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THEUSEOFENVIRONMENTALMEDIATOIMPROVE
STUDENTSDESCRIPTIVETEXTWRITING
(AClassroomActionResearchwith8
th

GradeStudentsofMTsDarulUlum
PutatngantenGroboganintheAcademicYearof2011/2012).

FinalProject

SubmittedinPartialFulfillmentofRequirement
forDegreeofBachelorofIslamicEducation
inEnglishDepartment
By:

073411063
KHOIRULMUZAKKI
FACULTYOFTARBIYAH
WALISONGOSTATEINSTITUTEFORISLAMICSTUDIES
SEMARANG
2012
Page 2
ii

ABSTRACT

Title
:TheUseofEnviomentalMediatoImproveStudents
DescriptiveTextWriting(AClassroomActionResearch
with8
th

GradeStudentsofMTsDarulUlumPutatnganten
GroboganintheAcademicYearof2011/2012).
Writer
:KhoirulMuzakki
StudentsNumber:073411063
Thebackgroundofthisresearchisbasedonthephenomenonthatsome
teachersmayuseaconventionalwaytoteachstudents.Theycannotcreatenewways
tosupportteachingwriting.Itwillbedifficultforstudentstoachieveteachingand
learningtarget.Theenvironmentalmediacanbeusedasteachingmediumtohelp
teachersinteaching,especiallyinteachingdescriptivetextwriting,becausestudents
canobservetheobjectwhichwillbethemedirectlybeforewritingitintoparagraph.
Bytheway,studentscandescribeandwritethethemedetaillyandmaximally.
Themainobjectiveofthisstudywanttoshowtheimplementationof
environmentalmediaindescriptivetextlearninganddescribetheimprovementof

studentstextwritingafterbeingtaughtthroughusingenvironmentalmedia.The
methodoftheresearchwasaclassroomactionresearch.Theresearcherusedsecond
gradeofMTsDarulUlumPutatngantenGroboganassample.Thatclassamountto40
students.
Thereweretwocycleinthisresearch.Beforeconductingthecycle,thepre
cyclewasconductedtomeasurestudentsabilityinwritingbyusingconventional
way.Thefirstcycle,researcherusedenvironmentalmediaofmosqueaslearning
sourcethatrelatedtotheme.Thesecondcycle,researcherusedkindenvironment
aroundschoolforexample,canteen,library,laboratorium,etc.asteachingaid.
Thetechniquesofdatacollectionthatareusedbytheresearcherinthis
researcharedocumentation,observation,andtest.Thedocumentationisusedto
knowthestudentslist,schoolscurriculum,andthescoreofthelasttest.The
observationisusedtoobservetheteachingprocessandstudentsactivitiesinthe
class.Thetestisusedtomeasurestudentsresult.
Theinstrumentsthatwereusedtocollectthedataweretestasandobservation
checklist.Thetestwasusedtoprovetheimprovementofstudentsdescriptivetext
writing.Theobservationchecklistwasusedtomeasurestudentsparticipationand
responsewhilelearningprocess.
Theresultofthetestshowedthatthestudentsscoreintheprecycletestwas
53.85.StudentsscoreinthecycleItestwas65.StudentsscoreinthecycleIItest
was71.6.Theachievementofthetestshowedthatthetreatmentwassuccessfulan
Page 3
iii
effectivebecausetheresultofthecycleItestwashigherthantheprecycletest,and
thecycleIItestwashigherthanthecycleI.Inlinewiththisresult,theresearcher
concludedthattheresearchimprovedstudentsdescriptivetextwriting.
Page 4
iv

ATHESISSTATEMENT
Iam,thestudentwiththefollowingidentity:
Name
:KhoirulMuzakki
StudentsNumber:073411063
Department
:EnglishLanguageEducation
certifythatthisthesisisdefinitelytheresearchersownwork.Iamcompletely
responsibleforthecontentofthisthesis.Otherwritersopinionsorfindingsincludedin
thethesisarequotedorcitedoraccordancewithethicalstandards.
Semarang,Mei28
th

,2012
TheWriter,
KhoirulMuzakki
073411063

Page 5
v
Page 6
vi
Page 7
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vii

MOTTO

Allahwillexaltindegreethoseofyouwhobelieve,andthosewhohavebeengranted
knowledge.

1.Bytime.
2.Manisinloss,
3.Exceptthosewhobelieveanddogoodworksandexhortoneanothertotruth
andtopatience.
0F

MahmudYYazid,TheQuran,AnEnglishTranslationoftheMeaningoftheQuran(Beirut,
DerAlChoura,1980)1stEd,p.460.
1

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viii

DEDICATION
Thisthesisisdedicatedto:
1.Theresearchersbelovedfather,Darmadi,thestrongestmanintheworld,who
alwaysgivesmotivationineverything.
2.Theresearchersbelovedmother,NurAiniMahmudah,forbeinghereverlasting
spiritinsoul.
3.Theresearchersbelovedbrothersandsisters,MisbahulFuad,ZuhadAbdul
Hakim,IndahNailatulMuna,andArinaNurulIzzahwhoalwayssupportmeto
finishthisthesis.
Page 10
ix

ACKNOWLEDGMENT

Thefirstofall,thewriterwouldliketoexpresshissincerethankstoalmighty
AllahSWTwhohasgivenhealth,blessing,guidanceandinspirationtothewriterin
finishingthisthesiswiththetitleTheUseofEnviromentalMediatoImprove
StudentsDescriptiveTextWriting
Thisthesisisarrangedormadetofulfillonerequirementtogetthedegreeof
bachelorofIslamiceducationinEnglishlanguagedepartmentofstateinstitutefor
IslamicStudiesWalisongoSemarang(IAINWalisongo).
Thewriterrealizesthathecannotcompletethisthesiswithouttheguidance,
advice,suggestion,supportandencouragementformanypeopleduringthewriting
onthesis.Inoccasion,thewriterwouldliketothankto:
1.Dr.Sudjai,M.Ag.AstheDeanofTarbiyahFacultyofIAINWalisongo.
2.SitiTarwiyah,M.Hum.AstheHeadofEnglishDepartment.
3.MuhammadNafiAnnury,M.Pd.Asthefirstadvisorwhohasgavegood
guidanceforthewriter.
4.Drs.MahfudJunaedi,M.Ag.Asthesecondadvisorwhoalsogivesattention
andgoodguidanceinarrangingthisthesis.
5.ThelecturesofEnglishDepartmentofTarbiyahFacultyIAINWalisongothat
have

deliveredknowledgeandexperiencetothewriter.
6.Drs.MukriAsHeadmasterofMTsDarulUlumKarangrayungGrobogan
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x
7.EdiKristanto,S.Pd.AsanEnglishTeacherofMTsDarulUlum
KarangrayungGrobogan.
8.Allofresearcher'sfriendsatEnglishDepartmentofTarbiyahFaculty
Walisongo
SemarangstateInstituteofIslamicStudiesSemarangwhogavethe
researcherslotsof
assistance,thanksforthegoodcooperationandbesthelp.
Finally,theresearcherrealizesthatthisthesisisstilllessperfect.Thewriter
hopesanysuggestionandcriticismtomakeitperfect.
Theresearcherdoeshopethisthesiscanbeusefulfortheimprovementof
Englishteachinglearning,especiallyforthewriterhimselfandforthereadersin
general.
Semarang,Mei28
th

2012
Thewriter
073411063
KhoirulMuzakki
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TABLEOFCONTENT

PAGEOFTITLEi
ABSTRACT
ii
ADVISORPROPOSAL.
iii
RATIFICATION
iv
ATHESISSTATEMENT..v
MOTTO..vi
DEDICATION
vii
ACKNOWLEDGMENT.
viii
TABLEOFCONTENT..x
CHAPTERI:INTRODUCTION
A.ResearchBackground.1
Page 13
xii
B.ReasonforChoosingtheTopic.4

C.ResearchQuestion....4
D.ObjectiveoftheStudy....5
E.PedagogicalImplication..5
F.ScopeoftheStudy...5
G.DefinitionofKeyTerm...6
CHAPTERII:REVIEWOFTHERELATEDLITERATURE
A.PreviousResearch7
B.TheoriticalReview
1.EnviromentalMedia9
a.DefinitionofEnviromentalMedia9
b.TheTechniquesofEnviromentalMedia..9
c.TypesofenvironmentalMedia.10
d.ProcedureofEnviromentalMedia.11
e.PrincipleofEnviromentalMedia12
2.DescriptiveTextWriting
a.GeneralConceptofWriting.13
b.GeneralConceptofDescriptive..14
1)PartofGenres....14
2)DefinitionofDescriptive.15
3)SocialFunctionofDescriptive16
4)GenericStructureofDescriptive.16
5)GrammaticalPatternofDescriptive17
6)ModelofDescriptiveText..18
3.EnviromentalMediainTeachingDescriptiveWriting
a.TeachingWriting....18
b.TheUseofTeachingMediatoTeachWriting.
19
Page 14
xiii
c.TheUseofEnviromentalMediatoTeachDescriptive.22
C.ActionHypothesis..23
CHAPTERIII:RESEACHOFINVESTIGATION
A.ReseachApproach...24
B.SubjectofTheResearch..24
C.TimeandSetting.25
D.DesignofResearch.25
E.FocusofTheResearch.28
F.Collaborator..28
G.SourceofData.28
H.ProcedureofStudy.29
I.TechniqueofDataCollection33
J.TechniqueofDataAnalysis..36
K.AchievementIndicator..38
CHAPTERIV:RESEARCHFINDINGANDANALYSIS
A.ResearchFinding39
1)TheDataofPrecycleFinding.39

2)TheDataofCycleIFinding.45
3)TheDataofCycleIIFinding53
B.Discussion60
1.AnalysisofCycleI..60
2.AnalysisofCycleII.61
3.AnalysisofWholeMeeting62
Page 15
xiv
CHAPTERV:CONCLUSSIONANDSUGGESTION
A.Conclussion.66
B.Suggestion...68
BIBILIOGRAPHY
APPENDICES
CURRICULUMVITAE
Page 16
1
CHAPTERI
INTRODUCTION
A.ResearchBackground
Themasteryofwritingisveryimportantinourglobalcommunity.The
advancesoftechnologyandtransportationallowpeoplefromnationsandcultures
tointeractwitheachother.Communicationacrosslanguagesbecomeovermore
essential.Theabilityofspeakingandwritingasecondlanguagehaseffectinour
sociallife,soitbecomeprincipalrequirementinourgloballife.
Notonlyspeaking,theabilityofwritingdeterminespersonssuccessin
theircommunication.Besidesspoken,thepeopleneedwrittenmediatodeliver
theirideatoothers.Thebook,magazine,journal,andnewspaperaresome
exampleofwrittenmediawhichrepresentwritersidea.Thepeopleget
informationandknowledgefromreadingwrittentext.
Thehistoryprovedthatwrittenculturehasgivengreatcontributionin
humancivilization.Infact,theprophetMuhammadgottherevelationof
instructiontoread(Iqra)andwrite(AllamabiAlQolam).
SurahAlAlaq(TheClot)verse15

1.Read!IntheNameofyourLord,Whohascreated(allthatexists),2.Hascreated
manfromaclot(apieceofthickcoagulatedblood).3.Read!AndyourLordistheMost
Generous,4.Whohastaught(thewriting)bythepen[thefirstpersontowritewas
ProphetIdrees(Enoch)],5.Hastaughtmanthatwhichheknewnot.
1F

MahmudYazid,TheQuran,AnEnglishTranslationoftheMeaningoftheQuran(Beirut:
DerAlChoura,1980)
2

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2
SurahalAlaqisagreedbyscholarsofIslamasafirstrevelationthathas
threeprinciples,theyare:first,explainingthewisdomofhumancreation,
superiorityofinstructiontoread(Iqro)andtowrite(AllamabialQolam)asa
superiorityofhumanthanothercreature.Second,explainingaboutthehuman
greedtowardworldlyandfinallybeingshatteredthatcausedbytheirlovetoward
worldly.Thenormativevalueinthisfirstrevelationasksmorehumanto
understandtheurgentofreadingandwritingthroughthefirstrevelation.TheGod
givesmiracletoProphetMuhammadwhowellknownasailliteracy.Thisthing
asasignthatAllahbestowsamindthatmakehumanmorepreciousthanother
creature.
Readingandwritingistwoactivitiesthatlinkeachother.Thisshowsthat
IslamaskshumantoreadandwriteearlybecausetheGodrevelationcannotbe
receivedwithoutreadbeforeanditwillnotbeenjoyedbynextgenerationifthere
isnodocumentationinwrittenform.
Asapartoflanguageskill,writingisveryimportanttosupport
communicationamonghumanbeing.Languageisnotonlyspoken,butalso
written.Itisabasiclanguageskill,justasimportantasspeaking,listening,and
reading.Sothat,writingmustbetaughtforstudent.
JeremyHarmerexplainsthereasonforteachingwritingtostudentsof
Englishasaforeignlanguageincludereinforcement,languagedevelopment,
learningstyle,andmostimportantly,writingisaskillinitsownright.Some
studentsacquirelanguageinapurelyoral/auralway,butmostofusbenefit
greatlyfromseeingthelanguagewrittendown.Studentsoftenfinditusefulto
writesentencesusingnewlanguageshortlyaftertheyhavestudiedit.Theactual

processofwritinghelpsstudentstolearnastheygoalong.
3

JeremyHarmer,HowtoTeachEnglish(England:Longman,1998)P.7978

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3
Masteryofwritingisnecessary.Writingisneededforfulfillingpartof
ourjob.Studentsneedtoknowhowtowriteletters,howtoputwrittenreports
together,howtoreplayadvertisements,etc.
Writinghasahigherstatusthanspeakingbecausealmosteverybodycan
speakbutonlyafewpeoplecanwrite.Wemustwritewithcorrectgrammar.We
organizewhatwewriteintosentencesandparagraphs.Weusemoreformal
vocabularyandwedonotuseslang.
4
4

Itdemandsustohavegoodabilityin
writingsentences,especiallytocomposetextcorrectly.
Unfortunately,therearemistakesofteachingintheclasswhichcause
studentscannotunderstandwritingmaterialfully.Oneofthem,mistakeof
descriptivetextteaching.Learningofdescriptivetextwritingstilluse
conventionalmethods.Teacherbecomescenterofstudy.Studentsareless
involvedinlearningprocess.Teachersarelessvariableinteachingsothat
studentsfeelbored.Teachersneedcreativitytoincreasestudentslearning
motivation.
Researcherappliesoutdoorclassmethodbyusingenvironmentalmedia
inlearningofdescriptivetextwriting.Itisanapproachtoguidestudentstogo
outfromtheclassforintroducingthemwiththeirenvironment.Using
environmentalmediaassourceoflearningcanmakestudentsmoreexcited.
Therearesomeadvantagesinusingenvironmentalmedia.Using
environmentaslearningmediameansfamiliarizingstudentswiththeir
environment.Moreover,inteachingdescriptivetext,teacherscannotasktheir
studentstocomposedescriptivetextintheclasswithoutintroducingobjectthat
willbedescribed.Studentsmustobserveobjectdirectlysotheycandescribeitin
detail.
http://www.englishclub.com/eslarticles/200108.htm,28Februari2012

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4
B.ReasonforChoosingtheTopic
WritingisoneofEnglishbasicskillwhichisimportanttobelearned.Itis
unlikespoken,writtenneedaccuracyinthecomposition.Therearerulesof
grammaronwriting.Weneeddiligenceandconsistencytomasterwriting.It
needsastrategysoitcanbelearnedeasily.
Themistakesintheteachingwillnotmakelearninginteresting.That
situationcannotmakestudentsunderstandthematerialcomprehensively.Inthe
descriptivetextteaching,theteachersaskstudentstocomposedescriptivetextby
sittingintheclasswithoutobservingobjectdescribed.Writingneedsinspiration
andimagination.Theteachersshouldguidestudentstoobservetheobjectwhich
willbewrittenindescriptivetextdirectly.

Somereasonsforchoosingthetopicare:
1.Thelearningthroughenvironmentcanbeconductedeasily.Teacherguides
studentstogooutofclassandobserveenvironmenttobeinspirationin
descriptivetextwriting.
2.Theteacherscanuseenvironmentaslearningsource.Itisforintroducing
studentswiththeirenvironment.
3.Opensituationcanrefreshstudentsmindsothattheycanexpressidea
easily.Theirimaginationcanbedeveloped.
4.Byobservingobjectdirectly,studentscandescribeobjectindetailand
accurately.
Bythelearning,writerhopescanimprovelearningmotivationandstudents
writingskillindescriptivetext.
C.ResearchQuestions
Thestudyisaimedtoanswerthefollowingquestion:
1.Howistheimplementationoftheuseofenvironmentalmediaindescriptive
textlearningatVIIIgradestudentsofMTsDarulUlumKarangrayung
Groboganintheacademicyearof2011/2012?
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2.Cantheuseofenvironmentalmediaimprovestudentsabilityindescriptive
textwritinginMTsDarulUlumKarangrayungGrobogan?
D.ObjectiveofTheStudy
Basedontheproblemabove,theaimsofthisstudyareasfollows:
1.Toshowhowusingenvironmentalmediaisimplementedindescriptivetext
learningatVIIIgradestudentofMTsDarulUlum.
2.TodescribetheimprovementofstudentsdescriptivetextwritinginMTs
DarulUlumafterbeingtaughtthroughusingenvironmentalmedia.
E.PedagogicalImplication
Theresultofthisstudyisusefulforallwhobeapartofeducationinstitution:
2.Forthestudents
Itcanmotivatestudentsspiritinlearning.Itcangrowcreativityand
imagination.Studentscanobserveobjectthatwillbedescribeddirectly.Itcan
helpstudentstoimprovestudentsdescriptivetextwriting.
3.Fortheteacher
Teachercanuseenvironmentasteachingaidinlearningprocessto
motivatethestudents.Itcanmaketeachingprocessiseasier.
4.Fortheschool
Itwillmakearightdecisiontousesometeachingaidstosupport
teachingandlearningprocess
5.Forthereaders
Theywillgetmoreinformationandexperiencefromthisresearch.
6.Forthewriter
Thewriterwillgetnewknowledgeandexperienceinteaching
descriptivetextusingenvironmentalmedia.
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F.ScopeoftheStudy
Asweknowthatbasiclanguageskillconsistofspeaking,reading,
listening,andwriting.Inthisresearch,writerlimitsinwritingskill.Thereare
manykindsofgenreinEnglishwriting,therearetwelveitems.Oneofthemis
descriptivetext.Researcherwilllimitthisdiscussionondescriptivetextwriting.
Enviromentalmediabecomesthewayofdescriptivetextlearningtoimprove
studentswritingskill.
G.DefinitionofKeyTerm
a.EnvironmentalMedia
EnvironmentbasedonWebsterDictionaryiscircumstances,object,
orconditionsbywhichoneissurrounded.Theenvironmentalmediainthis
researchisobjectsurroundingoutdoorclasswhichcanbeusedaslearning
sourcetosupportstudentslearningactivity.Forexample,garden,
laboratorium,mosque.
b.DescriptiveTextWriting.
Towriteistoputourideasandthoughtsintopapersorotherteaching
aidsinordertoshowtothereaderwhatinsideourbrainare.Writingisnot
onlywritingsomethinginapaper,buthowwecandevelopakitinit,the
wordwritingcomesfromaverb,whichmeansitisanactivity,aprocess.
5

A.Meyers,GatewayInAcademicWriting,(NewYork:PearsonEducation,2005),p.1

Descriptivetextwritingissomeonescapabilitytowriteorarrange
descriptivetextintopaperscorrectlyandaccurately.Studentswritingskill
dependonteachersabilityandteachingstrategyinlearningprocess.It
needsalearningstrategytoimprovestudentswritingskill.
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CHAPTERII
REVIEWOFTHERELATEDLITERATURE
A.PreviousResearch
ThepreviousresearchisfromSuryati(2201403571)EnglishDepartment,
TheFacultyofLanguagesandArtsofUNNES,2008.ThetitleisTheUseof
PictureasaTeachingaidtoTeachDescriptiveTextWriting,TheCaseofthe
SeventhYearStudentsofSMPNIWonosoboinAcademicYearof2007/2008.
Herstudyistofindouttheclassusingpicturesasamediainwritingdescriptive
textachievementandwithoutusingpictureatSMPNIWonosobointheacademic
yearof2007/2008.Herthesisexplainedaboutprocedureresultandeffectof
teachingdescriptivetextusingpictures.Shehasgivenpretestandposttesttoher
classtreatment.Hermethodologyofresearchusedexperimentalstudyon
research.Shehadchoosentwoclasses,oneclassascontrolclassandtheother
classasexperimentalclass.
Fortheexperimentalclass,sheusedpictureforstudentwhilesheteach
PresentContinuousTenseandtheotherclassshedidnotusepicture.Sheused
reliabilityandvaliditytest,foreachclassresultofherexperiment,theanalysis
datausedquantitativeanalysis.Andtheresultwassignificant,picturecouldbe

moreeffectiveinteachingdescriptivetextatSMPNIWonosoboinacademic
year2007/2008.
TheresearchshownthatteachingDescriptiveTextusingpictureasa
teachingaidisveryhelpfulfortheimprovementofthestudentsabilityin
DescriptiveText.Asaresult,thestudentsprogressafterthetreatmentwasgood
enough.
ThesecondoneisfromTriYogiBudiWardani(2201403502)English
Department,TheFacultyofLanguagesandArtsofUNNES,2008Thetitleis
TheEffectivenessofPicturesasMediainImprovingDescriptiveWritingSkill,
TheCaseoftheEighthGradeofSMPNIWanadadiintheAcademicYearof
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2007/2008.Herstudyislimitedtothewritingparagraphachievementandthe
benefitofteachingdescriptivetextusingpictureatSMPNIWanadadi.Herthesis
explainedaboutprocedures,resultandeffectofteachingdescriptivetextusing
picturesandtheadvantages.Shehasgivenpretestbeforetreatmentandposttest
afterit.Shechosetwoclassestoberesultresearch,oneclassascontrolclassand
theotherclassasexperimentalclass.
Fortheexperimentalclass,sheusedpictureforstudentwhilesheteach
vocabularyandtheotherclassshedidnotusepicture.Andtheresultwas
significant.
Thesimilaritybetweenhisresearchwithmyresearchisthattheresearch
focusiswritingskillindescriptivetext.
Therearemanydifferencesbetweentheirresearcheswithmyresearch.
Theyare:
1.TheyusedexperimentalstudybutIwilluseclassroomactionresearchstudy.
2.TheyusedapictureasateachingaidintheirresearchbutIwilluse
environmentalmediainmyresearch.
Thereareothersomeresearcheswhichhaveresearchfocusinwritingskillof
descriptivetext.Butresearcherhavenotfindresearchasmyresearchwhichhave
environmentalmedia.
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B.ReviewofRelatedLiterature
1)EnvironmentalMedia
a.DefinitionofEnviromentalMedia
Theuseofenvironmentalmediainteachingprincipallyisperforming
afact,event,orthingintoactualformtohelpteachingprocess.Ontheother
hand,teacherandstudentscanlearnactualeventinoutdoorclassbyfacing
studentstotheirenvironmenttobelearnedandobservedwhichisadapted
withlearningmaterials.Thiswayiseffectiveenoughbecausethestudents
arefacedwithrealeventorconditionnaturally.
Theuseofenvironmentalmediacankeepitstruthandaccurateness
ofthedatabasedonmaterial.Theenvironmentaroundusbothintheclass
andoutclasscanbelearningsource.Theenvironmentconsistofcommunity,

physicalenvironment,naturalevent,etcaroundschool.Throughthismethod,
studentsisguidedtorecognizetheirenvironmenttobeinspirationin
learning.
6

b.TheTechniquesofEnviromentalMedia
Therearesometechniquestouseenvironmentalmediaaslearning
source.Firsttechniquecanbedonebyobservation.Thestudentsobserve
environmentaroundthemtounderstanditsrelevancewithlearningmaterial.
Thestudentswriteandreportresultoftheirobservation.Thelearning
activitycanbedonebyobservation,interview,learningthedata,etc.
Secondly,teachercanuseenvironmentalmediabycamping.The
campingneedlongtimebecausestudentsmustinspirenaturalphenomenon
there.Theuseofenvironmentalmediabycampingissuitabletolearn
science,biology,sociology,andphysic.Studentscanrecordwhattheydo,
see,andfeelwhilecamping.Studentsbringitsresulttobediscussedtogether
intheclass.
6

M.BasyiruddinUsman,MediaPembelajaran(Jakarta:CiputatPress,2002)P.108109

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Thirdtechniqueisfieldtriporstudytour.Beforedoingfieldtrip,
teachershouldplanthetourobjectthatwillbelearned.Thetourobject
shouldberelevantwithlearningmaterial.Forexample,themusiumfor
teachinghistory,thezooforteachingbiology,andplanetariumforteaching
astronomy.Besidesforlearningpurpose,fieldtripisconductedfor
recreationpurpose.Fieldtripisconductedinholidayusually.
Fourthtechniqueissocietysubmission.Thiswayisconductedifthe
schoolcooperatewithsocietyinsocialevents.Theserviceprojecttosociety
giveadvantagesforstudentsandsociety.Studentscanimplementtheir
abilitytohelpsociety.Ontheotherhand,studentscanlearnandrecordtheir
experiencesinthefield.
c.TypesofEnviromentalMedia
Generally,environmentalmediaisdividedintothreecategories.The
categoriesare:
1)SocialEnvironment
Socialenvironmentaslearningsourcerelatetohumaninteraction
withsocietylife.Forexample,socialorganization,tradition,culture,and
religion.Socialenvironmentisusedtolearnsocialandhumanism
knowledge.Inpracticeteaching,theuseofsocialenvironmentalmedia
shouldbestartedfromtheclosestenvironmentasfamily,neighbor,
village,etc.Itmustberelevantwithcurriculumandstudents
developmentlevel.Teachercanasksstudentstolearngovernment
structureinthevillageorlearnvillagesculture.
2)NaturalEnvironment
Naturalenvironmentalmediarelatetonaturalthingsintheworld
likesgeographicalcondition,season,flora,fauna,andnaturalenergy
source.Differwithsocialenvironment,characteristicofnatural
environmentispermanent.So,naturalenvironmentisesiertobelearned

thansocialenvironment.Studentscanobserveandwriteitcertainly
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includeditsprocessandchange.Studentscanlearnandidentify
destructionofnaturalenvironmentasadulterationofwater,land,andair.
Theuseofnaturalenvironmentalmediacanimprovestudents
understandingandgrowstudentsawarenesstocareandkeeptheir
naturalenvironment.
3)SyntheticEnvironment
Syntheticenvironmentisenvironmentthatiscreatedandbuiltby
humantocertainpurposeintentionally.Forexample,building,mosque,
andgarden.Studentscanlearnsyntheticenvironmentfromsomeaspects
asitsprocess,function,andmaintenance.Syntheticenvironmentshould
beteachingmediaorlearningsourcetoenrichteachingmaterial.
d.ProcedureofEnviromentalMedia
Therearesomeproceduresforusingenvironmentalmedia.
1)Determiningthelearningtargetandpurposethatwillbeacquiredby
students.Forexample,byusingenvironmentalmediastudentscan
explainandidentifykindofanimalsandplantsaroundthem.
2)Determiningtheobjectthatwillbelearnedorvisited.Todeterminethe
object,teachershouldconsiderproximity,efficiency,safety,and
availabilityoflearningsourcesthere.
3)Determiningthewayinlearningprocess.Forexample,teachercanask
studentstoobserve,write,interview,ordescribetheobjectwhilelearning
process.Teachercandividestudentsintosomegroupstofacilitatethem
inlearningprocess.
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4)Determiningthetechnicalrulesinlearningactivity.Forexample,teacher
limittimeofobservationandaskstudentstoprepareequipmentwhich
neededinlearningprocess.
7

e.ThePrincipleofEnviromentalMedia
Targetofenvironmentalmediaaslearningsourceinordertomotivate
orstimulatestudentsinimprovinglearningquality.Enviromentalmedia
givesopportunitystudentstocreatelearningeffectively.
8

1)PrincipleofStudentsHappiness
Theprincipleofenvironmentalmediaare;
Enviromentalmediashouldbeattractive.So,theuseof
environmentalmediamustconsidercharacteristic,interest,andstudents
condition.Theteachermustknowactivitieswhichstudentslikeit.This
principleasksteachertoleaveformalactivity.Itmustbemadeinformal,
natural,andcomfortable.Bylearningconditionwhichiscomfortable,
studentsspiritinlearningprocesscanimprove.
2)PrincipleofStudentsDevelopment

Itmeansdevelopingstudentsresultcanachieveandusefulintheir
life.Enviromentalmediaisnotonlyascomfortablelearning,itmustpay
attentionimprovementofstudentsachievement.Because,actually
environmentalmediaisjustasamediatofacilitatestudentstoavhieve
learningpurpose.
NanaSudjana,AhmadRivai,MediaPengajaran(Bandung:SinarBaruAlgesindo,2005)P.
212214
8YeniRachnawati,PengelolaanLingkunganBelajar(Jakarta:Kencana,2010)p.22
7

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2.DescriptiveTextWriting
a.GeneralConceptofWriting
Writingisacombinationofprocessandproduct.Theprocessrefersto
theactofgatheringideasandworkingwiththemuntiltheyarepresentedina
mannerthatispolishedandcomprehensibletoreaders.Theyounglearners
liketoknowthatwritingisdoneinstepswhichareasimportantasthesteps
necessarytocooksomethingsuchaschickenoreggs
9

Writingiscompositionthatinvolvesthinkingprocesswhichiswritten
invariedandcomplexways,transcribes,evaluates,andrevises.
10

AccordingtoKern,writingisdifferentfromreading.Writinginvolves
designingtextstoconstructapotentialityforthatrealizeddiscourse,while
readinginvolvescreatingdiscoursefromtexts,althoughthebothwritingand
readinginvolvetheuseofavailabledesignsasresourceindialogicnegotiation
betweeninternalandexternalrepresentationofmeaning.Availabledesigns
hasbeenintendedinhereareforexampletheresidualvoiceandlanguage
formswehaveinternalized,ourknowledgeofrethoricandstylisticdevice,
genres,formattingconvention,andsoon
Itisoneof
thebasicskillsinlanguageteachingwhichputtheideasintopapersorother
mediatoshowtoreaderwhatinsidethebrainis.
11

Writingisaprocessofcreating,organizing,writingandpolishing.In
thefirststepoftheprocess,youcreateideas.Inthesecondstep,youorganize
theideas,inthethirdstep,youwritearoughdraft,inthefinalstep,youpolish
yourroughdraftbyeditingitandmakingrevisions
12

.CarolineT.Linse,PracticalEnglishLanguageTeaching:YoungLearners,(NewYork:Mc
GrawHillsCompanies,2006),p.98.
10RonaldVWhite,NewWaysinTheacingWriting,(Alexandria:TESOL,1995)pV
11RichardKern,LiteracyandLanguageTeaching,(London:OxfordUniversityPress,2000)
p.171
12AlliceOshimaandAnHogue,WritingAcademicEnglish,FourthEdition(NewYok:Pearson
Education,2006)P.265
9

Page 29
14
Writingitselfisconsideredasameansofcommunication.
Communicationinwritingtendstoinvolveathinkingprocess.

Writing,particularlyacademicwritingisnoteasy.Ittakesstudyand
practicestodevelopthisskill.Forbothnativespeakerandnewlearnersof
English,itisimportanttonotethatwritingisaprocess,notaproduct.
AccordingtoMeyers,firststepbeforewritingisexploringideas.
13

1.YourSubject
You
mustnoticethreecomponents:
Whatismysubject,thematerialIwanttowriteaboutandwhatdoI
knowaboutit?Thesubjectsthataremostinterestingtoyouraudience
areusuallythosethatyoufindmostinteresting.
2.YourPurpose
Whatismypurpose?Communicatingalwayshasapurpose:toinform,
topersuade,toentertainormaybetodoallthree.
3.YourAudience
Whoismyaudience?Theanswertothatquestionwilldeterminewhat
yousayaboutyoursubjectandwhatpurposeyouhopetoachieve.
14

1)PartofGenre
b.GeneralConceptofDescriptive
Therearemanykindsofgenre.Theyaredescriptive,narrative,
anecdote,spoof,recount,report,analyticalexposition,hortatory
exposition,explanation,review,discussion,procedure,newsitem.
Narrativeiskindofgenrewhichhassocialfunctiontoentertainan
actualorvicariousexperienceinuniqueways.Descriptiveiskindof
genrewhichhassocialfunctiontodescribeaparticularperson,place,or
thing.Spoofiskindofgenrewhichhassocialfunctiontoretelleventto
humoroustwist.Anecdoteiskindofgenrewhichhassocialfunctionti
13
14

AMeyers,op.cit.,p.3.
AMeyers,op.cit.,p.5.

Page 30
15
shareandaccountunusualincident.Recountiskindofgenrewhichhas
socialfunctiontoretelleventforthepurposeforentertaining.Reportis
kindofgenrewhichhassocialfunctiontodescribeorreportthing.
Analyticalexpositioniskindofgenrewhichhassocialfunctionto
persuadereadersthatsomethingisinthecase.Hortatoryexpositionis
kindofgenrewhichhassocialfunctiontopersuadethereadersthat
somethingshouldnotbethecase.Explanationiskindofgenrewhichhas
socialfunctiontoexplaintheprocessinvolvedintheinformationor
workingofnaturalorsocioculturalphenomenon.Discussioninkindof
genrewhichhassocialfunctiontopresenttwopointsofviewaboutissue.
Reviewiskindofgenrewhichhassocialfunctiontocritiqueanartwork
forpublicaudience.Procedureiskindofgenrewhichhassocialfunction
todescribehowsomethingisaccomplishedthroughasequenceofactions
andsteps.Newsitemiskindofgenrewhichhassocialfunctiontoinform
thereaderabouteventsofthedaywhichareconsiderednewsworthy.
15

2)DefinitionofDescriptive
Inthisresearchertakesdescriptiveasabasicgenreinteachingof
writingthroughenvironmentalmedia.Thisstudyisspecifiedinthistext
typeonly.
Descriptivetextisatextwhichsaywhatapersonorathingislike.
Descriptionisusedinallsformofwritingtocreateavividimpressionof
aperson,place,objectorevent.Thewriterusuallyusedescriptive
writingtocreateparticularmood,atmosphere,ordescribeaplacesothat
thereadercancreatevividpicturesofcharacters,places,objects,etc.
16

Writingdescriptionislikedrawingpictureintocanvas.Writing
descriptioniscreatingapictureusingwords.Whenthewriterswritea
FaizaHawa,GenreBasedWriting(Semarang,EnglishEducationDepartmentFacultyof
LanguageandArtEducationIKIPPGRISemarang,2009)p.4
16Ibid
15

Page 31
16
description,theyshouldusethesensorywords.Itiswordsthatrelateto
thesenseofsight,sound,touch,smell,andtaste.Thewriterswillbe
helpedbysensorywordstoimaginewhatwritersaredescribing.In
example,whenwritersdescribeaboutperson,writersdescribeaboutthe
physicalcharacteristicssuchasheight,weight,andhaircolor.
17

Therearetwokeystomakegooddescriptionwriting.Thefirstkey
isusingspaceorder.Inspaceorder,writerscoulddescribesomething
fromlefttoright.Inexample,whendescribingaperson,writerscould
startbythepersonsheadandendwiththepersonsfeet.Thesecondkey
towriteagooddescriptionisusingspecificdetails.Whiledescribing
something,writerslikepaintapictureusingwords.Thepurposeisto
makethereadersimagineorseewhatthewritershavedescribed.The
writersinthiswayshouldusealotofspecificdetails.
18

3)SocialFunctionofDescriptive
DescriptiveisawrittenEnglishtextinwhichdescribesanconcrete
orabstractobject.Itcanbeaperson,animal,school,orhouse.
Descriptivehasasocialfunctionwhichdescribesaparticularperson,
place,orthing
19

4)GenericStructureofDescriptive
Asdrawinganythingintocanvas,writingdescriptive
mustshowthatanythingdescribeddetailly.Thetextmustdescribething
orphenomenonactually.Describinganobjectmeansbringreaderto
imagineorseeathingorphenomenondescribed.Writerdescribethingor
objectwhichhehasvisitedorknown.
Descriptiveistextcontainingtwocomponent,identificationand
descriptionbywhichawriterdescribesaperson,animal,orhouse.
20
17

Ibid

18

AnneHogue,FirstStepinAcademicWriting(USA:Longman,1996)p.72

SangganSiahaan,KisnoShinoda,GenericTextStructure(Yogyakarta:GrahaIlmu,2008)
p.89
20Ibid.
19

Page 32
17
a)Identification
Identificationintroducesandidentifiesanythingorphenomenon
whichdescribed.Ithasfunctiontobringreadertointroducewhatwill
bediscussed.Likeorientationofothergenres,identificationisusually
putinfirstparagraph.Itisasintroductiontoreadertoreadnext
paragraph.Identificationusuallyanswersthequestions;whatisthe
topicofthetext,andwhatisthetextabove.
b)Description
Descriptionispartofgenericstructurethatconsistofparticular
phenomenonorthing.Itismainofissuethathasacharacteristic
whichdistinguishwithothergenres.Thedescriptionhasfunctionto
describesparts,qualities,andcharacteristicofthepartsofthe
object.
21

Itisputafteridentificationornextparagraphof
identificationuntilfinalparagraph.Inexample,ifyoudescribethe
classroom,youmentionpartsofclassroomasitsdoors,chairs,table,
andwalls.Youmentioncharacteristicoftheclassroomasbig(size),
green(color),orclean(quality).
22

Grammaticalpatternsofdescriptiveare;usingcertainnouns,simple
presenttense,nounphrasetogiveinformationaboutsubject,adjectives,
5).GrammaticalPatternofDescriptive
Besidespayingattentionthegenericstructure,wecanidentify
descriptivefromthegrammaticalpatternorlanguagefeatures.By
understandinglanguagefeatures,wecanidentifyorarrangedescriptive
easily.Itispartofcharacteristicstodistinguishdescriptivewithother
genres.
21
22

Ibid.
Ibid

Page 33
18
relativeverbtogiveinformationaboutsubject,thinkingandfeelingverb
toexpressthewritersperceptionaboutsubject,actionverb,adverbialto
giveadditionalinformationaboutsubject,andusingfigurativelanguage
style.
6).ModelofDescriptiveText
Theexampleofdescriptivetextisasfollow:
MyPet
Identification:Ihaveapet.Itisadog,andIcallitBrownie.
Description:BrownieisaChinesebreed.Itissmall,fluffyandcute.It
hasgotthickbrownfur.WhenIcuddleit,thefurfeel

soft.Browniedoesnotlikebones.Everydayiteatssoft
foodlikesteamedrice,fishorbread.EverymorningI
givehermilkandbread.WhenIamatschool,brownie
playswithmycat.Theygetalongwell,andneverfight
maybebecausebrowniedoesnotbarkalot.Ittreatsthe
otheranimalsinourhousegently,anditnevereatsshoes.
Brownieisreallyasweetandfriendlyanimal.
3.EnviromentalMediainTeachingDescriptiveWriting
a.TeachingWriting
Teachingaforeignlanguagemeansfirstandforemosttheformationand
developmentofpupilshabitsandskillinhearing,speaking,reading,and
writing.
23

Teachinginvolvestheapplicationoftechnicalandprofessionalskillsand
knowledgetoparticularsituation.Itmustnecessarilyinvolveteachersmaking
Teachingisdeliveryprocessofknowledgetostudentsbytheteacher.
23

GVRogova,MethodofTeachingEnglish(USA:PorobaTB,1975)P.6

Page 34
19
judgementsinthelightoftheseskillandknowledge.
24

Thisstudyisfocusinteachingofwriting.Writingisaskillisvery
importantinteachingandlearningaforeignlanguage.Ithelpspupilsto
assimilatelettersandsoundsoftheEnglishlanguage.Itisvocabularyand
grammar,andtodevelophabitsandskillsinpronunciation,speakingand
reading.Thepracticalvalueofwritingisgreatbecauseitcanfixpatternof
kinds(words,phrase,andsentences)inpupilsmemory,thusproducinga
powerfuleffectontheirmind.
Writing(asoneofthe
fourskillsoflistening,speaking,reading,andwriting)hasalwaysformedpart
ofthesyllabusintheteachingofEnglish.
25

Forwritinglearningrole,studentswritepredominantlytoaugmenttheir
learningofthegrammarandvocabularyofthelanguage.
26

b.TheUseofTeachingMediatoTeachWriting
Partlybecauseofthe
natureofthewritingprocesswhichneedforaccuracyinwriting.Whenwriting,
studentsfrequentlyhavemoretimetothinkthantheydoinoralactivities.They
cangothroughwhattheyknowintheirminds,andevenconsultdictionaries,
grammarbooks,orotherreferencematerialtohelpthem.Writingencourages
studentstofocusonusinglanguageaccurately.
1)TheImportanceofTeachingMedia
Methodsortechniquesasforeignlanguageteachingisunderstoodhere
asabodyofscientificallytestedtheoryconcerningtheteachingofforeign
languageinschoolsandothereducationalinstitutions.Therearethreemain
probleminteachingprocess;firstly,aimofteachingaforeignlanguage.
Secondly,contentofteaching,whattoteachtoattaintheaims.Thirdly,

GrahamHitchcocksandDavidHughes,ResearchandTheTeacher,AQualitative
IntroductiontoSchoolBasedResearch,(LondonAndNewYork:Rotledge,1995),2ndEd,p.4.
25GVRogova,op.cit
26JeremyHarmer,HowtoTeachWriting(England:PearsonEducationLtd,2004),p.31.
24

Page 35
20
methodandtechniquesofteaching,howtoteachaforeignlanguageto
attaintheaimsinthemosteffectiveway.
27

Toteachaforeignlanguageeffectively,theteacherneedteachingaids
andteachingmaterials.Byteachingaids,wemeanvariousdeviceswhich
canhelptheforeignlanguageteacherinpresentinglinguisticmaterialtohis
pupilsandfixingitintheirmemory;intestingpupilsknowledgeofwords,
phrase,grammaritem,theirhabitsandskillinusingthem.
Toachievetheeffectiveclassroomlearningundertheconditionof
compulsorysecondaryeducation,theteachermustusealltheaccessories
thathehasinordertoarousetheinterestofhispupilsandretainit
throughoutthelessonwhichispossibleonlyifthepupilsareactively
involvedintheveryprocessofclassroomlearning.
28

Teachingaidsasmanysubstanceswhichplayanimportantrolein
teachinglearningprocess.Theyhelpthestudentsmasterthematerial
presentedbytheteachersmoreeasily.Italsocandefinedasanymaterial
whichisemployedasavehicletosupportthepresentationofthe
stimulation,whichmakesuptheeventofinstructionfromthedefinitions
Teachingaidsaretoolsthatclassroomteachersusetohelptheirstudents
learnquicklyandthoroughly.Becauseeveryindividuallearnsinadifferent
way,teachersrelyonthesetoolstoexplainconceptstostudentswithawide
varietyoflearningneeds.Anaidisanyperson,materialorevent,which
establishedconditiontoenablethestudenttoacquiretheknowledge,skills,
andattitude.
Effectivecommunicationcannolongerbeconsideredpossiblewith
wordalone.Sometimes,teachersneedsomethingthatcanhelpthemin
teachinglearningprocess.Theyneedsomethingthathelpstransfertheir
ideasbetterthanonlywords.
27
28

GVRogova,op.cit.p.157
GVRogova,op.cit.p.156

Page 36
21
abovethewriterconcludedthataidsarethematerialsuchaspictures,
flashcard,charts,graphs,toys,etcwhichareusedbyteachersduring
teachinglearningprocess.
Ateachingaidisatoolusedbyteachers,facilitators,ortutorstohelp
learnerstoimprovereadingandotherskills,illustrateorreinforceaskill,
fact,oridea,andtorelieveanxiety,fears,orboredom.Itmustbesaidthat
theuseofteachingaidsisverydemandingontheteacher.Hemustknow
abouteachaidsdescribedabovebeabletooperatedit,andtrainpupilsto

useit.Heshouldalsoknowwhatpreparationmustbemadeforclassroom
useofeachoftheseteachingaids,andwhatteachingmaterialhehasathis
disposal.
29

2)TheAdvantagesofUsingTeachingMedia.
Itcanbesaidthatteachingaidsineducationisimportant.Using
teachingaidsinordertomaketheirstudentmoreunderstandandinteresting
intheirstudyhelpteacherstransfertheirideas,mindsevenadvises.
AccordingtoKempasquotedbyAppriliathefunctionofteachingaidsisas
follow:
30

a)Theinstructioncanbemoreinteresting.
Teachingaidscanattractthestudents,interest.Iftheyareinterested,
theywillgivemuchattentiontowhatistaughtordiscussed.Theywill
becurioustoknowaboutthelesson.
b)Learningbecomesmoreinteractive
Manyactivitiescanbecreatedthroughapplyingenvironmentalmedia
intheteachinglearningprocess.Ateachercanguidestudentstogo
outdoorclasstolearnandrecognizeenvironmentalmediaaslearning
GVRogoba,op.cit.p.57
K.Apprilia,TeachingVocabularyUsingPicturesasTeachingAid.AfinalProject:English
DepartmentofUNNES.Unpblished,p.18.
29
30

Page 37
22
source.Thisactivityisrelativelymoreinterestingthantheactivityof
listeningtoorwritingtheteacherexplanationintheclassinlongtime.
c)Thequalityoflearningcanbeimproved.
Ifthereisagoodpreparationofusingaids,itwillbepossibleforthe
teachertocreateagoodlanguagelearningprocessinwhichthe
studentsparticipationisdominant;asaresult,thestudents
knowledgeandskillcanbeimproved.
Thepositiveattitudesofstudentstowardwhattheyarelearning
andtothelearningprocessitselfcanbeimproved.Oneofthewaysin
improvingtheirattitudesisbyusingenvironmentalmediainteaching
learningprocess.Thestudentsofjuniorhighschoolareinterestedin
teachingaidsuchasenvironmentalmedia.
c.TheUseofEnviromentalMediatoTeachDescriptiveWriting
Aspartofteachingaids,theuseofenvironmentalmediaisveryimportant
toimprovelearningquality.Theimplementationofenvironmentalmediais
teachersconducesstudentstotheirenvironmenttobelearned.Thiswayis
effectiveenoughbecausestudentsfacesrealconditionoftheirenvironmentto
getthetruth.Theuseofenvironmentalmediaisadaptedwithmaterialor
curriculum.
31

Theadvantagesofusingenvironmentalmediaare;first,learningactivity
becomesmoreinterestingsostudentsenthusiasticcanbeincreased.Second,
essenceoflearninghasvaluablebecausestudentsfacesrealconditionofthe
object.Third,theuseofenvironmentalmediacanenrichmaterialbecause

studentslearnkindofenvironmentalmedialikesocialenvironment,natural
environment,andsyntheticenvironment.Andfourth,studentscaninspire
31

Basyrudin,op.cit.p.56

Page 38
23
aspectsofenvironmentsostudentsawarenesstocareandkeeptheir
environmentishigher.
32
32

Basyrudin,op.cit.p.58

Enviromentalmediacanbeusedinteachingdescriptivewritingtoo.
Teachercanusekindofenvironmentalmediaassocialenvironment,natural
environment,andsyntheticenvironmenttoimprovestudentsdescriptive
writing.Allthistime,someofteachershavedonemistakeswhileteaching
descriptive.Teacherjustexplainsmaterialofdescriptivethanasksstudentsto
arrangedescriptivetextwithoutmedia.Teacherasksstudentstodescribethings
withoutshowingtheobjectwhichwillbedescribed.Automatically,students
cannotdescribethethingsaccuratelywithoutobservingtheobjectdirectly.
Theuseofenvironmentalmediaindescriptiveteachingcanhelpteacher
orstudentstoimprovestudentsdescriptivewritingbecausetheycanobserve
theobjectdirectlythenarrangeitintodescriptivetextaccurately.Ontheother
hands,studentswillrecognizetheirenvironment.Itwillgrowtheirawarenessto
careandkeeptheirenvironment.
Inthisstudy,theresearcherusedenvironmentalmediaaroundtheschool
inexample,mosque,garden,canteen,library,laboratorium,andsportfieldas
theme.Theresearcheraskedstudentstoobservethethemedirectlythenwrite
intoparagraphs.
C.ActionHypothesis
Thehypothesisofthestudycanberelatedasfollows:
Theuseofenvironmentalmediacanimprovestudentsdescriptivetext
writingofMTsDarulUlumPutatngantenGroboganintheacademicyearof
2011/2012.
Page 39
24
CHAPTERIII
RESEARCHMETHOD
A.ResearchApproach
Inthisstudy,thewriterusedclassroomactionresearch.Accordingto
Arikunto,classroomactionresearchisoneofthetypesofinvestigationthathas
characteristicreflectiveparticipative,collaborativeandspiralwhichhasthe
purposetorepairandincreasethesystem,method,process,competenceand
situationofteachinglearning.
33

B.Subject
ThewriterusedclassroomactionresearchasanefforttodevelopEnglish
teachinglearningprocessandtosolvetheproblemfacedbythestudentsin
learningEnglishandtoimprovestudentswritingskillindescriptivetext.

Therearepopulationsthatwillbeinvestigatedintheclassroomaction
research.Populationisthegroupthatyouareinterestedininvestigation.Itis
impossibletoinvestigatethewholepopulationdirectly,itisneededasample.
Sampleisapartofpopulationwhichrepresentallthepopulationobserved.
34

TheresearcherusedclassofVIIIAasasampleintheresearch.The
researcherviewsthestudentsofVIIIAhavelowskillandachievementin
Inthisresearch,theresearcherusedpopulationofthestudentsinMTsDarul
UlumPutatnganten.Thereare6classesatMTsDarulUlum.Itconsistsofclass
VIIAhas40students,classVIIBhas39students,classVIIIAhas40students,
classVIIIBhas39students,classIXAhas35students,classIXBhas34
students.
33

SuharsimiArikunto,PenelitianTindakanKelas,(Jakarta:PT.BumiAksara,2008),p.23.
34MichaelJWallace,ActionResearchfortheLanguageTeacher,(USA:Cambridge
UniversityPers,1998),p.26.

Page 40
25
achievementinwriting.So,theresearcherdecidedtotaketheclassVIIIAas
participantofthisresearchtoimprovetheirwritingskill.
C.TimeandSetting
Thisresearchwasconductedonthefirstsemesterintheacademicyearof
2010/2011foramonthbeganfrom2
nd

upto12
st

Mei2012.Itwasconductedin
MTsDarulUlumatPutatngantenGrobogan.
D.DesignofResearch
Thedesignofresearchwhichwasusedbytheresearcherisclassroom
actionresearch.Themajorfocusofactionresearchisonconcreteandpractical
issuesofimmediateconcerntoparticularsocialgroupsorcommunities.Itis
approachesareessentiallyparticipatory,inthattheyareconductedbyandwith
membersoftheactualcommunityunderstudy.
35

Arikuntostatedthatactionresearchisoneofthetypeinvestigationthathas
characteristicreflectiveparticipative,collaborative,andspiralthathavepurpose
torepairandtoincreasethesystem,method,process,substance,competenceand
situation.
Kemmisstatedthataction
researchisareflectiveandcollectiveresearchthatisdonebytheresearcherin
socialsituationtoimprovetheirlogicinsocialpractice.
36

AccordingtoElliot,classroomactionresearchisstudyaboutsocial
situation,itmeanstoimproveactionqualitythroughdiagnosisprocess,planning
doing,obervationandlearnabouttheinfluencethatiseffected.
37

AccordingtoKemmisandMc.Taggort,actionresearchisagroupof
activityandapieceofdescriptiveresearchcarriedoutbytheteacherinhisorher
ownclassroom,withouttheinvolvementofothers,whichisaimedatinteresting

AnneBurns,CollaborativeActionResearchforEnglishLanguageTeachers,(NewYork:
CambridgeUniversityPress,1999),p.24
36SuharsimiArikunto,et.al,loc.cit.
37WinaSanjaya,PenelitianTindakanKelas,(Jakarta:KencanaPrenadaMediaGrup,2010),
p.2425.
35

Page 41
26
ourunderstandingratherthanchangingthephenomenonundertheinvestigation
thatwouldnotbeconsideredbythesecommentatorstobeactionresearch,the
essentialimpetusforcarryingoutactionresearchistochangethesystem.
38

Generally,actionresearchasaprocessforenhancingreflectivepractice
andprofessionalgrowthanddevelopment.However,supportersofactionresearch
putforwardanumberofreasonswhyitshouldbeconsideredasmorethanjusta
procedureforprofessionaldevelopment.
39

Theclassroomactionresearchispartoftheactionresearch.But,the
classroomactionresearchhasnarrowdiscussionbecausetheresearchobjectis
limitedintheclass.Classroomactionresearchisresearchactivitythatisdoneby
theteacherintheclassbyplanning,acting,observing,andreflecting
collaborativelytoimprovelearningquality.
40

Classroomactionresearchiscarriedoutbyteachersintheircontext,in
theirclassrooms.Teacheridentifyaproblemoranareatheywishtoimproveon
theory,experience,orahypothesistheythinkofanintervention.Theydocument
theinterventionandresultofit.Iftheresultarepositive,theycouldleadtothe
disseminationoftheinformation.Ifnot,thecyclemaybestartedagain.
41

1.ModelofClassroomActionResearch
AccordingtoKemmisandMcTaggarts(1998),actionresearch
occursthroughadynamicandcomplementaryprocess,whichconsistoffour
essentialmomentsofplanning,action,observation,andreflection.These
momentsarethefundamentalstepsinaspiralingprocessthroughwhich
DavidNunan,ResearchMethodinLanguageLearning,(USA,CambridgeUniversityPress,
1992).p.18
39AnneBurns,loc.cit.
40Kunandar,LangkahMudahPenelitianTindakanKelasSebagaiPengembanganProvesi
Guru,(Jakarta,RajaGrafindoPersada,2010).p.46
41AnneBurns,DoingActionResearchinEnglishLanguageTeaching,(NewYork:
Routledge,2010).p.5
38

Page 42
27
participantsinanactionresearchgroupundertaketodevelopaplan,actto
implementtheplan,observetheeffects,andreflectontheseeffects.
42

Beforeconductingactionincycle,firstly,doaninitialobservation
andsomeproceduresasfollow:
Therearefourcomponentsineachcyclesofaclassroomaction
research.Itconsistsofplanning,action,observation,andreflection.Thefour
phasesoftheclassroomactioncyclewereconductedintegratedlikespiral.

a.Initialobservation
Inthisinitialobservation,theresearcherintendedtofindout:
1.Datacollectionsuchasdocumentationsconsistofthenumberofthe
students,studentslistandthelastmarkofthestudents.
2.DoinginterviewwiththeEnglishteacherrelatedtoteachinglearning
process.
42

AnneBurns,loc.cit.p.32

Problem
PlanningI
ActingI
ReflectingI
ObservingI
PlanningII
ActingII
Newproblem
fromreflection
ReflectingII
ObservingII
Theconclusionof
theresult
Ifthereisanewproblem
Continuing
tothenextcycles
Page 43
28
3.Identifytheproblem.
BasedontheinterviewwiththeEnglishteacher,theresearchercan
identifytheproblemofteachingandlearningprocessatMTsDarulUlum.
Theproblemisstudentslackmotivationinlearningactivityinwhichthe
problem.Itcomefromteachingandlearningprocesswhichisnot
satisfied,lackofstudentsactivityduringteachingandlearningprocess,
andstudentswritingskillspeciallyinunderstandingofdescriptivetextis
verylow.
E.FocusoftheResearch
Inthisresearch,theresearcherfocusesonteachingwritingusing
environmentalmediatoimprovestudentswritingskillindescriptiveforthe
eighthclassatMTsDarulUlumPutatngantenGrobogan.Theenvironmental
mediathatusedinthisresearcharetheobjectsorthingsaroundtheschool,for
example,mosque,garden,andlibrary.Englishsubjectwastaughtevery
WednesdayandSaturdayfrom08.10AMto09.20AM.
F.Collaborator
Aclassroomactionresearchisdonecollaboratively.Theresearcherneeds
participationofothersubjectaspartnertosupporttheresearch.Thecollaborator
inthisclassroomactionresearchispersonwhohelpstheresearchertocollectthe
data.ThecollaboratorinthisresearchistheEnglishteacherwhoteachesEnglish
inMTsDarulUlumatEighthclass,heisMr.EdiKristanto,S.Pd

G.SourceoftheData
Thesourceofdatainthisresearchisfromwhattheresearcherobtains
duringtheresearch.Itisfromtheheadmasterandteacheroftheeighthclasswho
givesfurtherinformationabouttheschoolandschoolcurriculum,theteacherwho
Page 44
29
givessomefurtherinstructionalinformation,teachingmaterial,learning
assessmentandteachingmethodsappliedintheeighthclassofMTsDarulUlum,
andfromschooldocumentsincludesthedataofteacherandstudents,lesson
schedule,studentsexercisebooketc.
H.ProcedureoftheStudy
Theresearcherinthisresearchusedprincipalofclassroomactionresearch
thatconsistoffourcomponentsinonecyclefordoingtheresearch.Thereare
planning,acting,observing,andreflecting.Theresearcherarrangedintotwo
cycles.TheyarecycleI,andcycleII.Theactivitiesthatwillbedoneineach
cycleasfollow:
1.PreliminaryCycle
Inthisstep,theresearcherwouldnotusetheteachingaid
(enviromentalmedia)inteachingandlearningprocessbutusedthe
conventionalmethod.Theresearcheronlygavethematerialaboutthewriting
andexplanationaboutthedescriptivetextandthengavesimpleexplanation
aboutthedescriptivetextandthethemeismyschoolsgardenwithout
observetheobjectdirectlywhenwriting.
2.CycleI
Theteacherusedtheenviromentalmediainlearningprocess.
a.Planning
1)Preparingtheenviromentalmediathatappropriatewiththematerial.
2)Arrangingalessonplanbasedontheteachingmaterial.
3)Choosingthetheme
4)Preparingthematerialsthatneeded.
5)Preparingchecklistsforobservation.
Page 45
30
b.Acting
ResearcherwiththeEnglishteacherbegantheteachingandlearning
processbasedonlessonplan.Theproceduresintheteachingandlearning
processasfollow:
1)Theresearcherexplainsthematerial,althoughithadbeenexplainedon
meetingbefore.
2)Theresearcherasksthestudentsabouttheirproblemsontheprevious
lesson.
3)Theresearcherexplainstheproblem.
4)Theresearcherintroducestheenvironmentalmediaaslearningsource.
5)Theresearchershowstheobjectofenvironmentaroundschoolwhich
canbelearningsource.Forexample,library,gardenandlaboratorium.

Theteacherconcentratesoneobjectwhichwillbedescribed.Itis
schoolsmosque.
6)Theresearcherpersuadesstudentstogotooutdoorclassforobserving
themosquedirectly.Theresearchergivestime15minutestoobserve
themosqueaccurately.
7)Theresearcherasksstudentstocomebacktotheclassforwriting
observationresultindescriptivetextwriting.
8)Afterthestudentsfinishingtheirwriting,theresearcherasksthemto
collecttheirresult.
c.Observation
Theresearcherobservedtheactivitybyusingobservationformat,
evaluatedtheresults,collectedthedataandmonitoredtheteaching
learningprocess.
Page 46
31
Afterhavingthetreatment,theresearchertookanassessment.The
assessmentwasconductedtomeasurethestudentsimprovementinwriting
descriptivetext.Thetestwasthesameasthepreviouscyclebutindifferent
theme.
d.Reflecting
Theresearcheranalyzedandevaluatedtheactionsthathadbeen
done.Itconsistedofquality,numberandtimefromeachaction.Thesteps
wereasfollow:
1.Analyzinganddiscussingtheresultoftheobservation.Itwascontinued
thentomakereflectionwhichoneshouldbemaintainedandwhichone
shouldberepairedinthenextcycle.Fortherewasfoundthatthefirst
cyclehasnosignificantimprovementofstudentswritingskill.
2.MakingaconclusionfromcycleI.
2.CycleII
Thesecondcyclewasdonebasedontheresultofreflectionfromthe
secondcycle.Iftheresultfromobservationshowedimprovementinquality,it
isneededmoreactioninordertomakebetterimprovementofthequality.
a.Planning
1)Identifyingtheteachinglearningdesign,suchas,arranginglessonplan
whichwasaccordingtotheteachinglearningprocess.
2)Preparingtheteachinglearningprocessresources,suchas,the
materials,theenviromentalmediaofmosque,theobservationsheets.
3)Preparingpresentlistinordertoknowstudentsactivenessinjoining
teachinglearningprocessbyusingenviromentalmediaofmosque.
4)Preparingthematerialsthatneeded.
5)Preparingchecklistsforobservation.
6)Preparingformoftest.
Page 47
32
b.Acting

1.Theresearcherexplainsthematerial,althoughithadbeenexplained
onmeetingbefore.
2.Theresearcherasksthestudentsabouttheirproblemsontheprevious
lesson.
3.Theresearcherexplainstheproblem.
4.Theresearcherasksstudentsunderstanding.
5.Theresearcherdividesthestudentsintoeightgroups,soeachgroup
consistsoffouruntilfivestudents.
6.Theresearchershowssomeobjectsaroundtheschoolwhichwillbe
describedbystudents.Library,laboratory,garden,sportfield,mosque,
canteen,office,schoolbuilding.
7.Eachgroupobserveaccuratelyoneobjectwhichwaschosenbythe
researcher.
8.Theresearcherguidesthestudentstocomebackintheclasstowrite
theobservationresultindescriptivetextwriting.
9.Eachgrouppresenttheresultofobservation.
10.Thestudentscollecttheirworkstotheresearcher.
b.Observing
Afterplanningandacting,thethirdcomponentthatisusedis
observing.Inobserving,thewriterobservedthestudentsactivityandthe
classsituation.Then,thecollaboratorobservedtheteachingprocessthat
theresearcherdid.
c.Reflecting
Reflectingwasdoneattheendofstepafterfinishingthe
observation.Inthisstep,thewriterhadtheresultoftheobservationandthe
writerconcludedfortheimprovementintheresearchersstudy.
Page 48
33
1)Evaluatingtheactivitythathasbeendone.
2)Analyzingtheactivity,whethertheystillfoundtheproblemornot,
3)Discussingwiththeteacherandanalyzedthedatatorepairnextcycle.
4)Makingaconclusionfromcycle2.
I.TechniqueofDataCollection
Tosupporttheinvestigation,theclassroomactionresearchneedsthedata.
Thereareseveralwaystocollectdataintheclassroomactionresearch.Thereare,
questionnaire,observation,fieldnotes,interview,documentation,testetc.Inthis
research,theresearcherchoosessomewayswhichareappropriatewithresearch
andcanbedonethere.Techniquesofdatacollectionthatareusedbythe
researcheraredocumentation,observationandtest.
1.Documentation
Itreferstoarchivaldatathatcanhelptheresearchertocollectthedata.
Theresearcherusesthismethodtoobtaindocumentwhichisrelatedwith
thisresearch.Thismethodisusedtoknowgeographicallocation,profile,
documentationofteachingandlearningprocessinEnglishsubject,thelistof
studentsname,thescoreofthelasttestthatrelatedtothethesisandother
documentsatMTsDarulUlumPutatngantenGrobogan.

2.Observation
Observationismainstayofactionresearch.Itenablesresearchersto
documentandreflectsystematicallyuponclassroominteractionsandevents,
astheyactuallyoccurratherthanaswethinktheyoccur.Theterm
observationisbeingusedhereinthesenseoftakingregularandconscious
Page 49
34
noticeofclassroomactionsandoccurrenceswhichareparticularlyrelevant
totheissuesortopicsbeinginvestigated.
43

Classroomobservationisanobservationthatisfocusedonthe
understandingofhowsocialeventofthelanguageclassroomareenacted.
44

3.Test
Observationwasusedasamethodtoobservetheteachingprocessandthe
studentsactivitiesandrespondorsomethingthatwillbehappen.
Observationisintendedtoseeandtoknowabouttheconditionofclassand
students.Processofteachingdescriptivetextusingenvironmentalmediato
knowstudentsobstacleduringteachingandlearningprocess,theproblem,
understandingthematerialthatcanbeseenfromtheirattitude,behaviorand
responds.
Atestisadeviceforsamplingbehaviororperformancerelatedtothe
skills,competencies,attitudes,orothercharacteristicsofpeople.
45

Testis
usedtomeasurethepersonscompetenceandtoachievetheobjective.The
datawascollectedbygivingwritingtest.Writingwasconductedthreetimes,
thereareassesmentofprecycle,cycleIandassesmentofcycleII.The
writingskillarecomplexanddifficulttoteach,requiringmasterynotonlyof
gramaticalandrethoricaldevicesbutalsoofconceptualandjudgement
elements.
46

AnneBurns,op.cit.p.80
DavidNunan,loc.cit.
45BruceW.Tuckman,MeasuringEducationalOutcomesFundamentalofTesting,(USA:
RutgersUniversityPress,1975),p.207
46J.B.Heaton,WritingEnglishLanguageTest,APracticalforTeachersAsAsecondor
ForeignLanguage,(London:LongmanGroupLtd,1975),p.138.
43
44

Theformofthetestisdirectwritingtestandtheteachergave
scoresonmechanic,vocabulary,languageuse,organization,andcontent.
Ingivingscorestothestudents,theresearcherfollowedscalescoring
categoriesofwritingtestdevelopedbyJacobsasfollows:
Page 50
35
Content
3027EXCELLENTTOVERYGOOD:Knowledge.Substantive.
Thoroughdevelopmentofthesis.Relevanttoassignedtopic
2622GOODTOAVERAGE:someknowledgeofsubject.

Adequatedrange.Limiteddevelopmentofthesis.Mostly
relevantotopic,butlacksdetail
2117FAIRTOPOOR:limitedknowledgeofsubject.Little
substance.Inadequatedevelopmentoftopic
1613VERYPOOR:doesnotshowknowledgeofsubject.
Nonsubstantive.Nonpertinent.Ornotenoughtoevaluate
Organization
2018EXELLENTTOVERYGOOD:fluentexpression.Ideas
clearlystated/supported.Succinct.Wellorganized.Logical
sequencing.Cohesive
1714GOODTOAVERAGE:somewhatchoppy.Loosely
organizedbutmainideasstandout.Limitedsupport.Logical
butincompletesequencing
1310FAIRTOPOOR:nonfluent.Ideasconfusedordisconnected.
Lackslogicalsequencingdevelopment
97VERYPOOR:doesnotcommunicate.Noorganization.ornot
enoughtoevaluate
Vocabulary
2018EXCELLENTTOVERYGOOD:Sophisticatedrange.
Effectiveword/idiomchoiceanduage.Wordformmastery.
Appropriateregister
1714GOODTOAVERAGE:adequaterange.Occasionalerrorsof
word/idiomform,choice,usagebutmeaningnotobscured
1310FAIRTOPOOR:limitedrange.Frequenterrorsof
word/idiomform,choice,usage.Meaningconfusedor
obscured
97VERYPOOR:essentiallytranslation.Littleknowledgeof
englishvocabulary,idioms,wordform.Ornotenoughto
evaluate
Page 51
36
LanguageUse
2522EXCELLENTTOVERYGOOD:Efffectivecomplex
coonsstructions.Fewerrorsofagreement,tense,number,
wordorder/function,articles,pronouns,prepositions.
2118GOODTOAVERAGE:Effectivebutsimpleconstructions.
Minorproblemsincomplexconstructions.Severalerrorsof
agreement,tense,number,wordorder/function,articles,
pronouns,prepositionsbutmeaningseldomobscured.
1711FAIRTOPOOR:majorproblemsinsimple/complex
constructions.Requenterrorsofnegation,agreement,tense,
number,wordorder/function,articles,pronouns,prepositions
and/orfragments,runons,deletions.Meaningconfusedor
obscured
105VERYPOOR:virtuallynomasteryofsentenceconstruction
rules.Dominatedbyerrors.Doesnotcommunicate.Ornot

enoughtoevaluate.
Mechanics
5
EXCELLENTTOVERYGOOD:demonstratesmasteryof
conventions.Fewerrorsofspelling.Punctuation.
Capitalization.Paragraphing
4
GOODTOAVERAGE:occasionalerrorsofspelling.
Punctuation.Capitalization.Paragraphing.Meaningnot
obscured
3
FAIRTOPOOR:frequenterrorsofspelling.Punctuation.
Capitalization.Paragraphing.Poorhandwriting.Meaning
confusedorobscured
2
VERYPOOR:nomasteryofconventions.Dominatedby
errorsofspelling.Punctuation.Capitalization.Paragraphing.
Handwritingillegible.Ornotenoughtoevaluate.
47
47

ArthurHughes,TestingforLanguageTeacher,SecondEdition(UnitedKingdom:
CambridgeUniversityPress,2005)p.104

Page 52
37
J.TechniqueDataAnalysis
Fromtheinterpretationofthedatacollection,techniquedataanalysis
produced.Theresearchergetsthedatafromdocuments,observation,andtestto
analyzedata.
Thedatafromdocument,observationandtestaredescribedasdetailas
theresearchergets.Thedatafromdocumentationisasabasicwaytodothe
research,thedatafromobservationaregroupedbasedonstudentsrespondand
behaviorthatcanbetakenasclueorindicatorforstudentsunderstandingofthe
materialandthedatafromtestisassignwhichtheteachingandlearningprocess
issuccessornot.
Inthisresearch,theresearcherdescribedtheimplementationofusing
environmentalmediainteachingdescriptivetextandanalyzedimprovementation
ofstudentsdescriptivetextwritingaftertheytaughtbyusingenvironmental
media.
Thedatagainedisnumericandwasanalyzedbyusingstatistical
computation.Thisdataisusedtoknowtheaverageofstudentsmarkand
studentsmasterylearningtoknowstudentsachievement.Afterconductingthe
test,thewritergavescoretothestudentswriting.
Thewriterusedtesttomeasurestudentsdescriptivetextwritingcovering
content,organization,vocabulary,languageuse,andmechanics.Andthe
criterionsforeachelementare:
1.Content,substanceofwriting,ideasexpressed,andrelevantoassignments
topic.
2.Grammar,employingongrammaticalformanduseofsimplepresenttense

3.Organization,organizationofthecontentsandarrangementsofthegeneric
structure.
4.Vocabulary,thechoiceofthewordsandlexicalitemtowriting.
5.Mechanic,theuseofcapitals,paragraphingandpunctuations.
Page 53
38
Ingivingscoreofwritingtest,thewriterprocessestheresultofstudentstest.
Thewritergivesscorefireachcomponentofwritingasfollow:
a)Content
:thelowestscoreis13andthehighestscoreis30
b)Organization:thelowestscoreis7andhighestscoreis20
c)Vocabulary:thelowestscoreis7andthehighestscoreis20
d)Grammar
:thelowestscoreis5andthehighestscoreis25
e)Mechanic:thelowestscoreis2andthehighestscoreis5
Aftergettingthemeanofeachelementsofwriting,thewriterformulatesthe
resulttogetthetotalmeanscoreasfollow.
x
M=
N
M
:theaverageofstudentsscore
x
:totalscore
N
:thenumberofthestudents
48

K.AchievementIndicator
Theimprovementofthestudentswritingskillinnewsitemtextscorecan
beseenintheachievementindicatorasfollow:
AchievementIndicator
No
Score
Criteria
Note
1
81100
Excellent
Thestudentsgettheexcellent
criteriascoreineverycategory
2
6180
Good
Thestudentsgetthegoodcriteria
scoreineverycategory
3
4160

Fair
Thestudentsgetthefaircriteria
scoreineverycategory
4
2140
Less
Thestudentsgetthelesscriteria
48

Sugiyono,StatistikUntukPendidikan,(Bandung:CVAlphabeta,2007),p.49.

Page 54
39
scoreineverycategory
5
020
Poor
Thestudentsgetthepoorcriteria
ineverycategory
Page 55
40
CHAPTERIV
RESEARHFINDINGANDDISCUSSION
Thischapterwasontheimplementationofenviromentalmediaasa
teachingaidtoimprovestudentswritingskillindescriptivetext.Itwasconducted
throughaclassroomactionresearchwhichconsistedofseveralactivities.This
chapterdealswiththeanalysisoftheinstrumentstartedfromprecycle,cycleIup
tocycletestII.Itspurposesweretoknowstudentsabilityinthewriting
descriptivetextbyusingenviromentalmedia.
A.RESEARCHFINDING
1.TheDataofPrecycleFinding
TheprecyclewasconductedonSaturday,Mei5
th

2012.Theywere40
studentswhofollowedthetest.ThethemewasMySchoolsGardenand
withoutteachingaidlikeenviromentalmedia.Inthisactivity,theteachertaught
thestudentsasusualandstillusedconventionalmethod.Theteachergavethe
explanationabouthowtomakedescriptivetextwritingandgavethemsome
examples.Afterthat,studentshadtodosomeassessmentsbasedonthetheme.
Theteachergaveapieceofpaperandaskedstudentstomakeasentencesand
paragraphaboutthedescriptionofthegarden.Theyjustimaginethethingsinthe
gardenandapplieditintosentencesandparagraphofdescriptivetext.Itwas
followedby40studentsastheparticipantsofthestudy.
Theresearcherobservedthelearningprocesstoknowhowlongis
studentsenthusiasticandresponseinlearningprocess.Theresultofobservation
inprecyclewere:
Page 56

41
Table2
ScoreofobservationinPreCycle
NoIndicators
None
(0%)
Afew
(<20%)
Half
(2049%)
Many
(5069%)
Majority
(>70%)
Total
score
1
2
3
4
5

1Thestudents
are
enthusiasticin
listeningthe
materialfrom
theteacher.

3
2Thestudents
are
enthusiasticin
respondingthe
teacher
questions.

3
3Thestudents
are
enthusiasticin
mentioning
thevocabulary
itemsfromthe
theme.

2
4Thestudents
askquestion
tomakesure
theiranswer.

5Thestudents
answer
teacher's
questions

4
6Thestudents
answerpeer's
question
correctly.
0
7Thestudents
helpother
peertoanswer
orcomplete
thetask.

3
Page 57
42
Totalscore
Score
=
X100%
Maximalscore
19
=X100%
45
=42,2%
Basedontheresultofobservationabove,itcanbeconcludedthatonly
halfofthestudentswereactiveandenthusiastic,ahalfofstudentsneedmore
attentionfromtheteacherfromteachingandlearningprocess.Theresearchersaw
duringteachingandlearningprocesstakenplace,theteacheronlygave
explanationaboutwritingandmaterialaboutdescriptivetextandtheteacher
askedsomequestionsaboutthethemebutinthisteachingandlearningprocess
showedpassiveandless,itmeansthatthestudentsstillfeltdifficulttoanswerand
respondteachersquestionsandexplanation.Thestudentswerenotbraveenough
toaskquestioniftheydidnotunderstandyet.Duringwritingdescriptiveabout
theme,studentsappearedpuzzlementtodescribetheobject.Whereas,thetheme
wasclosedwiththembecauseeverydaytheyinteractwithgarden.Factually,the
studentscouldnotimaginetheobjectmaximally.
8Thestudents
are
enthusiastic
doingthetest

3
9Thestudents
are
enthusiastic
completethe
task.

3
Totalscore
1
6
12
0
0
19
Page 58
43
Tomeasurestudentsdescriptivetextwriting,theteachergaveatest.The
teachergavechances30minutesforthem.Thepurposeoftestwastomeasure
thestudents'writingskillindescriptivetext.Afterdidthetest,itwasfoundthe
result.
Table3
ScoretestinPreCycle
NO
StudentsName
ScorePercentage

1AbdulKholiq
50
50%

2AbdulRouf
52
52%

3AgungBudianto
42
42%

4AinunNisa
55
55%

5AlfiaturR
50
50%

6AnisHarsari
58
58%

7AriArinalF
50
50%

8AstiWulandini

58
58%

9BadriatusSaadah
55
55%

10BayuNurrohman
64
64%

11DevitKristiS
62
62%

12DewiLestari
54
54%

13DianKisworo
68
68%

14DurotunNasihah
65
65%

15DwiAprilia
58
58%

16DwikiBagasS
60
60%

17ElisaIndriani
42
42%

18FitrianiMaulida
Absent
Absent

19HestiNingrum
45
45%

20IfaKhoirulU
48
48%

21IkeYuliani
52
52%

22KhotimatunNiza
50
50%

23Krisbiantoro
58
58%

24M.Ashari
58
58%

25M.NurArifin
55

55%

26M.Muslikin
52
52%

27Maftuchah
50
50%

28M.Niam
45
45%

29M.Amrullah
48
48%

Page 59
44
30M.Firdaus
52
52%

31M.GalihErlanga
58
58%

32M.IrfanHandika
48
48%

33NurAfifM
60
60%

34Rozikin
58
58%

35SitiUlyaK
55
55%

36SlametAgusR
52
52%

37Wahyudi
50
50%

38Nurulhandayani
55
55%

39TemahWahyu
60
60%

40AhmadDarunaja
48
48%

TotalScore
2100

Mean
53,85
Fromtheresultabovetheresearchercalculatedtheachievementofstudy
byusingthisformula:
Theaverageofthestudentresult:
students
of
Number
The
score
students
of
total
The
Table4
TheCategoryofTheStudentsScoreandTheirPercentage:
No
Interval
FreqPercentage
Category
1
81100

Excellent
2
6180
4
10,26%
Good
3
4160
35
89,74%
Fair
4
2140

Less
5
020

Poor
39
100%

Page 60
45
Fromthedataabovetherewere4or10,26%of39studentsgotgood
mark.Therewere35or89,74%of39studentsgotfairmark.Toknowthemean
scoreoftest,theresearchercalculatedthemeanoftestasfollow:
M=
N
X

Explanation:
M
=Theaverageofstudentsscore

=Totalstudentsscorewas2100.
N
=Totalofstudentswas39.
Thecomputationoftheaveragescorewasfollow:
2100
M=
39
=53,85
Thecalculationresultshowsthattheaverageofstudentstestresultofpre
cyclewas53,85.Thehighestscorewas68andthelowestscorewas42.
Fromtheresultabove,themeanofstudentsincomprehendofdescriptive
textwaslow.Theresultoftheaveragescorewas53,85.Aftergivingthetest,the
researcherintendedtouseenviromentalmediatothenextactivitytomake
studentsmoreinterestandenjoyinthelearningprocess.
Theresultoftestisnotsatisfyingyet.Theproblemsfacedinthiscycleare
theaspectofcontentlikedevelopingthetopicandtheconcludingofsentence,
languageuseaspectliketheuseofgrammarespeciallyinthetense,andthe
mechanicaspectliketheuseofcapitalizationandparagraphing.Theresearcher
awarethatmostofstudentsineighthclassstillhaddifficultyformentioningthe
vocabulariesfromthetheme,madeitintogoodsentences,andapplieditinto
descriptivetextwriting.
Page 61
46
Themainproblemarethestudentscouldnotshowordescribetheobject
(garden)detaillyandaccurately.Thereweremanycomponentsofgardenthat
werementioned.Forexample;howmanytreeinthegarden,whatarekindof
flowers,howareactivitiesinthegarden.So,theteacherconcludedthatthe
problemcouldbesolvedifthestudentswriteordescribetheobjectbyobserving
itdirectly.So,theycouldmentionanddescribetheobjectaccuratelyanddetailly.
2.TheDataofCycle1Finding
ThecycleItestwasconductedonWednesday,Mei9
rd

,2012.Thetheme

wasmosque.ThecycleIwasaboutteachingandlearningprocessandassessment
test.Itwasfollowedby39studentsand1studentwasabsent.Inthiscyclethe
teachingandlearningprocesswasbegun.Theresearcherpreparedenviromental
mediaofmosquearoundtheschoolaslearningsource.
Theproblemsfacedbyresearcherinthepreviouscyclewasthestudents
stillfeltdifficulttomentionthethingsbasedonthethemeandmakeitintogood
sentences.Thestudentscouldnotmentionthethingsordescribeitdetailly.The
otherproblemswerethelackofcontentaspect,languageuseandmechanic.The
studentswhosatinthebacksidetheclassdidnotnoticeteachersexplanation,
liketotalkwithothers,lookbored,andsleepy.Fromthefirstmeeting,the
studentsactuallydidnotenjoythelearningprocessbyconventionalmethod.To
solvethisproblem,theresearchertriedtoimprovetheirspiritwithanew
approach.Inthiscycle,theteacherintroducedanewwaybyusingenviromental
media.
Teachinginlearningprocessduringtreatmentwasrepresentedinmany
steps.
a.Planning
Inthisstep,teachermadealessonplanofenvironmentalmediabefore
implementingitintheaction.Teacherdecidedthemeandenvironmental
Page 62
47
mediarelatedtotheme.Itistheschoolsmosque.Teacherpreparedmaterials
thatwasneededinteaching.Teacheralsopreparedobservationchecklistto
measurestudentsenthusiasticintheclass.Teacherpreparedsheetofpapers
thatwouldbedividedtostudentsfordoingthetest.
b.Acting
Cycle1actuallyissolvingfromtheproblemofprecycle.Inthismeeting,
theteacherusedtheenvironmentalmediaaslearningsourcetoimprove
studentsachievementinwriting.Beforecontinuingthelesson,theteacher
showedtheresultofprecycletest.Theteachershowedstudentsproblemin
precycle.Beforeintroducingtheenvironmentalmedia,theteacherstimulated
studentsbysomequestionthatrelatedtomaterial.Forexample:Howmany
plantsinthegarden?Whatarekindofflowersinthegarden?Howare
activitiesinthegarden?Howisconditionofthegardennow?Mostof
studentscouldnotanswerquestionsaccurately.
Then,theteacherstartedtointroducenewwayindescriptivelearningby
environmentalmedia.Theteacherexplaineddefinitionofenvironmental
mediaandshowedthattheenvironmentcanbethelearningsourcewhichcan
berelatedtothematerial.Theteachershowedenvironmentthatcouldbe
learningsource,speciallytheenvironmentaroundtheschool.Forexample,
library,mosque,garden,laboratorium,andetc.
Theteacherexplainedthatitcouldbeconnectedtomaterialofdescriptive.
Itcouldbethethemethatwouldbedescribedintotextform.Forthiscycle,
theteachertookenvironmentalmediaofmosqueastheme.Thethemewas
MySchoolsMosque.Beforegivinginstruction,theteachergavepaper
sheetsforeachstudent.Thefirstinstruction,theteacheraskedstudentsto

observetheme(mosque)directly.Theteacheraskedstudentstofindsome
componentsinthemosquetoenrichthevocabulariesanddescribecompletely.
Teachergavechance15minutesforobservingtheobject.Aftergiving
instruction,teacherguidedstudentstogooutclasstoobjectlocation.
Page 63
48
Intheaction,teacheraccomponiedandcontrolledstudentsintheobject
location.Studentsobservedmosquedetaillyincludeditscomponents.After
timeallotmentwasover,teacheraskedstudentstocomebacktotheclass.The
nextinstruction,teacheraskedstudentstowriteresultofobservationinto
descriptivetextinthepaperofsheet.Teachergavetimeallotment30minutes
forstudentstofinishedit.Teacheraskedstudentstodecidethegeneric
structureoftheirdescriptivetext.
Moreover,theresultofcycleonetestcanbeseeninthetablebelow:
Table5
ScoretestincycleI
NO
StudentsName
ComponentofWritingScore
Total
Score
C
O
V
L
M

1AbdulKholiq
18
14
13
16
4
65

2AbdulRouf
17
13
13
16
3
62

3AgungBudianto
16
14
12
14
4
60

4AinunNisa
20

15
14
15
4
68

5AlfiaturR
21
15
14
15
5
70

6AnisHarsari
17
16
13
13
3
62

7AriArinalF
18
14
14
15
4
65

8AstiWulandini
15
15
13
13
4
60

9BadriatusSaadah
16
14
15
13
4
62

10BayuNurrohman
22
16
17
16
4
75

11DevitKristiS
20
16
15
16
5
72

12DewiLestari
16
14
15
14
3
62

13DianKisworo
19
16
16
17
4
72

14DurotunNasihah
22
15
17
16
5
75

15DwiAprilia
16
14
13
15
4
62

16DwikiBagasS
20
16
14
15
5
70

17ElisaIndriani
17
15
15
14
4
65

18FitrianiMaulida
15
15
13
14
3
60

19HestiNingrum
Absent

20IfaKhoirulU
16

14
12
15
3
60

21IkeYuliani
21
15
15
15
4
70

Page 64
49
22KhotimatunNiza
18
14
13
16
4
65

23Krisbiantoro
18
14
14
18
4
68

24M.Ashari
16
13
13
15
3
60

25M.NurArifin
17
13
14
15
3
62

26M.Muslikin
16
14
14
14
4
62

27Maftuchah
15
14

12
15
4
60

28M.Niam
15
15
14
15
3
62

29M.Amrullah
16
14
13
16
3
62

30M.Firdaus
16
13
14
15
4
62

31M.GalihErlanga
17
13
13
16
4
63

32M.IrfanHandika
17
13
14
15
3
62

33NurAfifM
18
14
13
18
5
68

34Rozikin
19
13
13
17
4
66

35SitiUlyaK

18
14
14
18
4
68

36SlametAgusR
17
14
13
16
3
63

37Wahyudi
16
13
14
15
4
62

38Nurulhandayani
20
13
15
18
4
70

39TemahWahyu
19
16
13
16
4
68

40AhmadDarunaja
18
14
14
15
4
65

TotalScore
2535
Mean
65
Thenfromtheresultabovetheresearchercalculatedthepercentageof
achievementofstudyusedformula.Theresultwasbelow:
Table7
TheCategoryofTheStudentsScoreandTheirPercentage:
No
Interval
Freq

Percentage
Category
1
81100

Excellent
2
6180
33
84,62
Good
3
4160
6
15,38
Fair
4
2140

Less
5
020

Poor
39
100%
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50
Fromthedataabove,itcanbeseenthat33or84,62of39studentsgot
goodmark,6or15,38%studentsof39studentsgotfairmark.Afterthat,the
researchercalculatedthemeanusingthesameformulawithpreviousresearch.
M=
N
X

Explanation:
M=Mean

X=Totalstudentsscorewas2535
N
=totalofstudentswas39
Thecomputationoftheaveragescorewasfollow:
2535

M=
39
=65
Theresearchersanalysisshowsthattheaverageofstudentstest
resultofthefirstcyclewas65.Thehighestscorewas75andthelowestscore
was60.Researcherconcludedthatstudentswritingskillindescriptivetext
improvedandeffective.
Fromtheanalysisabove,theaverageoftheresultswas65.Therewas
improvementinthiscycle.Theresearcherdecidedtoconductthenextcycle
andintendedtogivebetterexplanationtothem.Therewereseveralstudents
stillforgetintheparagraphing.
Theanalysisaboveshowsthattheresultofthefirstcyclewasbetterthan
previousone.Therewasmoreimprovementsinthiscyclealthoughitwasstep
bystep.Anditshowsthattherewerenostudentswhogetthemarkunder60.
So,theresearcherdecidedtocontinuetheactiontothenextcycle.
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51
c.Observing
Inthiscycle,allofstudentsattendedinclass.Whileteacherreviewedthe
material,studentslistenedtoteachersexplanation.Whileteacherasked
questions,studentsgavefeedbackandshowedenthusiastictoanswer
questions.
DevitKristi,DianKisworo,andDurotunNasihahwerethestudentswhowere
activeinaskingquestionaboutmaterial.Theyappearedmostenthusiasticto
answerteachersquestionstoo.But,thereweresomestudentsdidnotnotice
teachersexplanationbecausetheysitinbackside.TheywereAgusBudianto
andM.Ashari.
Whileteacherguidedstudentstolearninoutdoorclass,studentsenjoyed
thelearningprocessbecausetheyfeltboredtolearnintheclass.So,the
learningprocesswascomfortable.Studentsappearedmoreconsciouswhile
observingmosquebecauseitwasnewwaybythem.Becausegettingnew
spirit,studentsweremoreenthusiastictodothetesttoo.
Tomeasurestudentsresponseinlearningprocess,teacherused
observationchecklist.Theresultofobservationwasbelow:
Table5
ScoreofobservationincycleI
NoIndicators
None
(0%)
Afew
(<20%)
Half
(2049%)
Many
(5069%)
Majority
(>70%)
Total
score
1

2
3
4
5

1Thestudents
are
enthusiasticin
listeningthe
materialfrom
theteacher.

3
2Thestudents
are
enthusiasticin
respondingthe

3
Page 67
52
Totalscore
Score
=
X100%
Maximalscore
teacher
questions.
3Thestudents
are
enthusiasticin
mentioning
thevocabulary
itemsfromthe
theme.

3
4Thestudents
askquestion
tomakesure
theiranswer.

3
5Thestudents
answer
teacher's
questions

4
6Thestudents
answerpeer's
question
correctly.

2
7Thestudents
helpother
peertoanswer
orcomplete
thetask.

3
8Thestudents
are
enthusiastic
doingthetest

4
9Thestudents
are
enthusiastic
completethe
task.

4
Totalscore
0
2
15
12
0
29
Page 68
53
29
=X100%
45
=64,4%
Accordingtotheresultofobservationabove,itcanbeconcludedthat
morestudentsjoinedtheclassenthusiastically.Itprovedthatteachingby
usingenviromentalmediaiseffectivetoimprovestudentsdescriptivewriting
skillthanteachingwithoutenviromentalmedia.Theycanmentionand
explorethingsorvocabulariesaccurately.Byobservingthemedirectly,they
foundthingswhichwasnotgottenintheclasssotheyfoundnew

vocabularies.Thestudentsappearedenjoyableinthelearningprocessby
outdoorstudy.
d.Reflecting
1)Thestudentsactivityinlearningprocesshadnotmaximalyet.Because
learningprocesswasdoneinoutdoorclass,teacherfeltdifficulttomanage
andcontrolstudents.So,somestudentshadagamealoneanddidnot
concentratetothematerial.
2)Studentsdidnotmastervocabulariesoftheme.So,teachermuststimulate
studentstoenrichvocabulariesbasedonthematerial.
3)Inspiteofthiscyclewasprovedcanimprovestudentsachievement,but
thepurposeofusingenvironmentalmediawasnotmaximalyet.Because,
studentswasjustintroducedmosqueastheirenvironment.Whereas,many
kindofenvironmentsaroundschoolbesidemosquethatshouldbe
introducedtostudentstoo.
4)Teachershouldfindnewwaytoimprovelearningquality.
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54
3.TheDataofCycle2Finding
a.Planning
Inthisplanning,teacherreviewedlearningdesignandmadenewways.
Teacherarrangednewlessonplanforcycle2.Teacherchosesometopic
basedonlessonplan.Teacherensuredconditionofenvironmentalmedia.
Teacherpreparedmaterialsrelatedtotheme.Teacherpreparedattendancelist
andobservationchecklistbeforeteaching.Teacherpreparedsheetofpapers
beforedividedtostudents.
b.Acting
ThesecondcyclewasconductedonSaturday,Mei12
th

2012.
Generally,theprocedureoflearningactivityinthiscyclewasalmostthesame
asthepreviouscycle.Teacherusedenvironmentalmediaaslearningsource
toimprovestudentsachievement.Butinthiscycle,teacherrepairedmethod
toincreasestudentsachievement.Teacherawarethatpurposeofusing
environmentalmediabesideforimprovingstudentsachievement,itisusedto
introducestudentswiththeirenvironment.And,manykindofschools
environmentbesidemosquethatshouldbeknownbystudents.
Teacherstimulatedstudentsbysomequestion.Forexample;doyou
recognizeschoolsenvironment?Pleasementionkindofenvironmentsin
yourschool?
Studentsansweredquestionbymentioningkindofenvironmentintheschool.
Thekindofenvironmentweregarden,mosque,library,laboratorium,canteen,
andsportfield.
Differedwithpreviouscycle,teacherdividedstudentsintosixgroup.
Thethemeinthiscyclewassomeenvironmentsthatwasmentionedby
students.Therearesixthemebasedonschoolsenvironment;canteen,
library,mosque,laboratorium,garden,andsportfield.Likepreviouscycle,
teacheraskedeachgrouptoobservedirectlytheobjecttowriteitinto

descriptivetext.
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55
Beforegoingoutclass,teachergavesheetofpapertoeachstudents.
Teacheraskedeachgroupstofindsomecomponentsintheenvironmentto
enrichthevocabulariesanddescribecompletely.Teachergavechance15
minutesforobservingtheobject.Aftergivinginstruction,teacherguided
studentstogooutclasstotheobjectlocation.Eachgroupswenttotheobject
forobserving.Studentscooperatedwiththeirgroupstofindvocabulariesof
theme.Teacheraccomponiedandcontrolledstudentsinobjectlocation.After
timeallotmentwasover,teacheraskedstudentstocomebacktotheclass.The
nextinstruction,teacheraskedstudentstowriteresultofobservationinto
descriptivetextinthesheetofpaper.Teachergavetimeallotment30minutes
forstudentstofinishit.Afterthetaskcollected,teacheraskedthe
representationofeachgroupstopresenttheirresultofobservation.
Afterdidthetest,theresearcherexaminedtheanswersheetandfoundthe
result.
Table9
ScoretestincycleII
NOStudentsName
ComponentofWritingScore
Score
C
O
V
L
M

1AbdulKholiq
22
14
14
16
4
70

2AbdulRouf
19
14
14
17
4
68

3AgungBudianto
18
14
14
15
4
65

4AinunNisa

22
15
15
18
5
75

5AlfiaturR
21
16
16
17
5
75

6AnisHarsari
18
15
14
17
4
68

7AriArinalF
20
14
15
19
4
72

8AstiWulandini
15
15
14
17
4
65

9BadriatusSaadah
20
14
14
18
4
70

10BayuNurrohman
24
18
18
20
5
85

11DevitKristiS
21
18
17
21
5

82

12DewiLestari
18
14
13
17
4
68

Page 71
56
13DianKisworo
21
17
17
20
5
80

14DurotunNasihah
22
18
17
20
5
82

15DwiAprilia
18
14
14
15
4
65

16DwikiBagasS
20
18
17
18
5
78

17ElisaIndriani
19
15
15
19
4
72

18FitrianiMaulida
16
14
13
18
4
65

19HestiNingrum
18
14
16
16
4
68

20IfaKhoirulU
17
14
14
16
4
65

21IkeYuliani
20
17
18
18
5
78

22KhotimatunNiza
19
15
16
18
4
72

23Krisbiantoro
18
15
15
17
4
75

24M.Ashari
17
14
14
16
4
65

25M.NurArifin
17
15
14
18
4
68

26M.Muslikin
19
13
15
19

4
70

27Maftuchah
18
14
15
17
4
68

28M.Niam
19
15
16
18
4
72

29M.Amrullah
17
16
15
18
4
70

30M.Firdaus
17
14
14
16
4
65

31M.GalihErlanga
18
15
13
18
4
68

32M.IrfanHandika
19
14
14
17
4
68

33NurAfifM
20
14
15
19
4
72

34Rozikin
19
15

14
18
4
70

35SitiUlyaK
19
15
18
19
5
76

36SlametAgusR
19
14
16
17
4
70

37Wahyudi
18
16
15
19
4
72

38Nurulhandayani
20
18
17
20
5
80

39TemahWahyu
19
17
16
18
5
75

40AhmadDarunaja
18
16
16
18
4
72

TotalScore
2864
Mean
71,6
Fromtheresultabove,researcherclassifiedthescorebyusingformula
samepreviousresearch.Thepurposewastoknowhowmanystudentsreached
theresultofstudy.

Page 72
57
Theresultwasbelow:
Table10
TheCategoryofTheStudentsScoreandTheirPercentage:
No
Interval
FreqPercentage
Category
1
81100
3
7,5%
Excellent
2
6180
37
92,5%
Good
3
4160

Fair
4
3140

Less
5
020

Poor
40
100%
Fromthetableabove,theresultofstudentscoreincreasedsignificantly.
Therewere3or7,5%of40studentsgotexcellentmark,37or92,5%of40
studentsgotgoodmark.Thenresearchercalculatedtheaverage(mean)ofthe
scoreasbelow:
=
M
N
X

Explanation:

M=Mean

X=Totalstudentsscorewas2864
N
=totalofstudentswas40
Thecomputationoftheaveragescorewasfollow:
2864
M=
40
=71,6
Page 73
58
Fromtheresearchersanalysis,itshowsthattheaverageofstudentstest
resultofsecondcyclewas71,6withthehighestscorewas85andthelowest
scorewas65.Therewereimprovementsfromonecycletotheothercycle.
Theresultofcycletwowasbetterthanthepreviousone.
Therewasimprovementinthiscycle.Theconditionoftheclasswas
gettingbetter.Becausetheywereinterestedtostudywithenviromentalmedia
thattheteacherneveruseitasateachingaidbefore.
e.Observing
Inthiscycle,allofstudentsattendedinclass.Studentslistenedto
teachersexplanationconsciously.Whenteacheraskedquestion,mostofthem
answeredtogether.Forexample,theymentionedkindofenvironment
togetheraccuratelywhenteacheraskedthemtomentionkindofenvironment
intheschool.AgusBudiantoandM.Ashariappearedmoreactiveinlearning
processthanbeforebecauseteachergavespecialnoticebygivingquestionfor
them.Itwasprovedimprovedtheirparticipationinlearningprocess.
Studentsappearedmoreenthusiasticbecauseteachergavenewwayof
groupworkinthiscycle.Thegroupworkstimulatedthemtocommunicate
andcooperateinfindingvocabulariesandsolvetheproblemstogether.So
theyweremoreenthusiasticandenjoyablethanpreviouscycle.
Thewaygavenewspirittostudentsbecausethelearningwaywasnot
monotonous.Theprobleminthepreviouscyclethatsomestudentshada
gameintheobjectlocation,inthiscyclenoonewhohadagamealone,
becausetheirteamwouldreprimandthemiftheyhadagamealone.Each
groupsappearedenthusiasticandcooperativetoidentifytheobject.Some
times,theyaskedtoteacheriftheydidnotunderstand.
Whilecomingbacktotheclass,studentswerespiritedtodothetest
becausetheyhadcollectedvocabulariesfromobservationresult.
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59
Tomeasurestudentsresponseinlearningprocess,teacherused
observationchecklist.Theresultofobservationwasbelow:
Scoreofobservationincycle2
NoIndicators

None
(0%)
Afew
(<20%)
Half
(2049%)
Many
(5069%)
Majority
(>70%)
Total
score
1
2
3
4
5

1Thestudents
are
enthusiasticin
listeningthe
materialfrom
theteacher.

4
2Thestudents
are
enthusiasticin
respondingthe
teacher
questions.

4
3Thestudents
are
enthusiasticin
mentioning
thevocabulary
itemsfromthe
theme.

5
4Thestudents
askquestion
tomakesure
theiranswer.

3
5Thestudents
answer
teacher's
questions


5
6Thestudents
answerpeer's
question
correctly.

2
7Thestudents
helpother

3
Page 75
60
Totalscore
Score
=
X100%
Maximalscore
37
=X100%
45
=82,2%
Basedontheresultofobservationabove,itcanbeconcludedthatthe
majorityofstudentsjoinedtheclassenthusiastically.Allactivitiesinthe
secondcyclecouldrunwell.Itcanbeseenfromtheirresponses.Nostudents
werenoisy.Whiletheteacherwaspresentingthelesson,majorityofthe
studentswerepayingattentiontotheteacher.Whendidtheirtest,students
werecalmandpayingattentiontoteacher,theytriedtodoitcorrectlyand
enthusiastically.
d.Reflecting
Basedonresultoftestandobservationofcycle2.Theresearcher
concludedthatlearningactivitiesrunwell.Theprobleminpreviouscycle
couldbesolvedinthiscycle.Studentscouldmentionmorevocabulariesthan
before.Noonewhohadagamealonewhilelearningprocessashappeningin
peertoanswer
orcomplete
thetask.
8Thestudents
are
enthusiastic
doingthetest

3
9Thestudents
are

enthusiastic
completethe
task.

4
Totalscore
0
2
3
12
20
37
Page 76
61
previousmeeting.Thestudentsresponseinaskingandansweringquestion
improvedsignificantly.Whiletheteacherwaspresentingthelesson,majority
ofthestudentsnoticedtotheteacher.Fromtheresultabove,theresearcher
concludedthattheresearchprovedthattheuseofenvironmentalmediato
developstudentsabilityinwritingwassignificant.Accordingtoresearcher,
thetargetofimprovementinthiscyclewassuccess.So,researcherdecidedto
stopthecycle.
B.DISCUSSION
1.AnalysisofCycle1
Theresearchersanalysisshowsthattheaverageofstudentstestresultof
thefirstcyclewas65.Thehighestscorewas75andthelowestscorewas60.
Fromthedataabove,itcouldbeseenthat33or84,62%of39studentsgot
goodmark,6or15,38%studentsof39studentsgotfairmark.
Fromtheanalysisabove,theaverageoftheresultswas65.Therewas
improvementinthiscycle.Theanalysisaboveshowsthattheresultofthe
secondcyclewasbetterthanpreviousone.Therewasmoreimprovementsin
thiscyclealthoughitwasstepbystep.Anditshowsthattherewereno
studentswhogetthemarkunder60.
Theresultofobservationshowedthatlevelofstudentsparticipationin
learningprocesswasgood.Thescoreofobservationwas64,4%.Thescore
improvedthanbeforeinprecyclethatwasjust42,2%.
Accordingtotheresultoftheobservationaboveitcanbeconcludedthat
morestudentsjoinedtheclassenthusiasticallyandteachingbyusing
enviromentalmediaiseffectivetoimprovestudentsdescriptivewritingskill
thanteachingwithoutenviromentalmedia.Studentswasbravetoaskand
answerteachersquestion.Theyfoundnewvocabulariesinobjectlocation
thatwasnotfoundintheclass.Althoughthiscycleshowedimprovementof
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62
studentsachievementbutitwasnotmaximalyet.Thereweresomelackand
weaknessinthiscycle.Forexample,somestudentshadagamealonewhile

learningprocess.Andteacherfeltdifficulttocontrolstudentsbecause
learningactivitywasdoneinoutdoorclass.Teacherfeltthiscyclewasun
successyetbecausestudentsjustintroducedoneofenvironment.Whereas,
manyenvironmentsaroundschool.Because,theadvantagesofusing
environmentalmediadidnotonlycouldimprovestudentsachievementin
writingbutalsocouldbuildstudentsawarenessandcaretotheir
environment.Bytheprobleminthiscycle,teachertriedtorepairedthe
methodtoimprovestudentsachievementbycontinuingnextcycle.
2.AnalysisofCycle2
Fromtheresearchersanalysis,itshowsthattheaverageofstudentstest
resultofthirdcyclewas71,6withthehighestscorewas85andthelowest
scorewas65.Therewereimprovementsfromonecycletotheothercycle.It
wasbetterthanthepreviousone.Fromthedata,theresultofstudentscore
increasedsignificantly.Therewere3or7,5%of40studentsgotexcellent
mark,37or92,5%of40studentsgotgoodmark.Mostofstudentswereable
tomakeparagraphwell.Theycouldmentionvocabulariesrelatedtotheme
andarrangetobesentences.
Theresultofobservationshowedthatlevelofstudentsparticipationin
learningprocesswasverygood.Thescoreofobservationwas82,2%.The
scoreimprovedthanbeforeincycleonethatwasjust64,4%.
Basedontheresultofobservationabove,itcanbeconcludedthatthe
mostofthestudentswereveryenthusiasticinlearningprocess.Allactivities
inthesecondcycleandtheactivitycouldrunwell.Thestudentsenthusiastic
inlearningprocessimprovedsignificantly.Actually,usinggroupwork
methodinthiscyclecouldimprovedstudentsqualityinlearningprocess.
Studentsbecameinteractive,communicative,andcooperativeeachotherto
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63
discussthetheme.Therewerenostudentwhohadagamealoneinobject
locationlikeinpreviouscycle.
Inthiscycle,researcherfeltsuccesstoimprovestudentsachievementin
writing.Studentsdidnotonlyachievehighscoreofthetest,butalsoachieve
theirawarenesstocareandkeeptheirenvironment.Forexample,byusing
environmentalmedia,studentsknewthatintheirgardentherewererubbish
whichdestroyeditsbeauty.
3.TheAnalysisofTheWholeMeeting
Aswholethemeetingranwell.Thereweresomesignificant
improvementsfromfirstcycletoothercycles.
Intheprecycletest,allofthestudentshavebeendothetest,andthe
averageresultwas53,85.Intheactivity,theteacherstillusedconventional
method.Teacherdidnotuseenviromentalmediaasteachingaid.Inthe
teachingandlearningprocess,onlyhalfstudentsareactiveandenthusiasticto
thelesson.Ahalfofthestudentdidnotgiveresponsemaximally,especially
thestudentswhositdowninbackside.Theyliketalkwiththeirpairs.The
studentslookboringandsleepy.
Inthefirstcycle,theaverageresultwas65.Theteacherbegantouse

enviromentalmediatoteachthestudents.Inteachingandlearningprocess,
thereweremanystudentsjoinedtheclassenthusiastically.Theypaidattention
tothelesson,althoughmanyofstudentsstillconfusedwiththeteacher
directionandtheteacherfeltdifficulttomanageandcontrolstudentsactivity
inoutdoorclass.
Inthesecondcycle,theaverageresultwas71,6.Itwashigherthan
previouscycles.Itshowedthattherewassomesignificantimprovementin
studentsachievement.Furthermore,therewasalsoimprovementfromcycle1
untilcycle2.Beforethelessonbegan,theresearcheraskedthestudentsto
givemorepayattentiontothelesson.Theteacherdividedstudentsintosix
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64
grouptodescribesixthemeofenvironment.Inteachinglearningprocess,
majorityofthestudentsjoinedtheclassenthusiastically.Allactivitiesinthis
cyclerunwell.
Table11
TheResultofTestfromtheFirstCycleuntilThirdCycleasFollow:
No
Name
PreCycle

CycleI
CycleII
1AbdulKholiq
50
65
70

2AbdulRouf
52
62
68

3AgungBudianto
42
60
65

4AinunNisa
55
68
75

5AlfiaturR
50
70
75

6AnisHarsari
58
62
68

7AriArinalF
50
65

72

8AstiWulandini
58
60
65

9BadriatusSaadah
55
62
70

10BayuNurrohman
64
75
85

11DevitKristiS
62
72
82

12DewiLestari
54
62
68

13DianKisworo
68
72
80

14DurotunNasihah
65
75
82

15DwiAprilia
58
62
65

16DwikiBagasS
60
70
78

17ElisaIndriani
42
65
72

18FitrianiMaulida
Absent
60
65

Page 80
65
19HestiNingrum
45
Absent
68

20IfaKhoirulU
48
60
65

21IkeYuliani
52
70
78

22KhotimatunNiza
50
65
72

23Krisbiantoro
58
68
75

24M.Ashari
58
60
65

25M.NurArifin
55
62
68

26M.Muslikin
52
62
70

27Maftuchah
50
60
68

28M.Niam
45
62
72

29M.Amrullah
48
62
70

30M.Firdaus
52
62
65

31M.GalihErlanga
58
63
68

32M.IrfanHandika
48
62
68

33NurAfifM

60
68
72

34Rozikin
58
66
70

35SitiUlyaK
55
68
76

36SlametAgusR
52
63
70

37Wahyudi
50
62
72

38Nurulhandayani
55
70
80

39TemahWahyu
60
68
75

40AhmadDarunaja
48
65
72

Mean
53,85
65
71,6

Theresearcherfeltthattheimplementationofenviromentalmediaas
teachingaidtoimprovestudentswritingskillindescriptivetextwas
successfulandeffective.Becauseenviromentalmediaisinterestingas
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66
teachingaidtoimprovetheirwritingskill.Thestudentscangetmanyideas
andopinionalso,theycangetvocabularyitemsthatcamefromthe
enviromentalmedia.Theycanmakegoodwritingindescriptivetextwell.It
canbeseenintheirwritinglikeinthegenericstructureofdescriptivetext,the
useoflanguagefeatures,thewritingcomponent,content,organization,
vocabulary,languageuseandmechanic.So,usingenviromentalmediaasa
teachingaidthatishelpfulintheprocessofteachingandlearningwriting
descriptivetext.

Page 82
67
CHAPTERV
CONCLUSIONANDSUGGESTION
A.Conclusion
Basedontheresultoftheresearch,theresearcherconcludesthattheuse
ofenvironmentalmediainteachingofdescriptiveatthesecondgradesof
MTsDarulUlumPutatngantenintheacademicyearof2011/2012canbe
appliedtoimprovestudentsdescriptivetextwriting.Itcanbeseenbythe
improvementstudentsachievementsignificantlyfromtheprecycleuntil
cycleII.
Thisstudyconcludesasfollows:
1.Implementingtheenvironmentalmediatoimprovestudentsdescriptive
textwritingatthesecondgradeofMTsDarulUlumPutatnganten
Grobogandividedintotwocycles.Firstcycle,teacherusedenvironmental
mediarelatedtotheme.ThethemeinthiscyclewasMyschools
Mosque.Intheaction,teacheraskedstudentstoobservethemosque
aroundschooldirectlytoidentifyanddescribedetailly.Then,teacher
askedstudentstowriteresultofobservationintodescriptivetext.Fromthe
resultofreflection,teacherfoundsomeprobleminthecycle1.For
example,somestudentshadagamealoneintheobjectlocation,teacher
feltdifficulttocontrolandmanagestudentsinoutdoorclasslearning.
Teacheronlyrecognizedoneobjectwhereastherearemanyobjectof
environmentaroundschool.
Secondcycle,basedonreflectionofthefirstcycle,teachercreatednew
waybyforminggroupwork.Teacherenlargethethemebecamesix
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68
themesbasedonallofenvironmentaroundschool.Thethemesincluded
canteen,garden,mosque,library,laboratorium,andsportfield.Teacher
dividedstudentsintosixgroups.Eachgroupshaddutytoobserveand
identifyoneofthesixobjects.Teacheraskedstudentstowriteresultof
observationintodescriptivetext.Theproblemofpreviouscyclewas
solvedbynewwayincycle2.Therewasnostudentsthathadagame
alonewhilelearningprocess.Groupworkinthiscyclewasprovedcould
buildinteractionandcooperationeachothers.Fromthereflectionresultof
cycle2,teacherwassuccesstoimprovestudentsdescriptivewritingand
buildstudentsawarenesstorecognizetheirenvironment.
2.Basedontheimplementationofenvironmentalmediainteaching
descriptivewriting,theuseofenviromantalmediawasprovedcan
improvestudentsdescriptivetextwritingatthesecondgradestudentsof
MTsDarulUlumPutatngantenGroboganintheacademicyearof
2011/2012.Basedonanalysisofprecycle,firstcycleandsecondcycle,it
showedthattherewasimprovementofstudentsachievement
significantly.Itshowedbyimprovementofaveragescoreofthetest,
averageresultinprecyclewas53,85,inthefirstcyclewas65,andinthe

secondcyclewas71,6.Itprovedthat,thetreatmentsinresearchhelped
studentstoachieveresultmaximally.Besidesimprovingdescriptivetext
writing,theuseofenvironmentalmediacouldimprovestudents
enthusiasticandresponseinlearningactivity.Itcanbeseenbyresultof
theobservation.Scoreofobservationinprecyclewas42,2%.Scoreof
observationinthefirstcyclewas64,4%.Andscoreofobservationinthe
secondcyclewas82,2%.Itprovedthattheuseofenvironmentalmedia
canimprovestudentsparticipationinlearningactivity.
Page 84
69
B.Suggestions
Theprincipleofteachingwastransformationofknowledgecanrunwell.
Manyfactorsthateffectthesuccessfulorfailureofthelearning.So,teacher
mustcreatelearningatmospherewhichisenjoyable,comfortable,and
interestingaspossibleasteachercan.
Theresearcherhassomesuggestionstoimprovestudentsabilityin
writing,especiallyfortheteacherandthestudents.Thesuggestionsareas
follow:
1.Fortheteachers.
a.Teachershouldbecreativetocreatnewwaysorthecniquesinteaching
writingtoimprovestudentsachievementandenthusiastic.
b.Teachercantrytouseenvironmentalmediatoimprovestudents
writing,especiallyindescriptiveteaching
2.Forthestudents
a.Studentsshouldpracticecontinuouslytomakegoodparagraphor
arrangetext.Theyshouldenrichvocabulariesassupportingtoarrange
agoodtext.
b.Studentscanobservetheirenvironmentandwritetheresultof
observationintoparagraphaspracticeofmakingagoodsimpletext.
Forclosing,becausethisthesisservesthereader,theresearcherrealizes
itlessfarfromperfect.Thewriterhopesanycriticmsandsuggestionstomake
itisbetter.Thewriteralsohopesthatthisthesiscanbeusefulforallofreader.
Page 85
70

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Andersons,MarkandAndersons,Kathy,TextTypeinEnglish12,Australia:Mac
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Apprilia,K.,TeachingVocabularyUsingPicturesasTeachingAid.AfinalProject:
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________________,ProsedurePenelitian;SuatuPendekatanPraktek,Jakarta:PT.
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Blancard,KarenandRoot,Christine,ReadytoWrite3rdEd.NewYork,Pearson
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Burns,AnneCollaborativeActionResearchforEnglishLanguageTeachers,New
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Hughes,Arthur,TestingforLanguageTeacher,SecondEditionUnitedKingdom:
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ProvesiGuru,Jakarta:RajaGrafindoPersada,2010.
MeyersA.,GatewayInAcademicWriting,NewYork:PearsonEducation,2005.
Mill,GeoffreyE.,ActionResearch;AGuideforTheTeacherResearcher,New
Jersey:PrenticeHallInc,2000.
MasnurMuslich,MelaksanankanPTKituMudah(ClassroomActionResearch),
Jakarta,BumiAksara2009.
Nunan,David,ResearchMethodinLanguageLearning,USA,CambridgeUniversity
Press,1992.
Oshima,AliceandHogue,Ann,WritingAcade.micEnglish,4thEdNewYork:
PearsonEducation,2006.
_________________________,WritingAcademicEnglish,AWritingandSentence
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1981.
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Sanjaya,Wina,PenelitianTindakanKelas,Jakarta:KencanaPrenadaMediaGrup,
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Shihab,Quroisy,TafsirAlQuranAlKarimatasSuratSuratPendekBerdasarkan
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SyafiI,H.,TheEffectivenessofUsingPicturesasanAidtoImproveEnglish
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T.Linse,Carolline,PracticalEnglishLanguageTeachingtoYoungLearners,New
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Tuckman,BruceW.,MeasuringEducationalOutcomesFundamentalofTesting,
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Usman,Basyirudin,MediaPembelajaran,Jakarta:CiputatPress,2002.
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2012/WhatIsAtext.Html
Page 88
1
Appendix1
INSTRUMENTFORTHECYCLE1
Theme
:SchoolsMosque
KindsofText:Descriptive
TimeAllotment:30minutes
Instructions:
1.Writeyournameandclassonthetopofthepaper.
2.Makeadescriptivetextbaseontheresultoftheobservation,atleast
100words
3.Determinethegenericstructurefromthetext.
4.Ifyouneed,youcanopenyourdictionary.
Page 89
2
Appendix2
INSTRUMENTFORTHECYCLEII
Theme

:SchoolsEnvironment
KindsofText:Descriptive
TimeAllotment:30minutes
Instructions:
1.Writeyournameandclassonthetopofthepaper.
2.Makeadescriptivetextbaseontheresultoftheobservation,atleast
100words
3.Determinethegenericstructurefromthetext.
4.Ifyouneed,youcanopenyourdictionary.
Page 90
3
Appendix3
StudentsnameonclassVIIIA.atMTsDarulUlumintheacademicyearof
2011/2012.
NOName
Sex
1.AbdulKholiq
Male
2.AbdulRouf
Male
3.AgungBudianto
Male
4.AinunNisa
Male
5.AlfiaturR
Female
6.AnisHarsari
Female
7.AriArinalF
Female
8.AstiWulandini
Female
9.BadriatusSaadah
Female
10BayuNurrohman
Male
11DevitKristiS
Female
12DewiLestari
Female
13DianKisworo
Male
14DurotunNasihah
Female
15DwiAprilia
Female

16DwikiBagasS
Male
17ElisaIndriani
Female
18FitrianiMaulida
Female
19HestiNingrum
Female
20IfaKhoirulU
Female
21IkeYuliani
Female
22KhotimatunNiza
Female
23Krisbiantoro
Male
24M.Ashari
Male
25M.NurArifin
Male
26M.Muslikin
Male
27Maftuchah
Female
28M.Niam
Male
29M.Amrullah
Male
30M.Firdaus
Male
31M.GalihErlanga
Male
32M.IrfanHandika
Male
33NurAfifM
Female
34Rozikin
Male
Page 91
4
35SitiUlyaK
Female
36SlametAgusR
Male
37Wahyudi
Male

38Nurulhandayani
Female
39TemahWahyu
Female
40AhmadDarunaja
Male
Page 92
5
Appendix4
LessonPlanI
1.Level
:JuniorHighSchool
2.Class/Semester
:VIII/II
3.StandardOfcompetence
:Respondingthemeaninginfunctionalwritten
textandsimple
shortessayinformoftextdescriptivefor
interactionin
dailylifecontext.
4.Basiccompetence
:Respondingthemeaningandrhetoricinthe
simpleshort
essaywhichusewrittenlanguageaccurately,
fluentlyand
acceptableforinteractionindailylifecontext
informof
textdescriptive.
5.Indicator
:
a.Studentscanmentionthevocabularyitemsfromtheobjectofenvironmental
media.
b.Studentsareabletomakeasimpledescriptivewrittentextbasedonteachers
explanationandfromtheenvironmentalmedia.
c.Studentsareabletounderstandthesocialfunctionandgenericstructureinthe
DescriptiveText.
6.Theme
:Descriptivetext(Mosque)
7.Skillfocus
:Writing
Page 93
6
8.TimeAllotment
:2X35minutes

9.Method
:Presentation,practice,andproduction(PPP)
10.Activities:
No.
Activities
1.
a.PreActivity
Teachergreetsthestudentsandopenthelesson
Teacherchecksthestudentsattendance
Teacherasksthestudentscondition
Teacherbuildsthestudentsmotivation
Teacherdiscussestheirprobleminpreviousmeeting.
Teachergivessomequestionsthatrelatedtothematerial
Canyoudescribethingwithoutobservingdirectlythe
object?
Howtodescribemosquewithoutobservingmosquedirectly
baseonyourexperienceinthepreviousmeeting?
Doyouknowthingsinthemosquedetailly?
Canyoushowmosqueaccuratelywithoutobserving
directly?
Areyouinterestedbyobservingtheobjectdirectlyoutdoor
class?
2.
b.MainActivity
Teachergivesreviewaboutmaterial
Teacherintroducestheenvironmentalmediaaslearningsource
ofdescription.
Teachershowstheschoolsmosqueaspartofthe
environmentalmediawhichcanbelearningsourcebasedonthe
material.
Page 94
7
Teachergiveschanceforstudentstoasksbeforeleavingclass.
Teacherguidesstudentstogotooutdoorclassforobservingthe
mosqueoftheschooldirectly.
Teachergivestime15minutestoobservethemosque
accurately.
Teachercontrolsstudentsactivityinoutdoorclass
Teacherasksstudentstocomebacktotheclass
Teacherasksstudentstowritetheresultoftheobservationin
descriptivetextwriting.
3.
c.PostActivity
Teachergivesfeedbackandreviewthematerial
Teachergiveschancestostudentsforaskingsomequestions
Teachergivesfollowingupbygivinghomeworks

Teachergivesevaluationandcorrection
Teacherendsthelesson.
11.Source:
SuitableTextbook:
Mukarto,et,al,EnglishOnSky,2004Jakarta,Erlangga.
Emalia,et.al,InteractiveEnglish,2009,Jakarta,Yudistira.
KasihaniK.ESuyanto.et.al.EnglishinContext,2008.Jakarta,Bumi
Aksara.
12.Media:Whiteboard,paperofsheet,enviromentalmedia(mosque)
13.Assessment:
a.Form
:WrittenTest
b.Technique
:Theteacherasksstudentstomakeparagraph
ofdescriptivetextbasedonthetheme.
c.Aspecttobeassessed
:Content,Languageuse,Vocabulary,
Organization,andmechanic.
Page 95
8
d.Instructions
1.Writeyournameandclassonthetopofthepaper.
2.Makeadescriptivetextaboutthethemeabove,atleast100words
3.Determinethegenericstructurefromthetext.
4.Ifyouneed,youcanopenyourdictionary.
TheTeacherofEighthClass
Researcher
ofMTsDarulUlum
(EdiKristanto,S.Pd)
(KhoirulMuzakki)
Page 96
9
Appendix5
LessonPlanII
1.Level
:JuniorHighSchool
2.Class/Semester
:VIII/II
3.StandardOfcompetence
:Respondingthemeaninginfunctionalwritten
textandsimple
shortessayinformoftextdescriptivefor
interactionin
dailylifecontext.

4.Basiccompetence
:Respondingthemeaningandrhetoricinthe
simpleshort
essaywhichusewrittenlanguageaccurately,
fluentlyand
acceptableforinteractionindailylifecontext
informof
textdescriptive.
5.Indicator
:
a.Studentscanmentionthevocabularyitemsfromtheobjectofenvironmental
media.
b.Studentsareabletomakeasimpledescriptivewrittentextbasedonteachers
explanationandfromtheenvironmentalmedia.
c.Studentsareabletounderstandthesocialfunctionandgenericstructureinthe
DescriptiveText.
6.Theme
:Descriptivetext(KindofEnvironmentaroundthe
School)
7.Skillfocus
:Writing
8.TimeAllotment
:2X35minutes
Page 97
10
9.Method
:Presentation,practice,andproduction(PPP)10.
Activities:
No.
Activities
1.
a.PreActivity
Teachergreetsthestudentsandopenthelesson
Teacherchecksthestudentsattendance
Teacherasksthestudentscondition
Teacherbuildsthestudentsmotivation
Teacherdiscussestheirprobleminpreviousmeeting.
Teachergivessomequestionstostimulate
Whatdoyoufeelwhendoinglearningactivityinoutdoor
class?
Doyourecognizeyourenvironment?
Pleasementionpartofenvironmentaroundyourschool?
Howisconditionyourenvironment?
2.
b.MainActivity

Teacherreviewsthematerial
Teacherdiscussesabouttheirprobleminpreviousmeeting
Teacherasksstudentstoshowspartsofenvironmentaroundthe
school.
Teacherchooseeigthpartofenvironmenttobethemeof
material.Thereare,garden,mosque,library,laboratorium,sport
field,office,canteen,schoolbuilding.
Teacherdividesthestudentsintoeightgroups,soeachgroup
Page 98
11
consistsoffouruntilfivestudents.
Eachgroupobserveaccuratelyoneobjectwhichwaschoosen
bytheteacher.
Teachergivespaperofsheetforstudents
Teacherguidesstudentstogoouttoobservetheobject
Teachergivestime15minutesforstudentstoobservethe
objects.
Teachercontrolsthelearningactivityinoutdoorclass
Teacherasksstudentstocomebackintheclass
Theteacherasksstudentstowritetheresultoftheobservation
indescriptivetextwriting.
Theresearcheraskseachgrouptopresenttheresultof
observation.
3.
c.PostActivity
Teachergivesfeedbackandreviewthematerial
Teachergiveschancestostudentsforaskingsomequestions
Teachergivesevaluationandcorrection
Teacherendsthelesson.
11.Source:
SuitableTextbook:
Mukarto,et,al,EnglishOnSky,2004Jakarta,Erlangga.
Emalia,et.al,InteractiveEnglish,2009,Jakarta,Yudistira.
KasihaniK.ESuyanto.et.al.EnglishinContext,2008.Jakarta,Bumi
Aksara.
12.Media:Paperofsheet,whiteboard,environmentalmedia
13.Assessment:
a.Form
:WrittenTest
Page 99
12
b.Technique
:Theteacherasksstudentstomakeparagraph
ofdescriptivetextbasedonthetheme.
c.Aspecttobeassessed

:Mechanic,Languageuse,Vocabulary,
Organization,andContent.
e.Instructions
1.Writeyournameandclassonthetopofthepaper.
2.Makeadescriptivetextaboutthethemeabove,atleast100words
3.Determinethegenericstructurefromthetext.
4.Ifyouneed,youcanopenyourdictionary.
TheTeacherofEighthClass
Researcher
ofMTsDarulUlum
(EdiKristanto,S.Pd)
(KhoirulMuzakki)
Page 100
13

CURRICULUMVITAE
A.StudentsIdentity
Name
:KhoirulMuzakki
PlaceanddateofBirth:Grobogan,July28,1988
StudentsNumber:073411063
Address
:PutatngantenRT01RW06Karangrayung
Grobogan
Phone
:085865319391
Email
:khoirul_muzakki@yahoo.co.id
B.Education
SDNegeriPutatnganten03GroboganGraduatedin2000
MTsDarulUlumPutatngantenGroboganin2003
MANegeriSemarang1graduatedin2006
IAINWalisongoSemarang
Semarang,Mei4
th,2012
Researcher
KhoirulMuzakki
Page 101
14