Leading the students to say a prayer
Saying a prayer Faith
2’
Checking the attendance Responding the teacher’s roll
calling Discipline
2 ’
Explaining the purpose of the lesson including the
achievement expected from the students
Listening to the teacher’s explanation
Curiosity 2’
Brainstorming the material about to be learned
Listening to the teacher’s explanation
Curiosity 3’
Main Activities Teacher’s Activities
Students’ Activities Character
Time Allocation
Presentation
1. Asking the students about
recount text to know their current understanding
Presentation
1. Answering the teacher’s
questions Discipline
Honesty Confidence
Curiosity 10
’
Practice
2. complete a descriptive text
by choosing available options given based on
the picture.
Practice
2. The students are asked to
complete a descriptive text by choosing
available options given Discipline
Independence Responsibility
Curiosity 30
’
3. The students are asked to
fill the blanks of a descriptive text based on the picture
based on the picture. 3.
The students are asked to fill the blanks of a
descriptive text based on the picture
Production
4. The students are asked to
write a descriptive text individually about their friend.
Production
4. The students are asked to
write a descriptive text individually about their
friend. Independence
Responsibility Curiosity
20’
Closing Teacher’s Activities
Students’ Activities Character
Time Allocation
Guiding the students by asking questions to make a conclusion
about the material learned in
the meeting
Making a conclusion about the
material learned in the meeting
Empathy Discipline
Confidence 7’
Leading the students to say a prayer.
Saying a prayer. Faith
3’
F. SOURCE OF MATERIALS
1. Kumalarini, Th., Munir, A., Setiawan S.,Agustiien, H. and Yusak, M. 2008. Bahasa
Inggris: Sekolah Menengah Pertama Edisi 4. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
2. Priyana, J., Riandi, and Mumpuni, A. P. 2008. Scaffolding: English for Junior High
School Students. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional. 3.
Reid, J. M. 1993. Teaching ESL Writing. United States of America: Prentice Hall Regents
G. MEDIA
Cue Cards
H. EVALUATION
. Technique : Written
2. Form : Essay
No .
Indicator Technique
Instrument Example
1. Choosing optional
answers Written
Descriptive text with
cue card Read the Paragraph
Below and Underline the Right Option in
the Bracket Based on the Picture.
2. Filling in the blanks
Written Descriptive
text with cue card
Complete the Paragraph Below to
be a Good Descriptive Text Based on the
Picture.
3. Writing a descriptive text
individually Written
Descriptive text
Write the description of one of your friends.
Scoring Guidance
Criteria Score
Correct answer 1
Almost correct 0.5
Incorrect answer
Rubric for Writing Assessment Score
Level Criteria
C O
N T
E N
T 30-27
EXCELLENT TO VERY GOOD: knowledgeable ● substantive development of thesis ● relevant to assigned topic
26-22 GOOD TO AVERAGE: sure knowledge of subject ● adequate
range ● limited development of thesis ● mostly relevant to topic but still lacks detail
21-17 FAIR TO POOR: limited knowledge of
subject ● little substance ● inadequate development of topic
16-13 VERY POOR: does not show knowledge of subject ●
non- substantive ● not pertinent ● OR not enough to evaluate
O R
G 20-18
EXCELLENT TO VERY GOOD: fluent expression ● ideas clearly statedsupported ● succinct ● well organized ● logical
sequencing ● cohesive
A N
I Z
A T
I O
N 17-14
GOOD TO AVERAGE: somewhat choppy ● loosely organized but main ideas stand out ● limited support ● logical but
incomplete sequencing 13-10
FAIR TO POOR: non-fl uent ● ideas confused or disconnected
● lacks original sequencing and development 9-7
VERY POOR: does not communicate ● no organization ● OR not enough to evaluate
V O
C A
B U
L A
R Y
20-18 EXCELLENT TO VERY GOOD: sophisticated range ●
effective wordid iom choice and usage ● word form mastery ●
appropriate register 17-14
GOOD TO AVERAGE: adequate range ● occasional errors o wordidiom choice and usage ● word form mastery ●
appropriate register 13-10
FAIR TO POOR: limited range ● frequent errors of wo
rkidiom form, choice, usage ● meaning confused or obscured
9-7 VERY POOR: essentially translation ● little knowledge of
English vocabulary, idioms, word form ● OR not enough to evaluate
L A
25-22 EXCELLENT TO VERY GOOD: effective, complex
constructions ● few errors of agreement, tense, number, word
N G
U A
G E
orderfunction, articles, pronouns, prepositions 21-18
GOOD TO AVERAGE: effective but simple constructions ● minor problems in complex constructions ● several errors of
agreement, tense, number, word orderfunction, articles, pronouns, prepositions, but meaning seldom obscured
17-11 FAIR TO POOR: major problems in simplecomplex
constructions ● frequent errors of agreement, tense, number, word orderfunction, articles, pronouns, prepositions andor
fragments, run- ons, deletions ● 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
M E
C H
A N
I C
S 5
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, pa
ragraphing ●
handwriting illegible ● OR not enough to evaluate
Maximum score of part A is 50 Maximum score of part B is 50
Maximum score of part C is 100 Total score is 200
Student’s maximum score is 200
Yogyakarta, February 15
th
2014
Acknowledged by:
Teacher,
Miftah Iskandar, S. Pd. NIP -
Researcher,
Galih Ambarini NIM 10202241043
