The Use Of Authentic Materials In Writing Recount Paragraphs At The Eighth Grade Students Of MTs Islamiyah Palangka Raya - Digital Library IAIN Palangka Raya
CHAPTER VI CLOSURE
A. Conclusion
The writer concluded based on the result that the result of analysis showed that the mean of of students‟ English writing scores of who taught using authentic materials was 70.45, while the
mean of students‟ English writing achievement of who taught using non-authentic material was
59. From both means, there was different value that was 11.45. It meant there is different result of them in writing recount paragraphs. Meanwhile, after the data was calculated using t-test, it was found that the value of t observed was (-12.969). Then, , it was consulted with t table (t t ) which db or df = (N 1 +N 2 ) – 2 was (22 +
22) – 2 = 42. Significant standard 5% t table (t t ) = 2.02 and significant standard 1% t table (t t ) = 2,71. So, 2,02 < 12.969 > 2,71. It can be said that since the value of t observed (-12.969) was higher than t table in the 5% (2.02) and 1% (2.71) level of significance, it could be interpreted that Ha stating that there is a significant difference between who taught using authentic materials and who taught using non-authentic material was accepted and Ho stating that there is no significant difference between who taught using authentic materials and who taught using non-authentic material of was rejected.
The implication of the result was that there is a significant difference between who taught using authentic materials and who taught using non-authentic material. It could be seen from the significant difference of the students‟ scores in writing recount paragraphs. It meant that there is
a significant difference between who taught using authentic materials and who taught using non- authentic material of eight grade students of MTs Islamiyah of Palangka Raya.
B. Suggestion
The writer proposes the following suggestion hopefully would be great to use for eighth grade students of MTs Islamiyah Palangka Raya. There are suggestions were proposed in the study:
1. For the students The students should increase their ability in writing, and also do more practice your writing in writing text.
2. For the teacher The teacher should find other techniques of teaching to make students interested and motivated, especially using text as basic format to practice. So, it can increase their vocabulary in their writing.
3. For the researcher This study was the students‟ English writing achievement of who taught using authentic
materials and who taught using non-authentic materials in writing recount paragraphs. For other researchers who would like to conduct the study related to their writing, there are many kinds of text likes argumentative, narrative, descriptive, recount etc. This study was focused on eighth grade students of MTs Islamiyah Palangka Raya. It was possible for other researcher to conduct the same study as writer conducted with the different grade in school.
Appendix 1 STUDENTS‟ NAME OF CLASS VIII (A)
NO
NAMES
1 Ahmad Haidir
5 Faris Abdul Rozaq
6 Fatimah
7 Fitra Nurbintang
8 Hotimah
9 Muhammad Fauzan
10 Maimunah
11 Maulida Meilani
12 Muhammad Firman
13 Muhammad Mahfud
14 Muhammad Mursyid
15 Muhammad Rahmatullah
16 Muhammad Ridho Fuadi
17 Nur Cahaya
18 Rahma Dewi
19 Setiani Istiqomah Annisa
20 Taufik Hanafi
21 Wahyuniati
22 Windi Maulia Riski
Appendix 2 STUDENTS‟ NAME OF CLASS VIII (B)
NO
NAMES
1 Ahmad Hairil
2 Ahmad Rifani
3 Aliya
4 Anna Andriana
5 Fendi Alamsyah
6 Jamilah Ariyati
7 Jumiati
8 Melati Indah Lestari
9 Muhammad Alwin Mubin
10 Muhammad Nafis
11 Muhammad Nasir
12 Muhammad Saidi
16 Risky Hidayat
17 Salimah
18 Siti Ainun Jariah
19 Siti Nor Aqiah
20 Syamsuraji
Appendix 3 STUDENTS‟ NAME OF CLASS VIII (C)
NO
NAMES
1 Ahmad Rifani
5 Junaidi Salam
6 Lathifah Tazkya
7 Maharani
8 Muhammad Fauzi
9 Muhammad Husin
10 Muhammad Julianur Akbar
11 Muhammad Rahmadi
12 Nazua Fadhila
13 Raudah
14 Rusdi Jayadi
15 Saibiyah
16 Siti Raudah
17 Syafa Aulia
18 Yoga Alamsyah
19 Yery Gloria
20 Zulkifli
Appendix 4 Research Instrument for Pre-test
Day/Date
Complete the text with the suitable words from the box.
a. brought b. extraordinary c. city d. decided e.strong
f. beach
g. red
h. provided i. to see j. hotel
A Trip to the Ancol Beach
My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the
(2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey.
One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach.
Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.
We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I
and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods.
When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.
^_^ GOOD LUCK ^_^
Appendix 5 Research Instrument for Post Test
Day/Date
Complete the text with the suitable words from the box.
a. to fill
b. run
c. hot
d. hard e.facilities
f. called
g. big
h. waves
i. shoes j. to cool off
A Trip to the Ancol Beach
My family and I went to Jakarta when I was in Senior High School. We went to this city (1)……… the holiday time. It is the first time we went there. When we arrived at the hotel it was baking (2)…….... The first thing that Dad did was to take a shower. He said he needed (3)………. after such a long journey.
One afternoon we went to visit a beach (4)………. Ancol. The first impression when I arrived in Ancol beach was very beautiful and very extraordinary. It was because the sea‟s wave was so (5)………. and the sand on that beach was so white. Then, when I and my sister saw those things, we (6)……… to that beach.
Nevertheless, it was very (7)……… for us when running. It was because I and my sister used shoes when we run on the sands. For that, we decided to put off our (8)………. to be put another area. After that, I and my sister run to the wave easily. The (9)…….. were strong enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.
We were not worried of being wet. It was caused that we could find many stores which provided clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other (10)……… like horse (it was used to go round the beach), surfing tools and others. We brought our lunch so we didn‟t need to look for a stall to buy foods.
When we got home Mum wanted to see all photos. My photos were cute but I had red face from too much sun. My family and I really enjoyed that holiday.
^_^ GOOD LUCK ^_^
Appendix 6
Research Instrument for Try-out
Day/Date
Complete the text with the suitable words from the box.
b. brought b. extraordinary c. city d. decided e.strong
f. beach
g. red
h. provided i. to see j. hotel
A Trip to the Ancol Beach
My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the
(2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey.
One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach.
Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us.
We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I
and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods.
When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.
^_^ GOOD LUCK ^_^
Appendix 7 Students’ Scores of Pre-Test of Experimental and Control Class
NO
CODES
SCORES (X) Experimental
Control Class
A01 A02 A03 A04 A05 A06 A07 A08 A09 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22
B01 B02 B03 B04 B05 B06 B07 B08 B09 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20
Total
Appendix 8 Students’ Scores of Post-Test of Experimental and Control Class
NO
CODES
SCORES (X) Experimental
Control Class
A01 A02 A03 A04 A05 A06 A07 A08 A09 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22
B01 B02 B03 B04 B05 B06 B07 B08 B09 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20
Total
Appendix 9 Students’ Scores of Try-out Class
NO
CODES
SCORES
C01 C02 C03 C04 C05 C06 C07 C08 C09 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20
Total
Appendix 10
SILABUS PEMBELAJARAN
Sekolah
: MTs Islamiyah
Kelas
: VIII ( Delapan )
Mata Pelajaran
: BAHASA INGGRIS
Semester
: 1 (Satu)
Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian
Alokasi Waktu
Sumber Teknik Bentuk Belajar
Instrume n
Contoh Instrumen
6.1. Mengu ngkapk an makna dalam bentuk teks tulis fungsio nal pendek sederha na dengan menggu nakan ragam bahasa tulis secara akurat, lancar dan berteri ma untuk berinter
1. Teks fungsional
pendek berupa : Undangan
Sin gkat
2. Tata Bahasa Kalimat
sede rhan a
- mengundang
- mengumumka n
1. Tanya jawab berbagai hal terkait tema/topik teks fungsional yang akan dibahas
2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional
3. Menulis kalimat sederhana terkait jenis teks
4. Menulis teks fungsional pendek berdasarkan konteks
1. Melen
gkapi rumpa ng teks fungsi onal pende k
2. Meyu
sun kata menja di teks fungsi onal yang berma kna
3. Menul
is teks fungsi onal pende k
Tes tulis
Melengka pi rumpang
Menyusun kata acak
Essay
1. Complete the following senten-ce / text using suitable word / words
2. Arrange the word into good senten-ces.
3. Write simple sen- tences based on the situation given
4. Write an invita-tion/ an announ- cement / messa-ge based on the situation
4 x 40 menit
1. Buku teks yang relevan Contoh undanga n, pengum uman, SMS
2. Gambar yang relevan
Penilaian
Kompetensi Materi
Indikator
Kegiatan
Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran
Teknik Bentuk
Contoh
Kompetensi
Waktu Belajar Instrumen
Instrume n
aksi
menyampaika given.
dengan n 1. lingkun
gan pesan
Tes
Completio 4 x 40
sekitar 3.Kosa kata
menit 1. Buku - Kata
tulis
teks terkait tema
yang relevan dan jenis
4.Tanda baca
terkait 5. Spelling
1. tulis Melengkap paragraph 6.2. pik
Jumbled
tema/to
terkait
Mengu
jenis teks
i rumpang using
ngkapk descriptive
teks essai
sentences
the
3. Benda- makna
berbentuk suitable
benda dan
sekitar langkah
retorika - descriptive
yang
2.Rearrange esei
berdasarka 2. Menyusun
dalam
- recount
n yang
kalimat
the
3. Essay Following sederha
2. Tata bahasa
terkait
teks yang
tulis
jenis teks
sentences na
dengan sederhana
correctly. menggu
present tense ragam
nakan
gambar/rea
lia.
dan
bahasa - Simpel past
3. Melengkap
recount.
tulis tense
i rumpang
secara 3.Write an - past cont
dalam teks 3. Menulis
teks essai
dan 3. Kosa kata
berteri - kata terkait
tema dan
kata yang
untuk
something or berinter
descri
tepat.
jenis teks
4. Menyusun
ptive
certain dengan penghubung
and, then,
menjadi
gan
sekitar after that,
teks
b. Telling dalam
descriptif
Penilaian
Kompetensi Materi
Indikator
Kegiatan
Alokasi Sumber
Pencapaian
Dasar Pembelajaran Pembelajaran
Teknik Bentuk
Waktu Belajar Instrumen
Contoh
Kompetensi
Instrume n
teks before dsb
berbent 4. Tanda Baca,
recount
yang
descript Spelling
Sunday recount
5. Membuat
draft teks descriptive dan
recount secara mandiri.
6. Mengeksp os teks descriptive dan recount yang ditulis di kelas.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Appendix 11 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS EXPERIMEN
Sekolah
: MTs Islamiyah Palangka Raya
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(A)/1
Pertemuan
: Pertemuan ke-1
Topik :
A trip to the Eden Project
Aspek/skill
: Menulis
Alokasi waktu
: 2x 40 Minutes
Jenis teks
: Recount
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi
Nilai Budaya dan Karakter
Bangsa
Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek
perhatian, serta tekun.
Para siswa
mampu
mengidentifikasi struktur dari teks recount.
Para siswa mampu membuat beberapa kalimat sederhana yang
berhubungan dengan teks recount.
D. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount.
2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.
E. Materi Pembelajaran
Recount
Social function:
To tell us about past experiences or events chronologically. Schematic structure
Orientation
Introduces the main character(s) and the setting
A Series of Events
Mentions the events chronologically
Re-orientation
Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re- orientation.
Note:
1. Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences.
2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.
Example of recount text:
A trip to the Eden Project
Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We
brought our breakfast to eat on the bus. When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground.
Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives.
We had our lunch in the exhibition centre, where we watched a vid eo about „The making of Eden‟. The Eden Project was built to show how humans and plants depend upon
each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate.
We were allowed to look in the shop and spend two pounds. I bought some stickers and
a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.
F. Metode/Teknik Pembelajaran
Grammar Translation Method Three-phase technique
Pre writing Whilst writing Post writing
G. Langkah-langkah Kegiatan (Three-phase Technique)
Langkah-
Kegiatan Murid Waktu langkah
Kegiatan Guru
Menyapa
siswa
Merespon sapaan
dan menanyakan
guru
Proses
kabar mereka
Mengangkat
Instruksi
Memeriksa daftar
tangan
ketika
hadir siswa
guru memanggil
Membuka
nama mereka
Menanyakan Menjawab
beberapa
pertanyaan guru
pertanyaan tentang
10 Pendahuluan
Kegiatan
pengalaman masa
(beberapa pertanyaan pemicu untuk
menggali pengalaman siswa dan pengetahuan tentang pelajaran
Mengamati: Memberikan kertas
Mengambil Mengambil
kertas yang
recount
yang
diberikan guru
diambil dari buku
Membaca teks
elektronik; How to
penjelasan guru
Kegiatan Inti
(KS1/2) oleh Sue
kasih untuk David
dengan pelajaran.
teks Menjelaskan topik
pembelajaran Menanya: Meminta siswa
Menanyakan
untuk mencatat
arti dari kata-
dan menanyakan
kata yang sulit
Memperhatikan Menjelaskan arti
sulit dipahami
penjelasan guru
dari
kata-kata
sulit
dengan
memberikan memberikan
tapi apabila mereka masih
belum mengerti maka guru
akan menjelaskan kata tersebut menggunakan Bahasa Indonesia
Explorasi: Meminta siswa
Membuat untuk membuat
beberapa beberapa kalimat
kalimat sederhana
sederhana berbentuk
berbentuk recount
recount Meminta siswa
Melengkapi untuk melengkapi
teks recount teks
recount rumpang menggunakan kata-kata
yang sesuai
Mengamati
kegiatan siswa Asosiasi: Memperbaiki
Menganalisa tugas siswa (guru
jawaban membimbing
bersama-sama bersama-sama
penjelasan guru fokus
kepada
fungsi sosial dan struktur teks.
Mengkomunikasikan : Meminta
Mempresentasi beberapa siswa
kan teks recount untuk
di depan kelas mempresentasika n tugas mereka di depan kelas
Memberikan Mengungkap
siswa kesempatan kan kesimpulan untuk merespon
dari pelajaran pelajaran
Memperhatikan
Kegiatan Merespon penjelasan guru
5 Menit Penutup
pertanyaan siswa Memperhatikan atau
yang menyimpulkan
apa
dibicarakan (jika ada)
guru
Memberikan Membaca beberapa nasehat,
Hamdallah saran,
bersama-sama motivasi untuk para siswa
dan
Menutup penbelajaran
dengan dengan
berikutnya siswa PR/tugas rumah
mengerjakan
yaitu melengkapi teks
menggunakan kata-kata yang sesuai.
H. Sumber/Media Pembelajaran
How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit
I. Penilaian
Teknik, Bentuk, dan contoh No.
1. Para siswa
Melengkapi Lengkapilah menganalisa struktur dan tertulis teks rumpang tata bahasa dari teks
recount dan mampu
mengguna
melengkapi teks recount kan kata-kata rumpang menggunakan
yang tersedia kata-kata yang sesuai
dalam kotak.
Rubrik Penilaian :
a. Tes tertulis Nilai maximal: 100
1. Jawaban benar
2. Jawaban salah
3. Tidak ada jawaban
Palangka Raya, 26 Agustus 2014
Mengetahui,
Guru Pamong,
Mahasiswi,
Hamdi Hermanto, S.Pd
Milda Fransisca
NIP. 19730814 200312 1 002
NIM. 100 112 0589
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MTs Islamiyah Palangka Raya Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(A)/1
Pertemuan
: Pertemuan ke-2
A trip to the Eden Project Aspek/skill
Topik :
: Menulis
Alokasi waktu
: 2x 40 Minutes
Jenis teks
: Recount
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek perhatian, serta tekun. Para
siswa
mampu
mengidentifikasi struktur dari teks recount.
Para siswa mampu membuat beberapa kalimat sederhana yang
berhubungan dengan teks recount.
D. Tujuan Pembelajaran
1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2.Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.
E. Materi Pembelajaran
Recount
Social function:
To tell us about past experiences or events chronologically. Schematic structure
Orientation
Introduces the main character(s) and the setting
A Series of Events
Mentions the events chronologically
Re-orientation
Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re-
orientation.
Note: 1.Simple past tense or past continuous tense is mostly used in the recount text either in
active sentences or in passive sentences.
2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.
Example of recount text:
A trip to the Eden Project
Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We
brought our breakfast to eat on the bus. When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground.
Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings
We had our lunch in the exhibition centre, where we watched a video about „The making of Eden‟. The Eden Project was built to show how humans and plants depend upon
each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate.
We were allowed to look in the shop and spend two pounds. I bought some stickers and
a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.
F. Metode/Teknik Pembelajaran
Grammar Translation Method Three-phase technique
Pre writing Whilst writing Post writing
G. Langkah-langkah Kegiatan (Three-phase Technique)
Langkah- Kegiatan Guru
Waktu langkah
Kegiatan Murid
Menyapa
siswa
Merespon sapaan
dan menanyakan
guru
kabar mereka
Mengangkat
Memeriksa daftar
tangan ketika guru
5 Menit Instruksi
Proses
hadir siswa
memanggil nama
Membuka
mereka
pembelajaran
Membaca
dengan
Basmallah Basmallah
Menanyakan Menjawab
beberapa pertanyaan guru Kegiatan
pertanyaan tentang Pendahulu
10 menit an
Mengamati: Memberikan kertas
Mengambil
yang recount
yang memuat teks
kertas
diberikan guru diambil dari buku;
yang
Membaca teks
How to
Memperhatikan Writing Across the
teach
penjelasan guru
Curriculum‟
Kegiatan (KS1/2) oleh Sue
60 Menit Inti
kasih untuk David
dengan pelajaran. Meminta
teks Menjelaskan topik
pembelajaran
Menanya: Meminta siswa
Menanyakan arti untuk mencatat
dari kata-kata dan menanyakan
yang sulit kata-kata
yang dimengerti sulit dipahami
Memperhatikan Menjelaskan arti
penjelasan guru dari
kata-kata sulit
dengan memberikan sinonim/persama an
dari kata tersebut
tapi apabila mereka masih
belum mengerti maka guru
akan menjelaskan kata tersebut menggunakan Bahasa Indonesia
Explorasi: Meminta siswa
Membuat untuk membuat
beberapa kalimat beberapa kalimat
sederhana sederhana
berbentuk berbentuk
recount recount
Melengkapi teks Meminta siswa
recount untuk melengkapi teks
recount recount
yang
sesuai Mengamati
kegiatan siswa Asosiasi:
Memperbaiki Menganalisa tugas siswa (guru
jawaban membinbing
bersama-sama siswa
untuk
dan
menganalisa mendengarkan jawaban dengan
penjelasan guru fokus
kepada
fungsi sosial dan struktur teks.
Mengkomunikasikan : Meminta
Mempresentasi beberapa siswa
kan teks recount untuk
di depan kelas mempresentasi
kan tugas mereka di depan kelas
Memberikan Mengungkapkan
siswa kesempatan kesimpulan dari untuk merespon
pelajaran pelajaran
Memperhatikan
Kegiatan Merespon penjelasan guru
5 Menit Penutup
pertanyaan siswa Memperhatikan atau
(jika ada)
dibicarakan guru
Memberikan
Membaca
beberapa nasehat,
para siswa Menutup
penbelajaran dengan mengucapkan Hamdallah
Kegiatan Guru
memberikan
Siswa
berikut- siswa PR/tugas rumah
mengerjakan PR
nya
yaitu melengkapi teks recount menggunakan kata-kata yang sesuai.
H. Sumber/Media Pembelajaran
How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit.
I. Penilaian
Teknik, Bentuk, dan contoh No.
1. Para siswa mampu
Melengkapi Lengkapilah menganalisa
Tes
teks rumpang dan tata bahasa dari
struktur
tertulis
berikut berikut
menggunaka mampu
dan
n kata-kata teks
melengkapi
yang tersedia rumpangmenggunakan
recount
dalam kotak. kata-kata yang sesuai
Rubrik Penilaian :
a. Tes tertulis Nilai maximal: 100
1. Jawaban benar
2. Jawaban salah
3. Tidak ada jawaban
Palangka Raya, 28 Agustus 2014
Mengetahui,
Guru Pamong,
Mahasiswi,
Hamdi Hermanto, S.Pd
Milda Fransisca
NIP. 19730814 200312 1 002
NIM. 100 112 0589
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs Islamiyah Palangka Raya
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(A)/1
Pertemuan
: Pertemuan ke-3
Topik My Best Holiday :
Aspek/skill
: Menulis
Alokasi waktu
: 2x 40 Minutes
Jenis teks
: Recount
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek perhatian, serta tekun. Para
siswa
mampu
mengidentifikasi struktur dari teks recount.
Para siswa mampu membuat beberapa kalimat sederhana yang berhubungan dengan teks recount.
D. Tujuan Pembelajaran
1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount.
2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.
E. Materi Pembelajaran
Recount
Social function:
To tell us about past experiences or events chronologically. Schematic structure
Orientation
Introduces the main character(s) and the setting
A Series of Events
Mentions the events chronologically
Re-orientation
Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re- orientation.
Note: 1.Simple past tense or past continuous tense is mostly used in the recount text either in
active sentences or in passive sentences.
2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.
Example of recount text:
My Best Holiday
Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom!
When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad!
One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream.
On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful.
One of the best things about the holidays was that Dad was so useless at cooking that we had to go into the town every night to eat. There was a stall where you could buy chips and calamari. The calamari was squid cooked in batter – it tasted like rubbery fish. Once we had eaten, we played on the pinball machines.
When we got home Mum wanted to see all the photos. I had a magnificent picture of Dad‟s very red face from too much sun. All in all I think that it was a great holiday and I can‟t
wait to go back.
F. Metode/Teknik Pembelajaran
Grammar Translation Method Three-phase technique
Pre writing Whilst writing Post writing
G. Langkah-langkah Kegiatan (Three-phase Technique)
Langkah- Kegiatan Guru
Waktu langkah
Kegiatan Murid
dan menanyakan
guru
kabar mereka
Mengangkat tangan
Memeriksa daftar
ketika
guru
5 Menit Instruksi
Proses
hadir siswa
Basmallah bersama-
pertanyaan guru
10 Pendahulu
Kegiatan pertanyaan tentang
menit an
Mengamati: Memberikan kertas
Mengambil kertas yang memuat teks
diberikan recount
diambil dari buku; Membaca teks
Buku
Memperhatikan Inggris KS2 NF,
Bahasa
penjelasan guru
diterbitkan
oleh
Kegiatan Badger Ltd
60 Inti
yang berhubungan Menit dengan pelajaran.
teks Menjelaskan topik pembelajaran
Menanya: Meminta siswa
Menanyakan arti untuk mencatat
dari kata-kata yang dan menanyakan
sulit dimengerti kata-kata
Memperhatikan sulit dipahami
yang
penjelasan guru Menjelaskan arti
dari
kata-kata
sulit
dengan
memberikan memberikan
dari kata tersebut
tapi apabila mereka masih
belum mengerti maka guru
akan menjelaskan kata tersebut menggunakan Bahasa Indonesia
Explorasi: Meminta siswa untuk membuat
beberapa kalimat sederhana
Membuat beberapa berbentuk
kalimat sederhana recount
berbentuk recount Meminta siswa
Melengkapi teks untuk melengkapi
recount teks
recount rumpang menggunakan kata-kata
yang sesuai
Mengamati
kegiatan siswa Asosiasi: Memperbaiki
tugas siswa (guru
membinbing membinbing
Menganalisa menganalisa
untuk
jawaban bersama- jawaban dengan
dan fokus
sama
mendengarkan fungsi sosial dan
kepada
penjelasan guru struktur teks. Mengkomunikasikan :
Meminta beberapa siswa untuk
Mempresentasikan mempresentasika
teks recount di n tugas mereka di
depan kelas depan kelas
Memberikan Mengungkapkan
siswa kesempatan kesimpulan dari untuk merespon
pelajaran pelajaran
Memperhatikan
Kegiatan Merespon penjelasan guru
5 Menit Penutup
pertanyaan siswa Memperhatikan atau
yang menyimpulkan
apa
dibicarakan guru (jika ada)
Membaca Memberikan
Hamdallah beberapa nasehat,
bersama-sama saran,
para siswa Menutup para siswa Menutup
Kegiatan Guru
memberikan
Siswa
berikut- siswa PR/tugas rumah mengerjakan PR
nya
yaitu melengkapi teks recount menggunakan kata-kata yang sesuai.
H. Sumber/Media Pembelajaran
Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd
I. Penilaian
Teknik, Bentuk, dan contoh No.
Indikator
Teknik
Bentuk Contoh
Melengkapi Lengkapilah menganalisa
1. Para siswa mampu
Tes
teks rumpang dan tata bahasa dari
struktur tertulis
berikut teks
menggunakan mampu
recount
dan
kata-kata yang teks
melengkapi
tersedia dalam rumpangmenggunakan
recount
kotak. kata-kata yang sesuai
Rubrik Penilaian :
a. Tes tertulis Nilai maximal: 100
1. Jawaban benar
2. Jawaban salah
3. Tidak ada jawaban
Palangka Raya, 2 September 2014
Mengetahui,
Guru Pamong,
Mahasiswi,
Hamdi Hermanto, S.Pd
Milda Fransisca
NIP. 19730814 200312 1 002
NIM. 100 112 0589
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs Islamiyah Palangka Raya
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(A)/1
Pertemuan
: Pertemuan ke-4
Topik My Best Holiday :
Aspek/skill
: Menulis
Alokasi waktu
: 2x 40 Minutes
Jenis teks
: Recount
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek perhatian, serta tekun.
Para siswa
mampu
mengidentifikasi struktur dari teks recount.
Para siswa mampu membuat beberapa kalimat sederhana yang berhubungan dengan teks recount.
D. Tujuan Pembelajaran
1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2.Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.
E. Materi Pembelajaran
Recount
Social function:
To tell us about past experiences or events chronologically. Schematic structure
Orientation
Introduces the main character(s) and the setting
A Series of Events
Mentions the events chronologically
Re-orientation
Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re-
orientation.
Note: 1.Simple past tense or past continuous tense is mostly used in the recount text either in
active sentences or in passive sentences.
2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.
Example of recount text:
My Best Holiday
Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom!
When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad!
One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream.
On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful.
One of the best things about the holidays was that Dad was so useless at cooking that we had to go into the town every night to eat. There was a stall where you could buy chips and calamari. The calamari was squid cooked in batter – it tasted like rubbery fish. Once we had eaten, we played on the pinball machines.
When we got home Mum wanted to see all the photos. I had a magnificent picture of Dad‟s very red face from too much sun. All in all I think that it was a great holiday and I can‟t
wait to go back.
F. Metode/Teknik Pembelajaran
Grammar Translation Method Three-phase technique
Pre writing Whilst writing Post writing
G. Langkah-langkah Kegiatan (Three-phase Technique)
Langkah- Kegiatan Guru Kegiatan Murid Waktu langkah
dan menanyakan
guru
Mengangkat tangan Memeriksa daftar
kabar mereka
guru Proses
ketika
5 Menit Instruksi
hadir siswa
memanggil nama
Basmallah bersama-
Menanyakan Menjawab
pertanyaan guru Kegiatan
beberapa
10 Pendahulu
pertanyaan tentang
menit an
Mengamati: Memberikan kertas
Mengambil kertas
yang memuat teks
diambil dari buku;
Membaca teks
Inggris KS2 NF, penjelasan guru diterbitkan
oleh
Kegiatan Badger Ltd
60 Inti
yang berhubungan Menit dengan pelajaran. Meminta
teks Menjelaskan topik
pembelajaran Menanya:
Meminta siswa Menanyakan arti untuk mencatat
dari kata-kata yang dan menanyakan
sulit dimengerti kata-kata
Memperhatikan sulit dipahami
yang
penjelasan guru Menjelaskan arti
sinonim/persama
an
dari kata
tersebut
tapi
apabila mereka masih
belum
mengerti maka guru
akan
menjelaskan kata tersebut menjelaskan kata tersebut
Explorasi: Meminta siswa
Membuat beberapa untuk membuat
kalimat sederhana beberapa kalimat
berbentuk recount sederhana
Melengkapi teks berbentuk
recount recount
Meminta siswa untuk melengkapi teks
recount rumpang menggunakan kata-kata
yang sesuai
Mengamati
kegiatan siswa Asosiasi:
Memperbaiki Menganalisa tugas siswa (guru
jawaban bersama- membimbing
sama dan siswa
untuk mendengarkan menganalisa
penjelasan guru jawaban dengan fokus
kepada fungsi sosial dan struktur teks.
Mengkomunikasikan : Meminta
Mempresentasikan beberapa siswa
teks recount di teks recount di
Memberikan Mengungkapkan
siswa kesempatan kesimpulan dari untuk merespon
pelajaran pelajaran
Memperhatikan
Kegiatan Merespon penjelasan guru
5 Menit Penutup
pertanyaan siswa Memperhatikan atau
yang menyimpulkan
apa
dibicarakan guru (jika ada)
Membaca Memberikan
Hamdallah beberapa nasehat,
bersama-sama saran,
para siswa Menutup penbelajaran
dengan mengucapkan Hamdallah
Kegiatan Guru
memberikan
Siswa
berikut- siswa PR/tugas rumah mengerjakan PR
nya
yaitu melengkapi teks recount menggunakan kata-kata yang sesuai.
H. Sumber/Media Pembelajaran
Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd
I. Penilaian
Teknik, Bentuk, dan contoh No.
Indikator
Teknik
Bentuk Contoh
1. Para siswa mampu
Melengkapi Lengkapilah menganalisa
Tes
teks rumpang dan tata bahasa dari
struktur tertulis
berikut teks
menggunakan mampu
recount
dan
kata-kata yang teks
melengkapi
tersedia dalam rumpangmenggunakan
recount
kotak. kata-kata yang sesuai
Rubrik Penilaian :
a. Tes tertulis Nilai maximal: 100
Score:
x 100
No.
Penjelasan
Nilai
1. Jawaban benar
2. Jawaban salah
3. Tidak ada jawaban
Palangka Raya, 4 September 2014
Mengetahui,
Guru Pamong,
Mahasiswi,
Hamdi Hermanto, S.Pd
Milda Fransisca
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS KONTROL
Sekolah
: MTs Islamiyah Palangka Raya
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(B)/1
Pertemuan
: Pertemuan ke-1
Topik Lost :
Aspek/skill
: Menulis
Alokasi waktu
: 2x 40 Minutes
Jenis teks
: Recount
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek perhatian, serta tekun. Para
siswa
mampu
mengidentifikasi struktur dari teks recount.
Para siswa mampu membuat Para siswa mampu membuat
D. Tujuan Pembelajaran
1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2.Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.
E. Materi Pembelajaran
Recount
Social function:
To tell us about past experiences or events chronologically. Schematic structure
Orientation
Introduces the main character(s) and the setting
A Series of Events
Mentions the events chronologically
Re-orientation
Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with re- orientation.
Note:
1. Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences.
2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.
Example of recount text:
Lost
At the age of twelve, I experienced being lost. It happened when I went on a school trip at the end of the academic year. It was late in the afternoon when our teacher let us roam about the souvenir stalls, to buy whatever we wished. However, she reminded us to watch out for each other.
My friend and I were excited. We could see many people mingling and hawkers peddling their goods. We started to wander away from the souvenir stalls. Some of my friends were gazing at clothing items, others at traditional food and the rest at handcrafts, while I was showing curiosity in a tiny wooden house made of sandalwood.
Suddenly, a soft voice spoke behind me. “Do you like it, child?” I looked up to see an old woman in a shawl staring into my face. She smiled and nodded at me. I felt a little
frightened. I placed the house back and went in search of my friends, but I saw none of them. “Where are my friends?” I mumbled. There were crowds of people, but I saw no familiar
faces. There I was, in the middle of nowhere, and lost.
I decided to stop at the corner of a stall and hoped that my friends and teacher would be there to look for me. I was about to cry when a familiar voice suddenly called out to me, “what‟s the matter, Hasan?” It was my teacher. My friends had already headed to the bus,
except me. For that reason, my teacher inspected every stall and finally found me at a corner.
I was so relieved to see her that I cried for joy.
F. Metode/Teknik Pembelajaran
Grammar Translation Method Three-phase technique
Pre writing Whilst writing Post writing
G. Langkah-langkah Kegiatan (Three-phase Technique) Langkah-
Waktu langkah
Kegiatan Guru
Kegiatan Murid
dan menanyakan
guru
kabar mereka
Mengangkat tangan
Memeriksa daftar
ketika
guru
5 Menit Instruksi
Proses hadir siswa
memanggil
nama
mereka
Membuka Membaca pembelajaran
Basmallah bersama- dengan
sama
mengucapkan Basmallah
Menanyakan Menjawab
beberapa pertanyaan guru pertanyaan tentang Kegiatan
10 Pendahulu
pengalaman masa
menit an
lalu
siswa
(beberapa pertanyaan pemicu untuk
menggali pengalaman siswa dan pengetahuan tentang pelajaran
Mengamati: Memberikan kertas
Mengambil kertas yang memuat teks
diberikan recount
diambil dari buku; Membaca teks
untuk SMP/MTs penjelasan guru
Kegiatan Kelas VIII yang
60 Inti
dikarang
Menit Bachtiar Bima M.
Kurniawati yang Kurniawati yang
Meminta siswa untuk
membaca dan
memahami teks Menjelaskan topik
pembelajaran
Menanya: Meminta siswa
Menanyakan arti untuk mencatat
dari kata-kata yang dan menanyakan
sulit dimengerti kata-kata
yang Memperhatikan sulit dipahami
penjelasan guru Menjelaskan arti
dari kata-kata
sulit dengan
memberikan
sinonim/persama
an dari kata
tersebut tapi apabila mereka masih
belum mengerti maka guru
akan menjelaskan kata tersebut
menggunakan
Bahasa Indonesia Explorasi:
Meminta siswa Membuat beberapa Meminta siswa Membuat beberapa
berbentuk recount sederhana
Melengkapi teks berbentuk
recount recount
Meminta siswa untuk melengkapi
teks recount rumpang menggunakan kata-kata
yang sesuai Mengamati
kegiatan siswa Asosiasi: Memperbaiki
Menganalisa tugas siswa (guru
jawaban bersama- membimbing
sama dan siswa
untuk mendengarkan menganalisa
penjelasan guru jawaban dengan
fokus kepada fungsi sosial dan struktur teks.
Mengkomunikasikan : Meminta
Mempresentasikan beberapa siswa
teks recount di untuk
depan kelas mempresentasika n tugas mereka di depan kelas
Memberikan
Mengungkapkan
siswa kesempatan
kesimpulan
dari
untuk merespon
Kegiatan Merespon
5 Menit Penutup
penjelasan guru
pertanyaan siswa
dibicarakan guru
(jika ada)
beberapa nasehat,
para siswa Menutup
penbelajaran dengan mengucapkan Hamdallah
Kegiatan Guru
memberikan
Siswa
berikutny siswa PR/tugas rumah
mengerjakan PR
a yaitu melengkapi teks recount menggunakan kata-kata yang sesuai.
H.Sumber/Media Pembelajaran
Buku Bahasa Inggris untuk SMP/MTs Kelas VIII dikarang oleh Bachtiar Bima dan Cicik Kurniawati.
I.Penilaian
Teknik, Bentuk, dan contoh No.
Melengkapi Lengkapilah menganalisa
1. Para siswa mampu
Tes
teks rumpang dan tata bahasa dari
struktur tertulis
berikut
teks recount
menggunakan mampu
dan
kata-kata yang teks
melengkapi
tersedia dalam rumpangmenggunakan
recount
kotak.
kata-kata yang sesuai
Rubrik Penilaian :
a. Tes tertulis Nilai maximal: 100
1. Jawaban benar
2. Jawaban salah
3. Tidak ada jawaban