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APPLYING SFV (SENSORY DETAILS, FIGURATIVE LANGUAGE, AND
VIVID WORDS) TO DEVELOP STUDENTS’ WRITING OF
DESCRIPTIVE TEXT
(A Classroom Action Research at the Eighth Grade of SMP Muhammadiyah
17 Ciputat in Academic Year 2018/2019)
A Skripsi
Submitted to the Faculty of Educational Sciences in a Partial Fulfillment of
the Requirements for the Degree of Strata 1 (S.Pd.) in
Department of English Education
By
Gusti Fathia Cahyani
11150140000078
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
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ABSTRACT
Gusti Fathia Cahyani (11150140000078). Applying SFV (Sensory Details,
Figurative Language, and Vivid Words) to Develop Students’ Writing of
Descriptive Text (A Classroom Action Research at the Eighth Grade of SMP
Muhammadiyah 17 Ciputat in Academic Year 2018/2019). A skripsi of
Department of English Education, Faculty of Educational Sciences of State
Islamic University Syarif Hidayatullah Jakarta, 2019.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil An‘asy, M.Hum.
Keywords : Writing Descriptive Text, Sensory Details, Figurative Language,
Vivid Words
This study was carried out to develop the students‘ descriptive writing by using
SFV (sensory details, figurative language, and vivid words) at the Eighth Grade of
SMP Muhammadiyah 17 Ciputat in Academic Year 2018/2019. The subject of
this study was 8-D class which was consisted of 27 students. The method used in
this study was Classroom Action Research (CAR). The classroom action research
design which is applied in this study was a collaborative classroom action
research. It meant that the writer collaborated with the English teacher of SMP
Muhammadiyah 17 Ciputat as an observer and a collaborator. This study was
conducted by following Kurt Lewin model with several procedures; planning,
acting, observing, and reflecting. This study carried out in two cycles. Each cycle
consisted of two meetings and the data of each cycle was gathered through
observation, field notes, interview, and test. The test was analyzed by using
writing rubric. After applying SFV in the classroom and test was conducted, the
result showed that there was development of the students‘ writing descriptive text.
They were able to find ideas for the text, organize their descriptive text in a good
content, and the content was relevant to the topic and no longer lack of detail.
Moreover, it can be seen from their score in each cycle. The Minimum Mastery
Criterion or Kriteria Ketuntasan Minimal (KKM) of English lesson at the school
was 75 (seventy five). The students‘ mean score in preliminary study was 67.51
with 8 students or 29.62% of the students who passed the KKM. Furthermore, the
mean score in cycle one was 71.00 with 12 students or 44.44% of the students
who passed the KKM. Meanwhile, in cycle two, the mean score was 76.73 with 22
students or 81.48% of the students who passed the KKM. In conclusion, SFV
(sensory detail, figurative language, and vivid words) can develop students‘
writing of descriptive text.
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ABSTRAK
Gusti Fathia Cahyani (11150140000078). Menerapkan SFV (Detail Sensorik,
Bahasa Figuratif, dan Kata-Kata Hidup) untuk Mengembangkan Menulis
Teks Deskriptif Siswa (Penelitian Tindakan Kelas di Kelas VIII SMP
Muhammadiyah 17 Ciputat Tahun Akademik 2018/2019). Sebuah Skripsi
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019.
Penasihat I : Dr. Ratna Sari Dewi, M.Pd.
Penasihat II : Zaharil An'asy, M.Hum.
Kata kunci : Menulis Teks Deskriptif, Detail Sensorik, Bahasa Figuratif,
Kata-kata Hidup
Penelitian ini dilakukan untuk mengembangkan penulisan deskriptif siswa dengan
menggunakan SFV (detail sensorik, bahasa figuratif, dan kata-kata yang hidup) di
Kelas VIII SMP Muhammadiyah 17 Ciputat Tahun Akademik 2018/2019. Subjek
penelitian ini adalah kelas 8-D yang terdiri dari 27 siswa. Metode yang digunakan
dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Desain penelitian
tindakan kelas yang diterapkan dalam penelitian ini adalah penelitian tindakan
kelas kolaboratif. Artinya penulis berkolaborasi dengan guru Bahasa Inggris SMP
Muhammadiyah 17 Ciputat sebagai pengamat dan kolaborator. Penelitian ini
dilakukan dengan mengikuti model Kurt Lewin dengan beberapa prosedur;
perencanaan, tindakan, pengamatan, dan refleksi. Penelitian ini dilakukan dalam
dua siklus. Setiap siklus terdiri dari dua pertemuan dan data dari setiap siklus
dikumpulkan melalui observasi, catatan lapangan, wawancara, dan tes. Tes
dianalisis dengan menggunakan rubrik. Setelah menerapkan SFV di kelas dan tes
dilakukan, hasilnya menunjukkan bahwa ada perkembangan dari teks deskriptif
siswa. Mereka dapat menemukan ide untuk teks, mengatur teks deskriptif mereka
dalam konten yang baik, dan konten tersebut relevan dengan topik dan tidak lagi
kurang detail. Apalagi itu bisa dilihat dari skor mereka di setiap siklus. Kriteria
Ketuntasan Minimal (KKM) pelajaran Bahasa Inggris di sekolah adalah 75 (tujuh
puluh lima). Nilai rata-rata siswa dalam studi pendahuluan adalah 67,51 dengan 8
siswa atau 29,62% dari siswa yang lulus KKM. Selanjutnya, nilai rata-rata pada
siklus satu adalah 71,00 dengan 12 siswa atau 44,44% siswa yang lulus KKM.
Sementara itu, pada siklus dua, skor rata-rata adalah 76,73 dengan 22 siswa atau
81,48% siswa yang lulus KKM. Sebagai kesimpulan, SFV (perincian sensorik,
bahasa kiasan, dan kata-kata yang hidup) dapat mengembangkan penulisan teks
deskriptif siswa.
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ACKNOWLEDGEMENT
حيم حمن الر بســــــــــــــــــم هللا الر
In the name of God, the Beneficent, the Merciful.
First and foremost, there is no might or power except in God. Truly, the
writer is only a frail branch on the end of a tree that she is incapable to finish this
research without God‘s permission and help. Because of Him, she is stronger, be
optimistic, full of hope, and be better in facing every challenge that occurred
during the process of her study. His blessings enabled her to complete this study
successfully.
Countless salutations be upon the Holy Prophet Muhammad salallahu
‗alayhi wasallam (peace be upon him) whose way of life has been a continuous
guidance for the writer. Blessings of God be upon him, his family, his
companions, and his followers.
Following the teachings of Prophet Muhammad (peace be upon him) in
thanking people who did us a favor, the writer would like to thank several
individuals from whom she benefited in completing this study, and possibly her
success in this work was a result of their prayers to God Almighty and the
precious support.
Therefore, the writer would like to express her deepest appreciation to her
precious family, especially her beloved parents, Papa Ahmad and Mama
Sonawati, who have done the greatest favor for her, in continuously fostering and
cherishing her. Papa and Mama, they are irreplaceable. Thank you for standing
beside your daughter, for the better and worse of her, and through all the hard
times. To her elder brothers, thank you for every annoying word delivered to her.
She knows each word means love and support. Then, a furry special thanks is
mentioned to her over-cute cat, Cimit, who have faithfully accompanied her inside
her room when she wrote this thesis.
Furthermore, she also extends her appreciation to her beloved advisors,
Bundo or Mrs. Ratna Sari Dewi, M.Pd. and Mr. Zaharil An‘asy, M.Hum., for their
patience in guiding her and sincerely lead her to this phase. She enjoyed the
process and every moment was joyful. The kindness and knowledge that has been
given cannot be described by words. Their words are lessons and their reprimands
are mental booster. Thank you for the support, feedback, and firmness so this
study can be completed well.
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The writer also would like to express her sincere thanks and appreciation to:
1. Dr. Sururin, M.Ag., The Dean of Faculty of Educational Sciences.
2. Didin N. Hidayat, Ph.D., The Head of the Department of English Education.
3. Zaharil An‘asy, M.Hum., The Secretary of the Department of English
Education and the writer‘s second advisor.
4. Dedicated lecturers of Department of English Education for giving the writer
precious knowledge and experiences. Thank you for the motivation so the
writer survives in reaching dreams.
5. Drs. Sayuti Sufriatna, MM., The Headmaster of SMP Muhammadiyah 17
Ciputat. Thank you for supporting the writer in conducting her research at his
school and for motivating her to continue her study to the next level.
6. Didah Nuryatin, S.Pd. The English teacher of the eighth grade of SMP
Muhammadiyah 17 Ciputat.
7. The colorful students of 8-D class for supporting the writer to do the best.
8. All of the writer‘s dearest friends in the Department of English Education
2015, especially for the class ―B Aja Yakan‖, for all the memorable days.
9. The writer‘s support system ―On Cloud Nine‖ (this name was taken from an
idiom which means extremely happy); Nana, Teni, Adit, Tami, Awe, Rara,
Nia, Marsya, and Noer. They helped strengthen the writer, physically and
mentally. She is rain, which always needs clouds to drain water. She feels no
pain because she runs her university life with her friends together.
10. Everyone whose name cannot be mentioned one by one, the writer also would
like to extend her thanks for all the contributions they have given to the writer
during her research.
Finally, the writer admits that this research is far from excellent. Therefore,
constructive feedbacks, suggestions, and critiques are kindly welcomed for this
research. Hopefully, this research can be useful for its readers and further
research.
Jakarta, 28 October 2019
Gusti Fathia Cahyani
viii
TABLE OF CONTENT
TITLE PAGE
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI ........................................................ iii
ABSTRACT .......................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF CHARTS ............................................................................................ xiii
LIST OF APPENDICES ................................................................................... xiv
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Background of the Study ........................................................................... 1
B. Identification of the Problem .................................................................... 4
C. Limitation of the Study .............................................................................. 5
D. Formulation of the Problem ...................................................................... 5
E. Objective of the Study ................................................................................ 6
F. Significance of the Study ........................................................................... 6
CHAPTER II THEORETICAL FRAMEWORK .............................................. 7
A. Writing ........................................................................................................ 7
1. The Nature of Writing ........................................................................... 7
2. The Process of Writing .......................................................................... 9
3. The Purposes of Writing ..................................................................... 12
4. The Types of Writing .......................................................................... 14
5. Types of Writing Taught in Junior High School .............................. 16
B. Descriptive Text ........................................................................................ 17
1. The Definition of Descriptive Text ..................................................... 17
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2. The Parts of Descriptive Text ............................................................. 17
3. The Structure of Descriptive Text ...................................................... 18
4. The Language Features of Descriptive Text ..................................... 18
5. The Kinds of Descriptive Text ............................................................ 19
6. The Example of Descriptive Text ....................................................... 20
7. Writing Descriptive Text..................................................................... 20
C. SFV (sensory details, figurative language, and vivid words) .............. 23
1. The Definition of SFV ......................................................................... 23
2. The Function of SFV ........................................................................... 24
3. The Steps of SFV ................................................................................. 24
4. The Advantages of SFV ....................................................................... 24
D. Teaching Writing Descriptive Text by Using SFV ................................ 25
E. Previous Related Study ............................................................................ 31
F. Thinking Framework ............................................................................... 35
G. Action Hypothesis .................................................................................... 35
CHAPTER III RESEARCH METHODOLOGY ............................................. 36
A. Time and Place of the Research .............................................................. 36
B. Method and Design of the Research ....................................................... 36
C. Classroom Action Research (CAR) Procedures .................................... 38
D. Research Subjects..................................................................................... 39
E. The Writer’s Role in the Research ......................................................... 39
F. Data Sources ............................................................................................. 39
G. Research Instruments .............................................................................. 40
H. Technique of Collecting Data .................................................................. 41
I. Technique of Data Analysis ..................................................................... 44
J. Trustworthiness of the Research ............................................................ 46
K. Criterion of the Action Success ............................................................... 48
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................ 49
A. Findings in the Pre-implementation of the CAR ................................... 49
1. The Result of Observation .................................................................. 49
2. The Result of Interview ....................................................................... 50
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a. Interview of the Teacher ................................................................ 50
b. Interview of the Students ............................................................... 51
3. The Result of Pre-test .......................................................................... 52
B. Findings in the Implementation of the CAR.......................................... 55
1. CAR (Classroom Action Research) Cycle I ...................................... 56
a. Planning ........................................................................................... 56
b. Acting ............................................................................................... 57
c. Observing ......................................................................................... 59
d. Reflecting ......................................................................................... 61
2. CAR (Classroom Action Research) Cycle II ..................................... 64
a. Planning ........................................................................................... 64
b. Acting ............................................................................................... 65
c. Observing ......................................................................................... 67
d. Reflecting ......................................................................................... 68
C. Findings in the Post Implementation of the CAR ................................. 72
1. The Result of Post-Interview .............................................................. 73
a. Interview of the English Teacher .................................................. 73
b. Interview of the 8-D Class Students .............................................. 74
c. The Result of Observation Sheets .................................................. 75
d. The Result of Field Notes ............................................................... 77
e. The Result of Post-Action Test ...................................................... 78
D. Discussion of the Implementation of the CAR ...................................... 86
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 92
A. Conclusion ................................................................................................. 92
B. Suggestion ................................................................................................. 93
REFERENCES ..................................................................................................... 94
APPENDICES ...................................................................................................... 99
xi
LIST OF TABLES
Table 3.1. Assessment Rubrics for Writing ....................................................... 43
Table 4.1. The Students Score in the Pre-test .................................................... 53
Table 4.2. The Students Score in the Post-test 1 ............................................... 61
Table 4.3 The Students Score in the Post-test 2 ................................................ 69
Table 4.4 The Students’ Mean Score in Pre-test,
Post-test 1, and Post-test 2 .................................................................. 71
xii
LIST OF FIGURES
Figure 1. The six areas of writing process by Clouse ........................................... 10
Figure 2. SFV Descriptive Writing Model ............................................................ 28
Figure 3. Mind mapping of Zebra ......................................................................... 29
Figure 3.1. Kurt Lewin‘s CAR model ................................................................... 37
xiii
LIST OF CHARTS
Chart 4.1 The Result of Students’ Pre-Test ....................................................... 54
Chart 4.2 The Result of Students’ Post-Test 1 .................................................. 63
Chart 4.3 The Result of Students’ Post-Test 2 .................................................. 70
Chart 4.4 The Mean Score of Pre-Test, Post-Test 1, and Post-Test 2 ............. 82
Chart 4.5 The Percentage of Students who passed the KKM in the Pre-Test,
Post-Test 1, and Post-Test 2 ................................................................ 83
Chart 4.6 The Comparison Score of Pre-Test, Post-Test 1, and Post-Test 2 .. 85
xiv
LIST OF APPENDICES
Appendix 1. Classroom Action Research Timeline ............................................... 99
Appendix 2. Students‘ Name ............................................................................... 100
Appendix 3a. The Guideline of the Teacher Interview before CAR ................... 101
Appendix 3b. The Answer of the Teacher Interview before CAR ...................... 102
Appendix 4a. The Guideline of the Teacher Interview after CAR ...................... 106
Appendix 4b. The Answer of the Teacher Interview after CAR ......................... 107
Appendix 5a. The Guideline of the Students Interview before CAR .................. 109
Appendix 5b. The Answer of the Students Interview before CAR...................... 110
Appendix 6a. The Guidelines of the Students Interview after CAR .................... 113
Appendix 6b. The Answer of the Students Interview after CAR ........................ 114
Appendix 7a. Observation Sheets ........................................................................ 117
Appendix 7b. Observation Sheets Result ............................................................. 120
Appendix 8a. Field Note Guideline ..................................................................... 132
Appendix 8b. Field Notes Cycle 1 ....................................................................... 133
Appendix 8c. Field Notes Cycle 2 ....................................................................... 135
Appendix 9. Tests Instrument .............................................................................. 137
Appendix 10a. Lesson Plan of Cycle 1 ................................................................ 138
Appendix 10b. Lesson Plan of Cycle 2 ................................................................ 160
Appendix 11. Documentation .............................................................................. 182
xv
Appendix 12. Pictures of Students‘ Work ........................................................... 183
Appendix 13. Surat Pengesahan Proposal Skripsi .............................................. 185
Appendix 14a. Surat Bimbingan Skripsi Dosen 1 ............................................... 186
Appendix 14b. Surat Bimbingan Skripsi Dosen 2 ............................................... 187
Appendix 15. Surat Permohonan Izin Penelitian ................................................ 188
Appendix 16. Surat Pelaksanaan Penelitian ....................................................... 189
Appendix 17. References Examination Paper ..................................................... 190
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, plenty of studies have been conducted by modern linguists and
scholars to prove the importance of writing skill, especially for educational
function.1 Writing is important in expressing individuals‘ thought, helpful in
fostering communication, and for a particular subject, it is useful in developing
personal thinking skill. For academics, writing or written language is used
extensively to express their thoughts in order to communicate with teachers,
professors, and peers. Moreover, most of the professional communication is
managed by writing, such as proposals, memos, reports, applications,
preliminary interviews, e-mails, and more are part of the daily life of a college
student.2
As mentioned earlier, writing is important for educational function.
Therefore, writing is also taught at junior high school in Indonesia for English
subject. Variety of writing texts are mentioned in English syllabus, one of them
is descriptive text. Descriptive text learning aims to give students the ability to
explain and describe their ideas about certain thing in written text.3 Through
descriptive text, the students are able to give an explanation of something
objectively. Descriptive text in the syllabus is taught contextually. For
example, a student who lives in a tourist area is guided by a teacher to describe
and promote its environmental and culinary aspects. This text is learned not as
a final target, but as a tool to do activities in real life. For junior high school,
descriptive writing consists of short and plain text.4 Even though the text is
1 Blanka Frydeychova Klimova, The Importance of Writing, Indian Journal of Research,
2013, p. 9. 2 Ibid.
3 Isrina Fitri, Eripuddin, and Pipit Rahayu, An Analysis of The Students‘ Skill In
Writing Descriptive Text at The Eighth Grade Of SMPN 7 Tambusai Utara, Students Journal of
English Language Study Program Pasar Pengaraian University, 2017, p. 1. 4 KEMENDIKBUD, 2017, Silabus Bahasa Inggris Sekolah Menengah Pertama, p. 8.
2
simple, the students find many obstacles to create it. At SMP Muhammadiyah
17 Ciputat, the students explained the difficulties to find an idea for a text, how
to organize it, and the interference of their mother tongue in which contributes
the difficulties.
Similar to the explanation of SMP Muhammadiyah 17 Ciputat students,
Jeremy Harmer mentioned the writing skill is considered as the most
challenging and complicated language skill. It is because writing takes time
and includes thinking process widely. For example, in order to get writing
ideas, the students need time to brainstorm the ideas. After brainstorming, the
students need time to draft, review and edit so the result can be good enough.5
In other words, a writing process cannot be completed briefly. Furthermore,
Pratiwi stated the students‘ difficulties in writing English can be influenced by
the lack of many vocabularies, grammar, ideas, and written exercises. Bryne
also stated there are three categories of writing difficulties. There are
difficulties in physiology, linguistics, and cognitive difficulty. The first is
physiology difficulty. Physiology difficulty is a difficulty which focuses more
on the writers‘ difficulty because there aren‘t direct interaction and feedback
from the reader regarding written material or content composition. Then, the
second is the linguistic difficulty, which focuses more on linguistic aspects like
grammar, lexical unit, language use and choice of sentence. The last is a
cognitive difficulty which focuses on spelling, punctuation, capitalization and
paragraphing.6 In addition, in the process of writing, students have to utilize
their cognitive skill; they have to analyze their sources and then unite them in a
complete piece of writing.7
Many difficulties also occurred in the process of students‘ writing
descriptive text. A researcher who conducted a study about the difficulties of
writing descriptive paragraph found that there are many difficulties faced by
5 Jeremy Harmer, The Practice of English Language Teaching: Fourth Edition,
(Edinburgh Gate Harlow: Pearson Education Limited, 2013), p. 326. 6 Kristy Dwi Pratiwi, Students‘ Difficulties in Writing English, E-Journal IAIN Bengkulu,
2012, p. 5. Retrieved from http://www.ejournal.iainbengkulu.ac.id 7 Klimova, loc. cit.
3
the students, such as lacking vocabulary, confusing to differentiate between
physical appearance and personality, feeling difficult in understanding
grammar and finding new ideas. Those difficulties can be caused by many
factors. There are several factors influencing students‘ difficulties in writing a
descriptive paragraph, such as the lack of motivation in following English
activities, the environmental condition, the way the teacher teaches, and some
students feel lack of time to write.8
Regarding the existence of several difficulties as mentioned above,
actually, teachers can apply teaching descriptive writing strategies which can
be used as the solution. For instance, Cubing Strategy which consists of six
different perspectives as a cube is six-sided9; Imagery Strategy
10; Role,
Audience, Format, and Topic (RAFT) Strategy11
; Concept Circles Strategy12
;
Guided Writing Strategy13
; Think, Talk, and Write (TTW) Strategy14
; and
Sensory details, Figurative language, and Vivid words (SFV) that was
introduced by Spencer. Furthermore, according to Suriyanti & Yaacob,
Spencer‘s SFV strategy is the most detailed description of descriptive writing
strategies for EFL Learners. SFV is the acronym of sensory details, figurative
language, and vivid words. Those three aspects are fundamental in descriptive
writing. SFV consists of three processes; free writing, whilst writing and post
writing. First, it is a free writing process. The free writing process introduces
8 Pitri, Hidayatul, The Difficulties of Writing Descriptive Paragraph Faced by The Eight
Grade Students at SMP N 14 Kota Jambi, University of Jambi Repository, 2018 , p. 5. Retrieved
from http://www.repository.unja.ac.id/ 9 Jhonni Iskandar, Teaching Descriptive Writing by Using Cubing Strategy to The Eighth
Grade Students of SMP N 22 Palembang, Jurnal Pendidikan dan Pengajaran, 4(10), 2017, p. 56. 10
Fitria Ulfa & Rusdi Noor Rosa, Using Imagery Strategy in teaching writing a
Descriptive Text to Junior High School Students, Journal of English Language Teaching, 2(2),
2014, p. 101. 11
Teza Peby Alisa & Rusdi Noor Rosa, RAFT as Strategy for Teaching Writing
Functional Text to Junior High School Students, Journal of English Language Teaching, 1(2),
2013, p. 7. 12
Pahmi & Satriandri Yoskavia, Using Concept Circle Strategy on Students‘ Writing
Ability in Descriptive Text, Indonesian Journal of Integrated English Language Teaching, 2(1),
2006, p. 105. 13
Tian Lestari & Zainal Arifin, Teaching Writing A Descriptive Text By Using Guided
Writing Strategy, Jurnal Pendidikan dan Pembelajaran, 4(2), 2015, p. 7. 14
Riandi Riandi & Siti Nurfaujiah, The Influence of Think, Talk, and Write (TTW)
Strategy towards Students‘ Descriptive Writing Mastery, Journal of English Education Studies,
1(1), 2018, p. 60.
4
the techniques of brainstorming and mind mapping. Second, it is whilst
writing. It involves a detailed description of the descriptive writing elements.
In whilst writing, SFV (sensory details, figurative language, and vivid words)
is applied. Sensory details consist of the sense of sight, sound, taste, smell, and
touch. It allows readers to see the real objects that are described as if they can
touch, see, hear, and smell them. Figurative language, on the other hand,
consists of similes, metaphor, hyperbole, and personification. Lastly, vivid
words are specific words which entail in descriptive writing. Third, it is post
writing, which includes the processes needed after writing is done such as
revising and presenting the text.15
By applying SFV in teaching descriptive
writing, the description of a place, object or a person can be vividly created in
readers‘ mind.
Based on the explanation above, the writer assumes that SFV will
influence students to be familiarized with sensory details, figurative language
and vivid terms in describing something. Therefore, this issue is a useful
subject to be examined. So, the writer wants to conduct a research entitled
―Applying SFV (Sensory Details, Figurative Language, and Vivid Words) to
Develop Students‘ Writing of Descriptive Text (A Classroom Action Research
at the Eighth Grade of SMP Muhammadiyah 17 Ciputat in Academic Year
2018/2019)‖
B. Identification of the Problem
According to background of this study as stated above, here is the problem
identification:
1. Students of SMP Muhammadiyah 17 Ciputat find several obstacles in
creating descriptive text, such as the difficulties to find an idea for a text,
how to organize the text and the interference of their mother tongue.
2. Writing takes time and includes thinking process widely which means the
process of writing cannot be completed briefly.
15
Suriyanti & Yaacob, Exploring Teacher Strategies in Teaching Descriptive Writing in
Indonesia, Malaysian Journal of Learning and Instruction, 13(2), 2016, p. 76.
5
3. Students‘ difficulties in writing English can be influenced by the lack of
many vocabularies, grammar, ideas and written exercises.
4. In writing descriptive text, students are confused to differentiate between
physical appearance and personality, difficult to understand about
grammar, and difficult in finding new ideas.
5. There are several factors which are influencing students‘ difficulties in
writing descriptive paragraph, such as the lack of motivation in following
English activities, the environmental condition, the way the teacher
teaches, and some students feel lack of time to write.
6. SFV strategy is the most detailed description of descriptive writing
strategies for EFL Learners.
C. Limitation of the Study
This study is focused on teaching and learning process of writing
descriptive text by using SFV (sensory details, figurative language and vivid
words) as a strategy to develop students‘ writing of descriptive text at the
Eighth Grade of SMP Muhammadiyah 17 Ciputat in Academic Year
2018/2019.
D. Formulation of the Problem
According to the research background above, the writer formulates the
question for this research as stated below:
1. Can SFV (sensory details, figurative language and vivid words) develop
students‘ writing achievement of descriptive text at the Eighth Grade of
SMP Muhammadiyah 17 Ciputat in Academic Year 2018/2019?
2. How does SFV (sensory details, figurative language and vivid words) give
positive effect for teaching and learning process of writing descriptive text
at the Eighth Grade of SMP Muhammadiyah 17 Ciputat in Academic Year
2018/2019?
6
E. Objective of the Study
The objective of this study is to find how SFV (sensory details, figurative
language, and vivid words) develop students‘ writing of descriptive text at the
Eighth Grade of SMP Muhammadiyah 17 Ciputat in Academic Year
2018/2019.
F. Significance of the Study
By conducting this research, the writer hopes it can be beneficial for the
people who get involved, such as the teacher, the students and the readers. The
significance of the study is elaborated, as follows:
1. For the teacher
This research hopefully would be beneficial for the teacher in knowing
suitable strategy in teaching descriptive text and how far the students‘ ability to
produce descriptive text. So, the teacher may improve the lesson plan in
stimulating the students‘ motivation in learning English descriptive writing
because motivation is the most influence factor of SMP Muhammadiyah 17
Ciputat especially 8D students.
2. For the students
This research hopefully would be useful to help the students organizing
descriptive text, experiencing different way of learning, and recognizing SFV
as an important part of descriptive text. So, the students can improve their
knowledge over English descriptive writing.
3. For further researchers
The result of this study is expected to become a good inspiration for the
next researchers, specifically in teaching descriptive writing. Moreover,
hopefully this study becomes a good reference for those who want to conduct a
research for the same issues.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains about the nature of writing, the process of writing, the
purposes of writing, the types of writing, types of writing taught in junior high
school, the definition of descriptive text, the parts of descriptive text, the structure
of descriptive text, the language features of descriptive text, the kinds of
descriptive text, the example of descriptive text, writing descriptive text, the
definition of SFV, the function of SFV, the steps of SFV, the advantages of SFV,
teaching writing descriptive text by using SFV, previous related studies, thinking
framework, and the action hypothesis.
A. Writing
1. The Nature of Writing
Writing is productive skill. It is a skill where students have to produce
language themselves.1 It is also a process to transform thought and ideas into
a written form that can be used as an indirect tool of communication to others
to convey information.2 As explained by Tarigan, writing is a skill of
language which is used without having face to face interaction with other
people. In other words, writing is used to communicate indirectly.3 In
addition, based on Nunan‘s definition of writing, writing is the mental activity
of discovering ideas, finding out how to convey them, and organizing them
into information that will be clear to a reader.4 Furthermore, according to
Harmer, writing is a cooperative activity in which students can take
1 Jeremy Harmer, The Practice of English Language Teaching: Fourth Edition,
(Edinburgh Gate Harlow: Pearson Longman ELT, 2007), p. 265. 2 Leny Saili Rahmah, Improving Students‘ Score in Writing Descriptive Text Through
Think Talk Write Strategy, International Journal of English and Education, 6(4), 2017, pp.180 –
181. 3 Faisal & Krisna Suwandita, The Effectiveness of FRESH technique to Teach
Descriptive Paragraph, Journal of Education and Learning, 7(4), 2013, p. 240. 4 Gita Yolanda & Muhd. Al-Hafizh, ―Teaching Writing a Descriptive Text By Using
Toothpick Game to Junior High School Students‖, JELT (Journal of English Language Teaching),
3(1), 2014, p. 52.
8
advantage of the presence of others to make writing by involving them into
the writing process.5 For instance, in language class teachers ask students to
write their holiday experiences and the teachers divide them into groups so
the students can give feedback to each other, this cooperative way is more
constructive and detail than if the students working individually because
discovering ideas in writing can be challenging.
In addition to writing is a cooperative activity; it is also a process of
discovery. It involves a series of steps and the steps are not simple. Very
frequent, writers do not find writing ideas until they explore their thoughts in
writing. For example, students had been asked to write about a best or worst
outing class experience. Only after the students did some freewriting on good
and bad experience did the students realize the most interesting detail is on
the good experience of visiting a historical place, for example. Through this
process, the students discovered the writing main idea which is about
students‘ good experience in a historical place. The point is writing as a
process of sustained discovery cannot be done in a short amount of time. It is
never a one-step action. Besides, as a productive skill which involves
complicated process, writing needs to be put on frequent practices so a good
quality of writing will be reflected on its product.6
Supported by Ede‘s statement, writing is a process. She formulated an
analogy about how the writing process works by comparing writing and
sports. Firstly, writing and sports are both performance skills. Someone who
knows a lot about playing tennis without actually play tennis doesn‘t mean he
is a tennis player. Similarly, not only to be well understood, writing also is an
activity to be demonstrated and improved. Secondly, writing and sports both
require individuals to master complex skills and to perform these skills in an
almost infinite number of situations. Even though athletes have learned
specific skills, plays, or maneuvers, they can never perform them routinely or
thoughtlessly. Similarly, even though writers have learned the principles of
5 Harmer, op.cit., p. 328.
6 John Langan, College Writing Skills with Reading, (New York: McGraw-Hill, 2008), p.
13.
9
effective essay organization, for example, they still have to consider their
options and make new choices. That is why good writers do not rely on
formulas or rules but instead use rhetorical sensitivity to analyze and respond
to each situation. Thirdly, experienced athletes and writers know that a
positive attitude is essential. Next, to maintain a high level of skill, both
athletes and writers need frequent practice and effective coaching. Lastly,
experienced athletes and writers continually set new goals for themselves.
Athletes and writers who believe that they are either getting better or getting
worse continually set new challenges or goals for themselves and analyze
their performance. They look for opportunities to practice and they do not
measure their success by a grade, instead they see their activity always as
work in progress.7
From the explanation above, it can be concluded; firstly, writing is a
skill. Instead of a gift which everyone gets it naturally, writing is a process of
practicing, it is a learned skill. The more students practice writing, the better
they will write. The practices of writing can be done by doing cooperative
learning with other students who deal with the same writing issues, so the
writing process can be constructive and detail. Secondly, writing as a process
of discovery must be done by exploring thoughts. The more students explore,
the more they will find ideas to write. A continuing practice of writing will
produce a good written text.
2. The Process of Writing
The writing process is a series of steps that a writer completes from
general idea to completed and published work.8 According to LAS La Trobe
University as stated by Sarwono and Purwanto in English for Academic
7 Lisa Ede, The Academic Writer-A Brief Guide, (Boston: Bedford/St. Martin‘s, 2008),
pp. 36 – 37. 8 Evan Jay Gould & Judy Gould, The Writing Process and Conferences, (Dayton Ohio:
Lorenz Educational Press, 2015), p. 17.
10
Purposes, the basic process of writing can be divided into five steps as
follows9:
a. Question Analysis: identifying key instruction words, the topics and
specific aspects to be written.
b. Topic study: find sources supporting opinion.
c. Essay planning: Organize key ideas and related themes that will be
discussed.
d. Writing process: writing the ideas into the key elements of an essay.
e. Citation: Include references of sources used.
In addition, there are six areas in the process of writing stated by Barbara
Fine Clouse as follows10
:
Figure 1. The six areas of writing process by Clouse
In Figure 1, Clouse divided the six areas of writing process into two parts:
writer-based and reader-based. It represents a writer who considering two
points of view; they focused on what they want to write and what their
reader‘s need from their writing. In writer-based, the reader is still considered
and in reader-based, the writer‘s goal is also one of the concerns.
Furthermore, the six areas also divided into three parts; prewriting, writing,
and rewriting. Prewriting and writing are writer-based activity and rewriting
9 Jonathan Sarowono & Yudhy Purwanto, English for Academic Purposes, (Yogyakarta:
Penerbit Andi, 2013), p. 61. 10
Barbara Fine Clouse, The Student Writer-Editor and Critic, (New York: McGraw-Hill,
2008), pp. 34 – 35.
11
is reader-based activity. In addition, there is a nature of the writing process
that must be remembered; the six areas of writing process are not always
finished in sequence, instead, it can jump back and forth as the writing
process in progress.11
As the affirmation above, Clouse stated there are three parts of writing
process; prewriting, writing, and revising. Similar to Clouse, Faraj stated
there are five stages of writing; prewriting, drafting, revising, editing,
publishing, which are more easily understood by EFL classroom context.12
Stage 1: Prewriting
In prewriting stage, students take about 85% of writing time to plan
the first draft. This stage consists of some activities: a) choosing a topic, b)
gathering ideas which involve brainstorming, reading from sources to
gather information of the topic, and interviewing an individual who deals
with the topic, c) organizing ideas, d) defining a topic sentences, e)
outlining the draft from introduction, body, and conclusion.
Stage 2: Drafting
After planned out the ideas, the next stage is starting to draft the
writing. This is a stage where students do not need to focus on the errors,
such as incomplete ideas and mechanical mistakes. The aim of this stage is
putting the ideas into sentences.
Stage 3: Revising
As the word ―revision‖ literally means ―to see again‖, so the
students in this stage have to revise and improve their writing. Minor
grammar mistakes are not necessary to be corrected because the focus of
this stage is the content and organization of the writing. This stage consists
of two activities; self-revision and teacher‘s feedback. Self-revision means
students are going to read again their work on their own and making
changes if it‘s required. Meanwhile, teacher‘s feedback means the teacher
11
Ibid. 12
Avan Kamal Aziz Faraj, Scaffolding EFL Students‘ Writing through the Writing
Process Approach, Journal of Education and Practice, 2015, pp. 132 – 136.
12
give comments about the students‘ work to help them realizing their
mistakes. The students will leave their work to the teacher and it will be
given back to do self-revision again.
Stage 4: Editing
In this stage, the students try to make their writing readable
optimally. The focus of this stage is about capitalization, punctuation,
spelling, and grammar changes. This stage also consists of two activities;
self-editing and teacher editing. In self-editing, the students ensure by their
own whether their sentences, phrases, and words are as strong as possible.
Meanwhile, in teacher editing, the teacher does not edit the students‘ work
by his/her own. On the contrary, the teacher will use symbols to give sign
for each part that has to be edited by the students.
Stage 5: Publishing
In this stage, students deal with their final draft and they will
publish their writing. The reader of their writing is the teacher. However,
friends and family are also the audience which students can take advantage
from reading their work in front of them; a real communication between
readers and writers during writing process. The audience must give
responses so the students can increase and develop their confidence as the
authors.
From all the explanations from different experts above, it can be concluded
that the process of writing basically consists of stages begin with prewriting
and finished with publishing as the final stage. All stages simply the part to
arrange the introduction, body, and conclusion of a written text.
3. The Purposes of Writing
Purpose is the reason why a person composes a piece of writing. Purpose
can be a guideline to consider what focus topic of writing is, how form of
writing will be used, whether formal or informal style will be implemented,
how much written text should be, and what kinds of evidences should be put.
13
According to Langan, there are three most common purposes of writing; to
inform, to persuade, to entertain. The explanation as follows13
:
To inform: to provide information about a subject. Authors who
are writing to inform want to give facts that will explain or teach
something to readers.14
For example, an informative paragraph
about how to be a teacher with creative teaching begin, ―Before we
declare to be creative, we have to comprehend what is creative in
advance.‖15
To persuade: to convince the readers to stand at the same point
with the author‘s point of view on a subject. Authors try to
persuade the readers over their writing so the readers agree with
their statements. Authors who are writing to persuade may give
factual data, but their main aim is to argue or prove a point to the
readers.16
To entertain: to amuse and delight; to appeal to the reader‘s senses
and imagination. Authors write to entertain in various ways,
through fiction and nonfiction.17
As an addition, Copeland mentioned there are eleven different types of
purpose; to express, to describe, to explore, to entertain, to inform, to explain,
to argue, to persuade, to evaluate, to problem solve, and to mediate. In a piece
of writing, an author sometimes combines purposes. For example, a business
report will begin by providing information to the readers about economic
facts before the author try to persuade the readers to take action after reading
the information in which the part of the business report.18
13
Langan, op.cit., p. 167. 14
Ibid. 15
Sri Narwanti, Creative Learning-Kiat Menjadi Guru Kreatif dan Favorit, (Yogyakarta:
Familia, 2011), p. 3. 16
Langan, loc.cit. 17
Langan, op.cit., p. 168. 18
Matt Copeland, The Writing Content: Writer, Subject, Purpose, Audience, and Form,
(Kansas: Kansas State Department of Education, 2010), pp. 2 – 3.
14
Based on the explanation above, it can be pointed out that an author has to
know the reason why the writing should be done. In other words, the reason
or purpose behind the writing will determine the result of writing itself. By
determining the purpose which reflected the motivation of an author, it will
affect the readers about how the author conveys messages.
4. The Types of Writing
The types of writing mean writing has many genres and each genre has
different way of usage. Most sources mentioned 4 types of writing; narrative,
descriptive, exposition, and argumentative, but Langan named the types of
writing with ―Nine Patterns of Paragraph Development‖ which basically
consists of the same genres. The explanation as follows19
:
a) Exposition
Exposition is a type of writing provides information about a particular
subject and the information completed by explanation. The
development patterns of this type are examples (giving instances),
process (detailing a process of doing or making something), causes
and effects (analyzing causes and effects), comparison and contrast
(comparing and contrasting), definition (defining a concept or term),
division and classification (classifying or dividing something into
parts).
b) Description
Description is a verbal picture of a person, place, or thing.
c) Narration
In narration, a writer tells the story of particular occasion.
d) Argumentation
In argumentation, a writer tries to support a controversial point or
stand in a position on which there is a difference of statement or
opinion.
19
Langan, op. cit., p. 174.
15
Furthermore, Rofi‘i gives further explanation about the types of writing;
narrative, descriptive, exposition, argumentative20
:
a) Narrative
Narrative is the type of writing used to tell a story. Narrative tells
about what happened according to the setting of time and it has
conflict that is overcome. A narrative needs a plot which means it
needs an establishment of setting, an explanation of the challenge, and
the resolution of the challenge. Narrative is imaginative story but it
can be factual as well. The kinds of narrative, such as fairy stories,
fable, novel, short story, romance, etc.
b) Descriptive
Descriptive explains the way things look, feel, taste, smell, or sound;
it may also raise moods, such as loneliness, happiness, or fear.
Descriptive text provides description about a visual image of people,
place, etc. It is also possible to describe someone‘s personal traits or
character. It explains what a person or a thing is like.
c) Exposition
Exposition is a type to use for giving information or making
explanations. It includes editorial, essay, and informative and
instructional material. Exposition can be used to explain the process,
which is to tell how something is made or done.
d) Argumentative
Argumentative is used to persuade and convince readers. It is closely
related to exposition and is often found combined with it.
Argumentation is used to make a case, to prove or disprove a
statement or proposition.
20
Agus Rofi‘i, Improving Students‘ Motivation In Writing Descriptive Texts By Using
Mind Mapping Technique, ELT-Echo, 2(2), 2017, p. 152.
16
5. Types of Writing Taught in Junior High School
Based on curriculum 2013 in Indonesia, the English teaching is focused on
the improvement of students‘ competence. They are expected to be able to
use English in variety of context, both written and orally. One learning
approach which is focus to increase students‘ competence in using English
language is text-based learning. This learning refers to the function of
language and its use, which is a unity of meaning both oral and written. For
what is meant, a text is a unit of meaning that can consist of one word, such
as the word ―stop‖ on the side of the road, one phrase ―no smoking‖, and one
sentence in the form of announcement to one book. The text is learned not as
a final goal, but as a tool for carrying out various activities in real life. The
learning is designed to provide experience in using English texts. So, students
can understand and apply factual, conceptual, and procedural knowledge
related to visible phenomena and events, through speaking, listening, reading,
and writing activities in a concrete realm.
Moreover, text-based English learning supports learning in other subjects
in the curriculum. For example, descriptive text learning will develop
students‘ abilities in cultural arts subjects to promote tourism in Indonesia. In
addition, learning other types of texts will help students expand their
scientific insights about material in other subjects on international scale. At
this basic level, teaching material consists of simple short texts.
There are eight genres of short writing texts that have to be learned by the
students, such as descriptive, recount, narrative, procedure, report,
explanation, analytical exposition, and news item. The descriptive topic is
related to excursion place and popular historical building; the recount is about
personal experiences; the narrative is about Indonesian legend; the procedure
is about manual and tips; the report and explanation is related to technology,
natural and social symptoms; the analytical exposition is related to factual
issues; and the news item is related to informational literacy. Mastery of each
type of text includes three aspects, such as social function, text structure, and
17
linguistic elements which are determined and chosen based on the purpose
and context of the communication.21
Based on the explanation above, it can be concluded that the eight types of
writing taught in junior high school are aimed to improve students‘
competence contextually. Each type has distinct features that are useful for
students. From the eight types, the writer interested to research descriptive
text because it has some characteristics that makes it different with other
types. Furthermore, one of the types that should be taught in eighth grade in
junior high school is descriptive text which is relevant to this research
population.
B. Descriptive Text
1. The Definition of Descriptive Text
According to Langan, descriptive text is a text in which readers can see a
picture in words. It describes particular person, place, thing, etc.22
The
process of describing is done by providing their characteristics clearly in
sequence, begins with naming, classifying, and dealing with their attributes,
behaviors, functions, etc., so that the readers can possibly recognize what the
writer is writing about.23
In descriptive text, observing specific details that
appeal to the readers‘ senses (sight, hearing, taste, smell, and touch) is
required to make the words in descriptive text as vivid and real as possible. In
addition, a descriptive text needs sharp and colorful details.24
2. The Parts of Descriptive Text
There are three parts of descriptive text; communicative purpose,
rhetorical structure, and grammatical patterns. First, communicative purpose,
it is to describe an object both human and non-human. Second, rhetorical
21
KEMENDIKBUD, op. cit., pp. 1 – 3. 22
Langan, op. cit., p. 243. 23
Eko Noprianto, Student‘s Descriptive Text Writing in SFL Perspectives, Indonesian
Journal of English Language Teaching and Applied Linguistics, 2(1), 2017, p. 67. 24
Langan, loc.cit. p. 243.
18
structure, it consists of two parts (a) identification, it is statement that consists
of a topic to be described; (b) description, it is consists of the detail
description of the identified topic in identification. Third, grammatical
patterns, it is the usage of declarative sentence and present forms in
descriptive text.25
3. The Structure of Descriptive Text
According to Sarwono and Purwanto, descriptive text consists of three
parts. First, introduction part, which contains major aspects of the subject
discusses. Second, body part, it contains the description of aspect A, B, C,
etc. Third, closing part consists of conclusion.26
Besides, another source
stated the schematic structure of descriptive text is identification or general
statement and description. Identification or general statement is aimed to
introduce and identify specific participant such as a person, a thing, a place,
an animal, or an event. On the other side, description is structured to describe
the participant from its characteristics, personality, appearances, and habits or
qualities.27
4. The Language Features of Descriptive Text
Descriptive text contains some linguistics features as summarized
below28
:
a. Focus on specific participants as the main character;
b. Use present tense as dominant tenses;
c. Use linking verbs or relational process frequently (is, are, has,
have, belongs to) in order to classify and describe appearance or
qualities and parts or functions of the participant;
25
Sumarsih & Sanjaya, TPS as an Effective Technique to Enhance the Students‘
Achievement on Writing Descriptive Text, English Language Teaching Canadian Center of
Science and Education, 6(12), 2013, p. 109. 26
Sarowono & Purwanto. op.cit. p. 93. 27
Noprianto, loc.cit. 28
Ibid, pp. 67 – 68.
19
d. Use action verbs or material process and behavioral process in
giving additional description regarding action and behavior done by
the participants in text;
e. Use mental verb or mental process when describing feelings;
f. Use adjectives and adverbs to add information to nouns
(participant) and add information to verbs (actions) to provide more
detailed description about the topic;
g. Use adverbial phrases to add more information about manner,
place, or time and sometimes realized in embedded clause which
function as circumstances.
5. The Kinds of Descriptive Text
There are five types of descriptive writing paragraph29
:
1) Describing Process
Describing a process explains about how something is done, why
it is done, and what is needed to complete the process.
2) Describing an Event
In describing an event, a writer should memorize and remember
what happened in the event. As an example, an event of 2019
general elections, for the first time in Indonesia‘s history, the
president, the vice president, members of People‘s Consultative
Assembly (MPR), and members of local legislative bodies were
elected on the same day. In this case, someone has to explain all
details of the event, so the readers can imagine the real situation
and condition of the general elections at the time.
3) Describing a Personality
To describe a person, individual characteristic is one matter that
has to be recognized. Furthermore, it is entirely about physical,
emotional, moral, and intellectual attributes.
4) Describing a Place
29
Sumarsih & Sanjaya, op. cit., pp. 108 – 109.
20
Describing a place must be genuine as it is, such as describing a
museum, a waterpark, or an excursion place in the middle of
town.
5) Describing an object
In describing an object, providing its physical characteristic must
be accurate and objective, such as shape, size, age (whether
antique or modern), color, form, etc.
6. The Example of Descriptive Text
Below an example of descriptive text:
My Toy30
(Identification)
I have a toy. It is a doll, a bear doll, and I call it Teddy.
Teddy bear is an American origin. My dad bought it as a present
for my tenth birthday anniversary last year.
(Description)
The doll is small, fluffy, and cute. It has thick brown fur.
When I cuddle it, the fur feels soft. Because my Teddy bear is a
doll, I don‘t need to feed it. I wash it at laundry at least once a
month. Every night Teddy accompanies me sleeping. When I am
at school, Teddy stays in my bed. Teddy bear is really nice,
adorable, and charming toy. I love my Teddy bear very much.
7. Writing Descriptive Text
To write a descriptive text, the description has to be clear so the reader is
able to visualize in their mind, whether it is about how an object looks like,
smells, tastes, etc. Therefore, the descriptive text is organized based on how a
place, person, or object exists in the real world. Dealing with descriptive text,
30
Imelda Wardani, Hasan Basri, & Abdul Haris, Improving The Ability in Writing
Descriptive Text Through Guided-Questions Technique, E-Journal of English Language Teaching
Society (ELTS), 2(1), 2014, p. 3.
21
there are several points; the use of details, about objectivity and subjectivity,
about vantage point, and about creating clear dominant impression.
First, it is about details. The goal of using detail in writing descriptive
text is is to ensure if the description is specific. Specific detail is more
essential than labels. Instead of saying that someone is ―happy‖ or ―gloomy‖,
it is better to give details to make readers understand the reasons behind the
label; what does this person say or do which makes him or her deserve the
label? For example, this is a story about shopping on a special day opens with
a description of a happy shopper:
Last Friday afternoon, the day ritualized consumerism is traditionally at
its most frenetic, Alexx Balcuns twirled in front of a full-length mirror at the
Ritz Thrift Shop on West Fifty-Seventh Street as if inhabited by the soul of
Eva Gabor in Green Acres. Ms. Balcuns was languishing in a $795 dyed
mink parka her grandmother has just bought her. Ms. Balcuns is six.
-Ginia Bellafante, ―Staying Warm and Fuzzy during Uncertain Times‖
The author might simply wrote, ―A spoiled child admired herself in the
mirror.‖ Instead, she shows her subject twirling and ―languishing‖ in a ―$795
dyed mink parka and it seems the child was possessed by the soul of character
Eva Gabor. This detail is more vivid description. Moreover, sensory detail is
also essential because in addition to sights, it help readers to feel the taste,
hear the sound, odors, and physical sensations.
After the use of detail, second, it is about objectivity and subjectivity. A
description text can be written objectively, subjectively, or the mixture of
both. Objectivity means the text will be written down without personal
opinion or emotion. Meanwhile, subjectivity means the description allows the
author to involve his or her opinion and emotion. However, a description
better be written with objectivity because it shows how an object looks like in
the factual condition.
22
Third, it is about vantage point. Vantage point means a position where
somebody watches something. There are two kinds of vantage points;
stationary vantage point, moving vantage point, and multiple vantage point.
Stationary vantage point means someone describes a subject from one angle
only, as if he or she (and the readers) is a camera. Moving vantage point, on
the contrary, means someone describes what he or she saw as he or she
passed through a place, moving from one place to another. Lastly, multiple
vantage points mean the description to capture something from several
perspectives.
Last, it is about dominant impression. There is one aim in writing
description text, to create some dominant impression which consists the
overall feeling that individual add up to. It can be direct or implied
impression.31
Based on the explanation above, the writer concluded that all details,
vantage points, impression, and objectivity and subjectivity in description text
is a unity to make it as real as possible. These points can also be guidance for
a writer or author to create a good description about something or someone.
How good the description is depending on the writer, whether he or she
decides to describe it objectively, from any vantage point, or what impression
to deal with.
As an addition, there are many stages in writing descriptive text32
, (1)
creating a dominant impression; subjective and objective description, (2)
planning a paper of description; prewriting, determining the dominant
impression, and selecting a vantage point and transition, (3) drafting a paper
of description; drafting an introduction, developing a description, organizing
a description, and writing a conclusion, (4) revising a description.
31
Richard Bullock, The Norton Field Guide to Writing, (New York: W.W. Norton&
Company, 2006), pp. 285 – 292. 32
Betty Mattix Dietsch, Reasoning & Writing Well: Fourth Edition, (New York: McGraw
Hill, 2006), pp. 141 – 145.
23
C. SFV (sensory details, figurative language, and vivid words)
1. The Definition of SFV
SFV (sensory details, figurative language, and vivid words) is a strategy
which introduced by Spencer in 2005. First, it is sensory details. Sensory
details consist of sense of sight, sound, taste, smell and touch. Sensory details
in writing allow its readers to see the real objects that are being described as if
they can touch, see, hear, and smell them. Second, it is figurative language.
Figurative language consists of similes, metaphor, hyperbole and
personification. Similes are used to compare two different people, places or
things by using words ‗like‘ or ‗as‘, such as ―her beauty is like Cinderella’s‖.
Metaphors, on the other hand, are also similar to similes, but it doesn‘t use the
words ‗like‘ or ‗as‘. For example, ―Anny is a flower in my class”, the word
‗flower‘ means beautiful. Meanwhile, personification is to give human
characteristics to something that is not human, for example, ―his pen dances
on his book”. The word ―dance‖ refers to human characteristic, and the word
―pen‖ is considered a live object. Lastly, it is vivid words. Vivid words is
specific modifier, for example, in the sentence ―the price of the car is
expensive‖, the word ―car― is not vivid enough, so to make it become more
vivid, we have to modify the word ―car‖ into ―the red proton car‖ because it
vividly elaborates in greater detail the attributes of the car. Besides the SFV
itself, there are several steps or processes in SFV.
SFV is a strategy in teaching descriptive writing that consists of three
processes which are free writing, whilst writing, and post writing. In free
writing, brainstorming will be collaborated with mind mapping. In whilst
writing, SFV (sensory details, figurative language, and vivid words) will be
applied. Meanwhile, there are two activities in post writing; revising and
presenting the arranged text.33
33
Suriyanti & Yaacob, Exploring Teacher Strategies in Teaching Descriptive Writing in
Indonesia, Malaysian Journal of Learning and Instruction, 13(2), 2016, pp. 75 – 77.
24
2. The Function of SFV
According to Suriyanti and Yaacob, SFV contains essential aspects in
writing descriptive text. Since descriptive writing depended on details and
colorful language, describing things by using SFV will bring the things to
life. By describing a person, a place or an animal with vivid details, a writer
can create a descriptive scene in the readers‘ mind.34
3. The Steps of SFV
There are three steps in SFV; firstly, the free writing process, which
introduced the techniques of brainstorming and mind mapping. Secondly, the
whilst-writing, which involves the detailed description of the descriptive
writing elements. In the whilst-writing, SFV (sensory details, figurative
language, and vivid words) is applied. Thirdly, the post writing, which
includes the processes needed after writing is done, such as revising and
presenting the text.35
4. The Advantages of SFV
There are several advantages of SFV. First, SFV makes descriptive text
to be more details and colorful language to bring a subject to life. Second, by
describing a person, a place or an object with vivid details, a writer can create
a descriptive scene in the readers‘ mind. Third, students will be familiarized
with these terms by providing plenty of vivid examples.36
In addition, since
mind-mapping is the part of SFV steps, it has several benefits as well. Firstly,
mind-mapping in descriptive writing is an enjoyable way. It could help
students to improve their writing skill in writing descriptive, such as
enriching vocabularies, increasing creativity, arranging sentences, and
organizing ideas.37
34
Ibid. 35
Ibid. 36
Suriyanti & Yaacob. op.cit, pp. 76-77. 37
Alma Prima Nurlaila. (2013). The Use of Mind Mapping Technique in Writing
Descriptive Text. Journal of English and Education, 1(2), p. 14.
25
D. Teaching Writing Descriptive Text by Using SFV
Before explaining how to teach descriptive text by using SFV, the writer
wants to provide explanations regarding the roles of teacher in teaching and
teaching writing.
When it comes to teaching, some people use the term facilitator to describe
teacher in the class. Teachers as facilitator means one who is democratic, one who
fosters learning independence through the use of groupwork and pairwork, and
one who tend to act as a resource rather than a transmitter of knowledge.
However, instead of using the term facilitator, it is more valuable to describe
different teacher roles in the classroom, as follows38
:
a) Controller
Teacher as controller means he or she leads the class from the front.
Teachers as controller are identical with the job as the transmission of
knowledge from themselves to the students. The teachers who act as a
controller give instruction to the class with their knowledge and charisma.
However, not all teachers have the charisma and their transmission teaching
tend to have fewer advantages. First, the students will have less opportunity
to explore learning by focusing only to the teachers. Second, when the class is
acting as a whole group, fewer individuals have a chance to speak up. Third,
over dependence on transmission learning will cause the lack of variety in
activities and classroom climate.
b) Prompter
To become a prompter means helping the students when they find
obstacles in a role-play activity for example, without taking charge over the
activity. This is because teachers have to encourage the students to think
creatively. Instead of hanging on the teacher‘s command, it is better to give
suggestion for the students. When a teacher prompts, it has to be encouraging,
supportive, and wise. Wisdom is essential because the teacher doesn‘t have to
be persisting, instead let the students to take initiative themselves.
38
Jeremy Harmer, op. cit., pp. 108 – 110.
26
c) Participant
To be a participant means, as an example, in a group discussion, there are
times when teachers act not only as the one who offer feedback or correct
mistakes, but also join in the activity with teachers‘ own right. There are
positive reasons to participate in the activity, such as the discussion become
more alive rather than organize the activity from the outside. When it goes
correctly, students enjoy having teachers with them and it is enjoyable for
teachers to act as participant rather than as resource. However, if the teachers
act as a participant, there is a possibility that students will be dominated
especially teachers have more English skills than the students do. The
teachers will get more attention than the other students.
d) Resource
Meaning of teachers as resource is not answering every question from the
students. Instead, when students need to ask or want to know information,
teachers offer guidance as to where students can go to look for that
information because it is essential to encourage students to become more
independent in their learning so they can use resource material for
themselves. As resource, teachers have to be helpful and available, but at the
same time not to make students over-reliant to the teachers.
e) Tutor
Acting as a tutor means combining the roles of prompter and resource. It
can be a difficult job in a very large group since the term of tutor implies an
intimate relationship between teachers and students. However, acting as a
tutor can be implemented by going around the class, staying briefly with a
particular group or individual when students are working in small groups or
in pairs, and give guidance to students about the topic being discussed.
In the case of teaching writing, teachers have specific roles, as follows39
:
a) Motivator
39
Harmer, op. cit., p. 330.
27
In writing task, one of the important roles of a teacher is to motivate and
encourage the students to make maximum effort for maximum benefit.
Besides, creating the right conditions for students to find ideas and
persuading them about the usefulness of writing activity is also the roles of a
teacher as motivator.
b) Resource
A teacher should be ready to supply information and language to the
students during the writing tasks. Thus, teacher must be ready to check the
progress of the students and offering advice or suggestions in a constructive
way.
c) Feedback Provider
In giving feedback to the students, teacher should respond encouragingly
and positively to the content of students‘ writing tasks. Besides responding,
the teacher can also give correction by using symbols or codes to indicate the
errors or involving other students to peer review so the students are
encouraged to monitor each other.
Based on the explanation above, it can be concluded that the roles of
teacher during writing process is more specific and relevant to the writing
itself. However, teachers must consider their roles based on the students need.
Especially in writing, one of the principal roles is to become motivator since
writing can be complicated, takes time, and lead the students to be in a zigzag
journey.
As mentioned earlier, SFV has three steps and each step has its own parts
as seen in the picture below40
:
40
Suriyanti &Yacoob, loc. cit.
28
Figure 2. SFV Descriptive Writing Model (Spencer: 2005)
a. In free-writing, teachers guide students to brainstorm ideas starting from
finding main ideas until developing the main ideas into supporting details.
Firstly, the students are given guidance to create a list of ideas and details
related to the subject being discussed. The focus is on neither the grammar
nor selecting major and minor details; it is only about exploring what to
write since finding ideas is challenging if students are not accustomed in
writing. In other words, the goal is to accumulate raw material about the
subject.41
It can be started from simple questions, for example about
animal, ―What is my favorite animal?‖ ―What animal interest me the
most?‖ After that, students have to decide ―Which part of the animal is
specific and vivid to be developed into paragraph?‖ These questions are
helpful to make students recognize about the topic. In order to make
brainstorming easier, students are guided to create mind map so it can be
41 Langan, op. cit., p. 22.
29
easier to organize the ideas. Below the example of mind map about
Zebra42
:
Figure 3. Mind mapping of Zebra
Based on the picture above, Zebra is the main topic of the mind map.
Furthermore, it is focus on the part of Zebra, such as the physical
appearance, reproduction, food, and its habitat. Moreover, it is
specifically listed that the physical of Zebra consists of black and white
stripes, four legs, rounder ears, and eyes on the side of its head; and so
forth.
b. In whilst-writing, students are guided by teacher to explore sensory details.
Sensory details involve the human five senses, such as see, sound, smell,
taste, and touch. If it‘s about Zebra, then the students have to explain how
the Zebra looks like; its sound, whether it is barking or braying; its smell,
it may has a distinctive smell of chewed grass; etc. After that, the list of
sensory details is described by using figurative language, such as ―The
Zebra greeted me by making high-pitched noise.‖ There are many kinds of
42
http://qwertylink4091.blogspot.com/2013/05/contoh-rpp.html?m=1 (Accessed on July,
5th
2019 at 11:08 AM).
30
figurative language, such as simile, metaphor, personification, hyperbole,
alliteration, and onomatopoeia. In this sentence, personification is used
because human feature is given to the Zebra in ―The Zebra greeted‖. It is
supposed to be human who can greet somebody, not an animal. Besides,
figurative languages may be difficult for students to be explored. So,
teacher can give example in advance by using more examples of
descriptive text from internet or book sources, and encourage the students
by analyzing figurative language from movie or songs. Popular culture can
be more interesting to engage the students‘ attention.43
However, not all
sentences in the students‘ descriptive text demand figurative languages. At
least their written text contains of figurative languages that have been
learned. Lastly, teacher asks students to use vivid words in describing the
Zebra. For instance, ―The Zebra‘s tail fluttered its rear body‖ or ―The
smallest Zebra gobbled all of its food until it remained‖. Rather than using
―eat‖ to describe the starving Zebra, ―gobble‖ explains it better and
vividly. In asking students to use vivid words, teacher can give them lists
of related vivid words or let them use online and offline dictionary so they
are able to explore the words by themselves.
c. In post-writing, feedback is given by teacher after the writing task has
been completed. In this stage, mistakes and errors are highlighted and
corrected, and suggestions for improvement are provided. Furthermore,
teacher can ask students to do collaborative work by giving correction and
feedback to their classmates. In revising the text, it may not finish at once
because the students may revise, re-plan, redraft, and edit again their
writing before they represent it in front of the class.44
After all the revision
has been done, the teacher asks students to read aloud their writing to their
classmates, whether in front of the class or in a group.
43 https://www.readingandwritinghaven.com/11-ideas-for-teaching-figurative-language-
meaningfully/ (Accessed on July, 5th
2019 at 11:57 AM). 44
Anabela Reis Alves, Process Writing, 2008, pp. 11 –12, (Retrieved from:
https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/languageteaching/AReisAlvesProcessWritingLTM.pdf on July 5th
, 2019 1:01
PM).
31
E. Previous Related Studies
Researchers have conducted study with the same theme or problem, but the
writer takes five previous related studies which are relevant to SFV.
The first previous related study was conducted by Sufatmi Suriyanti and
Aizan Yaacob entitled ―Exploring Teacher Strategies in Teaching Descriptive
Writing in Indonesia‖. The study examined teacher strategies used by EFL
teachers in teaching descriptive writing to junior high school students in Delitua
North Sumatera, Indonesia. In conducting the research, the qualitative data were
obtained from observations, interviews and student writing. An intervention
conducted with four teachers for four months to enhance the teaching of writing
strategies by using SFV which was introduced by Spencer in 2005. The data were
recorded, transcribed verbatim and analyzed using thematic coding. The research
found that the teachers used limited strategies in teaching writing due to their lack
of knowledge and understanding of the writing approaches. However, after the
writing intervention, they improved their instructional strategies by incorporating
richer writing descriptions which contained sensory details, figurative language
and vivid words which are part of SFV.45
This research inspired the writer to
conduct the study about developing students‘ writing descriptive text by using
SFV. Since SFV is more detail than other strategy, the writer assumes students
can learn how to write descriptive text in a better way so their descriptive writing
can be developed.
The second previous related study was conducted by Zuhratul Aini with the
title ―The Exploration of The Analysis on Teaching Strategies of Descriptive
Writing (the comparative between public school and private English course)”.
The study aims at finding out the strategies used by teachers in teaching writing
descriptive text at private English courses and schools in Banda Aceh. This study
used qualitative research design through pre-observation interview, classroom
observation, post observation interview, and document analysis to collect the data.
The data were analyzed by using Miles and Huberman‘s technique ranging from
45
Suriyanti & Yaacob, op.cit, p. 71.
32
data reduction to conclusion. The result shows that the strategies used by the
teacher in teaching writing descriptive text vary, such as brainstorming, mind
mapping, discussion, working in groups, and analyzing the picture. Using these
strategies to teach descriptive writing is helpful to make students active in the
class without feeling bored with the lesson.46
Brainstorming and mind mapping
are relevant with the part of SFV which is the variable of the writer‘s study.
The third previous related study was conducted by Elfrida Br. Silalahi entitled
“Improving Writing Descriptive Paragraph by Using Mind Mapping Technique
and Brainstorming Technique at SMK Methodist 8 Medan”. The objective of this
study was to discover whether the use of mind mapping technique and
brainstorming technique could significantly improve students‘ ability in writing
descriptive paragraph. This study was applying Classroom Action Research which
was carried out in two cycles and the subject was two classes consist of 20 and 27
students. The first class was for conducting mind mapping technique and the other
class was brainstorming technique. The quantitative data were collected by giving
descriptive tests and calculating the mean of students‘ scores. The mean scores of
the students were always improved from cycle one to cycle two. The result of
applying mind mapping technique and brainstorming technique for the students
were they are more active and more enthusiastic during the teaching and learning
process in the second cycle than the first cycle. It was showed that the use of mind
mapping technique and brainstorming technique significantly improved students‘
ability in writing descriptive paragraph.47
The similarities of this study with the
writer‘s study are the use of Classroom Action Research and the implementation
of mind mapping technique and brainstorming technique. Both techniques are the
part of SFV. Meanwhile, the difference of this study with the writer‘s study is the
subject. This study was taking two different classes to apply the technique of mind
mapping and brainstorming while only one class is needed for the writer‘s study.
46
Zuhratul Aini, The Exploration of the Analysis on Teaching Strategies of Descriptive
Writing (the comparative between public school and private English course), (Undergraduate
thesis, Ar-Raniry State Islamic University Darussalam, Banda Aceh), 2018. 47
Elfrida Br. Silalahi, Improving Writing Descriptive Paragraph by Using Mind Mapping
Technique and Brainstorming Technique at SMK Methodist 8 Medan, The Explora Journal of
ELT and Linguistics, March 2016, 2(1), p. 1.
33
As an addition, this study involved SMK (vocational high school) students while
the writer applied SFV in junior high school.
The fourth previous related study was conducted by Agus Rofi‘i with title
“Improving Students’ Motivation in Writing Descriptive Texts by Using Mind
Mapping Technique”. This study involved a class of third semester students of
English Department. The class had 35 students and the situation of the class
during teaching and learning descriptive writing was boring. Students had low
motivation and almost all of them looked confused with what they had to study.
Especially when they had to construct descriptive text, they had hard time to do it.
Thus, this study was done through three cycles of Classroom Action Research to
result significant improvement. Based on the finding of this study, the result of the
students‘ writing from the pre-cycle to cycle 1 increased 2.96% from cycle 1 to
cycle 2 increased 3.95%, and from cycle 2 to cycle 3 increased 5.26%, it means
that from the initial condition to the third cycle had the significant results.
Furthermore, the use of mind mapping technique was able to make the students
enjoy the writing activities. The students felt happy when joined the writing
activities because the technique gave much contribution towards the improvement
of the students‘ motivation. Besides, the implementation of the technique was
interesting and helped the students‘ in expressing their ideas, thoughts, and
feelings on paper.48
The mind mapping technique in this study is relevant to the
mind mapping of SFV. The difference of this study with the writer‘s study is on
the cycle of the CAR. This study conducted with three cycles of CAR while the
writer‘s study completed the study in two cycles.
The fifth previous related study was conducted by Refri Nisa with title ―The
Influence of Using Five Senses Technique Towards Students’ Descriptive Text
Writing Ability at the Eighth Grade of SMP PGRI 6 Bandar Lampung in the
Academic Year of 2017/2018”. Most of students at the eighth grade of SMP PGRI
6 Bandar Lampung were 62% got under the criteria. Thus, this study was
conducted to know whether there is significant influence of using five sense
technique towards students‘ descriptive text writing ability at the eighth grade of
48
Agus Rofi‘i, op. cit., p.155.
34
SMP PGRI 6 Bandar Lampung. The research methodology used was experimental
method. So, there are two classes; an experimental class and a control class. In the
experimental class, the researcher used five sense technique, whereas in the
control class the researcher used free writing. Each class received the same pre-
test and post-test. The population of this research was the eighth grade of SMP
PGRI 6 Bandar Lampung in the academic year of 2017/2018 and the samples of
this research were two classes consisting 60 students. After testing the hypothesis,
the results was that there is an influence of using five sense technique. From the
data analysis computed by using SPSS, it was obtained that Ha is accepted
because Sig < = 0.05. It means there is significant influence of using five sense
technique towards students‘ descriptive text writing ability.49
The similarity of
this research with the writer‘s research is both using five sense consist of see,
sound, smell, taste, and touch or in the writer‘s study, it is called as sensory
details. Since describing subjects need clear descriptions, five sense or sensory
details is useful to give details about the subjects. Meanwhile, the difference of
this study with the writer‘s study is the method of research. Experimental method
doesn‘t need any cycle to be applied while Classroom Action Research does.
Experimental method needs two classes for experimental and control class while
CAR needs only one class to be deeply observed and improved.
Based on the five studies above, they showed that SFV and its parts were
helpful for students in developing their writing skill, especially descriptive
writing. In this research, the writer is going to conduct the study about applying
SFV (sensory details, figurative language, and vivid words) to develop students‘
writing skill of descriptive text. Through this strategy, the writer wants to give
easiness to the students in writing descriptive text by using SFV.
49
Refri Nisa, ―The Influence of Using Five Senses Technique Towards Students‘
Descriptive Text Writing Ability at the Eighth Grade of SMP PGRI 6 Bandar Lampung in the
Academic Year of 2017/2018‖, Skripsi, (Bandar Lampung: State Islamic University Raden Intan
Lampung, 2017), p. ii.
35
F. Thinking Framework
Writing is an important skill that students have to learn at school, especially
descriptive writing. Besides its position in curriculum, it is important because in a
lot of activities, describing things becomes a part that cannot be avoided, such as
in higher education institution and work place. Unfortunately, students find the
activity of creating descriptive writing is challenging since it takes time, the
students are lacking of vocabulary, grammar, and lacking of idea especially in
organizing the text. Thus, teacher has to find way of teaching descriptive writing
that could help the students to be easier in arranging descriptive text.
Actually, there are a lot of ways to teach descriptive writing. For instance,
four-square writing method, discovery teaching procedures, the sentence builder
strategy, AWT (ask, write, and throw), SFV (sensory details, figurative language,
and vivid words), etc. However, according to Suriyanti and Yaacob, SFV is the
strategy which makes descriptive writing more alive and detail. It is because SFV
contains essential part of descriptive writing, such as vivid words and words from
five senses –sight, smell, sound, taste, and touch.
By applying SFV, the students are expected to get much input of figurative
language, vivid words, and sensory details. Besides, they will be helped by SFV
because it consists of fun way such as mind-mapping technique. Therefore, the
students have many opportunities to create descriptive writing in easier way until
they present their works in front of the classroom. So, it can be assumed that SFV
can develop students‘ writing of descriptive text.
G. Action Hypothesis
The action hypothesis in this research is formulated as follows: SFV strategy
can develop students‘ writing skill of descriptive text at the eighth grade of SMP
Muhammadiyah 17 Ciputat.
36
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes time and place of the research, method and design of
the research, subject of the research, the writer‘s role in the research, data and data
sources, research instruments, technique of collecting data, technique of data
analysis, trustworthiness of the research, and criterion of the action success.
A. Time and Place of the Research
This research was conducted at SMP Muhammadiyah 17 Ciputat in Ir. H.
Juanda Street, number 211, Ciputat, South Jakarta in academic year 2018/2019.
This research was carried out for about two months. It was from Tuesday, March
21st 2019 and ended on Thursday, May 9
th 2019.
B. Method and Design of the Research
The methods used in this study were qualitative and quantitative method.
Furthermore, the design of this study was classroom action research (CAR). It is
called CAR because it is applied in the classroom. According to McNeiff, CAR
can be defined as a term which refers to a practical way of looking at teachers‘
work by their selves. Because action research is done by the teachers or the
practitioner, it is often referred to as practitioner based research; and because it
involves the teachers‘ thoughts and work reflection, it can also be called a form of
self-reflective practice.1 It means CAR is a reflective study to find the cause of a
problem, so the problem can be solved in learning activity. In other words, by
using CAR, solution for the problems could be identified. The solution could be
on the strategy or technique in teaching or the quality of teaching and learning
process in school.
The writer was collaborated with the English teacher to conduct the research
by using CAR. Then, several interviews were used to take information about the
1 Alek, Classroom Action Research, (Ciputat: UIN Jakarta Press, 2016), p. 126.
37
teacher‘s and students‘ responses in teaching and learning process. Next, the
observation was done to take the data of the teacher‘s and students‘ performance
in teaching and learning process. After that, tests that consist of post-action test 1
and post-action test 2 were done to know the students‘ writing development of
writing descriptive text through SFV strategy.
Research design applied in this study was introduced by Kurt Lewin in 1946.
The design consists of four phases; planning, acting, observing, and reflecting.
The Kurt Lewin‘s design looks like the following chart:
Figure 3.1 Kurt Lewin’s CAR model
38
C. Classroom Action Research (CAR) Procedures
Based on the chart above, the writer was using the CAR by Kurt Lewin‘s
design consists of four phase; planning, acting, observing, and reflecting. To tell
what happened in each phase, the writer would like to give explanation of each
phase. The following is the explanation:
1. Planning Phase
After identifying the students‘ problem in writing by interviewing the teacher
and students, observing the class, and giving a pre-test, the writer organized the
planning before it is implemented in the classroom. The planning consists of all
the CAR requirements. For instance, lesson plan, learning material, observational
guidelines, and the post-test. In this phase, possible obstacles for the CAR
implementation have to be considered. By anticipating the obstacles in advance,
the implementation of CAR is expected to be suitable as its hypothesis.2
2. Acting Phase
This phase is an implementation of the arranged plans and it will be done in
the classroom. In this phase, the writer applies the lesson plan that has been made.
It was teaching descriptive text using SFV strategy. The writer teaches the
definition and the function of descriptive text in the first meeting of the first cycle.
Next, the writer reviews the previous lessons and it is still about descriptive text in
the second meeting. The last meeting, the students were asked to write descriptive
text. The next cycle is also considered consists of the same actions but using
different theme or topic.
3. Observing Phase
Observation activity was carried out together with the implementation of the
action phase. While the process of teaching and learning is taking place, the
collaborator or the teacher observes the writer‘s performance, the class situation,
and students‘ responses. At the end of cycle 1, the students are given a post-test 1
with purpose to know whether or not the students make any progress toward
writing descriptive text development. In other words, observing phase was
conducted at the same time with action phase.
2 Ibid, p. 112.
39
4. Reflecting Phase
After getting the result of post-test 1, the writer analyzed its result together
with the result of pre-test. After that, the writer and the teacher discussed about
the implementation of the action. In other words, the teaching and learning
process was evaluated. Next, the writer made some modification to revise the
founded obstacles that occured in the first cycle and then conducted cycle 2.
D. Research Subjects
The research subjects were the students in the eighth grade of SMP
Muhammadiyah 17 Ciputat in academic year 2018/2019. There were four classes
of eighth grade students and the writer chose only a class in which their ability in
writing descriptive text significantly needs to be developed, it is 8-D which
consisted of 27 students.
E. The Writer’s Role in the Research
In conducting this action research, the writer did a collaboration work with
the English teacher of SMP Muhammadiyah 17 Ciputat. After arranging and
coordinating the research plans with the English teacher, the writer will apply the
strategies in the classroom. During the research, the writer played multiple role.
She positioned herself as the teacher and the observer. Firstly, as the teacher who
worked outside the classroom, she had to design required lesson plans along with
the teaching strategies. Then, as the teacher who worked in the classroom, she had
to implement the prepared lesson plan to the students. Furthermore, while doing
the teaching and learning in the classroom, she had to be an observer as well with
the purpose to analyze whether the applied strategy was suitable for the students
or not.
F. Data Sources
The sources of the data in this research were collected from the students‘ pre-
test, post-test, observation sheets, interview, and field notes. Since this research
used qualitative and quantitative data, the qualitative data consists of observation
40
sheets and field notes which applied in the classroom, and an interview for the
English teacher and the students, meanwhile, the quantitative data were from pre-
test and post-test gathered from the students of 8-D class at SMP Muhammadiyah
17 Ciputat in academic year 2018/2019.
G. Research Instruments
In this research, writing tests, interview and observation were used as
measurement devices.
1. Writing tests
Subjective writing test is used to discover the result of students‘ descriptive
writing ability. Subjective test means the students organize and present their essay
by following descriptive writing generic structure; identification and description.3
The tests were divided into two times; pre-test and post-test. These tests were
conducted before and after classroom action research implementation; the pre-test
was given before SFV is given, while post-test 1 and post-test 2 was given after
the writer applied SFV to the class in cycle 1 and 2. The pre-test aim is to find out
how far the students‘ understanding about descriptive writing skill before they are
treated by using SFV strategy. After that, the post-tests; one and two, were given
to see their development in writing descriptive test after being treated using SFV
strategy in the classroom.
2. Interview
In order to obtain clearer information, a structured interview was conducted.
This interview was done to the teacher and the students before and after research
implementation of CAR. For the teacher, the interview consists of eleven
questions before the action research and five questions after the action research.
Meanwhile, there were 13 questions addressed for the students which divided into
two parts; eight questions before the action research and five questions after the
action research.
3 Faisal & Krisna Suwandita. (2013). The Effectiveness of FRESH Technique to Teach
Descriptive Paragraph. Journal of Education and Learning. Vol.7 (4) pp. 239 – 248.
41
3. Observation
Observation was involved as the instrument of this research to observe the
teacher‘s performance. Structured observation or also known as systematic
observation was handled by using observation sheets and it has been planned in
advance. The writer specifies in detail what is to be observed and how the
measurements are to be recorded. In this research, the writer uses four gradation
responds consists of 4, 3, 2, 1 with its meaning for each number. Further
explanation about this observation is explained in technique of collecting data.
H. Technique of Collecting Data
Six techniques were used to collect qualitative and quantitative data. Those
instruments were observation sheets, interview, field notes, tests, and writing
descriptive rubric. Each technique is described, as follows:
1. Observation sheets
Observation sheets of this research were consisted about teacher‘s teaching
performance and students‘ learning performance. In this research, the main
English teacher act as an observer who observed teaching and learning process in
the classroom. The writer was used four gradation responds as stated by Arikunto
as follows:
4 -very high, very good, very active, etc.
3 -high, good, active, etc.
2 -low, bad, passive, etc.
1 -very low, very bad, very passive, etc.
4 and 3 categorized as ―High‖
1 and 2 categorized as ―Low‖4
The observer was asked to choose the best one which describes the real condition
that happened in the class by giving a checklist mark.
2. Interview
Several interviews were done in order to get the data from the English teacher
and the students. The interview questions involved teacher‘s and students‘
4 Suharsimi Arikunto, Prosedur Penelitian, (Jakarta: Rineka Cipta, 2013),. p. 146.
42
perspective regarding English teaching and learning which occurred in the
classroom. The writer was asked four students to be the informants and interview
them separately in order to prevent the same statements among them. From the
interview result, the writer was analyzed the teacher‘s and students‘ responds.
3. Field Note
The use of field note is to explain furthermore about classroom climate in a
description form. Andrew P. Jhonson stated that field note was a written
observation about the occurrence that took place in the classroom.5 Five aspects
were observed; students‘ learning process which means whether they are capable
to follow the lesson, teacher‘s teaching process which means the capability of the
teacher to interact and deliver the lesson, classroom condition during the teaching
and learning process, teacher‘s knowledge about SFV strategy, and the respond of
the students toward SFV strategy as the strategy used in descriptive writing
process. The observer was in charge to make a written description in every
meeting.
4. Tests
There are pre-test and post-test used in this research. The pattern of the
writing test between pre-test and post-test were the same; the difference was
located in the theme of descriptive text. The students were asked to write
descriptive text for 200 words with certain theme and they have to do it in the
specified time. When the time is over, the students have to collect their text to the
writer. In the pre-test, the writer asked them to write a text in order to see how far
their understanding about writing aspects. Then, after being treated by using SFV
strategy, the writer conducted a post-test to see whether the strategy help them to
reach the goal.
5. Rubric
There is a rubric used in this research. The rubric was guidance to measure
students‘ descriptive text assignment. It was adapted from Jacobs et al. in Weigle
5 Andrew P. Johnson, A Short Guide to Action Research, (New york: Pearson Education,
2008), p. 83.
43
and measuring four main aspects; content, organization, grammar, vocabulary,
and mechanics.6 It is shown as follows:
Table 3.1
Assessment Rubrics for Writing
Adapted from Jacobs et al. in Weigle
Aspect Score Criteria
Content (C)
- Topic
- Details
30-27 Relevant to the topic, give the detail information,
and match the purpose of descriptive text.
26-22 Mostly relevant to the topic, lacks of detail.
21-17 Inadequate development of the topic, almost match
the purpose of descriptive text.
16-13 Does not relate to the topic, does not match the
purpose of descriptive text.
Organization
(O)
- Identification
- Description
20-18 Fluent expression, ideas clearly stated, well-
organized, logical sequencing, cohesive.
17-14 Loosely organized, limited support, logical but
incomplete sequencing.
13-10 Non-fluent, ideas confused or unconnected, lacks of
logical development and sequencing.
9-7 Does not communicate, no organization, not enough
to evaluate.
Grammar (G)
- Use present
tense
- Agreement
25-22 Few grammatical or agreement inaccuracies.
21-18 Several grammatical or agreement inaccuracies but
meaning seldom obscured.
17-11 Frequent grammatical or agreement inaccuracies
and meaning confused or obscured.
10-5 Dominated by grammatical or agreement
6 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002),
p. 116.
44
inaccuracies.
Vocabulary (V)
20-18 Use effective word/word choice/word usage, word
from mastery.
17-14 Occasional errors of word form, choice, but
meaning not obscured.
13-10 Frequent errors of word form, choice, usage, and
meaning confused/obscured.
9-7 Very poor knowledge of words, word forms, and
not understandable.
Mechanics (M)
- Spelling
- Punctuation
- Capitalization
5 It uses correct spelling, punctuation, and
capitalization.
4 It has occasional errors of spelling, punctuation, and
capitalization.
3 It has frequent errors of spelling, punctuation, and
capitalization or poor handwriting.
2 It is dominated by errors of spelling, punctuations,
and capitalization or handwriting illegible
Total score = C+O+G+V+M
I. Technique of Data Analysis
The qualitative data were gathered from interview, which was done before
and after CAR implementation, and the observation sheets and field note which
was done by the observer during the implementation. To analyze the quantitative
data, the writer calculates the average of students‘ writing score in one cycle. It is
used to grasp the students‘ ability in writing skill. The formula used as follows7:
Σx
Mx = ──
N
7 Anas Sudijono. (2008). Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada, p.
83.
45
Explanation:
Mx : mean
Σx : sum individual score
N : number of students
After that, to get the class percentages which pass the Minimal Mastery Criterion
(KKM), the writer used the formula below8:
F
P = ── X 100%
N
Explanation:
P : the class percentage
F : total percentage score
N : number of students
The next step, the writer had to analyze the development that the students got
from their pre-test, post-test in cycle one and post-test in cycle two. To find the
result, the formulas below were used:
y1 - y
P = ─── X 100%
y
Explanation:
P : percentage of students‘ improvement
y : pre-test result
y1 : post-test 1
8 Ibid, p. 43.
46
y2 - y
P = ─── X 100%
y
Explanation:
P : percentage of students‘ improvement
y : pre-test result
y2: post-test 2
J. Trustworthiness of the Research
In conducting this research, the writer has to make sure that all the data are
valid. In checking the validity, triangulation method is utilized by the writer.
According to Creswell, triangulation is defined as the process of corroborating
evidence from different individuals (e.g., a principal and a student), types of data
(e.g., observational fieldnotes and interviews), or methods of data collection (e.g.,
documents and interviews) in descriptions. The inquirer examines each
information source and finds evidence to support a theme. This ensures that the
study will be accurate because the information draws on multiple sources of
information, individuals, or processes. In this way, it encourages the researcher to
develop a report that is both accurate and credible.9
Furthermore, Yeasmin and Rahman stated that triangulation is a process of
verification that increases validity by incorporating several viewpoints and
methods.10
In addition, Johnson also stated that triangulation can be achieved by
gathering distinct type of data, using the distinct data sources, gathering data at
different period, and by asking other people to evaluate the data to get the
accuracy and adjust the findings11
. According to Yeasmin and Rahman,
triangulation method in social sciences refers to the combination of two or more
9 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research-Fourth Edition, (Boston: Pearson Education, 2012), p. 259. 10
Yeasmin, Sabina & Rahman, Ferdousour Khan. (2012). Triangulation Research Method as
the Tool of Social Science Research. BUP Journal, 1(1), pp. 154 – 163. 11
Johnson, op. cit. p. 102.
47
theories, data sources, methods or investigators in one study of a single
phenomenon to converge on a single construct, and can be employed in both
quantitative (validation) and qualitative (inquiry) studies. Bellows the basic
triangulation research model12
:
Related to this method, there are four kinds of triangulation13
; (a) method
triangulation, (b) triangulation of sources, (c) analyst triangulation, (d)
theory/perspective triangulation. Firstly, there is method triangulation. It is a
triangulation that involves more than one alternative to collect data, such as
interviews, observations, questionnaires, and documents. Secondly, it is
triangulation of sources which is used to examine the consistency of various data
sources from within the same method, such as in public vs. private settings, and
comparing people who have different point of view. Thirdly, there is analyst
triangulation which involves multiple analysts to review findings or using
multiple analysts and observers. The goal of analyst triangulation is not to seek
consensus, but to understand multiple ways of seeing the data. Lastly, there is
theory/perspective triangulation which uses multiple theoretical perspectives to
review and interpret the data. From these kinds of triangulation, this action
research is using method triangulation in facilitating the validation of the data.
In other words, to achieve validity, the writer will be used triangulation as a
method to measure accuracy from different instruments that being used in this
research. In this classroom action research, the data will be taken from
observation, field note and interview which it will be cooperated with the result
test which will be measured based on the arranged rubric.
12
Yeasmin & Rahman, op. cit. p. 156. 13
Johnson Honorene, Understanding The Role of Triangulation in Research, Scholarly
Research Journal for Interdisciplinary Studies, 2017, pp. 91 — 95.
Triangulation
Qualitative research Quantitative research
48
K. Criterion of the Action Success
Criterion (KKM), at least, there should be 75% of the students who need to
reach the target score. The target score of SMP Muhammadiyah 17 Ciputat for
English lesson is 75 (seventy five). In this case, the writer has to develop 75% of
students‘ ability in writing skill to reach the criteria success.
49
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion from the classroom
action research pre-implementation, cycle I, and cycle II. Each cycle in this
research consist of planning, acting, observing, and reflecting. The details of the
process are presented below.
A. Findings in the Pre-implementation of the CAR
Before implementing the research, the information was gathered through
observation, interview and pre-test. The explanations were as follows:
1. The Result of Observation
The observation was conducted on Thursday, March 21st
2019 at 8-D
classroom of SMP Muhammadiyah 17 Ciputat at 11:20 AM to 13:10 AM. It was
conducted to know the teaching and learning process before implementing the
Classroom Action Research (CAR). From the observation, it can be seen the
teacher was teaching the students by using teacher-centered approach, a classic
way in teaching and learning process. It meant the activity in the class is centered
on the teacher with the typical PPP (presentation-practice-production). The
teacher was leading the classroom activity in one way communication, so the
students became passive and not interested to the lesson. When the teacher read a
passage from English book, the students didn‘t even listen carefully. They were
chose to talk with their friends without paying attention to what is explained by
the teacher. Furthermore, when the teacher explained the lesson in English
language, there were many students raised their voice by saying that they didn‘t
understand the meaning. Next, after the explanation of the lesson from the teacher,
she asked the students to answer several questions from their English book as a
practice. According to the writer, it was clear enough when the teacher explained
the lesson and the instruction was quite well. It was only because of the one way
communication which makes the students feel bored and not enthusiast. It can be
seen from their respond during the lesson in the classroom.
50
2. The Result of Interview
a. Interview of the Teacher
The interview towards the teacher in the pre-implementation of the CAR was
conducted on Tuesday, March 26th
2019. The interviewee was Mrs. Didah
Nuryatin, S. Pd., the English teacher of 8-D class. It was conducted inside the
teachers‘ room of SMP Muhammadiyah 17 Ciputat. The writer proposed several
questions related to the teacher‘s experience in teaching English, especially in
writing aspect.
Based on the teacher‘s answer, students are enthusiast in learning English.
Even though the lesson is not yet taught in the class, they are able to understand it
autodidact and they recognize several vocabularies related to the lesson. However,
the students are sometimes lazy and lack of curiosity to find the meaning of
vocabulary that is difficult to understand. It is also happened when they are
learning English writing, so when there are obstacles, they are often confused to
solve them. Furthermore, in learning descriptive text, the students often find
difficulty to explain and express their ideas in written text. It is because they
rarely practice and forget some vocabulary.
Next, in teaching English, the teacher usually involves the students to decide
the method or strategy to be applied in the class. For example, they choose what
game or ice breaking to be played during the lesson, and if the situation of the
class starts to be full of pressure or the weather is hot, she asks the students to
body stretch or massage each other so they can be more relax. Furthermore, in
teaching writing specifically descriptive text, she usually uses game, such as
jumble word or group discussion. In forming group discussion, she tries to mix
the student with low ability in English with the one who is better so they can help
each other. Moreover, in order to gain the students‘ vocabulary memorization, the
students are given vocabulary collection to be memorized and they will deposit
vocabulary that has been memorized routinely. Another way is she asks the
students to underline the difficult vocabulary from their English text book and
asks them to find its meaning.
51
Then, the writer asked whether the teacher knows about SFV Strategy in
teaching descriptive writing. She said that she never heard what SFV Strategy is.
In addition, she only knew about mind mapping technique. It means she knows
one of the step of SFV which is mind mapping technique and it was the first time
for her to know about SFV Strategy.
b. Interview of the Students
The interview towards the students in the pre-implementation of the CAR
was conducted on the same day as the teacher interview which was on Tuesday,
March 26th
2019. It was conducted inside the 8-D classroom and the writer called
the interviewee one by one while the others were waiting outside the classroom.
The writer separated them in purpose; they weren‘t allowed to copy another
interviewees‘ answer. The interviewees were four students with different English
learning condition; one student with average English skill who loves English (S1),
one smart student who always get the highest rank (S2), one pro-active student in
the class (S3), and one student who was not pro-active in the class during English
lesson (S4). The writer asked several questions about their experience in learning
English in the class.
Based on their answer, they love English lesson. S1 and S3 were having
similar idea; they want to learn English intensively for their future work and their
goal to go abroad. S3 added that English will help him to get into a university and
learning English is a key of his success. Furthermore, S2 said English is unique
language which makes him curious to find more about the language. S4 has
different answer; she loves English because it is fun to be learned. By learning
English, she will be able to talk with native to know more about English.
Moreover, the four of them said speaking skill is the hardest English skill to be
learned, in other words, they didn‘t feel writing is difficult. The only difficulty in
writing English, specially descriptive text, is they are stuck by their mother tongue
which makes them sometimes takes more time to finish drafting a descriptive text.
It is because they are rarely practice writing English.
52
Next, the writer asked about the English teacher in teaching descriptive text.
They said the teacher teaches them by explaining what descriptive text is, its
structure, and she gives examples of descriptive text so the students can
understand more about the lesson. They said the way she teaches them is fun and
easy going, but she is rarely combines her teaching with games. Furthermore, the
students explain their expectation in learning English. First, S1 said she wants an
English class with question and answer session and pro-active discussion. Second,
S2 said he needs visual learning, such as animations and pictures, and he prefers
group work during the English lesson. Third, S3 said he wants more practice in
English. For example, the teacher should provide an audio-video material during
the lesson. By using audio-video, he is able to listen to every words and practice
how to write it. Lastly, S4 said she prefers self-learning. She is more comfortable
to learn English by her own without doing group work or discussion. She also
added the teacher‘s instruction should be clearer so she is able to understand.
Since the standard of minimum score in English lesson at this school is 75,
the writer asked the students whether it is difficult or not. Two of them said it is
difficult to be reach and two others were saying it is not that hard. Furthermore,
the writer asked whether the students knew about SFV Strategy as a strategy that
could be applied in writing, they said they had never known it before. It meant
that it was the first time they heard about the strategy.
3. The Result of Pre-test
The pre-test was held on the same day as the interview session, it was on
Tuesday, March 26th
2019 at 8-D classroom. There were 27 students who
followed the test. The students were asked to write descriptive text about their
school. Once the pre-test was done, the writer found the mean was only 67.85, in
which there were only 8 out of 27 students or 29.6% of them who scored 75
points or more to pass the standard score. From the 8 students, 4 got score 75 and
4 got more than 75. Hence, it meant that the result was still so far from the
criterion of success.
The result of the pre-test itself is presented in this following table:
53
TABLE 4.1
The Students Score in the Pre-test
STUDENTS’ NUMBER PRE-TEST SCORE 1 53
2 75*
3 78*
4 51
5 77*
6 75*
7 67
8 66
9 75*
10 68
11 56
12 65
13 79*
14 69
15 56
16 74
17 54
18 73
19 75*
20 69
21 70
22 61
23 67
24 59
25 64
26 78*
27 69
TOTAL 1823
MEAN 67.51
*) Students‘ score that passed the standard minimum score or KKM.
54
Below is the chart of the students‘ pre-test score:
Chart 4.1
The Result of Students’ Pre-Test
The calculation of the mean score was as follows:
Σx
Mx = ──
N
1823
= ──
27
= 67.51
Then, the calculation of the percentage of students who passed the KKM was like
in the following:
0
3
6
9
12
15
18
21
24
27
Score <75 Score 75 Score >75
The Result of Students'Pre-Test Score
55
F
P = ── X 100%
N
8
= ── X 100%
27
= 29.62%
Based on the table 4.1 and the chart of students‘ pre-test score above, the
percentage shows 29.62% or 8 students have passed the standard minimum score
criterion (75). The highest score was 79 and the lowest score was 51. The students
who achieved the highest score were already fulfilled the criteria in the writing
rubrics. Meanwhile, the rest who still achieved low score were 19 in total or about
70.38% students. It means that they need a lot of development in their descriptive
writing skill. Therefore, the writer conducted the Classroom Action Research by
using SFV (Sensory Detail, Figurative Language, and Vivid Words) Strategy. It
was expected that SFV Strategy can develop the students‘ writing of descriptive
text through its steps; free-writing, whilst-writing, and post-writing.
B. Findings in the Implementation of the CAR
The action research was conducted in two cycles. The first cycle was held on
March 28th
2019 to April 4th
2019. Meanwhile, the second cycle was held on April
9th
2019 to April 16th 2019. The sample of the research was the students of 8-D
class which consisted of 27 students in total. The research took place at 8-D
classroom. In this action research, the writer intended to encourage the students in
organizing and writing descriptive text by using SFV Strategy. Since the students
were new to SFV Strategy and its steps, so the writer applied and explain each
steps gently to assure the students‘ comprehension on how to write descriptive
56
text by using SFV Strategy. The explanation of the activities in each cycle is
explained below:
1. CAR (Classroom Action Research) Cycle I
a. Planning
In the planning phase, the writer prepared the research need for the
implementation of CAR cycle I. In this phase, the writer arranged several
necessities based on the findings of preliminary study. The necessities consisted
of lesson plan, hand out of the lesson for students, students‘ group-work names,
observation sheets, field notes, and post-test 1. In this cycle, the writer prepared
two different lesson plans for two meetings. In creating the lesson plan, the writer
discussed it with the teacher and considered the findings of pre-implementation
CAR which were observation result, interview result, and pre-test result. There
were several problems that have to be solved in teaching the students, such as the
one way communication of the teacher and the classic teaching method. It was
made the students feel bored and lack of attention and response. In addition,
before each student writes descriptive text, the English teacher suggests the writer
to divide the students into many groups as a warm up. Therefore, the writer
included group-work in the lesson plan. In dividing the groups, the writer
prepared small papers as many as the total of the students. The small papers were
written by the writer with adjective words as the groups‘ name; brave, smart, kind,
friendly, cheerful, and honest. So, there were six groups in the class. Meanwhile,
in the second meeting, the writer teaches SFV steps in writing descriptive text.
Next, the writer prepared observation sheets and field notes. These
instruments used to observe teaching and learning process that took place in the
classroom. The aspects were included the teacher‘s performance and the students‘
performance. Furthermore, documentation tool, such as camera is used to take
photos in the classroom. The last preparation was to make writing test for post-test
1. The students instructed to write 200 words of descriptive text with specific
theme which determined by the writer. For the post-test 1, the theme was about
57
―Best Friend‖. By this theme, each student was allowed to write a creative text
about describing their best friend.
b. Acting
In this acting phase, the implementation of the planning that has been planned
is done. Here, the writer acted as the teacher who did the action by teaching
students of 8-D class by using SFV Strategy. There were three meetings in the
cycle one included the meeting to conduct post-test 1. The first meeting was on
March 28th
2019, the second meeting was on April 2nd
2019, and the third meeting
was on April 4th
2019. The theme for the first cycle was ―Best Friend‖ and so the
post-test 1 theme. Thus, each meeting in this cycle was discussing topics related
to describing people.
In the first meeting of the cycle one, the writer gave some motivation to the
students related to learn English language and the importance of learning
descriptive text. It was meaningful for the students because they were having a lot
of energy and enthusiasm after given motivation. In this motivation session, the
writer also told the students about the teacher‘s experience as a competitor of
English speech competition. As a part of English speech preparation, the writer
made the speech text by creating mind map which is the part of SFV Strategy.
Through the story, the writer told the students about the function of mind map in
organizing mind concept. Since the story was related to the lesson, the respond of
the students was full of enthusiasm. After telling the story, the writer started to
discuss about descriptive text.
Firstly, as the lesson plan had been planned, the writer spread all the small
papers or the name tag to the students which has been filled by several adjective
words. There were six words; brave, smart, kind, friendly, cheerful, and honest.
The writer was using adjective words because it is related to human attribute that
can be used by the students to explain somebody‘s character in describing people.
The students who got ―brave‖ must gathered with the students who got the same
words as a group. It was also done with the other words; smart, kind, friendly,
cheerful, and honest. If all the students have got the name tag, they have to put it
58
on their right shoulder, so everyone could see and check whether each of them
gathered with the correct group. The purpose of this activity was to make sure all
the students were blending together. Since the writer saw them gathered only with
their close friends, so by doing this activity, the students could communicate with
all of their classmates. After the students gathered with their groups, the writer
asked each group about the meaning of their group‘s name. Each group was able
to answer the meaning of their group‘s name. Next, the writer instructed the
students to point a person from their group as a group‘s leader. The writer wanted
to have a coordinator for each group, so when the condition of the class was out of
control, the leader of each group could help the teacher in controlling the group. It
is also purposed to develop the students‘ leadership and confidence. After that, the
writer gave a paper of descriptive text ―My Best Friend, Ernesto‖ and its blank
mind map to each group in the classroom.
Firstly, the writer asked the students to read the passage. After reading the
passage, the writer gave several clues on how to complete the empty mind map.
Secondly, the students tried to fill the empty mind map with their group. Since
mind map is a new term to the students, the writer wanted them to get the answer
by recognizing the mind map through the blank one from the teacher. Mostly, the
students were confused, only a few of them who were able to fill it correctly.
Next, the writer explained about descriptive text, mind mapping, and discussed
with the students about how to answer the mind map of ―My Best Friend,
Ernesto‖ passage. Furthermore, the writer came to the point of mind map as the
part of SFV Strategy which is a strategy in arranging descriptive text. In addition,
the writer explained about SFV strategy in descriptive writing. During the
explanation, students had chances to ask questions related to the topic. Lastly, the
writer asked the students to submit their work and closed the class by concluding
the lesson and telling the students about topic for the next meeting.
In the second meeting, the writer gave the explanation about the three steps of
SFV. Before the explanation of SFV steps, the writer explained what SFV are in
detail. First, the writer explained about sensory details and its examples. It was not
difficult to explain what sensory details are because sensory details involved the
59
sense of sight, sound, taste, smell and touch. Sensory details helped the students to
explain people from what they have seen, heard, etc. in real condition. Second, the
writer explained about figurative language and its examples. Third, the writer
explained about vivid words and its examples. Since figurative language and vivid
words is new term for the students, so the writer showed figurative language
examples by using PowerPoint slides. Next, the writer provided the three steps of
SFV and descriptive text example about describing people. After that, the students
were asked to practice writing a descriptive text by using SFV strategy. The
practice was guided by the writer. First, the students were guided to do free-
writing which consists of brainstorming ideas and creating mind map. The writer
gave them 10 minutes to find ideas and 10 minutes to create mind map. From the
mind map, the students were able to arrange a descriptive text in a good
organization. Second, the writer guided the students to include sensory details,
figurative language, and vivid words into their writing as the part of whilst-
writing. Third, the students were given time to check their work and revise it if
there were mistakes. During the descriptive writing practice, the students were
allowed to use dictionary. Lastly, the writer asked one volunteer from each row to
present their descriptive writing.
In the third meeting, the writer conducted the post-test 1. Before conducting
the post-test, the writer asked the students to review the lesson from the previous
meeting by answering questions given by the writer. Then, in giving the post-test,
the writer asked the students to write not more than 200 words of descriptive text
about ―Best friend‖. They were given time 40 minutes to write the text as creative
as possible and not to forget the generic structure of descriptive text which
consists of identification and description.
c. Observing
In observing phase, the writer observed the teaching and learning process by
using field notes and observation sheets. Since the writer cannot observe herself
during the activity in the classroom, the writer asked a collaborator which was the
60
English teacher of 8-D to observe her. The result of the observation sheets is
provided on the appendix section of this research.
In the first meeting, the situation of the classroom was fresh and full of
energy. It was because the schedule of English lesson for this day was at the first
and second hours. In other words, it was held in the morning. Thus, the classroom
was still clean, tidy, and adequate for the teaching and learning process. The
students were also full of energy and they were excited to learn about SFV
strategy in descriptive writing. Since most of them love drawing activity, they
were curious about creating mind map. Furthermore, the writer was trying to
create a fun learning for the students through group work and discussion.
The writer who acted as a teacher tried to be more communicative and open
mind by inviting the students to share their opinion about the material. They were
paying attention when the writer told a story about her experiences related to mind
map and they were also listen carefully when the writer gave them motivation
about learning English specially descriptive text. However, when the students
were divided into groups, they started to be more active by talking with their
friends in their group. It is actually good especially for discussion session. In
contrary, it was not good because they were sometimes talking when the writer
explaining material. On the other hand, the condition was controllable since the
writer asked the students to point a person from each group as a leader. The leader
helped the writer in controlling the groups. Therefore, the class was remaining
conducive during the activity in the first meeting.
In the second meeting, the students were no longer worked in a group. The
class was felt quieter because neither group work nor discussion was held. Only
several students were actively asking questions about the material when they
found something they don‘t understand yet. However, a few students didn‘t pay
attention to the material explained by the writer. Moreover, the schedule of the
lesson was in the afternoon at the end of school hours. Thus, it was a challenge to
get the students‘ focus during the lesson. Furthermore, there were several students
who tried to cheat by copying their friends‘ text when the writer gave a practice.
61
Hence, the writer was checking the students by approaching their seat one by one
and asking them whether or not they could finish the assignment.
d. Reflecting
In reflecting phase, the writer and the English teacher evaluated the result of
the teaching and learning process. Refer to the data from field notes and the
observation sheets, the students made a progress, even though it was not
significant in all aspects yet. Several students were developed their descriptive
text, especially in organizing the text and content. However, their vocabulary was
still need development, and they had problem in using conjunction and
punctuation marks. Furthermore, the writer and the English teacher discussed the
strength and weakness of the actions and the post-test 1. By recognizing what to
be developed and improved, the writer could be better in preparing the needs for
the action and the post-test in cycle two, so the result could be better as well. The
weakness of the cycle one was happened in the second meeting. Since it was held
in the afternoon, the students needed to be given ice breaking or game to get their
focus back. According to the English teacher, the strength of the cycle one was the
writer who was able to blend with the students easily hence there was no awkward
moment and the students was full of respect to the writer. Thus, it made the
students respect to the lesson delivered by the writer. After evaluating the cycle
one process, the writer also calculated students‘ post-test 1 using writing rubric.
The purpose was to see if the teaching strategies could bring positive development
for their writing descriptive text ability. The result of the test attached on table 4.2
below:
TABLE 4.2
The Students Score in the Post-test 1
STUDENTS’ NUMBER POST-TEST 1 SCORE
1 68
2 79*
3 79*
62
STUDENTS’ NUMBER POST-TEST 1 SCORE
4 55
5 77*
6 75*
7 66
8 70
9 75*
10 67
11 61
12 72
13 77*
14 72
15 65
16 68
17 63
18 76*
19 77*
20 75*
21 75*
22 66
23 75*
24 66
25 69
26 76*
27 73
TOTAL 1917
MEAN 71.00
*) Students‘ score that passed the standard minimum score or KKM.
63
The result of the students‘ post-test 1 is also provided by using the following
chart:
Chart 4.2
The Result of Students’ Post-Test 1
Based on the table 4.2 and the chart above, there are 12 or 44.44% of students
who passed the minimum mastery criterion. Therefore, there are 4 additional
students who passed the standard minimum score. After being taught by using
SFV Strategy, the students are able to organize the descriptive text in a better way.
The brainstorming phase is the chance for the students to explore more ideas as
much as possible. The phase is also supported by sensory detail phase in whilst-
writing which involved their five senses. Then, after given explanation and
practice about how to create a mind map, the students can sort the ideas that have
been obtained during the brainstorming process and choose which important or
central point of the topic that must be written down on paper. Conforming to the
development, there are four students who did not pass the minimum score in the
pre-test but they pass it in post-test 1. See table 4.1 and table 4.2 to compare their
test score. However, according to the data, the other 15 or 55.56% of them had not
reached the minimum mastery criterion which is 75 and very few students use
figurative language and vivid words in their text. The students had not reached the
criterion yet because of their limited vocabulary and they still need more
0
3
6
9
12
15
18
21
24
27
Score <75 Score 75 Score >75
The Result of Students'Post-Test 1 Score
64
development for their language use and mechanics of the text. Their vocabulary
was limited in range, confused in meaning, and there were errors in vocabulary
choice. Moreover, the language use is needed to be developed, such as the use of
conjunction and the students made mistakes by placing punctuation marks in
wrong place. Since the cycle one is not successful yet, that is why the cycle two is
needed to be conducted.
2. CAR (Classroom Action Research) Cycle II
a. Planning
Since several students had not reached the standard minimum score (75), the
writer conducted cycle two in this action research. Thus, it is necessary to modify
the lesson plans that had been made in cycle one. The English teacher helped the
writer by giving some advices that could be worked to develop students‘ writing
descriptive text. She gave advice about focusing on writing descriptive text by
using SFV strategy in cycle two without group work because the group work was
used as a warm up in cycle one and the writer agreed with the decision. Moreover,
reflected from the cycle one, the students still need development in vocabulary,
conjunction, and punctuation marks. Thus, in this cycle, the writer provided lists
of vocabulary regarding animal description and discuss with the students about
their errors on conjunction and punctuation marks. The writer provided feedback
regarding the problem by discussing one of the students‘ results and showing the
correct form of errors that occur. In addition, the writer provided lists of figurative
language and vivid words that can be used by the students in writing descriptive
text about animal for this cycle. The writer also prepared ice breaking to be
applied during the lesson to make students more focus in case they are distracted
during the activity in the class. Furthermore, the writer prepared observation
sheets, field note, interview guideline, and documentation tool for this cycle. The
last requirement was post-test 2 instruction and answer sheets. The theme for this
cycle is animal. So, the lesson plan consisted about how to describe animal and
the test was about it as well.
65
b. Acting
In this acting phase, the action was based on the plan in planning phase. Here,
the writer acted as the teacher who did the action by teaching the students of 8-D
class by using SFV Strategy. There were three meetings in this cycle included the
meeting to conduct post-test 2. The first meeting was on April 9th
2019, the second
meeting was on April 11th
2019, and the third meeting was on April 16th
2019.
In the first meeting of the cycle two, the writer started the class by giving
motivation. Motivation is important for the students of 8-D class because they
were always needed to be motivated before the lesson started. Furthermore, since
the theme of this cycle is animal, the students were more interested to the topic
because most of them had pets in their house. In accordance to that, the writer
provided examples of animal description and its mind map, and list of vocabulary
regarding animal description. After that, the writer started to discuss about the
steps of SFV; free-writing, whilst-writing, and post-writing.
First, in free-writing, the writer guided the students to brainstorm ideas started
from finding main ideas until developing the main ideas into supporting details.
Firstly, the students were given guidance to create a list of ideas and details
related to the subject that being discussed. The focus is on neither the grammar
nor selecting major and minor details; it is only about exploring what to write
since finding ideas is challenging if students were not accustomed in writing. In
other words, the main goal was to collect raw material about the subject. It can be
started from simple questions, for example, ―What is my favorite animal?‖, ―What
animal that interests you the most?‖ After that, students have to decide which part
of the animal is specific and vivid to be developed into paragraph. These
questions were helpful to make the students recognized the topic. In order to make
the brainstorming easier, students were guided to create mind map so it can be
easier to organize the ideas. For example, a mind map of zebra. Zebra as the main
topic of the mind map has many parts, such as the physical appearance,
reproduction, food, and its habitat. Thus, the students were only need to focus on
explaining the physical appearance, reproduction, food, and its habitat.
66
Second, in whilst-writing, the students were guided by the writer to explore
sensory details. Sensory details involved the five senses of human, such as sight,
sound, smell, taste, and touch. Since it was about Zebra, then the students have to
explain how the Zebra looks like; its sound, whether it is barking or braying; its
smell, it may has a distinctive smell of chewed grass; etc. After that, the list of
sensory details was described by using figurative language, such as ―The Zebra
greeted me by making high-pitched noise.‖ There were many kinds of figurative
language, such as simile, metaphor, personification, hyperbole, alliteration, and
onomatopoeia. In this sentence, personification was used because human feature
was given to the Zebra in ―The Zebra greeted‖. It is supposed to be human who
can greet somebody, not an animal. Besides, figurative languages may be difficult
for students to be explored. So, the writer gave example in advance by using more
examples of descriptive text from several sources. However, not all sentences in
the students‘ descriptive text demand figurative languages. At least, their written
text contains of figurative languages that have been learned. Lastly, teacher asks
students to use vivid words in describing the Zebra. For instance, ―The Zebra‘s
tail fluttered its rear body‖ or ―The smallest Zebra gobbled all of its food until it
remained‖. Rather than using ―eat‖ to describe the starving Zebra, ―gobble‖
explains it better and vividly. In asking the students to use vivid words, the writer
gave lists of related vivid words and allowed the students in using dictionary so
they were able to explore the words by themselves.
Third, in post-writing, feedback was given by the writer after the writing task
has been completed by the students. In this step, mistakes and errors are
highlighted and corrected, and suggestions for development were provided. When
the students were arranging the text, the writer was approaching their seat one by
one to check the mistakes or errors. Since the students still need development on
using conjunction and punctuation marks, the writer focused to check it.
Furthermore, the writer asked the students to do collaborative work by giving
correction and feedback to their classmates. In revising the text, it may not finish
at once because the students may revise, re-plan, redraft, and edit the text again
before they present it in front of the class. After all the revision has been done, the
67
teacher asks students to present their writing to their classmates in front of the
class.
In the second meeting, the writer reviewed the previous meeting‘s material to
check whether or not the students still remember what have been discussed. After
that, the writer started the class by giving motivation and explained again the three
steps of SFV. In this meeting, the writer gave more examples about describing
animals. After that, the students were asked to practice creating a descriptive text
about animal. It can be cat, snake, fish, etc. They were allowed to create a text
about their pets or other animals. For instance, they were allowed to describe an
animal they see in a zoo, on the road to school, in a garden near their house, etc.
In the third meeting, the writer conducted the post-test 2. Before conducting
the post-test, the writer asked the students to review the lesson from the previous
meeting by answering questions given by the writer. Then, in giving the post-test,
the writer asked the students to write not more than 200 words of descriptive text
about animal. They were given time 40 minutes to write the text. The writer asked
the students not to forget the generic structure of descriptive text which consists of
identification and description.
c. Observing
In this phase, the teaching and learning process has been observed through the
observation checklist when the writer did the teaching and learning process. Same
as the cycle one, the writer collaborated with the English teacher to help the writer
in observing the classroom. From the observation sheets, it could be taken what
happened in the classroom when the students started to follow the learning
process. Even though the students were needed to be motivated in every meeting,
they were much more interested into the lesson in cycle two than in cycle one.
They were more enthusiast and confident when the class was started. They were
listening to the material very well and pay attention during the lesson. They were
active in giving questions if there is something they didn‘t understand and they
were giving opinion when the writer asked them to.
68
Furthermore, same as what happened in cycle one; the students were
interested to learn about mind map because they loved to do an activity which
involved creativity, such as drawing and coloring. Since the students were refer to
the ―animal‖ topic, so they were also curious when the writer gave explanation
about describing animals by using SFV. However, several students got difficulties
to understand the material. It was because they were new to SFV terms.
In addition, during the assignment time, there were still some students who
got stuck in finding ideas and they were spending more time in finishing mind
map. When this was happened, the writer observed the student who was more
capability helped the students who got difficulties without being asked to.
d. Reflecting
In reflecting phase, the writer and the English teacher collected all the
instruments that were used in this cycle. It could be seen the students showed
development in following the lesson and they were developing their writing
descriptive text by using SFV. Even though it was not perfect, the students were
better in describing something, in this cycle was about describing animal. They
knew how to organize a text properly and thought about the content of the text
very carefully. Some of them confused about figurative language and vivid words,
but they were developing a lot in organizing the text. In cycle one, the writer still
difficult to understand what the students wrote. The point of their sentences was
unclear and sometimes they stopped their sentences in wrong position.
Meanwhile, in cycle two, the students‘ writing was clearer and better. Although
several students were trying hard to write, it was not a big problem since the other
students helped them. They were not only more involved actively during the
lesson, but they were also helping each other without being asked to do it. In other
words, they helped their friends with their own initiative.
Moreover, in cycle two, the students were more attentive than in cycle one.
None of them were talking to their friends when the writer taught them. In this
cycle, the environment felt more enjoyable. Most of the students were no longer
strange to the terms of SFV so it was not very hard to teach the students. Besides
69
the effort, the students‘ curiosity was one thing which made them developed better
in this cycle.
The writer also calculated and analyzed the post-test in this cycle. The result
is provided on the table 4.3 below:
TABLE 4.3
The Students Score in the Post-test 2
STUDENTS’ NUMBER POST-TEST 2 SCORE
1 74
2 81*
3 79*
4 64
5 80*
6 78*
7 75*
8 75*
9 77*
10 75*
11 69
12 79*
13 82*
14 78*
15 73
16 75*
17 71
18 78*
19 80*
20 79*
21 78*
22 77*
70
STUDENTS’ NUMBER POST-TEST 2 SCORE
23 77*
24 76*
25 78*
26 78*
27 76*
TOTAL 2062
MEAN 76.73
*) Students‘ score that passed the standard minimum score or KKM.
Below is the chart of the post-test 2 score:
Chart 4.3
The Result of Students’ Post-Test 2
Based on the data above, there were 22 or 81.48% students who passed the
standard minimum score in the post-test 2. Since the criterion of the success on
classroom action research is 75% and more than 75% of the students of 8-D class
had fulfilled the requirement, the treatment in this research is stopped. After being
taught by using SFV, the students developed their writing and they were getting
0
3
6
9
12
15
18
21
24
27
Score <75 Score 75 Score >75
The Result of Students'Post-Test 2 Score
71
more confidence, that they were no longer find significant difficulties, such as
jotting down the ideas, put the ideas into sentences and paragraph, and they got
new way in dealing with descriptive text by making mind map. Therefore, the
writer and the English teacher concluded that with the right strategies and right
treatments, applying SFV Strategy to write descriptive text for the 8-D pupils by
can bring positive development on their writing descriptive text ability.
Furthermore, the writer provides the students‘ score in pre-test, post-test 1 in the
first cycle, and post-test 2 in the second cycle in the table below:
Table 4.4
The Students’ Mean Score in Pre-test, Post-test 1, and Post-test 2
STUDENTS’
NUMBER
PRE-TEST
SCORE
POST-TEST 1
SCORE
POST-TEST 2
SCORE
1 53 68 74
2 75* 79* 81*
3 78* 79* 79*
4 51 55 64
5 77* 77* 80*
6 75* 75* 78*
7 67 66 75*
8 66 70 75*
9 75* 75* 77*
10 68 67 75*
11 56 61 69
12 65 72 79*
13 79* 77* 82*
14 69 72 78*
15 56 65 73
16 74 68 75*
17 54 63 71
18 73 76* 78*
72
STUDENTS’
NUMBER
PRE-TEST
SCORE
POST-TEST 1
SCORE
POST-TEST 2
SCORE
19 75* 77* 80*
20 69 75* 79*
21 70 75* 78*
22 61 66 77*
23 67 75* 77*
24 59 66 76*
25 64 69 78*
26 78* 76* 78*
27 69 73 76*
TOTAL 1823 1917 2062
MEAN 67.51 71.00 76.73
*) Students‘ score that passed the standard minimum score or KKM.
According to the table above, the mean score gained from pre-test to post-test 1
and from post-test 1 to post-test 2. Before being taught by using SFV, the mean
score of the students in pre-test is 67.51 which mean the students had not reached
the KKM yet. After SFV is applied in cycle one, the mean score is 71.00. Even
though it is developed, but it is not qualified as successful because it had not
reached the KKM (75) yet. Furthermore, the cycle two was conducted by
improving the lesson plan of cycle one. The result of post-test 2 is 76.73 which
mean it is passed 75 as mean of all students‘ score. Therefore, from pre-test to
post-test 1, the mean score gained 3.49 while from post-test 1 to post-test 2, the
mean score gained 5.73. It can be summarized the students mean score is
developed after being taught by using SFV Strategy in writing descriptive text.
C. Findings in the Post Implementation of the CAR
After the SFV Strategy implementation, the findings were gathered through
interview, observation, field-note, and post-test. Each of them was explained
furthermore, as follow:
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1. The Result of Post-interview
a. Interview of the English Teacher
After finishing all the stages of classroom action research, the writer
conducted a structured post-interview with the English teacher of SMP
Muhammadiyah 17 Ciputat. The interview towards the teacher in the post-
implementation of the CAR was conducted on Thursday, May 9, 2019. The
interviewee was Mrs. Didah Nuryatin, S. Pd., the English teacher of 8-D class. It
was conducted inside the teachers‘ room of SMP Muhammadiyah 17 Ciputat. The
interview was discussed about teacher‘s perspective after the implementation of
SFV strategy and its chance to be used for further learning, especially for
descriptive writing.
The teacher agreed if SFV is applied into English teaching and learning
process. Since SFV consists of sensory details, figurative language, and vivid
words, the teacher thought it can be applied for another genre related to writing
text. Since the teacher was also new to the strategy, so the action research that has
been done in her classroom was an insight for the teacher. SFV strategy was
interesting for the teacher as well. Furthermore, according to the teacher, the
students seem more interested when SFV was applied because it makes the lesson
no longer boring to be followed. The teacher said the students need something
new for their learning experience and learning descriptive text by using SFV
strategy was one good alternative. Because of that, the students were trained to
recognize the structure of the text, be more aware of the organization and the
content, and they tried to be creative in expressing their ideas into words. They
were lack of grammar, but they were trying hard to make a text by using SFV
strategy because it was helpful to guide the students in arranging text, starting
from finding ideas, organizing the ideas into text, etc. Moreover, mind map in
SFV seems to be one of the most interesting things they have learned. It was a
new experience for the students to make mind map, and they liked it. However,
the teacher said during the action of SFV, the students sometimes took longer time
to create the mind map. It could be wasting time because mind map was not the
main focus. Thus, the students were always needed to be reminded about doing
74
other important parts in writing descriptive text by using SFV. Moreover, the
teacher added that if SFV strategy is applied in the lesson, it should be applied by
focusing one by one of the steps. So, the result could be more satisfying and the
students would be trained to do it well.
b. Interview of the 8-D Class Students
The interview towards the students in the post-implementation of the CAR
was conducted on the same day as the teacher interview which was on Thursday,
May 9, 2019. It was conducted inside the 8-D classroom after school and the
writer called the interviewee one by one while the others were waiting outside the
classroom. The writer separated them in purpose; they weren‘t allowed to copy
another interviewees‘ answer. The writer re-interview the four same students with
different English learning condition; one student with average English skill who
loves English (S1), one smart student who always get the highest rank (S2), one
pro-active student in the class (S3), and one student who was not pro-active in the
class during English lesson (S4). The writer asked several questions about
learning descriptive writing by using SFV strategy. There were five questions the
students had to answer.
The first question was about their respond after learning to write descriptive
text by using SFV. S1 answered SFV was a new term to her. It was quite
complicated but it was fun and interesting. S2 and S3 had similar answer, SFV
was a new knowledge for them and it was challenging because several friends
were asked their help during the practice time. Meanwhile, S4 said learning
descriptive text by using SFV was a good journey for her. She knew what mind
map is and she knew other new terms which according to her could be beneficial
for her future, especially for her senior high school English lesson someday.
The second question was about the differences they feel before and after
learning descriptive text by using SFV. The four students had similar answer.
Before SFV was applied, they learned descriptive text in a mainstream way. They
were depended on the English book and it was boring. Meanwhile, after the
implementation of SFV, they thought learning how to write descriptive text could
75
be fun with the strategy. It was also challenged the students to be more creative
and attentive to open dictionary because they frequently found difficult terms. S2
added that it was important to help his friend if they have difficulties. Learning
something new with his friends was fun. Moreover, during the group work in the
first meeting of cycle one, the four students could explore about SFV with their
friends.
The third question was about benefits the students get after learning
descriptive text by using SFV. The four students had similar answer. By learning
descriptive text using SFV, they were able to organize the text carefully because
they had to be aware about the content, the language use, the vocabulary, etc.
They were very interested to the mind map. Thus, they believe mind map could be
used for their further learning.
The fourth question was about difficulties they encountered during learning
descriptive text by using SFV. The students found obstacles in expressing the
ideas because they sometimes didn‘t know the vocabulary. Since they were new
to figurative language and vivid words, they were struggling to understand it
during the lesson. However, the examples given by the writer helped them in
understanding the material. Furthermore, they need more time to write the text
because the time during the lesson feels really short. Hence, they were sometimes
cannot finish the text when the time was over.
The last question was about their suggestions for SFV that were applied in
descriptive text learning. The students suggested the writer to only focus on SFV
steps and provide extra time because they had to do a lot of things in writing
descriptive text by using SFV.
2. The Result of Observation Sheets
In the classroom, the writer and the English teacher exchanged their role. The
writer acted as a teacher who taught the students while the real English teacher
acted as an observer who observed the teaching and learning process.
There were two observation sheets; students observation sheet and teacher
observation sheet. The teacher observation sheet was mainly about her preparation
76
before started the class, the teaching and learning process, and the teacher‘s
personal characteristics in teaching the students. Meanwhile, the students
observation sheet was about their learning process during the application of FV
strategy by the writer in the class.
After getting the result of observation sheets in cycle one and cycle two, the
writer concluded that the progress of the students gradually developed. In cycle
one, the students still adapted to SFV strategy, so they were seemed confused.
Several of them were sometimes talking with their friends when the writer
explained the material. They didn‘t very active in giving questions or comments
during the activity in the classroom. Even though they seemed interested to the
explanation, some of them were trying to cheat during the practice time because
they were still new to SFV strategy.
In cycle two, the students were better in contributing during the lesson. They
were enthusiast and actively giving questions and opinion. The situation in the
cycle two was more enjoyable and the students seemed more ready to follow the
lesson. They were very attentive and aware about what they were doing in cycle
two.
Meanwhile, the role of the writer as a teacher in cycle one was good. She was
trying to create a fun learning for the students by dividing them into many groups.
Group work is a rare activity for the students because their real English teacher
usually teaches them by explaining material and giving them practices.
Furthermore, the writer was motivating the students before the lesson was started.
She was not always explaining materials and she also gave the students chances to
ask. In the class, the writer was didn‘t stay only at one spot, she was moving to
another part and checking the students condition. From the first cycle, the writer
was easily memorized the students‘ name because each student was unique.
Because of that, there is no awkward moment between the writer and the students.
However, in the first meeting, the writer was a little nervous to face the students
because she was worried if the students would not interest to the lesson delivered
by her.
77
In the cycle two, the writer delivered SFV steps and asked the students to
practice. The writer gave reinforcement to the students during the activity
positively. She tried to check the students seat by seat to assure all the students got
the attention when they found obstacles in writing descriptive text by using SFV.
3. The Result of Field Notes
There were five matters mentioned in the field notes. The first was the
situation of the class and the students. The second was the teacher‘s capability in
teaching the students. The third was the condition of the class during the teaching
and learning process. The fourth was the teacher‘s knowledge and the mastery of
SFV strategy. The fifth was the students‘ response toward SFV strategy in
learning descriptive text.
In the first meeting of the cycle one, the situation of the class was clean, tidy,
and good for the teaching and learning. Since the lesson in this meeting held in the
morning, the students were still fresh and full of energy to start the lesson. They
were excited to learn about SFV in descriptive writing. The writer was also
optimist to start the action research treatment in this meeting because the writer
tried to create fun learning environment. The condition of the class was conducive
and full of attention from the students, especially when the teacher gave
motivation. However, it was started to be noisy when group work was began. The
writer explained mind map in the first meeting because mind map is an important
part in SFV that could takes time in doing it. Thus, the students should be aware
about it in advance. Meanwhile, in the second meeting of the cycle one, the
situation of the class was quite hot because it was held in the afternoon. The
students were not focus because they were less energy. However, the writer tried
to control the situation by giving them a few minutes to stretch their body when it
was needed and the writer approached the students‘ seat one by one. In this
meeting, the writer felt challenged to get the students focus on the lesson.
Moreover, it could be seen there were some trash on the floor. Thus, the writer
asked the students to clean the class before the lesson began.
78
Furthermore, in the first and the second meeting of the second cycle were
better than in cycle one. Even though the students were needed to be motivated in
every meeting, they were much more interested into the lesson in cycle two. They
were more enthusiast and confident when the class was started. They were
listening to the material very well and pay attention during the lesson. They were
active in giving questions if there is something they didn‘t understand and they
were giving opinion when the writer asked them to. Furthermore, the writer
explained SFV steps one by one to make sure the students were receiving the
material well. In this cycle, the students were more curious than in cycle one.
4. The Result of Post-Action Test
Before finding out the result of the post-test 1 and two, the writer explains the
result of the pre-test score in advance, hence the students‘ writing score
development can be obtained. In obtaining the result of the tests, the writer used
several calculation steps. The steps were calculating the students‘ mean score of
the tests, calculating the class percentage, and calculating the students‘
development score from pre-test, post-test 1, and post-test 2 into percentage.
To know the result of the pre-test, the writer calculated the mean score by
using this formula:
Σx
Mx = ──
N
1823
= ──
27
= 67.51
79
From the mean score calculation above, it was known that the score of pre-
test before implementing Classroom Action Research was 67.51.
After that, the percentage of the students who passed the standard minimum score
(KKM) was calculated by using this formula:
F
P = ── X 100%
N
8
= ── X 100%
27
= 29.62%
From the calculation above, the class percentage who passed the standard
minimum score was 29.62%. This percentage represents the total of the students
who passed the standard minimum score; only 8 students have passed the standard
minimum score criterion (75) in which 4 students got 75 and 4 students got more
than 75. Meanwhile, the rest who still achieved low score were 19 in total or
70.38% of students. Then, it means the result of the students‘ writing score of 8-D
class was low. As a result, cycle one must be conducted.
After the implementation of SFV in cycle one of the action research, the
writer calculated the result of post-test 1 to find out the development of students‘
score from the pre-test to post-test 1. There were two steps to get the result. The
first is the writer calculated the mean score of the class. Then, the writer
calculated the students‘ percentage that passed the standard minimum score.
Firstly, to find out the score of the post-test 1, the writer needed to calculate the
mean score. The mean score calculated by using the following formula:
80
Σx
Mx = ──
N
1917
= ──
27
= 71.00
The result of the mean score of post-test 1 was 71.00. It means there was
development from the pre-test to post-test 1.
After that, the percentage of the students who passed the standard minimum
score (KKM) was calculated by using this formula:
F
P = ── X 100%
N
12
= ── X 100%
27
= 44.44%
Furthermore, according to the calculation of percentage, there were 12
students or 44.44% who passed the standard minimum score (75) in which 5
students got 75 and 7 students got more than 75. In other words, there were 15
students or 55.56% students who had not passed the standard minimum score yet.
81
It can be described that cycle two must be conducted to develop students‘ writing
of descriptive text.
After the treatment in cycle two, the writer calculated the result of post-test 2
to find out further development score. Then, in finding out the result of post-test
2, the writer calculated the mean score and its percentage. The calculation of the
mean score can be seen below:
Σx
Mx = ──
N
2062
= ──
27
= 76.73
The calculation of the percentage score for the students who passed the KKM
can be seen below:
F
P = ── X 100%
N
22
= ── X 100%
27
= 81.48%
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The result of the students‘ mean score in post-test 2 was 76.73. It means the
score was developed because the mean score of post-test 1 was 71.00. It increases
5.73. From the calculation above, there were 22 or 81.48% students who passed
the standard minimum score in post-test 2. The result of this calculation showed
that there was development from post-test 1 to post-test 2. In the post-test 1, there
were 44.44% of the students who passed the KKM (75). Meanwhile, in post-test 2,
there were 81.48% students who passed the KKM (75) in which 4 students got 75
and 18 students got more than 75.
Since 22 students or 81.48% had passed the criterion in post-test 2, hence the
next cycle was not conducted. It means that SFV Strategy can develop students‘
writing of descriptive text. To see the development of the mean score, a chart is
provided which consists of the mean score in pre-test, post-test 1, and post-test 2.
The chart below shows the mean score of pre-test, post-test 1, and post-test 2:
Chart 4.4
The Mean Score of Pre-Test, Post-Test 1, and Post-Test 2
The cone chart above gives information about the mean score of the students‘
from pre-test, post-test 1, and post-test 2. According to the chart, the mean score is
increasing from pre-test, post-test 1, and post-test 2. The mean score increases
0
10
20
30
40
50
60
70
80
90
100
Pre-Test
Post-Test 1
Post-Test 2
67.51 71.00 76.73
83
because the number of students who got interested to SFV Strategy is also
increasing at all times. Therefore, they can develop their writing of descriptive
text in each cycle.
Furthermore, the chart below shows the percentage of students who passed
the KKM in Pre-test, Post-test 1, and Post-test 2:
Chart 4.5
The Percentage of Students who passed the KKM in the Pre-Test, Post-Test 1,
and Post-Test 2
Previously, the chart shows the students‘ mean score which is developing
in each phase of classroom action research. Meanwhile, the chart 4.5 above shows
the students‘ percentage in developing descriptive writing in pre-test, post-test 1,
and post-test 2. In pre-test, 29.62% (or 8 out of 27 students) was able to write
descriptive text in a good way. They know how descriptive text is structured and
their English is better than the others. In post-test 1, 44.44% (or 12 out of 27
students) was able to pass the standard minimum score. In post-test 2, 81.48% (or
22 out of 27 students) was able to reach the standard minimum score because they
were no longer confused about writing descriptive text by using SFV especially
after being taught in cycle two for two meetings. They get more enthusiast and
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Pre-TestPost-Test 1
Post-Test 2
29.62% 44.44%
81.48%
The Percentage of Students who Passed the KKM in Pre-test,Post-test 1, and Post-test 2
84
curious because SFV consists of new things, such as brainstorming and mind
mapping, which lead the students to develop their descriptive writing.
Furthermore, the writer analyzed the development that the students got from
their pre-test, post-test in cycle one and post-test in cycle two. To find the result,
the formulas below were used:
y1 - y
P = ─── X 100%
y
71.00 – 67.51
= ────────── X 100%
67.51
= 29.00%
From the calculation above, it can be seen that the development from pre-test to
post-test 1 was 29.00%. Meanwhile, the formula below was used to find out the
development from post-test 1 to post-test 2:
y2 - y
P = ─── X 100%
y
76.73 – 67.51
= ────────── X 100%
67.51
= 23.27%
85
The result showed that the development of post-test 1 to post-test 2 was 23.27%.
Furthermore, the writer interpreted the result of pre-test, post-test 1, and post-test
2 through the chart below:
Chart 4.6
The Comparison Score of Pre-Test, Post-Test 1, and Post-Test 2
Based on the chart 4.6 above, it can be delivered that 19 students were not
able to reach the standard minimum score (75) in the pre-test. Meanwhile, a
significant development was obtained in the post-test 2, there were 22 students
reaching the standard minimum score. This significant development occurred
because the students had been accustomed to write descriptive text by using SFV
Strategy. They were no longer confused to express their ideas. Moreover, the
number of students who developed their writing descriptive text grew in every
cycle. The comparison can be seen on the charts; the purple chart shows the
students who got score below 75, the red chart shows the students who got score
75, and the green chart shows the number of students who got score more than 75.
From all the findings above, it shows that the students‘ writing in descriptive text
was developed after they were taught to write it by using SFV strategy.
-1
1
3
5
7
9
11
13
15
17
19
21
23
25
27
Pre-Test Post-Test 1 Post-Test 2
Score <75
Score 75
Score >75
86
D. Discussion of the Implementation of the CAR
Before implementing CAR, the writer came to the school to obtained data
before applying SFV by observing the class. From the observation, it can be seen
that the teacher teaches the students by using teacher-centered approach. It can be
seen the students become passive and not interested to the lesson. When the
teacher read a passage from a book, the students didn‘t even listen carefully. They
tend to talk with their friends. Furthermore, based on the observation, the English
teacher was explaining the lesson very clearly. However, many students give
questions to the teacher related to the topic because they don‘t understand it yet.
According to the writer, it is because the teacher delivered the lesson in one way
communication. Thus, students feel bored and lack of enthusiasm in following the
lesson. Their faces look like tired when they were given explanation. After the
observation, on the next meeting, the writer gives pre-test to the students. They
had to make a descriptive text about their school. Furthermore, after the pre-test
has done, the writer conducted interview to the teacher and students before
implementing the CAR. The questions is regarding the teaching and learning
process before SFV strategy is applied and how the English teacher teaches the
students in typical way. Furthermore, the writer analyzed the students‘ descriptive
text from pre-test by using writing rubric.
The total of the students who got pre-test were 27 students. From the pre-test,
the mean of students‘ score on understanding descriptive writing is 67.51.
Furthermore, it can be delivered that the percentage of students who passed the
Minimum Mastery Criterion or KKM (Kriteria Ketuntasan Minimal) is 29.62%. It
means that there were only eight students who passed the Minimum Mastery
Criterion or KKM (Kriteria Ketuntasan Minimal) (75) and there were nineteen
students who cannot reach the KKM yet. In percentage, there were 70.37%
students who had not passed the KKM yet. From the result, in can be concluded
that cycle one of the CAR have to be conducted by using SFV Strategy.
Next, the writer gave treatment by using SFV Strategy to the students in cycle
one in two meetings. In the first meeting, the writer prepared lesson plan, hand out
of the lesson, students‘ group name, observation sheets, field notes, and
87
documentation tool. Since the activity was group working, the students were
attentive and get more interested. They also had a time to share ideas with their
friends. Meanwhile, in the second meeting, the writer focused to explain all about
SFV without group work. The students were still attentive, only a few of them
who did not give attention since the activity was held in the afternoon. Thus, the
English teacher suggested the writer to add ice breaking during the lesson to bring
back the students‘ attention. After the treatment was finished, the post-test 1 was
conducted. The mean score in the post-test 1 after the implementation of SFV
Strategy in cycle one is 71.00. It means the score was gained after given treatment
in cycle one. The development of students‘ score from the pre-test is 3.49 (71.00
minus by 67.51) or 29.00% in percentage. Therefore, the percentage of the
students who passed Minimum Mastery Criterion or KKM (Kriteria Ketuntasan
Minimal) (75) is 44.44%. In accordance to that, there were twelve students who
passed the Minimum Mastery Criterion or KKM (Kriteria Ketuntasan Minimal)
and the rest fifteen students were not reaching the KKM yet or 55.56% of the
students had not reached the KKM. From the calculation process, it is known that
the students still need development in vocabulary, in using conjunction, and
punctuation marks. Since the criterion had not reached yet or at least 20 students
achieved the criterion, the writer continued to conduct the CAR in the next cycle
or CAR cycle two.
The cycle two consists of two meeting. Both meetings consist of writing
descriptive text by using SFV. The writer provides more examples of animal
description, its mind map, the vocabulary, the list of figurative language and vivid
words, and the writer discussed about conjunction and punctuation marks. Ice
breaking was also applied in this cycle. The students were more interested in this
cycle and their confidence in writing descriptive text was also developed. Several
students were having difficulties in writing descriptive text by using SFV.
However, it can be solved because the students who have more capability helped
their friends. Over all, the students were very excited to write about animal
because most of them have pets in their house. After conducted CAR cycle two,
the writer calculated the mean score of post-test 2. The result of the mean score in
88
the post-test 2 in cycle two is 76.73. Thus, the students were developed their score
5.63 (76.63 minus by 71.00) or 23.27% is the development from post-test 1 to
post-test 2. Hence the percentage of the students who passed Minimum Mastery
Criterion or KKM (Kriteria Ketuntasan Minimal) (75) is 81.48%. It means that
there were twenty two students who passed the KKM and the rest five students
were still below the Minimum Mastery Criterion or KKM (Kriteria Ketuntasan
Minimal).
The percentage of each phase was showed development; 29.62% in the pre-
test, 44.44% in the post-test 1, and 81.48% in the post-test 2. The post-test of
cycle one has fulfilled the target of classroom action research because the
percentage of students who reached the Minimum Mastery Criterion or KKM
(Kriteria Ketuntasan Minimal) is more than 75%. From the discussions of the data
above, it shows that using SFV (sensory details, figurative language, and vivid
words) Strategy can develop students‘ writing of descriptive text. The students
were enjoyed in the learning process because brainstorming and mind mapping
phase helped them in organizing the content of their descriptive text. Therefore, it
can be concluded that the classroom action research has reached the target of
success and the writer ended the cycle.
Since this study found that there is a development of the students‘ writing of
descriptive text, the research question is answered; Spencer‘s SFV Strategy can
develop students‘ writing of descriptive text. Moreover, the finding of this study
has a correlation to several previous studies. The first previous study was
conducted by Tiarma Marpaung and Erny S. N. Hambandima.1
The research of Marpaung and Hambandima was conducted by focusing in
improving students‘ descriptive writing quality by implementing a collaborative
experiential learning (CEL) facilitated with a sensory detail chart (SDC) and it
was conducted through classroom action research. The research was the same as
the writer‘s did; it was conducted in two cycles and involved less than 30
1 Tiarma Marpaung and Erny S. N. Hambandima, (2019), ―Using Sensory Detail Chart in
Collaborative Experiential Learning to Increase Quality of Students‘ Descriptive Writing‖ in
International Seminar on Language, Education, and Culture, KnE Social Sciences, pages 85–101.
DOI 10.18502/kss.v3i10.3891
89
students. The writer involved 27 students while Marpaung and Hambandima
involved 26 students. Both studies were also conducted in two cycles and
involved a writing rubric to evaluate the students‘ writing. The writer used Jacob
et al.‘s writing rubric that was written in Sara Cushing Weigle‘s book; Assessing
Writing. The rubric consists of content, organization, vocabulary, language use,
and mechanics. Meanwhile, Marpaung and Hambandima were using NWRL
(Northwest Regional Educational Laboratory)‘s 6 traits of writing rubric which
includes ideas, organization, voice, news choice, sentence fluency, and
convention. One important issue is the implementation of sensory detail in
conducting the action research.
The writer used sensory detail as a part of SFV Strategy which was found by
Spencer. The sensory detail helps the students in describing object because
sensory detail consists of five human senses; sight, sound, taste, touch, and smell.
In Marpaung and Hambandima‘s study was also involved those five senses. It was
beneficial for the students since the students experiencing direct observation in
observing the object being described. Furthermore, the use of sensory detail is
also beneficial in organizing students‘ ideas so that they can record all detail
information from the observation. The use of sensory detail also leads the students
to explore things in a best way by using their five senses. This is also useful to
reinforce students to think critically and creatively in expressing their description
about the object. Further correlated study is also proved the parts of SFV Strategy
have improved students‘ writing of descriptive text.
The second correlated study which was conducted by Elfrida Br. Silalahi has
proved that brainstorming and mind mapping were useful in improving students‘
writing of descriptive text.2 Even though the level of students in Silalahi‘s study
and the writer‘s study is different, both have the same experience in implementing
the brainstorming and mind mapping. Silalahi was implementing the study in
vocational high school and two different classes were given the implementation of
brainstorming and mind mapping. She used the first class to apply brainstorming
2 Elfrida Br. Silalahi, Improving Writing Descriptive Paragraph by Using Mind Mapping
Technique and Brainstorming Technique at SMK Methodist 8 Medan, The Explora Journal of
ELT and Linguistics, March 2016, 2(1), p. 1.
90
and the second class to apply mind mapping technique. In the application of mind
mapping, the students felt enjoy in creating descriptive text because mind
mapping uses colors, image, branches, and lines to help students in writing the
descriptive text. Similar thing was occurred in the writer‘s implementation of SFV
Strategy in the eighth grade of junior high school. The students felt more enjoy to
the lesson because most of them love drawing and mind mapping helped them in
organizing ideas before drafting the descriptive text. Furthermore, in the
application of brainstorming, the students were given a chance by Silalahi to
explore ideas in a group or individually. There were no boundaries for the ideas.
As long as the ideas related to the topic, students can use it to arrange a text. This
was also occurred in the writer‘s implementation of brainstorming as one of the
SFV steps. The students were given time to make lists of ideas as much as
possible. They were given instruction to not to be worry about the grammar in
brainstorming phase because the focus is to collect the ideas for the text. After
brainstorming, the students were asked to move to mind mapping phase. Lastly,
the correlated study regarding SFV Strategy was conducted by Zuhratul Aini.3
According to Aini‘s research findings, there are several strategies that are
successfully used in teaching descriptive writing. Those are brainstorming, mind
mapping, discussion, group work, and analyzing picture. Those are the strategies
which frequently used by the teachers in school and English course. Using these
strategies to teach descriptive writing is helpful to make students active in the
class without feeling bored with the lesson. It is also occurred during the lesson
when the writer applied SFV Strategy. As what have been stated previously, the
students were more engaged to write descriptive text after they were asked to
create mind mapping. Mind mapping helps them in organizing ideas and it is not a
boring activity to do. It involves colors, picture, lines, etc. which is more
interesting to be done by the students. Even though the students took longer time
in creating mind mapping, they were able to organize the content of the text
3 Zuhratul Aini, The Exploration of the Analysis on Teaching Strategies of Descriptive
Writing (the comparative between public school and private English course), (Ar-Raniry State
Islamic University Darussalam, Banda Aceh), 2018.
91
better. Moreover, as stated by Aini, group work and discussion are activities that
made the students to be more active because they were having time with their own
friends. Thus, new environment was created and the students were braver to face
challenges from the writer in writing descriptive text. In addition, they were able
to help each other, give feedback, and share ideas regarding their descriptive
writing. The correlated studies above confirm this study that SFV Strategy can be
applied in developing students writing of descriptive text.
92
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of the conclusion and the suggestion based on the
findings of the classroom action research. The conclusion discussed about the
result of SFV Strategy implementation in developing students‘ descriptive
writing. Meanwhile, the suggestion discussed several alternative ways regarding
SFV Strategy that can be utilized for further studies.
A. Conclusion
During the implementation of classroom action research in the classroom, the
students enjoyed the process because the steps of SFV consist of activity they
prefer to do, such as mind mapping and brainstorming. Furthermore, the obtained
data showed the students‘ descriptive writing was developed. The text before the
implementation was not organized well and the content was poor of detail. After
the implementation, the students could organize the text logically and the main
idea and the generic structure were clear. The content of their text was also
relevant to the topic and no longer lack of details. In summary, SFV Strategy
helps the students gained better score in writing.
Furthermore, calculation result is done to support the data. The result shows
that the mean score of pre-test is 67.51 and there were 8 students or 29.62% of
class who passed the KKM. In the post-test 1, the mean score is 71.00 with 12
students or 44.44% of class who passed the KKM. Thus, the percentage of
students‘ development from pre-test up to post-test 1 is 29.00%. In the post-test 2,
the mean score is 76.73 and there are 22 students or 81.48% who passed the KKM.
The percentage of students‘ development from post-test 1 up to post-test 2 is
23.27%. Based on the criterion of success, the cycle will be stopped when the
percentage of students who passed the KKM is 75% of the class. Thus, in this
study, the action was stopped in the cycle 2 because in this cycle the score already
passed the criterion of success. Therefore, it can be concluded that SFV Strategy
can develop the students‘ writing of descriptive text of the eighth grade students in
93
SMP Muhammadiyah 17 Ciputat. In addition, the students enjoyed the process
because they experienced new learning strategy in the class when SFV is applied.
B. Suggestion
Based on the conclusion above, several suggestions below are delivered by
the writer to students, English teachers, and further researchers:
First, this is a suggestion for the students. The students need to realize and try
to recognize what activities they would prefer to do during learning process,
especially in learning how to write descriptive text. Since the students easily feel
bored and lack of motivation, first thing to find out is who they are in terms of
learning style and habit. By knowing SFV Strategy, students may apply the steps
not only to learn descriptive text, but also to learn another genre of text and
another lesson.
Second, this suggestion is delivered to English teacher. A lot of issues must
be realized by the teacher in conducting everyday teaching and learning activity in
the classroom. Several things must be considered regarding the students‘ need. In
case of teaching descriptive text, teacher should consider what media the students
will like, what strategy should be applied, etc. Reflected from this study, the
students prefer to do group work, drawing, and discussions. Therefore, the teacher
must provide it and explore more about teaching strategy and technique. Teaching
descriptive text is not only transferring knowledge, but also an activity to be
enjoyed as a part of life. For instance, the teacher can use sensory details of SFV
Strategy in teaching the students. Sensory details is relevant to the students‘
everyday life, it will be helpful for them if the teacher promote this strategy to the
students as an alternative in teaching writing.
Third, this suggestion is delivered for further researchers who want to
conduct another study on the same field. In conducting a research by using SFV
Strategy, researchers can apply it not only to junior high school students, but also
to another level of students who are learning writing, especially descriptive text.
94
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99
APPENDICES
Appendix 1. Classroom Action Research Timeline
CLASSROOM ACTION RESEARCH TIMELINE
Cycles Activities Meetings Date Themes
Observation before
action
March 21
st 2019
Interview and test
before action
March 26
th 2019 School
Cycle
I
Teaching and learning
process 1 March 28
th 2019
Best
Friend Teaching and learning
process 2 April 2
nd 2019
Post-test 1 3 April 4th
2019
Cycle
II
Teaching and learning
process 1 April 9
th 2019
Animal Teaching and learning
process 2 April 11
th 2019
Post-test 2 3 April 16th
2019
Interview after action May 9th
2019
100
Appendix 2. Students‘ Name
LIST OF 8-D STUDENTS’ NAME
NO. NAME
1. ABDILLAH L
2. ARYLLA RAHMA CHAIRUNNISA P
3. DAVIN RADHIAZKA L
4. DESTI FAJRIAH P
5. DIRA FIRNA P
6. DIVA ANANDA YULIANI P
7. DWI FAHRIZKY ISMAIL L
8. FAUZAN THORIQ RAMADHAN L
9. FISABILILLAH L
10. HAIRUL IMAM L
11. MERSHA ADELIA P
12. MUHAMMAD AL-GAFFAT L
13. MUHAMMAD FATHAN AL RISQY L
14. MUHAMMAD HANIF NAUFAL L
15. MUHAMMAD ILHAM FERDIYAN L
16. NALIA SEPTIANA ASTUTI P
17. NUR ABDUL KODIR L
18. PUTRI ANDINI P
19. PUTRI HERDIANA P
20. RENDI ARIF PRIMADANI L
21. RIFKY GUNAWAN PRASETYO L
22. ROBIATUL ADAWIYAH P
23. SAFNA PRIYANI P
24. SALMA ALVIRA MAHARANI P
25. SHISI LIA WATI HAMDAN P
26. WAHYU WIDAYANTO L
27. ZARETA TIAWA PUTRI P
TOTAL 27
L* 14
P* 13
*L (Laki-laki)
*P (Perempuan)
101
Appendix 3a. The Guideline of the Teacher Interview before CAR
Interview Guideline for the 8th
grade English teacher of
SMP Muhammadiyah 17 Ciputat before the Implementation of
Classroom Action Research Implementation
Interviewer:
Interviewee:
1. Bagaimana kemampuan siswa secara umum dalam mempelajari bahasa
inggris?
2. Bagaimana kemampuan siswa dalam menulis menggunakan bahasa
inggris?
3. Bagaimana kemampuan siswa dalam menulis teks deskriptif?
4. Kesulitan apa yang dihadapi siswa dalam menulis teks deskriptif?
5. Metode atau strategi apa yang ibu gunakan untuk mengajar bahasa
Inggris agar siswa mudah memahami pelajaran?
6. Metode atau strategi apa yang ibu gunakan dalam mengajar writing?
7. Metode atau strategi apa yang ibu gunakan dalam mengajar deskriptif
teks?
8. Selama ibu mengajar bahasa Inggris, kendala apa saja yang pernah ibu
alami?
9. Bagaimana cara ibu mengatasi kendala yang terjadi di dalam kelas?
10. Kendala apa saja yang ibu alami dalam mengajar writing teks deskriptif
dan bagaimana cara ibu mengatasi kendala tersebut?
11. Apakah ibu mengetahui sebuah strategi untuk mengajar menulis deskriptif
teks yang disebut SFV (sensory details, figurative language, and vivid
words)?
102
Appendix 3b. The Answer of the Teacher Interview before CAR
Interview of the 8th
grade English teacher of
SMP Muhammadiyah 17 Ciputat before the Implementation of
Classroom Action Research
Interviewer: Gusti Fathia Cahyani
Interviewee: Didah Nuryatin, S.Pd.
1. Bagaimana kemampuan siswa secara umum dalam mempelajari bahasa
inggris?
Pada dasarnya mereka antusias dalam mempelajari bahasa inggris, tapi
kurang memiliki kemauan dan semangat yang besar. Padahal tujuan mereka
mempelajari bahasa inggris adalah minimal untuk mengerti dan memahami
bahasa inggris terutama dalam penerapan speaking sehari-hari. Namun seringkali
mereka malas mencari dan menghafal kosakata yang sukar mereka pahami.
Padahal mereka banyak memahami bahasa inggris secara otodidak meski hal
tersebut belum diajarkan. Tapi kembali lagi, kemauan mereka kadang sangat
minim.
2. Bagaimana kemampuan siswa dalam menulis menggunakan bahasa inggris?
Dikarenakan mereka kurang menaruh perhatian terhadap bahasa inggris,
bahasa inggris itu kan ucapan dan tulisannya berbeda, sementara ketika praktik
menulis, mereka tidak mau berusaha mencari vocab atau kata yang mereka tidak
pahami, finally mereka banyak bertanya kepada guru yang mengajar. Bahasa
inggris kan seharusnya dipelajari secara kontinyu, termasuk menulis bahasa
inggris, tidak hanya sekali atau dua kali atau saat KBM saja, sehingga ketika ada
kendala, mereka sering kebingungan.
3. Bagaimana kemampuan siswa dalam menulis teks deskriptif?
103
Saat mempelajari deskriptif teks, mereka mahir mendeskripsikan sesuatu
dalam mother tongue atau bahasa ibunya, yaitu bahasa Indonesia. misalnya
tentang pengalaman mereka atau yang lain. Tapi ketika diperintahkan untuk
mendeksripsikan dalam bahasa inggris, misalnya kucing kesayangan di rumah,
mulai dari kebiasaannya, bentuknya, dan lain-lain, mereka mulai kesulitan
menjelaskan dan menuliskannya. Padahal kan sebenarnya sama saja seperti
menjelaskan dalam bahasa Indonesia. intinya kan SPOK. Namun karena kurang
latihan, lupa kosakata, sehingga mereka kesulitan dalam merangkai kata-kata.
4. Kesulitan apa yang dihadapi siswa dalam menulis teks deskriptif?
Selain itu tadi, vocab yang kurang, mereka seperti kurang tertarik kalau
deskriptif teks. Mendengar kata ―deskripsikan‖ saja sudah membuat mereka
malas. Terkadang mereka juga tertukar antara deskriptif dengan naratif sehingga
malah terlalu banyak mendeskripsikan apa yang mereka sedang lakukan daripada
mendeskripsikan suatu benda atau orang atau tempatnya. Padahal kalau diingat,
deksriptif teks itu kan patokannya hanya identifikasi dan deskripsinya, kalau dari
generic structurenya. Kembali lagi karena mereka kurang latihan sendiri di rumah,
sehingga kurang atau sering lupa kosakata sehingga sulit untuk mengembangkan
sebuah teks deskriptif.
5. Metode atau strategi apa yang ibu gunakan untuk mengajar bahasa
Inggris agar siswa mudah memahami pelajaran?
Perihal metode atau strategi, ibu tidak menentukannya sendiri. Ibu ajak murid
kira-kira apa yang enak untuk dilakukan agar pelajaran menjadi menyenangkan.
Kalau jadwal pelajarannya pada jam pertama atau kedua, kondisi mereka masih
baik, kelas pun tidak panas. Tapi kalau sudah mulai siang dan pelajaran terletak di
akhir jam sekolah, butuh upaya yang lebih besar untuk mengajar mereka karena
cuaca yang panas dan kelas mulai tidak kondusif. Maka, ibu ajak mereka untuk
saling memijat secara bergantian, games, ice breaking di tengah pelajaran.
6. Metode atau strategi apa yang ibu gunakan dalam mengajar writing?
104
Dalam pelajaran writing terkadang pakai jumble word, lalu dari word anak
harus membuat sentence, dari sentence itu lalu dikembangkan lagi bersama grup
mereka untuk membuat minimal 5 sampai 7 kalimat, lalu perwakilan dari tiap
grup menuliskannya di papan tulis. Karena di sekolah ini minim sarana, berbeda
dengan sekolah-sekolah lain apalagi sekolah internasional yang sarananya sudah
terpenuhi untuk praktik, sehingga mungkin pelajarannya menjadi lebih menarik.
Tidak masalah untuk mengadakan games dan lain sebagainya di kelas ini, tapi
kalau tiap pertemuan harus menyediakan hal berbeda, sayanya yang minim dana.
7. Metode atau strategi apa yang ibu gunakan dalam mengajar deskriptif teks?
Sudah pasti group work. Dalam pembentukan grup itu, saya tidak
menyatukan yang belum bisa dengan yang sesama belum bisa. Siswa yang
kemampuannya lebih bagus dalam bahasa inggris, pasti disatukan dengan yang
belum bisa. Selain itu, yang rajin juga harus bisa mengajak yang malas dan
membantu yang belum baik kemampuannya. Harus merata untuk saling
membantu dalam belajar bahasa Inggris.
8. Selama ibu mengajar bahasa Inggris, kendala apa saja yang pernah ibu
alami?
Kendala itu banyak ya. Tapi saya nikmati saja, berusaha untuk tetap semangat
mengajar anak-anak. Seperti biasa, kendalanya adalah di awal-awal mereka fokus
belajar, sumringah, tapi semakin siang akan mulai tidak fokus, apalagi kalau mau
jam istirahat. Kemudian, mereka biasanya ngobrol, bercanda, sampai memukul
meja yang mengganggu siswa lain yang belajar. Kebanyakan yang terjadi kendala
dari luar diri saya, seperti keadaan kelas dan siswanya, hingga cuaca juga
memengaruhi.
9. Bagaimana cara ibu mengatasi kendala yang terjadi di dalam kelas?
Saya akan tetap mengajar, biarkan saja siswa yang sudah ditegur berkali-kali
namun tidak mau diam. Tapi setelah itu, setelah pelajaran usai, saya akan meminta
tolong temannya atau saya sendiri yang memanggil anak yang bermasalah untuk
105
diajak bicara. Bukan untuk dictation bahwa dia akan dihukum melainkan ajakan
untuk ngobrol karena ada sesuatu yang ingin disampaikan. Saat saya
memanggilnya pun tidak di depan temannya, karena saya paham dia pasti malu
dan punya harga diri. Jadi, bicara empat mata, pendekatan, lalu tanyakan
permasalahan yang membuat dia tidak bisa fokus ketika saya mengajar. Dari situ
akan ada tindak lanjutnya, misalnya saya bicarakan dengan wali kelasnya. Agar
saya tau, apakah anak itu berperilaku buruk hanya saat jam pelajaran saya atau
pada pelajaran yang lain juga. Saya berusaha mencarikan solusi tanpa
merendahkan anak, harus tetap mendidiknya dengan ajaran yang baik agar akhlak
dan perilakunya pun membaik. Sehingga dari pendekatan-pendekatan itu si anak
mau dan tertarik untuk belajar dengan saya.
10. Kendala apa saja yang ibu alami dalam mengajar writing teks deskriptif
dan bagaimana cara ibu mengatasi kendala tersebut?
Hambatannya ya itu tadi, siswa sulit fokus, semangatnya kadang menurun,
dan vocabnya yang rendah. Cara mengatasinya, misalnya dari vocabnya, maka
saya berikan salinan kumpulan kosakata, lalu menginstruksikan siswa untuk
mempelajari dan menghafalkannya. Misalnya 10 kosakata dalam sekali pertemuan
untuk disetorkan. Walau mungkin si murid belum hafal semuanya, tapi setidaknya
ada peningkatan dari pertemuan ke pertemuan sampai ke akhir semester. Cara lain
misalnya menginstruksikan mereka untuk underline kata yang sukar dari LKS lalu
diberikan arti pada tiap kata itu atau mencatatnya dengan rapi di buku latihan.
11. Apakah ibu mengetahui sebuah strategi untuk mengajar menulis deskriptif
teks yang disebut SFV (sensory details, figurative language, and vivid words)?
Tidak tahu. Hanya pernah mendengar tentang mind mapping yang biasa
diterapakan kalau ingin membuat tulisan yang lebih terstruktur.
106
Appendix 4a. The Guideline of the Teacher Interview after CAR
Interview of the 8th
grade English teacher of
SMP Muhammadiyah 17 Ciputat after the Implementation of
Classroom Action Research Implementation
Interviewer:
Interviewee:
1. Bagaimana tanggapan ibu mengenai SFV yang telah diterapkan dalam
menulis teks descriptif di dalam kelas?
2. Bagaimana peningkatan yang dialami oleh siswa dalam mempelajari
bahasa Inggris khususnya dalam menulis teks deskriptif setelah SFV
diterapkan?
3. Apa pendapat ibu mengenai SFV bila diterapkan pada pembelajaran
selanjutnya?
4. Menurut ibu, bagaimana hasil penulisan siswa setelah SFV diterapkan?
5. Apa saran ibu mengenai SFV yang diterapkan dalam pengajaran teks
deskriptif?
107
Appendix 4b. The Answer of the Teacher Interview after CAR
Interview of the 8th
grade English teacher of
SMP Muhammadiyah 17 Ciputat after the Implementation of
Classroom Action Research Implementation
Interviewer: Gusti Fathia Cahyani
Interviewee: Didah Nuryatin, S.Pd.
1. Bagaimana tanggapan ibu mengenai SFV yang telah diterapkan dalam
menulis teks deskriptif di dalam kelas?
Saya setuju banget kalau SFV dipakai untuk mengajar di kelas. SFV itu
kan menjadi sebuah hal yang baru, buat saya dan murid-murid, jadi bagi saya
menarik banget dan menambah wawasan murid juga.
2. Bagaimana peningkatan yang dialami oleh siswa dalam mempelajari
bahasa Inggris khususnya dalam menulis teks deskriptif setelah SFV
diterapkan?
Selama diajar oleh kamu, murid-murid keliatan lebih tertarik sama
pelajaran. Mereka juga keliatan lebih tertarik belajar teks deskriptif karena
dikenalin pembelajaran baru pake SFV. Pelajaran jadi lebih menarik dan tidak
membosankan. Yang terpenting itu kan mereka mau tahu dulu. Mereka ada
semangat untuk mencari tahu tentang hal baru. Nah dikenalkan strategi belajar
yang baru membuat mereka tertantang untuk mengikuti pelajaran dengan lebih
semangat dan lebih baik lagi.
3. Apa pendapat ibu mengenai SFV bila diterapkan pada pembelajaran
selanjutnya?
SFV kan melibatkan ke-5 panca indera, ada figurative language dan vivid
words juga yang membuat suatu tulisan menjadi lebih menarik. Saya sih yakin
SFV bisa diterapkan juga dipelajaran lain yang berkaitan dengan genre teks.
4. Menurut ibu, bagaimana hasil penulisan siswa setelah SFV diterapkan?
108
Dikarenakan murid-murid butuh pengalaman belajar dengan cara baru,
maka menurut saya belajar membuat teks deskriptif dengan strategi SFV ini
bisa menjadi sebuah alternatif untuk dilaksanakan di kelas. Kalau membuat
teks kan harus benar strukturnya sesuai jenis teks tersebut, dengan SFV ini
siswa jadi lebih aware dengan generic structure. Jadi tidak asal-asalan
membuatnya. Mereka juga lebih aware dalam mengorganisasikan isi teks dan
kontennya dan mereka mencoba untuk kreatif dalam mengekspresikan kata
perkata dari yang tadinya hanya ide kemudian menjadi rangkaian kata-kata.
Terus kan mereka agak weak ya grammarnya, tapi mereka keliatan banget
trying so hard untuk membuat teks deskriptif pake SFV. Ya itu dia positifnya,
SFV bisa membantu siswa untuk arrange teks mulai dari menemukan ide-ide,
mengorganize ide menjadi teks, dan seterusnya. Pekerjaan mereka jadi lebih
terstruktur gitu, jadi merekanya sendiri tidak kebingungan. Terlebih lagi mind
map keliatannya paling menarik buat mereka, sebuah pengalaman baru, dan
mereka suka. Itu bagus banget untuk proses belajar mereka.
5. Apa saran ibu mengenai SFV yang diterapkan dalam pengajaran teks
deskriptif?
SFV ini banyak banget plusnya. Tapia da juga suatu kendala yang saya liat
pas tindakan kelas. Mereka kelamaan membuat mind map karena keasyikan
menggambar dan berkreasi. Jadi agak buang waktu padahal kan mind map itu
salah satu siasat untuk membuat teks deskriptif, bukan main goalnya. Murid
jadi salah fokus dan kamu harus remind mereka terus untuk fokus pada hal
lain dalam step SFV. Berarti kalau ingin diterapkan di lain kesempatan, guru
yang mengajar harus tegas tentang waktu dan lebih fokus lagi ke step by
stepnya. Kalau dipoles dikit saya yakin hasilnya akan lebih memuaskan dan
murid terlatih untuk melakukan dengan baik.
109
Appendix 5a. The Guidelines of the Students Interview before CAR
Interview Guidelines for the 8th
grade English students of
SMP Muhammadiyah 17 Ciputat before the Implementation of
Classroom Action Research
Interviewer:
Interviewee:
1. Apakah kamu menyukai pelajaran bahasa inggris? Mengapa?
2. Adakah hal yang membuatmu tidak tertarik dengan pelajaran Bahasa
Inggris? Sebutkan!
3. Berapakah KKM untuk pelajaran Bahasa Inggris? Apa kamu merasa sulit
untuk
mencapai standar tersebut?
4. Apakah kamu mempunyai kesulitan dalam mempelajari skill writing
khususnya descriptive text?
5. Apakah ibu guru menggunakan strategi/metode saat mengajar di kelas?
6. Bagaimana tanggapanmu mengenai strategi yang ibu guru terapkan saat
mengajar?
7. Apakah kamu paham dengan strategi yang digunakan oleh ibu guru?
8. Apakah kalian mengetahui SFV Strategy dalam penulisan descriptive text?
110
Appendix 5b. The Answer of the Students Interview before CAR
Interview of the 8th
grade English students of
SMP Muhammadiyah 17 Ciputat before the Implementation of
Classroom Action Research
Interviewer: Gusti Fathia Cahyani
Interviewee: S1 (students 1), S2 (students 2), S3 (students 3), S4 (students 4)
1. Apakah kamu menyukai pelajaran bahasa Inggris? Mengapa?
S1: Ya, sangat suka. Saya kan pengen les bhs inggris tp blm ktmu gurunya.
Saya juga pgn mempelajari bhs inggris lebih dalam lagi untuk bisa digunakan di
lingkungan kerja suatu saat nanti dan bisa ke luar negeri.
S2: Suka. Karena pelajarannya unik dan membuat saya ingin mencari tahu
tentang bahasa tersebut.
S3: Suka. Bhs inggris itu kunci kesuksesan mnrt saya. krn klau mau kemana2
misalnya melamar kerja atau ke universitas harus pake bhs inggris. Jd bhs inggris
itu kepake dimana2.
S4: Suka. Enak buat dipelajarin, seru. Kalo ketemu sm org bule jd bs
ngmngnya dan makin tau pake bhs inggris.
2. Ada 4 skill bahasa inggris, mana yg paling susah?
S1: Skill speaking. Hal itu sulit karena sangat rumit dan membuat kelibet-
libet saat mengucapkannya. Misalnya pengucapan even berbeda dengan event.
Tulisannya tapi beda cara bacanya.
S2: Berbicara dan mendengarkan. Karena untuk mendengarkan bahasa
inggris yang native ucapkan itu sulit dipahami karena bicaranya cepat. Saya harus
mengartikan satu persatu karena ga paham. Kalo berbicara, kesulitannya karena
rumit sehingga mengucapkan kata perkata berlibet-libet.
S3: Berbicara. Karena kalo berbicara sm org Indonesia aja selalu gugup dan
btuh waktu latihan yang lama, apalahi kalo brbicara sm org asingnya.
S4: Berbicara. Pelafalan kata2nya susah, lidah gak terbiasa.
111
3. Apakah kamu menyukai pelajaran writing? Mengapa?
S1: Suka. Karena menjadi tahu bagaimana cara menulis dalam pelajaran
bahasa inggris.
S2: Suka. Karena bisa belajar mengartikan tiap kata dan mencari tahu
maknanya.
S3: Suka. Karena menulis bahasa inggris itu membuat saya mendapatkan hal
baru. Misalnya tau arti dari kosakata yg baru saya temui.
S4: Suka aja. Jadi dapat wawasan baru.
4. Apa kesulitan dalam writing English terutama menulis teks deskriptif?
S1: Kesulitannya adalah saat berpikir mencari idenya. Cara penulisannya
kadang gak tahu jd bingung.
S2: Susah ngartiinnya dari b.indo ke b.ing terutama kata kata yg ga sering
didenger atau ucapin.
S3: Ga ada kesulitannya. Yang penting sering latihan. Kalo deksripsiin
sebuah benda misalnya, ya liat atau bayangin aja bendanya. Kan deskriptif itu
kayak gimana udh dipelajarin di kelas, udah dijelasin guru.
S4: Nyari kata2 dan ide2nya. Kadang susah juga ngartiin dr bahasa Indonesia
ke Inggris.
5. Bagaimana pengajaran guru bahasa inggris di kelasmu terkait pelajaran
menulis deksriptif teks?
S1: Kayak biasa guru-guru yang lain. Asik, tapi jarang main game.
S2: Dia bisa membuat siswa mengerti pelajaran dan selalu memberikan
contoh-contoh.
S3: Sering dikasih tugas setelah dijelasin.
S4: Ngajarnya kayak biasa, banyak nyampein materi.
6. Pengajaran bahasa inggris seperti apa yang kamu mau untuk diterapkan
di kelas?
S1: Ada sistem QNA dan diskusi yang pro-aktif supaya lebih paham
pelajaran.
112
S2: Kerja kelompok, ada animasi2 atau gambar2.
S3: Saya tuh pengen kalo belajar bahasa inggris simple aja sih, misalnya ada
sound terus ada laptop, terus disuruh dengerin, kayak pelajaran bahasa inggris di
skolah SD saya. Jadi ntar habis dengerin langsung catat kata-kata yang keluar dari
sound. Terus maju ke depan, dinilai. Banyakin praktik aja sih intinya.
S4: Instruksi yang jelas daru guru. Saya lebih suka belajar secara individu
daripada kelompok. Jadi lebih bisa kalo nyari semuanya sendiri.
7. Apakah sulit mencapai KKM 75? Mengapa?
S1: Sulit, karena seringkali cara tulisan dan pengucapan berbeda. Jadi saya
sering keliru.
S2: Engga. Itu sih udah standar yang harus dicapai karena saya suka
pelajarannya.
S3: Engga susah asal mau usaha. Harus praktik terus untuk melebihi kkm 75.
Saya udah trbiasa belajar bahasa inggris jadi gak susah.
S4: Suka ga bisa ngerjainnya. Kadang yang dipelajari dikelas beda dengan
yang keluar disoal ujian.
8. Apakah kalian mengetahui SFV Strategy dalam penulisan descriptive text?
S1, S2, S3, S4: Tidak tahu.
113
Appendix 6a. The Guidelines of the Students Interview after CAR
Interview Guideline of the 8th
grade English students of
SMP Muhammadiyah 17 Ciputat after the Implementation of
Classroom Action Research
Interviewer:
Interviewee:
1. Bagaimana tanggapanmu setelah belajar menulis descriptive text dengan
menggunakan SFV?
2. Apa perbedaan yang kamu rasakan sebelum dan sesudah menggunakan
SFV?
3. Apa manfaat yang kamu dapat setelah SFV diterapkan?
4. Kesulitan apa yang kamu temui saat SFV diterapkan?
5. Apa saranmu terhadap SFV yang diterapkan dalam pembelajaran
descriptive text?
114
Appendix 6b. The Answer of the Students Interview after CAR
Interview of the 8th
grade English students of
SMP Muhammadiyah 17 Ciputat after the Implementation of
Classroom Action Research
Interviewer: Gusti Fathia Cahyani
Interviewee: S1 (students 1), S2 (students 2), S3 (students 3), S4 (students 4)
1. Bagaimana tanggapanmu setelah belajar menulis descriptive text dengan
menggunakan SFV?
S1: Baru banget aku belajar dengan SFV. Lumayan rumit tapi seru dan
menarik banget.
S2: Menantang banget sih belajar pake SFV. Apalagi saya juga membantu
teman yang kesulitan selama belajar dan latihan menulis teks deskriptif.
S3: Bagi saya SFV ini challenging dan suatu hal baru yang seru untuk di
eksplor. Pasti kalo udah sekolah SMA nanti saya pake juga deh SFV untuk belajar
pelajaran lain. Selama di kelas ada teman-teman yang meminta bantuan juga, jadi
saya punya kesempatan untuk sharing dengan teman-teman.
S4: Pengalaman baru dan bagus bagi aku. Jadi tahu apa itu mind map dan
istilah-istilah lain yang bakal berguna banget untuk belajar di masa depan, jadi
gak kudet. Apalagi beberapa tahun lagi saya akan sekolah menengah atas dan
akan belajar bahasa Inggris lagi suatu hari nanti.
2. Apa perbedaan yang kamu rasakan sebelum dan sesudah menggunakan
SFV?
S1: Sebelum belajar pakai startegi ini, belajar Cuma gitu-gitu aja. Dijelasin
guru terus dikasih soal latihan atau tugas. Setelah belajar pake SFV ternyata
belajar teks gitu gak membosankan dan bisa menyenangkan. Jadi lebih sadar
untuk meningkatkan kemampuan karena SFV itu penuh dengan hal baru yang
harus dipelajari dengan baik karena pasti bakal berguna buat saya, apalagi saya
115
suka pelajaran bahasa Inggris. Pas belajar bareng kelompok juga bikin makin seru
karena eksplor bareng teman.
S2: Sebelumnya belajar Cuma pake buku LKS atau buku paket dan itu bikin
bosen. Terlalu biasa. Tapi ternyata jadi lebih colourful belajar pake SFV. Saya
tertantang untuk lebih kreatif dan berani menuangkan kata-kata ke dalam teks.
Saya juga punya kesempatan untuk saling membantu teman saat kesulitan di
pelajaran. Belajar hal baru bersama teman itu menyenangkan.
S3: Saya kira belajar tentang genre teks hanya itu-itu aja. Ternyata melalui
SFV jadi tahu cara baru. Semua istilah baru yang saya pelajari bakal jadi asupan
untuk otak saya. Saya senang lihat teman-teman saya antusias dan saya juga jadi
ikut antusias. Jadi seru belajar pake SFV.
S4: Tadinya bingung kalo mau bikin teks deskriptif, kalo cuma liat contoh
malah jatohnya jadi jiplak. Terus pake SFV ternyata bisa cari ide pake
brainstorming. Latihan-latihan jadi lebih asyik.
3. Apa manfaat yang kamu dapat setelah SFV diterapkan?
S1: Saya harus merhatiin satu-persatu aspek supaya strukturnya benar.
Seenggaknya enak dilihat. Jadi gak terlalu salah deh.
S2: Saya jadi bisa bikin teks dengan cara baru. Dan ternyata banyak banget
hal yang saya belum tahu. Saya suka banget pas belajar pake mind map. Seru.
S3: Yang pasti jadi punya wawasan baru. Seperti yang udah saya bilang
sebelumnya, saya jadi tahu istilah-istilah baru yang pasti berguna untuk ke
depannya. Saya jadi aware dengan kosakata yang saya pakai, diajarin juga
ternyata ada istilah conjunction untuk membuat teks jadi lebih smooth.
S4: Menurut saya SFV bikin saya mengalami pengalaman baru yang asyik
untuk belajar teks. Saya lebih suka belajar sendiri, nah SFV itu tantangan karena
saya harus bisa share ide-ide saya ke teman-teman. Isi dari teks juga jadi lebih
saya perhatiin biar nyambung kayak yang udah dipelajarin.
4. Kesulitan apa yang kamu temui saat SFV diterapkan?
S1: Kadang suka bingung ngungkapin yang mau ditulis karena susah kata-
katanya. Palingan buka kamus deh jadinya. Terus istilah-istilah baru yang ada
bikin saya loading lebih lama pas belajar. Tapi tetap menarik dan seru.
116
S2: Sempat agak kesulitan pas dijelasin tentang figurative language dan vivid
words. Tapi untung dikasih contoh-contoh. Dan waktunya kurang lama pas latihan
bikin teks.
S3: Saya kurang latihan sih, jadi kadang stuck ngungkapin pakai vocab yang
pas. Untung boleh pakai kamus pas latihan dan sempat kesusahan pas bikin teks
karena saat waktunya sudah habis, sayanya belum kelar. Kurang latihan sih
intinya.
S4: Agak bingung untuk pake figurative language. Jadi bergantung pada
contoh yang dikasih aja. Terus kadang belum selesai ngerjain tapi waktunya sudah
habis. Saya lama ngerjainnya.
5. Apa saranmu terhadap SFV yang diterapkan dalam pembelajaran descriptive
text?
S1: Berikan ekstra waktu.
S2: Lebih fokus step-stepnya.
S3: Selain saya sendiri harus sering latihan, mungkin pas dikelas bisa ibu
tambahin waktu untuk bikin teks karena banyak juga yang harus dipahami dan
pelajari.
S4: Karena saya lama ngerjainnya, butuh waktu lebih lama aja sih.
117
Appendix 7a. Observation Sheets
Teacher Observation Sheet
Nama Sekolah :
Kelas :
Cycle/Pertemuan :
Tanggal :
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
A. Persiapan 1. Guru mempersiapkan rencana pelaksanaan pembelajaran
(RPP) dengan seksama
2. Tujuan pembelajarannya dinyatakan dalam kalimat yang
jelas dalam RPP
3. Materi pembelajaran yang akan diberikan memiliki
kaitan atau dapat dikaitkan dengan materi pembelajaran
sebelumnya
4. Guru mempersiapkan media pembelajaran 5. Guru mempersiapkan seting kelas untuk
pembelajaran
6. Guru mempersiapkan siswa secara fisik dan mental 7. Guru menyampaikan tujuan pembelajaran yang hendak
dicapai
B. Presentasi/Penyampaian Pembelajaran 8. Guru memotivasi siswa, menarik perhatian agar
mengikuti proses pembelajaran dengan baik
9. Guru menjelaskan materi pembelajaran dengan teknik-
teknik tertentu sehingga jelas dan mudah dipahami siswa
10. Pembelajaran dilaksanakan dalam langkah-langkah dan
urutan yang logis
11. Petunjuk-petunjuk pembelajaran singkat dan jelas
sehingga mudah dipahami
12. Materi pembelajaran baik kedalaman dan keluasannya
disesuaikan dengan tingkat perkembangan dan
kemampuan siswa
13. Selama proses pembelajaran guru memberikan
kesempatan untuk bertanya kepada siswa
14. Apabila siswa bertanya, maka guru memberikan
jawaban dengan jelas dan memuaskan
15. Guru selalu mengajak siswa untuk menyimpulkan
pembelajaran pada akhir kegiatan atau akhir sesi tertentu
118
C. Metode Pembelajaran/Pelaksanaan Pembelajaran 16. Pembelajaran dilakukan secara bervariasi selama alokasi
waktu yang tersedia, tidak monoton dan membosankan
17. Apabila terjadi suatu permasalahan maka guru dapat
bertindak dengan mengambil keputusan terbaik agar
pembelajaran tetap berlangsung secara efektif dan
efisien
18. Materi pembelajaran sesuai dengan tujuan pembelajaran
yang telah ditetapkan
19. Selama pembelajaran berlangsung guru tidak hanya
berada pada posisi tertentu tetapi bergerak secara
dinamis di dalam kelasnya
20. Apabila tampak ada siswa yang membutuhkan
bantuannya di bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada beberapa
gelintir siswa saja
21. Guru mengenali dan mengetahui nama setiap siswa yang
ada di dalam kelasnya
22. Selama pembelajaran berlangsung guru memberikan
reinforcement (penguatan) kepada siswa-siswanya
dengan cara yang positif
23. Ilustrasi dan contoh dipilih secara hati-hati sehingga
benar-benar efektif dan bukannya malah membuat
bingung siswa
24. Media pembelajaran di dalam pelaksanaan pembelajaran
digunakan secara efektif
25. Latihan diberikan secara efektif 26. Guru selalu bersikap terbuka dan tidak menganggap
negatif apabila siswa melakukan kesalahanan dalam
proses belajarnya
D. Karakteristik Pribadi Guru 27. Guru sabar terutama untuk memancing respon siswa 28. Guru berupaya memancing siswa agar terlibat aktif
dalam pembelajaran
29. Guru bersikap tegas dan jelas 30. Guru menggunakan bahasa yang baik dan berterima 31. Guru selalu menunjukkan bahwa ia adalah seseorang
yang selalu punya inisiatif, kreatif, dan berprakarsa
32. Guru berpenampilan rapi dan sopan
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
119
Students Observation Sheet
Nama Sekolah :
Kelas :
Cycle/Pertemuan :
Tanggal :
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
1. Kesiapan siswa dalam mengikuti proses
pembelajaran
2. Mendengarkan penjelasan tentang kompetensi yang
hendak dicapai
3. Memperhatikan penjelasan materi pembelajaran
4. Memberikan pertanyaan atau komentar terhadap
penjelasan yang diberikan guru
5. Ketertarikan siswa dalam mempelajari descriptive
text dengan SFV strategy
6. Kemampuan siswa dalam memahami SFV
7. Keaktifan siswa berinteraksi dengan gurunya
8. Keterlibatan siswa dalam menyimpulkan
Pembelajaran
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
120
Appendix 7b. Observation Sheets Result
OBSERVATION SHEET IN CYCLE 1
Teacher Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 1/1
Tanggal : 28 Maret 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
A. Persiapan 1. Guru mempersiapkan rencana pelaksanaan pembelajaran
(RPP) dengan seksama ✓
2. Tujuan pembelajarannya dinyatakan dalam kalimat yang
jelas dalam RPP
✓
3. Materi pembelajaran yang akan diberikan memiliki
kaitan atau dapat dikaitkan dengan materi pembelajaran
sebelumnya
✓
4. Guru mempersiapkan media pembelajaran ✓
5. Guru mempersiapkan seting kelas untuk
Pembelajaran
✓
6. Guru mempersiapkan siswa secara fisik dan mental ✓
7. Guru menyampaikan tujuan pembelajaran yang hendak
dicapai ✓
B. Presentasi/Penyampaian Pembelajaran 8. Guru memotivasi siswa, menarik perhatian agar
mengikuti proses pembelajaran dengan baik ✓
9. Guru menjelaskan materi pembelajaran dengan teknik-
teknik tertentu sehingga jelas dan mudah dipahami siswa ✓
10. Pembelajaran dilaksanakan dalam langkah-langkah dan
urutan yang logis
✓
11. Petunjuk-petunjuk pembelajaran singkat dan jelas
sehingga mudah dipahami
✓
12. Materi pembelajaran baik kedalaman dan keluasannya
disesuaikan dengan tingkat perkembangan dan
kemampuan siswa
✓
13. Selama proses pembelajaran guru memberikan
kesempatan untuk bertanya kepada siswa ✓
14. Apabila siswa bertanya, maka guru memberikan
jawaban dengan jelas dan memuaskan ✓
121
15. Guru selalu mengajak siswa untuk menyimpulkan
pembelajaran pada akhir kegiatan atau akhir sesi tertentu ✓
C. Metode Pembelajaran/Pelaksanaan Pembelajaran 16. Pembelajaran dilakukan secara bervariasi selama alokasi
waktu yang tersedia, tidak monoton dan membosankan ✓
17. Apabila terjadi suatu permasalahan maka guru dapat
bertindak dengan mengambil keputusan terbaik agar
pembelajaran tetap berlangsung secara efektif dan
efisien
✓
18. Materi pembelajaran sesuai dengan tujuan pembelajaran
yang telah ditetapkan
✓
19. Selama pembelajaran berlangsung guru tidak hanya
berada pada posisi tertentu tetapi bergerak secara
dinamis di dalam kelasnya
✓
20. Apabila tampak ada siswa yang membutuhkan
bantuannya di bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada beberapa
gelintir siswa saja
✓
21. Guru mengenali dan mengetahui nama setiap siswa yang
ada di dalam kelasnya
✓
22. Selama pembelajaran berlangsung guru memberikan
reinforcement (penguatan) kepada siswa-siswanya
dengan cara yang positif
✓
23. Ilustrasi dan contoh dipilih secara hati-hati sehingga
benar-benar efektif dan bukannya malah membuat
bingung siswa
✓
24. Media pembelajaran di dalam pelaksanaan pembelajaran
digunakan secara efektif
✓
25. Latihan diberikan secara efektif ✓
26. Guru selalu bersikap terbuka dan tidak menganggap
negatif apabila siswa melakukan kesalahanan dalam
proses belajarnya
✓
D. Karakteristik Pribadi Guru 27. Guru sabar terutama untuk memancing respon siswa ✓
28. Guru berupaya memancing siswa agar terlibat aktif
dalam pembelajaran ✓
29. Guru bersikap tegas dan jelas ✓
30. Guru menggunakan bahasa yang baik dan berterima ✓
31. Guru selalu menunjukkan bahwa ia adalah seseorang
yang selalu punya inisiatif, kreatif, dan berprakarsa
✓
32. Guru berpenampilan rapi dan sopan ✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
122
Teacher Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 1/2
Tanggal : 02 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
A. Persiapan 1. Guru mempersiapkan rencana pelaksanaan pembelajaran
(RPP) dengan seksama
✓
2. Tujuan pembelajarannya dinyatakan dalam kalimat yang
jelas dalam RPP
✓
3. Materi pembelajaran yang akan diberikan memiliki
kaitan atau dapat dikaitkan dengan materi pembelajaran
sebelumnya
✓
4. Guru mempersiapkan media pembelajaran ✓
5. Guru mempersiapkan seting kelas untuk
Pembelajaran
✓
6. Guru mempersiapkan siswa secara fisik dan mental ✓
7. Guru menyampaikan tujuan pembelajaran yang hendak
dicapai ✓
B. Presentasi/Penyampaian Pembelajaran 8. Guru memotivasi siswa, menarik perhatian agar
mengikuti proses pembelajaran dengan baik ✓
9. Guru menjelaskan materi pembelajaran dengan teknik-
teknik tertentu sehingga jelas dan mudah dipahami siswa ✓
10. Pembelajaran dilaksanakan dalam langkah-langkah dan
urutan yang logis
✓
11. Petunjuk-petunjuk pembelajaran singkat dan jelas
sehingga mudah dipahami
✓
12. Materi pembelajaran baik kedalaman dan keluasannya
disesuaikan dengan tingkat perkembangan dan
kemampuan siswa
✓
13. Selama proses pembelajaran guru memberikan
kesempatan untuk bertanya kepada siswa ✓
14. Apabila siswa bertanya, maka guru memberikan
jawaban dengan jelas dan memuaskan
✓
15. Guru selalu mengajak siswa untuk menyimpulkan
pembelajaran pada akhir kegiatan atau akhir sesi tertentu ✓
123
C. Metode Pembelajaran/Pelaksanaan Pembelajaran 16. Pembelajaran dilakukan secara bervariasi selama alokasi
waktu yang tersedia, tidak monoton dan membosankan
✓
17. Apabila terjadi suatu permasalahan maka guru dapat
bertindak dengan mengambil keputusan terbaik agar
pembelajaran tetap berlangsung secara efektif dan
efisien
✓
18. Materi pembelajaran sesuai dengan tujuan pembelajaran
yang telah ditetapkan
✓
19. Selama pembelajaran berlangsung guru tidak hanya
berada pada posisi tertentu tetapi bergerak secara
dinamis di dalam kelasnya
✓
20. Apabila tampak ada siswa yang membutuhkan
bantuannya di bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada beberapa
gelintir siswa saja
✓
21. Guru mengenali dan mengetahui nama setiap siswa yang
ada di dalam kelasnya
✓
22. Selama pembelajaran berlangsung guru memberikan
reinforcement (penguatan) kepada siswa-siswanya
dengan cara yang positif
✓
23. Ilustrasi dan contoh dipilih secara hati-hati sehingga
benar-benar efektif dan bukannya malah membuat
bingung siswa
✓
24. Media pembelajaran di dalam pelaksanaan pembelajaran
digunakan secara efektif
✓
25. Latihan diberikan secara efektif ✓
26. Guru selalu bersikap terbuka dan tidak menganggap
negatif apabila siswa melakukan kesalahanan dalam
proses belajarnya
✓
D. Karakteristik Pribadi Guru 27. Guru sabar terutama untuk memancing respon siswa ✓
28. Guru berupaya memancing siswa agar terlibat aktif
dalam pembelajaran ✓
29. Guru bersikap tegas dan jelas ✓
30. Guru menggunakan bahasa yang baik dan berterima ✓
31. Guru selalu menunjukkan bahwa ia adalah seseorang
yang selalu punya inisiatif, kreatif, dan berprakarsa
✓
32. Guru berpenampilan rapi dan sopan ✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
124
Students Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 1/1
Tanggal : 28 Maret 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
1. Kesiapan siswa dalam mengikuti proses
pembelajaran ✓
2. Mendengarkan penjelasan tentang kompetensi yang
hendak dicapai ✓
3. Memperhatikan penjelasan materi pembelajaran ✓
4. Memberikan pertanyaan atau komentar terhadap
penjelasan yang diberikan guru
✓
5. Ketertarikan siswa dalam mempelajari descriptive
text dengan SFV strategy
✓
6. Kemampuan siswa dalam memahami SFV ✓
7. Keaktifan siswa berinteraksi dengan gurunya ✓
8. Keterlibatan siswa dalam menyimpulkan
Pembelajaran
✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
125
Students Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 1/2
Tanggal : 02 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
1. Kesiapan siswa dalam mengikuti proses
pembelajaran
✓
2. Mendengarkan penjelasan tentang kompetensi yang
hendak dicapai
✓
3. Memperhatikan penjelasan materi pembelajaran ✓
4. Memberikan pertanyaan atau komentar terhadap
penjelasan yang diberikan guru
✓
5. Ketertarikan siswa dalam mempelajari descriptive
text dengan SFV strategy
✓
6. Kemampuan siswa dalam memahami SFV ✓
7. Keaktifan siswa berinteraksi dengan gurunya ✓
8. Keterlibatan siswa dalam menyimpulkan
Pembelajaran
✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
126
OBSERVATION SHEET IN CYCLE 2
Teacher Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 2/1
Tanggal : 09 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
A. Persiapan 1. Guru mempersiapkan rencana pelaksanaan pembelajaran
(RPP) dengan seksama ✓
2. Tujuan pembelajarannya dinyatakan dalam kalimat yang
jelas dalam RPP ✓
3. Materi pembelajaran yang akan diberikan memiliki
kaitan atau dapat dikaitkan dengan materi pembelajaran
sebelumnya
✓
4. Guru mempersiapkan media pembelajaran ✓
5. Guru mempersiapkan seting kelas untuk
Pembelajaran
✓
6. Guru mempersiapkan siswa secara fisik dan mental ✓
7. Guru menyampaikan tujuan pembelajaran yang hendak
dicapai ✓
B. Presentasi/Penyampaian Pembelajaran 8. Guru memotivasi siswa, menarik perhatian agar
mengikuti proses pembelajaran dengan baik ✓
9. Guru menjelaskan materi pembelajaran dengan teknik-
teknik tertentu sehingga jelas dan mudah dipahami siswa
✓
10. Pembelajaran dilaksanakan dalam langkah-langkah dan
urutan yang logis ✓
11. Petunjuk-petunjuk pembelajaran singkat dan jelas
sehingga mudah dipahami
✓
12. Materi pembelajaran baik kedalaman dan keluasannya
disesuaikan dengan tingkat perkembangan dan
kemampuan siswa
✓
13. Selama proses pembelajaran guru memberikan
kesempatan untuk bertanya kepada siswa ✓
14. Apabila siswa bertanya, maka guru memberikan
jawaban dengan jelas dan memuaskan
✓
15. Guru selalu mengajak siswa untuk menyimpulkan
pembelajaran pada akhir kegiatan atau akhir sesi tertentu
✓
127
C. Metode Pembelajaran/Pelaksanaan Pembelajaran 16. Pembelajaran dilakukan secara bervariasi selama alokasi
waktu yang tersedia, tidak monoton dan membosankan
✓
17. Apabila terjadi suatu permasalahan maka guru dapat
bertindak dengan mengambil keputusan terbaik agar
pembelajaran tetap berlangsung secara efektif dan
efisien
✓
18. Materi pembelajaran sesuai dengan tujuan pembelajaran
yang telah ditetapkan
✓
19. Selama pembelajaran berlangsung guru tidak hanya
berada pada posisi tertentu tetapi bergerak secara
dinamis di dalam kelasnya
✓
20. Apabila tampak ada siswa yang membutuhkan
bantuannya di bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada beberapa
gelintir siswa saja
✓
21. Guru mengenali dan mengetahui nama setiap siswa yang
ada di dalam kelasnya ✓
22. Selama pembelajaran berlangsung guru memberikan
reinforcement (penguatan) kepada siswa-siswanya
dengan cara yang positif
✓
23. Ilustrasi dan contoh dipilih secara hati-hati sehingga
benar-benar efektif dan bukannya malah membuat
bingung siswa
✓
24. Media pembelajaran di dalam pelaksanaan pembelajaran
digunakan secara efektif
✓
25. Latihan diberikan secara efektif ✓
26. Guru selalu bersikap terbuka dan tidak menganggap
negatif apabila siswa melakukan kesalahanan dalam
proses belajarnya
✓
D. Karakteristik Pribadi Guru 27. Guru sabar terutama untuk memancing respon siswa ✓
28. Guru berupaya memancing siswa agar terlibat aktif
dalam pembelajaran ✓
29. Guru bersikap tegas dan jelas ✓
30. Guru menggunakan bahasa yang baik dan berterima ✓
31. Guru selalu menunjukkan bahwa ia adalah seseorang
yang selalu punya inisiatif, kreatif, dan berprakarsa
✓
32. Guru berpenampilan rapi dan sopan ✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
128
Teacher Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 2/2
Tanggal : 11 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
A. Persiapan 1. Guru mempersiapkan rencana pelaksanaan pembelajaran
(RPP) dengan seksama ✓
2. Tujuan pembelajarannya dinyatakan dalam kalimat yang
jelas dalam RPP
✓
3. Materi pembelajaran yang akan diberikan memiliki
kaitan atau dapat dikaitkan dengan materi pembelajaran
sebelumnya
✓
4. Guru mempersiapkan media pembelajaran ✓
5. Guru mempersiapkan seting kelas untuk
Pembelajaran ✓
6. Guru mempersiapkan siswa secara fisik dan mental ✓
7. Guru menyampaikan tujuan pembelajaran yang hendak
dicapai
✓
B. Presentasi/Penyampaian Pembelajaran 8. Guru memotivasi siswa, menarik perhatian agar
mengikuti proses pembelajaran dengan baik ✓
9. Guru menjelaskan materi pembelajaran dengan teknik-
teknik tertentu sehingga jelas dan mudah dipahami siswa
✓
10. Pembelajaran dilaksanakan dalam langkah-langkah dan
urutan yang logis
✓
11. Petunjuk-petunjuk pembelajaran singkat dan jelas
sehingga mudah dipahami
✓
12. Materi pembelajaran baik kedalaman dan keluasannya
disesuaikan dengan tingkat perkembangan dan
kemampuan siswa
✓
13. Selama proses pembelajaran guru memberikan
kesempatan untuk bertanya kepada siswa ✓
14. Apabila siswa bertanya, maka guru memberikan
jawaban dengan jelas dan memuaskan
✓
15. Guru selalu mengajak siswa untuk menyimpulkan
pembelajaran pada akhir kegiatan atau akhir sesi tertentu ✓
C. Metode Pembelajaran/Pelaksanaan Pembelajaran 16. Pembelajaran dilakukan secara bervariasi selama alokasi ✓
129
waktu yang tersedia, tidak monoton dan membosankan
17. Apabila terjadi suatu permasalahan maka guru dapat
bertindak dengan mengambil keputusan terbaik agar
pembelajaran tetap berlangsung secara efektif dan
efisien
✓
18. Materi pembelajaran sesuai dengan tujuan pembelajaran
yang telah ditetapkan
✓
19. Selama pembelajaran berlangsung guru tidak hanya
berada pada posisi tertentu tetapi bergerak secara
dinamis di dalam kelasnya
✓
20. Apabila tampak ada siswa yang membutuhkan
bantuannya di bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada beberapa
gelintir siswa saja
✓
21. Guru mengenali dan mengetahui nama setiap siswa yang
ada di dalam kelasnya
✓
22. Selama pembelajaran berlangsung guru memberikan
reinforcement (penguatan) kepada siswa-siswanya
dengan cara yang positif
✓
23. Ilustrasi dan contoh dipilih secara hati-hati sehingga
benar-benar efektif dan bukannya malah membuat
bingung siswa
✓
24. Media pembelajaran di dalam pelaksanaan pembelajaran
digunakan secara efektif
✓
25. Latihan diberikan secara efektif ✓
26. Guru selalu bersikap terbuka dan tidak menganggap
negatif apabila siswa melakukan kesalahanan dalam
proses belajarnya
✓
D. Karakteristik Pribadi Guru 27. Guru sabar terutama untuk memancing respon siswa ✓
28. Guru berupaya memancing siswa agar terlibat aktif
dalam pembelajaran ✓
29. Guru bersikap tegas dan jelas ✓
30. Guru menggunakan bahasa yang baik dan berterima ✓
31. Guru selalu menunjukkan bahwa ia adalah seseorang
yang selalu punya inisiatif, kreatif, dan berprakarsa
✓
32. Guru berpenampilan rapi dan sopan ✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
130
Students Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 2/1
Tanggal : 9 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
1. Kesiapan siswa dalam mengikuti proses
pembelajaran ✓
2. Mendengarkan penjelasan tentang kompetensi yang
hendak dicapai ✓
3. Memperhatikan penjelasan materi pembelajaran ✓
4. Memberikan pertanyaan atau komentar terhadap
penjelasan yang diberikan guru
✓
5. Ketertarikan siswa dalam mempelajari descriptive
text dengan SFV strategy ✓
6. Kemampuan siswa dalam memahami SFV ✓
7. Keaktifan siswa berinteraksi dengan gurunya ✓
8. Keterlibatan siswa dalam menyimpulkan
Pembelajaran
✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
131
Students Observation Sheet
Nama Sekolah : SMP Muhammadiyah 17 Ciputat
Kelas : 8-D
Cycle/Pertemuan : 2/2
Tanggal : 11 April 2019
Berilah tanda check list (✓) pada kolom sesuai dengan pengamatan anda.
No. Aspek yang diamati Kategori
4 3 2 1
1. Kesiapan siswa dalam mengikuti proses
pembelajaran ✓
2. Mendengarkan penjelasan tentang kompetensi yang
hendak dicapai
✓
3. Memperhatikan penjelasan materi pembelajaran ✓
4. Memberikan pertanyaan atau komentar terhadap
penjelasan yang diberikan guru ✓
5. Ketertarikan siswa dalam mempelajari descriptive
text dengan SFV strategy ✓
6. Kemampuan siswa dalam memahami SFV ✓
7. Keaktifan siswa berinteraksi dengan gurunya ✓ ✓
8. Keterlibatan siswa dalam menyimpulkan
Pembelajaran
✓
Ket:
4 = (Sangat Baik/Very Good);
3 = (Baik/Good);
2 = (Cukup/Adequate);
1 = (Kurang/Insufficient)
132
Appendix 8a. Field Note Guideline
Field Note Guideline
1. Situasi kelas serta siswa saat proses pembelajaran berlangsung
Catatan:
2. Kemampuan guru dalam mengajar siswa di kelas
Catatan:
3. Kondisi kelas selama proses belajar dan mengajar berlangsung
Catatan:
4. Pengetahuan dan penguasaan guru terhadap materi pembelajaran dan
strategi SFV
Catatan:
5. Respon siswa terhadap SFV sebagai strategi yang digunakan dalam
pembelajaran descriptive text
Catatan:
133
Appendix 8b. Field Notes Cycle 1
Field Notes of Cycle 1 – First Meeting
1. Situasi kelas serta siswa saat proses pembelajaran berlangsung
Catatan: Pagi hari masih bersih, rapi, baik untuk proses belajar dan
mengajar.
2. Kemampuan guru dalam mengajar siswa di kelas
Catatan: Sedikit nervous, namun optimis dan mampu menyampaikan
pelajaran dengan baik. Selain itu, guru mencoba melaksanakan
pembelajaran menyenangkan dengan adanya group work.
3. Kondisi kelas selama proses belajar dan mengajar berlangsung
Catatan: Siswa masih penuh energi, terlihat masih fresh, dan kelas masih
sangat kondusif terutama saat guru menyampaikan cerita dan motivasi,
seluruh siswa memerhatikan. Namun, mulai ramai ketika group work
dimulai.
4. Pengetahuan dan penguasaan guru terhadap materi pembelajaran dan
strategi SFV
Catatan: Guru menjelaskan materi dengan baik. Guru menjelaskan materi
mind map terlebih dahulu karena siswa harus aware terhadap mind map
yang akan takes time ketika pengerjaannya.
5. Respon siswa terhadap SFV sebagai strategi yang digunakan dalam
pembelajaran descriptive text
Catatan: Siswa sangat memerhatikan dan tertarik. Mereka juga terlihat
antusias ketika sesi diskusi dengan teman sekelompok.
134
Field Notes of Cycle 1 – Second Meeting
1. Situasi kelas serta siswa saat proses pembelajaran berlangsung
Catatan: Hawa kelas agak panas karena pembelajaran dilaksanakan di
siang hari sesuai jadwal. Kelas sudah agak berantakan dan sangat ramai
siswa yang baru selesai jam istirahat. Terlihat ada sampah berserakan di
lantai kelas.
2. Kemampuan guru dalam mengajar siswa di kelas
Catatan: Guru mencoba mengembalikan perhatian siswa kepada pelajaran
dengan memberikan waktu pada siswa untuk stretching tubuh agar mereka
lebih relax. Guru juga berkeliling menghampiri meja siswa selama proses
belajar agar mereka tetap fokus dan tidak ada yang mengobrol. Sangat
menantang mengajar pada pertemuan hari ini karena kondisinya sudah
kurang kondusif dan siswa kurang fokus. Agar siswa lebih siap mengikuti
pelajaran, guru menginstruksikan siswa untuk membersihkan kelas
terlebih dahulu dengan membuang sampah yang ada di sekitar tempat
duduk mereka.
3. Kondisi kelas selama proses belajar dan mengajar berlangsung
Catatan: Siswa sudah kurang fokus, namun masih bisa di control dengan
baik.
4. Pengetahuan dan penguasaan guru terhadap materi pembelajaran dan
strategi SFV
Catatan: Guru menjelaskan SFV step by step. Dikarenakan kondisi siswa
yang sudah tidak terlalu fit, saat latihan ada yang mencontek temannya
atau tidak berusaha sendiri. Maka, guru menghampiri tempat duduk siswa
satu persatu untuk memerhatikan kesulitan yang mereka temui.
5. Respon siswa terhadap SFV sebagai strategi yang digunakan dalam
pembelajaran descriptive text
Catatan: Siswa sudah tidak asing terhadap SFV dan mulai penasaran
dengan materi pelajaran.
135
Appendix 8c. Field Notes Cycle 2
Field Notes of Cycle 2 – First Meeting
1. Situasi kelas serta siswa saat proses pembelajaran berlangsung
Catatan: Situasi kelas pada cycle 2 ini jauh lebih baik daripada cycle 1
karena siswa sudah bisa menyesuaikan diri dengan pembelajaran yang
akan dilaksanakan.
2. Kemampuan guru dalam mengajar siswa di kelas
Catatan: Guru jauh lebih optimis dalam menyampaikan pembelajaran.
Guru menjelaskan step SFV satu persatu secara terstruktur agar siswa
tidak bingung.
3. Kondisi kelas selama proses belajar dan mengajar berlangsung
Catatan: Siswa terlihat lebih tertarik, antusias, dan percaya diri dalam
mengikuti pelajaran. Mereka sudah mampu memfokuskan diri sejak
pelajaran dimulai. Siswa lebih aktif dalam berinteraksi dengan guru.
4. Pengetahuan dan penguasaan guru terhadap materi pembelajaran dan
strategi SFV
Catatan: Guru sudah mempersiapkan materi dengan baik sehingga mampu
menguasai materi dan mebawakannya di dalam kelas dengan jelas.
5. Respon siswa terhadap SFV sebagai strategi yang digunakan dalam
pembelajaran descriptive text
Catatan: Siswa aktif dalam mengutarakan pendapat dan memberikan
pertanyaan bila ada sesuatu yang belum mereka pahami.
136
Field Notes of Cycle 2 – Second Meeting
1. Situasi kelas serta siswa saat proses pembelajaran berlangsung
Catatan: Kelas terlihat bersih, sejuk, dan siswa terlihat siap untuk
mengikuti pelajaran. Siswa menaruh perhatian dan keseriusan yang baik
selama pembelajaran.
2. Kemampuan guru dalam mengajar siswa di kelas
Catatan: Guru melaksanakan proses mengajar dengan penuh percaya diri
dan menambahkan hal-hal yang masih kurang dari pertemuan-pertemuan
sebelumnya. Sisw lebih dibimbing untuk latihan menulis dan mengikuti
pelajaran dengan baik.
3. Kondisi kelas selama proses belajar dan mengajar berlangsung
Catatan: Kondisi kelas sangat kondusif, tidak ada gangguan dari luar kelas
maupun dalam kelas.
4. Pengetahuan dan penguasaan guru terhadap materi pembelajaran dan
strategi SFV
Catatan: Persiapan matang telah disiapkan untuk memberikan pelajaran
sehingga penyampaian materi terbilang jelas dan runut.
5. Respon siswa terhadap SFV sebagai strategi yang digunakan dalam
pembelajaran descriptive text
Catatan: Siswa lebih antusias dan mengupayakan usaha maksimal mereka
dalam berlatih serta terdapat siswa yang saling membantu kawannya yang
mendapat kesulitan saat berlatih menulis.
137
Appendix 9. Tests Instrument
Pre-test, Post-test 1, and Post-test 2
Pre-test
Instruction:
Write a descriptive text about ―School‖ not more than 200 words
Your time is 40 minutes to finish the text
Create the text as creative as possible
Please pay attention to descriptive generic structure
(Identification, description)
Post-test 1
Instruction:
Write a descriptive text about ―Best Friend‖ not more than 200 words
Your time is 40 minutes to finish the text
Create the text as creative as possible
Please pay attention to descriptive generic structure
(Identification, description)
Post-test 2
Instruction:
Write a descriptive text about ―Animal‖ not more than 200 words
Your time is 40 minutes to finish the text
Create the text as creative as possible
Please pay attention to descriptive generic structure
(Identification, description)
138
Appendix 10a. Lesson Plan of Cycle 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Muhammadiyah 17 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 8-D / Genap
Tahun Pelajaran : 2018/2019
Materi Pelajaran : Descriptive Text
Alokasi Waktu : 2 x 45 menit (2 kali pertemuan)
A. KOMPETENSI INTI
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menunjukkan 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
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, 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.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
139
B. KOMPETENSI DASAR dan INDIKATOR
Kompetensi Dasar Indikator
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa inggris sebagai
pengantar komunikasi internasional
yang diwujudkan dalam semangat
belajar
1.1.1 Mengikuti proses
pembelajaran bahasa Inggris yang
dimulai dengan doa serta dengan
ketulusan, keseriusan, dan motivasi
tinggi.
2.1 Menunjukkan perilaku santun
dan peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman
2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman
2.3 Menunjukkan perilaku
tanggung jawab, peduli, kerjasama,
dan cinta damai, dalam
melaksanakan komunikasi
fungsional.
2.1.1 Mematuhi peraturan dalam
proses pembelajaran bahasa inggris
.
2.1.2 Menunjukkan perhatian siswa
terhadap guru bahasa inggris.
2.1.3 Menampilkan sikap baik siswa
seperti jujur, disiplin, dan
bertanggung jawab.
2.1.4 Menampilkan sikap siswa
yang baik saat berinteraksi dengan
guru, teman.
3.7 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait dengan deskripsi
orang, binatang, dan benda sangat
3.4.1 Mengidentifikasi fungsi sosial
dari teks deskriptif describing
people
3.4.2 Mengidentifikasi generic
structure dari teks deskriptif
3.4.3 Mengemukakan tenses yang
140
pendek dan sederhana, sesuai
dengan konteks penggunaannya
digunakan pada teks deskriptif
3.4.4 Menentukan kata sifat yang
berkaitan dengan describing people
seperti young, educated, well-
behaved
3.4.5 Membedakan bentuk teks
deskriptif dengan teks lain yang
pernah dipelajari
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks deskriptif lisan dan tulis,
sangat pendek dan sederhana,
terkait orang,
binatang, dan benda
4.7.2 Menyusun teks deskriptif
lisan dan tulis sangat pendek dan
sederhana, terkait orang, binatang,
dan benda, dengan memperhatikan
fungsisosial, struktur teks, dan
unsur kebahasaan, secara benar
Dansesuaikonteks
4.7.1.1 Mengidentifikasikan teks
describing people dengan
memperhatikan social function,
generic structure, dan language
feature sesuai konteksnya
4.7.1.2 Menjelaskan suatu teks
describing people berdasarkan
social function, generic structure,
dan language feature secara
berkelompok
4.7.2.1 Menyusun teks describing
people secara pendek dan sederhana
dengan memperhatikan social
function, generic structure, dan
language feature sesuai konteksnya
dengan bantuan mind map yang
terdapat dalam SFV Strategy
141
C. TUJUAN PEMBELAJARAN
Di akhir pembelajaran, siswa diharapkan mampu:
1. Mengidentifikasi fungsi sosial dari teks deskriptif describing people
2. Mengidentifikasi generic structure dari teks deskriptif
3. Mengemukakan tenses yang digunakan pada teks deskriptif
4. Menentukan kata sifat yang berkaitan dengan describing people seperti young,
educated, well-behaved
5. Membedakan bentuk teks deskriptif dengan teks lain yang pernah dipelajari
6. Mengidentifikasikan teks describing people dengan memperhatikan social
function, generic structure, dan language feature sesuai konteksnya
7. Menjelaskan suatu teks describing people berdasarkan social function, generic
structure, dan language feature secara berkelompok
8. Menyusun teks describing people secara pendek dan sederhana dengan
memperhatikan social function, generic structure, dan language feature sesuai
konteksnya dengan bantuan mind map yang terdapat dalam SFV Strategy
D. MATERI PEMBELAJARAN
Deskriptif teks adalah suatu teks yang menjelaskan atau mendeskripsikan
orang, binatang, suatu benda, dan lainnya baik bentuknya, sifat-sifatnya,
jumlahnya, dan lain-lain.
Tenses: Simple Present Tense
Deskriptif teks hanya fokus pada suatu objek tertentu. Pada describing
people, people can be described by the way he or she looks (physically or
non-physically) and by the behaviors (characteristics or personality
traits).
The expression of describing people:
-Physically: Handsome—Beautiful Tall—Short
Young—Middle age Diligent—Procrastinate
-Non-physically or personality traits:
Humorous Cheerful
Ambitious Lazy
142
Well-behaved Selfish
Intelligent Emotional
Honest Talk-active
Brave Taciturn
The physical features that we commony mention when describing people:
Height : Tall, short, average height
Build : Slim, skinny, average build, fairly heavy, fat, thin
Hair : Light, brown, dark brown, blonde, curly, straight, wavy,
long hair, short hair,bold, etc.
Face :Small eyes, big eyes, round eyes, round face, long face,
thick lips, flat nose, pointed nose, etc.
Age : Young, middle-age, old, elderly, etc.
Example: -My mother has fair skin
-That model is tall and beautiful
-He is handsome and his eyebrows are thick
Struktur teks deskriptif:
-Identification/Pendahuluan: berupa gambaran tentang suatu topik
-Description/Penjelasan: berisi ciri-ciri khusus yang dimiliki benda, tempat
atau orang yang dideskripsikan secara spesifik.
How to describe people?
-Describe the physical appearance
-Describe the personality
Apa itu mind mapping:
Mind mapping merupakan pemetaan pikiran atau peta konsep yang
menghubungkan cabang-cabang permasalahan tertentu dan memiliki
sebuah inti yang menjadi sumber pemetaan.
Keuntungan mind mapping:
-Meningkatkan kemampuan memori dan kreativitas
-Memudahkan dalam mengorganisasi sebuah ide
-Memperkaya kosakata
Penjelasan SFV:
143
-Step 1: Mencari ide, membuat mind mapping
-Step 2: Membuat draft tulisan dengan memasukan sensory detail,
figurative language, dan vivid words
-Step 3: Mengecek draft, merevisi, dan mempresentasikan
Teks ―My Best Friend, Ernesto‖
144
Nama-nama kelompok:
145
Materi pada power point
146
E. STRATEGI/METODE PEMBELAJARAN
Pendekatan: Scientific Learning
Metode: Group work, Ceramah Plus Diskusi, Problem-based learning, PPP
(Presentation, Practice, Production).
Strategi: SFV (sensory details, figurative language, and vivid words) Strategy.
F. MEDIA/SUMBER/ALAT PEMBELAJARAN
1. Mind map paper
2. Nama-nama kelompok
3. Papan tulis dan Spidol
4. Guru
5. Laptop
6. Proyektor
7. Buku sumber dan buku tulis siswa dan guru
8. Kamus online atau offline
9. Video YouTube: https://youtu.be/XskqMhtndfQ (mind mapping)
10. Google
11. https://slideplayer.com/amp/8246943/ (describing people)
147
G. KEGIATAN PEMBELAJARAN
Pertemuan Pertama
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan
(19 menit)
1. Guru masuk ke dalam kelas memberi
salam dan greeting (good morning/
good afternoon)
2. Guru dan siswa berdoa bersama
3. Guru mengecek kehadiran siswa
4. Apersepsi:
- Guru menanyakan kabar siswa
-Guru dan siswa QnA tentang
mengapa harus belajar bahasa
inggris, lalu memberikan motivasi
-Guru bercerita tentang pengalaman
lomba speech (membuat mind
mapping untuk teks speech)
-Guru mereview descriptive text
-Guru menjelaskan pentingnya
materi yang akan diajarkan
1 menit
3 menit
5 menit
10 menit
Inti
(65 menit)
1. Guru membagikan nama-nama
kelompok kepada siswa yang
berisikan arti sifat manusia dari
nama tiap kelompok
2. Siswa berkumpul dengan kelompok
masing-masing
3. Guru bertanya kepada siswa
mengenai arti dari tiap nama
kelompok
4. Guru menginstruksikan siswa untuk
2 menit
3 menit
2 menit
1 menit
148
menentukan leader kelompok
5. Guru membagikan kertas berisi teks
deskriptif ―My Best Friend, Ernesto‖
dan mind mappingnya yang masih
blank
6. Guru menginstruksikan kepada
siswa untuk membaca teks tersebut
dan mengisi mind mapping
berdasarkan teks sesuai
pemahamannya. Guru memberinya
waktu 10 menit.
7. Guru menghentikan aktivitas
pengerjaan
8. Guru menjelaskan kepada siswa
tentang teks deskriptif dan mind
mapping serta keuntungan mind
mapping serta korelasi mind
mapping dengan SFV dan contoh-
contohnya
9. Guru membimbing siswa untuk
menulis sebuah teks dengan strategi
SFV; free-writing, whilst-writing,
post-writing
10. Guru memberikan kesempatan
kepada siswa untuk bertanya
11. Guru menjelaskan bagian-bagian
yang harus dijelaskan dari seseorang
/ teman sekelas mereka dan
memberikan contoh kata-kata yang
harus dipakai untuk menjelaskan tiap
bagian tersebut
2 menit
10 menit
5 menit
10 menit
15 menit
5 menit
5 menit
149
12. Guru berdiskusi dengan siswa
mengenai teks ―My Bestfriend,
Ernesto‖ beserta mind mappingnya
10 menit
Penutup
(6 menit)
1. Guru menginstruksikan siswa untuk
mengumpulkan hasil mind mapping
2. Guru dan siswa menyimpulkan
materi pelajaran
3. Guru menyampaikan materi untuk
pertemuan berikutnya
4. Guru menutup proses pembelajaran
1 menit
2 menit
2 menit
1 menit
Pertemuan Kedua
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan
(14 menit)
1. Guru masuk ke dalam kelas
memberi salam dan greeting
(good morning/ good afternoon)
2. Guru dan siswa berdoa bersama
3. Guru mengecek kehadiran siswa
4. Guru memberikan motivasi di
awal pelajaran
5. Guru dan siswa mereview
pelajaran pada pertemuan
sebelumnya
1 menit
1 menit
2 menit
5 menit
5 menit
Inti
(63 menit)
1. Guru menjelaskan tentang sensory
details dengan contohnya,
figurative language dengan
contohnya, dan vivid words
15 menit
150
dengan contohnya melalui power
point slides
2. Guru memaparkan penjelasan 3
step dari SFV strategy dan cara
menerapkannya dalam pembuatan
descriptive text tentang describing
people ―Best Friend‖ dan
contohnya
3. Guru memberikan kesempatan
kepada siswa untuk bertanya
4. Guru menginstruksikan siswa
untuk berlatih membuat teks
deskriptif dengan menggunakan
SFV. Guru membimbing siswa
dalam setiap tahap; Free-writing,
whilst-writing, post-writing
5. Siswa diperbolehkan
menggunakan kamus online atau
offline
6. Guru menginstruksikan siswa
untuk mengecek hasil pekerjaan
mereka dan merevisinya
7. Guru menginstruksikan 1 orang
dari setiap baris tempat duduk
untuk maju ke depan dan
membacakan teks deskripsi yang
telah dibuat
8. Guru dan siswa memberikan
feedback kepada siswa yang
membacakan teks di depan kelas
10 menit
5 menit
20 menit
5 menit
5 menit
3 menit
Penutup 1. Guru memberikan kesempatan 5 menit
151
(13 menit) kepada siswa untuk bertanya
2. Guru dan siswa menyimpulkan
pelajaran
3. Guru menyampaikan materi untuk
pertemuan berikutnya
4. Guru menutup proses
pembelajaran
5 menit
2 menit
1 menit
H. PENILAIAN
Teknik Penilaian
1. Penilaian Spiritual
a. Penilaian diri dan penilaian teman sejawat.
b. Menggunakan lembar observasi tertutup.
2. Penilaian Sosial:
a. Penilaian diri dan penilaian teman sejawat.
b. Menggunakan lembar observasi tertutup.
3. Penilaian
a. Menggunakan daftar cek atau skala penilaian (rating scale) yang
disertai rubrik.
b. Latihan (fill in the mind map)
4. Penilaian Keterampilan:
a. Lisan
b. Tulis
Instrumen Penilaian
1. Instrumen penilaian spiritual
1 : Buruk, siswa tidak pernah melakukan sesuai pernyataan.
2 : Cukup, siswa kadang kadang melakukan sesuai dengan pernyataan.
3 : Baik, siswa sering melakukan sesuai dengan pernyataan.
4 : Sangat baik, siswa sering melakukan sesuai dengan pernyataan.
152
No Nama
siswa
Aspek penilaian
Jumlah
skor
Mengucap
salam
Berdoa
sebelum
dan
sesudah
melakukan
kegiatan
Menunjukkan
rasa syukur
Memelihara
hubungan
baik sesama
umat ciptaan
Tuhan
1
2
3
4
2. Instrumen Penilaian Sosial
No Aspek yang Dinilai Kriteria Skor
1 Santun
(respectful)
Sangat sering menunjukan sikap
santun
Sering menunjukan sikap santun
Beberapa kali menunjukan sikap
santun
Pernah menunjukan sikap santun
Tidak pernah menunjukan sikap
santun
5
4
3
2
1
2 Bertanggungjawab
(responsible)
Sangat sering menunjukan sikap
bertangungjawab
Sering menunjukan sikap
bertanggungjawab
Beberapa kali menunjukan sikap
bertanggungjawab
Pernah menunjukan sikap
bertanggungjawab
5
4
3
2
1
153
Tidak pernah menunjukan sikap
bertanggung
3 Jujur
(honest)
Sangat sering menunjukan sikap
kerjasama
Sering menunjukan sikap kerjasama
Beberapa kali menunjukan sikap
kerjasama
Pernah menunjukan sikap kerjasama
Tidak pernah menunjukan sikap
kerjasama
5
4
3
2
1
4 Disiplin
(discipline)
Sangat sering menunjukan sikap
disiplin
Sering menunjukan sikap disiplin
Beberapa kali menunjukan sikap
disiplin
Pernah menunjukan sikap disiplin
Tidak pernah menunjukan sikap
disiplin
5
4
3
2
1
5 Percaya diri
(confident)
Sangat sering menunjukan sikap
percaya diri
Sering menunjukan sikap percaya diri
Beberapa kali menunjukan sikap
percaya diri
Pernah menunjukan sikap percaya diri
Tidak pernah menunjukan sikap
percaya diri
5
4
3
2
1
6 Peduli
(Care)
Sangat sering menunjukan sikap
peduli
Sering menunjukan sikap peduli
Beberapa kali menunjukan sikap
5
4
3
2
154
peduli
Pernah menunjukan sikap peduli
Tidak pernah menunjukan sikap peduli
1
No Nama
Siswa
Aspek Penilaian Jumlah
Skor
Santun
Bertanggung
jawab Jujur Disiplin
Percaya
diri
Peduli
1
2
3
3. Instrumen Penilaian Pengetahuan
No Keterampilan yang diamati
dan dinilai Skor
Mengamati media 4 3 2 1
Nama siswa:
1.
2.
3.
4.
Mengajukan/menjawab
pertanyaan 4 3 2 1
Nama siswa:
1.
2.
3.
4.
Partisipasi dalam
bermain game/ Latihan 4 3 2 1
155
Nama siswa:
1.
2.
3.
Kriteria:
4: sangat baik
3: baik
2: kurang
1: sangat kurang
4. Instrumen Penilaian Keterampilan
a. Tulis (email untuk pen pal)
Isi / teks
4: Isi teks singkat, padat akan informasi, jelas keterbacaannya
3: Dua dari kriteria isi / teks yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuhi
2: Hanya salah satu dari kriteria isi / teks yang baik dipenuhi, sementara
dua kriteria tidak dipenuhi
1: Isi teks terlalu panjang, miskin informasi, tidak jelas keterbacaannya
(seluruh kriteria tidak terpenuhi)
Desain
4: Warna menarik, ukuran elemen penyusun proporsional, pesan yang
ingin disampaikan menjadi pusat perhatian (ketiga kriteria terpenuhi)
3: Dua dari kriteria desain yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuhi
2: Hanya salah satu dari kriteria desain yang baik dipenuhi, sementara dua
kriteria tidak dipenuhi
1: Warna, ukuran elemen penyusun, pusat perhatian tidak menunjukkan
desain yang baik (seluruh kriteria tidak terpenuhi)
Gambar
156
4: Gambar menarik, bermakna sebagai penyampai pesan, dan orisinil
(ketiga kriteria terpenuhi)
3: Dua dari kriteria gambar yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuh
2: Hanya salah satu dari kriteria gambar yang baik dipenuhi, sementara
dua kriteria tidak dipenuhi
1: Gambar tidak menarik, tidak bermakna sebagai penyampai pesan, dan
tidak orisinil (seluruh kriteria desain yang baik tidak terpenuhi)
Ketersampaian Pesan
4: Pesan sangat mudah ditangkap pembaca
3: Pesan cukup mudah ditangkap pembaca
2: Pesan sulit ditangkap pembaca
1: Pesan tidak dapat ditangkap pembaca
b. Lisan (Speaking)
Komponen Uraian Skor
Pronunciation Terdapat banyak kesalahan pelafalan 1
Pelafalan benar tetapi tidak seperti native speaker 2
Pelafalan yang sempurna seperti native speaker 3
Fluency Pembicaraan selalu terhenti dan terputus-putus sehingga
susah untuk dimengerti
1
Pembicaraan lancar dan halus, tetapi sekali-kali masih
kurang konsisten/ajeg
2
No Nama
Siswa
Aspek Penilaian Jumlah
Skor Isi/Teks Desain Gambar Ketersampaian
Pesan
1.
2.
3.
4.
157
Pembicaraan dalam segala hal lancar dan halus seperti
penutur asli
3
Vocabulary Penguasaan kosa kata sangat terbatas 1
Pemilihan kosa kata sering tidak tepat dan keterbatasan
penguasaannya menghambat kelancaran komunikasi
2
Penggunaan kosa kata lebih luas dan cermat, kosa kata
umum pun tepat sesuai dengan situasisosial
3
Content Memahami sedikit isi percakapan yang paling sederhana
sekalipun
1
Memahami dengan baik percakapan sederhana, dalam hal
tertentu masih perlu penjelasan dan pengulangan
2
Memahami segala sesuatu dalam pembicaraan normal 3
Lembar nama siswa penilaian lisan
No Nama
siswa
Skor Total
skor Fluency Vocabulary Pronunciation Content
1.
2.
3.
4.
c. Tulis (Writing)
Aspect Score Criteria
Content (C)
- Topic
- Details
30-27 Relevant to the topic, give the detail information,
and match the purpose of descriptive text.
26-22 Mostly relevant to the topic, lacks of detail.
21-17 Inadequate development of the topic, almost match
the purpose of descriptive text.
16-13 Does not relate to the topic, does not match the
158
purpose of descriptive text.
Organization
(O)
- Identification
- Description
20-18 Fluent expression, ideas clearly stated, well-
organized, logical sequencing, cohesive.
17-14 Loosely organized, limited support, logical but
incomplete sequencing.
13-10 Non-fluent, ideas confused or unconnected, lacks of
logical development and sequencing.
9-7 Does not communicate, no organization, not enough
to evaluate.
Grammar (G)
- Use present
tense
- Agreement
25-22 Few grammatical or agreement inaccuracies.
21-18 Several grammatical or agreement inaccuracies but
meaning seldom obscured.
17-11 Frequent grammatical or agreement inaccuracies
and meaning confused or obscured.
10-5 Dominated by grammatical or agreement
inaccuracies.
Vocabulary (V)
20-18 Use effective word/word choice/word usage, word
from mastery.
17-14 Occasional errors of word form, choice, but
meaning not obscured.
13-10 Frequent errors of word form, choice, usage, and
meaning confused/obscured.
9-7 Very poor knowledge of words, word forms, and
not understandable.
Mechanics (M)
- Spelling
- Punctuation
- Capitalization
5 It uses correct spelling, punctuation, and
capitalization.
4 It has occasional errors of spelling, punctuation, and
capitalization.
3 It has frequent errors of spelling, punctuation, and
capitalization or poor handwriting.
159
2 It is dominated by errors of spelling, punctuations,
and capitalization or handwriting illegible
Lembar nama siswa penilaian tulis
No Nama siswa
Skor Jumlah
Skor Content Organization Grammar Vocabulary Mechanics
1
2
3
4
Mengetahui
Kepala SMP Muhammadiyah 17
Drs. Sayuti Sufriatna, MM.
Ciputat, 28 Maret 2019
Peneliti
Gusti Fathia Cahyani
NBM. 943 199 NIM. 11150140000078
160
Appendix 10b. Lesson Plan of Cycle 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Muhammadiyah 17 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 8-D / Genap
Tahun Pelajaran : 2018/2019
Materi Pelajaran : Descriptive Text
Alokasi Waktu : 2 x 45 menit (2 kali pertemuan)
A. KOMPETENSI INTI
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menunjukkan 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
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, 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.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
161
B. KOMPETENSI DASAR dan INDIKATOR
Kompetensi Dasar Indikator
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa inggris sebagai
pengantar komunikasi internasional
yang diwujudkan dalam semangat
belajar
1.1.1 Mengikuti proses
pembelajaran bahasa Inggris yang
dimulai dengan doa serta dengan
ketulusan, keseriusan, dan motivasi
tinggi.
2.1 Menunjukkan perilaku santun
dan peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman
2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman
2.3 Menunjukkan perilaku
tanggung jawab, peduli, kerjasama,
dan cinta damai, dalam
melaksanakan komunikasi
fungsional.
2.1.1 Mematuhi peraturan dalam
proses pembelajaran bahasa inggris
.
2.1.2 Menunjukkan perhatian siswa
terhadap guru bahasa inggris.
2.1.3 Menampilkan sikap baik siswa
seperti jujur, disiplin, dan
bertanggung jawab.
2.1.4 Menampilkan sikap siswa
yang baik saat berinteraksi dengan
guru, teman.
3.7 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait dengan deskripsi
orang, binatang, dan benda sangat
pendek dan sederhana, sesuai
3.4.1 Mengidentifikasi fungsi sosial
dari teks deskriptif describing
animals
3.4.2 Mengidentifikasi generic
structure dari teks deskriptif
3.4.3 Mengemukakan tenses yang
digunakan pada teks deskriptif
162
dengan konteks penggunaannya 3.4.4 Menentukan kata sifat yang
berkaitan dengan describing
animals seperti aggressive, tiny,
herbivorous
3.4.5 Membedakan bentuk teks
deskriptif dengan teks lain yang
pernah dipelajari
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks deskriptif lisan dan tulis,
sangat pendek dan sederhana,
terkait orang,
binatang, dan benda
4.7.2 Menyusun teks deskriptif
lisan dan tulis sangat pendek dan
sederhana, terkait orang, binatang,
dan benda, dengan memperhatikan
fungsisosial, struktur teks, dan
unsur kebahasaan, secara benar
Dansesuaikonteks
4.7.1.1 Mengidentifikasikan teks
describing animals dengan
memperhatikan social function,
generic structure, dan language
feature sesuai konteksnya
4.7.1.2 Menjelaskan suatu teks
describing animals berdasarkan
social function, generic structure,
dan language feature
4.7.2.1 Menyusun teks describing
animals secara pendek dan
sederhana dengan memperhatikan
social function, generic structure,
dan language feature sesuai
konteksnya dengan bantuan SFV
Strategy
163
C. TUJUAN PEMBELAJARAN
Di akhir pembelajaran, siswa diharapkan mampu:
1. Mengidentifikasi fungsi sosial dari teks deskriptif describing animals
2. Mengidentifikasi generic structure dari teks deskriptif
3. Mengemukakan tenses yang digunakan pada teks deskriptif
4. Menentukan kata sifat yang berkaitan dengan describing animals seperti
aggressive, tiny, herbivorous
5. Membedakan bentuk teks deskriptif dengan teks lain yang pernah dipelajari
6. Mengidentifikasikan teks describing animals dengan memperhatikan social
function, generic structure, dan language feature sesuai konteksnya
7. Menjelaskan suatu teks describing people berdasarkan social function, generic
structure, dan language feature
8. Menyusun teks describing animals secara pendek dan sederhana dengan
memperhatikan social function, generic structure, dan language feature sesuai
konteksnya dengan bantuan SFV Strategy
D. MATERI PEMBELAJARAN
Deskriptif teks adalah suatu teks yang menjelaskan atau mendeskripsikan
orang, binatang, suatu benda, dan lainnya baik bentuknya, sifat-sifatnya,
jumlahnya, dan lain-lain.
Tenses: Simple Present Tense
Deskriptif teks hanya fokus pada suatu objek tertentu. Pada describing
people, people can be described by the way he or she looks (physically or
non-physically) and by the behaviors (characteristics or personality
traits).
Unsur Kebahasaan
o Nama nama hewan (monkey, giraffe, elephant, cow, cat, ostrich, eel,
owl, … etc)
o Kata benda singular dengan a, an, the, dan plural (-s).
A crocodile two crocodiles
A monkey two monkeys
A giraffe two giraffes
A snake two snakes
164
A hippopotamus three hippopotamuses
A cow four cows
A cat five cats
An eagle two eagles
An eel two eels
An owl two owls
An ostrich three ostriches
An ape four apes
Pronounciation nama-nama hewan :
Cow : kaʊ
Elephant : ˈel.ɪ.fənt
Giraffe : dʒɪˈrɑːf
Monkey :ˈmʌŋ.ki
Snake :sneɪk
Hippopotamus :hɪp.əˈpɒt.ə.məs
Rhinoceros : raɪˈnɒs. ər.əs
o Kata sifat (adjective) yang sangat lazim dalam mendeskripsikan hewan
: big, small, tall, short, strong, weak, wild, tame, deadly, disgusting dan
semacamnya
Kata sifat dalam mendeskripsikan hewan :
Big : bɪg
Small : smɑːl
Tall : tɑːl
Strong : strɑːŋ
Weak : wiːk
Tame : teɪm
Deadly : ded.li
Contoh model percakapan menyatakan dan menanyakan yang digunakan
guru dalam mendeskripsikan hewan dengan metode mystery guess
What animal am I?
A : This animal has a long nose, it has big body, it has large ears, it
eats grass and you can find this animal in Waikambas, Lampung
B : Does it have strong trunks?
A : Yes it has. What animal is it?
B : It is an elephant
A : Yes, you are right
165
Contoh:
Giraffes are easy to identify with their long necks, skinny
legs and distinctive spotted markings. They are the tallest mammals on
earth. The approximate weight of giraffes is approximately 2,000 - 3,000
lbs for males; females weigh less than males. The approximate height is
about 16 - 18 feet for males and about 14 - 16 feet for females.Giraffes
live in small groups in parts of Africa where food is adequate, south of the
Saharan Desert. The habitat of giraffes is the open plains of the African
savanna. Giraffes also live in the grassland or woodland where trees are
present. Giraffes prefer leaves from acacia trees. Acacia trees have thorns
that keep most animals away; however, giraffes' long tongues can
maneuver around the thorns to reach the leaves. They will also eat leaves
of other trees, bark, and grass if necessary. Female giraffes become
sexually mature around 3 or 4 years old. The gestation or pregnancy period
for a female giraffe is about 14 - 15 months. A female giraffe will give
birth to a calf that stands about 6 feet tall and weighs approximately 150
lbs.
Struktur teks deskriptif:
-Identification/Pendahuluan: berupa gambaran tentang suatu topik
166
-Description/Penjelasan: berisi ciri-ciri khusus yang dimiliki benda, tempat
atau orang yang dideskripsikan secara spesifik.
Penjelasan SFV:
-Step 1: Mencari ide, membuat mind mapping
-Step 2: Membuat draft tulisan dengan memasukan sensory detail,
figurative language, dan vivid words
-Step 3: Mengecek draft, merevisi, dan mempresentasikan
Materi pada power point
167
168
E. STRATEGI/METODE PEMBELAJARAN
Pendekatan: Scientific Learning
Metode: Ceramah Plus Diskusi, PPP (Presentation, Practice, Production).
Strategi: SFV (sensory details, figurative language, and vivid words) Strategy.
F. MEDIA/SUMBER/ALAT PEMBELAJARAN
1. Papan tulis dan Spidol
2. Guru
3. Laptop
4. Proyektor
5. Buku sumber dan buku tulis siswa dan guru
6. Kamus online atau offline
7. Video YouTube
8. Google:
https://www.slideshare.net/ENteaching101/esl-games-brain-
teasers?next_slideshow=1
https://www.slideshare.net/johnmariobross/describing-animals-lesson-plan
https://www.passporttoenglish.com/Intermediate-
English/Lesson14/Vocabulary.html
G. KEGIATAN PEMBELAJARAN
Pertemuan Pertama
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan
(19 menit)
1. Guru masuk ke dalam kelas memberi
salam dan greeting (good morning/
good afternoon)
2. Guru dan siswa berdoa bersama
3. Guru mengecek kehadiran siswa
4. Apersepsi:
- Guru menanyakan kabar siswa
1 menit
3 menit
5 menit
10 menit
169
-Guru memberikan motivasi
-Guru mereview materi pada
pertemuan sebelumnya
Inti
(64 menit)
1. Guru bertanya kepada siswa
mengenai hewan yang mereka sukai
dan seperti apa hewan tersebut.
2. Guru mengawali pelajaran dengan
melakukan game word snake.
Misalnya CAT-TIGER-RABBIT dan
seterusnya. Setiap siswa harus
menyumbangkan satu kata.
3. Setelah itu guru menginstruksikan
siswa untuk mengelompokkan
hewan-hewan tersebut sesuai
habitatnya.
4. Guru bertanya kepada siswa makna
tersirat dari permainan tersebut dan
korelasinya terhadap pelajaran dan
siswa menjawabnya.
5. Guru menjelaskan kepada siswa
mengenai how to describe animals
dan mind mappingnya. Guru juga
menjelaskan step SFV dalam
mendeskripsikan hewan.
6. Guru menginstruksikan siswa untuk
membuat teks deskriptif tentang
hewan yang mereka sukai atau
hewan peliharaan. Guru
membimbing siswa pada setiap tahap
SFV.
2 menit
10 menit
5 menit
5 menit
10 menit
20 menit
170
7. Guru mengecek ke setiap tempat
duduk siswa untuk memastikan
semua siswa dapat mengerjakan
dengan vocab dan punctuation mark
yang tepat.
8. Guru menginstruksikan siswa untuk
maju ke depan dari setiap perwakilan
baris tempat duduk dan membacakan
hasil tulisan mereka. Siswa yang
sudah pernah maju ke depan tidak
diperbolehkan maju kembali dan
memberikan kesempatan kepada
yang belum pernah maju.
9. Guru memberikan kesempatan
kepada siswa untuk bertanya dan
berdiskusi dengan guru terkait
pelajaran
5 menit
5 menit
2 menit
Penutup
(7 menit)
1. Guru menginstruksikan siswa untuk
mengumpulkan hasil tulisan.
2. Guru dan siswa menyimpulkan
materi pelajaran
3. Guru menyampaikan materi untuk
pertemuan berikutnya
4. Guru menutup proses pembelajaran
2 menit
2 menit
2 menit
1 menit
Pertemuan Kedua
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Guru masuk ke dalam kelas
171
(14 menit) memberi salam dan greeting
(good morning/ good afternoon)
2. Guru dan siswa berdoa bersama
3. Guru mengecek kehadiran siswa
4. Guru memberikan motivasi di
awal pelajaran
5. Guru dan siswa mereview
pelajaran pada pertemuan
sebelumnya
1 menit
1 menit
2 menit
5 menit
5 menit
Inti
(65 menit)
1. Guru menampilkan matching
picture game pada power point
sebagai warming-up. Siswa
mencoba menjawabnya. Lalu
guru memberitahu jawaban yang
benar. Dari game ini siswa dapat
melihat dan memerhatikan
contoh-contoh animal description
sederhana.
2. Guru menjelaskan tentang sensory
details dengan contohnya,
figurative language dengan
contohnya, dan vivid words
dengan contohnya melalui power
point slides
3. Guru memaparkan penjelasan 3
step dari SFV strategy dan cara
menerapkannya dalam pembuatan
descriptive text tentang describing
people animals dan contohnya
4. Guru memberikan kesempatan
10 menit
10 menit
20 menit
172
kepada siswa untuk bertanya
5. Guru menginstruksikan siswa
untuk berlatih membuat teks
deskriptif dengan menggunakan
SFV. Guru membimbing siswa
dalam setiap tahap; Free-writing,
whilst-writing, post-writing
6. Siswa diperbolehkan
menggunakan kamus online atau
offline
7. Guru menginstruksikan siswa
untuk mengecek hasil pekerjaan
mereka dan merevisinya
8. Guru menginstruksikan 1 orang
dari setiap baris tempat duduk
untuk maju ke depan dan
membacakan teks deskripsi yang
telah dibuat
9. Guru dan siswa memberikan
feedback kepada siswa yang
membacakan teks di depan kelas
5 menit
20 menit
3 menit
5 menit
5 menit
Penutup
(11 menit)
1. Guru memberikan kesempatan
kepada siswa untuk bertanya
2. Guru dan siswa menyimpulkan
pelajaran
3. Guru menutup proses
pembelajaran
5 menit
5 menit
1 menit
H. PENILAIAN
Teknik Penilaian
1. Penilaian Spiritual
173
c. Penilaian diri dan penilaian teman sejawat.
d. Menggunakan lembar observasi tertutup.
2. Penilaian Sosial:
c. Penilaian diri dan penilaian teman sejawat.
d. Menggunakan lembar observasi tertutup.
3. Penilaian
c. Menggunakan daftar cek atau skala penilaian (rating scale) yang
disertai rubrik.
d. Latihan
4. Penilaian Keterampilan:
c. Lisan
d. Tulis
Instrumen Penilaian
1. Instrumen penilaian spiritual
1 : Buruk, siswa tidak pernah melakukan sesuai pernyataan.
2 : Cukup, siswa kadang kadang melakukan sesuai dengan pernyataan.
3 : Baik, siswa sering melakukan sesuai dengan pernyataan.
4 : Sangat baik, siswa sering melakukan sesuai dengan pernyataan.
No Nama
siswa
Aspek penilaian
Jumlah
skor
Mengucap
salam
Berdoa
sebelum
dan
sesudah
melakukan
kegiatan
Menunjukkan
rasa syukur
Memelihara
hubungan
baik sesama
umat ciptaan
Tuhan
1
2
3
4
174
3. Instrumen Penilaian Sosial
No Aspek yang Dinilai Kriteria Skor
1 Santun
(respectful)
Sangat sering menunjukan sikap
santun
Sering menunjukan sikap santun
Beberapa kali menunjukan sikap
santun
Pernah menunjukan sikap santun
Tidak pernah menunjukan sikap
santun
5
4
3
2
1
2 Bertanggungjawab
(responsible)
Sangat sering menunjukan sikap
bertangungjawab
Sering menunjukan sikap
bertanggungjawab
Beberapa kali menunjukan sikap
bertanggungjawab
Pernah menunjukan sikap
bertanggungjawab
Tidak pernah menunjukan sikap
bertanggung
5
4
3
2
1
3 Jujur
(honest)
Sangat sering menunjukan sikap
kerjasama
Sering menunjukan sikap kerjasama
Beberapa kali menunjukan sikap
kerjasama
Pernah menunjukan sikap kerjasama
Tidak pernah menunjukan sikap
kerjasama
5
4
3
2
1
4 Disiplin
(discipline)
Sangat sering menunjukan sikap
disiplin
5
4
175
Sering menunjukan sikap disiplin
Beberapa kali menunjukan sikap
disiplin
Pernah menunjukan sikap disiplin
Tidak pernah menunjukan sikap
disiplin
3
2
1
5 Percaya diri
(confident)
Sangat sering menunjukan sikap
percaya diri
Sering menunjukan sikap percaya diri
Beberapa kali menunjukan sikap
percaya diri
Pernah menunjukan sikap percaya diri
Tidak pernah menunjukan sikap
percaya diri
5
4
3
2
1
6 Peduli
(Care)
Sangat sering menunjukan sikap
peduli
Sering menunjukan sikap peduli
Beberapa kali menunjukan sikap
peduli
Pernah menunjukan sikap peduli
Tidak pernah menunjukan sikap peduli
5
4
3
2
1
No Nama
Siswa
Aspek Penilaian Jumlah
Skor
Santun
Bertanggung
Jawab Jujur Disiplin
Percaya
diri
Peduli
1
2
3
176
3. Instrumen Penilaian Pengetahuan
No Keterampilan yang diamati
dan dinilai Skor
Mengamati media 4 3 2 1
Nama siswa:
1.
2.
3.
4.
Mengajukan/menjawab
pertanyaan 4 3 2 1
Nama siswa:
1.
2.
3.
4.
Partisipasi dalam
bermain game/ Latihan 4 3 2 1
Nama siswa:
1.
2.
3.
Kriteria:
4: sangat baik
3: baik
2: kurang
1: sangat kurang
177
4. Instrumen Penilaian Keterampilan
d. Tulis (email untuk pen pal)
Isi / teks
4: Isi teks singkat, padat akan informasi, jelas keterbacaannya
3: Dua dari kriteria isi / teks yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuhi
2: Hanya salah satu dari kriteria isi / teks yang baik dipenuhi, sementara
dua kriteria tidak dipenuhi
1: Isi teks terlalu panjang, miskin informasi, tidak jelas keterbacaannya
(seluruh kriteria tidak terpenuhi)
Desain
4: Warna menarik, ukuran elemen penyusun proporsional, pesan yang
ingin disampaikan menjadi pusat perhatian (ketiga kriteria terpenuhi)
3: Dua dari kriteria desain yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuhi
2: Hanya salah satu dari kriteria desain yang baik dipenuhi, sementara dua
kriteria tidak dipenuhi
1: Warna, ukuran elemen penyusun, pusat perhatian tidak menunjukkan
desain yang baik (seluruh kriteria tidak terpenuhi)
Gambar
4: Gambar menarik, bermakna sebagai penyampai pesan, dan orisinil
(ketiga kriteria terpenuhi)
3: Dua dari kriteria gambar yang baik dipenuhi, sementara salah satu
kriteria tidak dipenuh
2: Hanya salah satu dari kriteria gambar yang baik dipenuhi, sementara
dua kriteria tidak dipenuhi
1: Gambar tidak menarik, tidak bermakna sebagai penyampai pesan, dan
tidak orisinil (seluruh kriteria desain yang baik tidak terpenuhi)
Ketersampaian Pesan
4: Pesan sangat mudah ditangkap pembaca
3: Pesan cukup mudah ditangkap pembaca
178
2: Pesan sulit ditangkap pembaca
1: Pesan tidak dapat ditangkap pembaca
e. Lisan (Speaking)
Komponen Uraian Skor
Pronunciation Terdapat banyak kesalahan pelafalan 1
Pelafalan benar tetapi tidak seperti native speaker 2
Pelafalan yang sempurna seperti native speaker 3
Fluency Pembicaraan selalu terhenti dan terputus-putus sehingga
susah untuk dimengerti
1
Pembicaraan lancar dan halus, tetapi sekali-kali masih
kurang konsisten/ajeg
2
Pembicaraan dalam segala hal lancar dan halus seperti
penutur asli
3
Vocabulary Penguasaan kosa kata sangat terbatas 1
Pemilihan kosa kata sering tidak tepat dan keterbatasan
penguasaannya menghambat kelancaran komunikasi
2
Penggunaan kosa kata lebih luas dan cermat, kosa kata
umum pun tepat sesuai dengan situasisosial
3
Content Memahami sedikit isi percakapan yang paling sederhana
sekalipun
1
No Nama
Siswa
Aspek Penilaian Jumlah
Skor Isi/Teks Desain Gambar Ketersampaian
Pesan
1.
2.
3.
4.
179
Memahami dengan baik percakapan sederhana, dalam hal
tertentu masih perlu penjelasan dan pengulangan
2
Memahami segala sesuatu dalam pembicaraan normal 3
Lembar nama siswa penilaian lisan
No Nama
siswa
Skor Total
skor Fluency Vocabulary Pronunciation Content
1.
2.
3.
4.
f. Tulis (Writing)
Aspect Score Criteria
Content (C)
- Topic
- Details
30-27 Relevant to the topic, give the detail information,
and match the purpose of descriptive text.
26-22 Mostly relevant to the topic, lacks of detail.
21-17 Inadequate development of the topic, almost match
the purpose of descriptive text.
16-13 Does not relate to the topic, does not match the
purpose of descriptive text.
Organization
(O)
- Identification
- Description
20-18 Fluent expression, ideas clearly stated, well-
organized, logical sequencing, cohesive.
17-14 Loosely organized, limited support, logical but
incomplete sequencing.
13-10 Non-fluent, ideas confused or unconnected, lacks of
logical development and sequencing.
9-7 Does not communicate, no organization, not enough
to evaluate.
Grammar (G) 25-22 Few grammatical or agreement inaccuracies.
180
- Use present
tense
- Agreement
21-18 Several grammatical or agreement inaccuracies but
meaning seldom obscured.
17-11 Frequent grammatical or agreement inaccuracies
and meaning confused or obscured.
10-5 Dominated by grammatical or agreement
inaccuracies.
Vocabulary (V)
20-18 Use effective word/word choice/word usage, word
from mastery.
17-14 Occasional errors of word form, choice, but
meaning not obscured.
13-10 Frequent errors of word form, choice, usage, and
meaning confused/obscured.
9-7 Very poor knowledge of words, word forms, and
not understandable.
Mechanics (M)
- Spelling
- Punctuation
- Capitalization
5 It uses correct spelling, punctuation, and
capitalization.
4 It has occasional errors of spelling, punctuation, and
capitalization.
3 It has frequent errors of spelling, punctuation, and
capitalization or poor handwriting.
2 It is dominated by errors of spelling, punctuations,
and capitalization or handwriting illegible
Lembar nama siswa penilaian tulis
No Nama siswa
Skor Jumlah
Skor Content Organization Grammar Vocabulary Mechanics
1
2
3
4
181
Mengetahui
Kepala SMP Muhammadiyah 17
Drs. Sayuti Sufriatna, MM.
Ciputat, 9 April 2019
Peneliti
Gusti Fathia Cahyani
NBM. 943 199 NIM. 11150140000078
182
Appendix 11. Documentation
DOCUMENTATION
183
Appendix 12. Pictures of Students‘ Work
184
185
Appendix 13. Surat Pengesahan Proposal Skripsi
186
Appendix 14a. Surat Bimbingan Skripsi Dosen 1
187
Appendix 14b. Surat Bimbingan Skripsi Dosen 2
188
Appendix 15. Surat Permohonan Izin Penelitian
189
Appendix 16. Surat Pelaksanaan Penelitian
190
Appendix 17. References Examination Paper
191
192
193
194
195
196
197
198
199