3.3.5 Lesson Plan
Lesson plan is a form to prepare what the material is being learned in classroom. It was made before the teacher gave materials to the students. Therefore, the
teacher had to make lesson plans to get interesting teaching learning process. see appendix 1-2, page 76-103
There are two lesson plans for each cycle and both lesson plans are the same. The difference is on the main activity. In cycle 1, the students did the task
immediately. Meanwhile, in cycle 2, I explained the materials before the students did the tasks in order to improve studen
ts‟ understanding in writing descriptive text. Therefore, the results in cycle 2 and post-cycle test could be increased from
the results of cycle 1 and pre-assessment test.
3.3.6 Questionnaire
The questionnaire consists of some questions that should be answered by respondents the tenth graders of SMAN 1 Bawang-Banjarnegara to gain
information about the subject. There are eight questions which consist of two options in each number. The students could choose option “Ya” or “Tidak” based
on their opinion about those questions. The students‟ answers are crucial to
declare if running dictation technique could improve students‟ ability in writing descriptive text. see samples students of questionnaire on page 248
3.3.7 Rubric of Assessment
Rubric of assessment i s a form to check students‟ ability in teaching learning
process by indicating some points of view below.
Writing Component
Score Description
Title, Introduction,
Body, and Conclusion
1-20 Appropriate title and effective
paragraphs.
Logical development
of ideas and Content
1-20 The ideas are concrete and
thoroughly developed.
Grammar 1-20
Correct grammar to avoid miss communication between writer
and readers. Punctuation
and Spelling 1-20
Correct in using English writing convention; correct punctuation,
correct margins, and correct spelling.
Style and Quality of
Expression 1-20
Good vocabulary, attempts variety, precise expression of
ideas.
Table 3.1 Analytic Scale for Rating Composition Task Brown and Bailey 1984 in Brown, 2004: 244-5
The highest score of each component is 20 and the lowest is 1. As it is composed from five criteria, the maximum writing score is 100. The analytic scale
above is appropriate for students in Senior High School because they still learn about developing paragraphs using their own quality style expression besides
using correct grammatical, punctuation and spelling to avoid misunderstanding to readers.
If the students get score 1-5, it means that their ability in each writing component based on the table above are very low. They have to learn much more
about writing. They have to learn about how to use correct punctuation, vocabulary, grammar, capital letter, etc in order to avoide mistakes while they
create or write a text. They also have difficulty when they elaborate their ideas become a good paragraph in creating a text.
Meanwhile, if the students get score 6-10, it means that their ability in each writing component based on the table above are low. They know about the
using of grammar, punctuation, capital letter, vocabulary and how to elaborate paragraph about their ideas became a good text but they still have difficulty to
practice it. Therefore, they need much practice in order to make their writing become better.
Then, if the students get score 11-15, it means that their ability in writing is good enough but they need a lot practice to improve their ability in writing
become well. Sometimes, they make mistakes in using punctuation, vocabulary and grammar. Although they can elaborate their ideas become a good paragraph,
but sometimes their ideas are not accurate and appropriate based on the given topic.
If the students score 16-20, their writing ability is very good. They can write well from elaborate their ideas become good paragraph in creating a text to
use correct punctuation, grammar and vocabulary. Their ideas are also accurate and appropriate with the given topic. They just do some little mistakes just
because they are not too carefully in using punctuation or vocabulary.
3.3.8 Teacher Interview Sheet 2
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