took real datafrom the school to know the students’ writing ability by using CDO (Compare,Diagnose, and Operate) Strategy.

The results of the students’ writing test in cycle I and cycle II hadincreased in different scores. There was increasing by students at the end action ofsecond cycle. The research findings indicated that use of CDO (compare,diagnose, and operate) strategy could increase the students’ writing ability. Themeans score of narrative in data source was 55.76 became 75.57 in cycle I, andafter revision in the cycle II the mean score in cycle 2 was 81.92 by implementingof CDO. Therefore the improvement of writing narrative paragraph in cycle 1 tocycle 2 was 8.40% while the successful of minimal criteria (KKM) was 76.30.

From the findings researcher made conclusion that using CDO (Compare,Diagnose, and Operate) strategy could improve the students ability to writenarrative paragraph in terms of organization and content

Keywords : Writing, narrative paragraph, strategy CDO (Compare,

Diagnose, and Operate)

viii

ACKNOWLEDGEMENTS

By reciting Bismillahi Rahmani Rahim, the researcher started the process of

this activity including the primarily observation, literature review, writing process,

getting research, and consultation. Therefore, the very gratefulness is adhered to

almighty God (Allah SWT) and his messenger Muhammad SAW, who has given

me the best everything to complete the whole process of this work.

Further, the researcher also expresses sincerely unlimited thanks to his

beloved parents and my beloved sister and brother who love him very much and

always give the love sincerely and purely without time.

Special thanks are given to Muhammadiyah University of Makassar because

of giving an opportunity to the researcher in getting undergraduate education.

Therefore, the researcher also includes the thanks to the all people and instances

that provide the best four years moment in this blue campus.

1. Rector of Muhammadiyah University of Makassar, Dr. H. Abd. Rahman,

S,E.,M.M

2. Dean of Faculty of Teacher Training and Education (FKIP), Dr. A. Sukri

Syamsuri, S.Pd.,M.Hum,

3. Head of English Department, Erwin Akib, S.Pd.,PhD

4. Supervisors who help very much from the beginning to the end of this work

(Ummi Khaerati Syam, S.Pd.,M.Pd. and Nunung Anugrawati, S.

Pd.,M.Pd).

ix

5. The staff and all lectures of the FKIP UNISMUH especially to the lectures

of English Department who taught her for many years

6. Dra. Alimuddin M, M.si as the head master of SMK Negeri 6. Pinrang and

Siti aminah.,S.Pd as English Teacher, and students in class XI TKJ 1 who

sacrificed their time and activities for being the subject of this research

7. Head of Library, Muhammadiyah University of Makassar,

In the process of this work, many friends also help the researcher by

collecting sources of information and making some best moments in his boring

time.

1. EDSA C 012 (Siswati arif– Irma – Sitti patima and others).

2. Personal thanks also given to his special one, who gives spirit and timefor

being together several times.

Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been

success to finish his work or research according to the target of time and also

target of the research, nothing left or forgotten to do.

Researcher

YULIANTI

ix

TABLE OF CONTENTS

TITLE............................................................................................................... i

APPROVAL SHEET ....................................................................................... ii

COUNSELING SHEET................................................................................... iii

SURAT PERNYATAAN................................................................................. iv

SURAT PERJANJIAN .................................................................................... v

MOTTO ........................................................................................................... vi

ABSTRAC ....................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................... viii

TABLE OF CONTENT ................................................................................... ix

LIST OF TABLE ............................................................................................. xi

LIST OF CHART............................................................................................. xii

CHAPTER I INTRODUCTION

A. Background .......................................................................................... 1

B. Problem Statement ............................................................................... 4

C. Objectives of the Study ........................................................................ 4

D. Significance of the Study ..................................................................... 5

E. Scope of the Study .............................................................................. 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Findings ................................................................... 6

B. Some Pertinent Idea ............................................................................. 8

1. The concept of CDO (compare, diagnose, and operate) ................ 8

x

2. The concept of writing ................................................................... 12

3. Paragraph........................................................................................ 28

4. Coherence....................................................................................... 31

5. Adequate development................................................................... 32

6. The narrative paragraph ................................................................. 32

C. Conceptual Framework ........................................................................ 37

CHAPTER III RESEARCH METHOD

A. Research Design................................................................................... 38

B. Research Subjects................................................................................. 42

C. Research Variables and Indicators ....................................................... 43

D. Research Instrument............................................................................. 43

E. Procedure of Collecting Data ............................................................... 44

CHAPTER IV FINDING AND DISCUSSION

A. Findings................................................................................................ 48

B. Discussion ............................................................................................ 59

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................................... 63

B. Suggestion ............................................................................................ 64

BILIOGRAPHY............................................................................................... 65

APPENDIX

CURRUCULUM VITAE

xi

LIST OF TABLES

Table 4.1. The mean score of the students’ test ............................................... 48

Table 4.2. The increasing of the students’ in writing narrative paragraph ...... 49

Table 4.3. The increasing narrative paragraph in term of the content ............. 51

Table 4.4. The increasing narrative paragraph in term of organization ........... 53

Table 4.5. The classification narrative paragraph writing of content .............. 55

Table 4.6. The classification narrative paragraph writing of organization ...... 56

xii

LIST OF CHARTS

Chart 4.1. The mean score of the students’ test ........................................... 49

Chart 4.2 The increasing of the students’ writing narrative paragraph........ 50

Chart 4.3. : The increasing narrative paragraph in term of the content ....... 52

Chart 4.4. The increasing narrative paragraph in term of organization ....... 54

Chart 4.5. The result activeness in process of teaching and learning .......... 59

CHAPTER 1

INTRODUCTION

A. Background

In learning English, there for skills that must be comprehended. They are

listening, speaking, reading, and writing. The four skill mentioned are divide

into receptive and productive skills. Speaking and writing are productive

skills, while listening and reading are receptive skills. Since writing skill is

complex and sometime difficult to teach, requiring mastering cannot be

focused only on the grammatical and theoretical devices but also on the

concept and ist elements. In other works.

In this study, the researcher will focus on the teaching of writing in

senior high school. Writing is important to support learning English

especially in enriching vocabulary and gaining a large portion of their

education, but now most of senior high school students face a lot of problems

in writing for example how the students make errors when they write a

paragraph or a text. As the writer experinces, the students’ errors indicated

that they get difficulties in developing ideas, the students is not logically

developed from the preceding sentences as well as the absence of an

introduction. In other cases, it may be that no relationship exists between two

parts of a sentence. Two prases may have been put together simply out of

convenience. If two phrases have no relationship, the reader will be confused.

Even dividing them into separate sentences will not be enough. The reader

will still be looking for a relationship. If none exists, he will feel that he

2

misses sometime. In this use the whole paragraph may need to be revised,

moving one of these ‘pieces of the puzzle’ to a place where it makes more

sense.

The other factors of the student’ difficulty in writing skill is they lack

ideas and less competence in organizing ideas. Sometimes students, when

they are asked to write, they do not know what they are going to write

because the do not have enough ideas to write or they cannot organize well

their ideas in the form a paragraph. Finally the students feel anxious when

they attempt to write.

They still have a lot of problems in expessing their ideas through

writing, Richard And Rodgers (1986) argue that, the most difficult part of

writing is getting a start. In other word, students do not usually have clear

ideas and do not know how to write about. For instance, to construct simple

sentences and simple paragraphs. If the students often train themselves to

write, they will get in to the habit of writing, because they can express their

ideas naturally and freely.

Due to the importance of writing explained above, the teachers have to

develop students’ writing ability since it is the first stage they learn English.

By developing students’ ability to become more independent learners. The

students will be able to reproduce language accurately and refine their

understanding of grammar and develop their own vocabulary, The better

students’ improve their writing ability, The better they reach the achivement

3

in writing. Because the difficulties of writing, teacher should give more

attention to teach writing skill to increase the students ability to write.

To solve the problem above the researcher has an alternative to use

CDO (compare, diognose, and operate) strategy. This strategy involves a

paper sentence by sentence, starting with the first sentence and proceeding to

the last. After reading a sentence (step 1) the student selects an evaluation

card that best describes it (step 2). Two of the cards focus on clarity, one asks

writers to consider the sentence in relation to overall purpose; two others ask

for analysis for confusion; one for mismatches between intent and outcome;

and two others prompt for evaluation of the readers’ reactions. Finally, the

last card indicates that the sentence is good as is.

Nevertheless, The researcher then has an idea to think and solve the

problem by using CDO (Compare, Diognose, And Operate) strategy to

improve the students writing skill in case of narrative paragraph. It will be

held at the second year of senior high school SMK Negeri 6 Pinrang. This

may be enjoyable for the students because they will not be forced to think

much in order to compose writing. Expose students’ to think processes of

using by their skill and teach student how to perform the step the strategy

demonstrate. Therefore, The writer is sure that this strategy is suitable for the

intermediate language learner such as the students of senior high school.

“Improving The Students’ Ability In Narrative Paragraph Through CDO

(Compare, Diagnose, And Operate) Strategy”.

4

B. Problem Statements

Regarding the background above, the researcher formulates research

question as follow:

1. How is the improvement of the students’ writing ability in terms of

content in narrative paragraph through CDO (compare, diagnose, and

operate ) strategy at the eleventh grade students’ of SMK Negeri 6

Pinrang?

2. How is the improvement of the students’ writing ability in terms of

orgnization in narrative paragraph through CDO (compare, diognose, and

operate) strategy at the eleventh grade students’ of SMK Negeri 6

Pinrang?

C. Objectives of the Study

In relation to the problems above, the objectives of this research are to

find out:

1. The improvement of the students’ writing ability in term of content (unity

and completeness) in narrative paragraph through CDO (compare,

diagnose, and operate) strategy at the eleventh grade students’ of senior

SMK Negeri 6 Pinrang.

2. The improvement of the students’ writing ability in term of organization

(indicators and coherence) in narrative paragraph through CDO

(compare, diagnose, and compare) strategy at the eleventh grade

students’ of SMK Negeri 6 Pinrang

5

D. Significance of the Study

This research is held to know the students’ skill to organize English text

especially narrative paragraph through CDO (compare, diagnose, and

operate) strategy viewed from its content and organization.

The result of this research is expected to be useful and helpful

information for the tearhers in general in order to improve the quality of the

English teaching. Also help the students to improve their writing skill through

CDO (compare, diagnose, and operate) strategy.

E. Scope of the Study

The research is limited to improve the students’ writing narrative

paragraph through CDO (compare, dioagnose, and operate) strategy which

is viewed from content (unity and completeness) Unity refer to the extent

to which all of the ideas contained within a given paragraph “hang

together” in a way is easy for yhe reader to understand.

and organization (coherence and spatial order) Coherence refers

to which the flow ideas in a paragraph are easily understood by the reader.

For this reason, coherence is closely related to unity.

. These items are chosen because those are very important to be

identified by the researcher in motivating and overcoming the students’

problems in learning writing English language.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

The research reports the identification of using several techniques to

increase the students’ writing abiliti. Some research findings are briefly cired

as follow:

1. Mufliha, (2011) stated that the students have low ability in writing and

difficulty writing is also caused by the component of writing because the

difficulty of writing, teacher shoud give more attention to teach writing

skill.

2. Rajab (2010). Thesis. Increasing the students’ writing ability through

free topic writing, explains that the data is analyzed using the five

components of writing, namely; content, organization, vocabulary,

language use, and mechanics, furthermore those are calculated using

independent t-test. The result of calculation of students’ score from the

posttest indicates that there is a significant difference improvement of

writing ability between the students’ who are thought by free topic

writing and those are not. It is said that the alternative hypotesis (ha) is

accepted, which t-test value is 2.000 for the level of significance 0,05,

degree of freedom 60. Based on the writing of data analysis, the writer

then concludes that using free topic writing increases the writing ability

of the students.

7

3. There are several process-oriented models of revision (Bartlelt,

1982;HayesFlower, Scriver, Stratman, &Carey, 1987; Scardamalia &

Bereiter, 1987) Scardamalia and Bereiter suggested a model that includes

three mental operations: (a) comparing intended and written texts; if a

disagreement is detected, (b) diagnose operation is initiated to identify

the nature of the disagreement; the writer then (c) operate to, reduce the

dissonance by changing his or her text and/or writing plan and goals.

These changes maybe made either on paper or in the writer’s mind.

Hayes et al. (1987) proposed a more elaborate model that incorporates

earliar outcome-and process-oriented models. This model consists of four

basic processes: (a) task definition ,(b) evaluation, (c) strategy selection,

and (d) modification of the text.

In contrast to Scardamalia and Bereiter (1987) focused on students’

writing processes from a developmental perspective (McCutchen:2006). They

describe students’ writing as knowledge telling rather than a planning-

translating-reviewing process used by expert writers (McCutchen et al.,2006).

Scardamalia and Bereiter (1985) argue that a more sophis approach to

writing (i.e., generating ideas, revision, and sustained throught) is not typical

for novice writer. They see writing as an extremely complex activity in which

students’ cannot attend to all the necessary requirements simultaneously

(Scardamalia & Bereiter, 1983). To help students’ manage the sub processes

involved in revision. Scardamalia and Bereiter (1983;1985) developed a

framework they referred to as “compare, diagnose, and operate (CDO).”

8

Compare involves identifying where a revision is needed, diagnose

determines the problem, and operate specifies and executes the intented

revision (Graham & Harris. 2005).

Through the use of evaluation cards, which function as procedural

facilitators, students’ are prompted each sentence in relation to the overal

purpose of the paper, evaluate their sentence, then decide on and execute any

needed changes. The CDO revising strategy has made a significant difference

in the number and quality of revisions in students’ stories and essays (De La

Paz et al., 1998 ); Scardamalia & Bereiter, 1983. Students also indicated that

CDO strategy made revising easier for them.

From the previous related research findings above, the writer can

conclude that students need an interesting strategy to write in English text so

we want to try another strategy in order to increase the students’ writing skill

specially to write narrative text. This strategy is one of a good strategy

because it can stimulates the students skill in writing by working (writing)

together with friends in their group and sharing each other in compasing a

good narrative text.

B. Some Pertinent Ideas

1. The Concept of CDO (Compare, Diagnose, And Operate) Strategy.

The CDO strategy for invidual revising (De la paz, Swanson &

Graham,1998) reminds students to compare, diagnose, and operate. This

strategy require more self regulation on the part of the writer making it

more powerfull tool than checklists. A prompt sheet used that lists the

9

three steps, the first step, compare, asks the students to identify

discrepancies between what was written and what was intended. The

second step, diagnose, asks the students to select a specific reason for the

discrepancy found in the first step (if any). The third step, operate asks

the students to fix the problem and evaluate whether or not the change is

effective. The students goes through these steps a minimum of two times

so that specific as well as more global problems can be identified and

revised. During the first pass, the students attends to each sentences, in

the second review, the students attends to each paragraph until they make

a complete writing of essay.

Skilled writers tend to be knowledge and proficient in the cognitive

process of writing (Englert, Raphael, Fear, &Anderson, 1988; Flowers &

Hayes, 1981). They devote a considerable amount of time and effort to

planning and thinking about their initial draft by setting high-level goal,

generating ideas, and organizing ideas into a written plan (Bereiter &

Scardamalia, 1987; Flower & Hayes, 1980, 1981,2003; McCutchen,

2006).

Through the use of evaluation cards, which function as procedure

facilitators, students are prompted to consider each sentence in relation

to the overall purpose of the paper, evaluate their sentences, then decide

on execute any needed changes. The CDO strategy has made a

significant difference in the number and quality of revisions in students’

10

stories and essays. Students also indicates that the CDO made revising

easier for them.

a. Concept of Revising.

Revising is an essential component of skilled writing. Yet it

seems to play a limited role in the writing of many novice second-

language (12) writers. These writers may find it easier to generate

ideas than to revise what they have written in relation to task

requirements and their writing goals and audience. Consequently,

many fail to revise frequently, extensively, or skill fully. This

research on revision in writing in an attempt to understand how and

what skilled and unskilled writers revise, factors influencing their

revision practices, and how instruction can help them improve their

revision skills.

1. In literally, revision means “seeing again” (Reid, 1993, p. 233),

previsioning or reseing the text. Technically, revising refers to

any evaluation and/or change made at “any point in the writing

process” (Piolat,1997,p.189).

2. Revising is an ongoing, recursive, problem-solving process.

Good writers seem to revise at all stages of the writing process

as they generate evaluate, reformulate, and refine their writing

goals, ideas, plans, and texts in their attempt to discover and

approximate intended meanings (Faigley & Witte, 1981).

11

3. The ability to revise is significant because it helps writers

reshape their thoughts, discover and reconstruct meaning, and

improve their texts (Reynolds, 1996).

4. Consequently , virtually all writing theories and models

emphasize the central role of revision in both the process and

outcome of writing development (Bartlett, 1982). Several

models have been proposed for revision, mostly for first-

language (LI) writing.

5. These models can be classified into two categories: taxonomies

that describe revision outcomes and models that describe the

revision process one product-focused model is Faigley and

Witte’s (1981) models of revision changes, which consists of

two types of changes, surface changes that do not affect the

meaning of the text and text-based changes that do affect the

meaning of the text. Surface include spelling punctuation, and

grammar, as well as meaning-preversing changes such as

addition, deletion, substitution, and reordering. Text-based

changes include macro structure changes that alter the gist or

overall meaning of the text and microstructure changes that

modify the meaning of the text but not its overally meaning of

gist. There are several process-oriented models of revision

(Bartlett, 1982;).

12

6. Hayes, Flower, Schriver, Stratman, &Carey, 1987; Scardamalia

& Bereiter, 1987). Scardamalia and Bereiter suggested a model

that includes three mental operations: (a) comparing intended

and writing texts; if a disagreement is detected, (b) a diagnose

operation initiated to identify the nature of the disagreement; the

writer then (c) operates to reduce the dissonance by changing his

or her text and/or writing plan and goals. These changes may be

made either on paper or in the writer’s mind.

7. Hayes et al. (1987) proposed a more elaborate model that

incorporates earlier outcome-and process-oriented models. This

model consists of four basic processes: (a) task definition, (b)

evaluation, (c) strategy selection and (d) modification of the

text. Task definition consists of specifying the revision goals

(e.g., improve clarity or elegance), the characteristics of the text

to be examined (e.g., local or global aspects), and the means to

reach the goals (e.g., examine the text in one or several passes).

Evaluating both plans and the writing text may lead to detection

(i.e., the reviser feels that there is a problem but cannot identify

it) or to actual diagnosis (i.e., a well-defined representation of a

problem, e.g., this word is misspelled). The ability to detect or

diagnose a problem depends on the writers expertise and the

nature of the problem (e.g., style, spelling problema). The

reviser can then select one of two types of strategies depending

13

on the initial problem representation: strategies that modify or

control the revision process it self (ignore the problem, deley its

reselution , or search for more information to clarify the it), or

strategies that modify the text (rewrite the text so that the ideas,

but not the written text it self are preserved; or revise the text,

for example, by changing what needs to be changed and

preseving what caan be preserved). Based on their knowledge of

the communicative aims and the various linguistic levels of the

text (i.e., ends), writers use various operations such as insertion

replacement, or deletion (i.e., means) for modification of the

text. For example, when a writer recognizes that the audience

may not have the appropriate background knowledge to follow

the text’s major claims, the chosen strategy may be to create

new examples and add supporting evidence to make the text

more understandable (Schriver, 1990). It should be noted,

however, that the use of these processes depends on several

factors sucs as the writing task, the ability of the writer, and

other contextual constraints (e.g.time).

b. The Purpose of CDO (Compare, Diagnose. And Operate ) Strategy.

It is clear that the three primary processes of writing that were

originally identified by Flower and Hayes (1980; planning, translating

and revising) require very different processes and are dissimilaar from

one another. Specifically, within the process of planning it is

14

necessary to generate and organize content (Flower & Hayes, 1981;

Graham, 2006, Vellecorsa et al., 1991). Translating (i.e., writing )

involves producing test and translating content into written language

(Chenoweth & Hayes, 2001), and revising requires the ability to

reflect upon the text (Englert et al., 1991) and critically analyze it

(Vallecorse et al., 1991).

For this project, generalization was assesed by using one story

probe to teach students to plan their writing and subsequently assesing

writing performance on that story probe as well as two other story

probes that had not been used for instruction.

When performance on either of the two uninstructed story

probes improved beyond baseline performance on those probes, it was

determined that generalization had occurred. Specifically, students

were given the same instructions for each story probe, and writing

production, accuracy, number of story elements, and quality of writing

were assessed on all story probes to asses for generalization across

story probes of planning it is necessary to generate and organize

content (Flower & Hayes, 1981; Vallecorsaet Al., 1991). Translating

(i.e., writing) involves producing text and translating content into

written language (Chenoweth & Hayes, 2001), and revising requires

the ability to reflect upon the text (Englert et al., 1991) and critically

analyze it (Vallecorsa et al., 1991). Although these processes are

dissimilar, one model of instruction appears sufficient for teaching all

15

there processes. It is evident that SRSD has been effectively utilized to

teach students to plan and write their stories. However, self regulation

has not been used to teach students to revise their writing, and the

instructional approaches that have been employed for teaching

students to revise have yielded mixed result in terms of their

effectiveness. Since self regulation has already been validated for

teaching students to write, it appears that it would be effective for

teaching students to revise as well. The additive of instruction in

revising were examined by first using self regulation to teach students

to plan and then using self regulation teach students to revise, and

identifying changes between the two phases. Accuracy, length,

number of story elements and quality of writing, as well as the time

spent writing composition were analyzed to determine the additive

effects of instruction in revision.

Although it has been demonstrated that the effects of self

regulation are generalized to different settings (Danoff et al.,1993;

Graham & Harris, 1989a; Graham & Harris, 1989b; Sexton et al.,

1998) and uninstucted genres (Graham & Harris, 1989a. Saddler et al.,

2004). Generalization to uninstructed story probes has not been

examined. Additionally, previous investigations have not identified

the amount of investigations examined generalization across more

than one story probe to determine whether the effects of instruction

are differentially generalized across story probe. An examination that

16

can answer these questions using several writing variables will allow

for a clear demonstration of the level of generalization obtained

following instruction, and of the specific areas in which writing

improves following instruction. Thus, examination across instructed

and uninstructed story probes appears warranted. For this project,

generalization was assessed bu using one story probe to teach students

to plan their writing and subsequently assessing writing performance

on that story probe as well as two other story probes that had not been

used for instruction. These are some purpose of CDO (Compare,

Diagnose, And Operate) strategy.

1. First, inconsistent result on writing production have been

identified through instruction in revising (De la paz et al., 1998;

Graham, 1997), while several studies have identified an impact of

instruction in planning on writing production (Graham et al.,

2005; Harris et al., 2006; Sextonet al., 1998; Tracy et al., 2009;

Troia et al., 1999).

2. Second, no studies were identified that examined the impact of

planning on writing accuracy, but it has been identified that

instruction in revising influences writing accuracy (Reynolds et

al., 1988).

3. Third, it has been identified that students can reach criterion for

number of story elements through instruction in planning (Reid &

Lienemann, 2006; Saddler, 2006; Saddler et al., 2004), while no

17

studies were identified that examined the impact of instruction in

revising on number of story elements.

4. Fourth, while it has been identified that instruction in planning

(Graham et al., 2005; Harris et al., 2006) and instruction in

revising (Fitzgerald & Markham, 1987) influence quality of

writing, it was also identified that novice writers focus their

attention on planning and neglect the quality of their writing

(Glynn et al., 1982). Finally, it has been identified that a

combination of instructional and motivational procedures

increases generalization (Bonfiglio et al., 2004; Daly, Bonfiglio,

et al., 2005).

c. The Implemetation Of CDO (Compare, Diagnose, And Operate)

1. After small group and class discussion and activities about the

narrative text, discuss that in order top write effectively a students

must plan before doing any writing.

2. Collect data on each student’s narrative writing by identifying the

number of the paper or essay part the students include.

3. Then discuss results with each students individually and obtain a

written commitment from students to learn C-D-O so that the

students improve their ability to write narrative opinion papers.

4. Assist each students to set quality and quantity goals with respect

their narrative writing.

18

5. Provide opportunities for the students to develop background

knowledge.

6. Explicitly teach students that a basic paper or essay.

7. Describe C-D-O in detail.

8. Introduce and describe each step of C-D-O.

9. Emphasize each student will self-regulation revision of their

paper by following C-D-O prompt sheet that lists the tree steps of

strategy.

10. Then the students must memorize the strategy so remind them to

work on learning it through out the day/week.

11. Overtime students phase out their need to refer to C-D-O prompt

sheet in the students English journal.

12. Provide opportunities for students to perfom the defends strategy

independently while providing prompts and help if needed as well

as immediate feedback.

13. Have a students self assessment written work using the rubric for

narrative wiriting assignment.

14. Review data from students.

15. You may wish to have students volunteer to read their essay to

the class or post the essays for all students.

16. Assist students in generalizing the use of C-D-O by first leading a

discussion with the students to identify and plan to use the

strategy in other settings, having the students try C-D-O in other

19

setting and report back to class, and plan to have students use C-

D-O at the other times during class.

(retrieved from university of cansas’ speacial connections :

revising strategies athttp://www.specialconnections.ku.edu./egi-

bin/cgiwran/specconn/main.php?cat=instruction&section=main&

subsection=writing/revise).

2. The Concept of Writing

a. Definition of Writing

Byrne (1984:1) stated that writing is clearly much more than the

production of graphic symbol as speech is more than the production

of sound. The symbols have been arranged according to certain

conventions, to forms words, and words have to be arranged to form

sentences.

However, we not write just one sentences or a number of

sentences arranged in particular order and linked together in certain

ways. Writing involves the encoding of message of some kind that is

to translate through into language.

Bell and Burnaby in Nurzaitun (1996:8) define writing is an

extremely complex activity with the control of language both of the

sentence level (grammatical, structure, vocabulary, punctuation,

spelling, and letter formation) and beyond the sentences rank

(organizing and integrate information into cohesive and coherent

paragraph or text).

20

In addition, writing is a form of thinking but it is thinking for a

particular audience, and for a particular occasion. According to this

concept that one of the most important task as a writer is to master

the principles of writing and thinking.

The must important of these principles are those of invention is

the process of discovering ordering ideas for speaking or writing

arrangement is the process of discovering ordering principles; style

is the process of making choice about sentences structure and diction

while in the act of writing.

From the argument above, we can conclude that thinking

involves the creation and symbols that can be represented in writing

as media. Through writing, we can connect the various components

of the subject matter, our ideas, thoughts, and feeling to teach other.

b. The Necessity of Writing

Margaretha in Hairston (1996:2) in Supriandi (2004:3) stated

that there are some reasons why writing is important. Those reasons

are:

1. Writing is a tool for discovery. We stimulate our through

process by the act of writing and into information and image we

have in our unconscious mind.

2. Writing generates new ideas by helping to make connection and

see the relationship with other aspect.

21

3. Writing helps us to organize our ideas and clarify concept by

writing own ideas into coherent form.

4. Writing helps us to absorb and process information. When we

write about the topic, we learn it butter.

5. Writing down ideas allows us to distance ourselves from them

and evaluate them.

6. Writing on a subject make us active learners thn passive learners

of information.

Raimes (1985:3) also stated some reason about the importance

of writing. According to him, writing is used to help students in

learning process. The reasons for that are as follows:

1. Writing reinforces the grammatical stucture idiom and

vocabulary that have been teaching to the students.

2. When students write, they also have a change to adventure with

the language, to go beyond what they have learned to say, to

take risks.

3. When the students write, they necessarily become very involved

with the new language the effort to express ideas or thinking on

papers.

c. The Types of Writing

The types of writing are based on three factors: purpose of

writing, audience and content.

22

1. Meyer in Wangisa (1998:11) categorizes the purpose of writing

into three categories:

a. To inform

The researcher generally explains or describes an idea, a

process, an even, a belief, a person, a place or a thing to

give information. The researcher also gives the facts and

explains its causes.

b. To persuade

A researcher tries to changer or behave differently, in this

case, the researcher appeals to the readers’ logic and

emotion.

c. To entertain

The researcher give some efforts to make the reader

laughed. Smiled, fascinated, surprised or even angry.

2. Audience

Planning to write a topic, the researcher determines to

whom topic is written to or for. At the same time the researcher

also thinks hard about the readers’ age, gender, interest, cultural

background, region, educational background, and soon.

3. Context

Context means the use of conventions appropriate to the

topic and the discourse type. It also includes some

23

considerations what the researcher is going to say about

extensive series of details, various views of points and so on.

d. The Characteristics of Good Writing

Jacob, et, al (1981:31) the characteristics of a good writing will

be presented as follow:

1. Significance

Writing is significance if the readers enjoy it. In order to

produce a significant writing. The others has to under estimate his

own resources and have valuable information about some actifity

or interest that someone.

2. Clarity

One thinh is very important in writing is clarity. A piece of

writing that lack clarity able to annoy reader.

3. Unity and organization

A piece of writing is called united if each sentence in a

paragraph develops or supports the main idea of the paragraph,

and connects each sentence.

4. Adequate development

In writing the author establishes a contract with the reader,

that contract can take variance from such as a title that predict, an

opening question that must be answered, a thesis statement to be

developed, or an anecdote.

24

Five significant components in writing are content,

organiazation vocabulary, language usage and mechanics.

a. Content

The content of writing be clear for the reader so that the

readers can understand the message conveyed and gain

information from it. In order to have a good content of

writing, its content should be well become characteristic of

good writing.

The good paragraph has unity, which means that in each

paragraph only one main ideas is discussed, if we star to

discuss a new idea, should begin a new paragraph,

furthermore, every supporting sentence in the paragraph must

be directly related to the main idea.do not include any

information that does not directly support the topic sentence.

The compete paragraph means that the main idea must be

explained and developed full completeness as comments out

that the controlling idea which is developed thoroughly by

these of particular information. It is relative to know how

complete writing. It is expected that the content of writing

will be clear and understandable for the readers.

b. Organization

Organization concerned with the way of how the writer

arranges and organizes their idea and their message in writing

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from which consist of some partial order. In writing, the

writer should know about what kinds of paragraph that they

want to write and topic that they want to tell to the readers. It

must be supported by cohesion. In addition, byrne, (1998)

states that the writer should be take care of the organization

in their writing because it will help them communicate

successfully with the readers.

When writing, the learner should arrange their writing

chronologically. They should present their ideas based in the

order of which happened from the beginning to the end.

c. Vocabulary

Vocabulary is one of language aspect dealing the process

of writing. The writers always think about putting words into

the sentences and putting the sentences into the paragraph

until they can created a piece of writing.

It is clear now that we cannot write or express if we do

not have vocabulary. Therefore, we cannot understand the

writing passage without having a lot of vocabulary.

Vocabulary as one of the important components of

writing should take in to consideration by the English learner

and English teachers, because there is doubt that learner the

words of the language.

26

The effective used of words will always result good

writing the lack of vocabulary makes the learner difficult to

express ideas.

d. Language use

Language use in writing involves correct usage of the

rules of language of grammar. It focuses on verbs, noun, and

agreement. Specific non and strong verbs give a reader a

mental image description. This specific noun can be

characterized by using modifier of adjective, adverbs, and

participle forms. A modifier can be phrase. There are many

opportunities for errors in use of verb and mistake in

arrangement are very common. Mistake in written work and

however, are much serious, and science we have an

opportunity to re-read and to correct what we have written.

We should avoid errors in verbal forms, subject-verb

agreement, and pronoun antecedents agreement in a case of

noun and pronoun.

In this part also the writer should care about vocabulary.

Vocabulary is one of the language aspects dealing with the

process of writing study. In the process of writing, the writer

always think about putting words into sentence and then

putting sentence into paragraph until they can create a piece

27

of writing, so, mastering word choice can help us to

developed our writing.

5. Mechanics

Mechanics in wiring deals with capitalization, spelling and

punctuation. Capital letters have principal use in English writing.

This may be used distinguish between particular and general

clauses of person, place, and things.

Punctuation has only one function: that of making writing

clearer for the reader. Out tendency today is use punctuation, as

little, as possible; but we must never of that the inclination to unit

punctuation for the sake of a clean-looking page must be weighed

against the reading requirements of the intended audience.

Equally important is coherence to the norms of capitation and to

correct spelling, because eccentricity, deviance, inconsistency, or

errors in these distract and confuse readers and ultimately

undermine the function of the way writing communicate of a

message as clearly and as efficiently possible.

There are two parts of mechanic in writing namely

punctution ans capitalization. Punctution is important as the way

to clarify meaning. In English, capital lettels have two principles.

First, used to distinguish between particular and things.

Second, used as first word in quotation, a formal statement and

proper adjectives.

28

3. Paragraph

a. Definition of Paragraph

The notion paragraph can be defined as the following definition.

Oshima in Kuswandi (1981:6) stated that is a paragraph is a group of

related statements that a writer develops about a subject. The first

sentence states the specific point, or idea, of the topic.

The rest of the sentences in the paragraph support that a point or

idea. Tatang in Kuswandi (1988:2) has the paragraph support that a

paragraph is a piece of writing that is made up the three main parts.

The first part is the topic sentences that states main idea of the

paragraph.

The second part is a set of supporting sentences that developed

the topic sentence by giving example, reason, and fact. The third part

is concluding sentence that ends the paragraph by restating ot

summarizing the idea in it.

A paragraph is a group of related sentences which develops one

main idea or one main topic. A good paragraph has five basic

elements: a topic, a topic sentence, supporting sentence, concluding

sentence unity and coherence, and adequate development:

b. Characteristic of Good Paragraph

1) A topic

A topic is what the paragraph is about or what the paragraph

discusses. This topic is usually expressed in a topic sentence. Thus,

29

a topic sentence announces what you are going to write. A good

topic sentence has a focused controlling idea which limits or

controls and announces the aspectof the topic you are going to

write. (Sulistiawati 2009:13).

2) Supporting Sentences

Supporting sentences develop what you state about your

topic in the controlling idea. A focused cntrolling idea in the topic

sentence helps you produce supporting sentence wgich are relevant

with the controlling idea. Supporting sentence that are all relevant

with the controlling idea in the sentence produce a unified

paragraph.(Rina 2010:12).

A unified paragraph discusses only main idea stated in the

topic sentence, or more specifically in the controlling idea. Besides

being unified, a good paragraph should also be coherent. A

paragraph is coherent if the movement from one sentence to the

next is logical and smooth.

3) the concluding sentence

The concluding sentence is like the topic sentence because

both are general statements. However, the topicsentence is usually

the first sentence, a general statement that introduces the topic to be

discussed in the paragraph.

The concluding sentence is also a general statement, but it

is the last sentence and ends of paragraph. (Atry 2009:14).

30

The concluding sentence reminds the reader of the topic

sentence. In fact, the concluding sentence can be written like the

topic but in different word. When you write a concluding sentence,

you can use one of the following methods.

a. State the topic sentence in different words. Do not just copy

the topic sentence.

b. Summarize some (or all) of the main points in the paragraph

4) Unity

Unity refer to the extent to which all of the ideas

contained within a given paragraph “hang together” in a way is

easy for yhe reader to understand.

When the writer changes to new idea, one which is not

consistent with the topic sentence of the paragraph. The writer

should begin a new paragraph. (Jayanti 2010:15).

Unity is important because it aids the reader in following

along with the writer’s ideas. The reader can expect that a given

paragraph will deal only with one main topic; when new

paragraph begins, this signals that the write is moving on to a new

topic.

The writing regards to have good unity, if it has some main

ideas and the sentence contained in it developed in it develop that

idea. The main idea is stated in the topic sentences and each or

every supported sentence and related to that idea of the topic

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sentences. If a writer wants his writing is unified, he or she should

not include the sentence that do not support the main idea of the

topic sentence.

4. Coherence

Coherence means that sticking together and in coherence essay, all

the idea sticks together. A coherence paragraphs is each idea in supporting

sentence related to the topic sentence or the idea. One in which the ideas

are put in the right order and never confused. This makes the writers

through essay to follow sentence paragraph if the purpose of the paragraph

is to tell them something looks most effective organization pattern is

usually spatial, if the writers write a description of neighborhood, a room,

or a holding that they want to the readers have a mental picture of what

they are describing a house of building by moving systematically rather

than haphazardly over the scene, convey the viewer of the overall plan

arrangement of the scene.

Coherence refers to which the flow ideas in a paragraph are easily

understood by the reader. For this reason, coherence is closely related to

unity.

When a writer changes main ideas or topics within paragraph,

confusion often results. To achieve coherence, than a writer should show

how all of the ideas contained in a paragraph are relevant to the main

topic.

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5. Adequate Development

A paragraph adequately developed whe it describes, explains and

supports the topic sentence. If the “promis” of the topic sentence not

fulfilled or if the reader is left with questions after reading the paragraph

has not been adequately developed generally speaking, a paragraph which

consists of only two or three sentence is under developed.

A good rule of thumb to follow is to maake sure that a paragraph

contains at least four sentences which explain and elaborate on the topic

sentence.(Rina 2010:15).

6. The Narrative Paragraph

a. Definition of Narrative Paragraph

A narrative is a story. A narrative paragraph is paragraph-length

story it may be the story about you or something that has happened to

you or it may be story in which you re not directly involved. Narrative

can based on an actualy experinence, it can be total imaginary, or it

can be mixture of both reality and imagination. In any case, a narrative

is account of events told in such way that the reader shares the writer’

experience. A narrative paragraph begins with a genaral statement like

topic sentence tht tells the reader what the story will be about.

Narrations is the form of writing used to related the story af act or

events. Narration places occurences in times and tells what happened

according to natural time sequences occurrences. Types of narration

include short stories, novels, and new stories as well as large part of

33

our everyday social interchange in the form of letter and

conversaation.

Knowing the pattern upon which creative narration is built will

help the person to read stories with more enjoyment and to write and

more talk more interestingly. Stories can usually be divide into these

parts: motivation, complication, rising action climax and outcome.

The motivation is the set off circumstances that star the action of the

story. It often involves a strong wish or conflict that causes an action.

The complication is the obstacle, within outside of the main

character that comes between the character and what they want. The

rising action is the struggle with the complication or the obstacle that

interferest with the character’s desire. The climax is the turning point

in the story, after which the final outcome becomes inevitable. Usually

the action has reached its peak and suspense is its highest point. The

outcome quickly follows the climax, teaching the reader to figure out

the ending.

b. Types of Narrative

Narrative writing can be devided into two types namely fictive and

non fictive narration (Keraf,1989:141).

a. Fictive narration

Fictive narration is a narration illustrates events or

conditions that do not take place in the real life. It is just based on

the author’s imagination and feeling.

34

Nevertheless, it still has something to do with humaan life

because it also reflects human’s experince, feeling, idea, and etc.

Writing involved in fictive narration are novel, short story, drama,

and myth.

b. Non-fictive narration

Non-fictive narration illustrated real events and

consession. Something illustrated in non-fictive narration is based

on reality. Writings involved in this narration are history,

biography, autobiography, incidence, and profile.

c. Language Features of Narrative

a) Use simple past tense

Table: 2.1 bahwa pekerjaanya sedang atau telah dilakukan.

Bentuk Rumus Contoh Kalimat

+ Verbal S + Verb-2 She killed a snake

yesterday

Nominal S + was/were + nominal I was there but you did

not see me

– Verbal S + did + not + Infinitive She did not know where

to go.

Nominal S + was/were + not +

nominal

When I was a child, I

used to cry.

? Verbal Did + S + Infinitive Did you take my money?

Nominal Was/were + S + nominal? Was the case hard to

solve?

35

Berikut rumus dari Simple Past Tense dalam bentukverbal:

(+) S + V2 + O + Adj / Noun / Adverb (ANA)

(-) S + did + not + V1 + O + ANA

(?) Did + S + V1 + O + ANA ?

Contoh Kalimat Verbal Simple Past Tense:

(+) The Doctor went to the hospital yesterday.

(-) The Doctor did not go to the hospital yesterday.

(?) Did the Doctor go to the hospital yesterday?

Berikut rumus dari Simple Past Tense dalam bentuknominal:

(+) S + to be 2 (was/were) + ANA

(-) S + to be 2 (was/were) + ANA

(?) to be 2 + S + ANA ?

Contoh Kalimat Nominal Simple Past Tense:

(+) He was a teacher.

(-) He was not a teacher.

(?) Was he a teacher?

Keterangan:

Was = I, He, She, dan It.

Were = You, We, They.

b) Use time conjunction (when, then,suddenly, next)

c) Use specific time (one day, one aafternoon)

36

Where the specific time is used in the beginning of the

narrative paragraph, (Millan,2009:1).

Narrative paragraph is a paragraph about a story or series of

events organized by time order. In other words, when you write a

narrative paragraph, it means that you write a story.

And a good narrative paragraph has three important qualities.

First, it tell a series of events of actions. Second, the events are

organized chronologically or by time sequence. And the last, it

shows the writer’s point or purpose. (Tarigan in Ramlah

2009:16).

Narration is more often about past story, but sometimes it is

also about repeated present story. In this module, the first is

referred to as past narration and the second as present narration.

Past and present narration have several similarities and differ

mainly in when the story takes place. Therefore, in writing both

present and past narration, you need to keep yourself aware with

your choice of verb tense. (Jayanti 2010:17).

To achieve coherence in your narration, you should make use

of appropriate time expression to show clearly to your readers the

relationship among the events in your story. Beside, your skill in

choosing appropriate tense is also very important for this purpose.

(Kasma 2010:20).

37

Last but not least, make yourself sure that you keep in your

mind your point or purpose of writing. It will help you achieve

unity in your paragraph by telling you which ideas to include and

to exclude.

C. Conceptual Framework

The conceptual framework of this research in the following diagram :

Writing Skill

CDO ( Compare, Diagnose,and Operate ) Strategy

Narrative paragraph

Content Organization

The improving students writing

38

CHAPTER III

RESEARCH METHOD

A. Research Design

The design of the research used a classroom action research (CAR).

1. Research procedure

In this research the observer used the CAR principle to collect the

data. The research was divided into two cycles. Each cycle consisted of

four phases, they were:

a. Planning

b. Action

c. Observation

d. Reflection

First cycle

1. Planning

Planning was the process of setting goals, developing strategies, and

outline tasks and schedules to accomplish the goals. In this stage, the teacher

made a plan about what kind of action conducts and prepare everything dealing

with the action research such as:

a. Understand the curriculum of the school that used for the school in the

first semester.

b. Made lesson plan based on the curriculum, and arranged material of lesson

planning and it should be based on the teaching of writing ability.

c. Made pre material or pre-test.

39

d. Made the observation paper for observing the condition of learning

process.

e. Arranged diagnostic test to know the improvement of the result of study

after they had studied through the use of CDO (Compare, Diagnose, and

Operate) Strategy.

2. Action

Action is a stranslation of planning embodied in concrete actions in the

classroom. The writer carried out the lesson plan in the classroom by doing

step by step the teaching learning activities based on her lesson plan. In this

case, the teacher implemented the teaching learning activities of English by

using CDO (Compare, Diagnose, and Operate) strategy. The followings would

the step had done:

a. The teacher asked the students about their experience about writing

something, especially in writing narrative paragraph.

b. Divided the students into several groups and then identified or observed to

get an inspiration about the story that they were going to write. Every

group consisted of five or six students.

c. In comparing step they compared the narrative paragraph that had been

chosen, they would understand about the story legend of narrative

paragraph.

d. In diagnose step, they would diagnose their mistakes in writing narrative

paragraph.

40

e. In operate step they operated the result of diagnose step and then they

applied in their writing step to make a good writing.

f. In the observation activity, every group had to choose one step about

writing something that had been choosen.

g. The students were asked to complete their writing narrative about the

object that had been choosen.

h. Give the chance to every group to present their writing.

3. Observation

Observation was the action or methods to analyzed and conduct a

systematic recording of behavior by looking at or observing individuals or

groups directly. In this phase, the writer observed the students’ response,

participation and everything which was found during the teaching and learning

process with the following steps:

a. Made a note all the activities of the students in every meeting in order the

researcher could measure the improvement of the students’ skill.

b. Identified and made note to all the problems that we needed when teaching

and learning process based on observation paper that has been arranged.

c. Identified the progress based on the result of the study, to know how far

their improvement.

d. Gave a chance to the students to gives suggestion in action research.

4. Reflection

Reflection was the action to evaluate the learner when do the material

from researcher or doing action that conducted, included evaluation of quality,

41

quantity and time of each kind of action. The result of data that had been done

was it continued in the analysis until could reflection after action research.

In cycle II conducted four times meeting included once for test in cycle

II.

Second cycle

a. The main activities were:

1. Planning

The way that had been done :

1. Continued the activities that had been done in the first cycle.

2. Repaired the weakness in the first cycle.

3. Made planning again in the scenario learning process from the result

of cycle I reflection.

4. Action research repair.

2. Action

In this stage, action had been done to improve the result based on the

cycle reflection.

a. The following steps that had been done:

1. The teacher asked the students aabout their interests,

experiences or their facts dealing with the narrative paragraph

that were familiar in their mind. Here, the students were leading

to activate their background knowledge about their experinces.

2. Every student identified or observed their through to get an

inspiration about what they were be going to write.

42

3. In the observation activity, every student had to choose one

object about their experience, could be fiction or non fiction.

4. The students were asked to get the class to complete their

writing narrative about the topic that have been chosen. In

comparing step they compared the writing that had been

chosen, they were understanding about the story legend of

narrative paragraph.

5. In diagnose step, they diagnosed their mistakes in writing

narrative paragraph.

6. In operate step they operated the result of diagnose step and

then they applied in writing step to make a good writing.

3. Observation

The observation of the cycle 2 very different from the cycle 1. In

the cycle 1 students was score incompatible with existing standards in

schools, but in the cycle 2 students is very satisfactory improvement.

4. Reflection

According to the achieved result of the observation which was

collected and analyzed. From the result of the researcher, the researcher

could draw conclusion about the use of CDO (Compare, Diagnose, and

Operate) strategy in writing.

B. Research subjects

The research subject of the classroom action research was the students

of the eleventh grade of senior high school SMK Negeri 6 Pinrang.

43

C. Research Variables and Indicators

Remembering that variables is one of the very important elements

of research, the research used two variables. they were the use CDO

(Compare, Diagnose, and Operate) and the students’ writing ability in

terms of content and organization.

The indicators of content: unity and completeness

The indicators of student’s organization : coherence and spatial order

writing content was the composition of ideas that want to convey to

the reader. Whereas organization os an arrangement of ideas and

paragraphs.

D. Research Instrument

In this research, the researcher used some instruments for

collecting data:

1. Observation sheet

Observation sheet aimed at finding out the students’ data about

their presence and activeness in english writing process, and then the

teacher can assess the ability of students each meeting and give an

assessment.

2. Test

The test directed to get information about students’ improvement

after teaching and learning process ended. Students were given some

topics about CDO (compare, diagnose, and operate) and then the

students chose one of them and developed it in a good narrative writing.

44

E. Procedure of Collecting Data

The data gained from cycle I and cycle II were analyzed through

the following steps:

1. Observation (field notes)

Observation was done every meeting to know the students’

activeness.

2. Test

The test were given three times at the end of each cycle.

a. Scoring students’ writing skills

The assessment of students’ writing skill competence for the

content’s component.

Table: 3,1 unity and completeness

Score range Indicators of unity and completenessA (9-10) Very good 1. The ideas are about the topic selected

2. The ideas are clearly stated3. The ideas clearly supported4. The ideas are comprehensible5. The ideas are well developed6. The ideas are relevant7. The ideas fluently expressed

B (7-8) good 1. The ideas are about the topic selected2. The ideas are clearly stated3. The ideas are clearly supported4. The ideas are quite comprehensible5. The ideas are generally well

developed6. The ideas are adequate relevant7. The ideas are adequately expressed

C (5-6) average 1. The ideas are about the topic selected2. The ideas are rather clearly stated3. The ideas get enough supports4. The ideas are quite comprehensible5. The ideas are generally developed

45

6. The ideas are quite relevant7. The ideas are sufficiently expressed

D (3-4) poor 1. The ideas are about the topic selected2. The ideas are not clearly stated3. The ideas get limit to support4. The ideas are not comprehensible5. The ideas are not quite relevant6. The ideas are lack of developing7. The ideas are non-fluent expressed

E (1-2) Very poor 1. The ideas are about the topic selected2. The ideas are not clearly stated3. The ideas are not clearly supported4. The ideas are incomprehensible5. The ideas are irrelevant6. The ideas have very poor

development7. The ideas are not communicative

The assessment of students’ writing skills competence foe the

organization’s component.

Table: 3,2 coherence and spatial order

score range Indicators od coherence and spatial orderA(9-10) Very good 1. The ideas are-well organized

2. The organization is concise3. The ideas are cohesion4. The ideas are coherent5. The ideas are relevant to outline6. The ideas are presented in logical

sequencingB (7-8) good 1. The ideas are adequate organized

2. The organization is adequate concise3. The ideas are adequate cohesion4. The ideas are adequate coherence5. The ideas are relevant to outline6. The ideas are sufficient sequencing

C (5-6) Average 1. The ideas generally organized2. The organization is quite concise3. Few ideas are a break out cohesion4. The ideas are generally coherent5. The ideas are mostly relevant to

outline6. The ideas are in some logically

46

sequencingD (3-4) poor 1. The ideas are almost loosely

organized2. The organization is not concise3. The ideas are inadequate cohesion4. The ideas are inadequate coherent5. The ideas are somewhat relevant to

outline6. The ideas are lack logical sequencing

E (1-2) Very poor 1. The organization are looselyorganized

2. The organization is not concise3. The ideas are confuse and

disconnected4. The ideas are incoherent5. The idea are not or almost not

relevant to outline6. The ideas are not or not almost not

presented in logical sequencing

1. Scoring the students’ correct answer was used following formula:

Score = Students’ scoreMaximum score X 10

2. Calculating the means score of the students’ in writing narrative paragraph test

by using the following formula:

X = ∑Where:

X = mean score of sample

∑X = total new score

N = total number of students

Tiro, Arif and Ilyas (2002:69)

47

3. To calculate the percentage of the students’ score:

P = x 100%

Where:

P = the percentage

F = frequency of the correct answer

N = the total sample

(Sudjana, 1990:85)

4. Calculation the percentage of the students writing improvement by using the

following formula:

P= X 100

Where :

P= percentage of the students

X1= mean score of first cycle

X2= mean score of the second cycle

zainal (2012:29)

48

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the result of the study is presented and discussed by the

researcher related to the action that have been applied.

A. Findings

The finding of this research deal with the student’s score of

cycle one and cycle two after using CDO (compare, diagnose, and

operate) strategy. The score of the students after using CDO

(compare, diagnose, and operate) strategy at cycle one and cycle

two by completion test.

1. The result of the students’ mean score test in writing

narrative paragraph

Table 4.1: The mean score of the students’ test

Mean score

D-test Cycle 1 Cycle 2

55.76 75.57 81.92

Based on the table above, CDO improves the score of

writing narrative paragraph to the students at SMKN 6 Pinrang.

from D-test to cycle 1 and cycle II, in which cycle II is greater

than cycle I and D-test. About the mean score writing in cycle II,

the students get 81.92 or high, greater that cycle I where the

students get 75.57 or middle, and the students get 55.76 or low in

49

D-test in writing narrative paragraph of (content and

organization).

Chart 1: The mean score of the students’ test

The chart above shows that the students’ writing narrative

paragraph in the D-test 55.76 and the cycle I is lower 75.57 than

the cycle II 81.92.

2. The result of the students’ score in writing narrative

paragraph after using CDO

Table 4.2: The increasing of the students’ in writing narrative paragraph

Increasing (%)

D-test C1 C1 C2 D-T C2

35.52% 8.40% 46.91%

Based on the table above, CDO improves the score of

writing narrative paragraph to the students at SMKN 6 Pinrang,

from D-test to cycle 1 and cycle II, in which cycle II is greater than

0

10

20

30

40

50

60

70

80

90

D-Test Cycle I Cycle II

55.75

75.5781.92

50

cycle I and D-test. It classification that the increasing of the

students’ narrative paragraph writing is 35.52% in D-test to cycle I,

the increasing in cycle I to cycle II is 8.40%, and the increasing in

D-test to cycle II is 46.91%. it indicates that it is increased

significantly through the use of CDO.

To get clearl information about the increasing of the

students’ narrative paragraph writing achievement the researcher

present the following chart

Chart 2: The increasing of the students’ writing narrativeparagraph

D-test Cycle 1 : 35.52%

Cycle 1 cycle 2 : 8.40%

D-test Cycle 2 : 46.91%

The chart above the improving of the students’ narrative

paragraph writing in D-test C1 is 35.52% and the C1 C2 is

8.40% fewer that D-test C2 is 46.91% . Therefore, the use of

0

10

20

30

40

5035.52%

8.4%

46.91%

51

CDO (compare, diagnose and operate) improving the students’

writing narrative paragraph, and the improving is significant.

3. The result of the students’ content score in narrative

paragraph writing after using CDO increased from DT C1

C2

The classification score increasing ability of the students’

writing narrative paragraph is content the students use CDO the

data is describe on the table as follows;

Table 4.3: The increasing of the students’ writing narrative

paragraph in term of the content:

indicat

or

Mean score Increasing (%)

D-test Cycle

1

Cycle

2

D-test

C1

C1 C2 D-T

C2

Conte

nt

56.15 75.76 81.15 34.92% 7.11% 44.52

%

Base on the table above CDO are increase the score of the

students at SMKN 6 Pinrang, from D-test to cycle I, cycle I to

cycle II than D-test to cycle II. About the mean score writing

narrative paragraph of content cycle II, the students get 81.15 or

high, greater than cycle I and D-test where the students get 75.76

or middle, at cycle I and get 56.15 or low in D-test writing

narrative paragraph of content. It classification that the increasing

of the students’ in writing narrative paragraph is 34.92% in D-test

52

to cycle I, the increasing in cycle I to cycle II is 7.11%, and the

increasing in D-test to cycle II is 44.52%. It indicates that it is

increased significantly through the use of CDO.

To get clearly information about the increasing of the

student’ in narrative paragraph writing of content the researcher

presents the following chart:

Chart 3 : The increasing of the students’ writing narrative

paragraph in term of the content:

The chart above shows that the student’ narrative paragraph

writing of content in D-test is 56.15 and the cycle I is 75.76 fewer that

cycle II is 81.15, and then after evaluation in the cycle II increasing of the

students’ narrative paragraph writing of content is 44.54% from D-test

(56.15 < 75.76 < 81.15). Therefore, the use of CDO increased the

students’ content in writing narrative paragraph, and the increasing is

significant (low middle high).

0102030405060708090

D-Test Cycle I Cycle II Improvement

56.15

75.7681.15

44.52

53

4. The result of the students’ organization score in narrative

paragraph writing after CDO increased from DT C1 C2

The classification score increasing ability of the students’ in

writing narrative paragraph that is organization the students use

CDO the data are describe on the table as follows:

Table 4.4: The increasing of the students’ writing narrative

paragraph in term of organization

indicator Mean score Increasing (%)

D-test Cycle 1 Cycle 2 D-test C1 C1 C2 D-T

C2

organizat

ion

51.92 75.38 81.92 45.18% 8.67% 57.78%

Based on the table above CDO are increase the score of the

students at SMKN 6 Pinrang, from D-test to cycle I, cycle I to

cycle II than D-test to cycle II. About the mean score of

organization in narrative paragraph writing in cycle II, the

students get 81.92 or high, greater than cycle I and D-test where

the students get 75.38 or middle, at cycle I and the students get

51.92 or low in D-test of organization in writing narrative

paragraph it classification that the increasing of the students’ in

writing narrative paragraph is 45.18% in D-test to cycle I, the

increasing in cycle I to cycle II is 8.67%, and the increasing in

54

D-test to cycle II is 57.78%. It indicates that is increased

significantly through the use of CDO.

To get clearly information about the increasing of the

students’ in narrative paragraph writing of organization the

researcher presents the following chart:

Chart 4 : The increasing of the students’ writing narrative

paragraph in term of organization

The chart above shows that the students’ narrative

paragraph writing of organization in D-test is 51.92 and the

cycle I is 75.38 fewer than cycle II is 81.92, and then after

evaluation in the cycle II the increasing of the students’

narrative paragraph writing of organization is 57.78% from D-

test (51.92 < 75.38 < 81.92). Therefore, the use of CDO

increasing the students’ in writing narrative paragraph of

organization, and the increasing is significant (low middle

high).

0102030405060708090

D-Test Cycle I Cycle II Improvement

51.92

75.57 81.92

44.52

55

5. The classification of the students’ content score in narrative

paragraph writing after using CDO strategy increased from

DT C1 C2

The classification score increasing ability of the students’ in

narrative paragraph writing that is content the students used CDO

the data are describe on the table as follow:

Table 4.5: The classification of the students’ narrative paragraphwriting of content:

Classification Range D-test

Application of CDO

F % Cycle 1 Cycle 2F % F %

Very good 90-100

0 0 3 11.54 8 30.76

High 70-80 3 11.54 23 88.47 18 69.24Middle 50-60 21 80.77 0 0 0 0low 30-40 2 7.69 0 0 0 0Very low 10-20 0 0 0 0 0 0total 26 100 26 100 26 100

Based on the data of the result of the observation indicate

that score some of the students know a little in writing narrative

paragraph, the table above indicates that before used CDO

(11.54%) high score, (80.77%) got middle score and (7.69) got

low score. After applying treatment especially in writing

narrative paragraph base on content, the last evaluation show that

in cycle 1 of them (11.54). Very good score, (88.47%) got high

score. The researcher needed to do stabilization in the second

cycle especially the students’ narrative paragraph writing ability

56

of content, then the result for cycle II (30.76) got very score, and

(69.24%) got high score. From the classification above, it could

be concluded that the students’ narrative paragraph writing is

increased.

6. The classification of the students’ narrative paragraph

writing. Score in organization after using CDO increased

from DT-C1-C2

The classification score increasing ability of the students’

narrative paragraph writing that is organization the students used

CDO the data are describe on the table as follows:

Table 4.6: The classification of the students’ narrative paragraphwriting of organization.

Classification Range D-test

Application of CDO

F % Cycle 1 Cycle 2F % F %

Very good 90-100

0 0 3 11.54 9 34.61

High 70-80 2 7.69 23 88.47 17 65.39Middle 50-60 17 65.38 0 0 0 0Low 30-40 7 26.93 0 0 0 0Very low 10-20 0 0 0 0 0 0Total 26 100 26 100 26 100

Based on the data of the results of the observation indicate

that some of the students’ know a little in writing narrative

paragraph, the table above indicates that before used CDO (7.69)

got high score, (65.38%) got middle score and (26.93%) got low

score, after applying treatment especially in writing narrative

57

paragraph, the last evaluation show that in cycle I one of them

(11.54%) very good score, (88.47%) high score. The researcher

needed to do stabilization in the second cycle especially the

students’ narrative paragraph writing ability of organization, then

the result for cycle II (34.61%) got very high score, and (65.39%)

got high score, from the classification above, it could be

concluded that the students’ narrative writing is increased.

7. . The result of observation of the students’ activeness in the

process of teaching and learning after using CDO increased

from C1 C2

The increasing of students’ activeness in the process of

teaching and learning. From the result of observation of the

students’ activeness increases in the process of teaching and

learning toward the use of CDO. The observer conducts a

classroom action research to increase the students’ in writing

narrative paragraph at XI class, the students of SMKN 6 pinrang,

which is conducted through 2 cycle during 8 meeting that is taken

by the observer through observation sheet. The result of students’

activeness after doing the observation is presented in the

following table:

58

Table 4.7: The result of the students; activeness in process ofteaching and learning

Cycle meeting Percentagescore1 II III IV

I 55.76% 60.52% 69.23% 76.92% 67.85%

II 77.88% 78.84% 85.57% 87.5% 82.44%

Based on the table above, it shows that the students’ activeness in

each meeting increases where the students’ activeness in cycle two is

greater than the cycle 1. The percentage score of the students’ activeness

in cycle I increase from 67.85% to 82.44% in cycle II. In the first meeting,

the result of the students’ activeness in the third meeting is 69.23%

increase to 76.92% in the fourth meeting. And then, the students’

activeness increase in cycle II where the first meeting in cycle II is

77.88%, the second meeting is 78.84%, and then students’ activeness in

the third meeting is 85.57% increase to 87.5% in the fourth meeting. The

increasing of the students’ activeness is caused by the teaching material is

taught with CDO. It means that the use of CDO is able to increase the

students’ activeness in teaching learning process. To know the increasing

clearly, the following chart is presented.

59

Chart 5 : The result of the students; activeness in process ofteaching and learning

The chart above shows the increasing of the students and

activeness in teaching and learning process there is increasing of the

students’ activeness in teaching and learning process where in cycle I is

67.85% fewer than cycle II, but after conducting cycle II the students’

activeness in the process of teaching and learning becomes 82.44%

(67.85% < 82.44%). Therefore, the used CDO increased the students’

activeness, and the increasing is significant.

B. Discussions

In this part, the discussions deal with the explanation of

findings derived from the result of findings about the improvement

of the students’ narrative paragraph writing in terms dealing with

0

10

20

30

40

50

60

70

80

90

Cycle I Cycle II

67.85

82.44

Series 1 Series 2

60

content and organization and the students’ narrative paragraph

writing are covers them in the use of CDO.

Based on the result of data analysis of the test students’

writing narrative paragraph of the data analysis the eleventh grade

of SMKN 6 Pinrang, is still relatively low. So that to made

discussion clear, the researcher would like to explain in two parts:

(1) the students’ content in Writing narrative paragraph through

CDO (2) the students’ organization in writing narrative paragraph

through CDO.

The explanation as below:

1) The students’ narrative paragraph writing in content at eleventh

graduate of SMKN 6 Pinrang

In component of content with the mean score 56.15, it

indicated that the ability of students in writing related to

component of content was classified into middle range, most of

the students just made a simple paragraph to write their story

without give attention to their main ideas and limited

development topic. The researcher through that it might be

caused of the students were not ready yet to write a story, they

might be confused about what they want to write about, how to

star a new story and how to develop their ideas. Most of them

missed one of strategy namely CDO, by this strategy the

students asked to pick their ideas then the teacher give to them

61

one topic from the legend story, then the students asked to write

down the parts of the story by using that strategy after that

completing the parts of story into a story. Eventually this

strategy improve the students’ narrative paragraph writing by

content.

2) The students’ narrative paragraph writing in organization at

eleventh grade of SMK Negeri 6 pinrang.

In component of organization with mean score 51.92, it

indicates that the ability of students in writing related to the

component of organization was classified into low. It might be

because of students’ ability in organization their main ideas

was still lack. It made the students difficult to develop their

ideas in their stories and consequently they just composed the

parts of the story. Most of them missed one of the generic

structure of narrative paragraph but there were some of

students’ could develop their main ideas base on the topic of

legend story. It was classified as excellent to very good, the

ideas clearly supported, well organized and logical sequencing.

3) The result of increasing of the students’ content and

organization are considered into the increasing of the students’

writing narrative.

The use of CDO through implementation of classroom

action research improves the students’ narrative paragraph

62

writing significantly from D-test, cycle I, and cycle II. The

mean score of students’ narrative paragraph writing in D-test is

55.76, cycle I is 75.57, and cycle II is 81.92. The increasing

score are different from D-test to cycle I is 35.52%, from cycle

1 to cycle II is 8.40%, and from D-TEST to cycle II is 46.91%.

It means that the use of CDO is success to increase the

students’ vocabulary, and the increasing is significant (D-test <

cycle 1 < cycle II).

63

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conduction classroom action research by using CDO

(compare, diagnose and operate) strategy and based on the research

finding in the previous chapter, the researcher then can make the

conclusion as follows:

1. The improvement of the students ability to write narrative paragraph in

terms of organization (coherence and spatial order) through DCO

(compare, diagnose, and operate) strategy at eleventh grade of SMKN

6 PINRANG improved the students’ ability significantly. It is proved

by the mean score of generic structure in cycle II is higher than cycle I

(81.92>75.38).

2. The improvement of students’ ability to write narrative paragraph in

terms of content (unity and completeness) through CDO(compare,

diagnose and operate) strategy at eleventh grade of SMKN 6

PINRANG improved the students’ ability significantly. It is proved by

the mean score of generic structure in cycle II is greater than the mean

score of in cycle I (81.15>75.76).

64

B. Suggestion

The improvement of students’ writing skill has been proved

in the result research finding in previous chapter. To gain those

such result, some suggestion forwards as follows:

1. It is suggested to the English teacher to take this method of

using medium such topic the next in the teaching and learning

process to improve the students’ English especially in

improving writing ability.

2. By working with text such topic can attract the students interest

in learning. Any topic of the text, it provides a context that very

famous for students certainly it will make them easier to

interpret the text to the writing process.

3. It is suggested to the next researcher try to applying this

strategy by using CDO (compare diagnose and operate)

strategy. It is suitable to be applied in classroom action

research (CAR)

Since the students’ improvement can be gained and observed

directly in the classroom through some phase’s action reflection.

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CURICULUM VITAE

YULIANTI is the third child of Yunus patu and Jumaisa.

She was born on juni 17th 1993 in batulappa - Pinrang. She

has two sisters and one brother. She lives in Pinrang, Provinsi

Sulawesi Selatan. He finished his study at SDN 198 Batulappa

in 2006, at SMP Negeri 2 Batulappa in 2009, at MAN 2 pare-

pare in 2012, and 2012 She registered as a student of

Muhammadiyah University of Makassar in English Education Department.

She participated actively in some organizations such as: When he was at

senior high school She was the Member of sispala (siswa pecinta alam), and then he

joined in PP-KPMP (Kesatuan pelajar mahasiswa pinrang), PP-ipmal (ikatan pelajar

mahasiswa letta). She also actively in Club of meeting, especially in English Meeting

Club.

APPENDIX

SCORE OF THE STUDENTS’ NARRATIVE WRITING D-TEST

NAMA SEKOLAH: SMK NEGERI 6 PINRANG

MATA PELAJARAN: BAHASA INGGRIS

NAMA SISWA NARRATIVE PARAGRAPH TOTAL SCORE FINAL SCORECONTENT ORGANIZATION

1 70 60 130 652 50 50 100 503 70 60 130 654 50 50 100 505 60 40 100 506 70 50 120 607 60 60 120 608 60 60 120 609 50 50 100 50

10 50 60 110 5511 60 40 100 5012 50 40 90 4513 50 60 110 5514 50 60 110 5515 60 50 110 5516 40 40 80 4017 50 50 100 5018 40 70 110 5519 60 50 110 5520 60 40 100 5021 60 40 100 5022 60 50 110 5523 60 50 110 5524 60 60 120 6025 60 70 130 6526 50 40 90 45

Total score 1460 1350 2810 1450Mean score 56.15 51.92 55.76 55.76

APPENDIX

SCORE OF THE STUDENTS’ NARRATIVE PARAGRAPH FIRST CYCLE

NAMA SEKOLAH: SMK NEGERI 6 PINRANG

MATA PELAJARAN: BAHASA INGGRIS

NAMA SISWA NARRATIVE PARAGRAPH TOTAL SCORE FINAL SCORECONTENT ORGANIZATION

1 80 90 170 852 70 80 150 753 90 90 180 904 80 80 160 805 70 80 150 756 90 80 170 857 70 70 140 708 80 80 160 809 70 70 140 70

10 80 80 160 8011 70 70 140 7012 70 70 140 7013 90 90 180 9014 80 70 150 7515 80 70 150 7516 70 70 140 7017 80 70 150 7518 70 80 150 7519 70 70 140 7020 70 80 150 7521 80 70 150 7522 70 70 140 7023 70 70 140 7024 70 70 140 7025 80 70 150 7526 70 70 140 70

Total score 1970 1960 3930 1965Mean score 75.76 75.38 75.57 75.57

APPENDIX

SCORE OF THE STUDENTS’ NARRATIVE WRITING SECOND CYCLE

NAMA SEKOLAH: SMK NEGERI 6 PINRANG

MATA PELAJARAN: BAHASA INGGRIS

NAMA SISWA NARRATIVE PARAGRAPH TOTAL SCORE FINAL SCORECONTENT ORGANIZATION

1 70 80 150 752 80 80 160 803 80 80 160 804 90 90 180 905 90 80 170 856 80 70 150 757 70 90 160 808 70 90 160 809 80 90 170 85

10 80 90 170 8511 80 70 150 7512 80 90 170 8513 80 80 160 8014 90 90 180 9015 90 70 160 8016 80 80 160 8017 80 80 160 8018 90 90 180 9019 90 80 170 8520 80 80 160 8021 70 90 160 8022 80 80 160 8023 80 70 150 7524 90 80 170 8525 90 80 170 8526 70 80 150 75

Total score 2110 2130 4240 2130Mean score 81.15 81.92 81.92 81.92

APPENDIX IV

OBSERVATION SHEET FOR FIRST CYCLE / FIRST MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 33 2015B004 44 2015A002 IZIN5 2015A015 36 2015A009 47 2015A003 38 2015A025 39 2015A010 2

10 2015A011 211 2015A004 312 2015A005 213 2015A006 214 2015A024 215 2015A016 316 2015A022 117 2015A026 118 2015A012 119 2015A007 120 2015A008 121 2015A027 222 2015A018 223 2015A013 224 2015B020 225 2015A014 326 2015A021 2

N=26 12 21 20 5

APPENDIX IV

OBSERVATION SHEET FOR FIRST CYCLE/SECOND MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 33 2015B004 44 2015A002 45 2015A015 36 2015A009 47 2015A003 38 2015A025 29 2015A010 2

10 2015A011 211 2015A004 312 2015A005 213 2015A006 214 2015A024 215 2015A016 316 2015A022 317 2015A026 218 2015A012 119 2015A007 120 2015A008 121 2015A027 222 2015A018 223 2015A013 224 2015B020 225 2015A014 226 2015A021 2

N=26 16 18 26 3

APPENDIX IV

OBSERVATION SHEET FOR FIRST CYCLE/ THIRD MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 33 2015B004 44 2015A002 45 2015A015 16 2015A009 47 2015A003 38 2015A025 39 2015A010 3

10 2015A011 211 2015A004 312 2015A005 213 2015A006 414 2015A024 215 2015A016 216 2015A022 317 2015A026 318 2015A012 419 2015A007 220 2015A008 221 2015A027 222 2015A018 323 2015A013 124 2015B020 325 2015A014 226 2015A021 3

N=26 24 30 16 2

APPENDIX IV

OBSERVATION SHEET FOR FIRST CYCLE/FOURTH MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 43 2015B004 44 2015A002 45 2015A015 36 2015A009 37 2015A003 38 2015A025 39 2015A010 izin

10 2015A011 311 2015A004 312 2015A005 413 2015A006 414 2015A024 215 2015A016 216 2015A022 317 2015A026 318 2015A012 4 319 2015A007 220 2015A008 221 2015A027 222 2015A018 123 2015A013 424 2015B020 425 2015A014 326 2015A021 3

N=26 36 33 10 1

OBSERVATION SHEET FOR THE FIRST CYCLE

F

P = x 100%

Nx4

1. Percentage of the students in the first meeting58

P= x 100%= 55,75104

2. Percentage of the students in the second meeting63

P= x 100%= 60,52104

3. Percentage of the students in the third meeting72

P= x 100%= 69,23104

4. Percentage of the students in the four meeting80

P= x 100%= 76,92104

OBSERVATION SHEET FOR THE SECOND CYCLE

F

P = x 100%

Nx4

1. percentage of the students in the first meeting81

P= x 100%= 77,88104

2. Percentage of the students in the second meeting82

P= x 100%= 78,84104

3. Percentage of the students in the third meeting89

P= x 100%= 85,57104

4. Percentage of the students in the four meeting91

P= x 100%= 87,5104

APPENDIX IV

OBSERVATION SHEET FOR SECOND CYCLE/FIRST MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 absen3 2015B004 44 2015A002 35 2015A015 36 2015A009 47 2015A003 38 2015A025 39 2015A010 410 2015A011 311 2015A004 412 2015A005 413 2015A006 414 2015A024 215 2015A016 216 2015A022 317 2015A026 318 2015A012 4 319 2015A007 220 2015A008 221 2015A027 222 2015A018 123 2015A013 424 2015B020 425 2015A014 326 2015A021 3

N=26 40 30 10 1

APPENDIX IV

OBSERVATION SHEET FOR SECOND CYCLE/SECOND MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 33 2015B004 44 2015A002 25 2015A015 26 2015A009 47 2015A003 38 2015A025 39 2015A010 410 2015A011 311 2015A004 412 2015A005 413 2015A006 414 2015A024 215 2015A016 216 2015A022 317 2015A026 318 2015A012 419 2015A007 320 2015A008 321 2015A027 222 2015A018 323 2015A013 424 2015B020 425 2015A014 326 2015A021 2

N=26 40 30 12

APPENDIX IV

OBSERVATION SHEET FOR SECOND CYCLE/ THIRD MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 33 2015B004 44 2015A002 45 2015A015 36 2015A009 47 2015A003 38 2015A025 39 2015A010 4 310 2015A011 311 2015A004 412 2015A005 413 2015A006 414 2015A024 315 2015A016 216 2015A022 317 2015A026 318 2015A012 419 2015A007 320 2015A008 321 2015A027 222 2015A018 323 2015A013 424 2015B020 425 2015A014 326 2015A021 2

N=26 44 39 6

APPENDIX IV

OBSERVATION SHEET FOR SECOND CYCLE/FOURTH MEETING

NAMA SEKOLAH : SMKN 6 PINRANG

MATA PELAJARAN : BAHASA INGGRIS

Waktu :

NO KODEAKTIF

KRITERIA KETSANGAT

AKTIF(SA)

AKTIF(A)

KURANGAKTIF(KA)

TIDAKAKTIF(TA)

1 2015A20 42 2015A001 43 2015B004 44 2015A002 45 2015A015 36 2015A009 47 2015A003 48 2015A025 49 2015A010 310 2015A011 411 2015A004 312 2015A005 313 2015A006 414 2015A024 415 2015A016 416 2015A022 317 2015A026 418 2015A012 419 2015A007 420 2015A008 421 2015A027 422 2015A018 423 2015A013 324 2015B020 225 2015A014 226 2015A021 absen

N=26 68 19 4

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : 1/ satu

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : 1/ dua

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : 1/ tiga

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : 1/ empat

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : 2/ satu

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : II/ dua

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : II/ tiga

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

LEMBAR PENGAMATAN PROSES BELAJAR MENGAJAR

Nama sekolah : SMK NEGERI 6 PIRANG

Tahun ajaran : 2016/2017

Kelas/ semester : XI/1

Siklus / pertemuan : II/ empat

No Kegiatan Sangat baik Baik Kurang baik Tidak baik1 Memulai pelajaran

(salam. Doa, absensidan apresiasi)

2 Membuka pelajaran

3 Penjelasan materi

4 Penggunaan media ataualat peraga

5 Antusias dalam kegiatanmengajar

6 Pengelolahanpembelajaran

7 Variasi / gaya mengajar

8 Bahasa yang mudah danjelas

9 Memberikankesempatan pada siswauntuk bertanya

10 Menyimpulkan materi

Rencana Pelasanaan Pembelajaran

(RPP)

Nama sekolah : SMK Negeri 6 Pinrang

Mata pelajaran : bahasa inggris

Kelas semester : XI/1

Pertemuan : 1

Aspek skill : menulis

Alokasi waktu : 2 x 45 menit

Standar kompetensi

1.1 menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 memahami isi bacaan text dalam menuliskan opini mengenai text

narrative tersebut dengan lingkungan sekitar.

1.1.2 merespon makna dan langkah dalam text narrative sederhana secara

akurat, lancar dan berterimah yang berkaitan dengan lingkungan

sekitar dalam text.

Indikator

- memahami isi text dalam bacaan

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Memahami isi text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Narrative paragraph

Lake toba

Long time ago, there was a boy who roamed around the world. He

stayed near a river. One afternoon. He fished near the river and got a

very big fish. He helt happy and surprised. Then he brought it home.

The fish changed into a beautiful woman. And the scales of fish

became gold coins. They got married. The boy promised not to tell the

origin of his wife to other people. They had a son but he was very

naughty and lazy.

Once day, the son was ordered to send meal to his father who was

working in the farm. On the way the son are some of meal and left the

rest for his father. Thus, his father got angry, so he hit his son and said,

“how naughty you are. No wonder, you are really a fish child!” the son

told his mother what his father said. The woman went away and jump

into the river. When the woman jumped into the river. It was raining

beavily. The river was flooded. Then the are around the river becomes

a large lake.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internet :www.englishdirection.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : memahami isi bacaan dan mengaplikasikannya

dalam tulisan

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

Key answer

1. a. The main idea of the first paragraph is talk about a men who found

a big fish and it changed be a beutiful women.

b. The main idea of the second paragraph is talk about the women was

sad because her husband had broken his promis.

2. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian Skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

4

3

2

1

0

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 2

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 memahami isi bacaan text dalam menuliskan opini mengenai text

narrative tersebut dengan lingkungan sekitar.

1.1.2 merespon makna dan langkah dalam text narrative sederhana secara

akurat, lancar dan berterimah yang berkaitan dengan lingkungan

sekitar dalam text.

Indikator

- memahami isi dari text bacaan

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan teks

II. Materi pembelajaran

a. Text narrative pendek

Malin kundang

Long time ago an old woman and her son lived in a little village.

Her son was called malin kundang. They were very poor but they

loved each other very much. One day malin kundang told his mother

that he would go to the town and work there. At first his mother did

not allow him but finally she let him go with tears. Malin kundang

worked hard in a big town and in a short time he become a rich man

however he completely forgot his poor mother.

Some years later he sailed to a harbour near his village. When his

mother heard about this news she came for meet him. Malin kundang

pretented not to know her. He said, ‘you are not my mother! Go

away!” hi mother become very sad and before she went away, she

said, “oh, malin kundang, you are wicked son. You’ll never be safe

now. You and your money will turn to stone”. Some days later his ship

left the harbour. The sea was calm but when he reached the open sea,

there was a great storm the ship was drowned malin kundang and his

money changed into a stone. Now people call it stone malin kundang.

We can see the stone from air manis, a village on the coast of west.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internet : www.englishdirection.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : menulis dan pentanyaan tertulis

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

Key answer

1.a. The main idea of the first paragraph is an old woman and herson

lived in a little village.

b. the main idea of the second paragraph is malin kundang and his

money changed into a stone.

2. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian Skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

4

3

2

1

0

Tidak ada jawaban

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 3

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 memahami isi bacaan teks dan menuliskan opini mengenai teks

narrative tersebut dengan lingkungan sekitar.

1.1.2 merespon makna dan langkah dalam text narrative sederhana secara

akurat, lancar dan berterimah yang berkaitan dengan lingkungan

sekitar dalam text.

Indikator

- Menuliskan text narrative

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Memahami isi dan menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

Summer holiday

Last summer holiday, my family and I spent one night ar the

countryside. We stayed in a small house. It had a big garden with lost of

colorful flowers and a swimming pool.

First, we made a fire in front of the house. Then, we sat around the

fire and sang lots of song together. After that, we came into the house and

had dinner. Next, we sat in the livinf room and watched a movie. Finally,

everybody fell asleep there. We woke up very late in the morning and had

breakfast. In the afternoon we went home. We were

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internetwww.english.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : menulis text narrative

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

Key answer

1. a. The main idea of the first paragraph is family spend on night at

the country side.

b. the main idea of the second paragraph is the family are very

happy.

2. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

4

3

2

1

0

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 4

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 memahami isi text fungsional pendek sederhana dengan ucapan,

tekanan dan intonasi yang berterimah dan berkaitan dengan

lingkungan sekitar.

1.1.2 merespon makna dan langkah retorika dalam text fungsional

sederhana secara akurat, lancar dan berterimah yang berkaitan dengan

lingkungan sekitar dalam text.

Indikator

- Menuliskan text narrative

- menentukan ide pokok teks yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan dan memahami text narrative

- Mampu menemukan ide pokok teks yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Teks esai

VALENTINE’S DAY IS NOT PART OF OUR CULTURE

Valentine’s day which falls on february 14 is no longer only

celebrate in western countries. The commercialization of this special

day has spread all over the world. The day is also being exploited by

radio and television station. Shopping malls, cafes, and many others to

get more profits. Yolanda, 27, is a publik relation officer in a private

company in south jakarta. She lives with her parents in bekasi. West

java “since I graduated from senior high school, I have never

celebrated valentine’s day I used to have dinner with my schoolmates

but that was more because we wanted to get together for dinner, I think

valentine’s day is not part of indonesia culture, it may be a special day

is not foreigners but I will be staying home because I will have on the

following day.” Ahmad pauji, 25, work in a company on jalan rasuna

said, central jakarta, he lives in celeduk, tangerang.

Valentine’s is good moment for a trader to gain more profits. It is a

change for them to promote their products. My girlfriends sells

women’s attire in bandung and gives a 20 percent discount on all pink

items. The target is teenage girls. Many restaurant also do their best to

lure more people for dinner. I never celebrate it as special day. I never

say,” happy valentine’s day “ to my gilrfriend even though she often

gives me special gifs. Last year, for example, she sent me a photo

album and romantic poems but I only said I return.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internetwww.englishdirection.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : menuliskan text narrative dan pertanyaan tertulis

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

Key answer

1.a. The main idea of the first paragraph is valentine’s day which falls

on february 14.

b. the main idea of the second paragraph is valentine’s good moment

for a trader to again more profits.

2. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

4

3

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

2

1

0

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 5

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 Memahami isi text fungsional pendek sederhana dengan ucapan,

tekanan dan intonasi yang berterimah dan berkaitan dengan

lingkungan sekitar.

1.1.2 Merespon makna dan langkah retorika dalam text fungsional

sederhana secara akurat, lancar dan berterimah yang berkaitan

dengan lingkungan sekitar dalam text.

Indikator

- Menuliskan text narrative

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Teks tulis fungsional berbentuk invitation (undangan/ajakan)

Read the text and answer the questions based on the text

Tsunami

The term of “tsunami” comes the japanese which means harbour

(“tsu”) and wave (“nami”). A tsunami is a series of waves generated

when water in a lake or a sea is rapidly displaced on a massive scale.

A tsunami can be generated when the sea floor abruptly deforms

and vertically displaces the overlying water. Such large vertically

movements of the earth’s crust can occur at plate boundarie.

Tsunami always bring great damage. Most of the damage is caused

by the huge mass of water behind the initial wave front, as the height

of the sea keeps rising fast and floods powerfully into the coastal area.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu langkah

tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang objek yang

telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- www.google.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : menuliskan text narrative dan pertanyaan tertulis.

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

Key answer

1. a. The main idea of the first paragraph is talk about tsunami comes

from japanese which means harbaour (“tsu”) and wave (“nami”)

b. the main idea the second paragraph is talk about a tsunami can be

generated when the sea floor abruptly deforms and vertically

displaces the overlying water.

c. The main idea the third paragraph is talk about tsunami always

bring great damage.

2. The answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

4

3

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

2

1

0

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 6

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 Menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 Memahami isi text fungsional pendek sederhana dengan ucapan,

tekanan dan intonasi yang berterimah dan berkaitan dengan

lingkungan sekitar.

1.1.2 Merespon makna dan retorika dalam text narrative sederhana secara

akurat, lancar dan berterimah yang berkaitan dengan lingkungan

sekitar dalam teks.

Indikator

- Menulis text narrative

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Read the text and answer the question based on the text.

“romeo and juliet’s romantic and tragic story “

In the town of verona there lived two families, the capulets and the

montagues. They engaged in a bitter feud. Among the montagues was

romeo, a hot-blooded young man with an eye for the ladies. One day,

romeo attended the feast of the capulets’, a costume party where he

expected to meet his love, rosaline, a haughty beauty from a well-to-do

family. Once there, however, romeo’s eyes felt upon juliet, and he

thought of rosaline no more.

The vision of juliet had been invading his every thought. Unable to

sleep, romeo returned late that night to the juliet’s bedroom window.

There, he was surprised to find juliet on the balcony, professing her

love for him and wishing that he were not a “montague”, a name

behind his own. “what’s in a name? That which we call a rose by any

other name would smell as sweet.” Romeo was ready to deny his

name and professed his love. The two agreed to meet at nine-o-clock

the next morning to be merried.

In the other hand, juliet’s father had decided the time for her to

marry with paris. Juliet consulted friar lawrence and made a plot to

take a sleeping potion for jiliet which would simulate death for there

days. The plot proceeded according to the plan. Juliet was sleeping in

death.

Unfortunately, The friar’s letter failed to reach romeo. Under the

cover of darkness, he broke into juliet’s tomb. Romeo kissed the lips of

his juliet one last time and drank the poison. Meanwhile, the effects of

the sleeping potion wear off. Juliet woke up calling for romeo. She

found her love next to her but was lying dead, with a cup of poison in

his hand. She tried to kiss the poison from his lips, but failed. Then

juliet put out his dagger and plunged it into her breast, she died.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internet : www.englishdirection.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : membaca nyaring dan pertanyaan tertulis

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

d. Paragraph 4 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

d. Paragraph 4 :

Key answer

1.a. The main idea of the first paragraph is talk about the town of

verona whom lived two families, the capulates and the

montaguees, they engaged in a bitter feud.

b. the main of the second paragraph is talk about romeo was

surprised to find juliet on the balcony, professing her love for him

and wishing that he were not a “montague”, a nam behind his

own.

c. The main idea of the third paragraph is talk about juliet’s father

had decided the time for her to marry with paris.

d. The main idea of the four paragraph is talk about the true love of

romeo and juliet.

2. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian Skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

4

3

2

1

0

Makassar, 2016Peneliti

Yulianti

Rencana Pelasanaan Pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 7

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 Menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 Memahami isi text bacaan pendek sederhana dengan ucapan,

tekanan dan intonasi yang berterimah dan berkaitan dengan

lingkungan sekitar.

1.1.2 Merespon makna dan langkah retorika dalam text narrative

sederhana secara akurat, lancar dan berterimah yang berkaitan

dengan lingkungan sekitar dalam teks.

Indikator

- Menuliskan text narrative

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Read the text and answer the question based on the text.

a little rabbit and crocodiles

a little rabbit wanted to find some food in a forest. But

unfortunetely he found a big river so that he couldn’t cross to another

side. The rabbit looked around. He got surprised when he saw a huge

crocodile floating on the river. The crocodile’s eyes watched him out.

“Aha!” the little rabbit smiled. He suddenly got an idea. “Hello, my

lord crocodile! Would you please come here,” he shouted. Hearing the

rabbit called him, the crocodile swam closer.”hmm, what’s up?” “ I

know you’re hungry. I’m bringing some food for you and all your

friend. You know it’s a big cow. I think it would make you so

satisfied,” the rabbit said. “Really? Where is it?” the crocodile said.

“It’s in the back of that tree,” the rabbit pointed out a tree behind him.

“I’ll give you, but I must know how many crocodiles are here. Could

you call your friend to come?” The crocodile looked happy. Then he

called his friends. After a while 20 crocodiles had come. “ok. Now

please stay in line. I’m going to count your number,” said the rabbit.

All crocodiles moved and made a row. A moment later the big river

was covered by crocodiles waiting some food that rabbit promised.

The rabbit jumped to the first crocodile’s back. He began to count.

“One, two, three,...” the rabbit counted by jumping up to crocodiles’

back one by one. “nineteen, twenty,” after stepping the last crocodile,

the rabbit jumped into the river bank and ran into the forest. Then he

laughed and shouted, “Stupid!”

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu langkah

tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang objek yang

telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- www.google.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : menulis narrative text dan pertanyaan tertulis

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

2. Give your comment about the main idea !

Key answer

1. The main idea of the text is talk about the smart of little rabbit who

can run away from crocodile.

2. The answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian Skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

4

3

2

1

tepat

Tidak ada jawaban

0

Makassar, 2016Peneliti

Yulianti

Rencana pelasanaan pembelajaran

(RPP)

Nama Sekolah : SMK Negeri 6 Pinrang

Mata Pelajaran : Bahasa Inggris

Kelas Semester : XI/1

Pertemuan : 8

Aspek Skill : Menulis

Alokasi Waktu : 2 x 45 Menit

Standar kompetensi

1.1 Menulis text narrative sederhana untuk berinteraksi dengan lingkungan

sekitar

kompetensi dasar

1.1.1 Memahami isi bacaan text narrative sederhana dengan ucapan,

tekanan dan intonasi yang berterimah dan berkaitan dengan

lingkungan sekitar.

1.1.2 Merespon makna dan langkah retorika dalam text narrative

sederhana secara akurat, lancar dan berterimah yang berkaitan

dengan lingkungan sekitar dalam teks.

Indikator

- Memahami isi bacaan

- menentukan ide pokok text yang telah dibaca

- mengidentifikasi berbagai makna dalam text

- mengidentifikasi langkah retorika dan ciri kebahasaan text

I. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat

- Menuliskan text narrative

- Mampu menemukan ide pokok text yang dibaca

- Siswa mampu menjelaskan ide pokok yang ditemukan dengan

menggunakan kata-kata sendiri.

- Mengidentifikasi fungsi makna dalam text

- Mengidentifikasi langkah retorika dan ciri kebahasaan text

II. Materi pembelajaran

a. Read the text and answer the question based on the text.

Tips on being a friends

Friendship is an in depth relationship. It is combination of trust,

support, communication, loyality, understanding, empathy, and

intimancy, it is the basic of every intimate relationship. People with no

friends normally have lost their capacity for sustaining deeper

relationships. Being able to trust and relax with your friends is

animportent part of your friendship.

In most cases, the transition from acquaintance to friendship occurs

gradually. The transition from stranger to acquaintance to friends

beings with content and attention. We reach out to offer friendship by

offering a potential friend caring, listening, talking, sharing, accepting

and affirming. It takes time and effort to build friendship. They are

built slowly, slowly.....yet, nothing can add more to your life the

having truly intimate friends.

There are some ways to build friendship, one important step is to

treat your friends the way you want to be treated. Keeping secrets that

are told to you is vital as well as telling her the truth. Paying attention

is a very important part of any relationship. Look at and focus on

another person when he talks to you. It shows that you are ‘there for

her/him’. keeping your promise and not forgeting to apologize if you

break it. Last but not least, share things and taking turns can be a

mutual way to maintain your friendship.

III. Strategy pembelajaran : CDO

- Model pembelajaran : persentasi, diskusi

VI. langkah-langkah pembelajaran

1. Kegiatan awal

- Salam dan doa

- Tanya jawab tengtang kondisi siswa

- Giving motivation

- Guru mnejelaskan tentang metode yang ingin diterapkan

- Guru menjelaskan materi dan menyampaikan tujuan pembelajaran

2. Kegiatan inti

- Guru akan meminta siswa menulis pengalamannya, terutama dalam

menulis teks narasi

- Guru membagi siswa dalam beberapa kelompok dan memfasilitasi

mereka mengidentifikasi atau mengamati untuk mendapatkan

inspirasi tentang cerita yang akan mereka tulis

- Siswa akan membandingkan teks naratif yang telah dipilih, agar

mereka mengerti tentang legenda cerita teks naratif

- Siswa akan mengamati, kesalahan mereka dalam menulis teks

narasi

- Siswa akan melaporkan hasil mengamati dan mereka akan

menerapkan pada langkah tulisan untuk membuat tulisan yang baik

- Dalam kegiatan observasi, setiap kelompok harus memilih satu

langkah tentang menulis sesuatu yang telah terpilih

- siswa diminta untuk melengkapi narasi tulisan mereka tentang

objek yang telah terpilih

3. Kegiatan akhir

- Guru menanyakan hal-hal yang belum dimengerti siswa

- Guru menyimpulkan materi pembelajaran

- Guru menutup kegiatan pembelajaran

V. Sumber pembelajaran

- Internet : www.englishdirection.com

- Teks buku yang relevan

VI. Penilaian

Teknik : tes lisan dan tes tulisan

Bentuk : membaca nyaring dan pertanyaan tertulis

1. Instrumen

Answer the following questions based on the text !

1. What is the main idea of each paragraph ?

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

2. Give your comment about the main idea !

a. Paragraph 1 :

b. Paragraph 2 :

c. Paragraph 3 :

Key answer

1. a. The main idea of the first paragraph friendship is an in dept

relationship.

b. The main idea of the second paragraph is the transition from

acquaintance to friendship accurs gradually.

c. The main idea of the third paragraph is there are some ways to

build friendship.

1. the answer may be varry.

VII. Pedoman penilaian

Untuk tiap jawaban skor 4

Jumlah skor maksimal 2 x 2 = 4

Nilai maksimal = 4

Rubrik penilaian

Uraian Skor

Makna dan struktur katanya tepat

Maknanya benar tapi bebrapa struktur

penulisan kata kurang tepat

Makna dan struktur katanya kurang

tepat

Makna dan struktur katanya tidak

tepat

Tidak ada jawaban

4

3

2

1

0

Makassar, 2016Peneliti

Yulianti

Test Instrument Cycle 1

Name :

Class :

1. Make a narrative paragraph and choose one of the tittle below that you

thing interest !

a. Pinochio

b. Bawang merah bawang putih

c. Sleeping beauty

Test Instrument Cycle 2

Name :

Class :

1. Make a narrative paragraph and choose one of the tittle below you think

interest !

a. Sangkuring

b. Snow white

c. Cinderella

Research Instrument : Test

Diagnostic Test

Instruction :

Make a narrative paragraph by using own words with free topic !