write a recount text based on the table,
including adding sequence words and
adverbs previously
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
7’
Leading the students to say a prayer.
Saying a prayer. 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
1. Technique : Written 2. Form
: Essay
No. Indicator
Technique Instrument
Example 1.
Analysing a text Written
Recount text with cue card
Read the text and find all of the verbs used.
What are the present forms of tose verbs?
2. Completing an
incomplete text and then organizing it into
a good recount text Written
Recount text with cue card
Choose the right verb below, and then
arrange it into a good recount text.
3. Filling a table based
on a cue card Written
Table Fill the table below
based on the events happened in each
picture of the cue card.
4. Writing a recount text
based on the infromation in the
table Written
Table Write a recount text
based on the information above.
Don’t forget to use sequencing words and
adverb of timeplace
Scoring Guidance
Criteria Score
Correct answer 1
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 A
N 20-18
EXCELLEN T 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 ideas stand out ● limited support ● logical but
I Z
A T
I O
N incomplete sequencing
13-10 FAIR TO POOR: non-
fluent ● 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 wordidiom 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 workidiom 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
N G
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 ●
U A
G E
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, paragra phing ●
handwriting illegible ● OR not enough to evaluate
