1. Standard Competence - Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

70

LESSON PLAN
School

: SMP Negeri 1 Mejobo Kudus

Subjects

: English

Aspect / Skills : Writing
Topics/ Themes: Descriptive text / person
Class / Semester: VII / Even
Time Allocation: 2 meeting (4 x 40 minutes)

1. Standard Competence
Writing
Expressing the meaning of written functional texts and short simple essays in
form of descriptive and procedure to interact with the immediate environment.
2. Basic Competence

Expressing the meaning and rhetorical steps in simple short essays by using a
variety of written language accurately, fluently and acceptably to interact with the
immediate environment in the form of descriptive text / procedure
3. Indicator
1.

Writing the descriptive / procedure text with the correct text structure

4. Learning Objective
At the end of the lesson, the students are supposed to be able to write the
descriptive text/ procedure text with the correct text structure.
5. Learning Material
a. The example of Descriptive text

71

Agnes Monica is one of my fovorite singer. She was born on July 1st,
1986 in Jakarta.
She is smart girl and she has beautiful and powerfull voice. She is tall and
she is also beautiful girl. She has bright skin. She also has a stright hair. The color

of her hair is brown. She has small eyes. Her smile is very beautiful. She has
chubby cheeks.
b. Give explanation about descriptive text.
Purpose:

To describe a particular place/ thing/ person
Generic Structure:
^ Identification (rxplain about general information of the person, place or thing
that is described)
For example a descriptive text about an actress, the identification is about
the introduction of the actress’ name, the age of the actress, where he or she
comes from.
^ Description (explain about spesific information)
For example the hair, eyes, nose, what she or he wears, and all about
the characteristic of the actress.
Language Features:
o

Have spesific participant

72

e.g -Fatin Sidqia Lubis
- Nikita Willy
o

Using Present Tense

e.g. –He has big house.
- She wears a dark blue shirt
o

Using noun phrase

e.g –a beautiful and friendly person
- a handsome and rich singer
o

Using the adjectives

e.g - a beautifull girl.
- a famous singer.
Example of use
Body Parts

Characteristics

Hair

Black, blonde, brown, grey, Joko has black hair
short, curly, kinky, straight,
Ahmad’s hair is black
ponytail, bald

Face

Long, oval, pale

Budi has an oval shape
Budi’s face is oval

Eyes

Small, bright, wide, slanted, Oshin has slanted eyes.
almond, brown, black, blue
Oshin’s eyes are slanted

Nose

Small, flat, pointed, aquiline

Jame has a pointed nose
Jame’s nose is pointed

Cheeks

Chubby

Tamara has chubby cheeks
Her cheeks are chubby

73

Ears

Small, big

Billy has small ears.
His ears are small

Shoulders

Narrow, wide

Ade
Rai
shoulders

has

wide

His shoulders are wide.
Legs

Slender

Maudy’s legs are slender.
She has slender legs.

Build / figure

Thin, angular, flabby

Some fighters are flabby
They have flabby bodies.

c.

Give explanation to play the CSW game.

There are some steps in playing the CSW game, the step are:

1.

Teacher divides students into groups, every each group consist of 9 students.

2.

There are 2 group play this game in one time.

3.

Two groups stand up face to face.

4.

The game will start from right corner, the ball will be thrown first from group
A.

5.

The student in group B has to catch a ball that is thrown by a member of
another group as the media in order to make the class relax and enjoyable.

6.

Student in group B who gets the ball has to speak. She or he choose one
question which she wants to answer and says the answer in one word.

7.

Student who stands beside the student whose has catch and spoke has to run
to the white board and write what his or her friend has been said in one word.

8.

Group B continues throwing the ball to group A again. It will be done in turn
till the students finish in answering the questions.

74

9.

Teacher and students will correct the spelling of students’ writing in white
board together.

10. The teacher will guide students to make the words into good sentences.
11. Students work together in group to arrange the good sentences into a good
descriptive text. The group which get high value and be fastest in doing the
work will became the best group.
12. At the end of game, the teacher asks one of the student expects to write the
text to the white bord and other students are taking attention to their friend’s
writing.
d. Show an actress’ picture trough power point to play the CSW game.
1. Who is in the picture?
2. What is his job?
3. What does he look like?
4. What does his smile look like?
5. What does his face look like?
6. What does his eyes look like?

7. What does his nose look like?
8. What does his hair look like?
9. What does his skin look like?
10. What is the color of his shirt?
11. What is the color of jacket?
12. What is the color of his trouser?
13. What is the color of his watch?

75

6. Teaching Method / Technique: EEC / CSW Game
7. Teaching Meda / Technique: Picture, Ball, PPT / small group discussion
8. Learning Steps
PRE-ACTIVITY
Num

Activities

Teacher’s activity

Students’ activity

1.

Greeting

 Teacher greets to
the students

 Students respond the
teacher greets.

2.

Checking
students’
attendance

 Teacher checks
attendance list

 Students tell the
attendace of class.

3.

Checking
students’
readiness

 Teacher asks the
 Stds tell their
students’ readiness readiness.

Apperception

 Teacher ask some
question to build
knowledge of stds

4.

Time
10

 Students respond the
teacher’s
apperception.

MAIN ACTIVITY
1.

Exploration

2.

Elaboration

 Teacher gives the  Students
pay
example
of
attention.
descriptive text.
 Teacher explains  Students listen the
about descriptive
teacher’s
text.
explanation
carefully.
 Teacher explains  Students
pay
the role of playing
attention
the
CSW game.
teacher’s
explanation
 Teacher devides  Students
move
students
into
their chair and
groups every each
make a group.
group consist of 9
person.
 Teacher asks 2  Students in group A
group (Group A and B play CSW
and B) to play the
game.

15

30

76

CSW game.
 Teacher asks the 2  Students in group A
group to stand up
and B stand up face
face to face.
to face.
 Teacher asks a
member of group
A to thrown the
ball to group B.
 Teacher asks the
student in group B
who catch the ball
to choose one
question on PPT
which
she/he
want to answer.
 Teacher asks the
student who gets
the ball to speak,
she or he must
answer
the
question in one
word.
 Teacher
asks
student
who
stands beside the
student whose has
catch and spoke
has to write his or
her
friend’s
answer on the
white board.
 Teacher
asks
students
to
continue throwing
the ball untill the
students
finish
answering
the
questions.
 Teacher
asks
students to correct
the spelling of
students’ writing
in white board
together.

 Student of group A
thrown the ball to
group B.
 Student in group B
who catch the ball
to choose one
question on PPT
which she want to
answer.
 The student who
gets the ball has to
speak, she or he
must answer the
question in one
word.
 Student who stands
beside the student
whose has catch
and spoke has to
write his or her
friend’s answer on
the white board.
 students continue
throwing the ball
untill the students
finish
answering
the question.

 Students
correct
the spelling of
students’ writing in
white
board
together
with
teacher.

77

 Teacher
guides  Students make the
students to make words into good
the words into
sentences.
good sentences.
3.

Confirmation

1.

CLOSING

 Teacher
asks  Students
work
students to work
together in group to
together in group
arrange
the
to arrange the
sentences into a
sentences into a
good paragraph.
good paragraph.
 One of the
student expects
 Teacher asks one
of the student
to write the text
expects to write
to the white
the text to the
board.
white board.
 Students tell the
difficulty of the
 Teacher asks the
student’s problem
invitation.
If
about the material
there
is
a
during the class.
difficulty.
POST-ACTIVITY/CLOSING
 Teacher
summarize the
material about
descriptive text.
 Teacher says
goodbye

 Students pay
attention.
 Students say
goodbye too.

9. Learning Resources:
- English Supplementary Material for seventh grade students of Junior High
School which sugesssted by MGMP.
- Let’s Talk for seventh grade.
- English in Focus for seventh grade Junior High School.
- Internet
10. Teaching Aids:
Paper containing topics of discussion and picture.

15

10

78

11. Evaluation
a.

Technique

: Assessment.

b. Form of instrument

: written test

Instruction
Please make a descriptive text based on the picture below !

c.

Criteria of Assessment

The rubric score of writing.
No.

Criteria

1

Content

2

3

The level of quality
The contents and structure very clearly
Fill clear but incomplete arrangement
Content and incomplete designations
The contents and structure are unclear

Sentence and the other one interconnected and
coherent
Sentence and the other one has been in touch but
there are some that have not been coherently
Organization Sentence one and the other interrelated but many
are not coherent
Sentence and the other one is not interconnected
and are not coherently
Grammar

Almost no errors

Score
4
3
2
1
4
3
2
1
4

79

4

Vocabulary

5

Mechanic

There was a bit of fault
Many errors
Nearly all wrong

3
2
1

Many kind words and most of all true
There are several types and almost all words
correctly
There are very few words and a lot of mistakes
There is no variation of the word and almost all
wrong

4

Almost no errors in spelling, punctuation and
capitalization
There are a few mistakes in spelling, punctuation
and capitalization
There are many errors in spelling, punctuation and
capitalization
Almost all spelling, punctuation and capitalization
wrong writing

3
2
1

4
3
2
1

After the writer gets the data from rubric scoring of the students’ writing, then the
writer calculates the score of students’. The maximum score from that scoring is
20. The writer uses the formula, as follow:
Score =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒

× 100

The students’ achievement and failure in doing the activities planned assessed by
referring the minimum passing criterion (KKM) of the seventh grade students in
SMP N 1 Mejobo Kudus. The KKM score is 75.
After the researcher assesses the the result of the students’ writing in each
cycle, she will find the mean of it. In knowing the mean of the students’ score, the
researcher uses the following formula:
Mean of the students’ score =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

80

Table 3.2 The Criteria of Mean of the Student’s Score
After calculating the mean score of the students, the score will be categorized into
five criteria:
Scores

Criteria

85-100

Excellent

70-84

Good

55-69

Sufficient

40-54

Low

> 40

Poor

Kudus, 30th May 2014
Approved by
English Teacher

Resercher

Dra. Sulasih

Nour Riezky Istiqomah

19690518 199512 2 003

NIM. 201032190

81

NIP. LESSON PLAN
School

: SMP Negeri 1 Mejobo Kudus

Subjects

: English

Aspect / Skills : Writing
Topics/ Themes: Descriptive text / person
Class / Semester: VII / Even
Time Allocation: 2 meeting (4 x 40 minutes)

12. Standard Competence
Writing
Expressingthe meaning of written functional texts and short simple essays in form
of descriptive and procedure to interact with the immediate environment.
13. Basic Competence
Expressing the meaning and rhetorical steps in simple short essays by using a
variety of written language accurately, fluently and acceptably to interact with the
immediate environment in the form of descriptive text / procedure
14. Indicator
2.

Writing the descriptive / procedure text with the correct text structure

15. Learning Objective
At the end of the lesson, the students are supposed to be able to write the
descriptive text/ procedure text with the correct text structure.
16. Learning Material
a. The example of Descriptive text

82

His full name is Entis Sutisna. People call him Sule. He is a famous
comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West
Java.
Sulevery unique. He is very funny. His hair is long with brown and yellow
colour. He has oval face, flat nose and slanting eyes. His skin is brown.
b. Review about descriptive text.
Purpose:

To describe a particular place/ thing/ person
Generic Structure:
^ Identification (explain about general information of the person, place or thing
that is described)
For example a descriptive text about an actress, the identification is about the
introduction of the actress’ name, the age of the actress, where he or she comes
from.
^ Description (explain about spesific information)
For example the hair, eyes, nose, what she or he wears, and all about
the characteristic of the actress.
Language Features:
o Have spesific participant
e.g -Fatin Sidqia Lubis

83

- Nikita Willy
o Using Present Tense
e.g. –He has big house.
- She wears a dark blue shirt
o

Using noun phrase

e.g –a beautiful and friendly person
- a handsome and rich singer
o Using the adjectives
e.g - a beautifull girl.
- a famous singer.
Example of use
Body Parts

Characteristics

Hair

Black, blonde, brown, grey, Joko has black hair
short, curly, kinky, straight,
Ahmad’s hair is black
ponytail, bald

Face

Long, oval, pale

Budi has an oval shape
Budi’s face is oval

Eyes

Small, bright, wide, slanted, Oshin has slanted eyes.
almond, brown, black, blue
Oshin’s eyes are slanted

Nose

Small, flat, pointed, aquiline

Jame has a pointed nose
Jame’s nose is pointed

Cheeks

Chubby

Tamara has chubby cheeks
Her cheeks are chubby

Ears

Small, big

Billy has small ears.
His ears are small

84

Shoulders

Narrow, wide

Ade
Rai
shoulders

has

wide

His shoulders are wide.
Legs

Slender

Maudy’s legs are slender.
She has slender legs.

Build / figure

Thin, angular, flabby

Some fighters are flabby
They have flabby bodies.

c. Review about the rules to play the CSW game.
There are some steps in playing the CSW game, the step are:
13. The teacher asks the students to make a group, but there were 6 students in
one group.
14. The teacher asks 2 member of each group to come forward and play the CSW
game.
15. Teacher divides students into 2 group (Group A and Group B) to play the
CSW game and stand up face to face.
16. Teacher askes students to play the CSW game based on the role of game.
17. Teacher asks a member of group A to thrown the ball to group B.
18. Teacher asks the student in group B who catch the ball to choose one question
on PPT which she want to answer.
19. Teacher asks the student who gets the ball to speak, she or he must answer the
question in one word.
20. Teacher asks student who stands beside the student whose has catch and
spoke has to write his or her friend’s answer on the white board.

85

21. Tacher asks the other students who sit down to make the sentences based on
their friend’s answer as a key words (in group), when the 2 group play the
game.
22. Teacher asks students to continue throwing the ball untill the students finish
answering the questions.
23. After the students finishing the game, the teacher asks the students to go
back to their own group.
24. The teacher asks the students to correct the spelling of the students’ answer.
25. The teacher asks the students to finish writing sentences based on their
friend’s answer as a key words (in group)
26. After the students finishing their writing, the teacher asks the students to
arrange the sentences into good paragraph.
27. Teacher asks one of the member of each group expects to write the text to the
white board.
28. Then, the teacher valuates their work and informe the best group. The most
quickly and accurately group become the best group.
29. Teacher do evaluation test for second cycle individually.
30. The teacher reviewed about the material, although it had been explained on
the day before.
d. Show an actress’ picture trough power point to play the CSW game.
14. Who is in the picture?
15. What is his job?
16. What does she look like?

86

17. What does her smile look like?
18. What does her face look like?
19. What does her eyes look like?
20. What does her nose look like?
21. What does her cheeks look like?
22. What does her hair look like?
23. What does her skin look like?
24. What is the color of her T-shirt?
25. What is the color of her pants?
26. What is the color of her shoes?
17. Teaching Method / Technique: EEC / CSW Game
18. Teaching Media / Technique: Picture, Ball, PPT / small group discussion
19. Learning Steps
PRE-ACTIVITY
Num

Activities

Teacher’s activity

Students’ activity

1.

Greeting

 Teacher greets to  Students answer the
the students
greeting

2.

Checking
students’
attendance

 Teacher
checks  Students tell the
attendance list
attendace of class.

3.

Checking
students’
readiness

 Teacher asks the  Stds
tell
students’ readiness readiness.

Apperception

 Teacher ask some  Students answer the
question to build question
knowledge of stds

4.

their

Time
10

87

MAIN ACTIVITY
1.

Exploration

 Teacher gives the  Students
pay
example
of
attention.
descriptive text.
 Teacher reviews  Students listen the
teacher’s
about descriptive
explanation
text.
carefully.
 Teacher asks the  Students
students
about
reponse
their problems on
teacher.
the
previous
lesson
 Teacher explains  Students
the problem
attention

2.

Elaboration

to

15

give
the

pay

 Teacher reviews  Students
pay
the role of playing
attention
the
CSW game again.
teacher’s
explanation
 Teacher devides  Students
move
students
into
their chair and
groups every each
make a group.
group consist of 6
person.
 Teacher asks 2  2 member of each
member of each group to come
group to come forward and play
forward and play the CSW game.
the CSW game.
 Teacher
divide  Students are divide
students into 2
2 group (group A
group (Group A and B) to play the
and Group B) to
CSW game and
play the CSW stand up face to
game and stand
face.
up face to face..
 Teacher asks the 2  Student of the 2
group to play the
group to play the
CSW game based
CSW game based
on the role of on the role of
game.
game.
 Teacher asks a  Student in group A
member of group
thrown the ball to

25

88

A to thrown the
ball to group B.
 Teacher asks the
student in group B
who catch the ball
to choose one
question on PPT
which she want to
answer.
 Teacher asks the
student who gets
the ball to speak,
she or he must
answer
the
question in one
word.
 Teacher
asks
student
who
stands beside the
student whose has
catch and spoke
has to write his or
her
friend’s
answer on the
white board.
 Tacher asks the
other
students
who sit down to
make
the
sentences based
on their friend’s
answer as a key
words (in group),
when the 2 group
play the game.
 Teacher
asks
students
to
continue throwing
the ball untill the
students
finish
answering
the
questions.
 Teacher asks the
students who play
to go back to their
own group.

group B
 Student in group B
who catch the ball
to choose one
question on PPT
which she want to
answer.
 The student who
gets the ball has to
speak, she or he
must answer the
question in one
word.
 Student who stands
beside the student
whose has catch
and spoke has to
write his or her
friend’s answer on
the white board.
 Students who sit
down make the
sentences based on
their
friend’s
answer as a key
words (in group),
when the 2 group
play the game.
 students continue
throwing the ball
untill the students
finish
answering
the question.
 Students go back to
their own group

89

3.

Confirmation

 Teacher
asks
students to correct
the spelling of
students’ writing
in white board
together.
 Teacher ask the
students to finish
writing sentences
based on their
friend’s answer as
a key words (in
group)
 Teacher
asks
students
to
arrange
the
sentences into a
good paragraph.
 Teacher asks one
of the member of
each
group
expects to write
the text to the
white board.
 Teacher valuated
and informed the
best group.

 Students
correct
the spelling of
students’ writing in
white
board
together
with
teacher.
 Students
finish
writing sentences
based on their
friend’s answer as a
key words
(in
group)
 Students
arrange
the sentences into a
good paragraph.

20

 One of the
member of each
group expects
to write the text
to the white
board.
 Students
pay
attention.

POST-ACTIVITY/CLOSING
1.

CLOSING

 Teacher
 Students
summarize
the
attention.
material
about
descriptive text.
 Teacher
says  Students
goodbye too.
goodbye

pay

10

say

20. Learning Resources:
-

English Supplementary Material for seventh grade students of Junior High
School which sugesssted by MGMP.

-

Let’s Talk for seventh grade.

-

English in Focus for seventh grade Junior High School.

90

Internet

-

21. Teaching Aids:
Paper containing topics of discussion and picture.
22. Evaluation
d. Technique

: Assessment.

e. Form of instrument

: written test

Instruction
Please make a descriptive text based on the picture below !

f.

Criteria of Assessment
The rubric score of writing.

No.

Criteria

1

Content

The level of quality
The contents and structure very clearly
Fill clear but incomplete arrangement
Content and incomplete designations
The contents and structure are unclear

Score
4
3
2
1

91

2

3

4

5

Sentence and the other one interconnected and
coherent
Sentence and the other one has been in touch but
there are some that have not been coherently
Organization Sentence one and the other interrelated but many
are not coherent
Sentence and the other one is not interconnected
and are not coherently

Grammar

Vocabulary

Mechanic

4
3
2
1

Almost no errors
There was a bit of fault
Many errors
Nearly all wrong

4
3
2
1

Many kind words and most of all true
There are several types and almost all words
correctly
There are very few words and a lot of mistakes
There is no variation of the word and almost all
wrong

4

Almost no errors in spelling, punctuation and
capitalization
There are a few mistakes in spelling, punctuation
and capitalization
There are many errors in spelling, punctuation and
capitalization
Almost all spelling, punctuation and capitalization
wrong writing

3
2
1

4
3
2
1

After the writer gets the data from rubric scoring of the students’ writing, then the
writer calculates the score of students’. The maximum score from that scoring is
20. The writer uses the formula, as follow:
Score =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒

× 100

92

The students’ achievement and failure in doing the activities planned assessed by
referring the minimum passing criterion (KKM) of the seventh grade students in
SMP N 1 Mejobo Kudus. The KKM score is 75.
After the researcher assesses the the rsult of the students’ writing in each
cycle, she will find the mean of it. In knowing the mean of the students’ score, the
researcher uses the following formula:
Mean of the students’ score =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

Table 3.2 The Criteria of Mean of the Student’s Score
After calculating the mean score of the students, the score will be categorized into
five criteria:
Scores

Criteria

85-100

Excellent

70-84

Good

55-69

Sufficient

40-54

Low

> 40

Poor

Kudus, June 6th 2014
Approved by
English Teacher

Resercher

Dra. Sulasih

Nour Riezky Istiqomah

NIP. 19690518 199512 2 003

NIM. 201032190

93

Appendix 3. Evaluation in Cycle 1
Name

:

Student’s Number

:

Class

:

Please make a descriptive text based on the picture below!

94

Appendix 4. Evaluation in Cycle II
Name

:

Student’s Number

:

Class

:

Please make a descriptive text based on the picture below!

95

Appendix 5. The result of Students’Achievement Test of Writing skill taught
by Using the CSW Game of The Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014 of the
Whole Cycles

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

Student’s
Code
S-1
S-2
S-3
S-4
S-5
S-6
S-7
S-8
S-9
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29

Pre-cyle

Cycle I

Cycle II

45
30
55
40
30
25
30
60
30
30
45
30
30
70
50
25
30
30
30
35
30
25
30
25
35
50
50
25
65

85*
50
55
30
40
40
40
50
40
80*
70
65
50
80*
75*
50
70
75*
80*
60
30
40
60
55
80*
65
75*
55
45

85*
75*
75*
65
75*
70
70
75*
70
85*
85*
75*
70
80*
80*
60
80*
80*
85*
75*
60
60
80*
75*
85*
75*
80*
75*
75*

96

Appendix 7. Continued
30

S-30

60

60

75*

31

S-31

40

55

75*

32

S-32

25

50

70

33

S-33

30

75*

80*

34

S-34

35

65

75*

35

S-35

65

85*

90*

36

S-36

25

50

75*

Total Score

1365

2130

2715

Average Score

37,91

59,61

75,41

Minimum Score

25

30

60

Maximum Score

70

85

90

Note: *) the students who passed the minimum passing criterion (75)

97

Appendix 6. Scoring of Students’Achievement Test of Writing skill taught
by Using the CSW Game of The Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014
Pre-cycle

No

Student’s
Code

C

O

G

V

1

S-1

2

2

2

2

S-2

1

1

3

S-3

2

4

S-4

5

The Rubic Score of Writing
M

Total
Score

Score

2

1

9

45

1

2

1

6

30

2

3

2

2

11

55

1

2

2

2

1

8

40

S-5

2

1

1

1

1

6

30

6

S-6

1

1

1

1

1

5

25

7

S-7

1

1

1

2

1

6

30

8

S-8

2

2

3

2

3

12

60

9

S-9

2

1

1

1

1

6

30

10

S-10

1

1

2

1

1

6

30

11

S-11

3

2

1

2

1

9

45

12

S-12

1

1

2

1

1

6

30

13

S-13

2

1

1

1

1

6

30

14

S-14

3

2

3

3

3

14

70

15

S-15

2

2

2

2

2

10

50

16

S-16

1

1

1

1

1

5

25

17

S-17

1

1

1

1

2

6

30

18

S-18

1

1

1

1

2

6

30

19

S-19

1

1

1

1

2

6

30

20

S-20

1

1

1

2

2

7

35

21

S-21

1

1

1

1

2

6

30

22

S-22

1

1

1

1

1

5

25

23

S-23

1

1

1

1

2

6

30

24

S-24

1

1

1

1

1

5

25

25

S-25

2

1

1

1

2

7

35

26

S-26

2

2

2

2

2

10

50

27

S-27

2

2

2

2

2

10

50

28

S-28

1

1

1

1

1

5

25

98

29

S-29

3

2

3

3

2

13

65

30

S-30

3

2

2

3

2

12

60

31

S-31

2

1

3

1

1

8

40

32

S-32

1

1

1

1

1

5

25

33

S-33

2

1

1

1

1

6

30

34

S-34

2

1

1

1

2

7

35

35

S-35

3

2

2

3

3

13

65

36

S-36

1

1

1

1

1

5

25

99

The First Cycle
No

Student’s
Code

C

O

G

V

M

Total
Score

1

S-1

4

4

3

3

3

17

85*

2

S-2

2

2

2

2

2

10

50

3

S-3

2

2

2

3

2

11

55

4

S-4

1

1

2

1

1

6

30

5

S-5

1

1

2

2

2

8

40

6

S-6

1

2

2

1

2

8

40

7

S-7

1

1

2

2

2

8

40

8

S-8

2

2

2

2

2

10

50

9

S-9

1

2

2

1

2

8

40

10

S-10

4

3

3

3

3

16

80*

11

S-11

3

3

2

3

3

14

70

12

S-12

3

2

2

3

3

13

65

13

S-13

2

2

2

2

2

10

50

14

S-14

4

3

3

3

3

16

80*

15

S-15

3

3

3

3

2

15

75*

16

S-16

2

2

2

2

2

10

50

17

S-17

3

3

2

3

3

14

70

18

S-18

3

3

3

3

3

15

75*

19

S-19

3

3

4

3

3

16

80*

20

S-20

3

2

2

2

3

12

60

21

S-21

1

1

1

1

2

6

30

22

S-22

1

1

2

2

2

8

40

23

S-23

2

2

2

3

3

12

60

24

S-24

2

2

2

2

3

11

55

25

S-25

4

3

3

3

3

16

80*

26

S-26

3

2

2

3

3

13

65

27

S-27

3

3

3

3

3

15

75*

28

S-28

2

2

2

2

3

11

55

29

S-29

2

1

1

1

2

9

45

30

S-30

3

2

2

2

3

12

60

31

S-31

2

2

2

2

3

11

55

32

S-32

2

2

2

2

2

10

50

33

S-33

3

3

3

3

3

15

75*

34

S-34

3

2

2

2

3

13

65

The Rubic Score of Writing

Score

100

35

S-35

4

4

3

3

3

17

85*

36

S-36

2

2

2

2

2

10

50

101

The Second Cycle
No

Student’s
Code

C

O

G

V

M

Total
Score

1

S-1

4

4

3

3

3

17

2

S-2

3

3

4

3

2

15

3

S-3

3

3

3

3

3

15

4

S-4

3

3

3

2

2

13

5

S-5

3

3

3

3

3

15

6

S-6

3

3

3

2

3

14

7

S-7

3

3

3

2

3

14

8

S-8

3

3

3

3

3

15

9

S-9

2

3

3

3

3

14

10

S-10

3

3

3

4

4

17

11

S-11

3

3

4

4

3

17

12

S-12

3

3

3

3

3

15

13

S-13

3

3

2

3

3

14

14

S-14

4

3

3

3

3

16

15

S-15

4

3

3

3

3

16

16

S-16

3

3

2

2

2

12

17

S-17

4

3

3

3

3

16

18

S-18

4

3

3

3

3

16

19

S-19

3

3

4

4

3

17

20

S-20

3

3

2

3

3

15

21

S-21

3

3

2

2

2

12

22

S-22

3

3

2

2

2

12

23

S-23

4

3

3

3

3

16

24

S-24

3

3

3

2

3

15

25

S-25

3

3

4

4

3

17

26

S-26

3

3

3

3

3

15

27

S-27

4

3

3

3

3

16

28

S-28

3

3

3

3

3

15

29

S-29

3

3

3

3

3

15

30

S-30

3

3

3

3

3

15

31

S-31

3

3

3

3

3

15

32

S-32

3

3

3

2

3

14

33

S-33

4

3

3

3

3

16

34

S-34

3

3

3

3

3

15

The Rubic Score of Writing

Score

85*
75*
75*
65
75*
70
70
75*
70
85*
85*
75*
70
80*
80*
60
80*
80*
85*
75*
60
60
80*
75*
85*
75*
80*
75*
75*
75*
75*
70
80*
75*

102

35

S-35

4

4

4

3

3

18

36

S-36

3

3

3

3

3

15

90*
75*

103

Appendix 7. The Result of the Teacher and Students Observation
Teacher Observation Sheet
Meeting : 1
Cycle

:1

Date

: 28th May 2014
Categories

No

Activities

Low

Sufficient

Good

Commentary

I. Pre-Activities

1.

II.
A.

2.

Teacher prepares the
physical and psychological
condition of students in
learning, explaining the
purpose of learning and
motivate students in the
apperception’s activities

√

Main Activities
Exploration
Phase 1. Orientation’s of students to the problem
Teacher provides problem
for discussion through text
√
based on the indicator are
presented.

3.

Teacher gives explanation
about descriptive text

√

4.

Teacher explains how to
play the CSW game

√

Teachers are
less motivated
in the pre
teaching, and
less
enthusiastic in
giving
apperception.

Teacher just
asked students
to read the text
Teacher gave
little
explanation
and difficult to
be understand
Teacher
explained not
so
clear,
students were
still confused
with
the
instruction
.
the instruction
less
appropriate

104

with the role
B.

Elaboration
Phase 2. Organize students to learn

5.

Teacher guide students to
make a group

6.

Teacher asks students to
play the CSW game based
on the role

√

√

Teacher
guided
students
to
make a group
well
Teacher
just
gave
instruction
without
guiding
the
students

Phase 3. Guide the students to do investigation

7.

Teacher asks students to
correct the spelling of
students’ writing in white
board together.

√

Teacher
just
gave
instruction
without
guiding
the
students

√

Teacher
guided to not
all
of
the
students.

Phase 4. Develope the work
8.
C.

Teacher guides students to
make the words into good
sentences.
Confirmation
Phase 5. Present the work

9.

Teacher asks students to
work together in group to
arrange the sentences into a
good paragraph.

10.

Teacher asks one of the
student expects to write the
text to the white board.

√

√

Teacher
just
gave
instruction
without
guiding
the
students
Teacher didn’t
ask one of the
student expects
to write the
text to the
white board.

Phase 6. Analyze and evaluate the students

11.

Teacher asks students to
make a descriptive text
individually based on the
picture.

√

Teacher asks
students
to
make
a
descriptive text
individually

105

based on the
picture without
giving
motivation
III.

Post Activities

12.

Teacher asks the students’
problem about the material
during the class.

√

13.

Teacher make conclusion
about the material.

√

Teacher didn’t
ask the
students’
problem about
the material
during the
class.
Teacher didn’t
make
conclusion
about
the
material.

The criteria of scoring about teacher’s activities of observation sheet
1. Teacher prepares the physical and psychological condition of students in
learning, explaining the purpose of learning and motivate students in the
apperception’s activities
Low
: Teacher doesn’t prepare the physical and psychological
condition of students in learning, explaining the purpose of
learning and motivate students in the apperception’s activities
Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good
: Teacher prepares the physical and psychological condition of
students in learning, explaining the purpose of learning and
motivate students in the apperception’s activities
2. Teacher provides problem for discussion through text based on the indicator
are presented.
Low
: Teacher doesn’t provide problem for discussion through text
based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good
: Teacher provides problem for discussion through text based on
the indicator are presented.
3. Teacher gives explanation about descriptive text
Low
:
Sufficient :
Good
:

Teacher doesn’t give explanation about descriptive text
Teacher gives little explanation about descriptive text
Teacher gives explanation about descriptive text completely

106

4. Teacher explains how to play the CSW game
Low
:
Sufficient :
Good

:

Teacher doesn’t explain how to play the CSW game
Teacher explains how to play the CSW game but less
appropriate with the role of the game
Teacher explains how to play the CSW game completely

5. Teacher guide students to make a group
Low
:
Sufficient :
Good

:

Teacher doesn’t guide students to make a group
Teacher give instruction to make a group only y giving the
example
Teacher guide students to make a group very well.

6. Teacher asks students to play the CSW game based on the role
Low

:

Sufficient :
Good

:

Teacher doesn’t ask students to play the CSW game based on
the role
Teacher asks students to play the CSW game based on the role
without guiding the students
Teacher asks and guides students to play the CSW game based
on the role very well.

7. Teacher asks students to correct the spelling of students’ writing in white
board together.
Low
: Teacher doesn’t ask students to correct the spelling of students’
writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’
writing in white board together without guiding the students.
Good
: Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.
8. Teacher guides students to make the words into good sentences.
Low

:

Sufficient :
Good

:

Teacher doesn’t guide students to make the words into good
sentences.
Teacher just give instruction to make the words into good
sentences without guiding the students.
Teacher guides students to make the words into good sentences
very well.

9. Teacher asks students to work together in group to arrange the sentences into
a good paragraph.
Low
: Teacher doesn’t ask students to work together in group to
arrange the sentences into a good paragraph.

107

Sufficient :

Good

:

Teacher just give instruction to students to work together in
group to arrange the sentences into a good paragraph without
guiding the students.
Teacher asks and guides students to work together in group to
arrange the sentences into a good paragraph very well.

10. Teacher asks one of the student expects to write the text to the white board.
Low

:

Sufficient :
Good

:

Teacher doesn’t ask one of the student expects to write the text
to the white board.
Teacher asks one of the student expects to write the text to the
white board without overseeing.
Teacher asks one of the student expects to write the text to the
white board with overseeing very well.

11. Teacher asks students to make a descriptive text individually based on the
picture.
Low
: Teacher doesn’t ask students to make a descriptive text
individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually
based on the picture without giving motivation.
Good
: Teacher asks students to make a descriptive text individually
based on the picture with giving motivation very well.
12. Teacher asks the students’ problem about the material during the class.
Low

:

Sufficient :
Good

:

Teacher doesn’t ask the students’ problem about the material
during the class.
Teacher asks the students’ problem about the material during
the class without giving solution.
Teacher asks the students’ problem about the material during
the class with giving solution very well.

13. Teacher make conclusion about the material.
Low
:
Sufficient :
Good
:

Teacher doesn’t make conclusion about the material.
Teacher make conclusion about the material but no so clear.
Teacher make conclusion about the material clearly.

Categories
Score
Good
3
Sufficient
2
Low
1
Note: The maximum score is 39

108

The result of percentage =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒

× 100%

The total score of the teacher observation sheet of the first cycle was 20 point, so
the researcher could calculate the percentage as follow:
20

The result of percentage =

39

× 100%

= 0.51 x 100 %
= 51%

109

Students Observation Sheet
Meeting : 1
Cycle

:1

Date

: 28th May 2014
Categories
Sufficient Good

No

Activities

1.

Students answer the teacher
greeting.

2.

Students pay attention to
the teacher’s apperception.

√

3.

Students listen the
teacher’s explanation about
descriptive text carefully.

√

4.

Students listen the
teacher’s instruction about
playing CSW game
actively.

√

5.

Students make a group
enthusiastically.

√

6.

Students play CSW game
enthusiastically.

√

7.

Students discuss in group
actively.

√

8.

Students come forward to
write the descriptive text to
the white board
enthusiastically.

√

9.

Students make a
descriptive text
individually.

10.

Students pay attention to

Low

√

√
√

Commentary
There are 25
students answer
the
teacher
greeting.
Only
a
few
students reponds
the
teacher’s
apperception.
Only
a
few
students listen the
teacher’s
explanation
Students are busy
to talk and just a
few pay attention
Most of students
make a group
enthusiastically.
Most of students
play CSW game
enthusiastically.
Only a few of
students discuss
in group actively.
Students
didn’t
come forward to
write
the
descriptive text to
the white board
Most of students
make
a
descriptive text
individually.
Many students

110

listen the teacher’s
summaries.

11.

Students answer to the
teacher by saying goodbye
too.

√

didn’t pay
attention to listen
the teacher’s
summaries.
Most of students
answer to the
teacher by saying
goodbye too.

The criteria of scoring about students’ activities of observation sheet
1.

Students answer the teacher greeting.
Low
: Only a few of students answer the teacher greeting well and
excited.
Sufficient : Most of students answer the teacher greeting well and excited.
Good
: All of students answer the teacher greeting very well and very
excited.

2.

Students pay attention to the teacher’s apperception.
Low
: Only a few of students pay attention to the teacher’s
apperception.
Sufficient : Most of students pay attention to the teacher’s apperception.
Good
: All of students pay attention to the teacher’s apperception.

3.

Students listen the teacher’s explanation about descriptive text carefully.
Low
: Only a few of students listen the teacher’s explanation about
descriptive text carefully.
Sufficient : Most of students listen the teacher’s explanation about
descriptive text carefully.
Good
: All of students listen the teacher’s explanation about
descriptive text carefully.

4.

Students listen the teacher’s instruction about playing CSW game actively.
Low
: Only a few of students listen the teacher’s instruction about
playing CSW game actively.
Sufficient : Most of students listen the teacher’s instruction about playing
CSW game actively.
Good
: All of students listen the teacher’s instruction about playing
CSW game actively.

5.

Students make a group enthusiastically.

111

Low
:
Sufficient :
Good
:

Only a few of students make a group enthusiastically.
Most of students make a group enthusiastically.
All of students make a group enthusiastically.

6.

Students play CSW game enthusiastically.
Low
: Only a few of students play CSW game enthusiastically.
Sufficient : Most of students play CSW game enthusiastically.
Good
: All of students play CSW game enthusiastically.

7.

Students discuss in group actively.
Low
: Only a few of students discuss in group actively.
Sufficient : Most of students discuss in group actively.
Good
: All of students discuss in group actively.

8.

Students come forward to write the descriptive text to the white board
enthusiastically.
Low
: Only a few of students come forward to write the descriptive
text to the white board enthusiastically.
Sufficient : Most of students come forward to write the descriptive text to
the white board enthusiastically.
Good
: All of students come forward to write the descriptive text to the
white board enthusiastically.

9.

Students make a descriptive text individually.
Low
:
Sufficient :
Good
:

Only a few of students make a descriptive text individually.
Most of students make a descriptive text individually.
All of students make a descriptive text individually.

10.

Students pay attention to listen the teacher’s summaries.
Low
: Only a few of students pay attention to listen the teacher’s
summaries.
Sufficient : Most of students pay attention to listen the teacher’s
summaries.
Good
: All of students pay attention to listen the teacher’s summaries.

11.

Students answer to the teacher by saying goodbye too.
Low

:

Sufficient :
Good
:

Only a few of students answer to the teacher by saying
goodbye too.
Most of students answer to the teacher by saying goodbye too.
All of students answer to the teacher by saying goodbye too.

112

Categories
Score
Good
3
Sufficient
2
Low
1
Note: The maximum score is 33

The result of percentage =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒

× 100%

The total score of the students observation sheet of the first cycle was 16 point, so
the researcher could calculate the percentage as follow:
16

The result of percentage =

33

× 100%

= 0.48 x 100 %
= 48 %

113

Teacher Observation Sheet
Meeting : 3
Cycle

:2

Date

: 4th June 2014
Categories

No

Activities

Low

Sufficient

Pre-Activities
Teacher prepares the
physical and psychological
condition of students in
learning, explaining the
2.
purpose of learning and
motivate students in the
apperception’s activities
IV. Main Activities
B. Exploration
Phase 1. Orientation’s of students to the problem
Teacher provides problem
for discussion through text
2.
based on the indicator are
presented.

Good

Commentary

√

Teacher give
motivation to
the
students
well, and give
good
apperception

III.

√

3.

Teacher reviews the
material about descriptive
text

√

4.

Teacher reviews how to
play the CSW game

√

B.

Teacher give
text
and
discuss it with
the students
Teacher
reviews
the
material
completely
Teacher
reviews
the
role
completely

Elaboration
Phase 2. Organize students to learn

5.

Teacher guide students to
make a group

6.

Teacher asks students to
play the CSW game based
on the role

√

√

Teacher guide
students
to
make a group
well
Teacher
ask
but
without
guiding
the
students

114

Phase 3. Guide the students to do investigation

7.

Teacher asks students to
correct the spelling of
students’ writing in white
board together.

Teacher
correct the
spelling
together with
the students
very well

√

Phase 4. Develope the work

8.

C.

9.

10.

11.

III.
12.

13.

Teacher guides students to
make the words into good
sentences.

Teacher
just
give
instruction
without
guiding
the
students

√

Confirmation
Phase 5. Present the work
Teacher asks students to
arrange the sentences into a
good paragraph.

Teacher
just
give
instruction
without
guiding
the
students
Teacher give
instruction
without
overseeing

√

Teacher asks one of the
member of each group
√
expects to write the text to
the white board.
Phase 6. Analyze and evaluate the students
Teacher asks students to
make a descriptive text
√
individually based on the
picture.
Post Activities
Teacher asks the students’
problem about the material
during the class.

√

Teacher make conclusion
about the material.

√

Teacher give
instruction
without giving
motivation
Teacher asks
the students’
problem with
giving solution
very well
Teacher make
conclusion
clearly

The criteria of scoring about teacher’s activities of observation sheet
14. Teacher prepares the physical and psychological condition of students in
learning, explaining the purpose of learning and motivate students in the

115

apperception’s activities
Low
: Teacher doesn’t prepare the physical and psychological
condition of students in learning, explaining the purpose of
learning and motivate students in the apperception’s activities
Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good
: Teacher prepares the physical and psychological condition of
students in learning, explaining the purpose of learning and
motivate students in the apperception’s activities
15. Teacher provides problem for discussion through text based on the indicator
are presented.
Low
: Teacher doesn’t provide problem for discussion through text
based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good
: Teacher provides problem for discussion through text based on
the indicator are presented.
16. Teacher reviews the material about descriptive text
Low
:
Sufficient :
Good
:

Teacher doesn’t review the material about descriptive text
Teacher reviews little material about descriptive text
Teacher reviews the material about descriptive text completely

17. Teacher reviews how to play the CSW game
Low
:
Sufficient :
Good

:

Teacher doesn’t review how to play the CSW game
Teacher reviews how to play the CSW game but less
appropriate with the role of the game
Teacher reviews how to play the CSW game completely

18. Teacher guide students to make a group
Low
:
Sufficient :
Good

:

Teacher doesn’t guide students to make a group
Teacher give instruction to make a group only y giving the
example
Teacher guide students to make a group very well.

19. Teacher asks students to play the CSW game based on the role
Low

:

Sufficient :
Good

:

Teacher doesn’t ask students to play the CSW game based on
the role
Teacher asks students to play the CSW game based on the role
without guiding the students
Teacher asks and guides students to play the CSW game based
on the role very well.

116

20. Teacher asks students to correct the spelling of students’ writing in white
board together.
Low
: Teacher doesn’t ask students to correct the spelling of students’
writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’
writing in white board together without guiding the students.
Good
: Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.
21. Teacher guides students to make the words into good sentences.
Low

:

Sufficient :
Good

:

Teacher doesn’t guide students to make the words into good
sentences.
Teacher just give instruction to make the words into good
sentences without guiding the students.
Teacher guides students to make the words into good sentences
very well.

22. Teacher asks students to arrange the sentences into a good paragraph.
Low

:

Sufficient :
Good

:

Teacher doesn’t ask students to arrange the sentences into a
good paragraph.
Teacher just give instruction to students to arrange the
sentences into a good paragraph without guiding the students.
Teacher asks and guides students to arrange the sentences into
a good paragraph very well.

23. Teacher asks one of the member of each group expects to write the text to the
white board.
Low
: Teacher doesn’t ask one of the member of each group expects
to write the text to the white board.
Sufficient : Teacher asks one of the member of each group expects to write
the text to the white board without overseeing.
Good
: Teacher asks one of the member of each group expects to write
the text to the white board with overseeing very well.
24. Teacher asks students to make a descriptive text individually based on the
picture.
Low
: Teacher doesn’t ask students to make a descriptive text
individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually
based on the picture without giving motivation.
Good
: Teacher asks students to make a descriptive text individually
based on the picture with giving motivation very well.

117

25. Teacher asks the students’ problem about the material during the class.
Low

:

Sufficient :
Good

:

Teacher doesn’t ask the students’ problem about the material
during the class.
Teacher asks the students’ problem about the material during
the class without giving solution.
Teacher asks the students’ problem about the material during
the class with giving solution very well.

26. Teacher make conclusion about the material.
Low
:
Sufficient :
Good
:

Teacher doesn’t make conclusion about the material.
Teacher make conclusion about the material but no so clear.
Teacher make conclusion about the material clearly.

Categories
Score
Good
3
Sufficient
2
Low
1
Note: The maximum score is 39

The result of percentage =

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒

× 100%

The total score of the teacher