THE EFFECT OF GALLERY WALK TECHNIQUE ON

STUDENTS’ WRITING ABILITY OF DESCRIPTIVE TEXT

(A Quasi-Experimental Study at Seventh Grade of Mts Negeri 2 Jakarta Selatan in
Academic Year 2018/2019)

By

Aliyah Nur Afifah (11150140000102)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2019
 ENDORSEMENT SHEET

The examination Committee of the Faculty of Educational Sciences certifies that

the Skripsi (Scientific Paper) entitled “The Effect of Gallery Walk Technique
on Students Writing Ability of Descriptive Text (A Quasi-experimental Study
at Seventh Grade of MTs Negeri 2 Jakarta Selatan in Academic Year
2018/2019)”, by Aliyah Nur Afifah, Students‟ registration number
11150140000102 was examined at examination session of the Faculty of
Educatonal Sciences, Syarif Hidayatullah State Islam University by the
Committee on July 26th 2019. The skripsi has been accepted and declared to have
fulfilled one of the requirements for the degree of “S.Pd” (S-1) in English
Education.

Jakarta, July 30th, 2019

EXAMINATION COMMITTEE

Date Signature

CHAIRMAN : Didin Nuruddin Hidayat, Ph.D ( ) ( )

NIP. 19800730 200912 1 001

SECRETARY : Zaharil An’asy, M.Hum ( ) ( )

NIP. 19761007 200710 1 002

EXAMINER I : Zaharil An’asy, M.Hum ( ) ( )

NIP. 19761007 200710 1 002

EXAMINER I : Dr. Ratna Sari Dewi, M.Pd ( ) ( )

NIP. 19720501 199903 2 013

Acknowledged by
The Dean of Faculty of Educational Sciences

Dr. Sururin, M.Ag.

NIP. 19710319 199803 2 001

i
ii
 ABSTRACT
Aliyah Nur Afifah (11150140000102). The Effect of Galley Walk Technique
on Students’ Writing Ability of Descriptive Text (A Quasi-experimental Study
at Seventh Grade of MTs Negeri 2 Jakarta in Academic Year 2018/2019). A
skripsi of Department of English Education, Faculty of Educational Sciences,
State Islam University Syarif Hidayatullah Jakarta, 2019.
Advisor I: Dr. Farida Hamid, M.Pd
Advisor II: Atik Yuliyani, M.A. TESOL
This research is aimed to get empirical evidence on the effect of gallery walk
technique on students‟ writing ability of descriptive text at Seventh Grade of MTs
Negeri 2 Jakarta in Academic Year 2018/2019. This research used quantitative
method and the research design used is a quasi-experimental design. The
population of this research is all Seventh Grade students of MTs Negeri 2 Jakarta.
The sample technique used purposive sampling that consist of 60 students. The
samples are assigned into two groups: class VII-2 as an experimental class and
VII-3 as a control class and each class consist of 30 students. The instrument of
this research was written test. The result of this research was obtained from
calculating the data using t-test with the significance level (α) = 0.05 and also
calculated the effect size. The result showed that the mean score of post-test in
experimental class is higher than control class (79>65.73). Therefore, statistic
hypothesis test showed that ρ-value of post-test and gained score is 0.000 < sig. α
= 0.05. Also, the effect size of this result is 1.53. It proved that the alternatives
hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. To sum up,
gallery walk technique is effective with strong level on students‟ writing ability of
descriptive text.
Keywords: Gallery Walk Technique, Students‟ Writing Ability, Descriptive Text

iii
 ABSTRAK
Aliyah Nur Afifah (11150140000102). The Effect of Galley Walk Technique
on Students’ Writing Ability of Descriptive Text (A Quasi-experimental Study
at Seventh Grade of MTs Negeri 2 Jakarta in Academic Year 2018/2019). Skripsi
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2019.
Dosen Pembimbing I: Dr. Farida Hamid, M.Pd
Dosen Pembimbing II: Atik Yuliyani, M.A. TESOL
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang pengaruh teknik
gallery walk pada kemampuan menulis teks deskriptif siswa di kelas VII MTs
Negeri 2 Jakarta pada tahun akademik 2018/2019. Penelitian ini menggunakan
metode kuantitatif dan desain penelitian yang digunakan adalah desain quasi-
eksperimental. Populasi penelitian ini adalah semua siswa kelas VII MTs Negeri 2
Jakarta. Teknik sampel menggunakan purposive sampling yang terdiri dari 60
siswa. Sampel dikelompokkan menjadi dua kelompok: kelas VII-2 sebagai kelas
eksperimen dan VII-3 sebagai kelas kontrol yang setiap kelas terdiri dari 30 siswa.
Instrumen penelitian ini menggunakan tes tertulis yang terdiri dari pre-test dan
post-test. Hasil penelitian ini diperoleh dari penghitungan data menggunakan uji-t
dengan tingkat signifikansi (α) = 0.05 dan juga menghitung besar efeknya. Hasil
penelitian menunjukkan bahwa skor rata-rata post-test di kelas eksperimen adalah
79 sedangkan di kelas kontrol adalah 65.73. Ini berarti bahwa skor rata-rata post-
test di kelas eksperimen lebih tinggi daripada kelas kontrol (79> 65.73). Oleh
karena itu, uji statistik hipotesa menunjukkan bahwa nilai-ρ dari post-test dan skor
yang diperoleh adalah 0.000 <sig. a 0.05. Juga, besar efek dari hasil ini adalah
1.53. Ini membuktikan bahwa hipotesis alternatif diterima dan hipotesis nol
ditolak. Dapat disimpulkan, teknik gallery walk sangat efektif dalam kemampuan
menulis siswa pada teks deskripsi.
Keywords: Gallery Walk Technique, Students‟ Writing Ability, Descriptive Text

iv
 ACKNOWLEDGEMENT
‫بسم اهلل الرّحمن الرّ حيم‬
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, the Lord of the worlds, the Almighty God, and there
is no God but Allah, who has given the gracious mercy and very great blessing so
the writer can accomplish her skripsi. Peace and salutation may be addressed to
the Prophet Muhammad, Peace be upon him, his family, his companions, and his
followers.
This research entitled " The Effect of Gallery Walk Technique on
Student's Writing Ability of Descriptive Text (A Quasi-experimental study at
Seventh Grade of MTs Negeri 2 Jakarta in Academic Year 2018/2019)" is
presented to the Department of English Education, Faculty of Educational
Sciences, State Islam University Syarif Hidayatullah Jakarta in partial fulfillment
the requirements for the degree of "S.Pd" in English education. Many challenges
and obstacles were encountered by the writer in the process of completing this
paper. Indeed, it couldn't be resolved without the help and support from many
important persons, including lecturers, families, friends, and school institution.
Firstly, the writer would like to express her deepest gratitude to her
beloved parents, Mr. Misar and Mrs. Supinah who always give countless supports,
advice, loves, prays, and encouragement throughout the study to get the best
result. Moreover, the writer would like to express her greatest honor and plenty of
gratitude to the advisors, Mrs. Dr. Farida Hamid, M. Pd., and Mrs. Atik Yuliyani,
M. A. TESOL., for their time and patience in guiding, giving useful advice,
suggestions, powerful feedback, and support from the beginning of this research
until it completely finish.
Furthermore, the writer also would like to express her sincere thanks and
appreciation to:
1. Dr. Sururin, M. Ag., th\\e Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., the Head of Department of English
Education.

v
 3. Zaharil An‟asy, M. Hum., the Secretary of the Department of English
Education.
4. All lecturers in the Department of English Education for the knowledge,
motivation, advice, and supports during the studies.
5. Dra. Hj. Yeni Triasih, M. Pd., the Headmaster of MTs Negeri 2 Jakarta,
who had given permission to conduct the research.
6. Drs. Mas'ud, the Vice Principal of Curriculum Department of Negeri 2
Jakarta, who also had given permission to conduct the research and giving
advice and lots of prayers to do this research.
7. Siti Suryani, S. Pd., as my teacher advisors and all teachers and staff of
MTs Negeri 2 Jakarta for her guidance, advice, and supports during this
research.
8. All students of VII-2 and VII-3 who gave their effort to be the participants
in this research.
9. All of her dearest friends of Department of English Education 2015,
especially for C class who has given the motivation, bunch of laughs and
supports during this research.
10. Her beloved friends, Nur Napiah, Putri Aulia Gunawan, and Listiana
Lathifatul Fikroh for their friendship, time, love, prays, happiness,
motivation, advice, and big support in this research.
11. Her best siblings, Hartoyo, Amd. Kom., Evi Wikasari, S. Pd., Syahrul, Siti
Hawa, and Putri Nurul Azizah who also has given their time, love, prays,
advices, and endless support.
12. To everyone, whose name cannot be mentioned, thank you for helping and
giving big contribution in completing this research.
Finally, the writer realizes that this paper is far from perfect. Hopefully,
this research will be useful not only for the writer but also to the readers and
further researchers. Therefore, the writer is very welcome to accept the
constructive feedback, suggestion, and critiques to make this paper better.
Jakarta, June 23rd, 2019

Aliyah Nur Afifah

vi
 TABLE OF CONTENTS

ABSTRACT ............................................................................................................ i
ABSTRAK ............................................................................................................ iv
ACKNOWLEDGEMENT .................................................................................... v
LIST OF TABLES ............................................................................................... ix
LIST OF FIGURES .............................................................................................. x
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Background of Study ................................................................................... 1
B. Problem Identification .................................................................................. 5
C. Limitation of the Problem ............................................................................ 5
D. Research Question ........................................................................................ 5
E. Objective of the Research ............................................................................ 5
F. Significant of the Research .......................................................................... 6
CHAPTER II: LITERATURE REVIEW........................................................... 7
A. General Concept of Writing ......................................................................... 7
1. The Nature of Writing .............................................................................. 7
2. Purposes of Writing .................................................................................. 9
3. Process of Writing .................................................................................. 10
B. General Concept of Descriptive Text ......................................................... 12
1. Definition of Descriptive Text................................................................ 12
2. The Purpose of Descriptive Text ............................................................ 13
3. Generic Structure of Descriptive Text .................................................... 14
4. Language Features of Descriptive Text .................................................. 15
5. The Example of Descriptive Text (Describing Person) ......................... 16
C. Gallery Walk Technique ............................................................................ 17
1. Definition of Gallery Walk Technique ................................................... 17
2. Procedures of Gallery Walk Technique ................................................. 18
3. Gallery Walk Technique in Teaching Writing ....................................... 19
4. The Advantages of Gallery Walk Technique ......................................... 21
5. The Disadvantages of Gallery Walk Technique ..................................... 23

vii
 D. Previous Study ........................................................................................... 23
E. Thinking Framework .................................................................................. 26
F. Research Hypothesis .................................................................................. 27
CHAPTER III: RESEARCH METHODOLOGY ........................................... 28
A. Place and Time of the Study ...................................................................... 28
B. Research Design and Method .................................................................... 28
C. Population and Sample............................................................................... 29
D. Instrument of the Research......................................................................... 29
E. Technique of Collecting Data .................................................................... 32
F. Technique of Data Analysis ....................................................................... 33
G. Statistical Hypothesis ................................................................................. 37
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..................... 38
A. Research Findings ...................................................................................... 38
1. Data Description ..................................................................................... 38
a. The Data of Experimental Class ................................................................ 40
b. The Data of Control Class ...................................................................... 41
2. Data Analysis ......................................................................................... 45
a. Normality Test ........................................................................................ 45
b. Homogeneity Test .................................................................................. 46
c. The Hypothesis Test ............................................................................... 47
d. Effect Size .............................................................................................. 49
B. Discussion .................................................................................................. 50
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 52
A. Conclusion ................................................................................................. 52
B. Suggestion .................................................................................................. 52
REFERENCES .................................................................................................... 54

viii
 LIST OF TABLES

Tabel 3.1 Quasi-experimental Design ................................................................... 28

Table 3.2 Analytical Scoring Rubric ..................................................................... 30

Table 4.1 Percentage of Pre-test and Post-test Score of Experimental and Control
class ....................................................................................................................... 38

Table 4.2 Student‟s Scores of Experimental Class ............................................... 40

Table 4.3 Student‟s Scores of Control Class......................................................... 42

Table 4.4 Normality Test of Pre-Test and Post-Test in Experimental Class

............................................................................................................................... 46

Tabel 4.5 Homogeneity Test of Pre-Test .............................................................. 46

Table 4.6 Homogeneity Test of Post-Test............................................................. 47

Table 4.7 T-test Result of Post-test ....................................................................... 48

Table 4.8 T-test Result of Gained Score ............................................................... 49

Table 4.9 The Effect Size Result........................................................................... 49

ix
 LIST OF FIGURES

Figure 4.1 Students‟ Score of Pre-Test and Post-Test .......................................... 39

Figure 4.2 The Mean Score of Pre-Test and Post-Test ......................................... 43
Figure 4.3 The Mean Gained Score of Pre-Test and Post-Test ............................ 44
Figure 4.4 The Differences Between Score of Pre-Test, Post-Test, and the Gained
Score...................................................................................................................... 45

x
 LIST OF APPENDICES

APPENDIX 1 Syllabus ......................................................................................... 58

APPENDIX 2 Instrument of The Research .......................................................... 61
APPENDIX 3 The Analysis of Content Validity.................................................. 65
APPENDIX 4 Pre-Test and Post-Test of Experimental Class .............................. 66
APPENDIX 5 Pre-Test and Post-Test of Control Class ....................................... 67
APPENDIX 6 RPP of Experimental Class ........................................................... 68
APPENDIX 7 RPP of Control Class..................................................................... 87
APPENDIX 8 Students‟ Worksheet.................................................................... 101
APPENDIX 9 Documentation ............................................................................ 104
APPENDIX 10 Surat Pengesahan Proposal Skripsi ........................................... 106
APPENDIX 11 Surat Bimbingan Skripsi .......................................................... 107
APPENDIX 12 Surat Izin Penelitian .............................................................. 109
APPENDIX 13 Surat Keterangan Penelitian .................................................. 110
APPENDIX 14 References Examination Paper .................................................. 111

xi
 CHAPTER I
INTRODUCTION
A. Background of Study
Writing for foreign language learners require a lot of effort to convey
messages which are arranged through some stages into the form of writing.
Therefore, writing is one of the English language skill that is important to be
learned and mastered by students for several reasons. Firstly, writing helps
students express their ideas and share their knowledge to explore their ability
to think critically. As Overbaugh & Schultz cited in Indah, the qualities of
writing essay involve the development of critical thinking skill.1 Also,
Quitadamo and Kurtz showed that writing could improve students‟ critical
thinking performance through the habit of writing regularly. 2 So, writing
significantly influence critical thinking performance because it builds ideas
through writing.
Secondly, writing becomes a tool of communication with people in written
form. For instance, making letters for communication with family, friends,
relatives or others, and it can build good relationships, both national level, and
international level by using a form of writing itself. It cannot be denied that
having a good ability in writing will help in communication and very helpful
in the workplace. Even in the digital era, writing is used to send an email and
texted via smartphone. It supported by Harmer who says that in present-day, a
modern version of written communication or texted is received via mobile
phone.3 It means that writing can be used in different ways, both letters and
electronic mail (E-mail). As Walsh cited in Klimova, stated that writing is
very widely used in workplace and education, so that it becomes very
important in students‟ life. He added through writing students can

1
Rohmani N. Indah, Critical Thinking, Writing Performance and Topic Familiarity of
Indonesian EFL Learners, Journal of Language and Research, Vol. 8, No. 2, 2017, p. 233.
2
Ian J. Quitadamo and Martha J. Kurtz, Learning to Improve: Using Writing to Increase
Critical Thinking Performance in General Education Biology, CBE Life Science Education, Vol.
6, 2007, p. 149.
3
Jeremy Harmer, How to Teach Writing, (Essex: Perason Education Limited, 2004), p. 3.

1
 2

communicate well with others.4 Hence, writing becomes a crucial subject

must be learned by students to think critically, share the ideas, and
communicate with others in order to master the world. the In line with the
importance of writing, the Indonesian government has categorized English as
the first foreign language and being one of the fundamental subjects is taught
in all levels of education from junior high school to university level. The
mastery of writing English in junior high school becomes one of the primaries
focuses on English subject. As quoted in 2013 curriculum, one of the goals of
teaching English at Junior High School is students are expected to develop
students‟ writing skill in any types of writing.5 So, good writing and
familiarity with any text types are one of the learning outcomes of learning
English in junior high school.
In Junior high school, writing can be developed through various types of
text, such as descriptive text, recount text, and the report text.6 Descriptive text
is a new subject that will be learned by the first-year students in Junior High
School. Descriptive text is one of the text types in English to describe and
reveal a particular thing, person, animal, or place so make the students think of
the object.7 As the topic discussed, descriptive text requires creative thinking
when describing a person, thing, or animal to make readers or listeners
imagine it. However, many students consider making good writing of the
descriptive text is difficult because it is a new subject for students in learning
English.
Several factors can be mentioned the link with problems that students
confronted. From the writer‟s experience in teaching at MTs Negeri 2 Jakarta,
the first problem is related to students‟ mindset. Some students are
overwhelmed by fear and thinking negatively that writing descriptive text

4
Blanka Frydrychova Klimova, The Importance of Writing, Indian Journal of Research,
Vol. 2, No. 1, 2013, p. 9.
5
The Regulation of Indonesian Government Number 35 Year 2018 about Curriculum
2013 for Junior High School.
6
The Regulation of Indonesian Government Number 68 Year 2013 about Curriculum
2013 for Junior High School.
7
Ai Siti Djamila, et. al., Bahasa Inggris: Communicative English in Context, (Bandung:
Grafindo Media Pratama, 2017), p. 142.
 3

seems to be difficult skill for them to be learned because the students must be
balance many issues such as content (generic structure), use the right words,
correct grammar, and organize each paragraph in detail to create readers real
impressed and can imagine of the object. The second, students find this
challenge because they have lacked vocabulary and motivation. Some of the
students said that to describe something clearly is difficult, mainly, to find the
word without using the dictionary, so from that reason, students feel lazy to
think, so it decreases their motivation to write or describe anything.
Moreover, the students have difficulties when putting their ideas into
words because they do not choose the right words without repeating it and
must be written grammatically, and organize the idea clearly. It approved by
Novita that writing descriptive text is challenging, mainly when describing the
object, it must be clear and impression to the readers.8 In addition, Rozimela et
al. stated that students have five difficulties when writing a descriptive text.
First, students have a problem in developing the ideas in which paragraphs
that students have written is ambiguous and unambiguous. Second, students
have a problem in organizing the ideas to write descriptive text or the generic
structure cannot be mastered by students to identify and describe the object
clearly. Third, students have a problem in grammar which is they have
difficulties in arranging the words with correct patterns. Fourth, students have
lack of vocabularies. They faced difficulties in developing the ideas and
hesitate to choose the right words. Fifth, have problems in using punctuation,
9
spelling, and capitalization So, students have difficulties in some aspects of
writing descriptive text, such as content, developing the ideas, grammar,
vocabulary, punctuation, spelling, capitalization, and also generic structure.
Another reason why the descriptive text is difficult comes from the
technique in teaching. The process of teaching writing English in the

8
Cut Santi Novita, “An Analysis of Students‟ Ability and Difficulties in Writing
Descriptive Text,” THESIS, (Banda Aceh: Department of English Education, 2017), p. 2.
9
Lailatul Husna, Zainal,&Yenni Rozimela, An Analysis of Students‟ Writing Skill in
Descriptive Text at Grade XI IPA 1 Of MAN 2 Padang, Journal of English Language Teaching,
Vol. 1, No. 2, p. 2-3.
 4

classroom is passive. The students seem bored when trying to understand the
lesson and do not catch the material clearly from the teacher‟s explanation.
According to Richards, writing is the most challenging skill because it must
generate and organize the ideas even it also translates the ideas into readable
text. So, he argued that the teacher has a responsibility to make guidelines in
teaching.10 By that statement, the role of teacher very influential in teaching
writing by giving appropriate method so the students understand the lesson
very well.
From the difficulties faced by students in learning the English language,
finding the right technique in teaching is the best way to solve the problem. As
Nunan statement that learning strategy will help learners to develop critical
thinking and cognitive academic.11 Hence, using an appropriate technique will
help students understand the lesson better than before.
Therefore, the writer will use the gallery walk as a good technique to help
students write a descriptive text. As Francek said that gallery walk technique
is a discussion technique that gets students out of their chairs and into active
engagement.12 In this technique, the students are easier to write descriptive
text and explore their ideas by thinking critically to give an argument and
comment to other students‟ work as feedback. Moreover, it will make students
active and fun in learning by moving from one station to another. In
accordance with Kolodner that students can work together and learn from
others by giving feedback.13 It means that the gallery walk involves students
in classroom activities.
From the issues that have been discussed, the writer will conduct a quasi-
experimental study entitled “The Effect of Gallery Walk Technique on

10
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Antalogy of Current Practice, (New York: Cambridge University Press, 2002), p. 303.
11
David Nunan, Practical English Language Teaching, (New York: Mc-Graw Hill,
2003), p. 271.
12
John M. Francek, Promoting Discussion in the Science Classroom Using Gallery Walk,
Journal of Collage Science, 2016 p. 27. Available at NSTA Web News Digest
[https://www.nsta.org/publications/news/story.aspx?id=52391] Retrieved on 20 December 2018.
13
Janet L. Kolodner, Facilitating the Learning of Design Practices: Lesson Learned from
an Inquiry into Science Education, Journal of Industrial Teacher Education, Vol. 39, No. 3, 2002,
p. 3.
 5

Students‟ Writing Descriptive Text (A Quasi-Experimental Study at Seven

Grade of MTs Negeri 2 Jakarta Selatan in Academic Year of 2018/2019).
B. Problem Identification
Based on the explanation in the background of the study, there are some
problems which can be identified, such as:
1. Students are lacked of self-confident to make sentences by using their own
words because the descriptive text is a new subject for students in the
seventh grade
2. Students have limited vocabulary to describe the characteristics and
appearance of a person, thing, and animal
3. Students have difficulties when using language features in describing
characteristics and appearance of person, thing, and animal
4. Students feel that writing activities and teaching technique in the
classroom do not help them solve the problems and do not motivate them
in writing descriptive text
C. Limitation of the Problem
This research is concerned on the effect of gallery walk technique on
students‟ writing ability of descriptive text on seventh grade at MTs Negeri 2
Jakarta Selatan in academic year 2018/2019.
D. Research Question
Based on the problem identification, the study will address the following
question:
“Is there any effect of using gallery walk technique on students‟ writing ability
of descriptive text on seventh grade at MTs Negeri 2 Jakarta Selatan in
academic year 2018/2019?”
E. Objective of the Research
The objective of the research is to find out the empirical evidence on the
effect of Gallery Walk Technique on students‟ writing ability of descriptive
text on seventh grade at MTs Negeri 2 Jakarta Selatan in academic year
2018/2019.
 6

F. Significant of the Research

The writer hopes that this research will be useful not only theoretically but
also practically, go to:

1. For teachers, gallery walk can be used as a technique of teaching writing

and hopefully this paper will give teachers inspiration in improving their
teaching method so that they will be able to attract students‟ interest and
finally improve the students‟ mastery of the material that they deliver.
2. For students, hopefully, gallery walk technique can be useful as an
exciting method in learning in order to train students to write, eventually,
it may improve their ability in writing a descriptive text.
3. Further researchers, the result of the study is expected to give basic
information in doing further investigation and may become a reference
with similar studies.
 CHAPTER II
LITERATURE REVIEW

A. General Concept of Writing

1. The Nature of Writing
Writing has an important role in students‟ life and it becomes a medium
for students to express their feeling to others. Many experts have several
definitions to explain the exact meaning of the writing. Hereafter, the
definition of writing from the experts will be mentioned. Firstly, according to
Nunan, who says that writing is a mental act that creating ideas, and
expressing the ideas into sentences even paragraphs in order to make a reader
clear understanding.1 Secondly, Harmer stated that writing is an activity to
help students solve the problem with their thought by focusing on accurate
language use and developing language into written form.2 By that statement,
students should think about how to express their thought into readable text
with good language use. Additionally, Richards and Renandya also stated that
writing is difficult skill because the writer not only express the meaning of
their thought but also put the idea on the words and focus on spelling,
grammar, word choices, and so on.3
From several definitions of writing, it can be concluded that writing is a
complex activity which involves writer‟s brain to shares the ideas by paying
attention in many aspects, such as content, structure, word choices,
punctuation and grammar in written form.
Indeed, becoming a good writer, students have to create good writing with
their capabilities to understand steps in writing, including correct English
grammar and vocabulary. Even, they have to understand organizing their
knowledge and ideas, so the result of writing itself relate to each other. It is in

1
David Nunan, Practical English Language Teaching, (Singapore: McGraw-Hill, 2003),
p. 88.
2
Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2004), p.
31.
3
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching on
Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303.

7
 8

line with Schunk stated that writing as a way to develop students‟ capabilities
and academic achievement which involves cognitive processes, language, and
a person‟s idea.4 It means that students become a good writer by having the
ability to mastering the language itself, grammar, and vocabulary, so they can
create their own ideas in the form of writing.
Writing ability is the ability to express the writer‟s thought in order to
make the readers understand the ideas in coherence and cohesion written form
so make the paragraphs unity. It is line with Jyi-Yeon Yi who says that writing
ability is the ability to develop and organize the discourse by creating coherent
and cohesive that accordance the patterns.5 To make good writing, the writer
has to consider in aspects of writing, not only about the ideas want to tell but
also how to organize each sentence coherence, cohesion, and unity to make
the readers understanding.
In order to make students understand about the writing, coherence is
needed. According to Harmer, coherence is the reader can understand two
things, first is the writer‟s purpose and the second is understanding the
writer‟s line means that the readers can follow the story. Checking the
coherence of the text by using consistent pronouns, using transition signals,
and how the writers organize the ideas in a logical order.6 It means that
paragraph coherence must be clear and connect each other so that the reader
can understand and follow the writer‟s ideas.
Furthermore, cohesion also is needed to comprehend the text. Cohesion
should be used to avoid unnecessary repetition, and each sentence well linked
together. It supported by Harmer that cohesion is a number of linguistic
technique to make the sentences „stick together‟. Harmer added that cohesion
can help the readers understand by using various grammar, such as lexicon
cohesion and grammatical cohesion.7 As a result, making the sentences by

4
Dale H. Schunk, Learning Theories An Educational Perspective. Sixth Edition. (New
Jersey: Pearson Education, Inc., 2011), p. 439.
5
Jyi-yeon Yi, Defining Writing Ability for Classroom Writing Assessment in High
Schools, Pan-Pacific Association of Applied Linguistics, No.13, Vol. 1, p. 58.
6
Jeremy Harmer, Op.Cit., p. 25.
7
Ibid, pp. 22-23.
 9

using correct grammatical and lexicon cohesion is necessary to make good

writing.
Not only about cohesion and coherent that important to be learned, but
also unity is one of the aspects that important to make good writing. Unity
means that one paragraph discusses only one main idea from the beginning to
the end. It is possible to write more than one main ideas in one paragraph but
it must be related to each other. Oshima and Hogue added that unity also has
8
to give supporting the main idea. It means that unity becomes one of the
important aspects to produce a good discourse.
To sum up, students should have writing ability in order to create essays
by knowing the writer‟s purpose, understanding the idea and the content
overall, even mastering grammatical. So, coherence, cohesion, and unity in
writing become important aspects to be learned by learners.

2. Purposes of Writing
A good writer is someone who has the ability to write in a variety of
purposes in order to make the readers interest with the topic. According to
Whitaker, the most common purposes in academic writing are to persuade, to
analyze, and to inform. Below is an overview of the purposes of writing.9
a. Persuasive Purpose
The persuasive in writing has the purpose is to make the readers
believe the writer‟s idea in order to persuade them by choosing the
question that must be answered and it has to give a reason and evidence
and attempt to change the reader‟s point of view about the topic.
Persuasive writing assignment consists of argumentation and position
paper.
b. Analytical Purpose
Analytical academic writing has the purpose to define and evaluate the
answers by choosing the best answers based on the writer own criteria.

8
Alice Oshima and Ann Hogue, Writing Academic English, (Pearson: Longman, 2009),
p. 18.
9
Anne Whitaker, Academic Writing Guide: A Step-by Step Guide to Writing Academic
Papers, (Slovakia: City University of Seattle, 2009), p. 2.
 10

Analytical assignment often investigating causes, examine effects,

evaluate effectiveness, to find out the solution of the problem, find the
relationships between various ideas, or analyze other people‟s argument.
The „synthesis‟ part of the purpose come in when putting all the parts and
the answers together. The example of this kind is analysis papers ad
critical analysis.
c. Informative Purpose
Informative academic writing has the purpose to give information to
the readers and explain the answer about the topic. This kind is different
from the analytical purpose which is the writer does not push the readers‟
point of view but extend the readers‟ mind.

As Whitaker said, Juzwiak also mentions several purposes that the writers
should consider in order to present the information and ideas clearly. Firstly,
the purpose of the writing is to inform. It means that the writers provide
accurate information about the issues or topics in order to make the readers
understanding of the topic and increase their knowledge about it.
Secondly, the purpose of the writing is to entertain where the writers have
to stimulate the readers‟ imagination and emotions. To make this purpose
successful, the writer should have the ability to make the ideas as creative as
possible, so the readers will be entertained.
Thirdly, the purpose of the writing is to persuade. In this purpose, showing
clear thinking and providing good evidence must be owned by the author in
order to make the readers change their point of view about specific issues or
topics.10 It means that the writer should have the abilities in order to make a
good paragraph.
3. Process of Writing
The process of writing is combining many aspects, such as developing the
ideas that relate with the content is going to write, selection of the right words,

10
Chris Juzwiak, Stepping Stones: A Guided Approach to Writing Sentences and
Paragraph, (New York: Bedford/St.Martin‟s, 2012), pp. 10-11.
 11

grammatically should be good, and how to join word by word together to

build a sentence even become paragraphs.
In addition, Langan stated that the writing process involves the following
steps, there are:
1. Prewriting
The writer has to be prepared to identify the ideas will be written
by making free-writing, questioning, making an outline, and diagrams.
11

2. Writing a First Draft

When writing the first draft, write it first after settled on a topic and
thesis in order to make a thesis statement clearly and develop the
content with plenty of specific details.12
3. Revising
Revising is the third process of writing in which revising means the
writer amends, modifies, and delete unnecessary information on a
paper in order to make better changes. In this stage, focus on the style
and content of the essay. It is summarized into three stages that can
help make the revising process easier. Firstly, revising the content by
checking of each paragraph, and using supporting details. Secondly,
revising the sentences by looking at the handwriting style, such as
parallelism, inappropriate specific words and avoiding slang word to
make words effectively. The last is editing which means that add the
writer‟s thoughts and change the margin or the style which need to be
revised.13
4. Editing and Proofreading
Editing involves closely reading over the paper, looking for errors
in grammar, punctuation, and spelling. After proofreading for
typographical and formatting errors, the essay is already to be read.

11
John Langan, College Writing Skills, Media Edition, Fifth Edition, (New York:
McGraw-Hill, 2006), p. 23.
12
Ibid., p. 32.
13
Ibid., p. 35.
 12

It is line with Harmer who also explains the writing process into four steps
with similar terms. Harmer called the first step is planning where the writers
have to consider the purpose of the writing, to whom the writing will be
addressed, and the content structure of the writing itself including the ideas,
facts, and the arguments.
The second step is drafting. Drafting is a phase which is the writers start to
write the first version of the text that will be revised later on. The third step is
editing (reflecting and revising). In this step, mostly the writers need help
from other readers to help them giving comment and suggestion as reflecting
which one the ideas are important and which one must be deleted. The writers
must be focus to look at the whole content (the information is clear or not, the
sentences not well arranged and organized) and also the details of the writing,
such as grammar accuracy and word choices.
The last step is the final version. The writers, in this step, have revised and
edited the drafts and produce the final version in order to be ready for sending
or sharing the writing itself to the audience.14

B. General Concept of Descriptive Text

1. Definition of Descriptive Text
One of the text types that will be learned by students in seventh grade
where students have to describe the object, such as thing, person, animal, or
place in the hope that the object will seem real. According to Djamila, et al.,
descriptive text is one of the text types in English to describe and reveal a
particular thing, person, animal, or place so make the students think of the
object.15 It is providing the characteristics in details of people, animal, thing,
and place.
In addition, Wilson and Burks stated that descriptive text is a form of
writing which used to describe something looks like and create visual images
ofa particular place, person, or unit of times. They added in describing a

14
Jeremy Harmer, Op.Cit, p. 4-5.
15
Ai Siti Djamila, et. al., Bahasa Inggris: Communicative English in Context, (Bandung:
Grafindo Media Pratama, 2017), p. 142.
 13

person, not only tell about appearance but also describe personality or
character in vivid description.16 Another expert, Plooger proposed that
descriptive text is adding in details about the physical appearance of an object
and describing the physical of the object by using sensory language, ideas, and
concepts.17 In this case, the writer focus on describing a person. As Djamila
argued that when describing a person, the students tell or describe the
information about a person appearance, mannerisms, character traits, and
emotions.18 By that statement, describing a person should include the
characteristics and physical of that person by giving clearly illustrate.
From some experts who have similar concepts about descriptive text, the
writer concludes that descriptive text is a kind of text that describe a person,
place, things, etc., physically and characteristics of an object in order to make
the readers imagine an object.
2. The Purpose of Descriptive Text
The explanations are mention earlier have been explained by some experts
that the purpose of descriptive text such as describing a thing, a person, and
place. On the other hand, the writer took some book to describe the function of
this text. Firstly, according to Hartono descriptive text has a social function to
describe a certain object, such as place, thing, or a person, for example,
description of a certain building, a specific animal, a particular place, and a
specific person.19 Secondly, Smalley et al. stated that descriptive text has
purposed to write paragraphs about describing people, places, etc., using
modifiers as supporting details in the text, also using adverbs of place and
adjective clauses in order to increase coherence and organize well the ideas

16
George E. Wilson & Julia M. Burks, Let‟s Write English, (New York: Litton
Educational Publishing, Inc., 1980), p. 379.
17
Kathrine Plooger, Simplified Paragraph Skills, (USA: NTC Publishing Group, 2000),
p. 241.
18
Ai Siti Djamila, et. al., Op.Cit, p. 98.
19
Rudi Hartono, Genre of Texts, (Unpublished, Semarang State University: English
Departement Faculty of Language and Art, 2005), p. 6.
 14

into the text.20 Moreover, the main purpose of a descriptive text is writing
about an object so make the readers feel, hear, see, and taste the object.21
It can be seen that general function of descriptive text is describing an
object physically and its characteristics by using special words, such adjective
clause and adverbs of place in order to make the readers impressed with an
object and can imagine the shape, the taste, and looks like of an object.
3. Generic Structure of Descriptive Text
According to Sumarsih and Sanjaya, the generic structure of the
descriptive text is divided into two parts, there are:
1. Identification
Identifying things, animals, places, or persons to be described. It
introduces about the name, location, etc.
2. Description
Describing things, animals, places, or persons in parts, qualities, or/and
characteristics.22 It contains more details explanation and description
from the identification that has been described of things, animals,
places, and someone.
It is line with Knapp & Watkins who states that classification and
description are generic structure of the descriptive text. Classification is aimed
to introduce or identify the object such as the name of things, animal, or
person. Also, it can be located of the object. Meanwhile, the description is
aimed to describe clearly of the object. It can be a description of the
characteristics, appearances, personality, and habits.23 It means that
classification is purposed to introduce the identity of the object, while the
description is purposed to describe the object in detail information both
personality and physics.

20
Regina L. Smalley, et.al, Refining Composition Skills: Academic Writing and
Grammar, Sixth Edition, (Boston: Heinle Cengage Learning, 2012), , p.52.
21
John Langan, College Writing Skills with Readings, (New York: McGraw-Hill, 2001),
p. 175.
22
Ai Siti Djamila, et. al., Op.Cit., p. 143.
23
Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching
and Assessing Writing, (Sydney: UNSW Press Book, 2005), p. 101-103.
 15

4. Language Features of Descriptive Text

According to Djamila, et al., the language features of the descriptive text
include the following indicators:24
1) Using certain nouns, such as teacher, house, my cat, bridge, etc.
2) Using simple present tense e.g. likes, loves, go, etc.
3) Using detailed noun phrases to give information about a subject, such as it
was a large open rowboat, a sweet young lady, the deaf person, etc.
4) Using various adjectives which are describing, numbering, classifying
such as two strong legs, sharp white fangs, her curly hair, etc.
5) Giving information about the subject by using relating verbs, such as my
mom is really cool; it has very thick fur, the rest remains at home, etc.
6) Using thinking verbs and feeling verbs to reveal the writer‟s point of view,
such as the police believe the suspect is armed; I think it is a clever animal,
etc.
7) Using action verbs, such as our new puppy bites our shoes; it eats soft
food, etc.
8) Using adverbs to give additional information about manner, such as fast,
gradually, at the three houses, etc.
9) Using figurative language, such as simile, metaphor, e.g. Jhon is white as
chalk, sat tight, etc.
Knapp and Watkins also stated several linguistics features of descriptive
text, as follows:25
1. Using simple present tense as dominant tense.
2. Using relational verbs or linking verb to describe and classify
appearance/qualities, parts of phenomena, e.g. is, are, have, has.
3. Using action verbs to describe behavior, e.g. the queen ant lays the eggs.
4. Using metaphor as the action verbs to create effect, e.g. Mia bubbled with
enthusiasm.
5. Using mental verbs to describe feeling, e.g. she felt unhappy.

24
Ai Siti Djamila, et. al., Op.Cit., p. 142.
25
Peter Knapp and Megan Watkins, Op.Cit., pp. 98-100.
 16

6. Using adjectives in order to add extra information of the nouns, e.g. it is

grey and brown.
7. Using adjectives to describe a part of a noun group or modifier the nouns,
e.g. he has a cool hairstyle.
8. Using adverbs for adding extra information to give more information in
detail, e.g. turtles swim slowly.
9. Using adverbial phrases to describe more information about manners,
place, or time, e.g. Walruses have hair on their lips.
10. Using personal and literary description in general about individual things,
e.g. my favorite toys, my big house.

5. The Example of Descriptive Text (Describing Person)

My Beloved Family
My name is Lidia. I am thirteen years old. I want to tell you about my
Identification
family. There are four persons in my family: mother, father, my big sister, and
me. Let‟s start with my mother.
My mother is forty-five years old. Her name‟s Anisa. She‟s thin-faced and
she‟s got long black hair and beautiful dark brown eyes. She is slim because
she always tries to stay in shape by doing aerobics. She is very good-looking,
always well-dressed and elegant.
My father, Lukman, is 5 years older than my mother. He is fifty. In spite
of his age, he‟s still black-haired, with several grey hairs. He has bright brown
eyes. He is tall, taller than my mother. He‟s very hard-working. My father can
Description
cook, the meals he cooks are always very tasty as well as my mother. He also
likes doing sport.
Finally, my big sister Nadina. She is eighteen years old. She has long
wavy hair and freckles. She is tall. In fact, she is taller than my father. She is
rather introvert. She is very sensible, smart, and co-operative. Right now, she
is studying Arabic and Mandarin. I want to be as smart as her.26

26
Lastari, Pegangan Guru Bahasa Inggris untuk SMP/MTs dan yang Sederajat Kelas VII,
(Surakarta: Putra Nugraha), p. 66.
 17

C. Gallery Walk Technique

1. Definition of Gallery Walk Technique
Francek stated that “Gallery Walk is a discussion technique that gets
students out of their chairs and actively involved in synthesizing important
science concept, writing, and public speaking.” A gallery walk is a technique
discussion that let students out of their chairs and actively involved in
classroom activities.27 Additionally, Bower and Keisler said that the gallery
walk is a technique in which students present their work about the lesson
visually.28 The activity in the classroom by using gallery walk technique
engage students, make them active in order to understand the lesson well.
Moreover, as Gregory and Kuzmich cited in Otoyo that a gallery walk is a
tool in collaborative problem solving in which it is a very good suggestion to
communicate that recognizes the creativity and power of the group.29 As
defined by Allen and Tanner in C.K. Chin et. al., gallery walk well-known as
an active learning to seek the new information, the meaningful way in
organizing the ideas, and give them opportunities to present it to others.30
From the definition above, the gallery walk technique is a good and
meaningful way to promote the creativities and teamwork in the group, also it
becomes an active learning in which students move around the class to see
other friends‟ work and give the feedback to them to encourage students active
in the classroom. So, it can measure the understanding of the lesson and train
them to think critically because they should revise the work from other
students‟ feedback but they can learn with fun.

27
John M. Francek, Loc.Cit.
28
Bowers, Erica.and Laura Keisler. Building Academic Language through Content Area
Text. (Huntington Shell Education Publishing, Inc: 2011) p. 158.
29
Kerisin Otoyo, The Use of Gallery Walk to Enhance Speaking Ability of the Eleventh
Grade Students of State Madrasyah Aliyah, Journal of Teaching and Learning, Vol 5, No. 2, 2018,
p. 104.
30
Chee Keong Chin, Kwan Hooi Khor, and Tiam Kian Teh, Is Gallery Walk an Effective
Teaching and Learning Strategy for Biology?, Biology Education and Research in a Changing
Planet, Selected Papers from the 25th Biennial Asian Association for Biology Education
Conference, p. 56.
 18

2. Procedures of Gallery Walk Technique

Students arrange the answers to several questions posted at stations on
classroom walls when practicing Gallery Walk. The common procedures in
conducting a Gallery Walk are:31
1) Creating and posting the questions
The teacher writes questions that relate to the lesson and the number
of questions to be written depends on class size. Write the questions on
large sheets of paper, self-supporting flip charts, whiteboards, or even on
pieces of loose-leaf paper placed on walls. The example of questions are:
„What is descriptive text?‟; „What is language features of descriptive
text?‟; Please, make a descriptive paragraph about your mother and
identify the generic structure and language features!‟
2) Making group, giving a job for each student and emphasizing team
building
Giving the instruction for students how to use the gallery walk
technique and divide it into four or five groups. Then, each team selects a
recorder who has responsibility for writing group comments. The recorder
should switch at each station. For instance: please make a group and each
group consist of five or six persons. One of members in each group should
be a recorder!.
3) Allocate stations and give comments
Direct teams to different discussion stations. To avoid chart chaos and
rumbling comments, encourage the recorder to write clearly and briefly
from the top of the sheet. For instance: „Please move to one station to
another station after visiting the station five minutes! Please write a
different comment.
4) Rotation
After three to five minutes, say “Rotate!” The group then moves from
the home station, clockwise, to the next station. Here, each group gives
new comments and responds to the feedback. The teacher acts as a

31
John Mark Francek, Loc.Cit. [https://www.nsta.org/publications/news/story.html]
 19

facilitator, monitoring around the classroom, clarifying questions, and

measuring students‟ understanding.
5) Begin oral presentation
After visiting every station, students go back to their home station and
take 5-10 minutes to draw together all comments on the posted sheet there.
The reporter makes an oral presentation and takes note of key points on the
whiteboard or on PPT. The duration of the oral presentation is five
minutes. During the presentation, the teacher needs to pay attention to the
important concepts and corrects misconceptions and errors.

3. Gallery Walk Technique in Teaching Writing

Bowman suggests the general instructions for teaching using Gallery Walk
as following: First, each group hangs large sheets of paper on the wall in the
classroom. When putting the papers, give space to make students easier to
move one group to another. Second, write in the papers with a question,
statement, or issue related to the topic. Then, learners walk around the
classroom and write their responses to the papers. After that, the students
move randomly or from teachers‟ instructions. After the students have written
on all the papers and write down their observation on a worksheet, then
students spend a short time in small groups for discussing their observation.
Finally, they discuss the activity with the whole group.32
Moreover, as Ridwan cited in Sujannah and Utami who states that several
steps to use gallery walk in teaching. The first step is making several groups
depending on the topics will be discussed, class size, and the numbers of
students. Each group can get different topics or the same topic. In the end,
students can compare and complement their works with others by using a
gallery walk.
The second step, each group discuss the topic that has given and students
have responsibility for their own learning to develop learning autonomy. The

32
Sharon L. Bowman, The Gallery Walk: An Opening, Closing, and Review Activity.
Available at http: //www.Bowperson.com/ BOWPERSON/GalleryWalk.pdf retrieved on
December 20, 2018.
 20

third step, each group have to write their conclusion on a flip chart and hang
on the wall. Students must be innovative and think critically to present their
work, in the form of a graphic, mind map, charts, or others while it‟s easy to
understand. So, each group has its own station and teacher have to make sure
the classroom still has space not too crowded.
The fourth step all group members rotate from one station to the last
station and a teacher has to ensure all group members understand the
information that is presented. A teacher should be a timekeeper to manage the
time for each presentation and rotate all stations, so time allocation is one
time. Certainly, this step also asks students to give writing feedback or
comments on papers.
After all, groups have moved one to others station, a teacher asks students
their feeling and difficulties when using gallery walk. Also, solve
misunderstanding during this technique. 33
As Jonson cited in Otoyo who declares the implementation of gallery walk
in several steps. First, the teacher sticks three or more large paper in the
classroom and give the label “comment” and “question”. Then, students asked
to move around in order to see what the picture is. After all the students finish
looking at other group‟s work, they have to write their thoughts that have
listed on the large papers. Finally, students go back to their seats and make
discussion. They can ask for misconception or understanding, clarification of
comments, or give questions responses.34
In this research, to achieve the goal of teaching writing descriptive text by
using Gallery Walk, so the writer modifies the teaching instructions or the
teaching steps as follows:
1) The teacher asks the students some questions related to the topic that will
be presented on the gallery walk as prior knowledge for students. The
writer wants to teach the descriptive text, so the question should be related

33
Wahyu Diny Sujannah and Lucia Niken Tyas Utami, Gallery Walk as Strategy to
Improve Learner Autonomy, The 4th International Language and Language Teaching Conference at
Sanata Dharma University, Yogyakarta, p. 260.
34
Kerisin Otoyo, Loc.Cit.
 21

to the theory of descriptive text, appearance, and characteristics of animal,

thing, or people. For instances, what is descriptive text? what is the
language features of descriptive text? or/and „please, describe your mother
appearance!‟
2) When students get prior knowledge about the topic, the teacher gives the
instruction on how to use gallery walk and explains what they are going to
learn.
3) Then, the teacher divided the students into five groups.
4) In class there were five stations, each station will be answered the
questions from the teacher and write down the answers in the paper/flip
chart.
5) After that, they stick their group works on the wall.
6) Each group will rotate from station one to five in order to check other
students‟ work and they could ship the ides from other groups‟ work
which they took the ideas to revise their work and give feedback or
comment to the other groups‟ works. For instance: underline the sentence
is not right or the use of language features in sentences are wrong.
7) After all, groups have finished rotating all stations, there will be class
discussion from students‟ comment and the ideas that have taken.
8) Then, still in the groups, students try to make a descriptive paragraph from
getting the ideas from others‟ work and comments.
9) Individually, students try to make their own descriptive paragraph. Their
individual assignment will be assigned as a post-test of Gallery Walk.

4. The Advantages of Gallery Walk Technique

Gallery walk technique has several advantages from some experts. The
first, Taylor commented that gallery walk can train students to practice,
discuss, organize, and write the topic of the lesson from the teacher
explanation. She added it also encourages students to think critically, such
analyze and evaluate the other students‟ work. Promotes collaborative
learning, team building, and try to solve the problems from a variety of
opinion at a different station. Students can also share the ideas to give an
 22

opportunity to measuring a students‟ prior knowledge, skills, and

misconceptions. Certainly, the gallery walk builds students interaction by
walking around all stations. 35 So, gallery walk not only gives a chance for a
student to learn actively but also it builds critical thinking when giving
comments and shows good teamwork.
In addition, the gallery walk encourages students to give some
constructive feedback to one another, to share the ideas in order to make
classroom activity develop and to get more understanding about the lesson.
Students can also revise their work from other students‟ work and
comments.36 Furthermore, Harmer called gallery walk by using a flip chart
where the students can move one to other station to see different groups that
have written in the flip chart. He added they can take the ideas from students‟
thought and write down the ideas in their work.37 In short, gallery walk
engages students to walk around the classroom to see other groups‟ work in
order to give a comment and to take an idea from different groups to revise the
task that already written or finished.
All the advantages that have been described, shows that gallery walk
integrates with the aim of 2013 curriculum characteristics in which students
can be faithful to the god, creative, productive, active, and can contribute with
society.38 It means that the goals of curriculum 2013 can be achieved by using
a gallery walk as a good technique that provides opportunities for students to
think critically both individual and group work‟s perspectives, promotes team-
building with interactive way, also students can learn not only from the book
but also from their friends‟ work and feedback. So, gallery walk can build
students‟ enthusiastic in learning processes. In line with characteristics of the

35
Taylor, P. 2001. Gallery Walk, http://www.cct.umb.edu/gallerywalk.html retrieved on
20 December 2018.
36
Holbrook, J., & Kolodner, J.L., Scaffolding the Development of an Inquiry Based
(Science) Classroom. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Mahwah, NJ: Erlbaum
Fourth International Conference of the Learning Sciences, 2000, p. 222.
37
Jeremy Harmer, The Practice of English Language Teaching, (Essex: Pearson
Education Limited, 2007), p. 186.
38
The Regulation of Indonesian Government Number 35 Year 2018 about the objective
of Curriculum 2013 for Junior High School.
 23

2013 curriculum, gallery walk also has a positive impact on students in

building a good relationship in social. Students can interact with all their
friends because each group will correct each other and gives feedback on their
works. It trains the students to speak well and politely without blaming of
other friends‟ work. Additionally, each student can exchange the ideas, respect
each other‟s opinions and open their minds to get good conclusion. It shows
that the gallery walk has a positive impact on students in socializing.
5. The Disadvantages of Gallery Walk Technique
Besides the advantages have discussed before, Francek mentions several
disadvantages when using the gallery walk technique in teaching. Firstly, not
all students will actively follow the activities. In this case, some group
members are the followers and not all members engage in making and
presenting the works. Secondly, the teacher has to pay attention when
controlling each group and make sure that all members of the group
participate in doing the activities on time. If the teacher doesn‟t manage the
time well, so the situation in the classroom will be crowded and it takes more
time. Thirdly, students prefer to work individually because they have a bad
39
experience in working on the group. So, besides the advantages that
mentioned earlier, using the gallery walk technique also has several
disadvantages for students in learning.
D. Previous Study
Several researchers have been conducted the research to determine
whether the gallery walk technique can improve students writing ability.
Furthermore, there are three related previous studies will be going to describe.
The first related study was conducted by Desi Lestari. She sought to find
the “The effect of Gallery Walk Strategy on the Students‟ Ability in Writing
Descriptive Paragraph at Mas Al Ittihadiyah Medan 2016/2017 academic
year.” The research methodology of this research was experimental research,
which conducted the experiment and control class. The population of the
research was the students of MAS Al-Ihtihadiyah Medan, which two classes

39
Francek, Loc.Cit. `
 24

consist of 39 students consist. 19 students of XI-IPA are experimental class

and 20 students of XI-IPS is control class, both of them as a sample. She used
pre-test and post-test, then the formula was used to analyze the data is t-test.
Furthermore, the result showed that the pre-test mean of experiment class was
60 and post-test 83.84. The pre-test means of control class 56.8 and post-test
was 76. It was found that tobservation was 9.88, whereas the t-table was 2.14 for
α=0.05. The tobservation was higher than the ttable (9.88>2.14), so Hα was
accepted while H0 was rejected. It means that there was a significant effect of
gallery walk strategy on the students‟ability in writing a descriptive paragraph
at MAS Al-Ittihadiyah Medan in 2016/2017 academic year.40
The second previous study was conducted by Fahmi Aulia Batubara. The
research title of his study was “Improving Students‟ Ability in Writing of
Announcement through Gallery Walk Technique of Eight Grade at Mts
Jam‟iyatul Alwashliya Tembung in Academic Year 2016/2017”. The research
used classroom action research as a research methodology. He combined
qualitative and quantitative data. The qualitative data was taken by students‟
interview, observation and documentation meanwhile the quantitative data
was taken from final test. The result of this research showed the mean score in
the pre-test was 57,6, the mean score of post-test one 73,8 and the mean score
of post-test two 8. It means that the score of the second one is better than the
previous test. It found that teaching writing announcement text through
ga1llery walk technique could improve students‟ ability in writing
announcement text.41
The last previous study was conducted by A‟in Ratna. The title of her
study was “Teaching Written Announcement through Gallery Walk Technique
(An Experimental Study of Eight Grade Student at SMP Muhammadiyah 1

40
Desi Lestari, “The effect of Gallery Walk Strategy on the Students‟ Ability in Writing
Descriptive Paragraph At Mas Al Ittihadiyah Medan 2016/2017 academic year,” (State Islamic
University of North Sumatera: Department of English Education, Faculty of Tarbiyah Science and
Teacher Training, 2017), p. ii.
41
Fahmi Aulia Batubara, “Improving Students‟ Ability in Writing of Announcement
through Gallery Walk Technique of Eight Grade At Mts Jam‟iyatul Alwashliya Tembung in
Academic Year 2016/2017,” (State Islamic University of North Sumatera: Department of English
Education, Faculty of Tarbiyah Science and Teacher Training, 2017), p. iii.
 25

Weleri, Kabupaten Kendal, in the Academic Year of 2013/2014. The subjects

of the research were two classes. The experimental class was the students of
VIII-A which consist of 28 students and was taught by using Gallery Walk
technique. The control group was the students of VIII-B which consist of 28
students and was taught by using regularly method. The research got the data
from the writing test on pre-test and post-test. The pre-test result, was 0.38,
while the value of ttable was 1.67. The result of tvalue was lower than the ttable, it
means that there was no significant difference in the students‟ achievement of
writing announcement text between experimental and control groups on pre-
test. Meanwhile, from the post-test result, the value of tvalue was 1.76.
Compared with the value of ttable, 1.67. It means that there was significant
difference in the students‟ achievement of writing announcement text after the
treatment was given to the students in experimental group. The experimental
class got the higher score than control class. The result above indicates that the
use of Gallery Walk technique in teaching writing announcement text made
the significant improvement.42
Referring to all previous studies, gallery walk becomes an appropriate
technique for students to improve their writing ability through classroom
activities that engage students to understand the lesson well. On the other
hand, this research has differences with all previous studies. First, one of
previous studies used Classroom Action Research to get the data in which
collaborate quantitative and qualitative design. Meanwhile, others have quasi-
experimental too. Two researchers used gallery walk technique in teaching
announcement text, while the writer used writing ability of descriptive text
like one of the researchers but have differences which is she used random
sampling to decide the sample by using lottery technique, unlike the writer
who uses purposive sampling that got the suggestion from the teacher. To sum
up, gallery walk becomes meaningful technique for all the researchers in order

42
A‟in Ratna Mulya, “Teaching Written Announcement through Gallery Walk Technique
(An Experimental Study of Eight Grade Students at SMP Muhammadiyah 1 Weleri, Kabupaten
Kendal in the Academic Year of 2013/2014,” (Semarang State University: English Department,
Faculty of Language and Arts 2014), p. vii.
 26

to make students as active learners, even though each researcher has

differences both research design and text type.
E. Thinking Framework
Writing is an important language skill that must be learned by students in
learning especially the English language. It cannot be denied that teaching
writing must be taught since junior high school to introduce the process of
good writing in order to make students have a good understanding about
grammar, vocabularies, and organize each sentence orderly. Writing becomes
one of the fundamental subjects which students can share their feelings, ideas,
and information to communicate with others by written form and it can build
students‟ thinking. Hence, teaching writing English is needed to improve
students‟ ability in arranging the sentences, choosing the right words, and
using correct grammar, as a result, the writer should have the ability in order
to create good writing with cohesion, coherence, and unity to make the readers
follow the story.
However, the students have some problems in learning writing descriptive
text such as the students overwhelmed by thinking negatively and feel afraid
to start writing. Also, the students are faced the difficulties in share their
thought into written form, the problem in using grammar, lexical choices, and
generic structure. Additionally, classroom activities should give opportunities
for students active in following the lesson. Therefore, they have to create good
writing so the readers can impress and imagine the real object by practicing to
write gradually.
Gallery walk technique as a way to help students avoid their fears and
improve their writing ability. As stated in previous studies above, the gallery
walk can be an appropriate technique to be implemented for students to solve
the problems. The students are expected to be a good writer in arranging each
sentence grammatically and understandable for the readers. Also, the goals of
curriculum 2013 can be achieved by using gallery walk as a good technique
that provides the opportunities for students to think critically both individual
and group work‟s perspectives, promotes team-building with interactive way,
 27

also students can learn not only from the book but also from their friends‟
work and feedback. In addition, students can interact with all their friends
because each group will correct each other and gives feedback on their works.
It shows that gallery walk has a positive impact on students in socializing and
students‟ enthusiastic in learning processes.
F. Research Hypothesis
Based on the theories and thinking framework above, the writer stated the
formula hypothesis as follows: There is a significant effect of using gallery
walk technique on students‟ writing ability of descriptive text.
 CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study

The writer was conducted the research at MTs Negeri 2 Jakarta Selatan which
is located at Jl. R. Moch. Kahfi 1 No. 34, Ciganjur Jagakarsa, Jakarta Selatan.
This research was carried out from March to April in academic year 2018/2019.

B. Research Design and Method

This research was classified into a quantitative method. Specifically, a quasi-
experimental design was used in this research. By using quantitative method, the
data using mathematical procedures called a statistical procedure that provided the
information to answer the research questions or hypotheses.1 Moreover, a quasi-
experimental design used to specify the possible cause and its effect between the
independent variable and the dependent variable.2 According to Creswell,
independent variable is an attribute that influences or affects dependent variable,
then dependent variable is an attribute or characteristic that is influenced by the
independent variable.3 The independent variable is gallery walk technique and the
dependent variable is students‟ ability in writing descriptive text. Pre-test and
post-test were applied as design approach to a quasi-experimental design as shown
in the Table 3.1:4
Tabel 3.1
Quasi-experimental Design
Pre- and Posttest Design Time

Select Control Group Pre-test No treatment (Lecturing and Posttest

students will do the written
exercises)
Select Experimental Pre-test Experimental Treatment Posttest

1
John W. Creswell, Educational Research Planning, Conducting and Evaluating
Quantitative and Qualitative Research, (USA: Pearson Educational, Inc., 2012), p. 15.
2
Ibid, p. 295.
3
Ibid, pp. 115-116.
4
Ibid, p. 310.

28
 29

Group (Lecturing and using gallery

walk technique in teaching
writing descriptive text)

From the table above, the writer is aimed to find out if there is any significant
effect of gallery walk technique on students‟ writing ability of descriptive text.
Furthermore, the writer selected two classes of the first-grade students in MTs
Negeri 2 Jakarta Selatan as the participant of this study. The classes classified as
two different groups, experimental class, and controlled class. In experimental
class, the students are given the treatment by using gallery walk technique while
in control class the students are not be given the treatment.
C. Population and Sample
The population of this research was all the first-grade students of MTs Negeri
2 Jakarta Selatan in academic year 2018/2019 that consist of 153 students divided
into five classes. The writer chose purposive sampling in which the chosen
samples based on prior knowledge of a population and specific purpose of the
research, so the writer use personal judgment to determine the samples that will be
representative based on the information.5 In other words, the two classes were
chosen as sample based on the English teacher because the students of two classes
had similar characteristics and intelligence, and appropriate with the specific
purpose of this research. The writer took out two classes as a sample of this
research which is VII-2 as the experimental class and VII-3 as the controlled
class.

D. Instrument of the Research

The instrument of the research was a written test. Test is widely used to
measure students‟ ability in something as an assessment. The test had been given
to the students focus on writing descriptive text. In this research, the test divided
into two tests which is pre-test and post-test. The pre-test is a test that used to
know students‟ ability in writing descriptive text before applying the treatment. At
5
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
Education, Seventh ed., (New York: McGraw Hill, 2009), p. 99.
 30

the first meeting, the pre-test was given to the experimental class and control class
with the same item test. The writer asked students to write descriptive text about
their mother in maximum 150 words. At the end, the writer checked their work
and gave the scores. Meanwhile, the post-test is a test that will be given to the
students in order to measure students‟ ability after the treatment.6 After the
treatment, the writer asked students to write descriptive text about their family,
such as mother, father, brother, or sister in maximum 250 words. The instruments
for both tests are attached in appendix.
The instrument was made by the writer that appropriate with the syllabus. The
writer used content validity to test the instrument. The analysis of content validity
can be seen in the appendix. Furthermore, the writer used analytical scoring to
assess students‟ ability in writing descriptive text. In analytical scoring, scripts are
rated on several aspects of writing, such features as content, organization,
7
vocabulary, language use, and mechanics. The following table is the analytical
scoring rubric was used by the writer to assess writing adopted from Jacob et al in
Sara Chusing Weigle.
Table 3.2
Analytical Scoring Rubric Adopted from Weigle

Components Level Criteria

of Writing
30-27 Excellent to very good: acquainted with knowledge,
substantive, thoroughgoing development of thesis,
relevant to the topic
Content 26-22 Good to average: some knowledge of subject,
adequate range, limited knowledge of thesis, mostly
relevant to the topic but deficiency detail
21-17 Fair to poor: limited knowledge of subject, little
substance, insufficient for developing the topic

6
Cresswell, Op. Cit., p. 297.
7
Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University, 2002),
116.
 31

16-13 Very poor: does not show knowledge of subject, non-

substantive, not relevant, or not enough to evaluate
20-18 Excellent to very good: fluent expression, ideas
clearly stated/supported, concise, well-organized,
logical sequencing, cohesive
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited support,
Organization logical but incomplete sequence
13-10 Fair to poor: non-fluent, ideas confused or
disconnected, lacks logical sequencing and
developing
9-7 Very poor: does not communicate, no organization,
not enough to evaluate
20-18 Excellent to very good: sophisticated range, effective
word/idiom choice and usage, mastery of word form,
appropriate register
17-14 Good to average: adequate range, infrequent errors of
Vocabulary word/idiom form choice, usage and meaning
bewildered or obscured
13-10 Fair to poor: limited range, frequent errors of
word/idiom form, choice, usage but meaning
bewildered or obscured
9-7 Very poor: essentially translation, little knowledge of
English vocabulary, idioms, word form, or not
enough to evaluate
Language Use 25-22 Excellent to very good: effective multiplex
constructions, few errors of agreement, tense,
number, word order/function, articles, pronouns,
prepositions
21-18 Good to average: effective but simple constructions,
 32

several errors of agreement, tense, number, word

form/function, articles, pronouns, preposition but
meaning seldom obscured
17-11 Fair to poor: major problems in simple/complex
constructions, frequent errors of negation, agreement,
tense, number, word order/function, article,
pronouns, preposition, an/or fragments, run-ons,
deletions, meaning confused or obscured
10-5 Very poor: nearly no mastery of sentence
construction rules, dominated by errors, does not
communicate or not enough to evaluate
5 Excellent to very good: show mastery of
conventions, few errors of spelling, punctuation,
capitalization, paragraphing
4 Good to average: several errors of spelling,
Mechanics punctuation, capitalization, paragraphing but
meaning not obscured
3 Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing, poor handwriting,
meaning unclear or obscured
2 Very poor: no mastery of convention, dominated by
errors of spelling, punctuation, capitalization,
paragraphing, handwriting unreadable or not enough
to evaluate

E. Technique of Collecting Data

In this research, the writer collected the data by using two types of test, there
are pre-test and post-test. In the first meeting, the writer administrated writing test
to the students in control class and experimental class. The students were asked to
describe their mother‟s appearance and characteristics in maximum 150 words.
 33

Pre-test was given by the writer in order to measure students writing ability of
descriptive text. Then, their test was score by using analytical scoring and
collected as the pre-test data.
After giving the post-test, the writer gave the treatment for experimental class
by using gallery walk technique. The writer gave the instruction how to use
gallery walk technique in teaching writing. Then, the students were asked to
present their works by using gallery walk technique in a group. They shared their
own ideas by answering the questions and each group gave comment or feedback.
From the treatment, the students were expected to catch the mistake from their
friends‟ feedback or they can take the ideas from others group work, so the
students can understand to revise the work after discussing for the second time.
The treatment was given for four times.
At the end of the meeting, the writer administrated the post-test. In this step,
the students were asked to describe personality and appearance from one of their
family members in maximum 250 words. The post-test was given by the writer to
measure students‟ ability after using gallery walk as a technique in order to
examine the effect of using gallery walk technique on students‟ writing ability of
descriptive text.
F. Technique of Data Analysis
1. Normality Test
A normal distribution in statistical research is one of the important
assumptions before t-test can be performed. By normality test, it is determined
whether the data will be normally distributed or not. The analysis of normality
test in this research used Kolmogorov Smirnov with α= 0.05. This is defined
as, if the normality test resulted < α= 0.05, then the data are not normally
distributed. While, if the result of the data is > α= 0.05, therefore the data are
distributed normally. In this research, the writer used IBM SPSS Statistics 22
to analyze the normality. The steps to calculate normality test are as follows:8
a. Open SPSS Program.

8
Sahid Raharjo, Cara Melakukan Uji Normalitas Kolmogorov-Smirnov dengan SPSS,
2015, retrieved from http://spssindonesia.com at March 30th 2019.
 34

b. Click „Variable View‟ and complete the columns as follows:

a) Fill in the „name‟ column with the variables categories (Groups,
pre-test score, post-test score).
b) Type column is numeric.
c) Width column is filled with 8.
d) Decimal column is changed from 2 to 0.
e) Label column is none.
f) Value column is none. Except in „name‟ column. In „name‟ column
of variable categories groups, click value to label different groups
by inserting:
Value: 1 Value: 2
Label: Experimental Label: Control
g) Missing column is none
h) Column is filled with 8
i) Align column is right
j) Measure column is unknown
k) Role column is filled with input
c. Click data view, in score column, compute “1” as representing
experimental class and “2” representing control class.
d. Input score of each class.
e. Click Analyze >> Descriptive Statistics >> Explore
f. In Explore dialogue box, fill in the Dependent List with the score of
pre-test and post-test and then fill in the Factor List with the sample
groups (control, experimental).
g. Click Plots >> checklist normality plot with test, histograms, and
power estimation.
h. Click Continue and OK.
2. Homogeneity Test
The assumption of equal variances is an important as normality test. The
variances of data are tested to find out if they are equal or homogeneous. To
achieve this data, Levene Statistic test is applied in this research with α= 0.05.
 35

Similar to normality test, if the homogeneity test resulted < α= 0.05, the data
are not homogeneous. Meanwhile, if the result is > α= 0.05, then the data are
homogeneous. In this research, the writer used IBM SPSS Statistics 22 to
analyze the homogeneity. The steps can be calculate with the same steps as
normality test or the steps are as follows:9
a) Open the SPSS file of the data in this research.
b) Click Analyze >> Compare Means >> One-Way Anova
c) In one-way anova dialogue box, fill in the Dependent List with the
score of pre-test and post-test and then fill in the Factor List with the
sample groups (control, experimental).
d) Click Options, then checklist homogeneity of variances test in the
statistics area.
3. T-Test
The technique to analyze the data was using statistical calculating of t-test.
T-test was used to find out the significance of post-test results and the mean
gained score of the experimental class and control class. In this research, the
writer also used SPSS 22 to compare the scores of experimental class and
control class. Moreover, the test was used to prove whether gallery walk
technique is effective to improve students writing ability of descriptive text.
The steps to calculate t-test are:10
a. Open SPSS Program.
b. Click „Variable View‟ and complete the columns as follows:
a) Fill in the „name‟ column with the variables categories (Groups,
pre-test score, post-test score).
b) Type column is numeric.
c) Width column is filled with 8.
d) Decimal column is changed from 2 to 0.
e) Label column is none.

9
Sahid Raharjo, Cara Melakukan Uji Homogenitas (Levene Test) dengan SPSS, 2015,
retrieved from http://spssindonesia.com at March 30th 2019.
10
Sahid Raharjo, Cara Uji Independent Sample T-Test dan Interpretasi dengan SPSS,
2015, retrieved from http://spssindonesia.com at March 30th 2019.
 36

f) Value column is none. Except in „name‟ column. In „name‟

column of variable categories groups, click value to label
different groups by inserting:
Value: 1 Value: 2
Label: Experimental Label: Control
g) Missing column is none
h) Column is filled with 8
i) Align column is right
j) Measure column is unknown
k) Role column is filled with input
c. Click data view, in score column, compute “1” as representing
experimental class and “2” representing control class.
d. Click Analyze >> Compare Means >> Independent Samples T-Test
e. Fill in the Test Variable with score of post-test and gained score, then
fill in the Grouping Variables with groups and fill Define Groups with
1 and 2.
f. Click Options >> fill Confidence Interval Percentage with 95%
g. Click Continue >> OK.
4. Effect Size
Following the t-test, effect size is calculated to measure the magnitude of
the treatment effect or the level of significance effect. As t-test give statistical
result of the significance, in the same manner, effect size results a statistic data
but at the same time determined whether the effect size is strong or weak. In
this research, the cohen‟s d effect size formula is adopted as follow:11

11
Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE
Publications, 2004), p. 136-139.
 37

To interpret the effect size, the cohen‟s d effect size criteria is used as the
bases to determine the level of significance. The effect size criteria of cohen‟s
d are:
a. 0-0.20= weak effect
b. 0.21-0.50= modest effect
c. 0.51-1.00= moderate effect
d. > 1.00= strong effect
G. Statistical Hypothesis
Researcher would form zero hypotheses and an alternative hypothesis:
(Null Hypothesis) Ho: ρ-value < sig α= 0.05. It means that Ha is rejected and Ho
is accepted or there is no significant effect of gallery walk technique on students‟
writing ability of descriptive text.
(Alternatives Hypothesis) Ha: ρ-value < sig α= 0.05. It means that Ha is accepted
and Ho is rejected or there is significant effect of gallery walk technique on
students‟ writing ability of descriptive text.
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. Research Findings
1. Data Description

In this part, the writer presents the data result of the research in descriptive
statistic. The tests results were obtained from pre-test and post-test scores in each
experimental class and control class through writing test. Each class has 30
students, so the total sample is 60 students. The pre-test and post-test score from
each class is described in form of percentage and data description in the following
table:
Table 4.1
Percentage of Pre-test and Post-test Score of Experimental Class and Control
Class
Score Experimental Class Control Class
Band Pre-Test Post-Test Pre-Test Post-Test
F % F % F % F %
50 – 60 6 20 % 0 0% 17 56,7 % 7 23,3%
61 – 70 16 53,3 % 3 10% 11 36,6 % 15 50 %
71 – 80 8 26,7 % 13 43,3 % 2 6,7 % 5 16,7 %
81 – 90 0 0% 12 40 % 0 0% 2 6,7 %
91 – 100 0 0% 2 6,7 % 0 0% 1 3,3 %
∑ 30 100 % 30 100 % 30 100 % 30 100 %
F = Frequency
Based on Table 4.1 shows that both of experimental class and control class
have low score in pre-test scores with the scores 50-70. In experimental class,
there are 6 students or 20% of students who gets score 50 – 60. Meanwhile, in
control class, there are 17 students or 56.7% of students who gets score 50-60. It‟s
different from experimental class in which the most students score appeared are
61-70. The total frequency are 16 students or 53.3% of students. In control class,
only 11 students or 36.6 % who gets scores between 61-70. In addition, there are 8

38
 39

students or 26.7% of experimental class who gets score 71-80 while in control
class only 2 students or 6.7% who gets that score. At the first meeting, it indicates
that students‟ ability in writing descriptive text are extremely poor because no one
who gets score more than 80.
After the students were given the treatment by implementing gallery walk
technique in teaching writing of descriptive text, the data shows that there is the
improvement of the students‟ scores. In experimental class, no one student who
gets the scores <60 while in control class the frequency of students is decreasing
from 17 students to 7 students or 23.3% of students. 50% of students or 15
students in control class got the scores 61-70. Meanwhile, in experimental class
only 3 students or 30% of students who gets the score 61-70. Mostly, 13 students
or 43.3% students of experimental class got the scores between 71-80 and 12
students or 40% got the scores 81-90 as shown in the Table 4.1. Only 2 students
who get the score between 91-100. Meanwhile, in control class, there are 5
students or 16.7% of students who get the score between 71-80 and 2 students or
6.7% of students got the scores between 81-90, then only one student who gets the
score between 91-100. The Figure 4.1 below shows the progress of two classes in
writing descriptive text.

20

15

10

0
50 – 60 61 – 70 71 - 80 81 - 90 91 - 100

Pre-test (Control Class) Pre-test (Experimental Class)

Post-test (Control Class) Post-test (Experimental Class)
Figure 4.1
Students‟ Score of Pre-test and Post-Test
 40

It can be seen that both of classes have the improvement in their writing
descriptive text, although the significance scores from pre-test to post-test are
obtained from experimental class that was taught by using gallery walk technique.
a. The Data of Experimental Class
The experimental class in this research was students of class VII-2 at MTs
Negeri 2 Jakarta that consisted of 30 students. The mean score of pre-test from
30 students is 65.73 with the highest score obtained 79 and the lowest score is
52. It shows that only 3 students who got score above KKM or 75 and 27
students didn‟t pass the criteria minimum of the score (below 75). It means
that the students have not good ability in writing descriptive text.
Then, after doing the treatment, the writer implemented gallery walk
technique in class VII-2. After the students got the treatment, the mean score
of post-test is 79 with the highest score obtained 93 and the lowest score is 65.
Therefore, the results show that the post-test score is higher than the pre-test.
So, the mean score of the post-test is increasing 13.27 points from the pre-test.
In addition, the mean of gained score of experimental class also is higher
than control class in which the mean gained score of pre-test and post-test
score in experimental class is 13.27 with the highest gained score is 26 and the
lowest score is 2. It shows that there is quite significant improvement gained
score in experimental class. The data can be seen in Table 4.2.

Table 4.2
Student’s Scores of Experimental Class

Students’ Number Experimental Class Gained Score

Pre-Test Post-Test
1 67 85 18
2 58 78 20
3 69 75 6
4 68 83 15
5 59 77 18
6 61 75 14
7 65 75 10
8 65 82 17
 41

Students’ Number Experimental Class Gained Score

Pre-Test Post-Test
9 75 85 10
10 65 75 10
11 64 75 11
12 73 85 12
13 73 81 8
14 60 73 13
15 52 75 23
16 62 88 26
17 61 78 17
18 73 81 8
19 61 82 21
20 63 83 20
21 60 75 15
22 65 78 13
23 79 82 3
24 73 93 20
25 77 85 8
26 65 70 5
27 58 65 7
28 63 65 2
29 66 73 7
30 72 93 21
∑ 1972 2370 398
MEAN 65,73 79 13,27
Maximum Score 79 93 26
Minimum Score 52 65 2

The Table 4.2 shows that there is a significant improvement between pre-
test and post-test in which the mean score of post-test is higher than pre-test;
79>65.73. It means that the gallery walk technique is effective for teaching
writing of descriptive text.

b. The Data of Control Class

The control class in this research was students of class VII-3 at MTs
Negeri 2 Jakarta that consisted of 30 students. The mean score of pre-test from
30 students is 61.3 with the highest score obtained 80 and the lowest score is
50. It describes that only 2 students who got scores above KKM or 75 and 29
 42

students didn‟t pass the criteria minimum of the score (below 75). It means
that the students have not good ability in writing descriptive text.
Furthermore, the teacher used traditional method to teach the students.
Then, at the end, students did post-test. Eventually, the mean score of post-test
is 66.77 with the highest score obtained 92 and the lowest score is 51.
Therefore, the results show that the post-test score is higher than the pre-test.
In addition, the mean of gained score is 5.47 with the highest gained score
is 26 and the lowest score is 2. Even though there is an improvement from pre-
test and post-test, the data shows there is a slight increasing point in post-test
from pre-test that has mean of gained score is only 5.47. The results are
presented in the Table 4.3:
Table 4.3.
The Data of Control Class

Students’ Number Control Class Gained Score

Pre-Test Post-Test
1 65 62 -3
2 50 66 16
3 70 72 2
4 60 73 13
5 55 65 10
6 60 54 -6
7 80 68 -12
8 54 82 28
9 59 68 9
10 75 74 -1
11 70 84 14
12 60 74 14
13 59 60 1
14 65 65 0
15 55 92 37
16 60 67 7
17 62 69 77
18 50 61 11
19 65 62 -3
20 66 65 -1
21 70 80 10
22 60 60 0
 43

Students’ Number Control Class Gained Score

Pre-Test Post-Test
23 52 64 12
24 60 65 5
25 55 51 -4
26 61 63 2
27 60 52 -8
28 66 60 -6
29 65 65 0
30 50 60 10
∑ 1839 2003 164
MEAN 61,3 66,77 5,47
Maximum Score 80 92 37
Minimum Score 50 51 -12

The Table 4.3 shows that there is only a slight improvement between pre-
test and post-test of control class. It means that the control class is taught by
using traditional method is not effective for teaching writing of descriptive
text.
The differences between the mean score of pre-test and post-test in
experimental class can be seen in the following figure:

The Mean Score of Pre-Test and Post-Test

90
79
80
70 65.73 66.77
61.3
60
50
40
Experimental Class Control Class
30
20
10
0
Pre-Test Post-Test

Figure 4.2
The Mean Score of Pre-Test and Post-Test
 44

The Figure 4.2 proved that the mean score of post-test is higher than pre-
test score both experimental class and control class; 79>65.73; 61.30>66.77.
Even though, two classes have improvement, in control class only slight the
improvement and significant improvement in experimental class. It means that
experimental class was taught by using gallery walk technique has significant
improvement. In other words, the gallery walk technique is effective for
teaching writing of descriptive text.
In addition, the mean of gained score of experimental class also is higher
than control class in which the mean gained score of pre-test and post-test
score in experimental class is 13.27 with the highest gained score is 26 and the
lowest score is 2.

The Mean Gained Score

14 13.27

12

10

8
5.47 Experimental Class Control Class
6

0
The Mean Gained Score

Figure 4.3
The Mean Gained Score of Pre-Test and Post-Test

It shows that there is quite significant improvement gained score in

experimental class.
In the following figure, the writer tries to summarize and compare the
score of pre-test, post-test, and gained score of experimental and control class.
 45

90

80
79
70

60 65.73 66.77
61.3
50

40

30

20

10 13.27
5.47
0
Pre-Test Post-Test Gained Score

Experimental Class Control Class

Figure 4.4
The Differences between the Mean Score of Pre-Test, Post-Test, and the
Gained Score

In the Figure 4.4 indicates that all score in experimental class has the
higher score than pre-test, post-test, gained score in control class. It means that
gallery walk technique is effective on students‟ writing ability of descriptive
text.

2. Data Analysis

In this part, the results of pre-test and post-test from two classes are analyzed
statistically by using t-test. Before the writer calculate the hypothesis test, the
normality test and homogeneity test should be calculated in order to measure the
research sample variances had been distributed normally and homogeneity. At the
end, the writer calculates t-test and conducted an effect size to measure the
intensity of the effectiveness of using gallery walk technique in this research. The
writer used SPSS to analyze the data.

a. Normality Test
The writer used Kolmogorov-Smirnov to calculate the normality test.
Normality test was conducted before calculating t-test. In table 4.4 shows that
the significant results of pre-test in experimental class is 0,103 and 0,152 in
 46

control class. The significant results of two classes proved that the data were
normally distributed because the data is higher than a significance α = 0.05.
(0,103> 0.05; 0,152>0.05). It means that the data was normally distributed
from both of classes in pre-test results.
Meanwhile, the significance results of post-test in experimental class are
0,200 and 0,099 in control class. The results show that the post-test data is
higher than a significance α = 0.05. It can be concluded that the data was
normally distributed because both of the classes have higher significances.
(0,200 > 0.05; 0,099 > 0.05). The data was presented as follows:

Table 4.4
Normality Test of Pre-Test and Post-Test in Experimental Class
a
Kolmogorov-Smirnov Shapiro-Wilk
GROUPS Statistic df Sig. Statistic df Sig.

PRETEST EXPERIMENTAL ,146 30 ,103 ,967 30 ,451

CONTROL ,138 30 ,152 ,954 30 ,220

*
POSTTEST EXPERIMENTAL ,121 30 ,200 ,964 30 ,382

CONTROL ,147 30 ,099 ,941 30 ,094

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

b. Homogeneity Test
Homogeneity test was calculated after doing the normality test. The writer
used Levene Statistic test to calculate the homogeneity test. The results of data
in table 4.4 shows that the significant result of pre-test from experimental class
and control class is 0,657, which is higher than significance α = 0.05 (0,657>
0.05). It means that the data of pre-test results from two classes have
homogeneous variances.

Table 4.5
Homogeneity Test of Pre-Test
Levene Statistic df1 df2 Sig.

PRETEST ,200 1 58 ,657

 47

Moreover, the significance results of post-test from two classes also

showed that the data is higher than significance α = 0.05 with the significance
0,322 (0,322 > 0.05). Therefore, it can be concluded that the data of post-test
results from experimental class and control class are also homogeneous. The
results can be seen in table 4.6.

Table 4.6
Homogeneity of Post-Test
Levene Statistic df1 df2 Sig.

POSTTEST ,998 1 58 ,322

c. The Hypothesis Test

After the data have been showed its normality and homogeneity, the writer
did further investigation in order to examine the research hypothesis by using
t-test. The hypothesis test is purposed to investigate the effectiveness of using
gallery walk technique on students‟ writing ability of descriptive text at MTs
Negeri 2 Jakarta. The writer used experimental and control‟s mean score to
calculate t-test. The significance value or alpha (α) is 5% 0r 0.05. The results
can be seen in the following tables:
1) Post-test Result
In Table 4.7, it shows that the mean score of experimental class is 79
while the mean score of control class is 66.77. Based on the table, in
independent sample test shows that tvalue is 5.855 with p-value or sig (2-tailed)
= 0.000.
Then, the writer compared ttable to the tvalue to know whether gallery walk
technique give significant effect on students‟ writing ability of descriptive
text. The ttable shows 2.002 with 58 as the degree of freedom (df) in sthe
significance level 0.05. The comparison shows that tvalue (5.855) > ttable (2.002)
and p-value or Sig. (2-tailed) of the post-test score is lower than α (0.05).
0.000 < 0.05. From the result, it can be concluded that the alternative
hypothesis is accepted and the null hypothesis is rejected because the p-value
 48

(0.000) is less than Sig a = 0.05 (5%). It means that there is significant effect
of gallery walk technique on students‟ writing descriptive text.

Table 4.7
T-test Result of Post-test
GROUPS N Mean Std. Deviation Std. Error Mean

POSTTEST EXPERIMENTAL 30 79,00 6,818 1,245

CONTROL 30 66,77 9,190 1,678

2) Gained Score Result

To add the data of post-test, the t-test also analyzed the score of post-test
and got the gained score of experimental class and control class. In Table 4.8,
the mean gained score of experimental class is 13.27 with Std. Deviation is
6.286 and the mean gained score of control class is 5.47 with Std. Deviation is
10.451. In addition, the result of t (58) = 4.608 and ρ-value 0.000. It shows
that there is a significant difference between experimental class and control.
The result also shows that tvalue (4.608) > ttable (2.002) and Sig. (2-tailed) is
0.000 < 0.05. Therefore, it can be concluded that the alternatives hypothesis is
accepted and null hypothesis is rejected because the ρ-value (0.000) is less
than 0.05 (5%). In other words, there is significant effect of gallery walk
technique on students‟ writing ability of descriptive text.
 49

Table 4.8
T-test Result of Gained Score

GROUPS N Mean Std. Deviation Std. Error Mean

GainedScores EXPERIMENTAL 30 13,27 6,286 1,148

CONTROL 30 5,47 10,451 1,908

d. Effect Size
Effect size is final calculation after getting proof of t-test in the post-test
and gained score result. The effect size of the t-test result is purposed to find
out the level of significance on the effect in this research.
The writer used Cohen’s d effect size calculation to get the effect size. The
result of effect size is recapitulated in Table 4.9, as follows:

Table 4.9
The Effect Size Result
Statistic of Post-test Experimental Class Control Class
Mean 79.00 66.77
Std. Deviation 6.818 9.190
Effect Size 1,53
The Calculation from Cohen‟s d formula and it was obtained by manual
calculation
 50

In the table 4.9 shows that the effect size result is 1.53. As the criteria that had
been explained in the Chapter III, 1.53 is the strong effect size refers to Cohen‟s d
formula. It can be concluded that there is a strong effect of using gallery walk
technique on students‟ writing ability of descriptive text.

B. Discussion
In the descriptive statistics, the writer got the general achievement of class
samples that consist of 30 students of each class from pre-test and post-test result.
At the first, pre-test score is obtained from students‟ writing ability of descriptive
text in the both experimental class and control class before getting the treatment.
The mean score of pre-test in experimental class is 65.73 while in control class is
61.30. The differences pre-test score from two classes are 4.43 points. It is also
described in Table 4.1 that the pre-test score of experimental class and control
class are dominated by students who get the score between 51-60, 61-70, and 71-
80. So, it indicates that experimental class and control class did not perform well
in the pre-test.
Furthermore, the writer gave the treatment to the experimental class which is
gallery walk as a technique to teach writing descriptive text. Then, the significant
results of the mean score are obtained by experimental class is 79, meanwhile, the
mean score of control class is 66.77. It indicates that both of classes have
increased in the post-test score, but the control class only increased 5.47 points;
from 61.30 to 66.77 and experimental class increased 13.27 points; from 65.73 to
79. It means that the post-test score of experimental class is increasing
significantly than control class. It shows that the description of scores both in
experimental class and control class can be seen in Table 4.1, Table 4.2 and Table
4.3 in which in Table 4.1 the range of scores are presented in percentage and the
others are presented in the table description.
In addition, the data analysis was calculated by using SPSS which is
independent sample t-test result proved statistically the effectiveness of gallery
 51

walk technique that used during the treatment. Based on the t-test, it showed that
ρ-value (sig. 2-tailed) = 0.000 that is less than significance level sig a = 0.05
(0.000 < 0.05). It indicates that null hypothesis (Ho) is rejected and the alternatives
hypothesis (Ha) is accepted. It shows that gallery walk technique gave significant
effect on students‟ writing ability of descriptive text. Additionally, an effect size
has been calculated to present the level of significance by using Cohen‟s d
formula. The effect size result is 1.53 in which it points out gallery walk technique
is strong effect in this research.
The calculation of the results in the data analysis reveals that the use of gallery
walk technique is effective on students‟ writing ability of descriptive text at
Seventh grade of MTs Negeri 2 Jakarta in the academic year 2018/2019. It is also
proved that the effectiveness is ranged at the strong level. The findings are in line
with the previous studies confirmed that gallery walk technique very helpful to
improve students‟ writing ability as well as integrate with the goals of curriculum
2013. Firstly, students can be faithful to the god, creative, productive, active, and
can contribute with society. It means that the goals of curriculum 2013 can be
achieved by using gallery walk as a good technique that provides the opportunities
for students to think critically both individual and group work‟s perspectives by
giving constructive feedback. Secondly, it promotes team-building with
interactive way (move from one group to other groups and make a poster based on
their own design). Thirdly, gallery walk has positive impact on students in
socializing because they can interact with all their friends by correcting each
other‟s work without blaming in order to get good conclusion. It can be
summarized that gallery walk technique is effective to improve students‟ writing
ability of descriptive text.
 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research used quasi-experimental design in order to get empirical
evidence on the effect of gallery walk technique on students‟ writing ability of
descriptive text at Seventh grade of MTs Negeri 2 Jakarta. The data are analyzed
by using SPSS to obtain the descriptive statistics and hypothesis test of the results
and can prove the theories and previous studies that had been mentioned in the
previous chapter.
The finding confirms that gallery walk technique has strong effect on students‟
ability of descriptive text. The data from experimental class shows that the mean
score of post-test is higher than the pre-test score; it is 79 > 65.73. Furthermore, in
the post-test and gained score of the t-test result proves that ρ-value (2-tailed) =
0.000 is less than significance level (α) = 0.05. (0.000 < 0.05) and also tvalue =
5.855 is higher than ttable = 2.002. It indicates that the null hypothesis of the
research (Ho) is rejected and the alternatives hypothesis (Ha) is accepted. The
finding also is proven by using the effect size of the result is 1.53. It means that
gallery walk technique has strong effect. Also, the findings integrate with the
goals of curriculum 2013 which is students can be active, productive, and
innovative learners with interactive way to build students‟ critical thinking. In the
other words, gallery walk technique shows the significant effect on students‟
writing ability of descriptive text.

B. Suggestion
This research shows that using gallery walk technique is effective on students‟
writing ability of descriptive text. Therefore, the writer gives suggestions for
future researches. Hopefully, the suggestions are useful for teachers, students, or
further researchers. The suggestions are presents as follows:

1. For Teachers
To the teachers who use gallery walk technique in classroom activities
or writing activities, it is important to give clear instruction when using

52
 53

this technique. The instruction is useful for students engage the activities
and do not make them confused to do the activities. It is easier to
understand by students by giving the examples or simulation from each
step. It also helps teachers to assess the students and control the activities
in order to make sure this technique is successful.
2. For Students
Students can use gallery walk technique in order to improve their
writing ability of descriptive text. The technique gives students the
opportunities to give comment or feedback without feeling scary or afraid.
It also helps students to learn from other friends‟ work so they can
improve critical thinking.
3. For Further Researchers
The further researchers can use gallery walk technique with
different samples, subject of teaching in different places. It is important to
give clear explanation when using this technique to help students in
learning process. Hopefully, this research can be used as basic information
with similar studies.
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APPENDIX 1
SYLLABUS

58
59
60
 APPENDIX 2
INSTRUMENT OF THE RESEARCH (TEST)
(This instrument that used for pre-test and post-test)

A. GENERAL DESCRIPTION
The test is used to measure the students‟ writing ability of descriptive text.
The material of descriptive text is given in grade VIII of junior high school in
semester 2 and is included in writing skill. Therefore, the aim of the test is to
find out whether the students master about the things:
1. Definition of Descriptive text
2. The purpose of descriptive text
3. Kinds of descriptive text
4. The language features of descriptive text
5. The generic structure of descriptive text
6. How to compose a good descriptive text; by considering its content,
organization, vocabulary, language use, and mechanics.
B. THE QUESTIONS
There would be a writing section in the test. Students will be asked to
write descriptive text about their mother.
C. THE ITEMS OF THE WRITING TEST
Experimental and Control Group
The writing test was given to both the experimental and the control groups
and will be conducted twice for each group. The first writing test will be given
in pre-test and the other one in post-test. The instrument of writing test for the
experimental and the control groups are the same.

61
 62

STUDENTS WORKSHEET
(PRE-TEST)

Write descriptive paragraph about your mother (max. 150 words)!

Name:
Class:
 63

TEST INSTRUMENT
(POST-TEST)

Class: VII
Subject: English
Text: Descriptive Text
Time Allotment: 60 minutes
Theme: One of Family Members (Choose one of them)
Instruction:
1. Write your name, class, and student number on the top corner of your answer
sheet.
2. Write descriptive text about the member of your family (choose one of your
family members)
3. Tips for writing descriptive text:
a. Use all generic structure of descriptive text (identification and description)
b. Use adverbs and adjectives (beautiful woman, happy, smart boy, kindly)
c. Use present tense ( she is beautiful, she has brown skin)
d. Describe physically and characteristics (she is kind person, she is tall and
handsome)
4. Your written descriptive text will be scored based on these considerations:
a. Organization
b. Content
c. Vocabulary
d. Language Use
e. Mechanics
 64

STUDENTS WORKSHEET
(POST-TEST)

Name :
Class :
Student Number :

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
 APPENDIX 3
THE ANALYSIS OF CONTENT VALIDITY

WRITING TEST: When giving a task, it must be represented in five elements

are included: operations, types of txt, address of texts, topics, dialect and length of
texts.1
Text: Descriptive Text (1) Types of Text

Time Allotment: 60 minutes

Theme: One of Family Members (Choose one of them) (2) Topics
Instruction:
1. Write your name, class, and student number on the top corner of your answer
sheet.
2. Write descriptive text about the member of your family (choose one of your
family members)
3. Tips for writing descriptive text:
a. Use all generic structure of descriptive text (identification and description)
b. Use adverbs and adjectives (beautiful woman, happy, smart boy, kindly)
c. Use present tense ( she is beautiful, she has brown skin)
d. Describe physically and characteristics (she is kind person, she is tall and
handsome)
4. Your written descriptive text will be scored based on these considerations:
a. Organization
b. Content
c. Vocabulary
d. Language Use
e. Mechanics
(3) Operations
(4) Addresses of texts : the addresses here is teacher or the researcher of the course
(5) Dialect and length of text

1
Arthur Huges, Testing for Language Teachers (2nd Ed), Cambridge: Cambridge University Press,
2008), p. 85.

65
 APPENDIX 4
Pre-Test and Post-Test Scores of Experimental Class
Pre-Test Post-Test
Students’ C O V G M Students’ C O V G M
ID ID
1 20 16 12 15 4 1 25 19 18 18 5
2 17 15 12 11 3 2 24 18 16 15 5
3 20 17 13 15 4 3 23 18 16 15 4
4 20 16 13 15 4 4 24 19 18 17 5
5 17 16 12 11 3 5 23 18 16 16 4
6 18 16 12 12 3 6 23 18 16 15 4
7 19 17 13 12 4 7 23 18 16 15 5
8 19 17 14 12 3 8 24 19 17 17 5
9 23 17 16 15 4 9 24 19 18 19 5
10 19 15 13 13 3 10 22 18 16 16 4
11 18 15 13 11 3 11 23 18 16 15 4
12 22 17 15 15 4 12 24 19 18 19 5
13 22 17 15 15 4 13 22 19 18 17 5
14 18 15 12 12 3 14 21 17 16 15 4
15 16 13 10 10 3 15 23 18 16 15 4
16 18 16 12 12 4 16 26 19 18 19 5
17 18 16 12 11 4 17 23 18 16 16 5
18 22 17 16 14 4 18 24 19 17 16 5
19 18 16 12 12 3 19 24 19 17 17 5
20 18 17 12 12 4 20 24 19 18 17 5
21 17 16 12 12 3 21 22 18 15 15 5
22 19 15 13 12 4 22 24 18 16 15 5
23 24 18 16 16 5 23 24 19 17 17 5
24 23 16 16 14 4 24 28 19 19 22 5
25 24 18 15 15 5 25 24 19 18 18 4
26 19 15 13 12 4 26 22 16 14 14 4
27 17 15 12 11 3 27 19 16 12 12 4
28 18 17 12 12 4 28 19 15 13 122 4
29 19 16 13 12 4 29 22 17 15 15 4
30 22 16 16 14 4 30 28 20 19 21 5

66
 APPENDIX 5
Pre-Test and Post-Test Scores of Control Class
Pre-Test Post-Test
Students’ C O V G M Students’ C O V G M
ID ID
1 19 15 13 12 4 1 18 15 12 17 4
2 15 12 10 10 3 2 18 17 14 13 5
3 22 16 14 14 4 3 22 17 15 15 4
4 18 15 12 12 3 4 22 18 15 14 4
5 16 14 11 11 3 5 23 18 16 16 4
6 17 16 12 11 4 6 15 14 11 11 3
7 23 19 18 17 5 7 20 16 13 15 4
8 16 13 11 11 3 8 24 19 17 17 5
9 16 15 12 12 4 9 19 16 14 13 4
10 22 18 16 16 4 10 22 18 16 16 4
11 22 16 14 14 4 11 24 19 18 18 5
12 17 16 12 12 3 12 22 18 15 14 5
13 16 16 12 11 4 13 17 15 12 12 4
14 18 17 14 13 4 14 19 15 13 12 4
15 16 14 11 11 3 15 27 19 19 22 5
16 17 15 12 12 4 16 18 16 14 13 4
17 18 16 12 12 4 17 19 16 14 14 4
18 15 12 10 10 3 18 17 16 12 12 4
19 18 18 13 13 4 19 18 16 12 12 4
20 18 18 13 13 4 20 19 15 13 12 4
21 21 17 14 14 4 21 23 19 18 17 5
22 17 15 12 12 4 22 18 16 12 12 4
23 16 13 10 10 3 23 19 15 12 12 4
24 18 15 12 12 3 24 19 16 12 22 4
25 16 15 11 10 3 25 15 13 10 10 3
26 17 16 12 12 4 26 18 15 12 12 4
27 17 16 12 11 4 27 15 13 11 10 3
28 18 18 13 13 5 28 17 16 12 13 4
29 17 17 14 13 5 29 18 16 13 12 4
30 15 12 10 10 3 30 17 16 12 13 4

67
 APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Experimental Class
A. Identitas
Satuan Pendidikan : MTs Negeri 2 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2 (dua)
Tema : Descriptive Text
Alokasi Waktu : 8 x 40 menit (4 kali pertemuan)
B. Kompotensi Inti (KI)
1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.

68
 69

C. Kompetensi Dasar dan Indikator

Kompetensi Dasar Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat 2.2 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris mempelajari bahasa Inggris
sebagai bahasa pengantar sebagai bahasa pengantar
komunikasi Internasional yang komunikasi Internasional yang
diwujudkan dalam semangat diwujudkan dalam semangat
belajar belajar
3.7 Membandingkan fungsi sosial, 4.7 Teks deskriptif
struktur teks, dan unsur 4.7.1 Menangkap makna secara
kebahasaan beberapa teks kontekstual terkait fungsi
deskriptif lisan dan tulis dengan sosial, struktur teks, dan unsur
memberi dan meminta informasi kebahasaan teks deskriptif
terkait dengan deskripsi orang, lisan dan tulis, sangat pendek
binatang, dan benda, sangat dan sederhana, terkait orang,
pendek dan sederhana, sesuai binatang, dan benda
dengan konteks penggunaannya 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
Indikator
3.6.1 Siswa dapat mengidentifikasi 4.6.1 Siswa dapat mengkategorikan
fungsi sosial, struktur teks dan fungsi sosial, struktur teks, dan
unsur kebahasaan dalam unsur kebahasaan yang ada
descriptive text pada descriptive text
 70

3.6.2 Siswa dapat mengidentifikasi 4.6.2 Siswa dapat menggunakan

kata-kata sifat (adjectives) yang kata-kata sifat (adjectives) yang
digunakan dalam sesuai dengan teks
mendeskripsikan ciri-ciri fisik penggunaannya dalam
dan karakter seseorang mendeskripsikan ciri-ciri fisik
dan karakter seseorang
3.6.3 Siswa dapat menjelaskan pola 4.6.3 Siswa dapat menggunakan
kalimat dalam bentuk Simple Simple Present Tense dalam
Present Tense yang tepat sesuai mendeskripsikan ciri-ciri fisik
dengan konteks penggunaannya dan karakter seseorang
dalam descriptive text
3.6.4 Siswa dapat memahami makna 4.6.4 Siswa dapat menyusun
pada descriptive text descriptive text dengan tema
yang sudah di tentukan, yaitu
tentang orang
4.6.5 Siswa dapat mempresentasikan
teks yang telah di buat dalam
mendeskripsikan orang

D. Tujuan Pembelajaran
Setelah selesai pembelajaran peserta didik dapat:
1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dalam
descriptive text
2. Mengidentifikasi kata-kata sifat (adjectives) yang digunakan dalam
mendeskripsikan ciri-ciri fisik dan karakter seseorang
3. Menjelaskan pola kalimat dalam bentuk Simple Present Tense yang tepat
sesuai dengan konteks penggunaannya dalam descriptive text
4. Memahami makna pada descriptive text
5. Mengkategorikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
ada pada descriptive text
 71

6. Menggunakan kata-kata sifat (adjectives) yang sesuai dengan teks

penggunaannya dalam mendeskripsikan ciri-ciri fisik dan karakter
seseorang
7. Menggunakan Simple Present Tense dalam mendeskripsikan ciri-ciri fisik
dan karakter seseorang
8. Menyusun descriptive text dengan tema yang sudah di tentukan, yaitu
tentang orang
9. Mempresentasikan teks yang telah di buat dalam mendeskripsikan orang
E. Materi Pembelajaran
1. Definition of Descriptive Text
Descriptive text is a text which says what a person or a thing is like.
Its purpose to describe and reveal a particular person, place, or thing.
2. Social Function
Explaining a person, a place, or a thing to someone who doesn‟t
know and describing a person looks like and what she/he does.
3. The Generic Structure
1) Identification/Introduction
Identifying the things, animlas, places, and persons to be described. It
introduces about name, location, etc.
2) Description
Describing the things, animlas, places, and persons in parts, qualities,
or/and characteristics.
4. The Language Features
a) Using Simple Present Tense
Simple Present Tense is a verb base form used to indicate that
the event is present or describe the general truth. It could also indicate
that the event or action happen regularly or is constantly happening.
 Pattern:
(+) Subject + Verb 1s/es+ Object
(-) Subject + do/does + not + Verb 1 + Object
(?) Do/does + Subject + Verb 1 + object?
 72

 The example:
 My mother has long black hair and beautiful dark brown eyes.
She is slim because she always tries to stay in shape by doing
aerobics. She is very good-looking, always well-dressed and
elegant.
b) Using Adjectives and Pronouns
An adjective is a word that describes, identifies, modifies, or
quantifies something, such as person, animal, and thing. (A pretty
girl, smart students, an expensive car).
Pronouns are words in a language that are used as substitutes for
nouns or nouns phrases and to show possession. (Subject pronouns:
I always watch TV with my mother => I always watch TV with her;
Reflexive pronoun: She served herself in the cafeteria).
c) Using Attributive and Identifying Process

5. Examples and Structures of Descriptive Text

My Beloved Family

My name is Lidia. I am thirteen years

old. I want to tell you about my family.
Identification There are four persons in my family:
mother, father, my big sister, and me.
Let‟s start with my mother.

My mother is forty-five years old. Her

name is Anisa. She‟s thin-faced and
she‟s got long black hair and beautiful
dark brown eyes. She is slim because
she always tries to stay in shape by
Description doing aerobics. She is very good-
looking, always well-dressed and
elegant.
My father, Lukman, is 5 years older
 73

than my mother. He is fifty. In spite of

his age, he‟s still black-haired, with
several grey hairs. He has bright brown
eyes. He is tall, taller than my mother.
He‟s very hard-working. My father can
cook, the meals he cooks are always
very tasty as well as my mother. He also
likes doing sport.
Finally, my big sister Nadina. She is
eighteen years old. She has long wavy
hair and freckles. She is tall. In fact, she
is taller than my father. She is rather
introvert. She is very sensible, smart,
and co-operative. Right now, she is
studying English and also knows
Arabic, and Mandarin. I want to be as
smart as her.

F. Metode Pembelajaran
Pendekatan Pembelajaran : Scientific Approach
Model Pembelajaran : Lecturing, group discussion
Metode Pembelajaran : Gallery walk
G. Media dan Alat/Bahan
1. Media : LCD Projektor and Laptop
2. Alat/Bahan : Spidol, papan tulis, kertas karton, spidol berwarna
H. Sumber Belajar
 Buku Teks wajib bahasa Inggris yang berjudul “Bahasa Inggris
Communicative English in Context” Penerbit Grafindo Media Pratama
2016 di Bandung
 74

I. Langkah-langkah Pembelajaran
1. Pertemuan Pertama
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for English
class today?
4. Menstimulasi siswa secara lisan dengan
menampilkan gambar seseorang dan
pertanyaan terkait materi:
 Do you know her/him? Who is she/he?
 What does she/he looks like?
5. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan indikator pembelajaran
menggunakan PPT

Inti Mengamati 60 menit

 Guru menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive text
 Guru menjelaskan generic structure dari
descriptive text
 Guru menjelaksan unsur kebahasaan
(language features) yang digunakan dari
descriptive text
 Guru memberikan contoh descriptive
text
 Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun unsur
 75

kebahasaan dari descriptive text

 Guru mengenalkan gallery walk
technique untuk memfasilitasi siswa
dalam memahami, membuat dan
menganalisa descriptive text
 Guru memberian contoh hasil karya dari
gallery walk dan cara melakukan gallery
walk technique dalam proses
pembelajaran
Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
Mengeksplorasi
 Siswa dibagi kedalam enam kelompok
yang berisi 5-6 orang dan duduk bersama
kelompoknya masing-masing
 Guru memberikan beberapa pertanyaan
yang di tulis di papan tulis dan masing-
masing kelompok menjawab pertanyaan
tersebut
 What is descriptive text?
 What is the language features of
descriptive text?
 What is the generic structure of
descriptive text?
 Make one descriptive text about your
best friend
 Guru meminta siswa untuk menganalisis
generic structure serta language features
yang dipakai dalam teks tersebut dengan
memberikan tanda
Mengasosiasi
 Secara berkelompok siswa menganalisis
teks deskripsi yang tertulis dengan fokus
pada fungsi sosial, struktur, dan unsur
kebahasaan.
 Guru memfasilitasi setiap kelompok
 76

dalam melaksanakan tugas dengan

menghampiri setiap kelompok satu per
satu dan siswa memperoleh balikan
(feedback) dari guru hasil tugas mereka
Mengomunikasikan
 Secara berkelompok siswa
mempresentasikan tugas yang telah
dibuat ke depan kelas dengan
menempelkan karya mereka di dinding
 Setiap anggota kelompok berkeliling dari
satu stasiun ke stasiun yang ke-lima
untuk melihat hasil kerja kelompok
lainnya
 Setiap kelompok mencatat hal-hal yang
bisa didapat dari kelompok lain untuk
memperbaiki hasil kerja masing-masing
kelompok
 Setiap kelompok pula memberikan
feedback atau comment terhadap hasil
kerja kelompok lainnya
 Setalah mendapatkan informasi
tambahan dan feedback yang diberikan
oleh kelompok lain, setiap kelompok
melakukan diskusi kembali dan
memperbaiki tugas mereka
Penutup 1. Guru meyampaikan rencana pembelajaran 10 menit 10 1
pada pertemuan berikutnya, yaitu e
melanjutkan membuat descriptive text n
dengan menggunakan gallery walk i
technique t
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi salam.
 77

2. Pertemuan Kedua
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for English
class today?
4. Menstimulasi siswa secara lisan dengan
memberikan pertanyaan terkait pembelajaran
sebelumnya:
 Do you still remember, what you‟ve learned
last meeting?
 What is it?
5. Guru mengumpulkan banyak respon siswa dan
menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru mereview materi sebelumnya, yaitu
menjelaskan pengertian, fungsi sosial, dan
jenis-jenis dari descriptive text
 Guru menjelaskan generic structure dari
descriptive text
 Guru menjelaskan unsur kebahasaan
(language features) yang digunakan dari
descriptive text
 Guru memberikan contoh descriptive text
 Siswa memperhatikan fungsi sosial, jenis-
jenis, struktur teks, maupun unsur
 78

kebahasaan dari descriptive text

Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
Mengeksplorasi
 Siswa dibagi kedalam enam kelompok yang
berisi 5-6 orang dan duduk bersama
kelompoknya masing-masing
 Guru memberikan perintah yang di tulis di
papan tulis, yaitu setiap kelompok di minta
untuk membuat teks deskripsi tentang guru
favorit mereka.
 Guru meminta siswa untuk menganalisis
generic structure serta language features
yang dipakai dalam teks tersebut dengan
memberikan tanda
Mengasosiasi
 Secara berkelompok siswa menganalisis
teks deskripsi yang tertulis dengan fokus
pada fungsi sosial, struktur, dan unsur
kebahasaan.
 Guru memfasilitasi setiap kelompok dalam
melaksanakan tugas dengan menghampiri
setiap kelompok satu per satu dan siswa
memperoleh balikan (feedback) dari guru
hasil tugas mereka
Mengomunikasikan
 Secara berkelompok siswa
mempresentasikan tugas yang telah dibuat
ke depan kelas dengan menempelkan karya
mereka di dinding
 Setiap anggota kelompok berkeliling dari
satu stasiun ke stasiun yang ke-lima untuk
melihat hasil kerja kelompok lainnya
 Setiap kelompok mencatat hal-hal yang bisa
didapat dari kelompok lain untuk
memperbaiki hasil kerja masing-masing
 79

kelompok
 Setiap kelompok pula memberikan feedback
atau comment terhada hasil kerja kelompok
lainnya
 Setalah mendapatkan informasi tambahan
dan feedback yang diberikan oleh kelompok
lain, setiap kelompok melakukan diskusi
kembali dan memperbaiki tugas mereka
 Guru meminta siswa membandingkan hasil
kerja sebelumnya dengan hari tersebut
Penutup 1. Guru meyampaikan rencana pembelajaran pada 10 menit
pertemuan berikutnya, yaitu melanjutkan
membuat descriptive text dengan menggunakan
gallery walk technique
2. Guru menugaskan siswa untuk membuat
descriptive text secara individu dengan
memberikan penjelasan struktur dar teks
tersebut
3. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
4. Guru menutup pertemuan dengan mengucapkan
hamdalah dan memberi salam.

3. Pertemuan Ketiga
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa inggris agar
English Environment dapat langsung
tercipta di pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for
English class today?
 80

4. Menstimulasi siswa secara lisan dengan

memberikan pertanyaan terkait
pembelajaran sebelumnya:
 Do you still remember, what is
descriptive text?
5. Guru memberikan contoh descriptive text
dan siswa di minta untuk menjawab
pertanyaan:
 What kind of this descriptive text?
 From the text, what is identification
part and description part?
6. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru mereview materi sebelumnya,
yaitu menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive
text
 Guru menjelaskan generic structure
dari descriptive text
 Guru menjelaskan unsur kebahasaan
(language features) yang digunakan
dari descriptive text
 Guru memberikan contoh descriptive
text
 Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun unsur
kebahasaan dari descriptive text
Menanya
 Siswa diberi kesempatan untuk
bertanya terkait pelajaran yang belum
di mengerti
 81

Mengeksplorasi
 Siswa dibagi kedalam enam kelompok
yang berisi 5-6 orang dan duduk
bersama kelompoknya masing-masing
 Guru memberikan perintah yang di tulis
di papan tulis, yaitu setiap kelompok di
minta untuk membuat teks deskripsi
tentang idola
 Guru meminta siswa untuk
menganalisis generic structure serta
language features yang dipakai dalam
teks tersebut dengan memberikan tanda
Mengasosiasi
 Secara berkelompok siswa
menganalisis teks deskripsi yang
tertulis dengan fokus pada fungsi sosial,
struktur, dan unsur kebahasaan.
 Guru memfasilitasi setiap kelompok
dalam melaksanakan tugas dengan
menghampiri setiap kelompok satu per
satu dan siswa memperoleh balikan
(feedback) dari guru hasil tugas mereka
Mengomunikasikan
 Secara berkelompok siswa
mempresentasikan tugas yang telah
dibuat ke depan kelas dengan
menempelkan karya mereka di dinding
 Setiap anggota kelompok berkeliling
dari satu stasiun ke stasiun yang ke-
lima untuk melihat hasil kerja
kelompok lainnya
 Setiap kelompok mencatat hal-hal yang
bisa didapat dari kelompok lain untuk
memperbaiki hasil kerja masing-masing
kelompok
 Setiap kelompok pula memberikan
feedback atau comment terhada hasil
 82

kerja kelompok lainnya

 Setalah mendapatkan informasi
tambahan dan feedback yang diberikan
oleh kelompok lain, setiap kelompok
melakukan diskusi kembali dan
memperbaiki tugas mereka
 Guru meminta siswa membandingkan
hasil kerja sebelumnya dengan hari
tersebut
Penutup 1. Guru meminta setaip kelompok untuk 10 menit
membandingkan hasil kerja mereka pada
tugas pertama hingga yang terakhir, adakah
perbaikan pemahaman
2. Guru meyampaikan rencana pembelajaran
pada pertemuan berikutnya
3. Guru menugaskan siswa untuk membuat
descriptive text secara individu dengan
memberikan penjelasan struktur dar teks
tersebut
4. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
5. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi
salam

4. Pertemuan Keempat
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 83

 How are you? Are you ready for English

class today?
4. Menstimulasi siswa secara lisan dengan
memberikan pertanyaan terkait
pembelajaran sebelumnya:
 Do you still remember, what is
descriptive text?
5. Guru memberikan contoh descriptive text
dan siswa di minta untuk menjawab
pertanyaan:
 What kind of this descriptive text?
 From the text, what is identification part
and description part?
6. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru mereview materi sebelumnya,
yaitu menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive
text
 Guru menjelaskan generic structure dari
descriptive text
 Guru menjelaskan unsur kebahasaan
(language features) yang digunakan dari
descriptive text
 Guru memberikan contoh descriptive
text
 Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun unsur
kebahasaan dari descriptive text
Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
 84

Mengeksplorasi
 Siswa dibagi kedalam enam kelompok
yang berisi 5-6 orang dan duduk
bersama kelompoknya masing-masing
 Guru memberikan perintah yang di tulis
di papan tulis, yaitu setiap kelompok di
minta untuk membuat teks deskripsi
tentang salah satu saudara mereka
 Guru meminta siswa untuk menganalisis
generic structure serta language
features yang dipakai dalam teks
tersebut dengan memberikan tanda
Mengasosiasi
 Secara berkelompok siswa menganalisis
teks deskripsi yang tertulis dengan fokus
pada fungsi sosial, struktur, dan unsur
kebahasaan.
 Guru memfasilitasi setiap kelompok
dalam melaksanakan tugas dengan
menghampiri setiap kelompok satu per
satu dan siswa memperoleh balikan
(feedback) dari guru hasil tugas mereka
Mengomunikasikan
 Secara berkelompok siswa
mempresentasikan tugas yang telah
dibuat ke depan kelas dengan
menempelkan karya mereka di dinding
 Setiap anggota kelompok berkeliling
dari satu stasiun ke stasiun yang ke-lima
untuk melihat hasil kerja kelompok
lainnya
 Setiap kelompok mencatat hal-hal yang
bisa didapat dari kelompok lain untuk
memperbaiki hasil kerja masing-masing
kelompok
 Setiap kelompok pula memberikan
feedback atau comment terhada hasil
 85

kerja kelompok lainnya

 Setalah mendapatkan informasi
tambahan dan feedback yang diberikan
oleh kelompok lain, setiap kelompok
melakukan diskusi kembali dan
memperbaiki tugas mereka
 Guru meminta siswa membandingkan
hasil kerja sebelumnya dengan hari
tersebut
Penutup 1. Guru meminta setaip kelompok untuk 10 menit
membandingkan hasil kerja mereka pada
tugas pertama hingga yang terakhir, adakah
perbaikan pemahaman
2. Guru meyampaikan rencana pembelajaran
pada pertemuan berikutnya
3. Guru menugaskan siswa untuk membuat
descriptive text secara individu dengan
memberikan penjelasan struktur dar teks
tersebut
4. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
5. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi
salam.

J. Penilaian
1. Indikator, Teknik, dan Bentuk
Indikator Teknik Bentuk
 Mengidentifikasi fungsi sosial, struktur teks dan unsur Tes Essay
kebahasaan dalam descriptive text Tertulis
 Mengidentifikasi kata-kata sifat (adjectives) yang
digunakan dalam mendeskripsikan ciri-ciri fisik dan
karakter seseorang
 Menjelaskan pola kalimat dalam bentuk Simple Present
Tense yang tepat sesuai dengan konteks
 86

penggunaannya dalam descriptive text

 Memahami makna pada descriptive text

2. Instrument Penilaian
a. Lembar kerja siswa (Terlampir)
b. Lembar penilaian sikap (Terlampir)
3. Pedomana Penilaian

Score: Content + Organization + Vocabulary + Language Use + Mechanics

Proficiency Description Score

Content 30 - 13
Organization 20 - 7
Vocabulary 20 – 7
Language Use 25 – 5
Mechanics 5-1

Mengetahui,
Jakarta, 1 April 2019
Guru Mata Pelajaran Praktikum

Siti Suryani, S.Pd. Aliyah Nur Afifah

NIP. 197902042007102005 NIM 11150140000102
 APPENDIX 7
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Control Class
A. Identitas
Satuan Pendidikan : MTs Negeri 2 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2 (dua)
Tema : Descriptive Text
Alokasi Waktu : 8 x 40 menit (4 kali pertemuan)
B. Kompotensi Inti (KI)
1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

87
 88

C. Kompetensi Dasar dan Indikator

Kompetensi Dasar Kompetensi Dasar
1.2 Mensyukuri kesempatan dapat 2.3 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris mempelajari bahasa Inggris
sebagai bahasa pengantar sebagai bahasa pengantar
komunikasi Internasional yang komunikasi Internasional yang
diwujudkan dalam semangat diwujudkan dalam semangat
belajar belajar
3.8 Membandingkan fungsi sosial, 4.8 Teks deskriptif
struktur teks, dan unsur 4.8.1 Menangkap makna secara
kebahasaan beberapa teks kontekstual terkait fungsi
deskriptif lisan dan tulis dengan sosial, struktur teks, dan unsur
memberi dan meminta informasi kebahasaan teks deskriptif
terkait dengan deskripsi orang, lisan dan tulis, sangat pendek
binatang, dan benda, sangat dan sederhana, terkait orang,
pendek dan sederhana, sesuai binatang, dan benda
dengan konteks penggunaannya 4.8.2 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
Indikator
3.6.5 Siswa dapat mengidentifikasi 4.6.6 Siswa dapat mengkategorikan
fungsi sosial, struktur teks dan fungsi sosial, struktur teks, dan
unsur kebahasaan dalam unsur kebahasaan yang ada
descriptive text pada descriptive text
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3.6.6 Siswa dapat mengidentifikasi 4.6.7 Siswa dapat menggunakan

kata-kata sifat (adjectives) yang kata-kata sifat (adjectives) yang
digunakan dalam sesuai dengan teks
mendeskripsikan ciri-ciri fisik penggunaannya dalam
dan karakter seseorang mendeskripsikan ciri-ciri fisik
dan karakter seseorang
3.6.7 Siswa dapat menjelaskan pola 4.6.8 Siswa dapat menggunakan
kalimat dalam bentuk Simple Simple Present Tense dalam
Present Tense yang tepat sesuai mendeskripsikan ciri-ciri fisik
dengan konteks penggunaannya dan karakter seseorang
dalam descriptive text
3.6.8 Siswa dapat memahami makna 4.6.9 Siswa dapat menyusun
pada descriptive text descriptive text dengan tema
yang sudah di tentukan, yaitu
tentang orang
4.6.10 Siswa dapat
mempresentasikan teks yang
telah di buat dalam
mendeskripsikan orang

D. Tujuan Pembelajaran
Setelah selesai pembelajaran peserta didik dapat:
1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dalam
descriptive text
2. Mengidentifikasi kata-kata sifat (adjectives) yang digunakan dalam
mendeskripsikan ciri-ciri fisik dan karakter seseorang
3. Menjelaskan pola kalimat dalam bentuk Simple Present Tense yang tepat
sesuai dengan konteks penggunaannya dalam descriptive text
4. Memahami makna pada descriptive text
5. Mengkategorikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
ada pada descriptive text
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6. Menggunakan kata-kata sifat (adjectives) yang sesuai dengan teks

penggunaannya dalam mendeskripsikan ciri-ciri fisik dan karakter
seseorang
7. Menggunakan Simple Present Tense dalam mendeskripsikan ciri-ciri
fisik dan karakter seseorang
8. Menyusun descriptive text dengan tema yang sudah di tentukan, yaitu
tentang orang
9. Mempresentasikan teks yang telah di buat dalam mendeskripsikan orang
E. Materi Pembelajaran
1. Definition of Descriptive Text
Descriptive text is a text which say what a person or a thing is like.
Its purpose to describe and reveal a particular person, place, or thing.
2. Social Function
Explaining a person, a place, or a thing to someone who doesn‟t
know and describing a person looks like and what she/he does.
3. The Generic Structure
1) Identification/Introduction
Identifying the things, animals, places, persons to be described. It
introduces about name, location, etc.
2) Description
Describing the things, animals, places, persons in parts, qualities,
or/and characteristics.
4. The Language Features
d) Using Simple Present Tense
Simple Present Tense is a verb base form used to indicate that
the event is present or describe the general truth. It could also indicate
that the event or action happen regularly or is constantly happening.
 Pattern:
(+) Subject + Verb 1s/es+ Object
(-) Subject + do/does + not + Verb 1 + Object
(?) Do/does + Subject + Verb 1 + object?
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 The example:
 My mother has long black hair and beautiful dark brown eyes.
She is slim because she always tries to stay in shape by doing
aerobics. She is very good-looking, always well-dressed and
elegant.
e) Using Adjectives and Pronouns
An adjective is a word that describes, identifies, modifies, or
quantifies something, such as person, animal, and thing. (A pretty
girl, a smart students, an expensive car).
Pronouns are words in a language that are used as substitutes for
nouns or nouns phrases and to show possession. (Subject pronouns:
I always watch TV with my mother => I always watch TV with her;
Reflexive pronoun: She served herself in the cafeteria).
f) Using Attributive and Identifying Process

5. Examples and Structures of Descriptive Text

My Beloved Family

My name is Lidia. I am thirteen years

old. I want to tell you about my family.
Identification There are four persons in my family:
mother, father, my big sister, and me.
Let‟s start with my mother.

My mother is forty-five years old. Her

name is Anisa. She‟s thin-faced and
she‟s got long black hair and beautiful
dark brown eyes. She is slim because
she always tries to stay in shape by
Description
doing aerobics. She is very good-
looking, always well-dressed and
elegant.
My father, Lukman, is 5 years older
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than my mother. He is fifty. In spite of

his age, he‟s still black-haired, with
several grey hairs. He has bright brown
eyes. He is tall, taller than my mother.
He‟s very hard-working. My father can
cook, the meals he cooks are always
very tasty as well as my mother. He also
likes doing sport.
Finally, my big sister Nadina. She is
eighteen years old. She has long wavy
hair and freckles. She is tall. In fact, she
is taller than my father. She is rather
introvert. She is very sensible, smart,
and co-operative. Right now, she is
studying English and also knows
Arabic, and Mandarin. I want to be as
smart as her.

F. Metode Pembelajaran
Pendekatan Pembelajaran : Scientific Approach
Model Pembelajaran : Lecturing, group discussion
Metode Pembelajaran : Gallery walk
G. Media dan Alat/Bahan
3. Media : LCD Projektor and Laptop
4. Alat/Bahan : Spidol, papan tulis, kertas karton, spidol berwarna
H. Sumber Belajar
 Buku Teks wajib bahasa Inggris yang berjudul “Bahasa Inggris
Communicative English in Context” Penerbit Grafindo Media Pratama
2016 di Bandung
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I. Langkah-langkah Pembelajaran
1. Pertemuan Pertama
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for English
class today?
4. Menstimulasi siswa secara lisan dengan
menampilkan gambar seseorang dan
pertanyaan terkait materi:
 Do you know her/him? Who is she/he?
 What does she/he look like?
5. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan indikator pembelajaran
menggunakan PPT

Inti Mengamati 60 menit

 Guru menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive
text
 Guru menjelaskan generic strcture dari
descriptive text
 Guru menjelaksan unsur kebahasaan
(language features) yang digunakan dari
descriptee text
 Guru memberikan contoh descriptive text
 Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun unsur
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kebahasaan dari descriptive text

Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
Mengeksplorasi
 Guru meminta siswa untuk membuat
deskripsi singkat tentang guru
Mengasosiasi
 Setiap siswa memberikan hasil kerja
mereka kepada teman sebelahnya untuk
di periksa bersama-sama
 Siswa memperoleh balikan (feedback)
dari guru hasil tugas mereka

Penutup 1. Guru meyampaikan rencana pembelajaran 10 menit

pada pertemuan berikutnya
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi salam

2. Pertemuan Kedua
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for
English class today?
4. Menstimulasi siswa secara lisan dengan
memberikan pertanyaan terkait
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pembelajaran sebelumnya:
 Do you still remember, what you‟ve
learned last meeting?
 What is it?
5. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru mereview materi sebelumnya,
yaitu menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive
text
 Guru menjelaskan generic structure dari
descriptive text
 Guru menjelaskan unsur kebahasaan
(language features) yang digunakan dari
descriptive text
 Guru memberikan contoh descriptive
text
Mengeksplorasi
 Siswa diminta untuk mengerjakan
latihan di LKS
Mengasosiasi
 Setiap siswa memberikan hasil kerja
mereka kepada teman sebelahnya untuk
di periksa bersama-sama
 Siswa memperoleh balikan (feedback)
dari guru hasil tugas mereka
Penutup 1. Guru meyampaikan rencana pembelajaran 10 menit
pada pertemuan berikutnya
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi
salam.
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3. Pertemuan Ketiga
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
Environment dapat langsung tercipta di
pertemuan pertama. Guru dapat
mempergunakan kalimat
 Good morning students
 How are you? Are you ready for English
class today?
4. Menstimulasi siswa secara lisan dengan
memberikan pertanyaan terkait pembelajaran
sebelumnya:
 Do you still remember, what is
descriptive text?
5. Guru memberikan contoh descriptive text
dan siswa di minta untuk menjawab
pertanyaan:
 What kind of this descriptive text?
 From the text, what is identification part
and description part?
6. Guru mengumpulkan banyak respon siswa
dan menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru menjelaskan pengertian, fungsi
sosial, dan jenis-jenis dari descriptive
text
 Guru menjelaskan generic strcture dari
descriptive text
 Guru menjelaksan unsur kebahasaan
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(language features) yang digunakan dari

descriptee text
 Guru memberikan contoh descriptive
text
 Siswa memperhatikan fungsi sosial,
jenis-jenis, struktur teks, maupun unsur
kebahasaan dari descriptive text
Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
Mengeksplorasi
 Guru meminta siswa untuk membuat
deskripsi singkat tentang salah satu
anggota keluarga secara berpasangan
Mengasosiasi
 Setiap pasang diminta untuk
menganalisa teks deskripsi yang telah di
buat
 Setelah itu, setiap siswa memberikan
hasil kerja mereka kepada teman yang
lain untuk di periksa bersama-sama
 Siswa memperoleh balikan (feedback)
dari guru hasil tugas mereka
Penutup 1. Guru meyampaikan rencana pembelajaran 10 menit
pada pertemuan berikutnya
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan dengan
mengucapkan hamdalah dan memberi salam.

4. Pertemuan Keempat
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan 1. Berdoa 10 menit
2. Mengecek kehadiran siswa
3. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa inggris agar English
 98

Environment dapat langsung tercipta di

pertemuan pertama. Guru dapat mempergunakan
kalimat
 Good morning students
 How are you? Are you ready for English
class today?
4. Menstimulasi siswa secara lisan dengan
memberikan pertanyaan terkait pembelajaran
sebelumnya:
 Do you still remember, what is descriptive
text?
5. Guru memberikan contoh descriptive text dan
siswa di minta untuk menjawab pertanyaan:
 What kind of this descriptive text?
 From the text, what is identification part and
description part?
6. Guru mengumpulkan banyak respon siswa dan
menghubungkan jawaban siswa dengan
menyampaikan pembelajaran selanjutnya
menggunakan PPT

Inti Mengamati 60 menit

 Guru menjelaskan pengertian, fungsi sosial,
dan jenis-jenis dari descriptive text
 Guru menjelaskan generic strcture dari
descriptive text
 Guru menjelaksan unsur kebahasaan
(language features) yang digunakan dari
descriptee text
 Guru memberikan contoh descriptive text
 Siswa memperhatikan fungsi sosial, jenis-
jenis, struktur teks, maupun unsur
kebahasaan dari descriptive text
Menanya
 Siswa diberi kesempatan untuk bertanya
terkait pelajaran yang belum di mengerti
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Mengeksplorasi
 Guru meminta siswa untuk menjawab
pertanyaan yang terdapat pada buku paket
Bahasa Inggris
Mengasosiasi
 Siswa memberikan hasil kerja mereka
kepada teman yang lain untuk di periksa
bersama-sama
 Siswa memperoleh balikan (feedback) dari
guru hasil tugas mereka
Penutup 1. Guru meyampaikan rencana pembelajaran pada 10 menit
pertemuan berikutnya
2. Siswa diminta membuat kesimpulan
pembelajaran pada pertemuan ini
3. Guru menutup pertemuan dengan mengucapkan
hamdalah dan memberi salam.

J. Penilaian
1. Indikator, Teknik, dan Bentuk
Indikator Teknik Bentuk
 Mengidentifikasi fungsi sosial, struktur teks dan unsur Tes Essay
kebahasaan dalam descriptive text Tertulis
 Mengidentifikasi kata-kata sifat (adjectives) yang
digunakan dalam mendeskripsikan ciri-ciri fisik dan
karakter seseorang
 Menjelaskan pola kalimat dalam bentuk Simple Present
Tense yang tepat sesuai dengan konteks penggunaannya
dalam descriptive text
 Memahami makna pada descriptive text

2. Instrument Penilaian
a. Lembar kerja siswa (Terlampir)
b. Lembar penilaian sikap (Terlampir)
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3. Pedomana Penilaian

Score: Content + Organization + Vocabulary + Language Use + Mechanics

Proficiency Description Score

Content 30 - 13
Organization 20 - 7
Vocabulary 20 – 7
Language Use 25 – 5
Mechanics 5-1

Mengetahui,
Jakarta, 1 April 2019
Guru Mata Pelajaran Praktikum

Siti Suryani, S.Pd. Aliyah Nur Afifah

NIP. 197902042007102005 NIM 11150140000102
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STUDENTS’ WORKSHEET

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 APPENDIX 9
DOCUMENTATION

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 APPENDIX 10
Surat Pengesahan Proposal Skripsi

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 APPENDIX 11
Surat Bimbingan Skripsi

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 APPENDIX 12
Surat Izin Penelitian

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Surat Keterangan Penelitian

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References Examination Paper

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