Friday, May 30, 2014

Suggestopedia by Anisah

According to the explanation of Anisah, she explained that suggestopedia is a teaching method that motivates students to study. This method related to students’ study style: visual display, audio, and physical involvements during learning process. This method is also used to help students in memorizing the subject.

There are two main purposes of a suggestopedia namely first, it ise used to increase students’ learning motivation from suggestion. The suggestion here can be pictures, music, drama, that we know those are interesting things for students. Second, to help students become confident. It is because the used of this method can make students more brave to take action, to show their abilities.

There are six characteristics or key features of suggestopedia. First, Comfortable environment, the chairs are arranged semicircle and faced the black or white board and the light in the classroom is dim in order to make the students’ mind more relaxed. Second, The use of music, The use of music in order to create a level of relaxed concentration. Third, Peripheral Learning, There are posters and decoration to show various grammatical information. Then, Free errors, Students who make mistakes are tolerated because the emphasis is on the content not the structure. After that, Homework is limited, Students reread materials given in the classroom once before they go to sleep at night and once in the morning before they get up. And the last, Music, drama and art are integrated in the learning process, they are integrated as often as possible.

This method was explained clear enough by presenter. But she did not give simulation and also still tend to read her power point only. In general, I can understand her presentation. 

Project Based Instruction by Wirda Yani

Wirda explained us that Project Based Learning is a teaching method that is used by teacher that uses problems and challenges that the students must solve by working together and then they will get their knowledge and skill improved. Two points that I could get from her presentation was this method is a long term method and students centered type. It is because to look the result students need lots of time to accomplish their projects. And the project that the students do must be related to the subject and through the project they can understand the subject more deeply. In this method, teacher does not assess their students understanding by giving a test like traditional way, but rather uses project as the assessment.

I honestly still did not understand about her presentation. She was difficult to explain this method. I got a bit explanation from Ms. Cut Intan Meutia at our last meeting about this method. Additional information that I got is this method needs much fees to be held because the project is something big and many things must be prepared and done. 

I personally suggest Wirda to study more about this method before presenting her task in order to her and all of students in our class can understand and get the benefit of her presentation.

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Tuesday, May 27, 2014

Multiple Intelligence by Laras Aprillia

Multiple Intelligence is a teaching method that is applied based on human intelligence. Laras explained that intelligence here means the combination of cognitive, psychology development, anthropology and sociology. So, in this method, teacher must know students’ intelligence. All students must have their own intelligence and each intelligence must be developed.

There are five points of Garner’s theory. First, all human being possess all nine intelligences in varying degrees. It means that every person has different intelligence profile. Second, these nine intelligence may define the human species. After that, each intelligence occupies different area of brain.

Then, Laras explain eight intelligences, they are: nature smart, people smart, number smart, picture smart, self smart , body smart, music and word smart. There are four factors of educational reform, they are: assessment, curriculum, teacher education and community participation.

In her presentation, Laras explained each point clearly. She also made audience took part to her presentation. In short, I can say that her presentation was good. 

The Audio Lingual Method and Drilling

The Audio lingual Method is a method for foreign language teaching which emphasized the teaching of listening and speaking before reading and writing. It use dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom. Risnami told that this method was appeared during the second war.

There are three techniques that are used in this method. First, repetition drill. In this technique, teacher says a word than asks students to repeat it until they get true pronunciation. Second, substitution drill. In this technique, teacher ask students to change a word into another word. It can be number, pronoun and gender. The last technique is transformation drill. Teacher teach students to change a positive into negative sentence, present tense into past tense or from positive tinto interrogative sentence.

There are three activities of this method namely dialogue, pattern drills and application activities.

Actually, it is a simple method to be explained but I thought that Risnami did not really master the material. I can say that because she could not explain all points of her power point. But at least, I still can get what direct method is. 

Whole Language by Nanda Elliza Putri

Elliza made a very good presentation althoug there was no simulation in her presentation. But she was well preapred and could explain all her materials well. She also can use 70% English in her presentation with a good pronunciation.

In her presentation, Elliza told that definition of this method is a teaching method that teach whole aspects of language not fragmentary. So, we can say if we teach about a kind of a text, we do not teach the purpose and organization of the text only, but we must also teach punctuation, grammar, tense, vocabulary, pronunciation as well.

There are five basic principles of this method. Namely separation of language skill into listening, speaking, reading, and writing, with emphasis on the teaching of listening and speaking before reading and writing, use of dialogues as the chief means of presenting of language, emphasis of certain practices techniques, mimicry, memorization, and pattern drill, and discouraging the use of mother tongue in the classroom.

The advantages of this method are all the students are actives in the class, the circumstance class are more interesting and life and the speaking and listening skill are more drilled, so the pronunciation skill and listening skill are more controlled. however the disadvantages are for the smart students this method is bored, because the procedure of the aim method is majority repeat the sentence. Sometimes the students are confused because the teacher explain the material in simple way not in detail way and the last, the grammar skill is not more drilled.

Natural Approach by Cut Sri Wahyuni

Icut began her presentation by revealing the history of this method. This method was created in 1976-1977 by Tracy D. Terrell &  Stephen Krashen. Then, she explained about the theory of natural approach. There are two parts of this. They are language means meaning and vocabulary, it is core of langugae. Both of them must can be understood.

Then the theory of learning is relax. It means that students must feel relax, enjoy and comfortable in classroom. The main purpose of this method is to improve students ability to speak fast.  There are three advantages of this approach. First, fast. By applying this method, students are expected to can speak in target language fast. Then, relax, students can feel relax when they are studying and the last effeective, this method is very effective for elementary school. Next, disadvantages of this approach are not focus and little time. It is because there are many activities that students must do while time is limited.

Cut can master and explain her presentation well. She also give example of using this method and made all audience took part in her presentation. Then, she has loud voice and coud control the condition of the class.

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Thursday, May 22, 2014

Contextual Instruction by Azkia Fairuz

In my opinion, this is a very interesting method because it is a method that connect between educational/academic subject and the context of this life. So, in this method, teacher must be very creative in creating a material for learning and must suit them to the real context in daily life.

There are five theories which is built this method namely knowledge based constructivism, effort based learning, socailization, situated learning and distributed learning. And also there are nine points of this method’s characteristics. They are: First, cooperative. The applied of this method can improve the ability of students to be cooperative by working together in a learning group. Second, mutual sport. Third, fun. This method must be fun because  it combines between the subject that they learn to the context in they daily life that they can take part directly in the lesson. Afterwards, not boring. Teacher must be smart to make all materials interesting in order to students do not get bored. Then, learning with passion. After that, active students. Here, students must be active so the purpose of this method can be gained perfectly. Subsequently, sharing with friends. Here, students can share their knowledge with another students. Thus, students critical and creative teacher and the last, using variety sources.

I personally do not really understand about this material yet. According to me, the explanation given by the presenter was not clear yet. Further more, she did not make simulation to increase audience’s understanding. But I do appreciate her effort to explain her material. She has a loud voice and could control the condition of the class. 

Situational Language Teaching by Riydha Karina

Riydha started her presentation by revealing the history of this method. This method was build in 130-1960 by British Applied Linguistic. The figures of this method are Harold Palmer and A.S Horsnby.

The characterictic of this method are language teaching begins with the spoken language, the target language is the classroom language, new language point are introduced and practical situationally, simple forms should be taught before complex one, the last, reading and writing are introduced oncea sufficient lexical and grammatical.

This method is almost similar to Oral Approah, because it is also a method to introduce language. The application of this method in class is also the same. The class begins with stress and intonation practice. Then both teacher and students make revision. After that, presenting a new structure of vocabulary. Then, oral practice and afterwards, students read the material and teacher explain the material. This method ends with giving witten exercise to students. So, we can conclude that the lesson must begins with practice, then explanation and the last giving exercise.

There are some advantages of this method namely first, this method is very suitable to introduce language, then, students can master the lesson quickly and accurately. Third, the use of oral practice is often. And the last, make students easier to understand because they can practice it directly.

I personally can understand what the presenter explained. She explained her presentation well. I thought she had made a good preparation to her presentation. She also tried to explain this method using two language, Indonesian and English. In addition, she also made a simple simulation. In short, I can conclude that her presentation was good. 

The Grammar Translation Method by Nurisma

Ema began her presentation with revealing the definition of this method. Beased on her explanation, The Grammar Translation method is a traditional method that is used to teach dead language and literature such as Latin and Greek. She also told that the focus of this method is about the rule of Grammarand their application in translation text from one language to another language. So, in this method, students must learn the grammatical rules and then they apply what they have learnt by translating a source from one language to another languge.

There are only two goals of this method. First, this method is used to develop students’ reading ability. It is possible because students need more read than speak because thay have to read and learn many grammatical books in oreder to they can marter the rule. After that, in translating a source that given by teacher, they must read and analyze it again, so that their ability to read increase. Besides, the main material of this method is textbook, so studnets must read alot. Second, this method can develop general mental of students. Although this method have many good purpose, but this method is not free from lacks. There are some disadvantages from this method as well. It is because the IQ of students to understand grammar are  different. Then, it is also influenced by the low standard of translation. Then, it cannot be used to make students ability to speak increase.

Nurisma has explained this method well althoug she did not make a simulation but I personally can understand about this method. If I can give her advice, it would be better if she provide a text and translate it by using grammatical rules. I think it will describe more about the use of this method.  

Community Language learning by Syarifah Karmila Sari

One characteristic or I can say special characteristic of this method is the role of both students and teacher. The students in this method are as clients and teacher as counsellor. So that in this method, the function of teacher i not only to teach students material of the lesson but also consoull the problem of students in order to can know students need. It is very good in learning because  teacher can directly watch the development of students.

There are three advantages of this method, namely nonthreatening, students can freely communicate and make interaction without feeling afraid of making mistake. Second, students independence. Students can show their own ability and the last, the emphasize  of humanity side not only linguistic side. But here are disadvantages of this method, teacher poor translator, it maybe caused by the low knowledge that the teacher possess. Then, because in this method teacher must also be a counsellor, it is very possible that in fact, there are many teachers that have no capability  in counselling.

To make her presentation good, syarifah also made a simulation. It helped audience to understand this method. She was well prepared because she can explain all her power point well. She also can answer all questions. 

Learning Strategy Training and Classroom Management by Khairunnisa

In her presentation, she must explain two methods. I will begin my review from the first method, Learning Strategy Training or let me make it short “LST”. We start from the definition of SLT. SLT is a method that provides some actions to make students better in learning a second language.

There are three principles of this method. First, the role of teacher is not only to teach but also to learn. Second, strategies not also be taught in isolation but as the part of curriculum. And third, this method help students to continue their education of their graduating in formal study.

This method uses metacognitive strategy. There are three points of metacognitive strategy. They aret think aloud, checklist, rubrics and organizers and the last, explicit teacher modelling. After that, it also uses cognitive strategy. In this strategy, students must interact with the material. And the last, affective strategy, the interaction between person to another person, students to teacher or students to students.

Second method that is explained by Nisa is Classroom management. In this method, teacher must maintain students’ positive behavior, motivation and establish expectations for the students.

There are six rules in this method namely speak English, bring the material, raise you hand before you speak, listen to the teacher, do your homework, say please and thank you. There are five tips for teacher to make this method successful namely start the year tough, be fair to all students, be prepared for disruptions, over plan, be patient and keep practicing. There are six voice levels, they are: silence is golden, spy talk, low flow, formal normal, loud crowd and out of control.

Both SLT and Classroom management are well explained by Nisa. She is well prepared. She can explain all materials well. Her power point is also complete and she made simulation to increase audiences’ understanding.

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Portfolio Method

PORTFOLIO by NURUL HIDAYANI

Portfolio is a teaching method where is the students must gather and collect their works to a document called portfolio. Portfolio comes from two word “port” means report and “folio” means complete. So we can conclude that portfolio is a complete report of students’ work. But in education world, portfolio can be also used by teacher by making lesson plan. Not only in educational world, portfolio is also can be used in others words such as art, sport, religion and it actually can be applied not only for someone’s work but also for company, organization, institution and group.

There are two kinds of portfolio namely process oriented portfolio and product oriented portfolio. In oriented portfolio, teachers notice their students development form the beginning, the middle until the last or we can conclude that teacher notice the whole developments of their students. Yet, in product oriented portfolio, teacher is only notice the final result of students. There are two kinds of product oriented portfolio. First, Documentary portfolio to all portfolio paper and then Show/Performance portfolio to all portfolio which the form is presentation/performance. It can be collected by making video.

There are four process in gathering portfolio: collection (students collect data), selection (students select kinds of data), reflection (teacher tests students understanding about the data in portfolio) and the last connection (teacher and students know the students’ ability and lack from reflection).

There are three aspects in portfolio: cognitive, aspect where the students are expect to memorize, understand, analyze, combine, apply and make a conclusion from some informations in their portfolio. Second aspect, affective, more emphasize feeling, interest and motivation.While the last aspect, psychomotor, more emphasize the practice of the lesson such as art, religion, sport, science and language.

There are four things that must be included to a portfolio: title and table of contents, heading and subheading, portfolio body and brief explanatory.

There are three ways that teacher can do to assess portfolio’s students. First, teacher must clearly gives instruction about the content and kinds of portfolio so that students can easily gather and collect the data as the instruction. Second, teacher must develop assessment procedure in order to it is suitable with portfolio’s instruction. Third, teacher must make schedule to hold portfolio conference at the end of the study to discuss about the portfolio.

There are some advantages from the use of this method namely the learning process is emphasized to whole process, from the beginning, middle and the last so that teacher can notice her/his students’ need and development. Besides that, it can increase students’ motivation because of their satisfaction in collecting the portfolio and they surely do not want to be defeated by another students. However, besides advantages, this method is not free of lacks. It is because it takes time for teacher in assessing the portfolio result if the data are vast. Furthermore, sometimes it is hard for teacher to make portfolio conference.

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RPP Portfolio

Materi dan Soal pada RPP 1-6 ini dibuat berdasarkan buku Bahasa Inggris Untuk SMA/MA Kelas X terbitan CV. Sinundata ditulis oleh Idha Winarni, Semester 1 dari halaman 21-83.

RPP 1 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                            : 141100649

UNIT/SEMESTER   : 1/VI

JURUSAN/PRODI   : TARBIYAH/PBI

MATA KULIAH      : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Expressing of Making, Accepting, and Declining an Invitation

Skill/Fokus                             : Berbicara

Waktu                                     : 2x45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II.                Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan menyetujui ajakan/tawaran/undangan.

Proses             : Memahami berbagai ungkapan menyetujui ajakan/tawaran/undangan.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.

b.       Merespon dan mendemonstrasikan berbagai ungkapan menyetujui ajakan/tawaran/undangan.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan menyetujui ajakan/tawaran/undangan.

Proses             : Memahami berbagai ungkapan menyetujui ajakan/tawaran/undangan.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.

b.       Merespon dan mendemonstrasikan berbagai ungkapan menyetujui ajakan/tawaran/undangan.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan        

Sikap

a.      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.     Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.     Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d.     Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.     Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Role Playing dan Portfolio

VI. Learning Material

·   Expressing of Making, accepting and declining an invitation

Study the following expressions of making, accepting, and declining an invitation!

Inviting		Accepting an Invitation	Declining an Invitation
Formal	1. Would you like to...	1. That's very kind os you.	1. Thank you for asking me, but...
	2. I'd very much like you to...	2. We'd very much like to...
	3. We should be pleased/delighted if you could...	3. What a delightful idea.	2. Unfortunately, I can't...
	4. Would you care to ...?	4. With the greatest pleasure.
	5. Will you...?	5. Thank you very much for inviting me
Informal	1. Why don't you come to ...?	1. I would/will...	1. Sorry, I can't.
	2. Like to come to...?	2. That would be very nice.	2. I'd love to, but...
	3. Come and ...	3. OK!	3. I don't think I can.
	4. Shall we come to...?	4. I'd like to love to come.	4. I wish I could, but...
	5. You must come to ...	5. All right (then)

·                                  ·  Modelling Dialogues

Diana                           : “Hi, Hendra!”

            Hendra                         : “Hello Diana!”

            Diana                           : “How’ve you been?”

          Hendra                        : “Alright, thanks. By the way, would you like to go out tonight?”

Diana                             : “Sorry, I can’t. I have to prepare the Mathematics test tomorrow.”

            Hendra                          : “Well, how about tomorrow night, are you still busy?”

            Diana                           : “I think I am free on that day”

Hendra                        : “Well, would you like to watch Premium Rush with me?”

            Diana                           : “Sure, I’d love to”.

            Hendra                         : “That’s settled then. OK, tomorrow night I will fetch you at 06.30 pm.”

                Diana                           : “OK, I will be ready at that time.

VII.   Media

§  Paper ball

§  Modelling dialog pada kertas karton

VIII.       Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: ·         Have you ever invited someone to do something together? ·         Have you ever invited someone to go to somewhere together? ·         What will you say if your friend invites you to go to her birthday party? ·         What will you say to accepting invitation? ·         What will you say to declining invitation?	15 menit
2	Kegiatan Inti (While Activity) ·         Guru menjelaskan tentang materi pelajaran expressing  of making, accepting and declining an invitation, mulai dari pengertian, tujuan hingga contoh ungkapannya. ·         Guru menempelkan sebuah percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B. ·         Setelah membacakan dialog, guru meminta siswa untuk menunjukkan yang mana ungkapan membuat, menerima/menolak undangan pada dialog tersebut. ·         Guru meminta siswa untuk berdiri dan membentuk lingkaran. ·         Guru mengatakan sebuah kalimat yang berupa undangan dan melemparkan bola kepada siswa secara acak. Siswa yang mendapatkan bola harus memberi respon atas undangan yang guru ucapkan dengan menggunakan ungkapan menerima/menolak undangan. Kemudian siswa tersebut mengucapkan sebuah undangan lainnya dan melemparkan bola kepada siswa lainnya secara acak. Siswa yang mendapatkan bola harus merespon undangan tersebut dari siswa yang melemparkan bola dan seterusnya. ·         Guru membentuk tiga kelompok (Kelompok A, B dan C) dan memberikan masing-masing kelompok satu situasi yang harus dirancang menjadi sebuah percakapan sederhana yang di dalamnya terdapat ungkapan membuat, menerima/menolak sebuah undangan. Masing-masing anggota kelompok harus menulis percakapan tersebut dan mengumpulkannya. Kemudian, setiap kelompok memerankan percapakan mereka di depan kelas. Percakapan tersebut direkam dan dikumpulkan satu minggu kemudian dalam bentuk CD.	60 menit
4	Kegiatan Akhir (Post Activity) ·         Guru menanyakan siswanya satu persatu tentang pengertian, tujuan dan contoh ungkapan membuat, menerima atau menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai dengan pemahaman mereka. ·         Guru menjelaskan kembali pengertian, tujuan serta kata-kata yang digunakan dalam expressing making, accepting and declining an invitation.	15 menit

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 68-69.

·         Silabus

·         Rubrik penilaian Speaking

EVALUATION

1.   Make a short dialog between you and your friend using expressing sympathy based on this situation, show your dialog in front of the class and make a video from your performance(CD). Collect it in a week later! (For groups)

2.      Then, write your dialog in a piece of paper and collect it! (For Individual)

First Situation (For group A)

Your best friend invites you to come to her house this evening. There is a small celebration party there. You accept the invitation.

Second Situation (For group B)

Rangga, your friend, invites you to come to his brother’s birthday party. You cannot come because you have something to do at the time.

Third Situation (For group C)

You invite your friend to go out to see the mall tonight. He/she accepts your invitation.

3.      Assessment

NO	NAME	Language Skill and Component
		Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui,                                                                           Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

RPP 2 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                           : 141100649

UNIT/SEMESTER   : 1/VI

JURUSAN/PRODI   : TARBIYAH/PBI

MATA KULIAH    : METHOD OF TEACHING ENGLISH                                                                                                                            

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Procedure text

Skill/Fokus                             : Berbicara

Waktu                                     : 2x45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.

II.    Kompetensi Dasar

Mengungkapkan makna dalam teks monolog sederhana menggunkaan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recoun, narrative, dan procedure.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar struktur organisasi dari procedure text dan mampu menggunakan procedure text dengan benar.

Proses             : Memahami ciri-ciri kebahasaan procedure text.

2.      Psikomotor

a.       Melafalkan dengan benar kata-kata yang terdapat di dalam procedure text.

b.      Merespon dan mendemonstrasikan procedure text.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar struktur organisasi dari procedure text dan mampu menggunakan procedure text dengan benar.

Proses             : Memahami ciri-ciri kebahasaan procedure text.

2.      Psikomotor

a.       Melafalkan dengan benar kata-kata yang terdapat di dalam procedure text.

b.      Merespon dan mendemonstrasikan procedure text.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan        

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Contextual Instruction, Cooperative Language Learning, dan Portfolio

VI. Learning Material

·      Definition of Procedure Text

Procedure text is kind of text which teaches how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction.

·      Purpose of Procedure Text

To explain the ingredient or material which is need, through sometime it is omitted, and explain step by step how to make the thing.

·      Text Organization

1. Goal        : Purpose of the text.

2. Materials : materials needed.

3. Steps       : process.

·      The Grammatical features

1.    The use of commands                : cut, add, pour.

2.    The use of action verb               : wash, boil.

3.    The use of precise vocabulary    : try, boil, fragrant.

4.    The use of advervial                              : until the chichen change colour, until fragrant.

·      Modelling Text

Making Indomie Fried Noodle

Materials        :

·        Two slices of bread

·        Something inside (fried-egg, strawberry jam, chocolate sprinkles, a sausage, etc.

Steps               :

·        While waiting for the water to boil, pour the seasoning: chili sauce, soya sauce, and oil into a bowl.

·        After that, mix the noodles with the seasoning, sauce, and the other ingredients.

·        First, boil two glassess of water in a pan.

·        Next, throw away the water.

·        Then, open the package of Indomie fried noodles.

·        After the water is boiled, drain the noodles.

·        Then, pour the noodles into the bowl.

VII.   Media

·         Some materials to make Indomie fried noodle (Boiling water, bread, fried eggs, Indomie)

·         Some materials to make a cup of tea (Hot water, tea  powder, sugar)

VIII.       Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Pre Activity
	Guru memulai pelajaran dengan langsung mendemonstrasikan cara untuk membuat Indomi goreng. Guru mempersiapkan alat dan bahan dan bersama-sama dengan siswa mempraktekkan bagaimana cara pembuatan Indomi goreng tersebut. Saat menjelaskan bahan dan cara pembuatan guru menggunakan bahasa Inggris. Setelah demonstrasi selesai, guru menanyakan kepada siswa beberapa pertanyaan ringan seperti: ·         Do you know how to make Indomie Fried Noodle? ·         What do you need to make it? ·         Have you ever read recipe of making noodle from it’s package? ·         Do you know what kind of text that used to explain how to make something?	30 menit
	While Activity
4	·         Guru menjelaskan bahwa demonstrasi untuk membuat Indomi goreng yang di awal dilakukan adalah contoh penerapan dari teks procedure. Kemudian guru menjelaskan pengertian, tujuan, struktur organisasi dan ciri kebahasaan dari teks procedure. ·         Guru membagi siswanya kedalam beberapa kelompok yang masing-masing terdiri dari 5 orang siswa. Kemudian setiap kelompok harus mendemonstrasikan cara membuat teh dengan peralatan dan bahan yang telah dipersiapkan sebelumnya. Siswa mendemonstrasikan dengan menggunakan bahasa Inggris secara aktif. Dan guru menilai cara siswa berbicara menyampaikan pembuatan teh tersebut. ·         Selanjutnya guru menugaskan siswa untuk membuat teks procedure dengan berdasarkan demonstrasi kelompok masing-masing. Teks dibuat dengan kreasi siswa dilengkapi dengan gambar ilustrasi yang menarik dan foto kegiatan. Siswa juga harus melampirkan CD berisi demonstrasi tersebut. Siswa diberi waktu selama satu minggu untuk menyelesaikan dan mengumpulkan tugasnya.	45 menit
	Post-Activity
	·         Guru memberikan sebuah teks procedure tentang cara membuat layang-layang dan siswa harus mengisi bagian yang hilang dengan kata-kata yang sesuai. Tugas dikerjakan secara individu. ·         Guru menanyakan kepada beberapa siswa secara lisan tentang pengertian dan tujuan dari procedure text menggunakan bahasa mereka sendiri sesuai dengan demonstrasi yang telah dilakukan sebelumnya.	15 menit

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 71-83.

·         Silabus

·         Rubrik penilaian Speaking

EVALUATION

1.      Demonstrate how to make a cup of tea with your group. Make a ceative procedure text with picture and photo. Record and collect it in a CD in a week later!

2.      Complete the text below with the words in the box! Do it individually!

How to Make a Kite

Materials:

·         3 pieces of cane

·         Thread

·         Large sheet of string paper

·         Soft pencil

·         Scissors

·         Piant and paintbrush

·         Glue

·         Strong string

Steps:

The frame

·         Dampen the cane to ... (1) flexible.

·         Carefully, ... (2) the cane to desired shape then tie securely with thread.

The covering

·         Lay the frame on sheet of ... (3).

·         Trace arround frame with ... (4).

·         Cut covering approximately 1 cm larger than the ... (5).

·         Paint bird on covering (e.g, bowl).

·         When paint is ... (6), place the frame on unpainted side.

·         Now, fold edges of covering over the frame carefully, and ... (7) them down.

The bridle

·         Cut 3 pieces of ... (8), each 20 cm long.

·         Secure one end of string tightly to ... (9) at the shoulders and tail of the bird.

·         Then, the other ends in a ... (10).

a. Pencil	c. Bend	e. Glue	g. Outline	i. paper
b. Dry	d. Frame	f. Make	h. String	j. Knot

X.                Assessment

NO	NAME	Language Skill and Component
		Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui,                                                                            Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

RPP 3 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                            : 141100649

UNIT/SEMESTER   : 1/VI

JURUSAN/PRODI   : TARBIYAH/PBI

MATA KULIAH      : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Making, Accepting and Cancelling Appointment

Skill/Fokus                             : Berbicara

Waktu                                    : 2x45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II.                Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan membuat, menerima dan membatalkan janji.

Proses             : Memahami berbagai ungkapan membuat, menerima dan membatalkan janji.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan membuat, menerima dan membatalkan janji.

b.      Merespon dan mendemonstrasikan berbagai ungkapan membuat, menerima dan membatalkan janji.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan membuat, menerima dan membatalkan janji.

Proses             : Memahami berbagai ungkapan membuat, menerima dan membatalkan janji.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan membuat, menerima dan membatalkan janji.

b.      Merespon dan mendemonstrasikan berbagai ungkapan membuat, menerima dan membatalkan janji.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan        

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Cooperative Language Learning dan Portfolio

VI. Learning Material

·   Expressing of Making, accepting and cancelling an appointment

Study the following expressions of making, accepting and cancelling an appointment!

Making an Appointment	Accepting an Appointment	Cancelling an Appointment
1. How about tomorrow morning?	1. I'll come, I promise.	1. Sorry, I don't think I can make it.
2. Let's meet at ... O'clock.	2. I'll be there.
3. Can I meet you at ... ?	3. OK. I'll be there on time.	2. I think I can't come to...
4. Can I come to your ... At ... ?	4. With my pleasure.	3. Actually I really want to come, but...

·                       ·   Modelling Dialogue

Mr. Bambang is a heavy smoker. He really wants to stop now. So, he wants to consult this problem in the Smoking Clinic. He calls the Clinic to make an appointment.

Receptionist                : “Smoking Clinic, Can I help you?”

Mr. Bambang  : “Yes. I need further information about your quitting smoking programme in the Smoking Clinic.”

Receptionist                : “OK, sir. The Clinic will gladly inform you about the programme. But you have you come to the clinic.”

Mr. Bambang  : “Alright. When should I come?”

Receptionist                : “How about Thursday afternoon at 2 p.m.? Dr. Maya will be available for consultation about the programme”

Mr. Bambang              : “OK, I’ll be there”

Receptionist                : “Please be on time, Sir”

Mr. Bambang              : “Sure”

VII.   Media

§  Clourful Cards

§  Modelling dialog pada powerpoint

VIII.       Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: ·         Have you ever made an appointment to someone? ·         Can you mention what appointment it is and how you make it? ·         What will you say if you want to accept the appointment? ·         If you cannot go to somewhere and have to cancel your appointment, what will you say?	10 menit
2	Kegiatan Inti (While Activity) ·         Guru menjelaskan tentang materi pelajaran Making, accepting and cancelling appointment. ·         Guru menunjukkan sebuah dialog pada powerpoint dan meminta dua orang siswa untuk maju ke depan kelas dan membacakan dialog tersebut. ·         Guru membagi siswa ke dalam dua kelompok (A dan B)  dan meminta siswa untuk berdiri pada masing-masing kelompok, berhadap-hadapan dengan kelompok lainnya. ·         Guru memberikan kartu berwarna kuning kepada kelompok A dan kartu berwarna merah kepada kelompok B.  Kartu kuning berisi ungkapan membuat janji dan kartu merah berisi ungkapan menerima atau membatalkan janji. Siswa pada kelompok A membacakan isi kartunya dan kelompok B harus mencari respon yang sesuai dengan ungkapan yang digunakan oleh kelompok A. ·         Selanjutnya, masih dalam kelompok yang sama, setiap kelompok ditugaskan untuk membuat sebuah percakapan dimana semua siswa dalam kelompok mendapat peran. Setiap kelompok menuliskan percakapannya di kertas karton, di warnai dan dihias sesuai kreasi siswa. Setiap anggota juga harus menuliskan dialog pada kertas dan mengumpulkannya. Dialog pada kertas karton yang paling menarik akan ditempel di kelas.	70 menit
4	Kegiatan Akhir (Post Activity) ·         Guru menanyakan beberapa siswa secara acak tentang pengertian, tujuan dan contoh ungkapan membuat, menerima atau menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai dengan pemahaman mereka. ·         Guru memberikan kesimpulan mengenai pembelajaran tentang membuat, menerima dan menolak janji.	10 menit

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 68-69.

·         Silabus

·         Rubrik penilaian Speaking

EVALUATION

Work in groups. Make a short dialog using expressing of making, accepting and cancelling an appointment. Collect your paper and demontstrate your dialog!

X.                Assessment

NO	NAME	Language Skill and Component
		Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui,                                                                           Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

RPP 4 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                            : 141100649

JURUSAN/PRODI   : TARBIYAH/PBI

SEMESTER/UNIT   : VI/1

MATA KULIAH      : METHOD OF TEACHING ENGLISH

                                                                                                                                               

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Recount Text

Skill/Fokus                             : Menulis

Waktu                                     : 45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk  recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

II.  Kompetensi Dasar

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam baahsa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar isi dari teks recount.

Proses             : Memahami makna di dalam teks recount.

2.      Psikomotor

a.       Menulis isi dari teks recount.

b.      Merespon dan memahami berbagai konteks dari teks recount.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar isi dari teks recount.

Proses             : Memahami makna di dalam teks recount.

2.      Psikomotor

a.       Menulis isi dari teks recount.

b.      Merespon dan memahami berbagai konteks dari teks recount.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Small Group dan Portfolio

VI. Learning Material

·         Definition of Recount Text

Recount text is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience.         

·         Purpose of Recount Text:

Purpose of a recount text is to provides information about what happened, when it happened, where it happened and who was involved.

·         The Generic Structure of The Text:

1.      Orientation            : Introducing the participant, using first person point of view.

2.      Events                   : Describing a series of events which happened to one side.

3.      Re-orientation       : starting the writer’s personal note.

·         Language Features Analysis:

1.      Using personal participant            : I

2.      Using chronological connectives  : Then, and, suddenly

3.      Using linking verb                         : Was, were

4.      Using action verb                          : Moved, Left, walked, made, etc.

5.      Using simple past tense pattern    : earthquake happened, I was on the car.

·        Example of Recount Text:

My Horrible Experience

Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vacation to Bali.

Suddenly, my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks.

Then, I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my hpuse, in the town.

When I reached my town, I was so surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although nothing was left, I thanked God that nobody was seriously injured.  

VII.   Media

Teks recount pada kertas karton

Kopian Teks recount

VIII.       Teaching-Learning Activities

Activity Number	Description	Time Allocation
1	Pre-Activity
	Guru memulai pelajaran dengan menceritakan pengalamannya tentang sesuatu hal yang menarik secara singkat dan kemudian menanyakan kepada siswa beberapa pertanyaan ringan seperti: ·        Do you have an interesting and unforgettable experience? ·        Who wants to tell me shorty about your interesting and unforgettable experience? Kemudian guru menunjuk seorang siswa untuk menceritakan pengalamannya yang menarik secara singkat menggunakan kata-katanya sendiri. ·        Do you know what kind text of experience?	10 menit
2	While-Activity	25 menit
	·        Guru menjelaskan tentang pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Recount. ·        Guru menunjukkan sebuah contoh teks Recount di kertas karton, meminta beberapa murid secara bergantian untuk membacakan dan mengungkapkan maksud cerita dalam teks tersebut. Kemudian guru menterjemah teks tersebut, menunjukkan bagian-bagian teks dan ciri-ciri kebahasaannya. ·        Guru membagi siswa ke dalam beberapa kelompok kecil yang masing-masing kelompok terdiri dari maksimal 3 orang siswa. Kemudian guru memberikan sebuah teks kepada masing-masing kelompok dan memerintahkan siswa untuk menentukan bagian-bagian teks, ciri kebahasaan dan maksud dari teks tersebut. ·        Setiap kelompok mempresentasikan hasil kerja kelompoknya. ·        Guru dan siswa bersama-sama membahas tentang teks yang ditugaskan tersebut dan hasil kerja siswa tersebut dikumpulkan.
3	Post-Activity	15 menit
	·        Guru menugaskan kepada setiap siswa untuk membuat sebuah teks recount berdasarkan pengalamannya masing-masing minimal berisi 3 paragraf secara singkat. Dan mengumpulkannya. ·        Guru memberikan penjelasan kembali mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari teks recount.

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata. Hal. 21-22.

·         Silabus

·         Rubrik Penilaian Writing

EVALUATION

1.      Work in group. Find the generic structure and language features of the text below!

Visiting Bali

There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach.He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.

On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about  90 thousands people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.

The second tour to Ubud wa s avery different tour. It was not to see scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.

My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.

Orientation

........................................................................................................................................................................................................................................................................................................................................................................................................................................................

Event

........................................................................................................................................................................................................................................................................................................................................................................................................................................................

Re-Orientation

........................................................................................................................................................................................................................................................................................................................................................................................................................................................

Language Features Analysis:

·         Personal Participant             :___________________________

·         Chronological Connective    :___________________________

·         Linking Verb                         :___________________________

·         Action Verb                           :___________________________

·         Simple Past Tense                 :___________________________

2. Make your own recount text at least consists of minimal 3 paragraphs! Do it individually!

X.    Assessment

NO	NAME	Language Skill and Component
		Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5
6
7

Rubrik Penilaian Writing

Criteria	Rating Score	Remarks
Content	27-30	Excellent to very good. It is for the students with some knowledge of the subject and adequate of range development, mostly relevant to topic sentence, but lack the detail
	22-26	Good to average. It is for the students with some knowledge of the subject and adequate of range development omitted, but lack the detail.
	17-21	Fair to poor. It is for the students who do not show knowledge of the subject, little substantive indequate development of the subject.
Organization	18-20	Excellent to very good. Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion.
	14-17	Good to average. Somewhat ehoppy-loosely organized but main ideas stand out.
	10-13	Noon-influent ideas. Confused or disconnected, lack logical sequencing and development.
	7-9	Very poor. Doesn’t communacate, no organization or not enough to evaluate.
Vocabulary	18-20	Excellent to very good. Students with sophisticated range effectively word from, the imitative appropriate register.
	14-17	Good to average. Adequate range-occasional errors, meaning not obscured.
	10-13	Fair to poor. Limited range, frequent errors of word or idiom, usage, meaning confused or obscured.
	7-9	Very poor. Lack of essensial translation, little knowledge of English.
Language Use	22-25	Excellent to very good. Effective complex construction-few wrrors arrangement, tense number, words order/function, articles, pronouns, preposition.
	18-21	Good to average. Some effective complex construction, frequent errors on the use of the sentence elements.
		Fair to poor. Major problem in simple complex construction, tense, number, words order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections-meaning confused and obscured.
	5-10	Very poor. Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate.
Mechanics	5	Excellent to very good. Demonstrate mastery of punctuation, few errors in capitalization and hard writing.
	4	Good to average. Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured.
	3	Fair to poor. Frequent errors of punctuation, capitalization, writing sentence, poor hard-writing-meaning confused or obscured.
	2	Very poor. No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate.

Mengetahui,                                                                           Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

RPP 5 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                            : 141100649

UNIT/SEMESTER   : 1/VI

JURUSAN/PRODI   : TARBIYAH/PBI

MATA KULIAH      : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Expressing Sympathy

Skill/Fokus                             : Berbicara

Waktu                                     : 45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II.                Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan menunjukkan simpati.

Proses             : Memahami berbagai ungkapan menunjukkan simpati.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan menunjukkan simpati.

b.      Merespon dan mendemonstrasikan berbagai ungkapan menunjukkan simpati.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar ungkapan menunjukkan simpati.

Proses             : Memahami berbagai ungkapan menunjukkan simpati.

2.      Psikomotor

a.       Melafalkan dengan benar ungkapan-ungkapan menunjukkan simpati..

b.      Merespon dan mendemonstrasikan berbagai menunjukkan simpati.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan        

Sikap

1)      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

2)      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

3)      Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

4)      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

5)      Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Cooperative Language Learning dan Portfolio

VI. Learning Material

·   Expressing Sympathy

Study the following expressions of expressing sympathy

Showing Sympathy

1.      You have my deepest sympathy. 2.      What a terrible situation for you. 3.      I do sympathise (I assure you). 4.      I’m extremely sorry to hear that. 5.      I know how it feels. 6.      Oh, what a shame... 7.      Oh, that’s awful. 8.      Oh dear, sorry to hear that.

·        Modelling Dialogue

            Wawan                        : “What happened to you, Indra? You look so sad?”

            Indra                            : “Well, there was a bad news this morning”

            Wawan                        : “What bad news?”

       Indra                           : “My brother in West Java told me that his crops was destroyed by the mice”

            Wawan                        : “Really? I am sorry to hear that”

            Indra                                : “Yes, he told me that the mice had really destroyed        everything”

            Wawan                        : “Oh, that’s awful. What did he do then?”

Indra                                : “Well, he and the others farmers had worked together to ward off the mice”

            Wawan                        : “I hope everything will get better”.

            Indra                            : “Thanks, I hope so”

VII.   Media

§  Paper ball

§  Contoh Percakapan di ketas karton

VIII.       Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: ·         Have you ever felt sick? ·         Have you ever been in a sad situation? ·         Have you ever gotten a bad news? ·         What will you say if you look your friend has a serious sick? ·         What will you say if your friend is in bad situation? ·         What will you say to show your sympathy to them?	5 menit
2	Kegiatan Inti (While Activity) ·         Guru menjelaskan tentang materi pelajaran expressing  sympathy, mulai dari pengertian, tujuan hingga contoh ungkapan rasa simpati. ·         Guru menempelkan sebuah percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B. ·         Setelah membacakan dialog, guru meminta siswa untuk menunjukkan yang mana ungkapan rasa simpati pada dialog. ·         Guru meminta siswa untuk berdiri dan membentuk lingkaran. ·         Guru mengatakan sebuah kalimat dan kemudian melemparkan bola kepada siswa secara acak. Siswa yang mendapatkan bola harus memberi respon atas kalimat yang guru ucapkan dengan menggunakan ungkapan rasa simpati. Kemudian siswa tersebut mengucapkan sebuah kalimat lainnya dan melemparkan bola kepada siswa lainnya secara acak. Siswa yang mendapatkan bola harus merespon kalimat dari siswa yang melemparkan bola tersebut menggunakan ungkapan rasa simpati dan begitu seterusnya.	30 menit
4	Kegiatan Akhir (Post Activity) ·         Guru membentuk dua kelompok dan memberikan masing-masing kelompok satu situasi yang harus dirancang menjadi sebuah percakapan sederhana yang di dalamnya terdapat ungkapan menyatakan rasa simpati. Masing-masing anggota kelompok harus menulis percakapan dan mengumpulkannya. Kemudian, setiap kelompok memerankan percapakan mereka di depan kelas dan merekam penampilan mereka. ·         Guru menjelaskan kembali pengertian, tujuan serta kata-kata yang digunakan dalam expressing sympathy.	10 menit

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 34-35

·         Silabus

·         Rubrik penilaian Speaking

EVALUATION

Make a short dialog between you and your friend using expressing sympathy based on this situation! Collect your paper, practise your dialog in front of the class!

First Situation

Your friend says that her mother is sick and in hospital now. She is very sad and she cannot go to school for some days because she must take care of her mother.

Second Situation

You get a serious problem with the most naughty boy in your class. You are so sad and feel worry about that then you tell that problem to your friend. Make a short dialog between you and your friend using expressing sympathy based on this situation!

X.                Assessment

NO	NAME	Language Skill and Component
		Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui,                                                                           Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

RPP 6 PORTFOLIO

NAMA                       : NURUL HIDAYANI

NIM                            : 141100649

JURUSAN/PRODI   : TARBIYAH/PBI

SEMESTER/UNIT   : VI/1

MATA KULIAH      : METHOD OF TEACHING ENGLISH

                                                                                                                                               

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah                       : SMAN 1 Karang Baru

Kelas/Semester                      : X/1

Nama Pelajaran                    : Bahasa Inggris

Materi                                     : Narrative Text

Skill/Fokus                             : Menulis

Waktu                                     : 2x45 Menit

I.  Standar Kompetensi

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk  recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

II.  Kompetensi Dasar

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam baahsa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure.

III.    Tujuan Pembelajaran

1.      Kognitif

Produk            : Mengetahui dengan benar isi dari teks narrative.

Proses             : Memahami makna di dalam teks narrative.

2.      Psikomotor

a.       Menulis isi dari teks narrative.

b.      Merespon dan memahami berbagai konteks dari teks narrative.

3.      Afektif (Karakter sosial dan Individu)

Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

IV.  Indikator

1.      Kognitif

Produk            : Mengetahui dengan benar isi dari teks narrative.

Proses             : Memahami makna di dalam teks narrative.

2.      Psikomotor

a.       Menulis isi dari teks narrative.

b.      Merespon dan memahami berbagai konteks dari teks narrative.

3.      Afektif (Karakter sosial dan Individu)

     Karakter

a.       Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

a.       Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c.       Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e.       Berpendapat secara baik dalam diskusi

V.    Mode of Learning

Method     : Collaborative Language Learning dan Portfolio

VI. Learning Material

·            Definition of Narrative Text

          Narrative text is a text to tell the story or past events and entertain the readers.

·            Purpose of Recount Text:

To entertain the readers.

·            The Generic Structure of The Text:

1.      Orientation            : Introduces the main character/s in a setting of time and place.

2.      Complication         : A sequence of events.

3.      Resolution             : The problem is solved.

·            Language Features Analysis:

1.      Use of particular nouns or to describe the particular people, animals and things that the story is about.

2.      Use of adjectives to build noun groups to describe the people, animals or things in the story.

3.      Use of time connectives and conjuctions to sequence events through time.

4.      Use of adverbs and adverbial phrases to locate the particular events.

5.      Use of past tense action verbs to indicate the actions;

6.      Use of saying and thinking verbd to indicate what characters are feeling, thinking or saying.

·            Example of Narrative Text:

The Fox and The Cat

One day, a cat and a fox were having a conversation. The fox, who was a conceited creature, boasted how clever she was. ‘Why, I know at least a hundred tricks to get away from our mutual enemies, the dogs,’ she said.

‘I know olny one trick to get away from dogs,’ said the cat. ‘You should teach me some of yours!’

‘Well, maybe some day, when I have the time, I may teach you a few of the simpler ones,’ replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking grew louder and louder – the dogs were coming in their direction! At once the cat ran to the nearest tree and climbed into its branches, well out of reach of any dog. ‘This is the trick I told you about, the only one I know,’ she called down to the fox. ‘Which one of your hundred tricks are you going to use?’

The fox sat silently under the tree, wondering which trick she should use. Before she could make up her mind, the dogs arrived. They feel upon the fox and tore her to pieces.

A sigle plan that works is better than a hundred doubtful plans.

VII.   Media

Teks narrative pada kertas karton

VIII.       Teaching-Learning Activities

Activity Number	Description	Time Allocation
1	Pre-Activity
	Guru memulai pelajaran dengan menunjukkan sebuah gambar “Snow White” dan menanyakan siswa beberapa pertanyaan ringan seperti: ·        Do you know what picture is it? ·        Can you tell me the short story of Snow White? ·        What kind of text used in Snow White Story?	15 menit
2	While-Activity
	·        Guru menjelaskan tentang pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Narrative. ·        Guru menunjukkan sebuah contoh teks Narrative di kertas karton. Kemudian guru dan siswa membaca contoh teks ini secara bersamaan dan mneganalisis bagian serta cirinya. ·        Guru membagi siswa dalam beberapa kelompok dan menugasi setiap kelompok untuk membuat sebuah teks narrative sederhana yang berasal dari ceita rakyat atau dongeng yang ada di Indonesia. Hasil kerja siswa ditulis di kertas karton semnenarik mungkin, setelah dipresentasikan, tugas ini dikumpulkan.   ·        Guru menugasi setiap siswa untuk membaca sebuah teks narrative berjudul “Cinderella” dan menjawab pertanyaan yang diberikan berdasarkan teks tersebut serta menceritakan kembali teks dengan kata-kata sendiri.	60 menit
3	Post-Activity
	·        Guru menanyakan siswa secara acak tentang pengertian, ciri, bagian, serta contoh  narrative text menggunakan kata-kata siswa sendiri. ·        Guru memberikan penjelasan kembali mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari teks narrative.	15 menit

IX. Sumber Pembelajaran

·         Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata. Hal. 21-22.

·         Silabus

·         Rubrik Penilaian Writing

EVALUATION

A.     Work in groups. Make a short narrative text about legend in Indonesia. Presentate and collectyour work!

B.     Read the story, answer the question and rewrite with your own words! Do it individually!

Cinderella

Once upon a time there was a beautiful girl Cinderella. She lived with her stepsisters and stepmother. They were very bossy. She had to do all the house works.

One day, an invitation to the ball (dance party) came to the family. The stepsisters did not let her go. So Cinderella was very sad. The stepsisters went to the ball without her.

Fortunately, the fairy good mother came and helped her to the ball. At the ball, Cinderella danced with the prince. The prince fell in love with her then he married her. They lived happily ever after.

1.      What is the communicative purpose/social function of this text?

2.      Mention the genre structure of the text!

3.      What tenses mostly used in the text?

4.      Why did Cinderella feel so sad?

5.      How were her stepsister?

X.    Assessment

NO	NAME	Language Skill and Component
		Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5
6
7

Rubrik Penilaian Writing

Criteria	Rating Score	Remarks
Content	27-30	Excellent to very good. It is for the students with some knowledge of the subject and adequate of range development, mostly relevant to topic sentence, but lack the detail
	22-26	Good to average. It is for the students with some knowledge of the subject and adequate of range development omitted, but lack the detail.
	17-21	Fair to poor. It is for the students who do not show knowledge of the subject, little substantive indequate development of the subject.
Organization	18-20	Excellent to very good. Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion.
	14-17	Good to average. Somewhat ehoppy-loosely organized but main ideas stand out.
	10-13	Noon-influent ideas. Confused or disconnected, lack logical sequencing and development.
	7-9	Very poor. Doesn’t communacate, no organization or not enough to evaluate.
Vocabulary	18-20	Excellent to very good. Students with sophisticated range effectively word from, the imitative appropriate register.
	14-17	Good to average. Adequate range-occasional errors, meaning not obscured.
	10-13	Fair to poor. Limited range, frequent errors of word or idiom, usage, meaning confused or obscured.
	7-9	Very poor. Lack of essensial translation, little knowledge of English.
Language Use	22-25	Excellent to very good. Effective complex construction-few wrrors arrangement, tense number, words order/function, articles, pronouns, preposition.
	18-21	Good to average. Some effective complex construction, frequent errors on the use of the sentence elements.
		Fair to poor. Major problem in simple complex construction, tense, number, words order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections-meaning confused and obscured.
	5-10	Very poor. Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate.
Mechanics	5	Excellent to very good. Demonstrate mastery of punctuation, few errors in capitalization and hard writing.
	4	Good to average. Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured.
	3	Fair to poor. Frequent errors of punctuation, capitalization, writing sentence, poor hard-writing-meaning confused or obscured.
	2	Very poor. No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate.

Mengetahui,                                                                           Langsa, 11 Juni 2014

Kepala Sekolah                                                                       Guru Bidang Studi,

Riydha Karina, MA                                                                Nurul Hidayani, S. Pd.i

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