CHAPTER IV FINDING AND DISCUSSION
B. Discussion
(df) = N-1, where N= number of subject (20 students) then the value of t- table was 2.09 the t-test statistical, analysis for independent variable was applied.
The result of the data analysis t-test of the students‟ writing on descriptive text by using photograph as teaching media in table 4.5.
Table 4.5 The comparison of t-test and t-table score Variables T-test T-table Description
Content 8.38 2.09 Significance
Organization 7.91 2.09 Significance
Table 4.5 showed that the value of t-test in writing on descriptive text by using photograph was higher than the value of t-table. The t-test value were greater than t-table (8.38>2.09). It showed that the null hyphothesis (H₀ ) rejected and the alternative hyphothesis (H₁ ) accepted. It means that there was a significance differences between the result of students‟ writing on descriptive text after giving treatment that using photograph as teaching media. Furthermore, the t-test value was higher than t-table at the level of significance 0.05 and degree freedom (df) 20 (N-1=20-1), thus the alternative hyphothesis (H₁ ) was accepted and null hyphothesis (H₀ ) was rejected. In contrary, if the value was lower than t-table at the level of significance 0.05 and the degree freedom 20, thus the alternative hyphothesis was rejected and null hyphothesis was accepted.
descriptive text by using photograph showed the improvement of the students writing on descriptive text in terms of content. After checking the students‟ score in pre-test, the score of the students in term of content were poor 58.75 because the paragraph was unclear and the students no mastery of sentence construction rules. After giving treatment, the students‟ score in post-test were good enough 81.15 because the ideas was clearly and showed some understanding of writing topic and ideas. The result showed that photograph could give influence to the students‟ writing on descriptive text.
It could be seen from the result of the score of post-test that higher than the score of pre-test. Therefore, most of students were easy to got information and could organize their ideas better as well. Students were able to write a good paragraph on descriptive text.
At the beginning, their writing skill was less good and the result of students‟ pre-test was low. It caused that students did many mistakes in writing and most of the students were difficult in writing and do not know what they were going to write. Most of the students feel confused and did not know what they were going to write, some of them also do not pay attention, doing other activities, and some of them also talking each other while the learning process. To solve the problem, the researcher using photograph that famous for the students to make them interested and motivated in learning activities and the students also would like to used photograph to worked the writing assignment. The improvement of the class situation before and after the treatment are the students more enthusiastic,
motivated, and interested in joining the teaching and learning process. This finding is line with Wright (1989) point out that photos can contribute to interest and motivation, a sense of context of the language, and a specific reference points or stimulus.
The researcher gave the treatment by using photograph. Using photograph as teaching media could help the students more interested and pay a good attention and also become more active in learning process.
Photograph also help the students become more critically in giving responses such as comments, question or description about the topic of the material that using photograph. Then, the students‟ writing on descriptive text were good day by day.
The researcher used photograph as a teaching media was success to improved students‟ writing on descriptive text in term of content. The students became more actively in learning process, asking question, giving comments about the teaching materials. In addition, students experience a lot of improvement after doing the treatment, such as students became more serious in doing their writing activities, motivated in learning and the students also able to determine what should be written first and next to get a good fluent descriptive text. It is relevan with the research finding of Patrisia, et al. (2012) found that used photographs to description of place, found the result that can improved the students‟ motivation for learning because the students interest with the teaching media, the students can more express their experience independent and creative.
During the treatment, the students are able to write a good descriptive text that include identification and description by using photograph, it showed that the students writing achievements in term of content was significantly improved. The description of the data collection through writing test as explained to the previous findings section that the students‟
writing on descriptive text in term of content after using photograph was significant. By using photograph in writing on descriptive text, the researcher found that the mean score of post-test students‟ achievement was greater than pre-test. It can also be concluded that using photograph as a teaching media was effective to improve students writing on descriptive text in term of content at the tenth grade students of SMAN 9 Makassar. It was supported by seen the frequency and the percentage of the result of the students‟ score after writing descriptivetext by using photograph was better than before the treatment given to thestudents.
Furthermore, this finding is also relevant with Safitri (2017) is research find that the use of personal photograph can make a good classroom atmosphere for students that can increase the motivation of the students to improve learning achievement. The students like to use photograph to improve their interest in writing descriptive text because the materials are very closely related to buildings, place or beach around of the students. Besides, photograph also have artistic value which is colorful and from the phorograph there are a lot of information that can make students will have sense to think critically about the interpretation of image and
students can write it in ideas.
2. The Improvement of Students’ Writing on Descriptive Text in term of Organization
The research findings indicated that the students‟ writing on descriptive text by using photograph showed the improvement of the students writing on descriptive text in terms of organization. It could be seen from the result of the score of post-test that higher than the score of pre-test.
After checking the students‟ score in pre-test, the score of the students in term of organization were poor 55.9 because the paragraph was not organized as well. After giving treatment, the students‟ score in post-test were good enough 75.3 because the ideas was clearly and the students could perform good text organization which deals with generic structure of descriptive text.
Based on the background of the problem in SMAN 9 Makassar, students were always felt difficult in organizing their ideas and did not know what they want to write. Besides, the students also not interested and less of motivated in teaching and learning process. In order to solve the problem, the researcher gave treatment for several times by using photograph as a media in teaching writing on descriptive text. With the presence of using photograph as teaching media was expected that students can express and productive in generating their ideas, interested and motivated in learning process and understand the benefit of writing activities that are implemented.
In order to know the effectiveness of using photograph as teaching
media in students‟ writing on descriptive text, the researcher gave treatment for six meetings. At the beginning, the students writing on descriptive text was less good. Most of the students were difficulty in writing and don't know what they are going to write. In addition, almost of them also were confused, spent much time to think and also talked each other and they did not understand about how to write descriptive text. During the treatment, the researcher guided the students to write a good descriptive text that include generic structure of descriptive text. Therefore, during the treatment the students also shared their knowledge about grammar, shared about tourist place and historical buildings around the world and they tried to write descriptive text as interesting as they could. In organization, some of the students were able to write a descriptive text with clear identification. In addition, some of the students were had problem in writing the conclusion in their paragraph and forgot to end their paragraph with concluding sentence.
After giving the treatment, the students could write a good paragraph and good organized, it showed that the students writing achievement in organization is significantly improved.
This finding is similar as the research finding of Nurfainul (2014) found that by using photograph students can be motivated in learning language, become more active, participate in learning process and it could develop the ideas of students and improve students‟ writing ability.
Therefore, this finding is also relevant with Linarti, et al. (2015) found that using unique and famous photograph as a media in teaching writing on
descriptive paragraph could make the students enthusiastic to write descriptive paragraphs. By using photograph as a media in teaching and learning process was capable to encouranging students to explore language to express their ideas creatively as well as write them from their personal experiences.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings in the previous chapter, the researcher concludes that:
1. Using photograph as a teaching media was effective to improve students writing on descriptive text in terms of content and organization at the tenth grade students of SMAN 9 Makassar. It was proved by the mean score before and after giving treatment. The mean score of students‟ pre- test in term of content before giving treatment was 58.75 and the mean score after giving treatment was 81.15 improve 38.12%. Then, the mean score of students‟ pre-test in term of organization before giving treatment was 55.9 and the mean score after giving treatment was 75.3 improve 34.70%.
2. Using photograph as a teaching media was effective to improve students writing on descriptive text in terms of content and organization at the tenth grade students of SMAN 9 Makassar. It was proved by the mean score before and after giving treatment. The mean score of students‟ pre- test in term of organization before giving treatment was 55.9 and the mean score after giving treatment was 75.3 improve 34.70%.
3. Suggestion
Based on the conclusion above, the researcher presents some
suggestions as follows:
1. It is suggested to the English teacher to use photograph as one alternative among other media that can used in teaching writing because it helps the students to be more interested, active, and enjoy in learning process.
Teacher as facilitator should be creative in presenting materials and innovate to select the right media. Photograph is effective as a media in teaching writing on descriptive text because it can make students express their ideas and gain a lot of information.
2. For the next researcher, it is suggested to use this thesis as an additional reference. This research will be a useful information and contribution for the next researcher especially about photograph, decriptive text and writing ability.
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APPENDIX I
The result of students’ score on content in pre-test and post-test:
Sample Pre-Test Post-Test
SY 70 80
NIA 80 85
NJ 50 85
SPA 50 85
MHS 70 90
SS 55 55
WAJ 50 50
SH 65 95
MHB 55 85
NA 50 78
MNA 50 85
ERJ 50 85
SWA 60 90
SYA 55 90
SNR 60 85
ARD 50 60
AMI 50 85
DA 80 90
RD 75 90
SR 55 75
Total 1.175 1.623
APPENDIX II
The result of students’ score on organization in pre-test and post-test:
Sample Pre-Test Post-Test
SY 70 78
NIA 70 80
NJ 55 80
SPA 50 80
MHS 68 85
SS 50 50
WAJ 50 50
SH 60 90
MHB 50 75
NA 50 70
MNA 50 70
ERJ 50 75
SWA 50 80
SYA 50 85
SNR 55 75
ARD 50 50
AMI 50 80
DA 75 85
RD 65 88
SR 50 80
Total
1.118 1.506
APPENDIX III
The Result of Students’ Mean Score on Pre-test and Post-test.
1. Calculating Mean Score of Content:
̅
Mean score of the students pre-test:
̅ =
̅ = 58.75
Mean score of the students post-test:
̅ = ̅ = 81.15
2. Calculating Mean Score of Organization:
̅
Mean score of the students pre-test:
̅ =
̅ = 55.9
Mean score of the students post-test:
̅ = ̅ = 75.3
APPENDIX IV
The students’ score of pre-test (X₁ ) and post-test (X₂ ) , gain/difference between the matched pairs (D) and square of the gain (D²) in term of content:
Sample Pre-Test (X₁ )
Post-Test
(X₂ ) (X₁ )² (X₂ )² D(X₂ -
X₁ ) D²
SY 70 80 4900 6400 1500 2250000
NIA 80 85 6400 7225 825 680625
NJ 50 85 2500 7225 4725 22325625
SPA 50 85 2500 7225 4725 22325625
MHS 70 90 4900 8100 3200 10240000
SS 50 55 2500 3025 525 275625
WAJ 50 50 2500 2500 0 0
SH 65 95 4225 9025 4800 23040000
MHB 55 85 3025 7225 4200 17640000
NA 50 78 2500 6084 3584 12845056
MNA 50 85 2500 7225 4725 22325625
ERJ 50 85 2500 7225 4725 22325625
SWA 60 90 3600 8100 4500 20250000
SYA 55 90 3025 8100 5075 25755625
SNR 60 85 3600 7225 3625 13140625
ARD 50 60 2500 3600 1100 1210000
AMI 50 85 2500 7225 4725 22325625
DA 80 90 6400 8100 1700 2890000
RD 75 90 5625 8100 2475 6125625
SR 55 75 3025 5625 2600 6760000
Total 1.175 1.623 71.225 134.559 63.334 254.731.306 58,75 81,15
3166,7
APPENDIX V
The students’ score of pre-test (X₁ ) and post-test (X₂ ) , gain/difference between the matched pairs (D) and square of the gain (D²) in term of organization:
Sample Pre-Test (X₁)
Post-Test
(X₂) (X₁ )² (X₂ )² D (X₂ -
X₁ ) D²
SY 70 78 4900 6084 1184 1401856
NIA 70 80 4900 6400 1500 2250000
NJ 55 80 3025 6400 3375 11390625
SPA 50 80 2500 6400 3900 15210000
MHS 68 85 4624 7225 2601 6765201
SS 50 50 2500 2500 0 0
WAJ 50 50 2500 2500 0 0
SH 60 90 3600 8100 4500 20250000
MHB 50 75 2500 5625 3125 9765625
NA 50 70 2500 4900 2400 5760000
MNA 50 70 2500 4900 2400 5760000
ERJ 50 75 2500 5625 3125 9765625
SWA 50 80 2500 6400 3900 15210000
SYA 50 85 2500 7225 4725 22325625
SNR 55 75 3025 5625 2600 6760000
ARD 50 50 2500 2500 0 0
AMI 50 80 2500 6400 3900 15210000
DA 75 85 5625 7225 1600 2560000
RD 65 88 4225 7744 3519 12383361
SR 50 80 2500 6400 3900 15210000
Total 1.118 1.506 63.924 116.178 52.254 177.977.91 8
55,9 75,3
2612,7
APPENDIX VI
Scoring classification of the students pre-test and post-testin term of content:
Sample Pre-test Post-test
Score Classification Score Classification
SY 70 Good 80 Very Good
NIA 80 Very Good 85 Very Good
NJ 50 Poor 85 Very Good
SPA 50 Poor 85 Very Good
MHS 70 Good 90 Excellent
SS 50 Poor 55 Poor
WAJ 50 Poor 50 Poor
SH 65 Fair 95 Excellent
MHB 55 Poor 85 Very Good
NA 50 Poor 78 Good
MNA 50 Poor 85 Very Good
ERJ 50 Poor 85 Very Good
SWA 60 Fair 90 Excellent
SYA 55 Poor 90 Excellent
SNR 60 Fair 85 Very Good
ARD 50 Poor 60 Fair
AMI 50 Poor 85 Very Good
DA 80 Very Good 90 Excellent
RD 75 Good 90 Excellent
SR 55 Poor 75 Good
APPENDIX VII
Scoring classification of the students pre-test and post-test in term of organization:
Sample Pre-test Post-test
Score Classification Score Classification
SY 70 Good 78 Good
NIA 70 Good 80 Very Good
NJ 55 Poor 80 Very Good
SPA 50 Poor 80 Very Good
MHS 68 Fair 85 Very Good
SS 50 Poor 50 Poor
WAJ 50 Poor 50 Poor
SH 60 Fair 90 Excellent
MHB 50 Poor 75 Good
NA 50 Poor 70 Good
MNA 50 Poor 70 Good
ERJ 50 Poor 75 Good
SWA 50 Poor 80 Very Good
SYA 50 Poor 85 Very Good
SNR 55 Poor 75 Good
ARD 50 Poor 50 Fair
AMI 50 Poor 80 Very Good
DA 75 Good 85 Very Good
RD 65 Fair 88 Very Good
SR 50 Poor 80 Very Good
APPENDIX VIII
The percentage of the students’ improvement on pre-test and post-test.
1. The improvement of the students’ percentage in content:
₂ ₁
₁
P =
P =
P = 38.12%
2. The improvement of the students’ percentage in organization:
₂ ₁
₁
P =
P =
P = 34.70%
APPENDIX IX Calculating test of significance.
1. T-test value for content:
̅
√ ( ) ( )
√ ( ) ( )
√ ( )
√
√
√
1
df N ttable
= 20-1 df = 19
t-table = 2.09302
2. T-test value for organization:
̅
√ ( ) ( )
√ ( ) ( )
√ ( )
√
√
√
7,91
1
df N ttable
= 20-1 df = 19
t-table = 2.09302
APPENDIX X
Table distribution of t-value. Degree of freedom (df) = N – 1 =20 – 1=19, T- table = 2.09302
Pr df
0.25 0.50
0.10 0.20
0.05 0.10
0.025 0.050
0.01 0.02
0.005 0.010
0.001 0.002 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
1.00000 0.81650 0.76489 0.74070 0.72669 0.71756 0.71114 0.70639 0.70272 0.69981 0.69745 0.69548 0.69383 0.69242 0.69120 0.69013 0.68920 0.68836 0.68762 0.68695 0.68635 0.68581 0.68531 0.68485 0.68443 0.68404 0.68368 0.68335 0.68304 0.68276 0.68249 0.68223 0.68200 0.68177 0.68156 0.68137
3.07768 1.88562 1.63774 1.53321 1.47588 1.43976 1.41492 1.39682 1.38303 1.37218 1.36343 1.35622 1.35017 1.34503 1.34061 1.33676 1.33338 1.33039 1.32773 1.32534 1.32319 1.32124 1.31946 1.31784 1.31635 1.31497 1.31370 1.31253 1.31143 1.31042 1.30946 1.30857 1.30774 1.30695 1.30621 1.30551
6.31375 2.91999 2.35336 2.13185 2.01505 1.94318 1.89458 1.85955 1.83311 1.81246 1.79588 1.78229 1.77093 1.76131 1.75305 1.74588 1.73961 1.73406 1.72913 1.72472 1.72074 1.71714 1.71387 1.71088 1.70814 1.70562 1.70329 1.70113 1.69913 1.69726 1.69552 1.69389 1.69236 1.69092 1.68957 1.68830
12.70620 4.30265 3.18245 2.77645 2.57058 2.44691 2.36462 2.30600 2.26216 2.22814 2.20099 2.17881 2.16037 2.14479 2.13145 2.11991 2.10982 2.10092 2.09302 2.08596 2.07961 2.07387 2.06866 2.06390 2.05954 2.05553 2.05183 2.04841 2.04523 2.04227 2.03951 2.03693 2.03452 2.03224 2.03011 2.02809
31.82052 6.96456 4.54070 3.74695 3.36493 3.14267 2.99795 2.89646 2.82144 2.76377 2.71808 2.68100 2.65031 2.62449 2.60248 2.58349 2.56693 2.55238 2.53948 2.52798 2.51765 2.50832 2.49987 2.49216 2.48511 2.47863 2.47266 2.46714 2.46202 2.45726 2.45282 2.44868 2.44479 2.44115 2.43772 2.43449
63.65674 9.92484 5.84091 4.60409 4.03214 3.70743 3.49948 3.35539 3.24984 3.16927 3.10581 3.05454 3.01228 2.97684 2.94671 2.92078 2.89823 2.87844 2.86093 2.84534 2.83136 2.81876 2.80734 2.79694 2.78744 2.77871 2.77068 2.76326 2.75639 2.75000 2.74404 2.73848 2.73328 2.72839 2.72381 2.71948
318.30884 22.32712 10.21453 7.17318 5.89343 5.20763 4.78529 4.50079 4.29681 4.14370 4.02470 3.92963 3.85198 3.78739 3.73283 3.68615 3.64577 3.61048 3.57940 3.55181 3.52715 3.50499 3.48496 3.46678 3.45019 3.43500 3.42103 3.40816 3.39624 3.38518 3.37490 3.36531 3.35634 3.34793 3.34005 3.33262
37 38 39 40
0.68118 0.68100 0.68083 0.68067
1.30485 1.30423 1.30364 1.30308
1.68709 1.68595 1.68488 1.68385
2.02619 2.02439 2.02269 2.02108
2.43145 2.42857 2.42584 2.42326
2.71541 2.71156 2.70791 2.70446
3.32563 3.31903 3.31279 3.30688
APPENDIX XI PRE-TEST
NAME :
CLASS/NIS :
Choose one of the topics below and write a short descriptive text about the topic that you have choosen!
a. Tourist places b. Historic buildings
Treatment
POST-TEST
NAME :
CLASS/NIS :
FORT ROTERDAM, MAKASSAR
AKKARENA BEACH, MAKASSAR
Chooose one of photographs that provided, then write a short descriptive text based on the photograph that you have choosen!
APPENDIX XII Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMAN 9 MAKASSAR Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Ganjil
Materi Pokok : Teks Deskriptif; Tempat Wisata dan Bangunan Bersejarah Terkenal
Alokasi Waktu : 6 Minggu x 2 Jam Pelajaran A. Kompetensi Inti
KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan
Mengidentifikasi ungakapan-ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal
Mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks