CHAPTER 1

INTRODUCTION
1.1 Background
Writing is one of the language skills used to communicate with other people
in written form. Through his/her writing the writer can tell or share information,
ideas, messages, experiences and feelings to reader. Writing considered as an
activity to express the writer’s idea so that the readers can get what is in his/her
mind. In other words, writing is a process of communication between the writer
and the reader. Nura (2003: 71) states, “Writing is not only symbolized of spoken
language. Writing is a person’s way to express him/her and to adapt with the
society. Through writing, readers will understand the writer’s way of thinking. It
means that writing can be a reflection of the writer’s mind.”
As one of the communication skills, writing is important both in work and
school life. In one hand, writing can improve the writers’ thinking and creativity
in expressing and organizing their feelings and thought in form of paper or screen.
On the other hand, it is required by students to accomplish their assignments and
exams whether by hand or on the computer to reflect what they have learned. For
that reason, writing should be encouraged to practice at low level of education. By
doing so, the students will become a better writer as they go to university.
Besides, the practice done by the students will give a lifelong positive impact on
their writing and make it more enjoyable learning process.
In relation to the importance of writing skills above, the government set
basic competence for grade seven students as stated in school-based curriculum
2006 that the students are expected to be able to write a short and simple
descriptive text relates to people, things and places using appropriate generic
structure and language feature of the text. However, from information gathered
through interview with an English teacher of grade seven at SMPN 15 Palu on
January 2017, it was found that the students could not fulfill what is expected in
the curriculum. They, so to speak, could not produce a good piece of writing.
Furthermore, they got off-task when the teacher assigned them to write. This

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probably happens because the students have no idea what to write or they may get
difficulty in arranging their sentences into paragraphs.
In order to overcome the problem, the students need to practice a lot and the
teacher should provide them with an appropriate teaching strategy. For that
reason, the researcher plans to apply Paragraph Hamburger Strategy during her
research. This strategy is chosen because it can help students arrange their ideas
into a cohesive paragraph with an appropriate structure or organization. Paragraph
Hamburger will indicate how information related in each paragraph with a
concrete way. By looking at the strength of the strategy, the researcher believes
that the students problem in writing English paragraphs can be solved using this
strategy.

1.2 Problem Statement

The result of the interview above indicates that grade seven students of
SMPN 15 Palu have two major problems. First, they are not able to write English
paragraphs yet. Second,theytend to have off-task behavior in the classroom. The
researcher plans to use Paragraph Hamburger strategyto solve the problems. She
formulates a research question as follows.
“Is it using Paragraph Hamburger Strategy effective for improving writing skills
of grade seven students of SMPN 15 Palu ?”

1.3 Objective of the Research

The objective of this research is to find out whether using Paragraph
Hamburger Strategyis effective for improving writing skills of grade seven
students at SMPN 15 Palu in writing English text. Through this strategy the
researcher intends to improve the students’ writing skills. In other words, this
research aims at proving the effect of Paragraph Hamburger Strategy on writing
skills achievement of grade seven students at SMPN 15 Palu.

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1.4 Significance of the Research
The researcher expects that the result of this research will give a useful
input for any parties involved in teaching and learning process. This becomes an
alternative and fresh way for English teachers in teaching writing skills to
students. It also helps the students organize their ideas into cohesive paragraphs.
The readers, furthermore, can get a new information about classroom strategy
that can be used in teaching English especially writing skills.

1.5 Scope of the Research

There are two kinds of text taught to seven grade students (narrative and
descriptive text); however, the researcher will focus her study on teaching
writing descriptive text using Paragraph Hamburger Strategy. She will teach the
students how to write a descriptive text to describe people, things and places
using appropriate generic structure and language features of the descriptive text.
She will also teach the students about aspects of writing descriptive text, such as
content, organization, grammar, and mechanics.

1.6 Definition of Operational Key Terms

To avoid misunderstanding on terms used on the title of this research
proposal, the researcher provides the operational key terms as shown below.
 Effect is influence that happened when something has done.
 Paragraph hamburger is a writing organizer that helps students to write their
idea into a good paragraph.
 Achievement is something that has done with effort.
 Paragraph is combination of minimal three sentences that have connection
meaning among them.
 Writing is an activity to express ideas and feelings visually.

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 CHAPTER 2
LITERATURE REVIEW, THEORETICAL FRAMEWORK
AND HYPOTHESIS

2.1 Related Studies

Having searched some researchrelated to the application of Paragraph
Hamburger Strategy in teaching writing skills, the researcher found two studies as
follows. First is a study of Suhendra (2014) entitled “The Effect of Using
Paragraph Hamburger Strategy on Students’ Writing Achievement in Narrative
Paragraph of the First Year at MA Darul Hikmah Pekanbaru?” The result showed
that students writing achievement in narative paragraph that was taught using
Paragraph Hamburger Strategy was higher than those who were taught without
using Paragraph Hamburger Strategy. He suggested Paragraph Hamburger
Strategyas one of the effective strategies used in teaching writing skills.
Second is a study conducted by Febridayani (2014) entitled “Teaching
Writing Hortatory Exposition Text by Combining Mind Maps and Hamburger
Strategy at Senior High School?” The result indicated that the combination of
Mind Map and Paragraph Hamburger Strategy can develop the students’
achievement in writing hortatory exposition text. The students are easily exploring
their ideas when using this combination Strategy.
The two related studies above have two things in common with the study
proposed by the researcher. First, we apply the same classroom strategy, that is
Paragraph Hamburger Strategy. Second, we use quasi-experimental as the
research design. Even so, we have two different things as well. First, we teach
different kind of texts. While Suhendra and Febridayani taught the students
narrative and hortatory exposition text, respectively, the researcher will teach
descriptive text. Second, both Suhendra and Febridayani taught senior high school
students, while the researcher will teach junior high school students, especially
those at grade seven. Regardless of the difference, the researcher believes that
Paragraph Hamburger Strategy is going to work well in her study.

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2.2 Literature Review
2.2.1 Writing Skills
Writing is one of the English language skills. It is a complex activity since it
requires students’ comprehensive achievement such as grammar and idea.
Besides, to write well the students are expected to be able to present their ideas in
the written form as writing is a means of communication. Nunan (2003:88)
defines, “writing is the process of thinking to invent ideas, thinking how to
express into good writing, and arranging the ideas into statement and paragraph
clearly.”It indicates that the students are expected to explore the ideas and
arranging those ideas into good paragraph.
A good writing needs writing process. The essential writing will need a long
process. According to Hogue (1996:6) “good writing is more than just using
correct grammar; it is also thinking, planning, checking, and revising.” So, the
writing process involves thinking, planning, good idea and good grammar. If we
have already followed the writing process, we will be able to acquire this skill
easily and be able to make a good writing.
The most important in writing is the process and the product. Brown
(2001:335) states, “Written products are often the result of thinking, drafting, and
revising procedure that require specialized skill, skills that not every speaker
develops naturally.” Writing needs thinking that focuses students on how to
generate ideas. So, in written product involves thinking, drafting, and procedure.

2.2.2 Purpose of Writing

When someone writes something, she or he has own purpose and the
purpose of each person is different. Brookes and Grundy (1990) provide the
reasons as follows.First,the writer wants to share information to reader. Second,
he/she wants to solve the problem of volume, of having to store more than the
human brain can remember. Third, he/she intends to filter and shape his/her
experience. Therefore, it can be said that writing activities have a purpose to get
the writers’ experience in the realm of world, to form their imagination, to give
information, to solve the problem, etc.

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 Furthermore, according to Brain and May (1996:141), “Four common
purposes in writing; there are writing to inform, writing to explain, writing to
persuade, and writing to amuse others.”Writing to inform is purposed to educate
the readers about a topic of which we have some knowledge. It means,the writers
share interest knowledge to readers. Writing to explain is to describe the topic that
is not clear to be more understandable using examples or other facts. Then,
writing to persuade is more demanding and more ambitious than many other types
of writing because the writers have to convince the readers to accept the ideas.
Last, writing to amuse means the writers use language and established forms to
express his or her point of view. It is writing to entertain and to give the readers
something to enjoy.

2.2.3 Requirements of Good Writing

Good writing in any languages involves knowledge of the convention of
written discourse in culture as well as the achievement to choose the precise
words that convey its meaning. To write an interesting text and good paragraph, it
should be started with knowing what a paragraph is. Bram (1995: 13) states, “A
paragraph is a group of sentences which contain relevant information about one
main or central idea.” A good paragraph normally focuses only on one idea that is
expressed in the topic sentence. A paragraph basically consists of three parts;
those are introduction, body, and conclusion.
In a good paragraph, the sentences must be supported. Bram (1995:20)
expresses that,“In order to write a good paragraph, the writer should develop the
topic sentence well and the sentences need to be well supported.”Besides, writing
a good paragraph should concern two things, namely unity and coherence.
The unity is synonymous with oneness or singleness. All sentences in a
paragraph should state in one topic sentence. In other words, all of the sentences
stick together in the topic sentence.Coherence, on the other hand, plays an
important role in writing. It makes a paragraph read well. Every coherent
paragraph contains smoothly-connected ideas. To achieve coherence, the writer

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needs to use some transitions, such as however, although, finally, and
nevertheless.

2.2.4 Components of writing

Writing is a complex and difficult skills to teach.In writing the writer does
not only put down graphic form on a piece of paper but they need to know and
master the writing components that help them produce a good writing. Haris
(1969:68) states, “In order to make a good writing, we need to recognize the
component of writing skill such as content, forms, grammar, vocabulary, and
mechanics (punctuation and capitalization).”
Nurgiyantoro (2001) defines the five components as follows.
 Content is the substance of writing, the ideas expressed.
 Form is the organization of the content.
 Grammar is the employment of grammatical form and syntactic patterns.
 Vocabulary is the choice of structure and lexical items to give a
Particular tone or the writing. It is also called style.
 Mechanic is the use of graphic conventions of the language.

a) Content
Content refers to the ideas which are related to the topic, the development of
them through personal experiences, illustration, facts, and opinions. The
information written indicates not only be presented in details, but also has a close
relation to the text type. According to Jacob (1981:90), “Content refers to
substance of writing, the experience of the main idea (unity).”It is a group of
related statements that a writer presents as unit in developing a subject content
paragraph do the work of conveying ideas rather than fulfilling special function of
transition, restatement, and emphasis. So, content is the substance of writing that
expressed the ideas.

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b) Organization
Organization is an outline of the idea in a paragraph. Heaton (1988:135)
expresses organization or judgment skill as“the achievement to write in an
appropriate manner for a particular purpose with a particular audience in mind,
together with an achievement to select, organize and order relevant
information.”Furthermore, according to Raimes (1983:116), “Organization is a
process of moving back and forth from general statements to specific details and
arranging them in the most effective order.”Thus, organization refers to the
rhetorical steps or the generic of the text written.
c) Grammar
Grammar mastery is very important in writing skills. It will help writers
produce good sentences. According to Swan (1998:19), “Grammar is the rule that
says how words are changed.” Bram (1995:53) also indicates the importance of
grammar by stating that “Grammar help the writersexpress or writeideas
grammatically and semantically.” Therefore, the students have to learn about
grammar because grammar is needed to arrange a correct sentence in written
English.It helps the writer produce a good writing and makes the reader
understand.
d) Vocabulary
Vocabulary is very important to be mastered by students.They can write good
paragraphs when they have enough stock of vocabulary. The students’ vocabulary
affects their writing achievement. Kustaryo (1988:24) states, “Vocabulary
proficiency affects not only the students reading skill, but in their speaking,
listening, and writing skill as well.”Thus, it can be said that vocabulary is one of
the requirements for writing paragraphs because students cannot write without
having sufficient vocabulary.
e) Mechanics of Writing
Mechanics is particularly component in writing. Harmer (1991:53) expresses
that “Mechanics relate to spelling, punctuation, and capitalization.” Mechanics
have an important role in writing and needed by the students to develop their
writing skill.

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 Punctuation
Punctuation marks are symbols that indicate the structure and organization of
written language. Milon (1998:238) informs, “Punctuation is the mark of sign, and
the aim of punctuation is cleaners. It indicates the words in sentence be grouped
together so that meaning may be readily understood.” A writer must know how to
apply punctuation in writing a paragraph and if the writer puts the wrong
punctuation, the reader may get different idea.
There are some punctuation marks;they are full stop or period (.), question
mark (?), comma (,), exclamation mark or exclamation point (!), quotation mark
or inverted commas (“‘‘), semi colon (;), colon (:), dash (--), hyphen (-),
apostrophe (‘), stroke (/), omission marks (…), and brackets ( ).Undeniably, those
punctuation marks have different function. Therefore, they should be put and used
correctly based on their function.
 Capitalization
Capitalization or capital letter is also important element in writing good
English sentences. Brewton (1962:52) states, “Capitalization is used to distinguish
between particular and general class of person, places, and things.” Capital letter
is used to capitalize the first word of a sentence or paragraph, place, the agency,
department, office, person’s name, names of days, months, special days, direct
address, and point of compass. The use of capitalization in writing can clarify the
ideas.
 Spelling
Spelling is also important in writing. Heaton (1988:21) expresses, “There are
three important rules followed in using spelling appropriately. They are suffixes
or addition, plural formation, and handling error within the words.” To write
English well, the writer has to emphasize on the spelling. Spelling errors make the
reader unable to get the meaning of word.For that reason, teachers have to pay
attention on teaching spelling.

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2.2.5 Descriptive Text
Descriptive paragraph is a text which means to describing a particular
person, place, event or thing to the readers. It is available in every place and every
society. Faisal and Suwandita (2013) state that descriptive paragraph is
characterized by sensory details, which appeal to the physical senses and details
that appeal to a reader’s emotional, physical, or intellectual sensibilities.
Descriptive paragraph invites the readers to use their five senses: smell, taste,
touch, sound and sight. It is also the most common form in writing that influence
the readers to understand easily about the matter that described.
The generic structure of descriptive are identification and description.
Identification contains the identification of matter that will be described.
Description contains the explanation or description of the thing or person to
mention a few properties. While, the language features of the descriptive text are
mentioned in the following. First, specific participant has a certain object,
common and unique (only one), for example: tanjung karang beach, my house,
borobudur temple. Second, using adjective to clarify a noun, for example: a
beautiful beach, a beautiful girl, the famous place in Palu. Third, using simple
present tense to tell the facts of object descriptions. Forth, using action verbs that
show an activity, for example: run, write, eat, walk, sleep.

2.2.6 Paragraph Hamburger Strategy

The "paragraph hamburger" is a writing organizer that visually outlines
thekey components of a paragraph. Topic sentence, detail sentences, and a
closingsentence are the main elements of a good paragraph, and each one forms
adifferent "piece" of the hamburger. Michelle (2013) states that Paragraph
Hamburger Strategy is a simple packet that walks students through the steps of
putting a good paragraph together. Students get to use a graphic organizer, write a
rough draft, put their editing skills to practice, compare and contrast a very simple
paragraph (hamburger) to a far more interesting paragraph. As a conclusion,
paragraph hamburger Strategy is an attractive strategy through the presentation of
hamburger’s part as a parable to write a paragraph.

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 The purpose of this strategy is to help students organize their ideas into
acohesive paragraph, show the organization or structure of concepts/ideas. Then it
demonstrates in a concrete way how information is related. To use as a prewriting
strategy for writing paragraph persuasive and expository essays. This is
particularly useful for social studies writing with thesis statements. To help the
student sequence the information within a passage, she uses her graphic organizer
and decides what goes first, second, etc. It is important to stress to the student that
effective writing is absolutely dependent on good organization skills. Generally,
students who struggle to sort and organize language-based information will also
struggle with clarity, conciseness, and effectiveness of written assignments. It is
imperative that such students understand how to structure different tasks for
different purposes. Concrete visual strategys are extremely helpful and include a
wide range of strategies such as pre-writing worksheets, frames, visual organizers,
mind maps, and clusters.So, the purpose of paragraph hamburger strategy in this
research is to overcome students’ writing problem in writing a paragraph.
Rog and Kropp (2004) in their book state that Paragraph Hamburger
Strategy can be a good starting point for writing activities in the classroom
because this strategy promotes writing with clarity, style, and flashes of brilliants.
They recommend the hamburger concept to use in very long paragraphs in which
the main idea might have been lost in a mire of detail. It is a good strategy to be
used to teach a young learner or kids. It motivates students to create such a good
writing like a delicious burger. It helps stimulates students ideas in writing
paragraphs.

2.3 Theoretical Framework

As one of the language skills taught at school, writing can be a challenging
task for students to learn. Too often in practice, writing is a solo activity and done
silently. Consequently, in order to produce a good piece of writing students have
to put much effort and spend a lot of time. In the process of writing, for example,
the students have to consider the components of writing (content, organization,
grammar, vocabulary and mechanics of writing), and it has never been easy for

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English language learners. Yet, writing can be so much fun when the teacher
applies the apppropriate strategy in the classroom.
Hamburger Paragraph Strategy is one kind of writing graphic organizer that
teach students about the basic components of paragraph by comparing elements of
paragraph with the elements of hamburger. There are three elements or part of
hamburger; they are top bun as an opening sentence of paragraph, the patty as the
supporting sentence and the last bottom bun as the conclusion or the closing
sentence of paragraph. This comparison automatically will stimulate the students
to easily remember the basic element of paragraph. It gives a visual model for
students in which the model is the picture of hamburger itself.
The use of Paragrah Hamburger Strategy in teaching writing skills involves
several procedures. Richards (2008) provides the procedures as follows.
1. The teacher talks to the students about a hamburger look like.
2. The teacher explains that a paragraph is like a hamburger. The hamburger is
made of three basic parts: the top bun, the patty, and the bottom bun. A
paragraph also consists of three basic parts: an opening sentence, a supporting
sentence, and a closing sentence.
3. The teacher asks the students whether her/his burger tastes better when
students add pickles, lettuce, ketchup, and other condiments.
4. The teacher distributes a copy of the Hamburger graphic organizer.
5. Using the graphic organizer, the teacher has the students to write an idea for an
opening sentence on the top bun.
6. Next, the students write a supporting sentence on the patty.
7. The teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer.
8. Lastly, the teacher asks the students to write her/his closing line on the bottom
bun.
9. Once the hamburger graphic organizer is filled in, it is time to write the whole
paragraph.

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2.4 Hypothesis
Looking upon the above related study and literature review, the researcher
concludes that Hamburger Paragraph Strategyis an effective classroom Strategy
for improving students writing skills. It helpsthe students find, arrange and
develop ideas into good paragraphs writing. She believes that the writing skills of
grade seven students of SMPN 15 Palu can be improved through the use of
Hamburger Paragraph Strategy. Therefore, she states directional hypothesis as
follows.
“The achievement of seven grade students at SMPN 15 Palu who are instructed
using Hamburger Paragraph Strategy in writing descriptive text is higher than
those who receive regular instruction only.”

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 CHAPTER III
RESEARCH METHOD

3.1 Design of the research

In this research, the researcher will apply quasi experimental research. It is
designed to figure out whether Paragraph Hamburger Strategy has impact on the
writing skills of grade seven students of SMPN 15 Palu in writing descriptive text.
Cohen, Manion, and Morrison (2000:214) call quasi experimental research design
a “compromise design” because it is applicable when the random selection or
random assignment of schools and classrooms is quite impracticable.
Two groups will be involved in this research. They are experimental group
and control group. Both groups will be administered a pretest and a posttest.
However, only the experimental group will get treatment using Paragraph
Hamburger Strategy. The researcher will teach the control group using
conventional method. She will begin her teaching by explaining what a
descriptive text is followed by an example. Then, she will provide the students
with a topic. Next, she will ask them to write a descriptive text based on the topic
given. Last, she will collect the students works and bring them home. Although
the students works are read but the researcher will neither correct nor give them
feedback.
The design of this research is taken from Ary, Jacobs, Sorensen and
Razavieth (2010:316) as follows.
Groups Pretest Independent Variable Posttest
Experimental group Y1 X Y2
Control Group Y1 _ Y2

3.2 Population and Sample

3.2.1 Population
Population is a number of individuals which is researched and it has one or
more characters in common. Ary, et al. (2002: 161) state the population as “all
members of any well-defined class of people, events, or objects.” The population

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of this research is grade seven students of SMPN 15 Palu, which consist of nine
parallel classes. They are class VII A, VII B, VII C, VII D, VII E,VII F, VII G,
VII H, VII I. Each class consists of 20–32 students. So, total population is 237
students. Below is the table ditribution of students population.

Table 3.2
Distribution of Students Population

No Class Number of students

1. VII A 32
2. VII B 30
3. VII C 31
4. VII D 29
5. VII E 26
6. VII F 28
7. VII G 31
8. VII H 20
9. VII I 30
TOTAL 237

3.2.2 Sample
Sample is an item or a subject selected from the population to observe and
analyze.Ary, et al. (2002) express that “a sample is the small class that is
observed.” Therefore, the researcher concludes that the sample is a small number
of population observed by the researcher. She will use cluster sampling strayegy
in selecting the sample to make sure that every class have a same chance of
selected as the sample. Firstly, she will provide nine small pieces of paper. From
nine paper provided, only two paper will be labeled as experimental and control
group, while others are blank. Next, she will fold the nine pieces of paper before
asking representative of each class to unfold it. Automatically, two of the class
representatives will get the labeled paper. Thus, their class will be the
experimental and control group.

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3.3 Variables of the Research

There are two variables in this reasearch; they are dependent variable and
independent variable. Ary, et al. (2010:37) explain “a variable is a construct or a
characteristic that can take on different values or scores”. The independent
variable is the condition of characteristics the experimenter manipulates in attempt
to as certain their relationship to observe phenomena, while the dependent
variable is the conditions of characteristics that appear, disappear, or change as the
experimenter introduces, removes, or change independent variables”. As the title
of this research is “The Effect of Paragraph Hamburger Strategy on Writing
Performance of Grade VII Students at SMPN 15 Palu, the dependent variable is
writing skills and the independent variable isParagraph Hamburger Strategy.

3.4 Technique of Data Collection

The researcher will apply one of the data collection techniques called paper-
and-pencil method. She will use test (pretest and posttest) as the main intrument to
collect the data. The pretest will be given before treatment using Paragraph
Hamburger Strategy, while the posttest will be given after the treatment delivered.

3.4.1 Pretest
The pretest is administered to both experimental and control group students.
The students will be asked to write descriptive text with a given topic. This test
aims to find out the students’ performance in writing descriptive text before
getting the treatment using Paragraph Hamburger Strategy.

3.4.2 Post test

The researcher will administer the posttest after the treatment is completely
done. This test is intended to find out the students’ progress as the result of the
treatment given.Like on the pretest, the students are assigned to write descriptive
text with a given topic. The students’ scores on the pretest will be compared to
those on the posttest to see the effectiveness of the strategy applied.

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3.5 Treatment
The treatment will be givenafter the pretest is administered. The researcher
will apply Paragraph Hamburger Strategy in teaching writing to the experimental
group. The following is the teaching outline she will follow when delivering her
treatment to the experimental group.
Table 3.3
Teaching Outline

MEETING TOPIC ACTIVITIES

Teacher Students
1st Pretest Assigns the students to Write a
write a descriptive text descriptive text.
based on the given
topic.
2nd My Bedroom Asks some questions Answer the
related to the topic that questions.
is going to write.
Explain about Give the eye to the
descriptive text and the teacher’s
example; the generic explanation.
structure and the
language features
Explain about Pay attention to
Hamburger Paragraph the teacher’s
and the example - how explanation and
a paragraph can be like give some
a hamburger; whether responses to her
the student’s burger question.
tastes better when they
add pickles, lettuce,
ketchup, and other
condiments.
Give the students two Take the graphic
copies of hamburger organizer and
graphic organizer write an opening
labeled with sentence.
‘identification’ and
‘description’. Asks
them to write an idea
for an opening
sentence (topic
sentence) on the top
bun using the

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 ‘identification’ graphic
organizer.
Asks the students to Write the
write a supporting supporting
sentence on the patty. sentence.
Shows the students Adds other
how to write other supporting
supporting details on sentences as a
the lettuce and cheese lettuce and cheese
of the graphic in hamburger.
organizer. Asks the
students to write the
supporting details.
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Tells the students to Do as instructed,
write sentences on the writing sentences
‘description’ graphic on the graphic
organizer applying the organizer.
same steps with the
‘identification’ graphic
organizer.
When the two graphic Write the
organizers are filled in, sentences into
asks the students to paragraphs.
transfer the sentences
into paragraphs.
Collects the students Turn in their
work to be corrected at work.
home.
Returns the students Self-correcting
work with some
feedback and
corrections on it.
3rd Things Around Asks some preview Answerthe
Me questions. teacher’s
questions.
Gives the students a Take the graphic
copy of hamburger organizer of
graphic organizer. hamburger.
Provides a topic. Write an opening
Assigns the students to sentence on the
write an idea for an top bun.
opening sentence on
the top bun.

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 Asksthe students to Write the
write the supporting supporting
sentence on the patty sentences.
and other supporting
details on the lettuce
and the cheese
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Asks the students to Transfer the
transfer the sentences sentences into
on the graphic two paragraphs.
organizers into
paragraphs.
Collects the students submit their work.
work to be read and
corrected at home.
Gives back the Self-correcting.
students work with
some feedback and
corrections.
4th My favorite Asks some pre- Give some
Fruits questions. responses to
teacher question.
Gives the students a Take the graphic
copy of hamburger organizer .
graphic organizer.
Provides a topic. Has Write an opening
the students write an sentence on the
idea for an opening top bun.
sentence on the top
bun.
Asksthe students to Write the
write the supporting supporting
sentence on the patty sentences.
and other supporting
details on the lettuce
and the cheese
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Asks the students to Transfer the
transfer the sentences sentences into two
written on the graphic paragraphs.
organizers into
paragraphs.

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 Collects the students Hand in their
work to bring home. work.
Returns the students Self-correcting.
paper with some
feedback and
corrections.
5th Friendship Asks some preview Answerthe
questions. teacher’s
questions.
Gives the students a Take the graphic
copy of hamburger organizer of
graphic organizer. hamburger.
Provides a topic. Write an opening
Assigns the students to sentence on the
write an idea for an top bun.
opening sentence on
the top bun.
Asksthe students to Write the
write the supporting supporting
sentence on the patty sentences.
and other supporting
details on the lettuce
and the cheese
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Asks the students to Transfer the
transfer the sentences sentences into
on the graphic two paragraphs.
organizers into
paragraphs.
Collects the students submit their work.
work to be read and
corrected at home.
Gives back the Self-correcting.
students work with
some feedback and
corrections.
6th My Family Asks some pre- Give some
questions. responses to the
teacher question.
Gives the students a Take the graphic
copy of hamburger organizer .
graphic organizer.
Provides a topic. Has Write an opening
the students write an sentence on the

20
 idea for an opening top bun.
sentence on the top
bun.
Asksthe students to Write the
write the supporting supporting
sentence on the patty sentences.
and other supporting
details on the lettuce
and the cheese
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Asks the students to Transfer the
transfer the sentences sentences into two
written on the graphic paragraphs.
organizers into
paragraphs.
Collects the students submit their work.
work to bring home.
Returns the students Self-correcting.
paper with some
feedback and
corrections.
7th Entertainment Asks some preview Answerthe
questions. teacher’s
questions.
Gives the students a Take the graphic
copy of hamburger organizer of
graphic organizer. hamburger.
Provides a topic. Write an opening
Assigns the students to sentence on the
write an idea for an top bun.
opening sentence on
the top bun.
Asksthe students to Write the
write the supporting supporting
sentence on the patty sentences.
and other supporting
details on the lettuce
and the cheese
Asks the students to Write the closing
write a closing line on sentence.
the bottom bun.
Asks the students to Transfer the
transfer the sentences sentences into
on the graphic two paragraphs.

21
 organizers into
paragraphs.
Collects the students Hand over their
work to be read and work.
corrected at home.
Gives back the Self-correcting.
students work with
some feedback and
corrections.
8th Posttest Assigns the students to Write a
write a descriptive text descriptive text.
based on the given
topic.

To help the researcher score the students work, she needs a scoring system.
There are three components she will assess from the students work; they are
organization, mechanic and grammar. She will use a scoring system adapted from
Brown (2007) as follows.
Table 3.3
Scoring System

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.

22
 1 Identification is not complete and the
description are arranged with misuse of
connectives.
Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 C + 2,5 O + 2,5 G + 2 M X 10
Sc 40
ore =

3.7 Technique of Data Analysis

To analize data obtained from the pretest and the posttest, the

researcher wil apply simple satistical analysis. First, she will compute indiviual

score of the students using formula sugested by Arikunto (2002:225) as follows:

𝑥
Ʃ= 𝑛x100

Where:
Ʃ = standard score
x = raw score
n = maximum score
100 =constantscore

23
 Next, she will calculate group’s means score of each test applying the

formula of Arikunto (2002 : 225) below.Then the researcher analyzed the mean

score of each test of each group. A formula was stated by Arikunto (2006:108-

109) as follows :

∑𝑋
𝑿= 𝑁

Where:

𝑋= mean score
Σ= sum of
X = raw scores
N = number of participants

After getting the value of the mean score of each group both on the pretest

and the posttest, she will count standard deviation of each group using the

following formula as suggested by Arikunto (2006:312).

(∑𝑋 2 )
∑X2 = ∑X2 – 𝑁

(∑𝑌 2 )
∑Y2 = ∑Y2 – 𝑁

Where:

∑X2 = Deviation score of experimental class

∑Y2 = Deviation score of control class

N = Number of students

24
 Last, in order to know the significant difference in the result of the pretest

and the posstest, she will use t-test formula proposed by Arikunto (2006:306) as

follows :

𝑋1 − 𝑋2
𝑡 − 𝑡𝑒𝑠𝑡 =
𝑆𝐷 𝑆𝐷 2
𝑥12
√ − 𝑥2
𝑁1 −1 𝑁2 −1

Where :
X1 = mean of scores in experimental group
X2 = mean of scores in control group
SD𝑥1 = standard deviation of experimental group
SD𝑥2 = standard deviation of control group
𝑁1 = the number of subject in experimental group
𝑁2 = the number of subject in control group

25
 REFERENCES

Arikunto, S. (2002).ProsedurPenelitianSuatuPendekatanPraktek. Edisi Revisi VI.

Jakarta: PT BinaRupaAksara.

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieth, A. (2010). Introduction to
Research in Education. Canada:Nelson Education, Ltd.

Braine, G.,& May, C. (1996). Writing from Sources: A Guide for ESL Students.
California: Mayfield.

Bram, B. (1995). Write Well Improving Writing Skills. Yogyakarta: Kanisius.

Brewton, E. (1962). Using Good English. Illinois: Laid Low Brothers.

Brookes, A.,& Grundy, P. (1990). Writing for Study Purposes. Cambridge:

Cambridge University Press.

Brown, H.D.( 2007). Teaching by Principles: An Interactive Approach to

Language Pedagogy (2nd ed.). New York: Longman.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to

Language Pedagogy (2nd ed.). New York: Addison Wesley Longman.

Cohen, L., Manion, L.,& Morrison K. (2000). Research Method in Education (5th
ed.). London: Taylor & Francis e-Library.

Faisal., &Suwandita, K. (2013). The Effectiveness of Fresh Technique to

TeachDescriptive Paragraph. Journal of Education and Learning, 7 (4)
pp. 239-248. Purwokerto: Muhammadiyah University.

Febridayani, R. (2014). Teaching Writing Hortatory Exposition text By combining

mind maps and Hamburger Strategy at senior high school. Pendidikan
Bahasa Inggris Vol 1, No 1 (2014): Jurnal Wisuda Ke 48 Mahasiswa
Prodi Pendidikan Bahasa Inggris. Retrieved from
http://download.portalgaruda.org/article.php?article=263990&val=6305&titl
e=TEACHING%20WRITING%2.

Harmmer, J. (1991). The Practice of English Language Teaching. London:

Longman.

Haris, D. P. (1996). Testing English as a Second Language. New York: McGraw

Hill Book Company.

Harper, M. Paragraph writing hamburger style. Retrieved July 12th, 2013 from
http://www.teacherspayteachers.com/Product/Paragraph-Writing-
Hamburger-Style-321597.

26
Hatch, E.,& Farhady, H. (1982). Research Design and Statistics for Applied
Linguistics. Los Angeles : California.

Heaton, J. B. (1988). Writing English language Test. New York: Longman Group.

Hogue, A. (1996). First Steps in Academic Writing. Longman: Wesley Publishing

Company, Inc.

Jacob, H. S. (1981). Testing ESL Composition. Massachusetts: Newburry House

Publisher,Inc.

Jamison Rog, Lory.,& Kropp, Paul. (2004). The Write Genre. Pembroke
publishers limited. USA: Portland, ME.

Kustaryo, S. (1988). Reading Teachnique for College Students. Jakarta:

Depdikbud Dirjen Dikti PPLPTK.

Milon, N. (1998). Mastering Modern English Practice. Kuala Lumpur: Spektra

Sdn Bhd.

Nunan, D. (2003). Practical English Language Teaching. Singapore: McGraw

Hill.

Nura, A. (2003). Problematik Pengajaran Keterampilan Menulis Lanjut: Upaya

Menumbuh Kembangkan Minat Menulis di Usia Dini. Komposisi,
Vol. 4 No (1),69-80. Padang: FBSS UNP Press.

Nurgiyantoro, B. (2001). Penilaian dalam Pengajaran Bahasa dan Sastra.

Yogyakarta: PPFE Yogyakarta.

Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University

Press.

Richards, R. (2008). A Students Perspective on Writing. Retrieved from

www.readingrockets.org/articles/dysgraphia-students-perspective-
writing.

Suhendra, D. (2014). The Effect of Using Paragraph Hamburger Strategy on

Students’ Writing Ability in Narrative Paragraph of the First Year at
MA Darul Hikmah Pekanbaru. ( unpublished undergraduate’s thesis)
Universitas Islam Negeri Sultan Syarif Kasim, Riau.

Swan . (1998). Practical English Usage. London: Oxford University Press.

27
APPENDICES

28
 PRE-TEST

TASK I

Write a descriptive text about your parents. ( min 8 sentences) !

29
 POST-TEST

TASK I

Write a descriptive paragraph about your favorite teacher. ( min 8 sentences) !

30
APPENDIX 3

LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 2st

Topic :Descriptive paragraph (My Bedroom)

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.

B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic. ( My
Bedroom).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places.
b. Write the descriptive text relates to the topic. ( My Bedroom)

31
E. Teaching Material

Topic : “My Bedroom”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Teacher explain about descriptive text and the example; the generic
structure and the language features.
- Students give the eye to the teacher’s explanation.
- Teacher explain about Hamburger Paragraph and the example - how a
paragraph can be like a hamburger; whether the student’s burger tastes
better when they add pickles, lettuce, ketchup, and other condiments.
- Students pay attention to the teacher’s explanation and give some
responses to her question.
- Teacher give the students two copies of hamburger graphic organizer
labeled with ‘identification’ and ‘description’. Asks them to write an idea
for an opening sentence (topic sentence) on the top bun using the
‘identification’ graphic organizer.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.

32
 - When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

b. Post Activity
- Teacher asks the students to conclude the material.
- Teacher motivates the students to study harder to practice their ability in
writing.

Example of descriptive text about “ My Bedroom”

My room is comfortable room. When you open the door, you will
see gray, black, and white everywhere. There is a television, because i like
watch television. There is also sound system for music player, because i
always listen to the music before i want to sleep and when i need focus to
study.
It is a small room. My closet is to the left of the window and my
desk is where I have the computer with the routers and the keyboard is to
the right of the window. On top of my closet I television on my desk, I
have shelves with porcelain dolls. Opposite the window, something I have
a meter in front of the bed and feet face the door. Among the cabinet and
the bed I have a stove and one meter above the ground or so I have a closet
where I keep my jewelry. Bedroom is a perfect lovely quite place to study
and take a rest.

F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “ My Bedroom”.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.

33
 Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.
1 Identification is not complete and the
description are arranged with misuse of
connectives.
Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

34
 LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 3st

Topic :Descriptive paragraph ( Things Around Me)

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.
B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic. ( Things
Around Me).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places
b. Write the descriptive text relates to the topic. ( Things Around
Me).

35
E. Teaching Material

Topic : “Things Around Me”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Asks some preview questions.
- Teacher give the students two copies of hamburger graphic organizer.
- Teacher provides a topic. Assigns the students to write an idea for an
opening sentence on the top bun.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.
- When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

b. Post Activity
- Teacher asks the students to conclude the material.

36
 - Teacher motivates the students to study harder to practice their ability in
writing.

Example of descriptive text about “ Things Around Me”

My house has a living room. It has two doors and two windows
which have a smooth yellow colour. The window is always opened to
welcome the sunshine. It is the most beautiful thing of this room. In the
middle of this room, there are two long sofas and a short sofa with a black
glass table. These room is paved by nutbrown and white marbles,its make
this room brighter and smoother.
Besides my living room, has pictures onn the wall and there is
always a vas of fresh flower on the table. This make my living room more
beautiful. I ike listening to the music and enjoy it in my living room. It
makes me more comfortable and relaxed. So, the living room is the most
favourite room of mine in the house.

F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “ Things Around Me ”.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.

37
 2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.
1 Identification is not complete and the
description are arranged with misuse of
connectives.
Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

38
 LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 4st

Topic :Descriptive paragraph ( My Favourites Fruit)

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.
B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic. (My
Favourites Fruit).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places.
b. Write the descriptive text relates to the topic. (My Favourites
Fruit).
E. Teaching Material

39
Topic : “My Favourites Fruit”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Asks some preview questions.
- Teacher give the students two copies of hamburger graphic organizer.
- Teacher provides a topic. Assigns the students to write an idea for an
opening sentence on the top bun.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.
- When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

b. Post Activity
- Teacher asks the students to conclude the material.
- Teacher motivates the students to study harder to practice their ability in
writing.

40
 Example of descriptive text about “My Favourites Fruit”
My favourite fruit is mango. Generally, it is green in colour. We
also get orange or red orange mango. I peel off the skin and eat it every
time i want to eat it. It is sweet to taste. Mango is very useful fruit. We can
make jam and juice from it. It is also good for health. I like to eat mango
everyday.
Many people like mangoes because mango tree so easy to plant
and kept. We also can get mangoes in buying like in the market, mall, etc.
That is an easy way to be a healthy person.

F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “My Favourites Fruit”.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.
1 Identification is not complete and the
description are arranged with misuse of
connectives.

41
 Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

42
 LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 5st

Topic :Descriptive paragraph ( Friendship )

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.
B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic.
(Friendship).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places.
b. Write the descriptive text relates to the topic. (Friendship).

E. Teaching Material

43
Topic : “Friendship”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Asks some preview questions.
- Teacher give the students two copies of hamburger graphic organizer.
- Teacher provides a topic. Assigns the students to write an idea for an
opening sentence on the top bun.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.
- When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

b. Post Activity
- Teacher asks the students to conclude the material.
- Teacher motivates the students to study harder to practice their ability in
writing.

44
 Example of descriptive text about “Friendship”
I have a best friend, his name is Ari. He is my junior in college.
He lives in Buol. He is 19 years old. He has brown skin, black and short
hair. He is kind person, because he always help me and all his friend that
need help. He is also a smart person, he is a first rank in his classroom.
Ary has some hobbies. They are swimming and reading. He is
practice swimming every Friday and Saturday. I am happy to be friend
with him. He is a warm place to share and find a solution of my problem.
Im thanksfull to have him in my life.

F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “Friendship”.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.
1 Identification is not complete and the
description are arranged with misuse of
connectives.

45
 Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

46
 LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 6st

Topic :Descriptive paragraph (My Family).

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.
B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic. (My
Family).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places.
b. Write the descriptive text relates to the topic. (My Family).

47
E. Teaching Material

Topic : “My Family”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Asks some preview questions.
- Teacher give the students two copies of hamburger graphic organizer.
- Teacher provides a topic. Assigns the students to write an idea for an
opening sentence on the top bun.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.
- When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

b. Post Activity
- Teacher asks the students to conclude the material.

48
 - Teacher motivates the students to study harder to practice their ability in
writing.

Example of descriptive text about “My Family”

My family is warm sweet family with five people. My mother is a
strong woman. She is curently unemployed and now staying at home
doing housework. But, sometimes she also help my father to make some
money. My father is a super hero for me. He is a driver. He always be my
place to take a deep breath and get a warm hug when i needed, even he is
tired all day.
My two brothers are still in school. The old one is in senior high
school, and the young one is in elementary school. They are very polite
brothers. I loved my family. Family is a place to come back home
whenever and wherever we want to go.
F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “My Family”.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.
Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the 2,5x
description are arranged with few
misuse of connectives.

49
 1 Identification is not complete and the
description are arranged with misuse of
connectives.
Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

50
 LESSON PLAN

School : SMPN 15 Palu

Subject : English

Class/Semester : VII/I

Meeting : 7st

Topic :Descriptive paragraph (Entertainment).

Aspect/Skill : Writing Skill

Time Allocation : 2 x 40 minutes

A. Standard of Competence
 Understanding knowledge factual, conceptual, and procedural,
based on their curiosity about science, technology, arts, culture
related phenomena and real events.
 Trying, processing and presenting various things in the realm of
concrete and the realm of the abstract in accordance with the
learned in school and from other sources in the same point of view
or theory.
B. Basic Competence
 Arranging a simple short descriptive text about animals, things,
with concrete way, text strucrure, and language structure accurately
and contextually.
C. Indicators

a. Students are able to write a short and simple descriptive text relates
people, things and places.
b. Students are able to write the descriptive text relates to the topic.
(Entertainment).

D. Instructional Objective

At the end of the study, the students are expected to be able to :

a. Write a short and simple descriptive text relates people, things and
places.
b. Write the descriptive text relates to the topic. (Entertainment).

51
E. Teaching Material

Topic : “Entertainment”

Teaching Material : Write a Descriptive Text

Teaching Method: Hamburger Paragraph Strategy.

Instructional Steps :

A. Pre Activities
- Greeting the students.
- Check students attendancelist.
- Asks some questions related to the topic that is going to write.

a. While Activities
- Asks some preview questions.
- Teacher give the students two copies of hamburger graphic organizer.
- Teacher provides a topic. Assigns the students to write an idea for an
opening sentence on the top bun.
- Students take the graphic organizer and write an opening sentence.
- Teacher asks the students to write a supporting sentence on the patty.
- Students write the supporting sentence.
- Teacher shows the students how to write other supporting details on the
lettuce and cheese of the graphic organizer. Asks the students to write the
supporting details.
- Students adds other supporting sentences as a lettuce and cheese in
hamburger.
- Teacher asks the students to write a closing line on the bottom bun.
- Students write the closing sentence.
- Teacher tells the students to write sentences on the ‘description’ graphic
organizer applying the same steps with the ‘identification’ graphic
organizer.
- Students do as instructed, writing sentences on the graphic organizer.
- When the two graphic organizers are filled in, teacher asks the students to
transfer the sentences into paragraphs.
- Students write the sentences into paragraphs.
- Teacher collects the students work to be corrected at home.
- Returns the students work with some feedback and corrections on it.

52
 b. Post Activity
- Teacher asks the students to conclude the material.
- Teacher motivates the students to study harder to practice their ability in
writing.

Example of descriptive text about “Entertainment”

F. Media/Resources of Learning

Whiteboard, boardmarker, the paper of graphic organizer.

G. Evaluation

Please write the descriptive text under the tittle “Entertainment”.

My favourite actris is Emma Watson. Her full name is Emma Charlotte

Duerre Watson. She is famous British actris. She is known for the movie Harry
Potter series which she played the heroine, she was born on April,15th,1990, in
Oxford England. She has brown big eyes and brunet hair.she is tall and thin.

Beside her success in her acting carrer, Emma has success reached her
achievement and has graduated as degree English literature at Brown University,
Amerika. Then, the very amazing one she has selected as woman ambassador in
United Nation. She is so pretty. She inspring me, i loved to see her image in
internet.

H. Assesment

Aspect Score Performance description Weighting

Content 4 The topic is complete and clear, and the

(c) details are relating to the topic.
30% 3 The topic is complete and clear, but the
Topic details are almost relating to the topic.
Detail 2 The topic is almost and clear, but the 3x
details are not relating to the topic.
1 The topic is not clear and the details are
not relating to the topic.

Organization 4 Identification is complete and the

(O) description are arranged with proper
25% connectives.

53
 Identification 3 Identification is almost complete and
Description the description are almost arranged with
proper connectives.
2 Identificaion is not complete and the
description are arranged with few 2,5x
misuse of connectives.
1 Identification is not complete and the
description are arranged with misuse of
connectives.
Grammar 4 very few grammatical or agreement
(G) inaccuracies.
25% 3 Very few grammatical or agreement
Use present inaccuracies but not affect on meaning.
tense 2 Numerous grammatical or agreement 2,5x
Agreementt inaccuracies.
1 Frequent grammatical or agreement
inaccurancies.
Mechanics (M) 4 It uses correct spelling, pucntuation, and
20% capitalization
Spelling 3 It has occationals errors of spelling,
Punctuation punctuation, and capitalization.
Capitalization 2 It has frequent errors of spelling, 2x
punctuation, and capitalization.
1 It is dominated errors of spelling,
punctuation, capitalization.

3 Score
C + 2,5
= O + 2,5 G + 2 M X 10
40

54