BIBLIOGRAPHY
APPENDIX 1 INSTRUMENT
2. Write about procedure text with the topic that has been given using your own words
a. How to make fried rice.
b. How to make orange juice c. How to operate blender 3. Minimal One paragraph
Name : Class:
APPENDIX 2 INSTRUMENT
POST-TEST 1. Write your name and class on the answer sheet!
2. Write about procedure text with the topic that have given using your own words.
a. How to make fried rice.
b. How to make orange juice c. How to operate blender 3. Minimal One paragraph
Name : Class:
APPENDIX 3
The Analytical Scoring Rubric of Writing Procedure adapted from Jacob in Arthur Hughes
CONTENT
30 – 27
EXCELLENT TO VERY GOOD: substantive, thorough development of topic, effective and appropriate details of topic or story
26 – 22
GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story
21 – 17
FAIR TO POOR: little substance, inadequate development of topic and detail
16 – 13
VERY POOR: non-substantive, not pertinent, or not enough to evaluate
ORGANIZATION
20 – 18
EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, well-organized, logical sequencing, cohesive
17 – 14
GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing
13 – 10
FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing
9 – 7
VERY POOR: does not communicate, no organization, or not enough to evaluate
VOCABULA RY
20 – 18
EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery
GOOD TO AVERAGE: occassional errors of
17 – 14 word/idiom form, choice, usage but meaning not obscured
13 – 10
FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured
9 – 7 VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate
LANGUAGE USE LANGUAGE USE
25 – 22 EXCELLENT TO VERY GOOD: effective complex constructions, 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 constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, 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
MEC HANI CS5
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, capitalization, 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
UJI REFERENSI Bab
I
Nama Pengarang Judul Buku Pembimbing I Pembimbing II 1 Mark Anderson
and Cathy Anderson
Text types in English 2, (South Yarra:
Mc Millan Education Ltd,2003), P.50 2 Jack C. Richards Methodology in
Language Teaching: An Anthology of Current Practice,
(New York:
Cambridge University Press; 2002) p.
303 3 Tricia Hedge, Writing,
(Oxford: Oxford University Press, 1990), p.
5 4 Jeremy Harmer The Practice of
English Language Teaching, (New York: Longman, 1991), p. 257 Bab
II
Nama Pengarang Judul Buku Pembimbing I Pembimbing II
5 Alan Meyers Gateway to
Academic Writing:
Effective sentences, paragraph, and
Essay, ( New York: Pearson
Education, 2005), p.1 6 Vivian Zamel Writing: The
Process of Discovering
Meaning, TESOL Quarterly, vol.
16, June 1982, p.195 7 James C. Raymond Writing, (New
York: Harper and Row Publisher, Inc,
1980), p.2 8 Ben Heasley, dkk. Study Writing,
(Cambridge:
Cambridge University Press, 2006),
P.11
9 George E.
Wishon and Julia M. Burks
Let’s Write English, (New
York: Litton Educational
Publishing, 1980), p.369 10 John Langan English Skills,
(New York:
McGraw-Hill Companies, Inc,
2001) seventh edition, p. 17 11 Donald Pharr and
Santi V. Buscemi
Writing Today Brief edition,
(New York:
McGraw-Hill Companies, Inc,
2005), p.29
12 John Langan Exploring
Writing ( Paragraphs and
Essay ) , (New York: McGraw Hill, 2008), p.25 13 John Langan College Writing
Skills with Readings Fifth
Edition (New York: McGraw-
Hill Companies, Inc, 2001), P.36 14 Martha Heasley
Cox
Writing Form Process Purpose, (San
Francisco:
Chandler Publishing Company, 1962), p.261-
330 15 Mark Anderson
and Cathy Anderson
Text types in English 3, (South Yarra:
Mc Millan Education Ltd,2003), P.28 16 Carlene Walter Procedural
Witing Grade Three, (New
York: The Medium,2015),
p.2 17 Linda Gerot and
Peter Wignell
Making sense of Functional
Grammar (Sydney: Gerd
Stabler Antipodean Educational Enterprises, 1994),p.238.
18 Mark Anderson and Cathy Anderson
Text types in English 2, (South Yarra:
Mc Millan Education Ltd,2003), P.52 19 Ortrun Zuber
Skerritt
Video in Higher Education, ( Great Britain :
Nichols Publishing Company, 1984), p. 247
20 John McGOVERN Video
Applicatons in English Languge Teaching, ( Britai Council : Pergamon Press,
1983), p.17 21 Oxford Advanced
Learner’s Dictionary
Oxford University Press, 2000.
22 Susan Stempleski and Barry Tomalin
Video in Action ( Recipes for Using V ideo in
Language Teaching), ( Cambridge : Prentice Hall International Group, 1990), p.
15-16 23 Susan Stempleski Video in Second
Language Teaching.(
Cambridge : Prentice Hall International Group, 1990),
p.9 Bab
III
Nama Pengarang Judul Buku Pembimbing I Pembimbing II
24 Sugiono Metode
Penelitian Pendidikan,
(Bandung:
Alfabeta, 2012), P.114 25 Arthur Hughes Testing for
Language Teachers 2nd Ed, (Cambridge:
Cambridge University Press, 2003), p.
104.
Jakarta, 27 Juli 2017 Menyatakan,
Pembimbing 1 Pembimbing 2
Dr. Ratna Sari Dewi, M.Pd. Desi Nahartini M.Ed
Appendix 5 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(EXPERIMENTAL CLASS)
Sekolah : SMP Islam Plus Daarus Salaam Mata Pelajaran : Bahasa Inggris
Kelas : IX (Sembilan)
Semester : Ganjil
Tema : How to Make Fried Rice Aspek/ Skill : Writing
Alokasi Waktu : 2 X 40 Menit Tahun Pelajaran : 2016/2017 A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan sekitar