THE USE OF RUNNING DICTATION GAME AND

RAPID WRITING STRATEGIES TO IMPROVE THE

STUDENTS’ WRITING SKILLS OF THE EIGHT

GRADE STUDENTS OF MTS N SUSUKAN IN THE

ACADEMIC YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)

English Education Department of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga

Arranged By:

EKA WIDI RIYANTI

113-13-089

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

ii

iii

iv

v

vi

MOTTO

What is with you must vanish: what is with Allah will

endure. And we will certainly bestow, on those who

patiently persever, their reward according to the best of

their actions.

(Qs. An Nahl/16:96)

vii

DEDICATION

This graduating paper is dedicated to:

1. Allah SWT and Prophet Muhammad SAW who always guides ad give

strength for me.

2. My beloved mom Siti Rohmatun and my Father Watimin thanks for

your praying, guidance, love and kindness. You are the best parents

and your smiles and your spirit give me power to always stand up and

fighting to reach success. You‟re my everything.

3. My lovely brother Miki Edi Riyanto thank you for your caring and

kindness.

4. All of my family and neighbor, thanks you for support me.

viii

ACKNOWLEDGEMETS

Bissmillahirrahmairrahim,

In the name of Allah, the most gracious and merciful, the king of univers

and space. Thanks you to Allah because the writer can complete this graduating

paper as one of requirements to finish the study in English Department of State

Institute for Islamic Studies Salatiga.

This graduating paper would not have been completed without support,

guidance and help from individual and institution. Therefore, I would like to

express special thank you:

1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty of

State Institute for Islamic Studies (IAIN) Salatiga.

3. Noor Malihah, M. Pd. as the Head of English Education Department of

State Institute for Islamic Studies (IAIN) Salatiga.

4. Setia Rini, M. Pd. as a counselor of this graduating paper. Thanks for all

your support, advise, suggestion, and recommendation for this graduating

paper frm beginning until the end. Thanks for your patience and care.

5. All lecturers in English Education Department who have given much

knowledge, the writer deeply thanks to you all.

6. My beloved family, thanks for your spirit and patient.

7. All of staff, who have helped the writer in processing of graduating paper

administration.

ix

x

TABLE OF CONTENTS

TITLE i

DECLARATION ii

DECLARATION AND PERMISSION FOR PUBLICATION iii

ATTENTIVE COUNSELOR‟S NOTES iv

STATEMENT OF CERTIFICATION v

MOTTO vi

DEDICATION vii

ACKNOWLEDGEMENT viii

TABLE OF CONTENT x

LIST OF TABLE AND FIGURES xii

ABSTRACT xiii

CHAPTER I INTRODUCTION 1

A. Background of the Study 1

B. Problem of the Study 5

C. Objective of the Study 5

D. Significance of the Study 6

E. Limitation of the Study 6

F. Definition of the Keywords 6

G. Organization of the Graduating Paper 8

CHAPTER II REVIEW OF LITERATURE 9

A. Previous Studies 9

B. Supporting Theories 10

1. General Concept of Writing 10

a. Definition of Writing 10

b. Importance of Teaching Writing 11

c. Step of Writing 12

2. Running Dictation Game 16

a. Definition of Running Dictation 16

b. Advantages to use Running Dictation Game 17

c. Disadvantages to use Running Dictation Game 17

xi

d. Procedure to Use the Running Dictation 17

e. Teacher Instruction 18

3. Rapid Writing Strategies 19

a. Definition about Rapid Writing Strategies 19

b. Procedure of Rapid Writing Strategies 20

CHAPTER III RESEARCH METHODOLOGY 23

A. Method of the Research 23

B. Setting of the Research 24

C. Subject of the Study 26

D. Schedule of the Research 27

E. Design and Procedures of the Research 28

F. Technique of the Data Collection 33

G. Technique of the Data Analysis 36

CHAPTER IV DATA ANALYSIS 37

A. Research Process 37

1. Cycle I 37

2. Cycle II 46

B. Analysis And Discussion 55

CHAPTER V CLOSURE 58

A. Conclusion 58

B. Suggestion 59

REFERENCES

APPENDICES

xii

LIST OF TABLE AND FIGURE

Table 2.1 Teacher Students Instruction 21

Table 3.1 List of VIII Class of MTsN Susukan Academic year 2017/2018…… 26

Table 3.2 Schedule of the research 28

Figure 3.1 Model of research 29

Table 3.3 The Rubric for Assessing Writing Descriptive Text 35

Table 3.4 Score Criteria 35

Table 4.1 Observation Sheet Cycle 1 43

Table 4.2 Result of pre-test and post-test cycle 1 44

Table 4.3 Descriptive Statistics Cycle 1 45

Table 4.4 Paired Sample Test Cycle 1 46

Table 4.5 Observation Sheet Cycle II 43

Table 4.6 Result of pre-test and post test cycle II 51

Table 4.7 Descriptive Statistics Cycle I 52

Table 4.8 Paired Sample Test Cycle II 54

Table 4.9 Analyze of students improvement 56

xiii

ABSTRACT

Widi, Eka. 2017. The Use Of Running Dictation Game And Rapid Writing

Strategy To Improve Students’ Writing Skills of the Eight Grade Students

of MTs N Susukan in the Academic Year of 2017/2018. A Graduating

Paper. English Department and Education State of Islamic Studies Institute

of Salatiga. Counselor: Setia Rini, M.Pd.

This research is mainly aimed to improve students writing skill using

Running Dictation Game and Rapid Writing strategy at the Second Grade

Students of MTs N Susukan in the Academic Year of 2017//2018. The purposes

of research are: (1) to find out the implementation of students‟ writing skills using

Running Dictation Game and Rapid Writing Strategies. (2) to find out the

significant is the influence of students writing skill using Running Dictation Game

and Rapid Writing Strategy. The methodology of research is classroom action

research by giving two pre-test, two treatment and two post-test. The researcher

implemented two cycles; each cycle consist of two meetings. The meeting

consisted of planning, action, observation, and reflection. The researcher found

that the students are active in teaching learning process. The results of this

research in every cycle show that the score of students writing skill was improved.

It can be seen from the mean score of pre-test and post-test. In cycle I post-test is

higher than pre-test: 72.67 > 62.32. in cycle II: 86.78 > 77.50. There is a

significant improvement because t-test 12.781 > t-tale 2.051. the same is also in

cycle II, there is a significant improvement in cycle II. It is shown by t-test 8.832

> t-table 2.051. So, the students writing skill was improved by using Running

dictation Game and Rapid Writing Strategy in teaching learning process.

Keywords: Running Dictation Game, Rapid Writing Strategy, Writing Skill.

1

CHAPTER I

INTRODUCTION

In this chapter the researcher displays about Background of the

study, Problem of the study, objective of the study, significance of the

study, limitation of the study, definition of key words, organization of

graduating paper.

A. Background of the Study

According to Delahunty and Garvey (2010:5) “Language is a

system that connect thoughts, which can‟t be heard, seen, or touched, with

sound, letters, manual signs, or tactile symbols (e.g., Braille) which can. In

this way, one person‟s private ideas may be communicated to another

person.” It can be meant that language is able to convey meaning from one

person to another person. if different regions and could be a means of

communication in the life. However effective communication requires an

understanding and recognition of the connections between a language and

the people who use it. In the world also has a variety of different

language, but with the variety of language that we are able to identify the

country, race, culture, and others, or the language can also be interpreted

as a our identity.

According to Algeo (2010:1), “English has become the most

widespread language in the world, used by more peoples for more

purposes than any other language on Earth. How the English language

changed from being the speech of a few small tribes to becoming the

2

major language of the Earth.” It means English is an international language

used by many different peoples in the world. English is important to study

from kindergarten up to the university and international language to get

information from other countries. Students can learn English in anywhere

can learn in the classroom or in the home.

There are four language skills in English, such as speaking,

listening, writing and reading. Writing is one of skill in language teaching

and it is important to learn because with writing can communicate with the

other people. In late century the people communicate in writing by

traditional letter, but now many people communicate in writing by sending

message through e-mail or through gadget. According Graham and Perin

(2007:3), “Writing skill is a predictor of academic sucess and a basic

requirement for participation in civic life and in the global economy.” Its

mean Writing is the one of ways to obtain a bachelor‟s degree in university

Writing can be interpreted as the result of a thought or idea that is

showcased in an article.

There are many problem in school to develop the students writing

skills especially the eight grade students of MTs N Susukan when the

researcher observe in this school. The students feel difficulty to write

because they confused about what they will write. Beside that, students

feel bored with the learning method given by the teacher who‟s always

monotone.

3

In this study, the researcher provides a solution for the students so

that they motivate their self to write. The researcher hopes by applying the

game and strategy, it effect positive impact in students writing skill. The

researcher offers to use Running Dictation Game. According to Alex

(2013:1), “Running Dictation is a fun reading, listening, and writing task

that first learnt about from classic book Dictation: new methods, new

passibilities by Paul Davies and Mario Rinvolueri”. So Running Dictation

is an activity that is done in the small group, running dictation is not

means dictation itself, but also means variation activity for teaching

English skills, where students can learn in group, run, tell, and write what

they have read. According to Haemata (2010), “Running Dictation is a fun

activity that can be useful for re-energising a “flat” or tired class,

introducing a new theme or topic, or to focus on particular grammatical

point. The teacher choose a short text or dialogue suitable for the level of

the class and make several copies – one for each pair, or group. The text

should include content and language that students are familiar”. It mean

running dictation can give a good ways in teaching English especially in

writing to good achievement, by running dictation can motivate the

students in learning process and students can learn together and help each

other.

Students learn to write by writing, to make writing well we must

know what the strategy used. And we must now the writing process. The

writing process involves generating ideas, developing and organizing the

4

ideas, and revising and editing them. The Researcher will be focus on

generating ideas students need to develop skill for getting what they know

about a topic down on paper, and generating ideas or finding additional

facts. To get the generating ideas we must find the strategy. Here the

writer will research about the Rapid Writing Strategy. Rapid Writing

Strategy is one of the effective strategies in writing skill. This strategy also

can help the teacher in teaching learning process. According to Bright

(2007), rapid writing strategy is an effective strategy that encourages

fluency. In other word, this strategy can help the teacher to teach the

student in writing fast. The purpose is in order they can fluent in English

writing. The student write by rapid writing strategy to get the generating

idea from the text through running dictation game.

The teacher apply Running Dictation Game and Rapid Writing

Strategy to teaching writing skill. In applying Running Dictation Game

and Rapid Writing Strategy, most of student like to study something that

they can imagine immediately and it makes them more interested and

stimulated to explore and develop their ideas with own word in writing the

text. Therefore, the Researcher use Running Dictation Game and Rapid

Writing Strategy to teach for second grade of MTs N Susukan.

Based on the explanation above, the researcher is interested in

conducting a research entitled “The Use of Running Dictation Game And

Rapid Writing Strategies to Improve Students’ Writing Skills of the Eight

Grade Students of MTs N Susukan in the Academic Year of 2017/2018”.

5

This research changed motivation and interest of students in learning

English language (English lesson). And increase student achievement on

writing skill.

B. Problems of the study

Based on the background of the study, the researcher formulaties the

problems of the study as follows:

1. How is the implementation of students‟ writing skill using Running

Dictation Game and Rapid Writing Strategies of the eight grade

students of MTs N Susukan in the Academic Year of 2017/2018?

2. How significant is the influence of Running Dictation Game and Rapid

Writing Strategy in improve the students writing skill of the eight

grade students of MTs N Susukan in the Academic Year of

2017/2018?

C. Objectives of the Study

The objective of this study are as follows:

1. To find out the implementation of students‟ writing skills using

Running Dictation Game and Rapid Writing Strategies of the eight

grade students of MTs N Susukan in the Academic Year of

2017/2018.

2. To find out the significant is the influence of students‟ writing skills

using Running Dictation Game and Rapid Writing Strategy.

6

D. Significance of the study

1. Theoretical advantages are:

a. The result of research can be used the references for those who

want to conduct a research in English teaching to build student‟s

Writing skill.

b. Research will be used for teacher in teaching English.

2. Practical advantages are:

a. Students‟ writing skill is more develop than before used this game

and strategies.

b. The research will be improved by the writer himself in mastering

English in writing skill.

E. Limitation of the study

This study concerns to “The Use of Running Dictation Game and

Rapid Writing Strategies to improve studets’ writing skill”. In order to

focus on this research, so the result is valid and must be boarded from the

problem. The topic must be limited in order to investigate the problems

more accurately, precisely, and correctly. Therefore, this research

especially would be focused on improvement it and influence in the

students ability in writing skill in teaching and learning process using

Running Dictation Game and Rapid Writing Strategy.

F. Definition of the Keyword

Avoiding some incorrect interpretations of this research title, the

researcher would like clarify and explain term used.

7

1. Running Dictation Game

Running Dictation is a fun activity that can be useful for re-

energising a “flat” or tired class, introducing a new theme or topic, or to

focus on particular grammatical point. Choose a short text or dialogue

suitable for the level of the class and make several copies – one for each

pair, or group. The text should include content and language that

students are familiar. (Haemata, 2010).

2. Rapid Writing Strategies

Rapid Writing Strategy is the beginning of a writing assignment,

they access their knowledge, engage with content, review and reflect,

and begin to set direction for writing letters, essays, and other subject-

based assignment. (Revise, 2010). And According Jfink (2012) this

strategy is used best in the idea development phase. The purpose of it is

to get as many of your ideas into paper for the purpose of organizing

those ideas. In other word, this strategy used to collect the ideas from

the text, after that the ideas develop into new text, but still based on the

first text.

3. Writing Skills

Writing skill is a predictor of academic sucess and a basic

requirement for participation in civic life and in the global economy.

(Graham and Perin, 2007:3). According to Hedge (2010:302), “the

writing process is as same as discovery. It is an employing strategies

result to manage the composing process to create a text”.

8

G. Organization of the Graduating Paper

This graduating paper is composed systematically into five

chapters and able to clarify as follow:

Chapter I is Introduction, In this chapter consist of Background

of the study, Problem of the study, objective of the study, significance

of the study, limitation of the study, definition of keywords,

organization of the graduating paper.

Chapter II is Review of Literature, In this chapter, the researcher

will explain about Previous studies and supporting theories consist of

general concept of writing, Running Dictation Game, and Rapid

Writing strategies.

Chapter III is Research Methodology, in the chapter the

researcher will discuss about Method of the Research, Setting of the

Research, Subject of the Study, Schedule of the Research, Design and

Procedures of the Research, Technique of the Data Collection,

Technique of the Data Analysis.

Chapter IV is Data Analysis, It discusses the Research process

and analysis and discussion the result of the test which has done by the

researcher.

Chapter V is Closure, In this chapter, the researcher will explain

about conclusions and suggestions whose thought relationship with any

part that got to be related in this graduating paper.

9

CHAPTER II

REVIEW OF LITERATURE

In this chapter, the writer uses some references that deal with the

topic. It is important for the researcher to know the meaning of this research

in order to be easier in analyzing the students‟ results in making a descriptive

paragraph in especially in writing session.

A. Previous Studies

In the research paper the researcher takes four literature reviews.

The first review is entitled “Teaching writing by using running dictation

activity for elementary school students”. It was written by Zulraudah, a

student of State University of Padang. She conclude that by using Running

Dictation can change the bad image of English especially in writing and

one of the ways to teach English skills especially writing in Elementary

school, Running dictation is done in group.

The second review is “Increasing Students Listening Achievement

Through Running Dictation”. It was written by Resta Putri Yan Asmoro,

Hartati Hasan, and Budi Kadaryanto, They concluded about advantages of

using Running Dictation can increasing listening Achievement during the

research are the students were sociable with their own team other team.

The third research is “Teaching Writing by Comining Transition

Action Detail (TAD) and Rapid Writing Strategies at Junior High School”.

It was written by Anita Susilawati, a student of STKIP PGRI Sumatera

Barat. She conclude that writing is one of essential skill in learning

10

English that should be mastered by the student. And both of the strategies

is transition action detail strategy and rapid writing strategy. Through this

strategy, the student will be easy to memorize all step in writing activities.

The last research Is “The Use Of Running Dictation Technique To

Improve Students’ Writing In Descriptive Text (An Action Research Of The

Tenth Graders Of Sman 1 Bawang Banjarnegara In The Academic Year

2014-2015)”. It was written by Aldila Arin Aini, a student of Universitas

Negeri Semarang. She conclude that The running dictation technique

motivates the students to have wider ideas to write their descriptive text.

By asking the students to do the task in groups, they enjoyed to finish the

given tasks together. Running dictation technique can avoid boredom and

it is not monotonous instead of helping the students generate their ideas.

From four related researches and this research paper are basically

about the teaching writing, but in this research, the researcher is going to

improve students writing skill in the class and the advantages of teaching

writing by using Running Dictation Game and Rapid Writing strategy.

B. Supporting Teories

1. The General Concept of Writing

a. Definition of Writing

According to White (1987:10) writing is the process to

learn how to express the ideas, information, knowledge, or

experience and understand the writing to acquire the knowledge or

some information to share and learn. Writing is a discovery

11

process, it involves discovering ideas, and discovering how to

organize them and discovering what are you want to put to your

readers. Writing is clearly a system of human intercommunication

by means of conventional visible marks (Gelb, 1969:12). Language

is primarily speech and writing is a means to preserve it. Writing

may be very important for one group of students but much writing

to include will be made independently according to the needs of

each group of students. Writing is essential features of learning a

language because it provides a very good means of foxing the

vocabulary, spelling, and sentence pattern. It become an important

expect of students expression at higher stage (patel and jain,

2008:125). From the definition above we know that writing is a

part of language.

b. The importance of teaching Writing

The important of writing to student of English as a foreign

language include reinforcement, language development, learning

style, and the most important writing as a skill in its own right

(harmer, 2002:79).

According to Hyland (2002:105) there are many advantages

of teaching writing such as:

1) Discourse rehearsal: help learners establish way of engaging in

spoken and writing interaction by stimulating real-word events.

12

2) Learning to write: provide opportunities to employ genres

under realistic conditions.

3) Rhetorical consciousness rising: promotes understanding of

reader needs and of writing as means of achieving social and

persuasive purpose.

4) Motivated involvement: provides the student with the reasons

for writing based on their target needs and current interest.

5) Cooperative engagement: requires student to work with others

to collect data, exchange information and make decision.

6) Learner control: offer learners opportunities to determiner their

own routes and strategy to achieve the goal established by the

stimulation.

7) Real feed back : requires student to respond immediately judge

the effectiveness of their communication and develop reader

sensitivity.

c. Steps of Writing

According to Boardman and Frydenberg (2002: 11-30),

good writers think, plan, write a draft, think, rewrite, think, and

rewrite until they are satisfied. Writing is a continuous process of

thinking and organizing, rethinking and reorganizing. Good

writers go through six basic steps. Each step can be repeated as

many times as necessary. The six steps are:

13

1) Assessing the Assignment

Every college or university class is going to have writing

assignments with different purposes, so the first step in the

writing process is to understand exactly what the professor

wants on a particular assignments. Another important is to

know the source of information. The source of information

should be ideas, knowledge, and thoughts.

2) Generating Ideas

The purpose of this step is to think a certain topic and

generate as many ideas as possible. There are many ways to do

this; two of the most effective are brainstorming and

freewriting.

a) Brainstorming

The purpose of brainstorming is to think about and

write down a lot of ideas. It can be done individually or in

groups. And it is important to note all the ideas. This is not

the time to evaluate how good or bad they are.

b) Freewriting

Freewriting is similar to brainstorming. It is started

with a word or a phrase and write down anything that is

related to the topic. The most important aspect of

freewriting is not to allow stopping writing.

14

3) Organizing Ideas

Two methods to organize are topic outline and tree diagrams.

a) Topic Outline

One way to organize ideas is to outline the points. To

write a topic online, we first have to decide what the main

idea of the paragraph is. We should write that ideas as a

sentence or just a few words on the top of paper. All we

need are a few words that will help us remember what is

going to write. Like brainstorming and freewriting, an

outline is just for us, not for anybody else.

b) Tree Diagram

Some people prefer a more visual kind of outline

format called tree diagram. We start with the main idea and

then make branches to points that support the ideas.

4) Writing a First Draft

Once we have our ideas generated and an

organizational pattern to follow, we can write our first draft.

Good writers should make sure to read their writing carefully

in order to make changes and corrections before they consider

it finished.

5) Rewriting

Rewriting is the one of the steps in writing process that is very

crucial because it has been constructed by all aspects of writing

15

such as ideas, vocabulary, punctuation, grammar, style, and

quality of expression in a completing paragraph. Rewriting

consists of two separate processes: revising and editing

a) Revising

Revising is of the first part of the rewriting. We may start

revising as soon as we finish writing, or, better yet, set our

paragraph aside for a while and go back to it later.

b) Editing

The other aspect of rewriting is editing. When we edit, we

check to make sure the spelling, capitalization, punctuation,

vocabulary, and grammar are correct. Editing is somewhat

mechanical because we are basically following rules.

Becoming a better writer is a process of combining these

two aspects of rewriting in order to best communicate what

we want the readers to understand.

6) Writing the Final Draft

Writing the final draft is the last step in writing process.

Keep in mind that any of the steps can be repeated at any time.

Do not forget to write our final draft using paragraph format. Be

sure to add a title.

Students have to apply the six steps of writing to get a

better product in writing. The six steps of writing above help

students and the other writers to write well because those steps

16

are started from collecting ideas to create the ideas become

paragraphs. Therefore, the emphasis is on the process of writing

rather than the finished product. If the students can collect their

ideas or what they have thought and move those ideas into a

piece of paper, it means that they are able to finish their writing

project. It goes without saying that their writing skill has been

improved well because writing is not only about high skill, but it

is also about a lot practices.

2. Running Dictation

a. Definition of Running Dictation

Milne (2014:1) said that dictation as a tool for language

learning has been around for very long time. Milne said that he sure

that many of you remember doing traditional dictations in class.

Running Dictation, however, is a well-established ESL/EFL activity

which is somewhat different from the teacher-fronted model that you

may have in mind, and far more engaging. Before going on to

describe the basic procedure and some variations on it let‟s look

briefly at reasons for adding it to your teaching.

Another guided writing test is dictation. Most teacher

knows about this technique, but few handle it properly. Actually, this

is one of the easier tests to use, and it gives very good information on

the student‟s language ability. But this is true only if you prepare it

17

right, present it right, and score it right. You can get good result from

a dictation if you follow the steps listed below, Madsen (1983:112)

b. Advantages to use Running Dictation Game

According Madsen (1983:117) state that there are many

advantages to use Running Dictation.

1) It can measure general proficiency in English, including many of

the integrative skills use in writing.

2) It is easy to prepare

3) It can be scored with good consistency

4) It is much harder to cheat on than multiple-choice, completion,

or close tests.

c. Disadvantages to use Running Dictation Game

According Madsen (1983:117) state that there are many

advantages to use Running Dictation.

1) It is difficult to use for diagnostic purposes. It combine listening

and writing.

2) It is not usually helpful in measuring short-term progress.

3) It is not as easy to correct as multiple-choice, completin, or else

test.

d. Procedure to Use the Running Dictation

According Haemata (2010) devided the procedure to use

running dictation into seven stage, there are:

18

1) Put students into pairs all small group, one students in each

group is the writer, the students take turns at being the „runner‟.

2) Put the copies of the text up around the walls of the classroom.

3) A runner from each group goes up to their sheet of paper and

tries to memorize as much of the text as possible, before

running back to their group and dictating the text to the writer.

4) For the activity to work, it is important that the runner des not

writer r read the text out loud.

5) When the writer has finished writing that sentence for the text

that the runner could remember, it is the next runner turn, or the

runner and writer could swap roles.

6) Once the whole text has been dictated, each group discusses

and composes a final version of their text, checking for

accuracy of grammar, spelling and punctuation.

7) The winner can be either the first group finished or the most

accurate group, depending on the purpose of the activity.

e. Teacher Instruction

According Haemata (2010) devided the procedure to use

running dictation into seven stage, there are :

1) This is a group activity

2) Work in small group for pairs. One the group is the „writer‟.

Others of you are the „runner‟.

19

3) On the walls there is a piece of text. When I say to start, one

of your runners goes up to your sheet of paper and tries to

memories as much of the text as possible, before going back

to the group and dictating the text to the writer.

4) Try to memorize the punctuation too. You may not read the

text aloud from the wall, or write it down.

5) When the writer has finished writing that sentence (or the

part of the text that you could remember), another runner

from the group runs to the text, and reads and remembers the

next chunk of text to bring back to the writer.

6) Once the whole text has been dictated, your group should

discuss and compose a final version of the text. Check the

accuracy of grammar, spelling and punctuation.

7) The winners will be the first group finished (or most

accurate).

3. Rapid Writing Strategies

a. Definition about Rapid Writing Strategies

Rapid writing strategy is one of the effective strategies in

writing skill. this strategy also can help the teacher in teaching

learning process. According to Bright (2007), rapid writing strategy

is an effective strategy that encourages fluency. In other word, this

strategy can help the teacher to teach the student in fasting writing.

The purpose of it is in order they can fluent in English writing.

20

Clark (2012), this strategy employ best within the plan

development part, the aim is to introduce as several of the concept

into paper for the aim of organizing those concepts. In other word,

this strategy use for a concept in writing story after read a text. That

concept based on the text, it is in order to make good writing.

Jfink (2012), this strategy is used best in the idea

development phase. The purpose of it is to get as many of your

ideas into paper for the purpose of organizing those ideas. This

strategy use to collect the ideas from the text, after that the ideas

develop into new text, but still based on the first text.

The researcher can conclude that the strategy make student

easly to write a text. Make the teacher can see student get

information while read the text. Then, they can make summary

about the text related t the text before.

b. Procedure of Rapid Writing Strategies

Rapid writing strategy make learning interesting, the writer

suggests using summary frame strategy and teaching writing.

Bright (2007) recommends some stept that teacher do in

classroom. Those stept are:

1) Student are given several topics and asked to write for one

five minute without stoping.

21

2) Even if students can‟t think of what to write, they are

encouraged to keep the pen or pencil or fingers at the

keyboard moving and at least writing.

3) Students then count the number of word they have written

and record this information on a chart in their writer

notebook.

In this procedure, the teacher gives the student several

topic and ask them to write about the topic some minute without

stopping. Then, the teacher‟s ask them to write, if they can‟t think

about what they will write. And last, the teacher‟s ask them to

record the information in their written.

Table 2.1

Teachers and Students Instruction

What Teachers do What Students Do

Before

•Plan a topic for rapid writing or

invite the students to suggest

topics.

• Explain that the purpose of

rapid writing is to allow

students to record what they

know about the topic, subject,

or activity, without worrying

about repetition, spelling,

grammar, or any other errors.

• Give directions for rapid

writing. See Student/Teacher

Resource, Tips for Rapid

Writing.

• (Optional) Suggest topics for

rapid writing that are

related to the subject of

study.

During

22

•Give directions. See Student

/Teacher Resource, Tips for

Rapid Writing.

• Give the signal to begin.

• Time the students.

• Give the signal for students to

stop writing.

(You may want to give them a

one-minute warning.)

• At the starting signal, write

or type as quickly as possible

without stopping or making

any corrections.

After

• Debrief.

• Ask students to count the

number of words they have

written.

• Ask who has at least ___

words, until only one or two

hands remain up.

• Discuss the topic, based on

what the students have written.

Encourage students who don‟t

usually participate.

•Focus the students‟ attention on

how their rapid writing can be

the starting point for more

polished pieces.

• Alternatively, as a follow-up

direct students to begin

classifying and organizing

their ideas.

•Alternatively, organize

students into small groups to

share their rapid writing and to

compose a short collaborative

paragraph on the topic.

• Count and record the number

of words.

• Discuss the topic by reading

aloud parts of what they have

written.

• In pairs, explain the thinking

behind the categories used.

• One student from each group

reads the paragraph to the

class.

23

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents about method of the

research, setting of the research, subject of the research, schedule of the

research, design and procedure of the research, technique of the data

collection, technique of analyzing data.

A. Method of the Research

According to Carr and Kemmis as quoted by Burns (1999:

120) “action research is simply a form of self-reflective enquiry

undertaken by participants in social situations in order to improve the

rationality and justice of their own practices, their understanding of

these practices and the situations in which the practices are carried

out.” Action research is the application of fact finding to practical

problem solving in a social situation with a view to improving the

quality of action within it, involving the collaboration and co-operation

of researchers and practitioners.

Classroom action research is the process through which the

teachers collaborate in evaluating their practice jointly; raise awareness

of their personal theory; articulate a shared conception of values; tryout

new strategies to render the values expressed in their practice more

consistent with the educational values they espouse; record their work

in a form which is readily available to and understandable by other

24

teachers; and thus develop a shared theory of teaching by researching

practice. (Elliot, 2011: 10:definisi-classroom-ation-research.html).

From the definition above, the researcher concludes that

classroom action research is the research that be done by the teacher in

teaching learning process to know the situation of students in the class

when they were in learning process. The researcher used classroom

action research because by used this method, the researcher could

identify the real problem faced by the students, and got the

considerations to determine the best method to solve them in order to

improve their writing skill.

B. Setting of the Research

1. The Geeral Description of MTsN Susukan

MTsN Susukan is located in Pos Susukan at Jl. Cilukis or

the main street of Sruwen-Karanggede Km 7 Susukan District,

Semarang Regency, Central Java. The strategic location of MTs N

Susukan and suitable for teaching learning process because its location

supporting environment. MTs N Susukan is the one from many SMP

of the favorite junior high school in Susukan. It is also near from

public areas, such as market, bank, post office and any other public

place.

MTs N Susukan is an educational institution in Semarang

Regency. It is one state of all school in district Semarang. This school

is built in 1965 and launched in May, 31th

1980, currently 52 years old.

25

The name of school is Madrasah Tsanawiyah Negeri Susukan. The

Headmaster of this school in the academic of 2017/2918 is Hj.

Hidayatun,S.Ag. MPd.

MTs N Susukan permanently is subsidized by goverment.

The facilities are text books, teachers and official. The students of MTs

N susukan in academic year 2017/2018 are 937 students. They are

consist of 326 students of seventh year, 308 students of eight and 303

students of nine year. There are 30 classroom in the school for teaching

learning process.

The teaching learning process in MTs N Susukan begins at

07.00 a.m until 13.30 p.m everyday. Each lesson takes along 45

minutes. Beside intra curricular activities, the students also have

extracurricular activities recommended in order to improve their skill

achievements. The extracurricular activities are; volley ball, football,

dance, farming, English morning, computer, extra lesson before last

exam, and etc.

Each of extra activities is held once a week and for extra lesson

is held three times a week. Besides improving students‟ skill and

achievements, the activities are also aimed to train the students‟

discipline, growing up their talent ability, strengthening, confirming

and developing their positive attitude and behavior.

26

2. The Vision of MTs N Susukan Kab. Semarang

As favorite school that chose by society based on faith and piety

(IMTAQ).

3. The Mission of MTs N Susukan Kab. Semarang

a. First priority in teaching learning and experience aspects.

b. Make teaching learning based on religion environment.

(Source: Administration Staff of MTs N Susukan August 3rd

2017)

C. Subject of the Research

The Research was conducted at MTs N Susukan which aim to the

implementation of the use of running dictation game and rapid writing

strategies to improve students‟ writing skill. The subject of this research

was the students of VIII A class that consist of 28 students in the academic

year of 2017/2018. The list of VIII A class could be drawn as follows:

TABLE 3.1

The list of VIII A Class of MTs N Susukan in the academic year of

2017/2018

NO NAME SEX

1. Anita Rahayu F

2. Dewi Fadriani F

3. Deystiara Husna Inayati H. F

4. Dian Novita F

5. Dinda Kurnia Putri F

6. Fina Yusriyal Muntaz F

7. Hanisa Nur Nabilla F

8. Hendro Styawan M

27

9. Ihza Rininta Ratna Palupi F

10. Kemal Abdul Naseer M

11. Mufta Sabna Tilana F

12. Muhammad Alfin Niam M

13. Muhammad Makhrus Ali M

14. Muhammad Risya Falihi M

15. Muhammad Royyan M

16. Nasywa Raisha Syifa F

17. Nida Rohadatul Aisy F

18. Nur Hidayah F

19. Reza Dwiki Darmawan M

20. Rizza Nurul Affan M

21. Sayyidah Khalimatus Sakdiyah F

22. Siska Nur Sofiana F

23. Siti Anisatul Khoiriyah F

24. Siti Farida Nur Sya`Bana F

25. Tiara Kusuma Dewi F

26. Umniyyatul Fitri F

27. Wanudya Sekar Pertiwi F

28. Windi Sabrina Dewi F

(Source: Administration Staff of MTsN Susukan August 3rd

2017)

D. Schedule of the Research

The schedule of the research was conducted in August. Here the

writer as a researcher and the collabolator, English Teacher as a teacher.

The table bellow will show us the schedule of the research:

28

TABLE 3.2

Schedule of the research

No. Date and Time Activities Place and Time

1. July 18th

2017 Observation: giving the

letter to the one of the

staff at MTsN Susukan

(H Nur Cholis, M.Pd) to

do research.

Office MTsN

Susukan (09.00

WIB)

2. July 24th

2017 Make Some Agreement

with English Teacher

about teaching learning

process.

Office MTsN

Susukan (10.15

WIB)

3. July 28st

2017 Meet the English teacher

to do consult the lesson

plan

Office MTsN

Susukan (10.00

WIB)

4. July 31st2017 Doing action in the class

(cycle 1)

In the class

(10.30-11.50)

5. August 3rd

2017 Doing action in the class

(cycle 1)

In the class

(08.30-10.00)

6. August 7th

2017 Doing action in the class

(cycle 2)

In the class

(10.30-11.50)

7. August 10th

2017 Doing action in the class

(cycle 2)

In the class

(08.30-10.00)

E. Design and Procedure of the Research

The researcher followed Kemmis and Mc taggart (1988) CAR

design. The design consists of several cycles. Each cycle includes

planning, action, observing and reflection of the teaching learning process

based on the lesson plan that has been prepared for some meetings.

29

Figure 3.1 Procedure of Classroom Action Research

The figure of CAR by Kemmis and Mc taggart (1988), quoted by

Burns (2010: 33)

The researcher and the English teacher made a collaboration work

since preparation phase, action, observation, and reflection. This research

used classroom action research and the procedures are follows:

1. Cycle 1

a. Planning

The activities in the planning are:

1) Preparing materials, making lesson plan and designing the steps in

doing the action.

2) Preparing list of students‟ name and scoring.

3) Preparing teaching aids.

4) Preparing sheets for classroom observation (to know the situation

of teaching-learning process when the method or technique or

mode is applied).

30

5) Preparing a test. (to know whether student‟s grammar mastery

improves or not)

b. Action

1) Giving pre-test.

2) Teaching the material.

3) Team study.

4) Giving occasion to the students to ask any difficulties or

problems.

5) Giving post- test.

c. Observation

Observation is one of the methods used in collecting the data.

As a scientific method, observation can be systematically used to

observe and note the phenomena investigated like the students‟

feeling, thinking and something they do in teaching- learning

process.

The aspect of teacher activities which were observed are listed

below:

1) Greeting students before the lesson begins.

2) Praying before the lesson begins.

3) Checking student attendant.

4) Asking students situation.

5) Preparing of the materials.

6) Giving motivation for students.

31

7) Giving explanation of the materials.

8) Giving opportunity for asking question and suggestion.

9) Guiding the student activity.

10) Giving feedback after the lesson

The students that were observed are listed below:

1) Actively participated in the teaching learning process.

2) First think individually with the problem that was given by the

teacher, then pair with her or his friend and share about the

problem, and then share or present their discussion in front of

the class.

3) Using Think Pair Share (TPS) technique and picture as a media

appropriately.

4) Showing enthusiastic in the speaking activity

d. Reflection

At this point, the researcher reflected on, evaluate, and

describe the effects of the action. Reflection seeks to memorize sense

of process, problem and real issue in action. Moreover, the purpose

of reflection was to understand the issue which have explored more

clearly and decide to do further cycles of action research in order to

improve the situation.

Students minimum score (KKM) was 75. It means that

students passed the test when students‟ score was 75 or above.

Researcher expected that 85% students could pass the test in the

32

cycle 1. When the number of students who pass the KKM was below

than researcher expectation, below from 85%. Researcher would

take the cycle II in order to reach 85% students who passed the

KKM.

2. Cycle II

a. Planning

In the planning phase of the second cycle, the researcher would

do several activities that would be designed as below:

1) Revising the lesson plan based on the suggestion of class teacher

and students needs.

2) Reselecting the materials and teaching instruments to improve

the teaching learning process.

3) Revising the test in order to satisfy the student needs.

b. Action

This cycle II action is quite similar with the cycle I action. The

activities of the cycle II action included:

1) Giving more explanation about the materials and instruments.

2) Giving the post- test II

c. Observation

Teacher and researcher observed students‟ improvement,

response and participation in the teaching learning process also

observed the students performance during the action.

33

d. Reflection

The researcher evaluated the students writing skill

improvement. English teacher also gave suggestion and advised for

the future teaching performance. Besides, the researcher asked about

the students writing progress according to English teacher. After did

the cycle II, researcher also expected that 85% students could pass

the KKM.

F. Technique of the Data Collection

In this study the writer used three data collection methods

namely test, observation, and documentation.

1. Test

The test consist of some question for the student be answered.

the test implement in the research consist of pre-test and post test. In

this research the pre test will be given in the first time. The researcher

enter the class. Then the post test was given in the last sessions in the

last teaching implemented, namely the oral, written, and behavior.

According to Arikunto (2010;193) test is series of the question

or excercise and other tools used to measure the skill, knowledge,

intelligence, ability or talent procesed by individuals or group. From the

target or object. Then divide the several test and other measure

instrument, such as personality test, appropriate test, intelligent test,

attitude test, and achievement test.

34

Written test used the researcher to know the students ability of

writing before and after implementing the game. The form of the test

were easy test. In this test the teacher will give some grade based on

some aspect. Those aspect are grammar, content, organization or form,

and vocabulary.

Table 3.3

The Rubric for Assessing Writing Descriptive Text

35

The researcher conclude a score criteria as a table bellow:

Table 3.4 Score Criteria

No Score Criteria

1. 89-100 Excellent

2. 79-88 Good

3. 75-78 Fair

4. 46-74 Poor

5. 0-45 Very Poor

b. Documentation

According to Arikunto (2010:274), “documentation is an

activity to look for variable like notes, transcribes, books, newspaper,

etc”. In this method, researcher chooses to use media of record the

activities of students in class so that the data obtained is valid, which is

by using cameras and video record.

c. Observation.

Observation focuses on the activities of the research subjects or

objects involving all of the five senses (Arikunto, 1996: 139). This

method is easily used to find concrete data. The researcher is able to

observe directly, the condition of buildings, the geographical location,

student‟s activities in teaching-learning processes and others.

When the research was conducted, the researcher role was as a

observer. The researcher used field note which is used to observe and to

know the situation and activities during teaching-learning process. By

using field note, the researcher was able to record class situation and

students participation. Then, the researcher verifies the observation

result to the co-observer.

36

E. Technique of Data Analysis

1. Descriptive technique

The researcher used the descriptive technique to analyze

motivation, interest and students behavior during the teaching learning

process, the researcher described based on field note ad reprtig detail

views that happen in the class and describe the situation of the class . In

descriptive technique, the writer also uses this technique to analyze

students who can answer the teacher questions and give feed back.

2. Statistical technique

The technique of analyzing data uses mean and T-test scoring.

The students are scored by the pre-test and post-test. After the students

are give pre-test, the researcher then uses Running dictation game and

Rapid writing strategies in the teaching writing skill. In the last session,

the students are scored by t-test to obtain the valid data which shows

whether the research is success or not. In the final process, the

researcher compares the collecting data from cycle I, and cycle II. To

know the whole result of this study, the researcher uses mean, SD

(Deviation standard) and T-test of the scores. This research is calculated

by Deviation Standard using SPSS 16.00 windows program.

37

CHAPTER IV

DATA ANALYSIS

This chapter, focus on analyzing the collected data. The researcher gives

the details of the findings. This chapter, discuss about research conducted and

display the finding of the collecting data since in the beginning until the end of the

research. The finding consist of the result of the cycle I and cycle II. The two

cycle is treatment of the implementation of Running Dictation Game and Rapid

Writing Strategy in writing skill.

A. Research Process

In this research, the researcher as a observer and the teacher is English

teacher. The English teacher named is Atina Husniyati, S.Pd.I. The researcher

used two cycle and each cycle consist of planning, action, observation, and

reflection. The whole steps of this research are explained in the description

below:

1. Cycle I

a. Planning

Before conducted the research, researcher prepared the

instruments of research, they are as follows:

1) Lesson plan

The researcher used the lesson plan as guidance for the

researcher‟s activity in the class to control the teaching learning

process.

38

2) Material

In the first cycle, the researcher used the “Descriptive text

(countable noun and uncountable noun)”. The researcher used this

text because the text is easy to implement with running dictation

and rapid writing strategy. The researcher used the several book

and looking for the material in the internet.

3) Teaching aid

The researcher prepare the instrument such as : blank paper,

exercise sheet, rubric, and board marker.

4) Sheet for classroom observation

Sheet for classroom observation was prepared in order to

know the condition of teaching learning process. For the students

as usually sit in pair and for the teacher in front of the class and for

the observer can move around of the class.

5) Test (Pre-test and Post-test)

Pre-test was a test that was given to the students before the

teaching learning process. Meanwhile, post-test was a test that was

given to students after teaching learning process was conducted.the

test was the teacher ask the students about descriptive text use

countable and uncountable noun.

b. The Implementation of the action

The research was done on 18th

July until 10th

August 2017 in

MTsN Susukan. The action of cycle I was done on July 31th

and

39

August 3rd

in VIII A class. The teacher is Ms. Atina Husniyati, S.Pd.I

and the researcher roled as an observer.

The researcher and collaborator did research on Monday,

July 31st

2017 at 10.30 until 12.50 in VIII A Class. The condition of

the class was neat and quite. this class is very different with other

class because this class is a superior class in the field of science. They

were active but the class is crowded. This was a challenges for

researcher to face this situation. In the first meeting, the english

teacher entered the class and the researcher introduced herself, then

checked the students present, in the class followed by 28 students.

The teacher started the lesson by greeted “Assalamualiakum

wr, wb” and said hello to the students. The teacher opens the lesson,

introduces herself, conveyed the purpose of coming in the class, and

checked the students‟ attendance list. After checked the attendance

list, the teacher said that they would learn English on a month

especially about descriptive about countable and uncountable noun.

Before, began the lesson, the teacher asked to the students‟ about what

is descriptive about countable and uncountable noun. One of the

students answered that countable noun is things that can be count, and

the other student answered that uncountable noun is things that can

not be count. After it the teacher expained more about descriptive

about countable noun and uncountable noun. Teacher asked the

students to do the pre-test by make description about countable and

40

uncountable noun. The teacher gave the students 30 minutes to do the

pre-test in first cycle. Most of them did their task well and they were

very enthusiasm, and The situation in the class was conducive.

Because most of them not finish, and the teacher wait

several minute. Finally the teacher ask students collect the

assignments. The teacher give 15 minutes to explanation about

countable noun and uncountable noun, then discuss the example about

descriptive text using countable and uncountable noun. It was done on

one meeting. After the students finished the pre-test, the teacher

closed the lesoon annd said “hamdallah” together

On Thursday, August 3rd

2017 (treatment in cycle 1) the

researcher entered the class, as usual this class always calm. They

very enthusiasm to follow this class. Before started the lesson, the

teacher said basmallah together with the students, then asked the

students condition, and checked the attendance list. The teacher divide

the students became 7 group and ne grup cnsist of 4 students.

Then the students followed in their group, the teacher

explain about the role of Running Dictation Game and Rapid Writing

strategy. The teacher prepared the instrument, look the instrument the

students interested to do this game and strategy. After the students

understand about the game and strategy. The students start to do the

task. The students run in the class to read the paragraph provided by

the teacher and arranged the paragraph. The teacher give 30 minutes

41

to finish the task, who finish first is became the winner. Sayyidah

group is the winner and the teacher give reward for them.

After the treatment have been done, the teacher ask students

to do the post-test, that is adding a few sentence in each paragraph.

The students looked serious when they work, the teacher gave 15

minute to do the task. After the students finish, they collect the task.

the teacher closed the meeting, said that they will meet next week and

said hamdallah together.

c. Observation

The researcher observed the learning process by asking the

observer to help her in monitoring the students‟ activity and attention

during the action in the classroom. This observation was purposed to

know how far the situation and enthusiasm of the students during

teaching and learning process. The researcher used observation sheet.

The purpose of this activity was to evaluate the teaching and learning

process, collecting data and monitor the class.

Table 4. 1

Observation Sheet Cycle I

NO. INDICATOR YES NO Description

1 Teacher prepared the

material well

Good

2 Teacher conduct the

classroom well

Good

42

3 Teacher uses the time

effectively

Good

4 Teacher gives evaluation

after the lesson plan

Good

5 Teacher asks the student‟s

difficulties

Good

6 Students feel enthusiastic

doing writing test by using

Running Dictation Game

and Rapid Writing

Strategies

Students feel

enjoy because the

teacher don‟t use

the game and

strategies before.

7 Students give attention to

teacher‟s explanation

Good

8 Students active during

learning process

Students make

noisy in the class,

shy, and feel

confuse to write

in English

9 Students understand the

teacher‟s explanation

Good

10 Students do the evaluation

well

Good

11 The teacher applies

Running Dictation Game

and Rapid Writing

Strategies in teaching

descriptive text

Good

43

d. Reflecting

Based on the observation of the cycle 1 the researcher had

to reflect the weakness that happened in the learning process to

maximize the students writing skills. The researcher has to motivate

the students to used English and more memorized vocabulary. The

researcher must organize than the time in order to in the next meeting

the process teaching and learning be better.

Then, to know there is a significant improve in writing

skill, the researcher analyze by using t-test calculation. The steps as

follow:

1) The score of pre-test and post-test

Table 4.2

The result of pre-test and post-test cycle 1

No Nama Cycle 1 Post-pre

D

D2

Pre-

test

Post-

test

1. Anita Rahayu 60 65 5 25

2. Dewi Fadriani 65 70 5 25

3. Deystiara Husna Inayati H. 65 75 10 100

4. Dian Novita 65 70 5 25

5. Dinda Kurnia Putri 75 80 5 25

6. Fina Yusriyal Muntaz 65 75 5 25

7. Hanisa Nur Nabilla 55 60 5 25

8. Hendro Styawan 65 75 10 100

9. Ihza Rininta Ratna Palupi 60 70 10 100

10. Kemal Abdul Naseer 60 75 15 225

11. Mufta Sabna Tilana 55 60 5 25

12. Muhammad Alfin Niam 50 65 5 25

13. Muhammad Makhrus Ali 60 75 15 225

14. Muhammad Risya Falihi 55 60 5 25

15. Muhammad Royyan 65 75 10 100

16. Nasywa Raisha Syifa 65 75 10 100

44

17. Nida Rohadatul Aisy 60 80 20 400

18. Nur Hidayah 55 65 10 100

19. Reza Dwiki Darmawan 75 80 5 25

20. Rizza Nurul Affan 65 75 10 100

21. Sayyidah Khalimatus Sakdiyah 70 85 15 225

22. Siska Nur Sofiana 55 70 15 225

23. Siti Anisatul Khoiriyah 60 75 15 225

24. Siti Farida Nur Sya`Bana 60 75 15 225

25. Tiara Kusuma Dewi 75 85 10 100

26. Umniyyatul Fitri 65 75 10 100

27. Wanudya Sekar Pertiwi 55 70 15 225

28. Windi Sabrina Dewi 65 75 10 100

= 275 =3225

Then the researcher calculates the deviation standard by

using SPSS 16.00 windows program. It can be shown as follow:

Table 4.2

Descriptive Statistics cycle 1

N Minimum Maximum Mean Std. Deviation

Pre-test 28 50.00 75.00 62.32 6.452

Post-test 28 60.00 85.00 72.67 6.733

Valid N

(listwise) 28

From the table above can be seen that the mean of pre-test

in cycle 1 is 62.32 with deviation standard 6.452 and post-test in cycle

1 is 72.67 with deviation standard 6.733. Because pre-test < than post-

test, there is improvement of writing skill through Running Dictation

Game and Rapid Writing Strategy.

45

2) Passing grade of cycle 1

Cycle 1 also has shown that the students can improve their

English score in writing with mean of post-test 72.67, it is better than

mean of pre-test 62.32. The researcher also calculates the passing

grade is 75. But, the result from post-test in cycle 1 students have not

complete the passing grade because the students in pre-test who still

have the score less than 75 and in post-test 11 students who still has

the score less than 75 from the quantity (N) of the students is 28

students.

3) T-Test

To know there is significant improvement in speaking skill,

the researcher analyzes t-test or t-calculation by using SPSS 16.00

windows program calculating from the result of pre-test and post-test.

It can be shown as follow:

Table 4.4

Paired Sample Test Cycle I

Paired Samples Test

Paired Differences

T df Sig. (2-tailed)

Mean Std.

Deviation Std. Error

Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Post – Pre

1.03571 4.28792 .81034 8.69446 12.01982 12.781 27 .000

From the table above can be seen that:

a) T-test cycle 1 is 12,781

46

b) T-table (ɑ = 0,05) from the quantity (n) 28 is 2,051

c) T-test > T-table = 12,781 > 2,051

From the explanation above can conclude that there is

significance using Running Dictation Game and Rapid Writing

Strategy in cycle 1 because the value of T-test is bigger than T-

table.

4) Percentage

The calculation which shows the class percentage of students

who pass the KKM is:

P=

x 100%

P=

x 100%

P= 60 %

It means that were 60% of students‟ who pass the KKM there were

only 17 students who pass the KKM. It means that the succesfull of

cycle I was still low. Finally, the researcher would take the second

cycle so that 85% students could pass the KKM.

2. Cycle II

Based on the result of cycle I, it is necessary for the teacher to

continue the next cycle:

a. Planning

The activities in the planning are:

1) Lesson plan as a guide for the teacher, activities in the class so

teaching and learning process can be controlled.

47

2) Materials (the basic element of descriptive text)

3) Some pictures and teaching aids (Running Dictation Game and

Rapid Writing Strategies)

4) Preparing list of the students name scoring

5) Preparing sheet for observation in the class

6) Preparing a test (pre-test and post-test) to know student‟s

improvement in speaking skill is there any change or not.

b. The implementation of the action

On Monday, August 7th

2017 the researcher and the

Teacher entered the class to teach English. In cycle II, the teacher

revised the teaching learning process in cycle 1 where some students

still difficulties in writing. Before the lesson start after the break, some

students do not come in. the teacher and the researcher entered the

class by greeting “Assalamu’alaikum wr, wb” and asking about the

condition of the students by “how are you today?”, the students

answered “I‟m fine Miss, thank you and you?”, then the teacher

answered, “I‟m very well, thank you”. She continued the lesson based

on lesson plan arranged. While waiting some students not entered, the

teacher ask one students to borrow the books in the library.

A few minutes later, all students entered into the class and

the book borrowed also come. The students distribute the book and the

teacher have students read the conversation about “can and will”, after

48

it the students in order to do pre-test that is analyzing the use of “can

and will”.

The teacher gave 30 minute to read and do the pre-test, and

then the students do the task very well. After the students finish it,

they collect the task. Then the teacher explain about the use of „can

and will‟, the teacher gave example about „can and will‟ and ask

students about it. The teacher gave example in bahasa „Aku tidak bisa

melihatmu sampai minggu depan’, Because any students crowded,

teacher choose one students to translate it.

The students choosen by the teacher named Makhrus, he go

in front of the class and write the answer, but Makhrus can‟t translate

it. And the answer became „I can‟t see you tekan minggu ngarep’. The

student mix the Javaness and English. And he make all students laugh.

The teacher explain about the correct and time is up. The teacher

closed the meeting by said hamdallah and will be continued in the

next meeting.

On Thursday, August 10th

2017 the researcher and the

teacher entered the class. The class very nice because they know about

today will do game. Greeting the students by “Assalamu’alaikum

wr,wb” asked about the condition, and checked the students‟

attendance list. Before start the lesson, the teacher reviews about the

previous material.

49

Before the lesson began, the teacher prepared the

instrument and divided student into 7 group and one group consist of 4

students. But they made a group with different member. And the

teacher gave explanation about the role of the game again. After it the

students start to do the game, the students interested to do the game,

they run and dictation the statement in the box and arranged the

statement. The teacher gave 30 minutes to them to finish their

discussion.

After finish their work, the first group finished presented

their task. The teacher look the task is correct, and the first group get

reward. In cycle II writing the students better than cycle I, now the

students can arranged the paragraph well. And can work together well.

Like cycle I, after doing treatment. Students do post-test is adding a

few sentences in the conversation. And collect their task. the teacher

conclude the lesson with say hamdalah together.

c. Observation

In the cycle II teacher still used Running Dictation Game

and Rapid Writing Strategy. The activities started by dividing pre-test

to measure student‟s comprehension about material presented.

Students look enthusiastic in following teaching and learning process.

Before completing the pre-test, the students read conversation related

to the meterial presented. And the student‟s identification about it.

50

Almost all students could read and understand the material, the

teacher completing the pre-test.

After completing the pre-test teacher gave some new

material for them and then teacher asked them to make a group. The

teacher gave some conversation in the box every box has different

conversation, the students start to sort the conversation. Most of

student‟s were active in the discussion, and they looked more

confidence. The condition the class more conducive then previous

meeting in cycle I.

Table 4.5

Observation Sheet Cycle II

NO. INDICATOR YES NO Description

1 Teacher prepared the material

well

Good

2 Teacher conduct the classroom

well

Good

3 Teacher uses the time

effectively

Good

4 Teacher gives evaluation after

the lesson plan

Good

5 Teacher asks the student‟s

difficulties

Good

6 Students feel enthusiastic

doing writing test by using

Running Dictation Game and

Rapid Writing Strategies.

Good

7 Students give attention to Good

51

teacher‟s explanation

8 Students active during learning

process

Students active in

learning process

9 Students understand the

teacher‟s explanation

Good

10 Students do the evaluation well Good

11 The teacher applies Think Pair

Share technique in teaching

descriptive text

Good

d. Reflecting

In this cycle, the researcher conclude that the treatment of

Running Dictation and Rapid Writing Strategy were successful in

improving writing skill. It could be seen the students writing

improvement in the students score. Most of students pay attention to

the teacher explanation and active in the learning process, such as

responding question, enthusiastic in discussion and to presented in

front of class.

1) The result of pre-test and post-test

Table 4.6

Result of pre-test and post-test Cycle II

No Nama Cycle II Post-

pre

D

D2

Pre-

test

Post-

test

1. Anita Rahayu 75 80 5 25

2. Dewi Fadriani 85 95 10 100

3. Deystiara Husna Inayati H. 80 85 5 25

4. Dian Novita 75 95 20 400

5. Dinda Kurnia Putri 85 90 5 25

52

6. Fina Yusriyal Muntaz 70 75 5 25

7. Hanisa Nur Nabilla 75 95 20 400

8. Hendro Styawan 80 80 0 0

9. Ihza Rininta Ratna Palupi 70 80 10 100

10. Kemal Abdul Naseer 80 95 5 25

11. Mufta Sabna Tilana 75 85 10 100

12. Muhammad Alfin Niam 80 95 15 225

13. Muhammad Makhrus Ali 70 80 10 100

14. Muhammad Risya Falihi 75 85 10 100

15. Muhammad Royyan 85 90 5 25

16. Nasywa Raisha Syifa 80 95 15 225

17. Nida Rohadatul Aisy 70 80 10 100

18. Nur Hidayah 75 85 10 100

19. Reza Dwiki Darmawan 80 85 5 25

20. Rizza Nurul Affan 70 85 5 25

21. Sayyidah Khalimatus Sakdiyah 85 95 10 100

22. Siska Nur Sofiana 80 80 0 0

23. Siti Anisatul Khoiriyah 75 80 5 25

24. Siti Farida Nur Sya`Bana 70 85 15 225

25. Tiara Kusuma Dewi 85 85 0 0

26. Umniyyatul Fitri 70 85 5 225

27. Wanudya Sekar Pertiwi 85 95 10 100

28. Windi Sabrina Dewi 85 90 5 25

= 230 = 2850

Then the writer calculates the deviation standard by using

SPSS 16.00 windows program. It can be shown as follow:

Table 4.7

Descriptive Statistics cycle II

N Minimum Maximum Mean

Std.

Deviation

Pre-test 28 70.00 85.00 77.50 5.692

Post-test 28 75.00 95.00 86.78 6.267

Valid N

(listwise) 28

53

From the table above can be seen that the mean of pre-test

in cycle II is 77.50 with deviation standard 5.6927 and post-test in

cycle II is 86.78 with deviation standard 6.267. Because pre-test <

than post-test, there is improvement of writing skill through Running

Dictation and Rapid Writing Strategy.

2) Passing grade of cycle II

The result in cycle II is better than cycle I. In previous

cycle the standardized of score that is calculated by the teacher is 75

and the result of post-test shows there is no students has the score less

than 75, in pre-test there are 7 students who still have the score less

than 75. So, the mean from pre-test in cycle II is 77.50 and post-test in

cycle II is 86.78. The results of pre-test and post-test were used to

know the score of students writing skill.

3) T-Test

To know there is significant improvement in speaking skill,

the researcher analyzes t-test or t-calculation by using SPSS 16.00

windows program calculating from the result of pre-test and post-test.

It can be shown as follow:

Table 4.8

Paired Samples Test Cycle II

Paired Differences

T Df Sig. (2-tailed)

Mean Std.

Deviation Std. Error

Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Post - pre

9.28571 5.56349 1.05140 7.12842 11.44301 8.832 27 .000

54

From the table above can be seen that:

a) T-test cycle II is 8.832

b) T-table (ɑ = 0,05) from the quantity (n) 28 is 2.051

c) T-test > T-table = 8.832 > 2.051

From the explanation above can conclude that there is

significance using Running Dictation Game and Rapid Writing

Strategy in cycle 1 because the value of T-test is bigger than T-

table.

4) Percentage

The calculation which shows the class percentage of students

who pass the KKM is:

P=

x 100%

P=

x 100%

P= 100 %

It means that were 100% of students‟ who pass the KKM there

were over all students who pass the KKM. It means that the succesfull

of cycle II was good. Finally, the researcher have done the research

because the target has been reached.

B. Analysis and Discussion

From the result of analyze in cycle I, and cycle II the researcher

analysis the students improvement from the cycle I, and cycle II. The

improvement is stated as follow:

55

Table 4.9

Analyze of students improvement

No Analyze Cycle I Cycle II

1 Mean

a. Pre-Test

b. Post-Test

62.32

72.67

77.50

86.78

2 Standard Deviation

a. Pre-Test

b. Post-Test

6.452

6.733

5.692

6.267

3 T-table

N = 28

ɑ = 0,05

2.051 2.051

4 T-test 12.781 8.832

From the statement above, the researcher sees that mean between pre-

test and post-test has significant different, where post-test is greater than pre-

test. It shows that Running Dictation game and Rapid Writing Strategies

gives influence in improving students writing skill, because the students

achievement has been increase after the students did the game and strategy.

From the result above, the researcher know that the theory is true. In

the previous chapter, it was explained that the use of Running Dictation

Game and Rapid Writing Strategy gives positive effect not only in improving

students writing skill, but also in activeness and creativity of students.

In addition, it can be seen from the result of pre-test, post-test

which have changed significantly from cycle I up to cycle II. Besides, the

using of this game and strategy is also be able to increase creativity and

activity on academic assignment.

56

CHAPTER V

CLOSURE

A. Conclusion

Based on the explanation above, the researcher concludes that the use of

Running Dictation Game and Rapid Writing Strategies in teaching English as

follows:

1. The implementation of the students speaking skills using Running

Dictation Game and Rapid Writing Strategies in teaching Writing to the

students MTs N Susukan is able to improve students Writing skill. For the

result of the research show that Running Dictation Game and Rapid

Writing Strategies able to help the students to improve their Writing skill

from the t-test calculated. Based on the explanation above can be seen that

the mean of pre-test in cycle 1 is 62.32 with deviation standard 6.452 and

post-test in cycle 1 is 72.67 with deviation standard 6.733. Because post-

test > than pre-test, there is improvement of writing skill through Running

Dictation and Rapid Writing Strategies. However many Students who

didn‟t achieve the standardized score (75), only 60% the students pass the

KKM. Because before using running dictation game and rapid writing

strategies many students write english less fluently. Sometimes most of

them just write what they know, and their poor of vocabulary.

In Cycle II, the researcher can be seen that the mean of pre-test in

cycle II is 77.50 with deviation standard 5.692 and post-test in cycle II is

86.78 with deviation standard 6.267. Running Dictation and Rapid Writing

57

Strategies are abele to improve students writing skill. It can be seen by

from the data result that shows 100% of srudents‟ score had passed the

KKM.

Based on the result above, the researcher can conclude that

implementation of Running Dictation and Rapid Writing Strategies not

only successful in improving students‟ writing skill but also successfully

built students‟ self-confidence. It could motivate the students to be more

active in the class.

2. From the statement above, the researcher can see that the mean between

pre-test and post-test has a significant different, where post-test is greater

than pre-test as follows:

Paired Sample Test Cycle I

Paired Samples Test

Paired Differences

t Df Sig. (2-tailed)

Mean Std.

Deviation Std. Error

Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Post – Pre

1.03571 4.28792 .81034 8.69446 12.01982 12.781 27 .000

From the table above can be seen that T-test cycle I is 12.781, T-

table (ɑ = 0.05) from the quantity (n) 28 is 2.051. T-test > T-table =

12,781 > 2,051

From the explanation above, it can be concluded that there is

significance using Running Dictation Game and Rapid Writing Strategy

in cycle 1 because the value of T-test is bigger than T-table.

58

Paired Sample Test Cycle II

Paired Samples Test

Paired Differences

T Df Sig. (2-tailed)

Mean Std.

Deviation Std. Error

Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 Post - pre 9.28571 5.56349 1.05140 7.12842 11.44301 8.832 27 .000

From the table above can be seen that T-test cycle II is 8.832, T-

table (ɑ = 0.05) from the quantity (n) 28 is 2.051, T-test > T-table =

8.832 > 2.051

From the explanation above can conclude that there is

significance using Running Dictation Game and Rapid Writing Strategy

in cycle II because the value of T-test is bigger than T-table.

So, there is significance using Running Dictation and Rapid

Writing Strategy and gives influence in improving students writing skill,

because the students achievement has been increase after the students did

the game and strategy in learning English. It means that Running

Dictation and Rapid Writing Strategy is appropriate with the situation

and condition of students in MTsN Susukan in learning English

especially in writing. Besides, the students are more interested and

involved actively in teaching learning process.

59

B. Suggestion

Based on the result of the study and conclusion, the researcher would like

to suggest as follows:

1. The teacher

Teacher should enhance students ability in teaching English

especially when we taught using Running Dictation and Rapid Writing

Strategy to improve writing skill, so the students will remember the words

easily. The teacher should teach writing effectively. So, teacher role in

teaching learning process can influence students in improving students

writing skill. Beside the teacher asked the students to study English.

2. To the students

Students should always be active in teaching learning process and

are not afraid of English lesson, students should study English continually

in classroom and in their home. When teach material, the students pay

attention to the teachers explanation.

The students should study hard and feel motivated to develop their

writing skill. They should practice writing either inside or outside of the

class without hesitating and being afraid of making mistakes.

3. To the researcher

It has been known from the result of the study using Running

Dictation and Rapid Writing Strategy that it can improve the students

writing skill. Hereby, it is hoped that the result of the study makes the

English teacher use an appropriate teaching mode of presentation on

60

improving students writing skill. Based on the explanation the researcher

would like to suggest other researcher, the result of the study can be use as

additional reference for further researcher with the different sample and

occasions.

REFERENCE

Algeo, J. (2010). The origins and Develpment of the English Language. United

State of America:Wadsworth Cengage Learning

Arikunto, S. (1996). Prosedur Penelitian. Jakarta: PT. Rineka Cipta

Arikunto, S. (2010). Prosedur Penelitian. Jakarta: PT. Rineka Cipta

Arikunto, S. Suhardjono & Supardi. (2008). Penelitian Tindakan Kelas. Jakarta:

PT Bumi Aksara.

Bright, R. (2007). Write Through The Grade; Teaching Writing In Secoondary

Schools. Canada:portage 7 main press.

Broadman. Chintya, A, & Frydeberg, J. (2002). Writing to Comunicate. New

York:Person Education, Inc.

Burn, A. (1999). Doing Action Research in English Language Teaching A

Guidance for Practitioner. New York: Routledge.

Alex, C. (2013). How to use running dictation in EFL class.

http://Edition.tefl.net/ideas/games/Running-Dictations-in-efl/

Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open

University Press.

Gelb, I.J. (1969). A Study of Writing. Chicago: The University of Chicago.

Graham, S. And Perin, D. (2007). Writing next: Effective strategies to improve

writing of adolescentsin middle and high schools – A report to Carnegie

Corporation of New York.Washington, DC:Alliance for

ExcellentEducation.

Haemata, (2010). Running Dictation, New Zeland: Ministry of Education.

Harmer, J. (2002). The Practical of English Language Teaching. England: Person

Education Limited

Hedge, T. (2010). Teaching and learning in classroom, New York : Oxford

University Press

Hopskin, D. (1993). A Teacher’s Guide to Classroom Research. Philadelpia:Open

University Press

Hyland, K. (2003). Second Laguage Writing. United State Of America:Cambridge

University Press.

Jfink. (2012). Examples of Writing Strategies.

http://www.empowernetwork.coom/jfink/blog/examples-of-writing-

strategies. Retrieved on April 5, 2017.

Larry, M. M. (1949). How I Write. Texas: The Daily Best.

Lunsford, R. F & Bridge, C. W. (1995). Writing Discovery Form and Meaning.

California: Wadsworth.

Madsen, H. S. (1983). Tehiques in Testing. England:Oxford University Press.

Milne, C. (2014). Running Dictation. Tutr Tip.

Delahunty, G. & Garvey, J. (2010). The English Language From Sound to Sense.

West Lafayette, Indiana: Parlor Press.

Resta. artanti. Budi. (2013). Increasing Students Listening Achievement Through

Running Dictation. University of Lampung.

Susilawati, A. (2010). Teaching Writing Combining Transition Action Detail

(TAD) And Rapid Writing Strategies At Junior High School. STKIP

PGRI Sumatera

White & Arndt. (1991). Process Writing (Longmans Handbooks and Language

Teachers). England: Longman.

Zulraudah. (2014). Teaching Writing By using Running Dictation Activity for

Elementary School Students. State University of Padang.

APPENDICES

MODEL SILABUS MATA PELAJARAN

SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH (SMP/MTs)

MATA PELAJARAN BAHASA INGGRIS

KEMENTERIANPENDIDIKAN DAN KEBUDAYAAN

JAKARTA, 2017

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CYCLE 1

Sekolah : MTs N Susukan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Ganjil

Tema : Deskriptif teks (penggunaan there are/there is, countable

noun and uncontable noun)

Alokasi Waktu : 2 kali pertemuan (4 x 40 Menit)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsive,

proaktif dan menunjukkan sikap sebagai bagian dari solusi atas

berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

3. Memahami, menerapkan, menganalisis, mengevaluasi pengetahuan

faktual, konseptual, procedural, dan metakognitif berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,

dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik

sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan mencipta dalam ranah konkret dan

ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolahsecara mandiri serta bertindak secara efektif dan kreatif, dan

mampu mrenggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar 3.6. Mengidentifikaasi fungsi sosial, struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait keberadaan orang, binatang,

atau benda sesuai dengan konteks penggunaanya. (perhatikan unsur

there is/there are, countable noun and uncountable noun)

4.6. Menyusun teks interaksi transaksional lisan da tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan memminta

informasi terkait keberadaan orang, benda binatang dengan

memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang

benar dan sesuai.

C. Indikator Pencapaian

3.6.1 mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait keberadaan orang, binatang,

atau benda sesuai dengan konteks penggunaanya. (perhatikan unsur

there is/there are, countable noun and uncountable noun)

4.6.1 menyusun kalimat-kalimat yang masih acak untuk diurutkan menjadi

paragraph sederhana

4.6.2 mengembangkan kalimat-kalimat yang sudah diurutkan tersebut

dengan ide kreatif sehingga menghasilkan teks deskriptif tulis yang

bermakna akurat.

D. Tujuan Pembelajaran

1. Setelah mengetahui dan memahami atau mendeskripsikan tentang

keberadaan orang, binatang, atau benda yang telah diajarkan, siswa

mampu mengerjakan soal-soal yang diberikan guru tentang teks

deskriptif dengan menggunakan running dictation game dan Rapid

Writing Strategies.

2. Siswa mampu bekerja sama dalam kelompok mereka masing-masing.

3. Siswa mampu menjalankan peran pribadinya dalam tiap kelompok.

4. Siswa mampu mengerjakan soal atau tugas yang diberikan guru secara

individu.

E. Materi Pembelajaran

1. Mendeskripsikan orang/benda di sekitar dengan ungkapan There is/there

are

Penjelasan penggunaan There is/There are:

a. There is artinya “ada”

There is selalu diikuti dengan kata benda tunggal (single) atau

jumlahnya hanya satu. Kata benda tunggal umumnya diikuti artikel a

atau an di awal kata.

Contoh : a book, a student, a pencil, a bag, a lamp, an

umbrella, an apple, an eye, dan lain-lain.

Contoh kalimat : there is a dress for your party.

there is a student in the class.

there is an apple in refrigerator.

there is an owl in the tree.

b. There are artinya “ada”

There are selalu diikuti kata yang jumlahnya banyak atau lebih dari

satu, kata benda yang jumlahnya banyak umumnya diikuti s atau es di

akhir kata.

Contoh : books, students, pencils, cars, boxes.

Contoh kalimat : there are three pictures in the wall

there are some boxes in the shop

there are five kinds of flowers in the garden.

2. Mendeskripsikan orang/benda di sekitar dengan countable and

uncountable noun

a. Countable noun merupakan kata benda yang dapat dihitung (secara

langsung), contohnya three pens, two mango, dll. Atau dapat di

tambahkan artikel a atau an, juga dapat di jadikan jamak (menjadi

prular noun).

Contoh : pen, pencil, person, cup, animal, bottle, plate, dog, bag,

coin, cat, glass, book, chair, box, man, table.

b. Uncountable noun merupakan kata benda yang tidak dapat dihitung.

Contoh : water, sand, air, rice, sugar, tea, cofee, money, music, Ect.

Beberapa catatan

Many, much, a lot of : sama sama mempunyai arti banyak, (many :

countable, much : uncountable noun), a lot of bisa di gunakan pada

countable/uncountable noun, namun hanya bisa di gunakan dalam

kalimat positif.

Contoh : how many visitors ater there in the zoo?

How much food does the elephant eat?

They drink a lot of water

Few dan little : sama-sama mempunyai arti sedikit (few : countable

noun, little : uncountable noun)

Contoh : there are few visitors in the zoo.

There is only a little milk on the table.

Some dan any : artinya beberapa dan bisa di gunakan dalam

countable dan uncountable noun.

Contoh : I have got some money

Have you got any rice?

Contoh Teks Deskriptif

My Classroom

My Classroom is next to the

library. so, every morning, before the

class started I read book at the library.

My classroom is painted in green.

All the wall is green. And it has a lot of

glasses window.

In my classroom, there is a white

board, my teacher use the white board to

write and give explanation to us. There is

also an Indonesian flag in the corner.

There are a lot of tables and chair

in my classroom. My friend and I use

them when we are learning.

F. Pendekatan dan Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode Pembelajaran : Running Dictation Game and Rapid

Writing Strategies

G. Alat, dan Sumber Pembelajaran

- Alat : papan tulis, spidol, beberapa lembar fotokopi teks

deskriptif dan pembahasanya

- Sumber Belajar : Kementrian pendidikan dan kebudayaan, 2014.

Bahas inggris When english rings the bell. Jakarta: politeknik negeri

media kreatif. Hal. 69-70, Internet, Buku pegangan guru

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1 dan 2

Kegiatan Deskripsi Alokasi waktu

Pendahuluan 1. Guru mengucapkan salam

2. Berdo‟a dipimpin oleh ketua

kelas

3. Mengecek kehadiran siswa

4. Guru menyebutkan tujuan

pembelajaran

5. Apersepsi guru

memperkenalkan materi yang

akan dipelajari hari ini

15 menit

Kegiatan inti Mengamati

1. Siswa mengamati keberadaan

berbagai macam benda/ orang

di dalam kelas dengan

menyebutkan ciri-ciri

benda/orang tersebut.

2. Siswa membaca dan

mendengarkan teks deskriptif

tentang keberadaan

benda/orang tersebut untuk

memahami isi pesannya.

3. Dengan bimbingan guru, siswa

mengidentifikasi fungsi

sosialnya, dan unsur

kebahasaan (a.l ungkapan

dengan there is/ there are, kata

jumlah yang tidak tertentu:

little, few, some, many, much,

a lot (of), dari setiap teks

tersebut.

4. Melakukan pre-test, yaitu

dengan meminta siswa untuk

30 menit

15 menit

mengerjakan soal pada lembar

tugas yang telah disediakan.

40 menit

15 menit

30 menit

Menanya

1. Guru membimbing siswa

mempertanyakan fungsi sosial,

unsur kebahasaan dan tujuan

dari teks deskriptif

2. Peserta didik merespon

pertanyaan yang berkaitan

dengan teks secara lisan

Mengeksplorasi

1. Guru membagi siswa kedalam

beberapa kelompok kecil, satu

siswa di masing-masing

kelompok adalah penulis, dan

siswa yang lain bergiliran

menjadi pelari.

2. Guru meletakkan salinan teks di

sekeliling dinding kelas.

3. Siswa yang bertugas sebagai

pelari menghafalkan sebanyak

mungkin teks itu dan

mendiktekan dengan lantang

teks itu kepada penulis.

4. Siswa bergantian menjadi pelari

maupun penulis

5. Dengan bimbingan guru, siswa

mengurutkan kalimat yang acak

menjadi paragraf sederhana

secara cepat, dan yang tercepat

seleasai maka itulah

pemenangnya.

6. Guru mengamati kesungguhan

dan kepercayaan diri peserta

didik dalam mengembangkan

paragraf dari kalimat acak yang

telah disusun ke dalam paragraf

sederhana menjadi sebuah teks

deskriptif yang memiliki

kesatuan yang utuh secara

individu.

Mengasosiasi

1. Peserta didik dalam

kelompoknya berdiskusi

kembali untuk memastikan

bahwa pekerjaan mereka sudah

benar.

2. Guru mengamati dan merespon

siswa selama diskusi

berlangsung

Mengkomunikasi

1. Perwakilan dari masing-masing

kelompok dengan sungguh-

sungguh dan percaya diri

mengungkapkan hasil

pekerjanya di depan kelas dan

peserta didik lainnya

mendengarkan.

2. Guru Mengamati dan menilai

presentasi peserta didik dari

aspek ketrampilan.

3. Guru Memberikan umpan balik

atas kegiatan dan hasil

pekerjaan peserta didik.

4. Melakukan post-test, siswa

diberi tugas untuk

mengembangkan paragraf yang

telah di urutkan tersebut.

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran

hari itu

2. Guru memberikan umpan balik

pembelajaran

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya

4. Siswa dan guru memberikan

salam penutup

15 menit

I. Penilaian

1. Teknik : Tes tertulis

2. Instrumen :

a. Pre-test : membuat paragraf deskriptif

PRE-TEST

Name : ................................................

No. Absen : ................................................

Kelas : ................................................

Make a descriptive peragraph by using the tittle about things in

the class.

............................................................................................................

.................................................................................................................

.................................................................................................................

.................................................................................................................

b. POST-TEST : Lembar Kerja Kelompok

Group :

Nama Anggota & No. Absen : 1…………………(……………..)

2………………... (……………..)

3………………... (……………..)

4………………... (……………..)

Kelas :

Petunjuk pengerjaan

1. Tulislah nama, NIS, dan kelas anda pada tempat yang disediakan.

2. Urutkan kalimat acak yang sudah tertempel di dinding.

3. Jika ada kalimat yang kurang jelas mintalah penjelasan pada

Bapak/Ibu guru yang mengawasi.

4. Bekerjalah dengan sebaik-baiknya.

5. Letakkan kalimat acak tersebut di lembar kerja yang telah

disediakan.

6. Diskusikan kembali dengan kelompok anda untuk memastikan

bahwa hasil kerja anda sudah benar.

I live in a small house. It has

five rooms : there are two

badrooms, a living room, a

bathroom, and a kitchen. Indeed it

is a small house, but I like living I

here for wasting my spare time.

My bedrom is in the left

side of the livingroom. In this room

there is a table next to the bed, a tv,

a radio, and a computer.

In the right side of

bedroom there is the kitchen. In

the kitchen I have everythings I

need when I get Hungry. I know it

is a very small house, but it is the

best place I have ever seen.

When the door is open, I

can see the living room, it is so

small with only three chairs and a

table, nothing else. I prefer

reading a novel in this room.

Paragraph 1

........................................................................................................

...................................................................................................................

Paragraph 2

........................................................................................................ .............................................................................................................................

Paragraph 3

............................................................................................................ .............................................................................................................................

Paragraph 4 ....................................................................................................................

...........................................................................................................

Lembar Kerja Individu

POST TEST

Name:

NIS:

Group:

Kelas:

Petunjuk pengerjaan

1. Tulislah nama, NIS, dan kelas anda pada tempat yang disediakan.

2. Kembangkan kalimat yang telah diurutkan di atas tadi dengan

kalimatmu sendiri.

3. Jika ada kalimat yang kurang jelas mintalah penjelasan pada

Bapak/Ibu guru yang mengawasi.

4. Bekerjalah dengan sebaik-baiknya.

5. Teliti kembali pekerjaan anda sebelum dikumpulkan kepada

Bapak/Ibu guru.

Paragraph 1

.………………………………………………………………...

………………………………………………………………………....

Paragraph 2

………………………………………………………………....

…………………………………………………………………………

Paragraph 3

…………………………………………………………………

………………………………………………………………………...

Paragraph 4

………………………………………………………………....

…………………………………………………………………………

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CYCLE 2

Sekolah : MTs N Susukan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Ganjil

Tema : Asking and stating ability and wilingness

Alokasi Waktu : 2 kali pertemuan (4 x 40 Menit)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsive,

proaktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis, mengevaluasi pengetahuan

faktual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan

pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan

bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan mencipta dalam ranah konkret dan

ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolahsecara mandiri serta bertindak secara efektif dan kreatif, dan

mampu mrenggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar 3.2. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait kemampuan dan kemauan,

melakukan suatu tindakan, sesuai dengan konteks penggunaanya.

(perhatikan unsur kebahasaan can, will).

4.2. Menyusun teks interaksi transaksional lisan da tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan memminta

informasi terkait kemampuan dan kemauan, melakukan suatu

tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaanyang benar dan sesuai konteks.

C. Indikator Pencapaian

3.6.1 mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait kemampuan dan kemauan,

melakukan suatu tindakan, sesuai dengan konteks penggunaanya.

(perhatikan unsur kebahasaan can, will).

3.6.2 menyebutkan cara menanyakan kemauan dan kemampuan

melakukan suatu tindakan dalam bahasa inggris sesuai dengan

konteks.

4.6.1 menyusun kalimat-kalimat yang masih acak untuk diurutkan menjadi

paragraph sederhana

4.6.2 mengembangkan kalimat-kalimat yang sudah diurutkan tersebut

dengan ide kreatif sehingga menghasilkan teks deskriptif tulis yang

bermakna akurat.

D. Tujuan Pembelajaran

1. Setelah mengetahui dan memahami terkait dengan kemampuan dan

kemauan, melakukan suatu tindakan yang telah diajarkan, siswa mampu

mengerjakan soal-soal yang diberikan guru tentang teks deskriptif

dengan menggunakan running dictation game dan Rapid Writing

Strategies.

2. Siswa mampu bertanya jawab tentang kemauan dan kemampuan

melakukan suatu tindakan.

3. Siswa mampu bekerja sama dalam kelompok mereka masing-masing.

4. Siswa mampu menjalankan peran pribadinya dalam tiap kelompok.

5. Siswa mampu mengerjakan soal atau tugas yang diberikan guru secara

individu.

E. Materi Pembelajaran

1. Penggunaan can dan will dalam melakukan sesuatu

a. Can (ability)

Can bisa di gunakan untuk menanyakan dan menyatakan kempuan

kita melakukan sesuatu

Contoh:

A: Can you play the guitar? (Apakah kamu bisa main gitar?)

B: Yes, but not very well. (Ya, tapi tidak begitu bagus.)

A: Can Cyntia ride a bike? (Apakah Cyntia bisa mengendarai

sepeda?)

B: No, she can‟t. He‟s too young. (Tidak, dia masih sangat muda.)

b. Will (willingness)

Will bisa di gunakan untuk menanyakan dan menyatakan kemauan

kita melakukan sesuatu.

Contoh :

A: Siti, will you come to my party? (Siti, akankah kamu dtang ke

pestaku?

B: Of Course, I will. (Tentu,Saya akan datang)

A : will you close the window, please?

B: I will do it.

Rumus penggunaan Can dan will

Positive (+) = S + Modal(can/will) + V1+ (o)

Negative (-) = S + Modal(can/will)+ Not + (o)

Interogative (?) = Modal(can/will) + S+V1+(o) ?

F. Pendekatan dan Metode Pembelajaran

3. Pendekatan : Scientific Approach

4. Metode Pembelajaran : Running Dictation Game and Rapid

Writing Strategies

G. Alat, dan Sumber Pembelajaran

- Alat : papan tulis, spidol, beberaba fotokopi tenteng

dialog dan pembahasanya

- Sumber Belajar : Kementrian pendidikan dan kebudayaan, 2014.

Bahas inggris When english rings the bell. Jakarta: politeknik negeri

media kreatif. Hal. 27, 28, 29, Internet, Buku pegangan guru

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1 dan 2

Kegiatan Deskripsi Alokasi waktu

Pendahuluan 1. Guru mengucapkan salam

2. Berdo‟a dipimpin oleh ketua

kelas

3. Mengecek kehadiran siswa

4. Guru menyebutkan tujuan

pembelajaran

5. Apersepsi guru

memperkenalkan materi yang

akan dipelajari hari ini

15 menit

Kegiatan inti Mengamati

1. Siswa mengamati dan membaca

contoh percakapan tentang

kemauan dan kemampuan

melakukan tindakan yang di

berikan oleh guru.

2. Dengan bimbingan guru, siswa

mengidentifikasi fungsi

sosialnya, dan unsur

kebahasaan (penggunaan will

dan can) dari setiap teks

tersebut.

30 menit

3. Melakukan pre-test, yaitu

dengan meminta siswa untuk

mengerjakan soal pada lembar

tugas yang telah disediakan.

15 menit

40 menit

15 menit

Menanya

1. Guru membimbing siswa

mempertanyakan fungsi sosial,

unsur kebahasaan dan tujuan

dari teks dialog tersebut

2. Peserta didik merespon

pertanyaan yang berkaitan

dengan teks secara lisan

Mengeksplorasi

1. Guru membagi siswa kedalam

beberapa kelompok kecil, satu

siswa di masing-masing

kelompok adalah penulis, dan

siswa yang lain bergiliran

menjadi pelari.

2. Guru meletakkan salinan

kalimat di dalam box dan

diletakkan di sekeliling kelas.

3. Siswa yang bertugas sebagai

pelari membacakan dan

menghafalkan sebanyak

mungkin kalimat itu dan

mendiktekan dengan lantang

teks itu kepada penulis.

4. Siswa bergantian menjadi

pelari maupun penulis

5. Dengan bimbingan guru, siswa

mengurutkan kalimat yang

acak menjadi dialog sederhana

secara cepat, dan yang tercepat

seleasai maka itulah

pemenangnya.

6. Guru mengamati kesungguhan

dan kepercayaan diri peserta

didik dalam mengembangkan

paragraf dari kalimat acak

yang telah disusun ke dalam

paragraf sederhana menjadi

sebuah teks deskriptif yang

memiliki kesatuan yang utuh

secara individu.

30 menit Mengasosiasi

1. Peserta didik dalam

kelompoknya berdiskusi

kembali untuk memastikan

bahwa pekerjaan mereka sudah

benar.

2. Guru mengamati dan

merespon siswa selama diskusi

berlangsung

Mengkomunikasi

1. Perwakilan dari masing-masing

kelompok dengan sungguh-

sungguh dan percaya diri

mengungkapkan hasil

pekerjanya di depan kelas dan

peserta didik lainnya

mendengarkan.

2. Guru Mengamati dan menilai

presentasi peserta didik dari

aspek ketrampilan.

3. Guru Memberikan umpan balik

atas kegiatan dan hasil

pekerjaan peserta didik.

4. Melakukan post-test, siswa

diberi tugas untuk

mengembangkan paragraf yang

telah di urutkan tersebut.

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran

hari itu

2. Guru memberikan umpan balik

pembelajaran

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya

4. Siswa dan guru memberikan

salam penutup

15 menit

b. Penilaian

3. Teknik : Tes tertulis

4. Instrumen :

c. Pre-test : mengidentifikasi penggunaan can dari bacaan di

bawah

1. Mrs. Harum : “I,m very proud f siti. Now she can help me with

housework. She can get up earlyherself. She can sweep the huse

before school.”

2. Rani : “yuli can make fried rice, and she can fry the egg nicely. She

ca als serve fried rice beautifully with tomatoes and celery

3. Mr. Ardan :” it is not easly to read a story to your friends loudly

and correctly. But, I,m happy that many of you can do it well. Adi

still make mistakes, but he can read his story loudly.”

4. Denata :” fatima always speaks softly, but when she sings, she can

sing very loudly.”

5. Mrs. Fauzia :”birds can fly because they have wings. We don‟t

have wings so we can‟t fly. But we can make planes. With a plane

we can fly very high and go to other island.

6. Mr. Rendy :” we can‟t swim across the sea, but with a bat or a ship,

we can go to other islands.”

7. Mrs. Gracia :” the text is long and there are many new words in it.

It its not easy to read. But you can read together. If you read it

together, I‟m sure you can understand it easily.”

8. Widi :” my nephew, Anton, is only two years old. But he is smart.

He can go up the stairs himself. He ca also go down easily.”

PRE-TEST

Name : ................................................

No. Absen : ................................................

Kelas : ................................................

1. According to Mrs. Harum

a.siti can help her with the house

b. she can get up early herself

c. she can sweep the house befre school

2. According to Rani.

a. Yuli can .....................................................

b. She can ......................................................

c. she can .......................................................

3. According to Mr. Ardan

a. Adi can .....................................................

4. According to Denata

a. Fathma can ..........................................

5. According to Mrs. Fauzia

a. birds can ..............................................

b. we cannot ..........................................

c. we can ................................................

d. we can ................................................

6. According to Mr. Rendy

a. We cannot ...........................................

b. We can ...............................................

7. According to Mrs. Gracia

a. we can ...............................................

b. we can ..............................................

8. According to widi

a. Anton can .........................................

b. he can ................................................

d. POST-TEST : Lembar Kerja Kelompok

Group :

Nama Anggota & No. Absen : 1…………………(……………..)

2………………... (……………..)

3…….………….. (……………..)

4…….………….. (……………..)

Kelas :

Petunjuk pengerjaan

1. Tulislah nama, NIS, dan kelas anda pada tempat yang disediakan.

2. Urutkan kalimat acak yang berada di dalam box.

3. Jika ada kalimat yang kurang jelas mintalah penjelasan pada

Bapak/Ibu guru yang mengawasi.

4. Bekerjalah dengan sebaik-baiknya.

5. Letakkan kalimat acak tersebut di lembar kerja yang telah

disediakan.

6. Diskusikan kembali dengan kelompok anda untuk memastikan

bahwa hasil kerja anda sudah benar.

Box 1 Box 2

Box 3 Box 4

Anton : Hi, Agnes. How are you ?

Agnes : I am fine, And you?

Anton : I can‟t cook fried banana,

can you help me to cook it?

Agnes : Sure, I can.

Anton : I will buy flour first.

Thanks before for your help

Agnes.

Agnes : Ok, You‟re welcome.

Anton : I am fine too, Can you

cook fried banana?

Agnes : Sure, I can cook it and

can serve it well, what about you?

Dialog

...................................................................................................................

..................................................................................................................

...................................................................................................................

.............................................................................................................................

...................................................................................................................

............................................................................................................................

............................................................................................................................

...................................................................................................................

Lembar Kerja Individu

POST TEST

Name:

NIS:

Group:

Kelas:

Petunjuk pengerjaan

1. Tulislah nama, NIS, dan kelas anda pada tempat yang disediakan.

2. Kembangkan Dialog yang telah diurutkan di atas tadi dengan

kalimatmu sendiri.

3. Jika ada kalimat yang kurang jelas mintalah penjelasan pada

Bapak/Ibu guru yang mengawasi.

4. Bekerjalah dengan sebaik-baiknya.

5. Teliti kembali pekerjaan anda sebelum dikumpulkan kepada

Bapak/Ibu guru.

Dialog

Anton : Hi, Agnes. How are you ?

Agnes : I am fine, And you?

Anton : I am fine too, Can you cook fried banana?

Agnes : Sure, I can cook it and can serve it well, what about you?

Anton : I can‟t cook fried banana, can you help me to cook it?

Agnes : Sure, I can.

Anton : I will buy flour first. Thanks before for your help Agnes.

Agnes : Ok, You‟re welcome.

......................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

DAFTAR NILAI

SURAT KETERANGAN KEGIATAN MAHASISWA

Nama : Eka Widi Riyanti

NIM : 113-13-089

Jurusan : TBI

Dosen Pembimbingan Akademik : Dra. Siti Muhtamiroh, M.S.I.

No. Nama Kegiatan Pelaksanaan Sebagai Nilai

1. OPAK STAIN SALATIGA

2013“Rekonstruksi Paradigma Mahasiswa

yang Cerdas, Peka, dan Peduli”.

26-27

Agustus

2013

Peserta 3

2. OPAK TARBIYAH 2013 STAIN

SALATIGA“ Menjunjung Tinggi Nilai-

Nilai Kearifan Lokal Sebagai Identitas

Pendidikan Indonesia”

29 Agustus

2013

Peserta 3

3. “Library User Education (Pendidikan

Pemakai Perpustakaan)” oleh UPT

PERPUSTAKAAN STAIN SALATIGA.

16

September

2013

Peserta 2

4. SEMINAR “SIBA SIBI Training UTS

Semester Genap tahun 2014” Oleh CEC dan

ITTAQO

2-3 Mei

2014

Peserta 2

5. TALKSHOW PRA NIKAH tema

“Menjemput jodoh impian” oleh Rumah

Keluarga Indonesia (RKI) kota Salatuga dan

Bidang Nisaa‟ LDK Daarul Amal STAIN

Salatiga

9 November

2014

Peserta 2

6. Pendidikan Anggta Dasar (PAD) AL-

KHIDMAH KAMPUS KTA SALATIGA

Oleh Al-Khidmah Kampus Kota Salatiga

6-7

Desember

2014

Peserta 2

7. Latihan Gabungan (LATGAB) Perguruan 9-11 Mei Peserta 4

Tinggi X bersama Brigsus Nog Ssr Sabuk

Inten Racana STAIN Kudus dan Brigsus

Naga Sandhi Racaa IAIN Salatiga serta

racaa se-jawa da sekitarya

2014

8. SURAT KEPUTUSAN “Pengangkatan

Tutor LKP Early Eglish Eduction Kota

Salatiga tahun 2015/2016” oleh LKP Early

Eglish Education (EEE) Kota salatiga

15 Juli 2015 Tutor 6

9. SEMINAR BEDAH BUKU “Muda 7

Warna” Oleh HMJ PAI IAIN SALATIGA

23

September

2015

Peserta 2

10. SEMINAR NASIONAL “Musik, Islam, &

Nusantara” Oleh Seni Musik Club (SMC)

IAIN SALATIGA

5 Desember

2015

Peserta 8

11. PIAGAM PENGHARGAAN “Bersih kota

memperingati Hari Badan Powell Hari

Peduli Sampah dan Hari Jadi Kabupaten

Semarang ke-495” Oleh Gugusdepan

Semarang 01.143-01-144 U Teritorial

Ungaran dan Badan Lingkungan Hidup

Kabupaten Semarang/ Satuan Karya

Kalpataru Kwarcab Semarang

21 Februari

2016

Peserta 2

12. SEMINAR NASIONAL “Esensi Dakwah

Kontemporer” dalam ragka milad LDK ke –

14

21 Mei

2016

Peserta 8

13. SEMINAR NASIONAL “Pendidikan agama

menjadi pelopor kebangkitan nasional di era

modern” Oleh HMJ PAI IAIN SALATIGA

21 Mei

2016

Peserta

8

14. SEMINAR NASIONAL “The Use of

English as a Medium of Islamic Preaching”

28 Mei

2016

Peserta 8

Oleh Comunicative English Club (CEC)

IAIN SALATIGA

15. SEMINAR NASIONAL “LGBT dalam

perspektif psikologi dan kesehatan” Oleh

PIK SAHAJASA

4

September

2016

Peserta 8

16. SEMINAR NASIONAL “Indonesia

Budayaku Indonesia Warisanku (Salatiga

kota Pusaka)” Oleh HMJ PGMI IAIN

SALATIGA

2 Juni 2016 Peserta 8

17. Kegiatan Kuliah Kerja Lapangan “a 2-hour

Teacher Training Workshop Focusing on

ICE BREAKING TO TEACH

LANGUAGE SKILL” di IALF Bali Oleh

IAIN SALATIGA

27 Juli 2016 Peserta 2

18. JUDICAL CAMP “Kerja Nyata

Mewujudkan Peradilan Bersih Menuju

Indonesia Adil dan Sejahtera” Oleh

Penghubung Komisi Yudisial Wilayah Jawa

Tengah (PKY Jateng)

20-21

Agustus

2016

Peserta 4

19. SEMINAR NASIONAL “ Dimanakah

Kiblat Pendidikan Kita?” Oleh DEMA FTIK

IAIN SALATIGA

9 November

2016

Peserta 8

20. SEMINAR “Sosialisasi Pencegahan

Kekerasan Dalam Rumah Tangga Sejak

Dini” Oleh Kementrian Pemberdayaan

Perempuan dan Perlindungan anak Republik

Indonesia.

16

November

2016

Peserta 2

Cycle I

Teaching Learning Process

Doing Pre-test

Doing the Treatment

Group Discussion

Presented their assignment

Cycle 2 August 7th

2017

Teaching Learning Process

Doing pre-test

Doing Treatment

Group Discussion

Presented Their Assigenment

The Researcher give reward for winner

VII B CLASS OF MTS N SUSUKAN AND THE RESEARCHER

Class Situation