70

LESSON PLAN

School : SMP Negeri 1 Mejobo Kudus

Subjects : English

Aspect / Skills : Writing

Topics/ Themes: Descriptive text / person

Class / Semester: VII / Even

Time Allocation: 2 meeting (4 x 40 minutes)

1. Standard Competence

Writing

Expressing the meaning of written functional texts and short simple essays in

form of descriptive and procedure to interact with the immediate environment.

2. Basic Competence

Expressing the meaning and rhetorical steps in simple short essays by using a

variety of written language accurately, fluently and acceptably to interact with the

immediate environment in the form of descriptive text / procedure

3. Indicator

1. Writing the descriptive / procedure text with the correct text structure

4. Learning Objective

At the end of the lesson, the students are supposed to be able to write the

descriptive text/ procedure text with the correct text structure.

5. Learning Material

a. The example of Descriptive text

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Agnes Monica is one of my fovorite singer. She was born on July 1st,

1986 in Jakarta.

She is smart girl and she has beautiful and powerfull voice. She is tall and

she is also beautiful girl. She has bright skin. She also has a stright hair. The color

of her hair is brown. She has small eyes. Her smile is very beautiful. She has

chubby cheeks.

b. Give explanation about descriptive text.

Purpose:

To describe a particular place/ thing/ person

Generic Structure:

^ Identification (rxplain about general information of the person, place or thing

that is described)

For example a descriptive text about an actress, the identification is about

the introduction of the actress’ name, the age of the actress, where he or she

comes from.

^ Description (explain about spesific information)

For example the hair, eyes, nose, what she or he wears, and all about

the characteristic of the actress.

Language Features:

o Have spesific participant

 72

e.g -Fatin Sidqia Lubis

- Nikita Willy

o Using Present Tense

e.g. –He has big house.

- She wears a dark blue shirt

o Using noun phrase

e.g –a beautiful and friendly person

- a handsome and rich singer

o Using the adjectives

e.g - a beautifull girl.

- a famous singer.

Example of use
Body Parts Characteristics

Hair Black, blonde, brown, grey, Joko has black hair

short, curly, kinky, straight,
ponytail, bald Ahmad’s hair is black

Face Long, oval, pale Budi has an oval shape

Budi’s face is oval
Eyes Small, bright, wide, slanted, Oshin has slanted eyes.
almond, brown, black, blue
Oshin’s eyes are slanted
Nose Small, flat, pointed, aquiline Jame has a pointed nose
Jame’s nose is pointed
Cheeks Chubby Tamara has chubby cheeks
Her cheeks are chubby
 73

Ears Small, big Billy has small ears.

His ears are small
Shoulders Narrow, wide Ade Rai has wide
shoulders
His shoulders are wide.
Legs Slender Maudy’s legs are slender.
She has slender legs.
Build / figure Thin, angular, flabby Some fighters are flabby
They have flabby bodies.

c. Give explanation to play the CSW game.

There are some steps in playing the CSW game, the step are:

1. Teacher divides students into groups, every each group consist of 9 students.

2. There are 2 group play this game in one time.

3. Two groups stand up face to face.

4. The game will start from right corner, the ball will be thrown first from group

A.

5. The student in group B has to catch a ball that is thrown by a member of

another group as the media in order to make the class relax and enjoyable.

6. Student in group B who gets the ball has to speak. She or he choose one

question which she wants to answer and says the answer in one word.

7. Student who stands beside the student whose has catch and spoke has to run

to the white board and write what his or her friend has been said in one word.

8. Group B continues throwing the ball to group A again. It will be done in turn

till the students finish in answering the questions.

 74

9. Teacher and students will correct the spelling of students’ writing in white

board together.

10. The teacher will guide students to make the words into good sentences.

11. Students work together in group to arrange the good sentences into a good

descriptive text. The group which get high value and be fastest in doing the

work will became the best group.

12. At the end of game, the teacher asks one of the student expects to write the

text to the white bord and other students are taking attention to their friend’s

writing.

d. Show an actress’ picture trough power point to play the CSW game.

1. Who is in the picture?

2. What is his job?

3. What does he look like?

4. What does his smile look like?

5. What does his face look like?

6. What does his eyes look like?

7. What does his nose look like?

8. What does his hair look like?

9. What does his skin look like?

10. What is the color of his shirt?

11. What is the color of jacket?

12. What is the color of his trouser?

13. What is the color of his watch?

 75

6. Teaching Method / Technique: EEC / CSW Game

7. Teaching Meda / Technique: Picture, Ball, PPT / small group discussion

8. Learning Steps

PRE-ACTIVITY
Num Activities Teacher’s activity Students’ activity Time
1. Greeting  Teacher greets to  Students respond the 10
the students teacher greets.

2. Checking  Teacher checks  Students tell the

students’ attendance list attendace of class.
attendance
3. Checking  Teacher asks the  Stds tell their
students’ students’ readiness readiness.
readiness

4.  Teacher ask some  Students respond the

Apperception question to build teacher’s
knowledge of stds apperception.

MAIN ACTIVITY
1. Exploration  Teacher gives the  Students pay 15
example of attention.
descriptive text.
 Teacher explains  Students listen the
about descriptive teacher’s
text. explanation
carefully.
 Teacher explains  Students pay
the role of playing attention the
CSW game. teacher’s
explanation
2. Elaboration  Teacher devides  Students move 30
students into their chair and
groups every each make a group.
group consist of 9
person.
 Teacher asks 2  Students in group A
group (Group A and B play CSW
and B) to play the game.
 76

CSW game.
 Teacher asks the 2  Students in group A
group to stand up and B stand up face
face to face. to face.

 Teacher asks a  Student of group A

member of group thrown the ball to
A to thrown the group B.
ball to group B.
 Teacher asks the  Student in group B
student in group B who catch the ball
who catch the ball to choose one
to choose one question on PPT
question on PPT which she want to
which she/he answer.
want to answer.
 Teacher asks the  The student who
student who gets gets the ball has to
the ball to speak, speak, she or he
she or he must must answer the
answer the question in one
question in one word.
word.
 Teacher asks  Student who stands
student who beside the student
stands beside the whose has catch
student whose has and spoke has to
catch and spoke write his or her
has to write his or friend’s answer on
her friend’s the white board.
answer on the
white board.  students continue
 Teacher asks throwing the ball
students to untill the students
continue throwing finish answering
the ball untill the the question.
students finish
answering the
questions.
 Teacher asks  Students correct
students to correct the spelling of
the spelling of students’ writing in
students’ writing white board
in white board together with
together. teacher.
 77

 Teacher guides  Students make the

students to make words into good
the words into sentences.
good sentences.

3. Confirmation  Teacher asks  Students work 15

students to work together in group to
together in group arrange the
to arrange the sentences into a
sentences into a good paragraph.
good paragraph.  One of the
 Teacher asks one student expects
of the student to write the text
expects to write to the white
the text to the board.
white board.  Students tell the
 Teacher asks the difficulty of the
student’s problem invitation. If
about the material there is a
during the class. difficulty.
POST-ACTIVITY/CLOSING
1. CLOSING  Teacher  Students pay 10
summarize the attention.
material about
descriptive text.
 Students say
 Teacher says
goodbye too.
goodbye

9. Learning Resources:

- English Supplementary Material for seventh grade students of Junior High

School which sugesssted by MGMP.

- Let’s Talk for seventh grade.

- English in Focus for seventh grade Junior High School.

- Internet

10. Teaching Aids:

Paper containing topics of discussion and picture.

 78

11. Evaluation

a. Technique : Assessment.

b. Form of instrument : written test

Instruction

Please make a descriptive text based on the picture below !

c. Criteria of Assessment

The rubric score of writing.

No. Criteria The level of quality Score

The contents and structure very clearly 4
Fill clear but incomplete arrangement 3
1 Content Content and incomplete designations 2
The contents and structure are unclear 1

Sentence and the other one interconnected and

4
coherent
Sentence and the other one has been in touch but
3
there are some that have not been coherently
2 Organization Sentence one and the other interrelated but many
2
are not coherent
Sentence and the other one is not interconnected
1
and are not coherently

3 Grammar Almost no errors 4

 79

There was a bit of fault 3

Many errors 2
Nearly all wrong 1

Many kind words and most of all true 4

There are several types and almost all words
3
correctly
4 Vocabulary There are very few words and a lot of mistakes 2
There is no variation of the word and almost all
1
wrong

Almost no errors in spelling, punctuation and

4
capitalization
There are a few mistakes in spelling, punctuation
3
and capitalization
5 Mechanic There are many errors in spelling, punctuation and
2
capitalization
Almost all spelling, punctuation and capitalization
1
wrong writing

After the writer gets the data from rubric scoring of the students’ writing, then the

writer calculates the score of students’. The maximum score from that scoring is

20. The writer uses the formula, as follow:

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
Score =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100

The students’ achievement and failure in doing the activities planned assessed by

referring the minimum passing criterion (KKM) of the seventh grade students in

SMP N 1 Mejobo Kudus. The KKM score is 75.

After the researcher assesses the the result of the students’ writing in each

cycle, she will find the mean of it. In knowing the mean of the students’ score, the

researcher uses the following formula:

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
Mean of the students’ score =
𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇
 80

Table 3.2 The Criteria of Mean of the Student’s Score

After calculating the mean score of the students, the score will be categorized into

five criteria:

Scores Criteria
85-100 Excellent
70-84 Good
55-69 Sufficient
40-54 Low
> 40 Poor

Kudus, 30th May 2014

Approved by
English Teacher Resercher

Dra. Sulasih Nour Riezky Istiqomah

19690518 199512 2 003 NIM. 201032190
 81

NIP. LESSON PLAN

School : SMP Negeri 1 Mejobo Kudus

Subjects : English

Aspect / Skills : Writing

Topics/ Themes: Descriptive text / person

Class / Semester: VII / Even

Time Allocation: 2 meeting (4 x 40 minutes)

12. Standard Competence

Writing

Expressingthe meaning of written functional texts and short simple essays in form

of descriptive and procedure to interact with the immediate environment.

13. Basic Competence

Expressing the meaning and rhetorical steps in simple short essays by using a

variety of written language accurately, fluently and acceptably to interact with the

immediate environment in the form of descriptive text / procedure

14. Indicator

2. Writing the descriptive / procedure text with the correct text structure

15. Learning Objective

At the end of the lesson, the students are supposed to be able to write the

descriptive text/ procedure text with the correct text structure.

16. Learning Material

a. The example of Descriptive text

 82

His full name is Entis Sutisna. People call him Sule. He is a famous

comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West

Java.

Sulevery unique. He is very funny. His hair is long with brown and yellow

colour. He has oval face, flat nose and slanting eyes. His skin is brown.

b. Review about descriptive text.

Purpose:

To describe a particular place/ thing/ person

Generic Structure:

^ Identification (explain about general information of the person, place or thing

that is described)

For example a descriptive text about an actress, the identification is about the

introduction of the actress’ name, the age of the actress, where he or she comes

from.

^ Description (explain about spesific information)

For example the hair, eyes, nose, what she or he wears, and all about

the characteristic of the actress.

Language Features:

o Have spesific participant

e.g -Fatin Sidqia Lubis

 83

- Nikita Willy

o Using Present Tense

e.g. –He has big house.

- She wears a dark blue shirt

o Using noun phrase

e.g –a beautiful and friendly person

- a handsome and rich singer

o Using the adjectives

e.g - a beautifull girl.

- a famous singer.

Example of use
Body Parts Characteristics

Hair Black, blonde, brown, grey, Joko has black hair

short, curly, kinky, straight,
ponytail, bald Ahmad’s hair is black

Face Long, oval, pale Budi has an oval shape

Budi’s face is oval
Eyes Small, bright, wide, slanted, Oshin has slanted eyes.
almond, brown, black, blue
Oshin’s eyes are slanted
Nose Small, flat, pointed, aquiline Jame has a pointed nose
Jame’s nose is pointed
Cheeks Chubby Tamara has chubby cheeks
Her cheeks are chubby
Ears Small, big Billy has small ears.
His ears are small
 84

Shoulders Narrow, wide Ade Rai has wide

shoulders
His shoulders are wide.
Legs Slender Maudy’s legs are slender.
She has slender legs.
Build / figure Thin, angular, flabby Some fighters are flabby
They have flabby bodies.

c. Review about the rules to play the CSW game.

There are some steps in playing the CSW game, the step are:

13. The teacher asks the students to make a group, but there were 6 students in

one group.

14. The teacher asks 2 member of each group to come forward and play the CSW

game.

15. Teacher divides students into 2 group (Group A and Group B) to play the

CSW game and stand up face to face.

16. Teacher askes students to play the CSW game based on the role of game.

17. Teacher asks a member of group A to thrown the ball to group B.

18. Teacher asks the student in group B who catch the ball to choose one question

on PPT which she want to answer.

19. Teacher asks the student who gets the ball to speak, she or he must answer the

question in one word.

20. Teacher asks student who stands beside the student whose has catch and

spoke has to write his or her friend’s answer on the white board.
 85

21. Tacher asks the other students who sit down to make the sentences based on

their friend’s answer as a key words (in group), when the 2 group play the

game.

22. Teacher asks students to continue throwing the ball untill the students finish

answering the questions.

23. After the students finishing the game, the teacher asks the students to go

back to their own group.

24. The teacher asks the students to correct the spelling of the students’ answer.

25. The teacher asks the students to finish writing sentences based on their

friend’s answer as a key words (in group)

26. After the students finishing their writing, the teacher asks the students to

arrange the sentences into good paragraph.

27. Teacher asks one of the member of each group expects to write the text to the

white board.

28. Then, the teacher valuates their work and informe the best group. The most

quickly and accurately group become the best group.

29. Teacher do evaluation test for second cycle individually.

30. The teacher reviewed about the material, although it had been explained on

the day before.

d. Show an actress’ picture trough power point to play the CSW game.

14. Who is in the picture?

15. What is his job?

16. What does she look like?

 86

17. What does her smile look like?

18. What does her face look like?

19. What does her eyes look like?

20. What does her nose look like?

21. What does her cheeks look like?

22. What does her hair look like?

23. What does her skin look like?

24. What is the color of her T-shirt?

25. What is the color of her pants?

26. What is the color of her shoes?

17. Teaching Method / Technique: EEC / CSW Game

18. Teaching Media / Technique: Picture, Ball, PPT / small group discussion

19. Learning Steps

PRE-ACTIVITY
Num Activities Teacher’s activity Students’ activity Time
1. Greeting  Teacher greets to  Students answer the 10
the students greeting

2. Checking  Teacher checks  Students tell the

students’ attendance list attendace of class.
attendance
3. Checking
 Teacher asks the  Stds tell their
students’
students’ readiness readiness.
readiness

4.  Teacher ask some  Students answer the

Apperception question to build question
knowledge of stds
 87

MAIN ACTIVITY
1. Exploration  Teacher gives the  Students pay 15
example of attention.
descriptive text.
 Teacher reviews  Students listen the
about descriptive teacher’s
text. explanation
carefully.

 Teacher asks the  Students give

students about reponse to the
their problems on teacher.
the previous
lesson
 Teacher explains  Students pay
the problem attention

 Teacher reviews  Students pay

the role of playing attention the
CSW game again. teacher’s
explanation
2. Elaboration  Teacher devides  Students move 25
students into their chair and
groups every each make a group.
group consist of 6
person.
 Teacher asks 2  2 member of each
member of each group to come
group to come forward and play
forward and play the CSW game.
the CSW game.
 Teacher divide  Students are divide
students into 2 2 group (group A
group (Group A and B) to play the
and Group B) to CSW game and
play the CSW stand up face to
game and stand face.
up face to face..
 Teacher asks the 2  Student of the 2
group to play the group to play the
CSW game based CSW game based
on the role of on the role of
game. game.
 Teacher asks a  Student in group A
member of group thrown the ball to
 88

A to thrown the group B

ball to group B.
 Teacher asks the  Student in group B
student in group B who catch the ball
who catch the ball to choose one
to choose one question on PPT
question on PPT which she want to
which she want to answer.
answer.
 Teacher asks the  The student who
student who gets gets the ball has to
the ball to speak, speak, she or he
she or he must must answer the
answer the question in one
question in one word.
word.
 Teacher asks  Student who stands
student who beside the student
stands beside the whose has catch
student whose has and spoke has to
catch and spoke write his or her
has to write his or friend’s answer on
her friend’s the white board.
answer on the
white board.
 Tacher asks the  Students who sit
other students down make the
who sit down to sentences based on
make the their friend’s
sentences based answer as a key
on their friend’s words (in group),
answer as a key when the 2 group
words (in group), play the game.
when the 2 group
play the game.
 Teacher asks  students continue
students to throwing the ball
continue throwing untill the students
the ball untill the finish answering
students finish the question.
answering the
questions.
 Teacher asks the  Students go back to
students who play their own group
to go back to their
own group.
 89

 Teacher asks  Students correct

students to correct the spelling of
the spelling of students’ writing in
students’ writing white board
in white board together with
together. teacher.
 Teacher ask the  Students finish
students to finish writing sentences
writing sentences based on their
based on their friend’s answer as a
friend’s answer as key words (in
a key words (in group)
group)
3. Confirmation  Teacher asks  Students arrange 20
students to the sentences into a
arrange the good paragraph.
sentences into a
good paragraph.
 Teacher asks one  One of the
of the member of member of each
each group group expects
expects to write to write the text
the text to the to the white
white board. board.
 Teacher valuated  Students pay
and informed the attention.
best group.

POST-ACTIVITY/CLOSING
1. CLOSING  Teacher  Students pay 10
summarize the attention.
material about
descriptive text.
 Students say
 Teacher says
goodbye too.
goodbye
20. Learning Resources:

- English Supplementary Material for seventh grade students of Junior High

School which sugesssted by MGMP.

- Let’s Talk for seventh grade.

- English in Focus for seventh grade Junior High School.

 90

- Internet

21. Teaching Aids:

Paper containing topics of discussion and picture.

22. Evaluation

d. Technique : Assessment.

e. Form of instrument : written test

Instruction

Please make a descriptive text based on the picture below !

f. Criteria of Assessment

The rubric score of writing.

No. Criteria The level of quality Score

The contents and structure very clearly 4
Fill clear but incomplete arrangement 3
1 Content Content and incomplete designations 2
The contents and structure are unclear 1
 91

Sentence and the other one interconnected and

4
coherent
Sentence and the other one has been in touch but
3
there are some that have not been coherently
2 Organization Sentence one and the other interrelated but many
2
are not coherent
Sentence and the other one is not interconnected
1
and are not coherently

Almost no errors 4
There was a bit of fault 3
3 Grammar Many errors 2
Nearly all wrong 1

Many kind words and most of all true 4

There are several types and almost all words
3
correctly
4 Vocabulary There are very few words and a lot of mistakes 2
There is no variation of the word and almost all
1
wrong

Almost no errors in spelling, punctuation and

4
capitalization
There are a few mistakes in spelling, punctuation
3
and capitalization
5 Mechanic There are many errors in spelling, punctuation and
2
capitalization
Almost all spelling, punctuation and capitalization
1
wrong writing

After the writer gets the data from rubric scoring of the students’ writing, then the

writer calculates the score of students’. The maximum score from that scoring is

20. The writer uses the formula, as follow:

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
Score =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100
 92

The students’ achievement and failure in doing the activities planned assessed by

referring the minimum passing criterion (KKM) of the seventh grade students in

SMP N 1 Mejobo Kudus. The KKM score is 75.

After the researcher assesses the the rsult of the students’ writing in each

cycle, she will find the mean of it. In knowing the mean of the students’ score, the

researcher uses the following formula:

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
Mean of the students’ score =
𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇

Table 3.2 The Criteria of Mean of the Student’s Score

After calculating the mean score of the students, the score will be categorized into

five criteria:

Scores Criteria
85-100 Excellent
70-84 Good
55-69 Sufficient
40-54 Low
> 40 Poor

Kudus, June 6th 2014

Approved by
English Teacher Resercher

Dra. Sulasih Nour Riezky Istiqomah

NIP. 19690518 199512 2 003 NIM. 201032190
 93

Appendix 3. Evaluation in Cycle 1

Name :
Student’s Number :
Class :

Please make a descriptive text based on the picture below!

 94

Appendix 4. Evaluation in Cycle II

Name :
Student’s Number :
Class :

Please make a descriptive text based on the picture below!

 95

Appendix 5. The result of Students’Achievement Test of Writing skill taught

by Using the CSW Game of The Seventh Grade Students of

SMP N 1 Mejobo Kudus in Academic Year 2013/2014 of the

Whole Cycles

Student’s
No Pre-cyle Cycle I Cycle II
Code
1 S-1 45 85* 85*
2 S-2 30 50 75*
3 S-3 55 55 75*
4 S-4 40 30 65
5 S-5 30 40 75*
6 S-6 25 40 70
7 S-7 30 40 70
8 S-8 60 50 75*
9 S-9 30 40 70
10 S-10 30 80* 85*
11 S-11 45 70 85*
12 S-12 30 65 75*
13 S-13 30 50 70
14 S-14 70 80* 80*
15 S-15 50 75* 80*
16 S-16 25 50 60
17 S-17 30 70 80*
18 S-18 30 75* 80*
19 S-19 30 80* 85*
20 S-20 35 60 75*
21 S-21 30 30 60
22 S-22 25 40 60
23 S-23 30 60 80*
24 S-24 25 55 75*
25 S-25 35 80* 85*
26 S-26 50 65 75*
27 S-27 50 75* 80*
28 S-28 25 55 75*
29 S-29 65 45 75*
 96

Appendix 7. Continued
30 S-30 60 60 75*
31 S-31 40 55 75*
32 S-32 25 50 70
33 S-33 30 75* 80*
34 S-34 35 65 75*
35 S-35 65 85* 90*
36 S-36 25 50 75*
Total Score 1365 2130 2715
Average Score 37,91 59,61 75,41
Minimum Score 25 30 60
Maximum Score 70 85 90
Note: *) the students who passed the minimum passing criterion (75)
 97

Appendix 6. Scoring of Students’Achievement Test of Writing skill taught

by Using the CSW Game of The Seventh Grade Students of

SMP N 1 Mejobo Kudus in Academic Year 2013/2014

Pre-cycle

Student’s The Rubic Score of Writing Total

No Score
Code C O G V M Score
1 S-1 2 2 2 2 1 9 45
2 S-2 1 1 1 2 1 6 30
3 S-3 2 2 3 2 2 11 55
4 S-4 1 2 2 2 1 8 40
5 S-5 2 1 1 1 1 6 30
6 S-6 1 1 1 1 1 5 25
7 S-7 1 1 1 2 1 6 30
8 S-8 2 2 3 2 3 12 60
9 S-9 2 1 1 1 1 6 30
10 S-10 1 1 2 1 1 6 30
11 S-11 3 2 1 2 1 9 45
12 S-12 1 1 2 1 1 6 30
13 S-13 2 1 1 1 1 6 30
14 S-14 3 2 3 3 3 14 70
15 S-15 2 2 2 2 2 10 50
16 S-16 1 1 1 1 1 5 25
17 S-17 1 1 1 1 2 6 30
18 S-18 1 1 1 1 2 6 30
19 S-19 1 1 1 1 2 6 30
20 S-20 1 1 1 2 2 7 35
21 S-21 1 1 1 1 2 6 30
22 S-22 1 1 1 1 1 5 25
23 S-23 1 1 1 1 2 6 30
24 S-24 1 1 1 1 1 5 25
25 S-25 2 1 1 1 2 7 35
26 S-26 2 2 2 2 2 10 50
27 S-27 2 2 2 2 2 10 50
28 S-28 1 1 1 1 1 5 25
 98

29 S-29 3 2 3 3 2 13 65
30 S-30 3 2 2 3 2 12 60
31 S-31 2 1 3 1 1 8 40
32 S-32 1 1 1 1 1 5 25
33 S-33 2 1 1 1 1 6 30
34 S-34 2 1 1 1 2 7 35
35 S-35 3 2 2 3 3 13 65
36 S-36 1 1 1 1 1 5 25
 99

The First Cycle

Student’s The Rubic Score of Writing Total

No Score
Code C O G V M Score
1 S-1 4 4 3 3 3 17 85*
2 S-2 2 2 2 2 2 10 50
3 S-3 2 2 2 3 2 11 55
4 S-4 1 1 2 1 1 6 30
5 S-5 1 1 2 2 2 8 40
6 S-6 1 2 2 1 2 8 40
7 S-7 1 1 2 2 2 8 40
8 S-8 2 2 2 2 2 10 50
9 S-9 1 2 2 1 2 8 40
10 S-10 4 3 3 3 3 16 80*
11 S-11 3 3 2 3 3 14 70
12 S-12 3 2 2 3 3 13 65
13 S-13 2 2 2 2 2 10 50
14 S-14 4 3 3 3 3 16 80*
15 S-15 3 3 3 3 2 15 75*
16 S-16 2 2 2 2 2 10 50
17 S-17 3 3 2 3 3 14 70
18 S-18 3 3 3 3 3 15 75*
19 S-19 3 3 4 3 3 16 80*
20 S-20 3 2 2 2 3 12 60
21 S-21 1 1 1 1 2 6 30
22 S-22 1 1 2 2 2 8 40
23 S-23 2 2 2 3 3 12 60
24 S-24 2 2 2 2 3 11 55
25 S-25 4 3 3 3 3 16 80*
26 S-26 3 2 2 3 3 13 65
27 S-27 3 3 3 3 3 15 75*
28 S-28 2 2 2 2 3 11 55
29 S-29 2 1 1 1 2 9 45
30 S-30 3 2 2 2 3 12 60
31 S-31 2 2 2 2 3 11 55
32 S-32 2 2 2 2 2 10 50
33 S-33 3 3 3 3 3 15 75*
34 S-34 3 2 2 2 3 13 65
 100

35 S-35 4 4 3 3 3 17 85*
36 S-36 2 2 2 2 2 10 50
 101

The Second Cycle

Student’s The Rubic Score of Writing Total

No Score
Code C O G V M Score
1 S-1 4 4 3 3 3 17 85*
2 S-2 3 3 4 3 2 15 75*
3 S-3 3 3 3 3 3 15 75*
4 S-4 3 3 3 2 2 13 65
5 S-5 3 3 3 3 3 15 75*
6 S-6 3 3 3 2 3 14 70
7 S-7 3 3 3 2 3 14 70
8 S-8 3 3 3 3 3 15 75*
9 S-9 2 3 3 3 3 14 70
10 S-10 3 3 3 4 4 17 85*
11 S-11 3 3 4 4 3 17 85*
12 S-12 3 3 3 3 3 15 75*
13 S-13 3 3 2 3 3 14 70
14 S-14 4 3 3 3 3 16 80*
15 S-15 4 3 3 3 3 16 80*
16 S-16 3 3 2 2 2 12 60
17 S-17 4 3 3 3 3 16 80*
18 S-18 4 3 3 3 3 16 80*
19 S-19 3 3 4 4 3 17 85*
20 S-20 3 3 2 3 3 15 75*
21 S-21 3 3 2 2 2 12 60
22 S-22 3 3 2 2 2 12 60
23 S-23 4 3 3 3 3 16 80*
24 S-24 3 3 3 2 3 15 75*
25 S-25 3 3 4 4 3 17 85*
26 S-26 3 3 3 3 3 15 75*
27 S-27 4 3 3 3 3 16 80*
28 S-28 3 3 3 3 3 15 75*
29 S-29 3 3 3 3 3 15 75*
30 S-30 3 3 3 3 3 15 75*
31 S-31 3 3 3 3 3 15 75*
32 S-32 3 3 3 2 3 14 70
33 S-33 4 3 3 3 3 16 80*
34 S-34 3 3 3 3 3 15 75*
 102

35 S-35 4 4 4 3 3 18 90*
36 S-36 3 3 3 3 3 15 75*
 103

Appendix 7. The Result of the Teacher and Students Observation

Teacher Observation Sheet

Meeting : 1

Cycle :1

Date : 28th May 2014

Categories

No Activities Low Sufficient Good Commentary

I. Pre-Activities
Teachers are
Teacher prepares the
less motivated
physical and psychological
in the pre
condition of students in
teaching, and
1. learning, explaining the √
less
purpose of learning and
enthusiastic in
motivate students in the
giving
apperception’s activities
apperception.
II. Main Activities
A. Exploration
Phase 1. Orientation’s of students to the problem
Teacher provides problem
Teacher just
for discussion through text
2. √ asked students
based on the indicator are
to read the text
presented.
Teacher gave
little
Teacher gives explanation
3. √ explanation
about descriptive text
and difficult to
be understand
Teacher
explained not
so clear,
students were
Teacher explains how to still confused
4. √
play the CSW game with the
instruction .
the instruction
less
appropriate
 104

with the role

B. Elaboration
Phase 2. Organize students to learn
Teacher
guided
Teacher guide students to
5. √ students to
make a group
make a group
well
Teacher just
gave
Teacher asks students to
instruction
6. play the CSW game based √
without
on the role
guiding the
students
Phase 3. Guide the students to do investigation
Teacher just
Teacher asks students to gave
correct the spelling of instruction
7. √
students’ writing in white without
board together. guiding the
students
Phase 4. Develope the work
Teacher
Teacher guides students to
guided to not
8. make the words into good √
all of the
sentences.
students.
C. Confirmation
Phase 5. Present the work
Teacher just
Teacher asks students to gave
work together in group to instruction
9. √
arrange the sentences into a without
good paragraph. guiding the
students
Teacher didn’t
ask one of the
Teacher asks one of the
student expects
10. student expects to write the √
to write the
text to the white board.
text to the
white board.
Phase 6. Analyze and evaluate the students
Teacher asks
Teacher asks students to
students to
make a descriptive text
11. √ make a
individually based on the
descriptive text
picture.
individually
 105

based on the
picture without
giving
motivation
III. Post Activities
Teacher didn’t
ask the
Teacher asks the students’ students’
12. problem about the material √ problem about
during the class. the material
during the
class.
Teacher didn’t
make
Teacher make conclusion
13. √ conclusion
about the material.
about the
material.

The criteria of scoring about teacher’s activities of observation sheet

1. Teacher prepares the physical and psychological condition of students in
learning, explaining the purpose of learning and motivate students in the
apperception’s activities
Low : Teacher doesn’t prepare the physical and psychological
condition of students in learning, explaining the purpose of
learning and motivate students in the apperception’s activities
Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good : Teacher prepares the physical and psychological condition of
students in learning, explaining the purpose of learning and
motivate students in the apperception’s activities

2. Teacher provides problem for discussion through text based on the indicator
are presented.
Low : Teacher doesn’t provide problem for discussion through text
based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good : Teacher provides problem for discussion through text based on
the indicator are presented.
3. Teacher gives explanation about descriptive text
Low : Teacher doesn’t give explanation about descriptive text
Sufficient : Teacher gives little explanation about descriptive text
Good : Teacher gives explanation about descriptive text completely
 106

4. Teacher explains how to play the CSW game

Low : Teacher doesn’t explain how to play the CSW game
Sufficient : Teacher explains how to play the CSW game but less
appropriate with the role of the game
Good : Teacher explains how to play the CSW game completely

5. Teacher guide students to make a group

Low : Teacher doesn’t guide students to make a group
Sufficient : Teacher give instruction to make a group only y giving the
example
Good : Teacher guide students to make a group very well.

6. Teacher asks students to play the CSW game based on the role
Low : Teacher doesn’t ask students to play the CSW game based on
the role
Sufficient : Teacher asks students to play the CSW game based on the role
without guiding the students
Good : Teacher asks and guides students to play the CSW game based
on the role very well.

7. Teacher asks students to correct the spelling of students’ writing in white

board together.
Low : Teacher doesn’t ask students to correct the spelling of students’
writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’
writing in white board together without guiding the students.
Good : Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.

8. Teacher guides students to make the words into good sentences.

Low : Teacher doesn’t guide students to make the words into good
sentences.
Sufficient : Teacher just give instruction to make the words into good
sentences without guiding the students.
Good : Teacher guides students to make the words into good sentences
very well.

9. Teacher asks students to work together in group to arrange the sentences into
a good paragraph.
Low : Teacher doesn’t ask students to work together in group to
arrange the sentences into a good paragraph.
 107

Sufficient : Teacher just give instruction to students to work together in

group to arrange the sentences into a good paragraph without
guiding the students.
Good : Teacher asks and guides students to work together in group to
arrange the sentences into a good paragraph very well.

10 Teacher asks one of the student expects to write the text to the white board.
Low : Teacher doesn’t ask one of the student expects to write the text
to the white board.
Sufficient : Teacher asks one of the student expects to write the text to the
white board without overseeing.
Good : Teacher asks one of the student expects to write the text to the
white board with overseeing very well.

11 Teacher asks students to make a descriptive text individually based on the

picture.
Low : Teacher doesn’t ask students to make a descriptive text
individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually
based on the picture without giving motivation.
Good : Teacher asks students to make a descriptive text individually
based on the picture with giving motivation very well.

12 Teacher asks the students’ problem about the material during the class.
Low : Teacher doesn’t ask the students’ problem about the material
during the class.
Sufficient : Teacher asks the students’ problem about the material during
the class without giving solution.
Good : Teacher asks the students’ problem about the material during
the class with giving solution very well.

13 Teacher make conclusion about the material.

Low : Teacher doesn’t make conclusion about the material.
Sufficient : Teacher make conclusion about the material but no so clear.
Good : Teacher make conclusion about the material clearly.

Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 39
 108

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
The result of percentage =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100%

The total score of the teacher observation sheet of the first cycle was 20 point, so

the researcher could calculate the percentage as follow:

20
The result of percentage =
39
× 100%

= 0.51 x 100 %

= 51%
 109

Students Observation Sheet

Meeting : 1

Cycle :1

Date : 28th May 2014

Categories
No Activities Low Sufficient Good Commentary
There are 25
Students answer the teacher students answer
1. √
greeting. the teacher
greeting.
Only a few
Students pay attention to students reponds
2. √
the teacher’s apperception. the teacher’s
apperception.
Only a few
Students listen the
students listen the
3. teacher’s explanation about √
teacher’s
descriptive text carefully.
explanation
Students listen the Students are busy
teacher’s instruction about to talk and just a
4. √
playing CSW game few pay attention
actively.
Most of students
Students make a group
5. √ make a group
enthusiastically.
enthusiastically.
Most of students
Students play CSW game
6. √ play CSW game
enthusiastically.
enthusiastically.
Only a few of
Students discuss in group
7. √ students discuss
actively.
in group actively.
Students didn’t
Students come forward to
come forward to
write the descriptive text to
8. √ write the
the white board
descriptive text to
enthusiastically.
the white board
Most of students
Students make a
make a
9. descriptive text √
descriptive text
individually.
individually.
10. Students pay attention to √ Many students
 110

listen the teacher’s didn’t pay

summaries. attention to listen
the teacher’s
summaries.
Most of students
Students answer to the
answer to the
11. teacher by saying goodbye √
teacher by saying
too.
goodbye too.

The criteria of scoring about students’ activities of observation sheet

1. Students answer the teacher greeting.
Low : Only a few of students answer the teacher greeting well and
excited.
Sufficient : Most of students answer the teacher greeting well and excited.
Good : All of students answer the teacher greeting very well and very
excited.

2. Students pay attention to the teacher’s apperception.

Low : Only a few of students pay attention to the teacher’s
apperception.
Sufficient : Most of students pay attention to the teacher’s apperception.
Good : All of students pay attention to the teacher’s apperception.

3. Students listen the teacher’s explanation about descriptive text carefully.

Low : Only a few of students listen the teacher’s explanation about
descriptive text carefully.
Sufficient : Most of students listen the teacher’s explanation about
descriptive text carefully.
Good : All of students listen the teacher’s explanation about
descriptive text carefully.

4. Students listen the teacher’s instruction about playing CSW game actively.
Low : Only a few of students listen the teacher’s instruction about
playing CSW game actively.
Sufficient : Most of students listen the teacher’s instruction about playing
CSW game actively.
Good : All of students listen the teacher’s instruction about playing
CSW game actively.

5. Students make a group enthusiastically.

 111

Low : Only a few of students make a group enthusiastically.

Sufficient : Most of students make a group enthusiastically.
Good : All of students make a group enthusiastically.

6. Students play CSW game enthusiastically.

Low : Only a few of students play CSW game enthusiastically.
Sufficient : Most of students play CSW game enthusiastically.
Good : All of students play CSW game enthusiastically.

7. Students discuss in group actively.

Low : Only a few of students discuss in group actively.
Sufficient : Most of students discuss in group actively.
Good : All of students discuss in group actively.

8. Students come forward to write the descriptive text to the white board
enthusiastically.
Low : Only a few of students come forward to write the descriptive
text to the white board enthusiastically.
Sufficient : Most of students come forward to write the descriptive text to
the white board enthusiastically.
Good : All of students come forward to write the descriptive text to the
white board enthusiastically.

9. Students make a descriptive text individually.

Low : Only a few of students make a descriptive text individually.
Sufficient : Most of students make a descriptive text individually.
Good : All of students make a descriptive text individually.

10. Students pay attention to listen the teacher’s summaries.

Low : Only a few of students pay attention to listen the teacher’s
summaries.
Sufficient : Most of students pay attention to listen the teacher’s
summaries.
Good : All of students pay attention to listen the teacher’s summaries.

11. Students answer to the teacher by saying goodbye too.

Low : Only a few of students answer to the teacher by saying
goodbye too.
Sufficient : Most of students answer to the teacher by saying goodbye too.
Good : All of students answer to the teacher by saying goodbye too.
 112

Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 33

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
The result of percentage =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100%

The total score of the students observation sheet of the first cycle was 16 point, so

the researcher could calculate the percentage as follow:

16
The result of percentage = × 100%
33

= 0.48 x 100 %

= 48 %
 113

Teacher Observation Sheet

Meeting : 3

Cycle :2

Date : 4th June 2014

Categories

No Activities Low Sufficient Good Commentary

III. Pre-Activities
Teacher prepares the Teacher give
physical and psychological motivation to
condition of students in the students
2. learning, explaining the √ well, and give
purpose of learning and good
motivate students in the apperception
apperception’s activities
IV. Main Activities
B. Exploration
Phase 1. Orientation’s of students to the problem
Teacher provides problem Teacher give
for discussion through text text and
2. √
based on the indicator are discuss it with
presented. the students
Teacher
Teacher reviews the
reviews the
3. material about descriptive √
material
text
completely
Teacher
Teacher reviews how to reviews the
4. √
play the CSW game role
completely
B. Elaboration
Phase 2. Organize students to learn
Teacher guide
Teacher guide students to students to
5. √
make a group make a group
well
Teacher ask
Teacher asks students to
but without
6. play the CSW game based √
guiding the
on the role
students
 114

Phase 3. Guide the students to do investigation

Teacher
Teacher asks students to correct the
correct the spelling of spelling
7. √
students’ writing in white together with
board together. the students
very well
Phase 4. Develope the work
Teacher just
give
Teacher guides students to
instruction
8. make the words into good √
without
sentences.
guiding the
students
C. Confirmation
Phase 5. Present the work
Teacher just
give
Teacher asks students to
instruction
9. arrange the sentences into a √
without
good paragraph.
guiding the
students
10. Teacher asks one of the Teacher give
member of each group instruction
√
expects to write the text to without
the white board. overseeing
Phase 6. Analyze and evaluate the students
11. Teacher asks students to Teacher give
make a descriptive text instruction
√
individually based on the without giving
picture. motivation
III. Post Activities
12. Teacher asks the students’ Teacher asks
problem about the material the students’
during the class. √ problem with
giving solution
very well
13. Teacher make conclusion Teacher make
about the material. √ conclusion
clearly

The criteria of scoring about teacher’s activities of observation sheet

14 Teacher prepares the physical and psychological condition of students in
learning, explaining the purpose of learning and motivate students in the
 115

apperception’s activities
Low : Teacher doesn’t prepare the physical and psychological
condition of students in learning, explaining the purpose of
learning and motivate students in the apperception’s activities
Sufficient : Teacher prepares the physical and psychological condition of
students in learning.
Good : Teacher prepares the physical and psychological condition of
students in learning, explaining the purpose of learning and
motivate students in the apperception’s activities

15 Teacher provides problem for discussion through text based on the indicator
are presented.
Low : Teacher doesn’t provide problem for discussion through text
based on the indicator are presented.
Sufficient : Teacher provides problem for discussion without text
Good : Teacher provides problem for discussion through text based on
the indicator are presented.
16 Teacher reviews the material about descriptive text
Low : Teacher doesn’t review the material about descriptive text
Sufficient : Teacher reviews little material about descriptive text
Good : Teacher reviews the material about descriptive text completely

17 Teacher reviews how to play the CSW game

Low : Teacher doesn’t review how to play the CSW game
Sufficient : Teacher reviews how to play the CSW game but less
appropriate with the role of the game
Good : Teacher reviews how to play the CSW game completely

18 Teacher guide students to make a group

Low : Teacher doesn’t guide students to make a group
Sufficient : Teacher give instruction to make a group only y giving the
example
Good : Teacher guide students to make a group very well.

19 Teacher asks students to play the CSW game based on the role
Low : Teacher doesn’t ask students to play the CSW game based on
the role
Sufficient : Teacher asks students to play the CSW game based on the role
without guiding the students
Good : Teacher asks and guides students to play the CSW game based
on the role very well.
 116

20 Teacher asks students to correct the spelling of students’ writing in white

board together.
Low : Teacher doesn’t ask students to correct the spelling of students’
writing in white board together.
Sufficient : Teacher just give instruction to correct the spelling of students’
writing in white board together without guiding the students.
Good : Teacher asks and guides students to correct the spelling of
students’ writing in white board together very well.

21 Teacher guides students to make the words into good sentences.

Low : Teacher doesn’t guide students to make the words into good
sentences.
Sufficient : Teacher just give instruction to make the words into good
sentences without guiding the students.
Good : Teacher guides students to make the words into good sentences
very well.

22 Teacher asks students to arrange the sentences into a good paragraph.

Low : Teacher doesn’t ask students to arrange the sentences into a
good paragraph.
Sufficient : Teacher just give instruction to students to arrange the
sentences into a good paragraph without guiding the students.
Good : Teacher asks and guides students to arrange the sentences into
a good paragraph very well.

23 Teacher asks one of the member of each group expects to write the text to the
white board.
Low : Teacher doesn’t ask one of the member of each group expects
to write the text to the white board.
Sufficient : Teacher asks one of the member of each group expects to write
the text to the white board without overseeing.
Good : Teacher asks one of the member of each group expects to write
the text to the white board with overseeing very well.

24 Teacher asks students to make a descriptive text individually based on the

picture.
Low : Teacher doesn’t ask students to make a descriptive text
individually based on the picture.
Sufficient : Teacher asks students to make a descriptive text individually
based on the picture without giving motivation.
Good : Teacher asks students to make a descriptive text individually
based on the picture with giving motivation very well.
 117

25 Teacher asks the students’ problem about the material during the class.
Low : Teacher doesn’t ask the students’ problem about the material
during the class.
Sufficient : Teacher asks the students’ problem about the material during
the class without giving solution.
Good : Teacher asks the students’ problem about the material during
the class with giving solution very well.

26 Teacher make conclusion about the material.

Low : Teacher doesn’t make conclusion about the material.
Sufficient : Teacher make conclusion about the material but no so clear.
Good : Teacher make conclusion about the material clearly.

Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 39

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
The result of percentage =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100%

The total score of the teacher observation sheet of the second cycle was 34 point,

so the researcher could calculate the percentage as follow:

34
The result of percentage =
39
× 100%

= 0.87 x 100 %

= 87%
 118

Students Observation Sheet

Meeting : 3

Cycle :2

Date : 4th June 2014

Categories
No Activities Low Sufficient Good Commentary
All of students
answer the
Students answer the teacher
1. √ teacher greeting
greeting.
very well and
very excited.
Most of students
Students pay attention to pay attention to
2. √
the teacher’s apperception. the teacher’s
apperception.
Most of students
listen the
Students listen the
teacher’s
3. teacher’s explanation about √
explanation about
descriptive text carefully.
descriptive text
carefully.
All of students
Students listen the listen the
teacher’s instruction about teacher’s
4. √
playing CSW game instruction about
actively. playing CSW
game actively.
Most of students
Students make a group
5. √ make a group
enthusiastically.
enthusiastically.
All of students
Students play CSW game
6. √ play CSW game
enthusiastically.
enthusiastically.
Most of students
Students discuss in group
7. √ discuss in group
actively.
actively.
All of students
Students come forward to
come forward to
write the descriptive text to
8. √ write the
the white board
descriptive text to
enthusiastically.
the white board
 119

enthusiastically.
All of students
Students make a
make a
9. descriptive text √
descriptive text
individually.
individually.
Most of students
Students pay attention to pay attention to
10. listen the teacher’s √ listen the
summaries. teacher’s
summaries.
All of students
Students answer to the
answer to the
11. teacher by saying goodbye √
teacher by saying
too.
goodbye too.

The criteria of scoring about students’ activities of observation sheet

12. Students answer the teacher greeting.
Low : Only a few of students answer the teacher greeting well and
excited.
Sufficient : Most of students answer the teacher greeting well and excited.
Good : All of students answer the teacher greeting very well and very
excited.

13. Students pay attention to the teacher’s apperception.

Low : Only a few of students pay attention to the teacher’s
apperception.
Sufficient : Most of students pay attention to the teacher’s apperception.
Good : All of students pay attention to the teacher’s apperception.

14. Students listen the teacher’s explanation about descriptive text carefully.
Low : Only a few of students listen the teacher’s explanation about
descriptive text carefully.
Sufficient : Most of students listen the teacher’s explanation about
descriptive text carefully.
Good : All of students listen the teacher’s explanation about
descriptive text carefully.

15. Students listen the teacher’s instruction about playing CSW game actively.
Low : Only a few of students listen the teacher’s instruction about
playing CSW game actively.
Sufficient : Most of students listen the teacher’s instruction about playing
 120

CSW game actively.

Good : All of students listen the teacher’s instruction about playing
CSW game actively.

16. Students make a group enthusiastically.

Low : Only a few of students make a group enthusiastically.
Sufficient : Most of students make a group enthusiastically.
Good : All of students make a group enthusiastically.

17. Students play CSW game enthusiastically.

Low : Only a few of students play CSW game enthusiastically.
Sufficient : Most of students play CSW game enthusiastically.
Good : All of students play CSW game enthusiastically.

18. Students discuss in group actively.

Low : Only a few of students discuss in group actively.
Sufficient : Most of students discuss in group actively.
Good : All of students discuss in group actively.

19. Students come forward to write the descriptive text to the white board
enthusiastically.
Low : Only a few of students come forward to write the descriptive
text to the white board enthusiastically.
Sufficient : Most of students come forward to write the descriptive text to
the white board enthusiastically.
Good : All of students come forward to write the descriptive text to the
white board enthusiastically.

20. Students make a descriptive text individually.

Low : Only a few of students make a descriptive text individually.
Sufficient : Most of students make a descriptive text individually.
Good : All of students make a descriptive text individually.

21. Students pay attention to listen the teacher’s summaries.

Low : Only a few of students pay attention to listen the teacher’s
summaries.
Sufficient : Most of students pay attention to listen the teacher’s
summaries.
Good : All of students pay attention to listen the teacher’s summaries.
 121

22. Students answer to the teacher by saying goodbye too.

Low : Only a few of students answer to the teacher by saying
goodbye too.
Sufficient : Most of students answer to the teacher by saying goodbye too.
Good : All of students answer to the teacher by saying goodbye too.

Categories Score
Good 3
Sufficient 2
Low 1
Note: The maximum score is 33

𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
The result of percentage =
𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑇𝑇𝑇𝑇𝑇
× 100%

The total score of the students observation sheet of the second cycle was 28 point,

so the researcher could calculate the percentage as follow:

28
The result of percentage =
33
× 100%

= 0.84 x 100 %

= 84%
122
123
 124

Appendix 9. The Photographs of Students’ Participation in Writing Activities

125
 126

Appendix 9. The Sample of The Students’ Writing Result

Pre Cycle
 127

First Cycle
 128

Second Cycle
 YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondang Manis Bae Kudus PO. Box 53 Telp/fax: 0291 438229

STATEMENT

Name : Nour Riezky Istiqomah

NIM : 2010-32-190
Study : Pendidikan Bahasa Inggris
Skripsi Title : Improving the Writing Skill by Using the Catch, Speak,
and Write (CSW) Game of the Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014

State that this skripsi is indeed the scientific work of mine, not that of others. I
only make some certain quotations from others’ as references i need to support my
skripsi.

I am fully responsible for this statement.

Kudus,
The writer

Nour Riezky I
 YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondang Manis Bae Kudus PO. Box 53 Telp/fax: 0291 438229

PERNYATAAN

Yang bertanda tangan dibawah ini, saya:

Nama : Nour Riezky Istiqomah

NIM : 2010-32-190
Program Studi : Pendidikan bahasa Inggris
Judul skripsi : Improving the Writing Skill by Using the Catch, Speak,
and Write (CSW) Game of the Seventh Grade Students of
SMP N 1 Mejobo Kudus in Academic Year 2013/2014

Menyatakan bahwa skripsi ini berjudul “Improving the Writing Skill by Using the
Catch, Speak, and Write (CSW) Game of the Seventh Grade Students of SMP N 1
Mejobo Kudus in Academic Year 2013/2014” ini benar-benar hasil karya sendiri,
bukan jiplakan dari karya tulis orang lain, baik sebagian atau seluruhnya.
Pendapat atau temuan orang lain yang terdapat dalam skripsi ini dikutip atau
dirujuk berdasarkan kode etik ilmiah.

Apabila ternyata pernyataan ini terbukti tidak benar, maka sepenuhnya menjadi
tanggung jawab saya sendiri selaku penulis skripsi.

Kudus,
Penulis

Nour Riezky I
`
 CURRICULUM VITAE

The writer’s name is Nour Riezky Istiqomah.

Her nickname is Riezky. She was born on

November 4th, 1992 in Pati. Mr. Sunardi and

Mrs. Supartini are her parents. She is the

second child of her parents. She has a

handsome brother. His name is Abdul Khalim.

She has also a beautiful sister. Her name is

Sofie Hanna Azizah.

She graduated from SD Negeri Payang 03 Pati in 2004. Then she

continued in SMP Negeri 7 Pati as her Junior High School and graduated in 2007.

After that, she continued her study in SMK Negeri 3 Pati as her Senior High

School and graduated from there in 2010. In the same year, she continued her

study in English Education Department of Teacher Training and Education

Faculty of Muria Kudus University.