Page |1

I. CALENDER OF THE STUDY

YEAR/ MONTH
DAY
2014/MARCH 2014/APRIL 2014/MAY 2014/JUNE
SUNDAY 2 9 16 23 30 SD 6 13 20 27 SD 4 11 18 25 SD 1 8 15 22 29
MONDAY 3 10 17 24 31 MD 7 14 21 28 MD 5 12 19 26 MD 2 9 16 23 30
TUESDAY 4 11 18 25 TD 1 8 15 22 29 TD 6 13 20 27 TD 3 10 17 24
WEDNESDAY 5 12 19 26 WD 2 9 16 23 30 WD 7 14 21 28 WD 4 11 18 25
THURSDAY 6 13 20 27 TRD 3 10 17 24 TRD 1 8 15 22 29 TRD 5 12 19 26
FRIDAY 7 14 21 28 FD 4 11 18 25 FD 2 9 16 23 30 FD 6 13 20 27
SATURDAY 1 8 15 22 29 STD 5 12 19 26 STD 3 10 17 24 31 STD 7 14 21 28

YEAR/ MONTH
DAY
2014/JULY 2014/AUGUST 2014/SEPTEMBER 2014/OCTOBER
SUNDAY 6 13 20 27 SD 3 10 17 24 31 SD 7 14 21 28 SD 5 12 19 26
MONDAY 7 14 21 28 MD 4 11 18 25 MD 1 8 15 22 29 MD 6 13 20 27
TUESDAY 1 8 15 22 29 TD 5 12 19 26 TD 2 9 16 23 30 TD 7 14 21 28
WEDNESDAY 2 9 16 23 30 WD 6 13 20 27 WD 3 10 17 24 WD 1 8 15 22 29
THURSDAY 3 10 17 24 31 TRD 7 14 21 28 TRD 4 11 18 25 TRD 2 9 16 23 30
FRIDAY 4 11 18 25 FD 1 8 15 22 29 FD 5 12 19 26 FD 3 10 17 24 31
SATURDAY 5 12 19 26 STD 2 9 16 23 30 STD 6 13 20 27 STD 4 11 18 25

Note:
Effective Days: 151Days
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II. LEGEND
NO SYMBOL INFORMATION
1. Thesis proposal examination

2. Revision

3. Developing preliminary product

4. Experts’ validation

5. Preliminary testing

6. Doing first revision

7. Main Field testing

8. Doing second revision

9 Documenting (Drafting, Reporting, and Publishing) final product

10 Easter Hoilday

III.
 Page |3

IV. SCHEDULE OF THE STUDY

No. ACTIVITIES DATE

1 Supervision on thesis proposal 11-26 of March
2 Thesis proposal examination 1st March
3 Revision 3-11 of March
4 Developing preliminary product 11-31 of March
5 Experts’ validation 1 - 19 of April
6 Preliminary testing 23 of April – 10 of May
7 Doing first revision 12 - 24 of May
8 Main Field testing 26 of May – 21 of June
9 Doing second revision 1 – 15 of July
10 Documenting (Drafting, Reporting, and Publishing) final product 16 of July – 31 of August
11 Easter Hoilday 14 – 19 of April
 Page |4

ANALYSIS ON THE EFFECTIVE TIME

DEPARTMENT : BAHASA INGGRIS- UKAW KUPANG
COURSE : WRITING III
CLASS / SEMESTER : ……/ IV
ACADEMIC YEAR : 2013/2014

ALLOCATED WEEKS
I. WEEKS OF THE STUDY
Even Semester
TOTAL OF
NO MONTH
WEEK
1 2 3
1 MARCH -
2 APRIL 3 WEEKS
3 MAY 4 WEEKS
4 JUNE 4 WEEKS

TOTAL 11 WEEKS

II. LEGEND OF THE EFFECTIVE WEEKS

NO ACTIVITIES TOTAL
1 2 3
1 Preliminary testing. 2 WEEKS
2 Doing first revision 2 WEEKS
3 Main Field testing 4 WEEKS

TOTAL 8 WEEKS

III. EFFECTIVE WEEK

Total of the effective week– Total of ineffective week = 8 weeks - 1 week (Easter Holiday) = 7
effective weeks.

IV. EFFECTIVE TIME

Total of the effective week multiplies time allotment in a class meeting = 7 weeks x 2 hours=
14 hours.
Legend: One class meeting per week. Time allotment of a class meeting is 2 hours (120
minutes)
 Page |5

CORE COMPETENCY (CC) AND BASIC COMPETENCE (BC)

WRITING III – FOUR SEMESTER
ENGLISH STUDY PROGRAM - UKAW
Background
Writing is a process of manipulating ideas. Student teachers, in manipulating their
ideas, need assistance from more capable others in the processes of writing. Being assisted
on each process might bring them access to exhibit their writing abilities to communicate
meaningful tetxs.
In Writing III, one among the compulsory subjects, taught at the fourth semester
aims to introduce to students various text types. In the English context, one needs to know
the differences of the text types. They differ in social purposes, generic structure, and the
lexicogrammatical features. Students teachers are obligated to be familiar with these units,
hence, they have individual competency to write a text type in the English way.
Descriptive text is of the one among the text types. In teaching it, the introduction
will begin with features of cohesion and coherence of the text. These two parallel
components are prior to have an accurate investigation along with the study of the text.
The following material is, of course, the practices of writing, stemmed from the steps of
writing process. In that, four steps are going to be run through.
Content of the text would be about local culture-based topics. Each of the topics
would be pieced in to the nature of the learning experience, or so called instructional
activities. Students would be assisted to demonstrate their background culture whilst
experiencing the steps of writing. The expected result is an ability to internalize the
knowledge and the skills for writing descriptive text.

Purpose
Writing III offers the students knowledge on “Descriptive Text”, one among the text types.
Having gained learning, it is expected that they will pass on the subject with the following
abilities, namely:
First, being critical thinkers in researching descriptive text.
Second, having knowledge and skills in descriptive text writing.

Scope of Learning Material of the Study

“Descriptive Text” covers the following aspects:
a. Basic Understanding on Cohesion and Coherence.
b. Classroom Apllication on features of cohesion and coherence of Descriptive Text.
c. Descriptive Text Writing.
d. Steps of writing process of Descriptive Text
e. Content of the descriptive text writing is local culture-based topics.
 Page |6

Student Profile
Viewed through socio-cultural background, the fourth semester students come from
different ethnic groups with their language, belief, custom, and specific cultural item.
Next, on academic background, some students are good in grammar, yet weak in
expressing things into well-organized texts. Conceerning this fact, what they need to know
is how language works through the body of descriptive to make meaning. Having this
ability in mind, students would be enabled to write descriptive text which might meet to
readers’ expectation.
 Page |7

Core Competency (CC) and Basic Competence (BC)

CORE COMPETENCY BASIC COMPETENCES

1. By the end of the 1. 1 Students would able to identify the features of

course, students would cohesion and coherence in each type of texts.
have a critical thinking 1. 2 Students would be able to examine each type of
and practical skills in texts due to their purposes, generic structures,
differing various text and linguistic features.
types.1
1. 3 Students would be able to organize their ideas in
different text types by well-managed
progression.
Flow of development
CC and BC are guides and foundations in developing the materials, learning experience,
the indicators, and assessment. Among these components, the development of learning
experience (Kegiatan Pembelajaran) and assessment is based on the Standard of Process
and Standard of Assessment.
The development of the study is centered on four documents. Syllabus is the first
document, which, in that a number of instructional activities are planned. All the
activities are about to make use of the local culture-based materials. The materials are in
the form of folktales, legends, myths, heritage spots, ceremonies, music, dances, and
storybooks. The utilization of these materials is appropriated to features of descriptive
text.
Learning experiences are centered on the Literacy Approach. The approach characterizes
four concepts in the syllabus construction. They would be practiced along the teaching
and learning activities. First, Building Knowledge of Field (BKOF), students would
learn about the field of local culture-based descriptive texts. Second, Modeling of Text
(MOT), the lecturer will introduce the students the model text containing local culture
materials. Third, Joint Construction of Text (JCOT), students would start constructing
the local culture-based descriptive text with more capable others (both lecturer and
students). Fourth, Independent Construction of Text (ICOT), students will cope with
individually.
Lesson plan is the third developed document. The development of teaching and learning
within the body of lesson plans, as well as syllabus, adapt the Literacy Approach and
Scientific Approach (the current format recommended in 2013 curriculum). It is, highly,
expected that the emergence of both approaches in this development would bring about a
contextual guide for teaching and learning practices of the study.
The next developing document is teaching materials. There are three main topics of
teaching materials for teaching and learning descriptive text. To begin with, students
would be introduced with basic knowledge on the features of cohesion and coherence.
These two items would shape the student teachers’ background knowledge on how
descriptive text writing operates. Once they come to the second material, Descriptive
1
Beckman & Klinghammer (2006: 96) on “Shaping the way we teach English: Successful Practices around
the world” define critical thinking as “the cognitive process of using reasoning skills to question and
analyze the accuracy and / or worth of ideas, statements, new information, etc”
 Page |8

Text, they would have had prior knowledge on how language features are there for
making meanings through the flow of text organization. The last material is Steps of
writing process. Students would be boosted to write due to the processes.
The last developed document is students’ worksheets. These are guidelines for
students to get things done in the classroom, concerning the goals of applying formative
tests as well as home works. Through this document, students would internalize and
having such an objective appropriation upon each piece of materials. Additionally, there
are evaluating instruments, attached to each worksheet. The instruments provide rubrics
and procedures for gaining and deciding the students’ learning achievement.
 Page |9

DIAGRAM OF TEACHING MATERIAL

 Polishing

 Writing

Descriptive Text Writing

 Organizing

 Prewriting

Descriptive Text: Four Steps of Writing Process:

 Social Purpose, Generic  Internalizing and appropriating
Structure, Language features. the fourth steps of writing
 What makes it a descriptive process.
text?

Legend of the Diagram:

Cohesion and Coherence:
 Features of Cohesion and
= Line of declarative knowledge
Coherence of Descriptive Text

= Line of Procedural knowledge

 P a g e | 10

SYLLABUS
NAME OF DEPARTMENT : BAHASA INGGRIS-UKAW KUPANG
COURSE : WRITING III
CLASS/SEMESTER : ….. / IV
CORE COMPETENCY : By the end of the course, students would have a critical thinking and practical skills in differing various text types.
TIME ALLOTMENT : 12 HOURS (6 CLASS MEETINGS)
BASIC TIME
INDICATORS MATERIALS LEARNING EXPERIENCE ASSESSMENT ALLOTMENT REFERENCES
COMPETENCES
Building Knowledge of
(Descriptive) Text (BKOF)

2.1. Stud 2.1.1. Students are 1. Cohesion and  Lecturing  Cognitive: 1 class  1, 4-6
ents would able to classify Coherence of  Reading: Find a local culture- meeting
be able to to others, Descriptive Text based descriptive text,
 Investigating the features
identify the features of 1.1. Features of then, identify features
of cohesion in
cohesion and cohesion of of cohesion and
features of ““Cultural Heritage of
coherence in the descriptive text: coherence accurately.
cohesion descriptive texts. Sumba Island”, a local
and o Lexical culture-based descriptive
coherence cohesion text from Sumba – NTT.  Affective:
in each type o Grammatical Observation on the
of texts. cohesion features of cohesion
o Rhetorical and coherence in
cohesion ““Cultural Heritage
 Investigating the features of Sumba Island”, the
of coherence in local culture-based
1.2. Features of “Cultural Heritage of descriptive text, using
coherence of Sumba Island”. rating scale.
descriptive text:
o Micro level  Motor Skill:
coherence
Performance in
o Macro level presenting the
coherence investigation above.
 P a g e | 11

References: Books:
1. Azar, B. S. (1993). Understanding and using English grammar. 2nd Ed. Jakarta: Bina Rupa Aksara.
2. Derewianka, B. 2011. A New Grammar Companion: For Teachers. 2nd Ed. Sydney: Primary English Teaching Association, e: lit.
3. Droga, L., & Humphrey, S. 2003. Grammar and Meaning: an introduction for primary teachers. New South Wales: Southwood
Press Pty. Ltd.
4. Oshima, A., & Hogue, A. 2007. Introduction to Academic Writing. 3rd Ed. New York: Pearson Education, Inc.
5. Published and unpublished references containing local culture-based descriptive texts (folkltales, legends, myths, heritage spots,
ceremonies, music, dances, and storybooks2, etc).
6. Thornbury, S. 2007. Beyond the sentence: Introducing Discourse Analysis.Oxford: Macmillan Books for Teachers.

Kupang, April 25, 2014

Researcher

Yakob Metboki
2003512039

2
Storybooks are available at the library of English Study Program of UKAW, Jl. Adi Soecipto, PO BOX. 147, Kupang – NTT.
 P a g e | 12

RANK OF OPERATIONAL BEHAVIOURS3

NAME OF DEPARTMENT : BAHASA INGGRIS-UKAW KUPANG

COURSE : WRITING III
CLASS/SEMESTER : …../ IV
ACADEMIC YEAR : 2013/2014
CORE COMPETENCE : By the end of the course, students would have a critical
thinking and practical skills in differing various text types.
BASIC MATERIAL CODE
SMTR MATERIALS/INDICATORS
COMPETENCES
1-2 Cohesion and Coherence of C3
Descriptive Text (application
Students would Features Cohesion and of concepts)
be able to identify Coherence of desctipive
the features of text
cohesion and  Students are able to
coherence in each classify to others,
type of texts. features of cohesion and
coherence in descriptive
texts.
3 Features of descriptive Text C4 (Analysis
Students would
 Students would be able to of the
be able to
identify the social purpose, relationships
examine each
generic structures, and between
IV type of texts due
linguistic features of parts)
to their purposes,
descriptive text.
generic structures,
4 What makes it a descriptive A4
and
text? (Comparing
lexicogrammatica
 Students are able to compare values
l features. between descriptive text and between two
non-descriptive text. texts)
Students would 5 Writing a descriptive text P7 (Creation
be able to  Students are able to of text)
construct their compose descriptive texts.
ideas in different
text types by
well-managed
progression.

Semarang, March 2014

Researcher

Yakob Metboki
2003512039

3
The operational behaviours are taken from Miller, Linn, & Gronlund (2009: 527-532).
 P a g e | 13

SEMESTRAL PROGRAM OF THE STUDY

NAME OF DEPARTMENT: BAHASA INGGRIS-UKAW KUPANG

COURSE : WRITING III
CLASS/SEMESTER : …../ 4
ACADEMIC YEAR : 2013/2014
CORE COMPETENCE : By the end of the course, students would have a critical
thinking and practical skills in differing various text types.

BASIC TIME
SMTR CODE SUB COMPETENCES
COMPETENCES
Even 45
Pretest
minutes
01 Cohesion and Coherence of Descriptive 90 minutes
Text (1 CM4)
Features of Cohesion
 Accurate investigation of features of
lexical cohesion in local culture-based
descriptive text.
Students would  Accurate investigation of features of
be able to grammatical cohesion in local culture-
identify the based descriptive text.
features of  Accurate investigation of features of
Rhetorical cohesion in local culture-
cohesion and
based descriptive text.
coherence in each
type of texts. Features of Coherence
 Accurate investigation of features of
micro level coherence in local culture-
based descriptive text.
 Accurate investigation of features of
macro level coherence in local culture-
based descriptive text.
02 Features of Descriptive Text 90 minutes
Students would be  Explaining the social purpose of local (1 CM)
able to examine culture –based descriptive text.
each type of texts  Illustrating the generic structure of
due to their local culture –based descriptive text.
purposes, generic  Classifying the language features of
structures, and local culture –based descriptive text.
lexicogrammatical
features. 03 What makes it a descriptive text?
 Crictically, assessing non-descriptive.

Students would be 04 Writing a descriptive text 90 minutes

able to construct Stesp of writing process: (1 CM)
their ideas in  Internalizing the first two steps of
different text types process of writing local culture-based
by well-managed descriptive text:
progression.  Prewriting
 Orginizing

4
CM stands for class meeting.
 P a g e | 14

 Writing

O5 Step of writing process (on going 90 minutes

materials) (1 CM)
 Scaffolding the process of writing
local culture – based descriptive texts.
 Polishing (revising and editing)

Posttest 45
minutes
Total 3 Hours,
30
Minutes
(4 CMs),
1 hour
and 10
minutes
tests.

Semarang, March 2014

Researcher

Yakob Metboki
2003512039
 P a g e | 15

SEMESTRAL PROGRAM

NAME OF DEPARTMENT : BAHASA INGGRIS-

UKAW KUPANG
COURSE : WRITING III
CLASS/SEMESTER : ….. / 4
ACADEMIC YEAR : 2013/2014
N MONTH / WEEK TARGET
O CLASSROOM ACTITIVIES ACTIIVITIES MARCH APRIL MAY JUNE 2014 PLANN REALIZA INFO
2014 2014 2014 ING TION. RMAT
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 % % ION
1 Developing Syllabus, Lesson Plan, Teaching
material, students’ worksheet, and instruments of
assessment. 100%
2 Pretest IW 100%
3 Classroom meeting, individual work (IW), group CM IW GW 100%
work (GW)
Cohesion and Coherence of Descriptive Text V V
Features of Cohesion
 Accurate investigation of features of lexical
cohesion in local culture-based descriptive text.
 Accurate investigation of features of grammatical
cohesion in local culture-based descriptive text.
 Accurate investigation of features of Rhetorical
cohesion in local culture-based descriptive text.

Features of Coherence
 Accurate investigation of features of micro level 100%
coherence in local culture-based descriptive text.
 Accurate investigation of features of macro level
coherence in local culture-based descriptive text.

Features of Descriptive Text V V 100%

 Explaining the social purpose of local culture –
based descriptive text.
 Illustrating the generic structure of local culture –
 P a g e | 16

based descriptive text.

 Classifying the language features of local culture
–based descriptive text.

What makes it a descriptive text? V V

 Crictically, assessing non-descriptive. 100%

Writing a descriptive text V V

A. Steps of writing process: Prewriting, Organizing,
Writing, Polishing of local culture-based
descriptive texts.
B. Internalizing the first steps of process of writing
local culture-based descriptive texts:
 Prewriting 100%
 Orginizing

On going Process of writing V V

Scafollding the compositions of local culture-based
descriptive texts.
 Writing: 100%
Writing local culture-based descriptive texts.
 Polishing:
Revising and editing local culture-based
descriptive texts.
4 Formative Tests V V 100%
5 Posttest V 100%
Total
Planning 100%
Attainment of the teaching
Realization
Note:
Total hour in 1 BC
Achievement of Basic Competence (BC) : x 100%
Total hour in 1 Semester
 P a g e | 17

Developing the product

Preliminary Field Testing

Main Field Tesing

Pretest-Posttest

Easter Holiday
 Semarang, March 2014
Researcher
P a g e | 18

Yakob Metboki
2003512039

(MEETING 1)

NAME OF DEPARTMENT: BAHASA INGGRIS-UKAW KUPANG

COURSE : WRITING III
CREDIT : 2 CREDITS
MATERIALS : COHESION AND COHERENCE OF DESCRIPTIVE TEXT
TIME ALLOTMENT : 90 minutes

I. LEARNING OBJECTIVES
Students would work out the following points:
- Accurate investigation of features of lexical cohesion in local culture-based descriptive text.
- Accurate investigation of features of grammatical cohesion in local culture-based descriptive text.
- Accurate investigation of features of rhetorical cohesion in local culture-based descriptive text.
- Accurate investigation of features of micro level coherence in local culture-based descriptive text.
- Accurate investigation of features of macro level coherence in local culture-based descriptive text.

II. BASIC COMPETENCE:

Students would be able to identify the features of cohesion and coherence in each type of texts.
Rote and Ndao are two islands situated in the southern tip of
III. INDICATOR: Indonesia. Geographically, both islands are under
Students are able to administrative
classify to others,
unitfeatures of cohesion
of the East and coherence
Nusa Tenggara Province. in the descriptive texts.
Rote and Ndao Islands are peace and tranquilly personified where the
people are still predominantly influenced by their past beliefs and
IV. LEARNINGtraditions. 
MATERIALS:  topic
Even today, following ancient tradition, References:
- comment,
the Kingdom pronouns,
of articles
Features of Rote
Cohesion of descriptive
is divided into two textgroups of clans named
reader
Substitution
expectations,
"Sunrise"of andclause elements
"Sunset".  Each clan performs its own ritualsduring so, not,"Hus"
topicthe yearly do/does/did, etc.
- Lexical cohesion
festival.  For travelers, a daily ferry service  Direct
links repetition,
keyDirect
Rote
words, Islandword
repetition, word families,
to families,
Grammatical cohesion Conjuncts (linkers/transitional
Kupang, making it very accessible to visit  lexical
some chains,
of the many
Rhetorical Banana,Words
cohesionvillages or heading to the southern cass ava,
Words corn
fromfrom , thesame
the same semantic
semantic
traditional Macro Rhetorical  internal
beaches patterning,
for
Organization surfing or
nuts, etc schema
Language Featuresand scripts,
of diving.
FeaturesDescriptive
CoherenceTextof descriptive
Rhetorical text
Staple
cohesion Social
foods Noun:
Purpose
(Generic (Function)
Structure) Verbs
Adjective: Features of Coherence Adverbs:
Grammatical (Lexico-grammatical
Cohesion
Level  scripts. features)