The Use Of Authentic Materials In Writing Recount Paragraphs At The Eighth Grade Students Of MTs Islamiyah Palangka Raya - Digital Library IAIN Palangka Raya

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CHAPTER VI CLOSURE

A.Conclusion

The writer concluded based on the result that the result of analysis showed that the mean of

of students‟ English writing scores of who taught using authentic materials was 70.45, while the

mean of students‟ English writing achievement of who taught using non-authentic material was

59. From both means, there was different value that was 11.45. It meant there is different result of them in writing recount paragraphs.

Meanwhile, after the data was calculated using t-test, it was found that the value of tobserved

was (-12.969). Then, , it was consulted with ttable (tt) which db or df = (N1 + N2 ) – 2 was (22 +

22) – 2 = 42. Significant standard 5% ttable (tt) = 2.02 and significant standard 1% ttable (tt) = 2,71.

So, 2,02 < 12.969 > 2,71. It can be said that since the value of tobserved (-12.969) was higher than

ttable in the 5% (2.02) and 1% (2.71) level of significance, it could be interpreted that Ha stating

that there is a significant difference between who taught using authentic materials and who taught using non-authentic material was accepted and Ho stating that there is no significant difference between who taught using authentic materials and who taught using non-authentic material of was rejected.

The implication of the result was that there is a significant difference between who taught using authentic materials and who taught using non-authentic material. It could be seen from the

significant difference of the students‟ scores in writing recount paragraphs. It meant that there is

a significant difference between who taught using authentic materials and who taught using non-authentic material of eight grade students of MTs Islamiyah of Palangka Raya.

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B.Suggestion

The writer proposes the following suggestion hopefully would be great to use for eighth grade students of MTs Islamiyah Palangka Raya. There are suggestions were proposed in the study:

1. For the students

The students should increase their ability in writing, and also do more practice your writing in writing text.

2. For the teacher

The teacher should find other techniques of teaching to make students interested and motivated, especially using text as basic format to practice. So, it can increase their vocabulary in their writing.

3. For the researcher

This study was the students‟ English writing achievement of who taught using authentic

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Appendix 1

STUDENTS‟ NAME OF CLASS VIII (A)

NO NAMES

1 Ahmad Haidir 2 Alfina

3 Aliah 4 Erfan

5 Faris Abdul Rozaq 6 Fatimah

7 Fitra Nurbintang 8 Hotimah

9 Muhammad Fauzan 10 Maimunah

11 Maulida Meilani 12 Muhammad Firman 13 Muhammad Mahfud 14 Muhammad Mursyid 15 Muhammad Rahmatullah 16 Muhammad Ridho Fuadi 17 Nur Cahaya

18 Rahma Dewi

19 Setiani Istiqomah Annisa 20 Taufik Hanafi

21 Wahyuniati

22 Windi Maulia Riski

Appendix 2

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NO NAMES 1 Ahmad Hairil

2 Ahmad Rifani 3 Aliya

4 Anna Andriana 5 Fendi Alamsyah 6 Jamilah Ariyati 7 Jumiati

8 Melati Indah Lestari 9 Muhammad Alwin Mubin 10 Muhammad Nafis

11 Muhammad Nasir 12 Muhammad Saidi 13 Mustofa

14 Ramona 15 Rezha

16 Risky Hidayat 17 Salimah

18 Siti Ainun Jariah 19 Siti Nor Aqiah 20 Syamsuraji

Appendix 3

STUDENTS‟ NAME OF CLASS VIII (C)

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1 Ahmad Rifani 2 Annisa

3 Erni 4 Jumadi 5 Junaidi Salam 6 Lathifah Tazkya 7 Maharani

8 Muhammad Fauzi 9 Muhammad Husin

10 Muhammad Julianur Akbar 11 Muhammad Rahmadi 12 Nazua Fadhila

13 Raudah 14 Rusdi Jayadi 15 Saibiyah 16 Siti Raudah 17 Syafa Aulia 18 Yoga Alamsyah 19 Yery Gloria 20 Zulkifli

Appendix 4

Research Instrument for Pre-test

Name :

Class :

Subject :

Day/Date :

(6)

A Trip to the Ancol Beach

My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the (2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey.

One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach.

Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.

We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods.

When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.

^_^ GOOD LUCK ^_^

a. brought b. extraordinary c. city d. decided e.strong

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Appendix 5

Research Instrument for Post Test

Name :

Class :

Subject :

Day/Date :

Complete the text with the suitable words from the box.

(8)

My family and I went to Jakarta when I was in Senior High School. We went to this city (1)……… the holiday time. It is the first time we went there. When we arrived at the hotel it was baking (2)…….... The first thing that Dad did was to take a shower. He said he needed (3)………. after such a long journey.

One afternoon we went to visit a beach (4)………. Ancol. The first impression when I

arrived in Ancol beach was very beautiful and very extraordinary. It was because the sea‟s wave

was so (5)………. and the sand on that beach was so white. Then, when I and my sister saw those things, we (6)……… to that beach.

Nevertheless, it was very (7)……… for us when running. It was because I and my sister used shoes when we run on the sands. For that, we decided to put off our (8)………. to be put another area. After that, I and my sister run to the wave easily. The (9)…….. were strong enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.

We were not worried of being wet. It was caused that we could find many stores which provided clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other (10)……… like horse (it was used to go round the beach), surfing tools

and others. We brought our lunch so we didn‟t need to look for a stall to buy foods.

When we got home Mum wanted to see all photos. My photos were cute but I had red face from too much sun. My family and I really enjoyed that holiday.

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Appendix 6

Research Instrument for Try-out

Name :

Class :

Subject :

Day/Date :

Complete the text with the suitable words from the box.

My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the (2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey.

b. brought b. extraordinary c. city d. decided e.strong

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One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach.

Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.

We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods.

When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.

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Appendix 7

Students’ Scores of Pre-Test of Experimental and Control Class

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Appendix 8

Students’ Scores of Post-Test of Experimental and Control Class

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Appendix 9

Students’ Scores of Try-out Class

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Appendix 10

SILABUS PEMBELAJARAN

Sekolah : MTs Islamiyah

Kelas : VIII ( Delapan )

Mata Pelajaran : BAHASA INGGRIS

Semester : 1 (Satu)

Standar Kompetensi : Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar Teknik Bentuk

Instrume berbagai hal terkait 2.Penguatan

kembali kosakata dan tata bahasa terkait jenis teks fungsional 3.Menulis

kalimat sederhana terkait jenis teks

4.Menulis teks fungsional

1.Complete

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Kompetensi Teknik Bentuk

Instrume

4.Tanda baca

5. Spelling

1. Teks present tense

- Simpel past jenis teks descriptive jenis teks descriptive dalam teks descriptif 4. Menyusun

kalimat teks essai pendek berbentuk descriptive

2. Menyusun kalimat teks essai dalam

1. Complete the

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Kompetensi Teknik Bentuk

Instrume

draft teks descriptive ditulis di kelas.

what

you did last

Sunday

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

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Appendix 11

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS EXPERIMEN

Sekolah : MTs Islamiyah Palangka Raya Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII(A)/1

Pertemuan : Pertemuan ke-1

Topik : _{A trip to the Eden Project}

Aspek/skill : Menulis Alokasi waktu : 2x 40 Minutes Jenis teks : Recount

A.Standar Kompetensi

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.

B.Kompetensi Dasar

6.1Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

6.2Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

C.Indikator Pencapaian Kompetensi

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Bangsa  Para siswa mampu melengkapi

rumpang teks fungsional pendek

Dapat dipercaya, rasa hormat dan perhatian, serta tekun.

Para siswa mampu

mengidentifikasi struktur dari teks recount.

Para siswa mampu membuat beberapa kalimat sederhana yang berhubungan dengan teks recount.

D.Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.

E.Materi Pembelajaran

Recount Social function:

To tell us about past experiences or events chronologically. Schematic structure

Orientation Introduces the main character(s) and the setting A Series of Events Mentions the events chronologically

Re-orientation Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re-orientation.

Note:

1. Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences.

2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.

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A trip to the Eden Project

Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It

was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We

brought our breakfast to eat on the bus.

When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground.

Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives.

We had our lunch in the exhibition centre, where we watched a video about „The

making of Eden‟. The Eden Project was built to show how humans and plants depend upon

each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate.

We were allowed to look in the shop and spend two pounds. I bought some stickers and a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.

F. Metode/Teknik Pembelajaran  Grammar Translation Method  Three-phase technique

 Pre writing

 Whilst writing

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G.Langkah-langkah Kegiatan (Three-phase Technique)

Langkah-langkah

Kegiatan Guru Kegiatan Murid Waktu

Proses Instruksi

 Menyapa siswa dan menanyakan kabar mereka

 Memeriksa daftar hadir siswa

 Membuka pembelajaran dengan mengucapkan Basmallah

 Merespon sapaan guru

 Mengangkat tangan ketika guru memanggil nama mereka

 Membaca Basmallah bersama-sama

5 Menit

Kegiatan Pendahuluan

 Menanyakan beberapa

pertanyaan tentang pengalaman masa

lalu siswa

(beberapa

pertanyaan pemicu untuk menggali pengalaman siswa dan pengetahuan tentang pelajaran

 Menjawab pertanyaan guru

10 menit

Mengamati:

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Kegiatan Inti

yang memuat teks recount yang diambil dari buku elektronik; How to teach Writing

Across the

Curriculum‟

(KS1/2) oleh Sue Palmer, dengan banyak terima kasih untuk David Fulton sebagai penerbit yang berhubungan dengan pelajaran.

 Meminta siswa untuk membaca dan memahami teks

 Menjelaskan topik pembelajaran Menanya:

 Meminta siswa untuk mencatat dan menanyakan kata-kata yang sulit dipahami

 Menjelaskan arti dari kata-kata sulit dengan memberikan

kertas yang diberikan guru

 Membaca teks

 Memperhatikan penjelasan guru

 Menanyakan arti dari kata-kata yang sulit dimengerti

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sinonim/persama an dari kata tersebut tapi apabila mereka masih belum mengerti maka

guru akan

menjelaskan kata tersebut

menggunakan Bahasa Indonesia Explorasi:

 Meminta siswa untuk membuat beberapa kalimat sederhana

berbentuk recount

 Meminta siswa untuk melengkapi teks recount rumpang

menggunakan kata-kata yang sesuai

 Mengamati kegiatan siswa Asosiasi:

 Memperbaiki tugas siswa (guru membimbing

 Membuat beberapa kalimat sederhana berbentuk recount

 Melengkapi teks recount

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siswa untuk menganalisa jawaban dengan fokus kepada fungsi sosial dan struktur teks. Mengkomunikasikan :

 Meminta

beberapa siswa untuk

mempresentasika n tugas mereka di depan kelas

dan

mendengarkan penjelasan guru

 Mempresentasi kan teks recount di depan kelas

Kegiatan Penutup

 Memberikan siswa kesempatan untuk merespon pelajaran

 Merespon

pertanyaan siswa atau

menyimpulkan (jika ada)

 Memberikan beberapa nasehat, saran, dan motivasi untuk para siswa

 Menutup penbelajaran dengan

 Mengungkap kan kesimpulan dari pelajaran

 Memperhatikan

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mengucapkan Hamdallah

Kegiatan berikutnya

Guru memberikan siswa PR/tugas rumah yaitu melengkapi teks recount rumpang menggunakan kata-kata yang sesuai.

Siswa mengerjakan PR

H. Sumber/Media Pembelajaran

 How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit

I. Penilaian

 Teknik, Bentuk, dan contoh

No. Indikator Teknik Bentuk Contoh

1. Para siswa mampu menganalisa struktur dan tata bahasa dari teks recount dan mampu melengkapi teks recount rumpang menggunakan kata-kata yang sesuai

Tes tertulis

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 Rubrik Penilaian : a. Tes tertulis

Nilai maximal: 100 Score:

x 100

No. Penjelasan Nilai

1. Jawaban benar 10

2. Jawaban salah 0

3. Tidak ada jawaban 0

Palangka Raya, 26 Agustus 2014 Mengetahui,

Guru Pamong,

Hamdi Hermanto, S.Pd NIP. 19730814 200312 1 002

Mahasiswi,

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Pertemuan : Pertemuan ke-2

Topik : _{A trip to the Eden Project}

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6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa Para siswa mampu melengkapi

Para siswa mampu

D. Tujuan Pembelajaran

1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount.

2.Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.

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Note:

1.Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences.

Example of recount text:

A trip to the Eden Project

Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It

was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We

brought our breakfast to eat on the bus.

When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground.

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and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives.

We had our lunch in the exhibition centre, where we watched a video about „The making of Eden‟. The Eden Project was built to show how humans and plants depend upon

each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate.

We were allowed to look in the shop and spend two pounds. I bought some stickers and a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.

 Pre writing

 Whilst writing

 Post writing

Langkah-langkah

Proses Instruksi

 Membuka pembelajaran dengan

 Mengangkat

tangan ketika guru memanggil nama mereka

 Membaca Basmallah

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mengucapkan Basmallah

bersama-sama

Kegiatan Pendahulu

an

pertanyaan tentang pelajaran yang lalu.

10 menit

Kegiatan Inti

Mengamati:

 Memberikan kertas yang memuat teks recount yang diambil dari buku; How to teach Writing Across the

Curriculum‟

(KS1/2) oleh Sue Palmer, dengan banyak terima kasih untuk David Fulton sebagai penerbit yang berhubungan dengan pelajaran.

 Menjelaskan topik pembelajaran

 Mengambil kertas yang diberikan guru

 Membaca teks

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Menanya:

 Menjelaskan arti dari kata-kata sulit dengan memberikan sinonim/persama an dari kata tersebut tapi apabila mereka masih belum mengerti maka

guru akan

berbentuk recount

 Meminta siswa untuk melengkapi teks recount

 Membuat

beberapa kalimat sederhana

berbentuk recount

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rumpang menggunakan kata-kata yang sesuai

 Memperbaiki tugas siswa (guru membinbing siswa untuk menganalisa jawaban dengan fokus kepada fungsi sosial dan struktur teks. Mengkomunikasikan :

 Meminta

mempresentasi kan tugas mereka di depan kelas

 Menganalisa jawaban bersama-sama dan

 Mempresentasi kan teks recount di depan kelas

Kegiatan Penutup

 Merespon

 Mengungkapkan kesimpulan dari pelajaran

 Memperhatikan

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 Menutup penbelajaran dengan mengucapkan Hamdallah

apa yang

dibicarakan guru

 Membaca Hamdallah bersama-sama

Kegiatan

berikut-nya

Guru memberikan siswa PR/tugas rumah yaitu melengkapi teks recount menggunakan kata-kata yang sesuai.

Siswa

mengerjakan PR

H.Sumber/Media Pembelajaran

 How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit.

I. Penilaian

1. Para siswa mampu menganalisa struktur dan tata bahasa dari

Tes tertulis

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teks recount dan mampu melengkapi

teks recount

rumpangmenggunakan kata-kata yang sesuai

menggunaka n kata-kata yang tersedia dalam kotak.

x 100

1. Jawaban benar 10

2. Jawaban salah 0

Guru Pamong,

Mahasiswi,

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Pertemuan : Pertemuan ke-3 Topik : _{My Best Holiday}

(36)

Para siswa mampu

2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.

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Note:

My Best Holiday

Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom!

When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad!

One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream.

On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful.

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When we got home Mum wanted to see all the photos. I had a magnificent picture of

Dad‟s very red face from too much sun. Allin all I think that it was a great holiday and I can‟t

wait to go back.

 Pre writing

 Whilst writing

 Post writing

Langkah-langkah

Proses Instruksi

 Membaca

Basmallah bersama-sama

5 Menit

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Kegiatan Pendahulu

an

 Memberikan kertas yang memuat teks recount yang diambil dari buku; Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

yang berhubungan dengan pelajaran.

 Menjelaskan arti dari kata-kata sulit dengan memberikan

 Membaca teks

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sinonim/persama an dari kata tersebut tapi apabila mereka masih belum mengerti maka

guru akan

berbentuk recount

 Memperbaiki tugas siswa (guru membinbing

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siswa untuk menganalisa jawaban dengan fokus kepada fungsi sosial dan struktur teks. Mengkomunikasikan :

 Meminta

 Menganalisa jawaban

bersama-sama dan

 Mempresentasikan teks recount di depan kelas

Kegiatan Penutup

 Merespon

 Menutup

 Memperhatikan

apa yang

dibicarakan guru

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penbelajaran dengan mengucapkan Hamdallah

Kegiatan

berikut-nya

Siswa

mengerjakan PR

 Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

I. Penilaian

1. Para siswa mampu menganalisa struktur dan tata bahasa dari teks recount dan mampu melengkapi

teks recount

Tes tertulis

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x 100

1. Jawaban benar 10

2. Jawaban salah 0

Palangka Raya, 2 September 2014 Mengetahui,

Guru Pamong,

Mahasiswi,

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Pertemuan : Pertemuan ke-4 Topik : _{My Best Holiday}

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Para siswa mampu mengidentifikasi struktur dari teks recount.

Note:

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My Best Holiday

Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom!

When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad!

One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream.

On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful.

One of the best things about the holidays was that Dad was so useless at cooking that we had to go into the town every night to eat. There was a stall where you could buy chips and calamari. The calamari was squid cooked in batter – it tasted like rubbery fish. Once we had eaten, we played on the pinball machines.

When we got home Mum wanted to see all the photos. I had a magnificent picture of

Dad‟s very red face from too much sun. Allin all I think that it was a great holiday and I can‟t

wait to go back.

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 Pre writing

 Whilst writing

 Post writing

Langkah-langkah

Proses Instruksi

 Membuka

 Membaca

5 Menit

Kegiatan Pendahulu

an

10 menit

Mengamati:

 Memberikan kertas yang memuat teks recount yang diambil dari buku;

(48)

Kegiatan Inti

Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

 yang berhubungan dengan pelajaran.

guru akan

(49)

berbentuk recount

 Memperbaiki tugas siswa (guru membimbing siswa untuk menganalisa jawaban dengan fokus kepada fungsi sosial dan struktur teks. Mengkomunikasikan :

 Meminta

beberapa siswa

bersama-sama dan

(50)

untuk

depan kelas

Kegiatan Penutup

 Merespon

 Memperhatikan

apa yang

dibicarakan guru

 Membaca

Siswa

(51)

 Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

I. Penilaian

teks recount

Tes tertulis

Melengkapi Lengkapilah teks rumpang berikut menggunakan kata-kata yang tersedia dalam kotak.

x 100

(52)

1. Jawaban benar 10

2. Jawaban salah 0

Palangka Raya, 4 September 2014 Mengetahui,

Guru Pamong,

Mahasiswi,

Milda Fransisca NIM. 100 112 0589

Appendix 12

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS KONTROL

(53)

Kelas/Semester : VIII(B)/1

Pertemuan : Pertemuan ke-1 Topik : _Lost

Para siswa mampu

(54)

beberapa kalimat sederhana yang berhubungan dengan teks recount.

Note:

Lost

(55)

My friend and I were excited. We could see many people mingling and hawkers peddling their goods. We started to wander away from the souvenir stalls. Some of my friends were gazing at clothing items, others at traditional food and the rest at handcrafts, while I was showing curiosity in a tiny wooden house made of sandalwood.

Suddenly, a soft voice spoke behind me. “Do you like it, child?” I looked up to see an

old woman in a shawl staring into my face. She smiled and nodded at me. I felt a little frightened. I placed the house back and went in search of my friends, but I saw none of them.

“Where are my friends?” I mumbled. There were crowds of people, but I saw no familiar

faces. There I was, in the middle of nowhere, and lost.

I decided to stop at the corner of a stall and hoped that my friends and teacher would be there to look for me. I was about to cry when a familiar voice suddenly called out to me,

“what‟s the matter, Hasan?” It was my teacher. My friends had already headed to the bus,

except me. For that reason, my teacher inspected every stall and finally found me at a corner. I was so relieved to see her that I cried for joy.

 Pre writing

 Whilst writing

 Post writing

Langkah-langkah

Proses Instruksi

(56)

 Membuka

Kegiatan Pendahulu

an

pertanyaan tentang pengalaman masa

lalu siswa

(beberapa

pertanyaan pemicu untuk menggali pengalaman siswa dan pengetahuan tentang pelajaran

10 menit

Kegiatan Inti

Mengamati:

 Memberikan kertas yang memuat teks recount yang diambil dari buku; Bahasa Inggris untuk SMP/MTs Kelas VIII yang dikarang oleh Bachtiar Bima M.

dan Cicik

Kurniawati yang

 Membaca teks

(57)

berhubungan dengan pelajaran.

guru akan

 Meminta siswa

(58)

untuk membuat beberapa kalimat sederhana

berbentuk recount

 Meminta

kalimat sederhana berbentuk recount

bersama-sama dan

(59)

Kegiatan Penutup

 Merespon

 Memperhatikan

apa yang

dibicarakan guru

 Membaca

Siswa

mengerjakan PR

(60)

I.Penilaian

teks recount

Tes tertulis

x 100

1. Jawaban benar 10

2. Jawaban salah 0

(61)

Milda Fransisca NIM. 100 112 0589

Pertemuan : Pertemuan ke-2 Topik : _Lost

(62)

Para siswa mampu

(63)

A Series of Events Mentions the events chronologically

Note:

Lost

At the age of twelve, I experienced being lost. It happened when I went on a school trip at the end of the academic year. It was late in the afternoon when our teacher let us roam about the souvenir stalls, to buy whatever we wished. However, she reminded us to watch out for each other.

My friend and I were excited. We could see many people mingling and hawkers peddling their goods. We started to wander away from the souvenir stalls. Some of my friends were gazing at clothing items, others at traditional food and the rest at handcrafts, while I was showing curiosity in a tiny wooden house made of sandalwood.

Suddenly, a soft voice spoke behind me. “Do you like it, child?” I looked up to see an old woman in a shawl staring into my face. She smiled and nodded at me. I felt a little frightened. I placed the house back and went in search of my friends, but I saw none of them.

“Where are my friends?” I mumbled. There were crowds of people, but I saw no familiar

faces. There I was, in the middle of nowhere, and lost.

I decided to stop at the corner of a stall and hoped that my friends and teacher would be there to look for me. I was about to cry when a familiar voice suddenly called out to me,

(64)

except me. For that reason, my teacher inspected every stall and finally found me at a corner. I was so relieved to see her that I cried for joy.

 Pre writing

 Whilst writing

 Post writing

Langkah-langkah

Proses Instruksi

 Membaca

5 Menit

Kegiatan Pendahulu

an

 Menjawab

(65)

Kegiatan Inti

Mengamati:

 Memberikan kertas yang memuat teks recount yang diambil dari buku; Bahasa Inggris untuk SMP/MTs Kelas VIII yang dikarang oleh Bachtiar Bima M.

dan Cicik

Kurniawati yang berhubungan dengan pelajaran.

 Menjelaskan arti dari kata-kata sulit dengan memberikan sinonim/persama

 Membaca teks

(66)

an dari kata tersebut tapi apabila mereka masih belum mengerti maka

guru akan

berbentuk recount

 Memperbaiki tugas siswa (guru membinbing siswa untuk

bersama-sama dan

(67)

menganalisa jawaban dengan fokus kepada fungsi sosial dan struktur teks. Mengkomunikasikan :

 Meminta

penjelasan guru

 Mempresentasikan teks recount di depan kelas

Kegiatan Penutup

 Merespon

 Menutup penbelajaran dengan mengucapkan

 Memperhatikan

apa yang

dibicarakan guru

(68)

Hamdallah

Kegiatan berikutny

a

Siswa

mengerjakan PR

 Buku Bahasa Inggris untuk SMP/MTs Kelas VIII dikarang oleh Bachtiar Bima dan Cicik Kurniawati.

I. Penilaian

teks recount

Tes tertulis

(69)

Score:

x 100

1. Jawaban benar 10

2. Jawaban salah 0

Guru Pamong,

Mahasiswi,

(70)

Pertemuan : Pertemuan ke-3 Topik : _{My Experience}

6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

(71)

Para siswa mampu

Note:

(72)

My Experience

My family and I went to a fair last night. We saw crowds of people having fun there. Several people went on the rides and others enjoyed the attractions. People also queued at the food stalls. They filled themselves with cotton candy, pop corn and other foods. In another corner, we could see children awing the fireworks and flickering lights.

My brother invited me to ride on a ferris-wheel. I hesitated because I was afraid of heights. However, my brother urged me to go on the ferris-wheel. He kept convincing me that it would be fun and exhilarating. He pleaded many times. He said that it wouldn‟t be scary. Finally, I agreed.

I sat still in my seat and felt a bit nervous. My brother was sitting next to me. Soon afterwards, the wheel took us up, slowly. Then, it rotated higher and higher. I looked over the side and felt dizzy. My hands and feet were shaky. I screamed out loud and was about to cry out of fear when we were at the highest point. My brother held my icy-cold hands and kept comforting me.

I felt relieved as we reached the ground. Yeah, it was over and I thought that it would be my first and last ride on a ferris-wheel. Then, we walked towards our parents, who were waiting on a bench near the magic show arena. They handed us cotton candy and cups of warm soothing beverage.

 Pre writing

 Whilst writing

(73)

Langkah-langkah

Proses Instruksi

 Membuka

 Membaca

5 Menit

Kegiatan Pendahulu

an

 Menjawab

pertanyaan guru 10 menit

Kegiatan

Mengamati:

 Memberikan kertas yang memuat teks recount yang diambil dari buku; Bahasa Inggris untuk SMP/MTs Kelas VIII yang

 Membaca teks

(74)

Inti dikarang oleh Bachtiar Bima M.

dan Cicik

Kurniawati yang berhubungan dengan pelajaran.

guru akan

(75)

berbentuk recount

 Meminta

beberapa siswa

bersama-sama dan

(76)

untuk

Kegiatan Penutup

 Merespon

 Memperhatikan

apa yang

dibicarakan guru

 Membaca

Siswa

(77)

 Buku Bahasa Inggris untuk SMP/MTs Kelas VIII dikarang oleh Bachtiar Bima dan Cicik Kurniawati.

I. Penilaian

teks recount

Tes tertulis

x 100

1. Jawaban benar 10

2. Jawaban salah 0