HOW TO IMPROVE STUDENT’S WRITING SKILL IN
PROCEDURE TEXT
(A Classroom Action Research of the Tenth Grade Students of
SMA Negeri 1 Karanggede in the Academic Year of 2014/2015)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in
English Education Department
MARSELINA MURTI M
113 11 055
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
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iii
iv
MOTTO
“LIFE IS A COMPETITION”
“THERE IS NOT AN UNUSEFULL EFFORT”
“IT IS NOT IMPORTANT WHO WE ARE, THE MOST
IMPORTANT THING WHAT WE CAN DO FOR OTHERS”
(ANONYMOUS)
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DEDICATION
I dedicate this graduation paper to:
1. My beloved parents (Didik Sujarnadi and Martini). Thank you very much for
everything. May Allah keep you and give you happiness. I do love you.
2. My beloved brothers (Oki Ardiansah and Toni Hutamara). Thank you very
much for your support.
3. All of my friends anywhere. Thank you for your support and our togetherness.
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ACKNOWLEDGEMENT
Alhamdulillahirobbil „alamin, First and foremost, I deliver the greatest
attitude to Allah Almighty for the Blessing and Mercy who has led me finished
my graduating paper, peace and blessing to the Allah‟s Messenger, Muhammad
SAW. However, this graduating paper will not be finished without supports,
advices, help and encouragement from some people and the institution. I would
like to say thanks to:
1. Dr. Rahmat Hariyadi, M. Pd as the Rector of IAIN Salatiga, thank you for
the time I spent for studying in IAIN Salatiga.
2. Mr. Suwardi, M. Pd as the Dean of Teacher Training and Education
Faculty of IAIN Salatiga.
3. Mrs. Noor Malihah, Ph.D as the head of English Education Department.
4. Mr. Hanung Triyoko, SS., M.Hum, M.Ed as my graduating paper
counselor, thank you to have sacrificed his vacant time to guide, gave
suggestions, corrected, and encouraged me in completing my graduating
paper.
5. All of my lecturers in IAIN Salatiga, thanks for teaching me and given a
lot of their worth knowledge to me along of my study in this Institute.
6. All official staffs of IAIN Salatiga.
7. My beloved parents (Didik Sujarnadi and Martini). Thank you very much
for everything. May Allah keep you and give you happiness. I do love you.
8. My beloved brothers (Oki Ardiansah and Toni Hutamara). Thank you very
much for your support.
9. My closest friends (Arnanda and Khairus). Thank you for being my best
friends.
10. “Hubby”. Thank you for your kindliness. I love you.
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11. My beloved friends “TBI B 2011” (Ria, Nurus, Arifah, Risa, Roisa, Fariq,
Zuhdi, Said, Dwi Hantoro, Azhari). Thank you very much for our
memories.
12. Aula (Mas Aula) and Sri Wahyuni (Mbak Unie). Thank you for your help.
13. The big family of “SENI MUSIK CLUB (SMC) SALATIGA”.
14. My roommate “Shinta”. Thank you for your kindness.
15. My boarding house‟s friends who always give me support.
16. PPL SMK Al-Falah Salatiga 2014 and KKN Wayuhrejo, Magelang 2015.
Thank you for our unforgettable experience.
17. All of my friends at IAIN Salatiga that I cannot mention one by one.
Salatiga, June 15th 2015
The writer
Marselina Murti M
NIM. 113 11 055
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ABSTRACT
Murdani, Marselina M. 2015. “How to Improve Student‟s Writing Skill in
Procedure Text (A Classroom Action Research of the Tenth Grade
Students of SMA Negeri 1 Karanggede in the Academic Year of
2014/2015)”. A Graduating Paper. English Education Department of
Teacher Training and Education Faculty. State Institute for Islamic Studies
(IAIN) Salatiga.
Consultant: Hanung Triyoko,SS., M.Hum, M.Ed.
Key Words: Writing, procedure text, silent demonstration
The research is about improving student‟s writing skill in procedure text
by using silent demonstration as a strategy of language teaching of the tenth grade
students of SMA Negeri 1 Karanggede in the academic year of 2014/2015. The
objective of this research is to improve student‟s writing skill in procedure text by
using silent demonstration strategy. Based on the observation of the researcher
during teaching and learning process, the students were difficult to get ideas in
writing procedure text. The methodology of the research was classroom action
research which consists of two cycles. The number of the students in this research
was 30 students. In completing the research, the researcher used observation
sheet, documentation and written test as the instrument of collecting data. By
conducting classroom action research, it was found that the implementation of
silent demonstration improved student‟s skill in writing procedure text. The result
of this research showed that the findings in cycle II was higher than the KKM
(Minimum Completeness Criteria) of SMA Negeri 1 Karanggede on score 75 in
the academic year of 2014/2015. The mean score of post test in cycle II was
77,43. Based on the result of this research, it could be concluded that the
implementation of silent demonstration improved student‟s writing skill in
procedure text of the tenth grade students of SMA Negeri 1 Karanggede in the
academic year of 2014/2015.
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TABLE OF CONTENTS
TITLE PAGE ………………………………………………..………....……...
i
DECLARATION ............................................................................................... ii
ATTENTIVE COUNSELOR NOTES ............................................................ iii
CERTIFICATION PAGE .................................................................................. iv
MOTTO............................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ...................................................................................................... ix
TABLE OF CONTENTS.................................................................................... x
CHAPTER I INTRODUCTION
A. Background of the Study ……............................................... 1
B. Problem Statements …………............................................... 5
C. Limitation of the Study .......................................................
5
D. Research Objectives ……….................................................. 5
E. Benefits of the study …......................................................
6
F. Definition of Key Terms ……………………….................... 7
G. Graduating Paper Outline………………………………….. 8
CHAPTER II THEORETICAL FRAMEWORK
A. Writing ………….................................................................. 9
1. Definition of Writing ………………………………..… 9
2. Writing Process ……………………………………….. 10
3. Teaching Writing ……...………………….…………….12
4. Notion of Good Writing ……………………………….. 13
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B. General Concept of Text ………………………………....... 17
1. Definition of Text ……………………………………... 17
2. Type of Text ………………………………………....... 17
C. General Concept of Procedure Text ………………...…...... 21
1. Definition of Procedure Text ……….…………………. 21
2. Generic Structure of Procedure Text ………………….. 21
3. Language Features of Procedure Text …..…………...... 22
D. General Concept of Silent Demonstration ………………… 23
E. Procedure or Steps of Silent Demonstration ……………….23
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research …………………............................ 25
B. Subject of the Research ....................................................... 26
C. Type of the Research ............................................................28
D. Procedure of the Research ………………………………... 29
E. Technique of Collecting Data …………………………….. 33
F. Technique of Analyzing Data …………………………….. 35
CHAPTER IV DATA ANALYSIS
A. Research Finding ………………………………………….37
B. Analysis and Discussion …………………………………..50
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................... 53
B. Sugesstion ........................................................................... 55
BIBLIOGRAPHY
APPENDICES
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LIST OF TABLES
Table 2.1Procedural Texts Evaluation Rubric …………………………….... 15
Table 3.1 The List of X 7 Class of SMA Negeri 1 Karanggede ….………... 27
Table 4.1 The Score of Pre-test and Post-test in Cycle I ………………….. 43
Table 4.2 The Score of Pre-test and Post-test in Cycle II …………………. 48
Table 4.3 Criteria Scoring Writing Pre-test in Cycle I …………………….. 50
Table 4.4 Criteria Scoring Writing Post-test in Cycle I ……….………….. 50
Table 4.5 Criteria Scoring Writing Pre-test in Cycle II …………………… 51
Table 4.6 Criteria Scoring Writing Post-test in Cycle II ………………….. 51
Table 4.7 The Mean of Student‟s Score …………………………………… 51
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LIST OF APPENDICES
Appendix 1 Lesson Plan
Appendix 2 Student‟s Pre-test
Appendix 3 Student‟s Post-test
Appendix 4 Observation Sheet
Appendix 5 Consultation Sheet
Appendix 6 Research Permission Letter
Appendix 7 Recommendation from SMA Negeri 1 Karanggede
Appendix 8 Documentation
Appendix 9 Curriculum Vitae
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CHAPTER I
INTRODUCTION
A.
Background of the Study
English is an international language, beside its status as a foreign
language in Indonesia. Due to this reason, English is found in the most
fields, such as education, religion, business, politic, economic, science, and
technology. Therefore, the development of English uses motivates us to
master the language. It has become the needs for every person, now and in
the future.
English has been known by people from all over the world.
Everyone knows this language, although they can or cannot practice in
speaking or writing the language well. There are four language skills that
must be mastered by people, especially students. They consist of speaking,
listening, reading and writing.
Writing is one of the important skills that must be mastered by
students. Harmer (2004:33) states that writing is frequently useful as
preparation for some other activity. People write in preparing discussion,
reading or acting language practice like drama where students need to make
dialogue or script at first, making questionnaire-type activity and so on.
From the explanation of writing activity above, students recognize the
importance of writing. In writing process, they need attention not only in the
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grammar, but also in the ideas/concepts arrangement to produce good
writing. For this reason, students recognize that writing is more complex
and difficult skill than other language skill.
Many students get several problems in writing. Some students of
SMA (Senior High School) said that they often feel confused about what
they will write. The writer finds several problems such as there is no interest
and habit in writing, inappropriate strategy and media, the lack of grammar
and vocabulary. These problems faced by writer as the serious problem that
must be solved in the teaching and learning process in SMA.
Writing competence in SMA is not only vocabulary and grammar,
but also genre. It refers to a conventional, culturally recognized grouping of
texts based on property rather than lexical or grammatical occurrence
feature, which are instead the internal criteria forming the basis of text type
categories (David, 2001:38). The most familiar one is procedure text. This
kind of genre becomes important and to be mastered by the students since
its relation to the daily life.
Writing procedure text is not easy for most students in SMA. To
enable the students understand this text, they need more than just an
explanation of the teacher. According to Blake (1998:44) a procedure
explains how to do something. In procedure text, the focus is on the
systematically explaining a logical sequence of actions or steps. First you do
this, you do that. Each event or step must be clearly and explicitly written so
that the readers can carry out the same activity. So, to make good
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understanding of the procedure text, students must do the actions or steps
clearly.
Enabling students to achieve the competence of writing procedure
text becomes the contribution of the teachers. They need appropriate
strategy. There are many strategies to teach procedure text, such as practicerehearsal pair strategy. According to Silberman (2005:237) practicerehearsal pair is a simple strategy for practicing and rehearsing any skill or
procedure with a learning partner. This strategy has purpose to ensure the
students able to do the skill or procedure by learning in pairs.
Another, there is demonstration strategy to teach procedure text.
Weldon and Sharon (1977:9) state that demonstration is a “showing”
procedure to explain, teach, and inform students. In this strategy, teacher
shows the students how to do something, but it involves more than just
showing a skill of procedure. Mills (1977:171) also defines the
demonstration strategy is the link between explanation and practice, and
make use of man‟s natural inclination to imitate. It means that besides
showing the procedure, the focus of this strategy is verbal explanation. The
verbal explanation from teacher that helps students to understand the skill is
taught. It is the strategy that is effective enough, because it help students to
understand the skill or procedure by watching the demonstration.
After knowing the strategies to teach procedure text above, the
researcher has own choice to improve student‟s writing skill in procedure
text. The researcher feels that students need visual overview or action to
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figure out each step in procedure. Besides, it is better for students to write
their own understanding of the process of the skill that they clearly
observed. For these reason, silent demonstration strategy should be the
appropriate one.
Silent demonstration is one of the strategies in active learning that
can be applied to teach procedure text. The strategy motivates students to do
the procedure step by step. It gives students the opportunity to see directly
the details related to the skill that is taught. Further, the students must keep
their attention because the teacher minimizes the explanation or comments.
Petty (2004:176) states that silent demonstration is a strategy that the
teacher explains the demonstration without explanation and asks the
students to watch carefully as they will later be asked exactly what was
done, and why. The researcher chooses this strategy to show the visual
overview of a process. Further, the students easily write procedure text and
understand the skill is taught.
According to those considerations, the writer is interested in doing
classroom action research entitled “HOW TO IMPROVE STUDENT‟S
WRITING SKILL IN PROCEDURE TEXT (A Classroom Action Research
of the Tenth Grade Students of SMA Negeri 1 Karanggede in the Academic
Year of 2014/2015)”.
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B.
Problem Statements
Based on the research above, in order to learn more obvious and
more directed research problems can be summarized as follows:
1.
How does the ability of the tenth grade students of SMA Negeri 1
Karanggede in writing procedure text?
2.
How does the condition at the classroom influence the choice of the
strategy used to improve the student‟s writing skill in procedure text?
3.
To what extent does the implementation of Silent Demonstration
strategy to improve student‟s writing skill in procedure text?
C.
Limitation of the Study
This study is focusing on the writing ability of the tenth grade
students of SMA Negeri 1 Karanggede. In this research, the writer takes
some students of the tenth grade as the respondents of the research. The
action research is to know the skill of tenth grade students in writing
procedure text by using silent demonstration strategy.
D. Research Objectives
This research aims to find out:
1.
Student‟s writing skill in procedure text.
2.
The condition of classroom influenced the strategy used to improve
student‟s writing skill in procedure text.
3.
The implementation of silent demonstration strategy to improve
student‟s writing skill in procedure text.
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E. Benefits of the Study
The study has several benefits for the researcher, the readers, the
students and the teachers. This study provides new innovation of English
language teaching. The result of the study can be applied in the English
teaching-learning process, especially in the writing class. The researcher
hopes that this research will be useful for
1.
The researcher
The researcher will comprehend the way to improve student‟s
writing skill in procedure text using silent demonstration strategy
deeply.
2.
The readers
The result of the research will be useful for the reader to know the
importance of using silent demonstration strategy to improve writing
skill in procedure text.
3.
The students
The students can upgrade their writing skill in procedure text by
using silent demonstration strategy.
4.
The teachers
The finding of the research can be applied in the English teaching
and learning process to make the students more interested to
understand and to write procedure text using silent demonstration
strategy.
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F.
Definition of Key Terms
The study is a classroom action research with the title of How to
Improve Student‟s Writing Skill in Procedure Text. It is carried for the tenth
grade students of SMA Negeri 1 Karanggede in the Academic Year of
2014/2015.
There are the key terms of this research:
1.
Improve
Improve is making better (Hornby, 2008:222).
2.
Writing
Writing is an instrument of thinking that allows students to express
their thoughts (Brummer and Clark, 2008: 4).
3.
Procedure text
Procedure is a kind of text that explains how to make or to do
something (Hyland, 2009: iii).
4.
Silent Demonstration strategy
Silent demonstration is a strategy that the teacher explains the
demonstration with no or less explanation and asks the students to
watch carefully as they will later be asked exactly what was done
and why (Petty, 2004:176). Silent demonstration strategy can be
applied to teach the steps and the process of a skill.
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G.
Graduating Paper Outline
This research is organized into five chapters. Chapter I present the
introduction. It explains the background of the study, problem statements,
limitation of the study, benefits of the study, definition of key terms, and
organization of the graduating paper. Chapter II describes the theoritical
framework. It consists of using silent demonstration strategy in teaching
learning procedure text, definition of writing, requirement of good writing,
kind of genre, definition of procedure text and definition of silent
demonstration strategy. Chapter III is methodology of the research. It
discusses approach and method of research, the setting of research,
procedure of research, technique of collecting the data, and technique of
analysis data. Chapter IV is data analysis. It consists of field note of cycle I
and cycle II and the discussion of cycle I and cycle II. Chapter V is closure.
It comprise of conclusion and suggestion. For the attachment, there are
appendixes and bibliography.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Writing
1. Definition of Writing
Writing is an instrument of thinking that allows students to
express their thoughts (Brummer and Clark, 2008:4). Langer and
Applebee (2011:2) explains it as a means of finding, organizing and
expressing knowledge which is producing something in written form
so that people can read, perform and use it. It means that, through
write, people can express their thoughts, feelings and ideas. When they
write something down, they have been thinking about what they are
going to say and to write it. After we have finished writing, we read
over it and make changes and corrections. Then we can convey our
purpose through writing.
According to Weigle (2002:5), writing is seen not just as a
standardized system of communication, but also as an essential tool for
learning. So, the ability to write effectively becomes important in
foreign language education. It plays an important role in English
teaching and learning process since writing can help the students to
learn foreign language. It is kind of specific ability which helps
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students put their thought into words in a meaningful form and
mentally interacts with the message.
2. Writing Process
Oshima and Hogue (2006:265) state that writing is a process of
creating, organizing, writing, and polishing. In the first step of the
process, you create ideas. In the second step, you organize the ideas. In
the third step, you write a rough draft. In the final step, you polish your
rough draft by editing it and making revisions. Harmer (2004:4) states
that process writing is an interrelated set of recursive stage which
includes planning, drafting, editing and final version.
a. Planning
Before starting to write, the authors should try and decide
what they will say. For some of these writers may involve making
detailed notes. In this stage the writer should think about three
main issues. Firstly they should consider their writing goals
because this will affect not only the type of text they will produce
but also their language they use and the information they choose to
include. Secondly the authors think about the audience they are
writing for, as this will affect not only writing, but also the
language of choice whether it is formal or informal in tone. Thirdly
the authors should consider the contents of the sheet structure,
which is the best way to sequence facts, ideas or arguments that
they have decided to include (Harmer, 2004:4-5).
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b. Drafting
At the drafting stage of the writing process, the students
begin to put their ideas on paper. They need to keep remember the
genre or format, audience and purpose. For beginner, pictures and
drawings may very well part of the composition. Teachers should
promote students to write as much as they can on their own all over
the writing process (Brummer and Clark, 1995:11).
c. Revising and Editing
At this stage of the writing process, revision looks at the
organization, structure, and content or the writing, while editing
looks at the grammar and mechanics of the writing (Brummer and
Clark, 1995:11).
Oshima and Hogue (2006:273) also state that the final step
of writing process is polishing. This step is also called revising and
editing. First, attack the big issues of content and organization
(revising). Then, work on the smaller issues of grammar and
punctuation (editing).
d. Final Draft
Once the writer has revised and edited the draft and made
the changes that considered being necessary, she/he has produced
the final version (Harmer, 2004:5).
Planning
Drafting
Editing
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Final version
3. Teaching Writing
Writing (as one of the four skills of listening, speaking,
reading, and writing) has always formed part of the syllabus in the
teaching of English. Writing has always been used as a means of
reinforcing language that has been taught (Harmer, 2004:3). It means
that writing is good for students to put their ideas on the paper which
grammar and vocabulary involved.
Writing is a means of communication that should be knowingly
learn by the students. In writing, they have to communicate without
facial expression, gestures, or body English of any kind. They have to
speak with words and punctuation alone (Lindstromberg, 1991:3).
There are some big advantages of writing over others language
skill. Writing gives you more time to think, to try out your ideas on
paper, to choose your words, to write what you have written, to
rethink, revise. Writing gives you time to find the best possible way of
stating what you mean.
From the explanation above, writing deliberately important to be
taught in the English teaching and learning process. According to
Lindstromberg (1991:123), the reasons are as follows:
a. Good writing task get learners using their English to communicate
with others and to express their creatively, either can be very
motivate the learners.
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b. Writing gives students time to develop their thoughts.
c. Writing can create a beneficial time of quite where all are working
simultaneously on a beneficial task.
d. Written work gives the teachers hard evidence of level and
progress.
4. Notion of Good Writing
Boardman and Frydenberg (2008:31-47) explains that there are
four characteristics of a good writing are follows:
a. Coherence
Paragraph has coherence when the supporting sentences are
based on the principle. The sentences are put in order to the reader
can understand what the writers‟ ideas easily (Boardman and
Frydenberg, 2008:31).
b. Cohesion
Another characteristic of a good paragraph is cohesion.
When a paragraph has cohesion, all the supporting sentences
connect each other in their support of the topic sentence
(Boardman and Frydenberg, 2008:36).
c. Unity
A further characteristic is unity. All the supporting
sentences relate to the topic sentence. Unity in writing means that
the entire writing should focus on one single idea (Boardman and
Frydenberg, 2008:44).
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Oshima and Hogue (2006:18) also state that every good
paragraph has unity, which means that in each paragraph only one
main idea is discussed. If the writer starts to discuss new idea, he
must start a new paragraph. Furthermore, every supporting
sentence in the paragraph must be directly related to the main idea.
d. Completeness
The last characteristic of a good paragraph is completeness.
The paragraph is complete when it has all the major supporting
sentences it needs to fully explain the topic sentence and all the
minor supporting sentences it needs to explain each major
supporting sentence (Boardman and Frydenberg, 2008:47).
Writing is one of the productive skills considered difficult
since the activity is very complex. It does not only mean putting down
graphic form, but also involves at least five components. Haris
(1969:68-69) explains some component in good writing are content,
form, grammar, style, and mechanic.
The explanation of the components above is:
a.
Content
The substance of writing, the ideas expressed. Writing must
convey the main idea or an attentive reader should be able to
graphs the writer purpose (Haris, 1969:68).
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b.
Form
The organization of the content. Writing should content
logical or associative connection and transition which clearly
express the relationship of the idea described (Haris, 1969:68).
c.
Grammar
The employment of grammatical form and syntactic
pattern. Writing should adhere to the rules of grammar related to
the tenses with sequence of time (Haris, 1969:68).
d.
Style
The choice of structure of lexical items to give a particular
tone or flavor to the writing. Writing should engage its reader
through original insights and precise (Haris, 1969:69).
e.
Mechanic
The use of graphic convention of the language. Writing
must use a good spelling, punctuation, tidy and clean (Haris,
1969:69).
According to Benchmark (2012:61), the procedural texts
evaluation involves writing product into three components as follows:
Table 2.1
Procedural Texts Evaluation Rubric
Score
4
3
Trait
Planning and Implementation
The procedural text . . .
• has a attractive title.
• is logically sequenced.
• includes easily understood ideas.
15
2
1
4
3
2
1
4
3
2
1
• includes descriptive, including
adjectives, words that show not tell.
• includes words that help the reader
make a personal connection to the
text.
Evidence of Genre Characteristics
The procedural text . . .
• has an introduction that expresss the
purpose of the procedure (voice).
• has a summarizing bulleted list of
materials listed in the order of use.
• includes numbered steps or
instructions written in paragraph form
with signal language.
• includes short sentences with
command verbs.
• uses detail features to show steps.
• includes helpful tips.
Grammar, Usage, and Mechanics
The procedural text includes . . .
• complete sentences including
commands.
• correct subject/verb agreement.
• correct verb tense (present).
• correct use of articles (a/an/the).
• correct punctuation (parentheses and
commas after sequence words).
• correct capitalization.
• correct spelling (irregular plural
nouns).
Key:
4= Excellent
3= Proficient
2= Developing
1= Beginning
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B. General Concept of Text
1. Definition of Text
Generally, text is an article that we often find and read. A text
consists of words to convey the meaning. People need to express their
thoughts in many ways that can be understood by others. They can use
a text as one of the ways to express it.
Creating text involves us to make choice about the words that
we use and how to put them together. Mark and Kathy (1997:1) state
that “If we make the right choices then we can communicate with
others. Our choice of words will depend on our purpose and our
surroundings (context)”. Halliday and Hasan (1984:11) also define the
text as a social exchange of meanings. It means that the meaning of a
sentence may have different meaning according to the context.
Therefore, as teacher, we must be able to develop student‟s abilities to
exchange the meanings in different points of sentence.
2. Types of Text
According to Mark and Kathy (1997:1), there are two major
categories of text. They are literary and factual. Within these are
various text types. Each text type has a common way of using
language.
a. Literary Text
Literary text is a text that appeals to our emotions and
imaginations. Literary texts include aboriginal dreaming stories,
17
movie scripts, limericks, fairy tales, plays, novels, song lyrics,
mimes and soap operas. Media texts such as films, videos,
television shows and CD also included in this category (Mark and
Kathy, 1997:1).
b. Factual Text
Factual text is a text that presents information or ideas and
aim to show, tell or persuade the audience. This text includes
advertisement, announcement, internet website, current affairs
shows, debates, recipes, reports and instructions. The main text
types in this category are recount, response, explanation,
discussion, information report, exposition and procedure (Mark and
Kathy, 1997:3).
We know there are many text types in English. The types
are narrative, descriptive, exposition, recount, procedure, anecdote,
news item, discussion, and report.
The explanation of the text types above are:
a. Narrative
A narrative is a piece of text which tells a story and, in doing
so, entertains or informs the reader or listener (Mark and Kathy,
1997:6). According to Kane (2000:366), a narrative is a
meaningful sequence of events told in words. Sequence always
involves an arrangement in time (and usually other arrangements as
18
well). Narrative consists of orientation, complication and
resolution.
b. Descriptive
Gerot and Wignell (1994) in Journal of English Language
Teaching (2013) state that descriptive is a kind of text which has
purpose to describe a particular person, place or thing in details.
Other, Kane (2000:351) also defines descriptive text is about
sensory experience how something looks, sounds, tastes. The
descriptive text consists of identification and description.
c. Exposition
Exposition is a piece of text that presents one side of an issue.
The purpose of the text is to persuade the reader or listener by
presenting one side of an argument (Mark and Kathy, 1997:122).
d. Recount
A recount text is one of the easier non-fiction text types that
focuses on telling what happened in the past (Corbett and
Strong:49). The purpose of the text is to give the audience a
description of what occurred and when it occurred (Mark and
Kathy, 1997:48).
e. Procedure
Procedure is a text that describes how something is done in
a series of sequenced steps. A procedural text usually consists of
19
goals, materials, steps, and in many case, a diagram or illustration
(Maureen and David, 2002:12).
f. Anecdote
Anecdote is a story with a point or a point with a story
depending upon where the emphasis falls. The anecdote is any
traditional narrative of a single incident and of a realistic and
usually humorous character which is intended to be believed
(Botkin, 1998:171).
g. News Item
Gerot and Wignel (1994:200) in Journal of English
Language Teaching (2014) define news item as a text which
contains about news is categorized as news item text. This text
supplies the readers the up to date about events or information
which are considered newsworthy or important issues of the day.
h. Discussion
Discussion is text that written to present argument and
information from differing viewpoint.
It presents pro and
contra opinion on certain issue. Discussion texts are usually written
in the present tense using generic human or non-human
participants, rather than personal pronouns, and use logical
conjunction (Maureen and David, 2002:14).
20
i. Report
A report is a text that consists of an organized factual
record or events or a classification and description of one or many
things. It can be related to the present day or based around
something from the past (Hyland, 2009: iii).
C. General Concept of Procedure Text
1. Definition of Procedure Text
According to Mark and Kathy (1997:50), procedure is a piece
of text that gives us instructions for doing something. From the
definition above, procedure text can be defined as the meaningful text
in oral or written that has social purpose to give information how to do
something or achieve a goal.
Procedure text is one of text types and includes factual text as
stated by Mark and Kathy (1997:3). The purpose of procedure text is
to explain how something can be done. Procedures are found in the
written text in science field, art and skill, food preparation (recipe),
manual book of electronics, sport and training, a first aid and so on.
2. Generic Structure of Procedure Text
Mark and Kathy (1997:55) describe three main parts of
procedure text as follows:
a.
An introductory statement giving the aim or goal
1) This may be the title of the text, or
2) An introductory paragraph
21
b.
Materials needed for completing the procedure
1) This may be a list
2) This may be a paragraph, or
3) This step may be left out in some procedures
c.
A sequence of steps in the correct order
1) Outline what or how things need to be done
2) The order is usually important
3. Language Features of Procedure Text
Mark and Kathy (1997:53) explain the language features
usually found in a procedure text as follows:
a. It is usually written in the simple present tense or using imperatives
(do this, do that)
b. Sentences that begin with verbs and are stated as commands (add,
stir, push)
c. The use of time words or numbers that tell the order (now, next,
then, first, second, third)
d. The use of adverbs to tell how the action should be done (carefully,
smoothly, quickly, well, and so on)
Maureen and David (2002:12) also add the language feature of
procedure text is focused on generalized human agents rather than
individuals (first you take rather than first I take).
22
D. General Concept of Silent Demonstration
Silent demonstration is one kind of active learning apart from
active debate, guided note taking, team quiz and etc. According to
Silberman (1996:150) as quoted by Hayah (2011), silent demonstration
is a teaching strategy that is used to teach a procedure. By
demonstrating a procedure as silently as possible, we can encourage the
students to be mentally alert. Silberman (2005:222) also states another
term of silent demonstration as show but not tell strategy. This strategy
is mostly useful to teach a procedural training or skill.
Salandanan (2002:45) defines silent demonstration as a simple
demonstration about the concept to be introduced whose results are
something new to them. Petty (2009:185) also defines that silent
demonstration is a strategy that the teacher explains the demonstration
without explanation and asks the students to watch carefully as they
will later be asked exactly what was done, and why.
From the definition above, the researcher conclude that silent
demonstration is a teaching strategy where the teacher demonstrates a
skill/procedure of something with little or no explanation.
E. Procedure or Steps of Silent Demonstration
According to Silberman and Biech (2015:138), there are several
steps to implement Silent Demonstration as follows:
1.
Decide on a skill that the students want to learn.
23
Procedure might include any of the following:
a. Making a telephone call
b. Making roasted corn
c. Playing a game
d. Giving a first aid, and so on
2. Ask the students to watch we perform the complete procedure. Only
do it, with little or no explanation or commentary about what and why
we are doing what we do. Give them a visual glimpse of the “big
picture” or the entire skill if it involves some steps. Do not imagine
maintenance at this point, we are only establishing readiness for
learning.
3. Demonstrate the first part of the procedure with little or no
explanation or commentary. Ask students to discuss with each other
what they observed that we are doing (telling students what we are
doing will reduce their mental alertness). Find a volunteer to explain
what we are doing. If the students have difficulties, demonstrate again.
4. Give time to students to infer the demonstration, so then ask the
students to write down what they watch from the demonstration. If the
students understand the following step, continue to the next steps.
Again with little or no explanation.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research
The research will take place at SMA Negeri 1 Karanggede, located
at JL. Sawunggrono, Klari, Karanggede, Boyolali. The school is the only
one state Senior High School in Karanggede. SMA Negeri 1 Karanggede
is always develops every year from quality and quantity of the students.
Many achievements of this school make students interested to study there.
Besides, the accreditation of this school is A.
SMA Negeri 1 Karanggede has area of 20.625 m2. In the academic
year of 2014/2015, this school has twenty classes. Eight classes are for the
tenth grade students, seven classes are for the eleventh grade students and
five classes are for the twelve grade students.
SMA Negeri 1 Karanggede consists of 38 buildings. They are 20
classrooms, 4 laboratories which divided in Chemistry, Computer and 2
Multimedia laboratories. The other buildings are Mosque, Library, Health
service, Counseling, Chief, Teachers, Officer, OSIS and other facilities.
There are 46 teachers and Mr. Najmuddin, S.Pd took as head
master. Most of teachers in SMA Negeri 1 Karanggede graduated from S2
(Magister) and S1 (Bachelor). In order to increase the quality of the
25
school, SMA Negeri 1 Karanggede cooperates with SMA Negeri 1
Banyudono, CV. Pelita, Neutron Boyolali, Alfa Centre, and so on.
The number of students of SMA Negeri 1 Karanggede is always
increases in every new academic year. In this year, there are 250 students
in the tenth grade, 206 students in the eleventh grade, and 171 students in
the twelve grade. It is divided into two classes. They are MIA (Science
Class) and IIS (Social Class). For the tenth grade, there is one class for
IBB (Language Class).
The research take place at SMA Negeri 1 Karanggede based on the
consideration that the school is near the place of the researcher and the
institution has never conducted research about writing procedure text using
silent demonstration strategy. The research applied at the second semester
in the academic year of 2014/2015 and began in May 2015.
B. Subject of the Research
The subject of the research was the tenth grade students of SMA
Negeri 1 Karanggede. They consist of eight groups of study, but the
researcher took one group study, it was X 7. The class consists of 30
students, 7 males and 23 females. The reseacher performed as the teacher
and her patner, Khairus Sa‟adah as the observer of the action.
26
Table 3.1
The List of X 7 Class of
SMA Negeri 1 Karanggede
No
Name
Sex
1
Ayu Dwi Anggraini
Female
2
Bella Aurelia Dewi Y
Female
3
Daniel Yulio Mosis S
Male
4
Dewi Wahyuni
Female
5
Eka Wahyu Wijayani
Female
6
Eva Safitri
Female
7
Fatmawati
Female
8
Fiki Muna Khayatina
Female
9
Harun Arizal
Male
10
Hawa Surya Marita
Female
11
Herlambang Hasta PP
Male
12
Isna Anggita
Female
13
Mira Alviana
Female
14
Mudrikah
Female
15
Muhammad Alwi
Male
16
Muhammad Wafir
Male
17
Mulyani
Female
18
Novi Dwi Pramesti
Female
19
Nur Laila Oktavia
Female
20
Nurul Hidayah
Female
21
Reni Wahyuning Tias
Female
22
Ririk Widiyanti
Female
23
Sahrul Romadhon
Male
24
Selly Herdiyanti
Female
25
Seti Fezida
Female
26
Sinta Ika Ariyani
Female
27
27
Tri Wulaningsih
Female
28
Unggul As Sajad
Male
29
Usi Afika Yahya
Female
30
Yunita Sari Mega U
Female
C. Type of the Research
The method is used to make this research is Classroom Action
Research. Carr and Kemmis (1986) define that action research is a form of
self-reflective enquiry undertaken by participants in social situations to
improve the rationality and justice of their own practices, and the
situations in which those practices are carried out (Ellis, 2012:27).
Elliott (1991:69) also defines action research as the study of a social
situation with a view to improve the quality of action itself. Some
fundamental characteristics of action research are stated as follows:
1. The fundamental plan of action research is to improve practice rather
than to produce knowledge. The production of knowledge is
subordinate to, and conditioned by this fundamental plan.
2.
This kind of joint reflection about the relationship in particular
circumstances between processes and products is a
central
characteristics of what has called reflective practice and others,
including the teacher his/herself.
3. Action research improves practices by developing the practitioner‟s
capacity for discrimination and judgment in particular, complex,
28
human situation. It unifies inquiry, the improvement of performance
and the development of persons in their professional roles.
4. Action research integrates teaching and teacher development,
curriculum development and evaluation, research and philosophical
reflection, into a unified conception of a reflective educational
practice. (Elliott, 1991:49-54)
Elizabeth (2010) states that action research is carried out in the
classroom by the teacher of the course, mainly with the purpose of solving
the problem or improving the teaching/learning process (Burns, 2010:5).
Another, Issac and Michael (1982:55) state that the purpose of action
research is to develop new skills or new approaches and to solve problems
with direct application to the classroom or working world setting.
From the definitions above, the understanding of classroom action
research is clear. The research involves the teacher as the researcher. The
classroom action research is one of the responsibilities of the teacher who
is reflective and professional. In addition, the innovation and development
of the teaching and learning process of the school can be realized by the
teacher him/herself.
D. Procedure of the Research
The study is classroom action research. There are two cycles in this
research. According to Kemmis and McTaggart (1988) in Burn (2010:7),
action research typically involves four broad phases in a cycle of research.
The first cycle may become a continuing, or iterative, spiral of cycles
29
which recur until the action researcher has achieved a satisfactory outcome
and feels it is time to stop.
1.
Cycle I
a. Planning:
1) Preparing materials, making lesson plan and designing the
steps in doing action research
2) Preparing list of students‟ name and scoring
3) Preparing teaching aids
4) Preparing sheets for classroom observation (to know the
situation of teaching learning process when the strategy is
applied)
5) Preparing a test (to know whether student‟s writing skill
improved or not)
b. Acting
1) Giving pre test
2) Teaching writing procedure text using Silent Demonstration
strategy
3) Giving the chance to the students to ask any difficulties or
problems.
4) Giving the post test
c. Observing
Observation is one of the techniques of collecting data in
this research. The stage is done by observing the implementation
30
of silent demonstration strategy during the teaching learning
process, especially in writing learning outcomes. The researcher
observes whether using silent demonstration strategy can improve
student‟s writing skill in procedure text. It is a step to observe the
effects of the action that occurs. The researcher also records the
action and opinions to collect information about what is happening.
The result of the observation was recorded on observation sheets as
the data. The data collected can be used as the basic to decide the
activity that involved in the next meetings.
d. Reflecting
At this stage, the researcher collects the data from
observation, evaluate and describe the effects of the action. If the
researcher found the problems, it moved to next cycle with the
same concept.
31
Reflect
CYCLE 1
Observe
Reflect
CYCLE 2
Observe
Figure 1: Cyclical Action Research Model.
(Kemmis&McTaggart, 1988, 11-14) in Burn (2010:8)
2. Cycle II
a. Planning
1) Lesson plan
The lesson plan was arranged based on the problem in the result
of cycle I.
2) Material.
3) Teaching aid (laptop, white board, copy of material, and the
tools for doing silent demonstration)
4) Pre test and post test.
5) Observation sheet.
32
b. Acting
1) Giving pre test
2) Teaching writing procedure text using Silent Demonstration
strategy
3) Giving the chance to the students to ask any difficulties or
problems.
4) Giving the post test
c. Observing
In the cycle II, the researcher also asked her partner to
observe the teaching and learning process in the class. Her partner
as collaborator also helped in monitoring the class. It is a step to
observe the effects of the action that occurs. The researcher also
records the action and opinions to collect information about what is
happening. The result of the observation was recorded on
observation sheets as the data.
d. Reflecting
In this stage, the researcher and her partner made
conclusion after analyzing the data. The conclusion was made by
comparing the student‟s score between cycle I and cycle II.
E. Technique of Collecting Data
In the classroom action research, the researcher uses some
techniques to collect qualitative and quantitative data. Test is used by
researcher to get quantitative data. The researcher uses Pre-test and Post-
33
test to get the quantitative data. First, pre-test is done before using silent
demonstration strategy to improve writing skill in procedure text. Second,
post test is done after using silent demonstration strategy. By doing this
pre-test and post-test, the researcher knows the result of this study before
and after using silent demonstration strategy.
In collecting qualitative data, the researcher uses two technique,
they are observation and documentation. The explanation of each
technique is below:
1. Observation
The researcher did observation during the English teaching
learning process. It involved the process during the lesson, the
condition and the attitude of students. The researcher observed all of
activities in the class include the progress of the research.
Observation also included respond of the students as they get
the explanation and some assignments. The researcher used observation
sheet to record what was happening during the action.
In this study, an observation checklist used to observe the
subject of the study in some aspects. The aspects were student‟s
attention and cooperative attitude during the lesson, the active students
in asking and answering the questions, and in doing assignments from
the teacher.
34
2. Documentation
There are some documents that can be used to the research focus,
including student‟s portfolios of written works, student‟s records and
profiles, lesson plans, classroom materials, letters, class memos and
newsletters, and previous test or examination papers (Burn, 2012:140).
The research used a checklist to look for the variable that had been
decided. Checklists always used in conjunction with more open and less
structured techniques of monitoring, eg. recordings and free observation
(Elliot, 1991:81).
F. Technique of Analyzing Data
In analyzing the data, the researcher used mixed method. It means
the research involved mixing of qualitative and qantitative data.
Burns (2012: 153) states that data analysis in action research
involves moving away from the „action‟ components of the cycle, where
the main focus is on planning and acting, to the „research‟ aspects, where
the focus changes to more systematic observing and reflecting.
The researcher analyzed the data from observation and
documentation. Besides, the result of the pre-test and post-test were
analyzed by using statistical technique to find out the student‟s mean
score. According to Fruchter and Guilford (1987:45), the formula is:
Mean
35
Where,
: Mean of students‟ score
: The sum score of students‟ writing test
: The total number of students
The researcher have percentage target on 80% for the successful of
the research. Besides, the KKM (Minimum Completeness Criteria) of
SMA Negeri 1 Karanggede is on score 75 in the academic year of
2014/2015. Based on the consideration above, the findings of the research
were analyzed to find out the implementation of silent demonstration
strategy to improve student‟s writing skill in procedure text.
36
CHAPTER IV
DATA ANALYSIS
This chapter explains the result of each cycle of the research. It describes
activities from each step of the cycles. Several activities and condition of each
cycle are discussed and explained as a part of implementation of silent
demonstration strategy to improve student‟s writing skill in procedure text.
A. Research Finding
The research consists of two cycle, they are cycle I and cycle II. The
whole steps of this research would be explained in the description below:
1. Cycle I
a.
Planning
Before doing the research, the researcher prepared several
instruments, they are as follows:
1) Lesson plan
Lesson plan was used to control the teaching and learning
process in this research. The researcher used it as a guidance to
manage time and activities during teaching and learning process in
the class (look at the appendix).
2) Material
Procedure text (social function, text organization (generic
structure), and language features. In cycle I, the researcher used
recipes and manual instructions theme (look at the appendix).
37
3) Teaching Aid
The researcher prepared some instruments. They are laptop,
board marker, fotocopy material and task. The researcher also
provided the material and utensils to succeed the action.
4) The observation sheet
The observation sheet was prepared in order to know the
student‟s activities during the teaching and learning process (look
at the appendix).
5) Pre test and post test
The researcher used pre test and post test in his/her action.
Pre test was done before using silent demonstration strategy to
know the competence of students in writing procedure text.
Another, the researcher used post test. Post test was done after
using silent demonstration as a strategy of language teaching to see
the result of the study before and after using silent demonstration
(look at the appendix).
b.
The implementation of action
The action of cycle I was done on Tuesday and Saturday, May
5th and 9th 2015. The reseacher performed as a teacher and her patner
Khairus Sa‟adah as the observer of the action.
On Tuesday, May 5th, the teacher applied the teaching learning
process based on the lesson plan which had been made. The teacher
38
opened the lesson, introduced herself and checked the student‟s
attendance. The first meeting was followed by 30 students.
Before starting the lesson, the researcher gave the pre-test to
students. It was around 20 minutes. The pre test was about writing
procedure text without using silent demonstration. She gave the paper
sheets to the students and walked around the class. Most of them was
confused in doing the test. They asked some vocabularies to their
friends. They also asked to the teacher. Some students brought their
dictionary, but they still did mistake in choosing the best translation of
each word. After doing the test, the teacher collected student‟s paper
sheet and started to the lesson. She explained the students about the
topic for that day. It was about procedure text and how to write a
good procedure text. The situation in the class was summarized
below:
Teacher
:“Today, we will discuss about procedure text,”Did you
know the procedure text?”
Students
: “Yes, of course miss”.
Teacher
: “Good, what do you know about procedure text?”
Student 1 :“Recipe, miss”.
Teacher
:”Right, any other opinion?”
Then, the other student tried to answer the question
Student 2 :“How to operate laptop, miss”.
39
Teacher
:”Yes, that’s good answer. It is one example of procedure
text. Then, what is the definition of procedure text?”
The class was silent. It seemed nobody knows the answer
Teacher
: “A procedure is a piece of text that gives us instructions
for doing something. The purpose of procedure text is to
explain how something can be done”.
After that, the teacher gave more explanation about procedure
text and gave a piece of copy material to the students. The material
provided the text organization, language feature and some example of
procedure text.
Teacher
: “Any question so far?”
Student 2 : “Miss, what is command?”
Teacher
: “That’s good question. The instructions in a procedure
usually begin with a command, such as stir, mix, add. In
addition, the commands in procedure texts are verbs. Did
you understand?”
Student 2 : “Yes miss”.
On Saturday, May 9th, the researcher and her partner entered to
the class and started the class then ask about the last material about
procedure text. The situation as follow:
Teacher
: “Good morning everybody, how are you today?”
Students
: “Good morning miss. I’m fine, thank you, and you?”
40
Teacher
: “I’m very well, thank you. Before we continue our
lesson, did you remember what have we discussed
yesterday?”
Students
: “Yes, procedure text, miss”.
Teacher
: “Good, what is procedure text?
Students
: “Text that gives us instructions to do something”.
Teacher
: “Okay, now we will try to write a procedure using silent
demonstration strategy”.
Student 1 : “What is silent demonstration, miss?”
Teacher
: “It is a teaching strategy that is used to teach a
procedure. I will give you an example to make clear your
understanding”.
Then, the teacher explained the steps in creating procedure text
by silent demonstration. She gave the example of procedure text by
using silent demonstration. All students kept their attention on silent
demonstration given by the teacher.
After that, the teacher gave post test to the students. It was
about recipe. She demonstrated the procedure about “How to Make a
Simple Sandwich”. All students kept attention to the demonstration
given by the teacher. The teacher did it twice, and asked the students
to write down based on every step they saw.
41
c. Observation
The researcher observed the teaching and learning process by
asking her partner to help her in monitoring the class. It included the
situation and enthusiasm of the students during teaching and learning
process. The researcher used observation checklist that has given to
her partner. The purpose of this activity was to evaluate the teaching
and learning process, collect the data and monitor the class.
d. Reflection
Based on the observation of the cycle I, there were some
reflections that should be given attention to maximize the ability of
students in writing procedure text. The researcher found several
weaknesses that happened during the teaching and learning process.
The weaknesses are as follows:
1) More or less of a quarter of X 7 students were still lack of
vocabulary. They asked teacher to translate some words, other
used their dictionary to translate words into English. For these
reasons, the teacher needed to ask students to bring their
dictionary.
2) 2 boys and 11 girls did not write their procedure text well. The
problems were text organization and language features.
3) The condition of the class was noisy enough during the teaching
and learning process.
42
The researcher analyze the data of pre test and post test. The
calculation and result of both tests are presented below:
Table 4.1
The Score of Pre Test and Post Test In Cycle I
No.
Name
Pre test I
(X)
Post test I
(Y)
1
Ayu Dwi Anggraini
33
75
2
Bella Aurelia Dewi Y
58
75
3
Daniel Yulio Mosis S
33
75
4
Dewi Wahyuni
42
67
5
Eka Wahyu Wijayani
42
83
6
Eva Safitri
50
58
7
Fatmawati
33
58
8
Fiki Muna Khayatina
33
67
9
Harun Arizal
50
50
10
Hawa Surya Marita
75
83
11
Herlambang Hasta PP
33
75
12
Isna Anggita
50
50
13
Mira Alviana
33
58
14
Mudrikah
42
50
15
Muhammad Alwi
50
75
16
Muhammad Wafir
50
58
17
Mulyani
42
50
18
Novi Dwi Pramesti
42
75
19
Nur Laila Oktavia
42
67
20
Nurul Hidayah
75
83
21
Reni Wahyuning Tias
50
75
22
Ririk Widiyanti
75
75
23
Sahrul Romadhon
50
58
43
24
Selly Herdiyanti
50
83
25
Seti Fezida
50
75
26
Sinta Ika Ariyani
33
50
27
Tri Wulaningsih
83
83
28
Unggul As Sajad
75
75
29
Usi Afika Yahya
50
50
30
Yunita Sari Mega U
50
50
1474
2006
Ʃ
a. Mean of pre test I
b. Mean of post test I
From the details above, it can be seen that mean of post test
I is higher than pre test I. For the KKM target of SMA Negeri 1
Karanggede on score 75 and percentage on 80%, the result of
cycle I shows that mean of post test I is 66,86 and only 50%
students who passed the test, so the research be continued to cycle
II.
44
2.
Cycle II
The result of cycle I made the researcher need to do the next
cycle. It was necessary for researcher to arrange the next plan, steps
and the in writing procedure text by using silent demonstration
strategy.
a. Planning
The activities in the planning are:
1) Lesson plan
The lesson plan was arranged based on the problem in the result
of cycle I (look at the appendix).
2) Material (look at the appendix).
3) Teaching aid (laptop, white board, copy of material, and the
tools for doing silent demonstration)
4) Pre test and post test (look at the appendix).
5) Observation sheet (look at the appendix).
b. The implementation of action
The action of cycle II was completed on May 12th and 19th
2015. The researcher taught the lesson based on lesson plan
arranged. Before beginning the lesson, the teacher gave pre test to
write procedure text by choosing one of the topic given. On the
other hand, the partner observed teaching and learning process in
the class, includes when the students did pre test and post test.
After pre test, she began to teach. The theme in this cycle was
45
recipe. The teacher revised the teaching learning process in the
cycle I where students still have difficulties in writing procedure
text, especially in the text organization and language features. The
teacher also added more explanation about simple present tense and
further about command sentences. She explained the material with
different example. She asked students about their favorite drink to
begin the silent demonstration.
Teacher
: “Did you remember what we had learned
yesterday?”
Students
: “Yes, miss. We learn about procedure text”.
Teacher
: “Good, you are right. What we had made in the
previous meeting?”
Student 1
: “How to make a simple sandwich”.
Teacher
: “Two thumbs for you. Now, do you have a favorite
drink? What is your favorite drink?”
Student 1
: “Fruit ice”.
Student 2
: “My favorite drink is avocado juice, miss”.
Teacher
: “Good, but have you drunk ice godacin (good day
cincau)?”
Students
: “Not yet. Is it similar with capcin (cappuccino
cincau), miss?”
Teacher
: “Yes, but it is more appetizing and tasty, have you
tried to make it?”
46
Students
: “No, we have not”.
Teacher
: “Okay, today we will learn about how to make ice
godacin (good day cincau)”.
After that the teacher explained the steps on how to write
procedure text by using silent demonstration as she taught in the
previous meeting. After that, the teacher gave post test on “How to
Make Ice Godacin (Good Day Cincau)”. The students observed
every step on silent demonstration that was given by teacher and
then wrote down on their answer sheet. After finishing the post
test, the teacher collect the student‟s answer sheet so then closed
the meeting.
c. Observing
In the cycle II, the teacher also asked her partner to observe
the teaching and learning process in the class. Her partner as
collaborator also helped in monitoring the class.
d. Reflecting
In this stage, the researcher and her partner made
conclusion after analyzing the data. The conclusion was made by
comparing the student‟s score between cycle I and cycle II.
Based on the researcher and her partner discussion, it was
believed that the implementation of Classroom Action Research by
using silent demonstration as a strategy in language teaching was
appropriate. Students did not find the difficulties in writing
47
procedure text since silent demonstration strategy applied. The
planning and implementation of action was relevant and produce
the appropriate teaching and learning process in writing procedure
text.
The following table is the final score of the students in cycle II.
Table 4.2
Score Pre test and Post test in Cycle II
No.
Name
Pre test II
(X)
Post test II
(Y)
1
Ayu Dwi Anggraini
58
75
2
Bella Aurelia Dewi Y
58
83
3
Daniel Yulio Mosis S
75
75
4
Dewi Wahyuni
50
75
5
Eka Wahyu Wijayani
75
83
6
Eva Safitri
50
75
7
Fatmawati
58
83
8
Fiki Muna Khayatina
58
92
9
Harun Arizal
50
67
10
Hawa Surya Marita
75
83
11
Herlambang Hasta PP
83
92
12
Isna Anggita
75
75
13
Mira Alviana
58
75
14
Mudrikah
50
75
15
Muhammad Alwi
50
75
16
Muhammad Wafir
50
67
17
Mulyani
50
58
18
Novi Dwi Pramesti
58
75
19
Nur Laila Oktavia
75
83
20
Nurul Hidayah
75
92
48
21
Reni Wahyuning Tias
75
83
22
Ririk Widiyanti
75
83
23
Sahrul Romadhon
50
75
24
Selly Herdiyanti
58
83
25
Seti Fezida
58
83
26
Sinta Ika Ariyani
50
58
27
Tri Wulaningsih
83
83
28
Unggul As Sajad
75
83
29
Usi Afika Yahya
50
75
30
Yunita Sari Mega U
58
67
1863
2331
Ʃ
a. Mean of pre test II
b. Mean of post test II
From the explanation above, it shows that mean of post test
II is higher than pre test II on score 77,7 where the KKM
(Minimum Completeness Criteria) of SMA Negeri 1 Karanggede is
75 in the academic year of 2014/2015. Besides, 83,33% students
49
passed the KKM. There is an improvement of student‟s skill in
writing procedure text by using silent demonstration strategy.
B. Analysis and Discussion
In this point, the researcher discussed the findings of the research.
The researcher wanted to recognize the implementation of silent
demonstration as a strategy to improve student‟s skill in writing procedure
text. Its purpose was to know whether there was an improvement of
student‟s skill in writing procedure text or not after being taught using
silent demonstration. In these findings, the researcher explained the result
of research and the analysis of the data collected which were achieved
through pre test and post test.
Based on the result of students pre-test and post-test in cycle I and
cycle II, the researcher determined the percentage achievement of study
and classified it into different criteria. The result was bellow:
Table 4.3
Writing Score Criteria of Pre-test in Cycle I
No
1
2
3
4
5
Interval
89-100
79-88
66-78
46-65
0-45
Freq
1
4
12
13
Percentage
3,33%
3,33%
50%
43,34%
Categories
Excellence
Good
Fair
Poor
Very poor
Table 4.4
Writing Score Criteria of Post-test in Cycle I
No
Interval
1 89-100
2 79-88
Freq
5
Percentage
16,67%
50
Categories
Excellence
Good
3
4
5
66-78
46-65
0-45
13
12
-
43,33%
40%
-
Fair
Poor
Very poor
Table 4.5
Writing Score Criteria of Pre-test in Cycle II
No
1
2
3
4
5
Interval
89-100
79-88
66-78
46-65
0-45
Freq
2
9
19
-
Percentage
6,67%
30%
63,33%
-
Categories
Excellence
Good
Fair
Poor
Very poor
Table 4.6
Writing Score Criteria of Post-test in Cycle II
No
1
2
3
4
5
Interval
89-100
79-88
66-78
46-65
0-45
Freq
3
11
14
2
-
Percentage
10%
36,67%
46,67%
6,66%
-
Categories
Excellence
Good
Fair
Poor
Very poor
From the result in cycle I and II, the researcher analyzed the
student‟s improvement from cycle I to cycle II. The improvement is
showed as follows:
Table. 4.7
The Mean of Student’s Scores
Analyze
(Mean)
Cycle I
Cycle II
Pre-test
49,13
62,1
Post-test
66,86
77,7
51
From the table above, implementation of silent demonstration
strategy improves student‟s skill in writing procedure text. It can be
checked from the results of the student‟s writing score in each cycle. The
mean score of post-test are higher than score of pre-test. Furthermore, the
students enjoy their procedure writing by silent demonstration given. They
feel being motivated in writing by watching silent demonstration of a
procedure.
The result shows that findings in cycle II is higher than the KKM
(Minimum Completeness Criteria) of SMA Negeri 1 Karanggede on score
75 in the academic year of 2014/2105. The mean score of post test in cycle
II is 77,43. It means that the research is success to improve student‟s skill
in writing procedure text.
From the research finding above, it can be proved that the use of
silent demonstration as a strategy of language teaching can improve the
student‟s skill in writing procedure text because the strategy motivate
students in writing procedure text. Teacher and students can engage in the
teaching and learning process. Moreover, the students directly observe
visual overview of the procedure that is demonstrated. The procedure
writing learning by silent demonstration is easier than just imagine the
procedure. In addition, they enjoy writing because this strategy helps them
to remind the step during the procedure silently demonstrates.
52
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the result of the research, there are some conclusions that
will be described as follow:
1. The average score of student‟s writing skill in procedure text in cycle I
are pre test (49,13) where 16,66% students passed the KKM (Minimum
Completeness Criteria) and 83,34% did not pass the KKM (Minimum
Completeness Criteria), and post test (66,86) where 50% students
passed the KKM (Minimum Completeness Criteria) and 50% students
did not pass the KKM (Minimum Completeness Criteria).
Next, the average score of student‟s writing skill in procedure text in
cycle II are pre test (62,1) where 36,66% students passed the KKM
(Minimum Completeness Criteria) and 63,34% students did not pass
the KKM (Minimum Completeness Criteria), and post test (77,7)
where 83,33% students passed the test and 16,67% students did not
pass the KKM (Minimum Completeness Criteria).
2. Before taking the action, the researcher observes the condition of the
classroom during the English teaching and learning process. Based on
the observation, the students are still confused in writing procedure
text. They ask some vocabularies to their friend and sometimes to the
teacher. More or less of students bring their dictionary, but they still do
53
mistakes in choosing the best translation of a word. Besides, the
students have difficulty in arranging the sentences of procedure text.
After implementing silent demonstration strategy, the use of the
strategy improves student‟s writing skill in procedure text. Silent
demonstration as one of the strategies in language teaching to improve
student‟s writing skill in procedure text, because this strategy makes
students more interested in learning procedure text. Using silent
demonstration as a strategy, teacher motivate the students to write
procedure text based on the demonstration of a skill by looking the
materials and steps directly, then arrange their sentences to make a
good procedure text. Silent demonstration is a good teaching strategy
because this strategy gives a visual glimpse of big picture or steps of
procedure. Another, by demonstrating the procedure as silently as
possible, teacher encourages the students to be mentally alert. Based on
the result of this study, it can be concluded that there is an
improvement since the using of silent demonstration strategy to the
students of SMA Negeri 1 Karanggede.
3. The implementation of silent demonstration is an effective strategy to
improve student‟s skill in writing procedure text. It gives evidence that
students more interested in making their procedure text. Besides, they
feel easier to catch the ideas, furthermore arrange it into correct
sentences to make procedure text based on the silent demonstration
given. It is supported by the significant result of student‟s mean score
54
where the average score of students in cycle I are (pre test 49,13 and
post test 66,86), and the average score of students in cycle II are (pre
test 62,1 and post test 77,7).
B. Suggestions
Based on the explanation above, there are some suggestions that are
recommended by the researcher:
1. For the teacher
a. The teacher could consider the use of silent demonstration in the
teaching writing skill in procedure text, because it makes students
more interested and motivated in writing their procedure text by
looking the visual glimpse of the procedure that being
demonstrated silently.
b. The teacher should prepare the equipment well before applying
silent demonstration. This kind of teaching strategy needs good
preparation.
c. Silent demonstration as a strategy in teaching procedure text is very
essential. It is better for teacher to choose various kinds of theme
beside recipe. There are the other themes in procedure text such as
manual instructions, rules in playing a game, sport and training and
so on.
2. For the students
a. The students should be more enthusiastic in English teaching and
learning process.
55
b. The students should study hard and give attention during the
English teaching and learning process.
c. It is necessary for the students to bring English dictionary. It will
help the students to enrich vocabulary.
56
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Hayah, Ani. 2011. Silent Demonstration as a Method of Teaching to Improve
Students’ Understanding on Writing Procedure Text at the Seventh Grade
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Reference for Teachers). USA: Crescent Publication.
59
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMA Negeri 1 Karanggede
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X 7 / II
Alokasi Waktu
: 4 x 45 menit (2x Pertemuan)
A. Standar Kompetensi
6. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan essei
sederhana recount, narrative dan procedure dalam konteks kehidupan
sehari-hari intuk mengakses ilmu pengetahuan
B. Kompetensi Dasar
6.2 Mengungkapkan makna dan langkah retorika dalam essei yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk procedure.
C. Indikator
6.2.1 Menulis/membuat procedure text dengan memperhatikan struktur
teks, kosa kata, tanda baca, ejaan serta tata tulis yang tepat dan
benar.
D. Tujuan Pembelajaran
1. Siswa mampu memahami dan mengidentifikasi communicative
purpose, generic structure dan language features of procedure text
2. Siswa mampu menulis procedure text dengan tata bahasa, kosa kata,
tanda baca, ejaan dan tata tulis yang akurat secara individual
60
E. Materi Pembelajaran
PROCEDURE TEXT
Procedure is a piece of text that gives us instructions for doing
something. Procedures are found in the written text in science field, art and
skill, food preparation (recipe), manual book of electronics, sport and
training, a first aid and so on. The purpose of procedure text is to explain
how something can be done.
1. Social Function
To describe how something is done through a sequence of actions or
steps.
2. Text Organization/Generic Structure
a. An introductory statement giving the aim or goal
1) This may be the title of the text, or
2) An introductory paragraph
b. Materials needed for completing the procedure
1) This may be a list
2) This may be a paragraph, or
3) This step may be left out in some procedures
c. A sequence of steps in the correct order
1) Outline what or how things need to be done
2) The order is usually important
3. Language Features
a. It is usually written in the simple present tense or using imperatives
(do this, do that)
b. Sentences that begin with verbs and are stated as commands (add,
stir, push)
c. The use of time words or numbers that tell the order (now, next,
then, first, second, third)
d. The use of adverbs to tell how the action should be done (carefully,
smoothly, quickly, well, and so on)
F. Metode Pembelajaran
1. Ceramah/penjelasan
2. Silent Demonstration
3. Guided writing
4. Diskusi
5. Tanya jawab
6. Latihan
61
G. Langkah-langkah Pembelajaran
TAHAP
Kegiatan
Awal
KEGIATAN
a. Salam dan pembukaan dengan doa
(religious)
b. Memberikan motivasi belajar.
c. mengajukan pertanyaan-pertanyaan yang
mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari.
d. menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan
penjelasan uraian kegiatan sesuai silabus.
Pertemuan 1
Kegiatan Inti a. Eksplorasi
 Guru menggali pemahaman siswa
tentang materi Procedure text
 Siswa menonton/mendengarkan
penjelasan Procedure text melalui
berbagai sumber baik secara
langsung maupun rekaman.
 Guru memberikan penjelasan
Procedure text secara lisan dan
meminta siswa mendengarkan.
b. Elaborasi
 Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
 Guru memberikan tugas tentang
materi Procedure text dengan cara
memberikan kertas kerja kepada
siswa untuk menuliskan 1 contoh
Procedure text.
c. Konfirmasi
 Guru bersama siswa melakukan
pembahasan tentang Procedure text
yang telah dikerjakan siswa.
 Guru memberikan balikan
62
ALOKASI
WAKTU
15 menit
20 menit
30 menit
15 menit
METODE
Tanya
jawab
Penjelasan,
tanya
jawab,
penugasan
(feedback) dan penguatan materi
kepada siswa.
Pertemuan 2
a. Eksplorasi
20 menit
 Siswa menonton/mendengarkan
penjelasan Procedure text dengan
memperhatikan fungsi sosial,
struktur teks dan unsur
kebahasaannya
 Guru memberikan penjelasan
Procedure text secara lisan dan
meminta siswa memperhatikan
konsep Silent Demonstration
strategy.
30 menit
b. Elaborasi
 Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
 Guru mendemonstrasikan Procedure
text menggunakan Silent
Demonstration strategy dan meminta
siswa menuliskan procedure yang
telah didemonstrasikan.
15 menit
c. Konfirmasi
 Guru bersama siswa melakukan
pembahasan tentang Procedure text
yang telah dikerjakan siswa.
 Guru memberikan balikan
(feedback) dan penguatan materi
kepada siswa
10 menit
Penutup
a. Guru bersama siswa menyimpulkan
materi yang telah di pelajari.
b. Guru bersama peserta didik melakukan
refleksi berkaitan dengan kegiatan yang
sudah dilakukan
H. Sumber dan Media Pembelajaran
1. Sumber : Suara guru, Teacher-made materials
2. Media
: White board, laptop, spidol, kertas dan alat-alat
demonstrasi
63
Penjelasan,
tanya
jawab,
penugasan
I. Penilaian
1. Teknik
2. Bentuk
: Tes tulis.
: Essay
Assignment 1
Choose one for the topics below to write a procedure text!
a.
b.
c.
d.
e.
How to make fried banana
How to make a glass of melon juice
How to cook rice using rice cooker
How to insert SIM card cellphone
How to operate the computer
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………
Assignment 2
Write a procedure text based on the silent demonstration given by your
teacher!
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………
64
Pedoman Penilaian = Total nilai: total nilai maksimal x 100
Contoh: Siswa mendapatkan nilai 9, maka 9:12 x 100 = 75
Salatiga, ……………………
Guru Pamong
Guru Praktikan
Miftahul Habibi, S.Pd
Marselina Murti M
NIP. 19780925 201406 1 002
NIM. 113 11 055
65
Lampiran
BAHAN AJAR
1. Definition of Procedure Text
Procedure is a piece of text that gives us instructions for doing
something. Procedures are found in the written text in science field, art and
skill, food preparation (recipe), manual book of electronics, sport and
training, a first aid and so on. The purpose of procedure text is to explain how
something can be done.
2. Text Organization/Generic Structure
a. An introductory statement giving the aim or goal
1) This may be the title of the text, or
2) An introductory paragraph
b. Materials needed for completing the procedure
1) This may be a list
2) This may be a paragraph, or
3) This step may be left out in some procedures
c. A sequence of steps in the correct order
1) Outline what or how things need to be done
2) The order is usually important
3. Language Features
a. It is usually written in the simple present tense or using imperatives (do
this, do that)
b. Sentences that begin with verbs and are stated as commands (add, stir,
push)
c. The use of time words or numbers that tell the order (now, next, then,
first, second, third)
d. The use of adverbs to tell how the action should be done (carefully,
smoothly, quickly, well, and so on)
66
Contoh Procedure text
Structure
Language features
Title
introducing
the aim of the
procedure
How to Make Jelly
Jelly can be made very simply by following these directions.
You will need one packet of jelly crystals, a 500 mL jug,
250 mL of boiling water, 200 mL of cold water, a bowl.
1. Empty contents of a packet of jelly crystals into the jug
The use of adverbs
2. Add boiling water
3. Stir well until crystal dissolve
4. Add the cold water and stir
Simple present tense
5. Pour mixture into a bowl
present tense
6. Refrigenate until firm
List of
material
needed
Sequence
of steps in
order to
complete
the
procedure
Structure
Sentences like
commands,
beginning with
the action
Numbers
showing the
order to do the
steps
Language features
Title introducing the
aim of the procedure
How to Make a Cup of Coffee
Good morning, everybody. I‟d like to tell you about how to
make
a cup of delicious coffee. Before making it, we should prepare the
ingredients.
The ingredients that we need to make a cup of coffee are:
List of
material
needed
Sequenc
e of
steps in
order to
complet
e the
procedu
re
 One sachet of instant coffee
 A teaspoonful of sugar
 A cup of hot water
Simple present
tense
Sentences like commands
beginning the action
Now, let me tell you the steps:
First, open the sachet and put the instant coffee in the cup.
The use of adverbs
Second, pour carefully the hot water into the cup.
Next, add a teaspoonful of sugar.
Finally, a cup of delicious coffee is ready to drink.
67
Numbers/time words showing
the order to do the steps
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
: SMA Negeri 1 Karanggede
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X 7 / II
Alokasi Waktu
: 4 x 45 menit (2x Pertemuan)
A. Standar Kompetensi
6. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan essei
sederhana recount, narrative dan procedure dalam konteks kehidupan
sehari-hari intuk mengakses ilmu pengetahuan
B. Kompetensi Dasar
6.2 Mengungkapkan makna dan langkah retorika dalam essei yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk procedure.
C. Indikator
6.2.1. Menulis/membuat procedure text dengan memperhatikan struktur
teks, kosa kata, tanda baca, ejaan serta tata tulis yang tepat dan benar.
D. Tujuan Pembelajaran
1. Siswa mampu memahami dan mengidentifikasi communicative
purpose, generic structure dan language features of procedure text
2. Siswa mampu menulis procedure text dengan tata bahasa, kosa kata,
tanda baca, ejaan dan tata tulis yang akurat secara individual
E. Materi Pembelajaran
PROCEDURE TEXT
Procedure is a piece of text that gives us instructions for doing
something. Procedures are found in the written text in science field, art and
68
skill, food preparation (recipe), manual book of electronics, sport and
training, a first aid and so on. The purpose of procedure text is to explain
how something can be done.
1. Social Function
To describe how something is done through a sequence of actions or
steps.
2. Text Organization/Generic Structure
a. An introductory statement giving the aim or goal
1) This may be the title of the text, or
2) An introductory paragraph
b. Materials needed for completing the procedure
1) This may be a list
2) This may be a paragraph, or
3) This step may be left out in some procedures
c. A sequence of steps in the correct order
1) Outline what or how things need to be done
2) The order is usually important
3. Language Features
a. It is usually written in the simple present tense or using
imperatives (do this, do that)
b. Sentences that begin with verbs and are stated as commands
(add, stir, push)
c. The use of time words or numbers that tell the order (now, next,
then, first, second, third)
d. The use of adverbs to tell how the action should be done
(carefully, smoothly, quickly, well, and so on)
F. Metode Pembelajaran
1. Ceramah/penjelasan
2. Silent Demonstration
3. Diskusi
4. Tanya jawab
69
G. Langkah-langkah Pembelajaran
TAHAP
Kegiatan
Awal
KEGIATAN
a. Salam dan pembukaan dengan doa
(religious)
b. Memberikan motivasi belajar.
c. mengajukan pertanyaan-pertanyaan yang
mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari.
d. menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan
penjelasan uraian kegiatan sesuai silabus.
Pertemuan 1
Kegiatan Inti a. Eksplorasi
 Guru menggali pemahaman siswa
tentang materi Procedure text
 Siswa menonton/mendengarkan
penjelasan Procedure text melalui
berbagai sumber baik secara
langsung maupun rekaman.
 Guru memberikan penjelasan
Procedure text secara lisan dan
meminta siswa mendengarkan.
b. Elaborasi
 Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
 Guru memberikan kertas kerja
kepada siswa untuk selanjutnya
membuat 1 teks procedure dengan
pilihan tema yang disediakan.
c. Konfirmasi
 Guru bersama siswa melakukan
pembahasan tentang Procedure text
yang telah dikerjakan siswa.
 Guru memberikan balikan
(feedback) dan penguatan materi
kepada siswa.
70
ALOKASI
WAKTU
15 menit
20 menit
30 menit
15 menit
METODE
Tanya
jawab
Penjelasan,
tanya
jawab,
penugasan
Pertemuan 2
Penutup
a. Eksplorasi
 Siswa menonton/mendengarkan
penjelasan Procedure text dengan
memperhatikan fungsi sosial,
struktur teks dan unsur
kebahasaannya
 Guru memberikan penjelasan
Procedure text secara lisan dan
meminta siswa memperhatikan
konsep Silent Demonstration
strategy.
b. Elaborasi
 Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
 Guru mendemonstrasikan Procedure
text menggunakan Silent
Demonstration strategy dan meminta
siswa menuliskan procedure yang
telah didemonstrasikan.
c. Konfirmasi
 Guru bersama siswa melakukan
pembahasan tentang Procedure text
yang telah dikerjakan siswa.
 Guru memberikan balikan
(feedback) dan penguatan materi
kepada siswa
a. Guru bersama siswa menyimpulkan
materi yang telah di pelajari.
b. Guru bersama peserta didik melakukan
refleksi berkaitan dengan kegiatan yang
sudah dilakukan
H. Sumber dan Media Pembelajaran
1. Sumber : Suara guru, Teacher-made materials
2. Media
: White board, laptop, spidol, kertas dan alat-alat
demonstrasi
71
20 menit
30 menit
15 menit
Penjelasan,
tanya
jawab,
penugasan
I. Penilaian
1. Teknik
2. Bentuk
: Tes tulis
: Essay
Assignment 1
Choose one for the topics below to write a procedure text!
a.
b.
c.
d.
e.
How to make fried banana
How to make a glass of melon juice
How to cook rice using rice cooker
How to insert SIM card cellphone
How to operate the computer
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
72
Assignment 2
Write a procedure text based on the silent demonstration given by your
teacher!
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
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…………………………………………………………………………
………………………………………………………………………..
Pedoman Penilaian = Total nilai: total nilai maksimal x 100
Contoh: Siswa mendapatkan nilai 9, maka 9:12 x 100 = 75
Salatiga, ………………
Guru Pamong
Guru Praktikan
Miftahul Habibi, S.Pd
Marselina Murti M
NIP. 19780925 201406 1 002
NIM. 113 11 055
73
Lampiran
BAHAN AJAR
1. Definition of Imperative Sentence
Imperative sentence is a type of sentence that gives advice or
instructions or that expresses a request or command. An imperative sentence
typically begins with the base form of a verb. An imperative sentence ends
with a period or an exclamation point.
2. Example of Imperative Sentence
The following imperative sentences are common used in a procedure
text:
a. Tap the contact and the number
b. Browse your photo albums for the photo you want to share
c. Pour water into a blender
d. Mix the wheat flour, and so on
The sentences are mostly short and sometimes include information on
how the action is to be done. For example gently mix, slowly add, carefully
lift, and so on
Verbs sometimes used in a procedure text
Fold
Hold
Measure
Mix
Shake
Stir
Cut
Rub
Drill
Squeeze
Glue
Press
Pour
Browse
Fill
Join
Remove
Place
Turn
Nail
Adverbs sometimes used with verbs in a procedure text
Quickly
Gently
Tightly
Slowly
Sufficiently
Carefully
Vigorously
Well
Firmly
Lightly
74
75
76
77
78
OBSERVATION SHEET
Cycle
:1
Observer
: Khairus Sa‟adah
NO
INDICATOR
1
Student‟s
participate based
on the teacher‟s
explanation
2
Students activity in
making note from
teacher‟s
explanation
3
Students ask the
questions to the
teacher to clarify
the understanding
4
The students are
enthusiastic in
responding
teacher‟s questions
5
The students
answer teacher‟s
questions
6
The students are
enthusiastic doing
and complete the
written test by
using Silent
Demonstration
strategy
7
The teacher gives
the material with
clear explanation
8
The teacher gives
the evaluation after
explaining the
material
9
The teacher
completely
prepares the tools
for doing Silent
Demonstration
10 The teacher applies
the Silent
Demonstration as
the strategy in
teaching procedure
text
Date: May, 5 2015
YES
√
√
√
√
√
√
√
79
NO
OBSERVATION SHEET
Cycle
:1
Observer
: Khairus Sa‟adah
NO
INDICATOR
1
Student‟s
participate based
on the teacher‟s
explanation
2
Students activity in
making note from
teacher‟s
explanation
3
Students ask the
questions to the
teacher to clarify
the understanding
4
The students are
enthusiastic in
responding
teacher‟s questions
5
The students
answer teacher‟s
questions
6
The students are
enthusiastic doing
and complete the
written test by
using Silent
Demonstration
strategy
7
The teacher gives
the material with
clear explanation
8
The teacher gives
the evaluation after
explaining the
material
9
The teacher
completely
prepares the tools
for doing Silent
Demonstration
10 The teacher applies
the Silent
Demonstration as
the strategy in
teaching procedure
text
Date: May, 9 2015
YES
√
√
√
√
√
√
√
√
√
√
80
NO
OBSERVATION SHEET
Cycle
:2
Observer
: Khairus Sa‟adah
NO
INDICATOR
1
Student‟s
participate based
on the teacher‟s
explanation
2
Students activity in
making note from
teacher‟s
explanation
3
Students ask the
questions to the
teacher to clarify
the understanding
4
The students are
enthusiastic in
responding
teacher‟s questions
5
The students
answer teacher‟s
questions
6
The students are
enthusiastic doing
and complete the
written test by
using Silent
Demonstration
strategy
7
The teacher gives
the material with
clear explanation
8
The teacher gives
the evaluation after
explaining the
material
9
The teacher
completely
prepares the tools
for doing Silent
Demonstration
10 The teacher applies
the Silent
Demonstration as
the strategy in
teaching procedure
text
Date: May, 12 2015
YES
√
√
√
√
√
√
√
81
NO
OBSERVATION SHEET
Cycle
:2
Observer
: Khairus Sa‟adah
NO
INDICATOR
1
Student‟s
participate based
on the teacher‟s
explanation
2
Students activity in
making note from
teacher‟s
explanation
3
Students ask the
questions to the
teacher to clarify
the understanding
4
The students are
enthusiastic in
responding
teacher‟s questions
5
The students
answer teacher‟s
questions
6
The students are
enthusiastic doing
and complete the
written test by
using Silent
Demonstration
strategy
7
The teacher gives
the material with
clear explanation
8
The teacher gives
the evaluation after
explaining the
material
9
The teacher
completely
prepares the tools
for doing Silent
Demonstration
10 The teacher applies
the Silent
Demonstration as
the strategy in
teaching procedure
text
Date: May, 19 2015
YES
√
√
√
√
√
√
√
√
√
√
82
NO
83
84
85
DOCUMENTATION
86
87
88
89
90
91
CURRICULUM VITAE
Name
: Marselina Murti Murdani
Place and Date of Birth
: Boyolali, December 27th 1993
NIM
: 113 11 055
Address
: 1. Kebonan RT 08 RW 01, Karanggede, Boyolali
2. Jl. Kenongo, Kalicacing, Sidomukti, Salatiga
HP/Email
: 085 725 643 748/[email protected]
Academic Background
: 1. TK Kemala Bhayangkari, Karanggede, Boyolali
2. SDN Kebonan, Karanggede, Boyolali
3. SMPN 1 Karanggede, Boyolali
4. SMKN 1 Boyolali
5. IAIN Salatiga
92