IMPROVING STUDENT’
S WRITING SKILL IN
DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY
(A CLASSROOM ACTION RESEARCH) OF THE
SECOND YEAR OF MTS SUDIRMAN KOPENG,
GETASAN
IN 2015 /2016 ACADEMIC YEAR
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of
Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SRI SUHARMI
113 11 136
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
DECLARATION
Hereby the writer declares that this graduating paper is made by the writer herself, and does not contain materials that written and has published by other people and other people‘s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it can be prove of containing others‘ idea or in fact, the writer imitates the others‘ graduating paper.
Likewise, the writer made this declaration and hopes it can be understood.
Salatiga, August 28th 2015 The writer,
MOTTO
DEDICATION
This graduating paper is especially dedicated to: My beloved Mother and Father
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable,
because of God is guidance, blessing, and affection, the researcher can finish this graduating paper. In this occasion, the researcher also would like to express sincere gratitude to:
1. Dr. H. Rahmad Haryadi, M.Pd. as a Rector of Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education Department State Institute for Islamic Studies (IAIN) Salatiga, thanks for approving my graduating paper.
4. Ruwandi, M.A as my advisor. Thanks for his help, corrections, and motivation in process of finishing this graduating paper.
5. All of the Lectures of English Department who give knowledge during the researcher study in English Education Department State Institute for Islamic Studies (IAIN) Salatiga
Juri Suyatno), My Sister and her little family, Thank you for the love, prayer, help, motivation and support.
7. Drs. Musta‘in my head master, teachers, staffs and alll my beloved students at Mts Sudirman Getasan, thank you for very best time to share with you and supporting me in teaching learning process.
8. Mr Arifin, my senior in teaching English at Mts Sudirman Getasan, my colaborator, thank you for allow me in observing the teaching process.
9. Ibu Uzik, my English teacher at SMAN 1 Getasan, my validator for the vallue time to correcting my instruments and share about the reseach.
10. My students at VIII D Mts Sudirman Getasan, thank you for coorperative during the teaching learning process. I love you all. 11. My best friend, Nda Mara, Nda Aisy thank you for everything
we have done together. Lets‘ remember the first time we met.
12. All my friends at English Departement that I can‘t mention one by one.
13. My Dream, thank you for teaching me how to be good person, patient, smile, share, care and love.
Salatiga,August 28th 2015 The Researcher
TABLES OF CONTENTS
TITLE... i
DECLARATION... ii
ATTENTIVE COUNSELOR NOTES...iii
STATEMENT OF CERTIFICATION... iv
MOTTO ... v
DEDICATION... vi
ACKNOWLEDGMENT ... vii
TABLES OF CONTENTS...viii
LIST OF TABLES ..………... xiv
LIST OF FIGURES………...………..…………xvi
LIST OF TEXT………..…………..…..xvi
ABSTRACT….... xvii
CHAPTER I: INTRODUCTION…….……… 1
A. Background of the Study ……...………...……… 1
B. Limitation of Study ……….………. 4
C. Problem Statement ……….……….. 4
E. Benefit of the Study ……….. 5
F. Definition of Key Terms ………...………. 6
G. Review of the Related Literature ……….…. 6
H. Research Paper Organization ………...…… 8
CHAPTER II:RESEARCH THEORIES …………..……….. 9
A. General Concept of Writing Skills……….……… 9
1. Definition of Writing ………. 9
2. The Importance of Writing ….………...……….. 10
3. Paragraph Writing ………...…. 12
4. The Process of Writing ………..……….. 13
5. Writing Dificulties ……….….. 18
6. Teaching Writing ………...………….. 19
7. Characteristic of technique in Teaching Writing ……….…… 21
8. Technique of Teaching Writing ………...……… 22
B. Descriptive Text ……….………...……… 24
C. Outdoor Activity ………..…. 26
1. Writing in Outdoor ……….………….. 26
2. Teacher Activity in Outdoor ……….…… 29
D. The Teaching Design of Outdoor Activity ……….…… 31
E. Theoritical Frame Work ……….…………. 32
F. Alternative Hypotesis ………...………… 33
CHAPTER III: RESEACH REPORT ……...……...………. 34
A. Reseach Setting ……….. 34
1. The General Description of Mts Sudirman Getasan …………. 34
2. The Setting of Time ……….…. 35
3. The Condition of Teachers and Staffs ………..…… 35
4. The Facilities of Mts Sudirman Getasan ………...……… 36
5. The Organization Structure ………...………… 37
6. Distribution of the Class ……….…….. 37
7. The List of the Students in VIII D ………..….. 38
B. Reseach Methodology ………...……… 39
C. Reseach Subject ………...……….. 40
D. Procedure of the Reseach ……….… 40
E. Methodh of the Collecting Data ………...……… 47
1. Test ………..……… 47
2. Observations ………...………… 48
4. Documents ……….…. 49
F. Reseach Instrument ………..…… 50
1. Written Test ………...……….. 50
2. Observation Sheet ………...………… 51
3. Interview Guide ………...… 52
4. Documents ………...………...………… 53
G. Method of Analyzing Data ………...……… 53
1. Qualitative Data Analysis ……….……….. 54
2. Quantitative Data Analysis ……….……… 54
H. Statistical Hypotesis ………..… 56
CHAPTER IV: RESEACH RESULT AND DISCUSION ……..…... 57
A. DESCRIPTION OF MTS SUDIRMAN KOPENG GETASAN 59 B. DESCRIPTION OF VIII D ………..……… 59
C. RESEACH CONDUT ………..……. 60
D. DATA ANALYSIS ………..……….. 60
E. DISCUSSION ………...………. 82
1. Before Cycle ……….……… 82
2. Cycle 1 ………..………… 84
b. Implementation ………..…...…….. 85
c. Observation ………..………...…… 90
d. Reflection ………...….……… 90
3. Cycle 2 ……….…………. 91
a. Planning ………...….….. 91
b. Implementation ………..…...…….. 92
c. Observation ………..………...…… 96
d. Reflection ………...….……… 96
4. Cycle 3 ……….. 98
a. Planning ………...….….. 98
b. Implementation ………..…...…….. 98
c. Observation ………..…..………...…… 101
d. Reflection ………...….………..…… 101
5. After Cycle ……….102
CHAPTER V: CONCLUSION AND SUGGESTION ……...……… 109
A. CONCLUSION ………..………. 109
B. SUGGESTION ………...………. 110
BIBLIOGRAPHY ……….. 112
LIST OF TABLE
Table 3.1: The teachers and Staff of Mts Sudirman Getasan ……..…... 36
Table 3.2:The Facilities of Mts Sudirman Getasan ... 37
Table 3.3: The distribution of the class in Mts Sudirman Getasan ……… 37
Table 3.4: The list of the students of VIII D ………..……… 38
Table 3.5: The steps of the cycles ...………..…. 41
Table 3.6: Students score sheet ………... 50
Table 3.7: Score criteria ………...……….. 51
Table 3.8: Score criteria of observation sheet ……… 58
Table 4.1: The Reseach schedule ……….. 60
Table 4.2: The Score of Students‘ Pre-test …………... 61
Table 4.3: The Criteria of Students‘ Achievement of Pre-test in cycle 1.. . 62
Table 4.4: The Score of Students‘ Post-test in cycle 1... 62
Table 4.5: The Criteria of Students‘ achievement of Post-Test in cycle 1...63
Table 4.6: Students‘ Deviation of Pre-test and Post-test score in cycle 1 .. 64
Table 4.7: Result of the Observation Sheet in cycle 1 ... ….. 67
Table 4.8: The Score of Students‘ Post-test in cycle 2 ... 69
Table 4.9: The Criteria of Students‘ Achievement of Post-test in cycle 2.. 70
Table 4.10: Students‘ Deviation of Post-test cycle 1 and Post-test score in cycle 2 ... ………...……… 70
Table 4.11: Result of the Observation Sheet in cycle 3 ……….……. 76
Table 4.12: The Score of Students‘ Post-test in cycle 3 ... 76
Table 4.13: The Criteria of Students‘ Achievement of Post-test in cycle 3………..………. 77
Table 4.15:Result of the Observation Sheet in cycle 3 ………...….... 81
Table 4.16: Result of Teaching Learning Process ………..…….. 103
LIST OF FIGURES 3.1: The organization structure ... 37
3.2: The CAR Model by Kemmis ……….. 40
LIST OF TEXTS 4.1: My School …………...……… 86
4.2: Kopeng ………..……….. 88
4.3: Rio ………..………. 93
ABSTRACT
Sri Suharmi. 2015. “IMPROVING STUDENT’S WRITING SKILLS IN DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR
”
. Graduating Paper. English Department State Institute for Islamic Studies (IAIN) Salatiga Counselor: Ruwandi MA.,This study is a clasroom action research. The general objective of this study is improving students‘ writing skill through outdoor activity. While the spesific objective of this research are (1) whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year of MTs Sudirman Getasan. (2) To describe whether the outdoor activity can improve the students‘ writing skill in developing paraghrap. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from achievement test, observation, interview and document. The observation during the process of English teaching and learning was conducted with the help from collaborator. In this research, the writer acted as the practitioner. The tests were in the form of pre-test and post-test conducted in cycle 1, cycle 2 and cycle 3. The research resulted: (1) Using outdoor activity as a method can improve students‘ writing skill, it is proved with the students‘ improvement score the mean score pre-test of the students was 57 (very poor) and the mean score of the post-pre-test 70 (good). The mean of the post- Test 1 is higher than the mean of the pre- Test (64.53>56.56), the mean of post-test in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean of post-Test of the cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59).The proven result of the implementation was (2) The effectiveness of using outdoor activity in improving students writing skill is proved from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher than the score of t- table.
CHAPTER I INTRODUCTION
A. Backround of the Study
English is one of the subject matter learned by students that are given any educational level, such as elementary and upper intermediate level. It covers four language skill that must be mastered if someone wants to be succesfull in studying English: listening, speaking, reading and writing.
One of those four component that must be thought by the teacher is writing skill. It has always important place in most English language course. One of the reason is that more people need to learn writing in English for occupational or academic purpose. To write well people must have good capabilities in writing. More ever, people wants to write the essay or story must know the steps in writing process and aspect of writing. The writer must be able to organize the ideas, to construct the sentences, to use puncuations and spelling well. Beside that, they must be able to arrange their writing into cohesive and coherent paragraph and text that is why writing is a very complex skill. Thus, it is not easy task for English teacher to teach it. Teacher often find difficulties in teaching writing.
The teacher gives some arguments, which are as it knows that writing skills are concidered difficult by the students for some reasons, those reasson are that the students usually get difficulties in starting their writing. Many student waste vaulable time just for getting started. Beside, the student have problem to develop the paragraph with a good stucture and text component. They are confused to develop paragraph because they have not inspiration to develop it and lack of linguistic competence and rhetorical styles that lend to texture component. They have less understanding about the notion of text context and genre wich have relationship with writing activites.
Besides the pre interview, the writer also saw the teaching process, some of the students walking around the class, loking out of the window while teaching- learing process are running. The student were seem bored to study indoor or in class, they need inspiration to write that make them face a real concept not only imagination that the teacher brings to the class. Brings some imagination only give some litlle help to the students in the class to build a good sentences, by bring the real things or come to the real things the students will get more than a sentences to write.
Based on the problem indentification in the field of research, the writer conducts an action research using outdoor activities. It is expected that the writer as teacher will be able to motivate the students to learn the materials, pay attention to the lesson and make them not to get bored.
needs power and physical energy (Patmonodewo, 2003: 113). The sense of peace and pleasure is the children‘s exprerience when they take in the fresh air. In outdoor the
children get inspiration for their writing because they can see the object that they will desribe, beside at outdoor they feel relax. While children spend outdoor everyday, children have many ways to enrich the objective of the course and support children development and acquisition.
Based on the previous reasons, the writer interested in conducting a classroom action research entitled Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity (a Clasroom Action Research) of the Second Year of MTs
Sudirman Kopeng, Getasan in 2015/2016 Academic Year.
B. Limitation of Study
In this research the writer limits her reseach on improving writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng, Getasan.
C. Problem Statements
Based on the backround of the study the writer formulated the research problem as follows:
1. What is the improvement made by students of the second year in MTs Sudirman Kopeng Getasan in 2015/2016 Academic Year in writing descriptive text by using outdoor activity?
2. To what extent is the effectiveness improvement of the student‘s ability in writing descriptive text of the second grade students of MTs Sudirman Kopeng Getasan in 2015/2016 Academic Year?
In general the study aims to improve the students writing skill spesifically it is to:
1. Whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year oMTs Sudirman Kopeng, Getasan and 2. Describe whether the outdoor activities can improve the studen‘s writing skill in
developing paragraph, in order that
a. The student are able to write a paragraph with correct structural component. b. The student are able to write a paragraph with correct text component. E. Benefit of the Study
After analyzing the problems, the researcher would like to get partical and theoretical benefits as follows.
1. Theoritical Benefit
a. Finding of the research will be useful expecially for the student of MTs Sudirman Kopeng, Getasan.
b. The result of the research can be used as an input of English teaching learning process expecially in teaching writing.
2. Practical Benefit
The research‘s finding can be used by the students, teacher, school, and
writer and it will be usefull to other reseacher who are interested in analyzing learning writing:
a. For students
1) It can improve the mastery of writing subject. 2) The student will be able to write better. b. For the teachers
2) The result can become an input to determine the step and strategy for teaching as feed-back to improve in the proccess of english teaching learning especially in writing and it can be as the important information in using media to improve the quality of teaching writing.
F. Definition of the Key Terms 1. Students‘ writing skills
Writing is clearly a system of human intercomunication by means of convetional visible marks, but it is evident from what has been sain that what the primitives understood as writing is not the same thing as what we do (Gelb, 1962: 12). Students‘ writing skill mean students‘ ability in term of writing.
2. Outdoor Activity
Outdoor ia an activity that can be done by people to loose boredom. ―
when we are outdoor, we can get more motivation to learn something, althought outdoor activity makes noise, need power and physical energy‖ ( Partmonodewo, 2003: 112). According to Oxford Learner‘s Dictionary (2003:
291), ― outdoor activity is activity done outside a house or building‖.
3. Descriptive Text
Description is used to add details about something physical like a person, place, or thing. This method uses sensory language, that is, words that appeal to the five senses: sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s mind, the writer has to be precise in the choice
of words. What is include to sight, hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear and specific picture in her or his mind about the topic that the writer wants to describe.
G. Research Paper Organitazion
In order to make this research easy to follow, the writer organized it as follows:
Chapter I is introduction. It consists of background of the study, problem statement, limitation of the study, objective of the study, benefit of the study, hypothesis, definition of the key terms, review of related literature, and research paper organization.
Chapter II is research theories, in this chapter, the researcher presents about many theoritical frameworks of this study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: general concept of general concept of writing skill, descriptive text, outdoor activity.
Chapter III is research methodology, that consist of type of the research design, object of the study, subject of the study, method of collecting data, and technique for analizing data.
Chapter IV is data analysis and chsussion of the finding. In the chapter, the writer present the data and data analysis.
CHAPTER II RESEARCH THEORIES
In this chapter, the researcher presents about many theoritical frameworks of this study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: review of related literature, general concept of general concept of writing skill, descriptive text, outdoor activity.
A. Review of Related Literature
The writer takes two researcehes to support the writer‘s study in order to show
Composition to the Second Year Student of SMP N 1 Gemolong in 2007/2008 Academic Year ( A Case Study). The result of the analysis shows that guided composition technique is appropriate and quite effective for the second year student of SMP N 1 Gemolong in teaching writing narrative genre. The student are enthusiastic, interested, and motivated to take part in the classroom activities. The teacher has several problem in teaching namely dificulty in explaining the content of the English story, student dificulties in developing paragraph in a narrative genre, student‘s dificulties in mastering
component of writing, and facking of teaching media.
The other study was conducted by Emilia (UMS 2008). She conducted her research entitlled Increasing Student‘s Writing Skill Using Picture Strip Story at the First Year of MTs hadul Muta‘alimin Katerban Ngawi. She focused to the increasing students
writing skill using picture strip story. Her conclusion is the student‘s writing skill increases after they were taught using picture strip story.
Altough the writer has smilar topic. ―Writing‖, but the writer has different object
of the study and technique. Besides it the writer focuses on teaching writing of descriptive text. The writer analyzes on improving student writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng.
B. General Concept of Witing Skill 1. Definition of Writing
product, the writer should master them well: they are interacted recursively in writing process. Besides in removing the writers‘ idea to written text is complex.
The write is required to generate the ideas to the written text by connecting the writer‘s acquisition of writing components and also their coqnitive operation to
generate and organize their purposed to produce a text that can be understood by reader. The writer must be able to organize idea, to construct the sentences to use punctuation and spelling well and to arrange their writing into cohesive and coherent paragraph.
Nunan (2003:88) states that writing as both physical and mental act. At the most, basic level is a physical act commiting words or an email message into computer. Writing is the mental work of inventing ideas, thingking about how to express them into statement and paragraph. Writing can be called as an activity in using long in the form of written text. The writer should move their ideathrough a series activities or stage in writing process to produce a piece of writing. Activities are selected according to opportunities they provide for developing composing skills as planning, drafting, revising. The writr‘s activities includes generating their ideas organizing them into paragraph drafting, editing, reading and re-reading.
2. Importance of Writing
Mastering writing ability is important since writing is one of the ways to communicate with other people. The ability to write is required in many parts of people‘s life. Harmer states that writing as a skill is the important reason for teaching
letters, business proposal, reports and memos. It will guide students to be succeed person and get better position in their job.
According to Graves as quoted by There are many several ways in writing which are important in lives:
a. As a contribution to the development of a person, no matter what the person‘s background and talents. Writing is a highly complex act that demands the analysis and synthesys of many levels of thinking.
b. Writing develop initiative. In reading, everything is provided. In writing, the learner must supply everything such the right relationship between sounds and letters, their form on the page, the topic, information, question and answer.
c. Writing develops courage. At no point is the learner more vulnerable than in writing.
d. Writing, more than any other subject, can lead to personal breakthroughs in learning.
e. Writing can contribute to reading from the first day of school. Writing, someway, is active, where as reading is passive.
f. Writing contributes strongly to reading comprehension as children grow older. The ability to revise writing to greater power and economy is one of the higher forms of reading.
3. Paragraph Writing a. Notion of Paragraph
Paragraph is the combination of many sentences in one idea. Dumais (1988:48) states that ― a paragraph is a group of sentences, which tells about main idea‖.
b. Paragraph Composition
Paragraph composition consist of the main idea, topic sentences, controlling idea, concluding sentence, paragraph development. Topic sentence is a general sentence that introduces the topic. Controling idea is the sentences that follows in the paragraph and controls the information that is given in the paragraph. Then concluding sentence is the sentence that ends the paragraph.The last is paragraph development (Reid, 1994: 29).
c. Ways of Paragraph Development
There are four ways of paragraph development. They are description, narrative, cause and effect, definition. Description is a paragraph that describing something. Writer uses narrative paragraph when they want to retell an event or an experiences or when they want to tell miniature of a story or an anecdote. ― In a cause- effect development, there is always a caused betwen the topic sentence and the supporting sentence or event between major supporting sentences and minor ones (Dumais, 1988: 79). Whereas, ― definition is explaining a term, or how you are using it in a particular situation‖ (Dumais, 1988: 72).
4. Process of Writing
thought a series stage/ process to pocedure a piece of writing. There are some steps in writing process‖ (Regina, 2001: 81). They are: planning, drafting, and
writing, and revising. All of this stage in straight chronological order: a. Planning
Planing is a series of stategies designed to find andd produce information in writing. It also called pre-writing. The write are asked to be able to formulate and purpose the writing, decide to wrote, select a style that is likely to complish the purpose and then organize the message.
In this stage the writer will only concern with finding out the topic to write is very important in writing because it can help the writers towrite easilyin planning, the writers begin digging for the basic raw material they need.
b. Drafting and Writing
Drafting is the manifestation of the process after planning. It is a series of strategies designed to organize and develop a sustain piece of writing. In drafting the writers should make decision about the main idea that will be expressed. Then the writer will concern with the outlin in wich they organize the content of writing in order to b coherent. Finally, the writer develops it by giving the tittle, introducing and make oaragraph into the competence writing
After writers have generated ideas about their topics, they focus their ideas on the main point and develop a rough plan for the paragraph or essay they are going to write . In this stage, you can add new ideas or delete original‘ ones at any time in the writing process
Revising is a procedure for improveing or correcting a work in progress. It is a sries of stategies designed to re-exmine, re-evaluate the choice thet create a piece of writing. In revising, the writer should check aspect insloved in writing activity such as spelling, grammar, punctution, paragraph development, etc.
Edit your rough draft for content and organization. Check it over for content and organization, including unity, coherence, and logic. You can change, rearrange, add, or delete, all for the goal communicating your thought more clearly, more effectively, and in a more interesting way.
d. Scoring
According to Reid (1993: 235), the evaluation using analytic method elaborate writing into five component. They are: content, form/organization, vocabulary/style, language use/grammar, and mechanics.
Component Score Criteria relevant to assigned topic. topic but lack detail. 21-17 Fair to
poor
Limited knowledge of subject, adequate
range, limited
development of thesis, mostly relevant to topic but lack detail. 16-13 very
poor
Does not show
non- subjunctive, not
loosely organized but main ideas stand out,
limited support,
logical but incomplete sequencing.
occasional errors of
word/idiom form,
confused or obscured.
not enough to evaluate
Effective but simple construction, minor tense, number, word, order/function,
Virtually no mastery
From the previous explanation the researcher concludes that the criteria of scoring are:
No Score Criteria
Occasional errors of spelling, punctuation,
handwriting illible, or
not enough to
Most people see that writing is commonly a difficult activity, both on the mother tongue and foreign language. Byrne (1997: 4-5) states that problems caused by writing unclude three headings, namely psychological linguistic and cognitive problem. Writing is essentially a solitary activity.
The person is required to write their own idea, without the posibility of interaction benefit of feedback, so it makes the act of writing difficult in itself. It is different from speaking in wich it presents feedback from the other.
The writer have linguistic problem, such as the choice of sentence structure.
In cognitive problem, learning learning to write is not similar with learning to speak. Speaking, appearswithout much consciousness or thought an generall the person talk because they want to to know about matters wich are interesting or relevant to them socially or professionally. The writers also have to learn how to organize their own ideas such a way that those ideas can be seen by a reader.
6. Teaching Writing
In the traditional way of teaching writing, which focuses on the product, very little attention is paid to help learners develop their ideas in the process meaning-making, Leki (1996), in Fauziati(2008:141) states that ―no wonder that writing activitiy become dull, dry and boring‖. Meanwhile there has been a
paradigmatic change in teaching writing. ― Attention to the writer as language
learner has led to the second approach- a process approach― (Fauziati, 2008: 141) Based on the statement above, teaching writing has two approaches, they are:
Writing is leghtly process. In writing,a writer should move through a series stage or process to produce a piece of writing. Nunan (1991) in Fauziati (2005: 147 states process approach focuses more in the various clasroom activities wich are believed to promote the development or skill language us. The writers‘ activities are generating their ideas, putting the words into
sentences and sentences into paragraph, spelling correctly, punctuation and capitalizing in costumary ways and observing conventions in writen form.
Activities currently used to reflect a focus on the reharsing prewriting, drafting and revising. (Murray, 1980: 108) in teaching as a process consequently, the students produce several draft or version and getting feedback from classmate. The emphases on writing as a process have made the class more exploratry and more effective for students to develop their writng skills.
b. The Product Approach
Product approach focuses on ability to produce correct text or ―product‖. The product is after all the ultimate goal: it is reasonthat we go
students‘ final product can be measured baedon the lit of criteria such as
content, organization, vcabullary use, gramatical use and mecanical consideration such a spelling and punctuation.
7. Characteristics of Technique in Teaching Writing
Since writing as a process is oriented towards work in progress and the development of new skills, rather than merely evaluative task, the classroom practices, therefore, will vary from each other. These often depend much open the students experiences and skills when planning and adjusting their writing program. However, when this new paradigm is applied into classroo practice, certain characteristics should be well recognized. According Fauziati (2008: 145) some of the characteristics of classroom technique the teacher has role in teaching writing, as follows:
a) Instruction should be focused on the writing process.
b) The assigned tasks should encoerage students to write a variety of modes besides expository writing.
c) Conferencing is an important part of the classroom activity. d) The main role of the teacher as a fasilitator.
e) Since the teacher‘s role is a fasilitator, and the student would work and help each other, rather than work alone or just with the teacher, the classroom would be arranged in the manner of a work shop, where students can work pair, or group.
f) A bound which ties all member of the class into one community, whose member feels responsibles for each other‘s growth can be created in such classroom.
8. Technique of Teaching Writing
Oshima (2001: 3-8) states that there are some technique for generating ideas:
a. Brainstorming
terms, such as: (a) Lot down all the possible term that emerge the general topic all the possible term this procedure work especially well of you work in the term; (b) Generating idea, with one member action ascribe; (c) Grouping the items that you have listed according to arrangement that make sense you, and (d) Giveng each group lebel; write a sentence about the label you have given the group of ideas
Brainstorming is a way to assosiate ideas and stimulate thingking. To brainstorm, start with a word or phrase and let your thought go in whatever directioin they will. For asset period of time, do not attemp to think logically but write a list quickly as possible, putting down whatever comes to mind without looking back or organizing. After set times is up, looking over what you have listed to see if any ideas are related and can be grouped.
b. Free writing
Free writing is writing without stopping. It allows the writer to focus on a spesific topic, but forcing the writer to write soo quickly that the writer unable to edit any of ideas. The procedure in free writing as follows: (a) Free write on the assigment or general topic for several minutes non-stop. (b) After finishing free writing, look back over what ther writer has writen and highlight the most prominent and interesting ideas, then begin all over again, with fighter focus. Narrow the topic and generate several relevant points about the topic.
c. WH- Questions
When newspaper reporter write articles, thy try to answer the following questions in the first sentence of the report: what, who, when, where, why, and sometimes how. We can use these same questions to generate materials for your topic from different points of view and may help you to clarity your position on the topic.
d. Clustering
Clustering also can be called mind mapping or idea mapping. It is a strategy which allows the writer to explore relationship between the idea. The procedure in clutering as follows: (a) ut the subject in the center page, circle or underline it. (b) ask the writer other ideas; link the new ideass to the central circle with line. (c) Ask th writer thinks of ideas to the new ideas, add to those in the same way.
Clustering free you from following a strictly linear squnce, it may allow you to think more creatively and make new assosiation.
e. Outdoor activity
suitable with the topic in English and the students listen it. (d) When the lesson is over the students go back to the class together with the teacher.
C. Descriptive Text
Descriptive text is a text which is used to describe something like a particular place, certain person or thing from the physical condition. The senior high school students are required to understand the component of descriptive text genre, those are: generic structure and language feature. The generic structures of this genre are identification (mention the special participant) and description (mention the part, quality, and characters of the subject being described). And for the language features of this genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase.
Description is used to add details about something physical like a person, place, or thing. This method uses sensory language, that is, words that appeal to the five senses: sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s
mind, the writer has to be precise in the choice of words. What is include to sight, hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear and specific picture in her or his mind about the topic that the writer wants to describe.
Clearly, descriptive writing uses a lot of flowery adjectives and adverbs to describe what is going on or how something appears. For example when you write description of person, you tell what she or he looks like, when you describe a place, you tell what it looks like, if you describe a scene with people you might first describe the place, and then you might also tell what is happeningand what the people are doing.
1. A description is a word picture. It tells the reader how something looks, feels, tastes ang sounds.
a. Use spatial order to organize a description. A spatial order is the arrangemant of items in order by space: back to front, left to right, top to bottom, far to near and so on.
b. Use spatial order expressions to show the order: example of the spatial order are on the dashboard, in front of the sofa and in the ditance.
2. Unity is an important element of a good paragraph. Unity means that paragraph dicusedone, only one, main idea.
3. Supporting details are the meat of paragraph. They prove the truth of your topic sentence, and they make your writing rich and interesting.
4. For yet and nor arethree additional coordinating conjunctions that you can use to make compound sentences.
5. One way to make your writing more interesting is to vary your sentece openings. Occasionally move a prepositional phrase to the beginning of a sentence. (you can not move any prepositional phrase, however).
6. Clustering is another prewriting teaching you use to get idea.
This theory is appeared in this study to support the teaching of writing theory. Besides that, in order we know that there are six important points have to be understood in descriptive writing.
D. Outdoor Activity
While Broda (2005:5) stated Outdoor activity: any educational activities that takes place outside the classroom.In this study, the activity is outdoor activity. The activity of teaching and learning activity is conducted outside the classroom.
According to Oxford Learner‘s Dictionary (2003:291), ―outdoor activity is activity done outside a house or building‖. Outdoor activity mean student‘s activities that
are done outside the classroom, whether in the school yard, the town park, the zoo, the industry, or any other place. Outdoor activities usually mean activities done in nature away from civilization.
1. Writing in outdoor
Teaching and learning process is not only done in the room with some media of learning with many books on the table but also teaching and learning process (education) is can be done outside classroom (outdoor activity) with a different situation and interesting condition in order the students can be active and more understand the lesson.
Education outside classroom describes school curriculum learning, other than with a class of students sitting in a room with a teacher and books.
While there are many definition of outdoor education, the most comprehensive one one seems to be, ―outdoor education is ‗in‘, ‗about‘,and ‗for‘ the out- of- doors.‖ This definition tells the place, the topic, and the purpose of outdoor education.
the natural environment. You may teach about mathematics, biology, geology, communication, history, political science, art, physical skills, or endurance, but learning occurs through the context of the outdoors. 'For' tells that the purpose of outdoor education is related to implementing the cognitive, psycho-motor, and affective domains of learning for the sake of the ecosystem itself. It means understanding, using, and appreciating the natural resources for their perpetuation.
Outdoor education is an experiential method of learning with the use of all senses. It takes place primarily, but not exclusively, through exposure to the natural environment. In outdoor education, the emphasis for the subject of learning is placed on relationships concerning people and natural resources.
The Committee to Study Alternatives in Outdoor Education, state that "The term outdoor education does not indicate a clearly defined body of knowledge, but rather a range of learning experiences which utilize the unique educational situations created by the natural environment outdoor activities and outdoor living.
Outdoor education has been described as a place (natural environment), a subject (ecological processes) and a reason (resource stewardship). According to priest, outdoor education is comprised of 6 primary points:
b) It is a method for learning c) It is experiential
d) It takes place primarily outdoors e) It requires the use of all sense
f) It is based upon inter disciplinary curricula
In addition, outdoor education is a method of teaching and learning that emphasized direct, multisensory experiences, take place in the outdoor environment. Outdoor education programs strive to elevate the physical, emotional, cognitive, and spiritual levels of the individual.
2. Teacher Activity in Outdoor
There are some activities that can be done b the teacher when the teacher do outdoor activity in teaching and learning process.The activities are:
a) Leading/instructing individuals or groups on a particular activity (e.g. hillwalking, mountain biking, caving)
b) Briefing participants about safety and logistics
c) Designing outdoor activity programs and products for different groups d) Designing learning resources for groups
e) Delivering training sessions or lessons in the outdoors and/or in a classroom environment
f) Recording accidents/incidents and writing incident reports
All those references in teaching strategies are to lead theresearcher in making observation checklist. Hopefully,All those reference will help the researcher in making observetion checklist and also when the researcher do observation to be easily.
3. The Purpose Outdoor
There are main reasons why outdoor play is critical for the healthy development of young children.
a) Physical excercises
cardiovascular endurance. b) Enjoyment of the outdoor
Outdoor play is one of the things that characterize childhood. Children need opportunities to explore, experiment, manipulate, reconfigure, expand, influence, change, marvel, discover, practice, dam up, push their limits, yell, sing, and create. Some of our favorite childhood memories are outdoor activities.
c) Learning about the world
Much of what a child learns outside can be learned in a variety of other ways, but learning it outside is particularly effective—and certainly more fun. In the outside playground children can learn math, science, ecology, gardening, ornithology, construction, farming, vocabulary, the seasons, the various times of the day, and all about the local weather. Not only do children learn lots of basic and fundamental information about how the world works in a very effective manner, they are more likely to remember what they learned because it was concrete and personally meaningful.
d) Learning about self and environment
To learn about their own physical and emotional capabilities, children must push their limits. An essential task of development is appreciating how we fit into the natural order of things—animals, plants, the weather, and so on.
e) Allowing children to be children
adventure, experimentation, risk-taking, and just being children.
E. The Teaching Design of Outdoor Activity
The most important goals of teaching and learning activity is understanding materials. So, the teacher should have some technique in transferring information and material in learning activity, so that the students can understand the materials easily. In addition this is not done every time they have English class but it is conductual only as an intermezo activity. The teacher can conduct this technique only for intermezzo class in order to increase student‘s motivation in learning English.
The way to conduct the outdoor activities are:
a. Before the teacher asked the students go to the location,the students are in the class with the teacher and then the teacher will explain the characteristic of the descriptive text and the students listen it.
b. After the student understood it, the teacher asked the students go to the location (outdoor).
c. In location, the teacher will say the things that are suitable with the topic in English and the students listen it.
d. When the lesson is over the students go back to the class together with the teacher. There are so many ways to teach children in outdoor activities. Beside, there are appropiate materials for outdoor activities. To give the appropiate materials to the second year students of MTs Sudirman Kopeng. First of all the teacher should know about the clear purpose in her teaching, such as the purpose of teaching that text to the learners.
Outdoor education is a method of teaching and learning that emphasized direct, multisensory experienced, take place in the outdoor environment. Outdoor education programs strive to elevate the physical, emotional, cognitive, and spiritual levels of the individual. Based on all those theories, teaching and learning activitye specially writing can be done in everywhere, not only indoor with some material books but also it does in outdoor. By writing in outdoor the students can write their idea and express their mind easily. In this study, we will focus on descriptive writing, make a write in paragraph descriptive model in outdoor, it will be easier because they will look the thing will be described directly.
CHAPTER III
RESEARCH REPORT
In this graduation, the research has to collect data from the object of reseach that called informants. This research was conducted at MTs Sudirman Kopeng, Getasan.
1. The General Description of MTs Sudirman Getasan
MTs Sudirman Getasan is an educational organization under Yayasan Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The school was built in 1991, wich was founded by religious figures and community leaders in the area of Getasan district, who are concerned with Islamic education.
The location is at Jl. Salatiga- Kopeng KM. 12 Getasan district, Semarang Regency, Central Java. This location is strategic because it is near from highway, public society, Merbabu and Telomoyo Mountains. Thus, it is very fresh and this location is very conducive to conduct teaching and learning process.
The name of the school is Madrasah Tsanawiyah Sudirman Getasan. This school possessed of private. The headmaster of this school in the academic of 2015/2016 is Drs. Musta‘in, M.PdI.
MTs Sudirman Getasan permanently subsidezed by government. The facilities are text books, Marching Band tools, teachers and officials. The students of MTs Sudirman Getasan in Academic year of 2015/2016 are 340 students. They consist of 111 students of seventh year, 124 students of eight and the students of nine year are 105 students. This school has 12 classrooms for teaching learning process.
2. The Setting of Time
The research was carried out at MTs Sudirman Getasan in academic year 2015/2016. This research has been done at August 2015. The research acted as observer and Mr. Arifin, S.PdI. as teacher.
The writter arranged in three cycles, each cycle of planning, observation, and reflecting. The classroom action reseach was applied in VIII D class of MTs Sudirman Getasan.
Educational is combination efforts of several forces to achieve commons goals. One of them is teacher with fomal qualification and staff/officer who always help the teacher to create teaching and learning process. Both teacher and staff will make teaching and learning process better.
Teacher is someone who transfers knoledge for the students. They transfer some materials and skills during teaching and learning process. They facilitate the students to get their talent therefore the teacher is important in teaching-learning process. The situation of teacher and staff in MTs Sudirman Getasan, as follow:
Table 3.1 The condition of the Teacher and the Staff
No Name Grade Subject
1. Drs. Musta‘in, M.PdI. S2 Kepala Sekolah
2. Dra. Hj. Aminatun S1 Bahasa Arab
3. Muh Mujiyono Staff
4. Saderi, M.PdI S2 SKI
5. Risnan, S.Ag S1 Akidah Akhlaq, Qur‘an
Hadist
6. Sholikhin, S.PdI. S1 Fiqih
7. Nurkus Budiyantomo, SH S1 TIK
8. Yasin, S.Pd. S1 P. Kewarganegaraan
9. Haryani S.Si S1 Bahasa Indonesia
10. Suriyadi, SP S1 Penjaskes
11. Euis Ekawati, S.Pd. S1 IPA
12. Y. Dwi Astuti, S.Pd. S1 Matematika, IPA
13. Rosidi, S.Pd S1 IPS
14. Ika Novianingrum,S.Pd S1 Matematika, IPA
16. Nur Yainudin,S.Pd S1 Bahasa Jawa, Bimbingan
dan Konseling
17. Zakariya, S.PdI S1 Bahasa Indonesia,
Qur‘an hadist, Bahasa Jawa
18. Jumali Staff
19. Kuadi Staff
20. Rokhim, S.Pd S1 Bahasa Jawa
21. Ahmad Arifin, S.PdI S1 Bahasa Inggris
23. Sri Suharmi SMA Bahasa Inggris
4. The Facilites of MTs Sudirman Getasan
The facilities are medium which can support the students‘ achievement in the
school. There are some facilities which needed by teachers and students to support teaching learning process. It could be seen in the table bellow:
Table 3.2 The Facilities of MTs Sudirman Getasan
No Facilities Total Condition
1. The Principle Room 1 Good
2. Teacher Room 1 Good
3. Library Room 1 Good
4. Students‘ Organization Room
1 Good
5. Administration Room 1 Good
6. Health Room 1 Good
7. Toilet 3 Good
8. IT/ Language Laboratory 1 Good
9. Classroom 12 Good
10. Hall 1 Good
11 Guest Room 2 Good
12. Store Room 1 Good
13. Art Room 1 Good
5. The Organization Structure
Figure 3.1 The Organization Structure (see on appendix)
6. Distribution of the Class
Students are people who want to get something new, not only to learn new knowledge, but also to get other aspects in life such as; social relation, morality and culture. They learn at school at certain time. They distribution of the class in MTs Sudirman Getasan as follow:
No Class Sex Total
7. The List of Students in Writing Class Using Outdoor Activity
The researcher conducted this research in MTs Sudirman Getasan and especially concern in the second grade especially VIII D. This class consist of 32 students, they are 17 males and 15 females. The data could be seen in the table bellow:
Table 3.4 The List of Students
No Name
7 Fahri Imron Gunawan
8 Faizah Mustafiah
9 Fidya Rohayati
10 Fitria Nurul Isnaini
11 Handa Anggi Atlasia
12 Lia Puspitasari
19 Rismanto
20 Safitriyani
21 Salamah
22 Slamet Wahyudi
23 Shohib Setyabudi
24 Supriyanto
25 Umi Masithoh
26 Wahyu Ariyanto
27 Wahyu Edi Prayogo
28 Wahyu Ermanto
29 Widyaningsih
30 Yanuar Setiawan
31 Zaenal Mahfud Z.R.
32 Zaim Uhrowi
B. Research Methodology
In this study the writer used Classroom Action Research (CAR). Classroom Action Research is a type of classroom research carried out by the teacher on order to slove problems or to find answer toward context-specific issues. It mean that before implementing the Classroom Actioin Research (CAR), the researcher needs to identify a problem found in the classroom before implementing the CAR.
In accordence to Arikunto (2006: 16) there were four steps to do classroom action research. They are planning, acting, observing and reflecting. The researcher chooses CAR because the researcher finds the problem in learning proccess that low focus and attention to the learning proccess. They do not focus on the teacher and keep walking around the class, looking outside through the window seem that they feel bored with the learning proccess. This problem need to solved by using appropiate learning strategy through classroom action research.
C. Research Subject
The reseach was conducted at MTs Sudirman Getasan. It was Located at Kopeng Getasan. The subject of this research was the students of class VIII that consist of 32 students in the accademic year of 20015/2016. They are 21 students who graduated from
D. Procedure of the Reseach
This research applied Kemmis and Mc Taggart‘s model of classroom action research‘s method. Arikunto (2010: 137) inform that the principle concept of CAR
according to both of those experts consist of four stages, they are planning, acting, observing, and rerflecting. The researcher spent two cycles in this research, and started with pre cycle. These stages can be draw as follow:
Figure 3.2 The Classroom Action Research Concept by Kemmis and Taggart
The whole action, which are applied in CAR as picture above through the stage as follow:
a. Cyle 1
The steps of the first cycle are explained bellow:
TABLE 3.5 The Steps of the cycle
learning
2. Preparing the material for teaching process, preparing the lesson plan, desingning the scenario in learning process.
3. Preparing the spot or outdoor to be visit by the sudents in teaching learning process.
4. Preparing the instruments used to record and analyzed the data.
5. Preparng sheet for classroom abservation ( to know the student‘s motivation of teaching process
when method is applied)
6. Preparing pre-test and post-test (to know whether student‘s writing ability improved or not)
7. Doing the stimulation to examine the research plan.
Acting a) Greeting: introduction, call the sudents to fill the presence, giving some information about the purose of the writer attendance in the class.
b) Giving pre-test to the students.
c) Teaching the material and should be done by the students from the teacher.
d) Outdoor activities and group discussion
Observation 1. Observing the learning process contrate on the students‘s capability which shows their
understanding of the lesson.
2. Observing the students attention and all the activities on the learning process.
Reflection 1. Analyzing tha data of the cycle
2. The teacher and the researcher will discuss about the result of he cycle
3. Make a conclusion of the cycle I
4. The standardized score ( kriteria ketuntasan minimum) the standar of the passing grade is 65
b. Cycle II
The steps of the second cycle are explained bellow:
Planning 1. Making lesson plan of cycle II as teaching guidance in learning process.
2. Preeparing the spot for outdoor activites. 3. Preparing the material along with the teacher. 4. Preparing the sheet for classroom observation (to
know the student‘s motivation of teaching process
when the method is applied).
5. Preparing a post- test ( to know whether student‘s writing ability improved or not).
2. The eacher asks the students about their problems on the previous lesson.
3. The teacher explain ( along with the researcher) to solve the problem.
4. Grouping in outdoor activities and discussion. 5. Outdoor activities and group discussion
6. Indoor activities, re-write group result discussion 7. The teacher concludes the material related with
explanation the lesson.
8. Giving explanation about students problem 9. Giving post-test
Observation 1. Observing the learning process concentrate on the student‘s capability wich asows their
understanding of the lesson.
2. Observing the students attention and all tteh activities of the learning process.
Reflection 1. Analyzing the data of cycle.
2. The reseacher and the the teacher identify the result of the cycle.
3. The researcher and the teacher makes a conclusion after comparing the student‘s score
between cyccle I and cycle II to find out how far the improvement of students‘ ability in writing.
c. Cycle III
Planning 1. Making lesson plan of cycle III as teaching guidance in learning process.
2. Preparing the spot for outdoor activites. 3. Preparing the material along with the teacher. 4. Preparing the sheet for classroom observation (to
know the student‘s motivation of teaching process
when the method is applied).
5. Preparing a post- test ( to know whether student‘s writing ability improved or not).
Acting 1. The teacher re-explains about the material such as in the previous writing instructure.
2. The eacher asks the students about their problems on the previous lesson.
3. Giving Material to the students.
4. Grouping in outdoor activities and discussion. 5. Outdoor activities and group discussion
6. Indoor activities, re-write group result discussion 7. The teacher concludes the material related with
explanation the lesson.
9. Giving post-test
Observation 1. Observing the learning process concentrate on the student‘s capability which shows their
understanding of the lesson.
2. Observing the students attention and all the activities of the learning process.
Reflection 1. Analyzing the data of cycle 3.
2. The reseacher and the the teacher identify the result of the cycle.
3. The researcher and the teacher makes a conclusion after comparing the student‘s score between previous cycle and cycle III to find out how far the improvement of students‘ ability in
writing.
4. The standardized score, the standard of the passing grade is 65
E. Method of the Collecting Data
The research uses many data gathering tools. There are 4 methods of collecting data in this study.
1. Test
given in the last session in the last teaching implemented. Namely are oral, written and behavior form.
According to Arikunto (1998:139) Test is a series of the questions or exercises and other tools used to measure the skills, knowledge, intelligence, ability or talent possesed by individuals or groups. From the target or object to evacuated. Then divided the several kinds of tests and other measuring instrument, such as personality test, aptitude test, intelligent test, attitude test, and achivement test.
2. Observations
There are two kinds of observation, namely: participant observation, and non- participant observation. In the participant observation the researcher is involved in the object of research action. While non- participant observation, the researcher is only as an observer, she/ he not involve in the activity.
all the phonomena that happen in teaching and learning process such as; the topic, the technique, and the teaching learning process.
3. Interview
Interview is one of the metodh to collect data by using conversation between instructor and respondet. To know the student difficulties in writing prosedure text, their oponions and feeling about this metodh, the researcher uses interview for oblaining data. Interview is one of the most widely used metodhs for obtaining qualitative data. Interviews are used to gather data on subject opinion, believe, and feeling about the situation in their own word.
4. Documentation
There are 3 main types of documents to consider:
a. Personal Documents
Produced by individuals for private purposes and use (for example, letters, diaries, auto biographies, family photo albums and other visual recording.
b. Official Documents
Produced by organizational employees for record- keeping and dissemination purposes (for example, memos, newsletters, files and year books).
c. Popular Culture Document
In thi sresearch, the writer uses the personal document in documenting all the activity of the research action.
F. Research Instrument
Research instruments use to collect data and all the instruments used in this reseach has been validated by validator miss Uzik senior English teacher at SMAN 1 Getasan to show that all the instruments are valid and can be use in the research. In this study.There are four kinds of research instrument. They are:
1. Written Test
Written test uses to know how far the students‘ competence in writing before
and after applying Outdoor Activity strategy. The forms of the test were essay test in this test the teacher will give some grade based on some aspect. Those aspects are grammar, content, organization or form and vocabullary. The teacher gives point in each aspect based on the student‘s ability. The table below show the example of
scoring sheet as follows:
TABLE 3.6 STUDENT’S SCORE SHEET
No Name
Aspects
Grammar Content Organization Vocabbulary Mechanics 1.
2. 3. 4. 5.
From the score above, the writer conclude a score criteria as a table bellow:
TABLE 3.7 SCORE CRITERIA
No Score Criteria
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
The standar of the passing grade in every cycle is 65 with the target of the passing grade is 75% of all the students.
2. Observation Sheet
Observation sheet uses to know how far the students‘ motivation before and after applying the strategy. This instrument gives monitor and records the students‘
invovement during the lesson. In the observation sheet, they are many aspect that are consider focuses, those are: paying attention, activeness in asking question, activeness in responding question and enthusiasm in doing test. In this instrument, the teacher gives point in each aspect based on the situation of students in every cycle.
TABLE 3.8 SCORE CRITERIA OF OBSERVATION SHEET
