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USING REALIA
( A Classroom Action Research with Students of Grade VIIG
at SMP N 18 Semarang In the Academic Year of 2010/2011)
Thesis
By:
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615987
Semarang 50185
ADVISOR APPROVAL
Name
Students number
Faculty
Title
This thesis has been approved by the advisors of Tarbiyah Faculty Walisongo
State Institute for Islamic Studies Semarang.
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615987
Semarang 50185
RATIFICATION
Name
Students number
Faculty
Title
This thesis has been ratified by the examiners team of Tarbiyah Faculty
Walisongo State Institute for Islamic Studies Semarang on:
Day
Date
: Monday
: December 13th 2010
Secretary
Examiner I
Examiner II
Advisor I
Advisor II
Siti Tarwiyah,S.S.,M.Hum
19721108 199903 2 001
1967003052001121001
Mursid,H.M.Ag
M0TTO
4 $ygyr w) $tR !$# #k=s3 w
Allah does not charge a soul with more than it can bear
(Q. S. Al-Baqoroh: 286)1
DEDICATION
In The name of Allah The Beneficent and The Merciful, this thesis is
dedicated to:
v My beloved parents, Machfudz Taslim and Kistiati, who always support
me emotionally and materially with prayer, love and patience. Thank you
for the valuable efforts and contributions in making my education success.
m nothing without you.
v My beloved brothers, De Afif and De Yasin. Thanks for the support and
help. I love you all.
ABSTRACT
Nuria Ulfi Hidayati (063411030) Improving Students Ability in Writing Procedure Text
Using Realia , (A Classroom Action Research with Students of grade VIIG at SMP N 18
Semarang In the Academic Year of 2010/2011 ). Thesis, Semarang: Bachelor Program of
English Language Education of Walisongo State Institute for Islamic Studies Semarang,
2010.
Key words: improving, students ability, writing, procedure text, realia, classroom
action research.
The background of the study in this research is based on the phenomenon that student
have difficulties in writing procedure text because the teacher just explains the material
orally without being supported by teaching aids. The result is the students ability to write
is low. To improve students ability in writing procedure text, the teacher needs a strategy
through using an aid that facilitates on writing procedure text. Realia is one of aid that can
be used in teaching writing procedure text. Using realia, students are able to write
procedure text easily.
This research is aimed at finding the answer to the following research questions.
1. How is the implementation of realia in teaching writing procedure text?
2. How can realia improve students ability in writing procedure text?
Its objectives are:
1. To describe the use of realia in teaching writing procedure text.
2. To describe the improvement of students ability in writing procedure text after
they have taught using realia.
This research is a classroom action research. It was done through three cycles
with different types of realia, subject, data collection and analysis technique.
The most problem occurred at the first cycle. It happened because students felt
difficult with the material although they had heard before. They also felt unfamiliar with
some of difficult words within the text. In the second cycle, they could write better because
they were divided in groups, they were motivated. They also gave full attention to teacher s
explanation. In the third cycle, students were very interested because the subject was
unfamiliar for them such as glass, water, sugar, cheese, bread, sausage, sauce, plate, teabag,
and lettuce.
In this research, the writer took a test of their improvement in each cycle. The mean
of students writing score in the first cycle was 60.1, with the highest and the lowest score
of 71 and 46. The mean of students writing score in the second cycle was 65.3, with the
highest and the lowest score of 74 and 57. The mean of students writing score in the third
cycle was 75.4 with the highest and the lowest score of 90 and 55.
Finally the result of this research shows that students ability was improved in each
cycle after they were taught using realia. They were better in their procedure text s writing.
It was signed by their improvements of each writing component, i.e.: content, organization,
vocabulary, language use and mechanic.
ACKNOWLEDGEMENT
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish this thesis entitled Improving Students Ability In Writing Procedure
Text Using Realia (A Classroom Action Research with Students of Grade VIIG at
SMP N 18 Semarang In the Academic Year of 2010/2011).
Shalawat and salam for the Prophet Muhammad who brings us from
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. In this chance, the writer would like to express
deeper appreciation to:
1. Suja i, M. Ag, the Dean of Tarbiyah Faculty Walisongo State Institute for
Islamic Studies Semarang.
2. Siti Tarwiyah,S.S.,M.Hum, as the first advisor. Thank you for the
guidance, corrections, and suggestions.
3. Mursid,H,M.Ag, as the second advisor. Thank you for the guidance,
corrections and suggestions.
4. Drs. Ringsung Suratno M.Pd., as the headmaster of SMP N 18 Semarang
for allowing the writer to conduct the research.
5. Budi Siswanto S.Pd. the English teacher of SMP N 18 Semarang, for
helping the writer during the research.
6. VII G students, for the times to be the subjects of this research.
7. My teachers and lecturers Thank you very much.
8. My best friend in TBI B 06. I will miss you all.
9. My best friend Puji Hidayati 06 and Ina kim 05. I must be doing
something right, and then God give me this wonderful grace.
10. Members of As-syifa boarding house. Thanks for being with me, and the
support you always give.
11. My Tarbiyah Faculty.
Finally, the writer realizes that this thesis is far from being perfect.
Therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
TABLE OF CONTENTS
PAGE OF TITLE
RATIFICATION
ADVISOR APPROVAL
A FINAL PROJECT STATEMENT
MOTTO
DEDICATION
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF APPENDIXES
CHAPTER I : INTRODUCTION
A. Background of the Study....................................................
B. Text ................................................................................ 14
1. The Definition of Text ............................................... 14
2. The Types of Text ..................................................... 15
C. Genre ............................................................................... 16
1. The Definition of Genre ............................................ 16
2. The Kinds of Genre ................................................... 16
D. Procedure Text................................................................. 18
1. The Definition of Procedure Text .............................. 18
2. The Social Function of Procedure Text....................... 19
3. The Generic Structure of Procedure Text ................... 19
4. Significant Lexicogrammatical Features of Procedure
Text ........................................................................... 20
5. The Example of Procedure text .................................. 21
E. Realia .............................................................................. 21
F. Targeted Skill of Writing ................................................ 23
G. Writing A Good Paragraph .............................................. 24
H. Teaching Writing for Junior High School ........................ 26
I. The Difficulties of Teaching Writing at Junior High
School ............................................................................. 29
J. Teaching Writing Procedure Text Using Realia ............... 32
K. Students Ability in Writing ............................................. 33
L. Improving Students Ability in Writing ............................ 34
M. Previous Research ........................................................... 35
N. Action Hypothesis............................................................ 36
Collabolator...................................................................... 45
....54
........................................................... ...54
............................................................ 57
..58
62
REFERENCES
APPENDIXES
LIST OF TABLES
Number
Name of Tables
Page
Table 1
50
Table 2
58
Table 3
59
Table 4
60
LIST OT APPENDIXES
Number
Name of appendixes
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
CHAPTER I
INTRODUCTION
tJ=y=j9 ;MtUy
And of his signs are the creation of heaven and earth and the
diversity of your tongues and colours. Surely there are signs in this for
all mankind4 .
Based on the explanation above, it is impossible that Islam is called as
the backstop religion of progress of science and technology. It is also
incredible that Islam forbids the Moslem to learn English which has position
as International Language.
The development of science and technology is mostly transferred
through English. It gives many benefits and also backwash for us. So, our
government hopes through master English, the students can acquire science
and technology. Based on real situation, Learning English is not easy for
Indonesian learners, because we know that English has become a lingua
franca. A lingua franca can be defined as a language widely adopted for
communication between two speakers whose native languages are different
from each other and where one or both speakers are using it as a second
language5.
Recently there are many new information which is transferred using
discourse or article from the Internet. It is become a fact that writing skill has
crucial role. Writing is one of the four language skills that can be
measurement of literacy development in a country. It is taught at least partly
for educational, rather than solely linguistic reasons6. By the time, he reaches
the advanced stages of learning English. The learner is exercising his powers
of expression, persuasion, imagination, rhetoric, and using correct English as a
vehicle for these achievements rather than as an end in itself. The researcher
knows that the English writing is difficult; also it has language complex skills.
A large number of research show that all this time teaching English writing
only focuses on the theory of grammar or writing concept. The researcher
4
Ken Hyland , Teaching and Researching Writing, (Great Britain: Pearson Education,
2002),p.10.
that the teacher use the real things to demonstrate how to make or operate
something during learning process at procedure text material. Moreover, if the
students also practice it and bring the real things to practice directly. So, they
don t need imagine because they can practice it in the classroom using real
thing. The researcher thinks that it will be better and more effective if she can
apply it at Bilingual Class of SMP N 18 Semarang, because the students are
not too much. Usually most of them have seriousness to study about English.
C. Research Questions
Based on the problem that has been stated above, there are some
problems that will be investigated through this study. The problems are:
1.How is the implementation of realia in teaching writing procedure text?
2.How can realia improve students ability in writing procedure text?
examiner.
Simon and Schuster. Webster s New Twentieth Century Dictionary. (Unabridge: Noah
Webster, 1972), 2nd Ed. p.917.
9
Ibid.
10
Oxford, op.cit, p.1187.
11
Simon and Schuster.op.cit. p.4.
12
Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Teaching, (Cambridge: University Press), p.304.
13
Anderson, Mark and Kathy Anderson, Text Types in English 1, (South Yarra:
Machmillan Education Malaysia, 1997), p.50.
14
Bryan Smith, University of Arizona Program in Second Language Acquisition and
Teaching Tucson, Arizona 85721- virtual realia , Retrieved in Monday, December 25 th 2009 at
09.07 o clock from http://iteslj.org/Articles/Smith-Realia.html
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. The General Concepts of Writing
a. Definition of Writing
Writing is usually thought to be the most difficult skill to
acquire and should only be taught after students have learned the other
skills. But here, students are expected to be able to write well. Because
by writing, the writer can express what happen in her mind, so that the
readers will know about it.
Writing has various kinds, it can be used as a means to express
the writers idea based on her experience, thoughts, and feelings. And
in many schools, writing is principally conducted to demonstrate
knowledge of deconstextualised facts with little awareness of a reader
beyond the teacher-examiner 15.
Peter Elbow (1973: 14-16) adds about his concept about L2
writing,
Writing is a two- step process. First, you figure out your
16
meaning, then you put it into language:
Thus it can be stated that writing is one of the language skills
which need a physical and mental process of students to express ideas,
feelings, experience, message and opinion through words.
b. Types of writing
Finnochiaro stated that naturally, the type of writing system
exists in the native language in an important factor in determining to
easy of speech with which students learn to write17.
15
Ken Hyland , Teaching and Researching Writing, (Great Britain: Pearson Education,
2002),p.7.
16
17
Some
punctuation conventions,
such as the
10
d. Writing Process
Writing requires complex thinking; the process of writing
involves problem solving and decision making. According to
Lundsteen
20
generate ideas and goal directed enough to organize those ideas into
meaningful text22 . Humes adds that" the process doesn t move in a
straight line23 .
Jenkinson stated that,
Teachers who focus on the writing process in a variety of
disciplines take students through some variation of these steps:
(1) prewriting activities (jotting down ideas, listing thoughts,
brainstorming, gathering information, and so on); (2) writing a
draft; (3) peer review of the draft; (4) revising; (5) editing; (6)
writing the final draft; and (7) publishing.24
Process writing helps native English
step
20
Barbara C. Palmer and friends, Developing Cultural Literacy Through The Writing
Process,(Boston London: Allyn and Balcon,1994),p.1-2.
21
Ibid
22
Ibid, p.5
23
ibid
24
Ibid p.7
11
12
one hand, you do not want to dampen their enthusiasm for writing.
On the other hand, they need to know how to write using standard
conventions of spelling, grammar, and punctuation.
5) Publish
The writing piece is rewritten in a published or presentable
form, in a student-made book, on special paper, and/or on a
computer so that it can be displayed or shared.
These explanations above are 5 steps in writing process that
should be done if someone wants to write easily. Before we write we
have to prepare our mind to write properly. Then they have to check, is
it the ideas logical?. After that the writer has to check all by reading
repeatedly to find these errors. Finally, the writing is ready to publish.
So that, the text is better produced.
e. Writing as A Cooperative Activity
Malley et.al define, cooperative as working with one or
more peers to obtain feedback, pool information, or model a
language activity, and question for clarification as asking a
teacher or other native speaker for repetition, paraphrasing,
explanation, and/or examples.26
Thus, based on O Malley state above students can take
advantage of the presence of others to make writing a cooperative
activity. Cooperative writing works well with both process and genre
based approaches. In genre-based writing, two heads analyze genrespecific texts more successfully as a result.
Basically, cooperative learning corresponds to Islamic teaching
which is stated in Quran surah al-Maaidah verse 2:
bur9$#ur OOM}$# n?t (#qRur$ys? wur ( 3uq)-G9$#ur h99$# n?t (#qRur$ys?ur
Help you one another in righteousness and piety, but help you
not one another in sin and rancor. 27
26
13
29
they use and how they put them together. If they make the right
choices then we can communicate with others. Our choice of words
will depend on our purpose and our surroundings (context). In other
references also state at the same point that text is a discourse or
composition on which a note or commentary is written; the original
words of an author, in distinction from a paraphrase, annotation, or
28
14
commentary
30
31
Literary texts
Literary texts include Aboriginal Dreaming Stories, movie
scripts, limericks, fairy tales, plays, novels, song lyrics, mimes, and
soap operas. They are constructed to appeal to our emotions and
imagination. Literary texts can make us laugh or cry, think about
on our life and considers our beliefs. There are three main text
types in this category: narrative, poetic and dramatic. Media text
such as films, videos, television shows, and CDs can also fall in
this category.
Factual texts
Factual texts
include advertisement,
announcements,
are
recount,
response,
explanation,
discussion,
30
15
3. Genre
a. Definition of Genre
The word genre comes from the French (and original Latin)
word for kind or class . The term is widely used in rhetoric, literary
theory, media theory, and more recently linguistics. Robert Allen notes
that for most of its 2,000 years, genre study has been primarily
numerological and typological in function33.
Swales (1990) defines34,
Genre as a class of communicative events which has (1) a
shared set of communicative purposes that are recognized by
the parent discourse community, (2) established constraints on
contributions in terms of their content, positioning and form,
and (3) nomenclature for genres that is determined by the
discourse community. The feasibility study, progress report,
and research report are all examples of what today we would
call genres.
Each genre is characterized by a distinctive schematic structure,
that is, by a distinctive beginning, middle and end structure through
which the social function of the genres is realized. While some
purposes for speaking and writing remain constant across cultures, the
ways in which these purpose are realized vary. Thus it is likely that
there will be considerable variation of genres between cultures35.
Thus from the explanation above, the researcher concludes that
genre (in classroom context) is simple texts or type of literature which
is communicative in its explanation to the students.
b. Kinds of Genre
There are twelve kinds of genre36, they are:
33
16
1) Recount
Recount is a piece of text that retells events for the purpose
of informing or entertaining.
2) Report
Report is a piece of text that describes the way things are,
with reference to a range of natural, man-made and social
phenomena in our environment.
3) Discussion
Discussion is a piece of text that presents (at least) two
points of view about an issue.
4) Explanation
Explanation is a piece of text that explains the processes
involved in the formation or workings of natural or sociocultural
phenomena.
5) Exposition (Analytical)
Exposition
17
18
40
Ibid.p.50
J.Swales, Genre Analysis, (UK: Cambridge University Press,1990),p.42.
41
Oxford, op.cit p. 247.
42
Mark Anderson and Kathy Anderson, op.cit, p. 53.
40
19
Connective of sequence
Sometimes, that is not enough to make a good
instruction just using imperative form of present tense. But,
to make it better and easy to follow, we need the word like as
then, after that, next, finally, etc. These are called
comparative sequence.
Numbering
The function of numbering here is same as
comparative of sequence. It will be needed if the writer wants
to show some variant of sequence, for examples: first,
second, third, fourth and etc.
20
Steps
Otong Setiawan Djuharie, GENRE, (Bandung: CV. YramaWidya, 2008), page. 39.
Bryan Smith, University of Arizona Program in Second Language Acquisition and
Teaching Tucson, Arizona 85721- virtual realia , Retrieved on Monday, December 25th 2009 at
09.07 o clock from http://iteslj.org/Articles/Smith-Realia.html
44
21
45
Ibid
Chris Soames, Using Realia in the Classsroom, retrieved on Monday, March 22nd 2010
at 11.03 from: http://ezinearticles.com/?Using Realia-in-the-Classroom&id=3937314.
47
Wreight, Hornmond, , Retrieved on Saturday, April 10th 2010 at 10.00 from
http://www.usingenglish.com/weblog/archives/000228.html.
46
22
Grammatical skills
The Ability to write correct sentences.
b.
Stylistic skills
The ability to manipulate sentences and use language effectively.
c.
Mechanical skills
The ability to use correctly those conventions peculiar to the written
language e.g. punctuation, spelling.
48
Marguerite Ann Snow and Donna M. Brinton. The Content-Based Classroom. (New
York: Longman Published,1997),p.29.
49
J.B. Heaton. Writing English Language Test- A Practical guide for teachers of English
as a second or foreign language. (Longman : Longman Group Limited, 1975),1st Ed.., p.138.
23
d.
Judgment skills
The ability to write in an appropriate manner for a particular
purpose with a particular audience in mind together with an ability
to select, organize and order relevant information.
As we know from those skills above, grammatical skill has the
main position than other skills, like as: stylistic, mechanical, and
judgment skill. Because from grammatical skill, everybody knows
students ability in writing by using structure sentence correct or not.
Thus, talking about test that every test has purposes. For
purpose of testing, as an example that grammatical skill can be
measured by an objective test of grammar. It is possible to construct
grammar items of this nature by drawing on the error made by students
in their free written work.
7. Writing A Good Paragraph
Basically, students are hoped can write paragraph well, so that
they have to follow the general component of writing. Paragraph is a
group of sentences which has one main point and some supporting
sentences. A paragraph has unity when all of its sentences are related
to the main point. Most of teachers probably agree that there are fifth
general components of writing, they are50:
1. Content is the substance of writing, the ideas expressed.
2. Form is the organization of the content.
3. Grammar is the employment of grammatical form and syntactic
patterns, that is included in language use categories.
4. Vocabulary is the choice of structure and lexical items to give a
particular tone a flavor the writing. It is also called style.
5. Mechanic is the use of the graphic conventions of the language.
In writing a good paragraph, students should concern to three
based thing, they are:
50
24
a. Unity
Based on the explanation above that paragraph has unity when
all of its sentences are related to the main point. Unity is an important
element of a good paragraph. It means that a paragraph discusses one
and only one main idea from beginning to end51.
b. Coherence
Another element of a good paragraph is coherence. Co- is a
Latin prefix that means together or with . So, the verb cohere
means hold together
52
51
Alice Oshima and Ann Hogue, Writing Academic English, (Longman: Pearson, 2006),
4 Ed,p.17.
52
Ibid, p.40
53
Loc.cit.
54
Ibid, p. 53.
th
25
signal words and phrases, first, first of all, second, third, then, next,
after that, soon, later, later on, finally, at the same time, now,
gradually, eventually, etc.
In logical division of ideas
A topic is divided into parts, and each part is discussed
separately. The model paragraph about gold uses logical division,
it discusses gold s beauty and its utility.
In a comparison/contrast paragraph
The similarities and/or differences between two or more
items are discussed.
Thus, the researcher concludes that writing a good paragraph is
difficult, moreover for students in Junior High School of grade VII.
Because there are five components such as content, organization,
grammar, vocabulary and mechanic that will be mastered by students.
Also there are some criteria that will be needed a paragraph, such as
unity, coherence and logical order. So, writing skill is difficult that
other skills such as reading, listening and speaking.
8. Teaching Writing for Junior High School
Teaching English at Junior High School encompasses the
four language skills. They are taught in explicit manner; therefore it
cannot separate them from one another because they are related to
each other.
Teaching writing at Junior High School is not easy as
teaching other language skills which must be learnt as other language
skills which are mastered, and it demands very much of learner, either
the basic language proficiency to control her/his language
performance, or his effort to have writing practice continually. Still
time allotment to learning English at Junior High School is limited
that the students might not get much attention and guidance from their
teacher.
26
55
27
57
28
we can still use it not just to grade students but also as a learning
opportunity.
Thus, the researcher concludes that English teacher has
crucial role and tasks to perform to students in Junior High School,
especially at transition-period, because sometimes they have less
motivation.
9. The Difficulties of Teaching Writing at Junior High School
Writing has a little portion in Junior High School. Students in
Junior High School as Susan Halliwell write, not talking about
classroom where children spend all their time sitting still in rows or
talking only to the teacher58. Because children love to express their
mind through written.
The writing skill is complex and difficult to teach.
Fundamentally, writing is learned, rather than taught, and the
teacher s best methods are flexibility and support59.It means
responding to the specific instructional context, particularly the age,
first language and experience of the students, their writing purposes,
and their target writing communities, also providing extensive
encouragement in the form of meaningful contexts, peer involvement,
prior texts, useful feedback and guidance in the writing process.
In learning writing, the students aren t only had to know the
vocabularies or words, but they have also known how those words
can be a paragraph. According to Zakiyatul Mukaromah as quoted by
Toyyibah, there are some real difficulties in teaching writing related
to make the students can transfer their ideas, they are60:
58
29
a. Exciting Students
Writing is related to grammatical skill and the other
supporting skills such as stylistic skill, mechanical skill, and
judgment skill. These four skills may scare the students. It seems
something so rough that they will get stress first and they can t
understand what teacher explains. It means that the first difficulty
is that to excite students to write as well as possible. Therefore,
the teacher s role in engage process in teaching writing is very
important thing to excite students.
b. The use of an appropriate media
It is possible for a teacher who teaches without using a
media. In order that a lesson or a material is more interesting, the
teacher should use a media. It can be pictures, realia, or even a
computer set. In addition, the use of media can establish whether
the learning process is success or not.
c. Teaching grammar
We know that grammar is central to teaching and learning
of languages. It is also one of the more difficulty aspects of
language to teach well. Furthermore, the students are not too
interested in learning grammar. They may be confused because
so many patterns of forms they have to remember. Moreover, if a
teacher cannot use an appropriate method to teach grammar, the
teacher will spends all the time to teach grammar, whereas at the
time is to teach writing and the students are asked to make a
writing work. If it happens, objectives of the lesson cannot be
reached.
Thus from the explanation above, there are some real
difficulties in teaching writing at Junior High School. So, the
researcher gives a statement that impossible to teach writing
effectively without good strategy from the English teacher in each
school. As a good English teacher, he/she have to make students at
30
61
Ibid,p. 22-23.
31
32
3. Interesting
Before applying realia in the activity, the teacher has to
justify the students interest toward it. Bringing realia (authentic
objects from s culture), or manipulative to the classroom helps
teachers in providing comprehensible input in a second language.
4. Meaningful and Authentic
Students are going to gain more if the language they use
is vital to the situation. There should be some reaction or if they
use the language appropriately.
5. Sufficient amount the Language
The activity should give rise to a sufficient amount of
language in order to justify its conclusion in the language lesson.
The researcher concludes that realia is appropriate teaching
aid in teaching writing procedure text, because first, it helps to make
English lesson memorable. Second, it also takes concentrating the
students mind on the object. Third, it will generate interest and help
create an atmosphere conducive to learning.
11. Students Ability in Writing
Students ability in writing is decided by four skills, they are
grammatical skill, stylistic skill, mechanical skill, and the last is
judgment skill. The step which is student has ability to write correct
sentences, it is called grammatical skill. The step which is student has
ability to manipulate sentences and use language effectively. It is
called stylistic skill. The step which is student has ability to use
correctly those conventions peculiar to the written language such as
punctuation and spelling, it is called mechanical skill. The last step
which is students ability to write in an appropriate manner for a
particular purpose with a particular audience in their mind together
with an ability to select, organize, and order relevant information64.
Sometime, while writing there are two or more short compositions
64
33
B. Previous Research
The researcher will describe some thesis which are relevant to this
thesis to make the thesis arrangement easier and to avoid repeating the same
65
66
Ibid, p.128.
Ibid. p. 138.
34
study. There are two previous researches that are used by the researcher, they
are:
A thesis by Toyyibah, students
classroom Action Research in its research approach and this research used
realia as an aid, also focused on writing skill67. It is explained that using realia
as a media in teaching descriptive text is very helpful in producing the words
because the students can see the thing directly, so they are able to use
appropriate vocabulary. The result of this research shows that the students
improve their writing organization of procedure text. Actually in the first
cycle, the researcher found the mean of the score of the students writing was
2.95 with the total score 115. In the second cycle found the mean of the score
of the students writing was 3.82 with the total score 149. In the third cycle
found the mean of the score of the students writing was 4.05 with the total
score 158.
A thesis by Tri Yuliani, students number: 3102620610 (Language
and Art Faculty of State University of Semarang, 2007) on the title The Use of
Picture as Media in Writing a Descriptive Text in The Case of Year VII
Students of SMP N I Tarub, Tegal in The Academic Year of 2006/2007 . The
similarity is that this research focused on writing skill68. The result of this
research is the achievement of students taught with pictures for writing a
descriptive text is better than those taught with a conventional method. So that
the researcher concludes that the use of pictures as media gives contribution to
improve their skills in writing a descriptive text. Because the T-test applied in
67
Toyyibah, Ibid
Tri Yuliani, The Use of Picture as Media in Writing a Descriptive Text in The case of
Year VII Students of SMP N I Tarub, Tegal in The Academic Year of 2006/2007. Bachelor Thesis,
(Semarang: UNNES, 2007).
68
35
both group shows that t value (5.12) is higher than the critical value in the ttable (1.994).
The researcher here has the title of Improving Student Ability in
Writing Procedure text Using Realia (A Classroom Action Research with
Students of Grade VIIG at SMP N 18 Semarang in the Academic Year of
2010/2011). This research has same skill with the two theses above. The
researcher wants to improve students ability in writing procedure text using
realia involved their ability in content, organization, vocabulary, grammar, and
mechanic. So, the researcher hopes that this researcher can fill in the gap in
teaching writing procedure text.
C. Action Hypothesis
Based on the title of
Improving Students
Ability in Writing
Procedure Text Using Realia , the researcher has hypothesis that realia can
improve students ability in Writing Procedure Text, because students ability
in writing can be improved by true strategies in teaching writing through realia
as an teaching aid. These students ability improvement in writing can be
showed by some indicators and all of them is writing as a cooperative activity.
36
CHAPTER III
METHOD OF THE RESEARCH
B. Design of Study
Research method is a systematic activity using certain method to find
new thing or to prove a theory. This research is classroom action research
(CAR), it is kind of research that is conducted in the classroom by a teacher.
This research can offer new ways and procedures to improve and increase
teacher s professionalism in teaching learning process and students learning
result.
Action Research is one type of applied research69 and a form of
research which is increasingly significant in language education. Usually that
is carried out by practitioners (for our purposes, classroom teachers) who have
the essential impetus to change the system70.
69
37
According to Harmer,
Action research is the name given to series of procedures teachers can
engage in either because they wish to improve aspect of their teaching,
or because they wish to evaluate the success and or appropriacy of
certain activities and procedures 71.
Stephen Kemmis taken by D Hopkins in his book A teacher s Guide
to Classroom Research said that action research is a form of self reflective
inquiry undertaken by participants in a social (including education) situation
in order to improve the rationality and justice of their own social or
educational practices, their understanding of these practices and the situations
in which practices are carried out72 .
According to Kemis and Mc. Taggart in Nunan, Action research is a
group of activities and a piece of descriptive research carried out by a teacher
in his or her own classroom, without changing the phenomenon under
investigation73. They have argued that the characteristic of action research are:
it is collaborative, and
71
38
74
Problem
Planning I
Acting I
Reflecting I
Data analysis
Observing I
Problem
Planning II
Acting II
Reflecting II
Data analysis
Observing II
New problem
Planning III
Acting III
Reflecting III
Data analysis
Observing III
Fakultas Tarbiyah IAIN Walisongo Semarang, Pelatihan Penelitian Tindakan Kelas (PTK) Bagi
Mahasiswa IAIN Walisongo, (Semarang: Fakultas Tarbiyah, 2008), p.8.
39
The data such includes the number of students and students name list.
Students writing score of grade VIIG before they are taught writing
procedure text using realia.
2. Planning in Action
In this research, the writer planned to conduct three cycles of
classroom action research. There are four steps process in each cycle for
doing classroom action research:
a. Planning
Planning an action by focusing on who, what, when, where, and how
the action will be done.
b. Acting
The planning strategy will be applied in teaching learning process.
c. Observing
In this phase, the writer observes and takes notes during teaching
learning process.
d. Reflecting
Reflection means to analyze the result based on the data that have been
collected to determine the next action in the next cycle. In this phase,
the researcher could observe whether the acting activity had resulted
any progress, what progress happened, and also about the positives and
negatives.
75
Ibid, p.7
40
Acting
Reflecting
Observing
a. First cycle
The researcher as an English teacher will give explanation about
procedure text, although it had been explained on the day before.
Researcher will use realia as an aid at this evaluation test with the topic
How to eat gum . After that, they have to make its report in written form.
So the researcher gets the data from the first evaluation test which is
76
41
applied using realia. Start from here, the researcher can make hypothesis:
is realia give contribution to the students ability in writing procedure text?
Planning
Acting
42
Reflecting
b. Second cycle
Same with the procedure in cycle one, still the researcher as an
English teacher. Actually, the teacher will give other example with the
material How to make a sandwich . The researcher will apply it, thus the
students are asked to practice it in group which are consist of six students
for each cycle and after that, they have to make it in written form. So, the
researcher knows about the improvement of students ability in writing
procedure text with compare between the score at first and second cycle.
Planning
43
Observing
44
Reflecting
c. Third cycle
Same with both cycles above, the researcher explains before give
the other example of procedure text. For this cycle, the researcher will give
material of procedure text on the title How to make a cup of coffee ,
because as for the mini test at the last is how to make a glass/a cup of
tea . Still the same method like as at second cycle, so the researcher can
measure students ability improvement in writing procedure text by
compare between first, second and third cycle.
Planning
Acting
45
Reflecting
D. Research Approach
Probably the most common way of classifying research studies is
by categorizing them into either quantitative or qualitative approach.
Quantitative is broadly used to describe what can be considered
46
77
approach, because the data are descriptive in the forms of written and
result of test.
F. Collabolator
Collabolator in classroom action research is person who helps the
researcher to collect the data. The collabolator in this research is English
teacher who teaches English to students of grade VIIG at SMP N 18
Semarang. He is Mr. Budi Siswanto, S.Pd.
77
47
48
49
82
50
Score Criteria
30-27 Excellent to very good: knowledgeablesubstantive, thorough development of thesis, relevant
to assigned topic.
26-22 Good to average: some knowledgeable of
subject, adequate range, limited development of thesis,
mostly relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject,
title substance, inadequate development of topic.
16-13 Very poor: doesn t show knowledgeable of
subject, non substantive, non pertinent, or not enough
to evaluate.
Organization
Vocabulary
83
51
Mechanic
52
1-100
After collect the data, the researcher will analyze it. In give scoring of
the writing test, the researcher processes the result of the students test. The
researcher gives the score for each element of writing follows:
1
Content
Vocabulary
Grammar
Mechanic
84
total score
number of students
53
CHAPTER IV
RESEARCH FINDINGS
This chapter explains the result of this research. This is a classroom action
research of the use of realia to improve students ability in writing procedure text.
There were four cycles in this classroom action research, which includes of
preliminary research, first cycle, second cycle and third cycle. The researcher
arranges data started from a preliminary research up to third cycle that had been
done before, which includes the five elements of writing skills, consist of content,
organization, vocabulary, language use and mechanic.
The researcher hopes this collected data can answer questions about the
implementation of realia in teaching writing procedure text and the improvement
of students ability in writing procedure text after being taught using realia.
Before the researcher was going to apply realia in teaching writing
process, there is a preliminary research.
This preliminary research was conducted at the beginning of the research.
It was done Mr. Budi Siswanto as English teacher. The researcher just observed
the classroom activity during the English lesson before students being taught
writing using realia.
From the observation, the researcher found some facts that happen in the
classroom during learning process. It could be described as follows: the English
teacher explained the material still use conventional method, the teacher only uses
LKS and BSE hand out during learning process, but the teacher explained the
material systematically and communicatively. When the teacher explained the
material, there were some did not pay attention to the teacher s explanation. In
teaching learning process, the students did not being active in asking the teacher
related to the material given. They just kept and did the task from the teacher.
From the description above, it can be concluded that the students
attention, participation, activity were low during the English lesson. Then the
researcher hopes that the use of realia to the next can make students become
concentrating and paid attention to teacher s explanation.
54
and
numbering
are
involved
in
its
55
56
at the beginning, the teacher greeted students. They also greeted her. Then,
teacher began the lesson by discussed the last activity with students. Then,
she started the lesson by explaining how to arrange and compose
procedure text appropriately, effectively, and accurately. Students were
expected to be active in the lesson by asking and discussing about their
latest test that they have done. While the lesson, some of students were
also asked to write a procedure text in front of class by teacher s guidance.
By doing this strategy, students were expected to be more understood and
confidence
which;
the
social
function,
generic
structure
and
57
3. Third Cycle
This cycle was conducted on May 7th 2010. This cycle was done
just like the previous one that was teaching and learning process of
procedure text writing using realia.
From the observation, the researcher found some facts that happen
in the classroom during learning process. It could be described as follows:
at the beginning, as usually the teacher greeted students as sign that the
lesson will be began. Students were enthusiasm to respond teacher s
greeting.
In this cycle, the teacher reviewed all of material which has been
taught from the first cycle up to the latest or second cycle. This was
because the students understanding is crucial before they did a last test.
Then after she finished her explanation, she gave a new topic of procedure
text about how to make a cup of coffee. Teacher practiced it in front of
class. In that time, students were quite and gave attention to teacher s
explanation. Their faces were looked seriously.
After that, students were asked to write procedure text by similar
theme how to make a cup / a glass of tea . Teacher divided them into six
groups as previous cycle, so each group consists of six students. She
distributed a set of realia for each group such as teabag, sugar, glass,
spoon, and etc. They practiced in group using time allotment for about 10
minutes. Actually they were discussing seriously in their own work.
Usually while students practiced, teacher turned around to check these
groups one by one. After finished, students back to their seat, because
teacher asked students do its written individually. The procedure of doing
the test was the same as previous one. The time allocation given for doing
the test was 25 minutes. The test ran smoothly, while students were doing
the test; they were looked serious.
Then, after it was finished, the researcher analyzed students
worksheet. In the researcher analysis of students worksheet in this cycle,
she found that were improvements on their ability in writing procedure
58
text. Some mistake at previous cycle, now become solved and almost of
theme were disappear in this cycle. It showed from their writing scores
that improve cycle by cycle.
After Being
No
Students'
Code
Vocabulary
Language
Use
Mechanic
Total
Score
Content
Organization
S-01
20
13
10
16
61
S-02
22
13
11
14
64
S-03
18
13
10
11
55
S-04
22
13
12
16
55
S-05
21
12
10
17
63
S-06
17
12
10
50
S-07
16
12
14
53
S-08
18
13
12
54
S-09
out
out
out
out
Out
out
10
S-10
13
17
14
53
11
S-11
23
13
10
13
61
12
S-12
13
12
13
46
13
S-13
17
15
11
54
14
S-14
19
13
10
14
58
15
S-15
22
13
12
17
56
16
S-16
13
13
11
11
50
17
S-17
21
12
10
16
63
18
S-18
18
13
11
54
19
S-19
21
13
10
16
62
20
S-20
23
19
10
13
69
21
S-21
25
17
11
13
69
22
S-22
17
12
14
54
23
S-23
20
13
12
11
58
24
S-24
22
17
12
17
71
25
S-25
21
12
10
13
58
26
S-26
17
19
12
17
69
27
S-27
18
12
10
13
55
28
S-28
17
13
12
54
29
S-29
20
17
10
13
62
59
30
S-30
15
12
10
13
52
31
S-31
17
12
10
49
32
S-32
23
14
13
14
67
33
S-33
13
10
12
14
50
34
S-34
17
12
10
13
55
35
S-35
21
16
12
17
68
36
S-36
20
13
10
13
60
37
S-37
20
16
12
17
68
Total Score
678
492
380
470
84
2103
60,1
Mean
Table 2
The calculation result shows that the average of students test result
of first cycle was 60.1. The highest and the lowest score of 71 and 46.
Although only a view, it was an improvement if this result be compared
with the previous score from the real teacher. Because the average of
students test result was 44.6 with the highest and the lowest score of 61
and 35 (look at appendix 11).
2. Students Scores of The Second Cycle
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Students'
Code
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
Item Analysis
Mechanic
Total
Score
Content
Organization
Vocabulary
Language
Use
25
14
14
18
74
20
14
14
15
66
20
13
13
15
64
20
13
13
15
64
22
13
15
15
68
17
14
10
12
57
21
13
14
11
63
20
13
13
15
64
out
Out
Out
out
out
out
22
13
15
15
68
21
13
14
11
63
20
14
14
15
66
25
14
14
18
74
20
13
13
15
64
17
14
10
12
57
21
13
14
11
63
20
13
13
15
64
17
14
10
12
57
60
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
22
13
15
15
68
25
14
14
18
74
22
13
15
15
68
21
13
14
11
63
22
13
15
15
68
20
14
14
15
66
25
14
14
18
74
20
13
13
15
64
17
14
10
12
57
25
14
14
18
74
22
13
15
15
68
25
14
14
18
74
17
14
10
12
57
21
13
14
11
63
17
14
10
12
57
20
14
14
15
66
20
14
14
15
66
21
13
14
11
63
Total Score
720
472
466
491
117
2286
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
65,3
Mean
Table 3
The researcher s analysis shows that the average of students test
result of the second cycle was 65.3. The highest and the lowest score of 74
and 57. The average of students test result of second cycle was better than
previous one. The researcher concluded that students improved their
writing in procedure text.
Students'
Code
S-01
S-02
S-03
S-04
S-05
S-06
S-07
Item Analysis
Content
Organization
Vocabulary
Language
Use
Mechanic
Total
Score
17
15
17
15
67
25
12
20
23
85
13
16
14
15
61
17
12
18
22
74
25
12
20
23
74
21
15
17
21
78
21
15
15
19
74
61
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Total Score
Mean
13
15
17
15
64
out
Out
Out
out
Out
out
26
16
20
23
90
18
15
15
21
73
13
15
14
16
63
18
15
14
19
65
17
12
15
14
62
23
12
15
21
75
25
16
20
23
89
21
16
18
23
83
25
12
15
21
79
25
18
15
21
84
25
15
17
23
85
26
16
17
21
85
21
15
17
21
77
23
16
15
18
77
23
16
15
19
78
24
12
15
21
76
23
15
20
23
86
25
15
14
23
72
13
15
15
13
13
12
14
13
60
55
18
12
15
21
70
23
15
17
21
81
22
15
15
21
76
17
15
17
13
65
22
16
15
18
76
20
15
17
19
76
23
15
17
21
80
723
509
571
684
151
2638
75,4
Table 4
From the researcher s analysis, it shows that the average of
students test result of third cycle was 75.4, with the highest and the
lowest score of 90 and 55. There were improvements from one cycle to
the other cycle. The result of this cycle was also considered as
implementation. It was better than the previous one. The researcher
62
C. Discussion
After the researcher implemented the use of realia in teaching writing
procedure text, she got the data. It showed there were several improvements
from the students and teacher performance. Students were being enthusiastic
in learning English, especially writing procedure text. Most of students paid
attention to the teacher s explanation and could accomplish the task well. It
was analyzed of each cycle, the mean of the students score from the
preliminary research until the third cycle briefly can be seen in the diagram
below.
75,4
80
70
60,1
60
50
65,3
44,6
40
30
20
10
0
Preliminary
Cycle I
Cycle II
Cycle III
63
64
CHAPTER V
CONCLUSION AND SUGGESTION
65
2. The students writing was improved after being taught using realia
Teaching writing procedure text using realia can be enjoyable for
both teacher and students. In fact, students can improve their writing
66
procedure text after being taught using realia. It can be seen by students
achievement of writing scores in each cycle as follows:
B. Suggestion
As a candidate of teacher, we must try to create conducive situation in
our class. An enjoyable relationship between teacher and students is the most
important thing in teaching learning activities. So that, both of teacher and
students will get success together through a good communication.
Teaching writing procedure text using realia for seventh grade students
of Junior High School is not easy as we thought, there are many difficulties
both of teacher and students had. The seventh grade students of Junior High
School are categorized children at transition period. They often bored and
sometimes losing their motivation to learn English. As a professional teacher,
we must push their enthusiasm always in teaching learning English by several
ways as well as we can.
At the end, the researcher realizes that this thesis is far from being
perfect, because of that; contrastive critics and advice are really expected for
the perfection of the thesis. Finally, the researcher hopes that this study can be
useful for all of us. Amen.
67
REFERENCES
Ali, Yusuf, Translation, Retrieved on Friday, March 12th 2010 at 16.05 from http:
harunyahya.com. / quran-translation5.php.
Anderson, Mark and Kathy Anderson, Text Types in English 1, South Yarra:
Machmillan Education Malaysia, 1997.
Ann Snow, Marguerite and Donna M. Brinton. The Content- Based Classroom,
New York : Longman Published, 1997.
Arikunto, Suharsimi. Prosedure Penelitian: Suatu Pendekatan Praktik. Jakarta:
PT. Asdi Mahasatya, 2006.
Brown, H. Douglas, Principles of Language Learning and Teaching, New York:
Addison Wesley Longman ,2000.
_______________, Teaching by Principles: An Interactive Approach to Language
Pedagogy, Great Britain: Longman, 2001.
Chandler, Daniel, An Introduction of Genre Theory, Retrieved on Monday, March
22nd 2010 at 11.03 from http://www.aber.ac.uk/media/Docunents/
intgenre1.htnl.
Finnochiaro ,Marry, English as a Second Language: from theory to Practice. NY:
Regents Publishing Company, Inc., 1974.
Glanz, Jeffrey, Action Research: An Educational Leader,s Guide to School
Improvement, Noorwood: Christoper-Gordon Publication, Inc.
Hammond, Jenny and friends, English for Social Purpose, Sydney: Macquarie
University, 1992.
Harmer, Jeremy, How to Teach Writing. England : Pearson Education Limited,
2004
, The Practice of English Language Teaching, Longman:
Pearson Education, 2001
Heaton, J.B. Writing English Language Test- A Practical guide for teachers of
English as a second or foreign language. Longman: Longman Group
Limited, 1975, 1st Ed.
Holmes, Janet, An Introduction to Sociolinguistics, Longman: Pearson Education,
2001.
68
16.05
from
69
70
CURRICULUM VITAE
Name
Student Number
: 063411030
Address
E Mail
: nuria_hidayati@gmail.com
Educational Background
1. Taman Kanak-kanak Pertiwi Sembung Blora
2. SD Negeri 1 Tamanrejo Blora
3. SMP Negeri 2 Blora
4. SMA N 1 Tunjungan Blora
5. Tarbiyah Faculty of IAIN Walisongo Semarang, Community of 2006.
Semarang, December 13, 2010
The writer,
71
Appendix 1
Schedule of Classroom Action Research
No.
1
Activities
Meet the headmaster of SMP N 18 Semarang to ask
Date
March 1st 2010
permission to do research
2
the research
5
First cycle
Evaluation test I
Second cycle
Evaluation test II
10
Third cycle
11
12
72
Appendix 2
Students' Name List
No.
Name
Anggi Kurniawan
8
9
10
11
12
Erdiana Estiningrum
13
14
15
16
Farida Idealistina
17
18
19
20
21
22
23
Mafika Rusnawati
24
25
26
27
Okky Putranto
28
29
30
31
Santi Lestari
32
Sarasyita Nada R. E.
33
Septa Rubiyanto
34
Sidik Sugiyarto
35
Willy Octavian
36
37
Gilang Sunu W
Students' Code
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
73
Appendix 3
Observation Checklist
NO
ACTIVITIES
GRADE
1 2 3 4 5
1.
74
Students Worksheet
(Cycle I)
Name
Student s Number
Class
:
:
:
Instructions:
Write the procedure text of how to chew gum clearly!
Appendix 5
Students Worksheet
(Cycle II)
Name of Group
Group Members
:
:
Instructions:
Write a procedure text of how to make a sandwich clearly!
Appendix 6
Research Instrument Sheet
75
Students Worksheet
(Cycle III)
Name
Student s Number
Class
:
:
:
Instructions:
Write the procedure text of how to make a cup/a glass of tea seriously!
76
Appendix 7
LESSON PLAN
Cycle I
SMP
Subject
: English
Theme
Aspect/Skill
: Writing
Time Allocation
: 2 X 40 minutes
I. Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an aid.
II.
Learning Material
1) Read the dialogue below!
Conversation between Robert and Rita:
Robert
77
Rita
Robert
: Yes, go on
Rita
pan.
Then, fry the onion, garlic, chili and add some salt.
Put a plate of plain rice into the frying pan.
Mix it well.
Robert
Rita
: After you have mixed them well for about seven minutes,
turn off the
: Hmm
yummy.
: to chew gum
78
Material
: gum
Steps
:
Open the pack
Get one
Unwrap the gum
Put it in your mouth
Chew it
Don t swallow it
Take the wrapper
Wrapped the chewed gum
Throw it into the rubbish bin.
III.
Practice
Production)
79
IV.
Steps of Activities
Activities
Interaction
Time
pattern
Allotment
15 minutes
1. Pre Activities
15 minutes
minutes
2x2
teacher-students
condition.
teacher-students
teacher-students
minutes
1x5
minutes
1x2
teacher-students
1x2
minutes
1x2
2. Main Activities
MoT (Modeling of Text)
teacher-students
minutes
students.
60 minutes
17 minutes
1x2
minutes
1x3
minutes
teacher-students
1x2
minutes
2x5
80
minutes
13 minutes
1x5
chewing gum.
student-the
material
student-the
minutes
material
ICoT (Independence Construction of Text)
students-teacher
1x2
individually.
minutes
teacher-students
1 x 1 minute
chewing gum.
teacher-students
1x5
minutes
teacher.
30 minutes
3. Post Activities
Evaluation
Closing
1x3
minutes
5x5
minutes
1x2
minutes
5 minutes
1x3
minutes
1x2
minutes
81
V.
Learning Resources
1. Hand book
English in focus for grade VII SMP was published by bse depdiknas
by Artono Wardiman and Friends
2. Media
VI.
Relevant realia
Hand out
Flash cards
Assessment
1. Form
: written
2. Technique
3. Assessment aspect :
In this written test type, each correct answer gets different score
Content
Instrument
Written test
1. How to chew gum? Please, practice it. After you have finished, write
its procedure clearly using correct generic structure!
Answer:
Goal
Material :
Steps
82
Researcher
83
Appendix 8
LESSON PLAN
Cycle II
SMP
Subject
: English
Theme
Aspect/Skill
: Writing
Time Allocation
: 2 X 40 minutes
I.
Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an
aid.
II.
Learning Material
Read the vocabularies below!
Sandwich
Sauce
Lettuce
Tomato
Sausage
Knife
Cheese
Bread
Plate
84
III.
Learning Method
-
IV.
Steps of Activities
Activities
Interaction
pattern
1. Pre Activities
Time
Allotment
17 minutes
17 minutes
minutes
1x2
teacher-students
1x2
condition
teacher-students
minutes
teacher-students
1x1
minutes
problem on
previous lesson.
teacher-students
1x2
teacher-students
minutes
teacher-students
minutes
students.
teacher-students
2. Main Activities
minutes
Teacher
shows
1x1
realia
2x2
(Sandwich,
teacher-students
minutes
58 minutes
15 minutes
2x4
minutes
85
minutes
students-students
clearly.
students-the
9 minutes
3x3
material
students-teacher
minutes
teacher-students
34 minutes
3. Post Activities
2x4
Evaluation
minutes
Closing
5x5
minutes
1x1
minutes
5 minutes
2x2
minutes
1x1
minutes
V. Learning Resources
1. Hand books
English in focus for grade VII SMP was published by bse depdiknas
by Artono Wardiman and Friends
86
2. Media
VI.
Relevant realia
Assessment
1.Form
: written
2.Technique
3. Assessment aspect :
In this written test type, each correct answer gets different score
Content
Mechanic
VII.
Instrument
Written test
1. How to make a sandwich? After you have practiced with your group,
write its procedure using correct generic structure!
Answer:
Goal
Material :
Steps
87
Researcher
88
Appendix 9
LESSON PLAN
Cycle III
SMP
Subject
: English
Theme
Aspect/Skill
: Writing
Time Allocation
: 2 X 40 minutes
I.
Learning Objectives
After learning the lesson, students are expected to be able to:
a. Know the rules of writing procedure text
b. Write the procedure text according to the rules using realia as an aid.
II.
Learning Material
Read the word list below!
Boil
Dissolved
Coffee
Put
Rest of water
Sugar
Pour
Add
boiling water
Stir
Serve
glass
89
Materials
: water
Coffee
glass
spoon
Sugar
Steps
1.
2.
3.
4.
5.
6.
7.
90
III.
IV.
Steps of Activities
Activities
Practice
Production)
Interaction
Time
Pattern
Allotment
17 minutes
1. Pre Activities
17 minutes
teacher-students
1 x 1 minute
1 x 1 minute
teacher-students
1 x 1 minute
teacher-students
2x2
minutes
problem on
previous lesson.
teacher-students
teacher-students
2x2
teacher-students
minutes
1x2
minutes
2x2
students.
minutes
teacher-students
2. Main Activities
MoT (Modeling of Text)
teacher-students
8 minutes
59 minutes
2x2
minutes
2x2
minutes
teacher s instruction.
teacher-students
9 minutes
3x3
91
minutes
ICoT (Independence Construction of Text)
teacher-students
42 minutes
1x2
teacher-students
students-students
minutes
1x2
glass of tea .
minutes
1 x 1 minute
2x4
minutes
student-teacher
Students collect
3x5
its procedure to
teacher individually.
teacher-students
minutes
teacher-students
3. Post Activities
Evaluation
Closing
1x1
minutes
1x2
minutes
2x5
minutes
1x1
minutes
4 minutes
92
1x3
minutes
1x1
minutes
V.
Learning Resources
1.
Hand book
-
3.
VI.
Media
-
Relevant realia
Hand out
Assessment
1. Form
: written
2. Technique
3. Assessment aspect
In this written test type, each correct answer gets different score
Content
Organization
Vocabulary
Grammar
Mechanic
93
VII.
Instrument
Written test
1. How to make a cup/a glass of tea? After you have practiced, write its
procedure using correct generic structure individually!
Answer:
Goal
Material :
Steps
:
Semarang, May 7th 2010
Acknowledge by:
English teacher
Researcher
94
Appendix 10
The explanation of criteria
Item Analysis
Content
Score Criteria
30-27 Excellent to very good: knowledgeable-substantive,
thorough development of thesis, relevant to assigned topic.
26-22 Good to average: some knowledgeable of subject,
adequate range, limited development of thesis, mostly
relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject, title
substance, inadequate development of topic.
16-13 Very poor: doesn t show knowledgeable of subject,
non substantive, non pertinent, or not enough to evaluate.
Organization
Vocabulary
Language Use
95
Total of Score
1-100
96
97
Appendix 11
STUDENTS' SCORE
PRELIMINARY RESEARCH
: VII G /
II
: Procedure Text (How To Make Fried Rice)
: Mr. Budi Siswanto
Class/Semester
Theme
Teacher
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Name
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
Item Analysis
TotalScore
Content
Organization
Vocabulary
Language
Use
13
10
41
16
10
10
17
56
13
14
10
17
57
13
10
10
42
13
10
41
13
13
11
48
13
10
37
16
14
10
51
out
out
out
out
out
out
17
10
10
46
13
10
43
13
10
10
10
45
13
10
38
16
10
10
43
Mechanic
98
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Total
Score
Mean
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
13
13
10
45
17
13
10
10
52
13
10
39
13
14
17
53
17
13
47
22
10
10
17
61
13
10
10
10
45
13
13
40
13
10
10
10
46
13
10
10
10
51
21
11
38
13
48
17
14
46
17
14
40
13
11
49
17
10
10
39
16
35
13
40
13
11
35
13
39
13
38
16
10
41
511
358
298
44,6
312
82
1561
99
STUDENTS' SCORE
CYCLE I
Appendix 12
Class/Semester
Theme
Teacher
No
Name
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
: VII G / II
: How to chew gum
: Miss Nuria Ulfi H
Content
Organization
Item Analysis
Vocabulary
Languega Use
Mechanic
20
13
10
16
61
22
13
11
14
64
18
13
10
11
55
22
13
12
16
55
21
12
10
17
63
17
12
10
50
16
12
14
53
18
13
12
54
out
out
out
out
out
out
11
17
14
53
23
13
10
13
61
12
12
13
46
17
15
11
54
19
13
10
14
58
22
13
12
17
56
13
13
11
11
50
21
12
10
16
63
18
13
11
54
Total of Score
100
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Total of Score
Mean
21
13
10
16
62
23
19
10
13
69
25
17
11
13
69
17
12
14
54
20
13
12
11
58
22
17
12
17
71
21
12
10
13
58
17
19
12
17
69
18
12
10
13
55
17
13
12
54
20
17
10
13
62
15
12
10
13
52
17
12
10
49
23
14
13
14
67
12
10
12
14
50
17
12
10
13
55
21
16
12
17
68
20
13
10
13
60
20
678
16
492
12
380
60,1
17
470
3
84
68
2103
101
STUDENTS' SCORE
CYCLE II
Appendix 13
Class/Semester
Theme
Teacher
No
Name
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
: VII G / II
: How to make a sandwich
: Miss Nuria Ulfi H
Content
Organization
Item Analysis
Vocabulary
Language Use
Mechanic
25
14
14
18
74
20
14
14
15
66
20
13
13
15
64
20
13
13
15
64
22
13
15
15
68
17
14
10
12
57
21
13
14
11
63
20
13
13
15
64
out
out
out
out
out
out
22
13
15
15
68
21
13
14
11
63
20
14
14
15
66
25
14
14
18
74
20
13
13
15
64
17
14
10
12
57
21
13
14
11
63
20
13
13
15
64
17
14
10
12
57
Total of Score
102
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Total of Score
Mean
22
13
15
15
68
25
14
14
18
74
22
13
15
15
68
21
13
14
11
63
22
13
15
15
68
20
14
14
15
66
25
14
14
18
74
20
13
13
15
64
17
14
10
12
57
25
14
14
18
74
22
13
15
15
68
25
14
14
18
74
17
14
10
12
57
21
13
14
11
63
17
14
10
12
57
20
14
14
15
66
20
14
14
15
66
21
720
13
472
14
466
11
491
65,3
4
117
63
2286
103
STUDENTS' SCORE
CYCLE III
Appendix 14
Class/Semester
Theme
Teacher
No
Name
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
: VII G / II
: How to make a glass of tea
: Miss. Nuria Ulfi H
Content
Organization
Item Analysis
Vocabulary
Language Use
Mechanic
17
15
17
15
67
25
12
20
23
85
12
16
14
15
61
17
12
18
22
74
25
12
20
23
74
21
15
17
21
78
21
15
15
19
74
13
15
17
15
64
out
out
out
out
out
out
26
16
20
23
90
18
15
15
21
73
13
15
14
16
63
18
15
14
19
65
17
12
15
14
62
23
12
15
21
75
25
16
20
23
89
21
16
18
23
83
25
12
15
21
79
Total of Score
104
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Total of Score
Mean
25
18
15
21
84
25
15
17
23
85
26
16
17
21
85
21
15
17
21
77
23
16
15
18
77
23
16
15
19
78
24
12
15
21
76
23
15
20
23
86
25
15
14
23
72
13
15
15
13
60
12
12
14
13
55
18
12
15
21
70
23
15
17
21
81
22
15
15
21
76
17
15
17
13
65
22
16
15
18
76
20
15
17
19
76
23
723
15
509
17
571
75,4
21
684
4
151
80
2638
105
APPENDIX I5
April 27th 2010
Cycle I
OBSERVATION CHECKLIST
(TEACHER)
No
Activities
Grade
1
1.
Introduction
2.
Explanation of material
3.
Instruction
4.
Classroom management
5.
Motivating students
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2.
Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3.
Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4.
Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5.
Excellent
The aspect of activity that was observed above reach out for about 81-100%.
106
Appendix 16
May 4th 2010
Cycle II
OBSERVATION CHECKLIST
(TEACHER)
No
Activities
Grade
1
1.
Introduction
2.
Explanation of material
3.
Instruction
4.
Classroom management
5.
Motivating students
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2.
Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3.
Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4.
Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5.
Excellent
The aspect of activity that was observed above reach out for about 81-100%.
107
Appendix 17
May 11th 2010
Cycle III
OBSERVATION CHECKLIST
(TEACHER)
No
Activities
Grade
1
Introduction
2.
Explanation of material
3.
Instruction
4.
Classroom management
5.
Motivating students
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from overall
percentage 100%.
2.
Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3.
Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4.
Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5.
Excellent
The aspect of activity that was observed above reach out for about 81-100%.
Appendix 18
108
OBSERVATION CHECKLIST
STUDENTS
Explanation :
I.
STUDENTS ACTIVITIES
A. Students concern toward teacher s explanation
B. Students respond to the other students question during discussion
C. Students initiate to ask something related to the lesson to other students during
discussion
D. Students respond to teacher s questions during learning activities
E. Students ask questions to teacher during learning activities
F. Students accomplish task from the teacher
II.
GUIDANCE
1. Poor
The aspect of activity that was observed above reach out for about 20% from
overall percentage 100%.
2. Fair
The aspect of activity that was observed above reach out for about 21-40% from
overall percentage 100%.
3. Average
The aspect of activity that was observed above reach out for about 41-60% from
overall percentage 100%.
4. Good
The aspect of activity that was observed above reach out for about 61-80% from
overall percentage 100%.
5. Excellent
The aspect of activity that was observed above reach out for about 81-100%.
109
Enough
Good
Very Good
Excellent
110
Appendix 19
Cycle I
STUDENTS' ACTIVITIES
NO
Students'
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
A
3 4
x
x
x
x
B
3 4
x
x
C
3 4
x
x
2
x
x
x
D
3 4
x
x
x
2
x
E
3
x
x
x
x
x
x
x
5
x
x
x
x
x
x
5
x
x
x
x
x
x
x
x
x
F
3 4
5
x
x
x
x
x
x
x
x
Total
point
20
27
19
18
21
22
22
23
67%
90%
63%
60%
70%
73%
73%
77%
18
20
23
23
20
21
20
21
21
20
19
21
21
21
20
60%
67%
77%
77%
67%
70%
67%
70%
70%
67%
63%
70%
70%
70%
67%
OUT
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
111
25
26
27
28
29
30
31
32
33
34
35
36
37
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Criteria x
Average =
point x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
students = 6 x 5 x 36 = 1080
students' point : 1080 x 100% = 768 : 1080 x 100% = 71.11% (VERY GOOD)
x
x
x
x
x
x
x
x
x
x
x
x
x
22
23
22
24
21
22
21
19
20
22
22
22
26
768
73%
77%
73%
80%
70%
73%
70%
63%
67%
73%
73%
73%
87%
112
Appendix 20
Cycle II
STUDENTS' ACTIVITIES
NO
Students'
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
A
3
4
x
x
2
x
B
3
x
x
x
x
x
x
D
3
4
x
E
3
4
x
F
3
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
3 4
x
x
x
x
x
x
x
x
x
x
x
4
x
x
x
x
x
x
x
x
Out
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
X
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Total
point
21
20
18
18
23
19
18
20
out
18
17
18
22
19
22
18
14
22
20
21
21
23
19
20
19
21
70%
67%
60%
60%
77%
63%
60%
67%
out
60%
57%
60%
73%
63%
73%
60%
47%
73%
67%
70%
70%
77%
63%
67%
63%
70%
113
27
28
29
30
31
32
33
34
35
36
37
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
Criteria x
Average =
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
point x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
students = 6 x 5 x 35 = 1050
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
s
19
19
18
21
22
21
23
21
21
21
696
s
63%
63%
60%
70%
73%
70%
77%
70%
70%
70%
114
Appendix 21
Cycle III
STUDENTS' ACTIVITIES
A
3 4
B
2 3 4
C
3 4
NO
Students'
Code
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
10
S-10
11
S-11
12
S-12
13
S-13
14
S-14
15
S-15
16
S-16
17
S-17
18
S-18
D
3 4
E
3
x
x
Total
point
22
73%
27
90%
22
73%
24
80%
25
83%
23
77%
24
80%
24
80%
out
out
21
70%
22
73%
x
x
x
x
x
x
F
3
x
OUT
23
77%
26
87%
24
80%
25
83%
23
77%
21
70%
22
73%
x
x
x
x
x
x
x
x
x
x
115
19
S-19
20
S-20
21
S-21
22
S-22
23
S-23
24
S-24
25
S-25
26
S-26
27
S-27
28
S-28
29
S-29
30
S-30
31
S-31
32
S-32
33
x
x
x
x
x
x
23
77%
25
83%
25
83%
23
77%
22
73%
25
83%
23
77%
x
x
x
x
S-33
34
S-34
35
S-35
36
S-36
37
S-37
x
x
x
x
x
26
87%
21
70%
22
73%
21
70%
24
80%
23
77%
24
80%
x
x
27
90%
28
93%
28
93%
Total
Average =
Criteria x
67%
20
828
point x
students = 6 x 5 x 35 = 1050
students' point : 1050 x 100% = 828 : 1050 x 100% = 76.7% (VERY GOOD)