Suggestions

CHAPTER V: CONCLUSION AND SUGGESTIONS

B. Suggestions

Based on the result of the data analysis and conclusion, the researcher suggests as follows:

1. It is suggested to the English teachers to use Brain Based Learning strategies as the alternative in the teaching and learning process to improve the students' English skill especially in improving students’

grammar and students’ vocabulary.

2. The students should, being aware that writing is an important skill in English, they should try to write individually or in group because it can make students learn grammar and vocabualry natural.

3. It is suggeted to conducting a research by using Brain Based Learning strategy as one of strategies in teaching with different discussion, because the researcher found that this strategies is very fun for improving students’ writing skill.

BIBLIOGRAPHY

Adel, C. 2015. Improving EFL students’ writing skill through a directed blog:

Case of students at Mohamed Khider University of Biskra.

Ardhanariswari, 2018, The Effectiveness of Using Computer Assisted Language Learning (CALL) As a Media in Writing Essay.

Bircan Eyup 2015, The Effect of Brain Based Learning on Academic Achievement in Teaching Grammar. Nov.2015, Vol.3, Issue 11, 32-40.

Boardman, 2002, Writing is a process of thinking and organizing continuously.

Brown, H. Douglas 2007. Principles Of Language Learning And Teaching. Fifth Edition. New York: Pearson Education, In

Brown, H. Douglas. 2000. Principle of Language Learning and Teaching Fourth Edition. New York: Addison Wesley Longman.t5

Brown, H. Douglas. 2003. Language Assessment Principles and Classroom Practice. California: Longman.

Caine, R.N., Caine, G., McClintic, C., and Klimek, K.J 2015.Brain Learning Principles in action: Teach for the development of higher order thinking and executive function:Corwin Press

Caine R.N.,Caine G, 1994, Teaching must begin exploration of the brain.

Clouse, 2005.There are four steps in the writing process.

Connel 2009, Important aspect of brain based learning is combining research based academic interventions and applying aspects of learning emotionally Collins 2018, Writing is a set of letters written. Defenition of Writing.

Connor, 2011, Classroom instruction. Can help students to be come competent in critical thinking and share their views among their peers.

Duman B. 2010, Brain Based Learning requires teachers to understand how the brain work.Educational Science:Theory and Practice, 10(4),2077-2103.

Fatimah S. 2018, The Effecf of Applying Brain Writing Strategy on the students Writing Achievement Assisted Wordless Picture Book Media. University of Muhammadiyah Sumatera Utara.

Gay, 2006, The Formulates about quantitative technique.

Given, 2007.Cognitive learning system are information processing systems are information processing system in the brain.

Gerrot and Wignel, 1994, Descriptive text is a text that describes the charecteristic of somenthing. Descripive Text.

Green Law, 2005, Five Common Element of Good Writing. Element of Writing.

Ismail, 2011. The Students’ Ability To Write Free Composition. Thesis. FKIP UMM Makassar.

Jensen,E. 1997.Brain Compatible Strategies, Hundreds of easy to use brain compatible activities that boost attention,motivation, learning and achievement. DelMar Turning Point Publishing

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Patel, and Jain, 2008:125. define that Writing is most effectively acquired when practice in writing.

Klimek,2015.the following are the principles of brain based learning the brain is a paralel processor learning engages the entire physiology the search for meaning is innate the search for meaning occurs through patterning

Kolb and Kolb 2005, Art of Teaching must be the art of changing the brain.

Madrazo and Motz, 2005, BBL is neuroscience of how the brain works. Develop in the classroom (P.56).

McNamee 2011, Brain Based learning effective in developing context area.

Critical Reading.

Oshima and Houge, 2007, Good Description is a good description in a word that reader can imagine about object etc.

Rita P.B. 2010.Increasing The Student Writing Ability To Make Sentence Thought Chain Card Games At The Eighths Years Studens Of Smp Guppi Samata Gowa. Thesis. FKIP UMM Makassar

Samples, B. 1992.Using learning modalities to celebrate intelligence. Educational Leadership, 50(2)

Spears, A.& Wilson, L. (n.d.). Brain-based leaing highlights.

Sapa’, 2009.Brain Based Learning Concept.

Stahl, R. J. 1994. Using "think-time" and "wait-time" skillfully in the classroom.ERIC Digest Report.

Stacey A, 2001, The Effectiveness of Using Brain Based Learning Strategies in Classroom Instruction to Enhance Students Learning.Theses and Disertations. 4-30-2001.

Sorkresno, 2007, The Effectivesness of lesrning is largely determined by the emotional atmosphere.

Tung, 2015:35.BBL is learning that are aligned with the natural workings of the brain in learning.

Tomporowski and Ellis, 1986, BBL strategy. Research show the movement is a necessity for students in the classroom.

Willis, J. 2007. Brain-based teaching strategies for improving students’ memory, learning, and test-taking success. Childhood Education, 83(5), 310-315.

Willis , J. 2008, Reading Comprehension, Writing, and Oral Fluency.

Zull. 2002. The art of teaching must be the art of changing the brain based learning.

Zuhriyah, 2020. Brain Based Learning and High Order Thinking Skills Effect on Students’ Writing Ability. Jombang: Universitas Hasyim Asy’ari tebui

A

P

P

E

N

D

I

C

E

S

APPENDIX 1

The Attendance list of students at VIII.F class of SMP 1 MAKALE

No. Sample

Meetings

1 2 3 4

Pre-test Treatment Treatment Post- test

1 S-1 ARSK

2 S-2 ACB    

3 S-3 AJM    

4 S-4 ^CH _ ^{  }

5 S-5 CWK    

6 S-6 EBP    

7 S-7 EPF    

8 S-8 FH    

9 S-9 FP    

10 S-10 FL    

11 S-11 GAT    

12 S-12 GSM

13 S-13 HY    

14 S-14 JT    

15 S-15 JUS    

16 S-16 JG    

17 S-17 JK    

18 S-18 JP    

Information:

- Absent

 Present

APPENDIX 2

The result of the students’ writing skill in pre- test No. Sample Row score Grammar Row

score Vocabulary X

1 S-1 0 0 0 0 0

2 S-2 4 70 4 70 8

3 S-3 4 70 2 70 6

4 S-4 2 50 2 35 4

5 S-5 3 60 2 60 5

6 S-6 2 35 3 60 5

7 S-7 3 60 3 70 6

8 S-8 3 50 3 65 6

9 S-9 2 45 3 65 5

10 S-10 2 45 3 65 5

11 S-11 3 65 3 70 6

12 S-12 0 0 0 0 0

13 S-13 3 60 3 65 6

14 S-14 2 30 2 55 4

15 S-15 3 55 2 60 5

16 S-16 2 45 3 50 5

17 S-17 2 45 2 50 4

18 S-18 2 50 3 65 5

∑ 42 835 42 965 87

X 2,6 52.18 2.62 60.31 5.5

APPENDIX 3

The result of the students’ writing skill in post - test

No. Sample Row score Grammar Row score Vocabulary X

1 S-1 0 0 0 0 0

2 S-2 4 75 3 75 7

3 S-3 4 75 3 75 7

4 S-4 3 60 3 50 6

5 S-5 3 65 3 65 6

6 S-6 2 45 4 70 6

7 S-7 3 65 4 75 7

8 S-8 4 65 3 60 7

9 S-9 2 45 4 70 6

10 S-10 3 50 3 70 6

11 S-11 4 70 4 75 8

12 S-12 0 0 0 0 0

13 S-13 3 65 4 70 7

14 S-14 2 40 3 60 5

15 S-15 4 70 4 75 8

16 S-16 3 55 4 65 7

17 S-17 3 55 4 65 7

18 S-18 3 60 4 75 7

∑ 50 960 58 142095 107

X 3,12 60 3.6 68.43 6.68

APPENDIX 4

The result of the students’ writing skill in pre-test and post-test No. Score pre-test

(𝒙_𝟏)

Score post-test

(𝒙_𝟐) D= (𝒙_𝟐− 𝒙_𝟏) 𝑿_𝟏^𝟐 𝑿_𝟐^𝟐 𝑫^𝟐

1 0 0 0 0 0 0

2 8 7 1 36 49 1

3 6 7 1 36 49 1

4 4 6 2 16 36 4

5 5 6 1 25 36 1

6 5 6 1 25 36 1

7 6 7 1 36 49 1

8 6 7 1 36 49 1

9 5 6 1 25 36 1

10 5 6 1 25 36 1

11 6 8 2 36 64 4

12 0 0 0 0 0 0

13 6 7 1 36 49 1

14 4 5 1 16 25 1

15 5 8 3 25 64 9

16 5 7 2 25 49 4

17 4 7 3 16 49 9

18 5 6 1 25 36 1

∑𝒙 85 106 24 439 712 41

X 5,3 6,6 1.5 27.43 44,5 2.56

APPENDIX 5

1. The men score of students’ pre -test and post-test in terms of grammar.

a. mean scores of the students’ pre-test 𝑋₁

=

^∑

=

⁸³⁵

16

= 52.18

b. mean scores of the students’ post-test

𝑋

₂

=

^∑

=

⁹⁶⁰

16

=

60

2. The mean scores of students’ pre-test and post-test in terms of vocabulary.

a. mean scores of the students’ pre-test

𝑋

₁

=

^∑

=

⁹⁶⁵

16

= 60.31

b. mean scores of the students’ post-test

𝑋

₂

=

^∑

=

¹⁰⁹⁵

16

=

68,5

APPENDIX 6

The rate percentage of the students score in terms of vocabulary 1. pre-test

a. poor (F= 6, N=16)

P= × 100 % =

⁶

16

× 100 % =

37,5 %

b. average (F=9, N=16) P

= × 100 %

=

⁹

16

× 100 % =

52.25

%

c. good (F=1, N=16) P

= × 100 % =

¹

16

× 100 % = 6.25 %

2. post-test

d. average (F=7, N=16)

P= × 100 % =

⁷

16

× 100 % = 43,75%

e. good (F=9, N=16) P

= × 100 % =

⁸

16

× 100 %

= 56.25 %

The rate percentage of the students score in terms of grammar 1. pre-test

a. poor (F=8, N=16) P

= × 100 % =

⁸

16

× 100 % = 50%

b. average (F= 6, N=16) P

= × 100 % =

⁶

16

× 100 % = 37.5 %

c. good (F= 2, N=16) P

= × 100 % =

²

16

× 100 %

= 12%

2. post-test

a. poor (F=3, N=16) P= ×100 % = ³

16×100 % = 18.75%

b. average (F=8, N=16) P= ×100 % = ₁₆⁸ ×100 % = 50%

c. good (F= 5, N=16)

P= ×100 % = ⁵

16×100 % = 31.25 %

APPENDIX 7 The improvement of students’ skill in writing.

1. The improvement of students’ scores in term of pronunciation

P = ² ₁ ¹

× 100 %

= 60 52,18

52,18

× 100 %

= ^7.82

52,18

× 100 %

= 0,14 X 100 % = 14%

2. The improvement of students’ scores in term of vocabulary

P = ² ₁ ¹

× 100 %

=68.15 – 60.31

60.31

× 100 %

= ^8.19

60.31

× 100 %

= 0,13 X 100 % = 13%

3. The improvement of the students’ mean scores of pre-test and post- test in grammar and vocabulary.

P = ² ₁ ¹

× 100 %

= ^{6,8 5,2}

5,2

× 100 %

= ^1,6

5,2

× 100 %

= 0,31 X 100 % = 31%

APPENDIX 8

The significant students’ score between the score of pre-test and post-test in writing skill.

t =

^Ḏ

∑ 2(∑ )2 ( 1)

=

^1,5

∑41 (24)2 16 16(16 1)

=

^1,5

∑41 576 16 16(15)

=

^1,5

41 36 240

=

^1,5

5 240

=

^1,5

√0,02

=

^1,5

0.21

= ^7,1

Thus t = 7.1. ɑ = 0.02 and df = 15 derived from df = (N-1) = (16-1) = 15. So, t- value = 1.75305 (it can be seen in appendix in distribution t-table).

Ḏ =

^∑

=

²⁴

16

= 1,5

APPENDIX 9

Level of significance for one tail Test

Pr 0.25 0.10 0.05 0.025 0.01

Df 0.50 0.20 0.10 0.050 0.02

1 1.00000 3.07768 6.31375 12.70620 31.82052 2 0.81650 1.88562 2.91999 4.30265 6.96456 3 0.76489 1.63774 2.35336 3.18245 4.54070 4 0.74070 1.53321 2.13185 2.77645 3.74695 5 0.72669 1.47588 2.01505 2.57058 3.36493 6 0.71756 1.43976 1.94318 2.44691 3.14267 7 0.71114 1.41492 1.89458 2.36462 2.99795 8 0.70639 1.39682 1.85955 2.30600 2.89646 9 0.70272 1.38303 1.83311 2.26216 2.82144 10 0.69981 1.37218 1.81246 2.22814 2.76377 11 0.69745 1.36343 1.79588 2.20099 2.71808 12 0.69548 1.35622 1.78229 2.17881 2.68100 13 0.69383 1.35017 1.77093 2.16037 2.65031 14 0.69242 1.34503 1.76131 2.14479 2.62449 15 0.69120 1.34061 1.75305 2.13145 2.60248 16 0.69013 1.33676 1.74588 2.11991 2.58349 17 0.68920 1.33338 1.73961 2.10982 2.56693 18 0.68836 1.33039 1.73406 2.10092 2.55238 19 0.68762 1.32773 1.72913 2.09302 2.53948 20 0.68695 1.32534 1.72472 2.08596 2.52798 21 0.68635 1.32319 1.72074 2.07961 2.51765 22 0.68581 1.32124 1.71714 2.07387 2.50832 23 0.68531 1.31946 1.71387 2.06866 2.49987 24 0.68485 1.31784 1.71088 2.06390 2.49216 25 0.68443 1.31635 1.70814 2.05954 2.48511

26 0.68404 1.31497 1.70562 2.05553 2.47863

27 0.68368 1.31370 1.70329 2.05183 2.47266 28 0.68335 1.31253 1.70113 2.04841 2.46714 29 0.68304 1.31143 1.69913 2.04523 2.46202 30 0.68276 1.31042 1.69726 2.04227 2.45726 31 0.68249 1.30946 1.69552 2.03951 2.45282 32 0.68223 1.30857 1.69389 2.03693 2.44868 33 0.68200 1.30774 1.69236 2.03452 2.44479 34 0.68177 1.30695 1.69092 2.03224 2.44115 35 0.68156 1.30621 1.68957 2.03011 2.43772 36 0.68137 1.30551 1.68830 2.02809 2.43449 37 0.68118 1.30485 1.68709 2.02619 2.43145

38 0.68100 1.30423 1.68595 2.02439 2.42857 39 0.68083 1.30364 1.68488 2.02269 2.42584

APPENDIX 10

RENCANA PELAKSANAAN PEMBELAJAR (RPP)

Sekolah : SMP Negeri 1 Makale Matapelajaran : Bahasa Inggris Kelas/Semester : VIII.F/Genap

Materi pokok : Descriptive text material Alokasi waktu : 2 X 45 Menit

Pertemuan : 2 X pertemuan

A.Kompetensi Inti:

 KI 1:Menghargai dan menghayatiajaran agama yang dianutnya

 KI 2:Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percayadiri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalamjangkauan pergaulan dan keberadaannya.

 KI3:Memahami pengetahuan (faktual,konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budayaterkait fenomena dan kejadian tampak mata.

 KI 4:Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi (IPK) 5.3 Mengidentifikasi makna dan

langkah-langkah retorika dalam essai pendek sederhana

5.3.1 Mengidentifikasi informasi spesifik yang ada pada teks deskriptif, makna, gagasan yang ada pada teks deskriptif dan

secara akurat, lancar yang berkaitan dengan lingkungan sekitar dalam bentuk teks descriptif.

aspek-aspek yang ada pada teks deskriptif yang berkaitan dengan lingkungan sekitar.

5.4 Menangkap makna secara kontekstual terkait fungsi sosial, structur teks, dan unsur kebahasaan descriptif teks yang berkaitan dengan lingkungan sekitar.

5.4.1 Membuat descriptif teks yang sederhana secara akurat, lancar dan berkaitan dengan lingkungan sekitar.

C. Tujuan Pembelajaran

Melalui kegiatan pembelajaran dengan menggunakan strategi brain based learning, siswa dapat mengidentifikasi informasi spesifik, makna, gagasan, dan aspek-aspek yang ada pada teks deskriptif sehingga mampu membuat deskriptif teks yang sederhana secara akurat lancar dan berkaitan dengan lingkungan sekitar.

D. Materi Pembelajaran

Penjelasan teks deskriptif dan contoh (Terlampir) E. Metode Pembelajaran

Model : Brain Based Learning F. Media Pembelajaran

1) Lembar kerja siswa 2) Spidol dan Papan Tulis 3) Dictionary

4) Internet

G. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan a.Orientasi

 Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai proses pembelajaran

 Memeriksa kehadiran peserta didik sebagai sikap tertib dan disiplin.

b. Apersepsi

 Mengaitkan materi yang akan dipelajari dengan pengalaman peserta didik sebelumnya

 Mengajukan pertanyaan yang ada keterkaitannya denganpelajaran yang akan dilakukan.

c. Motivasi

10 menit

 Memberikan gambaran tentang manfaat mempelajari teks deskripsi.

 Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung

d. Pemberian Acuan

 Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.

 Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung

 Menjelaskan mekanisme pelaksanaan brain based learning

Kegiatan Pembelajaran Kegiatan

Inti

Mengamati

a. Guru menggali pemahaman peserta didik tentang materi teks deskripsi.

b. Guru memberikan penjelasan singkat tentang hal pokok

dalam pemahaman menulis yaitu bagaimana cara menulis yang baik dan benar

dengan menggunakan tata bahasa yang baik

c. Guru memberikan contoh bagaimana cara menulis teks deskripsi

d. Guru meminta peserta didik mengerjakan soal pre-test tentang teks deskripsi (soal terlampir)

Elaborasi

a. Guru memberikan kesempatan kepada siswa untuk memahami materi dan mengajukan pertanyaan sesuai dengan materi

b. Guru memberikan tugas tentang materi teks descripsi

Konfirmasi

a. Guru bersama para peserta didik melakukann pembahasan tentang teks deskripsi yang telah dikerjakan para peaserta didik.

b. Guru memberikan feedback dan penguatan materi kepada peserta didik

50 menit

Guru :

a. Menekankan kembali poin –poin penting pada

Penutup

kegiatanpembelajaran pada hari itu( gaves the reinforcement).

b. Guru meminta perserta didik untuk membaca lebih awal materi tersebut

c. Bersama dengan peserta didik mengakhiri

pembelajaran dengan doa dan salam sesuai kepercayaan masing-masing.

10 Menit

Pertemuan ; II

Kegiatan Pembelajaran Kegiatan

Inti

Mengamati

a. Siswa mendengarkan penjelasan materi teks deskripsi dengan memperhatikan fungsi sosial, strutur teks dan unsur kebahasaannya.

b. Guru memberikan penjelasan teks deskripsi (mencakup tata bahasa dan kosa kata baru) secara lisan dan meminta siswa untuk memperhatikan desain brain based learning

c. Di akhir pembelajaran guru meminta peserta didik untuk mengerjakan soal post-test tentang teks deskripsi (soal terlampir)

Elaborasi

a. Guru meminta peserta didik untuk membuat teks deskripsi tentang diri mereka

b. Siswa yang cepat selesai akan menceritakan diri mereka di depan kelas

Konfirmasi

a. Guru bersama peserta didik melakukan pembahasan tentang teks deskripsi yang telah di kerjakan siswa b. Guru memberikan feedback dan penguatan materi

kepada peserta didik.

50 menit

50 menit

a. Menekankan kembali poin –poin penting pada kegiatanpembelajaran pada hari itu( gaves the reinforcement).

b. Guru meminta perserta didik untuk membaca lebih awal materi tersebut

c. Bersama dengan peserta didik mengakhiri

10 menit

Penutup pembelajaran dengan doa dan salam sesuai kepercayaan masing-masing.

Penilaian

a. Penilaian Afektif

Teknik penilaian: observasi b. Penilaian kognitif

Teknik penilaian

post-test: Penilaian tulisan (grammar ) dan kosa-kata (vocabulary) c. Penialain psikomotorik

Teknik penilaian :penilaian tulisan Kriteria penilaian siswa

Classifications Score Grammar Vocabulary

Excellent 5 Grammar is excellent, and good effort at writing.

Excellent control ; a wide range of well chose vocabulary.

Good 4 Grammar is good, and easy to understand.

Using the vocabulary words and phrases such as native speaker.

Average 3

There is a problem of grammar that makes the reader must concentrate fully and there are misunderstanding.

Sometimes uses

inappropriate vocabulary.

Poor 2 It is difficult to understand because of grammar problems.

Weak language control, basic vocabulary choice with some words clearly lacking.

Very poor 1 A serious grammar problems’ that cannot be understand.

Weak language control, vocabulary that is used does not match the task so it’s difficult to understand.

Rubrik Penilaian Aspek Sikap

No. Aspek yang dinilai Kriteria Score

1. ^Santun (Respect)

Sangat sering menunjukan sikap santun 5

Sering menunjukan sikap santun 4

Beberapa kali menunjukan sikap santun 3

Pernah menunjukan sikap santun 2

Tidak pernah menunjukan sikap santun 1 2. Bertanggung jawab

(responsible)

Sangat sering menunjukan sikap bertanggung

jawab 5

Sering menunjukan sikap bertanggung jawab 4 Beberapa kali menunjukan sikap bertanggung

jawab 3

Pernah menunjukan sikap bertanggung jawab 2 Tidak pernah menunjukan sikap

bertanggungjawab 1

3. Jujur (Honest) Sangat sering menunjukan sikap bekerja sama 5 Sering menunjukan sikap bekerja sama 4 Beberapa kali menunjukan sikap bekerja sama 3 Pernah menunjukan sikap bekerja sama 2 Tidak pernah menunjukan sikap bekerja sama 1 4. ^Disiplin

(discipline)

Sangat sering menunjukan sikap disiplin 5 Sering menunjukan sikap disiplin 4

Beberapa kali menunjukan sikap disiplin 3 Pernah menunjukan sikap disiplin 2 Tidak pernah menunjukan sikap disiplin 1 5. Percaya diri

(confidence)

Sangat sering menunjukan sikap percaya diri 5 Sering menunjukan sikap percaya diri 4 Beberapa kali menunjukan sikap percaya diri 3 Pernah menunjukan sikap percaya diri 2 Tidak pernah menunjukan sikap percaya diri 1 a. Rubriks Penilaian Kinerja (Format 2)

KRITERI

A KURANG CUKUP BAIK SANGAT

BAIK Melakukan

Observasi Tidak Jelas Pelaksanaannya

Beberapa Kegiatan Jelas dan

Rinci

Semua Jelas dan Rinci

Bertanya-

jawab Kalimat kurang bisa dipahami Monolog Membaca script,

kosa kata terbatas, dan

tidak lancar

Lancar dan kosa kata dan kalimat berkembang,

serta ada transisi

Lancar mencapai fungsi sosial,

struktur lengkap dan

unsur kebahasaan

sesuai Menulis

Teks Penggunaan kata, kalimat,

dan struktur tidak sesuai

Fungsi sosial tercapai, struktur tepat

dan unsur kebahasaan kurang tepat

Fungsi sosial tercapai,

struktur dan unsur kebahasaan

tepat

Fungsi sosial tercapai, struktur dan unsur kebahasaan tepat serta ada

modifikasi

Penugasan/ulangan harian

1. Menentukan gambaran umum, informasi tertentu/tersurat, dan rujukan

kata dari teks deskripsi

2. Membedakan fungsi sosial, struktur dan unsurkebahasaan.

Observasi

Lembar Pengamatan Sikap Peserta didik

No Indikator Sikap.

Nama Peserta didik. _B^erta

nggung jawab Jujur Santun dalam berkumunikasi Percaya diri Kedisiplinan dalam tugas Nilai rata-rata (kualitatif/huruf).

1 2 3 4

Note: Setiap aspek menggunakan skala 1 s.d. 5

1 = Sangat Kurang 3 = Cukup 5 = Amat Baik

2 = Kurang 4 = Baik

Mengetahui Guru Pamong Mengetahui Mahasiswa

Admidale, S.Pd., Jihadar Mentari Parura

Lampiran RPP

Descriptive Text Materi:

The Colloseum

The Colosseum or Coliseum, also known as the Flavian Amphitheatre (Latin: Amphitheatrum Flavium; and Italian:

Anfiteatro Flavio or Colosseo), is an elliptical amphitheatre in the centre of the city of Rome. Built of concrete and stone, it is the biggest amphitheatre ever and is considered as one of the greatest works of architecture and engineering.

The Colosseum is located just east of the Roman Forum.

Construction of this building began under the Vespasian emperor in 72 AD, and was finished in 80 AD under his descendants and heir Titus. Furtthe researcherrenovations were made during the reign of Domitian (81–96).These three emperors which are known as the Flavian dynasty, and the amphitheatre was named in Latin because its relation with their family name (Flavius).

1. What does the text tell about?

2. Why the text is called descriptive?

a) Fungsi sosial

To Describe something /someone /some place in specific way.

For example: Monumen Nasional, Bruno, my Dog, My English Teacher, etc.

b) Struktur text 1. Title

2. Identification 3. Description

c) Unsur kebahasaan

1. Kata dan tata bahasa yang lazim digunakan dalam teks

descriptive seperti karakteristik benda, hewan, maupun manusia.

Contoh:

- Big

- Large - Stunning - Beautiful - Dsb.

2. Tata bahasa : menggunakan simpe present dalam bentuk instruction.

(

Subject) + present tense forms of the verb (bare infinitive)

- The Colosseum is located just east of the Roman Forum.

3. The order of adjectives

The researcthe researcherchoose the topics in the pre and post test because it can make students’ easy to make the sentences based on their own word, this is in line with the previous researcthe researcherthat used this topics too.

APPENDIX 11 PRE-TEST

Choose one of the topics below and write a short descriptive text about the topics that you have choosen !

1. Tourist Places 2. Historic buildings

APPENDIX 12 POST-TEST

1. Choose one of Pictures that provided, then write a short descriptive text based on the pictures that you have choose!

i.

Pango-Pango Tana Toraja

ii.

Ke’te’ Kesu’ Toraja Utara

APPENDIX 13

Students’ Pre-test

Students’ Post-Test

APPENDIX 14 DOCUMENTATION

SMPN 1 MAKALE

Ruang Guru SMPN 1 Makale

Students’ Pre-Test

Treatment

t

Post-Test