Transcription
APPENDICESIList of the studentsLesson plan cycle 1The result of observation checklist in cycle 1The result of questionnaire checklist in cycle 1Students’ first writing practiceThe result of test in cycle 1
LIST OF STUDENTS
LESSON PLAN CYCLE 1
RENCANA PELAKSANAAN PEMBELAJARAN(CYCLE 1)Nama sekolah: SMA Negeri 1 BadeganMata Pelajaran: Bahasa InggrisKelas / Semester: XI / 1Skill: WritingAlokasi waktu: 4 x 45 menitJumlah Pertemuan : 2 kaliStandar Kompetensi6. Mengungkapkan makna dalam teks esei berbentukreport, narrative, dananalytical exposition dalam konteks kehidupan sehari-hariKompetensi Dasar6.1. Mengungkap-kan makna dalam bentuk teks fungsional pendek (misalnyabanner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragambahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihariIndikator1.1.1. Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulisdengan akurat1.1.2. Menulis gagasan utama1.1.3. Mengelaborasi gagasan utama1.1.4. Membuat draft, merevisi, menyunting1.1.5. Menghasilkan banner, poster, atau pamphletTujuan PembelajaranSetelah mengikuti kegiatan pembelajaran, peserta didik diharapkan dapat:1.1.6. Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulisdengan akurat
1.1.7. Menulis gagasan utama1.1.8. Mengelaborasi gagasan utama1.1.9. Membuat draft, merevisi, menyunting1.1.10. Menghasilkan banner, poster, atau pamphletMateri PembelajaranAnderson in Enuy, Entis, dan and Yanti (2012:3), state that analyticalexposition is a piece of text that presents one side of an issue.Here are the discussions about Analytical Exposition text:A. Definition of Analytical ExpositionAnderson in Enuy, Entis, dan and Yanti (2012:3), state that analyticalexposition is a piece of text that presents one side of an issue.Here are the discussions about Analytical Exposition text:B. Definition of Analytical ExpositionAnalytical exposition text is a text that elaborates the writer’s idea aboutphenomenon surroundingC. The Purpose of Analytical Exposition To persuade the reader that there is something that, certainly, needs to getattentionD. To analyze a topic and persuade the reader that this opinion is correct andsupported by argumentsE. Generic structure of the Analytical Exposition ThesisIntroduce the topic and show the writers position; outlines of the argument tobe presented ArgumentIt consists about point and elaboration point, states main argument,elaboration, develops and supports each point of argument Reiteration / Conclusion
Restates the writer position and take a conclusion based on the first paragraphExamples of Simple Analytical Exposition :Motorcycle and AccidentThesisMotorcycle is the most popular transportation. However, there aremany different causes of motorcycle accidents in the streets.ArgumentsAccidents are caused by hollow in street surface, the driver thatfeel asleep, and sometimes accidents also can be caused bymotorcycle trouble.ReiteraionSo, knowing some factor causing accident is very important toprevent accident while driving.The Power of Music in LifeThesisMusic has certain role completing our day to day activities.Music is a way to express feelings, it can help people toArgumentsReiteraionmemorize the last experiences. unite people, and changes the world.From the fact above, it can be conclude that the world will belonely without music.
Metode PembelajaranFreewriting Strategy. Jacobs in Marta (2007:22-23) mention the basicsteps of Freewriting :1.Preparing writingFree writing is usually best as the first activity in class because otheractivities, anxiety over assignment, and classroom stress may all interrupt or evenhinder the creative process.2.Setting up the taskThe teacher explain what the students have to do in the writing task.3.FreewritingInitially, the teacher may provide an example of what to do themselves bydoing the same task in front of the class. Ensuring that students are not correctingand changing what they wrote.4.Post-writingThe teacher can collect paper or notebooks for later reading although noexplicit correction or grading should be carried out on the papers.
Kegiatan Pembelajaran Pertemuan IVITASWAKTUGURUSISWA1. Salamdan 1. Menjawab3’mengeceksalam dari gurukehadiran pesertadidik2. Melakukan2. Memperhatikan 4’brainstormingdan merespontentangmateripertanyaan dariyangakangurudipelajari3. Menyampaikan3. Mendengarkan 3’tujuanpenjelasan gurupembelajarandengan seksama4. Menjelaskan4. Memperhatikan 5’struktur daripadapenjelasan guruanalyticaldenganexpositionseksama5. Memberikan5. alyticalexpositionexposotiondenganbimbingan dariguru6. Memberikan6. Memperhatikan 10’contoh bagaimanadan lam analyticalguruexposition7. Memberikan7. luntukbertanyaexpositionapabilaadapenjelasan materiyangbelumdipahami8. Menjawab8. Memperhatikan 5’pertanyaan siswarespondariguru
ELABORATIONCONFIRMATION3KegiatanAkhir9. Meminta siswauntukberlatihmenulis analyticalexposition.10. Meminta siswauntukmenentukan topik(Motorcycle andAccident dan ThePower of Musicin Life)11. Meminta siswauntukmengembangkantopik yang telahmerekapilihdenganFreewriting12. Meminta siswamengumpulkanteks yang telahdibuat13. belajaran14. Menyimpulkanmateri yang telahdibahas9. Mengikuti5’instruksi dariguru.15. Menutup dengansalam15. Menjawabsalam10. Memilih dan 5’menentukantopik11. Mengerjakan20’danmengembangkan topik menjadisebuahesei(Freewriting)5’12. Mengumpulkanhasil tulisan13. Bertanya10’tentang hal –hal yang belumdipahami14. Memperhatikan 5’penjelasan guru1’Kegiatan Pembelajaran Pertemuan IINOTAHAPANAKTIVITASGURUWAKTUSISWA
1KegiatanAwal16. Salam3’dan 16. Menjawabmengeceksalam dari gurukehadiran pesertadidik17. Melakukan17. Memperhatikanbrainstormingdantentangpertanyaan darimateriyangakan4’merespongurudipelajari18. Menyampaikan2KegiatanInti18. Mendengarkantujuanpenjelasan gurupembelajarandengan seksama19. Memperhatikan 5’19. Menjelaskankembali strukturpenjelasan guruEteksdenganXexposotionPanalyticalseksama20. Memberikan20. MemperhatikanLcontoh bagaimanadanOmenyusunpenjelasanRparagraphAdalam analyticalTexpositionI21. MemberikanOkesempatanNkepadauntukdimencatat 10’pentingdariguru21. icalexpositionadapenjelasan materiyangbelumdipahami22. Menjawab22. Memperhatikan 5’
pertanyaan siswarespondariguru23. Memintasiswa23. MengikutiEuntukinstruksiLmenentukan Global WarmingT5’dariTheofdan24. Memberikan24. MemperhatikanIgambaran kepadapenjelasan dariOsiswaguruNtopik pilihan.tentang25. Memintasiswa25. Mengerjakanuntukdanmengembangkanmengembangkatopik yang telahn ide iting)Freewriting26. Memintasiswamengumpulkan26. Mengumpulkan 5’hasil tulisanteks yang telahdibuatC27. Menanyakan27. BertanyaOkesulitanyangtentang hal –Ndialamisiswahal yang belumFselamaprosesIpembelajarandipahami10’
R28. MenyimpulkanMmateri yang telahAdibahas28. Memperhatikan 10’penjelasan guruTION3Kegiatan29. Menutup denganAkhirsalam29. MenjawabsalamII. MEDIA PEMBELAJARAN DAN SUMBER BELAJAR1. Media Pembelajaran-Print out materi pembelajaran-Print out teks.2. Sumber Pembelajaran-www.englishadmin.comIII. PEDOMAN PENILAIAN1. Teknik Penilaian: Tes Tulis.2. Bentuk Instrument: Penilaian Tes Tulis1’
Exercise 11.Choose one of the topics below! The Importance of English Corruption in Indonesia Global Warming2.Establish your own topic by making thesis, arguments, and reiteration.3.Please make a simple essay of an analytical exposition text!
IV. RUBRIK PENILAIAN WRITINGAspectContentOrganizationCriteriaExcellent to very good: knowledgeable –substantive – etc.30 – 27Good to average: some knowledge of subject– adequate range – etc.26 – 22Fair to poor: limited knowledge of subject –little substance – etc.21 – 17Very poor: does not show knowledge ofsubject – not substantive – etc.16 – 13Excellent to very good: fluent expression –ideas clearly stated – etc.20 – 18Good to average: somewhat choppy – looselyorganized but main ideas stand out – etc.17 – 14Fair to poor: non fluent – ideas confused ordisconnected – etc.13 – 10Very poor: does not communicate – noorganization – etc.Vocabulary9–7Excellent to very good: sophisticated range –effective word/ idiom choices and usage – etc.20 – 18Good to average: adequate range – occasionalerrors of word/ idiom form, choice, usage butmeaning not obscured.17 – 14Fair to poor: limited range – frequent errors ofword/ idiom form, choice, usage – etc.13 – 10Very poor: essentially translation – littleknowledge of English vocabulary.Language UseScoreExcellent to very good: effective complexconstructions – etc.9–725 – 22
MechanicsGood to average: effective but simpleconstructions – etc.21 – 19Fair to poor: major problems in simple/complex constructions – etc.17 – 11Very poor: virtually no mastery of sentenceconstruction rules – etc.10 – 5Excellent to very good: demonsrates masteryof convention – etc.5Good to average: occasional errors ofspelling, punctuation – etc.4Fair to poor: frequent errors of spelling,punctuation, capitalization – etc.3Very poor: no mastery of conventions –dominated by errors of spelling, punctuation,capitalization, paragraphing – etc.2Skor maksimal 100Skor Total skor 100100V. LAMPIRAN-Ponorogo,Januari 2015MengetahuiGuru Bahasa InggrisMahasiswa PenelitiRustiani Widiasih, M.PdHamim MarisNIP 19771102 200701 201 5NIM 11331635
THE RESULT OF OBSERVATIONCHECKLIST IN CYCLE 1
NoIndicatorsTotal Max%1The students pay attention to the teacher’sexplanation about lesson material.152268%2The students answer questions from theteacher directly.102245%3The students ask the teacher about the lessonmaterial.92241%4Discussion among the students and theteacher112250%5The students doing the task agree withteacher’s guidance.122255%122255%182273%8715456%The students can finish task on time.67TotalStudents follow the teaching learning processwell.
THE RESULT OFQUESTIONNAIRE CHECKLIST INCYCLE 1
476%Total percentage
STUDENTS’ FIRST WRITINGPRACTICE
THE RESULT OF TEST IN CYCLE1
R.8022W.S.E.69Average Score71
APPENDICESIILesson plan cycle 2The result of observation checklist in cycle 2The result of questionnaire checklist in cycle 2Students’ second writing practiceThe result of test in cycle 2
LESSON PLAN CYCLE 2
RENCANA PELAKSANAAN PEMBELAJARAN(CYCLE 2)Nama sekolah: SMA Negeri 1 BadeganMata Pelajaran: Bahasa InggrisKelas / Semester: XI / 1Skill: WritingAlokasi waktu: 4 x 45 menitJumlah Pertemuan : 2 kaliStandar Kompetensi6. Mengungkapkan makna dalam teks esei berbentukreport, narrative, dananalytical exposition dalam konteks kehidupan sehari-hariKompetensi Dasar6.1. Mengungkap-kan makna dalam bentuk teks fungsional pendek (misalnyabanner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragambahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihariIndikator1.1.11. Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulisdengan akurat1.1.12. Menulis gagasan utama1.1.13. Mengelaborasi gagasan utama1.1.14. Membuat draft, merevisi, menyunting1.1.15. Menghasilkan banner, poster, atau pamphletTujuan PembelajaranSetelah mengikuti kegiatan pembelajaran, peserta didik diharapkan dapat:1.1.16. Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulisdengan akurat
1.1.17. Menulis gagasan utama1.1.18. Mengelaborasi gagasan utama1.1.19. Membuat draft, merevisi, menyunting1.1.20. Menghasilkan banner, poster, atau pamphletMateri PembelajaranAnderson in Enuy, Entis, dan and Yanti (2012:3), state that analyticalexposition is a piece of text that presents one side of an issue.Here are the discussions about Analytical Exposition text:F. Definition of Analytical ExpositionAnalytical exposition text that elaborates the writer’s idea about phenomenonsurroundingG. The Purpose of Analytical Exposition To persuade the reader that there is something that, certainly, needs to getattentionH. To analyze a topic and persuade the reader that this opinion is correct andsupported by argumentsI.Generic structure of the Analytical Exposition ThesisIntroduce the topic and show the writers position; outlines of the argument tobe presented ArgumentIt consists about point and elaboration point, states main argument,elaboration, develops and supports each point of argument Reiteration / ConclusionRestates the writer position and take a conclusion based on the first paragraphExamples of Simple Analytical Exposition :
Motorcycle and AccidentThesisMotorcycle is the most popular transportation. However, there aremany different causes of motorcycle accidents in the streets.ArgumentsAccidents are caused by hollow in street surface, the driver thatfeel asleep, and sometimes accidents also can be caused bymotorcycle trouble.ReiteraionSo, knowing some factor causing accident is very important toprevent accident while driving.The Power of Music in LifeThesisMusic has certain role completing our day to day activities.Music is a way to express feelings, it can help people toArgumentsReiteraionmemorize the last experiences. unite people, and changes the world.From the fact above, it can be conclude that the world will belonely without music.
Metode PembelajaranFreewriting Strategy. Jacobs in Marta (2007:22-23) mention the basicsteps of Freewriting :5.Preparing writingFree writing is usually best as the first activity in class because otheractivities, anxiety over assignment, and classroom stress may all interrupt or evenhinder the creative process.6.Setting up the taskThe teacher explain what the students have to do in the writing task.7.FreewritingInitially, the teacher may provide an example of what to do themselves bydoing the same task in front of the class. Ensuring that students are not correctingand changing what they wrote.8.Post-writingThe teacher can collect paper or notebooks for later reading although noexplicit correction or grading should be carried out on the papers.
Kegiatan Pembelajaran Pertemuan IVITASWAKTUGURUSISWA30. Salamdan 30. Menjawab3’mengeceksalam dari gurukehadiran pesertadidik31. Melakukan31. Memperhatikan 4’brainstormingdan merespontentangmateripertanyaan dariyangakangurudipelajari32. Menyampaikan32. Mendengarkan 3’tujuanpenjelasan gurupembelajarandengan seksama33. Menjelaskan33. Memperhatikan 5’struktur daripadapenjelasan guruanalyticaldenganexpositionseksama34. Memberikan34. alyticalexpositionexposotiondenganbimbingan dariguru35. Memberikan35. Memperhatikan 10’contoh bagaimanadan lam analyticalguruexposition36. Memberikan36. luntukbertanyaexpositionapabilaadapenjelasan materiyangbelumdipahami37. Menjawab37. Memperhatikan 5’pertanyaan siswarespondariguru
ELABORATIONCONFIRMATION3KegiatanAkhir38. Meminta siswauntukberlatihmenulis analyticalexposition.39. Meminta siswauntukmenentukan topik(Topikdiambildari tes Cycle 1)40. Meminta siswauntukmengembangkantopik yang telahmerekapilihdenganFreewriting41. Meminta siswamengumpulkanteks yang telahdibuat42. belajaran43. Menyimpulkanmateri yang telahdibahas38. Mengikuti5’instruksi dariguru.44. Menutup dengansalam44. Menjawabsalam39. Memilih danmenentukantopik5’40. Mengerjakan20’danmengembangkan topik menjadisebuahesei(Freewriting)41. Mengumpulkan 5’hasil tulisan42. Bertanya10’tentang hal –hal yang belumdipahami43. Memperhatikan 5’penjelasan guru1’Kegiatan Pembelajaran Pertemuan IINOTAHAPANAKTIVITASGURUWAKTUSISWA
1KegiatanAwal45. Salam3’dan 45. Menjawabmengeceksalam dari gurukehadiran pesertadidik46. Melakukan46. Memperhatikanbrainstormingdantentangpertanyaan darimateriyangakan4’merespongurudipelajari47. Menyampaikan2KegiatanInti47. Mendengarkantujuanpenjelasan gurupembelajarandengan seksama48. Memperhatikan 5’48. Menjelaskankembali strukturpenjelasan guruEteksdenganXexposotionPanalyticalseksama49. Memberikan49. MemperhatikanLcontoh bagaimanadanOmenyusunpenjelasanRparagraphAdalam analyticalTexpositionI50. MemberikanOkesempatanNkepadauntukdimencatat 10’pentingdariguru50. icalexpositionadapenjelasan materiyangbelumdipahami51. Menjawab51. Memperhatikan 5’
pertanyaan siswarespondariguru52. Memintasiswa52. MengikutiEuntukinstruksiLmenentukan topikguru.Atentang Smoking,BTheOBullying, dan TheRRoleofASmartphoneinTOur Life.I53. MemberikanImpact5’dariof53. MemperhatikanOgambaran kepadapenjelasan dariNsiswagurutentang5’topik pilihan54. Memintasiswa54. Mengerjakanuntukdanmengembangkanmengembangkatopik yang telahn ide g)5’Freewriting55. Memintasiswamengumpulkan55. Mengumpulkanhasil tulisanteks yang telahdibuatC56. Menanyakan56. BertanyaOkesulitanyangtentang hal –Ndialamisiswahal yang belumFselamaprosesdipahami10’
IpembelajaranR57. MenyimpulkanMmateri yang telahAdibahas57. Memperhatikan 10’penjelasan guruTION3Kegiatan58. Menutup denganAkhirVI.salamsalamMEDIA PEMBELAJARAN DAN SUMBER BELAJAR3. Media Pembelajaran-Print out materi pembelajaran-Print out teks.4. Sumber PembelajaranVII.58. Menjawabwww.englishadmin.comPEDOMAN PENILAIAN3. Teknik Penilaian: Tes Tulis.4. Bentuk Instrument: Penilaian Tes Tulis1’
Exercise 24.Choose one of the topics below!The Importance of Education Smoking The Impact of Bullying The Role of Smartphone in Our Life5.Establish your own topic by making thesis, arguments, and reiteration.6.Please make a simple essay of your analytical exposition text!
VIII. RUBRIK PENILAIAN WRITINGAspectContentOrganizationCriteriaExcellent to very good: knowledgeable –substantive – etc.30 – 27Good to average: some knowledge of subject– adequate range – etc.26 – 22Fair to poor: limited knowledge of subject –little substance – etc.21 – 17Very poor: does not show knowledge ofsubject – not substantive – etc.16 – 13Excellent to very good: fluent expression –ideas clearly stated – etc.20 – 18Good to average: somewhat choppy – looselyorganized but main ideas stand out – etc.17 – 14Fair to poor: non fluent – ideas confused ordisconnected – etc.13 – 10Very poor: does not communicate – noorganization – etc.Vocabulary9–7Excellent to very good: sophisticated range –effective word/ idiom choices and usage – etc.20 – 18Good to average: adequate range – occasionalerrors of word/ idiom form, choice, usage butmeaning not obscured.17 – 14Fair to poor: limited range – frequent errors ofword/ idiom form, choice, usage – etc.13 – 10Very poor: essentially translation – littleknowledge of English vocabulary.Language UseScoreExcellent to very good: effective complexconstructions – etc.9–725 – 22
MechanicsGood to average: effective but simpleconstructions – etc.21 – 19Fair to poor: major problems in simple/complex constructions – etc.17 – 11Very poor: virtually no mastery of sentenceconstruction rules – etc.10 – 5Excellent to very good: demonsrates masteryof convention – etc.5Good to average: occasional errors ofspelling, punctuation – etc.4Fair to poor: frequent errors of spelling,punctuation, capitalization – etc.3Very poor: no mastery of conventions –dominated by errors of spelling, punctuation,capitalization, paragraphing – etc.2Skor maksimal 100Skor Total skor 100100IX.LAMPIRAN-Ponorogo,Januari 2015MengetahuiGuru Bahasa InggrisMahasiswa PenelitiRustiani Widiasih, M.PdHamim MarisNIP 19771102 200701 201 5NIM 11331635
THE RESULT OF OBSERVATIONCHECKLIST IN CYCLE 2
NoIndicatorsTotal Max%1The students pay attention to the teacher’sexplanation about lesson material.182282%2The students answer questions from theteacher directly.182282%3The students ask the teacher about the lessonmaterial.172278%4Discussion among the students and theteacher172278%5The students doing the task agree withteacher’s guidance.182282%202291%202291%12815483%The students can finish task on time.67TotalStudents follow the teaching learning processwell.
THE RESULT OFQUESTIONNAIRE CHECKLIST INCYCLE 2
5486%Total percentage
STUDENTS’ SECOND WRITINGPRACTICE
THE RESULT OF TEST IN CYCLE2
R.7322W.S.E.79Average Score71
APPENDICESIIIDocumentation
explanation about lesson material. 15 22 68% 2 The students answer questions from the teacher directly. 10 22 45% 3 The students ask the teacher about the lesson material. 9 22 41% 4 Discussion among the students and the teacher 11 22 50% 5 The students doing the task agree with teacher’s guidance. 12 22 55% 6
