Language Features Example of narrative text

143 Attachment 2: A set of picture series of THREE LITTLE PIGS http:dbsenk.files.wordpress.com2011053-pigs-sequence.jpg 144 LESSON PLAN Cycle 1 School : SMP Negeri 10 Surakarta Subject : English Class Semester : VIII 2 Skill Focus : Writing Time Allotment : 2 X 40 minutes

A. Competence Standard

12. To express the meaning of simple short functional written texts and essay in the forms of recount and narrative to interact with surrounding environment.

B. Basic Competence

12.2. To express the meaning and rhetoric steps in simple short essay in written language accurately, fluently and acceptable to interact with surrounding environment in the form of narrative. C. Indicators  Cognitive 1. Students are able to identify the elements of narrative text 2. Students are able to identify the generic structure of a narrative text 3. Students are able to identify the language features in a narrative text 4. Students are able to use past tense sentences in writing a narrative text correctly  Affective 1. Students are able to arrange the narrative text in group activity 2. Students are able to respond and give opinion in arranging the narrative text in group. 3. Sudents are able to participate actively and produce the narrative text  Psychomotor 1. Students are able to produce good narrative text.

D. Classroom Activities

MEETING TWO Time Teacher activities Students activities Pre Learning Activities 2‟ Teacher asks a student to lead the prayer and The students pray 145 greet the students. together and respond the teacher‟s greeting. 3‟ Teacher asks the students about the previous lesson. The students orally share about the previous lesson. Main Learning Activities 10‟ Teacher reviews on the previous students‟ drafts. Teacher will go deeply on the part of the students‟ mistake: the use of past tenses. The teacher distributes worksheet of simple past tense exercise. Students learn more to the use of past tense. Students work on the exercise. 20‟ The students worked in the group. The groups were the same as in the previous meeting.Teacher gives exercises of past tense to the students. The teacher gives a narrative text The Story of Cinde Laras. The students are asked to identify the grammatical errors of the text. Students work on the exercise. 40‟ Teacher sticks the pictures which have already arranged on the white board. Then, teacher will ask the students to write down the story based on the pictures. This is an individual task. The students are asked to make their own draft of narrative text. The students take a look at the pictures on the white board. Based on the pictures, the students try to make their own narrative text. The students check their draft and submit the draft. Post Learning Activities 1‟ Teacher asks the students to submit their individual draft. Students submit their individual draft. 3‟ Teacher reviews what they have learnt today by asking questions orally Students review what they have learnt today by answering the questions orally. 1‟ Teacher end the lesson. 146 E. Sources and Teaching Media Teacher module which contains discussion, exercises and instruction for the project  White board  Board marker  Picture series

F. Assessment

Form: draft of narrative text This scoring scale is based on Anderson‟s scale which was written in Hughes book 1989, p. 91-93 Grammar 6. Few if any noticeable errors of grammar or word order. 5. Some errors of grammar or word order which do not, however, interfere with comprehension. 4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. 3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‟s part. 2. Errors of grammar or word order very frequent; reader often has to rely on own interpretation 1. Errors of grammar or word order so severe as to make comprehension virtually impossible. Vocabulary 6. Use of vocabulary and idiom rarely if at all distinguishable from that of educated native writer 5. Occasionally uses inappropriate terms or relies on circumlocutions; expressions of ideas hardly impaired 4. Uses wrong or inappropriate words fairly frequently; expressions of ideas may be limited because of inadequate vocabulary. 3. Limited vocabulary and frequent errors clearly hinder expressions of ideas 2. Vocabulary so limited and so frequently misused that reader must often rely own interpretation 1. Vocabulary limitations so extreme as to make comprehension virtually impossible. Mechanics 6. Few if any noticeable lapses in punctuation or spelling 5. Occasional lapses in punctuation or which do not, however, interfere with comprehension.