Media pembelajaran Metode pembelajaran Tahapan pembelajaran

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