THE USE OF METACOGNITIVE STRATEGY TO IMPROVE

STUDENTS WRITING SKILL ON DESCRIPTIVE TEXT ( An Experimental Study For The Tenth Grade Students of MAN Salatiga in

The Academic Year 2015/2016)

GRADUATING PAPERSubmitted to the Board of Examiners as a partial fulfillment of

the Requirements for the Degree of Sarjana Pendidikan Islam(S.Pd.I) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) of Salatiga

Arum Mulyasari

11311121

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA

i

MOTTO

“You are never too old to set another goal or to dream a new dream”

-C.S. Lewis-

“Sometimes you have to go up really high to see how small you are”

-Felix Baumgartner-

DEDICATION

This graduating paper is whole intended dedicated for :

My beloved parents (M.Saerodji and Yatini)

ACKNOWLEDGEMENT

Assalamu’alaikum Wr.Wb

In the name of Allah, The Most Gracious and The Most Merciful, The

Lord of Universe. Because of Him, the writer could finish this graduating paper as

one of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at

English Education Department of Teacher Training and Education FacultyState

Institute for Islamic Studies (IAIN) of Salatiga in 2016.

Secondly, peace and salutation always be given to our Prophet

Muhammad SAW who has guided us from the darkness into the lightness.

However, this paper would not be finished without those supports,

advices, guidance, helps and encouragement from individual and institution, and I

somehow realize that an appropriate moment for me to deepest gratitude for:

1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institutefor Islamic

Studies (IAIN)Salatiga.

2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.

3. Noor Malihah, Ph.D as the Head of English Department of State

Institute for Islamic Studies (IAIN) of Salatiga.

4. Setia Rini, M. Pd., as the consultantwho has guided, espoused, and given

the writer advices, suggestions and recommendations for this graduating

paper from beginning until the end. Thank you for your patience and

care.

5. All the lecturers in the English Education Department of State Institute

for Islamic Studies (IAIN) of Salatiga. Thank you for all guidance,

knowledge, support, and etc.

6. All of the staff who help the writer in processing of thesis

administration.

7. Everybody who has helped me in finishing this research. Thank you for

all supports, advices, suggestions and other helps that you all give. The

writer hopes that this research will be useful for everyone.

Salatiga, March 12th2016

The Writer

Arum Mulyasari

113 11 121

TABLE OF CONTENT

TITLE .....................................................................................................................i

DECLARATION ...................................................................................................ii

ATTENTIVE COUNSELOR NOTES ..................................................................iii

STATEMENT OF CERTIFICATION ...................................................................iv

MOTTO ..................................................................................................................v

DEDICATION .......................................................................................................vi

ACKNOWLEDGEMENT ................................................................................... vii

TABLES OF CONTENTS .................................................................................... ix

LIST OF TABLES ............................................................................................... xii

ABSTRACT ........................................................................................................ xiii

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................ 1

B. Problems Statements .................................................................................. 4

C. Objectives of the Study ...............................................................................4

D. Limitation of the Study .............................................................................. 4

E. Hypothesis .................................................................................................. 5

F. Benefit of the Study …............................................................................... 5

G. Definition of the Key Terms ...................................................................... 6

H. Review of Previous Study ....................................................................7

I. Outline of the paper .................................................................................... 8

CHAPTER II THEORETICAL FRAMEWORK

A. Metacognitive Strategy .............................................................................9

B. Writing Skill............................................................................................. 14

C. Descriptive Text .......................................................................................22

CHAPTER III RESEARCH METHODOLOGY

A. Method Of The Research ......................................................................... 29

B. Object Of The Research ........................................................................... 35

C. Research Setting ....................................................................................... 36

D. Data Collection Technique....................................................................... 38

E. Data Analysis Technique ......................................................................... 39

CHAPTER IV RESEARCH FINDING

A. Data Analysis ............................................................................................. 44

B. Discussion ....................................................................................................56

CHAPTER V CLOSURE

A. Conclusions ....................................................................................................60

B. Suggestions .....................................................................................................61

REFERENCES

APPENDIXES

LIST OF TABLES

4.1 Differences Between Experimental and Control Class ............................ 41

4.2 Score of Pre-Test Experimental Class ....................................................45

4.3 Score of Post-Test Experimental Class ...................................................46

4.4 Score of Experimental Class .................................................................47

4.5 Score of Pre-Test Control Class .............................................................48

4.6 Score of Post-Test Control Class ............................................................49

4.7Score of Control Class ..........................................................................50

4.8 Writing Rubric Assessment for Descriptive Text .....................................51

4.9 Result of The Research .........................................................................57

ABSTRACT

Mulyasari, Arum. 2016. “THE USE OF METACOGNITIVE STRATEGY TO IMPROVE STUDENT’S WRITING SKILL ON DESCRIPTIVE TEXT(An Experimental Study For The Tenth Grade Students of MAN Salatiga in The Academic Year 2015/2016)”.A Graduating Paper. Educational Faculty English Department State institute For Islamic studies (IAIN). Consultant: SetiaRini, M. Pd.

Key words : Metacognitive strategy, writing skill, descriptive text.

The objectives of this research are to find out whether using metacognitive strategy to improve student’s writing skill on descriptive text is effective or not and to know how far is the effectiveness of using metacognitive strategy to improve students writing skill on descriptive text. Related to the object of the reseach, the writer uses experimental method. The writer is conducted at MAN Salatiga in the academic year 2015/2016. The population in this reseach is the tenth grade students of MAN Salatiga. The sample were X.MIPA 3 class as the experiment group which consist of 39 students, and X.MIPA 4 class as the control group which consist of 39 students. The result of the research showed that using metacognitive strategy is effective to improve student’s writing skill. It can be proved by the pre test to post test mean of the student’s writing skill of the class which are not taught with metacognitive strategy (43,33 to 64,62). The student’s writing skill of the class which are taught by metacognitive strategy shows significant improvement (43,46 to 78,72). From the calculation of the t-test, the result of the effectiveness between student’s writing skill taught with metacognitive strategy is 32,81 (DF of 5%=N-1=39-1=38 are 2,024). It means that the effectiveness of the use metacognitive strategy in teaching descriptive text to improve student’s writing skill of the tenth grade of MAN Salatigain the academic year 2015/2016 is in sufficient level. It means that the use of metacognitive strategy is effective to improve student’s writing skill. Therefore, metacognitive strategy is appropriate to be applied in a teaching writing descriptive text.

CHAPTER I

INTRODUCTION

A. Background of The Study

Language is one of the most important things in communication

(Richard :1986). It is used as a tools to communicate between nation and all over the

world. As international language, English is very important and has many relationship

with various aspect of life by human being. They learn it for many different purposes

such as business, science, technology, and communication and also for education.

Besides having different purposes in learning the language, people also have different

sources in learning it. In Indonesia English is learned since junior high school until

university and it has positions as a foreign language (Goldstein 2008:8). Many

interruptions appear in learning language process. The teachers find problems in

applying appropriate approaches, methods, strategies, or techniques in teaching and

learning process. It makes the students are not interested to learn English. Therefore,

the English teachers are suggested to master the method, (Nababan 1991:4) said that a

qualified teacher is the teacher who is able to suit best method or technique to the

material that being taught.

Actually English is a foreign language in Indonesian education, which is

important to be learned. Most of Indonesian learners learn English language in formal

education such as schools, college and universities (Launder 2008:3). In English,

there are four skills that should be mastered, they are: listening, speaking, reading,

and writing. For example, writing is one in all four basic skills. It is important in

teaching and learning English. Writing involves some parts of language (spelling,

11

grammar, vocabulary, and punctuation). Writing is one of the language skill that must

be needed. The new era demands the students have to be a good writer, be active,

critical, creative, and inovative. Learning a language is essentially a study of

communication. Therefore learning english is directed to improve the ability of

students to communicate in english orally and written.

The possession of good writing skill has been noted as a powerful predictor of

academic success (Graham & Harris, 2005) because it can help writers to remember,

to observe, to think, and to communicate (Barrass, 1995); Writing is an essential part

of learning. Writing can also be as an independent learning tool that can be done by

students to write their own idea or main idea and fulfill their writing assignment and

to enrich their skill to write of everything. Furthermore, Sokolic in Linse 2005:98)

states that writing is a combination process of product. Writing as the process of

generating ideas, organizing information and communicating meaning. The product is

the writer should be able to make the reader understand what she means through her

sentences. In addition, writing is not only to develop idea but also to develop feeling

in mind. Students who taught writing strategies are more successful writers. They can

be taught effectively. There are many strategies to help the writer have a good writing

skill, one of those is metacognitive strategy. Metacognitive strategies are the strategy

or process to manage thinking and learning. There are three steps in the metacognitive

strategy : planning, monitoring and evaluating(O’Malley and Chamot:2001).

The term “Metacognition” used to describe self-regulatory utilization of

thought processes. According to Flavell in (Goh and Silver :2004), Metacognitive is

one’s knowledge concerning one’s own cognitive processes and products or anything

related to them. It refers to awareness and knowledge are in one learning process, and

management of that process. Goh & Silver state that “Metacognitive is an important

dimension of thinking which can enhance learning”. Metacognitive strategies are the

strategy or process to manage thinking and learning.

Metacognition is “thinking about thinking”, it refers to being aware of your

language-learning bahaviors and progress, self monitoring, and planning (Leaver,

Ehrman, and Shekhtman : 2005). The writer can take a point that metacognitive

strategy is knowledge about cognitive process, it is can be used to controlling

cognitive process.

Based on the principles above, metacognition has relationship with student’s

writing skill. For this reason, the writer conduct a research entitled “THE USE OF

METACOGNITIVE STRATEGY TO IMPROVE STUDENTS WRITING

SKILL ON DESCRIPTIVE TEXT (An Experimental Study For The Tenth

Grade Students’ of MAN Salatiga in The Academic Year 2015/2016)”

B. Statement of The Problems

1. Can the use of metacognitive strategy could improve students writing skill on

descriptive text?

2. How is the significance differences in student’s writing skill between the students

whose teacher using metacognitive strategy and the students whose teacher using

lecturing method?

C. Objective of The Study

In relations to the statement of problems, the objectives of this research are:

1. To find out the improvement of metacognitive strategy towards students writing

skill on descriptive text .

2. To find out the significant differences in student’s writing skill between the

students whose teacher using metacognitive strategy and the students whose

teacher using lecturing method.

D. Limitation of The Study

Derived from the problem identified above, the writer makes limitation as

follow:

1. The students writing skill on descriptive text which not use metacognitive

strategy.

2. The students writing skill on descriptive text using metacognitive strategy.

E. Hypothesis

This research is to answer the statement of problem about whether yes or not

the use of metacognitive strategy is effective to improve students’ writing skill. To get

the answer of question, the writer should propose alternative hypothesis (Ha) and null

hypothesis (Ho) as below (Hadi : 470):

1. Alternative Hypothesis (Ha):

“There is a significant improvement on students’ writing skill noticed from

scores between pre-test and post-test”.

2. Null Hypothesis (Ho):

“There is no improvement on students’ writing skill noticed from scores

between pre-test and post-test”.

F. Benefit of The Study

1. Theoretical benefit

a. The result of the research can be used as an input in English teaching and

learning process for those who want to know this research in the field of

this study.

b. As the reference for those who want to conduct a research in teaching

English.

2. Practical benefit

a. The study can be used by the teacher to provide the new strategy to

improve on writing skill.

b. The research finding will be useful for the students to improve on writing

skill.

G. Definition of The Key Terms

Here are some definitions as a guidance to understand the terms of this study:

1. Metacognitive strategy

Metacognitive strategy is a term used in information-processing

theory to indicate an “executive” function and it refers to the strategy that

used by learners as the means to manage, monitor and evaluate their

learning activities. To put simply, metacognitive strategies are skills,

approaches, and thinking and actions learners use to control their cognition

and learning process (Brown, 1983;O’malley & Chammot1990;

Cohen,1998).

2. Writing skill

Writing belongs to the productive skill that should be mastered by

the students in order to communicate their ideas and feelings with others in

written form. In line with this statement, Raimes (1983:76) states “Writing

is a skill in which we express the ideas, feelings, and thoughts arranged in

words, sentences and paragraphs using eyes, brain, and hand.” In addition,

Tarigan (1987:7) states “Writing is a language skill that is used for indirect

communication. The students can communicate their ideas and thoughts to

others through written form such as letter, message, or invitation for

communication”.

3. Descriptive text

Descriptive text is a text that gives information about particular

person, place, or thing. (Gerot et al in Mursyid) states that descriptive text

is a kind of text with a purpose to give information. The context of this

kind of text is the description of particular thing, animal, person, or others.

Relating to the quotation, through this text, the readers can imagine what

being talked about.

The generic structure of descriptive text consists of identification

and description. Identification is about introducing subject or thing that

will be described, whereas, description is brief details about who, or what

of the subject.

H. Review of Previous Study

In this research, the writer takes review of related literature from the other

thesis as comparison. The writer uses other paper from Ade Hidayat with his paper

entitled “Student’s Meta-Cognitive Strategies in Learning English (A Descriptive

Study at Second Year Students of SMAN 5 Kota Bengkulu)”. The result of his research

attempted to find out students’most dominant metacognitive strategy and most

preferred aspect of each metacognitive strategy in learning English. Lihua Sun

(Beijing information science and technology university, Beijing, China) with his

paper entitled “The Effect of Meta-Cognitive Learning Strategies on English

Learning”. He explain that employment of learning strategies, consciously or

unconsciously, leads to enhancement of learning efficiency and thus improving

English performance in the exam.

I. Outline of Paper

Chapter I is the introduction which consist of the explanation of the

background of the study, statement of the problem, objectives of the study,

significance of the study, limitation of the study, hypothesis, definition of key terms,

review the previous study, and outline of paper. Chapter II describes the literature

review which contain of the explanation based on the theory of metacognitive

strategy, writing skill, and descriptive text. Chapter III contains the research report

which includes the general description of MAN Salatiga, population, subject of study,

data collection technique, data analysis technique. Chapter IV presents the data

analysis which contains result and discussion of the research. Chapter V is closure

which carry the explanation about the conclusion and the suggestion from the writer.

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer attempts to explain the theoretical foundations which

consist of the definition of meta-cognition theory, the types of metacognitive strategy,

meta-cognitive strategy in writing, definition of writing, the types of writing and

definition of descriptive text.

A. Metacognitive Strategy

1. Definition of Metacognitive Strategy

Metacognitive strategy is based on the notion of metacognition. According to

Flavell (1976), metacognition refers to one’s knowledge of his or her own

cognitive processes and products and anything that is related to them, such as

learning-relevant properties of data or other useful information. Flavell (1979,

1987) states that meta-cognition includes both meta-cognitive knowledge and

experiences. Meta-cognitive knowledge is the knowledge learner has gained

about cognitive processes, knowledge that can be used to regulate cognitive

processes. Meta-cognitive knowledge can be divided into three categories, one of

which is knowledge of strategy variables, including knowledge about both

cognitive and meta-cognitive strategies, and conditional knowledge about when

and where it is proper to employ such strategies (Flavell, 1979, 1987). Meta-

cognitive experiences refer to the use of meta-cognitive strategies or meta-

cognitive regulation (Brown, 1987). Meta-cognitive strategies are successive

processes to manage or regulate cognitive activities, thus ensuring that a cognitive

goal will be gained. These processes contribute to regulation and managing of

learning, and include planning and monitoring cognitive activities, as well as

evaluating the out comes of those activities. similar to meta-cognitive knowledge,

meta-cognitive regulation or "regulation of cognition" involves three important

skills － planning, monitoring and evaluating. (Schraw, 1998; Jacobs & Paris,

1987).

Papaleontiou-Louca (2008) stated what metacognition essentially mean as

cognition about cognition; thoughts about thoughts; knowledge about knowledge

or reflections about actions. It shows that metacognition is how people design

their mental process.

Paris and Winograd (1990) said that there are two essentials in

metacognition, self-appraisal and self-management. Self-appraisals are personal

reflections about own knowledge, concern, abilities, motivation, and learning

characteristic. Such reflections are to answer questions about “what you know;

how you think; when and why to apply”. Self-management refers to

metacognition in action. This is used when monitoring the planned actions, also

to control its progress. For instance, learners who know the state of their

capability in learning will be easier to monitor their own learning process.

As Papaleontiou-Louca (2008) has defined, also Oxford (1990),

metacognitive strategy can be said as higher level of cognitive strategy, because

what metacognition done is “cognition about cognition”. When new vocabulary,

rules, and writing system confuse the learner, metacognitive strategies become

vital for successful language learning. This strategy has more to do than just

memorizing or pronounce practicing. Metacognitive strategy will help learners to

design learning process as efficient as they could.

2. Types of Metacognitive Strategy

Metacognitive strategy in language learning can be divided into more

specific aspects, despite of Paris and Winogard classifications. Kluwe in Schraw

(1995), also Richard and Schmidt (2002), classified it into three specific aspects,

planning; monitoring; and evaluation. Planning involves setting goals, ability and

knowledge analysis, and the activity behavior that will be employed. Monitoring

involves self-management, which is the learners’ ability to manage their act and

behavior, and self-measurement, which is learners’ ability to measure the level of

their success in learning. Evaluation involves the strengthen aspect of students

learning. There are some parts in evaluation such as weak analysis to analyze

what is the lack in the learning process, self-reward to congratulate self and

strengthen learning motivation, and plan revising to revise the learning strategy

that has been done.

a) Planning

Planning in metacognitive strategy deals with how well learners can

design upcoming learning activities in their mind. Plans make the learning

process being controlled in hope that the learning will get the best result.

Hunnicut (2007) tells that planning is very important because it forces us to

think through the details in advance, makes our program transparent,

empowering, and creates alignment. In conclusion, by designing good plan of

learning, learners will be easier to learn something.

b) Monitoring

In metacognitive learning, monitoring involves management and

measurement of self-act. According to (White and Foster :2005) those

actions will control the learners’ learning process. But in fact, the common

phenomenon shows that learners are less aware in monitoring their learning

process. The learners usually find something more interesting than learning,

or it can be called learning distractions. The distractions come from many

factors which will then disturb the learning process.

White and Poster (2005) define monitoring as a continuous, formative,

and diagnostic assessment of any activity or performance. They further say

that monitoring is central of evaluation. In conclusion, by doing monitoring,

result will be more satisfactory and evaluation can be more effective.

c) Evaluating

Evaluation is also an important aspect in language learning. Conducting

evaluation will help learners to know what are their strengths and weaknesses

in learning process. By knowing those strengths and weaknesses, learners can

improve their learning plan so they can get better learning process. In

addition, Wilson and Dobson (2008) say that evaluation will develop the

learning goals. Learners who have done evaluation will make better

performance in upcoming learning process and get better result after the

learning process.

In metacognitive learning strategy, evaluation will be the step where the

strategy can be strengthened. Evaluation deals with appraisal and plan

recycling which normally will analyze what have been done and what have to

be done. Furthermore, as Wilson and Dobson (2008) say, evaluation behavior

is to determine what specific result that someone wants to get. Belet and

Guven (2011) say that evaluation in metacognition is problem solving. In this

case, evaluation will help the learners to overcome their problems and

weakness in learning English. If the learners maintain a good evaluation in

the cycle of metacognitive learning strategy, their learning process will be

always developed and make them learn better.

3. Benefit of Metacognitive Strategy

There are some benefit of metacognitive strategy define by (Walter : 2009):

a. Metacognition enhances and enriches the learning experience.

b. Applying metacognitive strategies such as self-awareness and self monitoring

is to develop independent learners who can control their own learning and

learn how to learn for life.

c. Metacognition provides self-monitoring, which is a step-by-step process

of evaluation during the learning process.

d.  Metacognition develops higher learning and problem solving skills.

B. Writing Skill

1. Definition of Writing

There are some experts who define writing. According to Richards

(1997:100), writing is used either as evidence of successful learning or as a means

of learning. Writing is process of thinking; it means that writing is an activity to

express ideas, issues, events, feeling or thinking to the others though written

form. According to White (1987:10) writing is the process to learn how to express

the ideas, information, knowledge, or experience and understand the writing to

acquire the knowledge or some information to share and learn. According to Gleb

(1969:12) writing is clearly a system of human intercommunication by means of

conventional visible marks.

2. Genres of Writing

According to (Gleb:1969) there are some genre of writing as follows :

1. Academic writing

a. Papers and general subject report

b. Essays, compositions

c. Academically focused journal

d. Short-answer test responses

e. Technical reports (e.g., lab report)

f. Thesis, dissertation

2. Job-related writing

a. Message(e.g., phone messages)

b. Letters/emails

c. Memos (e.g., interoffice)

d. Reports (e.g., job evaluations, project reports)

e. Schedules, label, signs

f. Advertisements, announcements

g. Manuals

3. Personal writing

a. Letters, emails, greeting cards, invitations

b. Messages, notes

c. Calendar entries, shopping list, remainder

d. Financial documents(e.g., check, tax form, loan applications)

e. Forms, questionnaire, medical reports, immigration documents

f. Diaries, personal journals

g. Fiction (e.g., short stories, poetry)

3. Types of Writing Performance

According to Brown (2004:219) the type of writing contains four

categories. Each category resembles that categories defined for the other tree

skills, but these categories, as always, reflect the uniqueness of the skill area.

a. Imitative

To produce written language, the learner must attain skills in

fundamental, basic tasks of writing letters, word, punctuation and very brief

sentences. This category includes the ability to spell correctly and to perceive

phoneme-grapheme correspondences in the English spelling system. It is a

level at which learners are trying to master the mechanic of writing. At this

stage, from is primary if not exclusive focus, while content and meaning are

of secondary concern.

b. Intensive (controlled)

Beyond the fundamentals of imitative writing are skills in producing

appropriate vocabulary within a context collocation, idioms and correct

grammatical features up to lengths of a sentence. Meaning and context are of

some importance indetermeaning connecters and appropriateness, but most

assessment tasks are more concerned with a focus on form and are rather

strictly controlled by the test design.

c. Responsive

Here, assessment task require learners to perform at a limited

discourse level, connecting into paragraph and creating a logically connected

sequence of two or three paragraphs. Tasks respond to pedagogical

directives, first criteria outline and other guidelines. Genres of writing

include brief narratives and descriptions, short report, lap reports, summaries

brief responses to writing and interpretations of chart of graphs under

specified conditions, the writer begins to exercise some freedom of choice

among alternative forms of expressions ideas. The writer has mastered the

fundamentals of sentence level grammar and is more focused on the

discourse conventions that will achieve the objectives of the written text.

From focus attention is mostly at the discourse level, with a strong emphasis

on context and meaning.

d. Extensive

Extensive writing implies successful management of all the processes

and strategies of writing for all purposes, up to length of an essay, a term

paper, a major research project report, or even thesis.

4. Good Writing Elements

Some elements in a good writing are content, form, grammar, style, and

mechanic (Haris, 2001:306). a good writing must express good characteristics as

follow:

a. Content : writing must convey the main idea or attentive reader should be

able to grasp the writer purpose.

b. Form : writing should contain logical or associative connection and transition

which early express the relationship of the idea described.

c. Grammar : writing should adhere to the rules of grammar related to the

tenses with sequence of time

d. Style : writing should engage its reader through original insight and precise.

e. Mechanic : writing must use good spelling, punctuation, tidy, and clean

writing.

5. Assessing Writing

Process assessment is a kind on going assessment used to keep tract of

students’ progress on writing to monitor the students’ progress in writing in

which counting the number (score) of the composition is not regarded. The

process assessment is designed to prove how the studens write, the decision they

make as they write, and the strategies they use. Therefore, the aim of process

assessment is to give information about the students’ performance such as how

far the students progress in writing is and whether any change is needed in the

way of teaching strategy or not.

Brown (2001: 335) says product assessment focuses on assessing the

students’ final composition, while Hyland (2003: 226) states that writing product

can be assessed through employing some methods of scoring. There are three

types of rating scales generally used in scoring writing. They are holistic,

analytic, and trait-based scoring.

Hyland (2003: 227) states that a holistic scale is based on single,

integrated score of writing behavior. A holistic judgement may be built into aa

anlytic scoring rubric as one of the score categories. One difficulty with this

approach is that overlap between the criteria that is set for the holistic judgement

and the other evaluated factors cannot be avoided. When one of the purposes of

the evaluation is to assign a grade, this overlap should be carefully consider and

controlled. Holistic scoring would appear to be more subjective as it depends on

the impression formed by the markers. It is obviously to be preferred where the

primary concern is with evaluating the communicative effectiveness of candidates

in writing. the evaluator should determine whether the overlap resulting in certain

criteria is being weighted more than what is originally intended. In other words,

the evaluator needs to be careful that the student is not unintentionally severely

penalize for a given mistake. An analytic scoring rubric, much like the checklist,

allows for the separate evaluation of each of these factors. Each criterion is scored

on a different descriptive scale and assigned a numerical value. Analytic marking

schemes are devised in an attempt to make the testing more objective, insofar as

they encourage examiners to be more explicit about their impressions. It uses

criteria of the items measured. The item measured are: relevance and adequacy of

content, compositional organization, cohesion, adequacy of vocabulary for

purposes, accuracy of grammar, and mechanical accuracy for spelling and

punctuation.

Different from analytic and holistic scoring, trait-based scoring focuses on

whether or not each paper shows evidence of the particular trait or feature you

want students to demonstrate in writing. Trait-based instruments are designed to

clearly define the specific topic and genre features of the task being judged

(Hyland, 2003: 229). Therefore, the advantage of this approach is in focusing on

specific aspects of instruction that most reflect the objectives being covered when

the writing assignment given.

Based on the theories above, the soring rubric applied in this thesis

is as follow:

Aspect Score Performance description Content

(C)30%

- Topic - Details

4 The topic is complete and clear and the details are relating to the topic

3 The topic is complete and clear but the details are almost relating to the topic

2 The topic is complete and clear but the details are not relating to the topic

1 The topic is not clear and the details are not relating to the topic.

Organization(O)20%

- Identification - Description

4 Identification is complete and descriptions are arranged with proper connectives.

3 Identification is almost complete and descriptions are arrange with proper connectives

2 Identification is not complete and descriptions are arranged with few misuse of connectives

1 Identification is not complete and descriptions are arrange with misuse of connectives

Grammar(G)20%

- Use present tense - Agreement

4 Very few grammatical or agreement inaccuracies3 Few grammatical or agreement inaccuracies but not affect

on meaning2 Numerous grammatical or agreement inaccuracies

1 Frequent grammatical or agreement inaccuraciesVocabulary

(V)15%

4 Effective choice of words and word forms3 Few misuse of vocabularies, word form, but not change

the meaning2 Limited range confusing words and word form1 Very poor knowledge of words, word form, and not

understandableMechanics

(M)15%

- Spelling - Punctuation - Capitalization

4 It uses correct spelling, punctuation, and capitalization

3 It has occasional errors of spelling, punctuation, and capitalization

2 It has frequent errors of spelling, punctuation, and capitalization

1 It is dominated by errors of spelling, punctuation, and capitalization

Adapted from Brown(2007)

C. Descriptive Text

1. The Definition of Descriptive Text

Description is writing about characteristic features of a particular thing.

According to Oshima and Hogue (1997:50), descriptive writing appeals to the

senses, so it tells how something looks, feels, smells, tastes, and/ or sounds. In

additon, a good description is like a “word picture”; the reader can imagine the

object, place, or person in his or her mind. A writer of a good description is like

an artist who paints a picture that can be “seen” clearly in the mind of the reader.

The generic structure of a descriptive text are as follows:

1) identification: an introduction to the subject of the description;

2) description of features: describe the characteristic features of the subject.

While the language features of a descriptive text are follows:

1) use of particular nouns;

2) use of detailed noun groups to provide information about subject;

3) use of a variety of types of adjectives;

4) use of relating verbs to provide information about the subject;

5) use of thinking and feeling verbs to express the writer’s personal view about

the subject or to give an insight into the subject’s thoughts and feelings;

6) use of action verbs to describe the subject’s behavior;

7) use of adverbials to provide more information about this behavior;

8) use of similes, metaphors and other types of figurative language, particularly

in literary descriptions.

2. The Purpose of Descriptive Text

As social beings, we want to share our experience, so we write to others to

describe things such as vacations, childhood homes, and people we encounter. We

even use description to persuade others to think or act in particular ways (Oshima

and Hogue, 1997) advertisers describe products to persuade us to buy them; travel

agents describe locales to entice us to visit them; and real estate agents describe

properties to stimulate a desire to see them. Description enables us to entertain,

express feelings, relate experience, inform, and persuade.

Although it can serve a variety of purposes, description is most often

expressive, so it most often helps writers share their perceptions. As human

beings, we have a compelling desire to connect with other people by sharing our

experiences with them.

3. Kinds of Descriptive Text

As we know that descriptive text is a text to describe something, such as

persons, places, or things (Pardiyono:2009), it normally takes on three forms they

are:

a. Description of People

People are different, and writing description of people is different. You

are probably already aware of some of the complications because you have

often been asked,”What’s so-and-like?” In replying, you might resort to

identification, an impression, or a character sketch, depending on the

situation(Oshima and Hogue : 1997). Let’s examine each.

1. Identification

Identification consists only of certain statistical information

(height, weight, age), visible characteristics (color of hair, skin, and eyes),

and recognizable marks (scars, birthmark).

2. Impression

The impression may not identify a person, but it does convey an

overall idea of him or her. Many details may be missing, yet the writer

does provide in a few broad strokes a general feeling about the subject.

Although impression is usually less complete and informative than

identification, it may be more effective in capturing an individual’s

striking or distinctive traits.

3. Character sketch

More complete descriptions of people are usually called character

sketch; (Oshima and Hogue : 1997) they may also be referred to as

profiles, literary portraits, and biographical sketches. As its name

indicates, a character sketch delineates the character of a person, or at least

his or her main personality traits. In the process, it may include

identification and an impression, but it will do more than tell what people

look or seem like: it will show what they are like. A character sketch may

be about a type rather than an individual, revealing the characteristics

common to the members of a group, such as campus jocks, cheerleaders,

art students, religious fanatics, television devotes.

b. Description of Places

In describing a place for example a room, what should you describe

first? The walls? The Floor? Unlike a chronologically developed paragraph,

there is no set pattern for arranging sentences in descriptive paragraph. It is not

necessary to begin with one area and then proceed to another one.

Nevertheless, the sentences should not be randomly arranged.

The description must be organized so that the reader can vividly

imagine the scene being described. To make the paragraph more interesting,

you can add a controlling idea that states an attitude or impression about the

place being described. The arrangement of the details in your description

depend on your subject and purpose.

c. Description of Things

To write a description about something, the writer must have a good

imagination about the thing that will be described. Besides, to make our

subjects as interesting and as vivid to our readers as they are to us (Oshima and

Hogue : 1997): using proper nouns and effective verbs.

1) Using Proper Noun

In addition to filling our descriptive writing with concrete details

and figures of speech, we might also want to include a number of proper

nouns, which, as we know, are the names of particular persons, places,

and things. For example; Arizona, University of Tennessee. Including

proper nouns that readers recognize easily can make what we are

describing more familiar to them.

2) Using Effective Verb

We know how important verbs are to narration, but effective verbs

can also add much to a piece of description. Writers use verbs to make

descriptions more specific, accurate, and interesting. For instance, “the

wind had chiseled deep grooves into the sides of the cliffs” is more

specific than “the wind had made deep grooves.” The verb chiseled also

gives the reader a more accurate picture of the wind’s action than made

does.

4. The Structure of Descriptive Text

a. The generic structures of a description are as follows :

1) Identification : identifies the phenomenon to be described

2) Description of features : describes features in order of importance.

a) Parts/things (physical appearance)

b) Qualities (degree of beauty, excellence, or worth/value)

c) Other characteristics (prominent aspects that are unique)

b. The generic features of description are:

1) Verb in the presents tense

2) Adjective to describe the features of the subject

3) Topic sentences to begin paragraphs and organize the various aspects of the

description.

c. The factual description scaffold

1) A general opening statement in the first paragraph

a. This statement introduces the subject of the description to the

audience

b. It can give the audience brief details about when, where, who, or

what of the subject.

2) A series of paragraph about the subject

a. Each paragraph usually begins with a topic sentence.

b. The topic sentence previews the details that will be contained in the

remainder of the paragraph.

c. Each paragraph should describe one feature of the subject.

d. These paragraph build the description of the subject.

3) A concluding paragraph (optional)

a. The concluding paragraph signals the end of the text.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodological aspects of the research. It includes method

of the research, subjects of the research, research setting, the instruments and data collection

techniques, data analysis techniques used under the study.

A. Method of The Research

Method of the research is the way used by writer to collect data, analyze data and

make a conclusion from the data which has collected. Sutrisno hadi (1981:221) stated

that “research methodology is a scientific method to collect data with a goal and certain

application”.

The method of research used in this study is experimental research. There are 2

classes that would be compared they are experiment or treatment class and control class

(Sutrisno Hadi : 1981). The experiment class is treated by metacognitive strategy and the

control class is treated by lecturing method. This goal of the research is to identify the

effectiveness of using video teaching technique to improve students’ writing skill. In

experimental study, the writer is on the action from the very beginning, the writer selects

the groups or classes decide what is going to happen to each group or class, and observe

or measure the effect of the group or class at the end of the study. The experiment is a

situation in which a writer objectively observes phenomena which are made to occur in a

strictly controlled situation where one or more variables are varied and the others are

kept constant. According to Arikunto (1990: 272), Experiment research is a research

method used for finding the effects of treatments towards another in a controlled

condition.

The experiment is a situation in which a writer objectively observes phenomena

which are made to occur in a strictly controlled situation where one or more variables are

varied and the others are kept constant. It is one of the most powerful research

methodologies that writer can use. Of the many types of research that may be used, the

experiment is the best way to establish cause and effects relationship among variables.

Suharsimi Arikunto (2006:3) said in his book that “Experiment is a method used for

searching for the cause and effect relationship between two factors which intentional

made by writer by eliminating or decreasing or separating another factors which

disturbing”.

According Syamsudin and Vismai S. Damaianti (2007:150) in Maya Jati W

(2014:43) stated that Experiment research is a systematic and logic method to analyze

conditions which is controlled accurately, by manipulating a treatment, stimulus, or

certain conditions, then analyzing the effect or transformation caused by manipulation.

Experimental research is including in quantitative research variants. According to

Nanang Martono (2010: 20) Quantitative research is a process of finding knowledge

which uses numeral data as analysis tools. There are four variants of quantitative

research: survey research, content analysis, existing statistic, and experimental research.

1. Essential Characteristics of Experimental Research

There are some essential characteristics of experiment research according to

Jack R. Fraenkeland and Norman E. Wallen (2008: 262):

a. Comparison of group

An experiment usually involves two groups of subjects, an experimental

group and a control or a comparison group, although it is possible to conduct an

experiment with only one group (by providing all treatments to the same

subjects)or with three or more groups. The experimental group receives a

treatment of some sort (such as a new textbook or a different method of

teaching), while the control group receives no treatment (or the comparison

group receives a different treatment). The control or the comparison group is

crucially important in all experimental research, for it enables the writer to

determine whether one treatment is more effective than another.

b. Manipulation of the independent variable

The writer deliberately and directly determines what form the

independent variable will take and then which group will get which form. For

example, if the independent variable in a study is the amount of enthusiasm an

instructor displays, a writer might train two teachers to display different

amounts of enthusiasm as they teach their classes. Although many independent

variables in education can be manipulated, many others cannot. Examples of

independent variables that can be manipulated include teaching method, type of

counseling, learning activities, assignment given, and materials used. Examples

of independent variables that cannot be manipulated include gender, ethnicity,

age, and religious preference.

c. Randomization

An important aspect of many experiments is random assignment of

subjects to groups. Although there are certain kinds of experiments in which

random assignment is not possible, writer try to use randomization whenever

feasible. It is a crucial ingredient in the best kinds of experiments. Random

assignment is similar but not identical. Random assignment means that every

individual who is participating in an experiment has an equal chance of being

assigned to any of the experimental or control conditions being compared.

Random selection, on the other hand, means that every member of a population

has an equal chance of being selected to be a member of the sample. Under

random assignment, each member of the sample is given a number and a table

of random numbers is then used to select the members of the experimental and

control groups.

According to Jack R. Fraenkeland and Norman E. Wallen (2008: 263):

Three aspects should be noted about random assignment of subjects to groups.

1) It takes place before the experiment begins

2) It is a process of assigning or distributing individuals to groups, not a result

of such distribution

3) The use of random assignment allows the writer to forms groups at the

beginning of the study. They differ only by chance in any variables of

interest.

2. The Strategies and Steps in Conducting Experiment Research

According to Syamsudin AR and Vismaia S. Damaianti (2007: 154) there are

some steps in experimental research:

a. The writer doing a literature study to find the problems.

b. Identifying and formulating the problems

c. Formulating limitation of study, variables, hypothesis and definition of key

term.

d. Formulating research plan

1) Identifying all of non experimental variables that will disturb experimental

finding and determining how to control the certain variables.

2) Choosing a design or experiment model

3) Choosing representative sample from subject which include in the

population.

4) Dividing subject into two groups, experiment group and control group

Formulating the right instrument to measure experimental finding

5) Identifying procedures of collecting data, and formulating hypothesis

e. Doing experiment

f. Collecting data from the experimental process

g. Organizing the data as variable had determined

h. Analyzing the data and doing significance test by using statistical technique

which is relevant to determine the result of significance step.

i. Interpreting the result, formulating the conclusion, discussion, and make the

report.

The design of research can be described as follows:

Group Pre test Treatment Post test

E Y1 X Y2

C Y1 - Y2

Source Jack R. Fraenkel And Norman E Wallen (2008;6)

Explanation:

E : experiment group

C : control group

Y1 : pre test

Y2 : post test

: no treatment

B. Object of The Research

1. Population

Population is all subject intended to be investigated (Hadi, 1990:20). The

population of this research is entire tenth grade students of MAN Salatiga in the

academic year of 2015/2016.

2. Sample and Sampling Technique

The population of the study is 425 students from the tenth grade students of

MAN Salatiga, which consist of 11 classes. The sample is taken in term of purposive

sampling technique. Purposive sampling is sampling technique with particular

consideration for example by specifying specific criteria to be selected to the sample

(Prasetyo and Jannah, 2005: 135).

The writer uses purposive sampling technique because it is in line with the

method of the research. In this research, the writer use purposive sampling to choose

the sample according to the English teacher’s recommendation.

The writer only takes two classes that are X.MIPA 3 and X.MIPA 4, one

class as the experiment class and the other class as the control class. Therefore, the

samples of this research are X.MIPA 3 as the experimental group and X.MIPA 4 as

the control group. There are 39 students in X.MIPA 3 class and 39 students in

X.MIPA 4 class. The experimental class is given treatment using metacognitive

strategy and the control class is given traditional method..

C. Research Setting

This research was conducted in MAN Salatiga with the students of class X.MIPA

3 and X.MIPA 4 as the participants. They were the tenth grade students of the academic

year of 2015/2016.

MAN Salatiga is located on Jl. KH. Wahid Hasyim No. 12 Salatiga. The writer

was alumna of this school. It gave advantages for the writer for it would make her easier

to adapt with the school environment. It also made the writer well-informed about the

situation and condition of the school. However, what the writer considered at most was

issues about the poor skill of students in writing that found in this school was chosen to

be the place of the research since the writer concerned with the issues on teaching and

learning of writing. The research was carried out during the English class held twice a

week in each class. For X.MPA 3 and X.MIPA 4, the scheduled classes were on Tuesday

and Thursday. The actions lasted in 2x45 minutes per meeting from February 16 th until

March 1st 2016. There are some steps that the writer does to conduct this research, they

are preparation and implementation. Those steps describe briefly as follows:

a. Preparation

1) Proposal draft consultation : December 12th 2015

2) Application for research permission : February 2nd 2016

3) Research permission : February 11th 2016

4) Observation : February 11th 2016

b. Implementation

1) Data collection

a)Pre-test:

- Experimental class : February 16th 2016

- Control class : February 25th 2016

b)Treatment :

- Experimental class : February 18th 2016

- Control class : February 25th 2016

c)Post test

- Experimental class : February 18th 2016

- Control class : March 1st 2016

2) Analysis the data :

a) March 3rd 2016

D. Data Collection Technique

Data collection is done by observing a situation, setting or interaction using the

constructed instrument ( Muijs:2004:56). In this reseach, the data is taken from:

1. Test

Test are generally prepared, administered, and scored by one teacher (Harris

1969:1). To know more the details of the test accomplished, the writer put in plain

words below:

a. Pre-test

This test can be called as the pre-test before the treatment of this

research. The pre test is aimed is to know the students mastery in writing

materials before the treatments carried out. In the testing process, the students

have to write a descriptive text themselves. This result of the test became the

evaluation before the use of metacognitive strategy in teaching descriptive text

is applied in the class.

b. Post-test

Post-test is done after the students get different treatments (X.MIPA 3

class is taught by using meta-cognitive strategy and X.MIPA 4 is taught by

lecturing method). From the score of this test, the writer is intended to find out

the effectiveness of using meta-cognitive strategy in teaching descriptive text to

improve students’ writing skill. The result of the scoring then is compared with

pre-test. In this case, the reseacher knows how far is the the effectiveness of

using metacognitive strategy in teaching descriptive text to improve students’

writing skill.

2. Documentation

Hopkins (1993:140) stated that document surrounding curriculum or other

educational concern can illumine rationale and purpose in interesting ways. The use

of such material can provide background information and understanding what issues

that would not otherwise be available. The documentary kind of data that consist of

notes, book transcript, newspaper, magazine, meeting, summary, agenda and so on.

This method used to know the condition of students and teacher, profile, and

location of school.

E. Data Analysis Technique

The purpose of data analysis is to know the effectiveness of using meta-cognitive

strategy in teaching descriptive text to improve students writing skill in the tenth grade

students of MAN Salatiga in the academic year of 2015/2016. To analyze the data from

the test, writer conducts some steps:

a) To find out the rate of average of pre test (x) and the rate of post test (y) the writer

uses formula :

x=xN

y=yN

x : total score of pre test

y : total score of post test

N : total number of respondent (students)

b) To find out the deviation standard the writer uses a formula:

SD = √ D ²N

−(DN )²

SD : Standard deviation

D : difference between pre test and post test

N : the number of sample

c) To find out the significance between x and y by calculate t hitung (uji-t), the writer

uses this formula, in order to analyze the effectiveness of the method used in the

learning process, the formula is :

¿=(DN )

SD√ N−1

Where,

To = T test

SD = SD for one sample test

D = difference between pre test and post test

N = the number of observation in one sample

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

In this chapter, the writer has done the process of pre-test, experiment treatment

and post-test. After finishing that process, the writer calculated the significant difference

between two means, test of significance, and difference of average scores (mean)

between experiment and control class. Pre test was given to both of control and

experiment class, in order to measure how the condition of two classes before treatment.

In the pre test, students are asked to write descriptive text about famous person. After

doing the pre test, the writer conducts the experiment treatment. The writer teaches the

experiment class by using meta-cognitive strategy and taught control class by lecturing

method. At the end of learning process, the writer gave post test to the two classes. The

learning process can be seen as the table follow :

Table 4.1 Differences between experimental and control class

EXPERIMENT CLASS CONTROL CLASS

1. Pre test

- The teacher gave a picture

about famous person.

- Without any explanation, the

students asked to write 2

paragraph descriptive text

based on the picture.

1. Pre test

- The teacher gave a picture

about famous person.

- Without any explanation,

the students asked to write

2 paragraph descriptive

text based on the picture.

2. Teaching process (with

treatment)

- The teacher gave an

explanation about

descriptive text, generic

structure, language

feature, and example of

descriptive text (famous

people).

The teacher gave an

explanation about meta-

cognitive strategy.

- Planning: includes goal

setting, material writing,

questioning, and task

analysis. Taking planning

strategy, students are

thinking about what their

goal and how they can

accomplish those goal

efficiency and

effectively.

2. Teaching process (without

treatment)

- The teacher gave an

explanation about

descriptive text,

generic structure,

language feature, and

example of descriptive

text (famous people).

A. Data Analysis

After completing the teaching learning process, the writer measures the

effectiveness of meta-cognitive strategy to improve students’ writing skill by calculating

rates of average of pre-test and post-test and to find out the significance between pre-test

and post-test of two classes.

Table 4.2 Score of Pre-Test Experiment Class

No Name C O G V M Total Score 1 AFTAHA SHOFY ATQIYA 3 2 2 1 1 9 452 AMELYA RATNASARI 3 2 1 2 1 9 453 ASYIFA NUR ARFIONITA 3 3 1 1 1 9 454 AULIA FATRA KAMALIN 3 3 2 1 1 10 505 DAFFA AMIR PAMBUDI 3 1 1 1 1 7 356 DANENDRA MUAMMAR RAFI 2 2 1 1 1 7 357 DEDY AGUNG PRATAMA 3 2 1 1 1 8 408 DYAH AYU PANGESTI 3 3 1 1 1 9 459 EMILIA BENAZIR ANJANI 3 2 2 1 1 9 45

10 FAIZ TSABITUL A ZMI 3 1 1 1 1 7 3511 HANDY SULTAN B 3 2 1 1 1 8 4012 INTAN NUR HIDAYAH 3 2 2 1 1 9 4513 IZATUL UMAMMI 3 2 1 1 1 8 4014 JULIA FARAH DIBA 2 2 1 1 1 7 3515 KHOIRUL HIDAYAT 3 2 1 1 1 8 40

16 KURNIA RIA RESDYANA 3 3 1 1 1 9 4517 MAULIDYA ANITA DEWI 3 3 1 1 1 9 4518 MUFIDATUL UDZMA 3 3 1 2 1 10 5019 MUHAMMAD AFFANDI S 3 2 2 1 1 9 4520 NAYLA TUTI FAUZIA 3 2 1 1 1 8 4021 NOVI ZAKIYATUNISA 3 2 1 1 1 8 4022 NOVITA RAHMAWATI 4 3 1 1 1 10 5023 NURUL AFIFAH 3 3 1 1 1 9 4524 NURUL SHALIHAH 3 3 2 1 1 10 5025 OBY KRIDHA KARTIKA 3 2 2 1 1 9 4526 QONIATUL MA RIFAH 3 2 1 1 1 8 4027 RAGIL SAPUTRO 3 3 1 1 1 9 4528 RAVIKA NURUL ANJANI 3 2 1 1 1 8 4029 RIAN APRIYANTO 3 2 1 1 1 8 4030 SALMA ATIYA WINTI 3 2 2 2 1 10 5031 SANIYA FITRIYATUL M 3 3 1 1 1 9 4532 SEPTI LAILIA SUKNIA 3 2 1 1 1 8 4033 SUKMA LARASATI INAYAH 3 2 1 1 1 8 4034 TOEFLINA PUSPA RANNY 3 2 2 1 1 9 4535 VINA HIDAYATI 3 3 2 1 1 10 5036 WAHYU NURHANA 3 3 2 1 1 10 5037 WIDI PANGASTUTIK 3 3 1 1 1 9 4538 YUSVI NURIDA PRATIWI 4 3 1 1 1 10 5039 DHEANNISA FIRDHA A 3 2 1 1 1 8 40

N 39Total 1695

Mean 43,46154

Table 4.3 Score of Post-Test Experimental Class

No Name C O G V M Total Score

1 AFTAHA SHOFY ATQIYA 4 4 3 3 3 17 852 AMELYA RATNASARI 4 4 3 3 2 16 803 ASYIFA NUR ARFIONITA 4 3 3 2 3 15 754 AULIA FATRA KAMALIN 4 4 4 3 3 18 905 DAFFA AMIR PAMBUDI 4 3 3 2 2 14 706 DANENDRA MUAMMAR RAFI 4 3 3 2 3 15 757 DEDY AGUNG PRATAMA 4 4 2 2 2 14 708 DYAH AYU PANGESTI 4 4 3 3 2 16 809 EMILIA BENAZIR ANJANI 4 3 3 2 3 15 7510 FAIZ TSABITUL A ZMI 4 3 3 2 2 14 7011 HANDY SULTAN B 4 3 3 2 3 15 75

12 INTAN NUR HIDAYAH 4 4 3 3 2 16 8013 IZATUL UMAMMI 4 4 3 3 2 16 8014 JULIA FARAH DIBA 4 3 3 2 3 15 7515 KHOIRUL HIDAYAT 3 3 2 2 1 11 5516 KURNIA RIA RESDYANA 4 4 3 3 3 17 8517 MAULIDYA ANITA DEWI 4 2 3 2 2 13 6518 MUFIDATUL UDZMA 4 4 3 3 3 17 8519 MUHAMMAD AFFANDI S 4 3 3 2 3 15 7520 NAYLA TUTI FAUZIA 4 3 3 3 3 16 8021 NOVI ZAKIYATUNISA 4 3 3 2 2 14 7022 NOVITA RAHMAWATI 4 4 3 3 3 17 8523 NURUL AFIFAH 4 4 4 3 3 18 9024 NURUL SHALIHAH 4 4 4 3 3 18 9025 OBY KRIDHA KARTIKA 4 3 3 2 3 15 7526 QONIATUL MA RIFAH 4 4 3 3 3 17 8527 RAGIL SAPUTRO 3 4 2 2 2 13 6528 RAVIKA NURUL ANJANI 4 3 3 2 3 15 7529 RIAN APRIYANTO 4 3 3 2 3 15 7530 SALMA ATIYA WINTI 4 4 3 3 2 16 8031 SANIYA FITRIYATUL M 4 4 3 3 3 17 8532 SEPTI LAILIA SUKNIA 4 4 3 3 3 17 8533 SUKMA LARASATI INAYAH 4 4 3 2 3 16 8034 TOEFLINA PUSPA RANNY 4 4 3 3 2 16 8035 VINA HIDAYATI 4 4 3 4 3 18 9036 WAHYU NURHANA 4 4 3 3 2 16 8037 WIDI PANGASTUTIK 4 4 3 3 4 18 9038 YUSVI NURIDA PRATIWI 4 4 4 3 3 18 9039 DHEANNISA FIRDHA A 4 3 3 3 2 15 75

N 39Total 3070

Mean 78,71795

Table 4.4 Score of pre-test and post-test Experimental Class

No Name PRE POST D D2X Y1 AFTAHA SHOFY ATQIYA 45 85 40 16002 AMELYA RATNASARI 45 80 35 12253 ASYIFA NUR ARFIONITA 45 75 30 9004 AULIA FATRA KAMALIN 50 90 40 16005 DAFFA AMIR PAMBUDI 35 70 35 12256 DANENDRA MUAMMAR RAFI 35 75 40 16007 DEDY AGUNG PRATAMA 40 70 30 9008 DYAH AYU PANGESTI 45 80 35 12259 EMILIA BENAZIR ANJANI 45 75 30 90010 FAIZ TSABITUL A ZMI 35 70 35 1225

11 HANDY SULTAN B. 40 75 35 122512 INTAN NUR HIDAYAH 45 80 35 122513 IZATUL UMAMMI 40 80 40 160014 JULIA FARAH DIBA 35 75 40 160015 KHOIRUL HIDAYAT 40 55 15 22516 KURNIA RIA RESDYANA 45 85 40 160017 MAULIDYA ANITA DEWI 45 65 20 40018 MUFIDATUL UDZMA 50 85 35 122519 MUHAMMAD AFFANDI SIREGAR 45 75 30 90020 NAYLA TUTI FAUZIA 40 80 40 160021 NOVI ZAKIYATUNISA 40 70 30 90022 NOVITA RAHMAWATI 50 85 35 122523 NURUL AFIFAH 45 75 30 90024 NURUL SHALIHAH 50 90 40 160025 OBY KRIDHA KARTIKA 45 75 30 90026 QONIATUL MA RIFAH 40 85 45 202527 RAGIL SAPUTRO 45 65 20 40028 RAVIKA NURUL ANJANI 40 75 35 122529 RIAN APRIYANTO 40 75 35 122530 SALMA ATIYA WINTI 50 80 30 90031 SANIYA FITRIYATUL M. 45 85 40 160032 SEPTI LAILIA SUKNIA 40 85 45 202533 SUKMA LARASATI INAYAH 40 80 40 160034 TOEFLINA PUSPA RANNY 45 80 35 122535 VINA HIDAYATI 50 90 40 160036 WAHYU NURHANA 50 80 30 90037 WIDI PANGASTUTIK 45 90 45 202538 YUSVI NURIDA PRATIWI 50 90 40 160039 DHEANNISA FIRDHA A 40 75 35 1225

N 39 TOTAL 1360 49100

Table 4.5 Score of Pre-Test Control Class

No Name C O G V M

Total Score

1 ACHMAD KUKUH R 3 2 2 1 1 9 452 AHMAD ABDUL BADI A 2 3 1 1 1 8 403 AIE AULIYA ARDHIYA 3 3 1 1 1 9 454 AINUN JILAN QILBI 3 2 1 2 2 10 505 AMELIA UMI LATIFA 3 2 1 1 1 8 406 AMRINA ROSADA 3 3 2 1 1 10 507 ANINDYA PUTRI PRAMESWARI 3 2 2 1 1 9 458 ANIS MUKHASANAH 2 2 1 1 1 7 35

9 DAFFA MUHAMMAD FARROS 3 2 1 1 1 8 40

10DAYANING WIKAN RAMADHANI 3 2 1 1 1 8 40

11 DIENAR SAFHIRA 3 2 2 2 2 11 5512 DUROTUN NISAK 3 2 1 1 1 8 4013 DWI LESTARI 3 3 1 2 1 10 5014 ELVIA NUR MUASIROH 3 3 1 1 1 9 4515 EVA TIANA LINGGA SARI 3 3 2 1 1 10 5016 FAISAL FACHRI SETYAWAN 3 2 1 1 1 8 4017 FARIDATUNNISA 2 2 1 1 1 7 3518 GALUH AYU SAVITRI 3 2 1 1 1 8 4019 HILMI FERNANDA 3 2 1 2 1 9 4520 ISNA APRILLIA 2 2 1 1 2 8 4021 JAUHARIN FARDA A 3 2 2 1 1 9 4522 MARIYAM AUFIRA NABILA 4 3 1 1 1 10 5023 MELINA NUR HIDAYAH 3 1 2 1 2 9 4524 MUHAMMAD ABDULLAH ANAS 3 2 1 1 1 8 4025 MUHAMMAD AFIFUDIN S 2 2 1 1 1 7 3526 MUHAMMAD ALFI MAARIF 3 1 1 1 1 7 3527 MUHAMMAD SYAHRUL M 3 2 1 1 1 8 4028 NANDA SURYA MAHARANI 3 2 2 1 1 9 4529 NAYLA FARANDHITA S 3 2 1 2 2 10 5030 NISRINA ZAKIYATUN NABILA 3 2 1 2 1 9 4531 NUR AFIFAH ASFIYATI 3 2 1 1 2 9 4532 RAMADHAN MINAN ZUHRI 3 2 1 1 1 8 4033 RONA RAHAYU SAPTANDARI 3 3 2 1 1 10 5034 SARAH ALFI MAIZA 3 2 1 1 1 8 4035 SITI AMINAH 2 2 1 1 1 7 3536 SURYA AJI NUGROHO 3 3 1 1 1 9 4537 WAHYU ADABSARI C 3 3 2 1 1 10 5038 WAHYU ASTOBIN 2 2 1 1 1 7 3539 YAMTININGSIH 3 3 2 1 1 10 50

N 39Total 1690

Mean 43,33333

Table 4.6 Score of Post Test Control Class

No Name C O G V M Total Score1 ACHMAD KUKUH R 4 4 3 2 2 15 752 AHMAD ABDUL BADI A 4 4 2 2 2 14 703 AIE AULIYA ARDHIYA 4 3 2 2 2 13 654 AINUN JILAN QILBI 4 3 2 2 2 13 655 AMELIA UMI LATIFA 4 3 2 2 2 13 65

6 AMRINA ROSADA 4 4 3 2 2 15 757 ANINDYA PUTRI PRAMESWARI 3 3 1 2 2 11 558 ANIS MUKHASANAH 4 3 1 2 2 12 609 DAFFA MUHAMMAD FARROS A 3 3 2 1 1 10 5010 DAYANING WIKAN R 4 4 3 2 2 15 7511 DIENAR SAFHIRA 4 4 2 1 2 13 6512 DUROTUN NISAK 4 3 2 2 1 12 6013 DWI LESTARI 4 3 2 2 1 12 6014 ELVIA NUR MUASIROH 4 3 1 2 3 13 6515 EVA TIANA LINGGA SARI 4 4 2 2 3 15 7516 FAISAL FACHRI SETYAWAN 4 4 2 1 1 12 6017 FARIDATUNNISA 4 4 2 2 1 13 6518 GALUH AYU SAVITRI 4 4 3 2 1 14 7019 HILMI FERNANDA 3 3 2 1 1 10 5020 ISNA APRILLIA 3 3 2 2 2 12 6021 JAUHARIN FARDA A 4 4 2 2 1 13 6522 MARIYAM AUFIRA NABILA 4 4 2 2 3 15 7523 MELINA NUR HIDAYAH 4 4 2 2 3 15 7524 MUHAMMAD ABDULLAH A 4 4 2 2 2 14 7025 MUHAMMAD AFIFUDIN S 3 3 2 1 1 10 5026 MUHAMMAD ALFI MAARIF 4 3 2 2 1 12 6027 MUHAMMAD SYAHRUL M 4 4 2 3 2 15 7528 NANDA SURYA MAHARANI 4 4 3 2 3 16 8029 NAYLA FARANDHITA S 4 3 2 2 1 12 6030 NISRINA ZAKIYATUN NABILA 4 3 2 2 1 12 6031 NUR AFIFAH ASFIYATI 3 3 2 2 1 11 5532 RAMADHAN MINAN ZUHRI 4 4 2 2 2 14 7033 RONA RAHAYU SAPTANDARI 4 3 3 2 2 14 7034 SARAH ALFI MAIZA 4 4 2 2 2 14 7035 SITI AMINAH 4 3 2 1 2 12 6036 SURYA AJI NUGROHO 4 3 2 2 1 12 6037 WAHYU ADABSARI C 4 3 1 2 1 11 5538 WAHYU ASTOBIN 4 3 2 1 2 12 6039 YAMTININGSIH 4 3 1 2 2 12 60

N 39 Total 2515Mean 64,48718

Table 4.7 Score of pre-test and post-test Control Class

No Name PRE POST D D2X Y1 ACHMAD KUKUH RAMAHANDIKA 45 75 30 9002 AHMAD ABDUL BADI AL HAKIM 40 70 30 9003 AIE AULIYA ARDHIYA 45 65 20 400

4 AINUN JILAN QILBI 50 65 15 2255 AMELIA UMI LATIFA 40 65 25 6256 AMRINA ROSADA 50 75 25 6257 ANINDYA PUTRI PRAMESWARI 45 55 10 1008 ANIS MUKHASANAH 35 60 25 6259 DAFFA MUHAMMAD FARROS ALTHOOF 40 50 10 10010 DAYANING WIKAN RAMADHANI 40 75 35 122511 DIENAR SAFHIRA 55 65 10 10012 DUROTUN NISAK 40 60 20 40013 DWI LESTARI 50 60 10 10014 ELVIA NUR MUASIROH 45 65 20 40015 EVA TIANA LINGGA SARI 50 75 25 62516 FAISAL FACHRI SETYAWAN 40 60 20 40017 FARIDATUNNISA 35 65 30 90018 GALUH AYU SAVITRI 40 70 30 90019 HILMI FERNANDA 45 50 5 2520 ISNA APRILLIA 40 60 20 40021 JAUHARIN FARDA AISYARATNA 45 65 20 40022 MARIYAM AUFIRA NABILA 50 75 25 62523 MELINA NUR HIDAYAH 45 75 30 90024 MUHAMMAD ABDULLAH ANAS 40 70 30 90025 MUHAMMAD AFIFUDIN SUBKHANA 35 50 15 22526 MUHAMMAD ALFI MAARIF 35 60 25 62527 MUHAMMAD SYAHRUL MUBAROK 40 75 35 122528 NANDA SURYA MAHARANI 45 80 35 122529 NAYLA FARANDHITA SALSABILA 50 60 10 10030 NISRINA ZAKIYATUN NABILA 45 60 15 22531 NUR AFIFAH ASFIYATI 45 55 10 10032 RAMADHAN MINAN ZUHRI 40 70 30 90033 RONA RAHAYU SAPTANDARI 50 70 20 40034 SARAH ALFI MAIZA 40 70 30 90035 SITI AMINAH 35 60 25 62536 SURYA AJI NUGROHO 45 60 15 22537 WAHYU ADABSARI CHOIRUNNISA 50 55 5 2538 WAHYU ASTOBIN 35 60 25 62539 YAMTININGSIH 50 60 10 100

N 39 TOTAL 825 20325

Table 4.8 Writing Rubric Assessment on Descriptive Text

Aspect Score Performance description

Content4 The topic is complete and clear and the details are relating to

the topic

(C)30%

- Topic- Details

3 The topic is complete and clear but the details are almost relating to the topic

2 The topic is complete and clear but the details are not relating to the topic

1 The topic is not clear and the details are not relating to the topic.

Organization (O)20%

-Identification- Description

4 Identification is complete and descriptions are arranged with proper connectives.

3 Identification is almost complete and descriptions are arrange with proper connectives

2 Identification is not complete and descriptions are arranged with few misuse of connectives

1 Identification is not complete and descriptions are arrange with misuse of connectives

Grammar (G)20%

- Use present tense - Agreement

4 Very few grammatical or agreement inaccuracies3 Few grammatical or agreement inaccuracies but not affect on

meaning2 Numerous grammatical or agreement inaccuracies1 Frequent grammatical or agreement inaccuracies

Vocabulary (V)15%

4 Effective choice of words and word forms3 Few misuse of vocabularies, word form, but not change the

meaning2 Limited range confusing words and word form1 Very poor knowledge of words, word form, and not

understandable

Mechanics(M)15%

- Spelling- Punctuation

- Capitalization

4 It uses correct spelling, punctuation, and capitalization 3 It has occasional errors of spelling, punctuation, and

capitalization 2 It has frequent errors of spelling, punctuation, and

capitalization1 It is dominated by errors of spelling, punctuation, and

capitalizationAdapted from Brown(2007)

Notes : final score = total score x 5

1. Mean

a) Pre-test of experiment class

x= xN

x=169539

x=43,46

b) Pre-test of control class

y= yN

y=170539

y=169039

y=43,33

c) Post-test of experiment class

x= xN

x=307039

x=78,72

d) Post-test of control class

y= yN

y=252039

x=64,48

2. Deviation Standard

According to the data from the table, the writer calculates standard deviation

of pre-test and post-test of experiment class.

a) Experiment class

SD=√ D 2

N−( D

N )2

SD=√ 4910039

−( 136039 )

2

SD=√1252,974−1216,042

SD=√42,93228

SD=6,55

b) Control class

SD=√ D 2

N−( D

N )2

SD=√ 2032539

−( 82539 )

2

SD=√521,154−447,485

SD=√73,6686

SD=8,58

3. T-Test Calculation

After the writer calculates standard deviation, T-Test calculation are :

a) Experiment class

¿=( D

N )SD

√ N−1

¿=( 1360

39 )6,55

√39−1

¿=34,87186,55√38

¿=34,87186,556,16

¿=34,87181,063

¿=32,81

b) Control class

¿=( D

N )SD

√ N−1

¿=( 825

39 )8,58

√39−1

¿=21,1548,58√38

¿=21,1548,586,16

¿=21,1541,39

¿=15,19

4. Degree of Freedom

Df = N-1

= 39-1

= 38

In this research, the level of significance is 5%. If the t o=¿ t-table 5%, it

means that null hypothesis (Ho) is rejected and alternative hypothesis (Ha)

accepted. T-table for standard of significance with df 38 shows 2,024. Based on

the result, can be concluded that:

t o>t t

32,81>2,024

In the statistic form :

Ha : μ1 ≠ μ2

It is assumed that null hypothesis (Ho) is rejected and alternative

hypothesis (Ha) is accepted. Therefore, it can be concluded that “There is a

significant improvement on student’s writing skill scores taught using

metacognitive strategy rather than taught didn’t using metacognitive strategy”.

B. Discussion

In this section, the writer analyzes the data which has been collected and

describes the result of the research. In the first meeting of the two classes, the teacher

gave a pre-test for students. They were difficult to write on the blank paper because they

less of information of the topic and no preparation. In the second meeting (learning

process), the control class was taught using traditional method. So as usual, almost of

students did not pay attention to the teacher’s explanation. They feel bored because the

teacher used traditional method to explain the descriptive text. On the other hand, the

experiment class (which was taught by metacognitve strategy) the student’s were ready

to prepare their learning process.

In the last meeting, after the treatment was given, the student’s of experiment

class were easier to write than control class in doing the post-test. It happened because

student’s are guided to reflect on the procedure they used during the implementation of

the activities. So, it made them get higher score in post test than control class.

Table 4.9 The Result of The Research

No Result Experiment class Control class

1. Mean of :

a. Pre-test

b. Post-test

43,46

78,72

43,33

64,48

2. Standard deviation 6,55 8,58

3. T-test 32,81 15,19

From the table above, it can be seen that there is no significant differences in pre-

test score of the two classes. After the teacher gave the treatment to experiment class, it

can be seen that there is significant improvement from pre-test to post-test mean of

experiment class (43,46 to 78,72). The students use their metacognitive strategy to plan,

monitor, and evaluate during learning process. It is proved that the student’s set their

mind to find goals, know how to arrange time in order to learn effectively and can

evaluate their learning to get good feedback.

On the other hand, there is no significant improvement from pre-test to post-test

mean of control class (43,33 to 64,48) with percentage 48%. It could happen because the

students were given traditional method by the teacher.

From the T – test result, it can be seen that the level of significance was set equal

or less than α = 5%. If the t o>t t5%, it meant that null hypothesis (Ho) was rejected and

alternative hypothesis (Ha) accepted. T-table for standard significant with df 38 shows

2,024. According to this result it can be concluded that t o>t t (32,812,024). Thus, based

on the above explanation, the writer concludes that using metacognitive strategy is

effective in writing descriptive text. The metacognitive strategy can help students to

write easier.

According to the explanation about the analysis of the result on the table above

based on the research at the tenth grade students of MAN Salatiga, it can be inferred that

writing descriptive texts using metacognitive strategy is more effective than without

metacognitive strategy. Furthermore, students writing scores taught by using

metacognitive strategy are higher than those who are not given treatment.

From the research finding, it can be concluded that using metacognitive strategy

can motivate students to engage in language learning. Through metacognitive strategy,

students are guided to reflect on the procedure they used during the implementation of

the activities. As suggested by Beyer (1997) in Saemah et al, 2014, the importance of

metacognitive reflection activities is to help students aware of their own thinking process

thus identifying the procedure or steps in implementing the task. On the other hand,

instructions on meta-cognitive learning strategies can be carried out both in class and

after class. Nunan (1999, 62) in Lihua Sun:2013, points out that strategy training should

be included in the regular language teaching plans rather than regarding it as independent

learning process. In class, teacher illustrates the meanings and functions of learning

strategies, especially meta-cognitive strategies, and then students can have discussions by

themselves to get solid understanding about learning strategies. After class, teachers

must encourage students to apply learning strategies into practice by means of assigning

specific learning tasks to do. In the long run, students will benefit from learning these

useful strategies as long as they keep using them in language learning.

Briefly, the writing achievement in the experiment class has proven that

metacognitive strategy can be good strategy in developing writing descriptive texts.

CHAPTER V

CLOSURE

In this chapter the writer present the conclusion and suggestion related to research

finding and discussion.

A. Conclusions

Based on the previous theoretical review and data analysis, the inferences of this

graduating paper are drawn as follows:

1. Based on the data from the result of tests that have been done and analyzed in the

previous chapter, it shown that the mean score of the post-test from the experimental

group is higher (78,72) than post-test from controlled group (64,48). Furthermore, the

experimental group which using metacognitive is better in improving writing skill

than the control group which not using metacognitive strategy. The data from the

calculation indicated the experimental group was more successful than the control

group.

2. According to the result of analysis of the research, it shown that the score of t-test in

post-test of experimental is 32,81 and the score of t-table from the degree of freedom

on degree of significant of 5% = N-1= 38 are 2,024. It means that the score of t-test is

higher than score of t-table. Therefore, it can be concluded that there is significant

difference on student's writing skill scores teaching using by metacognitive strategy

rather than taught didn’t using metacognitive strategy. Furthermore, teaching writing

by using metacognitive strategy can support and improve the students’ writing skill.

B. Suggestions

At the end of this chapter, the writer would like to propose some suggestions,

which hopefully would be useful.

1. For students, it is suggested that they should apply all aspect of metacognitive

strategy in their learning. Planning to design the activities and behaviors that they

should do in writing process. Monitoring to control and manage their activities in

learning process. Evaluating for finding out what are their strength and weakness in

learning English and then design new learning plan. If the students could maintain

this cycle of learning, hopefully they could perform better in learning process and

get the best result in the end of learning.

2. For teachers, it is suggested that they should be aware to the advantages of

metacognitive strategies. Considering that some writer found that metacognitive

strategy is the most used learning strategy, teachers should give some kind of

stimulus to the students to conduct metacognitive strategy in learning English.

Teachers can also give some enhancement to the students to overcome disturbance

such as distraction and low motivation in applying metacognitive strategy.

3. For further research, it is expected to conduct research about correlations between

metacognitive strategy and students’ learning motivation. Besides, there are some

learning distractions that students find in learning English. So, it is also suggested to

further research what are learning distractions that found by students in learning

English.

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RENCANA PEMBELAJARAN

Satuan Pendidikan : MAN SalatigaMata Pelajaran : Bahasa InggrisKelas / Semester : X/IIMateri Pokok : Describing peoplePertemuan ke : Alokasi Waktu : 2 x 45 menit

A. KOMPETENSI INTI1) Menghayati dan mengamalkan ajaran agama yang dianutnya.2) Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong), kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3) Memahami, menerapkan, menganalisa pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab fenomena dan kejadian serta menerapkan pengetahuan prosedural dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. KOMPETENSI DASAR DAN INDIKATOR

No Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

1. siswa dapat mengidentifikasi struktur dan kebahasan teks descripive.

2. Siswa dapat menghasilkan teks berbentuk descriptive. 

2. 2.2 Menunjukkan perilakutanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional.

Jujur3. Berperilaku selalu dapat dipercaya dalam perkataan, perbuatan dan pekerjaan baik terhadap diri sendiri dan pihak orang lainPeduli4. Berperilaku peduli dengan mengajukan pertanyaan- pertanyaan kritis terhadap masalah- masalah yang dikemukakan

dalam teks descriptive.5. Berperilaku peduli dengan selalu mengerjakan tugas dengan baik.Kerjasama6. Menunjukan perilaku kerjasama yang

baik antara teman dan guru dalam pembelajaran

3. 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana berbentuk describing people, sesuai dengan konteks penggunaannya.

Menyebutkan unsur-unsur yang ada dalam descriptive text.

C. TUJUAN PEMBELAJARAN

Siswa dapat:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait terkait teks deskriptif sederhana tentang orang.

3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur kebahasaan dari teks deskriptif sederhana tentang orang.

4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan terkait teks deskriptif sederhana tentangorang.

5. Menangkap makna terkait teks deskriptif sederhana tentang orang.

D. MATERI PELAJARAN1. Definisi teks deskriptif

Descriptive text is a text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others. For example: my classroom or my favorite singer.

2. Konsep :Fungsi sosial dari teks deskriptif adalah mendiskripsikan orang pada umumnya, tempat atau benda.

3. Fungsi sosial : Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, mempromosikan, dsb.

4. Struktur sosial:- Penyebutan nama, sifat, tindakan dari atau terkait dengan orang, yang

semuanya sesuai dengan fungsi sosial yang hendak dicapai.

5. Stuktur teks deskriptifThe descriptive text consists of two parts:

No.Name of The Part

Explanation

1 IdentificationIt identifies thing, person, or object that is going to be described

2 DescriptionIt describes parts, quantities, characteristics of the person or something that is described.

6. Unsur kebahsaan teks deskriptifThere are several language feature of descriptive text, such asa. Focus on spesific participants (e.g. : my math teacher)b. Using descriptive adjectives (e.g. : blue book, long hair, strong legs, etc.)c. Using action verbs (e.g. : it eats meat, it sleeps at night, etc.)d. Using thinking and feeling verbs to express the author’s opinion about the

subject. (e.g.: I think it is a clever animal, police believethe suspect is armed, etc)

e. Using the adverbials (adverb) to give additional information about behavior (e.g. : fast, at tree house)

f. Using figurative language(william is as white as chalk)

g. Using the simple present7. Topik :Keteladanan tentang perilaku toleran dan percaya diri.8. TujuanPembelajaran :Siswa terampil mengidentifikasi dan merespon

describing people untuk menjaga hubungan interpersonal dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara bertanggung jawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan), percayadiri, bertanggungjawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan).

E. PENDEKATAN DAN MODEL PEMBELAJARAN1. Pendekatan dalam pembelajaran ini menggunakan Scientific

approach/pendekatan ilmiah dengan langkah-langkah sebagai berikut: mengamati, menanya, menalar, mencoba, dan membuat jejaring.

2. Metode pembelajaran yang dipergunakan adalah: lecturingF. STRATEGI PEMBELAJARAN1. Lecturing2. Presentation3. Do the task

G. LANGKAH-LANGKAH PEMBELAJARAN

KEGIATAN DESKRIPSI KEGIATAN ALOKASI WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa menggunakan bahasa Inggris agar tercipta English environment.

2. Guru membuka pelajaran dengan mengucap salam dan berdoa.

3. Guru memeriksa kehadiran peserta didik sebagai sikap tanggung jawab.

4. Apersepsi (menyambungkan pelajaran yang sudah dipelajari sebelumnya).

5. Menyampaikan model dan tujuan pembelajaran.

10 menit

Inti

Mengamati1. Guru menjelaskan kepada siswa tentang materi teks

diskriptif berbentuk describing people meliputi fungsi sosialnya, kebahasannya, struktur teksnya.

2. Siswa memperhatikan dengan saksama penjelasan guru. 3. Guru memberikan contoh teks descriptive dengan tema

decribing people (Lampiran 1). Menanya

4. Siswa mempertanyakan isi dari teks deskriptif berbentuk describing people. Mengeksplorasi

5. Dengan bimbingan dan arahan guru, siswa menganalisa language features, social function and structure yang digunakan dari teks deskriptif Mengasosiasi

6. Guru memberikan pre-test kepada siswa untuk membuat teks deskriptif sederhana describing people (Lampiran 2) Mengkomunikasi

7. Siswa dan guru melakukan diskusi kelas menyamakan persepsi.

8. Siswa memberikan pendapat dan saran terhadap describing people.

9. Guru memberikan pos-test

70 menit

Penutup

1. Siswa dengan bimbingan guru, membuat kesimpulan dan refleksi tentang describing people yang telah dipelajari bersama.

2. Siswa dipersilakan untuk mempelajari materi selanjutnya.

10 menit

Total Waktu 90 menit

H. MEDIA & SUMBER BELAJAR1. Media

a. White bordb. Laptop c. Papers

2. SumberBelajar- Buku Guru kurikulum 2013, Intan Pariwara- Sumber buku lain yang relevan- https://sanurfransiskus.wordpress.com/2014/09/21/rpp-class-x-

semester-1-descriptive-text/- http://skripsi-fkip-inggris.blogspot.co.id/2013/11/model-penilaian-

menulis-writing.html

I. INSTRUMEN PENILAIAN HASIL BELAJAR- Teknik : tertulis (menulis descriptive text tentang famous

person)- Instrument : terlampir

J. PEDOMAN PENILAIAN

No Writing Element Range Score Maximum Score1 Content 1-20 202 Organization 1-20 203 Grammar 1-20 204 Vocabulary 1-20 205 Mechanics 1-20 20

Total Score 100

1. Kriteria  penilaian

Kurang           = 5 Cukup            = 10 Baik                = 15 Sangat Baik    = 20

2. Contoh Penilaian

1). Angga mendapat nilai 70    Dengan penjabaran nilai Content = 10, Organization = 20, Grammar = 10, Vocabulary = 10, Mechanics = 20

2). Desi mendapat nilai 85    Dengan penjabaran nilai Content = 15, organization = 20, Grammar =     15, Vocabulary = 15, Mechanics = 20

Salatiga,25 Februari 2016

Guru Bahasa Inggris

Hj. Siti Mudrikah, S.Pd

NIP. 197105071997032001

Mahasiswa Peneliti

Arum Mulyasari NIM 113- 11- 121

Lampiran 1

Daniel Jacob Radcliffe

Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. his nickname is

Dan. He is the only child of Alan Radcliffe and Marcia Gresham. (identification)

Dan has white skin, dark brown hair, blue eyes, and pointed nose. His height is about

168cm. He is a loyal, shy, down to earth and humorous person. He is also intelligent and

somewhat mysterious. He loves football, Formula One racing and gymnastics. (description)

Source: http://www.englishexercises.org/makeagame/viewgame.asp?id=6424

Lampiran 2

Pre-test

Name: Class:

No.: Date:

1. Look at the picture!2. Write 2 paragraph of description based on the picture above!3. Clue : you can use some vocabularies provided

humorous-talented-funny-actor

source:http://www.mid-day.com/articles/rowan-atkinson-to-bring-back-mrbean/15944168

Lampiran 3

Post-test

Name: Class:

No.: Date:

1. Look at the picture.2. Write a description of the person above!

Source: http://www.sekolahoke.com/

VOCABULARYStraight hair = rambut lurus• Wavy hair = rambut ikal, bergelombang• Curly hair = rambut keriting• A crew-cut = rambut cepak (rambut tentara)• Receding hair= rambut setengah botak• Bald = botak• Blonde hair = rambut pirang• Fair hair = rambut pirang (kuning langsat)• Dark hair = rambut hitam• Ginger hair = rambut pirang (oranye)• Red hair = rambut pirang (kemerah-merahan)• Auburn hair = rambut pirang• Kinky hair = rambut keriting kusut• Bangs = rambut poni• Pigtail = rambut kuncir• Sideburns = cambang• Thin face = wajah kurus• Round face = wajah bulat• Chubby face = wajah gemuk/ tembem• Wrinkles = keriput• Dark skin = kulit gelap• Freckles = bintik-bintik di wajah (matahari)• Beard and moustache = jenggot dan kumis• Pale = pucat

Height and Build (Tinggi badan dan perawakan)• Rather plump = agak gendut• Stout = agak gendut• Slim = langsing• Obese = gemuk sekali• Fat (impolite) = gendut (tidaksopan)• Bit overweight = gemuk (lebihsopan)• Stocky = pendekgemuk• Well-built = tegap, berotot• Muscular = berotot• Thin = kurus• Anorexic = kurus kerempeng• Skinny = kurus

General Appearance (Penampilan umum)• Smart = pintar, cerdas• Elegant = elok, elegan

• Well-dressed = berpakaianrapi• Scruffy = semerawut• Untidy-looking = tidakrapi• Good-looking = menarik, cantik, tampan• Unattractive = tidakmenarik• Beautiful = cantik• Handsome = tampan• Tall = tinggi• Short = pendek• General height = tingginyasedang-sedangsaja• Amusing = menyenangkan, menghibur• Attractive = menarik (penampilan)• Charming = menarik (penampilan)• Ugly = jelek• Horrible = jelek, mengerikan• Old = tua• Young = muda

Clothing and Accessories ( Pakaian dan Aksesoris )Glasses = Kacamatacontact lenses = Kontak lensaEarrings = Anting-antinga necklace = Kalunga wristband = Manset ta bracelet = Gelanga cap = topia red scarf = sal meraha tie = dasi© 2013.DirektoratPembinaan SMA, DitjenPendidikanMenengah

78

1. pre-test

No Nama Score Jumlah

skor

NilaiContent Organizati

on Vocabulary Gram

mar Mechanics

1.2.3. 4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.

2. Post-test

NoNama

Score Jumlahskor

NilaiConten

t Organizat

ion Vocabulary Gram

mar Mechanic

s 1.2.3. 4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.

RENCANA PEMBELAJARAN

Satuan Pendidikan : MAN SalatigaMata Pelajaran : Bahasa InggrisKelas / Semester : X/IIMateri Pokok : Describing peoplePertemuan ke : Alokasi Waktu : 2 x 45 menit

C. KOMPETENSI INTI5) Menghayati dan mengamalkan ajaran agama yang dianutnya.6) Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong), kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

7) Memahami, menerapkan, menganalisa pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab fenomena dan kejadian serta menerapkan pengetahuan prosedural dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

8) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

D. KOMPETENSI DASAR DAN INDIKATOR

No Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

3. siswa dapat mengidentifikasi struktur dan kebahasan teks descripive.

4. Siswa dapat menghasilkan teks berbentuk descriptive. 

2. 2.2 Menunjukkan perilakutanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional.

Jujur3. Berperilaku selalu dapat dipercaya dalam perkataan, perbuatan dan pekerjaan baik terhadap diri sendiri dan pihak orang lainPeduli4. Berperilaku peduli dengan mengajukan pertanyaan- pertanyaan kritis terhadap masalah- masalah yang dikemukakan

dalam teks descriptive.5. Berperilaku peduli dengan selalu mengerjakan tugas dengan baik.Kerjasama6. Menunjukan perilaku kerjasama yang

baik antara teman dan guru dalam pembelajaran

3. 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana berbentuk describing people, sesuai dengan konteks penggunaannya.

Menyebutkan unsur-unsur yang ada dalam descriptive text.

K. TUJUAN PEMBELAJARAN

Siswa dapat:

3. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang.

4. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait terkait teks deskriptif sederhana tentang orang.

3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur kebahasaan dari teks deskriptif sederhana tentang orang.

4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan terkait teks deskriptif sederhana tentangorang.

5. Menangkap makna terkait teks deskriptif sederhana tentang orang.

L. MATERI PELAJARAN9. Definisi teks deskriptif

Descriptive text is a text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others. For example: my classroom or my favorite singer.

10. Konsep :Fungsi sosial dari teks deskriptif adalah mendiskripsikan orang pada umumnya, tempat atau benda.

11. Fungsi sosial : Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, mempromosikan, dsb.

12. Struktur sosial:- Penyebutan nama, sifat, tindakan dari atau terkait dengan orang, yang

semuanya sesuai dengan fungsi sosial yang hendak dicapai.

13. Stuktur teks deskriptifThe descriptive text consists of two parts:

No. Name of The Part Explanation

1 IdentificationIt identifies thing, person, or object that is going to be described

2 DescriptionIt describes parts, quantities, characteristics of the person or something that is described.

14. Unsur kebahsaan teks deskriptifThere are several language feature of descriptive text, such ash. Focus on spesific participants (e.g. : my math teacher)i. Using descriptive adjectives (e.g. : blue book, long hair, strong legs, etc.)j. Using action verbs (e.g. : it eats meat, it sleeps at night, etc.)k. Using thinking and feeling verbs to express the author’s opinion about the

subject. (e.g.: I think it is a clever animal, police believethe suspect is armed, etc)

l. Using the adverbials (adverb) to give additional information about behavior (e.g. : fast, at tree house)

m. Using figurative language(william is as white as chalk)

n. Using the simple present15. Topik :Keteladanan tentang perilaku toleran dan percaya diri.16. TujuanPembelajaran :Siswa terampil mengidentifikasi dan merespon

describing people untuk menjaga hubungan interpersonal dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara bertanggung jawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan), percayadiri, bertanggungjawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan).

M. PENDEKATAN DAN MODEL PEMBELAJARAN3. Pendekatan dalam pembelajaran ini menggunakan Scientific

approach/pendekatan ilmiah dengan langkah-langkah sebagai berikut: mengamati, menanya, menalar, mencoba, dan membuat jejaring.

4. Metode pembelajaran yang dipergunakana dalah: metacognitive strategyN. STRATEGI PEMBELAJARAN4. Lecturing5. Presentation6. Do the task7. Metacognitive strategy

O. LANGKAH-LANGKAH PEMBELAJARAN

KEGIATAN DESKRIPSI KEGIATAN ALOKASI WAKTU

Pendahuluan

6. Guru masuk ke kelas dan menyapa menggunakan bahasa Inggris agar tercipta English environment.

7. Guru membuka pelajaran dengan mengucap salam dan berdoa.

8. Guru memeriksa kehadiran peserta didik sebagai sikap tanggung jawab.

9. Apersepsi (menyambungkan pelajaran yang sudah dipelajari sebelumnya).

10. Menyampaikan model dan tujuan pembelajaran.

10 menit

Inti Mengamati10. Guru menjelaskan kepada siswa tentang materi teks

diskriptif berbentuk describing people meliputi fungsi sosialnya, kebahasannya, struktur teksnya.

11. Siswa memperhatikan dengan saksama penjelasan guru. 12. Guru memberikan contoh teks descriptive dengan tema

decribing people (Lampiran 1). Menanya

- Tahap 1, Planning13. Guru menjelaskan tujuan mengenai topik yang sedang

dipelajari, penanaman konsep berlangsung dengan menjawab pertanyaan- pertanyaan yang diajukan guru tentang konsep descriptive teks. Kemudian guru membimbing siswa menanamkan keyakinan dan kesadaran dengan bertanya pada siswa saat siswa menjawab setiap pertanyaan dalam bahan ajar atau pertanyaan yang diajukan oleh guru.

14. Siswa mempertanyakan isi dari teks deskriptif berbentuk describing people. Mengeksplorasi dan mengasosiasi

15. Dengan bimbingan dan arahan guru, siswa menganalisa language features, social function and structure yang digunakan dari teks deskriptif

16. Guru memberikan pre-test kepada siswa untuk membuat teks deskriptif sederhana describing people (Lampiran 2)

Tahap 2, Monitoring 17. Siswa bekerja mandiri untuk menyelesaikan soal-soal latihan

yang diberikan. Guru memberi umpan balik secara individual, berkeliling memandu siswa dalam menyelesaikan

70 menit

persoalan. Umpan balik yang bersifat metakognitif menuntun siswa untuk memusatkan perhatian pada kesalahan-kesalahan dan memberikan petunjuk kepada siswa agar siswa dapat mengoreksi sendiri, dapat mengontrol atau memonitor proses berpikirnya serta dapat menyimpan dan menggunakan kembali ide-ide yang telah ditemukan untuk menyelesaikan soal yang diberikan.

Mengevaluasi18. Siswa dan guru melakukan diskusi kelas menyamakan

persepsi.19. Siswa memberikan pendapat dan saran terhadap describing

people.Tahap 3, Evaluating

20. Evaluasi dari guru mengarah pada pemantapan dan aplikasi yang lebih luas sehingga siswa mendapat yang lebih bermakna. Sedangkan evaluasi dari siswa lebih mengarah kepada apa yang telah dipahami dari pembelajaran serta kemungkinan aplikasi masalah yang lebih luas. Membuat rekapitulasi yang dilakukan oleh siswa sendiri dari apa yang telah dilakukan di kelas dengan menjawab pertanyaan yang diajukan oleh guru.

21. Guru memberikan pos-test

Penutup- Siswa dengan bimbingan guru, membuat kesimpulan dan

refleksi tentang describing people yang telah dipelajari bersama.

- Siswa dipersilakan untuk mempelajari materi selanjutnya.

10 menit

Total Waktu 90 menit

P. MEDIA & SUMBER BELAJAR3. Media

a. White bordb. Laptop c. Papers

4. SumberBelajar- Buku Guru kurikulum 2013, Intan Pariwara- Sumber buku lain yang relevan- https://sanurfransiskus.wordpress.com/2014/09/21/rpp-class-x-

semester-1-descriptive-text/- http://skripsi-fkip-inggris.blogspot.co.id/2013/11/model-penilaian-

menulis-writing.html

Q. INSTRUMEN PENILAIAN HASIL BELAJAR

- Teknik : tertulis (menulis descriptive text tentang famous person)

- Instrument : terlampir

R. PEDOMAN PENILAIAN

No Writing Element Range Score Maximum Score1 Content 1-20 202 Organization 1-20 203 Grammar 1-20 204 Vocabulary 1-20 205 Mechanics 1-20 20

Total Score 100

3. Kriteria  penilaian

Kurang           = 5 Cukup            = 10 Baik                = 15 Sangat Baik    = 20

4. Contoh Penilaian

1). Angga mendapat nilai 70    Dengan penjabaran nilai Content = 10, Organization = 20, Grammar = 10, Vocabulary = 10, Mechanics = 20

2). Desi mendapat nilai 85    Dengan penjabaran nilai Content = 15, organization = 20, Grammar =     15, Vocabulary = 15, Mechanics = 20

Salatiga,16 Februari 2016

Guru Bahasa Inggris

Nurjadid, SP.d,M.SiNIP.198008062006041022

Mahasiswa Peneliti

Arum Mulyasari NIM 113- 11- 121

Lampiran 1

Daniel Jacob Radcliffe

Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. his nickname is

Dan. He is the only child of Alan Radcliffe and Marcia Gresham. (identification)

Dan has white skin, dark brown hair, blue eyes, and pointed nose. His height is about

168cm. He is a loyal, shy, down to earth and humorous person. He is also intelligent and

somewhat mysterious. He loves football, Formula One racing and gymnastics. (description)

Source: http://www.englishexercises.org/makeagame/viewgame.asp?id=6424

Lampiran 2

Pre-test

Name: Class:

No.: Date:

4. Look at the picture!5. Write 2 paragraph of description based on the picture above!6. Clue : you can use some vocabularies provided

humorous-talented-funny-actor

source:http://www.mid-day.com/articles/rowan-atkinson-to-bring-back-mrbean/15944168

Lampiran 3

Post-test

Name: Class:

No.: Date:

3. Look at the picture.4. Write a description of the person above!

Source: http://www.sekolahoke.com/

VOCABULARYStraight hair = rambut lurus• Wavy hair = rambut ikal, bergelombang• Curly hair = rambut keriting• A crew-cut = rambut cepak (rambut tentara)• Receding hair= rambut setengah botak• Bald = botak• Blonde hair = rambut pirang• Fair hair = rambut pirang (kuning langsat)• Dark hair = rambut hitam• Ginger hair = rambut pirang (oranye)• Red hair = rambut pirang (kemerah-merahan)• Auburn hair = rambut pirang• Kinky hair = rambut keriting kusut• Bangs = rambut poni• Pigtail = rambut kuncir• Sideburns = cambang• Thin face = wajah kurus• Round face = wajah bulat• Chubby face = wajah gemuk/ tembem• Wrinkles = keriput• Dark skin = kulit gelap• Freckles = bintik-bintik di wajah (matahari)• Beard and moustache = jenggot dan kumis• Pale = pucat

Height and Build (Tinggi badan dan perawakan)• Rather plump = agak gendut• Stout = agak gendut• Slim = langsing• Obese = gemuk sekali• Fat (impolite) = gendut (tidaksopan)• Bit overweight = gemuk (lebihsopan)• Stocky = pendekgemuk• Well-built = tegap, berotot• Muscular = berotot• Thin = kurus• Anorexic = kurus kerempeng• Skinny = kurus

General Appearance (Penampilan umum)• Smart = pintar, cerdas• Elegant = elok, elegan• Well-dressed = berpakaianrapi

1

• Scruffy = semerawut• Untidy-looking = tidakrapi• Good-looking = menarik, cantik, tampan• Unattractive = tidakmenarik• Beautiful = cantik• Handsome = tampan• Tall = tinggi• Short = pendek• General height = tingginyasedang-sedangsaja• Amusing = menyenangkan, menghibur• Attractive = menarik (penampilan)• Charming = menarik (penampilan)• Ugly = jelek• Horrible = jelek, mengerikan• Old = tua• Young = muda

Clothing and Accessories ( Pakaian dan Aksesoris )Glasses = Kacamatacontact lenses = Kontak lensaEarrings = Anting-antinga necklace = Kalunga wristband = Manset ta bracelet = Gelanga cap = topia red scarf = sal meraha tie = dasi© 2013.DirektoratPembinaan SMA, DitjenPendidikanMenengah

3. pre-test

No NamaScore Jumlah

skor NilaiContent Organization

Vocabulary Grammar

Mechanics

1.2.3. 4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.

20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.

4. Post-test

No NamaScore Jumlah

skor NilaiContent Organization

Vocabulary Grammar

Mechanics

1.2.3. 4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.

20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.

DOKUMENTASI

Pre-test of experiment class

Treatment of experiment class(applying metacognitive strategy in teaching writing descriptive text)

Post-test of experiment class

Pre-test of control class

Post-test of control class

DAFTAR NILAI SKK

Nama : ARUM MULYASARI Jurusan : Tarbiyah

NIM : 11311121 Progdi : TBI

P.A. : Rifqi Aulia Erlangga, S.Fil, M.Hum

No. Jenis Kegiatan Pelaksanaan Jabatan Nilai1 Orientasi Pengenalan Akademik dan

Kemahasiswaan (OPAK) oleh Dewan Mahasiswa (DEMA) STAIN Salatiga

20-22 Agustus 2011

Peserta3

2. Achievement Motivation Training (AMT) oleh Ittaqo dan CEC STAIN Salatiga

23 Agustus 2011 Peserta 2

3. Orientasi Dasar Keislaman (ODK) oleh STAIN Salatiga 24 Agustus 2011 Peserta 2

4. Seminar Entrepreneurship dan Koprasi oleh Kopma dan KSEI STAIN Salatiga

25 Agustus 2011 Peserta 2

5. USER EDUCATION oleh UPT PERPUSTAKAAN STAIN 20 September 2011 Peserta 2

6. PRACTICUM PROGRAM(Department of religious affairs english education study program STAIN SALATIGA)

24 September 2012 Peserta 2

7. SARASEHAN AKBAR BERSAMA TOKOH NASIONAL dengan tema “Komitmen Politik Islam Dalam Menata Arah Masa Depan Bangsa Indonesia” oleh LDMI

15 Maret 2014 Peserta 2

8. Seminar dalam Forum group discussion dengan tema “Haramkah Golput? Pandangan Golput Dalam Islam”oleh LDK STAIN SALATIGA

3 April 2014 Peserta2

9. A Three-Hour Teacher Training Workshop focusing on “Classroom Management: How To Engage Students In The Classroom” conducted by IALF bali language centre

18 Juni 2014 Peserta 2

10. Seminar EPST, “It’s Your Chance To Express And Show Up Your Skill” held by CEC STAIN SALATIGA

11 Mei 2013 Peserta2

11. Seminar TRAINING KEPRIBADIAN di IAIN SALATIGA

19 Mei 2015Peserta 2

12. Seminar Public Hearing dengan tema “ Meniti Langkah Baru IAIN Salatiga, Siapkah Kita Menjadi

13 Juni 2015 Peserta2

IAIN?”13. Sosialisasi PROGRAM

PENDEWASAAN USIA PERKAWINAN (Pup) Oleh Pusat Informasi Konseling (Pik) IAIN SALATIGA

12 Juni 2015 Peserta2

14. Seminar dengan tema “SCHOLARSHIP FORUM” held by CEC IAIN Salatiga

15 Maret 2014 Peserta 2

15. Seminar Nasional dengan Tema “Pemuda, Peradaban Islam, Dan Kemandirian” oleh KARIMA learning and training centre

2 September 2015 Peserta 8

16. Seminar Nasionaldengan tema “Sosialisasi Pancasila, UUD 1945,NKRI, dan Bhinneka Tunggal Ika” oleh MPR RI

20 Oktober 2012 Peserta 8

17. Seminar Nasional “Understanding The World By Understanding The Language And The Culture” by CEC IAIN Salatiga

4 Juni 2015 Peserta 8

18. PIAGAM PENGHARGAAN dalam Kegiatan Peningkatan Wawasan Kebangsaan Bagi Pemuda Jawa Tengah Tingkat Provinsi oleh DINPORA PROVINSI JATENG

15-19 Maret 2011 Peserta4

19. PIAGAM PENGHARGAAN dalam kegiatan JAMBORE PEMUDA INDONESIA (JPI)TINGKAT NASIONAL di Taman Rekreasi Wiladatika Cibubur,Jakarta

24-29 Oktober 2008 Peserta 8

20. PIAGAM PENGHARGAAN dalam kegiatan” Wawasan Kebangsaan Tingkat Provinsi Jawa Tengah”oleh Dinas Pemuda dan Olahraga Provinsi Jawa Tengah di Kota Semarang

10-11 April 2014 Peserta

4

21. PIAGAM PENGHARGAAN Provinsi Asal JATENG dalam kegiatan BAKTI PEMUDA ANTAR PROVINSI (BPAP) TINGKAT NASIONALDi Kota Kupang Provinsi NTT

9 Juni-15 Juli 2011 Peserta 8

22. PIAGAM PENGHARGAAN Dalam Kegiatan Pembekalan

22-26 Oktober 2014

Pendamping

Peserta JAMBORE PEMUDA INDONESIA dan BAKTI PEMUDA ANTAR PROVINSI (JPI/BPAP)TINGKAT NASIONALoleh DINPORA PROVINSI JATENG

4

23. PIAGAM PENGHARGAANdalam Kegiatan JAMBORE PEMUDA INDONESIA (JPI) TINGKAT NASIONALoleh KEMENPORA di Kompleks Taman Wisata Candi Prambanan DIY

26 Oktober- 2 November 2014 Pendamping

4

24. Seminar Nasional “How To Develop The Best Generation”held by CEC STAIN Salatiga

1 Juni 2013 Peserta 8

25. PIAGAM PENGHARGAAN dalam kegiatan JAMBORE PEMUDA INDONESIA (JPI) TINGKAT NASIONALoleh KEMENPORA di Samarinda, Kalimantan Timur

26 Oktober- 2 November 2013

Pendamping 8

27. Penerimaan Anggota Baru JQH dengan Tema “Membentuk Paradigma Mahasiswa Qurani Dengan Panca Indera, Akal, Dan Hati” Oleh JQH STAIN Salatiga

17-18 November 2012 Peserta 2

28. Seminar Nasional dalam rangka Pelantikan Pengurus HMI Cabang Salatiga Periode 2013-2014 dengan tema”Kepemimpinan Dan Masa Depan Bangsa” oleh HMI Salatiga

23 Februari 2013 Peserta 8

29. Seminar Regional dalam PRA YOUTH LEADERSHIP TRAINING Dengan Tema “SURAT CINTA PEMBASMI GALAU” oleh KAMMI Salatiga

6 oktober 2012 Peserta 2

30. Seminar Nasional dengan tema”Sosialisasi UU NO.1 Th 2013, Peran Serta Fungsi OJK, Peran Pemerintah Dalam Pengawasan LKM” oleh HMJ STAIN Salatiga

30 September 2013 Peseta 8

31. Seminar Nasional dengan tema”Mencegah Generasi Pemuda Islam Dari Pengaruh Radiklisme ISIS” oleh AS IAIN Salatiga

6 mei 2015 Peserta 8

32. Seminar kesehatan wanita bersama AVAIL Salatiga

14 November 2012 Peserta 2

JUMLAH 141

Salatiga,18 September2015

Mengetahui,

Wakil Dekan Bidang Kemahasiswaan dan

Kerjasama

Achmad Maimun, M.AgNIP. 19700510 199803 1 003

CURRICULUM VITAE

Personal Data :

Name : Arum Mulyasari

Nim : 11311121

Sex : Female

Place and Date of Birth : Kab. Semarang , September 17th 1991

Address : Kebondowo, Rt 04/Rw 09, Kec. Banyubiru, Kab.

Semarang, Central Java

Phone Number : 085727323192

Email : mulyasari_arum@yahoo.co.id

Education Background :

1. TK Raudlatul Athfal, Kebondowo Banyubiru, Graduated in 1997

2. SDN Kebondowo 01, Kebondowo Banyubiru, Graduated in 2003

3. MTS NU Salatiga, Graduated in 2007

4. MAN Salatiga, Graduated in 2010

5. IAIN Salatiga, Graduated in 2016

Organization Experience :

1. PPMI (Purna Prakarya Muda Indonesia) Jawa Tengah 2011-2016

Salatiga, 14th 2016

Arum Mulyasari