Makalah Recount.docx

MICRO TEACHING LESSON PLAN OF TEACHING PROCEDURE TEXT FOR THE THIRD GRADE OF SENIOR HIGH SCHOOL STUDENTS

By: Jihan Khairunisa (1613042019) Class A

ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY 2018/2019

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) A. Identities Education Level

: Senior High School

Subject

: English

Class/Semester

: XII/1

Material

: Procedure Text

Time

: 45 minutes

Topic

: How To Make Something?

B. Core Competence KI 1 Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 Menghargai dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia dalam jangkauan pergaulan dan keberadaannya. KI 3 Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, tahunya

procedural,

tentang

ilmu

dan

metakognitif

pengetahuan,

berdasarkan

teknologi,

seni,

rasa budaya,

ingin dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4 Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri , bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

C. Basic Competence 3.6 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai dengan konteks penggunaannya 4.6.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips). 4.6.2 menyusun teks prosedur, lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar.

D. Indicators After being taught, the students are able to: 1. identify the vocabulary from the audio 2. find information from the text 3. memorize the main point of the text and retell it in front of class 4. use language feature of recount text (simple past tense) 5. make a short dialog based on the situation by using Role Play Technique and Mind Mapping Technique 6. produce a recount text about their holiday experience in written form.

E. Learning Objectives 1. Students are able to identify the vocabulary from the audio 2. Students are able to find information from the text

3. Students are able to memorize the main point of the text and retell it in front of class 4. Students are able to use language feature of recount text (simple past tense) 5. Students are able to make a short dialog based on the situation by using Role Play Technique and Mind Mapping Technique 6. Students are able to produce a recount text about their holiday experience in written form.

F. Material 1. Definition of procedure text Procedure Text is the text of the content related to how to make, do, or operate something in sequence. Usually mention various materials or tools required. 2. Purpose of procedure text Communicative purpose of procedure text describes that something done in accounting with the rules through a clear and orderly step. In other words, type of this text provides instructions on how to do things in the right sequence.

3. Generic structure of procedure text (features of procedural text) a. Goal/Aim: Goal or aim means the purpose of making or operating something. b. Materials: Materials are the ingredients needed to do something. However, there is also Procedure Text which does not require materials. For example, "How to use the computer." (How to use a computer). There are 3 types of Procedural Text that do not use the materials section. Consider the following explanation. -First , Procedure Text which explains how to work or how to do instructions manually for example, How to use video games, the computer, the tape recorder, the fax, and so on . -second , Procedural Text which instructs how to do certain activities and regulations. For example, road safety rules, video game rules, and so on. - third , Procedural Text that relates to human nature or habits. For example, How to live happily, or How to succeed, and so on.

c.

Steps

Loading steps or sequences that must be done agartujuan can be achieved. For the record, in the Procedure Text in the form of How to it usually does not mention (include) the required material (material needed).

D. Form-Curve Procedure Text Procedural Text can be used in the form of recipes / cookbooks, craft instructions, game rules, science experiments / reports, and so on.

E.

Characteristics of the procedure text

a.

Using imperative sentence patterns (commands) , for example, cut, don't mix, etc .;

b.

Use action verbs , for example turn, put, don't, mix, etc .;

c. on.

Using connectives ( conjunction ) to sort of activity, for example, then, while, and so

d. Using adverbials ( adverb ) to declare the details of time, place, and accurate way, for example, for five minutes, two hours, and so on. e.

Using simple present tense .

f.

Usually using numbering, firstly, secondly, next, then, and so on.

g.

Explain the ingredients, even though they don't always have to be. G. Learning Method

1. Approach: Scientific Approach 2. Strategy: Communicative Teaching Learning H. Media  White Board, Board marker  Power Point  Audio or video  Text I. Topic “How To Make Something” J. Learning Activity ACTIVITIES Pre-activities

ACTIVITY DESCRIPTION  

The teacher greets and pray together. The teacher checks the attendence list of the students.

TIME ALOCATION 10 minutes



Whilst-activities

The teacher asks about the previous material and connects it with the material that will be given to the students. a. What is the most memorable thing happen in your life? b. When did it happen? c. How can it happen?

Now, i have the other story ot Janes. Do you want to listen about that? (Observing and questioning) 

Students are asked to listen to the audio.

Direction: Before I play the audio, you have to see the TASK 1 on your LKPD. After that, you must listen to the audio so you can fill in the blank 15 minutes correctly.   

The teacher plays the audio twice. Teacher and students discuss the correct answer. Students are asked to answer the question from the text.

(Associating)   

Students are divided into some groups consist of 2 person. Each group will be given a different text 20j minutes from a teacher. Every student from each group have to read the text and memorize the point of the text.

Experimenting 

 

Each group tell to the class about the story that they have given the text in turns. Next.. The teacher gives the other task. The teacher provides some situations and asks for each group to take the picture. Each group have to make a dialog based on the situation.

Communicating 



Post-activity

 

After that, students are asked to practice the dialog in front of the class.

The teacher asks about material that they have learned today. The teacher create refreshing activity using “Bola Warna and Music” Anyone who gets the Ball when the music is stop, he/she will get a question from the teacher and he/she have to answer it.

30 minutes 20 minutes

Following Task:  

The students have to produce their own recount text (My unforgettable holiday) Each students collect their work next week.

K. Scoring 1. RUBRIC SCORING FOR TRUE/FALSE QUESTION Question

Score maximum

1-5

20

Total score

100

5 x 20 (score max) = 100 points 2. RUBRIC SCORING FOR SPEAKING a. Instrument : Explaining and retelling Indicator Students can explain what they have discussed orally.

Instrument 1. Explain with simple word about the idea from the text. 2. Memorize the idea. 3. Make a simple conversation based on Roleplay situation

Aspects

Criteria 1

Fluency

2

Score 3

4

Speaking with

Speaking too

Speaking

Speaking

many pauses

slowly

generally at

Fluently

normal speed Pronunci

Speaking words

Speaking with

Speaking with

Speaking

ation

incomprehensibly

incorrect

several

with correct

pronunciation

incorrect

pronunciati

but still

pronunciation

on

understandable Accuracy

The serious errors

The errors

The speech is

The errors

present in speech

present in

still

present in

makes the

speech would

understood

speech are

message difficult

frequently

although it

so minor so

to understand

create

consists of

that the

confusion

many errors

message would be easily comprehend ed

Clarity

Cannot be

Speaks clearly

Speaks clearly

Speaks

understood, more

and distinctly

and distinctly

clearly and

than one

most of the

nearly all the

distinctly all

mispronounced

time, no more

time, no more

the time, no

words.

than one

than one

mispronoun

mispronounced mispronounced ced words. word.

word.

Performa

Speaking in

Mumbling, flat

Speaking in

Speaking

nce skill

volume which is

facial

soft voice, but

clearly and

almost inaudible,

expressions

can be

loudly,

understood,

good facial

no facial

expression, and

and less

not

communicative expression,

communicative.

good facial

and

expression, and communicat

communicative ive. enough.

3.RUBRIC FOR WRITING Indicator Siswa mampu memproduksi teks dialog sederhana tentang short functional text tentang warning.

Instrument 1. Choose three signs which we do not learn in the class. 2. Make a short and simple dialog about the signs.

Student: Score Level 20

Content

15

10 5

Organization

20

15

10

5

Date: Topic: Criteria EXCELLENT TO VERY GOOD: knowledgeable; substantive; thorough development of thesis; relevant to the assigned topic. GOOD TO AVERAGE: Some knowledge of the subject; adequate range; limited development of thesis; mostly relevant to the topic, but lacks detail. FAIR TO POOR: limited knowledge of the subject; little substance; inadequate development of topic. VERY POOR: does not show knowledge of subject; non-substantive; not pertinent; OR not enough to evaluate. EXCELLENT TO VERY GOOD: fluent expression; ideas clearly stated / supported; succinct; wellorganized; logical sequencing; cohesive. GOOD TO AVERAGE: somewhat choppy; loosely organized but main ideas stand out; logical but incomplete sequencing. FAIR TO POOR: non-fluent; ideas confused or disconnected; lacks logical sequencing and development. VERY POOR: does not communicate; no organization; or not enough to evaluate.

Score

Vocabulary

20

20

Language Use

15

10

5

20

Mechanics

15

10

5

Total Score

EXCELLENT TO VERY GOOD: sophisticated range; effective word / idiom choice and usage; word from mastery; appropriate register. GOOD TO AVERAGE: adequate range; occasional errors of word / idiom form, choice, usage but meaning not obscured. FAIR TO POOR: limited range; frequent errors of word / idiom form, choice, usage; meaning or obscured. VERY GOOD: essentially translation; little knowledge of English vocabulary, idioms, word form; or not enough to evaluate. EXCELLENT TO VERY GOOD: effective complex constructions; few errors of agreement, tense, number, word order / function, articles, pronouns, preposition. GOOD TO AVERAGE: effective but simple constructions; minor problems in complex constructions; several errors in agreement, tense, number, word order / function, articles, pronouns, prepositions but meaning seldom obscured. FAIR TO POOR: major problems in simple / complex constructions, frequent errors of negation; agreement, tense, number, word order / function, articles, pronouns, prepositions and / or fragments, run – ons, deletions; meaning confused or obscured. VERY POOR: virtually no mastery of sentence construction rules; dominated by errors; does not communicate; or not enough to evaluate. EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing. GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured. FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured. VERY POOR: no mastery or conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible; or not enough to evaluate.

Students’ worksheet TASK 1 (INDIVIDUAL) Please listen carefully and fill in the blank! Last week Jason ... (1) to a big party at his friends house. The party ... (2) at 1 a.m. and he got home 1.30 a.m. After he got home, he watched TV and ... ... (3) on the sofa. Suddenly he fell off the sofa and he ... ... (4). It was 9 in the morning! He ... (5) to the kitchen had a cup of tea. He ... (6) breakfast. At 9. 15 he ... (7) his bicycle out of the garage. Oh no! It was ... (8) he ... (9) his bicycle and ran to school. He got to school at 9.50 but the school was very quite. He was really worried because nobody was at school, he ... (10) to go back home. His parents ... (11) still in bed when he ... .... (12) then he .... ... (13) the calendar and he ... (14). He ..... (15) that it was Sunday.

TASK 2 (INDIVIDUAL) Choose either it is True or False based on your understanding. The party finished at 1.30 a.m

(T/F)

Jason slept on the sofa

(T/F)

Jason had a breakfast before going to school

(T/F)

Jason woke up at 9 a.m

(T/F)

Jason was late to the school

(T/F)

Jason went to school by bus

(T/F)

The school is off

(T/F)

The story happened on Saturday

(T/F)

TASK 3 (GROUP) Situation: You as a student have a project to discuss a text. You as a student choose one of the topic that you want to discuss with your partner and you have to tell your friends the result of your discussion about the text. Direction: Tell your friends about the result of your discussion in front of the class TASK 4 (GROUP): Direction: Please identify the new words that is contained about V2 (Simple Past Tense.) Find the v1 and v3 which is appropriate to the column below and nameed it whether it is regular or irregular verb. The, you have to give an example. The example as below: NO NEW WORDS (v2)

V1

V3

Regular/Irregular

1.

Went

go

gone

Irregular

2.

Stayed

stay

stayed

Regular

3.

.........

.........

..........

4.

.........

.........

..........

5.

.........

.........

..........

6.

.........

..........

..........

7.

.........

..........

..........

TASK 5 (WORK IN PAIR) Situation: Each group have to take one paper dealing with the situation that will be discussed. Direction: Please make an appropiate dialog based on the situation on your paper and you have to practice it in front of the class.

HOMEWORK (TASK 6) Direction: Please make or write down a paragraph of recount text about your holiday. It consists of 70-100 words. Including the Orientation, Event, and Reorientation!