Action Research Proposal

CHAPTER I

INTRODUCTION

1.1  Problem Background

English is very important to learn, because it is an international language. Therefore, it has a very crucial role in the world communication. People tend to use it to communicate to another when communicating with other nations, such as: when doing transaction (order or request), looking for a job, or going a board. In general, communication can be divided into two forms, oral and in writing.

In Indonesia there are not many students are interested to develop their skill in communicating English. This case occurs everywhere. It means that the educational institution has the problem about it. To create the comfortable atmosphere in the class, a teacher needs some techniques in order that the students enjoy learning English. Teacher also has to give students motivation in order that they can be interested to study English.

Since the students are not self motivated or face difficulties in learning English, an English teacher should create an effective language learning situation, to make the students easy to understand teaching materials of the foreign language. So, it is very important to apply or use the most appropriate approaches in order to stimulate students’ interest to study the language. The language curriculum is then modified from time to time for the best way in teaching English as a foreign language.

Writing is one activity that the students do in almost of their assignment. Through writing assignment, they can express their ideas, tell stories and give information. So, they are hoped to be able to make a good writing. Writing skill is considered as difficult thing to learn because it is more formal and compact. Of the four of language skills, writing is more complicated for students to master because it needs long process. It is started from pre writing up to editing and it involves some kinds of writing skills or abilities. Raimes in Masjamiah: (2000:25) states that many adult native speakers of certain language and writing difficult. It is based on standard form of grammar, syntax, structure, and vocabulary.

In writing students need to know the way of how to write well so that they can produce a good composition. If students have no good ideas, they will get bored and be not interested to write something. The truth is that there are many students that still have low ability at writing. This can be seen on the preliminary observation done by the researcher at SMPN 1 Rumbia. They only have rate score 36 while the minimum pass criterion is 65. The students’ writing achievement was very poor based on the criterion of Depdiknas (2005:2).

The government of Indonesia through the Department of Education and Culture implemented the 2006 English Curriculum (Based Competence Curriculum) explicitly to teach English in the junior High School. It is then modified to be KTSP which stands for Kurikulum Tingkat Satuan Pendidikan. In fact, KTSP uses literacy approach. It is teaching learning cycles. It has two cycles. There are spoken and written.

In KTSP, we can see there are kinds of texts that should be taught to students of the second year of Junior High School. They are recount, narrative, notice, announcement, and news item. In this research, researcher will take descriptive text as material to be taught at the second year student of SMPN 1 Rumbia

Descriptive text is a text which describes a person, thing, place and certain condition in particular. According to Oshima (2007:61) descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind.

Nowadays, there are some techniques used in teaching writing English, one of them is EGRA (Experience, Generalization, Reinforcement, and Application). By using this technique, the students are given opportunity to find out the form and function of the sentence by themselves. Brown (1994:351) says that it is built more intrinsic motivation by allowing the students to discover rules rather that being told them.

Every stage of EGRA has a particular objective. The objective of the experience unconsciously learners to expose a particular structure item in use; the objective of generalization is that learners better remember conclusion about form and function, they make by themselves; the objective of the reinforcement helps the learners to check or revise their generalization; and the objective of the application uses or applies structure items learned in the previous stage to communicate information or massages (Adrian, 1998).

Based on the observation of the second year students of SMPN 1 Rumbia, the researcher found that the skill of students in writing especially in descriptive textis still low. We can see the mean score of the students in writing descriptive textwas 36 score rate, this score is categories as very poor level.  It has been observed by the researcher. And also the researcher find when it has been done in the class, the researcher has not mastered the technique that appropiate in teaching writing skill

So, For this reason the researcher propose a research in writing entitle “INCREASING STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT THROUGH EGRA TECHNIQUE AT THE FIRST GRADE OF SMPN 1 RUMBIA ACADEMIC YEAR 2012/2013”

1.2  Problem Identification

Based on the problem background above, it can be identified the problems as follows:

1.    Students writing skill especially in descriptive text is still low.

2.    The researcher has not mastered the technique that appropiate in teaching writing skill.

1.3  Problem Limitation

Based o the problems are identified above, the problems are focused on: “Increasing Students’ Writing Skill on Descriptive text Through EGRA Technique at The First Grade of SMPN 1 Rumbia Academic Year 2012/2013”.

1.4  Problem Formulation

Based on what have been stated in the problem backgound above, the problem of studey can be formulated as follows:

1.    To what degree can EGRA technique increase the students’ writing skill on descriptive text?

2.    Do students face problems in writing skill on descriptive text?

3.    Does the teacher face problems in teaching writing skill on descriptive text?

1.5  Research Objective

Based on the problem formulation above, this research is able to describe:

1.    To find out whether  EGRA technique can increase the students’ writing skill on descriptive text.

2.    To investigate whether students face problems in writing skill on descriptive text.

3.    To explore whether the teacher face problems in teaching writing skill on descriptive text.

1.6  Research scope

The scope of this research as follows:

1.    The characteristic

The present study of the research is qualitative research in term of action research.

2.    The object

     The object of the research is students’ writing skill on descriptive text.

3.    The subject

The subject of research is  all students of class VII F in SMPN 1 Rumbia and the total number of the students are 30 students.

4.    The place

The place of the research is in SMPN 1 Rumbia.

5.    The time

The research will be held on January-February 2013.

1.7  Research Benefit

Based on the objective of research above, the uses of this research are;

1.    For students

It can increase learning motivation so in the end of learning process, the students get satisfaction.

2.    For teacher

It can improve the learning practice in class and increase the teacher professionalism.

3.    For the Other Researchers

It can give inspiration in the same research but different context.

CHAPTER II

THEORETICAL FRAMEWORK

2.1  previous research overview

The researcher takes two previous researches which are related to this study  as follows:

The first previous research was conducted by Sitti (2005:40) entitled “The Use of Direct Observation as a Mediator to Improve the Student’s Ability in Writing Descritive Text”. The result of her research indicated that the student’s writing for experimental group was higher than control group because they wrote descriptive paragraph through direct observation.

The second previous research was executed by Awaluddin (2006:37) entitled “Improving Writing Skill on the Second Year Students of SMP Negeri 1 Duampanua Kabupaten Pinrang by Using Spider Web Technique”. It was concluded that the writing ability of the second year students of SMP Negeri 1 Duampanua Kabupaten Pinrang could be improved after they were taught by using Spider Web technique.

The differences between those two above previous researches from this research are the techniques, procedures or process and the population of the research. Sitti used direct observation as a mediator to improve the student’s ability in writing descriptive and also used experimental and control class; Awaluddin used Spider Web technique to improve writing ability of the second year students of SMP Negeri 1 Duampanua Kabupaten Pinrang.

Based on the researches above, the researcher conclude that the students need many exercises to improve their English skill especially writing. In this case the teachers are expected to give some tasks about writing lesson. Indeed, there are some manners to develop that written productive skill. Concerning with that, this research tried out the use EGRA technique to teach descriptive text to improve writing ability. In this research, the researcher only used one class: experimental class.

2.2              Theoretical Review

2.2.1         concept of Writing

a. Definition of writing

Pincas (1987:IV) expressed that writing enables the human being to communicate and express their feeling and opinions, writing is a means of both communication and self expression. In the other words, writing means producing or reproducing message into written language. It involves an active process to organize and formulate the ideas or feeling on the paper so that the reader can follow the writer’s message. But we should know that writing requires an accurate and practical grammar, appropriate word choices and spelling, and various vocabularies as well.

As one of the language skills, writing is used to express ideas in written form. In that moment, a writer will be involved in the process of building the large unit of ideas from smaller ones. Words will be linked to form sentence. Then, the sentence will be linked to form a piece of paragraph which will be linked further to form a large unit of writing that is a piece of composition.

Based on the explanation above, researcher found that writing is an activity that students do to express their ideas and opinion. The other is that this one of productive skills needs an accurate and practical grammar, appropriate word choices and spelling, and various vocabularies so that a good writing can be formed. Students are expected to be able to produce a good writing like that. But the problem is that they consider that writing is too difficult because it is more formal and compact.

b. The Purpose of writing

Meyer (1992) categorizes the purpose of writing into three categories, to persuade, to inform, and to entertain.

1) To inform

The writer generally explains or describes an idea, a process, an even, a belief, a person, a place or thing to give information. The writer also gives the facts and explains its causes.

2) To Persuade

A writer tries to change the audience or behave differently. In this sense, the writer appeals to the readers’ logic or emotion

3) To Entertain

The writer gives some efforts to make the reader laughed, smiled, fascinated, surprised or even angry.

Based on the purposes that stated by Meyer above, the researcher concluded that the writing that we make should inform something to its readers. In addition, the writing is hoped that it can influence the reader’s mind. In this case, it can persuade or entertain them.

c. The Reason to Write

Writing skills can be the ticket to better collage grades and greater academic achievement. According to Hoirston (1986:62), writing is important for some reasons:

1) Writing is a tool for discovery we stimulate our thought process by the act writing and take into information and image we have our unconscious mind.

2) Writing generates new ideas by helping us to make connection and relationship

3) Writing helps us to recognize our ideas. We can arrange them in coherent form

4) Writing helps us to absorb and process information, when we write a topic, we learn it better

5) Writing enable us to solve the problems, by putting the element of them into written form, we can examine and manipulate them.

6) Writing on a subject make us active learners rather than passive learners of information.

Concerning with the reason for writing above, the researcher found out that writing is considered as one way to express ideas, feeling, information and hopes. Also in certain cases, it can guide us to be more active in solving our problems through examining and manipulating them.

d. Elements of writing

Jacob et ala in Ridwan (2004) points out five significant components in writing. They are content, organization, vocabulary, language use and mechanics.

1). Content

The component of the writing should be clear to readers, so that the readers can understand the messages conveyed and gain information from it. In order to have a good content of writing, its content should be well unified and completed. The term usually known as unity and completeness, which become the characteristics of the good writing.

Sometimes many people in writing don’t have any attention about what they write. Therefore, the content does not have any correlation between one paragraph and the other one. Content is a basic one in writing because it must be the same with the theme.

2). Organization

The process of organization material in writing involves coherence, order or importance, general to specific to general, chronological order and spatial pattern.

a)  Coherence. Coherence means sticking together, and in a coherent essay, all the ideas stick together. A coherent paragraph is one in which the ideas are part in the right order is never confused. This makes the writer’s thought easy to follow from sentence and paragraph.

b) Order of importance, one of the most useful ways of arranging ideas in a paragraph, in their order of importance. Technically speaking, such a paragraph can be arranged into two ways, beginning with the important, or by beginning with the least important and building to least important

c) General to specific. The general to specific, pattern is the most common type of paragraph order. The arrangement begins with topic sentence that makes a general statement followed by a series of supporting sentence which supply specific: details, example, and facts.

d) Specific to general. In the specific to general pattern usually presents a series of individual, specific fact, details, impression or observation, and ends with generalization or conclusion, usually the topic sentence.

e) Chronological order. In paragraph organized chronologically, events and details are arranged in the order in which they occurred, usually moving from the first and earliest to the last or latest. Not paragraph arranged chronologically tell stories. Some give directions or explained a process; others summarize historical events, and still other report on the steps or action taken by an individual or organization. Nevertheless, they all share an underlying similarity, they present their ideas in their order in which they happened.

f) Spatial order. If the purpose of the paragraph is to tell how something looks, the most effective organization pattern is usually spatial. If we write a description of neighborhood, a room or a building, we want the readers to have a mental picture of what we are describing. In describing a house or building, we would probably first describe the exterior and the interior. By moving systematically rather than haphazardly over the science, we convey the viewers the overall plan or arrangement of the science.

The purpose of organization material in writing coherence, order of importance, general to specific, specific to general, chronological order and spatial order of pattern. When writing, the learner should arrange their writing chronologically. They should present their ideas based in the order of which happened from the beginning to the end.

3). Vocabulary

Good writing always depends on the effective use of words. In personal description, word play a duel role to communicate and to evoke, to let the readers to perceive and feel. This two-fold purpose is evident even in such a practical and common form of writing as an advertisement

Effective use of words also deals with connotative or figurative language. They are all important nearly all forms of writing, but particularly in personal description. In such description, word rich in association are more effective than those that mainly transmit information

The effective use of words will always result good writing both specific and technical writing. In this case, the dictionary is very considerate. Vocabulary is very considerable, vocabulary is one of the components of writing. To express ideas we always deal with vocabulary. The lack of vocabulary makes it difficult to express ideas.

4). Language use

Language use writing involves correct usage and points of grammar. There are many points of grammar, such as verbs, nouns and agreement. Specific nouns and strong verbs give a reader a mental image of description. These specific nouns can be characterized by using modifier of adjectives, adverbs, and participle forms. A modifier can be a phrase.

5). Mechanics

The use of mechanics is due to the capitalization, punctuation, and spelling appropriately. This aspect is very important since it leads reader to understand to recognize immediately what the writer means to express definitely. The use of favorable mechanics in writing will make readers easy to understand the conveying ideas or the messages stated in the writing

6) Capitalization

The use of capitalization in writing can clarify the ideas. If the sentence are not capitalized correctly, ambiguous meaning and misunderstanding will appear. It also helps to differentiate one sentence to others.

7) Punctuation

Punctuation can help readers to identify should be taken as a unit of meaning and suggest how the units of it relate to each other.

8) Spelling

There are important rules followed in using spelling appropriately. There are suffixes addition, plural formation, and handling error within the words.

From the explanation above, the researcher considered that the elements of writing are very important in constructing our ideas in our writing. Elements of writing can be references until the students can write well.

e. Process Writing

1). Planning (Pre- writing)

Pre- writing is any activity in the classroom that encourages students to write. It stimulates thoughts for getting started. In fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing. The following activities provide the learning experiences for students at this stage:

2) Drafting

Once sufficient ideas are gathered at the planning stage, the first attempt at writing- that is drafting- may proceed quickly. At the drafting stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft. One dimension of good writing is the writer’s ability to visualize an audience. Although writing in the classroom is most always for the teacher, the students may also be encouraged to write for different audiences, among whom are peers, other classmates, pen- friend and family members. A conscious sense of audience can dictate a certain style to be used. Students should also have in mind a central idea that they want to communicate to the audience in order to give direction to their writing.

Depending on the genre of writing (descriptive, narrative, expository or argumentative), an introduction to the subject of writing may be a startling statement to arrest the reader’s attention, a short summary of the rest of the writing, an apt quotation, a provocative question, a general statement, an analogy, a statement of purpose, and so on. Such a strategy may provide the lead at the drafting stage. Once a start is made, the writing task is simplified as the writers let go and disappear into the act of writing (D’ Aoust, 1986,p. 7).

3) Revising

When students revise, they review their texts on the basis of the feedback given in the responding stage. They reexamine what was written to see how effectively they have communicated their meanings to the reader. Revising is not merely checking for language errors (i.e., editing). It is done to improve global content and the organization of ideas so that the writer’s intent is made clearer to the reader.

To ensure that writing does not mean recopying, Back (1986. p 149) suggests that the teacher collect and keep the students’ drafts and ask them rewrites. When the students are forced to act without their original drafts, they become more familiar with their purposes and their unique messages. The writers move more ably within their topic, and their writing develops tones of confidence and authority.

Another activity for revising may have the students working in pairs to read aloud each other’s draft before they revise. As students listen intently to their own writing, they are brought to a more conscious level of rethinking and reseeding what they have written. Meanings which are vague become more apparent when the writers actually hear their own text read out to them. Revision often becomes more voluntary and motivating. An alternative to this would be to have individual students read their own text into a tape recorder and take a dictation of their own writing later. Students can replay the tape as often as necessary and active the pause button at points where they need to make productive revision of their text.

4) Editing

At this stage, students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. They edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, examples and the like. Formal editing is deferred till this phase in order that its application can not disrupt the free flow of ideas during the drafting and revising stages.

The students are, however, not always expected to know where and how to correct every error, but editing to the best of their ability should be done as a matter of course, prior to submitting their work for evaluation each time. Editing within process writing is meaningful because students can see the connection between such an exercise and their own writing in that correction is not done for its own sake but as part of the process of making communication as clear and unambiguous as possible to an audience.

5) Evaluating

In evaluating students writing, the scoring may be analytical (i.e., based on specific aspects of writing ability) or holistic (i.e., based on a global interpretation of the effectiveness of that piece of writing).in order to be effective, the criteria for evaluation should be made known students in advance. They should include overall interpretation of the task, sense of audience, relevance, development and organization of ideas. Format or layout, grammar and structure, spelling and punctuation, range and appropriateness of vocabulary and clarity of communication are depending on the purpose of evaluation a numerical score or grade may be assigned

Students may be encouraged to evaluate their own and each other’s texts once they have been properly taught how to do it. In this way, they are made to be more responsible for their own writing.

6) Post - Writing

Post- writing constitutes any classroom activity that the teachers can do with the completed pieces of writing. This includes publishing, sharing, reading aloud, transforming texts for stage performances, or merely displaying texts on notice- boards. The post- writing stage is a platform for recognizing students’ work as important and worth while. It may be used as a motivation for writing as well as to hedge against students finding excuses for not writing. Students must be made to feel that they are writing for a very real purpose.

Dealing with the process of writing as revealed above, the researcher wants to make it sure that running all the steps of the EGRA technique in writing process will lead us to have a good writing.

2.2.2 Concept of descriptive Text

2.2.2.1 Definition of Descriptive Text

There are many types of writing form, such as descriptive argumentative, narrative, report, recount, procedure, and etc. in argumentative the writer argue about her opinion or same ideas with the writer. Whereas is descriptive, the writers tells and describe about specific things or people. Descriptive text is a text which describes a person, thing, place and certain condition in particular. According to Oshima (2007:61) descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind.

                    

A descriptive usually follows a pattern of organization that we call spatial order. Spatial order is the arrangement of things in space. For example: when describing your favorite room in your home, you could first describe things on the left side of the doorway and than move clockwise around to the right side. You could also star from the right and move clockwise around to the left.

It generic structure consists of the identification that identifies the phenomenon and the description that describe the parts, the qualities, and the characteristic of the phenomenon. The language features is focused on specific participant and using simple present tense.

According to Oshima (2007:63) the topic sentence of a descriptive text should name a topic. The controlling idea should give the overall impression of the place you are describing. Meeanwhile, supporting sentence are the “meat” of a paragraph. They not only provide the details that prove the truth of your topic sentence, but they also make your writing rich and interesting. In descriptive text, the more detail you include, the more clearly your reader will imagine what you are describing.

It can be concluded that good descriptive can make the reader see, hear, feel, or partake in the happening which the writer describes. So, if we want to write a descriptive text, we must describe an object clearly in order to make the readers can see an object in his mind as clear as possible.

2.2.3 concept of EGRA Technique

1. What is EGRA Technique?

In oxford Advanced Learner’s Dictionary of current English states that technique is method of doing something expertly. Richards (1968:15) states that technique is implementation that which actually take place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplishing an immediate objective. Further, Brown (1994:51) says that technique is any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives.

In learning and teaching process, teacher must master some certain techniques. A variety of techniques will at least partially ensure that a maximum of students will be “reach”, Brown (1994:21). The techniques also determine when there the process of transferring knowledge is effective and efficient or not. The technique, which will be used, must be suitable with the material will be taught in order to get good result.

EGRA stands for E, which is experience; G is generalization; R is reinforcement, and A is application. The following is the brief explanation each stage of EGRA technique.

a. Experience

Experience is a learning stage where students are subconsciously expose to the meaningful use of particular structure item. It is also effective for presenting previously taught structures, which have some functions.

This learning experience makes the students more active from the beginning of the teaching process where they will come into a great discovery. Wernon (1980) states that activity involving direct experience is highly inquiry oriented. The student here is an active participant rather than the passive observer of the teacher. The experience in this research refers to guiding the students to learn every element of writing for example, content organization and the structure used in writing and so on.

b. Generalization

In this stage the students are led through tasks to discover form, meaning and function of a structure they have been exposed to. The rational for the generalization is the learner better remember conclusion about the form and function(s) they make for themselves. Harmer (1991:113) says that the best way to ensure learning was for the students to work out the rule himself.

Ramirez (1995:22) says that this stage focus on grammatical items themselves. The objective here is to move away from the context and concentrates on the rules govern the various aspects of the structure.

The teacher will not tell the students about the form, meaning, and function of the sentence but let them find out by themselves. Krashen (1987:62) states that learning is facilitated if the learners discovers or creates rather than remember and repeats what is to be learned.

The generalization is the central of EGRA technique where students are expected to make a discovery of language structure. Rivers (1968:77) says that generalization become more comprehensive as the students advanced in knowledge of language and is able to recognize characteristics feature of the language structure.

In this step the teacher will guide through leading questions to find out the generic structure of the text, for example, the form, meaning, and function of the sentence. Learning experience, which the students have gained, will facilitate them in the discovery process, which becomes the main purpose of the generalization.

c. Reinforcement

Reinforcement is a learning stage where students are provided with correct and conscious knowledge of the form, and functions of the structure item that they have been exposed to. The objective of this stage is to help learners to check or revise their generalization that students should have corrected and consciousness of the form and function of a certain structure item.

In this step, the teacher explains again what the students have discovered so that they get reinforcement. Alexander (1980: XXI) says that the aim behind all explanation should be to reinforce theoretically what the students has already practiced.

After the students have got self confidence through teacher’s reinforcement or explanation, they will do task again. Thomas (1984:81) says that reinforcement practices also tend to help individual focus on special activities. In other words, reinforcement sharpens the individual’s attention or concentration for the second task.

Giving full attention to the classroom situation is also very important for the teacher in order to get effectiveness of using reinforcement in learning and teaching process (Grasha 1978:82). Furthermore Kenneth (1976:82) says that reinforcement occupies a central and crucial role in the behaviorist learning strategy.

It is stated above that the real form or example of this reinforcement stage is that the researcher gave more tasks to the students so that what they have learned before can again be sharpened. This can make them better understand the material.

d. Application

Application is learning stage where students are given opportunities to use or apply the structure item that they have learned in communication either receptively or productively.

Kenneth (1976:83) says that the objective of the application is to determine whether the students know how to apply grammatical forms that have previously been presented. Rivers (1968:376) states that a period for the practical application of what has been learnt may involve reading a passage for which previous has prepared the class; it may be a necessity for some forms of writing exercises, or it may take the form of a dramatization in front of the class.

From the statement above, it is clear that language, which has been taught, must be applied in its situation. This step also mirrors about the importance of the application in learning and teaching process, especially in teaching English structure. This is the moment of truth where they can compose descriptive textby themselves well.

Based on the explanation of EGRA above, the researcher thinks that every step of EGRA which stands for Experience, Generalization, Reinforcement, and Application will lead the students to be better at writing skill.

`2.3 Thinking Framework

Teaching technique is very important in teaching English. A teacher who masters a lot of particular teaching techniques can teach well. Brown (1994:21) says that a variety of technique in teaching will at least partially ensure that a maximum of students will be “reached”. A good teaching technique can arouse the student’s interest in learning English language and also can facilitate the students to understand the material.

The three variables input, process and output briefly committed as follows:

1.    Input refers to recount text, how introduce descriptive text to the students. In this input engage teacher, students and recount text. The teachers as a guide in teaching and guiding the students in writing in the class and also give motivation to the students in increasing and increase their interest in writing subject; The Students as a receiver of the lesson in increasing their writing ability in teaching descriptive text through EGRA technique.

2.    Process: It refers to the implementation of the input variable in the classroom; in this case, the students were taught by using the input variable and refer to applied in building up the students’ mastery writing. Using EGRA, on the other hand treats an experimental group is treated by verbal explanation. In applying the EGRA technique, the researcher, first of all, exposed the teaching material, in this case, the recount texts; and in this phase, the students unconsciously comes the Experience of this technique. After exposing what the descriptive text looks like and how to compose it, the researcher then guided them to make the Generalization of what they have been exposed to. In the reinforcement stage, the researcher gave them more tasks so that they could sharpen their understanding about the material that had been given. In the Application step, the researcher asked them to create by themselves the real recount text. Actually in the reinforcement stage this had been applied; but this is then considered as the real work that the students feel much more convinced with after leading all the previous stages of the EGRA technique.

3.    Output: the output is the students’ ability of writing in composing recount text.

2.4 hypothesis

Hypothesis is temporary answer for research object which the truth must be tested empirically. Hypothesis states a kind of relationship on what we are looking for or studying, so hypothesis can be a statement temporarily as the truth as in reality.

Considering those ideas, the hypotheses from this proposal are:         

1.    EGRA technique can increase students’ writing skill on descriptive text.

2.    Students face problems in writing skill on descriptive text.

3.    The teacher face problems in teaching writing skill on descriptive text.

CHAPTER III

RESEARCH METHOD

3.1              Research Design

The researcher uses Classroom Action Research (CAR) in his research. It is caused the researcher wants to increase their speaking skill and participation in the learning process. So Classroom Action Research (CAR) is the ideal Strategy to know the process of the class.

According to Artikunto (2006) Classroom Action Research is an observation of learning process such as an action which arise in the class.  (Watts, 1985) Action research is a process in which participants examine their own educational practice systematically and carefully, nusing the techniques of research. It is based on the following assumptions:

·      Teachers and principals work best on problems they have identified for themselves.

·      Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently.

·      Teachers and principals help each other by working collaboratively.

·      Working with colleagues helps teachers and principals in their professional development

                                                                                                  

From the opinion above so Classroom Action Research is the action research that done in the class with goal to improve or increase the quality of learning. In this research, the researcher acts as a planner, implementer and also the writer of this report in this research. In this research, collaborator is as someone who helps researcher collect data of research and plans the improvement to every meeting that will be done. The main task of collaborator us as process observer when action us done. Classroom Action Research consists of series of four activities that done in cycle. The four activities in each sickle are planning, action, observation and reflection. The procedure of Classroom Action Research is as follows;

The procedure of Classroom Action Research

Planning

Picture 3.1

(Arikunto, 2006:16)

By that cycles, the researcher will do the learning process based on cycle’s step. In planning the researcher will prepare all of the administration and the material. And the focus of the process is in acting that students will be a subject of  this process. In this research, the teacher will be observator when the acting is doing. In the final, the researcher will do reflection to know what the weakness in this cycle. If the reseacher find it, it will be repaired in the next cycle.

In the second cycle is not to different from the first cycle.  The researcher will do the final cycle in this cycle if in this cycle increases from the cycle 1. From the picture above can be expressed the description of the Classroom Action

Research starting from the first cycle by following steps:

Cycle 1

a.      Planning

In this phase, the researcher makes a series of planning as follows:

1.    Preparing Lesson Plan and Syllabus

2.    Deciding the object of material (descriptive text) and the technique is EGRA technique

3.    Developing the learning scenario

4.    Preparing the source of learning

5.    Preparing the scoring material that will be used to measure the result of treatment

6.    Preparing the instrument of  observation and evaluation to analysis the indicators of the success

7.    Arranging the instrument of data collector.

b.      Acting

In this phase, the researcher will apply the planning of strategy and scenario learning as follows;

1.    Giving topic of the material about descriptive textto students.

2.    Applying EGRA technique to the teaching learning proccess.

3.    Asking the student to make a group. Every group consists of 2 students. Then ask them to choose one of the topics then make a writing descriptive textbased on the topic which is they choosen.

4.    Giving score of student’s writing and observe the problem faced in class. So, it can be references to improve the action in next meeting.

5.    Giving guide and task to the student for next meeting.

c.       Observing

In this observation, the researcher observed the student’s activity in teaching learning process and record by using note. The result of observation will be used in doing action in next cycle. Focus of observation is the student activity in doing activity and teacher performance. So in this research, the researcher has two roles as observer and as the object of research.

d.      Reflecting

In this phase the researcher and collaborator investigated all action that happened in learning process. Based on the data has been collected furthermore do evaluation to perfect next action. The reflection included analysis, synthesis and evaluation to result of observation toward action that done. If the researcher met problems in reflection process so it will be done process investigation. The reflection would be stopped when he students had increased their scores. However, if the students have not got increasing of the target the next cycle will be done until they get increasing in their score.

e.       Revised planning

The researcher discuss the research this observation has been done. In order to show the data from the result has been collected. Based on the result of the evaluation, the researcher hope to get the finding toward the technique of English to increase students’ achievement in writing skill on descriptive textthrough EGRA technique, the problem had found as on input or the next action to get the best result.

Cycle 2

a.    Planning

In this phase, the researcher makes a series of planning as follows:

1.    Revise Lesson Plan and Syllabus.

2.    Decide the object of material (descriptive text) and the technique is

EGRA technique.

3.    Develope the learning scenario.

4.    Revise the source of learning.

5.    Revise the scoring material that will be used to measure the result of

Treatment.

6.    Revise the instrument of  observation and evaluation to analysis the

indicators of the success.

7.    Arrange the instrument of data collector.

8.    Add new media.

b.   Acting

In this phase, the researcher will apply the planning of strategy and scenario learning as follows;

1.    Giving topic of the material about descriptive text to students.

2.    Applying EGRA technique to the teaching learning proccess.

3.    Asking the student to make a group. Every group consists of 2 students. Then ask them to choose one of the topics then make a writing descriptive text based on the topic which is they choosen.

4.    Giving score of student’s writing and observe the problem faced in class. So, it can be references to improve the action in next meeting.

5.    Giving guide and task to the student for next meeting.

c.       Observing

In this observation, the researcher observed the student’s activity in teaching learning process and record by using note. The result of observation will be used in doing action in next cycle. Focus of observation is the student activity in doing activity and teacher performance. So in this research, the researcher has two roles as observer and as the object of research.

d.      Reflecting

In this phase the researcher and collaborator investigated all action that happened in learning process. Based on the data has been collected furthermore do evaluation to fix next cycle. The reflection included analysis, synthesis and evaluation to result of observation toward action that done. It is done to see what the problem is in the cycles before is fixed.  If the researcher met problems in reflection process so it will be done process investigation. The reflection would be stopped when he students had increased their scores. However, if the students have not got increasing of the target the next cycle will be done until they get increasing in their score.

3.2    Research Variable

This research applies two kind of variables, namely independent and dependent variable as follows:

a.    The independent variable is writing skill on descriptive text.

b.    The dependent variable is EGRA technique.

3.3    Research Subject

3.3.1        Subject

Class VII F is choosen as a subject of the research since the students of this class have the lowest score in writing after comparing to all classes. The class consist of 30 students.

3.4    Research Instrument

To get the data, the researcher uses some instruments as Arikunto (2009:101) “Instruments is the tools selected and used by the researcher in their activities to collect the data so that these activities became systematic and easier for them”. The instruments of this research are writing  test and observation.

In having valid data, researcher used some instruments, those are;

3.4.1 The Test

3.4.1.1 Pre-Test

In collecting data researcher will use the following tests. Pre test is given before treatments. It is writing test, because it examines the material taught in the class. This test will be given in order to know how far the students ability in writing .

The test is written test. The students must write a descriptive textbased on the themes which has been given by the teacher for 30 minutes. And then the researcher will give score by using scoring rubric namely writing scoring rubric.

3.4.1.2 Each Cycle Test

After giving treatment in cycle one that consists of two sessions, a cycle one test will be given. The test is the same as the pre test, the result of cycle one will be guided to decide treatment for next cycle. The test is written test. The students must write a descriptive textbased on the themes which has been given by the teacher for 30 minutes. And then the researcher will give score by using scoring rubric. The test will be given by the teacher.

 The result of cycle two will determine whether next cycle will be taken or not. If it shows great improvement, the treatment will be stoped at the second cycle. If it does not, tne next cycle will be taken.

3.4.2. Observation

Observation is monitoring with systematic phenomenon which us investigated. In other words, the researcher observes the teaching learning process and drawing conclusion of whatever happens in teaching-learning process using writing recount text.

The observation focused on the students’ and teacher’s activity in learning writing skill on descriptive textthrough EGRA technique. The researcher wants to know how is the respond of the students toward and technique that used by the teacher whether the technique is interesting or not and whether it can help.

3.5    Validity and Reliability Instrument

3.5.1 Validity

According to Bailey (1994;62) qualitative attributes have labels or name rather than numbers, assigned to their respective categories. The test has content validity if it measures knowledge of the content domain of which it was designed to measure knowledge. Another way of saying this is that the content validity concerns, primarily, the adequacy with which the test items adequately and representatively sample the content area to be measured. Content validity is primarily an issue for educational test. In addition, Selltiz in Bailey (1994;67) states that the validity of measuring instrument may be defined as the extent to which differences in score on it reflect true differences among individuals on the characteristic that we seek to measure, rather than constant or random errors.

So, in the distribution of writing validity test, the researcher finds that all of the components of writing become the important part to be measured. It has been valid by the validators. It can be seemed in appendix validation sheet. Therefore, the instruments of writing test can be used to take the research data.

3.5.2 Reliability

According to Bailey (1994;72) states that the reliability of a measure is simply is consistency. A measure is reliable if the measurement does not change when the concept being measured remains constant in value. So, if the instrument does not change it is automatically reliable.

3.6    Data Collecting Technique

In collecting data, the researcher will apply some techniques to find out of research data, it can be researcher to apply the research instrument as follow:

3.6.1        Writing  Test Instrument Research

In this part, the researcher divides the test into two steps:

1.    Pre Test

A preliminary test administered to determine a student’s base line knowledge or preparedness for an educational experience or course of study. This step will do before presenting the treatment to know how far the student’s writing skill firstly.

2.    Post Test

This test will be given after a lesson or a period of instruction to determine what the students have learned, and to know the effectiveness of the technique which have used. After giving the treatment, the researcher will present the post test and asks the students for answering the test based on the treatment have been given by the researcher. The students do the writing test on recount text.

3.6.2        Observation Research Instrument

In order to make qualitative data the teacher and the students activities or situation and condition of class during teaching learning process are observed. Evaluation and make note in observation, the researcher knows the advantages and disadvantages of using EGRA technique on writing descriptive text.

     

3.7    Data Analysis Technique

3.7.1        Qualitative Data Analysis

The data analysis technique which is used in this research is interactive model technique. Miles and Huberman (1994;12) define analysis as consisting of three current flows of activity: data reduction, data display, and conclusion drawing/verification. It is worked by interactive form and data collecting proccess as a cycle.  

a.        Data reduction

Data reductin refers to the proccess of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcription. It occurs continously throughout the life of qualitatively oriented project. The data reduction/transforming proccess is continuous after fieldwork, until a final report is completed. Not only do the data need to be condensed for the sake of manageability, but also have to be transformed so they can be made intelligible in terms of the issues being addressed.

b.        Data display

A display is an organized, compressed, assembly of information that permits conclusion drawing and action. A display can be an extended piece of text or a diagram, chart, or matrix that provides a new way of arrranging and thinking about the more textually embedded data. Data display, whether in the word or diagrammatic form, allow the analyst to extrapolate from the data enough to begin to discern systematic patterns and irrelationships. At the display stage, additional, higher order categories or themes may emerge from the data that go beyond those first dicovered during the initial proccess of data reduction.

c.         Conclusion drawing/verification

Conclusion drawing involves stepping back to consider what the anaalyzed data mean and to asses their implications for the questions at hand. Verification, integrally linked to conclusion drawing, entails revisiting the data as many times as necessary to cross-check or verify these emergent conclusions. The meanings emerging from the data have to be tested for their plausibility, their sturdiness, their conformability that is their validity.

   

3.8    Criteria Success of Analysis

The criteria of the success for this research are focused on two aspect. The aspect is taken from the process and the result of instructional. The first, the increasing process of intructional is seen in the activity of teacher who was proficient in teaching and managing the class. Meanwhile, the students’ participation involvement level in teaching and learning process are called success if they fulfil the criteria of success. The students are categorized as success if they could write very well and 75% of them got mark 65 is the minimum criteria of passing grade. 

REFERENCES

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Alexander. L.G. (1980). Practice and Progress. London: Longman Group, L.td.

Arikunto, suharsimi. (2006). Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta; Rineka Cipta.

Arikunto, suharsimi. (2009). Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta; Rineka Cipta.

Awaluddin. (2006). Improving Writing Skill of the second year students of SMP Negeri 2 Duampanua Pinrang by using spider web technique. Thesis. FKIP UMPAR

Bailey, Kenneth D. (1994). Method of social research (fourth edition) the free press: New York.

Beck, T. (1986). Two activities that encourage real revision. In practical ideas for teaching writing as a process. Sacramento: California State Department of Education.

Brown, H. Doglas. (1994). Teaching by principles: an Active Approach to language Pedagogy. Toronto: Prentice- HaLL, Inc.

D’Aoust, C.(1986). Teaching writing as a process. In practical ideas for teaching writing as a process. Sacramento: California State Department of Education.

Derewianka, B. 1990. Exploring How Texts Work. Australia: Sidney:

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Halliday, M.A.K. and R. Hasan. (1985). Language Context and Text: Aspects of language in a Social-Semiotic Perspective. Victoria: Deakin University Press.

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Harmer, Jeremy. (1991). The Practice of English Language Teaching. New York: Longman Group UK, L. td.

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Cycle 1

School                              : SMP N 1 Rumbia

Grade                              : VII

Semester                          : 2

Subject                            : English

Skill                                  : Writing

Time allocation               : 2 x 40

WRITING

Expressing meanings of ideas in functional texts, poems and simple short essays used in descriptive and procedure to communicate with the nearest environment and/or academic context.

 

 Expressing meaning in simple short functional essay in descriptive texts accurately, systematically, and implicitly to communicate with the nearest environment and academic contexts.

 

Indicator	Culture Value and Nation Character Value
§ Indentifying the generic structure of descriptive text. § Writing the descriptive text.	Religious, honest, tolerance, discipline, hard work, self governing, democratic, curiosity, nationality enthusiasm, love homeland, appreciate achievement, friendly, love peace, enjoying a lot reading, care with environment, social care, responsibility.

Enterprise value:

§  Confidence (optimist).

§  Persistent

§  Risk maker

§  Future orientation

 

Upon completion of the learning activities:

1.      By giving the test students are able to indentify the generic structure of descriptive text accurately.

2.      By giving the test students are able to write the descriptive text accurately.

 

DESCRIPTIVE TEXT

¨      Descriptive text is a text which describes a person, thing, place and certain condition in particular.

¨      It generic structure consists of the identification that identifies the phenomenon and the description that describe the parts, the qualities, and the characteristic of the phenomenon.

¨      The language features is focused on specific participant and using simple present tense.

¨      The example of descriptive text

Identification

The African Elephant is the largest living land mammal.It is One of the most impressive animals on earth that I have ever seen.

Description

The elephant's tusks are long, curved teeth. Elephants have small eyes and a short neck. The tail is small compared to the rest of the body and measures about 3 1/3 feet long with long hairs at the end. Elephant thick skin is gray and wrinkled. The African elephant has dark gray skin. The Elephant's muscular trunk serves as a nose, hand, extra foot, signaling device and a tool for gathering food, siphoning water, dusting, digging and a variety of other functions. The long trunk permits the elephant to reach as high as 23 feet. It is capable of powerful twisting and coiling movements used for tearing down trees or fighting. The trunk of the African elephant has two finger-like structures at its tip. The tusks, another remarkable feature, are greatly elongated incisors (elephants have no canine teeth).

 

EGRA Technique

 

Meeting 1

1)      Pre-activity (10’)

§  The teacher greets the students.

• The teacher check the students’ attendance list
• The teacher gives brainstorming

2)   Whilst Activity (60’)

a.      Exploration

§  EXPOSURE

·       Give the students text about descriptive and then asks them to read it for about 5 minutes

·       Asks the students about the content of the text

·       The teacher review about the descriptive text

·       Mention the goal of the learning

·       Find some verbs from the text

·       Find the verb 1 in the text

• GENERALIZATION

·       Asks the students to make a group. Each group consist of 2 students.

·       Gives some sentences which are taken from the text

·       Guides the students to find the structure of the sentences.

• REINFORCEMENT

Provide reinforcement on the generalization which are made by the students

Application

·           Asks the students to arrange the words into good sentences.

·           Asks the students to complete the following sentences with suitable words.

2. Elaboration

• Ask students to choose a word (which is provided in parentheses) corresponding text forming a good story and appreciated.
• Asks the students to submit the answer

3. Confirmation

·         Announces of increasing individual point at every students.

·         Gives reward to a sudentwith high score.

3)   Post Activity (10’)

·       Together the students make the conclusion from the material which are they learnt just now.

·       Giving task/ homework

·       Close the meeting

 

Media  : pictures

Source : English Way

 

1.      Instrument

a.       Make the example of descriptive text and give the generic structure!

Ø  The answer key is based on students’ creativity.

Ø  Scoring System

Aspect	Maximum score
Format	5
Punctuation and Mechanics	5
Content	20
Organization	35
Grammar and Sentence Structure	35
Grand Total	100

Acknowledged by Headmaster of SMPN 1 Rumbia, SUROSO, S.Pd. M.Si NIP 196505509 198703 1 005

Rumbia,   Januari  2013 Researcher EKO MULYONO SRN. 09340771

Cycle 2

School                              : SMP N 1 Rumbia

Grade                              : VII

Semester                          : 2

Subject                            : English

Skill                                  : Writing

Time allocation               : 2 x 40

WRITING

Expressing meanings of ideas in functional texts, poems and simple short essays used in descriptive and procedure to communicate with the nearest environment and/or academic context.

 

 Expressing meaning in simple short functional essay in descriptive texts accurately, systematically, and implicitly to communicate with the nearest environment and academic contexts.

 

1.      Indentifying the generic structure of descriptive text.

2.      Writing the descriptive text.

 

Upon completion of the learning activities:

3.      By giving the test students are able to indentify the generic structure of descriptive text accurately.

4.      By giving the test students are able to write the descriptive text accurately.

 

DESCRIPTIVE TEXT

¨      Descriptive text is a text which describes a person, thing, place and certain condition in particular.

¨      It generic structure consists of the identification that identifies the phenomenon and the description that describe the parts, the qualities, and the characteristic of the phenomenon.

¨      The language features is focused on specific participant and using simple present tense.

¨      The example of descriptive text

Identification

The African Elephant is the largest living land mammal.It is One of the most impressive animals on earth that I have ever seen.

Description

The elephant's tusks are long, curved teeth. Elephants have small eyes and a short neck. The tail is small compared to the rest of the body and measures about 3 1/3 feet long with long hairs at the end. Elephant thick skin is gray and wrinkled. The African elephant has dark gray skin. The Elephant's muscular trunk serves as a nose, hand, extra foot, signaling device and a tool for gathering food, siphoning water, dusting, digging and a variety of other functions. The long trunk permits the elephant to reach as high as 23 feet. It is capable of powerful twisting and coiling movements used for tearing down trees or fighting. The trunk of the African elephant has two finger-like structures at its tip. The tusks, another remarkable feature, are greatly elongated incisors (elephants have no canine teeth).

 

EGRA Technique

 

Meeting 2

1)      Pre-activity (10’)

§  The teacher greets the students.

• The teacher check the students’ attendance list
• The teacher gives brainstorming

4)   Whilst Activity (60’)

a.      Exploration

§  EXPOSURE

·       Give the students text about descriptive and then asks them to read it for about 5 minutes

·       Asks the students about the content of the text

·       The teacher review about the descriptive text

·       Mention the goal of the learning

·       Find some verbs from the text

·       Find the verb 1 in the text

• GENERALIZATION

·       Asks the students to make a group. Each group consist of 2 students.

·       Gives some sentences which are taken from the text

·       Guides the students to find the structure of the sentences.

• REINFORCEMENT

Provide reinforcement on the generalization which are made by the students

Application

·           Asks the students to arrange the words into good sentences.

·           Asks the students to complete the following sentences with suitable words.

4. Elaboration

• Ask students to choose a word (which is provided in parentheses) corresponding text forming a good story and appreciated.
• Asks the students to submit the answer

5. Confirmation

·         Announces of increasing individual point at every students.

·         Gives reward to a sudentwith high score.

5)   Post Activity (10’)

·       Together the students make the conclusion from the material which are they learnt just now.

·       Giving task/ homework

·       Close the meeting

 

Media  : model

Source : English Way

 

2.      Instrument

b.      Make the example of descriptive text and give the generic structure!

Ø  The answer key is based on students’ creativity.

Ø  Scoring System

Aspect	Maximum score
Format	5
Punctuation and Mechanics	5
Content	20
Organization	35
Grammar and Sentence Structure	35
Grand Total	100

Acknowledged by Headmaster of SMPN 1 Rumbia, SUROSO, S.Pd. M.Si NIP 196505509 198703 1 005

Rumbia,   Januari  2013 Researcher EKO MULYONO SRN. 09340771

Appendix 2

Interview guide to the English teacher

Questions

1.    How is students’ response in receiving the material of descriptive text which is communicated by English teacher?

2.    What is the problems which are faced by the students in learning English, especially in making writing descriptive paragraph?

3.    Is the technique which is done by the teacher in teaching learning is good enough?

4.    Is the media which is used by the teacher in teaching learning English enough gratifying?

5.    Is there any obstacle faced by the teacher in teaching learning proccess in the class?

Appendix 3

THE STUDENTS’ ACTIVITIY OBSERVATION SHEET

Subject            : Bahasa Inggris

Day/date          :

Material           : descriptive text

No	Aspect to be observed	Tallics	(%)
1	The students pay attention to the teacher
2	The students ask question related to the topic
3	The students answer the question (oral and written)
4	The students do another activity such as; talk each other, distrub their friend, or just keep silent
5	The students do the assignment

                                                                                                                                                                                                                        Rumbia, ..........................

                                                                                   

                                                                                    Researcher

Appendix 4

Instrument kemampuan mengelola pembelajaran

No	Aspek yang diamati	Skor
		1	2	3	4	5
1 2                  3          4                             5                                                                        6        7	Kemapuan membuka pelajaran a.       Menarik perhatian siswa kearah pokok pembahasan yang dipelajari. b.       Upaya memberi dukungan siswa atau motivasi. c.        Memberi acuan atau metode pembukaan yang membantu minat siswa. d.       Ada hubungan yang jelas antara pembukaan dengan bagian utama pelajaran bagi siswa. Kemampuan bertanya a.        pertanyaan jelas mudah dimengerti siswa. b.       Membagi pertanyaan ke seluruh siswa secara acak. c.        Memberi waktu yang cukup kepada siswa untuk berpikir sebelum  menjawab. d.       Menuntun jawaban siswa agar dapat menemukan sendiri jawaban yang benar. Kemampuan mengadakan variasi a.       Memberi penekanan terhadap pokok-pokok penting dengan melakukan isyarat(focusing). b.       Menggunakan bahasa yang mudah dipahami siswa. c.        Menggunakan media pembelajaran untuk menyampaikan pelajaran. d.       Mengadakan variasi partisipasi siswa (guru-kelompok, guru-siswa, siswa-siswa). Kemampuan menjelaskan a.       Penjelasan menarik dan mudah dimengerti siswa. b.       Menggunakan contoh dan ilustrasi. c.        Memberikan penekanan pada penjelasan kalimat yang penting. d.       Menjelaskan jawaban siswa. Kemampuan mengelola kelas a.       Tanggapan dan ketertiban siswa dalam tugas dikelas. b.       Menciptakan kondisi pembelajaran yang optimal. c.        Menegur siswa yang bertingkah laku mengganggu kelas. Kemampauan memberi penguatan atau reinforcement a.       Memberi tanggapan atas jawaban siswa (bagus,baik,benar sekali, bagus sekali). b.       Memberikan penghargaan yang berperilaku positif dan memberi sanksi yang berperilaku negatif. c.        Memberi dukungan kepada siswa untuk berprestasi dengan menggunakan isyarat. Kemampuan menutup pelajaran a.       Metode mengakhiri pelajaran. b.       Membuat rangkuman atau kesimpulan. c.        Melakukan evaluasi sebagai umpan balik. d.       Memberi remidial sebagai tindak lanjut pembelajaran.

                                                                                    Rumbia, ..........................

                                                                                                            Researcher

                                                                                                EKO MULYONO    

SRN 09340771

Appendix

 

PRE-TEST

Subject                                  : English

Sub Matter                            : Writing

Sub Sabject Matter            : Descriptive Text

Topic/ sub topic                   : Person/thing/animal

Class/semester                     : VII/2

Time allocation                     : 40 minutes

Instruction

1.     Choose one of the topics below based on your want!

2.    Make a descriptive text based on the topic you choose!

3.    Do in the answer sheet given!

a.      Animals

b.      Favorit Person

c.      Thing

...................................................................

...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Appendix

 

POST-TEST

Subject                                  : English

Sub Matter                            : Writing

Sub Sabject Matter            : Descriptive Text

Topic/ sub topic                   : Person/thing/animal

Class/semester                     : VII/2

Time allocation                     : 40 minutes

Instruction

4.    Choose one of the topics below based on your want!

5.    Make a descriptive text based on the topic you choose!

6.    Do in the answer sheet given!

d.      Animals

e.      Favorit Person

f.      Thing

...................................................................

.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................