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A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillments of the requirements
for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English
By:
MUCHAMAD SALIMIN
113 07 144
ABSTRACT
Muchamad salimin 11307144 THE USE OF PORTFOLIO TO IMPROVE
THE STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXT A CAR
OF THE SECOND GRADE OF MTS SUDIRMAN KOPENG 2012/2013.
Keyword: portfolio, writing, action research
This study analyzed the improvement of studentswriting ability by used
portfolio. The objetives of the study are to know the increase of the students
writing ability in descriptive text through portfolio and to find out whether the
used of portfolio can improve the writing students ability in descriptive text. The
methodology of the study is collaborative classroom action research: where the
writer as a teacher in the teaching and learning process, and writer has a partner
as observer has notes all of the process in learning activities. To find out the
improvements of students writing abillity he used exercise. Writer used fourth
cycle. Each cycle consist of planning, action, observation and reflection. The
result of the research shows that the used of portfolio can improve students
writing ability. The improvement from used this method can be seen at the result
of the score of exercise 1 until exercise 4. That is the mean score of exercise 1 is
45.41, the mean score of exercise 2 is 58.75, the mean score of exercise 3 is
61.94, and the mean score of exercise 4 is 70.41.Based on these findings, it can be
concluded that the application of The Used Portfolio can improved the students
writing ability of second grade VIII-8 C class of MTs Sudirman Kopeng.
TABLE OF CONTENTS
TITLE ...............................................................................................................
DECLARATION ............................................................................................
ii
iii
iv
MOTTO ..........................................................................................................
DEDICATION ................................................................................................
vi
ACKNOWLEDGEMENT ...............................................................................
vii
ABSTRACT .....................................................................................................
ix
xiii
CHAPTER I
INTRODUCTION
A. Background of the Study ...............................................
13
CHAPTER II
CHAPTER III
THEORITICAL FRAMEWORK
A. Writing ............................................................................
15
15
18
21
19
20
C. Portfolio...........................................................................
21
21
22
23
24
25
25
26
27
28
29
30
CHAPTER IV
32
36
1. Cycle I .......................................................................
36
2. Cycle II ......................................................................
40
45
4. Cycle IV .....................................................................
49
53
60
CHAPTER V
61
CLOSURE
A. Conclusions ...................................................................
62
B. Implication ...................................................................
63
C. Suggestions ...................................................................
63
BIBLIOGRAPHY
APPENDIXS
CURICULUM VITAE
LIST OF TABLE
FIGURE 1.1
11
27
28
29
30
32
33
34
35
38
43
47
51
53
56
FIGURE 4.11 The Students Writing Score Exercise 1,2,3 and 4 ....................
57
58
FIGURE 4.13 The Students Improvement Achievement Cycle 1,2,3 and 4 ...
60
CHAPTER 1
INTRODUCTION
A. Background of the Study
English as a compulsory subject in school that covers four skills
namely listening, reading, speaking and writing. At secondary schools the
teaching of the four skills are taught integratively. An English teacher usually
puts a focus on one or two language skills in each of the English as a foreign
language (EFL) class.
Writing is a complex process that allows writers to explore thought and
ideas, and make them visible and makes thought available for reflection.
When thought is written down, ideas can be examined reconsidered, added,
rearranged, and changed Ghaith (2002:56).
Nowadays, English language has been studied in all level of school. Not all of
students like the method which is given by their teacher. In fact, learned
English with the same teaching technique sometimes make the students get
bored especially in writing.
The most difficult part of writing in getting start is when the learners
do not usually have a clear idea, and do not know what to write about. When
the teacher asks to do assignment, the students are confused what they want
to write. It is scary that we have to sit down facing a sheet of paper without an
idea and do not know how to start and how to gather and develop ideas, etc.
The facts above are experienced by students at MTS Sudirman
Kopeng, the researcherhasobserved teaching and learning atMTs Sudirman
Kopeng. The researcher has gotten information from the English teacher,
colleagues, and the result of CAR research around 2 months at the second
class in MTS Sudirman Kopeng. The researcher hasfoundthat the students
still do not understand clearly what the descriptive text is, and how to
describe the persons, places and things in English writing.Besides, based on
the data source indicated that the students mean score was still low (45.41).
The researcher wants to improve the students writing skill until 70.00. It is
the Minimal Grade to pass the class (KKM) of that school.
Based on the condition above, it is necessary to create a strategy that
can involve both the teacher and the students to participate in the learning
activities. One of the strategies that can be used in order to help the students
in gathering and developing their ideas in writing is the use of portfolio. It can
also make the students more involvedin learning process that leads to
understanding so that they can make sense of the writing activities in their
real life and they can be more motivated.From the explanation above, the
researcher isinspired toapplyTHE USE OF PORTFOILIO TO IMPROVE
THE STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXTA
CAR OF THE SECOND GRADE OF MTS SUDIRMAN KOPENG
2012/2013.
B. Limitation of the Problem.
The researcher identifies and limits his study in teaching the writing
material stated in the English module use for MTs Sudirman Kopeng at
second grade VIIIc class. The researcher focus on the improvement achieved
to the students. They will be able to express their ideas into writing form
to improve their ability by The Use Portfolio.
2. Practical benefit
The researchs finding can be used by the students, teacher,school and
writer himself and it will be useful to other researhcher who are interested
in analyzing theaching learning writing:
a. For students
1. It can improve the mastery of writing subject.
2. The student will be able to write better.
b. For the teachers
1. The teachers know the level of student mastery in writing ability.
2. The result can become an input to determine the step and strategy
for theaching as feed-back to improve in the process of english
teaching learning especially in writing and it can be as the
important information in using media to improve the quality of
teaching writing.
3.
Methodologically
The benefit of this research can gave contribution and inspiration
for the teachers to used method which are appropriate in English learning
process.
H. Reasearch Method
1. The setting of reaserch
This classroom action research was carried at MTs Sudirman
Kopeng. MTs Sudirman Kopeng is located in kopeng village. Sub-district
of Kopeng.
2. The Subject of The Study
The subject of the study is the second grade students MTs
Sudirman Kopeng year 2012/2013. The students were from various areas
with various level economic families. Most of the students have the
difficulties in writing and have under average ability.
3. Research Type
a. Classroom action research (CAR)
In this reasearch, the writer applies classroom action research
method. CAR begans with a question about classroom experience,
issues, or challenges. Action research is about the systematic study of
attempts to improve educational practical actions and by means of
their own reflection upon the effects of those actions (in
Hopkins,1993:45)
1. General concept of Classroom Action Research
According to elliot (in hopkins, 1993:45) action research
might be difined as the study of a social situation with a view to
improve the quality of action within it. In action research theories
are not validated independently and then applied to practice.
c) Lesson items
Observable when the teacher was teaching or as materials
which assigned to the student.
d) Medium
Observable when the teacher is teaching, that purpose is
to improve the quality of learning, which can perceived by
teacher, student, or both of them.
e) Element result of learning
Taken as target which must reach trough learning, both
achievement level and information.
f) Enviromental
The students enviromental in class, school, or in the
home.
g) Management element
The move of activity which easy to arrangged, engineered
in the forn of action.
b. Research procedure
The writer conducted the research in fourth cycles; those
are cycle I, cycle II, cycle III and cycle IV. The steps in every cycle
are same. The steps in every cycle are as follows:
1. Planing
The researcher needs to prepared instrument which is
support in teaching learning proces, there are:
REFLECT
PLANNING
d.
2) Documentation
The researcher needs documentation and data to know
about the situation the school for this research. Documentation
included not only the official organizational papers, report,
brochures but also the more work-day, work plans, and materials
which gotten from head master, so this research can produce
good finding.
3) Observation
In addition the writer also conducted observation with
classroom action research so the writer joined in the class. In this
case, the writer is as a teacher. The writer used field note which
is used to observe and to know the situation and activities during
taeching-learning process. By used field note the writer would
like to knew the class situation and participation of students.
e.
2) Statistical technique
To analyze the data of the research, the writer used Mean
formula.
M=
Explanation:
M = Mean
X = the sum of students value
N = the number of subject
I. Outline of the Graduating Paper
As guidance for either writer in writing the thesis or reader on whole
content of the thesis, the writer needs to set up thesis outlines. This research
paper consist of five chapters. Those are following;
Chapter one presents the background of study, limitation of the
problems, statement of the problems, objectives of the research, significance
of the research, scope of the research, definition of key terms, reasearch
method, and outline of the graduating paper.
Chapter two is theoretical frame work. It is the definition of writing,
kinds of writing, writing strategies, the definition of descriptive text , the
purpose of descriptive text and the definition of Portfolio.
Chapter three is description of MTs Sudirman Kopeng which consist
of the general situation of MTs Sudirman Kopeng, the identity of school, the
vision and mision MTs Sudirman Kopeng, the situation of educational
facilities, the situation of theacher and staff, the number of students of MTs
Sudirman Kopeng and the organization structure of MTs Sudirman Kopeng
Chapater four is the implementation of the studies which consist of
file note; The Procedure of Teaching Writing Skill of Descriptive Text
Portfolio, the implementation of CAR (cycle I, cycle II, cycle III and cycle
IV) and scores of students achievement, the comparison of students
improvement , and the comparison of the mean score amount words in cycle
I until cycle IV.
Chapter five is closure that consist of conclusion, implication and
suggestion.
Bibliogrphy
appendixes
CHAPTER II
THEORITICAL FRAME WORK
1. Writing
A. The Definition of Writing
Generally, writing is a way in sending message from the writer to the
reader. Similar to Donald Hall (1985:4) said on his book Writing Well
that writing is pretentious and wordy, but a message comes through. Writing
also is a way the writer think or a way of thinking which is shared to the
reader, like Robert Scholes and Nancy R. Comley(1985:7) said that writing
is a way of thinking as well as a means of communication. Fred D.
White(1986:7) also said that writing is more than public communication; it
is a way of thinking.
Writing is an individual activity similar to Jo McDonough and
Christopher Shaw (1993:164) said that writing, like reading, is in many
ways an individual, solitary activity. Similarly, Trisha Phelps-Gunn and
Diana Phelps-Terasaki(1982:1) said that writing is a useful, effective,
enjoyble, and above all necessary component of the modern world. It
provides the pleasure of sending a personal message to a friend. It assumes
career and financial importance in the composition of a resume or a business
letter. They also said that writing is the most complex language mode, being
four time removed from inner language, and adds the component of written
expretion to the earlier abilities. To Myklebust (1960:23), writing is
composed of sucessful development in three other language modes, deriving
its fokus from aural, oral and visual receptive components.
From the opinions above, writing is the way of thinking or sending
message from the writer to the reader which becomes the part of language or
language skill and it also means comunication.
To express their idea the writer ussualy uses certain writing types they
need that able to give clear information to the reader. Pardiyono (2008:1-4)
states that every form of writen text should have clear objective that all
information, message or ideas must be packaged in one particular type of
text. The type intended are narration, description, exposition,
recount,procedure, anecdote, news item and discustion:
1. Narration
Narration is a story told to make a point. The purpose of narrative is to
amuse the reaser and give moral to the reader. It consist of conflict,
climax and resolution (Pardiyono,2008:93).
2. Description
It is type of writing in which the objective is to describe a certain
object, especially about person, place or thing. (Pardiyono,2008:56).
3. Expositon
Writing Strategies
If someone wants to write something and he/she wants to make a
perfect piece of writing , he/she has to know the proces of writing. Not all
writers write in the same way, but experienced writers can point to
particular elements that generally accur in the act of writing, even though
these elements may be combined in different ways. Robert Scholes ans
nancy R. Comley (1985:10) said that three phases in the proces of writing.
They are:
a. Prewriting, the most productive way to begin your writing task is to
collect your thoughts on paper without the presure of structurring your
experission inti its final form. Prewriting is your chance practice what
you have to say begin to worry how your audience will judge the
eventual form of your work. The writer must begin by chosing a
subject to write about. It means making a list to potential subjects. It
purposes to narrow the focus, to discover the limits that wall allow
working productively ( Robert scholes and nancy R.Comley,1985:1618)
b.
Drafting, drafting is the point at which you begin to put youe ideas in
some kind or order and to invision a potential shape for the work your
will produce: a beginning, a middle, and an end. Before begin
drafting, some writers make an outline to remid themselves of how
they wish to order their ideas ( Robert scholes and nancy
R.Comley,1985:18-19).
c.
In the other hand, Fred D. White (1986:32) said that thre are five stages of
proces of writing. Thre are:
a) Invent. To discover a topic, the important details about the topic,
and what a writer mainly want to say about it.b) Gather and plan.
Retrieve details about the topic from a writers memory or from
background reading. c) Organize and autline. Map out a writers idea
in terms og begining, middle, and end; device a working (trial) outline
to maintain ciherence and thorough development. d) Write a first
draft. Develop your idea, concetrating more on content than on style
or correctness. e) Revise. Rework your draft to improve accuracy,
CHAPTER III
Description of MTs Sudirman Kopeng
A. The General Situation of MTs Sudirman Kopeng
The research was carried out in MTs Sudirman Kopeng, Getasan,
Semarang. This school is located in Plalar village, Kopeng, Getasan,
Semarang. The place selection was based on the consideration that its near the
place of researcher and the institution has never conducted research about
writing by using autobiography starts methods.
MTs Sudirman Kopeng is a junior high school which still consists of 3th
grade of the students. There are four classes of 7th grade students, four classes
of 8th grade students, and four classes of 9th grade students. Beside the
classroom, there are other rooms that facilitate the teaching learning process,
such as laboratory and library rooms.
The research was done at first semester in 2013/2014 academic year. It
was conducted on July 2013.
B. The Identity of School
a. Name of school : Madrasah Tsanawiyah (MTs) Sudirman Kopeng
b. Address
: mtssudirmangetasan@gmail.com
e. Head Master
f. Established
: 1990
Operated
: 1991
g. School status
: state school
h. Wide of field
: 15475 m2
i. Wide of building
: 1.660,8 m2
Total Number
Condition
1.
Classroom
12
Good
2.
Good
3.
Teacher Room
Good
4.
Administration Room
Good
5.
Laboratory of Science
Good
6.
Library
Good
7.
Lab. of Computer
Good
8.
Skiil Space
Good
9.
Lab. of Language
Good
10.
Consultation
Good
11.
Hall of Meeting
Good
12.
Osis Room
Good
13.
Mushola
Good
14.
Media Room
Good
15.
Toilet
Good
16.
Parking Area
Good
17.
Security Post
Good
18.
Cooperation
Good
19.
Sport Field
Good
STATUS
1.
Drs. Musta'in,M.PdI
Head Master
2.
Dra. Aminatun
Arabic teacher
3.
Islamic Teacher
4.
Risnan, S.Ag
Akhlaq Teacher
5.
Sholihin, S.PdI
Fiqih Teacher
6.
Nurkus Budiyantomo,SH
Technology
Information
Teacher
7.
Supriyadi, SP
Sport Teacher
8.
Yasin, S.Pd
Education Teacher
9.
Ira Robiyanti, SS
English Teacher
10.
Sri Lestariningsih,S.Pd
History Teacher
11.
Hariyani,Ssi
12.
13.
Mathematic Teacher
14.
Science Teacher
15.
Rosidi, S.Pd
Art Teacher
16.
Mathematic Teacher
17.
Counseling
male
Female
VII
46
60
106
VIII
42
64
108
IX
40
58
98
128
182
312
NO.
1
Yasin, S.Pd
Curriculum
Ira Robiyanti, SS
Treasurer
Risnan, S.Ag
Public Relation
Supriyadi, SP
Infrastructure
Zakaria, S.PdI
Teacher
Nurkus Budiyantomo, SH
Teacher
Teacher
Sholihin, S.PdI
Teacher
10
Rohim, S.PdI
Teacher
11
A. Arifin, S.PdI
Teacher
12
Teacher
13
Hariyani, SSi
Teacher
14
Teacher
15
Rosidi, S.Pd
Teacher
16
Teacher
17
Teacher
18
Dra. Aminatun
Teacher
19
Teacher
20
Jumali
Head of library
21
Qomarul Aziz
Administration
22
Muh Mujiyono
Administration
23
kuwadi
Security
CHAPTER IV
RESULT AND FINDINGS
In this chapter, the writer analyzed the data gathered from the action
research activities. The data was obtained from the teaching learning process and
evaluation. The aim of the analysis is to measure the improvement of 36 students
writing skill by used a tema Home and Family. In the research the data consist of
execise portofolio.
A. The Procedure of Teaching Writing Skill of Descriptive Text The Used of
Portfolio
The procedure of teaching or the steps of teaching in this action research
was devided into fourth cycle; those are cycle 1, cycle 2, cycle 3 and cycle 4. Here
are the tables of procedure of teaching from cycle 1 until cycle 4:
The procedure of teaching in cycle 1
Table 4.1
Activity
Motivation
The Procedure
Time
a. Greetings
10 minutes
point
to
the
basic
competence.
c. The teacher explained to the
students about the objectives of
learning.
Presentation
about
descriptive
30 minutes
paragraph.
b. The teacher explained how to
make descriptive paragraph by
used a tema home and family.
Exercise
20 minutes
students.
b. The
students
have
done
the
exercise.
Evaluation
a. The
teacher
evaluated
the
20 minutes
The Procedure
Time
a. Greetings
b. The
teacher
10 minutes
motivated
the
students.
Presentation
30 minutes
20 minutes
the students.
Evaluation
20 minutes
the exercise.
The Procedure
Time
a. Greetings
b. The
10 minutes
teacher
motivated
the
about
descriptive
paragraph,
b. The teacher explained how to
make descriptive paragraph by
30 minutes
20 minutes
students.
b. The
students
have
done
the
exercise.
Evaluation
a. The
teacher
evaluated
the
20 minutes
The Procedure
Time
a. Greetings
b. The
teacher
10 minutes
motivated
the
students.
Presentation
30 minutes
Exercise
20 minutes
the students.
Evaluation
20 minutes
the exercise.
2) Making lesson plan (RPP), and designing the steps in doing action
using RPP.
3) Preparing sheet for classroom observation.
4) Preparing teaching aids (board marker, paper sheet and picture,
and list of students of C class )
5) Preparing exercise portofolio
b) The implementation of the action
The first activity was conducted on Wednesday, July 24th 2013.
The teacher (the writer) entered C class of the eighth grade of MTs
Sudirman Kopeng, and greeted students, introduced myself, than he
checked attendece. The number in attendences at the time 36 students.
The next step, the teacher conveyed the learning objectives, and
then teachers are did apperception of writing by giving students question
about their experience of writing. Some students like to read the story but
did not like to writing a story because it was difficult. Then the teacher
asked again, why they had difficulty in writing story. Some student
responded that the most difficulty thing in writing was to fo find ideas to
make the story. There were also difficulties in developing an idea. From
the observation of researcher, the entuasiasm student in answering the
question from teachers only 8.33%(2 student).The teacher motivated the
students which point to the basic competence, gave information about the
material that would be learned. The teacher explained to the students
about descriptive paragraph. Students are gave the opportunity to ask
questions about material that was not been clear or tasks assigned. But
some students looked confused and others laughing nggak mudeng pak,
tolong diulangi lagi (we didnt understand, please explain once more).
The teacher tried to explain the materials again. After that the teacher
gave the exercise to the students, and the students are worked on writing
assignment based on the condition of their house. Final activity, the
teacher collected the students writing. Teacher concluded of learning
and closed the lesson.
c) Observation
In the first meeting in cycle I the writer gave exercise and observed
teaching learning process. By monitoring 36 students activities the writer
have seen that students were rather confused when they did not know some
definition of words or vocabularies. The class situation was rather quite
because they were not familiar with the new teacher. The writer seen that
the students were not ready yet. It has seen from the students attitudes that
were confused when the teacher greeted in English. This table showed the
students achievement score of exercise in cycle I.
SCORE OF EXERCISE IN CYCLE I
Table 4.5
NO
1.
2.
34.
5.
6.
NAME
Score
Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
35
60
35
*75
35
50
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.
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
Total
35
50
35
45
35
45
45
50
35
60
35
35
45
35
45
45
50
50
55
55
55
35
35
35
55
65
45
45
45
45
1635
d) Reflection
Based on the results of observation and evaluation, the
researchers conducted an analysis and reflection as follows:
1) There were some students who had not finished yet their test, it
may be caused the students had not been ready to learn descritive
text by using home and family portfolio.
2) There were some students who did not understand how to make
descriptive text by using home and family portfolio.
3) The researcher could manage the time and explain using a tema
home and family which clearly in cycle II.
4) The teacher must interact which the students and the students
should be active in giving the opinion, question and commenting
in cycle II.
2. Cycle II
a. Planning
The first activity in this research is planning. The activities prepared:
1) Preparing materials:
example text monolog descriptive
Text descriptive ( My father)
My father is Mr. Priyono. He is a farmer. He has 175 cm
tall. He is 50 years old. He has curly hair and black skin. But he
looks very handsome. Everybody love him because he is wise and
patient. He is
mosque.
2) Making lesson plan (RPP), and designing the steps in doing
action using RPP.
3) Preparing sheet for classroom observation.
4) Preparing teaching aids (board marker, paper sheet and
picture, and list of students of C class )
5) Preparing exercise portofolio
b. The implementation of the action
On Thursday july 25th 2013 The teacher (the writer) entered C class
of the eighth grade of MTs Sudirman Kopeng. Teacher opened the lesson
with a greeting, greet students, ask how the students, and perform
presence. The number in attendenced at the time 36 students. Then,
teachers conditioned the class. The teacher conditioned classroom with
asked the students to prepare textbook and review the material yesterday.
Students are gave the opportunity to ask questions about material that
was not been clear or tasks assigned. But none students tried to ask and
shared the problem.
Next, teacher gave example descriptive text to the students and
ordered students to read descriptive text. Teacher ordered students to
found difficult vocabularies. Then the teacher ordered students to read
the text in front of the class but none wanted to read it. Teacher called
one of name in the students list and commanded one of students namely
Robini to read the text loudly and carefully OK sir answer Robini.
After she has finished that, some students ask, (pak artinya wise dan
patient apa pak?) what of the meaning of wise and patient sir? from Sri
kurnia hidayati. Ok thats good question, the teacher answer wise is
bijaksan and patient is sabar. The teacher ask to the students, any
question again? after that the teacher discussed the difficult
vocabularies and gave explanation about charateristic of descriptive text.
Then the teacher gave explanation how to make a good writing
appropriate with tema by using home and family. The teacher explained
the suggestion of how to used home and family in good writing. And
then students are gave the opportunity to ask questions about material
that was not been clear or tasks assigned. Some other laughing (
langsung praktek aja pak) perform immedietelly sir! Ok thats good
idea. The teacher gave paper sheet to the students. And the students look
enthusiasm. Before time was running out the teachers collected the paper
sheet and closing the lesson.
c) Reflection
In second meeting the writer gave exercise II which tema my father and
most of the students looked enthusiastic. They looked happy and enjoyed
with the teaching and learning process. Firstly, the class was passive after
the second meeting the class was conducive and students looked more
confidence until the end the lesson. The table showed score of students
achievement of exercise II in cycle II
NAME
Score
1.
2.
34.
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.
Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
55
55
60
*70
50
50
65
65
60
60
60
55
55
50
65
*75
55
60
55
60
65
55
50
65
*75
50
55
60
50
50
60
60
65
55
65
55
2115
Total
*: the students who past KKM ( 70 )
Reflection
Based on the results of observation and evaluation, the
researchers conducted an analysis and reflection as follows:
1. Students should be active in giving the opinion, asking question
and commenting
2. Students were expected to have more interest and motivation in
learning process.
3. To encorage students to be more interested and motivated
teachers should not hestitate in giving praise or reward.
3. Cycle III
a. Planning
1) Preparing materials:
Text monolog berbentuk descriptive
One of the most interesting animals in the zoo is the giraffe. They
have about six meters tall.
The giraffe has big brown eyes. They are protected by very thick
lashes. This giraffe has brown spots on the skin. This coloring helps
protect the giraffe. It is also has two short horns on its head.
Like a camel, it can go for along time without dringking water.
One source of water is the leaves which it eats from trees. It is tall, so
girrafe can reach the tender leaves at the top of the tree.
The giraffe has two methods of self protection. If something
frightens an adult giraffe, it can gallop away at about fifty kilometers
per hour or stay to fight with its strong legs.
2) Make lesson plan (RPP), and designing the steps in doing action
using RPP.
3) Preparing sheet for classroom observation
4) To increase interest and motivation the students of taechers gives
rewards.
5) Preparing exercise III
NAME
Score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
60
60
65
60
50
*70
60
*70
65
60
65
65
55
55
50
*75
60
65
65
65
60
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
Total
60
60
60
65
65
60
55
55
60
65
*70
60
60
*70
65
2230
a. Planning
1) Preparing materials:
Text monolog berbentuk descriptive
My name is muhamad salimin. I was born on may, 05th 1988 in
sumogawe magersari. I am the last son from tukiman yanto and
saliyem. I started study when i was five years old in 1st sumogawe
Elementary Schooll in my village. I was graduated in 2001 and he
continued his study in 5rd salatiga Junior High School (SMPN 5
salatiga).
In 2003 I continued study in 2nd salatiga Senior High School
(SMAN 2 salatiga). At that time, I was always active in an Internal
Organisation in my school, it called OSIS. I finished my study in
2006 and I continued again in State Islamic University of salatiga. I
took English Education Department on Tarbiyah and Teaching
Faculty. Now, he is in tweelve semester.
My hoby is playing game, especially game online, like counter
strike, perfect world and poker. I like sport too like footbaal and
badminton. Sometimes when I bored, picnic with my wife and my
child in some place is one my choise.
My faforite food is fried chiken and fried rice. Everiday in the
morning my wife always made fried rice and a cup cofee. I love my
wife somach, because she can do everything.
2) Make lesson plan (RPP), and designing the steps in doing action
using RPP.
The last meeting on august 21th 2013 cycle IV. Teacher opened the
lesson by saying a greeting, greet students, and perform presence. On
the day the student who entered as many as 36 student. The teacher
tried to motivate more to the students to improve their motivation and
gave a reward to the stdents who passed the KKM. Then the teacher
explained the objectives of learning to the students. The teacher
explained to the students about the most students error. The teacher
let to the students asked if they did not understand. Then the teacher
let to the students discussed the material. Most of them from the
students was active that it looked 69.44(25 students) gave respons
and comment from the material. Any students said kalau nulis lagi,
ada hadiahnya gak pak?( if writing again,any reward for me sir) The
teacher answer what is your name? Students answer Anggun pak?
OK Anggun because the day is the last meeting in my teaching in this
class, i have special for you that is dictionary. if you want to get
reward from me, you must writing correctly espesciallyAnggun! You
can do it ? and every students answer yes sir I can! After that, the
teacher discussed and answer several question of the students about
material. Then teacher gave 40 minutes to the students to do the
assigments. The teacher gave more time because to achieve
maximum result. After the students was finished, the teacher collect
the assigments and closed the lesson. Before the teacher close the
lesson the teacher apologice to the students if during he was teaching
the class he made some mistake.
c. Observation
In the last meeting the writer gave exercise writing about
descriptive which tema my self and most of the students looked enthusiastic.
They looked izzy and enjoyed with the teaching and learning process. this
table is the result score of exercise the students achievement.
SCORE OF EXERCISE IN CYCLE IV
Table 4.8
NO
NAME
Score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
*70
*85
*75
*80
60
*70
*75
*75
*75
*70
65
65
60
*70
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
*75
*75
65
60
60
*70
*75
65
65
*75
*85
65
65
*70
65
65
*70
*80
*75
*70
*75
*70
2535
Score
30-27
exellent to
Criteria
Knowledgeable,substantive,development
of thesis, relevant to assigned topic
very good
26-22
good to
Average
21-17
Fair to poor
16- 13
Very poor
Form /
organization
20-18
Fluent
expression
ideas,
succint,
clearly
exellent to
stated/supported,
weel
very good
17-14
Good to
average
16-13
Non-fluent,
ideas
confused
or
20-18
range,
effective
exellent to
very good
17-14
Good to
Average
13-10
Fair to poor
Limited
range,
frequent
errors
of
9-7
Very poor
Grammar
25-22
exellent to
very good
preposition
21- 18
Good to
average
articles
but
pronouns,
meaning
seldom
obscurbed
17-11
Fair to poor
Major
problem
in
simple/complex
tense,
order/function,
number,
articles,
word,
pronouns,
meaning
confused
or
obscurbed
10-5
Very poor
Virtually
no
mastery
of
sentence
Mechanic
Excellent to
very good
capitalization, paragraphing
Occasional
errors
of
spelling,
Good to
punctuation,
Average
paragraphing,
capitalization,
but
meaning
not
obscurbed
3
Fair to poor
capitalization,
handwriting,
paragraphing,
meaning
poor
confused
or
obscurbed
2
Very poor
From the explanation above the researcher conlude that the criteria of
scoring:
Table 4.10
No
1.
2.
3.
4.
5.
Score
89-100
79-88
66-78
46-65
0-45
Criteria
Excelent
Good
Fair
Poor
Very poor
The students writing score Exercise I, Exercise II, Exercise III and
Exercise IV
Table 4.11
NO
NAME
Exercise
I
Score
Exercise
Exercise
II
III
Exercise
IV
1.
2.
34.
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.
Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita
dwi L
Choiriyah
Dhia salma
oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
Mean X =
x
N
35
60
35
*75
35
50
55
55
60
*70
50
50
60
60
65
60
50
70
*70
*85
*75
*80
60
*70
35
50
65
65
60
*70
*75
*75
35
45
35
45
45
50
35
60
35
35
45
35
45
45
50
50
55
55
55
35
35
35
55
65
45
45
45
45
60
60
60
55
55
50
65
*75
55
60
55
60
65
55
50
65
*75
50
55
60
50
50
60
60
65
55
65
55
65
60
65
65
55
55
50
*75
60
65
65
65
60
60
60
60
65
65
60
55
55
60
65
*70
60
60
*70
65
*75
*70
65
65
60
*70
*75
*75
65
60
60
*70
*75
65
65
*75
*85
65
65
*70
65
65
*70
*80
*75
*70
*75
*70
45.41
58.75
61.94
70,41
80
70,41
70
58,75
60
50
61,94
45,41
40
30
20
10
0
exercise I
exercise II
exercise III
exercise IV
x
N
1635
36
= 45,41
Next, after scoring the exercise I the writer calculated the result of
exercise II. It was to know the improvement from the exercise I and exercise
II result. However to measure that improvement, it was needed to know the
mean score of the class by used the formula as:
Mean : X =
=
x
N
2115
36
= 58.75
Conclusion of cycle I Cycle II
After compared between the result of exercise 1 and exercise II, it
have seen that average score of students increased from 45.41 to 58.75. it
was concluded that the used of portfolio can improve the students writing
ability mastery.
The next is the mean exercise III cycle 3 was computed such
following:
Mean : X =
=
x
N
2230
36
=61.94
In the end of cycle IV, the mean of students score in writing exercise
IV gained 70.41. It was derived from:
Mean : X =
=
x
N
2535
36
= 70.41
Conclusion of cycle I cycle II, cycle III and cycle IV
Based on analysis on cycle I, cyle II, cycle III and cycle IV, the writer
concluded that used home and family portfolio can improved the students
ability writing mastery. It have seen that the score of exercise IV is higher
than exercise 1,exercise II and exercise III , and score exercise III and
Students
NO
Total of
Percentage Total of
Percentage
Improvement
Students
Students
1.
Increase
29
80.55
31
86.11
2.
Decrease
8.33
5.55
3.
Constant
11.11
8.33
CHAPTER V
CLOSURE
After finished the whole steps of CAR, the writer arranged some
conclusions and suggestions based on the result of the research.
A. Conclusions
Based on the research carried out in VIII C grade at MTs Sudirman
Getasan academic year 2013/2014, it was concluded that The Use of Portfolio is
effective to enhance the studentss writing skill descriptive text. It was refered to
the following information:
1. Related to the achievement data, there were some progressions of the
students score from exercise I until exercise IV. In the exercise I, there
were one student (2,77%) who passed the KKM and the mean score of
exercise I are 45.41. Then in the result of exercise in cycle II, there were 3
students (8.33%) who passed the KKM and the mean score of exercise are
58.75. Next in the result of the exercise III in cycle III, there were 5
students (11.11%) who passed the KKM and the mean score of exercise
are 61.94. next in the result of exercise IV in cycle IV, there were 23
students (63.89%) who passed the KKM and the mean score of exercise IV
are 70.41.
2. Based on the result of the studentsof in exercise I, exercise II, exercise III
and exercise IV the researcher concluded that the amount words each cycle
was increased. That showed exercise I the mean score was 28 words,
exercise II the mean score was 29 words, exercise III was 40 words and
exrcise IV the mean score is 59 words. The Used of Portfolio was effective
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Pict. 4Teacher explain how to make desriptive text using home and family