APPENDICES
H. Penilaian
I. Orientasi Penilaian
The Measurement Rubrics of Writing
Score Level Criteria
Content
30-27 Excellent to very good: Knowledgeable;
substantive; by thesis development; applicable to the subject assigned;
26-22 Good to average: certain subject-capable knowledge; ample range; restricted thesis development; often topical; however, lucks specifics
21-17 Fair to poor: Restricted subject knowledge;
minimal substance; insufficient topic growth 16-13 Very poor: does not display subject-matter
knowledge; non-substantial; inappropriate; or inadequate to determine.
Organization
20-18 Excellent to very good: Fluid expression; simple and well-defined ideas / endorsed ideas. Short, well-organized yet key ideas.
17-14 Good to average: Copy somewhat; ordered loose;
logical, but incomplete
13-10 Fair to poor: Unfluent; misunderstood or unconnected ideas; lack of coherent sequence and creation
9-7 Very poor: doesn't really speak; no agency; or no appropriate evaluation
Vocabulary
20-18 Excellent to very good: Effective choice and use of word/language; mastery of word form; sufficient register
17-14 Good to average: Sufficient range; occasional word/language mistakes, option, use; but not obscured context
13-10 Fair to poor: Restricted scope; regular word/language type errors, option, use; confused or obscure context
9-7 Very poor: Mainly transformation: no English terminology, language and word type knowledge;
and not enough to test
Language Use 25-22 Excellent to very good: Accurate complex
structures; few mistakes, tense, amount, order/function of phrase, post, pronoun, precipitations
21-18 Good to average: Effective but basic constructions; minor difficulties in the complicated
structures; agreement with many mistakes, tense, number, word order/functions, articles, premises, but seldom darkened definitions.
17-11 Fair to poor: Small problems in basic buildings;
major problems in complicated buildings; regular mistakes, tense, numerical, word order, article(s), pronouns, prepositions and/or scraps, run-ons and deletions, sense lost or blurred
10-5 Very poor: Practically no dominant b errors; does not communicate; or is inadequate to test sentences construction rules;
Mechanics
5 Excellent to very good: Demonstrate convention mastery, minimal orthographic mistakes, punctuation, capitalisation, paragraphs
4 Good to average: Few grammar mistakes, punctuation, capitalization, paragraphs but not blurred importance
3 Fair to poor: Common mistakes, dotting, capitalisation, paragraphing, miswriting, confusing or obscured meaning
2 Very poor: No standard mastery that is prevalent or not sufficiently readable by spelling mistakes, punctuation, capitalisation, paragraphing, handwriting54
In order to transform the scores in the table above, than scores in the range of 1-100, the writer used the following formula:
Seputih Surabaya, September 2020
The Collaborator The Writer
Nanang Susanto, S.Pd Eduan Lesmana
NIP.- NPM. 1601070081
54 Sara Cushing Weigle, Assessing Writing, Cambridge Language Assessment Series (Cambridge: Cambridge University Press, 2002). p. 116.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE 2
Satuan Pendidikan :MTs. Manbaul ‗Ulum Gaya Baru II Mata Pelajaran :Bahasa Inggris
Kelas/Semester : VIII/ I
Materi Pokok : Deskriptif Paragraf Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti (KI) KI-1 dan KI-2
Menghargai dan menghayati ajaran agama yang dianutnya. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3
Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
KI 4
Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan nya.
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat.
Menulis gagasan utama
Mengelaborasi gagasan utama.
Membuat draft, merevisi, menyunting.
Menghasilkan descriptive paragraph.
Mempresentasikan descriptive paragraph.
C. Tujuan Pembelajaran :
1. Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional.
2. Siswa dapat mengidentifikasi tujuan komunikatif teks fungsional.
3. Siswa dapat mengidentifikasi ciri kebahasaan teks fungsional.
4. Siswa dapat berkerja sama dalam suatu kelompok belajar.
5. Siswa dapat membuat atau menulis dalam bentuk descriptive paragraph.
6. Siswa dapat mempresentasikan descriptive paragraph.
D. Materi Pembelajaran
1. Definition of Descriptive Paragraph
A descriptive paragraph is a paragraph in which describes about someone, something, or a certain place. The purpose is to describe a particular person, place or thing.
2. The Generic Structure of Descriptive Paragraph The generic structure is:
1) Identification: to identify phenomenon to be described.
2) Description: to describes the parts, the characteristics, or qualities of something.
3. The Language Feature of Descriptive Paragraph The language feature of Descriptive:
1) Using simple present tense
The formula of simple present tense is:
Example: The monkey likes banana.
2) Using adjectives
Example: The elephant has a long trunk.
3) Using of linking verbs
Example: The dress looks beautiful.
4. The Example of Descriptive Paragraph
Bongo the Orangutan
There is an orangutan in the Bandung zoo. People call her, Bongo. She comes from a dense forest on the island of Kalimantan.
She has physical features similar to a human. Bongo has brownish fur, and walks with two feet. Bongo is almost as big as a human. She is a mammal that means she gives birth to her children and breast feed them.
E. TeknikPembelajaran : Small Group Discussion Strategy F. Media, Alat, dan Sumber Pembelajaran
1. Media : Teks, worksheet 2. Alat : Spidol, Papan Tulis
3. Sumber Belajar : Buku panduan, Paragraf deskriptif, lembar kerja, lembar jawaban.
G. Langkah-langkah Pembelajaran 1. Kegiatan Pendahuluan
Menyapa, memberi salam.
Bertanya kabar siswa.
Mengecek kehadiran siswa.
S + Verb 1(s/es)+ O/C
Identification
Description
Mengulas kembali mengenai materi Deskriptif Paragraph yang telah dipelajari pada pertemuan sebelumnya.
Siswa dijelaskan mengenai tujuan pembelajaran dari menulis teks deskripsi ini.
Mengaitkan aktifitas kehidupan sehari-hari dengan materi yang akan dipelajari.
2. Kegiatan Inti Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus tentang descriptive Paragraph.
Memberikan kesempatan kepada siswa untuk berkomunikasi dan bertukar pikiran mengenai descriptive Paragraph dengan teman- temannya.
Elaborasi
Dalam kegiatan elaborasi guru:
Bersama dengan siswa berdikusi tentang descriptive Paragraph.
Bersama dengan siswa mencari contoh tentang descriptive Paragraph.
Memfasilitasi siswa melalui pemberian evaluasi soal tentang descriptive Paragraph yang sudah diberikan oleh guru dengan cara diskusi kelompok kecil yang beranggotakan 4-5 orang perkelompok.
Saat siswa berdiskusi tentang soal yang telah diberikan, guru mengelilingi siswa untuk memastikan bahwa seluruh siswa aktif dalam diskusi kelompok.
Konfirmasi
Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.
Memberikan motivasi dan nasihat kepada siswa yang kurang dan belum bisa mengikuti materi dalam decriptive Paragraph.
3. Kegiatan Penutup
Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?
Menyimpulkan apa yang dipelajari hari ini
Menyampaikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
H. Penilaian
4. Bentuk Tes :Tes Tertulis
5. Tipe tes :Essay
6. Instrument Question:
Make a descriptive paragraph with your own words. The paragraph should consists of 5-10 sentences based the generic structure
(identification and description). Please choose one of the topic below 1. My Favorite Animal
2. My favorite sport 3. My favorite place 4. My favorite family I. Orientasi Penilaian
The Measurement Rubrics of Writing
Score Level Criteria
Content
30-27 Excellent to very good: Knowledgeable;
substantive; by thesis development; applicable to the subject assigned;
26-22 Good to average: certain subject-capable knowledge; ample range; restricted thesis development; often topical; however, lucks specifics
21-17 Fair to poor: Restricted subject knowledge;
minimal substance; insufficient topic growth 16-13 Very poor: does not display subject-matter
knowledge; non-substantial; inappropriate; or inadequate to determine.
Organization
20-18 Excellent to very good: Fluid expression; simple and well-defined ideas / endorsed ideas. Short, well-organized yet key ideas.
17-14 Good to average: Copy somewhat; ordered loose;
logical, but incomplete
13-10 Fair to poor: Unfluent; misunderstood or unconnected ideas; lack of coherent sequence and creation
9-7 Very poor: doesn't really speak; no agency; or no appropriate evaluation
Vocabulary
20-18 Excellent to very good: Effective choice and use of word/language; mastery of word form; sufficient register
17-14 Good to average: Sufficient range; occasional word/language mistakes, option, use; but not obscured context
13-10 Fair to poor: Restricted scope; regular word/language type errors, option, use; confused or obscure context
9-7 Very poor: Mainly transformation: no English terminology, language and word type knowledge;
and not enough to test
Language Use
25-22 Excellent to very good: Accurate complex structures; few mistakes, tense, amount, order/function of phrase, post, pronoun, precipitations
21-18 Good to average: Effective but basic constructions; minor difficulties in the complicated structures; agreement with many mistakes, tense, number, word order/functions, articles, premises, but seldom darkened definitions.
17-11 Fair to poor: Small problems in basic buildings;
major problems in complicated buildings; regular mistakes, tense, numerical, word order, article(s), pronouns, prepositions and/or scraps, run-ons and deletions, sense lost or blurred
10-5 Very poor: Practically no dominant b errors; does not communicate; or is inadequate to test sentences construction rules;
Mech anics 5 Excellent to very good: Demonstrate convention mastery, minimal orthographic mistakes, punctuation, capitalisation, paragraphs
4 Good to average: Few grammar mistakes, punctuation, capitalization, paragraphs but not blurred importance
3 Fair to poor: Common mistakes, dotting, capitalisation, paragraphing, miswriting, confusing or obscured meaning
2 Very poor: No standard mastery that is prevalent or not sufficiently readable by spelling mistakes, punctuation, capitalisation, paragraphing, handwriting55
In order to transform the scores in the table above, than scores in the range of 1-100, the writer used the following formula
Seputih Surabaya, September 2020
The Collaborator The Writer
Nanang Susanto, S.Pd Eduan Lesmana
NIP.- NPM. 1601070081
55 Sara Cushing Weigle, Assessing Writing, Cambridge Language Assessment Series (Cambridge: Cambridge University Press, 2002). p. 116.
Table
Observation Sheet of Students’ Activities in Cycle 1 Day/date : Tuesday/ September, 23rd 2020
No Name The students activity
1 2 3 4
1 Agung Agus Satrio 2 Andini Ayu Noviani 3 Ani Nuraini
4 Anisa Ul Hamidah 5 Azzahra Lutfi L.
6 Bagus Prasetiyo Aji 7 Bayu Saputra 8 Daan Fitaqi 9 Desi Fitriyani
10 Devi Ayu Anggraeni 11 Dika Novitasari 12 Dina Indriyani 13 Fani Amalia 14 Febri Sanjaya 15 Feyza Arinda Aqsari 16 Ika Febriani
17 Khosiyatun 18 Maura Audina 19 Miranda Putri 20 Nur Fadilah 21 Nur Halimah
`22 Riko Demmi H.
23 Sukawati 24 Tresa Alfiana 25 Zea Astria
Note:
1. Students pay attention
2. Students respond teacher’s questions 3. Students ask questions
4. Students comprehend the material
Gaya Baru II, 23 September 2020
The Collaborator The Writer
Nanang Susanto, S.Pd Eduan Lesmana
NIP.- NPM. 1601070081
Table
Observation Sheet of Students’ Activities in Cycle 1 Day/date : Tuesday/ September, 30th 2020
No Name The students activity
1 2 3 4
1 Agung Agus Satrio 2 Andini Ayu Noviani 3 Ani Nuraini
4 Anisa Ul Hamidah 5 Azzahra Lutfi L.
6 Bagus Prasetiyo Aji 7 Bayu Saputra 8 Daan Fitaqi 9 Desi Fitriyani
10 Devi Ayu Anggraeni 11 Dika Novitasari 12 Dina Indriyani 13 Fani Amalia 14 Febri Sanjaya 15 Feyza Arinda Aqsari 16 Ika Febriani
17 Khosiyatun 18 Maura Audina 19 Miranda Putri 20 Nur Fadilah 21 Nur Halimah
`22 Riko Demmi H.
23 Sukawati 24 Tresa Alfiana 25 Zea Astria
Note:
1. Students pay attention
2. Students respond teacher’s questions 3. Students ask questions
4. Students comprehend the material
Gaya Baru II, 30 September 2020
The Collaborator The Writer
Nanang Susanto, S.Pd Eduan Lesmana
NIP.- NPM. 1601070081
DOCUMENTATION SHEET
No. Documented Points Availability
1. Sylabus of English subject
2. Lesson plan and learning material 3. History of the shcool
4. Conditional of teacher and official employers in Smp Muhammadiyah 4 Metro
5. Documentation about the students‘ reading comprehension of Smp Muhammadiyah 4 Metro 6. Organization structure of a Smp Muhammadiyah 4
Metro
Note :
- Tick (√) for each positive availability
Gaya Baru II, 30 September 2020
The Collaborator The Writer
Nanang Susanto, S.Pd Eduan Lesmana
NIP.- NPM. 1601070081
FIELD NOTE Tuesday, September 22nd, 2020
1. The writer gave a pre-test for the students.
2. Most students were still confused with the material given.
3. Some of the students were not paying attention with their friends.
4. Most of the students did the test confusedly.
CYCLE I
Wednesday, September 23nd, 2020 1. The teacher gave the material.
2. After the teacher explained about descriptive text, the teacher gave a topic about descriptive text, then the teacher divided some students to discuss about the topic.
3. So many students who were noisy didn‘t pay attention to the teacher's explanation.
4. Some students didn‘t understand the material.
5. The teacher divided the students in the group discussion, after that the teacher asks the students to write the difficulty in writing and the teacher helps them.
6. The teacher dominated in giving questions and answer.
7. The teacher made the students active in the class with the answer question one by one in front of the class.
Thursday, September 24nd, 2020
1. The teacher and students discuss about previous meeting 2. The teacher gives the material.
3. After the teacher explained about descriptive text, the teacher gave a topic about descriptive text, then the teacher divided some students to discuss about the topic.
4. So, many students who were noisy didn‘t pay attention to the teacher's explanation.
5. Some students didn‘t understand the material.
6. The teacher divided the students in the group discussion, after that the teacher asked the students to write the difficulty in writing and the teacher helped them.
7. The teacher made the students active in the class with the answer question one by one in front of the class.
Thursday, September 24nd, 2020
1. The writer gave post-test I to the students with the topic about the descriptive paragraph to discuss in each group. After that, the students write the result of the discussion in individual.
2. Some students passed the minimum standard criteria. But many students did not pass the score.
3. Make reflected to students and make evaluation for the teaching learning process.
CYCLE II
Tuesday, September 29th 2020
1. Some students were still confused about the material.
2. Then, the teacher divided the students into some group and the teacher explained the material clearly.
3. The students were enthusiastic and interested in the material.
4. Students paid more attention to the teacher explanation.
5. The condition of this meeting was more enthusiastic than before.
6. The students were able to do questions given by the teacher in front of the class.
Wednesday, September 30th 2020
1. The teacher discusses about the previous meeting 2. The students were understanding about the material.
3. Then, the teacher divided the students into some group and the teacher explained the material clearly.
4. The students were more active in their group.
5. The students were enthusiastic and interested in the material.
6. Students paid more attention to the teacher explanation.
7. The condition of this meeting was more enthusiastic than before.
8. The students were comprehending the material was given by the teacher in front of the class.
Friday, October 1st 2020
1. The teacher gave post-test II after giving treatment.
2. Most of the students did the task correctly.
3. Most of the students passed the minimum standard criteria.
4. And finally, the teacher gave motivation and spirit to the students in order to study more diligently.
RESEARCH DOKUMENTATION 1. Mengantarkan Surat Research
2. Konsultasi dengan bapak Nanang Susanto, S. Pd.selaku Guru Mapel
3. Pre-Test
4. Meeting 1 (Cycle I)
5. Meeting 2 (Cycle I)
6. Post Test I (Cycle I)
7. Meeting 1 (Cycle II)
8. Meeting 2 (Cycle II)
9. Post Test II (Cycle II)