THE EFFECT OF PROJECT BASED LEARNING ON

STUDENTS WRITING SKILL AT SMP N 26

SAROLANGUN

THESIS

LILIS DARYANI
NIM: 205180088

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2023
 THE EFFECT OF PROJECT BASED LEARNING
ON STUDENTS WRITING SKILL AT SMP N 26
SAROLANGUN

Submitted as Partial Fulfillment of Requirements to acquire

Undergrad (S1) Degree at English Education Program

Faculty of Tarbiyah and Teacher Training

LILIS DARYANI

205180088

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERISTY

SULTHAN THAHA SAIFUDDIN JAMBI

2023

i
 KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN

THESIS AGREEMENT / FINAL TASK

Document Form code Date Valid Revision Revision Page
code Number date
In.08-PP-05- In.08-FM-PP- R-0 1-1
01 05-03

Case : Official Notes

Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu‟alaikum wr.wb
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:

Name : Lilis Daryani

NIM : 205180088
Department : English Education Study Program
Judul Skripsi : “The Effect of Project-Based Learning By Posting on
Instagram on Student Writing Skill at SMP N 26 Sarolangun”.

Could be submitted to Munaqasah exam (munaqasah) as one of the

requirements for the undergraduate degree (S1) in English Education Program
Faculty of Education and Teacher Training, The State Islamic University of
Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for animmediate
process of final examination.

Jambi, November, 2022

Advisor I

Hilma Suryani, M.Pd

NIP.198612262015032005

ii
 KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN

THESIS AGREEMENT / FINAL TASK

Document Form code Date Valid Revision Revision Page
code Number date
In.08-PP-05- In.08-FM-PP- R-0 1-1
01 05-03

Case : Official Notes

Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu‟alaikum wr.wb
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:

Name : Lilis Daryani

NIM : 205180088
Department : English Education Study Program
Judul Skripsi : “The Effect of Project-Based Learning By Posting On
Instagram on Student Writing Skill at SMP N 26 Sarolangun”.

Could be submitted to Munaqasah exam (munaqasah) as one of the

requirements for the undergraduate degree (S1) in English Education Program
Faculty of Education and Teacher Training, The State Islamic University of
Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for animmediate
process of final examination.
Jambi, November , 2022
Advisor II

Arya Wira Pratama, M.Pd

NIDN. 2005119401

iii
 STATEMENT OF ORIGINALITY

I who signed below state that the thesis which is end title “The Effect of
Project-Based Learning By Posting on Instagram on Student Writing Skill at SMP
N 26 Sarolangun” is truly my own work.
As certain parts of the writing of which I quoted from the work other
people, I have written the source clearly is accordance with the norms, rules and
ethics of scientific writing.
In the case that if it is found or parts of the thesis are not my own work or
indicated the existence of elements plagiarism in certain parts, I am willing to
accept the sanction in accordance with the regulation from the faculty.

iv
v
 DEDICATIONS

Alhamdulillahi rabbil „alamin

Thanks to Allah subhanahu wata‟ala. The most Gracious, the most

Merciful, the Creator of the Universe for giving me the blessing and leading me,
hence, I could finally writing this thesis. Sholawat to the Prophet Muhammad
Shallallahu „alaihi wa sallam. His presence really change the world. Special
thanks to :
My mother (Almh. Ernawati) and father (Afsalon), as well as my siblings
Damiri, Diandi, Sumanti, Tasrif, Sari, Khairunnisa, Zairul, and cherished nephews
Keysa, El, Al, and Hanum, are my dear parents. I dedicate this modest work to all
of you as a token of my devotion, respect, and unending appreciation for your
giving love, support, and unending love, which I can never repay with just a piece
of paper bearing the word "offering" (love) on it. Since I am aware that I haven't
been able to do more so far, hopefully this is the first step toward making all of
you happy.
My first adviser, Hilma Suryani, M.Pd, and my second advisor, Arya Wira
Pratama, M.Pd, thank you for allowing me to steal my bachelor's degree from you
as a supervisor. As my excellent teacher, may my happiness also be your
happiness.
I also dedicate this thesis to my friends, in particular Norewan, Uti, Wafit,
Dinda, Rahmi, Kiki, Audi, Regina, Aisa, and Adel who have been by my side
throughout and have continuously inspired and supported me to improve. I also
thank my class C friends who are English majors but I won't name them
individually for their support and for being a good place to vent. Amin
Allahumma aamiiin, may we always be blessed with joy and goodness. May we
always be given happiness and goodness, Amiin Allahumma aamiiin…..

vi
 MOTTO

ِ‫مَنْ خَرَ جَ فِى طَلَبِ الْعِلْمِ فَ ُهوَ فى سَبِيْلِ اهلل‬

'' Whoever goes out to seek knowledge then he is in the way of Allah ''
(HR.Turmudzi).

vii
 ACKNOWLEDGMENT

Alhamdulillah, Praise and gratitude we pray to the presence of Allah SWT

for provide strength and guidance to the author, so that this thesis can be
completed thereby. Sholawat and greetings may be poured out to the Prophet
Muhammad SAW, his family, him his relatives, and all his followers.

This thesis was written to fulfill one of the requirements to get a bachelor's
degreedegree (S1) in English Education Study Program, Faculty of Tarbiyah and
Teachers Training. Sulthan Thaha Saifuddin State Islamic University Jambi.

The researcher realizes that this thesis will not be finished without the
assistance, advice and guidance from many parties. Therefore, on this occasion
The researcher would like to express his gratitude and thanks to the following
parties and their contribution:

1. Prof. Dr. H. Suaidi, M.A., Ph. D, as Rector of the State Islamic University
Sultan Thaha Saifddin Jambi.
2. Dr. Hj. Fadlilah, M.Pd as Dean of Tarbiyah FKIP Faculty of the State
Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria, M.Pd and Edi Rozal, M.Pd as Chair and Secretary English
Education Study Program.
4. Hilma Suryani, M.Pd as my first supervisor and Arya Wira Pratama, M. Pd
as my second advisor, thank you very much for your guidance and time.
5. My beloved parents and family who always support and pray for me, thank
you very much.
6. All my courses in English Education Study Program to teach me knowledge
and provide a great experience.
7. All my dear friends and all students in class C English Education Study
Program 2018 which has provided support to me.

viii
 Finally, may Allah SWT deign reply all kindness people who has help and
contributing the researcher. The researcher hope this thesis can be useful for
developing of knowledge.

Jambi, November 2022

Lilis Daryani
205180088

ix
 ABSTRAK

Nama : Lilis Daryani

Jurusan : English Education Program
Judul : Pengaruh pembelajaran berbasis proyek dengan memposting di
instagram terhadap keterampilan menulis siswa di SMP 26
Sarolangun

Penelitian ini menggunakan penelitian kuantitatif yang bertujuan untuk

menemukan pengaruh terhadap penggunaan teknik Project Based Learning
terhadap Keterampilan Menulis siswa. Penelitian ini menggunakan metode
deskriptif kuantitatif. Jumlah siswa dalam penelitian ini 44 responden dilakukan
pada siswa kelas VIII A sebagai kelas eksperimen dan VIII B sebagai kelas
control di SMP Negeri 26 Sarolangun. Nilai rata-rata akhir yang diperoleh dari
kedua kelas dianalisis dengan menggunakan T-test dengan nilai signifikansi
a=0,05. Hal ini dapat dilihat pada paired sample T-test dan independent sample T-
test. Hasil rata-rata skor keterampilan menulis siswa dari kelompok yang sama
yang diajar dengan teknik Project Based Learning diperoleh skor 0,001 yang
dapat dilihat dari kriteria hipotesis jika skor lebih rendah dari 0,05 berarti Ha
diterima. Jadi, dapat dipastikan bahwa ada pengaruh yang signifikan dari teknik
Project Based Learning terhadap keterampilan belajar siswa. Sedangkan, Hasil uji
independent sample t-test menunjukkan bahwa perbedaan hasil reta-rata adalah
2,420 dan signifikansi 2-tailed 0,05 (0,000 0,05). sehingga peneliti dapat
menyimpulkan bahwa Ho ditolak dan Ha diterima. Artinya ada perbedaan yang
signifikan penggunaan Project Based Learning di kelas eksperimen dan kelas
kontrol terhadap keterampilan menulis siswa di SMP Negeri 26 Sarolangun.

Kata kunci : Pembelajaran Berbasis Project, Tes Kinerja Tulisan,

Keterampilan Menulis

x
 ABSTRACT

Name : Lilis Daryani

Department : English Education Study Program
Title : The effect of project-based learning by posting on Instagram on
students' writing skills at SMP 26 Sarolangun

This study used quantitative research to determine how project-based

learning strategies affected students' writing abilities. A quantitative descriptive
methodology was used in this investigation. 44 students participated in the study
as respondents. At SMP Negeri 26 Sarolangun, class VIII A served as the
experimental class while class VIII B served as the control group. The T-test with
a significance value of 0.05 was used to assess the final average result that was
obtained from both classes. The paired sample T-test and independent sample T-
test both demonstrate this. The result of the average score of students' writing
skills from the same group taught with the Project Based Learning technique
obtained a score of 0.001 which can be seen from the experimental hypothesis if
the score is lower than 0.05 it means that Ha is accepted. Therefore, it can be
determined that the Project Based Learning method has a considerable impact on
students' learning skills. The independent sample t-test findings, however,
revealed that the difference in mean scores was 2.420 and the 2-tailed significance
was 0.05. (0.000 0.05). in order for the researcher to draw the conclusion that Ho
is turned down and Ha is accepted. This indicates that the impact of project-based
learning on students' writing skills at SMP Negeri 26 Sarolangun differs
significantly between the experimental class and the control class.

Keywords: Project-Based Learning, Writing Performance Test, Writing Skills

xi
 TABLE OF CONTENT

COVER PAGE .............................................................................................. i

OFFICIAL NOTE ......................................................................................... ii
STATEMENT OF ORIGINALITY ............................................................ iii
DEDICATIONS ............................................................................................. iv
MOTTO ......................................................................................................... v
ACKNOWLEDGMENT ............................................................................... vi
ABSTRACT ................................................................................................... vii
CHAPTER I INTRODUCTION
A. Research Background ............................................................................ 1
B. Identification of the Research ................................................................. 2
C. Limitation of the Research ..................................................................... 2
D. Problem of the Research ....................................................................... 2
E. Research Objective and Significance ..................................................... 3

CHAPTER II RIVIEW OF RELATED LITERTURE

A. Definition of Writing Skill .................................................................... 4
B. Aspects of Writing Skill ........................................................................ 4
C. Definition of Project-Based Learning ................................................... 7
D. Advantages of the use of Project-Based Learning ................................ 7
E. Previous Study ....................................................................................... 9
F. Hypothesis............................................................................................... 10

CHAPTER III METHODOLOGY OF RESEARCH

A. Design of The Research ........................................................................ 11
B. Setting of The Research ......................................................................... 12
C. Population and Sample ......................................................................... 12
D. Subject of The Study ............................................................................. 13
E. Technique of Data Collection ................................................................ 14
F. Technique of Data Analysis ................................................................... 17

xii
CHAPTER IV RESEARCH FINDING
A. Findings of Research ........................................................................... 21
B. Data Statistical Analysis of the Test ..................................................... 28
C. Interprelation ........................................................................................ 34
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................ 38
B. Suggestion ............................................................................................ 38

REFERENCES .............................................................................................. 40

xiii
APPENDICES ............................................................................................... 43
Appendix 1 Rancangan Pembelajaran ............................................................ 44
Appendix 2 Documentation ............................................................................ 90
Appendix 3 Consultation Card ........................................................................ 92
Appendix 4 Curriculum Vintage ..................................................................... 93

xiv
 CHAPTER I
INTRODUCTION

A. Backgound of the Research

Project-based learning is learner-centered and provides students with
opportunities for in-depth investigation of a topic that is feasible according
to Bell (2010), Project-Based Learning (PBL) is a student-driven and
teacher-facilitated learning approach. Students elaborate on questions and
lead through study under teacher supervision. PBL is a teaching approach
that conceptualizes the teacher's curriculum through a project. The project is
guided by inquiry questions that encourage study and enable students to
apply the knowledge they have gained. In addition, Fried-Booth (2002),
states the definition of project-based learning as student-centered and driven
by the need to create a and a product.
The success of their English studies is a crucial component in keeping
their motivation high. As a result, it's critical to pay attention to the teacher's
writing instruction methods. Therefore, it is crucial for researchers to put in
some effort in English teaching and learning and uncover what steps or
activities can enhance writing ability in the classroom.
Considering the quantity of students at SMP n 26 Sarolangun who
lack motivation for learning English, particularly in writing. The results of
the interviews the researcher conducted reveal that some students struggled
with learning English, particularly when it came to their writing abilities.
According to the students, this is because the teacher only gives them
assignments to make them read and respond to questions; they are rarely
asked and given the chance to create texts. It makes almost all students have
difficulty in developing their writing skill. In order to give students more
opportunity to contribute their views, Project-based Learning is expected to
improve student-centered writing education methodologies. To solve current
issues, they strengthen their leadership abilities and support one another as
they deal with writing comprehension issues. The researcher hopes to apply

1
 2

the PjBL strategy to help students write better essays, as other academics
have done. Ermalia (2015) discovered a statistically significant difference in
scores between the experimental class and the comparison class in her
study, Application of Project-Based Learning Models in News Text Writing
Learning (Quasi Experimental Research in Class VIII SMP N 14 Bandung).
This demonstrates the success of using the project-based learning approach
to teach students how to produce news articles.
The author wishes to do study on The Effect Of Project Based
Learning For Student Writing Skill At SMPN 26 Sarolangun based on the
aforementioned considerations.

B. Identification of The Research

According to the study's historical context, the following issue might
be noted:
1. Students find it challenging to communicate their ideas in writing.
2. Students lack desire and enthusiasm in mastering writing skills.
3. Students find it challenging to build their ideas into coherent sentences
for descriptive texts.
C. Limitation of the Research
This research suggests the following issues in order to solve the
limitations of the concerns mentioned above:
1. This research was only for class VIII grades at Junior High Scholl 26
Sarolangun.
2. This project based learning was only for writing skill.
3. The material was descriptive text.

D. Problem of the Research

The study problem that was formulated was the following one in light
of the background data mentioned above:
1. Does project-based learning have any appreciable impact on students'
writing abilities?
 3

2. Does the experimental group differ significantly from the control group
in any way?
E. Research Objective and Significance
1. Research Objective
a. To identify whether the effects of Project-Based Learning can
improve the student‟s writing skill in English classroom at VIII in
Junior High School 26 Sarolangun.
2. Research Signnificance
The findings of this study were anticipated to be helpful in:
a. The teachers
The instructor, in particular the English teacher, would learn
more about how project-based learning has helped students'
writing abilities.
b. The pupils
The method of project-based learning can benefit students'
writing.
c. The author
By carrying out the study, the author was able to determine how
project-based learning affected the students' writing abilities.
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Writing Skill
1. Definition of Writing Skill
Writing talents are specific qualities that allow authors to engage
readers more deeply and communicate their thoughts in relevant ways.
Writing has been defined in a variety of ways by different linguists.
When the focus is elsewhere, such as speaking, acting out, or language
exercise, writing is an essential part of a larger activity ( Harmer,
2007:33 ).
The depiction of language in writing, on the other hand, involves
the employment of a set of signs or symbols. Some individuals believe
that writing is challenging. As stated by Elbow (1981:9), in order to
describe something in writing, a person must be able to both create
thoughts and words on their own and assess them.
Writing is by its very nature a creative process. Written works
frequently come through thinking, drafting, and revising processes that
call for particular talents something not all speakers naturally possess
(Brown, 2003: 335). It can be inferred from the foregoing explanation
that writing is the process of coming up with ideas, considering how to
express them, and organizing them into sentences and paragraphs with
the intention of indirectly communicating with other people. Students
make an effort to express their thoughts through language in writing.
2. Aspects of Writing Skill
Grammar, vocabulary, mechanics, organization, and content are
the five writing components used as indications to assess pupils' writing
proficiency. The following will review a portion of the element.

4
 5

set of rules used as a guide to assist writers in creating sentences that

are appropriate and make sense. Based on Primasthie, K. (2011)
Thesis, Fairbairn and Winch 1996:108. Simple grammatical mistakes
will also reduce a piece of writing's efficacy Wingersky et al 1998:58.
Because of this, it is difficult for the reader due to a lack of
understanding of grammar understanding. Writing grammatically
sound sentences requires keeping in mind a few fundamental
principles. Fairbairn and Winch (1996):58 offer some fundamental
guidelines for structuring sentences correctly. These are what they are:
1. Ensure that the main verb is present in every sentence.
2. A verb is compatible with pronouns and nouns.
3. Verb tenses are consistently used.
a. Vocabulary
Vocabulary A writer needs a large vocabulary with terms that
have been understood in order to create well-written sentences. For
the sake of comprehension and communication, Hornby (1995: 959)
defines vocabulary as a set of terms with their definitions. Readers
cannot understand the subject of writing without vocabulary.
Additionally, when the writer does not employ the appropriate terms,
communication breaks down. Words, according to Bram (1995:48),
are the fundamental tool for writing because they convey the writer's
messages. In conclusion, we can state that one of the linguistic
elements that is essential for communicating our thoughts and feelings
is vocabulary. Vocabulary is essential to language. Williams 1970:14
divides terminology into two categories. Both have a large and a small
vocabulary. According to him, the uncommon words fall into two
categories: short vocabulary (pronouns, prepositions, articles,
auxiliary verbs, conjunctions, and interjections) and large vocabulary
(nouns, adjectives, verbs, and adverbs). The study examined the
students' ability to use pronouns, prepositions, and auxiliary verbs as
 6

well as wide vocabulary nouns, adjectives, and verbs in their writing

of descriptive texts.
b. Mechanics
Much like the other components of writing, mechanics are
crucial. According to Maharani, D. (2016) theory, which is based on
Heaton 1991:135, mechanical skill is one of the writing talents that
includes the capacity to employ written form conventions. It means
that in order to produce better, more meaningful writing, authors must
correctly apply mechanics to their work. According to Fairbairn and
Winch (1996), mechanics which include spelling and punctuation are
the technical parts of writing. A small adjustment to the punctuation
can completely alter the meaning of the statement.
c. Organization
Ability to arrange ideas logically is referred to as an
organization skill. 204 in Hartfield et al., 1983. The paragraph's
phrases should be placed in a logical order so that they contribute
equally to the entire. According to Bram (1995: 21), coherence and
unity are essential components of effective paragraph composition. 1.
Harmony Harmony comes from unity. This means that each paragraph
should have a single major point. According to Bram (1995:20), a
paragraph is said to be a unity if it is composed of phrases that support
one another and express the topic sentence's only main concept. To
put it another way, each sentence in a paragraph should relate to and
develop the major topic that is being controlled. Coherence (b)
Another prerequisite of coherence well-organized paragraph.
d. Content
Content It is crucial for authors to think about their writing's
content in order to ensure that readers can understand the thoughts and
messages they offer. based on Nuardi, N., & Anuar, I. H., Hughey et
al. 1983:140 (2017). Content is the capacity to apply knowledge and
information that is clear and understood, the creation of a thesis, the
 7

relationships between numerous details, and the applicability of the

subject matter. Accordingly, Herdi, H. (2015) journal states that
content is based on Heaton 1991:135 and deals with the writer's
capacity to think creatively and develop ideas, excluding all irrelevant
material. It follows that authors must not only be able to communicate
their ideas creatively based on the knowledge and information they
possess, but also maintain.

B. Project-Based Learning
a. Definition of Project-Based Learning
One can assume that project-based learning is a "instructional
strategy that contextto develop" (Moss & Duzer, 1998, p.1). PBL
differs from traditional instruction in that it places a greater emphasis
on learning through student-centered, multidisciplinary, and integrated
activities in contexts that are relevant to everyday life (Solomon,
2003; Willie, 2001 as quoted by Poonpon, 2011). It is driven by the
need to create an outcome and is student-centered (Fried-Booth, 2002,
p. P. D. Thuan (2018). Project-Based Learning is a result of students'
innate motivations for creating their own assignments on their own or
in small groups. It connects language used in textbooks and the
outside world.

When students understand how language may be used in their

daily lives and how it can help them with their duties and needs, they
can improve their language abilities and communication competence.
Additionally, it will develop self-assurance, teamwork, creativity,
independence, and self-control. As a result, individuals are able to
speak in the target language about their daily lives, cultures, and
environments. It is an activity that improves language and subject
learning in English as a foreign language, according to Guo (2006, p.
147). ualizes learning by giving students issues to resolve or things to
buy.
 8

b. Characteristic of Project-Based Learning

There are numerous ways to define project-based learning, an
educational strategy that is included in the inquiry learning category.
the following references:
1. Children's questions about their surroundings that are personally
important to them give rise to project inquiry (teachers assist in
the development of "fat" or deeper questions).
2. The emphasis is on process rather than content, and the task of
teaching is to assist students in learning how to learn rather than
merely disseminating knowledge.
3. Although the learner is the main emphasis, the teacher's role as
the main facilitator of the inquiry is crucial.
4. To encourage depth, meaningful learning, and contemplation,
lengthy study sessions and large blocks of time are typically
necessary.
c. Advantages of the use of Project-Based Learning
According to Bell (2010), cited in Maulany, project-based
learning offers considerable benefits when employed in the teaching
of English as a second language, especially when teaching speaking
(2013, p. 33).
1. Project-based learning engages students in meaningful learning in
context.
2. Project-Based Learning can create the perfect environment for
practicing your English.
3. Project-based learning can also motivate students should actively
participate in their education.
4. Students' attention, motivation, engagement, and enjoyment are
increased by project-based learning.
5. Project-based learning promotes social learning, which can
enhance a student's capacity for teamwork.
 9

6. The most effective way for kids to improve their language abilities
is through project-based learning.
C. Previous Study
A similar study was conducted by Retno Nurfadhilah (2018). "The
This study, titled "Effect of Project-Based Learning on Students Writing
Ability of Narrative Text (A Quasi-Experimental Study at Tenth Grade
Students of SMA N 1 Tangerang Selatan City in Academic Year
2017/2018)," seeks to ascertain the impact of project-based learning on
students' writing abilities for narrative texts in class X at SMA Negeri 1
Tangerang Selatan City. The author conducts a quantitative research that is
categorized as a quasi-experimental investigation. 360 pupils from class X
who were split into 9 classrooms made up the study's population. The
study's classes each held 40 pupils. Class X IPA 4 served as the
experimental class in this study, and class X IPA 6 served as the control
class. Additionally, the authors employed pre- and post-tests as tools in the
In the experimental research class, the author teaches using the project-
based learning method using infographics in teaching writing narrative
texts, while in the control class, the author uses a conventional technique
where the author provides explanations based on students' books and asks
students to answer written questions. In addition, the authors collected data
for this research by following several steps including providing a pre-test,
giving special treatment by providing project-based learning and giving a
posttest exam at the end of the study. With a significance level of 0.05, the
data for this study will then be calculated using Microsoft Excel 2011 and
analyzed using SPSS version 21. Additionally, the control class's average
value is 71.12 and the experimental class' average value is 78.67 (for a
difference of 0.000044, or 0.05). The findings of this study suggest that
project-based learning classes are generally more valuable than those that do
not. Therefore, it can be inferred that project-based learning has a
substantial impact on class X students at SMA Negeri 1 Tangerang Selatan
 10

City's ability to create narrative texts throughout the 2017–2018 academic

year.
Nawira Ayu Insani conducted the second study in 2020. Pre-
Experimental Study in Class X SMAN 2 WAJO Academic Year 2019/2020
on Using Instagram to Enhance Students' Writing Skills in Descriptive Text.
observing that The analysis of the data reveals that the students' post-test
mean score is (79.36), which is higher than the pre-test mean score (66.84).
The research reveals that the t-value test's (11.050) is higher than the t-value
table's (1.711) at a significance level of 0.02 and degrees of freedom (df) =
24. This indicates that the differences are substantial.
Application of Project-Based Learning Model in News Text Writing
Learning (Quasi Experimental Research on Class VIII Students of SMP N
14 Bandung), the third study carried out by Ermalia (2015), discovered that
the hypothesis test of variations in degrees of confidence was 95% accurate.
It demonstrates how project-based learning techniques are utilized to teach
students how to produce good news articles. Between experimental classes,
there were more substantial value differences than between-class
comparisons.
D. Hypothesis
The following is the formulation of the research's hypothesis:
1. Ha1 : The Effect of Project-Based Learning on Students' Writing Skills
at SMPN 26 Sarolangun is Significant.
2. Ho1 : There is no significant The Effect of Project Based Learning
Students Writing Skill At SMPN 26 Sarolangun.
3. Ha2 : There is a significant difference between the experimental class
and the control class.
4. Ho2 : No discernible distinction exists between the experimental class
and the control class.
 CHAPTER III
METHODOLOGY OF RESEARCH

A. Design of The Research

This study is being conducted in a quasi-experimental manner. Cohen
(1994) defined a quasi-experimental as a study design with some but not all
of the characteristics of a real experiment, with the group not being equated
prior to modification of the independent variable. Pretest-posttest
nonequivalent groups were utilized as the kind of sampling. Two classes are
used in this study as the sample, both an experimental group and a control
group. At the start of the study, both classes take a pretest, an experimental
class-only therapy is given in the middle, and a posttest is given at the
conclusion. The following diagram might be used to demonstrate the.

Table 3.1
Model Design Experiment Pre-test, Post-test Only Control Design
T1 (X) T2
T3 (-X) T4

T1 : Pre-test experimental class.

T2 : Post-test experimental class.
T3 : Pre-test control class.
T4 : Post-test control class.
X : Treatment.

Table 3.2
Design Paradigm Pre-test, Post-test Only Control Design
Class Pre-test Treatment Post-test
Experiment class T1 (X) T2
Control class T3 (-X) T4

11
 12

B. Setting of The Research

The study was conducted at SMPN 26 Sarolangun. This junior high
school is situated on Jl. Kasiro in the Kab. Sarolangun district of Kec.
Batang Asai. There are 6 classes at this school. In Simeulue, this school
offers superior education and is accredited by B.
C. Population and Sample
1. Population
The participants in this study were students in the second grade. of
SMPN 26 Sarolangun. students collected 44 people, divided into two
classes VIII A VIII B.

Table 3.3
Population
Class Number of Students
VIII A 22
VIII B 22
Total 44
Sources : Junior High School 26 Sarolangun

2. Sample
The sample was chosen as a representative sample of the
population for the purpose of observation. The sample, in the words of
Creswell (2002), is a portion of the population the researcher plans to
study in order to draw conclusions about the target group as a whole. The
study's samples came from the experimental class and the control class,
respectively.
For class VIII SMP N 26 Sarolangun, a lottery-based random
sampling technique was adopted in this study. All people are given the
equal opportunity to be chosen as study sample participants since random
sampling is indiscriminate sampling.
Due to the fact that the researcher employed two classes as the
experimental group and control group, the sample was chosen for this
 13

reason. The researcher draws lots from all the available samples to
determine the class that was sampled for the study. A lottery was used to
choose one of the two (2) classes Class VIII A or VIII B from the two (2)
that were chosen as samples for this study. There are experimental and
control classes, with the proviso that if the results of the first lottery are
announced, the experimental group will be assigned, and if the results of
the second lottery are announced, the control group will be assigned.The
results of the lottery turned out to be the first class VIII A as the
experimental class and the second class that came out of class VIII B as
the control class.

Table 3.4
Sample
No Class Number of Students
1. VIII A 22
2. VIII B 22
Total 44

Subject of The Study Furthermore, each sample was subjected to a pre-

test by the researcher. The class with the lower score average was chosen
as an experimental class, while the class with the higher score average was
handled as a control class, based on the results of the pre-test.
D. Subject of The Study
The study's participants were junior high school pupils in the eighth
grade. Students in the junior high school eighth grade participated in this
study. at SMP N 26 Sarolagun during the academic year 2022–2023.
Because there were requirements to participate, the researcher utilized
purposive sampling. 45 people took part in this study, including the English
teacher and 44 students.
 14

E. Technique of Data Collection

Oral performance tests were employed as the research tool in this study
to gather data from participants. Data from the pre- and post-tests were
gathered. for the study using writing performance tests.
Table 3.5
The Process of Collecting the Data
VIII A Pre-test Treatment Post-test
VIII B Pre-test Teacher‟s Strategy Post-test

a. Pre-test
Pre-tests are quick exams intended to gauge a student's preparation
or baseline knowledge for a specific educational setting or course of
study. Both groups received a pre-test before to the start of treatment.
All of the exams had a subjective element. After asking the students to
explain the problem they had been given, the researcher rated them
according to a scoring system.
b. Treatment
For the researcher, two classes a control class and an experimental
class were constructed. Second, the researcher administered a pre-test
to the experimental and control groups. Third, project-based learning is
used to address the experimental class. A post-test was then completed
by both the experimental and control groups. The fifth, the
experimental and control groups, The pre- and post-test results were
compared between the experimental and control groups. The researcher
ultimately reached certain findings based on the data collected in order
to address the issues.
In the experiment, the researcher presented various challenges
related to descriptive text, first determining the topic, and then briefly
explaining it. The researcher then instructed the pupils to answer
certain questions that were closely related to what they had previously
 15

learned, but the scientist provided it to the students to answer these

questions. If the limit has been exhausted, the position specified or
must be changed. Finally, The study's participant asked the pupils to
tell the class the results of the conversation randomly. The treatment
was repeated six times by the researcher. The table below provides a
more detailed explanation.

Table 3.6
Treatment in Experimental Class
Meeting Topic/Sub Teacher Students
Topic
1. Descriptiv 1. Topic determination: 1. Accept the specified
e text (Describing people) topic.
2. Poses the topic-related 2. Answer teacher‟s
prelude query: Give question.
an example of a 3. Choose the spot to
descriptive text.. be photographed,
3. Designing Project upload, caption for
Planning Instagram.
4. Preparation of Project 4. Discuss and make
Implementation Schedule an agreement on the
project schedule.

The researcher provided the control group with students the same
materials, including an invitation card. The students were then
instructed to complete the accompanying student worksheets once the
researcher had gone over the content with them. Ask students if they
have any last questions before summarizing their lessons.
 16

Table 3.7
Teacher’s Strategy in Control Class
Meeting Topic/Sub Teacher Students
Topic
1. Descriptive 1. Topic 1. Accept the
text determination: specified
(Describing topic.
people) 2. Answer
2. Poses the topic- teacher‟s
related prelude question.
query: Give an 3. Pay attention
example of a to the
descriptive text. explain.
3. Tells the 4. Pay attention
objective. to the
4. Describes the explain.
subject matter of
the descriptive
text.

c. Post-test
The post-test that the researcher gave the students following the
treatment contained the same question from the pre-test. Creswell
defines a post-test as an evaluation of a quality or attribute for a subject
taking part in a test following a treatment (2005:285). Both the
experimental and control groups received its application. It assessed the
degree of the students' speaking development following therapy as well
as the efficiency of the project-based learning strategy in improving the
students' writing abilities.
 17

F. Technique of Data Analysis

1. Descriptive Analysis
Standard deviation and the mean are used in a descriptive analysis to
summarize something. According to Hatch and Farhady, A statistic used to
condense data is called descriptive analysis (1982, p. 39). Typical
descriptive analysis examples include mean and standard deviation.
2. Statistical analysis
In order to compare important scores before and after project-based
learning methodologies instruction, statistical analysis is a methodology
applied. The researchers measured students' writing abilities by looking at
their proficiency and comprehension of many writing-related concepts,
such as grammar, vocabulary, mechanics, organization, and content. As a
result, the writing performance test based on the K13 curriculum
incorporates learning about competency standards and fundamental skills
in SMP Negeri 26 Sarolangun. The researcher used a test from SMP
Negeri 26 Sarolangun to gauge the pupils' writing proficiency.

Table 3.8
Criteria of Scoring System
Range 100 Category Qualification
80-100 Very good Successful
66-79 Good Successful
56-65 Satisfactory Successful
40-55 Poor Failed
30-39 Very Poor Failed
The researcher used the formula to get the mean of the scores from
all criteria, as follows :
 18

Table 3.9
Rubric of Writing Assesment
Proficiency Score Weighting
Description
Content 1 2 3 20%
4
Vocabulary 1 2 3 20%
4
Grammar 1 2 3 20%
4
Mechanics 1 2 3 20%
4
Source : Harris, 2005. (as cited in Aplilianis, 2019)

ore=Students1geeting

score/Maximal score X 100 x weighting

Before performing the T-test, the researcher will do a preliminary

analysis that includes a normality test and a homogeneity test. The data
were generated using IBM SPSS 25.

a. Normality
A statistical procedure known as a " Norm test" is a term used
to determine whether a sample or other collection of data falls within
the bounds of a typical a typical distribution. This test's objective is
to determine whether the data are normal. The parametric test is
employed if the data are normal. The non-parametric test is
employed if the data are not currently normal. For statistical
calculations and the normality test in this study, Version 26 of IBM
SPPS (Statistical for Social Science) was used.
The hypothesis for testing normality as follow:
Ho : The data are normally distributed.
 19

Ha : The data are not normally distributed.

The criteria approved and eliminated of hypothesis were:
Ho : is approved when the significance value is higher than
0,05
Ha : is eliminated when the significance value is lower than
0,05
b. Homogeneity
To ascertain whether or not each variable's score has a
homogeneous variance, a homogeneity test is run. Allen argues that
the comparison between The basis of Bartlett's The total of the
variances' logarithms the different groups and a combined variance
estimation (across all groups) are used to assess the equality of group
variances (2017). The Levene homogeneity test was carried out by
the researcher using IBM SPSS version 25.
Statistic hypothesis for testing the homogeneity as follow:
Ho : The variance of data is homogeneous.
Ha : The variance of data is not homogeneous
The criteria of the test:
Ho : is approved when the significance is higher than 0,05
Ha : is eliminated when the significance is lower than 0,05
c. T-test
The validity of the assertion that no discernible change exists
When comparing two mean samples taken at random from the same
population, the T-test statistic is utilized. The researcher examined
the data using the paired sample t-test and the independent sample t-
test. Using class A as the experimental class and class B as the
control class, the independent t-test assesses whether problem-based
learning has an impact on students' speaking abilities in two
members of distinct class groups. The paired sample t-test is used to
compare the effects of project-based learning on students' writing
skills in two groups, despite the fact that all participants in both
 20

groups are the same. The experimental class of the researcher's

choice is A. In that lesson, a pre-test and a post-test will be employed
as two different data collection techniques. Evaluation of the effects
of project-based learning on class A students' performance is the
goal.
d. Paired sample t-test
A two-sample difference test is the paired sample t-Test. The
sample consists of two people who share the same subject but
receive different treatments. To examine earlier research models, a
different model is employed. The paired sample t-test, which is
characterized by differences between the average before and the
average after treatment, is one of the testing techniques used to
evaluate the efficacy of treatment, according to Widiyanto
(2013:35).
Criteria Hypothesis Decision
To Ttable Ha1 Accepted
Ho1 Rejected
To able Ha2 Accepted
Ha2 Rejected
e. Independent sample T-test
According Singgih Santoso (2005:42) reveals that the purpose
of To compare the averages of two groups, use the Independent
Sample t-test. that are not related to each other, whether the two
groups have the same average or not significantly.
Criteria Hypothesis Decision
TO Ttable Ha1 Accepted
Ho1 Rejected
TO Ttable Ha2 Accepted
Ho2 Rejected
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

A. Finding of The Research

The researcher used pre-test and post-test instruments to gather the
information for this chapter. This study seeks to ascertain whether there are
any statistically significant differences in pupils' speaking abilities. who have
used a teacher's English teaching method. The researcher engaged the aid of
two raters to collect data on students' writing ability both before and after the
test. In order to account for the student data, the researcher used SPSS
(Statistical Product and Service Solution) version 26. These are the
conclusions: First, a description of the kids' writing skills. Second, statistical
evaluation of writing competency assessments for students.
1. Descriptive Analysis
The researcher did this study during the 2022–2023 academic year at
State Junior High School 26 Sarolangun. The researcher used a writing
performance exam to administer pre-test and post-test to 43 students in
grades VIII A and VIII B. Accordingly, the researcher used the State
Junior High School 26 Sarolangun scoring system, which had a few
perspectives, such as grammar, vocabulary, mechanics, organization, and
content, to tally the results of the students' English writing performance
test.
This study's goal is to ascertain whether or not project-based learning
significantly affects students' writing skills by first measuring such skills
with a pre- and post-test before beginning treatment.
The pre-test and post-test results were evaluated by the researcher,
who provided the following explanations:
a) In both the experimental and control courses, pre- and post-test
outcomes were generally comparable. The researcher then
provided four topics for students to speak about in front of the
class for a pre- and post-test that would last 1-2 minutes.

21
 22

b) The researcher assigned a score to the data using the scoring

guidelines established by Junior High School 26 Sarolangun.
The pre- and post-tests that were administered at State Junior High
School 26 Sarolangun were valuable, as the researcher showed in this study.
Table 4.1
Standards of Rubric Scoring
Score 100 Category Classification
80 –100 Great Successful
66 – 79 Good Successful
56 – 65 Statisfactory Successful
40 – 55 Poor Failed
30 – 39 Extremely poor Failed
Source: The scoring system by Junior High School N 26 Sarolangun.
a. Pre and post test in experimental class
The experimental class has used pre- and post-testing. The pre-test
and the follow-up test, both of which conducted on September 23 and 29,
2022, respectively. In the pre-test, the students were required to offer and
receive instructions, prohibitions, obligations, and requests for permission.
This was done to assess their proficiency in writing and speaking English.
However, following treatment, a post-test employing the method of Project
Based Learning was administered. Students are given a test that is similar to
the pre-test and are asked to answer to instructions, prohibitions,
obligations, and requests for permission. After treatment, students will take
a post-test to determine their scores.
 23

Table 4.2
Descriptive Analysis of Pre and Post Test
in Experimental Class
N Minimum Maximum Sum Mean Std.
Deviation
Pre-test 22 38 74 1169 53.14 11.029
Post-test 22 54 88 1566 71.18 7.968
Valid N 22

According to the calculations above, The overall Pre-test score for the
experimental class was 1169, with 74 representing the highest score and 38
being the lowest. The mean and standard deviation of the pre-test were
53.14 and 11.029, respectively. Additionally, when the researcher provided
treatment, it was typically observed that the pupils' writing abilities had
improved. The experimental class's overall post-test score was 1566, with
the greatest and lowest scores being 88 and 54, respectively. The mean
score was 71.18, and the standard deviation was 7.968.
As can be seen from the summary below, the researcher used IBM
SPSS version 26 to determine the rates and frequencies of the pre-test and
post-test.
Chart 1
Pre-Test in Experimental Class

Good Poor Statisfactory Very Poor

8%

15%
27%

50%

Diagram 1 above shows that out of 22 students, one student (8%)

received a score of 38 that was categorized as extremely poor, 12 students
 24

(50%) received a score in the range of 40 to 55 that was categorized as poor,

5 students (27%) received a score in the range of 56 to 65 that was
categorized as satisfactory, and 3 students (18%) received a score in the
range of 66-79 that was categorized as great. Students' writing abilities in
the experimental class are notably poor.
However, out of the 22 students, 2 students (9.1%) received a score of
38, compared to 1 student (4.5%) who received a score of 40, 3 students
(13.6%) who received a score of 44, 1 student (4.5%) who received a score
of 45, 2 students (9.1%) who received a score of 48, 3 students (13.6%) who
received a score of 50, and 2 students (9.1%) who received a score of 52,
Additionally, there were 1 student (4.5%) who received a score of 56, 2
students (9.1%) who received a score of 62, 2 students (9.1%) who received
a score of 65, 1 student (4.5%) who received a score of 70, 1 student (4.5%)
who received a score of 72, and 1 student (4.5%) who received a score of
74.
Chart 2
Post-Test in Experimental Class

Good Poor Statisfactory Very Good

8%

30%

60%

2%

Diagram 2 above shows that out of 22 students, 1 student (2%)

received a score of 54 that was categorized as poor, 6 students (30%)
received a score in the range of 55 to 65 that was categorized as satisfactory,
16 students (60%) received a score in the range of 66-79 that was
categorized as good, and 2 students (8%) received a score in the range of 80
 25

to 100 that was categorized as great. It shows that the post-test experimental
class saw an improvement in the students' writing skills.
One student (4.5%) out of the 22 students received a score of 54,
another student (4.5%) received a score of 58, two students (9.1%) received
a score of 64, three students (13.6%) received a score of 66, two students
(9.1%) received a score of 68, another student (4.5%) received a score of 70,
and eight students (36.4%) received a score of 74. In the meantime, there
were 1 student (4.5%) who received a score of 86, 2 students (9.1%) who
had a score of 78, and 1 student (4.5%) who received a score of 88.
b. Pre and post test in control class
Pre-tests and post-tests there have utilized in the control class. The
pre-test and post-test, which involved 22 students in each administration,
took place on September 23, 2022, and September 29, 2022, respectively.
The pre-objectives test's included having the students give and receive
instructions, forbid behavior, assign tasks, and ask permission in order to
assess their level of writing skill in English. However, the children The
control group received instruction using the teacher's approach. In the post-
test, students are given a test that is similar to the pre-test and are required to
offer and receive instructions, prohibitions, obligations, and requests.
Student scores are determined by a post-test after treatment.
Table 4.3
Descriptive Analysis of Pre and Post Test
in Control Class
N Minimum Maximum Sum Mean Std
Deviation
Pre-test 22 36 62 1078 49.00 7.603
Post-test 22 50 86 1356 61.64 8.086
Valid N 22

The calculation above indicated that the control class's overall Pre-test
score was 1078, with 62 being the most notable score and 36 being the
 26

lowest. Pretest mean was 49.00, with a 7.603 standard deviation.

Additionally, it is possible to show that students' writing abilities have
improved, although the cost compared to the control group is not
particularly high. The post-test result for the control group was 1356, with
the highest score being 86 and the lowest being 50. The standard deviation
was 8.086 and the mean score was 61.64.
The pre- and post-test frequencies and rates were computed by the
researcher using IBM SPSS version 26, and are displayed in the diagram
below.
Chart 3
Pre-Test in Control Class

Good Poor Statisfactory Very Poor

3% 2%

35%

60%

Given diagram 3 above, it was clear from the assertion that students'
writing abilities in the control group were poorer. It is common to observe
that out of 22 students, 3 percent had writing skills that were arranged very
poorly on the span 36, 16 percent had writing skills that were arranged
poorly on the span 40–55, 4 percent had satisfactory writing skills on the
span 56–65, and 3 percent had good writing skills on the span 70–75.
However, out of the 22 students, 1 student (4.5%) received a score of
36, 3 students (13.6%) received a score of 40, 6 students (27.3%) received a
score of 44, 1 student (4.5%) received a score of 48, 3 students (13.6%)
received a score of 50, 3 students (13.6%) received a score of 54, 2 students
 27

(9.1%) received a score of 58, and 2 students (20.0%) received a score of

60. In the meantime, 1 student (or 4.5% of the class) received a score of 62.
Chart 4
Post-Test in Control Class

Good Poor Statisfactory Very Poor

2%

18%

15%

65%

In light of the four points above, it is frequently assumed that students'

writing abilities have improved by the time they take the post-test. In any
case, the experimental class' post-test results show a significant result, in
contrast to the students' post-test outcomes in the control class, which did
not show a significant result. It is typical to see that out of 22 students, 3
(15%) had scores that were characterized as poor and 14 (65%) had scores
that were rated as satisfactory between the ranges of 56 and 65. Only one
student (3%) and two (10%) pupils who had good writing skills received
scores in the range (66-79), (80-100).
Two students (9.1%) out of the 22 students received a score of 50,
while one student (4.5%) had a score of 52, three students (13.6%) received
a score of 56, three students (13.6%) received a score of 58, and two
students (9.1%) received a score of 60,In the meantime, there were 3
students (13.6%) who received a score of 62, 3 students (13.6%) who
received a score of 64, 2 students (9.1%) who received a score of 68, 1
student (4.5%) who received a score of 70, 1 student (4.5%) who received a
score of 72, 1 student (4.5%) who received a score of 86, etc.
 28

The results after the researcher treated the experimental class of pupils
utilizing the project-based learning method and compared their performance
to that of the control class. The pre-test scores for both the experimental and
control groups of students were 45. On the post-test, control class students
scored over 55, while students in the experimental class received scores of
over 75. Students in the control class and the experimental class reached
wildly different conclusions.
B. The Data Statistical of Test
1. Test of Normality.
The score distribution for each item was tested to see if it repeated itself
normally using the normality test. When the significance level exceeds 0.05,
the data are considered to be normally distributed. However, if the
significance criterion is less than 0.05, it demonstrates that the data are not
normally distributed. The Kolmogorov-Smirnov test was used in IBM SPSS
version 26 to determine whether the test was normal.

Table 4.4
Normality Test of Pre-test
In Experimental and Control Class
Kolmogorov-Smirnova
Statistik Df Sig
Eksperimen .177 22 .070
Control .199 22 .023

a. Lilliefors significant correlation

In order to determine the normalcy test on the ground using 22 pupils
as an example of exploration, the researcher used the Kolmogorov-
Smirnov method. According to the above table, the great worth (Sig.) of
the normality test of the pre-test in the experimental class was 0.070
whereas it was 0.023 in the control class. When the significance value is
greater than the significance level, it is typically clear that the data were
 29

disseminated frequently. The data showed that p (0.0700.05 and

0.0230.05) was present, which suggests that the pre-test items are
sufficient and ready for usage by eighth-grade pupils.
Table 4.5
Normality Test of Post-test
In Experimental and Control Class
Kolmogorov-Smirnovaa
Statistik Df Sig
Eksperimen .184 22 .052
Control .158 22 .163

b. Lilliefors significant correlation

The norm for the sample of 22 students utilized in the study was
established using the Kolmogorov-Smirnov method, as shown in table 4.5.
The above table shows that the pre-test normality test for the control class
had a significant value (Sig.) of 0.163 and the post-test normality test for
the experimental class had a significant value (Sig.) of 0.052. Additionally,
it can be assumed that the data were collected regularly if the significance
value is higher than the significance level. According to the data in table
4.5 above, the results were normal since they were p≥α (0.052≥0.05 and
0.163≥0.05) which indicates that the instruments and preparation work
were completed by eighth-grade students because the results were more
than the significance threshold, which was 0.05.
2. Test of Homogeneity
The homogeneity test is completed to see whether there is
homogeneous volatility in each variable's score. In order to test for
normalcy, Levene's statistical test of homogeneity was used as follows: HO
= Homogeneous data for variance. Additionally, Ha = Data variance is not
homogeneous. When the significance is greater than 0.05, the test's HO =
criterion are accepted. Additionally, when the significance is less than 0.05,
Ha= is allowed. IBM SPSS version 26 was utilized to determine
 30

homogeneity because there were only two sets of homogeneity test data
used in this study.
Table 4.6
Homogeneity Test of Pre-test
In Experimental and Control Class
Levene df1 df2 Sig.
Statistic
Students Based on Mean 3.413 1 42 .072
Learning Based on Median 1.625 1 42 .209
Outcome Based on Median 1.625 1 31.478 .212
and with adjusted
df
Based on trimmed 3.095 1 42 .086
mean

Both the test class and the control class included comparable pupils
who took the pre-test. Accordingly, it is usually assumed that the variance
data was homogeneous. According to the data in Table 4.6, the pre-test
variance in the experimental and control classes was 0.072, which was
higher than the 0.05 level of significance.

Table 4.7
Homogeneity Test of Post-test
In Experimental and Control Class
Levene df1 df2 Sig.
Statistic
Students Based on Mean .049 1 42 .825
Learning Based on Median .003 1 42 .958
Outcome Based on Median .003 1 41.768 .958
and with adjusted
 31

df
Based on trimmed .049 1 42 .826
mean

In light of the information in Table 4.7, the post-test variance data for
the experimental and control groups was 0.825, which was greater than the
threshold of 0.05 for significance. According to the results, both
experimental and control class students cooperated to complete the pre-test.
As a result, it is frequently assumed that the variance data was
homogeneous.
3. Hypothesis Test
a. Paired Sample T-Test
For this investigation, the researcher employed the t-test formula
using IBM SPSS version 26. The following criteria were used to decide
whether to accept or reject a hypothesis: HO is deemed acceptable if Sig
(Pvalue) = 0.05. In other words, if Ha = is accepted and Sig (Pvalue) =
0.05. When comparing two matched related groups, the paired sample t-
test is employed to establish whether or not the treatment has a
significant effect on students' writing skills.
Table 4.8
Paired Sample Statistics
Mean N Std. Deviation Std. Error
Pair 1 Mean
53.14 22 11.029 2.351
71.18 22 7.968 1.699
 32

Table 4.9
Paired Sample T-Test
Paired Differences
95%Confi
dence
Interval of
the
Defference
Pair Mean Std. Std. Lower Upper T Df Sig.(2-
Deviati Error tailed)
on Mean
Pre -18.045 7.377 1.573 -21.316 -14.774 -11.473 21 <,001
Post

Table 4.8 shows that the paired sample t-test sig. (2-tailed) value was
0.001 0.05. It suggests that Ha is in favor. Sharing student writing on
Instagram highlights the huge impact of project-based learning. According
to the test findings, A statistically significant improvement was seen. in the
students' writing abilities between the two testing periods (Mean = 71.18,
Standard Deviation = 7.968). Before, their writing skills were statistically
significantly worse (Mean = 53.14 Standard Deviation =11.029).
b. Independent Sample T-Test
The researcher used IBM PSS version 26 to calculate the independent
sample t-test results. An Using an independent sample t-test, used to assess
two methodically unrelated bunches in order to determine whether it was
possible to notice that linked population suggests were significantly
different.
 33

Table 4.10
Group Statistics of Independent Sample T-Test

Class N Mean Std. Deviation Std. Error Mean

Students Post 22 71.18 7.968 1.699
Learning experimen
Outcom Post 22 61.64 8.086 1.724
e control

Table 4.11

Independent Sample T-Test

Levene's Test for Equality of t-test for Equality of Means

Variances

Significance Std. 95% Confidence

Mean Error Interval of the

One- Two- Differ Differen Difference

F Sig. T Df Sided p Sided p ence ce Lower Upper

Equal
Hasil variances
belajr not .049 .825 3.944 42 <,001 9.545 2.420 2.420 4.661 14.430
assumed

Equal
variances
not 3.944 41.991 <,001 9.545 2.420 2.420 4.661 14.430
assumed

The study discovered a substantial difference between project-based

learning methodologies and the teacher's strategy were demonstrated to
 34

pupils at state junior high school 26 Sarolangun. with regard to their writing
abilities. In light of the aforementioned data findings, this was the case.
Overall, it demonstrates that 2.420 and 2.420, respectively, are the averages
of the differences and the significant 2-tailed 0.05 (9.545 0.05). The
researcher observed how the students in the experimental class and the
control class wrote on Thursday. The control class has expanded overall,
though not as much as the test class.
C. Interpretation
The purpose of this study is to look into how project-based learning
affects students' writing abilities. It also aims to draw attention to significant
distinctions between pupils who receive project-based learning instruction
and those who do not. It was simpler for teachers and students to interact
while instructing and learning in an effort to improve writing abilities thanks
to project-based learning, which is described in Chapter 2. Using IBM SPSS
version 26, Data were gathered and analyzed from the pre- and post-tests for
the experimental and control classes. In either scenario, the researcher
provided their interpretation of the data. The primary premise of the study is
that project-based instruction will enhance students' writing abilities at
junior high school 26 Sarolangun in the academic year 2022/2023.
. Table 4.2 shows that both the pre- and post-tests gave the experimental
class's explanation more points. The pre-test writing performance score for
the experimental class was 1169. The median pre-test score was 53.14; the
range from the lowest to greatest was 38 to 74. The learning systems of the
pupils improved after applying the project-based learning methodology. The
post-test result for the experimental group was 1566. The mean post-test
results for the experimental class ranged from 54 to 88, with a mean of
71.18. Before using the Project-Based Learning technique, it may be
particularly evident in the students' writing abilities (53.14≤71.18). In other
words, it suggests that the State Junior High School 26 Sarolangun's Project
Based Learning method can enhance students' writing abilities.
 35

Additionally, table 4.3 provided an explanation of the pre- and post-test

results as well as the acquired score of the control class, which demonstrated
that the teachers' methods had improved but were different from those used
in the experimental class. In the control group, the pupils' writing
proficiency was 1078. The control class's pre-test average was 49.00, with
the lowest score being 36 and the highest score being 62. The post-test score
for the pupils' writing ability was 1356. The average post-test score was
61.64, with the lowest score being 50 and the highest being 86. Thus,
despite not receiving any treatment, students in the control group also saw
improvements in their writing abilities. It is quite likely seen from the
pupils' score, which went from 53.14 to 71.18. In conclusion, students'
writing abilities were excellent but they didn't perform as well overall as
when using the project-based learning technique.
Additionally, tests for homogeneity and normalcy were also carried out
by the researcher in order to determine whether or not the researcher's data
were typically scattered and homogeneous. Pre-tests for the experimental
and control classes were randomly distributed because, according to table
4.4, the critical level for both classes is higher than 0.05 (0.070>0.05 and
0.023>0.05). The results were also frequently disseminated based on table
4.5's the experimental and control courses' post-test results since they are
significantly larger than the threshold of 0.05 (0.052>0.05 and 0.163>0.05).
In conclusion, the scores from the pre-test and post-test for each class were
typically communicated since the large level was higher than = 0.05.
Additionally, the researcher's homogeneity of pre-test findings for both
classes had a significant value of 0.072 (0.072>0.05), which was above the
threshold of 0.05. The homogeneity of the post-test scores for the
experimental and control classes exceeded the significance level of = 0.05
with a significant value of 0.825 (0.825>0.05). It is therefore frequently
assumed that the pre-test and post-test results for the two classes were
comparable.
 36

The findings t-test for paired samples show that there has been a
measurably substantial advancement in students' writing abilities between
before and after using the Project Based Learning method (Mean = 71.18
Standard Deviation = 7.968). According to Table 4.8, the paired sample t-
test Sig. (2-tailed) value was 0.001 0.05. It implies that Ha is accepted. It is
therefore clear that project-based learning significantly affects students'
writing abilities. Furthermore, given that the independent sample t-test value
for Levene's test for fairness of change is 3.944 (p=0.825) and the p value is
higher than 0.05, it is generally acknowledged that the data were not
homogeneous but rather varied. The information was homogeneous, though.
Ha is accepted according to the independent t-test Sig. (2-tailed) value in the
table, which was 0.001 0.05. In light of the aforementioned findings, the
experimental and control classes also diverge significantly. In other words,
the average score of the experimental class was higher than that of the
control class (71.18≥61.64).
The results findings of this study are in line with those of Sadeghi et al.
(2016), who discovered that project-based learning activities have become a
successful strategy for improving students' writing test scores. The results of
the current study revealed that project-based learning might improve
students' writing abilities. Additionally, Chikita et al. (2013) and Wahyue
and Rukmini (2015) showed that project-based learning an efficient way for
teaching writing to students of all academic backgrounds, regardless of how
disciplined they were.
In addition, the results of using this project based learning on students are
that students can easily create texts using descriptive text and can solve
students' problems in writing and improve writing aspects that contain
content, organization, grammar, and vocabulary. This has an impact on
students' ability to write better and can result in better written output at the
conclusion of the meeting than at the beginning. The usage of project-based
learning is discovered to be efficient because it offers some helpful syntax
and aids students in learning to write and producing written works. Students
 37

that use PBL will learn and achieve more because they use their knowledge
in real-world situations or while learning as they go (Stripping, Lovett, &
Macko, 2009; Markham, 2011; Giri, 2016). Additionally, PBL is a teaching
strategy that can inspire students' passion to use teamwork techniques to
discover solutions to every issue and challenge in their lives (Bender, 2012).
According to the study's findings, students might raise their scores in the
writing-content category while excelling in the writing-organization
category. Due to the fact that these questions are highly beneficial and make
it simpler for students to come up with ideas and arrange all the information
into a well-organized descriptive prose, This is consistent with Indayati
(2015), who discovered that there was an improvement in both content and
organizational features once project-based learning was implemented in the
teaching of writing.
The pupils' pre-test writing ability score was 1169, while their post-test
writing ability score was 1566. These findings suggest that Project-based
learning has a substantial impact on pupils' writing abilities at state junior
high school 26 Sarolangun. The results of this study showed how well
project-based learning works in teaching writing skills to students at state
junior high school 26 Sarolangun. Simply described, the comparison of
experimental subjects' pre- and post-test results classrooms demonstrates
that students' writing skills are higher than anyone could have anticipated
given the therapy.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
There are a number of inferences that may be made from the results of
the computations shown in Chapter IV, including the following:
1. As mentioned in relation to the paired t-test. The results showed that
students' writing skills had statistically significantly improved before
using the project-based learning technique (Mean = 53.14 standard
deviation = 11.029) and had significantly improved after using the
technique (Mean = 71.18 standard deviation = 7.968). The sample
paired t-test Sig. (2-tailed) value of 0.0010.05 indicates that the result is
acceptable. As has been stated, it is evident that project-based learning
has a substantial impact on students' writing abilities.
2. In addition, the independent sample t-test indicated that the means of
the differences were 2.420 and that the 2-tailed significance level was
0.05 (9.545 0.05). It is therefore possible to draw the conclusion that the
experimental and control classes' effects on the students' writing
abilities are different. Although the control class has improved, it hasn't
improved more than the experimental class. At Junior High School N
26 Sarolangun, the researcher discovered a substantial difference in the
impact of students' writing skills between those who were taught using
a project-based learning technique and those who were taught using a
teachers' strategy.
B. Suggestion

The influence of project-based learning on the writing abilities of

students who participated in the experimental class and those who did not
engage in the experimental class or students who were in the control class
was discovered after the results of this study were analyzed. The following
are some recommendations from the researchers:

38
 39

First, writing can help students improve their writing abilities.

Therefore, whether in or out of the classroom, practice and speak the
language. Do not be afraid to make errors because doing so is the best way
to improve. Students' writing skills will improve the more they write.
Students will be able to write accurately and fluently with additional
practice.

Second, It is anticipated that project-based learning will become one

of many different ways used to enhance writing skills given that it can help
students write more effectively. Teachers are urged to incorporate project-
based learning into extracurricular activities in addition to the classroom to
give students more opportunities for practice.

Third, this research should be continued by another researcher in

order to produce high-quality findings. The instruments that have not been
developed in this study should also be developed by the other researchers.
 40

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 43

APPENDICES
 44

Appendix 1

Rencana Pelaksanaan Pembelajaran

(RPP)
(Experimental Class)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 JP
Pertemuan ke :1

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks  Memberi nama benda
dan unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan deskriptif.
menanyakan tentang
deskripsi orang, binatang,
dan benda, pendek dan
sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam  Menemukan gambaran umum dari
teks deskriptif lisan dan sebuah teks.
 45

tulis, pendek dan sederhana.  Menemukan informasi tertentu

4.1.2 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana,tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Menemukan gambaran umum dari
sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Melengkapi teks deskriptif
sederhana tentang benda
 Menyusun teks deskriptif
sederhana tentang benda

C. Metode Pembelajaran
Project-Based Learning (PBL)

D. Materi Pembelajaran

My Cat

I have a pet cat. It‟s name is Winkie. It‟s white and grey in color. It has
lovely green eyes. It is very soft and furry. It eats fish and drinks milk. It plays
with me when I come back from school. It likes to play with ball in the garden.
It loves me and shows it‟s love by licking me when I come back from school.
It sleeps in a small basket near my bed. I love my pet very much and take care
of it.
a. Purpose of Descriptive text
The purpose is to describe person,animal,thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
 46

5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Cat.

2. The use of the adjective (an adjective) to clarify the noun,

example: It’s white and grey in color.
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
4. Action verb : verbs that show an activity
example: play
E. Langkah – langkah kegiatan pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik memperhatikan 60 menit
Inti contoh teks deskriptif singkat dan sederhana
tentang benda
 Guru meminta peserta didik memperhatikan
fungsi sosial, struktur teks, unsur
kebahasaan, maupun format pembuatan
kalimat teks deskriptif tentang benda.
 Guru meminta peserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Guru meminta peserta didik membacakan
teks. deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang tepat.
 Guru meminta peserta didik
 47

mendeskripsikan benda yang ada

disekitarnya dengan bahasa Inggris baik yang
ada didalam maupun diluar kelas serta
lingkungannya sesuai dengan konteksnya.
 Guru meminta siswa untuk membuka
hanphone
 Guru meminta siswa untuk memilih spot
yang akan dipoto.
 Guru meminta siswa untuk memposting di
instagram.
 Guru meminta siswa untuk menulis caption
dengan menggunakan descriptive text.
Penutup  Peserta didik diberikan kesempatan untuk 5 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan
pada pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Handphone,Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Mengetahui
Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 48

Rencana Pelaksanaan Pembelajaran

(RPP)
(Kelas Control)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 jp
Pertemuan ke :1

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks dan  Memberi nama benda
unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan menanyakan deskriptif.
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam teks  Menemukan gambaran umum
deskriptif lisan dan tulis, dari sebuah teks.
pendek dan sederhana.  Menemukan informasi tertentu
dari teks sederhana
4.1.2 Menyusun teks deskriptif  Menemukan informasi rinci dari
 49

lisan dan tulis, pendek dan  teks sederhana

sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
 Menemukan gambaran umum
dari sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana

C. Metode Pembelajaran

Ceramah

D. Materi Pembelajaran

My Cat
I have a pet cat. It‟s name is Winkie. It‟s white and grey in color. It has
lovely green eyes. It is very soft and furry. It eats fish and drinks milk. It plays
with me when I come back from school. It likes to play with ball in the garden. It
loves me and shows it‟s love by licking me when I come back from school. It
sleeps in a small basket near my bed. I love my pet very much and take care of it.
a. Purpose of Descriptive text
The purpose is to describe person, thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Cat
2. The use of the adjective (an adjective) to clarify the noun,
example: It‟s white and grey in color.
 50

3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
4. Action verb : verbs that show an activity
example: play

E. Langkah – langkah Kegiatan Pembelajaran

Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 Menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik 60 menit
Inti memperhatikan contoh teks deskriptif
singkat dan sederhana tentang benda
 Guru meminta peserta didik
memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format
pembuatan kalimat teks deskriptif tentang
benda.
 Memintapeserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Meminta peserta didik membacakan teks.
deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang
tepat.

Penutup  Peserta didik diberikan kesempatan untuk 10 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
 51

pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 52

Rencana Pelaksanaan Pembelajaran

(RPP)
(Experimental Class)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 JP
Pertemuan ke :2

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks  Memberi nama benda
dan unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan deskriptif.
menanyakan tentang
deskripsi orang, binatang,
dan benda, pendek dan
sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam  Menemukan gambaran umum dari
teks deskriptif lisan dan sebuah teks.
tulis, pendek dan sederhana.  Menemukan informasi tertentu
4.1.2 Menyusun teks deskriptif dari teks sederhana
 53

lisan dan tulis, pendek dan  Menemukan informasi rinci dari

sederhana,tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
teks sederhana
 Menemukan gambaran umum dari
sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Melengkapi teks deskriptif
sederhana tentang benda
 Menyusun teks deskriptif
sederhana tentang benda

C. Metode Pembelajaran
Project-Based Learning (PBL)

D. Materi Pembelajaran

My Teddy Bear

I have a favorite doll. It is an original Teddy Bear from America. Aunt Lily
gave it to me last year when she returned from her business trip in New York. I
was very happy. I put it on a cabinet next to my bed. Sometimes I use it as a
pillow.
My Teddy Bear is very big, and the colour is brown. It is about 150
centimeters tall and the width is about 50 centimeters. When I put it on my bed it
will occupy half of it. It is almost as big as my body. It is made of typical kind of
fabric called rasfur. The head is round with the size of 25 centimeters. It has two
ears which located on top of its head. The shape of the ear is half circle and the
size is half of my palm. The colour of its eye is dark brown. I think it is made of
glass since I can see through it. It has a light brown ribbon encircling its neck. On
the sole of each foot, there is a paw pattern made of smooth fabric.
a. Purpose of Descriptive text
The purpose is to describe person,animal,thing or place in specific.
b. Type of Descriptive text
1. Describing process
 54

2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Teddy Bear
2. The use of the adjective (an adjective) to clarify the noun,
example: My Teddy Bear is very big
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah kegiatan pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik memperhatikan 60 menit
Inti contoh teks deskriptif singkat dan sederhana
tentang benda
 Guru meminta peserta didik memperhatikan
fungsi sosial, struktur teks, unsur
kebahasaan, maupun format pembuatan
kalimat teks deskriptif tentang benda.
 Guru meminta peserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Guru meminta peserta didik membacakan
teks. deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang tepat.
 Guru meminta peserta didik
 55

mendeskripsikan benda yang ada

disekitarnya dengan bahasa Inggris baik yang
ada didalam maupun diluar kelas serta
lingkungannya sesuai dengan konteksnya.
 Guru meminta siswa untuk membuka
hanphone
 Guru meminta siswa untuk memilih spot
yang akan dipoto.
 Guru meminta siswa untuk memposting di
instagram.
 Guru meminta siswa untuk menulis caption
dengan menggunakan descriptive text.
Penutup  Peserta didik diberikan kesempatan untuk 5 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan
pada pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Handphone,Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Mengetahui
Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 56

Rencana Pelaksanaan Pembelajaran

(RPP)
(Kelas Control)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 jp
Pertemuan ke :2

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks dan  Memberi nama benda
unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan menanyakan deskriptif.
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam teks  Menemukan gambaran umum
deskriptif lisan dan tulis, dari sebuah teks.
pendek dan sederhana.  Menemukan informasi tertentu
dari teks sederhana
4.1.2 Menyusun teks deskriptif  Menemukan informasi rinci dari
 57

lisan dan tulis, pendek dan  teks sederhana

sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
 Menemukan gambaran umum
dari sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana

C. Metode Pembelajaran

Ceramah

D. Materi Pembelajaran

My Teddy Bear

I have a favorite doll. It is an original Teddy Bear from America. Aunt Lily
gave it to me last year when she returned from her business trip in New York. I
was very happy. I put it on a cabinet next to my bed. Sometimes I use it as a
pillow.
My Teddy Bear is very big, and the colour is brown. It is about 150 centimeters
tall and the width is about 50 centimeters. When I put it on my bed it will occupy
half of it. It is almost as big as my body. It is made of typical kind of fabric called
rasfur. The head is round with the size of 25 centimeters. It has two ears which
located on top of its head. The shape of the ear is half circle and the size is half of
my palm. The colour of its eye is dark brown. I think it is made of glass since I
can see through it. It has a light brown ribbon encircling its neck. On the sole of
each foot, there is a paw pattern made of smooth fabric.
a. Purpose of Descriptive text
The purpose is to describe person, thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
 58

c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Teddy Bear
2. The use of the adjective (an adjective) to clarify the noun,
example: My Teddy Bear is very big
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.

E. Langkah – langkah Kegiatan Pembelajaran

Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 Menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik 60 menit
Inti memperhatikan contoh teks deskriptif
singkat dan sederhana tentang benda
 Guru meminta peserta didik
memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format
pembuatan kalimat teks deskriptif tentang
benda.
 Memintapeserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Meminta peserta didik membacakan teks.
deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang
tepat.

 59

Penutup  Peserta didik diberikan kesempatan untuk 10 menit

bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 60

Rencana Pelaksanaan Pembelajaran

(RPP)
(Experimental Class)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 JP
Pertemuan ke :3

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks  Memberi nama benda
dan unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan deskriptif.
menanyakan tentang
deskripsi orang, binatang,
dan benda, pendek dan
sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam  Menemukan gambaran umum dari
teks deskriptif lisan dan sebuah teks.
tulis, pendek dan sederhana.  Menemukan informasi tertentu
4.1.2 Menyusun teks deskriptif dari teks sederhana
 61

lisan dan tulis, pendek dan  Menemukan informasi rinci dari

sederhana,tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
teks sederhana
 Menemukan gambaran umum dari
sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Melengkapi teks deskriptif
sederhana tentang benda
 Menyusun teks deskriptif
sederhana tentang benda

C. Metode Pembelajaran
Project-Based Learning (PBL)

D. Materi Pembelajaran

My School
My Junior High school‟s building is not too far from my home. I usually go
there by riding bicycle. I only need around 5-7 minutes to get there. Aside from
daily routine in school which start from 7 a.m. until 1 p.m., at the afternoon I also
go there to play or just to see basketball exercising.
My school is not to big like the other school which has football field and
auditorium. The main building only has 16 rooms. Each grade is divided into 8
classes, so that because the school only has 16 rooms, the first grade starts the
class at 1 p.m. until 5 p.m.; the morning class is only for second and third grade.In
addition to that, my school has also one basketball court, one lab, one hall which
we call pendopo, one mosque, one canteen, teacher‟s room, toilets and parking
area. One place that I love most at school is the bench near a small pond. At the
break time, I always sit at that bench and see the fish swimming.
a. Purpose of Descriptive text
The purpose is to describe person,animal,thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
 62

4. Describing object
5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My School
2. The use of the adjective (an adjective) to clarify the noun,
example: My school is not to big
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah kegiatan pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik memperhatikan 60 menit
Inti contoh teks deskriptif singkat dan sederhana
tentang benda
 Guru meminta peserta didik memperhatikan
fungsi sosial, struktur teks, unsur
kebahasaan, maupun format pembuatan
kalimat teks deskriptif tentang benda.
 Guru meminta peserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Guru meminta peserta didik membacakan
teks. deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang tepat.
 Guru meminta peserta didik
mendeskripsikan benda yang ada
disekitarnya dengan bahasa Inggris baik yang
 63

ada didalam maupun diluar kelas serta

lingkungannya sesuai dengan konteksnya.
 Guru meminta siswa untuk membuka
hanphone
 Guru meminta siswa untuk memilih spot
yang akan dipoto.
 Guru meminta siswa untuk memposting di
instagram.
 Guru meminta siswa untuk menulis caption
dengan menggunakan descriptive text.
Penutup  Peserta didik diberikan kesempatan untuk 5 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan
pada pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Handphone,Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Mengetahui
Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 64

Rencana Pelaksanaan Pembelajaran

(RPP)
(Kelas Control)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 jp
Pertemuan ke :3

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks dan  Memberi nama benda
unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan menanyakan deskriptif.
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam teks  Menemukan gambaran umum
deskriptif lisan dan tulis, dari sebuah teks.
pendek dan sederhana.  Menemukan informasi tertentu
dari teks sederhana
4.1.2 Menyusun teks deskriptif  Menemukan informasi rinci dari
 65

lisan dan tulis, pendek dan  teks sederhana

sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
 Menemukan gambaran umum
dari sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana

C. Metode Pembelajaran

Ceramah

D. Materi Pembelajaran

My School
My Junior High school‟s building is not too far from my home. I usually go
there by riding bicycle. I only need around 5-7 minutes to get there. Aside from
daily routine in school which start from 7 a.m. until 1 p.m., at the afternoon I also
go there to play or just to see basketball exercising.
My school is not to big like the other school which has football field and
auditorium. The main building only has 16 rooms. Each grade is divided into 8
classes, so that because the school only has 16 rooms, the first grade starts the
class at 1 p.m. until 5 p.m.; the morning class is only for second and third grade.In
addition to that, my school has also one basketball court, one lab, one hall which
we call pendopo, one mosque, one canteen, teacher‟s room, toilets and parking
area. One place that I love most at school is the bench near a small pond. At the
break time, I always sit at that bench and see the fish swimming.
a. Purpose of Descriptive text
The purpose is to describe person, thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
c. Generic Structure
1. Identification
 66

2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My School
2. The use of the adjective (an adjective) to clarify the noun,
example: My school is not to big
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.

E. Langkah – langkah Kegiatan Pembelajaran

Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 Menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik 60 menit
Inti memperhatikan contoh teks deskriptif
singkat dan sederhana tentang benda
 Guru meminta peserta didik
memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format
pembuatan kalimat teks deskriptif tentang
benda.
 Memintapeserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Meminta peserta didik membacakan teks.
deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang
tepat.

Penutup  Peserta didik diberikan kesempatan untuk 10 menit
bertanya mengenai materi pelajaran hari
ini.
 67

 Guru dan siswa bersama – sama

menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 68

Rencana Pelaksanaan Pembelajaran

(RPP)
(Experimental Class)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 JP
Pertemuan ke :4

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks  Memberi nama benda
dan unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan deskriptif.
menanyakan tentang
deskripsi orang, binatang,
dan benda, pendek dan
sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam  Menemukan gambaran umum dari
teks deskriptif lisan dan sebuah teks.
tulis, pendek dan sederhana.  Menemukan informasi tertentu
4.1.2 Menyusun teks deskriptif dari teks sederhana
 69

lisan dan tulis, pendek dan  Menemukan informasi rinci dari

sederhana,tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
teks sederhana
 Menemukan gambaran umum dari
sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Melengkapi teks deskriptif
sederhana tentang benda
 Menyusun teks deskriptif
sederhana tentang benda

C. Metode Pembelajaran
Project-Based Learning (PBL)

D. Materi Pembelajaran

My Teacher
I have a teacher at my school who I respect. She is Mrs. Susi, an English
teacher. Mrs. Susi is still young so she is popular among students, she is still 30
years old. Although still young, Mrs. Susi is a disciplined teacher. Although firm,
Mrs.Susi is actually very kind to each of her students. Mrs. Susi has short hair
and always looks neat at school. He wears glasses because he has an eye problem.
Many male students really like her. According to many male students, Mrs. Susi is
an authoritative and cool woman with a sharp nose. Mrs. Susi‟s skin is also white
which makes it more attractive to many students.
Mrs. Susi is very concerned about all her students at school. He always tries to
give proper and positive advice to the students. Mrs. Susi also succeeded in
making all her students like English as a compulsory subject. He is very good at
explaining difficult material and can create a comfortable atmosphere.
a. Purpose of Descriptive text
The purpose is to describe person,animal,thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
 70

4. Describing object
5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Teacher
2. The use of the adjective (an adjective) to clarify the noun,
example: Mrs.Susi is actually very kind to each of her students.
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah kegiatan pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik memperhatikan 60 menit
Inti contoh teks deskriptif singkat dan sederhana
tentang benda
 Guru meminta peserta didik memperhatikan
fungsi sosial, struktur teks, unsur
kebahasaan, maupun format pembuatan
kalimat teks deskriptif tentang benda.
 Guru meminta peserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Guru meminta peserta didik membacakan
teks. deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang tepat.
 Guru meminta peserta didik
mendeskripsikan benda yang ada
disekitarnya dengan bahasa Inggris baik yang
 71

ada didalam maupun diluar kelas serta

lingkungannya sesuai dengan konteksnya.
 Guru meminta siswa untuk membuka
hanphone
 Guru meminta siswa untuk memilih spot
yang akan dipoto.
 Guru meminta siswa untuk memposting di
instagram.
 Guru meminta siswa untuk menulis caption
dengan menggunakan descriptive text.
Penutup  Peserta didik diberikan kesempatan untuk 5 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan
pada pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Handphone,Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Mengetahui
Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 72

Rencana Pelaksanaan Pembelajaran

(RPP)
(Kelas Control)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 jp
Pertemuan ke :4

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks dan  Memberi nama benda
unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan menanyakan deskriptif.
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam teks  Menemukan gambaran umum
deskriptif lisan dan tulis, dari sebuah teks.
pendek dan sederhana.  Menemukan informasi tertentu
dari teks sederhana
4.1.2 Menyusun teks deskriptif  Menemukan informasi rinci dari
 73

lisan dan tulis, pendek dan  teks sederhana

sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
 Menemukan gambaran umum
dari sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana

C. Metode Pembelajaran

Ceramah

D. Materi Pembelajaran

My Teacher
I have a teacher at my school who I respect. She is Mrs. Susi, an English
teacher. Mrs. Susi is still young so she is popular among students, she is still 30
years old. Although still young, Mrs. Susi is a disciplined teacher. Although firm,
Mrs.Susi is actually very kind to each of her students. Mrs. Susi has short hair
and always looks neat at school. He wears glasses because he has an eye problem.
Many male students really like her. According to many male students, Mrs. Susi is
an authoritative and cool woman with a sharp nose. Mrs. Susi‟s skin is also white
which makes it more attractive to many students.
Mrs. Susi is very concerned about all her students at school. He always tries to
give proper and positive advice to the students. Mrs. Susi also succeeded in
making all her students like English as a compulsory subject. He is very good at
explaining difficult material and can create a comfortable atmosphere.
a. Purpose of Descriptive text
The purpose is to describe person, thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
c. Generic Structure
1. Identification
 74

2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My Teacher
2. The use of the adjective (an adjective) to clarify the noun,
example: Mrs.Susi is actually very kind to each of her students.
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah Kegiatan Pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 Menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik 60 menit
Inti memperhatikan contoh teks deskriptif
singkat dan sederhana tentang benda
 Guru meminta peserta didik
memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format
pembuatan kalimat teks deskriptif tentang
benda.
 Memintapeserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Meminta peserta didik membacakan teks.
deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang
tepat.

Penutup  Peserta didik diberikan kesempatan untuk 10 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
 75

menyimpulkan pembelajaran hari ini.

 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 76

Rencana Pelaksanaan Pembelajaran

(RPP)
(Experimental Class)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 JP
Pertemuan ke :5

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks  Memberi nama benda
dan unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan deskriptif.
menanyakan tentang
deskripsi orang, binatang,
dan benda, pendek dan
sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam  Menemukan gambaran umum dari
teks deskriptif lisan dan sebuah teks.
tulis, pendek dan sederhana.  Menemukan informasi tertentu
4.1.2 Menyusun teks deskriptif dari teks sederhana
 77

lisan dan tulis, pendek dan  Menemukan informasi rinci dari

sederhana,tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
teks sederhana
 Menemukan gambaran umum dari
sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana
 Melengkapi teks deskriptif
sederhana tentang benda
 Menyusun teks deskriptif
sederhana tentang benda

C. Metode Pembelajaran
Project-Based Learning (PBL)

D. Materi Pembelajaran

My mother's name is Eni.

My mother is a beautiful woman. My mother's skin is tan with long, black,
wavy hair.
My mother also has a distinctive aroma and is very fragrant, I love being around
my mother.Compared to me who is 16 years old, my mother is shorter than me.
Maybe my mother's height is about 155 cm.A very typical Central Javanese
accent comes out when Mother is talking.
My mother often speaks in javanese language with fine manners when talking
to me so that I am familiar with the Javanese language of fine manners or krama
halus. My mother is also not the type of mother who often gets angry. When my
sister or I irritated her, my mom rather cried than got angry. I really love my
mother, she is a hard worker who helps my father support the family. My mother
is a role model in my life.
a. Purpose of Descriptive text
The purpose is to describe person,animal,thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
 78

3. Describing personality
4. Describing object
5. Describing place
c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My mother's name is Eni.

2. The use of the adjective (an adjective) to clarify the noun,

example: My mother's skin is tan with long, black, wavy hair.
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah kegiatan pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik memperhatikan 60 menit
Inti contoh teks deskriptif singkat dan sederhana
tentang benda
 Guru meminta peserta didik memperhatikan
fungsi sosial, struktur teks, unsur kebahasaan,
maupun format pembuatan kalimat teks
deskriptif tentang benda.
 Guru meminta peserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Guru meminta peserta didik membacakan
teks. deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang tepat.
 79

 Guru meminta peserta didik mendeskripsikan

benda yang ada disekitarnya dengan bahasa
Inggris baik yang ada didalam maupun diluar
kelas serta lingkungannya sesuai dengan
konteksnya.
 Guru meminta siswa untuk membuka
hanphone
 Guru meminta siswa untuk memilih spot
yang akan dipoto.
 Guru meminta siswa untuk memposting di
instagram.
 Guru meminta siswa untuk menulis caption
dengan menggunakan descriptive text.
Penutup  Peserta didik diberikan kesempatan untuk 5 menit
bertanya mengenai materi pelajaran hari
ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan
pada pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Handphone,Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Mengetahui

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088

\
 80

Rencana Pelaksanaan Pembelajaran

(RPP)
(Kelas Control)

Sekolah : SMP N 26 Sarolangun

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Materi Pokok : Descriptive text
Alokasi Waktu : 2 jp
Pertemuan ke :5

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Menerapkan struktur teks dan  Memberi nama benda
unsur kebahasaan untuk  Mengidentifikasikan sifat benda
melaksanakan fungsi sosial  Mendeskripsikan benda
teks deskriptif dengan  Menyebutkan fungsi sosial teks
menyatakan dan menanyakan deskriptif.
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya
4. 1 Menangkap makna dalam teks  Menemukan gambaran umum
deskriptif lisan dan tulis, dari sebuah teks.
pendek dan sederhana.  Menemukan informasi tertentu
dari teks sederhana
4.1.2 Menyusun teks deskriptif  Menemukan informasi rinci dari
 81

lisan dan tulis, pendek dan  teks sederhana

sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
 Menemukan gambaran umum
dari sebuah teks.
 Menemukan informasi tertentu
dari teks sederhana
 Menemukan informasi rinci dari
teks sederhana

C. Metode Pembelajaran

Ceramah

D. Materi Pembelajaran

My mother's name is Eni

My mother is a beautiful woman. My mother's skin is tan with long, black,

wavy hair.
My mother also has a distinctive aroma and is very fragrant, I love being around
my mother.Compared to me who is 16 years old, my mother is shorter than me.
Maybe my mother's height is about 155 cm.A very typical Central Javanese
accent comes out when Mother is talking.
My mother often speaks in javanese language with fine manners when talking
to me so that I am familiar with the Javanese language of fine manners or krama
halus. My mother is also not the type of mother who often gets angry. When my
sister or I irritated her, my mom rather cried than got angry. I really love my
mother, she is a hard worker who helps my father support the family. My mother
is a role model in my life.
a. Purpose of Descriptive text
The purpose is to describe person, thing or place in specific.
b. Type of Descriptive text
1. Describing process
2. Describing an event
3. Describing personality
4. Describing object
5. Describing place
 82

c. Generic Structure
1. Identification
2. Description
d. Unsur kebahasaan
1. Specific participant : has a certain object, is not common and unique
(only one). example: My mother's name is Eni
2. The use of the adjective (an adjective) to clarify the noun,
example: My mother's skin is tan with long, black, wavy hair.
3. The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
E. Langkah – langkah Kegiatan Pembelajaran
Kegiatan Rincian Kegiatan Waktu
Pendahuluan  Guru memberikan salam. 10 Menit
 Guru menanyakan kabar peserta didik.
 Guru mengecek kehadiran peserta didik.
 Guru memberikan pertanyaan mengenai
materi pelajaran yang telah dipelajari
sebelumnya dan materi yang akan
dipelajari.
 Guru menjelaskan materi yang akan
diajarkan dengan cara memberi gambaran
umum mengenai materi yang akan
diajarkan.
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
tentang materi yang akan diajarkan.
Kegiatan  Guru meminta peserta didik 60 menit
Inti memperhatikan contoh teks deskriptif
singkat dan sederhana tentang benda
 Guru meminta peserta didik
memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format
pembuatan kalimat teks deskriptif tentang
benda.
 Memintapeserta didik
membaca/mendengarkan beberapa teks
deskriptif dari berbagai sumber.
 Meminta peserta didik membacakan teks.
deskriptif kepada teman dengan
menggunakan unsur kebahasaan yang
tepat.

Penutup  Peserta didik diberikan kesempatan untuk 10 menit
bertanya mengenai materi pelajaran hari
 83

ini.
 Guru dan siswa bersama – sama
menyimpulkan pembelajaran hari ini.
 Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
 Guru mengakhiri pembelajaran dan
memberi salam.

F. Media/ alat, Bahan, dan Sumber Belajar

1. Media/ alat : Buku,Pena
2. Sumber Belajar: internet dan buku pelajaran/paket

Guru Bahasa Inggris Mahasiswa

Khairun Nisa, S.Pd. Lilis Daryani

Nim. 205180088
 84

Data Respondent

NO NAME (VIII A) PRE-TEST POST-TEST NAME(VIII B) PRE-TEST POST-TEST

1. AZ 38 54 AP 62 86
2. APW 40 64 APN 54 64
3. BU 45 66 AS 50 62
4. DD 38 58 AY 48 60
5. EY 62 78 AN 36 50
6. ECL 65 88 DDS 40 52
7. MPS 74 74 DAA 40 56
8. MAZ 52 74 JH 58 68
9. NR 44 66 MZ 50 62
10. NN 65 74 MM 58 68
11. RNS 50 74 MH 44 56
12. RS 44 66 NH 54 64
13. RA 44 66 RI 60 70
14. RSA 56 78 RS 44 60
15. RG 48 68 RSI 44 58
16. RM 44 64 RA 44 58
17. SN 62 86 SA 50 62
18. SH 52 74 SI 44 58
19. ST 50 70 WAS 40 50
20. SAF 48 68 YTO 44 56
21. YM 70 74 ZU 54 64
22. LK 72 74 ZS 60 72
 85

Appendix 4

A. EXPERIMENTAL CLASS
1. First meeting of experimental class

2. Second meeting of experimental class

3. Third meeting of experimental class

4. Fourth meeting of experimental class

 86

5. Fifth meeting experimental class

B. CONTROL CLASS
1. First meeting of control class

2. Second meeting of control class

3. Third meeting of control class

 87

4. Fourth meeting of control class

5. Fifth meeting control class

C. POSTING INSTAGRAM
88
 89

KEMENTRIAN AGAMA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKUTAS TARBIYAH DAN KEGURUAN

CONSULTATION CARD OF THESIS

Kode Dokumen Kode Formulir Berlaku tgl No. Resi Tgl.Revisi Halaman
In.08-PP-05-01 In.08-FM-PP-05-02 R-0 -

Name : Lilis Daryani

Student ID : 205180088

Advisor I : Hilma Suryani, M.Pd

Title : The Effect of Project-Based Learning By Posting on

Instagram on Student Writing Skill at SMPN 26 Sarolangun.
Major : English Education Study Program

No Date Material Concultation Signature

1 Juli 29,2022 Submission Proposal

2 Juli 31, 2022 Revise Chapter III

3 Agustus 8, 2022 ACC to Seminar

-

4 Agustus 26,2022 Conducted Proposal Seminar

6 September 2, 2022 ACC to Riset

 90

7 Oktober 31,2022 Submission Proposal

8 November 2, 2022 Revise Chapter VI

9 November 4, 2022 Revise Chapter VI

10 November 8, 2022 ACC

Jambi, November 2022

Advisor I

Hilma Suryani, M.Pd

NIP. 198612262015032005
 91

KEMENTRIAN AGAMA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKUTAS TARBIYAH DAN KEGURUAN

CONSULTATION CARD OF THESIS

Kode Dokumen Kode Formulir Berlaku tgl No. Resi Tgl.Revisi Halaman
In.08-PP-05-01 In.08-FM-PP-05-02 R-0 -

Name : Lilis Daryani

Student ID : 205180088

Advisor II : Arya Wira Pratama, M.Pd

Title : The Effect of Project-Based Learning By Posting on

Instagram for Student Writing Skill at SMPN 26 Sarolangun.
Major : English Education Study Program

No Date Material Concultation Signature

Juni 8, 2022 Submission Proposal
1

Juni 8, 2022 Revise Chapter I

2

Juni 8, 2022 Revise Chapter III

3 -

Juni 20, 2022 Revise Chapter III

4

Juni 20, 2022 Revise Chapter I

6

Juni 22, 2022 Revise Chapter III

7
 92

Juli 21, 202 Revise Chapter III

8

9 Juli 25, 2022 Revise Chapter II and III

Agustus 4 , 2022 ACC to Seminar

10

11 Agustus 26,2022 Conducted Proposal Seminar

12 September 2,2022 ACC to Riset

13 Oktober 21,2022 Submission Proposal

14 Oktober 21,2022 Revise Chapter I and III

15 Oktober 27,2022 Revise Chapter VI and V

16 Oktober 31,2022 ACC

Jambi, November 2022

Advisor II

Arya Wira Pratama, M.Pd

NIDN. 2005119401
93
 94

CURRICULUM VINTAGE

Name : Lilis Daryani

Date of Birth : Kasiro, 24 Februari 2000
Address : Jl. Kasiro RT 08, Kec. Batang Asai

Kab. Sarolangun, Prov. Jambi

Gender : Female

E-mail Address : lilis15713@gmail.com

Phone Number : 081268805475

Religion : Moslem

Education Program

- SDN 79/VIII KASIRO 1 (2012) Alamat : Jl. Dusun Baru, Kec. Batang
Asai, Kab. Sarolangun
- SMPN 26 SAROLANGUN (2015) Alamat : Jl. Kasiro, Kec. Batang Asai,
Kab. Sarolangun
- SMAN 6 SAROLANGUN (2018) Alamat : Jl. Pasar Gerabak, Kec.
Batang Asai, Kab. Sarolangun
- SI PENDIDIKAN BAHASA INGGRIS (2022) Alamat : Jl. Jambi-Muara
Bulian KM. 16, Simp,Sei Duren,, Jambi Luar Kota, Muaro Jambi, Jambi.

MOTTO HIDUP : Jarribwalaahi dztakum’aarifan

Jambi, Desember 2022

Penulis,

Lilis Daryani
NIM.205180088