Mustika Khairani (F1021141028)

Implementing Outdoor Activities to Improve Students’ Ability in
Writing Factual Description
(A Classroom Action Research to Year - 10 Students of “SMAN 9 Pontianak” in

Academic Year 2017/2018)
A THESIS
By:
Mustika Khairani
F1021141028
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGES AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
PONTIANAK
2018
Implementing Outdoor Activities to Improve Students’ Ability in
(A Classroom Action Research to Year - 10 Students of “SMAN 9 Pontianak” in

Academic Year 2017/2018)
A THESIS
Submitted to fulfill one of the requirements for the Sarjana Degree Examination of
English Language Education Study Program, Languages and Arts Education
Department, Teacher Training and Education Faculty, Tanjungpura University
By:
Mustika Khairani
F1021141028
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGES AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
PONTIANAK
2018
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ACKNOWLEDGMENTS
Praise and gratitude I pray to the presence of Allah SWT, God Almighty who has
granted His mercy and has provided the health as well as strength so that the writer
enable to finish this thesis entitled “Implementing Outdoor Activities to Improve
Students’ Ability in Writing Factual Description (A Classroom Action Research on the
Tenth Grade Students of SMA Negeri 9 Pontianak in Academic Year 2017/2018)” as
one of requirements for obtaining Sarjana Degree Examination to English Language
Education Study Program, Language and Arts Education Department, Teacher
Training Education Faculty, Tanjungpura University.
The writer would like to deliver her gratitude to Dr. Rahayu Apriliaswati,
M.Ed.TESOL as the main supervisor, and to Eusabinus Bunau, S.Pd, M.Si as the
second and academic supervisor who have made their time to give the valuable
guidance, opinion, direction as well as corrections, advices and suggestions for her in
finishing the thesis. The writer also would like to send her gratitude to Urai Salam,
MCALL,Ph.D. as the main examiner and Drs. Luwandi M. Hum as the second
examiner for their beneficial inputs in order to make this thesis better during her
seminar on research design.
Furthermore, the writer would like to massively thank and appreciate to:
a. Dr. H. Martono, M.Pd., the dean of Teacher Trainig and Education Faculty of
TanjunguraUniversity.
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b. Drs. Nanang Heryana, M.Pd., the chairman of Language and Arts Education
Department.
c. Urai Salam, MCALL, Ph.D., the chairman of English Education Study
Program.
d. The Lectures of English Education Study Program who had taught the writer
during her study at Teacher Training and Education Faculty of Tanjungpura
University.
e. The staffs of Teacher and and Education Faculty of Tanjungpura University.
f. Ibrahim, M.Pd., the headmaster of SMAN 9 Pontianak.
g. Edi Budiardi, S.Pd., and Emy Safarini, S.Pd as the English teachers of SMAN
9 Pontianak.
h. All of the students of SMAN 9, especially the students of Year-10 of MIA 2 for
their participation and cooporation in helping the writer to conduct this thesis.
The lovely ones, the writer’s parent, Usman Effendi and Wiwiek Mutmainah.
The writer’ siblings, Yundha Effendi, Edwin Pradesa, and Dzulfiqar Effendi. Thanks
for being the support system, for counltess prayers, advices, motivation and the
morality, financial support during her study until she finished this thesis.
The very best friend, Auliyah Tania Alkadrie who can always be counted on.
Uswatun Hasanah, Jeng Anggi Priyatni, Poppy Iga Mauludiyana, Nofila Cici Viranci,
Ghinna Dini Setiawati, Dintania Meydianda, Ahmad Lukmanul Hakim, Dhonny
Alfian, Uray Ahmad Fahrezi, Hafaz Wahyudin as one and only Headquarter for the
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writer to have the precious, joyful, and unforgettable college life. Fika Lesmana Aji,
Thesar Safarullah, Dinda Ria Harmonis, Cici Afriani, Nadya Arisca, Uliana Sara
Marpaung for their helps, contribution, companion during the writer’s study until
finished the thesis. Oasis and the Smiths for their music and lyrics during her thesis
writing.
The last, the writer hopes that this thesis can give some advantages for the
readers especially students of English Education study program in Tanjungpura
Univeristy. The writer realizes that this thesis still has some weaknesess, that is why
the writer is looking for the criticism, comments, and suggestions in order to make this
thesis better.
Pontianak, August 2018
The Writer
Mustika Khairani
F1021141028
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ABSTRACT
Mustika Khairani (2018): Implementing Outdoor Activities to Improve Students’
Ability in Writing Factual Description (A Classroom Action Research to the
Tenth Grade Students of SMAN 9 Pontianak in Academic Year 2017/2018)
Supervisor I : Dr. Rahayu Apriliaswati, M.Ed.,TESOL
Supervisor II : Eusabinus Bunau, S.Pd, M.Si
The research was set out in order to know how the implementing outdoor
activities improved students’ ability in writing factual description to the year-10
students at Class MIA 2 of SMAN 9 Pontianak in academic year 2017/2018. This
research was conducted through Classroom Action Reseacrh (CAR) in three cycles.
The subjects of this research were the tenth grade English teacher and 36 students of
MIA 2. In collecting the data, the researcher used field note, observation checklist, and
students’ writing test. The result showed that implementing outdoor activities improved
students’ ability in writing factual description. Furthermore, Minds on of Five Sense
Writing in outdoor activities improved students’ability of using noun phrase with
adjectives, also the Action stage of Five Sense Writing in outdoor activities could
improve students’ ability of using the simple present tense. Moreover, the students’
motivation was improved by implementing the the Action stage of Five Sense Writing
in Outdoor Activities. The action of Five sense Writing improved the students’
enthusiasm as well as their activeness. In conclusion, Outdoor Activities improved
students’ ability in writing factual description due to the nature’s exixstences in outdoor
areas for the students to collect the factual data, especially in the process of pre-writing.
Therefore, the writer positively recommends the teacher to implement outdoor
activities as one of various techniques in teaching and learning process, especially in
teaching writing factual description.
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TABLE OF CONTENTS
ACKNOWLEDGMENTS ....................................................................................................... i
ABSTRACT .............................................................................................................................iv
TABLE OF CONTENTS ....................................................................................................... v
CHAPTER I ............................................................................................................................ 1
A. Research Background......................................................................................... 1
B. Research Problems ............................................................................................. 5
C. Research Purposes .............................................................................................. 6
D. Research Scope .................................................................................................. 7
E. Research Significances....................................................................................... 9
CHAPTER II ......................................................................................................................... 10
A. Teaching Writing in EFL Context ................................................................... 10
B. Experiential Learning ....................................................................................... 15
C. Outdoor Activities ............................................................................................ 17
D. Factual Description .......................................................................................... 18
E. Teaching Writing of Factual Description by Five Sense Writing in Outdoor
Activities ................................................................................................................. 21
CHAPTER III ....................................................................................................................... 26

A. Research Design ............................................................................................... 26
B. Subject of Research .......................................................................................... 28
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C. Procedure of Classroom Action Research ....................................................... 28
D. Technique and Tools of Data Collection ......................................................... 32
E. Techniques of Data Analysis ........................................................................... 34
CHAPTER IV........................................................................................................................ 40
A. Research Finding.............................................................................................. 40
B. Description of Cycle ........................................................................................ 48
C. Discussion ........................................................................................................ 65
CHAPTER V ......................................................................................................................... 80
A. Conclusion ....................................................................................................... 80
B. Suggestion ........................................................................................................ 81
Bibliography .......................................................................................................................... 83
A. APPENDIX 1 ............................................................................................................. 87
1. Lesson plan Cycle 1 ......................................................................................... 87
2. Lesson Plan Cycle 2 ....................................................................................... 105
3. Lesson Plan Cyce 3 ........................................................................................ 122
B. APPENDIX II .......................................................................................................... 138

1. The Result of Students’ Individual Score on the First Cycle ......................... 138
2. The Result of Students’ Individual Score on the Second Cycle .................... 140
3. The Result of Students’ Individual Score on the Third Cycle ....................... 143
C. APPENDIX III ........................................................................................................ 145

1. Field Note Cycle 1 ......................................................................................... 145
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2. Field Note Cycle 2 ......................................................................................... 148
3. Field Note Cycle 3 ......................................................................................... 151
D. APPENDIX IV ........................................................................................................ 154

1. Observation Checklist Cycle 1 ....................................................................... 154
E. APPENDIX V .......................................................................................................... 163

1. Documentation Cycle 1 .................................................................................. 163
2. Documentation Cycle 2 .................................................................................. 164
3. Documentations Cycle 3 ................................................................................ 165
F. APPENDIX VI ........................................................................................................ 166

1. Students’ writings cycle 1 .............................................................................. 166
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LIST OF FIGURES
Figure I: The cycle of experiental learning..................................................................11
Figure II: The cycle of classroom action research.......................................................29
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LIST OF TABLES
Table I: Guided Questions .......................................................................................... 23

Table II: The Table of Specification ........................... Error! Bookmark not defined.
Table III: Analytic Evaluation Rubric......................... Error! Bookmark not defined.
Table III: The Summary of Teaching and Learning Process Through Outdoor
Activities ..................................................................................................................... 74
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CHAPPTER I
INTRODUCTION
A. Research Background
Indonesia has implemented full-day school program since 2017 where high
school students should spend eight hours a day at school. According to Hildebrand
(2010), full-day school program makes the students’ reading achievement better
than students whose school half a day, but on the other achievements such as
mathematics and writing are not significant. Whereas, writing is one of the skills in
learning English language that should be mastered by Foreign Language students.
The foreign language students’ problems in writing English appear because
they are lacking of practices. Students’ problems in writing English keep arising
because they are not enough familiar with English language and they do not have
enough practice of it (Dwivedi & Chakravarthy, 2015). This problem also happened
to the year-10 students of senior high school 9 Pontianak when the writer did the
pre-research observation. The lack of practices did not only make the students
difficult to start collecting and organizing their ideas in a text, but also to master
what related language features that should be used according to the text. When the
writer was doing pre-research observation during the teaching practice, poor
motivation of students also found. Dislen (2013) stated that poor motivation is
influenced by the hours of language lesson, they feel exhausted and their level of
will diminishes. The pre-research observation also showed that when the students
had poor motivation, they were not interested and being passive to follow teaching
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and learning process. Lacking of practices and poor motivation will able to mislead
both students and teacher to achieve the instructional objectives.
Previously, the teacher used the group discussion and printed pictures as the
teaching strategy and material for the students to teach writing of factual description.
Unfortunately, the teacher admitted that the group discussion only made some of
students took part but the rest were passive and not interested. As a consequence,
the students could not finish the assignment on time. Teacher also said that using
printed pictures as material to teach writing factual description did not work well on
students because the teacher was not always able to print all of it which made not all
of the students could get the pictures.
One of the learning objectives that year-10 students of senior high school
students should master based on the Curriculum 2013 is they are demanded to be
able to write factual description appropriately, as well as mastering its social
function, language feature, and the structure of the text (Minister of education and
culture, 2016). Unfortunately, the problems such as lacking of practices, enthusiasm
and poor motivation as well as the activeness detained the year -10 students to
achieve that one of learning objectives.
Based on the interview with the English teacher, in their writing of factual
description, the students still had difficulties in using noun phrase with more than
one adjectives, for example students still wrote a black Italian big bag, whereas it
should have been a big black Italian bag. Furthermore, the students were still
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confused in using present tense as the language feature of factual description,
especially the subject verb agreement.
In overcoming the problems, outdoor activity was offered as a teaching
technique to the year-10 English teacher at SMA Negeri 9 Pontianak. Outdoor
activity is undertaken in the place that is outside of the classroom that might not be
gotten by the students inside the classroom. Gustafssonet al (2011) see outdoor
activity as a technique where the purpose is to “....foster learning through the
interplay between experience and reflection, based on practical observation in
authentic situations” (p. 68). Outdoor activity provides an environment which is rich
in things that can be utilized as teaching material. The outdoors’s existences such as
weather, sounds, smells, and textures develop and boost students’ learning
environment (Conway, 2009). In addition, Green views of outdoor are able to make
students’ score higher on the test of concentration and self-discipline (Taylor, Kuo,
& Sullivan, 2001). Furthermore, Gustaffssonet (2011) states that it can also be a
good tool for teachers to vary their teaching and give it another dimension which
can also affect the learning aspect. The Outdoor activity which is going to be applied
is Five Sense Writing.
Five Sense Writing is not only expected to make students to be able to
communicate their ideas effectively. It is also able to make students to think
critically by using various forms of descriptive writing (Kilburn, 2012). The five
sense is used to gain the awareness of the natural environment for students. The
curriculum expectations of the implementation Five Sense Writing in learning
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language especially writing are able to make students to generate, gather and
organize ideas and information. The students will also reflect on and identify their
strengths as writers, areas for improvement, and the strategies they found most
helpful at different stages in the writing process.
Identifying the areas for improvement that the students will do in implementing
the Five Sense Writing enables them to reflect on their own debility, which in this
case is their use of present tense and noun phrase with adjectives in writing factual
description. Due to the fact that outdoor activity has so many advantages for both of
the students and teacher in their learning and teaching process, it has no wonder that
there are so many researcher that Implement Outdoor Activity as the strategy for
teaching and learning. A’isah’s (2010) study which is entitled “The Implementation
of Outdoor Activity to Improve English Writing Ability of Students at SMP
Suryonugroho Surabaya” revealed that students’ ability in writing factual
description can improve by implementing outdoor activity effectively. It helps
students especially in writing factual description structurally and based on the text
component.
Moreover, she also stated that outdoor activity could give the students ideas to
write because they see the object visually. Sri’s (2015) study which title Improving
Student’s Writing Skill in factual description by Using Outdoor Activity claimed
that outdoor activity can improve students’ writing skill which is proved by the
students’ scores improvement, the more excitement of learning that students have,
the more they can easily understand what they are learning. Rochmawati and Zuchri
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(2016) stated that by implementing the outdoor activity, it is able to make the
students more understand easily when they are being in outdoor, and they can apply
the knowledge that has been delivered by the teacher when they see the real object
to be described.
Nevertheless, some of those previous studies mentioned above have same
method in conducting research, have same purpose in improving students’ writing
skill through outdoor activity. Therefore, the differences of this proposed research
is about its aim. This research aims to improve students’ ability in writing factual
description, especially the students’ use of present tense as the language feature of
factual description, and their use of adjectives by implementing outdoor activity.
B. Research Problems
1) General Research Problem
How does implementing Outdoor Activities improve students’ ability in
writing factual description to the year-10 students of “SMAN 9 Pontianak” in
academic year 2017/2018?
2) Specific Research Problems
a. How does implementing Minds On of Five Sense Writing in Outdoor
Activities improve students’ ability of using noun phrase with adjectives in
writing factual description to the year-10 students of “SMAN 9 Pontianak”
Pontianak in academic year 2017/2018?
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b. How does implementing Action of Five Sense Writitng in Outdoor Activities
improve students’ ability of using present tense in writing factual description
to the year-10 students of “SMAN 9 Pontianak” in academic year
2017/2018?
c. How does implementing Action stage of Five Sense Writing in Outdoor
Activities improve students’ motivation in writing factual description to the
year-10 students of “SMAN 9 Pontianak” in academic year 2017/2018??
d. How does implementing Action stage of Five Sense Writing in Outdoor
Activities improve students’ enthusiasm in writing factual description to the
year-10 students of “SMAN 9 Pontianak” in academic year 2017/2018?
e. How does implementing Action stage of Five Sense Writing in Outdoor
Activities improve students’ activeness in writing factual description to the
year-10 students of “SMAN 9 Pontianak” in academic year 2017/2018?
C. Research Purposes
1. General Research Purpose
Based on the question stated above, the purpose of this research is to find
out how the use of implementing outdoor activity improves students’ ability
in writing factual description to the year-10 students of “SMAN 9 Pontianak”
in academic year 2017/2018.
2. Specific Research Purposes
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a. How implementing Minds On stage of Five Sense Writing in Outdoor
Activity improves students’ ability of using noun phrase with adjectives in
writing factual description to the year-10 students of “SMAN 9
Pontianak”in academic year 2017/2018?
b. How implementing Action stage of Five Sense Writing in Outdoor
Activities improves students’ ability of using present tense in writing
factual description to the year-10 students of “SMAN 9 Pontianak”in
academic year 2017/20118?
c. How implementing Action stage of Five Sense Writing in Outdoor
Activities improves students’ motivation in writing factual description to
the year-10 students of “SMAN 9 Pontianak” in academic year 2017/2018?
d. How implementing Action stage of Five Sense Writing in Outdoor
Activities improves students’ enthusiasm in writing factual description to
the year-10 students of “SMAN 9 Pontianak” in academic year 2017/2018?
e. How implementing Action stage of Five Sense Writing in Outdoor
Activities improves students’ activeness to the year-10 students of “SMAN
9 Pontianak” in academic year 2017/2018?
D. Research Scope
Conducting a research should avoid misunderstanding, because of that the
terminology should be stated. Some explanations of terms that are used in this
research are explained below:
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1. Factual Description
Factual description is a text which its purpose is to describe an object. It
could be a person, a place, an animal. Factual description has an opening
statement, the series of paragraphs, and the conclusion for its structure. It
also has grammatically featured, they are present tense for its language
form, adjectives, and topic sentence.
2. Outdoor activity
Outdoor activity in this research is getting students out, and provides
them with challenging, exciting and different experiences to help them
learn.
3. Five Sense Writing
Five Sense Writing in this research is one of outdoor activities in which
the students gain awareness of the natural environment by using all their
own five senses into the written form, descriptive writing or factual
description. Minds On, Action, and Consolidation are the steps of Five
Sense Writing.
4. Natural Writing
Natural Writing in this research is a strategy which is included to the
Action stage of Five Sense Writing as the addition stratgey in which the
students will utilize the objects from nature for writing assignments.
5. Marking Using a System
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Marking Using a System is one of the way that teacher offers as his or
her feedback to the students and purposes to make them enable for having
more motivation in writing factual description. This is also included to the
Action stage of Five Sense Writing as the addition.
6. Description
Description is a stratgey which is included in the step of Action of Five
Sense writing purposing to enable the students in strengthening their ability
of using adjectives.
E. Research Significances
The result of this research will give some benefits for students and teacher,
as mentioned below:
1. For the students
The writer hopes that the implementation of outdoor activities can be a
learning strategy to help the students improve their writing factual
description ability.
2. For the teacher
The writer hopes that the implementation of outdoor activities can be a
teaching strategy for teacher, which is not only able to improve the students’
ability but also the teacher’s performance in teaching.
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CHAPTER II
LITERATURE REVIEW
A. Teaching Writing in EFL Context
Teaching writing is not an easy thing to do, moreover to EFL students.
Kirby and Crovitz (2013) state that teaching writing is challenging; it may
be one of the toughest jobs a teacher faces. It means that teacher needs to do
a hard work in order to guide the students how to utilize their imaginaries
for their writing skills. Writing is also the way how people organize the ideas
to be written. The ideas that students have in their mind are various, because
of that writing is a challenging activity to be taught. Therefore, the teacher
must consider the approaches in teaching writing. According to Nation,
(2009), there are four principles for teaching writing:
a. The Meaning-focused Input
b. The Meaning-focused Output
c. The Language-focused Learning
d. The Language-focused Development
e. The Fluency Development
In this research, the principle which is related to the implemented strategy
by the teacher is the Meaning-focused Input. The Meaning-focused input is
about bringing the experience and knowledge to the students’ writings.
Nation (2009) also says that writing is most likely to be succesful and
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meaningful for the students if they are well prepared for what they are going
to write, this preparation can be done through the choice of topic, or even
through previous work done on the topic either in the first or second
language. In this research, the topic writing for the students is describing a
specific place which is a small park at SMAN 9 Pontianak.
The writer also has to make sure that the students are succesful in doing
the assignments or tasks, because of that designing the kind of task which is
going to be given is needed. Nation (2009) states that there are several ways
in which the teacher could do to design the task. First is the teacher could
think of a topic that the students are familiar with, such as a recent exciting
event. The teacher then is able to get the students talking about the event, so
that the ideas and the organisation of the ideas are clear in order that the
students have an oral command of the language which is needed to describe
the event. When the students are asked to learn from things which they are
familiar with, the students then have only to concetrate on turning their ideas
so they can put theirs into a written form.
Second, the teacher could think of a topic and then put the students into
groups that consist of three or four. Then, every group has to make a plan
and to produce one piece of writing. Nation (2009) says that by helping each
other, the students in each group are able to produce a piece of writing which
is going to be much better than any of them could have produce a writing by
working alone. Third, the teacher is able to find or even make a guided
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composition exercise, such as a series of pictures with accompanying
questions and useful languagee items.The last is the teacher chooses a topic
and then lets the students get on with their writing. The students are possible
to ask some questions or ask for help when they need it, but they are usually
or mainly left to work independently.
Therefore, the suitable task and related to the students’ assignments in
this research is experience task. Nation (2009) states that experience task is
defined as one kind of task which the teacher has to make sure when she or
he gives it to the students, the students are not overloaded by having to think
about several different things at the same time. The experience task itself is
not only able to allow the students the chance to concentrate on the part of
the task that they need to learn. But, it also helps the students perform a
normal language activity in a normal way with high chance of succes.
Furthermore, the teacher also has to be able to give the explanation about
how to write appropriately. Because of that, the students must know the
process of writing. According to Kane (1988), there are three steps to write.
The first step is thinking which involves choosing a subject, the second step
is doing, and third is doing again which is same as revising. Besides,
Kamehameha (2007), states that there are 5 steps of the writing process.
There are pre-writing, drafting & writing, sharing & responding, revising &
editing, and publishing. In this research, mostly the activity that had been
done by the teacher and the students led to the process of writing number
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one, which is pre-writing. Pre-writing is about starting the writing and
organizing the ideas. The more organized the writing, the more the writing
is understandable. Kamehameha Schools (2007) claims that pre-writing is
getting ready to write, decide the topic, brainstorm, and organize the ideas.
Here, the students organized the ideas by being given some guided questions
which are about the elements of the parks at SMAN 9 Pontianak.
The aim of teaching writing is to make the students be able to write the
text based on the generic structure and grammatical features of the text. It
purposes to make the students able to organize their structured ideas and
orderly. Because of that, the teacher must know what aspects that needed
to asses students’ writings. According to Raimes (2002), there are nine
aspects in assesing students’ writings, they are:
a. Syntax
Syntax in the form of students’ writing is assesed based on how
sentence structure, sentence boundaries, stylistic word choices which
are made by the students.
b. Grammar
Grammar in the form of students’ writing is assessed based on how the
students use such as the rule of verbs, articles, pronouns in their
writings.
c. Mechanics
Mechanics consist of handwriting, spelling, and punctuation, etc.
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d. Organization
Teacher assests students’ writings based on how well they organize the
paragraphs, topic and support, cohesion and unity.
e. Word Choice
Students’ writing are assessed based on the vocabulary, idiom, tone
that they use in their writing
f. Purpose
There is a purpose which is mentioned by them in their writing, in
order to make their writing clear.
g. Audience
Who is the reader of their writing is also important, students should
pay attention to their writing in order to make the content appropriate
to the reader.
h. The Writer’s process
Getting ideas, getting started, drafts and revising are the processes of
the writing before they want to write the text. Those processes are steps
to achieve well-prepared writing.
i. Content
The content of writing consists of the relevance, validity, originally,
logic, etc.
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In this research, the writer focused on the students’ grammar which
was their verb agreemnt of present tense and also the content of their
writing.
B. Experiential Learning
Experiential learning which is also known as Kolb’s theory is defined
as theory where students learn from their own experiences. Bartle (2015)
represents experiential learning as a four-stage cycle where learning begins
with experiences that let the students to observe, review and reflect on what
they have practised, and then reflect to connect their experiences to theory
or previous experiences consciously. Those experiences are structured to
require the students to take initiative, make decisions and be responsible for
results, “the results of the learning are personal and form the basis for future
experience learning” (Bartle, 2015, p.3). Furthermore, Sharlanova (2004)
states that the experiential learning theory involves studying in four phases
connected with doing, sensing, observing, reflecting, thinking and planning.
In which these phases also connected to the four-stage cyclic process, and
the four stages which Chan & Lam (2013) presented namely concrete
exeriences, reflection, abstract conceptualisation and active ecperimentation.
The experiential learning cycle is showed below in figure 1:
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Figure I: The cycle of Experiential Learning
Taken from Lam and Chan (2005, p. 4)
Lam and Chan (2005) also define each of the cycle description.
“Concrete Experience means doing. Through participation in

learning activities, students get hand-on experience on
problem-solving tasks. The experience is personal and invloves
individual affections. Reflection is observing. Students recall
their memory or look at records of the learning activities, they
review and reflect on the process either individually or in a
group. Learners observe other’s behaviours during activities as
well. Abstract conceptualisation means thinking where the
students generalize knowledge and theory from the previous
experience based on the reflection. Active experiment is
planning in which students then modify existing concepts and
knowldege with the new theory come up apply in later
occasions”(p.20).
According to Lam and Chan (2005), there are three major elements in
experiential learning. First element is meaning making, this element
described as learning through real life experiences allows students to relate
their knowledge to their daily lives. “Students can easier assimilate their
knowledge to apply what they have learned. Providing a context and giving
students situations make them know the meaning of the tasks” (p.2). The
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second is paradigm shifting which refers to the change of students’ implicit
ideas, assumptions and beliefs. The last is self-understanding “by reflecting
on their own performance regularly and in a guided manner, students pay
more attention to their own thinking. This kind of meta-thinking is especially
important in personal change and growth” (p.2). The major elements in
experiential learning explain the process of the activities in this research will
be done.
C. Outdoor Activities
Outdoor activity is all about bringing students outside the classroom to
learn by experiencing interesting, challenging the teaching technique that
teacher offers. The outdoor activity gives the students and teacher to feel
new situation for teaching and learning process. Outdoor activity lets
students to be more actively do the tasks or assignments which are given by
the teacher, because its natural objects, green view, and also school ground
is able to make them freely to pour their ideas and creativities in writing.
According to Squire (2011), writing in outdoor is able to make the students
feel that they have a potency for being an author, enlarge and explain the
thinking of the aim of the “why they should write thinking”, and addict them
to write based on their willing without being forced. Moreover, Kilburn
(2012) states that regular learning time outdoors are able to improve the lives
of all students in multiple ways. For example, their emoional contentment,
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physical health, and intellectual development. Kliburn (2012) also mentions
that the regular learning time outdoors can contribute the increased focus and
higher accompolishment of academic. The case of experience of learning
outdoors enables to reach those some reluctant learners inside the classroom
so they can have more relevant and different opportunity to the learners.
In this research, there is Five Sense Writing that is going to be
implemented as an outdoor activity which is described more in the teaching
writing of factual description by implementing Five Sense Writing in
outdoor activities session.
D. Factual Description
Factual description is one of the texts which have to be learned by senior
high school students. Based on the rule of Minister of Education and Culture
(2016), the year-10 students have to be able to analyze the function of social,
text structure, and the form of language of factual description about a person,
a place, a history building, another object which is based on the context use.
Factual Description aims at giving information, the context of this kind
of text is the description of a particular thing, animal, person, or others.
Schacter (2006) claims that factual description text is a result of visualization
like a person, place, or any other things which are described in written form.
It means that visual things are needed if somebody wants to write factual
description, whether it is in their imagination or they directly see it. Kane
18
(2000) also states that description focuses on visual perception and organizes
which are being seen a significant pattern. Scachter (2010) states that factual
description is characterized by 5 indicators, they are sensory details, the
precise language which means that the language that writer use must
specific, after that comparison, strong verbs, and hyperbole. According to
Anderson (1997) and Anderson (1997) the features of a factual description
are:
a. Constructing a factual description
Constructing a factual description means that it has an opening paragraph
to introduce the subject which is going to be described by the writer, and
then followed by a series of paragraph that consist of each paragraph
describing one feature of the subject. Each paragraph usually begins with
a topic sentence that previews the detail that will be contained in the
remainder of the paragraph. Then the final section is about the conclusion.
b. Grammatical Feature of a factual description consists of verbs in the
present tense, adjectives to describe the feature of the subject, and the topic
sentence to begin the paragraphs and organize the various aspects of the
description.
Two of grammatical features of a factual description are verbs in the
present tense and the adjectives to describe the feature of the subject.
According to Uchiyama (2006), Present Tense is used when the action is
general, it happens all the time, or habitually, in the past, present and future.
19
It means that the action is not only happening now, and the statement of
present tense is always true. Uchiyama (2006) also states that simple present
tense is very often used to express general truths and factual statements, it is
used to state a fact or ask a question without any time reference. There are
three forms of simple present tense, first is affirmative (positive sentences),
second is negative sentences, and third is question sentences.
In the other hand, adjectives in factual description are used to describe the
feature of the subject. Fowler (2010) state that an adjective modifies a noun
or pronoun by providing descriptive or specific detail. Adjectives do not
modify verbs, other adjectives, or adverbs. Adjectives usually precede the
noun or pronoun they modify. Adjectives do not have to agree in number or
gender with the nouns they describe. Adjectives answer the following
questions. The types of adjectives are descriptive adjectives, proper
adjectives, limiting adjectives, interrogative adjectives, coordinate
adjectives, compound adjectives, and determiners as adjectives. Moreover,
Fowler (2010) also state that a single noun can be described as a list of
adjectives. When more than one adjective is used to modify a noun, it is
important to consider the order in which the adjectives appear. Following is
the usual order of adjectives in a series for an object:
20
a. Determiners: articles (a, the), demonstratives (this, those), and
possessives (his, our, Mary’s, everybody’s), amounts(one, five, many,
few), order (first, next last)
b. Coordinate adjectives (subjective evaluations or personal opinions):
nice, nasty, packed, pitiful
c. Adjectives describing size: big, huge, little, tiny
d. Adjectives describing shape: long, short, round, square
e. Adjectives describing age: young, old, modern, ancient
f. Adjectives describing color: blue, green, red, white
g. Adjectives describing material: cardboard, plastic, silver, gold
In writing factual description, students are demanded to be able to
master its grammatical features. The grammatical features of factual
description are present tense and adjectives, in order to make appropriate
factual description students need to pay attention to both of them.
E. Teaching Writing of Factual Description by Five Sense Writing in Outdoor
Activities
The teacher needs to have various strategies in teaching writing. Teacher
should remember that the various strategies have to be based on related learning
theory, so that the teacher and students can apply their learning into their daily
life. According to Spalie, Utaberta, Abdullah, Tahir & Ani (2011) the purpose of
learning is not valued by how you can get a high score in the school, but how the
students can use their knowledge into their daily life.
21
The teacher will use text-based instruction to arrange the lesson plan. The
text-based instruction has 4 stages, they are building knowledge of the text,
modelling of the text, joint construction of the text, and individual construction.
According to Nugraha and Hafrizon (2009) building knowledge of the text is
“where the students are introduced to the social context of an

authentic model of the text type being studied, explore feature of the
general cultural context in which the text type is used and the social
purposes the text – type achieves explore the immediate context of
situation by investigating the register of a model text which has been
selected on the basic of the course objective and learner need” (p.23).
In this stage, the teacher brings the students outside the classroom in order
to explore the students’ general knowldege of the text by by Minds on step of
Five Sense Writing. When the first time the teacher takes a class outside, it is
worthwhile spending time getting children used to gathering and doing circle-
based activities (Robertson, 2014). Then, the teacher gives the students 10
minutes to collect the data about school parks by answering the guided questions.
The guided questions are provided below:
Table I: Guided Questions
Pre Writing Draft Sentences
How many parks Nineteen parks There are nineteen parks in
does your school my school
have?
22
Where are the In senior high school The parks are in Senior
parks? nine High School Nine
What are the 1x1,5m. Square and The dimensions of the
dimensions of the small small square parks are
parks? 1x1,5m.
What are the special The flowers and the wall The special features of the
features of the paintings pars are flowers and wall
parks? paintings
What are in the Colorful flowers, There are colorful
parks? bamboo fence, black flowers,bamboo fence and
plastic vases black plastic vases.
How the students Hanging on the trees, The students arrange the
arrange the flowers? and put the black plastic flowers by hanging them
flowers vases on the on the tree, or just putting
ground them on the ground.
The second stage is modelling of the text, Hafrizon (2009) also explains
that modelling of the text is where the students enquire the structural pattern
and language form of the model, the students will also compare the model
with other examples of the text type. In this stage, the students are explained
23
about the grammatical features and the structures of factual description
through Action! Step of Five Sense Writing which adapted from Kilburn
(2012). In this step, the group of students learn about how to write
appropriately based on the process of writing, such as pre-writing, drafting,
and revising about school parks based on the guided questions which already
answered by the students. After that, students and the teacher together
analyse the sentence form of present tense and the noun phrase with
adjectives in the factual description.
These guided questions are made first to brainstorm and organize the
ideas that students gain from directly looking at the park situation. Second,
the teacher shows how to make it into paragraph. Third, the students and the
teacher will have sharing and responding to the text. Forth, the students
together revise and proofread the writing. Fifth, the students show the text to
the teacher.
The third stage is Joint Construction. Hafrizon (2009) claims that it is
the stage where the students start contributing to the construction of whole
examples of text-type. Joint construction lets the teacher “reduces the
contribution to text construction, as the students move closer to being able
to control the text-type independently” (p.24). In this stage, the students will
do the activity named Natural Writing. According to Malkoc and Montalvan
(1986), Natural Writing is defined as a fun activity for students because it
utilizes the objects from nature for the writing assignments.
24
In Natural Writing, students are going to write a description about one
of two parks. The details of factual description should distinguish this park
from another one. Then, the students leave the written description between
the two parks. All of the students should move to another park according to
the teacher’s direction when he calls “time”. After that, the students read the
description on the park they move to. The students are told to observe the
two parks and place the written description they think fits one of the park.
The students return to the first park when the teacher calls “time” again.” If
the person reads your description and places it on the correct
park, ask the reader which details led to the correct identification. If the
wrong description is there, find out what information was lacking to make a
correct choice; or find out whether the fault lay in the person’s failure to read
the description accurately or completely.
The last stage is independent construction, this stage is where the
students do the task individually. The students are asked to write a factual
description about one of parks in SMAN Negeri 9 Pontianak. The students
will be freely to choose which one of the parks that they are going to write
about. They will write it on the paper which is sticked on the wooden
clipboard while directly being in the park.
25
CHAPTER III
RESEACRH METHODOLOGY
In this chapter, the writer explains the research design which is going to be
used in conducting the topic “Implementing Outdoor Activity to Improve
Students’ Ability in Writing Factual Description.” This research methodology
consists of the form of research, research subject, and the procedure of Classroom
Action Research, technique and tools of data collection, and also the technique of
data analysis.
A. Research Design
Since the writer purpose is to change the behaviour of students and teacher
in order to have a better achievement on writing factual description, so the
suitable research method is Classroom Action Research (CAR). CAR is one of
research strategy which is mostly conducted by the teachers in order to solve
the classroom problems which have been identified or recognized. CAR is a
research strategy that teachers can use to investigate a problem or area of
interest specific to their professional context which aims to solve a specific and
practical school problems (Burns, 2010).
In addition, instead of waiting for a command from administrators to tell
them what to do, CAR lets educators or teachers rely on themselves in order to
know what is happening and what should happen in their own classrooms
26
(Nugent, Malik, & Hollingsworth, 2012). It means that only the teachers know
what the problems are and how to solve those problems in their own classroom.
In Classroom Action Research, there are some steps which should be
implemented. The steps are planning, action, observation and reflection. Burns
(2010) states that planning is about identifying a problem and develop a plan of
action in order to bring about improvements in a specific area of the research
context.
Meanwhile, action means applying what has been planned at one stage, “the
plan is a carefully considered one which involves some deliberate interventions
into your teaching situation that you put into action over an agreed period of
time” (Burns, 2010, p.8). Then, observation is about observing systematically
the effects of the action and documenting the context, actions and opinions of
those involved (Burns, 2010). The last is reflection which means reflecting on,
evaluating and describing the effects of the actions in order to make sense of
what has happened and to understand the issue which have explored clearer.
The Classroom Action Research adapted and taken from Coats (2005, p.5)
process could be seen below:
Figure 2: The Cycle of Classroom Action Research
27
B. Subject of Research
a. Students participant
The research was conducted to the year-10 students of SMA Negeri 9
Pontianak in academic year 2017/2018. The subject of this research was
the students in class X MIA 2 that consists of 36 students. They were 25
students of female and 11 male students.
b. English teacher
The writer contributed with the English teacher of SMA Negeri 9
Pontianak. He has been teaching English for 13 years. His age is 40 years
old and graduated from English Department in Teaching English Language
and Education Faculty of Tanjungpura University.
C. Procedure of Classroom Action Research
The procedure of Classroom Action Research is divided into three steps
which those three steps have to be done in each cycle. The steps are
planning, action, observation and reflection.
In this research, the writer collaborated with one of English teachers of
SMA Negeri 9 Pontianak. As stated by Coats (2005) CAR activities are best
carried out with colleagues. The procedures continued until it would have
reached the satisfactions of the teacher and the writer expects it to be. Before
implementing the procedures, the writer discussed the problems which had
been facing by the students in writing factual description, the writer also
28
had an interview with the teacher about the previous technique that had been
used. After that, the writer offered the teacher to implement outdoor activity
to improve students’ ability in writing factual description. Then, the teacher
and writer collaborated to conduct the research. The following steps of
conducting the research are described as follows:
a. Plan
In this first step of Classroom Action Research process, the writer
began to plan the action. The teacher and the writer designed a lesson plan
for teaching and learning activity which was based on Genre-based
approach. The lesson plan was going to be applied for the year- 10
students of SMA Negeri 9 Pontianak. The lesson plan itself focused on
how the outdoor activities implemented as a teaching technique to teach
writing. The lesson plan consisted of instructional objectives, teaching
material, teaching procedures, assessment procedures, and media of
teaching activity.
b. Act
Then, the teacher and the writer started to apply the lesson plan which
was already designed. In this step, the teacher taught in the gathering
place which was the school ground while the writer acted as the observer
to observe the teaching and learning process, the process of teaching and
learning is described as follow:
1. Building knowledge of the text:
29
This step showed where the students were introduced to the social
or their experience of the text. They related and associated the prior
knowledge of their own with the topic which was being delivered by
the teacher. The writer started to do the outdoor activity. The first
activity was the first step of Five Sense Writing which was Minds On.
Here the students were asked to make some circles that consist of four
or five (based on the amount of students in classroom). Then, they
observed and collected the data by going toward the parks at SMA
Negeri 9 Pontianak to answer the guided questions.
2. Modelling of the text
In this step, the teacher started to show the factual description. The
teacher would take one of students’ writing to be analysed together.
The students and the teacher analysed the sentence pattern, the noun
phrase with adjectives, and also the structure of the texts by applying
the Action stage of Five Sense Writing.
3. Joint construction of the text
In this step, the students started contributing with the text, which was
factual description. The students were demanded to be able to master
the grammatical features of factual description, especially how to use
the noun phrase with more than one adjectives and present tense
appropriately. Here, the teacher implemented the Natural Writing to
the Five Sense Writing in outdoor activities. While the teacher and the
30
students were having the process, the writer was being the observer.
The steps of the activity are provided in appendix I.
4. Independent construction of the text
Here, the students were asked to write their own factual description
individually. The students wrote the factual description about their
most favourite park at SMA N 9.
c. Observing
In this section, the writer observed the teaching and learning process
which was being performed in implementing Outdoor Activity by both
the students and the teacher. The writer did the observation using
observation checklist, and field notes. Moreover, the writer also did the
observation for students’ writing performance that was scored based on
the scoring rubric.
d. Reflection
In this reflection stage, the writer would analyse the result. After
analysing the result, the writer and the teacher were together decided
whether it already reached the criteria of success or not. When the
criteria of success were not satisfied yet, the writer and the teacher
would discuss to conduct the plan for the next cycle.
31
D. Technique and Tools of Data Collection
a. Technique of Data Collection
There are two kinds of data in the classroom action research, they are
quantitative data and qualitative data. The quantitative data is the mean
score of the students’ writings and qualitative data is the descriptions
about the students’ attitude and behaviour while the action is given.
1) Teaching and learning process
Observation: The technique that involves systematically selecting,
watching and recording behaviour and characteristics of living
beings, objects or phenomena. Chesterfield (2002) states that
observation is able to give more detailed information and related
information that can also mention facts that cannot be mentioned on
interview. Here, the writer used the observation checklist to notice
students’ improvement by being implemented the outdoor activities
in writing the factual description. The kind of observation that was
used in this research was participant observation where the writer did
not only become the passive observer, but also took some roles in
certain situation and participated in the case that were going to be
observed.
2) Students’ mean score
32
The data collected by taking the students’ mean score in writing
factual description.
b. Tools of Data Collection
1) Teaching and Learning Process
The classroom observation was taken from observation checklist
which covered the teaching procedures and students’ participant in
writing activities. Observation checklist table was used by the
writer to notice the students’ improvement in writing factual
description by being implemented the outdoor activities. Burns
(2010) states that events checklist focuses on recording specific
phases or activities in a lesson. For additional description, the writer
used the field note in order to take some notes about the teaching
and learning while in progress, such as the students’ participation,
students’ interaction, behaviour and how the implementation of
outdoor activities toward the students’ ability in writing factual
description. The participant observation is stated descriptively to
support the primary data, the mean score.
2) Writing Test
The teacher measured the improvement of students’ ability in
writing factual description by giving the certain test. Jraa (2014)
states that students’ scores of the test and writing assessments are
able to display that usefully supplement other forms of data
33
collection. Here, the students’ score from the test was used to find the
mean score.
3) Scoring Table
The teacher measured the improvement of students’ ability in
writing factual description by giving them certain test and gave the
score based on the prepared scoring table.
E. Techniques of Data Analysis
In every meeting the teacher and the collaborator observed the students
learning activity, enthusiasm, activeness, and motivation to write. So, the
writer could be able to solve the problem objectively by using the suitable
techniques in conducting this research.
a. Teaching and learning process
The observation checklists were done in every meeting to record the
students’ attitude and their development in writing factual description
through the outdoor activities. The students’ improvement would be
significant if they had a good behaviour toward the technique that is
applied in the teaching and learning activity.
Here, the writer analysed the qualitative data by using coding
technique. Burns (2010) states that coding the data means looking for
the main themes or concepts that will help to throw light on the research
questions, puzzles, or dilemmas.
34
After coding the data, the writer described it and interpreted the data
which had been collected. Description is about the various data in
findings related aspects of the study which included the teacher and
students’ performance, the setting or condition of teaching and learning
process. Interpretation was the process of attaching meaning to the data.
Interpretation demanded fair and careful judgments. Often the same data
could be interpreted in different ways. So, it was helpful to involve
others or take time to hear how different people interpret the same
information.
b. Students’ mean score
In order to get and achieve the greater confidence with the research
findings, the writer elaborated the data analysis which was taken from
both results, writing tasks as the secondary data and the observation as
the primary data. From the writing test, the writer counted the mean
score of the students’ writing tests. The formula to count the mean score
is provided below:
M = ∑x / N
Note: M = Mean Score
X= Sum of Individual Score
N = Number of students.
(Taken from Singh, 2006, p286)
35
The individual score and mean score of students’ writing test are
categorized based on the following table.
Table II: The Table of Specification
The score Classification
80-100 Good to excellent
70-79 Average to Good
60-69 Average
50-59 Poor to Average
0-49 Poor
The teacher also assessed the student’s work by using writing scoring
rubric which is taken from Hill (as cited in Brown, 2000) can be seen
below:
Table III: Analytic Evaluation Rubric
Aspect Score Performance Description Weighting
The topic is complete and clear

Content (C)
4 and the details are relating to the 20
-Topics
topic
36
-Details The topic is complete and clear
3 but the details are almost relating
to the topic
2 but the details are not relating to
the topic
The topic is not clear and the
1 details are not relating to the
topic
Identification is complete and
4 description are arranged with
Organization proper connectives
(O)
Identification is almost complete
- 3 and description are arranged 20
Identification with almost proper connectives
-Description Identification is complete and
2 descriptions are arranged with
few misuse of connectives
37
Identification is not complete
1 and descriptions are arraned with
misuse of connectives
Very few gramatical or

4
agreement inaccuracies
Grammar
(G) Few grammatical or agreement
3 inaccuracies but not affect on

20%
meaning 30
-Use present
Numerous grammatical or
tense 2
-Agreement
Frequent grammatical or
1
Effective choice of words and

4
Vocabulary word forms
(V) 30
Few misuse of vocabularies,
(Adjectives) 3 word forms, but not change the
meaning
38
Limited range confusing words
2
and word form
Very poor knowledge of words,
1 word forms, and not
understandable
2𝐶+2𝑂+3𝐺+3𝑉
Score = 𝑋 10 Modified from Brown (2000)
40
39
CHAPTER IV
FINDING AND DISCUSSIONS
A. Research Finding
The writer used the Classroom Action Research (CAR) in order to bring about
changes and improvement toward students’ ability in writing the factual description
toward the year- 10 students of MIA 2 at SMAN 9 Pontianak. As stated on the
chapter one, the students had difficulties to write the factual description especially
in using the verb agreement of present tense and the noun phrase with adjectives.
This problems were led by the long duration of time that students should spend at
the school and the monotonous teacher’s teaching strategy, so it caused the students
to be more passive and lack of motivation during the teaching and learning process.
This research was conducted in three cycles. Based on the data observation as
well as the students’ score of writing factual description, the implementation of
outdoor activities improved the students’ ability of using the noun phrase with
adjectives and also present tense in writing the factual description. The ability of
students in using noun phrase with adjectives was improved through the Minds on
stage of Five Sense Writing in Outdoor Activities. Also, the Action stage of Five
Sense Writing could improve students’ ability in using present tense. Moreover, the
Action stage of Five Sense Writing in Outdoor Activities could improve students’
motivation, enthusiasm as well as their activeness.
40
The writer decided to explain the teaching and learning process while the teacher
was implementing the activity, the steps and strategy added was provided on
following explanations:
1. Implementing Five Sense Writing in Outdoor Activities improved students’
ability of Using Noun Phrase with Adjectives and also the present tense in
Students’ ability of using noun phrase in writing factual description improved
by applying the Five Sense Writing of outdoor activity. This activity has Minds
On, Action! and Consolidation for its stages.
a. Minds On improved students’ ability of using noun phrase with
adjectives in writing factual description
Students ability in using noun phrase with adjectives improved by applying
the Minds On stage of Five Sense Writing in outdoor activities. Minds On stage
had some strategies such as: a) Distributing the guided questions and b)
Description
1) Distributing the guided questions
In the stage of Minds on, the teacher distributed the guided questions
about the characteristics that the object (park) might have. The teacher distributed
the guided questions to make the students got the highlight of what to write in
the factual description and ease them to identify the adjectives which the parks
have. They also given 10 minutes to walk and looking at the parks at the same
time in order to match and suit between the guided questions and the things that
41
they got after using their five senses such as, hands for holding the objects, eyes
for looking at the objects, and so on. This case absolutely eased the students to
describe the parks and using the noun phrase with adjectives because they not
anymore only imagining the object that they want to describe like they used to,
but they now could visually looking at the real objects at the same time. Thus,
the teacher consistently distributed the guided questions to be answered by the
students in every cycle. The example of guided questions could be seen below.
Table IV: The Guided Questions
How many parks does Nineteen parks There are nineteen
your school have? parks in my school
Where are the parks? In senior high school nine The parks are in Senior
High School Nine
What are the 1x1,5m. Square and small The dimensions of the
dimensions of the small square parks are
parks? 1x1,5m.
What are the special The flowers and the wall The special features of
features of the parks? paintings the pars are flowers and
wall paintings
42
What are in the parks? Colorful flowers, bamboo There are colorful
fence, black plastic vases flowers, bamboo fence
and black plastic vases.
How the students Hanging on the trees, and The students arrange
arrange the flowers? put the black plastic the flowers by hanging
flowers vases on the them on the tree, or just
ground putting them on the
ground.
2) Doing the Description to strengthen the students’ use in using noun phrase
with adjectives
Students’ ability in using noun phrase with adjectives improved by using
this strategy. This strategy aimed at strengthening and attracting the
students’ use of adjectives in a fun way. Here, the teacher told the students
to write a one-sentence description of park, that they like on a piece of
paper, using at least one adjective in the description. Then, the students
took turns reading the description aloud. The rest of the class tried to
guess which park was being described. Here, the students were
competing to guess the identification of their classmates. This strategy
was applied in the third cycle which able to strengthen them in guessing
which park that matched with description writings of their friends.
43
b. Action stage of Five Sense Writing in Outdoor Activities Improved
students’ ability of using Present Tense in Writing Factual Description
Students’ writing factual description ability, especially in using present
tense improved by implementing the action stage of Five Sense Writing in
Outdoor Activities. The teacher also put some strategies into Action stage of
Five Sense Writing in Outdoor Activities such as: a) Analysing the sentence
pattern of present tense b) peer feedback and the last is c) Natural Writing.
The further explanation is provided below:
a. Analysing the sentence pattern of present tense in the factual description
The students understanding of using simple present tense, especially its
verb agreement improved by analysing the pattern of sentence in the
factual description. Rather than explaining the formula of simple present
tense, the teacher directly and the students together analyzed the sentence
pattern of present tense from students’ own writings. The teacher took
one of the students writing and made it example. Here, the students not
only able to know the verb-agreement of present tense itself, but also able
to know their mistake in using the present tense or even reflected from
their friend’s mistake. Thus, the teacher kept applying this strategy since
the first cycle to the last cycle.
b. Peer Feedback
The students writing in the first cycle still not really structured, so in the
next cycle the writer and the teacher implemented the peer feedback. The
44
peer feedback not only able to make the students writing more structured
but this strategy also able to make the students learn each other from the
peers in using the simple present tense. The group of students could
together help their friends in giving the feedback about how to write and
using present tense. Here, the students exchange their writings and learn
together. So, the students could apply their knowledge that they got after
analysing the sentence pattern of present tense in the factual description
to their friends’ writings.
c. Action stage of Five Sense Writing in Outdoor Activities improved
Students’ enthusiasm in writing factual description
Natural writing is strategy which was added to this step explained below:
1) Natural Writing
Natural Writing improves students’ enthusiasm in writing factual
description. Based on the data collection. The students did not show the
tension but instead they enjoyed the every steps of natural writing process
cheerfully. The students emitted a lot of self-confidence in doing the
activity, for example they were not only brave to ask the other groups
about what information was lacking in their writing of factual description
about the park until they could make wrong choice in choosing the park
and the suitable factual description . But, they also explained surely about
how the other groups’ writings could work so they could be able to choose
the right one. The students’ energy level while writing factual description
45
also higher rather than when they were in the classroom, furthermore the
nature objects in their surrounding supported their enthusiasm because
they did not need to imagine the invisible things anymore.
When the teacher told the group of students to handle the written factual
description on the piece of paper which owned by another group, they
easily made choice and they were dare to take the risk in placing the one
they thought fit the suitable park. They had the energy to concretely show
their ideas and finish the things they started.
d. Implementing Action stage of Five Sense Writing in outdoor activities
improves students’ activeness in writing factual description
Students’ activeness in writing factual description improved by
implementing the Action stage of Five Sense Writing. It could be seen when
students engaged while they were told to analyse the sentence pattern of
present tense in the factual description. Most of them also well participated
when the teacher tried to ask them about the sentence pattern of present tense
and the noun phrase with adjectives which used by their friends in the factual
description.
There were also one of the students in every three different groups arguing
whether the guided questions already answered by their friends or not.
Furthermore, all of the students in groups collaborated in doing the peer edit
by asking the questions to their own self, such as “What do I like about my
friends’ work?” “What suggestions can I make that might improve my
46
partner’s work?” Then, they could be able to collaborate in correcting others’
works for each other.
e. Implementing Action stage of Five Sense Writing in outdoor activities
improves students’ motivation in writing factual description
Students’ motivation improved by implementing the Action stage of Five
Sense Writing. It was shown when the students had the continued effort
toward the goal in following the teaching and learning process, especially
when finishing the Natural Writing activity even though there was obstacle,
which was the hot weather. Even though in the first cycle the weather was a
bit hot, the students kept being enthusiastic in following the activity. One of
the examples of persistence that students had shown was they had their
vigour or spirit in pursuing the goal, which in this case was to be correct
when choosing the suitable park with the written factual description.
Based on the data collection, the writer also found that the students’
intensity were different. Those who had greater intensity were mostly the
female students. It could be seen when almost all of the female students
learnt regularly, participated in the discussion, and did the positive
behaviour. But this case did not mean that the male students lacked of
intensity, it just was only there were some of them who already had the
ability and higher prior knowledge of English even though without much
effort that they spent. Then, this stage also has one strategy, the strategy was
Marking Using a System. The following explanation is provided below:
47
a) Marking Using a System
This strategy was really useful for the students, it was because the
teacher did not correct their mistakes but showed them where the
mistake was and what type of mistake it was. The mistakes were there
mostly because of their carelessness. So, the learners should correct their
mistakes themselves after the teacher had marked them. This marks
made the students encouraged them in continuing the effort until they
felt satisfied and having the right sentences in writing factual
description. The teacher gave some signs such as “T” means the students
had to revise their tense, verb group, agreement. Meanwhile, “V” means
the students need to add the needed verb between subject and the
adjective. The teacher also used “NP” on students writing which means
the students should revise their adjectives order.
B. Description of Cycle
The following is the description of the result of observation on each cycle:
1. The First Cycle (March 7th, 2018)
There are planning, acting, observing, and reflection stages in every cycle of
classroom action research. The description of the implementation of this research
described as follows:
a. Planning Stage
In the planning stage, the teacher and the collaborator planned the
instruments before conducting the research, such as lesson plan which
48
consisted of media, techniques, handout, and scoring table. The text-based
instruction was planned by the teacher and the collaborator as an approach for
implementing the lesson plan.
In building knowledge of the text, the teacher and the writer planned to ask
the students to make a line before going outside. After being in the outdoor
space, the students were asked to sit in circle that consisted of six people. The,
they were asked to observe and collect the data by answering the guided
questions. They were told to do it while looking and walking at the park at the
same time.
In the modelling of the text, the teacher and the collaborator planned to
utilize the answer of guided questions which was based on the students’ data
collection about their school parks as one of media to for make the factual
description. Then, the collaborator and the teacher planned to do the activity
named Description where the students would be told to use at least 2 of
adjectives in writing the factual description. After that, the students would
analyse the language form which is the simple present tense especially the
verb agreement and the use of noun phrase with adjectives from the text that
already made the students.
In join construction, the teacher and the collaborator planned to implement
the Natural Writing to the step of Action in the Five Sense Writing. Here, the
teacher and the students planned to divide the students into some pairs. The
49
teacher would ask the teams to be able to judge the validity of the sentences
in the factual description.
In the independent construction, the teacher and the collaborator planned
to make the students to be able to write the factual description individually,
they were freely to choose the favourite park in the school that they can
describe.
b. Acting stage
The acting stage was conducted on 7th March, 2018. The English subject
was started at 10.35 a.m in the morning. In the first minutes of the lesson, the
English teacher started it by greeting, checking the students attendance, telling
the learning objectives and activities which were going to be done to the
students. Two of thirty six students were absent. When the teacher told them
that they were going to learn outside the classroom, the students got excited
and interested which could be seen by the cheer of them. The students took
much time to wear their own shoes when they were going to the school park.
Furthermore, the teacher did not tell the students to make a line which made
the class noisy. In the park, not all of the students could not sit because the
size of the park was not enough. In building knowledge, the students were
motivated to collect the data by answering the guided questions about the
school parks, but they took more than ten minutes to do it. After collecting the
data, the students gathered again to listen the explanation from the teacher.
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In modelling of the text, most of them gave attention to the teacher’s
analysis about the language feature and noun phrase with adjectives in factual
description. Although most of the students gave the attention to the teacher’s
explanation in the modelling of the text, there were still some students could
not understand how to use verb agreement of present tense and still confused
about the noun phrase with adjectives. Actually, the teacher had to make the
factual description about the park based on the guided question together with
the students. But, because of the lack of the time, the students were directly
given the text that the teacher already made by himself. It was caused when
there were some students who got excited and motivated only in the first
minute. In another hand, there were some students who were brave in raising
their hands when asked to analyse one of sentences in factual description.
Those students were able to understand how to use the present tense and noun
phrase with adjectives by doing the analysis of the sentences in factual
description because most of them were motivated in listening to the teacher’s
explanation during the modelling of the text processed.
In the joint construction of the text, the students were told to work in
groups. The students were really excited and interested to name their group.
When the teacher told the instruction of what to do to the students, most of
them paid attention to the instruction, but there were some students who were
still confused about the instruction. For example, they seemed still confused
when the teacher said “time” as a sign that they should move to another place,
51
but there were 2 groups who did not move at all and asked the teacher what
they should do. Because of that, the teacher should re-explained the
instruction. After explaining the instruction more than two times, finally the
students started to choose the suitable written factual description of their
friends with the right park. Here, the students were noisy when they were
discussing the sentences with their own friends. After the discussion finished,
the students were asked to stay in their places. The teacher asked group by
group to judge the sentences that made them decided why they chose this park
as the right one. The first team got 100 point because they were able to judge
the validity of the first sentence as a correct park, so did the second third, fifth,
sixth group except the forth group. The forth group was wrong in choosing
the correct park because they said the group who wrote this was lack in giving
the detail description about the park. Here, it showed that the forth group still
was not sure about their own answer. The Natural Writing activity was still
going on, it was finished at 11.07 a.m., and the group who got the highest
score was the first group. This first group consisted of the students who mostly
were motivated and interested in following the teaching and learning process.
In the independent construction, the students were asked to write their own
factual description about their favourite park individually. The students felt
free to choose the position where they wanted to write as long as the teacher
could reach out. When the teacher told the instruction, there was a student who
asked about how many paragraphs they should write. When the ball almost
52
rang, there were some students who already finished and few who did not. The
ones who had not finished the task were the students unmotivated when in the
modelling of the text. Then, the teacher collected the worksheets of the
students without doing the reflection.
c. Observing Stage
In this stage, the teacher and the writer worked together in calculating the
students mean score. The mean score of the students in the first cycle was
65,47 which was categorized as average, meanwhile the standard minimum
score of English subject was 75. This result was categorized as unsatisfied by
teacher and the collaborator. Many students did mistake in writing factual
descriptions, such as combining the auxiliary verb and the verb agreement of
present tense. Instead of writing “the park has beautiful flower” the students
still wrote “the park is has beautiful flower”. This problem appeared because
the students only analysed the sentences in the factual description, but not
having time to write the factual description in the modelling of the text. The
indicator of the lesson especially using present tense in the first cycle have not
achieved yet.
Based on the observation checklist and field note that was collected by the
collaborator, the weaknesses and the problems were observed. One of the
weaknesses was the unpredictable weather, sometimes the weather was hot
but in an hour the weather could be shady. For the problems, the students
wasted times for doing activities which were not included in the lesson plan,
53
such as wearing their own shoes, spending more than 10 minutes to collect the
data about the parks in the building knowledge, the size of the parks who was
not enough to be a place for all of the students that made some students stood
up and some sat on the ground.
Furthermore, there were few students only motivated and gave the attention
to the teacher in the first minute of the lesson made not all of the students
could not follow the teaching and learning process well. The unclear
instructions delivered by the teacher also made the students confused and
asked about that many times. When discussing the correctness of the sentences
the students were noisy, and their lines were messy. That is why those
problems should be avoided. The ways to solve the problems could be
discussed with the teacher in the reflecting stage.
d. Reflecting stage
After conducting the action of this research, the teacher and the
collaborator together decided to conduct second cycle because of the
behaviour of the students had not shown the progress to reach out the ability
purpose.
Those are why the teacher and the collaborator planned the second cycle
which should be conducted based on the following actions:
1) In order to make students to have motivation not only in the first minute of
the lesson but during the teaching and learning process, the teacher will
apply the “Marking Using a System” by Nation (2009) to the students when
54
they already finished their writing. Furthermore, the teacher will also plan
to motivate the students by praising their works, rather than directly to their
selves. For example the teacher will say “the introduction is clear and more
organized” than “you did a great job”.
2) In order to make the students writing more structured, the teacher will
implement the questioning in gathering ideas, peer feedback in reviewing,
and editing to the students.
3) In order to make the time more organized well, the teacher already said in
the first cycle that the students should already gather in the outdoor place
which already decided by teacher and together with the students in starting
the English subject.
4. In order to use the time effectively, the teacher will not ask the students to
write the factual description in the modelling of the text. But the teacher
will only ask the students to check whether the text already answers the
questions on the guided questions or not.
2. The Second Cycle (14th March, 2018)
The second cycle was conducted based on the reflection which already
discussed with the teacher and the collaborator. This cycle was held in a week
after the first cycle (14th March, 2018). The planning, acting, observing, and the
reflection in the first cycle are represented below:
a. Planning
55
Referring to the reflection of the first cycle, the writer planned to conduct
the second cycle on March, 14th 2018. Before conducting the research, the
teacher together with the collaborator made the lesson plan which was going
to be applied. The writer and the teacher planned to use a Marking Using a
Graph to the students in order to make them keep being motivated during the
teaching and learning process and also to ease the teacher in controlling the
students. Since the students’ writing have not yet structured, the teacher and
the collaborator implementing the questioning in gathering ideas, projection
into dialogue in organizing the ideas, peer feedback in reviewing, and editing
to the students. Furthermore, the steps which provided by Five Sense of
Writing was not Since telling the students to write their own factual
description individually in the modelling text consumed much time, the
teacher and the collaborator planned to use the exist factual description which
already been made by one of the students in the first cycle. It is hoped that all
of the students are able to analyse the simple present tense and the noun phrase
with adjectives in the factual description.
b. Acting
As usual, the teacher started the class by greeting, checking the students’
attendance, and also telling the activities that were going to be done. There
were two of thirty six students attended the occasion at Dinas Pendidikan. The
students were motivated to sat on the ground near the parks in SMA N 9
Pontianak, it could be seen with their cheer while they were excited seeing the
56
teacher walking toward them. Students were more aimed in starting the
activity and the lesson of today; the students could be in the gathering place
and directly did the instruction given by the teacher. The time was not
consumed uselessly like in the first cycle.
In the building knowledge, the teacher gave the students the text and asked
them to check it whether it already contained the answer of questioning or not.
They did it while walking and looking at the park directly, they were really
enthusiast. The questioning was the list of questions which the teacher already
gave to the students in collecting the data of factual description. In modelling
of the text, the students did the peer feedback in reviewing the factual
description. Then, the students were asked to do the editing of factual
description. Here they repaired the sentence which had not been right, whether
it was about the grammar mistake or not.
In join construction, the students were active in doing the Natural Writing.
Since the students already knew what to do and understood the instructions,
the teacher was easily to control them. In this activity, the students were
motivated and excited to be in between the two parks that they were going to
describe. In Natural Writing, the students were told to have two objects, which
here were parks. Then the students were asked to choose one of them. After
choosing, the groups of students that consist of six were demanded to write
the factual description about the park that they already chosen and put the
paper between the two parks. The others group were asked by the teacher to
57
guess and put the paper on the ground which was suitable with the description.
The students who worked in group were seen that they were really serious
when writing the text about park. They were silently clever in writing the
For example, one of the best group did the Natural Writing by firstly
collecting the data and then going to the another place to write it, so the others
group could not guess which park that they were going to describe easily.
When the teacher said “time” as a sign that the students must put their own
paper between the two parks, they were rashly put it. Even though there was
still a bit noise when they were doing this Natural Writing, but it was not as
noise as the first cycle. The joint construction finished at 10.54, at this time
there was a group that still wrong to suit between the factual description and
the park.
After that, the teacher asked them to go to their own favourite park in order
to tell the students to write the factual description about their favourite park at
SMA N 9 Pontianak. Here, the teacher had a problem because the students
were hard to control them. For example, the teacher had to go to one park and
another. But, the students could finish their writings on time and back to the
class without any obstacle.
c. Observing
In this stage, the teacher and writer together observed the field note and the
observation checklist. There was a student who did not have a friend in doing
58
the peer review, the students made a bit noisy when doing the natural writing
and a group could not guess the park based on the factual description which
written by the another group. Furthermore, the teacher had a difficulty to
control all of the students in different park. The writer and teacher found that
in this cycle the teaching and learning process was applied better than in this
first cycle. But, the students still had difficulty in using the present tense to
write the factual description.
Referring that students’ behaviour during the teaching and learning process
was better than in the first cycle, so the score of them was improved. It was
75. It already achieved the standard minimum of English subject and
categorized as average to good. The students’ writings of factual description
were better than in the first cycle, the students’ use of present tense and the
noun phrase with adjectives have been better.
d. Reflecting
After conducting the first and the second cycle of this research, the teacher
and the writer together decided to conduct the third cycle in order to have the
better improvement. The following actions are going to be implemented by
the teacher and the students, those are:
1) In order to ease the teacher in controlling the students when writing the
factual description in the different parks, the teacher will decide to divide
which parks should be written by the students. For example, there will be
six students that are going to write the factual description about XII IIS 2
59
Park, and the other students have to write factual description about the
others parks which are near from each other.
2) Because doing the peer feedback consumed much time and made the
students looking for the feedback from another pair, the teacher and the
writer will make the students to give the feedback in group. Here, the
teacher will ask the students in group to give feedback about the text to
another group.
3) Because natural writing consumed much time when being done in pair and
made the students’ are difficult to be controlled, the writer and the teacher
planned to make the students do it in group.
4) The teacher will give some error of grammar sentences in factual
description for the students in order to make them be able to judge the
validity of sentences in the factual description by reviewing, giving
feedback, and discussing together.
3. The Third Cycle (21st March, 2018)
a. Planning Stage
Referring to the second cycle reflection, the writer and the teacher decided
to set up the new plans for conducting the third cycle. The writer and the
teacher planned to implement the third cycle on 21st March 2018. The duration
of teaching and learning process that would be done was ninety minutes. Here,
the writer and the teacher also made a third lesson plan, the media, and the
handout. The writer and the teacher also considered to choose which parks
60
that were going to be described by the students, so they would not difficult to
be controlled. The teacher prepared the text which still needed to be fixed by
the students, especially the grammar. The lesson plan would be applied based
on the text-based instruction which represented the teaching and learning
process.
In building knowledge of the text, the students would be asked to check the
factual description which already be given by the teacher whether it already
contained the answer of questioning or not while walking and looking at the
park at the same time. Then, the students would be asked to do a “peer
feedback” which was going to be done in groups not in pair. Then, the students
together would do the editing toward the factual description which already
given feedback by the students in the stage of the modelling of the text.
In the joint construction, the students would still do the natural in group but
not in pair anymore. It was hoped for the students in order not to look at other’s
work again. If there is a group of students could not match between the
description with the park which already written and put by another group, the
teacher would not tell that group to ask about what information was lacking
until made them choose incorrect choice. But, the teacher would discuss about
this with all of the students, so they would understand and know about which
details of factual description that led to correct identification. Then, the
students would be asked to write factual description about park which is
already decided by the teacher. For example, some students would write about
61
XII IIS 1 park and some XII MIA 2 park, and so on. So, the students would
be much easier to be controlled.
b. Action Stage
The action stage was conducted on 21st March, 2018. The teacher and the
students were already in the gathering place outside of the classroom. As
usual, the teacher began the class by greeting the students and asked who did
not attend the class to the secretary of the classroom. There were two of 36
students who were absent because of attending the occasion in Dinas
Pendidikan office. The students sat on the ground while listening to the
teacher’s instruction. The students were engaged during the teaching and
learning process, it could be seen when they were enthusiastically and
motivated in listening to the teacher’s explanation about what they would do
today. In the building knowledge of the text, the students were asked to do a
questioning while they were walking and looking at the parks at the same time.
In the modelling of the text, the students were asked to check the factual
description which already given by the teacher whether it already contained
the answer of the questioning that they already made before. After checking
the factual description, the students reviewed the text by giving feedback to
the each other group. The students and the teacher discussed the factual
description together after they already finished the review.
In the joint construction, the students asked to do the natural writing. The
students wrote the factual description about one of the two parks which was
62
based on the teacher’s recording. After finishing their writings, the students
were asked to put theirs between the two parks. Then, they moved to another
park based on the teacher’s recording when the teacher calls “time”. When the
students were already in the parks which were based on the teacher’s
recording, they were asked to read the description. Then, the students placed
the written text on the park which they thought it suit with the description.
After that, the teacher said “time” again and the students returned to their first
position. The teacher asked them whether another group who already read
their description placed rightly the written description on the right park or not.
The students and the teacher discussed about which details that led to the
correct identification in the factual description and found out what information
that was lacking and made the students chose the wrong choice.
In the individual construction, the students were asked to write the factual
description about the parks which were based on the teacher’s recording. The
students were sitting and writing in the park at the same time. After finishing
the teaching and learning process, the students went back to the class.
c. Observation Stage
The teacher and the collaborator worked together in calculating the
students mean score. The mean score of this cycle was 82,56. This result was
already satisfied for the teacher and the collaborator. It was categorized as the
writer and the teacher got the highest mean score in this cycle. This affected
by the behaviour of students that getting better from cycle one and two.
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Based on the observation checklist and field not which already collected
by the collaborator, the third cycle showed that the students were engaged that
led them to be active and motivated in following the teaching and learning
process. The students enjoyed their beings when they were learning in
outdoor. They were also showing their interest, motivation, enthusiast in
following the teaching and learning process that made them did not display
the tension. Due to many visual things such as nature things which the students
could see led them enable to get inspired in writing their own factual
description.
d. Reflection Stage
In the reflection stage, the teacher and the writer were together in exploring
and evaluating the action which already done indicated that the
implementation of outdoor activity improved the process of teaching and
learning for students’ ability in writing the factual description. This also
showed that the problems and weaknesses in cycle one and two had already
been solved and minimized by the teacher and the writer in the cycle three.
Based on the evaluation and exploration which already done by the teacher
and the writer, the process of teaching and learning process of this cycle
showed that the behaviour of students especially being passive and lack of
motivation were not displayed by the students anymore. This case led the
students to be able to get the higher score in doing the writing factual
description assignment from the teacher, the students’ mean score 82.56 also
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already reached the Minimum Accomplishment Criteria (MCC) (75). The
teacher and the writer decided to make this cycle as the last cycle.
C. Discussion
This research was conducted in three cycles which each cycle had planning,
action, observation, and reflection for the stages. There was one meeting in every
cycle which had 2 x 45 minutes for the duration. The teaching and learning process
in every cycles had shown the progress of improvement in writing factual
description. In this research, the writer acted as the collaborator and observer to
observe what was happening in the teaching and learning process as well as to take
some notes. The data was collected in the form of observation checklist, field note
and the students’ worksheets of writing.
According to the collected data, the students’ have had behaviour changes that
showed the implementation of outdoor activities improved students’ ability in
writing factual description. The students did not show the lack of motivation and
their passiveness while they were being in outdoor classroom in the teaching and
learning process. The students’ will improved when they were excited and felt
comfortable and did not show the tension when they were following the teaching
and learning process. The atmosphere which provided by outdoor existences such
as the natural things made the students be able to learning by doing that they did not
get when they were learning inside the classroom. It meant that the outdoor activities
enabled the students to explore more about their strengths which able to make them
65
reflect on their own areas for improvement, and the strategies that they found most
helpful at different stages in the writing process. Those natural things which were
the main materials for the students made them enable to learn through involvement
with the material itself, rather than by memorizing a set of facts. This was also in
line with the statement of Bartle (2015) about experiential theory, he said that
learning started with experiences that allowed the students to observe, review, and
reflect on what they have practised as well as reflected to connect or relate their
experiences to the theory or previous experiences. It led the students to be much
easier in assimilating and interpretation to apply the knowledge which they have
learnt, so in this research it did not only improve the students score from cycle one
to cycle three but also the attitude of students toward the learning as well.
Moreover, the writer also found some surprising findings while observing the
teaching and learning process. It was found that the relationship between the teacher
and the students was stronger. In implementing the outdoor activity, the students
were given so much freedom in exploring the natures objects which already
provided by outdoor existence. Due to the students did more exploration, therefore
their curiosity increased. When the students’ curiosity increased, the teacher was
motivated in giving the answers and confirmation toward the curiosity of them. The
relationship is more powerful when it comes to changing a student’s behaviour for
the better.
In the process of Classroom Action Research, the findings of research showed
satisfying improvement. It could be seen from the students’ mean scores. In the first
66
cycle of research, the mean score was 65,47 which was categorized as average, then
in the second cycle it improved to 75,41 and categorized as average to good. Finally
in the last cycle of research, the students mean score was 82,56 which categorized
as good to excellent. The improvement also could be seen from the students’ mean
scores of specific writings. For mean score of content in the students writings from
cycle one to three, they were 61,03; 72,14; 82,14. Then, for the organization of
students’ writing from cycle one to three, they were 59,56;70,71; 81,61. Mean while
for the grammar which was present tense, the students mean scores from cycle one
to three were 63,24; 77,14; 80,16. Finally, for the vocabulary which was noun phrase
with adjectives, the students mean scores from cycle one to three were 71,32; 75;
85;29.
Based on the observation data, the weakness when applying this research was the
unpredictable weather. It could not be refused that the weather played important role
to implement this research. But, the hot weather could be handled by bringing the
students to the shady place, like sitting under the trees. For example like in the first
cycle, there were some students who were moaning about the hot weather. But, this
case could be anticipated when the teacher and the collaborator brought the students
outside of the classroom which had bigger ground and had some trees.
The writer also found the result of coding process in teaching and learning
activity, the writer found two main patterns that were included when the writer was
applying the outdoor activities. Those two main patterns were the strategy of
learning and activeness.
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a. Strategy of learning
Strategy of learning here represented the way the students could make their own
way to learn when they were being in outside of the classroom, especially when
they were being surrounded with natures. The students were more inspired when
they were trying to write the factual description. For example, some of students
when doing the nature writing chose for not being near to the park which should
be described by them. This thing was done by them was because they did not want
to make the other groups knew which park they were describing. They were also
doing the questioning as well as the peer review before writing the actual factual
description. The natures and atmosphere when the students were being outside of
the classroom also made them be able to realize that there were so many things
could be described. Due to the students felt that they had their own way of learning,
they were more expressive in delivering their ideas. They were also easier to get
the highlight of the today’s lesson. This proved that the students felt free to apply
the strategy of learning which they liked and they felt suit to them.
b. Students’ Behaviour
Based on the observation checklists and field notes data in the every cycles of this
research, the writer could got some students’ positive behaviours toward the
outdoor learning, such as:
1. Students’ excitement
The students got excited when they knew that they were going to learn English
outside. This excitement made them more active in following the teaching and
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learning process. If they were active, it was surely because they had motivation
in participating today’s lesson. This thing was so rare to be found when they
were being inside of the classroom. The students should be controlled and told
many times to learn, to join, or even to deliver their ideas while the teaching
and learning in process. This was not excluding for the reluctant learners, those
students were more expressive and creative. The students who were usually
liked to go outside and excused to go to the restroom when they were not
actually wanted to go there were not found any more when the teacher was
applying the outdoor activity. The students were more active and motivated
when they were told to give their ideas in writing the factual description.
2. Students’ Motivation
In the implementation of outdoor activities, the students had done some
interesting and attractive activities. Two of the activities were Natural Writing
and Marking Using a System. Natural Writing was done in groups which
actually already made the students motivated in doing the activity, moreover
with the close friends. Then, Natural Writing also demanded the students to
have more moves which here avoided them from being passive. The students
were also seen excited when they made a strategy to get the right answer in
choosing the suitable which one of two factual description to the park. They
unconsciously get used to think, and discuss with their own group together
before doing it. Ultimately, writing in a group was able to be a form of
motivation for students as they become excited about working in team as well
69
as the chance to giving feedback and learning for each other. Furthermore,
students motivation could able getting better was because they were given
Marking Using a System toward their factual description writing. The teacher
did not correct the students’ mistakes in their writings but he showed them
where the mistake was and what type of mistake it was. Therefore, the students
made the continued effort by having curiosity and encouragement to right their
writing. Besides, the students were also excited and had the competition feeling
between their friends for being the fastest to get their writing right.
3. Students’ Activeness
One of the behaviour changes of students had was their activeness. The students
showed they were engaged when they were told to analyse the sentence pattern
of present tense in the factual description. Furthermore, there were some
students who arguing whether the guided questions already been completly
answered or not by the other groups. The students who before tend to be passive
and only wanted to listen the teacher’s explanation and felt doubt even shy to
ask, finally able to be more active and braver.
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TABLE III: THE SUMMARY OF TEACHING AND LEARNING PROCESS THROUGH OUTDOOR ACTIVITIES
Diagnose Phase Cycle 1 Cycle 2 Cycle 3
 Students were difficult in PLAN PLAN PLAN

using verb agreement of
 To improve students’  Applying Minds On stage of  The students would be asked to check the
present tense to write
writing ability in using verb Five sense writing by giving a factual description which already be given
agreement of present tense hook of today’s lesson to the by the teacher whether it already
 Students were difficult in
to write factual description students and telling them to contained the answer of questioning or not
using noun phrase with
 To improve students in observe the parks and walking while walking and looking at the park at
adjectives to write factual
using noun phrase with to get the data about the park the same time.
description
adjectives to write factual at the same time.  The students would still do the natural in
 Students were lack of
description  Applying questioning, peer group but not in pair anymore.
motivation in starting the
 To improve students’ feedback,and editing to the  The students would be asked to write
lesson and following the
motivation un starting the Action! Step of Five sense factual description about park which is
teaching and learning
lesson and following the writing in order to reinforce already decided by the teacher
process.
teaching and learning students knowledge about ACT
 Students did not show
process. how to write factual
their activeness in  Teacher asks the students to do a
description.
following the teaching “Questioning” in gathering the ideas to
and learning process. write a factual description.
71
 To improve students’  Applying Natural Writing to  Teacher and the students together check
activation in writing factual the Action step of Five Sense the factual description wheter it already
description Writing in order to reconfirm contains the answer of “questioning” or
ACT students’ understanding done not.
by group. ACT  Teacher asks the students to do a “Peer
 Introducing the topic of the
 Distributing the Guided feedback” in reviewing the factual
lesson by giving a hook,
Questions to the students. description in a group
then telling the students to
 Analyzing the sentence  Teacher and the students are together do
get the data by answering
pattern of present tense in the “editing” toward the factual
the guided questions while
the factual description description.
walking and looking at the
 Applying the peer  Students do the Natural Writing in
parks at the same time.
feedback in correcting groups
 Making the factual
each others’ writings  Every groups of students write a factual
description based on the
 .Doing the natural writing description about one of two parks at the
students’ answers of guided
school.
questions about the park
OBSERVE  The teacher asks the students to put their
 Guiding the students to
own writing between the two parks
analayze the simple present  The teacher still had
tense sentences and the difficulty in controlling
noun phrase with adjectives all of the students when
72
in the factual description they were being in  The teacher calls”time” as a sign that
based on the guided outdoors students should move to another park
questions which already  The students were noisy based on the teacher’s according.
answered. when they were doing the  The students read the description on the
 Asking the students to name naturalw writing park that the students move to.
their own group. REFLECT  The students read the description on the
 Every groups of students are park that the students move to.
 The teacher will decide to
asked to determine whether  The students return to their first position
divide which parks
the sentences in factual when the teacher calls “time” again.
should be written by the
description that are given by  The teacher asks the students whether
students. For example,
the teacher are correct or another group who already read their
there will be six students
not. If it is not right, then description place rightly the written
that are going to write the
they should be able to description on the right park or not.
factual description about
correct them. If it is indeed  The teacher discuss with the students
XII IIS 2 park, and the
correct, and the students can about which details that led to the correct
other students have to
judge the validity they will identification and find out what
write factual description
get the point. On the first information was lacking to make a
about the others parks
dictation, the students correct choice ;or find out whether the
which are near from each
focused on listening to the
other.The teacher
73
main point and general idea provided gap fill listening fault lay in the student’s failure to read
of the story. text as the additional the description accurately or completely.
 Teacher the students to technique in listening for  The teacher asks the students to write
determine how many specific information in simple factual description and tells them
vertical feet/scores they are the third cycle. to sit on the parks based on the teacher’s
going to award.  The teacher and the writer recording.
 will make the students to
The teacher asks the OBSERVE
students to write simple  All of the students were motivated to
give the feedback in
factual description by using write their own factual description.
simple present tense as group. Here, the teacher  The students showed their excitement
language feature and noun when writing the factual description
will ask the students in
phrase with adjectives about the park which already based on the
group to give feedback
appropriately about one of teacher’s recording.
their favorite parks in the about the text to another  Most of the students enjoyed the teaching
school individually. and learning process.
group.
 .  The students did not realized when the
 Because natural writing
OBSERVE time of teaching and learning was over
consumed much time because they were fun and really enjoy
 Some teaching and learning
when being done in pair durimg teaching and learning process.
activities were not applied
74
in this cycle, like making and made the students’ are REFLECT
the factual description
difficult to be controlled,  The teaching learning process in the third
based on the answers of
the writer and the teacher cycle was satisfying. The weaknesses
guided questions. The
found in the first cycle and second cycle
students did not implemet planned to make the
had been successfully minimized by the
the line-up routined toward
students do it in group. teacher and the students.
the gathering place,the
 The teacher will give  The students’ listening ability in using
teacher also did not ask the
present tense and noun phrase was
students to sit on the ground some error of grammar
improved from the first cycle to the third
and make a circle that
sentences in factual cycle.
consist of six. Students were
description for the  The structure of students’ writings of
not asked to re-write the
factual desription were improved from
factual description with the students in order to make
first cycle to the third cycle.
correct form.
them be able to judge the  The students behaviour such as activiness
 The students took much
68
validity of sentences in and motivation were shown in the first
time in wearing their shoes.
cycle to the third.
 The students did not apply the factual description by
the line-up routine when reviewing, giving
going to the park.
75
 The students took more than feedback, and discussing
ten minutes in collecting the together.
data by answering the
guided questions
 There were about six
students who beefed about
the hot weather.
 Not all of the students could
sit on the ground.
 The students did not sit in
circle.
 The students’ motivation
only appeared in the first
minute of the teaching and
learning activity.
 The students asked some
questions about the
instructions more than two
times.
76
 The students were noisy
when discuccing the
correctness of the sentences
in factual description with
their friends.
 The line of the students
were messy.
 There was one group who
still confused to count their
own scores
 There were few students
who asked about how many
paragraphs should be made
because it was not in the
instruction.
REFLECT
 In order to make students to

have motivation not only in
the first minute of the lesson
77
but during the teaching and
learning process, the teacher
will apply the “Marking
Using a Graph” by Nation
(2009) to the students when
they already finished their
writing.
 In order to make the
students writing more
structured, the teacher will
implement the questioning
in gathering ideas,
projection into dialogue in
organizing the ideas, peer
feedback in reviewing, and
editing to the students.
 In order to make the time
more organized well, the
teacher already said in the
78
first cycle that the students
should already gather in the
outdoor place which already
decided by teacher and
together with the studens in
starting the English subject.
 In order to use the time
effectively, the teacher will
not ask the students to write
the factual description in the
modelling of the text. But
the teacher will only ask the
students to check whether
the text already answers the
“questioning” or not.
79
CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusion
Based on the explanation in the previous chapter about the result of improving
students’ writing ability through outdoor activities as the strategy applied to the
year-10 students of SMAN 9 Pontianak, it can be concluded that the implementation
of outdoor activities improved students’ ability in writing factual description.
The progress that students had made and also the data that teacher got proved that
the students’ ability in writing factual description improved. The outdoor activity is
very useful and interesting for teaching and learning activity, which is able to make
the students to be more active, motivated in following the teaching and learning
process. Due to the activeness and motivation that students have, it is easier for the
teacher in making the students focus on her explanation, instruction in the teaching
and learning process. This also led the means score were getting higher in each
cycle.
In the first cycle, the students mean score was 64,53 (average), then in the second
cycle 75,29 (average to good), and in the third cycle the mean score was 87,05 (good
to excellent). According the result, the writer inputs the suggestion in order to make
other researcher able to take any lesson from this research.
80
B. Suggestion
After making conclusion of this research, it is hoped that the writer is able to give
some suggestions about the implementing outdoor activities to improve students’
ability in writing factual description:
1. Outdoor activities are recommended for English teacher to be implemented not
only for improving writing skill, but 3 others skills of English as well.
2. The teacher should consider the place, weather, and materials before
implementing outdoor activities. In Pontianak, which hot weather is dominated
the day. So, the shady place and large ground at school are needed. The students
do not need many materials to be provided, because the nature does have. The
teacher can provide the clipboard and the handout.
3. It is better for the teacher to tell the students to gathering at the place which is
already decided together after bells ringing, rather than the teacher should go to
the classroom and going to the gathering place together with the students. It will
not consume much time, so the teacher can manage it well.
4. In the 3 steps of Five Sense Writing in outdoor activities, it is recommend for the
teacher to add one suitable technique to the Action step which has same purpose
in order to make the students more active and motivated in following the teaching
and learning process. For example, Natural Writing.
5. It is recommended for the teacher to be able to add some strategies in teaching
writing, for example doing the questioning for gathering ideas, doing projection
into dialogue for organizing the ideas, doing peer feedback or group feedback for
81
reviewing, and the last is Editing to the Action step of Five Sense Writing. So,
the students will get more understanding about how to write factual description.
6. It is recommended for the teacher to be able to give clear instruction related to
the writing process and activities to the students in order to avoid them from
being confused.
7. It is recommended for the teacher to choose suitable outdoor activities so the
implementation of it will not disturb time allocation, it aims to create conducive
situation during the teaching and learning process.
8. The reflection at the end of the class has to be done because the students will be
able to share their feeling and thinking, and the obstacle or difficulties while
applying the outdoor activities. The reflection result makes the writer to get the
inputs for the improvement in the next cycle.
82
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86
A. APPENDIX 1
1. Lesson plan Cycle 1
RENCANA PELAKSANAAN PEMBELAJARAN 1
(General-Based Approach)
Satuan Pendidikan : SMA 9 PONTIANAK
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : X/ 2
Materi Pokok : Factual Description
Alokasi Waktu : 2 x 45 menit (1 pertemuan)
A. KOMPETENSI INTI
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
87
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. KOMPETENSI DASAR DAN INDIKATOR
KOMPETENSI DASAR INDIKATOR
3.4 Membedakan fungsi sosial, 3.4.1 Mengidentifikasi penggunaan
struktur teks, dan unsur noun phrase with adjectives
kebahasaan beberapa teks dan word order of adjectives
deskriptif lisan dan tulis dengan didalam teks deskriptif
memberi dan meminta informasi 3.4.2 Mengidentifikasi penggunaan
terkait tempat wisata dan kalimat present tense didalam
bangunan bersejarah terkenal, teks deskriptif
pendek dan sederhana, sesuai 4.4.1.1 Menggunakan kalimat
dengan konteks penggunaannya present tense didalam teks
88
4.4.1 Menangkap makna secara deskriptif sederhana dengan
kontekstual terkait fungsi sosial, tepat
struktur teks, dan unsur 4.4.1.2Menggunakan noun phrase
kebahasaan teks deskriptif, lisan dan word order dalam
dan tulis, pendek dan sederhana menulis teks deskriptif
terkait tempat wisata dan sederhana dengan tepat
bangunan bersejarah terkenal
C. TUJUAN PEMBELAJARAN
1. SIKAP:
a. Siswa dapat menunjukkan sikap termotivasi, aktif dalam mempelajari
Bahasa Inggris dengan cara berusaha menggunakan Bahasa Inggris selama
pembelajaran dan mengikuti proses pembelajaran dengan antusias.
2. PENGETAHUAN:
a. Siswa dapat membuat pola kalimat present tense didalam factual
description sederhana dengan tepat melalui kegiatan Analyzing the
sentence, Peer Feedback, and Editing dari Five Sense Writing di aktifitas
outdoor.
89
b. Siswa dapat membuat kalimat dengan kata sifat yang terkait dengan taman
disekolah didalam factual description sederhana dengan tepat melalui
Distributing Guided Question and Description dari Five Sense Writing in
Outdoor Activities.
3. KETERAMPILAN:
Siswa dapat menulis factual description sederhana dengan menggunakan
kata kerja dalam simple present tense serta kata sifat terkait dengan taman
disekolah dengan tepat melalui kegiatan Natural Writing dari Five Sense
Writing di Outdoor Activities.
D. MATERI PEMBELAJARAN
1. Teks untuk bahan berdiskusi siswa-siswi:
Parks in My School
90
Identification There are nineteen small square parks in my school.
(opening statement The parks are not very big but quite ideal for students
introducing the to decorate. The special features about the parks are the
subject) flowers, and the paintings on the small square wall.
The small square wall is a place where some students

Description
(series of in every classes are freely to paint. In every public

holiday, the students get chances to pain the wall based
paragraphs
describing the on the theme. In celebrating the Independence day of

Indonesia, the school creates a competition about wall
subject)
painting. The students usually paint Indonesian flag
paintings, Indonesian food painting, and even national
heroes. Beside the wall paintings, there are also
flowers in the parks.
There are so many flowers that students have in the
parks. For the flowers, students have Roses, Yasmin,
Orchid and many more. Usually, students plant the
flowers, but sometimes they just put them on the black
plastic vase. The students arrange the flowers and
plants in two ways. The first way is hanging the black
91
plastic flower vases on the tree and the second way is
they can just put them on the ground with good
arrangement.
The best features about my schools parks are the

Conclusion
flowers and small square wall painting. The features
will be always good if the students can take care for
their own parks.
2. Simple Present Tense :
Subject Auxilary Main
verb Verb
+ The paint the wall.
students
The paints the wall
student
- The do not paint the wall
students
92
The does not paint the wall
student
? Do The paint the wall
students
Does The paint the wall
student
3. Word order of Adjectives

b. Coordinate adjectives (subjective evaluations or personal opinions): nice,
nasty, packed, pitiful
c. Adjectives describing size: big, huge, little, tiny
d. Adjectives describing shape: long, short, round, square
e. Adjectives describing age: young, old, modern, ancient
f. Adjectives describing color: blue, green, red, white
g. Adjectives describing material: cardboard, plastic, silver, gold
Examples: The small square wall. (Small= Size, Square= Shape, Wall=Noun)
The black plastic vase. (Black=color, plasti=Origin, vase=Noun)
4. Guided Questions for Factual Description Writing
93
How many parks does Nineteen parks There are nineteen parks in
your school have? my school
Where are the parks? In senior high school nine The parks are in Senior High
School Nine
What are the 1x1,5m. Square and small The dimensions of the small
dimensions of the square parks are 1x1,5m.
parks?
features of the parks? paintings pars are flowers and wall
paintings
fence, black plastic vases flowers,bamboo fence and
black plastic vases.
How the students Hanging on the trees, and The students arrange the
arrange the flowers? put the black plastic flowers by hanging them on
94
flowers vases on the the tree, or just putting them
ground on the ground.
E. PENDEKATAN, TEKNIK dan MODEL PEMBELAJARAN
1. Genre-based Approach (sesuai Permendikbud 58 Tahun 2014)
2. Outdoor Activities
a. Five Sense Writing
b. Natural Writing
3. Inquiry-based learning
F. MEDIA DAN SUMBER BELAJAR
1. Media : Handout, clipboard, marker, students’ worksheets
2. Sumber : Buku Into Nature
G. LANGKAH LANGKAH PEMBELAJARAN
Pendahuluan  Guru menyapa siswa dalam Bahasa Inggris

 Guru memeriksa kehadiran siswa
(8’)
 Guru menyampaikan rencana kegiatan Five Sense Writing,
yaitu:
95
o Siswa akan melakukan slangkah Minds On
o Siswa akan melakukan langkah Action!
o Siswa akan melakukan langkah Consolidation.
Kegiatan a. Building knowledge of field
Dengan bimbingan guru siswa melakukan langkah

Inti (60’)
pertama dari kegiatan Five Sense of Writing, yaitu Minds On.
Berikut cara penerapannya:
1. Guru memeberi a hook untuk pelajaran hari ini, seperti:
“Can something be described in five words?”
2. Guru memberi tau siswa tentang Learning Goal untuk
pelajaran hari inis:
a. Dengan bimbingan guru, siswa disampaikan
penggunaan, kegunaan, dan akurasi tentang menggunakan
setiap kata untuk mendeskripsikan fikiran, perasaan
tentang taman yang mereka jumpai melalui indera yang
berbeda.
b. Dengan bimbingan guru, siswa akan disampaikan
bahwa mereka akan mengeksplorasi bagaimana
96
menggunakan descriptive words dengan efektif untuk
menyampaikan fikiran tentang taman yang akan
dideskripsikan.
c. Dengan bimbingan guru, siswa disampaikan bahwa
mereka akan memilih sebuah taman dan menggunakan
descriptive words untuk berkomunikasi tentang
bagaimana mereka melihatnya melalui indra yang berbeda
dan menulis sebuah factual description melalui kata-kata
deskripsi tersebut.
3. Introduction (Discuss human communication):
a. Dengan bimbingan guru, siswa diberitahu bahwa “sekali
kita belajar menggunakan bahasa, kita memilih kata-kata
untuk mengrepresentasikan hal-hal yang kita alami
menggunakan 5 indera” (contohnya, beautiful, stinky,
warm, loud, dan lain lain).
b. Modelling of the text
97
Dengan bimbingan guru siswa melakukan langkah kedua
dari kegiatan Five Sense of Writing, yaitu Action!. Berikut
cara penerapannya:
a. Dengan bimbingan guru, siswa dibawa keluar kelas
untuk menuju ke tempat yang sudah ditentukan
sebelumnya.
b. Dengan bimbingan guru, siswa dibentuk dalam beberapa
kelompok,
c. Dengan bimbingan guru, siswa didistribusikan the
guided questions, dan diberi waktu 10 enit untuk
menjawab the guided questions sambil berjalan dan
meliihat taman taman yang ada disekolah.
d. Dengan bimbingan guru, siswa dibagi dalam bentuk
berpasang-pasangan. Siswa diminta untuk
mendeskripsikan taman yang sudah ditentukan oleh guru
dalam lima kata yang terpisah. Siswa-siswa tersebut akan
membaca kata-kata yang sudah dibuat dengan nyaring.
Pasangan yang lain akan memberikan komen dari
deskripsi tersebut. Apakah deskripsi itu akurat? Apakah
itu lengkap?
98
e. Dengan bimbingan guru, siswa diminta untuk berdiskusi
tentang akurasi dan kelengkapan dari deskripsi secara
berkelompok.
f. Guru membaca sebuah teks factual description yang telah
dibuat oleh guru.
g. Dengan bimbingan guru siswa menganalisis pola kalimat
present tense serta noun phrase with adjectives dalam
teks factual description berdasarkan guided questions
yang telah dibuat tentang taman disekolah.
h. Joint Construction
Siswa melakukan langkah Action dari Five Sense Writing
yaitu Natural Writing. Berikut penerapannya:
o Siswa diminta untuk membentuk kelompok yang
terdiri dari 6 orang.
o Siswa diminta untuk memberi nama untuk
kelompoknya masing-masing.
o Siswa diminta untuk menulis teks factual
description tentang satu dari dua objek yang ber-
tipe sama yang ada ditaman, seperti : lukisan
dinding yang ada ditaman
99
o Siswa diminta untuk meletakkan teks factual
tersebut dintara dua taman-tamn tersebut.
o Ketika guru berkata “time (waktu)” setiap siswa
harus menukarkan posisinya berdasarkan arahan
dari guru.
o Ketika guru berkata “time (waktu) lagi, siswa
harus kembali kepada posisi sebelumnya. Jika
ada seorang siswa yang membaca teks factual
description, siswa yang lain dapat menunjukkan
atau meletakkan atau menuliskan objek di teks
factual descriptionnya, maka siswa tersebut
diminta untuk menanyakan si pembaca tentang
bagian yang mana yang menunjukkan identifkasi
yang benar. Tetapi, jika siswa tersebut tidak dapat
menunjukkan atau meletakkan atau menuliskan
objek diteks factual desription, maka siswa
tersebut diminta untuk menanyakan informasi
apa yang kurang yang membuat siswa yang lain
salah dalam memilih objek.
Independent construction
100
Siswa diminta untuk menulis teks deskriptif sederhana
tentang sebuah taman disekolah dengan pola kalimat bahasa
simple present tense dan menggunakan noun phrase with
adjectives dengan benar dan tepat.
a) Guru dan siswa melakukan refleksi pembelajaran

Kegiatan
b) Guru mengumpulkan hasil kerja siswa
Penutup
(10’)
H. Penilaian Hasil Pembelajara
Penilaian Pengetahuan dan Keterampilan:
Indikator: 4.10.1 Menulis teks factual descritption sederhana tentang taman
dengan memperhatikan struktur teks (identification,description, and conclusion),
dan unsur kebahasaan (present tense, adjectives), secara benar dan sesuai dengan
konteks. -
Content (C) The topic is complete and clear
30% 4 and the details are relating to the 2x
-Topics topic
101
-Details The topic is complete and clear
3 but the details are almost relating
to the topic
the topic
topic
proper connectives
Organizatio
n (O) 20%
3 and description are arranged
-
with almost proper connectives
Identificatio 2x
Identification is cont complete
n
2 and descriptions are arranged
-
with few misuse of onnectives
Description
102
4
Grammar agreement inaccuracies
20% 3 inaccuracies but not affect on
-Use meaning 3x
present Numerous grammatical or

2
tense agreement inacuracies
-Agreement Frequent grammatical or

1

4
word forms
3 word forms, but not change the

Vocabulary
meaning
(V) 15% 3x
-Adjectives 2
and word form
understandable
2𝐶+2𝑂+3𝐺+3𝑉
Score = 40
𝑋 10 (Modified from Brown (2000)
103
I. ASSESSEMENT
Task 1: Join Construction (write your factual description about your favorite
small park using your five senses!)
Task 2: Independent Construction
Write a descriptive text about your favorite park at SMA Negeri 9 Pontianak. It could
be XMIA1’s park, XIIS1’ park, others class, or even your own class’s.
Remember to include:
- The descriptive techniques (content=topic and details)

- A clear structure (organization=identification and description)
- A good grammar (present tense)
- The best vocabulary (adjectives) and sentence structure that you are capable of
104
2. Lesson Plan Cycle 2
RENCANA PELAKSANAAN PEMBELAJARAN
A. KOMPETENSI INTI
105
deskriptif sederhana dengan

4.4.1 Menangkap makna secara
tepat
kontekstual terkait fungsi sosial,
106
1. SIKAP:
Siswa dapat menunjukkan sikap termotivasi, aktif dalam mempelajari
2. PENGETAHUAN:
c. Siswa dapat membuat pola kalimat present tense didalam factual
description sederhana dengan tepat melalui kegiatan Five Sense Writing
dari outdoor activities.
d. Siswa dapat membuat kalimat dengan kata sifat yang terkait dengan taman
kegiatan Five Sense Writing dari outdoor activities.
3. KETERAMPILAN:
107
disekolah dengan tepat melalui kegiatan Natural Writing di langkah Action!
Dari Five Sense Writing di outdoor activities.
Parks in My School
Identification My school has a very big playground. It has a boundary
(opening statement huge wall. There are many trees around it under which
introducing the we sit and talk on matters of interest to us.
subject)
There are many small beuatiful flower plants too. We

Description
(series of have a children playing area in a corner which has

some swings and slides for small children. We uses
paragraphs
describing the the playground for our physical training exercise and
drills. We also play many games like football, volley
subject)
ball, hand ball etc. on the ground. Sometimes the inter
school games are also played in our playground. Our
school gives special importance to games and so it
108
insists that all students should take part in all games.
During the lunch break, we sit under the shady tree
and eat our big delicious snacks there. Our school
annual sports meet is held on our playground. Even
on the Republic day and Independence Day, we
arranges flag hoisting program on our ground.
We keep our playground clean. It is very useful for

Conclusion
us. We learn all types of games and sports with
discipline and sportsmanship here. I am proud of my
school playground.
verb Verb
students
The paints the wall
student
109
students
student
students
student
110

h. Coordinate adjectives (subjective evaluations or personal opinions): nice,
i. Adjectives describing size: big, huge, little, tiny
j. Adjectives describing shape: long, short, round, square
k. Adjectives describing age: young, old, modern, ancient
l. Adjectives describing color: blue, green, red, white
m. Adjectives describing material: cardboard, plastic, silver, gold
School Nine
111
parks?
paintings
3. Genre-based Approach
4. Questioning, Projection into the dialogue, Peer feedback, editing, and Natural
Writing
5. Experiential Learning
112
1. Media : Karton, clipboard, marker, students’ worksheets
2. Sumber : Teaching ESL Reading and Writing, Brigh Ideas- A teacher
resource Manual
(10’)  Guru memeriksa kehadiran siswa
 Guru memperlihatkan dan mendeskripsikan salah satu
taman kepada siswa
 Guru menyampaikan kemampuan yang akan dicapai peserta
didik, yaitu:
o Siswa dapat menulis factual description tentang sebuah
Taman disekolah dengan pola kalimat bahasa simple
present tense dan menggunakan noun phrase with
Kegiatan  Building knowledge of field
Inti (60’) Dengan bimbingan guru siswa melakukan langkah
113
“Can this flower be described in five words?”
o Dengan bimbingan guru, siswa diberi waktu
sepuluh menit dalam mengumpulkan data
tentang taman yang ada disekolah dengan
melakukan questioning:
 How many parks does your school
have?
 Where are the parks?
 What are the dimensions of the parks?
 What are the special features of the
parks?
 What are in the parks?
 How do the students arrange the parks?
 Modelling of the text
 Dengan bimbingan guru, siswa dibawa keluar kelas
sebelumnya.
 Dengan bimbingan guru, siswa dibentuk dalam
beberapa kelompok,
 Dengan bimbingan guru, siswa didistribusikan the
114
 Dengan bimbingan guru, siswa dibagi dalam bentuk
mendeskripsikan taman yang sudah ditentukan oleh
guru dalam lima kata yang terpisah. Siswa-siswa
tersebut akan membaca kata-kata yang sudah dibuat
dengan nyaring. Pasangan yang lain akan memberikan
komen dari deskripsi tersebut. Apakah deskripsi itu
akurat? Apakah itu lengkap?
 Dengan bimbingan guru, siswa diminta untuk
berdiskusi tentang akurasi dan kelengkapan dari
deskripsi secara berkelompok.
 Guru membaca sebuah teks factual description yang
telah dibuat oleh guru.
 Dengan bimbingan guru siswa menganalisis pola
kalimat present tense serta noun phrase with adjectives
dalam teks factual description berdasarkan guided
questions yang telah dibuat tentang taman disekolah.
115
 Siswa dilihatkan sebuah teks factual description dari
guru, siswa menganalisis language feature dan noun
phrase with adjectives yang ada didalam teks tersebut.
 Guru mememeriksa beberapa teks yang telah dibuat
oleh beberapa group untuk dilakukannya Marking
Using a System.
 Dengan bimbingan guru, siswa mengumpulkan lagi
teks mereka yang sudah dikoreksi oleh guru melalui
Marking Using System.
 Dengan bimbingan guru, siwa melakukan “peer-
feedback” dalam meng-reviewing teks factual
description yang sudah di Marking using system oleh
guru.
 Dengan bimbingan guru, siswa bersama-sama
melakukan “editing” teks factual description
 Joint Construction
Siswa melakukan Natural Writing. Berikut penerapannya:
o Siswa diminta untuk bekerja dalam bentuk
kelompok.
o Siswa diminta untuk menulis teks factual
description tentang satu dari dua objek yang
116
ber-tipe sama yang ada ditaman, seperti :
lukisan dinding yang ada ditaman
o Siswa diminta untuk meletakkan teks factual
tersebut dintara dua taman tersebut.
o Ketika guru berkata “time(waktu)” setiap siswa
harus menukarkan posisinya berdasarkan
arahan dari guru.
o Ketika guru berkata “time(waktu) lagi, siswa
harus kembali kepada posisi sebelumnya. Jika
ada seorang siswa yang membaca teks factual
description, siswa yang lain dapat menunjukkan
atau meletakkan atau menuliskan objek di teks
factual descriptionnya, maka siswa tersebut
diminta untuk menanyakan si pembaca tentang
bagian yang mana yang menunjukkan
identifkasi yang benar. Tetapi, jika siswa
tersebut tidak dapat menunjukkan atau
meletakkan atau menuliskan objek diteks
factual desription, maka siswa tersebut diminta
untuk menanyakan informasi apa yang kurang
117
yang membuat siswa yang lain salah dalam
memilih objek.
tentang sebuah taman disekolah yang paling mereka sukai
dengan pola kalimat bahasa simple present tense dan
menggunakan noun phrase with adjectives dengan benar dan
tepat.
c) Guru dan siswa melakukan refleksi pembelajaran

Kegiatan
d) Guru mengumpulkan hasil kerja siswa
Penutup
(10’)
H. Penilaian Hasil Pembelajaran
1. PENGETAHUAN dan KETERAMPILAN (Indikator:4.10.1):
Menulis teks deskriptif sederhana tentang taman dengan memperhatikan struktur
teks (identification,description, and conclusion), dan unsur kebahasaan (present
tense, adjectives), secara benar dan sesuai dengan konteks.
118
4 and the details are relating to the
topic
Content (C) 3 but the details are almost relating
30% to the topic

2x
-Topics The topic is complete and clear
-Details 2 but the details are not relating to
the topic
topic
Organizatio 4 description are arranged with
n (O) 20% proper connectives
- Identification is almost complete
Identificatio 3 and description are arranged 2x
n with almost proper connectives
- Identification is cont complete
Description 2 and descriptions are arranged
119

4
-Use meaning 3x
present Numerous grammatical or

2
tense agreement inacuracies
-Agreement Frequent grammatical or

1

4
word forms
Vocabulary Few misuse of vocabularies,
(V) 15% 3 word forms, but not change the 3x
-Adjectives meaning

2
and word form
120
understandable
2𝐶+2𝑂+3𝐺+3𝑉
Score = 𝑋 10 (Modiefied from Brown (2000))
40
I. ASSESSEMENT
Task 1: Join Construction
Write a description of one of the objects that has been given by your teacher.
Your details should distinguish this object from its partner. Leave the written
on the same position!
You should finish the writing before the teacher says “time”.
Write a descriptive text about your favorite park at SMA Negeri 9 Pontianak. It could
be XMIA1’s park, XIIS1’ park, others class, or even your own class’s.

- The best vocabulary (adjectives) and sentence structure that you are capable of
121
3. Lesson Plan Cyce 3
RENCANA PELAKSANAAN PEMBELAJARAN
A. KOMPETENSI INTI
122
deskriptif sederhana dengan

4.4.1 Menangkap makna secara
tepat
kontekstual terkait fungsi sosial,
123
1. SIKAP:
Siswa dapat menunjukkan sikap motivasi, dan aktif dalam mempelajari
2. PENGETAHUAN:
a. Siswa dapat membuat pola kalimat present tense didalam factual
description sederhana dengan tepat melalui Observation 1 from Teacher’s
resource book.
b. Siswa dapat membuat kalimat dengan kata sifat yang terkait dengan taman
Description dari buku Azar Grammar Series.
3. KETERAMPILAN:
124
disekolah dengan tepat melalui Naatural Writing.
Parks in My School
Identification The small park of class XII social sceience one is one
(opening statement of nineteen parks at school. The park is located in the
introducing the forefron of teacher’s room.
subject)
There is a snall square painting in the small park with

Description
a blue backrgound. There are also pictures of tall
(series of
buildinng, air baloons and windmills in the paintings.
paragraphs
There is not only painting, but also flowers in this
describing the
clean small park.
subject)
I hope this park of eleven science one can be more

Conclusion
beautiful and clean. I also hope this class can keep the
cleanliness.
125
verb Verb
students
The paints the wall
student
students
student
students
student
126

n. Coordinate adjectives (subjective evaluations or personal opinions): nice,
o. Adjectives describing size: big, huge, little, tiny
p. Adjectives describing shape: long, short, round, square
q. Adjectives describing age: young, old, modern, ancient
r. Adjectives describing color: blue, green, red, white
s. Adjectives describing material: cardboard, plastic, silver, gold
School Nine
127
parks?
paintings
1. Genre-based Approach
2. Questioning, Projection into the dialogue, Peer feedback, editing, Five Sense
Writing, and Natural Writing
3. Experiential Learning
128
1. Media : Karton, clipboard, marker, students’ worksheets
2. Sumber : Teaching ESL Reading and Writing, Brigh Ideas- A teacher
resource Manual
(10’)  Guru memeriksa kehadiran siswa
 Guru memperlihatkan dan mendeskripsikan salah satu
taman kepada siswa
 Guru menyampaikan kemampuan yang akan dicapai peserta
didik, yaitu:
o Siswa dapat menulis factual description tentang sebuah
taman disekolah dengan pola kalimat bahasa simple
present tense dan menggunakan noun phrase with
Kegiatan  Building knowledge of field
Inti (60’) Dengan bimbingan guru siswa melakukan Questioning
dalam meng-Gathering Ideas agar siswa dapat
129
mempertimbangkan bagian-bagian penting untuk memulai
topik (taman) pelajaran. Berikut cara penerapannya:
a. Dengan bimbingan guru, siswa diberi waktu sepuluh menit
dalam mengumpulkan data tentang taman yang ada
disekolah dengan melakukan questioning:
1. How many parks does your school have?
2. Where are the parks?
3. What are the dimensions of the parks?
4. What are the special features of the parks?
5. What are in the parks?
6. How do the students arrange the parks?
 Modelling of the text
Dengan bimbingan guru siswa melakukan langkah
“Can something be described in five words?”
130
2. Guru memberi tau siswa tentang Learning Goal untuk
pelajaran hari inis:
a. Dengan bimbingan guru, siswa disampaikan
penggunaan, kegunaan, dan akurasi tentang menggunakan
setiap kata untuk mendeskripsikan fikiran, perasaan
tentang taman yang mereka jumpai melalui indera yang
berbeda.
b. Dengan bimbingan guru, siswa akan disampaikan
bahwa mereka akan mengeksplorasi bagaimana
menggunakan descriptive words dengan efektif untuk
menyampaikan fikiran tentang taman yang akan
dideskripsikan.
c. Dengan bimbingan guru, siswa disampaikan bahwa
mereka akan memilih sebuah taman dan menggunakan
descriptive words untuk berkomunikasi tentang
bagaimana mereka melihatnya melalui indra yang berbeda
dan menulis sebuah factual description melalui kata-kata
deskripsi tersebut.
131
3. Introduction (Discuss human communication):
a. Dengan bimbingan guru, siswa diberitahu bahwa “sekali
kita belajar menggunakan bahasa, kita memilih kata-kata
untuk mengrepresentasikan hal-hal yang kita alami
menggunakan 5 indera” (contohnya, beautiful, stinky,
warm, loud, dan lain lain).
c. Modelling of the text
Dengan bimbingan guru siswa melakukan langkah kedua
dari kegiatan Five Sense of Writing, yaitu Action!. Berikut
cara penerapannya:
a. Dengan bimbingan guru, siswa dibawa keluar kelas
sebelumnya.
b. Dengan bimbingan guru, siswa dibentuk dalam beberapa
kelompok,
c. Dengan bimbingan guru, siswa didistribusikan the
132
d. Dengan bimbingan guru, siswa dibagi dalam bentuk
mendeskripsikan taman yang sudah ditentukan oleh guru
dalam lima kata yang terpisah. Siswa-siswa tersebut akan
membaca kata-kata yang sudah dibuat dengan nyaring.
Pasangan yang lain akan memberikan komen dari
deskripsi tersebut. Apakah deskripsi itu akurat? Apakah
itu lengkap?
e. Dengan bimbingan guru, siswa diminta untuk berdiskusi
tentang akurasi dan kelengkapan dari deskripsi secara
berkelompok.
f. Guru membaca sebuah teks factual description yang telah
dibuat oleh guru.
g. Dengan bimbingan guru siswa menganalisis pola kalimat
present tense serta noun phrase with adjectives dalam
teks factual description berdasarkan guided questions
yang telah dibuat tentang taman disekolah.
 Joint Construction
Siswa melakukan steps Action! In the five sense writing.
Berikut penerapannya:
o Observation 1:
133
a. Siswa dibagi menjadi beberapa kelompok.
b. Guru menunjuk beberapa siswa untuk menjadi tim
sekertaris yang bertujuan untuk membantu kelompok yang
lain.
c. Siswa diberi waktu sepuluh sampai lima belas menit untuk
melihat suatu taman yang sudah ditentukan oleh guru.
d. Siswa diminta untuk menulis kalimat present tense tentang
suatu taman disekolah.
e. Kelompok yang mempunyai pola kalimat present tense
yang benar adalah pemenangnya.
o Match Description:
a. Siswa diminta untuk menulis kalimat tentang taman
disekolah, menggunakan setidaknya satu adjective
didalam deskripsi.
tentang sebuah taman disekolah yang paling mereka sukai
dengan pola kalimat bahasa simple present tense dan
menggunakan noun phrase with adjectives dengan benar dan
tepat.
134
e) Guru dan siswa melakukan refleksi pembelajaran
Kegiatan
f) Guru mengumpulkan hasil kerja siswa
Penutup
(10’)
H. Penilaian Hasil Pembelajaran
1. PENGETAHUAN dan KETERAMPILAN (Indikator:4.10.1):
Menulis teks deskriptif sederhana tentang taman dengan memperhatikan struktur
teks (identification, description, and conclusion), dan unsur kebahasaan (present
tense, adjectives), secara benar dan sesuai dengan konteks. -Task (2)
4 and the details are relating to the
topic
Content (C)
30%
3 but the details are almost relating 2x
-Topics
to the topic
-Details
the topic
135
topic
proper connectives
Organizatio
n (O) 20%
3 and description are arranged
-
with almost proper connectives
Identificatio 2x
Identification is cont complete
n
2 and descriptions are arranged
-
Description

4
(G) Few grammatical or agreement 3x
meaning
136
-Use Numerous grammatical or
2
present agreement inacuracies
tense Frequent grammatical or

1
-Agreement agreement inaccuracies

4
word forms
3 word forms, but not change the

Vocabulary
meaning
(V) 15% 3x
-Adjectives 2
and word form
understandable
2𝐶+2𝑂+3𝐺+3𝑉
Score = 𝑋 10 (Modiefied from Brown (2000))
40
I. ASSESSEMENT
Task 1: Join Construction
Write a description of one of the objects that has been given by your teacher.
Your details should distinguish this object from its partner. Leave the written
on the same position!
You should finish the writing before the teacher says “time”.
137
Write a descriptive text about parks at SMA Negeri 9 Pontianak.. Students in circle
one should write factual description about XII IIS 2 park, circle 2 should write XII
MIA 3 park, circle 3 should write aboit XII MIA 2 Park, and so on.

The best vocabulary (adjectives) and sentence structure that you are capable of
B. APPENDIX II
1. The Result of Students’ Individual Score on the First Cycle
No. Students Content Organization Grammar(1- Vocabulary Total Score Category

(1-4) (1-4) 4) (1-4)
1. AVW 2 2 2 2 20 50 POOR TO
AVERAGE
2. AF 3 2 2 3 25 63 AVERAGE
3. AB 3 3 3 3 30 75 AVERAGE
TO GOOD
4. ARF 3 2 2 3 25 63 AVERAGE
5. BBG 2 2 2 2 20 50 POOR TO
AVERAGE
6. CAQ 3 3 3 3 30 75 AVERAGE
TO GOOD
7. CBH 3 2 2 3 25 63 AVERAGE
8. DY 3 3 3 3 30 75 AVERAGE
TO GOOD
138
9. DUF 4 3 3 3 32 80 GOOD TO
EXCELLENT
10. DSW 3 3 3 3 30 75 AVERAGE

TO GOOD
11. DMA 3 3 3 3 30 75 AVERAGE

TO GOOD
12. EVP 2 2 2 2 20 50 POOR TO

AVERAGE
13. FV 3 3 2 3 27 68 AVERAGE
14. GKD 2 3 3 3 28 70
15. GH 2 2 2 3 23 POOR TO
58
AVERAGE
16. GH 2 3 3 3 28 70 AVERAGE
TO GOOD
17. HM 3 3 3 3 30 75 AVERAGE
TO GOOD
18. I 2 2 2 3 23 58 POOR TO
AVERAGE
19. KRP 3 2 2 3 25 63 AVERAGE
20. MPT
21. MFM 2 3 3 3 28 70 AVERAGE

TO GOOD
22. NAR 2 2 3 3 26 68 AVERAGE
23. NOP 2 2 3 3 26 68 AVERAGE
24. NO 2 2 2 3 25 63 AVERAGE
139
25. NR 2 3 3 3 28 70 AVERAGE
TO GOOD
26. OD
27. OHK 2 2 2 2 20 50 POOR TO

AVERAGE
28. PC 2 2 3 3 26 68 AVERAGE
29. PP 2 2 2 2 20 50 POOR TO
AVERAGE
30. PRA 3 3 3 3 30 75 AVERAGE

TO GOOD
31. RAPN 2 2 3 3 26 68 AVERAGE
32. RH 2 2 2 3 23 POOR TO
58
AVERAGE
33. SEA 2 2 3 3 26 68 AVERAGE
34. TP 3 2 2 3 25 63 AVERAGE
35. VR 2 2 3 3 26 68 AVERAGE
36. YTA 2 2 2 3 25 63 AVERAGE
83 81 86 97 2226
61,03 59,56 63,24 71,32 65,47
2. The Result of Students’ Individual Score on the Second Cycle

No. Students Content Organization Grammar(1- Vocabulary Total Score Category
(1-4) (1-4) 4) (1-4)
1. AVW 3 3 4 3 33 GOOD TO
83
EXCELLENT
140
2. AF 3 3 3 4 33 GOOD TO
83
EXCELLENT
3. AB 3 3 4 3 33 GOOD TO
83
EXCELLENT
4. ARF 3 3 3 3 30 AVERAGE
75
TO GOOD
5. BBG 3 3 3 3 30 AVERAGE
75
TO GOOD
6. CAQ 3 3 3 3 30 AVERAGE
75
TO GOOD
7. CBH
8. DY 3 3 3 3 30 AVERAGE
75
TO GOOD
9. DUF 3 3 3 3 30 GOOD TO
80
EXCELLENT
10. DSW 3 3 4 4 36 GOOD TO

90
EXCELLENT
11. DMA 3 3 3 3 30 AVERAGE

75
TO GOOD
12. EVP 3 2 3 3 28 AVERAGE

70
TO GOOD
13. FV 3 3 3 4 33 GOOD TO
83
EXCELLENT
14. GKD 3 2 3 3 28 AVERAGE

70
TO GOOD
15. GH 2 2 3 3 26 65 AVERAGE
16. GH 2 2 3 3 26 65 AVERAGE
141
17. HM 3 3 4 3 33 GOOD TO
83
EXCELLENT
18. I 3 2 3 3 28 70 AVERAGE
19. KRP 1 1 2 2 16 40 POOR
20. MPT 3 3 3 3 30 75 AVERAGE
21. MFM 3 3 3 3 30 75 AVERAGE
22. NAR 3 3 3 3 30 75 AVERAGE
23. NOP 2 2 2 3 23 POOR TO

58
AVERAGE
24. NO 3 3 3 3 30 75 AVERAGE
25. NR 3 3 3 3 3 GOOD TO
90
EXCELLENT
26. OD 3 3 3 3 30 75 AVERAGE
27. OHK 3 3 3 3 30 75 AVERAGE
28. PC 3 3 3 3 30 75 AVERAGE
29. PP 4 4 3 3 34 GOOD TO
85
EXCELLENT
30. PRA 3 3 3 3 30 75 AVERAGE
31. RAPN 3 3 3 3 30 75 AVERAGE
32. RH 3 3 3 3 30 75 AVERAGE
33. SEA 3 3 3 3 30 75 AVERAGE
34. TP 3 4 3 3 32 GOOD TO
80
EXCELLENT
142
35. VR 3 3 4 3 83 GOOD TO
83
EXCELLENT
36. YTA 3 3 3 3 30 75 AVERAGE
TOTAL 101 99 108 105 2636
72,14 70,71 77,14 75 75,31
-
3. The Result of Students’ Individual Score on the Third Cycle
No. Students Conten Organizatio Grammar( Vocabula Total Score CATEGORY

t (1-4) n (1-4) 1-4) ry (1-4)
1. AVW 3 3 3 3 30 75 Average to good
2. AF 2 2 3 3 30 75 Average to good
3. AB 2 2 3 3 30 75 Average to good
4. ARF 2 2 3 3 30 75 Average to good
5. BBG 2 2 3 3 30 75 Average to good
6. CAQ 4 4 3 3 34 85 Good to
excellent
7. CBH 4 4 3 3 34 85 Good to
excellent
8. DY 3 3 3 4 32 80 Good to
excellent
9. DUF 4 4 4 3 37 93 Good to
excellent
10. DSW
11. DMA 4 4 4 3 37 93 Good to

excellent
143
12. EVP 2 2 3 3 30 75 Average to good
13. FV 3 3 3 4 33 83 Good to
excellent
14. GKD 4 4 4 3 37 93 Good to

excellent
15. GH 4 4 3 3 34 85 Good to
excellent
16. GH 2 2 3 3 30 75
17. HM 4 4 3 3 34 85 Good to
excellent
18. I 2 2 3 3 30 75 Average to good
19. KRP 2 2 3 3 30 75 Average to good
20. MPT 4 4 3 3 34 85 Good to

excellent
21. MFM 4 4 4 3 37 93 Good to

excellent
22. NAR 4 4 3 3 34 85 Good to

excellent
23. NOP 4 4 3 3 34 85 Good to

excellent
24. NO 3 3 3 4 32 80 Good to
excellent
25. NR 4 4 4 3 37 93 Good to
excellent
26. OD 3 3 4 3 33 83 Good to
excellent
144
27. OHK 4 4 3 3 34 85 Good to
excellent
28. PC 4 4 3 3 34 85 Good to
excellent
29. PP 4 4 3 3 34 85 Good to
excellent
30. PRA 4 4 3 3 34 85 Good to

excellent
31. RAPN 3 3 3 4 33 83 Good to

excellent
32. RH 3 3 4 4 3 90 Good to
excellent
33. SEA
34. TP 3 3 3 4 30 83 Good to
excellent
35. VR 3 3 3 3 30 75 Averahe to good
36. YTA 3 3 3 3 30 75 Average to good
109 111 109 116 2807
80,14 81,61 80,14 85,29 82,56
C. APPENDIX III
1. Field Note Cycle 1
Date/Cycle : Monday, March 5th 2018/ Cycle 1
Time : 10.15-11.35
Class : X MIA 2
Number of students present : 34 145

(2 students were absent)
Aspects Descriptions
Students’ action: In building knowledge of the text:
- Students’ motivation  The male students were the most interested knowing that
- Students’ interest they were going to learn outside of the classroom
- Students’activeness  Most of the students were being curious about the next
activities that they would have.
 The students were showing their willingness to go to the
gathering place (school park).
 Most of the students were participated in guessing what
the topic of the lesson was.
 All of the students were active in collecting the data by
answering the guided questions about the school park.
Modelling and deconstructing of the text:
 Most of the students gave attention to the teacher’s

analysis about the language feature and noun phrase
with adjectives in some sentences of the factual
description.
 Some students were active and interested in raising their
hands when asked to analyse one of sentences in factual
description by the teacher.
 The students who were active and intereseted in paying
attention to the teacher were able to analyse the use of
present tense and noun phrase with adjectives in factual
description.
Joint Construction of the Text:
146
 The students were motivated in listening to the teacher’s
instruction.
 There were three group of students who always active in
determining the correctness of the sentences in factual
description.
 Most of the students were interested in determining how
many scores they would have.
 Most of the groups got high scores which made them
more motivated.
Independent Construction of the Text:
 About 8 people still were not motivated to write their own

The atmosphere of  Most of the students were fun and excited in doing
teaching and learning outdoor activities, especially the climbing grammar
process: mountain.
 Most of the students felt free and were not tense in doing
- Fun
the outdoor activities.
- Free
The problems that Building Knowledge of the Text:
appeared in teaching and
 The students took much time in wearing their shoes.
learning process:
 The students did not apply the line-up routine when going
to the park.
 The students took more than ten minutes in collecting the
data by answering the guided questions
147
 There were about six students who beefed about the hot
weather.
 Not all of the students could sit on the ground.
 The students did not sit in circle.
 The students’ motivation only appeared in the first minute
of the teaching and learning activity.
 The students asked some questions about the instructions

more than two times.
 The students were noisy when discussing the correctness
of the sentences in factual description with their friends.
 The line of the students was messy.
 There was one group who still confused to count their own
scores.
Independent Construction of the Text.
 There were few students who asked about how many

paragrpahs should be made because it was not in the
instruction.
Date/Cycle : Wednesday, March 14th 2018/ Cycle 2
Time : 10.15-11.35
Class : X MIA 2
Number of students present : 34 (2 one student joint “dispen”)
148
- Students’ motivation  Most of the students were excited when seeing the
- Students’ interest teacher walked toward them in the gathering place. It
- Students’ activeness could be seen when they called the teacher “Sir” loudly.
 The students were initiatively in making circles and
sitting on the small ground.
 Most of the students were active in gathering ideas by
doing the questioning.
 Most of the students were active in checking the factual

description.
 There were 3 students raised their hands to let their
friends and the teacher know that there were some parts
of factual description were not according to the
“questioning”.
 The students were motivated doing the peer review with
their friends in reviewing the factual description.
 The students did together the”editing” with friends in
their own circle.
 The students were excited to be in between the two parks

that they were going to describe that could be seen by
how the group of the students did not want to other
149
group know which one of the parks that they were going
to describe.
 The students were enthusiast when writing the
descriptive about the park that other group would guess.
 The groups of students actively wanted to be the first
ones to finish the writing.
 When the teacher said “time” as a sign that students
should stop their writing, they put the paper immediately
and excitedly. So, it made a bit noise.
 The groups of students were excited in putting the paper
in the middle of two parks.
 All of the students were motivated to do the independent

task.
 All of the students were interested in writing factual
description that could be seen how they ran to choose their
favourite park.
The atmosphere of  The students felt fun when they were being outside of the
teaching and learning classroom, it was proved by the teacher when asking them
process: about how they felt after the class was over.
 The students felt most fun when they were able to learn
- Fun and joyful
and play at the same time, “I understand the lesson fast
when the situation of learning and teaching felt fun and
not boring”. Most of the students agreed with that one
student’s statement.
150
 The teacher was late for 5 minutes to go to the gathering
learning process:
place, where the students already gathered.
 There was a student who did not have friends in doing the
peer review.
 The students were a bit noisy when doing the natural

writing, especially when they wanted to be the ones who
could put the paper on the park firstly.
 One group could not guess the park based on the factual
description that their mates made correctly.
 The teacher had a difficulty to controll all of the students.

- Students’ motivation  All of the students were already in the gathering place
- Students’ interest enthusiastically.
- Students’ activeness  The students were motivated in beginning the lesson, it
could be seen when they welcomed the teacher with
cheer.
151
 The students were active when the teacher asked them
to guess what they would do.
 Most of the students were active in gathering ideas by
doing the questioning, they even initiatively walked on
the park.
 There were female students in different groups were

arguing each other about a student’s statement when she
said that there was something had not been answered in
the text from guided question.
 The students were motivated and active doing the peer
review with their friends in reviewing the factual
description, it could be seen when a student walked to
ask her friends in another group about the text.
 The six group of students able to control their own group

 Most of the students wanted to be the first who put the
factual description on the park that they thought it suited
with the text.
 About twenty students their hands when the teacher told
them that their friends already correctly placed the text
on the right park or not.
 Almost two students in each group could explain which
details of the factual description which already be
written by them led to correct identification actively.
152
 Most of the students realized and could identify what
information was lacking in writing the factual
description.
 All of the students were motivated to write their own

 The students showed their excitement when writing the
factual description about the park which already based on
the teacher’s recording.
The atmosphere of  There was a female student said “is the class already over?
teaching and learning I did not realize, it was so fast!” and seem her friends felt
process: the same”
- Fun and joyful

 The teacher was being called by the administrative
learning process:
because there was a guest wanted to meet him, so the
students had to wait for him for a while.
 There were three male boys looked at other’s group work,

when doing the peer editing, and it made a little bit noise.
 There was a group who was too rush in doing the natural
writing.
153
 Few students were difficult to sit on the park with their
friends.
D. APPENDIX IV
1. Observation Checklist Cycle 1
OBSERVATION CHECKLIST TABLE
Date/Day :5th March 2018/ Wednesday
Skill : Writing
Observer’s name : Mustika Khairani
No. Teaching and learning activities/components observed Yes No
Pre-Activities
1. Teacher greets and checks students’ presence 
2. Teacher asks the students to implement line-up routine toward 
the gathering place.
3. Teacher asks the students to sit on the ground and make a cricle 
that consist of six.
4. Teacher shows and describe one of school parks at SMA N 9 
Pontianak to the students
154
5. Teacher tells the ability that students will master, “They are 
able to use simple present tense and noun phrase with
adjectives in writing factual description appropriately.
6. Teacher tells the activities that are going to be done, such as: 
- Five Sense Writing
- Natural Writing
Whilst- Activities
11 Teacher asks the students to collect the data about parks at 
SMA N 9 by answerig the guided questions, such as:
- How many parks does your school have?
- Where are the parks?
- What are the dimensions of the parks?
- What are the special features of the parks?
- How do the students arrange the parks?
12 Teacher and the students together make the factual description 
based on the answers of the guided questions.
13 Teacher guides the students to analyse the simple present tense 
sentences and the noun phrase with adjectives in factual
155
description about school parks based on the guided questions
which already answered.
14 Teacher asks the students to name their own group. 
15 Every groups of students are asked to determine whether the 
sentences in factual description that are given by the teacher are
correct or not. If it is not right, then they should be able to
correct them. If it is indeed correct, and the students can judge
the validity they will get the point.
16 Teacher asks the students to determine how many ertical 
feet/scores they are going to award.
17 Students are asked to re-write that factual description with the 
correct form.
Post-Activities
18 The teacher asks the students to write simple factual description 
by using simple present tense as language feature and noun
phrase with adjectives appropriately about one of their favorite
parks in the school individually.
20. The teacher collects the students’ works. 
156
Date/Day : March 14, 2018/ Wednesday
Skill : Writing
Pre-Activities
3. Teacher asks the students to sit on the ground and make a circle 
4. Teacher tells the ability that students will master to use simple 
present tense and noun phrase with adjectives in writing factual
description appropriately.
Whilst- Activities
5. Teacher asks the students to do a “Questioning” in gathering 
the ideas to write a factual description:
6 Teacher and the students together check the factual description 
wheter it already contains the answer of “questioning” or not.
157
7 Teacher asks the students to do a “Peer feedback” in reviewing 
the factual description
8 Teacher and the students are together do the “editing” toward 
the factual description.
9 Students do the Natural Writing in groups 
10 Every groups of students write a factual description about one 
of two parks at the school.
11. The teacher asks the students to put their own writing between 
the two parks.
12. The teacher calls ”time” as a sign that students should move to 
another park based on the teacher’s according.
13. The students read the description on the park that the students 
move to.
14. The students look at the park and place the written description 
that they think fits the object (park) on the park.
15. The students return to their first position when the teacher calls 
“time” again.
158
16. The teacher asks the students whether another group who 
already read their description place rightly the written
description on the right park or not.
17. The teacher discuss with the students about which details that 
led to the correct identification and find out what information
was lacking to make a correct choice ;or find out whether the
fault lay in the student’s failure to read the description
accurately or completely.
Post-Activities
by using simple present tense as language feature and noun
phrase with adjectives appropriately about one of their favorite
parks in the school individually.
19. The teacher collects the students’ works. 
Date/Day : March 21, 2018/ Wednesday
159
Skill : Writing
Pre-Activities
3. Teacher asks the students to sit on the ground and make a circle 
4. Teacher tells the ability that students will master to use simple 
present tense and noun phrase with adjectives in writing factual
description appropriately.
Whilst- Activities
5. Teacher asks the students to do a “Questioning” in gathering 
the ideas to write a factual description.
6 Teacher and the students together check the factual description 
wheter it already contains the answer of “questioning” or not.
7 Teacher asks the students to do a “Peer feedback” in reviewing 
the factual description in a group.
160
8 Teacher and the students are together do the “editing” toward 
the factual description.
9 Students do the Natural Writing in groups 
10 Every groups of students write a factual description about one 
of two parks at the school.
11. The teacher asks the students to put their own writing between 
the two parks.
12. The teacher calls ”time” as a sign that students should move to 
another park based on the teacher’s according.
13. The students read the description on the park that the students 
move to.
14. The students look at the park and place the written description 
that they think fits the object (park) on the park.
15. The students return to their first position when the teacher calls 
“time” again.
16. The teacher asks the students whether another group who 
already read their description place rightly the written
description on the right park or not.
161
17. The teacher discusses with the students about which details that 
led to the correct identification and find out what information
is lacking to make a correct choice ;or find out whether the fault
lay in the student’s failure to read the description accurately or
completely.
Post-Activities
and tells them to sit on the parks based on the teacher’s
recording.
11 The teacher collects the students’ works. 
162
E. APPENDIX V
1. Documentation Cycle 1
“ Minds On” stage of Five Sense Writing in Outdoor Activities process
could be seen below:
Students in group were reading the guided

questions together in order to make the factual
description before walking and looking at the Students started to observe and answer the
park at the same time. guided questions in order to guide them to write
the factual description, they did it in group.
163
2. Documentation Cycle 2
“The Action stage of Five Sense Writing in Otdoor Activities could be seen below:
This picture was taken by the writer when the The students wrote the text which should be
students did the natural writing, they seriously related about one of the parks.
observed in order to distingusih the other’s
group writing; which one of the parks matches
the text.
The teacher did the marking using graph in order to make

the students know their mistakes and how they solve it by
their own in writing the factual description. The teacher was
holding one of the student’s writings.
164
3. Documentations Cycle 3
After being in the park which was based on the teacher’s recording, the
students were told to place the written text on the park which they thought it
suited with the description.
Two of the groups’ writings were placed on the park by the students, and waited to be
decided by another group whether they placed the right text or not.
165
F. APPENDIX VI
1. Students’ writings cycle 1
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180

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Implementing Outdoor Activities to Improve Students’ Ability in

Writing Factual Description

(A Classroom Action Research to Year - 10 Students of “SMAN 9 Pontianak” in

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

(A Classroom Action Research to Year - 10 Students of “SMAN 9 Pontianak” in

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

enable to finish this thesis entitled “Implementing Outdoor Activities to Improve

Students’ Ability in Writing Factual Description (A Classroom Action Research on the

Tenth Grade Students of SMA Negeri 9 Pontianak in Academic Year 2017/2018)” as

one of requirements for obtaining Sarjana Degree Examination to English Language

Education Study Program, Language and Arts Education Department, Teacher

Training Education Faculty, Tanjungpura University.

seminar on research design.

c. Urai Salam, MCALL, Ph.D., the chairman of English Education Study

during her study at Teacher Training and Education Faculty of Tanjungpura

e. The staffs of Teacher and and Education Faculty of Tanjungpura University.

f. Ibrahim, M.Pd., the headmaster of SMAN 9 Pontianak.

Ghinna Dini Setiawati, Dintania Meydianda, Ahmad Lukmanul Hakim, Dhonny

readers especially students of English Education study program in Tanjungpura

Pontianak, August 2018

B. Research Problems ............................................................................................. 5

C. Research Purposes .............................................................................................. 6

D. Research Scope .................................................................................................. 7

B. Experiential Learning ....................................................................................... 15

C. Outdoor Activities ............................................................................................ 17

D. Factual Description .......................................................................................... 18

E. Teaching Writing of Factual Description by Five Sense Writing in Outdoor

CHAPTER III ....................................................................................................................... 26

B. Subject of Research .......................................................................................... 28

D. Technique and Tools of Data Collection ......................................................... 32

E. Techniques of Data Analysis ........................................................................... 34

B. Description of Cycle ........................................................................................ 48

2. Lesson Plan Cycle 2 ....................................................................................... 105

3. Lesson Plan Cyce 3 ........................................................................................ 122

B. APPENDIX II .......................................................................................................... 138

C. APPENDIX III ........................................................................................................ 145

3. Field Note Cycle 3 ......................................................................................... 151

D. APPENDIX IV ........................................................................................................ 154

2. Observation Checklist Cycle 2 ....................................................................... 157

2. Observation Checklist Cycle 3 ....................................................................... 159

E. APPENDIX V .......................................................................................................... 163

2. Documentation Cycle 2 .................................................................................. 164

3. Documentations Cycle 3 ................................................................................ 165

F. APPENDIX VI ........................................................................................................ 166

2. Students’ writings cycle 2 .............................................................................. 169

3. Students’ writings cycle 3 .............................................................................. 173

Table I: Guided Questions .......................................................................................... 23

learning English language that should be mastered by Foreign Language students.

The foreign language students’ problems in writing English appear because

both students and teacher to achieve the instructional objectives.

of the students could get the pictures.

able to write factual description appropriately, as well as mastering its social

culture, 2016). Unfortunately, the problems such as lacking of practices, enthusiasm

achieve that one of learning objectives.

especially the subject verb agreement.

In overcoming the problems, outdoor activity was offered as a teaching

technique to the year-10 English teacher at SMA Negeri 9 Pontianak. Outdoor

activity as a technique where the purpose is to “....foster learning through the

interplay between experience and reflection, based on practical observation in

is Five Sense Writing.

Five Sense Writing is not only expected to make students to be able to

communicate their ideas effectively. It is also able to make students to think

curriculum expectations of the implementation Five Sense Writing in learning

helpful at different stages in the writing process.