E. Materi Pembelajaran
Recount Text What is recount text?
A recount is a type of written text that retelling a story, action or activity especially relateded to experiences.
What are the purposes? The purposes of recount text are to inform, entertain, and reflect.
Examples of recount text: Diary journal
Personal letter Historical recount, etc
What are the characteristics of recount text? a. Orientation
: Provides the reader with background information needed to understand the text, e.g. who, when, where
b. Sequences of events : Series of events typically ordered in chronological order
c. Re-orientation : A summary statementan evaluative commenta
return to the starting point
The language feature of recount text
1. Introducing personal participant; I, my group, etc 2. Using linking verb
3. Using action verb 4. Using past tense
F. Media pembelajaran
1. Media : Cerita mengenai recount text dari buku paket siswa
2. Alat : Spido dan papan tulis
3. Sumber : Internet dan buku paket
G. Metode pembelajaran
Individu Tanya jawab
H. Tahapan pembelajaran
Kegiatan awal 10-15 menit
Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa
Peserta didik diberikan apersepsi dan motivasi sebelum memulai pelajaran
Guru menjelaskan kegiatan pembelajaran, recount text, yang akan diberikan kepada peserta didik
Kegiatan Inti Elaborasi 60-70 menit
Peserta didik mendengarkan penjelasan dari guru mengenai definisi, tujuan, karateristik, dan language feature dari teks
recount
Guru memberikan contoh teks recount kepada peserta didik
untuk dipelajari
Guru bertanya kepada peserta didik mengenai teks recount
yang diberikan
Guru bersama dengan peserta didik menganalisa pola paragraf
dan struktur kebahasaan teks recount
Guru memperkenalkan teknik Clustering dan menjelaskannya
kepada peserta didik
Peserta didik diminta untuk membuat suatu karangan recount
teks secara individu
Peserta didik diberikan topik ‘Personal recount’ untuk
membuat paragraf recount sesuai dengan pola yang sudah diajarkan dengan mengunnakan teknik clustering
Peserta didik menyusun teks recount Penutup dan konfirmasi 10 menit
Guru memberikan kesempatan kepada peserta didik untuk bertanya mengenai materi yang telah diberikan sebelum
kegiatan belajar mengajar berakhir Guru mengulas secara singkat apa yang telah dipelajari
Guru menanyakan kesulitan siswa selama Kegiatan Belajar
Mengajar
Guru memberikan pekerjaan rumah untuk melanjutkan
karangan mereka sebagai latihan I.
Penilaian Indikator
Teknik Bentuk Instrumen
1. Memajami struktur dan ciri
kebahasaan yang ada dalam reount
text Lisan
Tanya Jawab
2. Menyusun ide untuk menyusun
Teks tertulis Essay
paragraf recount 3. Menulis teks esai
dalm bentuk recount
Format kriteria penilaian
Scoring Element
Scale Quality
Description
Content
30-27 Excellent to
very good Knowledgeable
– substantive – thorough – development of
thesis – relevant to assigned
topic
26-22 Good to
average Some knowledge of subject
– adequate range
– limited development of thesis
– mostly relevant to topic, but
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
Organizati on
20-18 Excellent to
very good Fluent expression
– ideas clearly statedsupported
– succinct
– well-organized – logical sequencing
– cohesive
17-14 Good to
average Somewhat choppy
– loosely organized but main idea stand
out – limited support – logical
but incomplete sequencing 13-10
Fair to poor Non-fluent
– ideas confused or disconnected
– lacks logical sequencing and development
9-7 Very poor
Does not communicate – no
organization – or not enough
to evaluate
Vocabulary
20-18 Excellent to
very good Sophisticated range
– effective wordidiom choice and usage
– word form mastery – appropriate register
17-14 Good to
average Adequate range
– frequent errors of wordidiom form,
choice, usage but meaning not obscured
13-10 Fair to poor
Limited range – frequent
errors of wordidiom 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
Language use
25-22 Excellent to
very good Effective complex
constructions – few errors of
agreement, tense, number, word 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 negation, 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
Mechanics
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 conventions –
dominant by errors of spelling, punctuation, capitalization,
paragraphing – handwriting
illegible – or not enough to
evaluate
Score:
Content + Organization + Vocabulary + Language Use + Mechanics = TOTAL SCORE
Depok, 10 Agustus 2015 Mengetahui,
Guru Mapel Bahasa Inggris,
Rismayanti Rangkuti NUPTK. 1859761662300052
Peneliti,
Miryanti NIM. 1111014000028
RENCANA PELAKSANAAN PEMBELAJARAN RPP Nama Sekolah
: SMA Al-Hasra Depok
Mata Pelajaran : Bahasa Inggris
KelasSemester : X 1 Kelas Eksperimen
Alokasi Waktu : 2 x 45 menit 1x pertemuan
Topik Pembelajaran :
Recount Pertemuan Ke
: 2 Dua
A. Standar Kompetensi