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THE EFFECTS OF POSTERS IN ENHANCING STUDENTS’ ABILITY TO
WRITE DESCRIPTIVE TEXT USING DIRECT INSTRUCTION MODEL
AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL
(Pre Experimental Research At The Second Grade Of Smpn 1 Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Makassar Muhammadiyah University in Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan in English
Department
AINUN FATIKASARI
105351124816
ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH MAKASSAR
2021
vii
Jalan Sultan Alauddin No. 259 Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS
حيم حمن الره الره بسم الله
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Ainun Fatikasari
NIM : 105351124816
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effects Of Posters in Enhancing Students’ Ability to
Write Descriptive Text Using Direct Instruction Model at
The Second Grade of Junior High School
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuat oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.
Makassar, Januari 2021
Yang Membuat Pernyataan
Ainun Fatikasari
viii
Jalan Sultan Alauddin No. 259 Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS
حيم بسم حمن الره الره الله
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Ainun Fatikasari
NIM : 105351124816
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effects Of Posters in Enhancing Students’ Ability to
Write Descriptive Text Using Direct Instruction Model at
The Second Grade of Junior High School
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2021
Yang Membuat Perjanjian
Ainun Fatikasari
ix
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil 'alamin, the researcher would like to thank Allah
SWT for providing a valuable opportunity for life, excellent health, and guidance
so that researchers can complete this thesis well. Salawat and greetings give to the
greatest human being in this world, Prophet Muhammad SAW who brought many
changes until now.
The researcher expressed his highest appreciation and deepest gratitude to
the beloved parents of Saharuddin and Almh. Suhaeni Saleh who always gives
prayers, energy, enthusiasm, finance, also for his love and concern. Researchers
also express their gratitude to all lecturers of the English Department of
Muhammadiyah University of Makassar who have provided their knowledge and
experience. Therefore, the researcher would like to express his deepest
appreciation and gratitude to all of them, especially:
a. Prof. Dr. H. Ambo Asse, M. Ag. Leadership of the University of
Muhammadiyah Makassar
b. Erwin Akib M. Pd., P. Hd, Dean of the Faculty of Teacher Training and
Education
c. Head of English Department Ummi Khaeratui Syam, S. Pd., M.Pd and
secretary Ismail Sangkala, S. Pd., M. Pd and all staff
d. H. Bahrun Amin, M.Hum as the first consultant and Firman, S. Pd., M.Pd as
the second consultant who provided valuable time and guidance to complete
this thesis.
x
e. All teachers in the English Department for their valuable knowledge and
experience
f. the greatest thanks to the Principal, English teacher, staff, and all students of
SMPN 1 Makassar
g. the researcher whole family, especially cousin Suciati Udin, S.Pd, with their
willingness to help and guide researchers in completing this thesis properly.
h. Special thanks for all the support and motivation from Adelin,
Nurmawaddah, Asriana, Hasmila, A. Gina, Januarianthika and Nursafitrah.
Also for A. Egi Setiawan and Nurfaizah Haris for their willingness to guide
researchers in completing this thesis well.
i. Finally, for everyone who has given advice, guidance, assistance, and advice
in this thesis, may Allah SWT bless you forever.
January, 26th 2021
The Researcher
AINUN FATIKASARI
xi
ABSTRACT
Ainun Fatikasari. 2020. The Effects Of Poster In Enhancing Students'
Ability To Write Descriptive Text Using Direct Instruction Model At The Second
Grade Of Junior High School. A thesis of English Education Department Faculty
of Teacher Training and Education, Universitas Muhammadiyah Makassar.
Supervised Bahrun Amin and Firman.
This research was studied the effects of poster on students writing of
descriptive text using the Direct Instruction Model at the second grade of SMPN 1
Makassar for the 2020/2021 academic year which focused on the use of subject or
idol posters. This helps students to understand the material easier and presents an
interesting way of the learning process. A Pre-experimental research was used
with pre-test and post-test in one class by writing text in a paragraphs which took
approximately two months period for collecting the data. The research subjects
were the eight grade of student in the C-Class which consisted of nineteen
students who took online classes. In this research, the researcher used purposive
sampling technique for selecting a sample.
The results of this study indicate an enhancement in students writing
descriptive text. This is evidenced by the students mean score in the pre-test
(45.84) which was lower than the post-test score (82.26). The t-test value was
higher than the t-table value (11,880> 1,734). This means that there was a
significant difference between the use of posters through the Direct Instruction
Model in writing descriptive text which focused on the use of subject or idol
poster. Therefore, H0 is rejected and H1 is accepted. Hence, it can be concluded
that the poster could enhance students ability in writing descriptive text by using
direct instruction model at the second grade of junior high school.
Keywords: Writing, Posters, Descriptive text, Direct Instruction Model
xii
ABSTRAK
Ainun Fatikasari. 2020. Pengaruh Poster Dalam Meningkatkan
Kemampuan Siswa Menulis Teks Deskriptif Menggunakan Model Pembelajaran
Langsung Instruksi Di Kelas Kedua SMP. Skripsi, Jurusan Pendidikan Bahasa
Inggris Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Makassar. Dibimbing oleh Bahrun Amin dan Firman.
Penelitian ini mempelajari pengaruh poster terhadap tulisan teks deskriptif
siswa menggunakan Model Pembelajaran Langsung di kelas II SMPN 1 Makassar
tahun ajaran 2020/2021 yang difokuskan pada penggunaan materi / poster idola.
Hal ini membantu siswa untuk lebih mudah memahami materi dan menyajikan
proses pembelajaran yang menarik. Penelitian pra-eksperimental digunakan
dengan pre-test dan post-test pada satu kelas dengan menulis teks dalam paragraf.
Subjek penelitian adalah kelas VIII C yang terdiri dari 19 siswa yang mengambil
kelas online. Sampel menggunakan teknik purposive sampling. Hasil penelitian
ini menunjukkan adanya peningkatan pada siswa.
Hal ini dibuktikan dengan nilai rata-rata siswa pada pre-test (45,84) yang
lebih rendah dari pada nilai post-test (82,26). Nilai t-test lebih tinggi dari nilai t-
tabel (11,880> 1,734). Artinya terdapat perbedaan yang signifikan antara
penggunaan poster melalui Model Direct Instuction untuk penulisan teks
deskriptif. Oleh karena itu, H0 ditolak dan H1 diterima. Dengan demikian dapat
disimpulkan bahwa poster dapat meningkatkan kemampuan siswa dalam menulis
teks deskriptif dengan model pembelajaran langsung.
Kata Kunci: Menulis, Poster, Teks Deskriptif, Model Pembelajaran Langsung
xiii
MOTTO
“ Don’t pass it even a day! “
I dedicate this thesis special to my beloved parents and for Unismuh Makassar.
xiv
TABLE OF CONTENTS
COVER ......................................................................................................... i
APPROVAL SHEET .................................................................................... ii
COUNSELLING SHEET ............................................................................ iii
SURAT PERNYATAAN .............................................................................. vii
SURAT PERJANJIAN ................................................................................ viii
ACKNOWLEDGEMENT ........................................................................... ix
ABSTRACT .................................................................................................. xi
MOTTO ........................................................................................................ xiii
TABLE OF CONTENTS ............................................................................. xiv
LIST OF TABLE .......................................................................................... xvi
LIST OF FIGURES ..................................................................................... xvii
LIST OF APPENDICES .............................................................................. xviii
CHAPTER I INTRODUCTION
A. Background ......................................................................................... 19
B. Problem Statement .............................................................................. 21
C. Objective of the Study ......................................................................... 22
D. Significance of the Study .................................................................... 22
E. Scope of the Research .......................................................................... 22
CHAPTER II LITERATURE REVIEW
A. Previous Related Research Findings ................................................... 23
B. Some Pertinent Ideas ........................................................................... 25
C. Conceptual Framework ....................................................................... 51
D. Statistical Hypothesis ......................................................................... 52
CHAPTER III RESEARCH METHOD
A. Research Design .................................................................................. 53
B. Population and Sample ....................................................................... 53
C. Research Variable and Indication ....................................................... 54
D. Research Instrument ........................................................................... 55
E. The Technique of Collecting Data ...................................................... 56
xvi
F. Data Collection .................................................................................... 59
G. Data Analysis ...................................................................................... 59
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings .............................................................................................. 62
B. Discussion .......................................................................................... 68
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 73
B. Suggestion .......................................................................................... 73
BIBLIOGRAPHY ........................................................................................ 75
APPENDICES ............................................................................................. 78
xvii
LIST OF TABLES
TABLES
Table 3.1. Rubric for Assessing Students’ Writing Descriptive Text ............ 56
Table 3.2. Classification of Students’ Result ................................................. 60
Table 4.1. students’ score in Writing Ability by Using Poster in Pre test ...... 63
Table 4.2. Frequency and Rate Percentage of the students’ Writing
Ability by using Poster in Pre-test ................................................................. 64
Table 4.3 students’ score in Writing Ability by Using Poster in post-test ...... 64
Table 4.4 frequency and rate percentage of the students in Writing
Ability by Using Poster in post-test ............................................................... 65
Table 4.5 Students’ Enhancement Writing In Writing Ability ....................... 66
Table 4.6 T-Test Calculation/Value ................................................................ 67
Table 4.7 the T-test Value of Students’ Writing Ability ................................. 68
xvii
LIST OF FIGURES
FIGURES
Figure 2.1. Conceptual Framework .............................................................. 51
xviii
LIST OF APPENDICES
APPENDICES
Appendix A: RPP (Rencana Pelaksanaan Pembelajaran) .............................. 79
Appendix B: Instrument ................................................................................. 81
Appendix C: Teaching Materials.................................................................... 81
Appendix D: Students’ Score in Pre-test ........................................................ 92
Appendix E: Students’ Score in Post-test ....................................................... 94
Appendix F: The Enhancement of Students’ Writing Ability ........................ 96
Appendix G: T-Test Analysis ......................................................................... 97
Appendix H: Distribution of T-table .............................................................. 98
Appendix I: Research Control Card ............................................................... 99
Appendix J: Research Permit ......................................................................... 100
Appendix K: Result Test of Students ............................................................. 101
Appendix L: Turnitin Certificate ................................................................... 103
Appendix M: CV ............................................................................................ 104
19
CHAPTER I
INTRODUCTION
A. Background
Language is the method that is used by humans to communicate either
spoken or written (Nazilah, 2018). There are also many languages in this universe.
English is one of the languages which is known as an international and a unifying
language throughout the universe. Hence, English also can be useful for many
purposes such as business, travel, engineer, and particularly for education.
Nowadays the rapid movement of globalization brings impact for
education which makes English become an essential language to learn and master.
Besides, Indonesia is a developing country. English education is an important
thing, not just because English is one of the global language but also for the
education improvement in Indonesia. English education has become an attention
by all aspects of citizen in Indonesia. Moreover, English has become a subject in
the national examination, so learning and mastering English is really important
(INur Santi, 2018).
In learning English, the student is expects to master four skills. The four
skills are; speaking, writing (which are included in productive skill), reading, and
listening (which are included in receptive skills). Hence, the researcher will focus
on writing as a productive English skill. ( Jannah, R. 2012)
As one of the skills in learning English, enhancing students' ability through
writing needs to be concerned. According to Apsari, AAN (2019), 2019 Writing
20
means pouring what the writer thinks or feels that come across from the writer’s
mind in a written form. According to Richard and Renandya (2002:303), Writing
is the most difficult skill for learners to master. The difficulty is not only by
generating and organizing ideas but also translating these ideas into readable text.
Writing needs to thinking hard to produce ideas with the right composition that
poured in a word, sentence, or paragraph.
Many studies stated that writing is an important and difficult skill of
English to learn, seeing that so many aspects of writing that must be considered to
write. As one of the most difficult to master between others, apparently writing
needs some efforts to gain good results in writing especially writing in a foreign
language. Many students in class suffer the hard part of writing it is how about to
start; how to start from digging the information, express about the thing and
choose the content (Apsari, AAN (2019), 2019). Hence, all aspects of educator try
to find effective and good ways to enhance students' abilities.
Descriptive text is a type of text which describes someone or something as
if the reader can feel, imagine, hear, or touch that is described even though they
have not seen it before. According to Langan (2011:189) “The main purpose of a
descriptive essay is to make readers see or hear, taste, smell, or feel what you are
writing about. In introduce a descriptive text, the teacher usually facilitate the
student with some media to stimulant the student so that they will feel enthusiastic
and focus while learning a descriptive text.
In the teaching-learning process of writing, the use of media is
recommended. It will affect the student interest, and comprehension. There are
21
many benefits of using media in language learning. For example, it will help the
teacher to deliver the material; the students are also more interested and
enthusiastic in joining the class. It also helps the students to understand easier the
material which is being taught, because they can connect the media to real life,
etcetera (Indah, 2018)
Regarding it, many kinds of media have been offered in language learning.
Poster is one of them. Poster is one of the media which is undertakes by the
researcher to modify a good atmosphere of the classroom and to make the writing
learning process more interesting. Yale.edu (2019) said that posters are tools that
enable visualization in the classroom to foster student learning. Posters provide an
opportunity to pair visual learning with textbook reading, lecture, and traditional
homework assignments.
Based on research from internship programs 1 to 3 and programs for
strengthening the teaching profession (p2k) from campus that are directly
involved with students and also regarding the school curriculum, the researcher
have found many student problems in class about the most difficult part of writing
is how to start or choose a topic that they want to write, explore information, and
how they are able to write something clearly and correctly, especially in learning
English. The researcher have seen students become more interested and active in
learning when given lots of pictures or when researchers discuss things they like.
Here the researcher uses the idol poster as a media in learning writing descriptive
text using a direct instruction model which is expected to be able to make this
research successful so that students can solve the problems of their writing skills.
22
B. Problem Statement
Based on the phenomenon above, the researcher conclude that the problem
statement of this research is how does the effect of poster enhance students’ ability
to write descriptive text at the second grade of SMPN 1 Makassar ?
C. Objective of the Research
Based on the problem statement, the objectives of the research is to
describe the effect of poster in enhancing students’ ability to write descriptive text
at the second grade of SMPN 1 Makassar
D. Significance of the study
The result of this research expected to be meaningful information for
students in learning and enhance their writing skills. It is also hope to give the
contribution of English teachers for an understanding by using posters to write
descriptive text.
E. Scope of the research
The researcher focused on the use of subject/idol posters as a media in
writing descriptive text. It helps to understand the material easier and bring an
interesting way in the learning process. Besides, students can construct descriptive
text more easily because they see directly the object that they will describe.
Therefore, to measure the characteristic of a good descriptive text, the
researcher used the characteristic by Apsari AAN (in Zahara, S, 2014: 29)
23
CHAPTER II
LITERATURE REVIEW
A. Previous Related Research Findings
The related research has been analysed and observed to get significant
relevance between other research related to the technique, approach, media, etc. In
some previous studies also studied about the effective use of posters to build
students' ability in writing skills. A. Arisandy Putra (2018) studied Teaching
through Poster have several advantages, they are; presenting the messages become
more interesting for the students; it does not need a large space; it is cheap and it
does not need electricity to apply the method; this method helps the students
easier to express their idea. So, the researcher suggested that Poster Comment
recommended to be used in teaching English especially teaching Descriptive text
by using a quasi-experimental method with two groups pre-test and post-test
design. There were two variables in this research; they were an independent
variable (Poster Comment) and a dependent variable (writing a Descriptive text).
Sa’adah (2019) studied the effect of posters to enhance students'
vocabulary which related to the writing skill to construct a sentence or paragraph.
The objective of the study is to improve vocabulary of the children with special
needs. The researchers have chosen the object in the school because, the school
has a lack of learning media and teachers. This research used the "Poster" as a
media, besides the poster can make the students more interested to learn. The
researchers using Poster media with a carton paper converted into a tree viewer
24
and students are required to fill in a blank section of the tree shape based on a pre-
existing question on the poster containing the Vocabulary subject Noun and Verb.
Vocabulary with visuals so that they are easier to learn which tends to be limited
by the ability they (deaf students) have. The results of this research showed that
the poster media can improve the vocabulary of the students and the students more
interested to learn vocabulary.
INur Santi (2018) studied the finding reveal shows that (1) implementing
idol posters could be applied by following some steps. They were preparing,
implementing, and evaluating steps. (2) There was an improvement of students‟
writing skills in organizing descriptive text by using idol posters. It can be seen
from the result of the cycle I and cycle II. The mean of the post-test of cycle I and
cycle II were higher than the mean of pre-test of cycle I and cycle II. Also, the
percentages of students’ scores showed improvement. Thus, it can be said that
using idol poster is effective in improving students‟ writing skill in organizing
descriptive text for the tenth-year students of MA Darussalam Wonosegoro
Apsari, AAN (2019) (2019) studied that the use of posters on students’
writing of descriptive text in the eighth grade of Mts Al-Ikhlas Lambuya in the
academic year2019/2020. The objective of this research is to obtain the empirical
evidence about the using Posters towards students’ writing skill of descriptive
text. This is revealed that .
Based on the definiton above, the researcher gets similarity with the study
that examine students' ability in writing skills. Based on the internship experience
1 to 3, students in junior high school are weak in vocabulary mastery also
25
students' interest in learning English is still low due to lack of learning media. On
the explanation above, the researcher interest in conducting a research by title
“The Effect Of Poster In Enhancing Students’ Ability To Write Descriptive Text
Using Direct Instruction Model At The Second Grade Of Junior High School ”
which will effect to create a different and good atmosphere for students and for
their cognitive development.
B Some Pertinent Ideas
1. The Concept of Writing Skill
a. The Definition of Writing
Writing is a skill that classified as the most difficult among other
abilities because writing is a combination of abilities needed in mastering
English. To write, students must have good reading skills for they will be
able to enter knowledge to process their thought before writing. Without
reading, students will not be able to release their ideas since there is no
information entered. Likewise with other abilities, students must receive
advanced information both in listening and reading. As stated by Harmer
(2004) in his book How to Teach Writing “Spoken language, for a child, is
acquired naturally as a result of being exposed to it, whereas the ability to
write has to be consciously learned”. Compared with other skills, writing
has become the most complicated skill because writing is the combination
of any skills in learning a language. By writing, we can order the reader
indirectly or at least change their mind about something that we agree or
26
disagree with and give them any new knowledge about the things that they
do not know before (Apsari, AAN (2019), 2019). Writing also called long-
life learning because writing is a skill that we learned every day. To be
good writing, the writer had a lot of effort to enhance their skill in writing.
The writer has to practice delivering their ideas with control and revising
so that their result will be perfected to be strong writing even to write an
argument or for influencing people. Writing has various definitions.
According to Luu Trong Tuan (2012) “writing is a process.”This means
that some activities or steps are carried out continuously in the process of
writing. In line with Luu Trong Tuan, Sokolik in Linse and Nunan stated
that “writing is a combination of process and product”. The process is the
activity of bringing together writing ideas and using them so that they
become a writing product that can be understood and understood by the
reader.
Furthermore, Oshima and Hogue (2005) state writing is a process
of creating, organizing, writing, and polishing. In this process, one creates
ideas, organizes the ideas, writes a rough draft and the final step one
polishes the rough draft by editing it and making revisions. This means
that when someone is writing something, one has thought about what he
will say and the purpose of writing for the readers. When the writing
process is finished, he as the writer will re-read to find out if some errors
or words need to be replaced. Therefore, writing is never a one-step action;
it is a process that has several steps.
27
Based on the definitions above, we can conclude that writing is an
activity to organize ideas in the mind to be conveyed and communicated to
the reader in a way that is acceptable and understood.
b. The Process of Writing
Writing process is very important for students in learning a
language; as they need to learn to speak fluently, they also need to learn to
write fluently. The writing process can help students compose their
thoughts or ideas in the form of final writings that the reader can accept
and understand. Oshima and Hogue (2005) mentioned there are four steps
in the writing process, they are creating (pre-writing), planning (outlining),
writing, polishing.
a. Creating (Pre-writing)
Pre-writing is a step that is done before writing. This step is
where the author selects the topic and gets information about the
topic that has been chosen. Several brainstorming techniques will
help students to develop a topic and get a word. (Alice Oshima and
Ann Hogue, op.cit., pp. 265-273.)
1) Journal Writing
In journal writing, students can write daily
activities, note advice that is meaningful to them, maybe
also a meaningful dream, or a discussion of a problem that
students do with themselves. A personal journal can be a
very valuable source and since it is owned by the author
28
oneself so that one can freely express one thought without
having to consider the opinions of others.
2) Listing
The listing is the next brainstorming technique
where the author will write anything that comes to mind as
quickly as possible when it comes to them in the state of
they think about a topic. This aims to make as many ideas
as possible in the shortest possible time and find focus on
the topic. (Alice Oshima and Ann Hogue, op.cit., pp. 265-
273.)
3) Free Writing
With limited time, students are ordered to make a
single word or phrase related to the topic. The limited-time
obligates students to think fast. Free Writing is a
brainstorming activity in which it is free to write about the
topics in the main objective of the step is for looking at a
specific focus without thinking about appropriateness,
grammar, spelling, logic, or organization. Here is the
procedure of free writing:
a. Write the topic at the top of the paper.
b. Write as much as one can about the topic until one runs
out of ideas .Include such supporting items as facts, details,
and examples that come into one’s mind about the subject.
29
c. After one has run out of ideas, reread the paper and circle
the main idea(s) that one would like to develop.
d. Take each main idea and free-write again. (Alice Oshima
and Ann Hogue, op.cit., pp. 265-273.)
4) Clustering
Students’ form words related to a stimulus supplied
by the teacher. The word are circled and then linked by
lines to show discernible clusters. Clustering is a simple
powerful strategy. (Alice Oshima and Ann Hogue, op.cit.,
pp. 265-273.)
b. Planning (outlining)
After choosing the topic, narrows it, and generate the ideas
by brainstorming, the next step of the writing process is organizing
the ideas into an outline. The steps that needed to do are making
sub-lists, then writing the topic sentence, and outline. Oshima and
Hogue (2005)
c. Writing
In this step, one needs to write the rough draft. The point is
to get the thoughts down on paper. Follow the outline as closely as
possible, and don't worry about grammar, punctuation, or spelling
because a rough draft is not meant to be perfect. There are always
new ideas that arise along with someone writing, so do not be
fixated on the outline that has been made. These ideas can be
30
recreated, replaced, added, or deleted as long as they are by the
topic of writing. (Alice Oshima and Ann Hogue, op.cit., pp. 265-
273.)
d. Polishing
Oshima and Hogue (2005) stated this step is also called
revising and editing. Revising is used to deal with the big issues of
content and organization, where editing is used to work on the
smaller issues of grammar and punctuation. After one writes the
rough draft, the next step is to revise it to improve what has been
written. At this rate, the content and organization, including unity,
coherence, and logic needed to be considered. The second step in
polishing the writing is by proofreading (editing)the paper for
possible errors in grammar, sentence structure, spelling, and
punctuation. Based on Binder and Lopez-Nerney as stated by
A.Aspian’s skripsi (2019) there are three stages of writing –
planning, writing and finalizing which are divided into some parts
in each stage. Planning is divided into four stages–formulating a
question, determining purpose and audiences, generating ideas and
organizing/outlining. Writing is divided into drafting and revising,
and the final stage is finalizing where it is divided into editing and
formatting and documenting.
31
3. The Purpose of Writing
Sa’adah (2019) describes the purpose of writing as follow:
a) To clarify a thought, a feeling, an impression, or an experience
for a reader,
b) To provide information for readers,
c) To persuade readers to accept an idea,
d) To create a piece of imaginative literature that a reader might
enjoy.
2. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is one of the factual genres and one of the texts
which are being taught in tenth-grade class. According to Husein, R
(2017), "Descriptive is a type of text which describes an object (living or
non-living things) such as person, place, or thing." It means that a
descriptive paragraph means to describe about (normally) the physical
appearance of person, place, or thing. From the definitions mentioned
above, it can be concluded that descriptive text is a text for describe
person, animal or a thing by visual experience. It is used to create a visual
image of people, places, or things in a distinct way that the reader can get
into the author's experience.
b. Kinds of Descriptive Text
32
According to Apsari, AAN (2019), 2019, there are five kinds of
descriptive text as follow :
a) Describing Process
Describing a process not only explains how something was
done, but also explains why it was done and what was needed to
complete the process.
b) Describing and event
To describe an event, a writer should be able to memorize
and remember what happened in the event. Supposed the writer
will write about the Tsunami that was happened in Japan. In this
case, he/she has to explain all details related to the event, so that
the readers can imagine the real situation and condition.
c) Describing a personality
In describing a person, the first thing that we do was
recognizing his/her characteristics. We need to describe people
occurs fairly areas of the physical attribute (hair, eyes), emotional
(warm, nervous), moral attributes (greedy, honest, worthy, trust),
and intellectual (cleverness, perception). (Apsari, AAN (2019),
2019).
d) Describing a place
Presenting something concrete was the way to describe the
place, for example: a home, a hospital, and a school. When we start
to describe a place, it is important to give a clear picture of the size
33
and arrangement of the space involved. Therefore, in describing a
place we should be taken consideration of the location of the object
of the place should be clear, the detail should be arranged logically
and systematically so that it is easy for readers to imagine the
objects in their minds, and controlling ideas. The last point is the
most important in the writing process, because if we have a strong
controlling idea it can give the paragraph focus.
e) Describing an object
To describe an object accurately was done by providing the
physical characteristics of the object such as the color, form, shape,
and so on.
c. Characteristics of Descriptive Text
Based on Apsari AAN (in Zahara, S, 2014: 29), there are some
characteristics that the researcher used as an evaluation for a good
descriptive text. The following characteristics of descriptive text such as:
a) Use of figures of speech (see, hear, taste, smell, and touch).
Among the most common figure of speech are those that
refer to our senses of touch (temperature/texture), taste, sight
(light), hearing (sound) and smell. A Figure of speech is a word or
phrase that uses figurative or parable language that has a meaning
beyond its normal definition. In other words, figures of speech
depend on implied meanings. Using figurative language in English
makes it more creative, expressive or lively, and more attractive.
34
Figure of speech that commonly use in descriptive text are
methapors and similes. Metaphorical is a figure of speech that
expresses the expression directly. Example in descriptive text such
as “he’s like an old flame”. While Similes is figure of speech are
expressions with explicit comparisons expressed by conjunctive
prepositions such as using like, as if, as though, etc. Example in
descriptive text is “she swims like a fish”
b) Using vivid picture
To produce a clear and directional description text, the
description text must use a clear and realistic image of the object,
the sharpness of the image and the color to be described. Not an
ambiguous picture and unclear object, or colors that are not sharp
and realistic.
c) Using a variety of words.
One of the mistakes in writing is the lack of variations in
the words or vocabulary used. The results in the writing being
unattractive and varied due to the lack of diction use, too many
words that are repeated, and the lack of vocabulary used. whereas,
to vary an article, a writer can use several varieties of adjectives,
nouns, adverbs, and phrases to suggest colors, movements,
expressions and feelings and use words that have the same or
similar meaning.
35
As an example, a person who is thin and tall can be called
lanky. To say someone is short as well as small, you can say they
are tiny or petite. If you're talking about a child, they're probably
pint-sized. Other example in the sentence: I will go to grandma's
house, then go to the market, then go to a friend's house, then go
home. It would be better if: i would go to grandma's house, come
home from grandma i would go to the market then go to visit
friends, after that i went home. The previous sentence did not seem
varied because it repeated the word several times and the next word
was more varied because it used variety of words and the right
diction.
d) Using any detail.
If anyone wants to describe an object, they should not describe
just its physical features but also its habit (he always wake up
early, or even a small habit such as he bathed twice a day), its
characteristics (more detail about their character or appearance) ,
its relationship or any information about the object. Hence, the
description more clear and complete
e) Using simple present tense.
According to EF Education First, (2020) on its website, the use
of the present tense in the descriptive text is:
- using attribute verbs, such as to be (am, is, are).
36
- using a specific noun, such as my dog, my husband. In addition,
often use adjectives (adjectives) to clarify the use of nouns or
nouns, such as a small car, a clever student, an independence man.
- using the first form verb (verb 1) or a verb which can indicate the
ownership or state of the object being described. For example, My
house has 3 floors, my paint is pretty, and others.
- using action verbs. namely using a verb that indicates an activity
or an active sentence or activity that can be seen. For example,
sleep, walk, sing, dance, etc.
- use figurative language: Use a figure of speech or use a metaphor
or simile to provide illustrations to the reader. For example: Her
skin is as white as the snow.
f) Using adjectives to describe the feature of the subject.
According to Syahrul Abdullah, (2019). The descriptive
adjective is to describe the noun that follows it. This type of
adjective is the largest class compared to other types. Types of
adjectives in the description text, namely:
(1) Semantic (Meaning)
Adjectives in this category state a quality in the form of
physical or mental (comfortable, tidy), size adjective which states
the quality that can be measured (lots, weight), color adjective
(blue, white, pink), mental attitude adjective which refers to the
atmosphere heart / feeling (sad, happy, proud, embarrassed), the
37
adjective of perceptions which refers to something that can be felt
by the five senses (sweet, noisy, wet, smelly, bright). (Syahrul
Abdullah, 2019).
(2) Syntax (Arrangement / sentence structure)
In this category are adjectives that are the subject, object or
subject explanation that is located behind / after the noun black
umbrella, blue awning, blue eyes, blonde hair. (Syahrul Abdullah,
2019).
(3) Basic adjective (monomorphemic), namely an adjective
that has not undergone a process of affixation or addition of
affixes. Example: beautiful, tall, short . (Syahrul Abdullah, 2019).
(4) Compound adjectives (compounding), namely
adjectives formed from combining words that form new meanings
or connotative meanings that refer to the nature of an object or
object such as: bright, cheerful, good bad, etc. (Syahrul Abdullah,
2019).
d. Language Feature of Descriptive Text
Here are some grammatical features in descriptive texts. Husein, R
(2017) explains that some grammatical features are used in descriptive
text. First, it focuses on specific participant. It means that it focuses on one
object specifically. Second, it uses a declarative sentence. "Declarative
sentence is a sentence in the form of a statement”. Third, it uses simple
present tense. Fourth, it uses attribute verbs, such as be (is, am, are). Fifth,
38
it usually uses adjectives, for example: clever, beautiful, etc. Sixth, it
normally uses a noun phrase (Husein, R, 2017). Knapp and Watkins
(2005:99) add, “Adjectives are used to add extra information to nouns and
maybe technical, every day, or literary, depending on the text.” They add
the examples of those adjectives are: nocturnal (technical), grey and brown
(every day), and majestic (literary).
e. The Generic Structures of Descriptive Text
The generic structure of descriptive text consists of two parts. They
are Identification and Description. The explanation of the generic structure
of descriptive text is written below (Husein, R, 2017). They explain as
follow:
1) Identification
“Identification is a statement which consists of one topic. In
identification, an introduction about who or what will be described, is
written” (Husein, R, 2017).
2) Description
“It consists of detail description about someone or something that
is identified in identification” (Husein, R, 2017). The specific
characteristic about who or what described is written in description.
Normally, the characteristics are related to physical appearance or
something that humans can sense.
39
3. Poster
a. Definition of Poster
Poster is one of the visual media that can be used for many things
based on their types and used. "Poster is a large printed notice or picture
(Oxford Dictionary, 2011)." According to Collins Dictionary (2018),
"Poster is a large notice or picture that you stick on a wall or board, often
to advertise something." Thus, a poster is a large notice or picture attached
to a wall, board, or public place that often aims to advertise or inform
something.
b. Types of Poster
As it has been explained before, "Poster is a large printed notice or
picture (Oxford Dictionary, 2011)". Poster is one of the visual aid that can
be used as a media in teaching-learning. There are some types of posters.
According to Indah, Nur (2018) there are some types of posters. They are:
1) Advertising Poster
Indah, Nur (2018)explains that an advertising poster is a
poster that announces an event or a new product, according to the
Free Library website. It usually full-color and attached to the areas
that people can see easily.
2) Informative Poster
This poster is made to inform or educate people about
something. It can be used for a social awareness campaign or to
help save an endangered species (INur, 2018) Poster that can be
40
included in this type of poster is educational. Classroom poster is
included in this type of poster.
3) Subject Poster
Indah, Nur (2018) states, "subject poster is a poster about
something." It usually sold at concert or art functions typically. The
portrait of musicians or an art exhibit, are often the subject of this
poster. Posters that can be included in this kind of poster are event
poster and idol/ artist poster.
4) Affirmation Poster
"Affirmation poster features inspiring or motivational
sayings (Naillon, 2017)." A poster that can be included in this type
of poster is a motivational poster. A motivational poster is a poster
that usually contains motivational messages under the image
(www.chilliprinting.com).
5) Movie Poster
"Movie poster is a poster that corresponds to the story of
the film, the characters, the theme as well as being appealing to its
audience to make them want to go to the cinema to watch the film
(www.forty8creates.blogspot.com)."
6) Propaganda Poster
Furthermore, Naillon (2017) adds, “Propaganda poster is a
poster that usually associated with political campaigns or corporate
41
communication. That is why propaganda poster often receives
negative press.”
c. The Advantages of Poster
The benefits obtained from the use of a media poster (Apsari, AAN
(2019), 2019) are:
1) Improve taste
2) Mutual understanding and sympathy in the classroom
3) Produce significant changes in student behavior
4) Demonstrate the relationship between subjects and needs, as well as
student interest with increasing student learning motivation
5) Bring freshness and variety to students' learning experiences
6) Making learning outcomes more meaningful for various abilities
7) Encourage the meaningful use of subjects by involving imagination and
active participation that increases learning outcomes.
8) Provide the necessary feedback, help students discover they have
learned
9) Complete a rich experience with knowledge of concepts
10) Expand student insights and experiences that reflect nonverbalistic
learning and make appropriate generalizations
11) Overcome space and time constraints. Not all things or events can be
brought in to the class and students not always brought to the event.
12) Overcome the limitations of the observation.
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4. The Procedure of Writing Descriptive Text by Using idol Poster in
Class
First, the teacher provided descriptive text material in the form of
powerpoint and shared the video link online. Then the teacher gives several
examples of sentences describing one of the characters so the students can guess
the characters in question. Afterwards, the teacher gave a poster of the idol
character and the students are invited to interact about the identity or
characteristics of the character. As a reflection, the teacher then asks students to
make a descriptive text in the form of an essay with simple words based on the
posters given to students regarding learning activities about describing idols.
The authors chose idol poster as represent media because nowadays,
students tend to be more attracted to idols from each country.
5. Direct Instruction Models
a. The Definition Of Direct Instruction Models
Builds on the assumption that all students can learn with well-designed
instruction. When a student does not learn, it does not mean that something is
wrong with the student but, instead, that something is wrong with the instruction.
(Jean, 2018) Thus, the theory underlying DI lies in opposition to developmental
approaches, constructivism, and theories of learning styles, which assume that
students' ability to learn depends on their developmental stage, their ability to
construct or derive understandings, or their unique approach to learning. Instead,
DI assumes all students can learn new material when (a) they have mastered
prerequisite knowledge and skills and (b) the instruction is unambiguous. In other
43
words, DI assumes that students are inherently logical beings. (Jean, 2018). Also,
Direct Instruction (DI) is a model for teaching that emphasizes well-developed
and carefully planned lessons designed around small learning increments and
clearly defined and prescribed teaching tasks. It is based on the theory that clear
instruction eliminating misinterpretations can greatly improve and accelerate
learning (Siegfried Engelmann, 2015)
b. The Advantages Of Direct Instruction Models
Amy Fredrickson, (2018) stated on her website 5 Reasons Why Direct
Instruction Might be the Best Teaching Method, which are :
a) Research Has Shown Direct Instruction To Be More Effective Than Most Other
Teaching Strategies.
Schools made up of students from affluent families as well as schools
comprised of students from more economically disadvantaged families achieved
higher scores when Direct Instruction was implemented than schools that
implemented another teaching method. Amy Fredrickson, (2018)
b) Direct Instruction Allows Teachers To Special Instruction To The Student’s
Needs.
There are a lot of misconceptions surrounding the practice of Direct
Instructions. Many people associate Direct Instruction with teachers standing in
front of an entire class and lecturing the students on whatever they are supposed to
be learning. This misconception could not be further from how Direct Instruction
truly works. When done well, students are grouped based on their skill level
(rather than grade level). Students work closely with an instructor and have
44
multiple opportunities to practice and demonstrate mastery of a skill before they
are moved to a higher-level group. This allows students to learn at their level and
instructors to monitor closely where each student is about his or her learning
target. Amy Fredrickson, (2018)
c) Teachers Who Implement Direct Instruction Have A Strong Understanding Of
The Strengths And Challenges Of His Or Her Students.
Everyone would agree with the statement that students have unique
abilities and strengths and each student learns at a different pace. Yet, most
classrooms go through units and learning targets at one particular speed, leaving
some students bored and ready to move on while other students are lost and
frustrated because they have not understood a key concept that the class has
already passed. Direct Instruction allows students to progress at their own natural
pace. As the year progresses the instructor begins to get a feel for each student's
strengths and weaknesses and can help the students with their particular
challenges. Amy Fredrickson, (2018)
d) Direct Instruction Is Efficient
One of the strengths of Direct Instruction is its efficiency. In a Direct
Instruction math class, there might be three groups of students working on three
different concepts, ensuring that each student is working at his or her level
simultaneously as his or her peers. Students know the target they are trying to hit.
When they demonstrate they are ready to move on they are allowed to go to the
next concept/learning target, Amy Fredrickson (2018).
45
Because the work is neither too hard nor too easy and because the learning
targets are identified, students stay engaged and progressing. When students
understand the objective and obtain it their confidence grows and they are
encouraged to keep progressing. Here is a short video that shows the parts to a
Direct Instruction lesson.
e) Direct Instruction Is Built On Assumptions That We Hope All Educators
Believe To Be True.
According to Amy Fredrickson (2018) which operates on several key
philosophical principles:
1) All children can be taught.
2) All children can improve academically and in terms of self-image.
3) All teachers can succeed if provided with adequate training and materials.
c. The Main Features Of Direct Instruction Models
According to Siegfried Engelmann (2015) said that four main features of
DI ensure students learn faster and more efficiently than any other program or
technique available:
a) Students are placed in instruction at their skill level.
When students begin the program, each student is tested to find out which
skills they have already mastered and which ones they need to work on.
From this, students are grouped with other students needing to work on the
same skills. These groups are organized by the level of the program that is
appropriate for students, rather than the grade level the students are in.
Siegfried Engelmann, (2015).
46
b) The program’s structure is designed to ensure mastery of the content.
The program is organized so that skills are introduced gradually, giving
children a chance to learn those skills and apply them before being
required to learn another new set of skills. Only 10% of each lesson is new
material. The remaining 90% of each lesson's content is review and
application of skills students have already learned but need practice with to
master. Skills and concepts are taught in isolation and then integrated with
other skills into more sophisticated, higher-level applications. All details
of instruction are controlled to minimize the chance of students'
misinterpreting the information being taught and to maximize the
reinforcing effect of instruction. Siegfried Engelmann, (2015).
c) Instruction is modified to accommodate each student’s rate of learning.
A particularly wonderful part about DI is that students are retaught or
accelerated at the rate at which they learn. If they need more practice with
a specific skill, teachers can provide the additional instruction within the
program to ensure students master the skill. Conversely, if a student is
easily acquiring the new skills and needs to advance to the next level,
students can be moved to a new placement so that they may continue
adding to the skills they already possess. Siegfried Engelmann, (2015).
d) Programs are field-tested and revised before publication.
DI programs are very unique in the way they are written and revised
before publication. All DI programs are field-tested with real students and
revised based on those tests before they are ever published. This means
47
that the program your student is receiving has already been proven to
work. Siegfried Engelmann, (2015).
d. Five Phases Of The Direct Instruction Model
Based on Galeri Sekolah Dasar (2020) state that there are five phases of
teaching Direct Instruction Model that are:
a) Conveying goals and preparing students
1. Explain the purpose
Students need to know clearly why they participate
in a particular learning, and they need to know what they
must be able to do after participating in that learning. Galeri
Sekolah Dasar, (2020)
The teacher communicates these goals to his
students through a summary of the lesson plan by writing
them on the board, or posting written information on the
bulletin board, which contains the stages and contents, as
well as the allocation of time provided for each stage. Thus
the students can see all stages of the lesson and its
connections between the lesson.
2. Prepare students
This activity aims to attract students 'attention, focus
students' attention on the subject and remind them of the
learning outcomes they have, which are relevant to the
48
subject matter that will be studied. Galeri Sekolah Dasar
(2020)
This goal can be achieved by repeating the subjects
of the previous lesson, or giving a questions to students
about the subjects of the previous lesson.
b) Demonstrating knowledge and skills
The key to success in this phase is to demonstrate
knowledge and skills as clearly as possible and follow the steps in
an effective demonstration. Galeri Sekolah Dasar (2020)
c) Convey information clearly
Clarity of information or presentations given by teachers to
students can be achieved through planning and organizing good
learning. In making presentations the teacher must analyze
complex skills into simpler skills and be presented in small steps
step by step.
Based on Galeri Sekolah Dasar (2020) there are some aspects that need to
be considered in delivering information / presentations are:
1. Clarity of purpose and main points, namely focusing on one idea (point,
direction) at a certain time avoiding deviations from the subject matter / LKS.
a. Presentation step by step
Specific and concrete procedures, i.e. give students concrete and varied
examples, or provide students with detailed and repeated explanations for difficult
points.
49
Checking for students' understanding of one point before proceeding to the
next point, asking students questions to monitor their understanding of what has
been presented, asking students to summarize the main points in their own
discussion, and re-teaching the parts that are difficult for students to understand ,
with further teacher explanation or with fellow student tutorials. (Kardi and Nur,
2000: 32)
b. Demonstrate
Direct teaching sticks to the assumption that most of what is learned
comes from observing others. The behavior of others, both good and bad, is a
reference for students, so it is important to remember that learning through
modeling can lead to the formation of inappropriate or incorrect behavior.
Therefore, in order to be able to demonstrate a skill or concept or skills to
be demonstrated, and practice demonstrations to master its components.
c. Guiding training
One important stage in direct teaching is the way teachers prepare and
carry out "guided training". Active student involvement in training can increase
retention, make learning take place smoothly, and allow students to apply
concepts / skills to new or stressful situations.
Some principles that can be used as a reference for teachers in
implementing and conducting training are as follows:
- Assign students to do short and meaningful exercises.
- Give training to really master the concepts / skills learned.
50
- Be aware of the strengths and weaknesses of ongoing practice and distributed
practice.
- Pay attention to the initial stages of training. (Kardi and Nur, 2000: 34)
d) Check understanding and provide feedback
In direct teaching, this phase is similar to what is sometimes called
recitation or feedback. Teachers can use various ways to provide feedback
to students.
e. Steps to apply Direct Instruction Model in Class
The direct learning model (Direct Instruction) using picture media in the
learning process class contains the steps of directed learning.
1. The first step is to convey the objectives and prepare students, the learning
activities at this stage are the teacher explaining the topic, information,
background lessons, learning objectives and preparing students for
learning.
2. Second, demonstrating knowledge or skills, students are given the
opportunity to demonstrate knowledge with the help of picture media in
front of the class, and gradually the teacher conveys the information.
3. The third stage is guiding training, the teacher plans and provides clear
step-by-step guidance when students summarize or pay attention to the
subject matter presented and students are given the opportunity to make
observations on the images displayed.
4. The fourth stage is checking understanding by allowing students to
conclude the material according to their understanding and providing
51
feedback, checking whether students have succeeded in doing the
assignment well.
C. Conceptual Frameworks
Using media posters get advantages to create a different and good
atmosphere to a student to enhance their speaking skill and will effect for their
cognitive development to make a descriptive text. Based on the explanation
above, the researcher was interested in conducting this research which will effect
to enhance students' ability to write descriptive text using the Direct Instruction
Model.
Figure 2.1 Conceptual Framework
Teaching Writing Descriptive
Text in Class
Using Direct Instruction Model
The Enhancement of
Students’ Writing Ability
C
Pre Test
Treatment
(Using
Posters)
Post Test
52
D. Statistical Hypothesis
After calculating the data by using t-test, the researcher uses criteria with
significance degree 0.05 for testing the hypothesis. (Apsari, A. A. N, 2019). The
calculating of statistical measurement as follows:
H1: There is a significant effect of using posters on students’ ability (the mean
score of the experimental group post-test is higher than the mean score of the
control group, or p < α; sig. 2 tailed is lower than alpha; there are differences from
the score of the classes).
H0: There is no significance effect of using posters on students’ ability (the mean
score of the experimental group post-test is lower than mean score of the control
group, or p > α; sig. 2 tailed is higher than alpha; there are no differences from the
score of the classes).
53
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The design used in this research was quantitative research with Pre-
Experimental design. The design of Pre-Experimental research was to found the
effects of using posters to write descriptive text. Research design was an
experiment when the writer wanted to figure out the possibility of cause and effect
between independent variable and dependent variable, John W. Cresswell (2012).
In this research, pre-test and post-test were used in one class. The class was
received treatment by using idol posters to enhance students writing skills. The
research design can be represent as follows :
T1 X T2
Explanation:
T1 : Pre-test
X : Treatment (using Idol Poster)
T2 : Post-Test
(Setiyadi, 2006)
B. Population and Sample
1. Population
Population means that all subjects within the research population area. In
this research, the population of the research was the Eight Grade students of
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SMPN 1 Makassar. There were eleven classes in Eight Grade which was consist
of 38 students in the academic year 2020/2021.
2. Sample
The researcher was took one class, VIII-C consist of 19 students who were
available for online class. The Eight Grade student was greatly help the researcher
to get the best performanced in writing English. Purposive sampling technique
was used in this research.
C. Research Variable and Indicators
1. a. Independent Variable
Independent variable is variable which give influence correspond to the
dependent variable. In this research, the independent variable used Posters in
teaching writing descriptive text.
b. Dependent Variable
Dependent Variable is a variable caused or influenced by other variables.
The dependent variable in this research was the students writing ability in writing
descriptive text.
2. Indicators
The indicator of this research was six characteristics writing descriptive
text according to Apsari A. A. N (in Zahara. S, 2014: 29)
55
D. Instrument of the Research
In the research, an instrument for collected data is important. The accuracy
of the result of the research is mostly dependent on how accurate the use of
instruments. Related to the research problems, the researcher used test. To
measure the result of the test the researcher used six characteristic of descriptive
text according to Apsari AAN (in Zahara, S, 2014: 29).
It aimed to measure the students' writing descriptive text skills. Pre-test
was gave before the treatment, Post-test was gave to know the students’
enhancement by some characteristic according to Apsari AAN (in Zahara, S,
2014: 29) used Direct Instruction Model in the learning process. This test asked
students to explained about posters especially using idol poster.
E. The Technique of Collecting Data
Researchers used writing test. Pre-test was took at the first meeting before
giving posters for writing descriptive texts of students. This used to determine
students' writing descriptive text skills. (Apsari, AAN (2019) At the second to
fourth meeting, the researcher gave posters to students to conducted treatments.
Then, a post-test was conduct to determine the results of writing student texts after
using posters. The researcher asked students to write one paragraph. The topic was
about posters specifically idol posters.
There were some aspects to measure students’ writing ability which was be
scored based on criteria which classify as follows:
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Table 3.1 Rubric for assessing the students’ writing descriptive text
Criteria of a good
descriptive text
Score Indicator
Use figure of speech
(see,hear,smell, and
touch)
5 Use figures of speech with clear sentences and
complete sentences containing four basic senses
4 Use figures of speech with clear figures of
speech and contain basic sense sentences
3 Use figures of speech that are less clear and
contain little basic sense sentences
2 Misuses and very limited of figure of speech
1 Does not use figure of speech
Using vivid picture to
make the description
clear and realistic
5 Use a very clear picture of the object, sharpness,
and colour
4 Use a clear picture of the object, sharpness, and
colour
3 Use a picture that has little object clarity,
sharpness, and colour
2 Use a picture with less object clarity, sharpness,
and colour
1 Do not use a clear image of the object,
sharpness, and colour
5 Use variety of words of adjectives, nouns,
adverbs, and phrases to suggest colors,
57
Using a variety of
words (vocabulary)
movements, expressions and feelings structurally
and completely
4 Use variety of words of adjectives, nouns,
adverbs, and phrases to suggest colors,
movements, expressions and feelings
3 Slightly use variety of words of adjectives,
nouns, adverbs, and phrases to suggest colors,
movements, expressions and feelings.
2 Lack of use variety of words of adjectives,
nouns, adverbs, and phrases to suggest colors,
movements, expressions and feelings.
1 Didn’t use variety of words of adjectives, nouns,
adverbs, and phrases to suggest colors,
movements, expressions and feelings.
Using any detail.
5 Describe the object’s habit, characteristics,
relationship, or complete information about the
object
4 Describe the object’s habit, characteristics,
relationship, or information about the object
3 Not very good at describing the object’s habit,
characteristics, relationship, or information about
the object
2 Less describe the object’s habit, characteristics,
58
relationship, or information about the object
1 Does not describe the object’s habit,
characteristics, relationship, or information about
the object
Using simple present
tense.
5 Using simple present tense, attribute verbs,
specific noun, action verbs completely and
according to the structure
4 Using simple present tense, attribute verbs,
specific noun, action verbs
3 Not too structured in using simple present tense,
attribute verbs, specific noun, action verbs
completely and according to the structure
2 Less structured in the use of simple present
tense, attribute verbs, specific noun, action verbs
completely and according to the structure
1 Unstructured in using simple present tense,
attribute verbs, specific noun, action verbs
completely and according to the structure
Using adjectives to
describe the feature of
the subject.
5 Use very complete and precise adjectives
4 Use complete and precise adjectives
3 Not overly using complete and precise adjectives
2 Less use of complete and precise adjectives
1 Do not use complete and precise adjectives
59
Apsari AAN (in Zahara, S, 2014: 29).
G. Data Collection
To collected the data from the students about the effect of the treatment,
the researcher used written test. According to Richards (1985: 291), test is any
procedure to measuring ability, knowledge, or performance. The researcher used
2 test, they are pre-test and post-test.
The research took 6 meetings in class. The first meeting was Pre-test, then
the second meeting until the fifth meeting was treatment. The last meeting was
Post-test to found the effects Posters in students’ writing descriptive text. Essay
test consist by 1 essay test used by the researcher in this research. The students
wrote a descriptive text in document or paper form.
H. Data Analysis
The researcher used statistical analysis. The data analysis of this
research used SPSS type 22 to know if there any significant result from pre-test
to post-test. Then, the t-test formula used to find out the effect of using posters on
students’ writing descriptive text.
1. To scoring the students’ answer of the test, the researcher used formula
correct answer score
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100 = 𝑓𝑖𝑛𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
( Depdiknas, 2006 )
60
After scoring the result of the test by using rubric for assessing the
students’ writing descriptive text which was mentioned in table 3.2, the data
classified as follows :
Table 3.2 The Classification of the Students’ Result of the Test
No Score Classification
1
2
3
4
5
6
7
96-100
86-95
76-85
66-75
56-65
36-55
0-35
Excellent
Very Good
Good
Fairly Good
Fair
Poor
Very Poor
(Depdikbud, 2010: 27)
2. T-test
The t-test used in this research specifically was Independent-samples T-
test with a two-tailed test of significance. If the result indicated p-value or Sig (2-
tailed) higher than the significance level of Sig α=0.05 (5%), then, the null
hypothesis accepted. On the contrary, if p-value is lower than Sig α=0.05 (5%),
then the alternative hypothesis is accept. This aimed to determine whether the null
hypothesis or alternative hypothesis, is accept or reject (Apsari, A. A. N, 2019)
1. Open file of the SPSS of the input research data.
61
2. Click Analyze>Compare Means>Independent-Samples T Test on the menu.
3. Filled in the pre-test score and post test score in the Independent-Samples T
Test dialogue box by dragging and dropping or using the button.
4. Then, filled in the grouping variables by used the available button.
5. Highlight the suitable groups by click define groups; then click “1” and click
continue button. Add note: (insert numbers based on the labels data).
6. click button option if the confidence interval percentage needs to be changed
7. Click Continue>OK to see the t-test result.
62
CHAPTER IV
FINDINGS DISCUSSION
This chapter specifically presented research findings with a description of
the results of the data collected through the pre-test and post-test. It was showed
the results of the effect of posters on students' abilities in writing descriptive text
using the Direct Instruction Model. Meanwhile, in the discussion section, the
research described the findings in detail.
A. Findings
The purpose of this study was to determine whether there was a significant
difference in the writing ability of students with idol posters. This research was
conducted on students VIII 3 of SMPN 1 MAKASSAR in the 2020/2021
academic year, which consisted of 19 students who took online class. The results
of the data findings found that the effect of posters on students' writing skills
through the Direct Instruction Model could enhance student achievement in
writing descriptive text in VIII 3 SMPN 1 MAKASSAR. The results of the data
analysis can be seen as follows:
63
1. The Effect Of Poster in Students’ Writing Ability
a. Pre test
Table 4.1 students’ score in Writing Ability by Using Poster
Based on the pre-test data, it was clear that the mean of the total pre-test
score is 45.84, a minimum of 20, a maximum of 70 and a standard deviation of
12.93257.
Frequency Percent Valid Percent
Cumulative
Percent
Valid 20.00 1 5.3 5.3 5.3
30.00 2 10.5 10.5 15.8
36.00 2 10.5 10.5 26.3
40.00 3 15.8 15.8 42.1
46.00 3 15.8 15.8 57.9
50.00 1 5.3 5.3 63.2
53.00 3 15.8 15.8 78.9
N Valid 19
Missing 0
Mean 45.8421
Std. Deviation 12.93257
Variance 167.251
Range 50.00
Minimum 20.00
Maximum 70.00
64
56.00 2 10.5 10.5 89.5
70.00 2 10.5 10.5 100.0
Total 19 100.0 100.0
Table 4.2 Frequency and Rate Percentage of the students’ Writing Ability by
Using Poster in Pre-test
Table 4.2 shows the frequency and percentage of students' pre-test writing
of 19 students who took online class. As clearly presented, the percentage of
students was highest (89.5%). Meanwhile, some students had poor skills and only
a small proportion was good at writing. In addition, none of the students scored
very good or very bad.
In conclusion, before gava the treatment, VIII grade students of SMPN 1
MAKASSAR had quite good writing skills, especially in descriptive text.
a. Post test
N Valid 19
Missing 0
Mean 82.2632
Std. Deviation 6.47939
Variance 41.982
Range 23.00
Minimum 73.00
Maximum 96.00
Table 4.3 students’ score in Writing Ability by Using Poster in post-test
65
Based on the data of post-test above, as clearly presented the mean of the
total post-test score 82.26 the minimum was 73, maximum was 96 and standard
deviation 6.47939.
Frequency Percent Valid Percent
Cumulative
Percent
Valid 73.00 1 5.3 5.3 5.3
76.00 5 26.3 26.3 31.6
80.00 4 21.1 21.1 52.6
83.00 3 15.8 15.8 68.4
86.00 2 10.5 10.5 78.9
90.00 2 10.5 10.5 89.5
93.00 1 5.3 5.3 94.7
96.00 1 5.3 5.3 100.0
Total 19 100.0 100.0
Table 4.4 frequency and rate percentage of the students in Writing Ability by
Using Poster in post-test
Table 4.4 shows the students' writing frequency on the post-test of 19
students, as presented in the table for almost all students in either category or good
writing test results. In addition, the very small percentage who got either category
was only 1 student or 5.3%. None of the students were categorized as fairy, as
well as poor and very poor. Hence, students' writing skills in school significantly
improved after treatment.
Based on the percentage of values in table 4.1, the pre-test results showed
that there were no students who got very good scores, 2 (10.5%) students got quite
66
well, 2 (10.5%) students got enough, 12 (34.3%) ) students become bad and 3
(15.8%) students become bad enough. Then in the post-test in table 4.4 there was
a significant increased in students' writing skills. There were 1 (5.3%) students got
very good, 4 (21.1%) students got very good, 12 (34.3%) students got good, and 1
(5.3%) students got pretty good, unfair and poor.
Indicator Pre-Test Post-Test Improving %
Six characteristics
writing descriptive text
according to Apsari AAN
(in Zahara, S, 2014: 29)
45,84
82,26
79,45%
Table 4.5 Students’ Enhancement Writing In Writing Ability
Based on the table 4.5 showed that the mean score of pre-test was 45,84 and
post-test was 82,26. The improvement of pre-test and post-test was 79,45%. Based
on the result, it concluded that the effect of Poster using Direct Instruction Model
was able to give better contribution in teaching and learning writing descriptive
text. By used six characteristics writing descriptive text according to Apsari A. A.
N (in Zahara. S, 2014: 29) as an indicator to assessed students' ability to write
descriptive text was greatly helped the researcher to got scored from student’ test
results
2. Hypothesis Testing (t-test of Significant)
Hypothesis testing was a next stage to got conclusions from the
analysis of this research. Researchers conducted tests in one class taught using
67
the Direct Instruction Model. Therefore, to determine the level of significance
of the pre-test and post-test, the t-test analysis was used at the significance
level (p) + 0.05 with degrees of freedom (dl) = N-1 where N- the number of
subjects (19 students) then the table value of 1734 t-test statistic, independent
sample analysis was applied. Researchers used the SPSS 22 program to
analyze the T-test.
The hypothesis in this study was H0 which was stated that there was no
significant difference in the writing ability of students before and after the
treatment material using the Direct Instruction Model in the descriptive text of
class VIII students of SMPN 1 MAKASSAR in the 2020/2021 school year.
While the alternative hypothesis (H1) stated that there was a significant
difference of students' writing skills before and after the treatment material
using the Direct Instruction Model on the descriptive text of grade VIII
students of SMPN 1 MAKASSAR on academic material. 2020/2021.
Hypothesis tested did after tested for normality.
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
PreTest -
PostTest -36.42105 13.36378 3.06586 -42.86219 -29.97992 -11.880 18 .000
Table 4.6 T-Test Calculation/Value
68
The result of t-test for writing ability focused on using idol poster in
writing descriptive text as follows:
Variable T-test T-table comprehension classification
Poster in
Writing ability
11.880 1.734 t-test > t-table Significantly
different
Table 4.7 the T-test Value of Students’ Writing Ability
Table 4.2 shows that the t-test value of writing skills was focused on
writing descriptive text with a t-test value of 11.880> 1.734. This shows that the
results of the t-test value for the variables and indicators were higher than the t-
table value. Hence, there was a significant difference between the pre-test and
post-test results in writing descriptive text.
Based on the above research results, the researcher concluded that there
was an effect on the students' writing ability using posters through the Direct
Instruction Model.
B. DISCUSSION
In this section, the researcher conclude the effects of poster in students
writing skill to make the findings of the result strongest. Teaching through idol
posters had several advantages, namely; delivery of messages became more
attractive to students; it doesn't wasteful in the use of quota network for students
during pandemic; it is easy and did not require electricity to implement this media;
This also helped students to express their ideas more easily as proved in their
69
result of the text. The success of used posters as a medium in learning could also
saw from the enthusiasm of students in answering tests well. Indah (2018) said
that posters in descriptive text can help the students to understand easier the
material which is being taught, because they can connect the media to real life,
etcetera. In conclusion, it showed that the students' scores were higher after being
treated in the class by using Poster specially Idol Poster in students' writing
ability.
Using a direct instruction model could also help smooth the process of this
research, researchers deliberately compile a learning design as efficient as
possible according to existing conditions with reference to learning objectives and
the purpose of using the Direct Instruction Model itself. According to Amy
Fredrickson, (2018) all children can improved academically and in terms of self-
image by using the Direct Instruction Model in the process of learning. Hence, it
can be proved that learning used this model was very relevant for students.
Then to measured the characteristic of a good descriptive text, the
researcher used the characteristic by Apsari AAN (in Zahara, S, 2014: 29) greatly
helps the researcher to get scored from student test results. There was six
characteristics of a good description text described by Apsari AAN (in Zahara, S,
2014: 29) and had described in chapter two as an indicator for researchers to
assessed students' ability to write descriptive text. It included the used of
figurative words, the used of pictures must be clear, used the right variety of
words, used various information about the object to be described therefore the
descriptive text was clear, used a clear simple present tense, and used appropriate
70
adjective sentences. This made the researcher easier to assessed student test
results which could make this research successful and sustainable with each other.
Based on the finding result in pre-test and post-test, showed that the mean
score of pre-test was 45,84 and post-test was 82,26. The improvement of pre-test
and post-test was 79,45%. Hence, it concluded that the effect of Poster using
Direct Instruction Model was able to give better contribution in teaching and
learning writing descriptive text. By used six characteristics writing descriptive
text according to Apsari A. A. N (in Zahara. S, 2014: 29) as an indicator to
assessed students' ability to write a good of descriptive text was greatly helped the
researcher to get scored from students’ results test.
Then, the t-test value showed 11.880 was higher than t-table values 1.734.
This means that the null hypothesis (H0) was rejected and the alternative
hypothesis (H1) was accepted because there was a significant difference in the
average score from the tests gave by researchers using Posters Trough Direct
Instruction Model in the classroom.
From the discussion above, the researcher concluded the Effects of Poster
in Enhanced Students’ Writing Ability through Direct Instruction Model was
successed in VIII. C students of SMPN 1 Makassar.
71
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on discussion proposed in previous chapter, it can be concluded that
the effect of posters in students’ writing ability at the second grade of SMPN 1
MAKASSAR through Direct Instruction Model in academic year of 2020/2021
was getting an enhancement. It proved by the students’ mean score from pre-test
to post-test. The students’ mean score of pre-test was 45.84. While the post-test
was higher than mean score of pre-test the post-test was 82.26. Moreover, based
on the data analysis, t-test value was higher than the t-test table (11.880> 1.734). It
means that there was a significant difference. Therefore H0 was rejected and H1
was accepted.
B. SUGGESTION
After going through all the procedures for completing this thesis, the
researcher would like to provide some suggestions for the use of posters in
learning writing skills through the Direct Instruction Model, as follows:
1. Researchers suggest to English teachers to found out students'
interest in learning English and to know how to monitor students, because
this was very important to support students' knowledge in preparing
material or understanding material especially in writing ability as the
common problems of students’ in learning English. Using posters in
72
teaching writing descriptive text through Direct Instruction Model help to
solved the problems because this brought an interesting way in learning
process
2. Other researchers who wish to conduct similar research. They are
advised to apply this technique at different student levels because each
school has different levels of students. Other researchers must be creative
and innovative to modify technical activities in the use of the Poster
Through Direct Instruction Model to improve students' writing skills.
73
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A
P
P
E
N
D
I
C
E
S
78
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah : SMPN 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Alokasi Waktu : 4 x 20 Menit
Topik Pembelajaran : Descriptive Text
Email : ainunfatikasari98@gmail.com
A. KOMPETENSI DASAR
4.7.2 Menyusun teks deskriptif lisan dan tulis sangat pendek dan sederhana,
terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
B. INDIKATOR PENCAPAIAN KOMPETENSI
4.7.2.2 Menyusun teks deskriptif tulis sederhana tentang tokoh yang memiliki
kontribusi positif kepada masyarakat dengan fungsi sosial, struktur teks, dan
unsur kebahasaan yang tepat.
C. TUJUAN PEMBELAJARAN
Setelah mengikuti kegiatan belajar, Siswa diharapkan mampu menulis teks
sederhana yang mendeskripsikan sifat dan keadaan idolanya
D. LANGKAH-LANGKAH PEMBELAJARAN
Kegiatan Pendahuluan
Melakukan pembukaan dengan salam pembuka
Menyampaikan tujuan pembelajaran / kompetensi yang akan dicapai dalam
pembelajaran daring teks deskripsi menggunakan idol poster
Memeriksa kehadiran peserta didik sebagai sikap disiplin serta mengecek
kesiapan siswa melalui group WA
Kegiatan Inti
79
Kegiatan Pembelajaran
1. Guru mempresentasikan materi teks deskriptif dalam bentuk
powerpoint dan membagikan link video terkait teks deskripsi melalui
grup Watsapp https://www.youtube.com/watch?v=uQafsf8_wkI
2. Siswa menunjukkan respon dalam memahami materi yang disampaikan
dapat berupa sikap, keaktifan di dalam grup kelas (demonstrate skill phase)
3. Guru membimbing pembelajaran dengan memberikan beberapa contoh dan
membimbing siswa membuat contoh kalimat teks deskripsi yang tepat
Kegiatan Penutup
Guru dan siswa melaksanakan refleksi terhadap kegiatan pembelajaran
tentang describing people dan memberikan tes dalam bentuk essay dengan
kata-kata yang sederhana
E. PENILAIAN
1. Guru memantau keterlibatan dan keaktifan siswa dari
awal pembelajaran sampai akhir.
2. Mengumpulkan teks deskriptif baru yang telah dibuat
siswa, dan diberi nilai sesuai dengan poin-poin kelengkapan
mengetahui fungsi social, struktur teks, dan unsur kebahasaan
teks deskriptif.
Makassar, September 2020
Mengetahui,
Guru Mapel Pengajar
…………………………. Ainun Fatikasari
NIP. - NIM. 105351124816
80
Appendix B
a. Pre Test
Name :
Class:
Instruction : Make a simple Descriptive text about your Idol (Buatlah Teks
Deskripsi Sederhana Tentang Tokoh Idolamu)
Description: ………………………………………………………………………
……………………………………………………………………..………………
b. Post Test
Name :
Class:
Instruction : What is she looks like? Make a simple Descriptive text based on the
idol picture. (Seperti apakah dia terlihat?Buat teks deksripsi sederhana
berdasarkan gambar tersebut).
Description:
………………………………………………………………………………………
……………………………………………………..………………………………
………
81
Appendix C
Teaching Materials
1. 1st meeting
a. DEFINITION OF DESCRIPTIVE TEXT
Description Text is text that says what the place, object or person looks like. This
means that descriptive text is text that describes the characteristics of people,
places, or things. Its purpose is to describe and reveal the characteristics or
appearance of a particular object or person. According to Husein, R (2017),
"Descriptive is a type of text which describes an object (living or non-living
things) such as person, place, or thing."
b. GENERIC STRUCTURE OF DESCRIPTIVE TEXT
- Identification: contains the identification of the place, the opening, and an
overview of a topic. In the introductory written identification of who or what will
be described.
- Description: contains a description of the place, characters and something related
to the place. Usually these characteristics are related to physical appearance or
something that can be felt by humans.
c. CHARACTERISTIC OF DESCRIPTIVE TEXT (Apsari A. A. N (in Zahara,
S, 2014: 29))
1) The use of figurative words (see, hear, taste, smell, and touch). This way the
description will appear lively and interesting.
Example : he swims like a fish, This world is my oyster, You are a couch potato
2) Using vivid images is to make descriptions clear and realistic
3) Using various kinds of words. Like adjectives (clever, big / small, perfect,
unique). Nouns (car, chair, marker, etc), adverbs (time / place), and phrases (short
hair, white skin, pointed nose)
82
4) Using any detail. If you want to describe an object, one should describe not
only its physical features but also its habits, characteristics and relationships.
Example : He likes to sing, He is very famous and handsome
5) Using the simple present tense.
- Verbal: S + V1 (s / es) + O
Example: He likes to sing sholawat with his group.
- Nominal: S + to be (is, am are) + N / Adj / Adv
Example: Gus Azmi is kind, he is handsome, gus asmi is a humble person.
- To Declare Ownership = S + have / has + Noun Phrase
Example: He has small eyes, she has oval face, he has sweet smile, he has a
pointed nose
6) Using adjectives to describe the features of the subject. Example: thin,
beautiful, adorable, elegant, diligent, smart, lazy, etc
D. EXAMPLE OF DESCRIPTIVE TEXT
83
Muhammad Ulul Azmi or people usually call him Gus Azmi. He is 18
years old. He is Javanese and he lives in Probolinggo. Gus Azmi is a vocalist of
Syubbanul Muslimin. Syubbanul Muslimin is a sholawat group.
Gus Azmi has a short body. He is handsome and has sweet smile. Gus
Azmi has a pointed nose. He has an oval eyes and look so beautiful. He has a
large ears. He has a good voice. He likes to sing sholawat with his group. Gus
Azmi is kind and humble person. He is very famous especially among female
teenagers and kids.
2. 2nd meeting
a. DEFINITION OF DESCRIPTIVE TEXT
Description Text is text that says what the place, object or person looks like. This
means that descriptive text is text that describes the characteristics of people,
places, or things. Its purpose is to describe and reveal the characteristics or
appearance of a particular object or person. According to Husein, R (2017),
"Descriptive is a type of text which describes an object (living or non-living
things) such as person, place, or thing."
b. GENERIC STRUCTURE OF DESCRIPTIVE TEXT
- Identification: contains the identification of the place, the opening, and an
overview of a topic. In the introductory written identification of who or what will
be described.
- Description: contains a description of the place, characters and something related
to the place. Usually these characteristics are related to physical appearance or
something that can be felt by humans.
c. CHARACTERISTIC OF DESCRIPTIVE TEXT (Apsari A. A. N (in Zahara,
S, 2014: 29))
1) The use of figurative words (see, hear, taste, smell, and touch). This way the
description will appear lively and interesting.
84
Example : He wears too much aftershave (sense of smell)
His lips taste sweet like ripe fruit (sense of taste)
He has a high-pitched laugh (sense of sound)
His hair feels wiry (sense of touch)
2) Using vivid images is to make descriptions clear and realistic
3) Using various kinds of words. Like adjectives (clever, big / small, perfect,
unique). Nouns (car, chair, marker, etc), adverbs (time / place), and phrases (short
hair, white skin, pointed nose)
4) Using any detail. If you want to describe an object, one should describe not
only its physical features but also its habits, characteristics and relationships.
Example : He likes to sing, He is very famous and handsome
5) Using the simple present tense.
- Verbal: S + V1 (s / es) + O
Example: he sing a song with his beautiful voice
- Nominal: S + to be (is, am are) + N / Adj / Adv
Example: He is handsome and accomplished man
- To Declare Ownership = S + have / has + Noun Phrase
Example: He has small eyes, she has oval face, he has sweet smile, he has a
pointed nose
6) Using adjectives to describe the features of the subject. Example: thin,
beautiful, adorable, elegant, diligent, smart, lazy, etc
85
D. EXAMPLE OF DESCRIPTIVE TEXT
Bieber was born on March 1, 1994, in London, Ontario, at St Joseph's
Hospital. He is the only child of Jeremy Jack Bieber and Pattie Mallette,. Bieber's
ancestry includes French-Canadian, Irish, English, Scottish, and German.
Justin is a handsome and accomplished man. With blond hair, thick
eyebrows, and a sharp nose that adds to my admiration for him. Besides, his
performance in the music world is also very good. He has beautiful voice
specially when he sing ‘Baby’ in a beautiful voice that made me wonder at him.
Besides singing and having a handsome face, he can also play all kinds of
instruments that I like, such as: guitar and piano.
3. 3rd Meeting
a. DEFINITION OF DESCRIPTIVE TEXT
Description Text is text that says what the place, object or person looks like. This
means that descriptive text is text that describes the characteristics of people,
places, or things. Its purpose is to describe and reveal the characteristics or
appearance of a particular object or person. According to Husein, R (2017),
86
"Descriptive is a type of text which describes an object (living or non-living
things) such as person, place, or thing."
b. GENERIC STRUCTURE OF DESCRIPTIVE TEXT
- Identification: contains the identification of the place, the opening, and an
overview of a topic. In the introductory written identification of who or what will
be described.
- Description: contains a description of the place, characters and something related
to the place. Usually these characteristics are related to physical appearance or
something that can be felt by humans.
c. CHARACTERISTIC OF DESCRIPTIVE TEXT (Apsari A. A. N (in Zahara,
S, 2014: 29))
1) The use of figurative words (see, hear, taste, smell, and touch). This way the
description will appear lively and interesting.
Example : He wears too much aftershave (sense of smell)
His lips taste sweet like ripe fruit (sense of taste)
He has a high-pitched laugh (sense of sound)
His hair feels wiry (sense of touch)
2) Using vivid images is to make descriptions clear and realistic
3) Using various kinds of words. Like adjectives (clever, big / small, perfect,
unique). Nouns (car, chair, marker, etc), adverbs (time / place), and phrases (short
hair, white skin, pointed nose)
4) Using any detail. If you want to describe an object, one should describe not
only its physical features but also its habits, characteristics and relationships.
Example : He likes to sing, He is very famous and handsome
87
5) Using the simple present tense.
- Verbal: S + V1 (s / es) + O
Example: He likes music
- Nominal: S + to be (is, am are) + N / Adj / Adv
Example: Niall is a cheerful and humorous boy, He also has beautiful skin
which is white.
- To Declare Ownership = S + have / has + Noun Phrase
Example: He has small eyes, she has oval face, he has sweet smile, he has a
pointed nose
6) Using adjectives to describe the features of the subject. Example: thin,
beautiful, adorable, elegant, diligent, smart, lazy, etc
D. EXAMPLE OF DESCRIPTIVE TEXT
Niall James Horan is a singer and one of the boy group One Direction. He is
teenagers. He was born on September 13, 1993 in County West- meath, Ireland.
88
He likes music and Justin Bieber. His favorite color is blue. He loves to eat very
much. He is known as Niall Horan.
Niall has slim body with height 171 cm. He has cute oval face with sexy lips. His
nose is pointed. Brunette wavy hair makes him different from other boys in the
band. He also has beautiful skin which is white. Then, he likes his eyes very
much, because it is beautiful.
Niall is a cheerful and humorous boy. Everybody likes him because he is friendly
and enjoyed boy. He is a shy and reserved boy when you not know him. In his boy
group, he never made mess or quarrel things with the others. He is a good singer,
who has a soft voice. He likes music and Justin Bieber. His favorite color is blue.
He loves to eat very much. Her hobbies are eating kind of food, singing, and
shopping.
(source: https://sciencegenius2014.wordpress.com/2014/03/13/descriptive-text-
about-my-idol-niall-horan)
4. 4th Meeting
a. DEFINITION OF DESCRIPTIVE TEXT
Description Text is text that says what the place, object or person looks like. This
means that descriptive text is text that describes the characteristics of people,
places, or things. Its purpose is to describe and reveal the characteristics or
appearance of a particular object or person. According to Husein, R (2017),
"Descriptive is a type of text which describes an object (living or non-living
things) such as person, place, or thing."
b. GENERIC STRUCTURE OF DESCRIPTIVE TEXT
- Identification: contains the identification of the place, the opening, and an
overview of a topic. In the introductory written identification of who or what will
be described.
- Description: contains a description of the place, characters and something related
to the place. Usually these characteristics are related to physical appearance or
something that can be felt by humans.
89
c. CHARACTERISTIC OF DESCRIPTIVE TEXT (Apsari A. A. N (in Zahara,
S, 2014: 29))
1) The use of figurative words (see, hear, taste, smell, and touch). This way the
description will appear lively and interesting.
Example : He wears too much aftershave (sense of smell)
His lips taste sweet like ripe fruit (sense of taste)
He has a high-pitched laugh (sense of sound)
His hair feels wiry (sense of touch)
2) Using vivid images is to make descriptions clear and realistic
3) Using various kinds of words. Like adjectives (clever, big / small, perfect,
unique). Nouns (car, chair, marker, etc), adverbs (time / place), and phrases (short
hair, white skin, pointed nose)
4) Using any detail. If you want to describe an object, one should describe not
only its physical features but also its habits, characteristics and relationships.
Example : He likes to sing, He is very famous and handsome
5) Using the simple present tense.
- Verbal: S + V1 (s / es) + O
Example: He win some trophies at AMA, Teen Choice Awards, and many
more.
- Nominal: S + to be (is, am are) + N / Adj / Adv
Example: he has a good voice
To Declare Ownership = S + have / has + Noun Phrase
Example: He has small eyes, she has oval face, he has sweet smile, he has a
pointed nose
90
6) Using adjectives to describe the features of the subject. Example: thin,
beautiful, adorable, elegant, diligent, smart, lazy, etc
D. EXAMPLE OF DESCRIPTIVE TEXT
Shawn Mendes is a singer and songwriters. He was born at August 8th, 1998 at
Toronto, Ontario, Canada. Now, he is 19 years old (2017). His parent’s names are
Mr. Manuel Mendes and Mrs. Karen Mendes. He also has a younger sister. His
sister name is Aaliyah Mendes.
He started his career at 2014 when he was upload his video at the most popular
video sharing, Vine app. After a few years, he caught the attention of artist
manager, Andrew Gertler, and Island Record A&R Ziggy Chareton, which led to
him singing a deal with the record label. His first song is "Life of The Party". He
also win some trophies at AMA, Teen Choice Awards, and many more.
As a singer, he has a good voice. He has a different voice and I like so much to
hear his voice. The way I like him because he has a good voice, handsome,
beautiful smile, and he is a kind person.
(source : https://brainly.co.id/tugas/9255347)
91
Appendix D
Students’ Score in Pre-test of writing descriptive text in VIII C SMPN 1
MAKASSAR
No
Name
Students’ Value of Writing Test of Each
Aspect based on Characteristic by Apsari
A. A. N (in Zahara. S, 2014: 29)
Total
Maxi
mum
Score
Classification
A B C D E F
1 Syavira
Novianti
1 1 4 5 1 2 14
30× 100
46 Poor
2 Birrul
Wallidayn
1 1 5 5 5 4 21
30× 100
70 Fairly good
3 Aditya
Putra Rani
2 1 2 1 1 2 9
30× 100
30 Very poor
4 Akbar al
Akbar
2 1 2 3 4 4 15
30× 100
53 Poor
5 Cachyadi
Woeichan
dra
2 1 3 1 4 1 12
30× 100
40 Poor
6 Faiz
Fatullah
2 1 3 1 2 2 11
30× 100
36 Poor
7 Farhanah
Syahirah
2 1 4 3 4 3 16
30× 100
56 Fair
8 Insani
nurul
Fajrin
1 1 3 1 4 1 11
30× 100
36 Poor
9 Jihan
Fahira
1 1 3 2 3 4 14
30× 100
46 Poor
10 Maya
mardiasari
1 1 3 3 4 2 14
30× 100
46 Poor
92
11 Fadila
Ramadhan
i B
4 1 3 4 2 2 15
30× 100
53 Poor
12 Putri
kartika
1 1 3 4 5 3 17
30× 100
56 Fair
13 Roofi
Abdullah
1 1 1 1 1 1 6
30× 100
20 Very poor
14 Siti
Fatimah
Azzahra
1 1 3 4 2 1 12
30× 100
40 Poor
15 Widya
Cahya
Zoraya
1 1 5 5 5 4 21
30× 100
70 Fairly good
16 Suci Indah
Sari
1 1 5 4 3 1 15
30× 100
50 Poor
17 Alisya
Regita
1 1 3 3 3 1 12
30× 100
40 Poor
18 Pania Ayu
Puspita
2 1 2 1 1 2 9
30× 100
30 Very poor
19 Tiara
Arifuddin
1 1 4 3 3 4 16
30× 100
53 Poor
Total of Each
Aspect of
Characteristic of
Writing
28
95× 100%
19
95× 100%
61
95× 100%
54
95× 100%
57
95× 100%
44
95× 100%
Analysis of the
Factor of
Characteristic in
Writing
0,29
(29
%)
0,2
(20%)
0,64
(64
%)
0,56
(56
%)
0,6
(60
%)
0,46
(46
%)
93
Appendix E
Students’ Score in Post-test of writing descriptive text in VIII C SMPN 1
MAKASSAR
No
Name
Students’ Value of Writing Test of Each
Aspect based on Characteristic by Apsari
A. A. N (in Zahara. S, 2014: 29)
Total
Maxi
mum
Score
Classification
A B C D E F
1 Syavira
Novianti
2 5 5 5 5 5 27
30× 100
90 Very Good
2 Birrul
Wallidayn
1 5 5 2 5 5 23
30× 100
76 Good
3 Aditya
Putra Rani
1 5 4 4 5 5 24
30× 100
80 Good
4 Akbar al
Akbar
4 5 4 5 5 5 28
30× 100
93 Very good
5 Cachyadi
Woeichan
dra
1 5 3 3 5 5 22
30× 100
73 Fairly good
6 Faiz
Fatullah
1 5 3 5 5 5 24
30× 100
80 Good
7 Farhanah
Syahirah
1 5 5 5 5 3 24
30× 100
80 Good
8 Insani
nurul
Fajrin
3 5 4 5 5 5 27
30× 100
83 Good
9 Jihan
Fahira
4 5 5 3 5 4 26
30× 100
86 Very good
10 Maya
mardiasari
5 5 4 5 5 5 29
30× 100
96 Excellent
94
11 Fadila
Ramadhan
i B
3 5 4 3 5 4 24
30× 100
80 Good
12 Putri
kartika
3 5 5 5 5 4 27
30× 100
90 Very good
13 Roofi
Abdullah
1 5 2 5 5 5 23
30× 100
76 Good
14 Siti
Fatimah
Azzahra
1 5 5 2 5 5 23
30× 100
76 Good
15 Widya
Cahya
Zoraya
1 5 5 5 5 5 26
30× 100
86 Very good
16 Suci Indah
Sari
1 5 4 3 5 5 23
30× 100
76 Good
17 Alisya
Regita
3 5 4 5 4 5 26
30× 100
86 Very Good
18 Pania Ayu
Puspita
1 5 4 5 5 5 25
30× 100
83 Good
19 Tiara
Arifuddin
1 5 3 4 5 5 23
30× 100
76 Good
Total of Each
Aspect of
Characteristic of
Writing
23
95× 100%
95
95× 100%
78
95× 100%
79
95× 100%
94
95× 100%
90
95× 100%
Analysis of the
Factor of
Characteristic in
Writing
0,24
(24
%)
1
(100
%)
0,82
(82
%)
0,83
(83
%)
0,98
(98
%)
0,94
(94
%)
95
Appendix F
The Enhancement of Students’ Writing Ability
% = 𝑋2 − 𝑋1
𝑋1× 100
% = 82.26 − 45.84
45.84× 100
% = 36.42
45.84× 100
% = 0.7945 × 100
% = 79.45
The students’ enhancement = 79.45%
96
Appendix G
T-Test Analysis
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PreTest 45.8421 19 12.93257 2.96694
PostTest 82.2632 19 6.47939 1.48647
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 19 .183 .454
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
PreTest
–
PostTes
t
-
36.4210
5
13.36378 3.06586 -42.86219 -29.97992 -11.880 18 .000
97
Appendix H
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052
2 0.81650 1.88562 2.91999 4.30265 6.96456
3 0.76489 1.63774 2.35336 3.18245 4.54070
4 0.74070 1.53321 2.13185 2.77645 3.74695
5 0.72669 1.47588 2.01505 2.57058 3.36493
6 0.71756 1.43976 1.94318 2.44691 3.14267
7 0.71114 1.41492 1.89458 2.36462 2.99795
8 0.70639 1.39682 1.85955 2.30600 2.89646
9 0.70272 1.38303 1.83311 2.26216 2.82144
10 0.69981 1.37218 1.81246 2.22814 2.76377
11 0.69745 1.36343 1.79588 2.20099 2.71808
12 0.69548 1.35622 1.78229 2.17881 2.68100
13 0.69383 1.35017 1.77093 2.16037 2.65031
14 0.69242 1.34503 1.76131 2.14479 2.62449
15 0.69120 1.34061 1.75305 2.13145 2.60248
16 0.69013 1.33676 1.74588 2.11991 2.58349
17 0.68920 1.33338 1.73961 2.10982 2.56693
18 0.68836 1.33039 1.73406 2.10092 2.55238
19 0.68762 1.32773 1.72913 2.09302 2.53948
20 0.68695 1.32534 1.72472 2.08596 2.52798
21 0.68635 1.32319 1.72074 2.07961 2.51765
22 0.68581 1.32124 1.71714 2.07387 2.50832
23 0.68531 1.31946 1.71387 2.06866 2.49987
24 0.68485 1.31784 1.71088 2.06390 2.49216
25 0.68443 1.31635 1.70814 2.05954 2.48511
26 0.68404 1.31497 1.70562 2.05553 2.47863
27 0.68368 1.31370 1.70329 2.05183 2.47266
28 0.68335 1.31253 1.70113 2.04841 2.46714
29 0.68304 1.31143 1.69913 2.04523 2.46202
30 0.68276 1.31042 1.69726 2.04227 2.45726
31 0.68249 1.30946 1.69552 2.03951 2.45282
32 0.68223 1.30857 1.69389 2.03693 2.44868
33 0.68200 1.30774 1.69236 2.03452 2.44479
34 0.68177 1.30695 1.69092 2.03224 2.44115
35 0.68156 1.30621 1.68957 2.03011 2.43772
36 0.68137 1.30551 1.68830 2.02809 2.43449
37 0.68118 1.30485 1.68709 2.02619 2.43145
38 0.68100 1.30423 1.68595 2.02439 2.42857
39 0.68083 1.30364 1.68488 2.02269 2.42584
98
Appendix I
Research Control Card
99
Appendix J
Research Permit
100
Appendix K
Result test of students
101
102
103
104
CURRICULUM VITAE
The researcher, Ainun Fatikasari was born on Third of
December, 1998 in Ujung Pandang. She is the first child from
third siblings. Her father is Mr. Saharuddin, S. Sos. and her
mother is Mrs. Suhaeni Saleh, she passed away 7 years ago. she
has one sister and one brothers. She started study at SDN Labuang Baji II in 2004
to 2010. In 2010, she continued her junior High School at SMPN 3 Pallangga then
graduated in 2013, in the same year, she continued her Senior High School at
SMAN 1 Gowa or popular known as SALIS and finished it in 2016. Finally she
continued her study as ordinary students specializing in English Education in
Faculty of Teacher Training and Education at Muhammadiyah University of
Makassar. At the end of her study, she could finish her thesis with the title the
effects of poster in enhance students ability to write descriptive text using direct
instruction model at the second grade of junior high school.
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