GRADERS OF MTS MANBAUL ‘ULUM GAYABARU II CENTRAL LAMPUNG
By:
EDUAN LESMANA Student Number: 1601070081
TARBIYAH AND TEACHER TRAINING FACULTY ENGLISH EDUCATION DEPARTMENT
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1442 H / 2020M
ii
GRADERS OF MTS MANBAUL ‘ULUM GAYABARU II CENTRAL LAMPUNG
Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By:
EDUAN LESMANA Student Number: 1601070081
TARBIYAH AND TEACHER TRAINING FACULTY ENGLISH EDUCATION DEPARTMENTI
Sponsor : A. Subhan Roza, M. Pd Co-Sponsor : Ning Setio Wati, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1442 H / 2020
iii ABSTRACT
By:
EDUAN LESMANA
The purpose of this research is to explain the efficacy of applying the Small Group Discussion Strategy to the writing skills of students. Students of MTs. It is difficult for Manbaul'Ulum Gaya Baru II to understand a paragraph.
In addition, they also have trouble achieving the ability to compose. This study is carried out to explore how the effect of the Small Group Discussion Strategy on the writing skills of students to write descriptive paragraphs in English.
Classroom Action Analysis (CAR) categorizes this report. The investigator performed Classroom Action Research (CAR) in this report, which is done in two cycles. Planning, acting, watching and thinking are all part of each cycle. The students‘ of MTs Manbaul Ulum Gaya Baru II are the focus of this study. The writer used observation, test, documentation and field notes to collect data.
The results of the study indicated that the overall scores of students writing descriptive text skills from two cycles are (a) 41,4 in pre-test, and (b) 65,3 in post-test 1 and (c) 82,16 in post-test 2. Students' activities remained the same. The activities of students in cycle 1 are stated to include (a) 20 active students (80 percent) and 5 inactive students (20 percent). In cycle 2, the activities of the students consisted of 22 active (88 percent) and 3 inactive (12 percent) students. This outcome also led to the fact that the Small Group Discussion Approach was able to boost the ability of the students to write descriptive paragraphs.
Keywords: Writing Descriptive Paragraph, Small Group Discussion Strategy, and Classroom Action Research
iv
CENTRAL LAMPUNG ABSTRAK
Oleh:
EDUAN LESMANA
Tujuan penelitian ini adalah untuk menunjukkan bahwa penerapan Small Group Discussion Strategy terhadap kemampuan menulis siswa.
Masalah yang dihadapi siswa di MTs Manbaul ‗Ulum Gaya Baru II yaitu masih mempunyai kemampuan rendah dalam menulis sebuah teks. Penelitian ini dilakukan untuk mendiskusikan bagaimana pengaruh Small Group Discussion Strategy terhadap kemampuan siswa dalam menulis paragraph deskriptif dalam bahasa Inggris.
Penelitian ini masuk dalam kategori Classroom Action Research atau Penelitian Tindakan Kelas. Penelitian ini dilakukan menggunakan CAR (Classroom Action Research) atau PTK (Penelitian Tindakan Kelas) yang terdiri dari 2 siklus. Setiap siklus terdiri dari planning, acting, observing and reflecting. Subjek penelitian ini adalah siswa kelas MTs Manbaul ‗Ulum Gaya Baru II. Teknik yang digunakan dalam pengumpulan data ialah test, observasi, dokumentasi dan catatan lapangan.
Hasil dari penelitian menunjukkan bahwa dari dua siklus nilai rata-rata dalam kemampuan menulis teks deskriptif siswa adalah (a) 41,4 di pre-test, dan 65,3 di post-test 1, serta (c) 82,16 di post-tes 2. Hal yag sama terjadi pada aktivitas siswa. Aktivitas siswa di siklus 1 menjelaskan bahwa terdapat (a) 20 siswa aktif (80%) dan 5 siswa tak aktif (20%) Pada siklus kedua, aktivitas siswa terdiri dari 22 siswa aktif (88%) dan 3 siswa tak aktif (12%). Hasil ini menggambarkan bahwa Small Group Discussion Strategy dapat meningkatkan kemampuan siswa dalam kemampuan menulis paragraph deskriptif.
Kata Kunci : Menulis Paragraf Deskriptif, Small Group Discussion Strategy, dan Penelitian Tindakan Kelas
v
vi
vii
viii
ix
x
xi
“Verily, with every difficulty there is relief.”
(Q.S. Al-Insyirah: 6)
“If you don‟t want to be limited, don‟t make limitation!
We are the only one who should know our limits”.
(Gus Dur)
xii
This piece of work is dedicated to:
My beloved Parents Mr. Lasimun and Mrs. Sukarni who always gave me support, spirit, motivation and inspiration…
My sponsor Ahmad Subhan Roza, M. Pd and
my co-sponsor Ning Setio Wati, M. Pd (thanks for your guidance).
My lovely brother Roby Juleo, beloved friends Scout Movement of Racana Radin Inten II and Puteri Kandang Rarang, Indonesian Moslem Student Movement Rayon PBI, who always support me with their moral values and good advice.
All my lecturers in IAIN Metro and all of the teachers in Mts. Manbaul „Ulum Ulum Gaya Baru II, thank you.
Everyone who always asked me, “how‟s your thesis going?”, “when are you going to graduate?”…
My beloved Almamater…
xiii
always gave s all what we need and has taught human beings of what they don‘t know before. The writer also thanks to prophet Muhammad S.A.W. Allah has gave n the writer blessing and mercies so writer could finish the under graduate thesis entitled ―,THE USE OF SMALL GROUP DISCUSSION STRATEGY TO INCREASE DESCRIPTIVE PARAGRAPH WRITING SKILL AMONG THE EIGHT GRADERS OF MTS MANBAUL ‗ULUM GAYABARU II,‖.
Regarding to the undergraduate thesis, the writer couldn‘t stay alone, there were many persons who contributed their meaningful hands in accomplishing this undergraduate thesis that the writer could not mention one by one. His greatest gratitude for the following: the principle of IAIN Metro; Prof. Dr. Hj. Enizar, M.Ag. The principle of Tarbiyah and Teacher Training Faculty; Dr. Hj. Akla, M.Pd. The principle of English Education Department; Ahmad Subhan Roza, M.Pd. The sponsor Ahmad Subhan Roza, M. Pd and co-sponsor Ning Setio Wati, M.Pd who has guided the writer to accomplish this research undergraduate thesis in time. May Allah Azza wa Jalla gave all parties, His better reward for their spending time to support and guide the writer during the undergraduate thesis writing process.
As human being, the writer do apologizes for all confusions in writing process and interprating item. Hopefully, this undergraduate thesis can be a meaningful benefit for the writers especially and for our campus and all readers generally.
Metro, 22 October 2020 The writer,
Eduan Lesmaa
xiv
xv
COVER ... i
TITLE... ii
APPROVAL PAGE ... iii
NOTA DINAS ... iv
ABSTRACT ... vi
STATEMENT OF RESEARCH ORIGINALITY ... viii
MOTTOS ... ix
DEDICATION PAGE ... x
ACKNOWLEDGEMENT ... xi
TABLE OF CONTENT ... xii
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF DIAGRAM ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I INTRODUCTION ... 1
A. Background of The Study ... 1
B. Focus of the Study ... 5
C. Problem Limitation ... 5
D. Problem Formulation ... 6
E. Objectives and Benefits of the Study ... 6
xvi
2. Element of Writing Skill ... 9
3. Process of Writing Skill ... 10
4. Measurement Rubrics of Writing ... 12
5. The Definition of Paragraph ... 14
6. Kinds of Paragraph ... 15
7. The Concept of a Descriptive Paragraph ... 16
B. The Concept of Small Group Discussion Strategy ... 20
1. Definition of Small Group Discussion ... 20
2. The Definition of Strategy ... 22
3. Advantage and Disadvantage of SGD Strategy ... 23
4. Procedure of Small Group Discussion Strategy ... 24
5. Procedure of Teaching Descriptive Paragraph using Small Group Discussion ... 25
CHAPTER III RESEARCH METHOD ... 28
A. Variable and Operational Definition of Variable ... 28
B. Research Location ... 29
C. Subject and Object of the Study ... 29
D. Research Procedure ... 30
E. Data Collecting Technique ... 36
xvii
CHAPTER IV RESEARCH RESULT AND DISCUSSION ... 41
A. Research Result ... 41
1. Description of Research Location ... 41
2. Description of Research Data ... 47
B. Discussion ... 80
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 84
A. Conclusion ... 84
B. Suggestion ... 85 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xviii
LIST OF TABLES
Page
Table 1. Students writing score ... 3
Table 2. Measurements of writing score ... 12
Table 3. Subject of reseacrh ... 30
Table 4. Building Condition ... 42
Table 5. Existence of Teacher and Staff ... 42
Table 6. The amounts of Mts. Manbaul ‗Ulum ... 45
Table 7. Students score of Pre-test ... 48
Table 8. Percentage Students score of Pre-test ... 49
Table 9. Schedule Students action Cycle I ... 51
Table 10. Result Students score of Post-test I ... 55
Table 11. Percentage Students score of Post-test I ... 56
Table 12. Students activities in cycle I... 58
Table 13. Comparison Students score of Pre-test and Post-test I ... 60
Table 14. Percentage Comparison Students score of Pre-test and Post-test I .. 61
Table 15. Schedule Students action Cycle II ... 64
Table 16. Result Students score of Post-test II ... 67
Table 17. Percentage Students score of Post-test II ... 68
Table 18. Students activities in cycle II ... 69
Table 19. Comparison Students score of Post-test I and Post-test II ... 71
Table 20. Percentage Students score of Post-test I and Post-test II ... 72
Table 21. The score of Pre-test, Post-test I and Post-test II ... 75
Table 22. Percentage score of Pre-test, Post-test I and Post-test II ... 76
Table 23. Students activities in cycle II cycle I and cicle II ... 77
xviii
LIST OF FIGURE
Page
Figure 1. Action Plan ... 32
Figure 2. Structur of School ... 44
Figure 3. Percentage Students Writing on Pre-test ... 50
Figure 4. Percentage Students Writing on Post-test cycle I ... 56
Figure 5. Percentage Students activities cycle I ... 59
Figure 6. Comparison score of Pre-test and Post-test I ... 61
Figure 7. Percentage Students Writing on Post-test II cycle II ... 68
Figure 8. Percentage Students activities on cycle II ... 70
Figure 9. Comparison score of Post-test Iand Post-test II ... 72
Figure 10. Comparison score of Pre-test, Post-test I, and Post-test II ... 77
xix
LIST OF DIAGRAM
Page Diagram 1. Students result of Learning Activity in Cycle I and Cycle II ... 78
CHAPTER I INTRODUCTION A. Background of the study
Writing is indeed one of the language skills English students have to learn rather than listening, reading and speaking.1 The practice of writing has been appropriate because it requires grammatical complexity. They must be able to express their thoughts and got readers excited while they are reading their writings and create their ideas. Mainly focused on Brown, writing is a word transaction that frees you from what you think, feel, and perceive at the time.2 It means writing is indeed one of the language skills that people use to communicate knowledge and information to others via a written format to communicate in English.
Richard says that writing is the most challenging skill for second- language and foreign language learners. Students are expected to write their written items in a grammatical context, communicate their ideas and conclude as steps to establish literary strategies in a written form. Meanwhile, in a real condition we know that in some schools the portion of writing is small in the learning and teaching process and also the students feel difficult to express their ideas in written form because writing is combined idea, vocabulary and grammar. Heaton says that writing skills are more nuanced and harder to be taught that require not only a mastery of grammar and language, but also
1 Lorena Manaj Sadiku, ―The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour,‖ European Journal of Language and Literature 1, no. 1 (April 30, 2015): 29, https://doi.org/10.26417/ejls.v1i1.p29-31. P.29
2 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed (White Plains, NY: Longman, 2001)., p. 337
1
analytical and judgment skills.3 This can be inferred that there are other issues with writing such as that students are not only uncompromising with their understanding of grammar and language, but also theoretical and written judgment.
From the condition of the research observation, the researcher found that the most students of MTs. Manbaul ‗Ulum Gaya Baru II are lack of vocabulary in descriptive writing. In this case, the researcher will study how to increase the students‘ writing skill by using Small Group Discussion Strategy at the eighth grade of MTs. Manbaul ‗Ulum Gayabaru II in the Academic Year of 2019/2020. The writer did pre-survey that followed by 25 students as the base of this research. The test that use in pre-survey is writing test. The pre-survey conducted at March 14th, 2020.
Based on interview result, the writer got information from the English teachers, Nanang Susanto said that in learning descriptive, students may have difficulties in learning it. Students confused what to write although they know the topic which has been given by the teacher. They are confused to write their idea about the topic. The other factor that may be influence to determine the appropriate word to write. They have lack of vocabulary. They also did not understand to put the good organization of descriptive.4 In this case, the writer will study how to increase the students‘ writing skill by using small group discussion at the eighth grader of MTs. Manbaul ‗Ulum Gaya Baru II.
3 J. B. Heaton, Writing English Language Tests, New ed, Longman Handbooks for Language Teachers (London ; New York: Longman, 1988)., p. 135
4 Pre-survey on March 14th, 2020 at MTs. Manbaul ‗Ulum Gayabaru II
Furthermore, the data of pre-survey at the eight graders of MTs. Manbaul
‗Ulum Gayabaru II showed the result as follows:
Table 1. The Students’ writing score
No. Grade Category Total Percentage
1 ≥ 60 Complete 6 29%
2 < 60 Incomplete 19 71%
Result 25 100%
Source:Pretest Result on March 14th, 2020
The data above explained that 71% or 19 students who got failed score and 29% or 6 students got passed score. So, from the data above it can be known that the students‘ writing in English is low. There are many writers that had researched analysis of small group discussion. The first writer is Yulisa Putri, this thesis entitled "The Use of Small Group Discussion Technique To Increase Students' Reading Comprehension".5 The result is a significant increase of students‘ reading comprehension achievement after they were taught by using small group discussion technique. The second writer is Nur Elmi Hidayati with his thesis entitled ― THE EFFECT OF USING SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS' SPEAKING SKILL AT XI GRADE OF MAS KEPENUHAN‖. In this research, small group discussion had significant effect on students speaking skill in the narrative text at Eleventh grade students of MAS Kepenuhan.
5 Yulisa Putri, Ujang Suparman, and Ramlan Ginting Suka, ―THE USE OF SMALL GROUP DISCUSSION TECHNIQUE TO INCREASE STUDENTS‘ READING
COMPREHENSION,‖ n.d., 12.
Based on both of the studies above, those researches focus on the implementation of small group discussions in reading and speaking skills. In this research, the writer decided to focus on a small group discussion strategy that can increase the students' skill in a descriptive paragraph of writing among the eighth grader of MTs. Manbaul' Ulum Gayabaru II. So, the writer would like to continue the previous studies.
The teacher would also have various strategies to help the students compose exceptionally concise texts. Small group discussion is one of the main strategies for teaching writing. Discussion enables an exchange of ideas under the guidance of a presenter within the context of a group. Small group discussion through organizing students into groups. The group's membership ranges from 3 to 5.6 Small group discussions relate to face-to-face contact, so that they communicate with teachers and other learners. Interaction is a collaboration between two or more people, leading to mutual effects of thinking, feeling and ideas.7 Students will share insights into conversations in a group.
However, students can share knowledge and experiences in the solution of a problem through a small group discussion process. Small group discussions are a way to increase the efficiency of teaching writing, especially descriptive paragraph, and make students involved in the learning process.
Focusing on the above context, the writer chose a small group discussion as the strategy of teaching the text. I hope the concise skill of the students to
6 Wina Sanjaya, ―Strategi Pembelajaran Berbasis Standar Proses Pendidikan,‖ Jakarta:
Penerbit Kanisius, 2006., p.157
7 Brown, Teaching by Principles., p. 165
write text will be increased by using small group discussion. The writer proposed research entitled: "The Use of Small Group Discussion Strategy to Increase Descriptive Paragraph Writing Skill among the Eighth Graders of Mts Manbaul ‗Ulum Gayabaru II."
B. Problem Identification
Based on the context of the above issue, the writer described the study problems as follows:
1. The writing skill of students were still weak, in specific descriptive paragraphs.
2. The students had trouble expressing their ideas and bored a descriptive paragraph in writing.
C. Problem Limitation
In this research, the writer concentrated solely on the increase of using small group discussion toward the descriptive paragraph writing skill of MTs Manbaul Ulum Gayabaru II 's eighth-grade students.
D. Problem Formulation
The writer was formulated the problem issue as follows based on the above problem:
Can increase descriptive paragraph writing skill of MTs Manbaul Ulum Gayabaru II by using small group discussion to students?
E. Objectives and Benefits of the Study 1. The Objectives of the Study
The objective of this research is to know if it affects the descriptive writing skill of students in the eighth grade of MTs. Manbaul Ulum Gayabaru II by using a small group discussion.
2. The benefit of the study a. For the students
The output of this research would increase the writing skill of the students.
b. For the teacher
English teachers can use a small group interaction approach to boost writing efficiency.
c. For the writer
1) The research scientist's experience in her analysis should be apply.
2) The writer provides information with a particular value for more research.
3) The writer has experience requires studying in English.
CHAPTER II
THEORETICAL REVIEW A. The Concept of Descriptive Paragraph Writing Skill
1. The Definition of Writing Skill
We know that writing requires contemplating and determining to create written text used for communicating in everyday activities. Writing is not only the capacity to bring thoughts from mind to paper but also to create broader meaning and explain concepts. Writing is critical because it clarifies a person's feeling as one of four fundamental skills of the language. This skill allows students to express their ideas, complex emotions and the concepts through their expressions or papers.
Nonetheless, students should compose in a well-formed way, communicate their thoughts, ideas and facts.
Jeremy Harmer explains why teaching written to English students is based on the enhancement of the foreign language. Writing is used as an instruction tool to assist students in practicing and working with their language.8 For example, ask students to compose five phrases using a similar structure or to use five new terms or sentences. Writing tasked such as this can increase students ' skills. Sanggam Siahaan has assumed that writing is a written, effective language skill.9 This ensures that, to put in the written text, information is a mental activity of the language user. It
8 Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching (Harlow: Longmann, 1998). p. 112
9 Sanggam Siahaan, ―Issues in Linguistics,‖ Yogyakarta: Graha Ilmu, 2008. p. 2 7
should be remembered that writing requires somebody's physical and mental behaviors when written on a specific subject.
Brown says that writing is a way to think something you couldn't start thinking.10 Writing is actually a word transaction, where you feel free to feel something that you currently think. Sanggam says the concept of writing as a skill needs to be differentiated from writing as a text. As a skill is defined as a productive written language skill. On the opposite, writing a text is a piece of written information. It is a result of writing activity.11 Writers took a long time to think before they even begin to write. Because writing is meant to convey ideas, the first step towards good writing is to express strong, clear ideas.12
On the basic principle of the above, the skill to say ideas, thoughts and feelings to others in written symbols can be concluded that writing is a means to make the ideas conveyed to other people or readers understand.
It is one of the productive abilities to master in the use of a language, because it means enhancing a communicative skill in language learning.
10 Brown, Teaching by Principles. p. 336.
11 Sanggam Siahaan, ―The English Paragraph,‖ Yogyakarta: Graha Ilmu 1 (2008): 1., p.3
12 LearningExpress (Organization), ed., 8th Grade Reading Comprehension and Writing Skills, 1st ed (New York: LearningExpress, 2009)., p.227
2. The element of Writing Skill
In writing there were five elements. It is purpose, audience, clarity, unity and coherence.13 More details, as follows can be explained:
a. Audience
The first good thing to write is to remember your audience while writing. The term "public" refers to the readers. Before they start publishing, good writers will know who their audience is. Goods writers remember the readers as they write every line of the story.
b. Unity
Unity is one of the logical aspects of a good paragraph. It refers to the type of supporting sentence used in a paragraph. It applies to the relevant data used in the paragraph.14
c. Coherence
Coherence refers to the smooth flow of ideas in a paragraph that can be achieved in two ways. The first way is from the logical arrangement of the sentence in the paragraph. The second way is by using structural words.15
d. Clarity
Clarity is how easy you can understand your writing for the reader.
Strong writers are straightforward about their views. Clear phrases are
13 Andrew P. Johnson, Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students (Lanham, Md: Rowman & Littlefield Education, 2008).
14 Siahaan, ―The English Paragraph.‖, p.93
15 Siahaan.p. 101
not vague or Indirect; by using a specific, concise language, they reach the reader.
e. Purpose
To remain focused on their subject, writers need to understand the objective they try to achieve. The objective is the goal to be achieved by the writer.
In above interpretation, it is possible to conclude that writing has many components that need to be understood since written skills are important.
3. Process of Writing
Writing is essentially a thinking process and those thoughts are finally imprinted in a written form as writing. Not only it can help to reconstruct thinking into the written form, it also supplies important clues for improving the coherence of the text. It gave us a fornicating insight into what goes on as we struggle to translate meaning into words.
According to Brow, the writing process divided into three stages.16 They are prewriting, while writing (drafting), and post writing (revising). As follows:
a. Pre-writing
The first step in the writing process is pre-writing. This step helped you develop ideas on this subject. There were many options to pre-write
16 H. Douglas Brown, Teaching by Principles: An Interactive to language Pedagogy 2 Edition, (New York: Addison Weasley Longman, 2001), p.348.
so you can figure out the right one for you to do so. Once your thoughts are perfect, you'll be able to organize them and start to write.17
b. Drafting
Drafting is a series of strategies for the organization and development of a sustained piece of writing.18 Drafting is the time when the writers have been writing. It is commonly known as the drafting process. It is started by write down the objective or the main idea. Ideally, this should be in one sentence. After deciding the main idea then the writers include additional pieces of information they need as the supporting idea. Besides, the writer needs to develop their thought so that enhances their writing.
The drafting is the selection of a subject and organizing the information about the topic into meaningful clusters. Also, it is finding the connection among those clusters and discovers the relationship that links the connection.
c. Revising
"Revised is a series of strategies designed to review and assess the choices a piece of writing has produced."19 Before this, the draft must be finished, the document must be backed and the action this appears
17 LearningExpress (Organization), 8th Grade Reading Comprehension and Writing Skills. p.227
18 Harmer, How to Teach English. p. 5
19 Harmer. p. 11
more effective is determined. It must start a complete re-creation of the world of writing after global revision.
Before finishing their writing, the writer needed to assess their draft so that they produce good writing. They accomplish proofreading before. They also make corrections directly in their first draft to make it clearer and more convincing. This step called the process revising. They ought to consider some facets in the text such as content, clarity, form, errors in grammar, and punctuation. The writer might change that order or insert additions to make appropriate revisions.
4. The Measurement Rubrics of Writing Text
One of the important aspects in evaluation is scoring rubrics. There are some criteria of each writing‘s score to evaluate the result of writing test that was created by Jacobs: content (13-30), organization (7-20), vocabulary (7-20), language use (5-25), mechanics (2-5).
Table 2. The Measurement Rubrics of Writing
Score Level Criteria
Content
30-27 Excellent to very good: knowledgeable;
substantive; through development of thesis;
relevant to assigned topic
26-22 Good to average: some knowledge able of subject;
adequate range; limited development of thesis;
mostly relevant to topic; but lucks detail
21-17 Fair to poor: limited knowledge of subject; little substance; inadequate development of topic
16-13 Very poor: does not show knowledge of subject;
non-substantive; non pertinent; or not enough to evaluate.
Organization
20-18 Excellent to very good: fluent expression; ideas clearly stated/supported; succinct; well-organized but main ideas stand out; limited support; logical sequencing; cohesive
17-14 Good to average: somewhat copy; loosely organized; logical but incomplete sequencing 13-10 Fair to poor: non-fluent; ideas confused or
disconnected; lacks logical sequencing and development
9-7 Very poor: does not communicate; no organization; or no enough to evaluate
Vocabulary
20-18 Excellent to very good: sophisticated range;
effective word/idiom choice and usage; word form mastery; appropriate register
17-14 Good to average: adequate range; occasional errors of word/idiom form, choice, usage; but meaning not obscured
13-10 Fair to poor: limited range; frequent errors of word/idiom form, choice, usage; meaning confused or obscured
9-7 Very poor: essentially translation; little knowledge of English vocabulary, idioms, word form; or not enough to evaluate
Language Use
25-22 Excellent to very good: effective complex constructions; few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions
21-18 Good to average: effective but simple constructions; minor problems in complex constructions; several errors agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.
17-11 Fair to poor: major problems in simple constructions; major problems in complex constructions; frequent errors agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or obscured
10-5 Very poor: virtually no mastery of sentence construction rules; dominated b errors; does not
communicate; or not enough to evaluate
Mechanics
5 Excellent to very good: demonstrate mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing
4 Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
3 Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured
2 Very poor: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or no enough to evaluate.20
5. The Definition of Paragraph
Zemach and Islam define "a paragraph is a group of about 6-12 sentences about one topic.21 It means that all of the sentences in a paragraph must discuss the same topic. If the writer wants to write the other main topic, he can write in a new paragraph. It means that paragraph is a piece if written text. It contains several sentences. It can be classified into three parts; they are the beginning, the body and the ending.22
20 Sara Cushing Weigle, Assessing Writing, Cambridge Language Assessment Series (Cambridge: Cambridge University Press, 2002). p. 116.
21 Dorothy E Zemach and Carlos Islam, Writing Paragraphs: From Sentence to Paragrph. [Student Book (Oxford: Macmillan Ed., 2013). p. 9
22 Siahaan, ―The English Paragraph.‖
6. Kinds of Paragraph
Wishon and M. Burks explain four types or forms of paragraph, such as description, argumentation, narration, and exposition. Furthermore, the explanations of the types or styles of writing as follow:23
a. Narration
The narrative is a sort of sentence the writer seeks to say about a case. This describes to readers in a natural time series what happened in the plot.
b. Description
In a description type, uses a lot of visual words, such as the feel, sound, taste, and smell to help the readers see the person, place or thing that the writer is writing about. It tries to make the readers feel that they are there or can visualize in their mind what the writer is describing.
c. Exposition
In the exposition paragraph, the writer intends to inform, explain, describe or define their subject in order the readers believe or disbelieve something.
d. Argumentation
Argumentation is designed to convince or persuade somebody that something is true or should be done.
23 George E Wishon and Julia M Burks, Let‟s Write English (New York: American Book Co., 1980). , p. 377
7. The Concept of a Descriptive Paragraph
Several kinds of paragraphs of academic writing. The features of each article are the same. Descriptive paragraph is a form of writing consisting of explanation, attributes, anything meaning, entity or something. In descriptive language, emotions, the location, stuff and artifacts are always brought across.24 The descriptive paragraph explains the appearance or feeling of something or anyone.25 It gave an impression of something.
Example:
Identification
My pet My pet, I would like to tell you.
Description
I got beautiful pets. Five months ago, my dog, Besty, bore four puppies. Robin is the first. He's a great man. He has black colored brown eyes. I've put around his collar a black tie. The other is also a male.
I called him Louie. I called him Augustus. He has brown hair with no markings, white hair. He has around his collar a gold belt. There are no markings on the other two puppies that are chocolate. They are females. They 're females. It's Ruby and Opal. On her back, Rubby has a red mark, while Opal has a rose brush. Even if it's not all the same, it is so adorable. I love it all. I love all of it.
24 Lailatul Husna and Yenni Rozimela, ―AN ANALYSIS OF STUDENTS‘ WRITING SKILL IN DESCRIPTIVE TEXT AT GRADE X1 IPA 1 OF MAN 2 PADANG‖ 1 (2013): 16., p.6
25 Zemach and Islam, Writing Paragraphs., p.25
The text organization is based on two parts by the concise text example: identity and definition. Identification introduces the topic being described (My pet). On the other hand, my pet gave a clearer description such as its features in parts.
When someone writes a concise letter, he or she communicates in words and phrases something in her mind about those things or events.
Descriptive paragraph is a type of text for knowledge purposes. This is important when the writer is asked to write about what looks, feels, smells, tastes or senses. In other words, the writer gave specific information about the most important characteristics and use adjectives to describe attributes and qualities. The readers will obviously understand what the writer speaks about in this article.
For a good description, there are four fundamental things to learn, such as: (1) create the primary impression (an overall impact, feeling or picture on the topic), (2) use specific examples for the main idea, (3) support these examples with information that appeal to the five senses: sight, hearing, smell, taste and touch.
There are several characteristics in the descriptive paragraph. The characteristics of this paragraph can be defined by the generic structure and language features.
a. Generic Structure of Descriptive Paragraph
Every text or paragraph has its structure. There are the generic structures of a descriptive paragraph, as follows:26
1) Identification : Recognizes the to be defined phenomena.
2) Description : Describes components, qualifications, features, etc.
b. Language Features of Descriptive Paragraph
Descriptive often use 'be' and 'have'. Simple Present Tense is commonly used. Nevertheless, it uses Past Tense often because it no longer remains what is to be represented.
Significant Grammatical Features:
1) Focus on specific participants
(My English teacher, Andini's cat, My favorite place) 2) Use of Simple Present Tense
Use of Simple Past Tense if Extinct.
Verbs of being and having 'Relational Processes'.
(My mum is cool, she has long black hair) 3) Use of descriptive adjectives
(strong legs, white fangs)
4) Use of detailed Noun Phrase gave information about the subject.
(a very beautiful scenery, a sweet young lady, very thick fur) 5) Use of action verbs 'Material Processes.'
(It eats grass, it runs fast)
26 M Mursyid Pw, ―LEARNING DESCRIPTIVE TEXT,‖ n.d., 22., pp.4-6
6) Use of adverbials to give additional information about behavior (quickly, at a treehouse)
7) Use of Figurative language (John is as white as chalk.)
Using the concepts above, the writers determined that the descriptive section is a paragraph describing a single person, location or entity. It focuses on the features of something, such as a person, a body, or whatever. The goal is to recognize and reveal a person, place or object.
Here is an example of a descriptive paragraph:
a. Describing a person
I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual clothes as I teach students in a relaxed atmosphere. I enjoy my job because I got to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a week. I also love listening to classical music and I must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likable people who live here.
b. Describing a place
Puri Gading is a very interesting place to visit, located in Teluk Betung. It has a beautiful view. It has fresh air. The water is
very pure and clean. There are many coconut trees there. There are many restaurants there. In Puri Gading you can have a real good time. You can ride banana boat. Beside Gading is accommodated with many restaurants which provide delicious meals.
B. Concept of Small Group Discussion Strategy 1. Definition of Small Group Discussion
A clear and successful student participation approach is called a small group discussion.27 Small groups offer opportunities for student recruitment, face-to-face presentation, practical use of purpose interaction, comprehensive dialogue and student position expectation that otherwise would be difficult.28 The strategy of discussion is an approach that exposes students to an issue. The main purpose of this approach is to solve a problem, answer questions, apply information and conclude. 29 Small group discussion is described as a sharing of views, knowledge, ideas and thoughts in some students to solve the issue.
Ernest suggests that it is important for small group discussions that presenters will reveal a topic or suggestion for a community discussion.30 That means that groups guide by a moderator or presenter are small
27 George Brown and Madeleine Atkins, Effective Teaching in Higher Education, Digital printing, [Nachdr. der Ausg. London] 1988 (London New York: Routledge, 2005). p. 29.
28 Brown, Teaching by Principles. p. 178.
29 Wina Sanjaya, ―Model Pembelajaran Berorientasi Standar Proses Pendidikan,‖ Bandung:
Kencana, 2006. p. 154.
30 Ernest W. Brewer, 13 Proven Ways to Get Your Message across: The Essential Reference for Teachers, Trainers, Presenters, and Speakers (Thousand Oaks, Calif: Corwin Press, 1997). p.
22.
group discussions to address a subject or an issue. Discussion allows an exchange of ideas under the direction of a speaker within a group.
The small group discussion is an organized mechanism involving a group of 3-7 students in a mutual relationship.31 To reach a consensus on general conclusions, the object of the small group discussion is to contribute and to exchange information concerning a specific subject, review and evaluation of the data for facts.
The small group discussion strategy has been implemented more successfully, as students can interact individually with not too many other participants.32 Also, students can exchange knowledge and expertise in solving a question using the small group discussion strategy.
A small group discussion about their work both within classrooms and outside classrooms brings students more knowledge and experience.
During small group discussions, Brown and Atkins suggest the teacher presents a question or a point of conversation and asked the students to set up groups of three or four to explore or solve the issue.33 Small group discussion means that students are split into small groups to speak about a topic or issue. Small group discussions are about encounters between teachers and other learners in a face-to-face environment to join in the discussion. This encourages members to share thoughts and views and to interact with other members. This represents a system's realized
31 Ari Christiani, ―PENERAPAN METODE SMALL GROUP DISCUSSION DENGAN MODEL COOPERATIVE LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR‖ 02 (2014): 11. , p. 3.
32 Christiani. , p. 2
33 Brown and Atkins, Effective Teaching in Higher Education.p.29
communication between members of a community who share similar shared interests of knowledge, views, and opinions on an issue, a question, or circumstance.
In Brown 's perspective, the functions of a teacher should be changed from trainer, trainer, facilitator, and tool.34 In turn, students took a more involved role. Instead of private communication with the teacher, they can contact each other directly. The assumption is that the purpose of class management and teachers and learners is an essential part of an effective conversation among small groups in teaching.
Based on the above explanation, it can be concluded that small group discussions are an informative way in which students work in small groups to solve the problem employing discussion.
2. The Definition of Strategy
The word strategy in Oxford Advanced Learner‘s Dictionary can be defined as: A plan that is attended achieve particular purpose, the process of planning something or carrying out a plan in a skillful way, and the skill of planning the movements of armies in a battle or war.‖3536 In addition, Iskandar Wassid and Dadang Sunendar state that ―strategy is from the word Yunnan strategia which means the art of war or war captain. Based on this definition, so strategy is a plan to operate in a war, likes the step to manage a position, or way to war, army or navy Strategy
34 Brown, Teaching by Principles. p. 167.
35 Albert Sydney Hornby, Sally Wehmeier, and Michael Ashby, Oxford Advanced Learner‟s Dictionary of Current English, 7. ed (Oxford: Oxford Univ. Press, 2005).
also can be defined as a skill to manage an event. In general, seldom is stated that strategy is a technique that is used to get a purpose.37
Based on the statement above, the writer can conclude that strategy is a learning activity that should be done by the teacher or student in order to the aim of learning can be effectively and successfully. Strategy also is the easy plan of operation to got something important in educational term, especially in English subject.
3. Advantages and Disadvantages of Small Group Discussion strategy One of kind strategies of discussion is small group discussion.
Based to Ernest, small group discussions had their advantages and disadvantages:
a. Advantages of Small Group Discussion.
1. Every member of the group can participate.
2. It is an excellent way to draw participants to a topic.
3. Participants can interpret the interpretation of another person more readily than the response of a speaker.
4. The presenter may identify the participants who needed assistance.
5. The speaker should recognize views on the issue.
6. It allows participants to make links between ideas or beliefs on the subject.
b. Disadvantages of Small Group Discussion
37 Iskandarwassid and Dadang Sunendar, Strategi Pembelajaran Bahasa, PT Remaja Rosda Karya, Bandung, 2008, p. 2
1) This took a long time. This took a very long time, not as expected as the collective discussion of the subject often.
2) Some members of the party talked all around.
3) It required fewer people than other approaches.
4) The discussion got out of hand quickly.38 4. Procedure of Small Group Discussion Strategy
There are also steps took to simplify this approach in small groups. There is some small group discussion procedure, Ernest says, they are:
a. Introduction
The teacher discusses and describes the content with which both students are acquainted so that they can discuss it. At the outset of the lesson, the teacher tells the students.
b. Directing the discussion
The presenter is responsible for leading the debate. The students comment on their review of the teacher's paper and present the results of their conversation in their group and to other classes. The other party leaders explain, reflect and criticize. If the presenter has concerns about the subject, the participants should be asked. The lecturer will aim to influence, but not dominate, the discussion. As long as the discussion ends, questions are important to keep the discussion going.
c. Summarizing the discussion
38 Brewer, 13 Proven Ways to Get Your Message Across., p.27
At the end of the discussion, a final summary is necessary.
Conclusions on the chalkboard will be registered for others to see them.39 This process of small group discussion, which starts from the introduction and leads the discussion, can be concluded in three phases.
5. The procedure of Teaching Descriptive Paragraph Using Small Group Discussion
There are also steps to be took to simplify this approach in small groups.
There is some small group discussion procedure, Ernest says, they are:
a. Introduction
The teacher describes concise text to the students in this lesson so that they have a foundation. The writer offers information on the process and steps of the discussions in small groups. Before the discussion, students will consider what they are supposed to do. Once the discussion began, the teacher tells the students. The teacher asked the learners to form small groups of 3-6 participants, and each group has been asked to select a member. The number of members depends on the total number of students. Such smaller groups will have room to sit either in a circle or face to face that enhances the discussion. The teacher arranges a group seat earlier. After that, in group discussions, the teacher gave the same subject to the students.
b. Directing the discussion
39 Brewer. pp. 23-25.
In this case, in small groups, the students will explore the issue of concise language. By viewing the provided pictures, all students within every group make a descriptive paragraph. During the writing, the students talk to one another to help and share descriptive paragraphs in writing. The teacher will monitor the groups' conversations during study exercises and ensure that all the group's participants write concise texts to took part in their debates to collect information on the progress of the students. The students report their descriptive paragraph on the paper and, through instructions from the presenters, present first and foremost the results of their discussions with their group and other groups. The other party leaders explain, reflect and criticize. Participants should be asked if they have questions on the subject. Opinions and comments of other groups help students to fix the descriptive paragraph of their students.
c. Summarizing the discussion
The students and the teacher gave short overview of the subject during discussion activities. Conclusions on the chalkboard should be registered, and anyone can see. After the time is done, the teacher returns the party to the large body and gathers the concise text of the participants. The teacher provides a brief text of the performance learners.
On either the background of the above definition it can be established that the teaching concise text strategy is based on three
phases of small-group discussion beginning with the introduction, guiding the discussion and resuming the discussion with a view to class and the role of the teaching staff and the teaching staff in the discussion.
CHAPTER III RESEARCH METHOD A. The Variable and Operational Definition of Variable
The object in this research includes two variables, they are independent variable and dependent variable. Independent is the variable which selected, manipulated, and measured by the writer. The Independent variable of this research is using Small Group discussion as a strategy. Both of variables can be explained as follow:
1. Independent Variable (X)
The independent variable in this research is the simulation strategy.
The Independent variable is the primary variable that is hoped to investigate. It is the variable which selected, manipulated, and measured by the writer. The Independent variable of this research is using Small Group Discussion as a strategy that can be defined as a tool to help students' easier to write the writing descriptive.
Moreover, this variable indicator is the students of MTs. Manbaul Ulum Gayabaru II can do their writing spontaneously and structured. In this case how to measure this variable used an observation sheet. Indicator of this variable is that students can write well and correctly without experiencing obstacles both in terms of word election and grammatical to increase their writing skills with small group discussions.
27
2. Dependent Variable (Y)
The dependent variable of this research is the variable that is observed and measured to determine the effect of the independent variable.
Students writing Descriptive as the dependent variable defined as built from the Writing skill of someone that has to develop or practiced in a classroom. The way to measure this variable is by using the test. The measuring instrument is a written test, and for the score is starts from 0- 100 to assess and measures the students writing descriptive paragraph.
B. The Research Location
This research was conducted at the eight-grader of MTs. Manbaul Ulum which located at Jl. Ki Hajar Dewantara Gaya Baru II Lampung Tengah in the academic year 2019/2020. And the writer used the Classroom Action Research (CAR) because classroom action research was one of the efforts to increase the teaching program quality in all educational levels intend for junior high school.
Action research could be done by the writer or teacher as manager of the teaching program. Classroom action research is mean that the teacher can know what to do and dissolve the problem in their class. Here, the writer held collaboration with the other English teacher. We worked together to plan and design a classroom action research process.
C. The Subject and Object of Study
This research is the Classroom Action Research (CAR) type, and the subjects of this research are the students of the eight grades of Mts. Manbaul Ulum Gayabaru II. This class consists of 25 students.
The writer took one of her classes in which the students had lower average score. Based on the teacher's experience during the teaching and learning process and the students' result test in descriptive paragraph writing, the teacher found problems such as in skill of the students in creating descriptive paragraph well. After finishing the problems, she examined the problem solution. The problem solution was teaching descriptive paragraph writing through the Small Group Discussion strategy.
Table 3. The Subject of the Research
No Class
Sex
Total
Male Female
1 VIII 6 19 25
D. Research Procedure
1. Classroom Action Research
Bassey stated that the classroom action research procedure as an inquiry to increase education practice which is carried out to understand, evaluate and then to change.40 Besides that, Macintyre mentioned,
"classroom action research then, is recognized and approved way of carrying out sell appraisal through evaluating any or all of the activities which make up classroom practice."41
40 Valsa Koshy, Action Research for Improving Practice: A Practical Guide (London: Thousand Oaks, CA : PCP/Sage Publications, 2005). , p. 8
41 Christine MacIntyre, The Art of Action Research in the Classroom (London: D. Fulton Publishers, 2000). p. xii
Furthermore, Johnson said that classroom action research is the systematic inquiry that is done by the teacher for themselves into one's practice.42 It meant that action research was a practical way of looking at your practice in order to check whether it was done as you feel it should be.
From the definition above, the writer concludes that classroom action research is research in teaching and learning in the class whose aim is to increase the students' skill and to solve problems in the learning process.
In the classroom action research, the writer would like to hold the research in two cycles. There is a relationship between one the other.
They are:
a. Planning b. Action c. Observing d. Reflecting43
42 Craig A. Mertler, ―Classroom-Based Action Research: Revisiting the Process as Customizable and Meaningful Professional Development for Educators,‖ accessed June 26, 2020, https://core.ac.uk/reader/29821988.
43 David Kember and Tak Shing Ha, Action Learning and Action Research: Improving the Quality of Teaching and Learning (London: Kogan Page, 2000). P. 24.
Here is steps classroom action research design:
Figure 1. Action plan
Kemmis' and MC Taggart Model44 2. Action Plan
In the classroom action research, the writer has conducted two cycles.
Each cycle consists of planning, acting, observing, and reflecting. More detail four kinds of the cycle would be explained as follows:
Cycle I 1. Planning
Planning is the first step in each cycle. Without planning, this research would not be focused on. In this phase, the writer prepared lesson plans, instructional material, and teaching media. In the planning stages, the writer prepares the teaching-learning instrument as the following:
1. The writer identified the problem and found the problem-solving.
2. The writer prepared the material and technique of teaching.
3. The writer made the lesson plan.
4. The writer prepared the source of learning.
5. The writer prepared guidance to observe and evaluate.
2. Acting
44 Sukardi, Metode Penelitian Pendidikan Tindakan Kelas : Implementasi Dan Pengembangan (Bumi Aksara, 2013).
CYCLE 1 Plan Reflect
Act Observe
CYCLE 2 Plan Reflec
t
Act Observe
Revis
Action is the realization of the planning that the writer had made. In other words, the action is the implementation of planning that that had made the writer. The writer tried to implementing the small group discussion strategy in the teaching-learning process. Here the steps that the writer did in the class:
a. Pre-teaching activities
1. The writer greets the students.
2. The writer guides the student to pray together before starting the teaching-learning process.
3. The writer checks the attendance list of the students.
b. While Teaching Activities
1. The writer applies the lesson plan.
2. The writer explains the material by using the small group discussion strategy.
3. The writer gave s a test to the students to make a simple paragraph based on the topic of the group. This test as practice and provide feedback to measure the skill of the students.
c. Post-teaching Activities
1. The writer collects the students' work.
2. The writer checks and gave s an evaluation of students' works.
3. The writer gave s feedback and a conclusion.
4. The writer closes the lesson with a greeting.
3. Observing
Observation is a process of recording the event and action in the class.
Observation would be done to got data needed and to see whether the comprehensively. Based on the collected data are achieved or not. The writer used some had better prepare for the next action.
4. Reflecting
Reflection is the last step in this process. The writer analyzed and evaluated by eliminating not useful action. The writer explained and discussed the result of students' work during teaching-learning, like strengths and weaknesses done by writers and students during the teaching- learning process by using small group discussion strategy and learning results in writing skills. The learning process analyzed done based on observation. Based on analyses and reflection, it is decided that the next cycle focused based on the weakness in the previous cycle.
Cycle II 1. Planning
a. The writer identify the problem in cycle one and found the cause of the problem.
b. The writer prepares the lesson plan.
c. The writer prepares the material, strategy, and media of teaching.
d. The writer prepares the source of learning.
e. The writer prepares guidance to observe and evaluate.
2. Acting
a. Pre-activity
1. The writer greets the students.
2. The writer guides the student to pray together before starting the teaching-learning process.
3. The writer checks the attendance list of the students.
b. While Teaching Activities
1. The writer applies the lesson plan.
2. The writer explains to the students how to make a good descriptive paragraph.
3. The writer gave s a test to the students to make a descriptive paragraph.
4. The writer gave s an evaluation.
c. Post-teaching Activities
1. The writer gave s feedback and a conclusion.
2. The writer closes the lesson with a greeting.
3. Observing
In this step, the writer has observed the learning process by observing format and field notes to collect the data on cycle 2.
4. Reflecting
This step is reflecting and evaluating to acting was done. By reflecting, the writer will know the strength and weakness of acting were done—this matter to knowing whether still need done next cycle or not.
E. Data Collection Technique
Data is collected by using an instrument as below:
1. Observation
Observation is a process of watching or listening to professional action either while it is happening, or from a taped sequence. Observation is a data collection method by directly observing the object that is examined.
Here, the observation method focused on the entire process of the teaching-learning descriptive paragraph through mistook buster technique.
In this step, the writer observed the process of teaching-learning by using format observation and the outlines of observation in this step such as, student's skill in question-answer, the teacher's participation in the learning process, writing student's good participant and student's error.
The observer noted the important things in the teaching-learning process.
Moreover, writer use observation as data collection method to know how descriptive teaching paragraph through buster technique works in the class, how the students respond to the method or media and they can increase writing skill, and how small group discussion strategy can help the students in learning descriptive paragraph.
2. Documentation
Documentation is a method that is used to acquire information without using the instrument. The writer will use documentation to got detailed information about the condition of the teacher, employers, and
organization structure of MTs Manbaul 'Ulum Gayabaru II. In this research, the writer took the data from the documentation of schools such as the total of students, teachers, school history, and the condition of the school.
3. Test
The test is divided into two parts, as follows:
a. Pretest
The pretest will be conducted before presenting the treatments to know, how far the student's descriptive paragraph.
The type of pretest is an objective test, the writer uses the objective test in the form of multiple-choice by using this test, to be easier to measure. The total number of test items is twenty-five.
The items are based on the material that was taught in the class.
b. Post-test
The post-test will be conducted to know the progress of students' descriptive paragraph by using small group discussion strategy after the treatments. The type of post-test is an objective test which consists of twenty-five items.
4. Field Note
Field Note can be used to notification how the students in a class during learning. Fieldnotes refer to qualitative notes recorded by scientists or writers in the course of field research during or after are
studying. The notes are intended to be read as evidence that gave s meaning and aids in the understanding of the phenomenon.
F. Data Collecting Instrument
The instrument is a mechanism for measuring, which it will use to gather and record information for assessment, decision making, and ultimately understanding.45 In this research, the research instrument was to be designed by the writer. There are three kinds of instruments they are observation sheet, documentation guidance, and test guidance. Farther more, the three types of instrument can be explained as a following:
1. Observation Guidance
a) The students learning activity
b) Teacher performance in the classroom 2. Documentation Guidance
a) The history of the school
b) The condition of teachers and official employee c) The condition of students
d) Learning facilities
e) Organization structure and
f) Location sketch at Mts. Manbaul Ulum Gayabaru II 3. The Test Guidance
This test is a written test that has the following indicators:
Indicators of the Small Group Strategy that students can do easily and
45 David Colton and Robert W Covert, ―DESIGNING AND CONSTRUCTING INSTRUMENTS FOR SOCIAL RESEARCH AND EVALUATION,‖ n.d., 15. p. 5
