Guru menampilkan slide power point tentang contoh dan materi descriptive teksdan membahasnya bersama peserta didik (fungsi social, struktur teks, dan unsurkebahasaan) (Critical thinking, menalar/associating)
Siswa mengerjakan beberapa activity / latihan soal yang berkaitan secara bersama-sama dan membahasnya dengan guru.
Guru memberikan tugas mandiri dan juga tugas project yang nanti akan di kerjakan secara berkelompok
Buat desain proyek
a)Guru membagi siswa dalam satu kelas menjadi beberapa kelompok secara berpasangan (satu kelompok terdiri dari 2 siswa) yang akan mendapatkan satu topik.(Collaboration)
b)Guru meminta peserta didik untuk untuk menjawab beberapa pertanyaan berkaitan dengan gambar yang hendak di deskripsikan (Collecting information)
c)Guru dan peserta didik saling bertanya jawab seputar materi yang dipelajari gunamembuat teks deskripsi nantinya. (questioning, communication)
Susun rencana/penjadwalan
a)Guru meminta peserta didik dengan pasangannya untuk mengerjakan soal dan membuat teks deskriptive dalam bentuk slide power point (critical thinking, collaboration)
b)Peserta didik membuat deskriptive dalam bentuk slide power point dengan memperhatikan generic stucture, dan language featurenya (creativity,experimenting)
Guru memonitor kemajuan proyek
a) Guru menanyakan kemajuan tugas yang diberikan, sudah sampai pada tahap apa serta meminta peserta didik untuk menentukan isi dari teks tersebut (fungsi social,unsur kebahasaan, dan struktur teks). (communication)
Penilaian Hasil
a)Peserta didik mengumpulkan tugas tertulis kepada guru.
b)Peserta didik mempresentasikan slide tentang teks deskriptif bersama pasangannya di depan kelas dengan pendampingan guru dan diadakan sesi diskusi/tanya jawab. (networking,collaboration,creativity)
Evaluasi Pengalaman
a)Peserta didik mempresentasikan kendala/kesulitan dalam menyusun teks deskriptifbersama pasangannya (networking, communication)
b)Guru memberikan penguatan tentang hasil presentasi peserta didik dan memberikanapresiasi.
2. THE PROBLEM THAT HAS BEEN CHOSEN TO BE
SOLVED IS LOW STUDENTS' LEARNING
MOTIVATION ON THE ABILITY TO UNDERSTAND
READING ENGLISH TEXTS
THE ROOT CAUSE OF THE PROBLEM IS
LIMITATIONS OF STUDENTS IN UNDERSTANDING
AND INTERPRETING VOCABULARY
3. LITERATURE REVIEW
Explore alternative solutions
1. Ramli (2003:219) says that the
basis of the expression is the word
"Vocabulary"is the basis of mastery
language, because vocabulary is
neededby someone to do activities
language, namely listening,
speaking,read as well as write.
4. Dalyono (2005:55) asserts that
Motivation is the driving force from within or from
outside so that someone is able to do an activity
Anggraini & Mukhadis (2013), said
the use of the Problem-based learning model
Based Learning can improve student learning
motivation and learning outcomes, student.
Winata, H.(2017) said that motivation
learning can be improved through increased use of
media
5. Based on the results of the literature
review and peer interviews, the
exploration of alternative solutions is
obtained as follows:
1. The teacher uses a problem-based
learning model
2. The teacher uses visual media to
facilitate students receiving learning
materials so they don't get bored
learning how to teach.
3. Teachers are expected to be able
to utilize ICT-based media to support
the achievement of learning
objectives
4. Always provide motivation at the
beginning and end of learning
6. Relevant solutions
Based on the results of the analysis of the literature
review and interviews with colleagues, the most relevant
solution for solving problems is by applying the Problem
Based learning / Project-based learning model so that it
can accommodate student problems related to low
student learning motivation on reading comprehension
ability of English text
8. Analysis of alternative solutions
Analysis of alternative solutions to this problem
are;
1. Teachers must choose the right learning
method
2. Teachers must be able to maximize the use of
learning media properly.
3. Teachers must always motivate students at the
beginning and end of learning
