Post-test 2
LESSON PLAN CYCLE 2 (1st MEETING)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs Negeri Tangerang 2 Pamulang Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 9.3/1
Tema : Technology
Skill : Menulis (Writing)
Alokasi Waktu : 2 x 40 menit A. STANDAR KOMPETENSI
Menulis
(6) Mengungkap kan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
B. KOMPETENSI DASAR
(6.2) Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa dapat:
Memahami dan menguasai struktur dan ciri kebahasaan teks prosedur.
Menyusun/ membuat teks prosedur dengan menggunakan picture sequences.
D. INDIKATOR
Menemukan ide melalui picture sequences.
Menyusun teks prosedur mengunakan bahasa masing-masing. Karakter siswa yang diharapkan:
Kreatif
Mandiri
Tanggung jawab
Rasa hormat dan perhatian E. MATERI PEMBELAJARAN
Social Function Generic Structure Language Features
A text which is intended to tell the reader how to do, operate, or make something. a.Aim or goal The title of procedure text b.List of materials Ingredients/ materials c. A sequenced of steps shows a sequence of steps. The sequence usually is shown by numbers (1,2,3 ...) or by using words such as first, second, third, etc. Words such as now, next, and after this sometimes are used as well
a. Sentences begun with action verb (imperative sentences). e.g., pour hot water into the cup. b. Sequence words or
temporal conjunctions (e.g. firstly, next, then) and numbers (e.g. 123) that show the order for carrying out the procedure.
c. Adverbs of manner to describe how the actions should be performed. e.g. quickly, firmly.
d. Precise terms and technical language. e.g. ml, grams, etc
F. METODE PEMBELAJARAN : Active Learning G. KEGIATAN PEMBELAJARAN
1. Kegiatan Pendahuluan Apersepsi:
Mengucapkan selamat pagi dan menanyakan kabar dalam bahasa Inggris.
Menyampaikan materi dan tujuan pembelajaran yang akan dicapai.
Untuk memotivasi siswa dalam belajar, guru memberikan “Seven up game”.
2. Kegiatan Inti Eksplorasi:
Guru menampilkan beberapa teks prosedur “How to Charge HP”
yang telah dikumpulkan oleh siswa pada pertemuan sebelumnya, kemudian guru beserta dengan siswa membenarkan kesalahan yang terdapat pada teks prosedur tersebut.
Guru meminta siswa untuk berpasang-pasangan.
Guru menampilakan picture sequences dari teks prosedur ”How to Print a Document” di layar dan membagikan lembar kerja siswa yang berisi picture sequences
Siswa diminta untuk mengamati picture sequences tersebut.
Beberapa siswa ditunjuk untuk mengungkapkan pendapatnya mengenai picture sequences (misal: siswa menebak judulnya)
Elaborasi
Setiap pasangan diminta bekerja sama untuk membuat/ menyusun teks prosedur berdasarkan picture sequences dengan melengkapi key word yang telah di sediakan pada masing-masing gambar.
Konfirmasi
Beberapa siswa di tunjuk untuk mempresentasikan hasil kerjanya.
Siswa mengumpulkan hasil tulisannya.
Guru bersama siswa bertanya jawab meluruskan kesalah pahaman, memberikan penjelasan lanjut mengenai teks prosedur “How to Print a Document”.
3. Kegiatan Akhir
Melakukan refleksi terhadap kegiatan yang sudah di pelajari dengan cara bertanya jawab dengan siswa mengenai teks prosedur.
Mengakhiri pembelajaran dengan mengucapkan hamdalah. H. ALAT DAN SUMBER BELAJAR
Sumber belajar : teks prosedur, satu lembar picture sequences, dan buku yang terkait.
Media : LCD, infokus, notebook, white board, board marker. I. PENILAIAN : Tes tertulis (terlampir)
J. PEDOMAN PENILAIAN : Writing Rubric
Score Level Criteria
Content 30-27 Excellent to very good: knowledgeable, substantive, thorough development of thesis, relevant to assigned topic.
26-22 Good to average: some knowledgeable of subject, adequate range, limited development thesis, mostly relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject, title substance, inadequate development of topic.
16-13 Very poor: doesn’t show knowledgeable of subject, non substantive, non pertinent, or not enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideas clearly stated, succinct, well-organized, logical sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. 13-10 Fair to poor: not-fluent, ideas
confused/disconnected, lacks logical sequencing and development.
9-7 Very poor: does not communicate, no organization, or not enough to evaluate. Vocabulary 20-18 Excellent to very good: sophisticated range,
effective word/ idiom choice and usage, word form mastery, appropriate register.
17-14 Good to average: adequate range, occasional of word/ idiom form, choice, usage, bit meaning is not obscured.
13-10 Fair to poor: limited range – frequent errors of word/ idiom form, choice, usage but meaning confused or obscured.
9-7 Very poor: essentially translation, little knowledge of English vocabulary, idioms, word
form, or not enough to evaluate.
Language Use 25-22 Excellent to very good effective complex construction, few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions.
21-18 Good to average: effective but simple construction, minor problems, in complex construction, several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions but meaning seldom obscured.
17-11 Fair to poor: major problems in simple/ complex construction, frequent errors of negation, agreement, tense, number, word
order/ function, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or obscured. 10-5 Very poor: virtually no mastery of sentence
construction rules, dominated by errors, does not communicate, or not enough to evaluate. Mechanic 5 Excellent to very good: demonstrates mastery
of conventions, few errors of spelling, punctuation, capitalization, paragraphing. 4 Good to average: occasional errors of
spelling, punctuation, capitalization, paragraphing but meaning not obscured. 3 Fair to poor: frequent errors of spelling,
punctuation, capitalizations, paragraphing, poor handwriting, meaning confused or obscured.
2 Very poor: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate.
Total Score 1-100
Tangerang Selatan, 20 November 2014 Mengetahui
Guru Bahasa Inggris Peneliti
Dra. Iriastuti Suaeni
3. Click 4. Click
5. Choose 6. Click
