63 Score untuk Essay
Criteria Accuracy
Complexity
The accuracy in writing will be scored by calculating the
number of
grammatical errors per total number of t-
units. In order to measure the aspect of accuracy in writing
performance of participant, the researcher counted the
number of grammar errors in every 100 words. This would
indicate how learners were accurate in their writing
performance. The complexity in writing is
scored with
counting the
number of longer clauses and subordinators. The researcher
assessed and
looked the
complexity in
writing by
relating how
much subordination is used per t-units
or c- units. It includes one main clause with all sub ordinate
clauses attached to it.
Contoh Instrument Essay
Nama: Class:
Write your
argument about “Sleeping after Subuh Prayer”. Write in 100 words and make sure you use in hortatory exposition.
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Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
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APPENDIX 6
RPP I Kelas Kontrol
RENCANA PELAKSANAAN PEMBELAJARAN RPP
Nama Sekolah : SMA Daar El-Qolam
Mata Pelajaran : Bahasa Inggris
Kelas Semester : XI 2
Alokasi Waktu
: 4 x 40menit
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar :
1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks
berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang
menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory
exposition.
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Indikator :
1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi hortatory exposition dalam suatu paragraf.
4. Membuat hortatory exposition teks.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi hortatory exposition dalam suatu paragraf.
d. Membuat hortatory exposition teks.
2. Karakter Siswa yang Diharapkan:
a. Kreatif Creative b. PercayaDiri Confidence
c. Komunikatif Communicative
3. Materi Pembelajaran
- Contoh teks hortatory exposition: Watch your Kids While Watching TV
Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to
know what your kids are watching? The answer is, of course, absolutely Yes and that should be done by all parents. Television can expose things you have tried to protect the children from,
especially violence, pornography, consumerism and so on. Recently, a study demonstrated that spending too much time on watching TV during the
day or at bedtime often cause bed-time disruption, stress, and short sleep duration. Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.
Comment [SF1]: THESIS
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Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight.
Considering some facts mentioning above, protect your children with the following tips: • Limit television viewing to one-two hours each day
• Do not allow your children to have a TV set in their own bedrooms • Review the rating of TV shows which your children watch
•Watch television with your children and discuss what is happening in the show
- Penjelasan tentang hortatory exposition Text: Hortatory Exposition Text
Hortatory exposition is a type of English text that belongs to the class of argumentation. Its text influences the reader to do something or act in a
certain way. The purpose of hortatory text is to analyze and try to convince the readers or listener that something should be so, and should not be the case.
Generic structure of the text There are 3 parts:
a. Thesis It introduces a topic, outlines main ideas or point of view to be presented.
b. Argument Reasons for concern, leading to a recommendation.
c. Recommendation Contains a recommendation or solicitation writer to the reader.
Language features of hortatory text. a. Use of simple present tense.
b. Use of connectives which link arguments. c. Use of evaluative language.
d. Use of actions verb and linking verbs. e. Use of compound and complex sentence.
The distinction between analytical exposition and hortatory exposition text is the last part of both texts. In the closing part, hortatory exposition presents the
recommendation which persuade the readers to do something but in analytical exposition text, the last part presents Reiteration or rewriting the main idea of the
text without persuade the readers to do something.
Comment [SF2]: ARGUMENT
Comment [SF3]: RECOMMENDATION
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4. Metode Pembelajaran Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan Kegiatan Awal
10’
- Guru membuka pertemuan dan memeriksa kehadiran siswa. - Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan ice
breaking berupa memecahkan puzzle dalam kalimat hortatory exposition. - Guru menyampaikan tujuan pembelajaran kepada siswa.
Kegiatan Inti 60’
a. Eksplorasi
- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari hortatory exposition.
- Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai hortatory exposition.
b. Elaborasi
- Guru menjelaskan apa itu hortatory exposition. - Guru memberikan sebuah teks naratif
berjudul “ Watch your Kids While Watching
TV ”
kepada siswa - Guru meminta siswa membaca dan mengidentifikasi teks tersebut
- Guru menanyakan vocabulary yang belum dimengerti siswa - Guru menanyakan siswa satu persatu apa inti cerita teks yang mereka baca
- Guru menerangkan dan mengidentifikasi inti cerita teks tersebut - Guru meminta siswa untuk menulis teks hortatory exposition.
- Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut hortatory exposition.
c. Konfirmasi
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika
dalam teks hortatory exposition. - Guru meminta siswa untuk membuat hortatory exposition.
