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i
THESIS
IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH
TELL- SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF
SMP (SLUB) SARASWATI 1 DENPASAR
IN ACADEMIC YEAR 2013/2014
IDA AYU SETIA INGGRIANI
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
ii
THESIS
IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH
TELL- SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF
SMP (SLUB) SARASWATI 1 DENPASAR
IN ACADEMIC YEAR 2013/2014
IDA AYU SETIA INGGRIANI
NPM. 10.8.03.51.31.2.5.3668
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
PRE-REQUISITE TITLE
iii
IMPROVING DESCRIPTIVE PARAGRAPH WRITING THROUGH TELL-
SHOW STRATEGY OF THE EIGHTH GRADE STUDENTS OF
SMP (SLUB) SARASWATI 1 DENPASAR
IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
IDA AYU SETIA INGGRIANI
NPM. 10.8.03.51.31.2.5.3668
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
iv
APPROVAL SHEET
1
This thesis entitled “Improving Descriptive Paragraph Writing through
Tell-Show Strategy of the Eighth Grade Students of SMP (SLUB) Saraswati 1
Denpasar in Academic Year 2013/2014” has been approved and accepted as
partial fulfillment for the Sarjana Pendidikan degree in English Education Study
Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar
University.
Approved By
Advisor I
Ni Wayan Krismayani, S.Pd.,M.Pd.
NPK. 82 8210 333
Advisor II
Ida Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum.
NPK. 82 8210 334
v
APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner commitee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 10th February
2014.
Chief Examiner
Dr. Drs. I Made Sukamerta, M.Pd.
NIP. 19550507 198203 1 003
Examiner I
Ni Wayan Krismayani, S.Pd.,M.Pd.
NPK. 82 8210 333
Advisor II
Ida Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum.
NPK. 82 8210 334
Dean of the Faculty of Teacher
Training and Education
Prof. Dr. Wayan Maba
NIP. 19581231 198303 1 032
Head of English Education Study Program
I Komang Budiarta, S.Pd., M.Hum.
NPK. 82 8208 306
vi
STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no other’s work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Denpasar, 8th February 2014
The Researcher,
Ida Ayu Setia Inggriani
NPM. 10.8.03.51.31.2.5.3668
vii
ACKNOWLEDGMENT
In the name of Ida Sang Hyang Widhi Wasa, most gracious, most merciful.
Never in her life she felt lost your presence. Even when she ignore you, You
guided her towards her best life.
Her first and second advisor, Ni Wayan Krismayani, S.Pd.,M.Pd. and Ida
Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum., for their valuable guidance,
encouragement, patient, correlation, advice, and suggestion which are very helpful
in finishing this thesis. Then, thank you very much for their time to share their
great knowledge and great experiences to her.
Her gratitude to Headmaster of SMP (SLUB) Saraswati 1 Denpasar who has
given her permission, helps for present study. Ms. Dwijayanti, SS as an English
teacher, who has allowed her to conduct a research in her class. The VIII bilingual
students of SMP (SLUB) Saraswati 1 Denpasar, for their cooperation to gather the
data needed for this study.
She is also deeply indebted to her beloved parents, I. B. Antara and I. A.
Raini. Thank you so much for their affection, advices, guidance, instruction and
help in all of her life, their love is beyond any words. Her beloved brother and
sister, may God bless you.
Special thanks to wonderful family of BEM and BPM FKIP UNMAS DPS,
thank you has taught her about love, trust, and friendship. She is a part of them
just as much as they are a part of her.
Her admiration for the extraordinary friends who gave her the opportunity to
stand in front, beside, and behind them. Sangtu, Putri, Vivi, Dwi thank you for
being a mirror to strengthen one another.
For two people who do not know what should she call, Adi Samita and
Laurensia Nancy, thank you for many things. Also for the many meanings that are
often unspoken that triggers her to keep learning. Keep inspiring!
Denpasar, 8th February 2014
The Researcher,
Ida Ayu Setia Inggriani
viii
ABSTRACT
Inggriani, I. A. S. 2013. Improving Descriptive Paragraph Writing through
Tell- Show Strategy of the Eighth Grade Students of SMP (SLUB)
Saraswati 1 Denpasar in Academic Year 2013/2014. The First
Advisor: Ni Wayan Krismayani, S.Pd.,M.Pd. and the Second Advisor:
Ida Ayu Made Sri Widiastuti, S.Pd.,M.Pd.,M.Hum.
Writing skill is one of the four important skill in English. This skill should
be taken into account in the teaching learning process. However, the phenomenon
existing in school clearly shows that students have difficulties in learning writing.
The undertaking of the present classroom action research was mainly intended to
figure out whether tell-show strategy can improve the subjects’ writing skill. The
subjects of this study was the eighth grade students of SMP (SLUB) Saraswati 1
Denpasar in academic year 2013/2014 that consisted of 21 males and 20 females.
Based on the pre-test which was carried out in the pre-cycle, the mean score of the
students was 63.8. It pointed out that the subjects’ability in writing descriptive
paragraph was categorized as sufficient. This study was then caried out through
implementing tell- show strategy in two cycles. The result of the post-test I was
74.1 and 81.2 in cycle II. It obviously showed that there was significant
improvement concerning the subects’ sbility in writing descriptive paragraph in
which it improved from the level of sufficient to good. This research furthermore
showed that there was changing learning behavior as the result of the positive
responses concerning the technique applied in improving the subjects’ writing
skill. As a summary, this present study proved that tell-show strategy could
improve writing skill of the eighth grade students of SMP (SLUB) Saraswati 1
Denpasar in academic year 2013/2014; in addition, the subjects also responded
positively the implementation of tell-show strategy.
Keywords: writing, descriptive paragraph, tell-show strategy
ix
TABLE OF CONTENT
THESIS .................................................................................................................... i
THESIS ................................................................................................................... ii
PRE-REQUISITE TITLE ....................................................................................... ii
APPROVAL SHEET ............................................................................................. iv
APPROVAL SHEET .............................................................................................. v
STATEMENT OF AUTHENTICITY ................................................................... vi
ACKNOWLEDGMENT ....................................................................................... vii
ABSTRACT ......................................................................................................... viii
TABLE OF CONTENT ......................................................................................... ix
LIST OF TABLES ................................................................................................. xi
LIST OF GRAPHS ............................................................................................... xii
LIST OF APPENDICES ...................................................................................... xiii
CHAPTER I INTRODUCTION ............................................................................ 1
1.1 Background of the Study ......................................................................... 1
1.2 Research Problem .................................................................................... 4
1.3 Objective of the Study ............................................................................. 4
1.4 Limitations of the Study .......................................................................... 4
1.5 Significance of the Study ......................................................................... 5
1.6 Definition of the Key Terms .................................................................... 6
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ............................ 7
2.1 Theoretical Review .................................................................................. 7
2.1.1 Definition of Writing................................................................. 7
2.1.2 Steps of Writing ........................................................................ 8
2.1.3 Definition of Paragraph .......................................................... 10
2.1.4 Development of Paragraph ...................................................... 11
2.1.5 Theory of Descriptive Paragraph Writing ............................... 14
2.1.6 The Use of Tell- Show Strategy in Improving Descriptive
Paragraph Writing ................................................................ 17
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2.1.7 Writing Assessment ................................................................ 18
2.2 Empirical Review .................................................................................. 20
2.3 Hypothesis ............................................................................................. 21
CHAPTER III RESEARCH METHOD .............................................................. 22
3.1 Subject of the Study ............................................................................... 22
3.2 Research Design .................................................................................... 22
3.3 Research Procedure ............................................................................... 23
3.3.1 Planning .................................................................................. 24
3.3.2 Action ...................................................................................... 24
3.3.3 Observation ............................................................................. 26
3.3.4 Reflection ................................................................................ 26
3.4 Research Instrument .............................................................................. 27
3.5 Data Collection ...................................................................................... 28
3.6 Data Analysis ......................................................................................... 29
3.7 Success Indicator ................................................................................... 32
CHAPTER IV FINDING AND DISCUSSION ................................................... 33
4.1 Finding ................................................................................................... 33
4.1.1 Pre- cycle ................................................................................. 33
4.1.2 Cycle I ..................................................................................... 35
4.1.3 Cycle II .................................................................................... 36
4.2 Discussion .............................................................................................. 41
CHAPTER V CONCLUSION AND SUGGESTIONS ....................................... 44
5.1 Conclusion ............................................................................................. 44
5.2 Suggestion ............................................................................................. 46
REFERENCES ...................................................................................................... 46
APPENDICES ..................................................................................................... 49
xi
LIST OF TABLES
Table 4.1 Tabulation of Data Showing the Students' Pre-cycle Score
in Writing Descriptive Paragraph ................................................. 33
Table 4.2 Tabulation of Data Showing the Students' Score in Writing
Descriptive Paragraph Through Tell- Show Strategy
in Cycle I ....................................................................................... 35
Table 4.3 Tabulation of Data Showing the Students' Score in Writing
Descriptive Paragraph Through Tell- Show Strategy
in Cycle II ..................................................................................... 36
Table 4.4 Summary of the Research Finding Showing the Mean
of Each Cycle .............................................................................. 36
Table 4.5 Tabulation of Data Showing The Subjects’
Changing Motivation and Attitude in Writing
Descriptive Paragraph through Tell- Show Strategy ................. 37
xii
LIST OF GRAPHS
Graph 4.1 Depicting the Subjects’ Progressing Achievement
in Writing Descriptive Paragraph after Being Taught
through Tell- Show Strategy ...................................................... 38
Graph 4.2 Depicting the Subjects’ Changing Motivation
and Attitudes in Writing Descriptive Paragraph through
Tell- Show Strategy ..................................................................... 39
xiii
LIST OF APPENDICES
Appendix 1 List of Subjects ......................................................................... 50
Appendix 2 Pre-Test ..................................................................................... 52
Appendix 3 Lesson Plan 1 ............................................................................ 53
Appendix 4 Lesson Plan 2 ............................................................................ 70
Appendix 5 Questionnaire ............................................................................ 85
Appendix 6 List of Students’ Improvement Score ....................................... 88
Appendix 7 List of Questionnaire Score ...................................................... 90
Appendix 8 Surat Ijin Penelitian .................................................................. 92
Appendix 9 Surat Keterangan Penelitian ..................................................... 93
Appendix 10 Biography ................................................................................. 94
1
CHAPTER I
INTRODUCTION
1.1 Background of the Study
There are several reasons why we have to master writing skill as one of
English skills. First, the most important one is communication. Good writing
skills allow you to communicate your message with clarity and ease to a far larger
audience than though face to face or telephone conversation. On the other hand,
bad writing skill can lead both to misinformation or to the wrong or ambiguous
message. Second, writing skill is necessary in work assignments and written tests
in education. Third, good writing skill will take us on a good job. This happens
because of the ability to write one's curriculum vitae contained within and
resumes used to apply for a job is able to reflect a person's ability to communicate.
Because of the importance of writing skills in personal and professional life, the
ability to write should be taught from an early age, especially in English class.
Jarvis (2002:2) states that ESL students are ready to begin writing as soon as they
are able to speak in social and classroom situations.
In accordance with the Content Standards in School Based Currriculum
2006 states that high school students must master twelve writing ability in
English, one of which is descriptive text. Descriptive text is a text that is used to
depict or describe a person, place, or thing in detail. However, when the
researcher taught in VIII Blingual SMP (SLUB) Saraswati 1 Denpasar, students
were still found problems when they were asked to write. Based on the average
score of writing descriptive text assessment which was below of the minimum
2
score criteria there were several reasons of students obstacles. First, the low
motivation of students to hone their writing skills is one of the underlying issues.
In fact, students' motivation is an element that is necessary essentials for quality
education ( William, 2011: 2 ). This is due to the assumption that writing is a skill
that is less attractive to study because most students did not find the fun while
learning to write. More than that, most of the students did not understand what
was their goal should be to develop in writing skills. The students should know
what is their goal of mastering writing skill properly so that they are able to create
a comfortable atmosphere and pose a pleasure when they have to write (Graham,
2008). Therefore, it can be concluded that increasing the motivation of the
purpose of writing and giving clear information about importance of student
ability in writing skills is the most basic thing to do to improve students’ writing
ability.
Second, the act of writing are not only required to think but also to express
what they think. In this case, mastery of vocabulary and grammar is important.
Based on the observation, most of the eighth grade students had less vocabulary
and quite difficult in terms of grammar. This problem have to be solved both by
teacher strategy and students effort to help students produce better writing.
Third, students confused when they begun writing and specify the starting
point of writing. They confused if they wanted to convey the idea of writing in
detailed and coherent; whereas, by mastering both of them it would be easy for the
reader to understand the meaning of the author in writing. Referring to the issue, it
required the proper techniques and strategies to help students develop their ideas
in writing and explain something in detail and structured.
3
One strategy that can be used by teachers to teach descriptif text is Tell-
Show Strategy.Tell-Show Strategy is one of the strategies that can be used to
facilitate the students to write a descriptive paragraph. The use of these strategies
can help students to overcome their impasse about how to write, either at the
beginning or parts identification, contents, description, or conclusion that is
optional in writing descriptive text. This strategy is one of the development of the
techniques of T-Chart. This strategy begins by making two columns resembling
the letter T. One column as column tell and the other one as column show. In
column Tell students were asked to write down the topic they describe, while the
columns show the students are asked to write a description of the list of topics that
they wrote in the Tell column in detail. Vivid detail in show column can be
gathered by asking a few questions related to the topics covered. To make writing
more detail, each list in the column Show still be made in a new Tell column.
Moreover, this strategy will be a critical power train students on topics they write
because the more they are able to write the list in the column Show then they
write a paragraph description will become more and more detail. Therefore, this
strategy can facilitate students to write descriptive paragraph .
Based on the above explanation about the importance of mastering writing
skill especially descriptive paragraph for junior high school students, researcher
were motivated to conduct research on the use of Tell Show Strategy to gather
information whether this strategy can improve students' ability in writing
descriptive paragraph or not. This research will be conducted in class VIII
Bilingual SMP (SLUB) 1 Saraswati Denpasar.
4
1.2 Research Problem
Choosing and formulating a problems is one of the most important aspect
of doing any research. The writer has to decide a specific and correct question to
be answered and conveyed to find an answer.
Based on some problems above, it can be concluded that the students
writing ability especially the eighth grade students of bilingual class of SMP
(SLUB) Sarawati 1 Denpasar still face a crucial problems in writing; thus, it
should be improved by applying Tell- Show Strategy. Then, the research question
can be formulated as follows: can Tell- Show Strategy improve writing skill of
the eight grade students of SMP (SLUB) Saraswati 1 Denpasar in the academic
year 2013-2014?
1.3 Objective of the Study
Methodologically writing, any scientific study intends to answer the
research question that has been previously formulated and determined. In line
with this rationale, the present study intends to find out wether the writing skill of
the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar can be improved
through Tell- Show Strategy.
1.4 Limitations of the Study
On account of this fact, challenges related to writing skill faced by the
subjects of this study are definitely too broad and complex to be dealt with in a
single study. Accordingly, in the present action study, while acknowledging that
there are many other useful strategies, limits her investigation on teaching writing
5
in descriptive paragraph through Tell- Show Strategy to the eighth grade students
of SMP (SLUB) Saraswati 1 Denpasar in the academic year 2013-2014.
1.5 Significance of the Study
The result of the present study which is about improving writing using
Tell- Show Strategy are expected to be beneficial for students, teacher,
management of SMP (SLUB) Saraswati 1 Denpasar, and other researcher.
Moreover, the finding of the present study are expected to provide both theoritical
as well as practical importance as follows:
Theoritically, the findings of presents study are expected to give more
emprical and approvable evidence in investigating the effectiveness of doing Tell-
Show Strategy in teaching writing skill to the eighth grade students of SMP
(SLUB) Saraswati 1 Denpasar in academic year 2013/2014. Moreover this present
study also aims to make the students aware of writing activities which is very
important for them wether in learning language or in their daily life.
Practically, the findings of the present study are expected to give a
contribution for the teachers in teaching activities in the classroom so that the
teacher can apply and implement this method in teaching English especially in
teaching writing skill. Moreover, for the school management, the result of the
study is expected to be used to motivate and encourage other classroom teachers
to make self reflection through undertaking classroom action research. Besides, it
can give contributionin term of technique of teaching vocabulary.
6
1.6 Definition of the Key Terms
There are some terms, which are defined operationally so as to avoid
misunderstanding on the part of the readers, those are: writing skill, descriptive
paragraph, Tell- Show Strategy, and SMP (SLUB) Saraswati 1 Denpasar.
1. Writing
Writing is process of arranging words into sentences into paragraphs based
on certain rules. In this study, writing means process and product of
expressing student’s ideas in descriptive text.
2. Descriptive Paragraph
Descriptive paragraph in present study as operationally defined the writing
ability in expressing their ideas in the form of descriptive paragraph that
will be talked about describing person, thing or certain place. In this case,
the students will be asked to write a descriptive paragraph based on its
generic structure which consist of identification, description, and
conclusion (optional) in vivid detail based on the topic given.
3. Tell- Show Strategy
Tell- Show Strategy is defined as a technique of teaching descriptive
paragraph writing to the eight grade students of SMP (SLUB) Saraswati 1
Denpasar in which the students are assigned to write a descriptive
paragraph by using tell show column. Tell column is used to write the
topic while Show column is used to list detail information of the topic.
4. SMP (SLUB) Saraswati 1 Denpasar
SMP (SLUB) Saraswati 1 Denpasar is one of private schools in
Denpasar. It is located at Kamboja Street no. 11 A Denpasar.
7
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
For the purpose of the present study, some theoritical new points as well as
empirical evidences are reviewed. Some of the view points are as follows:
2.1.1 Definition of Writing
Writing is the communication of content for a purpose to an audience
(Peha, 2010: 58). Lannon in Ha, (2011: 4) views writing as the process of
transforming the material discovered by research inspiration, accident, trial or
error, or whatever into a message with a definite meaning- writing is a process of
deliberate decision. It means that writing must convey a message with a meaning.
In addition, writing is a way through which a student can express his/her ideas or
thoughts on the paper (Harsyaf and Izmi, 2009: 4).
Writing is a powerful instrument for students used to express their
thoughts, feelings, and judgement about what they have read, seen, or experienced
(Ontario Ministry of Education, 2005 : 12). Furthermore, Harmers (2007: 323)
states that we judge people as literate, in the other words, if they can read and
write in certain situations and for certain purposes, some of which are more
prestigious than others.
Most contexts of life (school, the workplace, and the community) call for
some level of writing skill (Graham and Perin, 2007:9). This opinion is also
supported by Brown (2004:218) states that writing was a skill that was the
8
exclusive domain of scribes and scholars in education or religious instituation.
Writing is fundamental importance to learning, to development of the person in
each learner, and to success in the educational system. Writing is very important
in education so everyone wants to know the best way to teach it (Peha, 2003:1).
On the other hand, writing as one of the four skills in English is considered
as the most difficult and most challenging skill compared to the other skills either
for most students or even for teachers (Ayub, 2013:2). As teachers, we need to
work continually to aid our students in their search for fulfillment as writers
(Graham & Harris in Ha, 2011: 4).
From the above statement, it can be concluded that writing is one way that
can be used as a communication tool written by the author to the reader to
communicate information and specific intent. Writing as one of the most difficult
skill than the other three skills in English poses new challenges to teachers in
particular to be able to teach and improve the writing skills of students with an
effective and innovative manner. This is because of the importance of mastering
writing skills by the students for education and personal life.
2.1.2 Steps of Writing
As writers, we need a process to carry out our writing projects
successfully. These steps are necessary for the preparation of the paper's lead
author that posts made terorganisasidengan well, more than that, posts made to
convey the intent and purpose of the author is clear and easy to understand
readers. This paper steps should passed by the author gradually from the
beginning to the end of writing. This stage is designed to facilitate the author in
expressing their ideas in writing and to overcome the problems often experienced
9
by the author. This is supported by the opinion Peha, (2010:4) who says that
writing process as a method of helping student to conceived how to transform idea
into written form as a set of discrete stages wherein a writer engages in certain
activities designed to solve particular problems to that stage.
According to Peha, (2010: 4) there are five steps of writing which is
known as a five stage processes that includes Pre-Writing, Drafting, Revising,
Editing, and Publishing. The following is an explanation of each of these stages:
a. Pre- writing
Pre-writing is any activity that helps writers figure out what to write about.
Furthermore, Graham and Perin (2007: 4) state that pre- writing will
engages students in activities designed to help them generate or organize
ideas for their composition. Pre-writing became a very important thing to
be considered as the first step of an article, because if the beginning is not
good, readers will never get to the middle or the end (Peha, 2010: 74).
b. Drafting
Drafting is where formal writing begins. Using pre-writing materials as
inspiration, the writer writes and writes some more. The goal is to get
everything down on paper as quickly and as easily as possible.
c. Revising
A completed writing should be read back to check on the possibility of the
author’s mistakes. Revision process can be carried out by the authors
themselves or often performed by others in the form of peer-reviewing,
10
small class discussion, and whole-class discussion. Peha, (2003:10) states
that whenever writers share their work, he want to make sure they get
useful, constructive feedback so they know what they’re going to do next.
d. Editing
Editing is such a complex and demanding task which has purpose to make
a finishing and fix writing after passing review stage and had some
correction.
e. Publishing
The point of publishing is having someone read the writer's work. In
teaching writing to the students, the process of publishing can be done
through group discussion, school newspapers, websites, outside school, or
portfolio.
In addition to the above five stages of writing, there is a last step that will
be passed authors; assessing writing. The most important thing that can be learned
about assessment is to get the students involved as fully as possible. When the
students lead in assessing their own abilities, learning dramatically increases
(Peha, 2010: 10).
2.1.3 Definition of Paragraph
According to Oshima and Hogue (2007:2), a paragraph is a group of
related statements that a writer develops about a subject. Paragraph is a group of
sentences, logically combined with each other, forms a unit (Johnston, in Warsito,
2007: 8). The paragraph always discusses only a topic that is the main idea. It is
stated that a paragraph has the first sentence to state the specific point, or main
11
idea, and the rest of the sentences in the paragraph support that point (Oshima and
Hogue, 2007:3).
A paragraph can be as short as one sentence or as long as ten sentence.
Oshima and Hogue (2007:2) also stated that the number of sentence of paragraph
is unimportant as long as it can develop the main idea clearly. On the other hand,
Zemach and Islam (2005:9) stated in clearly and specific way that a paragraph is a
group of about six to twelve sentences about one topic which are related each
other.
Based on the explanation, it can be concluded that the paragraph is a grup
of sentences that consist of a single main idea and supported by some supporting
details, aims to facilitate the reader understand the meaning that be conveyed by
the author.
2.1.4 Development of Paragraph
According to Walters (2000:1), there are three principal part in paragraph
writing. They are topic sentence, supporting sentence and concluding sentences.
These sentences should develope the main idea. The specifications are as follows;
a. Topic Sentence
A well-organized paragraph has a topic sentence that aims to
supports or develops a single idea. Moreover, Zemach and Islam (2005:
14) state that a good topic sentence should include one clear topic or an
opinion or idea of the topic. Topic sentence has importal function that is
substitutes or supports an essay’s thesis statement, unifies the content of a
paragraph and directs the order of the sentences and advices the reader of
12
the subject to be discussed and how the paragraph subject will discuss it.
Moreover, a topic sentence contains controlling ideas which limit the
scope of the discussion to ideas that are manageable in a paragraph.
b. Supporting Sentence
The sentences that follow expand upon the topic, using controlling
ideas to limit the discussion. The main idea is supported by a) evidence in
the form of facts, statistics, theoretical probabilities, reputable, educated
opinions, b) illustrations in the form of examples and extended examples,
and c) argumentation based on the evidence presented. Furthermore,
Zemach and Islam (2005: 58) state that ideas and sentence need to be
ordered logically. It can be done by arranging sentence that are part of the
same ideas go together. Sentence can go in chronological order; moreover,
one way to organize writer’s supporting sentence is to decide which ideas
are most important. Writers often put the most important ideas last in a
paragraph, so the strongest sentence are the last ones the reader see.
c. Concluding Sentence
Concluding sentence is a sentence at the end of the paragraph
which summarizes the information that has been presented (Walters,
2000:1). The conclusion is the writers last chance to make their part clear.
The concluding paragraph consisit of a) a summary of the main points, or
a restatement of writer explanation in different word b) writer’s final
comment on the subject based on the information they have provided.
13
Furthermore, Goldman in Putra (2012: 15) states that writing is complicated
activity the requires intense concentration. Some essential facts which make the
writing is complex, such as unity and coherence. Both of them are important for
the reader for they will make the readers be easier to understand the contents of
paragraph itself. It is supported by Oshima and Hogue in Oniicitradewi (2012:1)
who state that instead of having those three major structural parts, a good
paragraph should also possess two additional elements; unity and coherence.
Definion of unity and coherence will be discussed in following:
a. Unity
Unity is a very important characteristic of good paragraph writing.
Paragraph unity means that one paragraph is about only one main topic. that is, all
the sentences that are the topic, supporting sentences, the detail sentences, and the
concluding sentence are all telling the reader about one main topic. Whether your
paragraph contains a sentence or some sentences that are not related to the main
topic, then we say that the paragraph "lacks unity" (Walters, 2000:1).
Maintaining unity in a paragraph necessites that every sentence in a
paragraph or every paragraph in a composition should be closely related to the
topic. A strong paragraph will eliminate sentences that do not relate or help
develop the paragraph’s main idea. Thus, a unified composition will only have
paragraphs that are crucial to develop the certain main idea.
b. Coherence
Coherence refers to a certain characteristic of writing which literally
means "to stick together." Coherence in writing means that all the ideas in a
14
paragraph flow smoothly from one sentence to the next sentence. With coherence,
the reader will easy to understand the ideas that writer wish to express (Walters,
2000:1).
Moreover, Oshima and Hogue, (2007: 22) state that coherence means that
writer paragraph is easy to read and understand because a) writer’s supporting
sentences are in some kind of logical order; b) ideas are connected by the use of
appropriate transition signals; c) pronoun references clearly point to the intended
antecedent and is consistent you have repeated or substituted key nouns.
2.1.5 Theory of Descriptive Paragraph Writing
A descriptive paragraph gives a clear picture of a person, place, object,
events, or idea. Details for descriptive paragraph come from the writer’s sense.s;
those are: smell, taste, touch, hearing, and sight (Fiderer, 2002:17). Folse at al.
(2010:135) state that when describing, you tell someone what something looks
like and it feel. In addition, Kane (2003:351) stated that description is about
sensory experience, how something looks, sounds, and tastes. A good description
is a word picure; the reader can imagine the object, place, or person in his or her
mind (Oshima and Hogue, 2007:61). The goal of a good descriptive writing is to
involve the reader in the story as much as possible. Good descriptive makes the
reader feels as if he or she is present in the scene (Savage and Mayer, 2005:28). In
summary, descriptive paragraph is a skill in writing that give detail information
about the subject through sensory detail that makes the reader catch the picture of
information easily.
Descriptive paragraph is a paragraph that describes something in details.
Descriptive paragraph describing something using a certain sequence to facilitate
15
the reader understand what the author wants to tell to the reader. Oshima and
Hogue (2007:196) stated about paragraph composition in the paragraph such as
format, punctuation and mechanics, content, organization, grammar and sentence
structures. In the format consist of title of the paragraph, punctuation and
mechanic consist of spelling and the use of punctuation correctly, content consist
of the main idea of paragraph, organization consist of generic structure of
descriptive paragraph, grammar and sentence structure consist of grammatical
usage.
Moreover, Savage and Mayer (2005:28) stated that descriptive paragraph
has descriptive organization as follows: a) introduction: tells why the object or
even of description is important for the writer, b) body paragraphs: body
paragraph that gives detail information about the object, c) conclusion: the
conclusion gives the writer’s opinion or reviewing about the whole description of
the text.
Savage and Mayer (2007:34) stated that descriptive paragraph should be in
descriptive organization based on the following paragraph structures: a) topic
secntence: introduces the item that the writer will describe, it may include the
writer’s general feeling or opinion about them, b) supporting sentences: give more
background information about the item, also give descriptive details about the
item, describe how the item looks, smells, feels, or tastes, may also describe in
more detail how the writer’s feel about them, c) concluding sentence: the
paragraph end with a concluding sentence that restates the idea in the topic
sentence using different words to show the writer’s opinion.
16
Further, Evans (2000: 42) defines that a descriptive essay about a person
should consist of the following structures: a) introduction in which you give
general information about the person, saying when, where and how you first met
them, b) main body in which you describe their physical appearance, personal
qualities, and hobbies or interests, c) conclusion in which you write your
comments or your feelings about something that you have describe.
As a summary, can be concluded that descriptive paragraph is a form of
writing that talks about describing person, thing, or certain place in vivid detail
which has generic structure; identification, description, and conclusion (optional).
a. Identification
Identification is a part in which you identify or write the recognition;
moreover, it can be a general statement about place, person, or thing that you
want to describe.
b. Descriptions
Descriptions are vivid detail of place, person, or thing that you want to
describe so that the reader can easily imagine or picture the object, or they can
feel the object with the five senses.
c. Conclusion
The last part of descriptive paragraph is optional (i.e. it may be included or
not). In this part, you conclude the paragraph or restate the identification.
The present study concern in writing descriptive paragraph which consist
of six to twelve sentences. The paragraph should be written by the eight grade
students of SMP (SLUB) Saraswati 1 Denpasar in the form of descriptive
17
paragraph writing which consist of generic structure such as identification,
description, and conclusion.
2.1.6 The Use of Tell- Show Strategy in Improving Descriptive Paragraph
Writing
Tell and Show Strategy is an activity of the students write something very
simple and then describe it in detail. Peha (2003:34) states there are three reasons
why showing is important in writing, those are: (a) showing is more specific than
telling: it means that you could explain every single object to the reader in deatil;
(b) showing helps reader make picture in their mind: it means that by showing the
clear detail to your reader you are supposed them to have the same picture in their
mind, if you do not “show” them what you are talking about, they will not get the
same pictures in their mind that you have in yours; (c) showing is more interesting
than telling: it means that when you describe your objects by showing them in
detail, this makes readers more interested in your writing because they want to
work harder to figure and make a clear picture about your detail objects.
Showing is one of the most sophisticated techniques a writer can use. It
makes your writing richer and more descriptive. It also helps you discover new
ways to say things. Showing is the key to rich and satisfying descriptive writing
that sounds like the writing you read in the very best books.
Tell -Show Strategy is one of the strategies that can be used to facilitate
the students write a paragraph writing. The use of these strategies can help
students to overcome their impasse about what to write, either at the beginning or
parts identification, contents or description, or conclusion that is optional in
writing descriptive text. To make the learning environment more pleasant,
18
relaxed, and attract students, teachers can use the media in the form of drawings,
original objects, or realia according to the topics covered to facilitate their
students to write descriptive paragraphs. This strategy is one of the development
of the technique of T - Chart. This strategy begins by making two columns
resembling the letter T which is divided into columns Tell and columns Show. In
column Tell students were asked to write down the topic they describe , while the
columns show the students are asked to write a description of the list of topics that
they wrote in the column Tell in detail. To facilitate the students to use these
strategies teachers can tell in advance which topics should be written by the
students, then the teacher can lead the students to write the details in column
Show topic by asking a few questions related to the topics covered. To make
writing more detail, each list in the column Show still be made in a new Tell
column. Moreover, this strategy will be a critical power train students on topics
they write because the more they are able to write the list in the column Show
then they write a paragraph description will become more and more detail. So, this
strategy can facilitate students to write better descriptive paragraph.
2.1.7 Writing Assessment
According to Hyland (2007:213) assessment refers to the variety of ways
used to collect information on a learner’s language ability or achievement.
Without the information gained from assessment, it would be difficult to identify
the gap between students’ current and target perfomance and to help them
progress.
Hyland adss that in the classroom, any assessment can be either formative
which is designed to identify a learner’s strengths and weaknesses to affect
19
remedial action, or summative which concerned with summarize how much a
student has learned at the end of a course. Therefore, the result of the former
feedback into instruction, the latter provide information on either individual
accomlishment or program outcomes.
Moreover, Oshima and Hogue (2007:196) describe that the successful of
writing can be shown from its completeness of some writing aspects. Those
writing aspects can be described as follows:
a. Format refers to the rules and styles in writing skill (margin).
b. Mechanics refers to the use of correct spelling and punctuation. Incorrect
spelling and punctuation will make the differenr sense of writing.
c. Organization refers to the logical information of the content (coherence). It
contains an arrangement sentences which are being written and the
sentences should goes smoothly.
d. Grammarand sentence structure refers to the use of correct grammar and
how it is used to combine and organize the words into phrases, and
sentences.
In this present study, the writer uses kind of summative test to assess the
students’ improvement in mastering writing skill; furthermore, the
assessing of writing is scored based on five aspects of writing. Each
aspects has its own criteria in assessment. The successful of writing is also
revealed from the students’ achievement in mastering those five aspects of
writing.
20
2.2 Empirical Review
Ayub,et al (2013:2) in An Analysis of the Cohesion and Coherence of
Students’ English Writing at the Second Grade of SMAN 1 Labuapi West Lombok
state that writing as one the four skills in English is considered as the most
difficult and most challenging skill compared to the other skills either for most
students or even for teachers. There are many cases in which both teachers and
students have difficulties in producing good compositions. The difficulties not
only in generating and organizing ideas, but also in translating these ideas into
readable text. The skills involved in writing are highly complex. Second language
writers have to pay attention to higher level skills of planning and organizing as
well as lower skills of spelling, punctuation, word choice and so on. The difficulty
then becomes more pronounced if their language proficiency is weak. Because of
this, writing is the least popular language skill and most students consider writing
to be the least useful language skill (Harsyaf and Izmi, 2009: 1).
Siahaan, (2013:58) in thesis entitled An Analysis of Students’ Ability and
Difficulties In Writing Descriptive Texts : A Case Study Of Tenth Graders In A
Senior High School In Bandung states that based on the research result bring the
facts about the problem faced by students in writing. In low achievers category, it
is revealed that the students were confused in differentiating the generic structure
of descriptive text. Moreover, the low achievers seemed to have no sense about
English grammar. They made a lot of mistakes in the text that they wrote,
especially about singular and plural.
Deahl, (2012:1) states that the Tell-Show strategy works great because it
does not take long to teach or practice. I can use it with students of varying skill
21
and ability level. It allows them to add vivid details to their pieces, which make
these pieces, sound even better. By adding "showing" details, students are
learning to use more specific words like adjectives, adverbs, and strong verbs,
which give readers a clear picture of what the student had in mind as he/she was
writing. Incorporating "showing" details into our writing helps readers slow down
and focus in on the most important parts we want to direct them to. As writers,
helping them figure out those important parts is the least we can do.
2.3 Hypothesis
On attempting to give a tentative solution to the problem, the
hypothesis will be stated as follows: Tell- Show Strategy can improve paragraph
writing of the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in
academic year 2013/2014.
22
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This study was conducted to the eighth grade students of SMP (SLUB)
Saraswati 1 Denpasar. There are nine classes of the eight grade students of SMP
(SLUB) Saraswati 1 Denpasar with the total of the students are 280 students. The
students of Class VIII Bilingual was selected as the subjects of the study which
consists of 41 students, 21 males and 20 females. The subject of the study which
total of 41 students were considered to be representative enough for the
purpose of this study. The students of Class VIII Bilingual was selected as the
subjects of the study because based on the preliminary study and the result of pre
test or the initial reflection show their ability in writing skill was very poor,
therefore immediate improvement was really needed.
3.2 Research Design
Classroom action research design was used in this study. It made use of a
collection of pre-test post-test research design. Hence, this classroom action study
was concerned with teaching writing skill by using two kinds of tests, that was,
initial refection or pre-test and reflection or post-test. Initial reflection (IR) was
intended to evaluate the pre-existing writing skill while reflection (R) which was
administered at the end of each session, is meant to reveal the expected increase in
the students’ writing skill achievement after they have been taught writing skill
through Tell- Show Strategy.
23
In this classroom action study, the teaching and learning processes were
divided into two cycles where each cycle consists of two sessions. According to
Zuber-Skerritt in Cohen et al (2000:232) each session consists of four
interconnected activities, namely: strategic planning (P), action (A) i.e.
implementing the plan, observation (O) evaluation and self-evaluation, and critical
and self-critical reflection on the results of points 1-3 and making decisions for the
next cycle of action research (R). It is necessary to note that IR was a term
normally used in a classroom action study, which refers to a pre-test in writing
descriptive paragraph. The IR was administered to the eighth grade student of
SMP (SLUB) Saraswati 1 Denpasar, in order to measure the real pre-existing
writing ability of the subjects. The mean scores of the IR was compared to the
corresponding mean scores of the R administered at the end of each session for
the sake of establishing the degree of the writing descriptive of the subjects.
This classroom action study made use of a collection of pre-test post-test
research design. Hence, this classroom action study was concerned with teaching
writing skill by using two kinds of tests; initial refection or pre-test and reflection
or post-test. Initial reflection was intended to evaluate the pre-existing writing
ability while reflection which was administered at the end of each session was
meant to reveal the expected increase in students’ writing skill achievement after
they have been taught writing skill through Tell- Show Strategy.
3.3 Research Procedure
The research procedures in this research consisit of four activities, such as:
Planning, Action, Observation and reflection. It can be described as follows:
24
3.3.1 Planning
Before the present classroom action study could be successfully carried
out, the researcher had to prepare instructional planning for all the session. As
mentioned previously, the subject of the present classroom action study were eight
bilingual class students of SMP (SLUB) Saraswati 1 Denpasar. The undertaking
of the present study was substantially based onthe fact the subject under the study
still had low descriptive paragraph writing skill. Hence, Tell- Show Strategy was
used to improve and progressively enhance the descriptive paragraph writing skill.
It was strongly anticipated that this technique would be effective and efficient in
helping the subject to overcome their descriptive paragraph writing problem. In
order to achieve the objective of the present classroom action study, the researcher
planned the instructional activities by doing the following; determining the subject
of the study, seeking and preparing a series of teaching material, preparing and
administering IR in descriptive paragraph writing, designing lesson plans or
setting up the teaching scenarios of the present classroom action study,
constructing and administering reflection or post- testat the end of it session
extend of the subjects’ progress in descriptive paragraph writing. Constructing and
administering questionnaire to the subject under study.
3.3.2 Action
Implementing the previously planed teaching scenarios was the main
activity in this class action study. In line with the objective of the sudy, action
classroom activities refer to what the reseracher really did in the classroom setting
during the process of teaching descriptive paragraph writing through Tell-Show
Strategy. She attempted to manage and conduct the previously planed classroom
25
activities in the teaching scenarios, so that the objective of teaching descriptive
paragraph writing through Tell- Show strategy for each session can be most
effectively and effeciently attained. What the reasearcher did successively in
every classroom session was principally based on a thre- phase technique. Thus,
the classroom activities were classified into three main parts; pre- activities, whilst
activities and post- activities, which are briefly elaborated as follows:
1. In pre-writng acttivities the researcher who also acted as a classroom
teacher, aimed to active and focus the subjects’ mutual interest. The pre-
activities were intended to achieve the subjects’ prior knowledge related
the topic, which was to be discussed. During the pre-activities the
researcher asked some general leading question about the topic being
though. This pre-activities done for about 10 minutes for each session.
2. In whilst-activities, the researcher explained about descriptive paragraph
and its generic structure. Then, students asked to identify the generic
structure of descriptive paragraph that given by the researcher. Moreover,
students were asked to write descriptive paragraph based on the topic
given as a post-test. Reflection was used to measure the students’ progress
in writing and they did not allowed cheating each other. This activity done
for about 60 minutes for each session.
3. In post-activities, the researcher gave the reflection. The students were
asked to review the material which already given. The post activities in
each session planned about 10 minutes.
26
3.3.3 Observation
Observation refers to the activity to observe the classroom situation and to
know the students’ behavior during the process of teaching and learning.
Observation was intended to see whether or not the teaching learning process
being undertaken could improve the descriptive paragraph writing ability of the
eighth grade student of SMP (SLUB) Saraswati 1 Denpasar. At the end of cycle
II, the students were given questionnaire in the form of multiple- choice. The
purpose of these questionnaires was to get the information about their responses
toward the treatment given to them. The result of these questionnaires would be
used as qualitative data in this study.
3.3.4 Reflection
In conducting the evaluation process, the teacher gave pre-test before
starting the action and at the end of each cycle, students were given post-test. The
test was in the form of written test. In this test, the students were asked to write
descriptive paragraph writing based on the topic given in descriptive paragraph’s
generic structure.
After giving the test, the writer analyzed the result of the test to know the
students’ writing skill. The teacher then made an analysis based on the result of
the test has been done by the students and her observation during the action being
carried out to make a reflection about what she has being done so far. It is also
claimed to find the weaknesses of the activities has been done.
27
3.4 Research Instrument
The selection and construction of appropriate, valid and reliable
research instrument are very essential step of a scientific investigation, this
was on account of the fact merely valid and reliable research instruments can
be used to collect the valid and reliable required data for the study being
undertaken. The study deal with research question: can Tell- Show Strategy
improve writing skill of the eight grade students of SMP (SLUB) Saraswati 1
Denpasar in the academic year 2013-2014. This research question logically
suggests that there were three sets of data or raw scores, which were required
for the study. They were lesson plan, writing tests, and questionnaire.
1. Lesson Plan
Lesson plan is instructor map of what students need to learn and how it
will be done effectively during the class time; moreover, it is used as a
plan to do an action for teaching process which consist of pre-activities,
whilst-activities, and post-activities.
2. Writing tests
Writing tests consist of pre-test and post-test. In pre-test the subjects
were asked to write a descriptive paragraph according the topic given to
measure the pre-existing students’ ability in writing and the post-test
was used to measure the students’ achievement in writing descriptive
paragraph after got researcher’s action by using Tell- Show strategy.
The student made their paragraph related the topic given. Their
paragraph should have a generic structure of descriptive paragraph.
28
3. Questionnaire
Questionnaire was administrated to find out the student changing
behavior when learning descriptive paragraph through Tell- Show
Strategy (Kusnandar, 2011: 128). Multiple choices are form of
questionnaire was to measure qualitatively the students’ qualitative
behavior including interest, motivation, or creativity. The questionnaire
consisted of ten questions which were written in Bahasa Indonesia to
avoid misunderstanding and confusion. The score of questionnaire used
rating scale of 0-3; if the students choose A, the score was 3, the score
of B was 2, the score of C was 1, and the score of D was 0. The result
of the questionnaire which was considered as the additional data
required for this study was descriptively analyzed in the form of
comparative percentage.
3.5 Data Collection
There were three kinds of instruments used to gather the data of this
classroom action study; they were pre-test, post-tests and questionnaires. Thus,
the data required to answer the research question were gathered through
administering pretest, post-tests and questionnaires to the eight grade students of
SMP (SLUB) Saraswati 1 Denpasar.
The primary data required to answer the research question were collected
through administering IR and post- test while the supporting data were collected
through questionnaire to the subject of the study. There were substantially three
kinds of raw score obtained for the present class action study, those are as follows:
1. Score indicated the students’ preexisting ability in descriptive paragraph,
29
2. Score shown students progress achievement in descriptive paragraph,
3. Score shown the students changing learning behaviors in learning descriptive
paragraph writing through tell- show strategy.
3.6 Data Analysis
The most important data required to answer the research question under
study was collected through administering IR and post-tests, some supporting
additional data were gathered through administering questionnaires to the subjects
under study, that was, the eighth grade students of SMP (SLUB) Saraswati 1
Denpasar. The data were analyzed based on four stages.
1. Collecting and marking the students’ learning result by using the following
rubric as quantitative data. Data which was collected in each observation step
of classroom action cycle was analyzed by using percentage technique to find
out the significance during the learning processes (Kusnandar, 2011: 128).
According to Oshima and Hogue (2007:169) about assessing paragraph
writing, the data was evaluated and computed as follows:
Table 3.1. Scoring Rubric Paragraph
Criteria Maximum
score
Actual
score
Format – 5 Points
There is a title 1
The title is centered 1
The first line is indented 1
There are margins on both sides 1
30
The paragraph is double-spaced 1
Total 5
Punctuations and Mechanics – 5 Points
There is a period after every sentence 1
Capital letters are used correctly 1
The spelling is correct 1
Commas are used correctly 2
Total 5
Content – 20 Points
The paragraph fits the assignment 5
The paragraph is interesting to read 5
The paragraph shows that the writer used care and
thought
10
Total 20
Organization – 35 Points
The paragraph begins with a topic sentence that has
both a topic and a controlling idea
10
The paragraph contains several specific and factual
supporting sentences that explain or prove the topic
sentence, including at least one example
20
The paragraph ends with an appropriate concluding
sentence
5
Total 35
Grammar and sentence Structure – 35 Points
Estimate a grammar and sentence structure score 35
Total 35
Grand Total 100
31
2. The quantitative data were analyzed descriptively by using the following
formula as proposed by Masidjo in Windari (2011:28):
Note:
M = average score of all students
∑X = the total number of all students’ score
N = the total number of all students
3. The questionnaire will be analyzed descriptively as the following of an item
4. The criteria of score qualification were presented in the following score
qualification table below according to Oshima and Hogue (2007:169):
Table 3.2. Criteria of Score Qualification
No Score (%) Category
1 90 – 100 Excellent
2 80 – 89 Very good
3 70 – 79 Good
4 60 – 69 Sufficient
5 0 – 59 Insufficient
M = ∑X
N
Score (%) = number of students choosing the item x 100 %
Number of whole students
32
3.7 Success Indicator
The study is stated success if at least 80% of students achieve the minimum
qualification score (Kunandar, 2011:127). In this present study, the total students
are 41 students; therefore, the 80% of them are 33 students. They are expected to
achieve the school based minimum qualification score of English which is 78.
33
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
There were three kinds of instruments used to collect the data of this study
such as pre-test, post-test and questionnaire. The data required of this study
through administering pre-test, post-test and questionnaire to class VIII Bilingual
students of SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014. The
pre-test or IR (Initial Reflection) was administered to the subject under study to
get their pre-existing ability in writing descriptive paragraph. The post-test or
reflection in this present study was administered at the end of each cycle.
Therefore, there were three sets of raw score showing the subjects’ improvement
in writing descriptive paragraph through Tell- Show Strategy, that were scores of
pre-test and post-test in cycle I and cycle II. Those scores could be seen further
the appendices.
4.1.1 Pre- cycle
The researcher conducted pre-test before the action was carried out. This
activity was conducted to determine the prior students’ descriptive paragraph
writing skill. In the pre-action phase, researcher conducted a study of reflection in
writing, especially writing descriptive paragraph. The results showed that (1) the
material being taught is often heard by students; therefore, many students
underestimate; (2) method that is used does not engage all students attention;
therefore, many students are busy themselves when teaching takes place; (3)
34
based on the fact that, only a small percentage of students who were active during
teaching in progress.
In the pre-action stage, the researcher gave the initial tests with the aim of
knowing the students' ability in writing descriptive paragraph prior to the act of
teaching. Based on the data analysis could be concluded that 5 students capable of
insufficient qualified, 30 students capable of sufficient, 5 students capable of good
and 1 students was capable of very good. In the first cycle, the lowest score of the
students was 55 that was achieved by one student, while the highest one was 83
that was achieved by one student. Therefore, total score for all students was 2614.
Mean score of the students for cycle I can be obtained by using the formula:
From the results of tests the researcher knew that the students 'ability in
writing descriptive paragraphs were low. The result from students' writing can be
seen in the following table.
Table 4.1
Tabulation of Data Showing the Students' Pre-cycle Score in Writing
Descriptive Paragraph
Score Frequency Total Score Mean Category
0-59 5
2614 63.8 Sufficient
60-69 30
70-79 5
80-89 1
90-100 0
M = ∑X
N
The X0 of IR score = ∑X0 = 2614 = 63.8
N 41
35
Based on the result of the students' pre-test, the researcher propose
alternative teaching strategy by using Tell -Show Strategy.
4.1.2 Cycle I
As already mentioned in chapter III that the post-test given to students at
the end of each cycle. The result of the score in the first cycle were collected
through post test on session two, which was after the student received treatment
how to write descriptive paragraph through Tell-Show Strategy. Based on the data
analysis could be concluded that 12 students capable of sufficient qualified, 26
students capable of good and 3 students was capable of very good. In the first
cycle, the lowest score of the students was 65 that was achieved by one student,
while the highest one was 85 that was achieved by one student. Therefore, total
score for all students was 3040. Mean score of the students for cycle I can be
obtained by using the formula:
By using the formula obtained that mean score for cycle I was 74.1 with
the predicate is good. There were 27 students out of 41 students passed the
minimum passing grade score (PG) which is equal to 78, while 14 other students
have not been able to reach the PG. Based on these data, the percentage of
students who achieved the minimun passing grade score in the first cycle was
equal to 65.9%. In accordance with the success indicators that mentioned in
section III that the action research cycle can be terminated if at least 80% of
M = ∑X
N
The X2 of S2 score = ∑X2 = 3040 = 74.1
N 41
36
students have achieved PG, then the cycle will continue to the second cycle. The
result of the students’ score on first cycle can be seen in below table, while the
detail achievement score for each students can be seen in the appendices.
Table 4.2
Tabulation of Data Showing the Students' Score in Writing Descriptive
Paragraph Through Tell- Show Strategy in Cycle I
Score Frequency
Total
Score Mean Category
0-59 0
3040 74.1 Good
60-69 12
70-79 26
80-89 3
90-100 0
4.1.3 Cycle II
The result of the score in the second cycle were collected through post
test on session four, which was after the student received treatment how to write
descriptive paragraph through Tell-Show Strategy. Based on the data analysis
could be concluded that 9 students capable of good and 32 students was capable
of very good. On the second cycle, the lowest score of the students was 73 that
was achieved by two students, while the highest one was 87 that was achieved by
one student. Therefore, total score for all students was 3328. Mean score of the
students for cycle II can be obtained by using the formula:
M = ∑X
N
The X4 of S4 score = ∑X4 = 3328 = 81.2
N 41
37
By using the formula obtained that mean score for cycle II was 81.2 with
the predicate is good. From the 41 students, there were 34 students who have
passed the minimum passing grade score (PG) which is equal to 78, while 7 other
students have not been able to reach the PG. Based on these data, the percentage
of students mastery in the second cycle was equal to 83%. In accordance with the
success indicators that mentioned in section III that the action research cycle can
be terminated if at least 80% of students have achieved PG, then this action
research would be stop on the second cycle. The result of the students’ score on
second cycle can be seen in the following table.
Table 4.3
Tabulation of Data Showing the Students' Score in Writing Descriptive
Paragraph Through Tell- Show Strategy in Cycle II
Score Frequency
Total
Score Mean Category
0-59 0
3328 81.2 Good
60-69 0
70-79 9
80-89 32
90-100 0
The result of the data analysis above was considered as the findings of this
study could be summarized as the following:
Table 4.4
Summary of the Research Finding Showing the Mean of Each Cycle
IR / Pre-Test XO X0 = 63.8
Cycle I S1
S2
X1 = -
X2 = 74.1
X2 = 74.1
38
Cycle II S3
S4
X3 = -
X4 = 81.2
X4 = 81.2
The additional supporting data were collected by administering
questionnaire at the end of cycle II to the subjects under study. The result of
questionnaire was qualitatively scored using the rating scale 0-3 (A=3, B=2, C=1,
D=0). The scores were gathered by questionnaire showed the subjects’ changing
attitude and motivation in writing descriptive paragraph through Tell- Show
Strategy. The obtained data showing the subjects’ total scores for the items of the
questionnaire were tabulated in the the below table, while the detail choices of
each student can be seen in the appendices.
Table 4.5
Tabulation of Data Showing the Subjects’ Changing Motivation and
Attitude in Writing Descriptive Paragraph through Tell- Show Strategy
Item Frequency Score %
A 123 369 43
B 204 408 48
C 75 75 9
D 8 0 0
total score 852
The data was obtained from the questionnaire should be computed and
discussed in the light of the present class action study. The computation of the
comparative percentages for the score of the items of questionnaire showing the
subjects’ total responses for respective items A, B, C and D were shown as
follows:
39
1. Total percentage of item A = 369 x 100 % = 43%
852
2. Total percentage of item B = 408 x 100 % = 48 %
852
3. Total percentage of item C = 75 x 100 % = 9 %
852
4. Total percentage of item D = 0 = 100 % = 0 %
852
The findings of this study clearly showed as follows; first, the mean score
of pre-test or IR (X0) was obtained by class VIII Bilingual students of SMP
(SLUB) Saraswati 1 Denpasar was 63.8. It showed the low ability of the subjects
under study in writing descriptive paragraph. Second, the mean score of reflection
or post-test in cycle I was obtained by the subjects under study respectively
showed the mean figure: 74.1. The mean figures were obtained by the subjects in
cycle I was comparatively higher than mean score of IR or pre-test. Third, the
mean score of reflection or post-test in cycle II was obtained by the subjects under
study respectively showed the mean figure: 81.2. The mean figures were resulted
in each cycle were still comparatively much higher than the mean score of pre-
test. The mean score of cycle II was also convincingly higher than the score of
cycle I and the different between the two mean figures were 7.1 (81.2 – 74.1). It
was clear that the difference was significant. The findings of this study revealed
that descriptive paragraph writing achievement of students’ class VIII Bilingual of
SMP (SLUB) Saraswati 1 Denpasar increased from session to session after being
taught through tell- show strategy.
The result of the analysis of questionnaire showed the comparative
percentage of 43 %, 48 %, 9 % and 0% for the respective total responses of the
40
item of questionnaire showing A, B, C, D. The comparative percentages of the
items of questionnaire showed the students’ positive changing attitudes and
motivation in writing descriptive proved the effectiveness of tell show strategy in
teaching writing descriptive of the VIII Bilingual students of SMP (SLUB)
Saraswati 1 Denpasar in academic year 2013/2014.
To make it clear, the main finding of this study showing the increasing
comparative mean score of pre-test and post-test were obtained by subjects could
be graphically presented as the following:
Graph 4.1 Depicting the Subjects’ Progressing Achievement in Writing
Descriptive Paragraph after Being Taught through Tell- Show
Strategy
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
IR - cycle 1 - cycle 2
63.8
74.1
81.2
Cycle II Cycle I
41
Graph 4.2 Depicting the Subjects’ Changing Motivation and Attitudes in Writing
Descriptive Paragraph through Tell- Show Strategy
4.2 Discussion
The data analysis leads to be discussed to the finding of the present class
action study investigated to effectiveness of tell- show strategy in improving
descriptive paragraph writing of the class eighth (VIII Bilingual) students of SMP
(SLUB) Saraswati 1 Denpasar. The mean score of IR or pre-test (X0) was
obtained by the subject under study in writing pointed out the mean figure 68.8.
This mean figure clearly showed that the pre-existing writing skill of the students
was low. The mean figure of the reflection in cycle I was obtained by subjects
under study was automatically higher than the mean figure of the IR. The result of
mean figure in cycle I was 74.1. This mean figure revealed higher than the mean
figure of the IR. This grand mean figure revealed that teaching writing descriptive
paragraph to eighth grade students of SMP (SLUB) Saraswati 1 Denpasar through
Tell- Show could be significantly increased.
0
5
10
15
20
25
30
35
40
45
50
A B C D
43
48
9
0
42
The result of the data analysis of the reflection was obtained by the
subjects in cycle II turned out to show the progressing mean figure 81.2.
Compared with the mean figure of IR, the mean figure was obtained by the
subject under study in each cycle was convincingly higher than IR. There was the
difference mean figure of 7.1 (81.2 - 74.1) between the mean of cycle I and Cycle
II. This mean figure suggested that teaching writing in cycle II through Tell-
Show Strategy could be remarked to be more effective than cycle I. This was due
to the fact that the cycle II was a revised version of cycle I; therefore, the teaching
scenario in cycle II was accordingly revised by taking into account the
weaknesses found out in cycle I. It showed that the mean score of the reflection in
cycle II was higher than cycle I.
The students’ improvement scores during cycle I and II show that the
tell-show strategy can improve the ability to write descriptive paragraph of eighth
grade students class of bilingual SMP (SLUB) 1 Saraswati Denpasar in academic
year 2013/2014. Correspondingly to the theory that tell-show strategy can be used
as a strategy in teaching writing descriptive paragraph, it is because this strategy
can help students when it came to a halt in writing descriptive paragraph. Tell-
show strategy will guide the students to be able to write a descriptive paragraph in
greater detail in accordance with a detailed list of topics that they wrote in the
column Show (Peha, 2003:34).
The result of questionnaire score showed the comparative percentages:
43%, 48%, 9%, and 0% for items A, B, C and D respectively. The questionnaire
which were actually intended to measure the changing learning behavior of the
subjects under study in writing descriptive paragraph through tell-show strategy
were administered by the end of cycle II. The result of comparative percentages
43
figures were obtained for the present class study proved that the subjects learning
behavior changed positively.
41
44
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussion throughout the present classroom action study which dealt
with improving descriptive paragraph writing through tell- show strategy to the
eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in academic year
2013/2014 could finally be concluded in this chapter. The findings of this study
could provide some benefits for the English teachers and the eighth grade students
of SMP (SLUB) Saraswati 1 Denpasar were also recommended in this chapter.
5.1 Conclusion
The present classroom action study was conducted to help students to
improve their ability in writing descriptive paragraph. The main data which
required for the present classroom action study were gathered through
administering initial reflection and reflection to the subjects under study. A
supplementary data was also collected by administering questionnaire by the end
of cycle II.
The main score of IR (X0) = 63.8 in category sufficient. This mean figure
clearly showed that descriptive paragraph writing of the eighth grade students in
bilingual class of SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014
was considered low. The mean of the reflection in cycle I was figured 74.1 in
category good and the mean of the reflection in cycle II was figured 81.2 in
category good too. Comparing with the mean score of IR, it was clear that the
mean of cycle I and cycle II was much higher than IR and from cycle I to cycle II
45
the results means figures were progressed and increased significantly. The
difference between the mean of cycle I and cycle II is 7.1.
The result of questionnaire clearly showed the comparative percentage
figures of 43 %, 48 %, 9 % and 0% for receptive total responses of the items A, B,
C and D. These findings significantly proved that the attitude and the learning
motivation of the subject under study were changed positively. The researcher
who acted as a classroom teacher observed that the students were active in
participating and involving themselves in teaching learning process. These
findings clearly suggested that improving descriptive paragraph writing through
tell- show strategy could make the students be more active in learning English.
According to the objective classroom action research, the finding of the
present classroom action study could not be extended and generalized to other
groups of students even they are in the same school. This is an account of the fact
that an action classroom study was mainly undertaken for helping particular group
of students who has problem in listening skills. Therefore, the finding of this
study was predominantly valid and reliable for students of VIII bilingual class
SMP (SLUB) Saraswati 1 Denpasar in academic year 2013/2014. Based on the
problem of the students’ ability in writing descriptive paragraph was low and after
comparing with the mean score of reflections were increased and progressed from
cycle I to cycle II. Based from data analysis, the result of mean score from cycle I
to cycle II through tell- show strategy were increased, so in conclusion the
hypothesis, the tell- show strategy can improve descriptive paragraph writing to
the eighth grade students of SMP (SLUB) Saraswati 1 Denpasar in academic year
2013/2014, is surely accepted.
46
5.2 Suggestion
From the conclusion above, the researcher would like to give some
suggestion dealing with the study.
1. The English teachers of the eighth grade students of SMP (SLUB)
Saraswati 1 Denpasar are suggested to be more active, creative and
innovative in teaching writing also to other language skills. They should
immediately start collecting and selecting different kinds of teaching
materials. Therefore, the students will have the experience of learning
various kinds of writing experience to improve their writing skill which
related to other skills. The English teachers of SMP (SLUB) Saraswati 1
Denpasar are also suggested to keep motivating their students to improve
their writing ability more intensively, for instance, giving more different
kinds of assignment or homework to students. In this way the students
would be able to develop and improve their writing more quickly. All the
students’ assignment should be corrected and scored; therefore, the
students will build up their motivation to do the assignment which is given
by the teacher.
2. Eighth grade students of SMP (SLUB) Saraswati 1 Denpasar are also
suggested to keep on motivating and improve their writing ability more
intensively; for instance, motivating themselves to learn more seriously,
not only in the classroom but also out of the classroom and getting writing
material from other resources.
3. Other researchers who are going to conduct a classroom action research, it
is suggested to do further research about tell- show strategy to solve other
47
writing problem faced by students because the result of this study proved
that tell- show strategy can improve the students’ ability in writing
descriptive paragraph.
46
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Studi Pendidikan Bahasa Inggris, 1-2.
Branan, B. (2010). A Writer's Workshop; Crafting Sentence, Building Paragraph.
New York: Mc Graw- Hill.
Brown, D. (2004). language Assessment Principles and Classroom Practices.
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Coffin, C. A. (2003). Teaching Academic Writing. London: Routledge.
Cohen, L., Manion, L., & Morrison, K. (n.d.). Research Method in Education 6th
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Departemen Pendidikan dan Kebudayaan. (2004). Kurikulum Standar Kompetensi
Mata Pelajaran bahasa Inggris . Jakarta: Depdiknas.
Evan, V. (2007). Successful Wriitng Intermediate. England: Express Publishng.
Fischer, S. (2003). A History of Writing. London: Reaction Books.
Folse, K., Vokooun, April, M., & Vestri, S. E. (2010). Great Writing 2 : A Great
Paragraph. New York: Sherrise Roehr.
Graham, S. (2008). Effective Writing Instruction for All Students. USA:
Renaissance Learning.
Graham, S. (2008). Effective Writing Instruction for All Students. USA:
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Graham, S., & Perin, D. (2007). Writing Next. New York: Carniage Corporation.
Ha, T. T. (2011). Integrating Reading and Writing Teaching to Improve VNUH
ULIS first year English Major Students' Writing Skill.
Harmer, J. (2007). The Practice of English Language Teaching4th Ed. UK
:Pearson Education Ltd.
Harsyaf, H. N., & Izmi, Z. (2009). Teaching Writing. Jakarta: Ministry of
National Education PPPPTK.
Hyland, K. (2003). Second Language Writing. USA: Cambridge University Press.
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Jarvis, D. (2002). The Process Writing Method. USA: Palmquist Elementary
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Kane, T. (2007). The Oxford Essential Guide to Wriitng. New York: Oxford
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Kunandar. (2011). Langkah Mudah Penelitian Tindakan Kelas Sebagai
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Oniicitradewi. (2012, 1 Juni). Characteristics of Good Paragraph. Retrieved on 10
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Ontario Ministry of Education. (2005). A Guide to Effective Instruction in
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Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing. New York:
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Peha, S. (2010). Learning Across the Curriculum. Teaching that Makes Sense,
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Zemach, D. E., & Rumisek, L. (2003). Academic Writing from Paragraph to
Essay. Oxford: Macmillan Education.
49
APPENDIX 1
List Of Students
Class VIII Bilingual SMP (SLUB) Saraswati 1 Denpasar Academic Year
2013/2014
No. Name
1 Adi Krisna Dewantara, Dewa Putu
2 Aditya Mahessa, I Putu
3 Anastasya Putri Herman Lux
4 Angga Pramana, Dewa Gede
5 Anindhito Daffa Raihantoro
6 Arianda Ayu Mahayani, Kadek
7 Astrid Harikaputri, Putu
8 Ayu Juni Puspasari, Ni Ketut
9 Ayu Nanda Krisna Naraiswari
10 Ayu Pretty Fortuna Ratu
11 Ayu Soekma Rosedai
12 Chyntia Angelina, Dewa Ayu
13 Davin Egatriyana, A.A. Ngurah
14 Dea Shinta Pradnyaningrum S, Kadek
15 Dedy Nantha Saputra, I Putu
16 Didan Santayana, I Putu
17 Donni Sutha Negara, I Gede
18 Dwi Marina Gitarini PP, Ni Made
19 Dyah Intan Pratiwi, Putu
20 Hare Prananda, I Komang
21 Ika Wahyu Diana Putri, Ni Putu
22 Iwan Cahya Palguna, I Kadek
23 Kertaraasa Setia Dharma, I Putu
24 Khrisna Damana, Gede
25 Millenda Wijaya Nugraha, Ida Ayu
50
26 Mirah Oktaviani, A.A. Sagung
27 Nandini Mas Diprajna, Putu
28 Oka Darmawan Kamasan, A.A. Ngurah
29 Oka Premadana, Dewa Made
30 Pradnya Khrisna Bayu P, I Kd
31 Pradnya Paramita, Putu
32 Putri Aryanda Sadewi, Luh Gede
33 Rama Dhivayana, A.A. Ngr
34 Rr. Fitria Dwi Intan Milleniari
35 Sucita Dewi, Ni Made
36 Surya Putra, Dewa Ngakan Gede Agung
37 Wastusatya Dwi Pramana, Made
38 Yenni Widya Puspanita
39 Yudika Respayana, A.A.Ngr. Gede
40 Ananda Deka Aprilresa SS, Putu
41 Rama Eka Aditya Wijaya, Putu Gede
51
APPENDIX 2
ASSESSMENT SHEET (pre-test)
Name __________________________ (______________) Date ____________
Instruction:
Please compose a descriptive paragraph which consist of at least 6-10
sentences about your best friend!
Answer :
.............................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
52
APPENDIX 3
LESSON PLAN 1
School : SMP (SLUB) Saraswati 1 Denpasar
Subject : English
Class/Semester : VIII/ II
Skill : Writing
Meeting : cycle I (session 1 and 2)
A. Standard Competence:
Expressing meaning in functional written texts and simple short essays in the
form of descriptive and procedure to interact within the surroundings.
B. Basic Competence:
Expressing meaning and rhetorical steps in simple short essays by using
various written form accurately, smoothly and acceptable to interact within the
surroundings in the form of descriptive or procedure text.
C. Indicator:
Identifying generic structure of descriptive paragraph (Identification,
Descriptions and Conclusion (optional)
Writing a descriptive paragraph based on the topic given
53
D. Expected Characters:
Discipline
Hard working
Creative
Curious
Communicative
responsible
70
E. Learning Objectives:
1. When the students are given a chance to read a descriptive paragraph, they
are able to identify the generic structure of the paragraph based on the
theory which has already been studied.
2. When the students are given a title, they are able to write a good
descriptive paragraph in accordance with the generic structure which has
been studied.
F. Learning Material:
1. Definition of Descriptive Paragraph
Descriptive paragraph is paragraph which expresses or describes place,
thing and person in such vivid detail that the readers can easily visualize the
described place, thing and person or can picture what it looks like. In addition,
descriptive paragraph is also defined as a paragraph which is written with our
senses since the paragraph will make the readers see, touch, taste, hear or smell
the object.
The writer should try to present his/her paragraph in the light of the five
senses so that the readers will have the same picture as the writer. Furthermore,
writing a descriptive paragraph is mainly intended to provide the reader with a
vivid description so that the paragraph will appear as a picture to the readers.
Therefore, a good descriptive paragraph will make the readers clearly catch what
is trying to describe.
71
2. Generic Structure
Descriptive paragraph is intended to describe place, person, and thing so that
the reader will be able to visualize the object. Writing descriptive paragraph,
generally, you have to consider the following generic structure:
d. Identification
Identification is a part in which you identify or write the recognition;
moreover, it can be a general statement about place, person, or thing that you
want to describe.
e. Descriptions
Descriptions are vivid detail of place, person, or thing that you want to
describe so that the reader can easily imagine or picture the object, or they can
feel the object with the five senses.
f. Conclusion
The last part of descriptive paragraph is optional (i.e. it may be included or
not). In this part, you conclude the paragraph or restate the identification.
A good descriptive paragraph, in general, should be able to present a
picture to the reader. Therefore, it should be written on the basis of the following
characteristics.
a. Using descriptive words that appeal to the readers’ senses. Present verbal
pictures what the reader can see, touch, taste, hear or smell.
b. Using specific and concrete vocabulary to describe details.
72
c. Involving the reader enough so he/she can actually visualize or picture the
things, person or people being described.
d. Using appropriate transitional phrases so that the paragraph will be well
organized and structured.
G. Time Allotment: 2 x 40 minutes
H. Technique:
Tell- Show Strategy
I. Learning Activities:
Session 1
Activities
Time √ X Pre-Activities (± 10 minutes)
Teacher’s Activities Student’s activities
1. Greeting the students
2. Checking the students’ attendance
3. Motivating the students and
describing the material which are
going to be discussed generally
4. Stating the learning objectives to
be achieved and the importance of
studying descriptive paragraph
1. Greeting the teacher
2. Responding the teacher
3. Giving attention to the
teacher
4. Giving attention to the
teacher
1‘
2‘
4‘
3‘
Whilst-Activities (± 60 minutes)
Exploration
5. Proposing some elicited questions
5. Answering the teacher
3‘
73
on what they have known about
descriptive paragraph
Elaboration
6. Inviting the students to read the
descriptive paragraph entitled ‘The
Sea Eagle’ and identify the generic
structure of the descriptive
paragraph (before explaining the
theory)
7. Explaining about descriptive
paragraph systematically from the
definition, the generic structure and
the steps of writing a good
descriptive paragraph
8. Presenting a paragraph entitled
‘The Sea Eagle’ (Students
Worksheet/SW 1) and asking the
students to think the generic
structure
9. Asking the students to make a
descriptive paragraph about pet.
Confirmation
10. Opening question and answer
question
6. Reading the task
continued by identifying
generic structure of
paragraph given.
7. Giving attention about
theacher explanation and
taking a note about the
material
8. Identifying the generic
structure of paragraph
given
9. Writing descriptive
paragraph based on the
theme and instruction
10. Asking about their
10‘
15‘
10‘
20’
74
session or asking the students
difficulty
11. Giving positive feedback and
reinforcement orally or by using
gestures for the students’ success
difficulty during the
lesson
2’
Post-Activities (± 10 minutes)
12. Summarizing the material which
has already been discussed
13. Asking students to review the
material orally
12. reviewing the material
through question and
anwersession orally
5‘
5’
75
Session 2
Activities
Time √ X Pre-Activities (± 10 minutes)
Teacher’s Activities Student’s activities
1. Greeting the students
2. Checking the students’ attendance
3. Motivating the students and
describing the material which are
going to be discussed generally
4. Stating the learning objectives to
be achieved and the importance of
studying descriptive paragraph
1. Greeting the teacher
2. Responding the teacher
3. Giving attention to the
teacher
4. Giving attention to the
teacher
1‘
2‘
4‘
3‘
Whilst-Activities (± 60 minutes)
Exploration
5. Proposing some elicited questions
on what they have known about
descriptive paragraph
Elaboration
6. Inviting the students to read the
descriptive paragraph entitled ‘My
Mom’ and identify the generic
structure of the descriptive
paragraph (before explaining the
5. Answering the teacher
question
6. Reading the task
continued by identifying
generic structure of
paragraph given.
3‘
10‘
76
theory)
7. Explaining about descriptive
paragraph systematically from the
definition, the generic structure and
the steps of writing a good
descriptive paragraph
8. Presenting a paragraph entitled
‘My Mom’ (Students
Worksheet/SW 1) and asking the
students to think the generic
structure
9. Asking the students to make a
descriptive paragraph about their
mother.
Confirmation
10. Opening question and answer
session or asking the students
difficulty
11. Giving positive feedback and
reinforcement orally or by using
gestures for the students’ success
7. Giving attention about
theacher explanation and
taking a note about the
material
8. Identifying the generic
structure of paragraph
given
9. Writing descriptive
paragraph based on the
theme and instruction
10. Asking about their
difficulty during the
lesson
15‘
10‘
20’
2’
Post-Activities (± 10 minutes)
77
12. Summarizing the material which
has already been discussed
13. Asking students to review the
material orally
12. reviewing the material
through question and
anwersession orally
5‘
5’
J. References
1. Wardiman, A., Ahur, M., & Djusma, S. (2008). English in Focus. Jakarta:
Pusat Perbukuan Departemen Pendidikan Nasional.
2. Power Point Presentation
K. Assessment
a. Tehnique : Written Test
b. Form : Writing a Descriptive Paragraph
c. Instrument : See Table of Specification of Assessment Sheet
Denpasar, 5 Januari 2014
Researcher,
Ida Ayu Setia Inggriani
NPM: 10.8.03.51.31.2.5.3668
78
STUDENT WORKSHEETS (cycle 1 session 1)
Name___________________________ (____________) Date_______________
SW 1: Identifying the Generic Structure
1. Read the paragraph entitled The Sea Eagle’ and please find the generic
structure.
The Sea Eagle
There is an eagle nesting on the tree top near my grandparent’s house in
Pangandaran. It is a sea eagle.The color of its feathers is light brown. It has a
strong and sharp yellowish beak.Its claws are very sharp. It hunts for fish in the
sea but sometimes it hunts chickens and small birds. Eagles have many sizes,
shapes, and colors, but the sea eagle is easy to recognise because it has a strong a
streamlined, sharp beak and a stream-line body. Its forelimbs (or arms) serve as
wings. This means that they are of little use for anything except fying. It walks on
two legs and has a very fexible neck and strong beak to handle foods, to care for
its feathers,and for many other jobs that non-flying animals dowith paws, claws,
or hands on their forelimbs.
Introduction:
__________________________________________________________________
79
Descriptions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Conclusion:
__________________________________________________________________
80
Answer Key of SW 1: Identifying the generic structure
1. Read the paragraph entitled ‘The Sea Eagle’ and please find the generic
structure.
Identification
- There is an eagle nesting on the tree top near my grandparent’s house in
Pangandaran.
Descriptions
- The color of its feathers is light brown.
- It has a strong and sharp yellowish beak.
- Its claws are very sharp.
- It hunts for fish in the sea but sometimes it hunts chickens and small
birds.
- Eagles have many sizes, shapes, and colors, but the sea eagle is easy to
recognise because it has a strong a streamlined, sharp beak and a stream-
line body.
- Its forelimbs (or arms) serve as wings.
- This means that they are of little use for anything except fying.
- It walks on two legs and has a very fexible neck and strong beak to
handle foods, to care for its feathers,and for many other jobs that non-
flying animals dowith paws, claws, or hands on their forelimbs.
Conclusion
-
81
STUDENT WORKSHEETS (cycle 1 session 2)
Name___________________________ (____________) Date_______________
SW 2: Identifying the Generic Structure
Read the paragraph entitled ‘My Mom’ and please find the generic structure.
My Mother
My mother is a beautiful person. She is not tall but not short, and she
has curly hair and brown. Her eyes color are like honey and her color skin
color light brown, and she has a beautiful smile. Her weight likes 60 kgs. She
is a very kind person. She is very lovely, friendly, patient, and she loves to
help people. She loves being in the Church, and she loves sing and dance too.
I love my mom, because she is a good example to me.
Introduction:
__________________________________________________________________
Descriptions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Conclusion:
__________________________________________________________________
82
Answer Key of SW 2: Identifying the generic structure
Read the paragraph entitled ‘My Mom’ and please find the generic structure.
Identification
- My mother is a beautiful person.
Descriptions
- She is not tall but not short, and she has curly hair and brown.
- Her eyes color are like honey and her color skin color light brown, and she
has a beautiful smile.
- Her weight likes 60 kgs.
- She is a very kind person.
- She is very lovely, friendly, patient, and she loves to help people.
- She loves being in the Church, and she loves sing and dance too.
Conclusion
- I love my mom, because she is a good example to me.
83
ASSESSMENT SHEET (post test cycle 1)
Name __________________________ (______________) Date ____________
Instruction:
Compose a descriptive paragraph which consist of at least 6-10 sentences
about your mother by using key words as follows: my, hair, face, eyes, lips, nose,
skin color, body, height, and weight!
Answer :
............................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
84
Scoring Rubric Paragraph
Criteria Maximum
score
Actual
score
Format – 5 Points
There is a title 1
The title is centered 1
The first line is indented 1
There are margins on both sides 1
The paragraph is double-spaced 1
Total 5
Punctuations and Mechanics – 5 Points
There is a period after every sentence 1
Capital letters are used correctly 1
The spelling is correct 1
Commas are used correctly 2
Total 5
Content – 20 Points
The paragraph fits the assignment 5
The paragraph is interesting to read 5
The paragraph shows that the writer used care and
thought
10
Total 20
Organization – 35 Points
The paragraph begins with a topic sentence that has
both a topic and a controlling idea
10
85
The paragraph contains several specific and factual
supporting sentences that explain or prove the topic
sentence, including at least one example
20
The paragraph ends with an appropriate concluding
sentence
5
Total 35
Grammar and sentence Structure – 35 Points
Estimate a grammar and sentence structure score 35
Total 35
Grand Total 100
Criteria of Score Qualification
No Score (%) Category
1 90 – 100 Excellent
2 80 – 89 Very good
3 70 – 79 Good
4 60 – 69 Sufficient
5 0 – 59 Insufficient
86
APPENDIX 4
LESSON PLAN
School : SMP (SLUB) Saraswati 1 Denpasar
Subject : English
Class/Semester : VIII/ II
Skill : Writing
Meeting : cycle 2 (session 1 and 2)
L. Standard Competence:
Expressing meaning in functional written texts and simple short essays in the
form of descriptive and procedure to interact within the surroundings.
M. Basic Competence:
Expressing meaning and rhetorical steps in simple short essays by using
various written form accurately, smoothly and acceptable to interact within the
surroundings in the form of descriptive or procedure text.
N. Indicator:
Using simple present tense in descriptive paragraph
Writing a descriptive paragraph based on the topic given
87
O. Expected Characters:
Dis
cipl
ine
Hard working
Creative
Curious
Communicative
responsible
85
P. Learning Objectives:
3. When the students are given a chance to read a descriptive paragraph, they
are able to identify the use of simpple present tense on the text based on
the theory which has already been studied.
4. When the students are given a title, they are able to write a good
descriptive paragraph in accordance with the generic structure and the use
of simple present tense which has already studied.
Q. Learning Material:
3. Definition of Descriptive Paragraph
Descriptive paragraph is paragraph which expresses or describes place,
thing and person in such vivid detail that the readers can easily visualize the
described place, thing and person or can picture what it looks like. In addition,
descriptive paragraph is also defined as a paragraph which is written with our
senses since the paragraph will make the readers see, touch, taste, hear or smell
the object.
The writer should try to present his/her paragraph in the light of the five
senses so that the readers will have the same picture as the writer. Furthermore,
writing a descriptive paragraph is mainly intended to provide the reader with a
vivid description so that the paragraph will appear as a picture to the readers.
Therefore, a good descriptive paragraph will make the readers clearly catch what
is trying to describe.
4. Simple Present Tense in Descriptive Paragraph
USAGE
86
1. Facts :
The Simple Present indicate the speaker believes that a fact was true
before, is true now, and will be true in the future. It is not important if the
speaker is correct about the fact. It is also used to make generalizations
about people or things.
2. Habitual Action :
Use the Simple Present to express the idea that an action is repeated or
usual. The action can be a habit, a hobby, a daily event, a scheduled event
or something that often happens. It can also be something a person often
forgets or usually does not do.
3. Emotions :
FORM
• (+) S + VERB (s/es)
• (-) S + DO/DOES + NOT + VERB
• (?) DO/ DOES + S + VERB ?
• (?) WH QUESTIONS + DO/DOES + S + VERB
RULES
1. when we makes negatives and questions, we use do/does.
2. in questions the subject comes after do/does
3. for the 3rd person singular (he, she, it), we add s to the main verb or es to
the auxiliary.
4. in questions with does, there is no s at the end of the main verb
-S OR -ES ?
87
With most verbs, the third person singular form is created simply by adding -S.
However, with some verbs, you need to add -ES or change the ending a little.
A good descriptive paragraph, in general, should be able to present a
picture to the reader. Therefore, it should be written on the basis of the following
characteristics.
e. Using descriptive words that appeal to the readers’ senses. Present verbal
pictures what the reader can see, touch, taste, hear or smell.
f. Using specific and concrete vocabulary to describe details.
g. Involving the reader enough so he/she can actually visualize or picture the
things, person or people being described.
h. Using appropriate transitional phrases so that the paragraph will be well
organized and structured.
R. Time Allotment: 2 x 40 minutes
S. Technique:
Tell- Show Strategy
T. Learning Activities:
Session 3ting
Pre-Activities (± 10 minutes) Time √ X
14. Greeting the students 1‘
88
15. Checking the students’ attendance
16. Motivating the students and describing the material
which are going to be discussed generally
17. Stating the learning objectives to be achieved and the
importance of studying descriptive paragraph
2‘
4‘
3‘
Whilst-Activities (± 60 minutes)
Exploration
18. Proposing some elicited questions on what they have
known about simple present tense
Elaboration
19. Inviting the students to read the descriptive paragraph
entitled ‘My Classroom’ and identify the use of simple
present tense in the descriptive paragraph (before
explaining the theory)
20. Explaining about simple present tense systematically
from the usage and the form of simple present tense in
descriptive text
21. Presenting a paragraph entitled ‘My Classroom’
(Students Worksheet/SW 3) and asking the students to
think the usage of simple present tense.
22. Asking the students to make a descriptive paragraph
about their classroom.
Confirmation
23. Opening question and answer session or asking the
3‘
10‘
15‘
10‘
20’
89
students difficulty
24. Giving positive feedback and reinforcement orally or by
using gestures for the students’ success
2’
Post-Activities (± 10 minutes)
25. Summarizing the material which has already been
discussed
26. Asking students to review the material orally
5‘
5’
90
Session 4
Pre-Activities (± 10 minutes) Time √ X
1. Greeting the students
2. Checking the students’ attendance
3. Motivating the students and describing the material
which are going to be discussed generally
4. Stating the learning objectives to be achieved and the
importance of studying descriptive paragraph
1‘
2‘
4‘
3‘
Whilst-Activities (± 60 minutes)
Exploration
5. Proposing some elicited questions on what they have
known about descriptive paragraph
Elaboration
6. Inviting the students to read the descriptive paragraph
entitled ‘My House’ and identify the use of simple
present tense in the descriptive paragraph (before
explaining the theory)
7. Explaining about simple present tense systematically
from the usage and the form of simple present tense in
descriptive text
8. Presenting a paragraph entitled ‘My House’ (Students
Worksheet/SW 4) and asking the students to think the
usage of simple present tense.
9. Asking the students to make a descriptive paragraph
3‘
10‘
15‘
10‘
20’
91
about their mother.
Confirmation
10. Opening question and answer session or asking the
students difficulty
11. Giving positive feedback and reinforcement orally or by
using gestures for the students’ success
2’
Post-Activities (± 10 minutes)
12. Summarizing the material which has already been
discussed
13. Asking students to review the material orally
5‘
5’
U. References
3. Power Point Presentation
4. The Bridge English for SMP
V. Assessment
a. Tehnique : Written Test
b. Form : Writing a Descriptive Paragraph
c. Instrument : See Table of Specification of Assessment Sheet
Denpasar, 8 Januari 2014
English Teacher,
Ida Ayu Setia Inggriani
NPM: 10.8.03.51.31.2.5.3668
92
STUDENT WORKSHEETS (cycle 2 session 1)
Name___________________________ (____________) Date_______________
SW 1: Identifying the Generic Structure
2. Read the paragraph entitled ‘My House’ and please find the use of
simple present tense.
My Classroom
Hello! My name is Naoki. I am 7th grade student of SMP 1 Lebakbarang. I
want to tell you about my classroom. My classroom is next to the school library. It
is a big and clean classroom. It has two white doors and six brown windows. The
walls are green and there are some pictures on them. There are twenty tables and
fourty chairs. I love my classroom because it is so comfort for me.
List of simple present tense:
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
93
Answer Key of SW 3: Identifying the usage of simple present tense
Read the paragraph entitled ‘My House’ and please find the usage of simple
present tense!
List of simple present tense:
- My name is Naoki.
- I am 7th grade student of SMP 1 Lebakbarang.
- My classroom is next to the school library.
- It is a big and clean classroom.
- It has two white doors and six brown windows.
- The walls are green and there are some pictures on them.
- There are twenty tables and fourty chairs.
- because it is so comfort for me.
94
STUDENT WORKSHEETS (cycle 2 session 2)
Name___________________________ (____________) Date_______________
SW 4: Identifying the usage of simple present tense
Read the paragraph entitled ‘My House’ and please find the usage of simple
present tense!
My House
My house is a wooden house. There is a small garden around it. There is
bamboo fence around the garden and the gate. There is a living room and there are
three bedrooms. There are also a kitchen, a dining room and a bathroom. In the
living room, there is a table with a three-seated sofa and two single sofas. The
ceiling is white, the wall is yellow and the curtains are brown. There is a carpet on
the floor and there are some pictures on the wall. There is an antique mirror beside
the door. I like my house very much, it is not a very big house but it’s very
comfortable.
List of simple present tense:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answer Key of SW 4: Identifying the usage of simple present tense
95
Read the paragraph entitled ‘My House’ and please find the usage of simple
present tense!
List of simple present tense:
- My house is a wooden house.
- There is a small garden around it.
- There is bamboo fence around the garden and the gate.
- There is a living room and there are three bedrooms.
- There are also a kitchen, a dining room and a bathroom.
- In the living room, there is a table with a three-seated sofa and two single
sofas.
- The ceiling is white, the wall is yellow and the curtains are brown.
- There is a carpet on the floor and there are some pictures on the wall.
- There is an antique mirror beside the door.
- I like my house very much, it is not a very big house but it’s very
comfortable.
ASSESSMENT SHEET (post test cycle 2)
96
Name __________________________ (______________) Date ____________
Instruction:
Compose a descriptive paragraph which consist of at least 6-10 sentences
about your house by using key words as follows: house, big, small, clean, garden,
dining room, living room, bedroom, comfort.
Answer :
............................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
97
Scoring Rubric Paragraph
Criteria Maximum
score
Actual
score
Format – 5 Points
There is a title 1
The title is centered 1
The first line is indented 1
There are margins on both sides 1
The paragraph is double-spaced 1
Total 5
Punctuations and Mechanics – 5 Points
There is a period after every sentence 1
Capital letters are used correctly 1
The spelling is correct 1
Commas are used correctly 2
Total 5
Content – 20 Points
The paragraph fits the assignment 5
The paragraph is interesting to read 5
The paragraph shows that the writer used care and
thought
10
Total 20
Organization – 35 Points
The paragraph begins with a topic sentence that has
both a topic and a controlling idea
10
98
The paragraph contains several specific and factual
supporting sentences that explain or prove the topic
sentence, including at least one example
20
The paragraph ends with an appropriate concluding
sentence
5
Total 35
Grammar and sentence Structure – 35 Points
Estimate a grammar and sentence structure score 35
Total 35
Grand Total 100
Criteria of Score Qualification
No Score (%) Category
1 90 – 100 Excellent
2 80 – 89 Very good
3 70 – 79 Good
4 60 – 69 Sufficient
5 0 – 59 Insufficient
99
APPENDIX 5
Questionnaire
Petunjuk pengerjaan :
1. Jawablah semua pertanyaan di bawah ini sesuai dengan keadaan Anda
sebenarnya dengan memberikan tanda silang (X) pada huruf A, B, C, atau D.
2. Semua jawaban adalah benar sesuai dengan keadaan masing- masing, maka
dari itu jawablah pertanyaan dengan sejujur- jujurnya.
3. Terima kasih atas bantuan Anda menjawab pertanyaan dalam kuisioner ini.
Pertanyaan ;
1. Bagaimana perasaan Anda belajar menulis paragraf deskriptif dengan Tell- show
Strategi?
A. Sangat senang
B. Senang
C. Biasa saja
D. Kurang semangat
2. ApakahStrategi yang diterapkan membantu Anda dalam menulis sebuah paragraf
deskriptif?
A. Sangat membantu
B. Membantu
C. Biasa saja
D. Kurang membantu
100
3. Bagaimana pendapat Anda saat belajar menulis paragraf deskiptif dengan tell- show
Strategi?
A. Sangat mudah
B. Mudah
C. Biasa saja
D. Sulit
4. Bagaimana sikap anda jika guru anda menerapkan tell- show Strategi dalam mengajar
menulis?
A. Sangat senang
B. Senang
C. Biasa saja
D. Kurang senang
5. Kegiatan menulis paragraf deskriptif dengan menggunakan tell- show Strategi
................................ dalam keterampilan menulis saya
A. Sangat berpengaruh
B. Berpengaruh
C. Biasa saja
D. Kurang berpengaruh
6. Bagaimana kemampuan anda dalam memahami cara- cara menulis paragraf deskriptif
setelah belajar dengan pembelajaran menggunakan tell- show Strategi?
A. Sangat meningkat
B. Meningkat
C. Biasa saja
D. Kurang meningkat
7. Apakah anda setuju jika tell- show Strategi dibiasakan dalam kegiatan belajar menulis
terutama dalam menulis paragraf deskriptif?
A. Sangat setuju
B. Setuju
C. Biasa saja
D. Kurang setuju
101
8. Menurut anda efektifkah kegiatan menulis paragraf deskriptif dengan latihan menulis
menggunakan tell- show Strategi dilaksanakan di kelas?
A. Sangat efektif
B. Efektif
C. Biasa saja
D. Kurang efektif
9. Bagaimana peranan guru dalam proses dan kegiatan mengajar menggunakan Strategi
ini?
A. Sangat membantu
B. Membantu
C. Biasa saja
D. Kurang membantu
10. Jika anda menemukan kata- kata sulit dalam proses menulis, apakah kata-
kata sukar tersebut menghambat anda untuk menulis?
A. Sangat menghambat
B. Menghambat
C. Biasa saja
D. Kurang menghambat
102
APPENDIX 6
List Of Students’ Improvement Score
Subject IR Cycle I Cycle II
1 60 65 79
2 61 71 80
3 58 62 74
4 63 78 80
5 63 79 84
6 58 62 75
7 71 80 84
8 57 64 75
9 70 79 83
10 64 78 84
11 83 85 87
12 70 78 82
13 61 72 82
14 63 78 84
15 65 79 84
16 69 79 83
17 60 78 82
18 57 63 76
19 63 78 83
20 68 79 82
21 62 78 80
22 55 60 76
23 61 67 82
24 60 64 73
103
25 71 79 83
26 67 79 83
27 60 65 81
28 63 78 84
29 64 79 84
30 63 78 83
31 70 79 85
32 68 80 84
33 66 78 82
34 67 78 81
35 60 69 79
36 62 79 84
37 62 78 81
38 60 64 73
39 65 78 80
40 63 78 84
41 61 65 83
Total Score 2614 3040 3328
Mean 63.8 74.1 81.2
104
APPENDIX 7
List of Questionnaire Score
Questionnaire Item
NO. A SCORE B SCORE C SCORE D SCORE
1 3 9 6 12 1 1 0 0
2 5 15 3 6 2 2 0 0
3 4 12 5 10 1 1 0 0
4 1 3 6 12 3 3 0 0
5 3 9 7 14 0 0 0 0
6 4 12 3 6 2 2 1 0
7 2 6 5 10 3 3 0 0
8 4 12 5 10 1 1 0 0
9 3 9 4 8 3 3 0 0
10 4 12 4 8 2 2 0 0
11 3 9 5 10 2 2 0 0
12 4 12 3 6 3 3 0 0
13 1 3 6 12 3 3 0 0
14 2 6 8 16 0 0 0 0
15 3 9 6 12 1 1 0 0
16 1 3 6 12 3 3 0 0
17 3 9 4 8 3 3 0 0
18 1 3 8 16 1 1 0 0
19 4 12 6 12 0 0 0 0
20 5 15 4 8 1 1 0 0
21 1 3 5 10 4 4 0 0
22 4 12 3 6 2 2 1 0
23 3 9 4 8 3 3 0 0
24 2 6 6 12 2 2 0 0
25 2 6 7 14 1 1 0 0
105
26 3 9 4 8 1 1 2 0
27 4 12 3 6 3 3 0 0
28 2 6 5 10 3 3 0 0
29 5 15 4 8 0 0 1 0
30 1 3 8 16 1 1 0 0
31 3 9 4 8 3 3 0 0
32 2 6 5 10 3 3 0 0
33 3 9 5 10 2 2 0 0
34 2 6 5 10 3 3 0 0
35 4 12 6 12 0 0 0 0
36 2 6 5 10 3 3 0 0
37 4 12 3 6 3 3 0 0
38 2 6 5 10 1 1 2 0
39 3 9 6 12 1 1 0 0
40 8 24 1 2 0 0 1 0
41 3 9 6 12 1 1 0 0
Total 123 369 204 408 75 75 8 0
Grand Total 852
i
BIOGRAPHY
The writer named Ida Ayu Setia Inggriani, born as
a second blessing for Ida Bagus Antara dan Ida Ayu Raini
on the eighth of January, 1992. She started her study at
Kindergarten at TK Astiti Denpasar in 1996 until 1998,
elementary school at SDN 17 Dauh Puri Denpasar in 1998
until 2004, Junior High School at SMP (SLUB) Saraswati
1 Denpasar in 2004 until 2007 and senior high school at SMAN 8 Denpasar in
2007 until 2010. She continued her study at English Study Program the Faculty of
Teacher Training Education Mahasaraswati Denpasar University. In September
2011 until March 2014, she teaches English for the private course. She is a
member of UKM KIM UNMAS DPS who introduced her to the world of writing.
Moreover, she is a part of BEM FKIP UNMAS DPS before being elected as the
chairman of the organization in 2012-2013. She developed her organizational
capabilities as a chairman of BPM FKIP UNMAS DPS 2013-2014. Her attempt
to balance between hard skills and soft skills led her to be chosen as the Third
Place Outstanding Student in Kopertis Region VIII Bali-Nusra. This achievement
would not be separated from the role of English Study Program which always
provide support in the development of the activity and creativity of the students
The writer is very proud to be accepted as a part of this institution.
Writer,
Ida Ayu Setia Inggriani
NPM. 10.8.03.51.31.2.5.3668