THESIS IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH ... · i thesis improving descriptive paragraph writing through tell- show strategy of the eighth grade students of smp (slub)

i

THESIS

IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH

TELL- SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF

SMP (SLUB) SARASWATI 1 DENPASAR

IN ACADEMIC YEAR 2013/2014

IDA AYU SETIA INGGRIANI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS

IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH

TELL- SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF




NPM. 10.8.03.51.31.2.5.3668




DENPASAR

2014

PRE-REQUISITE TITLE

iii

IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH TELL-

SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF



Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University


NPM. 10.8.03.51.31.2.5.3668




DENPASAR

2014

iv

APPROVAL SHEET

1

This thesis entitled “Improving Descriptive Paragraph Writing through

Tell-Show Strategy of the Eighth Grade Students of SMP (SLUB) Saraswati 1

Denpasar in Academic Year 2013/2014” has been approved and accepted as

partial fulfillment for the Sarjana Pendidikan degree in English Education Study

Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar

University.

Approved By

Advisor I

Ni Wayan Krismayani, S.Pd.,M.Pd.

NPK. 82 8210 333

Advisor II

Ida Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum.

NPK. 82 8210 334

v

APPROVAL SHEET

2

This thesis has been examined and assessed by the examiner commitee of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 10th February

2014.

Chief Examiner

Dr. Drs. I Made Sukamerta, M.Pd.

NIP. 19550507 198203 1 003

Examiner I

Ni Wayan Krismayani, S.Pd.,M.Pd.

NPK. 82 8210 333

Advisor II


NPK. 82 8210 334

Dean of the Faculty of Teacher

Training and Education

Prof. Dr. Wayan Maba

NIP. 19581231 198303 1 032

Head of English Education Study Program

I Komang Budiarta, S.Pd., M.Hum.

NPK. 82 8208 306

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 8th February 2014

The Researcher,

Ida Ayu Setia Inggriani

NPM. 10.8.03.51.31.2.5.3668

vii

ACKNOWLEDGMENT

In the name of Ida Sang Hyang Widhi Wasa, most gracious, most merciful.

Never in her life she felt lost your presence. Even when she ignore you, You

guided her towards her best life.

Her first and second advisor, Ni Wayan Krismayani, S.Pd.,M.Pd. and Ida

Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum., for their valuable guidance,

encouragement, patient, correlation, advice, and suggestion which are very helpful

in finishing this thesis. Then, thank you very much for their time to share their

great knowledge and great experiences to her.

Her gratitude to Headmaster of SMP (SLUB) Saraswati 1 Denpasar who has

given her permission, helps for present study. Ms. Dwijayanti, SS as an English

teacher, who has allowed her to conduct a research in her class. The VIII bilingual

students of SMP (SLUB) Saraswati 1 Denpasar, for their cooperation to gather the

data needed for this study.

She is also deeply indebted to her beloved parents, I. B. Antara and I. A.

Raini. Thank you so much for their affection, advices, guidance, instruction and

help in all of her life, their love is beyond any words. Her beloved brother and

sister, may God bless you.

Special thanks to wonderful family of BEM and BPM FKIP UNMAS DPS,

thank you has taught her about love, trust, and friendship. She is a part of them

just as much as they are a part of her.

Her admiration for the extraordinary friends who gave her the opportunity to

stand in front, beside, and behind them. Sangtu, Putri, Vivi, Dwi thank you for

being a mirror to strengthen one another.

For two people who do not know what should she call, Adi Samita and

Laurensia Nancy, thank you for many things. Also for the many meanings that are

often unspoken that triggers her to keep learning. Keep inspiring!

Denpasar, 8th February 2014

The Researcher,


viii

ABSTRACT

Inggriani, I. A. S. 2013. Improving Descriptive Paragraph Writing through

Tell- Show Strategy of the Eighth Grade Students of SMP (SLUB)

Saraswati 1 Denpasar in Academic Year 2013/2014. The First

Advisor: Ni Wayan Krismayani, S.Pd.,M.Pd. and the Second Advisor:


Writing skill is one of the four important skill in English. This skill should

be taken into account in the teaching learning process. However, the phenomenon

existing in school clearly shows that students have difficulties in learning writing.

The undertaking of the present classroom action research was mainly intended to

figure out whether tell-show strategy can improve the subjects’ writing skill. The

subjects of this study was the eighth grade students of SMP (SLUB) Saraswati 1

Denpasar in academic year 2013/2014 that consisted of 21 males and 20 females.

Based on the pre-test which was carried out in the pre-cycle, the mean score of the

students was 63.8. It pointed out that the subjects’ability in writing descriptive

paragraph was categorized as sufficient. This study was then caried out through

implementing tell- show strategy in two cycles. The result of the post-test I was

74.1 and 81.2 in cycle II. It obviously showed that there was significant

improvement concerning the subects’ sbility in writing descriptive paragraph in

which it improved from the level of sufficient to good. This research furthermore

showed that there was changing learning behavior as the result of the positive

responses concerning the technique applied in improving the subjects’ writing

skill. As a summary, this present study proved that tell-show strategy could

improve writing skill of the eighth grade students of SMP (SLUB) Saraswati 1

Denpasar in academic year 2013/2014; in addition, the subjects also responded

positively the implementation of tell-show strategy.

Keywords: writing, descriptive paragraph, tell-show strategy

ix

TABLE OF CONTENT

THESIS .................................................................................................................... i

THESIS ................................................................................................................... ii

PRE-REQUISITE TITLE ....................................................................................... ii

APPROVAL SHEET ............................................................................................. iv

APPROVAL SHEET .............................................................................................. v

STATEMENT OF AUTHENTICITY ................................................................... vi

ACKNOWLEDGMENT ....................................................................................... vii

ABSTRACT ......................................................................................................... viii

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

LIST OF TABLES ................................................................................................. xi

LIST OF GRAPHS ............................................................................................... xii

LIST OF APPENDICES ...................................................................................... xiii

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

1.1 Background of the Study ......................................................................... 1

1.2 Research Problem .................................................................................... 4

1.3 Objective of the Study ............................................................................. 4

1.4 Limitations of the Study .......................................................................... 4

1.5 Significance of the Study ......................................................................... 5

1.6 Definition of the Key Terms .................................................................... 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ............................ 7

2.1 Theoretical Review .................................................................................. 7

2.1.1 Definition of Writing................................................................. 7

2.1.2 Steps of Writing ........................................................................ 8

2.1.3 Definition of Paragraph .......................................................... 10

2.1.4 Development of Paragraph ...................................................... 11

2.1.5 Theory of Descriptive Paragraph Writing ............................... 14

2.1.6 The Use of Tell- Show Strategy in Improving Descriptive

Paragraph Writing ................................................................ 17

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2.1.7 Writing Assessment ................................................................ 18

2.2 Empirical Review .................................................................................. 20

2.3 Hypothesis ............................................................................................. 21

CHAPTER III RESEARCH METHOD .............................................................. 22

3.1 Subject of the Study ............................................................................... 22

3.2 Research Design .................................................................................... 22

3.3 Research Procedure ............................................................................... 23

3.3.1 Planning .................................................................................. 24

3.3.2 Action ...................................................................................... 24

3.3.3 Observation ............................................................................. 26

3.3.4 Reflection ................................................................................ 26

3.4 Research Instrument .............................................................................. 27

3.5 Data Collection ...................................................................................... 28

3.6 Data Analysis ......................................................................................... 29

3.7 Success Indicator ................................................................................... 32

CHAPTER IV FINDING AND DISCUSSION ................................................... 33

4.1 Finding ................................................................................................... 33

4.1.1 Pre- cycle ................................................................................. 33

4.1.2 Cycle I ..................................................................................... 35

4.1.3 Cycle II .................................................................................... 36

4.2 Discussion .............................................................................................. 41

CHAPTER V CONCLUSION AND SUGGESTIONS ....................................... 44

5.1 Conclusion ............................................................................................. 44

5.2 Suggestion ............................................................................................. 46

REFERENCES ...................................................................................................... 46

APPENDICES ..................................................................................................... 49

xi

LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Students' Pre-cycle Score

in Writing Descriptive Paragraph ................................................. 33

Table 4.2 Tabulation of Data Showing the Students' Score in Writing

Descriptive Paragraph Through Tell- Show Strategy

in Cycle I ....................................................................................... 35

Table 4.3 Tabulation of Data Showing the Students' Score in Writing

Descriptive Paragraph Through Tell- Show Strategy

in Cycle II ..................................................................................... 36

Table 4.4 Summary of the Research Finding Showing the Mean

of Each Cycle .............................................................................. 36

Table 4.5 Tabulation of Data Showing The Subjects’

Changing Motivation and Attitude in Writing

Descriptive Paragraph through Tell- Show Strategy ................. 37

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Achievement

in Writing Descriptive Paragraph after Being Taught

through Tell- Show Strategy ...................................................... 38

Graph 4.2 Depicting the Subjects’ Changing Motivation

and Attitudes in Writing Descriptive Paragraph through

Tell- Show Strategy ..................................................................... 39

xiii

LIST OF APPENDICES

Appendix 1 List of Subjects ......................................................................... 50

Appendix 2 Pre-Test ..................................................................................... 52

Appendix 3 Lesson Plan 1 ............................................................................ 53

Appendix 4 Lesson Plan 2 ............................................................................ 70

Appendix 5 Questionnaire ............................................................................ 85

Appendix 6 List of Students’ Improvement Score ....................................... 88

Appendix 7 List of Questionnaire Score ...................................................... 90

Appendix 8 Surat Ijin Penelitian .................................................................. 92

Appendix 9 Surat Keterangan Penelitian ..................................................... 93

Appendix 10 Biography ................................................................................. 94

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

There are several reasons why we have to master writing skill as one of

English skills. First, the most important one is communication. Good writing

skills allow you to communicate your message with clarity and ease to a far larger

audience than though face to face or telephone conversation. On the other hand,

bad writing skill can lead both to misinformation or to the wrong or ambiguous

message. Second, writing skill is necessary in work assignments and written tests

in education. Third, good writing skill will take us on a good job. This happens

because of the ability to write one's curriculum vitae contained within and

resumes used to apply for a job is able to reflect a person's ability to communicate.

Because of the importance of writing skills in personal and professional life, the

ability to write should be taught from an early age, especially in English class.

Jarvis (2002:2) states that ESL students are ready to begin writing as soon as they

are able to speak in social and classroom situations.

In accordance with the Content Standards in School Based Currriculum

2006 states that high school students must master twelve writing ability in

English, one of which is descriptive text. Descriptive text is a text that is used to

depict or describe a person, place, or thing in detail. However, when the

researcher taught in VIII Blingual SMP (SLUB) Saraswati 1 Denpasar, students

were still found problems when they were asked to write. Based on the average

score of writing descriptive text assessment which was below of the minimum

2

score criteria there were several reasons of students obstacles. First, the low

motivation of students to hone their writing skills is one of the underlying issues.

In fact, students' motivation is an element that is necessary essentials for quality

education ( William, 2011: 2 ). This is due to the assumption that writing is a skill

that is less attractive to study because most students did not find the fun while

learning to write. More than that, most of the students did not understand what

was their goal should be to develop in writing skills. The students should know

what is their goal of mastering writing skill properly so that they are able to create

a comfortable atmosphere and pose a pleasure when they have to write (Graham,

2008). Therefore, it can be concluded that increasing the motivation of the

purpose of writing and giving clear information about importance of student

ability in writing skills is the most basic thing to do to improve students’ writing

ability.

Second, the act of writing are not only required to think but also to express

what they think. In this case, mastery of vocabulary and grammar is important.

Based on the observation, most of the eighth grade students had less vocabulary

and quite difficult in terms of grammar. This problem have to be solved both by

teacher strategy and students effort to help students produce better writing.

Third, students confused when they begun writing and specify the starting

point of writing. They confused if they wanted to convey the idea of writing in

detailed and coherent; whereas, by mastering both of them it would be easy for the

reader to understand the meaning of the author in writing. Referring to the issue, it

required the proper techniques and strategies to help students develop their ideas

in writing and explain something in detail and structured.

3

One strategy that can be used by teachers to teach descriptif text is Tell-

Show Strategy.Tell-Show Strategy is one of the strategies that can be used to

facilitate the students to write a descriptive paragraph. The use of these strategies

can help students to overcome their impasse about how to write, either at the

beginning or parts identification, contents, description, or conclusion that is

optional in writing descriptive text. This strategy is one of the development of the

techniques of T-Chart. This strategy begins by making two columns resembling

the letter T. One column as column tell and the other one as column show. In

column Tell students were asked to write down the topic they describe, while the

columns show the students are asked to write a description of the list of topics that

they wrote in the Tell column in detail. Vivid detail in show column can be

gathered by asking a few questions related to the topics covered. To make writing

more detail, each list in the column Show still be made in a new Tell column.

Moreover, this strategy will be a critical power train students on topics they write

because the more they are able to write the list in the column Show then they

write a paragraph description will become more and more detail. Therefore, this

strategy can facilitate students to write descriptive paragraph .

Based on the above explanation about the importance of mastering writing

skill especially descriptive paragraph for junior high school students, researcher

were motivated to conduct research on the use of Tell Show Strategy to gather

information whether this strategy can improve students' ability in writing

descriptive paragraph or not. This research will be conducted in class VIII

Bilingual SMP (SLUB) 1 Saraswati Denpasar.

4

1.2 Research Problem

Choosing and formulating a problems is one of the most important aspect

of doing any research. The writer has to decide a specific and correct question to

be answered and conveyed to find an answer.

Based on some problems above, it can be concluded that the students

writing ability especially the eighth grade students of bilingual class of SMP

(SLUB) Sarawati 1 Denpasar still face a crucial problems in writing; thus, it

should be improved by applying Tell- Show Strategy. Then, the research question

can be formulated as follows: can Tell- Show Strategy improve writing skill of

the eight grade students of SMP (SLUB) Saraswati 1 Denpasar in the academic

year 2013-2014?

1.3 Objective of the Study

Methodologically writing, any scientific study intends to answer the

research question that has been previously formulated and determined. In line

with this rationale, the present study intends to find out wether the writing skill of

the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar can be improved

through Tell- Show Strategy.

1.4 Limitations of the Study

On account of this fact, challenges related to writing skill faced by the

subjects of this study are definitely too broad and complex to be dealt with in a

single study. Accordingly, in the present action study, while acknowledging that

there are many other useful strategies, limits her investigation on teaching writing

5

in descriptive paragraph through Tell- Show Strategy to the eighth grade students

of SMP (SLUB) Saraswati 1 Denpasar in the academic year 2013-2014.

1.5 Significance of the Study

The result of the present study which is about improving writing using

Tell- Show Strategy are expected to be beneficial for students, teacher,

management of SMP (SLUB) Saraswati 1 Denpasar, and other researcher.

Moreover, the finding of the present study are expected to provide both theoritical

as well as practical importance as follows:

Theoritically, the findings of presents study are expected to give more

emprical and approvable evidence in investigating the effectiveness of doing Tell-

Show Strategy in teaching writing skill to the eighth grade students of SMP

(SLUB) Saraswati 1 Denpasar in academic year 2013/2014. Moreover this present

study also aims to make the students aware of writing activities which is very

important for them wether in learning language or in their daily life.

Practically, the findings of the present study are expected to give a

contribution for the teachers in teaching activities in the classroom so that the

teacher can apply and implement this method in teaching English especially in

teaching writing skill. Moreover, for the school management, the result of the

study is expected to be used to motivate and encourage other classroom teachers

to make self reflection through undertaking classroom action research. Besides, it

can give contributionin term of technique of teaching vocabulary.

6

1.6 Definition of the Key Terms

There are some terms, which are defined operationally so as to avoid

misunderstanding on the part of the readers, those are: writing skill, descriptive

paragraph, Tell- Show Strategy, and SMP (SLUB) Saraswati 1 Denpasar.

1. Writing

Writing is process of arranging words into sentences into paragraphs based

on certain rules. In this study, writing means process and product of

expressing student’s ideas in descriptive text.

2. Descriptive Paragraph

Descriptive paragraph in present study as operationally defined the writing

ability in expressing their ideas in the form of descriptive paragraph that

will be talked about describing person, thing or certain place. In this case,

the students will be asked to write a descriptive paragraph based on its

generic structure which consist of identification, description, and

conclusion (optional) in vivid detail based on the topic given.

3. Tell- Show Strategy

Tell- Show Strategy is defined as a technique of teaching descriptive

paragraph writing to the eight grade students of SMP (SLUB) Saraswati 1

Denpasar in which the students are assigned to write a descriptive

paragraph by using tell show column. Tell column is used to write the

topic while Show column is used to list detail information of the topic.

4. SMP (SLUB) Saraswati 1 Denpasar

SMP (SLUB) Saraswati 1 Denpasar is one of private schools in

Denpasar. It is located at Kamboja Street no. 11 A Denpasar.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

For the purpose of the present study, some theoritical new points as well as

empirical evidences are reviewed. Some of the view points are as follows:

2.1.1 Definition of Writing

Writing is the communication of content for a purpose to an audience

(Peha, 2010: 58). Lannon in Ha, (2011: 4) views writing as the process of

transforming the material discovered by research inspiration, accident, trial or

error, or whatever into a message with a definite meaning- writing is a process of

deliberate decision. It means that writing must convey a message with a meaning.

In addition, writing is a way through which a student can express his/her ideas or

thoughts on the paper (Harsyaf and Izmi, 2009: 4).

Writing is a powerful instrument for students used to express their

thoughts, feelings, and judgement about what they have read, seen, or experienced

(Ontario Ministry of Education, 2005 : 12). Furthermore, Harmers (2007: 323)

states that we judge people as literate, in the other words, if they can read and

write in certain situations and for certain purposes, some of which are more

prestigious than others.

Most contexts of life (school, the workplace, and the community) call for

some level of writing skill (Graham and Perin, 2007:9). This opinion is also

supported by Brown (2004:218) states that writing was a skill that was the

8

exclusive domain of scribes and scholars in education or religious instituation.

Writing is fundamental importance to learning, to development of the person in

each learner, and to success in the educational system. Writing is very important

in education so everyone wants to know the best way to teach it (Peha, 2003:1).

On the other hand, writing as one of the four skills in English is considered

as the most difficult and most challenging skill compared to the other skills either

for most students or even for teachers (Ayub, 2013:2). As teachers, we need to

work continually to aid our students in their search for fulfillment as writers

(Graham & Harris in Ha, 2011: 4).

From the above statement, it can be concluded that writing is one way that

can be used as a communication tool written by the author to the reader to

communicate information and specific intent. Writing as one of the most difficult

skill than the other three skills in English poses new challenges to teachers in

particular to be able to teach and improve the writing skills of students with an

effective and innovative manner. This is because of the importance of mastering

writing skills by the students for education and personal life.

2.1.2 Steps of Writing

As writers, we need a process to carry out our writing projects

successfully. These steps are necessary for the preparation of the paper's lead

author that posts made terorganisasidengan well, more than that, posts made to

convey the intent and purpose of the author is clear and easy to understand

readers. This paper steps should passed by the author gradually from the

beginning to the end of writing. This stage is designed to facilitate the author in

expressing their ideas in writing and to overcome the problems often experienced

9

by the author. This is supported by the opinion Peha, (2010:4) who says that

writing process as a method of helping student to conceived how to transform idea

into written form as a set of discrete stages wherein a writer engages in certain

activities designed to solve particular problems to that stage.

According to Peha, (2010: 4) there are five steps of writing which is

known as a five stage processes that includes Pre-Writing, Drafting, Revising,

Editing, and Publishing. The following is an explanation of each of these stages:

a. Pre- writing

Pre-writing is any activity that helps writers figure out what to write about.

Furthermore, Graham and Perin (2007: 4) state that pre- writing will

engages students in activities designed to help them generate or organize

ideas for their composition. Pre-writing became a very important thing to

be considered as the first step of an article, because if the beginning is not

good, readers will never get to the middle or the end (Peha, 2010: 74).

b. Drafting

Drafting is where formal writing begins. Using pre-writing materials as

inspiration, the writer writes and writes some more. The goal is to get

everything down on paper as quickly and as easily as possible.

c. Revising

A completed writing should be read back to check on the possibility of the

author’s mistakes. Revision process can be carried out by the authors

themselves or often performed by others in the form of peer-reviewing,

10

small class discussion, and whole-class discussion. Peha, (2003:10) states

that whenever writers share their work, he want to make sure they get

useful, constructive feedback so they know what they’re going to do next.

d. Editing

Editing is such a complex and demanding task which has purpose to make

a finishing and fix writing after passing review stage and had some

correction.

e. Publishing

The point of publishing is having someone read the writer's work. In

teaching writing to the students, the process of publishing can be done

through group discussion, school newspapers, websites, outside school, or

portfolio.

In addition to the above five stages of writing, there is a last step that will

be passed authors; assessing writing. The most important thing that can be learned

about assessment is to get the students involved as fully as possible. When the

students lead in assessing their own abilities, learning dramatically increases

(Peha, 2010: 10).

2.1.3 Definition of Paragraph

According to Oshima and Hogue (2007:2), a paragraph is a group of

related statements that a writer develops about a subject. Paragraph is a group of

sentences, logically combined with each other, forms a unit (Johnston, in Warsito,

2007: 8). The paragraph always discusses only a topic that is the main idea. It is

stated that a paragraph has the first sentence to state the specific point, or main

11

idea, and the rest of the sentences in the paragraph support that point (Oshima and

Hogue, 2007:3).

A paragraph can be as short as one sentence or as long as ten sentence.

Oshima and Hogue (2007:2) also stated that the number of sentence of paragraph

is unimportant as long as it can develop the main idea clearly. On the other hand,

Zemach and Islam (2005:9) stated in clearly and specific way that a paragraph is a

group of about six to twelve sentences about one topic which are related each

other.

Based on the explanation, it can be concluded that the paragraph is a grup

of sentences that consist of a single main idea and supported by some supporting

details, aims to facilitate the reader understand the meaning that be conveyed by

the author.

2.1.4 Development of Paragraph

According to Walters (2000:1), there are three principal part in paragraph

writing. They are topic sentence, supporting sentence and concluding sentences.

These sentences should develope the main idea. The specifications are as follows;

a. Topic Sentence

A well-organized paragraph has a topic sentence that aims to

supports or develops a single idea. Moreover, Zemach and Islam (2005:

14) state that a good topic sentence should include one clear topic or an

opinion or idea of the topic. Topic sentence has importal function that is

substitutes or supports an essay’s thesis statement, unifies the content of a

paragraph and directs the order of the sentences and advices the reader of

12

the subject to be discussed and how the paragraph subject will discuss it.

Moreover, a topic sentence contains controlling ideas which limit the

scope of the discussion to ideas that are manageable in a paragraph.

b. Supporting Sentence

The sentences that follow expand upon the topic, using controlling

ideas to limit the discussion. The main idea is supported by a) evidence in

the form of facts, statistics, theoretical probabilities, reputable, educated

opinions, b) illustrations in the form of examples and extended examples,

and c) argumentation based on the evidence presented. Furthermore,

Zemach and Islam (2005: 58) state that ideas and sentence need to be

ordered logically. It can be done by arranging sentence that are part of the

same ideas go together. Sentence can go in chronological order; moreover,

one way to organize writer’s supporting sentence is to decide which ideas

are most important. Writers often put the most important ideas last in a

paragraph, so the strongest sentence are the last ones the reader see.

c. Concluding Sentence

Concluding sentence is a sentence at the end of the paragraph

which summarizes the information that has been presented (Walters,

2000:1). The conclusion is the writers last chance to make their part clear.

The concluding paragraph consisit of a) a summary of the main points, or

a restatement of writer explanation in different word b) writer’s final

comment on the subject based on the information they have provided.

13

Furthermore, Goldman in Putra (2012: 15) states that writing is complicated

activity the requires intense concentration. Some essential facts which make the

writing is complex, such as unity and coherence. Both of them are important for

the reader for they will make the readers be easier to understand the contents of

paragraph itself. It is supported by Oshima and Hogue in Oniicitradewi (2012:1)

who state that instead of having those three major structural parts, a good

paragraph should also possess two additional elements; unity and coherence.

Definion of unity and coherence will be discussed in following:

a. Unity

Unity is a very important characteristic of good paragraph writing.

Paragraph unity means that one paragraph is about only one main topic. that is, all

the sentences that are the topic, supporting sentences, the detail sentences, and the

concluding sentence are all telling the reader about one main topic. Whether your

paragraph contains a sentence or some sentences that are not related to the main

topic, then we say that the paragraph "lacks unity" (Walters, 2000:1).

Maintaining unity in a paragraph necessites that every sentence in a

paragraph or every paragraph in a composition should be closely related to the

topic. A strong paragraph will eliminate sentences that do not relate or help

develop the paragraph’s main idea. Thus, a unified composition will only have

paragraphs that are crucial to develop the certain main idea.

b. Coherence

Coherence refers to a certain characteristic of writing which literally

means "to stick together." Coherence in writing means that all the ideas in a

14

paragraph flow smoothly from one sentence to the next sentence. With coherence,

the reader will easy to understand the ideas that writer wish to express (Walters,

2000:1).

Moreover, Oshima and Hogue, (2007: 22) state that coherence means that

writer paragraph is easy to read and understand because a) writer’s supporting

sentences are in some kind of logical order; b) ideas are connected by the use of

appropriate transition signals; c) pronoun references clearly point to the intended

antecedent and is consistent you have repeated or substituted key nouns.

2.1.5 Theory of Descriptive Paragraph Writing

A descriptive paragraph gives a clear picture of a person, place, object,

events, or idea. Details for descriptive paragraph come from the writer’s sense.s;

those are: smell, taste, touch, hearing, and sight (Fiderer, 2002:17). Folse at al.

(2010:135) state that when describing, you tell someone what something looks

like and it feel. In addition, Kane (2003:351) stated that description is about

sensory experience, how something looks, sounds, and tastes. A good description

is a word picure; the reader can imagine the object, place, or person in his or her

mind (Oshima and Hogue, 2007:61). The goal of a good descriptive writing is to

involve the reader in the story as much as possible. Good descriptive makes the

reader feels as if he or she is present in the scene (Savage and Mayer, 2005:28). In

summary, descriptive paragraph is a skill in writing that give detail information

about the subject through sensory detail that makes the reader catch the picture of

information easily.

Descriptive paragraph is a paragraph that describes something in details.

Descriptive paragraph describing something using a certain sequence to facilitate

15

the reader understand what the author wants to tell to the reader. Oshima and

Hogue (2007:196) stated about paragraph composition in the paragraph such as

format, punctuation and mechanics, content, organization, grammar and sentence

structures. In the format consist of title of the paragraph, punctuation and

mechanic consist of spelling and the use of punctuation correctly, content consist

of the main idea of paragraph, organization consist of generic structure of

descriptive paragraph, grammar and sentence structure consist of grammatical

usage.

Moreover, Savage and Mayer (2005:28) stated that descriptive paragraph

has descriptive organization as follows: a) introduction: tells why the object or

even of description is important for the writer, b) body paragraphs: body

paragraph that gives detail information about the object, c) conclusion: the

conclusion gives the writer’s opinion or reviewing about the whole description of

the text.

Savage and Mayer (2007:34) stated that descriptive paragraph should be in

descriptive organization based on the following paragraph structures: a) topic

secntence: introduces the item that the writer will describe, it may include the

writer’s general feeling or opinion about them, b) supporting sentences: give more

background information about the item, also give descriptive details about the

item, describe how the item looks, smells, feels, or tastes, may also describe in

more detail how the writer’s feel about them, c) concluding sentence: the

paragraph end with a concluding sentence that restates the idea in the topic

sentence using different words to show the writer’s opinion.

16

Further, Evans (2000: 42) defines that a descriptive essay about a person

should consist of the following structures: a) introduction in which you give

general information about the person, saying when, where and how you first met

them, b) main body in which you describe their physical appearance, personal

qualities, and hobbies or interests, c) conclusion in which you write your

comments or your feelings about something that you have describe.

As a summary, can be concluded that descriptive paragraph is a form of

writing that talks about describing person, thing, or certain place in vivid detail

which has generic structure; identification, description, and conclusion (optional).

a. Identification

Identification is a part in which you identify or write the recognition;

moreover, it can be a general statement about place, person, or thing that you

want to describe.

b. Descriptions

Descriptions are vivid detail of place, person, or thing that you want to

describe so that the reader can easily imagine or picture the object, or they can

feel the object with the five senses.

c. Conclusion

The last part of descriptive paragraph is optional (i.e. it may be included or

not). In this part, you conclude the paragraph or restate the identification.

The present study concern in writing descriptive paragraph which consist

of six to twelve sentences. The paragraph should be written by the eight grade

students of SMP (SLUB) Saraswati 1 Denpasar in the form of descriptive

17

paragraph writing which consist of generic structure such as identification,

description, and conclusion.

2.1.6 The Use of Tell- Show Strategy in Improving Descriptive Paragraph

Writing

Tell and Show Strategy is an activity of the students write something very

simple and then describe it in detail. Peha (2003:34) states there are three reasons

why showing is important in writing, those are: (a) showing is more specific than

telling: it means that you could explain every single object to the reader in deatil;

(b) showing helps reader make picture in their mind: it means that by showing the

clear detail to your reader you are supposed them to have the same picture in their

mind, if you do not “show” them what you are talking about, they will not get the

same pictures in their mind that you have in yours; (c) showing is more interesting

than telling: it means that when you describe your objects by showing them in

detail, this makes readers more interested in your writing because they want to

work harder to figure and make a clear picture about your detail objects.

Showing is one of the most sophisticated techniques a writer can use. It

makes your writing richer and more descriptive. It also helps you discover new

ways to say things. Showing is the key to rich and satisfying descriptive writing

that sounds like the writing you read in the very best books.

Tell -Show Strategy is one of the strategies that can be used to facilitate

the students write a paragraph writing. The use of these strategies can help

students to overcome their impasse about what to write, either at the beginning or

parts identification, contents or description, or conclusion that is optional in

writing descriptive text. To make the learning environment more pleasant,

18

relaxed, and attract students, teachers can use the media in the form of drawings,

original objects, or realia according to the topics covered to facilitate their

students to write descriptive paragraphs. This strategy is one of the development

of the technique of T - Chart. This strategy begins by making two columns

resembling the letter T which is divided into columns Tell and columns Show. In

column Tell students were asked to write down the topic they describe , while the

columns show the students are asked to write a description of the list of topics that

they wrote in the column Tell in detail. To facilitate the students to use these

strategies teachers can tell in advance which topics should be written by the

students, then the teacher can lead the students to write the details in column

Show topic by asking a few questions related to the topics covered. To make

writing more detail, each list in the column Show still be made in a new Tell

column. Moreover, this strategy will be a critical power train students on topics

they write because the more they are able to write the list in the column Show

then they write a paragraph description will become more and more detail. So, this

strategy can facilitate students to write better descriptive paragraph.

2.1.7 Writing Assessment

According to Hyland (2007:213) assessment refers to the variety of ways

used to collect information on a learner’s language ability or achievement.

Without the information gained from assessment, it would be difficult to identify

the gap between students’ current and target perfomance and to help them

progress.

Hyland adss that in the classroom, any assessment can be either formative

which is designed to identify a learner’s strengths and weaknesses to affect

19

remedial action, or summative which concerned with summarize how much a

student has learned at the end of a course. Therefore, the result of the former

feedback into instruction, the latter provide information on either individual

accomlishment or program outcomes.

Moreover, Oshima and Hogue (2007:196) describe that the successful of

writing can be shown from its completeness of some writing aspects. Those

writing aspects can be described as follows:

a. Format refers to the rules and styles in writing skill (margin).

b. Mechanics refers to the use of correct spelling and punctuation. Incorrect

spelling and punctuation will make the differenr sense of writing.

c. Organization refers to the logical information of the content (coherence). It

contains an arrangement sentences which are being written and the

sentences should goes smoothly.

d. Grammarand sentence structure refers to the use of correct grammar and

how it is used to combine and organize the words into phrases, and

sentences.

In this present study, the writer uses kind of summative test to assess the

students’ improvement in mastering writing skill; furthermore, the

assessing of writing is scored based on five aspects of writing. Each

aspects has its own criteria in assessment. The successful of writing is also

revealed from the students’ achievement in mastering those five aspects of

writing.

20

2.2 Empirical Review

Ayub,et al (2013:2) in An Analysis of the Cohesion and Coherence of

Students’ English Writing at the Second Grade of SMAN 1 Labuapi West Lombok

state that writing as one the four skills in English is considered as the most

difficult and most challenging skill compared to the other skills either for most

students or even for teachers. There are many cases in which both teachers and

students have difficulties in producing good compositions. The difficulties not

only in generating and organizing ideas, but also in translating these ideas into

readable text. The skills involved in writing are highly complex. Second language

writers have to pay attention to higher level skills of planning and organizing as

well as lower skills of spelling, punctuation, word choice and so on. The difficulty

then becomes more pronounced if their language proficiency is weak. Because of

this, writing is the least popular language skill and most students consider writing

to be the least useful language skill (Harsyaf and Izmi, 2009: 1).

Siahaan, (2013:58) in thesis entitled An Analysis of Students’ Ability and

Difficulties In Writing Descriptive Texts : A Case Study Of Tenth Graders In A

Senior High School In Bandung states that based on the research result bring the

facts about the problem faced by students in writing. In low achievers category, it

is revealed that the students were confused in differentiating the generic structure

of descriptive text. Moreover, the low achievers seemed to have no sense about

English grammar. They made a lot of mistakes in the text that they wrote,

especially about singular and plural.

Deahl, (2012:1) states that the Tell-Show strategy works great because it

does not take long to teach or practice. I can use it with students of varying skill

21

and ability level. It allows them to add vivid details to their pieces, which make

these pieces, sound even better. By adding "showing" details, students are

learning to use more specific words like adjectives, adverbs, and strong verbs,

which give readers a clear picture of what the student had in mind as he/she was

writing. Incorporating "showing" details into our writing helps readers slow down

and focus in on the most important parts we want to direct them to. As writers,

helping them figure out those important parts is the least we can do.

2.3 Hypothesis

On attempting to give a tentative solution to the problem, the

hypothesis will be stated as follows: Tell- Show Strategy can improve paragraph

writing of the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in

academic year 2013/2014.

22

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This study was conducted to the eighth grade students of SMP (SLUB)

Saraswati 1 Denpasar. There are nine classes of the eight grade students of SMP

(SLUB) Saraswati 1 Denpasar with the total of the students are 280 students. The

students of Class VIII Bilingual was selected as the subjects of the study which

consists of 41 students, 21 males and 20 females. The subject of the study which

total of 41 students were considered to be representative enough for the

purpose of this study. The students of Class VIII Bilingual was selected as the

subjects of the study because based on the preliminary study and the result of pre

test or the initial reflection show their ability in writing skill was very poor,

therefore immediate improvement was really needed.

3.2 Research Design

Classroom action research design was used in this study. It made use of a

collection of pre-test post-test research design. Hence, this classroom action study

was concerned with teaching writing skill by using two kinds of tests, that was,

initial refection or pre-test and reflection or post-test. Initial reflection (IR) was

intended to evaluate the pre-existing writing skill while reflection (R) which was

administered at the end of each session, is meant to reveal the expected increase in

the students’ writing skill achievement after they have been taught writing skill

through Tell- Show Strategy.

23

In this classroom action study, the teaching and learning processes were

divided into two cycles where each cycle consists of two sessions. According to

Zuber-Skerritt in Cohen et al (2000:232) each session consists of four

interconnected activities, namely: strategic planning (P), action (A) i.e.

implementing the plan, observation (O) evaluation and self-evaluation, and critical

and self-critical reflection on the results of points 1-3 and making decisions for the

next cycle of action research (R). It is necessary to note that IR was a term

normally used in a classroom action study, which refers to a pre-test in writing

descriptive paragraph. The IR was administered to the eighth grade student of

SMP (SLUB) Saraswati 1 Denpasar, in order to measure the real pre-existing

writing ability of the subjects. The mean scores of the IR was compared to the

corresponding mean scores of the R administered at the end of each session for

the sake of establishing the degree of the writing descriptive of the subjects.

This classroom action study made use of a collection of pre-test post-test

research design. Hence, this classroom action study was concerned with teaching

writing skill by using two kinds of tests; initial refection or pre-test and reflection

or post-test. Initial reflection was intended to evaluate the pre-existing writing

ability while reflection which was administered at the end of each session was

meant to reveal the expected increase in students’ writing skill achievement after

they have been taught writing skill through Tell- Show Strategy.

3.3 Research Procedure

The research procedures in this research consisit of four activities, such as:

Planning, Action, Observation and reflection. It can be described as follows:

24

3.3.1 Planning

Before the present classroom action study could be successfully carried

out, the researcher had to prepare instructional planning for all the session. As

mentioned previously, the subject of the present classroom action study were eight

bilingual class students of SMP (SLUB) Saraswati 1 Denpasar. The undertaking

of the present study was substantially based onthe fact the subject under the study

still had low descriptive paragraph writing skill. Hence, Tell- Show Strategy was

used to improve and progressively enhance the descriptive paragraph writing skill.

It was strongly anticipated that this technique would be effective and efficient in

helping the subject to overcome their descriptive paragraph writing problem. In

order to achieve the objective of the present classroom action study, the researcher

planned the instructional activities by doing the following; determining the subject

of the study, seeking and preparing a series of teaching material, preparing and

administering IR in descriptive paragraph writing, designing lesson plans or

setting up the teaching scenarios of the present classroom action study,

constructing and administering reflection or post- testat the end of it session

extend of the subjects’ progress in descriptive paragraph writing. Constructing and

administering questionnaire to the subject under study.

3.3.2 Action

Implementing the previously planed teaching scenarios was the main

activity in this class action study. In line with the objective of the sudy, action

classroom activities refer to what the reseracher really did in the classroom setting

during the process of teaching descriptive paragraph writing through Tell-Show

Strategy. She attempted to manage and conduct the previously planed classroom

25

activities in the teaching scenarios, so that the objective of teaching descriptive

paragraph writing through Tell- Show strategy for each session can be most

effectively and effeciently attained. What the reasearcher did successively in

every classroom session was principally based on a thre- phase technique. Thus,

the classroom activities were classified into three main parts; pre- activities, whilst

activities and post- activities, which are briefly elaborated as follows:

1. In pre-writng acttivities the researcher who also acted as a classroom

teacher, aimed to active and focus the subjects’ mutual interest. The pre-

activities were intended to achieve the subjects’ prior knowledge related

the topic, which was to be discussed. During the pre-activities the

researcher asked some general leading question about the topic being

though. This pre-activities done for about 10 minutes for each session.

2. In whilst-activities, the researcher explained about descriptive paragraph

and its generic structure. Then, students asked to identify the generic

structure of descriptive paragraph that given by the researcher. Moreover,

students were asked to write descriptive paragraph based on the topic

given as a post-test. Reflection was used to measure the students’ progress

in writing and they did not allowed cheating each other. This activity done

for about 60 minutes for each session.

3. In post-activities, the researcher gave the reflection. The students were

asked to review the material which already given. The post activities in

each session planned about 10 minutes.

26

3.3.3 Observation

Observation refers to the activity to observe the classroom situation and to

know the students’ behavior during the process of teaching and learning.

Observation was intended to see whether or not the teaching learning process

being undertaken could improve the descriptive paragraph writing ability of the

eighth grade student of SMP (SLUB) Saraswati 1 Denpasar. At the end of cycle

II, the students were given questionnaire in the form of multiple- choice. The

purpose of these questionnaires was to get the information about their responses

toward the treatment given to them. The result of these questionnaires would be

used as qualitative data in this study.

3.3.4 Reflection

In conducting the evaluation process, the teacher gave pre-test before

starting the action and at the end of each cycle, students were given post-test. The

test was in the form of written test. In this test, the students were asked to write

descriptive paragraph writing based on the topic given in descriptive paragraph’s

generic structure.

After giving the test, the writer analyzed the result of the test to know the

students’ writing skill. The teacher then made an analysis based on the result of

the test has been done by the students and her observation during the action being

carried out to make a reflection about what she has being done so far. It is also

claimed to find the weaknesses of the activities has been done.

27

3.4 Research Instrument

The selection and construction of appropriate, valid and reliable

research instrument are very essential step of a scientific investigation, this

was on account of the fact merely valid and reliable research instruments can

be used to collect the valid and reliable required data for the study being

undertaken. The study deal with research question: can Tell- Show Strategy

improve writing skill of the eight grade students of SMP (SLUB) Saraswati 1

Denpasar in the academic year 2013-2014. This research question logically

suggests that there were three sets of data or raw scores, which were required

for the study. They were lesson plan, writing tests, and questionnaire.

1. Lesson Plan

Lesson plan is instructor map of what students need to learn and how it

will be done effectively during the class time; moreover, it is used as a

plan to do an action for teaching process which consist of pre-activities,

whilst-activities, and post-activities.

2. Writing tests

Writing tests consist of pre-test and post-test. In pre-test the subjects

were asked to write a descriptive paragraph according the topic given to

measure the pre-existing students’ ability in writing and the post-test

was used to measure the students’ achievement in writing descriptive

paragraph after got researcher’s action by using Tell- Show strategy.

The student made their paragraph related the topic given. Their

paragraph should have a generic structure of descriptive paragraph.

28

3. Questionnaire

Questionnaire was administrated to find out the student changing

behavior when learning descriptive paragraph through Tell- Show

Strategy (Kusnandar, 2011: 128). Multiple choices are form of

questionnaire was to measure qualitatively the students’ qualitative

behavior including interest, motivation, or creativity. The questionnaire

consisted of ten questions which were written in Bahasa Indonesia to

avoid misunderstanding and confusion. The score of questionnaire used

rating scale of 0-3; if the students choose A, the score was 3, the score

of B was 2, the score of C was 1, and the score of D was 0. The result

of the questionnaire which was considered as the additional data

required for this study was descriptively analyzed in the form of

comparative percentage.

3.5 Data Collection

There were three kinds of instruments used to gather the data of this

classroom action study; they were pre-test, post-tests and questionnaires. Thus,

the data required to answer the research question were gathered through

administering pretest, post-tests and questionnaires to the eight grade students of

SMP (SLUB) Saraswati 1 Denpasar.

The primary data required to answer the research question were collected

through administering IR and post- test while the supporting data were collected

through questionnaire to the subject of the study. There were substantially three

kinds of raw score obtained for the present class action study, those are as follows:

1. Score indicated the students’ preexisting ability in descriptive paragraph,

29

2. Score shown students progress achievement in descriptive paragraph,

3. Score shown the students changing learning behaviors in learning descriptive

paragraph writing through tell- show strategy.

3.6 Data Analysis

The most important data required to answer the research question under

study was collected through administering IR and post-tests, some supporting

additional data were gathered through administering questionnaires to the subjects

under study, that was, the eighth grade students of SMP (SLUB) Saraswati 1

Denpasar. The data were analyzed based on four stages.

1. Collecting and marking the students’ learning result by using the following

rubric as quantitative data. Data which was collected in each observation step

of classroom action cycle was analyzed by using percentage technique to find

out the significance during the learning processes (Kusnandar, 2011: 128).

According to Oshima and Hogue (2007:169) about assessing paragraph

writing, the data was evaluated and computed as follows:

Table 3.1. Scoring Rubric Paragraph

Criteria Maximum

score

Actual

score

Format – 5 Points

There is a title 1

The title is centered 1

The first line is indented 1

There are margins on both sides 1

30

The paragraph is double-spaced 1

Total 5

Punctuations and Mechanics – 5 Points

There is a period after every sentence 1

Capital letters are used correctly 1

The spelling is correct 1

Commas are used correctly 2

Total 5

Content – 20 Points

The paragraph fits the assignment 5

The paragraph is interesting to read 5

The paragraph shows that the writer used care and

thought

10

Total 20

Organization – 35 Points

The paragraph begins with a topic sentence that has

both a topic and a controlling idea

10

The paragraph contains several specific and factual

supporting sentences that explain or prove the topic

sentence, including at least one example

20

The paragraph ends with an appropriate concluding

sentence

5

Total 35

Grammar and sentence Structure – 35 Points

Estimate a grammar and sentence structure score 35

Total 35

Grand Total 100

31

2. The quantitative data were analyzed descriptively by using the following

formula as proposed by Masidjo in Windari (2011:28):

Note:

M = average score of all students

∑X = the total number of all students’ score

N = the total number of all students

3. The questionnaire will be analyzed descriptively as the following of an item

4. The criteria of score qualification were presented in the following score

qualification table below according to Oshima and Hogue (2007:169):

Table 3.2. Criteria of Score Qualification

No Score (%) Category

1 90 – 100 Excellent

2 80 – 89 Very good

3 70 – 79 Good

4 60 – 69 Sufficient

5 0 – 59 Insufficient

M = ∑X

N

Score (%) = number of students choosing the item x 100 %

Number of whole students

32

3.7 Success Indicator

The study is stated success if at least 80% of students achieve the minimum

qualification score (Kunandar, 2011:127). In this present study, the total students

are 41 students; therefore, the 80% of them are 33 students. They are expected to

achieve the school based minimum qualification score of English which is 78.

33

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

There were three kinds of instruments used to collect the data of this study

such as pre-test, post-test and questionnaire. The data required of this study

through administering pre-test, post-test and questionnaire to class VIII Bilingual

students of SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014. The

pre-test or IR (Initial Reflection) was administered to the subject under study to

get their pre-existing ability in writing descriptive paragraph. The post-test or

reflection in this present study was administered at the end of each cycle.

Therefore, there were three sets of raw score showing the subjects’ improvement

in writing descriptive paragraph through Tell- Show Strategy, that were scores of

pre-test and post-test in cycle I and cycle II. Those scores could be seen further

the appendices.

4.1.1 Pre- cycle

The researcher conducted pre-test before the action was carried out. This

activity was conducted to determine the prior students’ descriptive paragraph

writing skill. In the pre-action phase, researcher conducted a study of reflection in

writing, especially writing descriptive paragraph. The results showed that (1) the

material being taught is often heard by students; therefore, many students

underestimate; (2) method that is used does not engage all students attention;

therefore, many students are busy themselves when teaching takes place; (3)

34

based on the fact that, only a small percentage of students who were active during

teaching in progress.

In the pre-action stage, the researcher gave the initial tests with the aim of

knowing the students' ability in writing descriptive paragraph prior to the act of

teaching. Based on the data analysis could be concluded that 5 students capable of

insufficient qualified, 30 students capable of sufficient, 5 students capable of good

and 1 students was capable of very good. In the first cycle, the lowest score of the

students was 55 that was achieved by one student, while the highest one was 83

that was achieved by one student. Therefore, total score for all students was 2614.

Mean score of the students for cycle I can be obtained by using the formula:

From the results of tests the researcher knew that the students 'ability in

writing descriptive paragraphs were low. The result from students' writing can be

seen in the following table.

Table 4.1

Tabulation of Data Showing the Students' Pre-cycle Score in Writing

Descriptive Paragraph

Score Frequency Total Score Mean Category

0-59 5

2614 63.8 Sufficient

60-69 30

70-79 5

80-89 1

90-100 0

M = ∑X

N

The X0 of IR score = ∑X0 = 2614 = 63.8

N 41

35

Based on the result of the students' pre-test, the researcher propose

alternative teaching strategy by using Tell -Show Strategy.

4.1.2 Cycle I

As already mentioned in chapter III that the post-test given to students at

the end of each cycle. The result of the score in the first cycle were collected

through post test on session two, which was after the student received treatment

how to write descriptive paragraph through Tell-Show Strategy. Based on the data

analysis could be concluded that 12 students capable of sufficient qualified, 26

students capable of good and 3 students was capable of very good. In the first

cycle, the lowest score of the students was 65 that was achieved by one student,

while the highest one was 85 that was achieved by one student. Therefore, total

score for all students was 3040. Mean score of the students for cycle I can be

obtained by using the formula:

By using the formula obtained that mean score for cycle I was 74.1 with

the predicate is good. There were 27 students out of 41 students passed the

minimum passing grade score (PG) which is equal to 78, while 14 other students

have not been able to reach the PG. Based on these data, the percentage of

students who achieved the minimun passing grade score in the first cycle was

equal to 65.9%. In accordance with the success indicators that mentioned in

section III that the action research cycle can be terminated if at least 80% of

M = ∑X

N

The X2 of S2 score = ∑X2 = 3040 = 74.1

N 41

36

students have achieved PG, then the cycle will continue to the second cycle. The

result of the students’ score on first cycle can be seen in below table, while the

detail achievement score for each students can be seen in the appendices.

Table 4.2

Tabulation of Data Showing the Students' Score in Writing Descriptive

Paragraph Through Tell- Show Strategy in Cycle I

Score Frequency

Total

Score Mean Category

0-59 0

3040 74.1 Good

60-69 12

70-79 26

80-89 3

90-100 0

4.1.3 Cycle II

The result of the score in the second cycle were collected through post

test on session four, which was after the student received treatment how to write

descriptive paragraph through Tell-Show Strategy. Based on the data analysis

could be concluded that 9 students capable of good and 32 students was capable

of very good. On the second cycle, the lowest score of the students was 73 that

was achieved by two students, while the highest one was 87 that was achieved by

one student. Therefore, total score for all students was 3328. Mean score of the

students for cycle II can be obtained by using the formula:

M = ∑X

N

The X4 of S4 score = ∑X4 = 3328 = 81.2

N 41

37

By using the formula obtained that mean score for cycle II was 81.2 with

the predicate is good. From the 41 students, there were 34 students who have

passed the minimum passing grade score (PG) which is equal to 78, while 7 other

students have not been able to reach the PG. Based on these data, the percentage

of students mastery in the second cycle was equal to 83%. In accordance with the

success indicators that mentioned in section III that the action research cycle can

be terminated if at least 80% of students have achieved PG, then this action

research would be stop on the second cycle. The result of the students’ score on

second cycle can be seen in the following table.

Table 4.3

Tabulation of Data Showing the Students' Score in Writing Descriptive

Paragraph Through Tell- Show Strategy in Cycle II

Score Frequency

Total

Score Mean Category

0-59 0

3328 81.2 Good

60-69 0

70-79 9

80-89 32

90-100 0

The result of the data analysis above was considered as the findings of this

study could be summarized as the following:

Table 4.4

Summary of the Research Finding Showing the Mean of Each Cycle

IR / Pre-Test XO X0 = 63.8

Cycle I S1

S2

X1 = -

X2 = 74.1

X2 = 74.1

38

Cycle II S3

S4

X3 = -

X4 = 81.2

X4 = 81.2

The additional supporting data were collected by administering

questionnaire at the end of cycle II to the subjects under study. The result of

questionnaire was qualitatively scored using the rating scale 0-3 (A=3, B=2, C=1,

D=0). The scores were gathered by questionnaire showed the subjects’ changing

attitude and motivation in writing descriptive paragraph through Tell- Show

Strategy. The obtained data showing the subjects’ total scores for the items of the

questionnaire were tabulated in the the below table, while the detail choices of

each student can be seen in the appendices.

Table 4.5

Tabulation of Data Showing the Subjects’ Changing Motivation and

Attitude in Writing Descriptive Paragraph through Tell- Show Strategy

Item Frequency Score %

A 123 369 43

B 204 408 48

C 75 75 9

D 8 0 0

total score 852

The data was obtained from the questionnaire should be computed and

discussed in the light of the present class action study. The computation of the

comparative percentages for the score of the items of questionnaire showing the

subjects’ total responses for respective items A, B, C and D were shown as

follows:

39

1. Total percentage of item A = 369 x 100 % = 43%

852

2. Total percentage of item B = 408 x 100 % = 48 %

852

3. Total percentage of item C = 75 x 100 % = 9 %

852

4. Total percentage of item D = 0 = 100 % = 0 %

852

The findings of this study clearly showed as follows; first, the mean score

of pre-test or IR (X0) was obtained by class VIII Bilingual students of SMP

(SLUB) Saraswati 1 Denpasar was 63.8. It showed the low ability of the subjects

under study in writing descriptive paragraph. Second, the mean score of reflection

or post-test in cycle I was obtained by the subjects under study respectively

showed the mean figure: 74.1. The mean figures were obtained by the subjects in

cycle I was comparatively higher than mean score of IR or pre-test. Third, the

mean score of reflection or post-test in cycle II was obtained by the subjects under

study respectively showed the mean figure: 81.2. The mean figures were resulted

in each cycle were still comparatively much higher than the mean score of pre-

test. The mean score of cycle II was also convincingly higher than the score of

cycle I and the different between the two mean figures were 7.1 (81.2 – 74.1). It

was clear that the difference was significant. The findings of this study revealed

that descriptive paragraph writing achievement of students’ class VIII Bilingual of

SMP (SLUB) Saraswati 1 Denpasar increased from session to session after being

taught through tell- show strategy.

The result of the analysis of questionnaire showed the comparative

percentage of 43 %, 48 %, 9 % and 0% for the respective total responses of the

40

item of questionnaire showing A, B, C, D. The comparative percentages of the

items of questionnaire showed the students’ positive changing attitudes and

motivation in writing descriptive proved the effectiveness of tell show strategy in

teaching writing descriptive of the VIII Bilingual students of SMP (SLUB)

Saraswati 1 Denpasar in academic year 2013/2014.

To make it clear, the main finding of this study showing the increasing

comparative mean score of pre-test and post-test were obtained by subjects could

be graphically presented as the following:

Graph 4.1 Depicting the Subjects’ Progressing Achievement in Writing

Descriptive Paragraph after Being Taught through Tell- Show

Strategy

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

IR - cycle 1 - cycle 2

63.8

74.1

81.2

Cycle II Cycle I

41

Graph 4.2 Depicting the Subjects’ Changing Motivation and Attitudes in Writing

Descriptive Paragraph through Tell- Show Strategy

4.2 Discussion

The data analysis leads to be discussed to the finding of the present class

action study investigated to effectiveness of tell- show strategy in improving

descriptive paragraph writing of the class eighth (VIII Bilingual) students of SMP

(SLUB) Saraswati 1 Denpasar. The mean score of IR or pre-test (X0) was

obtained by the subject under study in writing pointed out the mean figure 68.8.

This mean figure clearly showed that the pre-existing writing skill of the students

was low. The mean figure of the reflection in cycle I was obtained by subjects

under study was automatically higher than the mean figure of the IR. The result of

mean figure in cycle I was 74.1. This mean figure revealed higher than the mean

figure of the IR. This grand mean figure revealed that teaching writing descriptive

paragraph to eighth grade students of SMP (SLUB) Saraswati 1 Denpasar through

Tell- Show could be significantly increased.

0

5

10

15

20

25

30

35

40

45

50

A B C D

43

48

9

0

42

The result of the data analysis of the reflection was obtained by the

subjects in cycle II turned out to show the progressing mean figure 81.2.

Compared with the mean figure of IR, the mean figure was obtained by the

subject under study in each cycle was convincingly higher than IR. There was the

difference mean figure of 7.1 (81.2 - 74.1) between the mean of cycle I and Cycle

II. This mean figure suggested that teaching writing in cycle II through Tell-

Show Strategy could be remarked to be more effective than cycle I. This was due

to the fact that the cycle II was a revised version of cycle I; therefore, the teaching

scenario in cycle II was accordingly revised by taking into account the

weaknesses found out in cycle I. It showed that the mean score of the reflection in

cycle II was higher than cycle I.

The students’ improvement scores during cycle I and II show that the

tell-show strategy can improve the ability to write descriptive paragraph of eighth

grade students class of bilingual SMP (SLUB) 1 Saraswati Denpasar in academic

year 2013/2014. Correspondingly to the theory that tell-show strategy can be used

as a strategy in teaching writing descriptive paragraph, it is because this strategy

can help students when it came to a halt in writing descriptive paragraph. Tell-

show strategy will guide the students to be able to write a descriptive paragraph in

greater detail in accordance with a detailed list of topics that they wrote in the

column Show (Peha, 2003:34).

The result of questionnaire score showed the comparative percentages:

43%, 48%, 9%, and 0% for items A, B, C and D respectively. The questionnaire

which were actually intended to measure the changing learning behavior of the

subjects under study in writing descriptive paragraph through tell-show strategy

were administered by the end of cycle II. The result of comparative percentages

43

figures were obtained for the present class study proved that the subjects learning

behavior changed positively.

41

44

CHAPTER V

CONCLUSION AND SUGGESTIONS

The discussion throughout the present classroom action study which dealt

with improving descriptive paragraph writing through tell- show strategy to the

eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in academic year

2013/2014 could finally be concluded in this chapter. The findings of this study

could provide some benefits for the English teachers and the eighth grade students

of SMP (SLUB) Saraswati 1 Denpasar were also recommended in this chapter.

5.1 Conclusion

The present classroom action study was conducted to help students to

improve their ability in writing descriptive paragraph. The main data which

required for the present classroom action study were gathered through

administering initial reflection and reflection to the subjects under study. A

supplementary data was also collected by administering questionnaire by the end

of cycle II.

The main score of IR (X0) = 63.8 in category sufficient. This mean figure

clearly showed that descriptive paragraph writing of the eighth grade students in

bilingual class of SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014

was considered low. The mean of the reflection in cycle I was figured 74.1 in

category good and the mean of the reflection in cycle II was figured 81.2 in

category good too. Comparing with the mean score of IR, it was clear that the

mean of cycle I and cycle II was much higher than IR and from cycle I to cycle II

45

the results means figures were progressed and increased significantly. The

difference between the mean of cycle I and cycle II is 7.1.

The result of questionnaire clearly showed the comparative percentage

figures of 43 %, 48 %, 9 % and 0% for receptive total responses of the items A, B,

C and D. These findings significantly proved that the attitude and the learning

motivation of the subject under study were changed positively. The researcher

who acted as a classroom teacher observed that the students were active in

participating and involving themselves in teaching learning process. These

findings clearly suggested that improving descriptive paragraph writing through

tell- show strategy could make the students be more active in learning English.

According to the objective classroom action research, the finding of the

present classroom action study could not be extended and generalized to other

groups of students even they are in the same school. This is an account of the fact

that an action classroom study was mainly undertaken for helping particular group

of students who has problem in listening skills. Therefore, the finding of this

study was predominantly valid and reliable for students of VIII bilingual class

SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014. Based on the

problem of the students’ ability in writing descriptive paragraph was low and after

comparing with the mean score of reflections were increased and progressed from

cycle I to cycle II. Based from data analysis, the result of mean score from cycle I

to cycle II through tell- show strategy were increased, so in conclusion the

hypothesis, the tell- show strategy can improve descriptive paragraph writing to

the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in academic year

2013/2014, is surely accepted.

46

5.2 Suggestion

From the conclusion above, the researcher would like to give some

suggestion dealing with the study.

1. The English teachers of the eighth grade students of SMP (SLUB)

Saraswati 1 Denpasar are suggested to be more active, creative and

innovative in teaching writing also to other language skills. They should

immediately start collecting and selecting different kinds of teaching

materials. Therefore, the students will have the experience of learning

various kinds of writing experience to improve their writing skill which

related to other skills. The English teachers of SMP (SLUB) Saraswati 1

Denpasar are also suggested to keep motivating their students to improve

their writing ability more intensively, for instance, giving more different

kinds of assignment or homework to students. In this way the students

would be able to develop and improve their writing more quickly. All the

students’ assignment should be corrected and scored; therefore, the

students will build up their motivation to do the assignment which is given

by the teacher.

2. Eighth grade students of SMP (SLUB) Saraswati 1 Denpasar are also

suggested to keep on motivating and improve their writing ability more

intensively; for instance, motivating themselves to learn more seriously,

not only in the classroom but also out of the classroom and getting writing

material from other resources.

3. Other researchers who are going to conduct a classroom action research, it

is suggested to do further research about tell- show strategy to solve other

47

writing problem faced by students because the result of this study proved

that tell- show strategy can improve the students’ ability in writing

descriptive paragraph.

46

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Branan, B. (2010). A Writer's Workshop; Crafting Sentence, Building Paragraph.

New York: Mc Graw- Hill.

Brown, D. (2004). language Assessment Principles and Classroom Practices.

New York: Pearson Longman.

Coffin, C. A. (2003). Teaching Academic Writing. London: Routledge.

Cohen, L., Manion, L., & Morrison, K. (n.d.). Research Method in Education 6th

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Departemen Pendidikan dan Kebudayaan. (2004). Kurikulum Standar Kompetensi

Mata Pelajaran bahasa Inggris . Jakarta: Depdiknas.

Evan, V. (2007). Successful Wriitng Intermediate. England: Express Publishng.

Fischer, S. (2003). A History of Writing. London: Reaction Books.

Folse, K., Vokooun, April, M., & Vestri, S. E. (2010). Great Writing 2 : A Great

Paragraph. New York: Sherrise Roehr.

Graham, S. (2008). Effective Writing Instruction for All Students. USA:

Renaissance Learning.

Graham, S. (2008). Effective Writing Instruction for All Students. USA:

Renaissance Learning.

Graham, S., & Perin, D. (2007). Writing Next. New York: Carniage Corporation.

Ha, T. T. (2011). Integrating Reading and Writing Teaching to Improve VNUH

ULIS first year English Major Students' Writing Skill.

Harmer, J. (2007). The Practice of English Language Teaching4th Ed. UK

:Pearson Education Ltd.

Harsyaf, H. N., & Izmi, Z. (2009). Teaching Writing. Jakarta: Ministry of

National Education PPPPTK.

Hyland, K. (2003). Second Language Writing. USA: Cambridge University Press.

47

Jarvis, D. (2002). The Process Writing Method. USA: Palmquist Elementary

School.

Kane, T. (2007). The Oxford Essential Guide to Wriitng. New York: Oxford

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Kunandar. (2011). Langkah Mudah Penelitian Tindakan Kelas Sebagai

Pengembangan Profesi Guru. Jagakarsa: Rajagrafindo Persada.

Oniicitradewi. (2012, 1 Juni). Characteristics of Good Paragraph. Retrieved on 10

Desember 2013, from

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paragraph/

Ontario Ministry of Education. (2005). A Guide to Effective Instruction in

Writing: Kinderganden to Grade 3. Ontario: Queen’s Printer for Ontario.

Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing. New York:

Longman.

Peha, S. (2010). Learning Across the Curriculum. Teaching that Makes Sense,

Inc.

Peha, S. (2010). The Writing Teacher’s Strategy Guide. Teaching that Makes

Sense, Inc.

Raimes, A., & Jersky, M. (2011). Keys for Writers, Sixth Edition. USA:

Wadsworth Cengane.

Savange, A., & Mayer, P. (2005). Effective Academic Writing 2: The Short Essay.

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Siahaan, J (2013) An Analysis of Students’ Ability and Difficulties In Writing

Descriptive Texts : A Case Study Of Tenth Graders In A Senior High

School In Bandung. S1 thesis, Universitas Pendidikan Indonesia.

Walters, F. (2000). Basic Paragraph Structure. p. 1.

Walters, F. S. (2000). Unity and Coherence. p. 1.

Williams, KC. (2011). Research in Higher Education Journal. Five Key

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Windari, K. (2011). Improving Speaking Ability through STAD technique on the

Tenth Grade Students of SMA Negeri 8 Denpasar in Academic Year

2010/2011. Denpasar: Unpublished Thesis Universitas Mahasaraswati

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Zemach, D. E., & Islam, C. (2005). Paragraph Writing: From Sentence to

Paragraph. Oxford: Macmillan Education.

Zemach, D. E., & Rumisek, L. (2003). Academic Writing from Paragraph to

Essay. Oxford: Macmillan Education.

49

APPENDIX 1

List Of Students

Class VIII Bilingual SMP (SLUB) Saraswati 1 Denpasar Academic Year

2013/2014

No. Name

1 Adi Krisna Dewantara, Dewa Putu

2 Aditya Mahessa, I Putu

3 Anastasya Putri Herman Lux

4 Angga Pramana, Dewa Gede

5 Anindhito Daffa Raihantoro

6 Arianda Ayu Mahayani, Kadek

7 Astrid Harikaputri, Putu

8 Ayu Juni Puspasari, Ni Ketut

9 Ayu Nanda Krisna Naraiswari

10 Ayu Pretty Fortuna Ratu

11 Ayu Soekma Rosedai

12 Chyntia Angelina, Dewa Ayu

13 Davin Egatriyana, A.A. Ngurah

14 Dea Shinta Pradnyaningrum S, Kadek

15 Dedy Nantha Saputra, I Putu

16 Didan Santayana, I Putu

17 Donni Sutha Negara, I Gede

18 Dwi Marina Gitarini PP, Ni Made

19 Dyah Intan Pratiwi, Putu

20 Hare Prananda, I Komang

21 Ika Wahyu Diana Putri, Ni Putu

22 Iwan Cahya Palguna, I Kadek

23 Kertaraasa Setia Dharma, I Putu

24 Khrisna Damana, Gede

25 Millenda Wijaya Nugraha, Ida Ayu

50

26 Mirah Oktaviani, A.A. Sagung

27 Nandini Mas Diprajna, Putu

28 Oka Darmawan Kamasan, A.A. Ngurah

29 Oka Premadana, Dewa Made

30 Pradnya Khrisna Bayu P, I Kd

31 Pradnya Paramita, Putu

32 Putri Aryanda Sadewi, Luh Gede

33 Rama Dhivayana, A.A. Ngr

34 Rr. Fitria Dwi Intan Milleniari

35 Sucita Dewi, Ni Made

36 Surya Putra, Dewa Ngakan Gede Agung

37 Wastusatya Dwi Pramana, Made

38 Yenni Widya Puspanita

39 Yudika Respayana, A.A.Ngr. Gede

40 Ananda Deka Aprilresa SS, Putu

41 Rama Eka Aditya Wijaya, Putu Gede

51

APPENDIX 2

ASSESSMENT SHEET (pre-test)

Name __________________________ (______________) Date ____________

Instruction:

Please compose a descriptive paragraph which consist of at least 6-10

sentences about your best friend!

Answer :

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

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

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

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

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

52

APPENDIX 3

LESSON PLAN 1

School : SMP (SLUB) Saraswati 1 Denpasar

Subject : English

Class/Semester : VIII/ II

Skill : Writing

Meeting : cycle I (session 1 and 2)

A. Standard Competence:

Expressing meaning in functional written texts and simple short essays in the

form of descriptive and procedure to interact within the surroundings.

B. Basic Competence:

Expressing meaning and rhetorical steps in simple short essays by using

various written form accurately, smoothly and acceptable to interact within the

surroundings in the form of descriptive or procedure text.

C. Indicator:

Identifying generic structure of descriptive paragraph (Identification,

Descriptions and Conclusion (optional)

Writing a descriptive paragraph based on the topic given

53

D. Expected Characters:

Discipline

Hard working

Creative

Curious

Communicative

responsible

70

E. Learning Objectives:

1. When the students are given a chance to read a descriptive paragraph, they

are able to identify the generic structure of the paragraph based on the

theory which has already been studied.

2. When the students are given a title, they are able to write a good

descriptive paragraph in accordance with the generic structure which has

been studied.

F. Learning Material:

1. Definition of Descriptive Paragraph

Descriptive paragraph is paragraph which expresses or describes place,

thing and person in such vivid detail that the readers can easily visualize the

described place, thing and person or can picture what it looks like. In addition,

descriptive paragraph is also defined as a paragraph which is written with our

senses since the paragraph will make the readers see, touch, taste, hear or smell

the object.

The writer should try to present his/her paragraph in the light of the five

senses so that the readers will have the same picture as the writer. Furthermore,

writing a descriptive paragraph is mainly intended to provide the reader with a

vivid description so that the paragraph will appear as a picture to the readers.

Therefore, a good descriptive paragraph will make the readers clearly catch what

is trying to describe.

71

2. Generic Structure

Descriptive paragraph is intended to describe place, person, and thing so that

the reader will be able to visualize the object. Writing descriptive paragraph,

generally, you have to consider the following generic structure:

d. Identification

Identification is a part in which you identify or write the recognition;

moreover, it can be a general statement about place, person, or thing that you

want to describe.

e. Descriptions

Descriptions are vivid detail of place, person, or thing that you want to

describe so that the reader can easily imagine or picture the object, or they can

feel the object with the five senses.

f. Conclusion

The last part of descriptive paragraph is optional (i.e. it may be included or

not). In this part, you conclude the paragraph or restate the identification.

A good descriptive paragraph, in general, should be able to present a

picture to the reader. Therefore, it should be written on the basis of the following

characteristics.

a. Using descriptive words that appeal to the readers’ senses. Present verbal

pictures what the reader can see, touch, taste, hear or smell.

b. Using specific and concrete vocabulary to describe details.

72

c. Involving the reader enough so he/she can actually visualize or picture the

things, person or people being described.

d. Using appropriate transitional phrases so that the paragraph will be well

organized and structured.

G. Time Allotment: 2 x 40 minutes

H. Technique:

Tell- Show Strategy

I. Learning Activities:

Session 1

Activities

Time √ X Pre-Activities (± 10 minutes)

Teacher’s Activities Student’s activities

1. Greeting the students

2. Checking the students’ attendance

3. Motivating the students and

describing the material which are

going to be discussed generally

4. Stating the learning objectives to

be achieved and the importance of

studying descriptive paragraph

1. Greeting the teacher

2. Responding the teacher

3. Giving attention to the

teacher


teacher

1‘

2‘

4‘

3‘

Whilst-Activities (± 60 minutes)

Exploration

5. Proposing some elicited questions

5. Answering the teacher

3‘

73

on what they have known about

descriptive paragraph

Elaboration

6. Inviting the students to read the

descriptive paragraph entitled ‘The

Sea Eagle’ and identify the generic

structure of the descriptive

paragraph (before explaining the

theory)

7. Explaining about descriptive

paragraph systematically from the

definition, the generic structure and

the steps of writing a good


8. Presenting a paragraph entitled

‘The Sea Eagle’ (Students

Worksheet/SW 1) and asking the

students to think the generic

structure

9. Asking the students to make a

descriptive paragraph about pet.

Confirmation

10. Opening question and answer

question

6. Reading the task

continued by identifying

generic structure of

paragraph given.

7. Giving attention about

theacher explanation and

taking a note about the

material

8. Identifying the generic

structure of paragraph

given

9. Writing descriptive

paragraph based on the

theme and instruction

10. Asking about their

10‘

15‘

10‘

20’

74

session or asking the students

difficulty

11. Giving positive feedback and

reinforcement orally or by using

gestures for the students’ success

difficulty during the

lesson

2’

Post-Activities (± 10 minutes)

12. Summarizing the material which

has already been discussed

13. Asking students to review the

material orally

12. reviewing the material

through question and

anwersession orally

5‘

5’

75

Session 2

Activities

Time √ X Pre-Activities (± 10 minutes)

Teacher’s Activities Student’s activities



3. Motivating the students and

describing the material which are

going to be discussed generally

4. Stating the learning objectives to

be achieved and the importance of

studying descriptive paragraph

1. Greeting the teacher

2. Responding the teacher


teacher


teacher

1‘

2‘

4‘

3‘


Exploration

5. Proposing some elicited questions

on what they have known about


Elaboration

6. Inviting the students to read the

descriptive paragraph entitled ‘My

Mom’ and identify the generic

structure of the descriptive

paragraph (before explaining the

5. Answering the teacher

question

6. Reading the task

continued by identifying

generic structure of

paragraph given.

3‘

10‘

76

theory)

7. Explaining about descriptive

paragraph systematically from the

definition, the generic structure and

the steps of writing a good


8. Presenting a paragraph entitled

‘My Mom’ (Students

Worksheet/SW 1) and asking the

students to think the generic

structure

9. Asking the students to make a

descriptive paragraph about their

mother.

Confirmation

10. Opening question and answer

session or asking the students

difficulty

11. Giving positive feedback and

reinforcement orally or by using

gestures for the students’ success

7. Giving attention about

theacher explanation and

taking a note about the

material

8. Identifying the generic

structure of paragraph

given

9. Writing descriptive

paragraph based on the

theme and instruction

10. Asking about their

difficulty during the

lesson

15‘

10‘

20’

2’


77

12. Summarizing the material which

has already been discussed

13. Asking students to review the

material orally

12. reviewing the material

through question and

anwersession orally

5‘

5’

J. References

1. Wardiman, A., Ahur, M., & Djusma, S. (2008). English in Focus. Jakarta:

Pusat Perbukuan Departemen Pendidikan Nasional.

2. Power Point Presentation

K. Assessment

a. Tehnique : Written Test

b. Form : Writing a Descriptive Paragraph

c. Instrument : See Table of Specification of Assessment Sheet

Denpasar, 5 Januari 2014

Researcher,


NPM: 10.8.03.51.31.2.5.3668

78

STUDENT WORKSHEETS (cycle 1 session 1)

Name___________________________ (____________) Date_______________

SW 1: Identifying the Generic Structure

1. Read the paragraph entitled The Sea Eagle’ and please find the generic

structure.

The Sea Eagle

There is an eagle nesting on the tree top near my grandparent’s house in

Pangandaran. It is a sea eagle.The color of its feathers is light brown. It has a

strong and sharp yellowish beak.Its claws are very sharp. It hunts for fish in the

sea but sometimes it hunts chickens and small birds. Eagles have many sizes,

shapes, and colors, but the sea eagle is easy to recognise because it has a strong a

streamlined, sharp beak and a stream-line body. Its forelimbs (or arms) serve as

wings. This means that they are of little use for anything except fying. It walks on

two legs and has a very fexible neck and strong beak to handle foods, to care for

its feathers,and for many other jobs that non-flying animals dowith paws, claws,

or hands on their forelimbs.

Introduction:

__________________________________________________________________

79

Descriptions:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Conclusion:

__________________________________________________________________

80

Answer Key of SW 1: Identifying the generic structure

1. Read the paragraph entitled ‘The Sea Eagle’ and please find the generic

structure.

Identification

- There is an eagle nesting on the tree top near my grandparent’s house in

Pangandaran.

Descriptions

- The color of its feathers is light brown.

- It has a strong and sharp yellowish beak.

- Its claws are very sharp.

- It hunts for fish in the sea but sometimes it hunts chickens and small

birds.

- Eagles have many sizes, shapes, and colors, but the sea eagle is easy to

recognise because it has a strong a streamlined, sharp beak and a stream-

line body.

- Its forelimbs (or arms) serve as wings.

- This means that they are of little use for anything except fying.

- It walks on two legs and has a very fexible neck and strong beak to

handle foods, to care for its feathers,and for many other jobs that non-

flying animals dowith paws, claws, or hands on their forelimbs.

Conclusion

-

81


Name___________________________ (____________) Date_______________


Read the paragraph entitled ‘My Mom’ and please find the generic structure.

My Mother

My mother is a beautiful person. She is not tall but not short, and she

has curly hair and brown. Her eyes color are like honey and her color skin

color light brown, and she has a beautiful smile. Her weight likes 60 kgs. She

is a very kind person. She is very lovely, friendly, patient, and she loves to

help people. She loves being in the Church, and she loves sing and dance too.

I love my mom, because she is a good example to me.

Introduction:

__________________________________________________________________

Descriptions:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Conclusion:

__________________________________________________________________

82

Answer Key of SW 2: Identifying the generic structure

Read the paragraph entitled ‘My Mom’ and please find the generic structure.

Identification

- My mother is a beautiful person.

Descriptions

- She is not tall but not short, and she has curly hair and brown.

- Her eyes color are like honey and her color skin color light brown, and she

has a beautiful smile.

- Her weight likes 60 kgs.

- She is a very kind person.

- She is very lovely, friendly, patient, and she loves to help people.

- She loves being in the Church, and she loves sing and dance too.

Conclusion

- I love my mom, because she is a good example to me.

83

ASSESSMENT SHEET (post test cycle 1)

Name __________________________ (______________) Date ____________

Instruction:

Compose a descriptive paragraph which consist of at least 6-10 sentences

about your mother by using key words as follows: my, hair, face, eyes, lips, nose,

skin color, body, height, and weight!

Answer :

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

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

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

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

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

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

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

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

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

84

Scoring Rubric Paragraph

Criteria Maximum

score

Actual

score

Format – 5 Points

There is a title 1





Total 5






Total 5





thought

10

Total 20




10

85




20


sentence

5

Total 35



Total 35

Grand Total 100

Criteria of Score Qualification




3 70 – 79 Good



86

APPENDIX 4

LESSON PLAN

School : SMP (SLUB) Saraswati 1 Denpasar

Subject : English

Class/Semester : VIII/ II

Skill : Writing

Meeting : cycle 2 (session 1 and 2)

L. Standard Competence:

Expressing meaning in functional written texts and simple short essays in the

form of descriptive and procedure to interact within the surroundings.

M. Basic Competence:

Expressing meaning and rhetorical steps in simple short essays by using

various written form accurately, smoothly and acceptable to interact within the

surroundings in the form of descriptive or procedure text.

N. Indicator:

Using simple present tense in descriptive paragraph

Writing a descriptive paragraph based on the topic given

87

O. Expected Characters:

Dis

cipl

ine

Hard working

Creative

Curious

Communicative

responsible

85

P. Learning Objectives:

3. When the students are given a chance to read a descriptive paragraph, they

are able to identify the use of simpple present tense on the text based on

the theory which has already been studied.

4. When the students are given a title, they are able to write a good

descriptive paragraph in accordance with the generic structure and the use

of simple present tense which has already studied.

Q. Learning Material:

3. Definition of Descriptive Paragraph

Descriptive paragraph is paragraph which expresses or describes place,

thing and person in such vivid detail that the readers can easily visualize the

described place, thing and person or can picture what it looks like. In addition,

descriptive paragraph is also defined as a paragraph which is written with our

senses since the paragraph will make the readers see, touch, taste, hear or smell

the object.

The writer should try to present his/her paragraph in the light of the five

senses so that the readers will have the same picture as the writer. Furthermore,

writing a descriptive paragraph is mainly intended to provide the reader with a

vivid description so that the paragraph will appear as a picture to the readers.

Therefore, a good descriptive paragraph will make the readers clearly catch what

is trying to describe.

4. Simple Present Tense in Descriptive Paragraph

USAGE

86

1. Facts :

The Simple Present indicate the speaker believes that a fact was true

before, is true now, and will be true in the future. It is not important if the

speaker is correct about the fact. It is also used to make generalizations

about people or things.

2. Habitual Action :

Use the Simple Present to express the idea that an action is repeated or

usual. The action can be a habit, a hobby, a daily event, a scheduled event

or something that often happens. It can also be something a person often

forgets or usually does not do.

3. Emotions :

FORM

• (+) S + VERB (s/es)

• (-) S + DO/DOES + NOT + VERB

• (?) DO/ DOES + S + VERB ?

• (?) WH QUESTIONS + DO/DOES + S + VERB

RULES

1. when we makes negatives and questions, we use do/does.

2. in questions the subject comes after do/does

3. for the 3rd person singular (he, she, it), we add s to the main verb or es to

the auxiliary.

4. in questions with does, there is no s at the end of the main verb

-S OR -ES ?

87

With most verbs, the third person singular form is created simply by adding -S.

However, with some verbs, you need to add -ES or change the ending a little.

A good descriptive paragraph, in general, should be able to present a

picture to the reader. Therefore, it should be written on the basis of the following

characteristics.

e. Using descriptive words that appeal to the readers’ senses. Present verbal

pictures what the reader can see, touch, taste, hear or smell.

f. Using specific and concrete vocabulary to describe details.

g. Involving the reader enough so he/she can actually visualize or picture the

things, person or people being described.

h. Using appropriate transitional phrases so that the paragraph will be well

organized and structured.

R. Time Allotment: 2 x 40 minutes

S. Technique:

Tell- Show Strategy

T. Learning Activities:

Session 3ting

Pre-Activities (± 10 minutes) Time √ X

14. Greeting the students 1‘

88


16. Motivating the students and describing the material

which are going to be discussed generally

17. Stating the learning objectives to be achieved and the

importance of studying descriptive paragraph

2‘

4‘

3‘


Exploration

18. Proposing some elicited questions on what they have

known about simple present tense

Elaboration

19. Inviting the students to read the descriptive paragraph

entitled ‘My Classroom’ and identify the use of simple

present tense in the descriptive paragraph (before

explaining the theory)

20. Explaining about simple present tense systematically

from the usage and the form of simple present tense in

descriptive text

21. Presenting a paragraph entitled ‘My Classroom’

(Students Worksheet/SW 3) and asking the students to

think the usage of simple present tense.

22. Asking the students to make a descriptive paragraph

about their classroom.

Confirmation

23. Opening question and answer session or asking the

3‘

10‘

15‘

10‘

20’

89

students difficulty

24. Giving positive feedback and reinforcement orally or by

using gestures for the students’ success

2’


25. Summarizing the material which has already been

discussed

26. Asking students to review the material orally

5‘

5’

90

Session 4

Pre-Activities (± 10 minutes) Time √ X



3. Motivating the students and describing the material

which are going to be discussed generally

4. Stating the learning objectives to be achieved and the

importance of studying descriptive paragraph

1‘

2‘

4‘

3‘


Exploration

5. Proposing some elicited questions on what they have

known about descriptive paragraph

Elaboration

6. Inviting the students to read the descriptive paragraph

entitled ‘My House’ and identify the use of simple

present tense in the descriptive paragraph (before

explaining the theory)

7. Explaining about simple present tense systematically

from the usage and the form of simple present tense in

descriptive text

8. Presenting a paragraph entitled ‘My House’ (Students

Worksheet/SW 4) and asking the students to think the

usage of simple present tense.

9. Asking the students to make a descriptive paragraph

3‘

10‘

15‘

10‘

20’

91

about their mother.

Confirmation

10. Opening question and answer session or asking the

students difficulty

11. Giving positive feedback and reinforcement orally or by

using gestures for the students’ success

2’


12. Summarizing the material which has already been

discussed

13. Asking students to review the material orally

5‘

5’

U. References

3. Power Point Presentation

4. The Bridge English for SMP

V. Assessment

a. Tehnique : Written Test

b. Form : Writing a Descriptive Paragraph

c. Instrument : See Table of Specification of Assessment Sheet

Denpasar, 8 Januari 2014

English Teacher,


NPM: 10.8.03.51.31.2.5.3668

92


Name___________________________ (____________) Date_______________


2. Read the paragraph entitled ‘My House’ and please find the use of

simple present tense.

My Classroom

Hello! My name is Naoki. I am 7th grade student of SMP 1 Lebakbarang. I

want to tell you about my classroom. My classroom is next to the school library. It

is a big and clean classroom. It has two white doors and six brown windows. The

walls are green and there are some pictures on them. There are twenty tables and

fourty chairs. I love my classroom because it is so comfort for me.

List of simple present tense:

__________________________________________________________________

_________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

93

Answer Key of SW 3: Identifying the usage of simple present tense

Read the paragraph entitled ‘My House’ and please find the usage of simple

present tense!


- My name is Naoki.

- I am 7th grade student of SMP 1 Lebakbarang.

- My classroom is next to the school library.

- It is a big and clean classroom.

- It has two white doors and six brown windows.

- The walls are green and there are some pictures on them.

- There are twenty tables and fourty chairs.

- because it is so comfort for me.

94


Name___________________________ (____________) Date_______________

SW 4: Identifying the usage of simple present tense


present tense!

My House

My house is a wooden house. There is a small garden around it. There is

bamboo fence around the garden and the gate. There is a living room and there are

three bedrooms. There are also a kitchen, a dining room and a bathroom. In the

living room, there is a table with a three-seated sofa and two single sofas. The

ceiling is white, the wall is yellow and the curtains are brown. There is a carpet on

the floor and there are some pictures on the wall. There is an antique mirror beside

the door. I like my house very much, it is not a very big house but it’s very

comfortable.


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Answer Key of SW 4: Identifying the usage of simple present tense

95


present tense!


- My house is a wooden house.

- There is a small garden around it.

- There is bamboo fence around the garden and the gate.

- There is a living room and there are three bedrooms.

- There are also a kitchen, a dining room and a bathroom.

- In the living room, there is a table with a three-seated sofa and two single

sofas.

- The ceiling is white, the wall is yellow and the curtains are brown.

- There is a carpet on the floor and there are some pictures on the wall.

- There is an antique mirror beside the door.

- I like my house very much, it is not a very big house but it’s very

comfortable.

ASSESSMENT SHEET (post test cycle 2)

96

Name __________________________ (______________) Date ____________

Instruction:

Compose a descriptive paragraph which consist of at least 6-10 sentences

about your house by using key words as follows: house, big, small, clean, garden,

dining room, living room, bedroom, comfort.

Answer :

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

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

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

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

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

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

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

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

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

97

Scoring Rubric Paragraph

Criteria Maximum

score

Actual

score

Format – 5 Points

There is a title 1





Total 5






Total 5





thought

10

Total 20




10

98




20


sentence

5

Total 35



Total 35

Grand Total 100

Criteria of Score Qualification




3 70 – 79 Good



99

APPENDIX 5

Questionnaire

Petunjuk pengerjaan :

1. Jawablah semua pertanyaan di bawah ini sesuai dengan keadaan Anda

sebenarnya dengan memberikan tanda silang (X) pada huruf A, B, C, atau D.

2. Semua jawaban adalah benar sesuai dengan keadaan masing- masing, maka

dari itu jawablah pertanyaan dengan sejujur- jujurnya.

3. Terima kasih atas bantuan Anda menjawab pertanyaan dalam kuisioner ini.

Pertanyaan ;

1. Bagaimana perasaan Anda belajar menulis paragraf deskriptif dengan Tell- show

Strategi?

A. Sangat senang

B. Senang

C. Biasa saja

D. Kurang semangat

2. ApakahStrategi yang diterapkan membantu Anda dalam menulis sebuah paragraf

deskriptif?

A. Sangat membantu

B. Membantu

C. Biasa saja

D. Kurang membantu

100

3. Bagaimana pendapat Anda saat belajar menulis paragraf deskiptif dengan tell- show

Strategi?

A. Sangat mudah

B. Mudah

C. Biasa saja

D. Sulit

4. Bagaimana sikap anda jika guru anda menerapkan tell- show Strategi dalam mengajar

menulis?

A. Sangat senang

B. Senang

C. Biasa saja

D. Kurang senang

5. Kegiatan menulis paragraf deskriptif dengan menggunakan tell- show Strategi

................................ dalam keterampilan menulis saya

A. Sangat berpengaruh

B. Berpengaruh

C. Biasa saja

D. Kurang berpengaruh

6. Bagaimana kemampuan anda dalam memahami cara- cara menulis paragraf deskriptif

setelah belajar dengan pembelajaran menggunakan tell- show Strategi?

A. Sangat meningkat

B. Meningkat

C. Biasa saja

D. Kurang meningkat

7. Apakah anda setuju jika tell- show Strategi dibiasakan dalam kegiatan belajar menulis

terutama dalam menulis paragraf deskriptif?

A. Sangat setuju

B. Setuju

C. Biasa saja

D. Kurang setuju

101

8. Menurut anda efektifkah kegiatan menulis paragraf deskriptif dengan latihan menulis

menggunakan tell- show Strategi dilaksanakan di kelas?

A. Sangat efektif

B. Efektif

C. Biasa saja

D. Kurang efektif

9. Bagaimana peranan guru dalam proses dan kegiatan mengajar menggunakan Strategi

ini?

A. Sangat membantu

B. Membantu

C. Biasa saja

D. Kurang membantu

10. Jika anda menemukan kata- kata sulit dalam proses menulis, apakah kata-

kata sukar tersebut menghambat anda untuk menulis?

A. Sangat menghambat

B. Menghambat

C. Biasa saja

D. Kurang menghambat

102

APPENDIX 6

List Of Students’ Improvement Score

Subject IR Cycle I Cycle II

1 60 65 79

2 61 71 80

3 58 62 74

4 63 78 80

5 63 79 84

6 58 62 75

7 71 80 84

8 57 64 75

9 70 79 83

10 64 78 84

11 83 85 87

12 70 78 82

13 61 72 82

14 63 78 84

15 65 79 84

16 69 79 83

17 60 78 82

18 57 63 76

19 63 78 83

20 68 79 82

21 62 78 80

22 55 60 76

23 61 67 82

24 60 64 73

103

25 71 79 83

26 67 79 83

27 60 65 81

28 63 78 84

29 64 79 84

30 63 78 83

31 70 79 85

32 68 80 84

33 66 78 82

34 67 78 81

35 60 69 79

36 62 79 84

37 62 78 81

38 60 64 73

39 65 78 80

40 63 78 84

41 61 65 83

Total Score 2614 3040 3328

Mean 63.8 74.1 81.2

104

APPENDIX 7

List of Questionnaire Score

Questionnaire Item

NO. A SCORE B SCORE C SCORE D SCORE

1 3 9 6 12 1 1 0 0

2 5 15 3 6 2 2 0 0

3 4 12 5 10 1 1 0 0

4 1 3 6 12 3 3 0 0

5 3 9 7 14 0 0 0 0

6 4 12 3 6 2 2 1 0

7 2 6 5 10 3 3 0 0

8 4 12 5 10 1 1 0 0

9 3 9 4 8 3 3 0 0

10 4 12 4 8 2 2 0 0

11 3 9 5 10 2 2 0 0

12 4 12 3 6 3 3 0 0

13 1 3 6 12 3 3 0 0

14 2 6 8 16 0 0 0 0

15 3 9 6 12 1 1 0 0

16 1 3 6 12 3 3 0 0

17 3 9 4 8 3 3 0 0

18 1 3 8 16 1 1 0 0

19 4 12 6 12 0 0 0 0

20 5 15 4 8 1 1 0 0

21 1 3 5 10 4 4 0 0

22 4 12 3 6 2 2 1 0

23 3 9 4 8 3 3 0 0

24 2 6 6 12 2 2 0 0

25 2 6 7 14 1 1 0 0

105

26 3 9 4 8 1 1 2 0

27 4 12 3 6 3 3 0 0

28 2 6 5 10 3 3 0 0

29 5 15 4 8 0 0 1 0

30 1 3 8 16 1 1 0 0

31 3 9 4 8 3 3 0 0

32 2 6 5 10 3 3 0 0

33 3 9 5 10 2 2 0 0

34 2 6 5 10 3 3 0 0

35 4 12 6 12 0 0 0 0

36 2 6 5 10 3 3 0 0

37 4 12 3 6 3 3 0 0

38 2 6 5 10 1 1 2 0

39 3 9 6 12 1 1 0 0

40 8 24 1 2 0 0 1 0

41 3 9 6 12 1 1 0 0

Total 123 369 204 408 75 75 8 0

Grand Total 852

i

BIOGRAPHY

The writer named Ida Ayu Setia Inggriani, born as

a second blessing for Ida Bagus Antara dan Ida Ayu Raini

on the eighth of January, 1992. She started her study at

Kindergarten at TK Astiti Denpasar in 1996 until 1998,

elementary school at SDN 17 Dauh Puri Denpasar in 1998

until 2004, Junior High School at SMP (SLUB) Saraswati

1 Denpasar in 2004 until 2007 and senior high school at SMAN 8 Denpasar in

2007 until 2010. She continued her study at English Study Program the Faculty of

Teacher Training Education Mahasaraswati Denpasar University. In September

2011 until March 2014, she teaches English for the private course. She is a

member of UKM KIM UNMAS DPS who introduced her to the world of writing.

Moreover, she is a part of BEM FKIP UNMAS DPS before being elected as the

chairman of the organization in 2012-2013. She developed her organizational

capabilities as a chairman of BPM FKIP UNMAS DPS 2013-2014. Her attempt

to balance between hard skills and soft skills led her to be chosen as the Third

Place Outstanding Student in Kopertis Region VIII Bali-Nusra. This achievement

would not be separated from the role of English Study Program which always

provide support in the development of the activity and creativity of the students

The writer is very proud to be accepted as a part of this institution.

Writer,


NPM. 10.8.03.51.31.2.5.3668

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THESIS IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH ... · i thesis improving descriptive paragraph writing through tell- show strategy of the eighth grade students of smp (slub)