THE EFFECT OF INDIRECT CORRECTIVE

FEEDBACK ON STUDENTS’ WRITING OF

DESCRIPTIVE TEXT

(A Quasi-Experimental Study at the Eighth-Grade Students of SMP N 249

Jakarta)

By:

Galuh Ayu Tryo Damayanti

1113014000071

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2017

i

ABSTRACT

Galuh Ayu Tryo Damayanti (1113014000071). The Effect of Indirect

Corrective Feedback on Students’ Writing of Descriptive Text: A Quasi-

Experimental Study at the Eighth-Grade Students of SMP N 249 Jakarta. Skripsi

of Department of English Education at Faculty of Educational Sciences of Syarif

Hidayatullah State Islamic University Jakarta, 2017.

Keywords: Indirect Corrective Feedback, Writing, Descriptive Text.

This study was aimed to obtain empirical data regarding whether there is an effect

on providing indirect corrective feedback to the students’ writing of descriptive

text and to know whether there is a significant difference on students’ writing

motivation after receiving indirect corrective feedback. This study was conducted

at the eighth grade of SMP N 249 Jakarta. The subjects of this study were

involving 72 eighth grade students that divided into 36 students of experiment

class (VIII-A) and 36 students of control class (VIII-B). The method used in this

study was quantitative method with a quasi-experimental design. The instruments

used in this study were tests and questionnaires. Those were calculated and

analyzed by using SPSS 20 and Likert Scale. The tests consisted of pre-test and

post-test. Likewise, the questionnaires also consisted of pre-questionnaire and

post-questionnaire. There are two results of this study; firstly, there was a

difference of mean score between the experiment and the control classes. The

increasing point of the experimental class was 22.17, from 52.89 to 75.06.

Meanwhile, the control class increased 18.37, from 51.19 to 69.56. This value has

indicated that there was an effect of indirect corrective feedback on students’

writing of descriptive text. In accordance with the t-test value scored from the

SPSS 20 calculation, it shows that p was lower than α. That is, p (Sig. (2-tailed)) <

α; 0.041 < 0.05. This means Ha was accepted and H0 was rejected. In other

utterances, indirect corrective feedback technique was effective on students’

writing of descriptive text. Secondly, it was found that the students’ writing

motivation also increased after the treatment implementation. This can be checked

through the comparison of the mean percentage score between the pre-

questionnaire and the post-questionnaire. Based on the calculation of Likert Scale,

the gained score was 209; the post-questionnaire was higher than the pre-

questionnaire. Briefly, the indirect corrective feedback technique was positively

effective in increasing the students’ motivation in writing of descriptive text.

ii

ABSTRAK

Galuh Ayu Tryo Damayanti (1113014000071). Efek Umpan Balik Tidak

Langsung (Indirect Corrective Feedback) terhadap Kemampuan Siswa dalam

Menulis Teks Deskriptif (Sebuah Penelitian Kuasi Eksperimen pada Siswa

Kelas Delapan di SMP N 249 Jakarta). Skripsi Jurusan Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2017.

Kata Kunci: Umpan Balik Tidak Langsung, Menulis, Teks Deskriptif

Penelitian ini bertujuan memperoleh data empiris mengenai ada tidaknya efek

dalam penggunaan umpan balik tidak langsung (indirect corrective feedback)

terhadap kemampuan menulis siswa pada teks deskriptif dan untuk mengetahui

apakah ada perbedaan yang signifikan terhadap motivasi menulis siswa setelah

menerima umpan balik tidak langsung (indirect corrective feedback). Penelitian

ini dilakukan pada siswa kelas delapan di SMP N 249 Jakarta. Subyek penelitian

melibatkan 72 siswa kelas delapan yang dibagi menjadi 36 siswa pada kelas

eksperimen (VIII-A) dan 36 siswa pada kelas control (VIII-B). Metode yang

digunakan pada penelitian ini adalah kuantitatif dengan desain kuasi eksperiment.

Instrument yang digunakan pada penelitian ini adalah tes dan kuisioner yang

dihitung dengan menggunakan SPSS 20 dan Skala Likert. Test terdiri dari pre-test

dan post-test. Selanjutnya, kuisioner yang terdiri dari pre-kuisioner dan post-

kuisioner. Ada dua hasil pada penelitian ini; yang pertama, ada perbedaan nilai

rata-rata diantara kelas eksperimen dan kelas kontrol. Titik peningkatan pada

kelas eksperimen adalah 22.17, dari 52.89 ke 75.06. sementara itu, kelas kontrol

meningkat 18.37, dari 51.19 ke 69.56. hasil ini mengindikasikan bahwa ada efek

dalam penerapan umpan balik tidak langsung (indirect corrective feedback) untuk

kemampuan menulis siswa pada teks deskriptif. Berdasarkan hasil nilai t-test yang

dihitung menggunakan SPSS 20, p lebih kecil dari α, yaitu p (Sig. (2-tailed)) < α;

0.041 < 0.05. Hasil ini berarti Ha diterima sedangkan H0 ditolak. Dalam kata lain,

penerapan umpan balik tidak langsung (indirect corrective feedback) dinilai

efektif dalam kemampuan menulis siswa pada teks deskriptif. Kedua, ditemukan

bahwa motivasi menulis siswa juga meningkat setelah mendapatkan perlakuan

umpan balik tidak langsung (indirect corrective feedback). Ini dapat dibuktikan

melalui perbandingan dari nilai rata-rata diantara pre-kuisioner dan post-kuisioner.

Berdasarkan perhitungan dari Skala Likert, peningkatan skornya adalah 209; post-

kuisioner lebih tinggi daripada pre-kuisioner. Secara singkat, teknik umpan balik

tidak langsung (indirect corrective feedback) adalah efektif dalam meningkatkan

motivasi menulis siswa pada teks deskriptif.

iii

ACKNOWLEDGEMENTS

لر حيم١لر حمن١هلل١بسم In the Name of Allah, the Most Beneficent, the Most Merciful

All praise be to Allah the Lord of the Worlds and the King of the Kings for

the blessing, the strength, the health, and the guidance to the writer in completing

this skripsi as the final task of her study. Peace and salutation from Allah may

always be upon the Prophet Muhammad, the best role model who has leaded all

humankind from the darkness to the lightness of Islam.

First, it is such an honor for the writer to finally accomplish this skripsi

entitled “The Effect of Indirect Corrective Feedback on Students’ Writing of

Descriptive Text: A Quasi-Experimental Study at the Eighth-Grade Students of

SMP N 249 Jakarta”. This skripsi is a scientific paper submitted to the

Department of English Education as one of the requirements for the Degree of

S.Pd (S-1).

In this occasion, the writer would like to express her sincere gratitude to her

advisor Drs. Syauki, M.Pd for the continuous support of her S.Pd study and

related research, for his patience, motivation, and immense knowledge. His

guidance helped the writer in all the time of research and writing of this skripsi.

Besides the writer’s advisor, she must express her very profound gratitude to her

parents Suyono, S.Pd and Sulastri, and also her fiancé Sa’roni for providing her

with unfailing support and continuous encouragement through the years of her

study, through the process of researching and writing this skripsi. This

accomplishment would not have been possible without them.

The writer’s gratitude and appreciation is also respectfully given to:

1. All of the lecturers in Department of English Education, for the precious

knowledge, the motivation and inspiration to the writer during her study at

Syarif Hidayatullah State Islamic University Jakarta,

2. Dr. Alek, M.Pd., as the Head of the Department of English Education and

Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education,

3. The Headmaster of SMP N 249 Jakarta who has permitted her to conduct

the research at the mentioned school,

4. The English teacher of SMP N 249 Jakarta (Soehaemi, S.Pd) who has given

her permission and motivation to do the research in his classes,

5. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of

Educational Sciences,

6. Her dearest friends and everyone who has provided her through moral and

emotional support in her life, in the finishing of this skripsi but also in

passing through all the thick and thin, ups and downs during her study in

iv

UIN Jakarta. The writer is truly sorry for not mentioning all their names. All

she could say is “May Allah replies to all their good faith.”

Last but not the least, the writer fully realizes that this skripsi is far from the

perfection of a scientific work. In spite of the surplus, there are many shortages in

this skripsi that belongs to the writer’s duty. Hence, she expects all sorts of

constructive criticism and suggestion for a better writing.

Jakarta, 27 September 2017

Galuh Ayu Tryo Damayanti

v

TABLE OF CONTENTS

ABSTRACT……………………………………………………….…….. i

ABSTRAK……………………………………………………………….. ii

ACKNOWLEDGEMENTS…………………………………………….. iii

TABLE OF CONTENTS……………………………………………….. v

LIST OF TABLES………………………………………………………. viii

LIST OF FIGURES……………………………………………………... ix

LIST OF APPENDICES……………………………………………….. x

CHAPTER I : INTRODUCTION……………………………………… 1

A. The Background of the Study………………………… 1

B. The Identification of Problem.………………………... 5

C. The Limitation of Problem.…………………………… 6

D. The Formulation of Problem………………………….. 6

E. The Purpose of the Study…………………………….. 6

F. The Significance of the Study………………………… 7

CHAPTER II : THEORETICAL FRAMEWORK…………………… 7

A. Writing………………………………………………… 7

1. The Notion of Writing…………………………….. 7

2. The Purpose of Writing…………………………… 8

3. The Process of Writing……………………………. 9

4. The Problem(s) in Writing………………………… 10

B. Descriptive Text……………………………………… 11

1. The Definition of Descriptive Text………………. 12

2. Generic Structure of Descriptive Text……………. 13

3. Language Feature(s) in Descriptive Text…………. 15

4. Kinds of Descriptive Text………………………….. 16

5. Purpose(s) of Descriptive Text…………………….. 17

C. Writing Descriptive Text………………………………. 18

1. The Concept of Writing Descriptive Text…………. 18

2. Characteristic of Writing Descriptive Text………… 19

3. Process of Writing Descriptive Text………………. 19

vi

4. Assessment Rubric of Writing Descriptive Text….. 20

D. Feedback………………………………………………. 22

1. The Notion of Feedback…………………………... 22

2. Types of Feedback………………………………… 23

3. The Notion of Indirect Corrective Feedback……… 24

4. The Purpose of Indirect Corrective Feedback…….. 25

E. Motivation……………………………………………... 25

1. The Notion of Motivation…………………………. 25

2. Some Factor(s) that Impact Students’ Motivation… 26

3. Type(s) of Motivation……………………………... 29

4. How Motivation Increases Students’ Writing…….. 30

F. Previous Related Study……………………………….. 31

G. Thinking Framework………………………………….. 33

H. The Research Hypothesis……………………………... 34

CHAPTER III……………………………………………………………. 35

A. Place and Time of the Study….………………………. 35

B. Method and Design of the Study …………………….. 35

C. Population and Sample of the Study …………………. 36

D. Instrument of the Study …………..…………………... 37

E. Technique of Data Collection…………………………. 40

F. Technique of Data Analysis…………………………… 40

1. Prerequisite for Data Analysis…………………….. 43

a. Test of Normality…………………………….. 43

b. Test of Homogeneity……………………….… 43

2. T-test……………………………………………… 43

G. Checking the Validity of the Data……………………. 45

1. Validity…………………………………………… 45

2. Reliability………………………………………… 46

H. Formulation of the Effect Size……………………….. 47

I. Statistical Hypothesis………………………………… 48

CHAPTER IV…………………………………………………………… 49

A. Research Finding…………………………………… 49

1. The Description of the Data……………………….. 49

a. The Tests Scores of the Experimental Class…… 49

b. The Tests Scores of the Control Class…………. 51

c. The Pre-questionnaire Result of

the Experimental Class……………………...… 53

vii

d. The Post-questionnaire Result of

the Experimental Class…………………………… 56

B. The Analysis of the Data…………………………..… 61

1. The Normality Test…………………………….… 61

2. The Homogeneity Test………………………..….. 65

3. The Hypothesis Test…………………………..…. 66

4. The Effect Size Testing………………………..…. 67

C. The Data Discussion ……..………………………. 68

CHAPTER V……………………………………………………………. 71

A. Conclusion……………………………………………. 71

B. Suggestion……………………………………………. 72

REFERENCES…………………………………………………………. 73

APPENDICES…………………………………………………………... 78

viii

LIST OF TABLES

Table 2.1 The Generic Structure of Descriptive Text…………………….. 13

Table 2.2 The Example of Descriptive Text……………………………… 14

Table 2.3 The Analysis of Descriptive Text…………………………….… 14

Table 2.4 Purposes for Descriptive Text………………………………….. 17

Table 2.5 Descriptive Writing Analytic Evaluation Rubric………………. 21

Table 3.1 Total Students for Sampling……………………………………. 37

Table 3.2 The Indicators of Students’ Motivation in Writing ……………. 39

Table 3.3 Descriptive Writing Analytic Evaluation Rubric………………. 41

Table 3.4 The Likert Scale Rating………………………………………… 42

Table 3.5 The Indicators of Students’ Motivation after Validation………. 46

Table 3.6 The Classification of Reliability……………………………….. 47

Table 4.1 The Tests Scores of the Experimental Class…………………… 50

Table 4.2 The Tests Scores of the Control Class…………………………. 52

Table 4.3 The Pre-questionnaire Calculation……………………………… 55

Table 4.4 The Post-questionnaire Calculation…………………………….. 58

Table 4.5 The Gained Score from the Questionnaires…………………….. 60

Table 4.6 The Normality Test Result of the Pre-test…………………….. 61

Table 4.7 The Normality Test Result of the Post-test……………………. 62

Table 4.8 The Homogeneity Test Result of the Pre-test…………………. 65

Table 4.9 The Homogeneity Test Result of the Post-test………………… 65

Table 4.10 Group Statistics………………………………………………... 66

Table 4.11 Independent Sample T-Test………………………………….... 67

ix

LIST OF FIGURES

Figure 3.1 Quasi-Experimental Research Design......................................... 36

Figure 4.1 The Normal Q-Q Plot of the Pre-test Scores

for the Experimental Class………………………………………………… 63

Figure 4.2 The Normal Q-Q Plot of the Post-test Scores

for the Experimental Class…………………………………………………. 63

Figure 4.3 The Normal Q-Q Plot of the Pre-test Scores

for the Control Class……...……………………………………………….. 64

Figure 4.4 The Normal Q-Q Plot of the Post-test Scores

for the Control Class………………………………………………………. 64

x

LIST OF APPENDICES

Appendix 1 Reference Test Sheet (Lembar Uji Referensi)

Appendix 2 Research Permission Letter

Appendix 3 Instrument of Pre-test

Appendix 4 Instrument of Post-test

Appendix 5 Instrument of Questionnaire before Validation

Appendix 6 Instrument of Pre-questionnaire

Appendix 7 Instrument of Post-questionnaire

Appendix 8 Result of Validity Test

Appendix 9 Result of Reliability Test

Appendix 10 RPP for Experimental and Control Class

Appendix 11 Research Documentation

Appendix 12 Permission Letter after the Research

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is the highest level in four English skills that should be mastered.

Writing is not only an important academic skill, but it is also an important skill

that translates into any career field. Good writing skills allow people to

communicate their message with clarity and to ease to a far larger audience than

through face-to-face or telephone conversations. Harmer noticed, ―Although

almost all human being grow up speaking their first language (and sometimes

their second or third) as a matter of course, writing has to be taught. Spoken

language for a child is acquired naturally because of being exposed to it,

whereas the ability to write has to be consciously learned‖.1

In Indonesian high school curriculum, writing is one of the skills taught in the

English module. Hussain, Hanif, Asif, and Rehman claimed that writing is the

most complicated skill because it requires much concentration, conscious efforts

and practice in all its steps.2 However, every educational level has its purpose in

learning English. In fact, the English teaching and learning process in Junior

High School (SMP) aimed to enable the students to master the functional

level, such as communicate in both oral and written form. There are several types

of writing that should be learnt by Junior High School (SMP) students, such as,

procedure, descriptive, narrative, recount, and report.3

In doing the process of writing, the students need to be guided by the teacher

to help them reach the real product of writing. In guiding the students on their

process of writing, teachers gives the advices and suggestions as the input to the

students that named as feedbacks. Lalande noted the Thompson's pragmatic

position on error correction is difficult to rebut: ―The student does not improve his

1 Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2004), p. 03. 2 Zahoor Hussain, et.al., An Error Analysis of L2 Writing At Higher Secondary Level in

Multan, Pakistan, Interdisciplinary Journal of Contemporary Research in Business, 4(11), 2013,

p.831. 3 Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah: Standar Kompetensi dan

Kompetensi Dasar SMP/MTS, (Jakarta: BSNP, 2006), p.124.

2

skill if his work is not corrected‖.4 Therefore, feedback matters in case to build

students‘ skill in their learning process especially in writing descriptive text.

There are two different ways in giving feedback; they are direct and indirect

corrective feedback. The direct and indirect feedbacks applied according to the

purpose, for instance, some teachers prefer to give written feedback on students‘

work and the other prefer to give oral feedback on students‘ work. Unless there

are some teachers do not want to give feedback to students‘ at all. Giving and

receiving a good feedback successfully is one of the most critical and difficult

thing to do. However, indirect corrective feedback is more effective to correct the

students‘ work because students are easy to remember the feedback when it is

written rather than it is spoken orally.

The problem is that teacher sometimes thought indirect corrective feedback is

not important, so that teachers did not care with the power of indirect corrective

feedback. Teachers need to understand the basic support that must be provided for

English language and content to give the appropriate feedbacks in ways that allow

them to revise and improve their understanding in their written works. When the

teachers understand to give students a good feedback, the students will also

understand what teachers want them to do through the feedback they have given.

Students are difficult to do self-correction on their own written assignment.

Thereupon, a good teacher should serve a good indirect corrective feedback to the

students in case to help them revise and improve the students‘ written work.

Unfortunately, teachers rarely make students aware of their mistakes in writing

through feedback. Most of teachers did not consider the indirect corrective

feedback as the important part to help students in doing writing. Teachers

sometimes give score without written feedback on students‘ written assignment to

make it simpler in correction. However, Graham thought that giving feedback to

the students on their assignments was the single most powerful influence on

student achievement.5

4 John. F. Lalande, Reducing Composition Errors: An Experiment, Modern Language

Journal, 1982, p. 140. 5 Gibbs Graham, Using Assessment to Support Student Learning, (Norwich: Leeds

Metropolitan University, 2010), p. 08.

3

Besides, psychological aspect becomes important in students‘ writing because

it affects the willingness of students to write. There are so many aspects in

psychology to be examined from students. Yet, this research is going to find out

the motivation in writing on students‘ writing of descriptive text. Moreover,

motivation also plays such an important role on the development of the students‘

writing as it is a driving force for them to write in a meaningful way. A growing

body of researchers has stated that motivation is the most significant factor which

can determine the success in foreign language learning. For instance, Coleman,

Galaczi and Astruc cited from Gardner stated that the motivational factor is

characterized by a strong drive to learn the language and determined achievement

in L2.6

Through this research, teacher will find whether indirect corrective feedback

is effective on students‘ writing of descriptive text. Truthfully, feedback is not

given by teacher only but students could also give feedback to their friends as the

same students and even students could also give feedback to the teacher. To be

narrowed, the researcher focused on indirect corrective feedback that is given by

teachers.

Yet, teachers still have not aware of the importance of feedbacks which could

powerfully give students appreciation, motivation, and contribution in their

learning process. In fact, an item about the importance and quality of feedback

shows up on almost all student evaluations of teaching. In class, the students are

going to be tested with the indirect corrective given by the researcher to their

descriptive text.

The previous study of Mc Grath, Taylor, Pychyl has discussed about to bridge

the gap between students‘ perceptions of feedback effectiveness and the

guidelines suggested for developing quality feedback.7 They believe that

investment of time in developing quality feedback is worthwhile, simply because

6 James A. Coleman, Árpàd Galaczi, and Lluïsa Astruc, Motivation of UK School Pupils

Towards Foreign Languages: a large-scale survey at Key Stage 3. The Language Learning

Journal, (35), 2007. 7 April L. McGrath, Alyssa Taylor, and Timothy A. Pychyl, Writing Helpful Feedback: The

Influence of Feedback Type on Students‘ Perceptions and Writing Performance, The Canadian

Journal for the Scholarship of Teaching and Learning, (2), 2011, p. 02.

4

students perceive developed feedback to be fair and helpful, contributing to a

classroom atmosphere of respect and trust. More recent finding by Ferguson was

concerning students‘ perceptions of feedback tend to agree with the qualities

outlined above. In his study, both undergraduate and graduate students noted the

importance of feedback that was clear, provided positive comments, and was

constructive.

According to the facts and theories that are explained above, the researcher

intended to discuss and solve the problem. This study is important for teachers to

understand how effective the indirect corrective feedback for students. Besides,

the research intended to give teachers the illustration of the feedback which

students are prefers with. The researcher hopes teacher will not ignore what

students want to get by the feedbacks they got.

B. The Identification of Problem

Some of the issues that became the underlying cause of this research as

follow:

1. The teachers had not found teaching strategies yet to increase students‘

writing skill.

2. Teacher sometimes thought that indirect corrective feedback is not

important, that teacher did not care with the power of indirect corrective

feedback.

3. Students are difficult to do self-correction on their own written

assignment.

4. Teacher sometimes give score without giving written feedback on

students‘ written assignment to make it simpler in correction.

5. Students need a good indirect corrective feedback to help them revise their

error in writing.

6. Some teachers did not understand yet how effective feedback to increase

students‘ writing of descriptive text.

7. Students have the different motivation after receiving indirect corrective

feedback from teacher.

5

C. The Limitation of Problem

To avoid misunderstanding and to clarify the problem, it is important to

make the limitation of the study. In Junior High School, there are several types of

conditional text in English learning such as procedure, descriptive, narrative,

recount, and so on. To be more specific, the researcher focused the study on the

effectiveness of using indirect feedback on students‘ writing of descriptive text

and the different significant on students‘ motivation after receiving indirect

corrective feedback. The research was conducted in eighth grade students at SMP

N 249 Jakarta. However, there are a lot of factors causes the difficulties in writing

on Junior High School students. The study also tried to find out the students‘

motivation after receiving teacher‘s indirect corrective feedback.

D. The Formulation of the Problem

Based on the background, the writer would like to formulate the

problem as follow:

Is indirect corrective feedback effective on students’ writing of descriptive text?

Is there significant difference in students’ writing motivation after receiving

indirect corrective feedback?

E. The Purpose of the Study

The purposes of the study are intended to answer the research

questions. In addition, to know the empirical evidence about the effectiveness of

indirect feedback and the significant motivation in writing after the students

receive the indirect corrective feedback at eighth grade of SMP N 249 Jakarta.

F. The Significance of the Study

Some significances of this study theoretically and practically are to help

teachers, students, and the other researchers. Firstly, teachers understand more

about giving indirect corrective feedback on students‘ writing. Secondly, the

students learn further to improve their writing ability through indirect corrective

feedback. Thirdly, this research is a reference for the further research about

6

indirect corrective feedback. Lastly, this research proves that indirect corrective

feedback is effective on students writing of descriptive text and students‘

motivation have a significant difference after receiving indirect corrective

feedback.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. The Notion of Writing

The most significant cultural accomplishment of human being is writing.

It allows human to record and convey information and stories beyond the

immediate moment.1 However, Langan noted that writing is a skill that can be

learned as well as it is a process of discovery entailing a number of steps.2 In

English, writing becomes the productive skill in the four skills in English.

Writing is also categorized as the last skill that English learner should be

mastered. Hence, from the fours English skills, writing is the most complex

skill to be learned. It could also state that writing is one of language skills

which combine to process and productive skill that can be used to preserve

thoughts, ideas, and speech sounds.

In another perspective, Sokolik in Linse also explained writing as a mix

of processes and products. The process refers to the activities of collecting

ideas and then formulated as mature as possible to be constructed into good

writing and can be understood by the readers.3 In addition, Coulmas added

that six meanings of ‗writing‘ can be distinguished: (1) a system of recording

language by means of visible or tactile marks; (2) the activity of putting such

a system to use; (3) the result of such activity, a text; (4) the particular form

of such a result, a script style such as block letter writing; (5) artistic

composition; (6) a professional occupation.4

To sum up, based on the definition of writing above, writing can be

considered as a complex activity which is done by the writer through a

1 Henry Rogers, Writing Systems: A Linguistic Approach, (Oxford: Blackwell, 2005), p. 01.

2 John Langan, Exploring Writing: Sentences and Paragraph: Second Edition, (New York:

McGraw Hill, 2010), p. 10. 3 Caroline T. Linse, Practical English Language Teaching: Young Learners, (New York:

McGraw-Hill, 2005), p. 98. 4 Florian Coulmas, Writing Systems: An Introduction to their Linguistic Analysis, (New York:

Cambridge University Press, 2003), p. 01.

8

number of steps to publicizing the composition to readers. The more people

practice to write the more skillful they create a composition.

2. The Purpose of Writing

As one of language skills taught, learnt, and specifically categorized as one

of productive skills, writing is categorized as a complex activity which

involves many skills. It includes deciding the idea of what to write, how to

arrange appropriate words and how to put these ideas onto paper in a way that

is intelligible to others (readers).5 Students must work according to one set of

goals with the physical aim of producing a text with certain qualities, and

subsequently – or simultaneously – they must work according to another set of

goals with the mental aim of acquiring writing skill.6

If writing can benefit students to be more active and creative, it also can

promote their skill in writing perfectly. However, practicing writing skill is not

easy. Moreover, some of students do not know which part of their writing

might be wrong. Therefore, correction or feedback from teachers is needed to

revise and improve students‘ writing. As far as the writer was concerned,

writing is so different from other skills because writing has special

requirements and heavy responsibility, like moral accountability, due to the

level of difficulty. Hammer stated that the most effective in learning writing is

to know why the students need to learn English. Considering the reason,

Harmer added that there are three main categories in learning English:7

a. English as Second Language (ESL)

This term is used for the students who are living around in the target

language community and need English as their daily functional communicative

language. It is the English language used by non-native speakers in an English-

speaking environment.

5 Ann Browne, Teaching and Learning Communication, Language and Literacy, (London:

Paul Chapman Publishing, 2007), p. 81. 6 Gert Rijlaarsdam, Huub Bergh, and Michel Couzijn. Effective Learning and Teaching of

Writing: A Handbook of Writing in Education: Second Edition, (London: Kluwer Academic

Publisher, 2005), p. 211. 7 Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2004), p. 39

9

b. English for Specific Purpose (ESP)

Some students study English for particular purpose in order to fulfill their

concentration subject or particular affair related to English as interactive

language. It is a sphere of teaching English language, in example: business

English, technical English, scientific English, English for medical

professionals, English for tourism, English for art purposes, etc.

c. English as Foreign Language (EFL)

This purpose is applied to the students which generally learn English in

their school or institution. It is used for non-native English speakers learning

English in a country where English is not commonly spoken.

Based on the explanations, it can be concluded that every purposes of

writing take their main roles to the readers which can be entertained, informed,

or persuaded. It extends the readers about the reason why they should read the

composition of the writing.

3. The Process of Writing

In educational context, writing processes are often framed within a

learning process. While Oshima said that a group of related statements that a

writer develops about a subject called a paragraph. The first sentence states the

specific point, or idea, of the topic. The rest of the sentences in the paragraph

support that point.8 According to Oshima and Hogue, there are some steps to

achieve writing, because writing is never a one-step action; it is an ongoing

creative act. The process of writing has roughly four steps; create ideas,

organize the ideas, write a draft, and editing and making revisions on it.9

a. Prewriting

The first step is called prewriting. Prewriting is a way to get ideas to

choose and explain the topic of the writing. Commonly, people do prewriting

by listing the ideas of what will be written. Listing is really helping for most of

people to keep the ideas because idea is the most important thing to start

8 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson

Education, Inc: 2007), p. 03. 9 Ibid, p. 15-18.

10

writing. The process where one considers audience or the readers, discovers

ideas narrows the topic through brainstorming, determine a controlling idea,

selects the supporting ideas, and organize the idea in a logical way.

b. Organizing

The second step in the writing process is to organize the ideas into a

simple outline. The writer of our models wrote a sentence that named the topic.

c. Writing

The next step is to write a rough draft, using your outline as a guide. In this

step, grammar, spelling, or punctuation do not really matter. This is the process

where one starts to write the ideas down into a piece of paper to form a

paragraph.

d. Polishing, Revising, and Editing

In this step, the draft that has been made in the previous step should be

polished, revised, and edited. As a final step, the writing should be read more

and more to be the final writing. Thus, this is the process where one cheeks the

composition again whether it has used correct grammar, punctuation, and

spelling.

4. The Problem(s) in Writing

The first thing to do in writing is finding idea which is called as prewriting

step in Oshima‘s book.10

Unfortunately, finding ideas is not as easy as it is

defined above. Finding ideas is the way we choose topic and the course in our

writing. To decide the topic, we must know the background knowledge related

to the topic we will write. The problem occurs when the writer get lag of ideas.

People‘s ideas are unpredictable to be measured. Sometimes, lag of idea

appears not only in the beginning of the writing but it also occurs in the middle

or at the end of the writing.

Mostly, students write a text without paying attention to coherence.

However, coherence describes the logical relations between ideas and

information embodied in discourse. In coherence text it is clear how sentences

10 Ibid, p. 15.

11

relate to sentences, and paragraphs to paragraphs. The relationship between the

ideas is clearly shown by using appropriate transition word such as however,

although, finally, and nevertheless.11

Another problem occurred in writing is the right use of grammar, spelling,

and punctuation. Occasionally, students got wrong in grammar, spelling and

punctuation because they have no idea in using the right grammar, spelling,

and punctuation. Not only have those, students also had a problem for the

simple thing like a simple sentence.

According to Adas and Bakir, there are many reasons that causing

difficulties in writing of second language learners. Those are:12

a. Lack of students‘ motivation and teachers‘ interests.

b. Learners have limited vocabulary of second language. Therefore,

students end up repeating the same words; this hinders creativity.

c. English language learners don‘t use invented spelling and their written

texts are restricted to words which they know.

d. The present tense is the only tense used in their writing.

e. The students‘ writing is difficult to understand because of the ill-

structured sentences in composition.

f. Students are unwilling to share their work with other students and they

don‘t get the suitable feedback.

g. When the learners read their writing aloud, they couldn‘t distinguish

whether what they read or write is right or wrong.

B. Descriptive Text

There are some genres in text that are learned in Junior High School.

Genre is used to refer to particular text types. It‘s a type or kind of text defined

in terms of its social purposes, also the level of context dealing with social

purpose. Genre is a term for grouping text together, representing how writers

11 Ibid., p. 79. 12 Dana Adas, and Ayda Bakir, Writing Difficulties and New Solutions: Blended Learning as

an Approach to Improve Writing Abilities, International Journal of Humanities and Social

Science, (3), 2013, p. 255.

12

typically use language to respond to recurring situations. This research only

focused on descriptive text that briefly defined as kind of genre that social

function to persuade the reader or listener that something should not be the

case.

1. The Definition of Descriptive Text

Description has been defined by experts as ―a mode of perception,‖ a

means of knowing. It is a way to force order upon the confusing complexity of

the real world and to understand it entirely or at least partially.13

In another

word, descriptive text is created when the words are put together to

communicate a meaning, or when someone writes to communicate a message.

Description is the part of the paragraph that writes about characteristic features

of a particular thing. When description is the chief writing strategy, it delivers a

paramount impression, a mood that remains throughout the piece for a purpose.

Then, description reinforces the notion by supporting factual details provide

support for the major idea.

According to George E. Wishon and Julia M. Burks, description means

reproduce the way things look, smell, taste, feel, or sound. It also includes

moods, such as happiness, loneliness, or fear. Usually, the description used to

visualize the image of people, place, thing, creature, even of units of time –

days, times of day, or seasons. The describtion may be used for appearance or

tell about the character or personality.14

In addition, a good description is like a

word picture, the reader can imagine the object, place, or person in his or her

mind. A writer of a good description is like an artist who paints a picture that

can be seen clearly in the mind of the reader.

13 Betty Mattix Dietsch, Reasoning and Writing Well: Third Edition, (New York: McGraw-

Hill, 2003), p. 138. 14 George E. Wishon and Julia M. Burks, Let’s Write English, (New York: Litton Educational

Publishing, 1980), p. 379.

13

2. Generic Structure of Descriptive Text

Based on Artono Wardiman, the generic structures of a description text are

as identification and description:15

a. Identification

This part consists of the identification of a particular thing that being

described. In general, the identification part answers two questions:

What is the topic of the topic? What is the text about?

b. Description

This part describes the parts also the characteristics of the object that

being described.

The following text is the example of generic structure of descriptive

text:

Table 2.1

The Generic Structure of Descriptive Text

Identification There is an orangutan in the Bandung

zoo. People call her Bongo. She comes

from a dense forest on the island of

Kalimantan.

Description(s) She has physical features similar to a

human. Bongo has brownish fur, and

walks with two feet. Bongo is almost as

big as a human. She is a mammal that

means she gives birth to her children

and breast feeds them.

The following text is another example of generic structure of

descriptive text included more detail in the part of description:16

15 Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma, English in Focus: for Grade

VII Junior High School (SMP/MTS), (Jakarta: Pusat Perbukuan, DEPDIKNAS, 2008), p. 16.

14

Table 2.2

The Example of Descriptive Text

The Sea Eagle

There is an eagle nesting on the tree top near my grandparent‘s house

in Pangandaran. It was a sea eagle.

The color of its feathers is light brown. It has a strong and sharp

yellowish beak. Its claws are very sharp. It hunts for fish in the sea but

sometimes it hunts chickens and small birds. Eagles have many sizes,

shapes, and colors, but the sea eagle is easy to recognize because it has a

strong a streamlined, sharp beak and a stream-line body. Its forelimbs (or

arms) serve as wings. This means that they are of little use for anything

except flying. It walks on two legs and has a very flexible neck and

strong beak to handle foods, to care for its feathers and for many other

jobs that non-flying animals do with paws, claws, or hands on their

forelimbs.

Here, the writer analyzes the text structure of the following table:

Table 2.3

The Analysis of Descriptive Text

Identification

Description(s)

There is an eagle nesting on the tree

top near my grandparent‘s house in

Pangandaran. It was a sea eagle.

The color of its feathers is light

brown. It has a strong and sharp

yellowish beak. Its claws are very

sharp. It hunts for fish in the sea but

sometimes it hunts chickens and small

16 Ibid, p. 20.

15

birds. Eagles have many sizes, shapes,

and colors, but the sea eagle is easy to

recognize because it has a strong a

streamlined, sharp beak and a stream-

line body. Its forelimbs (or arms) serve

as wings. This means that they are of

little use for anything except flying. It

walks on two legs and has a very

flexible neck and strong beak to handle

foods, to care for its feathers and for

many other jobs that non-flying animals

do with paws, claws, or hands on their

forelimbs.

3. Language Feature(s) in Descriptive Text

According to Knapp and Watkins, the language features of a descriptive

text are:

a. When describing things from a technical or factual point of view,

the present tense is predominantly used.

b. Relational verbs are used when classifying and describing

appearance/qualities and parts/functions of phenomena (is, are, has,

have).

c. Action verbs are used when describing behaviors/uses.

d. Adjectives are used to add extra information to nouns and may be

technical, every day or literary, depending on the text.

e. Adverbs are used to add extra information to verbs to provide more

detailed description.17

In the other words, to write a good descriptive text, students should know

how to use present tense and have sufficient knowledge of adjectives to

17 Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and

Assessing Writing, (Sydney: University of New South Wales Press Ltd, 2005), p. 98-99.

16

describe something. Moreover, teacher should provide them a topic and also

organize their writing.

4. Kinds of Descriptive Text

According Clouse, descriptive text comes in two basic forms, objective

and subjective description.18

a. Objective Description

This kind of text gives the real image of things or events on what actually

happened. The writer uses this approach to describe the subject without

including his or her personal responses. Note that personal bias is out of place

in this context. Instead, emphasis is on impartiality – on providing a

disinterested description.

b. Subjective Description

This kind of text allows the writer to show a personal connection to the

subject, and needs personal bias. The writer usually explores his or her

emotions to help determining the physical details to describe the subject. It also

needs personal bias.

The kinds of descriptive text above also mentioned by Thomas S. Kane in

his book, which stated ―Descriptive writing is of two broad kinds: objective

and subjective. In objective description the writer sets aside those aspects of

the perception unique to himself and concentrates on describing the percept

(that is, what is perceived) in itself. In subjective (also called impressionistic)

description a writer projects his or her feelings into the percept.‖19

Actually, the factual description related to objective description, and the

impressionistic description related to subjective description. While the

character sketch devoted exclusively to the using of human beings as a writing

material. It can be concluded that descriptive writing can be conducted based

on two forms, objective and subjective. For the objective description, writer

18 Barbara Fine Clouse, The Student Writer: Editor and Critics, (New York: McGraw-Hill,

2008), p. 157. 19 Thomas S. Kane, Let’s Write English, (New York: Litton Educational Publishing, 1980), p.

351-352.

17

might not allow to add personal perception to describe about something. It

must be described clearly on what actually happened and exist. But for the

subjective one, the writer has permission to give personal approaches such as

emotions, on his or her descriptive text.

5. The Purpose(s) of Descriptive Text

Each kind of text has the purpose itself, includes descriptive text. To know

the purposes of descriptive text, Barbara gave some sample descriptions related

to each of purposes below.20

Table 2.4

Purposes for Descriptive Text

Purpose Sample Description

To entertain An amusing description of a teenager‘s

bedroom

To express feelings A description of your favorite outdoor

retreat so your reader understands why

you enjoy it so much

To relate experience A description of your childhood home to

convey a sense of the poverty you grew

up in

To inform (for a reader

unfamiliar with the subject)

A description of a newborn calf for a

reader who has never seen one

To inform (to create a fresh

appreciation for the familiar)

A description of an apple to help the

reader rediscover the joys of this simple

fruit

To persuade (to convince the

reader that some music videos

degrade women)

A description of a degrading music video

20 Clouse, op.cit., p. 154.

18

While according to another expert, Dietsch which stated that successful

description has some general purposes below:21

a. To create imagery, a mood, or an aura of a place.

b. To stimulate understanding and convince.

c. To urge the listener or action.

C. Writing Descriptive Text

1. The Concept of Writing Descriptive Text

From understanding of the previous section, it can be seen that writing is

meant as an activity of productive skill which represents communicative

language in the use of conventional signs or symbols, and descriptive text is the

product of writing that is used to describe the appearance of persons, animals,

things, or other physical items. It means that writing descriptive text is an

activity of productive skill which uses signs or symbols in order to describe the

image or appearance of existing physical items (someone or something).

Moreover, Glencoe thought that a good descriptive writing depends on the

creation of vivid word pictures and the arrangement of those pictures into an

effective pattern. He also said that it depends on the effective use of details for

elaboration and the organization of those details into meaningful patterns. One

natural way of organizing descriptive writing is to arrange details in spatial

order—that is, left to right, front to back, near to far, clockwise, or

counterclockwise.22

Added by Langan, more than any other type of writing, a descriptive

paragraph needs sharp, colorful details. When something or someone is

described, it is necessary to give the readers a picture in words. To make this

―word picture‖ is vivid and real, specific details that appeal to the readers‘

21 Dietsch, op.cit., p.139. 22 Glencoe, Writer’s Choice: Grammar and Composition, (New York: McGraw-Hill, 2005),

p. 126-127.

19

senses (sight, hearing, taste, smell, and touch) must be observed and

recorded.23

2. Characteristic of Writing Descriptive Text

According to Thomas S. Kane, as the importance of descriptive text which

deals directly with facts, there are some characteristic of good writing

descriptive text, considering the following:24

a. The writer has a definite purpose in mind.

b. Feeling must be fixed in images, in details appealing to the senses.

c. Connotations are more important, and diction is charged with

emotion.

d. To convey subjective truth, then, a writer must embody responses in

the details of the scene.

e. The final sentence sums up the scene and states the impression

directly.

3. Process of Writing Descriptive Text

According to Dietsch, there are some steps that writer needed in order to

make descriptive text become good writing. Those are:25

a. Prewriting

This step including prewriting rewriting step which considering the

audience and the purpose of the writing; Determining the dominant impression

to avoid a hodgepodge of details without a central point that will lack the unity

of the text; Selecting a vantage point and transition which is used to reach a

good positioning in describing the object.

b. Drafting a paper of description

It is explained into four steps. The first is drafting an introduction which

sometimes opens with a specific thesis, perhaps a striking comparison that

makes a claim. The second is developing a description which is used to make

23 Langan, op.cit. p. 92. 24 Kane, op.cit., p. 356-359. 25 Dietsch, op.cit., p. 140-144.

20

the audience interest to the text by giving unusual point of view or perspective

of an ordinary topic. The third is organizing a description that often arises

naturally from a particular topic to make spatial order works well. And the last

is writing a conclusion which gives a sense of completion and satisfaction. It

also may be a brief summary that explains the point in an interesting way.

c. Revising a description

This end of the steps is usually revising the text by choosing words that

convey sharp, clear images-vibrant verbs, specific nouns, and modifiers that

crackle with meaning.

In addition, Langan mentioned two main processes in writing descriptive

text, those are:

a. Prewriting

Before conducting written text, a list of all the details that support the topic

must be prepared. From the list, a first draft of the paragraph can be

progressed.

b. Revising/Peer Review

The next process is read the descriptive paragraph slowly, or in some

cases, it can be read by someone and ask them to guess the object of the text.

This might help the writers to analyze their writing if there are any problems

then the text can be revised.26

4. Assessment Rubric of Writing Descriptive Text

Giving score in descriptive text is not an easy task that the teacher must

have a direction to see whether it is accurately or not. After knowing of good

aspects above, the descriptive writing must be checked accurately. Therefore,

here is the reliable rubric that can be used to assess writing task:27

26 Langan, op.cit., p. 94-96. 27 McGraw-Hill, Writer's Choice Writing Assessment and Evaluation Rubrics Grade 8,

(Ohio: The McGraw-Hill Companies, 2004), p. 26.

21

Table 2.5

Descriptive Writing Analytic Evaluation Rubric

Aspect Criteria Score

Focus/Organization

The description fulfills its

purpose by presenting clear

and complete picture.

The description is appropriate

for its intended audience.

The details are presented in a

recognizable and appropriate

order.

35

Elaboration/Support/Style

Sensory details and exact

words are used.

The details are sufficient and

appropriate.

Transition words are used

effectively.

35

Grammar, Usage, and

Mechanics

The writing is free of

misspellings, and words are

capitalized correctly.

Sentences are punctuated

correctly, and the piece is free

of fragments and run-ons.

Standard English usage is

employed.

The paper is neat, legible, and

presented in an appropriate

format.

30

22

D. Feedback

1. The Notion of Feedback

Feedback in general is the specific information teachers provide to their

students related to the task or learning process.28

The scientist and engineers

defined the term feedback refers to a situation in which two (or more)

dynamical systems are connected together such that each system influences the

other and their dynamics are thus strongly coupled.29

Feedback is one of the

most powerful influences on learning and achievement, but this impact can be

either positive or negative. Sharing feedback, especially critic, is difficult

enough as it is for most of us. Yet, it can become more agonizing if we become

part of the problem. Wrongful criticism is dangerous. It can eat up energy and

erode people‘s spirits.

A crucial question is what this feedback should look like. A feedback type

commonly used in classroom is corrective feedback: the marking of a student‘s

error by the teacher. Recently, there has been quite some disagreement in the

academic field on the benefits of this kind of feedback on learners‘ written

output.

Feedback has an important role in teaching technique that is given by

teacher sometimes. However, feedback is important to increase students‘

learning process; teacher should give students the appropriate feedback to

achieve the goal of feedback itself. Nowadays, people assume that teachers

consider feedback as a formality to motivate students in their learning process.

Indeed, some teacher did not understand how effective feedback to increase

students‘ writing of descriptive text. Even though teachers thought that giving

feedback is simple, it could not be concluded that students‘ learning process is

improved through it. Sometimes teacher does not aware that feedback is one

important thing for students.

28 Martin Wahlström and Ämneslärarprogrammet, Effects of direct and indirect feedback on

ESL/EFL writing: a literature review focusing on form, (Dutch: Göteborgs Universitet: 2014), p.

02. 29 Karl Johan Aström and Richard M Murray, Feedback Systems: An Introduction for

Scientists and Engineers, (New Jersey: Princeton University Press: 2009), p. 01.

23

2. Types of Feedback

Feedback is divided into two main parts by the way of it is delivered.

Furthermore a distinction has to be made between direct and indirect feedback,

as the different effects of these two types of feedback is what is aimed to be

investigated. One easily understood definition of these two is: ―While indirect

corrective feedback only consists of an indication of an error (i.e. by

underlining the error or providing an error code), direct error correction

identifies both the error and the target form.‖30

Therefore indirect correction of

errors is left to the student to find and correct, while the teacher provides the

correct form in direct error correction.

a. Direct Feedback

Direct feedback is usually given by teachers, upon noticing a

grammatical mistake, by providing the correct answer or the expected

response above or near the linguistic or grammatical error. Direct

corrective feedback has the advantage that it provides learners with

explicit guidance about how to correct their errors. This is clearly desirable

if learners do not know what the correct form is (i.e. are not capable of

self-correcting the error).31

b. Indirect feedback

As one of written corrective feedback, indirect feedback is assumed

that it can bring more benefits to students‘ writing development. Results

from Chandler study show that indirect correction is useful to improve

feedback, and makes students be more engaged in learning.32

It means that

indirect feedback can involve students from the writing process until

finishing process, besides it saves teachers‘ time, too. Moreover, indirect

feedback may also bring an affect to students‘ long-term memory and

decrease the number of errors.

30 Van Beuningen, N H De Jong, and F Kuiken, The effect of direct and indirect corrective

feedback on L2 learners‘ written accuracy, ITL International Journal, 2008, p. 282. 31 Rod Ellis, A typology of written corrective feedback types, ELT Journal, (2), 2009, p. 99. 32 J. Chandler, The efficacy of various kinds of error feedback for improvement in the

accuracy and fluency of L2 students writing, Journal of Second Language Writing, 12, 2003, p.

293.

24

Lee thought that indirect corrective feedback is provided when the

teacher indicates the location of the error on the paper with providing the

correct form.33

Moreover written or indirect feedback obviously makes

students develop an awareness of their learning, makes them easily

recognize mistakes and eventually develops strategies for tackling weak

points themselves.

3. The Notion of Indirect Corrective Feedback

The Written Corrective Feedback (WCF) or usually called as indirect

corrective feedback indicates that teachers and L2 writing researchers have

favored the use of indirect feedback (i.e., where errors are indicated and

students are asked to self-correct) and placed the emphasis on the revision

process.34

Indirect corrective feedback indicates the student has made an error

without actually correcting it.35

In other words, indirect corrective feedback allowed teacher to give

students some correction on their written assignment. Teachers do indirect

corrective feedback to make students aware of their mistakes in writing. Thus,

they could revise and improve their writing through written feedback or

indirect corrective feedback. Indirect feedback is applied by underlining

students' writing errors so that students understand that there is a problem that

should be 'fixed.' Teachers may use lines, circles or highlighting to indicate the

location of errors. They also need to decide how explicit indirect feedback

should be based on the goals they want to achieve by providing feedback. That

is why students could be more understand when teacher give them indirect

corrective feedback than oral feedback because students will remember the

correction when teacher gave them a note or a cross line above their writing.

33 Icy Lee, Error Corrective in L2 Secondary Writing Classrooms: The case of Hong Kong,

Journal of Second Language Writing, (13), 2004, p. 286. 34 Ali Jamalinesari, et.al., The Effects of Teacher-Written Direct vs. Indirect Feedback on

Students‘ Writing, Social and Behavioral Sciences, 2015, p. 118. 35 Rod Ellis, op.cit, p.100.

25

4. The Purpose of Indirect Corrective Feedback

Feedback has no effect in a vacuum; to be powerful in its effect, there

must be a learning context to which feedback is addressed. Thus, Sadler in

Hattie stated that the purpose of indirect corrective feedback is to fill in the gap

between what the student understands at the moment and what is aimed to be

finally understood.36

Furthermore a distinction has to be made between direct

and indirect feedback, as the different effects of these two types of feedback is

what is aimed to be investigated. Feedback about process gives students

information about how they approached the task, information about the

relationship between what they did and the quality of their performance, and

information about possible alternative strategies that would also be useful.

Thereupon, some successful learners are able to translate feedback about the

task into feedback about the process. Students should also be able to indicate

why the right answer is correct.

E. Motivation

1. The Notion of Motivation

Lai defined that motivation refers to reasons that underlie behavior that is

characterized by willingness and volition. Motivation involves a constellation

of closely related beliefs, perceptions, values, interests, and actions.

Motivation within individuals tends to vary across subject areas, and this

domain specificity increases with age. Motivation in children predicts

motivation later in life, and the stability of this relationship strengthens with

age.37

Makmun defined motivation as power or forces or energy or a

complex state of preparedness. He added the preparation in the individual

36 John Hattie and Helen Timperley, The Power of Feedback, Review of Educational

Research, (77), 2007, p. 82. 37 Emily R Lai, Motivation: A Literature Review, Journal of Educational Psychology, (82),

2011, p. 35.

26

to move toward a certain goal, well realized or unconscious.38

Operationally, Makmun explained each indicator as follows:

a) The time duration, how long the students spend their time in

writing.

b) The frequency, how often they do writing in a specific period of

time.

c) The persistency in the aim of writing, how sticky the students to

the writing activity.

d) Fortitude, tenacity, and ability in facing the obstacles in writing

activity.

e) Devotion and sacrifice (money, energy, thoughts, and even soul)

to reach the aim of writing itself.

f) Writing aspiration level, intention, aspiration, plans, and target

that will be reached in writing activity.

g) Achievement aspiration level, the achievement that want to be

achieved in the writing activity.

h) The behavior to the writing activity, whether it is positive or

negative.

In short, motivation is a process of inducing, inspiring and energizing

people to work willingly with zeal, initiative, confidence, satisfaction and an

integrated manner to achieve desired goals. It is a moral boosting activity. A

man cannot be pulled from the front or pushed from behind. He can only be

moved from within. The why of behavior, motivation is a hypothetical

construct that intervenes between stimulus and a response.

2. Some Factor(s) that Impact Students’ Motivation

A good motivation could increase students‘ learning ability. Hence,

teacher should know some factors that could impact students‘ motivation.

Like Williams and Williams stated that there are five key ingredients

38 Abin Syamsuddin Makmun, Psikologi Kependidikan, (Bandung: PT. Remaja Rosdakarya,

2009), p. 37.

27

impacting student motivation, they are: student, teacher, content,

method/process, and environment.39

Here are some explanation about each

key ingredient areas that can be used to motivate his or her students,

according to Williams and Williams:

a. Students

The student‘s role in education is crucial and should go beyond the

traditional view of student as customer or recipient of knowledge. In

addition to the roles of buyer and recipient, ―students are the raw

materials for education and the primary products of educational

transformations; and most important…students are key members of the

labor force involved in creating education‖40

Also, the increasing

diversity of individual differences among students can be seen in time

management, learning styles, maturity, demographics, experiential

background, cultural orientation, and interests.

b. Teacher

However, education is much more than a personality contest. The

role of teachers seems to be shifting from preprogrammed knowledge

dispensers to instead managers of student learning and the learning

environment. Therefore, teachers must be empowered to exercise

professional judgment in the classroom to attain clearly expressed goals.

Professional educators should be given latitude to test individual

approaches based on strategic goals and incentive systems. Overall,

teachers should do unto the students as they would want done unto

themselves.

c. Content

At the least, content must be accurate and timely. However, content

also should be relevant and useful to the student in his or her life.

Therefore, content needs to be developed and improved with awareness

39 Kaylene C Williams, and Caroline C. Williams, Five key ingredients for improving student

motivation, Research in Higher Education Journal, 2011, p. 01. 40 Cynthia Lengnick-Hall, and M. Sanders, Designing Effective Learning Systems for

Management, Education. Academy of Management Journal, 40(6), 1997, p. 1335.

28

of the factors based on students experience success and achievement,

student ownership, students choices, students‘ creativity and critical

thinking, students feel connected, and timely and relevant to real life.

d. Method/process

The method or process is the way in which content is presented, that

is, the approach used for instruction. As Alderman found that there will

be two basic approaches for supporting and cultivating motivation in the

classroom are (1) creating a classroom structure and institutional method

that provides the environment for optimal motivation, engagement, and

learning; and (2) helping the student to develop tools that will enable him

or her to be self-regulated.

Thus, some specific ideas or tips for improving method and process

contributions to the students motivation are; educator‘s incentives,

experiential learning, mutual goals or objectives, verbal conformity,

flexible and stimulating, encouragement and praise, casework, guided

discussion, reinforcement strategies, and positive social interactions.

e. Environment

Environment is the fifth key ingredient of student motivation. First

of all, an environment must be available and accessible. Thereafter, that

environment must be of a quality or caliber that contributes to the

motivation of the students. For example, if an environment is not safe, it

is difficult and maybe even unwise to put all of your attention on

learning. On the other hand, an environment of openness and freedom to

learn from our mistakes could foster motivation such as create an

effective environment, individual and learning system design differences,

include the study self-information, empowerment, engagement and

considering student and teacher opinions, teamwork, distance and online

learning, and emotionally literate environment.

29

3. Type(s) of Motivation

Motivation plays a major role in students‘ academic work and in their

achievement. It reflects in students‘ choices of learning tasks, in the time and

effort they devote to them, in their persistence on learning tasks, in their

coping with the obstacles they encounter in the learning process.41

In

addition, motivation has some types that Stirling pointed out, that the

motivation begins by making a distinction between intrinsic and extrinsic

motivation. Intrinsic motivation is characterized as that motivation comes

from within the individual. It inspires action even when there is no perceived

external stimulus or reward. Extrinsic motivation, in contrast, provides

incentive to engage in action which may not be inherently pleasing or

engaging, but which may offer benefits in terms of perceived potential

outcomes.42

Just like Stirling, Ur also divided motivation into two kinds, intrinsic

motivation (the urge to engage in the learning activity for its own sake)

and extrinsic motivation (motivation that is derived from external

incentives). Both or these have an important part to play in classroom

motivation, and both are at least partially accessible to teacher influence.43

a. Intrinsic motivation

Intrinsic motivation means the motivation that comes from inside

any individual rather than from any external or outside rewards, such

as money or grades.44

It means motivation is a desire which comes from

inside to do something. So, intrinsic motivation is the natural tendency to

seek out challenges as we pursue personal interest and exercise

capabilities, the statement above shown that motivation will be active

41 Cirila Peklaj and Melita Puklek Levpušček, Students‘ motivation and academic success in

realtion to the quality of individual and collaborative work during a course in educational

psychology, Journal of Association of Teacher Education in Europe, 2006, p. 148. 42 Diana Stirling, Motivation in Education, English Education Research Journal, 29, 2013,

p.01. 43 Penny Ur, A Course in English Teaching, (New York: Cambridge University Press, 2012)

p. 276. 44 Yakup Durmaz and Ibrahim Diyarbakirlioglu, A Theoretical Approach to the Strength of

Motivation in Customer Behavior, Global Journal of Human Social Science, 11, 2011, p. 38.

30

or has function did not something. A more powerful category of

reward is one which is intrinsically driven within the learner.

b. Extrinsic motivation

―Extrinsic motivation is that which derives from the influence

of some kind of external incentive, as distinct from the wish to

learn for its own sake or interest in tasks.‖45

Extrinsic motivations are

motive active and function if there is stimulation from outside. An

example : a person studying, because he or she knows that tomorrow

morning there will be a test, by hoping that she or he could get a

good value.

Researcher concluded that we can find many sources of motivation,

but actually motivation only has two big sources, the first source

comes from within the individual itself or known as intrinsic

motivation and the second is extrinsic motivation, which appears from

the outer side of and give some influences to the individual like

give incentives, social pressure or punishment.

From some explanation above, researcher pointed out that students

who are motivated by their environment will have encouragement

to learn English. In the other words, if their home environment,

the atmosphere of classroom and the quality of facilities are good,

they will do their best to achieve better English. Generally, it has been

known that to determine someone‘s learning, motivation is not

only from individual factor, but also environment factor.

Environment is everything which exists around us which has correlation

influences in ourselves.

4. How Motivation Increases Students’ Writing

Aronson in Zeidner noted that self-motivation or managing self is the

child‘s ability to control impulsive behaviors and delay immediate

45 Penny Ur, loc.cit.

31

gratification variously.46

Therefore, children are better able to reason,

organize, and express their ideas. Zaidner added, the definition of impulse

control is one aspect of a broader process of self-regulation that is critical for

emotional well-being and effective social interaction. Self-regulation

generally refers to the management of personal goals. He listed some self-

regulation from an early age children, such as:

a. How to handle potentially disruptive emotions

b. How to best communicate feelings and needs

c. How to handle feelings of anger and aggression toward others

d. How to help others in distress47

In addition, Williams and Williams mentioned that there are five factors

influenced motivation, they are: students, teacher, content, method, and

environment.48

Even though writing is the highest level among four English

skills, students will be pushed to do writing if they get motivation. Like

Williams and Williams said previously, the students will be motivated if

some factors help them, such as; a good confidence within the students, a nice

teacher who gives the best content with a proper method at the school with a

good environment. It is reinforced with a statement from Zeidner that

―learning may be promoted by emotional skills said to include higher

motivation, self- control, and effective self-regulation, along with social skills

such as forming constructive learning partnerships and avoidance of

damaging antisocial behaviors.‖49

Consequently, motivation could easily

increase students‘ writing ability.

F. Previous Related Study

The previous study of indirect corrective feedback was conducted by Maleki

and Eslami that analyzed the effects of written corrective feedback techniques on

46 Moshe Zeidner, Gerald Matthews, and Richard D. Roberts, What We Know about

Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health,

(London: Massachusetts Institute of Technology, 2009), p.140. 47 Ibid., p. 142. 48 Williams, loc.cit. 49 Zeidner, op.cit., p. 228.

32

EFL students‘ control over grammatical construction of their written English.

Their study involved 90 intermediate Iranian EFL students to be the participants.

Thus, they were separated into three groups; then they randomly received direct,

indirect or no correction feedback. They created three pieces of writing, pre-test,

immediate post-test and delayed post-test. The results showed that the recipients

of written feedback achieved more than those in the control group –suggesting the

effectiveness of both kinds of written corrective feedback. Therefore, the

provision of written corrective feedback should be regarded as a potentially

valuable technique in instructing writing to EFL learners.50

Another study conducted by Tom, Morni, Metom and Joe that aimed to

investigate ESL tertiary students‘ perception on the importance and effectiveness

of written feedback in their academic writing assignments showed that students

prefer feedback in the form of grammar correction and suggestions on how to

improve. The research gathered data by questionnaire and involved 34 Diploma

students as the participants. The result revealed that students view feedback as

important and necessary to help them improve their writing ability. In addition,

the result also revealed that students prefer feedback in the form of grammar

correction and suggestions on how to improve.51

One more study about corrective feedback from Jiang and Xiao that was 8-

week study to investigate the differential effects of two written corrective

feedback (CF) options on 92 low-intermediate EFL students‘ explicit and implicit

knowledge of English articles and the extent to which language analytic ability

might influence the effect of written CF. The acquisition of explicit knowledge

was measured by an error correction test, and implicit knowledge was measured

by a picture-cued writing test. It was found that both the DOC and the DMC

benefited explicit and implicit knowledge, but no significant differences were

reported in their effects on each type of knowledge. This study also showed that

50 Ataollah Maleki and E Eslami, The Effects of Written Corrective Feedback Techniques on

EFL Students' Control over Grammatical Construction of Their Written English, Theory and

Practice in Language Studies Journal, 2013, p. 1250-1257. 51 Amelia Alfred Tom, et.al., Students‘ Perception and Preferences of Written Feedback in

Academic Writing, Mediterranean Journal of Social Sciences, 2013, p. 72-80.

33

language analytic ability mediated the effectiveness of the DOC rather than that of

the DMC. These findings are discussed from the perspective of cognitive

psychology and implications and suggestions for further research are put

forward.52

Hamidun, Hashim, Othman were found that the feedback provided to the

students‘ writing gave a significant impact and increased the students‘ level of

motivation in writing. Consequently, the findings revealed that the students

showed the great enthusiasm and motivation to write in English even though some

of them were lack of vocabulary and proficiency in English language. The

participants responded well to the direct feedback that was constructive and

formative given by the instructors (researcher) throughout the camp. The

meaningful feedback provided encouraged and motivated them to write and

produce good writing.53

According to the previous related study above, the result found that corrective

feedback is effective for students to increase their ability along their learning

process. Thus, the previous research also proved that a good feedback can

motivate students in writing English. Hence, this research will see the effect of

indirect corrective feedback on students‘ writing of descriptive text on eighth

grade at SMP N 249 Jakarta.

G. Thinking Framework

Writing is the important language skill to be learned. Although, writing is the

complex skill among the four English skill for students, through writing people

can communicate, particularly in the written form, their ideas, feeling, or opinions

about things to others. However, writing is not easy because there are a number of

things that deserve some attention from the writers. To master and to be proficient

in writing is not easy because the writers are required to generate and organize the

52 Lin Jiang, and Hailing Xiao, The Efficacy of Written Corrective Feedback and Language

Analytic Ability on Chinese Learners‘ Explicit and Implicit Knowledge of English Articles,

English Language Teaching Journal, (7), 2014, p.22 53 Nazifah Hamidun, Shafiq Hizwari Md Hashim, and Nur Farhinaa Othman, Enhancing

Students‘ Motivation by Providing Feedback on Writing: The Case of International Students from

Thailand, International Journal of Social Science and Humanity, (2), 2012, p. 591-594.

34

ideas as well as make them into a readable. This research focused on writing

descriptive text for students in Junior High School (SMP).

However, students need motivation in doing writing. Especially for

elementary students, they need the real support or motivation in their earlier ages.

Therefore, the researcher aimed to measure the motivation in students writing

descriptive text. The motivation matters to measure students‘ desire in writing

descriptive text because motivation is related to the effective feedback that is

given in the experiment later.

This research wants to find the effect of indirect feedback on students‘

writing of descriptive text. The researcher found teacher did not pay attention a lot

in indirect feedback for students‘ writing. Therefore, through this research the

researcher wants to show that indirect feedback is effective for students to

improve their learning. Indirect feedback is really important to motivate students

and correct their work. The researcher believes that indirect feedback could bring

a good effect for students‘ descriptive text. As a result, although writing

descriptive text is not an easy matter, indirect corrective feedback may have been

effective for eighth grade of SMP N 249 Jakarta.

H. The Research Hypotheses

In regard to the theories, discussion, and explanation above, therefore, the

writer assumes that there is a significant effect of indirect corrective feedback on

students‘ writing of descriptive text and there is a significant difference of

students‘ motivation after receiving indirect corrective feedback.

35

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The study was conducted in SMP N 249 Jakarta which is located in Jl.

Jaya XXV No.41, Cengkareng, West Jakarta. The research was held on

August, 1st 2017 to August, 22

nd 2017.

B. Method and Design of the Study

The writer used quantitative method for this research. Based on Creswell,

quantitative research is divided into three types; experimental, correlation and

survey.1 Specifically, the writer used quasi-experimental design which is the

development design from true experiment that is quite hard to conduct. This

quasi-experimental research does not require random assignment, so the writer

decided to select groups that were selected by the English teacher in the school.

This research adopted pre-test, post-test, and questionnaire. Therefore, the

type of the research design is called nonequivalent controlled group design

with pre-test and post-test. This type has been described as one of the most

common type used for quasi-experimental designs.2 In addition, another

instrument to get secondary data, the writer used questionnaire that was used to

measure students‘ motivation after receiving the teacher‘s indirect corrective

feedback. The nonequivalent controlled group design with pre-test and post-

test modified by adding questionnaire is represented:3

1 John W. Creswell, Education Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 12. 2 Ibid., p. 309-310.

3 Ibid., p. 310.

36

Figure 3.1

Quasi-Experimental Research Design

In this research, there were four times treatments in experimental class.

The sources of data in this research were collected from the students‘ pre-tests,

post-tests and questionnaire. This study focused on giving treatment to the

experimental class by applying indirect feedback in teaching writing, and

observes the result through students‘ writing assignments. Meanwhile, the

control class did not receive the teacher‘s indirect corrective feedback

treatment. When the experimental class received the score and the indirect

corrective feedback in some writing assignments, the control class only

received the score for each writing assignment that had done.

The questionnaire distributed only to the experimental class before and

after receiving the treatment of indirect corrective feedback. Statistical Package

for the Social Sciences (SPSS) and Likert Scale were used for descriptive

statistics and percentages of the analyses.

C. Population and Sample of the Study

The participants of this research were 72 students which are 36 students in

control class and 36 students in experimental class. Based on Creswell, there

were two classes that to be compared in quasi experimental research that

become control class and experimental class to measure the effectiveness of

teacher‘s indirect corrective feedback.5

5 Creswell, op.cit, p. 307.

Experiment

Control

Pre-test

Treatment

-

Post-test

Pre-

questionnaire

Post-

questionnaire

37

The writer used purposive sampling for this research, and Fraenkel stated

that its selection used personal judgment to select a sample. He added the

researcher assumed the students‘ knowledge of the population to judge whether

or not a particular sample will be representative.6 The sample was chosen

purposively according to the English teacher‘s recommendation. Thus, VIII B

which consisted of 36 students became an experimental class and VIII A which

also consisted of 36 students became a control class.

Table 3.1

Total Students for Sampling

No Class Total Students

1 VIII A (Experimental Class) 36

2 VIII B (Control Class) 36

D. Instrument of The Study

The writer used three kinds of instruments in this study. They are pre-test,

post-test, and questionnaire that will be explained as followed:

1. Pre-test and Post-test

Creswell noticed that in quasi-experimental design, when the pretest–

posttest design is used, additional threats of history, testing,

instrumentation, and regression also may occur.7 According to the

research, the student will produce descriptive text according to the pictures

that were given in the pre-test and post-test. Fortunately, the writer got the

suggestion from the classroom teacher in arranging the items for pre-test

and post-test. The classroom teacher suggested that the students could only

produce two descriptive texts in thirty minutes until forty minutes. The

writer followed the classroom teacher‘s suggestion because the classroom

teacher is the one who understands more about the students.

While the pre-test consisted of two pictures of persons that students,

the post-test consisted of two pictures of places. Thus, the students are

6 Fraenkel, op.cit, p. 100.

7 Creswell, op.cit, p. 311.

38

going to do free writing to describe the pictures based on the instructions

that will be given. The pre-test contains the picture of Raisa and Zayn

Malik that students going to write the description of it. And for the post-

test, the instructions will be same with the pre-test but the writer equipped

the pictures of Cinema XXI and Gelora Bung Karno Stadium. The writer

made the different themes in each tests to inform students intrinsically that

descriptive text is various.

2. Questionnaire

Before the questionnaires were given to the students, the writer did the

validation in VIII C class which is neither the control nor experimental

class. There were 40 items of questionnaire before the validation and it

diminished into 25 items of questionnaire after the validation. The

questionnaire distributed only to the experimental class, because the class

received the treatment of indirect corrective feedback from the teacher.

The indicators of students‘ motivation in writing were adopted from

Makmun. He defined motivation as power or forces or energy or a

complex state of preparedness. He added the preparation in the individual

to move toward a certain goal, well realized or unconscious.8

Operationally, Makmun explained each indicator as follows:

i) The time duration, how long the students spend their time in

writing.

j) The frequency, how often they do writing in a specific period of

time.

k) The persistency in the aim of writing, how sticky the students to the

writing activity.

l) Fortitude, tenacity, and ability in facing the obstacles in writing

activity.

m) Devotion and sacrifice (money, energy, thoughts, and even soul) to

reach the aim of writing itself.

8 Abin Syamsuddin Makmun, Psikologi Kependidikan, (Bandung: PT. Remaja

Rosdakarya, 2009), op.cit., p. 37.

39

n) Writing aspiration level, intention, aspiration, plans, and target that

will be reached in writing activity.

o) Achievement aspiration level, the achievement that want to be

achieved in the writing activity.

p) The behavior to the writing activity, whether it is positive or

negative.

Table 3.2

The Indicators of Students’ Motivation in Writing

Aspect Indicator(s) Item (s)

(+) (-)

Motivation in

Writing

Duration 1, 15 6, 28, 31

Frequency 7, 22, 40 2, 16,

Persistency 23, 30 3, 17, 35,

Tenacity 8, 18, 14 4, 24

Devotion 5, 32 9, 13, 19

Aspiration level 25, 33, 27 12, 36

Qualification level 11, 20 34, 37, 39

Behavior 21, 26 10, 29, 38

There were forty items in these questionnaires that were divided into

twenty items for each positive and negative question. It was showed in

Appendix 5.

40

E. Technique of Data Collection

The technique used in this research was the technique that consisted of

pre-test, post-test, and questionnaire. Pre-test was a test arranged and used to

measure students' writing ability before the learning program started to begin.

Meanwhile, post-test was a test utilized to know how far the basic

competencies or indicators presented in the learning had been mastered by

learners. Also, post-test was to find out the differences appeared between the

tests conducted at the beginning of the learning and the test conducted at the

end of the lesson. Besides, as the secondary data, the questionnaires were

distributed only to the students in experimental class because they have

received the treatment of the research. The questionnaires were distributed

twice to see the difference of students‘ motivation before and after receiving

the indirect corrective feedback treatment.

Technically, the pre-test about describing people was administered to both

experimental and control classes. The teacher‘s indirect corrective feedback

treatment was only received by the experimental class. For the post-test, there

were also two pictures of places that will be described by the students in both

experimental and control classes. This post-test was used to identify the

possible effect of teacher‘s indirect corrective feedback on students‘ writing of

descriptive text in the experimental class. Thus, the questionnaires were given

twice to the students in experimental class. To see the difference of motivation

that might the students achieved, the questionnaires were given before the pre-

test and after the post-test. And those were only given to the experimental class

because the class had received the treatment of the research. Test instruments

were presented in the form of objective test which is known.

F. Technique of Data Analysis

The researcher first calculated students‘ writing score based on Analytical

Scoring Rubric, and then measured normality and homogeneity test. Giving score

in descriptive text is not an easy task that the teacher must have a direction to see

41

whether it is accurately or not. After knowing of good aspects above, the

descriptive writing must be checked accurately.

Therefore, here is the reliable rubric that can be used to assess writing of

descriptive text task: 9

Table 3.3

Descriptive Writing Analytic Evaluation Rubric

Aspect Criteria Max

Score

Focus/Organization

The description fulfills its

purpose by presenting clear

and complete picture.

The description is appropriate

for its intended audience.

The details are presented in a

recognizable and appropriate

order.

35

Elaboration/Support/Style

Sensory details and exact

words are used.

The details are sufficient and

appropriate.

Transition words are used

effectively.

35

9 McGraw-Hill, Writer's Choice Writing Assessment and Evaluation Rubrics Grade 8, (Ohio:

The McGraw-Hill Companies, 2004), p. 26.

42

Grammar, Usage, and

Mechanics

The writing is free of

misspellings, and words are

capitalized correctly.

Sentences are punctuated

correctly, and the piece is free

of fragments and run-ons.

Standard English usage is

employed.

The paper is neat, legible, and

presented in an appropriate

format.

30

Total score 100

For questionnaire, the writer assessed with Likert scale rating. This scale

rating adopted from Fraenkel and it has four options modified by the writer, which

are; strongly agree, agree, disagree, and strongly disagree.10

Table 3.4

The Likert Scale Rating

Option Score

Positive Negative

Strongly agree 4 1

Agree 3 2

Disagree 2 3

Strongly disagree 1 4

10

Fraenkel, op.cit., p. 127.

43

1. Prerequisite for Data Analysis

a. Test of Normality

In this study, the normality test was utilized to see and check whether

the population of variables X and Y were distributed normally. The

formula of the test is described as follows:

=

= The Value of Kai-Kuadrat

fo = Observation Frequency

fh = The Number of frequency that distributed normally

However, this test of normality was conducted by using SPSS 20.

Data were considered normal if p ≥ α, and α as the significance level was

0.05.

b. Test of Homogeneity

The homogeneity test in this study was measured in order to check

and see the variance homogeneity between Y variable score that was

categorized based on the similarity of X variable score. The formula of this

test is written as follows:

F max =

Similar to test of normality, homogeneity test was conducted by using

SPSS 20. The variance of the two variables is considered same if the

significance level or the probability score is bigger than 0.05.

2. T-test

T-test is used to find out the effect of teacher‘s indirect corrective

feedback on students‘ writing of descriptive text. In other words, it is

adopted to test the significance of the main obtained score from the

experimental and control classes. The formula of t-test is described below:

a. Determining mean score of the experimental class:

= ∑

= Mean score of the experimental class

44

∑ = The total score of the students in the experimental class

= The total students in the experimental class

b. Determining mean score of the control class:

= ∑

= Mean score of the control class

∑ = The total score of the students in the control class

= The total students in the control class

c. Determining deviation of the experimental class:

X = ∑ -

∑

d. Determining deviation of the control class:

Y = ∑ -

∑

e. Determining the T-test:

After gaining the average or mean score and the deviation from

both experimental and control classes, then the next phase was

determining the t-test. The first was determining the significance level

which is 0.05. Then, the formula of t-test is presented below:

t =

√(∑ ∑

) (

)

= Mean score of experiment class

= Mean score of control class

∑ = The total score obtained by the students in the experiment class

∑ = The total score obtained by the students in the control class

= The total students existed in the experiment class

= The total students existed in the control class

f. Determining the t-table:

The significance level of t-table determination is 5% and 1% with

degree of freedom (df). The formula is described below:

df = ( )

df = degree of freedom

45

G. Checking the Validity of the Data

1. Validity

Heale and Twycross defined validity test is conducted to see whether a

certain concept of a quantitative study is measured properly.11

Validity is really

important like Fraenkel claimed that validity is the most important thing to

consider when preparing or selecting an instrument to use.12

There are three

types of validity that are widely known. They are content validity, construct

validity, and criterion validity.13

In this study, the writer used construct validity

to see the validity of one of the research instruments that is the questionnaire.

Heale and Twycross also defined that construct validity itself is frequently

referred to a condition where the research writer can infer the test scores of the

concept being studied.14

The writer used software SPSS 20 to calculate the

validity of the instrument. Each item validity tcount is compared with ttable. The

items are valid if tcount > rtable with the significance level ɑ= 0.05.15

And, ttable is

0.3388. It was gained from the test that the valid questions were twenty five

items. The output of the validity test from SPSS 20 is presented at Appendix 8.

Based on the analysis result from the output of SPSS 20, it can be

generated the correlation scores between the item score and the total score in

order to see the validity of the items. Then, these scores were compared with r

table which was calculated from the significance level of 0.05. The gained r

table was 0.3388. Thus, those aforementioned scores were analyzed and

checked whether they were higher than the r table score 0.3388. An item could

be stated as valid if its score was higher than the r table.

However, the result showed that not all the items were valid. There were

only 25 items that have higher scores than the r table. They are; 1, 3, 5, 6, 9,

11, 12, 14, 16, 17, 18, 20, 21, 22, 24, 25, 26, 27, 28, 31, 32, 33, 36, 39, and 40.

There are fifteen positive questions and ten negative questions. Meanwhile, the

11

Roberta Heale and Alison Twycross, Validity and Reliability in Quantitative Studies, Evid

Based Nurs, 18, 2015, p. 66-67. 12

Fraenkel, op.cit., p. 147. 13

Heale and Twycross, loc.cit. 14

Ibid. 15

Sudjana, Metoda Statistika, (Bandung: Tarsito, 2001), p. 221.

46

rest items have lower scores than 0.3388 revealing that they were invalid and

could not be used in the next stage of this research. The details of questionnaire

items are available in Appendix 6 and 7.

Table 3.5

The Indicators of Students’ Motivation after Validation

Aspect Indicator(s) Item (s)

(+) (-)

Motivation in

Writing

Duration 1, 4 19, 20

Frequency 14, 25 9

Persistency 2 10

Tenacity 11, 8 15

Devotion 3, 21 5

Aspiration level 16, 22, 18 7, 23

Qualification level 6, 12 24

Behavior 13 17

2. Reliability

In general, reliability is defined as the consistency of test result.16

In other

words, a calculation is reliable if the subjects‘ test result stays approximately

the same every time when it is tested. To determine the reliability, the

researcher utilized Cronbach‘s ɑ formula measured by software SPSS 20. In

accordance with the result calculation of the reliability, it can be seen which

was the questionnaire were reliable. And the result is 0.850, whereas 0.850

classified as very high based on Guilford. Therefore, it could be inferred that

16

Heale and Twycross, op.cit, p. 67.

47

the questionnaire applied in the study was reliable. The details of the output are

showed in Appendix 9. According to Guilford, the classification of reliability

level as follows:17

Table 3.6

The Classification of Reliability

Coefficient of Reliability Interpretation of Reliability Degree

rcount < 0.20 Very low

0.20 ≤ rcount < 0.40 Low

0.40 ≤ rcount < 0.60 Medium

0.60 ≤ rcount < 0.80 High

0.80 ≤ rcount < 1.00 Very high

H. Formulation of the Effect Size

In order to assure whether the effect size of the media or the technique were

strong, therefore, the writer adopted Cohen‘s formulation as follows:

d =

=

After obtaining the results, then they can be interpreted based on the criteria

as Cohen and Lea interpreted: 0.2= small effect size; 0.5= medium effect size; and

0.8= large effect size.18

17

Erman Suherman, Evaluasi Proses dan Hasil Belajar Matematis, (Jakarta: Universitas

Terbuka), p. 156. 18

Barry H. Cohen and R. Brooke Lea, Essentials of Statistics for the Social and Behavioral

Sciences, (New Jersey: John Wiley & Sons, Inc., 2004), p. 128-129.

48

I. Statistical Hypothesis

Hypotheses are needed in order to answer the question of the study and draw

a conclusion for the study. The statistical hypotheses of this study are:

Ha = to > tt

Ho = to ≤ tt

Notes:

Ha = Alternative Hypothesis

Ho = Null Hypothesis

to = Students‘ writing task of descriptive text that were receiving

teacher‘s indirect corrective feedback.

tt = Students‘ writing task of descriptive text that were not receiving

teacher‘s indirect corrective feedback.

In which,

Ha1 = There is an effectiveness of indirect corrective feedback

technique on the students‘ writing of descriptive text.

Ho1 = There is no effectiveness of indirect corrective feedback

technique on the students‘ writing of descriptive text.

Ha2 = There is significant difference of students‘ motivation after

receiving indirect corrective feedback.

Ho2 = There is no significant difference of students‘ motivation after

receiving indirect corrective feedback.

49

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

1. The Description of the Data

Based on the research instruments, which were pre-test, post-test, and

questionnaire, therefore, this section primarily explains the findings obtained from

the scores of the pre-test, the post-test, and the questionnaire of the participants

and their analysis.

a. The Tests Scores of the Experimental Class

The experimental class participated in the research were all the eight-grade

students of SMPN 249 Jakarta class A. It consisted of 36 students who received

the treatment of indirect corrective feedback from the teacher. Before receiving

the treatment, they were tested with free writing type of test about describing

people. It was obtained from the pre-test that the experimental group‘s mean

score was 52.89 with 73 as the highest score, and 33 as the lowest score.

After passing the pre-test, then the participants received the treatment from

the teacher four times and continued by the post-test. It was found that the

students gained an increasing mean score from 52.89 to 75.06. Specifically, the

students‘ highest score of the experimental class in the post-test was 90 while

the lowest score was 58. This research finding proved that the students‘ post-

test scores were higher than the pre-test scores with the range of 22.17 points.

The detailed data about the pre-test and the post-test scores of the experimental

class are presented in Table 4.1.

50

Table 4.1

The Tests Scores of the Experimental Class

No. Students‘ Code Pre-Test Post-Test Gained Score

1. A1 64 88 24

2. A2 44 64 20

3. A3 72 90 18

4. A4 49 60 11

5. A5 69 84 15

6. A6 61 88 27

7. A7 49 76 27

8. A8 61 72 11

9. A9 45 72 27

10. A10 65 68 3

11. A11 55 80 25

12. A12 45 72 27

13. A13 51 76 25

14. A14 57 84 27

15. A15 37 80 43

16. A16 49 80 31

17. A17 51 68 17

18. A18 53 80 27

19. A19 33 76 43

20. A20 61 72 11

21. A21 41 88 47

22. A22 53 76 23

23. A23 49 76 27

24. A24 61 68 7

25. A25 60 60 0

26. A26 43 72 29

27. A27 39 72 33

51

28. A28 61 60 -1

29. A29 41 76 35

30. A30 41 76 35

31. A31 41 70 49

32. A32 57 88 31

33. A33 61 76 15

34. A34 57 58 1

35. A35 73 76 3

36. A36 55 80 25

Mean Scores 52.89 75.06 22.72

In regards with the scores showed at the table above, it can be seen

that the students‘ pre-test mean score was pretty low. Some factors such

as the difficulty level of the test, the students‘ focus and concentration,

and their minor writing ability might stand behind the issue. On the

contrary, the students‘ mean score resulted from the post-test quite

significantly increased 22.17 points from 52.89 to 75.06 as mentioned

earlier. This indicates that the students had performed the descriptive

text-writing post-test better than the pre-test one.

b. The Tests Scores of the Control Class

The control class participated in the research was all the 36 eight-

grade students of SMPN 249 Jakarta class B. Similar to the previous

class, this class also had to complete the same pre-test of free

descriptive text-writing. However, the topic purposed in the post-test

was not about describing people, but describing place instead.

Additionally, this control class did not receive any treatment of indirect

corrective feedback like the previous class. They were taught by using

conventional teaching method then performed the same post-test as

well. The detailed data about the pre-test and the post-test scores of this

class are showed in Table 4.2.

52

Table 4.2

The Tests Scores of the Control Class

No. Students‘ Code Pre-test Post-test Gained Score

1. B1 33 76 43

2. B2 57 82 25

3. B3 67 82 15

4. B4 47 76 29

5. B5 53 58 5

6. B6 42 72 30

7. B7 70 72 2

8. B8 47 68 21

9. B9 67 82 15

10. B10 59 72 13

11. B11 47 58 11

12. B12 59 72 13

13. B13 43 78 35

14. B14 59 72 13

15. B15 53 78 25

16. B16 43 82 39

17. B17 49 78 29

18. B18 55 70 15

19. B19 35 74 39

20. B20 47 84 37

21. B21 49 82 33

22. B22 51 80 29

23. B23 30 68 38

24. B24 59 78 19

25. B25 39 72 33

26. B26 51 70 19

27. B27 47 78 31

53

28. B28 59 72 13

29. B29 59 70 11

30. B30 41 68 27

31. B31 29 60 31

32. B32 59 72 13

33. B33 39 35 -4

34. B34 39 39 0

35. B35 80 39 -41

36. B36 80 35 -45

Mean Scores 51.19 69.56 19.38

The Table 4.2 above shows the similar result type as the previous

one. That is, the control class‘s gain between pre-test and post-test is

19.38 with 51.19 as the average score in control class‘ pre-test and

69.56 as the average score in control class‘ post-test. It was obtained

that the post-test mean score was higher rather than the pre-test mean

score in control class (69.56>51.19).

Summarizing the two presented tables above, it can be checked

that the mean score of both the experimental and the control group had

increased. However, the experimental class gained higher score than the

control class. It can be proved through the comparison of the range

points between the two classes. The experimental class increased 22.17

points from 52.89 to 75.06, while the control class increased 18.37

points from 51.19 to 69.56.

c. The Pre-Questionnaire Result of the Experimental Class

In contrast with the previous pre-test and post-test, the

questionnaire was only given to the students of the experimental class

with the result in Table 4.3. The total respondent was 36 students

answering the 25 questions contained in the questionnaire package. Here

is the summary of the respondents‘ scoring result:

54

a. The respondents answering ―Strongly Agree‖ (score 4) 14 were

respondents

b. The respondents answering ―Agree‖ (score 3) were 14 respondents

c. The respondents answering ―Disagree‖ (score 2) were 4 respondents

d. The respondents answering ―Strongly Disagree― (score 1) were 4

respondents

The T x Pn Formulation:

T = The total respondents

Pn = Likert score choices

a. The respondents answering ―Strongly Agree‖ (score 4) were 14 x

4 = 56

b. The respondents answering ―Agree‖ (score 3) were 14 x 3 = 42

c. The respondents answering ―Disagree‖ (score 2) were 4 x 2 = 8

d. The respondents answering ―Strongly Disagree― (score 1) were 4

x 1 = 4

Score Total = 110

To interpret the result, it is needed to check earlier the highest score

(X) and the lowest score (Y) for the scoring item with the following

formulation:

Y = Highest score Likert x total of respondents

X = Lowest score Likert x total of respondents

The highest score total for item ―Strongly Agree‖ was 4 x 36 = 144,

while for item ―Strongly Disagree‖ was 1 x 36 = 36. Therefore, if the

score total of the respondents was 110, hence, the scoring interpretation

towards the indirect corrective feedback technique was gained from the

percentage or % index formulation.

(Index Formulation % = Score Total / Y x 36)

Pre-Calculation:

In calculating the index formulation, the interval distance and the

percentage interpretation need to be known first before the calculation.

55

The purpose is to see the result known by using the Percentage Score

Interval method or (I).

Interval Formulation:

I = 36 / score total (Likert)

100 / 4 = 25

Therefore, (I) = 25. 25 is the interval from the lowest 0% to the highest

100%.

The Categories:

0% - 24.99% = Strongly Disagree

25% - 49.99% = Disagree

50% - 74.99% = Agree

75% - 100% = Strongly Agree

The Last Calculation:

= Score Total / Y x 100

= 110 / 144 x 100

= 76.38 %, in the ―strongly agree‖ category.

Table 4.3

The Pre-questionnaire Calculation

Items

Number

Score

4

Score

3

Score

2

Score

1

Respondents‘

Score Total

RST/14

4x100

1 14 14 4 4 110 76.38%

2 14 16 3 3 113 78.47%

3 16 14 2 4 114 79.16%

4 15 12 5 4 110 76.38%

5 3 6 7 20 106 73.61%

6 12 13 8 3 106 73.61%

7 4 5 12 15 70 48.61%

8 10 19 3 4 107 74.30%

9 2 6 13 15 67 46.52%

56

10 3 2 14 17 73 50.69%

11 7 15 5 9 92 63.88%

12 10 11 4 11 92 63.88%

13 9 16 3 8 98 68.05%

14 13 13 3 7 104 72.22%

15 3 2 18 13 67 46.52%

16 13 13 3 7 104 72.22%

17 1 5 13 17 62 43.05%

18 12 10 7 7 99 68.75%

19 3 3 14 16 65 45.13%

20 1 5 21 10 71 49.30%

21 8 20 4 4 104 72.22%

22 10 16 3 7 101 70.13%

23 2 2 15 17 61 42.36%

24 3 2 14 17 63 43.75%

25 15 9 6 6 105 72.91%

Mean Percentage Score 60.16%

In regards with the percentage of the questionnaire calculation

above, it can be checked that the mean percentage score of the pre-

questionnaire was 60.16. This shows that the score is included in the

―Agree‖ category. Therefore, the respondents agreed that the indirect

corrective feedback technique is beneficial in enhancing and increasing

their motivation of descriptive text writing.

d. The Post-Questionnaire Result of the Experimental Class

Similar to the pre-questionnaire, the post-questionnaire was also

purposed only to the experimental class. The respondents were 36

students from the experimental class answering the 25 questions

provided in the questionnaire package. They had to answer the

questions based on the four choices of very agree, agree, disagree, and

57

very disagree. The respondents‘ scoring results were summarized as

follow:

Item number 1:

a. The respondents answering ―Strongly Agree‖ (score 4) were 18

respondents

b. The respondents answering ―Agree‖ (score 3) were 14 respondents

c. The respondents answering ―Disagree‖ (score 2) were 4 respondents

d. The respondents answering ―Strongly Disagree― (score 1) were 0

respondent

The T x Pn Formulation:

T = The total respondents

Pn = Likert score choices

e. The respondents answering ―Strongly Agree‖ (score 4) were 18 x 4

= 72

f. The respondents answering ―Agree‖ (score 3) were 14 x 3 = 42

g. The respondents answering ―Disagree‖ (score 2) were 4 x 2 = 8

h. The respondents answering ―Strongly Disagree― (score 1) were 0 x

1 = 0

Score Total = 122

In order to interpret the result, it is required to previously know the

highest score (X) and the lowest score (Y) for the scoring item with the

formulation below:

Y = Highest score Likert x total of respondents

X = Lowest score Likert x total of respondents

The highest score total for item ―Strongly Agree‖ was 4 x 36 = 144,

while for item ―Strongly Disagree‖ was 1 x 36 = 36. Therefore, if the

score total of the respondents were 122, thus, the scoring interpretation

of the respondents towards the indirect corrective feedback was result

gained from Index formulation %.

(Index Formulation % = Score Total / Y x 36)

58

Pre-Calculation:

Before calculating the index formulation, the interval distance and

the percentage interpretation need to be known first in order to check

the result by using the Percentage Score Interval method or (I).

Interval Formulation:

I = 36 / score total (Likert)

100 / 4 = 25

Therefore, (I) = 25. 25 is the interval from the lowest 0% to the highest

100%.

The Categories:

0% - 24.99% = Strongly Disagree

25% - 49.99% = Disagree

50% - 74.99% = Agree

75% - 100% = Strongly Agree

The Last Calculation:

= Score Total / Y x 100, = 122 / 144 x 100

= 84.72%, in the ―Strongly Agree‖ category.

Table 4.4

The Post-questionnaire Calculation

Items

Number

Score

4

Score

3

Score

2

Score

1

Respondents‘

Score Total

RST/14

4x100

1 18 14 4 0 122 84.72%

2 16 16 1 3 117 81.25%

3 16 16 2 2 118 81.94%

4 20 12 2 2 122 84.72%

5 3 5 7 21 62 43.05%

6 12 16 5 3 109 75.69%

7 5 5 12 14 73 50.69%

8 13 19 3 1 116 80.55%

59

9 2 4 15 15 65 45.13%

10 3 2 18 13 67 46.52%

11 7 20 3 6 100 69.44%

12 19 11 4 2 119 82.63%

13 14 16 3 3 113 78.47%

14 13 18 3 2 114 79.16%

15 4 2 18 12 70 48.61%

16 13 18 3 2 114 79.16%

17 1 5 17 13 66 45.83%

18 12 20 2 2 114 79.16%

19 3 1 16 16 79 54.86%

20 1 6 20 10 72 50%

21 8 24 4 0 112 77.77%

22 16 16 3 1 119 82.63%

23 3 1 17 15 64 44.44%

24 3 3 13 17 74 51.38%

25 25 9 1 1 130 90.27%

Mean Percentage Score 67.52%

Based on the percentage of the questionnaire calculation above, it

can be seen that the mean percentage score of the post-questionnaire

was 67.52 which was emerged in the ―Agree‖ category. Hence, the

respondents agree that the technique of indirect corrective feedback is

helpful in enhancing their motivation of writing of descriptive text. To

make the data clearer, here are some gained score from the pre-

questionnaire and post-questionnaire that will be illustrated in Table

4.5.

60

Table 4.5

The Gained Score from the Questionnaires

Respondent(s) Pre-

Questionnaire

Post-

Questionnaire

Gained Score

A1 58 65 7

A2 62 63 1

A3 54 63 9

A4 56 64 8

A5 57 69 12

A6 59 66 7

A7 68 76 8

A8 59 68 9

A9 67 73 6

A10 57 67 10

A11 70 72 2

A12 66 73 7

A13 67 73 6

A14 63 71 8

A15 60 64 4

A16 61 63 2

A17 61 65 4

A18 63 66 3

A19 59 64 5

A20 67 70 3

A21 60 66 6

A22 70 74 4

A23 56 63 7

A24 57 60 3

A25 61 64 3

61

A26 61 64 3

A27 54 58 4

A28 57 63 6

A29 63 64 1

A30 64 69 5

A31 60 70 10

A32 64 74 10

A33 60 68 8

A34 64 70 6

A35 62 67 5

A36 63 70 7

Total Score 2210 2419 209

B. Analysis of the Data

1. The Normality Test

In order to calculate the hypotheses using the t-test, there are some

other tests that need to be previously conducted. They are: normality

test and homogeneity test. Normality test is conducted to see if the data

are distributed normally. Meanwhile, homogeneity test is done to check

if the data are homogenous and equal. To calculate these tests, the

writer used software SPSS 20. In this research, the result of the

normality test is showed below:

Table 4.6.

The Normality Test Result of the Pre-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Score 1

2

,094

,126

36

36

,200*

,161*

,975

,968

36

36

,569

,370

*. This is a lower bound of the true significance.

62

The table above showed that p ≥ α (0.200 ≥ 0.05) and (0.161 ≥

0.05) indicating that the pre-test data in this research were normally

distributed. Specifically, the scores of p is seen through the Sig. score in

the table section of Kolmogorov-Smirnov. As for the Sig. score from

the Shapiro-Wilk table was missed by the writer after the participants of

the research were more than fifty. In other words, if the research

subjects are less than fifty, then the writer is suggested to use the

Shapiro-Wilk table score. Differently, if it is more than fifty subjects,

then writer should use the Kolmogorov-Smirnov table result.

Table 4.7.

The Normality Test Result of the Post-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Score 1

2

,128

,129

36

36

,146

,139

,954

,937

36

36

,136

,040

The table above shows the similar type of result as the previous

table. That is, p is higher than α (0.146 ≥ 0.05) and (0.139 ≥ 0.05).

Briefly explained, the data of the post-test in the research was normally

distributed as well. Further, the p scores were checked through the Sig.

score in the Kolmogorov-Smirnov table column as it was explained in

the previous section.

In addition, the normal Q-Q Plot of Scores of the pre-test and the

post-test in the experimental and the control classes is presented on the

next page.

63

Figure 4.1

The Normal Q-Q Plot of the Pre-test Scores for the Experimental

Class

Figure 4.2

The Normal Q-Q Plot of the Post-test Scores for the Experimental

Class

64

Figure 4.3.

The Normal Q-Q Plot of the Pre-test Scores for the Control Class

Figure 4.4

The Normal Q-Q Plot of the Post-test Scores for the Control Class

65

2. The Homogeneity Test

Since test of homogeneity is demanded in order to test the variance

homogeneity between the Y variable score which is categorized based

on the similarity of the X score, therefore the result of this test is

pictured as follows:

Table 4.8.

The Homogeneity Test Result of the Pre-test

Levene Statistic

df1

df2

Sig.

,796 1 70 ,375

In regards with the table showed from the SPSS 20 calculation

above, it can be checked that the related p-value was higher than the

declared significant level 0.05 (0.375 > 0.05). This reveals that the

variances are same or equal among the groups.

Table 4.9.

The Homogeneity Test Result of the Post-test

Levene

Statistic

df1

df2

Sig.

2,364 1 70 ,129

Based on the table above, it can be checked through the Sig. Score

that the significance value of the students‘ writing ability of descriptive

text was 0.129. This score was exactly higher than the significance

value 0.05. In other words 0.129 was higher than 0.05 (0.129 > 0.05)

meaning that the variances across the two classes of the data population

are equal. Briefly, the data obtained in the study were homogeneous.

66

3. The Hypothesis Test

First, in order to check whether there was a significant difference

in the result of the pre-test and the post-test after the treatments were

implemented, a test of hypothesis was conducted. Software SPSS 20

was chosen and used to test the hypothesis of this research. Then, using

the formulation of the experimental and control classes‘ mean scores,

the data were input and calculated. Next, 5% or 0.05 was used as the

significance value or alpha (α) following the formula determined in the

software. As for the symbol in the calculation, 1 stood as the symbol of

the experimental group, and 2 as the symbol of the control group.

Then, the result of the t-test is presented in the figure below:

Table 4.10

Group Statistics

Class N Mean Std.

Deviation

Std. Error

Mean

Score 1

2

36

36

75,06

69,56

8,465

13,332

1,411

2,222

The table called ―Group Statistics‖ above pictures the statistical

results of the experimental and control classes from the used SPSS 20.

The writer adopted ―1‖ as the numeric code of the experimental class

and ―2‖ as the numeric code of the control class. Then, ―N‖ was the

total of the population data used in the study. Specifically, 72 subjects

with 36 participants from group 1 and 36 participants from group 2.

Next, mean was the average score of each group which was taken from

the post-test scores. That is, 75.06 was the mean score of group 1, and

69.56 was the mean score of group 2. From this result, it can be

obviously seen that the mean scores of both the experimental and the

control groups were significantly different to each other. In other

67

utterances, the experimental group‘s mean score was higher than the

control group‘s mean score (75.06 > 69.56).

Table 4.11

Independent Sample T-test

In contrast with the previous table, the second table named the

―Independent Sample Test‖ contained the statistical hypotheses of this

research. This table revealed exactly if there was a significant effect of

the indirect corrective feedback implementation on the students‘ writing

of descriptive text. Based on the table output, it was gained that Sig. (2-

tailed) score was 0.041 that was lower than the determined significance

level 0.05. Hence, it can be directly checked that p is lower than α, or

(p < α) = (0,041 < 0.05). This means that the alternative hypothesis (Ha)

was accepted while the null hypothesis (H0) was rejected. In other

sentences, there was an effect in providing teacher‘s indirect corrective

feedback to enhance students‘ writing of descriptive text.

4. The Effect Size Testing

To check the effect size, this formulation was used in the study.

The formula below was adopted as mentioned in the previous chapter:

d = (mean score of group A – mean score of group B)

Pooled standard deviation

68

Where:

Mean score of group A (experimental class) = 75.06

Mean score of group B (control class) = 69.56

Mean score of group A - Mean score of group B = 5.5

Standard deviation of group 1 = 8.465

Standard deviation of group 2 = 13.332

Pooled standard deviation = 10.8985

d = (mean score of group A – mean score of group B)

Pooled standard deviation

d = 0.50

The criteria of the effect size level:

0.2 = small effect size

0.5 = medium effect size

0.8 = large effect size

Based on the criteria above, it can be seen through the result of ―d

count‖ that the effect size of the study was 0.50 meaning that the effect

level was medium. Briefly explained, the effect of indirect corrective

feedback on the students‘ writing of descriptive text was a medium or

fairly significant. Thus, this technique is recommended to be applied in

writing class by teachers as it gives a significant effect towards

students‘ writing of descriptive text.

C. The Data Discussion

Discussing the data gained from the analysis of the statistical results of

the study, there were some points highlighted by the writer. First, there was

a difference of mean score between the experimental and the control classes.

Although both classes‘ mean score increased, the experimental class gained

a higher point rather than the control one. The increasing point of the

experimental class was 22.17 from 52.89 to 75.06. Meanwhile, the control

class increased 18.37 from 51.19 to 69.56. This value has indicated that the

69

experimental class increased than the control class. It can also be directly

seen through the different score of the post-test result between the two

classes.

Second, in order to see how the students‘ motivation before and after

the treatment, the writer adopted a questionnaire contained 25 questions to

be answered by the respondents. It was found that the students‘ motivation

also increased after the treatment implementation. This can be checked

through the comparison of the mean percentage score between the pre-

questionnaire and the post-questionnaire. That is gained; the post-

questionnaire was higher than the pre-questionnaire. Briefly, the indirect

corrective feedback technique was positively effective in increasing the

students‘ motivation in writing of descriptive text.

Third, to examine the effect of indirect corrective feedback called

―variable x‖ on the students‘ writing of descriptive text called ―variable y‖,

the writer needed to adopt the t-test formulation. However, before

conducting this test, it was required to conduct the tests of the normality and

the homogeneity. By using the software SPSS 20, the writer calculated the

data for both tests. The result has revealed that the pre-test and post-test data

in the study were normally distributed and equally homogenous. That are:

(0.200 ≥ 0.05) and (0.161 ≥ 0.05); (0.146 ≥ 0.05) and (0.139 ≥ 0.05);

(0.375 > 0.05); (0.129 > 0.05). In other words, the condition of the two

classes before and after the treatment implementation was normal and equal

or homogeneous.

Next, in accordance with the t-test value scored from the SPSS 20

calculation, it shows that p was lower than α. That is, p (Sig. (2-tailed)) < α;

0.041 < 0.05. This means Ha was accepted and H0 was rejected. In other

utterances, there was a significant effect in providing indirect corrective

feedback technique on students‘ writing of descriptive text. This study has

successfully proven the mentioned technique effectiveness through the

scientific calculation of SPSS. Furthermore, the effect size or level of the

indirect corrective feedback technique on the students‘ writing of

70

descriptive text was medium regarding to the calculation of the formula

(0.50).

From the whole calculation results gained in the study, it can be

scientifically proved that the indirect corrective feedback technique has the

positive potential in enhancing the students‘ writing skill of descriptive text.

71

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of the conclusion of the study result. Furthermore,

some positive suggestions from the writer are described as well.

A. Conclusion

Since this study focused on the students‘ writing skill of descriptive text and

the significant difference of students‘ motivation after receiving indirect

corrective feedback, the study conclusion is derived from the findings and the

discussions appeared in the previous chapter. The conclusion is explained in the

paragraph below. First, there was an effect of indirect corrective feedback on the

students‘ writing of descriptive text. This can be checked through the difference

on the descriptive text-writing result of the students who taught by using the

technique and the students who have taught without using the technique. Then, the

result of the mean score calculation gained by the two groups have also shown the

same thing. The increasing point of the experimental class was 22.17, from 52.89

to 75.06. Meanwhile, the control class increased 18.37, from 51.19 to 69.56. It

means that the experimental class has a higher mean score rather than the control

class as described earlier.

Moreover, the questionnaire result has indicated that the students‘ motivation

is also enhanced through the implementation of this technique. Based on the

calculation of Likert Scale, the gained score was 209; the post-questionnaire was

higher than the pre-questionnaire. It was proved that the indirect corrective

feedback technique was positively effective in increasing the students‘ motivation

in writing of descriptive text. Additionally, the hypotheses calculation result

reveals that p= sig. 2 tailed (0.041) is lower than α (0.05) meaning that Ha is

accepted and H0 is rejected. Briefly, this study has proved that the effect of

indirect corrective feedback on the students‘ writing of descriptive text is good

and significant. Therefore, it can be concluded that the effect of indirect corrective

feedback on students‘ writing of descriptive text was medium significant.

72

B. Suggestion

In regards with the study findings and the discussion, the writer would love to

deliver some positive suggestions related to the implementation of indirect

corrective feedback technique to enhance the students‘ writing of descriptive text:

1. Firstly, the English teachers are truly suggested to implement and develop

this technique of indirect corrective feedback in a small classes

particularly in descriptive text-writing session in order to create a more

active and effective class as well as enhance the students‘ writing skill.

Moreover, this technique may enlarge the teachers‘ knowledge of the other

various teaching techniques similar to this one.

2. Secondly, the students are suggested to train their writing of descriptive

text more and more and ask indirect feedback from their teacher in order to

enhance and maybe improve their writing skill.

3. Lastly, as for further researcher the writer wishes that the incompleteness

discovered in this study can be completed through the innovation of the

other writing skills such as writing of narrative, and argumentative text.

73

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London: Kluwer Academic Publisher, 2005.

Rogers, Henry. Writing Systems: A Linguistic Approach. Oxford: Blackwell,

2005.

Wahlström, Martin and Ämneslärarprogrammet. Effects of direct and indirect

feedback on ESL/EFL writing: a literature review focusing on form. Dutch:

Göteborgs Universitet: 2014.

Williams, Kaylene C and Caroline C. Williams, Five key ingredients for

improving student motivation. Research in Higher Education Journal, 2011.

Name:

Class:

DESCRIBING PEOPLE

Please correctly write the descriptions of the pictures below, at least two paragraphs or 120 words for each picture!

1.

2.

--------------------------------------------------------THANK YOU--------------------------------------------------------------

Name:

Class:

DESCRIBING PLACES

Please correctly write the descriptions of the pictures below at least two paragraphs or 120 words

for each picture!

1.

The Cinema

2.

--------------------------------------------------------GOOD LUCK!-----------------------------------------------------------

Gelora Bung Karno (GBK)

QUESTIONNAIRE

I. Petunjuk

1. Pada angket ini terdapat 40 pertanyaan. Pertimbangkan baik-baik setiap pertanyaan

dalam kaitannya dengan materi pembelajaran yang baru selesai kamu pelajari. Berilah

jawaban yang benar-benar cocok dengan pilihanmu.

2. Bacalah setiap pertanyaan dengan cermat.

3. Beri tanda ceklis (√) pada pilihan jawaban yang telah tersedia.

4. Tidak ada jawaban benar atau salah, maka dari itu tidak perlu menyontek atau

bertanya kepada teman.

II. Identitas Responden

Nama Lengkap :

Kelas :

Hari/Tanggal :

Nama Sekolah :

III. Keterangan Pilihan Jawaban:

SS = sangat setuju

S = setuju

TS = tidak setuju

STS. = sangat tidak setuju

No Pernyataan Jawaban

SS S TS STS

1 Dalam waktu kurang dari 30 menit saya mampu

menuliskan semua ide-ide saya

2 Saya tidak pernah menulis dalam Bahasa Inggris

karena saya tidak paham

3 Seringkali kesulitan untuk menentukan ide utama

untuk memulai menulis dalam Bahasa Inggris

4 Saya sulit mengerti sebuah teks dalam Bahasa Inggris

5 Saya mudah mengetahui kesalahan dalam menulis

menggunakan Bahasa Inggris

6 Saya membutuhkan waktu kurang dari 30 menit untuk

menulis dalam Bahasa Inggris

7 Saya lebih senang menulis Bahasa Inggris di waktu

laung saya

8 Saya mampu fokus dalam menulis menggunakan

Bahasa Inggris

9 Saya sulit membuat diri saya fokus dalam menulis

Bahasa Inggris

10 Saya tidak tertarik dalam kegiatan menulis

menggunakan Bahasa Inggris

11 Karena saya sering menulis dalam Bahasa Inggris,

nilai Bahasa Inggris meningkat

12 Saya tidak pernah membuat kerangka atau struktur

sebelum menulis dalam Bahasa Inggris

13 Saya akan berhenti menulis jika saya sudah tidak

mampu menemukan ide untuk menulis

14 Saya percaya diri saat menulis dalam Bahasa Inggris

15 Saya mampu mempersingkat durasi saya dalam

menulis menggunakan Bahasa Inggris

16 Saya sangat jarang menulis di waktu luang saya

17 Saya tidak paham dengan tulisan dalam Bahasa Inggris

18 Saya merasa termotivasi dalam menulis jika

menggunakan Bahasa Inggris

19 Menulis dengan Bahasa Inggris seringkali menguras

tenaga dan pikiran

20 Saya berencana membuat cerita pendek (cerpen) dalam

Bahasa Inggris

21 Saya akan terus berlatih agar skill menulis saya terus

meningkat

22 Saya lebih sering menulis dengan Bahasa Inggris di

keseharian saya

23 Menulis dalam Bahasa Inggris membuat saya

memperkaya kosakata dalam Bahasa Inggris

24 Saya sulit meningkatkan kemampuan menulis dalam

berBahasa Inggris

25 Tulisan saya sesuai dengan apa yang saya inginkan

26 Saya ingin mengetahui lebih banyak tentang teknik

meulis menggunakan Bahasa Inggris

27 Saya ingin meningkatkan kemampuan menulis melalui

menulis teks dalam Bahasa Inggris

28 Saya memerlukan waktu lebih dari 30 menit untuk

menulis dalam Bahasa Inggris

29 Menulis dalam Bahasa Inggris lebih membosankan

karena sulit dipahami

30 Dengan menulis dalam Bahasa Inggris, saya lebih

mudah mengetahui apa maksud tulisan saya

31 Dalam menulis Bahasa Inggris, saya memerlukan

waktu yang relative lama

32 Mencari melalui internet (browsing) adalah salah satu

cara saya mendapatkan contoh teks dalam Bahasa

Inggris

33 Saya sering merencanakan dahulu apa yang akan saya

tulis dalam Bahasa Inggris

34 Menulis dalam Bahasa Inggris tidak meningkatkan

nilai Bahasa Inggris saya di kelas

35 Saya menulis dalam Bahasa Inggris hanya bila

ditugaskan oleh guru

36 Tidak memiliki suatu tujuan khusus yang ingin dicapai

setelah menulis dalam Bahasa Inggris

37 Menulis dalam Bahasa Inggris tidak membuat saya

menguasai Bahasa Inggris

38 Saya tidak terlalu suka menulis, jadi saya menulis jika

hanya diperlukan saja

39 Bisa menulis lancer dalam Bahasa Inggris bukanlah

keinginan saya

40 Saya biasanya menulis dalam Bahasa Inggris dua hari

sekali

QUESTIONNAIRE

I. Petunjuk

1. Pada angket ini terdapat 25 pertanyaan. Pertimbangkan baik-baik setiap pertanyaan

dalam kaitannya dengan kegiatan dan minat dalam diri. Berilah jawaban yang benar-

benar cocok dengan pilihanmu.

2. Bacalah setiap pertanyaan dengan cermat.

3. Beri tanda ceklis (√) pada pilihan jawaban yang telah tersedia.

4. Tidak ada jawaban benar atau salah, maka dari itu tidak perlu menyontek atau

bertanya kepada teman.

II. Identitas Responden

Nama Lengkap :

Kelas :

Hari/Tanggal :

Nama Sekolah :

III. Keterangan Pilihan Jawaban:

SS = sangat setuju

S = setuju

TS = tidak setuju

STS. = sangat tidak setuju

No Pernyataan Jawaban

SS S TS STS

1 Dalam waktu kurang dari 30 menit saya mampu

menuliskan semua ide-ide saya

2 Seringkali kesulitan untuk menentukan ide utama

untuk memulai menulis dalam Bahasa Inggris

3 Saya mudah mengetahui kesalahan dalam menulis

menggunakan Bahasa Inggris

4 Saya membutuhkan waktu kurang dari 30 menit untuk

menulis dalam Bahasa Inggris

5 Saya sulit membuat diri saya fokus dalam menulis

Bahasa Inggris

6 Karena saya sering menulis dalam Bahasa Inggris,

nilai Bahasa Inggris saya meningkat

7 Saya tidak pernah membuat kerangka atau struktur

sebelum menulis dalam Bahasa Inggris

8 Saya percaya diri saat menulis dalam Bahasa Inggris

9 Saya sangat jarang menulis di waktu luang saya

10 Saya tidak paham dengan tulisan dalam Bahasa Inggris

11 Saya merasa termotivasi dalam menulis jika

menggunakan Bahasa Inggris

12 Saya berencana membuat cerita pendek (cerpen) dalam

Bahasa Inggris

13 Saya akan terus berlatih agar skill menulis saya terus

meningkat

14 Saya lebih sering menulis dengan Bahasa Inggris di

keseharian saya

15 Saya sulit meningkatkan kemampuan menulis dalam

berBahasa Inggris

16 Tulisan saya sesuai dengan apa yang saya inginkan

17 Saya ingin mengetahui lebih banyak tentang teknik

meulis menggunakan Bahasa Inggris

18 Saya ingin meningkatkan kemampuan menulis melalui

menulis teks dalam Bahasa Inggris

19 Saya memerlukan waktu lebih dari 30 menit untuk

menulis dalam Bahasa Inggris

20 Dalam menulis Bahasa Inggris, saya memerlukan

waktu yang relative lama

21 Mencari melalui internet (browsing) adalah salah satu

cara saya mendapatkan contoh teks dalam Bahasa

Inggris

22 Saya sering merencanakan dahulu apa yang akan saya

tulis dalam Bahasa Inggris

23 Tidak memiliki suatu tujuan khusus yang ingin dicapai

setelah menulis dalam Bahasa Inggris

24 Bisa menulis lancer dalam Bahasa Inggris bukanlah

keinginan saya

25 Saya biasanya menulis dalam Bahasa Inggris dua hari

sekali

QUESTIONNAIRE

I. Petunjuk

1. Pada angket ini terdapat 25 pertanyaan. Pertimbangkan baik-baik setiap pertanyaan

dalam kaitannya dengan kegiatan dan minat dalam diri. Berilah jawaban yang benar-

benar cocok dengan pilihanmu.

2. Bacalah setiap pertanyaan dengan cermat.

3. Beri tanda ceklis (√) pada pilihan jawaban yang telah tersedia.

4. Tidak ada jawaban benar atau salah, maka dari itu tidak perlu menyontek atau

bertanya kepada teman.

II. Identitas Responden

Nama Lengkap :

Kelas :

Hari/Tanggal :

Nama Sekolah :

III. Keterangan Pilihan Jawaban:

SS = sangat setuju

S = setuju

TS = tidak setuju

STS. = sangat tidak setuju

No Pernyataan Jawaban

SS S TS STS

1 Setelah mendapatkan feedback, kurang dari 30 menit

saya mampu menuliskan semua ide-ide saya.

2 Seringkali kesulitan untuk menentukan ide utama

untuk memulai menulis dalam Bahasa Inggris

3 Saya mudah mengetahui kesalahan dalam menulis

menggunakan Bahasa Inggris

4 Saya membutuhkan waktu relative sebentar untuk

menulis dalam Bahasa Inggris

5 Saya sulit membuat diri saya fokus dalam menulis

Bahasa Inggris

6 Karena sering menulis Bahasa Inggris dan mendapat

feedback, nilai Bahasa Inggris saya meningkat

7 Saya tidak pernah membuat kerangka atau struktur

sebelum menulis dalam Bahasa Inggris

8 Saya percaya diri saat menulis dalam Bahasa Inggris

setelah mendapatkan feedback

9 Saya sangat jarang menulis di waktu luang saya

10 Saya tidak paham dengan tulisan dalam Bahasa

Inggris, walaupun saya sudah mendapatkan feedback

11 Setelah mendapat feedback , saya merasa termotivasi

dalam menulis jika menggunakan Bahasa Inggris

12 Saya berencana membuat cerita pendek (cerpen) dalam

Bahasa Inggris

13 Saya akan terus berlatih agar skill menulis saya terus

meningkat

14 Setelah mendapatkan feedback , saya lebih sering

menulis dengan Bahasa Inggris di keseharian saya

15 Saya sulit meningkatkan kemampuan menulis dalam

Bahasa Inggris, walaupun sudah mendapat feedback

16 Sesudah mendapatkan feedback , tulisan saya sesuai

dengan apa yang saya inginkan

17 Saya tidak ingin mengetahui lebih banyak tentang

teknik menulis menggunakan Bahasa Inggris

18 Saya ingin meningkatkan kemampuan menulis melalui

menulis teks dalam Bahasa Inggris

19 Lebih dari 30 menit saya perlukan untuk menulis

dalam Bahasa Inggris, setelah mendapatkan feedback

20 Dalam menulis Bahasa Inggris, saya memerlukan

waktu yang relative lama

21 Browsing adalah salah satu cara saya mendapatkan

contoh teks dalam Bahasa Inggris

22 Saya sering merencanakan dahulu apa yang akan saya

tulis dalam Bahasa Inggris

23 Tidak memiliki tujuan khusus yang ingin saya capai

setelah menulis dalam Bahasa Inggris

24 Bisa menulis lancar dalam Bahasa Inggris bukanlah

keinginan saya

25 Saya biasanya menulis dalam Bahasa Inggris paling

sedikit dua hari sekali

Reliability

Case Processing Summary

N %

Cases

Valid 34 100,0

Excludeda 0 ,0

Total 34 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha

N of Items

,850 41

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total

Correlation

Cronbach's

Alpha if Item

Deleted

item1 216,03 173,787 -,132 ,841

item2 216,94 173,209 -,081 ,838

item3 216,03 170,817 ,109 ,829

item4 216,32 172,044 ,013 ,834

item5 216,26 177,291 -,376 ,854

item6 216,32 166,771 ,285 ,714

item7 216,26 173,110 -,061 ,840

item8 216,03 173,726 -,102 ,841

item9 216,56 169,224 ,130 ,825

item10 216,71 171,850 ,014 ,834

item11 215,94 168,299 ,219 ,820

item12 216,29 171,305 ,026 ,733

item13 216,56 168,618 ,141 ,823

item14 215,82 171,483 ,036 ,733

item15 216,29 171,184 ,043 ,832

item16 216,47 169,166 ,136 ,824

item17 216,74 169,049 ,150 ,823

item18 215,94 174,057 -,122 ,843

item19 216,29 170,638 ,026 ,833

item20 216,62 169,880 ,151 ,826

item21 215,35 168,599 ,276 ,820

item22 216,82 170,089 ,181 ,826

item23 215,79 176,350 -,236 ,822

item24 216,50 168,803 ,169 ,822

item25 215,79 163,502 ,513 ,899

item26 215,38 171,092 ,073 ,830

item27 215,56 164,193 ,435 ,302

item28 216,09 164,325 ,348 ,304

item29 216,68 168,104 ,189 ,820

item30 216,35 172,902 -,050 ,838

item31 216,15 166,190 ,326 ,811

item32 215,65 165,205 ,440 ,806

item33 215,59 172,007 ,007 ,834

item34 216,91 164,689 ,364 ,805

item35 216,56 171,466 ,019 ,834

item36 216,56 165,769 ,303 ,810

item37 216,53 170,863 ,060 ,731

item38 216,85 173,766 -,097 ,842

item39 216,97 168,878 ,218 ,821

item40 216,59 172,492 -,027 ,737

total_score 100,65 37,872 ,301 ,929

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMP N 249 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / 1

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial

teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,

binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang,

binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

antar pribadi dengan guru dan teman.

2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan teks

dekskriptif mengenai orang dengan baik dan benar.

3.6.2 Siswa dapat struktur teks dan ciri-ciri yan terdapat di dalam teks deskriptif mengenai

orang dengan baik dan benar.

3.6.3 Siswa dapat mengemukakan teks deskriptif mengenai orang secara tulis dengan baik

dan benar.

4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan teks deskriptif

mengenai orang secara benar dan sesuai konteks.

4.7.2 Siswa dapat mengikuti makna struktur teks dan ciri yang terdapat di dalam sebuah teks

deskriptif mengenai orang dengan baik dan benar.

4.7.3 Siswa dapat membangun teks deskriptif tulis sederhana dengan memperhatikan struktur

teks dan unsur kebahasaan secara benar dan sesuai dengan konteks.

D. Media Pembelajaran

1. Papan Tulis dan Spidol

2. Laptop

3. LCD Proyektor

4. Gambar

5. Video

6. Speaker

E. Materi Pembelajaran

1. Describing People

Sifat (Characteric)

Penampilan Fisik (Physical Appearance)

2. Teks Deskriptif

Pengertian: sebuah tulisan atau teks yang menggambarkan sifat-sifat yang melekat

pada sesuatu, baik itu manusia, hewan, tumbuhan, ataupun benda mati seperti

rumah, mobil dan lain sebagainya.

Struktur Teks:

1. Identifikasi (Identification)

2. Deskripsi (Description)

3. Ciri-ciri teks deskriptif

Simple Present Tense

Banyak dijumpai kata sifat (adjective verb) dan penampilan fisik

Kata kerja penghubung (relating verb)

F. Sumber Pembelajaran

Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell: Buku

Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan. Hal 19-21.

http://www.kursusmudahbahasainggris.com/2015/02/penjelasan-dan-contoh-kalimat-

tentang.html#ixzz4KbnD9NjU (diakses pada tanggal 4 February 2017, jam 22.00

WIB)

http://inggrisonline.com/pengertian-tujuan-ciri-descriptive-text-dan-contohnya/

(diakses pada tanggal 4 February 2017, jam 22.27 WIB)

G. Langkah-langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

Guru dan siswa memberi salam, lalu berdoa

bersama.

Guru mengabsensi kehadiran siswa dan

menanyakan kabar siswa.

Guru dan siswa membaca doa bersama-sama

sebelum memulai pelajaran.

Guru menyampaikan tema pembelajaran kepada

siswa.

10 menit

Inti

Experimenting

Siswa diajak oleh guru memainkan sebuah

permainan „who is it?‟.

Guru mempunyai 3 gambar yang ditampilkan di

slide show.

Siswa diminta untuk menebak gambar yang

dimiliki oleh guru.

Observing

Siswa mengamati atau memahami pengertian,

struktur teks dan ciri-ciri yang terdapat di dalam

sebuah teks deskrptif.

Questioning

Dengan bimbingan dan arahan guru, siswa

mempertanyakan mengenai adjective apa saja

yang digunakan dalam mendeskripsikan

seseorang.

Associating

Semua siswa diminta untuk menyediakan kertas

kosong dan menyertakan nama di kertas tersebut.

Kertas tersebut kemudian di oper ke siswa yang

lain untuk dapat di tulis deskripsinya.

Communicating

Siswa diminta untuk menulis deskripsi pendek

menggunakan bahasa inggris tentang teman

sebangkunya.

Pentupan

Setelah mengikuti kegiatan pembelajaran pada

pertemuan ini, siswa dan guru bersama-sama

menarik nafas setelah pembelajaran usai

(relaksasi).

Siswa diminta menulis journal di dalam bukunya

dan menyimpulkan apa yang sudah mereka

pelajari hari ini.

Siswa diberikan tugas untuk mendeskripsikan

tokoh atau orang terdekat mereka.

Guru dan siswa berdoa setelah pembelajaran usai

sebagai bentuk rasa syukur dapat mempelajari

bahasa inggris.

H. Penilaian

1. Bentuk Penilaian

A. Penilaian Hasil Pembelajaran

1. Penilaian Sikap (Non Tes)

Rubrik aspek sikap

No. Butir Sikap Deskripsi Perolehan Skor

1. Jujur

Indikator:

- Mengerjakan ulangan sendiri

5 selalu

4 sering

3 kadang-kadang

2 jarang

1 tidak pernah

2. Bertanggung jawab

Indikator:

- Mengerjakan tugas yang

diberikan

5 selalu

4 sering

3 kadang-kadang

2 jarang

1 tidak pernah

3. Kerjasama

- Ikut serta aktif dalam tugas

kelompok

5 selalu

4 sering

3 kadang-kadang

2 jarang

1 tidak pernah

4. Disiplin

- Mengumpulkan tugas sesuai

waktu yang ditentukan

5 selalu

4 sering

3 kadang-kadang

2 jarang

1 tidak pernah

5. Percaya Diri

- Berani bertanya

5 selalu

4 sering

3 kadang-kadang

2 jarang

1 tidak pernah

2. Rubrik aspek pengetahuan

No. Butir Sikap Deskripsi Perolehan Skor

1. Pengucapan

5 hampir sempurna

4 ada kesalahan tapi tak

mengganggu makna

3 ada beberapa kesalahan dan

mengganggu makna

2 banyak kesalahan dan

mengganggu makna

1 banyak kesalahan dan sulit

dipahami

2. Intonasi 5 hampir sempurna

4 ada kesalahan tapi tak

mengganggu makna

3 ada beberapa kesalahan dan

mengganggu makna

2 banyak kesalahan dan

mengganggu makna

1 banyak kesalahan dan sulit

dipahami

3. Ketelitian 5 sangat teliti

4 teliti

3 agak teliti

2 kurang teliti

1 tidak teliti

4. Pemahaman 5 sangat memahami

4 memahami

3 cukup memahami

2 kurang memahami

1 tidak memahami

3. Rubrik aspek keterampilan

No. Butir sikap Deskripsi Perolehan skor

Melakukan tindak

komunikasi dengan tepat

5 selalu melakukan kegiatan

komunikasi dengan tepat

4 sering melakukan komunikasi

dengan tepat

3 beberapa kali berkomunikasi

dengan tepat

2 pernah berkomunikasi dengan

tepat

1 tidak pernah melakukan

kegiatan komunikasi dengan tepat

1. Kriteria Penilaian Afektif

Sikap Spiritual

NO

Nama

Sikap Spiritual Sikap Sosial Total Skor

Mensyukuri Santun Peduli

1-4 1-4 1-4

1

2

3

Keterangan:

a. Sikap Spriritual

1) Indikator sikap spiritual “mensyukuri”:

- Berdoa sebelum dan sesudah kegiatan pembelajaran.

- Memberi salam pada saat awal dan akhir presentasi sesuai agama yang dianut.

- Memelihara hubungan baik dengan sesama teman sekelas yang berbeda agama.

2) Rubrik pemberian skor:

- 4 = jika siswa melakukan 4 (empat) kegiatan tersebut.

- 3 = jika siswa melakukan 3 (empat) kegiatan tersebut

- 2 = jika siswa melakukan 2 (empat) kegiatan tersebut

- 1 = jika siswa melakukan salah satu (empat) kegiatan tersebut

b. Sikap Sosial.

1. Sikap Santun

1) Indikator sikap sosial “santun”

- Tidak berkata-kata kotor dan kasar

- Tidak menyela pembicaraan.

- Mengucapkan terima kasih setelah menerima bantuan orang lain

- Bersikap 3S (salam, senyum, sapa)

2) Rubrik pemberian skor

- 4 = jika siswa melakukan 4 (empat) kegiatan tersebut.

- 3 = jika siswa melakukan 3 (empat) kegiatan tersebut

- 2 = jika siswa melakukan 2 (empat) kegiatan tersebut

- 1 = jika siswa melakukan salah satu (empat) kegiatan tersebut

2. Sikap peduli

1) Indikator sikap sosial “santun”

- Mengingatkan teman jika ada kesalahan

- Selalu menjaga barang-barang milik sekolah

- Tidak mencorat-coret sembarangan

- Menjaga lingkungan sekolah tetap bersih dan nyaman

2) Rubrik pemberian skor

- 4 = jika siswa melakukan 4 (empat) kegiatan tersebut.

- 3 = jika siswa melakukan 3 (empat) kegiatan tersebut

- 2 = jika siswa melakukan 2 (empat) kegiatan tersebut

- 1 = jika siswa melakukan salah satu (empat) kegiatan tersebut

Rumus perhitungan nilai siswa sebagai berikut:

x 100

Keterangan:

Jumlah skor yang diperoleh siswa adalah jumlah skor yang diperoleh siswa dari kriteria

ke-1 sampai dengan kriteria ke-4

Skor maksimal/ideal adalah hasil perkalian skor tertinggi (4) dengan jumlah kriteria

yang ditetapkan (ada 4 kriteria). Jadi skor maksimal/ideal = 4 x 3 = 12

Sehingga perhitungan nilai akhir siswa adalah:

1. Fermay : x 100 = 83

2. Mecca : x 100 = 50

2. Pedoman Penskoran Soal

No. Indikator Teknik Bentuk Contoh

1.

2.

Melengkapi kata

yang kosong.

Membuat paragraf

membentuk sebuah

teks deskriptif

Tes Tertulis

Tes Tertulis

Text

Text

Complete the

paragraph by the

word in the suitable

word below!

Create the simple

descriptive text by

using the clues words!

Total nilai: Task 1 + Task 2 = (jumlah benar = 18 poin ) : 2 x 10 = 90

I. Lampiran Soal

1. Task 1

Complete the paragraph by the word in the suitable word below!

b. Love c. is e. doesn‟t g. delicious i. color

c. a problem d. us f. has h. take care j. friendly

My mother

My mother …(1) a beautiful person. She is not tall but not short, and she …(2) curly hair

and brown. Her eyes color are like honey and her skin …(3) is light brown, and she has a

beautiful smile. She loves cooking cookies and her cookies is always …(4).

She is a very kind person. She is very lovely… (5), patient, and she loves to help people. I

…(6) my mom, because she is a good example to me. She has a nice voice, and she loves

sing and dance too.

She is a very good woman, wife and mother. She always …(7) of her family. She likes her

house to be clean and organized. She is a very organized person, and all things in the

house are in the right place. She …(8) like messes.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMP N 249 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / 1

Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive untuk berinteraksi dengan

lingkungan sekitar

B. Kompetensi Dasar : Menulis

6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

C. Tujuan Pembelajaran :

• Kognitif

Menentukan gambaran umum dalam teks deskriptif

Memahami makna dalam teks deskriptif

Mengindentifikasikan langkah rethorika teks deskriptif

Menentukan tujuan komunikatif

• Psikomotor

Melengkapi kalimat dengan ragam bahasa yang tepat berdasarkan keterangan pada gambar

Menulis paragraph deskriptif sesuai dengan generic structure yang ditentukan

• Afektif

Siswa dapat menunjukan antusiasisme dan saling menghargai sesama teman dalam kelompok

belajar

D. Indikator Pembelajaran :

Diberikan contoh teks deskriptif, agar siswa dapat

- Mengetahui secara jelas yang dimaksud dengan teks deskriptif

- Memahami makna tersirat maupun tersurat dalam teks deskriptif

- Menentukan makna intelektual yang ada dalam teks deskriptif

- Menentukan tujuan komunikasi yang terkandung dalam teks deskriptif

- Memahami generic structure yang ada dalam teks deskriptif

- Mengetahui language feature yang harus digunakan pada teks deskriptif

- Mampu membuat teks deskriptif dengan cara berkelompok maupun sendiri

Catatan

Ketika melakukan kerja kelompok,siswa mampu mengembangkan perilaku berkarakter :

a. Berani mencoba

b. Bertanggung jawab

c. Tidak gampang menyerah

d. Senang melakukan pembelajaran

e. Senang melakukan aktivitas belajar dengan teman dalam kelompok.

Ketika melakukan kerja kelompok siswa mengembangkan ketrampilan sosial :

a. Menjadi pendengar yang baik

b. Tidak berebut bicara

c. Menghargai pendapat, gagasan atau inisiatif orang lain.

d. Aktif bertanya

e. Senang melakukan belajar dengan orang lain atau teman sekelas,

E. Model dan Metode

Model pembelajaran : Collaborative learning, individual-work, dan communicative learning

Metode : Three-phase technique

F. Langkah-Langkah Kegiatan

(2 x 40 menit)

No. Aktivitas Guru Aktivitas Murid Teknik Media Waktu

1.

Kegiatan Pendahuluan

Apersepsi:

Tanya jawab dengan siswa

terkait materi yang sudah

dipelajari sebelumnya.

Memeriksa kehadiran siswa

Memberkan review materi

sebelumnya

Menyampaikan tujuan

pembelajaran untuk materi yang

akan dipelajari

Motivasi:

Menjelaskan pentingnya materi

yang akan dipelajari berikut

kompetensi yang harus dikuasai

siswa

Membagi siswa menjadi

beberapa kelompok belajar

Memberi salam

kepada guru;

Merespon salam

guru;

Memperhatikan

apa yang ditanya

atau apa yang

disampaikan

guru;

Menjawab

pertanyaan guru.

Memilih teman

untuk menjadi

kelompok belajar.

Tanya

Jawab

Seorang

siswa di

kelas

10’

2.

Kegiatan Inti

Eksplorasi:

Menanyakan tentang apa yang

siswa ketahui tentang

Memperhatikan

apa yang

disampaikan

Collabora

tive Work

Papan

tulis;

Proyek

60’

descriptive text

Mengenalkan descriptive text

dengan menunjukkan contoh

descriptive text dalam bentuk

power point.

Memberikan penjelasan tentang

informasi yang ada dalam

descriptive text

Elaborasi:

Siswa mengidentifikasi

informasi penting dari

descriptive text dalam

kelompok.

Guru meminta kelompok

membuat descriptive text

berdasarkan kondisi yang

diberikan guru

Konfirmasi:

Memberikan umpan balik

positif dan penguatan dalam

bentuk lisan, tulisan, isyarat,

terhadap keberhasilan peserta

didik,

Memberikan konfirmasi

terhadap hasil eksplorasi dan

elaborasi peserta didik melalui

berbagai sumber,

Memfasilitasi peserta didik

melakukan refleksi untuk

memperoleh pengalaman belajar

yang telah dilakukan.

guru;

Menjawab

pertanyaan guru;

Menulis yang

disampaikan

guru;

Mengerjakan

latihan yang

diberikan oleh

guru.

tor

Laptop

Buku

teks

yang

relevan

.

3.

Kegiatan Penutup:

Menyimpulkan atas apa yang

telah dipelajari

Melakukan penilaian dan/atau

refleksi terhadap kegiatan yang

sudah dilaksanakan secara

konsisten dan terprogram;

Memberikan umpan balik

Bertanya jika ada

sesuatu yang

kurang jelas;

Menyatakan dan

merangkum apa

yang telah

dipelajari;

Tanya

Jawab

10’

terhadap proses dan hasil

pembelajaran;

Menyampaikan rencana

pembelajaran pada pertemuan

berikutnya.

Memberi salam

kepada guru.

G. Materi Ajar

There are some genres in text that are learned in Junior High School. Genre is used to

refer to particular text types. It’s a type or kind of text defined in terms of its social

purposes, also the level of context dealing with social purpose. Genre is a term for grouping

text together, representing how writers typically use language to respond to recurring

situations. This meeting only focused on descriptive text that briefly defined as kind of

genre that social function to persuade the reader or listener that something should not be the

case.

The definition of descriptive text

Descriptive text is created when the words are put together to communicate a

meaning, or when someone writes to communicate a message. Description is the part

of the paragraph that writes about characteristic features of a particular thing

Language features in descriptive text

The language features of a descriptive text are:

a. Verb in the present tense

b. Adjectives to describe the features of the subject

c. Topic sentences to begin paragraph and organize the various aspects of the

description.

In the other words, to write a good descriptive text, students should know how to

use present tense and have sufficient knowledge of adjectives to describe something.

Moreover, teacher should provide them a topic and also organize their writing.

Generic structure in descriptive text

The generic structures of a description text are as identification and description:1

a. Identification

This part consists of the identification of a particular thing that being

described. In general, the identification part answers two questions: What is

the topic of the topic? What is the text about?

b. Description

This part describes the parts also the characteristics of the object that

being described. The following text is the example of generic structure of

descriptive text:

1 Nur Zaida, Practice Your English Competence For SMP/MTs Class VII, (Jakarta:

Erlangga, 2013), p. 56

The Generic Structure of Descriptive Text

Identification

Description(s)

I live with my dad.

My dad has a big body. He has spiky

black hair and a moustache. My dad has

small dark eyes. His hobby is watching

movie. My dad always update about the

new movie. He sometimes asks me to

accompany him to the cinema.

Kinds of descriptive text

There are three types of description. The first is factual description which is

used to inform the audience an image of the object without giving an impression of

the writer. The second is impressionistic description which is used to persuade the

audience by giving certain details and observations, kinds of language, and to evoke

a particular emotion into the reader. And thirdly, character sketch that is used to

describe a person at length including the combination of physical characteristics,

habits, and personality to give dominant impression of that person.

The purpose of descriptive text

Each kind of text has the purpose itself, includes descriptive text. To know the

purposes of descriptive text, Barbara gave some sample descriptions related to each

of purposes below.2

Purposes for Descriptive Text

Purpose Sample Description

To entertain An amusing description of a teenager’s

bedroom

To express feelings A description of your favorite outdoor

retreat so your reader understands why

you enjoy it so much

To relate experience A description of your childhood home to

convey a sense of the poverty you grew

up in

To inform (for a reader

unfamiliar with the subject)

A description of a newborn calf for a

reader who has never seen one

2 Barbara Fine Clouse, The Student Writer: Editor and Critics, (New York: McGraw-Hill, 2008), p. 154.

To inform (to create a fresh

appreciation for the familiar)

A description of an apple to help the

reader rediscover the joys of this simple

fruit

To persuade (to convince the

reader that some music videos

degrade women)

A description of a degrading music video

H. Sumber dan Media Pembelajaran

Internet

Buku teks relevan

LKS

I. Penilaian

Giving score in descriptive text is not an easy task that the teacher must have a

direction to see whether it is accurately or not. After knowing of good aspects above, the

descriptive writing must be checked accurately. Therefore, here is the reliable rubric that

can be used to assess writing task:3

Descriptive Writing Analytic Evaluation Rubric

Aspect Criteria Score

Focus/Organization

The description fulfills its purpose by

presenting clear and complete picture.

The description is appropriate for its

intended audience.

The details are presented in a

recognizable and appropriate order.

< /35

Elaboration/Support/Style

Sensory details and exact words are

used.

The details are sufficient and

appropriate.

Transition words are used effectively.

< /35

3 McGraw-Hill, Writer's Choice Writing Assessment and Evaluation Rubrics Grade 8, (Ohio: The McGraw-Hill

Companies, 2004), p. 26.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMP N 249 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / 1

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial

teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,

binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang,

binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

antar pribadi dengan guru dan teman.

2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan describing

animals dengan baik dan benar sesuai konteks.

3.6.2 Siswa dapat menerangkan struktur yang terdapat di dalam describing animals secara

tulis dengan baik dan benar sesuai konteks.

3.6.3 Siswa dapat mengemukakan ciri-ciri describing animals secara lisan dengan baik dan

benar sesuai konteks.

4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan describing animals

secara baik dan benar sesuai konteks.

4.7.2 Siswa dapat mengikuti ciri-ciri yang terdapat di dalam describing animals dengan baik

dan benar sesuai konteks.

4.7.3 Siswa dapat membangun kalimat sederhana mengenai describing animals dengan

memperhatikan unsur kebahasaan secara benar dan sesuai dengan konteks.

D. Media Pembelajaran

1. Papan Tulis dan Spidol

2. Laptop

3. LCD Proyektor

4. Gambar

E. Materi Pembelajaran

1. Nama-nama binatang

- Farm Animals (Hewan di Peternakan)

Chicken : Ayam

Cow : Sapi

Duck : Bebek

Goat : Kambing

Horse : Kuda

- Common Animals (Hewan Umum)

Bee : Lebah

Bird : Burung

Camel :Unta

Cat : Kucing

- Fishes and Underwater Animals (Ikan dan Hewan bawah air)

Crab : Kepiting

Eel : Belut

Lobster :Udang besar

Oyster : Kerang besar

2. Part of Body

Words Meaning

whisker kumis

a beak paruh

big ears telinga besar pada gajah

horns tanduk

teeth gigi

fangs taring

task gading

wings sayap

feather bulu pada ayam atau bebek

humps punuk pada unta

shell cangkang pada kura-kura

trunk belalai

a mane surai

tail ekor

gill insang

scale labirin

fins sirip

flipper sirip

antennae antena pada serangga

3. Contoh Descriptive Text

My Cat

I have a cat. It is a female cat. She has a long tail. She like to lick her tail. My cat’s fur

is white and brown. So, I call her “si belang” because she has two collor. Belang like

to eat fish. But sometime I also fed her tempe. She also like tempe. At the afternoon,

when the sunset, she like to play outside the house. She will be running, rolling, and

then climbing the tree. She is so funny.

F. Sumber Pembelajaran

Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell: Buku

Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.

http://www.belajaringgris.net/animal-vocabulary-3236.html

http://bahasainggrismudah.com/contoh-text-descriptive-tentang-hewan-singkat-

berbahasa-inggris/

http://www.kuliahbahasainggris.com/30-kosakata-bagian-tubuh-hewan-dalam-

bahasa-inggris-beserta-artinya/

G. Langkah-langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

Guru dan siswa memberi salam, lalu berdoa

bersama.

Guru mengabsensi kehadiran siswa dan

menanyakan kabar siswa.

10 menit

Guru mengajak siswa untuk senam otak.

Guru menyampaikan tema pembelajaran kepada

siswa.

Inti

Observing

Siswa mengamati penjelasan singkat dari guru

tentang bagian-bagian tubuh binatang yang

berada di sekitar sekolah, rumah, dan lingkungan

lainnya.

Questioning

Guru menunjuk siswa dan bertanya tentang

binatang-binatang yang berada di sekitarnya.

Experimenting

Siswa diminta untuk membuat deskripsi berupa

kalimat sederhana tentang binatang

kesukaannya.

Associating

Siswa diminta untuk membuat 4 kelompok.

Tiap kelompok diminta untuk membuat paragraf

sederhana tentang binatang-binatang yang

terdapat di sekitar sekolah.

Communicating

Tiap kelompok menyampaikan paragraf

deskriptif sederhananya kepada semua teman-

temannya.

60 menit

Pentupan

Setelah mengikuti kegiatan pembelajaran pada

pertemuan ini, siswa dan guru bersama-sama

melakukan relaksasi (inhale and exhale).

Siswa diminta menyimpulkan apa yang sudah

10 menit

mereka pelajari hari ini.

Guru dan siswa berdoa setelah pembelajaran usai

sebagai bentuk rasa syukur dapat mempelajari

bahasa inggris.

H. Penilaian

1. Instrumen Penilaian

a. Rubrik Penilaian Aspek Afektif

No Sikap Baik Cukup Perlu Ditingkatkan

1. Santun

2. Peduli

3. Jujur

4. Disiplin

5. Percaya Diri

6. Bertanggungjawab

7. Kerjasama

8. Cinta Damai

b. Rubrik Penilaian Aspek Psikomotor/Keterampilan

No. Aspek yang dinilai Kriteria Skor

1. Pelafalan

(pronunciation)

Excellent

Good

Fair

Poor

4

3

2

1

2. Ekspresi wajah (facial

expression)

Excellent

Good

Fair

Poor

4

3

2

1

3. Bahasa tubuh (body

language)

Excellent

Good

Fair

Poor

4

3

2

1

c. Rubrik Penilaian Aspek Kognitif

No Aspect of Scoring Scoring

Low (45-59) Average (60-75)

Good (76-100)

1 Keaktifan

2 Tata Bahasa

3 Perbendaharaan kata

4 Kelancaran dan

Ketelitian

Total

Total Score

2. Pedoman Penilaian

Jenis Teknik Penilaian Bentuk

Instrumen

Instrumen/

Pedoman penskoran

Sikap Observasi oleh guru Catatan

pendidik

Rubrik sikap

Pemberian ceklis

pada rubrik untuk

kriteria baik,

cukup, dan perlu

ditingkatkan

Pengetahuan Tes tulis Teks latihan

sederhana

seperti

matching the

words into the

suitable

picture.

Pemberian nilai

dengan skala 10-

100

Keterampilan Praktik

Penggunaan

Praktek

langsung di

depan kelas.

Pemberian skor

sesuai dengan

kriteria di rubrik

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMP N 249 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / 1

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial

teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,

binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang,

binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan mempelajari bahasa Inggris

sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.1.1 Siswa dapat menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

antar pribadi dengan guru dan teman.

2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.6.1 Siswa dapat mengidentifikasi kosakata-kosakata yang berhubungan dengan describing

things dengan baik dan benar sesuai konteks.

3.6.2 Siswa dapat menerangkan struktur yang terdapat di dalam describing things secara tulis

dengan baik dan benar sesuai konteks.

3.6.3 Siswa dapat mengemukakan ciri-ciri describing things secara lisan dengan baik dan

benar sesuai konteks.

4.7.1 Siswa dapat menyalin kosakata-kosakata yang berhubungan dengan describing things

secara baik dan benar sesuai konteks.

4.7.2 Siswa dapat mengikuti ciri-ciri yang terdapat di dalam describing things dengan baik

dan benar sesuai konteks.

4.7.3 Siswa dapat membangun kalimat sederhana mengenai describing things dengan

memperhatikan unsur kebahasaan secara benar dan sesuai dengan konteks.

D. Media Pembelajaran

1. Papan Tulis dan Spidol

2. Laptop

3. LCD Proyektor

4. Gambar

E. Materi Pembelajaran

1. Nama-nama benda

- Book

- Handphone

- Bag

- Pencil Case

2. Nama-nama bentuk

- Oval : lonjong atau oval

- Triangle : Segitiga

- Rectangle : Persegi panjang

- Star : Bintang

- Heart : Hati

- Diamond : Wajik atau bentuk berlian

- Circle : Bulat

- Square : Segi empat

3. Contoh Teks Deskriptif tentang Benda

My Laptop

I have a laptop. My father bouht it for me last month. It is a nice laptop with black

color. It has a 14 inch screen. This is the latest product from Asus. The performance of

this laptop is also great. I can play games that require high specification using it. I can

also play music, watch movies and draw using it. And the most important thing is that

I can typing using it. So, if I have the assignment from my teacher, it will help me. I

also can find many references from internet using my laptop. I really like this new

laptop. Because it always be helpful to me in various situations.

F. Sumber Pembelajaran

Kementrian Pendidikan dan Kebudayaan. 2014. When English Rings a Bell: Buku

Guru Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan.

http://kelasbahasainggris.com/berbagai-macam-shape-bentuk-dalam-bahasa-

inggris/

http://bahasainggrismudah.com/contoh-descriptive-text-bahasa-inggris-tentang-

benda-di-sekolah-dan-rumah/

G. Langkah-langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

Guru dan siswa memberi salam, lalu berdoa

bersama.

Guru mengabsensi kehadiran siswa dan

menanyakan kabar siswa.

Guru mengajak siswa untuk senam otak.

Guru menyampaikan tema pembelajaran kepada

siswa.

10 menit

Inti

Observing

Siswa mengamati penjelasan singkat dari guru

tentang kosakata-kosakata benda yang berada di

sekitar sekolah, rumah, dan lingkungan lainnya.

Questioning

Guru menunjuk siswa dan bertanya tentang

kosakata benda-benda yang berada di sekitarnya.

Experimenting

Siswa diminta untuk membuat deskripsi berupa

kalimat sederhana tentang benda kesukaannya.

Associating

60 menit

Siswa diminta untuk membuat 4 kelompok.

Tiap kelompok diminta untuk membuat paragraf

sederhana tentang benda-benda yang berada di

sekitar sekolah.

Communicating

Tiap kelompok menyampaikan paragraf

deskriptif sederhananya kepada semua teman-

temannya.

Pentupan

Setelah mengikuti kegiatan pembelajaran pada

pertemuan ini, siswa dan guru bersama-sama

melakukan relaksasi (inhale and exhale).

Siswa diminta menyimpulkan apa yang sudah

mereka pelajari hari ini.

Guru dan siswa berdoa setelah pembelajaran usai

sebagai bentuk rasa syukur dapat mempelajari

bahasa inggris.

10 menit

H. Penilaian

1. Instrumen Penilaian

a. Rubrik Penilaian Aspek Afektif

No Sikap Baik Cukup Perlu Ditingkatkan

1. Santun

2. Peduli

3. Jujur

4. Disiplin

5. Percaya Diri

6. Bertanggungjawab

7. Kerjasama

8. Cinta Damai

b. Rubrik Penilaian Aspek Psikomotor/Keterampilan

No. Aspek yang dinilai Kriteria Skor

1. Pelafalan

(pronunciation)

Excellent

Good

Fair

Poor

4

3

2

1

2. Ekspresi wajah (facial

expression)

Excellent

Good

Fair

Poor

4

3

2

1

3. Bahasa tubuh (body

language)

Excellent

Good

Fair

Poor

4

3

2

1

c. Rubrik Penilaian Aspek Kognitif

No Aspect of Scoring Scoring

Low (45-59) Average (60-75)

Good (76-100)

1 Keaktifan

2 Tata Bahasa

3 Perbendaharaan kata

4 Kelancaran dan

Ketelitian

Total

Total Score

2. Pedoman Penilaian

Jenis Teknik Penilaian Bentuk

Instrumen

Instrumen/

Pedoman penskoran

Sikap Observasi oleh guru Catatan

pendidik

Rubrik sikap

Pemberian ceklis

pada rubrik untuk

kriteria baik,

cukup, dan perlu

ditingkatkan

Pengetahuan Tes tulis Teks latihan

sederhana

seperti

matching the

words into the

suitable

picture.

Pemberian nilai

dengan skala 10-

100

Keterampilan Praktik

Penggunaan

Praktek

langsung di

depan kelas.

Pemberian skor

sesuai dengan

kriteria di rubrik

3. Bentuk Soal

No. Indikator Teknik Bentuk Contoh

1. Mencocokan gambar dengan

deskripsi yang tepat.

Tertulis Text Match the

picture with the

suitable

description.

2. Membuat contoh sederhana

tentang mendeskripsikan

benda

Tertulis dan

Lisan

Text Create simple

sentence of

description

about things.

4. Lampiran Soal

Part A

Name of things

Shape Colour Material

Coca Cola Bottle

Envelope

Pencil

DVD

Briefcase