Lampiran - 08202241038 PDF

88
WRITING TEST
Name :
Class/ Number :
1. Find a story that you know well. It could be a folk tale or a legend.
Write down your story at least 2 paragraphs which consist of 250
words. Use your own words.

89

WRITING TEST
Name :
Class/ Number :
2. Now think of your most memorable experience. Write down your

experience at least 2 paragraphs which consist of 250 words. Use
your own words.

COURSE GRID SYLLABUS
(Experimental Class)
School : SMPN I ARJOSARI

Class : VIII H
Subject : English
Semester :2
Standard of Competence : Writing
12. Expressing the meaning of short functional written texts and simple short essays to interact with surroundings in the form of recount and narrative.
Scoring
No Basic Competencies Indicators Topic Learning Activities Sources Time
Technique Form
1 12.2. Expressing the 1. Understand the Recount a. Building Knowledge of the Field Written Rubric Priyana, Joko. Arnys R Irjayanti, 2 x 120
meaning and rhetoric meanings, the linguistic 1). Answer teacher’s questions related Virga Renitasari. 2008. minutes
stages in a simple features, and the text to the notion of recount. Scaffolding English for Junior
short essay using a structure of written 2). Share vocabularies related to the High School Students Grade
variety of written recount. topic (based on what the students have VIII. Jakarta : Pusat
language accurately, known). Perbukuan, Departemen
fluently, and 2.Create written recount b. Modeling of Text Pendidikan Nasional.
acceptably to interact using the appropriate 1).Read a recount text and answer
with surroundings in linguistic features and text some questions to help them Widiati, Utami, [et. al.].
the form of recount. structure. understand the function and the generic 2008.Contextual Teaching and
structure of a recount text in groups. Learning Bahasa Inggris
3. Work cooperatively in Each group provides the answers Sekolah Menengah
doing exercises in groups through its representative politely. Pertama/Madrasah
or pairs. 2).Discuss the grammatical features of Tsanawiyah Kelas VIII Edisi 4.
a recount text and answer questions on Jakarta: Pusat Perbukuan,
the features in groups. Representatives Departemen Pendidikan
of each group provide the answers Nasional.
politely.
3).Discuss how to write recount using
communicative cartoon movies in
groups and watch the example of a
communicative cartoon movie. Then,
do its exercise by correcting the
grammatical features and identifying
the generic structure of a recount text
based on its movie story in groups.
Each group’s representative reports the
answer politely.
90


Class : VIII H
Subject : English
Semester :2
Scoring
Technique Form
1 12.2. Expressing the 1. Understand the Recount 4). Arrange jumble recount Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic paragraphs based on the generic Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text structures in pairs. 2008. Scaffolding English
short essay using a structure of written for Junior High School
variety of written recount. c. Joint Construction of the Students Grade VIII.
language accurately, Text Jakarta : Pusat Perbukuan,
fluently, and 2.Create written recount 1). Watch a communicative Departemen Pendidikan
acceptably to interact using the appropriate cartoon movie to learn recount. Nasional.
with surroundings in linguistic features and text 2). Discuss difficult
the form of recount. structure. vocabularies related to the Widiati, Utami, [et. al.].
displayed movie in pairs. 2008.Contextual Teaching
3. Work cooperatively in 3). Complete a work sheet and and Learning Bahasa
doing exercises in groups use it as a writing guidance to Inggris Sekolah Menengah
or pairs. write recount in pairs. Pertama/Madrasah
4). Rewrite its movie story Tsanawiyah Kelas VIII
based on the guidance in pairs. Edisi 4. Jakarta: Pusat
Perbukuan, Departemen
d. Independent Construction Pendidikan Nasional.
of the Text
1). Watch a communicative

cartoon movie to learn recount.
2). Rewrite its movie story
without guidance individually.
91


Class : VIII H
Subject : English
Semester :2
Scoring
Technique Form
2 12.2. Expressing the 1.Understand the Narrative a. Building Knowledge of the Field Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic 1). Answer teacher’s questions related Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text to the notion of narrative. 2008. Scaffolding English
short essay using a structure of written 2). Based on their knowledge, the for Junior High School
variety of written narrative. students mention examples of folktales Students Grade VIII.
language accurately, or legends through pictures. Jakarta : Pusat Perbukuan,
fluently, and 2.Create written 3). Share vocabularies related to the Departemen Pendidikan
acceptably to interact narrative using the topic (based on what the students have Nasional.
with surroundings in appropriate linguistic known).
the form of narrative. features and text b. Modeling of Text Widiati, Utami, [et. al.].
structure. 1).Read a narrative text and answer 2008.Contextual Teaching
some questions to help them and Learning Bahasa
3. Work cooperatively understand the function and the generic Inggris:Sekolah Menengah
in doing exercises in structure of a narrative text in groups. Pertama/Madrasah
group or pairs. Each group provides the answers Tsanawiyah Kelas VIII
through its representative politely. Edisi 4. Jakarta: Pusat
2).Discuss the grammatical features of Perbukuan, Departemen
a narrative text and answer the Pendidikan Nasional.
questions on the features in groups.
Representatives of each group provide
the answers politely.
3). Discuss how to write narrative
using communicative cartoon movies
in groups and watch the example of a
communicative cartoon movie. Then,
do its exercise by correcting the
grammatical features and identifying
the generic structure of a narrative text
based on a movie story in groups. Each
group’s representative reports the
answer politely.
92


Class : VIII H
Subject : English
Semester :2
Scoring
Technique Form
2 12.2. Expressing the 1. Understand the Narrative 4). Arrange jumble narrative Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic paragraphs based on the generic Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text structures in pairs. 2008. Scaffolding English
short essay using a structure of written for Junior High School
variety of written narrative. c. Joint Construction of the Students Grade VIII.
language accurately, Text Jakarta : Pusat Perbukuan,
fluently, and 2.Create written recount 1). Watch a communicative Departemen Pendidikan
acceptably to interact using the appropriate cartoon movie to learn Nasional.
with surroundings in linguistic features and narrative.
the form of narrative. text 2). Discuss difficult Widiati, Utami, [et. al.].
structure. vocabularies related to the 2008.Contextual Teaching
displayed movie in pairs. and Learning Bahasa
3. Work cooperatively in 3). Complete a work sheet and Inggris Sekolah Menengah
doing exercises in groups use it as a writing guidance to Pertama/Madrasah
or pairs. write narrative in pairs. Tsanawiyah Kelas VIII
4). Rewrite its movie story Edisi 4. Jakarta: Pusat
based on the guidance in pairs. Perbukuan, Departemen
Pendidikan Nasional.
d. Independent Construction
of the Text
1). Watch a communicative

cartoon movie to learn
narrative.
2). Rewrite its movie story

without guidance individually.
93

(Control Class)

Class : VIII A
Subject : English
Semester :2
Scoring
Technique Form
2 12.2. Expressing the 1.Understand the Narrative a. Building Knowledge of the Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic Field Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text 2008. Scaffolding English
short essay using a structure of written 1). Answer teacher’s questions for Junior High School
variety of written narrative. related to the notion of narrative. Students Grade VIII.
language accurately, 2). Based on their knowledge, the Jakarta : Pusat Perbukuan,
fluently, and 2.Create written narrative students mention examples of Departemen Pendidikan
acceptably to interact using the appropriate folktales or legends through pictures. Nasional.
with surroundings in linguistic features and text 3). Share vocabularies related to the
the form of narrative. structure. topic (based on what the students Widiati, Utami, [et. al.].
have known). 2008.Contextual Teaching
3.Work cooperatively in and Learning Bahasa
doing exercises in group b. Modeling of Text Inggris:Sekolah
or pairs. MenengahPertama/
1).Read a narrative text and answer Madrasah Tsanawiyah
some questions to help them Kelas VIII Edisi 4. Jakarta:
understand the function and the Pusat Perbukuan,
generic structure of a narrative text in Departemen Pendidikan
groups. Each group provides the Nasional.
answers through its representative
politely.
2).Discuss the grammatical features

of a narrative text and answer
questions on the features in groups.
Representatives of each group
provide the answers politely.
94

(Control Class)

Class : VIII A
Subject : English
Semester :2
Scoring
Technique Form
2 12.2. Expressing the 1. Understand the Narrative 3).Do an exercise by correcting the Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic grammatical features and identifying Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text the generic structure of a narrative text 2008. Scaffolding English
short essay using a structure of written in groups. Each group’s representative for Junior High School
variety of written narrative. reports the answer politely. Students Grade VIII.
language accurately, 4). Arrange jumble narrative Jakarta : Pusat Perbukuan,
fluently, and 2.Create written narrative paragraphs based on the generic Departemen Pendidikan
acceptably to interact using the appropriate structures in pairs. Nasional.
with surroundings in linguistic features and text
the form of narrative. structure. c. Joint Construction of the Text
1). Write a narrative text by choosing Widiati, Utami, [et. al.].
3. Work cooperatively in one of the topics given in pairs. 2008.Contextual Teaching
doing exercises in group and Learning Bahasa
or pairs. d. Independent Construction of the Inggris:Sekolah
Text Menengah
Pertama/Madrasah
1). Write a narrative text individually Tsanawiyah Kelas VIII
Edisi 4. Jakarta: Pusat
Perbukuan, Departemen
95

(Control Class)

Class : VIII A
Subject : English
Semester :2
Basic Scoring
No Indicators Topic Learning Activities Sources Time
Competencies Technique Form
1 12.2. 1. Understand the meanings, Recount a. Building Knowledge of Written Rubric Priyana, Joko. Arnys R Irjayanti, Virga 2 x 120
Expressing the the linguistic features, and the Field Renitasari. 2008. Scaffolding English for minutes
meaning and the text structure of written Junior High School Students Grade VIII.
rhetoric stages recount. 1). Answer teacher’s Jakarta : Pusat Perbukuan, Departemen
in a simple questions related to the notion Pendidikan Nasional.
short essay 2.Create written recount of recount.
using a variety using the appropriate 2). Share vocabularies related Widiati, Utami, [et. al.]. 2008.Contextual
of written linguistic features and text to the topic (based on what Teaching and Learning Bahasa Inggris:
language structure. the students have known). Sekolah Menengah Pertama/Madrasah
accurately, Tsanawiyah Kelas VIII Edisi 4. Jakarta: Pusat
fluently, and 3. Work cooperatively in b. Modeling of Text Perbukuan, Departemen Pendidikan
acceptably to doing exercises in groups or Nasional.
interact with pairs. 1).Read a recount text and
surroundings in answer some questions to help
the form of them understand the function
recount. and the generic structure of a
recount text in groups. Each
group provides the answers
through its representative
politely.
2).Discuss the grammatical
features of a recount text and
answer questions on the
features in groups.
Representatives of each group
96

(Control Class)

Class : VIII A
Subject : English
Semester :2
Scoring
Technique Form
1 12.2. Expressing the 1. Understand the Recount 3).Do an exercise by correcting the Written Rubric Priyana, Joko. Arnys R 2 x 120
meaning and rhetoric meanings, the linguistic grammatical features and identifying Irjayanti, Virga Renitasari. minutes
stages in a simple features, and the text the generic structure of a recount text 2008. Scaffolding English
short essay using a structure of written in groups. Each group’s representative for Junior High School
variety of written recount. reports the answer politely. Students Grade VIII.
language accurately, 4). Arrange jumble recount paragraphs Jakarta : Pusat Perbukuan,
fluently, and 2.Create written recount based on the generic structures in Departemen Pendidikan
acceptably to interact using the appropriate pairs. Nasional.
with surroundings in linguistic features and text
the form of recount. structure. c. Joint Construction of the Text Widiati, Utami, [et. al.].
2008.Contextual Teaching
3.Work cooperatively in 1). Write a recount text by choosing and Learning Bahasa
doing exercises in groups one of the topics given in pairs. Inggris:Sekolah
or pairs. Menengah
d. Independent Construction of the Pertama/Madrasah
Text Tsanawiyah Kelas VIII
Edisi 4. Jakarta: Pusat
1). Write a recount text individually. Perbukuan, Departemen
97

98

LESSON PLAN
(CONTROL CLASS)

Subject : English
Grade/ Semester : VIII A/ 2
Text Type : Narrative
Skill : Writing
Time Allocation : 6 x 40 minutes (2 meetings)
A. STANDARD OF COMPETENCE
Writing
12. Expressing the meaning of short functional written texts and simple short
essays for interacting with surroundings in the form of recount and
narrative.
B. BASIC COMPETENCIES
Writing
12.2. Expressing the meaning and rhetoric stages in a simple short essay using
a variety of written language accurately, fluently, and acceptably for
interacting with surroundings in the form of narrative.
C. OBJECTIVES OF STUDY
After learning through several activities, the students are able to:
1. understand the meanings, the linguistic features, and the text structure of
written narrative;
2. create written narrative using the appropriate linguistic features and text
structure.
3. work cooperatively in doing exercises in group or pairs.
D. LEARNING MATERIAL
Narrative Text
Genre : Narrative
Social Function : to amuse, to entertain and instruct the readers. It
entertains because it deals with the unusual and unexpected development
of events. It instructs because it teaches readers that problems should be
confronted, and attempts made to resolve them.
99

Generic Structure:
- Orientation : sets the scene and introduces the participants.
- Complication : a crisis arises.
- Resolution : the crisis is resolved, for better or for worse.
Grammatical features:
- Use of particular nouns to refer or to describe the particular people,

animals and things that the story is about.
- Use of adjectives to build noun groups to describe the people, animals or
things in the story.
- Use of time connectives and conjunctions to sequence events through
time (when, at last, soon, then, after, therefore,…).
- Use of adverbs and adverbial phrases to locate the particular events.
- Use of past tense action verbs to indicate the actions.
E. TEACHING METHOD
Communicative Language Teaching

F. LEARNING ACTIVITIES
MEETING 1
1. Opening (10 minutes)
a. Praying
b. State the objectives of the study
c. Decide learning activities
2. Main Activities (100 minutes)
a. Building Knowledge of the Field
1). Answer teacher’s questions related to the notion of narrative.
2). Based on their knowledge, the students mention examples of folktales
or legends through pictures.
3). Share vocabularies related to the topic (based on what the students have
known).
b. Modeling of Text
1).Read a narrative text and answer some questions to help them
understand the function and the generic structure of a narrative text in
groups. Each group provides the answers through its representative
politely.
2).Discuss the grammatical features of a narrative text and answer
questions on the features in groups. Representatives of each group
3).Do an exercise by correcting the grammatical features and identifying
the generic structure of a narrative text in groups. Each group’s
representative reports the answer politely.
100

4). Arrange jumble narrative paragraphs based on the generic structures in

pairs.
c. Joint Construction of the Text
1). Write a narrative text by choosing one of the topics given in pairs.
Closing (10 minutes)
a. Summarize the learning materials with teacher’s assistance.
b. Reflect on the learning activities with teacher’s assistance.
c. Pay attention to feedback given by the teacher.
d. Are given homework and information related to the next meeting
topic.
MEETING II

a. Praying
a. Joint Construction of the Text
1). Write a narrative text by choosing one of the topics given in pairs.
b. Independent Construction of the Text
1). Write a narrative text individually
3. Closing (10 minutes)

a. Summarize the learning material with teacher’s assistances.
b. Reflect on the learning activities with teacher’s assistances.
topic.
G. LEARNING RESOURCES
Priyana, Joko. Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding

English for Junior High School Students Grade VIII. Jakarta : Pusat
Perbukuan, Departemen Pendidikan Nasional.
Widiati, Utami, [et. al.]. 2008.Contextual Teaching and Learning Bahasa

Inggris:Sekolah MenengahPertama/Madrasah Tsanawiyah Kelas VIII
Edisi 4. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
101

H. ASSESSMENT
Indicators of Competence Assessment Assessment Assessment

Achievement Techniques Form Instruments
1. Understanding the Group Tasks and Appendix 1
meanings, the works Work sheet
linguistic features,
and the text structure
of written narrative.
2. Creating written Worksheet Appendix 2
narrative using the Individual
appropriate linguistic works
features and text
structure.
3. Working Observation Observation Appendix 3
cooperatively in sheets
doing exercises in
group or pairs.
Pacitan, March 2012
Researcher
DEWI MARLINA, S Pd. TITIS DEWI CAKRAWATI

NIP. 19780415 200801 2 019 NIM. 08202241038
102

LESSON PLAN
(CONTROL CLASS)

Subject : English
Grade/ Semester : VIII A/ 2
Text Type : Recount
Skill : Writing
Writing
narrative.
Writing
interacting with surroundings in the form of recount.
written recount;
2. create written recount using the appropriate linguistic features and text
structure.
3. work cooperatively in doing exercises in groups or pairs.
Recount Text
The purpose of recount text is to document a series of events and

evaluate their significances in some ways. It focuses on a sequence of events,
103

all of which relate to the occasion. It also has expression of attitude and
feeling, usually made by the writer about the events.
The recount text is organized to include:
a. an orientation providing background information needed to understand the

text, i.e; what it was, who was involved, where it happened, when it
happened.
b. a record of events usually recounted in a chronological order.
c. re-orientation; personal comment and/ or evaluate remarks on the incident.
Common grammatical feature of recount include:

a. use of nouns and pronouns to identify people, animals, or things involved.
b. use of action verbs to refer to events.
c. use of past tense to locate events in relation to writer’s time.
d. use of conjunctions and time connectives to sequence the events.
e. use of adverb and adverbial phrase to indicate place and time.
f. use of adjectives to describe nouns.
E. TEACHING METHOD

MEETING I
a. Praying

1). Answer teacher’s questions related to the notion of recount.
2). Share vocabularies related to the topic (based on what the students
have known).
b. Modeling of Text
1).Read a recount text and answer some questions to help them understand
the function and the generic structure of a recount text in groups. Each
group provides the answers through its representative politely.
2).Discuss the grammatical features of a recount text and answer questions
on the features in groups. Representatives of each group provide the
answers politely.
104

3).Do an exercise by correcting the grammatical features and identifying

the generic structure of a recount text in groups. Each group’s
representative reports the answer politely.
4). Arrange jumble recount paragraphs based on the generic structures in
pairs.
1). Write a recount text based by choosing one of the topics given in pairs.
topic.
MEETING II

a. Praying

1). Write a recount text by choosing one of the topics given in pairs.
1). Write a recount text individually.

topic.


Inggris:Sekolah MenengahPertama/Madrasah Tsanawiyah Kelas VIII
105

H. ASSESSMENT

1. Understanding the meanings, Group Tasks and Appendix 1
the linguistic features, and the works work sheet
text structure of written
recount.
2. Creating written recount Individual Worksheet Appendix 2

using the appropriate linguistic works
features and text structure.
3. Working cooperatively in
doing exercises in group or Observation Observation Appendix 3
pairs. sheets
Pacitan, March 2012
Researcher

NIP. 19780415 200801 2 019 NIM. 08202241038
106

LESSON PLAN
(EXPERIMENTAL CLASS)

Subject : English
Grade/ Semester : VIII/ 2
Text Type : Narrative
Skill : Writing
Writing
narrative.
Writing
interacting with surroundings in the form of narrative.
written narrative;
2. create written narrative using the appropriate linguistic features and text
structure.
3. work cooperatively in doing exercises in group or pairs.
Narrative Text
Genre : Narrative
Social Function : to amuses, to entertains and instructs the readers. It
entertains because it deals with the unusual and unexpected development
107

of events. It instructs because it teaches readers that problems should be

confronted, and attempts made to resolve them.
Generic Structure:
- Orientation : sets the scene and introduces the participants.
- Complication : a crisis arises.
- Resolution : the crisis is resolved, for better or for worse.
Grammatical features:
- Use of particular nouns to refer or to describe the particular people,
animals and things that the story is about.
- Use of adjectives to build noun groups to describe the people, animals or
things in the story.
- Use of time connectives and conjunctions to sequence events through
time (when, at last, soon, then, after, therefore,…).
- Use of adverbs and adverbial phrases to locate the particular events.
- Use of past tense action verbs to indicate the actions.
E. TEACHING METHOD

MEETING 1
a. Praying
1). Answer teacher’s questions related to the notion of narrative.
2). Based on their knowledge, the students mention examples of folktales
or legends through pictures.
known).
b. Modeling of Text
1).Read a narrative text and answer some questions to help them
understand the function and the generic structure of a narrative text in
groups. Each group provides the answers through its representative
politely.
2).Discuss the grammatical features of a narrative text and answer
questions on the features in groups. Representatives of each group
3).Discuss how to write narrative using communicative cartoon movies
in groups and watch the examples of communicative cartoon movies.
108

Then, do its exercise by correcting the grammatical features and

identifying the generic structure of a narrative text based on a movie
story in groups. Each group’s representative reports the answer politely.
4). Arrange jumble narrative paragraphs based on the generic structures in
pairs.

1). Watch a communicative cartoon movie to learn narrative.
2). Discuss difficult vocabularies related to the displayed movie in pairs.
3).Complete a work sheet and use it as a writing guidance to write
narrative in pairs.
topic.
MEETING II

a. Praying
1). Rewrite its movie story based on the guidance in pairs.
d. Independent Construction of the Text
1). Watch a communicative cartoon movie to learn narrative.
2). Rewrite its movie story without using guidance individually.

e. Summarize the learning material with teacher’s assistances.
f. Reflect on the learning activities with teacher’s assistances.
g. Pay attention to feedback given by the teacher.
h. Are given homework and information related to the next meeting
topic.


Inggris: Sekolah MenengahPertama/Madrasah Tsanawiyah Kelas VIII
109

H. ASSESSMENT

the linguistic features, and the works Work sheet
text structure of written
narrative.
2. Creating written narrative Individual Worksheet Appendix 2

using the appropriate linguistic works
3. Working cooperatively in Observation Observation Appendix 3

doing exercises in group or sheets
pairs.
Pacitan, March 2012
Researcher

NIP. 19780415 200801 2 019 NIM. 08202241038
110

LESSON PLAN
(EXPERIMENTAL CLASS)

Subject : English
Grade/ Semester : VIII/ 2
Text Type : Recount
Skill : Writing
Time Allocation : 2 meetings (6 x 40 minutes)
Writing
narrative.
Writing
interacting with surroundings in the form of recount.
written recount;
2. create written recount using the appropriate linguistic features and text
structure.
3. work cooperatively in doing exercises in groups or pairs.
Recount Text
The purpose of recount text is to document a series of events and

evaluate their significances in some ways. It focuses on a sequence of events,
111

all of which relate to the occasion. It also has expression of attitude and
feeling, usually made by the writer about the events.
The recount text is organized to include:
a. an orientation providing background information needed to understand the

text, i.e; what it was, who was involved, where it happened, when it
happened
b. a record of events usually recounted in a chronological order
c. re-orientation; personal comment and/ or evaluate remarks on the incident.
Common grammatical feature of recount include:

a. use of nouns and pronouns to identify people, animals, or things involved
b. use of action verbs to refer to events
c. use of past tense to locate events in relation to writer’s time
d. use of conjunctions and time connectives to sequence the events
e. use of adverb and adverbial phrase to indicate place and time
f. use of adjectives to describe nouns.
E. TEACHING METHOD
MEETING I
a. Praying
1). Answer teacher’s questions related to the notion of recount.
known).
b. Modeling of Text
1).Read a recount text and answer some questions to help them understand
the function and the generic structure of a recount text in groups. Each
group provides the answers through its representative politely.
2).Discuss the grammatical features of a recount text and answer questions
on the features in groups. Representatives of each group provide the
answers politely.
3).Discuss how to write recount using communicative cartoon movies in
groups and watch the example of communicative cartoon movie.
112

Then, do its exercise by correcting the grammatical features and

identifying the generic structure of a recount text based on a movie
story in groups. Each group’s representative reports the answer politely.
4). Arrange jumble recount paragraphs based on the generic structures in
pairs.
1). Watch a communicative cartoon movie to learn recount.
2). Discuss difficult vocabularies related to the displayed movie in pairs.
3). Complete a work sheet and use it as a writing guidance to write recount
in pairs.

topic.
MEETING II
a. Praying
1). Rewrite its movie story based on the guidance in pairs.
1). Watch a communicative cartoon movie to learn recount.
2). Rewrite its movie story without guidance individually.
topic.


Inggris: Sekolah Menengah Pertama/Madrasah Tsanawiyah Kelas VIII
113

H. ASSESSMENT

the linguistic features, and the works work sheet
text structure of written recount.
2. Creating written recount using Individual Worksheet

the appropriate linguistic works Appendix 2
3. Working cooperatively in Observation Observation Appendix 3

doing exercises in group or sheets
pairs.
Pacitan, March 2012
Researcher

NIP. 19780415 200801 2 019 NIM. 08202241038
114

RECOUNT MATERIAL
A. Building Knowledge of Field
Activity 1. Discuss these questions with friends.
1. How did you feel in your last holiday?

2. Did you have any interesting experience during your last holiday?
What was it?
3. Was there anything you experienced for the first time in your
holiday?
Activity 2. Study the following words related to a recount text that is going to
be discussed in the next section!
English Pronunciation Part of Speech Indonesian

adolescence æ̀dəl ́səns Noun masa remaja
childhood t ájldh ̀d Noun masa kecil
adulthood ədə́lth ̀d Noun dewasa
discover d ̀skə́vər Verb menemukan
remember rəm ́mbər Verb mengingat
divert dajvə́rt Verb mengalihkan
curricular kər ́kjələr Noun kegiatan rutin
activities ækt ́vətiz
weekend Noun akhir pekan
wík ̀nd
B. Modeling of the Text
Activity 3. Read the following text and answer the questions below based on
the information of the text. Do with your friends.
Remembering Childhood
(ORIENTATION) Last night, I read an article about adolescence in a

magazine. I learned that it was a time of change between childhood and
adulthood.
(EVENT 1) After I finished reading the article from the magazine, I

remembered my own adolescence. I was fourteen at that time. I felt very
emotional about everything. But I tried to learn more about myself. I tried to
discover what I wanted to do, and what kind
of people I wanted to be.
115

(EVENT 2) To divert my emotions, I took many extra curricular

activities. I took piano lessons on Mondays. On Tuesdays, I joined an English
course. Then on Wednesdays and Thursdays, I had extra science and math
lessons. Fridays, it was my time to play basketball with my friends. Finally, I
spent most of my weekends with my family.
(RE-ORIENTATION) I was able to control my emotions and to have a
place where I could express my creativity in positive ways.
1. What is the text about?

2. What is the orientation of the text?
3. What are the events of the text?
4. What is the re-orientation of the text?
5. In general, state the function of a recount text!
Activity 4. In pairs, study the explanations below. Then change the verbs into
the correct forms (Simple Past Tense and Past Continuous Tense).
Look at the example!
1). Simple Past Tense

The Simple Past Tense is used to tell about past experiences. When you
are telling about your experience in the past, you are creating a recount text. The
adverbial times which are used to state past tense are last …., yesterday, …. ago,
etc.
S + V2 (Regular and Irregular verb)

e.g. She visited her uncle last month.
e.g. I went to Bogor yesterday.
Exercise : Regular verbs

Look at the following pictures. Make a sentence based on a picture telling
what you did yesterday.
For example:
Picture 1: I cooked yesterday.
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Exercise 2: Irregular verbs

what you did yesterday.
For example:
Picture 1: I got up late.
117

2). Past Continuous Tense

Past Continuous tense is used to say that someone was in the middle of
doing something at a certain time in a past. The adverbial times which are used to
state past continuous tense are last …., yesterday, …. ago, etc. The signal words of
Past Continuous Tense are when, while, as long as.
I
He BE (past) + VERB + ing was working.
She
It
We BE (past) + VERB + ing were working.
You
They
Exercise:
what these people did yesterday.
118

3). We often use Past Continuous Tense and Simple Past Tense together to
say that something happened in the middle of something else.
Past Continuous Tense+ when+ Simple Past Tense

e.g. She was crying when I came.
Simple Past Tense +while+ Past Continuous Tense

e.g. He went while I was sleeping.
4). In a recount text you also use time connections, chronological order and
conjunctions. Here are some examples.
Time connections when

at last
soon
then
after
finally
before
in the end
Conjunctions therefore
as a result
besides
so that
moreover
furthermore
Chronological order firstly

secondly
thirdly
next
then
after that
Activity 5. Correct the verbs of the text below and identify the generic
structure in groups! (Control Class)
Anaconda
The workmen who (build) the new hospital in my town (catch) a snake last
month.
It (is) in the drain near the building construction site.
Early in the morning, a workman (is, go) just to sit under the tree when
suddenly he (see) a long creature lying in the drain. It (do) not move when he (is,
119

approach) it. Then he (shout) to the other workmen who (are, go) to start to work.
Then, they (catch) the 8 – metre long phyton and (bring) it to the authority of the
zoo in this town.
The diameter of its body (is) about 25 centimeters. They (believe) that the
snake might belong to someone living in the area. The police (are, try) to find the
owner.

Activity 5. Study the explanation below. Then correct the verbs of the text
and identify the generic structure in groups! (Experimental Class)
Writing Recount Using Communicative Cartoon Movies
After watching the movie, you will get information about:

a. the setting (the place, time)
b. the characters (the people in the story)
c. the events (the conflict in the story)
d. the outcome (what happened in the end).
To write a recount text using movies, pretend yourself as if you are the
main character and pretend that the story of the movie is your memorable
experience, your holiday, or your dream at one night.
The recount text based on a communicative cartoon movie story

consists of:
ORIENTATION : the setting (the place, time), the characters (the

people in the story)
EVENTS : the events (the conflict in the story)
RE-ORIENTATION: the outcome (what happened in the end)
A story of a communicative cartoon movie

“Un-Valentine’s Day”
One day before Valentine Day, I and my friends, Rabbit, Piglet, Trigger
and Owl (are) in the Rabbit’s house. We (are, talk) about valentine day. My
friend, Rabbit (disagree) that in a valentine day we have to send cards and gifts to
each other. Because of that, we (promise) that we will not give any cards or gifts
in the valentine day.
It (is) the valentine day. I (open) my door and I (find) a gift without a
name of the sender. I (guess) that it (is) from Piglet, my best friend. I (come) to
her house to give a gift too. When I (am) there, she (say) that she (do) not send me
120

anything, but I (ask) her to keep it and not to tell anyone. Piglet also (want) to
give me a gift, so she (make) a cake. Accidentally, the cake (is) in my other
friends, Trigger and Owl. Finally, Rabbit (know) about it and we (decide) to have
gathering in his house to discuss it. We (think) hard who broke our promise. I
(say) it might be another friend that (do) not know the promise. It might be
Christopher Robin. We (decide) to meet him and (give) a surprise for him. We
(make) a valentine show to him. Although the show was so mess, Christopher
(enjoy) the show and he (give) me and my friends a card of valentine.
When I (go) home, I (meet) my friend Eeyore who (is) not in the gathering
too. Suddenly he (do) confession that he (can) not join us and he (send) the gift to
me on that valentine day. He (say) that I am a kind person. I (am) surprised and I
(am) happy because I have many friends who love me.

Activity 6. Name the generic structure of each part and arrange them into a
recount letter. Do with your partners.
(……. …….) There was also a Trash and Treasure stall where they sold toys. The
school got these things by asking the children to bring them in.
(…… …….) We had displays in the hall. These displays were good but I didn’t
get to see them. The displays came from a lot of countries.
(……………) Although I didn’t win anything, International Day was still fun.
Love from Sue
(…………..) Straight after our performances we had our lunch. There were food
stalls. They came from Australia, Asia, Arab, and Greece.
(………….) We started our day off with performances but the one I liked best
was the one from fourth grade. The performance was from Labamba.
(…………..) Dear Grandpa and Grandma, yesterday at my school we had an

International day. We had performances, food stalls, displays, raffle ticket draw,
and some of us were dressed in costumes.
(…………..) Everyone had a job. These people were from sixth grade. I did my
job after I had lunch. My job was to sell International Day Books.
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C. Joint Construction of the Text
Activity 7.Tell your experience when you were in one of the following
situations or places. Do with your friend. (Control Class)
For example: A Party

Tell about a party you enjoyed.
What did you eat?

What did you drink?
What did people do at the party?
“I was at my friend’s birthday party last weekend.

We ate a lot of food and drank many kinds of drink.
We danced and talked about funny things”.
Look at the following pictures and construct a recount text. Use the questions
as guidelines to construct your text.
• When did you go to the theatre, hospital, or library?
• What happened in those places?
Theatre
Pic.2.10 (Dit. PSMP, 2006)
Hospital
Pic.2.11 (Dit. PSMP, 2006)

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Library
Pic.2.12 (Dit. PSMP, 2006)

Activity 7. Watch a communicative cartoon movie: “Ripped Pant”
Activity 8: Discuss difficult vocabularies related to the displayed movie with

your partner. (Experimental Class)
English Pronunciation Part of Indonesian

Speech
biggest loser /b ́gəst lúzər/ Noun pecundang terbesar
buns /bə́nz/ Noun roti
hilarious /həl ́riəs/ Adjective lucu
lift weights /l ́ft wéts/ Verbs mengangkat beban
pretending to drown /prit ́nd ŋ tú dráwn/ Verbs berpura-pura tenggelam
split /spl ́t/ Verbs membagi
ripped /r ́pt/ Adjectives sobek
ripple /r ́pəl/ Noun riak air
sinks /s ́ŋks/ Verb tenggelam
ripped pants a la /r ́pt pǽnts ə l ́ mód/ Noun mode celana robek
mode
stinky mud puddle /st ́ŋki mə́d pə́dəl/ Noun genangan lumpur yang bau
pant /pænt/ Noun celana
surf /sə́rf/ Noun selancar
righteous /rájt əs/ Adjective adil
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Activity 9. Complete the work sheet as your writing guidance in pairs.

1. My dream was about

…………………………….
2. Who are we?
Cartoon Characters Name of the characters
I am Sponge Bob
My friend’s name is
……………..
My friend’s name is
……………..
3. Where was I?
The story of my dream began when I was

in……………………………………………
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4. Rearrange the jumble events as depicted in the movie!
Number these
random events so
Illustrations Descriptions
that they become
in a good order.
After weigh-lifting, Larry invited me
and Sandy to play volley ball. I did
not enjoy the play. Again, people
knew that my pant was ripped; they
laughed at me.
I was sad and I met my friends who

had a same feeling with me. We tried
to amuse each other.
I and Sandy bathed; suddenly Larry

came to invite me and Sandy to do
weight-lifting.
When we surfed, I pretended to sink

only for showing my ripped pant to
everyone. Everyone had worried
about me. Sandy was so fed up and
she left me.
I and friends sang a song together.

The song was about our sad feeling.
No one cheers when I only lifted a

stick.
Instead I showed my ripped pant to

people. I thought that it was funny
and would make people love me, but
it made people annoyed.
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My pant was ripped when I tried to

lift the weight.
5. How was the end of my dream?
Your answer:
This illustration will help you to write

the end of the movie/ your dream.
6. Your recount writing will consist of:

Title : (Number 1)
Paragraph 1 : Introducing the movie characters and settings of place and time
(Number …… and …….)
Paragraph 2 : Containing events of the story orderly. These conflicts may be

written in 1 or more paragraphs. (Number …….)
Last Paragraph: Containing the end of your dream and your feeling about it.
(Number ……..)
Activity 10. Let’s write your movie story using the guidance above.
126

D. Independent Construction of the Text

Activity 8. Write a recount text based some topics given. Do it individually.
(Control Class)
To write your own recount, you could:

 Write for a wall magazine telling about your trip to the Borobudur.
 Tell your friends what happened in the last episode of your favourite TV
serials.
 Write to your pen-friend telling about the last Independent Day Festival.
 Write about something that happened at your school.
Choose a story of your own.
Activity 11. Watch a communicative cartoon movie: “A Valentine Day”
Activity 12. Let’s write your movie story. (Experimental Class)

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NARRATIVE MATERIAL
A. Building Knowledge of Field

Activity 1. Discuss these questions with friends.
1. Do you tell local folktales or legends to your little sisters or brothers?

2. Which folktale or local legends do you like best?
3. Who were the characters?
4. What happened to these characters?
5. Was it a sad or happy ending?
Activity 2. Look at the pictures. Have you ever heard stories about them?
What are the pictures about?
Activity 3. Study the following words related to a recount text that is going to
be discussed in the next section!

step mother /st ́p mə́ðər/ Noun ibu tiri
bossy /b ́si/ Adjective suka menyuruh
greedy /grídi/ Adjective serakah
arrogant / ́rəgənt/ Adjective sombong
hate /hét/ Verb sembenci
guard /g ́rd/ Noun pengawal
prince /pr ́ns/ Noun pangeran
farm /f ́rm/ Noun ladang
decide /dəsájd/ Verb memutuskan
expel / ksp ́l/ Verb mengusir
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B. Modeling of Text
Activity 4. Read the following text and answer the questions below based on
the information of the text. Discuss with your partners.
Sarah, a Melon Girl
(ORIENTATION) Once upon a time there was a beautiful girl called

Sarah, who lived with her step mother. Her step mother was very bossy, greedy
and arrogant. She hated Sarah a lot.
(COMPLICATION) One day when her father was working out side, the
step mother hit Sarah and expelled her from the house. She went out side and
walked far away from the house. Suddenly she saw a big melon farm and went in
it. After that she hid in a big melon. She used to go out of the melon and get her
food.
(COMPLICATION) One day a prince visited the farm and saw the big
melon. “Cut this melon I want to eat it, the prince said. The prince’s guards started
to cut the melon but they heard a voice from it. Sarah said “Don’t cut me please!”
They were all surprised at this situation. The prince said “Who are you? Calm
down, please come out.” After that she came out. He fell in love with her.
(RESOLUTION) She told him her story so the prince decided to marry
her and they lived happily ever after.

8. What is the complication of the text?
9. What is the resolution of the text?
10. In general, state the function of a narrative text!
Activity 5. In pairs, study the explanations below. Then change the verbs into
the correct forms (Simple Past Tense and Past Continuous Tense).
Look at the example!
1. Simple Past Tense

Simple Past Tense is used to state activities in a certain time in a past. The
adverbial times which are used to state past tense are last …., yesterday, …. ago,
etc.
S + V2 (Regular and Irregular verb)

e.g. The princes arrived.
e.g. The king went to the jungle.
129

2. Past Continuous Tense

Past Continuous tense is used to say that someone was in the middle of
doing something at a certain time in a past. The adverbial times which are used to
state past continuous tense are last …., yesterday, …. ago, etc. The signal words of
Past Continuous Tense are when, while, as long as.
I/ he/ she/ it + was

+ V ing
You/ they/ we + were
Examples: The king was leaving the palace.

The dwarfs were playing the fire ball.
3. We often use Past Continuous Tense and Simple Past Tense together to
say that something happened in the middle of something else.
Past Continuous tense+ when+ simple past tense

e.g. She was crying when the old woman came.
Simple past tense +while+ Past Continuous tense

e.g. He went while I was sleeping.
4. In a narrative text you also use time connections and conjunctions. Here
are examples of:
Time connections when

at last
soon
then
after
finally
before
in the end
Conjunctions therefore
as a result
besides
so that
moreover
furthermore
1. The elephants were bathing (bath) in the river bank when the hunter came
(come).
2. It………(rain) when the visitors ……….(arrive).
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3. The old woman ……………(find) the cat while she…………(pick) the

fruits.
4. The shepherd …………(sleep) when the tiger ………….(attack) one of
his goats.
5. The little boy …………….(rescue) the turtle while he…………(swim) in
the shore.
6. The farmer………(catch) the monkey when it…………(eat) the bananas.
Activity 6. Correct the verbs of the text below and identify the generic
structure. Do with your partner. (Control Class)
Snow White
Long ago, in the Neverland, there (live) a very beautiful princess, Snow
White. The Queen (is) her stepmother. She (is) very jealous of her beauty. So she
(want) her to die.
Snow White (know) about the evil plan. She (escape) into a forest. There
she (make) friends with seven dwarfs. The queen (turn) into a witch. Snow White
(do) not realize it. The witch (give) her a poisoned apple. As a result, Snow White
(sleep) until she (get) her first love.
Fortunately, in the end, Prince Charming (revive) her with a kiss. They
(live) together happily ever after.

Activity 6. Discuss the explanation below. Then correct the verbs of the
text below and identify the generic structure. Do with your partner.
Writing Narrative Using Communicative Cartoon Movies
Different writers organise their stories in different ways. However, they usually
give their information about:
a. the setting (the place, time)
b. the characters (the people in thestory)
c. the complication (the conflict in the story)
d. the outcome (what happened in the end)
131

The narrative text based on a Communicative Cartoon Movie story consists

of:
ORIENTATION : the setting (the place, time), the characters (the

people in the story)
COMPLICATIONS : the complication (the conflict in the story)
RESOLUTION : the outcome (what happened in the end)
A story of a communicative cartoon movie

“Snow White”
Long ago, in the Neverland, there (live) a very beautiful princess, Snow
White. The Queen (is) her stepmother. She (is) very jealous of her beauty. So she
(want) her to die.
Snow White (know) about the evil plan. She (escape) into a forest. There
she (make) friends with seven dwarfs. The queen (turn) into a witch. Snow White
(do) not realize it. The witch (give) her a poisoned apple. As a result, Snow White
(sleep) until she (get) her first love.
Fortunately, in the end, a charming prince (revive) her with a kiss. They
(live) together happily ever after.

Activity 7. Name the generic structure of each paragraph and arrange them
into a narrative text. Do with your partner.
Babu and the Lion
Luckily the lion didn’t attack him. It was tame. There was a large thorn in
its right front foot. The lion looked at Babu. It seemed to say something
like:”Please help me. It’s very painful.” Babu walked bravely to the lion and
pulled out the thorn. Babu and the lion turned out to be friends.
One day, there was a slave whose name was Babu. His master was very,
very bad. You know, he often punched Babu and did not offer him food for days.
Poor Babu! So he escaped into a forest and slept in a cave.
Next morning, he heard a loud roar. In front of him...., at the mouth of the
cave..., was a very big lion. You see, Babu was scared to death! Kind of scary,
isn’t it? But he could not escape.
132

C. Joint Construction of Text
Activity 8. With a friend, choose a folktale or a local legend in Java Island,

then write into a story. Use the story plan below to write notes for
your narrative. (Control Class)
Where and when?
____________________________________________________
____________________________________________________
Who were in the story?
____________________________________________________
____________________________________________________
____________________________________________________
What was the problem?
____________________________________________________
____________________________________________________
____________________________________________________
How did they try to solve the problem?
____________________________________________________
____________________________________________________
____________________________________________________
How did the story end?
____________________________________________________
___________________________________________________
Activity 8. Watch a communicative cartoon movie: “The Prince and the
Pauper.”
Activity 9: Discuss difficult vocabularies related to the displayed movie with

your partner.
133


flourished /flə́r t/ Adjective berkembang
ruthless /rúθləs/ Adjective kejam
greedy /grídi/ Adjective serakah
thieving captain /θív ŋ kǽptən/ Noun kapten pencuri
henchmen /h ́nt mən/ Noun antek
kindling /k ́ndl ŋ/ Noun kayu
swing it up /sw ́ŋ ́t ə́p/ Verb menggoyangkannya ke atas
cobblers /k ́blərz/ Noun tukang sepatu
your majesty /j ́r mǽd əsti/ Noun keagungan anda
royal duties /r ̀jəl dútiz/ Noun tugas kerajaan
dumb /də́m/ Adjective bodoh
outburst /áwtbə̀rst/ Noun ledakan
deserve /dəzə́rv/ Adjective layak
banquet /bǽŋkwət/ Noun perjamuan
envy / ́nvi/ Adjective iri
dreary /dr ́ri/ Adjective suram
take of place /ték ə́v plés/ Verb bertukar tempat
peasant /p ́zənt/ Noun petani
halt /h ́lt/ Verb berhenti
slob /sl ́b/ Adjective pemalas
entire inventory / ntájər ̀nvənt ́ri/ Noun seluruh persediaan
flipped /fl ́pt/ Verb membalik
noble man /nóbəl mǽn/ Noun orang yang dimuliakan
alive /əlájv/ Adjective hidup
your highness /j ́r hájnəs/ Noun kemuliaan Anda
gravely ill /grévli ́l/ Noun sakit parah
owe /ó/ Verb berhutang
dungeon /də́nd ən/ Noun penjara gelap bawah tanah
adieu /ədú/ Noun kata perpisahan
wiry lad /w ́ri lǽd/ Noun pemuda
insolent scoundrel / ́nsələnt Adjective bandel, nakal
impostor skáwndrəl/ Noun penyemu
sire / ̀mp ́stər/ Noun Tuan
royal companion /sájər/ Noun penasehat kerajaan
sworn /r ̀jəl kəmpǽnjən/ Verb bersumpah
compassion /sw ́rn/ Noun kasih saying
/kəmpǽ ən/
134

Activity 10. Complete this work sheet as your writing guidance in pairs.
1. The Title of the movie is
….……………………………….
2. Who are they?
Cartoon Name of the Description the roles/ appearances/

Characters characters characteristics
3. What are the setting of place and time?
The place was..……………………….
The story began when………………………

135

4. Rearrange the jumbled conflicts as depicted in the movie!
Number these random Illustrations Descriptions

conflicts so that they
become in a good order.
The captain jailed the prince and

his friend when the prince came
back to the palace after knowing his
father passed away.
The prince had an idea to take

Mickey’s place because he was
envy with Mickey’s freedom.
The prince was so sad hearing his

father died, ha wanted to come back
to his palace and save people from
the captain’s cruel.
The pauper, Mickey, was free to

play with friends along days.
Mickey was arrested by the captain

and he was brought to the prince.
The prince was so bored with royal

duties that he had to do everyday.
Gawrsh showed his ring as a sign

that he was the prince after
knowing the captain’s henchmen
made a trouble.
136

The prince, Gawrsh, pretended to

be the pauper and Mickey acted
like the prince.
The prince and the pauper met for

the first time. They were shock
when they looked each other. They
had same body size and face.
5. How is the end of the story?
Your answer:
These illustrations will help you to write

the end of the story.
6. Your narrative writing will consist of:
Title : (Number 1)
Paragraph 1 : Introducing the movie characters and settings of place and time.
(Number …… and …….)
Paragraph 2 : Containing conflicts of the story orderly. These conflicts may be

written in 1 or more paragraphs. (Number …….)
Last Paragraph: Containing the end of the story. (Number……..)
Activity 10. Let’s write your movie story using the guidance above.
137

D. Independent Construction of the Text

Activity 9.Now let’s write a story individually. Choose one of the titles below,
and then write into a story. (Control Class)
1. Anna and The Witch
2. The Swan Princess
3. The Frog Prince
Activity 11. Watch a communicative cartoon movie: “The Legend of Sleepy

Hollow.” (Experimental Class)
Activity 12. Let’s write your movie story. (Experimental Class)

OBSERVATION DURING THE RESEARCH
EXPERIMENTAL CLASS
Response
Element Comments
Yes No
All of the groupworks can cooperate effectively; they have a good
Interpersonal and Small Group √
communication.
Skills
Each member gives contributions by helping, sharing, encouraging
√
Face-to-face interaction efforts to produce, although some of students are passive.
√ Overall, each groupwork can perform well to present their tasks answers.
Positive Interdependence
Individual accountability √ Each member is able to do the task. They can understand the material
together.
√ Most of groupworks can discuss well in each exercise to achieve their
Group Processing goals.
Pacitan, April 2012

Researcher

NIP. 19780415 200801 2 019 NIM.08202241038
138

OBSERVATION DURING THE RESEARCH
CONTROL CLASS
Response
Element Comments
Yes No
Interpersonal and Small Group √ The students can develop their leadership instructorship so they can make
Skills decision well.
Each member is able to explain, discuss, and teach what they know to
√
Face-to-face interaction teammates. Each member tries to help passive students in their groups.
√ All members are responsible to give contributions for their group’s

Positive Interdependence
performances.
Individual accountability √ Each member is able to do the tasks given. The students actively give
contribution to their works.
√ Each groupwork discusses well to achieve their goals and maintain
Group Processing effective workings.

Pacitan, April 2012

Researcher

NIP. 19780415 200801 2 019 NIM.08202241038

139

140

Inter-Rater Reliability
(Pre-Test / Control Class)
Case Processing Summary
N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.909 2
Intraclass Correlation Coefficient
Intraclass 95% Confidence Interval F Test with True Value 0

a
Correlation Lower Bound Upper Bound Value df1 df2 Sig
Single Measures .832b .678 .917 10.930 29.0 29 .000
Average Measures .909c .808 .956 10.930 29.0 29 .000
Two-way mixed effects model where people effects are random and measures effects are fixed.
a. Type C intraclass correlation coefficients using a consistency definition-the between-measure
variance is excluded from the denominator variance.
b. The estimator is the same, whether the interaction effect is present or not.
c. This estimate is computed assuming the interaction effect is absent, because it is not estimable
otherwise.
141

(Pre-Test / Experimental Class)
N %
Excludeda 0 .0
Total 30 100.0
Cronbach's
Alpha N of Items
.911 2

a
otherwise.
142

(Post-Test / Control Class)
N %
Excludeda 0 .0
Total 30 100.0
Cronbach's
Alpha N of Items
.971 2

a
otherwise.
143

(Post-Test / Experimental Class)
N %
Excludeda 0 .0
Total 30 100.0
Cronbach's
Alpha N of Items
.976 2

a
otherwise.

144

DESCRIPTIVE STATISTICS
Statistics
Pretest Pretest Postest Postest

Kontrol Eksperimen Kontrol Eksperimen
N Valid 30 30 30 30
Missing 0 0 0 0
Mean 60.2500 59.6333 70.3667 76.7333
Median 59.0000 60.2500 70.0000 76.2500
Mode 55.50a 51.00a 70.00a 76.00
Std. Deviation 6.66146 4.82975 4.54467 3.05336
Minimum 51.00 51.00 61.50 72.50
Maximum 76.00 67.50 83.50 85.00
Sum 1807.50 1789.00 2111.00 2302.00
a. Multiple modes exist. The smallest value is shown
145

NORMALITY TEST
One-Sample Kolmogorov-Smirnov Test
Pretest Pretest Postest Postest

Kontrol Eksperimen Kontrol Eksperimen
N 30 30 30 30
Normal Parameters a,b Mean 60.2500 59.6333 70.3667 76.7333
Std. Deviation 6.66146 4.82975 4.54467 3.05336
Most Extreme Absolute .122 .078 .178 .164
Differences Positive .122 .075 .178 .164
Negative -.082 -.078 -.097 -.110
Kolmogorov-Smirnov Z .667 .428 .974 .897
Asymp. Sig. (2-tailed) .765 .993 .298 .397
a. Test distribution is Normal.
b. Calculated from data.
146

HOMOGENEITY TEST
Test of Homogeneity of Variances
WritingSkillPretest
Levene
Statistic df1 df2 Sig.
1.584 1 58 .213
Test of Homogeneity of Variances
WritingSkillPosttest
Levene
Statistic df1 df2 Sig.
1.263 1 58 .266

147

T-Test
Group Statistics
Std. Error
Kelompok N Mean Std. Deviation Mean
WritingSkillPretest Kontrol 30 60.2500 6.66146 1.21621
Eksperimen 30 59.6333 4.82975 .88179
WritingSkillPosttest Kontrol 30 70.3667 4.54467 .82974
Eksperimen 30 76.7333 3.05336 .55746
Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Mean Std. Error Difference
F Sig. t df Sig. (2-tailed) Difference Difference Lower Upper
WritingSkillPretest Equal variances
1.584 .213 .410 58 .683 .61667 1.50224 -2.39039 3.62372
assumed
Equal variances
.410 52.888 .683 .61667 1.50224 -2.39659 3.62992
not assumed
WritingSkillPosttes Equal variances
1.263 .266 -6.369 58 .000 -6.36667 .99962 -8.36762 -4.36572
assumed
Equal variances
-6.369 50.749 .000 -6.36667 .99962 -8.37372 -4.35961
not assumed

148

CATEGORIZATION
Pre-Test Scores (Control Class)
Cumulative
Frequency Percent Valid Percent Percent
Valid Good 4 13.3 13.3 13.3
Fair 26 86.7 86.7 100.0
Total 30 100.0 100.0
Post-Test Scores (Control Class)
Cumulative
Valid Good 25 83.3 83.3 83.3
Fair 5 16.7 16.7 100.0
Total 30 100.0 100.0
Pre-Test Scores (Experimental Class)
Cumulative
Valid Good 2 6.7 6.7 6.7
Fair 28 93.3 93.3 100.0
Total 30 100.0 100.0
Post-Test Scores (Experimental Class)
Cumulative
Valid Good 30 100.0 100.0 100.0

149

Pre‐Test Scores (Control Class)
Pre‐Test
No Induk Name Rater Rater Mean
1 2
1 6044 AHMAD RIFA'I 57 54 55,5

2 6045 AJENG PRADITYA 59 57 58
3 6046 ALFIAN HARDIYANTO 55 57 56
4 6047 BAGAS ALFATH DINYAR 51 53 52
5 6048 ANDRI SETIAWAN 53 55 54
6 6049 ALISA 73 72 72,5
7 6050 BAYU INDRA GUNAWAN 51 51 51
8 6051 CHOIRUL USMAN ABIDIN 52 55 53,5
9 6052 DEWI LATIFAH 60 61 60,5
10 6053 DINA LISTANI 69 67 68
11 6054 ESTI YUBAEDAH 53 52 52,5
12 6055 LUCKY NORTIANA PARAMITA 57 56 56,5

13 6056 DWI PUTRA SUBAKTI 59 59 59
14 6057 HIDAYATUL MUNAWAROH 60 61 60,5
15 6058 IHWAN MUZAKI 58 59 58,5
16 6059 INDAH ROSMAYANTI 65 64 64,5
17 6060 IRMA CITRA SAFITRI 75 75 75
18 6061 JOKO SUSANTO 56 55 55,5

19 6062 KRISLISTIOSO WENI 64 64 64
20 6063 LAURA YULANDA ISTIFANI 65 68 66,5
21 6064 LISA KURNIAWATI 67 65 66
22 6065 EDY KURNIAWAN 63 61 62
23 6066 M HANIF 60 60 60

24 6067 RANI PUSPITASARI 52 51 51,5
25 6068 ROBITOH HUSNA 77 75 76
26 6069 SAIFUL ANWAR SOLEH 60 62 61
27 6070 ZAINAB LUXFI'I 58 60 59
28 6071 TRANG WIBOWO 55 58 56,5

29 6072 WAHYU ISKANDAR 63 66 64,5
30 6073 WAHYU PRATAMA 56 59 57,5

150

Post‐Test Scores (Control Class)
Post‐Test
1 2
1 6044 AHMAD RIFA'I 67 68 67,5
2 6045 AJENG PRADITYA 75 70 72,5
3 6046 ALFIAN HARDIYANTO 64 63 63,5
4 6047 BAGAS ALFATH DINYAR 67 68 67,5
5 6048 ANDRI SETIAWAN 62 61 61,5
6 6049 ALISA 80 80 80
7 6050 BAYU INDRA GUNAWAN 66 66 66
8 6051 CHOIRUL USMAN ABIDIN 68 68 68

9 6052 DEWI LATIFAH 71 70 70,5
10 6053 DINA LISTANI 72 69 70,5
11 6054 ESTI YUBAEDAH 68 69 68,5
12 6055 LUCKY NORTIANA PARAMITA 69 68 68,5
13 6056 DWI PUTRA SUBAKTI 70 70 70
14 6057 HIDAYATUL MUNAWAROH 72 70 71
15 6058 IHWAN MUZAKI 70 68 69

16 6059 INDAH ROSMAYANTI 72 71 71,5
17 6060 IRMA CITRA SAFITRI 80 78 79
18 6061 JOKO SUSANTO 71 69 70
19 6062 KRISLISTIOSO WENI 70 72 71
20 6063 LAURA YULANDA ISTIFANI 71 71 71
21 6064 LISA KURNIAWATI 72 72 72
22 6065 EDY KURNIAWAN 75 75 75

23 6066 M HANIF 70 69 69,5
24 6067 RANI PUSPITASARI 69 64 66,5
25 6068 ROBITOH HUSNA 84 83 83,5
26 6069 SAIFUL ANWAR SOLEH 71 69 70
27 6070 ZAINAB LUXFI'I 70 69 69,5
28 6071 TRANG WIBOWO 70 68 69
29 6072 WAHYU ISKANDAR 74 73 73,5
30 6073 WAHYU PRATAMA 66 65 65,5

151

Pre‐Test Scores (Experimental Class)
Pre‐Test

1 2
1 6268 AGUS SAHRIN 57 56 56,5
2 6269 ANA SETYANINGRUM 61 59 60
3 6270 AISYAH NUR FAJRI 58 57 57,5
4 6271 ALDIANSAH 61 64 62,5
5 6272 AHMAD FAUZI 51 51 51
6 6273 ANDI SAPUTRO 64 62 63
7 6274 ARIEF NUR EHSAN 56 55 55,5
8 6275 DIANA EVI AGUSTIN 66 64 65
9 6276 INDAH MEILIA HASTUTI 51 51 51
10 6277 DENI HUDA ANDITTAMA 52 54 53

11 6278 DEWI PRASTIYORINI 60 61 60,5
12 6279 AYUSTIN NUR AZIAH 62 62 62
13 6280 FEBRI WIRANINGRUM 59 57 58
14 6281 FIKA ARNISA CANDRA DEWI 68 65 66,5
15 6282 CHOIRUN NINGAM 54 52 53
16 6283 INTAN DWI NOVITASARI 60 62 61
17 6284 IQWAN SAMTOSO 57 56 56,5
18 6285 KHOIRUL MUSTAKIM 60 57 58,5
19 6286 LABIB AHMA 68 67 67,5
20 6287 MIKE NUR FADILAH 56 59 57,5
21 6288 MUHAMMAD KHOIRUL J.T . 66 66 66

22 6289 NOFA ADI ARI FIANTO 66 64 65
23 6290 RAVELINO AHYAR FERDIANT 60 63 61,5
24 6291 PUTRA BOWO LEKSMONO 55 57 56
25 6292 PUTRI NIANGSARI 62 60 61
26 6293 RANI KRISTIANA MAYASARI 64 63 63,5
27 6294 NOVAL AGATHA WIJAYA 55 54 54,5
28 6295 RIRIN MARTIKA RAHMAWATI 62 64 63
29 6296 VIAN VIDI ATMADJA 55 55 55
30 6297 VIVI MARFUAH 66 69 67,5

152

Post‐Test Scores (Experimental Class)

Post‐Test
1 2
1 6268 AGUS SAHRIN 73 73 73
2 6269 ANA SETYANINGRUM 79 78 78.5

3 6270 AISYAH NUR FAJRI 74 74 74
4 6271 ALDIANSAH 77 77 77
5 6272 AHMAD FAUZI 74 73 73.5
6 6273 ANDI SAPUTRO 76 77 76.5
7 6274 ARIEF NUR EHSAN 73 72 72.5

8 6275 DIANA EVI AGUSTIN 81 80 80.5
9 6276 INDAH MEILIA HASTUTI 73 72 72.5
10 6277 DENI HUDA ANDITTAMA 73 72 72.5
11 6278 DEWI PRASTIYORINI 80 82 81
12 6279 AYUSTIN NUR AZIAH 81 80 80.5

13 6280 FEBRI WIRANINGRUM 76 75 75.5
14 6281 FIKA ARNISA CANDRA DEWI 76 75 75.5
15 6282 CHOIRUN NINGAM 77 76 76.5
16 6283 INTAN DWI NOVITASARI 77 76 76.5
17 6284 IQWAN SAMTOSO 76 76 76

18 6285 KHOIRUL MUSTAKIM 76 75 75.5
19 6286 LABIB AHMA 76 77 76.5
20 6287 MIKE NUR FADILAH 78 79 78.5
21 6288 MUHAMMAD KHOIRUL J.T . 76 76 76
22 6289 NOFA ADI ARI FIANTO 76 76 76

23 6290 RAVELINO AHYAR FERDIANT 77 78 77.5
24 6291 PUTRA BOWO LEKSMONO 78 77 77.5
25 6292 PUTRI NIANGSARI 76 76 76
26 6293 RANI KRISTIANA MAYASARI 81 81 81
27 6294 NOVAL AGATHA WIJAYA 76 76 76
28 6295 RIRIN MARTIKA RAHMAWATI 83 80 81.5
29 6296 VIAN VIDI ATMADJA 72 74 73
30 6297 VIVI MARFUAH 85 85 85

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SURA T KETERANGAN
Yang bertanda tangan di bawah ini:
Nama : Dewi Marlina, S Pd.
NIP : 197804152008012019
Pekerjaan : Guru Bahasa Inggris kelas VIII SMP N I Arjosari
menyatakan bahwa saya telah menganalisis data berupa karangan sederhana

bahasa Inggris peserta didik kelas VIII SMP N I Arjosari, yang merupakan hasiI
penelitian dari mahasiswa.
Nama : Titis Dewi Cakrawati
NIM :08202241038
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Bahasa dan Seni
Pengambilan data tersebut dilakukan dalam rangka memenuhi salah satu

tahap penyelesaian Tugas Akhir Skripsi yang berjudul " I:~.e Effect of Using
Communicative Cartoon Movies With Fantasy Genre on the Teaching of
Writing Skill in the Second Grade of SMPN I Arjosari, Pacitan, East Java in
the Academic Year of 2011/2012". Dalam hal ini saya bertindak sebagai Expert
Jndgment sekaligus Penilai I.
Demikian pemyataan ini saya buat. Semoga dapat digunakan sebagaimana

mestinya.
~~2012
Dewi Marlina, S Pd.

NIP. 197804152008012019
KEMENTERIAN PENDl!)lKAN DAN KLBUDA YAAN
UNIVERSITAS NEGERI YOGYAKARTA
• FAKULTAS BAHASA DAN SENI

A/amal: Karangma/ang,
http://www.fbs.uny.ac.id//
Yogyakarta 55281 fiil (0274) 5E0843, 548207 Fax. (0274) 548207
FRM/FB.S/33-0 1
10 Jan 2011
Nomor : 248/UN.34.12/PP/II/2012 9 Februari 2012 '
Lampiran
Hal : Permohonan Izin Penelitian
Kepada Yth.
Kepala SMP Negeri I Arjosari Pacitan Jawa Timur
Kami beritahukan dengan hormat bahwa mahasiswa kami dari Fakultas Bahasa dan Seni
Universitas Negeri Yogyakarta bermaksud akan mengadakan Penelitian untuk memperoleh data
menyusun Tugas Akhir Skripsi (TAS) Tugas Akhir Karya Seni (TAKS)rTugas Akhir Bukan Skripsi
(TABS), dengan judul :
The Effect of Using Communicative Cartoon Movies with Fantasy Genre on the Teaching of
Writing Skill of the Second Grade of SMPN I Arjosari Pacitan East Jawa in the Academic Year of
201112012
Mahasiswa dimaksud adalah :
Nama : TITIS DEWI CAKRAWATI

NIM : 08202241038
Jurusan/ Program Studi : Pendidikan Bahasa Inggris
Waktu Pelaksanaan : Februari - April 2012
Untuk dapat terlaksananya rnaksud tersebut, kami mohon izin dan bantuan seperlunya.
Atas izin dan kerjasama Bapakllbu, kami sampaikan terima kasih.

r
163
PEMERINTAH KABUPATEN PACITAN

- t
DINAS PENDIDIKAN KABUPATEN PACITAN

UPT SMP N 1 ARJOSARI
n. Raya Nawangan No.3 Arjosari Telp. (0357) 631003
P ACIT AN
Kode Pos 63581
SURAT KETERANGAN
Nomor: 800/069/408.37.15.05/2012
Yang bertanda tangan di bawah ini Kepala UPT SMP Negeri I Arjosari Kabupaten Pacitan
Propinsi Jawa Timur, dengan ini menerangkan bahwa:
Nama : TTTTSDEWI CAKRA WATI

Tempat, Tanggallahir: Pacitan, 15 Juli 1990
NIM : 08202241038
Program Studi : Pendidikan Bahasa Tnggris
Universitas : Universitas Negeri Yogyakarta
Telah melaksanakan Penelitian dalam rangka Penyusunan Skripsi dengan Judul"The Effect
of Using Communicative Cartoon Movies with Fantasy Genre on the Teaching of
Writing Skin at the Second Grade of SMPN I Arjosari, Pacitan, East Java in the
Academic Year of 201112012". .,~
Tanggal Penelitian : Februari - April 2012

Tempat : UPT SMPN I Arjosari
Demikian surat keterangan ini dibuat untuk dipergunakan seperlunya.

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88

2. Now think of your most memorable experience. Write down your

School : SMPN I ARJOSARI

School : SMPN I ARJOSARI

1). Watch a communicative

School : SMPN I ARJOSARI

School : SMPN I ARJOSARI

1). Watch a communicative

2). Rewrite its movie story

School : SMPN I ARJOSARI

2).Discuss the grammatical features

School : SMPN I ARJOSARI

School : SMPN I ARJOSARI

School : SMPN I ARJOSARI

School : SMPN I ARJOSARI

- Use of particular nouns to refer or to describe the particular people,

Communicative Language Teaching

4). Arrange jumble narrative paragraphs based on the generic structures in

1. Opening (10 minutes)

3. Closing (10 minutes)

Priyana, Joko. Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding

Widiati, Utami, [et. al.]. 2008.Contextual Teaching and Learning Bahasa

Indicators of Competence Assessment Assessment Assessment

Pacitan, March 2012

DEWI MARLINA, S Pd. TITIS DEWI CAKRAWATI

School : SMPN I ARJOSARI

The purpose of recount text is to document a series of events and

The recount text is organized to include:

a. an orientation providing background information needed to understand the

Common grammatical feature of recount include:

Communicative Language Teaching

2. Main Activities (100 minutes)

3).Do an exercise by correcting the grammatical features and identifying

3. Opening (10 minutes)

4. Main Activities (100 minutes)

3. Closing (10 minutes)

Priyana, Joko. Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding

Widiati, Utami, [et. al.]. 2008.Contextual Teaching and Learning Bahasa

Indicators of Competence Assessment Assessment Assessment

2. Creating written recount Individual Worksheet Appendix 2

Pacitan, March 2012

DEWI MARLINA, S Pd. TITIS DEWI CAKRAWATI

School : SMPN I ARJOSARI

of events. It instructs because it teaches readers that problems should be

Communicative Language Teaching

Then, do its exercise by correcting the grammatical features and

c. Joint Construction of the Text

1. Opening (10 minutes)

3. Closing (10 minutes)

Priyana, Joko. Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding

Widiati, Utami, [et. al.]. 2008.Contextual Teaching and Learning Bahasa

Indicators of Competence Assessment Assessment Assessment

2. Creating written narrative Individual Worksheet Appendix 2

3. Working cooperatively in Observation Observation Appendix 3

Pacitan, March 2012

DEWI MARLINA, S Pd. TITIS DEWI CAKRAWATI

School : SMPN I ARJOSARI

The purpose of recount text is to document a series of events and

The recount text is organized to include:

a. an orientation providing background information needed to understand the

Common grammatical feature of recount include:

Then, do its exercise by correcting the grammatical features and

3. Closing (10 minutes)