the effect of using carousel activity onrepository.uinjkt.ac.id/dspace/bitstream/123456789... ·...

THE EFFECT OF USING CAROUSEL ACTIVITY ON

STUDENTS’ WRITING ABILITY OF DESCRIPTIVE TEXT(A Quasi-experimental Study at the Seventh Grade students of SMP Al Fath Cirendeu

in Academic Year 2016/2017)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of theRequirements for the Degree of S.Pd. (Strata-1)

in the Department of English Education

By:

Rofika Tiara Avisteva

1113014000003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

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ABSTRACT

Rofika Tiara Avisteva (1113014000003). The Effect of Carousel Activity onStudents’ Writing of Descriptive Text (A Quasi-experimental Study at theSeventh Grade of SMP Al Fath Cirendeu in the Academic Year 2016/2017).A Skripsi of Department of English Education, Faculty of Educational Sciences ofSyarif Hidayatullah State Islamic University, Jakarta, 2017.

Advisor I : Drs. Nasifuddin Djalil, M.Ag.

Advisor II : Dr. Fahriany, M.Pd.

Keywords : Writing, Descriptive Text, Carousel Activity

The objective of this study was to obtain the empirical evidence of the effect ofusing carousel activity on students’ writing of descriptive text at the seventh gradestudents of SMP Al Fath Cirendeu. The method used in this study was aquantitative method using quasi-experimental design. Two classes were taken asthe sample of the study with 24 students in each class. The classes were designedas an experimental class and a controlled class. The experimental class was taughtby implementing carousel activity while the controlled class was taught withoutusing carousel activity. The students’ populations at the seventh grade of SMP AlFath Cirendeu are 48 students, and the samples were 48 students (24 students forexperimental class and 24 students for controlled class). The sampling techniquethat used was purposive sampling. Moreover, this research was conducted throughthe following procedures: giving pre-test, applying treatments and giving post-test. The data analyzed in this research was gained through writing test. The datawas analyzed by using statistic of t-test Statistical Package for Social Sciences(SPSS) 20. The result that was gained from the research proved the differencebetween students’ scores in learning writing descriptive text by using carouselactivity and without using carousel activity: According to statistical calculations,sig. (2-tailed) and with df 46 in significance level 5% t-table = 1.679 with p-value= 0.009 and α = 0.05. Which is, p-value < α. So, it proved that the NullHypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted.Therefore, it can be concluded that carousel activity is effective in teachingdescriptive text because it showed a significant effect on students’ writing ofdescriptive text at the seventh grade of SMP Al Fath Cirendeu.

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ABSTRAK

Rofika Tiara Avisteva (1113014000003). Pengaruh Aktifitas CarouselTerhadap Kemampuan Menulis Teks Deskriptif Siswa (Penelitian KuasiEksperimental Pada Kelas Tujuh SMP Al Fath Cirendeu Tahun Ajaran2016/2017). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyahdan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Dosen Pembimbing I : Drs. Nasifuddin Djalil, M.Ag.

Dosen Pembimbing II: Dr. Fahriany, M.Pd.

Kata Kunci : Menulis, Teks Deskriptif, Aktifitas Carousel

Tujuan dari penelitian ini adalah untuk membuktikan secara empiris keefektifanpenggunaan aktivitas carousel pada kemampuan menulis siswa terhadap teksdeskriptif pada siswa kelas VII SMP Al Fath Cirendeu. Metode yang digunakandalam penelitian ini adalah metode kuantitatif dengan menggunakan desain kuasieksperimental. Dua kelas diambil sebagai sampel penelitian yang terdiri dari 24siswa di masing-masing kelas. Kedua kelas tersebut didesain sebagai kelaseksperimen dan kelas kontrol. Kelas eksperimen diajarkan dengan menerapkanaktivitas carousel sementara kelas kontrol diajarkan tanpa menggunakan aktivitascarousel. Populasi siswa kelas VII di SMP Al Fath Cirendeu terdiri dari 48 siswa,dan sampel yang diambil sebanyak 48 siswa (24 siswa untuk kelas eksperimendan 24 siswa untuk kelas kontrol). Teknik sample yang digunakan adalahpurposive sampling. Selain itu, penelitian ini dilakukan melalui langkah-langkahsebagai berikut: pemberian tes awal, penerapan treatment, dan pemberian tesakhir. Data yang dianalisis dalam dalam penelitian ini diperoleh melalui testertulis. Data dianalisis dengan menggunakan rumus statistik t-tes StatisticalPackage for Social Sciences (SPSS) 20. Berdasarkan hasil yang diperoleh daripenelitian ini membuktikan perbedaan antara nilai siswa dalam pembelajaranmenulis teks deskriptif dengan menggunakan aktivitas carousel dan tanpamenggunakan aktivitas carousel: sesuai hasil perhitungan statistik, sig. (2-tailed)dan dengan df 50 pada tingkat signifikansi 5% t-tabel = 1,679. Dengan p-nilai =0.009 dan nilai α = 0.05. Artinya, p-nilai < α. Jadi, terbukti bahwa Hipotesis Null(Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu, dapatdisimpulkan bahwa aktivitas carousel efektif dalam mengajarkan teks deskriptifkarena hal tersebut menunjukkan pengaruh yang signifikan terhadap penulisanteks deskriptif pada siswa di kelas VII SMP Al Fath Cirendeu.

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ACKNOWLEDGEMENT

حیم حمان الر بسم هللا الر

In the name of Allah, the Beneficent, the Merciful

All praise and gratitude be to Allah, the Almighty, for giving the writer

strength, knowledge, ability, guidance, and His showers of blessings to finish this

research. Peace and blessing be upon Prophet Muhammad and on his family, all of

his Companions, and his followers.

This skripsi entitled “The Effect of Carousel Activity on Students’ Writing

Ability of Descriptive Text (A Quasi-experimental Study at the Seventh Grade

Students of SMP Al Fath Cirendeu in the Academic Year 2016/2017)” is

presented to the Faculty of Educational Sciences as one of the requirements for

the degree S.Pd. This study has not been completed without support, motivation,

advice, and help from the people behind this work. The writer would like to

express the deepest gratitude to her beloved parents, Mr. Drs. H. Ramlan M.Ag

and Mrs. Listrianah, M.Pd for giving their prayers and guidance all the time

without getting tired and giving their lives, soul, and love to hold the writers’

needs in order to finish her study.

Moreover the writer would also like to express special appreciation and

sincere gratitude to her research advisors, Mr. Drs. Nasifuddin Djalil, M.Ag and

Mrs. Dr. Fahriany, M.Pd for all their valuable guidance, help, advice, correction,

motivation, trust, and a lot of patience during the whole process in accomplishing

the skripsi.

Besides, the writer would also deliver special gratitude to:

1. All lectures especially those of Department of English Education who have

taught the writer useful and valuable knowledge and skills.

2. Dr. Alek, M.Pd and Mr. Zaharil Anasyi, M.Hum, as Head and Secretary of

Department of English Education.

3. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational

Sciences.

vii

4. Mrs. Yenny Rachmawati, M.Ed, as the Advisor of Class A in academic year

2013/2014.

5. The Head of SMP Al Fath Cirendeu, Mrs. Ninik Hariyani, M.Pd and all of

the teacher of SMP Al Fath Cirendeu, for giving permission the writer to

conduct the study.

6. The students of VII D and VII E class who have contributed her in

collecting data during the study.

7. The writer's brothers, Baladika Al-Hariri, Haikal Al-Farisyi, and

Muhammad Nabil Al-Kindi for their support.

8. Putra Sudharma who always reminds to arrange this skripsi and always

giving support, care and spirit to the writer.

9. The writer's beloved friends, Fildzah Giardis, Firda Amalia, Intan Rinjani

Putri, Nur’aniza Khalili, Hutami Devari, Yulia Ayu Ratnasari and Qurrota

A’yun for all of the kindness, friendship, happiness, support, love and never

ending humor.

10. All friends in a class of Department of English Education 2013 for the great

friendship, support, togetherness since the first time of the study. May Allah

always bless them all, so be it.

11. Everyone who has helped and given contribution in finishing the skripsi and

whose names cannot be mentioned one by one. The writer apologizes in

advance if she misses anybody.

Last but not least, the words are never enough to express her gratitude for all

their help in finishing this skripsi. The writer realizes that this skripsi is far for

being perfect. Therefore, it is a pleasure for her to have critiques and constructive

suggestions to make this skripsi better and useful for further research.

Jakarta, October 6th, 2017

Rofika Tiara Avisteva

viii

TABLE OF CONTENTAPPROVAL SHEET ........................................................................................ i

ENDORSEMENT SHEET ............................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .................................................... iii

ABSTRACT....................................................................................................... iv

ABSTRAK ......................................................................................................... v

ACKNOWLEDGMENT .................................................................................. vi

TABLE OF CONTENT.................................................................................... viii

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

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

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

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

A. Background of the Study...................................................... 1

B. The Identification of the Study............................................. 4

C. Limitation of the Study......................................................... 4

D. Formulation of the Study...................................................... 4

E. Objective of the Research .................................................... 4

F. Significance of the Study ..................................................... 4

CHAPTER II: THEORETICAL FRAMEWORK ........................................ 6

A. Writing.................................................................................. 6

1. The Nature of Writing .......................................................... 6

2. The Writing Process ............................................................. 7

3. Kinds of Writing................................................................... 8

B. Descriptive Text ................................................................... 9

1. Definition of Descriptive Text ............................................. 9

2. The Purposes of Descriptive Text ........................................ 10

3. Kinds of Descriptive............................................................. 10

C. Carousel Activity.................................................................. 11

1. Nature of Carousel Activity ................................................. 11

2. Carousel Activity in Cooperative Learning.......................... 11

3. The Advantages of Using Carousel Activity........................ 12

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4. The Procedure in Using Carousel Activity ........................ 13

D. The Relevant Previous Study............................................. 14

E. Thinking Framework.......................................................... 15

F. Research Hypothesis .......................................................... 16

CHAPTER III: RESEARCH METHODOLOGY ........................................ 17

A. Place and Time of the Research......................................... 17

B. Method and Design of the Research .................................. 17

C. Population and Sample of the Research............................. 18

D. Instrument of the Research ................................................ 19

E. Technique of Data Collection ............................................ 20

F. Technique of Data Analysis............................................... 22

G. Statistical Hypothesis ......................................................... 24

CHAPTER IV: RESEARCH FINDING........................................................ 25

A. Research Finding ............................................................... 25

1. Data Description ................................................................ 25

a. Pre-test and Post-test Score of Experimental Class ........... 25

b. Pre-test and Post-test Score of Controlled Class................ 26

2. Data Analysis .................................................................... 31

a. Normality of the Test ......................................................... 31

b. Homogeneity of the Test.................................................... 32

c. Test Hypothesis.................................................................. 33

B. Discussion ......................................................................... 37

CHAPTER V: CONCLUSION AND SUGGESTION ................................ 41

A. Conclusion ........................................................................ 41

B. Suggestion.......................................................................... 41

REFERENCES ................................................................................................. 43

APPENDICES .................................................................................................. 46

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LIST OF TABLES

Table 3.1 Design of the Research ....................................................................... 17

Table 3.6 Scoring Rubric of Writing Descriptive Text....................................... 20

Table 4.1 Pre-test and Post-test of Experimental Class ...................................... 25

Table 4.2 Pre-test and Post-test of Controlled Class........................................... 27

Table 4.3 Statistical Calculation of the Gain Score of Experimental Class........ 28

Table 4.4 Statistical Calculation of the Gain Score of Controlled Class ............ 29

Table 4.5 Normality Test of Pre-test................................................................... 31

Table 4.6 Normality Test of Post-test ................................................................. 32

Table 4.7 Homogeneity Test of Pre-test ............................................................. 32

Table 4.8 Homogeneity Test of Post-test............................................................ 32

Table 4.9 Statistical Calculation Score of Experimental and Controlled Class.. 33

Table 4.10 The Result of T-test Calculation ....................................................... 34

Table 4.11 The Result of Independence Sample Tests...................................... 35

xi

LIST OF FIGURES

Figure 4.1 Diagram progress of Experimental Class and Controlled Class........ 31

xii

LIST OF APPENDICES

Appendix 1 Syllabus ........................................................................................... 46

Appendix 2 Lesson Plan of the Experimental Class .......................................... . 49

Appendix 3 Lesson Plan of the Controlled Class ............................................... 69

Appendix 4 Instrument of Pre-Test in Experimental Class ................................ 90

Appendix 5 Instrument of Post-test in Experimental Class ................................ 90

Appendix 6 Instrument of Pre-Test in Controlled Class..................................... 90

Appendix 7 Instrument of Post-Test in Controlled Class ................................... 90Appendix 8 t-table............................................................................................... 91

Appendix 9 Surat Pengesahan Proposal Skripsi ................................................. 93

Appendix 10 Surat Bimbingan Skripsi ............................................................... 94

Appendix 11 Surat Permohonan Izin Penelitian ................................................. 96

Appendix 12 Surat Keterangan Penelitian dari Sekolah ..................................... 97

Appendix 13 Pre-Test and Post-Test Score of Experimental Class.................... 98

Appendix 14 Pre-Test and Post-Test Score of Controlled Class ........................ 100

Appendix 15 Pictures .......................................................................................... 102

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CHAPTER I

INTRODUCTION

A. Background of the StudyStudents now have to master some skills in English, such as writing,

speaking, listening and reading. This is needed to make the students understand

more about English. Among the four skills of English, writing is one of the

important skills in English that students have to master.

Writing is one of the four language skills that should be mastered by students

in learning English as a foreign language. Giving them many practices in writing

from early learning stage will help students to write easily later. It can also

measure the success of the students in learning the language. It can be seen on

how students reveal their ideas or opinions through written form. Thus, it is not

only as part of communication in which the students can share their ideas but also

as a requirement for mastering other language skill.

Writing is one of the productive skills. Writing as productive skill means that

students can learn how to think critically and represent their ideas into written

form and could make readers understand about their ideas. Roger Caswell and

Brenda Mahler stated the way of the students who think critically depends on how

they process their thoughts into written form and how they analyze their thinking.1

It means that students’ ability to analyze their thinking and make sentences

properly plays an important role to produce good writing from their critical

thinking. Thus, by giving students opportunities and experiences to develop their

thinking skills, it can help them to become a better thinker and make them easier

to write later on.

To make the students to write, one of the ways is asked them to write. In

school especially at early grade in Junior High School, students are already

introduced about writing descriptive text. Descriptive text is one of the

1 Roger Caswell and Brenda Mahler, Strategies for Teaching Writing: An ASCD Action Tool,(Alexandria: ASCD, 2004), p. 3.

2

subjects to be studied by the seventh grade of Junior High School students. This is

intended to make them capable of describing properly any kinds of descriptive

text with good comprehension from early grade. Depending on the syllabus of the

school, students are expected to write about various topics that they should

describe such as their favorite pet, their idol, and describing people based on their

own experience and what they already learned at school. Therefore, it is important

for students to learn descriptive text in order to make them able to write the

descriptive text.

Descriptive text makes the students to think critically. Here, thinking

critically means that students learn how to analyze their ideas and improve their

writing ability. Through descriptive text, students can expand their thoughts about

their experiences to share with the reader. Moreover, it is required high thinking

order because they should describe something clearly so that readers can

understand.

There are some common problems in teaching and learning process in writing

of the descriptive text, especially for students. They still found themselves

confused how to write the descriptive text and how to start to express their

creativity in writing text. Moreover, they have difficulties in arranging the generic

structure of the paragraph of descriptive text. Sometimes lack of opportunity can

cause them difficult in learning descriptive text, especially if they are at the

seventh grade of Junior High School. Here, teachers should make students active

in the learning process, especially to make students produce sentences, to make

them practice more and make them learn and enjoy the learning process.

However, only a few teachers can implement those learning activities in class.

Likewise, Fahriany states that commonly the problem faced by the teacher is in

professional responsibility aspect. The teacher has a requirement to be able to

convey strategy in helping students to resolve their difficulties in learning.2 The

activity that has been used by the teacher does not fully facilitate the students to

be active, in the field of writing. Moreover, the teacher can not facilitate the

2 Fahriany, Teacher Education in Indonesia (An Account on the Development and Programsto Improve the Professional Qualification and the Competence of Indonesia Teaching Personnel),Tarbiyah E-Journal State Islamic University of Jakarta, 2014, p. 5.

3

students in facing their difficulties, especially to make students produce sentences

and to make them practice their writing.

There is a tendency that introducing the students to a fun learning activity can

make them easy to learn about writing especially about descriptive text. A fun

activity can be done by using several methods. Yet, it is better to make students

work in a group. Likewise, Bartlett states that when students work in a group, it

allows them to learn in a cooperative way.3 Asking the students to work in a group

such as a group discussion can make them become more active in the learning

process, so it will form a fun learning. Moreover, working in a group will lead

them into cooperative learning. That makes students more flexible to brainstorm

their ideas with their group’s member. One of fun activities that apply cooperative

learning which can be used in the classroom is carousel activity.

Carousel activity is an expressive and interactive activity. It supports

students’ collaborative learning that can be used to discuss students’ knowledge to

study a new topic, as well as to review the content already learned. Ben Graffam

states that carousel activity is activating students’ background knowledge, and

checking their understanding after studying a general topic.4 It means that this

activity makes the students work in a group, they can activate their prior

knowledge of a topic at the beginning and share their ideas with their group.

Hence, this activity is an appropriate activity to be applied to students, to share

their ideas and see what others are thinking without the intimidation of writing

individually in the class.

Based on the explanation above, it can be seen several problems which can be

found in learning descriptive text in the first grade of Junior High School.

Carousel activity is considered to have an impact on it. However, there must be a

comprehensive research on the effect of carousel activity toward the learning and

teaching writing of the descriptive text.

3 Jayne Bartlett, Outstanding Assessment for Learning in the Classroom, (New York: Taylor& Francis Group, 2015), p. 87.

4 Ben Graffam, A Carousel Activity: Engaging the Learner on Multiple Levels of Learning,http://uticaschools.org Retrieved February 22, 2017.

4

B. The Identification of the ProblemThere are many kinds of factors that can cause the problem of the learners’

writing of descriptive text which can be identified, as follows:

1. The seventh-grade students of Junior High School are still confused how to

start to express their creativity in writing descriptive text.

2. The students are lack of self-confidence to write.

3. The activity in teaching descriptive text cannot make them produce sentences

properly.

4. The teacher does not provide the students with appropriate learning activities.

5. There is no activity such as carousel activity that can encourage students to be

able to write descriptive text in Junior High School.

C. Limitation of the ProblemFurthermore, this research is intended to overcome the problems which relate

to the problem in writing descriptive text and the limited problem is in training

carousel activity in the first grade students of SMP Alfath Cirendeu.

D. Formulation of the StudyThe formulation of the study is in the following question: “Is carousel activity

effective toward students’ writing skill of descriptive text?”

E. Objective of the StudyThe objective of the study is to find out whether or not there is a significantly

different achievement of writing descriptive text between students who are

thought by using carousel activity and those who are not.

F. Significances of the StudyThe result of this study is expected to be useful for some people below.

1. Teachers

English teachers will be motivated to use innovative way in English

especially for teaching descriptive text using carousel activity which is more

interesting to be taught and have the information about carousel activity that

can affect students’ writing of descriptive text.

5

2. Students

After students were taught writing descriptive text by using carousel activity,

it can increase students’ ability to write descriptive text and increase their

excitement learning descriptive text in the class.

3. Author Researchers

By conducting this research, it will support other researchers who do a

research in the same topic and purpose and can be used to show that using

carousel activity can affect to the students’ writing of descriptive text.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. The Nature of WritingWriting is representing students' thinking and their ability to make sentences,

as required in writing that is the ability of students to make sentences. In the

writing process, the interaction between a writer and a reader is done through

constructing the ideas in the written form, which the reader can understand the

ideas and meaning. The production of the written word also has to be

comprehended so that the reader can easily understand the writer’s ideas.

According to Harmer, writing can help the writer “to focus on accurate language

use. Since they think as they write, it will provoke language development as they

resolve problems which the writing puts into their minds”.1 In other words, it

establishes the representation of ideas with the subjects.

Writing is known as productive skill in English besides speaking. As a

productive skill, a writer produces their thought into a written form. Hyland states

that the concern of writing rests on how the personal thought on a topic.2 To

construct the writer own view, the ability to write is really needed. The ability to

write itself depends on how the writer was accustomed to write. It should be

sharpened continuously, it is not a natural gift that they had since they were born,

and writing needs effort. It needs a special treatment because it takes times to

produce words, sentences and arrange them into paragraphs. Moreover, the

written product of writing is the main focus rather than on the writing process. So,

students have to consider the writing features such as style, wordiness and clichés,

active versus passive voice and so on.3

Writing ability stresses well-formalness. It differs from speaking, another

kind of productive skill. Writing cannot be done by acquiring language naturally,

1 Jeremy Harmer, How to Teach Writing, (England: Pearson, 2004), p. 31.2 Ken Hyland, Second Language Writing, (United States of America: Cambridge University

Press, 2003), p. 9.3 Ibid.

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it requires more practice especially about the grammar and discourse. Therefore, it

needs a high accuracy of the aspect of vocabulary, grammar, and punctuation to

produce a good writing. The ability to write properly is can be done by the

experience, it is not only increasing the ability to write but also increasing the

accuracy of the writing aspects. Hence, the ability to write well is required for the

case.

Meanwhile, the process of writing also has to be a concern, the teacher has to

consider about students’ process in writing. Moreover, Hyland states that teacher

still has an important role in teaching writing. The success of students’ writing

cannot be separated from the role of teachers to guide them in the writing

process.4 Here, the teacher’s role really can affect the process of writing. Hence,

the teacher has to consider both of students’ written products and their writing

process to develop students’ metacognitive awareness of their processes.

In short, through writing students can convey their ideas, information, or

anything that exist in their mind about the topic. Moreover, through writing

students are able to develop their comprehension of English and help them to

produce words, because if they can write they also can speak.

2. The Writing ProcessTo make a good piece of writing which can be understood by the reader, it

has the process. Linse states that it can develop students’ writing skill.5 Ideally, it

has to be done in some stages but it might be varied for everyone. Richards and

Miller define there is a process to writing which many writers follow naturally.

They summarize the process of writing generally accepted consists of prewriting,

drafting, revising, editing and publishing.6

a. Prewriting

Prewriting is one of the strategies before producing a fine writing. This stage

can be a leap for students to start to write and to gather information for writing.

4 Ibid., p. 12.5 Caroline T. Linse, Practical English Language Teaching: Young Learners, (New York:

McGraw-Hill, 2005), p. 101.6 Janet C. Richards and Sharon K. Miller, Doing Academic Writing in Education connecting

the personal and the professional (London: Lawrence Erlbaum Associates, 2005), p. 65.

8

This stage also can be done by these following activities: group brainstorming,

clustering, rapid free writing, wh-questions etc.7

b. Drafting

Drafting is a stage which focuses on how the writer constructs knowledge,

develops the thought, and transforms it into some sentences. This stage helps the

writer to plan what to write.

c. Revising

Revising is reviewing the result to see how effective the use of sentences to

the reader. To make a good writing that can be understood by the reader, the

writers must be going through several steps of revision. At this point, the writers

reconsider what they have written, have feedback from others, and then adjusting

to the readers.8

d. Editing

In this step, the accuracy is really needed. The writers need to check the

writing carefully, in order to omit the grammar error, punctuation, etc.

e. Publishing

Publishing is a platform for students to recognize their complete pieces of

writing. It can be done by class circulation, presentation, and etc.

3. Kinds of WritingKane defines there are various kinds of writing that a writer makes. He

summarizes the most common kinds of writing that consist of narrative,

descriptive, expository, and persuasive.9

a Expository

Expository is used to explain things that focus on external objects, situations,

and processes, in order to explain something with relevant fact.

7 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching anAnthology of Current Practice, (New York: Cambridge University Press, 2002), p. 316.

8 Hyland, op.cit., p. 11.9 Thomas S. Kane, the Oxford Essential Guide to Writing, (New York: Oxford University

Press, 2000). pp. 6—7.

9

b Descriptive

Descriptive is used to explain the details of the object or scene to describe. It

is a style of writing that focuses on describing a character, an event, or a place

concerned with experience.

c Narrative

Narrative is telling a story by chronological order using an actual sequence of

events. It is used to illustrate the author who writes from the point of view of one

of the characters.

d Persuasive

Persuasive is used to convince the reader the point of view which is

recommended by the writer. It contains the opinions used to make a case or to

prove or disapprove a statement or proportion.

B. Descriptive Text

1. Definition of Descriptive TextThe definition of descriptive text can be varied from any sources with several

different explanations but has a similar meaning that is to describe. Basically,

descriptive text is used to identify and describe a particular person, places or

things. As Bullock and Goggin stated that descriptive text is explain to the readers

about the writer’s sensory experience how something looks, sounds, tastes.10 It

means that everything that happens in life can be described through written form,

it depends on individual perspective. Likewise, Kane also states that descriptive

commonly relates to the perception of visual experience.11 Here, the individual

perspective and the perception of experience mean that the writer’s ability to see,

hear, or even feel the subject matter clearly is, described through careful word

choice, strong details, and clear organization. Hence, it can be concluded that

descriptive text is a text which explains about the experience which relates to the

five senses. It usually relates to the visual experience of a person, places or things

10 Richard Bullock and Maureen Daly Goggin, the Norton Field Guide to Writing withReadings, (New York: W.W. Norton & Company, 2013), p. 367.

11 Kane, op.cit., p. 351.

10

with solid reasons to support the ideas and support the reasons with solid evidence

to make the reader understand the ideas.

2. The Purposes of Descriptive TextThe definition of descriptive text is clearly to describe something to the

reader. Its purpose is basically to make the students able to describe particular

person, place or things and put it into written form. Another purpose of descriptive

is to represent experiences into words to a reader so that the reader can imagine it

through the written form. According to Bullock and Goggin, there are three

purposes in writing descriptive text.12 They are as follows:

a. To give a perception of a person or place to the readers,

b. To illustrate abstract ideas

c. To make information momentous, or to give encouragement to the reader of

an argument.

In sum up, descriptive text is a text followed by helpful information for

readers to imagine the text. Moreover, it also to describe or to inform the readers

about something such as about persons, places or objects in reality that can be

derived from the individual perspective.

3. Kinds of DescriptiveDescriptive has three kinds, as follows:

a. Description of person

Descriptive of person is focused on describing a person. Whether it is

behavior or characters which reflects the person.

b. Description of place

Descriptive of place is focused on describing a place. It describes the physical

characteristic which reflects the place.

c. Description of a thing or an object

It is focused on describing a thing or an object. Whether, it is physical object

or the characteristic which reflects the thing or the object.

12 Rise B. Axelrod and Charles R. Cooper, the St. Martins’ Guide to Writing 9th Edition,(New York: Bedford, 2010), p. 628.

11

C. Carousel Activity

1. Nature of Carousel ActivityCarousel activity establishes students to work in a group and try to learn

something together. The way of students learns together in this activity is through

structured information or thought gathering activity. Structured information or

thought-gathering activity means that the students will produce some thoughts and

responses on a particular topic generates.13 It does not emphasize the students to

think hard individually. It engages the students to work and share ideas in a group

of learning.14 It can be seen from how the students generated an opportunity to

every member of the group to share their ideas. Not only to work as a group, the

students also learn how to transfer their ideas to equate their understanding of

their learning. Hence, this activity provides student engagement because students

have the chance to reflect and refine their responses before sharing. Furthermore,

it can be a challenging activity for students since they are asked to contribute

independently to each problem.

2. Carousel Activity in Cooperative LearningCooperative learning means as an ongoing discussion of group work in a

classroom. It involves pairs and small groups of students to expand their learning.

As a group discussion, the group work can be done in peer-to-peer, groups or

variety of students in a class. In groups, they should be able to receive socially

different students who will work together to solve problems within different

perspectives. Likewise, Gillies also states that cooperative learning promotes

students’ to interact each other and work together in a group.15 More than just

work in groups, cooperative learning implicates students’ thought to create a

successful experience as well. Furthermore, cooperative learning means that

students learn how to exchange ideas and engage actively in groups.

13 Anon, Active Learning and Teaching Methods for Key Stage 3 (Northern Ireland: PMBPublication, 2007), p. 12.

14 Rika Fidda Yuli and Yuli Tiarina, Teaching Reading Comprehension By Using CarouselBrainstorming Strategy at Senior High School, Journal of English Language Teaching, Vol.1No.2, 2013, p. 418.

15 Robyn M. Gillies, Cooperative Learning: Developments in Research, International Journalof Education Psychology, Vol. 3 No.2, 2014, p. 131.

12

There are a number of activities which can be done by cooperative learning,

carousel activity is one of the activities. As a part of cooperative learning, this

kind of activity required students not only to complete their work but also

stimulates students to learn together in a group. It can be seen from how the

students able to converse with groups to exchange their ideas and help each other

to learn.16 It can impact the learning process in a positive way. Besides, it can

stimulate students in a cooperative way through interactive activities rather than

competition in learning.

3. The Advantages of Using Carousel ActivityThere are several advantages from the use of carousel activity in teaching a

foreign language, which can be listed as follows:

a. It engages students to work and share ideas in a group of learning. Not only

work as a group, students also learn how to transfer their ideas to equate their

understanding of their learning. Since this activity relies on group, it gives

every member of the group a chance to produce their thoughts and share their

ideas.17

b. It is able to know students prior knowledge. Students will try to recall their

knowledge of what they have known about the topic.

c. It makes students to be active in the learning process. Through carousel

activity, students will be active during the learning process. Students will not

only sit on their sheet, but they also have to move around the classroom to

answer through the topic. So that, this will keep them to be active during the

learning process.

d. This kind of activity is designed to stimulate students to develop their critical

thinking about the previous information together in a group.18 So that, this

activity can be used to see how well the students understand a lesson through

how they transfer their ideas into written form, so it can be understandable for

the reader.

16 Ibid., p. 130.17 Yuli and Tiarina. loc.cit.18 Jayne Bartlett, Outstanding Assessment for Learning in the Classroom, (New York: Taylor

& Francis Group, 2015), p. 89.

13

e. It makes the teacher easier to teach the low students. The low students will

have some help from the others in the group.

4. The Procedure in Using Carousel ActivityThe application of carousel activity is same as other activities that make

students work in groups, but the difference is in the media of the learning. This

activity is using a colour marker or color pen and a large piece of papers or

posters board as the media for the learning. This research used procedure adapted

from Bartlett’s study.19 To summarize from Bartlett study, there are four stages in

using carousel activity; they are explaining, grouping, brainstorming, and teacher

feedback. First, the teacher explains the regulation, the topic, the duration for

brainstorm their ideas and the aspects of writing that would be assessed. It is

intended to build students’ understanding in the task. Then, the class is divided

into some groups. Each group can have a large piece of paper or poster board and

a colored marker. Across the top of the paper, the students should write their topic

given by the teacher. Posters/papers are taped around the classroom. Third, as a

group, students should move from poster to poster to contribute independently to

other group’s topic. Students have to brainstorm their ideas through the topics. At

the end, all of the students have a chance to give their feedback to other students

and the teacher also gives feedback to the students’ performance and the different

ideas can be compared and discussed. Hence, the students know their writing

strength and weakness.

D. The Relevant Previous StudyTo prove the originality of this study, there have been some previous

researchers that deal with the effect of group activity such as carousel activity

using cooperative learning through students’ writing of descriptive text. The first

research was conducted by Mahmudatin Arifah and Kusumarasdyati.20 They

investigated the effectiveness of making a match technique for teaching writing

19 Ibid.20 Mahmudatin Arifah and Kusumarasdyati, The Effectiveness of Make a Match Technique

for Teaching Writing Descriptive Text to the Seventh Graders of SMPN 1 KarangbinangunLamongan, E-journal.University of Surabaya Volume 01 No.01, 2013, pp. 1—8.

14

descriptive text to the seventh graders of SMPN 1 Karangbinangun Lamongan.

The participants were class VII A and VII C students at the seventh graders of the

SMPN 1 Karangbinangun Lamongan. The data was collected from pre-test and

post-test both from experimental class and control class. From the analyzed data,

they concluded that there was no significant difference between experiment class

and control class.

The next research was conducted by Ratna Prasasti and Suminar.21 The

research is a quantitative research. It investigated the effectiveness of TTW

(think-talk-write) strategy in teaching writing descriptive text. The participants

were the second grade students of UNSWAGATI Cirebon. The research was

divided into two groups; experimental group (VII AB) and control group (VII

CD). The instrument was used a quasi-experimental design, which has pre-test

and post-test. The formula that was used analyze the data was t-test. Based on the

research, teaching by using think-talk-write strategy can affective to students’ skill

especially in writing descriptive text.

The next research was conducted by Umu Sa’diyah.22 The research is a

Classroom Action Research. It investigated in improving the seventh grade

students’ writing ability by using the think-pair-share technique at Junior High

School of Miftahurrohman. The participants were 28 students from class VII-A.

The data was collected from the students’ score and observation of the class. From

the analyzed data, she concluded that the use of think-pair-share technique could

improve the seventh grade students’ descriptive writing ability at the junior high

school of Miftahurrohman.

The fourth research was conducted by Darshim and Aswandi.23 It investigated

the implementation of Think-Talk-Write (TTW) strategy to teach writing

21 Ratna Prasasti Suminar and Giska Putri, The Effectiveness of TTW (Think-Talk-Write)Strategy in Teaching Writing Descriptive Text, Jourrnal of English Language and Learning, 2015,pp. 299—303.

22 Umu Sa’diyah, “The Use of Think Pair Share Technique to Improve Students’Achievement on Writing Descriptive Text at Seventh Grade of SMP Miftahurrohman”, a Thesis.Muhammadiyah University of Gresik, 2015, pp. 1—51.

23 Darshim Gofisnovega and Dr. H. Aswandi, M.Pd, The Implementation of Think-Talk-Write (TTW) Strategy to Teach Writing Descriptive Text to the Seventh Grades of SMPN 7Surabaya, E-journal University of Surabaya, 2015, pp. 1—5.

15

descriptive text to the seventh graders of SMPN 7 Surabaya. The participants were

students from class 7F as the subject of the research. The data was collected from

field notes and questionnaire. The result of the research showed that Think-Talk-

Write (TTW) strategy could give a significant effect on the seventh grade

students’ writing ability at SMPN 7 Surabaya.

The fifth research was conducted by Dr. Tiur Asih Siburian.24 It investigated

in improving students’ achievement on writing descriptive text through think pair

share. Qualitative and quantitative techniques were applied in this research. The

participants were the second grade students of North Sumatera Junior High

School. This research was used evaluation sheet for quantitative data and for

gathering the qualitative data, the researcher used observation sheet, interview

sheet, and questionnaire. From the research, the result showed that Think Pair

Share (TPS) method is proved in improving the students’ achievement on writing

descriptive text.

E. Thinking FrameworkTeaching writing in Junior High School needs more effort to make students

understand how to convey their ideas into a good writing. It emphasizes students

to have a good comprehension about writing especially on descriptive text.

However, teaching writing of descriptive text is something handicapped by some

problems, such as the limitation of the learning environment to learn descriptive

text properly, the lack of students’ self-confidence in arranging the sentences, and

the method of teaching writing of descriptive text that is still monotonous.

A fun activity is considered as one of activities that would be useful,

especially for teaching writing of descriptive text. One of the activities which is

considered to help improve students’ writing ability of descriptive text is carousel

activity. This activity could make all the students engaged in teaching and

learning process so that the students will entertained and more active during the

learning process.

24 Dr. Tiur Asih Siburian, Improving Students’ Achievement on Writing Descriptive TextThrough Think Pair Share, International Journal of Language Learning and Applied LinguisticsWorld (IJLLALW), 2013, pp. 30—42.

16

Moreover, the relevant previous studies that were mentioned above showed

different results. Since each study had different kinds of methods, participants,

and places. Most of the studies used a quantitative method to compare the

participants who were treated by using cooperative learning method and who were

treated by using the conventional method. All of the studies proved that

cooperative learning method are appropriate in improving students’ writing ability

of descriptive text and gave a significant result on students’ writing ability of

descriptive text.

Therefore, there must be a comprehensive research on the effect of carousel

activity toward the learning and teaching writing of the descriptive text. As the

conclusion, carousel activity is applied to see whether or not it would bring any

significant impact, especially for students’ writing of descriptive text.

F. Research HypothesisBased on the theories, and previous related studies above, this research

assumed has a significant effect of carousel activity on students’ writing ability of

descriptive text.

17

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the ResearchThe research was conducted at SMP Alfath Cirendeu that is located on Jl.

Cirendeu Raya No.03, East Pisangan, Ciputat, South Tangerang, Banten in

academic year 2016/2017.

B. Method and Design of the ResearchThis research uses a quantitative method through quasi-experimental design

which will have to choose a controlled class as a comparison group and

experimental class.1 The quasi-experimental study is aimed to find out the cause-

effect between two variables. The quantitative data is gained through pre-test and

post-test as the instrument of method of research.

Table 3.1

Design of the Research

Intact Groups Measurement

Application of

Independent

Variable*

Measurement

Experimental

class

Pre-test Experimental

treatment (using

Carousel Activity)

Post-test

Controlled class Pre-test Without

experimental

treatment (using

lecturing-

presentation, and

drilling repetition)

Post-test

1 Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications,2004), p. 27.

18

There are two classes involved in this research. The first class as the

experimental class and the second as the controlled class. Both classes are taught

with different methods of teaching, experimental class with cooperative method

and controlled class with conventional method.

C. Population and Sample of the ResearchThe population is the group of people who are to generalize.2 All of the

students of SMP Al Fath Cirendeu, in Grade 1 academic year of 2016/2017 as the

population of this research. This population is chosen because the students at the

seventh grade have learned descriptive text and this lesson have been well

introduced to the students so that they easily understood about descriptive text.

According to Fraenkel and Wallen, “a sample in a research study is the group

on which information is obtained”.3 This research used purposive sampling

technique for choosing the sample for this research. The sample was decided

based on the situation of the class which is only two classes of grade seven and

also based on the information of the English teacher about the average scores of

writing of two classes. For that purpose, the sample was identified based on the

situation of the class and prior information.4

There are two classes as the sample, one class as the experimental class and

the other class as the controlled class. In this research, two classes are taken as the

sample, namely 7E and 7D. Before deciding the experimental class and the

controlled class, the score of midterm of both classes are checked. The score of

7D was lower score than 7E. Based on the interview with the English teacher, 7D

was the non-active class and 7E was the active class. Because of this, it was

necessary to know the ability of 7D after having the treatment, whether they have

the higher score than 7E. Therefore 7D was decided as the experimental class and

7E as the controlled class. These classes have been treated with two different

treatments. Class 7D was treated by using cooperative learning as the

2 Ibid., p. 15.3 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in

Education, (New York: McGraw-Hill, 2009), p. 90.4 Ibid., p. 99.

19

experimental class and class 7D without any treatment (conventional method) as

the controlled class.

D. Instrument of the ResearchThe instrument used in this research was written test. As stated by Brown, a

test must assess an individual ability of specific aspect.5 Likewise, Hughes states

that writing is the best way to know someone’s ability in writing.6 The test is

designed to pre-test and post-test. The pre-test and post-test methods are going to

use for the research with a different topic. The pre-test topic is about “describing

people” and post-test the topic is about “my favorite pet” based on the syllabus

and lesson plan. Experimental class was using cooperative learning and the

controlled class was using conventional method. The instrument of the research

can be seen in appendix 4 – appendix 7.

A good instrument for writing in quantitative research has to have validity

and reliability. If a test measures what it is needed to measure the test can be said

as a valid test.7 A consultation with the English teacher at school has been done in

order to find out the appropriateness of instrument in which the test would be

given to the students. The relevance of the topic of writing based on the SK-KD

(Standar Kompetensi-Kompetensi Dasar) SKKD based on the curriculum “2013

Curriculum” to support the validity of the test; the SK-KD can be seen in the

lesson planning.

Meanwhile, reliability used in assessing students’ writing of descriptive text

both in pre-test and post-test. In order to attain the reliability of the instrument,

this research used the rubric of writing adapted from Sarah Cushing Weigle. There

are some aspects, as follows: content, organization, vocabulary, language use, and

mechanics.

5 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (New York:Pearson, 2004), p. 4.

6 Arthur Hughes, Testing for Language Teachers Second Edition, (Edinburgh: CambridgeUniversity Press, 2003), p. 83.

7 Ibid., p. 26.

20

E. Technique of Data CollectionThe technique of data collection of the research is quantitative data. The data

of the research was collected by giving a test to students. According to Brown “a

test is a method of measuring a person’s ability, knowledge or performance in a

given domain”.8 Hence, the aim of the test is to measure students’ ability in

writing descriptive text.

The tests given are pre-test and post-test. Pre-test and post-test are used as a

tool that is administered at the beginning and at the end of data collection. Both of

experimental and controlled classes are given a pre-test, in order to know

students’ beginning in comprehending the lesson. The test is about the material

before the class and the teaching is begun or conducted before applying

cooperative learning method. The topic of pre-test is about “describing people”.

After that, the experimental class receives treatment, namely learning descriptive

text through carousel activity, while students in controlled class learn descriptive

text which is usually done in the classroom. After giving the treatment, the post-

test is conducted to know the differences between the experimental group and

controlled group after the treatment is given; the topic is about “my favorite pet”.

In determining the score or assessment, furthermore, the written rating scale

adapted from Sarah Cushing Weigle which the score is provided in Table 3.6.9

Table 3.6

Scoring Rubric of Writing Descriptive Text

Aspect Score Criteria

Organization

30 -27Excellent to very good: Highly organized, description

clearly stated and has logical sequencing and cohesive

26-22Good to average: loosely organized, limited support,

logical but incomplete sequencing

21-17Fair to poor: some lack of organization, ideas

confused, and lacks logical sequencing.

8 Brown. op.cit., p. 3.9 Sarah Cushing Weigle, Assesing Writing, (USA: Cambridge University Press, 2002), p.

116.

21


Organization 16-13Very poor: lack of organization and does not

communicate

Content

20-18Excellent to very good: The topic is knowledgeable

and clear, and the details are relevant to the topic.

17-14Good to average: The topic is complete and clear but

lacks detail

13-10Fair to poor: the topic is complete but the detail

inadequate development topic

9-7Very poor: the topic is not clear and the details are not

relating to the topic

Vocabulary

20-18

Excellent to very good: Word form mastery,

appropriate register (word use for particular situation –

etc.)

17-14Good to average: occasional errors of word form,

choice, usage but meaning not obscured

13-10Fair to poor: frequent errors of word form, choice,

usage, and meaning confused or obscured.

9-7 Very poor: little knowledge of English vocabulary

Language

Use

25-22Excellent to very good: few errors of word

order/function, articles, prepositions -etc.

21-18Good to average: several errors of word

order/function, articles, prepositions –etc.

17-11Fair to poor: frequent errors of word order/function,

articles, prepositions – etc.

10-5Very poor: dominated by errors, or not enough to

evaluate.

Mechanics 5Excellent to very good: Few errors of spelling,

punctuation, capitalization, paragraphing.

22


Mechanics

4Good to average: occasional errors of spelling,

punctuation, capitalization, paragraphing.

3Fair to poor: frequently errors of spelling, punctuation,

capitalization, paragraphing, and poor handwriting.

2Very poor: dominated errors of spelling, punctuation,

capitalization, paragraphing, and handwriting illegible.

Adapted from Sarah Cushing Weigle

F. Technique of Data AnalysisA test is used to collect the data; the data is used to find out the result of

students’ writing of descriptive text by using carousel activity in experimental

class and controlled class using conventional method. The technique of data

analysis in this research is using t-test, in order to know the differences between

students’ pre-test and post-test both in experimental and controlled classes. The

preliminary data analysis such as normality and homogeneity test is conducted to

prepare it for further actual analysis. The normality and homogeneity of these data

are analyzed by using Statistical Package for Social Sciences (SPSS) 20.

1. Test of Normality

Test of normality was conducted in order to know whether the distribution of

the two classes was normal or not. This test of normality was conducted by using

SPSS 20. The test of normality was using Kolmogorov-Smirnov and Shapiro-Wilk

table. Sig. the score in Kolmogorov-Smirnov and Shapiro-Wilk table should be

above 0.05 in order to have normally distributed data.

2. Test of Homogeneity

Test of homogeneity was conducted to know whether the data from two

classes had the same or different variant. Similar to the test of normality,

homogeneity test was conducted by using SPSS 20. The variance of the two

variables is considered the same if the significance level or the probability score is

23

bigger than 0.05 in orders to have homogeny distribution data. These two kinds of

tests were conducted in pre-test score and post-test score.

3. Hypothesis Test

After the data were collected from the tests, they were analyzed by using

SPSS 20. Hypothesis test could be done if the data of the tests showed that they

were both homogeneous and normal. The t-test is used to see whether there is a

difference between two variables in this research. In SPSS 20, t-test was done

through Independent-Samples t-test. H0 is rejected and Ha is accepted if the sig. 2

tailed (p) value < α (alpha). It means that the value of significant 2 tailed should

be less than α (alpha), which is, 0.05.

Meanwhile, the statistical calculation by using t-test formula as follows.

to =

Mx: Mean of gained score of Experimental Class

My: Mean of gained score of Controlled Class

SEMx: Standard Error of Experimental Class

SEMy: Standard Error of Controlled Class

X: Using Carousel Activity in Experimental Class

Y: Not using Carousel Activity in Controlled Class

Prior the calculation of ttest, there are several steps to be taken, they are as follows:

a. Determining mean of variable X the formulation is:

Mx=∑

b. Determining mean of variable Y the formulation is:

My= ∑c. Determining standard of deviation score of variable X, the formulation is:

SDx=∑

d. Determining standard of deviation score of variable Y, the formulation is:

SDy= ∑e. Determining standard error of mean of variable X, the formulation is:

24

SEx= √f. Determining standard error of mean of variable Y, the formulation is:

SEy= √g. Determining standard error of different mean of variable X and variable Y,

the formulation is:

SEMx-My = +h. Determining to with formula:

to=

i. After collecting the data, the next steps is determining t-table in significance

level 5% (0,5) and 1% (0,1) with degree of freedom

Df = (N1 + N2)-2

In which:

Df: Degree of freedom

N1: Total number of students of experimental class

N2: Total number of students of controlled class

G. Statistical HypothesisThis research was intended to know if there was an effect of using carousel

activity on students’ writing of descriptive text. Furthermore, the statistical

hypotheses of this research are:

Ha: There is a significant effect of using carousel activity on students’ writing

ability of descriptive text (the mean score of the experimental class post-

test is higher than the mean score of the controlled class, or p < α; sig. 2

tailed is lower than alpha; there are differences from the score of the

classes).

Ho: There is no significant effect of using carousel activity on students’

writing ability of descriptive text (the mean score of the experimental

class post-test is lower than the mean score of the controlled class, or p >

α; sig. 2 tailed is higher than alpha; there are no differences from the

score of the classes).

25

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

1. Data DescriptionIn accordance with the aforementioned instrument of the research there are

pre-test and post-test, therefore, the following description would present the

research finding obtained from the participants’ pre-test and post-test score. In

other words, this section mainly describes the gathered data taking from the

research sample and analysis.

a. The Score of Pre-test and Post-test from the Experimental Class

The experimental class of the study was class 7D of SMP Al Fath Cirendeu. It

consisted of 24 students taught by using carousel activity in the teaching writing

of descriptive text. They were tested with writing test before receiving the

treatment.

After conducting the pre-test, then the treatment was implemented four times

followed by a post-test. Data regarding the pre-test and the post-test scores of this

class are shown in Table 4.1.

Table 4.1

The Score of Pre-test and Post-test from the Experimental Class

No Students’ Label Pre-test Post-test

1 Student 1 69 72

2 Student 2 63 73

3 Student 3 72 744 Student 4 53 82

5 Student 5 62 82

6 Student 6 74 797 Student 7 75 82

8 Student 8 80 86

9 Student 9 69 79

26


10 Student 10 76 8011 Student 11 72 73

12 Student 12 73 81

13 Student 13 68 8014 Student 14 76 80

15 Student 15 66 8116 Student 16 55 77

17 Student 17 69 82

18 Student 18 83 8419 Student 19 68 77

20 Student 20 72 83

21 Student 21 73 7822 Student 22 70 80

23 Student 23 75 83

24 Student 24 75 76

SUM 1688 1904

Mean Score 70.33 79.33

Maximum Score 83 86

Minimum Score 53 72

Based on the Table 4.1 above, it can be seen that from 24 students in the

class, the mean of pre-test was 70.33 and the mean of post-test was 79.33. The

smallest score in the pre-test was 53 and the highest score was 82. Meanwhile, the

lowest was 72 and the highest post-test score was 86. Those scores were obtained

before applying carousel activity as a treatment in teaching writing of the

descriptive text.

b. The Score of Pre-test and Post-test from the Controlled Class

The controlled class in this study was class 7E of SMP Al Fath Cirendeu.

This class also had to complete the same pre-test as the experimental class in the

beginning and learned writing descriptive text as part of the English subject.

27

However, the difference is that this class did not receive any treatment like the

experimental class using carousel activity in the teaching writing of the

descriptive text. Then, after the teaching phase has completed, the writing post-

test was conducted. Data regarding the pre-test and the post-test scores of this

class are shown in Table 4.2.

Table 4.2

The Score of Pre-test and Post-test from the Controlled Class


1 Student 1 74 74

2 Student 2 69 83

3 Student 3 62 72

4 Student 4 71 76

5 Student 5 73 76

6 Student 6 80 80

7 Student 7 71 70

8 Student 8 82 82

9 Student 9 75 81

10 Student 10 66 75

11 Student 11 74 78

12 Student 12 62 61

13 Student 13 65 72

14 Student 14 76 62

15 Student 15 77 70

16 Student 16 74 83

17 Student 17 72 80

18 Student 18 74 79

19 Student 19 76 77

20 Student 20 81 80

21 Student 21 72 70

22 Student 22 66 76

28


23 Student 23 76 77

24 Student 24 81 77

SUM 1749 1811


Maximum Score 82 83

Minimum Score 62 61

Reviewing the data in Table 4.2 above, it can be seen that the mean score of

the pre-test conducted in the controlled class was low. It means that the students

obviously had difficulty in comprehending the writing test as experienced by the

previous class. Then, after the teaching phase had finished, the writing post-test

was conducted. It could be seen that from 24 students in the class, the mean of

pre-test was 72.88 and the mean of post-test was 75.46.

Furthermore, the calculation of the gain score of pre-test and post-test is

calculated to decide significance difference of the result on students’ writing score

before and after implementing carousel activity. The calculation result can be seen

in Table 4.3.

Table 4.3

The Statistical Calculation of the Gain Score of the Experimental Class

No Students’ Label Pre-test Post-test Gained Score

1 Student 1 69 72 3

2 Student 2 63 73 10

3 Student 3 72 74 24 Student 4 53 82 29

5 Student 5 62 82 20

6 Student 6 74 79 57 Student 7 75 82 7

8 Student 8 80 86 6

9 Student 9 69 79 10

29


10 Student 10 76 80 411 Student 11 72 73 1

12 Student 12 73 81 8

13 Student 13 68 80 1214 Student 14 76 80 4

15 Student 15 66 81 1516 Student 16 55 77 22

17 Student 17 69 82 13

18 Student 18 83 84 119 Student 19 68 77 9

20 Student 20 72 83 11

21 Student 21 73 78 522 Student 22 70 80 10

23 Student 23 75 83 8

24 Student 24 75 76 1

SUM 1688 1904


Based on Table 4.3 above, it can be seen that from 24 students in the class, it

can be seen that the minimum gained score is 1 and the maximum gained score is

29. Otherwise, the mean of pre-test was 70.33 and the mean of post-test was

79.33, so the students had gained score about 9 points.

Table 4.4

The Statistical Calculation of the Gain Score of the Controlled Class


1 Student 1 74 74 0

2 Student 2 69 83 14

3 Student 3 62 72 10

4 Student 4 71 76 5

30


5 Student 5 73 76 3

6 Student 6 80 80 0

7 Student 7 71 70 -1

8 Student 8 82 82 0

9 Student 9 75 81 6

10 Student 10 66 75 9

11 Student 11 74 78 4

12 Student 12 62 61 -1

13 Student 13 65 72 7

14 Student 14 76 62 -14

15 Student 15 77 70 -7

16 Student 16 74 83 9

17 Student 17 72 80 8

18 Student 18 74 79 5

19 Student 19 76 77 1

20 Student 20 81 80 -1

21 Student 21 72 70 -2

22 Student 22 66 76 10

23 Student 23 76 77 1

24 Student 24 81 77 -4

SUM 1749 1811


Based on Table 4.4 above, it can be seen that from 24 students in the class the

minimum gained score is 1 and the maximum gained score is 14. Otherwise, the

mean of pre-test was 72.88 and the mean of post-test was 75.46, so the students

had gained score about 2.58 points.

Based on the two tables above the average score of both experimental class

and controlled class increased. However, the experimental class’s score had

increased more significantly rather than the controlled class. This can be seen

31

through the range points gained by the two groups. The experimental class

increased 9 points while the controlled class increased only 2.58 points. The

progress of both classes can be seen in the diagram below:

Figure 4.1. The Diagram Progress of Experimental Class and Controlled Class

2. Data AnalysisIn this research, the normality test is performed before the calculation of t-test

value. It is to determine if the data set is well-modeled by a normal distribution

and to compute how likely it is for a random variable underlying the data set to be

normally distributed. The data is analyzed by the use of IBM SPSS Statistics 20.

The result of the test can be seen in the following:

a. Normality of the TestBefore conducting t-test there are several requirements that have to be

fulfilled. One of the requirements is the distribution of normal data. The normality

test is conducted to know whether the data from the two classes have been

normally distributed or not. The Kolmogorov-Smirnov and Shapiro-Wilk were

used to do the normality test. SPSS was used to analyze the data. The result can be

seen as follows:

1) Table 4.5. The result of normality test from the pre-test

Table 4.5

Normality Test of Pre-test

65

70

75

80

85

Pre-Test Post Test

Experimental

Controlled

32

The result showed p ≥ α (0.112 ≥ 0.05) and (0.200 ≥ 0.05) it means that the

pre-test data in this study was normally distributed. The scores of p can be

checked through the Sig. in the table of Kolmogorov-Smirnov columns.

2) Table 4.6. The result of normality test from the post-test

Table 4.6

Normality Test of Post-test

The result revealed that p ≥ α (0.142 ≥ 0.05) and (0.104 ≥ 0.05). In other

words, the post-test data that was obtained from the research was considered

normal. If the data is higher in a significance α = 0.05, the data was normally

distributed. It can be concluded that the data is normally distributed because both

classes’ significances are above 0.05.

b. Homogeneity of the TestAfter doing the normality test, the homogeneity test was conducted in order to

test the similarity of the sample in both classes. The Levene statistic test was used

to calculate the homogeneity test. Therefore the results are presented as follows:

Table 4.7

Homogeneity Test of Pre-test

The result of the data in the Table 4.7 showed that the significance of pre-test

between experimental class and controlled class was 0.528. Therefore, the data of

pre-test was homogeneous because it was higher than 0.05.

Table 4.8

Homogeneity Test of Post-test

33

Based on the data in Table 4.8, the significance of post-test between

experimental class and controlled class was 0.95. Therefore, the data of post-test

was homogeneous because it was higher than 0.05.

c. Test of HypothesisAfter finishing the normality and homogeneity test, the data was calculated

by using a t-test to know the significant difference between students’ writing of

descriptive text in experimental class and students’ writing of descriptive text in

controlled class. The data from post-test of experimental and controlled classes,

and gained score from both classes were used to conduct the statistical calculation

score. The calculation result of the gained score of the experimental class (X) and

the controlled class (Y) is presented as follows:

Table 4.9

The Statistical Calculation Score of the Experimental and Controlled Class

No.Students

(X)

Students

(Y)X-MX Y-MY (X-MX)^2 (Y-MY)^2

1 3 -2 -6 -12.45 36 73.62

2 10 4 1 7.55 1 130.42

3 2 12 -7 3.55 49 55.06

4 29 11 20 -1.45 400 5.86

5 20 9 11 -3.45 121 0.18

6 5 -1 -4 -6.45 16 6.66

7 7 11 -2 -7.45 4 12.82

8 6 4 -3 -6.45 9 6.66

9 10 4 1 -0.45 1 11.70

10 4 14 -5 2.55 25 41.22

11 1 -1 -8 -2.45 64 2.02

12 8 19 -1 -7.45 1 12.82

13 12 15 3 0.55 9 19.54

14 4 4 -5 -20.45 25 274.90

34

No.Students

(X)

Students

(Y)X-MX Y-MY (X-MX)^2 (Y-MY)^2

15 15 4 6 -13.45 36 91.78

16 22 3 13 2.55 169 41.22

17 13 10 4 1.55 16 29.38

18 1 10 -8 -1.45 64 5.86

19 9 1 0 -5.45 0 2.50

20 11 2 2 -7.45 4 12.82

21 5 6 -4 -8.45 16 20.98

22 10 14 1 3.55 1 55.06

23 8 7 -1 -5.45 1 2.50

24 1 -5 -8 -10.45 64 43.30

SUM 216 155 0 -98.80 1132 958.88

MEAN 9 6.46 0.00 -4.11 47.17 39.95

Based on the data in the Table 4.9 above, it can be concluded that the total

score of the experimental class was 216 and the control class was 155.

Furthermore, t-test formula was used to obtain empirical evidence about the effect

of implementing carousel activity on students' writing of descriptive text.

Hypothesis test in this research was done by using SPSS 20. The data was

from the mean score of post-test both experimental and controlled class. The

standard significance was 0.05. The result of hypothesis test by using SPSS 20

could be presented as follows:

Table 4.10

The Result of T-Test Calculation

It could be seen from the table above the result of post-test in both

experimental and controlled class. Each class had a similar total of students which

35

is 24. The table showed that the mean score of experimental class was 79.33.

Meanwhile, the mean score of the controlled class was 75.46. It proved that the

mean score of the experimental class was higher than the mean score of controlled

class.

Table 4.11The Result of Independence Sample Tests

Based on the data in Table 4.11, the df (Degree of Freedom) was calculated

from the total number of students minus 2, therefore the df is 46 since all the

students in both experimental and controlled class were 24. Sig. tailed or (p) value

was 0.009. It was explained that Ho would be rejected if p < α. Based on the result

in Table 4.11, p < α, which is 0.009 < 0.05. It proved that Ho was rejected and Ha

was accepted. Therefore, it could be concluded that there is a significant effect of

carousel activity on students’ writing ability of descriptive text.

3. Data InterpretationIn data described above the data was taken from 24 students in a group of pre-

test and post-test. Table 4.1 presented the pre-test of the experimental class and

mean score was 70.33. Moreover, the students’ lower score achieved was 53 and

the maximum was 83. After treatment, the mean score achieved was 79.33. It

pointed that the mean score of post-test was higher than pre-test. The students’

lowest score of post-test was 72 and the maximum was 86. Meanwhile, Table 4.2

presented the pre-test of the controlled class and it was 72.88. The students’ lower

score achieved was 62 and the maximum was 82. The mean score of post-test of

the controlled class was 75.46. The students’ lowest score of post-test was 61 and

the maximum was 83.

From the scores of both groups, there is a difference between the students’

achievement of scores in pre-test (experimental class and controlled class) and the

36

controlled class had the higher mean score than the experimental class. In post-

test, experimental class and controlled class were increased better than in pre-test.

But, for this session, the experimental class had the higher score than the

controlled class. It means that there is a significant score of experimental class and

controlled class.

Moreover, the Table 4.3 also showed that the minimum gained score of

experimental class was 1 and the minimum gained score of controlled class was 1.

The average gained score of experimental class was 9 and for controlled class was

2.58. It proves that using carousel activity is effective to improve students’ writing

of descriptive text.

Based on the Table 4.10, it showed that the experimental class (mean = 79.33,

Standard Deviation = 3.703) and the controlled class (mean = 75.46, standard

deviation = 5.831). Furthermore, in Table 4.11 it can be seen that the result of

tvalue is 2.748 followed by the sig. (2-tailed) 0.009. The tvalue is compared to the

ttable to know whether carousel activity has an effect to improve students’ writing

ability of descriptive text or not. The ttable of 0.05 as the significance level is 1.679

with 46 the degree of freedom (df). Then, it can be concluded that tvalue (2.748) >

ttable 1.679).

In addition, based on the calculation of the t-test that Ho was rejected and Ha

was accepted if p < α. However, if p > a, Ho was accepted and Ha was rejected.

Based on the calculation, the result of p was lower than α, which was 0.009 <

0.05. Therefore, Ha was accepted and Ho was rejected. Thus, there is a significant

difference between the students’ score in writing test using carousel activity and

the students’ score in writing test without using carousel activity at the seventh

grade students of SMP Al-Fath Cirendeu. It means students who learn descriptive

text using carousel activity had a significant effect in comprehending topic

compared to those who did not learn descriptive text by using carousel activity.

According to the research, there is a significant effect of using carousel activity on

students' writing of descriptive text.

37

B. DiscussionBased on the data and the process while conducting the research, some

information is explained as follows: In the pre-test session, both classes did the

test well. From 24 students in the experimental class, table 4.1 showed the

description of the experimental class which has the mean of pre-test 70.33 before

the implementation of carousel activity. The next step was giving the students an

explanation of the descriptive text. Next, the students should be able to identify its

structure. They also should be able to decide the main ideas. All of the students

paid much attention to the text. After the explanation, the students in the

experiment class were divided into some groups. Each group consisted of five or

six members. Each group had the different topic of descriptive text to write. Each

group has a large piece of paper or poster board and a colored marker.

Posters/papers are taped around the classroom. Across the top of the paper, the

students should write their topic for 5 minutes. Then, they have 3 minutes to edit

their writing. As a group, after 8 minutes finished students should move from

poster to another poster to contribute independently to each problem. Students

have to brainstorm their ideas through the topics. This is believed what Richards

and Miller said about the writing process. They said that the processes of writing

are prewriting, drafting, revising, editing and publishing, and these need to follow

by the writer of the text naturally.1 The concern of the writing, in this case, was

for general comprehension. The students were guided to comprehend the topic

which they have. This is intended because writing is how the personal thought on

a topic.2 Without any understanding of the topic, the students only did writing as a

meaningless process. They cannot inform the reader about the text. At the end, the

teacher gives feedback to the students’ performance and the different ideas can be

compared and discussed. The students who had some difficulties will ask the help

from their friend in a group who were high achiever students along the discussion

process.

1 Janet C. Richards and Sharon K. Miller, Doing Academic Writing in Education Connectingthe Personal and the Professional (London: Lawrence Erlbaum Associates, 2005), p. 65.

2 Ken Hyland, Second Language Writing, (United States of America: Cambridge UniversityPress, 2003), p. 9.

38

Furthermore, it can be concluded that carousel activity helps both the teacher

and the seventh grade students of SMP Al-Fath Cirendeu in increasing their

writing of the descriptive text. Carousel activity itself is the activity that the writer

uses to enhance students’ writing of the descriptive text. It is suitable for the

students who generated an opportunity to every member of the group to transfer

their ideas.3 In this case, it also makes students and the teacher have the same

important role. This kind of activity makes the students’ contributions in group

important to develop their thinking about the previous work.4 The students are

being active and able to understand the topic. The teacher also engages with the

role as the facilitator and feedback giver. The success of students’ writing cannot

be separated from the role of teachers to guide them in the writing process.5 The

efforts from each student in the group and the teacher’s role to provide what

students need to understand the topic are the evidence that carousel activity can

make the students’ writing improved. After the students were given the

implementation of carousel activity, the mean of post-test is 79.33 and the gained

score is 9. The minimum score in pre-test is 58 and the maximum score is 83. The

minimum score in post-test is 72 and the maximum score is 86. In summary, the

minimum and the maximum scores in post-test are higher than pre-test.

Meanwhile, the controlled class was very different from the experiment class.

The score of pre-test of the controlled class was the higher mean score than the

experimental group, 72.88. After doing the pre-test, the next step was to give the

explanation about descriptive text. Next, all of the exercises and practice were

finished individually. The teacher’s role as the leader in the class means that the

teacher dominates the learning process. Students cannot share their ideas with

their friends, and they cannot explore their difficulties with the others. The

learning only used the conventional method. The table 4.2 showed the mean score

of post-test in control group was 75.46, and the gained score was 2.58. Control

3 Rika Fidda Yuli and Yuli Tiarina, Teaching Reading Comprehension By Using CarouselBrainstorming Strategy at Senior High School, Journal of English Language Teaching, Vol.1No.2, 2013, p. 418.

4 Jayne Bartlett, Outstanding Assessment for Learning in the Classroom, (New York: Taylor& Francis Group, 2015), p. 89.

5 Hyland, op.cit., p. 12.

39

group was increased in post-test session than in pre-test. But, the experimental

group had the higher score than the control group. It proves that using carousel

activity is effective to improve students’ writing of descriptive text.

Based on the result of post-test of both experimental and controlled classes in

Table 4.11, it can be seen that the tvalue (46) = 2.748, p = 0.009. The tvalue is

compared to the ttable to know whether carousel activity has an effect to improve

students’ writing ability of descriptive text or not. The ttable on the degree of

significance 0.05 the value of the degree of significance is 1.679 with 46 the

degree of freedom (df). Then, by comparing the tvalue (2.748) > ttable (1.679), it is

clear that tvalue is higher than ttable. It showed that there is a significant difference

on students’ writing score before and after implementing carousel activity.

Moreover, based on the calculation of the t-test that Ho was rejected and Ha

was accepted if p < α. However, if p > a, Ho was accepted and Ha was rejected.

Based on the statistical calculation, it was obtained that Sig. (2-tailed) the score

was 0.009 which was lower than the determined significance value 0.05. As the

result, it can be seen that p < α; (0.009 < 0.05). Therefore the result showed that

Ha was accepted and Ho was rejected. It means that student's writing score taught

by using carousel activity is increase. Thus, the result of the present study

supports the idea that there is a significant effect of using carousel activity on

students' writing of descriptive text.

As a result, carousel activity promotes the learning process which facilitates

students to practice their writing confidently. Carousel activity makes students

take a part in the class learning process. Moreover, carousel activity also provides

the students to create cooperative learning which the students work together with

their friends in a group. Besides that, the strength of carousel activity can develop

student ideas in creating descriptive text.

Furthermore, this research supports the previous studies that cooperative

learning method such as carousel activity is found very helpful and effective to

teach writing of descriptive text. In addition, carousel activity can also be

implemented in all subjects but it depends on students' level and needs. Based on

the implementation above, it can be summed up that using carousel activity is

40

effective to improve students' writing of descriptive text, especially for the

seventh grade students at SMP Al Fath Cirendeu.

41

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. ConclusionThis research was a quasi-experimental design that was intended to

investigate an empiric evidence of the effect of using carousel activity on

students’ writing ability of descriptive text at the seventh grade students of SMP

Al Fath Cirendeu. In this term, the research conclusion is drawn from the findings

and discussions as well as interpretation presented in Chapter IV. Specifically, the

conclusion is described and explained in the following paragraph.

There was a significant difference in the students’ writing ability of

descriptive text who were taught by using carousel activity and the other who

were taught only using conventional method. In the statistical hypothesis, Ha

(Alternative Hypothesis) would be accepted and Ho (Null Hypothesis) would be

rejected if the sig. 2 tailed was lower than alpha (α) or p < α. The statistical data

also supported in the research findings chapter that showed that high increasing

score that was made by the experimental class compared to the controlled class.

The result showed that the sig. 2 tailed (p) was 0.009. Meanwhile, the alpha (α)

was 0.05, which was 0.009 < 0.05. So, the null hypothesis (Ho) is rejected and the

alternative hypothesis (Ha) is accepted. Additionally, the mean score of the

experimental class was higher than the controlled class. Briefly explaining, this

research proves that the effect of carousel activity on students’ writing of

descriptive text is positive and significant. Based on the analysis results of the

research, the conclusion is drawn that there is a significant effect of using carousel

activity on teaching writing of descriptive text at the seventh grade students of

SMP Al Fath Cirendeu.

B. SuggestionBased on the result of the research, there are some suggestions related to the

use of Carousel Activity on the writing classes:

42

1. Teachers

The teacher should be more creative in creating the good atmosphere in the

classroom. The teachers are sufficiently recommended to apply this activity in

their writing classes in order to improve the students’ writing of the descriptive

text. The teacher may choose the groups in a completely random way or by

design. After all, the teacher also should be well prepared and able to manage time

and classroom effectively in order to achieve maximum results and create

conducive atmosphere in the implementation of learning

2. Students

Then, the students should cooperate with their own group members. They can

participate more actively by discussing their thoughts and feelings with other so

they can learn how to work with their group’s member. The students should be

able to take part in the teamwork to help them in developing ideas and enrich

vocabularies. Moreover, they also should use their time wisely.

3. Further Researchers

Lastly, the result of this research can be used as basic information or

reference about carousel activity in writing descriptive text and the imperfection

found in this research can be covered through the innovation of the carousel

activity in enhancing for other ability and other kind genres of text.

43

REFERENCES

Anon, Active Learning and Teaching Methods for Key Stage 3, Northern Ireland:

PMB Publication, 2007.

Arifah, Mahmudatin and Kusumarasdyati, “The Effectiveness of Make a Match

Technique for Teaching Writing Descriptive Text to the Seventh Graders

of SMPN 1 Karangbinangun Lamongan”, E-journal.University of

Surabaya, 1, 2013.

Axelrod, Rise B and Cooper, Charles R, The St. Martins’ Guide to Writing 9th

Edition, New York: Bedford, 2010.

Bartlett, Jayne, Outstanding Assessment for Learning in the Classroom. New

York: Taylor & Francis Group, 2015.

Brown, H. Douglas., Language Assessment Principles and Classroom Practices,

New York: Pearson, 2004.

Bullock, Richard and Goggin, Maureen Daly, The Norton Field Guide to Writing

with Readings, United States of America: W.W. Norton & Company,

2013.

Caswell, Roger and Mahler, Brenda, Strategies for Teaching Writing: An ASCD

Action Tool. Alexandria: ASCD, 2004.

Fahriany, “Teacher Education in Indonesia (An Account on the Development and

Programs to Improve the Professional Qualification and the Competence

of Indonesia Teaching Personnel)”. Tarbiyah E-Journal State Islamic

University of Jakarta, 2014.

Fraenkel, Jack R, and Wallen, Norman E, How to Design and Evaluate Research

in Education, New York: McGraw-Hill, 2009.

Gillies, Robyn M, “Cooperative Learning: Developments in Research”,

International Journal of Education Psychology, 3, 2014.

44

Gofisnovega, Darshim and Aswandi, H., “The Implementation of Think-Talk-

Write (TTW) Strategy to Teach Writing Descriptive Text to the Seventh

Grades of SMPN 7 Surabaya”, E-journal University of Surabaya, 2015.

Graffam, Ben, “A Carousel Activity: Engaging the Learner on Multiple Levels of

Learning”, http://uticaschools.org Accessed February 22, 2017.

Harmer, Jeremy, How to Teach Writing, England: Pearson, 2004.

Hughes, Arthur, Testing for Language Teachers Second Edition, Edinburgh:

Cambridge University Press, 2003.

Hyland, Ken, Second Language Writing, United States of America: Cambridge

University Press, 2003.

Kane, Thomas S, the Oxford Essential Guide to Writing, New York: Oxford

University Press, 2000.

Linse, Caroline T, Practical English Language Teaching: Young Learners, New

York: McGraw-Hill, 2005.

Muijs, Daniel, Doing Quantitative Research in Education, London: SAGE

Publications, 2004.

Richards, Janet C and Miller, Sharon K., Doing Academic Writing in Education

connecting the personal and the professional, London: Lawrence

Erlbaum Associates, 2005.

Richards, Jack C. and Renandya, Willy A, Methodology in Language Teaching an

Anthology of Current Practice, New York: Cambridge University Press,

2002.

Sa’diyah, Umu, “The Use of Think Pair Share Technique to Improve Students’

Achievement on Writing Descriptive Text at Seventh Grade of SMP

Miftahurrohman”, Thesis, Muhammadiyah University of Gresik, 2015,

not published.

45

Siburian, Tiur Asih, “Improving Students’ Achievement on Writing Descriptive

Text Through Think Pair Share”, International Journal of Language

Learning and Applied Linguistics World (IJLLALW), 2013.

Suminar, Ratna Prasasti and Putri, Giska, “The Effectiveness of TTW (Think-

Talk-Write) Strategy in Teaching Writing Descriptive Text”, Jourrnal of

English Language and Learning, 2015.

Weigle, Sarah Cushing, Assessing Writing, USA: Cambridge University Press,

2002.

Yuli, Rika Fidda and Tiarina, Yuli, “Teaching Reading Comprehension By Using

Carousel Brainstorming Strategy at Senior High School”, Journal of

English Language Teaching.1, 2013.

46

APPENDIX 1SILABUS

Sekolah : SMP Al Fath CirendeuKelas : VII (Tujuh)Mata Pelajaran : Bahasa InggrisSemester : 2 (Dua)Standar Kompetensi : 12. Menulis

1 Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive danprocedure untuk berinteraksi dengan lingkungan terdekat

KompetensiDasar

MateriPokok/

PembelajaranKegiatan Pembelajaran Indikator

PenilaianAlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumen

12.1 Mengungkapkan makna dalamteks tulisfungsionalpendek sangatsederhanadenganmenggunakanragam bahasatulis secaraakurat, lancardan berterimauntukberinteraksidenganlingkunganterdekat

- Teks fungsional Instruksi Daftar

Barang Pengumum

an Ucapan

selamat- Kosakata terkait

tema / jenis teks.- Ciri kebahasaan

teks fungsional.

1. Review tujuankomunikatif dan ciri-ciri kebahasaan teksfungsional pendekterkait materi

2. Tanya jawab yangberkaitan denganmateri

3. Membahas danmengembangkankosakata dan tatabahasa: noun, nounphrase, adj, verb,adverb, simple Prtense, imperative

4. Membahas strukturatau ciri-ciri tekstulis fungsionalpendek

5. Membuat teks tulisfungsional pendek

6. Membuat teks tulisfungsional pendeksendiri

- Menulis teksfungsionalpendekberbentuk: Instruksi Daftar

barang Pengumum

an Ucapan

selamat

Testtulis

Melengkapi

Essay

Complete thesentences

Write down yourown shopping listbased on thesituation given.

7x40menit

1 Buku teksyangrelevan

2 Contoh teksfungsional

3 Tempat-tempatumum yangterdapatteksfungsional

47

12.2 Mengungkapkan makna danlangkahretorika dalamesai pendeksangatsederhanadenganmenggunakanragam bahasatulis secaraakurat, lancardan berterimauntukberinteraksidenganlingkunguanterdekat dalamteks berbentukdescriptive

- Teks monologberbentuk :Descriptive

- Unsur bahasaterkait teks.

- Langkah retorikaterkait teks.

- Spelling- Tanda baca

1. Mendengarkandan meresponintroductiontentang penulisanteks monologdeskriptif

2. Memperhatikanpenjelasantentang kosakatadan tatabahasayang berkaitandengan penulisanteks monologdeskriptif

3. Memperhatikandan membacateks deskriptif

4. Menulis frasa-frasa, kalimat-kalimat yangdiperlukan untukmenulis teksdeskriptif

5. Menulis teksdeskriptif denganstruktur teks yangbenar.

- Melengkapiteks:Descriptive

- Menyusunteks

- Menulis teksberbentuk:Descriptive

Testulis

Melengkapi

menyusunteks

Essay

1 Complete theblank spacescorrectly.

2 Arrange thejumbledsentences intoagood descriptive text

3 Write down asimple descriptive textabout:a. DescribingPeopleb. FavoritePet

4 based on thepicture /

5 with yourown words

7x40menit

1 Buku teksyangrelevan

2 Contohteksdescriptive

3 Gambarterkaitdescriptive

48

12.3 Mengungkapkan makna danlangkahretorika dalamteks proseduralpendeksederhanadenganmenggunakanragam bahasatulis secaraakurat, lancardan berterimauntukberinteraksidenganlingkungansekitarberbentukprocedure

- Teks monologberbentuk :procedure

- Unsur bahasaterkait teks.

- Langkahretorika terkaitteks.

- Spelling- Tanda baca

1. Review cirikebahasaan teksprocedure

2. Membuat kalimatsederhana terkaitteks procedure

3. Mengembangkanlangkah retorikateks procedure

4. Membuat draftteks procedure

5. Menulis teksprocedureberdasarkan draftyang dibuat

6. Memajang hasiltulisan di dinding

Menulis tekspendek dansederhanadalam bentukproceduredenganlangkahretorika yangbenar

Testulis Step

Prosedural

1 Completethe blankspacescorrect.

2 Arrange thejumbledsentencesinto agood procedure text

3 Write down asimple procedure text

4 based on thepicture /with yourown words

7x40menit

1. Buku teksyangrelevan

2. BukuceritabahasaInggris

3. Gambar -gambarterkaitprosedur

Cirendeu, 2 Februari 2017Mengetahui,Kepala SMP Al Fath Cirendeu Guru Mata Pelajaran,

Dra. Ninik Hariyani, M.Pd. Rofika Tiara Avisteva

49

APPENDIX 2

(RPP-EXPERIMENTAL CLASS: 1)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : Sekolah Menengah Pertama

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII/2

Jenis Teks : Descriptive

Keterampilan : Menulis

Alokasi Waktu : 2 x 40 Menit

A. Standar Kompetensi

Menulis

12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive untuk berinteraksi dengan

lingkungan terdekat.

B. Kompetensi Dasar

12.2 Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

berbentuk : descriptive.

C. Indikator Pencapaian Kompetensi

12.2.1 Mengenal teks sederhana dalam bentuk descriptive.

12.2.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.

12.2.3 Menulis teks pendek dan sederhana dalam bentuk descriptive dengan

langkah retorika yang benar.

D. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait

pembelajaran teks deskriptif

50

2. Mengidentifikasi teks deskriptif tentang mendeskripsikan seseorang

dengan memperhatikan beberapa aspek, yakni unsur bahasa dan

langkah retorika pada sebuah teks deskriptif.

3. Menulis teks deskriptif sederhana tentang seseorang.

E. Materi Pembelajaran

- Model Teks monolog berbentuk deskriptif tentang berbagai orang.

- Langkah retorika terkait teks: identification, and description.

- Generic Structure of Descriptive Text

a. Identification

b. Description

- Language Features

a. Using simple present tense

b. Use adjectives

c. Use linking verbs

d. Use pronouns

- Teks monolog berbentuk descriptive:

My Uncle Martin is my mother's elder brother. He is my favorite

among my mother's brothers. He is a very interesting man. He lives quite

near us with my Aunt Angela and my cousins Anne and Bob. I often go to

his house.

He is about 45 with grey hair. He is handsome. He is tall and well-

build. He has blue eyes and a strong face. He wears glasses. He is short

sighted. He takes them off when he doesn't work.

Uncle Martin is a textile engineer. He works for a big firm in the city.

He travels widely in his job. He is an expert in solving problems with

machines. At present, he is in the United States. He is visiting the firm's

customers there.

He is very fond of the sea. He has a boat at the seaside. He goes there

every weekend in summer to sail it. I sometimes stay with my cousins at

their house on the coast. When Uncle Martin is at home he usually takes us

out in the boat.Taken from: https://brainly.co.id/tugas/3545797

51

- Describe the picture below:

F. Metode Pembelajaran

1. Communicative Language Learning (CLL)

2. Cooperative Learning Method

G. Langkah Pembelajaran

Kegiatan Pendahuluan (10m)

Guru menyapa siswa

Guru mengecek absensi siswa

Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya

Kegiatan Inti (60m)

Eksplorasi

Dalam kegiatan ekplorasi, siswa:

Mendengarkan penjelasan dari guru mengenai materi tentang teks

deskriptif dan generic structure yang ada pada teks deskriptif

Menanyakan dan mendiskusikan bersama guru mengenai cara menulis teks

deskriptif dalam bahasa inggris

Membuat teks deskriptif tentang mendeskripsikan seseorang secara

berkelompok dan individu.

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan siswa untuk memahami bentuk teks deskriptif

52

Melatih siswa secara berkelompok dan individu untuk membuat kalimat

teks deskriptif tentang mendeskripsikan seseorang

Menugaskan siswa untuk menuliskan bentuk-bentuk teks deskriptif mengenai

seseorang berdasarkan topic yang diberikan.

Memfasilitasi siswa untuk dapat memahami teks deskriptif

Memberi kesempatan siswa untuk mengevaluasi lalu mengumpulkan

tugasnya

Konfirmasi

Dalam kegiatan konfirmasi, guru:

Memberikan umpan balik pada siswa yang telah dapat menyelesaikan

tugasnya

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh

siswa

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

Memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti materi mengenai cara membuat teks deskriptif.

Kegiatan Penutup (10m)

Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah

dilaksanakan

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya

Guru menutup pembelajaran dengan ramah dan isertai salam

H. Media, Alat dan Sumber Pembelajaran

Media : Power Point Presentation.

Alat : Laptop, dan LCD.

Sumber Belajar :

Buku siswa next move

https://brainly.co.id/tugas/3545797

53

I. Penilaian

SiswaAspek Penilaian

ScoreOrganization Content Vocabulary Language Use Mechanic

Keterangan:


Organization

30 -27 Excellent to very good26-22 Good to average21-17 Fair to poor16-13 Very poor

Content

20-18 Excellent to very good17-14 Good to average13-10 Fair to poor9-7 Very poor

Vocabulary


Language Use


Mechanics

5 Excellent to very good4 Good to average3 Fair to poor

2 Very poor

Cirendeu, 10 April 2017

Mengetahui,

Guru Pamong Peneliti

Hanisah Pratiwi, S.Pd Rofika Tiara Avisteva

Kepala SMP Al Fath Cirendeu

Dra. Ninik Hariyani, M.Pd

54



Satuan Pendidikan : SMP Al-Fath Cirendeu



Jenis Teks : Teks Deskriptif




Menulis




B. Kompetensi Dasar





C. Indikator



12.2.2 Mengidentifikasi bentuk teks sederhana yang telah dibuat sesuai

dengan retorika yang benar.





55


dengan memperhatikan beberapa aspek, yakni unsur bahasa dan langkah

retorika pada sebuah teks deskriptif.






a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Describe the person below:Justin Bieber Joko Widodo Barack Obama

Mark Zuckerberg Susi Pudjiastuti

56

F. Metode

a. Communicative Language Learning (CLL)

b. Cooperative Learning Method



Guru menyapa siswa



Kegiatan Inti (60m)

Eksplorasi


Siswa dibagi kedalam beberapa kelompok dimana satu kelompok terdiri

dari 4-5 orang

Setiap kelompok akan mendapatkan topic deskriptif teks tentang

mendeskripsikan seseorang.

Setiap kelompok diberikan waktu 5 menit untuk berdiskusi dengan teman

kelompoknyadan menulis teks deskriptif tentang topic yang mereka dapat

menggunakan spidol warna yang berbeda setiap kelompoknya.

Setiap 5 menit, setiap kelompok harus berpindah tempat ke tempat

kelompok selanjutnya dan memulai untuk menulis teks deskriptif tentang

topic kelompok lainnya

Setiap kelompok diminta untuk memberikan respon atau tanggapan

mengenai tulisan dari kelompok lainnya.

Elaborasi


Membiasakan siswa untuk memahami bentuk teks deskriptif yang

mendeskripsikan seseorang

Menugaskan siswa untuk dapat bekerjasama dengan anggota kelompok

lainnya tentang teks deskriptif

57

Menugaskan siswa berkelompok untuk menuliskan bentuk-bentuk teks deskriptif

mengenai seseorang berdasarkan topic yang diberikan.


Konfirmasi



tugasnya


siswa







dilaksanakan





Alat : Laptop, LCD, kertas karton dan spidol.

Sumber Belajar :


Google Image

I. Penilaian



58

Keterangan:


Organization


Content


Vocabulary


Language Use


Mechanics


2 Very poor


Mengetahui,





59










Menulis




B. Kompetensi Dasar





C. Indikator









60

2. Mengidentifikasi teks deskriptif tentang mendeskripsikan tempat dengan

memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika

pada sebuah teks deskriptif.

3. Menulis teks deskriptif sederhana tentang suatu tempat.





a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Describe the place below:Bank School Mall

Monas Zoo

F. Metode


61




Guru menyapa siswa



Kegiatan Inti (60m)

Eksplorasi



dari 4-5 orang


mendeskripsikan tempat.









Elaborasi









62

Konfirmasi



tugasnya


siswa







dilaksanakan






Sumber Belajar :


Google Image

I. Penilaian

J. Siswa

Aspek Penilaian

ScoreOrganization Content Vocabulary

Language

UseMechanic

Keterangan:


63

Organization


Content


Vocabulary


Language Use


Mechanics


2 Very poor

Cirendeu, 1 Mei 2017

Mengetahui,





64










Menulis




B. Kompetensi Dasar





C. Indikator









65

2. Mengidentifikasi teks deskriptif tentang mendeskripsikan tokoh kartun

favorit dengan memperhatikan beberapa aspek, yakni unsur bahasa dan

langkah retorika pada sebuah teks deskriptif.

3. Menulis teks deskriptif sederhana tentang “favorite pet”.





a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Describe the person below:

F. Metode





66

Guru menyapa siswa



Kegiatan Inti (60m)

Eksplorasi



dari 4-5 orang


mendeskripsikan kartun favorit.









Secara individu, siswa membuat teks deskriptif tentang “favorite pet”

Elaborasi









tugasnya

67

Konfirmasi



tugasnya


siswa







dilaksanakan






Sumber Belajar :


Google Image

I. Penilaian



Keterangan:


Organization 30 -27 Excellent to very good26-22 Good to average

68

21-17 Fair to poor16-13 Very poor

Content


Vocabulary


Language Use


Mechanics


2 Very poor


Mengetahui,





69

APPENDIX 3

(RPP-CONTROL CLASS: 1)









Menulis




B. Kompetensi Dasar

12.2Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi dengan lingkungan terdekat berbentuk :

descriptive.

C. Indikator

12.2.1 Mengenal teks sederhana dalam bentuk descriptive.


12.2.3 Menulis teks pendek dan sederhana dalam bentuk descriptive

dengan langkah retorika yang benar.





70









a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Teks monolog berbentuk descriptive :

My Uncle Martin is my mother's elder brother. He is my favorite

among my mother's brothers. He is a very interesting man. He lives

quite near us with my Aunt Angela and my cousins Anne and Bob. I

often go to his house.

He is about 45 with grey hair. He is handsome. He is tall and well-

build. He has blue eyes and a strong face. He wears glasses. He is

short sighted. He takes them off when he doesn't work.

Uncle Martin is a textile engineer. He works for a big firm in the

city. He travels widely in his job. He is an expert in solving problems

with machines. At present, he is in the United States. He is visiting the

firm's customers there.

He is very fond of the sea. He has a boat at the seaside. He goes

there every weekend in summer to sail it. I sometimes stay with my

71

cousins at their house on the coast. When Uncle Martin is at home he

usually takes us out in the boatTaken from: https://brainly.co.id/tugas/3545797

F. Metode

Communicative Language Learning (CLL)



Guru menyapa siswa



Kegiatan Inti (60m)

Eksplorasi


Mendengarkan penjelasan materi tentang teks deskriptif dan generic

structure yang ada pada teks deskriptif

Menanyakan dan mendiskusikan bersama guru mengenai cara menulis teks

deskriptif dalam bahasa inggris

Membuat teks deskriptif tentang mendeskripsikan seseorang.

Elaborasi


Membiasakan siswa untuk memahami bentuk teks deskriptif

Melatih siswa secara individu membuat kalimat teks deskriptif tentang

mendeskripsikan seseorang

Menugaskan siswa untuk menuliskan bentuk-bentuk teks deskriptif mengenai

seseorang berdasarkan topic yang diberikan.



tugasnya

72

Konfirmasi



tugasnya


siswa







dilaksanakan






Sumber Belajar :

- Buku siswa next move

- https://brainly.co.id/tugas/3545797

I. Penilaian



Keterangan:


Organization 30 -27 Excellent to very good26-22 Good to average

73

21-17 Fair to poor16-13 Very poor

Content


Vocabulary


Language Use


Mechanics


2 Very poor


Mengetahui,





74










Menulis




B. Kompetensi Dasar





C. Indikator

12.2.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah

game






2. Mengidentifikasi sebuah game tentang mendeskripsikan hewan

75

3. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah kota







a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

Game:

76

- Teks monolog berbentuk descriptive :

F. Metode




Guru menyapa siswa



77

Kegiatan Inti (60m)

Eksplorasi


Mendiskusikan dan bermain sebuah game teks descriptive tentang

“identipet”

mendiskusikan teks deskriptif yang telah dibagikan oleh guru tentang “my

town”

Menentukan generic structure dari teks tersebut

Menggaris bawahi kosakata atau kalimat yang sulit dimengerti

Elaborasi


Meminta siswa untuk memahami teks deskriptif yang telah dibagikan

Menugaskan siswa secara berkelompok untuk menemukan generic

structure dari teks tersebut

Memfasilitasi siswa melalui pemberian tugas berkelompok untuk

menemukan generic structure

Memberi kesempatan siswa untuk mengevaluasi secara bersama lalu

mengumpulkan tugasnya

Konfirmasi



tugasnya


siswa




mengikuti materi mengenai cara menemukan generic structure dari teks

deskriptif.

78



dilaksanakan


Guru menutup pembelajaran dengan ramah dan disertai salam




Sumber Belajar :


http://learnenglishteens.britishcouncil.org/skills/reading-skills-

practice/my-town

https://learnenglishkids.britishcouncil.org/en/games/identipet

I. Penilaian



Keterangan:


Organization


Content


Vocabulary


Language Use

25-22 Excellent to very good21-18 Good to average17-11 Fair to poor

79

10-5 Very poor

Mechanics


2 Very poor

Cirendeu, 17 April 2017Mengetahui,Guru Pamong Peneliti




80










Menulis




B. Kompetensi Dasar





C. Indikator

12.2.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah

game






81

2. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah tempat







a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Game:

F. Metode




Guru menyapa siswa


82


Kegiatan Inti (65m)

Eksplorasi


Mendengarkan dan memperhatikan sebuah game tentang “favorite place”

yang mengandung tentang teks deskriptif

Mendiskusikan dan menyelesaikan secara berkelompok tentang teks

deskriptif yang telah dibagikan oleh guru

Menyelesaikan game mengenai teks deskriptif yang diberikan oleh guru

Elaborasi


Meminta siswa untuk memahami game tentang teks deskriptif yang telah

dibagikan

Menugaskan siswa secara berkelompok untuk menyelesaikan game yang

berkaitan dengan teks deskriptif

Memfasilitasi siswa melalui pemberian tugas berkelompok

Memberi kesempatan siswa untuk mengevaluasi secara bersama

Konfirmasi



tugasnya


siswa





deskriptif.

83



dilaksanakan






Sumber Belajar : Buku siswa next move

I. Penilaian



Keterangan:


Organization


Content


9-7 Very poor

Vocabulary


9-7 Very poor

Language Use


Mechanics5 Excellent to very good4 Good to average3 Fair to poor

84


Mengetahui,





85










Menulis




B. Kompetensi Dasar





C. Indikator











86

3. Menulis teks deskriptif sederhana tentang “my favorite pet”.





a. Identification

b. Description

- Language Features


b. Use adjectives


d. Use pronouns

- Teks monolog berbentuk descriptive:

87

F. Metode




Guru menyapa siswa



Kegiatan Inti (65m)

Eksplorasi


Menyimak penjelasan guru tentang teks deskriptif yang diberikan oleh

guru

Mendiskusikan dan menyusun struktur teks yang ada untuk membuat

satu paragraph yang utuh pada sebuah teks deskriptif

Membuat teks deskriptif tentang “favorite pet” secara individu.

Elaborasi


Meminta siswa untuk memahami penjelasan dari guru

Menugaskan siswa secara berkelompok untuk menyelesaikan tugas yang

berkaitan dengan teks deskriptif

Memfasilitasi siswa melalui pemberian tugas berkelompok

Menugaskan siswa untuk membuat tugas teks deskriptif tentang “favorite

pet”

Memberi kesempatan siswa untuk mengevaluasi secara bersama lalu

mengumpulkan tugasnya

Konfirmasi


88


tugasnya


siswa





deskriptif.



dilaksanakan






Sumber Belajar : Buku siswa next move

I. Penilaian



Keterangan:


Organization


Content 20-18 Excellent to very good

89

17-14 Good to average13-10 Fair to poor9-7 Very poor

Vocabulary


Language Use


Mechanics


2 Very poor


Mengetahui,





90

Appendix 4

Instrument of the Study for Pre-Test Experimental Class

Write a descriptive text about “Describing people” based on your

knowledge

You have 60 minutes to write your descriptive text

Scoring will be based on content, organization, vocabulary, language use

and mechanics.

Appendix 5

Instrument of the Study for Post-Test Experimental Class

Write a descriptive text about “Favorite pet” based on your knowledge



and mechanics.

Appendix 6

Instrument of the Study for Pre-Test Controlled Class

Write a descriptive text about “Describing people” based on your

knowledge



and mechanics.

Appendix 7

Instrument of the Study for Post-Test Controlled Class

Write a descriptive text about “Favorite Pet” based on your knowledge



and mechanics.

91

APPENDIX 8

93

APPENDIX 9

94

APPENDIX 10

96

APPENDIX 11

97

APPENDIX 12

98

APPENDIX 13PRE-TEST SCORE OF CLASS 7D

NO PARTICIPANTS

OR

GA

NIZ

ATI

ON

CO

NTE

NT

VO

CA

BU

LAR

Y

LAN

GU

AG

E U

SE

MEC

HA

NIC

TOTALSCORE

1 Adam SutanSenjachaeri 15 15 15 20 4 69

2 Adji putra NugrahaKusuma 14 14 14 17 4 63

3 Affan Ahsan 16 16 16 20 4 724 Alifiya Zahra mauly 12 12 12 13 4 535 Alnair lapatiroi 14 14 15 17 4 626 Alya nisrina orvala 17 17 16 20 4 747 Alyssa salmadifa 18 16 17 20 4 758 Ardian Muhammad 24 16 15 20 5 80

9 Ariella Sheehanevansyah zain 16 14 15 20 4 69

10 Bani Khalil juldan 19 16 17 20 4 7611 Hanamari 16 16 16 20 4 7212 Handiarto aryo brata 17 16 16 20 4 7313 Khayru maulana ahsan 15 14 15 20 4 6814 Libayni assyifa 19 16 17 20 4 76

15 M.heavenly ilhamwibawa 14 13 14 15 4 66

16 Muhammad amadeoaryaputra 14 12 12 13 4 55

17 Muhammad dzaki 16 14 15 20 4 69

18 Mutiara ramadhianisiregar 25 16 17 20 5 83

19 Nur widad ramadhan 16 14 15 19 4 68

20 Octovia rachmaAurelia 16 16 16 20 4 72

21 Rinynda kirana 17 16 16 20 4 73

22 Vanesa Rafaelramadani 16 15 15 20 4 70

23 Yanka callistaramadhini 18 16 16 20 5 75

24 Yodha fawwas rahman 19 16 16 20 4 75

99

POST-TEST SCORE OF CLASS 7D

NO PARTICIPANTS

OR

GA

NIZ

ATI

ON

CO

NTE

NT

VO

CA

BU

LAR

Y

LAN

GU

AG

E U

SE

MEC

HA

NIC

TOTALSCORE

1 Adam Sutan Senjachaeri 18 16 16 18 4 722 Adji putra Nugraha Kusuma 18 16 17 18 4 733 Affan Ahsan 20 16 17 17 4 744 Alifiya Zahra mauly 24 16 17 20 5 825 Alnair lapatiroi 25 16 18 20 4 826 Alya nisrina orvala 23 16 16 19 5 797 Alyssa salmadifa 24 16 17 20 5 828 Ardian Muhammad 25 16 18 22 5 86

9 Ariella Sheehan evansyahzain 22 16 17 20 4 79

10 Bani Khalil juldan 23 16 17 20 4 8011 Hanamari 19 16 16 18 4 7312 Handiarto aryo brata 23 17 17 20 4 8113 Khayru maulana ahsan 23 16 17 20 4 8014 Libayni assyifa 22 17 17 20 5 8015 m.heavenly ilham wibawa 23 17 17 20 5 81

16 Muhammad amadeoaryaputra 20 16 17 20 4 77

17 Muhammad dzaki 24 17 17 20 4 8218 Mutiara ramadhiani siregar 25 16 18 20 5 8419 Nur widad ramadhan 20 16 17 20 4 7720 Octovia rachma Aurelia 23 18 18 20 4 8321 Rinynda kirana 22 16 16 19 5 7822 Vanesa Rafael ramadani 22 16 17 20 5 8023 Yanka callista ramadhini 24 17 17 20 5 8324 Yodha fawwas rahman 20 16 17 19 4 76

100

APPENDIX 14PRE-TEST SCORE OF CLASS 7E

NO PARTICIPANTS

OR

GA

NIZ

ATI

ON

CO

NTE

NT

VO

CA

BU

LAR

Y

LAN

GU

AG

E U

SE

MEC

HA

NIC

TOTALSCORE

1 Aisyah faza sugoro 19 16 16 19 4 742 Al thaf adil martak 16 14 15 20 4 693 Andi haykel yusuf 14 14 14 17 3 624 Chiara andini salsabila 16 15 16 20 4 71

5 Davin rasyid athallahaloewie 16 16 17 20 4 73

6 Dhavinna fahira adrika 24 16 15 20 5 80

7 Faradiba adzaniramadanti 16 15 16 20 4 71

8 Hana sanya sabiya 25 16 16 20 5 82

9 Keisha anindawati putriwardhana 19 16 16 19 5 75

10 Kinan geri bosha 14 13 14 15 4 6611 Laura areta 19 16 17 18 4 74

12 Mohammad aqshalghiffari perucho 14 14 14 17 3 62

13 Muhammad misbahaltarikh 14 13 13 15 4 65

14 Muhammad omar ghaziimanullah 20 16 17 19 4 76

15 Nuraini kirana maharani 20 16 17 19 5 7716 Rachva aryanjaya 19 16 17 18 4 74

17 Rangga satria abdulkariim 17 15 16 20 4 72

18 Renoadhi taufiqulhakim 19 16 16 19 4 74

19 Steviera deigracia putrifebrusa 20 16 16 19 5 76

20 Syarifah raesa aqila 25 16 16 19 5 81

21 Tabina Amanda aurelliasurya 17 15 15 20 5 72

22 Zacky achmad albani 14 13 14 15 4 6623 Zahfran athayalla januar 20 16 16 20 4 7624 Jidan 24 16 17 19 5 81

101

POST-TEST SCORE OF CLASS 7E

NO PARTICIPANTS

OR

GA

NIZ

ATI

ON

CO

NTE

NT

VO

CA

BU

LAR

Y

LAN

GU

AG

E U

SE

MEC

HA

NIC

TOTALSCORE

1 Aisyah faza sugoro 20 16 16 17 5 742 Al thaf adil martak 25 17 17 19 5 833 Andi haykel yusuf 19 15 16 18 4 724 Chiara andini salsabila 20 16 16 19 5 76

5 Davin rasyid athallah aloewie 20 16 16 20 4 76

6 Dhavinna fahira adrika 25 15 16 19 5 807 Faradiba adzani ramadanti 20 15 16 19 4 708 Hana sanya sabiya 26 16 17 18 5 82

9 Keisha anindawati putriwardhana 25 15 16 20 5 81

10 Kinan geri bosha 20 16 16 19 4 7511 Laura areta 20 17 18 18 5 78

12 Mohammad aqshal ghiffariperucho 16 14 13 15 4 61

13 Muhammad misbah altarikh 16 15 16 20 5 72

14 Muhammad omar ghaziimanullah 16 13 14 14 5 62

15 Nuraini kirana maharani 18 15 15 18 4 7016 Rachva aryanjaya 26 16 17 19 5 8317 Rangga satria abdul kariim 24 15 16 20 5 8018 Renoadhi taufiqulhakim 24 15 16 20 4 79

19 Steviera deigracia putri februsa 25 16 17 18 4 77

20 Syarifah raesa aqila 23 16 17 19 5 80

21 Tabina Amanda aurellia surya 17 15 15 19 4 70

22 Zacky achmad albani 20 16 16 20 4 7623 Zahfran athayalla januar 22 16 16 18 5 7724 Jidan 21 16 16 19 5 77

102

APPENDIX 15

PICTURES

Pre-Test

Treatment

103

Post-Test

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