RESEARCH FINDINGS AND INTERPRETATION A.Data Description
DESCRIPTIVE TEXT
V. Media Pembelajaran Hand out
VI. Metode Pembelajaran
Three-phase Techniques
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
KegiatanInti
Elaborasi (60-70 menit)
1. Guru memberikan contoh teks descriptive kepada siswa untuk dipelajari.
2. Guru bertanya kepada siswa teks apa yang ditampilkan. 3. Guru memberi tahu teks apa yang ditampilkan
4. Siswa mendengarkan dan memperhatikan penjelasan dari guru tentang descriptive text tentang definisi, dan pola paragraf descriptive text.
5. Guru bersama siswa menganalisa pola paragraf dan struktur kebahasaan paragraf descriptive.
6. Setelah para siswa memahami cara membuat paragraf deskriptif, siswa diminta untuk membuat paragraph deskriptif secara individu dengan topik hewan.
7. Siswa menyusun paragraf descriptif
8. Membuat draft teks deskriptif secara mandiri
9. Menampilkan hasil tulisan teks deskriptif di dalam kelas.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang menulis paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa.
4. Memberi tugas/pekerjaan rumah
Sumber belajar VIII. Penilaian
Indikator Teknik BentukInstrumen
1. Memahami struktur paragraf dan ciri kebahasaan yang
ada dalam descriptive text. 2. Menulis teks esei
dalam bentuk deskriptif
Tes Tertulis Essay
Contoh instrument Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph! Topic : Animal
Format criteria penilaian Produk Criteria of writing Rating Score Indicators Grammar 6 5 4 3 2 1
Few noticeable errors of grammar or word order. Some errors of grammar or word order which do not, however, interfere with comprehension.
Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part.
Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible.
Vocabulary 6 5 4 3 2 1
Use of vocabulary and idiom rarely distinguishable from that of educated native writer.
Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.
Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.
Limited vocabulary and frequent errors clearly hinder expression of ideas.
Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make comprehension virtually impossible.
Mechanics 6 5 4 3 2 1
Few noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension. Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension.
Frequent errors in spelling or punctuation; lead sometimes to obscurity.
Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.
Errors in spelling or punctuation so severe as to make comprehension virtually impossible.
Fluency (style and ease of communication) 6 5 4 3 2 1
Choice of structures and vocabulary consistently appropriate; like that of educated native writer. Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.
‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style. Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.
Communication often impaired by completely inappropriate or misused structures and vocabulary items.
A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.
Form (organization) 6 5 4 3 2 1
Highly organized; clear progression of ideas well linked; like educated native writer.
Material well organized; links could occasionally be clearer but communication not impaired.
Some lack of organization; re-reading required for clarification of ideas.
Little or no attempt at connectivity, though reader can deduce some organization.
Individual may be clear, but very difficult to deduce connection between them.
Lack of organization so severe that communication is seriously impaired.
Nilai = (Jumlah skor maksimal)x100 30
Jakarta, 9 Oktober 2013
Guru praktikan
APPENDIX 4
RPP II (Kelas Eksperimen)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama sekolah : MTs. Nurul Hidayah Mata pelajaran : BahasaInggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
2. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
2.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text.
2. Menemukan ide dengan menggunakan Teknik Clustering 3. Menyusun ide untuk menyusun paragraf descriptive.
4. Menghasilkan teks essai yang berbentuk descriptive sesuai dengan topik yaitu tentang tempat hiburan.
Haunted
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing.A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes.
The language feature of descriptive text:
1. Using adjective
2. Using simple present tense 3. Using particular nouns
Contoh penggunaan Teknik Clustering:
Children Parents/adult
Visitors
Dunia Fantasi toilet
Games Facilitation mosque
Dunia Fantasi
Everyone is happy visits the amusement park namely Dunia Fantasi especially children. The amusement park is a very amusing place because there are many things that make people feel happy.
Most of people feel happy visit Dunia Fantasi. There are various visitors
who visit Dunia Fantasi, for instance, children. Every child must be happy visit Dunia Fantasi accompanied by adults or their parents. Dunia Fantasi provides various games. Children loves sawhorse because this game is not dangerous for them so that they can be safe. Moreover, there is a haunted house. Some adults are courageous to try this one. In the haunted house there are various kinds of ghosts that are ready to scare the visitors.
Dunia Fantasi also provides some facilitation such as restaurants if they are tired and hungry. The most important thing is toilet; everyone needs toilet wherever they are especially in the amusement park. Finally there is a mosque for Muslims who want to pray there.
V. Media Pembelajaran Laptop
In focus
VI. Metode Pembelajaran