THE EFFECTIVENESS OF FRESH TECHNIQUE IN

STUDENTS DESCRIPTIVE TEXT WRITING

THESIS

Submitted as Partial Fulfillment of the Requirements for the Attainment of

a Sarjana Pendidikan Degree in English Education Department

By
Name : Syifa Fauziah
NIM : 2012850040

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF JAKARTA
2017
MUHAMMADIYAH UNIVERSITY OF JAKARTA
FACULTY OF EDUCATIONAL SCIENCES
ENGLISH EDUCATION STUDY PROGRAM
Thesis January 2017

Syifa Fauziah (2012850040)

THE EFFECTIVENESS OF FRESH TECHNIQUE IN STUDENT’S
DESCRIPTIVE TEXT WRITING

xvii + 62 pages, 16 tables, 15 appendices

ABSTRACT

The objective of this research is to know the effectiveness of FRESH

(Fact, Reason, Elaboration, Shift) technique on Students‟ Writing
descriptive text at the eight grade students of SMP PGRI 1 Karang
Tengah. The research used quantitave method with true experimental
design by applying pre-test and post-test. In this research the writer used
two classes as experimental and control class. The sample in this study is
class 8A (experimental class) and class 8B (control class). Each of the
class is occupied by 42 students. The data was collected by giving pre-test
and post-test as the instruments. The data was analyze by using t-test, the
analysis of the data reveals that the average score of experimental class
post-test was 73.86 and the average score of control class post-test was
65.02 with the average differences between two classes at 8.84. The t-test
calculation showed to 3,657 > 2.00 (tt). Since to was higher than tt score
obtained from the result of that calculation, then the alternative hypothesis
(Ha) was accepted while the null hypothesis (Ho) was rejected. In
conclusion, it can be said that FRESH (Fact, Reason, Elaboration, Shift) is
an effective technique to improve students‟ writing descriptive text

Keywords : Effectiveness, FRESH (Fact, Reason, Elaboration, Shift)

Technique, Students‟ Writing Descriptive Text

References 27 (1986-2013)

i
UNIVERSITAS MUHAMMADIYAH JAKARTA
FAKULTAS ILMU PENDIDIKAN
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
Skripsi Januari 2017

Syifa Fauziah (2012850040)

EFEKTIVITAS TEKNIK FRESH DALAM MENULIS TEKS DESKRIPTIF

xvii + 62 halaman, 16 tabel, 15 lampiran

ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui efektivitas FRESH
(Fact, Reason, Elaboration, Shift) pada menulis teks deskriptif siswa di
kelas delapan SMP PGRI 1 Karang Tengah. Penelitian ini menggunakan
metode kuantitatif dengan true-desain eksperimental dengan menerapkan
pre-test dan post-test. Dalam penelitian ini penulis menggunakan dua
kelas sebagai eksperimen dan kontrol kelas. Sampel dalam penelitian ini
adalah kelas 8A (kelas eksperimen) dan 8B kelas (kelas kontrol). Masing-
masing kelas ditempati oleh 42 siswa. Pengumpulan data dilakukan
dengan memberikan pre-test dan post-test sebagai instrumen. Data telah
dianalisis dengan menggunakan t-test, analisa data menunjukan nilai rata-
rata dari post-test dikelas eksperimen yaitu 73.86 dan nilai rata-rata dari
post-test dikelas kontrol yaitu 65.02 dengan perbedaan rata-rata antara
kedua kelas yaitu sebesar 8.84. Hasil t-test menunjukan bahwa (to)
3,657 > 2.00 (tt), karena to lebih besar dari tt,, hal ini berarti Ha diterima
dan Ho ditiolak. Disimpulkan bahwa FRESH (Fact, Reason, Elaboration,
Shift) adalah teknik yang efektif untuk meningkatkan kemampuan siswa
untuk menulis teks deskriptif.

Kata Kunci : Efektivitas, FRESH (Fact, Reason, Elaboration, Shift)

Technique, Menulis Deskriptif Text

Daftar Pustaka 27 (1986-2013)

ii
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iv
v
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vii
 DEDICATION

I dedicated my thesis to my beloved family and friends.

Thank you so much for your motivation.

viii
 MOTTO

“Don’t cry over the past, it’s gone.

Don’t stress about the future, it hasn’t arrived.

Live in the present and make it beautiful”

  

    
   
    
   
   
   

“Fighting has been enjoined upon you while it is hateful to you.

But perhaps you hate a thing and it is good for you; and perhaps
you love a thing and it is bad for you. And Allah Knows, while
you know not”

(QS. AL-Baqarah : 2/216)

ix
 ACKNOWLEDGEMENTS

In the name of Allah, the Beneficent, the Merciful.

Praised to Allah Swt, Lord of the world, who has given mercy and
blessing to the writer in finishing this thesis. Shalawat is also sent to
Prophet Muhammad SAW, His family, His companion, and His adherence.

This thesis is presented to English Education Program, Faculty of

Educational Sciences, Muhammadiyah University of Jakarta in order to
fulfill one of the requirements for English Bachelor Degree (S.pd). The
writer would like to thank to Allah SWT who has given health, knowledge,
patience, and strength so that the writer was able to finish this thesis well.
The writer also would like to express her thanks and gratitude to her
beloved parents, H.Mursyidi Ibrahim and Hj.Aminah who always given
support, pray, motivation and moral encouragement to finish her study and
she also thanks to all of her family.

The writer also would like to address her great honor and attitude to
her thesis advisor, Zaitun, M,Pd, who has guided and supported her along
her thesis writing. Her appreciation and gratitude also go to:

1. Dr. Hj. Herwina Bahar, MA., as the Dean of Faculty of Educational

Sciences;
2. Zaitun, M.Pd., as the Head of English Education Department;
3. All lecturers in English Department for teaching her precious
knowledge and giving wonderful study experiences;
4. Jayakarta,S. Mpd as the headmaster of SMP PGRI 1 Karang
Tengah who has given the writer permission in doing the research.
5. Alfajri Zikri as her beloved man who always given support, sharing
knowledge and accompany her in happiness or sorrow.

x
6. Firda Amelia, Else Fransiska, Alfia Inayati, Alisa hayati and Fifi
Kusnatri as her sisters who always given support and motivation to
finish this thesis.
7. Getar, Vienanda, Obe, Opia, Prilly, Putri, Mufida, Andin, and Ayu as
her best friends who always given support and sharing knowledge.
8. All friends in Muhammadiyah University of Jakarta especially in
English Department.

9. All people that the writer can‟t mention one by one, who have been

give motivation, help and support for the writer to finish this thesis.

The words are not enough to say any appreciation for their

help and contribution to this thesis. May Allah bless them for all of

what they have done. The writer realizes that this thesis is still far

from being perfect. Thus, comments and suggestions are welcome

to the improvement of this thesis. Hopefully, the presence of this

thesis can be useful for the readers.

Jakarta, Februari 2017

The writer,

SYIFA FAUZIAH
NIM 2012850040

xi
 TABLE OF CONTENTS

ABSTRACT ............................................................................................. i
APPROVAL SHEET ................................................................................ iii
BOARD OF EXAMINERS APPROVAL ................................................... iv
ENDORSEMENT SHEET ........................................................................ v
PAKTA INTEGRITAS .............................................................................. vi
PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH ........................... vii
DEDICATION ………………………………………………………………….viii
MOTTO .................................................................................................... ix
ACKNOWLEDGEMENTS ....................................................................... x
TABLE OF CONTENTS ……………………………………………………...xii
LIST OF TABLES ……………………………………………………………..xv
LIST OF APPENDICES …………………………………………………......xvii
CHAPTER I INTRODUCTION
A. Background of the Study……………………………………………….1
B. Identification of the Problem ………………………………………..…7
C. Limitation of the Problem.……………………………………………..7
D. Problem of the Study…………………………………………………...8
E. The Objective of the Study …………………………………………….8
F. Significance of the Study ………………………………………………8

CHAPTER II LITERATURE REVIEW

1. The Description of Theorist ………………………………………10
2. The Concept of Descriptive Text Writing ……………………….10
a. Nature of Writing ……………………………………….….10
b. Stages of writing……………………………………………11
c. Purpose of Writing ………………………………………...14
d. Characteristics of Good Writig…………………………....16
e. Definition of Descriptive Text …………………………….17

xii
 f. Kinds of Descriptive Text …………………………..……..19
g. Purpose of Descriptive Text………………………………20
h. Features of Descriptive Text……………………………...20
3. The Concept of FRESH technique
a. Definition of FRESH technique………………………….21
b. Teaching Descriptive Text by Using FRESH
Technique……………………………………………….….23
c. The Advantages of Using FRESH Technique in Writing
Descriptive Text……………………………………………25
d. The Disadvantages of Using FRESH Technique in
Writing Descriptive
Text…………………………………………………………26
A. Theoretical Framework………………………………………………26
B. Hypothesis of the Study………………………………………….….28
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study………………………………………..29
B. Method of the Study ………………………………………………….29
C. Operational Definition of Variables…………………………………31
D. Population and Sample……………………………………………...33
E. Technique of Collecting the Data…………………………………..34
F. Technique of Analyzing the Data…………………………………..35
CHAPTER IV FINDINGS AND INTERPRETATION
A. The Description of the Data…………………………………………36
B. The Analysis of the Data……………………………………………..45
C. Interpretation of the Data……………………………………………..57
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusion…………………………………………………………….59
B. Suggestions…………………………………………………………59
REFERENCES……………………………………………………………..61
APPENDICES………………………………………………………………63

xiii
 LIST OF TABLES

Table 3.1 Sample of the Research

Table 3.2 Matrix of Assessment for Students Writing in Descriptive

Text

Table 4.1 Pre-test Scores of Experimental Class before

Treatment

Table 4.2 Post-test Scores of Experimental Class after

Treatment

Table 4.3 Pre-test scores of descriptive text writing of the students in

control class

Table 4.4 Post-test scores of control class without the treatment of FRESH

technique

Table 4.5 Pre-test Scores of Writing Descriptive Text in Experimental and

Control Classes

Table 4.6 Post-test Scores of Writing Descriptive Text in Experimental and

Control Classes

Table 4.7 Homogeneity Test- Levine Test Pre-test Scores of Writing

Descriptive Text Experimental and Control Classes

Table 4.8 Homogeneity Test- Levine Test Post-test Score of Writing

Descriptive Text Experimental and Control Classes

Table 4.9 List of Pre-test Score in Writing Descriptive Text Experimental

and Control Classes of Independent Sample (t-test)

Table 4.10 Pre-test Score in Writing Descriptive Text Experimental and

Control Classes of Independent Sample (t-test)

xiv
Table 4.11 Independent Sample Test of Pre-test in Writing Descriptive

Text at Experimental and Control Classes

Table 4.12 List of Post-test Score Description in Writing Descriptive Text

Experimental and Control Classes of Independent Sample (t-

test)

Table 4.13 Post-test Score Description in Writing Descriptive Text

Experimental and Control Classes of Independent Sample (t-

test)

Table 4.14 Independent Sample Test of Post-test Score in Writing

Descriptive Text at Experimental

and Control Classes

xv
 LIST OF APPENDICES

Appendix1 RPP In Experimental Class

Appendix 2 RPP in Control Class

Appendix 3 Form of the Text and Question (pretest and posttest)

Appendix 4 Form of the Student‟s pretest (experimental class)

Appendix 5 Form of the Student‟s posttest (experimental class)

Appendix 6 Form of the Student‟s pretest (control class)

Appendix 7 Form of the Student‟s posttest (control class)

Appendix 8 Surat Bimbingan Skripsi

Appendix 9 Kartu Bimbingan Skripsi

Appendix 10 Surat Permohonan Penelitian

Appendix 11 Dokumentasi

Appendix 12 Surat Keterangan Penelitian

Appendix 13 Kartu Menyaksikan Ujian Skripsi

Appendix 14 Riwayat Hidup Penulis

Appendix 15 Kartu Bimbingan Pasca Sidang Skripsi

xvi
 CHAPTER I
INTRODUCTION

A. Background of the Study

English is a foreign language that is very important to be learned. It

is a tool to communicate with the other countries. Therefore, it becomes a

compulsory subject in Indonesia.

Holy Qur‟an (26:13) states:

‫َّاس إِنَّا َخلَ ْقنَا ُك ْم ِم ْن ذَ َك ٍر َوأُنْثَى َو َج َع ْلنَا ُك ْم ُش ُعوبًا َوقَبَائِ َل‬

ُ ‫يَا أَيُّ َها الن‬
‫يم َخبِ ٌي‬ ِ‫لِت عارفُوا إِ َّن أَ ْكرم ُكم ِعْن َد اللَّ ِه أَتْ َقا ُكم إِ َّن اللَّه عل‬
ٌ ََ ْ ْ ََ َ ََ
(Q.S. Al Hujurat Ayat 13)

“All of human, we created you from a male and a female and made you

into nations and tribes that ye may know one another. Verily, the most

honorable of you with Allah is the most righteous of you. Allah is Knower,

Aware”. (Q.S. Al Hujurat Ayat 13).

This verse explains that in every nation people have to respect

each other and need to learn their language as a communication tool in

order to be able to build any relationships.

In English, there are four language skills should be mastered by

the students; Speaking, Reading, Listening, and Writing. Among these

four, writing skill is one of the most difficult skills to be learned at school. It

needs special skills that include the ability to express the writer‟s thoughts

correctly.

1
 According to Lewin (2003:117), writing enables students to think

about, to process, to grow idea about the topics the teachers are teaching

them in English. Writing enables them to gain proficiency in a critically

important skill. This skill is very essential to help students learn.

Kellogg (2008:26) said that there are several reasons why writing is

very important to be included as one of materials learned by ESL (English

as a Second Language) students; i) reinforcing the grammatical structure,

ii) enhancing the students‟ vocabulary, iii) and assisting other language

skills such as reading, listening and speaking. Therefore, when students

write, they are involved with the language.

Lewin (2003:117) gave his idea that the problem in school is that

some students do not want to do writing, they do not know how to do this,

and they do not know why their teachers want to do this. Besides, most of

students undergo some problems in their learning process. This matter is

caused by some cases such as lack of vocabularies and got difficulties in

applying English grammar. Thus, when starting to write, the students

always got stuck. They did not have many concepts to write something. In

addition, when the students do some writing exercises, they need a long

time to think the idea to be put into a paragraph.

In the second year of Junior High School, the basic competency

that should be achieved in writing English subject is that the students have

the ability to develop and produce written simple functional text in the

descriptive, report, narrative, recount and procedure. Each text has

different social function, generic structure and grammar. In the context of

2
teaching English to Junior High School students, descriptive text writing is

taught more completed and deeper to 8th graders.

According to Artono (2008:115), Descriptive text is a text that

describes the features of someone, something, or a certain place.

Descriptive text consists of introduction and description. Introduction is the

part of paragraph that introduces the character, and description is part of

paragraph that describes the character. The students can use simple

present and adjective clause in writing descriptive text.

In 8th grade students, they are required to be competent to

compose the descriptive text in a low level such as describing people

animals, place and things. Nevertheless, there are many students who get

difficulties to understand descriptive text on how they describe person,

place, or thing, what its purpose involve the generic structure and

language features, and how to apply those descriptive features in the

text. The students usually find some difficulties when they are learning

about genre and its writing. They cannot sit quietly and pay full attention

during the lesson without doing anything, especially in descriptive text.

Because of this text type, the students are hoped can describe clearly

according to the object.

Based on interviewing the English teacher of PGRI 1 Karang

Tengah Junior High School, it is found that the students have problem in

writing. There are many students who get difficulties to understand

descriptive text on how they describe person, place, or thing, what its

purpose involve the generic structure and language features, and how to

3
apply those descriptive features in the text. Students also feel bored and

not pay attention well when teacher explain, because teacher usually does

not use interesting media. So, the students have difficulties when they

must write a descriptive text based on their imagination and experiences

only. Besides, they are afraid of making mistakes in sentences and

confuse how to start of making good structure in writing descriptive text.

Then, the students are never got the simple and easy way to write. Those

problems are impact on their writing descriptive text. This condition was

the result of teaching technique used by the teachers. They rarely applied

various techniques in teaching, while in teaching descriptive text an

appropriate technique is needed. Because of that, it is needed to give a

suitable technique to the students and make students enthusiastic to learn

descriptive text. If the teachers are able to apply an appropriate technique,

students are exciting to learn descriptive text it can increase the students‟

achievement in writing descriptive text.

Technique is a way of doing something by using special knowledge

or skill. As Brown (2007:180) clarified that “technique is something that

actually takes place in language teaching or learning in the classroom”. It

is used in order to make teaching and learning process become interesting

since the technique used to influence student‟s learning atmosphere.

In order to get good students‟ writing competence in descriptive

paragraph, the writer would like to apply the new technique that is called

“FRESH Technique”. FRESH technique is a technique in which each of its

4
letter represents meaning. “F” stands for “Fact” then “R” stands for

“Reason”, “E” stands for “Elaboration” and “SH” stands for “Shift”.

In previous research, Noor (2015) in his study entitled “The

Effectiveness of FRESH Technique on Discursive Writing”. The

participants of his study were 10 second language learners, a level

candidates taking MUET (Malaysian University English Test) aged

between 18-19 with different proficiency in the private college. His study

investigated the effectiveness of using FRESH Technique in discursive

writing with document analysis qualitative method. The data were collected

from questionnaires, diagnostic and achievement test. The findings of his

study showed that FRESH technique was very effective on learners‟ idea

expansion in discursive writing. It showed positive changes in students.

The increasing of student‟s scores in achievement test indicated that the

treatment had an effect on theirs‟ performance. The major conclusion of

his study was the learners preferred to use FRESH technique as they

understood the component needed in a comprehensive paragraph and

through this technique they were able to write in a cohesive manner in

delivering their ideas.

In another research, Wulandari (2013) entitled “Improving Students‟

Competence in Writing Descriptive Paragraph through FRESH Technique

conducted her research on one of Junior High Schools in Banyumas

academic year 2012/2013. The method of this research is Classroom

Action Research (CAR). The research participants were the students of

VIII E class consisting of 28 students. The treatment was carried out in two

5
cycles of four actions. The quantitative data (tests) were evaluated by

using Burhan Nurgiyantoro‟s Writing Evaluation Criteria which consisted of

evaluation in content, organization, vocabulary, language, and mechanics.

The finding of her research showed that the students‟ competence in

writing descriptive texts improved. It could be seen from the improvement

of students‟ score in pre-test and post-test. The result of the test showed

that there was improvement of students‟ writing score for about 23.607%

from the pre-test which was 66.25 to 81.89. This improvement had

reached the success indicator which was 20%. This meant that “FRESH”

technique improved the students‟ competence in writing descriptive text.

Based on the background above, the writer is interested to conduct

a quantitative experimental research entitled “The Effectiveness of

FRESH Technique in Students Descriptive Text Writing at 8th grade

Students of SMP PGRI 1 Karang Tengah, Tangerang”.

B. Identification of the Problem

The background above revealed several problems during the

process of teaching writing especially descriptive one. The problems can

be identified as follows:

1. The students are poor in vocabulary mastery which becomes the

barrier as they want to make an English essay and they did not

have many concepts to write something.

2. The students have less understanding to learn the descriptive text.

In this case some students still do not know how to develop a topic

6
 well into paragraph. Besides, they also have low understanding of

meaning, function, and the generic structure of descriptive text.

3. The teachers are still lack of creativity to give the strategy or

technique in teaching writing, especially descriptive text. They just

give explanation and exercise in writing without applying the

appropriate technique.

C. Limitation of the Problem

Based on the problems that have been identified above, this study

is limited or focused on the effectiveness of FRESH technique in teaching

descriptive text writing to 8 graders.

D. Problem of the Study

Regarding the limitation of the problem above, the problem of this

study is formulated as follows: “Is FRESH technique effective in teaching

descriptive writing to 8th graders of SMP PGRI 1 Karang Tengah?”

E. The Objective of the Study

Referring to the problem above, the objective of the study is to get

empirical evidence whether or not FRESH technique is effective in

teaching student‟s descriptive text writing.

F. Significance of the Study

The result of this study is expected to be used theoretically and

practically:

1. Theoretically

7
 Theoretically the significance of this study is to

introduce technique to improve descriptive text writing skills.

Besides, this study also signified to find out the advantages and

disadvantages of the use of FRESH technique in improving

students‟ writing descriptive text ability. The research findings

will also enrich the previous theories and research findings

about teaching technique, especially for teaching writing.

2. Practically

The outcome of this study will be beneficial for the teachers, the

students and school. The result of this study is expected to

assist the teachers to overcome the problems in teaching

English especially in writing descriptive text; moreover, this

study is expected as guidance for teachers in improving the

students ability in writing descriptive text and the technique is

expected to be beneficial technique in teaching and learning

especially for those who teach to 8th grade students. This study

is also expected to motivate and stimulate the students to

improve their writing ability in descriptive text and it can help

them to get easy to write. Furthermore, FRESH technique also

can be applied in the school.

8
 CHAPTER II

LITERATURE REVIEW

A. The Description of the Theories

1. The Concept of Descriptive Text Writing

a) Nature of Writing

According to Langan (2003:12-13), Writing as a skill, A

sure way to wreck your chances of learning how to write

competently is to believe that writing is a “natural gift” rather

than a learned skill. A realistic attitude about writing must

build on the idea that writing is a skill. It is a skill like driving,

typing, or cooking: and, like any skill, it can be learned.

However, writing is not an automatic process: writers will not

get something for nothing-and they should not expect to. For

almost everyone, competent writing comes from plain hard

work-from determination, sweat, and head-on battle.

Besides, Harmer (2004:3) mentions that writing is a skill,

unlike speaking which may be acquired naturally by children

through exposing the language to them, which requires some

learning.

As stated in the explanation above, writing is one of the

language skills which is important to be learned. By writing,

people can inform others and tell what they feel. Writing in a

second language is not easy to be learned because it is one

9
of the four basic skills that are very complex and difficult to

be learned.

b) Stages of Writing

According to Mattix (2003:24,32,49,50,59), the stages of

writing are divided to four phases:

(1) Pre-writing

William Faulkner wrote “A writer needs three things,

experience, observation, and imagination, any two of

which, at times anyone…, can supply the lack of the

others”.

Writers‟ experiences, observation, and imagination

can fuel their writing. They can take amusing, unusual, or

perhaps ordinary incidents and transform them-after

thoughtful reflection-into essay. They can just ask

themselves, “How did this experience influence me?

What did I learn about life?” Question like these will make

them think so that they can draw a conclusion about the

incident or event to write.

(2) Drafting

Drafting, the second stage of the writing process, is

the time to rummage through ideas accumulated during

prewriting and unfold then into sentences and

10
paragraphs. The purpose of the draft is to expand ideas

on paper as quickly as possible without interruption by an

internal censor or other noise.

(3) Revising

Professional writers re write constantly, perhaps

reworking one draft dozens of time. How much a writer

revises and edits depends on the rhetorical situation and

the deadline. Yet too many students skip or skimp on

revision, editing, and proofreading-turning in rough drafts.

A good way to start revision is to assume the role of an

editor.

Revision is concerned with the larger aspects of the

draft: the organization and presentation of ideas. The

smaller items within the sentence-word choice, grammar,

spelling, and punctuation-are treated in the final stages of

editing and proofreading. That does not mean that the

writers cannot jump back and forth between the two

stages--work any way they wish. However, many writers

find it easier and more effective to look at one aspect at a

time. The goal of revision is to rethink and reshape their

writing so that it effectively reaches their audience and

accomplishes their purpose.

(4) Editing and Proofreading

11
 During editing and proofreading, the writers attend to

matters within the sentence. Although editing is a general

term meaning to “ready for publication or presentation by

amending errors or revising,” it is often applied

specifically to stage four of the writing process.

Proofreading means “discovering small errors and

making corrections.” Thus the terms overlap somewhat.

By delaying editing and proofreading until stage four, the

writers are free to think about the larger matters of a

paragraph. The goal in stage four is to clarify meaning

and eliminate grammatical distractions within each

sentence so that the writing purpose can be achieved.

Similarly, Harmer (2007:113) asserts that when

students are writing-for-writing, they want to be involved

in the process of writing. „In the real world‟, this typically

involves planning what the writers are going to write,

drafting it, reviewing and editing what they have written

and then producing a final (a satisfactory) version.

Many people have thought that this is a linear

process, but a closer examination of how writers of all

different kinds are involved in the writing process

suggests that they should do all of these things again and

again, sometimes in a chaotic order. Thus the writers

may plan, draft, re-plan, draft, edit, re-edit, re-plan before

12
 they produce on their final version. The teachers will need

to encourage students to plan, draft and edit in this way,

even though this may be time-consuming and may meet,

initially, with some resistance on their part. By doing so,

the teachers will help them to be better writers both in

exams, for example, and their post-class English lives.

In conclusion, the process in writing consists of four

steps; (i) Pre-writing (Discovering Ideas), (ii) Drafting

(Exploring Ideas), (iii) Revising (Re-think it writing), (iv)

Editing and Proofreading (process in finishing and ready

for publication/presentation).

c) Purpose of Writing

According to Mattix (2006:7-8), purpose refers to a

writer‟s reason for writing, which can be stated or implied. In

order to be clear, writing should have both a general purpose

and a specific purpose. Identifying the purpose early can

help the writers keep their draft on track and select

organizational strategies to fit ideas;

(1) The General Purpose

Writing has four general purposes:

13
 (a) Informing: most writing is intended to inform, to

convince the reader that it is factual and reliable.

(b) Persuading: other writing is primarily persuasive,

designed to argue a point and secure agreement, it is

also informative. The degree of persuasion varies

according to the occasion, purpose, audience, and

voice.

(c) Expressing: some writing is primarily expressive,

allowing the writer to reveal feelings and opinions,

often by recalling experience. Expressive writing may

take the form of personal essays, journal writing,

diaries, poetry, fiction, or plays.

(d) Entertaining: although some humorous writing

seems intended merely to entertain, it may also make

a serious point. The clever use of humor can advance

a point.

(2) The Specific Purpose

The specific purpose may be implied or stated. In

literature the purpose is invariably in a theme that permeates

the piece. In writing, the purpose is usually stated directly for

clarity, either in a topic sentence or in the thesis.

Additionally, the purposes of writing are (i) to help the

writers to „harvest‟ what they know, (ii) to make the writers to

be a more confident (they may not have anticipated and find

14
that writing can be a rich and productive experience,

(Hairston;1986:23).

In conclusion, every purposes of writing will tell the

readers the reasons why the writers write the text but the

product of writing depends on the form in writing purpose.

d) Characteristics of Good Writing

Hairston (1986:5-6) claimed that fortunately, it is not

difficult to identify characteristics that are common to good

expository writing and to pinpoint the features that most

readers want to find;

(1) First, they want writing to be significant. It should tell

them something they want or need to know.

(2) Second, they want writing to be clear. They do not

want to have to reread it several times to find out what

it means.

(3) Third, they want writing to be unified and well

organized. They do not want the writer to lead them

off in several directions so that they get no sense of

an underlying plan.

(4) Fourth, they want writing to be economical. They do

not want to feel that the writer is being unnecessarily

long-winded and wasting their time.

(5) Fifth, they want writing to be adequately developed.

15
 They want the writer to support key points and keep

any promises he or she makes.

(6) Sixth, they want writing to be grammatically

developed. They do not want to find distracting

mistakes in usage or mechanics.

Based on explanation above, the characteristics of writing

are; the ideas of the writing are conveyed clearly and

straightly to the point, it contains something beneficial or

knowledge.

e) Definition of Descriptive Text

People write for many kinds of purposes like to

entertain, to persuade, to re-tell past experience, to

argue, and many other purposes including for describing

a person, place, or other thing. In order to describe those,

the writers must use a descriptive text.

Siahaan and Shinoda (2008:89) defined Descriptive

writing is a written English text in which the writer

describes an object. In this text, the object can be a

concrete or abstract object. It can be a person, or an

animal, or a tree, or a house, or camping. It can be about

any topic.

Similiarly, Langan (2003:175) explained that, in

descriptive writing, when the writers describe someone or

16
 something, they give their readers a picture in words. In

order to make the word picture as vivid and real as

possible, the writers must observe and record specific

details that appeal to their reader‟s sense (sight, hearing,

taste, smell, and touch). More than any type of essay, a

descriptive paper needs sharp, colorful details

Mattix (2006:140) also explained that description is a

recording of concrete details that people see, hear, smell,

taste, or touch. Thus, from several ideas above it can be

conclude that descriptive writing is a text which says what

a person or a thing is like. Its purpose is to describe and

reveal features of a particular person, place, or thing.

f) Kinds of Descriptive Text

Dietsch (2006:141) divided description into two basic

forms:

(1) Subjective description associates to a personal

view covering attitude, opinion, and fact. Its aim is to

share what the writers are thinking and feeling to their

readers.

(2) Objective description refers to the literal, factual,

and fair description of the writing which is impartial

and impersonal. The purpose of the objective

description is to provide the readers with the

observation that the writers have conducted with the

17
 absence of reference to the writers‟ feeling about the

subject of the writing.

Besides that, Heffernan and Lincoln (1994:83-

84) divided kinds of descriptive text into three forms;

Informative description, Analytical or technical

description, and Evocative description.

g) Purpose of Descriptive Text

According to Mattix (2006:140), descriptive text has three

general purposes; i.e. to

(1) create imagery, a mood, or an aura of place;

(2) stimulate understanding and convince;

(3) urge the listener to action.

h) Features of Descriptive Text

Siahaan and Shinoda (2008:89) mentioned that there are

two components in descriptive writing; the text structure and

the grammatical features of descriptive writing:

(1) First, the text structure of descriptive writing:

(a) Identification: Identifies phenomenon to be

described.

(b) Description: Describe parts, qualities,

characteristics.

18
 Anderson (1968:26) added more explanation that

grammatical features of a descriptive writing are as follows:

(1) Verbs in the present tense;

(2) Adjective to describe the features of the

subject;

(3) Topic sentences to begin paragraphs and

organize the various aspects of a description.

Based on the explanation above it can be said that

descriptive writing depends on the vivid details in order to the

writer are able to create a descriptive scene in the reader‟s

mind. A writer describes something that must use specific

information.

2. The Concept of FRESH Technique

a. Definition of FRESH Technique

Faisal (2010:8) gave his idea that when people are going to

write they rely heavily to find out what they know about topic.

One of strategies which can be used in teaching writing in the

classroom is FRESH technique. Fresh technique is a technique

in which each of its letter has own meaning. “F” stands for

“Fact”. “Fact” means the identification of the object or it can be

called general description of the object. Usually it contains

object‟s name, kind of the object, etc. “R” stands for “Reason”, it

means a supporting idea that strengthen the fact. “E” stands for

19
“Elaboration”. Elaboration means the explanation of the reason.

The teachers should elaborate it in detail, so the students can

get clear description of the object. “SH” stands for “Shift”, which

can be meant decision or conclusion. It is the conclusion of the

information before.

Suwandita (2013) stated that dealing with learning, FRESH

technique is used when the teacher shows how to guide the

students about “Fact”. The fact should have relation with the

topic that will be written to develop particular paragraph. Then,

about “Reason”, the teacher guides them to find some reasons

that support the fact. After getting the reasons, the teacher

guides them to develop it to be the part of “Elaboration”. Finally,

in “Shift” or conclusion, the teacher guides them to make

conclusion of the paragraph.

In addition, Wulandari (2013) described that FRESH stands

for “F” = FACT meaning the facts related to the topic which will

be developed in writing descriptive text. “R” = REASON

consisting of some reasons which can support the facts they

have written before. The reason which will be mentioned can be

sense impressions. After that, the students have to develop their

reasons into “E” = ELABORATION, it is used when the writer

may begin with a dominant impression and proceed to specific

details. This means that after establishing general statements

having been mentioned before, students must develop it into the

20
detail one so that they will get are creative, complete, and

coherent paragraph. The last part is “SH” = SHIFT. This part is

in the form of conclusion of all things the students have written

before.

Based on the explanation above, FRESH technique is a

technique that has the own meaning in every letters. “F” for fact,

fact is a true piece of the information, relate to learning writing

descriptive text, in fact the students are required to think about

the general facts for the topic that they are going to write. “R” for

reason it is in the form of justification that support the fact. Then

“E” Elaboration, it is the specific explanation of the information

that relate to the reason. The last is “SH” for shift, it is a

conclusion of the information before.

b. Teaching Descriptive Text Using Fresh Technique

In order to apply FRESH technique in teaching descriptive

text, the following steps can be done:

First, FACT: the teacher guides the students to find a strong

fact to describe something, for example the title is “My Pet”:

“I have a pet. It is a dog and I call it Brownie. Brownie is

a kind of poodle.”

Second, REASON: that fact is strengthened by one or more

reasons:

“I love my dog because it is an adorable dog “

21
 Third, ELABORATION: the teacher elaborates it (why is it an

adorable dog?). The teacher has to elaborate it in detail in order

that the readers can get clear description of it.

“It is small, fluffy and cute. It has thick fur. It color is

brown. When I cuddle it, the fur feels soft. Brownie likes to

play ball. Every day it loves to eat milk and beef. It also likes

to bite bones. Brownie does not bark a lot, it is really sweet

and a friendly animal.”

After that, the last part is SHIFT: the teacher gives a

conclusion based on the information above.

“The Brownie’s features make me love it so much. I will

take care of it well.”

From those sentences, it will be a good descriptive

paragraph:

I have a pet. It is a dog and I call it Brownie. Brownie is a

kind of poodle. I love my dog because it is an adorable dog.

It is small, fluffy and cute. It has thick fur. It color is brown.

When I cuddle it, the fur feels soft. Brownie likes to play

ball. Every day it loves to eat milk and beef. It also likes to

bite bones. Brownie does not bark a lot. it is really sweet

and a friendly animal. The Brownie’s features make me love

it so much. I will take care of it well.

c. The advantages of using FRESH technique in writing

descriptive text:

22
 FRESH technique is recommended, it has many benefits in

the writing descriptive text. The first benefit using FRESH

technique is the students are enthusiastic to join the class,

the students followed all activities given from making good

sentences until combining them into a good descriptive

paragraph. Second, the students will be capable of

mastering the rule of how to write descriptive text.

(Suwandita: 2013).

The last benefit is the teacher can be optimal and easy to

elaborate the definition of FRESH technique because this

technique has the steps that can be done more detail to

make the students will be able in determining what should be

written first and next to get a fluent descriptive text easier.

In this research study, FRESH technique will be used as the

technique to improve the students‟ writing descriptive text. In

implementing FRESH technique in this research, there is a

process that need to be done by the researcher and other

members of research. It is designing the teaching way to

implement the FRESH technique in writing descriptive text

activity.

d. The disadvantages of using FRESH technique in writing

descriptive text:

23
 In teaching writing descriptive text by using FRESH

technique, it also has the disadvantages, such as:

1) This technique is a new technique that not all of the

teachers know about this.

2) Teacher should spend more time to make sure the

students of the explanation in each letter of FRESH

technique to make good sentences in writing

descriptive text.

3) The students need much time to organize their ideas

in elaborating the sentences to develop their

paragraph in writing descriptive text.

B. Theoretical Framework

Writing skill is really important because it can reveal how the

students use the words to deliver their message or idea effectively. Writing

is important because it also improves communication skills, creative

thinking and creativity. It also helps the writer express ideas, beliefs and

personality. The skill of writing helps the writer express feelings and

thoughts to other people in a relatively permanent form.

Writing skill may be stated as one of difficult skills in English

learning. In English teaching learning process, the students get some

problems to get the ideas, vocabularies and grammar. In writing, there are

several kind of texts that can be learned by the students and one of them

is descriptive text.

24
 Descriptive text is a text that describes features of person, place or

thing. Descriptive text is usually used to help a writer to create a particular

mood, atmosphere or describe a place so that the reader can create vivid

pictures of characters, places, objects. It can be described through five

senses of human beings, i.e. hearing, sight, touch, smell, and taste. This

text is taught in secondary level of EFL students in Indonesia. This

research will deal with 8 graders since at this stage the students are

required to be competent to compose descriptive text in a low-level, such

as describing people, animals, place and things.

The generic structures of descriptive text consist of 2 parts:

a) Identification; the part of the paragraph that introduces of what or

who that want to be described.

b) Description; the part of paragraph that describes the physical

appearance, quality and behavior of the particular things that want

to be described.

This is an example of descriptive text:

There is an orangutan in the Bandung zoo. People call her Bongo.

She comes from a dense forest on the island of Kalimantan. She has

physical features similar to a human. Bongo has brownish fur, and walks

with two feet. Bongo is almost as big as human. She is a mammal that

means she gives birth to her children and breast feeds them. (Wardiman

et al, 2008: 20).

25
 There are many techniques can be used in teaching writing and one

of them is FRESH technique. In dealing with descriptive text, FRESH

technique has aims to encourage the writers in making a good

composition. The EFL learners may be able to write effectively as they

know the appropriate technique the teacher applies. The use of FRESH

technique in the classroom can increase students‟ writing descriptive text

especially if the teacher guides them step by step. Therefore, students‟

writing ability especially in descriptive text should be accompanied with

FRESH technique.

C. Hypothesis of the Study

Ha: FRESH technique is effective in teaching students descriptive

text writing.

Ho: FRESH technique is not effective in teaching students

descriptive text writing.

26
 CHAPTER III

RESEARCH METODOLOGI

A. Time and Place of the Study

The research was conducted at SMP PGRI 1 Karang Tengah,

located in kota Tangerang. The time to do this research was from

October 2016 – February 2017. In this study, the writer only focuses

her discussion on FRESH technique and student‟s descriptive text

writing.

B. Method of the Study

In this research, the writer used quantitative research, because

she wants to know the effectiveness of FRESH technique on

teaching student‟s descriptive text writing. Quantitative data is the

systematic empirical investigation of observable phenomena via

statistical, mathematical, or computational technique. Creswell

(2009: 145) stated that quantitative methods involve the processes

of collecting, analyzing, interpreting, and writing the results of a

study. In addition, Mujis (2004:1) explained that quantitative is

explaining phenomena by collecting numerical data that are

analysed using mathematically based method (in particular

research). The true experimental design was used in this study.

According to Houser (1998:20), experimental design is

essentially a map or systematic plan for collecting, and each

designs results in more or less clarity in the plan or more or less

27
 control over the relevant variables cited in (Heppner et al.,

1992). Martens and Mc Laughlin (2004:56) stated that true

experimental designs use comparison groups and random

assignment of participants to conditions or levels of treatment.

Martella, Nelson, et al. (2013:160) also stated that true

experimental designs are the only experimental designs that can

result in relatively definitive statements about causal

relationships between variables.

Research Design

Pre test – Post test Control Group Design

Group Pre test Treatment Post test

Experimental T1 X T2
group
Control group T3 T4

In which:

T1: pre-test of the experimental group

T2: post-test of the experimental group

T3: pre-test of the control group

T4: post-test of the control group

X: the treatment that the writer gives to the experimental

group by using FRESH technique in teaching text writing.

28
C. Operational Definition of Variables

Creswell (2009) explained that variables refer to the

characteristics or attributes of an individual or an organization that

can be measured or observed and that varies among the people or

organization being studied. There are two types of variables in this

study. First, the independent variable, i. e. FRESH technique as a

variable X. Second, the dependent variable, i. e. students‟ writing

descriptive text ability as a variable Y.

In this study, FRESH technique was applied by the writer to

the students as a technique in teaching students‟ descriptive text

writing.

In the first step, the writer explained the definition of each

letters from FRESH. “F” for fact, fact is a true piece of the

information, related to learning writing descriptive text. Thus the

students were required to think about the general facts for the topic

that they were going to write. “R” for reason, it is in the form of

justification that support the fact. Then “E” Elaboration, it is the

specific explanation of the information that related to the reason.

The last is “SH” for shift, as a conclusion of the information before.

Secondly, the writer explained the descriptive text definition, it is a

text that describes the features of person, place or thing looks like.

The writer was also explained the features of descriptive text and

how to make a good composition in descriptive text by using

29
FRESH technique that was previously explained. Lastly, the writer

asked the students to write descriptive text.

Meanwhile, writing descriptive text by using FRESH technique

was measured by pre-tests and post-tests consisted of written test.

The test materials were adapted from students‟ book, they were

taken from “English in focus”, an English text book for second

grade students of Junior High School written by Wardiman et al

(2008). The differences between students‟ results of pre-test and

post-test became the indicators of the successful of this technique

If the results in the post-test were higher than in the pre-test, then

the technique is considered effective, and vice versa.

D. Population and Sample

Mujis (2011:13) stated that population as the group of people

the writer wants to generalize to. Population is a group of

individuals who have the same characteristics (Creswell, (2012:14).

The population may be defined as a group of classroom in the

school. The population in this study was all 8 graders of SMP PGRI

1 Karang Tengah consist of eight classes, in which each class

consisted of forty two students. Thus, total population of 8 graders

in this school were 336 students.

From the population above, the writer takes two classes as the

sample of this research. Those students were chosen by cluster

random sampling by throwing the dice. Those two classes were

30
directly assigned by the writer in which first class as experimental

class (8.A) and the second class as control class (8.B). The

explanation of the sample can be seen in the following table:

Table 3.1
The Sample of the Research

Class Number of Students Remark

8.A 42 Experimental Class

8.B 42 Control Class

E. Technique of Collecting The Data

In collecting the data, the instruments used should be valid.

Collecting data is the systematic procedure to get the needed data.

In this research, the writer used pretest and posttest as the

instruments.

Pre-test is aimed to measure students‟ competency or ability

about the material before the treatment. The results will be

considered as the indicators of the students‟ competency. Pre-test

was given to both control class (VIII-B) and the experimental class

(VIII-A). The test was a written test, required the students to write

descriptive text about a mammal “CAT” the question was taken

from English book for 8 graders “English in Focus” by Wardiman et

al (2008).

Post-test is a test which is given after the treatment or after the

teaching learning process. It is used to measure the effect of the

31
 treatment. It was also given to those two groups: experimental and

control class. For post-test, the writer also used a similar written

test, required the students to write descriptive text about the animal

“KANGOROO”. This question was also taken from English book for

8 graders “English in Focus” by Wardiman et al (2008).

Since the materials of these two test were adopted from English

text book (ready-made questions), the tests were not being

validated.

F. Technique of Analyzing the Data

In analyzing the data of this study the writer used the matrix of

assessment for students‟ descriptive text was based on analytic

scale purposed by Omaggio (1986: 266), as follows:

Table 3.2
Matrix of Assessment for Students Writing in Descriptive Text
Score Value Description

80-100 Excellent Describing all the parts, qualities and

characteristics completely

60-79 Good Describing parts, qualities and

characteristics. Somewhat choppy

loosely

40-59 Fair Fair describing parts, qualities and

characteristics. Some are missing

32
20-39 Poor Poorly describing many parts, qualities

and characteristics are missing

0-19 Very Poor Does not describe the parts, qualities

and characteristics anymore

The data were taken from experimental and control classes. In

order to prove whether FRESH technique was effective in writing

descriptive text, the writer compared experimental and control groups‟

mean through t-test formula Levine (2005) as follows:

1. Determining mean of variable X

X = ∑X

X = Mean Score of Experimental Class

∑X = Total amount of individual score in experimental class

2. Determining mean of variable Y

Y = ∑Y

Y = Mean Score of control Class

∑Y = Total amount of individual score in control class

3. Determining Standard of Deviation Score of Experimental class

(variable X) :

SDx = √ Sx2

33
 SDx = Standard of devation score of control class

Sx2 = Experimental class variance

4. Determining Standard of Deviation Score of variable Y

SDy = √ Sy2

SDy = Standard of deviation score of Control class

Sy2 = Control class variance

5. Determining Standard Error of mean of variable X

S2 = ( Xi - X ) 2

S2 = variance score of experimental class

Xi = score each point

X = Mean score

6. Determining Standard Error of mean of variable Y

S2 = ( Yi - Y ) 2

S2 = variance score of control class

Yi = score each point

Y = Mean score

34
 7. Independent sample test :

Both of two groups :

S2p = (n1 – 1)S21 + (n2 – 1)S22

(n1 – 1) + (n2 – 1)

Where:

T- test

t = (X1 – X2) – (µ1 - µ2)

S2p √ 1 + 1

n1 n2

S2p = Pooled Variance

X1 = Mean of the sample taken from population 1

S21 = Variance of the sample taken from population 1

n1 = Size of the sample taken from population 1

X2 = Mean of the sample taken from population 2

S22 = Variance of the sample taken from population 2

n2 = Size of the sample taken from population 2

35
 CHAPTER IV
FINDINGS AND INTERPRETATIONS

A. The Description of the Data

In this chapter, the findings and interpretations of the data are presented.

Since the writer used both pre-test and post-test in collecting the data, the

results of analysis can be seen in the following sections:

The Scores of Descriptive Text Writing in Experimental and Control

Classes

Descriptive statistical measurements in a class can be done to see the

distribution of research data that consists of minimum score, maximum

score, average score (mean), variance and standard deviations for

experimental and control classes as follows:

1. Pre-test and Post-test Scores in Experimental Class before

and after the Treatment

a. Pre-test Scores of Experimental Class before Treatment

Table 4.1 Descriptive Statistics

Std.
N Minimum Maximum Mean Deviation Variance
The pretest
score
42 32 82 56.45 12.383 153.327
(experimental
class)
Valid N
42
(listwise)

Based on the descriptive statistics table above, it can be seen that

pretest scores of descriptive text writing in experimental class before the

application of FRESH technique to 42 students of SMP PGRI 1 Karang

Tengah gained minimum score of pretest 32, maximum score 82, average
36
score of pretest 56.45, standard deviation of pretest 11.16, and variance

score of pretest 153.327.

Data distribution for pretest scores of writing descriptive text in

experimental class before the treatment of FRESH technique in graphic

are as follows:

Graphic 4.1

b. The Post-test Scores of Experimental Class after Treatment

Table 4.2 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Nilai_Post-test_Eksperimen 42 48 100 73.86 10.965 120.223

Valid N (listwise) 42

37
 Based on the description statistics above, posttest scores of

descriptive text writing in experimental class after treatment of FRESH

technique to 42 students of SMP PGRI 1 Karang Tengah obtained

minimum score of posttest 48, maximum score 100, average score of

posttest 73.86, standard deviation score of posttest 10.965, and variance

score of posttest 120.223.

Data distribution for the posttest scores of writing descriptive text in

experimental class after the treatment of FRESH technique in graphic are

as follows:

Graphic 4.2

2. Pre-test and Post-test Scores in Control Class

a. Pre-test scores of descriptive text writing of the students in

control class can be seen below:

38
 Table 4.3 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Nilai_Pretest_Kontrol 42 30 75 52.90 10.455 109.308

Valid N (listwise) 42

Based on the descriptive statistics table above, the pretest scores of

descriptive text writing in control class without the treatment of FRESH

technique to 42 students of SMP PGRI 1 Karang Tengah obtained the

minimum score of pretest 30, maximum score 75, average scores of

pretest 52.90, standard deviation score of pretest 10.455, and variance

scores of pretest 109.308.

Data distribution for the pretest scores of writing descriptive text in

control class without the treatment of FRESH technique in graphic are as

follows:

Graphic 4.3

39
 b. Post-test scores of control class without the treatment of FRESH
technique

Table 4.4 Descriptive Statistics

Std.
N Minimum Maximum Mean Deviation Variance

Posttest score in
42 32 85 65.02 11.174 124.853
control class
Valid N (listwise) 42

Based on the descriptive statistics table above, the posttest scores of

descriptive text writing in control class without the treatment of FRESH

technique to 42 students in SMP PGRI 1 Karang Tengah obtained the

minimum score 32, maximum score 85, average score of posttest 65.02,

standard deviation score of posttest 11.174, and variance score of posttest

124.853.

Data distribution for the posttest scores of writing descriptive text in

control class without the treatment of FRESH technique in graphic are as

follows:

40
 Graphic 4.4

B. The Analysis of the Data

The writer used SPSS formula to find out the result of the effectiveness

of FRESH technique on students‟ writing descriptive text as follows:

1. Prerequisites Testing Test Differences

a. Data Normality Testing

Data normality test used was Kolmogorov Smirnov test. If the score of

Kolmogorov Smirnov or the score of Asymp, sig (2-tailed) > α = 0.05, then

the data is considered normal and if the score of the Kolmogorov Smirnov
41
or the score of Asymp, sig (2-tailed) α = 0.05 <, then the data is

considered not normal.

a. The data normality test of pretest score in writing descriptive text

of experimental and control classes

Table 4.5
Data Normality Test
Pre-test Scores of Writing Descriptive Text in Experimental and Control
Classes
Tests of Normality

a
Kolmogorov-Smirnov Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Pretest Score(Experimental Class) .140 42 .037 .955 42 .101

Pretest Score (Control Class) .163 42 .007 .962 42 .173

a. Lilliefors Significance Correction

Table 4.5, indicates that the significant scores of Kolmogorov for pretest

writing descriptive text in experimental and control classes were 0.037 and

0.007. Because the score of the Asymp.sig for pretest score in writing

descriptive text of experimental and control classes was lower than α =

0.05, then data from pretest score in writing descriptive text at

experimental and control classes was considered not normal.

Since Kolmogorov statistics showed that the data in both experimental and

control classes for pretest was not normal, then the Shapiro-Wilk statistic

data was used. Normality test used was the Shapiro-Wilk test. If the score

of the Sig (2-tailed) Shapiro-Wilk > α = 0.05, then the data is considered

normal and if the score of the Shapiro-Wilk sig (2-tailed) α = 0.05 <, then

the data is considered not normal. The Shapiro-Wilk test showed that the

42
score of sig Shapiro-Wilk both experimental and control classes for pretest

were 0101 and 0.173, and they were higher than α = 0.05. Thus, it can be

inferred that the data scores of pretest in both experimental and control

classes were normal.

b. Data normality test of post-test score in writing descriptive text of

experimental and control classes
Table 4.6
Data Normality Test
Post-test Scores of Writing Descriptive Text in Experimental and Control
Classes

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
*
Post-test Score (Experimental Class) .081 42 .200 .988 42 .933
Post-test Score (Control Class) .131 42 .066 .906 42 .002

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Table 4.6 above showed that the significant scores of Kolmogorov for

posttest in writing descriptive text in both experimental and control classes

were 0.200 and 0.066. Because the score of Asymp.sig of posttest writing

descriptive test was lower than α = 0.05, then the data from posttest score

in writing descriptive text at experimental and control class was normal.

b. Homogeneity Data Testing

Homogeneity test was used to find out that the sample data comes

from a population that has homogeneous variance. Homogeneity test was

conducted by using the Levene test.

43
 a. Homogeneity data testing for pre-test score in writing
descriptive text both experimental and control classes

Table 4.7
Homogeneity Test- Levene Test
Pre-test Scores of Writing Descriptive Text
Experimental and Control Classes

Test of Homogeneity of Variances

Pre-test Score
Levene Statistic df1 df2 Sig.
3.079 1 82 .083

Homogeneity testing by using Levene test in the table 4.7 above

showed significant scores for pretest in both experimental and control

classes 0.083 higher than 0.05. This means Ho was accepted. It is also

stated that the data score for pretest in writing descriptive text from both

classes were homogeneous.

b. Homogeneity data testing for post-test scores in writing

descriptive text both experimental and control classes
Table 4.8
Homogeneity Test- Levene Test
Post-test Score of Writing Descriptive Text
Experimental and Control Classes

Test of Homogeneity of Variances

Post-test Score
Levene Statistic df1 df2 Sig.
.126 1 82 .723

Source: Output SPSS 22

Based on the table 4.8, homogeneity testing by using Levene test showed

significant score for posttest in both experimental and control classes

44
0.723 higher than 0.05. This means Ho was accepted, it is also stated that

the data score for pretest in writing descriptive text from both classes were

homogeneous.

2. The Differences Test of Pre-test Score in Writing Descriptive Text

in both Experimental and Control Classes

1. Table Calculation of Independent Differences t-Test

Table 4.9
Pre-test Score in Writing Descriptive Text
Experimental and Control Classes

Experimental
No. Class Control Class
Y Y2 X X2
1 42 1764 68 4624
2 70 4900 43 1849
3 60 3600 48 2304
4 75 5625 50 2500
5 51 2601 42 1764
6 49 2401 52 2704
7 50 2500 50 2500
8 82 6724 72 5184
9 43 1849 49 2401
10 52 2704 30 900
11 45 2025 49 2401
12 55 3025 67 4489
13 59 3481 52 2704
14 68 4624 68 4624
15 60 3600 48 2304
16 50 2500 68 4624
17 54 2916 48 2304
18 70 4900 60 3600
19 72 5184 48 2304
20 45 2025 53 2809
21 70 4900 40 1600
22 58 3364 38 1444
23 70 4900 53 2809

45
 24 71 5041 56 3136
25 52 2704 52 2704
26 43 1849 32 1024
27 72 5184 56 3136
28 38 1444 58 3364
29 58 3364 50 2500
30 49 2401 49 2401
31 39 1521 60 3600
32 42 1764 62 3844
33 55 3025 39 1521
34 48 2304 42 1764
35 50 2500 52 2704
36 52 2704 69 4761
37 79 6241 52 2704
38 72 5184 53 2809
39 69 4761 50 2500
40 32 1024 75 5625
41 48 2304 67 4489
42 52 2704 52 2704
Σ 2371 140135 2222 122036

Table 4.10
The Pre-test Score of Writing Descriptive Text
Experimental and Control Classes
Group Statistics

Std. Error
Group N Mean Std. Deviation Mean

Pre-test Score Pre-test Score of Writing

Descriptive Text in 42 56.45 12.383 1.911
Experimental Class

Pre-test Score of Writing

Descriptive Text in Control 42 52.90 10.455 1.613
Class

Based on the table 4.10, statistics group showed that the average of

pretest score in writing descriptive text at experimental class was 56.45

46
and the average of pretest score in writing descriptive text at control class

was 52.90 with the average differences between both classes was 3.55.

Table 4.11
Independent Sample Test of Pre-test in Writing Descriptive Text
Experimental and Control Classes
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95%
Confidence

Sig. Interval of the

(2- Mean Std. Error Difference

F Sig. T Df tailed) Difference Difference Lower Upper

Pre- Equal
test variances 3.079 .083 1.419 82 .160 3.548 2.501 -1.427 8.522
Score assumed

Equal
variances
1.419 79.759 .160 3.548 2.501 -1.429 8.524
not
assumed

Based on the table of Independent Samples Test towards pretest score in

writing descriptive text both experimental and control class retrieved the

probability or significantly score (2-tailed) was 0.083 with significance level

α = 0.05 (two-tailed). Because the probability score was 0.083 > α = 0.05

then Ho was rejected and the Ha were accepted. This means that the

variance pretest score of the experimental and control class was the

same. So to interpret the t-test used the method of Equal Variances

Assumed.

47
Based on the columns Equal Variance Assumed, it was obtained t

calculation of 1.419 with the t table score n1 + n1-2 = 42 + 42-2 = 82, then

it was obtained t table score = 2.00 and significant score was 0.160.

Because the score of t calculation 1.419 < t table 2.00 and significant score

of 0.160 > α = 0.05, then Ho was accepted and Ha was rejected. This

means that the pretest score of writing descriptive text of both

experimental classes that compared to the control class were not different.

This means that there was no significant differences score in writing

descriptive text in both experimental and control classes before the

treatment of FRESH technique

2. Table Calculation of the Independent Difference T Test

Table 4.12
Post-test Score Description in Writing Descriptive Text
Experimental and Control Classes

Experimental Control
No.
Y Y2 X X2
1 74 5476 75 5625
2 84 7056 53 2809
3 82 6724 69 4761
4 83 6889 54 2916
5 70 4900 67 4489
6 67 4489 69 4761
7 78 6084 53 2809
8 100 10000 85 7225
9 72 5184 65 4225
10 72 5184 32 1024
11 60 3600 63 3969
12 52 2704 75 5625
13 73 5329 70 4900
14 83 6889 74 5476
15 59 3481 72 5184
16 64 4096 73 5329
17 70 4900 65 4225
48
18 86 7396 70 4900
19 90 8100 71 5041
20 67 4489 70 4900
21 83 6889 45 2025
22 76 5776 75 5625
23 82 6724 62 3844
24 80 6400 72 5184
25 64 4096 68 4624
26 75 5625 32 1024
27 90 8100 64 4096
28 60 3600 68 4624
29 76 5776 58 3364
30 68 4624 58 3364
31 48 2304 65 4225
32 80 6400 76 5776
33 70 4900 52 2704
34 75 5625 59 3481
35 68 4624 60 3600
36 73 5329 72 5184
37 85 7225 62 3844
38 83 6889 63 3969
39 88 7744 66 4356
40 55 3025 85 7225
41 70 4900 72 5184
42 67 4489 72 5184
Σ 3102 234034 2731 182699

Table 4.13
The Post-test Score of Writing Descriptive Text
Experimental and Control Classes

Group Statistics
Std. Std. Error
Group N Mean Deviation Mean
Post-test The Post-test Score in Writing Descriptive Text
42 73.86 10.965 1.692
Score at Experimental Class
The Post-test Score in Writing Descriptive Text
42 65.02 11.174 1.724
at Control Class

49
 Based on table 4.13, the statistics group showed the average

score of posttest in writing descriptive text at experimental class reached

73.86 and the average score of posttest in writing descriptive text at

control class was 65.02 with the average differences between the two

classes was of 8.84.

Table 4.14
Independent Sample Test of Post-test Score in Writing Descriptive Text
Experimental and Control Classes
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95% Confidence

Sig. Interval of the

(2- Mean Std. Error Difference

F Sig. T Df tailed) Difference Difference Lower Upper

Post- Equal
test variances .126 .723 3.657 82 .000 8.833 2.416 4.028 13.639
Score assumed

Equal
variances
3.657 81.971 .000 8.833 2.416 4.028 13.639
not
assumed

Based on the table of Independent Samples Test towards posttest

score in writing descriptive text both experimental and control classes, the

probability or significantly scores (2-tailed) was 0.723 with significance

level α = 0.05 (2-tailed). Because the probability score was 0.723 > α =

0.05 then Ha was accepted and Ho was rejected. This means that the

variance posttest score of the experimental and control classes was the

50
 same. Thus, the interpretation of the t-test used the method of Equal

variances assumed.

Based on the columns of Equal Variance Assumed, t calculation

obtained 3.657 with the t table score n1 + n1-2 = 42 + 42-2 = 82, then the t

table score obtained = 2.00 and significant score was 0.000. Because the

score of t calculation 3.657 > t table 2.00 and significant score of 0.000 < α

= 0.05, then Ho was rejected and Ha was accepted. This means that the

posttest score of writing descriptive text at experimental class compared to

that in the control class was different. This means that there was

significant differences in posttest score between the control class‟

descriptive text writing that was not given the treatment with experimental

class that was given the treatment of FRESH technique.

C. Interpretation of Data

From the result presented in the table above, the average score of

experimental class was 73.86 meanwhile in control class, the average

score was 65.02. It means that the variance of the experimental group and

the control group is dissimilar. Additionally, based on the statistical

calculation above, it can be seen that there is obvious difference between

the average score from the results of teaching writing descriptive text by

using FRESH technique, and without using FRESH technique.

Based on the Independent Sample Test table, gained scores of the

experimental group and the control group obtained t calculation of 3.657

with the t table score n1 + n1-2 = 42 + 42-2 = 82, then the score obtained

from t table = 2.00 and significant score was 0.000. Because the score of t
51
calculation 3.657 > t table 2.00 and significant score of 0.000 < α = 0.05,

then Ha was accepted and Ho was rejected.

From these result, it is confirmed that the alternative hypothesis

(Ha) was accepted. In other words, it can be said that by using FRESH

technique in teaching writing descriptive text the result of the students‟

writing descriptive text improved.

52
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion

Based on the findings and analysis of the data presented previously, the t-

test calculation showed to 3,657 > 2.00 (tt). Since to was higher than tt

score obtained from the result of that calculation, then the alternative

hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected.

It can be concluded that teaching writing descriptive text for 8th grade

students of SMP PGRI 1 Karang Tengah by using FRESH technique was

effective. This technique gave positive contributions and better results in

students‟ writing descriptive text achievement.

B. Suggestion

There are some suggestions the writer would like to suggest related to the

results of this research. The suggestions are as follows:

1. For English Teacher

a. Teacher should improve their technique in teaching English

especially in teaching writing descriptive text.

b. Teacher should apply FRESH technique as one of

alternative techniques to make teaching-learning process easier

and fun in order to avoid students‟ boredom.

53
 c. Teacher should make sure that students understand the

concept of FRESH technique before using it in writing

descriptive text.

d. Teacher should be active to accommodate students‟

difficulties in teaching learning process especially in writing

descriptive text.

2. For Students

a. Students should be active to join the learning process held

by the teacher regardless any method applied by the teacher.

b. Students should be cooperative enough to participate in

class by learning FRESH technique in order to reach the

intended goals.

c. Students should maximize the use of FRESH technique in

learning writing descriptive text in order to make them easier to

write the descriptive text

3. For other researchers

It is suggested for other researchers to do further research related

to the application of FRESH technique with various subjects and variables.

Thus it is hoped that the effectiveness of this technique can be maximized.

54
 REFERENCES

Al-Qur‟an, Al-Hujurat. Juz 26. Ayat 13.

Anderson, Mark & Anderson, Katty. (1968). Text Types in English:

Macmillan Education Australia PTY LTD.

Andrew, Radford. (2009). Linguistics: An Introduction Second Edition.

Cambridge: Cambridge University Press.

Brown, D.H. (2007). Teaching by Principle. Englewood Cliffs, N.J:

Prentice Hall Larsen-Freeman.

Creswell, John W. (2009). Research Design Qualitative, Quantitative and

Mixed Method Approaches. USA: SAGE Publications, Inc.
Dietsch, Betty, M. (2003). Reasoning & Writing Well: A Rhetoric,
Researcher Guide, Reader, and Handbook (3rd edition). UK:
A Division of The McGraw-Hill Companies.

Dietsch, Betty, M. (2006). Reasoning Writing Well: A Rhetoric,

Researcher Guide, Reader, And Handbook (4th edition). UK: A
Division of The McGraw-Hill Companies.

Faisal. (2010). Penerapan „FRESH‟ Untuk Mengembangkan Paragraf

Deskriptif Bagi Guru LBPP LIA Purwokerto. Purwokerto.

Hairston, Maxine. (1986). Contemporary Composition. U.S.A: Houghton

Mifflin Company.

Harmer, Jeremy. (2007). How to Teaching Writing. England: Person

Educated Limited.
.
Houser, Rick. (1998). Conseling and Educational Research. London:
SAGE Publication, Inc.

Kellogg, R. T. (2008). Training Writing Skills: A Cognitive Developmental

Perspective. U.S.A: Journal of writing research.

Langan, John. (2003). College Writing Skills. U.S.A: McGraw-Hill.

Levine, David M. (2005). Statistics for Managers Using Microsoft Excel.

New York: Pearson Eduction, Inc.

Lewin, Larry. (2003). Paying the Way in Reading and Writing. New York:
A Wiley Imprint.

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 Linse, Caroline T. (2006). Practical English Language Teaching: Young
Learners. New York: McGraw Hill.

Martella, Ronald, C., J. Ron, Nelson, Robert, L. Morgan, and Nancy, E.

Marchand-Martella. (2013). Understanding and Interpreting
Educational Research. New York: The Guilford Press.

Mertens, Donna, M., and John, A., McLaughlin. (2004). Research and
Evaluation Methods in Special Education. California: Corwin Press,
Inc.

Muijs, Daniel. (2011). Doing Quantitative Research In Education With

SPSS. London: SAGE Publication, Inc.

Omaggio, Alice C. (1986). Teaching Language in Context. Boston: Heinle

& Heinle Publishers, Inc.
Pharr. Donald. and Buscemi. Santi V. (2005). Writing Today. New York.
McGraw-Hill.

Richards, J.C. and Renandya, W.A. (2002). Methodology in Language

Teaching: An Anthology of Current Practice. New York:
Cambridge University Press.

Siahaan Sanggam. and Shinoda Kisno. (2008). Generic Text Structure.

Yogyakarta: Graha Ilmu.

Victoria Fromkin, Robert Rodman, and Nina Hyams, An Introduction to

Language: Seventh Edition. Massachusetts: Thomson Wadsworth,
2003.

Weigle, Sara Chusing. (2002). Assesing Writing, Cambridge: Cambridge

University Press.

Wulandari, Yasinta. Improving students‟ competence in writing descriptive

texts through “fresh” technique. (2013). English Review: Journal of
English Education.

. Wardiman, Artono. (2008). English in Focus, for grade VIII Junior high
school. Jakarta: Pusat Pembukuan, Departemen Pendidikan
Nasional.
.

56
APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP KELAS EXPERIMENT)

Nama sekolah : SMP PGRI 1 Karang Tengah

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) A
Aspek/Skill : Menulis
Jenis Teks : Descriptive text
Tema : Animal
Alokasi Waktu : 2 x 40 menit (2x pertemuan)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.1 Mengungkapkan makna dalam teks tulis
fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat

Indikator
1. Mengidentifikasi makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat
2. Mengidentifikasi langkah retorika teks descriptive

57
 3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Menemukan ide pada gambar
5. Memilih dan menyusun ide untuk membuat sebuah paragraf
pendek sederhana berbentuk deskriptif

Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat
2. Mengidentifikasi langkah retorika (schematic structure) yang
terdapat dalamteks deskriptif sederhana
3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Menemukan ide melalui gambar
5. Memilih ide dan menyusun ide melalui gambar kemudian
membuatnya menjadi sebuah paragraf pendek sederhana
berbentuk deskriptif

Materi Pembelajaran
Teks deskriptif “Brownie, my pet”
58
Contoh :

Point of Describe:

 Physical Appearance
 Behavior
 Quality
My Pet, Brownie
I have a pet. It is a dog and I call it Brownie. Brownie is a kind of
poodle. It is small, fluffy and cute. It has thick fur. It color is brown.
When I cuddle it, the fur feels soft. Brownie likes to play ball. Every
day it loves to eat milk and beef. It also likes to bite bones. Brownie
does not bark a lot, it is really sweet and a friendly animal.
Language feature:
Adjective : cute, soft, sweet, small, fluffy
Verb : eat, cuddle, barks
Simple present: does, everyday

Schematic structure
 Identification: introduces who, where or what is being described.
The example: I have a pet. It is a dog and I call it Brownie.

59
  Description: describes the characteristics, parts and qualities of the
subject is being described.
The example: Brownie is a kind of poodle. It is small, fluffy and

cute. It has thick fur. It color is brown.

Metode Pembelajaran: Teknik FRESH (Fact, Reason, Elaboration, Shift)

Langkah – langkah Kegiatan Pembelajaran:

Pertemuan pertama dan kedua.
A. Kegiatan Pendahuluan
Apersepsi :

 Tanya jawab mengenai teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive dan procedure yang
berkaitan dengan lingkungan terdekat
Motivasi :

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa

B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

 Melibatkan peserta didik mencari informasi yang luas dan

dalam tentang topik/tema materi yang akan dipelajari dengan
menerapkan prinsip alam takambang jadi guru dan belajar
dari aneka sumber;
 Membahas dan mengembangkan kosakata dan tata bahasa:
noun, noun phrase, adj, verb, adverb, simple Present tense
etc.
 Membahas schemantic structure: identification (introduces
who, where or what is being described), description
(describes the characteristics, parts and qualities of the
subject is being described.
 Menggunakan beragam pendekatan pembelajaran, media
pembelajaran FRESH teknik, dan sumber belajar lain seperti
modul.
60
  Memfasilitasi terjadinya interaksi antarpeserta didik serta
antara peserta didik dengan guru, lingkungan, dan sumber
belajar lainnya;
 Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran.

Elaborasi
Dalam kegiatan elaborasi, guru:

 Membiasakan peserta didik membaca dan menulis yang

beragam melalui tugas-tugas tertentu yang bermakna;
 Memfasilitasi peserta didik melalui pemberian tugas, diskusi,
dan lain-lain untuk memunculkan gagasan baru baik secara
lisan maupun tertulis;
 Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
 Memfasilitasi peserta didik dalam pembelajaran kooperatif
dan kolaboratif;
 Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
 Memfasilitasi peserta didik membuat laporan eksplorasi yang
dilakukan baik lisan maupun tertulis, secara individual
maupun kelompok;
 Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok;
 Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta
didik.

Konfirmasi
Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam

bentuk lisan, tulisan, isyarat, maupun hadiah terhadap
keberhasilan peserta didik,
 Memberikan konfirmasi terhadap hasil eksplorasi dan
elaborasi peserta didik melalui berbagai sumber,
 Memfasilitasi peserta didik melakukan refleksi untuk
memperoleh pengalaman belajar yang telah dilakukan,
 Memfasilitasi peserta didik untuk memperoleh pengalaman
yang bermakna dalam mencapai kompetensi dasar:

61
  Berfungsi sebagai narasumber dan fasilitator dalam
menjawab pertanyaan peserta didik yang menghadapi
kesulitan, dengan menggunakan bahasa yang baku dan
benar;
 Membantu menyelesaikan masalah;
 Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
 Memberi informasi untuk bereksplorasi lebih jauh;
 Memberikan motivasi kepada peserta didik yang kurang
atau belum berpartisipasi aktif.
 Guru bertanya jawab tentang hal-hal yang belum diketahui
siswa
 Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan

C. Kegiatan Penutup
Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri

membuat rangkuman/simpulan pelajaran;
 melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram;
 memberikan umpan balik terhadap proses dan hasil
pembelajaran;
 merencanakan kegiatan tindak lanjut dalam bentuk
pembelajaran remedi, program pengayaan, layanan
konseling dan/atau memberikan tugas baik tugas individual
maupun kelompok sesuai dengan hasil belajar peserta didik;
 menyampaikan rencana pembelajaran pada pertemuan
berikutnya.
Alat /Bahan/ Sumber Belajar
 Buku ajar SMP kelas VIII “English in focus”
 Laptop-Projector

Penilaian
 Teknik : tes tulis
 Bentuk : menulis teks descriptive/procedure sederhana
berdasarkan gambar

62
Pedoman Penilaian

Score Value Description

80-100 Excellent Describing all the parts, qualities and
characteristics completely
60-79 Good Describing parts, qualities and
characteristics. Somewhat choppy
loosely
40-59 Fair Fair describing parts, qualities and
characteristics. Some are missing
20-39 Poor Poorly describing many parts, qualities
and characteristics are missing
0-19 Very Poor Does not describe the parts, qualities
and characteristics anymore

Tangerang, 12 Januari 2017

Mengetahui

Guru Mata Pelajaran Peneliti

Rusmiyati, M.Pd Syifa Fauziah

NIP. NIM. 2012850040

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP KELAS EXPERIMENT)

Nama sekolah : SMP PGRI 1 Karang Tengah

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) A
Aspek/Skill : Menulis
Jenis Teks : Descriptive text
63
Tema : People
Alokasi Waktu : 2 x 45 menit (2x pertemuan)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.1 Mengungkapkan makna dalam teks tulis
fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat

Indikator
1. Mengidentifikasi makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat
2. Mengidentifikasi langkah retorika teks descriptive
3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Menemukan ide pada gambar
5. Memilih dan menyusun ide untuk membuat sebuah paragraf
pendek sederhana berbentuk deskriptif

Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat

64
2. Mengidentifikasi langkah retorika (schematic structure) yang
terdapat dalam teks deskriptif sederhana
3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Menemukan ide melalui gambar
5. Memilih ide dan menyusun ide melalui gambar kemudian
membuatnya menjadi sebuah paragraf pendek sederhana
berbentuk deskriptif.

65
Materi Pembelajaran :
Teks deskriptif “Selena Gomez”
Contoh
Kosa kata yang berkaitan dengan ciri seseorang:

Age Body Eyes Face Hair Height Nose Skin

Young Slim Big Oval Long Tall Pointed Fair

Teenager Thin Brown Round short Short nose Black

Adult Fat Round Square Curly Flat Brown

nose
Old Muscular Blue Wrinkles Straight
Big nose
Hazel Pale Wavy
Bright Shaved Bald
Slanting Bearded Blond
Black
Brown

Point to describes:

 Personality traits (body, weight, face, hair, etc)

 Family
66
  Occupation

Her name is Selena Marie Gomez. She's usually called Selena Gomez.

She was born on 22 July 1992 in Grand Praire, Texas, USA.

Selena Gomez is a singer, songwriter, and American Actress. She sings

for some soundtracks, like Cinderella and Tinker Bell. Her performance as

an actress can be seen at Cinderella Story DVD version.

Selena Gomez has red hair, pointed nose, and slim body. She looks

beautiful while she is smiling. She is also famous with her Latin face.

Selena Gomez doesn't have siblings. She's the only child in her family.

Her father's name is Ricardo Gomez and her mother's name is Mandy

Cornett.

Language feature
Adjective : beautiful, slim, pointed, famous
Verb : sing, perform, look
Simple present : Selena gomez is a singer, songwriter and actress
Schematic structure
 Identification: introduces who, where or what is being described.
The example: Selena gomez is a singer, songwriter and actress
 Description: describes the characteristics, parts and qualities of the
subject is being described.
The example: Selena Gomez has red hair, pointed nose, and slim
body. She looks beautiful while she is smiling. She is also famous
with her Latin face

Metode Pembelajaran: Teknik FRESH (Fact, Reason, Elaboration, Shift)

teknik

67
Langkah – langkah Kegiatan Pembelajaran:
Pertemuan pertama dan kedua.
B. Kegiatan Pendahuluan
Apersepsi :

 Tanyajawab mengenai teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive dan procedure yang
berkaitan dengan lingkungan terdekat
Motivasi :

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa

B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

 Melibatkan peserta didik mencari informasi yang luas dan

dalam tentang topik/tema materi yang akan dipelajari dengan
menerapkan prinsip alam takambang jadi guru dan belajar
dari aneka sumber;
 Membahas dan mengembangkan kosakata dan tata bahasa:
noun, noun phrase, adj, verb, adverb, simple Pr tense etc.
 Membahas schemantic structure: identification (introduces
who, where or what is being described), description
(describes the characteristics, parts and qualities of the
subject is being described.
 Menggunakan beragam pendekatan pembelajaran, media
pembelajaran teknik fresh dan sumber belajar lain seperti
modul;
 Memfasilitasi terjadinya interaksi antarpeserta didik serta
antara peserta didik dengan guru, lingkungan, dan sumber
belajar lainnya;
 Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran.

68
Elaborasi
Dalam kegiatan elaborasi, guru:

 Membiasakan peserta didik membaca dan menulis yang

beragam melalui tugas-tugas tertentu yang bermakna;
 Memfasilitasi peserta didik melalui pemberian tugas, diskusi,
dan lain-lain untuk memunculkan gagasan baru baik secara
lisan maupun tertulis;
 Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
 Memfasilitasi peserta didik dalam pembelajaran kooperatif
dan kolaboratif;
 Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
 Memfasilitasi peserta didik membuat laporan eksplorasi yang
dilakukan baik lisan maupun tertulis, secara individual
maupun kelompok;
 Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok;
 Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta
didik.

Konfirmasi
Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam

bentuk lisan, tulisan, isyarat, maupun hadiah terhadap
keberhasilan peserta didik,
 Memberikan konfirmasi terhadap hasil eksplorasi dan
elaborasi peserta didik melalui berbagai sumber,
 Memfasilitasi peserta didik melakukan refleksi untuk
memperoleh pengalaman belajar yang telah dilakukan,
 Memfasilitasi peserta didik untuk memperoleh pengalaman
yang bermakna dalam mencapai kompetensi dasar:
 Berfungsi sebagai narasumber dan fasilitator dalam
menjawab pertanyaan peserta didik yang menghadapi
kesulitan, dengan menggunakan bahasa yang baku dan
benar;
 Membantu menyelesaikan masalah;
 Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;

69
  Memberi informasi untuk bereksplorasi lebih jauh;
 Memberikan motivasi kepada peserta didik yang kurang
atau belum berpartisipasi aktif.
 Guru bertanya jawab tentang hal-hal yang belum diketahui
siswa
 Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan

C. Kegiatan Penutup
Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri

membuat rangkuman/simpulan pelajaran;
 melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram;
 memberikan umpan balik terhadap proses dan hasil
pembelajaran;
 merencanakan kegiatan tindak lanjut dalam bentuk
pembelajaran remedi, program pengayaan, layanan
konseling dan/atau memberikan tugas baik tugas individual
maupun kelompok sesuai dengan hasil belajar peserta didik;
 menyampaikan rencana pembelajaran pada pertemuan
berikutnya.
Alat /Bahan/ Sumber Belajar
 Paper sheet – Picture
 Laptop-Projector

Penilaian
 Tehnik : tes tulis
 Bentuk : menulis teks descriptive/procedure sederhana
berdasarkan gambar

70
Pedoman Penilaian

Score Value Description

80-100 Excellent Describing all the parts, qualities and
characteristics completely
60-79 Good Describing parts, qualities and
characteristics. Somewhat choppy
loosely
40-59 Fair Fair describing parts, qualities and
characteristics. Some are missing
20-39 Poor Poorly describing many parts, qualities
and characteristics are missing
0-19 Very Poor Does not describe the parts, qualities
and characteristics anymore

Tangerang, 12 Januari 2017

Mengetahui

Guru Mata Pelajaran Peneliti

Rusmiyati M.Pd Syifa Fauziah

NIP. NIM. 2012850040

71
APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP KELAS KONTROL)

Nama sekolah : SMP PGRI 1 Karang Tengah

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) B
Aspek/Skill : Menulis
Jenis Teks : Descriptive text
Tema : Animal
Alokasi Waktu : 2 x 45 menit (2x pertemuan)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.1 Mengungkapkan makna dalam teks tulis
fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat

Indikator
1. Memahami makna dalam teks tulis fungsional dan esai pendek
sangat sederhana berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
2. Mengidentifikasi ciri-ciri kebahasaan teks deskriptif

72
 3. Mengidentifikasi schematic structure yang terdapat pada teks
deskriptif
4. Membuat sebuah paragraf pendek sederhana berbentuk deskriptif

Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mengidentifikasi makna dalam teks tulis fungsional dan esai
pendek sangat sederhana berbentuk descriptive dan procedure
untuk berinteraksi dengan lingkungan terdekat
2. Membuat sebuah paragraf pendek sederhana berbentuk deskriptif
3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Mengidentifikasi schematic structure yang terdapat pada teks
deskriptif.

Materi Pembelajaran :
Teks deskriptif “Brownie, my pet”
Contoh :

Point of Describe:

 Physical Appearance

73
  Behavior
 Quality
My Pet, Brownie
I have a pet. It is a dog and I call it Brownie. Brownie is a kind of
poodle. It is small, fluffy and cute. It has thick fur. It color is brown.
When I cuddle it, the fur feels soft. Brownie likes to play ball. Every
day it loves to eat milk and beef. It also likes to bite bones. Brownie
does not bark a lot, it is really sweet and a friendly animal.
Language feature:
Adjective : cute, soft, sweet, small, fluffy
Verb : eat, cuddle, barks
Simple present: does, everyday

Metode Pembelajaran: Direct method: students listen to the teacher of

explanation in descriptive text.

Langkah – langkah Kegiatan Pembelajaran:

Pertemuan pertama dan kedua.
C. Kegiatan Pendahuluan
Apersepsi :

 Tanyajawab mengenai teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive dan procedure yang
berkaitan dengan lingkungan terdekat
Motivasi :

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa

74
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

 Melibatkan peserta didik mencari informasi yang luas dan

dalam tentang topik/tema materi yang akan dipelajari dengan
menerapkan prinsip alam takambang jadi guru dan belajar
dari aneka sumber;
 Membahas dan mengembangkan kosakata dan tata bahasa:
noun, noun phrase, adj, verb, adverb, simple Pr tense etc.
 Membahas schemantic structure: identification (introduces
who, where or what is being described), description
(describes the characteristics, parts and qualities of the
subject is being described.
 Menggunakan beragam pendekatan pembelajaran, media
pembelajaran, dan sumber belajar lain;
 Memfasilitasi terjadinya interaksi antarpeserta didik serta
antara peserta didik dengan guru, lingkungan, dan sumber
belajar lainnya;
 Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran.

Elaborasi
Dalam kegiatan elaborasi, guru:

 Membiasakan peserta didik membaca dan menulis yang

beragam melalui tugas-tugas tertentu yang bermakna;
 Memfasilitasi peserta didik melalui pemberian tugas, diskusi,
dan lain-lain untuk memunculkan gagasan baru baik secara
lisan maupun tertulis;
 Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
 Memfasilitasi peserta didik dalam pembelajaran kooperatif
dan kolaboratif;
 Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
 Memfasilitasi peserta didik membuat laporan eksplorasi yang
dilakukan baik lisan maupun tertulis, secara individual
maupun kelompok;
 Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok;

75
  Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta
didik.

Konfirmasi
Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam

bentuk lisan, tulisan, isyarat, maupun hadiah terhadap
keberhasilan peserta didik,
 Memberikan konfirmasi terhadap hasil eksplorasi dan
elaborasi peserta didik melalui berbagai sumber,
 Memfasilitasi peserta didik melakukan refleksi untuk
memperoleh pengalaman belajar yang telah dilakukan,
 Memfasilitasi peserta didik untuk memperoleh pengalaman
yang bermakna dalam mencapai kompetensi dasar:
 Berfungsi sebagai narasumber dan fasilitator dalam
menjawab pertanyaan peserta didik yang menghadapi
kesulitan, dengan menggunakan bahasa yang baku dan
benar;
 Membantu menyelesaikan masalah;
 Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
 Memberi informasi untuk bereksplorasi lebih jauh;
 Memberikan motivasi kepada peserta didik yang kurang
atau belum berpartisipasi aktif.
 Guru bertanya jawab tentang hal-hal yang belum diketahui
siswa
 Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan

C. Kegiatan Penutup
Dalam kegiatan penutup, guru:

 bersama-sama dengan peserta didik dan/atau sendiri

membuat rangkuman/simpulan pelajaran;
 melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram;
 memberikan umpan balik terhadap proses dan hasil
pembelajaran;

76
 merencanakan kegiatan tindak lanjut dalam bentuk
pembelajaran remedi, program pengayaan, layanan
konseling dan/atau memberikan tugas baik tugas individual
maupun kelompok sesuai dengan hasil belajar peserta didik;
 menyampaikan rencana pembelajaran pada pertemuan
berikutnya.
Alat /Bahan/ Sumber Belajar
 Buku ajar SMP kelas VIII “English in focus”
 Laptop-Projector
Penilaian
 Tehnik : tes tulis
 Bentuk : menulis teks descriptive/procedure sederhana

Pedoman Penilaian
Score Value Description
80-100 Excellent Describing all the parts, qualities and
characteristics completely
60-79 Good Describing parts, qualities and
characteristics. Somewhat choppy
loosely
40-59 Fair Fair describing parts, qualities and
characteristics. Some are missing
20-39 Poor Poorly describing many parts, qualities
and characteristics are missing
0-19 Very Poor Does not describe the parts, qualities
and characteristics anymore

Tangerang, 12 Januari 2017

Mengetahui,
Guru Mata Pelajaran Peneliti

Rusmiyati M.pd Syifa Fauziah

NIP. NIM. 2012850040

77
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP KELAS KONTROL)

Nama sekolah : SMP PGRI 1 Karang Tengah

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) B
Aspek/Skill : Menulis
Jenis Teks : Descriptive text
Tema : People
Alokasi Waktu : 2 x 45 menit (2x pertemuan)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 12.1 Mengungkapkan makna dalam teks tulis
fungsional pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat

Indikator :
1. Memahami makna dalam teks tulis fungsional dan esai pendek
sangat sederhana berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
2. Mengidentifikasi ciri-ciri kebahasaan teks deskriptif
3. Mengidentifikasi schematic structure yang terdapat pada teks
deskriptif
4. Membuat sebuah paragraf pendek sederhana berbentuk deskriptif
78
Tujuan Pembelajaran :
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dalam teks tulis fungsional dan esai pendek
sangat sederhana berbentuk descriptive dan procedure untuk
berinteraksi dengan lingkungan terdekat
2. Membuat sebuah paragraf pendek sederhana berbentuk deskriptif
3. Mengidentifikasi ciri-ciri kebahasaan yang terdapat dalam teks
deskriptif
4. Mengidentifikasi schematic structure yang terdapat pada teks
deskriptif

Materi Pembelajaran:
Teks deskriptif “Selena Gomez”
Contoh
Kosa kata yang berkaitan dengan ciri seseorang:

Age Body Eyes Face Hair Height Nose Skin

Young Slim Big Oval Long Tall Pointed Fair

Teenager Thin Brown Round short Short nose Black
Adult Fat Round Square Curly Flat Brown
nose
Old Muscular Blue Wrinkles Straight
Big
Hazel Pale Wavy
nose
Bright Shaved Bald
Slanting Bearded Blond
Black
Brown

79
Point to describes:

 Personality traits (body, weight, face, hair, etc)

 Family
 Occupation

Her name is Selena Marie Gomez. She's usually called Selena Gomez.

She was born on 22 July 1992 in Grand Praire, Texas, USA.

Selena Gomez is a singer, songwriter, and American Actress. She sings

for some soundtracks, like Cinderella and Tinker Bell. Her performance as

an actress can be seen at Cinderella Story DVD version.

Selena Gomez has red hair, pointed nose, and slim body. She looks

beautiful while she is smiling. She is also famous with her Latin face.

Selena Gomez doesn't have siblings. She's the only child in her family.

Her father's name is Ricardo Gomez and her mother's name is Mandy

Cornett.

80
Language feature
Adjective : beautiful, slim, pointed, famous
Verb : sing, perform, look
Simple present : Selena gomez is a singer, songwriter and actress

Metode Pembelajaran: Direct method: students listen to the teacher of

explanation in descriptive text.

Langkah – langkah Kegiatan Pembelajaran:

Pertemuan pertama dan kedua.
D. Kegiatan Pendahuluan
Apersepsi :

 Tanyajawab mengenai teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive dan procedure yang
berkaitan dengan lingkungan terdekat
Motivasi :

 Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa

B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:

 Melibatkan peserta didik mencari informasi yang luas dan

dalam tentang topik/tema materi yang akan dipelajari dengan
menerapkan prinsip alam takambang jadi guru dan belajar
dari aneka sumber;
 Membahas dan mengembangkan kosakata dan tata bahasa:
noun, noun phrase, adj, verb, adverb, simple Pr tense etc.
 Membahas schemantic structure: identification (introduces
who, where or what is being described), description
(describes the characteristics, parts and qualities of the
subject is being described.
 Menggunakan beragam pendekatan pembelajaran, media
pembelajaran, dan sumber belajar lain;

81
  Memfasilitasi terjadinya interaksi antarpeserta didik serta
antara peserta didik dengan guru, lingkungan, dan sumber
belajar lainnya;
 Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran.

Elaborasi
Dalam kegiatan elaborasi, guru:

 Membiasakan peserta didik membaca dan menulis yang

beragam melalui tugas-tugas tertentu yang bermakna;
 Memfasilitasi peserta didik melalui pemberian tugas, diskusi,
dan lain-lain untuk memunculkan gagasan baru baik secara
lisan maupun tertulis;
 Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
 Memfasilitasi peserta didik dalam pembelajaran kooperatif
dan kolaboratif;
 Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
 Memfasilitasi peserta didik membuat laporan eksplorasi yang
dilakukan baik lisan maupun tertulis, secara individual
maupun kelompok;
 Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok;
 Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta
didik.

Konfirmasi
Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam

bentuk lisan, tulisan, isyarat, maupun hadiah terhadap
keberhasilan peserta didik,
 Memberikan konfirmasi terhadap hasil eksplorasi dan
elaborasi peserta didik melalui berbagai sumber,
 Memfasilitasi peserta didik melakukan refleksi untuk
memperoleh pengalaman belajar yang telah dilakukan,
 Memfasilitasi peserta didik untuk memperoleh pengalaman
yang bermakna dalam mencapai kompetensi dasar:

82
  Berfungsi sebagai narasumber dan fasilitator dalam
menjawab pertanyaan peserta didik yang menghadapi
kesulitan, dengan menggunakan bahasa yang baku dan
benar;
 Membantu menyelesaikan masalah;
 Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
 Memberi informasi untuk bereksplorasi lebih jauh;
 Memberikan motivasi kepada peserta didik yang kurang
atau belum berpartisipasi aktif.
 Guru bertanya jawab tentang hal-hal yang belum diketahui
siswa
 Guru bersama siswa bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan

C. Kegiatan Penutup
Dalam kegiatan penutup, guru:

 bersama-sama dengan peserta didik dan/atau sendiri

membuat rangkuman/simpulan pelajaran;
 melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram;
 memberikan umpan balik terhadap proses dan hasil
pembelajaran;
 merencanakan kegiatan tindak lanjut dalam bentuk
pembelajaran remedi, program pengayaan, layanan
konseling dan/atau memberikan tugas baik tugas individual
maupun kelompok sesuai dengan hasil belajar peserta didik;
 menyampaikan rencana pembelajaran pada pertemuan
berikutnya.

Alat /Bahan/ Sumber Belajar

 Paper sheet – Picture
 Laptop-Projector

Penilaian
 Tehnik : tes tulis
 Bentuk : menulis teks descriptive/procedure sederhana
Pedoman Penilaian

83
 Score Value Description
80-100 Excellent Describing all the parts, qualities and
characteristics completely
60-79 Good Describing parts, qualities and
characteristics. Somewhat choppy
loosely
40-59 Fair Fair describing parts, qualities and
characteristics. Some are missing
20-39 Poor Poorly describing many parts, qualities
and characteristics are missing
0-19 Very Poor Does not describe the parts, qualities
and characteristics anymore

Tangerang, 12 Januari 2017

Mengetahui,

Guru Mata Pelajaran Peneliti

Rusmiyati M.pd Syifa Fauziah

NIP. NIM. 2012850040

84
APPENDIX 3

85
86
APPENDIX 4

87
APPENDIX 5

88
89
APPENDIX 7

90
APPENDIX 8

91
APPENDIX 9

92
93
APPENDIX 10

94
Appendix 11
Dokumentasi

1). EXPERIMENTAL CLASS (VIII) A

2). EXPERIMENTAL CLASS (VIII) A

95
 3. CONTROL CLASS (VIII) B

4). EXPERIMENTAL CLASS (VIII) A

96
5). EXPERIMENTAL CLAS (VIII) A

CONTROL CLASS (VIII) B

97
98
APPENDIX 13

99
Appendix 14
RIWAYAT HIDUP PENULIS

Nama : Syifa Fauziah

Tempat, Tanggal lahir : Tangerang, 2 Desember 1993
Agama : Islam
Alamat : Pondok Pucung, jl.kp.rawa barat RT04/05
No.20 Jombang, Tangerang Selatan
Riwayat Keluarga
1. Orang Tua : a. Ayah : H. Mursyidi Ibrahim, S.pd.I

b. Ibu : Hj. Aminah

2. Kakak : a. Fitri Afriyanti S.kom
b.Ade Novianti S.kep
c.Linda Yulianti S.ikom
d. Annisa Aprilia S.ikom
f. Firda Amelia. S.psi
3. Adik : Rahmat Fajar Setiawan

Riwayat Pendidikan
1. SDN Jombang 1 2001 s/d 2006
2. SMP PGRI 1Karang Tengah 2006 s/d 2009
3. SMA PGRI 117 Karang Tengah Tangerang 2009 s/d 2012
4. Diterima di Fakultas Ilmu Pendidikan Universitas
Muhammadiyah Jakarta tahun 2012.

100
Appendix 15

101
 Table 3.1
The Sample of the Research
Class Number of Students Remark

8.A 42 Experimental Class

8.B 42 Control Class

Table 3.2
Matrix of Assessment for Students Writing in Descriptive
Text
Score Value Description
80-100 Excellent Describing all the parts, qualities and
characteristics completely
60-79 Good Describing parts, qualities and
characteristics. Somewhat choppy
loosely
40-59 Fair Fair describing parts, qualities and
characteristics. Some are missing
20-39 Poor Poorly describing many parts, qualities
and characteristics are missing
0-19 Very Poor Does not describe the parts, qualities
and characteristics anymore

Table 4.1 Descriptive Statistics

Pre-test Scores of Experimental Class before Treatment
Std.
N Minimum Maximum Mean Deviation Variance
The pretest
score
42 32 82 56.45 12.383 153.327
(experimental
class)
Valid N
42
(listwise)

102
 Table 4.2 Descriptive Statistics
Post-test Scores of Experimental Class after Treatment
N Minimum Maximum Mean Std. Deviation Variance

Nilai_Post-test_Eksperimen 42 48 100 73.86 10.965 120.223

Valid N (listwise) 42

Table 4.3 Descriptive Statistics

Pre-test scores of descriptive text writing of the
students in control class
Std.
N Minimum Maximum Mean Deviation Variance

Nilai_Pretest_Kontrol 42 30 75 52.90 10.455 109.308

Valid N (listwise) 42

Table 4.4 Descriptive Statistics

Post-test Scores of Control Class without the Treatment of
FRESH Technique
Std.
N Minimum Maximum Mean Deviation Variance

Posttest score in
42 32 85 65.02 11.174 124.853
control class
Valid N (listwise) 42

Table 4.5
Data Normality Test
Pre-test Scores of Writing Descriptive Text in Experimental and Control
Classes
Tests of Normality

a
Kolmogorov-Smirnov Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Pretest Score(Experimental Class) .140 42 .037 .955 42 .101

Pretest Score (Control Class) .163 42 .007 .962 42 .173

a. Lilliefors Significance Correction

103
 Table 4.6
Data Normality Test
Post-test Scores of Writing Descriptive Text in Experimental and Control
Classes

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
*
Post-test Score (Experimental Class) .081 42 .200 .988 42 .933
Post-test Score (Control Class) .131 42 .066 .906 42 .002

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Table 4.7
Homogeneity Test- Levine Test
Pre-test Scores of Writing Descriptive Text
Experimental and Control Classes

Test of Homogeneity of Variances

Pre-test Score
Levene Statistic df1 df2 Sig.
3.079 1 82 .083

Table 4.8
Homogeneity Test- Levine Test
Post-test Score of Writing Descriptive Text
Experimental and Control Classes

Test of Homogeneity of Variances

Post-test Score
Levene Statistic df1 df2 Sig.
.126 1 82 .723

104
 Table 4.9
Table Calculation of Independent Differences t-Test
Independent Sample Pre-test Score in Writing Descriptive Text
Experimental and Control Classes

Experimental
No. Class Control Class
Y Y2 X X2
1 42 1764 68 4624
2 70 4900 43 1849
3 60 3600 48 2304
4 75 5625 50 2500
5 51 2601 42 1764
6 49 2401 52 2704
7 50 2500 50 2500
8 82 6724 72 5184
9 43 1849 49 2401
10 52 2704 30 900
11 45 2025 49 2401
12 55 3025 67 4489
13 59 3481 52 2704
14 68 4624 68 4624
15 60 3600 48 2304
16 50 2500 68 4624
17 54 2916 48 2304
18 70 4900 60 3600
19 72 5184 48 2304
20 45 2025 53 2809
21 70 4900 40 1600
22 58 3364 38 1444
23 70 4900 53 2809
24 71 5041 56 3136
25 52 2704 52 2704
26 43 1849 32 1024
27 72 5184 56 3136
28 38 1444 58 3364
29 58 3364 50 2500
30 49 2401 49 2401
31 39 1521 60 3600
32 42 1764 62 3844
33 55 3025 39 1521
34 48 2304 42 1764
35 50 2500 52 2704
105
 36 52 2704 69 4761
37 79 6241 52 2704
38 72 5184 53 2809
39 69 4761 50 2500
40 32 1024 75 5625
41 48 2304 67 4489
42 52 2704 52 2704
Σ 2371 140135 2222 122036

Table 4.10
Pre-test Score of Writing Descriptive Text at Experimental and Control
Classes
Group Statistics

Std. Error
Group N Mean Std. Deviation Mean

Pre-test Score Pre-test Score of Writing

Descriptive Text in 42 56.45 12.383 1.911
Experimental Class

Pre-test Score of Writing

Descriptive Text in Control 42 52.90 10.455 1.613
Class

106
 Table 4.11
Independent Sample Test of Pre-test in Writing Descriptive Text
Experimental and Control Classes
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95%
Confidence

Sig. Interval of the

(2- Mean Std. Error Difference

F Sig. T Df tailed) Difference Difference Lower Upper

Pre- Equal
test variances 3.079 .083 1.419 82 .160 3.548 2.501 -1.427 8.522
Score assumed

Equal
variances
1.419 79.759 .160 3.548 2.501 -1.429 8.524
not
assumed

107
 Table 4.12
Table Calculation of the Independent Difference t-Test
Post-test Score Description in Writing Descriptive Text
Experimental and Control Classes

Experimental Control
No.
Y Y2 X X2
1 74 5476 75 5625
2 84 7056 53 2809
3 82 6724 69 4761
4 83 6889 54 2916
5 70 4900 67 4489
6 67 4489 69 4761
7 78 6084 53 2809
8 100 10000 85 7225
9 72 5184 65 4225
10 72 5184 32 1024
11 60 3600 63 3969
12 52 2704 75 5625
13 73 5329 70 4900
14 83 6889 74 5476
15 59 3481 72 5184
16 64 4096 73 5329
17 70 4900 65 4225
18 86 7396 70 4900
19 90 8100 71 5041
20 67 4489 70 4900
21 83 6889 45 2025
22 76 5776 75 5625
23 82 6724 62 3844
24 80 6400 72 5184
25 64 4096 68 4624

108
26 75 5625 32 1024
27 90 8100 64 4096
28 60 3600 68 4624
29 76 5776 58 3364
30 68 4624 58 3364
31 48 2304 65 4225
32 80 6400 76 5776
33 70 4900 52 2704
34 75 5625 59 3481
35 68 4624 60 3600
36 73 5329 72 5184
37 85 7225 62 3844
38 83 6889 63 3969
39 88 7744 66 4356
40 55 3025 85 7225
41 70 4900 72 5184
42 67 4489 72 5184
Σ 3102 234034 2731 182699

109
 Table 4.13
Post-test Score of Writing Descriptive Text at Experimental and Control
Classes

Group Statistics
Std. Std. Error
Group N Mean Deviation Mean
Post-test The Post-test Score in Writing Descriptive Text
42 73.86 10.965 1.692
Score at Experimental Class
The Post-test Score in Writing Descriptive Text
42 65.02 11.174 1.724
at Control Class

Table 4.14
Independent Sample Test of Post-test Score in Writing Descriptive Text
Experimental and Control Classes
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95% Confidence

Sig. Interval of the

(2- Mean Std. Error Difference

F Sig. T Df tailed) Difference Difference Lower Upper

Post- Equal
test variances .126 .723 3.657 82 .000 8.833 2.416 4.028 13.639
Score assumed

Equal
variances
3.657 81.971 .000 8.833 2.416 4.028 13.639
not
assumed

110