Conclusion Suggestion CONCLUSION AND SUGGESTION

Hyland, Ken. Second Language Writing. New York: Cambridge University Press, 2009. J.B Heaton. Writing English Language Test. New York: Longman, 1990. Laksmi, Ekaning Dewanti. “Scaffolding” Students Writing in EFL Class: Implementing Process Approach. TEFLIN Journal. 17, 2006. Lui, Angela. An Introduction to Working within the Zone of Proximal Development ZPD to Drive Effective Early Childhood Instruction. Children’s Progress. 2012. Mertens, Donna M. and John A. McLaughin. Research and Evaluation Methods in Special Education. California: Corwin Press, 2004. Muijs, Daniel and Reynolds, David. Effective Teaching. London: Sage Publications, 2005. --------. Doing Quantitative Research in Education with SPSS. London: Sage Publication, 2004. Murcia, Marianne Celce. Discourse and Context in Language Teaching. Cambridge: Cambridge University Press, 2000. Read, Sylvia. A Model for Scaffolding Writing Instruction: IMSCI. The Reading Teacher. 64, 2010. Reimes, Ann. Techniques in Teaching Writing. New York: Oxford University Press, 1983. Reinking, James A. and Hart, Andrew W. Strategies for Successful Writing. New Jersey: Prentice-Hall, 1986. Rollins, Judith B. “A Study Examining the Impact of Scaffolding Young Children’s Acquisition of Literacy in Primary Grades. ” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007. Schewieter, John W. Developing Second Language Writing through Scaffolding in the ZPD: A Magazine Project for an Authentic Audience. Journal of College Teaching and Learning. 7, 2010. Skene, Allyson and Sarah Fedko. Assignment Scaffolding. Centre fo Teaching and Learning. 2012. Susetyo, Budi. Statistik untuk Analisis Data Penelitian. Bandung: Refika aditama, 2010. Tabatabaei, Omid and Assefi, Farzanah. The Effect of Portfolio Assessment Technique on Writing Performance on EFL Learners. English Language Teaching. 5, 2012. Veeramuthu, et. all,. The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners. Journal of Language Teaching and Research. 2, 2011. Wardiman, Artono, Masduki B Jahur and M Sukirman Djusma. English in Focus. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008. Wallace, Michael J. Action Research for Language Teachers. Cambridge: Cambridge University Press, 2006. Wiersma, William and Jurs, Stephen G. Research Methods in Education. Boston: Pearson International Edition, 2009. Yuanying, Wang. College English Writing on Scaffolding Theory. Studies in Literature and Language. 3, 2011. www.niu.edufacdev , Instructional Scaffolding to Improve Learning. http:www.mines.eduAcademiclaiswcwaceffectivecaffoldinghtml , Campus Writing Program, Liberal Arts and International Studies, Colorado School of Mines, 23 May 2005 46 INSTRUMENT OF PRE-TEST Instruction: 1. Write a descriptive text entitled “My Idol” in the following box 2. The time of writing is 30 minutes 3. Recheck your writing before submitting it to the teacher. MM Name: Class: Date: MY IDOL 47 APPENDIX 2 INSTRUMENT OF THE EXPERIMENTAL CLASS POST- TEST 1. LISTING YOUR IDOL‟S DESCRIPTION HERHIS APPEARANCE HERHIS DREAMS HERHIS AWARD 2. SUBLISTING YOUR IDOL‟S DESCRIPTION HERHIS APPEARANCE : HER TALL, WEIGHT HER EYES, SKIN, FACE, HAIR HERHIS AWARDS : AWARDS IN HER SCHOOL AWARDS IN HER CARRIER HER HIS DREAMS : SHE WANT TO BECOME ..... 3. WRITING THE FIRST DRAFT 4. GIVING FEEDBACK TO FRIEND‟S WRITING 5. DO REVISING 49 APPENDIX 3 RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN Satuan Pendidikan : SMP Al-Zahra Indonesia Mata Pelajaran : Bahasa Inggris KelasSemester : 8 Delapan Satu Mata Pelajaran : Bahasa Inggris Tahun Pelajaran : 20132014 Tema : Descriptive Text Aspek : Writing Menulis Pertemuan Ke : 1 Satu HariTanggal : 18Agustus 2014 Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. KompetensiDasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana. 4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

Siswa mampu: 1. Mengidentifikasi generic structure dalam descriptive text 2. Mengidentifikasi feature dalam descriptive text 3. Menentukan tokoh idola yang akan dideskripsikan 4. Mencari informasi terkait tokoh idolanya untuk dijadikan bahan menyusun teks deskriptif

D. Tujuan Pembelajaran

1. Dengan melakukan tahap inquiry, siswa diharapkan mampu mendapatkan informasi seakurat mungkin tentang tokoh idola yang akan dideskripsikan 2. Di akhir pembelajaran siswa dapat mengetahui text descriptive: generic structure, feature, dan juga contohnya

E. Materi Pembelajaran

Descriptive Text tentang My Idol

F. Pendekatan dan Metode Pembelajaran

1. Pendekatan: Scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab

G. Kegiatan Pembelajaran

Komponen Kegiatan Guru Kegiatan Siswa Alokasi Waktu Pembukaan  Guru menyapa kelas dengan ungkapan, “Good  Siswa merespon dengan ungkapan, 5 menit Morning Class, How’s your life?”  Guru bertanya siapakah yang berhalangan hadir hari ini. Lalu meminta ketua kelas untuk mendoakan siswa yang sakit dan mendoakan siswa yang hadir agar diberi semangat yang super sampai dengan selesainya pembelajaran sore nanti “Good Morning, It’s fine happy”  Siswa memberitahu siapa yang berhalangan hadir lalu ketua kelas memimpin doa Kegiatan Inti  Guru mendeskripsikan sosok Idolanya, lalu meminta siswa untuk menebaknya Modelling and Questioning  Guru memberikan permainan find me out untuk membentuk siswa menjadi 5  Guru meminta masing- masing siswa di dalam kelompok mendeskripsikan tokoh idolanya yang nantinya akan dijadikan permainan Who is Who?  Siswa memperhatikan deskripsi yang diterangkan lalu menebak siapa tokoh idola yang dimaksud Inquiring  Siswa memainkan permainan tersebut lalu duduk bersama kelompoknya  Masing-masing siswa mendeskripsikan tokoh idolanya ke dalam kalimat Communicating 35 menit

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