THE INFLUENCE OF USING POSTER ON THE

STUDENTS’ WRITING ACHIEVEMENT FOR 8TH

GRADE IN SMP KARTIKA NASIONAL PLUS
SURABAYA

UNDERGRADUATE THESIS

by
Nour Malita Sari
Reg. No. 135300015

UNIVERSITY OF PGRI ADI BUANA SURABAYA

FACULTY OF TEACHER TRAINING AND
EDUCATION
ENGLISH EDUCATION DEPARTMENT
2017
 THE INFLUENCE OF USING POSTER ON THE
STUDENTS’ WRITING ACHIEVEMENT FOR 8TH
GRADE IN SMP KARTIKA NASIONAL PLUS
SURABAYA

UNDERGRADUATE THESIS

Submitted in partial fulfillment of the requirements for the

award of the degree of Bachelor of Education in the English
Education

by
NourMalita Sari
Reg. No. 135300015

UNIVERSITY OF PGRI ADI BUANA SURABAYA

FACULTY OF TEACHER TRAINING AND
EDUCATION
ENGLISH EDUCATION DEPARTMENT
2017
 ABSTRACT

Malita, Nour. 2017. The influence of Using Poster on the

Student’s writing achievement for eight grade in SMP
KartikaNasional Plus Surabaya. Undergraduate Thesis,
English Education Department, Faculty of Teacher Training
and Education, University of PGRI AdiBuana
Surabaya.Advisor: Dr.EndangMastutiRahayu, M.Pd

Keywords: Poster, Writing achievement

Writing is a form of communication to deliver through
or to express feeling thought written form. The problem is the
students feel difficult to follow the writing materials which
have been delivered by the teacher. The researcher applied
poster as media in learning writing to solve those problems.
Because of the problem, the purpose of this research was to
know the influence of using poster on students’ writing
achievement.
The researcher used a true experimental research design
by using pretest-posttest group. The researcher decided 8.1 as
experimental class for 20 students and 8.2 as control class for
20 students of SMP KartikaNasionalPlus Surabaya as the
sample of this research through accidental sampling. In getting
the data, the researcher used subjective test to measure
understanding students in writing achievement.
Based on the significance 5% and the degree freedom
ofof this research is 38 it was derived t-table 2.02439 with t-
calculate 2.7403. From the data it showed that t calculated > t-
table, or 2.7403>2.02439. Then it could be concluded that Ho
(null hypothesis) or there is no influence of using poster on the
student’s writing achievement for 8th grade of SMP
KartikaNasional Plus Surabaya was rejected and Ha
(alternative hypothesis) or there is influence of using Poster on
the student’s writing achievement for 8th grade in SMP
KartikaNasional Plus was accepted. Therefore, there is
significant influence of using poster on students’ writing
achievement for 8th grade in SMP KartikaNasionalPlus
Surabaya. The researcher implied that Poster can be used as
alternative media in teaching writing process.
 ABSTRAK

Malita, Nour. 2017. Pengaruh penggunaan poster dalam prestosi

menulis siswa kelas8 di SMP Kartika Nasional Plus Surabaya.
Skripsi. Program Studi Pendidikan Bahasa Inggris. Fakultas Keguruan dan
Ilmu Pendidikan.Universitas PGRI Adi Buana Surabaya.
Pembimbing : Dr. Hj. EndangMastutiRahayu, M.Pd.

Kata Kunci : Poster, Prestasi menulis

Menulis adalah bentuk komunikasi yang disampaikan

melalui ungkapan bentuk tertulis. Permasalahannya adalah
siswa merasa sulit mengikuti materi yang telah diberikan oleh
guru.Peneliti mengaplikasikan poster sebagai media
pembelajaran menulis untuk mengatasi permasalahan tersebut.
karena permasalahan tersebut, penelitian ini untuk mengetahui
pengaruh penggunaan poster pada prestasi menulis siswa.
Peneliti menggunkan penelitian model percobaan
dengan menggunakan test awal dan test akhir. Peneliti
membagi kelas 8.1 sebagai kelas experiment dengan jumlah 20
siswa dan 8.2 sebagai kelas control dengan jumlah 20 siswa di
SMP Kartika Nasional Plus Surabaya sebagai sempel melalui
pengambilan secara kebetulan. Dalam pengambilan data
peneliti menggunakan test subjective to mengukur pemehaman
siswa dalam prestasi menulis.
Sesuai dengan taraf signifikan 5% dengan df 38
menunjukkan t-table 2.02439 dengan t-calculate 2.7403. dari
data tersebut menunjukkan jika t-calculate > t-table, atau
2.7403>2.02439. lalu itu dapat disimpulkan jika Ho (null
hyphothesis) atau tidak ada pengaruh penggunaan poster pada
prestasi menulis siswa kelas 8 di SMP Kartika Nasional Plus
Surabaya ditolak dan Ha (alternative hypothesis ) atau adanya
pengaruh poster dalam prestasi menulis kelas 8 SMP Kartika
Nasional Plus Surabaya diterima. Oleh karena itu, adanya
pengaruh signifikan pada penggunaan poster dalam prestasi
menulis siswa kelas 8 di SMP Kartika Nasional Plus Surabaya
peneliti menyarankan jika poster dapat digunakan sebagai
alterative media proses pengajaran menulis.
 MOTTO

IF YOU NEVER TRY

YOU WILL NEVER KNOW
 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

In the name of Allah, the most compassionate and Merciful, the

kings of the universe and space. Praise to Allah who has given grace
and gifts so I can finish this thesis in the English Department,
University of PGRI AdiBuana Surabaya, precisely on time.
This thesis would not be completed without the support, guidance
and assistance from individuals and institutions. Therefore, I would
like to extend a special thanks to:
1. Drs. H. Djoko Adi Walujo, ST., MM., DBA as the
rector of PGRI Adi Buana Surabaya University.
2. Dr. Hj. Siyaswati, S.Pd, M.Pd as the head of English
Education Department of PGRI Adi Buana Surabaya
University and as first advisor. Thank you for the
assistance, suggestions and invaluable encouragement in
this undergraduate thesis.
3. Dr. EndangMastutiRahayu, M.Pd as my advisor
Thank you for all of your suggestions, recommendations
and supports for this undergraduate thesis from the
beginning until the end.
4. The lecturers in PGRI Adi Buana of University Surabaya.
5. RannuTumonglo, Amd as the head of SMP Kartika
NasionalPlus Surabaya. Thank you for the permission to
conduct the research.
6. The students of SMP KartikaNasional Plus Surabaya.
Thank you for participation in my research.
7. My beloved parents, (ZainulArifin, Nurhalimah and
Hamidah) and brothers, sister ( Nanang, Fajar, Abidzar and
Tutus), who always pray, motivate, support,
love, and give inspirations to finish this thesis
8. My brothers and sisters in MapalaPawitra as my second
family, thanks for respect and giving support me.
9. My beloved friends Permatasari S.T, and RiniKusuma
S.farm.Apt who always give their time, support and pray
when I was finishing this research.
10. Last, the classmate, B-Class of 2013 . Thanks for all
your support and funs for four amazing years.

Hopefully, this thesis can provide benefits for the development of

English language in teaching and learning and give advantages to all
the readers. The researcher realizes that this thesis is far from
perfection, so any comments and suggestion will be welcome.

Surabaya, 17 February 2017

NourMalita Sari
 TABLE OF CONTENTS

TITLE PAGE................................................................................. i
APPROVAL PAGE...................................................................... ii
LEGITIMATION PAGE ............................................................. iii
AUTHOR DECLARATION ....................................................... iv
ABSTRACT ................................................................................. v
ABSTRAK ................................................................................. vii
MOTTO ....................................................................................... ix
ACKNOWLEDGEMENTS ......................................................... x
TABLE OF CONTENT ............................................................. xii
LIST OF TABLES .................................................................... xiv
LIST OF FIGURES .................................................................... xv
LIST OF APPENDICES ........................................................... xvi

CHAPTER 1 INTRODUCTION
A. Background of the Study ................................................. 1
B. Scope and Limitation of the Study .................................. 3
C. Statements of the problems ............................................. 3
D. Variables and the operational Definition of Variable ...... 3
E. The Objectives of the Study ............................................ 4
F. The Significance of the Study ......................................... 4

CHAPTER 2 REVIEW OF RELATED LTERATURE

A. Related Literature ............................................................ 5
a. Poster ........................................................................ 5
1. Definition of Poster ............................................ 5
2. Kind of Poster ..................................................... 5
3. The Example of Poster ....................................... 6
4. Advantages of Poster .......................................... 7
b. Picture ....................................................................... 8
1. Definition of Picture ........................................... 8
2. The Example of Picture ...................................... 9
c. Writing ...................................................................... 9
1. Definition of Writing .......................................... 9
 2. Types of Writing .............................................. 10
3. Elements of Writing ......................................... 11
4. How to Teach Writing ...................................... 12
d. Descriptive Text ...................................................... 13
1. Definition of Descriptive Text.......................... 13
2. Structure and Language Future of Descriptive
Text................................................................... 13
B. The Influence of Using Poster on the Student’s
Writing Achievement for eight grade of SMP
KartikaNasional Plus Surabaya ..................................... 14
C. Previous of Study .......................................................... 15
D. Conceptual Framework ................................................. 16
E. Hypothesis of the Study................................................. 16

CHAPTER 3 RESEARCH METHOD

A. Design of the Study........................................................ 18
B. Population and Sample ................................................... 19
C. Data Collection Technique ............................................. 21
D. Data Analysis Technique ................................................ 26

CHAPTER 4 PRESENTATION AND ANALYSIS DATA

A. Data Presentation ........................................................... 28
1. Preparation .............................................................. 28
2. Process .................................................................... 28
3. Presentation ............................................................. 29
B. Data Analysis ................................................................ 37
C. Interpretation ................................................................. 40

CHAPTER 5 CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................... 41
B. Suggestion ..................................................................... 41

REFERENCES ......................................................................... 43
APPENDICES........................................................................... 45
 LIST OF TABLES

TABLES PAGE

3.1 Map of assessment rubric for writing test ........................... 22

4.1 Pre-tests data of experiment class ....................................... 29
4.2 Pre-tests data of control class class..................................... 30
4.3 Post-tests data of experimental class .................................. 32
4.4 Post-tests data of control class ............................................ 33
4.5 The calculation of Experimental Class ............................... 35
4.6 The calculation of control class .......................................... 36
4.7 T-Table ............................................................................... 39
 LIST OF FIGURES

FIGURES PAGE

2.1 Conceptual Framework .................................................... 16

3.1 Pretest-Posttest Control Group Design............................. 18
3.2 T-Test Formula................................................................. 27
 LIST OF APPENDICES

APPENDIX PAGE

1st Appendix: Format RevisiSidang ............................................ 45

2nd Appendix: BeritaAcaraBimbinganSkripsi ............................ 46
3rd Appendix: SuratPermohonanIIjinPenelitian .......................... 47
3rd Appendix: SuratKeteranganPenelitian .................................. 48
4th Appendix: RencanaPelaksanaanPembelajaran
(Experimental Class) .................................................................. 49
5th Appendix: RencanaPelaksanaanPembelajaran
(Control Class)............................................................................ 58
6th Appendix: Instrument ............................................................ 67
7th Appendix: Rubric Scoring ..................................................... 71
8th Appendix: Documentation..................................................... 75
 CHAPTER I
INTRODUCTION

A. Background of the Study

Language is the tool to communication, and English
language as the foreign language in our country, which is
taught since kindergarten level to University. In learning
English, there are four skills that have to be mastered by
students. Those skills are listening, speaking, reading and
writing skills.
According to Harmer (2001: 79 ) Writing is a form
of communication to deliver through or to express feeling
throgh written form. Writing is considered as the most
difficult skill if it is compared to the other skills. It becomes
difficult because it needs many competencies including
grammar, vocabulary, diction, cohesion, etc to express the
ideas or opinions. According Reis Alves (in Brown ,
2001:335) the process of writing requires an entirely
different set of competencies. Written products are often the
result of thinking, drafting, and revising procedures that
requires specialized skills, skills that not every speaker
develop naturally.
Writing is one of perceived language ability is often
a problem for students in the process of learning English. It
is very interesting to study given the writing ability is
influenced by the mastery of vocabulary, language structure
and capabilities of students in stringing words into a text
acceptable. According to Rohma (in Novia, 2012:1) writing
as a media of foreign language learning that it used of
writing along side listening, speaking and reading . It is also
a skill usually learnt formally at school, and not handled well
by many people. It involves handwriting or typing , spelling,
constructing grammatical sentences, punctuating. Most
writing in elementary English course is largely to consolidate
language learning. This can be developed at higher levels
into the composition of written texts (stories, letters ,
reports). Because writing is the important things in the
foreign teaching and learning, and it can be the way how to
communicate indirectly well.
The problem is the students feel difficult to follow
the writing materials which have been delivered by the
teacher. According to Khatijah (in Davies and Pearse
,2000) point out that in situations where opportunities to use
language and receive feedback outside the classroom are
limited, the kind of classroom review and remedial work
provided by this interactive process becomes vital. And it
shows how the importance of the writing skill in the
learning process. Like the students, the teacher also felt
difficult in delivering the materials because of the
complex organization in writing skill
Teachers are not supposed to hesitate to give writing
practices and exercise to their students. Still, teacher should
be clear on what skills their students is trying to develop.
They needs to decide on which means or types of exercises
are supportive to the aim of learning process. The students
need to be personally involved to make learning experience
of lasting value, interesting and fun. In order to make the
learning experience fun and interesting, the existences of
media are needed.
Research by Tengku Nova Mulyana and
Marsitowarni Siregar , 2012 on their journal show Based on
the data analysis, the mean of students’ score in first test was
56,38 ; for the second test was 68,05 , and last test was 85.
The qualitative data showed that the students were interested
by using Movie Posters. The conclusion is that by using
Movie Posters improves the students’ achievement in writing
descriptive. Based on Reilly (2007: 24) Poster are tools that
can be used in a variety of ways to overcome challenges and
problems of the English Foreign language classroom.
 Because the kind of poster based on the function are
informational poster, educational poster, propaganda poster
and teaser poster. The writer will focus on the informational
poster especially in event. Because in informational poster,
students will make description more specific about the event
in the descriptive text. Using event poster will make the
students more attractive and joyful to begin in writing. Then
poster have the different characteristic of picture with the
other. And in the poster have completely some notes clearly.
In this research the writer emphasize at writing skill
especially for descriptive text. The writer chosen title “ The
influence of using poster on the Student’s writing
achievement for eight grade of SMP Kartika Nasional Plus
Surabaya ”. The writer using poster as a media to help the
students in writing descriptive text.

B. Scope and limitation of the Study

1. The scope of the study
The writer focused on the teaching writing to the
students of SMP Kartika Nasional Plus Surabaya
2. The limitation of the study
The writer using poster as teaching media and focus on
descriptive text as a result of the test.

C. Statement of the Problem

Based on the background of the study, statement of the
problem of this study is : is there any significance influence
of using poster on the writing’s achievement at eight grade
of SMP Kartika Nasional Plus Surabaya ?

D. Variable of the study

In this research, variable is important because it
becomes the object of research monitoring and to be
identified in order get the best result.
 Independent Variable : Using poster. Using Poster is the
picture media, sometime mixture of brief descriptive text
intermixed with tables, graphs which is people use the poster
to make easy communicated something. like to promote of
new product, and give information about knowledge or event.

Dependent Variable : Writing’s achievement writing’s

achievement can be measured the student capability to
arrange the sentence to be good paragraph using
grammatical structure, and mixed their vocabulary ability.

E. Purpose of the Study

Based on the statement of the problem, the purpose
of the study is to know the influence of using poster on the
student’s writing achievement for eight grade of SMP
Kartika Nasional Plus Surabaya

F. Significance of the Study

The significance of the study hopefully has been
valued to follow :
1. Teacher
According to the study, it is expected for English
teacher to teaching descriptive text by using media
(poster) and make English teacher easily to measure the
students’ ability . and the teaching learning process has
been enjoyed
2. Student
The study are expected to give information how to
write descriptive text based on the poster and write
descriptive text based on dictation. Students can
motivate their writing skill by write descriptive text.
3. Writer
The Study is used as requirement for the degree of
Sarjana Strata I in English Department of University of
Adi Buana Surabaya and the writer hope this study can
be easy.
 CHAPTER II
REVIEW OF RELATED LITERATURE
The elements of this chapter are : related literature,
previous of the study, conceptual of framework and
hypothesis of the study. The writer provides the related
literature previous studies as guide for her in analyzing and
clarifying of data. then the main theory of the influence of
using poster on the student’s writing achievement for eight
grade of SMP Kartika Nasional Plus Surabaya

A. Related literature
a. Poster
1. Definition of poster
Based on Reilly (2007: 24) poster are tools that can
be used in a variety of ways to overcome challenges
and problems of the English Foreign language
classroom. The other source on Handron (in Geraldine
O’neill and David Jennings , 2012 : 3) mention that a
poster presentation is as an Experiential learning activity
that stimulates curiosity and interest, encourages
exploration and integration of concepts and provides
students with a novel way of demonstrating
understanding. They also mention that Posters are often
designed to appeal to peers and colleagues at
conferences and/or public displays, And to meet the
organizational and informational requirements of
conferences and/or public display. Based on two
statements of the definition about poster, it clearly that
poster is one of media to teach language especially on
the English writing text. Because with the poster, teacher
can stimulate students more create their writing
achievement.
2. Kinds of posters
Posters can be adapted to be media in teaching
learning process, but not all posters can be used in class.
 The teacher has to take some considerations in selecting
poster.
Based on
https://berkelakar.wordpress.com/2014/12/08/
downloaded on August 9th 2016 at 21:45 about kinds of
posters based on the content are
1) Commerce poster contain of promote about the
product or new product
2) Event poster contain about t all of the information
about public event, such as independent day, concert
which is about day, date, place, kind of event, etc.
3) Education poster contain about the education. This is
often we meet on the school in elementary until
university which is persuade the reader to aware
with the other.
4) Serve society poster contain about the main
information in society which is persuade the society
to become a good society or something which is give
the education for the society
3. The example of poster
Because in this research the writer will focus on
the commerce poster, so there is the example of
commerce poster especially on the promote trip
organizer adventure
4. Advantages of poster
There are some of advantages to use poster in
learning English, as English Foreign language Reilly
(2007:26) also mention that using poster :
a) Posters foster oral practice
Because they allow for a significant increase
in opportunities to create output and Using posters at
the beginning of class serves as a warming up for
students, telling them that it’s time to switch to
English. This is essential in an EFL context, where
learners are immersed in the L1 in their daily lives.
However, the key benefit of using posters is the
significant opportunity for oral practice that they
offer students.
b) Posters enhance traditional methodology by
empowering students
The difference with the use of posters,
however, is that students are empowered: they cue,
listen to, correct, and help one another.
c) Posters encourage authentic communication
Posters can serve as a springboard to more
authentic and creative language use. For example,
by taking advantage of students’ interest in well-
known personalities, posters can be used to spur the
students to identify, some of famous people from
around the world.
d) Posters increase self-confidence
Effective teachers create safe environments
as a way to encourage students to take risks.
Learners know they can count on them to make
grammatically correct sentences. Further, as learners
use the posters for a second and third time, they
become familiar with their use and value. Students’
confidence grows and risk-taking is more likely to
occur.
 e) Posters work with various learning styles
When students hold, pass, and flip the posters,
they interact with the environment and are visually
stimulated. This writer has observed that poster work
helps teenagers, who can become easily distracted,
stay on task.
f) Posters foster learner autonomy
Students handling a poster take a greater
role in their learning because they can make
choices about which cues to use and even
how to help their classmates.
g) Posters help minimize incorrect language
Errors and incorrect language are limited
with poster use because most posters focus on a
single concept (e.g., professions, actions in
progress), and the English structure to be practiced is
shown on the board and orally demonstrated prior
to practicing.
h) Poster use reduces discipline problems.
Because posters focus on particular
language tasks, students can easily understand the
goal of the lesson. Using posters, students
actively participate in small groups and receive
feedback from the teacher and classmates.
Therefore, students are less likely to
seek attention inappropriately hence discipline
problems may be reduced.
b. Picture
1. Definition of picture
According to Oxford Dictionary (2008:330)
Picture is description that gives you an idea in your
mind of what something is like. Based on Harmer
(2001:134) teachers have used picture or graphics
whether drawn, taken from books, newspaper and
magazine or photograph to facilities learning. Because
 about it, that picture can represent a things. There are
two dimension media where students can see shape and
colour of a thing or process how something happens.
2. The example of picture

c. Writing
1. Definition of writing
According to Harmer (2001:79) Writing is a form
of communication to deliver through or to express
feeling thought written form. Writing is considered as
the most difficult skill if it is compared to the other
skills. It becomes difficult because it needs many
competencies including grammar, vocabulary, diction,
cohesion, etc to express the ideas or opinions. The other
source also mention by Rahayu and Joesasono (2011:
90) writing is a complex process that allows writers to
explore thoughts and ideas, and make them visible and
concert. Nunan (2003:88) argue that writing is the
mental work of inventing ideas, thinking about how
express them and organizing them into statements and
 paragraphs that will be clear to a reader. It means that
everything our thoughts, we can express into written
language and it has to make readers understand what we
have written. That is way writing is the one of language
skills which is used in communication. The same
statement is argued by Rohma (in Novia, 2012:1 )
writing as a media of foreign language learning that it
used of writing alongside listening, speaking and
reading . It is also a skill usually learnt formally at
school, and not handled well by many people. It
involves handwriting or typing spelling, constructing
grammatical sentences, punctuating. Writing is not only
activities combine words; writing is process repeated,
namely process of revising and rewriting. In teaching
writing means that we create a science education that
helps students see that writing requires steps to find,
plan create and draft text. When we learn a language,
there are four skills that we need for complete
communication. When we learn our native language, we
usually learn to listen first, then to speak, and finally to
write, these are called the four “language skill”
2. Types of writing
There are some of types of writing determine
your topic (subject), purpose (why you are writing),
style (how you should write) and tone your attitude
toward your subject- supportive, condemning, objective,
et in academic settings, writing assignment. Based on
Susanti (2012:9) divided into four categories:
a) Journal writing
In the journal writing, the writers are writing
to think on paper about new ideas they are
encountering. Journals provide a great opportunity
for students to learn by writing , and they
encourage students to be reflective. Journals should
not be graded except on the basis of having been
 done with sufficient care. For extra resources on
journals, go to ideas for using journals.
b) Creative writing
Like be imaginative and to entertain the
reader. Although this writing may seem most
appropriate for creative writing classes, it can be
used in a variety of ways in other courses as well.
For instance in philosophy, writing to another in
different era
c) Academic writing
Almost all writing done in schools falls into
the category of academic writing. Which is writing
that asks students to assume the role of themselves as
students writing to the instructor as the examiner.
Typically, academic writing will be a response to an
essay exam question, a critical essay, a lab report, or
a research (term) paper. Students try to display their
mastery of subject matter and of the conventions of
writing within a discipline.
d) Real professional writing
This is the genres and in the situations that
professionals in the field write in. professional
writing assignments are most appropriate in finishing
courses, such as senior level design courses.
3. Elements of writing
Based on Rohma (in Octaviani ,2013:11), in order
to produce a good writing, we have to consider four
elements of writing. As follows :
a) Mastering vocabulary /diction
Vocabulary or diction played an important role in
a language , especially in the writing activity. The choice
of vocabulary can describe the writer’s knowledge.
b) Mastering grammatical rule /sentence structure
Mastering grammatical rule’s / sentence consists
of phonology, morphology and syntax. Phonological
 rues do not have any rules in the writing activity, its
deals with the effective use of the right affixes,
conjunction, prefixes and composition, the structure of
the sentences.
c) Coherence
It is mean that the writer’s paragraph are easy to
read and understand. Because the supporting sentences
are in some kind of logical order and the ideas are
connected by use of appropriate transition signals.
d) Spelling
This is one of the difficult and confusing aspects
of English language. There is often a discrepancy
between the pronunciation of a word and its spelling.
They cannot always know how to spell a word by its
pronunciation or how to pronounce it by its spelling. To
avoid this problem, the students are suggested to open
dictionaries before they are going to write
4. How to teach writing
Some of the problems found when the teacher
gave writing materials to the students, especially on the
descriptive text. The first is that students’ writing is not
comprehensible, because the content of the composition
is not relevant to the topic. The ideas and sentences are
not well organized. The second is they do not master a
lot of vocabulary, correct spelling, good grammar and
comprehension. Because of these problems the students
are lazy to learn. If they are lazy to learn it, the students
surely can not write well so, the teacher has to hard
thinking to find the appropriate technique to teach
writing “As facilitator, the teacher offers guidance in
helping students to engage in the thinking process of
composing but in a spirit of respect for students opinion,
must not impose his or her own thought on students
writing, Brown (2001:340). According to Rahayu ( in
 Jeremy Harmer , 2004:4-6) process of writing has four
main elements, the elements are:
a) Planning
This is the first time before starting to write,
experienced writers plan what they are going to say. In
the planning, they have to think about three mains
issues. The first one is purpose of writing. The
important to be considered because it will be influence
to kind of text and the information they provide and the
language which is used. Another one is the audience
they are writing for, it will influence to choice of
language and the shape of writing. The last thing which
must be thought is the content structure of the piece. It
includes ideas or arguments they will write.
b) Drafting
This is the first version of a piece of writing, in
writing process writers usually produce a number of
drafts on the way to the final version.
c) Editing
Writers usually read through what they have
written after creating a draft, this steep is like
rechecking which of text that still needs to be fixed.

d) Final version
After editing their drafts, making the changes
they consider to be necessary, writers produce their
final version. It is the version which will be sent to the
audience or readers.

d. Descriptive text
1. Definition of descriptive text
Based on the Lailiyah (in Mursid, 2006:5) ,
“descriptive text is a kind of text with a purpose to give
information”. Descriptive text is a text which the
contents inform somebody else about an event, place,
thing, etc. she also states that the context of this kind of
text is the description of particular thing, animal,
person, place, events or others. In writing descriptive
text arranged clearly so that it gives people important
information.

2. Structure and language future of descriptive text

The generic structure and the language feature
in descriptive text as follows:
a. Generic structure :
1) Identification
Means identifying phenomenon to be
described. In this part, the writer identify what
will described on the object. Like helps the
writer determines kinds of things that should be
explained.
2) Descriptions
Means describes parts , qualities,
characteristics. like explain the things to be
described in details, taken from all views
including the parts of them, based on the
qualities and characteristics. They presented as
detail as possible until the readers can imagine
the real things.
b. Language feature
Based on Rohma ( in Fitri, 2014:12) there are
three language features of descriptive text they are
1) Simple present tense
The central use of present tense forms is to
indicate present time, simple present tense
is that used to tell habit or custom
2) Action verb
That have conductions meaning in which
causes the action
3) Adverbs
 Part of speeches, words or phrases that
modify the meaning of an adjective , verb
or other adverb, expressing manner, place,
time or degree.

B. The influence of using poster on the student’s writing

achievement for eight grade of SMP Kartika Nasional
Plus Surabaya
There are many factors to influence of writing
achievement for the students consists of internal factor such
as interest, motivation , or based on their self and external
factor like teacher, how to teach and media. Mulyana and
Siregar , (2012) on their journal show media is one of
resolution to help students to more actively, be spirit, loved
with their subject and it can help the students to learn
effectives in the classroom. It look when the students still
confused to do their writing project (pre test) before using
media. The result is bad and different when they use media
to write. They look attractive, spirit and their result is more
better before without media.
One of the media which is suitable to writing achievement is
poster. According to Ossa and Musser (2004) on their
journal said that poster are colorful, attractive learning which
can enhance the learning environment. Reilly (2007: 24)
also said poster are tools that can be used in a variety of
ways to overcome challenges and problems of the English
Foreign language classroom. And the statement is true,
because the students interest and enthusiasm when the writer
give the poster as media to write a descriptive text. They can
write the text easily using poster, because poster give the
picture and addition some of note to give clearly about
information on the picture. Their writing result are more
variant vocabulary, the structure of text is good and of
course they do more interest than before.
C. Review of the related previous studies
The previous of the study in this research, the writer
took from two research about use poster media in writing
achievement. The first is Tengku Nova Mulyana and
Marsitowarni Siregar (2012), from State University Of
Medan on their journal with the title “Improving student’s
achievement in writing descriptive paragraph by using
Movie Poster” Based on the data analysis, the mean of
students’ score in Test first was 56.38 ; for the second test
was 68.05 , and last test was 85. The research have been
same competition on writing and use poster as media. The
second are Laily Rohma from (2015), from University Of
PGRI Adi Buana Surabaya on her thesis with the title “ The
influence of using poster on the students’ writing skill at 8 th
grade of SMPN 2 Gedangan ” it is used poster as well
media to teaching writing especially on the descriptive text
and the result explained that t test is 2.7 , in t table df = 66.
The significant rate 5% is 1.99. It means that t test is higher
than t table or 2.7 > 1.99. It can be concluded that coefficient
number of t test taken from formula test was significant.
Therefore, poster is proved as an effective media to reinforce
the mastery of writing especially in descriptive text

D. Conceptual of Framework
In this research, the writer wants to explain about the
framework of the thesis. The writer has a problem to make
student have high score. The problem is to difficult for
make a descriptive text. Then the writer found the problem
solution to solve the problem by using poster media to write
descriptive text.
Conceptual frame work
Figure 2.2 Conceptual Framework

X1 Using poster
Y Writing
achievement
X2 using picture
 The explanation
X1 : it is experiment class to achieve
the goal of using poster
X2 : it is control class using picture
Y : writing achievement
: experimental class as the main
research
: control class as an alternative

E. Hypothesis of the study

Hypothesis is a proposition to be tested or a tentative
statement of a relationship between two variables (Neuman,
2007:92). There are two kinds of hypothesis which are used
here are: zero hypothesis (Ho) or negative hypothesis, is the
hypothesis which state that there is not any significant effect
of the object of the research and alternative hypothesis or
positive hypothesis, is the hypothesis which state that there is
any significant effect of the object of the research (Sugiyono,
2010: 90). And the hypothesis of this research are :
Ha: There is influence of using poster on the student’s
writing achievement for eight grade of SMP
Kartika Nasional Plus Surabaya
H0: There is no influence of using poster on the student’s
writing achievement for eight grade of SMP Kartika
Nasional Plus Surabaya
 CHAPTER III
METHOD OF THE STUDY
In this chapter, there are four subchapter such as
design of the study, population and sample, data collection
and technique, then data analysis technique. which is the
writer will explained one by one below
A. Design of the Study
This research is quantitative one whose has goal is to
identify, analysis and classify the students which is given
teaching by using poster on the students’ writing
achievement. Based on the title which is the writer has been
chosen the experimental method using T-test, the writer
needed data in the form of number. The design of the
research was true experiment design with pretest and posttest
control group design. It used two group, experimental and
control class.

1. Experimental class :
The experimental class would be taught by using poster
after the teacher gave pre test for the students.
2. Control class :
3. The control class would be taught by using picture
after the teacher gave pre test for the students.

According to Sugiyono (2012: 112) the design is as follows:

Pretest-Posttest design

R O1 X O2

R O3 O4
 Figure 3.1 Pretest-Posttest Control Group Design
Note:
X : Treatment using poster
R : Randomization
01 , 03 : Both of classes are observed with pre- test to
measure the
achievement
02 ::The ability experimental class after being taught
through poster
04 :The ability of control class after being taught
through inductive technique by using
picture .

In this research, the writer tries to find out

significance influence of using poster on the student’s
writing achievement for 8th Grade of SMP Kartika Nasional
Plus Surabaya

B. Population and Sample

1. Population
The object of this research target is population.
Based on Sugiyono (2010: 117) “Populasi bukan hanya
orang, tetapi juga obyek dan benda alam yang lain.
Populasi juga bukan sekedar jumlah yang ada pada
obyek / subyek yang yang dipelajari, tetapi meliputi
seluruh karakteristik/ sifat yang dimiliki oleh subyek
atau obyek tersebut”.

It means, that population was defined as

generalization area consist of object/subject which had
specific qualities and characteristic which had
determined by the writer to be learnt and concluded.
Such as the writer took population from SMP Kartika
Nasional Plus Surabaya. In this case, the writer chose the
 grade 8th divided 2 classes each class consist of 20
students. The total of population is 40 students.

2. Sample
According to Sugiyono (2012:81) “Sampel
adalah bagian dari jumlah dan karakteristik yang
dimiliki oleh populasi tersebut. Bila populasi besar, dan
penelitian tidak mungkin mempelajari semua yang ada
pada populasi, misalnya karena keterbatasan dana,
tenaga dan waktu, maka peneliti dapat menggunakan
sampel yang diambil dari populasi itu”.

Based on that definition, it decides that sample is a

population which is made as the research object. The
writer took technique of the sample is random sampling,
and the writer uses is the SMP Kartika Nasioanal Plus
Surabaya 8 th grade consist of 40 students.

The steps to take sample are as follow :

1. Asking permission to headmaster of SMP Kartika
Nasional Plus Surabaya to do the research that
would take 2 weeks
2. Choose two classes randomly
3. Which is class 8.1 consist of 20 students as
experiment class by using poster media to write
descriptive text and 8.2 consist of 20 students as
control class by using picture media to write
descriptive text
4. Giving pre test to explore the data of writing a
descriptive text before being taught by using poster
to the experimental class and picture to control
class
5. Teaching writing a descriptive text by using poster
to explore the response of the students when they
 are taught by using poster on experiment class and
picture for control class

C. Data Collection and Technique

The writer collects the data in this research by giving
a test to students. The purposes of this test is to find out the
significant writing achievement of the students with media
picture and poster in SMP Kartika Nasional Plus Surabaya
The kind of test is subjective test.
1. The example test of experimental class :
Pre test of experimental class : make a descriptive text
about the Mountain
Post test of experimental class: make a descriptive text
about the Mountain based on the poster.
2. The example test of Control class :
Pre test of experiment class: make a descriptive text
about The Mountain
Post test of experimental class : make a descriptive text
about a mountain based on the picture
Poster for the experimental class
Picture for the control class

The steps of the first, students try to make

descriptive text with own language, second , students try to
write descriptive text based on the poster to experimental
class and write descriptive text based on the picture to
control class. As a result from the lesson, the students were
expected to get a lot of writing. Test will show the influence
of using poster on the student’s writing achievement.
Based on teacher book for eight grade junior high school
about assessment rubric for writing test (2014:14)
 Table 3.1
Map of Assessment Rubric for writing test

Aspek Nama Pre Post

No Yang Kriteria Score Siswa Test Test
dinilai
Sangat 5
original
Original 4
Cukup 3
Keaslian
1. original
Penulisan
Kurang 2
original
Tidak 1
original
Isi 5
sangat
sesuai
dengan
judul
Isi 4
sesuai
dengan
Kesesuaian judul
2. isi dengan Isi 3
judul cukup
sesuai
dengan
judul
Isi 2
kurang
sesuai
dengan
judul
 Isi tidak 1
sesuai
dengan
judul
Keruntu 5
tan teks
sangat
tepat
Keruntu 4
tan teks
tepat
Keruntu 3
tan teks
Keruntutan
3. cukup
Teks
tepat
Keruntu 2
tan teks
kurang
tepat
Keruntu 1
tan teks
tidak
tepat
Pilihan 5
kosakata
sangat
tepat
Pilihan 4
Pilihan kosakata
4.
Kosakata tepat
Pilihan 3
kosakata
cukup
tepat
Pilihan 2
 kosakata
kurang
tepat
Pilihan 1
kosakata
tidak
tepat
Pilihan 5
tata
bahasa
sangat
tepat
Pilihan 4
tata
bahasa
tepat
Pilihan 3
tata
Pilihan Tata bahasa
5.
bahasa cukup
tepat
Pilihan 2
tata
bahasa
kurang
tepat
Pilihan 1
tata
bahasa
tidak
tepat
Penulisa 5
Penulisan n Kosa
6.
Kosa kata Kata
sangat
 tepat
Penulisa 4
n Kosa
Kata
tepat
Penulisa 3
n Kosa
Kata
cukup
tepat
Penulisa 2
n Kosa
Kata
Kurang
tepat
Penulisa 1
n Kosa
Kata
tidak
tepat
Tulisan 5
rapih
dan
mudah
terbaca
Tulisan 4
tidak
Kerapihan
7. rapih
Tulisan
tetapi
mudah
terbaca
Tulisan 2
tidak
rapih
dan sulit
 terbaca

Total Nilai

D. Data Analysis Technique

For data analysis procedure , the writer uses t-test
technique. The t-test assesses weather the means of two groups
are statistically different from each other. The analysis was
appropriated whenever the writer wants to compare the mean of
two groups, and especially appropriate as the analysis for the
post test only two groups randomized experimental design.
Based on Arikunto (2010:354) about the formula

t- test, And the formula is below

𝑋̅1 −𝑋̅2
t=
(∑𝑥2 2
1 + ∑𝑥2 ) 1 1
√ ( + )
(𝑛1 +𝑛2 −2) 𝑛1 𝑛2

t : Koefisien t-student
̅̅̅
𝑋1 : Eksperimental class
̅̅̅
𝑋2 : Control class
𝑥1 : The average value of the experimental class
𝑥2 : The average value of the control class
𝑛1 : The amount of data experimental class
𝑛2 : The amount of data control class
 CHAPTER IV
PRESENTATION AND ANLYSIS DATA
Based on the research done in the 8th grade SMP
Kartika Nasional Plus Surabaya, the gathered data from the
experimental (x) group and the control (y) group are going to be
presented and analyzed in this chapter to obtain the answer of
the research problem
A. Data Presentation
1. Preparation
There are many step to made this research , such
as preparation, process and presentation. For the first
step is preparation. Which is the writer made the thesis
proposal first . the proposal contain three of chapter are
introduction, review of related literature, and method of
the research. If the proposal has done, the writer must do
the seminar of proposal. Then the lecturer of counselor
accept or agree with that contains of writer’s proposal ,
so the writer will do their research in the next step.
The writer preparing the next step about all of the
material that they need, such as permit letter to make
research, RPP, media, two classes to be an object
(control and experiment), etc. and finally if all of the
material has been prepared, the writer is ready to make a
research.

2. Process
In this steep the writer took the data with several
steep. And first is data of pre-test in both of experiment
and control class by giving same test about make
descriptive text without explaining the lesson. After
knowing the result the writer gave the different treatment
, in experiment class the writer brought the students
poster as a treatment, but in control class the writer
brought picture as a treatment for the students.
 After the writer had given the treatment for
students in experiment class and control class , the writer
gave test for the students on making a descriptive text.
Finally , the writer made a conclusion with calculate all
of the score which is got by the students in their test.

3. Presentation
In the presentation of data, the writer presented in
this step was obtained from the result 8.1 as
experimental class of 20 students and 8.2 as control class
of 20 students too. The test aimed to know the influence
of using poster on the students’ writing achievement.
And the result was presented in the form of table as
follows:
a. Table of 4.1 ( The pre-test data of experiment class)
b. Table of 4.2 ( The pre-test data of control class)
c. Table of 4.3 ( The post-test data of experimental
class)
d. Table of 4.4 ( The post-test data of control class)
e. Table of 4.5 ( The pre-test and post-test of
experimental class)
f. Table of 4.6 ( The pre-test and post-test of control
class)

Table 4.1 Pre- test data of Experimental class

(X1)

No Student Code Score

1. 8.1 1 67

2. 8.1 2 70

3. 8.1 3 70
 4. 8.1 4 64

5. 8.1 5 64

6. 8.1 6 78

7. 8.1 7 73

8. 8.1 8 62

9. 8.1 9 90

10. 8.1 10 64

11. 8.1 11 64

12. 8.1 12 70

13. 8.1 13 64

14. 8.1 14 76

15. 8.1 15 56

16. 8.1 16 64

17. 8.1 17 64

18. 8.1 18 78

19. 8.1 19 81

20. 8.1 20 90

Total 1409

This data on the experiment class before being

given the treatment (using poster media)
Table 4.2 Pre- test data of Control class (Y1)

No Student Code Score

1. 8.2 1 50

2. 8.2 2 59

3. 8.2 3 45

4. 8.2 4 56

5. 8.2 5 53

6. 8.2 6 48

7. 8.2 7 50

8. 8.2 8 59

9. 8.2 9 42

10. 8.2 10 56

11. 8.2 11 50

12. 8.2 12 34

13. 8.2 13 42
 14. 8.2 14 59

15. 8.2 15 50

16. 8.2 16 36

17. 8.2 17 42

18. 8.2 18 48

19. 8.2 19 42

20. 8.2 20 45

Total 966

And the result control class shown before treatment

with picture media

Table 4.3 Post test data of Experimental class (X2)

No Student Code Score

1. 8.1 1 78

2. 8.1 2 67

3. 8.1 3 84

4. 8.1 4 73
5. 8.1 5 76

6. 8.1 6 81

7. 8.1 7 70

8. 8.1 8 64

9. 8.1 9 95

10. 8.1 10 73

11. 8.1 11 81

12. 8.1 12 81

13. 8.1 13 81

14. 8.1 14 70

15. 8.1 15 59

16. 8.1 16 81

17. 8.1 17 73

18. 8.1 18 83

19. 8.1 19 90
 20. 8.1 20 98

Total 1558

From the post test of experimental class, it can be

look that the student’s writing achievement by
using poster media has changed significant

Table 4.4 Post test data of Control class (Y2)

No Student’s code Score

1. 8.2 1 53

2. 8.2 2 53

3. 8.2 3 48

4. 8.2 4 73

5. 8.2 5 56

6. 8.2 6 53

7. 8.2 7 42

8. 8.2 8 61

9. 8.2 9 48

10. 8.2 10 50
 11. 8.2 11 53

12. 8.2 12 37

13. 8.2 13 48

14. 8.2 14 67

15. 8.2 15 48

16. 8.2 16 34

17. 8.2 17 46

18. 8.2 18 45

19. 8.2 19 28

20. 8.2 20 42

Total 985

From the data in control class, the writer teach by

using picture media and the result look has
different before without picture media.

Table 4.5 The data calculation of Experiment

class

Pre- Post Differenc

Student’ DX²
No test -test e
s code
(X1) (X2) (DX)
1. 8.1 1 67 78 11 121

2. 8.1 2 70 67 -3 9

3. 8.1 3 70 84 14 196

4. 8.1 4 64 73 9 81

5. 8.1 5 64 76 12 144

6. 8.1 6 78 81 3 9

7. 8.1 7 73 70 -3 9

8. 8.1 8 62 64 2 4

9. 8.1 9 90 95 5 25

10. 8.1 10 64 73 9 81

11. 8.1 11 64 81 17 289

12. 8.1 12 70 81 11 121

13. 8.1 13 64 81 17 289

14. 8.1 14 76 70 -6 36

15. 8.1 15 56 59 3 9

16. 8.1 16 64 81 17 289

17. 8.1 17 64 73 9 81

18. 8.1 18 78 83 5 25
 19. 8.1 19 81 90 9 81

20. 8.1 20 90 98 8 64

140 196
Total 1558 149 3
9

Table 4.6 The data Calculation of Control class

Pre- Post-
Student’s DY²
No test test Difference
code
(Y1) (Y2)
1. 8.2 1 50 53 3 9

2. 8.2 2 59 53 -6 36

3. 8.2 3 45 48 3 9

4. 8.2 4 56 73 17 289

5. 8.2 5 53 56 3 9

6. 8.2 6 48 53 5 25

7. 8.2 7 50 42 8 64

8. 8.2 8 59 61 2 4

9. 8.2 9 42 48 6 36

10. 8.2 10 56 60 -6 36
 11. 8.2 11 50 53 3 9

12. 8.2 12 34 37 3 9

13. 8.2 13 42 48 6 36

14. 8.2 14 59 67 8 64

15. 8.2 15 50 48 -2 4

16. 8.2 16 36 34 -2 4

17. 8.2 17 42 46 4 16

18. 8.2 18 48 45 -3 9

19. 8.2 19 42 28 -14 196

20. 8.2 20 45 42 -3 9

Total 966 985 35 873

B. Data Analysis
In analyzing the data, the writer got and used the
method from the test, this formula was used to analyze
quantitative data (the result of experimental class and control
class). According to Arikunto (2010: 349) , if the writer
wants to compare the mean from both of experiment and
control class, so the formula which used as follows
a. Mean of variable X
Σ𝑀
𝑀𝑀 =
𝑀
149
𝑀𝑀 =
20
 𝑀𝑀 = 7.45

b. Mean of variable Y
Σ𝑀
𝑀𝑀 =
𝑀
35
𝑀𝑀 =
20
𝑀𝑀 = 1.75

c. Deviation of X1 and X2
(Σ𝑀𝑀 )2
Σ𝑀2 = Σ𝑀2 −
𝑀
(149)2
Σ𝑀2 = 1963 −
20
Σ𝑀2 = 1963 − 1110.05
Σ𝑀2 = 852.95

d. Deviation of Y1 and Y2
(Σ𝑀𝑀 )2
Σ𝑀2 = Σ𝑀2 −
𝑀
2
(35)2
Σ𝑀 = 873 −
20
Σ𝑀2 = 873 − 61.25
Σ𝑀2 =811.75

e. Degree of Freedom (𝑀𝑀)

𝑀𝑀 = 𝑀𝑀 + 𝑀𝑀 − 2 = 38
f. Count of t :
M x − My
𝑀=
Σx2 + Σy2 1 1
√(N + N − 2 ) (N + N )
x y x y
 7.45 − 1.75
t=
√(852.95 + 811.75) ( 1 + 1 )
38 20 20
5.7
t=
√(1664.7) ( 2 )
38 20

5.7
t=
√4.3281
5.7
t=
2,080
t = 2.7403
When the writer got the result of t-test, the writer
looked for t-table which used degree of freedom (df) 38.
Below is the t-table of degree of significance based on
http://junaidichaniago.wordpress.com , download at
th
December 9 2016 at 16:30 pm
Table 4.7 T-table
Degree of Probability
Freedom 0.50 0.20 0.10 0.050 0.02
35 0.68156 1.30621 1.68957 2.03011 2.4377

36 0.68137 1.30551 1.68830 2.02809 2.43449

37 0.68118 1.30485 1.68709 2.02619 2.43145

38 0.68100 1.30423 1.68595 2.02439 2.42857

39 0.68083 1.30364 1.68488 2.02269 2.42584

40 0.68067 1.30308 1.68385 2.02108 2.42326

Because based on the significance 5% and the

degree of freedom of this research is 38 it was derived t-table
 2.02439 with t- calculate 2.7403. From the data it showed
that t calculated > t-table, or 2.7403>2.02439. Then it could
be concluded that Ho (null hypothesis) or there is no
influence of using poster on the student’s writing
achievement for 8th grade of SMP Kartika Nasional Plus was
rejected and Ha (alternative hypothesis) or there is influence
of using Poster on the student’s writing achievement for 8 th
grade of SMP Kartika Nasional Plus was accepted.
C. Interpretation
From the result of data analysis, the writer can
interpret that there is positive influence of using poster on
the student’s writing achievement for the 8th grade students
of SMP Kartika Nasional Plus Surabaya. The interpretation
is the result of the t-test in this research is 2.7 whereas the t-
table by df 38 is 2.0 so the t-test is higher than t-table, and
H0 (there is no influence of using poster on the student’s
writing achievement )is rejected and Ha (there is influence of
using poster on the student’s writing achievement ) is
accepted. It means that there is positive influence of using
poster to writing students achievement. It is appropriate on
the statement of Reilly (2007: 24) that Poster are tools that
can be used in a variety of ways to overcome challenges and
problems of the English Foreign language classroom.
Because poster is good media to teach writing and really
useful for students. And make easy them to write especially
in descriptive text.
 CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter , the writer tries to make some conclusions
and suggestion about the research. Here are the conclusion and
suggestion of the research.
A. Conclusion
The result of the t-test in this research is 2,7 whereas
the t-table by df 38 is 2,0 so the t-test is higher than t-table,
and H0 (there is no influence of using poster on the student’s
writing achievement ) is rejected and Ha (there is influence
of using poster on the student’s writing achievement) is
accepted. The writer concluded that the result of using poster
on the student’s writing achievement gave significant change
for the students score of experiment class from pre-test to
post-test, than using picture in control class It meant that
there was significant influence of using poster on the
student’s writing achievement.

B. Suggestions
Based on the data analysis in this research, there are
some suggestions stated by the writer as follow :
1. To the teacher
a. should more understand the student's characterization to
get easier in delivering material.
b. should move teacher-centered to student-centered to
make student more active in the class
c. should create the condition of class be more fun and be
creative to get students interest in learning process, such
as prepare the media, quiz, etc.
2. School institution
a. Teacher should create the condition of class be more
fun and be creative to get students interest in learning
process, such as prepare the game, media, etc.
b. Teacher should pay attention to the appropriate
technique ,media, or game that will be applied in the
material
c. The head master should motivate and support teachers
to apply this media in teaching writing at their each
school not only in moral support but also in physic
support, like facilities and tools.
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Bull,V.2008. Oxford Learner’s Pocket Dictionary. New York :

Oxford University press.

Davies, Paul and Eric P.2008. Success in English Teaching . New

York : Oxford University Press.

Geraldine O and David J. 2012. The use of posters assessment : a

guide for staff. Paper presented at the UCd Teaching and
learning / resources. pp. 2-28.

Harmer,J.2001.The Practice of English Language Teaching . London

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Harmer, J. 2004. How to Teach Writing. Harlow: Pearson Longman.

https://berkelakar.wordpress.com/2014/12/08/ accessed on
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Developing a Tourist Brochure. English teaching forum II,
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 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMP KARTIKA NASIONAL

PLUS SURABAYA
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII (Experimental class)
Jenis Teks : Teks deskripsi
Aspek : Membaca dan menulis
Jenis Pertemuan : Ke-1
Alokasi Waktu : 2x40 menit

A. Kopetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang
dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotong royong),
santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi,
dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
B. Kompetensi dasar dan Indikator
 3.10 Memahami fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks deskriptif dengan menyatakan
dan menanyakan tentang deskripsi orang, binatang,
dan benda, sangat pendek dan sederhana, sesuai
dengan penggunaannya.
Indikator
1. Siswa dapat mengenali ciri-ciri dari tempat yang
ditampilkan pada gambar dan telah dipaparkan

4.12 Menangkap makna dalam teks deskriptif lisan dan

tulis, sangat pendek dan sederhana.
1. Siswa dapat membedakan ciri-ciri dari suatu
tempat yang ditampilkan pada gambar dan telah
dipaparkan
2. Siswa dapat meyebutkan perbedaan dan
persamaan tempat dari gambar yang telah di
tampilkan
3. Siswa dapat menjawab pertanyaan dari bacaan
teks diskriptif yang tersedia berdasarkan unsur
kebahasaan pada teks diskriptif.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek
dan sederhana, tentang orang, binatang, dan benda,
dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
1. Proyek: membuat deskripsi teks tertulis tentang
benda (tempat) yang telah di cantumkan pada
poster.

C. Tujuan Pembelajaran
 1. Setelah mengamati beberapa tempat tersebut, siswa
dapat meyebutkan nama tempat tersebut dan
mengenali ciri-cirinya.
2. Setelah mengamati beberapa gambar mengenai tempat
tersebut, Siswa dapat menyebutkan perbedaan dan
persamaan dari gambar-gambar tersebut.
3. Setelah mendengarkan penjelasan guru, siswa
mengetahui unsur kebahasaan, structur grammar dan
ciri- ciri dari isi teks deskriptif.
4. Setelah membaca tentang teks yang diberikan, siswa
dapat mengetahui unsur- unsur teks deskriptif yang
terkandung dan menjawab pertanyaan berdasarkan
teks bacaan dan menjawab pertanyaan berdasarkan isi
teks.
5. Setelah diberi poster, siswa menuliskan teks deskripsi
sesuai dengan poster yang dipaparkan .
D. Materi Pembelajaran
Teks interaksi transaksional tentang cirri-ciri suatu benda
(Tempat)
Grammar focus : Simple Present Tense.
- Pattern : S + V1 + O
- Siswa dapat menggunakan simple present tense
dalam teks deskripsi
- Example :
a. The location of Bromo Mountain is near from
Madakaripura waterfall
b. Surabaya is the capital city of east java dan
sebagainya.
 Fungsi Sosial
 Mendeskripsikan, mengenalkan, memuji,
mengidentifikasi, mengkritik. tempat- tempat yang telah
dipaparkan

 Struktur Teks
Generic Structure of the Descriptive text
a. Identification : contains the identification of
matter / will be described ( penjelasan umum
object)
b. Description :contains explanation/ description of
the thing / person to mention a few properties
(deskripsi object)
 Unsur Kebahasaan
a. Simple sentence patterns used are simple present
for telling the facts of object description
b. Using adjective in the descriptive text is
dominant

 Topik
Tingkah laku/tindakan/fungsi orang yang
terdapat di rumah, sekolah, dan lingkungan sekitar
peserta didik yang dapat menumbuhkan perilaku yang
termuat di KI.

E. Metode Pembelajaran
a. Pendekatan : Scientific Approach
b. Metode : Tanya jawab
c. Model : Examples non examples

F. Media, Alat, dan Sumber Pembelajaran

1. Media
 - Power point presentation
- Gambar
- Poster
2. Alat/Bahan
- Laptop
- Computer
- LCD
3. Sumber Belajar
- Buku siswa
- Suara guru
- Buku Paket Bahasa Inggris: When English Rings a
Bell SMP/MTS Kelas VIII
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Pendahuluan
a. Guru mengecek persiapan peserta didik belajar baik
secara fisik maupun psikologis.
b. Guru mengulas singkat materi/kegiatan dari
pertemuan sebelumnya.
c. Guru menjelaskan tujuan pembelajaran atau
kompetensi yang akan dicapai.
d. Guru menyampaikan garis besar cakupan materi
dan penjelasan tentang kegiatan yang akan
dilakukan peserta idik untuk menyelesaikan latihan-
latihan dan tugas dalam pembelajaran.
2. Kegiatan Inti
Mengamati
a. Guru memberikan objek gambar tempat
kepada siswa
b. Guru memberikan instruksi untuk menyebutkan
ciri- ciri dan perbedaan persamaan dari gambar-
gambar tersebut
 c. Siswa menjawab intruksi yang diberikan oleh
guru
Mempertanyakan
a. Guru memberikan instruksi kepada siswa untuk
membaca teks deskriptif
b. Siswa membaca dan memahami isi teks
tersebut.
c. Guru memberikan perintah untuk perwakilan
siswa untuk menjawab isi teks tersebut
Mengumpulkan Informasi
a. Guru meminta perwakilan siswa untuk maju
kedepan kelas.
b. Guru memberi perintah kepada siswa untuk
menuliskan ciri-ciri tempat yang disukai
c. Siswa menuliskan karekterisik tempat yang
disukai di papan tulis

Menalar/mengasosiasi
a. Guru memberikan media poster dalam
penugasan
b. Guru memberikan instruksi untuk
menyebutkan karakteristik mengenai
media gambar yang telah diberikan kepada
siswa.
Mengkomunikasikan
a. Guru memberikan waktu kepada siswa untuk
menuliskan teks deskripsi sesuai media
gambar yang diberikan kepada masing masing
siswa

3. Kegiatan Penutup
a. Siswa dengan bimbingan guru menyimpulkan
pembelajaran hari itu.
 b. Guru memberikan umpan balik pembelajaran.
c. Guru menyampaikan rencana pembelajaran untuk
pertemuan berikutnya.

H. Penilaian
1. Jenis/ Teknik Penilaian
 Tes lisan dan tes kinerja
Penilaian proses berlangsung selama pembelajaran
berlangsung yang dimulai sejak aktivitas
mengamati, menanya, mengeksplorasi,
mengasosiasi, hingga mengkomunikasika.
 Kinerja (Praktik)
- Mempresentasikan hasil kerjanya
- Ketepatan dan kesesuaian dalam
menggunakan struktur teks dan unsure
kebahasan tentang profesi orangtua
terkait tingkah laku/tindakan/fungsi
orang..
 Penugasan
Siswa membuat teks deskripsi berdasarkan apa
yang telah disampaikan kepada pasangan
kelompok tugas.

Tabel Penilaian dari Aspek Keterampilan Menulis

Siswa SMP Kartika Nasional Plus Kelas VIII

Aspek Yang Nama Pre Post

NO Kriteria Score
dinilai Siswa Test Test
Keaslian Sangat original 5
1.
Penulisan Original 4
 Cukup original 3
Kurang
2
original
Tidak original 1
Isi sangat
sesuai dengan 5
judul
Isi sesuai
4
dengan judul
Kesesuaian Isi cukup
2. isi dengan sesuai dengan 3
judul judul
Isi kurang
sesuai dengan 2
judul
Isi tidak sesuai
1
dengan judul
Keruntutan
teks sangat 5
tepat
Keruntutan
4
teks tepat
Keruntutan
Keruntutan teks cukup 3
3.
Teks tepat
Keruntutan
teks kurang 2
tepat
Keruntutan
teks tidak 1
tepat
Pilihan Pilihan
4. 5
Kosakata kosakata
 sangat tepat
Pilihan
4
kosakata tepat
Pilihan
kosakata 3
cukup tepat
Pilihan
kosakata 2
kurang tepat
Pilihan
kosakata tidak 1
tepat
Pilihan tata
bahasa sangat 5
tepat
Pilihan tata
4
bahasa tepat
Pilihan tata
Pilihan Tata bahasa cukup 3
5.
bahasa tepat
Pilihan tata
bahasa kurang 2
tepat
Pilihan tata
bahasa tidak 1
tepat
Penulisan Kosa
Kata sangat 5
tepat
Penulisan
6. Penulisan Kosa
Kosa kata
Kata tepat 4

Penulisan Kosa 3
 Kata cukup
tepat
Penulisan Kosa
Kata Kurang 2
tepat
Penulisan Kosa
Kata tidak 1
tepat
Tulisan rapih
dan mudah 5
terbaca
Tulisan tidak
Kerapihan rapih tetapi
7. 4
Tulisan mudah
terbaca
Tulisan tidak
rapih dan sulit 2
terbaca

Total Nilai
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMP KARTIKA NASIONAL

PLUS SURABAYA
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII (Control class)
Jenis Teks : Teks deskripsi
Aspek : Membaca dan menulis
Jenis Pertemuan : Ke-1
Alokasi Waktu : 2x40 menit

H. Kopetensi Inti (KI)

5. Menghargai dan menghayati ajaran agama yang
dianutnya
6. Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotong royong),
santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
7. Memahami pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
8. Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi,
dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.

I. Kompetensi dasar dan Indikator

3.10 Memahami fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks deskriptif dengan menyatakan
 dan menanyakan tentang deskripsi orang, binatang,
dan benda, sangat pendek dan sederhana, sesuai
dengan penggunaannya.

Indikator
2. Siswa dapat mengenali ciri-ciri dari tempat yang
ditampilkan pada gambar dan telah dipaparkan

8.12 Menangkap makna dalam teks deskriptif lisan dan

tulis, sangat pendek dan sederhana.
4. Siswa dapat membedakan ciri-ciri dari suatu
tempat yang ditampilkan pada gambar dan telah
dipaparkan
5. Siswa dapat meyebutkan perbedaan dan
persamaan tempat dari gambar yang telah di
tampilkan
6. Siswa dapat menjawab pertanyaan dari bacaan
teks diskriptif yang tersedia berdasarkan unsur
kebahasaan pada teks diskriptif.

8.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek

dan sederhana, tentang orang, binatang, dan
benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
2. Proyek: membuat deskripsi teks tertulis tentang
benda (tempat) yang telah di cantumkan pada
gambar.

J. Tujuan Pembelajaran
6. Setelah mengamati beberapa tempat tersebut, siswa
dapat meyebutkan nama tempat tersebut dan
mengenali ciri-cirinya.
 7. Setelah mengamati beberapa gambar mengenai tempat
tersebut, Siswa dapat menyebutkan perbedaan dan
persamaan dari gambar-gambar tersebut.
8. Setelah mendengarkan penjelasan guru, siswa
mengetaui unsur kebahasaan, structur grammar dan
ciri- ciri dari isi teks deskriptif.
9. Setelah membaca tentang teks yang diberikan, siswa
dapat mengetahui unsur- unsur teks deskriptif yang
terkandung dan menjawab pertanyaan berdasarkan
teks bacaan dan menjawab pertanyaan berdasarkan isi
teks.
10. Setelah diberi gambar, siswa menuliskan teks deskripsi
sesuai dengan poster yang dipaparkan .

K. Materi Pembelajaran
Teks interaksi transaksional tentang ciri-ciri suatu benda
(Tempat)
Grammar focus : Simple Present Tense.
- Pattern : S + V1 + O
- Siswa dapat menggunakan simple present tense
dalam teks deskripsi
- Example :
a. The location of Bromo Mountain is near from
Madakaripura waterfall
b. Surabaya is the capital city of east java dan
sebagainya.
 Fungsi Sosial
Mendeskripsikan, mengenalkan, memuji,
mengidentifikasi, mengkritik. tempat- tempat yang telah
dipaparkan
  Struktur Teks
Generic Structure of the Descriptive text
a. Identification : contains the identification of
matter / will be described (
penjelasan umum object)
b. Description : contains explanation/
description of the
thing / person to mention a few properties
(deskripsi object)

 Unsur Kebahasaan
c. Simple sentence patterns used are simple
present for telling the facts of object
description
d. Using adjective in the descriptive text is
dominant
 Topik
Tingkah laku/tindakan/fungsi orang yang
terdapat di rumah, sekolah, dan lingkungan sekitar
peserta didik yang dapat menumbuhkan perilaku yang
termuat di KI.

L. Metode Pembelajaran
d. Pendekatan : Scientific Approach
e. Metode : Tanya jawab
f. Model : Exemples non examples

M. Media, Alat, dan Sumber Pembelajaran

4. Media
- Power point presentation
- Gambar
5. Alat/Bahan
- Laptop
 - Computer
- LCD
6. Sumber Belajar
- Buku siswa
- Suara guru
- Buku Paket Bahasa Inggris: When English Rings a
Bell SMP/MTS Kelas VIII
N. Langkah-langkah Kegiatan Pembelajaran
4. Kegiatan Pendahuluan
e. Guru mengecek persiapan peserta didik belajar baik
secara fisik maupun psikologis.
f. Guru mengulas singkat materi/kegiatan dari
pertemuan sebelumnya.
g. Guru menjelaskan tujuan pembelajaran atau
kompetensi yang akan dicapai.
h. Guru menyampaikan garis besar cakupan materi
dan penjelasan tentang kegiatan yang akan
dilakukan peserta idik untuk menyelesaikan latihan-
latihan dan tugas dalam pembelajaran.

5. Kegiatan Inti

Mengamati
a. Guru memberikan objek gambar tempat
kepada siswa
b. Guru memberikan instruksi untuk menyebutkan
ciri- ciri dan perbedaan persamaan dari gambar-
gambar tersebut
c. Siswa menjawab intruksi yang diberikan oleh
guru
 Mempertanyakan
d. Guru memberikan instruksi kepada siswa untuk
membaca teks deskriptif
e. Siswa membaca dan memahami isi teks
tersebut.
f. Guru memberikan perintah untuk perwakilan
siswa untuk menjawab isi teks tersebut

Mengumpulkan Informasi
d. Guru meminta perwakilan siswa untuk maju
kedepan kelas.
e. Guru memberi perintah kepada siswa untuk
menuliskan ciri-ciri tempat yang disukai
f. Siswa menuliskan karekterisik tempat yang
disukai di papan tulis

Menalar/mengasosiasi
c. Guru memberikan media gambar dalam
penugasan
d. Guru memberikan instruksi untuk
menyebutkan karakteristik mengenai media
gambar yang telah diberikan kepada siswa.

Mengkomunikasikan
a. Guru memberikan waktu kepada siswa untuk
menuliskan teks deskripsi sesuai media
gambar yang diberikan kepada masing masing
siswa
6. Kegiatan Penutup
d. Siswa dengan bimbingan guru menyimpulkan
pembelajaran hari itu.
e. Guru memberikan umpan balik pembelajaran.
 f. Guru menyampaikan rencana pembelajaran untuk
pertemuan berikutnya.

I. Penilaian

2. Jenis/ Teknik Penilaian

 Tes lisan dan tes kinerja
Penilaian proses berlangsung selama
pembelajaran berlangsung yang dimulai sejak
aktivitas mengamati, menanya, mengeksplorasi,
mengasosiasi, hingga mengkomunikasika.
 Kinerja (Praktik)
- Mempresentasikan hasil kerjanya
- Ketepatan dan kesesuaian dalam
menggunakan struktur teks dan unsure
kebahasan tentang profesi orangtua
terkait tingkah laku/tindakan/fungsi
orang..
 Penugasan
Siswa membuat teks deskripsi berdasarkan apa
yang telah disampaikan kepada pasangan
kelompok tugas.

Tabel Penilaian dari Aspek Keterampilan Menulis

Siswa SMP Kartika Nasional Plus Kelas VIII

Aspek Yang Nama Pre Post

No Kriteria Score
dinilai Siswa Test Test
Sangat original 5
Keaslian Original 4
1.
Penulisan Cukup original 3
Kurang 2
 original
Tidak original 1
Isi sangat
sesuai dengan 5
judul
Isi sesuai
4
dengan judul
Kesesuaian Isi cukup
2. isi dengan sesuai dengan 3
judul judul
Isi kurang
sesuai dengan 2
judul
Isi tidak sesuai
1
dengan judul
Keruntutan
teks sangat 5
tepat
Keruntutan
4
teks tepat
Keruntutan
Keruntutan teks cukup 3
3.
Teks tepat
Keruntutan
teks kurang 2
tepat
Keruntutan
teks tidak 1
tepat
Pilihan
Pilihan kosakata 5
4.
Kosakata sangat tepat
Pilihan 4
 kosakata tepat
Pilihan
kosakata 3
cukup tepat
Pilihan
kosakata 2
kurang tepat
Pilihan
kosakata tidak 1
tepat
Pilihan tata
bahasa sangat 5
tepat
Pilihan tata
4
bahasa tepat
Pilihan tata
Pilihan Tata bahasa cukup 3
5.
bahasa tepat
Pilihan tata
bahasa kurang 2
tepat
Pilihan tata
bahasa tidak 1
tepat
Penulisan Kosa
Kata sangat 5
tepat
Penulisan Kosa
Penulisan 4
6. Kata tepat
Kosa kata
Penulisan Kosa
Kata cukup 3
tepat
Penulisan Kosa 2
 Kata Kurang
tepat

Penulisan Kosa
Kata tidak 1
tepat
Tulisan rapih
dan mudah 5
terbaca
Tulisan tidak
Kerapihan rapih tetapi
7. 4
Tulisan mudah
terbaca
Tulisan tidak
rapih dan sulit 2
terbaca

Total Nilai
DOCUMENTATION

A. Post test

B. Treatment
C. Post test