RPP Bahasa Inggris Kelas 8 Writing
Lesson Plan
School
: SMP Kartika XIX-2
Course
: English
Class/Semester
: VIII / 2
Time allocation
: 2 x 40 Minutes
Language Skill
: Writing and Reading
A. Standard Competence
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B. Basic Competence
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar
C. Learning Objectives
At the end of the course students are expected to be able to:
Write a narrative text through pictures
Write characteristics of a narrative text
D. Materials
Story of “Rawa Pening Legend”
Characteristics of narrative text.
Six picture stories (see appendix)
E. Teaching method
Contextual Teaching and Learning
F. Learning activities
Step
1
1. Pre-Activity
Activity Description
2
a. Preface
Teacher greets the students by asking “Good
morning? How are you?” / “What is your feeling
Time Allocation
3
10 minutes
2. Main Activity
3. Post Activity
today?”. (friendly)
Teacher checks students’ attendance by asking
“Who is absent today? Where is she/he?”
(attention)
b. Apperception
Teacher asks several questions to students
randomly: “Have you ever read about a legend
story?”; “What is tittle of the story?” (humble)
Teacher writes the students’ answers on the
white-board (humble)
Teacher mentions the material.
a. Activity 1
Teacher tells a story of “Rawa Pening Legend”
twice.
Teacher divides students into five groups to
discuss: “What is the text about?”; “Identify
characteristics of the “Rawa Pening Legend”
Teacher explain the expression used in the
narrative text.
b. Activity 2
Teacher asks students to write a narrative text
through picture in 30 minutes.
Teacher asks each student to choose the picture
story by throwing a pensil to a round board.
Teacher collects the students’ writtings
Teacher asks the students whether they enjoy the
lesson or not. (honesty)
Teacher reviews the materials by asking students
what they have learned today. (responsive)
Teacher closes the lesson by saying “good bye”
(caring)
60 minutes
10 minutes
80 minutes
G. Media
Story of “Rawa Pening Legend”.
Six picture stories (see appendix)
Round board (see appendix)
H.
a.
b.
c.
Scoring
Technique
Procedure
Instrument
: Written test
: Writing a narrative text
: Write a narrative text from the following picture story.
I. Scoring Instrument
Indicator
1
No.
2
Instrument
3
Students are able to
write characteristics
of a narrative text
01
Identify and write the
characteristics of “Rawa Pening
Legend”
Once upon a time, there was a
little poor boy came into a little village.
He was very hungry and weak. He
knocked at every door and asked for
some food, but nobody cared about him.
Nobody wanted to help the little boy.
Finally, a generous woman
helped him. She gave him shelter and a
meal. When the boy wanted to leave,
this old woman gave him a “lesung”, a
big wooden mortar for pounding rice.
She reminded him, “please remember, if
there is a flood you must save yourself.
Use this “lesung” as a boat”. The
“lesung” was happy and thanked the old
woman.The little boy continued his
journey. While he was passing through
the village, he saw many people
gathering on the field. The boy came
closer and saw a stick stuck in the
ground. People challenged each other to
pull out that stick. Everybody tried, but
nobody succeeded. “Can I try?” asked
the little boy. The crowd laughed
mockingly. The boy wanted to try his
luck so he stepped forward and pulled
out the stick. He could do it very easily.
Everybody was dumbfounded.
Suddenly, from the hole left
by stick, water spouted out. It did not
stop until it flooded the village. And no
one was saved from the water except the
little boy and the generous old woman
who gave him shelter and meal. As she
told him, he used the “lesung” as a boat
and picked up the old woman. The
whole village became a huge lake. It is
now known as Rawa Pening Lake in
Salatiga, Central Java, Indonesia.
Students are able to
write a narrative text
through pictures
02
Now, try to write a narrative text
from the following picture story.
You may discuss with your friend.
J. Scoring Rubric
Conventions
5
There are few or
no errors in
punctuation,
capitalization,
grammar &
spelling
4
There are a few
errors in
grammar,
spelling,
punctuation, and
capitalization
3
Errors in
grammar,
capitalization,
punctuation &
spelling are more
frequent
2
There are many
errors in
grammar,
spelling,
capitalization, and
punctuation.
1
The errors in
grammar,
capitalization,
spelling,
punctuation &
interfere with
Organization
Ideas/ Focus
Voice
Word Choice
Sentence /
Fluency
An appropriate
title is present.
The ideas and
details are mostly
presented in
logical order. The
writer uses some
transitions to
show the
relationships
among ideas. The
paper seems
complete.
A title is present.
The paper is
somewhat
organized, but
seems unfinished.
Sometimes it is
not clear how the
details used
connect to the
main idea or
story. Some of the
details are not in
the right spot.
There is little
organization to
the paper. A lot of
the writing does
not connect to the
main idea or
story. The ending
is missing or does
not connect to the
story or main
idea.
The writing is
generally focused
on the topic &
purpose. Writing
tells a story or
makes a point.
Details are
present but not
developed.
The writing is
somewhat
focused on the
topic and
purpose. Details
are general and
not specific.
Topic may be too
big.
The writing is
related to the
topic, but does
not have a clear
focus. Details are
not clear. Reader
is uncertain of the
focus.
The writer’s
viewpoint is
evident. Text used
elicits a variety of
emotions. Paper
has a lot of
personality.
Writes with a
clear sense of
audience.
The writer uses
precise, fresh,
original words
and phrases. The
writing is
interesting to
read.
The writer
consistently uses
a variety of
sentences. The
writing is natural
and flows
smoothly.
Sentences begin
with a variety of
words.
The writer’s
viewpoint is
somewhat clear.
The writing is
individual and
expressive. Paper
has some
personality.
The writer’s
individually fades
in and out. The
writer’s viewpoint
is apparent
intermittently.
Very little
personality to the
writing.
The writer’s
viewpoint is
unclear. Little to
no personality to
the writing.
Audience is
fuzzy-could be
anybody,
anywhere.
The word choices
are clear. The
writer uses some
interesting words
and phrases.
The word choices
get the message
across, but don’t
capture anyone’s
attention.
The writer does
not use words or
phrases that make
the writing clear
to the reader.
Writer uses word
choices that are
confusing,
unclear, or
inappropriate.
The writer uses
some variety in
sentences. Paper
flows smoothly,
but has some
rough spots. Not
all sentences
begin the same.
Writer uses
simple sentences.
Some sentences
are choppy or
awkward, but
most are smooth
and clear.
Sentences tend to
begin the same.
The writer
doesn’t use much
variety in his or
her sentences.
Little to no use of
linking words to
connect
sentences. The
writer uses short,
repetitive
sentence patterns.
There is little or
no variety in
sentences. Some
of the sentences
are unclear. Paper
is difficult to
read. Difficult
time identifying
where one
sentence ends and
the next begins.
Nilai siswa=
Contoh:
Conventions
Organization
understanding
There is no
organization to
the paper. There
is no beginning or
end to the paper.
Ideas seem
scrambled,
jumbled, and
disconnected. The
paper is
confusing. The
details do not fit
with the main
idea.
The writing is not
focused on the
topic and
purpose. Reader
will have
difficulty
identifying the
main idea or
purpose of the
paper.
The writer seems
uninterested in
what he or she is
writing about.
Writer does not
share own
thoughts or ideas
about topic.
An original title is
present. The
paper has a clear
beginning, middle
& ending. Ideas
& details are
presented in
logical order.
Transitions such
as Finally or The
next day are used
to show the
relationships
among ideas
Paper is focused,
clear & specific.
Writing is full of
details for support
and shows what is
important about
the topic. Keeps
reader’s attention.
=
=
5
4
Total skor
x 100
30
Ideas/Focus
=
Nilai siswa=
4
Voice
=
Word choice
=
Sentence/Fluency =
3
4
2
22
22
x 100=73,3
30
+
K. Evaluation /KKM
Kompetensi Dasar
Mengungkapkan
makna dalam bentuk
teks tulis fungsional
pendek sederhana
dengan menggunakan
ragam bahasa tulis
secara akurat, lancar
dan berterima untuk
berinteraksi dengan
lingkungan sekitar
Kriteria Ketuntasan Minimal (KKM)
Kompleksitas
Sarana
Intake
70
70
70
Jumlah
210
Kriteria Ketuntasan Minimal (KKM) = 70 atau 70%
Tuntas = NA peserta didik ≥ 70 atau 70% (Pemantapan Pengayaan)
Tidak Tuntas = NA Peserta didik < 70 (Remedial)
L. Appendix
Six picture Stories
The frog prince: drcorreiaa.blogspot.com
(KKM)
70
A cat in boots: cartoon-yeah.blogspot.com
Aladdin: thehammockreview.wordpress.com
Sangkuriang: lintasartikel-dot-in.blogspot.com
Lutung Kasarung dan Purbasari: jurirakyat.blogspot.com
Ciung Wanara: wisatagreencanyon.com
Mengetahui :
Guru Mata Pelajaran,
Bandung,
Februari 2014
Guru Praktikan,
Azhar Bakhri S.
Miranti Pradipta Utami
School
: SMP Kartika XIX-2
Course
: English
Class/Semester
: VIII / 2
Time allocation
: 2 x 40 Minutes
Language Skill
: Writing and Reading
A. Standard Competence
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B. Basic Competence
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar
C. Learning Objectives
At the end of the course students are expected to be able to:
Write a narrative text through pictures
Write characteristics of a narrative text
D. Materials
Story of “Rawa Pening Legend”
Characteristics of narrative text.
Six picture stories (see appendix)
E. Teaching method
Contextual Teaching and Learning
F. Learning activities
Step
1
1. Pre-Activity
Activity Description
2
a. Preface
Teacher greets the students by asking “Good
morning? How are you?” / “What is your feeling
Time Allocation
3
10 minutes
2. Main Activity
3. Post Activity
today?”. (friendly)
Teacher checks students’ attendance by asking
“Who is absent today? Where is she/he?”
(attention)
b. Apperception
Teacher asks several questions to students
randomly: “Have you ever read about a legend
story?”; “What is tittle of the story?” (humble)
Teacher writes the students’ answers on the
white-board (humble)
Teacher mentions the material.
a. Activity 1
Teacher tells a story of “Rawa Pening Legend”
twice.
Teacher divides students into five groups to
discuss: “What is the text about?”; “Identify
characteristics of the “Rawa Pening Legend”
Teacher explain the expression used in the
narrative text.
b. Activity 2
Teacher asks students to write a narrative text
through picture in 30 minutes.
Teacher asks each student to choose the picture
story by throwing a pensil to a round board.
Teacher collects the students’ writtings
Teacher asks the students whether they enjoy the
lesson or not. (honesty)
Teacher reviews the materials by asking students
what they have learned today. (responsive)
Teacher closes the lesson by saying “good bye”
(caring)
60 minutes
10 minutes
80 minutes
G. Media
Story of “Rawa Pening Legend”.
Six picture stories (see appendix)
Round board (see appendix)
H.
a.
b.
c.
Scoring
Technique
Procedure
Instrument
: Written test
: Writing a narrative text
: Write a narrative text from the following picture story.
I. Scoring Instrument
Indicator
1
No.
2
Instrument
3
Students are able to
write characteristics
of a narrative text
01
Identify and write the
characteristics of “Rawa Pening
Legend”
Once upon a time, there was a
little poor boy came into a little village.
He was very hungry and weak. He
knocked at every door and asked for
some food, but nobody cared about him.
Nobody wanted to help the little boy.
Finally, a generous woman
helped him. She gave him shelter and a
meal. When the boy wanted to leave,
this old woman gave him a “lesung”, a
big wooden mortar for pounding rice.
She reminded him, “please remember, if
there is a flood you must save yourself.
Use this “lesung” as a boat”. The
“lesung” was happy and thanked the old
woman.The little boy continued his
journey. While he was passing through
the village, he saw many people
gathering on the field. The boy came
closer and saw a stick stuck in the
ground. People challenged each other to
pull out that stick. Everybody tried, but
nobody succeeded. “Can I try?” asked
the little boy. The crowd laughed
mockingly. The boy wanted to try his
luck so he stepped forward and pulled
out the stick. He could do it very easily.
Everybody was dumbfounded.
Suddenly, from the hole left
by stick, water spouted out. It did not
stop until it flooded the village. And no
one was saved from the water except the
little boy and the generous old woman
who gave him shelter and meal. As she
told him, he used the “lesung” as a boat
and picked up the old woman. The
whole village became a huge lake. It is
now known as Rawa Pening Lake in
Salatiga, Central Java, Indonesia.
Students are able to
write a narrative text
through pictures
02
Now, try to write a narrative text
from the following picture story.
You may discuss with your friend.
J. Scoring Rubric
Conventions
5
There are few or
no errors in
punctuation,
capitalization,
grammar &
spelling
4
There are a few
errors in
grammar,
spelling,
punctuation, and
capitalization
3
Errors in
grammar,
capitalization,
punctuation &
spelling are more
frequent
2
There are many
errors in
grammar,
spelling,
capitalization, and
punctuation.
1
The errors in
grammar,
capitalization,
spelling,
punctuation &
interfere with
Organization
Ideas/ Focus
Voice
Word Choice
Sentence /
Fluency
An appropriate
title is present.
The ideas and
details are mostly
presented in
logical order. The
writer uses some
transitions to
show the
relationships
among ideas. The
paper seems
complete.
A title is present.
The paper is
somewhat
organized, but
seems unfinished.
Sometimes it is
not clear how the
details used
connect to the
main idea or
story. Some of the
details are not in
the right spot.
There is little
organization to
the paper. A lot of
the writing does
not connect to the
main idea or
story. The ending
is missing or does
not connect to the
story or main
idea.
The writing is
generally focused
on the topic &
purpose. Writing
tells a story or
makes a point.
Details are
present but not
developed.
The writing is
somewhat
focused on the
topic and
purpose. Details
are general and
not specific.
Topic may be too
big.
The writing is
related to the
topic, but does
not have a clear
focus. Details are
not clear. Reader
is uncertain of the
focus.
The writer’s
viewpoint is
evident. Text used
elicits a variety of
emotions. Paper
has a lot of
personality.
Writes with a
clear sense of
audience.
The writer uses
precise, fresh,
original words
and phrases. The
writing is
interesting to
read.
The writer
consistently uses
a variety of
sentences. The
writing is natural
and flows
smoothly.
Sentences begin
with a variety of
words.
The writer’s
viewpoint is
somewhat clear.
The writing is
individual and
expressive. Paper
has some
personality.
The writer’s
individually fades
in and out. The
writer’s viewpoint
is apparent
intermittently.
Very little
personality to the
writing.
The writer’s
viewpoint is
unclear. Little to
no personality to
the writing.
Audience is
fuzzy-could be
anybody,
anywhere.
The word choices
are clear. The
writer uses some
interesting words
and phrases.
The word choices
get the message
across, but don’t
capture anyone’s
attention.
The writer does
not use words or
phrases that make
the writing clear
to the reader.
Writer uses word
choices that are
confusing,
unclear, or
inappropriate.
The writer uses
some variety in
sentences. Paper
flows smoothly,
but has some
rough spots. Not
all sentences
begin the same.
Writer uses
simple sentences.
Some sentences
are choppy or
awkward, but
most are smooth
and clear.
Sentences tend to
begin the same.
The writer
doesn’t use much
variety in his or
her sentences.
Little to no use of
linking words to
connect
sentences. The
writer uses short,
repetitive
sentence patterns.
There is little or
no variety in
sentences. Some
of the sentences
are unclear. Paper
is difficult to
read. Difficult
time identifying
where one
sentence ends and
the next begins.
Nilai siswa=
Contoh:
Conventions
Organization
understanding
There is no
organization to
the paper. There
is no beginning or
end to the paper.
Ideas seem
scrambled,
jumbled, and
disconnected. The
paper is
confusing. The
details do not fit
with the main
idea.
The writing is not
focused on the
topic and
purpose. Reader
will have
difficulty
identifying the
main idea or
purpose of the
paper.
The writer seems
uninterested in
what he or she is
writing about.
Writer does not
share own
thoughts or ideas
about topic.
An original title is
present. The
paper has a clear
beginning, middle
& ending. Ideas
& details are
presented in
logical order.
Transitions such
as Finally or The
next day are used
to show the
relationships
among ideas
Paper is focused,
clear & specific.
Writing is full of
details for support
and shows what is
important about
the topic. Keeps
reader’s attention.
=
=
5
4
Total skor
x 100
30
Ideas/Focus
=
Nilai siswa=
4
Voice
=
Word choice
=
Sentence/Fluency =
3
4
2
22
22
x 100=73,3
30
+
K. Evaluation /KKM
Kompetensi Dasar
Mengungkapkan
makna dalam bentuk
teks tulis fungsional
pendek sederhana
dengan menggunakan
ragam bahasa tulis
secara akurat, lancar
dan berterima untuk
berinteraksi dengan
lingkungan sekitar
Kriteria Ketuntasan Minimal (KKM)
Kompleksitas
Sarana
Intake
70
70
70
Jumlah
210
Kriteria Ketuntasan Minimal (KKM) = 70 atau 70%
Tuntas = NA peserta didik ≥ 70 atau 70% (Pemantapan Pengayaan)
Tidak Tuntas = NA Peserta didik < 70 (Remedial)
L. Appendix
Six picture Stories
The frog prince: drcorreiaa.blogspot.com
(KKM)
70
A cat in boots: cartoon-yeah.blogspot.com
Aladdin: thehammockreview.wordpress.com
Sangkuriang: lintasartikel-dot-in.blogspot.com
Lutung Kasarung dan Purbasari: jurirakyat.blogspot.com
Ciung Wanara: wisatagreencanyon.com
Mengetahui :
Guru Mata Pelajaran,
Bandung,
Februari 2014
Guru Praktikan,
Azhar Bakhri S.
Miranti Pradipta Utami