LESSON PLAN
School : SMP Negeri 1 Mejobo Kudus
Subjects : English
Aspect / Skills : Writing
Topics/ Themes: Descriptive text / person
Class / Semester: VII / Even
Time Allocation: 2 meeting (4 x 40 minutes)
1. Standard Competence Writing
Expressing the meaning of written functional texts and short simple essays in
form of descriptive and procedure to interact with the immediate environment.
2. Basic Competence
Expressing the meaning and rhetorical steps in simple short essays by using a
variety of written language accurately, fluently and acceptably to interact with the
immediate environment in the form of descriptive text / procedure
3. Indicator
1. Writing the descriptive / procedure text with the correct text structure
4. Learning Objective
At the end of the lesson, the students are supposed to be able to write the
descriptive text/ procedure text with the correct text structure.
5. Learning Material
Agnes Monica is one of my fovorite singer. She was born on July 1st,
1986 in Jakarta.
She is smart girl and she has beautiful and powerfull voice. She is tall and
she is also beautiful girl. She has bright skin. She also has a stright hair. The color
of her hair is brown. She has small eyes. Her smile is very beautiful. She has
chubby cheeks.
b. Give explanation about descriptive text. Purpose:
To describe a particular place/ thing/ person
Generic Structure:
^ Identification (rxplain about general information of the person, place or thing
that is described)
For example a descriptive text about an actress, the identification is about
the introduction of the actress’ name, the age of the actress, where he or she
comes from.
^ Description (explain about spesific information)
For example the hair, eyes, nose, what she or he wears, and all about
the characteristic of the actress.
Language Features:
e.g -Fatin Sidqia Lubis
- Nikita Willy
o Using Present Tense
e.g. –He has big house.
- She wears a dark blue shirt
o Using noun phrase
e.g –a beautiful and friendly person
- a handsome and rich singer
o Using the adjectives
e.g - a beautifull girl.
- a famous singer.
Body Parts Characteristics
Example of use
Hair Black, blonde, brown, grey, short, curly, kinky, straight, ponytail, bald
Joko has black hair
Ahmad’s hair is black
Face Long, oval, pale Budi has an oval shape
Budi’s face is oval Eyes Small, bright, wide, slanted,
almond, brown, black, blue
Oshin has slanted eyes.
Oshin’s eyes are slanted Nose Small, flat, pointed, aquiline Jame has a pointed nose
Jame’s nose is pointed
Cheeks Chubby Tamara has chubby cheeks
Ears Small, big Billy has small ears.
His ears are small
Shoulders Narrow, wide Ade Rai has wide
shoulders
His shoulders are wide.
Legs Slender Maudy’s legs are slender.
She has slender legs.
Build / figure Thin, angular, flabby Some fighters are flabby
They have flabby bodies.
c. Give explanation to play the CSW game.
There are some steps in playing the CSW game, the step are:
1. Teacher divides students into groups, every each group consist of 9 students.
2. There are 2 group play this game in one time.
3. Two groups stand up face to face.
4. The game will start from right corner, the ball will be thrown first from group
A.
5. The student in group B has to catch a ball that is thrown by a member of
another group as the media in order to make the class relax and enjoyable.
6. Student in group B who gets the ball has to speak. She or he choose one
question which she wants to answer and says the answer in one word.
7. Student who stands beside the student whose has catch and spoke has to run
to the white board and write what his or her friend has been said in one word.
8. Group B continues throwing the ball to group A again. It will be done in turn
9. Teacher and students will correct the spelling of students’ writing in white
board together.
10. The teacher will guide students to make the words into good sentences.
11. Students work together in group to arrange the good sentences into a good
descriptive text. The group which get high value and be fastest in doing the
work will became the best group.
12. At the end of game, the teacher asks one of the student expects to write the
text to the white bord and other students are taking attention to their friend’s
writing.
d. Show an actress’ picture trough power point to play the CSW game. 1. Who is in the picture?
2. What is his job?
3. What does he look like?
4. What does his smile look like?
5. What does his face look like?
6. What does his eyes look like?
7. What does his nose look like?
8. What does his hair look like?
9. What does his skin look like?
10.What is the color of his shirt?
11.What is the color of jacket?
12.What is the color of his trouser?
6. Teaching Method / Technique: EEC / CSW Game
7. Teaching Meda / Technique: Picture, Ball, PPT / small group discussion 8. Learning Steps
PRE-ACTIVITY
Num Activities Teacher’s activity Students’ activity Time
1.
Teacher greets to the students
Teacher checks attendance list
Teacher asks the students’ readiness
Teacher ask some question to build knowledge of stds
Students respond the teacher greets.
Students tell the attendace of class.
Stds tell their readiness.
Students respond the teacher’s Teacher explains
about descriptive text.
Teacher explains the role of playing CSW game. attention the teacher’s
explanation
15
CSW game.
student in group B who catch the ball to choose one question on PPT which she/he want to answer. Teacher asks the student whose has catch and spoke continue throwing the ball untill the students finish answering the questions.
Teacher asks students to correct the spelling of students’ writing in white board
Student who stands beside the student whose has catch and spoke has to write his or her friend’s answer on the white board.
students continue throwing the ball untill the students finish answering the question.
Teacher guides about the material during the class.
Students work together in group to arrange the sentences into a good paragraph. One of the
student expects to write the text to the white board.
Students tell the difficulty of the invitation. If there is a
9. Learning Resources:
- English Supplementary Material for seventh grade students of Junior High
School which sugesssted by MGMP.
- Let’s Talk for seventh grade.
- English in Focus for seventh grade Junior High School.
- Internet
10.Teaching Aids:
11.Evaluation
a. Technique : Assessment. b. Form of instrument : written test Instruction
Please make a descriptive text based on the picture below !
c. Criteria of Assessment The rubric score of writing.
No. Criteria The level of quality Score
1 Content
The contents and structure very clearly 4 Fill clear but incomplete arrangement 3 Content and incomplete designations 2 The contents and structure are unclear 1
2 Organization
Sentence and the other one interconnected and
coherent 4
Sentence and the other one has been in touch but
there are some that have not been coherently 3 Sentence one and the other interrelated but many
are not coherent 2
Sentence and the other one is not interconnected
and are not coherently 1
There was a bit of fault 3
Many errors 2
Nearly all wrong 1
4 Vocabulary
Many kind words and most of all true 4 There are several types and almost all words
correctly 3
There are very few words and a lot of mistakes 2 There is no variation of the word and almost all
wrong 1
5 Mechanic
Almost no errors in spelling, punctuation and
capitalization 4
There are a few mistakes in spelling, punctuation
and capitalization 3
There are many errors in spelling, punctuation and
capitalization 2
Almost all spelling, punctuation and capitalization
wrong writing 1
After the writer gets the data from rubric scoring of the students’ writing, then the
writer calculates the score of students’. The maximum score from that scoring is
20. The writer uses the formula, as follow:
Score = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
The students’ achievement and failure in doing the activities planned assessed by
referring the minimum passing criterion (KKM) of the seventh grade students in
SMP N 1 Mejobo Kudus. The KKM score is 75.
After the researcher assesses the the result of the students’ writing in each
cycle, she will find the mean of it. In knowing the mean of the students’ score, the
researcher uses the following formula:
Mean of the students’ score = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
Table 3.2 The Criteria of Mean of the Student’s Score
After calculating the mean score of the students, the score will be categorized into
five criteria:
Scores Criteria
85-100
70-84
55-69
40-54
> 40
Excellent
Good
Sufficient
Low
Poor
Kudus, 30th May 2014
Approved by
English Teacher Resercher
Dra. Sulasih Nour Riezky Istiqomah
NIP. LESSON PLAN
School : SMP Negeri 1 Mejobo Kudus
Subjects : English
Aspect / Skills : Writing
Topics/ Themes: Descriptive text / person
Class / Semester: VII / Even
Time Allocation: 2 meeting (4 x 40 minutes)
12.Standard Competence Writing
Expressingthe meaning of written functional texts and short simple essays in form
of descriptive and procedure to interact with the immediate environment.
13.Basic Competence
Expressing the meaning and rhetorical steps in simple short essays by using a
variety of written language accurately, fluently and acceptably to interact with the
immediate environment in the form of descriptive text / procedure
14.Indicator
2. Writing the descriptive / procedure text with the correct text structure
15.Learning Objective
At the end of the lesson, the students are supposed to be able to write the
descriptive text/ procedure text with the correct text structure.
16.Learning Material
His full name is Entis Sutisna. People call him Sule. He is a famous
comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West
Java.
Sulevery unique. He is very funny. His hair is long with brown and yellow
colour. He has oval face, flat nose and slanting eyes. His skin is brown.
b. Review about descriptive text. Purpose:
To describe a particular place/ thing/ person
Generic Structure:
^ Identification (explain about general information of the person, place or thing
that is described)
For example a descriptive text about an actress, the identification is about the
introduction of the actress’ name, the age of the actress, where he or she comes
from.
^ Description (explain about spesific information)
For example the hair, eyes, nose, what she or he wears, and all about
the characteristic of the actress.
Language Features:
o Have spesific participant
- Nikita Willy
o Using Present Tense
e.g. –He has big house.
- She wears a dark blue shirt
o Using noun phrase
e.g –a beautiful and friendly person
- a handsome and rich singer
o Using the adjectives
e.g - a beautifull girl.
- a famous singer.
Body Parts Characteristics Example of use Hair Black, blonde, brown, grey,
short, curly, kinky, straight, ponytail, bald
Joko has black hair
Ahmad’s hair is black
Face Long, oval, pale Budi has an oval shape
Budi’s face is oval Eyes Small, bright, wide, slanted,
almond, brown, black, blue
Oshin has slanted eyes.
Oshin’s eyes are slanted Nose Small, flat, pointed, aquiline Jame has a pointed nose
Jame’s nose is pointed
Cheeks Chubby Tamara has chubby cheeks
Her cheeks are chubby
Ears Small, big Billy has small ears.
Shoulders Narrow, wide Ade Rai has wide shoulders
His shoulders are wide.
Legs Slender Maudy’s legs are slender.
She has slender legs.
Build / figure Thin, angular, flabby Some fighters are flabby
They have flabby bodies.
c. Review about the rules to play the CSW game.
There are some steps in playing the CSW game, the step are:
13.The teacher asks the students to make a group, but there were 6 students in
one group.
14.The teacher asks 2 member of each group to come forward and play the CSW
game.
15.Teacher divides students into 2 group (Group A and Group B) to play the
CSW game and stand up face to face.
16.Teacher askes students to play the CSW game based on the role of game.
17.Teacher asks a member of group A to thrown the ball to group B.
18.Teacher asks the student in group B who catch the ball to choose one question
on PPT which she want to answer.
19.Teacher asks the student who gets the ball to speak, she or he must answer the
question in one word.
20.Teacher asks student who stands beside the student whose has catch and
21.Tacher asks the other students who sit down to make the sentences based on
their friend’s answer as a key words (in group), when the 2 group play the
game.
22.Teacher asks students to continue throwing the ball untill the students finish
answering the questions.
23.After the students finishing the game, the teacher asks the students to go
back to their own group.
24.The teacher asks the students to correct the spelling of the students’ answer.
25.The teacher asks the students to finish writing sentences based on their
friend’s answer as a key words (in group)
26.After the students finishing their writing, the teacher asks the students to
arrange the sentences into good paragraph.
27.Teacher asks one of the member of each group expects to write the text to the
white board.
28.Then, the teacher valuates their work and informe the best group. The most
quickly and accurately group become the best group.
29.Teacher do evaluation test for second cycle individually.
30.The teacher reviewed about the material, although it had been explained on
the day before.
d. Show an actress’ picture trough power point to play the CSW game. 14.Who is in the picture?
15.What is his job?
17.What does her smile look like?
18.What does her face look like?
19.What does her eyes look like?
20.What does her nose look like?
21.What does her cheeks look like?
22.What does her hair look like?
23.What does her skin look like?
24.What is the color of her T-shirt?
25.What is the color of her pants?
26.What is the color of her shoes?
17.Teaching Method / Technique: EEC / CSW Game
18.Teaching Media / Technique: Picture, Ball, PPT / small group discussion 19.Learning Steps
PRE-ACTIVITY
Num Activities Teacher’s activity Students’ activity Time
1. knowledge of stds
Students answer the greeting
Students tell the attendace of class.
Stds tell their readiness.
Students answer the question
MAIN ACTIVITY
1. Exploration Teacher gives the
example of
descriptive text. Teacher reviews
about descriptive text.
Teacher asks the students about their problems on the previous lesson
Teacher explains the problem
Teacher reviews the role of playing CSW game again.
Students pay attention the teacher’s
explanation
15
A to thrown the ball to group B. Teacher asks the
student in group B who catch the ball to choose one student whose has catch and spoke
other students who sit down to
make the
sentences based on their friend’s continue throwing the ball untill the students finish answering the questions.
Student who stands beside the student whose has catch and spoke has to write his or her friend’s answer on the white board.
Students who sit down make the sentences based on
their friend’s
answer as a key words (in group), when the 2 group play the game.
students continue throwing the ball untill the students finish answering the question.
Teacher asks students to correct the spelling of students’ writing in white board together.
Teacher ask the students to finish writing sentences based on their friend’s answer as a key words (in group)
Students correct the spelling of students’ writing in white board together with teacher.
Students finish writing sentences based on their friend’s answer as a key words (in Teacher valuated
and informed the best group.
Students arrange the sentences into a good paragraph.
One of the member of each group expects to write the text
summarize the material about descriptive text.
20.Learning Resources:
- English Supplementary Material for seventh grade students of Junior High
School which sugesssted by MGMP.
- Let’s Talk for seventh grade.
- Internet
21.Teaching Aids:
Paper containing topics of discussion and picture.
22.Evaluation
d. Technique : Assessment. e. Form of instrument : written test Instruction
Please make a descriptive text based on the picture below !
f. Criteria of Assessment
The rubric score of writing.
No. Criteria The level of quality Score
1 Content
2 Organization
Sentence and the other one interconnected and
coherent 4
Sentence and the other one has been in touch but there are some that have not been coherently 3 Sentence one and the other interrelated but many
are not coherent 2
Sentence and the other one is not interconnected
and are not coherently 1
3 Grammar
Almost no errors 4
There was a bit of fault 3
Many errors 2
Nearly all wrong 1
4 Vocabulary
Many kind words and most of all true 4 There are several types and almost all words
correctly 3
There are very few words and a lot of mistakes 2 There is no variation of the word and almost all
wrong 1
5 Mechanic
Almost no errors in spelling, punctuation and
capitalization 4
There are a few mistakes in spelling, punctuation
and capitalization 3
There are many errors in spelling, punctuation and
capitalization 2
Almost all spelling, punctuation and capitalization
wrong writing 1
After the writer gets the data from rubric scoring of the students’ writing, then the
writer calculates the score of students’. The maximum score from that scoring is
20. The writer uses the formula, as follow:
Score = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
The students’ achievement and failure in doing the activities planned assessed by
referring the minimum passing criterion (KKM) of the seventh grade students in
SMP N 1 Mejobo Kudus. The KKM score is 75.
After the researcher assesses the the rsult of the students’ writing in each
cycle, she will find the mean of it. In knowing the mean of the students’ score, the
researcher uses the following formula:
Mean of the students’ score = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
Table 3.2 The Criteria of Mean of the Student’s Score
After calculating the mean score of the students, the score will be categorized into
five criteria:
Scores Criteria
85-100
70-84
55-69
40-54
> 40
Excellent
Good
Sufficient
Low
Poor
Kudus, June 6th 2014
Approved by
English Teacher Resercher
Dra. Sulasih Nour Riezky Istiqomah
Appendix 3. Evaluation in Cycle 1
Please make a descriptive text based on the picture below!
Name :
Student’s Number :
Appendix 4. Evaluation in Cycle II
Please make a descriptive text based on the picture below!
Name :
Student’s Number :
Appendix 5. The result of Students’Achievement Test of Writing skill taught by Using the CSW Game of The Seventh Grade Students of SMP N 1 Mejobo Kudus in Academic Year 2013/2014 of the Whole Cycles
No Student’s
Code Pre-cyle Cycle I Cycle II
1 S-1 45 85* 85*
2 S-2 30 50 75*
3 S-3 55 55 75*
4 S-4 40 30 65
5 S-5 30 40 75*
6 S-6 25 40 70
7 S-7 30 40 70
8 S-8 60 50 75*
9 S-9 30 40 70
10 S-10 30 80* 85*
11 S-11 45 70 85*
12 S-12 30 65 75*
13 S-13 30 50 70
14 S-14 70 80* 80*
15 S-15 50 75* 80*
16 S-16 25 50 60
17 S-17 30 70 80*
18 S-18 30 75* 80*
19 S-19 30 80* 85*
20 S-20 35 60 75*
21 S-21 30 30 60
22 S-22 25 40 60
23 S-23 30 60 80*
24 S-24 25 55 75*
25 S-25 35 80* 85*
26 S-26 50 65 75*
27 S-27 50 75* 80*
28 S-28 25 55 75*
Appendix 7. Continued
30 S-30 60 60 75*
31 S-31 40 55 75*
32 S-32 25 50 70
33 S-33 30 75* 80*
34 S-34 35 65 75*
35 S-35 65 85* 90*
36 S-36 25 50 75*
Total Score 1365 2130 2715
Average Score 37,91 59,61 75,41
Minimum Score 25 30 60
Maximum Score 70 85 90
Appendix 6. Scoring of Students’Achievement Test of Writing skill taught by Using the CSW Game of The Seventh Grade Students of SMP N 1 Mejobo Kudus in Academic Year 2013/2014
Pre-cycle
No Student’s
Code
The Rubic Score of Writing Total
Score Score
C O G V M
1 S-1 2 2 2 2 1 9 45
2 S-2 1 1 1 2 1 6 30
3 S-3 2 2 3 2 2 11 55
4 S-4 1 2 2 2 1 8 40
5 S-5 2 1 1 1 1 6 30
6 S-6 1 1 1 1 1 5 25
7 S-7 1 1 1 2 1 6 30
8 S-8 2 2 3 2 3 12 60
9 S-9 2 1 1 1 1 6 30
10 S-10 1 1 2 1 1 6 30
11 S-11 3 2 1 2 1 9 45
12 S-12 1 1 2 1 1 6 30
13 S-13 2 1 1 1 1 6 30
14 S-14 3 2 3 3 3 14 70
15 S-15 2 2 2 2 2 10 50
16 S-16 1 1 1 1 1 5 25
17 S-17 1 1 1 1 2 6 30
18 S-18 1 1 1 1 2 6 30
19 S-19 1 1 1 1 2 6 30
20 S-20 1 1 1 2 2 7 35
21 S-21 1 1 1 1 2 6 30
22 S-22 1 1 1 1 1 5 25
23 S-23 1 1 1 1 2 6 30
24 S-24 1 1 1 1 1 5 25
25 S-25 2 1 1 1 2 7 35
26 S-26 2 2 2 2 2 10 50
27 S-27 2 2 2 2 2 10 50
29 S-29 3 2 3 3 2 13 65
30 S-30 3 2 2 3 2 12 60
31 S-31 2 1 3 1 1 8 40
32 S-32 1 1 1 1 1 5 25
33 S-33 2 1 1 1 1 6 30
34 S-34 2 1 1 1 2 7 35
35 S-35 3 2 2 3 3 13 65
The First Cycle
No Student’s
Code
The Rubic Score of Writing Total
Score Score
C O G V M
1 S-1 4 4 3 3 3 17 85*
2 S-2 2 2 2 2 2 10 50
3 S-3 2 2 2 3 2 11 55
4 S-4 1 1 2 1 1 6 30
5 S-5 1 1 2 2 2 8 40
6 S-6 1 2 2 1 2 8 40
7 S-7 1 1 2 2 2 8 40
8 S-8 2 2 2 2 2 10 50
9 S-9 1 2 2 1 2 8 40
10 S-10 4 3 3 3 3 16 80*
11 S-11 3 3 2 3 3 14 70
12 S-12 3 2 2 3 3 13 65
13 S-13 2 2 2 2 2 10 50
14 S-14 4 3 3 3 3 16 80*
15 S-15 3 3 3 3 2 15 75*
16 S-16 2 2 2 2 2 10 50
17 S-17 3 3 2 3 3 14 70
18 S-18 3 3 3 3 3 15 75*
19 S-19 3 3 4 3 3 16 80*
20 S-20 3 2 2 2 3 12 60
21 S-21 1 1 1 1 2 6 30
22 S-22 1 1 2 2 2 8 40
23 S-23 2 2 2 3 3 12 60
24 S-24 2 2 2 2 3 11 55
25 S-25 4 3 3 3 3 16 80*
26 S-26 3 2 2 3 3 13 65
27 S-27 3 3 3 3 3 15 75*
28 S-28 2 2 2 2 3 11 55
29 S-29 2 1 1 1 2 9 45
30 S-30 3 2 2 2 3 12 60
31 S-31 2 2 2 2 3 11 55
32 S-32 2 2 2 2 2 10 50
33 S-33 3 3 3 3 3 15 75*
35 S-35 4 4 3 3 3 17 85*
The Second Cycle
No Student’s
Code
The Rubic Score of Writing Total
Score Score
C O G V M
1 S-1 4 4 3 3 3 17 85*
2 S-2 3 3 4 3 2 15 75*
3 S-3 3 3 3 3 3 15 75*
4 S-4 3 3 3 2 2 13 65
5 S-5 3 3 3 3 3 15 75*
6 S-6 3 3 3 2 3 14 70
7 S-7 3 3 3 2 3 14 70
8 S-8 3 3 3 3 3 15 75*
9 S-9 2 3 3 3 3 14 70
10 S-10 3 3 3 4 4 17 85*
11 S-11 3 3 4 4 3 17 85*
12 S-12 3 3 3 3 3 15 75*
13 S-13 3 3 2 3 3 14 70
14 S-14 4 3 3 3 3 16 80*
15 S-15 4 3 3 3 3 16 80*
16 S-16 3 3 2 2 2 12 60
17 S-17 4 3 3 3 3 16 80*
18 S-18 4 3 3 3 3 16 80*
19 S-19 3 3 4 4 3 17 85*
20 S-20 3 3 2 3 3 15 75*
21 S-21 3 3 2 2 2 12 60
22 S-22 3 3 2 2 2 12 60
23 S-23 4 3 3 3 3 16 80*
24 S-24 3 3 3 2 3 15 75*
25 S-25 3 3 4 4 3 17 85*
26 S-26 3 3 3 3 3 15 75*
27 S-27 4 3 3 3 3 16 80*
28 S-28 3 3 3 3 3 15 75*
29 S-29 3 3 3 3 3 15 75*
30 S-30 3 3 3 3 3 15 75*
31 S-31 3 3 3 3 3 15 75*
32 S-32 3 3 3 2 3 14 70
33 S-33 4 3 3 3 3 16 80*
35 S-35 4 4 4 3 3 18 90*
Appendix 7. The Result of the Teacher and Students Observation Teacher Observation Sheet
Meeting : 1
Cycle : 1
Date : 28th May 2014
No Activities
Categories
Commentary Low Sufficient Good
I. Pre-Activities
1.
Teacher prepares the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities
√
Teachers are less motivated in the pre teaching, and less
enthusiastic in giving
apperception. II. Main Activities
A. Exploration
Phase 1. Orientation’s of students to the problem
2.
Teacher provides problem for discussion through text based on the indicator are presented.
√ asked students Teacher just to read the text
3. Teacher gives explanation
about descriptive text √
Teacher gave little
explanation and difficult to be understand
4. Teacher explains how to
play the CSW game √
Teacher
explained not so clear, students were still confused
with the
instruction . the instruction less
with the role B. Elaboration
Phase 2. Organize students to learn
5. Teacher guide students to
make a group √
Teacher asks students to play the CSW game based on the role
Phase 3. Guide the students to do investigation
7.
Teacher asks students to correct the spelling of students’ writing in white board together.
Phase 4. Develope the work 8.
Teacher guides students to make the words into good sentences. C. Confirmation
Phase 5. Present the work
9.
Teacher asks students to work together in group to arrange the sentences into a good paragraph.
Teacher asks one of the student expects to write the text to the white board.
√ Phase 6. Analyze and evaluate the students
11.
based on the picture without giving
motivation III. Post Activities
12.
Teacher asks the students’ problem about the material during the class.
√
13. Teacher make conclusion
about the material. √
Teacher didn’t make
conclusion about the material.
The criteria of scoring about teacher’s activities of observation sheet
1. Teacher prepares the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities
Low : Teacher doesn’t prepare the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good : Teacher prepares the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities
2. Teacher provides problem for discussion through text based on the indicator are presented.
Low : Teacher doesn’t provide problem for discussion through text based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good : Teacher provides problem for discussion through text based on the indicator are presented.
3. Teacher gives explanation about descriptive text
4. Teacher explains how to play the CSW game
Low : Teacher doesn’t explain how to play the CSW game Sufficient : Teacher explains how to play the CSW game but less
appropriate with the role of the game
Good : Teacher explains how to play the CSW game completely
5. Teacher guide students to make a group
Low : Teacher doesn’t guide students to make a group
Sufficient : Teacher give instruction to make a group only y giving the example
Good : Teacher guide students to make a group very well.
6. Teacher asks students to play the CSW game based on the role
Low : Teacher doesn’t ask students to play the CSW game based on the role
Sufficient : Teacher asks students to play the CSW game based on the role without guiding the students
Good : Teacher asks and guides students to play the CSW game based on the role very well.
7. Teacher asks students to correct the spelling of students’ writing in white board together.
Low : Teacher doesn’t ask students to correct the spelling of students’ writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’ writing in white board together without guiding the students. Good : Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.
8. Teacher guides students to make the words into good sentences.
Low : Teacher doesn’t guide students to make the words into good sentences.
Sufficient : Teacher just give instruction to make the words into good sentences without guiding the students.
Good : Teacher guides students to make the words into good sentences very well.
9. Teacher asks students to work together in group to arrange the sentences into a good paragraph.
Sufficient : Teacher just give instruction to students to work together in group to arrange the sentences into a good paragraph without guiding the students.
Good : Teacher asks and guides students to work together in group to arrange the sentences into a good paragraph very well.
10.Teacher asks one of the student expects to write the text to the white board.
Low : Teacher doesn’t ask one of the student expects to write the text to the white board.
Sufficient : Teacher asks one of the student expects to write the text to the white board without overseeing.
Good : Teacher asks one of the student expects to write the text to the white board with overseeing very well.
11.Teacher asks students to make a descriptive text individually based on the picture.
Low : Teacher doesn’t ask students to make a descriptive text individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually based on the picture without giving motivation.
Good : Teacher asks students to make a descriptive text individually based on the picture with giving motivation very well.
12.Teacher asks the students’ problem about the material during the class.
Low : Teacher doesn’t askthe students’ problem about the material during the class.
Sufficient : Teacher asks the students’ problem about the material during the class without giving solution.
Good : Teacher asks the students’ problem about the material during the class with giving solution very well.
13.Teacher make conclusion about the material.
Low : Teacher doesn’t make conclusion about the material. Sufficient : Teacher make conclusion about the material but no so clear. Good : Teacher make conclusion about the material clearly.
Categories Score
Good 3
Sufficient 2
Low 1
The result of percentage = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100%
The total score of the teacher observation sheet of the first cycle was 20 point, so
the researcher could calculate the percentage as follow:
The result of percentage = 20
39
× 100%
= 0.51 x 100 %
Students Observation Sheet Meeting : 1
Cycle : 1
Date : 28th May 2014
No Activities
Categories
Commentary Low Sufficient Good
1. Students answer the teacher
greeting. √
There are 25 students answer the teacher greeting.
2. Students pay attention to the teacher’s
apperception. √
Only a few students reponds
the teacher’s
apperception.
3.
Students listen the
teacher’s explanation about descriptive text carefully.
√
Students listen the
teacher’s instruction about playing CSW game
actively.
√
Students are busy to talk and just a few pay attention
5. Students make a group
enthusiastically. √
Most of students make a group enthusiastically.
6. Students play CSW game
enthusiastically. √
Most of students play CSW game enthusiastically.
7. Students discuss in group
actively. √
Only a few of students discuss in group actively.
8.
Students come forward to write the descriptive text to the white board
enthusiastically.
√
Students didn’t come forward to
write the
descriptive text to the white board
9.
Students make a descriptive text individually.
√
Most of students
make a
descriptive text individually.
listen the teacher’s summaries.
didn’t pay
attention to listen the teacher’s summaries.
11.
Students answer to the teacher by saying goodbye too.
The criteria of scoring about students’ activities of observation sheet
1. Students answer the teacher greeting.
Low : Only a few of students answer the teacher greeting well and excited.
Sufficient : Most of students answer the teacher greeting well and excited. Good : All of students answer the teacher greeting very well and very
excited.
2. Students pay attention to the teacher’s apperception.
Low : Only a few of students pay attention to the teacher’s apperception.
Sufficient : Most of students pay attention to the teacher’s apperception. Good : All of students pay attention to the teacher’s apperception.
3. Students listen the teacher’s explanation about descriptive text carefully.
Low : Only a few of students listen the teacher’s explanation about descriptive text carefully.
Sufficient : Most of students listen the teacher’s explanation about descriptive text carefully.
Good : All of students listen the teacher’s explanation about descriptive text carefully.
4. Students listen the teacher’s instruction about playing CSW game actively.
Low : Only a few of students listen the teacher’s instruction about playing CSW game actively.
Sufficient : Most of students listen the teacher’s instruction about playing CSW game actively.
Good : All of students listen the teacher’s instruction about playing CSW game actively.
Low : Only a few of students make a group enthusiastically. Sufficient : Most of students make a group enthusiastically. Good : All of students make a group enthusiastically.
6. Students play CSW game enthusiastically.
Low : Only a few of students play CSW game enthusiastically. Sufficient : Most of students play CSW game enthusiastically. Good : All of students play CSW game enthusiastically.
7. Students discuss in group actively.
Low : Only a few of students discuss in group actively. Sufficient : Most of students discuss in group actively. Good : All of students discuss in group actively.
8. Students come forward to write the descriptive text to the white board enthusiastically.
Low : Only a few of students come forward to write the descriptive text to the white board enthusiastically.
Sufficient : Most of students come forward to write the descriptive text to the white board enthusiastically.
Good : All of students come forward to write the descriptive text to the white board enthusiastically.
9. Students make a descriptive text individually.
Low : Only a few of students make a descriptive text individually. Sufficient : Most of students make a descriptive text individually. Good : All of students make a descriptive text individually.
10. Students pay attention to listen the teacher’s summaries.
Low : Only a few of students pay attention to listen the teacher’s summaries.
Sufficient : Most of students pay attention to listen the teacher’s summaries.
Good : All of students pay attention to listen the teacher’s summaries.
11. Students answer to the teacher by saying goodbye too.
Low : Only a few of students answer to the teacher by saying goodbye too.
Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 33
The result of percentage = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100%
The total score of the students observation sheet of the first cycle was 16 point, so
the researcher could calculate the percentage as follow:
The result of percentage = 16
33
× 100%
= 0.48 x 100 %
Teacher Observation Sheet Meeting : 3
Cycle : 2
Date : 4th June 2014
No Activities
Categories
Commentary Low Sufficient Good
III. Pre-Activities
2.
Teacher prepares the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities
√
Teacher give motivation to the students well, and give good
apperception
IV. Main Activities B. Exploration
Phase 1. Orientation’s of students to the problem
2.
Teacher provides problem for discussion through text based on the indicator are presented.
Teacher reviews the material about descriptive text B. Elaboration
Phase 2. Organize students to learn 5. Teacher guide students to
make a group √
Teacher guide students to make a group well
6.
Phase 3. Guide the students to do investigation
7.
Teacher asks students to correct the spelling of students’ writing in white board together. Phase 4. Develope the work
8.
Teacher guides students to make the words into good sentences.
C. Confirmation
Phase 5. Present the work
9.
Teacher asks students to arrange the sentences into a good paragraph. expects to write the text to the white board.
√
Teacher give instruction without overseeing Phase 6. Analyze and evaluate the students
11. Teacher asks students to make a descriptive text individually based on the picture.
√
Teacher give instruction without giving motivation III. Post Activities
12. Teacher asks the students’ problem about the material
during the class. √
Teacher asks the students’ problem with giving solution very well 13. Teacher make conclusion
about the material. √
Teacher make conclusion clearly
The criteria of scoring about teacher’s activities of observation sheet
apperception’s activities
Low : Teacher doesn’t prepare the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good : Teacher prepares the physical and psychological condition of students in learning, explaining the purpose of learning and motivate students in the apperception’s activities
15.Teacher provides problem for discussion through text based on the indicator are presented.
Low : Teacher doesn’t provide problem for discussion through text based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good : Teacher provides problem for discussion through text based on the indicator are presented.
16.Teacher reviews the material about descriptive text
Low : Teacher doesn’t review the material about descriptive text Sufficient : Teacher reviews little material about descriptive text
Good : Teacher reviews the material about descriptive text completely
17.Teacher reviews how to play the CSW game
Low : Teacher doesn’t review how to play the CSW game Sufficient : Teacher reviews how to play the CSW game but less
appropriate with the role of the game
Good : Teacher reviews how to play the CSW game completely
18.Teacher guide students to make a group
Low : Teacher doesn’t guide students to make a group
Sufficient : Teacher give instruction to make a group only y giving the example
Good : Teacher guide students to make a group very well.
19.Teacher asks students to play the CSW game based on the role
Low : Teacher doesn’t ask students to play the CSW game based on the role
Sufficient : Teacher asks students to play the CSW game based on the role without guiding the students
20.Teacher asks students to correct the spelling of students’ writing in white board together.
Low : Teacher doesn’t ask students to correct the spelling of students’ writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’ writing in white board together without guiding the students. Good : Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.
21.Teacher guides students to make the words into good sentences.
Low : Teacher doesn’t guide students to make the words into good sentences.
Sufficient : Teacher just give instruction to make the words into good sentences without guiding the students.
Good : Teacher guides students to make the words into good sentences very well.
22.Teacher asks students to arrange the sentences into a good paragraph.
Low : Teacher doesn’t ask students to arrange the sentences into a good paragraph.
Sufficient : Teacher just give instruction to students to arrange the
sentences into a good paragraph without guiding the students. Good : Teacher asks and guides students to arrange the sentences into
a good paragraph very well.
23.Teacher asks one of the member of each group expects to write the text to the white board.
Low : Teacher doesn’t ask one of the member of each group expects to write the text to the white board.
Sufficient : Teacher asks one of the member of each group expects to write the text to the white board without overseeing.
Good : Teacher asks one of the member of each group expects to write the text to the white board with overseeing very well.
24.Teacher asks students to make a descriptive text individually based on the picture.
Low : Teacher doesn’t ask students to make a descriptive text individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually based on the picture without giving motivation.
25.Teacher asks the students’ problem about the material during the class.
Low : Teacher doesn’t askthe students’ problem about the material during the class.
Sufficient : Teacher asks the students’ problem about the material during the class without giving solution.
Good : Teacher asks the students’ problem about the material during the class with giving solution very well.
26.Teacher make conclusion about the material.
Low : Teacher doesn’t make conclusion about the material.
Sufficient : Teacher make conclusion about the material but no so clear. Good : Teacher make conclusion about the material clearly.
Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 39
The result of percentage = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100%
The total score of the teacher observation sheet of the second cycle was 34 point,
so the researcher could calculate the percentage as follow:
The result of percentage = 34
39
× 100%
= 0.87 x 100 %
Students Observation Sheet Meeting : 3
Cycle : 2
Date : 4th June 2014
No Activities
Categories
Commentary Low Sufficient Good
1. Students answer the teacher
greeting. √
All of students
answer the
teacher greeting very well and very excited.
2. Students pay attention to
the teacher’s apperception. √
Most of students pay attention to the teacher’s apperception.
3.
Students listen the
teacher’s explanation about descriptive text carefully.
√
Most of students listen the
Students listen the
teacher’s instruction about playing CSW game
actively.
√
All of students listen the
Most of students make a group enthusiastically.
6. Students play CSW game
enthusiastically. √
All of students play CSW game enthusiastically.
7. Students discuss in group
actively. √
Most of students discuss in group actively.
8.
Students come forward to write the descriptive text to the white board
enthusiastically.
√
All of students come forward to write the
enthusiastically.
9.
Students make a descriptive text individually.
√
All of students make a
descriptive text individually.
10.
Students pay attention to listen the teacher’s summaries.
√
Most of students pay attention to listen the teacher’s summaries.
11.
Students answer to the teacher by saying goodbye too.
√
All of students answer to the teacher by saying goodbye too.
The criteria of scoring about students’ activities of observation sheet 12. Students answer the teacher greeting.
Low : Only a few of students answer the teacher greeting well and excited.
Sufficient : Most of students answer the teacher greeting well and excited. Good : All of students answer the teacher greeting very well and very
excited.
13. Students pay attention to the teacher’s apperception.
Low : Only a few of students pay attention to the teacher’s apperception.
Sufficient : Most of students pay attention to the teacher’s apperception. Good : All of students pay attention to the teacher’s apperception.
14. Students listen the teacher’s explanation about descriptive text carefully.
Low : Only a few of students listen the teacher’s explanation about descriptive text carefully.
Sufficient : Most of students listen the teacher’s explanation about descriptive text carefully.
Good : All of students listen the teacher’s explanation about descriptive text carefully.
15. Students listen the teacher’s instruction about playing CSW game actively.
Low : Only a few of students listen the teacher’s instruction about playing CSW game actively.
CSW game actively.
Good : All of students listen the teacher’s instruction about playing CSW game actively.
16. Students make a group enthusiastically.
Low : Only a few of students make a group enthusiastically. Sufficient : Most of students make a group enthusiastically. Good : All of students make a group enthusiastically.
17. Students play CSW game enthusiastically.
Low : Only a few of students play CSW game enthusiastically. Sufficient : Most of students play CSW game enthusiastically. Good : All of students play CSW game enthusiastically.
18. Students discuss in group actively.
Low : Only a few of students discuss in group actively. Sufficient : Most of students discuss in group actively. Good : All of students discuss in group actively.
19. Students come forward to write the descriptive text to the white board enthusiastically.
Low : Only a few of students come forward to write the descriptive text to the white board enthusiastically.
Sufficient : Most of students come forward to write the descriptive text to the white board enthusiastically.
Good : All of students come forward to write the descriptive text to the white board enthusiastically.
20. Students make a descriptive text individually.
Low : Only a few of students make a descriptive text individually. Sufficient : Most of students make a descriptive text individually. Good : All of students make a descriptive text individually.
21. Students pay attention to listen the teacher’s summaries.
Low : Only a few of students pay attention to listen the teacher’s summaries.
Sufficient : Most of students pay attention to listen the teacher’s summaries.
22. Students answer to the teacher by saying goodbye too.
Low : Only a few of students answer to the teacher by saying goodbye too.
Sufficient : Most of students answer to the teacher by saying goodbye too. Good : All of students answer to the teacher by saying goodbye too.
Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 33
The result of percentage = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100%
The total score of the students observation sheet of the second cycle was 28 point,
so the researcher could calculate the percentage as follow:
The result of percentage = 28
33
× 100%
= 0.84 x 100 %
Appendix 9. The Sample of The Students’ Writing Result
STATEMENT
Name : Nour Riezky Istiqomah
NIM : 2010-32-190
Study : Pendidikan Bahasa Inggris
Skripsi Title : Improving the Writing Skill by Using the Catch, Speak,
and Write (CSW) Game of the Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014
State that this skripsi is indeed the scientific work of mine, not that of others. I only make some certain quotations from others’ as references i need to support my skripsi.
I am fully responsible for this statement.
Kudus,
The writer
PERNYATAAN
Yang bertanda tangan dibawah ini, saya:
Nama : Nour Riezky Istiqomah
NIM : 2010-32-190
Program Studi : Pendidikan bahasa Inggris
Judul skripsi : Improving the Writing Skill by Using the Catch, Speak,
and Write (CSW) Game of the Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014
Menyatakan bahwa skripsi ini berjudul “Improving the Writing Skill by Using the
Catch, Speak, and Write (CSW) Game of the Seventh Grade Students of SMP N 1
Mejobo Kudus in Academic Year 2013/2014” ini benar-benar hasil karya sendiri,
bukan jiplakan dari karya tulis orang lain, baik sebagian atau seluruhnya.
Pendapat atau temuan orang lain yang terdapat dalam skripsi ini dikutip atau
dirujuk berdasarkan kode etik ilmiah.
Apabila ternyata pernyataan ini terbukti tidak benar, maka sepenuhnya menjadi
tanggung jawab saya sendiri selaku penulis skripsi.
Kudus,
Penulis
November 4th, 1992 in Pati. Mr. Sunardi and
Mrs. Supartini are her parents. She is the
second child of her parents. She has a
handsome brother. His name is Abdul Khalim.
She has also a beautiful sister. Her name is
Sofie Hanna Azizah.
She graduated from SD Negeri Payang 03 Pati in 2004. Then she
continued in SMP Negeri 7 Pati as her Junior High School and graduated in 2007.
After that, she continued her study in SMK Negeri 3 Pati as her Senior High
School and graduated from there in 2010. In the same year, she continued her
study in English Education Department of Teacher Training and Education
