THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF APPLYING CLUSTERING TECHNIQUE

ON THE STUDENTS’ ACHIEVEMENT IN WRITING

DESCRIPTIVE TEXT

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

HARNI LESTARI GULTOM

Registration Number: 2113121030

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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viii

LIST OF FIGURES

Pages

Figure2.1 The Example of Descriptive Text and Its Generic Structure ... 14

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ACKNOWLEDGEMENT

The researcher would like to thank to the Merciful Lord, Jesus Christ and Holy Mary for the love, blessing and strength so the researcher has finally completed this thesis. During the process of completing this thesis, the researcher was very grateful for the support, guidance, suggestions and comments from a great number of people around her. Therefore, the researcher would like to extend her sincere gratitude to:

1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.

3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora

Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education Study Program.

4. Prof. Dr. Busmin Gurning, M.Pd., her Thesis Consultant I and Dra.

Meisuri, M.A., her Thesis Consultant II.

5. Dra. Masitowarni Siregar, M.Ed., Prof. Dr. Berlin Sibarani, M.Pd.,

and Dr. Anni Holila Pulungan, M.Hum., her Thesis Examiners.

6. All Lecturers who have taught her in this English Department.

7. Drs. Hinsa Simatupang., the Principal and Roida Lucia Simarmata

S.Pd., the English Teacher of SMAN 3 Pematangsiantar.

8. Her beloved parents, Sabar Pangihutan Gultom and Masda Manihuruk

for giving her the greatest love, affection, prays, support and motivation in completing this thesis. Thanks a lot for being such a great parents to her. 9. Her beloved little sister and brother, Deselvia Mery Christin Gultom and

Martin Petrus Gultom who always supported and encouraged her for finishing her study surely in the right time. Special for her beloved second mother, Mariati Manihuruk, S.Pd, M.Pd., thanks a lot for always supporting and giving the great motivation to her during the process of completing this thesis.

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10.Her best and beloved one, Partahanan Simbolon who always stood right in her side, cared much about her, prayed for her study and supported her to complete this thesis as well. The very big thanks to you!

11.Her Lovely L Family, It Aryadi Manuel Gultom, Broth Super L Marsinar Mahulae, Lasriana Sinurat, Nova J Naibaho and Irvan Sihombing who cared and supported her and always made her being happy and very happy with some of unforgettable jokes of you. Thanks a lot for loving her honestly and being the second family for her.

12.Her nicest friends of UK-KMK St. Martinus State University of Medan, thanks a lot for the unforgettable experiences for along four years. 13.Her best friends, The Ladies (Arnita Sembiring, Devi Sihotang, Dora Barus, Evelin Siahaan, Fytriani Siregar, Martina Silalahi and Roslinda Sidabutar) and The Boys (Dedy Pranata, Permadi Pasaribu and Roberto Tarigan), thanks a lot for giving the great support to her. 14.Her friends of struggling for thesis, Tutwuri, Jelita, Melita and for

Reguler B 2011, thanks for being such good friends who supported her. 15.Her nicest students of SMAN 3 Pematangsiantar, who had helped and

worked together with her as well during the process of the research.

16.Her PPL Team-mates, special for Frischa, Teresa, Sebaya and John. Her lovely students (X-IA3) of SMAN 2 Bandar, thanks for the togetherness.

The researcher admits that her thesis is still far from being perfect. It has some weakness and mistakes. Therefore, she would be thankful to accept any suggestions and corrections from anyone forthe better writing.

Medan, February 2016 The Researcher

Harni Lestari Gultom Reg. No. 2113121030

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LIST OF APPENDICES

Pages APPENDIX A. The Pre-Test and Post-Test for Experimental and Control

Group ... 43

APPENDIX B. The Score of Pre-Test and Post-Test of Experimental and Control Group ... 44

APPENDIX C. The Calculation of Reliability of the Test ... 46

APPENDIX D. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 48

APPENDIX E. The Calculation of t-table and t-observed ... 50

APPENDIX F. Percentage Point of T Distribution ... 52

APPENDIX G. Lesson Plan of Experimental and Control Group ... 54

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ABSTRACT

Gultom, Harni Lestari. 2015. 2113121030. The Effect of Applying Clustering Technique on the Students’ Achievement in Writing Descriptive Text. A Thesis.

English Department. Faculty of Languages and Arts. State University of Medan.

This research aims at investigating the effect of applying clustering technique on

the students’ achievement in writing descriptive text. It was conducted by using

experimental research design. The Population of this research was the tenth (X) grade students of SMAN 3 Pematangsiantar. There were two classes as the sample. The first class (X-6) as the experimental group consists of 20 students, while the second class (X-7) as the control group consists of 20 students. The experimental group was taught by using clustering technique while control group was taught by using lecturing method. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using clustering technique was higher than the score of students in the control group by using lecturing method, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 3,003 while the t-table was 2,024. Therefore, the applying of clustering technique significantly affects the students’ achievement in writing descriptive text.

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REFERENCES

Adriati, Meliya. 2013. The Use of Clustering Technique in Teaching Writing Narrative Text. Journal of English and Education, Vol. 1 (2) 39-46.

Ary, D., Jacobs, L.C., & Razvieh, A. 2002.Introduction to Research in Education(6th edition). California: Thomson Learning.

Ary, D., Jacobs, L.C., & Sorensen, C. 2010.Introduction to Research in Education (8th edition). Toronto: Cengage Learning.

Best, J. W. & Kahn, J. V. 2006. Research in Education (10th edition). New York: Pearson Education.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practice. New York: Longman.

Brown, K & Susan Hood. 1989. Writing Skills and Strategies for Students of English. Cambridge: Cambridge University Press.

Carol, J.A, E. Wilson & G. Forlini. 2001. Writing and Grammar. New Jersey: Prentice.

Cohen, Louis., Manion, Lawrence & Morrison, Keith. Research Methods in Education (6th edition). London: Routledge.

Grenville, Kate. 2001. Writing from Start to Finish a Six-Step Guide. Sydney: Allen & Unwin.

Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education. Heaton, J. B. 1990. Writing English Language Tests. New York: Longman.

Hughes, Arthur. 2003. Testing for Language Teachers. London: Cambridge University Press.

Hyland, Ken. 2003. Second Language Writing. New York: Cambridge University Press.

Knapp, Peter & Megan, Watkins. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: UNSW Press.

Linn, Robert I., Bond., Lloyd., Carr., Peggy., Harris., & Douglas. 2000. Students Learning, Students Achievement: How Do Teachers Measure. Up. Arlington: National Board for Professional Teaching Standards.

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Maulana, Ismatul. 2010. The Effectiveness of Using Clustering Technique in Teaching Writing of Narrative Text at the Tenth Grade Students of SMA PGRI 56 Ciputat. Unpublished Thesis. Department of English Education. Syarif Hidayatullah State Islamic University Jakarta.

McDonald, Christina R., & McDonald, Robert L. 2002.Teaching Writing. Virginia: The Board of Trustees.

Means, B & Lindy L. 1998.Teaching Writing in Middle School. Colorado: Greenwood Publishing Group.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

Oshima, A & Ann. H. 1983. Writing Academic English. New York: Wesley Longman.

Rico, Gabriele. 2000. Writing the Natural Way. New York: Pinguin Putnam. Travers, John P. 1970 Fundamental of Educational Psychology. Scranton,

Pensyvlania: International Textbook Company.

Yusuf, M. 2014. The Effect of Applying Clustering Technique on the Students’ Achievement in Writing Descriptive Paragraph. Register, Vol. 3 (4) 1-13.

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D. The Scope of the Study ... 4

E. The Significance of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Students’ Achievement in Writing ... 6

2. Writing Skill ... 8

a. Writing Process... 9

3. Kinds of Genre ... 11

a. Descriptive Text ... 12

b. The Example of Descriptive Text ... 14

c. Assessment of Writing Descriptive Text ... 15

4. Approach, Method and Technique ... 15

5. Teaching Technique ... 16

a. Clustering Technique ... 16

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c. The Example of Clustering Technique ... 18

d. The Advantages of Clustering Technique ... 19

e. The Disadvantages of Clustering Technique ... 19

f. Lecturing Method ... 19

B. Relevant Studies ... 21

C. Conceptual Framework ... 22

D. Theoretical Hypothesis ... 24

CHAPTER III. RESEARCH METHODOLOGY ... 25

A. Research Design ... 25

B. The Population and Sample ... 26

1. Population ... 26

2. Sample ... 26

C. The Instrument of Collecting Data ... 27

D. The Procedure of Collecting Data ... 27

1. Pre-test ... 27

2. Treatment ... 27

3. Post-test ... 29

E. Rubric Assessment of Writing Descriptive Text ... 29

F. The Validity and Realibility of The Test ... 30

1. The Validity of The Test... 30

2. The Realibility of The Test ... 31

G. The Technique of Analyzing Data ... 32

H. Statistical Hypothesis ... 32

CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ... 34

A. Data ... 34

B. Data Analysis ... 34

1. Analyzing the Data by Using T-test Formula ... 34

2. Reliability of the Test ... 36

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4. Research Findings ... 36

5. Discussion ... 36

CHAPTER V. CONCLUSION AND SUGGESTION ... 40

A. Conclusion ... 40

B. Suggestion ... 40

REFERENCES ... 41

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vii

LIST OF TABLES

Pages

Table 1.1 The Students’ Writing Scores of Class X-7 ... 2

Table 3.1 Research Design ... 25

Table 3.2 Treatment for Experimental and Control Group ... 28

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CHAPTER I

INTRODUCTION

A.The Background of the Study

There are four main skills in English which is divided into two groups; they are receptive skills (listening and reading) and productive skills (speaking and writing). Writing as one of those fourth skills should be mastered by students. Writing is used for a wide variety of purposes it is produced in many different forms (Harmer, 2004:4). It means that writing has some purposes, there are to entertain, to inform and to persuade. Those purposes can be applied in the parts of writing form such as short story, news, and others.

Nowadays, the students should be able to write a text correctly. They can get any kinds of information from internet in order to help them know how to write a text correctly. In fact, most of the students had some difficulties to write a text. They did not know how to begin writing. In this case, they were difficult to express their ideas and elaborate them into such a good writing.

In accordance with the syllabus of Curriculum for Tenth Grade of Senior High School, there were some genres should be mastered by the students: narrative, descriptive, recount and explanation. They must be able to write a text based on those genres. This research focused on descriptive text, particularly describing a place. Descriptive text is kind of text which aims to describe a particular thing, such as people, thing and place. The generic structure of descriptive text is identification and description.

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Based on the preliminary data while doing interview with the English teacher in SMAN 3 Pematangsiantar, the researcher found that there were some problems faced by the students and teacher particularly in writing descriptive text. For the very first problem, the students were having limited vocabulary. The second problem, the students still had difficulties to express their ideas and elaborate them into a descriptive text correctly. In addition, most of the students often made such wrong grammar in their writing. The third problem was about the

teacher’s method in teaching descriptive text. It was about how the teacher taught descriptive text based on her way of teaching. The teacher in that school taught students only by giving a discourse about descriptive text. It was monotonous and surely the students felt bored in writing activity. Those problems above affected

the students’ ability and their score in writing descriptive text.

Table 1.1 The Students’ Writing Score of Class X-7

Class Score

Students

Percentage Means

X-7 ≥70

7 students 35%

67,35

≤70 13students 65%

(Source: SMAN 3 Pematangsiantar) The table shows that the percentage of students’ writing score in descriptive text was still low. Almost 65% students got writing score under the Minimum Criteria Mastery or KKM (Kriteria Ketuntasan Minimal). The KKM applied by the school was 70. It was affected by those problems that have been explained above.

In order to solve those problems, there must be such an appropriate technique to increase the students’ achievement in writing descriptive text. It

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means that the technique must be creative and interesting which aim to encourage the students for expressing their ideas into written form. There were a lot of techniques which can help students to increase their ability in writing descriptive text, such as Mind Mapping, Brainstorming, Clustering, Cubing, Fish bone and so on. From those techniques, the researcher proposed Clustering Technique because it can help students for expressing and elaborating their ideas into a descriptive text.

Rico (2000:38) states that clustering technique is the basic technique of natural writing that can be used to generate ideas for writing of any form: essays, poems, short stories, business reports, song lyrics, even novels. It means that clustering technique can help students to generate and develop their ideas into written form. They will be attracted to write something by elaborating any ideas which come into their mind. Thus, the students are going to be more creative in the process of writing. Clustering is a master key to natural writing (2000:14). For it has a good ability of doing something, particularly for creating a good writing.

According to the research that has been done by Adriati (2013) in Bandung and Purnama (2013) in Medan proved that clustering technique is a potent technique which empower students’ imagination. It also made students more enjoyable and interested in learning writing narrative text. Another research done by Yusuf (2014) found that most of the students in grade VII at MTSs Al Abraar felt happy and enjoyed in writing descriptive paragraph. They write descriptive paragraph easily by looking at the cluster diagram that they made.

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Based on the explanations above, the researcher focused on conducting a research in order to investigate the effect of clustering technique on the students’ achievement in writing descriptive text.

B.The Problem of the Study

Based on the background of the study, the problem of this study is

formulated as the following: “Is the students’ achievement in writing descriptive text taught by using clustering technique higher than that taught by using lecturing method?”

C.The Objective of the Study

The objective of the study is to investigate if the tenth grade students’ achievement of SMAN 3 Pematangsiantar in writing descriptive text by using clustering technique higher than by using lecturing method.

D.The Scope of the Study

Based on the syllabus for tenth grade of Senior High School, there were some genres that must be mastered by the students: narrative, descriptive, recount and explanation. In this research, the researcher only focused to teach descriptive text particularly describing place by using clustering technique.

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E.The Significance of the Study

The findings of this study were expected to be useful and relevant:

1. Theoretically, to develop the information about clustering technique for teaching writing descriptive text.

2. Practically, for the teachers as a reference to use clustering technique in teaching writing descriptive text, for the students to increase their comprehension in writing descriptive text and for other researchers as a reference in doing further research.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

The result of calculation t-test formula shows that the score of t-observed (3.003) > the score of t-table (2.024). It means that clustering technique significantly affects the students’ achievement in writing descriptive text. Through clustering technique, the students are being able to express their ideas easily and put them into such a good descriptive text. Thus, it can be concluded that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.

B.Suggestion

In relation to the conclusion, suggestions are stated as the following: 1. Since this research is limited to investigation of the Clustering Technique on

writing and how the Clustering Technique can be developed is not known, it is suggested that a research should be done on writing development.

2. The English teachers are suggested to apply clustering technique to improve the students’ ability in writing descriptive text, the students are suggested to use clustering technique in order to increase their ability in writing descriptive text and other researchers are suggested to apply clustering technique in conducting the further research with other skill or genre.

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Appendix A

THE PRE-TEST AND POST-TEST

FOR EXPERIMENTAL AND CONTROL GROUP Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Toba Lake based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

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Appendix B

4.1 The Scores of Pre-Test and Post-Test

Table 4.1.1 Experimental Group

No Students’ Initial

Name

Score

Pre–Test Post–Test

1 ASG 56 88

2 DFA 69 94

3 DWH 44 62

4 EKP 50 81

5 FD 56 75

6 GNT 62 81

7 HBG 56 75

8 ILN 62 88

9 JHS 56 69

10 KST 56 75

11 LSP 62 75

12 NAS 69 94

13 PAM 56 62

14 RW 50 75

15 RAAS 44 81

16 SYP 62 75

17 VBH 50 75

18 WH 62 81

19 YBB 56 94

20 YAS 56 75

Total 1134 1575

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Table 4.1.2 Control Group

No Students’ Initial

Name

Score

Pre – Test Post – Test

1 AM 62 81

2 AS 50 62

3 DWA 56 62

4 DJS 44 81

5 IM 44 62

6 ISS 50 62

7 JSP 56 81

8 KFG 50 56

9 LR 69 88

10 MS 62 75

11 RAS 37 44

12 RSD 50 56

13 RYP 62 69

14 SAS 62 75

15 SS 50 56

16 RP 44 75

17 TUS 56 62

18 VAP 50 56

19 WSS 44 50

20 YLT 69 94

Total 1067 1347

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Appendix C

4.2 The Calculation of Reliability of the Test

4.2.1 The Calculation of Reliability of the Test

Students’ Initial Name

Rater 1 (X)

Rater 2

(Y) X

Y2 X Y

1 AAS 50 56 2500 3136 2800

2 DYN 56 62 3136 3844 3472

3 HDP 94 88 8836 7744 8272

4 JPS 62 69 3844 4761 4278

5 JR 31 44 961 1936 1364

6 LIJ 69 75 4761 5625 5175

7 LWN 44 50 1936 2500 2200

8 MJFP 62 69 3844 4761 4278

9 MJR 50 44 2500 1936 2200

10 NBH 56 75 3136 5625 4200

11 NBPS 37 37 1369 1369 1369

12 NFT 62 75 3844 5625 4650

13 NPS 50 62 2500 3844 3100

14 OPB 69 69 4761 4761 4761

15 PHL 81 81 6561 6561 6561

16 PS 44 50 1936 2500 2200

17 PS 75 81 5625 6561 6075

18 RDPR 56 56 3136 3136 3136

19 RAH 62 69 3844 4761 4278

20 SSP 88 81 7744 6561 7128

Total 1198 1293 76774 87547 81497

From the table above, the data obtained were as following:

∑X = 1198 ∑X2 = 76774

∑Y = 1293 ∑Y2 = 87547

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To calculate the reliability of the test, it is used the Pearson’s Product Moment Formula. The formula is as follows:

r

xy = ∑ ∑ ∑

√ ∑ ∑ ∑ ∑

r

xy =

√

r

xy =

√

r

=

√

r

xy =

√

r

=

r

xy =

0.90

The calculation above showed that the result of the reliability of the test was very high.

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Appendix D

4.3 The Calculation of Mean and Standard Deviation of Experimental and Control Group

4.3.1 The Calculation of Mean and Standard Deviation of Experimental Group

No Students’ Initial Name Pre-Test (X1) Post-Test (X2) Deviation d (X2-X1) dx (d – Mx)

Square Deviation (dx2)

1 ASG 56 88 32 9.95 99.00

2 DFA 69 94 25 2.95 8.70

3 DWH 44 62 18 -4.05 16.40

4 EKP 50 81 31 8.95 80.10

5 FD 56 75 19 -3.05 9.30

6 GNT 62 81 19 -3.05 9.30

7 HBG 56 75 19 -3.05 9.30

8 ILN 62 88 26 3.95 15.60

9 JHS 56 69 13 -9.05 81.90

10 KST 56 75 19 -3.05 9.30

11 LSP 62 75 13 -9.05 81.90

12 NAS 69 94 25 2.95 8.70

13 PAM 56 62 6 -16.05 257.60

14 RW 50 75 25 2.95 8.70

15 RAAS 44 81 37 14.95 223.50

16 SYP 62 75 13 -9.05 81.90

17 VBH 50 75 25 2.95 8.70

18 WH 62 81 19 -3.05 9.30

19 YBB 56 94 38 15.95 254.40

20 YAS 56 75 19 -3.05 9.30

∑ 1134 1575 441 1282.9

a. Mean of Experimental Group

Mean of the Test =

M

=

∑

=

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4.3.2 The Calculation of Mean and Standard Deviation of Control Group

No Students’ Initial Name Pre-Test (Y1) Post-Test (Y2) Deviation d (Y2-Y1) dx (d – My)

Square Deviation (dy2)

1 AM 62 81 19 5.3 28.09

2 AS 50 62 12 -1.7 2.89

3 DWA 56 62 6 -7.7 59.29

4 DJS 44 81 37 23.3 542.89

5 IM 50 62 12 -1.7 2.89

6 ISS 50 62 12 -1.7 2.89

7 JSP 56 81 25 11.3 127.69

8 KFG 50 56 6 -7.7 59.29

9 LR 69 88 19 5.3 28.09

10 MS 62 75 13 -0.7 0.49

11 RAS 37 44 7 -6.7 44.89

12 RSD 50 56 6 -7.7 59.29

13 RYP 62 69 7 -6.7 44.89

14 SAS 62 75 13 -0.7 0.49

15 SS 50 56 6 -7.7 59.29

16 RP 44 75 31 17.3 299.29

17 TUS 56 62 6 -7.7 59.29

18 VAP 50 56 6 -7.7 59.29

19 WSS 44 50 6 -7.7 59.29

20 YLT 69 94 25 11.3 127.69

∑ 1067 1347 274 1668.2

b. Mean of Experimental Group

Mean of the Test =

M

=

∑

=

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Appendix E

The Calculation of t-table and t-observed

A. The Calculation of t-table

df = (Nx + Ny) – 2

df = (20 + 20) – 2 = 40 – 2

= 38... with (α = 0.05)

From the percentage points of t-distribution with two tail probabilities, it can be concluded that t-table = 2.024

B. The Calculation of t-observed

Based on the data above, the researcher found that:

Mx = 22.05 My = 13.7

∑dx2

= 1282.9 ∑dy2 = 1668.2

Nx = 20 Ny = 20

√[∑ ∑ ] [ ]

√[ ] [ ]

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√

Ha = t-observed > t-table Ha =3.003> 2.024

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Appendix F

PERCENTAGE POINTS OF THE T DISTRIBUTION Tail Probabilities

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005

Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

D 1 3.078 6.314 12.71 31.82 63.66 318.3 637 1

E 2 1.886 2.920 4.303 6.965 9.925 22.330 31.6 2

G 3 1.638 2.353 3.182 4.541 5.841 10.210 12.92 3

R 4 1.533 2.132 2.776 3.747 4.604 7.173 8.610 4

E 5 1.476 2.015 2.571 3.365 4.032 5.893 6.869 5

E 6 1.440 1.943 2.447 3.143 3.707 5.208 5.959 6

7 1.415 1.895 2.365 2.998 3.499 4.785 5.408 7

8 1.397 1.860 2.306 2.896 3.355 4.501 5.401 8

O 9 1.383 1.833 2.262 2.821 3.250 4.297 4.781 9

F 10 1.372 1.812 2.228 2.764 3.169 4.144 4.587 10

11 1.363 1.796 2.201 2.718 3.106 4.025 4.437 11

12 1.356 1.782 2.179 2.681 3.055 3.930 4.318 12

F 13 1.350 1.771 2.160 2.650 3.012 3.852 4.221 13

R 14 1.345 1.761 2.145 2.624 2.977 3.787 4.140 14

E 15 1.341 1.753 2.131 2.602 2.947 3.733 4.073 15

E 16 1.337 1.746 2.120 2.583 2.921 3.686 4.015 16

D 17 1.333 1.740 2.110 2.567 2.898 3.646 3.965 17

O 18 1330 1734 2101 2552 2878 3910 3922 18

M 19 1.328 1.729 2.093 2.539 2.861 3.579 3.883 19

20 1.325 1.725 2.086 2.528 2.845 3.552 3.850 20

21 1.323 1.721 2.080 2.518 2.831 3.527 3.819 21

22 1.321 1.717 2.074 2.508 2.819 3.505 3.792 22

23 1.319 1.714 2.069 2.500 2.807 3.485 3.768 23

24 1.318 1.711 2.064 2.492 2.797 3.467 3.745 24

25 1.316 1.708 2.060 2.485 2.787 3.450 3.725 25

26 1.315 1.706 2.056 2.479 2.779 3.435 3.707 26

27 1.314 1.703 2.052 2.473 2.771 3.421 3.690 27

28 1.313 1.701 2.048 2.467 2.763 3.408 3.674 28

29 1.311 1.699 2.045 2.462 2.756 3.396 3.659 29

30 1.310 1.697 2.042 2.457 2.750 3.385 3.646 30

32 1.309 1.694 2.037 2.449 2.738 3.365 3.622 32

1.307 1.691 2.032 2.441 2.728 3.348 3.601 34

1.306 1.688 2.028 2.434 2.719 3.333 3.582 36

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1.303 1.684 2.021 2.423 2.704 3.307 3.551 40

42 1.302 1.682

2.018 2.418 2.698 3.296 3.538 42

1.301 1.680 2.015 2.414 2.692 3.286 3.526 44

1.300 1.679 2.013 2.410 2.687 3.277 3.515 46

1.299 1.677 2.011 2.407 2.682 3.269 3.505 48

1.299 1.676 2.009 2.403 2.678 3.261 3.496 50

1.297 1.673 2.004 2.396 2.668 3.245 3.476 55

1.296 1.671 2.000 2.390 2.660 3.232 3.460 60

1.295 1.669 1.997 2.385 2.654 3.220 3.447 65

1.294 1.667 1.994 2.381 2.648 3.211 3.435 70

1.292 1.664 1.990 2.374 2.639 3.195 3.416 80

100

1.290 1.660 1.984 2.364 2.626 3.174 3.390 100

150

1.287 1.655 1.976 2.351 2.609 3.145 3.357 150

200

1.286 1.653 1.972 2.345 2.601 3.131 3.340 200

Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005

This table was calculated by APL Programs by William Knight. The format of the table is adapted from a constructed by Drake Bradley, Department of Psychology, Bates College, lewishton- Ashburn, Maine, USA. (Source: http://www.math.unb.c/~knight/utility/t-table.htm.

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Appendix G

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 1

A. Standard Competence

Express the functional meaning in written text in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the meaning and steps of rhetoric in essay by using various written text accurately, fluently and acceptable in the context of daily life in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying clustering technique.

(35)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying clustering technique.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(36)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(37)

F. Teaching Technique

Clustering Technique

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of a house

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher asks one of students randomly to lead the prayer before the class is started

Teacher checks the attendance

Students give response to the teacher Students pray before the class is started

Students give response to the teacher

While teaching (70 minutes) Teacher asks students where they live

(the location of their house) and ask them what their house looks like. Teacher begins to explain about the definition, generic structure and language features of descriptive text.

Students respond the teacher’s question

Students listen and comprehend the teacher’s explanation

Teacher gives an example about house with a cluster by creating a circle in

the whiteboard. Then, teacher

stimulates them to think about their house by using the question word

Students listen and follow every steps of the explanation

(38)

What, Where and How.

Teacher keeps their students’ attention to mention such keywords related to their house.

Students follow the explanation

Teacher guides students to make their own cluster about their house as the teacher has explained.

Students follow teacher’s guidance Teacher asks students to make a

descriptive text based on their cluster

Teacher asks students (volunteer) to tell their cluster of their writing in front of class.

Students do what teacher asks them to do

Students tell their cluster of their writing in front of class

Post teaching (10 minutes) Teacher gives feedback to the students

about descriptive text

Teacher tells students to learn more about descriptive textat home

Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

Students listen to the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about your house with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

(39)

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

Presents some details in an illogical organization Presents a confusing organization Elaboration Contains creative use of figurative language, creating interesting comparisons Contains figurative language that creates comparisons Contains figurative

language, but the comparison are not fresh Contains no figurative language Use of Language Contains sensory language that appeals to the five senses; contains no error in grammar, punctuation, or spelling Contains some sensory language, contains few errors in grammar, punctuation, and spelling Contains some sensory

language, but it appeals to only one or two of the senses; contains some errors in grammar, punctuation, or spelling Contains no sensory language; contains many errors in grammar, punctuation, or spelling

Total Score =

(40)

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 2

A. Standard Competence

Express the functional meaning in written text in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the meaning and steps of rhetoric in essay by using various written text accurately, fluently and acceptable in the context of daily life in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying clustering technique.

(41)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying clustering technique.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(42)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(43)

F. Teaching Technique

Clustering Technique

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of siantar zoo

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher checks the attendance

Teacher asks students about the previous material

Students give response to the teacher Students give response to the teacher Students respond the teacher

While teaching (70 minutes) Teacher asks students about some

famous places which is in Pematangsiantar.

Teacher begins to explain about the definition, generic structure and language features of descriptive text.

Students respond the teacher’s question

Students listen and comprehend the teacher’s explanation

Teacher gives an example about Siantar zoo with a cluster by creating a circle in the whiteboard. Then, teacher stimulates them to think about Siantar zoo by using the question word What, Where and How.

Students listen and follow every steps of the explanation

(44)

Teacher keeps their students’ attention to mention such keywords related to Siantar zoo.

Students follow the explanation

Teacher guides students to make their own cluster about Siantar zoo as the teacher has explained.

Students follow teacher’s guidance Teacher asks students to make a

descriptive text based on their cluster.

Teacher asks students (volunteer) to tell their cluster of their writing in front of class.

Students do what teacher asks them to do

Students tell their cluster of their writing in front of class

Post teaching (10 minutes) Teacher gives feedback to the students

about descriptive text

Teacher tells students to learn more about descriptive textat home

Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

Students listen to the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Siantar zoo based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

(45)

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

Total Score =

(46)

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 3

A. Standard Competence

Express the functional meaning in written text in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the meaning and steps of rhetoric in essay by using various written text accurately, fluently and acceptable in the context of daily life in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying clustering technique.

(47)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying clustering technique.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(48)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(49)

F. Teaching Technique

Clustering Technique

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono.2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of sipiso-piso waterfall

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher checks the attendance

Students give response to the teacher Students give response to the teacher

While teaching (70 minutes) Teacher asks students about some

famous places which is in North Sumatera.

Teacher begins to explain about the

definition, generic structure and

language features of descriptive text.

Students respond the teacher’s question

Students listen and comprehend the teacher’s explanation

Teacher gives an example about Sipiso-piso waterfall with a cluster by creating a circle in the whiteboard. Then, teacher stimulates them to think about Sipiso-piso waterfall by using the question word What, Where and How.

Students listen and follow every steps of the explanation

(50)

Teacher keeps their students’ attention to mention such keywords related to Sipiso-piso waterfall.

Students follow the explanation

Teacher guides students to make their own cluster about Sipiso-piso waterfall as the teacher has explained.

Students follow teacher’s guidance Teacher asks students to make a

descriptive text based on their cluster.

Teacher asks students (volunteer) to tell their cluster of their writing in front of class.

Students do what teacher asks them to do

Students tell their cluster of their writing in front of class

Post teaching (10 minutes) Teacher gives feedback to the students

about descriptive text

Teacher tells students to learn more about descriptive textat home

Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

Students listen to the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Sipiso-piso waterfall based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

(51)

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

Total Score =

(52)

LESSON PLAN

(CONTROL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 1

A. Standard Competence

Express the functional meaning in spoken text and simple short

monologue in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the functional meaning in simple short monologue using variety of spoken language accurately, fluently, and thank to interact with the daily life context in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying lecturing method.

(53)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying lecturing method.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(54)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(55)

F. Teaching Technique

Lecturing Method

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of a house

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher asks one of students randomly to lead the prayer before the class is started Teacher checks the attendance

Students give response to the teacher Students pray before the class is started

Students give response to the teacher

While teaching (70 minutes) Teacher introduces descriptive text.

Teacher explains the generic

structure and language features of descriptive text.

Teacher gives an example of descriptive text.

Teacher asks students to translate the text.

Teacher asks students the difficult words in the text and what the text talks about.

Students listen to the teacher

Students listen to the teacher carefully

Students comprehend the example

Students translate the text

Students mention the difficult words and tell what they comprehend about the text

(56)

Teacher asks students to write a descriptive text about their house.

Students write the descriptive text about their house

Teacher checks the students’ writing.

Teacher asks students for their understanding about their writing.

Students listen and accept the evaluation from the teacher.

Students answer the teacher’s question. Post teaching (10 minutes)

Teacher gives feedback to the students about descriptive text Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about your house with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

(57)

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

Total Score =

(58)

LESSON PLAN

(CONTROL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 2

A. Standard Competence

Express the functional meaning in spoken text and simple short

monologue in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the functional meaning in simple short monologue using variety of spoken language accurately, fluently, and thank to interact with the daily life context in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying lecturing method.

(59)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying lecturing method.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(60)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(61)

F. Teaching Technique

Lecturing Method

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of siantar zoo

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher checks the attendance Teacher asks students about the previous material

Students give response to the teacher Students give response to the teacher Students respond the teacher

While teaching (70 minutes) Teacher introduces descriptive text.

Teacher explains the generic

structure and language features of descriptive text.

Teacher gives an example of descriptive text about the flower garden.

Teacher asks students to translate the text.

Students listen to the teacher

Students listen to the teacher carefully

Students comprehend the example

Students translate the text

Teacher asks students the difficult words in the text and what the text talks about.

Students mention the difficult words and tell what do they comprehend about the text

(62)

Teacher asks students to write a descriptive text about Siantar zoo.

Students write the descriptive text about Siantar zoo

Teacher checks the students’

writing.

Students listen and accept the evaluation from the teacher.

Teacher asks students for their understanding about their writing.

Students answer the teacher’s question. Post teaching (10 minutes)

Teacher gives feedback to the students about descriptive text Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Siantar zoo based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

(63)

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

Total Score =

(64)

LESSON PLAN

(CONTROL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 3

A. Standard Competence

Express the functional meaning in spoken text and simple short

monologue in the form of descriptive to interact with the daily life context.

B. Basic Competence

Express the functional meaning in simple short monologue using variety of spoken language accurately, fluently, and thank to interact with the daily life context in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying lecturing method.

(65)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying lecturing method.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(66)

- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(67)

F. Teaching Technique

Lecturing Method

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of sipiso-piso waterfall

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher checks the attendance

Students give response to the teacher Students give response to the teacher

While teaching (70 minutes) Teacher asks students to write a

descriptive text about Sipiso-piso waterfall.

Teacher checks the students’

writing.

Teacher asks students for their understanding about their writing.

Students write the descriptive text about Sipiso-piso waterfall

Students listen and accept the

evaluation from the teacher

Students answer the teacher’s question

Post teaching (10 minutes) Teacher gives feedback to the

students about descriptive text Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

(68)

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Sipiso-piso waterfall based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

language, but the comparison are not fresh

Contains no figurative language

(69)

Use of Language

Contains sensory language that appeals to the five senses; contains no error in grammar, punctuation, or spelling

Contains some sensory

language, contains few errors in grammar, punctuation, and spelling

Contains some sensory

language, but it appeals to only one or two of the senses; contains some errors in grammar, punctuation, or spelling

Contains no sensory language; contains many errors in grammar, punctuation, or spelling

Total Score =

(1)

LESSON PLAN

(CONTROL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 3

A. Standard Competence

Express the functional meaning in spoken text and simple short

monologue in the form of descriptive to interact with the daily life context. B. Basic Competence

Express the functional meaning in simple short monologue using variety of spoken language accurately, fluently, and thank to interact with the daily life context in the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text. 2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying lecturing method.

(2)

D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text. 2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by applying lecturing method.

E. Learning Material 1. Descriptive text

 Definition: Descriptive text is a type of text which has the specific function to give description about an object (human or non human)

 Social Function: To describe a particular person, place or thing in detail.

 Types: There are five types of descriptive text, such describing people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the name of place is, the location of the place (distance), the transportation for going there, the atmosphere and scenery of the place

b. Generic Structure

(3)

- Description :describes parts, qualities, and characteristic. - Conclusion : tells about speaker’s feeling or comment of

the place she/he describes. c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim, etc.

- The used of action verbs are needed in describing a place. - When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often. d. Social Function

To describe some place. e. Example of Describing Place

(4)

F. Teaching Technique Lecturing Method

G. Source and Media of Teaching  Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga. - Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

 Media : Picture of sipiso-piso waterfall

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher checks the attendance

Students give response to the teacher Students give response to the teacher While teaching (70 minutes)

Teacher asks students to write a descriptive text about Sipiso-piso waterfall.

Teacher checks the students’ writing.

Teacher asks students for their understanding about their writing.

Students write the descriptive text about Sipiso-piso waterfall

Students listen and accept the evaluation from the teacher

Students answer the teacher’s question

Post teaching (10 minutes) Teacher gives feedback to the

students about descriptive text Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

(5)

I. Instrument

Writing Test Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Sipiso-piso waterfall based on your own knowledge and with your own words.

3. The range is about 3 paragraphs or more. 4. The time is 60 minutes.

J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1

Audience and Purpose

Contains details that work together to create a single, dominant impression of the topic

Contains details that create a main impression of the topic

Contains extraneous details that detract from the main impression

Contains details that unfocused and create no dominant impression

Organization

Consistently present a logical and effective organization

Presents most details in a suitable organization

language, but the comparison are not fresh

Contains no figurative language

(6)

Use of Language

Contains sensory language that appeals to the five senses; contains no error in grammar, punctuation, or spelling

Contains some sensory

language, contains few errors in grammar, punctuation, and spelling

Contains some sensory

language, but it appeals to only one or two of the senses; contains some errors in grammar, punctuation, or spelling

Contains no sensory language; contains many errors in grammar, punctuation, or spelling

Total Score =

THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.