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THESIS
Submitted as a Partial Requirements
For the Degree of Sarjana in English Education
By:
TURFINA ANDRIYANI
SRN. 26.10.6.2.221
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MOTTO
Allah will never change the grace which He had bestowed on a people until they
change what is in their own.
(Friendrich Nietzsche)
Life is a journey,
Real power does not hit hard, but straight to the point
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DEDICATION
My beloved husband
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ACKNOWLEDGMENT
Alhamdulilah, all praises be to Allah, the single power, the Lord of the
Universe, master of the day of judgment, God all mighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled “Teaching Writing
on Descriptive Text for the First Grade of SMP N 03 Mojogedang Karanganyar in
the Academic Year 2014/2015” peace be upon Prophet Muhammad SAW, the
great leader and good inspiration of would revolution.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped, supported, and
suggested her during process of writing this thesis. This goes to:
1. Dr. Mudhofir, S,Ag, M.Ag as the Rector of the State Islamic Institute of
Surakarta.
2. Dr. H. Giyoto, M. Hum as the Dean of Islamic Education and Language
faculty.
3. Hj. Imroatus Sholikhah, M.Pd as the Head of English Education
Department.
4. Rochmat Budi Santoso, S.Pd, M.Pd as the first advisor for her guidance,
suggestion, and corrections for the researcher.
5. Novianni Anggraini, S.Pd, M.Pd as the researcher second advisor, for his
helping in revising the writing process of the thesis.
6. All of the Department‟s lectures.
7. Didit Sri Sundaryatno, S.Pd as the head master in SMP N 03 Mojogedang
karanganyar, for giving permission to do this research in this course.
8. Sukamdi, S.Pd as the English teacher of class VII who has helped the
researcher in conducting this research.
9. All of the students in at SMP N 03 Mojogedang Karanganyar, especially
class VII A for the participation and the subject of the research.
10. The office staff of SMP N 03 Mojogedang Karanganyar for the service.
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11. Her beloved family, father and mother ( Mr. Sugiyono and Mrs. Suwarsi)
for their prayer and motivation to finish this research.
12. My beloved husband (Oki Prasetyo), for their support and motivation to
finish this research.
13. Her beloved friends (Wiwit, Visia, Dilla, Shinta, Mimi, Mila, and all of F
class‟10) thanks for friendship, help, support, happiness, and beautiful
moments. She loves you all.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular
and the readers in general.
Turfina andriyani
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TABLE OF CONTENT
TITLE ................................................................................................................. i
ADVISORS SHEET ..........................................................................................ii
RATIFICATION ................................................................................................iii
ADMISSION SHEET ........................................................................................iv
DEDICATION .................................................................................................... v
MOTTO ..............................................................................................................vi
PRONOUNCEMENT ........................................................................................vii
ACKNOWLEDGEMENT .................................................................................viii
TABLE OF CONTENTS ...................................................................................x
ABSTRACT ........................................................................................................xiii
CHAPTER I INTRODUCTION
A. The background of the study ...................................................................1
B. The problem identification ......................................................................5
C. Formulations of the problems .................................................................6
D. The objective of the study .......................................................................6
E. Limitation of the study ............................................................................7
F. The benefits of the study .........................................................................7
G. Definition of the key terms .....................................................................8
CHAPTER II THEORETICAL REVIEW
A. The nature of teaching.............................................................................10
B. Components of teaching..........................................................................12
C. The nature of writing skill .......................................................................13
1. Process of writing..............................................................................14
2. The purpose of writing ......................................................................16
D. Teaching writing .....................................................................................17
1. The definition of teaching writing.....................................................18
2. Two points in teaching writing .........................................................18
3. The reason of teaching writing ..........................................................20
4. The approaches of teaching writing ..................................................22
5. Teaching writing in SMP and MTS ..................................................24
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E. Descriptive text .......................................................................................26
F. Writing descriptive text ...........................................................................28
CHAPTER III RESEARCH METHODOLOGY
A. The research design .................................................................................31
B. Setting place and time of the research.....................................................32
C. The data resources ...................................................................................33
D. The research instrument ..........................................................................34
E. The technique of collecting the data .......................................................35
F. The data analysis .....................................................................................38
G. The trustworthiness of the data ...............................................................40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research findings ....................................................................................43
1. The description implementation the process of teaching writing
on descriptive text .............................................................................44
a. Building knowledge of the field (BKOF) ...................................44
b. Modeling .....................................................................................47
c. Joint construction of text .............................................................50
d. Independent construction of text .................................................55
2. The description the problems of teaching writing on descriptive
Text ...................................................................................................56
a. The problems of the students ......................................................56
b. The problems of the teacher ........................................................58
3. The description the solution of teaching writing on descriptive text 60
a. The solution of the students ........................................................60
b. The solution of the teacher ..........................................................62
B. Discussion ...............................................................................................64
1. The description implementation the process of teaching writing
on descriptive text .............................................................................64
2. The description the problems of teaching writing on descriptive text66
3. The description the solution of teaching writing on descriptive text 68
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CHAPTER V CONCLUSION AND SUGGERSTION
A. Conclusion ..............................................................................................71
B. Suggestion ...............................................................................................76
BIBLIOGRAPHY
APPENDICES
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ABSTRACT
Turfina Andriyani. 2017. Teaching Writing on “Descriptive Text” for the First
Grade of SMP N 03 Mojogedang Karanganyar in the Academic Year 2014-
2015.Thesis.English Education Department, Islamic Education and Teacher
Training Faculty. State Islamic Institute of Surakarta.
First Advisors : Rochmat Budi Santoso, S.Pd, M.Pd
Second Advisors : Novianni Anggraini, S.Pd, M.Pd
Keywords : Teaching, writing, and Descriptive Text
The objectives of the research were to the process of teaching writing on
descriptive text in the first grade of SMP N 03 Mojogedang Karanganyar, to
discuss the problem in teaching writing on descriptive text in the first grade of
SMP N 03 Mojogedang Karanganyar, and to find out solution to solve the
problems in teaching writing on descriptive text in the first grade of SMP N 03
Mojogedang Karanganyar.
The researcher used the descriptive qualitative design. The data were
collected by using observation, interview, and documentation. The data analyzed
by using descriptive qualitative method. The researcher used an interactive model
that consists of four steps such as collecting data, data reduction, displaying data,
and drawing conclusion. This research was conducted in SMP N 03 Mojogedang
Karanganyar in the academic year 2014/2015. The researcher conducted the
research from the time she proposed the title, proposed the proposal, did the
research, and up to the time researcher collected the result of the research to SMP
N 03 Mojogedang Karanganyar.
The result of this research showed that, the process of teaching writing on
descriptive text for the first grade of SMP N 03 Mojogedang Karanganyar could
be differentiated into four steps. It was started from building knowledge of the
field(BKOF), modeling, joint construction of text and independent construction of
text. The teacher used bilingual language to teach the students in class. Thus, the
teacher composed a new material based on the lesson plan for the VII grade
students of junior high school to create a significant progress of English teaching
and learning. Many obstacles were encountered during the process of teaching
writing descriptive text, for instance, confusing formula, weakness in translating
sentences, spelling, and pronouncing English words, lack of vocabulary, and
uncooperative students. To overcome these obstacles, the teacher explained each
part of the formula more detail and also added examples for each parts of the
formula, the teacher provided some of new vocabularies, pronounced English
words correctly and translated the difficult words into Indonesian. The teacher
asked the lazy students to sit in front and gave some assignments to make them
more active. The teacher made up the material applying bilingual system in
teaching and learning process to avoid misunderstanding.
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1
CHAPTER I
INTRODUCTION
In this chapter, the researcher explains about the background of the study, problems
study, the benefits of the study, and the definition of the key terms.
especially for basic and secondary education units. Education in Indonesia is held
communication.
one world language. English is also used for transferring, technology, economy,
and education.
Whereas, Sanggam Siahaan (2008:214) says that English has four skills
language skills, namely listening, speaking, reading, and writing. As one of the
language skills, writing is the most difficult subject. Everyone needs to learn
especially for the students they need to learn writing skills to communicate with
other and prepare themselves for final academic assignment and their requirement
for the learners of English as foreign language especially for the students. Writing
Students have a good writing ability if they can arrange their ideas into written
Eti Syahrianti (2009: 57) states that writing skills are specific abilities
which help writers put their thoughts into words in a meaningful form and to
Mojogedang, Karanganyar. The teachers and the students have good discipline.
This school has also good quality and complete facilities, such as: library,
Karanganyar, and asked him about the teaching learning process at SMP N 03
Learning Method. She described the technique which is used in the teaching
best way to make the students fun and enjoy the English learning. When they
enjoy the learning, they feel spirit in their study, they love English and, finally,
their ability of English can develop. On the other hand, this way of teaching can
make the students enjoy in learning process and it make the students learn faster
as what states by Dulay, Burt, and Khashen that relax and self-confident learners
researcher finds some problems. The researcher found that students writing skill
was still low. It can be proved that they did not know and understand the meaning
of certain word in English, the content of text, the grammar, and the generic
structure of descriptive text. They cannot organize the sentences into a good
paragraph. Therefore, they get difficulties to understand the whole content of the
texts. They also cannot understand the content of the text because they do not
In standard of content for students of the seventh grade, these are some
text types that must be learned by the students, those are descriptive, recount, and
4
narrative. In this case, the researcher choose on descriptive text to be the object of
research. Hyland (in Rahmawati, 2013: 42) states that Descriptive text is piece of
factual events. So, if the students can describe about something used the grammar
and generic structure of descriptive text, automatically they can organize the
descriptive text to be the object of her research is because the students have not
mastered this genre yet. She is interested in knowing the students‟ ability in
text is one of two genres which should be taught to the students. Descriptive text
is one of the materials of the final examination at junior high school. Besides,
B. Problem Identifications
2014/2015?
2. What are the problems in teaching writing on descriptive text in the first grade
3. What are the solution to solve the problems in teaching writing on descriptive
years 2014/2015?
4. How is respons of the students with the teaching writing on descriptive text
2014/2015?
5. What is the result of the teaching writing on descriptive text by the students of
6. What is the method used by the teacher to teaching writing on descriptive text
2014/2015?
2. What are the problems in teaching writing on descriptive text in the first grade
3. What are the solution to the problems in teaching writing on descriptive text in
2014/2015?
are as follows:
1. To the process of teaching writing on descriptive text in the first grade of SMP
2. To discuss the problem in teaching writing on descriptive text in the first grade
2014/2015.
In order to focus on the topic, the researcher makes limitation to both the
object and subject of the study. The researcher chooses the descriptive text to be
the object of her research because descriptive text is one of the materials of the
final examination at junior high school. The subject of the research are limited
especially on A class.
The researcher hopes that the result of this study are expected to give contribution
1. Theoretically
study the same case, so this study becomes a helpful information and
c. For the readers, the will get a large knowledge about teaching writing on
descriptive text.
2. Practically Significant
The teacher will find a technique in teaching writing descriptive text for
their students. The teacher can give motivation to their students to teaching
writing skills, because writing skills are important for second language
learners.
The result will give motivation for students to study English. Teaching
writing on descriptive text, the researcher hopes students will get enjoyable
situation, and they will not feel bored. The students can learn English and
The researcher hopes that the school can use this thesis as the reference in
and give some additional information. The school can motivate their
process.
In other to clarify the title “ Teaching Writing on Descriptive Text for the
2014/2015”, the researcher give the definition of key words to avoid miss
understanding.
1. Teaching
2. Writing
Harmer (2004: 51) argues that writing, like other skill, has its „mechanical‟
3. Descriptive text
Gerot (1994: 34) descriptive text is a kind of text with a purpose to give
thing, animal, person, and others, for instance: our pets or person we know
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CHAPTER II
THEORETICAL REVIEW
In this chapter, the researcher describes the theories that are related to
the research. In this research, the researcher uses several theories to support the
research. The theories used by the researcher are theories of teaching, theories of
100) explains that teaching is a interaction process done by students and the
persons, materials, facilitates tools, and the procedures that all of them
influence each other in getting the teaching goal. (Hamalik, 1993: 57). In
subject. Teaching may be sais to cover not only activities of guiding students
activities but also those which aim at helping students develop themselves and
be able to adapt themselves in the groups to which they belong. They are
learning to think, feel, and act in harmony through to social group of which
important.
18) the strategies and methods for motivating students are: be sure students
B. Components of Teaching
1. The objective
Objective is the goal of education that interprets from the vision, mission
objective is the goal which will be reached after doing the teaching
2. Students/participant
learning process. The learners should actively look for the meanings and
try to find regularity and other to the events of the word in the absence of
3. Teacher
into written form. Writing was for a long time neglected in language teaching. The
assumption that writing is putting the spoken language into written form is only
true for activities like taking down dictation or transcribing a tape (Brookes &
Grundy, 2000: 1). However, long ago writing really started. It has remained for
most of its history a minority occupation. This is in part because although almost
all human beings grow up speaking their first language (and something their
second or third) writing has to be taught. Spoken language, for a child, is acquired
naturally as a result of being exposed to it, whereas the ability to write has be
essential component not only for their academic practice but also later in their
There are many conceptions dealing with the writing process. According to
writing, revising, editing. Those allow their work to emerge in series that can be
Byrne (1997: 1) says that on one level, writing can be said to be the act of
forming symbol; making mark on a flat surface of some kind. He also states that
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time, particularly if the writer takes account the same time extended periods of
thinking that precede initial draft. In writing, the writer needs a time to do some
processes inside. The lengths of the time are different among writers. Some needs
a longer time to just think about what to write before making the initial draft.
1. Process of Writing
written text (Hammer 2004: 12). The focuses of the writing process are on
a. Pre-writing
Tompkins and Hokisson (1991: 211) state that pre-writing is the getting
ready to write stages. Pre-writing has probably been the most neglected
ideas for the topic they wish to write about. Rohmah (2008: 9) says that
b. Drafting
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As Rohmah (2008: 20) quotes the statement of Singh and Sarkar (1994)
that the draft is a further means of discovering ideas and exploring what
one wants to say. Tompkins and Hoskisson (1991: 215) stage that drafting
state is the time to pour out ideas, with a little concern about spelling,
students focus and get their ideas down on paper. Students begin with
editing, students can clean up mechanical errors and put their composition
c. Revising
the main point of a piece of writing are part of the much larger process
called revising (Gere, 1988: 25). As Nunan (2005: 107) quotes the
statement of Vaca, Vaca and Gove (2000) that revising occurs when a
writer looks for feedback from a teacher of another student. Tompkins and
Hoskisson (1991: 219) quotes the statement of Fairley and Wette (1981)
d. Editing
Editing is putting the piece of writing into its final form Tompkins and
e. Publishing
Hoskisson, 1991: 222). Nunan (2005: 109) says that publishing refers to
putting the writing in a final finished format where it can be shared with
The writer wants to express his felling and thought in written forms, as in
The writer intends to entertain the reader though written form, and he
of informative writing.
The writer wants to persuade or convince the readers about his opinion or
(1997: 2) in this book Teaching Writing Skill says about the purpose of
make a note of something, for example shopping list, diaries, etc., and
send messages in the forms of letters, memos, and many kinds of writing
D. Teaching Writing
However, the teaching of writing skill in classroom has a little portion and
even tends to be slighted. In fact, writing has some important roles in human
each language skill including writing skill. Writing skill help students
From the idea above, teaching writing used to express and to share
the ideas, thoughts and feelings in the real life. Students as the members
kinds. For students, the demand may arise from present or possible future
purposes for writing in English. Writing can solidify ideas and thoughts,
writing.
a. Reinforcement Writing
has been taught. In its simplest from, teacher often ask students to
know because this is good way to them to the character and physical
examples.
b. Preparation Writing
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activities. This gives student time to think up ideas rather than have to
make written notes which they may use later during the discussion
phase.
While writing, students also need much time to think. Teacher asks
students to focus on accurate language use and ideas what they will write.
It will provoke their language development, which ideas will put on the
emotional, and social. Studies show that brain growth shows down during
to Mark Pennington (2015: 77) students in this transition period have less
a. Reinforcement
Some students acquire languages in a purely oral way, but most of the
benefit greatly from seeing the language written down. Students often
find it useful to write sentences using new language shortly after they
b. Language development
c. Learning style
to-face communication.
d. Writing as a skill
construction.
a. The controlled-to-free-approach
fluency first and not worry about form. Once ideas are down on the
and spelling for five or ten minutes to emphasize fluency even more.
subjects that the students are interested in, and those subjects then
they still need to see, analyze, and practice the particularly “ English”
than one of the features in the composition diagram. Writing they say,
one. Therefore, they devise writing tasks that lead students to pay
grammar and syntax. This approach, then, links the purpose of a piece
and the audience for it. Students writers are encouraged to behave like
writers in real life and to ask themselves the crucial questions about
class, who not only read the piece but actually to something with it,
writing. Student writers in particular need to realize that what they first
put down on paper is not necessarily their finished product but just a
beggining , a setting out of the first ideas, a draft. They should not
expect that the words they put on paper will be perfect right away. A
student who is given the time for the process to work, along with the
will discover new ideas, new sentences, and new words as he plans,
writes a first draft and revises what he has written for a second draft.
learning. Writing English is the main goal of many adult learners. Their
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correctly they will accomplish this goal. Those who are risk takers unafraid
of making mistakes will generally be more talkative, but with many errors
that could become hard to break habits. Conservative, shy students may
take a long time to write confidently, but when they do, their English often
contains fewer errors and they will be proud of their English ability.
whatever English they can use, correct or not and selectively address errors
the basis of how much they feel they have improved in their written text
though how best to approach the teaching of hand skill has long been the
conditions for writing interaction through group work, task work, and other
for SMP and MTs, the program of teaching learning English as a foreign
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English culture.
the syllabus. The expected learning outcomes outlined for the students of
the seventh, eight, and ninth grade on the writing skill are as follows:
b. Eight grade: the students are able to 1) write among others texts in the
c. Ninth grade: the students are able to 1) write texts in the form of
E. Descriptive Text
Examples:
a. Nouns
They are found in (1) the topic of description: a classroom, and (2) the
walls.
b. Adjectives
They are used to describe the characteristics of the topic and the parts.
They characteristics can be the size (big), color (brown), or the quality
(clean). For example: the adjectives „big‟ and „clean‟ describe the
windows‟.
c. Language focus
d. Noun phrases
There are combination of adjectives and nouns. (e.g.: big and clean
descriptive text. Before the researcher discussion about descriptive text, she
(1986: 7) explains that “ Description is used to convey what you have sensed,
what you have seen, heard, smelled, felt, test”. It means that description is the
explanation of something that we have seen, sense, heard, smelled, felt, and
test. Hammond, et al. (1992: 78) explains about descriptive text as below:
presents tense, it uses verb of being and having, and it uses of descriptive
Based on the syllabus used n the Junior High School, there are two
genres taught for VII grade students, they are description genre and procedure
based Curriculum (KTSP) for junior high school, they only learn about
descriptive text for the first semester. Description genre is a text which
Thirteen and Their Generic Structure. Also explains that the generic
follows:
new material.
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b. Modeling
1) Social function
3) Language feature
c. Joint Construction
d. Independent Construction
The purpose is to practice the students when they produce a new text
CHAPTER III
RESEARCH METHODOLOGY
research design, the research instrument, and the data research, the technique of
research is a research that produces the analysis procedure which does not use
defines that qualitative is based on efforts to build object views that is searched
integrated with the subject and location that is in the form of real report with no
research tends to emphasize meaning and context more than specific findings in
quantitative and qualitative research is the interest of the researcher in the context
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and completeness of the interpretation and description rather that the relatively
under controlled condition that are categorized much into qualitative research.
obtain the answer of research question. In this research, that researcher wants to
by describing it in details.
1. Setting of Place
N 03 Mojogedang has three grades of class; seventh grade, eighth grade, and
ninth grade.
2. Setting of time
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The researcher conducted the research from the time she proposed the title,
proposed the proposal, did the research and up to the time researcher collected
Activities Time
H.B Sutopo (2002:50-54) states that the data source in the descriptive
(2004: 112). He states that the main sources of the data in qualitative research are
words and actions, and other things are as the additional data like documents and
many others.
documents.
1. Event
The events in this research is in the form of the teaching learning process and
2. Informant
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respondent, which means people who give the information for the research.
The informants of this research the English teacher and some students of
the key informant of this research. Other data will be found from the English
3. Document
The documents of this research are taken from printed and recorded materials
data in this research include lesson plan, syllabus, and school profile and
students worksheet. It is also found from the records of students‟ activities and
research, the researcher is the main instrument. The researcher has to play the
main role in looking for the data or information related to the teaching writing
The researcher also uses some supporting instruments, like tape recorder,
camera, and notebook to support in colleting the data from the research field.
steps involve (a) setting the boundaries for the study, (b) collecting the
(c) establishing the protocol for recording information”. It means that in the data
collection, the three steps used to collect the information are observation,
information record.
In collecting the data, the researcher uses the some technique of collecting
1. Observation
observation. The researcher also watches object continually, and then notes the
behaviors and the real events which is happening. ( Moleong, 2004: 125-126).
teaching learning activities in writing classes several times along the research
period to see, hear, and record what happens during the teaching and learning
descriptive text.
The researcher observed the teacher in front of the class and the
interaction among the students with the teacher from the beginning until the
end of the lesson. The researcher has a coordination with the teacher to
process in other examine the teachers strategies, the students responses, and
classroom activities until the researcher gathers sufficient data representing the
35
way of teaching writing. After observing the class, the researcher writes
2. Interview
to get more information. Besides, with the teacher, the researcher also does the
conversation, the art of asking question and listening. The most important data
research the interview was conducted to collect information and data from
The interviews was done with students of VII-A and the English
the process teaching writing descriptive text in the classes. The researcher, as
the interviewer, makes some interviews with the three teachers, the name is
Mister Sukamdi S.Pd, Miss Sendang Nurbuanawati S.Pd, Miss Tri Eni S.Pd
and some students of VII-A. Before having the interview, the researcher
prepare a list of question in order to avoid the interview of being too large and
out of context. These questions also help the researcher to make a systematic
The questions for the teacher were about what the process teaching writing
descriptive text in the classes. The teacher does before getting in the main
material, how the teacher introduce a certain writing to the students, etc.
36
3. Documentation
materials. In a research the researcher uses curriculum, lesson plan and picture
useful because it can give wider background about the research. It can be
profile, teachers and students‟ statistics, etc. The researcher also takes some
pictures during the research including teaching and learning process, building
pictures, environments, etc. In this research, the documents which has been
analyzed were the teacher‟s lesson plants and the daily examination
questions.
used an interactive model that consists of four steps as stated by Miles and
1. Collecting Data
37
Collecting data is the process of collecting all data, both numeric and words
still required.
2. Data Reduction
the data to field notes. In this research, the process teaching learning process
and interview are recorder. Then, the observation in the class obtained from
general activities, then the important activities that lead to data relevant. As
well as, interview obtained from general information‟s, then the researcher
3. Displaying Data
Data display is a set of information which has been classified and organized
based on the data reduction which leads to conclusion (Miles and Huberman,
1992: 17). The important information that lead to the conclusion. Generally, a
conclusion drawing and action. By data display, the researcher considers what
she should do, she could analyzed or take the other actions based on her
analysis.
4. Drawing Conclusion
The last technique of analysis the data is drawing conclusion. This is the result
interactive, cyclical process. The researcher steadily moves among those four
“ nodes” during data collection and then shuttles among reduction, display,
and drawing conclusion for remainder of the study. The three reams are
descriptive qualitative data because the researcher used non-statistic analyze the
data and the researcher wants to describe the situation of teaching writing
follows:
2. Collecting the data taken from the observation in the seventh grade students of
3. Classifying the data of the observation in the seventh grade students of SMP N
The analysis the data, researcher also needs to analyze the validity of the
data sources to get the validity. To prove and to check the data validity
scientifically and responsibly, Qualitative research must use the relevant technique
trustworthiness of the data which uses the things outside the data in other to
examine the data and to be comparer of the data. (Moleong, 2002: 178).
Patton (1984) stated that there are four kinds of triangulation. The first is
validate the data by using some technique in collecting the data. Then the
theoretical triangulation is used with more than one theory to discuss related to the
interview, and documentation) in other that the data collection is the same place or
portion. If there is a difference in the data validation, the researcher has to find and
to look for the caudices why the data are different, then researcher have to must
observation, the researcher got the information based on the teaching learning
process in the classrooms, interview, and the researcher interviewed three English
teachers and 3 students, and the document such as: syllabus, lesson plan, module
entitled “ English on the Sky (BSE) and English in Focus”. That is done by: (1)
comparing the observation result data with the interview result data; (2)
comparing what people say in front of the common with what they say by
themselves; (3) comparing what people say about research situation with what
they say all day long; (4) comparing someone‟s condition and perspective; (5)
CHAPTER IV
In this chapter, the researcher presented the research findings. The purpose is
to answer the research problems in the chapter one. There are three objectives in
research, namely, describing the process of teaching writing on descriptive text in the
descriptive text in the first grade of SMP N 03 Mojogedang, and describing the
solution to solve the problems in teaching writing on descriptive text in the first grade
of SMP N 03 Mojogedang.
A. Research Findings
This chapter presents the findings of the study related to the problem
researcher uses the some technique of collecting thedata, they are observation,
interview and documentation. Research finding show the information that was
found during observation and interview with the teacher. The interviews was done
information directly about the process teaching writing descriptive text in the
class. The researcher, as the interviewer, makes some interviews with the three
teachers, the name is Mister Sukamdi S.Pd, Miss Sendang Nurbuanawati S.Pd,
Miss Tri Eni S.Pd and some students of VII-A. The researcher observed with the
teacher class VII-A namely Mister Sukamdi S.Pd in front of the class and the
43
42
interaction among the students with the teacher from the beginning until the end of
the lesson. The researcher has a coordination with the teacher to arrange
observations for gathering the required data of teaching learning process in other
examine the teachers strategies, the students responses, and classroom activities
until the researcher gathers sufficient data representing the way of teaching
writing. After observing the class, the researcher writes descriptive and reflective
notes in the field notes. The observation and Interview with the teacher will be
done during two months in February and March 2015. The data analysis will be
done during two months in April and May 2015. The analysis can be presented in
Descriptive Text
the researcher, teaching writing on descriptive text for the first grade of SMP
reviewing the last material, and the introducing the new material. In this
with the teacher namely Mister Sukamdi S.Pd.. The teachergreeted the
that they could learn how to greet someone and practice it in their daily
1) Greeting
After the teacher came into the class, the teacher greeted the students
Such activity purposed to make the students familiar with English daily
language which could be practiced by the students not only inside class
but also outside the class. In the observation researcher, when they met
English.
After that, the teacher reviewed the last material by giving some
to recall their memory about the material that they have learned, for
example:
44
seen when they answered “ yes, I do” together and loudly, and they
examples of the last material. However, the teacher just gave the
The students: There are four bedrooms, one guest room, one living
deliver the material, because the students did not know the meaning of
make the students interested in and curious to the material that it would
be taught from the beginning so that they would enjoy it. sometimes,
b. Modeling
2015 in VII A class with the teacher namely Mister Sukamdi S.Pd. The
My house
46
actually two houses. Where one is placed in front of the other. The front
house and has three bedrooms. The back building functions as a kitchen.
walls, except its doors and windows, are painted white. But inside the
house, all of the inner walls are painted green. The doors and windows are
My house has a large yard in the front and fascinating garden at the
back. It is now about twenty years old. But it looks newer and nicer. It
looks newer because it competes with new appliances and it nicer it is well
Vocabulary
rumah
-Except: kecuali
After the students received the text, the teacher asked them to read
ability in reading skills. The teacher also tried to involve the listening and
Firstly, the teacher read the text, sentence by sentence and the
students listened to the teacher. Here, the students were trained to apply
their ability in listening skill. After that, the teacher asked them to repeat it.
discussed about the meaning of the text. The teacher also explained a little
bit information about the function of descriptive text and the using of
In next step, the teacher also gave the students some exercises,
related to descriptive text about house. The exercise were Matching, Grid
Completion, Puzzle, Jumbled Paragraph, Gap Filling and Cloze Test. One
with the teacher namely Mister Sukamdi S.Pd. In this step, Joint
The teacher gave exercise in game session. The game was called “
writing game”. The teacher divided the students into seven groups. Each
group consisted of three students. They had to listen to the text and the
In those training the students were asked to reconstruct the text, the
teacher gave them a piece of paper containing the guideline to compete the
Example:
a) The house has a large yard in the front and fascinating garden at the
building.
d) The house consists of one living room and one kitchen. Next to the
paragraph.
……….medicine plants.
The house consists of one living room ……… one kitchen. Next to the
color, except bedroom, living room, meeting room and dining room.
The door and the window are ……… fromwood and they are painted
brown color. Its roof is …….. color. Its roof is ……… color. It looks
newer.
50
The house has ………. Yard in the front and ………. Garden at the
back. It looks newer and ricer. It looks newer because is competes with
By giving the guideline, the students were trained to fill the words in a
exact word.
below. Start a word with a letter in the darker snare. One example
F H I J L D H X B B
P U T I L O O V E E
W O O D X O R I U D
A K W Y T R O O F R
L J S U X S Y L H O
L Q H P S T E B I O
S P G A R A G E S M
B A T H R O O M Q S
J W I N D O W S D H
K I T C H E N Q R P
51
By giving the guideline, the students were asked to block the word in
puzzle. It would them in looking for some new words, related to the
understand it.
Write your answer in your notebook. The first has been done
for you.
A B
House Pintu
Yard Kebun
Bedrooms Rumah
Garden Halaman
5) Read the text above, identify what the house has and the
description.
material
1 Garden
2 Wood
3 Walls
52
4 Large
By giving the guideline, the students were asked to identify the part of
house. They had to know what they wrote based on the next before.
class with the teacher namely Mister Sukamdi S.Pd.In the last step, the
purpose is to practice the students when they produce a new text of the
same genre individually. The teacher provided the topic and the piece
of paper to write the text. The students were free to make a descriptive
text with their own words, but they have to concern the arrangement to
make a good paragraph. Here, the teacher still guided them. The
teacher became a facilitator for the students, if they had some problems
Look at the picture. You find the thing in the picture. Write a
divides some problems faced when teaching in the class, the following are
some factors:
1) Linguistics
Example:
in catching how to write the words but they did not know how
pronounce it correctly.
Example:
d) Limited vocabulary
they did not know the English word to express it. here,
2) Non –Linguistics
55
It makes the teacher repeated the material and his friends would
1) Uncooperative students
makers, both in class VII A and VII B. Although the number is not
big, they still gave influence on their friends. Trouble makers rarely
paid attention on what the teacher said, they talked to each other a
lot and borrowed their friends‟ work when they were asked to do
some exercise.
also became a difficulty for the teacher to get students to bring their
3) Material preparation
prepare the material before teaching. The teacher had to fit the
material with the topic. It was impossible for the teacher to use
56
only on English book, because the recent English book has some
in the second semester test. As the result, most of the students feel
class. So, to create a good condition in the class, the teacher used to
give praise to motivate the students who would like to answer some
question orally. The teacher would say “very good”.” Great that’s
1) Linguistics
detail and also added examples for each parts of the formula.
s/es or not. This was the strategy to help the students memorize
of list of verb base, verb s/es, and also the meaning. It made
and verb s/es. The teacher also asked the students to always
English word correctly several times and repeat them over and
over again.
d) Limited vocabulary
Vocabulary was one of the keys that one can express his/her
done with several ways. One of the ways was by reading. The
Non – Linguistic
especially SLB part B. It will make him enjoy the new life.
and learning. The overcome this problem, the teacher can talk to
there are still other ways if it does not work. The teacher could
also became a difficulty for the teacher to get students bring their
dictionary. The teacher, thus, made a rule in the class that “ if you
not bring your dictionary tomorrow, you most bring a snack. Such
dictionary on the next day although there were still some students
who did not bring a dictionary (but they brought the snack).
3) Material preparation
It was quite difficult for the teacher to prepare the material before
teaching. The teacher had to fit the material with the topic. It was
impossible for the teacher to use only on English book, because the
recent English book has some lacks, for example: the lack
and some error texts. The teacher must be careful in choosing book
resource. The teacher got some appropriate books which were from
Remembering that the students were still teens, the teacher gave
many kinds of activities, it was not only from handbooks but also
Garden
B. Discussion
descriptive text can be described into several points, such as: (a) building
The other aspect the analyze were the problems of teaching writing on
descriptive text and the solution of teaching writing on descriptive text at SMP
N 03 Mojogedang, Karanganyar.
Descriptive Text
students. Based on the research finding, the teacher role in the process of
divided into four steps, namely: building knowledge of the field (BKOF),
In the building knowledge of the field (BKOF), there were the activities of
greeting, reviewing last material and introducing new material. That was in
line with teacher role in classroom observation that giving questions in the
teacher and the students. The teacher reviewed the last material by giving
them to recall their memory about the material that they have learned.
students readiness in following the class, the teacher gave some question
Indonesian to deliver the material, because the students did not know the
provided the topic and a piece of paper to write the text. The students were
free to make a descriptive text with their own words, but they have to
the English teacher divided some problems faced when teaching in SMP N
problems:
1) Linguistics
memorize.
word.
express their ideas but they did not know the English word to
express it.
2) Non – linguistics
a. The disable students, in this class, there was a boy who didn‟t
who become trouble makers, both in class VII A and VII B. Trouble
makers rarely paid attention on what the teacher said, they talked to
each other a lot and borrowed their friends‟ work then they were asked
to do some exercise.
3) Material preparation, it was quite difficult for the teacher to prepare the
material before teaching. The teacher had to fit the material with the
topic.
second semester test. As the result, most of the students feel writing
Many students are afraid of writing English in the class. So, to create a
good condition in the class, the teacher used to give praise to motivate
a) Linguistics
teacher explained each part of the formula: more detail and also
added examples for each parts of the formula. The teacher also
the verb was added by s/es or not. This was the strategy the
(2) The teacher gave list of verb, the teacher asked the students to
b) Non – linguistic
(1) The disable students, the teacher should guide intensively him.
made a rule in the class that “if you do not bring your dictionary
the material before teaching. The teacher had to fit the material
CHAPTER V
This chapter presents the conclusion and suggestion from the researcher
related to the process, the problems and the solution of the teaching writing on
A. The Conclusion
research finding and discussion, the researcher is able to conclude three points,
them well covered, it needs three good steps in teaching English. The first
in Students school. The second, the lesson plan should be well prepared.
The third is the realization of lesson plan. The realization of the lesson
71
68
1) Linguistics;
d) Limited vocabulary
2) Non –Linguistics;
1) Uncooperative students
the teacher in the teaching and learning process. They usually talk
also became a difficulty for the teacher to get students to bring their
3) Material preparation
prepare the material before teaching. The teacher had to fit the
students have less motivation than the others. Students who are not
70
teachers.
3. Since the problems in teaching and learning activities are the responsibility
of all members of the school, the researcher would like to suggest some
1) Linguistics;
detail and also added examples for each parts of the formula.
of list of verb base, verb s/es and also the meaning. It made
d) Limited vocabulary
71
2) Non –Linguistics;
especially SLB part B. It will make him enjoy the new life.
1) Uncooperative students
them punishment to leave the class or send them to the guiding and
also became a difficulty for the teacher to get students bring their
dictionary.
3) Material preparation
72
It was quite difficult for the teacher to prepare the material before
teaching. The teacher had to fit the material with the topic. The
own material.
education and especially learning English for the future. They can
also be encouraged by things they can achieve when they can speak
English well.
B. The Suggestion
After analyzing the data and making conclusion, the researcher would
The English teachers who want to teach the students should be more
creative in teaching English so the students will not feel bored in learning
English. They also have to give rules to the students such as asking them
The students who learn English should pay much attention to the teacher,
especially class VII when teaching and learning process happens. They
The researcher suggests to make a policy for the English teacher to teach
BIBLIOGRAPHY
Brookes, Athur & Grundy, Peter. 2000. Beginning to Write: Writing Activities for
Elementary School and Intermediated Learners. United Kingdom: University
press, Cambridge.
Hammond, et al. 1992. English for Social Purposes. Sidney, Australia. Macquarie
University.
Yussack, M. 2004. A Brief Introduction to Genre: Examples Thirteen genres and their
generic structure. Jawa Tengah: LPMP Widyaiswara Madya.
Milles, matew B dan A. Michael Huberman. 1994. Analisis Data Kualitatif. Jakarta:
Ui perss.
Patton, M.Q. 1980. Utilization Focused Evaluation. Berverly Hills: Sage Publication.
Surakhmad, Winarno. 1991. Dasar & Teknik Research. Bandung: CV. Transito.
75
Appendix 01
NO NO INDUK NAMA
19 2988 MEO
Appendix 02
Meskipun pelajarannya susah tapi pak sukamdi bisa mbak mengajari kita
semua.
Turfina : oh begitu. Biasanya pak sukamdi mengajarnya menggunakan media apa
dek?
Aprilia : kalau mengajar pak sukamdi gak menentu mbak. Ganti-ganti, kadang
pakai media gambar, kadang nonton film, kadang juga Cuma pakai buku
pegangan aja mbak. Tapi yg lebih sering pakai buku, papan tulis, dan
penghapus aja mb. Soalnya kalau pakai LCD untuk nonton film juga
ngantri gantian dengan kelas lain sedangkan ruangan itu cuma ada 1
mbak. Jadi jarang sekali menggunakan LCD mbak.
Turfina : oh begitu dek. Tapi kalau Cuma pakai buku pegangan aja apa kalian
semua gak bosan?
Aprilia : ya gak juga sih mbak, soalnya pak sukamdi juga baik orangnya.kita
Juga sering di ajak becanda dan banyak cara pak sukamdi mengajari kita
jadi kita gak bosan diajar pak sukamdi.
Turfina : oh iya, kalau dalam mengajar pak sukamdi sering gak dek meberikan
motivasi untuk menyemangati belajar kalian?
Aprilia : sering mbak. Pak sukamdi sering sekali menyemangati kita, untuk rajin-
rajin belajar.
Turfina : kalau selesai mengajar biasanya apa yg beliau ucapkan? Apa memberi
PR atau langsung di tutup biasa aja?
Aprilia : kalau memberi PR gak terlalu mbak, tapi pak sukamdi selalu
menanyakan kembali materi yg baru saja beliau sampaikan. Dan setiap
pertemuan yg akan datang pak sukamdi sering menanyakan kembali
pelajaran kemaren mbak. Kadang-kadang dikasih pertanyaan-pertanyaan
ringan tentang materi pelajaran kemaren, untuk mengingat kembali
materi yg sudah diajarkan agar kita tidak lupa mbak.
Turfina : oh iya, yasudah terimakasih ya dek sudah dibolehin tanya-tanya sama
adek.
Aprilia : oh iya mbak sama-sama. Semoga cepat selesai ya mbak tugasnya dan
semoga cepat lulus.
79
Turfina : iya dek. Terimakasih ya dek atas doanya. Kamu juga yg rajin dek
belajarnya biar nanti bisa melanjutkan ke sekolah yg kamu inginkan.
Aprilia : amin, makasih juga ya mbak.
Turfina : iya dek sama-sama.
80
Appendix 03
FIELD NOTE
The researcher did the observation in the VII A class on Tuesday, 24 th 2015. When
the researcher come the process teaching writing descriptive text was going in the
classroom. The researcher ask the permission to Mr. sukamdi. After Mr. sukamdi
allowed the researcher to entering the class, the researcher sat on the back of
classroom to observe the process teaching writing descriptive text. the material for
that day was about building knowledge of the field (BKOF). Firstly, Mr. sukamdi
greeted the students in english by saying “ assalamu‟alaikum” and the students
greeted the teacher by saying “ waalaikumsalam”.
After that, Mr. sukamdi reviewed last material by giving some question to the
students. By reviewing the material, it would help them to recall their memory about
the material that they have learned. Then, Mr. sukamdi started to introduce new
material. To problem the students readiness in following the class, Mr. sukamdi gave
some questions related to the material. In teaching writing process, Mr sukamdi used
English and Indonesian to deliver the material, because the students did not know the
meaning of English sentences thoroughly. Mr sukamdi gave the question above, to
make the students interested in and curious to the material that it would be taught
from the beginning so that the would enjoy it. after few minute , the bell rang, then
the teacher gave the conclusion about the material for that day. After that the teacher
closed the class by asking the students to say “ hamdallah” after that Mr sukamdi said
“ assalamu‟alaikum Wr. Wb” than the students answered “ waalaikumsalam Wr.
Wb”. Finally Mr sukamdi and the researcher leave the class.
Class observation two
81
That day was the second observation in my research. In opening, the teacher came to
the class, and then greeted the students by saying “ assalamu‟alaikum Wr, Wb”. The
students replied it “ waalaikumsalam Wr, Wb”. Then the teacher opening the lesson.
But before it, he checked the students attendance by calling their names one by one.
Then the teacher gave motivation to the students to raise their spirit in learning
english. in the main activity. The teacher told about the material of the day. The
material was about the modeling. This actifity would help the students in applying
their ability in reading skill. The teacher also tried to involve the listening and
speaking skill in this material.
The teacher read the text, sentence by sentence and the students listened to the
teacher. Here the students were trained to apply their ability in listening skill. After
that, the teacher asked them to repeat it. through this actifity, they have developed
their speaking skill. Than the teacher also gave the students some exercises, related to
descriptive text about house. The exercise were matching, grid completion, puzzle,
jumbled paragraph, gap filling, and cloze text. one of the exercises involved the
writing skill.
In closing the teacher and the students reviewed the material and discussed the
students work. Then, they concluded the material. The teacher asked the students‟
whether they had difficulties or not. Then the teacher closed the lesson by saying “
hamdallah”.
82
That day was the third observation in my research on Tuesday 10 th 2015 in VII A
class. In opening the teacher Mr sukamdi come to the class, and then greeted the
students by saying “ assalamu‟alaikum Wr, Wb”. The students by saying “
waalaikumsalam Wr, Wb”. Then the teacher opening the lesson. But before it, he
checked the students attendance by calling their names one by one. Then the teacher
gave motivation to the students to raise their spirit in learning English. In the main
activity, the teacher told about the material of the day. The material was about joint
construction of text. the teacher gave exercise in game session. The game was called “
writing game”. The teacher divided the students into seven groups. English group
consisted of three students. They had to listen to the text and the questions read by the
teacher. In those training the students were asked to reconstruct the text, the teacher
gave them a piece of paper containing the guideline to complete the paragraph, guided
by the teacher.
In closing the teacher and the students reviewed the material and discussed the
students work. Then, they concluded the material. The teacher asked the students‟
whether they had difficulties or not. Then the teacher closed the lesson by saying “
hamdallah”.
83
Than day was the last observation on Tuesday 17th 2015 in VII A class. In opening the
teacher came to the class, and then greeted the students by saying “ assalamu‟alaikum
Wr, Wb”. The students replied it “ waalaikumsalam Wr, Wb”. Then the teacher
opening the lesson. But before it, he checked the students attendance by calling their
names one by one. Then the teacher gave motivation to the students to raise their
spirit in learning English. in the main activity, the teacher told about material of the
day. The material was about the independent construction of text. in the material, the
purpose is to practice the students when they produce a new text of the same genre
individually. The teacher provided the topic and the piece of paper to write the text.
the students were free to make a descriptive text with their own words, but they have
to concern the arrangement to make good paragraph. Here, the teacher still guided
them. The teacher became a facilitator for the students, if they had some problems in
writing the text.
In closing the teacher and the students reviewed the material and discussed the
students work. Then, they concluded the material. The teacher asked the students‟
whether they had difficulties or not. Then the teacher closed the lesson by saying
“hamdallah”.
84
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Kegiatan Alokasi Sumber
MateriPembelajaran Pencapaian
Dasar Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
1.1 Merespon makna 1.Percakapan singkat Tanya jawab Merespon 1.Tes lisan 1.Merespon Listen to the expressions 2x40 Script
dalam percakapan memuat ungkapan- yang terkait ungkapan ungkapan and give your response. menit Bahan-bahan
transaksional ( to ungkapan : dengan ungkapan lisan 1 .A: Good morning. rekaman
get things done ) Contoh : materi B: ....................... (kaset, CD ,
dan interpersonal -A : Good morning Membahas 1. Sapaan orang VCD )
(bersosialisasi ) How are you ? kosa kata yang sudah / 2. Listen to the
yang mengunakan B : Fine Thanks. dan tata belum dikenal 2.Tes 2.Pilihan expressions and
ragam bahasa lisan Nice to meet you bahasa yang tertulis Ganda choose the best option.
sangat sederhana terkait A : “Hi, I’m Yeny,Nice
secara akurat, -A : Hello, I’’m Nina dengan to meet
lancar dan B : Hi, I’m Reny sapaan, 2. Perkenalan diri you
berterima untuk Nice to meet you perkenalan, sendiri / orang B : ...
berinteraksi memberi lain a. oh, really ?
dengan lingkungan -A : Don’t do that perintah b. Thank you so much
terdekat yang B : No. I won’t atau c. It’s a pleasure
melibatkan tindak melarang d. Nice to meet you,
tutur : menyapa -A : Stop it Mendengark Too
orang yang B : Ok an
belum/sudah 2.Tata Bahasa percakapan 3.Melakukan 3. Give it to me !
dikenal, Verb be yang terkait 3.Unjuk perintah
memperkenalkan Imperatives dengan 3. Perintah / kerja guru
diri sendiri / orang 3. Kosakata sapaan, larangan
lain, dan Kata Terkait perkenalan,
85
Indikator Penilaian
Kompetensi Kegiatan Alokasi Sumber
MateriPembelajaran Pencapaian
Dasar Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
memerintah atau Tema memberi
melarang Kata Terkait perintah
Jenis Teks atau
melarang.
Menjawab /
merespon
pertanyaan
tentang
percakapan
yg didengar.
Indikator Penilaian
Kompetensi Kegiatan Alokasi Sumber
MateriPembelajaran Pencapaian
Dasar Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
informasi, dalam B: .........
mengucapkan mendengarkan
terima kasih, topik materi c. A : Come in, please !
meminta maaf, dan 3. mendengarkan B : ...
mengungkapkan percakapan
kesantunan tentang d. A : You are so kind.
meminta dan Thank you
memberi B : ...
informasi,
ungkapan
terimakasih,
permintaan
maaf dan
kesantunan
4. mendengarkan
gambit-gambit
yang muncul
dalam materi
percakapan
terkait.
5. menjawab /
merespon
pertanyaan
berdasarkan
materi yang
diperdengarka
n
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
87
SILABUS PEMBELAJARAN
Penilaian
Indikator Pencapaian Alokasi Sumber
Kompetensi Materi Pembelajaran Kegiatan Pembelajaran Teknik Bentuk Contoh
Kompetensi Waktu Belajar
Dasar Instrumen Instrumen
2.1 Merespon 1. Teks fungsional 1. Tanya jawab 1. menentukan 1.Tes tulis Pilihan 1. Listen to the 2x40 Script
makna tindak pendek. yang terkait makna dalam ganda dialogue or menit percakapan
tutur yang Contoh: dengan materi teks lisan expression or
terdapat Keep closed ! 2. Membahas fungsional text and choose Gambar
dalam teks Things to buy : kosakata & tata pendek berupa: the right answer benda-
lisan - Sugar bahasa: verb - Instruksi 2.Tes Lisan Jawaban benda
fungsional - Flour phrase yang - Daftar benda / Singkat 2. What is the kebutuh-an
pendek sangat - Meat berkaitan dengan barang purpose of the sehari-hari
sederhana - Butter instruksi, ucapan (Shoping list ) teks?
secara akurat, Congratulation selamat; noun - Ucapan selamat Bahan
lancar dan s! phrase yang - Pengumuman 3. What do you call rekaman
berterima - Well done ! berkaitan dengan this kind of teks? (kaset, CD
untuk Announcemen daftar 2. Mengidentifikasi ,VCD ,dll)
berinteraksi t! benda/barang tujuan teks
dengan “ School will 3. Mendengarkan fungsional
lingkungan close tomorow berbagai contoh
terdekat since it’s the teks fungsional 3. Mengidentifikasi
WAISAK day.” pendek bentuk teks
2. Tata bahasa 4. Menjawab/mere fungsional
Imperatives spon pertanyaan
Future “will” tentang :
3. Kosa kata a. Isi teks yang
Kata terkait didengar
tema b. Tujuan teks
88
Penilaian
Indikator Pencapaian Alokasi Sumber
Kompetensi Materi Pembelajaran Kegiatan Pembelajaran Teknik Bentuk Contoh
Kompetensi Waktu Belajar
Dasar Instrumen Instrumen
2.2. Merespon Teks fungsional pendek: 1. Mendengarkan dan 1. Mengidentifikasi 1. Tes lisan Daftar Listen and answer 2x40 Script teks
makna Contoh: merespon makna gagasan pertanyaan the questions menit funsional
gagasan 1.- Congratulations ! percakapan tentang dalam teks lisan orally! pendek lisan
yang - Well done ! makna yang tersurat fungsional Dari buku teks
terdapat 2. Announce ment ! dalam ungkapan- pendek berupa: Game Listen and mention
dalam teks “ School will close ungkapan fungsional - Instruksi as many shopping Script teks
lisan tomorow since it’s pendek berupa - Shopping list list items as you fungsional
fungsional the WAISAK day instruksi, shopping - Greeting card can remember pendek lisan
pendek 3. Come in ! list, greeting card, - Announcement yang ada
sangat 4. Things to bring along announcement. 2. Tes tulis Melengk-api Listen to the dalam
sederhana For camping 2. Memperhatikan 2. Mengidentifikasi announcement and kehidupan
secara - cooking utensils kosakata dan makna fill in the nyata
akurat, - tents tatabahasa yang interpersonal blank spaces
lancar dan - clothing mungkin muncul teks lisan T/F Rekaman
berterima dalam makna yang fungsional Write down T/F for kaset, CD ,
untuk Tata Bahasa : tersurat dalam pendek the statements DVD, film
berinteraksi Verb do/does ungkapan-ungkapan Pilihan below
dengan Future Tense fungsional pendek 3. Unjuk ganda
lingkungan lisan berupa instruksi, kerja Choose the best
89
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Alokasi Sumber
Materi Pembelajaran Kegiatan Pembelajaran Pencapaian
Dasar Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
3.1 Mengungkapkan Percakapan Singkat 1. Tanya jawab yang Mengungkapkan Unjuk kerja Tanya jawab 1. Ask and answer your 4x40 Script
makna dalam Contoh: Memuat berkaitan dengan berbagai tindak friend based on the menit percakapan
percakapan ungkapan-ungkapan materi. tutur: picture
transaksional dan sbb : 2. Meniru ungkapan- 1. Menyapa Bermain Buku teks yang
interpersonal A : Good morning ungkapan sapaan dan yang unjuk kerja peran 2. Perform the dialogue relevan
dengan How Are you? respon sapaan. belum/sud in front of the class!
menggunakan B : Fine thanks. 3. Membahas kosakata ah dikenal Bermain
ragam bahasa lisan dan struktur 2. Memperk Unjuk kerja peran 3.Work in pairs Alat peraga
sangat sederhana percakapan sesuai enalkan A. Give instructions Kartu peran
secara akurat, A : Hi, I’m Rani materi. diri
lancar dan B : Hello, I’m Nina. 4. Latihan percakapan sendiri/or B. Does the
berterima untuk dalam bentuk dialog. ang lain. Instructions and
berinteraksi A : Go away ! 5. Menggunakan 3. Memerint respond
dengan lingkungan B : Okay. ungkapan-ungkapan ah/melara
terdekat yang percakapan sesuai ng
melibatkan tindak A : Don’t be Noisy materi dalam situasi
tutur : orang B : I won’t. nyata.
menyapa yang
belum dikenal, Tata Bahasa
memperkenalkan Kalimat (+)(-)(?)
diri sendiri / orang Kosakata
lain, dan Kata terkait tema
91
Ungkapan Baku
Okay
Alright
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Materi Alokasi Sumber
Kegiatan Pembelajaran Pencapaian
Dasar Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
4.1 Mengungkapkan Teks Fungsional Pendek 1.Tanya jawab yang 1.Memberi Tes lisan 1.Membaha- 1. Give an instruction 4x40 1.Buku teks
makna tindak tutur Berbentuk : berkaitan dengan instruksi Sakan based on menit yang relevan
fungsional pendek Intruction Materi gambar the picture shown! 2.Alat peraga
sangat sederhana Shopping list 3.Rekaman
secara akurat, Greetings 2.Menirukan ungkapan- Unjuk kerja 2.Uji Petik 2. Mention 5 things kaset, CD
lancar dan Announcement ungkapan sesuai 2.Menyebut you have in : ,VCD ,film
berterima untuk materi daftar benda a. Your bag 4.Rekaman
berinteraksi Tata Bahasa b. your bedroom percakapan
dengan lingkungan Negative 3.Membahas kosakata otentik
terdekat Imperratives dan struktur Unjuk kerja 3.Uji Petik 3. What would you say
percakapan 3.Mengucapkan to a friend :
Kosakata selamat a. on his/her
Kata terkait tema 4.Latihan memberi birthday
Kata terkait jenis perintah, b. in weekends
teks mengucapkan c. if he/she has got
selamat, the best in class
mengumumkan Unjuk kerja
dengan singkat 4.Mengumumka 4. Uji Petik
5. Menggunakan n dengan 4. inform your friend
ungkapan singkat about the coming
percakapan dalam flag ceremony
situasi nyata through an
announcement
94
simulasi
5. Mengidentifikasi
makna gagasan
teks-teks lisan
fungsional pendek
6. Menjawab
pertanyaan
tentang makna
gagasan teks
fungsional pendek
secara lisan
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
96
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
5.1 Membaca nyaring 1.Pronunciation kata 1. Mendengarkan 1. Melafalkan 1.Tes unjuk Uji petik 1. Read the sentences 2x40 Buku teks
bermakna kata, dan Intonation: dan merespon hal- kata, frasa dan kerja membaca loudly. menit
frasa, dan kalimat frasa, hal yang perlu kalimat nyaring
dengan ucapan, kalimat yang diperhatikan dalam dengan baik
tekanan dan telah dipelajari kegiatan membaca dan benar teks
intonasi yang nyaring: 2.Observasi Lembar 2. Read all the otentik
berterima yang 2.Teks fungsional pronunciation, 2. Membaca kata observasi sentences loudly and
berkaitan dengan pendek intonation frasa dan carefully.
lingkungan 1. cara membaca 2. Mendengarkan kalimat
terdekat kata, frasa, model membaca dengan 3. Observasi Lembar 3. Read the text
kalimat. nyaring intonasi yang Observasi Loudly
2. pronunciation. 3. Menirukan benar
3. intonation membaca nyaring
dengan intonasi 3. Membaca
dan jeda sesuai nyaring
model dengan baik
4. Membaca nyaring dan benar.
sendiri dengan
lafal, intonasi, dan
jeda yang baik dan
benar
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
97
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
5.2 Merespon makna Teks fungsional 1. Tanya jawab 1. Tes tulis Pilihan ganda 1. a. Read the text 4 x 40 - Buku teks
yang terdapat pendek berbentuk: yang terkait Mengidentifikasi and choose menit
dalam teks tulis dengan materi berbagai the correct - Sumber
fungsional pendek 1. Instruksi 2. Menirukan informasi dalam answer. bacaan lain
sangat sederhana 2. Daftar barang membaca teks fungsional Tes lisan Melengkapi yang relevan
secara akurat, 3. Kartu ucapan nyaring pendek kalimat/frase b-Complete the
lancar dan 4. Pengumuman 3. Mengidentifika berbentuk : noun phrases
berterima yang si informasi Instruksi stated in the
berkaitan dengan yang terdapat Daftar sentences
lingkungan dalam bacaan barang below!
terdekat 4. Membahas Kartu Tes tulis Menjawab
kosakata ucapan pertanyaan c. Answer the
struktur Pengumu questionarry based
kalimat, man Tes Lisan Menjodohkan on the text!
struktur 2.
bacaan, tujuan Mengidentifikasi 2. Match the text
teks, dsb ciri kebahasaan with the correct
teks yang dibaca Jwb singkat phrases
3. Membahas
tujuan masing- 3. What’s the
masing teks purpose of the
fungsional yang text?
telah dibahas.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
98
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
6.1 Mengungkap-kan Teks fungsional 1.Membahas ciri-ciri 1.Melengkapi teks Tes tulis 1.Mlengkapi 1. Complete the blank 6x40 -Buku teks
makna gagasan pendek berbentuk: jenis teks fungsional pendek a. Menyus- spaces of the menit
dalam teks tulis 1. Instruksi fungsional un Kata following text! - Alat peraga
fungsional 2. Daftar barang pendek
pendek sangat 3. Kartu ucapan 2.Menyusun Tes tulis b. Menyu- a. Arranged the ju - Lingkung-an
sederhana 4. Pengumuman 2.Membuat frasa, kata/urutan kata sun mbled words into sekitar yang
dengan 5. Kalimat kalimat sesuai menjadi kalimat Kalimat good sentences terdapat
menggunakan sederhana materi yang padu b. Arrange the pengumuma
ragam bahasa terkait materi jumbled n dan tanda
tulis secara dan jenis teks. sentences in a good peringatan
akurat, lancar Tanda Baca Tes tulis order
dan berterima Spelling 3.Menulis teks 2. Esai
untuk 3.Membuat teks fungsional pendek 2. Make a greeting card
berinteraksi fungsional pendek (choose the topic you
dengan prefer: Happy
lingkungan birthday, Wedding,
terdekat Season’s greeting)
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
6.2.Mengungkapkan 1. Teks fungsional 1. Mendengarkan 1. Membuat teks Tes tulis Melengkapi 1. Complete the blank 6x40 Buku teks
langkah retorika pendek tentang : dan merespon fungsional spaces of the short menit
dalam teks tulis - Instruksi penjelasan pendek text. Alat peraga
fungsional - Daftar barang tentang ciri-ciri
pendek sangat - Kartu ucapan teks fungsional 2. Menggunakan Tes tulis Esai 2a. Write down an
99
5. Mengidentifikasi
ciri-ciri teks
fungsional
pendek yang
diberikan secara
mandiri
6. melengkapi teks
fungsional
pendek dengan
struktur teks
yang benar.
7. Menulis teks
fungsional
pendek.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
100
SILABUS PEMBELAJARAN
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
7.1 Merespon makna 1. Percakapan 1. Tanya jawab Merespon Tes lisan Merespon 1. Listen to the expression 2x40 - script
dalam percakapan singkat memuat tentang berbagai ungkapan- ungkapan and menit percakapan
transaksional (to get ungkapan- hal terkait ungkapan : respond to it
things done ) dan ungkapan : materi 1.Meminta & - rekaman
interpersonal 2. Membahas memberi jasa a. Tes tulis Matching 2. Listen to the expression media
(bersosialisasi) sangat Contoh: kosakata dan and elektonik:
sederhana secara A :Pass me the tata bahasa: 2. Meminta & match it with the suitable kaset, VCD ,
akurat, lancar dan pencil, please! noun phrase, memberi response DVD film
berterima untuk B :Sure. Here you are. adjective, barang
berinteraksi dengan A : Give me a piece adverb, verb b.Unjuk T/F 3. Listen to the dialoque
lingkungan terdekat of paper, please! yang terkait kerja and
yang melibatkan B : Sure, Here You dengan meminta decide whether it is TRUE
tindak tutur : are. dan memberi Merespon or
meminta dan A : Did you come jasa, meminta Tes lisan tindakan FALSE.
memberi jasa, here yesterday? dan memberi 4. Pass me the pencil,
meminta dan B : I did. barang, meminta 3.Meminta & Memberi please.
memberi barang, 2. Tata Bahasa dan memberi memberi jawaban
serta meminta dan Simple Past tense fakta fakta singkat 5. Give short answer
memberi fakta Quantifiers 3. Mendengarkan
3. Kosa kata percakapan
Kata terkait tema sesuai dengan
Kata terkait jenis materi
teks 4. Menjawab
4. Ungkapan Baku pertanyaan
Sure sesuai dengan isi
Please percakapan
101
5. Menjawab
pertanyaan
tentang struktur
percakapan
teks diperdengarkan
6. merespon
Ungkapan Baku ungkapan-
Not bad ungkapan yang
Great diperdengarkan
SILABUS PEMBELAJARAN
Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
8.1 Merespon makna Teks fungsional 1. Brain storming 1.Merespon makna Tes lisan Jwbn singkat Listen to the text and 2x40 script :
yang terdapat dalam pendek berupa tentang kosakata dalam teks fung- answer the questions. menit di buku guru
teks lisan fungsional : terkait materi sional pendek : tentang :
pendek sangat 1. Instruksi 2. Membahas - Instruksi Tes tulis -Pilihan ganda Listen to the text and instruksi
sederhana secara 2. Daftar barang kosakata dan - Daftar barang choose the best option.
akurat, lancar dan 3. Ucapan tata bahasa belanjaan - daftar barang
berterima untuk Selamat terkait materi - Ucapan - melengkapi Listen to the text and
berinteraksi dengan 4. tentang : noun, selamat Unjuk kerja complete the sentences. - ucapan
lingkungan terdekat Pengumuman noun phrase, - Pngumuman selamat
adjective, verb, Test Lisan Melakukan Listen to the instruction
adverb. 2. Menentukan perintah and do it ! - pengumum
Kosakata terkait 3. Mendengarkan Fungsi komuni- -an
tema dan jenis teks fungsional katif teks yang Tes Tulis Jawaban What is the purpose of
teks yang didengar. Singkat the text Rekaman
mengunakan
Ciri kebahasaan gambit-gambit 3. Menentu kan ciri Uraian singkat Listen and write all the
teks fungsional : attention please, kebahasaan dari verbs stated in the text
- instruksi thanks, excuse masing-masing
- daftar barang me, sorry. teks fungsional Listen and write all the
- ucapan selamat 4. Menjawab yang didengar verbs stated in the text
- pengumuman pertanyaan
sesuai dengan isi
104
teks yang
didengar
5. Menjawab
pertanyaan
tentang struktur
teks fungsional
yang didengar
ur
5. Menyebutkan
fungsi
komunikatif teks
yang didengar.
6. Mengidentifikasi
kata kerja dari
teks yang
didengar.
7. Mendengarkan
teks deskriptif /
prosedur lainnya.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
Ketulusan ( Honesty )
106
SILABUS PEMBELAJARAN
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
9.1 Mengungkapkan Percakapan singkat 1. Tanya jawab * Bertanya dan Unjuk kerja Bermain 1. Perform the 4x40 menit Script
makna dalam memuat ungkapan- yang berkaitan menjawab berbagai peran dialogue with percakapan
percakapan ungkapan : dengan materi informasi : your friend in the dari buku
transaksional ( to 2. Membahas 1.Meminta dan front of the teks
get things done ) Contoh: kosakata dan memberi jasa class!
dan interpersonal tata bahasa: Alat peraga
( bersosialisasi ) 1.A : Pass me the noun, adjective, 2.Meminta dan Tes Lisan Merespon 2. Listen to the
sangat sederhana pencil please! adverb, noun memberi barang ungkapan expression and Rekaman
dengan B : Sure. here you phrase respond to it ,
menggunakan are. 3. Menirukan example :
ragam bahasa lisan ungkapan- a. Pass me the salt,
secara akurat, 2.A : Give me the ungkapan yang please.
lancar dan paper Please! digunakan dalam b. Give me the
berterima untuk B : Sure, here it is. percakapan paper,
berinteraksi sesuai materi 3.Meminta dan please.
dengan lingkungan 3.A: Did you come 4. Berlatih dengan memberi fakta Unjuk kerja Bermain c. Did you come
terdekat yang here yesterday ? teman peran late?
melibatkan tindak B : I did mengunakan
tutur : meminta ungkapan- 3. Create a dialoque
dan memberi jasa, Tata Bahasa ungkapan yang based on
meminta dan - Verbs: Like, need, ada dalam the role cards and
memberi barang, want percakapan perform it.
107
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
dan meminta - Simple Past Tense sesuai materi
memberi fakta 5. Bermain peran
Kosakata menggunakan
- Kata Terkait tema ungkapan yang
dan jenis teks telah dipelajari.
ungkapan baku
- Here it is
- Here you are
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
menyatakan suka - Verb do dengan topik
dantidak suka, - Verb have materi yang
meminta dipelajari
klarifikasi, 3. Kosa kata
merespon secara Kata terkait tema 4. Menirukan model
interpersonal Kata terkait jenis percakapan
teks transaksional dan
interpersonal
4. Ungkapan Baku dengan topik
Wonderful ! materi yang
Excellent ! dipelajari
5. Melakukan
percakapan
transaksional dan
interpersonal
dengan teman
dengan materi
yang dipelajari
SILABUS PEMBELAJARAN
Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
10.1. 1. Teks fungsional 1. Tanya jawab Mengungkapkan Unjuk kerja Uji petik 1. Give instrtruction to 4x40 - Script
Mengungkapka pendek yang berkaitan makna dalam teks berbicara your friend orally based menit percakapan
n makna yang berbentuk : dengan materi fungsional pendek on the picture. dari buku
terdapat dalam 1. Instruksi 2. Membahas berbentuk : 2. Mention the things you teks
teks lisan 2. Daftar barang kosakata dan - Instruksi find in ... - Alat peraga
fungsional 3. Pengumuman tata bahasa: - Daftar barang 3. Announce a certain
pendek sangat 4. Ucapan noun, noun - Pengumuman information to your
sederhana selamat phrase, adj, verb, - Ucapan friend
dengan adverb selamat 4. Say something to your
menggunakan 2. Tata Bahasa 3. Menirukan Memberi friend when ...
ragam bahasa Imperatives ungkapan- instruksi secara a. He/She got good
lisan secara Quantifiers ungkapan yang lisan. score
akurat, lancar, digunakan dalam Menyebutkan at english test
dan berterima 3. Kosakata percakapan daftar barang b. won the game
untuk Kata terkait sesuai materi tertentu.
berinteraksi jenis teks 4. Mendengarkan Mengumumkan
dengan teks fungsional / sesuatu
lingkungan 4. Ungkapan Baku pendek Mengucapkan
terdekat Well done 5. Menjawab selamat
Congratulation pertanyaan
s tentang isi teks
Happy yang didengar.
110
Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
birthday 6. Menggunakan
ungkapan-
ungkapan yang
ada dalam
percakapan
sesuai materi
dengan teman
berpasangan
7. Mengguanakan
ungkapan-
ungkapan sesuai
dengan materi
dalam
keadaan/situasi
nyata
Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
akurat, lancar dan tatabahasa yang didengar.
dan berterima 3. Ciri kebahasaan dalam teks Alat peraga
untuk teks deskriptif / monolog 3.Menyebutkan ciri Unjuk kerja
berinteraksi prosedur Deskriptif/prose kebahasaan teks Uji petik 2.a. Describe something /
dengan dur tentang yang didengar. berbicara someone with your own
lingkungan 4. Tata Bahasa Tea/How to words orally in front of
terdekat dalam Present make a cup of 4.Melakukan the class!
teks berbentuk Tense tea. monolog
descriptive dan Imperatives 3. Mendengarkan dalam bentuk 2.b. Tell your friends how to
procedure model monolog deskriptif / do something (make a
5. Ungkapan Baku lisan tentang prosedur Uji petik cup of tea)
Well,.. teks berbicara
you know deskriptif/prosed
that ? ur
4. Mendiskusikan
dalam kelompok
draft monolog
mendeskripsikan
kembali,
menyampaikan
prosedur dengan
kata-kata sendiri
5. Melakukan
monolog lisan
secara individu
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
112
SILABUS PEMBELAJARAN
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
11.1. Merespon 1. Teks fungsional 1
Tanya jawab yang 1.mengidentifikasi Tes tulis Esai 1.write down the 4x40 Buku teks
makna yang pendek berupa : berkaitan dengan berbagai informasi answers completely menit Yang relevan
terdapat Instruksi materi dalam teks
dalam teks Daftar barang 2 Membahas fungsional pendek Tes lisan Pilihan Ganda 2.Choose the best
tulis fungsional Ucapan selamat kosakata dan tata berupa: Esai answer by crossing
pendek sangat pengumuman bahasa: noun, - Instruksi a,b,c,d
sederhana noun phrase, adj, - Daftar barang Unjuk kerja Jawaban
secara akurat, 2. Tatabahasa verb, adverb - Ucapan Singkat 3.Answer the Teks otentik
lancar dan - Adverb phrase 3 Mendengarkan selamat questions orally
berterima - Noun Phrase contoh membaca - Pengumuman Uji petik
yang berkaitan - Adj Phrase nyaring yang 2.Merespon berbagai membaca 4.Read the text
dengan dilakukan guru informasi dalam nyaring aloud.
lingkungan 3. Kosakata 4 Berdiskusi dengan teks fungsional
terdekat - Kata terkait tema teman menjawab pendek
dan jenis teks pertanyaan bacaan
Ungkapan baku 5 Menjawab 3.Membaca nyaring
- Listen, Please pertanyaan bacaan teks fungsional /
- Attention, please secara lisan pendek.
individual
6 Membaca nyaring
bergiliran
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
113
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )
11.2 Merespon 1.Teks Esei 1. Mendengarkan dan 1. Mengidentifikasi Tes lisan Daftar 1. Read the text 4x40 menit Buku teks
makna dan berbentuk merespon berbagai informasi pertanyaan carefully Yang relevan
langkah deskriptive/procedur introduction dalam teks and then answer
retorika secara e tentang teks descriptive dan the
akurat, lancar deskriptif/prosedur procedure following questions Teks otentik
dan berterima 2. Kosakata terkait dengan topik briefly!
dalam esai tema / jenis teks. materi yang akan Alat peraga
sangat dibaca. 2. Mengidentifikasi Tes tulis Uraian 2. Answer the
sederhana 3.Ciri kebahasaan 2. Memperhatikan fungsi komunikatif questions
yang berkaitan teks : penjelasan tentang teks deskriptif / based on the text.
dengan - procedure kosakata dan procedure.
lingkungan - descrptive tatabahasa yang Tes tulis Pilihan Ganda
terdekat dalam berkaitan dengan 3. Mengidentifikasi 3.Choose the correct
teks berbentuk 4.Ungkapan baku teks langkah retorika Answer
descriptive/pro - Delicious ! deskriptif/prosedur teks deskriptif Jawaban
cedure - It smells good ! yang akan dibaca /prosedur singkat List all the verbs
3. Memperhatikan started in the text
penjelasan tentang
langkah retorika 4menyebutkan ciri
teks kebahasaan teks
deskriptif/prosed- descriptive /
ur procedure.
4. Mengidentifikasi
langkah retorika
dalam kerja
kelompok
5. Mengidentifikasi
berbagai informasi
dalam kerja
kelompok
114
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
6. Mengidentifikasi
langkah retorika
dan berbagai
informasi secara
mandiri
Penilaian
Kompetensi Materi Indikator Pencapaian Alokasi Sumber
Kegiatan Pembelajaran
Dasar Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
sendiri dengan
lafal, intonasi, dan
jeda yang baik dan
benar
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
116
SILABUS PEMBELAJARAN
Penilaian
Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Kompetensi Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Dasar Instrumen Instrumen
12.1 Mengungkapkan 1. Teks fungsional 1. Tanya jawab Menulis teks Test tulis Melengkapi 1. Complete the 4x40 - Buku teks
makna dalam teks Instruksi yang berkaitan fungsional Menyusun sentences menit
tulis fungsional Daftar barang dengan materi pendek Tes tulis kata acak - Alat peraga
pendek sangat Pengumuman 2. Membahas dan berbentuk : 2. Rearrange the words
sederhana dengan Ucapan selamat mengembangkan - Instruksi Esai bebas into - Tempat-
menggunakan 2. Kosakata terkait kosakata dan - Daftar barang Penugasan good sentences tempat
ragam bahasa tema / jenis teks. tata bahasa: - Pengumuman umum yang
tulis secara 3. Ciri kebahasaan noun, noun - Ucapan 3. Write down your own ada teks
akurat, lancar dan teks fungsional. phrase, adj, verb, Selamat Tugas shopping list based fungsional
berterima untuk 4. Tanda Baca adverb, simple Pr rumah on the
berinteraksi 5. Spelling tense, imperative Menulis kalimat situation given.
dengan 3. Membuat frasa, sederhana
lingkungan kalimat sesuai 4. Write down list of
terdekat dengan materi instructions
4. Membahas to be on time to
struktur atau ciri- school
ciri teks tulis
fungsional 5.Write a greeting card
pendek to your
5. Membuat teks friend on his/her
tulis fungsional birthday
pendek
terpimpin Listen and make a draft
117
ataudengan of retelling
teman descriptive/procedure
6. Membuat teks text
tulis fungsional
pendek sendiri
dengan bebas
Penilaian
Materi Indikator Pencapaian Alokasi Sumber
Kompetensi Kegiatan Pembelajaran Teknik Bentuk Contoh
Pembelajaran Kompetensi Waktu Belajar
Dasar Instrumen Instrumen
12.2 Mengungkapkan Teks monolog 1. Mendengarkan dan 1. Melengkapi teks Tes tulis melengkapi 1. Complete the blank 6x40 Buku teks
makna dan berbentuk merespon - descriptive spaces Correctly. menit
langkah retorika introduction - procedure Alat peraga
dalam esai Descriptive / tentang penulisan
pendek sangat procedure teks monolog 2. Menyusun teks Teks otentik
sederhana deskriptif / menyusun 2. Arrange the jumbled
dengan Unsur bahasa prosedur. teks sentences into a good
menggunakan terkait teks. 2. Memperhatikan
ragam bahasa penjelasan tentang 3. Menulis teks descriptive/procedure
tulis secara Langkah retorika kosakata dan berbentuk Esai text
akurat, lancar dan terkait teks. tatabahasa yang - Descriptive/
berterima untuk berkaitan dengan procedure 3. Write down a simple
berinteraksi Spelling penulisan teks
dengan monolog deskriptif descriptive/procedure
lingkunguan Tanda baca / prosedur text
terdekat dalam 3. Memperhatikan based on the picture
teks berbentuk dan membaca teks /
descriptive/ deskriptif / with your own words
procedure prosedur.
4. Menulsi frasa-
frasa, kalimat-
kalimat yang
118
diperlukan untuk
menulis teks
deskriptif /
prosedur.
5. Menulis teks
deskriptif /
prosedur dengan
struktur teks yang
benar.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
119
Kelas/Semester : VII/2
VI. Indikator:
1. Menggunakan kalimat semple present tense dalam
mendeskripsikan benda atau orang.
2. Menggunakan tanda bahasa, kosa kata, tanda baca, ejaan, dan
tata tulis dengan akurat.
3. Mengidentifikasi ciri-ciri dari benda atau orang yang
dideskripsikan.
V. Muatan Nilai-nilai Karakter:
Kreatif (creative)
Tekun (diligence)
Mandiri(Independence)
Tanya jawab
Diskusi
Praktek
c. Motivasi
Guru memberikan motivasi kepada siswa agar siswa
semakin semangat untuk belajar.
2. Kegiatan Inti:
a. Eksplorasi
Guru menjelaskan tentang descriptive text dengan cara
mengulang kembali penjelasan-penjelasan mengenai
descriptive text dan member contoh tulisan dan gambar.
b. Elaborasi
Siswa diajak bermain role play dan game agar lebih aktif
didalam kelas.
121
c. Konfirmasi
Guru memberikan respon positif terhadap hasil pekerjaan
yang dikerjakan oleh siswa.
3. Kegiatan Akhir
Guru menanyakan kepada siswa apa kesulitan-kesulitan yang
dihadapi oleh siswa.
- Buku
- Internet
XI. Penilaian:
a. Teknik: Tertulis
b. Bentuk: Essay
c. Instrument:
Siswa membuat teks descriptive berdasarkan tema yang telah
ditentukan.
Pedoman Penilaian
No Uraian skor
1. Isi 30
2. Grammar 35
3. Vocabulary 30
4. Urutan (penyusunan) 5
Total 100
Kelas/Semester : VII/2
VI. Indikator:
4. Menggunakan kalimat semple present tense dalam
mendeskripsikan benda atau orang.
5. Menggunakan tanda bahasa, kosa kata, tanda baca, ejaan, dan
tata tulis dengan akurat.
6. Mengidentifikasi ciri-ciri dari benda atau orang yang
dideskripsikan.
XII. Muatan Nilai-nilai Karakter:
Kreatif (creative)
Tekun (diligence)
Mandiri(Independence)
Tanya jawab
Diskusi
Praktek
c. Motivasi
Guru memberikan motivasi kepada siswa agar siswa
semakin semangat untuk belajar.
2. Kegiatan Inti:
a. Eksplorasi
Guru menjelaskan tentang descriptive text dengan cara
mengulang kembali penjelasan-penjelasan mengenai
descriptive text dan member contoh tulisan dan gambar.
b. Elaborasi
Siswa diajak bermain role play dan game agar lebih aktif
didalam kelas.
124
c. Konfirmasi
Guru memberikan respon positif terhadap hasil pekerjaan
yang dikerjakan oleh siswa.
3. Kegiatan Akhir
Guru menanyakan kepada siswa apa kesulitan-kesulitan yang
dihadapi oleh siswa.
- Buku
- Internet
XVIII. Penilaian:
a. Teknik: Tertulis
b. Bentuk: Essay
c. Instrument:
Siswa membuat teks descriptive berdasarkan tema yang telah
ditentukan.
Pedoman Penilaian
No Uraian Skor
1. Isi 30
2. Grammar 35
3. Vocabulary 30
4. Urutan (penyusunan) 5
Total 100
Kelas/Semester : VII/2
VI. Indikator:
1. Menggunakan kalimat semple present tense dalam
mendeskripsikan benda atau orang.
2. Menggunakan tanda bahasa, kosa kata, tanda baca, ejaan, dan
tata tulis dengan akurat.
3. Mengidentifikasi ciri-ciri dari benda atau orang yang
dideskripsikan.
XIX. Muatan Nilai-nilai Karakter:
Kreatif (creative)
Tekun (diligence)
Mandiri(Independence)
Tanya jawab
Diskusi
Praktek
c. Motivasi
Guru memberikan motivasi kepada siswa agar siswa
semakin semangat untuk belajar.
2. Kegiatan Inti:
a. Eksplorasi
Guru menjelaskan tentang descriptive text dengan cara
mengulang kembali penjelasan-penjelasan mengenai
descriptive text dan member contoh tulisan dan gambar.
b. Elaborasi
Siswa diajak bermain role play dan game agar lebih aktif
didalam kelas.
127
c. Konfirmasi
Guru memberikan respon positif terhadap hasil pekerjaan
yang dikerjakan oleh siswa.
3. Kegiatan Akhir
Guru menanyakan kepada siswa apa kesulitan-kesulitan yang
dihadapi oleh siswa.
- Buku
- Internet
XXV. Penilaian:
a. Teknik: Tertulis
b. Bentuk: Essay
c. Instrument:
Siswa membuat teks descriptive berdasarkan tema yang telah
ditentukan.
Pedoman Penilaian
No Uraian skor
1. Isi 30
2. Grammar 35
3. Vocabulary 30
4. Urutan (penyusunan) 5
Total 100
Kelas/Semester : VII/2
IV. Indikator:
1. Menggunakan kalimat semple present tense dalam
mendeskripsikan benda atau orang.
2. Menggunakan tanda bahasa, kosa kata, tanda baca, ejaan, dan
tata tulis dengan akurat.
3. Mengidentifikasi ciri-ciri dari benda atau orang yang
dideskripsikan.
V. Muatan Nilai-nilai Karakter:
Kreatif (creative)
Tekun (diligence)
Mandiri(Independence)
Tanya jawab
Diskusi
Praktek
c. Motivasi
Guru memberikan motivasi kepada siswa agar siswa
semakin semangat untuk belajar.
2. Kegiatan Inti:
a. Eksplorasi
Guru menjelaskan tentang descriptive text dengan cara
mengulang kembali penjelasan-penjelasan mengenai
descriptive text dan member contoh tulisan dan gambar.
b. Elaborasi
Siswa diajak bermain role play dan game agar lebih aktif
didalam kelas.
130
c. Konfirmasi
Guru memberikan respon positif terhadap hasil pekerjaan
yang dikerjakan oleh siswa.
3. Kegiatan Akhir
Guru menanyakan kepada siswa apa kesulitan-kesulitan yang
dihadapi oleh siswa.
- Buku
- Internet
XXVII. Penilaian:
a. Teknik: Tertulis
b. Bentuk: Essay
c. Instrument:
Siswa membuat teks descriptive berdasarkan tema yang telah
ditentukan.
Pedoman Penilaian
No Uraian Skor
1. Isi 30
2. Grammar 35
3. Vocabulary 30
4. Urutan (penyusunan) 5
Total 100