THE EFFECTIVENESS OF EMPHASIZING OUTLINING

THE EFFECTIVENESS OF EMPHASIZING OUTLINING

TECHNIQUE IN STUDENTS’ PRE-WRITING STAGE

OF WRITING DESCRIPTIVE TEXT

(A Quasi-experimental Study at the Seventh Grade Students of SMP Perguruan

Rakyat 1 Jakarta in Academic Year 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata One) in English Education

Ismah Nurbaeti Almunawaroh

1113014000028

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC

UNIVERSITY

JAKARTA

2020

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ABSTRACT

Ismah Nurbaeti Al Munawaroh (1113014000028). The Effectiveness of Emphasizing

Outlining Technique in Students’ Pre-writing Stage of Writing Descriptive Text (A

Quasi-experimental Study at the Seventh Grade of SMP Perguruan Rakyat 1

Jakarta in the Academic Year 2019/2020). A Skirpsi of Department of English

Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic

University, Jakarta, 2020.

Advisor I : Dr. Nida Husna, MA, TESOL

Advisor II : Dadan Nugraha, M.Pd

The research is about emphasizing outlining technique in students’ pre-writing

stage of writing descriptive text at the seventh grade of SMP Perguruan Rakyat 1

Jakarta in the academic year 2019/2020. The researcher used a quasi-experimental

research design. The researcher used purposive sampling in choosing the sample.

The sample consists of 50 students which were divided into two classes,

experimental class and controlled class, and the data obtained from the pre-test and

post-test. The result of the study showed that there was increasing score of the

students’ result after emphasizing the outlining technique in learning process. The

calculation of the hypotheses showed that t-observe was 2,159 while t-table was

1,68 (2,159 > 1,68) which clearly indicated that H0 (Null Hypothesis) was rejected

and Ha (Alternative Hypothesis) was accepted. Also, the calculation of the Effect

Size showed that the effect size of the data had a moderate effect with the score

0.61. This is revealed that there was statistical significance in the post-test result,

which can be concluded that emphasizing outlining technique in students’ pre-

writing stage of writing descriptive text at the seventh grade of SMP Perguruan

Rakyat 1 Jakarta in the academic year 2019/2020 is effective with a moderate level on

the students’ writing skill of descriptive text.

Keywords : Descriptive Writing, Descriptive Text, Outlining Strategy.

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ABSTRAK

Ismah Nurbaeti Al Munawaroh (1113014000028). Keefektifan Teknik outlining pada

tahap pre-writing Menulis Teks Deskriptif Siswa (Sebuah Penelitian Kuasi

Eksperimental Kelas VII SMP Perguruan Rakyat 1 Jakarta tahun pelajaran

2019/2020). Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2020.

Pembimbing I : Dr. Nida Husna, MA, TESOL

Pembimbing II : Dadan Nugraha, M.Pd

Penelitian ini membahas tentang penekanan teknik outlining pada tahap pre-writing

menulis teks deskriptif siswa kelas VII SMP Perguruan Rakyat 1 Jakarta tahun pelajaran

2019/2020. Peneliti menggunakan desain penelitian eksperimen semu. Peneliti

menggunakan purposive sampling dalam memilih sampel. Sampel terdiri dari 50 siswa

yang dibagi menjadi dua kelas, kelas eksperimen dan kelas kontrol, dan data diperoleh

dari pre-test dan post-test. Hasil penelitian menunjukkan bahwa terjadi peningkatan skor

hasil belajar siswa setelah dilakukan penekanan pada teknik outlining dalam proses

pembelajaran. Perhitungan hipotesis menunjukkan bahwa t-observe adalah 2,159

sedangkan t-tabel 1,68 (2,159 > 1,68) yang secara jelas menunjukkan bahwa H0

(Hipotesis Nol) ditolak dan Ha (Hipotesis Alternatif) diterima. Effect Size menunjukkan

ukuran pengaruh berpengaruh moderat dengan skor 0.61. Hal ini terungkap bahwa

terdapat signifikansi statistik pada hasil post-test, sehingga dapat disimpulkan bahwa

penekanan teknik outlining pada tahap pre-writing menulis teks deskriptif siswa kelas VII

SMP Perguruan Rakyat 1 Jakarta tahun pelajaran 2019/2020 efektif dengan tingkat

moderat pada keterampilan menulis teks deskriptif siswa.

Kata Kunci : Tulisan Deskriptif, Teks Deskriptif, Tehnik Outlining

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ACKNOWLEDGEMENT

حي حمن الر الر م بسم الله

In the name of Allah, the Beneficent and the Merciful

All pries be to Allah, The Almighty, The Lord of the worlds, Who has given

The researcher mercies, blessings, strength, knowledge, and guidance to finish this

research entitled “The Effectiveness of Emphasizing Outlining Technique in Pre-

Writing Stage of Writing Descriptive Text (A Quasi-Experimental study at the

Seventh Grade Students of SMP Perguruan Rakyat 1 Jakarta Selatan in Academic

Year 2019/2020)” to the Faculty of Educational Sciences. Then, the researcher

accomplished and submitted this Skripsi to the Department of English Education as

one of the requirements for the degree of S. Pd (S-1).

The researcher would like to express her deepest honor and gratitude to her

beloved parents, Drs. H Hasani M.H and Dra Teti Maryati for the prayers, patience,

and support. And thank also to her brother and sisters, Muhammad Zaki Mubarok and

Zahra Khusnul Khotimah, who motivate her to finish this Skripsi. And for my

husband who always support, prayers and motivate her. The researcher realizes that

she would never finish this research without the help of some people around her.

Therefore, she would like to express her gratitude to the advisors, Mrs. Dr. Nida

Husna, MA. TESOL.and Mr. Dadan Nugraha, M.Pd. for the valuable advice,

suggestion, guidance, comments, support, and patience in completing this Skripsi.

Furthermore, the researcher would like to express her gratitude appreciation to: 1. Dr.

Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences, 2. Didin

Nuruddin Hidayat, MA. TESOL., Ph.d as the Head of the Department of English

Education, 3. Mr. ZaharilAnasy, M.Hum., as the Secretary of the Department of

English Education, 4. Mr. Dadan Nugraha, M.Pd., as the Advisor of Class B in

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academic year 2013/2014, 5. All lecturers in Department of English Education who

have taught and given much knowledge during the learning process in Syarif

Hidayatullah Jakarta. Her big families who give her support and pray in finishing this

research. 6. Her best friends, Ridho Fourty, Ayu, Tami, Rahmadini, Mulhimah, Zahra

Siti Muslimah and all Cool Gals friends, for all support, friendship, laugh, pray and

happiness. 7. All beloved friends of the Department of English Education 2013,

especially for Pasti Lulus 2020 for the motivation and support during this study. 8.

Everyone who has helped and given contribution in finishing this Skripsi and whose

names cannot be mentioned one by one. The researcher also apologizes in advance if

he missed anybody. Finally, the researcher realizes that this Skripsi still has some

weakness and mistakes. Therefore, the researcher would mind accepting any

constructive suggestions and critics to make this research better.

Jakarta, 5th August 2020

Ismah Nurbaeti Almunawaroh

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TABLE OF CONTENTS

APPROVAL SHEET .......................................................................................... i

ENDORSEMENT SHEET ................................................................................. ii

SURAT PERNYATAAN KARYA SENDIRI ................................................... iii

ABSTRACT ......................................................................................................... iv

ABSTRAK ........................................................................................................... v

ACKNOWLEDGEMENTS ................................................................................ vi

TABLE OF CONTENTS .................................................................................... viii

LIST OF TABLES .............................................................................................. x

LIST OF APPENDICES .................................................................................... xi

CHAPTER I: INTRODUCTION ...................................................................... 1

A. Background of the study ......................................................... 1

B. Identification of the Problem .................................................. 3

C. Limitation of the Problem ....................................................... 4

D. Formulation of the Problem .................................................... 4

E. Objective of the Study ............................................................. 4

F. Significances of the Study ....................................................... 5

CHAPTER II: LITERATURE REVIEW ......................................................... 6

A. Descriptive Text ..................................................................... 6

1. Definition of Descriptive Text .......................................... 6

2. Kinds of Descriptive Text ................................................ 7

3. Language Feature of Descriptive Text .............................. 9

4. Generic Structure of Descriptive Text ............................. 10

B. Outlining Technique ............................................................... 12

1. Definition of Outlining Technique .................................... 12

2. The Types of Outlining Technique ................................... 13

3. The Advantages and Disadvantages of Outlining

Technique .......................................................................... 14

4. Steps of Applying Outlining Technique ........................... 15

C. Writing of Descriptive Text .................................................. 16

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1. The Definition of Writing ................................................. 16

2. Writing Process ................................................................ 16

D. Previous Related Studies ........................................................ 18

E. Research Hypotheses .............................................................. 19

CHAPTER III: REASEARCH METHODOLOGY ........................................ 20

A. Place and Time of the Research .............................................. 20

B. Design of the Research............................................................ 20

C. Population and Sample of the Research .................................. 21

D. The Instrument of the Research .............................................. 21

E. Technique of Data Collection ................................................. 22

F. Validity .................................................................................... 22

G. Reliability ................................................................................ 22

H. Technique of Data Analysis .................................................... 25

1. Prerequisite Analysis Test ................................................... 25

a. Normality Test ............................................................ 26

b. Homogeneity Test ....................................................... 26

2. Hypothesis Test ................................................................. 27

3. The Statistical Hypothesis ................................................. 27

CHAPTER IV: RESEARCH FINDINGS & INTERPRATATION ............... 28

A. Reaseacrh Findings ................................................................. 28

1. Data Description ............................................................... 28

a. The score of Experimental Class................................. 28

b. The score of Controlled Class ..................................... 30

2. Data Analysis .................................................................... 31

a. Normality Test ............................................................ 33

b. Homogeneity Test....................................................... 34

c. Analysis Test .............................................................. 35

d. Effect Size Test ........................................................... 36

3. Interpretation .......................................................................... 37

CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 39

A. Conclusion .............................................................................. 39

B. Suggestion ............................................................................... 40

REFERENCES .................................................................................................... 41

APPENDICES

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LIST OF TABLES

Table 2.1 The Example of Descriptive Text ......................................................... 11

Table 3.1 Research Design .................................................................................... 22

Table 3.2 The Instrument of the Research ............................................................ 23

Table 3.3 The Scoring Rubric ............................................................................... 24

Table 4.1 Students’ Score of Experiment Class .................................................... 29

Table 4.2 Students’ Score of Control Class .......................................................... 31

Table. 4.7 The Criteria of Effect Size Test ........................................................... 37

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LIST OF FIGURES

Figure 4.3 The Result of Normality Test of Pre-test Score at the

Experiment and Control Class .............................................................................. 33

Figure 4.4 The Result of Normality Test of Post-test Score at the

Experiment and Control Class .............................................................................. 34

Figure 4.5 The Homogeneity Test of Pre test at Experiment and

Control Class ......................................................................................................... 34

Figure 4.5 The Homogeneity Test of Post test at Experiment and

Control Class ......................................................................................................... 35

Figure 4.6 Independent T-Test of Post-test score of Experiment and

Control Class ......................................................................................................... 36

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LIST OF APPENDICES

Appendix 1 Analytical Scoring Rubric

Appendix 2 Lesson Plan

Appendix 3 Instrument

Appendix 4 Student’s Writings

Appendix 5 Normality Test

Appendix 6 Homogeneity Test

Appendix 7 Hypothesis Test

Appendix 8 Letter of Official Statement of Advisor 1

Appendix 9 Letter of Official Statement of Advisor 2

Appendix 10 Letter of Official Statement of the School

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CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, identification of the

problems, limitation of the problem, formulation of the problems, objective of the

study, and significance of the study.

A. Background of the Study

English has been an important language. Among this plural world, it is a

necessity to have international languages to accommodate people around the globe to

communicate. During this open source era where information is widely open

globally, English has been an intermediate language almost in every environment in

most of the countries. English is also an international language where it is a common

language in most literature published (Smith, 1976). It could be said that English is

greatly used as a means of communication in this era, so acquiring the language could

be considered as important.

In order to acquire the language, school has provided the English subject in

curriculum. Considering its importance, it has become one of the important subjects

that are taught in school. There are several skills that students have to learn on the

English subject on the school. They are speaking, listening, reading, and writing skill.

Perhaps among those skills, writing is considered as the hardest skill to be mastered.

Writing is a skill that could be used to facilitate students to communicate with

others. Not only writing is used as a mean of communication, but also it could be

used for students’ academic life. Writing helps students learn the language (Raimes,

1983). It also reinforces grammatical structures, vocabulary and idioms that teacher

have been teaching to the students (Ismail, 2010). Writing could be a way of thinking

and learning; through writing, it is possible to explore the idea and acquired

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information to be conveyed to others. This makes writing a process of discovery that

involves a series of steps, and those steps are very often a zigzag journey (Langan,

2009). It could be understood why most of students say it is difficult to express their

idea in writing. This leads to the assumption that developing writing skill is way more

complicated than any other skills in English.

There are several kinds of text that students have to learn in school, and one of

them is descriptive text. The students should learn descriptive text, as stated in 2013

syllabus “Membedakan fungsi sosial, struktur teks, dan unsure kebahasaan beberapa

teks deskriptif lisan dan tulis dengan member dan meminta informasi terkait dengan

sifat orang, binatang, benda sesuai dengan konteks penggunaannya”. According to

Langan (2009) descriptive text is functionally used to describe something in a detail,

so that the reader could understand even imagine the thing that described even though

they have not seen it before.

Based on the researcher observation when she taught at SMP Perguruan Rakyat

1 Jakarta Selatan, there were several problems that she discovered. Some of students

wasted their time doing nothing when they are about to write. It could be occurred

because the students confused and did not know what to write. Some factors like

motivation and basic knowledge could also be considered taking part in the condition.

Students also could not compose a sentence properly. This could be occurred because

the students confused how to organize sentences into coherence paragraph. Lack of

knowledge about the writing steps could be the cause. Lastly, students also could not

put the proper words down in order to make good sentences. The researcher

concluded that some of the students still have low ability in grammatical structure.

The process students faced while writing seemed burdensome, because it

included deciding what one wanted to write, how best to said it and how to put the

ideas onto paper in a way that is intelligible to others (Browne, 2007). Since students

were generally confused on their early step of writing, emphasize the outlining

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technique would be best applied in the teaching-learning process. According to

Oshima and Hogue (1997) outlining is an important step in the writing process

because it helps students organize their ideas. It is even more important to make an

outline when students are planning writing because they have many more ideas and

details to organize. This would be best for students that incapable to plan and

organize their ideas while writing. In fact, there are a lot of techniques and methods in

teaching-learning process that could foster students’ writing learning, but the most

suitable one to be applied on the situation the researcher had explained was outlining

technique.

The researcher would like to study whether outlining technique is effective for

students’ achievement in writing descriptive text. This technique should help the

students to organize their ideas before they develop in paragraph of descriptive text.

Based on the reasons above the researcher conducts a research to examine the

effectiveness of outlining technique as a technique in learning writing descriptive

text, under the title “The Effectiveness of Emphasizing Outlining Technique in

Students’ Pre-writing Stage of Writing Descriptive Text at seventh grade students of

SMP Perguruan Rakyat 1 Jakarta Selatan.”

B. Identification of the Problem

From the explanation of the background above, the researcher identifies some

problems as follow:

1. Students were confused when it came to write.

2. Students have problem in creating a sentence properly, and confused how to

organize sentences into coherence paragraph.

3. Students lacked with vocabularies.

4. Students have problem with the grammar use on their writing.

C. Limitation of the Problem

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The problem of this study is limited to find out whether or not emphasizing

outlining technique on pre-writing stage is effective in writing descriptive text in the

seventh grade of SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020.

D. Formulation of the Problem

Based on the limitation of the problem, the research question is formulated as

follows:

1. Was emphasizing outlining technique on students’ pre-writing stage in writing

descriptive text in the seventh grade of SMP Perguruan Rakyat 1 Jakarta in

Academic Year 2019/2020 effective?

2. To what extent was the effectiveness of emphasizing outlining technique on

students’ pre-writing stage in writing descriptive text in the seventh grade of

SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020?

E. Objective of the Study

Based on the formulation of study above, the objective of the study is:

1. To see the effectiveness of emphasizing outlining technique on Students’ pre-

writing stage in writing descriptive text in the seventh grade of SMP

Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020.

2. To see to what extent the effectiveness of emphasizing outlining technique on

students’ pre-writing stage in writing descriptive text in the seventh grade of

SMP Perguruan Rakyat 1 Jakarta in Academic Year 2019/2020 is.

F. Significance of the Study

1. The Researcher

This study would give the researcher statistical evidence whether emphasizing

on outlining technique effective or not, so the researcher as the future teacher would

be able to give factual judgment towards technique used in certain condition.

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2. Teacher

It would help teacher on giving the suggestion whether or not the outlining is

effective to be used in the classroom, so the teacher has new insight into teaching.

Moreover, teachers will have this new paradigm when they see their students in the

classroom and be brave to get out from old-fashioned styles to create better, efficient

teaching-learning process.

3. Students

This study could be beneficial to the students to improve their ability in writing.

The students could solve their problem and help them to organize their ideas before

develop their writing.

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CHAPTER II

LITERATURE REVIEW

This chapter discusses definition of descriptive text, kinds of descriptive text,

characteristic of descriptive text, language features of descriptive text, and generic

structure of descriptive text. Also, definition of outline, the types of outline, steps of

applying outline, and integrating outline on students’ learning of descriptive text

writing to VII grade students of SMP Perguruan Rakyat 1 Jakarta Academic Year

2019-2020.

A. Descriptive Text

1. Definition of Descriptive Text

Axelrod & Cooper (2010) stated that the word describing comes from the Latin

describere, meaning “to sketch” or “to copy in writing”. Describe as its etymological

meaning is the act of giving a picture toward something. It could be something

concrete or abstract, and by describing the reader could get the imaginary of

something that has been described as they continued by stating that written

descriptions help readers imagine what is being described (Axelrod & Cooper, 2010).

A piece of writing that is aimed to convey meaning to the reader through

sensory details and provides image to the reader is descriptive text (Siburian, 2013).

This means that a text could be called as a descriptive text if it intended to deliver the

picture of something to make the reader convinced with the meaning the writer

intended to say.

Description text is also about sensory experience how something looks, sounds,

tastes. They continued by stating that it is mostly about visual experience, but

description also deals with other kinds of perception (Kane, 2000). This means the

perception of the writer towards something they experienced as well as their sensory

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experiences being explained could be considered as descriptive text.

Descriptive text as a paragraph is defined as a group of sentences that are

closely related in thought and which serve one comment purpose often used to

describe what a person looks like and acts like, what a place looks like and what an

object looks like (Siburian, 2013). This could also be said that a thought producing a

group of sentences which purpose is used to describe how something looks like is a

descriptive text.

Gerot and Wignell in Suprijadi and Maisitoh (2015) stated that descriptive text

is a kind of text which is aimed to describe a particular person, place or things. This

definition is similar with Siburian which emphasize the definition to its intention of

the text which is describing. Instead, Gerot and Wignel made this simpler by stating

only the object which commonly being described.

In addition, description relies on the five senses; the reader should see, hear,

taste, smell, and feel. At the same time, however, good description is synonymous

with clarity. It conveys information accurately (Sorenson, 2010). This could also be

said that a good descriptive criterion is texts which provide clarity in elaborate the

sense.

From the definitions mentioned above, it could be concluded that descriptive

text is a text which intent to describe person, animal or a thing by visual experience.

It issued to create a visual image of people, place, or things in a distinct way that the

reader could get into the author's experience.

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2. Kinds of Descriptive Text

According to Jolly in Siburian (2013), there are five kinds of descriptive text:

a. Describing Process

Describing a process explains how something was done (Siburian, 2013). It

could be any activities which require process in it. For instance, cooking, fabricating

a product, filming, photograph, editing, etc. Not only that, it also explained the reason

why something was done and what was needed to complete the process.

b. Describing an event

Describing an event explains the detail of events which is being described

(Siburian, 2013). While describe an event, a writer should be able to memorize and

remember what happened in the event. In this case, the writer has to explain all

details related to the event, so that the readers could imagine the real situation and

condition.

c. Describing a personality

Describing a personality explains the detail of a person which is being

described (Siburian, 2013). While describing a person, the first thing that the writer

does was recognizing one’s individual characteristics. The writer needs to describe

people occurs fairly areas of (a) physical attribute; for instance, hair, eyes, face build,

height, weight, skin color, etc. (b) emotional; for instance, warm, nervous, casual,

strict, etc. (c) moral attributes; for instance, greedy, honest, worthy, trusty, etc. and

(d) intellectual; for instance, cleverness, perception, clumsy, dumb, etc.

d. Describing a place

Describing a place explains the detail of a place which is being described

(Siburian, 2013). While describing a place, presenting something concrete was the

way to describe it. It could be any places; a home, a hospital, and school. When the

writer starts to describe a place, it is important to give clearly picture of the size and

arrangement of the space involved. Therefore, in describing a place we should be

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taken consideration of the location of the object of the place should be clear, the

detail should arrange logically and systematically so that it is easy for reader to

imagine the objects in their minds, and controlling idea. The last point is the most

important in writing process, because if we have a strong controlling idea it could

give the paragraph focus.

e. Describing an object

Describing an object explains the detail of an object which is being described

(Siburian, 2013). Any object could be described, for instance ball, vas, monument,

etc. To describe an object accurately, it requires providing the physical characteristics

of the object such as the colour, form, shape, and so on to make clarity of the object

being described.

3. Language Feature of Descriptive Text

Here are several grammatical features of descriptive writing as the following

(Knap & Watkins, 2005):

a. Tense used

In descriptive text, present tense is the tense which dominantly used when it

comes to describe a factual point of view and technical. Although present tense

prominently used in literal description, but past tense tends to overwhelm the

descriptive text.

b. Auxiliary

Auxiliary verb is something that helps the main verb in the sentences (Peterson,

2020). When it comes to classifying and describing appearance/quality and

parts/function of phenomena, linking verbs are used in order to describe.

e.g. My favourite boy band group is BTS because they are so adorable

c. Verbs

Verb is a word used to describe an action, state, or occurrence, and forming the

main part of the predicate of a sentence. When it comes to describe something literal

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and common sense, action verbs are used metaphorically while describing to create

effect (a). When describing behaviour/uses, action verbs are also used (b). When

describing feeling in literary, mental verbs are used (c).

e.g. (a) EXO hits the top chart of Prambors Radio

(b) She lives here, He lays under the tall tree

(c) e.g. Suho feels unhappy for the fans meeting

d. Adjectives

Adjective is a word that modifies a noun or noun phrase or describes its

referent. When adding extra information to nouns that is technical, life basis, or

literary, adjectives are used in order to describe (a). Adjectives can also be used on its

own, as above, or as part of a noun group (b).

e.g. (a) His dance was majestic

(b) Suho’s cool appearance gave him something different

e. Adverbs

Adverb is a word or phrase that modifies or qualifies an adjective, verb, or

other adverb or a word group, expressing a relation of place, time, circumstance,

manner, cause, degree, etc. When adding extra information to verbs to provide more

detailed description, adverbs are used in order to describe (a). When adding more

information about the manner, place, or time, adverbial phrases are used (b).

e.g. (a) Suho sings amazingly

(b) Kai has piercing on his ears

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4. Generic Structure of Descriptive Text

Gerot and Wignell in Masitoh and Suprijadi (2015) mentioned the generic

structure of descriptive text as follows:

a. Identification

In this generic structure, the writer introduces to the subject of description. As it

has stated before, it could be a place, a personality, etc. This section gives the clarity

about the subject that is about to be described.

b. Description

In this part give detail of the characteristic features of the subject. Such as:

qualities, characteristics, describing the phenomenon in parts, or/and characteristic,

size, physical appearance, ability, habit, daily life, etc. Here is the example of

descriptive text with its structure.

MY FAVORITE ROOM

My favourite room in the whole world is my own bedroom

in my parents’ house.

It has everything that I want in this life: a comfortable bed

that faces a wide window on the east side of the room. So, when

I wake up in the morning and swipe the window curtain, the

light of sunrise enters the room little by little, creates a beautiful

silhouette and warms the whole room. On the right corner of

room near the window, there’s a study desk that was once my

father’s. Next to that desk, there’s a white wardrobe where I put

all of my clothes.

In front of the wardrobe, at the other side of the room,

there’s a yellow bookshelf where I put half of my book

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collection. I choose the colour yellow so it matches the colour of

my bedroom wall. Next to the bookshelf, I have a dressing table.

And next to that dressing table is where I put my guitar. It’s a

fifteen-year-old guitar but it still sounds great and I love it so

much.

Table 2.1 The Example of Descriptive Text

B. Outlining Technique

Simply stated, an outline is a short, organized description of what will be

contained in writing. Beginning a writing project without an outline is like driving in

new territory without a road map. Outline-less writing invites one to waste time and

risks dithering, with results that can threaten the coherence of your work. Using an

outline is especially helpful when a writing project has multiple authors because it

can be used to force all contributors to agree on the structure and direction of the

project. With that said good writers are flexible and are willing to modify their

outlines as bright, new thoughts emerge. When working on an outline, be sure that

what is added, or rearranged, is consistent with the overall theme of the project.

1. Definition of Outlining Technique

Outline is one of techniques in the pre-writing stage which help writers

organize their ideas. In the pre-writing stage, writers do brainstorm to find any ideas

they want to include in their writing. Then, to make the ideas become more organized

and are related to each other, the writer put them into an outline. Langan agrees that

outline is a plan to help writers achieve a unified, well-organized, and supported

composition (Langan, 2009). Writers are able to involve one main idea and its

supporting details as they create an outline. Further, Zemach and Rumisek state that

outline shows writers what to write before they begin to write, outline also keeps

them forgetting any important points (Rumisek, 2003).

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An outline is a working plan for a piece of writing. It’s a list of all the ideas that

are going to be in the piece in the order they should go (Grenville, 2001). An outline

is a method of brainstorming or pre-writing that helps writer to organize ideas and

thoughts and plot out a paper. An outline structure may force you to start to group

your ideas and think about what should be the input as your arguments before

drafting. Outlining makes a writer know how the development of her/his arguments

physically. The writer could arrange ideas using that order with the help of an outline.

Outline makes it simple and not time consuming, difficult or unnecessary. Outline

helps writers organize their ideas before drafting, and outlining could also ensure the

success of an essay and make drafting easier.

Also, outline is a strategy to organize ideas or thoughts into chronological

order, outline helps writer generate their ideas more easily and it is a basis for making

ideas or thought arranged into one pattern, so that writer could focus on one topic of

the pattern and their ideas does not put into a messy paragraph. Outlining is made

before drafting and could make drafting easier.

2. The Types of Outlining Technique

a. Formal Outline

The formal outline, which is the most detailed, structured outline, allows you to

plot all your main and major supporting ideas. This is the outline that uses roman

numerals, letters, and Arabic numbers. Main ideas are designated with roman

numerals; supporting ideas to develop a main idea are designated with capital letters;

points to further develop supporting ideas are designated with Arabic numbers

(Oshima & Hogue, 2005).

b. Outline Cards

To outline using cards, you need several large index cards (or you could use

sheets of paper). Use one card to plan each paragraph. On each of your cards, list

your ideas in the order they will appear in the paragraph the card represents. One

14

advantage of cards is flexibility is you could shuffle paragraph cards into different

sequences to examine alternative arrangements.

c. The Outline Worksheet

The outline worksheet, like outline cards, allows you to plot organization in as

great or as little detail as you require. While it is not as easy to rework parts of the

outline when the worksheet is used (this is the advantage of cards), it is easy to get a

clear overview of your organization (this is one advantage of the formal outline).

d. The Outline Tree

Also, Clouse stated that an outline tree could help to visualize the relationships

among ideas. And it could also help to determine where more ideas are needed. In

addition, furthermore she also said that to develop an outline tree, first write a

preliminary thesis. Then place the first branches of the tree, using your main ideas.

The writer could conclude that the outline tree is kind of branch of tree where

you could put the preliminary thesis in the top of tree than you could develop it with

some branch of main ideas below a preliminary thesis, below main ideas you could

put some supporting details under each main ideas, also you could put additional

details under supporting details.

3. The Advantages and Disadvantages of Outlining Technique

There are two advantages in using outlining technique. First, as you construct

the organizational scheme for your paper, the use of an outline will quickly reveal

where more research is needed. Second, the outline also exposes items that are

unnecessary and allows you to jettison them early, before they become unneeded

distractions diluting the coherence of your presentation. When you have located key

data, sources related to your topic items that will subsequently appear in your writing

and your reference list – you are ready to begin sorting the results of your search.

Look through the articles and other data you have collected and see how they seem to

15

cluster in groups. At first, you may have too many piles, but usually the small piles

can be bunched into three or four general headings.

Outline planning strategies are not just different ways of reducing cognitive

load during writing, but they also enable writers to better satisfy different social goals

(Karimi, 2016). Thus, outline planning has the advantage that it enables the writer to

control the way they present ideas in public.

Whereas Alice Oshima and Ann Hogue stated that here are the advantages of

Outline. First, outline will help the writer to organize the ideas; specifically, an

outline will ensure that the writer won’t include any irrelevant ideas, which the writer

won’t leave out any important points, and that supporting sentences will be in logical

order. Second, learning to outline will help the writer write more quickly. It may take

some practice at first, but once the writer become used to outlining the writer ideas

before the writer start to write, and the writer will be surprised at how fast the writer

will actually be able to write. Outlining helps writing becomes easier because the

writer does not have to worry about what the writer will be going to say; the writer

already has a well-organized plan to follow. Finally, the grammar skill will improve

because the writer will be able to concentrate on it, not on thoughts or organization.

Improved organization speed, and grammar make learning to outline well worth the

effort (Oshima & Hogue, 2005).

In contrary, the disadvantages in applying outlining technique are that it takes

more time to generate the writing. The time allocation and limited time makes this

technique is not fit in certain condition. The output of the writing which is using

outlining technique is somewhat rigid. The flexibility and imaginary in writing is

reduced due to the technique, so this technique will not fit in term of creativity.

16

4. Steps of Applying Outlining Technique

Outline technique could be applied in any kind of text. Here are the steps how

to apply the outline technique (Conelly, 2007).

a. Begin by filling your thesis

b. Next, select the main ideas you will use to support your thesis. Remember that

you will develop one main idea in each body paragraph

c. Generate additional ideas if you do not have enough main topics to support

your thesis

d. Write a tentative topic sentence for each body paragraph using the outline

template

e. Generate ideas to develop each body paragraph

f. Decide which supporting ideas to use and the order in which to present them.

Add them to your outline

g. Revise your thesis statement to fit the ideas you will develop in the writing

text. If you intend to use blueprinted thesis, (one that include the main topics

of support), you should list the topics of support in the order you will

introduce them in the writing text.

C. Writing Descriptive Text

1. The Definition of Writing

Writing is a combination of process and product (Linse & Nunan, 2005). The

process is the activity of bringing together writing ideas and using them so that they

become a writing product can be understood and understood by the reader. Writing is

also a process (Tuan, 2012). This means that there are activities or steps that are

carried out continuously in the process of writing.

Furthermore, Writing is a process of creating, organizing, writing, and

polishing (Oshima & Hogue, 2005). In this process, one creates ideas, organizes the

ideas, writes a rough draft and the final step one polishes the rough draft by editing it

17

and making revisions. This means that when someone is writing something, one has

thought about what he will say and the purpose of writing for the readers. When the

writing process is finished, he as the writer will re-read to find out if there are errors

or words that need to be replaced. Therefore, writing is never a one-step action; it is a

process that has several steps. Based on the definitions above, we can conclude that

writing is an activity to organize ideas in the mind to be conveyed and communicated

to the reader in a way that is acceptable and understood.

2. Writing Process

Oshima and Hogue (2015) mentioned there are four steps in writing process,

they are creating (pre-writing), planning (outlining), writing, polishing.

a. Creating (Pre-writing)

Pre-writing is a step that is definitely done before writing. This step is where

the author selects the topic and gets information about the topic that has been chosen.

There are several brainstorming techniques that will help students to develop a topic

and get a word

b. Planning(outlining)

After choose the topic, narrow it, and generate the ideas by brainstorming, the

next step of writing process is organizing the ideas into an outline. The steps that

needed to do are making sub lists, then writing the topic sentence, and make the

outline.

c. Writing

In this step, one needs to write the rough draft. The point is to get the thoughts

down on paper (Linse&Nunan, 2005). Follow the outline as closely as possible, and

do not worry about grammar, punctuation, or spelling because a rough draft is not

meant to be perfect. There are always new ideas arise along with someone writing, so

do not be fixated on the outline that has been made. These ideas can be recreated,

replaced, added, or deleted as long as they are in accordance with the topic of writing.

18

d. Polishing

This step is also called revising and editing. Revising is used to deal with the

big issues of content and organization, where editing is used to work on the smaller

issues of grammar and punctuation. After one writes the rough draft, the next step is

to revise it in order to improve what has been written. At this rate, the content and

organization, including unity, coherence, and logic needed to be considered. The

second step in polishing the writing is by proofreading (editing) the paper for possible

errors in grammar, sentence structure, spelling, and punctuation (Oshima& Hogue,

2005).

D. Previous Related Study

First, the research conducted by Mei (SARI, 2016) titled The Effectiveness of

Outlining Technique toward Students Achievement in Writing Recount Text at The

Eight Grade of MTs Negeri Ngantru. The result showed that the student’s score in

writing recount text before they are taught using outlining technique was 67. While

the students’ score after they are taught using outlining technique was 82. The T-

count was 17.133, whereas T-table with significant level 5% was 2.042. So, T-count

was greater than T-table. This means that Ha which states that there is significant

effect in using outlining VIII technique to teach writing recount text to the VIIIB

graders at MTs Negeri Ngantru is accepted. Whereas, H0 which states that there is no

significant effect of using outlining technique to teach writing recount text to VIIIB

graders at MTs Negeri Ngantru is rejected. In other words, outlining technique can be

used as an alternative technique to teach writing recount text to the student as MTs

level.

Second, the conducted by Mutia Sabrina and Yunita Agnes Sianipar (Sabrina &

titled, 2012) titled Improving Students’ Achievement in Writing Descriptive

Paragraph Using Outline Technique. The research conducted by applying classroom

action research in two cycles. The subject of this research was one of a class in the

first-year student of SMU Yayasan Pendidikan Sultan Iskandar Muda. There were 35

19

students that participated in this research. The quantitative and qualitative data were

gathered in administrating writing test and diary notes. The result of quantitative data

obtained that the score of the students improved from cycle I to cycle II which the

mean of the pre-test was 70.6, the test of cycle I was 75.8, and the test of cycle II was

85,2. The result of the quantitative data described that the using of the outline

technique help to improve the students’ achievement in writing descriptive text.

E. Research Hypothesis

The research hypothesis that will be used in this research concerned to the

influence of emphasizing outlining technique in students’ pre-writing stage of writing

descriptive text. There are two kinds of hypothesis, they are:

1. Null Hypothesis (H0)

The null hypothesis stated that there is not positive effect of emphasizing

outlining technique in students’ pre-writing stage of writing descriptive text. It could

be seen from the difference between controlled class and experimental class. If there

is no significant difference between the population means, the null hypothesis is

accepted.

2. The Alternative Hypothesis (Hɑ)

The alternative hypothesis stated that there is positive effect of emphasizing

outlining technique in students’ pre-writing stage of writing descriptive text. It could

be seen from the difference between controlled class and experimental class. If there

is a significant difference between population means, the alternative hypothesis is

accepted.

In this research, the hypothesis which used was the alternative hypothesis. It was

need to be tested in order to prove the research notion about the effectiveness

emphasizing outlining technique in students’ pre-writing stage of writing descriptive

text at seventh grade students.

20

CHAPTER III

RESEARCH METHODOLOGY

This chapter talks about the research methodology used in this study. It

presents place and time of the research, design of the research, population and

samples of the research, instrument and technique of data collection, and technique

of data analysis.

A. Place and Time of the Research

The researcher conducted the research at SMP Perguruan Rakyat 1 located at

Jl. Yon Zikon no. 14, RT 04/06 Srengseng Sawah, Jagakarsa, Kota Jakarta Selatan,

DKI Jakarta. It set 5 meeting consist of Pre-Test at the first meeting then treatment at

the second until third meeting, and lastly Post-Test at the last meeting.

B. Design of the Research

The research was about finding the empirical evidence whether emphasizing on

outlining technique in pre-writing stage of students’ writing descriptive text was

effective, so in this research, the researcher used a quantitative method to see the

effect of the variable being tested. According to Creswell quantitative research is

divided into three types; experimental, correlation and survey (Creswell, 2002). The

research design used in this research is a quasi-experimental study. As stated by

Goddard and Melville’s that experimental research is primarily concerned with cause

and effect. Researchers identify the variables of interest and try to determine if

changes in one variable (called the independent variable, or cause) result changes in

another; called the dependent variable, or effect (Goddard & Melville, 2001).

The researcher implemented an experimental study which used two groups of

samples. The groups of samples were controlled and experimental group. Both

groups are used to investigate the effectiveness of outlining technique on students’

writing descriptive text. The experimental group is the group that received the using

21

outlining technique; meanwhile the control group is the group that received the

treatment using teacher’s lecturing. The writer also used pre-test before the treatment

and post-test after the treatment for two groups of samples.

Groups Test Treatment Test

Experimental

Group

Pre-test

Applying the treatment

(Outlining Technique)

Post-test

Control

Group

Pre-test

Not applying the treatment Post-test

Table 3.1 Research Design

C. Population and Sample of the Research

The population of this study is the seventh-grade students of SMP Perguruan

Rakyat 1. The researcher will limit the sample on the two seventh grades of regular

classes. Since this research was a quasi-experimental study, there were two groups

that determined as a sample. They are experiment class and controlled class. The

technique of sample that used was purposive sampling. Cohen stated that purposive

sampling, is often used in quantitative research in which the researcher choosing the

informant deliberately due to the qualities the informant’s specific needs. As its name

suggests, the sample has been chosen for specific purposes. (Cohen, Manion, &

Morrison, 2007). The reason why the classes is chosen is because both experimental

and control class has the same quality (homogenous) based on the latest score mid-

term test.

D. Instrument of the Research

The researcher used test as instrument to measure the students’ ability. The test

divided into two kinds of test, pre-test and post-test as the researcher instrument

research. The test was an assessment instrument that was used to measure students’

ability. Before giving the treatment, pre-test was given to understand students’ ability

while after the treatment, post-test was given to assess the students’ achievement

22

(Ary & et.al., 2010). Both experimental class and controlled class before and after

treatment or also known as pre-test and post-test are to measure the initial ability

about writing descriptive text and the post-test was given to both experimental and

controlled class after the treatments that are given to experiment class. The

researcher was intended to figure out whether the treatment is going to affect

students’ writing ability in this case descriptive text. The test used to gain the result

between the class which used treatment and the class which not used any treatment.

Here were the instruments used:

Table 3.2. The Instruments of the Research

PRE-TEST OF WRITING DESCRIPTIVE TEXT

Please describe your most inspiring person in your life!

• You have 60 minutes to write

• Scoring will be based on organizational structure, developing the idea,

vocabulary and grammar usage, and mechanism of writing.

POST-TEST OF WRITING DESCRIPTIVE TEXT

Please describe your most favorite singer!




E. Technique of Data Collection

The researcher got the quantitative data of this research from the result of the

23

Pre-Test and Post-Test. The data used by the researcher was students’ writing of

descriptive text. The researcher gave the students a writing test to compare students’

writing result before and after the researcher applied outlining technique in

experimental class, and the controlled class were only given the tests without any

treatment given before. The students’ writing score was counted based on analytical

scoring rubric. Here was the rubric used in the research:

Table 3.3. The Scoring Rubric

Criteria Score

Organization

Well-organized, logical sequencing –etc 20-18 (excellent to very good)

Logical but incomplete sequencing – etc 17-14 (good to average)

Lacks logical sequencing and development – etc 13-10 (fair to poor)

No organization, not enough to evaluate – etc 9-7 (very poor)

Content

Relevan to assigned topic – etc 30-27 (excellent to very good)

Mostly relevant to topic –etc 26-22 (good to average)

Inadequate development topic –etc 21-17 (fair to poor)

not enough to evaluate –etc 16-13 (very poor)

Vocabulary

Word form mastery, appropriate register (word use for 20-18 (excellent to very good)

24

particular situation –etc )

Occasional errors of word form, choice, usage but

meaning not obscured

17-14 (good to average)

Frequent errors of word form, choice, usage and

meaning confused or obscured –etc

13-10 (fair to poor)

Little knowledge of English vocabulary, word form or

not enough to evaluate

9-7 (very poor)

Language use

Few errors of word order/ function, articles, preposition

– etc

25-22 (excellent to very good)

Several errors of word order/ function, articles 21-19 (good to average)

Frequent errors of word order/function, articles,

preposition –etc


Dominated by errors, or not enough to evaluate –etc 10-5 (very poor)

Mechanic

Few errors of spelling, punctuation, capitalization –etc 5 (excellent to very good)

Occasional errors of spelling, punctuation, capitalization

– etc

4 (good to average)

Frequent errors of spelling, punctuation, capitalization –

etc

3 (fair to poor)

Dominated by errors of spelling, punctuation, 2 (very poor)

25

capitalization –etc

Furthermore, after giving the Pre-Test, the students got the treatment of

outlining technique. Then they had time to perform the outlining technique into their

writing. The post test was given to see the effectiveness of emphasizing outlining

technique in students’ pre-writing stage of writing descriptive text.

F. Validity

The validity of the instrument that used in a research is very important.

According to Hudges, A test is said to be valid if it measures accurately what it is

intended to be measure (Hudges, 1989). It means that, the test must be involved the

subject that the tester wanted to know the result. For instance, this research is aimed

to see the effect on students’ writing. Therefore, the test that used in this research is a

writing test.

The validity of the essay was taken from the triangulation of school’s

curriculum and text book used by the teacher. A validation is needed to see whether

the data is valid or not.

F. Reliability

According to Brown, A reliable test is consistence and dependable. If you give

the same test to the same student or matched students on two different occasions, the

test should yield similar result (Brown, 2003). It means that reliability refers to the

consistency of measurement when the test procedure is being tested on another

population of a group. Hence, reliability refers to the consistency of assessment

score.

The test of this research is using a subjective test. Therefore, the reliability of

the test was taken from the analytical scoring rubric and sometimes a rater or

judgment reliability is needed.

26

G. Technique of Data Analysis

1. Prerequisite Analysis Test

Analysis of research data aims to test the truth of hypothesis which is

suggested in a research. However, before hypothesis testing is done, it is a must to do

prerequisite analysis data through normality test and homogeneity test.

a. Normality Test

Normality test is a test which is done to check whether a group of data comes

from population having normal distribution or shapes normal curve. The normality

test is crucial to do because the calculation of parametric statistic has assumption or

requirement that research data must be distributed normally.

The criterion of hypothesis is:

H0: Significant Score >0.05 means the data is normally distributed.

Ha: Significant Score<0.05 means the data is not normally distributed

b. Homogeneity Test

Homogeneity test is used to test the similarity of the sample which is taken

from homogenous population. The criterion hypothesis is:

1) If significant value < 0,05 means the data is not homogeneous

2) If significant value > 0,05 means the data is homogeneous

2. Hypothesis Test

This is the last step to analyze the data after normality and the homogeneity test

was done. Because the result of the experimental and the controlled class’ pre and

posttest’s score met the requirement of normality test and both the classes (sample)

had similarity or homogeneity in variance. The writer used the independent t-test.

The independent t-test is an analysis to compare data of two group sample

statistically. Independent sample t-test is used to compare the means or averages of

27

the two independent samples (the experimental and the controlled class) in order to

determine whether there was statistical evidence which proved that the means were

significantly different.

The formula as follows:

to =

Where:

Mx = mean of variable X

My = mean of variable Y

SE = standard error

The writer’s assumptions of those hypotheses are as follow:

If to>t-table, the Null Hypothesis (H0) is rejected and alternative hypothesis

(Ha) is accepted. It means there is a significant difference of students’ pre-writing

stage of writing descriptive text achievement between students who are taught using

outlining technique and students who are taught only.

If to<t-table, the Null hypothesis (H0) is accepted and alternative hypothesis (Ha) is

rejected. It means there is no a significant difference of students’ writing descriptive

text achievement between students who are taught using outlining technique and

students who are taught only.

28

CHAPTER IV

RESEARCH FINDINGS & INTERPRETATION

This chapter presents the data description consisting of the score of pre-

tests, and post-test of the experimental class and the controlled class. Also, the

discussion of the research finding is explained in this chapter.

A. Research Findings

1. Data Description

The description that is presented below is the findings of the research

obtained from the pre-test and the post-test Experimental class and Controlled

class.

a. The Score of Experimental Class

The data obtained from the result of the pre-test and post-test of

experimental class at SMP Perguruan Rakyat 1 Jakarta Selatan.

Table 4.1 Students’ Score of Experimental Class

Students Pre-test Post-test Gained Score

1 60 75 15

2 68 70 2

3 64 70 6

4 60 64 4

5 68 69 1

6 58 65 7

7 60 70 10

29

It showed that on the pre-test, there were 7 students who gain the score above

the Minimum Mastery Criterion, while the others were below, with the mean score

65,52. It also showed that on the post-test, there were 19 students who gain the score

8 70 80 10

9 72 85 13

10 65 74 9

11 68 72 4

12 70 80 10

13 64 68 4

14 50 65 15

15 74 80 6

16 72 77 5

17 68 74 6

18 75 80 5

19 64 70 6

20 62 74 12

21 72 84 12

22 57 62 5

23 64 74 10

24 65 76 11

25 68 72 4

Mean 65,52 73,2 7,68

30

above the Minimum Mastery Criterion, while the others were below, with the mean

score 73,2.

From the difference between the score of pre-test and post-test in the

experimental class, the researcher concluded that there was an increased in the mean

score of the experimental class. In other word, there was an effect of emphasizing

outlining technique in students’ pre-writing stage of writing descriptive text.

b. The Score of Controlled Class

The data obtained from the result of the pre-test and post-test of controlled

class at SMP Perguruan Rakyat 1 Jakarta Selatan.

Table 4.2 Students’ Score of Controlled Class

Students Pretest Posttest Gained Score

1 64 65 1

2 67 70 3

3 75 68 -7

4 67 68 1

5 68 69 1

6 67 68 1

7 70 72 2

8 58 67 9

9 70 64 6

10 55 60 5

31

11 63 65 2

12 74 76 2

13 72 78 6

14 70 72 2

15 75 78 3

16 80 82 2

17 54 65 11

18 64 72 8

19 64 70 6

20 68 72 4

21 68 72 4

22 55 58 3

23 60 65 5

24 62 68 6

25 70 76 6

Mean 66,4 69,6 3,68

It showed that on the pre-test, there were 9 students who gain the score above

the Minimum Mastery Criterion, while the others were below, with the mean score

66,4 It also showed that on the post-test, there were 12 students who gain the score

32

above the Minimum Mastery Criterion, while the others were below with the mean

score 69,6.

From the difference between the score of pre-test and post-test in the controlled

class, the researcher concluded that there was an increased in the mean score of the

controlled class.

2. Data Analysis

The explanation below describes the way to pre-evaluate and analyze the

collected data using three analyzes, namely normality, homogeneity and hypothesis

test (independent t-test).

a. Normality Test

The result of normality test on both the experimental and controlled class either

pre-test or post-test score were gained from Lilliefors test using IBM Statistics SPSS

24. The result which was gotten as follow:

Table 4.3 The Result of Normality Test of Pre-test Score at the Experimental and

Controlled Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

score .108 50 .200* .980 50 .564

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

The result of the normality test showed that the significance level was 0,2 and

0,564. It means that the probability value (p) of both experimental and controlled

class was higher than (>) the degree of significance 5% (α = 0.05). Therefore, it is

concluded that the data of both the experimental and the controlled class’ pre-test

was normally distributed.

33

The following is the result of normality test of post-test at the experimental and

controlled class which was presented in this below table:

Table 4.4 The Result of Normality Test of Post-test Score at the Experimental and

Controlled Class

Tests of Normality


Statistic Df Sig. Statistic Df Sig.

score .101 50 .200* .983 50 .706



The result of the normality test for the post-test showed that the significance

level was 0,2 and 0,706. It means that the probability value (p) of both experimental

and controlled class was higher than (>) the degree of significance 5% (α = 0.05).

Therefore, it is concluded that the data of both the experimental and the controlled

class was normally distributed.

b. Homogeneity Test

After finishing the normality test, the homogeneity test was also required as a

prerequisite analysis test. To calculate homogeneity test, the researcher used Levene

Statistic Test from IBM Statistics SPSS 24 software. The following is the result

which was obtained from the test:

Table 4.5 The Homogeneity Test at Experimental and Controlled Class The

Homogeneity Test of Pre test

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

.223 1 48 .639

34

The Homogeneity Test of Post test


score


.286 1 48 .595

From the result of the Levene Statistic Test, it has seen that the significance

level or probability value (p) of the data from the experimental and controlled pre-

test and post-test score was 0,639 and 0,595. It means that the significance level or

probability value (p) of the data was higher than the significance degree (α = 0.05).

The result of homogeneity test showed that the sample data from the population has

homogenous variance.

c. Analysis Test

This is the last step to analyze the data after normality and the homogeneity test

was done. Because the result of the experimental and the controlled class’ pre- test

and post-test’s score met the requirement of normality test and both the classes had

similarity or homogeneity in variance. The researcher used the independent t- test.

The independent t-test is an analysis to compare data of two group sample

statistically.

Independent sample t-test is used to compare the means or averages of the two

independent samples (the experimental and the controlled class) in order to

determine whether there was statistical evidence which proved that the means were

significantly different. The researcher uses t-test to find out the differences score of

students’ achievement in writing of descriptive text with and without outlining.

Moreover, researcher used IBM Statistics SPSS 24 software to do the calculation or

the test. The result of the calculation as follows:

35

Table 4.6. The Independent Sample T-Test

Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

F Sig. T df

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Score Equal

variances

assumed

.286 .595 2.159 48 .036 3.60000 1.66733 .24760 6.95240

Equal

variances

not

assumed

2.159 47.683 .036 3.60000 1.66733 .24703 6.95297

Based on the calculation above, the degree of freedom (df) is 48 and the critical

value of the df -48 by using the degree of significance of 5% is 1,68 (t-table) and the

t-observe is 2,159. It means that the post-test score of experimental class is higher

than the score of controlled class. The result of the comparison between t-observe

and t-table were 2,159 > 1,68 = t-observe>t-table.

From the hypothesis we have that on the df = 48 and in the degree of

significance 5% the value of degree of significance is 1,68 (gained based on df = 48

and α = 0.05). By comparing the value t-observe is higher than t-table that is 2,159 >

1,68, so the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is

rejected. It could be proved that there were significant differences between the results

of emphasizing outlining technique in students’ pre-writing stage of writing

descriptive text at first grade students of SMP Perguruan Rakyat 1 Jakarta Selatan.

d. Effect Size Test

36

This formulation was adopted in order to find out the effect size level of this

research. The calculation is presented below:

Table. 4.7. The Criteria of Effect Size Test

The Criteria

0 – 0.20 Weak effect

0.21 – 0.50 Modest effect

0.51 – 1.00 Moderate effect

> 1.00 Strong effect

Pooled Std Deviation = Std. Deviation Group 1 + Std. Deviation Group 2

2

= 6,13 + 5,65

2

= 5,89

d = Mean for Group A – Mean for Group B

Pooled Standard Deviation

= 73,2 – 69,6

5,89

= 0,61

After knowing the result that showed, it can be seen that from the calculation

the effect size level of this study is moderate because it shows that the result is 0,61

and therefore, there is a significant effect of emphasizing outlining technique in

students’ pre-writing stage of writing descriptive text.

37

B. Interpretation

The purpose of this study is to find out the effectiveness of emphasizing

outlining technique in students’ pre-writing stage of writing descriptive text on the

first grade of SMP Perguruan Rakyat 1 Jakarta Selatan. Based on the test of equality

of two average post-test was known that the students’ writing ability in writing

descriptive text showed the differences in both the experimental and controlled class.

The pre-test score of experimental class and controlled class has the mean

value of 65,4 and 66,52 while the minimum criterion was 70 It means in the pre-test,

controlled class had better score than experimental class, and also the both classes in

average did not cover the minimum criterion. Then, comparing with the post-test

score, the mean of experimental class is 73,2 and the mean of controlled class is 69,6

which means that experimental class had better score than controlled class, and also

only experimental class covered the minimum criterion.

In this research, there were 25 students in experimental group and also 25

students in controlled group. Therefore, the degree of freedom (df) is (25 + 25) – 2 =

48 which means the data which were free to vary was 48 in total and the other two

were not able to vary because they were the last. By the degree of freedom of 48 and

the degree of significance of 5% (α = 0.05), it was found from the table of t or t-table

that the critical value was 1,68 Furthermore the result of the statistic calculation

indicated that the value of t-observe = 2,159 and by the value of df (degree of

freedom) of 48 on the significance of 5% is 1,68 Comparing t-observe = 2,159 with

each values of the degree of significance or t-table= 1,68, the researcher found that t-

observe = 2,159 is higher than t-table= 1,68 Therefore the null hypothesis (Ho) is

rejected and alternative hypothesis (Ha) is accepted.

The size effect showed that the score gained had the moderate effect with the

score 0,61. By comparing the data of two group sample statistically, the result gained

showed that t-observe>t-table. This is obtained by conducting independent sample t-

38

test which is used to compare the means or averages of the two independent samples

in order to determine whether there was statistical evidence which proved that the

means were significantly different. The result was 2,159 > 1,68 = t-observe>t-table.

The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected

means that there was positive effect of emphasizing outlining technique in students’

pre-writing stage of writing descriptive text. It means that outlining is effective on

students’ pre-writing stage of writing descriptive text at first grade of SMP

Perguruan Rakyat 1 in academic year 2019/2020.

39

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research that held on the seventh grade of SMP Perguruan Rakyat

1 Jakarta Selatan in academic year 2019/2020, the result of the statistic calculation

indicated that the value of tobserve = 2,159 and the value ttable is 1.68. Comparing

to with each values of degree significance, the researcher finds that tobserve is higher

than ttable (tobserve) >ttable, 2,159 > 1.68. Since tobserve is higher than ttable,

means the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) is

rejected. This means it is effective for emphasizing outlining technique in students’

pre-writing stage of writing descriptive text.

In addition, the size effect test shows that the score was 0.61 and therefore, by

comparing the gained score to the table of size effect there is a moderate effect of

emphasizing outlining technique in students’ pre-writing stage of writing descriptive

text.

B. Suggestion

It was not easy to teach students to write a text in English, moreover English in

Indonesia is included as foreign language, so that students were not familiar in

English, above all the writer suggested to many English teacher to use a strategy to

facilitate students in expressing their idea especially in pre-writing, so that in pre-

writing like outlining strategy students firstly can make a concept based on their idea

such as in formal outlining, which can be expanded to broader idea, so that students

can’t lose inspiration when they are writing.

Furthermore, teacher can find a strategy which is suitable with type a text.

Also, teacher in teaching genre of text should know more about theory such as each

genre text, so that teacher will know about a strategy which is suitable with genre

text is

40

being explained. For other researchers, it can be basic information if he or she will

conduct with the same variable, because the outlining strategy can help students in

writing descriptive text, moreover it can be also used to other kind of genre text.

41

References

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Evaluating Quantitative and Qualitative Research– International Edition.

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Longman.

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TECHNIQUE TOWARD STUDENTS’ ACHIEVEMENT IN WRITING

RECOUNT TEXT AT THE EIGHT GRADE OF MTs NEGERI NGANTRU.

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Language Teaching and Research, Vol. 3 No. 3 , 489.

APPENDIX 1

Analytical Scoring Rubric

Criteria Score

Organization

Well-organized, logical sequencing –etc 20-18 (excellent to very good)

Logical but incomplete sequencing – etc 17-14 (good to average)

Lacks logical sequencing and development – etc 13-10 (fair to poor)

No organization, not enough to evaluate – etc 9-7 (very poor)

Content

Relevan to assigned topic – etc 30-27 (excellent to very good)

Mostly relevant to topic –etc 26-22 (good to average)

Inadequate development topic –etc 21-17 (fair to poor)

not enough to evaluate –etc 16-13 (very poor)

Vocabulary

Word form mastery, appropriate register (word use for

particular situation –etc )


Occasional errors of word form, choice, usage but

meaning not obscured

17-14 (good to average)

Frequent errors of word form, choice, usage and 13-10 (fair to poor)

meaning confused or obscured –etc

Little knowledge of English vocabulary, word form or

not enough to evaluate

9-7 (very poor)

Language use

Few errors of word order/ function, articles, preposition

– etc


Several errors of word order/ function, articles 21-19 (good to average)

Frequent errors of word order/function, articles,

preposition –etc


Dominated by errors, or not enough to evaluate –etc 10-5 (very poor)

Mechanic

Few errors of spelling, punctuation, capitalization –etc 5 (excellent to very good)

Occasional errors of spelling, punctuation, capitalization

– etc

4 (good to average)

Frequent errors of spelling, punctuation, capitalization –

etc

3 (fair to poor)

Dominated by errors of spelling, punctuation,

capitalization –etc

2 (very poor)

APPENDIX 2

The Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Perguruan Rakyat 1

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / Genap

Judul Bab : It’s a beautiful day!

Materi Pokok : Memberi dan meminta informasi terkait dengan sifat orang, binatang,

benda

Alokasi Waktu : 1 Minggu x 4 Jam Pelajaran @40 Menit

A. Kompetensi Inti

• KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta

Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan

bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di

lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan

kawasan regional.

• KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan

metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan,

kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.

• KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif,

kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.

B. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.5 mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan

memberi dan meminta informasi

terkait dengan sifat orang, binatang,

benda sesuai dengan konteks

penggunaannya. (Perhatikan unsur

kebahasaan be, adjective)

• Mengidentifikasi sifat seseorang (kind, nice,

friendly, etc)

• Memahami teks deksriptive tentang seorang

tokoh idola.

• Memahami penggunaan simple Tense (verb 1

s/es),

• Memahami pengunaan to be (is, am, are), dalam

menggambarkan seseorang.

• Memahami kata sifat yang tepat sesuai dengan

konteksnya dalam menggambarkan seseorang

• Memahami penggunaan ucapan yang benar

• Memahami perbedaan intonasi yang tepat

4.5 menyusun teks interaksi transaksional

lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan


• Membuat kalimat dalam bentuk Present Tense

(with/without s/es), kata tanya dan pernyataan

negatif, preposisi: in, on, at untuk tempat dan

waktu yang tepat sesuai fungsinya.

• Menyebutkan sifat seseorang (kind, nice,

terkait sifat orang, binatang, dan

benda, dengan memperhatikan fungsi

sosial, struktur teks dan unsur

kebahasaan yang benar dan sesuai

konteks

friendly, etc)


tokoh idola.

• Menggunakan simple Tense (verb 1 s/es)

• Menggunakan to be (is, am, are) dalam

menggambarkan seorang tokoh idola.


konteksnya dalam menggambarkan seorang

tokoh idola

• Menggunakan ucapan yang benar

• Mengucapkan perbedaan intonasi yang tepat

C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

• Mengidentifikasi sifat seseorang (kind, nice, friendly, etc)

• Memahami teks deksriptive tentang seorang tokoh idola.

• Memahami penggunaan simple Tense (verb 1 s/es),

• Memahami pengunaan to be (is, am, are), dalam menggambarkan seseorang.

• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seseorang



• Membuat kalimat dalam bentuk Present Tense (with/without s/es), kata tanya dan pernyataan

negatif, preposisi: in, on, at untuk tempat dan waktu yang tepat sesuai fungsinya.

• Menyebutkan sifat seseorang (kind, nice, friendly, etc)



• Menggunakan to be (is, am, are) dalam menggambarkan seorang tokoh idola.

• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seorang

tokoh idola



D. Materi Pembelajaran

➢ Fungsi Sosial

Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,

binatang, dan benda dari segi sifatnya.

➢ Struktur Teks

• Memulai

• Menanggapi (diharapkan/di luar dugaan)

➢ Unsur Kebahasaan

• Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.

• Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.

nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,

sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).

• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

➢ Topik

Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan

sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di K.

E. Metode Pembelajaran

1) Pendekatan : Saintifik

2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)

3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran

1. Media

❖ Worksheet atau lembar kerja (siswa)

❖ Lembar penilaian

2. Alat/Bahan

❖ Penggaris, spidol, papan tulis

❖ Laptop & infocus

G. Sumber Belajar

❖ Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The

Bell, Kelas VII, Kemendikbud, Revisi Tahun 2016

❖ Kamus Bahasa Inggris

❖ Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran

1. Pertemuan Ke-1 (2 x 40 Menit)

Kegiatan Pendahuluan (15 Menit)

Guru :

Orientasi

● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk

memulai pembelajaran

● Memeriksa kehadiran peserta didik sebagai sikap disiplin

● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Aperpepsi

● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik

dengan materi/tema/kegiatan sebelumnya

● Mengingatkan kembali materi prasyarat dengan bertanya.

● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.

Motivasi

● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-

hari.

● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan baik, maka

peserta didik diharapkan dapat menjelaskan tentang materi :

Fungsi Sosial

Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang, binatang, dan

benda dari segi sifatnya.

● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung

● Mengajukan pertanyaan

Pemberian Acuan

● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.

● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang

berlangsung

● Pembagian kelompok belajar

● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran.

Kegiatan Inti ( 130 Menit )

Sintak Model

Pembelajaran Kegiatan Pembelajaran

Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI

Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik materi

Fungsi Sosial dengan cara :

→ Melihat (tanpa atau dengan Alat)

Menayangkan gambar/foto/video yang relevan.

→ Mengamati

● Lembar kerja materi Fungsi Sosial

● Pemberian contoh-contoh materi Fungsi Sosial untuk dapat dikembangkan peserta didik,

dari media interaktif, dsb

→ Membaca.

Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan membaca materi dari buku

paket atau buku-buku penunjang lain, dari internet/materi yang berhubungan dengan

Fungsi Sosial

→ Menulis

Menulis resume dari hasil pengamatan dan bacaan terkait Fungsi Sosial

→ Mendengar

Pemberian materi Fungsi Sosial oleh guru.

→ Menyimak

Penjelasan pengantar kegiatan secara garis besar/global tentang materi pelajaran mengenai

materi :

Fungsi Sosial

Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,


untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian, mencari informasi.

Problem

statemen

(pertanyaan/

identifikasi

masalah)

CRITICAL THINKING (BERPIKIR KRITIK)

Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin

pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan

belajar, contohnya :

→ Mengajukan pertanyaan tentang materi :

Fungsi Sosial



yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi

tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang

bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan

pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar

sepanjang hayat.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI

Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah

diidentifikasi melalui kegiatan:

→ Mengamati obyek/kejadian

Mengamati dengan seksama materi Fungsi Sosial yang sedang dipelajari dalam bentuk

gambar/video/slide presentasi yang disajikan dan mencoba menginterprestasikannya.

→ Membaca sumber lain selain buku teks

Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai

referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang

materi Fungsi Sosial yang sedang dipelajari.

→ Aktivitas

Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami dari kegiatan

mengmati dan membaca yang akan diajukan kepada guru berkaitan dengan materi Fungsi

Sosial yang sedang dipelajari.

→ Wawancara/tanya jawab dengan nara sumber

Mengajukan pertanyaan berkaiatan dengan materi Fungsi Sosial yang telah disusun dalam

daftar pertanyaan kepada guru.

COLLABORATION (KERJASAMA)

Peserta didik dibentuk dalam beberapa kelompok untuk:

→ Mendiskusikan

Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket

mengenai materi Fungsi Sosial

→ Mengumpulkan informasi

Mencatat semua informasi tentang materi Fungsi Sosial yang telah diperoleh pada buku

catatan dengan tulisan yang rapi dan menggunakan bahasa Indonesia yang baik dan benar.

→ Mempresentasikan ulang

Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa

percaya diri Fungsi Sosial sesuai dengan pemahamannya.

→ Saling tukar informasi tentang materi :

Fungsi Sosial



dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah

pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan

menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar

kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,

menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan

mengumpulkan informasi melalui berbagai cara yang dipelajari, mengembangkan kebiasaan

belajar dan belajar sepanjang hayat.

Data COLLABORATION (KERJASAMA) dan CRITICAL THINKING (BERPIKIR

processing

(pengolahan

Data)

KRITIK)

Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :

→ Berdiskusi tentang data dari Materi :

Fungsi Sosial



→ Mengolah informasi dari materi Fungsi Sosial yang sudah dikumpulkan dari hasil

kegiatan/pertemuan sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan

mengumpulkan informasi yang sedang berlangsung dengan bantuan pertanyaan-

pertanyaan pada lembar kerja.

→ Peserta didik mengerjakan beberapa soal mengenai materi Fungsi Sosial

Verification

(pembuktian)


Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya

dengan data-data atau teori pada buku sumber melalui kegiatan :

→ Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat

mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada

yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja

keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif

dalam membuktikan tentang materi :

Fungsi Sosial



antara lain dengan : Peserta didik dan guru secara bersama-sama membahas jawaban soal-soal

yang telah dikerjakan oleh peserta didik.

Generalization

(menarik

kesimpulan)

COMMUNICATION (BERKOMUNIKASI)

Peserta didik berdiskusi untuk menyimpulkan

→ Menyampaikan hasil diskusi tentang materi Fungsi Sosial berupa kesimpulan berdasarkan

hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur,

teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.

→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi :

Fungsi Sosial



→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag materi Fungsi Sosial

dan ditanggapi oleh kelompok yang mempresentasikan.

→ Bertanya atas presentasi tentang materi Fungsi Sosial yang dilakukan dan peserta didik

lain diberi kesempatan untuk menjawabnya.

CREATIVITY (KREATIVITAS)

→ Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan berupa :

Laporan hasil pengamatan secara tertulis tentang materi :

Fungsi Sosial



→ Menjawab pertanyaan tentang materi Fungsi Sosial yang terdapat pada buku pegangan

peserta didik atau lembar kerja yang telah disediakan.

→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa pertanyaan

kepada siswa berkaitan dengan materi Fungsi Sosial yang akan selesai dipelajari

→ Menyelesaikan uji kompetensi untuk materi Fungsi Sosial yang terdapat pada buku

pegangan peserta didik atau pada lembar lerja yang telah disediakan secara individu untuk

mengecek penguasaan siswa terhadap materi pelajaran.

Catatan : Selama pembelajaran Fungsi Sosial berlangsung, guru mengamati sikap siswa dalam pembelajaran

yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi

masalah tanggungjawab, rasa ingin tahu, peduli lingkungan

Kegiatan Penutup (15 Menit)

Peserta didik :

● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting yang muncul dalam

kegiatan pembelajaran tentang materi Fungsi Sosial yang baru dilakukan.

● Mengagendakan pekerjaan rumah untuk materi pelajaran Fungsi Sosial yang baru diselesaikan.

● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus mempelajarai pada

pertemuan berikutnya di luar jam sekolah atau dirumah.

Guru :

● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran Fungsi Sosial

● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja dengan benar diberi

paraf serta diberi nomor urut peringkat, untuk penilaian tugas

● Memberikan penghargaan untuk materi pelajaran Fungsi Sosial kepada kelompok yang memiliki kinerja dan

kerjasama yang baik.



Guru :

Orientasi

● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk

memulai pembelajaran



Aperpepsi

● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik

dengan materi/tema/kegiatan sebelumnya



Motivasi

● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-

hari.

● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan baik, maka

peserta didik diharapkan dapat menjelaskan tentang materi :

Struktur Teks

Ø Memulai

Ø Menanggapi (diharapkan/di luar dugaan)



Pemberian Acuan


● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang

berlangsung


● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran.


Sintak Model


Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI

Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik materi

Struktur Teks dengan cara :



→ Mengamati

● Lembar kerja materi Struktur Teks

● Pemberian contoh-contoh materi Struktur Teks untuk dapat dikembangkan peserta didik,

dari media interaktif, dsb

→ Membaca.

Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan membaca materi dari buku

paket atau buku-buku penunjang lain, dari internet/materi yang berhubungan dengan

Struktur Teks

→ Menulis

Menulis resume dari hasil pengamatan dan bacaan terkait Struktur Teks

→ Mendengar

Pemberian materi Struktur Teks oleh guru.

→ Menyimak

Penjelasan pengantar kegiatan secara garis besar/global tentang materi pelajaran mengenai

materi :

Struktur Teks

Ø Memulai


untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian, mencari informasi.

Problem

statemen

(pertanyaan/


Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin

pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan

identifikasi

masalah)

belajar, contohnya :


Struktur Teks

Ø Memulai


yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi

tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang

bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan

pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar

sepanjang hayat.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI

Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah

diidentifikasi melalui kegiatan:


Mengamati dengan seksama materi Struktur Teks yang sedang dipelajari dalam bentuk

gambar/video/slide presentasi yang disajikan dan mencoba menginterprestasikannya.


Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai

referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang

materi Struktur Teks yang sedang dipelajari.

→ Aktivitas

Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami dari kegiatan

mengmati dan membaca yang akan diajukan kepada guru berkaitan dengan materi Struktur

Teks yang sedang dipelajari.


Mengajukan pertanyaan berkaiatan dengan materi Struktur Teks yang telah disusun dalam

daftar pertanyaan kepada guru.



→ Mendiskusikan

Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket

mengenai materi Struktur Teks


Mencatat semua informasi tentang materi Struktur Teks yang telah diperoleh pada buku

catatan dengan tulisan yang rapi dan menggunakan bahasa Indonesia yang baik dan benar.


Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa

percaya diri Struktur Teks sesuai dengan pemahamannya.


Struktur Teks

Ø Memulai


dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah

pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan

menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar

kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,

menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan

mengumpulkan informasi melalui berbagai cara yang dipelajari, mengembangkan kebiasaan

belajar dan belajar sepanjang hayat.

Data

processing

(pengolahan

Data)

COLLABORATION (KERJASAMA) dan CRITICAL THINKING (BERPIKIR

KRITIK)

Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :


Struktur Teks

Ø Memulai


→ Mengolah informasi dari materi Struktur Teks yang sudah dikumpulkan dari hasil

kegiatan/pertemuan sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan

mengumpulkan informasi yang sedang berlangsung dengan bantuan pertanyaan-

pertanyaan pada lembar kerja.

→ Peserta didik mengerjakan beberapa soal mengenai materi Struktur Teks

Verification

(pembuktian)


Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya

dengan data-data atau teori pada buku sumber melalui kegiatan :

→ Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat

mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada

yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja

keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif

dalam membuktikan tentang materi :

Struktur Teks

Ø Memulai


antara lain dengan : Peserta didik dan guru secara bersama-sama membahas jawaban soal-soal

yang telah dikerjakan oleh peserta didik.

Generalization

(menarik

kesimpulan)



→ Menyampaikan hasil diskusi tentang materi Struktur Teks berupa kesimpulan berdasarkan

hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur,

teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.

→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi :

Struktur Teks

Ø Memulai


→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag materi Struktur Teks

dan ditanggapi oleh kelompok yang mempresentasikan.

→ Bertanya atas presentasi tentang materi Struktur Teks yang dilakukan dan peserta didik

lain diberi kesempatan untuk menjawabnya.


→ Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran

yang baru dilakukan berupa :


Struktur Teks

Ø Memulai


→ Menjawab pertanyaan tentang materi Struktur Teks yang terdapat pada buku pegangan

peserta didik atau lembar kerja yang telah disediakan.

→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa pertanyaan

kepada siswa berkaitan dengan materi Struktur Teks yang akan selesai dipelajari

→ Menyelesaikan uji kompetensi untuk materi Struktur Teks yang terdapat pada buku

pegangan peserta didik atau pada lembar lerja yang telah disediakan secara individu untuk

mengecek penguasaan siswa terhadap materi pelajaran.

Catatan : Selama pembelajaran Struktur Teks berlangsung, guru mengamati sikap siswa dalam

pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh

menghadapi masalah tanggungjawab, rasa ingin tahu, peduli lingkungan


Peserta didik :

● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting yang muncul dalam

kegiatan pembelajaran tentang materi Struktur Teks yang baru dilakukan.

● Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur Teks yang baru diselesaikan.

● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus mempelajarai pada

pertemuan berikutnya di luar jam sekolah atau dirumah.

Guru :

● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran Struktur Teks

● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja dengan benar diberi

paraf serta diberi nomor urut peringkat, untuk penilaian tugas

● Memberikan penghargaan untuk materi pelajaran Struktur Teks kepada kelompok yang memiliki kinerja dan

kerjasama yang baik.

Jakarta, 15 Agustus 2019

Mengetahui

Kepala Sekolah SMP Perguruan Rakyat 1 Guru Mata Pelajaran

Zein Abdulloh Malik, S.Si Ismah Nurbaeti A

NIP/NRK. NIP/NRK.

Lesson Plan Experimental Class

The Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Perguruan Rakyat 1

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / Genap

Judul Bab : It’s a beautiful day!

Materi Pokok : Memberi dan meminta informasi terkait dengan sifat orang, binatang,

benda

Alokasi Waktu : 1 Minggu x 4 Jam Pelajaran @40 Menit

A. Kompetensi Inti

• KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta

Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan

bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di

lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan

kawasan regional.

• KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan

metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan,

kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.

• KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif,

kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.

c. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.5 mengidentifikasi fungsi sosial,

struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan

tulis yang melibatkan tindakan


terkait dengan sifat orang, binatang,

benda sesuai dengan konteks

penggunaannya. (Perhatikan unsur

kebahasaan be, adjective)

• Mengidentifikasi sifat seseorang (kind, nice,

friendly, etc)


tokoh idola.

• Memahami penggunaan simple Tense (verb 1

s/es),

• Memahami pengunaan to be (is, am, are), dalam

menggambarkan seseorang.


konteksnya dalam menggambarkan seseorang



4.5 menyusun teks interaksi transaksional

lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan


• Membuat kalimat dalam bentuk Present Tense

(with/without s/es), kata tanya dan pernyataan

negatif, preposisi: in, on, at untuk tempat dan

waktu yang tepat sesuai fungsinya.

• Menyebutkan sifat seseorang (kind, nice,

terkait sifat orang, binatang, dan

benda, dengan memperhatikan fungsi

sosial, struktur teks dan unsur

kebahasaan yang benar dan sesuai

konteks

friendly, etc)


tokoh idola.


• Menggunakan to be (is, am, are) dalam

menggambarkan seorang tokoh idola.


konteksnya dalam menggambarkan seorang

tokoh idola



d. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

• Mengidentifikasi sifat seseorang (kind, nice, friendly, etc)


• Memahami penggunaan simple Tense (verb 1 s/es),

• Memahami pengunaan to be (is, am, are), dalam menggambarkan seseorang.

• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seseorang



• Membuat kalimat dalam bentuk Present Tense (with/without s/es), kata tanya dan pernyataan

negatif, preposisi: in, on, at untuk tempat dan waktu yang tepat sesuai fungsinya.

• Menyebutkan sifat seseorang (kind, nice, friendly, etc)



• Menggunakan to be (is, am, are) dalam menggambarkan seorang tokoh idola.

• Memahami kata sifat yang tepat sesuai dengan konteksnya dalam menggambarkan seorang

tokoh idola


• Mengucapkan perbedaan intonasi yang tepa

e. Materi Pembelajaran

➢ Fungsi Sosial

Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang,


➢ Struktur Teks

• Memulai

• Menanggapi (diharapkan/di luar dugaan)

➢ Unsur Kebahasaan

• Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.

• Kosakata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara lain.

nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara lain. happy,

sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).

• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

➢ Topik

Sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan

sekitar peserta didik yang dapat menumbuhkan perilaku yang termuat di KI

I. Metode Pembelajaran

1) Pendekatan : Saintifik

2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)

3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

J. Media Pembelajaran

3. Media

❖ Worksheet atau lembar kerja (siswa)

❖ Lembar penilaian

4. Alat/Bahan

❖ Penggaris, spidol, papan tulis

❖ Laptop & infocus

K. Sumber Belajar

❖ Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The

Bell, Kelas VII, Kemendikbud, Revisi Tahun 2016

❖ Kamus Bahasa Inggris

❖ Pengalaman peserta didik dan guru

Langkah-Langkah Pembelajaran



Guru :

Orientasi

● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan

YME dan berdoa untuk memulai pembelajaran



Aperpepsi

● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan

pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya



Motivasi

● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari

dalam kehidupan sehari-hari.

● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai

dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :

Fungsi Sosial

Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang

orang, binatang, dan benda dari segi sifatnya.



Pemberian Acuan


● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada

pertemuan yang berlangsung


● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-

langkah pembelajaran.


Sintak Model


Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI

Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian

pada topik materi Fungsi Sosial dengan cara :



→ Mengamati

● Lembar kerja materi Fungsi Sosial

● Pemberian contoh-contoh materi Fungsi Sosial untuk dapat

dikembangkan peserta didik, dari media interaktif, dsb

→ Membaca.

Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan

membaca materi dari buku paket atau buku-buku penunjang lain, dari

internet/materi yang berhubungan dengan Fungsi Sosial

→ Menulis

Menulis resume dari hasil pengamatan dan bacaan terkait Fungsi

Sosial

→ Mendengar

Pemberian materi Fungsi Sosial oleh guru.

→ Menyimak

Penjelasan pengantar kegiatan secara garis besar/global tentang

materi pelajaran mengenai materi :

Fungsi Sosial

Ø Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan

penilaian tentang orang, binatang, dan benda dari segi sifatnya.

untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,

mencari informasi.

Problem

statemen

(pertanyaan/

identifikasi

masalah)


Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi

sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang

disajikan dan akan dijawab melalui kegiatan belajar, contohnya :


Fungsi Sosial



yang tidak dipahami dari apa yang diamati atau pertanyaan untuk

mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari

pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk

mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan

pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas

dan belajar sepanjang hayat.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI

Peserta didik mengumpulkan informasi yang relevan untuk menjawab

pertanyan yang telah diidentifikasi melalui kegiatan:


Mengamati dengan seksama materi Fungsi Sosial yang sedang

dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan

dan mencoba menginterprestasikannya.


Secara disiplin melakukan kegiatan literasi dengan mencari dan

membaca berbagai referensi dari berbagai sumber guna menambah

pengetahuan dan pemahaman tentang materi Fungsi Sosial yang

sedang dipelajari.

→ Aktivitas

Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami

dari kegiatan mengmati dan membaca yang akan diajukan kepada

guru berkaitan dengan materi Fungsi Sosial yang sedang dipelajari.


Mengajukan pertanyaan berkaiatan dengan materi Fungsi Sosial yang

telah disusun dalam daftar pertanyaan kepada guru.



→ Mendiskusikan

Peserta didik dan guru secara bersama-sama membahas contoh dalam

buku paket mengenai materi Fungsi Sosial


Mencatat semua informasi tentang materi Fungsi Sosial yang telah

diperoleh pada buku catatan dengan tulisan yang rapi dan

menggunakan bahasa Indonesia yang baik dan benar.


Peserta didik mengkomunikasikan secara lisan atau

mempresentasikan materi dengan rasa percaya diri Fungsi Sosial

sesuai dengan pemahamannya.


Fungsi Sosial



dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga

diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan

diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang

terdapat pada buku pegangan peserta didik atau pada lembar kerja yang

disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,

menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan

kemampuan mengumpulkan informasi melalui berbagai cara yang

dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.

Data

processing

(pengolahan

Data)

COLLABORATION (KERJASAMA) dan CRITICAL THINKING

(BERPIKIR KRITIK)

Peserta didik dalam kelompoknya berdiskusi mengolah data hasil

pengamatan dengan cara :


Fungsi Sosial



→ Mengolah informasi dari materi Fungsi Sosial yang sudah

dikumpulkan dari hasil kegiatan/pertemuan sebelumnya mau pun

hasil dari kegiatan mengamati dan kegiatan mengumpulkan informasi

yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan

pada lembar kerja.

→ Peserta didik mengerjakan beberapa soal mengenai materi Fungsi

Sosial

Verification

(pembuktian)


Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil

pengamatannya dengan data-data atau teori pada buku sumber melalui

kegiatan :

→ Menambah keluasan dan kedalaman sampai kepada pengolahan

informasi yang bersifat mencari solusi dari berbagai sumber yang

memiliki pendapat yang berbeda sampai kepada yang bertentangan

untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja

keras, kemampuan menerapkan prosedur dan kemampuan berpikir

induktif serta deduktif dalam membuktikan tentang materi :

Fungsi Sosial



antara lain dengan : Peserta didik dan guru secara bersama-sama

membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.

Generalization

(menarik kesimpulan)



→ Menyampaikan hasil diskusi tentang materi Fungsi Sosial berupa

kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media

lainnya untuk mengembangkan sikap jujur, teliti, toleransi,

kemampuan berpikir sistematis, mengungkapkan pendapat dengan

sopan.

→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang

materi :

Fungsi Sosial



→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag

materi Fungsi Sosial dan ditanggapi oleh kelompok yang

mempresentasikan.

→ Bertanya atas presentasi tentang materi Fungsi Sosial yang dilakukan

dan peserta didik lain diberi kesempatan untuk menjawabnya.


→ Menyimpulkan tentang point-point penting yang muncul dalam

kegiatan pembelajaran yang baru dilakukan berupa :


Fungsi Sosial



→ Menjawab pertanyaan tentang materi Fungsi Sosial yang terdapat

pada buku pegangan peserta didik atau lembar kerja yang telah

disediakan.

→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan

beberapa pertanyaan kepada siswa berkaitan dengan materi Fungsi

Sosial yang akan selesai dipelajari

→ Menyelesaikan uji kompetensi untuk materi Fungsi Sosial yang

terdapat pada buku pegangan peserta didik atau pada lembar lerja

yang telah disediakan secara individu untuk mengecek penguasaan

siswa terhadap materi pelajaran.

Catatan : Selama pembelajaran Fungsi Sosial berlangsung, guru mengamati sikap siswa

dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,

berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli

lingkungan


Peserta didik :

● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting

yang muncul dalam kegiatan pembelajaran tentang materi Fungsi Sosial yang baru

dilakukan.

● Mengagendakan pekerjaan rumah untuk materi pelajaran Fungsi Sosial yang baru

diselesaikan.

● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus

mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.

Guru :

● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran

Fungsi Sosial

● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja

dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas

● Memberikan penghargaan untuk materi pelajaran Fungsi Sosial kepada kelompok yang

memiliki kinerja dan kerjasama yang baik.



Guru :

Orientasi

● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan

YME dan berdoa untuk memulai pembelajaran



Aperpepsi

● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan

pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya



Motivasi

● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari

dalam kehidupan sehari-hari.

● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai

dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :

Struktur Teks

Ø Memulai




Pemberian Acuan


● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada

pertemuan yang berlangsung


● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-

langkah pembelajaran.


Sintak Model


Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI

Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian

pada topik materi Struktur Teks dengan cara :



→ Mengamati

● Lembar kerja materi Struktur Teks dan Outline

● Pemberian contoh-contoh materi Struktur Teks dengan outine teks

untuk dapat dikembangkan peserta didik, dari media interaktif, dsb

→ Membaca.

Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan

membaca materi dari buku paket atau buku-buku penunjang lain, dari

internet/materi yang berhubungan dengan Struktur Teks

→ Menulis

Menulis resume dari hasil pengamatan dan bacaan terkait Struktur

Teks dan Outline Teks

→ Mendengar

Pemberian materi Struktur Teks dan Cara Outine oleh guru.

→ Menyimak

Penjelasan pengantar kegiatan secara garis besar/global tentang

materi pelajaran mengenai materi :

Struktur Teks

Ø Memulai


→ Menulis

Memberikan kesempatan kepada siswa untuk membuat outline tulisan

descriptive teks

Mendiskusikan dengan teman tentang outlinenya

Mendiskusikan bersama outline yang sudah ada dan dikembangkan

menjadi tulisan deskriptif teks

Problem

statemen

(pertanyaan/

identifikasi

masalah)


Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi

sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang

disajikan dan akan dijawab melalui kegiatan belajar, contohnya :


Struktur Teks

Ø Memulai


yang tidak dipahami dari apa yang diamati atau pertanyaan untuk

mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari

pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk

mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan

pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas

dan belajar sepanjang hayat.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI

Peserta didik mengumpulkan informasi yang relevan untuk menjawab

pertanyan yang telah diidentifikasi melalui kegiatan:


Mengamati dengan seksama materi Struktur Teks yang sedang

dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan

dan mencoba menginterprestasikannya.


Secara disiplin melakukan kegiatan literasi dengan mencari dan

membaca berbagai referensi dari berbagai sumber guna menambah

pengetahuan dan pemahaman tentang materi Struktur Teks yang

sedang dipelajari.

→ Aktivitas

Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami

dari kegiatan mengmati dan membaca yang akan diajukan kepada

guru berkaitan dengan materi Struktur Teks yang sedang dipelajari.


Mengajukan pertanyaan berkaiatan dengan materi Struktur Teks yang

telah disusun dalam daftar pertanyaan kepada guru.



→ Mendiskusikan

Peserta didik dan guru secara bersama-sama membahas contoh dalam

buku paket mengenai materi Struktur Teks


Mencatat semua informasi tentang materi Struktur Teks yang telah

diperoleh pada buku catatan dengan tulisan yang rapi dan

menggunakan bahasa Indonesia yang baik dan benar.


Peserta didik mengkomunikasikan secara lisan atau

mempresentasikan materi dengan rasa percaya diri Struktur Teks

sesuai dengan pemahamannya.


Struktur Teks

Ø Memulai


dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga

diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan

diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang

terdapat pada buku pegangan peserta didik atau pada lembar kerja yang

disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,

menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan

kemampuan mengumpulkan informasi melalui berbagai cara yang

dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.

Data

processing

(pengolahan

Data)

COLLABORATION (KERJASAMA) dan CRITICAL THINKING

(BERPIKIR KRITIK)

Peserta didik dalam kelompoknya berdiskusi mengolah data hasil

pengamatan dengan cara :


Struktur Teks

Ø Memulai


→ Mengolah informasi dari materi Struktur Teks yang sudah

dikumpulkan dari hasil kegiatan/pertemuan sebelumnya mau pun

hasil dari kegiatan mengamati dan kegiatan mengumpulkan informasi

yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan

pada lembar kerja.

→ Peserta didik mengerjakan beberapa soal mengenai materi Struktur

Teks

Verification

(pembuktian)


Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil

pengamatannya dengan data-data atau teori pada buku sumber melalui

kegiatan :

→ Menambah keluasan dan kedalaman sampai kepada pengolahan

informasi yang bersifat mencari solusi dari berbagai sumber yang

memiliki pendapat yang berbeda sampai kepada yang bertentangan

untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja

keras, kemampuan menerapkan prosedur dan kemampuan berpikir

induktif serta deduktif dalam membuktikan tentang materi :

Struktur Teks

Ø Memulai


antara lain dengan : Peserta didik dan guru secara bersama-sama

membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.

Generalization

(menarik kesimpulan)



→ Menyampaikan hasil diskusi tentang materi Struktur Teks berupa

kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media

lainnya untuk mengembangkan sikap jujur, teliti, toleransi,

kemampuan berpikir sistematis, mengungkapkan pendapat dengan

sopan.

→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang

materi :

Struktur Teks

Ø Memulai


→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag

materi Struktur Teks dan ditanggapi oleh kelompok yang

mempresentasikan.

→ Bertanya atas presentasi tentang materi Struktur Teks yang dilakukan

dan peserta didik lain diberi kesempatan untuk menjawabnya.


→ Menyimpulkan tentang point-point penting yang muncul dalam

kegiatan pembelajaran yang baru dilakukan berupa :


Struktur Teks

Ø Memulai


→ Menjawab pertanyaan tentang materi Struktur Teks yang terdapat

pada buku pegangan peserta didik atau lembar kerja yang telah

disediakan.

→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan

beberapa pertanyaan kepada siswa berkaitan dengan materi Struktur

Teks yang akan selesai dipelajari

→ Menyelesaikan uji kompetensi untuk materi Struktur Teks yang

terdapat pada buku pegangan peserta didik atau pada lembar lerja

yang telah disediakan secara individu untuk mengecek penguasaan

siswa terhadap materi pelajaran.

Catatan : Selama pembelajaran Struktur Teks berlangsung, guru mengamati sikap siswa

dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,

berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli

lingkungan


Peserta didik :

● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting

yang muncul dalam kegiatan pembelajaran tentang materi Struktur Teks yang baru

dilakukan.

● Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur Teks yang baru

diselesaikan.

● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus

mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.

Guru :

● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran

Struktur Teks

● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja

dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas

● Memberikan penghargaan untuk materi pelajaran Struktur Teks kepada kelompok yang

memiliki kinerja dan kerjasama yang baik.

APPENDIX 3

The Instrument of Pre-Test and Post-Test

PRE-TEST OF WRITING DESCRIPTIVE TEXT

Please describe your most inspiring person in your life!




POST-TEST OF WRITING DESCRIPTIVE TEXT

Please describe your most favourite singer!




APPENDIX 4

Student’s Writing

Pre-Test

Post-Test

APPENDIX 5

Normality Test

To test the normality of the data, the researcher used IBM SPSS Statistics 24

and the steps were as follow:

1) Formulating normality hypothesis of the data; H0: sample data was normally

distributed, while H1: sample data was not normally distributed.

2) Testing the normality of the data using Kolmogorov-Smirnov Test, and the

steps according to math-stastistic-tutor.com are in the following:

a. Select Analyze =>Descriptive Statistics =>Explore.

b. When a window pops up, fill the variable in the Dependent List box and fill

the other variable in the Factor List.

c. Click Plots on the right. A new window pops out. Check “none” for box

plot, uncheck everything for descriptive and make sure the box “normality

plots with test” is checked.

d. The result now pops out in the “output” window.

e. We can now interpret the result.

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

score 50 100.0% 0 0.0% 50 100.0%

Descriptives

Statistic Std. Error

score

Mean 69.6600 .75949

95% Confidence Interval for

Mean

Lower Bound 68.1337

Upper Bound 71.1863

5% Trimmed Mean 69.8000

Median 70.0000

Variance 28.841

Std. Deviation 5.37040

Minimum 55.00

Maximum 82.00

Range 27.00

Interquartile Range 7.50

Skewness -.256 .337

Kurtosis .404 .662

Tests of Normality


Statistic df Sig. Statistic df Sig.

score .079 50 .200* .983 50 .703



APPENDIX 6

Homogeneity Test

Calculating the homogeneity test using Levene test formula on IBM SPSS

Statistics 24 and the steps are as follow:

a. Open file one way anova on CD, parametric statisticfolder

b. Click Analyze =>Compare Means =>One-Way ANOVA on menu until One-

Way ANOVA dialogue boxappears

c. Fill variable on Dependent List and fill another variable on Factorbox

d. Click Option and choose Descriptive and Homogeneity of variancetest

e. Click Continue until it comes back to One-Way ANOVA dialoguebox

f. Click OK


Score


.242 1 48 .625

ANOVA

Score

Sum of Squares Df Mean Square F Sig.

Between Groups .180 1 .180 .006 .938

Within Groups 1413.040 48 29.438

Total 1413.220 49

APPENDIX 7

Hypothesis Test/T-Test

The t-test steps as follows:

a. Click Analyze - Compare Means – Independent Sample T Test

b. “Independent – sample T Test” pops out, then insert the variables to grouping

variables box.

c. Click Define Grouping, move variables to each box and continue.

d. Click options, then fill on confidence interval percentage with 95% then click

continue.

e. Click OK

Group Statistics

class N Mean Std. Deviation Std. Error Mean

Score experimental 25 69.7200 5.19230 1.03846

controlled 25 69.6000 5.64948 1.12990

Independent Samples Test

Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. T Df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Scor

e

Equal

variances

assumed

.242 .625 .078 48 .938 .12000 1.53462 -

2.96557 3.20557

Equal

variances

not

assumed

.078 47.662 .938 .12000 1.53462 -

2.96613 3.20613

APPENDIX 8

Letter of Official Statement of Advisor 1

Letter of Official Statement of Advisor 2

APPENDIX 9

Letter of Official Statement of the School

APPENDIX 10

Documentations

Documents

THE EFFECTIVENESS OF EMPHASIZING OUTLINING