THE EFFECT OF USING POSTERS ON STUDENTS’

WRITING OF DESCRIPTIVE TEXT

(A Quasi-experimental Study at the Eighth-Grade Students of MTs.s Al-ikhlas
Lambuya in the Academic year 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of “S.Pd.” (Strata 1) in the Department of English
Education

By:
ANDI ASPIAN NUR APSARI
11140140000064

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
i
 ENDORSEttNT SHEET
The Examination Colllllmittcc thO Faculty of Educational Scienccs
E EFFECT OF USING
certiicates that the sル ″sJ(SCientiic Paperl entitled TⅡ
POSTERS ON STUDENTS'WRITING OF DESCRIPTIVE TEXT(A Quasi―
experimelltd Study tt the Eighth― Grade Studelats of MTsos Al― inlas Lambuya in
tlle Acadcllnic year 2019/2020),wH■ en by Andi Aspian Nur Apsari,studel■ t's
registration nulmber ll140140000064 was cxal■ ined by the Colrmittcc on
Oktobcr ,2019.Tlle s″ ″sJ haS been acccpted alad dcclarcd to have il■ 1led
one ofthe rcquirements forthe dcgrec OfSP′ (S-1)in English Education。

Jakarta, Oktobcr 2019

EXAⅣIINATION COWIIⅣ IITTEE

Date
CHAIRlvIAN Didin Nuruddin H" M.A. Tesol. Ph.D. (

SECRETARY

EXANIINER I

EXANIINER H Nasifuddin Jan.M.A

NI]P.195605061999031002
(ガ し
)タ
Acknowledge by
The Dean of Educational Sciences

轟聾
二
iii
 ABSTRACT
Andi Aspian Nur Apsari (11140140000064). The Effect of Using Posters on
Students’ Writing of Descriptive Text; (A Quasi-Experimental Study at the
Eighth-Grade Students of Mts.S Al-Ikhlas Lambuya in the Academic Year
2019/2020). A Skripsi of Department of English Education, Faculty of Tarbiyah
and Teaching Science. State Islamic University Syarif Hidayatullah Jakarta, 2019.

Advisor I : Dr. Fahriany M.Pd

Advisor II : Zaharil Anasy M.Hum

Keywords : Poster, Writing Skill, Descriptive Text.

This research is about the use of posters on students’ writing of descriptive

text at the eighth grade of Mts.s Al-ikhlas Lambuya in the academic year
2019/2020. The objective of this research is to obtain the empirical evidence about
the using Posters towards students’ writing skill of descriptive text. Based on the
objective of the research above, the researcher formulated the problem: “Will
there be effect of using posters as a media to improve students’ writing of
descriptive text?” To answer the formulation of the problem, the researcher used a
quasi-experimental research design. The researcher used purposive sampling in
choosing the sample. The sample consists of 68 students which were divided into
two classes, where the class VIII-B as the experimental class and class VIII-A as
the control class and the data obtained from the pre-test and post-test. The result
of the study showed that there was improvement of the students’ writing skill of
descriptive text after used posters as a media in learning process. It is analyzed by
using t-test referring a significance of α= 0.05 and also calculated the effect size.
The p-value of the pre-test is 0.321 ≥ sig α= 0.05 and the p-value of post-test is
0.005 = sig α = 0.05. The effect size is 0.7. This is revealed that there was
statistical significance in the post-test result, which can be concluded that posters
is effective with a moderate level on the students’ writing skill of descriptive text.

iv
 ABSTRAK

Andi Aspian Nur Apsari (11140140000064). The Effect of Using Posters on

Students’ Writing of Descriptive Text; (A Quasi-Experimental Study at the
Eighth-Grade Students of Mts.S Al-Ikhlas Lambuya in the Academic Year
2019/2020). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Dosen Pembimbing I : Dr. Fahriany M.Pd

Dosen Pembimbing II : Zaharil Anasy M.Hum
Kata kunci : Poster, Writing Skill, Descriptive Text.

Penelitian ini adalah tentang penggunaan poster pada penulisan teks

deskriptif siswa di kelas delapan Mts.s Al-ikhlas Lambuya pada tahun akademik
2019/2020. Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris
tentang penggunaan Poster terhadap keterampilan menulis teks deskriptif siswa.
Berdasarkan tujuan penelitian di atas, peneliti merumuskan masalah: "Apakah
akan ada efek menggunakan poster sebagai media untuk meningkatkan menulis
teks deskriptif siswa dalam bahasa inggris?" Untuk menjawab rumusan masalah,
peneliti menggunakan desain penelitian kuasi-eksperimental. Peneliti
menggunakan purposive sampling dalam memilih sampel. Sampel terdiri dari 68
siswa yang dibagi menjadi dua kelas, dimana kelas VIII-B sebagai kelas
eksperimen dan kelas VIII-A sebagai kelas kontrol dan data yang diperoleh dari
pre-test dan post-test. Hasil penelitian menunjukkan bahwa ada peningkatan
keterampilan menulis teks deskriptif siswa setelah menggunakan poster sebagai
media dalam proses pembelajaran. Penelitian ini dianalisis dengan menggunakan
uji-t yang merujuk signifikansi α = 0,05 dan juga menghitung ukuran efek. Nilai p
dari pre-test adalah 0,321 ≥ sig α = 0,05 dan nilai p dari post-test adalah 0,005 =
sig α = 0,05. Ukuran efeknya adalah 0,7. Ini mengungkapkan bahwa ada
signifikansi statistik dalam hasil post-test, yang dapat disimpulkan bahwa poster
efektif dengan tingkat sedang pada keterampilan menulis teks deskriptif siswa.

v
 ACKNOWLEDGMENT

In the name of Allah the Beneficent, the Merciful.

All praises be to Allah, the Lord of the world, who has given the Mercy and
Blessing so that the writer can complete the study to become this skripsi. Peace
and salutation always be upon the Prophet Muhammad Shallallahu ‘alaihi
wasallam, his families, his companions, and his faithful followers.
Alhamdulillah, all obstacles the writer met from the beginning to the end of
this skripsi completion process can be solved until it can be presented to the
Department of English Education, Faculty of Educational and Teaching Sciences,
Syarif Hidayatullah State Islamic University in partial fulfillment of the
requirements for the degree of S.Pd (strata 1) in English Education. This could not
happen without the help and support of many people who on this occasion the
writer would like to thank.
First, the writer would like to express his deepest gratitude for his beloved
parents, Mr Andi Syamsuddin and Mrs Andi Murni, My little sister Andi Alya
Nur Syahra for all the support, prayer, and patience waiting for this skripsi to be
completed. Furthermore, the writer would also like to express his utmost gratitude
and honor to his advisors, Dr. Fahriany, M.Pd. and Zaharil Anasy, M.Hum. for
their time patiently giving the valuable advices and inputs to the writer from the
beginning to the end of writing this skripsi.
Therefore, the writer also would like to show his sincere gratitude and
appreciation to:
1. Dr. Sururin, M.Ag. as the Dean of Faculty of Educational and Teaching
Sciences.
2. Didin Nuruddin Hidayat, MA, Ph.D. as the Head of English Education
Department, Zaharil Anasy, M.Hum. as the Secretary of English Education
Department and the writer’s comprehension test examiner, Drs. Nasifudin
Jalil, M.Ag. and Mr. Zaharil Anasy, M.Hum as the writer’s comprehension
test examiner, Mr. Junaedi for all the help and convenience given to the writer
which without him maybe the writer has not finished his study yet, and all

vi
 lecturers in the English Education Department for the time, knowledge, and
motivation given to the writer for the past five years so that the writer could
complete his study.
3. The Head of Mts. S Al-ikhlas Lambuya Mr. Amir, M.Pd who has permitted
this research to be conducted, Ms. Asma Unaidah, S.Pd as the teacher in
Mts.s Al-ikhlas Lambuya who helped the writer did the research, and all the
eighth grade students of Mts.s Al-ikhlas Lambuya have become the data
source of this study. Thank you for the brief yet meaningful laughter and
togethisness.
4. His close friends (Andi Rahmat, S.Sos., Icang, Anis Hasib Abdurrahman,
Erni Duwiyanti, Elsa Nur Alipah, S.Pd., Syifa Fauziyah, Wahyu Khairunnisa,
S.Pd., Sarudin), DEE Class C 2014 and Team of PPKT SMP Dua Mei for all
the help and motivation that continuously given to the writer.
5. His beloved family A-Z, HmI Komisariat Tarbiyah Cabang Ciputat, Distrik
HmI PBI, IKA Al-ikhlas Lambuya, IKA Al-ikhlas JakBanJabar and Team of
Spectrum Tangsel you are all amazing.
6. And for everyone who has supported and contributed to the completion of
this skripsi that cannot be mentioned one by one. Finally, the writer realizes
this research is far from being perfect.
Therefore, the writer welcomes the corrections and suggestions given by the
readers to make this skripsi better.

Jakarta, 10 September 2019

Andi Aspian Nur Apsari

vii
 TABLE OF CONTENTS

APPROVAL SHEET ....................................................................i

ENDORSEMENT SHEET .......................................................... ii
SURAT PERNYATAAN KARYA SENDIRI ............................iii
ABSTRACT ..................................................................................iv
ABSTRAK .................................................................................... v
ACKNOWLEDGEMENT ...........................................................vi
TABLE OF CONTENT ..............................................................viii
H

LIST OF TABLE .........................................................................xi

LIST OF FIGURES ................................................................... xii
LIST OF APPENDICES ............................................................xiii
CHAPTER I INTRODUCTION
A. Background of The Study .................................................. 1
B. Identification of the Problem ............................................. 4
C. Limitation of the Problem .................................................. 5
D. Formulation of the Problem ............................................... 5
E. Objective of the Study........................................................ 5
F. Significance of the study .................................................... 5

CHAPTER II THEORETICAL FRAMEWORK

A. Writing ............................................................................... 7
1. Definition of Writing.................................................... 7
2. Writing Process ............................................................ 8
3. Writing Purpose .......................................................... 13
B. Descriptive Text ................................................................ 13
1. Definition of Descriptive Text .................................... 13
2. Kinds of Descriptive Text ........................................... 14
3. Characteristics of Descriptive Text ............................. 15
4. Language Feature of Descriptive Text ........................ 16

viii
 5. Generic Structure of Descriptive Text ........................ 16
C. Media Poster ..................................................................... 17
1. Understanding Media and Poster ................................ 17
2. Characteristics of Poster .............................................. 19
3. Advantage of Poster .................................................... 19
D. Procedure in Teaching Writing Descriptive Text by
Using Posters ..................................................................... 20
E. Previous Related Study ..................................................... 21
F. Thinking Framework ......................................................... 22
G. Research Hypothesis ......................................................... 22

CHAPTER III RESEARCH METHODOLOGY

A. The Place and Time of the Research ................................. 23
B. Method and Design of the Research ................................. 23
C. The Population and Sample of the Research..................... 24
D. Instrument of the Research................................................ 24
E. The Technique of Collecting Data .................................... 25
F. The Technique of Data Analysis ....................................... 27
1. Preliminary Test .......................................................... 28
2. T-test ........................................................................... 29
G. Effect Size Formulation .................................................... 30
H. Statistical Hypothesis ........................................................ 30

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding............................................................... 32
1. Data Description.......................................................... 32
2. Data Analysis .............................................................. 37
B. Discussion ......................................................................... 42

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................ 45
B. Suggestion ......................................................................... 45

ix
BIBLIOGRRAPHY .................................................................... 47
APPENDICES ............................................................................. 49

x
 LIST OF TABLES

Table 3.1 Quasi-Experimental Design…………………………………..23

Table 3.2 Scale for assessing the students’ writing descriptive text…….25
Table 4.1 Students’ Score of Experimental Class……………………….32
Table 4.2 Students’ Score of Control Class……………………………..34
Table 4.3 Normality Test Result of Pre-test and Post-test in Experimental
Class and control Class………………..……………………...38
Table 4.4 Homogeneity test result of Pre-test and Post-test…………….38
Table 4.5 The Result of T-test scores…………………………………...39
Table 4.6 Independent Sample Test of Experimental Class and Control
Class.........................................................................................40
Table 4.7 T-test Result of Gained Scores……………………………….41
Table 4.8 The Effect Size Result………………………………………..42

xi
 LIST OF FIGURES

Figure 2.1 The Framework of Literature………………………………22

Figure 4.1 Overview of Both Classes Score Comparison………...…...36
Figure 4.2 Overview of Both Class Score Progress………………...…37

xii
 LIST OF APPENDICES

Appendix 1 Syllabus……………………………………………………….50
Appendix 2 Sample of Lesson Plan Experimental Class…………….…….56
Appendix 3 Sample of Lesson Plan Controlled Class …………………….63
Appendix 4 Kisi-kisi…………………………..…………………………...70
Appendix 5 Lembar Kerja Siswa…………………..…….………………...72
Appendix 6 Instrument Pre-test dan post-test.....…………….…………….73
Appendix 7 Hasil Kerja Siswa ………….………………………………....74
Appendix 8 Pengesahan Proposal Skripsi…………………………………77
Appendix 9 Surat Bimbingan Skripsi……..……………………………….78
Appendix 10 Surat Izin Penelitian…………………………………………..80
Appendix 11 Surat Keterangan Mengambil Penelitian……………………..81
Appendix 12 References Examination Paper……………………………….82
Appendix 13 Documentation………………………………………………..86

xiii
 CHAPTER I
INTRODUCTION

A. Background of The Study

Writing means pouring what the writer thinks or feels that come across from
the writer’s mind in a written form. Apparently writing needs some efforts to gain
good result of a writing especially writing in foreign language. Many students in
class suffer the hard part of writing it is how about to start; how to start from
digging the information, express about the thing and choose the content. The
government try to find the effective and good ways in order to enhance the ability
in any part of subject in a school, include English. It is obviously can be seen from
the changing and evaluating the curriculum time by time.

Writing is a process to convey the meaning which is complicated and requires

coordination of various metacognitive skills.1To deliver a writing, writer should
compose, generate ideas, revise and control the result of writing. Writing also
called the most complicated skill between other skills in learning a language
because when we want to start to write we should understand well the listening in
advance before knows the meaning, reading as well to know the word and writing
of the books or texts. After mastering these skills, the writer considered can write
well in writing. Writing is a skill like driving, typing, or cooking, and like any
skill, it can be learned.2It is an activity that not easy to be learned because it needs
intensive activities so that it will earn the proportional product of writing and
long-lasting training. Moreover writing is one of productive skill, it means the
ability that combine more than one skills which are produce message and output.

Compared to the other English language skills, writing contributes as one of

the most difficult skills to master between other abilities because it requires broad
perception and concern on intensive thinking process. The main issue that brought

1
Zunita Mohammad Maskor & Harun Baharudin. (2016), Receptive Vocabulary
Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which One Important?, HR
Mars, Vol.6 (11), p. 265
2
John Langan, Exploring Writing: Sentence and Paragraphs, (New York: McGraw-Hill,
2010), p. 10

1
 2

writing especially English hard to master in Indonesia is the background of the

language itself because both languages have different culture and grammatical
structure. As stated by Haryati cited from Kurniati’s skripsi said that we can find
some students in Indonesia still have obstacles to write in English and do some
errors because of the difference between two languages, both in structure, spelling
and lexical meaning.3This statement strengthen by Ariyanti said that writing is
difficult because both languages between Bahasa and English have differences
regarding on grammatical structure. Moreover, students need ability to transform
the meaning from Bahasa to English context or the other way.4

As many writing teachers have experienced, most of the main problem that
made students do not start to write because they feel unconfident and
unenthusiastic there may some reasons for them not to start to write, they never
written much in their first language or they think that they do not have anything to
say and cannot come up with ideas.5And writing needs to combine all the
techniques and abilities possessed by students both in terms of vocabulary and
sentence structure; combined sentences into a paragraph even text or essay. In
addition, the amount of using the same approach in learning English language
considered as a boring learning process activities that will arising students’
laziness. These problems drive student that writing as a big wall in learning
English language. The problems are coming from the way of the teachers when
they teach the language in a static way and the thing that teachers bring in a
learning process. The way of the teachers teach the language when they are using
the same strategy, it will reduce the change of the appropriate way to teach the
language because each student has their own approach. By using the various
approaches or strategies, it will help the teacher to find the best way to teach the
language. And the thing that teachers bring is another factor of the way to teach
English because when the teachers using a thing like realia, model and graphic
3
Rosya Kurniati, The Effectiveness of Using Picture on Students’ Writing of Recount Text,
(Jakarta: UIN Syarif Hidayatullah Jakarta, 2015), p. 2.
4
Ariyanti. (2016), The Teaching of EFL Writing in Indonesia, Dinamika Ilmu, Vol. 16
(2), p.264
5
Jeremy Harmer. The Practice of English Language Teaching (4th Edition). (London:
Pearson, 2007), p. 329
 3

materials it will arise the attention of the students in a class. The use of the
strategy and thing can facilitate the teacher in order to make students exited in
learning the language.

Based on preliminary observation that the writer has conducted, there are
some obstacles faced by students while they are studying. The first is the usage of
media that used by teacher is limited, so in the learning process the students
dominantly gain the same technique time by time so that the variation of the
learning process is almost the same that caused the laziness of the students in
learning the subject arise. The second is English considering as one of the
toughest subject in the school. English is not easy to be learned because the
formulation of composing the word on language is different from our mother
tongue even our lingua franca. The next is students unhabituated to write even in
their first language besides writing will stimulate their brain to say what they are
thinking about. The forth is the students sometimes could not put the part of
speech, tenses and systematic rules in certain type of text. The next is the students
cannot compose the word into sentences or paragraph. The sixth is the teacher still
trying to find the appropriate ways to pump up the motivation in learning the
language.

Descriptive writing is a text type which describe about person, place, or thing
as if the reader can see, feel, hear, or touch it in order to describe about certain
people or things. Descriptive text functionally used to describe something in a
detail so that the reader can understand even imagine the thing that described even
though they have not seen it before. According to Langan, “The main purpose of a
descriptive essay is to make readers see or hear, taste, smell, or feel what you are
writing about.6 In introducing descriptive text, the teacher usually facilitate
students with a visual aid to stimulant the student so that they will feel enthusiast
and focus while teaching descriptive text. As stated by Smaldino, one role that

6
John Langan, College Writing Skills (8th Edition). (New York: McGraw-Hill, 2010), p.
246.
 4

visuals definitely play is to provide a concrete referent for ideas 7. Visual also can
motivate learners by attracting their attention, holding their attention and
generating emotional responses8.There are some students who understand lesson
visually. Furthermore, visual could make students easy to understand the
information even the difficult one.

The use of visual aid such as posters is commonly applied in learning process
because with posters, students are expected to increase their attention to the
learning process.

Posters can be used as learning media or resource for student because poster
could simplify message and understandable by seeing the poster. In this way, not
only students feel facilitated, but teachers also because posters guarantee the
effectiveness and the efficiency at the time. The main reason the writer chose
posters because posters have powerful message that could grab the students’
attention and communicate the message quickly.

Based on the problem and explanation above, the writer would like to conduct
a research entitled The Effect of Using Poster on Students’ Writing of
Descriptive text (A Quasi-Experimental Research at the Eighth Grade
Students of MTs Al-Ikhlas Lambuya academic year 2018/2019).

B. Identification of the Problem

From the explanation of background of the study, it can be identified that

student deal with some problems in producing a good writing, there are:

1. Students having poor of resources in learning English.

2. Student think that English is hard to study.
3. Students have obstacles in composing the word into sentence or paragraph
correctly.
4. Students confused to share the ideas.

7
Sharon E. Heinich, Robert Russel and James D. Smaldino, Instructional Technology
and Media for Learning (8th Edition). (Ohio: Pearson, 2004), p.82.
8
Sharon E. Heinich, Robert Russel and James D. Smaldino, Loc, Cit.
 5

5. Students lack of systematic of writing.

6. Student low motivation in learning English.

C. Limitation of the Problem

This research focuses on teaching descriptive text using posters as media in

the eighth grade of Mts Al-Ikhlas Lambuya at the first semester academic
year2018/2019.

D. Formulation of the Problem

Based on the limitation of the problem above it could be formulated the

question of research “Does using poster affect students’ writing descriptive text at
the eighth grade of MTs Al-Ikhlas Lambuya academic year 2018/2019?”

E. Objective of the Study

According to the formulation of the problems above, the objective of the study
is to get empirical evidence does using poster is effective towards students’
writing descriptive text at the eighth grade of MTs Al-Ikhlas Lambuya academic
year 2018/2019.

F. Significance of the study

The result of the research is expected could define the problems in teaching
posters:

1. By conducting this research, some significances could be expected in

contribution for students, teachers and further research;
2. This research is expected to be an information that poster can be useful to
help student in writing descriptive text easily and fun.
3. This research is expected to be the media reference for teachers to teach
descriptive text in attractive way.
4. This research is expected to be a basic knowledge for further research of
using media especially using poster in teaching English.
 6

5. This research is expected to be references to the other researchers who will

conducting research about teaching descriptive text using media especially
poster.
 CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Definition of Writing
Writing is a skill that classified as the most difficult among other abilities
because writing is a combination of abilities needed in mastering English. To
write, students must have good reading skills for they will be able to enter
knowledge to process their thought before writing. Without reading, students
will not be able to release their ideas since there is no information entered.
Likewise with other abilities, students must receive advanced information both
in listening and reading. As stated by Harmer in his book How to Teach Writing
“Spoken language, for a child, is acquired naturally as a result of being exposed
to it, whereas the ability to write has to be consciously learned”.1
Compared with other skill, writing has become the most complicated skill
because writing is the combination from any skills in learning a language. By
writing, we can order the reader indirectly or at least change their mind about
something that we agree or disagree for and give them any new knowledge about
the things that they do not know before. Writing also called long-life learning
because writing is a skill that we learned every day. To be a good writing, writer
had a lot of effort in enhance their skill in writing. The writer has to practice
delivering their ideas with control and revising so that their result will be
perfected to be strong writing even in write an argument or for influencing
people.
Writing has various definitions. According to Luu Trong Tuan “writing is
a process.”2This means that there are activities or steps that are carried out
continuously in the process of writing. In line with Luu Trong Tuan, Sokolik in
Linse and Nunan stated that “writing is a combination of process and

1
Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p.3
2
Luu Trong Tuan, “Teaching Writing through Reading Integration”, Journal of Language
Teaching and Research, Vol. 3 No. 3, 2012, p. 489.
7
 8

product”.3The process is the activity of bringing together writing ideas and using
them so that they become a writing product can be understood and understood
by the reader.
Furthermore, Oshima and Hogue state writing is a process of creating,
organizing, writing, and polishing.4In this process, one creates ideas, organizes
the ideas, writes a rough draft and the final step one polishes the rough draft by
editing it and making revisions. This means that when someone is writing
something, one has thought about what he will say and the purpose of writing
for the readers. When the writing process is finished, he as the writer will re-read
to find out if there are errors or words that need to be replaced. Therefore,
writing is never a one-step action; it is a process that has several steps.
Based on the definitions above, we can conclude that writing is an activity
to organize ideas in the mind to be conveyed and communicated to the reader in
a way that is acceptable and understood.

2. Writing Process
Writing process is very important for students in learning a language; as
they need to learn to speak fluently, they also need to learn to write fluently. The
writing process can help students compose their thoughts or ideas in the form of
final writings that the reader can accept and understand. Oshima and Hogue
mentioned there are four steps in writing process, they are creating (pre-writing),
planning (outlining), writing, polishing.5
a. Creating (Pre-writing)
Pre-writing is a step that is definitely done before writing. This step is
where the author selects the topic and gets information about the topic that has
been chosen. There are several brainstorming techniques that will help students
to develop a topic and get a word:

3
Caroline Linse and David Nunan, Practical English Language Teaching: Young Learners,
(New York: McGraw Hill Companies, 2005), p. 98.
4
Alice Oshima and Ann Hogue, Writing Academic English, (Pearson Longman, 2005), p.
265.
5
Alice Oshima and Ann Hogue, op.cit., pp. 265-273.
 9

1) Journal Writing
In a journal writing, students can write daily activities, note advice that
are meaningful to them, maybe also a meaningful dream, or a discussion of a
problem that students do with themselves. A personal journal can be a very
valuable source and since it is owned by the author oneself so that one can
freely express one thought without having to consider the opinions of others.6
2) Listing
The listing is the next brainstorming technique where the author will
write anything that comes to mind as quickly as possible when it comes to
them in the state of they think about a topic. This aims to make as many ideas
as possible in the shortest possible time and find focus on the topic.
3) Free Writing
With limited time, students are ordered to make a single word or phrases
related to the topic. The limited time obligate students thinking fast. Free
Writing is a brainstorming activity in which it is free to write about a topic
since the main objective of the step is for looking a specific focus without
thinking about appropriateness, grammar, spelling, logic, or organization.7
Here is the procedure of free writing:
a) Write the topic at the top of the paper.
b) Write as much as one can about the topic until one run out of ideas.
Include such supporting items as facts, details, and examples that come
into one’s mind about the subject.
c) After one has run out of ideas, reread the paper and circle the main idea(s)
that one would like to develop.
d) Take each main idea and free write again.
4) Clustering
Student’s form word related to a stimulus supplied by teacher. The word
are circled and then linked by lines to show discernible cluster. Clustering is
simple powerful strategy.

6
Alice Oshima and Ann Hogue, op.cit.,p. 266.
7
Ibid., p. 268.
 10

b. Planning (outlining)
After choose the topic, narrow it, and generate the ideas by brainstorming,
the next step of writing process is organizing the ideas into an outline. The steps
that needed to do are making sub lists, then writing the topic sentence, and make
the outline.
c. Writing
In this step, one needs to write the rough draft. The point is to get the
thoughts down on paper.8Follow the outline as closely as possible, and don't
worry about grammar, punctuation, or spelling because a rough draft is not meant
to be perfect. There are always new ideas arise along with someone writing, so do
not be fixated on the outline that has been made. These ideas can be recreated,
replaced, added, or deleted as long as they are in accordance with the topic of
writing.
d. Polishing
This step is also called revising and editing. Revising is used to deal with
the big issues of content and organization, where editing is used to work on the
smaller issues of grammar and punctuation. After one writes the rough draft, the
next step is to revise it in order to improve what has been written. At this rate, the
content and organization, including unity, coherence, and logic needed to be
considered. The second step in polishing the writing is by proofreading (editing)
the paper for possible errors in grammar, sentence structure, spelling, and
punctuation.9
Based on Binder and Lopez-Nerney as stated by Rosya Kurniati’s skripsi
there are three stages of writing – planning, writing and finalizing which are
divided into some parts in each stage. Planning is divided into four stages –
formulating a question, determining purpose and audiences, generating ideas and
organizing/outlining. Writing is divided into drafting and revising, and the final

8
Caroline Linse and David Nunan, op.cit., p. 107.
9
Alice Oshima and Ann Hogue, op.cit., p. 273.
 11

stage is finalizing where it is divided into editing and formatting and

documenting.10
a. Planning
1) Formulating a question
Writing is an extended response to a question. The writer should give wide
information where the planning is a process which is from the formulation of the
topic. A topic may be set as a question for writers to be formulated into their
writing.
2) Determining Purpose and Audience
After the planning has been arranged, writer should take some time to
understand purpose and readers of his/her writing. Therefore, before writers write
something in a piece of paper, they should consider two things – purpose and
audience.
To consider the purpose of writing, it is necessary to know why someone is
writing, so he/she can choose appropriate information, language and style. Some
examples of why people write are to inform, to express an opinion, to convince,
to argue, to entertain, etc. If writers have identified the purpose, it will help them
how to present their idea.
Besides the reason to know why someone writes, it is good to know for
him/her who they are writing for. It is essential to remember that writers are
always writing for specific readers because it helps to decide the suitability of the
topic and level of difficulty of their writing in terms of vocabulary, style and
tone.
3) Generating Ideas
In generating ideas, writers should bring ideas which come to their mind into
“a note”. They spend more time thinking about and writing down ideas that can
be used in their writing. This stage helps writers to identify the ideas will be put
properly for their writing.
There are two ways in generating ideas. First is brainstorming and the second
is mind-mapping. In brainstorming, writers list down everything that comes into
10
Rosya Kurniati, Op, Cit., p.7-10
 12

their mind about a topic. The objective is to allow ideas just come and flow onto
paper. The other step is mind-mapping, which is in form of drawing of branches.
Mind-mapping not only helps in generating ideas but also in organizing them.
This method helps writers develop new ideas by finding connections to their
original thoughts.
4) Organizing/Outlining
When the first three stages are done, the next stage is to choose information
which writers want to put in their writing. By noticing ideas which best respond
to the question writers formulated, this stage can be done. After that, categorize
the different types of information and organize them so the readers can follow
writers’ thought easily.
b. Writing
1) Drafting
Draft is an attempt of the first complete writing based on the outline.
Additional drafts continue to build on the foundation of the first draft. At final
writing, a number of drafts may be produced. While making a draft, writers
should concern about the ideas and the organization of them and should not
spend much time worrying about grammar.
2) Revising
Revising is to check organization of the paragraphs and the clarity of the
ideas which should be explained logically and clearly. From revising stage,
writers should get feedback from another reader. It can be gotten from teacher,
students or someone who is equal to the writers. The way to get feedback from
someone who has equal information or knowledge is called peer feedback or peer
review.
c. Finalizing
1) Editing
Editing is checking process for spelling, punctuation and grammar errors.
Besides, writers should check the flow of their idea. Writers can read their
writing aloud to help spot any errors and check for any sections or parts. More
skilled writers tend to look at issues of general meaning and overall structure
 13

before concentrating on detailed features – individual words and grammatical

accuracy.
2) Formatting and Documenting Information Sources
Along with editing, writers should do a final check the format of their writing
which means visual presentation. It is called as formatting.
Documenting indicates the source of writers’ information. It is usually used
for essay writing because the writers need to acknowledge the source for their
writing. Several documentation styles are APA (American Psychological
Association), MLA (The Modern Language Association), The Chicago Manual
of Style, etc.

3. Writing Purpose
Marjorie Farmer describes the purpose of writing as follow: 11
a. To clarify a thought, a feeling, an impression, or an experience for a
reader,
b. To provide information for readers,
c. To persuade readers to accept an idea,
d. To create a piece of imaginative literature that a reader might enjoy.

B. Descriptive Text
1. Definition of Descriptive Text
Siburian defines a descriptive text as “a piece of writing that is intended
to convey meaning to the reader through sensory details and provides image to
the reader.”12Kane in Maisitoh and Suprijadi states the same thing as
“description is about sensory experience how something looks, sounds, tastes.

11
Marjorie Farmer, Composition and Grammar II, Steps in The Writing Process, (San
Fransisco: Laid law Brothers Pub, a Division of DoubleDay & Company, Inc. 1985), p.13
12
Tiur Asih Siburian, “Improving Students’ Achievement on Writing Descriptive Text
through Think Pair Share”, International Journal of Language Learning and Applied Linguistics
World (IJLLALW), Vol. 3 No. 3, 2013, p. 33.
 14

Mostly is about visual experience, but description also deals with other kinds
of perception.”13
In addition, Gerot and Wignell in Maisitoh and Suprijadi also define
descriptive text as “a kind of text which is aimed to describe a particular
person, place or things.”14 This is in line with Siberian that states descriptive
text as “a paragraph that is defined as a group of sentences that are closely
related in thought and which serve one comment purpose often used to
describe what a person looks like and acts like, what a place looks like and
what an object looks like”.15
From the definitions mentioned above, it can be conclude that
descriptive text is a text for describe person, animal or a thing by visual
experience. It is used to create a visual image of people, place, or things in a
distinct way that the reader can get into the author's experience.

2. Kinds of Descriptive Text

According to Jolly in Siburian, there are five kinds of descriptive text16:
a. Describing Process
Describing a process not only explains how something was done, but
also explains why it was done and what was needed to complete the process.
b. Describing and event
To describe an event, a writer should be able to memorize and
remember what happened in the event. Supposed the writer will write about
Tsunami that was happened in Japan. In this case, he / she has to explain all
details related to the event, so that the readers can imagine the real situation
and condition.
c. Describing a personality

13
Siti Masitoh and Dasep Suprijadi, “Improving Students’ Ability in Writing Descriptive
Text Using Genre Based Approach (GBA) at the Eight Grade Students of SMP Islam Terpadu
Fitrah Insani”, ELTIN Journal, Vol. 3 No. 1, 2015, p. 40
14
Ibid.
15
Tiur Asih Siburian, op.cit., pp.33-34.
16
Ibid., p. 34.
 15

In describing a person, the first thing that we do was recognizing his/her

individual characteristics. We need to describe people occurs fairly areas of
physical attribute (hair, eyes), emotional (warm, nervous), moral attributes
(greedy, honest, worthy, trust), and intellectual (cleverness, perception)
d. Describing a place
Presenting something concrete was the way to describe place, for
example: a home, a hospital, and school. When we start to describe a place, it
is important to give clearly picture of the size and arrangement of the space
involved. Therefore, in describing a place we should be taken consideration of
the location of the object of the place should be clear, the detail should
arranged logically and systematically so that it is easy for reader to imagine
the objects in their minds, and controlling idea. The last point is the most
important in writing process, because if we have a strong controlling idea it
can give the paragraph focus.
e. Describing an object
To describe an object accurately was done by providing the physical
characteristics of the object such as the color, form, shape, and so on.

3. Characteristics of Descriptive Text

A descriptive text serves only to describe an object. There are some
characteristics about descriptive text. The following characteristics of
descriptive text such as:
a. Using of figures of speech (see, hear, taste, smell, and touch). In this way
the description will appear alive and interesting.
b. Using vivid picture is to make the description clear and realistic.
c. Using variety of words. It means that use of variety of adjective, nouns,
adverbs, and phrases to suggest colors, movements, expressions and
feeling.
d. Using any detail. If anyone want to describe an object. They should not
describe just its physical features but also its habit, its characteristics and
its relationship.
 16

e. Using simple present tense.

f. Using adjective to describe the feature of the subject.

4. Language Feature of Descriptive Text

Knapp and Watkins in Maisitoh and Suprijadi writes there are several
grammatical features of descriptive writing as the following17:
a. In descriptive text, the present tense is predominantly used.
b. Although present tense may be used in literary description, it is past tense
that tends to dominate.
c. Relational verbs are used when classifying and describing
appearance/qualities and parts/function of phenomenon.
d. Action verbs are used when describing behaviors/ users.
e. Mental verbs are used when describing feeling in literary descriptions.
f. Adjective are used to add extra information to nouns and may
betechnical, everyday, or literally, depending on the text.
g. Personal and literary description generally deal with individual things.

5. Generic Structure of Descriptive Text

Gerot and Wignell states in Masitoh and Suprijadi the generic structure
of descriptive text are18:
a. Identification
In this generic structure introduces to the subject of description.
b. Description
In this part give detail of the characteristic features of the subject.
Such as: qualities, characteristics, describing the phenomenon in parts,
or/and characteristic, size, physical appearance, ability, habit, daily life, etc.

17
Siti Masitoh and Dasep Suprijadi, op.cit., p. 41.
18
Ibid.
 17

C. Media Poster
1. Understanding Media and Poster
The word media comes from Latin, which is medius which literally means
middle, intermediary, or introduction. In addition, the word media also comes
from Latin which is the plural form of the word medium, and literally means
intermediary or introduction, namely the intermediary for the introduction of
the message source with the recipient of the message.19 In learning process,
media is a physical facilities to convey the content in a learning process.
Media in learning is a container of messages, the material to be conveyed
is the learning message. The goal to be achieved is the learning process. The
creative use of media will increase the possibility for students to learn more,
keep in mind what they learn well, and improve their performance in
performing skills according to the learning objectives. In using a media in
learning process will solve the obstacle of students with different style in
earning the lesson.20
The use of media is very helpful to deliver a message from the picture and
keep the attention from the students but it does not mean change the function
of teacher but the media just help the teacher to teach the lesson and help the
students to understand the lesson easily. By using a media the teacher learn
how to manage the class while in learning process so that it will be very
interesting and then students can learn the lesson through media with fun.
Poster is one of the graphic media that has the most strength as a medium
for delivering messages. Graphic media is visual media that presents facts,
ideas, and ideas through words or images. This media functions to channel
messages from the message source to the recipient of the message, attract
attention, clarify the presentation of ideas, illustrate facts that are quickly

19
Rudi Susilana dan Cepi Riyana, Media Pembelajaran, (Bandung: CV Wacana Prima,
2009), p. 6.
20
Mohamad Zaid Mohd Zin, Educational Technology Media Method in Teaching and
Learning Progress, American Journal of Applied Sciences Vol. 9 No. 6, 2012, p. 876 Accessed on
17th September 2018.
 18

forgotten so that they are easy to remember if illustrated graphically or

through a visualization process, simple and easy to make.21
According to Dina Indriyana in the journal Megawati about the influence
of the poster media on the learning outcomes of English vocabulary, the
Poster is a presentation of a clear, striking and interesting visual combination
with the intention of attracting attention. The point is an image with an
attractive and striking color with the intention of being used by the teacher as
a medium to convey the subject matter so that it can attract students' attention
and be easily understood.22
The poster has the power to digest by those who see because the poster
emphasizes the power of visual messages and colors, so that using posters can
increase the learning interest of students who are so enthusiastic to pay
attention to the picture poster shown by their teacher. The teaching and
learning process is basically a process of communication, namely the process
of delivering messages from the message source through the channel / media
that is the recipient of the message.
The use of visual aid such a posters has some functions where the media as
an attention keeper where the media can meet them with the concrete thing
because visual aid is more interesting so the students can accept the bigger
lesson. Media also can make students reach the purpose of the lesson
especially remember the common or detail information or message in the
picture.
Learning is a process to acquire knowledge. It needs a lot of hard work
and sometimes the change of the students get bored and lose their attention in
learning process is possible. In this case, the use of media in teaching process
is very useful to attract and keep their attention and also make the learning
process more attractive and effective. Media is not a new thing in education.
Many teacher used media as their teaching aid is very helpful to give students

21
Megawati, Pengaruh Media Poster Terhadap Hasil Belajar Kosakata Bahasa Inggris,
Getsempena English Education Journal (GEEJ) Vol. 4 No. 2 November 2017, p. 111 Accessed on
9th November 2018.
22
Megawati, loc, cit.
 19

new experience and transferring the message. The flexibility of the media also
being a consideration in teaching because media reach any level of students.

2. Characteristics of Poster
Poster is a kind of picture that has its own characteristic such as:
a. It is like picture
b. It is used to give some information or ideas
c. It has interesting thing
d. It can take people’s attention easily
e. It has one or more ideas through the fact on it
f. It is brave, dynamic, directly and surprised for readers
g. It is well organized, interesting, and easy to be understood
h. It has an appropriate and clear message.

3. Advantages of Poster
The benefits obtained from the use of media poster are:
a. Improve taste
b. Mutual understanding and sympathy in the classroom
c. Produce significant changes in student behavior
d. Demonstrate the relationship between subjects and needs, as well as
student interest with increasing student learning motivation
e. Bring freshness and variety to students' learning experiences
f. Making learning outcomes more meaningful for various students'
abilities
g. Encourage the meaningful use of subjects by involving imagination
and active participation that increases learning outcomes.
h. Provide the necessary feedback, which can help students discover how
much they have learned
i. Complete a rich experience with knowledge of concepts that are
meaningful and can be developed
 20

j. Expand student insights and experiences that reflect non verbalistic

learning and make appropriate generalizations
k. Overcome space and time constraints. Not all things or event can be
brought in to the class and students not always brought to the event.23
l. Overcome the limitations of the observation.24

D. Procedure in Teaching Writing Descriptive Text by Using Posters

The writing task can be approached in two ways-students select a previous
piece that they can rewrite or enhance and students create a new piece. The steps
in teaching writing by using posters are: First, teacher shows three pictures
represent person, animal and thing. Teacher discusses about the characteristics
and language feature that used in descriptive writing, then discusses about what
they are going to choose. Teacher trains and encourages students in providing rich
description and ask question that will lead to detailed illustrations and a coherent
description. After discussing it, the students are asked to describe the person,
animal or thing that they will write and write it in a piece of paper at the end. Last,
after finished in writing what the teacher asked before, the students read and
present their descriptive text and other students and the others can ask question
and compare to their writing text.
For poster or visual aid selection, the writer chooses a picture based on the
purpose of Curriculum 2013 itself which is to mention the part chosen to be
described and to mention the adjective of the thing whether it is a person, animal
or object that is to be described. For the first picture the author chose Albert
Einstein as a representation of a person who is famous for his achievements in
technology development. Then the authors chose elephant that represent animals
because elephant have distinctive characteristics and recognizable by students and
finally the authors chose gadgets because gadgets today are very close to students'
daily lives.

23
Arief S. Sadiman dkk, Media Pendidikan, (Jakarta, Rajawali Pers, 2009), p. 29.
24
Arief S. Sadiman dkk, op, cit., p.31.
 21

E. Previous Related Study

There are previous studies that are relevant to this research. The first relevant
study was done by Sofiana Zahara, with research title “The Effectiveness of
Teaching Descriptive Text Using Picture Media on Students Ability.” The
research took place at SMK Tunas Grafika Informatika Jakarta in academic year
2013/2014 with 80 participants from the tenth grade students. This research
objective is to get an empirical data about the effect of using the picture on
writing descriptive text. The researcher used pre-test and post-test as the
instrument in order to know the difference achievement between experiment class
and control class. The result of the research showed that the value t0 is higher than
t1 it means Ha accepted and H0 rejected. So it can be concluded the learning
writing descriptive using picture was successful in improving students’ ability.
Researcher found in using picture on learning descriptive text was the student
highly–motivated in learning the material. Furthermore, the atmosphere in the
class was more active and lively than the class which has not treated picture in
learning descriptive text.
The similarities between the writer’s research and this research are the writer
uses descriptive text and media as a learning instrument. The differences are the
writer research conducting in junior high school not senior high school and the
media that used are posters not pictures.
Another study related to writer’s research was done by Rosya Kurniati, with
research title “The Effectiveness of Using Pictures on Students’ Writing of
Recount Text.” The research took place at SMA Negeri 9 Kota Tangerang Selatan
with 74 participant from the tenth grade student. The using of picture in learning
recount text was successful. The researcher found the average of post-test in
experiment class was 81.02 and the average gained score was 19.78 while the
result of controlled class gained 63.81 and the average of gained score was 11.35.
The result of the research there was significant progress in teaching by using
picture. So it could be concluded that the using picture is effective rather than on
using picture in learning recount text.
 22

The similarities between the writer’s research and this research are the writer
uses writing approach and media as a learning instrument. The differences are the
writer research conducting in junior high school not senior high school and the
media that used are posters not pictures.

F. Thinking Framework
The writing skill is one of skills in English language. It is the most complex
skill because when teaching it, many students still lack of vocabulary, grammar,
and knowledge of writing systems. To overcome the problems, the writer uses
poster in students’ writing descriptive to show the effectiveness of using poster in
writing descriptive.

Figure 2.1

The Framework of Literature

G. Research Hypothesis
Based on the theories and thinking framework above, therefore, a research
hypothesis is formulated as follow:
There is effectiveness of using poster towards students’ writing descriptive
text.
 CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of the Research

The writer did his research of this study at Mts Al-Ikhas Lambuya. It is
located on Jl. Poros Kendari-Kolaka Lambuya South East Sulawesi. The writer
conducted this research from 21thJuly 2019 to 6th August 2019. This research has
eight meetings in the two classroom, four meetings are in the experimental class
and four meetings are in the controlled class.
B. Method and Design of the Research
This research categorized quantitative research with Quasi-Experimental
design. The design of this quasi-experimental research in order to figure out the
effectiveness of using posters on students‟ writing skill of descriptive text.
Research design is an experiment when the writer want to figure out the
possibility of cause and effect between independent variable and dependent
variable.1 The independent variable is posters and dependent variable is writing
descriptive text.
In this research, pre-test and post-test are used for experimental and controlled
class. The experimental class received treatment which was using posters and the
controlled class was not using any treatment.

Table 3.1
Quasi-Experimental Designs
Pre-and Post-test Design Time
Select Control
Pre-test No treatment Post-test
Group
Select
Experimental Pre-test Experimental Treatment Post-test
Group

1
John W. Cresswell, Education Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 4th ed., (Boston: Pearson Education, 2012), p.295.

23
 24

C. The Population and Sample of the Research

A population is a group of all members of any well-defined class of people,
objects, or events which is larger than a sample. A sample refers to a small group
of population which usually selected to be observed.2 The researcher decided the
population of this study is the eighth grade at Mts Al-Ikhlas Lambuya. It consists
of two classes from VIII-A and VIII-B, where VIII-A which consist of 34 students
and VIII-B consist of 34 student. Based on the agreement reached, the researcher
chosen VIII-A to be experiment class which was given the treatment and VIII-B
as controlled class.
D. Instrument of the Research
The researcher used test as instrument to measure the students‟ ability. The
test divided into two kinds of test, pre-test and post-test as the researcher
instrument research. The test was an assessment instrument that was used to
measure students‟ ability. Before giving the treatment, pre-test was given to
understand students‟ ability while after the treatment, post-test was given to assess
the students‟ achievement.3Both experimental class and controlled class before
and after treatment or also known as pre-test and post-test are to measure the
initial ability about writing descriptive text and the post-test was given to both
experimental and controlled class after the treatments that are given to experiment
class. The researcher was intended to figure out whether the treatment is going to
affect students‟ writing ability in this case descriptive text. The test used to gain
the result between the class which used treatment and the class which not used
any treatment.
Test was used as an instrument of the study. The test asked students to explain
about person, animal and thing with at least three paragraphs and if students wrote
less than six sentences then they would not to be in the data of the research. With
these two instruments, the researcher hopes that he will get valid and reliable data,
and will facilitated the researcher to do his research.

2
Donald Ary, et.al, Introduction to Research in Education Eight Edition, (Belmont:
Nelson Education, 2010), p.148
3
Cresswell, op.cit., p.297
 25

E. The Technique of Collecting Data

The researcher used writing test to collect the data. The test was conducted
twice, pre-test and post-test. Pre-test was taken in the first meeting before giving
poster as media towards students‟ writing descriptive text for the experimental
class. It is used to know the students‟ skill writing descriptive. In the second
meeting up to the fourth meeting, the researcher gave students posters in the
experimental class to conduct treatment. Then, post-test was conducted to find out
the students‟ writing descriptive result after they used posters.
The researcher asked the students to write three paragraphs for three different
topics of descriptive text that consists of six sentences. The topics are about
person, animal, and thing. In analyzing the students‟ test, the writer used the
formula in table 3.1 below that is adapted from scoring profile by Hughes.4

Table 3.2
Scale for assessing the students’ Writing Descriptive Text
Component of
Score Indicators
Writing
6 Few noticeable of grammar or word order.
Some errors of grammar or word order which do
5
not, however, interfere with comprehension.
Errors of grammar and word order fairly frequent;
4 occasional re-reading necessary for full
comprehension.
Grammar
Errors grammar and word order frequent; effort of
3
interpretation sometimes required on reader‟s part.
Error of grammar and word order very frequent;
2
reader often has to rely on own interpretation.
Errors of grammar and word order so severe as to
1
make comprehension virtually impossible.

4
Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge:
Cambridge University Press, 2003), p.101-102
 26

Use of vocabulary and idiom rarely distinguishable

6
from that of educated native writer.
Occasionally uses in appropriate terms or relies on
5 circumlocutions; expression of ideas hardly
impaired.
Use wrong or inappropriate words fairly
4 frequently; expression of ideas may be limited
Vocabulary
because inadequate vocabulary.
Limited vocabulary and frequent errors clearly
3
hinder expression of ideas.
Vocabulary so limited and so frequently misused
2
that reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make
1
comprehension virtually impossible.
6 Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
5
does not, however, interfere with comprehension.
Error in punctuation or spelling fairly frequent;
4 occasional re-reading necessary for full
comprehension.
Mechanics
Frequent in punctuation or spelling; lead
3
sometimes to obscurity.
Error in spelling or punctuation so frequent that
2
reader must often rely on own interpretation.
Error in spelling and punctuation so severe as to
1
make comprehension virtually impossible.
Choice of structure and vocabulary consistently
Fluency (style 6
appropriate; like that of educated native writer.
and ease of
Occasionally lack of consistency in choice of
communication) 5
structure and vocabulary, which does not, however,
 27

impair overall ease of communication.

Some structure and vocabulary items noticeable
4
inappropriate to general style.
Some structure and vocabulary items sometimes
3 not only inappropriate but also misuse; little sense
of ease of communication.
Communication often impaired by completely
2
inappropriate of misuse structure and vocabularies.
A „hot-potch‟ of half-learned misused structures
1 and vocabulary items rendering communication
almost impossible.
Highly organized; clear progression of idea well
6
linked; like educated native writer.
Material well organized; links could occasionally
5
be clearer but communication not impaired.
Some lack organization; re-reading required for
4
clarification of ideas.
Mechanics
Little or no attempt at connectivity, though reader
3
can deduce some organization.
Individual may be clear, but very difficult to
2
deduce connection between them.
Lack of organization so severe that communication
1
is seriously impaired.

F. The Technique of Data Analysis

The data in this research were analyzed by using statistical analysis, then the
researcher compared the score of pre-test and post-test in the experimental group
and control group. In analyzing the data, the t-test formula was used to know the
effect of using posterson students‟ writing ability. Before analyzing the data by
using t-test, the normality and homogeneity must be measure first.
 28

1. Preliminary Test

Preliminary analysis was the first step that should be done after collecting
all data of the research. It was useful to know whether the data were qualified or
not. In this step, the normality test and the homogeneity test were analyzed.

a. Normality Test

Normality test was one of the crucial requirements that should be followed
in analyzing the data of the research. It was done to examine if the distribution
of data collected was normal or not. The analysis of normality test in this
research used Kolmogorov Smirnov by using SPSS software. Then, if the
normality score was more than 0.05, it could be said that the distribution data
were normal. On the contrary, if the score of normality test showed less than
0.05, it could be concluded that the distribution data were not normal. By
using SPSS, the steps to normality test are:

1) Open SPSS file of the entered data.

2) Click Analyze>>Descriptive Statistics>>Explore on the top menu.
3) In the Explore dialogue box, fill in the dependent list with the variable
to be tested for normality test (pre-test score, post test score) by either
drag-and-dropping or using the button.
4) Then, fill in the factor list with the sample groups (control,
experimental) to see if it is normally distributed in each group or class
by either drag-and-dropping or using the button.
5) Click plots, then checklist>>normality plot with test, histograms and
power estimation.
6) Click Continue and OK to see the normality test result.

b. Homogeneity Test

Homogeneity test was used to test whether the data from two groups had
the same variant. Like normality test, this test also used SPSS software. This
 29

research also used Kolmogorov Smirnov with α=0.05. The data can be said
homogenous if the homogeneity score was more than 0.05. The steps to test
homogeneity are:

1) Open SPSS file of the input research data.

2) Click Analyze>>Compare Means>>One-Way Anova on the top
menu.
3) In the One-Way Anova dialogue box, fill in the dependent list with the
variable to be tested for homogeneity test (pre-test score, post test
score) by either drag-and-dropping or using the button.
4) Then, fill in the factor list with the sample groups (control,
experimental) to see the homogeneity of variances by either drag-and-
dropping or using the button.
5) Click option, then checklist>>homogeneity of variance test checkbox
in the statistics area.
6) Click Continue and OK to see the normality test result.

2. T-test

As mentioned before, t-test was used to know the effect of using posters.
The researcher used t-test to determine whether the null hypothesis or alternative
hypothesis, is accepted or rejected. The t-test used in this research specifically is
Independent-samples T-test with a two-tailed test of significance. If the result
indicates p-value or Sig (2-tailed) higher than the significance level of Sig α=0.05
(5%), then, the null hypothesis is accepted. On the contrary, if p-value is lower
than Sig α=0.05 (5%), then the alternative hypothesis is accepted.

1) Open SPSS file of the input research data.

2) Click Analyze>>Compare Means>>Independent-Samples T Test on
the top menu.
 30

3) In the Independent-Samples T Test dialogue box, fill in the test variables

with the variable to be tested for normality (pre-test score, post test score)
by either drag-and-dropping or using the button.
4) Then, fill in the grouping variables with the sample groups (control,
experimental) by either drag-and-dropping or using the button.
5) Highlight the relevant groups by clicking define groups; then enter “1” in
Group 1 box and enter “2” in group 2 box and click continue button.
Note: (insert numbers according to the labels given in data).
6) If the confidence interval percentage required to be changed for the
research, click option button.
7) Click Continue and OK to see the independent-samples t-test result.

G. Effect Size Formulation

In order to measure whether the effect size of the media or the technique
were strong, therefore, the researcher adopted Cohen‟s formulation as
follows5:

( )

(
Pooles Standard Derivation

After obtaining the result, then they can be interpreted based on the
criteria: 0-0.2=weak effect; 0.21-0.5= modest effect; 0.51-1.00= moderate
effect size; and >1.00 = strong effect.6

H. Statistical Hypothesis
After calculating the data by using t-test, the researcher uses criteria with
significance degree 0.05 for testing the hypothesis. The calculating of
statistical measurement as follows:

5
Daniel Muijs, Doing Quantitative Research in Education, (London: Sage Publications,
2004), p. 136.
6
Ibid., p. 139.
 31

Ha: There is a significant effect of using posters on students‟ vocabulary

ability (the mean score of the experimental group post-test is higher
than the mean score of the control group, or p < α; sig. 2 tailed is
lower than alpha; there are differences from the score of the classes).
Ho: There is no significance effect of using posters on students‟ vocabulary
ability (the mean score of the experimental group post-test is lower
than mean score of the control group, or p > α; sig. 2 tailed is higher
than alpha; there are no differences from the score of the classes).
 32

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding
1. Data Description

In this chapter, the writer shows the result of the tests that has been given to
the students that obtained from the research. The data is from both experimental
class and control class. The test result consist of pre-test that was conducted at the
beginning of the research and the post-test at the end of the research.

a. Data Result of Experimental Class

In the experimental class, it submitted from 34 students the mean score of pre-
test is 43.82with the highest score is 70 and the lowest score is 20. Meanwhile, the
mean of the post-test relatively ascended with 62.50 mean score which is for the
highest score is 80 and 40 as the lowest score. The difference score between pre-
test and post-test showed that the post-test is higher than the pre-test with 18.67.
For the detailed score result, it can be seen in table 4.1.

Table 4.1

Students’ Score of Experimental Class

Experimental Class
Students’ ID Gained Score
Pre-Test Post-Test
A1 50 75 25
A2 60 65 5
A3 30 70 40
A4 40 55 15
A5 40 50 10
A6 40 75 35
A7 20 50 30
A8 50 60 10
 33

A9 30 50 20
A10 65 75 10
A11 40 60 20
A12 60 65 5
A13 70 75 5
A14 20 55 35
A15 60 60 0
A16 65 75 10
A17 50 60 10
A18 45 40 -5
A19 50 45 -5
A20 60 75 15
A21 45 75 30
A22 20 50 30
A23 50 40 -10
A24 30 60 30
A25 20 65 45
A26 60 80 20
A27 45 65 20
A28 50 65 15
A29 50 50 0
A30 60 80 20
A31 20 70 50
A32 30 70 40
A33 20 60 40
A34 45 60 15
∑ 1490 2125 635
Mean 43.82 62.50 18.67
Maximum Score 70 80 45
Minimum Score 20 40 -10
 34

b. Data Result of Control Class

In the experimental class, it submitted from 34 students the mean score of pre-
test is 47.50with the highest score is 70 and the lowest score is 20. Meanwhile, the
mean of the post-test relatively ascended with 53.08 mean score which is for the
highest score is 80 and 20 as the lowest score. The difference score between pre-
test and post-test showed that the post-test is higher than the pre-test with 5.58.
For the detailed score result, it can be seen in table 4.2.

Table 4.2

Students’ Score of Control Class

Control Class
Students’ ID Gained Score
Pre-Test Post-Test
A1 60 65 5
A2 60 60 0
A3 45 30 -15
A4 20 40 20
A5 20 40 20
A6 60 55 -5
A7 55 50 -5
A8 60 60 0
A9 40 40 0
A10 60 75 15
A11 30 40 10
A12 20 30 10
A13 70 80 10
A14 60 50 -10
A15 60 65 5
A16 40 50 10
A17 20 45 25
A18 40 60 20
 35

A19 50 60 10
A20 50 55 5
A21 70 70 0
A22 40 20 -20
A23 50 45 -5
A24 30 65 35
A25 60 55 -5
A26 30 20 -10
A27 65 70 5
A28 40 40 0
A29 40 55 15
A30 60 65 5
A31 65 70 5
A32 50 50 0
A33 40 60 20
A34 55 70 15
∑ 1615 1805 190
Mean 47.50 53.08 5.58
Maximum Score 70 80 35
Minimum Score 20 20 -20

c. Overview of the Data Result

As the data result that had been shown in descriptive statistics above, it is then
compared to figure out the general explanation of the scores between experimental
and control class and then it will used to see the progress in each class. It can be
seen to the following figure:
 36

Mean Score
70

60

50

40

30

20

10

0
Pre-test Post-test Gained score

Experiment Class Control Class

Figure 4.1 Overview of Both Classes Score Comparison

In Figure 4.1, it represent that the pre-test mean scores of experimental
class is 43.82 which is lower than the control class that is 47.50. Based on the
overview above it can be concluded that the writing ability from the experimental
class is lower than the control class before the treatment has given. Then the
figure also shows that the post-test mean scores. The experimental and the control
class both of them show the improvements in the post-test result, but the
experimental class achieved the higher scores more than the control class. The
gained-score also shows the differences between experimental and control class
where the experimental class is 18.67 while control class only gained 5.58 points.
 37

Classes Progress
70

60

50

40

30

20

10

0
Experimental Class Control Class

Pre-Test Post-Test Gained-Scores

Figure 4.2 Overview of Both Class Score Progress

The Figure 4.2 shows the mean scores of each class progress from pre-test to
post-test. Based on the Figure above, it is indicated that the result of post-test in
experimental class increase significantly from the pre-test that is 43.82 to 62.50.
Where in control class, made improvements from-pre-test to post-test scores that
is from 47.50 to 53.08. Although the experimental class and control class gained
the improvements but the control class is not high as the experimental class
gained. It can be seen in the mean gained scores that is significantly different
(18.67>5.58).
2. Data Analysis
a. Normality Test

To calculate the normality of the test, in this case to know the data from two
classes have been normally distributed or not. The writer used Komogrov-
Smirnov.Spss was used to analyze the data. The result can be seen as follow:
 38

Table 4.3
Normality Test Result of Pre-test and Post-test
in Experimental Class and control Class

The result showed that the normality significance of pre-test in experimental

class is 0.172 and 0.008 in control class. Both of the significance result in pre-test
proved that the data are normally distributed because the significance is above α=
0.05 (0.172>0.05; 0.008>0.05). In the other hand, the post-test showed that the
significance in experimental class is 0.143 and 0.200 in control class. The result
also proved that the significance result in pre-test proved that the data are
normally distributed because the significance is above α= 0.05 (0.143>0.05;
0.200>0.05).

b. Homogeneity Test

After normality test, the writer did the homogeneity test in order to test the
similarity of the sample in both classes. The writer used Levene statistic to
calculate the homogeneity test. The result are presented as follows:

Table 4.4
Homogeneity test result of Pre-test and Post-test
 39

The homogeneity test result showed that the pre-test from both classes is
0.905 as the significance of the data, which is higher than α= 0.05 (0.905>0.05).
Therefore, based on the pre-test result, the classes have homogeneous variances.
Moreover, the result of the post-test from both classes is 0.118 as the significance
of the data which is higher also than α= 0.05 (0.118>0.05). From the result of the
data the writer could conclude that the both of the classes are homogeneous.

c. Statistical Hypothesis Test

1) Pre-test and Post-test Result

After finishing the normality and homogeneity test, the data was calculated by
using t-test to figure out the effectiveness of using posters students’ writing of
descriptive text in experimental class and students’ writing of descriptive text in
control class in this case without using any posters. The data was from the mean
score of post-test experimental and control class. The standard significance was
0.05, the result of hypothesis test by using SPSS 24 could be presented as follows:

Table 4.5
The Result of T-test scores
 40

Table 4.6
Independent Sample Test of Experimental Class and Control Class

In table 4.5 and 4.6, it shows the result of t-test analysis of pre-test and post-
test score in experimental class and control class. We can see two tables presented
as the result of t-test data analysis, the Group Statistics and Independent Sample
Test. The table in Group Statisticspresent the general of the data, including sample
size, mean, standard deviation and standard error mean. In addition, the data that
used later on will be needed to count the effect size of the data.

The Independent Sample Test used to read the result. In analyzing the data, the
equal variances assumed is used to read the result because the data is
homogeneous as previously recognized. From the table in pre-test, the
independent sample test shows a result of p-value or sig (2-tailed) =1.000.As this
research refers to a significance level of sigα= 0.05 (5%), therefore, the p-value is
higher than the significance value.

In other words, when p-value =1.000 ≥ sig α= 0.05, so the null hypothesis is
accepted while the alternative hypothesis is rejected. This proves that there is no
statistical significances of the pre-test result between the two classes.

While the post-test score in experimental class and control class after the
experimental group was given a treatment with posters and the control class with
 41

lecturing and group discussion. In similar to the t-test result of pre-test, the
independent sample test resulted p-value or sig (2-tailed) = 0.005. From the result,
it can be concluded that the null hypothesis is rejected and the alternative
hypothesis is accepted because p-value (0.005) is still on the place sig α= 0.05
(5%).

2) Gained Score Result

In addition to t-test analysis of pre-test and post-test score, the gained score of
pre-test and post-test result is also analyzed as shown in Table 4.7. Based on the
table, the independent sample test resulted p-value or sig α= 0.05 (2-tailed)=
0.000. From the result, it can be concluded that the null hypothesis is rejected and
the alternative hypothesis is accepted because p-value (0.000) is less than sig α=
0.05 (5%).

Table 4.7
T-test Result of Gained Scores

d. Effect Size

In final, since the t-test result proved statistical significance in the post-test
and gained scores result, the writer analyzed the effect size of the t-test result in
order to find out the level of significance on the effect (weak or strong).

To get the effect size, the calculation refers to Cohen’s d effect size
calculation. In this calculation, mean and the standard deviations of pre-test and
 42

post-test of both classes (experimental and control class) are required which have
been obtained earlier in t-test result from the group Statistics table. The effect size
result is recapitulated in Table 4.8.

Table 4.8
The Effect Size Result
Statistics of Post-test Control Class Experimental Class
Mean 53.08 62.50
Std. Deviation 15.025 11.231
Effect Size 0.7*
*the result is obtained by manual calculating using cohen’sd formula

Calculation:

d= ; =

(1) =

(2) d = = 0.7

In the Table 4.8, it shows that the effect size or the level of significance effect
is 0.7. It indicates that there is a moderate effect of using posters on students’
writing descriptive text. This is based on Cohen’s d effect size criteria in which
0.7 ranges in moderate effect scale that is close to the strong effect scale.

B. Discussion

In the description of the data which was taken from 34 students of the
experimental class, Table 4.1 showed the description of the experimental class
score which has the mean score of pre-test 43.82 before using posters was
implementing. After implementing posters as a media in learning process, the
mean score of the experimental class ascended to 62.50. Meanwhile, in the Table
4.2 showed the mean score of the control class in pre-test was 47.50, little bit
higher than the mean score in experimental class and the post-test mean score was
53.08, lower than the experimental class has gained. Both classes in post-test have
 43

increased. Based on the statistical analysis, the increasing point of the

experimental class was 18.68 points; from 43.82 to 62.50. For the control class, it
increase 5.58 points; from 47.50 to 53.08. From the statistical hypothesis above
the writer conclude that the experimental class had more significantly increase
rather than the control class.

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

achievement of the score in pre-test (experimental and control class) and the
control class had the higher mean score than the experimental class. In post-test,
experimental class and controlled class were increased better than in pre-test. But,
for this part, the experimental class had higher mean score than the controlled
class. It means that there is a significant score about 9.42 points. Posters as a
media approved can give a significant effect of students’ writing of descriptive
text because the score of the students’ writing after being taught by using posters
as media is higher than before the posters has given to the students.

Based on Table 4.5 also showed that the experimental class (mean= 62.50,
Standard Deviation=11.23) and the controlled class (mean= 53.08, Standard
Deviation= 15.02). Furthermore, in Table 4.6 it can be seen that the result of value
is 2.871 followed by sig. (2-tailed) 0.095. The value is compared to the table to
know whether using poster as a media has an effect to improve students’ writing
of descriptive text or not.

In addition, based on the calculation of the t-test that H0 was rejected and H1
was accepted if p < α. However, if p > α, H0 was accepted and Ha was rejected.
Based on the calculation, the result of p was lower than α, which was 0.095 <
0.05. Therefore, Ha was accepted and H0 was rejected. Thus, there is a significant
difference between the students’ score in writing test using Poster as a media and
the students’ score in writing test without using Poster as a media at eighth-grade
students of Mts.s Al-ikhlas Lambuya.

Furthermore, this research support the previous studies cooperative learning

method such as using picture or kind of visualization is found very helpful and
 44

effective to teach the writing especially in descriptive text because by using

visualization, the students could keep more attention and increase the motivation
in learning by present them facility aids in the class. In addition, this method can
also be implemented in all subjects but it depends on students’ level and needs.
Based on implementation, it can be summed up that using Posters as media is
effective to improve students’ writing of descriptive text for the eighth grade
students at Mts.s Al-ikhlas Lambuya.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research in chapter IV, it proved that the posters as a media has a
significant effect on students’ writing of descriptive text at eight grade students of
MTs.s Al-ikhlasLambuya. It is explained that the using of Posters is more
effective than the ordinary teaching learning. In the statistical hypothesis, Ha will
accepted and Ho will rejected if α= 0.05 < Sig. 2 tailed. It is shown the
independent sample t-test result of p-value (2-tailed) = 2.925 in the post-test and
0.000 in gained score. The obtained p-value is less than sigα= 0.05 (5%),
therefore, the null hypothesis (Ho) of the research is rejected and the alternative
hypothesis (Ha) is accepted. It strengthen by the effect size by using Cohen’s
which resulted 0.7 that enough to the strong effect scale. Moreover, the mean
score of the experimental class is higher than the mean of the control class. It is
indirectly explain that the using of poster as a media is significant and positive to
the learning process in the class especially writing descriptive text.

In conclusion, the research has proven that posters as a media improved the
students’ writing ability of descriptive text at the eighth grade of Mts.s Al-ikhlas
Lambuya in academic year 2019/2020.

B. Suggestion

The research found that the using of posters is effective on students’ writing of
descriptive text with the strengths and weaknesses. Therefore, the researcher
would like to give the suggestions that hopefully useful for students, teachers and
other researchers who are dedicated their research in writing activities by using
posters as media in descriptive text. Some suggestions that may be important to be
considered are:

45
 46

1. For English Teachers

As a teacher, we demanded to be more creative and attractive in order to

make students interested in learning English especially writing. The using of
visual aids like picture and poster can be the way out to keep students’
attention and make learning process more attractive and comfortable with the
learning process. Besides the usage posters can accommodate students in
learning writing descriptive text, using posters will enrich the strategy in
teaching English, the different learning strategies would be helpful to prevent
students get bored or teachers can modify the same method in learning other
skill based on the learning objectives and needs.

2. For Students

Students can use posters as a facility to practice and drill their writing skill
in descriptive text. For the students who find some struggles, this method can
facilitate and help to describe anything that you want to describe. With
continual practice by using this method, the students’ writing skill hopefully
will eventually improve.

3. For Other Researcher

The result of this research can be used as an information or reference about

using Posters as a media in writing of descriptive text in learning activities for
other researcher in conducting the similar research or maybe for the
development in using media so that the usage on further media will make the
classroom activity be more vary.
 47

BIBLIOGRAPHY

Ariyanti. The Teaching of EFL Writing in Indonesia, Dinamika Ilmu, Vol. 16 (2),
2016.
Ary, Donald. Introduction to Research in Education Eight Edition, Belmont:
Nelson Education, 2010.
Asih Siburian, Tiur. “Improving Students’ Achievement on Writing Descriptive
Text through Think Pair Share”, International Journal of Language
Learning and Applied Linguistics World (IJLLALW), Vol. 3 No. 3, 2013.
Cresswell, John W. Education Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 4th ed., Boston: Pearson Education,
2012.
E. Heinich, Robert Russel, Sharon and D. Smaldino, James. Instructional
Technology and Media for Learning (8th Edition). Ohio: Pearson, 2004.
Farmer, Marjorie, Composition and Grammar II, Steps in The Writing Process,
(San Fransisco: Laid law Brothers Pub, a Division of DoubleDay &
Company, Inc. 1985).
Harmer, Jeremy. How to Teach Writing, Essex: Pearson Education, 2004
Harmer, Jeremy. The Practice of English Language Teaching (4th Edition).
London: Pearson, 2007.
Hughes, Arthur. Testing for Language Teachers Second Edition, (Cambridge:
Cambridge University Press, 2003.
Kurniati, Rosya. The Effectiveness of Using Picture on Students’ Writing of
Recount Text, Jakarta: UIN Syarif Hidayatullah Jakarta, 2015.
Langan, John. College Writing Skills (8th Edition). New York: McGraw-Hill,
2010.
Langan, John. Exploring Writing: Sentence and Paragraphs, New York:
McGraw-Hill, 2010.
Linse, Caroline and Nunan, David. Practical English Language Teaching: Young
Learners, New York: McGraw Hill Companies, 2005.
 48

Masitoh, Siti and Suprijadi, Dasep. “Improving Students’ Ability in Writing

Descriptive Text Using Genre Based Approach (GBA) at the Eight Grade
Students of SMP Islam Terpadu Fitrah Insani”, ELTIN Journal, Vol. 3 No.
1, 2015.
Megawati, Pengaruh Media Poster Terhadap Hasil Belajar Kosakata Bahasa
Inggris, Getsempena English Education Journal (GEEJ) Vol. 4 No. 2
November 2017, p. 111 Accessed on 9th November 2018.
Mohammad Maskor, Zunita & Baharudin, Harun. Receptive Vocabulary
Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which
One Important?, HR Mars, Vol.6 (11), 2016.
Muijs, Daniel. Doing Quantitative Research in Education, London: Sage
Publications, 2004.
Oshima, Alice and Hogue, Ann. Writing Academic English, Pearson Longman,
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S. Sadiman, Arief dkk. Media Pendidikan, Jakarta, Rajawali Pers, 2009.
Susilana, Rudi dan Riyana, Cepi. Media Pembelajaran, Bandung: CV Wacana
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6, 2012.
 49

APPENDICES
 50

APPENDIX 1

Materi Pokok/ Materi Alokasi

Kompetensi Dasar Pembelajaran Kegiatan Pembelajaran Penilaian Sumber Belajar
Waktu

SILABUS
Sekolah : MTs Al-Ikhlas Amberi
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Kompetensi Inti :

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah
abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
 51

3.1 Menerapkan Teks deskriptif pendek Mengamati KRITERIA PENILAIAN 16 JP  Buku Teks wajib
struktur teks dan dan sederhana, tentang
 Siswa menyalin dengan tulisan  Tingkat ketercapaian  Keteladanan
unsur kebahasaan orang, binatang, dan
tangan yang rapi beberapa teks ucapan dan
untuk benda fungsi sosial teks
deskriptif tentang orang, tindakan guru
melaksanakan deskriptif tentang
Fungsi sosial binatang, dan benda, sangat menggunakan
fungsi sosial teks orang, binatang,
pendek dan sederhana dari setiap tindakan
deskriptif dengan Membanggakan, menjual, benda, pendek dan
berbagai sumber, dengan komunikasi
menyatakan dan mengenalkan, sederhana.
menggunakan ejaan dan tanda interpersonal/
menanyakan mengidentifikasi, baca dengan benar.  Tingkat kelengkapan transaksional
tentang deskripsi mengkritik, dsb. dan keruntutan dalam dengan benar dan
orang, binatang,  Siswa membaca dan menyebutkan dan akurat
dan benda, pendek Struktur text mendengarkan teks-teks tersebut menanyakan tentang
dan sederhana, (gagasan utama dan untuk memahami isi pesannya. deskripsi orang,  Contoh teks dari
sesuai dengan informasi rinci) sumber otentik
 Dengan bimbingan guru, siswa binatang, benda dalam
konteks
a. Menyebutkan nama mengidentifikasi fungsi teks derkriptif.  Sumber dari
penggunaan nya .
orang, binatang, benda sosialnya, struktur teks internet, seperti:
 Tingkat ketepatan
4.11 Menangkap makna dan nama bagian- (termasuk a.l. gagasan utama dan unsur kebahasaan: tata - www.dailyengli
dalam teks bagiannya yang dipilih informasi rinci), dan unsur bahasa, kosa kata, sh.com
deskriptif lisan dan untuk dideskripsikan kebahasaan dari setiap teks ucapan, tekanan kata,
tulis, pendek dan tersebut. - http://americane
b. Menyebutkan sifat orang, intonasi, ejaan, tanda
sederhana. nglish.state.gov/
binatang, benda dan Menanya baca, kerapihan
4.12 Menyusun teks files/ae/resource
bagiannya, dan tulisan tangan.
deskriptif lisan dan Dengan bimbingan dan arahan _files
tulis, pendek dan c. Menyebutkan tindakan guru, siswa menanyakan dan  Sikap tanggung jawab, - http://learnenglis
dari atau terkait dengan mempertanyakan tentang fungsi kerjasama, cinta
sederhana, tentang h.britishcouncil.
orang, binatang, benda sosial, struktur teks, dan unsur damai, dan percaya
orang, binatang, org/en/
yang semuanya sesuai kebahasaan dari setiap teks diri yang menyertai
dan benda, dengan
dengan fungsi sosial yang tersebut. tindakan menyebutkan - https://www.goo
memperhatikan
hendak dicapai. dan menanyakan gle.com/
fungsi sosial,
Mengumpulkan Informasi tentang deskripsi
struktur teks, dan
Panjang teks: kurang lebih orang, binatang,
unsur kebahasaan  Secara kolaboratif, siswa
 52

yang benar dan 6 (tiga) kalimat. mencari dan mengumpulan benda, dalam teks
sesuai konteks. beberapa teks deskriptif tentang deskriptif.
Unsur kebahasaan orang, binatang, dan benda,
(1) Penyebutan kata benda sangat pendek dan sederhana
singular dengan a dan dari berbagai sumber, termasuk
the, dan plural (-s). dari internet, film, koran, CARA PENILAIAN:
majalah, buku teks, dsb.
(2) Kata ganti it, they, she, Kinerja (praktik)
we, dst.; our, my, your,  Siswa membaca rujukan dari
Tugas menganalisis dan
their, dst. berbagai sumber, termasuk buku
menghasilkan teks
teks, untuk mengetahui fungsi
(3) Kata sifat tentang deskriptif tentang orang,
sosial, struktur teks, dan unsur
orang, binatang, benda binatang, benda nyata di
kebahasaan dari teks deskriptif
dalam kehidupan siswa lingkungan sekitar.
tentang orang, binatang, dan
di rumah, sekolah, dan benda.
sekitarnya, dengan atau Observasi:
tanpa kata keterangan  Siswa membaca semua teks (penilaian yang bertujuan
quite, very. deskriptif tentang orang, untuk memberikan
binatang, dan benda yang telah balikan secara lebih
(4) Frasa nominal seperti terkumpul tsb., secara lebih cepat)
dark brown, cute little cermat dengan cara
cat, beautiful red  Observasi terhadap
mengidentifikasi dan tindakan siswa
flower menyebutkan: menggunakan bahasa
(5) Kata kerja untuk - fungsi sosial setiap teks Inggris untuk
menyatakan keadaan menyebutkan dan
dan tindakan rutin - nama orang, binatang, benda
menanyakan deskripsi
dalam simple present yang dideskripsikan
orang, binatang,
tense: be, have, go, - sifat orang, binatang, benda benda, ketika muncul
play,get, take, dll. yang dideskripsikan kesempatan, di dalam
(6) Penggunaan nominal - tindakan orang, binatang, dan di luar kelas.
singular dan plural benda yang dideskripsikan  Observasi terhadap
secara tepat, dengan kesungguhan,
atau tanpa a, the, this, - kosa kata, tata bahasa,
 53

those, my, their, dsb ucapan, tekanan kata, ejaan, tanggung jawab, dan
secara tepat dalam tanda baca yang digunakan kerja sama siswa
frasa nominal dalam proses
 Secara kolaboratif siswa meniru
pembelajaran di setiap
(7) Ucapan, tekanan kata, contoh-contoh yang ada untuk
tahapan.
intonasi membuat teks deskriptif sangat
(8) Ejaan dan tanda baca pendek dan sederhana tentang  Observasi terhadap
orang, binatang, dan benda untuk kepedulian dan
(9) Tulisan tangan mencapai fungsi sosial yang kepercayaan diri
berbeda-beda, dengan struktur dalam melaksanakan
Topik teks, dan unsur kebahasaan yang komunikasi, di dalam
Orang, binatang, benda di sesuai konteks. dan di luar kelas.
sekitar dan relevan dengan
kehidupan siswa, dengan Mengasosiasi Penilaian diri:
memberikan keteladanan  Siswa membandingkan fungsi Pernyataan siswa secara
tentang perilaku jujur, sosial, struktur teks (termasuk tertulis dalam jurnal
disiplin, percaya diri, a.l. gagasan utama dan informasi belajar sederhana
kerjasama, dan rinci), dan unsur kebahasaan dari berbahasa Indonesia
bertanggung jawab. beberapa teks deskriptif tentang tentang pengalaman
orang, binatang, benda yang belajar memahami dan
telah dikumpulkan dari berbagai menghasilkan teks
sumber tersebut di atas. deskriptif tentang orang,
binatang, benda,
 Siswa memperoleh balikan termasuk kemudahan dan
(feedback) dari guru dan teman
kesulitannya.
tentang fungsi sosial, struktur
teks, dan unsur kebahasaan yang Tes tertulis
digunakan dalam teks deskriptif
yang mereka hasilkan. Membaca dan menulis
teks deskriptif yang
Mengkomunikasikan menuntut pemahaman
dan pemaparan tentang
 Siswa membuat beberapa teks deskripsi orang,
 54

deskriptif sangat pendek dan binatang, benda.

sederhana tentang orang,
binatang, benda yang ada dalam Portofolio
kehidupan siswa di rumah, kelas,  Kumpulan karya teks
sekolah, dan sekitarnya dalam deskriptif sangat
bahasa Inggris, dengan struktur pendek dan sederhana
teks dan unsur kebahasaan yang tentang orang,
sesuai dengan fungsi sosial nyata binatang, benda yang
yang hendak dicapai telah dibuat.
(membanggakan, mengenalkan,
mengidentifikasi, memuji,  Kumpulan hasil
mengkritik, dsb). analisis tentang
beberapa teks
 Siswa berupaya berbicara secara deskriptif tentang
lancar dengan ucapan, tekanan orang, binatang, benda.
kata, intonasi yang benar dan
menulis dengan ejaan dan tanda  Lembar soal dan hasil
baca yang benar, serta tulisan tes
yang jelas dan rapi.
 Siswa membicarakan
permasalahan yang dialami
dalam membuat teks deskriptif
tentang orang, binatang, benda
dan menuliskannya dalam jurnal
belajar sederhana dalam bahasa
Indonesia.
 55

Amberi,
Mengetahui
Kepala Madrasah Guru Mata Pelajaran

Amir, S.Pd Asma Unaidah, S. Pd.

NIP. 19761112 200501 1 005
 56

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

(EXPERIMENTAL CLASS)

Nama Sekolah : MTs.s Al-ikhlas Lambuya

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 2

Alokasi Waktu : 10 x 40 Menit (5x Pertemuan)

Topik Pembelajaran : Descriptive Text

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar (KD)

KI Kompetensi Dasar Indikator Pencapaian Kompetensi

1 1.1 Menyukuri kesempatan dapat

mempelajari Bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar
 57

2 2.3 Menunjukkan perilaku

tanggung jawab, peduli, kerja
sama dan cinta damai dalam
melaksanakan komunikasi
fungsional
3 3.1 Menerapkan struktur teks dan 3.1.1 Menyebut adjective untuk
unsur kebahasaan untuk mendeskripsikan orang, binatang dan
melaksanakan fungsi sosial benda.
teks deskriptif dengan 3.1.2 Menjelaskan struktur teks dari teks
menyatakan dan menanyakan deskriptif
tentang deskripsi orang, 3.1.3 Menentukan adjective yang tepat
binatang, dan benda, pendek untuk mendeskripsikan orang, binatang
dan sederhana, sesuai dengan atau benda.
konteks penggunaannya
4 4.12 Menyusun teks deskriptif 4.12.1 Menyebutkan nama orang,
lisan dan tulis, pendek dan binatang, benda dan bagian-bagiannya
sederhana, tentang orang, yang dipilih untuk didiskripsikan.
binatang, dan benda, dengan 4.12.2 Menyebutkan nama, sifat dan
memperhatikan fungsi sosial, tindakan dari orang, binatang, benda
struktur teks, dan unsur yang semuanya sesuai dengan fungsi
kebahasaan yang benar dan sosial yang hendak dicapai.
sesuai konteks
C. Tujuan Pembelajaran

Setelah mempelajari materi ini, siswa diharapkan mampu:

1. Menjelaskan struktur teks dari teks deskriptif.

2. Menyebutkan adjective untuk mendeskripsikan orang, binatang dan benda.
3. Menentukan adjective yang tepat untuk mendeskripsikan orang, binatang dan benda.
4. Membuat teks deskriptif dengan mendeskripsikan orang, binatang dan benda.

D. Materi Pokok
1. Pre-Test : Descriptive Text (Describing Person, Animal and Thing)
2. Treatment I : Describing People
3. Treatment II : Describing Animal
4. Treatment III : Describing Thing
 58

5. Post-Test : Descriptive Text (Describing Person, Animal and Thing)

E. Metode Pembelajaran
Pendekatan : Scientific Approach
Metode : PPP (Presentation, Practice, Production)
F. Sumber Pembelajaran
1. Buku
2. Sumber lain yang relevan (Buku bahasa inggris , Internet)
G. Media Pembelajaran
1. Poster
2. LCD Proyektor
H. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi waktu

Pendahuluan  Guru mengucapkan salam dan menyapa siswa 10 menit

 Menanyakan kabar, waktu, dan cuaca pada
hari itu.
 Guru mengabsen siswa
 Guru mereview pelajaran yang sudah
dipelajari pada pertemuan sebelumnya.
 Guru mencoba menghubungkan prior
knowledge siswa dengan menanyakan orang,
binatang atau benda yang dilihat siswa
sebelum berangkat ke sekolah.
 Guru memberi tahu materi yang akan
dipelajari dan menjelaskan tujuan
pembelajaran
Inti Eksplorasi 65 menit
 Guru menunjukkan sebuah video contoh dalam
mendeskripsikan orang/binatang/benda.
 Guru menjelaskan pengertian teks deskripsi,
struktur teksnya, dan adjective yang digunakan
untuk mendeskripsikan orang, binatang dan
benda melalui beberapa poster yang akan
 59

dipelajari.
 Guru Menjelaskan apa itu poster serta
fungsinya dalam pembelajaran kelas hari ini.
 Guru menjelaskan generic structure dan
language feature dari descriprive text
Elaborasi
 Guru menunjukkan sebuah poster dan meminta
siswa untuk menganalisis poster tersebut
 Guru memfasilitasi siswa dengan menjelaskan
poster dan contoh kalimat dalam mencocokkan
ciri-ciri sifat atau karakteristik tentang sesuatu
tersebut dengan teks yang akan dibaca oleh
siswa
 Untuk lebih mendalami materi, Guru kemudian
mengelompokkan siswa dalam beberapa
kelompok (4-5 orang perkelompok)
 Membagikan poster secara acak
(orang/binatang/benda) kemudian didiskusikan
dengan teman kelompoknya
 Setiap kelompok diminta untuk memahami dan
membahas apa saja ciri, sifat dan karakteristik
berdasarkan poster yang mereka dapat.
 Guru memfasilitasi setiap kelompok dalam
melaksanakan tugas dengan cara menghampiri
kelompok satu persatu
 Setiap kelompok diminta untuk menuliskan
hasil diskusi mereka dengan kembali
menampilkan poster dan mempresentasikan
dalam bentuk descriptive text
Konfirmasi
 Guru menanyakan kembali dengan cara
menunjukkan beberapa bagian dari poster
yang telah dipilih untuk dijelaskan kembali
oleh siswa
 60

 Menanyakan siswa apabila ada hal yang

belum dipahami
 Memberikan feedback kepada siswa atas
tugas yang telah mereka kerjakan
Penutup  Guru memberikan tugas kepada siswanya 5 menit
untuk mengeprint gambar sesuatu entah itu
berupa orang, binatang atau benda yang
mereka sukai dan membuat teks deskripsinya,
yang kemudian akan mereka demonstrasikan di
depan kelas untuk pertemuan selanjutnya
 Menyampaikan rencana pembelajaran pada
pertemuan berikutnya
 Guru menutup kelas dengan doa dan salam

I. Penilaian
1. Indikator, Teknik, Bentuk dan Contoh.
Indikator Teknik Bentuk Contoh
 Menyebut adjective untuk Teks Essay Identify the
mendeskripsikan orang, binatang dan Tertulis given picture
benda. and describe
 Menjelaskan struktur teks dari teks the picture
deskriptif
 Menentukan adjective yang tepat untuk
mendeskripsikan orang, binatang atau
benda.
 Menyebutkan nama orang, binatang, benda
dan bagian-bagiannya yang dipilih untuk
didiskripsikan.
 Menyebutkan nama, sifat dan tindakan dari
orang, binatang, benda yang semuanya
sesuai dengan fungsi sosial yang hendak
 61

dicapai.

2. Instrumen Penilaian
 Lembar Kerja Siswa (Terlampir)
 Lembar Penilaian Sikap
3. Pedoman Penilaian
Skor Maksimal : 50

Nilai Siswa :

KRITERIA PENILAIAN SKOR

Jawaban benar, tata bahasa benar 5
Jawaban benar, tata bahasa kurang benar 4
Jawaban kurang benar, tata bahasa benar 3
Jawaban kurang benar, tata bahasa kurang benar 2
Jawaban salah, tata bahasa salah 1

Mengetahui,
Jakarta, 12 Juli 2019

Guru Pengampu Bahasa Inggris Pengajar

Asma Unaidah, S.Pd. Andi Asfian Nur A

NIM.11140140000064
 62

Read the text carefully

The Borobudur Temple

Borobudur is Hindu-Budhist temple. It was built in the ninth century under
Syailendra dynasty of ancient Mataram Kingdom. Borobudur is located in
Magelang, Central Java, Indonesia. Borobudur is well-known all over the world.
Its construction is influenced by the Gupta architecture of India. The
temple is constructed on a hill 46 m high and consist of eight step like stone
terrace. The first five terraces are square and surrounded by walls adorned with
Budhist sculpture in bas-relief. The upper three are circular. Each of the
construction is with a circle of bell shape-stupa. The entire edifice is crowned by a
large stupa at the centre of the top circle. The way to the summit extends through
some 4.8 km passage and stairways. The design of Borobudur which symbolizes
the structure of universes influences temples at Angkor, Cambodia. Borobudur
Temple which is rededicate as an Indonesian monument in 1983 is a valuable
treasure for Indonesian people.
Answer the following question!
1. Where is the location of Borobudur Temple?
2. When the Borobudur Temple was built?
3. How many stone terrace that Borobudur Temple has?
4. What inspires the construction of Borobudur Temple?
5. When the Borobudur Temple set as an Indonesian Monument?
 63

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

(CONTROL CLASS)

Nama Sekolah : MTs.s Al-ikhlas Lambuya

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 2

Alokasi Waktu : 10 x 40 Menit (5x Pertemuan)

Topik Pembelajaran : Descriptive Text

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar (KD)

KI Kompetensi Dasar Indikator Pencapaian Kompetensi

1 1.1 Menyukuri kesempatan dapat

mempelajari Bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar
 64

2 2.3 Menunjukkan perilaku

tanggung jawab, peduli, kerja
sama dan cinta damai dalam
melaksanakan komunikasi
fungsional
3 3.1 Menerapkan struktur teks dan 3.1.1 Menyebut adjective untuk
unsur kebahasaan untuk mendeskripsikan orang, binatang dan
melaksanakan fungsi sosial benda.
teks deskriptif dengan 3.1.2 Menjelaskan struktur teks dari
menyatakan dan menanyakan teks deskriptif
tentang deskripsi orang, 3.1.3 Menentukan adjective yang
binatang, dan benda, pendek tepat untuk mendeskripsikan orang,
dan sederhana, sesuai dengan binatang atau benda.
konteks penggunaannya
4 4.12 Menyusun teks deskriptif 4.12.1 Menyebutkan nama orang,
lisan dan tulis, pendek dan binatang, benda dan bagian-
sederhana, tentang orang, bagiannya yang dipilih untuk
binatang, dan benda, dengan didiskripsikan.
memperhatikan fungsi sosial, 4.12.2 Menyebutkan nama, sifat dan
struktur teks, dan unsur tindakan dari orang, binatang, benda
kebahasaan yang benar dan yang semuanya sesuai dengan fungsi
sesuai konteks sosial yang hendak dicapai.

C. Tujuan Pembelajaran

Setelah mempelajari materi ini, siswa diharapkan mampu:

1. Menjelaskan struktur teks dari teks deskriptif.

2. Menyebutkan adjective untuk mendeskripsikan orang, binatang dan benda.
3. Menentukan adjective yang tepat untuk mendeskripsikan orang, binatang dan benda.
4. Membuat teks deskriptif dengan mendeskripsikan orang, binatang dan benda.

D. Materi Pokok

1. Pre-Test : Descriptive Text (Describing Person, Animal and Thing)

2. Treatment I : Describing People
 65

3. Treatment II : Describing Animal

4. Treatment III : Describing Thing
5. Post-Test : Descriptive Text (Describing Person, Animal and Thing)
E. Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : PPP (Presentation, Practice, Production)
F. Sumber Pembelajaran

1. Buku
2. Internet
3. Video
G. Media Pembelajaran

1. Poster
2. Slide
H. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi waktu

Pendahuluan  Guru mengucapkan salam dan menyapa siswa 10 menit

 Menanyakan kabar, waktu, dan cuaca pada
hari itu.
 Guru mengabsen siswa
 Guru mereview pelajaran yang sudah
dipelajari minggu lalu.
 Guru mencoba menghubungkan prior
knowledge siswa dengan menanyakan orang,
binatang atau benda yang dilihat siswa
sebelum berangkat ke sekolah.
 Guru memberi tahu materi yang akan
dipelajari
 Guru menjelaskan tujuan pembelajaran
Inti Eksplorasi 65 menit
 Guru menunjukkan sebuah video contoh dalam
 66

mendeskripsikan orang/binatang/benda.
 Guru meminta siswa menjawab apa itu teks
deskripsi dan hal apa saja yang harus
dideskripsikan ketika mendeskripsikan orang,
binatang dan benda berdasarkan video yang
telah ditonton (siswa mengajukan diri untuk
menjawab, atau jika tidak ada maka guru
menunjuknya secara acak)
 Guru membenarkan dan menambahkan
jawaban mereka, kemudian menjelaskan lebih
detail pengertian teks deskripsi, struktur
teksnya, dan adjective yang digunakan untuk
mendeskripsikan orang, binatang dan benda
melalui gambar-gambar yang ditayangkan di
power point
 Guru menunjukkan contoh teks deskripsi
mengenai Ir. Soekarno
 Guru kemudian menunjuk siswanya satu per
satu untuk membaca teks tersebut perkalimat
 Guru meminta siswa mengidentifikasi struktur
teks dari teks tersebut dan menemukan
adjective apa saja yang digunakan di teks
tersebut
 Guru kemudian meminta siswa untuk
membacakan jawabannya (siswa menjawab
dengan cara megajukan diri, atau jika tidak ada
maka guru menunjuknya secara acak)
 Guru memberikan reward (feedback) kepada
mereka yang telah menjawab
 Guru membagi siswa ke dalam tiga kelompok
kemudian memberikan tiga buah gambar
secara acak (orang, binatang atau benda kepada
ketiga kelompok tersebut dan meminta masing-
 67

masing kelompok untuk berdiskusi membuat

sebuah deskripsi singkat mengenai gambar
yang mereka dapatkan
 Guru meminta satu orang perwakilan masing-
masing kelompok untuk membacakan hasil
deskripsi kelompok mereka
 Guru memberikan reward (feedback) kepada
seluruh siswa
Penutup  Guru memberikan kesempatan kepada siswa 5 menit
untuk bertanya tentang apa yang belum mereka
pahami mengenai materi yang telah mereka
pelajari dan menyimpulkan materi yang telah
dipelajari hari itu
 Guru memberikan tugas kepada siswanya
untuk mengeprint gambar sesuatu entah itu
berupa orang, binatang atau benda yang
mereka sukai dan membuat teks deskripsinya,
yang kemudian akan mereka demonstrasikan di
depan kelas untuk pertemuan selanjutnya
 Guru menutup kelas dengan salam

1. Penilaian
1. Indikator, Teknik, Bentuk dan Contoh.
Indikator Teknik Bentuk Contoh
 Menyebut adjective untuk Teks Essay Identify the
mendeskripsikan orang, binatang dan Tertulis given picture
benda. and describe
 Menjelaskan struktur teks dari teks the picture
deskriptif
 Menentukan adjective yang tepat untuk
mendeskripsikan orang, binatang atau
 68

benda.
 Menyebutkan nama orang, binatang, benda
dan bagian-bagiannya yang dipilih untuk
didiskripsikan.
 Menyebutkan nama, sifat dan tindakan dari
orang, binatang, benda yang semuanya
sesuai dengan fungsi sosial yang hendak
dicapai.

2. Instrumen Penilaian
 Lembar Kerja Siswa (Terlampir)
 Lembar Penilaian Sikap
3. Pedoman Penilaian
Skor Maksimal : 50

Nilai Siswa :

KRITERIA PENILAIAN SKOR

Jawaban benar, tata bahasa benar 5
Jawaban benar, tata bahasa kurang benar 4
Jawaban kurang benar, tata bahasa benar 3
Jawaban kurang benar, tata bahasa kurang benar 2
Jawaban salah, tata bahasa salah 1

Mengetahui,
Jakarta, 12 Juli 2019

Guru Pengampu Bahasa Inggris Pengajar

Asma Unaidah, S.Pd. Andi Asfian Nur A

NIM.11140140000064
 69

Read the text carefully

The Borobudur Temple

Borobudur is Hindu-Budhist temple. It was built in the ninth century under
Syailendra dynasty of ancient Mataram Kingdom. Borobudur is located in
Magelang, Central Java, Indonesia. Borobudur is well-known all over the world.
Its construction is influenced by the Gupta architecture of India. The
temple is constructed on a hill 46 m high and consist of eight step like stone
terrace. The first five terraces are square and surrounded by walls adorned with
Budhist sculpture in bas-relief. The upper three are circular. Each of the
construction is with a circle of bell shape-stupa. The entire edifice is crowned by a
large stupa at the centre of the top circle. The way to the summit extends through
some 4.8 km passage and stairways. The design of Borobudur which symbolizes
the structure of universes influences temples at Angkor, Cambodia. Borobudur
Temple which is rededicate as an Indonesian monument in 1983 is a valuable
treasure for Indonesian people.
Answer the following question!
1. Where is the location of Borobudur Temple?
2. When the Borobudur Temple was built?
3. How many stone terrace that Borobudur Temple has?
4. What inspires the construction of Borobudur Temple?
5. When the Borobudur Temple set as an Indonesian Monument?
 70

APPENDIX 4
KISI-KISI SOAL PRE-TEST DAN POST-TEST
Instruction:
1. In this writing test you will have 15 minutes to describe a thing.
2. The story will be related to our material, descriptive.
3. First, I will show you some posters that you need to explain and choose a poster that
you like to describe.
4. You will get guideline in preparing the story.
5. Start to write in count of three.
Task:
Describe:
1. Alexander Graham Bell
2. Elephant
3. Handphone
GUIDELINE
1. Which poster do like to describe?
2. Start by introducing the poster
3. What are their characteristics?
4. Why do you like it?
Question Explanalion
1. Start 1) Identifying the
introducing the main idea of the
poster! poster.

2. What are the 2) Mentioning Its

characteristics? characteristics.

3. Give the reason 3) Giving student’s

why do you like opinion about the
this poster poster.
Alexander Graham Bell
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1. Start 1) Identifying the

introducing the main idea of the
poster! poster.

2. What are the 2) Mentioning Its

characteristics? characteristics.

3. Give the reason 3) Giving student’s

why do you like opinion about the
Elephant this poster poster.

1. Start 1) Identifying the

introducing the main idea of the
poster! poster.

2. What are the 2) Mentioning Its

characteristics? characteristics.

3. Give the reason 3) Giving student’s

why do you like opinion about the
this poster poster.
Handphone
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APPENDIX 5
Instruction:
6. In this writing test you will have 15 minutes to describe a thing.
7. The story will be related to our material, descriptive.
8. First, I will show you some posters that you need to explain and choose a poster that you
like to describe.
9. You will get guideline in preparing the story.
10. Start to write in count of three.
11. Write with at least 6 sentences.
Task:
Describe:
4. Alexander Graham Bell
5. Elephant
6. Handphone
GUIDELINE
5. Which poster do like to describe?
6. Start by introducing the poster
7. What are their characteristics?
8. Why do you like it?
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APPENDIX 6
Read the text carefully

The Borobudur Temple

Borobudur is Hindu-Budhist temple. It was built in the ninth century under Syailendra
dynasty of ancient Mataram Kingdom. Borobudur is located in Magelang, Central Java,
Indonesia. Borobudur is well-known all over the world.
Its construction is influenced by the Gupta architecture of India. The temple is
constructed on a hill 46 m high and consist of eight step like stone terrace. The first five terraces
are square and surrounded by walls adorned with Budhist sculpture in bas-relief. The upper three
are circular. Each of the construction is with a circle of bell shape-stupa. The entire edifice is
crowned by a large stupa at the centre of the top circle. The way to the summit extends through
some 4.8 km passage and stairways. The design of Borobudur which symbolizes the structure of
universes influences temples at Angkor, Cambodia. Borobudur Temple which is rededicate as an
Indonesian monument in 1983 is a valuable treasure for Indonesian people.
Answer the following question!
6. Where is the location of Borobudur Temple?
7. When the Borobudur Temple was built?
8. How many stone terrace that Borobudur Temple has?
9. What inspires the construction of Borobudur Temple?
10. When the Borobudur Temple set as an Indonesian Monument?
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APPENDIX 7
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APPENDIX 8
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APPENDIX 9
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APPENDIX 10
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APPENDIX 11
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APPENDIX 12
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APPENDIX 13
DOCUMENTATION
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