THE EFFECT OF FACT, REASON, ELABORATION, SHIFT

(FRESH) TECHNIQUE ON STUDENTS’ WRITING OF

DESCRIPTIVE TEXT

(A Quasi-Experimental Study at the Tenth Grade of SMAN 5 Kota

Tangerang Selatan in Academic Year 2019/2020)

By:

Noviyana

11150140000011

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

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ABSTRACT

Noviyana (11150140000011). The Effect of Fact, Reason, Elaboration, Shift

(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-

experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in

academic year 2019/2020). A skripsi of Department of English Education, Faculty

of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta,

2019.

Keywords: Fact, Reason, Elaboration, Shift (FRESH), Descriptive Text.

The aim of this study was to obtain the empirical evidence of the effect of

Fact, Reason, Elaboration, Shift (FRESH) technique on students’ writing of

descriptive text. This research was quantitative research and the design was a quasi-

experimental design. The population of this study was 156 students and each class

consisted of 39 students. Then, the sample of this research was 78 students. It was

divided into 2 classes: experimental and controlled class. Moreover, this research

used purposive sampling as a sampling technique in order to decide class a similar

score. The instrument was written test which consisted of pre-test and post-test. To

calculate the data the researcher used T-test with the significance level (α) = 0.05

and calculated the effect size. The result of the data showed that the average score

of Post-test in the experimental class was higher than the average score of Post-test

in the controlled class (80.13 > 74.72). Furthermore, the statistical analysis proved

that the Sig. (2-tailed) was 0.009. Then, the test of effect size was 2.705. It

categories as a strong effect. So, it can be concluded that FRESH technique was

effective to increase the students’ ability in writing descriptive text. In other words,

there is a significant effect of FRESH technique on students’ writing of descriptive

text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020.

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ABSTRAK

Noviyana (11150140000011). The Effect of Fact, Reason, Elaboration, Shift

(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-

experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in

academic year 2019/2020). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Negeri Syarif Hidayatullah Jakarta, 2019.

Kata Kunci: Fact, Reason, Elaboration, Shift (FRESH), Teks Deskriptif.

Tujuan penelitian ini adalah untuk memperoleh bukti empiris tentang

pengaruh teknik Fact, Reason, Elaboration, Shift (FRESH) pada penulisan teks

deskriptif siswa. Metode yang digunakan pada penelitian ini adalah kuantitatif dan

desain yang digunakan adalah desain quasi-experimental. Populasi pada penelitian

ini berjumlah 156 siswa dan setiap kelas berjumlah 39 siswa. Kemudian, sampel

penelitian ini berjumlah 78 siswa. Sampel tersebut diklasifikasikan menjadi 2 kelas,

yaitu kelas eksperimen dan kelas kontrol. Selain itu, penelitian ini menggunakan

purposive sampling sebagai teknik pengambilan sampel untuk menentukan skor

kelas yang sama. Instrumen pada penelitian ini adalah tes tertulis yang terdiri dari

pre-test dan post-test. Untuk menghitung data, peneliti menggunakan uji-T dengan

tingkat signifikansi (α) = 0,05 dan menghitung effect size. Hasil data menunjukkan

bahwa skor rata-rata Post-test pada kelas eksperimen lebih tinggi daripada skor rata-

rata Post-test pada kelas kontrol (80,13> 74,72). Selanjutnya, analisis statistik

membuktikan bahwa Sig. (2-tailed) adalah 0,009. Kemudian, hasil dari uji effect

size adalah 2,705. Nilai tersebut dikategorikan sebagai efek yang kuat. Jadi, dapat

disimpulkan bahwa teknik FRESH efektif untuk meningkatkan kemampuan siswa

dalam menulis teks deskriptif. Sehingga dapat disimpulkan bahwa, terdapat efek

yang signifikan pada teknik FRESH terhadap kemampuan menulis teks deskriptif

siswa di SMAN 5 Kota Tangerang Selatan pada tahun akademik 2019/2020.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the world for mercy, blessing and strength

to the researcher in finishing this research. Sholawat and Salam always be to our

Prophet Muhammad SAW, his family, his companion and his followers.

This research entitled “The Effect of Fact, Reason, Elaboration, Shift

(FRESH) Technique on Students’ Writing of Descriptive Text (A quasi-

experimental study at the tenth grade of SMAN 5 Kota Tangerang Selatan in

academic year 2019/2020).” It is presented to the Department of English Education

in partial to the fulfillment of the requirements for the Degree of Strata I in English

Education.

On this occasion, the researcher would like to express her gratitude for Mrs.

Neneng Sunengsih, M.P.d and Mrs. Siti Nurul Azkiyah, Ph.D as her advisors. Also,

the researcher would like to express her gratitude for Mrs. Dr. Fahriany, M.Pd and

Desi Nahartini, M.Ed as her examiner. Additionally, this research cannot be

completed without help, correction, suggestion, guidance and advice from the

advisors and examiner. Moreover, the researcher also would like to express her

gratitude for the people who helped her during the process of accomplishing the

research. They are:

1. Prof. Dr. Sururin, M.Ag., the Dean of the Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, Ph.D., the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.

4. All lectures Department of English Education who have taught precious

knowledge, and giving motivation during her study at UIN Syarif Hidayatullah

Jakarta.

5. Drs. H. Hamdari, M.Pd., the Headmaster of SMAN 5 Kota Tangerang Selatan,

who have allowed the researcher to conduct this research in his school.

6. Dupiah, S.Pd., MM., the English Teacher at the tenth grade of SMAN 5 Kota

Tangerang Selatan for her support during this research.

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7. The students of X MIPA 3 and X MIPA 4 of SMAN 5 Kota Tangerang Selatan

for the willingness to be the participants during the research.

8. Her beloved parents (Haeliyah and Suryadi), brothers (Haerudin and M.

Sunarya) and sister (Fitri Dewi Yanti) who always pray, support and give the

motivation to finish the research.

9. Her beloved best friends, Hani Yusrina, Nursyansiah Alam and Luthfia Ikhwani

for happiness, motivation, laugh and knowledge.

10. All friends in A Class of Department of English Education (DEEALOVA) for

togetherness, happiness and support. May Allah bless all of them.

11. All the people who supported and contribution during finishing the research

whose names cannot be mentioned one by one.

Hopefully, this research can be useful for the reader who is interested in the

same study. Moreover, the researcher realized that this research still has some

mistakes and weaknesses. Therefore, it is a pleasure for the researcher to get critics

and suggestions to make this research better.

Jakarta, October 24th 2019

Noviyana

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TABLE OF CONTENTS

APPROVAL……………………………………………………………………....i

ENDORSEMENT………………………………………………………………..ii

ABSTRACT……………………………………………………………………...iv

ABSTRAK………………………………………………………………………..v

ACKNOWLEDGEMENT……………………………………………………....vi

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

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

LIST OF FIGURES…………………………………………….……………….xi

LIST OF APPENDICES……………………………………………………….xii

CHAPTER 1 INTRODUCTION……………………………………………….. 1

A. Background of The Study………………………………………………. 1

B. Identification of the Problem…………………………………………… 6

C. Limitation of the Problems………………………………………………6

D. Formulation of the Problems…………………………………………… 6

E. The Objective of the Research…………………………………………. 7

F. Significance of the Research…………………………………………… 7

CHAPTER II THEORETICAL FRAMEWORK…………………………………… 8

A. Writing Skill…………………………………………………..……...…8

1. Definition of Writing…………………………………………………… 8

2. The Writing Process…………………………………………………….. 9

3. Purpose of Writing……………………………………………………..12

B. Descriptive Text……………………………………………………….. 13

1. Definition of Descriptive Text………………………………………… 13

2. The Purpose of Descriptive Text………………………………………. 14

3. The Generic Structure of Descriptive Text…………………………… 15

4. Language Feature……………………………………………………… 15

5. The Example of Descriptive Text…………………………………….. 16

C. Fact, Reason, Elaboration and Shift (FRESH)………………………… 16

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1. Definition of FRESH………………………………………………….. 17

2. The Procedures of Using FRESH Techniqu...………………………….17

3. The Advantages of Using FRESH…………………………………….. 18

D. Previous Study………………………………………………………… 19

E. Thinking Frameworks…………………………………………………. 21

F. Theoretical Hypothesis………………………………………………… 22

CHAPTER III RESEARCH METHODOLOGY……………………………. 23

A. Research Design……………………………………………………… 23

B. Place and Time……………………………………………………….. 24

C. Population and Sample……………………………………………….. 24

D. Research Instrument………………………………………………….. 26

E. Technique of Data Collection………………………………………… 29

F. Technique of Data Analysis…………………………………………… 30

G. Statistical Hypothesis…………………………………………………..33

CHAPTER IV RESEARCH FINDING AND INTERPRETATION……….. 34

A. Description of The Data………………………………………………..34

B. The Analysis of The Data……………………………………………... 38

C. Discussion……………………………………………………………... 41

CHAPTER V CONCLUSION AND SUGGESTION…………………. ......... 45

A. Conclusion…………………………………………………………….. 45

B. Suggestion……………………………………………………………. 45

References………………………………………………………………………..47

Appendix…………………………………………………………………………48

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LIST OF TABLES

Table 3.1 Research Instrument for Pre-test………………………………………26

Table 3.2 Research Instrument for Post-test……………………………… ......... 27

Table 3.3 Rubric for Scoring Students' Writing………………………………….27

table 4.1 Pre-test Score…………………………………………………………...34

table 4.2 Post-test Score………………………………………………………….35

Table 4.3 Gained Score…………………………………………………………..37

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LIST OF FIGURES

Table 3.4 Normality Test of Pre-test……………………………………. ............ 30

Table 3.5 Normality Test of Post-test…….……………………………………... 31

Table 3.6 Homogeneity Test of Pre-test………………………………………… 31

Table 3.7 Homogeneity Test of Post-test………………………………………... 32

Table 4.4 Hypothesis of Post-test………………………………………………...38

Table 4.5 Independent Samples Test……………………………………………. 39

Table 4.6 Hypothesis of Gained Score………………………………………….. 39

Table 4.7 Independent Samples Test…………………………………………… 40

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LIST OF APPENDICES

Appendix 1 Students’ Score of Experimental Class……………………………..50

Appendix 2 Students’ Score of Controlled Class………………………………...52

Appendix 3 Annova ……………………………………………………………..54

Appendix 4 Lesson Plan of Expeerimental Class..………………………………55

Appendix 5 Lesson Plan of Controlled Class …………………………………...64

Appendix 6 Documentation……………………………………………………...72

Appendix 7 Students’ Pre-test score in the Experimental Class…………………74

Appendix 8 Students’ Post-test score in the Experimental Class………………..75

Appendix 9 Students’ Pre-test score in the Controlled Class……………………76

Appendix 10 Students’ Post-test score in the Controlled Class…………………77

Appendix 11 Surat Pengesahan Proposal Skripsi………………………………..78

Appendix 12 Surat Bimbingan Skripsi…………………………………………..79

Appendix 13 Surat Izin Penelitian……………………………………………….80

Appendix 14 Surat Keterangan Penelitian……………………………………….81

Appendix 15 Reference Examination……………………………………………82

1

CHAPTER 1

INTRODUCTION

A. Background of The Study

In curriculum 2013 English is as a Local Content (Muatan Lokal). Although,

as a Local Content (Muatan Lokal) in the modern era everyone has to master

English because English become the most important language in the world.

Moreover, English is not the same as the Indonesian language both spoken and

written is the same. Meanwhile, English both oral and written is not the same. So,

the goal of teaching English is the students can communicate both oral and written

and can understand the text correctly. One of the important skills to master English

is writing.

Writing is one of the productive skills and also the most important skill that

should be taught in the school. Moreover, in writing students can express their

feeling, idea and the experience. According to Richards writing itself have four

basic stages: planning, drafting, revising and editing.1 The purpose of those stages

is to get the students' idea from the blank mind, they can use precise grammar,

punctuation and also spelling.

Besides, the students also have to learn several texts. Such as recount,

narrative, descriptive, and procedure text. According to syllabus SMA Curriculum

2013, the goal of the text is to make the students have communicative competent.

Also, through the text, the students are guided to use factual, conceptual, and

procedural in daily life.2 So, it means that learning text is necessary by the students.

1 Jack C. Richards and Willy A. Renand, Methodology in Language Teaching: an

Anthology of Current Practice, (United States of America: Cambridge University Press, 2002), p.

316.

2 Mas Wedan, “Silabus SMA Kurikulum 2013 Revisi 2016 Bahasa Inggris”.

https://silabus.org/silabus-sma-kurikulum-2013-revisi-2016-bahasa-inggris/, Accessed on

November 4th, 2019.

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Although writing can express students’ feelings, ideas, and experiences,

they still face difficulties when they learn about a text, especially descriptive text.

Moreover, when their teacher inquired them to write the story. There are some

factors influence students’ difficulties on writing descriptive text such as they do

not know how to express their idea, they are afraid to make a mistake when they

write. Wulandari argues that the students lack the vocabulary, as a result, they

confused which the appropriate word use in their writing.3 To solve that problem,

the students only search in the google translate. Furthermore, most of them do not

have dictionary. Therefore, they have difficulties to imagine something and they

are still confused about how to start it even they copied their friends' answer who is

master the English. Likewise, based on the researcher’s experience when she was

PLP (Pengenalan Lapangan Persekolahan) at SMAN 5 Kota Tangerang Selatan,

she taught the students at grade XI social. The researcher asked students to write a

biography text about famous people. But, it needed a long time for them to start it

because they do not know who was people they would write and how to start

writing. So, they asked the teacher should they write the date and where the famous

people born in the first sentence is. Then, when they wrote the sentences smoothly

unfortunately in the middle of the paragraph they get stuck because they did not

know some vocabulary and they were lazy to check on the dictionary even they did

not bring a dictionary and did not have a dictionary in their mobile. Harmer agrees

that the problem discovers of students in writing proceeding is difficult to find

imaginative.4 Therofore, to build imaginative the students have to do creative

writing. Such as the students make a poem, poetry and story.

According to Wulandari that the main matter found by the students is they

are confused about what is the beginning, next and the last to write descriptive text.5

3 Faisal & Wulandari, Improving Students’ Competence in Writing Descriptive Texts

through “FRESH” Technique, (Purwokerto: Journal of English Education, 2013), p. 58.

4 Jeremy Harmer, The Practice of English and Language Teaching 4th Edition, (England:

Pearson Education Limited, 2007), p. 328.

5 Wulandari, loc. cit.

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It is because they have a lot of things to write so they thought it is all should be

written in the paragraph.

Not only those factors but also sometimes the students use an incorrect

grammatical sentence. They want to describe a place but they use grammatical

errors. For instance, they should describe it utilize simple present but they use

simple past tense or even apply past perfect tense. As a result, their writing is

difficult to understand by the reader.

According to Sari those problems happen because the students think that

writing is a stuffy activity in the classroom. Furthermore, they must concentrate to

get the idea.6. Moreover, the students do not have confident and excited in writing.

Harmer states that they seldom to write especially in their first language.7 So,

writing habit is needed by students to change their mind that writing is enjoyed and

interesting.

In addition, some experts state that there is another factor which faced on

students’ writing. Apsari argues that the students have low motivation and the

teachers do not have capability in teaching writing and do not have enough

creativity.8 On the other hand, in teaching process the creativity from the teachers

is needed by the students to help them understand the lesson.

Similarly, according to the research findings of Azkiyah English teachers

do not explain the goal of the lesson at the beginning of the class, and the teachers

do not give clear instruction during the lesson so it makes the students do not know

6 Diah Paramita Sari and M. Sabri, Using Story Circle to Improve Students’ Ability in

Writing Narrative Text. (Riau: INOVISH Journal, 2017, Vol. 2 No.1, p. 75.

7 Harmer, op. cit., p. 329.

8 Yanuarti Apsari, The Use of Picture Series in Teaching Writing Recount Text, (Bandung:

ELTIN journal, 2017), 5, 2 p. 51.

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what they will do.9 So, from those experts it can be concluded that the factors not

only from the students but also from the teachers.

Furthermore, Mutiara argues that the teachers must be able to have a

brilliant method, technique or strategy.10 The technique can support the students to

solve their problems in writing practice because a good technique can help the

students understand and overcome the lesson. The reason why students cannot

follow the instruction is an unsuitable method or technique used by the teachers

during the processing activity so the teachers must find a suitable technique.

From the problems above, it can be solved by using the methods in the

teaching process. There are several previous who already tried some methods or

techniques in order to teach writing effectively. Based on some experts by Sari, she

used clustering technique to overcome students' problems in the writing process.

The clustering technique itself can inquire about students' concepts and also can

motivate them in the writing process.11 Moreover, clustering technique can be

defined as a brainstorming that can help students to produce the concept. So, they

can explore their concept as possible as they can.

The other expert is Bakti. She applied Silent Viewing Technique ran well

as a technique. Where the researcher used a silent video. Silent viewing means a

video which showed by the teacher with the lowest sound. Also, it is presented

without using the subtitle. Moreover, the students who is the only one that can

inform the story with the audience. So, from using the video so the students can get

9 Siti Nurul Azkiyah, English Teachers’ Teaching Quality in Madrasah in Jakarta and

Banten Based on The Dynamic Model of Educational Effectiveness, (Jakarta: TARBIYA: Journal of

Education in Muslim Society, 2015), Vol. 2 No. 1, pp. 41-46.

10 Rafika Mutiara, Teaching Descriptive Text Writing through Guided WH-Questions: A

Pre-experimental Study at The Eight Grade Students of SMP Negeri 7 Pontianak in Academic Year

2013/2014, (Pontianak: WKS: Studies on English Language and Education, 2014), Vol. 1 No. 1, p.

52.

11 Farnia Sari and Sri Wahyuni, The Use of Clustering Technique to Improve the Students’

Skill in Writing Descriptive Paragraph, (Palembang: English Comunity Journal, 2018), Vol. 2 No.

1, p. 168.

5

the information. On the other hand, they get creativity easily.12 Furthermore, one of

the new techniques is used by experts is FRESH technique. According to

Wulandari, FRESH can be used by the teachers in teaching writing because it can

support the students’ to arrange the idea.13

In this study, the researcher chose FRESH as a technique. FRESH itself is

an abbreviation which each letter has own explanation. F represents for "Fact". R

represents for "Reason". E represents "Elaboration". SH represents for "Shift". This

technique is very easy for students to apply and also make them more interesting to

practice descriptive text in writing proceeding. Besides, it really helps the students

who do not have an idea or cannot describe a thing, place, person, etc. because this

technique can guide them to get it from the topic that they choose and make a good

paragraph. Suwandita states that this technique is not complex for students even

they get benefit from this technique.14 So, from that activity, the teacher hopes the

students can improve their writing skills and do not find more difficult in writing

descriptive text.

Hence, the FRESH technique is a simple technique. It can help students

arrange their concept and make it become more fun also more attractive in the

classroom. In the important thing, they feel confident to write and can get

vocabulary broadly. Furthermore, they do not get stuck while they are describing

the topic and the readers also can read their story logically.

From the explanation above, the focus of the research can be stated on

"FRESH" as one of the simple techniques was effective on students' writing of

12 Windy Kurnia Bakti, Silent Viewing Technique in Teaching Writing Recount Text to the

Tenth Grade Students of SMAN 1 Gedangan Sidoarjo, (Sidoarjo: RETAIN, 2016), Vol. 4 (1) p. 2.

13 Wulandari. loc. cit.

14 Faisal & Krisna Suwandita. The Effectiveness of FRESH Technique to Teach Descriptive

Paragraph, (Purwokerto: Journal of Education and Learning, 2013), Vol.7 (4) p. 240.

6

descriptive text. So, the title of this research is "The Effect of Fact, Reason,

Elaboration, Shift (FRESH) Technique on Students’ Writing of Descriptive

Text (A quasi-experimental study at the tenth grade of SMAN 5 Kota

Tangerang Selatan in academic year 2018/2019)”.

B. Identification of the Problem

Based on the background of the study above, it can be identified that some

factors influence students in writing descriptive text:

1. The students get stuck to imagine something and explore their idea.

2. The students do not know how to start writing.

3. The students are afraid to make mistakes.

4. The students do not have enough vocabulary.

5. The students use an incorrect grammatical sentence.

6. The teachers use less appropriate techniques.

C. Limitation of the Problems

Based on the identification of the problem above, the researcher focused on

students’ difficulty of writing descriptive text at SMAN 5 Kota Tangerang Selatan

in academic year 2019/2020.

D. Formulation of the Problems

From the following limitation, it could be formulated as follows: “is there

any significant effect of Fact, Reason, Elaboration, Shift (FRESH) technique on

Students’ Writing of Descriptive Text at SMAN 5 Kota Tangerang Selatan in

academic year 2019/2020?”

7

E. The Objective of the Research

As the formulation of the problem state, the aim of the study is to know the

effect of Fact, Reason, Elaboration, Shift (FRESH) technique on Students’ Writing

of Descriptive Text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

F. Significance of the Research

The result of this study could provide useful information for:

1. Students

This study will help the students to improve their writing skills and make

them fun in learning descriptive text.

2. Teachers

This study will give the teachers information that FRESH technique is

an easy technique to be able to use to guide students to get an idea and

make the teachers open-minded that applying technique in the learning

process is important not only for writing but also for all subject.

3. The researcher

For further researcher, this study can reference who wants to research

on writing descriptive text.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter will discuss the topic matter which is focused on writing,

descriptive text and technique.

A. Writing Skill

1. Definition of Writing

Not only speaking, but writing is also one of the crucial skills to

communicate with others. In speaking the speaker can correct the mistake

spontaneously. While in writing if the story is not clear the writer cannot give clarify

directly. As a result, the readers feel confused. So that, in writing the writer must

write the purpose of the message clearly and correctly. Furthermore, writing is one

of the most complex skills among others so the writer must learn to make a good

sentence, paragraph, etc. Although writing is hard, Langan points out that anyone

can master writing skills with rehearsal. Moreover, writing is similar to driving or

typing. It can overcome with a lot of effort.1 Some definitions of writing declared

by experts.

According to Graham, writing is a skill that explain about the stages. For

example, planning, evaluating, and revising text in order to achieve the aim. Such

as writing a report or deliver the opinion with the proof.2 So, it can be said that

writing not only give the opinion but also should give the proof to support the

writer’s opinion. Further, Harmer compares writing as a “Wheel” where each

process is like spin. The process is like planning, drafting, editing, and final. But it

is like a spin on the contrary.3 In other words, writing needs a long process from

planning up to the final.

1 John Langan, Exploring Writing Sentences and Paragraphs 2nd Edition, (New York:

McGraw-Hill, 2010), p. 11

2 Steve Graham and Dolores Perin, Writing Next: Efective Startegies to Improve Writing of

Adolescents in Middle and High Schools, (New York: Alliance for Excellent Education, 2007), pp.

9-10.

3 Harmer. op. cit., p. 326.

9

Based on the experts above, the researcher concludes that writing is a

complex activity that need more effort to finish it. Also, writing is the activity which

visualized in the written form with give the evidence to support the opinion.

2. The Writing Process

Some steps can help students to make good writing. According to Langan

there are several steps in the writing Process.4 The explanation as follows:

2.1 Prewriting

The first students have to find a fascinating topic. Unfortunately, to find it

the students still face difficulties. So, to overcome that problem Langan added 5

techniques: freewriting, questioning, making a list, clustering, and preparing a

scratch outline.5 The techniques as follows:

1. Freewriting

In “freewriting”, students can write a topic freely in a piece of paper for

more than five minutes. The students can write anything which comes to mind.

Furthermore, they can write as much as words or sentences without stopping and

thinking about spelling, punctuation and grammar.

2. Questioning

After writing the topic, the students need to write the details. There are some

techniques to help students get the details easily. Such as using questioning, making

a list, clustering and preparing a scratch outline. The first technique that can be used

by students is “questioning”. In “questioning”, WH question words and how are

needed to create the concept and easy to arrange the details.

4 Langan, op. cit., p. 17.

5 Ibid., pp. 17-30.

10

3. Making a list

The second technique that can be used by students is “making a list”.

Another word of “making a list” is brainstorming. It means the students have to

make a list of ideas or details that connect with the content. On the contrary,

Granville states that “making a list” means writing the sentences that have in mind.6

so that, making list means add the details that comes to the mind in order to make

well paragraph.

4. Clustering

The next technique is “clustering”. It is familiar with diagramming or

mapping. In addition, clustering is suitable for students who have a visual

characteristic of learning. In clustering, the students can use shapes such as lines,

boxes, circle and arrows. It is another way for students in generating the topic. In

using clustering technique, the students have to put the topic in the center of the

paper. Then, put the details into shape and give the connect lines to show the

relationship between one idea to another idea.

5. Preparing a Scratch Outline

The last technique is “preparing a scratch outline”. It means the students

look at the point carefully. In addition, the aim of this technique is an organization

to support the students to reach writing well. “Preparing a scratch outline” also can

help students to check their writing whether they need more prewriting or not. So,

their draft is coherence and cohesive.

2.2 Drafting

The second is “drafting”. After doing the prewriting, the students have to

write sentences to make the idea clear. Even the students can add some details. In

addition, this drafting makes a paragraph more specific with a lot of details. In other

words, “drafting” is a paragraph with some additional ideas.

6 Kate Grenville, Writing from Start to Finish. (Australia: Griffin Press, 2001). p. 11.

11

2.3 Revising

Then, the next step is “Revising”. It is a crucial thing in the writing process

because it needs to check the writing not only once. In other words, “revising” is a

look over a paragraph that has already written. So, it becomes a well paragraph.

Furthermore, to make easy for revising the students can make a list of some

questions. Such as "is the paragraph supported?” and so on.

2.4 Editing and proofreading

After “revising” the paragraph, the last step is “editing”. It means to check

the unclear sentences. Furthermore, according to Granville, “edit” means create the

sentence as clear as possible so the readers can read easily.7 Same as “editing”,

“proofreading” also is defined as correct the errors. But, “proofreading” focuses on

surface errors such as grammatical errors, punctuation, spelling and so on.

While according to Hogue there are four steps in the writing process:

prewriting, organizing, writing and publishing.8 The explanation can be seen as:

1. Prewriting

In “prewriting” the students need to find the topic. They should write as

much as ideas without thinking true or not. To make it easier they can make a list

of phrases as a technique. Such as, the students have to list different people. Then,

choose people which the students will write and make a marked. After that, from

the topic that has already chosen the students should make the list of the details.

Next, select inappropriate details.

7 Ibid., p. 167.

8 Alice Oshima, Ann Hogue, Introduction to Academic Writing 3rd Edition, (New York:

Pearson Education, Inc, 2007), pp. 15-20.

12

2. Organizing

After select inappropriate details, the students set the details into a simple

outline. The students can write the title at the top of the paper. Then, write the idea.

In addition, if the students have more than one idea just give the mark for each idea.

While for one idea just write in the capital letter.

3. Writing

The next is “writing”. It is familiar with drafting. Using the outline as lead

to write into a draft. Moreover, in the drafting, the students can add some details or

conclusions in the last of the paragraph. The students should write the ideas without

worrying about spelling and grammar. After finishing the writing, the students will

see the errors.

4. Publishing: Revising and Editing

In "revising" consists of two steps: peer editing and self-editing.

a. "Peer editing" means the students change the paper with a

classmate. Then, give comments about what is the mistakes. The

purpose of it to correct the mistakes.

b. “Self-editing” means using the second handout to check it as a self-

editing.

The last, students have to edit grammar, mechanics and punctuation.

3. Purpose of Writing

According to Grenville that writing has several purposes. They are writing

to entertain, writing to tell information, and writing to convert.9

1. Writing to entertain. It means that creat imaginative writing by giving some

emotionally gripped for the reader. Such as sad, serious and funny. The

example of imaginative writing such as novels, stories, poems, song lyrics,

plays and screenplays.

9 Grenville. op. cit., pp. 1-2.

13

2. Writing to tell information. It means that give some information to the

reader. The examples of writing to tell information are newspaper articles,

scientific, procedures and essay for school.

3. Writing to convert. It means that writing based on the writer’s opinion. It is

not just an opinion but the writer should give the evidence to make the story

believable. The examples are advertisements, newspaper and magazines.

B. Descriptive Text

1. Definition of Descriptive Text

Descriptive text tells about people, animals, things, place and also a physical

sense. There are several definitions of descriptive text by some experts. Doddy

argues that descriptive text is a text tells a specific person, place and thing.10 Also,

Sarwono adds that the features of the descriptive text is chronological, serial and

hierarchical.11 It can be said that descriptive text describes a particular thing such

as people, animal, place and the characteristic of descriptive text usually tells in

chronological sequence.

Moreover, according to Hogue descriptive text telling about senses. Such as

smells, tastes, sounds and feels.12 It means that descriptive text not only describes

particular thing but also describes the physical appearance. Through the sense or

emotional, the readers can feel what the writers write, the readers can pay attention

with the story and the readers can create their imagination when their read the story.

Further, Sarwono states that it does not only describe the object but the

students need to explain some specific information and show the fact action about

10 Achmad, Doddy, Achmad Sugeng, Efendi, Developing English Competencies for Senior

High School (SMA/MA) Grade X, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,

2008), p. 128.

11 Jonathan Sarwono & Yudhy Purwanto, English for Academic Purposes a Successful Way

to Learn Scientific English, (Yogyakarta: C.V. Andi OFFSET, 2013), p. 92.

12 Oshima, op. cit., p. 61.

14

the object.13 Explaining itself means that gives additional information. So not only

in writing which have a technique but in descriptive text also have a technique. The

goal of explanation above, to make easy the readers when they read the story.

Hence, descriptive text informs how the writers visualize their idea in the

story. It usually describes a place, thing and feeling. Furthermore, to make the

reader interested in the story, the writer can add some information such as physical

appearance. Further, it tells chronological sequence.

2. The Purpose of Descriptive Text

According to Barbara, the description can add the reader's sense,

knowledge, entertain, the fresh appreciation for the familiar and persuade the object

when the readers read in a newspaper. So, she states that there are some purposes

of descriptive text. Such as to provide, to describe feelings, to connect the

experience, to tell the reader unknown information and to convert.14

Furthermore, according to Cooper the purposes of descriptive text are to tell

the readers influence of the people, animal and thing, to demonstrate summary idea,

to produce unforgettable memory, to add resources in the statement .15 It can be said

that the purpose of descriptive text has important thing for the readers.

So, from those explanation it can be concluded that the purpose of

descriptive text is to persuade, to tell information and also to produce unforgettable

memory. In other word, the purpose of descriptive text is to share the writer’s

experience with the readers.

13 Sarwono, op. cit., p. 97.

14 Barbara Fine Clouse, The Student Writer 7th Edition, (New York: McGraw Hill, 2008),

p. 154.

15 Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing 9th Edition,

(New York: Bedford-St. Martin’s, 2010), p. 628.

15

3. The Generic Structure of Descriptive Text

Same to other text, descriptive text also has a generic structure. In order to

make easy when the students write descriptive text so they have to know well about

the generic structure of descriptive text. It has two generic structures: identification

and description.

The first is identification. It introduces the object that will be described.

Moreover, identification tells about name, age and also the features of the object.

The second is description. Bachtiar states that description describes parts or

characteristics of the place, person and thing.16 So it means that description is tell

additional information to make the readers know more about the object.

4. Language Feature

According to Tim Progressif Language features of descriptive text are

using tenses and degree of comparison. The tenses consist of simple present tense

to describe happening at that time and simple past tense to describe the past.17 So

it means that tenses are important things in the story.

On the contrary, Knapp argues that language feature consists of significant

grammatical features.18 It can be seen as the following sentences:

a. use of Simple Present Tense: (swim, eats, sings).

b. use of Simple Past Tense if Extinct: (enjoyed, seemed).

c. verbs of being and having 'Relational Processes': (My sister is pretty, she

has pointed nose).

d. use of action verbs: (ants live in colonies and the queen ant lays the eggs)

16 Bachtiar Bima M, Yuniarti Dwi Arini and PT Intan Pariwara, Bahasa Inggris Mata

Pelajaran Wajib. (Klaten: PT Intan Pariwara, 2016), p. 8.

17 Tim Progressif, Erlangga X-Press UN SMA/MA 2018 Bahasa Inggris, (Jakarta: PT

Gelora Aksara Pratama, 2017), p. 42.

18 Peter Knapp and Megan Watkins, Genre, Text, Grammar Technologies for Teaching and

Assessing Writing, (Australia: University of New South Wales Press, 2005), pp. 98-100.

16

e. use mental verbs to describe feeling: (she felt unhappy, he liked dancing).

f. use of descriptive adjectives: (it is grey and brown and he has a cool

hairstyle).

g. use of adverbials to give additional information about manner, place or

time: (turtles swim slowly and the students only worked diligently just

before exams).

5. The Example of Descriptive Text

Paris

Paris is the capital city of France. It is one of the most beautiful cities in the

world. It is also one of the world's most crowded cities. Lovely gardens and parks

are found throughout Paris. At night, many palaces and statues are lit up. For this

reason, Paris is often called the City of Light.

Every year, millions of people visit Paris. The most popular place to visit is

the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre,

one of the world's largest art museums, draws many visitors. The Cathedral of

Notre Dame, a famous church, is another favorite place to visit.

From the example above, the paragraph has identification and description.

The first paragraph is called identification because it tells about Paris is the most

beautiful cities in the world. The second paragraph is called description because it

explains the various famous place in Paris so it makes a lot of people come to Paris.

C. Fact, Reason, Elaboration and Shift (FRESH)

Nowadays, teachers do not use the old method or technique again to teach.

They use a variety of methods or techniques to teach their students. The goals of

using the techniques is to make the students more interested in the subject. It makes

the researcher remind with a Chinese proverb that "A thousand teachers, a thousand

methods." It means that the teacher has his/her own technique or method. Similarly,

in teaching English the teacher also must has own technique or method. One of the

17

new techniques is known as Fact, Reason, Elaboration and Shift (FRESH). It is

appropriate for teaching writing descriptive text.

1. Definition of FRESH

FRESH consists of four words. Wulandari explained that the word "F' stands

for Fact. It means the facts connected to the main subject which is told in writing

descriptive text. besides, the word "R" stands for Reason. The meaning of reason is

to make the topic stronger. It usually tells about appearance. For the example cute,

taste, smell and the other. Shortly, the reason can help the students find their feeling

to describe something. After that, the students have to develop it more specifically

so the paragraph will complete and coherent. It is called elaboration which stands

for “E”. The last word is “SH” it stands for Shift. After the students chose a topic

and developed it into details, the students were supposed to conclude. So, shift

means the conclusion at the end of the paragraph.19

2. The Procedures of Using FRESH Technique on Writing Descriptive Text

In the classroom, the teacher can help the students who get the difficulties

to find the ideas by applying FRESH technique on writing descriptive text.

According to Wulandari, there are some steps to write descriptive text using FRESH

technique. It consists of Fact, Reason, Elaboration and Shift.20 The steps can be seen

as follows:

The first step is the word of FACT. Fact relates to a subject. According to

Suwandita, the “fact” means identification of the object. Moreover, it consists of

kind of an object and object’s name.21 Moreover, for applying “fact” The students

have to find common facts of the topic which they want to describe. For example,

My Niece, Kayla. “I have a niece. her name is Kayla.”

19 Wulandari, op, cit., pp. 59-60.

20 Ibid., p. 60.

21 Suwandita, op. cit., p. 243.

18

The second step is REASON. It means to make strong the topic.

Furthermore, the students can add their feeling in the “reason”. It contains feel,

sound, taste, smell, and look of things. Additionally, for applying “reason” the

teacher asked students to write the reason for the topic. Such as "I like Kayla

because she is cute and funny."

The next step is ELABORATION. The step in this part students elaborates

the compose that they have made before in purpose to improve their paragraph

become coherent and clear. Moreover, the students will explain why Kayla is cute

and funny which helped by the teacher. Like, “she has big eyes, pointed nose and

curly hair. Her body is fat. When people say hi to her, she always smiles. Although

her age still is six months but she is friendly and she understands when people call

her name.”

The last step is SHIFT. It means to conclude the story at the end of the

paragraph. So, from those detail students have to make the conclusion from what

they have already written. Such as “Those are the reason why Kayla is cute and

funny. My family and I love her very much.”

From those steps, it can be seen as a descriptive paragraph: “I have a niece.

Her name is Kayla. I like Kayla because she is cute and funny. She has big eyes,

pointed nose and curly hair. her body is fat. When people say hi to her, she always

smiles. Although her age is still six months old but she is friendly and she

understands when people call her name. Those are the reason why Kayla is cute and

funny. My family and I love her very much.”

3. The Advantages of Using FRESH

FRESH can be used by the teachers in teaching writing because it can guide

the students' ideas. Moreover, Suwandita state that there are several advantages of

FRESH technique on students' writing skill.22 It can be seen as follows:

22 Ibid.

19

a. FRESH technique helps the students to organize the descriptive text clearly.

b. FRESH technique helps the students to understand the lesson logically.

c. FRESH technique helps the students become more fun also more attractive in

the classroom.

d. FRESH technique helps students to know the material easily.

D. Previous Study

Some researcher has been conducted related to the use of FRESH technique

on writing descritive text. There are five researchers will be described:

The first research was conducted by Faisal & Krisna Suwandita. The title of

the research was “The Effectiveness of FRESH Technique to Teach Descriptive

Paragraph”. The study was conducted in one of the State Madrasah Aliyah in

Purwokerto that located in Jalan Senopati No. 1, Kecamatan Kembaran, Kabupaten

Banyumas, Central Java, Indonesia. The researcher used a quasi-experimental as a

method and applying non-equivalent design. In addition, the participant in the study

was the tenth grade. There are 381 students. It was divided into two classes: class

X-6 as the experimental class and class X-7 as the control class. Clustering random

sampling technique is used for the sampling technique by the researcher because

every number of the participants has the opportunity to be a sample.23 To obtain the

data the researcher used to test. The test was a subjective test, for the post-test and

pre-test by choosing one of the three topics because there were three items so the

students can choose one of the items. As a result, the post-test is higher than the

pre-test. Hence, the control class in the students' writing descriptive is increase. So,

it can be concluded that the improvement of the control class is lower than the

experimental class (70.26 < 72.47). In other words, to find the effectiveness of fresh

technique the result is t-table is higher than t-test (1.664>1.968). It was summarized

23 Ibid., p. 245

20

that fresh technique was effective for teaching writing descriptive text at the tenth-

grade students of one of the state madrasah aliyah in Purwokerto in academic year

2012/2013.

The second research was entitled “Improving Students’ Competence in

Writing Descriptive Texts through “FRESH” Technique” by Faisal & Yasinta

Wulandari. It was conducted at one of the junior high schools in Banyumas Regency

in the academic year of 2012/2013 from August until December 2012. The

researcher used a classroom action research as a method and the sample is 28

students. There were two cycles of four meetings conducted.24 On the contrary, to

know the improvement of students' competence in writing descriptive text, pre-test

and post-test were given. Furthermore, the students' writing scores improved from

the pre-test. As a result, the second post-test is higher than the first post-test.

According to the data, the researcher concluded that fresh technique helps the

students develop their ideas in writing descriptive text.

The third research was entitled “The Use of FRESH Technique in Teaching

Writing `Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro” by

Nita Ria & Ratih Novtapianti. A quasi-experimental design is used as a method. On

the other hand, to collect the data the researcher used the test as an instrument. It

consists of pre-test and post-test. The result, T-table is smaller than T-counted

(1.994<9.706).25 It means that there was an improvement of students’ writing skill

by using FRESH technique at the eight Grade.

The next research was conducted by Fitri Andriani. The title of the research

was “The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in

Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan

Academic Year 2016/2017.” The researcher used a quasi-experimental design.

24 Wulandari, op. cit., p. 60.

25 Nita Ria & Ratih Novtapianti, The Use of FRESH Technique in Teaching Writing

`Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro, (Palembang: Jurnal

Didascein Bahasa, 2019), Vol. 4 No. 2, p. 41.

21

Then, the population of the study was at the eight-grade of SMPN 1 Kasihan

academic year 2016/2017. One of the problems in that school was the students need

time to think of the concept. Additionally, the researcher used simple random

sampling as a sampling. Further, for the instrument the researcher used the

observation sheet, the test of writing descriptive text and documentation. In

addition, the finding of the study was the ttable was lower than ttest (1.664 < 1.968).26

The last previous study was conducted at the seventh grade of SMPN 03

Mojogedang in Academic Year 2017/ 2018 by Istiqomah Tri Wijayanti. This study

used a quasi-experimental design. Moreover, the sample consisted of 30 students.

for the sampling, the researcher used cluster random sampling. It was used because

there were several populations. Then, the researcher used a test as an instrument

which consisted of pre-test and post-test. Hence, the finding of the study was ttable

was lower than tcount (2.045 < 1.699).27

E. Thinking Frameworks

Although the students can write any kind of text, but some students still get

difficulties to write sentences. They are insufficient in vocabulary, they are afraid

of making mistakes, they use incorrect grammatical sentences and they feel difficult

to get an idea. So, the students need an easy way to help them imagine something.

Descriptive is one of text types that is taught at the school. For instance,

writing descriptive means that students should describe a place, thing and person.

Furthermore, the students have to make a paragraph coherent so it makes the reader

interested in the story.

26 Fitri Andriani, The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in

Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan Academic Year

2016/2017, (Yogyakarta: 2017), p. 10.

27 Istiqomah Tri Wijayanti, The Effectiveness of Fact-Reason-Elaboration-Shift (FRESH)

Technique to Teach Students Writing Skill of Descriptive Text (An Experimental Research to the

Seventh Grade Students of SMP Negeri 03 Mojogedang in Academic Year 2017/ 2018), (Surakarta:

2018), p. 87.

22

Based on the theories above, learning writing of descriptive text will be

easy if the students use a suitable technique. One of the techniques is applying

FRESH technique. So, the researcher is interested in conducting research to know

the effect of apply FRESH technique.

F. Theoretical Hypothesis

The hypothesis of the study is formulated as:

HO: there was no significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

Ha: there was a significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

23

CHAPTER III

RESEARCH METHODOLOGY

The research methodology presents information about how this research is

conducted. It consists of explanations of research design, place and date, population

and sample, research instrument, technique of data collection, technique of data

analysis and statistical hypothesis.

A. Research Design

This research was quantitative research. According to Creswell quantitative

research - a theory which test about the effect of the independent variable to the

dependent variable. Where the variables can be calculated using statistic.1 It means

that this research is to know the effect of FRESH technique on students’ writing of

descriptive text.

The design of the research was quasi-experimental design because the

researcher wants to know the effect of Fact, Reason, Elaboration, Shift (FRESH)

technique on Students’ Writing of Descriptive Text.

The researcher took two classes. It consisted of experimental class and

control class. In the experimental class, the researcher gave treatment by using

FRESH technique in teaching writing descriptive text. While in the control class

the researcher used the conventional technique in teaching writing descriptive text.

Content of intervention during six meetings as follows:

1. The researcher gave pre-test to the experimental and controlled class. Both

of classes have to write a descriptive text about “Describing one of their

classmates”.

2. Before giving the treatment, the researcher taught descriptive text. In

addition, the students were reminded of the generic structure of descriptive

text.

1 John W. Creswell, Research design: Qualitative, Quantitative, and Mixed Methods

Approaches: Third Edition, (New York: SAGE Publication, 2009), p. 4.

24

3. After that, the researcher explained FRESH technique for the experimental

class.

4. Then, the researcher gave treatment by using FRESH technique on writing

descriptive text for the experimental class. the students divided into 5

groups. The groups consisted of the letter of FRESH.

a) First, “F” group. It meant fact group. That group should find the

common fact to describe for the other group which guided by the

teacher.

b) Second, "R" group. It meant the reason group. That group should

find some of the reason from the topic which given by the “F” group.

c) Third, “E” group. It meant elaboration group. That group should

elaborate the reason from the “R” group. So, the paragraph becomes

clear and coherent.

d) The last, “SH” group. It meant shift group. That group should

conclude the paragraph which described by “F, R and E” group.

5. Next, After the students know well how to organize the FRESH, the teacher

asked the students to describe the pictures by using FRESH technique.

6. In the last of the meeting, the students made a descriptive text by using

FRESH without the teacher's help.

7. Finally, the researcher gave a post-test to the experimental and controlled

class. Both of class have to write a descriptive text about “Describing one

of their favorite things”.

B. Place and Time

This study was conducted at SMAN 5 Kota Tangerang Selatan. The

participants were students at the tenth grade during the first semester. It started from

July-August in academic year 2019/2020.

C. Population and Sample

The population of this study was the tenth-grade students of SMAN 5 Kota

Tangerang Selatan. There were 156 students in the tenth grade which divided into

four classes and each class consist of 39 students.

25

The researcher used purposive sampling as a sampling technique in order to

decide class a similar score. To know a similar score, the researcher analyzed the

raport of X MIPA 1, 2, 3 and 4 by using ANOVA (Analysis of Variance). The result

can be seen in the appendix and the description can be seen as follows:

The researcher calculated raport of X MIPA 1, 2, 3 and 4 by using ANOVA.

The purpose of the Anova test is to know whether the data has a different Mean or

not. Based on the formula, if the significance score of the classes < 0.05 it can be

said that the Mean score of those classes has a significant difference. Then, the

researcher used SPSS version 24 software to calculate the data.

Based on the result, the Anova presented that the significance was 0.049. It

meant that the Mean score of raport for 4 classes (X MIPA 1, 2, 3 and 4) has a

significant difference because of 0.049 < 0.05.

Then, the researcher examined the test of multiple comparisons. It is a test

to find which group has a similar Mean score and which group don't have a similar

Mean score. Similarly to ANOVA test, the data in multiple comparisons test also

will have a significant difference if the score > 0.05. In addition, it was calculated

by using Turkey HSD. Based on the result, the average score of 4 classes are 7.44.

Besides, the difference Mean score of 4 classes was 4.09 for the lower bound and

2.60 for the upper bound. Then, the significance of X MIPA 1 and 2 were 0.939. It

meant that both of the classes have a similar score. It can be summarized that both

of the classes did not have a similar Mean score significantly.

According to the result of Turkey HSD that subset 1 consisted of X MIPA

1, 2 and 3. It meant that the Mean score of those classes did not have a significant

difference. In other words, the Mean score of X MIPA 1, 2 and 3 had a similar

score. On the contrary, in subset 2 consisted of X MIPA 1, 2 and 4 did not have a

significant difference. It can be said that the Mean score of X MIPA 1, 2 and 3 had

a similar score.

26

It can be concluded that based on the result above, the class which has

different Mean score was X MIPA 3 and 4. Meanwhile, the class which has similar

the Mean score was X MIPA 1 and 2.

Meanwhile, to choose experimental and control class the researcher used a

lottery. Then, the researcher took randomly and the result also showed that X MIPA

3 as an experimental class while X MIPA 4 as a controlled class. Hence, the result

of ANOVA and the lottery has a similar result. So, the researcher chose X MIPA 3

as an experimental class and 4 as a controlled class for the sampling technique.

D. Research Instrument

To collect the data, the researcher used a test as an instrument. The test was

divided into two kinds: pre-test and post-test. In the pre-test, the researcher gave a

written test which the students have to describe their friend by using FRESH

technique. The result of the pre-test is to decide which class as an experimental

class and control class. Meanwhile, in the post-test the researcher gave a written

test which the students have to describe a favorite thing. Because descriptive text

has 2 generic structures (identification and description) so they have to write

minimum 2 paragraphs.

Table 3.1

Research Instrument for Pre-test

WORKSHEET

Name: Class:

- Write a descriptive text about “Describing one of your classmates”

- You have to describe in 2 paragraphs

- The maximum word around 150 words

27

Table 3. 2

Research Instrument for Post-test

WORKSHEET

Name: Class:

- Write a descriptive text about “Describing one of your favorite things”

- You have to describe in 2 paragraphs

- The maximum word around 150 words

Furthermore, the students must be careful with coherence, cohesive and

mechanics because the researcher used the rubric for scoring student's writing.2

There are five aspects: content, organization, grammar, vocabulary and mechanics.

Table 3. 3

Rubric for Scoring Students’ Writing

Content

30-27

Excellent to very good: Knowledgeable,

Substantive, thorough development of the topic,

relevant to assigned topic

26-22

Good to average: Adequate range, limited

development of topic, mostly relevant to topic,

but lacks detail

21-17

Fair to poor: limited knowledge of subject,

little substance, inadequate development of

topic.

16-13

Very poor: does not show knowledge or

subject, non-substantive, not pertinent, or not

enough to evaluate.

Organization 20-18

Excellent to very good: fluent expression, ideas

clearly stated/supported, succinct, well-

organized, logical sequencing, cohesive

2 Sara Cushing Weigle, Assessing Writing, (New York: Cambridge University Press, 2002), p. 116.

28

17-14

Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited

support, logical but incomplete sequencing.

13-10

Fair to poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and

development.

9-7 Very poor: does not communicate, no

organization, or not enough to evaluate.

Vocabulary

20-18

Excellent to very good: sophisticated range,

effective word/idiom choice and usage, word

from mastery, appropriate register.

17-14

Good to average: adequate range, occasional

errors of word/idiom form, choice, usage but

meaning not obscured.

13-10

Fair to poor: limited range, frequent errors of

word/idiom form, choice, usage, meaning

confused or obscured.

9-7

Very poor: essentially translation, little

knowledge of English vocabulary, idioms, word

form, or not enough to evaluate.

Language Use

25-22

Excellent to very good: effective complex

constructions, few errors of agreement, tense,

number, word order/function, articles,

pronouns, preposition.

21-18

Good to average: effective but simple

construction, minor problems in complex

construction, several errors of agreement, tense,

number, word order/function, articles,

pronouns, prepositions but meaning seldom

obscured.

29

17-11

Fair to poor: major problems in

simple/complex constructions, frequent errors

of negation, agreement, tense, number, word

order/function, article, pronouns, prepositions

and/or fragments, run-ons, deletions, meaning

confused or obscured.

10-5

Very poor: virtually no mastery of sentence

construction rules, dominated by errors, does

not communicate, or not enough evaluate.

Mechanics

5

Excellent to very good: demonstrates mastery

of conventions, few errors of spelling,

punctuation, capitalization, paragraphing.

4

Good to average: occasional errors of spelling,

punctuation, capitalization, paragraphing but

meaning not obscured.

3

Fair to poor: frequent errors of spelling,

punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured

2

Very poor: no mastery of conventions,

dominated by errors of spelling, punctuation,

capitalization, paragraphing, handwriting

illegible, or not enough evaluate.

E. Technique of Data Collection

The test consists of pre-test and post-test. The form of the test was writing

descriptive paragraph both pre-test and post-test. The purpose of the pre-test is to

know or to measure students' abilities in the writing process. In addition, the pre-

test was given to the control class and the experimental class. Besides, the aim of

post-test is to measure the effect of students' ability in the writing process after

"FRESH" technique was applied as an aid to improve their descriptive text.

30

F. Technique of Data Analysis

In collecting the data, the researcher used the t-test. The purpose of the t-test

is to know the effect of FRESH technique on students’ writing descriptive text.

Moreover, the researcher calculated the data by using SPSS version 24 software.

1. Preliminary Analysis

The researcher calculated the preliminary before calculated t-test. It

consisted of the Normality and Homogeneity test. Moreover, the purpose of the

preliminary was whether the data have been normal and homogenous or not. The

data can be seen as:

a. Test of Normality

Table 3.4

Normality Test of Pre-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Score Pre-test Experiment Class ,115 39 ,200* ,961 39 ,193

Pre-test Control Class ,085 39 ,200* ,957 39 ,143

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

a. Lilliefors Significance Correction

The test of normality was calculated by using Kolmogorov-Smirnov and

Shapiro-Wilk. The purpose of the normality test is to know whether the data is

normal or not. The data will be normal if the significance score of the sample >

0.05. Then, the researcher used SPSS version 24 software to calculate the sampel

data.

Based on the table 3.4, the Kolmogorov-Smirnov presented that the

significance of Pre-test experiment and control class was 0.2 and 0.2. It means that

the data Pre-test from both of classes is normal because of 0.2 > 0.05.

31

Table 3.5

Normality Test of Post-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Score Post-test Experimental

Class

,104 39 ,200* ,947 39 ,065

Post-test Controlled Class ,104 39 ,200* ,955 39 ,119

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

a. Lilliefors Significance Correction

Based on the table 3.5, the Kolmogorov-Smirnov presented that the

significance of Post-test experimental and controlled class were 0.2 and 0.2. It

meant that the data Post-test from both of classes is normal because of 0.2 > 0.05.

b. Test of Homogeneity

Table 3.6

Homogeneity Test of Pre-test

Score

Levene Statistic df1 df2 Sig.

,684 1 76 ,411

Test of homogeneity is a test to know whether the data has the same variant

or not between experiment and control class. Similarly to the normality test, the

data in the homogeneity test also will be homogeneous if the significance score of

the sample > 0.05. It can be calculated by Levene statistics. Then, the researcher

examined both of the data classes by using SPSS version 24 software.

The data in the table 4.6 showed that the significance of pre-test from the

experimental and controlled class were 0.411. It means that the data was

homogeneous because of 0.411 > 0.05.

32

Table 3.7

Homogenity Test of Post-test

Based on the table 4.7, presented that the significance of the post-test from

both of classes were 0.156. It can be summarized that the data have equal variance

or homogeneous. It was proved by the significance of the post-test is higher than

0.05 (0.156 > 0.05).

2. Data Analysis

After calculating the normality and homogeneity test was done, the

researcher calculated the independent t-test. The result of the independent t-test will

be calculated as a result of effect size.

Moreover, test of effect size is used to know which size level of the research.

The researcher calculated the data by using Cohen’s formula.3 The formulation can

be seen as:

d =

Pooled standard deviation =

According to Cohen, the criteria of the effect size as can be seen as

follows:

0 – 0.2 = weak effect

0.21 – 0.5 = modest effect

0.51 – 1.00 = moderate effect

> 1.00 = strong effect

3 Louis Cohen, Lauren Manion, and Keith Morrison, Research Methods in Education 6th

Edition, (New York: Routledge, 2007), pp. 521.

Score

Levene Statistic df1 df2 Sig.

2,056 1 76 ,156

(Standard deviation of group 1 + Standard deviation of group 2)

2

Mean of group A – Mean of group B

Pooled standard deviation

33

G. Statistical Hypothesis

After the researcher has been knowing the result of the effect size, the

Statistical Hypothesis as follows:

Ha = to > tt

Ho = to < tt

Notes:

to : the students’ writing ability score which taught by FRESH technique.

tt : the students’ writing ability score which taught without FRESH technique.

Ho: there is no significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

Ha: there is a significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

Then, the criteria of the hypothesis as follows:

1. If to > ttable or the significance was < 0.05. It means that Ho was rejected and Ha

was accepted. On the other hand, there is a significant effect of FRESH

technique on students’ writing descriptive text.

2. If to < ttable or the significance was > 0.05. It means that Ho was accepted and Ha

was rejected. On the other hand, there is no significant effect of FRESH

technique on students’ writing descriptive text.

34

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

The research finding and interpretation present information about

description of the data of pre-test and post-test between experimental and controlled

class on students’ writing of descriptive text at the tenth grade of SMAN 5 Kota

Tangerang Selatan in academic year 2019/2020.

A. Description of The Data

After the test was done, the researcher calculated the result of the pre-test

and post-test of experimental and controlled class. The finding can be seen as

below:

1. Pre-test Score

The data in the table above showed the result of the pre-test of experimental

and controlled class. the result of the score divided into 3 categories. First, the score

of <75. It categories as a low score. Then, 75 -85. It categories as a medium score.

The last, 86 – 94. It was categories as a high score. Moreover, the table can be seen

as the following above:

Tabel 4.1

Pre-test Score

Score

Band

Experimental Class Controlled Class

Pre-test Pre-test

F % F %

< 75 29 74.35 28 71.79

75 - 85 10 25.64 11 28.20

86 – 94 0 0 0 0

Min. 49 51

Max. 85 82

Mean 67.26 68.38

Based on the table 4.1, it could be seen that the minimum score of the

experimental class was 49. Then, the maximum score was 85. In addition, the Mean

score of the experimental class was 67.26. Besides, the table also presented the

35

number of students who got a low score was 29 students with a percentage 74.35%.

Furthermore, for the medium score there were 10 students with a percentage

25.64%. Then, there were not students who got the high score.

On the contrary, the minimum score of the controlled class was 51.

Moreover, the maximum score was 82. Then, the Mean score was 68.38. On the

other hand, the table also showed that there were 28 students who got a low score

with a percentage 71.79%. Further, there were 11 students who got the medium

score with a percentage 28.20%. And none students who got the high score.

2. Post-test Score

The data in the table above showed the result of the post-test of experimental

and controlled class. the result of the score divided into 3 categories. First, the score

of <75. It categories as a low score. Then, 75 -85. It categories as a medium score.

The last, 86 – 94. It was categories as a high score. Moreover, the table can be seen

as the following above:

Tabel 4.2

Post-test Score

Score

Band

Experimental Class Controlled Class

Post-test Post-test

F % F %

< 75 12 30.76 15 38.46

75 – 85 13 33.33 22 56.41

86 – 94 14 35.89 2 5.12

Min 63 53

Max 95 87

Mean 80.13 74.72

After the researcher gave the treatment by using FRESH technique on

students’ writing of descriptive text in the experimental class, the researcher gave a

post-test. The data showed that the minimum score of the experimental class was

63. Then, the maximum score was 95. In addition, the Mean score of the

experimental class was 80.13. Besides, the table also presented the number of

36

students who got a low score was 12 students with a percentage 30.76%.

Furthermore, for the medium score there were 13 students with a percentage

33.33%. Then, there were 14 students who got a high score with a percentage

35.89%.

On the other hand, for the treatment in the controlled class, the researcher

used the conventional technique on students' writing of descriptive text. Then, the

data showed the minimum score of the controlled class was 53. Moreover, the

maximum score was 87. Then, the Mean score was 74.72. On the other hand, the

table also showed that there were 15 students who got a low score with a percentage

38.46%. Further, there were 22 students who got the medium score with a

percentage 56.41%. In addition, there were 2 students who got a high score with a

percentage 5.12%.

In conclusion, the class was taught by FRESH technique got a significant

score on writing descriptive text. It was proved by the Mean score from 67.26 to

80.13. Furthermore, the class was taught without FRESH technique on writing

descriptive text also increased. It was proved by the Mean score from 68.38 to

74.72. However, both of the classes increased in the score of the test. The

experimental class is higher than the controlled class. Hence, there was a significant

effect of FRESH technique on students' writing descriptive text.

3. Gained Score

After giving the Pre-test and Post-test, the researcher calculated the gained

score. It used to know the improvement of students’ writing ability on descriptive

text. In addition, the gained score was calculated in the form of a percentage below:

37

Table 4.3

Gained Score

Score

Band

Experimental class Controlled class

F % F %

0 – 6 4 10.25 24 61.53

7 – 13 20 51.28 14 35.89

14 – 20 12 30.76 1 2.56

21 – 27 3 7.69 0 0

Mean 12.87 6.33

Based on the table 4.3, the number of students who got 0-6 points were 4

students for experimental class with a percentage 10.25%. Meanwhile, in the

controlled class there were 24 students with a percentage 61.53%. Moreover, the

students who got point 7-13 there were 20 students in the experimental class with a

percentage 51.28%. Otherwise, in the controlled class there were 14 students with

a percentage 35.89%. Then, there were 12 students who got 14-20 points in the

experimental class with a percentage 30.76%. Besides, in the controlled class there

was 1 student with a percentage 2.56%. the last, in the experimental class there were

3 students who got 21-27 points with percentage 7.69. While in the controlled class

there were not students.

Moreover, the Mean score of the experimental class was 12.87. Then, the

Mean score of the controlled class 6.33. It meant that the gained score of the

experimental class is higher than the gained score of controlled class (12.87 > 6.33).

So, the experimental class is more improve than the controlled class. Hence, there

was an improvement on students' writing descriptive text through FRESH

technique.

38

B. The Analysis of The Data

There are the independent t-test and the effect size in the analysis of the

data. It used to know the result of the hypothesis. In addition, it was calculated by

using IBM SPPS statistics 24. Then, the result can be seen as follows:

1. Hypothesis of Post-test

The hypothesis was used to compare the result of the post-test between

experimental and controlled class. Additionally, the analysis of the hypothesis can

be seen as follows:

Ho: there is no significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

Ha: there is a significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year

2019/2020.

Table 4.4

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score Post-test Experiment Class 39 80,13 9,614 1,539

Post-test Control Class 39 74,72 8,150 1,305

Based on the table. 4.4, presented that the experimental class consisted of

39 students. Then, the result of the Mean score of the Post-test in the experimental

class was 80.13. Similarly, the students in the controlled class also had the same

number. On the contrary, the Mean score of the Post-test in the controlled class was

74.72.

After applying the treatment for the experimental class, the researcher did a

test of hypothesis. In addition, a test of hypothesis is used to know whether the

sample data from both of class (experimental and controlled class) have a

39

significant difference or not. Further, the hypothesis will be significant if Sig. (2-

tailed) lower than 0.05 (5%). Moreover, the table can be seen as follow:

Table 4.5

Based on the table independent samples test 4.5, it showed that the Sig. (2-

tailed) was 0.009. Based on the formula, Sig (2-tailed) have to lower than 0.05. So,

it meant that 0.009 < 0.05. Moreover, it can be summarized that the null hypothesis

(Ho) was rejected and the Alternative hypothesis (Ha) was accepted. In conclusion,

there is a significant difference in the Post-test between experimental and controlled

class. On the other hand, there is a significant effect of FRESH technique on

students’ writing descriptive text.

2. Hypothesis of Gained Score

Table 4.6

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score gained experiment class 39 12,87 5,917 ,947

gained control class 39 6,33 2,804 ,449

40

Table 4.7

Based on the table. 4.6, presented that the Mean Gained score in the

experimental class was 12.87. While the Mean gained score in the controlled class

was 6.33. Furthermore, in the independent sample test showed that sig (2-tailed)

was 0.000. It meant that 0.000 < 0.05. On the other hand, it can be summarized that

the null hypothesis (Ho) was rejected and the Alternative hypothesis (Ha) was

accepted. In conclusion, there is a significant difference in the Post-test between

experimental and controlled class. Hence, there is a significant effect of FRESH

technique on students’ writing descriptive text.

3. Analyzing of Effect Size

Test of effect size is used to know which size level of the research. The level

consists of weak, modest, moderate and strong effects. To know the effect size level

of the effect of Fact, Reason, Elaboration, Shift (FRESH) technique on students’

writing of descriptive text, the researcher calculated by using the formula. The

formulation can be seen as:

Pooled standard deviation =

d =

(std. deviation of group 1 + std. deviation group 2)

2

Mean group A – Mean group B

Pooled standard deviation

41

Where:

std. deviation group A = 9.614

std. deviation group B = 8.150

Mean score of group A = 80.13

Mean score of group B = 74.72

Pooled standard deviation =

d =

The criteria of the effect size as can be seen as follows:

0 – 0.2 = weak effect

0.21 – 0.5 = modest effect

0.51 – 1.00 = moderate effect

> 1.00 = strong effect

The result of the effect size is 2.705. It means that 2.705 is a strong effect

because 2.705 is more than 1.00. it can be concluded that the effect of Fact, Reason,

Elaboration, Shift (FRESH) technique on students’ writing of descriptive text was

sufficiently significant.

C. Discussion

This study showed that FRESH technique was effective to increase the

students’ability on writing descriptive text at SMAN 5 Kota Tangerang Selatan in

academic year 2019/2020. Based on the description of the data, the class was taught

by FRESH technique was more increase than the class was taught by the

conventional technique. Moreover, there are some studies which related to the

FRESH technique on writing of descriptive text. It was conducted by Nita Ria &

Ratih Novtapianti, Faisal & Krisna Suwandita, Faisal&Yasinta Wulandari,

Istiqomah Tri Wijayanti and Fitri Andriani.

9.614 + 8.150 = 8.882

2

80.13 – 74.72 = 2.705

2

42

Furthermore, this study had similarities with Nita Ria. It used the same

design quasi-experimental design. Furthermore, both of studies used purposive

sampling as a sampling technique. Also, the instrument used a test which consisted

of pre-test and post-test. On the other hand, the grade of students was different. The

sample of this study was the tenth-grade students which consisted of 39 students.

Meanwhile, the sample study of Nita Ria was the eight-grade which consisted of 35

students. Then, in the research finding showed that ttable was lower than tcounted (1.994

< 9.706). Otherwise, the data of this study showed that the Sig. (2-tailed) was 0.009.

It meant (Ho) was rejected and the Alternative hypothesis (Ha) was accepted. It can

be summarized that using FRESH technique of students’ writing descriptive text

was effective. In addition, Krisna Suwandita also used quasi experimental. On the

contrary, the design and the sampling of the study were different between this study

and Nita Ria. Suwandita used non-equivalent design. Moreover, she used random

sampling as a sampling technique. She used random sampling based on the students'

mid-test scores from the teacher.2 Additionally, the instrument was the same. It used

a test which consisted of pre-test and post-test. The population was the tenth grade

of the state Madrasah Aliyah. Then, for the finding showed that ttable was lower than

tcount (1.664 < 1.968). Similarly to Nita and Suwandita, Fitri Andriani also used a

quasi-experimental design. Then, the population of the study was at the eight-grade

of SMPN 1 Kasihan academic year 2016/2017. One of the problems in that school

was the students need time to think of the concept.3 On the other hand, Fitri and

Nita had a similar grade of population. Additionally, she used simple random

sampling as a sampling. It was similar to Suwandita. Further, for the instrument she

used the observation sheet, a test of writing descriptive text and documentation. In

1 Nita Ria & Ratih Novtapianti, The Use of FRESH Technique in Teaching Writing

`Descriptive Text to the Eight Grade Students of SMP PGRI Sukamoro, (Palembang: Jurnal

Didascein Bahasa, 2019), Vol. 4 No. 2, p. 41.

2 Faisal & Krisna Suwandita. The Effectiveness of FRESH Technique to Teach Descriptive

Paragraph, (Purwokerto: Journal of Education and Learning, 2013), Vol.7 (4) p. 245.

3 Fitri Andriani, The Effectiveness of Fact Reason Elaboration Shift (Fresh) Technique in

Teaching Descriptive Text to Improve Students Writing of SMPN 1 Kasihan Academic Year

2016/2017, (Yogyakarta: 2017), p. 1.

43

addition, the finding of the study was the ttable was lower than ttest (2.47 < 3.09). The

other previous study was conducted at the seventh grade of SMPN 03 Mojogedang

in Academic Year 2017/ 2018 by Istiqomah Tri Wijayanti. This study has a similar

design to Nita, Suwandita and Fitri. It was a quasi-experimental design. Also, the

population has a similar level with Nita and Fitri. Moreover, the sample consisted

of 30 students. for the sampling, she used cluster random sampling. It was used

because there were several populations.4 Then, she used test as an instrument which

consisted of pre-test and post-test. It was similar to Nilam and Suwandita. Hence,

the finding of the study was ttable was lower than tcount (2.045 < 1.699).

Besides, the last previous study used difference method. It was conducted

by Yasinta Wulandari. The method was Classroom Action Research (CAR). The

sample of the study was at the eight-grade students of one of junior high school in

Banyumas Regency which consisted of 28 students. Further, the level of the

students the same as the study was conducted by Fitri and Nita. One of the problems

which faced in that school was the students' difficult to organize the concept.5

Further, she used a test for the instrument. It consisted of pre-test and post-test. In

addition, this study used two cycles. There were stages in the cycle. It consisted of

planning, acting, observing and reflecting. Then, the post-test was given after the

cycle was done. The finding of the study presented that the average score of the

Post-test was 81.89. It was increased 23.607% from the pre-test (66.25).

Hence, most of those previous studies conducted at the junior high school

level. Meanwhile, this research conducted at the senior high school level because

the students of that level have already learned descriptive text at the previous level.

Although they have already learnt descriptive text in the previous level, they still

4 Istiqomah Tri Wijayanti, The Effectiveness of Fact-Reason-Elaboration-Shift (FRESH)

Technique to Teach Students Writing Skill of Descriptive Text (An Experimental Research to the

Seventh Grade Students of SMP Negeri 03 Mojogedang in Academic Year 2017/ 2018), (Surakarta:

2018), p. 61.

5 Faisal & Wulandari, Y, Improving Students’ Competence in Writing Descriptive Texts

Through “FRESH” Technique, (Purwokerto: Journal of English Education, 2013), p. 58.

44

confused on how to start the writing. So, the researcher applied FRESH technique

in order to help the students on writing descriptive text. Moreover, the previous

studies proved that FRESH technique was effective on students’ writing descriptive

text. It was proved by the significance variant tcount is bigger than ttable. It meant (Ho)

was rejected and the Alternative hypothesis (Ha) was accepted.

The previous studies showed that FRESH technique was effective on

students’ writing of descriptive text. Then, is there any significant effect of Fact,

Reason, Elaboration, Shift (FRESH) technique on students’ writing of descriptive

text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020? Based on

the finding above showed the average score of the Post-test experimental class was

higher than the average of the Post-test controlled class (80.13 > 74.72). So, it

means that there is a significant effect of FRESH technique on students’ writing

descriptive text at SMAN 5 Kota Tangerang Selatan in academic year 2019/2020.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding in the previous chapter, learning descriptive

text by using FRESH technique was effective. According to the result of the data,

the average score of the Post-test experimental class was 80.13 and the Mean gained

score was 12.87. Meanwhile, the average of the Post-test controlled class was 74.72

and the Mean gained score was 6.33.

Furthermore, the statistical analysis of Experimental and Controlled Class

proved that the Sig. (2-tailed) was 0.009. Then, the statistical analysis of the gained

score showed that the sig. (2-tailed) was 0.000. So, it can be summarized that the

null hypothesis (Ho) was rejected and the Alternative hypothesis (Ha) was accepted

because 0.009 and 0.000 are lower than 0.05.

In conclusion, there is a significant difference in the Post-test between

experimental and controlled class. So, there is a significant effect of FRESH

technique on students’ writing descriptive text. Hence, the researcher concluded

that FRESH technique was effective to increase the students’ ability on writing

descriptive text.

B. Suggestion

Based on the research finding, this research showed that using FRESH

technique on students’ writing descriptive text was effective. So, there are some

suggestions for teachers, students and for further researcher. First, for the teachers.

They should find a suitable technique. Moreover, the technique can support the

students to solve their problems in writing practice because a good technique can

help the students understand and overcome the lesson. Additionally, the researcher

recommended FRESH technique on students’ writing descriptive text for the

teachers applying in the class. second, for students. If the students do not know how

to start writing, the FRESH technique is one of the easy techniques. It can help

students arrange their concept and make it become more fun also more attractive in

the classroom. For instance, they do not get stuck while they are describing the topic

46

and the readers also can read the story logically. The last, for further researcher.

Hopefully, this research can help the further researcher in adding some information

or reference on students’ writing descriptive text. Besides, the researcher can use

FRESH technique in another text. On the other hand, this research can help

everyone who read this research.

47

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49

APPENDICES

50

APPENDIX 1

Students’ Score of experimental class

Name Pre-test Post-test Gained

Students 1 76 86 10

Students 2 85 95 10

Students 3 74 88 14

Students 4 62 83 21

Students 5 56 73 17

Students 6 79 90 11

Students 7 76 86 10

Students 8 49 68 19

Students 9 65 95 30

Students 10 63 82 19

Students 11 67 74 7

Students 12 58 63 5

Students 13 63 75 12

Students 14 59 67 8

Students 15 80 91 11

Students 16 66 78 12

Students 17 50 67 17

Students 18 71 82 11

Students 19 57 67 10

Students 20 66 79 13

Students 21 58 73 15

Students 22 73 80 7

Students 23 64 79 15

Students 24 58 65 7

Students 25 77 91 14

Students 26 58 70 12

Students 27 77 80 3

Students 28 74 91 17

Students 29 58 69 11

Students 30 74 80 6

Students 31 64 68 4

Students 32 70 78 8

Students 33 83 94 11

Students 34 73 93 20

Students 35 78 93 15

Students 36 83 93 10

Students 37 66 78 12

Students 38 56 76 20

Students 39 57 85 28

51

TOTAL 2623 3125 502

Σ 67.26 80.13 12.87

52

APPENDIX 2

Students’ Score of Controlled Class

Name Pre-test Post-test Gained

Students 1 58 67 9

Students 2 68 75 7

Students 3 73 77 4

Students 4 61 73 12

Students 5 66 72 6

Students 6 80 85 5

Students 7 75 81 6

Students 8 66 70 4

Students 9 82 86 4

Students 10 80 85 5

Students 11 69 77 8

Students 12 68 74 6

Students 13 76 83 7

Students 14 70 77 7

Students 15 51 53 2

Students 16 81 87 6

Students 17 78 85 7

Students 18 70 76 6

Students 19 62 69 7

Students 20 63 76 13

Students 21 62 70 8

Students 22 76 82 6

Students 23 71 76 5

Students 24 52 66 14

Students 25 71 77 6

Students 26 72 75 3

Students 27 75 82 7

Students 28 55 63 8

Students 29 55 60 5

Students 30 74 80 6

Students 31 64 73 9

Students 32 65 71 6

Students 33 73 76 3

Students 34 72 76 4

Students 35 51 63 12

Students 36 57 59 2

Students 37 79 83 4

Students 38 65 69 4

Students 39 81 85 4

53

TOTAL 2667 2914 247

Σ 68.38 74.72 6.33

54

APPENDIX 3

ANOVA

Score

Sum of Squares Df Mean Square F Sig.

Between Groups 259,128 3 86,376 2,676 ,049

Within Groups 4906,564 152 32,280

Total 5165,692 155

Multiple Comparisons

55

APPENDIX 4

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Experimental Class

Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Materi Pokok : Descriptive text

Kelas /Semester : X/1

Tahun Pelajaran : 2018/2019

Alokasi Waktu : 12 x 45 menit (6 Pertemuan)

A. KOMPETENSI INTI

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,

tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),

santun, responsif dan pro-aktif dan menunjukan sikap sebagai

bagian dari solusi atas berbagai permasalahan dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi

pengetahuan faktual, konseptual, Memahami, menerapkan,

menganalisis, dan mengevaluasi 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, menyaji, dan mencipta 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.

56

B. KOMPETENSI DASAR DAN INDIKATOR

C. TUJUAN PEMBELAJARAN

Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik dapat:

1. Menyebutkan kata sifat dalam teks deskriptif.

KOMPETENSI DASAR INDIKATOR

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi Internasional yang

diwujudkan dalam semangat

belajar

2.3 Menunjukkan perilaku jujur,

disiplin, percayadiri, dan

bertanggungjawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

3.4 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan

tulis dengan memberi dan meminta

informasi terkait tempat wisata

sederhana dan bangunan bersejarah

terkenal, pendek dan sederhana,

sesuai dengan konteks

penggunaannya.

3.4.1 Menyebutkan kata sifat dalam teks

deskriptif.

3.4.2 Mengidentifikasi fungsi sosial dan unsur

kebahasaan dari teks deskriptif.

3.4.3 Menjelaskan fungsi dari teks dekriptif.

3.4.4 Mencirikan teks deskriptif.

3.4.5 Membedakan fungsi sosial, struktur teks

dan unsur kebahasaan teks deskriptif

4.4 Menyusun teks deskriptif lisan dan

tulis, pendek dan sederhana, terkait

tempat wisata, dan bangunan

bersejarah terkenal, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan, secara benar dan

seesuai konteks.

4.4.1 Memahami teks deskriptif sangat pendek

dan sederhana.

4.4.2 Menyusun teks deskriptif dengan baik

dan benar.

4.4.3 Mempresentasikan hasil kerja kelompok

deskriptif teks ke depan kelas.

57

2. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks deskriptif.

3. Menjelaskan fungsi dari teks dekriptif.

4. Mencirikan teks deskriptif.

5. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks

deskriptif.

6. Memahami teks deskriptif sangat pendek dan sederhana.

7. Menyusun teks deskriptif dengan baik dan benar.

8. Mempresentasikan hasil kerja kelompok deskriptif teks ke depan kelas.

D. MATERI PEMBELAJARAN

Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan

bangunan bersejarah terkenal

1. Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik,

mempromosikan, dan sebagainya.

2. Struktur text

• Penyebutan nama orang, tempat wisata, dan bangunan bersejarah

terkenal dan nama bagian-bagiannya yang dipilih untuk

dideskripsikan.

• Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah

terkenal dan bagiannya, dan

• Penyebutan tindakan dari atau terkait dengan orang, tempat wisata,

dan bangunan bersejarah terkenal. yang semuanya sesuai dengan

fungsi sosial yang hendak dicapai.

3. Unsur kebahasaan

• Kata benda yang terkait dengan orang, tempat wisata, dan bangunan

bersejarah terkenal.

• Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan

bersejarah terkenal.

• Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

• Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara

lisan.

• Rujukan kata.

58

4. Topik

Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.

E. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Model Pembelajaran : FRESH Technique

F. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN

1. Media/alat, Bahan Pembelajaran

• Media LCD projector,

• Laptop, spidol

• Kertas karton

2. Sumber Pembelajaran:

• Achmad Doddy, Ahmad Sugeng, dan Effendi.2008. Developing

English competencies 1: for Senior High School (SMA/MA) grade X.

Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasioanal.

G. Langkah Pembelajaran

LANGKAH

KEGIATAN DESKRIPSI

ALOKASI

WAKTU

KEGIATAN

AWAL

1. Guru memberi salam.

2. Siswa dan guru berdoa bersama.

3. Guru memeriksa kehadiran siswa.

4. Siswa melakukan icebreaking games berupa

menebak orang dengan menyebutkan ciri-

cirinya (permainan “Eat Bulaga”)

10 menit

KEGIATAN

INTI

Mengomunikasikan (Communicating)

• Guru meminta siswa menyebutkan kembali

kata sifat yang siswa katakan dalam

permainan “Eat Bulaga”.

• Guru memberitahu materi yang akan di

pelajari hari ini.

Menanya (Questioning)

• Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang generic structure,

fungsi sosial, struktur teks, dan unsur

kebahasaan.

20 menit

59

Mengamati (Observasi)

• Guru meminta siswa mengamati contoh

teks yang diberikan di proyektor.

Menanya (Questioning)

• Guru membimbing siswa menanyakan

fungsi teks deskriptif dan perbedaan antara

teks deskriptif dengan teks yang lainnya.

• Siswa mempertanyakan gagasan pokok,

informasi rinci dan informasi tertentu dari

teks deskriptif tentang tempat wisata dunia.

Mengasosiasi/Menganalisis (Asociating)

• Guru menjelaskan FRESH teknik kepada

siswa.

• Guru meminta siswa mencari contoh-

contoh deskriptif teks secara berpasangan.

• Siswa mengidentifikasi generic structure,

fungsi sosial, struktur teks dan unsur

kebahasaan dengan menggunakan FRESH

teknik.

• Setelah selesai, guru meminta siswa untuk

menukarkan hasil kerja nya dengan

temannya untuk di koreksi.

Mengomunikasikan (Communicating)

• Guru memberikan feedback pada siswa dan

menanyakan hal-hal yang belum dimengerti

Mengasosiasi/Menganalisis (Asociating)

• Guru membagi siswa ke dalam 4 kelompok

(kelompok F, R, E, dan SH).

Mengumpulkan (Exploring)

• Siswa diminta untuk membuat beberapa

kalimat berdasarkan topik yang diberikan

oleh kelompok F. (topik tersebut tidak

boleh sama) seperti: Hewan, orang, benda

dan tempat.

Mengasosiasi/Menganalisis (Asociating)

• Guru memberikan tugas rumah kepada

siswa tentang mendeskripsikan binatang

60

peliharaan/binatang yang disukainya

dengan menggunakan FRESH teknik.

Pertemuan ke 4 (hari kamis 2 jam) 15/8/19

• Guru memberi 5 gambar yang berbeda

kepada siswa.

• Siswa berlatih untuk mendeskripsikan

gambar tersebut dengan FRESH teknik

secara individu.

• Siswa menyerahkan hasil pekerjaannya

kepada guru.

KEGIATAN

AKHIR • Siswa mengemukakan kesulitan dan

manfaat kegiatan selama pembelajaran

berlangsung.

• Guru dan peserta didik secara bersama-

sama membuat ringkasan materi yang sudah

dipelajari pada pertemuan ini.

• Post test.

• Salam

15 menit

H. Penilaian

Penilaian diambil berdasarkan

1. Tugas Rumah

2. Test Tertulis

3. Tugas Individu

Rubric for Scoring Students’ Writing

Content

30-27

Excellent to very good: Knowledgeable,

Substantive, thorough development of the topic,

relevant to assigned topic

26-22

Good to average: Adequate range, limited

development of topic, mostly relevant to topic,

but lacks detail

21-17

Fair to poor: limited knowledge of subject,

little substance, inadequate development of

topic.

16-13

Very poor: does not show knowledge or

subject, non-substantive, not pertinent, or not

enough to evaluate.

61

Organization

20-18

Excellent to very good: fluent expression, ideas

clearly stated/supported, succinct, well-

organized, logical sequencing, cohesive

17-14

Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited

support, logical but incomplete sequencing.

13-10

Fair to poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and

development.

9-7 Very poor: does not communicate, no

organization, or not enough to evaluate.

Vocabulary

20-18

Excellent to very good: sophisticated range,

effective word/idiom choice and usage, word

from mastery, appropriate register.

17-14

Good to average: adequate range, occasional

errors of word/idiom form, choice, usage but

meaning not obscured.

13-10

Fair to poor: limited range, frequent errors of

word/idiom form, choice, usage, meaning

confused or obscured.

9-7

Very poor: essentially translation, little

knowledge of English vocabulary, idioms, word

form, or not enough to evaluate.

Language Use

25-22

Excellent to very good: effective complex

constructions, few errors of agreement, tense,

number, word order/function, articles,

pronouns, preposition.

21-18

Good to average: effective but simple

construction, minor problems in complex

construction, several errors of agreement, tense,

62

number, word order/function, articles,

pronouns, prepositions but meaning seldom

obscured.

17-11

Fair to poor: major problems in

simple/complex constructions, frequent errors

of negation, agreement, tense, number, word

order/function, article, pronouns, prepositions

and/or fragments, run-ons, deletions, meaning

confused or obscured.

10-5

Very poor: virtually no mastery of sentence

construction rules, dominated by errors, does

not communicate, or not enough evaluate.

Mechanics

5

Excellent to very good: demonstrates mastery

of conventions, few errors of spelling,

punctuation, capitalization, paragraphing.

4

Good to average: occasional errors of spelling,

punctuation, capitalization, paragraphing but

meaning not obscured.

3

Fair to poor: frequent errors of spelling,

punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured

2

Very poor: no mastery of conventions,

dominated by errors of spelling, punctuation,

capitalization, paragraphing, handwriting

illegible, or not enough evaluate.

Tangerang, August 2019

Mengetahui,

63

Kepala SMAN 5 Kota Tangerang Selatan Guru Mata Pelajaran

Drs. H. Hamdari, M.Pd. Dupiah, S.Pd., MM.

NIP.196207051986021013 NIP.197410122008012004

64

APPENDIX 5

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Controlled Class

Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Materi Pokok : Descriptive text

Kelas /Semester : X/1

Tahun Pelajaran : 2018/2019

Alokasi Waktu : 12 x 45 menit (6 Pertemuan)

C. KOMPETENSI INTI

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,

tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),

santun, responsif dan pro-aktif dan menunjukan sikap sebagai

bagian dari solusi atas berbagai permasalahan dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi

pengetahuan faktual, konseptual, Memahami, menerapkan,

menganalisis, dan mengevaluasi 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, menyaji, dan mencipta 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.

65

D. KOMPETENSI DASAR DAN INDIKATOR

H. TUJUAN PEMBELAJARAN

Setelah mengikuti serangkaian kegiatan pembelajaran peserta didik dapat:

1. Menyebutkan kata sifat dalam teks deskriptif.

KOMPETENSI DASAR INDIKATOR

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi Internasional yang

diwujudkan dalam semangat

belajar

2.3 Menunjukkan perilaku jujur,

disiplin, percayadiri, dan

bertanggungjawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

3.4 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan

tulis dengan memberi dan meminta

informasi terkait tempat wisata

sederhana dan bangunan bersejarah

terkenal, pendek dan sederhana,

sesuai dengan konteks

penggunaannya.

3.4.6 Menyebutkan kata sifat dalam teks

deskriptif.

3.4.7 Mengidentifikasi fungsi sosial dan unsur

kebahasaan dari teks deskriptif.

3.4.8 Menjelaskan fungsi dari teks dekriptif.

3.4.9 Mencirikan teks deskriptif.

3.4.10 Membedakan fungsi sosial, struktur teks

dan unsur kebahasaan teks deskriptif

4.4 Menyusun teks deskriptif lisan dan

tulis, pendek dan sederhana, terkait

tempat wisata, dan bangunan

bersejarah terkenal, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur

kebahasaan, secara benar dan

seesuai konteks.

4.4.4 Memahami teks deskriptif sangat pendek

dan sederhana.

4.4.5 Menyusun teks deskriptif dengan baik

dan benar.

4.4.6 Mempresentasikan hasil kerja kelompok

deskriptif teks ke depan kelas.

66

2. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks deskriptif.

3. Menjelaskan fungsi dari teks dekriptif.

4. Mencirikan teks deskriptif.

5. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks

deskriptif.

6. Memahami teks deskriptif sangat pendek dan sederhana.

7. Menyusun teks deskriptif dengan baik dan benar.

8. Mempresentasikan hasil kerja kelompok deskriptif teks ke depan kelas.

I. MATERI PEMBELAJARAN

Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan

bangunan bersejarah terkenal

1. Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik,

mempromosikan, dan sebagainya.

2. Struktur text

• Penyebutan nama orang, tempat wisata, dan bangunan bersejarah

terkenal dan nama bagian-bagiannya yang dipilih untuk

dideskripsikan.

• Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah

terkenal dan bagiannya, dan

• Penyebutan tindakan dari atau terkait dengan orang, tempat wisata,

dan bangunan bersejarah terkenal. yang semuanya sesuai dengan

fungsi sosial yang hendak dicapai.

3. Unsur kebahasaan

• Kata benda yang terkait dengan orang, tempat wisata, dan bangunan

bersejarah terkenal.

• Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan

bersejarah terkenal.

• Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

• Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara

lisan.

• Rujukan kata.

67

4. Topik

Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.

J. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Model Pembelajaran : Cooperative Learning

K. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN

1. Media/alat, Bahan Pembelajaran

• Media LCD projector,

• Laptop, spidol

• Kertas karton

2. Sumber Pembelajaran:

• Achmad Doddy, Ahmad Sugeng, dan Effendi.2008. Developing

English competencies 1: for Senior High School (SMA/MA) grade X.

Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasioanal.

L. Langkah Pembelajaran

LANGKAH

KEGIATAN DESKRIPSI

ALOKASI

WAKTU

KEGIATAN

AWAL

1 Guru memberi salam.

2 Siswa dan guru berdoa bersama.

3 Guru memeriksa kehadiran siswa.

4 Siswa melakukan icebreaking games berupa

menebak orang dengan menyebutkan ciri-

cirinya (permainan “Eat Bulaga”)

10 menit

KEGIATAN

INTI

Mengomunikasikan (Communicating)

• Guru meminta siswa menyebutkan kembali

kata sifat yang siswa katakan dalam

permainan “Eat Bulaga”.

• Guru memberitahu materi yang akan di

pelajari hari ini.

Mengamati (Observasi)

• Guru meminta siswa mengamati contoh

teks yang diberikan di proyektor.

Menanya (Questioning)

• Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang generic structure,

20 menit

68

fungsi sosial, struktur teks, dan unsur

kebahasaan.

• Guru membimbing siswa menanyakan

fungsi teks deskriptif dan perbedaan antara

teks deskriptif dengan teks yang lainnya.

• Siswa mempertanyakan gagasan pokok,

informasi rinci dan informasi tertentu dari

teks deskriptif tentang tempat wisata dunia.

• Dengan arahan guru, siswa menanyakan

fungsi dan ciri-ciri dari deskriptif teks.

Mengasosiasi/Menganalisis (Asociating)

• Guru membagi siswa ke dalam 4 kelompok.

(masing-masing kelompok mengambil

kocokan yang sudah disediakan oleh guru

untuk menentukan temanya).

• Guru memberikan 4 gambar untuk 4

kelompok.

• Siswa diminta untuk menyusun kalimat dari

gambar tersebut sehingga menjadi

paragraph deskritptif yang baik dan benar.

Dan menentukan generic structurenya.

Mengomunikasikan (Communicating)

• Siswa diminta untuk mempresentasikan

hasil pekerjaannya di depan kelas.

Mengasosiasi/Menganalisis (Asociating)

• Guru membagi siswa ke dalam 2 kelompok.

• Guru meminta siswa untuk

mendeskripsikan tempat wisata dan hewan

di papan tulis secara berkelompok. (buat

kocokan untuk menentukan mana kelompok

hewan dan tempat wisata).

• Guru memberikan tugas rumah kepada

siswa tentang mendeskripsikan orang.

(boleh teman, orangtua, kakak, dan adik.

• Guru memberi 4 gambar yang berbeda

kepada siswa.

• Siswa berlatih untuk mendeskripsikan

gambar tersebut secara individu sehingga

menjadi paragraph yang baik dan benar.

• Siswa menyerahkan hasil pekerjaannya

kepada guru.

69

KEGIATAN

AKHIR • Siswa mengemukakan kesulitan dan

manfaat kegiatan selama pembelajaran

berlangsung.

• Guru dan peserta didik secara bersama-

sama membuat ringkasan materi yang sudah

dipelajari pada pertemuan ini.

• Post test.

• Salam

15 menit

H. Penilaian

Penilaian diambil berdasarkan

1. Tugas Rumah

2. Test Tertulis

3. Tugas Individu

Rubric for Scoring Students’ Writing

Content

30-27

Excellent to very good: Knowledgeable,

Substantive, thorough development of the topic,

relevant to assigned topic

26-22

Good to average: Adequate range, limited

development of topic, mostly relevant to topic,

but lacks detail

21-17

Fair to poor: limited knowledge of subject,

little substance, inadequate development of

topic.

16-13

Very poor: does not show knowledge or

subject, non-substantive, not pertinent, or not

enough to evaluate.

Organization

20-18

Excellent to very good: fluent expression, ideas

clearly stated/supported, succinct, well-

organized, logical sequencing, cohesive

17-14

Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited

support, logical but incomplete sequencing.

70

13-10

Fair to poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and

development.

9-7 Very poor: does not communicate, no

organization, or not enough to evaluate.

Vocabulary

20-18

Excellent to very good: sophisticated range,

effective word/idiom choice and usage, word

from mastery, appropriate register.

17-14

Good to average: adequate range, occasional

errors of word/idiom form, choice, usage but

meaning not obscured.

13-10

Fair to poor: limited range, frequent errors of

word/idiom form, choice, usage, meaning

confused or obscured.

9-7

Very poor: essentially translation, little

knowledge of English vocabulary, idioms, word

form, or not enough to evaluate.

Language Use

25-22

Excellent to very good: effective complex

constructions, few errors of agreement, tense,

number, word order/function, articles,

pronouns, preposition.

21-18

Good to average: effective but simple

construction, minor problems in complex

construction, several errors of agreement, tense,

number, word order/function, articles,

pronouns, prepositions but meaning seldom

obscured.

17-11

Fair to poor: major problems in

simple/complex constructions, frequent errors

of negation, agreement, tense, number, word

71

order/function, article, pronouns, prepositions

and/or fragments, run-ons, deletions, meaning

confused or obscured.

10-5

Very poor: virtually no mastery of sentence

construction rules, dominated by errors, does

not communicate, or not enough evaluate.

Mechanics

5

Excellent to very good: demonstrates mastery

of conventions, few errors of spelling,

punctuation, capitalization, paragraphing.

4

Good to average: occasional errors of spelling,

punctuation, capitalization, paragraphing but

meaning not obscured.

3

Fair to poor: frequent errors of spelling,

punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured

2

Very poor: no mastery of conventions,

dominated by errors of spelling, punctuation,

capitalization, paragraphing, handwriting

illegible, or not enough evaluate.

Tangerang, August 2019

Mengetahui,

Kepala SMAN 5 Kota Tangerang Selatan Guru Mata Pelajaran

Drs. H. Hamdari, M.Pd. Dupiah, S.Pd., MM.

NIP.196207051986021013 NIP.197410122008012004

72

APPENDIX 6

Pre-test

Treatment in the Experimental Class

73

Treatment in the Controlled Class

Post-test

74

APPENDIX 7

Students’ Pre-test score in the Experimental Class

75

APPENDIX 8

Students’ Post-test score in the Experimental Class

76

APPENDIX 9

Students’ Pre-test score in the Controlled Class

77

APPENDIX 10

Students’ Post-test score in the Controlled Class

78

APPENDIX 11

79

APPENDIX 12

80

APPENDIX 13

81

APPENDIX 14

82

APPENDIX 15

83

84

85