CHAPTER I

INTRODUCTION

This chapter presents several aspects related to the topic of the research. They are the
research background, the research problem, and the research contribution.

1.1 The Research Background

Writing is one of the English skills that must be mastered by the students in teaching-
learning process. By having writing ability, the students can share information, thoughts,
experiences or ideas to other people. For some students, writing might be easy to do, but for
some others it might not. There are some factors causing such kind of problem. Based on the
result of interviewing the English teacher at SMPN 1 Grujugan and observing the students, most
of them had problem when they were asked to write a good text, especially descriptive text. It
was difficult for them to produce a simple descriptive text based on the ideas they have or the
topic given by the teacher.
Concerning this, the teachers need to introduce various ways as interestingly as possible
to motivate the students to write a descriptive text. One of the ways to make teaching and
learning process more effective and interesting is by using media. According to Suyanto
(2010:101), in the teaching and learning process, media can help the teachers to teach materials
clearly and make the students easy to understand the materials. It means that the teachers have to
provide media to teach the materials and make teaching and learning process more memorable
for the students.
Related to the students’ problem in mastering writing, the researcher will use realia as the
alternative media to improve the students’ descriptive text writing achievement. Richards (1997)
defines realia as actual objects and items which are brought into classroom as examples or as
aids to be talked and written about and in teaching. The researcher believes that the students can
easily get the idea while looking at the realia because they directly can see, hear, smell, touch, or
even taste the object. By bringing the realia into the classroom, the students are expected to use
their five senses to maximize. They do not only imagine something that they do not familiar
enough with, but also they can see, hear, smell, touch, even taste. Using realia as media,
hopefully it will be able to solve some problems faced by the students.
 Nuria Ulfi conducted a research about improving the seventh grade students’ ability in
writing procedure text by using realia. The result of this research showed that the students could
improve their writing skills in almost of the five writing aspects, such as content, vocabulary,
grammar, mechanics, and organization. Another research was done by Rizal Amiruddin about
the use of realia in improving the seventh grade students’ descriptive text writing achievement.
The result showed that there was a significant improvement on the students’ writing descriptive
text after the teaching-learning by using realia. Then, Ikhsan Susilo conducted a research about
the effectiveness of using realia to improve the twelfth grade students’ ability of vocational
school in writing descriptive text. In this research, there was a significant effect after being
taught by using realia. It was proved by difference scores between pre test and post test. He
concluded that realia could improve the students’ writing descriptive text. Markhamah also did a
research about developing students’ descriptive text writing ability through realia. The result of
this research showed that there was an increase of students’ ability in writing descriptive text
after treatments using realia as media.
Based on those researches above, the researcher decides to conduct a research about the use
of realia but with different theme and different level of participants. The researcher decides to
use theme “fruits” but in this case not using familiar fruit because most of the students already
have background knowledge about certain fruits. This research aims to improve the eighth grade
students’ descriptive text writing ability. By using realia, this research is expected to guide the
students to develop their idea in writing descriptive text.

1.2 The Research Problem

1. Can the use of realia improve students’ descriptive text writing achievement?

1.3 The Research Contribution

1. The English Teachers
For the English teachers, the result of this research hopefully can be used to consider the
use of realia as media to teach writing.
2. The students
The use of realia as media in teaching writing can improve the students’ writing
achievement.
3. Future Researchers
The result of this research study is expected to give information when they conduct new
researches with similar or different objects in the research design by using realia in
different level of students.
 CHAPTER II
RELATED LITERATURE REVIEW

This chapter highlights the discussion of some literatures related to the variables of the
research. It consists of writing achievement, aspects of writing achievement, definition of realia,
advantages and disadvantages of realia, descriptive text, assessing students’ writing, the
procedures of teaching writing descriptive text by using realia, the research hypothesis, and the
previous research findings.

2.1 Writing Achievement

Writing has an important role in teaching learning process especially for EFL (English as
Foreign Language) students. Harmer (1998:79) states that the advantages of teaching writing to
the EFL students are for reinforcement, language development, learning style, and also as a basic
skill. In addition, Wingersky (1999:4) states that writing is a process through which you
discover, organize, and communicate your thoughts to a reader. By writing, the learners are able
to share some information, express their thought, experiences, or develop their ideas to the reader
in written form.
According to Heaton (1991:135), writing skills are complex and sometimes difficult to
teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual
and judgmental elements. The writer needs to pay attention for some aspects of writing. They
should write grammatically correct sentences with appropriate words in order to produce a well-
organized text. Moreover, the messages that are going to share to the readers are easy to
understand.
Patel and Jain (2008:125) say that the expressions of the writer when they are writing are
stated through visual symbols. It means that, writing also can help the students to master some
English components such as grammar and vocabulary. The other aspects of writing that should
be considered by the teachers are content, organization, and mechanics besides grammar, and
vocabulary. A good paragraph of writing should cover those aspects to make the reader imagine
what the writer wrote and not face any problem while reading.
Based on the explanation above, writing achievement in this research means the students’
achievement in writing descriptive text which is conducted in writing test based on the score of
aspects of writing such as content, organization, mechanics, grammar and vocabulary after being
taught by using realia.

2.2 Aspects of Writing

There are some aspects of writing that the students or the writer has to know. Those
aspects can help the writer to make a good paragraph of writing. There are five aspects that are
used in writing such as grammar, vocabulary, mechanics, content, and organization that will be
explained as follows:
2.2.1 Grammar
According to Hans (2013:1) grammar is the way in which words are put together to form
proper sentence. Grammar is very important in a language. It is the glue that holds the pieces of
language together. If the language is unclear and meaningless, it can be attributed to incorrect
grammar. Grammar is one of language component that should be mastered by the students. In
writing, grammar can make written content more readable and in turn more interesting.
Wingersky (1999:58) states that the effectiveness of paragraph can be diminished because
of simple grammatical errors. Some common errors are with sentence structure, punctuation,
spelling, and other basic mechanics and part of speech. Even something as simple as misplaced
comma can completely change the meaning of a sentence.
In this research, grammar is used to evaluate the students’ writing in simple present tense
in the form of descriptive text. The reason of choosing simple present tense because it is one of
language features of descriptive text.

2.2.2 Vocabulary
According to Bram (1995:48), words are the basic tool for writing, because words carry
meaning where the writer’s message across. Having good mastery of vocabulary is very crucial
to conveys their ideas in writing. However, a large vocabularies is not enough for the writer if
he/she does not use words appropriately. There will be some miscommunication. In this research,
the vocabularies used in writing descriptive text are noun, verb, adverb, adjective, preposition,
pronoun, conjunction, and article.
2.2.3 Mechanics
Mechanics refers to the use of conventional graphic of the language, the step of arranging
letters, words, paragraphs, by using knowledge of structure and some others related to one
another. Mechanics is one of the important aspects for composing a good writing. It deals with
spelling, punctuation, and capitalization. The students should understand how to apply
mechanics in their writing in order to make a good paragraph of writing.

2.2.4 Content
Content refers to how the writer develop his or her ideas to the reader. How expressive the
writer in conveying the content is important to make the reader easier to grab the meaning of the
text. Heaton (1991:35) states that content deals with the writer’s ability to think creatively and
develop thoughts, excluding all irrelevant information. It is necessary for the writer to pay
attention more because the idea will be conveyed in details in this part. A good writing will have
an understandable content, which consist of at least clarity, conciseness, and completeness as
suggested by Camp (2001:290). Clarity means that the writing must be understandable to the
reader. Conciseness means choosing the diction appropriately in expressing the idea, and
completeness means details in every part needed while constructing a good writing.

2.2.5 Organization
Organization in writing is the students’ ability in arranging their ideas, a sentence to
another sentences in order to make logical arrangement and cohesion to construct a paragraph
unity. Wingersky (1996:36) states that a well-organized paragraph must have unity and
coherence. He adds that a paragraph has a unity if the information in it clearly and directly
related to the main idea. McCrimmon (1967:113) says that unity can be achieved as long as the
paragraph has a good and clear topic sentence, because a unified paragraph makes clear reading.
Carino (1991:160) says that coherence occurs when each sentence follows logically and
clearly from one sentence to the following sentence. It means that every sentence in a paragraph
should connect smoothly. Oshima and Hogue (1983:91) argue that coherence means the
paragraph is easy to read because the supporting sentences are in some kind of logical order.
Moreover, the ideas are connected by the use of appropriate transition signal such as: next, then,
after, that, finally, etc.
2.3 Definition of Realia
Kasbolah (1995:71) states that realia which are brought in EFL (English as Foreign
Language) classroom would stimulate learning of the young students, who like to see, to touch,
and to hold things. The teacher can bring realia into the classroom and used it as a teaching aid.
According to Pearson (2008:24), realia is a term for real things-concrete objects-that are used in
the classroom to build background knowledge and vocabulary. Realia can help the students to
give some memories by observing the things. Soames (2010) adds that the word realia means
using real items found in everyday life as an aid to teach English. According to Gebhard
(2006:101), some examples of realia are food, drink, clothes, plants, toys, dolls, puppets, hats,
umbrellas, bag, pencil, eraser, fruits, vegetables, newspaper, etc. From those example of realia,
the students are able to see and touch the three dimensional objects and enable them to describe
the object correctly. Even besides seeing and touching, they also can use their other senses such
as hear, smell, and taste.

2.4 Advantages and Disadvantages of Realia

Realia as teaching aid is one of the ways to grab student’s attention in the teaching and
learning process. Soames (2010) states that many EFL (English as Foreign language) students
get bad experience of learning English at school. That is why by using realia, it can help the
students to overcome difficulties in learning English. Realia will direct the students’ attention on
the lesson and help them create a conducive teaching learning process. Realia give the students
opportunity to use all of their senses about a given object.
According to Soames (2010), there are some advantages of using realia as teaching aid, they
are:
1. Realia is really grabbing student’s attention.
2. Realia can help the students to make English lesson memorable.
3. Realia creates a link between the objects and the word or phrase they show.
4. Realia can encourage creativity by involving the sense because it stimulates the mind,
and bring vocabulary to life.
5. Students can touch, see, smell, hear, even taste it, and
6. It saves time.

From the points above, realia can give a life experience to the students while learning by see
and touch the object directly.
 On the other hand, there are some disadvantages of using realia in the classroom. As stated
by Hidayati (2010) that the disadvantages of realia is not all of realia can be brought into the
classroom. Sometimes the size of realia is too big or it can make some danger. The teacher
needs to consider what kind of realia that are suitable as media in teaching and learning process.
It is impossible for the teacher to bring such as wild animals, transportation, something that
potential hazard, and object may too large or too small. Another disadvantages is the cost of
some realia is expensive and not all of the teachers can buy those realia. It is necessary for the
teacher to prepare everything before teaching. The teacher should be able to choose the
appropriate theme with the level of the students. Make sure that the realia is easy to be observed
by the students, not distract the students’ attention, and safety. A good classroom management is
needed to control the students’ activities while observing the realia.

2.5 Descriptive text

Descriptive text is a kind of text that describes particular things, person, places or things
with the purpose to give information to the readers. Wong (1998:373) states that descriptive
paragraph is used to describe a person, a place, or an object so precisely that the readers “see”
clearly in his or her imagination. The writer should observe and record every detail information
of the object that can attract the readers’ senses.
Djuaharie (2010:339) mentions the kinds of generic structures of descriptive text, they are
identification and description. Identification is a part of paragraphs that introduces a subject or a
thing that will be describes, while description is a part of paragraphs that describes the
characteristics of the subject. The language features that can be found in descriptive text are
simple present tense, using specific noun, adjective, and adverb.
The following is the example of descriptive text;
Giraffe
Giraffes are the tallest mammals in the world. We can find them in central, eastern and
southern Africa. Some of them are also kept in the zoo.
A giraffe has a long neck and long legs. The long neck helps it to eat leaves from the tall
trees. It pulls the leaves by its long tongue. Around his body, it has spotted patterns. “Giraffa
camelopardalis” is its scientific name. On the top of its head, there are small “horns” or knobs.
They are used to protect the head when fighting.
 From the example of descriptive text above, the first paragraph is called identification
because the paragraph identifies animal “giraffe” to be described. The next paragraph is called
description because it gives the information of particular animals being described such as parts
and the characteristics.

2.6 Assessing students’ writing

The students’ writing achievement means the ability of students in writing descriptive text
after being taught by using realia. The result of writing test will be assessed to measure the
students’ achievement in writing. The researcher needs certain methods to evaluate their work.
There are two kinds of method that can be used to assess students’ writing, they are analytic and
holistic scoring method.

2.6.1 Analytic Scoring Method

Analytic scoring method is designed to rate papers on separate criteria. Hughes (2003:100)
defines analytic scoring method as a method of scoring, which requires a separate score for each
aspect of writing skill. There are five aspects of writing to be evaluated by teacher, namely:
vocabulary, grammar, content, mechanic, and organization. The advantages of analytic scoring
are the raters are required to focus on each of various assigned aspects of a writing product, so
that they all evaluate the same features of a student's performance. Besides, the score given by
the raters will tend to make the scoring more reliable. But the practical disadvantage of analytic
scoring, as indicated by Davies et al (1999), is more time-consuming.

2.6.2 Holistic Scoring Method

Holistic scoring method is a method which trained the raters to evaluate a piece of writing
for its overall quality. In this type of scoring, the raters are trained not to become overly
concerned with any one aspects of writing but to look at a response as a whole. Davies (1999)
states a major advantage of holistic over analytic scoring is that each writing product can be
evaluated quickly by more than one rater. However, the disadvantage of holistic scoring method
is the rater cannot identify in which aspects of writing that the students have the strengths and
weaknesses. Another possible disadvantage is that different raters may choose to focus on
different aspects of the writing product.
 From the explanation above, two methods of scoring can be applied to evaluate the
students’ writing namely: analytic and holistic scoring method. in this classroom action research,
the researcher decides to apply analytic scoring method to assess the students’ writing.

2.7 The procedure of teaching writing descriptive text by using realia

Writing is one of important language skills that should be mastered by EFL (English as
Foreign Language) students. By using realia as the teaching aids, it is expected to overcome
some problems faced by the students in constructing a well-organized writing.
In this research, realia is used as media in teaching writing descriptive text. The researcher
collaborates with the English teacher in conducting this research. Before carrying out the
research, the researcher should prepare the lesson plan based on the curriculum in the school to
make a well-organized teaching and learning process.
The procedures of using media in teaching and learning process are explained in the
following parts:
1. Choosing the appropriate realia based on the curriculum for the eighth grade students.
2. Preparing the realia as the media in teaching descriptive text writing.
3. Giving explanation about descriptive text.
4. Distributing the realia to the students.
5. Asking the students to observe the realia.
6. Asking the students to mention the characteristic of realia.
7. Asking the students to write the descriptive text based on the realia given.
8. Checking the students’ work.

2.8 The research hypothesis

Action hypothesis of this classroom action research are formulated as follow:
1. The use of realia can improve the students’ descriptive text writing achievement.

2.9 The previous research findings

Ikhsan Susilo conducted a research about the effectiveness of using realia to improve the
students’ ability in writing descriptive text. In this research, there is a significant effect after
being taught by using realia. It was proved by difference score between pre test and post test. He
concludes that realia can improve the students’ writing descriptive text. Then, Nuria Ulfi also did
a research about improving students’ ability in writing procedure text by using realia. This
research also uses realia as the teaching media but not for the kind of text and the level of
participants. The result of this research shows that the students can improve their writing skills in
almost of the five writing aspects, such as content, vocabulary, grammar, mechanics, and
organization. Another research was done by Rizal Amiruddin about the use of realia in
improving the students’ descriptive text writing achievement. It was also resulting that there was
a significant improvement on the students’ writing descriptive text after the teaching-learning by
using realia.
From those previous research findings, the researcher decides to conduct a research on the
use of realia but with different theme and different level of participants. The researcher decides
to use theme “fruits” but in this case not using familiar fruit because most of the students already
have background knowledge about certain familiar fruits. This research aims to measure the
eighth grade students’ writing ability. By using realia, this research is expected to be able to
guide the students to develop their idea in writing descriptive text.
 CHAPTER III
THE STUDY
This chapter presents the research design, research participants, data collection methods,
research procedures and data analysis.

3.1 Research Design

This research will use Classroom Action Research (CAR) as the research design. Frankel
(2012:589) states that classroom action research is a research which is done by one or more
individuals to solve a problem in the classroom. Therefore, it can be used by the researcher to
solve the students’ problem in writing, especially writing descriptive text by using realia as the
media. In conducting the research, the researcher will collaborated with the English teacher of
the eighth grade of SMPN 1 Grujugan Bondowoso. This research will be conduct in the cycle
model proposed by Kemmis and Taggart (2005:66). They are: (1) planning; (2) acting; (3)
observing; (4) reflecting.
In this classroom action research, the teaching learning process will be divide into two
cycles. The result of the post-test in Cycle 1 will be use as valuable input and basis to
accordingly revise the planning in Cycle 2. Therefore, Cycle 2 will be conduct to ensure the
research results.

3.2 Research Participants

The participants of this research are the eighth grade students of SMPN 1 Grujugan. They
are the students of class VIII A in academic year 2016/2017 which is consist of 38 students, 30
female and 8 male students. This class will be select as the research participants because most of
the students can not reach the minimum requirement standard score which is 75 on writing test
compared with another classes. It means that the students of class VIII-A need to improve their
writing skill.

3.3 Data Collection Method

There are three kinds of data collection methods used in this research;
3.3.1 Writing Test
In this research, writing test will be use to get the main data of VIII-A students’ writing
achievement by using realia. Arikunto (2006:150) says that test is as an instrument that is used to
measure skills, knowledge, talents, of individual or group. In this case, writing test will be given
in the end of each cycle. The researcher will use inter-rater reliability to score the students’
descriptive writing test result. Both the researcher and the English teacher will score the student
writing test result by using analytic scoring method suggested by Hughes (2003:104). There are
five aspects of writing that should be scored such as; grammar, vocabulary, mechanics, content,
and organization.

3.3.2 Observation
McMillan (1992:128) states that observation in the classroom action research is used to
describe the activities, responses, and involvement of the students in teaching learning process.
The observation in this research is intended to get data about the students’ activities in the
classroom during the teaching learning process in writing. The students are considered as the
active participants if 70% of the students fulfill at least four indicators, but if they could not, they
are passive students.

3.3.3 Interview
Interview in this research will be conduct in the preliminary study. The interviewee is the
English teacher of class VIII-A SMPN 1 Grujugan, Bondowoso. The purpose of the interview is
to get the supporting data about the teaching media used by English teacher and the students’
difficulties in writing achievement. From the interviewee, the researcher got the information that
the students faced some problems how to express their ideas, thoughts, experiences, and opinion
in written form.

3.3.4 Documentation
According to Arikunto (2006:231), documentation is a method of collecting data about
the variables in the form of notes, transcripts, news, magazines. In this research, documentation
is used to get the supporting data about the respondents’ names and their previous English
writing scores from the English teacher.
3.4 Research Procedures
This classroom action research will be implement in the form of cycles in which each cycle
consisted of four steps. They are: (1) planning; (2) acting; (3) observing; (4) reflecting.

3.4.1 Planning
Planning will be use to make the implementation of the action research run properly. It
referred to some preparations needed in all steps to implement the action of the research. They are
as follows;
1) Constructing the lesson plan for the first cycle (meeting I and meeting II)
2) Preparing realia as media in teaching writing
3) Preparing the scoring rubric to score the students’ writing
4) Constructing the writing test by realia to measure the students’ descriptive text writing
achievement.

3.4.2 Acting
Acting in this research, the researcher collaboratively with the English teacher of the
eighth grade students of SMPN 1 Grujugan. In the first meeting, the researcher had a role as a
teacher who taught writing descriptive text by using realia, while the role of the English teacher as
an observer. In the second meeting, there are an exchange role between the teacher and the
researcher. This actions is planned to be conducted in two cycles. The first cycle consisted of two
meetings for teaching writing and followed by the writing test in the third meeting. The second
cycle is conducted if the result of the first cycle had not achieve the target of the research score
yet. This research is conducted during the school hours according to the schedule of the class.

3.4.3 Observing
Observation is needed to monitor the students’ participation during teaching and learning
process. This observation is conducted collaboratively with the English teacher. The researcher
provide the observation checklist which consists of four indicators. They are; 1) The students pay
attention to the teachers’ explanation, 2) The students ask questions to the teacher, 3) The students
answer the teachers’ question, and 4) The students do the writing task given by the teacher. The
students are categorized as active students when they fulfill at least three indicators.

3.4.4 Reflecting
Reflecting is conducted to know the result whether or not the action given could
successfully improve the students’ writing achievement. The researcher and the English teacher
did the reflection after analyzing the result of writing test and the result of observation. The result
of the first cycle is used to decide whether the action is stopped or not

3.5 Data Analysis Method

In analyzing the data, this research will use both statically and non-statically . The non-
statically analysis is used to analyze the data gathered from interview, observation, and
documentation.
The result of the students’ writing test is analyzed statically by using the following
formula:
n
E = Nx 100%

Notes:
E = The percentage of the students who get ≥ 75 in the writing test.
n = The number of the students who get ≥ 75 in the writing test.
N = The total number of the students
(Adapted from Ali, 1993: 186)

The result of writing test in the form of the students’ score of writing test is analyzed by
using the following formula to find mean score:
Σx
M=
N
M = the mean score of the students’ writing test
Σx = total score of the students’ writing test
N = the number of the students
(Adapted from Hadi, 1989:186)
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APPENDIX

Lesson Plan I
(Meeting 1 in Cycle I)

Subject : English
Level/Semester : VII/2
Language skill : Writing
Theme : Fruits
Topic : Descriptive Text
Time allocation : 2 x 40 minutes

I. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori

II. Kompetensi Dasar

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait dengan
deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan
konteks penggunaannya
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang,
binatang, dan benda
4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang,
binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
III. Indicators
3.7.1 Identifying the generic structure of descriptive text
3.7.2 Identifying the language features of descriptive text
4.7.1.1 Describing the characteristics of realia given in the form of simple present tense
4.7.2.1 Constructing a descriptive text related to the fruit by using the realia given
IV. Learning Objectives
1. The students are able to identify the generic structure of descriptive text
2. The students are able to identify the language features of descriptive text
3. The students are able to describe the characteristics of realia given in the form of simple
present tense
4. The students are able to construct a descriptive text related to the fruit by using the realia
given

V. Learning Materials
1. Topic: Descriptive text
2. Definition of Descriptive text
It is a text which used to describe something, someone, or place.

3. Social function
It is used to describe something, someone, or place.
4. Generic structures
 Identification
Introducing who, where or what is being described.
 Description
Describing parts, qualities, and the characteristic of the person, place, or thing to be
describe.
5. Language Features
 Using simple present tense
 Using adjective
 Using noun and pronoun
 6. Example of Descriptive text

Grapes Title

Grape is a kind of fruits. Grape also has

many varieties such as green grapes, red grapes, yellow grapes and original Identification
grapes which has purple color. This fruit usually used to make juice, jelly,
drink or beverages, oil, and raisin. You can also eat the grape directly.

Grape has much antidiokside and it works stronger than Vitamin C

in orange and vitamin E. It can protect our body from pollution and can
keep us stay young. Grape has a sweet taste but sometimes it sour. The
North American grape is the grape that is usually uses to make drink Description
(wine). Muscadin, is grape which uses to make jelly grape. Some peoples
say that the best way to eat grape is eat it to the skin

VI. Learning Method

Approach : Students Centered Learning
Method : Individual Work

VII. Media and Resources

Media :
1. Realia
2. Worksheets
3. Laptop
4. Power point presentation

Resources :
https://naminadia.wordpress.com/2013/11/
the pictures of fruits available at: Google images
VIII. Teaching Learning Activity
Activity Description Time Allocation

Set Induction 1. Greeting 1’

2. Inviting the students to pray 1’
3. Checking students’ attendance 2’
4. Giving some leading questions related to the 4’
topic they will discuss
5. Stating the learning objectives 2’

Main Activity Observing

1. Paying attention to the realia showed by the 2’
teacher
2. Paying attention to the teachers’ explanation 5’
about the example of descriptive text based
on the realia
3. Paying attention to the teachers’ explanation 5’
about generic structure, social function, and
language features of descriptive text
Questioning
4. Asking about descriptive text, its generic 3’
structure, social function, and language
features
Exploring
5. Writing sentences based on the realia in the 15’
form of simple present tense
6. Discussing the answer with the entire class 5’
7. Writing a simple descriptive paragraph
about realia showed by the teacher 15’
Communicating
8. Presenting their work in front of the class 10’
9. Paying attention to the teachers’ feedback 5’
 on the students’ writing

Closure 1. Guiding the students to make conclusion 4’

about the material given
2. Parting the students 1’

IX. Assessment
Components Scores and Criteria

Content 5 Knowledgeable, thorough development of text, and relevant to

assigned topic
4 Some knowledgeable of subject, some development of text but
relevant to assigned topic
3 Some knowledgeable of subject, limited development of text,
relevant to assigned topic but lacks detail
2 Limited knowledgeable of subject, inadequate development of text,
relevant to the topic but lacks detail
1 Does not show knowledgeable of subject, inadequate development
of text, not relate to assigned topic, or not enough to evaluate
Organization 5 Material well organized and link of ideas
4 Some lack of organization and link of ideas but do not impair
communication
3 Lack of organization and link of ideas frequent; re-reading is
required for clarification is needed
2 Lack of organization and link of ideas very frequent; readers own
interpretation is needed
1 Lack of organization, link of ideas so severe as to make
communication impaired or not enough to evaluate
Grammar 5 Few (if any) errors of grammar of word order
4 Some errors of grammar or word order but do not interfere
comprehension
 3 Errors of grammar or word order fairly frequent; re-reading is
necessary for full comprehension
2 Errors of grammar or word order very frequent; readers own
interpretation is needed
1 Errors of grammar or word order so severe as to make
comprehension virtually impossible or not enough to evaluate
Vocabulary 5 Use few (if any) inappropriate words
4 Use some inappropriate words but do not interfere comprehension
3 Use wrong or inappropriate words frequent; expression of ideas
limited
2 Use wrong or inappropriate words very frequent; readers own
interpretation is needed
1 Vocabulary so limited as to make comprehension impossible or not
enough to evaluate
Mechanic 5 Few (if any) wrong punctuation or spelling
4 Some wrong punctuation or spelling but do not interfere
comprehension
3 Wrong punctuation or spelling frequent; re-reading is necessary for
full comprehension
2 Wrong spelling very frequent; readers own interpretation is needed
1 Wrong spelling or punctuation so severe as to make
comprehension virtually impossible or not enough to evaluate
SCORE :
(Content + Organization + Grammar + Vocabulary + Mechanic) x 4 = Total

(Adapted from Hughes, 2003: 101-102)

 Lesson Plan II
(Meeting 2 in Cycle I)

Subject : English
Level/Semester : VII/2
Language skill : Writing
Theme : Vegetables
Topic : Descriptive Text
Time allocation : 2 x 40 minutes

I. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori

II. Kompetensi Dasar

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait dengan
deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan
konteks penggunaannya
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang,
binatang, dan benda
4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang,
binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
III. Indicators
3.7.1 Identifying the generic structure of descriptive text
3.7.2 Identifying the language features of descriptive text
4.7.1.1 Describing the characteristics of realia given in the form of simple present tense
4.7.2.1 Constructing a descriptive text related to the vegetable by using the realia given

IV. Learning Objectives

1. The students are able to identify the generic structure of descriptive text
2. The students are able to identify the language features of descriptive text
3. The students are able to describe the characteristics of realia given in the form of
simple present tense
4. The students are able to construct a descriptive text related to the vegetable by using
the realia given

V. Learning Materials
1. Topic: Descriptive text
2. Definition of Descriptive text
It is a text which used to describe something, someone, or place.
3. Social function
It is used to describe something, someone, or place.
4. Generic structures
 Identification
Introducing who, where or what is being described.
 Description
Describing parts, qualities, and the characteristic of the person, place, or thing to
be describe.
5. Language Features
 Using simple present tense
 Using adjective
 Using noun and pronoun
 6. Example of Descriptive text

Grapes Title

Grape is one of a kind of fruits. Grape also

has many varieties such as green grapes, red grapes, yellow grapes and Identification
original grapes which has purple color. This fruit usually used to make
juice, jelly, drink or beverages, oil, and raisin. You can also eat the grape
directly.

Grape has much antidiokside and it works stronger than Vitamin C

in orange and vitamin E. It can protect our body from pollution and can
keep us stay young. Grape has a sweet taste but sometimes it sour. The Description
North American grape is the grape that is usually uses to make drink
(wine). Muscadin, is grape which uses to make jelly grape. Some peoples
say that the best way to eat grape is eat it to the skin

VI. Learning Method

Approach : Students Centered Learning
Method : Individual Work

VII. Media and Resources

Media :
1. Realia
2. Worksheets
3. Laptop
4. Power point presentation
Resources :
https://naminadia.wordpress.com/2013/11/
the pictures of vegetables available at: Google images
VIII. Teaching Learning Activity
Activity Description Time Allocation

Set Induction 1. Greeting 1’

2. Inviting the students to pray 1’
3. Checking students’ attendance 2’
4. Giving some leading questions related to the 4’
topic they will discuss
5. Stating the learning objectives 2’

Main Activity Observing

1. Paying attention to the realia showed by the 2’
teacher
2. Paying attention to the teachers’ explanation 5’
about the example of descriptive text based
on the realia
3. Paying attention to the teachers’ reviews 5’
about generic structure, social function, and
language features of descriptive text
Questioning
4. Asking about descriptive text, its generic 3’
structure, social function, and language
features
Exploring
5. Writing sentences based on the realia in the 15’
form of simple present tense
6. Discussing the answer with the entire class 5’
7. Writing a simple descriptive paragraph
about realia showed by the teacher 15’
Communicating
8. Presenting their work in front of the class 10’
9. Paying attention to the teachers’ feedback 5’
 on the students’ writing

Closure 1. Guiding the students to make conclusion 4’

about the material given
2. Parting the students 1’

IX. Assessment
Components Scores and Criteria

Content 5 Knowledgeable, thorough development of text, and relevant to

assigned topic
4 Some knowledgeable of subject, some development of text but
relevant to assigned topic
3 Some knowledgeable of subject, limited development of text,
relevant to assigned topic but lacks detail
2 Limited knowledgeable of subject, inadequate development of text,
relevant to the topic but lacks detail
1 Does not show knowledgeable of subject, inadequate development
of text, not relate to assigned topic, or not enough to evaluate
Organization 5 Material well organized and link of ideas
4 Some lack of organization and link of ideas but do not impair
communication
3 Lack of organization and link of ideas frequent; re-reading is
required for clarification is needed
2 Lack of organization and link of ideas very frequent; readers own
interpretation is needed
1 Lack of organization, link of ideas so severe as to make
communication impaired or not enough to evaluate
Grammar 5 Few (if any) errors of grammar of word order
4 Some errors of grammar or word order but do not interfere
comprehension
3 Errors of grammar or word order fairly frequent; re-reading is
necessary for full comprehension
2 Errors of grammar or word order very frequent; readers own
interpretation is needed
1 Errors of grammar or word order so severe as to make
comprehension virtually impossible or not enough to evaluate
Vocabulary 5 Use few (if any) inappropriate words
4 Use some inappropriate words but do not interfere comprehension
3 Use wrong or inappropriate words frequent; expression of ideas
limited
2 Use wrong or inappropriate words very frequent; readers own
interpretation is needed
1 Vocabulary so limited as to make comprehension impossible or not
enough to evaluate
Mechanic 5 Few (if any) wrong punctuation or spelling
4 Some wrong punctuation or spelling but do not interfere
comprehension
3 Wrong punctuation or spelling frequent; re-reading is necessary for
full comprehension
2 Wrong spelling very frequent; readers own interpretation is needed
1 Wrong spelling or punctuation so severe as to make
comprehension virtually impossible or not enough to evaluate
SCORE :
(Content + Organization + Grammar + Vocabulary + Mechanic) x 4 = Total

(Adapted from Hughes, 2003: 101-102)

 MATERIALS

A. Leading Questions
1. I am a fruit. My flesh color is yellow and the texture is very soft. I have sweet taste.
My peel color is bright yellow. Who am I?
2. Can you mention another characteristics of banana?
3. Is the taste delicious or not?
4. Do you like banana?

B. Students’ Exercise
Task 1 (Group Task)
Write down the sentences based on the realia given in the form of Simple Present
Tense correctly!
No. Kinds of Realia Description

1. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

2. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:
3. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

4. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

Task 2 (Individual Task)

Write a simple descriptive paragraph consisting of at least 5 sentences based on the
following realia.
 MATERIALS

A. Leading Questions
1. I am a vegetable. My color is orange. I have a long shape and rabbits loves to eat me.
Who am I?
2. Can you mention another characteristics of carrot?
3. Is the taste delicious or not?
4. Do you like carrot?

B. Students’ Exercise
Task 1 (Group Task)
Write down the sentences based on the realia given in the form of Simple Present
Tense correctly!
No. Kinds of Realia Description

1. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

2. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:
3. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

4. Name:
Shape:
Taste:
Color:
Texture:
Smell:
Size:

Task 2 (Individual Task)

Write a simple descriptive paragraph consisting of at least 5 sentences based on the
following realia.
 WRITING TEST

School : SMP Negeri 1 Grujugan

Subject : English
Level/Semester : VII/2
Language skill : Writing
Theme : Fruits
Topic : Descriptive Text
Time allocation : 40 minutes

Write a descriptive text based on the realia given by using your own words!

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