Khoti Isnaeni 1611040203

KEMENTRIAN AGAMA
UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat: Jl. Let. Kol. H. Endro Suratmin Sukarame I Bandar Lampung 35131 Telp. (0721) 703260
CONTROL CARD
NAME : KHOTI ISNAENI
STUDENT NUMBER : 1611040203
TITLE :The Influence of Using Guided Questions

towards Students’ Descriptive Text Writing
Ability at The First Semester of the Eighth
Grade of MTsN 2 Bandar Lampung In the
Academic Year of 2020/2021.
SIGNATURE
NO DATE CONSULTATION
Advisor Student
1.
2.
3.
4.
5.
Bandar Lampung, 20-10-2019

Advisor
Nurul Puspita, M.Pd

NIP. 198907172015032004
THE INFLUENCE OF USING GUIDED QUESTIONS TOWARDS
STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY AT
THE FIRST SEMESTER OF THE EIGHTH GRADE OF
MTs N 2 BANDAR LAMPUNG IN THE ACADEMIC
YEAR OF 2020/2021
A Thesis
Submitted as a Partial Fulfillment of
the Requirements for S1
By
KHOTI ISNAENI
NPM.1611040203
Study Program: English Education
TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
OF LAMPUNG 2020
YEAR OF 2020/2021
A Thesis
Submitted as a Partial Fulfillment of
the Requirements for S1
By
KHOTI ISNAENI
NPM.1611040203
Study Program: English Education
Advisor : Meisuri, M. Pd
Co-Advisor : Nurul Puspita, M. Pd
TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
OF LAMPUNG 2020
ABSTRACK

YEAR OF 2020/2021
One of the most important skills in English is writing. It is often considered

as the most difficult skill by the students. This problem was also faced by the
students of the eighth grade of MTsN 2 Bandar Lampung. Based on the preliminary
research, the students’ score of writing of the eighth grade of MTsN 2 Bandar
Lampung are low. Most of them, 73 %, got score under the criteria of minimum
mastery (KKM), 75. Some techniques were needed by teacher to overcome that
problem. One of the techniques is Guided Questions. The objective of this
research is to know whether there is significant influence of using Guided
Questions towards students’ descriptive text writing ability at the first
semester of the eight grade of MTsN 2 Bandar Lampu in the academic year of
2015/2016 or not.
The design of this research was quasi experimental design. The population of
this research was the students of regular class of MTsN 2 Bandar Lampung at
the eighth grade. The writer chose the sample randomly by using cluster random
sampling technique. The writer used Guided Questions in Experimental class as a
treatment and lecturing technique in control class. In collecting the data,
the writer used instrument in written form. The instrument was used for pre
test and post test. The writer did the pre test to find out the students’
descriptive text writing ability before conducting the treatment and did the
post test to find out the students descriptive text writing ability after
conducting the treatments. Before analyzing the data, the writer did test for
normality and homogeneity to know whether the data had normal distribution and
the variance of the data was homogenous or not. The result of the data had
normal distribution and the variance of the data had homogenous. Therefore, to
analyze the data, the writer used independent sample t-test.
After giving the post test, the writer analyzed the data by using independent
sample t-test. It was found out that result of Sig (Pvalue) = 0.004 < α =
0.05. It means that Ho is rejected and Ha is accepted. To sum up, the use of
Guided Questions toward students’ descriptive text writing ability had
significant influence. The conclusion of this research is Guided Questions is
effective to be used toward students’ descriptive text writing ability.
Keywords: Guided Questions, Descriptive Text, Quasi Experimental, Students’

Writing Ability
DECLARATION
This thesis entitled The Influence of Using Guided Questions towards Students’
Descriptive Text Writing Ability at the First Semester of the Eighth Grade of
MTsN 2 Bandar Lampung in the Academic Year of 2020/2021 is entirely
individual accomplishment. Even though, several statements and theories from
various sources were cited and adopted responsibly.
Bandar Lampung, 20 September 2018
Declared by,
Khoti Isnaeni
MOTTO
“A man may be as clever as the sky, but as long as he does not write, he
will disappear in society and from history. Writing is work to eternity.”
-Pramoedya Ananta Toer

DEDICATION
This thesis is dedicated to:
1. My beloved parents, Waryitno and Nur Jannah who already prayed, supported
and guided me to be success in my study and my life.
2. My sister, Lia Anjar Wati who always provide the support to immediately
complete this thesis
3. My dear friend Ayu Warda Eka Lia, S. Pd who always taught me how to do
this thesis with great patience and enthusiasm.
4. My dear friend Farah Mulyawati person who always provide important
information about the thesis so that this thesis has convenience.
5. My dear friend Futihatul Jannah a person who makes me full of spirit to finish
this thesis
6. My lecturers and almamater of UIN Raden Intan Lampung.

CURRICULUM VITAE
Khoti Isnaeni was born in Beringin Kencana March 28th 1997. Being the second
child of a harmonious couple, Waryitno and Nur Jannah, and the sister of Lia
Anjar Wati, Leli Sulis Tiana, Diana Kamila and Trio Amirudin.
MI MA Rawa Selapan is her primary education which started in 2004 and
graduated in 2010. She pursued her study in MTs Mathla’ul Anwar Rawa
Selapan. After she graduated from Junior High School in 2013, she continued her
study to MAN 1 Bandar Lampung in 2013 and graduated in 2016. In 2016, she
registered as a student of English Education Study Program of Tarbiyah and
Teacher Training Faculty from SPAN-PTKIN program in Raden Intan State
Islamic University of Lampung (UIN).
During her study in Raden Intan State Islamic University of Lampung (UIN), she
joined UKM Bahasa as secretary of English language division in 2017-2019. In
addition, she had also worked as an English teacher at Proton course institute in
2018, teaching LEC at MAN 1 Bandar Lampung from 2018-2020 and has also
been a private English teacher in Skatra English for now. .

ACKNOWLEDGEMENT
Praise be to Allah SWT who is Most Merciful, Most Gracious, for blessing me
with His grace and guidance to complete this thesis. Salawat and Salaam are
always devoted to the great Prophet Muhammad SAW (PBUH), who brought us
from the dark ages to the brightest ages. This thesis entitled “The Influence of
Using Guided Questions towards Students’ Descriptive Text Writing Ability at
the First Semester of the Eighth Grade of MTsN 2 Bandar Lampung in the
Academic Year of 2020/2021 ” is submitted as a compulsory fulfillment of the
requirement for S1 degree of English Study Program at Tarbiyah and Teacher
Training Faculty, Raden Intan State Islamic University (UIN) of Lampung.
During the completion of this thesis, I received a lot of valuable help and support
from people around. Therefore the highest appreciation is addressed to:
1. Prof. Dr. H. Chairul Anwar, M.Pd the dean of English Education Study
Program of UIN RadenIntan Lampung.
2. Meisuri, M.Pd the chairperson of English Education Study Program of
UIN Raden Intan Lampung in addition to my primary advisor.
3. Nurul Puspita, M.Pd., the second advisor, who has patiently guided and
directed until the completion of this thesis well.
4. All lecturers of English Department of UIN Raden Intan Lampung whose
teaching and shared-experience are inspiring.
5. Tarmadi, S.Pd., M, Pd. the headmaster of MTsN 2 Bandar Lampung for
agreeing this research to be conducted.

6. English teacher of MTsN 2 Bandar Lampung, Dra. Isnaini Ramadhona,
M.Pd, for being helpful during the research process and giving suggestion
during the research and the learners at the at the first semester of eighth
grade of MTsN 2 Bandar Lampung for allowing to carry out the research
in their institution and for giving the contribution and being cooperative
while the research was conducting.
7. The parents, Waryitno and Nur Jannah and he sister Lia Anjar Wati, Leli
Sulis Tiana, Diana Kamila and also the only brother Trio Amirudin who
always pray, give love, and support me.
8. The beloved friends: Ayu Wardah Eka Lia S. Pd. Tri Handayani S. Pd.
Hariyanto, M. Pd. Farah Mulyawati, Futihatul Janah, Arnilah, and all of
students of English Program of UIN RadenIntan Lampung, especially
class D. Thanks for your friendship and love.
Finally, it must be admitted that nothing is perfect and there are still many flaws
in this thesis. Therefore, criticism and suggestions from readers are expected to
improve the quality of this thesis. Furthermore, I hope this thesis can be useful
especially for those who are involved in the English teacher profession.
Acknowledged by,
Khoti Isnaeni
TABLE OF CONTENT
Page
COVERii
ABSTRACKiii
DECLARATIONiv
MOTTOv
DEDICATION vi
CURRICULUM VITAE vii
ACKNOWLEDGMENT viii
TABLE OF CONTENT xii
CHAPTER I : INTRODUCTION
A. Background of the Problem1
B. Identification of the Problem6
C. Limitation of the Problem6
D. Formulation of the Problem6
E. Objective of the Research6
F. Significance of the Reseacrh7
G. Scope of the Research7
1. The Subject of the Research7
2. The Object of the Research8
3. The Place of the Research8
4. Time of the Research8
CHAPTER II : THEORICAL FRAMEWORK

A. Concept of Teaching English as Foreign Language 9
B. Concept of Writing10
1. Definition of Writing10
2. Concept of Process of Writing12
3. Concept of Writing Ability13
C. Concept of text................................................................................................15
1. Definition of Text15
D. Concept of Descriptive Text17
1. Definition of Descriptive Text17
2. Generic Structure of Descriptive Text18
3. Lexicogrammatical Features of Descriptive Text20
4. Concept of Descriptive Writing Ability ....................................................20
E. Concept of Guided Question Technique21
1. Definition of Guided Questions.................................................................21
2. Kinds of Questions ....................................................................................23
3. Procedure of Technique.............................................................................24
4. Advantage of Guided Questions...............................................................27
5. Disadvantages of Guided Question...........................................................28
F. Concept of Lecturing Technique ....................................................................28
1. Definition of Lecturing Technique ............................................................28
2. Procedure of Lecturing Technique ............................................................29
3. Advantages of Lecturing Technique .........................................................30
4. Disadvantage of Lecturing Technique ......................................................31
G. Concept of Online Learning ..........................................................................31
1. Advantages of Online Learnig .................................................................32
H. Concept of E-learning.....................................................................................35
1. Definition of E-learning.......................................................................35
2. Advantages of E-learning ...................................................................36
3. Disadvantages of E-learning................................................................37
I. Frame of Thinking..........................................................................................37
J. Hyphoteses .....................................................................................................38
CHAPTER III: RESEACRH METHODOLOGY
A. Research Design40
B. Variable of Research41
C. Operational Definition of Variable 41
D. Population, Sample, and Sampling Technique of the Research42
1. Popuation42
2. Sample43
3. Sampling Technique43
E. Research Procedure44
1. Finding the subject of research44
2. Designing the instruments of the research44
3. Readability to the Test45
4. Administering the Pre-test45
5. Conducting Treatments45
6. Administrating the Post-test45
7. Analizing the Result of Pre-test and Post-test...........................................46
F. Data Collecting Technique46
1. Pre test ......................................................................................................46
2. Post test ....................................................................................................46
G. Research Instrument47
H. Scoring Rubric 48
I. Validity, Reliability, and Readability of the Test53
1. Validity of the Test53
2. Reliability of the Test55
3. Readability of Test57
J. Data Analysis58
1. Fulfillment of the Assumptions58
a. Normality test59
b. Homogenity Test59
c. Hypothetical Test60
CHAPTER VI : RESULT AND DISCUSSION
A. Research Procedure..........................................................................................62
B. Data Description..............................................................................................63
1. Description of the First Treatment.............................................................64
2. Description of the Second Treatment .......................................................65
3. Description of the Third Treatment ........................................................65
C. Result of the Research....................................................................................66
1. Result of Pre Test in Experimental Class ............................................66
2. Result of Pre-test in Control Class ........................................................69
3. Result of Post-test in Experimental Class ...............................................71
4. Result of Post-test in Control Class ........................................................73
D. Data Analysis..................................................................................................75
1. Fulfillment of the
Assumptions.................................................
.................75
a. Result of Normality Test ....................................................................75
b. Result of Homogeneity Test.................................................................76
c. Result of Hypothetical Test.................................................................77
E. Discussion .......................................................................................................79
CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ................................................
........................................................83
B. Suggestion.........................................................................................................83
REFERENCES84
APPENDICES87
LIST OF APPENDICES
Page
1. Appendix 1: Students’ Score of Writing88
2. Appendix 2 : The Interview for the Teacher93
3. Appendix 3 : Students’ Questionnares .........96
4. Appendix 4 : Syllabus SMP/MTs98
5. Appendix 5 : RPP Control Class104
6. Appendix 6 : RPP Experimental Class119
7. Appendix 7: Instrument for Pre-Test130
8. Appendix 8 : Instrument for Post-Test131
9. Appendix 9 : Expert Validation for Writing Test132
10. Appendix 10 : Readibility of the Writing Test............................................134
11. Appendix 11: The Result of Readability of the Writing Test ..................135
12. Appendix 12: The Name Of Students In Experimental Class .................136
13. Appendix 13: The Assessment Scale of Writing Work
..............................140
14. Appendix 14: Pre-Test Score Of Students In Experimental
Class..............142
15. Appendix 15: Pre-Test Score Of Students In Control Class
..................144
16. Appendix 16 Post-Test Score Of Students In Experimental
Class..............146
17. Appendix 17: Post-Test Score Of Students In Control Class
..................148
18. Appendix 18: The Result of Reliability for Pre-Test in
Experimental Class Based on Two
Raters........................................................
............................150
19. Appendix 19: The Result of Reliability for Post-Test in

Experimental Class Based on Two
Raters........................................................
............................151
20. Appendix 20: The Result of Reliability for Pre-Test in Control
Class Based on Two
Raters........................................................
.......................................152
21. Appendix 21: The Result Of Reliability For Post-Test In
Control ClassBased On Two
Raters........................................................
......................................153
22. Appendix 22: The Result Of Normality
Test................................................154
23. Appendix 23: The Result Of Homogeneity
Test..........................................155
24. Appendix 24: The Result Of Hyphotethical
Test.........................................156
25. Appendix 25: The Analysis Of Students’ Score Of Pre-Test In
Experimental
Class.........................................................
.....................................................157
26. Appendix 26: The Analysis Of Students’ Score Of Post-Test In
Experimental
Class.........................................................
.....................................................159
27. Appendix 27: The Analysis Of Students’ Score Of Pre-Test In
Control
Class.........................................................
.....................................................161
28. Appendix 28: The Analysis Of Students’ Score Of Post-Test In
Control
Class.........................................................
.....................................................163
29. Appendix 29: DOCUMENTATION OF THE
RESEARCH........................165
CHAPTER I
INTRODUCTION
A. Background of the Problem
Writing is the last basic language skill that considered being the most difficult
one and it is also more complex than other skills because the writer must have the
ability to express the ideas and use and appropriate vocabulary and accurate grammar
so the readers will be easy to understand the language used in wrritten

1
communication. Heaton also says that writing skills is complex and sometimes
difficult to teach, requiring mastery not only grammatical and rhetorical device but
also conceptual and judgemental elements.2 It means that writing is occasionally hard
subject for English teachers because teaching writing is also teach vocabulary,
grammar and how to express the students’ idea into the text.
Raimes states that writing is a akill which expressess the ideas, feelings and
thoughts that are arranged in words, sentences and paragrapghs using eyes, brain and
hand.3 Harmer also notes that procces writing is a way of looking at what people do
when they compose written text.4 In addition, Richards states that there is no doubt
that writing is the most difficult skill for learners to master. The difficulties are not
1
Jacobs. Et. al in Hariyanto, “The Influence of Using Guided Questions Technique Towards
Students’ Procedure Text Writing Ability”. Journal of Research & Method in Education, vol. 8
(August 2018), p.77-82
2
J.B. Heaton, Writing English Language Tests (1st Ed) (New York: Longman Inc, 1975),
p. 13.
3
Ann Raimes, Techniques in Teaching Writing (New York: Oxford University Press, 1983),
p.76.
4
Jeremy Harmer, How to Teach Writing (6th Ed) (Edinburgh Gate: Pearson Education
Limited, 2004), p. 12
2
only in generating and organizing ideas but also in translating these ideas into
readable texts.5 Thus, writing is basically the process of expressing ideas and thoughts
of the writer using knowledge of structure and vocabulary to combine the writer’s
ideas as means of communication. Spekova and Hurt did the research about the
teachers’ attitute to writing and process in Portugal and Latvia. They said that writing
is the difficult skill than the other skill.6 This constraint could be seen that the most of
teachers around 75% in Latvia and 80% in Portugal chose writing as the hardest skill.
This problem is also faced by the students at MTsN 2 Bandar Lampung when the
researcher did the preliminary research.
The researcher did her preliminary research at MTsN 2 Bandar Lampung by
interviewing the teacher and giving the questionares to the students. Based on the
interview section with the English teacher, Isnaini, the researcher got data showed
problems in students’ writing. She told that the students’ ability in writing is still
under average because of some reasons; (1) the students still got difficulties in finding
ideas to write, (2) the students did the students due to lake of vocabularies, (3) the
students had low motivation in learning English. 7 The researcher also asked the
students’ score to the teacher. The scores were taken by the teacher in daily
assessment of descriptive text. The teacher also said that there were many students
5
Richards, J.C. and Renandya, W.A, Methodology in language Teaching: An Anthology of
Current Practice (Eds) (Cambridge: Cambridge University Press, 2002), p. 30
6
Innelsa Spelkova and Nicholas Hurst, Teachers’ Attitudes to Skill and Writing Prosess in
Latvia and Portugal, Available on http://web.letras.up.pt/nrhurst/Writing%20Article%20for%20APPI
%20Journal.pdf (access on Friday, October 12, 2014)
7
Isnaini, an interview with an English teacher, MTsN 2 Bandar Lampung, Lampung, 25
September 2019. Unpublished.
3
who did not pass the minimum score, 75. The table below shows the scores of
students’ writing descriptive text.
Table 1
Students’ Score of Writing Descriptive Text at Regular Class of the Eighth
Grade of MTsN 2 Bandar Lampung in the Academic Year of 2020/2021
No Srudents’ Score Number of Students Percentage

1 ≥75 58 27%
2 <75 158 73 %
Total 216 100%
Source: English Teacher in MTsN 2 Bandar Lampung
From the table above, it can be concluded that the test score from 216 students of
regular class of the eighth grade of MTsN 2 Bandar Lampung, there are 158 students
(73%) got score under 75. Because the minimum achievment criteria of English
subject in regular class of the eighth grade at the school is 75. It indicates that most
of the students are facing the difficulties in mastering English.
Based on the questionnares that the researcher gave to the students, the
researcher also found several factors of the students’ problems in learning English
specially writing descriptive text. The students’ problems were they got difficulties in
starting to write, got difficulties in developing the paragraph that is suitable with the
contex and teachers’s way in teaching English that was less interesting8
To overcome the problems above, the researcher recommended guided questions
technique in teaching descriptive text. The guided questions is a teaching technique
which is conducted by giving students questions in order to direct in learning.
According to Traver, guiding questions is the basic questions that direct students for
8
Students of MTsN 2 Bandar Lampung, 8th grade, on September 25th, 2019. Unpublished.
4
understanding.9 It shows us that this technique will make sure students’
understanding. For example, when the students are still confusing about generating
ideas or making their opinion into paragraph, the teacher can lead the students by
giving the questions. The questions are information questions. In giving these
questions, the students can find what should be written. Since using this technique is
a good way to make students’ understanding, it can be the best solution in conducting
writing learning procces in the class.
There are several previous studies that related the researcher’s research. The first
research is from Hariyanto. He investigated Teaching Procedure Text Writing
Ability by Using Guided Questions to SMA Taman Siswa Teluk Betung Bandar
Lampung at the eleventh grade. His research showes that the use of guided questions
towards students’ procedure text writing ability had significant influence in students’
writing.10 The second previous studies was conducted by Nawawi. He investigated
about Improving Students’ Writing Skill of Descriptive Text through Guided
Questions. This Technique is also effective in enhanching the students’ writing skill
of descriptive text because it makes students easier in making descriptive paragraph
and makes them easier in exploring their idea in making paragraph. The technique
9
Rob Traver, Educational Leadership ASCD (http://smallschollproject.org, acced in june
15th 2015 at 3:51 p.m), p. 1.
10
Hariyanto, “The Influence of Using Guided Questions Technique Towards Students’
Procedure Text Writing Ability”. Journal of Research & Method in Education, vol. 8 (August 2018),
p.77-82
5
could also improve students’ achievement significantly in writing skill of descriptive
paragraph.11
In addition, Yulia, et. al, conducted a research about Improving Recount Text
Writing Ability by Guided Questions-word can help and guide the students in writing
more than without any directions. Giving the students several question-words could
help and guide the students to write more, particularly important in descriptive text. 12
From three previous studies above, it can be concluded that guided questions is
effective to applicated in teaching writing because it can handle students’ writing
ability and help the students in exploring the ideas in writing.
During COVID 19, the researcher conducted the reasearch by using E-learning of
MTs N 2 Bandar Lampung. The researcher was focused on writing descriptive text
by using guided questions technique and taught the students in Vidio Conference.
The researcher took the writing descriptive text because it is suitable with the
materials in English Curiculum for Junior High School.
The difference between the previous research and this research were the
researcher made the technique use guided questions on pictures and focused on
describing 3 things. They were people, animals and things.
11
Muhammad Bagus Nawawi, S1 Thesis:Improving Students’ Writing Skill of Descriptive
Text Through Guided Questions at the Eight grade of SMP PGRI Ciputat Kota Tangerang Selatan,
(Jakarta: UIN Syarif Hidayatullah Jakarta, 2011), Unpublished, p.66
12
Yulia, Albert Rufinus, Dewi Novita, Improving Recount Text Writing Ability by Guided
Question-Word Questions at SMP Negeri 6 Pontianak, Journal (Pontianak: FKIP Tanjungpura
Univeristy, 2012), Unpublished, p.13 available on
http://jurnal.untan.ac.id/index.php/jpdpb/article/download/1151/pdf (Accessed on
March 20, 2015)
6
Based on the statements above, the tittle that was conducted in
this research is “The Influence of Using Guided Questions towards Students’
Descriptive Text Writing Ability at the First Semester of the Eighth Grade of MTsN
2 Bandar Lampung in the Academic Year of 2020/2021”
B. Identification of the Problem
By looking at the background of the study above, such problems experienced by
students in writing could be identified as follows:
1. The students still got difficulties in finding ideas to write
2. the students did mistakes due to lack of vocabularies
3. The students had low motivation in learning English
4. The students got difficulties in starting to write
5. The students got difficulties in developing the paragraph that is suitable with the
contex
6. Teacher’s teaching way that was less interesting.
C. Limitation of the Probem
Based on the identification of problem above, this research was focused on
the influence of using guided questions towards students’ descriptive text (people,
animals and things) writing ability at the first semester of the regular class of the
eighth grade of MTsN 2 Bandar Lampung in the academic year of 2020/2021.

7
D. Formulation of the Problem
Based on the background above, the problem was formulated as follows: : Is
there any influence of using guided questions towards students’ descriptive text
writing ability at the first semester of the eighth grade of MTsN 2 Bandar Lampung
in the academic year of 2020/2021.
E. Objective of the Research
The objective of this research was to know whether there is a significant
influence of using guided questions towards students’ descriptive text writing ability
at the regular class of the eighth grade of MTsN 2 Bandar Lampung in the academic
year of 2020/2021 or not.
F. Significance of the Problem
The results of this study are expected to provide useful information for students,
teachers and researcher.
1. For the students: these results of the study are expected to increase the
students’ interest in writing and to make the process of teaching writing easier.
2. For the teachers:these results are hoped giving the advantages. The teacher
could take the advantage of this influence of the use guided questions in teaching
writing. They could take those informations as a way of teaching technique and
they could evaluate whether this technique is better to be implemented in the class
or not.
8
3. The results of this research also would give informations to the future
researcher about the influence of using guided questions technique in teaching
descriptive text or another text. This result can be the references if the use of the
guided question technique is effective in students’ writing skills.
G. Scope of the Problem
The scopes of this research are as follow:
1. The subject of the Research
The subject of this research was the first semester of the regular class of the eighth
grade students of MTsN 2 Bandar Lampung in the academic year of 2020/2021.
2. The object of the Research
The objects of the research were the use of guided questions and students’
descriptive text writing ability.
3. The Place of the Research
The place of research was conducted at MTsN 2 Bandar Lampung in the
academic year of 2020/2021.
4. Time of the Research
The research was held in the first semester in the academic year of 2020/2021.

CHAPTER II
THEORETICAL FRAMEWORK
A. Concept of Teaching English as Foreign Language
Teaching is an activity in which we as teachers are urged to guide and facilitate
learning, ensure all students to learn, and overcome classroom conditions to learn
well. Teaching success is sometimes very dependent on the ability of the teacher in
managing the class, how the teacher optimizes teaching skills and understands the
four competencies of the teacher that must be mastered. The four competencies are
personal, pedagogical, professional, and social competences. Personality competence
is a moral and behavior that must be possessed by teachers. This is a very important
competency because they are role models for all the students they teach in school.
Pedagogic competence is the teacher's ability to recognize how to teach and how to
educate students. Professional competence is about how teachers prepare appropriate
materials, strategies, techniques, and assessments during teaching achievement.
Finally, teachers must be able to ensure good social relations between themselves and
their students, staff and stakeholders in achieving learning goals.
Unlike Malaysia or India, which uses English as a second language. Indonesia
considers English as a foreign language. Setiyadi stated that in Indonesia English is
learned in schools and the community does not use the language in their daily life.
Here, language students in Indonesia use English not for communication between
10
others but only to focus on learning English as a lesson in school. Thus, English is
very important to be learned by learners of elementary school up to university.
According to Harmer, “English as a foreign language is generally taken to apply
the learners who one studying general English at the schools and institutes in their
own country or transitory visitors in a target-language country”.13 End-to-end, the
learners only have change to practice English at school and institution. In this case the
teachers are required to encourage learners to practice English in their daily activities.
Thus, teaching English as foreign language means facilitate the learners to graps
the language as a tool of communication after the first language and not as primary
language. In teaching English as foreign language, the teacher should assist, guide,
show and provide the knowledge to the laearners in mastery the material in order to
encourage learners to practice English every time in their daily activities.
B. Concept of Writing
1. Definition of Writing
Writing becomes important thing because it can be one of the ways to transfer the
information or mwssage from the writer to the readers. Therefore, it connects both the
reader and the writer in process of communication. Siahaan states that writing skill
aims to communicate information from the to readers. It is one of language
productive skill .14 It means that writing will be the way for making communication.
13
Jeremy Harmer, The Practice of English Language Teaching, (Singapore: Longman Group
UK Limited, 1991), p.39.
14
Sanggam Siahaan, the English Paragraph (Yogyakarta: Graha Ilmu, 2008), p.2.
11
Writing is also a way to share the writers’ point of you. They can reveal
something that they are feeling about or produce the big idea that is really important
to be known. Hyland says that writing is a way of sharing personal meanings and
writing courses emphasize the power of individual to construct her or his view on a
topic.15 Consequently, writing is used for sharing someone’s meaning in which she/he
is encouraged to set their ideas into written form.
Writing is also difficult productive skill because it needs a lot of carefulness.
When someone is trying to convey the idea, she/he does not only need hands to write
but also the eyes to see, the brain to think and after they should organize the whole
idea in well paragraph. According to Rimes, writing is a skill in which we express
ideas which are arranged in words, sentences and paragraphs by using eyes, brain,
and hand.16 It means that writing needs carefulness of observation or work.
Accordingly, when we write, we actually present our feelings through symbols
letter that arragaed to be word forms and the wordshare arraged to be sentence forms.
Hence, by writing the writers can give the informations or tell the readers concerning
what they felt and thought
By looking at the statements above, it can be said what writing is one of
productive language skill that can express our ideas through written form. Our
statements that appear in mind will show and state on the paper by using the correct
15
Ken Hyland, Second Language Writing (1stEd) (New York: Cambridge University Press,
2003), p.9.
16
Ann Raimes, Technique in Teaching Writing (London: Oxford American English, 1983),
p.3.
12
procedure and also mechanical components like spelling, handwriting, punctuation, in
order to make the written text becomes a well-structured and understandable as well.
2. Concept of Process of Writing
We need some processes when we are doing writing activity because it will make
us to think about it appropriately and carefully. Almargot states that the procsses of
writing activity are particularly long and progressive.17 It means that writing activity
takes time and does not stop at one step at all. It needs several steps to produce
written work. Consequently, writing is not fast activity but it needs some ways
processes that must be done by the wwiter.
Harmer states that tehre are several processes of writing, they are:
a. Planning
Experienced writers plan what they are going to write. Before starting to write
or type, they try and decide what they are going to say. For some writers this
may involve making detailed notes.
b. Drafting
We can refer to the first version of piece of writing as a draft. As the writing
process into editing, a number of drafts may be produced on the way the final
version.
Dennis Almargtot, the Models of Writing(Amsterdam: Springer Netherlands,

17
2001), p.185
13
c. Editing (reflecting and revising)
Once writer has produced a draft they then usually read through what they
have written to see where it works and where it doen not. Perhaps the way
something is written is ambiguous confusing. They may use a different
forms or words for particular sentence.
d. Final Version
Once writers have edited their draft, making changes they consider to be
necessary, they produce their final version..18
Based on the explanations above, the researcher resumes that there are many steps
related in process of writing. It does not only need one step but it uses several steps to
make sure that the written form has looked perfect,
3. Concept of Writing Ability
There are several aspects include in written work so it is described as troubled
skill for some people. In writing, the writer does not only focus about how she/he
conveys the idea but the important thing, the writer must understand about language
aspects as well. Raimes says that writing also reinforces the grammatical structures,
idioms and vocabulary.19 Therefore, writing is ability in expressing the ideas that
writer has but also the ability in understanding the grammatical structures, idioms,
and vocabulary when expressing the ideas itself. Writing is long avtivities. It needs
Jeremy Harmer, How to Teach Writing (6th Ed)(Edindurgh: Pearson Education

18
Limited, 2007), pp. 4-5

19
Ann Raimes, Technique in Teaching Writing (Oxford: Oxford University
Press, 1983),p. 3
14
several process to generate written work. Yi says that writing ability as the ability to
iniciate and involve ideas then use certain revising and editing practices to develop
them maturity in a given context.20 Thus, writing is a process in which the students
are encouraged to have ability for initiating and involving their ideas then edit and
revise their written work.
From those theories, it can be concluded that if the students want to produce an
exellent written work, they should pay attention on their writing ability. To know the
student’s writing ability, the teachers should make a decision what kind of aspect or
indicator that will be used to evaluate and measure the students’ writing ability. In
this case, the Tribble scale assessment was used to evaluate and measure students’
writing ability. There are five aspects to evaluate writing proposed by Tribble as
follow:
a. Content
Content is about the ideas that re used by the students to elaborate the topic. This
aspect consider whether the ideas is relevant to the topic or not, whether the ideas
is detail or not and whether the students use much varieties of ideas or not.
b. Organization
This aspect considers how the students organize their ideas. It is related to
coherence and cohesion.
Jyi-Yeon Yi, “Defining Writing Ability for Classroom Writing Assessment

20
in High Schools”, Journal of Pan-Pacific Association of Applied Linguistics, Vo.

13, No. 1, 2009, p. 60
15
c. Vocabulary
This aspect is related to how the students choose the word/idiom and whether the
students use many vocabularies or not.
d. Language
This aspect considers about grammar and structure such as agreement, tense,
number, word order, articles, pronoun, and prepositions.
e. Mechanics
This aspect is related to use spelling, puctuation, capitalization and layout.21
Based on the explanation above, the researcher concludes that there are five
aspects to measure student’s writing ability. They are content, organization,
vocabulary, language and mechanics.
C. Concept of Text
1. Definition of Text
In general, text is divided into two types. According to Siahaan Shinoda a text is a
meaningful linguistic unit in a context, it is both a spoken and written text.22
A text is a combination of several words including meanings that can be
produced verbally or in writing. Thus, text is a collection of words that are arranged
or combined to become meaningful units. It can be conveyed orally or in writing..
21
Christopher Tribble, Language Teaching Writing (New York: Oxford
University Press, 1996), p.130.
22
Sanggam Siahaan and Kisno shinoda, Generic Text Structure (Yogyakarta:
Graha Ilmu, 2008), p.1
16
Hyland says that a text has a structure, they are orderly arrangements of words,
clauses and sentences and by following grammatical rules writers can encode a full
semantic representation of their intended meaning..23 it means that we can produce the
text, but in the form of written text. We should write the meanings by arranging them
based on words, clauses, and sentences that follow grammar rules. Thus, the text will
look complete with full of meaning. Moreover, based on Knap and Watgins
statement a text is organized as a cohesive unit that is used as the language
communication system. Furthermore, based on Knap and Watgins statement, “text is
organized as a cohesive unit that is used as the language communication system.”24
Therefore, text is used as a language communication system composed of words,
clauses, and sentences following grammatical rules.
There will be many types of text, as the students of Junior High School, we owe
to understand them. According to Purnama the texts that should be mastered are
descriptive, narrative, recound, procedure, report, anecdote and short functional text.25
It means that descriptive text is one of the type of the text that should be mastered in
Junior High School.
Based on the description above, it can be said that text is a language unit that is
meaningful either in spoken or written form which is regulated by following
23
Ken Hyland, Teaching and Researching Writing (2nd Ed) (Edinburgh Gate:
Pearson, 2009), p.8
24
Peter Knap and Megan Watkins, Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing (Sidney: University of New South Wales Press Ltd,
2005), p.29
25
Puji Purnama, Cara Cepat Menguasai Bahasa Inggris SMP Kelas VII, VIII, IX (Jakarta :
Pelangi Indonesia, 2011), p. 84-85
17
grammatical rules and structures, thus the readers will understand the menaing of the
text and descriptive text is one of written text.
D. Concept of Descriptive Text
1. Definition of Descriptive Text
Sometimes, we as the human often describe something that we see. Normally, we
will use descriptive text in describing something.. as Sanggam and Siahaan state that
descriptive text is a written English text in which the writer describes and object. It
can be a person, or an animal, or an tree, or a house, or a camping. It can be about any
topics.26
From that explanantion, it can be concluded that descriptive text is a text that is
used to explain what is actually the things we see, what does it looks like. When
describing an object, we will show our thought about how something sounds, looks,
and tastes. As Kane say that description is about sensory experience how something
looks, sounds and tastes..27
In describing an object, we should present the detail information or in a form of
spesific and concrete. As Oshima and Hogue say that descriptive writing appeals to
the sense, so it tells how something looks, feels, smells, tastes, and/or sounds. A good
description is a word picture; the reader can imagine the object, place, or person in his
Sanggam Siahaan and Kisno shinoda, Op. Cit., p. 89

26
Thomas S. Kane, Essential Guide to Writing (New York: Oxford University

27
Press, 2000),
p. 6
18
or her mind.28 It can be said that when we describe an object. It describes about the
detail, factual and all information that is really spesific description of an object, thus
the reader can understand your description in their mind and the object you described
has been being described. In short, descriptive test is a text that is used to describe the
characteristic of people, places, animals or things on how its look, sound and taste
with factual, detail and spesific descriptions. However, this research had been focused
on describing three things. They are people, animals and things. It is beacuse based
on the syllabus and time availability of the eighth grade.
2. Generic Structure of Descriptive Text
Like the other text, descriptive text alsohas the language features, generic
structure and social function. Every text or genre has its own generic structure.
Paltridge says that generic structure describes a structure of the text based on pattern
of rhetorical organization..29 it means that the generic structure of text will be used
to construct a text based on the aim of its text. Therefore, the text should be made
sistematically following the generic structure of the text. Descriptive text has two
generic structures. They are identification and description. Wardiman says about the
two of generic structures as follow :
28
Alice Oshima and Ann Hogue, Introduction to Academic Writing (3rd Ed)(New
York: Pearson Education, Inc, 2007), p.61
29
Brian Paltridge, “Genre, Text Type, and The language Learning
Classroom”, Journal of English Language Teaching, Vol. 50 no.3, 1996, p. 241
19
1) Identification
Identification identifies phenomenon to be described. It is the general statemnt
that introduces subject to describe. It is usually in the first paragraph or in the
first sentences. It can also give the readers brief explanation about when,
where, who or what of the subject.
2) Description
Description is the more explanation of the object. It describes parts, qualities
and characteristics. .30
Based on the explanation above, it can be said that descriptive text has two
generic structures, the first is identification and the second is description. The
example of descriptive text.31
Reno
Hi friends! This is my friend Reno. He comes from

Identification
Jakarta.
He was born in jombang on September 4, 1986. His
hobbies are singing and reading. He also likes writing a
novel very much. He lives at 21 Jalan Pembangunan. He
lives together with his parents and two brothers. They are
Description
Mr. and Mrs. Subroto, Jefri, and Johny. Reno studies at
Universitas Negri Surabaya. His older brother has been
working as bank manager, and his younger brother is still
in elementary school. They all love each other.
30
Artono Wardiman, et. al. English in Focus, for grade VII Junior High
School (SMP/MTs) (Jakarta: Pusat Pembukuan, Departemen Pendidikan Nasional, 2008),
p. 121
31
Puji Purnama, Cara Cepat Menguasai Bahasa Inggris SMP Kelas VII, VIII, IX (Jakarta :
Pelangi Indonesia, 2011), p. 84-85
20
3. Lexicogrammatical Features of Descriptive Text
Lexicogrammatical features is the last aspect of descriptive text. It is also
important thing in making descriptive text. Pardiyono says that it often performs with
present tense, but not at all. The students must know well about it in using
conjunction, punctuation, and capitalization properly.32 Gerot and Wignell also add
that descriptive text usually include the lexicogrammatical features such as : focuse
on spesific participants, use of attributive and identifying processes, frequent use of
epithet and classifiers in nominal groups, use of simple present tense..33
Hence, in making good descriptive text, the writer should also use
lexicogrammatical features because we will not only use present tense but also the
other aspect. For intance, the use of Ephithet and Classifiers in nominal groups, it will
make the better result when describing the characteristic of the object and also the use
of conjunction, punctuation, and capitalization should be considered by the
descriptive text writer.
4. Concept of Descriptive Writing Ability
Descriptive text is a text that describes about particular person, place or thing. As
mentioned by Sanggam and Siahaan, “descriptive is a written English text in which
the writer describes an object. It can be a person, or an animal, or a tree, or a house,
or a camping. It can be about any topic.” 34 However, as said before in previous point
32
Pardiyono, Pasti Bisa Teaching Genre Based Writing (Yogyakarta: CV Andi
Offset, 2007), p.34
33
Linda Gerot and Peter Wignell, Op.Cit., p.165
34
Sanggam and Siahaan, Loc. Cit.
21
that the objects of descriptive text in this research are about people, animals and
things. Hence, the students must be creative to make a good descriptive text about
people, animals and things.
When the students write the descriptive text, the students must express the idea
or topic of the text by focusing on the generic structure of descriptive text. After that,
in producing good written work about descriptive text, the students have to keep
attention about five aspects of writing (Content, Organization, Vocabulary,
Language and Mechanic)
Based on the explanation above, it can be said that writing ability is an ability to
produce a text. The students describes briefly several kinds of objects such as person,
animal and thing which fulfills good understanding of aspects of writing. They are
content, organization, vocabulary, language and mechanics.
E. Concept of Guided questions Technique
1. Definition of Guided questions
Guided questions is a technique that is used in teaching writing. We use some
questions that can help the students to find the ideas when they are writing the text.
Cooper and Axelor say that asking the questions about the problem or topic is a way
to learn about it and decide what to do or say.35 It means that guided questions is a
technique that is used in teaching writing by giving guidance and helping to the
student in order to find out what they should do or write in their writing procces.
35
Rise B. Axelord and Charles R Cooper, The ST, Martins’ Guide to Writing (New York :ST.
Marten Press, 1985), P. 475
22
Additionally, this technique can help the students in doing the first step in writing
process. That is plabbing the topic or the idea in writing. Guided questions technique
will help the students in deciding the topic or idea. Raymond says that questions can
be a way to help exploring idea in writing skill. Asking questions can be a way of
playing with material before what you want to make of its shape. 36 In other word, by
using this technique, the teacher will help the students to explore the topic by using
information questions in order to generate the topic in well paragraph. Then, the
writer can think about the answers of each question and decide which information
would be the most important to the readers that should be written on the papers.
2. Kinds of Questions
There are several questions that is used as a guided questions to direct the
students in writing process. According to Taylor, these some questions can be used to
open up lines of thought. They are:37
a. What
This question word has several functions. First, it can ask for a connection
between a name or word and object or phenomenon. Second, it may ask a
description of a particular object, process or idea. Morover, ‘what’ can be
used to look for more generalized or universal definitions and theories.
b. Who, Whom
36
James C. Raymond, Writing (Is an Unnutural Act) (New York: Harper & Row Publisher,
1980), p. 16.
37
Gordon Taylor, A Student’s Writing Guide How to Plan and Write Successful Essay (New
York: Cambridge University Press, 2010), pp. 28-33.
23
Who and whom can ask for an identification of people or group of people.
‘who’ requests to identify who do things for some events, while ‘whom’ asks
for the people who effected by an event or an action. The word ‘Whom’ can
be followed by preposition to, for, by, with, amongst.
c. Where, When
These kinds of question word ask for the location, time and duration of events
and objects because every event has the setting where and when it happened.
This also can establish detailed issues of frequency, distribution, extent,
regularity and other important topics.
d. How
This question word can be used in a number of ways. First, it can ask for a
description of a process rather than a phenomenon or an object. Second, it can
be a request for various feature or characteristics. Finally, it can a request for
an explanation.
e. Why is often a request for an explanation and a theory. It can be used in
several ways. First, it can be used for asking causal explnanation which means
the causes of some events or phenomenons. Second, why can ask for
purposive explanation such as reasons, aims and purposes of those responsible
for some actions, events or phenomenons. Third, why can be a request for
functional explanation for asking what function does something have or what
role does it play. The last, why can be a request for deductive explanation
24
which asks what combinations of conditions people to infer a logical
conclutsion.
From the explanation above, it can be concluded that what, who, where, when,
why and how are kinds information questions which can open up students line of
thoughts. These questions can be used as guided questions which the questions
are given to the students when the students are writing the descriptive text to help
them in writing and also generate their ideas.
3. Procedure of Guided Questions
To achieve the purpose of learning in applying guided questions, teachers need
appropriate or abvious steps. According to Taylor there are several steps in doing this
technique.
1. Choose an essay topic because it interests you. Such a topic is more likely
to be one about which you might already have a few questions or ideas.
2. Ask questions of the topic: try to work out what it is driving at, what is
meant by various words or phrases in it, and what kinds of connection
there may be between the various issues it raises. Do no more reading (or
better, ‘consulting’ of a few very basic source books) than is necessary to
suggest possible answers to your questions.
3. Propose to yourself a few likely answers to the question raised by the
topic and write them down in no more than a sentence or two. Then
25
choose which seems to be the best. Discussing the topic with friends is
very useful at this stage.
4. Develop this answer into a paragrapgh which, so far a s you can, lists the
reasons for choosing the answer you did or some of the facts and ideas
that you think might support it.
5. Regard this paragrapgh as no more than a hypothesis about, a proposal for,
or a forecast of, your eventual answer. It might well lay the foundations of
the opening paragrapgh of your essay, but it will need to be tested out (and
probably changed) by your detailed reading – which should not begin until
now.38
For other theory of procedures in this technique, Axelrod and Cooper have
several ways in using guided questions for discovery. They are :
1. Thinking about the writer’ subject. Subject means that something the
writers want to write such as idea, event, person, problem, etc.
2. Starting from the first question then move to the next. The writer should
follow the questions from the first then answer it to make their writing
organize well.
3. Writing the writers responses quickly without much planning. They
should write as quick as possible to anticipate for forgetting about the
Gordon Taylor, A Student’s Writing Guide How to Plan and Write Successful Essay (New
38
York: Cambridge University Press, 2009), p. 22

26
answer. Besides, the usage of the question in teaching writing is also
explained by.39
Based on the procedures of guided questions that are explained by Taylor,
Axelrod and Cooperare are combined by the researcher. The researcher combined
those techniques because they are different one another. The technique by Taylor is
more detail while the technique by Cooper and Axelrod is more simple. the
differensies are also in implementing these techniques. The technique by Taylor in
point 4 is about developing the answer into paragrapgh while the technique by
Cooper and Axelrod does not mention the procedure about developing the answer
into paragrapgh. Then, there are the similarity between them. The technique by
Taylor in point 1, 2, 3 are same as the technique by Cooper and Axelrod in point 1,
2, 3. Thus, to solve these differensies and also the similarity, the researcher modified
the procedures in order to be easy in applicating them. As a result the procedures that
are used are as follow:
1. The teacher will give the students about the picture that represent the
topic. For example: if the topic is about people, the teacher can give the
picture of artist or father.
2. Starting from the first question then move to the next. The writer should
follow the questions from the first then answer it to make their writing
organize well. (taken by Axelrod and Cooper’s theory)
39
Rise B. Axelrod and Charles R. Cooper, The ST. Martin’s guide to writing (New York: ST.
Martin press, 1985), p. 475.
27
3. The teacher will ask the students to write their answer in a piece of paper.
4. Develop this answer into a paragraph which, so far as you can, lists the
reasons for choosing the answer you did or some of the facts and ideas
that you think might support it. (taken by Taylor’s theory)
5. After all questions are answered, the students should make the answers of
guided questions become a paragrapgh writing on the paper. The students
need some conjunctions that will be used to connect the sentence. The
sentences of the answers are connected become the paragraph. The
paragraph should be based on the generic structure of the descriptive text.
It can be said that the students need to consider where the identification
and description of the text are. The students may add more ideas related to
the answers as a supporting detail for the sentence.
4. Advantages of Guided questions
By applying guided questions tehcnique before starting the writing activities.
There will be some advantages. According to Gould the advantages are :
1. Guided questions move the writer from observing simple physical details
to discovering complexities inherent in a topic and its environment.
2. Guided questions encourage the writer to reevaluate the writers’
understanding of a topic and see it from differently.
3. The writer can generate materials of writing.
4. The writer can see the topic from different point of view.
28
5. Guided questions may help the writer to clarify our posistion in a topic.40
5. Disadvantages of Guided questions
According to Hariyanto, He suggested that there is a problem of using guided
questions. The problem usually happens when using this technique is because the
questions are too difficult for the students. To solve it, the researcher must prepare the
guided questions as well and the questions must be suitable with the students’ level.41
F. Concept of Lecturing Technique
1. Definition of Lecturing Technique
Lecturing technique is a traditional technique because this technique has used as
the tool of oral communication between the teachers and the students in teaching
leaarning process.42 It can be said that lecturing technique is edaquate old technique in
teaching and learning process because the teacher will use oral presentation in
teaching the students a particular thing. This technique is one language teaching
technique. It focused on teacher-centered. Thus, the teacher gives some materials to
40
Gould in Hariyanto, “The Influence of Using Guided questionss Technique Towards
Students’ Procedure Text Writing Ability”. Journal of Research & Method in Education, Vol. 8, Issue
4 Ver. II (August 2018), p. 77-82.
41
Hariyanto, “The Influence of Using Guided questionss Technique Towards Students’
Procedure Text Writing Ability”. Journal of Research & Method in Education, Vol. 8, Issue 4 Ver. II
(August 2018), p. 77-82.
42
Saiful Bahri Djamarah, “Strategy Belajar Mengajar (Jakarta: Rhineka Cipta,2010),
p.97, Cited by Miftahul Jannah, The Effectiveness of Using Clustering Technique Toward
Students’ Writing Ability in Narrative Text at The First Semester of The Tenth Grade of SMA
Negeri 2 Pringsewu in The Academic Year of 2018/ 2019” (Available on:
http://repository.radenintan.ac.id/5676// Accessed on August 15th 2019.
29
43
the students as the guided or speaker and the students as listener. it can be said that
lecturing technique is the technique where the teacher will explain the material by
using oral presentation while the students will be a listener. From this explanation, the
researcher concludes that this technique is the technique where the teacher would be
focused in explaining the meaterial to the students with oral presentation.
2. Procedure of Lecturing Technique
There some procedures of lecturing technique, they are :
1) Presenting information, in the learning process the teacher is as the central for
the students to get information. The teacher explains what they will learn.
2) Clarifying topics and issues, the teacher tells the students what descriptive text
is by encouraging students to think about the text.
3) The teacher asks the students to write a descriptive text.
4) Finally, the teacher will ask the students to collect their work.44
Based on the description above, the researcher concludes that there are several
steps that can be followed by many teacher when teaching descriptive text by
using lecturing technique. These steps can guide the teachers in teaching.
43
Sarwitri, “The Effectiveness of Sequence Picture Technique and Lecturing To Teach
Writing Skills of Recount Text f The Eighth Grade Students of MTS Yaspi Pakis In The Academic
Year of 2017/2018” (Available on: http://e-repository.perpus.iainsalatiga.ac.id/1829/ Accessed on
August 22nd 2019.
44
Kori Raudhatul Jannah, “The Influence of Using Mind Mapping Technique Towards
Students’ Descriptive Text Writing Ability At The First Semester of The Eighth Grade of MTS N 2
Bandar Lampung In The Academic Year of 2016/2017”) Available on:
http://repository.radenintan.ac.id/4615/) Assessed on September 10th 2019
30
3. Advantages of Lecturing Technique
There are many advantages of lecturing technique, they are :
1) It is efficient and economical because it can be repeated from one semester to
the next, reducing planning, preparation and reviewing.
2) It can be given in large or small groups and varied in length
3) It can be controlled, instructor can control of study totally
4) It is flexible because adjustments to content can be easily made.
5) The content can be tailored to students’ interest and backgroud personality.
6) It gives motivation to the students. The teacher conveyed students’ anthusiasm
and helping to stimulate students’ interest.
7) Teacher can be served as role model
8) Timely, teacher can present sew and unpublished material.45
From some of the the advantages above, it can be concluded that the lecturing
technique is a good technique to use in teaching writing skill, especially for large
groups. But, there are several weaknesses in applying this technique, it is because this
technique will place the students in passive. In the end, it will cause one way
communication. When the students become passive in learning writing, the learning
process will be difficult to be measured.
4. Disadvantages of Lecturing Technique
There are many disadvantages of lecturing technique, they are :

45
Ibid, p. 30.
31
1) Experts are not always good teachers.
2) places students in passive
3) communication in one way
4) learning is difficult to gauge46
To overcome these problems, when a teacher uses this technique, the teacher
must master the material to be taught properly. Not only that, a teacher also needs to
prepare the material as well as possible and a teacher must be able to make the class
feel interesting as well. By providing the interesting things in the learning process, the
students being taught are not too passive anymore.
G. Concept of Online Learning
This learning is usually done face to face but the process of learning could also
be done by online depending on the conditions. Meanwhile, Carliner states that
defined online learning as educational material that is presented via a computer. 47
Online learning is education that takes place over the internet. It is referred to as “e-
learning” among other terms. In addition, online learning is just one type of distance
learning. As we know that there are many web or application that we can used for
online learning such as Whatsapp, Google Classroom, Google Meet, Zoom, Weblog,
Facebook and others.
1. Advanatges of Online Learning
46
Ibid
S, Carliner. An Overview online learning (2nd ed) (Armherst, MA: Human Resource
47
Development Press, 2004). p. 19

32
Online learning is learning process that utilizes the internet and digital media in
the delivery of the material. Online learning is considereda boon due to the reasons
given below:48
a. Accessibility
Online learning provides accessibility because a students can learn from
anywhere in the world. No matter where the student lives and what they wants to
learn. Students learning options are not limited by their geographical location.
b. Personalized Learning
Online Learning system enables a student to determine and process his or her
learningstyle, content, aim, current knowledge and individual skills. Therefore,
person-specific education could be provided through creating individual learning
styles. Online learning enables the individual to plan and direct his or her own
learning.It has the potential to motivate, develop confidence and self-esteem, and
overcomemany barriers that learners encounter, personalize the learning
experience,widen access and improve the learning experience.
c. Develops cognitive abilities
In a study, it was found that online learning might be effective in developing the
teacher’s cognitive abilities. A student can find unlimited information they can access
48
Mehra, V. Teachers’ Attitude Towards computer use implications for Emerging
Technology Implication in ET, Journal of Teacher Education and Research, Noida, Vol.2, No.2,
December 2007. p.1. https://www.researchgate.net/publication/332833360acces sed on 8th July 2020.
33
with just the click of a button. Students can take courses or online learning as it can
help to develop cognitive abilities.
d. Cost effectiveness
Online learning is cost effective because less money is spent in travelling and
buying books or spending money in college context. Students who want to through
this mode need to have access to the necessary computer hardware as well as paying
often substantial fees for access to an internet service provider.
e. Promotes research
Students are excited to publish their work when they produce something of extremely
high quality. With the permission of their teachers, they post the work on the web as
examples for current and future students.
f. Basic computer skills
Both on and off campus students who choose to study online have an opportunity
to gain technical skills in using information communication technology (ICT). These
skills are likely to be useful to them in their professional life and all future endeavors
which may be in themselves marketable features of their education.
g. Equal Opportunity to all
All students are equal, they are not treated differently based upon caste, creed,
race, sex, religion, and disability, etc. Rather online learning is a boon for learners
who are disabled and face problems in commuting and for those sections of the
society who live at far off places where the schools/colleges are at a distant place.
h. Self-Pacing
34
Due to individual differences, all learners are not able to complete the work
assignments at a given time due to which they have to face difficulties. Online
learning allows students to work and learn at their own pace without the time
restriction. The learner is free to complete the course work according to his own will
and he can take as much time as he requires without being termed as slow by the
peers.
i. Globalization
Internet connects people all over the globe, therefore, it is vital to experiment with
electronic learning situations wherein students share ideas and resources, access
information about current events and historical archives, interact with experts, and
use online databases.49
2. Disadvanatges of Online Learning
It is well said that technology is a good slave but bad master. Online learning also
shows its other not so good as follows:
a. Feeling isolated
Technological advances in the modern era, the social development of a child has
taken the back seat. Students remain in touch with theironline friends sitting at far off
49
Prof. Indira Dhull & MS. Sakshi. Online Learning. Journal Research Paper. E-ISSN No.
2454-9916 Vol: 3 Issue:8 Aug 2017, p.2..
https://www.researchgate.net/publication/332833360accessed on 8th July 2020.
35
places through whatsapp, Instagram & Facebook, Google Meet, Zoom, Weblog but
fail to meet and greet a person sitting just next door to them. This tendencyleads to a
feeling of isolation.
b. Lack of funds
Points out that technology's downsides include cost, hardwareissues, internet
problems, production of course materials and worry about availabilityof funds.
c. Poor accessibility in Remote Areas
Hardware, software and connectivity facilities are pre requisites that enable online
teaching and learning. In the absence of anyone of these, Online learning cannot
achieve its objective some people do not have ready access to a computer and internet
connection, and some who do have the required equipment feel ill-equipped to use
it.50
H. Concept of E-learning
1. Definition of E-learning
E-learning is the learning process by using digital electronic as the media in
teaching the students. According to Hoppe E-learning is the learning supported by
digital electronic tools and media.51 According to Duderstadt e-learning is used in the
study environments to learn with a special importance of the web to describe a wide
range of applications of electronic technologies, namely, TV, radio, CD-ROM, DVD,
Ibid. p.3
50
51
Hoppe in Basak, “E-learning, M-learning and D-learning: Conceptual Definition and
Comparative Analysis”. Jornal of E-Learning and Digital Media 2018, Vol. 15(4) 191–216. p. 194
36
cell phone, Internet, etc.52 Sharma and Kitchens stated that e-learning includes
learning with the help of a web-based training facilities such as virtual universities
and classrooms that allows digital collaboration and technology assisted distance
learning.53 It means that e-learning can be defined as the methodological e-learning
forms that can be used by using any digital technology.
In this study, the researcher used E-learning which is used by MTsN 2 Bandar
Lampung when presenting pre-test, treatment and also post test. The researcher used
e-learning because of the conditions that made it impossible to carry out research
offline due to the presence of COVID 19.
2. Advantages of E-learning
There some advantages of the use of e-learning according to Bahera. They are as
follows.54
a. Different learnig style
b. Flexibility
c. Motivating and interesting
d. Live interaction
e. Efficient and cost effective strategy
3. Disadvantages of E-learning
52
Duderstadt in Basak, “E-learning, M-learning and D-learning: Conceptual Definition and
53
Kitchens in Basak, “E-learning, M-learning and D-learning: Conceptual Definition and
54
Bahera in Basak, “E-learning, M-learning and D-learning: Conceptual Definition and
37
There are some disadvantages of the use of e-learning according to Bahera. 55 They
are:
a. Required knowledge and skills
b. Lack of eqquipment
c. Missing social contact
d. Technical defect
I. Frame of Thinking
English is the language of the world that is used in almost countries including
Indonesia. As an internasional language, English is very important to be mastered by
both young people and adults. Nowdays, most children even begin to know,
understand and love English well. Parents are now starting to relize the importance of
English thus many parents register English course to their children in order to
improve the childrens’ skills.
Writing is one of the skills ing English. It is also very important to be mastered by
every English learners. But, many people say that writing skill is difficult enough.
The reason is that to have good writing, we have to understand many aspects well like
the vocabulary, content, grammar that we must be familiar with, that way, we can
produce perfect writing that is useful for readers. The question is, how can a writer
provide something useful to the reader through her-his written text if the reader does
not understand what our written means.
Bahera in Basak, “E-learning, M-learning and D-learning: Conceptual Definition and

55
38
In writing, the writers need to look the topic, though, from different lens in
improving their writing. In making descriptive text, the students should find the idea
to write and develop it. Guided questions is the solution that can help the students to
find the idea or the topic in writing. The students can get the guidance by using
guided questions in making descriptive text. Thus, they will know what they have to
write and decide what they have to develop in their writing when their mind is opend
by using guided questions that will be used by them. .
By using guided questions, the students can learn more effective and efficient. It is
because when the students get difficulties in producing the written work. The
students will get the idea easier to decide what they have to make in their writing.
Thus, the students use the guidance while it makes them effordless in learning and
doing the writing process. We can yield materials of writing in using guided
questions. Consequently, guided questions is useful for the students because it can
help them in bringing out the idea that will appear in their writing.
J. Hyphoteses
The researcher formulated the hypotheses of this research as follows:
Ho : There is no significant influence in using guided questions towards students’
descriptive text writing ability.
Ha: There is significant influence of using guided questions towards students’
descriptive text writing ability

39
CHAPTER III
RESEARCH METHODOLOGY
B. Research Design
In this research, the reseracher used experimental design. Experimental design is
the general plan for carrying out a study with an active independent variable. This
design is important because it determines the study’s internal validity, which the
ability to reach valid conclusions about the effect of experimental treatment on the
56
dependent variable. it means that the experimental design is a research methode
that is used to find the influence of one variable to another variable.
There are four kinds of experimental design, namely: pre-experimental, true-
experimental, factorial experimental and quasi experimental. 57 In this research,
the researcher used quasi experimental research design with pre-test and post-test
design. Quasi-experiements include assignment but nor random assignment of
participants to groups. This is because the experimenter can not artificially create
groups for experiments. 58 Therefore, the quasi-eksperimental design, the
researcher chose the participants based on the group that is available in the
56
Donald Ary, Lucy Cheser Jacobs, and Chris Sorensen, Introduction to Research in
Education (8th Ed) (Canada:Wadsworth), p. 301
57
Ag. Bambang Setiyadi, Metode Penelitian untuk Pengajaran Bahasa Asing (Yogyakarta:
Graha Ilmu), p.125
58
John W. Creswell, Education Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (3th Ed) (New Jersey: Pearson Education, Inc, 2008), p. 310.
41
population. The researcher’s design presented in table below.
Table 2
Pre-test and Post-test Design
Select control group Pre-test Control Treatment Post test

Select experimental Eksperiemntal Post test
group Pre-test treatment
Based on the table above,the researcher selected two classes, one class was the
control class and another class was the exxperimental class. The students in control
class got the treatment by using lecturing technique while the students in
experimental class got the treatment by using guided questions.
C. Variable of Research
There were two variables of this research; they were independent variable and
dependent variable. The independent variable in this research was guided questions in
teaching writing (X) and the dependent variable in this research was the students’
descriptive text writing ability (Y).
D. Operational Definition of Variable
The operational definition of variable was used to explain the variables which
were used in this research to avoid misconception of variables presented in this
research. The operational definitions of variables were as follows:
1. Guided questions technique is an activity to motivated and help the students to
gather ideas in writing by giving information of some guided questions in order
to get ideas clearly.

42
2. Student’s descriptive text writing ability is the students’ ability to produce or
compose a descriptive text correctly. It can be shown by the descriptive text
they made, which fulfills the criteria of good descriptive text as the correct use
of generic structure and correct grammatical pattern, vocabulary, usage, and
mechanic.
E. Population, Sample and Sampling Techniqueof the Research
1. Population
Fraenkel and Wallen state that a sample in a research study is the group on which
information is obtained. The larger group to which one hopes to apply the results is
called the population.59 It can be concluded that the population is the whole subject
that is studied in the research. The population of this research was the students at the
first semester of the regular class of the eighth grade of MTsN 2 Bandar Lampung in
the academic year of 2020/2021. The population of this research consisted of 217
students including seven classes. Class A, B, C, D, E, F, and G. The table of
population can be seen below.
Table 3
The Situation of the Regular Class of the Eighth Grade of MTs Negri 2
Bandar Lampung in the Academic Year of 2020/2021
No Class Total
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
59
Education (7th Ed) (New York: McGraw-Hill, 2009), p. 90

43
1 8A 32
2 8B 32
3 8C 32
4 8D 31
5 8E 30
6 8F 31
7 8G 29
Total 217
Source: Document ofMTs Negri 2 Bandar Lampung in the Academic Year of 2020/ 2021
2. Sample
A sample is a small proportion of population selected for observation and
analysis.60 Herein, the sample is a part of population or the small part of population.
The sample of the research was two classes of eighth grade, class VIII.F is as the
experimental class while VIII.B is as control class.
3. Sampling Technique
In getting the sample, the researcher used cluster random sampling. Fraenkel and
Wallen say that the selection of groupss or cluster of sucjects rather than individual is
known as cluster random sampling. .61
The experimental and control class were chosen randomly by using a small piece
of papaer. The ways in deciding the experimental and control class as follows:
a. The first, the lottery has been made.
b. The second, several pieces of small paper which each piece has the name of
the class then they were rolled up and put into the glass.
60
John W. Best and James V. Kahn, Research in Education (10th Ed) (Boston:
Pearson Education Inc, 2006), p. 13
61
Ibid, p.14
44
c. Third, the glass was shaken and one piece of paper was taken from glass. The
first paper was the experimental class.
d. Next, the glass was shaken again and the other rolled paper was taken. The
next class must be different with the name in the first shaking, hence for the
second piece of paper was the control class.
F. Research Procedure
In doing the research, the researcher applied severeal procedures as follows;
1. Finding the subject of the research
The first learners of the eighth grade of MTsN 2 Bandar Lampung was as a
subject of the research. One class was experimental class and one class was
control class.
2. Designing the instruments of the research
The instruments of this research were writing tests. The students got the same
instrument for experimental and control class in a topic. The topics of the
instruments were about “My Father, My Favorite Cat, My Favorite Bag, My
Father, My Lovely Rabbit and My Car”.
3. Readability to the Test
Readibility was conducted to know whether the instrument can be read and
understood or not.
45
4. Administrating the pre-test
Pre-test conducted before the treatments. This test was aimed to know the
students’ descriptive text writing ability before giving the teratment. In this test,
the students were given the topic. Then the students made the descriptive text
related to the topic.
5. Conducting treatments
Treatments were given in three meetings. In the treatments, the researcher as
the English teacher taught the students by using the technique guided questions.
The teacher explain about the goals and objectives of instruction and also the
aspects of writing descriptive text. The students were also given the the material
about desciptive text writing. After that, the students discused the material and
wrote the descriptive text related to the material.
6. Administrating the Post-test
Post-test conducted after the treatment done. This test was aimed to know the
students’ descriptive text writing ability after giving the treatments. In this test,
the teacher gave the topic of descriptive text. Then, the students made the
descriptive text related to the topic.
7. Analyzing the result of pre-test and post-test
After pre-test and post-test had been done, the researcher analyzed the data
from pre-test and post test and then made the report of findings.
46
G. Data Collecting Technique
In collecting the data, the researcher used the technique. In this research, the
researcher used the test as the technique. The test are pre-test and post test.
1. Pre-Test
A pretest provides a measure on some attribute or characteristic that you assess
for participants in an experiment before they receive a treatment. 62 The pre-test was
conducted in order to find out the learners’ scores of writing ability in descriptive
text before treatment and to diagnose individual specific strengths and weaknesses in
writing descriptive text. This test was given in experimental class and also control
class with the similar topics. In pre-test, the learners were asked to write the
descriptive text based on the provided topics. The topics were My Father, My
Favorite Cat, My Favorite Bag.
2. Post-Test
A post test is a measure on some attribute or characteristic that is assessed for
participants in an experiment after a treatment.63 The post-test was done after the
learners in experimental class and control class were given the treatment. It was done
to know the learners’ descriptive text writing ability after teaching by using guided
questions technique. The system and the difficulty of post-test are similar as pre-test
62
John W. Creswell, Educational Research: Planning and Conducting Quantitative and
Qualitative Research, (Boston: Pearson Education, 2012), p. 29
63
Ibid.
47
but with different with topic. The topics were “My Father, My Lovely Rabbit and My
Car”.
H. Research Instrument
In this research, the researcher used writing test as the instrument. The researcher
used pre-test and post-test as a set of writing test. They were aimed to measure the
students’ writing ability. The pre-test was conducted to know the students’
descriptive text writing ability before the treatments while the post-test was
conducted to know the students’ descriptive text writing ability after the treatments.
Pre-test and post- test were conducted in control and experimental class. In this
research, the control and experimental class had the same test. The students were
asked to compose a descriptive text. The topic of descriptive text for pre-test and
post-test were:
Table 4
Pre-test and Post-test Topic
Instruments Objective Topics

My Father
Pre-test To make Descriptive text My favorite Cat
My Favorite Bag
My Father
Post-test To make Descriptive TextMy Lovely Rabbit
My Car
In the pre-test and post-test, the students were asked to write descriptive text by
choosing one of topics that were provided as long as 60 minutes. The students had to
48
write the text using generic structure and also identificantion and description of
descriptive text.
I. Scoring Rubric
The result of writing descriptive text was scored based on the scoring system.
The score was calculated based on the following scoring systems proposed by
Tribble.64
a. Task Fulfillment / Content
20-17 Excellent to very good: Excellent to very good treatment of the
subject, considerable variety of ideas or argument; independent
and through interpretation of the topic; content relevant to the
topic; accurate detail
16-12 Good to everage: edaquate treatment of topic; some variety of
ideas or arguments; some independent of interpretation of the
topic; most content relevant to the topic; reasonably accurate
detail.
11-8 Fair to poor: Treatment of the topic is hardly adequate; little
variety of ideas or argument; some irrelevant content; lacking
detail
7-5 Very poor: Inadequate treatment of the topic; no variety of ideas
or arguments; content irrelevant; or very reacted; almost no useful
64
Christopher Tribble, Language Teaching Writing, (New York: Oxford University, 1996),
p.130.
49
deatil.
4-0 Inadequate: Fails to address the task with any effectiveness
b. Vocabulary
20-17 Excellent to very good: Wide range of vocabulary; accurate
word/idiom choice and usage; appropriate selection to match
register
16-12 Good to everage: adequate range of vocabulary; occasional
mistakes in word/idiom choice and usage; register not always
appropriate
11-8 Fair to poor: limited range of vocabulary; a noticeable number
of mistakes in word/idiom choice and usage; register not always
appropriate
7-5 Very poor: no range of vocabulary; unconfortably frequent
mistakes in word/idiom choice and usage; no apparent sense of
register
4-0 Inadequate : fails to address this apect of the task with any
effectiveness
c. Organization
20-17 Excellent to very good : fluent expression, udeas clearly stated
and supported; appropriately organized paragrapgh or section;

50
logically sequenced (coheren); connectives appropriately used
(cohesion)
16-12 Good to everage : Uneven expression, but main idea stand out;
paragraphing or section organization evident; logically sequenced
(coheren) some connective used (cohesion)
11-8 Fair to poor : Very uneven expression, ideas difficult to follow;
paragraphing or organization does not help the reader; logical
sequence difficult to follow (coherence); connective largely
absent (cohesion)
7-5 Very poor : lacks fluent expression, ideas very difficult to
follow, little sense of paragraphing or organization ; no sense of
logical sequence (coherence); connective not used (cohesion)
4-0 Inadequate : Fails to address this of aspect of the task with any
effectiveness.
d. Language
30-24 Excellent to very good : confident handling of appropriate
structure, hardly any errors of agreement, tense, number, word
order, articles, pronouns, perpositions; meaning never obscured.
23-18 Good to everage : acceptable grammar but problem with more
complex structures; mostlt appropriate structures; some errors of
agreement, tense number, word order, articles, pronoun,

51
prepositions; meaning sometimes obscured.
17-10 Fair to pooor : insufficient range of structures with control only
shown in simple construction; frequent errors of agreement,
tense, number, word order, articles, pronoun, prepositions;
menaing sometimes obscured.
9-6 Very poor : major problem with structures-even simple ones;
frequent errors of negotiation, agreement, tense, number, word
order, articles, pronouns, prepositions, emaning sometimes
obscured.
5-0 Inadequate : fails to address this aspect of the tsk with any
effectiveness.
e. Mechanics
10-8 Excellent to very good : demonstrates full command of spelling,
punctuation, capitalization, layout.
7-5 Good to everage : Occasional errors in spelling, punctuation,
capitalization, layout.
4-2 Fair to poor : Frequent errors in spelling, puntuation,
52
1-0 Very poor : Fails to adress this aspect of the task with any
effectiveness
Final score : C-V-O-L-M
Note:
C : Content (20)
V : Vocabulary (20)
O : Organization (20)
L : Language (30)
M : Mechanic (10)
J. Validity, Reliability and Readibility of the Test
1. Validity of the Test
a good test was the test that had validity. The validity test is conducted to check
whether the test measures what is intended to be measured. 65 Best and Kahn say that
a test is valid if it measures what it claims to measure. 66 It means that a good test
must have validity so that the test can measure the aspects that will be measured. To
make sure that the test had good validity or not. The researcher used the content and
construct validity.
a. Content Validity
65
Hughes Arthur, Testing for Language Teacher (2th Ed) (Cambridge: Cambridge University
Press, 2003), p.26
66
John W. Best and James V. Kahn, Research in Education (10th Ed) (Boston: Prentice-Hall,
1995), p. 218
53
Best and Kahn say that content validity refers to the degree to which the test
actually measures, or is specially related to, the traits for which it was design, content
validity is based upon the careful examination of course textbooks, syllabi,
objectives, and the judgements of subject matter specialists. 67 It means that the
content validity is based on the material and the material is agreement with the
objectives of learning. Based on curriculum 2013, descriptive text was taught at
eighth grade.
To get content validity of the test, the material was
arranged based on the objectives of teaching in the school based on
syllabus for the eighth grade of Junior High School with basic
competence as follows:
1.10 Apply text structure and language element to do social
function of descriptive text with stating and asking about
description of people, animals, and things, short and
simple, agree with the utilizing context.
1.11 Catch the meaning of descriptive text in written form or
oral, short and simple.
1.12 Arrange written or oral descriptive text, short and simple,
about people, animals, and things, pay attention to social
function, text structure, language element which right and
agree with the context. (See Appendix 4)

67
Ibid, p.219
54
b. Construct Validity
Best and Kahn say that construct validity is the degree to which scores on a test
can be accounted for by the explanatory constructs of a sound theory.68 It can be said
that construct validity focused on the test aspects which can measure the ability
primary for writing descriptive text ability. For this research, the researcher had made
a descriptive test test that measured the students’ descriptive text writing ability based
on several criterias of writing descriptive text scoring rubrics. They consisted of
content, organization, vocabulary, language, and mechanics.
To make sure, the instrument of writing test was consulted to
Mr. Yuspik, M. Pd. as.the expert validator instrument of writing
test that can determine whether the test had construct validity or
not. The instrument had been revised in once by the expert validator
on Wednesday, August 19th 2020. In this revision, the expert validator
recommend to write down and explain the indicators of the assesments
to students in detail so that the students understand what they have
to do to achieve the indicators. Finally, the writing test had been
revised and it become valid so that the expert validator gave his
signature on the expert validation form for writing test. (It can be
seen in Appendix 9)
2. Reliability of the Test
68
Ibid
55
After having validity, the test also must have high reliability. Fraenkel and
Wallen say that reliability refers to the consitency of the scores obtained-how
consistent they are for each individual from one administration of an instrument to
69
another and from one set of items to another. It means that the test should have the
consistency of the score to get high reliability. To receive the reliability of the test,
the researcher had used inter rater reliability. This inter rater reliability calculated
the level of reliability based on two sets of scores that were obtained by two raters.
They were the English teacher and researcher. In counting the inter-rater reliability
the researcher used SPSS (Statistical Package for Social Science) for reliability. The
statistical formula for counting the inter-rater reliability used Pearson product
moment. The formula is as follow:
∑ x1 y 1−(∑ x1 )(∑ y 1)
2
( n ∑ y 21 )−(∑ y 1)² ¿ ¿
√ n∑ x −( ∑ x ) ² ¿
1 1
Notes:
n: the number of sample
rxy: the correlation between x and y
x1: the number of x score (odd items)
y1: the number of y score (even score)
x2: the number of squares of x scores
y2: the number of squares of y scores
69
Jack R. Fraenkel and Norman E. Wallen, Op. Cit, p. 154
56
xy:: the total number of x and y
According to Arikunto , the criteria of reliability test are:
0.800-1.00= Very high
0.600-0.799= High
0.400-0.599= Medium
0.200-0.399= Low
0.000-0.199= Very low70
After Calculating the reliability from two raters, the
reliability of pre-test in experimental was 0.957, the reliability of post-
test in experimental class was 0.960, the reliability of pre-test in control class was
0.960 and the reliability of post-test in control class was 0.958. Thus, the degree of
the level of reliability of the students’ writing between pre-test and post-test was very
high and it can be seen that students’ writing was reliable. (See Appendix 18)
3. Readability of test
After having validity and reliability. The test also must have readibility. Reliability
tests were indicators that measure how easy the direction and instruction can be read
and understood.71 It means that the test given to the student must be well understood
by them. In this research, the readibility of writing test was given to the students of
eighth grade as the test takers. The reearcher did the readibility of writing test in order
70
Suharsimi Arikunto, 2010, Op.Cit., p.142
71
Julien B.Kouame, Using Readability Tests to Improve the Accuracy of Evaluation
Documents Intended for Low-Literate Participants, Journal of Multi Disciplinary Evaluation,Volume
6, Number 1 ISSN 1556-8180 August 2010
57
to see how clear the direction were and how clear the instruction were as well. The
readibility of writing test did before doing the treatment. To know this readibility of
the writing instrument, the researcher followed Kouame’s research. Participants or
students were asked to see the instructions and evaluate them. The level of
understandability of each instruction showed on scale 1 until 10. Scale 1 describes an
instruction is in easy part to be read while scale 10 describes an instruction is in
difficult part to be read.72 The instructions were tested individually by using Google
Formulir. The researcher used Google Formulir because the school had used online
learning in teaching and learning process during pandemic of COVID 19. After that,
the researcher counted the mean of each item of instructions that the students had
already filled out.
Based on the finding of Kouame’s research, if all of the means of instruction
item has mean under 4,46, the instrument of the research is edaquate readable and
73
understandable by the test takers or the readers. Hence, if the test has mean above
4.46. the instrument is not quite readable.
After the readability form from participants had been
calculated, it found that the mean of all items (instruments) of
writing test was 1.83 (lower than 4.46) It can be concluded that
1.83 < 4.46, Thus the instrument was readable and understandable by
the readers or test takers. (See Appendix 11)
72
Ibid., p. 133
73
Ibid., p. 133
58
J. Data Analysis
After the data had been collected, the researcher analyzed the data by using t-
test. There are two tests that must be completed before analyzing the data by using t-
test. They are normality and homogenity tests.
1. Fulfillments of the Assumptions
Parametric statistical significance tests, such as analysis of variance and least
squares regression rewidely used by researcher in many disciplines, including
statistical parametric tests to produce accurate results, the assumptions underlying
them such as normality and homogenity test must be satisfied.74
a. Normality Test
The normality test was used to determine whether the data in the experimental
class and control class used are normally distributed or not. In this study, researcher
used statistical computations using SPSS (Statistical Package For Sosial Science).
Meanwhile, the criteris for rejection or acceptenceof the normality test are as
follows :
Ho is accepted if sig > α = 0.05
Ha is accepted if sig < α = 0.05
The hypothesis for the normality test are formulated as follows :
Ho : the data are normally distributed

74
David M.Erceg-Hurn, Modern Robust Statistical Methods (Crawley : American
Psychological Association, 2008), p. 591
59
Ha : the data are not normally distributed.
b.Homogeneity Test
After the researcher got the data that was normally distributed, then the
researcher conducted a homogenity test to find out whether the data was
homogeneous or not. In this study, the researcher used statistical computations using
SPSS (Statistical Package For Sosial Science). Homogeneous test used Levene’s
Test.
Meanwhile, the criterias for acceptence and rejection of the homogenity test are
as follows :
The hyphothesis for homogenity test were formulated as follows :
Ho = the variances of the data are homogenous
Ha = the variances of the data are not homogenous
c. Hypothetical test
After the researcher got the data that was normally distributed and the data
variants were homogenous, the data was analyzed using an independent sampe t-test
to see the significance of the effect of the treatment. In this case, statistical
computation by using SPSS (Statistical Package for the Social

60
Science) was used to analyze the data.While the criteria for rejection and
acceptence of the test were :
The hyphotesis are :
Ho : There is no significant influence of using guided questions technique toward
students’ descriptive text writing ability at the first semester of the eighth
grade of MTsN2 Bandar Lampung in the academic year of 2020/2021.
Ha : There is significant influence of using guided questions technique toward
students’ descriptive text writing ability at the first semester of the eighth
grade of MTsN2 Bandar Lampung in the academic year of 2020/2021.

CHAPTER VI
RESULT AND DISCUSSION
F. Research Procedure
The research was conducted on August until September 2020. Before conducting
the research, firstly the researcher asked permission to the headmaster of the school.
After having the permission, the researcher conducted through the following steps:
1. Determining the subject of research, the first learners of the eighth grade of
MTsN 2 Bandar Lampung was as a subject of the research.
2. Designing pre-test and post-test forms.
3. Piloting the readability test (it was given to non-research sample learners).
4. Managing pre-test in order to identify the learners’ scores in descriptive text
writing ability before the treatments.
5. The researcher gave the treatment to the experimental class by using Guided
Questions.
6. Organizing post-test in order to identify the learners’ scores in descriptive text
writing ability after the treatments.
7. Analyzing the result of pre-test and post-test, The researcher analyzed the
data that were obtained through post-test. The data were analyzed by using
SPSS.
63
G. Data Description
In line with the syllabus, English was taught twice a week at MTsN 2 Bandar
Lampung. Before giving the first treatment, pre-test was given to both experimental
class and also control class. Pre test in experimental class was on August 25 th 2020
while in the control class was on August 27 th 2020. The first treatment was conducted
in experimental class at 09:30 a.m., on Tuesday, September 1 th 2020 while the first
treatmnent in control class was conducted at 07:45 a. M., on Thursday, Semptember
03th 2020. Experimental class consist of 31 students and in control class consists of 32
students. Two students in experimental class could not attend the online class while in
the control class there were three students who could not attend the class. This was
due to an error in the online device that was being used by these students when they
wanted to enter an E-learning online class. Then, on the Tuesday, September 2 th 2020
the second treatment was provided in experimental class at 09:30 a.m., while on
Friday, September 4th 2020 the second treatment was provided in control class at
07:45. There were 3 absents in experimental class and 4 absents in control class.
The last treatment was managed on Tuesday, September 8th 2020 in the
experimental class at 09:30 a.m., and on Thursday, September 10 th 2020 in control
class at 07:45 a.m. There were two absents in experimental class and five absents in
control class. For the last meeting, the post test was provided to the students in
experimental class and also control class after the online class was closed. The
researcher sent the pre test and post test instrument in E-learning aplication.
64
1. Description of the First Treatment
The first treatment in experimental class was accomplished on September 1th
2020 while in the control class was on Semptember 3 th 2020. The students were
greeted and we all prayed together before starting the class. Then, the attendance list
was checked, the students were ready to study. The materials were given about
descriptive text including generic structure and language features that were explained
in detail. The topic for the first meeting was about “describing people”. When the
researcher wanted to start the class, the students seemed nervous at first because they
should show their face on the camera but they still followed the class well by
listening to the researcher.
In whilst activity, the students were taught the materials by using guided
questions in experimental class while in the control class were taught the materials by
using lecturing technique. After that, the students were asked to write descriptive text
individually related to the topic. Then, the researcher appointed several students to
read the descriptive text they had made and directly corrected the results if there
were errors in making the text.
In post activity, the lesson was summarized and gave a chance to the learners to
ask questions related to the material. The students seemed interested in learning
process.
2. Description of the Second Treatment

65
The second treatment was done on Wednesday, September 2 th 2020 in
experimental class while in the control class was done on Friday, September 4th 2020.
The result is better than the first one because the learners enjoying the learning
process more than before. The learners were given another topic. The topic in this
meeting was about “describing animals”
In teaching pre-activity, the students were greeted and asked them to pray
together. Then the attendance list was checked. Before continuing the lesson, the
material was reviewed. In whilst activity, the students were asked to write descriptive
text individually related to the topic by using guided questions in experimental class
while in the control class did not. After that, the researcher appointed several students
to read the descriptive text they had made and directly corrected the results if there
were errors in making the text.
In post activity, the lesson was summarized and gave a chance to the learners to
ask questions related to the material. The students seemed interested in learning
process.
3. Description of the Third Treatment
The third treatment was done on Tuesday, September 8th 2020 in experimental
class while in the control class was done on Thursday, September 10th 2020. It can be
said that the learners’ progress in last treatmentis better than second treatment,
because the learners felt accustomed in teaching learning process through guided
questions in experimental class and lecturing technique in control class. Step by step
66
which must be done by the learners was not too hard to be explained. The topic in the
last meeting was about “describing things”
In pre teaching activity, the learners in the class was greeted, asked them to pray
together before teaching and learning process,then attendance list was checked .
Before continuing the lesson, the material was reviewed. In whilst activity, the
students were asked to make descriptive text by using guided questions in
experimental class while in control class did not. After that, the researcher appointed
several students to read the descriptive text they had made and directly corrected the
results if there were errors in making the text.
In addition, the learners’ progress was told since first until last treatment. The
learners seemed enjoy the explanation about their progress. The post test was held
on the same day as the day for last treatment but it was sent after the online class was
closed. In the post test activity, the written test was given and then the students
submitted the result of post test in the E-learning aplication.
H. Result of the Research
5. Result of Pre Test in Experimental Class
The pre-test was administered on Tuesday, August 25 th at 09:30 a.m. The pere-
test was administered in order to know the students’ descriptive text writing ability
before giving the treatments by using guided questions as the technique to guide
students’ writing. The scores of students’ descriptive text writing ability that were
tested in pre-test can be seen in figure 5.

67
Students' Score
Figure 5
Result of pre-test in experimental classs
Based on the figure 3 above, it can be concluded that from 31 students there was
only one students who got 57. There was one student who got 59, there were five
students who got 61, there was one student who got 62, there were five students who
got 64, there were three students who got 65, there were three students who got 66,
there were three students who got 67, there were three students who got 68, there
were two students who got 69, there were two students who got 71, there was one
students who got 73 and there was only one student who got 83.
68
For the statistic of the result of pre-test in Experimental class, it can be seen
on the table 5.
Table 5
Statistic of the Result of the Pre-test in Experimental Class
Statistics
PRETEST_EXPERIMENTAL
Valid 31
N
Missing 0
Mean 65.71
Std. Error of Mean .875
Median 65.33a
Mode 61b
Std. Deviation 4.873
Variance 23.746
Range 26
Minimum 57
Maximum 83
Sum 2037
Based on the table above, the mean of the pre-test in experimental class was
65.71 and N was 31. The highest score was 83 and the lowest score was 57. The
median score was 65 and mode score was 61. The standard deviation was 4. 873 and
69
variance was 23. 746. This score showed the students descriptive writing ability
before they got the treatments.
6. Result of Pre-test in Control Class
Pre-test in control class was administered on Friday, August 28 th 2020 at 07:45
a.m. The score of pre-test in the control class can be seen in figure 6.
Students’ Score
Figure 6
Result of the Pre-Test in Control Class
Based on the figure 6, it can be seen that from 32 students only one student who
got score 57. There were four students who got 60, there were three students who got
61, there were five students who got 62, there were five students who got 63, there
were four students who got 64, there were six students who got 65, there was one
70
student who got 68, there was one student who got 71, there was one student who got
72 and there was only one student who got 74. For the statistical of the result of pre-
test in control class, it can be seen on Table 6.
For the statistics of the result of pre-test in control class, it can be seen on Table 6
Table 6
Statistics of the Result of the Pre-test in Control Class
PRETEST_CONTROL
Valid 32
N
Missing 0
Mean 63.63
Median 63.11a
Mode 65
Variance 12.758
Range 17
Minimum 57
Maximum 74
Sum 2036
Based on the table above, the mean of the students in control class was 63.6 and
N was 32. The highest score was 74 and the lowest score was 57. The median score
71
was 63 and mode score was 65. The standard deviation was 3.572 and variance was
12. 758.
7. Result of Post-test in Experimental Class
Post test in experimental class was administered to know the students’
descriptive text writing ability after the treatments. It was administered on Tuesday,
September 8th 2020 at 09:30 a.m. The score of post test in experimental class are
presented in figure 7.
Students’ Score
Result of Post Test in Experimental Class
Based on the figure 7, it can be seen that from 31 students only one student who
got score 73. There was one student who got 75, there was one student who got 76,
there were two students who got 78, there were three students who got 79, there were
72
three students who got 80. There were five students who got 81, there were three
students who got 82, there were three students who got 83, there were four students
who got 84, there were four students who got 85, there was only one student who 87.
For the statistics of the result of post-test in Experimental class, it can be seen on
table 7:
Table 7
Statistics of the result of the Post-test in Experimental Class
POSTTEST_EXPERIMENTAL
Valid 31
N
Missing 0
Mean 81.29
Median 81.50a
Mode 81
Variance 10.213
Range 14
Minimum 73
Maximum 87
Sum 2520
73
Based on the Table 7, the mean of the post-test in experimental class was 81.29
and N was 31. The highest score was 87 and the lowest score was 73. The median
score was 81 and mode score was 81. The standard deviation was 3.196 and variance
was 10.213. It showed students’ descriptive writing ability after they got treatments.
8. Result of Post-test in Control Class
Post test in control class was administered on Thursday, September 10 th 2020 at
07:30 a.m. The score of post test in control class are presented in figure 8.
Students’ Score
Figure 8
Result of the Post-Test in Control class
Based on the figure 8 above, it can be seen that from 32 students there were two
students who got 69. There were three students who got 71, there were two students
who got 72, there were three students who got 74, there was only one student who got
74
75, there were six students who got 76, there were three students who got 77, there
were two students who got 78, there were four students who got 79, there were three
students who got 80, there were two students who got 81 and there was only one
student who got who got 82. for the statistics of the result of post-test in control class,
it can be seen on the table 8:
Table 8
Statistics of the Result of the Post-test in Control Class
POSTTEST_CONTROL
Valid 32
N
Missing 0
Mean 76.09
Median 76.44a
Mode 76
Variance 12.862
Range 13
Minimum 69
Maximum 82
Sum 2435
Based on the table 8 above, the mean of the post test in control class was 76 and
N was 32. The highest score was 82 and the lowest score was 69. The median score
75
was 76 and mode was 76. The standard deviation was 3. 586 and variance was
12.862.
I. Data analysis
2. Fulfillment of the Assumptions
Before doing the independent sample t-test to find out the
results of data analysis. There are two assumptions that must be
made and first investigated. Namely the normality test and
homogenity test.
a. Result of Normality Test
The normality test was used to know whether the data in experimental class and
control class were normally distributed or not. The Hypotheses for the normality test
are formulated as follow:
Ho : The data are normally distributed
Ha : The data are nor normally distributed
While the criteria of acceptance or rejection of normality test are as follows:
Ho is accepted if sig (Pvalue) ≥ α = 0.05
Ha is accepted if sig (Pvalue) < α = 0.05
Table 9
The Result of Normality Test of Experimental Class and Control Class
Tests of Normality
CLASS Kolmogorov-Smirnova Shapiro-Wilk

76
Statistic Df Sig. Statistic df Sig.
EXPERIMENTAL .105 31 .200* .975 31 .661

GAIN_SC CLASS
ORE
CONTROL CLASS .149 32 .068 .964 32 .358
Based on the table above, it can be seen that Sig. P( value) for experimental class
was 0.661 and Sig. (Pvalue) for control class was 0.358 and α = 0.05. It means that Sig.
(Pvalue) > α and Ho is accepted. The conclusion is the data are in normal distribution. It
is calculated based on the gain of the experimental and control class.
b. Result of Homogeneity Test
After the data had normal distribution, the homogeneity test was used to know
whether the data was homogeneous or not. Levene Test by using SPSS was used to
know the homogeneity of the data.
Hypothesis for homogeneity test are formulated as follows:
Ho = the variances of the data are homogeneous.
Ha= the variances of the data are not homogeneous.
While the criteria for homogeneity test as follows:
Ho is accepted if sig (Pvalue) ≥ α = 0.05
Ha is accepted if sig (Pvalue) < α = 0.05

77
Table 10
The Result of Homogeneity Test of Experimental and Control Class
GAIN_SCORE
Levene Statistic df1 df2 Sig.
.336 1 61 .565
Based on the table above, it can be seen that Sig. (Pvalue) = 0.565 > α = 0.05. It
means that Ho was accepted because Sig. (Pvalue) = 0.565 > α = 0.05. The
variances of the data are homogenous.
c. Result of Hypothetical Test
After the data was normal and homogenous, the data was
analyzed by using independent sample t-test in order to know the
significant of the treatment effect. In this case, statistical
computation by using SPSS (Statistical Package for the Social
Science) was used to analyze the data.
The hypotheses were:
Ho : There is no significant influence of using guided
questions towards students’ descriptive text writing
ability in the first semester of the eighth grade at MTs N 2
Bandar Lampung in the academic year of 2020/2021

78
Ha : There is a significant influence of using guided questions
towards students’ descriptive text writing ability in the
first semester of the eighth grade at MTs N 2 Bandar Lampung
in the academic year of 2020/2021
While the criteria for acceptance and rejection of the hypotheses were:
Ha is accepted if Sig. (Pvalue) ≤ α =0.05
Ho is accepted if Sig. (Pvalue) > α =0.05
Table 11
The Result of Hypothetical Test
Independent Samples Test
Levene's Test t-test for Equality of Means

for Equality of
Variances
F Sig. t Df Sig. (2- Mean Std. Error 95% Confidence

tailed) Differen Differenc Interval of the
ce e Difference
Lower Upper
GEqual variances .336 .565 2.955 61 .004 3.112 1.053 1.006 5.218
Aassumed
I
N 2.946 58.583 .005 3.112 1.056 .998 5.226
_
S
Equal variances
C
not assumed
O
R
E
79
Based on the results obtained in the table above, it is clear that the value of
significant generated Sig. (Pvalue) = 0.004 < α = 0.05. So, Ho is rejected and Ha is
accepted. Based on the computation, it can be concluded that there is a significant
influence of using guided questions towards students’ descriptive text
writing ability in the first semester of the eighth grade at MTs N 2
Bandar Lampung in the academic year of 2020/2021.
J. Discussion
Guided questions is the technique which help the students to find the idea in
writing. According to Traver, guiding questions is the basic questions that direct
students for understanding.75 Cooper and Axelor also say that asking the questions
about the problem or topic is a way to learn about it and decide what to do or say. 76
Consequently, guided questions is the technique which the students will use some
questions as a guidance in finding the ideas thus they can decide what they are going
to write in their written work.
Guided questions has good influence to guide and help the students’ writing. It is
supported by previous research done by Hariyanto. He investigated teaching
procedure text writing ability by using guided questions to SMA Taman Siswa Teluk
Betung Bandar Lampung at the eleventh grade. His research showes that the use of
guided questions towards students’ procedure text writing ability had significant
75
Rob Traver, Educational Leadership ASCD (http://smallschollproject.org, acced in june
15th 2015 at 3:51 p.m), p. 1.
76
80
influence in students’ writing. In addition previous research conducted by Nawawi.
He investigated about Improving Students’ Writing Skill of Descriptive Text through
Guided Questions. This Technique is also effective in enhanching the students’
writing skill of descriptive text because it makes students easier in making descriptive
paragraph and makes them easier in exploring their idea in making paragraph
In this present research, guided questions was used to guide students’ descriptive
text writing and it result significant influence for students’ descriptive writing ability.
According to the result of data analisis by using SPSS, the result showed that the
mean of score pre-test between experimental class and control class were slightly
different. The mean score of pre-test in experimental class was 65.7 and the mean of
control class was 63.6. It means that both of two classes had the same ability before
they were given the treatments. After treatment had been given to the students, the
students also received post-test. The mean score of post-test in experimental class was
81.2 and the mean score of post-test in control class was 76. It means that the
students’ score has increased after giving the treatments. Next, the data was analyzed
to know the normality and homogenity of the data. The result of normality and
homogenity test showed that the data was normal and homogenous, and then the data
was tested by using independent sample t-test.
Based on the analysis of the data and testing the hypothesis, the
result of calculation was found that the null hypothesis ( Ho) was
rejected and alternative hypothesis (Ha) was accepted. It means that
the treatment had significant influence of using guided questions.

81
From the analysis we knew that the students who got treatment by
using guided questions got better score than the students who did
not get teacher guided questions in guiding their descriptive
writing.
It is because through guided questions, the students were helped
to find the ideas in writing thus they can know how to plan their
written work. They also knew what they should decide and write after
using guided questions. As Cooper and Axelor say that asking the questions
about the problem or topic is a way to learn about it and decide what to do or say. 77
Thus guided questions is a technique in teaching writing where with this technique,
the students are guided in finding writing ideas which later they can input into the text
they are compiling.
Because guided questions are expected to help students find writing ideas and put
their ideas into text, it needs to cover all aspects of students' written texts. The
teachers should make a decision what kind of aspect or indicator that will be used to
evaluate and measure the students’ writing ability. In this case, the Tribble scale
assessment was used to evaluate and measure students’ writing ability. There are five
aspects to evaluate writing proposed by Tribble, they are : content, organization,
vocabulary, language, mechanics. The students’ pre-test and post-test score had been
77
82
analyzed that result the proportion of increase of the items on the five aspects of
writing. It can be seen on Table 12.
Table 12
The Proportion of Increase of the Items on the Five Aspects of Writing
No Writing Aspect Pre test Post test Gain

1 Language 460 592 132
2 Vocabulary 456 573 117
3 Content 476 570 94
4 Organization 448 560 112
5 Mechanics 191 213 22
From the proportion of increase of the items on the five aspects of writing we
know that the language aspect including the use of simple present tense, adjective,
and conjunction had the highest gain of increase. This finding also supported by
previous research done by Alvira found that regarding grammar, this was the aspect
most frequently mentioned by the students and the one in which they showed
significant progress.78
Thus, from the use of guided questions technique, the students were easier to
understand the explanation about language aspect because the explanation of
language aspect was more concise and clearly than the other aspects.
Roberto Alvira, “The Impact of Oral and Written Feedback on EFL Writers With
78
the Use of Screencats”,Profile Issues in Teachers’ Professional Development,

Vol. 18, No. 2, March 2016, p. 88
83
In conclusion, there is significant influence of using guided questions towards
students’ descriptive writing ability at first semester of the eighth grade of MTsN 2
Bandar Lampung in the academic year of 2020/2021.

CHAPTER V
CONCLUSION AND SUGGESTION
C. Conclusion
At the end of the research, the pos-test was given to measure the influence of using
guided questions towards students’ descriptive text writing ability in both classes
after treatments done. The mean score of post-test in experimental class was 81.29
and the mean of post-test in control class was 76.09. It can be seen that the students’
post-test score in experimental class was higher than students’ post test score in
control class.
In the previous chapter, the data was statistically analyzed. The result of the data
analysis can be seen from sig (2-tailed) of equal variance assumed in the independent
sample test table where the sig (2-tailed) is 0.004. It is lower than α= 0.05 and it
means that Ho is rejected and Ha accepted.
Based on the result of the data analysis, it can be concluded that there is significant
influence of using guided questions towards students’ descriptive text writing ability
at the first semester of the eighth grade of MTsN 2 Bandar Lampung in the academic
year of 2020/2021.
D. Suggestion
Based on the result of this research, the suggestions are given to as follows:
1. Suggestion to the teacher

84
a. It was found out that guided questions can help students to encouraged their
writing ability, thus the teacher can use this technique to guide the students’
writing
b. Guided questions are a good technique to help students in
increasing writing ability. It can be done by providing
stimulators such as list of questions. It will help the
teacher to make the students understand fast. However, this
technique also has some weaknesses. The problem usually
happens when using this technique is because the questions are
too difficult for the students. To solve it the teacher must
prepare the guided questions as well and the questions must be
suitable with the students’ level.
2. Suggestion to the students
a. The students should study hard and more practice in writing English to
improve their writing ability. They also should be active and creative in
learning activity.
b. In guided questions process, the students should know how to answer the
guided questions’ question thus the students can get many ideas and generate
their ideas into the text well.
3. For the Other researchers
a. In this research, the researcher focused on the influence of Guided Questions
towards students’ writing ability in descriptive text. Therefore, it is suggested

85
for the next writer to investigate the influence of other technique towards
other English skills such as listening, speaking, reading or writing skill

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Appendix 1
Students’ Score of Writing at the First Semester of Regular Class of the

Seventh Grade of MTs Negeri 2 Bandar Lampung in the Academic Year of
2019/2020
VII A
NO NAMA NILAI SISWA KKM
1 Afifah Alyn Arini 60 75
2 Ahmad Rizki Setyawan 60 75
3 Andrean Hamda Roudho 76 75
4 Anindra Citra Artika 48 75
5 Avrilia Jasmyn Kayla Zahra 72 75
6 Beryl Azura Laksita 48 75
7 Calista Qurrota Aini 75 75
8 Chantika Sari Putri Nurhasymi 52 75
9 Chika Putri Meidy 65 75
10 Dezya Vara Chantika 62 75
11 Dimas Bayu Alfianto 78 75
12 Dinda Azkiya Roudotunnur 62 75
13 Falifa Ratu Zahra 55 75
14 Fauzy Sovyan 76 75
15 Kyla Adhania Sodrin 62 75
16 M Agil Kurniawan 50 75
17 M Atha Wirya Ananta 65 75
18 M. Chevy Harvessy Avendra 56 75
19 M. Lazuardy Hariscika 70 75
89
20 Muhamad Darien Rafka Velino 58 75
21 Mutia Dinar Ayu Hapsari 56 75
22 Naufal Azrafi 54 75
23 Nayla Adilia Ahmad 75 75
24 Rafasyah Satria Hutama 64 75
25 Revalia Ariani 62 75
26 Rizqon Novrihanza 60 75
27 Sarah Nafisah 75 75
28 Syahara Hakim 56 75
29 Syahla Rathana Azzahra 60 75
30 Syifa Calya Kallista 65 75
31 Wardah Syifa Az Zahroh 68 75
32 Zahra Fasya Afifah 54 75
VII B
NO NAMA SISWA NILAI SISWA KKM
Adzra Firyal Balqis Salsabila 78 75

1
Agustin Leofard Almukmin 60 75

2
Aileen Callista Hasan 75 75

3
Alya Pandu Annisa 48 75

4
Annisa Farah Chantiqa 78 75

5
Annisa Tri Rizki 48 75

6
Aqela Itqiyana Messy 75 75

7
Aura Cinta Maharani 52 75

8
90
Azzahra Banafsaj Calista 75 75

9
Azzahra Maharani 62 75
10
Betuah Perelo Indrapati 78 75

11
Bintang Ramadhan 62 75
12
Chantika Nanda Sureswari 75 75

13
Chelsea Restuning Gusti 76 75

14
Darius Fedora 62 75
15
Dinda Astriloka 80 75
16
Fadlan Ansoni Mega 75 75

17
Farrel Satria Ghoni 56 75

18
Kadila Raifa Anggraini 70 75

19
Khalisah Zulfa Al Husna 78 75

20
Lira Diani Adhellia 80 75

21
M Ammar Makruf Wibowo 60 75

22
M Naufal Farras Alaziz 54 75

23
Majest Rachman Hamim

58 75
24
Maula Nabila Alika Fitri 75 75

25
Nabila Rahmadani 62 75
26
Raja Rayhan Izzatullah 64 75

27
Rakai Langit Penanjungan 62 75

28
Rayyan Abhipraya Nugraha 60 75

29
91
Rizqy Utama 80 75
30
Sofa Zahra Shellovia 56 75

31
Sonia Putri Larasati 60 75

32
VII C
NO NAMA SISWA NILAI SISWA KKM
Adzra Hani Sintazalya

76 75
1
Ahmad Aliffatih Guswara

60 75
2
Aisyah Nadya Anindita

55 75
3
Akmal Rafif Adzakiy

65 75
4
Alvira Khaylila Ramadhani

40 75
5
Alya Raswa Kinasih

48 75
6
Ardhiya Purnama Dewi

80 75
7
Aselpa Nur Syafiyah

68 75
8
Azzahra Nur Fadhila

55 75
9
Daffa Al Ghifari
70 75
10
Fitri Oktavia
75 75
11
Galang Imam N Ufal

72 75
12
I Putu Mada Shafwan

65 75
13
Kanayaa Zantisya
78 75
14
M. Dhio Rizky Fabrizi

60 75
15
92
Moza Rasya Ananda

55 75
16
Muhammad Hafizh Putra 75 75
17 Fiansyah
Muhammad Nadhif Halim

68 75
18
Muhammad Vatar
70 75
19
Muhammad Yusuf Zahir

78 75
20
Nadin Nabila Putri

75 75
21
Naila Azkianida
75 75
22
Naila Putri Arief

78 75
23
Naila Salsabila
68 75
24
Puti Aleyda Lestari Cananti

65 75
25
Rafan Khayri Sanjaya

78 75
26
Sabina Nashwa Khairrani

70 75
27
Saffanah Salsabilla Tomita

72 75
28
Sakti Mulya Tama

70 75
29
Salsabila Zahra
60 75
30
Sri Rahayu
55 75
31
Zaskia Dwi Safitri

60 75
32
VII D
NILAI SISWA KKM

NO NAMA SISWA
Aditya Danang Burhan Putra 75 75
1 Adi
93
Adrian Delika Hartoyo

65 75
2
Amirah Lubna Arcvanda

60 75
3
Annissa Sekar Widyadhari

55 75
4
Barela Setia Gunawan

78 75
5
Calista Ramadhani Valerina

50 75
6
Danisha Alika Maharani

78 75
7
Echa Anastasya Putri

60 75
8
Eliza Fahmida
75 75
9
Fathimah Qanitah Attamimah

78 75
10
Gita Carcella Fourdiana Putri

65 75
11
Hanin Nabilah
58 75
12
Jibriel Duajha Tungga

60 75
13
Laudya Rizkya Putri

65 75
14
Muhammad Al Ramzie
55 75
15
Muhammad Bintang Syah

56 75
16
Muhammad Haris Brilian 75 75
17 Shandra
Muhammad Nicholas Marcellio 50 75

18
Al Badii
Muhammad Ramdhani 55 75
19 Nafi'isyah
Muhammmad Alfarizi Bani 60 75

20 Syahman
Nadia Natasya
60 75
21
94
Nadiah Yurika Putri Kinasih

65 75
22
Narafa Khairunnisa
66 75
23
Naufal Rafee Abgary

70 75
24
Naylal Husna
56 75
25
Nisa Aura
72 75
26
Puan Istiqomah
62 75
27
Shofura Luthfiah Hasna Radiya

70 75
28
Syifa Safira Khairunnisa

60 75
29
Tara Amaliyani Mudia

65 75
30
Zahra Pramulya Putri

60 75
31
VII E
NAMA SISWA NILAI SISWA KKM

NO
Afifatul Magfirah Bela Sukma 55 75
1
Arizki Ihza Mahendra 60 75
2
Azzahra Iziqa Ridwan 60 75
3
Bagas Rizki Ramadhan 78 75
4
Bintang Prameswari Ahnaf 72 75
5
Bruney Aditya Putra 58 75
6
Calista Kirania Shaki 58 75
7
Callysta Zamora Putri 79 75
8
95
Chalifa Shakila Sabrin 72 75

9
Devita Putri Maharani 60 75
10
Diaz Alghifari 75 75
11
Erika Izzatul Latifah 78 75
12
Khairul Anwar 58 75
13
Lutfi Puspita 75 75
14
M Aden Bahrul Ulum 76 75
15
M. Aliyan Anugrah Chandra 55 75
16
M. Faddel Oleigarky 72 75
17
M. Ramadhan Rudiansyah 75 75
18
Muhammad Aziz Al Zhorif 77 75
19
Muhammad Dhanis Satryo 75 75
20
Nadia Erya Kinanti 64 75
21
Naicsylah Putri Widodo 68 75
22
Nindya Bintan Aulia 66 75
23
Rahma Aulia Wulandari 66 75
24
Riva Febya Sari 75 75
25
Shakira Diajeng Mutiara Inca 58 75
26
Syihan Manggala Fatih 72 75
27
Talitha Nadhifia Afandi 60 75
28
Titan Kinar Maulia 58 75
29
96
Tsabitha Salma Asyifa 60 75

30
VIII F

NO
Airy Muhammad Fariz 65 75
1 Araku
Aisha Luthfiyah Rahmadi 60 75

2
Alkhalifi Dayu Wardhana 60 75

3
Chantika Atthaya Arlie 78 75

4
Daffa Rhesa Putra 72 75

5
Dhifta Vania Mufidah 58 75

6
Dimas Firman Maulana 78 75

7
Ersya Shafira Ahmad 79 75

8
Fadlan Khoirin 72 75
9
Farah Alifthisa Wardhani 60 75

10
Ghania Alma Qanita 60 75

11
Hanifah Mustika Ningrum 78 75

12
Joviena Alya Sinatra 58 75

13
Kaitsar Naoval Riandy 76 75

14
Lola Auliyana Putri 76 75

15
M Aqil Fahriantoni 75 75
16
M. Gading Al Farish 72 75
17
97
Maheswara Tegar Wijaya 70 75

18
Muhammad Rianda Akbar 77 75

19
Muhammad Taufan Amanat 60 75
20 Bangsa
Naufal Aziz Ramadhani 64 75

21
Naufal Khairiy Zulkarnain 78 75
22 Sormin
Nayla Rahmadiati 66 75
23
Rafly Nofarizi 76 75
24
Refaiz Galih Diandra 60 75

25
Rizqi Nur Hidayah 58 75

26
Royhan Mahatma Ali 72 75

27
Sayka Hanum Ghaisani 60 75

28
Syifa Aulia Rahmadina 58 75

29
Yasmine Zayya Sitompul 78 75

30
VII G

NO
Annisa Salsabila Harahap 55 75
1
Atika Shinta Dewi 65 75
2
Aura Zahra Stianingsih 75 75
3
98
Az Zahra Raudho Nabila 60 75

4
Azzahra Ramadhani 55 75
5
Delvito Frevianto 60 75
6
Fadhlan Taufiq Al-Qusairy 65 75
7
Farrel Althaf Ikhsani 60 75
8
Gradenia Afriza 78 75
9
Juwita Putri Handayani 68 75
10
Kahlil Luthfi Naufal 66 75
11
Kayla Liapraja 70 75
12
M. Arka Fairuuz Bada'i 65 75
13
Masella Putriana 60 75
14
Melly Yana Putri 55 75
15
Mesya Oriza Satifa 68 75
16
Mohamad Pringgo Dhani 65 75
17 Kencana
Muhammad Rafi Syahwalhaq 70 75

18 Pratama
Muhammad Taufik Adha 80 75

19
Mutiara Putri Azizah 72 75
20
Naila Daniswara 60 75
21
Naufal Atha Ramadhan 65 75
22
Raditya Saputra 60 75
23
99
Raja Syahbana S. Meliala 75 75

24
Rameyza Alya 65 75
25
Rivalina Salsabila 60 75
26
Salsabila Yusrina Suhendra 70 75
27
Salwa Alya 72 75
28
Tiwa Rafsanzani Arifin 78 75
29
93
Appendix 2
THE INTERVIEW FOR THE TEACHER
1. How long have you been teaching English?
2. Can you explain your experience in teaching English, especially in
teaching writing descriptive text?
3. How is the students’ score at grade 8 especially in descriptive writing?
4. How is the students’ ability in descriptive writing?
5. Do you have problems in teaching descriptive writing? What are they?
6. Do you have special technique on teaching descriptive writing?
7. What are the things that become big problems or difficulties for the
learners in writing?
8. What is your opinion about guided question technique? is it appropriate to
be used in teaching descriptive text ?

94
THE RESULT OF INTERVIEW FOR THE ENGLISH TEACHER

Name : Isnaini Ramadhona, M. Pd
Day/Date : Wednesday, 25 September 2019
NO QUESTION ANSWER CONCLUSION

1.How long you have been I have been teaching English The teacher has been
teaching English? since I was a university teaching English for
student in 2007. almost 13 years.
2.Can you tell me your During I teach descriptive text, Mostly
I the students write
experience in found that my students descriptive text in
teaching English always write desriptive text simple sentence.
especially in in simple sentence.
descriptive writing?
3.How is the students’ score
Some of them are excellent, Some but of the students’ score
at grade 8 especially many students still have are good but the other
in descriptive low score. is still low.
writing?
4.How is the students’ As I said before some of them The are students’ writing ability
ability in descriptive excellent but many students is still low
writing? still have low ability
5.Do you have problemsYes in of course. The problems thatBased on the interview, the
teaching descriptive I face are especially researcher knows that
writing? What are grammar and the content of there are some
they? writing problems that is faced
1. The students often face by the teacher in
difficulties in using teaching writing. The
tobe, and they also students still have
face difficulties in problems in using
using connection word. grammar and putting
2. Beside grammar, they their ideas accordance
also face difficulties in with generic
putting their ideas structures of
accordance with descriptive text.
generic structures of
descriptive text.
6.Do you have special I do not know exactly the name The teacher explains the
technique on of technique that I use to materials while the
teaching descriptive teach descriptive text. I just students will listen to
writing? explain the material of the teacher.
descriptive text and the
students will listen to what I
explained about.
7.What are the things that
I think the big problem for students’
the problem in writing
become big students’ in doing writing is is their ability is still
problems or their ability is still under under average
95
difficulties for the average. But it happend because of some

learners in writing? because of some causes; reasons; (1) the
first, perhaps the students students still get
still get difficulties in difficulties in finding
finding idea to write (2) the idea to write (2) the
students do mistakes due to students do mistakes
lack of vocabularies, and due to lack of
(3) the students have low vocabularies, and (3)
motivation in learning the students have low
English motivation in learning
English
8.What is your opinion I think it is appropriate technique
It is appropriate technique
about guided because the function of to be appliacated in
question technique? guided question is to guide teaching descriptive
is it appropriate to be the student in order to find text.
used in teaching their ideas. So, if we use
descriptive text ? this technique, the students
can be easier in writing
descriptive text.
96
Appendix 3
Students’ Questionnaires
Penjelasan:
Kuesior ini dibuat untuk mengetahui pendapat tentang pelajaran Bahasa Inggris
dan keterlibatan kalian terhadapat pelajaran tersebut. Kuesioner ini tidak
berpengaruh sama sekali terhadap nilai. Oleh karena itu jangan ragu untuk
menjawab setiap pertanyaan. Jawablah pertanyaan di bawah ini sejujurnya-
jujurnya dan sejelas-jelasnya dengan kondisi yang kalian alami.
Petunjuk Pengisian :
1. Tulislah nama anda dalam kolom yang telah tersedia.
2. Bacalah dengan teliti setiap pertanyaan sebelum anda memberi jawaban
3. Berilah tanda silang (X) pada alternative jawaban yang telah disediakan
sesuai dengan keadaan anda.
Keterangan Alternative Jawaban:
1. S : Setuju
2. SS : Sangat Setuju
3. N : Normal
4. TS : Tidak Setuju
5. STS : Sangat Tidak Setuju
Responden :
Kelas :
Berilah tanda silang (X) pada alternative jawaban yang telah disesuaikan dengan
kondisi yang kalian alami.
KETERANGAN
NO PERTANYAAN
STS
1 Saya sering menghadapi kesulitan dalam belajar Bahasa
Inggris khususnya writing
2 Saya mampu menggunakan descriptive text dengan tepat
3 Saya mampu mengembangkan paragrapgh sesuai dengan topic
4 Saya mampu menyusun kalimat dalam membuat text
descriptive
5 Saya mampu menulis menggunakan pilihan kosa kata yang
sesuai dengan kontext
6 Saya mampu merangkai paragrapgh berkesinambungan satu
sama lain.
7 Saya menemukan kesulitan ketika akan menulis sesuatu
8 Saya menyukai teknik pembelajaran yang digunakan oleh guru
dalam descriptive text
97
THE RESULT OF QUESTIONNAIRES
NO Statement Explanation Conclusion

A SA N D SD
1 Saya sering menghadapi kesulitan dalam belajar bahsa
27.4% 22.1% 16% 18.7% 15.8% Most of the students faced difficulties in
inggris khususnya writing learning writing
2 Saya mampu menggunakan descriptive text dengan 20.2% 12.1% 9.1%34.2% 24.4% Most of the students cannot use the
tepat descriptive text correctly
3 Saya mampu mengembangkan paragrapgh sesuai 12.3% 17.8% 21.5% 26% 22.4% Most of the students cannot elaborate the
dengan topic paragraph
4 Saya mampu menyusun kalimat dalam membuat text13.2% 7.3% 11.2% 36.6% 31.7%Most of the students faced difficulties in
descriptive arranging sentences
5 Saya mampu menulis menggunakan pilihan kosa kata29.3% 12.1% 9.8%31.4% 17.4% Most of the students have low vocabulary
sesuai dengan konteks
6 Saya mampu merangkai paragrapgh
28.6% 19.5% 12.3% 37.6% Most of the students faced problem in
berkesinambungan satu sama lain making paragraph coherently
7 Saya menemukan kesulitan ketika menulis sesuatu 24.4% 17% 18.1%21.5% 19% Most of the students did not feel bored
when learning writing
8 Saya menyukai teknik pembelajaran yang digunakan
29.3% 14,6% 17.2% 38.9% Most of the students did not like the
guru dalam descriptive text teacher’s teaching way in learning
descriptive text
Note:
A : Agree D : Disagree
SA : Strongly Agree SD : Strongly Disagree
N : Normal
98
Appendix 4
SILABUS SMP/MTs
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (semester 1)
Kompetensi Inti :
KI 1: Menghargaidan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun,
percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan
dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Kompetensi Materi Pokok/ Materi Kegiatan Pembelajaran Penilaian Alokasi Sumber

Dasar Pembelajaran Waktu Belajar
3.10 Menerapkan 16 JP  Buku

struktur
Teks deskriptif Mengamati KRITERIA PENILAIAN
pendek dan  Siswa menyalin dengan tulisan teks
teks dan wajib
sederhana, tentang  Tingkat
unsur tangan yang rapi beberapa teks  Ketelad
kebahasaan orang, binatang, dan ketercapaian
deskriptif tentang orang, an
untuk fungsi sosial
binatang, dan benda, sangat ucapan
teks deskriptif
99
melaksanaka dan
benda pendek dan sederhana dari tentang orang,
n fungsi tindaka
berbagai sumber, dengan binatang,
sosial teks n guru
Fungsi sosial menggunakan ejaan dan tanda baca benda, pendek
deskriptif menggun
dengan benar. dan sederhana.
dengan Membanggakan, akan
menyatakan menjual,  Siswa membaca dan mendengarkan  Tingkat setiap
dan teks-teks tersebut untuk kelengkapan dan tindaka
mengenalkan, n
menanyakan memahami isi pesannya. keruntutan
mengidentifikasi, komunik
tentang dalam
mengkritik, dsb.  Dengan bimbingan guru, siswa asi
deskripsi menyebutkan dan
mengidentifikasi fungsi interpe
orang, menanyakan rsonal/
binatang, Struktur text sosialnya, struktur teks
tentang
(gagasan utama dan (termasuk a.l. gagasan utama dan transak
dan benda, deskripsi sional
pendek dan informasi rinci) informasi rinci), dan unsur
orang, dengan
sederhana, kebahasaan dari setiap teks
a. Menyebutkan nama binatang, benda benar
sesuai tersebut. dan
orang, binatang, dalam teks
dengan derkriptif. akurat
benda dan nama Menanya
konteks  Contoh
bagian-bagiannya  Tingkat
penggunaann teks
yang dipilih untuk Dengan bimbingan dan arahan ketepatan unsur dari
ya . dideskripsikan guru, siswa menanyakan dan kebahasaan: sumber
4.11 b. Menyebutkan sifat mempertanyakan tentang fungsi tata bahasa, otentil
Menangkap orang, binatang, sosial, struktur teks, dan kosa kata,  Sumber
unsur kebahasaan dari setiap ucapan, tekanan dari
maknadala benda dan
interne
mteksdesk bagiannya, dan teks tersebut. kata, intonasi,
t
riptiflis ejaan, tanda
c. Menyebutkan seperti
andantuli Mengumpulkan Informasi baca, kerapihan :
tindakan dari atau tulisan tangan.
s, terkait dengan  Secara kolaboratif, siswa - www.da
pendekdan orang, binatang, mencari dan mengumpulan beberapa  Sikap tanggung ilyeng
jawab, lish.c
sederhana benda yang semuanya teks deskriptif tentang orang, om
. sesuai dengan binatang, dan benda, sangat kerjasama,
100
4.12 fungsi sosial yang pendek dan sederhana dari cinta damai, - http:/
Menyusun hendak dicapai. berbagai sumber, termasuk dari dan percaya /ameri
internet, film, koran, majalah, diri yang caneng
teksdesk lishh.
riptifli Panjang teks: buku teks, dsb. menyertai
tindakan state.
sandantu kurang lebih 6  Siswa membaca rujukan dari gov/fi
(tiga) kalimat. menyebutkan dan
lis, berbagai sumber, termasuk buku
menanyakan
les/ae
pendekda teks, untuk mengetahui fungsi /resou
Unsur kebahasaan tentang rce_fi
nsederha sosial, struktur teks, dan unsur
deskripsi les
na, (1) Penyebutan kata kebahasaan dari teks deskriptif
orang, - http:/
tentang benda singular tentang orang, binatang, dan
binatang, /learn
dengan a dan the, benda.
orang, benda, dalam englis
binatang dan plural (-s).  Siswa membaca semua teks teks h.brit
, deskriptif tentang orang, deskriptif. ishcpu
(2) Kata ganti it,
binatang, dan benda yang telah ncil.o
danbenda they, she, we, rg/en/
, dst.; our, my, terkumpul tsb., secara lebih CARA PENILAIAN: - https:
denganme your, their, dst. cermat dengan cara //www.
mengidentifikasi dan Kinerja (praktik)
mperhati (3) Kata sifat google
menyebutkan: .com/
kanfungs tentang orang, Tugas
isosial, binatang, benda - fungsi sosial setiap teks menganalisis dan
struktur dalam kehidupan - nama orang, binatang, benda menghasilkan
teks, siswa di rumah, teks deskriptif
yang dideskripsikan
danunsur sekolah, dan tentang orang,
kebahasa sekitarnya, - sifat orang, binatang, benda binatang, benda
dengan atau tanpa yang dideskripsikan
an nyata di
kata keterangan
yangbena - tindakan orang, binatang, lingkungan
quite, very.
rdansesu benda yang dideskripsikan sekitar.
aikontek (4) Frasa nominal
seperti dark - kosa kata, tata bahasa,
s. ucapan, tekanan kata, ejaan,
101
brown, cute tanda baca yang digunakan Observasi:

little cat,
 Secara kolaboratif siswa meniru
beautiful red (penilaian yang
contoh-contoh yang ada untuk
flower bertujuan untuk
membuat teks deskriptif sangat
(5) Kata kerja untuk pendek dan sederhana tentang memberikan
menyatakan orang, binatang, dan benda untuk balikan secara
keadaan dan mencapai fungsi sosial yang lebih cepat)
tindakan rutin berbeda-beda, dengan struktur  Observasi
dalam simple teks, dan unsur kebahasaan yang
present tense: terhadap
sesuai konteks.
be, have, go, tindakan siswa
play,get, take, Mengasosiasi menggunakan
dll. bahasa Inggris
 Siswa membandingkan fungsi untuk
(6) Penggunaan sosial, struktur teks (termasuk menyebutkan dan
nominal singular a.l. gagasan utama dan informasi menanyakan
dan plural secara rinci), dan unsur kebahasaan deskripsi
tepat, dengan dari beberapa teks deskriptif orang,
atau tanpa a, tentang orang, binatang, benda binatang,
the, this, those, yang telah dikumpulkan dari benda, ketika
my, their, dsb berbagai sumber tersebut di muncul
secara tepat atas. kesempatan, di
dalam frasa dalam dan di
nominal  Siswa memperoleh balikan luar kelas.
(feedback) dari guru dan teman
(7) Ucapan, tekanan tentang fungsi sosial, struktur  Observasi
kata, intonasi teks, dan unsur kebahasaan yang terhadap
(8) Ejaan dan tanda digunakan dalam teks deskriptif kesungguhan,
baca yang mereka hasilkan. tanggung jawab,
dan kerja sama
siswa dalam
102
(9) Tulisan tangan Mengkomunikasikan proses

pembelajaran di
 Siswa membuat beberapa teks setiap tahapan.
deskriptif sangat pendek dan
sederhana tentang orang,  Observasi
Topik terhadap
binatang, benda yang ada dalam
Orang, binatang, kehidupan siswa di rumah, kelas, kepedulian dan
benda di sekitar sekolah, dan sekitarnya dalam kepercayaan
dan relevan dengan bahasa Inggris, dengan struktur diri dalam
kehidupan siswa, teks dan unsur kebahasaan yang melaksanakan
sesuai dengan fungsi sosial komunikasi, di
dengan memberikan
nyata yang hendak dicapai dalam dan di
keteladanan tentang luar kelas.
(membanggakan, mengenalkan,
perilaku jujur, mengidentifikasi, memuji,
disiplin, percaya mengkritik, dsb). Penilaian diri:
diri, kerjasama,
dan bertanggung  Siswaberupaya berbicara secara Pernyataan siswa
jawab. lancar denganucapan, tekanan secara tertulis
kata, intonasi yang benar dan dalam jurnal
menulis dengan ejaan dan tanda belajar
baca yang benar, serta tulisan sederhana
yang jelas dan rapi. berbahasa
 Siswa membicarakan permasalahan Indonesia
yang dialami dalam membuat teks tentang
deskriptif tentang orang, pengalaman
binatang, benda dan belajar memahami
menuliskannya dalam jurnal dan menghasilkan
belajar sederhana dalam bahasa teks deskriptif
Indonesia.
tentang orang,
binatang, benda,
103
termasuk
kemudahan dan
kesulitannya.
Tes tertulis
Membaca dan
menulis teks
deskriptif yang
menuntut
pemahaman dan
pemaparan
tentang
deskripsi orang,
binatang, benda.
Portofolio
 Kumpulan karya
teks deskriptif
sangat pendek
dan sederhana
tentang orang,
binatang, benda
yang telah
dibuat.
 Kumpulan hasil
analisis
104
tentang
beberapa teks
deskriptif
tentang orang,
binatang,
benda.
 Lembar soal dan
hasil tes
104
Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(Control Class)
Satuan Pendidikan : MTs N 2 Bandar Lampung
Kelas/Semester : VIII.B
Materi Pokok : Descriptive Text (people)
Alokasi Waktu : 2x30 menit (60 menit)
Pertemuan : ke-1
Media : Aplikasi e-Learning Madrasah (Video Conference)
A. Tujuan Pembelajaran
Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks berbentuk deskriptive dan mampu menulis teks berbentuk
descriptive.
B. Langkah-langkah Pembelajaran
1. Pendahuluan
a. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
kegiatan murid selama berada di rumah.
b. Guru mengarahkan siswa melakukan presensi Online Aplikasi e-
Learning Madrasah.
c. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
d. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
a. Guru memberitahukan materi apa yang akan dipelajari.
b. Guru memberikan penjelasan tentang definisi, generic structure dan
language features dari descriptive text
c. Guru memberikan penjelasan tentang descriptive text dan
contohnya.
d. Guru memberikan contoh tentang descriptive text yang kedua.
e. Guru meminta siswa untuk membuat descriptive text
f. Guru meminta siswa untuk membacakan descriptive text yang telah
mereka buat
g. Guru mengoreksi kesalahan yang dilakukan siswa secara langsung
h. Guru menunjukan gambar berbeda mengenai orang kepada siswa
i. Guru meminta siswa untuk membuat descriptive text secara
individu berdasarkan gambar yang dipilih
105
j. Guru meminta perwakilan siswa untuk menjelaskan hasil yang

telah dibuatnya.
3. Penutup
a. Guru menyimpulkan materi yang sudah dipelajari melalui Video
Conference dalam e-Learning Madrasah
b. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
mengikuti pembelajaran selanjutnya.
c. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
C. Penilaian
No. Penilaian Deskripsi
1. Penilaian Sikap Penilaian kedisiplinan dalam
mengisi presensi online dan
tanggung jawab mengerjakan tugas.
2. Penilaian Pengetahuan Penugasan; penilaian tugas online
(disetor pada KI3)
3. Penilaian Keterampilan Mengidentifikasi teks descriptive.
(disetor pada KI4)
folder penugasan dalam Aplikasi e-Learning Madrasah

106
LAMPIRAN RENCANA PELAKSANAAN PEMBELAJARAN
A. Materi Pembelajaran
 Descriptive Text
Descriptive text is used to describe a particular people, places, things or
animals.
 Generic Structure of Descriptive Text
 Identification : describe general information about the topic
 Description : describe specific information about the topic
 Language Features in Descriptive Text
 Use adjective (beautiful, handsome, smart, kind, friendly, .....)
 Use simple present tense (nominal: to be : am, is, are and verbal: verb
1)
 Use specific participant (my cat, my book, ....) or general participant
(cats, books)
 Use conjunction (and, but, so, ...)
B. The Example of Picture and Descriptive Text
“My bestfriend, Ernesto”
Source:slideshare.net
(Identification)
My best friend is Ernesto and he is my classmate. We go to school together.
Ernesto comes from an educated family. His father is a school principal and his
mother is also a teacher.
(Description)
He is punctual, well-educated, and has good manners. He is really hard working.
107
He always does his homework. He is also well-dressed and well-behaved. All

teachers have a high opinion of him.
Ernesto has a well-built body. He is gentle but fearless. He takes part in all sports,
scout, trekking and mountaineering activities. He has a good heart. He is truthful,
honest and obedient.
He also plays the guitar, and he makes his parents very proud of him. He secures
good marks and is usually top of his class in examinations. He inspires me to
work harder. He keeps me away from bad company. I am happy to have such a
friend
C. Langkah-langkah Pembelajaran
1. Pendahuluan
a. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
b. Guru mengarahkan siswa melakukan presensi Online dalam e-
Learning madrasah
c. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
d. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
a. Guru memberitahukan materi apa yang akan dipelajari.
c. Guru memberikan penjelasan tentang descriptive text dan
contohnya.
d. Guru memberikan contoh tentang descriptive text.
e. Guru meminta siswa untuk membuat descriptive text
f. Guru meminta siswa untuk mengumpulkan descriptive text yang
telah mereka buat
g. Guru mengoreksi kesalahan yang dilakukan siswa
h. Guru menunjukan gambar berbeda mengenai orang kepada siswa
telah dibuatnya.
3. Penutup
a. Guru menyimpulkan materi yang sudah dipelajari melalui Video
d. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
108
e. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian

mengucapkan salam.
D. Instrumen Penilaian
a. Instrument pertemuan pertama:
Make a descriptive text about these pictures
109

(Control Class)
Materi Pokok : Descriptive Text
Pertemuan : ke-2
descriptive.
1. Pendahuluan
e. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
f. Guru mengarahkan siswa melakukan presensi Online pada
Aplikasi e-Learning Madrasah.
g. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
h. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
a. Guru memberitahukan materi yang akan dipelajari.
langauge features dari descriptive text
c. Guru memberikan penjelasan tentang definisi, generic structure dan
language features dari descriptive text beserta contohnya.
d. Guru memberikan contoh descriptive text yang kedua.
e. Guru meminta siswa untuk membuat descriptive text berdasarkan
informasi yang telah mereka dapatkan.
f. Guru meminta siswa membacakan hasil descriptive text yang sudah
mereka buat.
g. Guru mencoba mengoreksi apabila ada kesalahan dalam membuat
descriptive text secara langsung.
h. Guru menunjukan gambar berbeda mengenai hewan kepada siswa
individu berdasarkan gambar yang dipilih.
110

telah dibuatnya.
3. Penutup
f. Guru menyimpulkan materi yang sudah dipelajari melalui Video
g. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
h. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
C. Penilaian
(disetor pada KI3)
(disetor pada KI4)
*folder penugasan dalam Aplikasi e-Learning Madrasah

111
animals.
1)
(cats, books)
“Komodo”
Source: slideshare.net
(Identification)
Komodo is the biggest lizard in the world. Some people say it is a dragon and the
scientists say that komodo is one of the ancient animals which survive until today.
The original home of that dragon is Komodo Island, Indonesia. But, we can see
this awesome animal at the zoo. I guest every zoo in this world should has this
animal.
112
(Description)
Komodo is structurally not too different with the other lizard family but because
the shape is so big then this animal is also known as the king of lizard. Komodo
grows at the maximum length of 3 meters with 70-80 kilograms weight.
Komodo is a venomous lizard that hunts any other animal such as birds, and
mammals.
When it bites the other animal, at first the victim would run away and death
somewhere. But after that, komodo would find it because it has tongue and sense
of smell to detect the carrion.
Even it has only single ear bone and bad sight, but using the tongue and the smell
sense it can find the carrion at the radius of 9, 5 km.
Komodo is a dangerous animal which can attack and kill human if there is no
other food to eat. Even this lizard prefers hot and dry place such as grassland,
savanna and forest to stay, but it also can swim at the sea and eat some carrions at
the beach
2. Pendahuluan
e. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
f. Guru mengarahkan siswa melakukan presensi Online dalam e-
Learning Madrasah
g. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
h. Guru menyampaikan maksud dan tujuan pembelajaran.
3. Kegiatan Inti

c. Guru memberikan penjelasan tentang definisi, generic structure
danlanguage features dari descriptive text beserta contohnya.
mereka buat secara langsung
113
g. Guru mencoba mengoreksi apabila ada kesalahan dalam membuat

h. Guru menunjukan gambar berbeda mengenai hewan kepada siswa
individu berdasarkan gambar yang dipilih.
telah dibuatnya.
3. Penutup
b. Guru menyimpulkan materi yang sudah dipelajari melalui Video
i. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
j. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
Make a descriptive text about these pictures.
114

(Control Class)

Materi Pokok : Descriptive Text (Thing)
Pertemuan : ke-3
descriptive.
1. Pendahuluan
i. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
j. Guru mengarahkan siswa melakukan presensi Online melalui
k. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
l. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
mereka buat
h. Guru menunjukan gambar berbeda mengenai benda kepada siswa
115

telah dibuatnya.
3. Penutup
k. Guru menyimpulkan materi yang sudah dipelajari melalui Video
l. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
m. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
C. Penilaian
(disetor pada KI3)
(disetor pada KI4)

116
animals.
1)
(cats, books)
“Book”
Sorce: slideshare.net
(Identification)
A have a book whick I bought last year. The book is a novel whick totled the story
of an idiot. I love that book because when I read it I get not only knowledge but
also intertainment.
117
Unfortunately I had loss this book. I guess I loss it at Tugu Station during my trip
in Yogyakarta. It was difficult to get that book because I never found it at the
book store. I got it at the street book seller in London.
(description)
The color of the book’s cover is dominated in red. The picyure of the cover is a
young man in a black jacket walking through the bridge.
At the first page of that book. I wrote my name and my email address. I also draw
a simple rat at the corner of the first page. I always do the same thing to all my
books because I hope if I loss my book someone who found it would give it back
to me.
The book is written in English. The author of that book is Joseph J Joseph. It is a
strage name but cool enough for the name of a novel author.
The total pages of that book are 125 pages which are divided into 6 parts. At the
back of the cover is actually the short summary of that book, but I changed it by
sticking the picture of a monkey on it.
4. Pendahuluan
i. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
j. Guru mengarahkan siswa melakukan presensi Online melalui
Zoom
k. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
l. Guru menyampaikan maksud dan tujuan pembelajaran.
5. Kegiatan Inti

mereka buat secara langsung
h. Guru menunjukan gambar berbeda mengenai benda kepada siswa
118

telah dibuatnya.
3. Penutup
n. Guru menyimpulkan materi yang sudah dipelajari melalui dalam e-
Learning Madrasah
o. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
p. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
119
Appendix 6
(Experimental Class)

Kelas/Semester : VIII.F/1
Materi Pokok : Descriptive Text (animals)
Pertemuan : ke-2
descriptive.
1. Pendahuluan
m. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
n. Guru mengarahkan siswa melakukan presensi Online dalam
o. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
p. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
a. Guru menunjukan gambar hewan (Komodo) dan deskriptive text
hewan
b. Guru memberikan penjelasan tentang definisi, generic structure,
dan language features dari descriptive text.
c. Guru memberikan penjelasan penggunaan konsep guided questions
d. Guru memberikan penjelasan tentang definisi, generic structure dan
e. Guru memberikan penjelasan penggunaan konsep guided questions
f. Guru menunjukkan sebuah gambar hewan (Dog) kemudian siswa
diminta untuk mengumpulkan informasi
g. Guru memberikan pertanyaan guided questions mengenai gambar
(Dog)
120
h. Guru meminta siswa mengembangkan hasil jawaban yang mereka

buat ke dalam paragrapgh dengan memperhatikan generic structure
dari descriptive text.
i. Guru menunjuk beberapa siswa untuk membacakan descriptive text
yang telah mereka buat secara acak
j. Guru mencoba mengoreksi apabila ada kesalahan dalam membuat
descriptive text secara langsung
k. Guru menunjukan beberapa gambar yang berbeda-beda kepada
siswa
l. Guru meminta siswa untuk membuat descriptive text secara
individu berdasarkan gambar yang diinginkan dengan
menggunakan teknik guided questions.
m. Guru meminta perwakilan siswa untuk menjelaskan hasil yang
telah dibuatnya.
3. Penutup
q. Guru menyimpulkan materi yang sudah dipelajari melalui Video
r. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
s. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
C. Penilaian
(disetor pada KI3)
(disetor pada KI4)
folder penugasan dalam Aplikasi e-Learning Madrasah

121
animals.
1)
(cats, books)
“Komodo”
122
Source: slideshare.net
(Identification)
Komodo is the biggest lizard in the world. Some people say it is a dragon and the
scientists say that komodo is one of the ancient animals which survive until today.
The original home of that dragon is Komodo Island, Indonesia. But, we can see
this awesome animal at the zoo. I guest every zoo in this world should has this
animal.
(Description)
Komodo is structurally not too different with the other lizard family but because
the shape is so big then this animal is also known as the king of lizard. Komodo
grows at the maximum length of 3 meters with 70-80 kilograms weight.
Komodo is a venomous lizard that hunts any other animal such as birds, and
mammals.
When it bites the other animal, at first the victim would run away and death
somewhere. But after that, komodo would find it because it has tongue and sense
of smell to detect the carrion.
Even it has only single ear bone and bad sight, but using the tongue and the smell
sense it can find the carrion at the radius of 9, 5 km.
Komodo is a dangerous animal which can attack and kill human if there is no
other food to eat. Even this lizard prefers hot and dry place such as grassland,
savanna and forest to stay, but it also can swim at the sea and eat some carrions at
the beach.
6. Pendahuluan
m. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
n. Guru mengarahkan siswa melakukan presensi Online pada e-
Learning Madrasah
o. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
p. Guru menyampaikan maksud dan tujuan pembelajaran.
7. Kegiatan Inti
a. Guru menunjukan gambar hewan (Komodo) dan deskriptive text
tentang hewan (Komodo) kepada siswa untuk diamati
dan language features dari descriptive text.
123

yang berisikan information questions
yang berisikan information questions (what, who, when, where,
why and how) dalam menuliskan descriptive text.
f. Guru menunjukkan sebuah gambar hewan (Dog) kemudian siswa
diminta untuk mengumpulkan informasi atau ide-ide yang
berkaitan dengan gambar tersebut.
(Dog) yang sudah diberikan dengan pertanyaan sebagai berikut
sekaligus guru meminta siswa untuk menjawabnya ke dalam
selembar kertas.
- What picture is this ?
- What is the dog ?
- What does the dog look like ?
- What are the dog characteristics ?
- What are the dog physical apperances ?
- What does the dog eat ?
- Where does the dog live ?
- Where does the dog sleep ?
- When does the dog bark ?
- How many eyes the dog has ?
- How many foot the dog has ?
i. Guru meminta beberapa siswa untuk memperesentasikan
descriptive text yang telah mereka buat di depan kelas.
descriptive text
k. Guru memberikan beberapa gambar yang berbeda-beda kepada
masing-masing siswa
individu berdasarkan gambar yang didapatkannya dengan
menggunakan teknik guided questions.
telah dibuatnya.
3. Penutup
124
c. Guru menyimpulkan materi yang sudah dipelajari melalui Video

a. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
b. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
D. Instrument pertemuan kedua:
Make a descriptive text about these pictures,

125

(Experimental Class)

Kelas/Semester : VIII.U1/1
Materi Pokok : Descriptive Text (things)
Pertemuan : ke-3
descriptive.
1. Pendahuluan
q. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
r. Guru mengarahkan siswa melakukan presensi Online pada
s. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
t. Guru menyampaikan maksud dan tujuan pembelajaran.
2. Kegiatan Inti
a. Guru menunjukan gambar benda (Book) dan deskriptive text
dan language features dari descriptive text
f. Guru menunjukkan sebuah gambar benda (Handphone) kemudian
siswa diminta untuk mengumpulkan informasi atau ide-ide yang
tersebut
buat ke dalam paragrapgh
126
i. Guru meminta beberapa siswa untuk membacakan descriptive text

k. Guru menunjukan beberapa gambar yang berbeda-beda kepada
masing-masing siswa mengenai benda.
individu berdasarkan gambar yang diinginkannya dengan
menggunakan jenis pertanyaan yang ada pada guided questions.
m. Guru meminta perwakilan siswa untuk membacakan hasil yang
telah dibuatnya.
3. Penutup
t. Guru menyimpulkan materi yang sudah dipelajari melalui Video
u. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
v. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
C. Penilaian
2. Penilaian Pengetahuan Penugasan; penilaian tugas online.
(disetor pada KI3)
(disetor pada KI4)

127
animals.
1)
(cats, books)
“Book”
Sorce: slideshare.net
(Identification)
A have a book whick I bought last year. The book is a novel whick totled the story
of an idiot. I love that book because when I read it I get not only knowledge but
also intertainment.
Unfortunately I had loss this book. I guess I loss it at Tugu Station during my trip
in Yogyakarta. It was difficult to get that book because I never found it at the
book store. I got it at the street book seller in London.
(description)
The color of the book’s cover is dominated in red. The picyure of the cover is a
young man in a black jacket walking through the bridge.
128
At the first page of that book. I wrote my name and my email address. I also draw
a simple rat at the corner of the first page. I always do the same thing to all my
books because I hope if I loss my book someone who found it would give it back
to me.
The book is written in English. The author of that book is Joseph J Joseph. It is a
strage name but cool enough for the name of a novel author.
The total pages of that book are 125 pages which are divided into 6 parts. At the
back of the cover is actually the short summary of that book, but I changed it by
sticking the picture of a monkey on it.
8. Pendahuluan
q. Guru memberi salam, menyapa sekaligus menanyakan keadaan dan
r. Guru mengarahkan siswa melakukan presensi Online dalam e-
Learning Madrasah
s. Guru meminta siswa untuk berdo’a bersama sebelum pembelajaran
daring dimulai.
t. Guru menyampaikan maksud dan tujuan pembelajaran.
9. Kegiatan Inti
a. Guru menunjukan gambar benda (Book) dan deskriptive text
tentang benda (Book) kepada siswa untuk diamati
dan language features dari descriptive text
yang berisikan information questions
yang berisikan information questions (what, who, when, where,
why and how) dalam menuliskan descriptive text.
f. Guru menunjukkan sebuah gambar hewan (Handphone) kemudian
siswa diminta untuk mengumpulkan informasi atau ide-ide yang
(Handphone) yang sudah diberikan dengan pertanyaan sebagai
berikut sekaligus guru meminta siswa untuk menjawabnya ke
dalam selembar kertas.
- What picture is this ?
- What is Handphone ?
- What color is the handphone ?
129
- What does the handphone look like ?

- What are the fungtions of a handphone?
- Where do people buy a handphone ?
- Why do people need a handphone ?
i. Guru meminta beberapa siswa untuk memperesentasikan
descriptive text yang telah mereka buat di depan kelas
descriptive text
k. Guru memberikan beberapa gambar yang berbeda-beda kepada
masing-masing siswa mengenai benda.
individu berdasarkan gambar yang didapatkannya dengan
menggunakan jenis pertanyaan yang ada pada guided questions.
telah dibuatnya.
3. Penutup
d. Guru menyimpulkan materi yang sudah dipelajari melalui Video
e. Guru memberikan motivasi kepada siswa untuk tetap semangat dan
f. Guru menutup pembelajaran dengan do’a dan hamdalah kemudian
mengucapkan salam.
130
Appendix 7
INSTRUMENT FOR PRE-TEST
Subject : English
Skill : Writing
Time allocation : 60 minutes
Directions :
1. Write your name and your class on the paper!
2. Use your time effectively and work individually!
Instructions:
1. Choose one of the topics!
a. My Father b. My Favorite Cat c. My Favorite Bag
2. Write and Develop the topic into a descriptive text and submit it to the
teacher!
3. Make a descriptive text by using generic structure that consists of
identification and description!
4. Your text will be measured by 5 aspects of writing proposed by Tribble
a. Content (ideas that is used by the students)
b. Organization (how the students organized their ideas)
c. Vocabulary (how the students choose the word/idiom and how many
vocabularies that will be used)
d. Language (the use of grammar, structure, tense, word order etc)
e. Mechanics (spelling, punctuation, capitalization and layout)
131
Appendix 8
INSTRUMENT FOR POST-TEST
Subject : English
Skill : Writing
Time allocation : 60 minutes
Directions :
1. Write your name and your class on the paper!
2. Use your time effectively and work individually!
Instructions:
1. Choose one of the topics!
a. My Mother b. My Lovely Rabbit c. My Car
2. Write and develop the topic into a descriptive text paragraph and submit it
to the teacher!
3. Make a descriptive text by using generic structure that consists of
identification and description!
4. Your text will be measured by 5 aspects of writing proposed by Tribble
a. Content (ideas that is used by the students)
b. Organization (how the students organized their ideas)
c. Vocabulary (how the students choose the word/idiom and how many
vocabularies that will be used)
Language (the use of grammar, structure, tense, word order etc)Mechanics
(spelling, punctuation, capitalization and layout)
132
Appendix 9
EXPERT VALIDATION FOR WRITING TEST

(Before Validation)
Direction:
For each question, please give your response by click the options representing
your choice.
No Questions Yes Comments

1 Is time  An hour is enough to compose
allocation a simple descriptive text for
enough? students
2. Is the topics  The language use to describe
clear enough the topics above are
to be understandable for students
understood?
3 Are the  Yes, it is.
indicators
that will be
measured
clear?
4 Is the generic  Yes, it is. All aspects are already
structure covered in the generic structure
already include of the text namely; identification
all aspects? and description. Yet, you get to
elaborate both of them so the
students know what to be
included in each of them.
5 Is the aspects  The five-aspects of writing are
of writing easy clear on the instrument.
to be Moreover, It will be easier to
understood? get across students's mind if
the teacher is willing to
explicate it first to the students
in detail so they understand
each of them.
General Comments:
Please give any general comments or suggestions you may have concerning this
test development
………………………………………………………………………………………
…………………………………………………………………………………........
Date,
Validator
133
Yuspik, M.Pd
134
EXPERT VALIDATION FOR WRITING TEST

(After Validation)
Direction:
For each question, please give your response by click the options representing
your choice.
No Questions Yes Comments

1 Is time  An hour is enough to compose
allocation a simple descriptive text for
enough? students
2. Is the topics  The language use to describe
clear enough the topics above are
to be understandable for students
understood?
3 Are the  Yes, it is.
indicators
that will be
measured
clear?
4 Is the generic  Yes, it is. All aspects are already
structure covered in the generic structure
already include of the text namely; identification
all aspects? and description. Yet, you get to
elaborate both of them so the
students know what to be
included in each of them.
5 Is the aspects  The five-aspects of writing are
of writing easy clear on the instrument.
to be Moreover, It will be easier to
understood? get across students's mind if
the teacher is willing to
explicate it first to the students
in detail so they understand
each of them.
General Comments:
Please give any general comments or suggestions you may have concerning this
test development
………………………………………………………………………………………
…………………………………………………………………………………........
Date,
Validator
135
Yuspik, M.P
136
Appendix 10
READIBILITY OF THE WRITING TEST
Name :
Class :
Based on the instrument of essay writing test, please answer the following
question.
No Questions Yes No Scale Comment

(1-10)
1. Apakah anda paham dengan
petunjuk (direction) no 1?
perintah (direction) no 2?
petunjuk (instructions) no 1?
*1 describes an item is easy to read and 10 describes an item that is

difficult to read.
137
Appendix 11
The Result of Readability of the Writing Test
Scale Total Average

NO Code
1 2 3 4 5 6
1 T-1 1 1 2 4 1 2 11 1.83
Based 2 T-2 2 1 1 2 2 3 11 1.83
3 T-3 2 1 3 1 2 4 13 2.16
on the
4 T-4 2 1 2 1 3 3 12 2
finding 5 T-5 1 1 3 3 1 2 11 1.83
6 T-6 2 1 2 3 3 3 11 1.83
of 7 T-7 2 1 2 3 2 1 11 1.83
8 T-8 2 3 1 2 1 4 13 2.16
9 T-9 2 3 1 2 1 3 12 2
10 T-10 2 1 3 1 3 4 14 2.33
11 T-11 1 1 2 4 2 3 13 2.16
12 T-12 2 3 2 2 3 4 16 2.66
13 T-13 3 2 2 3 2 3 15 2.5
14 T-14 2 3 1 2 2 3 13 2.16
15 T-15 2 3 2 1 4 3 15 2.5
16 T-16 2 1 2 4 4 3 16 2.66
17 T-17 2 4 3 4 3 5 16 2.66
18 T-18 1 1 2 2 1 2 9 1.5
19 T-19 2 2 3 1 2 4 14 2.33
20 T-20 2 1 3 1 3 4 14 2.33
21 T-21 2 2 1 2 2 2 11 1.83
22 T-22 2 1 3 2 1 5 14 2.33
23 T-23 2 1 2 4 3 3 15 2.5
24 T-24 2 1 2 2 2 2 11 1.83
25 T-25 2 1 2 1 2 3 11 1.83
26 T-26 2 1 3 3 3 3 15 2.5
27 T-27 2 1 2 3 2 2 12 2
28 T-28 1 1 2 1 3 3 11 1.83
Total Mean 51,44
Mean 1.83
Kouame’s research, if the mean of all items of the instrument text has mean under
4.46, the instrument is quite readable and understandable by the readers or test
takers.
138
Based on the mean of the items (instrument) of writing text above the mean is
1.83 (lower than 4.46) it means that the instrument is readable.

139
Appendix 12
THE NAME OF STUDENTS IN EXPERIMENTAL CLASS
AND CONTROL CLASS
Class: VIII F
NO Students’ Name Code

1 Airy Muhammad Fariz Araku A1
2 Aisha Luthfiyah Rahmadi A2
3 Alkhalifi Dayu Wardhana A3
4 Chantika Atthaya Arlie A4
5 Daffa Rhesa Putra A5
6 Dhifta Vania Mufidah A6
7 Dimas Firman Maulana A7
8 Ersya Shafira Ahmad A8
9 Fadlan Khoirin A9
10Farah Alifthisa Wardhani A10
11Ghania Alma Qanita A11
12Hanifah Mustika Ningrum A12
13Joviena Alya Sinatra A13
14Kaitsar Naoval Riandy A14
15Lola Auliyana Putri A15
16M Aqil Fahriantoni A16
17M. Gading Al Farish A17
18Maheswara Tegar Wijaya A18
19Muhammad Rianda Akbar A19
20Muhammad Taufan Amanat Bangsa A20
21Naufal Aziz Ramadhani A21
22Naufal Khairiy Zulkarnain Sormin A22
23Nayla Rahmadiati A23
24Rafly Nofarizi A24
25Refaiz Galih Diandra A25
26Rizqi Nur Hidayah A26
27Royhan Mahatma Ali A27
28Sayka Hanum Ghaisani A28
29Syifa Aulia Rahmadina A29
30Yasmine Zayya Sitompul A30
31Zahirah Khairuna Aziizah Pambudi A31
Class : VIII B
140
THE NAME OF STUDENTS IN CONTROL CLASS
No Students’ Name Code

1 Adzra Firyal Balqis Salsabila B1
2 Agustin Leofard Almukmin B2
3 Aileen Callista Hasan B3
4 Alya Pandu Annisa B4
5 Annisa Farah Chantiqa B5
6 Annisa Tri Rizki B6
7 Aqela Itqiyana Messy B7
8 Aura Cinta Maharani B8
9 Azzahra Banafsaj Calista B9
10Azzahra Maharani B10
11Betuah Perelo Indrapati B11
12Bintang Ramadhan B12
13Chantika Nanda Sureswari B13
14Chelsea Restuning Gusti B14
15Darius Fedora B15
16Dinda Astriloka B16
17Fadlan Ansoni Mega B17
18Farrel Satria Ghoni B18
19Kadila Raifa Anggraini B19
20Khalisah Zulfa Al Husna B20
21Lira Diani Adhellia B21
22M Ammar Makruf Wibowo B22
23M Naufal Farras Alaziz B23
24Majest Rachman Hamim B24
25Maula Nabila Alika Fitri B25
26Nabila Rahmadani B26
27Raja Rayhan Izzatullah B27
28Rakai Langit Penanjungan B28
29Rayyan Abhipraya Nugraha B29
30Rizqy Utama B30
31Sofa Zahra Shellovia B31
32Sonia Putri Larasati B32
141
142
Appendix 13
The Assessment Scale of Writing Work

Area Score Descriptor
Task 20-17Excellent to very good: Excellent to very good treatment of the
Fulfillment/ subject, considerable variety of ideas or argument;
Content independent and through interpretation of the topic; content
relevant to the topic; accurate detail.
16-12Good to average: Adequate treatment of topic, some variety of
ideas or argument; some independence of interpretation of
the topic; most content relevant to the topic; reasonably
accurate detail.
11-8 Fair to poor: Treatment of topic is hardly adequate, little variety of
ideas or argument; some irrelevant content to the topic;
lacking detail.
7-5 Very poor: inadequate treatment of topic, no variety of ideas or
argument; content irrelevant, or very restricted; almost no
useful detail.
4-0 Inadequate: fails to adress the task with any effectiveness.
Organization 20-17Excellent to very good: Fluent expression, ideas clearly stated and
supported; appropriately organized paragraphs or sections;
logically sequenced (coherence); connectives approptiately
used (cohesion).
16-12Good to average: Uneven expression, but main ideas stand out;
paragraphs or sections evident; logically sequenced
(coherence);some connectives used (cohesion).
11-8 Fair to poor: Very uneven expression, ideas difficult follow;
paragraphing/organization does not help the reader; logical
sequenced difficult to follow (coherence); connectives largely
absent (cohesion).
7-5 Very poor: Lacks fluent expressions, ideas very difficult to follow.
Little sense of paragraphing/organization; no sense of logical
sequence.
Vocabulary 20-17Excellent to very good: Wide range of vocabulary; accurate
word/idiom choice and usage; appropriate selection to match
register.
16-12Good to average: Adequate range of vocabulary; occasional
appropriate.
11-8 Fair to poor: Limited range of vocabulary; a noticeable number of
appropriate.
7-5 Very poor: No range of vocabulary; uncomfortably frequent
mistakes in word/idiom choice and usage; no apparent sense
of appropriate
4-0 Inadequate: Fails to address his aspect of the task with any
effectiveness.
Language 30-24Excellent to very good: Confident handling of appropriate
143
structures, hardly any errors of agreement, tense, number,

word order, articles, pronouns, prepositions; meaning never
obscured.
23-18Good to average: Acceptable grammar-but problem with more
complexes structures; mostly appropriate structures; some
errors of agreement, tense, number, word order, articles,
pronouns, prepositions; meaning sometimes obscured.
17-10Fair to poor: Insufficient range of structures with control only
shown in simple constructions; frequent errors of agreement,
tense, number, word order, articles, pronouns, prepositions,
meaning sometimes obscured.
9-6 Very poor: Major problems with structures – even simple ones;
frequent errrors of negation, agreement, tense, number, word
order/function, articles, pronouns, prepositions; meaning
often obscured.
5-0 Inadequate: Fails to address his aspect of the task with any
effectiveness.
Mechanics 10-8 Excellent to very good: Demonstrates full command of spelling,
punctuation, capitalization, and layout.
7-5 Good to average: Occasional errors in spelling, punctuation,
4-2 Fair to poor: Frequent errors in spelling, punctuation,
capitalization, and layout.
1-0 Very poor: Fails to address his aspect of the task with any
effectiveness.
Final score = C + O + V + L + M / 20 + 20 + 20 + 30 + 10 = 100
Note:
C (content) : 20
O (organization) : 20
V (vocabulary) : 20
L (language) : 30
M (mechanics) : 10
Total : 100
144
Appendix 14
PRE-TEST SCORE OF STUDENTS IN EXPERIMENTAL CLASS
No Students’ code Score

1 A1 67
2 A2 59
3 A3 64
4 A4 68
5 A5 57
6 A6 66
7 A7 61
8 A8 61
9 A9 83
10 A10 62
11 A11 71
12 A12 65
13 A13 61
14 A14 65
15 A15 71
16 A16 64
17 A17 66
18 A18 61
19 A19 66
20 A20 73
21 A21 68
22 A22 68
23 A23 64
24 A24 69
25 A25 61
26 A26 67
27 A27 64
28 A28 69
29 A29 65
30 A30 64
31 A31 67
145
146
Appendix 15
PRE-TEST SCORE OF STUDENTS IN CONTROL CLASS

1 B1 61
2 B2 65
3 B3 63
4 B4 57
5 B5 62
6 B6 63
7 B7 62
8 B8 64
9 B9 63
10 B10 74
11 B11 65
12 B12 60
13 B13 60
14 B14 60
15 B15 61
16 B16 72
17 B17 65
18 B18 64
19 B19 61
20 B20 64
21 B21 65
22 B22 62
23 B23 62
24 B24 63
25 B25 62
26 B26 71
27 B27 65
28 B28 65
29 B29 64
30 B30 68
31 B31 60
32 B32 63
147
148
Appendix 16
POST-TEST SCORE OF STUDENTS IN EXPERIMENTAL CLASS

1 A1 83
2 A2 81
3 A3 83
4 A4 82
5 A5 79
6 A6 80
7 A7 81
8 A8 79
9 A9 87
10 A10 80
11 A11 81
12 A12 81
13 A13 80
14 A14 73
15 A15 85
16 A16 76
17 A17 81
18 A18 78
19 A19 84
20 A20 84
21 A21 75
22 A22 82
23 A23 85
24 A24 82
25 A25 85
26 A26 84
27 A27 79
28 A28 85
29 A29 78
30 A30 83
31 A31 84
149
150
Appendix 17
POST-TEST SCORE OF STUDENTS IN CONTROL CLASS

1 B1 76
2 B2 81
3 B3 77
4 B4 72
5 B5 71
6 B6 81
7 B7 78
8 B8 79
9 B9 74
10 B10 80
11 B11 71
12 B12 69
13 B13 69
14 B14 80
15 B15 71
16 B16 82
17 B17 79
18 B18 74
19 B19 74
20 B20 76
21 B21 80
22 B22 77
23 B23 75
24 B24 78
25 B25 76
26 B26 76
27 B27 79
28 B28 72
29 B29 77
30 B30 76
31 B31 79
32 B32 76
151
152
Appendix 18
The Result of Reliability for Pre-Test in Experimental Class

Based on Two Raters
Reliability Statistics
Cronbach's
Alpha N of Items
,957 2
Based on the output of table reliability above it was gained score of
Cronbach’s Alpha 0.957. It was reliable if the score of Cronbach’s
Alpha > 0.600. furthemore, to know the criteria of reliability according
to Arikunto was “very high”

153
154
Appendix 19
The Result of Reliability for Post-Test in Experimental Class

Based on Two Raters
Cronbach's
Alpha N of Items
,960 2

155
156
Appendix 20
The Result of Reliability for Pre-Test in Control Class

Based on Two Raters
Cronbach's
Alpha N of Items
,960 2

157
158
Appendix 21
The Result of Reliability for Post-Test in Control Class

Based on Two Raters
Cronbach's
Alpha N of Items
,958 2

159
Appendix 22
The Result of Normality Test
Tests of Normality
CLASS Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
EXPERIMENTAL .105 31 .200* .975 31 .661

GAIN_SC CLASS
ORE
CONTROL CLASS .149 32 .068 .964 32 .358
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

160
Appendix 23
The Result of Homogeneity Test
Test of Homogeneity of Variances
GAIN_SCORE
Levene Statistic df1 df2 Sig.
.336 1 61 .565
161
Appendix 24
The Result of Hyphotethical Test
Independent Samples Test
Levene's Test t-test for Equality of Means

for Equality of
Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Differen Differenc Interval of the
ce e Difference
Lower Upper
Equal variances .336 .565 2.955 61 .004 3.112 1.053 1.006 5.218
assumed
GAIN_SC
ORE
Equal variances 2.946 58.583 .005 3.112 1.056 .998 5.226
not assumed
162
Appendix 25
The Analysis of Students’ Score of Pre-Test in Experimental Class
Content Organization Vocabulary Language Mechanic Total Average

No Code
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 A1 15 16 15 15 15 14 15 14 7 6 68 66 67
2 A2 14 14 13 14 14 13 13 12 5 5 59 59 59
3 A3 14 14 15 14 15 13 14 16 6 6 64 63 64
4 A4 16 15 15 15 14 15 17 16 6 7 68 68 68
5 A5 12 13 11 12 15 14 13 12 6 6 57 57 57
6 A6 16 15 14 14 14 16 15 14 6 7 65 66 66
7 A7 15 16 14 14 15 14 14 12 4 4 62 60 61
8 A8 15 16 14 14 15 14 14 12 4 4 62 60 61
9 A9 19 19 18 18 19 19 20 19 7 7 83 82 83
10 A10 15 16 14 14 15 14 14 12 4 5 62 61 62
11 A11 17 16 16 15 16 14 18 16 7 6 74 67 71
12 A12 16 15 15 14 14 15 14 14 6 6 65 64 65
13 A13 15 16 14 14 15 14 14 12 4 4 62 60 61
14 A14 16 15 15 14 14 15 14 14 6 6 65 64 65
15 A15 17 16 16 15 16 14 18 16 7 6 74 67 71
16 A16 15 15 14 15 15 15 13 12 6 7 63 64 64
17 A17 16 17 14 15 14 16 15 16 7 7 66 66 66
18 A18 12 12 13 13 14 14 15 14 8 7 62 60 61
19 A19 15 16 14 14 15 13 15 15 7 8 66 66 66
20 A20 17 18 14 15 17 16 17 18 7 7 72 74 73
21 A21 16 15 15 15 14 15 17 16 6 7 68 68 68
163
22 A22 15 16 15 15 15 14 15 15 7 7 68 68 68
23 A23 14 14 14 15 13 14 16 15 7 6 64 64 64
24 A24 16 16 15 15 16 15 16 16 6 6 69 68 69
25 A25 15 16 14 14 15 14 14 12 4 4 62 60 61
26 A26 15 14 14 15 15 14 16 16 8 7 68 66 67
27 A27 15 15 14 15 14 14 14 13 6 7 63 64 64
28 A28 16 16 14 15 14 16 17 16 7 7 68 70 69
29 A29 16 15 15 14 14 15 14 14 6 6 65 64 65
30 A30 16 15 14 14 15 14 14 14 6 6 65 63 64
31 A31 15 14 14 15 15 14 16 16 8 7 68 66 67
Total 476 476 446 450 461 451 471 449 191 191 2047 2015 2037
164
Appendix 26
The Analysis of Students’ Score of Post-Test in Experimental Class

No Code
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 A1 19 19 18 18 19 19 20 19 7 7 83 82 83
2 A2 19 18 18 18 19 19 19 19 7 6 82 80 81
3 A3 19 19 18 18 19 19 20 19 7 7 83 82 83
4 A4 19 19 18 18 19 18 20 19 7 7 83 80 82
5 A5 17 18 18 17 18 18 19 19 7 7 79 79 79
6 A6 18 18 18 18 18 18 19 19 6 7 79 80 80
7 A7 18 18 18 19 19 19 19 19 6 7 80 82 81
8 A8 18 17 18 18 18 17 18 18 6 7 78 77 79
9 A9 20 20 20 20 20 20 20 20 7 7 87 87 87
10 A10 18 18 18 18 18 18 19 19 6 7 79 80 80
11 A11 19 18 18 18 19 19 19 19 7 6 82 80 81
12 A12 19 18 18 18 19 19 19 19 7 6 82 80 81
13 A13 18 18 18 18 18 18 19 19 7 7 80 80 80
14 A14 17 18 14 15 17 16 17 18 7 7 72 74 73
15 A15 19 19 19 19 20 19 20 20 8 8 86 84 85
16 A16 18 17 18 18 18 17 18 18 6 7 78 77 76
17 A17 19 18 18 18 19 19 19 19 7 6 82 80 81
18 A18 18 17 18 18 18 17 18 18 6 7 78 77 78
19 A19 19 19 18 18 19 19 21 20 7 7 84 83 84
20 A20 19 19 18 18 19 19 21 20 7 7 84 83 84
165
21 A21 17 17 17 18 17 17 18 17 6 6 75 75 75
22 A22 19 19 18 18 19 18 20 19 7 7 83 80 82
23 A23 18 18 19 19 20 20 20 20 8 8 85 85 85
24 A24 19 19 18 18 19 18 20 19 7 7 83 80 82
25 A25 19 19 19 19 20 19 20 20 8 8 86 84 85
26 A26 19 19 19 18 19 19 20 20 7 7 84 83 84
27 A27 18 17 18 18 18 17 18 18 6 7 78 77 79
28 A28 20 20 18 19 20 19 20 20 7 8 85 85 85
29 A29 18 17 18 18 18 17 18 18 6 7 78 77 78
30 A30 18 17 18 18 18 17 18 18 6 7 78 77 83
31 A31 20 19 19 19 19 19 20 19 7 7 84 84 84
Total 575 566 560 560 580 567 596 588 210 216 2520 2494 2520
166
Appendix 27
The Analysis of Students’ Score of Pre-Test in Control Class

No Code
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 B1 14 14 14 14 14 15 12 13 5 6 59 62 61
2 B2 15 16 14 15 15 15 14 14 6 6 64 66 65
3 B3 15 15 14 15 14 14 14 14 5 6 62 64 63
4 B4 14 14 13 15 13 13 12 12 4 4 56 58 57
5 B5 14 14 14 14 14 15 15 15 5 4 62 62 62
6 B6 14 14 14 15 14 14 15 15 5 6 62 64 63
7 B7 15 15 14 14 13 13 14 14 5 6 61 62 62
8 B8 16 16 14 15 14 15 14 14 5 5 63 65 64
9 B9 15 15 14 15 14 15 14 14 5 5 62 64 63
10 B10 17 17 15 15 17 17 18 18 6 7 73 74 74
11 B11 15 15 14 14 14 15 16 16 5 6 64 66 65
12 B12 14 15 14 14 13 15 12 12 5 5 58 61 60
13 B13 14 14 16 14 13 15 12 12 5 5 58 61 60
14 B14 14 15 14 14 13 15 12 12 5 5 58 61 60
15 B15 13 15 14 15 14 14 13 13 4 5 59 62 61
16 B16 16 16 15 16 18 18 16 16 6 7 71 73 72
17 B17 15 15 14 15 14 15 15 15 6 6 64 66 65
18 B18 15 15 14 15 14 14 15 15 5 6 63 65 64
19 B19 15 15 14 14 14 15 13 14 4 4 60 62 61
20 B20 15 15 15 15 15 14 14 14 5 6 64 64 64
167
21 B21 15 15 14 15 15 15 15 15 5 5 64 65 65
22 B22 15 15 13 15 14 14 13 13 5 6 61 63 62
23 B23 14 14 14 15 14 15 14 14 5 5 61 63 62
24 B24 15 15 14 15 15 15 13 13 5 6 62 64 63
25 B25 15 15 14 14 13 13 14 14 5 6 61 62 62
26 B26 17 17 16 16 15 17 16 16 6 6 70 72 71
27 B27 15 15 14 15 15 15 15 15 5 6 64 66 65
28 B28 15 15 14 15 14 15 15 15 6 6 64 66 65
29 B29 15 16 14 14 14 15 14 14 6 6 63 65 64
30 B30 16 16 15 15 14 15 17 17 5 6 67 69 68
31 B31 14 15 14 14 13 15 12 12 5 5 58 61 60
32 B32 14 14 14 15 16 16 13 13 5 6 62 64 63
Total 475 482 454 471 456 476 451 453 164 179 2000 2062 2036
168
Appendix 28
The Analysis of Students’ Score of Post-Test in Control Class

No Code
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
1 A1 17 17 16 16 18 18 17 18 7 7 75 76 76
2 A2 18 18 18 18 18 18 20 20 7 6 81 80 81
3 A3 18 20 17 17 17 17 17 17 6 7 75 78 77
4 A4 17 18 17 18 16 16 16 16 6 6 72 74 72
5 A5 16 17 15 15 15 16 17 17 7 7 70 72 71
6 A6 18 18 18 18 18 18 20 20 7 6 81 80 81
7 A7 18 18 18 18 17 17 19 19 6 6 78 78 78
8 A8 19 17 18 17 20 19 17 19 7 7 79 79 79
9 A9 17 18 16 16 17 17 17 18 6 6 73 75 74
10 A10 18 18 17 17 18 18 20 20 7 7 80 80 80
11 A11 16 17 15 15 15 15 18 17 7 7 71 71 71
12 A12 16 17 15 15 15 15 16 16 6 7 68 70 69
13 A13 16 17 15 15 15 15 16 16 6 7 68 70 69
14 A14 18 18 17 17 18 18 20 20 7 7 80 80 80
15 A15 16 17 16 17 15 15 16 16 6 7 69 72 71
16 A16 19 19 19 19 18 18 20 18 7 6 83 80 82
17 A17 19 18 19 18 19 17 18 19 6 7 79 79 79
18 A18 17 18 16 16 17 17 17 18 6 6 73 75 74
19 A19 17 18 16 17 17 17 16 17 6 6 72 75 74
20 A20 17 17 16 16 18 18 17 18 7 7 75 76 76
21 A21 18 18 17 17 18 18 20 20 7 7 80 80 80
22 A22 18 18 17 18 18 18 17 18 6 6 76 78 77
169
23 A23 17 18 16 16 17 17 18 18 6 6 74 75 75
24 A24 18 18 17 17 17 19 18 18 7 7 77 79 78
25 A25 18 18 15 16 17 17 18 18 6 8 74 77 76
26 A26 18 18 17 16 17 17 18 19 6 6 76 76 76
27 A27 18 20 17 17 18 18 18 18 7 7 78 80 79
28 A28 16 16 16 17 16 17 17 17 6 6 71 73 72
29 A29 17 18 16 16 18 18 18 18 7 8 76 78 77
30 A30 18 18 17 17 16 17 18 18 6 6 76 76 76
31 A31 18 20 17 17 18 18 18 18 7 7 78 80 79
32 A32 18 18 15 16 17 17 18 18 6 8 74 77 76
Total 559 573 531 535 548 550 570 577 207 214 2412 2449 2435
170
Appendix 29
DOCUMENTATION OF THE RESEARCH

171
The researcher is giving explanation about descriptive text in

experimental class by using virtual vidio conference (E-learning)
The teacher sent the link of vidio conference in E-learning
The researcher is giving explanation about descriptive text in

control class by using virtual vidio conference (E-learning)
172
The students in experimental class are given for pre-test and post
test in E-learning
The students in control class are given for pre-test and post test
in E-learning
173
174
175
176
177

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KEMENTRIAN AGAMA

UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

FAKULTAS TARBIYAH DAN KEGURUAN

NAME : KHOTI ISNAENI

STUDENT NUMBER : 1611040203

TITLE :The Influence of Using Guided Questions

Bandar Lampung, 20-10-2019

Nurul Puspita, M.Pd

Study Program: English Education

TARBIYAH AND TEACHER TRAINING FACULTY

Study Program: English Education

TARBIYAH AND TEACHER TRAINING FACULTY

THE INFLUENCE OF USING GUIDED QUESTIONS TOWARDS

One of the most important skills in English is writing. It is often considered

Keywords: Guided Questions, Descriptive Text, Quasi Experimental, Students’

MTsN 2 Bandar Lampung in the Academic Year of 2020/2021 is entirely

individual accomplishment. Even though, several statements and theories from

various sources were cited and adopted responsibly.

Bandar Lampung, 20 September 2018

will disappear in society and from history. Writing is work to eternity.”

-Pramoedya Ananta Toer

This thesis is dedicated to:

and guided me to be success in my study and my life.

complete this thesis

this thesis with great patience and enthusiasm.

4. My dear friend Farah Mulyawati person who always provide important

information about the thesis so that this thesis has convenience.

6. My lecturers and almamater of UIN Raden Intan Lampung.

MI MA Rawa Selapan is her primary education which started in 2004 and

registered as a student of English Education Study Program of Tarbiyah and

Teacher Training Faculty from SPAN-PTKIN program in Raden Intan State

Islamic University of Lampung (UIN).

joined UKM Bahasa as secretary of English language division in 2017-2019. In

been a private English teacher in Skatra English for now. .

Using Guided Questions towards Students’ Descriptive Text Writing Ability at

Academic Year of 2020/2021 ” is submitted as a compulsory fulfillment of the

requirement for S1 degree of English Study Program at Tarbiyah and Teacher

Training Faculty, Raden Intan State Islamic University (UIN) of Lampung.

from people around. Therefore the highest appreciation is addressed to:

Program of UIN RadenIntan Lampung.

2. Meisuri, M.Pd the chairperson of English Education Study Program of

UIN Raden Intan Lampung in addition to my primary advisor.

directed until the completion of this thesis well.

4. All lecturers of English Department of UIN Raden Intan Lampung whose

teaching and shared-experience are inspiring.

5. Tarmadi, S.Pd., M, Pd. the headmaster of MTsN 2 Bandar Lampung for

agreeing this research to be conducted.

while the research was conducting.

always pray, give love, and support me.

Hariyanto, M. Pd. Farah Mulyawati, Futihatul Janah, Arnilah, and all of

students of English Program of UIN RadenIntan Lampung, especially

class D. Thanks for your friendship and love.

Bandar Lampung, 20 September 2020

CHAPTER II : THEORICAL FRAMEWORK

CHAPTER V : CONCLUSION AND SUGGESTION

1. Appendix 1: Students’ Score of Writing88

2. Appendix 2 : The Interview for the Teacher93

3. Appendix 3 : Students’ Questionnares .........96

4. Appendix 4 : Syllabus SMP/MTs98

5. Appendix 5 : RPP Control Class104

6. Appendix 6 : RPP Experimental Class119

7. Appendix 7: Instrument for Pre-Test130

8. Appendix 8 : Instrument for Post-Test131