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Agus Sufyan-Fitk PDF
Agus Sufyan-Fitk PDF
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in the Department of English Education
By
Agus Sufyan
NIM. 1110014000060
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in the Department of English Education
By
Agus Sufyan
NIM. 1110014000060
Approved by:
i
ENDORSEMENT SHEET
ii
SURAT PERNYATAAN KARYA ILMIAH
bahwa skripsi yang berjudul Improving Students' Discussion Text Writing Skills
through Teacher Indirect Feedback Technique (A Classroom Action Research
at the Twelfth Grade Students of SMAN 8 Kota Tangerang Selatan) adalah benar
hasil karya sendiri di bawah bimbingan dosen:
Demikian surat peryataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apabila terbukti skripsi ini bukan hasil karya saya
sendiri.
Jakarta, April 2015
Yang Menyatakan
Agus Sufyan
1110014000060
iii
ABSTRACT
The aim of this research was to find out whether teacher indirect feedback improve
students of XII IPA 4’s writing skills of discussion texts. The subjects of this
research were 31 students. The method used in this research was Classroom Action
Research (CAR). This research was conducted by following procedures of the
action research: planning, acting, observing, and reflecting. This research was
conducted in two cycles consisted of three meetings per each. The data were gained
through qualitative and quantitative methods. Research instruments used in this
research were pre-interview guide, observation sheets, observation journals,
questionnaire sheets, and tests. The results of the research showed that there was
improvement on the students’ discussion text writing skills. Gradually, students’
achievement and attitude towards the implementation of the research increased. In
pre-action, students’ mean score was only 72.1 and only 11 students who could pass
the minimum mastery criterion (75). However, there was significant improvement
that in the first cycle, the mean score was 84.74, and that of the second cycle was
87.19. Moreover, the number of students who could pass the minimum mastery
criterion also increased that all students could pass it. Besides of that, based on the
result of observation, the class condition in first cycle was still categorized as Good.
However, it meant that there had to be some aspects that had not yet been solved.
Then, in the next cycle, the aspects that needed solving could be solved and the
class condition could be categorized as Very Good. In conclusion, the classroom
action research and teacher indirect feedback technique could improve both
students’ achievement and participation in the classroom.
iv
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui apakah teacher indirect
feedback meningkatkan kemampuan menulis teks diskusi siswa kelas XII IPA 4.
Subjek penelitian ini adalah 31 siswa. Metode yang digunakan dalam penelitian ini
adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan dengan
mengikuti prosedur dalam penelitian tindakan, seperti: perencanaan, pelaksanaan
tindakan, pengamatan, dan perefleksian. Penelitian ini dilakukan dalam dua siklus
yang terdiri dari tiga pertemuan untuk tiap siklusnya. Data-data dikumpulkan
melalui metode kualitatif dan kuantitatif. Instrument penelitian yang digunakan
dalam penelitian ini adalah pedoman wawancara, lembar observasi, jurnal
observasi, lembar kuesioner, dan tes. Hasil dari penelitian menunjukan bahwa
terdapat peningkatan pada kemampuan menulis teks diskusi siswa. Secara bertahap,
raihan dan perilaku siswa terhadap pelaksanaan penelitian meningkat. Pada tahap
pre-action, rata-rata nilai siswa adalah 72,1 dan hanya 11 siswa saja yang mampu
melewati kriteria ketuntasan minimal (75). Akan tetapi, pada siklus pertama dan
kedua terdapat peningkatan yang signifikan, rata-rata nilai siswa pada siklus
pertama adalah 84,74, dan pada siklus kedua adalah 87,19. Selain itu, jumlah siswa
yang dapat melewati kriteria ketuntasan minimal juga meningkat, semua siswa
berhasil melewati kriteria tersebut. Selain itu, berdasarkan hasil observasi, kondisi
kelas pada siklus pertama dapat dikategorikan sebagai Baik. Akan tetapi, ada
beberapa aspek yang belum dapat diatasi. Kemudian, pada siklus kedua, aspek-
aspek tersebut dapat diatasi dan keadaan kelas pun dapat dikategorikan sebagai
Sangat Baik. Sebagai kesimpulan, penelitian tindakan kelas dan teknik teacher
indirect feedback dapat meningkatkan pencapaian dan juga partisipasi siswa di
dalam kelas.
v
ACKNOWLEDGEMENT
2. Nasrun Mahmud, M.Pd., and Nida Husna, M.Pd., M.A., TESOL. as the
3. Dr. Alek, M.Pd. and Ummi Kultsum, M.Pd. for their time, guidance,
6. Nurlena Rifa’i, MA., Ph.D., as the previous Dean of the Faculty of Tarbiyah
7. Prof. Dr. A. Thib Raya, MA, as the newest Dean of the Faculty of Tarbiyah
vi
8. Imam Supingi, S.Pd., MM., as the headmaster of SMAN 8 Kota Tangerang
Selatan.
10. Other parties that have given helps, supports, and suggestions in finishing
this paper.
May this paper be useful to the readers, particularly to the writer. Also, the
writer realizes that this paper is far from being perfect. It is a pleasure for him to
receive constructive criticism and suggestion from anyone who reads his Skripsi.
Agus Sufyan
1110014000060
vii
TABLE OF CONTENT
viii
C. Procedure in Applying Teacher Indirect Feedback Technique
in Teaching Discussion Text Writing to XII IPA 4 Students of
SMAN 8 Kota Tangerang Selatan ...................................... 14
ix
a. Result of Interview .................................................... 28
b. Result of Pre-Observation ......................................... 29
c. Pre-Action Test .......................................................... 31
REFERENCES .................................................................................................. 55
APPENDICES ................................................................................................... 58
x
LIST OF TABLES
xi
LIST OF FIGURES
xii
LIST OF APPENDICES
xiii
CHAPTER I
INTRODUCTION
1
Alan Meyers, Gateways to Academic Writing, (New York: Addison Wesley Longman, 2003),
p. 2.
2
James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row Publishers, Inc.,
1980), p. 3.
3
Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah: Standar Kompetensi dan
Kompetensi Dasar SMA/MA, (Jakarta: BSNP, 2006), p. 126.
1
2
arguments about the topic and allows reader to have two contrastive viewpoints.4
Thus, readers will not be persuaded to be at one side before informed about another
side.
However, discussion text is a difficult material to learn. The results of interview
with the teacher showed that in writing discussion text5, the first problem mentioned
by the teacher was that the students sometimes had not yet been interested to find
out the data to support the arguments soon; they preferred talking and joking with
their friends until the class ended. They argued that they were depressed while
working under pressure, and needed a lot of time to get the inspiration and the data
needed. Those are why they found it hard to collect their work in the end of the
meeting. Thus, the teacher sometimes were sometimes hard to directly correct their
work. Secondly, after the writing tasks became a homework, the teacher found that
the students had not yet put their best performance in their writing. They put little
attention about what they wrote which led to some problems such as, grammatical
errors. It is true that they had not yet interested in writing because of its complexity.
Thus, there were so many students that were hard to achieve Minimum Mastery
Criterion (KKM) made by the teacher. Lastly, the teacher said that it had been so
hard when her students asked her to give them reasons for their score since she just
gave them the score without any comments or feedback. Moreover, she argued that
it took a lot of time to give them comments to each work since she taught more than
three class a week. As a result, students became unmotivated since some of them
felt like they were hard to have clear direction about how to write well, and some
others felt like their teacher had not yet found appropriate techniques to improve
their skills.
Moreover, while doing pre-observation, findings showed that some students
sitting in the first two front rows seriously did the test. However, those sitting in the
next rows should always be supervised. Besides of that, four students in the right
corner preferred to play games on their smartphone than to do the test. Moreover,
4
Th. M. Sudarwati and Eudia Grace, Look Ahead: An English Course for Senior High
School Students Year XII, (Jakarta: Penerbit Erlangga, 2007), p. 122.
5
See Appendix 2.
3
five female students sitting in the third and fourth row near the door liked to chat
during the test. Lastly, some students tended to do the test with their friends in group
rather than work individually. In conclusion, generally, they are diligent enough in
doing the test though some of them really needed supervising.6
In addition, after conducting pre-action test, twenty students failed to meet the
KKM.7 It means that students’ achievement in writing needed increasing. For all
those findings, the writer considered that students’ writing skills should be
increased through appropriate techniques.
As teacher said that she did not provide students revising activities, then
students did not have chance to enhance their writing. Thus, providing feedback is
hoped that it may help students improve their skills. A study by Ferris also proved
that, in helping students enhance their writing skills, almost all students believe that
teacher feedback is really helpful as it provides information related to their writing.8
However, giving feedback by putting comments to writing assignment is
seemed to be so hard for the teacher since it is going to consume time as she teaches
more than two classes which consist of, at least, 30 students per each. Thus, teacher
indirect feedback can be one of the solutions to solve the problems of, firstly, the
teacher as it takes less time, and of, secondly, students’ writing skills.
To make it clear, some previous studies have proven the benefits of teacher
indirect feedback. For example, Lalande’s study shows that the number of students
from experimental group, who believes that the technique enhances their writing
skill, is more than those of control group provided direct correction. Besides more
than fifty percent of the students in experimental group agree that revising their
writing increase their writing skills.9 Moreover, Chandler’s study, using the terms
of “Correcting” as direct correction and “Underlining” as indirect correction, shows
that indirect correction is useful to improve more to students’ accuracy, benefits
teacher for the time to provide feedback, and makes students be more engaged in
6
See Appendix 4
7
See Appendix 5
8
Dana R. Ferris, Student Reactions to Teacher Response in Multiple-Draft Composition
Classrooms, TESOL QUARTERLY, 29(1), 1995, p. 46.
9
J. F. Lalande, Reducing composition errors: An experiment, Modern Language Journal,
66(2), 1982, p. 145.
4
10
J. Chandler, The efficacy of various kinds of error feedback for improvement in the
accuracy and fluency of L2 student writing, Journal of Second Language Writing, 12, 2003, p. 293.
11
Pupung Purnawarman, “Impacts of Different Types of Teacher Corrective Feedback in
Reducing Grammatical Errors on ESL/EFL Students’ Writing”, Dissertation in Virginia Polytechnic
Institute and State University, Virginia, 2011, p. 28, published.
5
1
Eka Mulya Astuti, English Zone for Senior High School Students Year XII, (Jakarta:
Penerbit Erlangga, 2010), p. 81
2
Betty Mattix Dietsch, Reasoning & Writing Well: A Rhetoric, Research Guide, Reader,
and Handbook, (Ohio: Marion Technical College, 2006), Fourth Edition, p. 7.
3
Mark Anderson and Kathy Anderson, Text Types in English, (Melbourne: MacMillan
Education Australia PTY LTD., 1998), Third Edition, p. 19.
6
7
acceptance about other side’s view and to make a general agreement about the issue
which is shared to all the parties.4
4
Timothy W. Crusius and Carolyn E. Channel, The Aims of Argument: A Text and Reader,
(New York: McGraw-Hill, 2006), p. 17.
5
Anderson and Anderson, loc. cit.
6
Th. M. Sudarwati and Eudia Grace, Look Ahead: An English Course for Senior High
School Students Year XII, (Jakarta: Penerbit Erlangga, 2007), p. 122
7
Margaret Warner, More Easy Text Types: Text Types for Students who Have Little or No
Experience of English, (Perth: Ready-Ed Publications, 2009), p. 6
8
subject.8 Moreover, Mulya’s is also different as she states that the last paragraph
can be used to give readers suggestion from the writers’ view.9
8
Anderson and Anderson, op. cit., p. 20.
9
Mulya, loc. cit.
10
Sudarwati and Grace, loc. cit.
11
Progression in Discussion Texts, https://www.babcock-
education.co.uk/ldp/do_download.asp?did=303763, retrieved on March 2015.
9
Below is the example of discussion text about the pros and cons:12
Write the
subject
of the essay/
Mobile Phones: Good or Bad?
discussion
12
Achmad Doddy, Ahmad Sugeng, and Effendi, Developing English Competencies for
Senior High School (SMA/MA), (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,
2008), p. 74.
10
13
Marilyn Lewis, Giving Feedback in Language Classes, (Singapore: SEAMEO Regional
Language Centre, 2002), p. 3.
14
Napaporn Srichanyachon, Teacher Written Feedback for L2 Learners’ Writing
Development, Silpakorn University Journal of Social Sciences, Humanities, and Arts, 12 (1), 2012,
p. 8.
15
Susan M. Brookhart, How to Give Effective Feedback to Your Students, (Virginia:
Association for Supervision and Curriculum Development (ASCD), 2008), pp. 1—2.
11
2. Indirect Feedback
Based on the form of feedback, Lee divides feedback into two kinds; direct and
indirect. Direct error feedback or overt correction is provided when the teacher
writes the correct form on the student’s paper, while indirect error feedback is
provided when the teacher indicates the location of the error on the paper without
providing the correct form.16 In other words, Ferris adds that indirect feedback is
only “letting the writer know that there is a problem but leaving it for students to
solve it.”17 Napaporn also states that when giving indirect feedback, errors are
underlined and codes or symbols are used to indicate the type of errors. 18 It means
that indirect feedback can be done by using codes representing a specific kind of
error.
For all those explanations, it can be concluded that teacher indirect feedback is
one of corrective feedbacks providing indications of errors students make by using
codes but leaving no correct answer in order to let students correct by themselves.
16
Icy Lee, Error Correction in L2 Secondary Writing Classrooms: The case of Hong Kong,
Journal of Second Language Writing, 13, 2004, p. 286.
17
Dana Ferris and Barrie Roberts, (2001), “Error Feedback in L2 Writing Classes: How
Explicit Does It Need to Be?”, in Paul Kei Matsuda, et al., Second-Language Writing in the
Composition Classroom, (Boston: Bredford/St. Martin’s, 2006), p. 382..
18
Srichanyachon, op. cit., p. 10.
19
J. Chandler, The efficacy of various kinds of error feedback for improvement in the
accuracy and fluency of L2 student writing, Journal of Second Language Writing, 12, 2003, p. 293.
12
period of time and brings greater opportunity to the desired result, such as
decreasing students’ errors.20 Moreover, by using the terms “guided learning” and
“problem solving”, Corder as cited in Lalande states that indirect feedback could
be more instructional for both learner and teacher as discovering the correct answer
is done by the learner.21
Figure 2.1
Underlining Errors
20
Pupung Purnawarman, “Impacts of Different Types of Teacher Corrective Feedback in
Reducing Grammatical Errors on ESL/EFL Students’ Writing”, Dissertation in Virginia Polytechnic
Institute and State University, Virginia, 2011, p. ii—iii, published.
21
J. F. Lalande, Reducing composition errors: An experiment, Modern Language Journal,
66(2), 1982, p. 140.
22
J. Chandler, op.cit., p. 282—283.
13
Figure 2.2
Describing Errors
Figure 2.3
Underlining and Describing Errors
23
Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Addison
Wesley Longman, 1997), Second Edition, p. 217—218.
14
Figure 2.4
Correction Symbols
This chapter presents the description of the research method used in this study,
including place and time of the research, method and design of the research, subject
of the research, researcher’s role in the research, , instrument of the research, data
collecting technique, data analysing technique, trustworthiness, and criteria of
success.
A. Place and Time of the Research
The research took place in SMAN 8 Kota Tangerang Selatan, located at Jl.
Cirendeu Raya No. 5, Kota Tangerang Selatan, Banten, 15419. Moreover, the
research was conducted only on Tuesday and Wednesday for approximately a
month, which was started from January 6th until February 10th, 2015.
16
17
Planning Acting
Cycle
Reflecting Observing
Figure 3.1
A Modified Kurt Lewin’s Classroom Action Research Design1
To make them clear about what happens in each phase, below is the explanation
about each phase:
1. Planning Phase
In the beginning, after identifying and diagnosing students’ writing problems
occurred in the class proven by interviewing the teacher, observing the class, and
conducting the test, some plans related to how to solve the problems in the
classroom were made. The plans in this planning phase included designing lesson
plan, determining technique, preparing materials and media, and determining
criteria of success.
The organized planning was formed into lesson plan which was, then,
implemented to the students. Post-action tests were also prepared in order to know
whether there were some improvements on the students’ score achievement from
each test.
2. Acting Phase
This phase was the implementation of planning phase contents. In this phase,
the lesson plan made was implemented. In the first meeting, pre-action test was
conducted to know students’ writing skills before teacher indirect feedback was
implemented. Besides of that, it was also used to analyse the average number of
1
M. Djunaidi Ghony, Penelitian Tindakan Kelas, (Malang: UIN-Malang Press, 2008), p.
64.
18
words students could produce. Moreover, after the average number of words had
been counted, then the range number of words students should be produced in the
next tests were standardised.
In each cycle, three meetings were needed. The first cycle was conducted to
deliver some materials needing achieving. Then, the second meeting was used to
conduct the tests. After the data had been collected, then feedback was given on
students’ paper. Lastly, the third meeting was used to revise their writing that
teacher had put feedback on.
3. Observing Phase
In this phase, observation toward implementation of the action was carried out
by using observation sheets and observation journals. In this phase, the data derived
from evaluation or post-action tests were also collected in order to know the
changes made by the implementation of the action toward the subject of the
research.
4. Reflecting Phase
This phase was aimed to reflect the completely-done action in one cycle based
on collected data. It is necessary to hold evaluation to discuss further about what
had and had not yet been achieved. Thus, the scope of reflection in this research
involve analysing, synthesising, and assessing collected data. This phase, then,
determined the next plan, including what to do in the next cycle. Furthermore, when
one cycle had not yet met the requirements of what to achieve, the next cycle should
be able to cover them.
2. Observation Sheets
To describe students' activities in the classroom while learning discussion text,
four main aspects were observed. Those aspects were related to teacher's problems
when she taught discussion text. They were students' preparation (preparing the data
needed), diligence, involvement in the learning process, and submission
punctuality.
The first aspect, students' preparation, considered about whether students
prepared the data needed for their writing. In the end of each meeting, students were
asked to find the data related to the next topic in the next meeting. Generally, the
teacher and the writer checked their readiness in the beginning of the class. The
second aspect, students' diligence, was related to students' effort to do their writing.
The effort could be seen when they focused and spent more time doing the tasks,
rather than talking to and disturbing others. Moreover, the third aspect, students'
involvement in the learning process, was related to whether they are active in the
learning process. Asking question, giving ideas, or sharing experience were some
20
of the indicators in this aspect. The last aspect, submission punctuality, actually
took important role in order to give the teacher and the writer opportunity to give
feedback. Thus, students should submit their work in the end of the class. However,
in order to give them more chance, the submission could also be done outside the
class, but it was on the same day.
3. Observation Journals
Observation journals were used in order to generally capture the situation in the
teaching and learning process and also to add any information which were not
included in the observation sheets. Besides of that, the journal was also used in the
reflection process by the end of the cycle. Below is the blueprint of observation
journals.
Table 3.1
Blueprint of Observation Journal
Cycle Meeting Date Activities Findings
I I
II
III
4. Questionnaire Sheets
After the implementation of CAR, questionnaire sheets were distributed to add
information related students’ opinion and thoughts about the learning of writing
discussion text by applying teacher indirect feedback. Students’ response was
divided into three answers; Agree, Not Sure, and Disagree. Indicators used in this
questionnaire were as follow:
Table 3.2
Specification of Questionnaire
Total
No. Indicators Items Number
Positive Negative
1 Guidance 3 2 1, 4, 5, 6, 7
21
Total
No. Indicators Items Number
Positive Negative
2 Help 5 8, 9, 10, 14, 15
3 Information 2 2, 3
4 Knowledge 3 11, 12, 13
Total 13 2
5. Tests
In this research, tests were conducted to measure students' writing skills
improvement. The tests were essay tests for each and were divided into three steps;
pre-action, post-action I, and post-action II. In pre-action test, students were asked
to have freewriting, then the number of words produced would be used to
standardise the range of number of words students had to produce.
2. Observation
During teaching and learning process in the classroom, the observation was
done by using structural and open observation. Structural observation was carried
22
out by using observation sheets in order to notice the four aspects that needs
observing. Besides of that, observation journals were also used as open observation
in order to have further information about the other aspects that were not provided
in the observation sheets.
3. Questionnaire
Post-action questionnaire was conducted know students’ responses about the
implementation of teacher indirect feedback. The result of questionnaire, then, was
used to help strengthen the data used in this research.
4. Test
To measure students' writing skills, essay tests were conducted. They were
divided into two kinds; pre-action test and post-action tests. Pre-action test was
conducted before the implementation of teacher indirect feedback. Then, post-
action tests were conducted in order to measure students' improvement after the
technique had been applied. In each test, students were asked to write an essay about
the chosen topic. The topic had been informed before the post-action test to let them
find things they needed.
2
Nana Sudjana, Penilaian Hasil Proses Belajar Mengajar, (Bandung: PT. Remaja
Rosdakarya, 2009), p. 128.
3
Sugiono, Metode Penelitian Pendidikan, (Bandung: Alfabeta, 2010), p. 135.
23
this research, the researcher modified the scale by using Agree, Not Sure, and
Disagree to know students’ responses toward the implementation of teacher indirect
feedback.
Table 3.3
Likert Rating Score, Adapted from Sugiono4
Positive responses Negative Responses
Agree 3 1
Not Sure 2 2
Disagree 1 3
Besides of that, in analysing the data from observation sheets, the researcher
firstly tabulated the score for each aspect by using the rubric below:
Table 3.4
Rubric of Observation Sheets
No Aspects Sub-Aspects Score Assessment Criteria
3 Seriously doing the task
Seriously doing the task if
1 Diligence 2
supervised
1 Not seriously doing the task
Actively paying attention to
3
teacher’s explanation
Response to
Not really actively paying attention
teacher’s 2
teacher’s explanation, sometimes
Involvement explanation
Not paying attention to teacher’s
2 in learning 1
explanation
process
Actively involved in group
3
Involvement discussion
in group Not really actively involved in
2
group discussion, sometimes
4
Ibid.
24
After the data had been formed into percentage, they were, then, analysed and
interpreted according to the following table:
Table 3.5
Score Interpretation Criteria, Adapted from Riduwan and Sunarto6
Percentage Interval Description
81% - 100% Very Good
61% - 80% Good
5
Riduwan and Sunarto, Pengantar Statistika untuk Penelitian Pendidikan, Sosial,
Ekonomi, Komunikasi dan Bisnis, (Bandung: Alfabeta, 2013), p. 23.
6
Ibid.
25
Moreover, students' tests writing ability, analytical scoring rubric adapted from
J. B. Heaton was used. There are five aspects in the analytical scoring rubric, i.e.,
content, organization, vocabulary, language use, and mechanics. The table below is
the analytical scoring rubric:
Table 3.6
Analytical Scoring Rubric7
Aspects Score Judgement
30–27 knowledgeable, substantive
26–22 some knowledge of subject, adequate range
Content
21–17 limited knowledge of subject, little substance
16–13 does not show knowledge of subject, non-substantive
20–18 fluent expression, ideas clearly stated
17–14 somewhat choppy, but main ideas stand out
Organization
13–10 non-fluent, ideas confused or disconnected
9–7 does not communicate, no organization
20–18 sophisticated range, effective word choice and usage
adequate range, occasional errors, but meaning not
17–14
Vocabulary obscured
13–10 limited range, frequent errors
9–7 little knowledge of English vocabulary
25–22 effective complex construction
Language 21–19 effective but simple construction
Use 17–11 major problems in simple/complex construction
10–5 virtually no mastery of sentence construction rules
7
J. B. Heaton, Writing English Language Tests, (UK: Longman, 1988), p. 146.
26
In tabulating the score, each aspect in the rubric was counted. Then, to get the
mean of students' writing score in each test, the formula below was used:8
Mx = Σx
N
Notes:
Mx = mean
𝛴x = individual score
N = number of students
To know the class percentage that could pass the minimum mastery criteria,
the formula used was:9
𝑓
𝑃= 𝑥 100 %
𝑁
Notes:
P = the class percentage
F = total percentage score
N = number of students
H. Trustworthiness
To check the validity of the data, one of triangulation methods was used.
Triangulation is a technique in collecting data by combining various techniques in
collecting data in order to check the credibility of data.10 Thus, as supported by
8
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta, PT Raja Grafindo Persada,
2011), p. 81
9
Ibid., p. 43.
10
Sugiono, op. cit., p. 330.
27
Mills, both qualitative and quantitative data may be involved and strengthen each
other. To make it simple, triangulation is a mean to support both data as it may
collaborate the strength of each data, besides it may also cover the weaknesses of
each data.11 Moreover, Stainback as cited in Sugiono explains that enhancing a
person’s understanding about what she or he is looking for, rather than just learning
the fact of phenomena, is what triangulation for.12
Among kinds of triangulation, methodological triangulation referring to the use
of more than one method for gathering data was applied in order to strengthen the
data since the validity of data is established only if the conclusions from each of the
methods reaches the same point. Furthermore, to do this triangulation method, the
data taken from observation and questionnaire was collaborated with the results of
the tests.
I. Criteria of Success
To determine the criteria of success in each cycle, the English teacher and also
the researcher decided to make requirements that the cycle would be concluded as
success only if both the result of observation was categorised as very good (81%—
100%) and the Minimum Mastery Criterion could be passed by, at least, 75% of the
students. In conclusion, if one of both aspects had not yet met the requirements,
then the next cycle should be conducted to solve the problems having not yet been
solved in the previous cycle.
11
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Boston:
Pearson Education, Inc., 2011), Fourth Edition, p. 93.
12
Sugiono, loc. cit.
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This chapter presents research findings before, during, and after the
implementation of classroom action research to improve students' discussion text
writing skills through teacher indirect feedback technique and also interpretation of
the results.
A. Research Findings
1. Findings before the Implementation of CAR
Before implementing the research, any kinds of information were gathered
through teacher pre-interview, pre-questionnaire, pre-observation, and also pre-
action test.
a. Result of Interview
The English teacher was interviewed on Tuesday, June 24, 2014 at 10 am. It
was done to know generally the class situation, students’ achievement, and also
students’ and teachers’ attitude toward the teaching and learning process of writing.
Three problems were pointed out based on teacher’s interview. Firstly, problem
mentioned was that the students sometimes had not yet been interested to prepare
what they were going to write; they preferred talking and joking with their friends
until the class ended. They argued that they were depressed while working under
pressure, and needed a lot of time to get the inspiration and the data needed. Thus,
it was hard for them to collect their work in the end of the meeting and for the
teacher to directly correct their work. Secondly, after the writing tasks became a
homework, the teacher found that the students had not yet put their best
performance in their writing. They just wrote what they wanted to write, neglected
the text structure, and put little attention about what they wrote which led to some
problems, for example, grammatical errors. It is true that they had not yet interested
in writing because of its complexity. Thus, there were so many students that were
hard to achieve minimum mastery criterion (KKM) made by the teacher. Lastly, the
teacher said that it had been so hard when her students asked her to give them
28
29
reasons for their score since she just gave them the score without any comments or
feedback. Moreover, she argued that it took a lot of time to give them comments to
each work since she taught more than three class per week. As a result, students
became unmotivated since some of them felt like they were hard to have clear
direction about how to write well, and some others felt like their teacher had not yet
found appropriate techniques to improve their skills.
It could be concluded that four aspects need considering; they are students’
preparation to write, diligence in doing writing tasks, involvement while learning
writing skills, submission punctuality.
b. Result of Pre-Observation
Pre-observation was conducted to observe the process of pre-action writing test
before implementing the action. It was held on Tuesday, January 6th, 2015, and
started from 07.00—08.30 a.m. The class consisted of 31 students; 17 male students
and 14 female students. Below is the result of pre-observation.
Table 4.1
Results of Pre-Observation Sheets
Students’ Number Diligence Submission Punctuality
S1 2 3
S2 2 3
S3 3 3
S4 2 3
S5 2 3
S6 2 3
S7 2 3
S8 2 3
S9 1 3
S10 2 3
S11 2 3
S12 2 3
30
diligence, could actually be concluded that they are diligent enough. Most students
seriously did the test though teacher should always supervise what they were doing.
Moreover, based on teacher’s observation journal, some students sitting in the
first two front rows seriously did the test. However, those sitting in the next rows
should always be supervised. Then if the teacher did not pay attention or supervise
them, some students preferred to play games on their smartphone than to do the
test. For example, four students in the right corner preferred to play games on their
smartphone than to do the test. Besides of that, they also liked to chat with their
friends during the test. For example, five female students sitting in the third and
fourth row near the door liked to chat during the test. Lastly, some students tended
to do the test with their friends in group rather than work individually. In
conclusion, generally, they are diligent enough in doing the test though some of
them really needed supervising.
c. Pre-Action Test
Lastly, pre-action test was done in January 6, 2015 at 07.00—8.30 a.m. This
test was actually conducted in order to mainly prove what the teacher had said about
the class situation when writing test being conducted and about students’
achievement which were found below the standard. Findings showed that almost
half of the class could not reach the Minimum Mastery Criterion (75). Below is the
students’ pre-action writing test scores:
Table 4.2
Students’ Pre-Action Writing Test Scores
Students’ Number Scores Number of Words
S1 73 231
S2 76* 247
S3 86* 297
S4 61 253
S5 79* 289
S6 78* 247
32
Based the result of pre-action test, it could be concluded that there were still 20
students having not yet met the Minimum Mastery Criterion (75). The minimum
score gained was 53, while the highest was 86. From the data above, it could be
concluded that students of XII IPA 4 needed to improve their writing skills. Besides
of that, the range number of words students could write was between 220—297
words, with the average number of words students could produce was 262 (261.65).
Then, as the test was also designed to standardise the range number of words for
the next cycles, the researcher decided the range number of words between 200—
300 words.
2) Acting
The action in the first cycle was completely done in three meetings; January 7th,
13th, and 20th, 2015. The teaching and learning process was done based on the lesson
34
plan having been made. The first one was the introduction to the materials. Students
were introduced with the schematic structure which they should also made.
Moreover, based on the findings in the pre-observation, as students liked to chat
with their friends during the test and tended to do the test with their friends in group
rather than work individually, then they were divided into some groups in order to
make the learning process be more active. The groups consisted of five students per
each and were freely chosen by students. Then, three topics to discuss were also
distributed. After that, they were asked to make a framework of the text and then
presented it by choosing one representative person. After all, the teacher provided
five topics for students to choose. Then, as a homework, they were asked to make
a framework based on the topics students chose. In this meeting, three aspects were
observed, they were students’ response to teacher’s explanation, active discussion
in group, and active interaction with the teacher.
In the second meeting, firstly students were asked to submit their own
framework they would use for their own writing. While teacher was examining the
frameworks, students were preparing for everything they needed for the writing
test. After that, the frameworks were given back to students and then they were
asked to exemplify the framework they had made into a four-paragraph discussion
text. After this meeting, students’ writing was corrected and feedback was given by
the teacher outside the classroom. In this meeting, three aspects were observed, they
were students’ preparation, diligence in doing the test, and submission punctuality.
In the third meeting, students’ writing was distributed. Then, teacher explained
the codes given on their paper in order to make students understand the meaning of
all codes. Then, they were asked to directly revise their own writing. In this
meeting, three aspects were observed, they were students’ response to teacher’s
explanation, diligence, and submission punctuality.
3) Observing
In this phase, the teacher observed the four aspects that should be improved in
the teaching and learning process. In the first meeting, findings showed that most
students paid little attention to teacher’s explanation. Though they listened to
35
Number A B C A B C A B C
S1 3 3 2 2 3 3 3 3 3
S2 2 2 2 2 3 3 3 2 2
S3 2 2 2 3 3 3 3 3 2
S4 3 3 2 2 2 3 3 3 2
S5 2 2 1 3 2 3 3 2 3
S6 2 2 1 2 3 3 2 2 3
S7 1 1 1 2 1 3 2 2 3
S8 2 2 1 2 3 3 2 2 2
S9 3 3 2 3 3 3 2 3 1
S10 2 1 1 2 2 3 2 3 1
S11 2 3 2 3 3 3 3 3 2
S12 2 2 2 2 3 3 2 3 3
S13 2 3 2 2 2 3 3 3 1
S14 1 2 1 1 2 3 2 2 3
S15 2 2 2 1 2 3 2 2 3
S16 3 3 3 3 3 3 3 3 3
S17 3 2 3 1 3 3 2 2 1
S18 1 1 1 1 1 3 1 1 3
S19 1 1 1 1 1 3 2 2 3
S20 2 2 2 1 2 3 3 2 1
37
Notes:
Table 4.4
Description of the Codes in Table 4.3
Codes Meeting I Meeting II Meeting III
Students’ response to Students’ Students’ response to
A
teacher’s explanation preparation teacher’s explanation
Codes Meeting I Meeting II Meeting III
Discuss actively in Students’ diligence Students’ diligence
B
group
Active interaction with Students’ Students’ submission
C the teacher submission punctuality
punctuality
Based on the data analysis of table 4.3 above, it could be concluded that
students’ overall activities in the first cycle was 76.12% which could be categorised
as Good. In the first meeting, students’ overall activities was 65.95 which could be
categorised as Enough. The first aspect, students’ response to teacher’s explanation
was 68.82% could be categorised as Enough, the second aspect was 70.97% which
could be categorised as Good, however, the third aspects was only 58.06% which
could be categorised as Bad.
Moreover, in the second meeting, students’ overall activities was 82.44 which
could be categorised as Very Good. The first aspect, students’ response to teacher’s
explanation was 68.82% which could be categorised as Enough, the second aspect
was 78.49% which could be categorised as Good, and the third aspects was only
100% which could be categorised as Very Good. Lastly, in the third meeting,
students’ overall activities was 79.93% which could be categorised as Good. The
first aspect, students’ response to teacher’s explanation was 84.95% which could
be categorised as Very Good, the second aspect was 77.42% which could be
categorised as Good, and the third aspects was only 77.42% which could be
categorised as Good.
39
Besides data from observation sheets, students’ post-action writing test I scores
were also used to observe students’ writing improvement. Below is the students’
post-action writing test I scores:
Table 4.5
Students’ Post-Action I Writing Test Scores
S1 87*
S2 78*
S3 93*
S4 92*
S5 89*
S6 79*
S7 85*
S8 77*
S9 94*
S10 82*
S11 89*
S12 76*
S13 86*
S14 81*
S15 78*
S16 93*
S17 76*
S18 89*
S19 82*
S20 92*
S21 84*
S22 76*
S23 86*
S24 93*
40
S25 91*
S26 79*
S27 90*
S28 85*
S29 81*
S30 78*
S31 86*
Total 2627
Mean: 84.74
*Students who could pass the Minimum Mastery Criterion (75)
4) Reflecting
After the first cycle had been conducted, the conclusion of this cycle was drawn.
It could be seen that students’ writing score in this cycle actually could be improved.
However, there were still many things that should be improved. In the first meeting,
all of the aspects observed needed to be observed as they had not yet meet the
criteria of success. Moreover, in the second meeting, students’ preparation should
be improved in the next cycle. Lastly, in the last meeting, students’ submission
punctuality should be noted to get improved. After reflecting the teaching and
learning process in the first cycle, it could be concluded that next cycle needed to
be conducted to solve the problems having not yet been solved in the first cycle.
41
b. Cycle 2
1) Planning
In this phase, a lesson plan was designed to try solving problems having not
been solved in the first cycle. Though students’ achievement had met the
requirement for criteria of success, there were still students’ response to teacher’s
explanation, students’ participation in group, students’ interaction with the teacher,
students’ preparation, and students’ submission punctuality after revising their
work that still needed to be improved. Thus, the next cycle should be done to solve
those problems.
Generally, the second cycle was almost the same as the previous one. However,
some changes were planned and had been inserted in the lesson plan of the second
cycle in order to enhance students’ activities. Firstly, as students did not prepare
well for the test, then in the second cycle the teaching process was focussed on
making the framework of what they wanted to elaborate. It was hoped that it might
solve the problems of students’ preparation and submission punctuality as they
might be more prepared. Secondly, as students were tended to be more passive and
to spend their time talking, joking, and chatting with their close friends in group,
the teacher himself divided the students to prevent students being with their close
friend. It was hoped that it might solve the problems of students’ participation in
their group and also interaction with the teacher. Lastly, the teacher decided to take
three meetings in this cycle. The first one is for teaching and learning about making
a good framework, the second one was for conducting the test, and the last day was
used for students to revise their writing the teacher had given feedback on.
2) Acting
The action in the second cycle was completely done in three meetings; January
27th, January 28th, and February 10th, 2015. The teaching and learning process was
done based on the lesson plan having been made. The first meeting was about
making a good framework. Students were taught about how to make a good
framework step by step. Moreover, based on the findings in the first cycle, as
42
students liked to chat with their friends in group they chose, then teacher himself
divided the students into five group consisted of six students per each and each
group was given a chosen topic which they had to make the framework of. To make
it clear, each students should make their own framework though they might discuss
their ideas with their peers.
After they had done making the framework, students were asked to collect their
framework collectively per group. Then, they were asked to exchange their work to
another group in order to get feedback or suggestion from their friends from another
group. While doing that activity, students were free to give their suggestion. After
all, the teacher asked students to give their peers’ work back. Then, as a homework,
they were asked to revise their framework and reminded that they had to bring the
framework on the next day. In this meeting, three aspects were observed, they were
students’ response to teacher’s explanation, active discussion in group, and active
interaction with the teacher.
In the second meeting, firstly students were asked to submit their own
framework they would use for their own writing. While teacher was examining the
frameworks, students were preparing for everything they needed for the writing
test. After that, the frameworks were given back to students and then they were
asked to elaborate the framework they had made into a four-paragraph discussion
text. After this meeting, students’ writing was corrected and feedback was given by
the teacher outside the classroom. In this meeting, three aspects were observed, they
were students’ preparation, diligence in doing the test, and submission punctuality.
In the third meeting, students’ writing was distributed. Then, teacher explained
the codes given on their paper in order to do some review and to make students
deeply understand the meaning of all codes. Then, they were asked to directly revise
their own writing. In this meeting, three aspects were observed, they were students’
response to teacher’s explanation, diligence, and submission punctuality.
3) Observing
In this phase, the teacher observed the four aspects that should be improved in
the teaching and learning process. In the first meeting, findings showed that almost
43
all students paid full attention to teacher’s explanation because they were required
to make a good framework that they would use in elaborating their writing. Though
some of them still did not show their full attention, they clearly listened to teacher’s
explanation. Besides of that, while explaining the materials, it could be found that
all students had stopped playing their gadgets. Changes could also be seen on
another aspect to observe, students’ participation in the group. As the group and
theme for each group had been chosen by the teacher, students seemed to be more
active in their group. They shared their own ideas, thoughts, and opinion about the
theme. Even, the teacher found that one of the groups tried to debate whether some
materials or ideas they had were relevant, good, or acceptable. Interaction with the
teacher was also improved. It could also be seen that, in this activity, students
mostly preferred to focus on the contents than the form. Lastly, when students gave
feedback to their friends’ work, some students were confused with their friends’
idea. However, they also gave any suggestion to their friends about what their
friends should enhance and what to improve.
In the second meeting, good changes could also be found on students’
preparation. While checking students’ homework, teacher were surprised that all
students brought all their framework and they showed a good effort to make a good
one. Besides of that, while doing the writing test, they seemed to be more focus.
The condition of the class was also so quiet that almost all students focussed on
their own paper. Though some students tried to use their gadgets, teacher found that
they used it to look up some words in English they did not know rather than used it
for unimportant thing. Lastly, all students could submit their work on time. When
the bell rang as a sign that the subject was over, the submitted their work.
In the third meeting, some positive changes could also be found. Firstly, while
the teacher reviewed and gave deeper explanation about the feedback codes,
students were paying full attention. Most students were seriously listening to
teacher’s explanation. Though some of them did not really pay attention, they still
caught what teacher said. Besides of that, while they were given chance to ask,
some students seemed like they wanted to confirm their own opinion rather than
asked about the meaning of the symbols or codes. Moreover, while doing the
44
revision, almost all students were very diligent and serious as they wanted to finish
their work on time. Lastly, students’ submission punctuality was increased. Many
students could finish their work on that day. Though some students could not submit
their revised writing on time, but they directly submitted their writing on the next
day. Below is the results of observation sheets of the second cycle:
Table 4.6
Results of Observation Sheets of Cycle II
Students’ Meeting I Meeting II Meeting III
Number A B C A B C A B C
S1 3 3 3 3 3 3 3 3 3
S2 2 3 2 3 3 3 3 2 3
S3 3 2 3 3 3 3 3 3 3
S4 3 3 3 3 3 3 3 3 3
S5 3 3 3 3 2 3 3 3 3
S6 3 2 2 3 3 3 2 3 3
S7 3 3 3 3 3 3 3 2 2
S8 2 2 2 3 3 3 2 3 2
S9 3 3 2 3 3 3 3 3 3
S10 2 3 3 3 3 3 2 3 2
S11 3 3 3 3 3 3 3 3 3
S12 2 3 3 3 3 3 2 3 3
S13 3 3 3 3 3 3 3 3 3
S14 3 2 2 3 3 3 3 3 2
S15 2 2 2 3 2 3 2 2 3
S16 3 3 3 3 3 3 3 3 3
S17 3 3 3 3 3 3 2 2 2
S18 2 2 2 3 2 3 3 3 2
S19 3 3 2 3 3 3 2 2 3
S20 3 2 3 3 3 3 3 3 2
S21 3 3 3 3 3 3 3 3 3
45
Notes:
Table 4.7
Description of the Codes in Table 4.6
Codes Meeting I Meeting II Meeting III
Students’ response to Students’ Students’ response to
A
teacher’s explanation preparation teacher’s explanation
B Discuss actively in group Students’ diligence Students’ diligence
Active interaction with Students’ Students’ submission
C the teacher submission punctuality
punctuality
Based on the data analysis of table 4.6 above, it could be concluded that
students’ overall activities in the second cycle was 93.07% which could be
categorised as Very Good. In the first meeting, students’ overall activities was
89.61% which could be categorised as Very Good. The first aspect, students’
response to teacher’s explanation was 92.47% which could be categorised as Very
Good, the second aspect was 91.40% which could be categorised as Very Good,
and the third aspects was 84.95% which could be categorised as Very Good.
Moreover, in the second meeting, students’ overall activities was 98.57% which
could be categorised as Very Good. The first aspect, students’ response to teacher’s
explanation was 100% which could be categorised as Very Good, the second aspect
was 95.70% which could be categorised as Very Good, and the third aspects was
100% which could be categorised as Very Good. Lastly, in the third meeting,
students’ overall activities was 91.01% which could be categorised as Very Good.
The first aspect, students’ response to teacher’s explanation was 91.40% could be
categorised as Very Good, the second aspect was 91.40% which could be
categorised as Very Good, and the third aspects was 90.32% which could be
categorised as Very Good.
Besides data from observation sheets, students’ post-action writing test II scores
were also used to observe students’ writing improvement. Below is the students’
post-action writing test II scores:
47
Table 4.8
Students’ Post-Action II Writing Test Scores
Students’ Number Post-Action II Scores
S1 83*
S2 87*
S3 95*
S4 92*
S5 96*
S6 83*
S7 87*
S8 85*
S9 95*
S10 82*
S11 79*
S12 84*
S13 93*
S14 86*
S15 84*
S16 93*
S17 78*
S18 87*
S19 84*
S20 87*
S21 90*
S22 76*
S23 90*
S24 92*
S25 93*
S26 84*
S27 86*
48
4) Reflecting
After the second cycle had been conducted, the conclusion of this cycle was
drawn. It could be seen that students’ activities and achievement had met the
requirements that the result of observation was categorised as very good (93.07%)
and the Minimum Mastery Criterion could be passed by all of the students (100%).
Besides of that, the problems having not yet been solved in the previous cycle could
be solved in this cycle. Thus, after reflecting the teaching and learning process in
the second cycle and based on the data gained from this cycle, it could be concluded
that the next cycle did not need to be conducted.
Based on table 4.9, it could be concluded that students’ response towards the
implementation of teacher indirect feedback was Very Good (90.22%). Firstly,
50
students’ response toward the use of teacher indirect feedback as guidance gained
91.61%. It could be concluded that by getting teacher indirect feedback, most
students agreed that they were well-guided in revising their writing. Moreover, the
use of teacher indirect feedback as help in their learning process gained 88.60%. It
could be concluded that most students felt that teacher indirect feedback was helpful
in enhancing their skills and participation in learning process. In addition, the
function of teacher indirect feedback which could be used as a tool of information
for students gained 92.47%. Most students felt that feedback provided by the
teacher could inform their strengths and weaknesses. Lastly, the use of teacher
indirect feedback as a tool to increase students’ knowledge in writing skills gained
88.17%. It could be concluded that this kind of feedback could increase students’
knowledge related to their own writing skills and help them understand what errors
they made so that they would not do the same errors later.
In analysing data gained from students’ writing score, the researcher firstly tried
to find the mean score of each test by calculating the score. Then, based on the table
above, it could be seen that the mean score of pre-action was 72.1, of post-action I
was 84.74, and of post-action II was 87.19. It could be concluded that students’
mean score of pre-action to post-action I was improved 12.64 points and students’
mean score of post-action I to post-action II was also improved 2.45 points.
In addition, after getting the mean score of each test, the number of students
who could pass the Minimum Mastery Criterion was also calculated. Then, based
on the table above, it could be seen that 11 students (35%) could meet the Minimum
Mastery Criterion but 20 students (65%) could not in the pre-action test. However,
in the first and second cycle, it could be seen that all students (100%) could pass
the Minimum Mastery Criterion.
as “Good” which meant that there were still some aspects that needed to be
improved. To sum up, the next cycle should be conducted to cover the problems
having not yet been solved.
After the second cycle had been conducted, based on table 4.6 and 4.8, it could
be concluded that there were a huge improvement on students’ overall activities
and achievement. Firstly, the result of observation showed that students’ attitudes
in the classroom improved as it could be categorised as “Very Good” (93.07%).
Some aspects that needed to be improved could be improved in this cycle.
Moreover, the mean score of the students’ post-action test II also gained
improvement about 2.13%. While the mean score of post-action test I was 94, that
of the post action test II was 96. Lastly, again, all students could also pass the
Minimum Mastery Criterion. Thus, based on the results of the second cycle that had
met all the criteria of success requirements, it could be concluded that the next cycle
did not need to be conducted.
Lastly, to get more information about students’ responses after implementing
the teacher indirect feedback, questionnaire sheets were distributed. Then, the result
of which could be concluded that students’ response was “Very Good”. They agreed
that teacher indirect feedback could guide them in revising their writing, broaden
their knowledge, be used to monitor their improvement during the writing process,
and help them evaluate their writing skill.
CHAPTER V
CONCLUSION AND SUGGESTION
B. Suggestion
Based on this completely-done research, there are some suggestion for other
English teachers and researchers.
1. Firstly, teachers might apply teacher indirect feedback to help students increase
students’ writing achievement, besides their long-term memory, and self-
learning.
2. Moreover, as this research only focused on one writing material, one class and
one level of study, it is hoped that other teachers or researchers might conduct
teacher indirect feedback for other kinds of writing, classes, and any education
levels to enhance their students’ writing achievement.
3. In addition, based on the findings of the research, students’ attention,
involvement, and engagement in learning process should always be supervised
as they are other essential aspects supporting the success of the teaching and
learning of writing.
54
REFERENCES
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Astuti, Eka Mulya. English Zone for Senior High School Students Year XII. Jakarta:
Penerbit Erlangga, 2010.
Chandler, J. The efficacy of various kinds of error feedback for improvement in the
accuracy and fluency of L2 student writing. Journal of Second Language
Writing. 12, 2003.
Crusius, Timothy W., and Channel, Carolyn E. The Aims of Argument: A Text and
Reader. New York: McGraw-Hill, 2006.
Dietsch, Betty Mattix. Reasoning & Writing Well: A Rhetoric, Research Guide,
Reader, and Handbook. Fourth Edition. Ohio: Marion Technical College,
2006.
Doddy, Achmad., et al. Developing English Competencies for Senior High School
(SMA/MA). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,
2008.
Lee, Icy. Error Correction in L2 Secondary Writing Classrooms: The case of Hong
Kong. Journal of Second Language Writing. 13, 2004.
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56
Mills, Geoffrey E. Action Research: A Guide for the Teacher Researcher. Fourth
Edition. Boston: Pearson Education, Inc., 2011.
Raymond, James C. Writing is an Unnatural Act. New York: Harper & Row
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Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah: Standar Kompetensi
dan Kompetensi Dasar SMA/MA. Jakarta: BSNP, 2006.
Sudarwati, Th. M., and Grace, Eudia. Look Ahead: An English Course for Senior
High School Students Year XII. Jakarta: Penerbit Erlangga, 2007.
Sudjana, Nana. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja
Rosdakarya, 2009.
Warner, Margaret. More Easy Text Types: Text Types for Students who Have Little
or No Experience of English. Perth: Ready-Ed Publications, 2009.
58
1. Menurut ibu, selama proses KBM di kelas, bagaimana sikap belajar siswa saat
pembelajaran Bahasa Inggris?
2. Berapa standar nilai KKM yang ibu tentukan dalam mata pelajaran Bahasa Inggris?
3. Secara spesifik pada pembelajaran tentang kemampuan menulis atau writing,
bagaimana tanggapan atau pengalaman yang Ibu miliki mengenai kemampuan siswa/i
Ibu dalam menulis?
4. Strategi, atau metode, atau teknik apa yang ibu gunakan dalam mengajarkan
kemampuan tersebut?
5. Pada pembahasan materi apa ibu menghadapi kesulitan?
6. Menurut pendapat Ibu, kelas mana yang membuat Ibu paling sulit mengajarkan
writing?
7. Apa saja kesulitan yang Ibu temui saat mengajarkan skill tersebut?
8. Saat melakukan penilaian, apakah Ibu memberikan alasan, komentar, atau masukan
tentang hasil penulisan siswa? Bagaimana respon siswa terhadap hal tersebut?
9. Apakah Ibu pernah mendengar atau mengetahui teknik Teacher Indirect Feedback?
Bagaimana pendapat ibu tentang teknik tersebut?
10. Menurut Ibu, apa kelas XII IPA 4 bisa kita gunakan untuk menerapkan teknik tersebut?
60
Hasil Wawancara Guru Bahasa Inggris Kelas XII SMAN 8 Kota Tangerang
Selatan Sebelum Pelaksanaan Penelitian Tindakan Kelas
10. Pewawancara = Menurut Ibu, apa kelas XII IPA 4 bisa kita gunakan
untuk menerapkan teknik tersebut?
Guru = Sepertinya mau, nanti saya akan kabari siswanya.
63
Catatan:
1. A = Ketekunan
B = Ketepatan Waktu Pengumpulan Tugas
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Kurang
e. 0% - 20% : Sangat Kurang
66
Observation Journal
Cycle Meeting Date Activities Findings
Some students sitting in the
first two front rows seriously
did the test. However, those
sitting in the next rows should
always be supervised.
Four students in the right
corner preferred to play games
Pre- Pre-Action on their smartphone than to do
I Jan 6, 2015
Action Test the test
Five female students sitting in
the third and fourth row near
the door liked to chat during
the test.
Some students tended to do the
test with their friends in group
rather than work individually
Pre-Action Test
Students’
Number of
Number 1 2 3 4 5 Total
Words
S27 18 12 9 15 3 57 294
S28 19 15 12 20 3 69 242
S29 22 18 15 22 4 81 296
S30 22 15 15 17 4 73 235
S31 25 15 15 16 3 74 287
Notes:
1 = Content
2 = Organization
3 = Vocabulary
4 = Language Use
5 = Mechanics
70
A. IDENTITAS
Satuan Pendidikan : SMAN 8 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII (Dua Belas) / Genap
Aspek/Skill : Writing
Alokasi Waktu : 2 x 45 Menit
Jenis Teks : Discussion Text
Tahun Pelajaran : 2014 / 2015
B. STANDAR KOMPETENSI
Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
C. KOMPETENSI DASAR
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dalam teks berbentuk narrative, explanation, dan discussion
D. INDIKATOR
Kompetensi dasar tercapai bila siswa mampu:
1. Mengidentifikasi langkah retorika (schematic structures) dan fitur kebahasaan
(language features) dalam discussion text.
2. Memahami langkah retorika dan fitur kebahasaan dalam discussion text dengan
baik.
3. Membuat kerangka berpikir dan menulis discussion text dengan baik.
4. Menggunakan tata bahasa yang baik dan benar dalam menulis discussion text.
71
E. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa diharapkan mampu:
1. Mengidentifikasi langkah retorika (schematic structures) dan fitur kebahasaan
(language features) dalam discussion text.
2. Memahami langkah retorika dan fitur kebahasaan dalam discussion text dengan
baik.
3. Membuat kerangka berpikir dalam menulis esei.
4. Menulis discussion text dengan baik.
5. Menggunakan tata bahasa yang baik dan benar dalam menulis discussion text.
F. MATERI PEMBELAJARAN
1. Discussion Text
a. Definition of Discussion Text
Discussion text is one of informative texts presenting two contrast arguments
or viewpoints on an issue raised.1 However, it is not a persuasive text allowing
writers to be at one side. Writers should be fair to both the arguments or, in other
words, the writers should take their position in the middle of both arguments. Thus,
the more writers can be balance, the better writers can make a good discussion text.
Besides of that, the arguments should also be supported by data, fact, and evidence.
Moreover, to avoid writers' subjectivity, the number of data should also be the
same.
The arguments usually show each strength and weakness of a subject to give
readers broader insights before they make any decisions. However, not only
strengths and weaknesses, Anderson also stated that “a discussion text gives the
for and against, the positive and negative, or the good points and bad points.”2
From both definition, it can be concluded that in a discussion text, there will be
two different views presented to inform the readers about the issue discussed.
1
Discussion Texts, 2014, (http://assets.readingeggsassets.com).
2
Mark Anderson and Kathy Anderson, Text Types in English, (Australia: MacMillan
Education Australia PTY LTD., 1998), Third Edition, p. 19.
72
3
Ibid.
4
Discussion Texts, 2014, (http://assets.readingeggsassets.com)
73
Opening Many people may have many different views about home schooling.
Have you ever heard about home schooling? Is it a good idea to take it as an alternative
of formal education? Since the practice of this kind of institutions have been mushrooming
in Indonesia, many people may have many different views about home schooling.
Some people believe that home schooling provides better opportunities for kids to learn
more than public schooling does. The fact shows that students can be more focus and have
more chances to express their emotion in the learning process without wondering peer's
comments. Moreover, home schooling also enables students to have broader knowledge
since they can learn outside the building, rather than in the square classroom. Are they true?
74
On the other side, although some people think that home schooling will bring positive
significances for the students, some other argue that students will not have good abilities
in socializing with their peers because they usually learn alone. When they learn alone,
they will actually have little chance to socialize, to work with others, and to understand
differentiation in each other. Moreover, this program may cost higher than public school.
is it true? It may be true since the success of the children is the only thing that they
guarantee. They have no idea to let their students become an ordinary one.
Although we have to consider about many advantageous and disadvantageous of
homeschooling, we still have to consider about our children. We should be able to
accommodate what they need rather than to argue with our opinions and assumptions.
life, which must be protected. Fetuses feel pain during an abortion according to Kanwaljeet
J. S. Anand, MBBS, DPhil, Professor of Pediatrics, Anesthesiology and Neurobiology at
the University of Tennessee Health Science Center. Moreover the Declaration of
Independence states that “All men are created equal that they are endowed by their Creator
with certain unalienable Rights that among these are Life, Liberty and the pursuit of
Happiness.” Allowing abortion directly contradicts the Founding Fathers’ intentions for an
inalienable right to life in this country.
Women should use contraceptives, not abortion, to prevent unwanted pregnancies. A
Center for Disease Control and Prevention (CDC) study showed that 19-25% of women
who received abortions in 2006 had previously had one or more abortions. If abortion were
not available, women would not be so careless.
Taken from: http://thousandsideas.com/discussion-text-should-abortion-be-legal/
are older. They are taught by TV that violence is the way to resolve conflict – as when a
TV hero beats up a bad guy to subdue him. Moreover, it has bad effect for their health.
Children who watch too much TV are usually overweight, according to the American
Medical Association. Children often snack on junk food while watching TV. They are also
influenced by commercials to consume unhealthy food. Also, they are not running,
jumping, or doing activities that burn calories and increase metabolism.
Well, as the consequences of these bad effects, many parents should realize about this
problem. It is better if they can start to follow the good effects by selecting the good
programs for their children today. Not only it, but also they need to control their children
by accompanying them when watching TV while educate them. Last but not least, many
parents should remember to limit time of watching TV for their children because it is bad
for their health and education if it takes a long time.
Taken from: http://thousandsideas.com/discussion-text-the-good-and-bad-effects-of-
tv-for-children/
promote narcissism and short attention spans. Social networking sites entice people to
spend more time online and less time interacting face-to-face. The sites offer many time
wasting activities that supplant more productive activities. Teens spend an average of nine
hours per week on social networking sites. Teens growing up with these sites may not be
aware that the information they post is public and that photos and text can be retrieved even
after deletion. Consequences from over-sharing personal information include vulnerability
to sexual or financial predators and lost job opportunities from employers finding
embarrassing photos or comments. Social networking sites have no way to verify that
people are who they claim to be, leaving people vulnerable to solicitations from online
predators who are able to mask their true identities. In Feb. 2009, MySpace identified
90,000 registered sex offenders with profiles on the site, while Facebook declined to reveal
how many were present on its site. Even if the sites agree to remove sex offenders, they
cannot identify all of them or stop them from creating new accounts.
As social networking sites become more integrated in our modern culture, some people
think that the benefits outweigh any downsides, while others believe the dangers are more
pressing than any upsides.
Taken from: http://thousandsideas.com/discussion-text-are-social-networking-sites-
good-for-our-society/
G. METODE PEMBELAJARAN:
1. Ceramah
2. Diskusi kelompok
2. Sumber Pembelajaran
a. Buku teks yang relevan
b. Internet
78
Guru memeriksa
kehadiran siswa
Pendahuluan 5 menit
seperti buku,
pulpen, dll.
Memberikan Siswa
penjelasan kepada mendengarkan
peserta didik agar penjelasan guru
mampu memahami dengan saksama.
informasi tertulis
(definisi, tujuan,
bagian-bagian, dan ciri
kebahasaan dari
discussion text) yang
diberikan dalam
konteks kehidupan
Inti sehari-hari,
Elaborasi
Dalam kegiatan ini, guru:
Memberi siswa Siswa memilih
kesempatan untuk kelompoknya dan 40
membuat kelompok duduk sesuai dengan menit
yang terdiri dari lima kelompok masing-
orang. masing.
80
Menginstruksikan Secara
siswa untuk berkelompok, siswa
mengklasifikasi mengklasifikasi
dengan tepat informasi informasi penting
penting dalam teks esei dalam teks esei tulis
tulis berbentuk berbentuk
Discussion text yang Discussion text yang
diberikan oleh guru. diberikan oleh guru.
Guru memeriksa
kehadiran siswa
Memastikan siswa
mengikuti struktur
dalam penulisan
discussion text.
Meminta siswa Siswa
mengumpulkan tugas mengumpulkan
yang telah dibuat. tugas
Guru memberikan
kesempatan kepada
siswa untuk bertanya.
Elaborasi
Dalam kegiatan ini, guru:
Menginstruksikan Siswa memperbaiki
siswa untuk teks diskusi yang 45 menit
memperbaiki teks telah diberikan
diskusi yang telah feedback.
diberikan feedback.
Konfirmasi
Meminta siswa Siswa memeriksa
memeriksa ulang teks ulang teks diskusi 5 menit
diskusi yang telah yang telah mereka
mereka perbaiki perbaiki.
Meminta siswa Siswa
mengumpulkan tugas mengumpulkan
yang telah dibuat. tugas yang yang
telah dibuat
Penutup 5 menit
Mengakhiri kegiatan Ketua kelas
pembelajaran dengan memimpin do’a dan
membaca doa dan salam.
salam.
86
J. PENILAIAN
1. Penilaian sikap
Instrumen : Lembar observasi
a. Pertemuan ke-1
No. Nama Siswa Keterlibatan Dalam Belajar
Respon Aktif Adanya
terhadap berdiskusi interaksi
penjelasan dalam aktif dengan
guru kelompok guru
1 Arga Pratama P.
2 ……
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
b. Pertemuan ke-2
No. Nama Siswa Kesiapan Ketekunan Ketepatan Waktu
Belajar Pengumpulan
Tugas
1 Arga Pratama P.
2 Ahmad Pebian
3 ……
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
87
c. Pertemuan ke-3
No. Nama Siswa Ketekunan Ketepatan Waktu
Pengumpulan Tugas
1 Arga Pratama P.
2 Ahmad Pebian
3 ……
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
2. Penilaian Pengetahuan
Instrumen :
ESSAY TEST
(Discussion text)
K. RUBRIK PENILAIAN
1. Penilaian Sikap
No Aspek Sub Aspek Skor Kriteria Penilaian
Sungguh-sungguh dalam
3
mengerjakan tugas.
Sungguh-sungguh
1 Ketekunan 2 mengerjakan tugas ketika
diawas
Tidak sungguh-sungguh
1
dalam mengerjakan tugas.
Aktif memperhatikan
3
penjelasan guru
Respon terhadap Kurang memperhatikan
2
penjelasan guru penjelasan guru
Tidak memperhatikan
1
penjelasan guru
3 Terlibat aktif berdiskusi
Keterlibatan
2 Kurang terlibat dalam
dalam belajar Keterlibatan dalam 2
berdiskusi
kelompok
Tidak terlibat aktif dalam
1
berdiskusi.
3 Aktif bertanya pada guru
Interaksi dengan 2 Sesekali bertanya pada guru
guru Tidak pernah bertanya pada
1
guru
Membawa kerangka
3 penulisan, dan sesuai
kriteria yang ditentukan.
Membawa kerangka
3 Kesiapan belajar
2 penulisan, tetap belum
memenuhi kriteria.
Tidak membawa kerangka
1
penulisan.
89
2. Penilaian Pengetahuan
Aspects Score Judgement
30—27 knowledgeable, substantive
26—22 some knowledge of subject, adequate range
Content
21—17 limited knowledge of subject, little substance
16—13 does not show knowledge of subject, non-substantive
20—18 fluent expression, ideas clearly stated
17—14 somewhat choppy, but main ideas stand out
Organization
13—10 non-fluent, ideas confused or disconnected
9—7 does not communicate, no organization
20—18 sophisticated range, effective word choice and usage
adequate range, occasional errors, but meaning not
17—14
Vocabulary obscured
13—10 limited range, frequent errors
9—7 little knowledge of English vocabulary
25—22 effective complex construction
Language 21—19 effective but simple construction
Use 17—11 major problems in simple/complex construction
10—5 virtually no mastery of sentence construction rules
5 demonstrates mastery of conventions
4 occasional errors of spelling, punctuation
Mechanics
3 frequent errors of spelling, punctuation, capitalization
2 dominated by errors of spelling, punctuation, etc.
Interpretasi persentase:
b. Skor Siswa
No. Aspek Skor Total
1 Content
2 Organization
3 Vocabulary
4 Language Use
5 Mechanics
Catatan:
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
93
Catatan:
1. A = Kesiapan Belajar
B = Ketekunan
C = Ketepatan Waktu Pengumpulan Tugas
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
akan mereka gunakan untuk kemudian dijabarkan menjadi sebuah teks diskusi. Masih
banyak yang tidak membawa/ tidak membuat kerangka tersebut. Selanjutnya, dalam hal
ketekunan atau keseriusan siswa dalam mengerjakan tugas yang diberikan, siswa sebagian
besar sudah cukup tekun, namun sebagian lainnya masih perlu diawasi. Hal terakhir yang
diamati adalah ketepatan waktu dalam mengumpulkan tugas. Pada pertemuan ini, seluruh
siswa mampu menyelesaikan dan mengumpulkan tugas mereka pada waktu yang
ditentukan, yaitu saat jam pelajaran bahasa Inggris berakhir.
Catatan:
1. A = Respon terhadap penjelasan guru
B = Ketekunan
C = Ketepatan Waktu Pengumpulan Tugas
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
saja yang masih kurang bahkan tidak memperhatikan penjelasan guru. Dalam hal
ketekunan atau keseriusan siswa dalam mengerjakan tugas yang diberikan, siswa sebagian
besar sudah cukup tekun, namun sebagian lainnya masih perlu diawasi da nada beberapa
siswa yang masih belum serius dalam melakukan revisi atau perbaikan tugas mereka.
Selain itu, pada aspek ketepatan waktu dalam mengumpulkan tugas, sebagian besar siswa
mengumpulkan tugas dihari yang sama. Akan tetapi, beberapa anak harus mengumpulkan
tugas mereka di keesokan harinya bahkan ada yang mengumpulkan di dua hari selanjutnya.
Pada aspek ketiga ini, observasi dilakukan tidak hanya di dalam kelas, namun juga di luar
kelas.
Jan 7,
Cycle I I All students liked to learn in
2015
group.
Notes:
1 = Content
2 = Organization
3 = Vocabulary
4 = Language Use
5 = Mechanics
105
A. IDENTITAS
Satuan Pendidikan : SMAN 8 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII (Dua Belas) / Genap
Aspek/Skill : Writing
Alokasi Waktu : 2 x 45 Menit
Jenis Teks : Teks diskusi
Tahun Pelajaran : 2014 / 2015
B. STANDAR KOMPETENSI
Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
C. KOMPETENSI DASAR
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dalam teks berbentuk narrative, explanation, dan discussion
D. INDIKATOR
Kompetensi dasar tercapai bila siswa mampu:
1. Membuat kerangka berpikir dalam menulis esei.
2. Menulis teks diskusi dengan baik.
3. Menggunakan tata bahasa yang baik dan benar dalam menulis teks diskusi.
106
E. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa diharapkan mampu:
1. Membuat kerangka berpikir dalam menulis esei.
2. Menulis teks diskusi dengan baik.
3. Menggunakan tata bahasa yang baik dan benar dalam menulis teks diskusi.
F. MATERI PEMBELAJARAN
1. Example of Discussion Text
Home Schooling
Many people may have many different views about home
Opening
schooling.
1. Provides better opportunities for kids to learn.
a. Be more focus
b. Have more chances to express their emotion in the
learning process
Arguments Pro
c. Not wondering peer's comments.
2. Enables students to have broader knowledge
a. Learn outside the building, rather than in the square
classroom.
1. Have no good abilities in socializing with their peers
a. Learn alone.
b. Have little chance to socialize, to work with others,
Arguments Contra and to understand differentiation in each other.
2. Costs higher than public school.
a. The success of the children is the only thing that
they guarantee.
Although we have to consider about many advantageous and
disadvantageous of homeschooling, we still have to consider
Closing about our children. We should be able to accommodate what
they need rather than to argue with our opinions and
assumptions.
107
Have you ever heard about home schooling? Is it a good idea to take it as an alternative
of formal education? Since the practice of this kind of institutions have been mushrooming
in Indonesia, many people may have many different views about home schooling.
Some people believe that home schooling provides better opportunities for kids to learn
more than public schooling does. The fact shows that students can be more focus and have
more chances to express their emotion in the learning process without wondering peer's
comments. Moreover, home schooling also enables students to have broader knowledge
since they can learn outside the building, rather than in the square classroom. Are they true?
On the other side, although some people think that home schooling will bring positive
significances for the students, some other argue that students will not have good abilities
in socializing with their peers because they usually learn alone. When they learn alone,
they will actually have little chance to socialize, to work with others, and to understand
differentiation in each other. Moreover, this program may cost higher than public school.
is it true? It may be true since the success of the children is the only thing that they
guarantee. They have no idea to let their students become an ordinary one.
Although we have to consider about many advantageous and disadvantageous of
homeschooling, we still have to consider about our children. We should be able to
accommodate what they need rather than to argue with our opinions and assumptions.
G. METODE PEMBELAJARAN:
1. Ceramah
2. Diskusi kelompok
2. Sumber Pembelajaran
a. Buku teks yang relevan
b. Internet
c. Kamus
108
Guru memeriksa
Pendahuluan 5 menit
kehadiran siswa
Menginstruksikan Siswa
siswa untuk mengembalikan
mengembalikan kerangka berpikir
kerangka berpikir sesuai dengan
sesuai dengan kelompok
kelompok
Konfirmasi
Dalam kegiatan ini, guru:
Meminta siswa untuk Meminta siswa
memperbaiki kerangka untuk memperbaiki
berpikir yang telah kerangka berpikir
15
diperbaiki oleh yang telah
menit
kelompok lain sebagai diperbaiki oleh
pekerjaan rumah kelompok lain
sebagai pekerjaan
rumah
111
Mengingatkan siswa
untuk membawa
kembali kerangka
berpikir yang telah
diperbaiki
10
Penutup
Meminta siswa untuk menit
mencari data dan
informasi yang mereka
butuhkan yang terkait
dengan topic yang
akan mereka bahas
Guru memeriksa
kehadiran siswa
Memastikan siswa
mengikuti struktur
dalam penulisan teks
diskusi.
Meminta siswa Siswa
mengumpulkan tugas mengumpulkan
yang telah dibuat. tugas
Guru memeriksa
kehadiran siswa
Eksplorasi
Dalam kegiatan ini, guru:
Guru mengulas kembali Siswa
penjelasan mengenai memperhatikan
feedback yang penjelasan dari guru,
diberikan berupa kode- sambil melihat hasil
kode yang digunakan kerja mereka.
untuk memeriksa teks 25 menit
yang telah mereka
kerjakan.
Guru memberikan
kesempatan kepada
Inti
siswa untuk bertanya.
Elaborasi
Dalam kegiatan ini, guru:
Meminta siswa untuk Siswa memperbaiki
45 menit
memperbaiki teks teks diskusi yang
diskusi yang telah telah diberikan
diberikan feedback. feedback.
Konfirmasi
Meminta siswa Siswa memeriksa
memeriksa ulang teks ulang teks diskusi 5 menit
diskusi yang telah yang telah mereka
mereka perbaiki perbaiki.
Meminta siswa Siswa
mengumpulkan tugas mengumpulkan
yang telah dibuat. tugas yang yang
Penutup 5 menit
telah dibuat
115
J. PENILAIAN
1. Penilaian sikap
Instrumen : Lembar observasi
a. Pertemuan ke-1
Keterlibatan Dalam Belajar
Respon Aktif Adanya
No. Nama Siswa terhadap berdiskusi interaksi
penjelasan dalam aktif dengan
guru kelompok guru
1 Arga Pratama P.
2
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
116
b. Pertemuan ke-2
Ketepatan
Kesiapan Waktu
No. Nama Siswa Ketekunan
Belajar Pengumpulan
Tugas
1 Arga Pratama P.
2 …….
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
c. Pertemuan ke-3
Ketepatan Waktu
No. Nama Siswa Ketekunan
Pengumpulan Tugas
1 Arga Pratama P.
2 ………
Skor total
Skor maksimal
Persentase
Skor total keseluruhan aspek
Skor maksimal keseluruhan aspek
Persentase keseluruhan aspek
117
2. Penilaian Pengetahuan
Instrumen :
ESSAY TEST
(Teks diskusi)
Instruction:
1. Make a four-paragraph essay discussing the topic you have chosen.
2. You are required to write, 200—300 words.
3. Your work will not be taken as data if the number of words that you produce meet
the requirement.
K. RUBRIK PENILAIAN
1. Penilaian Sikap
2. Penilaian Pengetahuan
Aspects Score Judgement
30–27 knowledgeable, substantive
26–22 some knowledge of subject, adequate range
Content
21–17 limited knowledge of subject, little substance
16–13 does not show knowledge of subject, non-substantive
20–18 fluent expression, ideas clearly stated
17–14 somewhat choppy, but main ideas stand out
Organization
13–10 non-fluent, ideas confused or disconnected
9–7 does not communicate, no organization
20–18 sophisticated range, effective word choice and usage
adequate range, occasional errors, but meaning not
17–14
Vocabulary obscured
13–10 limited range, frequent errors
9–7 little knowledge of English vocabulary
119
Interpretasi persentase:
b. Skor Siswa
No. Aspek Skor Total
1 Content
2 Organization
3 Vocabulary
4 Language Use
5 Mechanics
Catatan:
1. A = Respon terhadap penjelasan guru C = Adanya interaksi aktif dengan guru
B = Aktif berdiskusi dalam kelompok
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
123
Catatan:
1. A = Kesiapan Belajar C = Ketepatan Waktu Pengumpulan Tugas
B = Ketekunan
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
suasana kelas begitu tenang dan kondusif. Hal terakhir yang diamati adalah ketepatan
waktu dalam mengumpulkan tugas. Pada pertemuan ini, seluruh siswa mampu
menyelesaikan dan mengumpulkan tugas mereka pada waktu yang ditentukan, yaitu saat
jam pelajaran bahasa Inggris berakhir.
Catatan:
1. A = Respon terhadap penjelasan guru B = Ketekunan
C = Ketepatan Waktu Pengumpulan Tugas
2. Mencari persentase:
𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙
𝑃𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 = 𝑥100%
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
3. Interpretasi persentase:
a. 81% - 100% : Sangat Baik
b. 61% - 80% : Baik
c. 41% - 60% : Cukup
d. 21% - 40% : Buruk
e. 0% - 20% : Sangat Buruk
129
Notes:
1 = Content
2 = Organization
3 = Vocabulary
4 = Language Use
5 = Mechanics
136
The feedback
given by the
teacher
develops my
overall writing
skills
Both teacher and bridges students are The feedback
students need feedback students and bridged to the given by the
as the bridge for teacher teacher by teacher
informing the ongoing using bridges me
process to achieve the feedback and teacher
learning goals.
helps
students plan
to achieve the
learning
goals
provides no
correction
The feedback
given by the
teacher makes
me confused
to revise my
writing
The feedback
given by the
teacher helps
me interact
with the
teacher
Students' Number
Total Percent.
Score (%)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1 3 3 3 3 2 2 3 2 3 3 3 2 2 3 3 3 2 2 2 3 3 2 3 3 3 3 3 3 3 3 3 84 90.32
2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 90 96.77
3 3 2 3 2 3 3 3 3 3 1 1 2 3 3 3 3 2 3 3 2 3 2 3 3 3 3 3 3 3 3 2 82 88.17
4 3 3 3 3 1 1 1 3 1 3 3 3 3 2 2 3 3 3 3 3 2 2 3 3 3 3 3 3 2 3 3 80 86.02
5 3 3 3 3 3 2 3 2 3 3 3 3 3 2 3 3 3 3 3 1 3 3 1 3 3 3 3 3 3 3 3 86 92.47
6 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 93 100
Questionnaire Number
7 3 3 3 3 2 2 3 3 1 1 3 3 3 3 3 3 3 2 3 2 3 3 3 2 3 3 2 3 3 3 3 83 89.25
Appendix 15. Results of Questionnaire
8 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 93 100
9 3 2 2 2 3 3 1 3 3 3 3 1 1 3 3 1 1 3 3 2 1 3 3 2 3 1 3 3 3 3 3 74 79.57
10 3 3 3 3 3 3 2 2 3 2 3 3 2 3 3 1 3 3 1 3 3 2 3 2 2 3 1 3 3 3 3 80 86.02
11 3 3 3 3 2 3 1 3 1 3 3 1 3 3 1 2 2 2 3 3 3 3 3 3 3 2 3 3 1 3 3 78 83.87
12 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 93 100
13 3 1 3 3 3 2 3 3 2 3 3 1 3 1 1 3 3 1 3 3 3 2 3 2 2 2 2 3 3 2 3 75 80.65
14 3 2 1 1 3 2 2 3 3 2 1 1 3 1 2 2 3 3 3 3 3 3 3 3 3 3 1 1 2 3 3 72 77.42
15 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 93 100
140