RESEARCH FINDINGS AND INTERPRETATION A.Data Description
DESCRIPTIVE TEXT
VI. Metode Pembelajaran Diskusi kelompok
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.
Kegiatan Inti
Elaborasi (60-70 menit)
1. Guru bertanya kepada siswa mengenai pemahaman materi minggu lalu yaitu pengertian paragraf deskriptif
2. Guru bertanya kepada siswa mengenai pemahaman siswa menggunakan teknik clustering dan pengertiannya.
3. Guru menjelaskan kembali struktur paragraf deskriptif dan cara menuliskan penggambaran tentang suatu tempat misalnya taman hiburan.
4. Guru menjelaskan kembali tentang cara menggunakan teknik clustering dalam menggambarkan suatu tempat.
5. Setelahparasiswamemahami cara membuat paragraf deskriptif, siswa diminta untuk menulis kembali paragraph deskriptif tentang suatu tempat secara berkelompok kemudian mencari ide melalui teknik clustering.
6. Siswa menyusun paragraf descriptif.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang 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.
Sumber belajar
VIII. Penilaian
Indikator Teknik BentukInstrumen
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 suatu tempat.
Contoh instrument Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph! Topic : The Amusement Park
Zoo
Title:
Introduction: Description(s):
Format kriteria 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 = (Jumlahskormaksimal)x100 30 Jakarta, 7 November 2013 Guru praktikan Sari Nur’aini
(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 dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
2.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancer dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text.
2. Melengkapi teks rumpang berbentuk deskriptif dengan topik mengenai suatu tempat dengan berdiskusi secara berpasangan. 3. Memahami isi dari paragraf deskriptif
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
Sydney Opera House The Sydney Opera House is a large performing art place. It becomes an Australian
icon. It was established in 1973. It is located Introduction in Sydney, New South Wales, Australia.
The Sydney Opera House covers 1.8 Description hectares of land. It is 183 m long and about of physical 120 m wide. The building can load 25,000 people. features
The Opera House is a place for large Description theatrical productions. It is the home of Opera of purpose Australia, the Sydney Theatre Company and
the Sydney Symphonyan.
There are five theatres in Sydney
Opera House. There are also five rehearsal Description studios, two main halls, four restaurants, of features six bars, and many souvenir shops. The
design of the Opera House is very unique. The roof looks like giant shells.
Besides for theatrical productions, Description the Opera House is also used for other of use functions. It is used for weddings, parties,
and conferences.
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
An introduction to the subject of the description. 2. Description
It tells about the characteristic features of the subject, e.g. physical appearance, qualities, habitual behavior, and significant attributes.
The common grammatical patterns of a description include: 1. Use of particular nouns, e.g. an Australian icon
2. Use of detailed noun groups to provide information about the subject, e.g. It is 183 long and about 120 m wide
3. Use of a variety of types of adjectives, e.g. describing, numbering, classifying
4. Use of relating verbs to provide information about the subject, e.g. The Sydney Opera House covers 1.8 hectares of land
5. Use of action verbs to describe the subject’s behavior, e.g. The design of the Opera House is very unique
6. Use of similes, metaphors and other types of figurative language, particularly in literary descriptions, e.g. The roof looks like giant shells
V. Media Pembelajaran Hand out
VI. Metode Pembelajaran