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EDUCATION UNIT : SENIOR HIGH SCHOOL
SUBJECT : ENGLISH
CLASS/SEMESTER : X / 1
MEETING : -
TIME ALLOCATION : 2 X 45 MINUTES
STANDARD COMPETENCE :
6. Writing
Expressing meaning of short functional text and simple monologue text in the form of recount, narrative, and procedure in context of everyday life and in the use of accessing science
BASIC COMPETENCE :
6.2 Writing (Procedure)
Expressing meaning and rhetorical steps in simple monologue text accurately, fluently and acceptable in context of everyday life and in the use of accessing science in the form of procedure text
TEACHING OBJECTIVES :
To practice producing written monologue text in the form of procedure
I. INDICATORS :
Based on the written monologue text in the form of procedure, students individually are able to:
1. Brainstorm the ideas
2. Make drafting about procedure text
3. Revise the procedure text they have written down in the drafting stage
4. Write a procedure text with well and correct generic structure
5. Write a procedure text with good developing ideas
6. Write a procedure text with good grammar and vocabulary application
7. Write a procedure text with good punctuation and capitalization
II. MATERIAL : procedure Text (Enclosed)
III. APPROACH : Competence Based Approach
METHOD/TECHNIQUE : Writing Process Approach
IV. TEACHING PROCEDURES :
1 | Opening | 10’ |
· Greeting and checking attendance · Informing the target of the achieved indicators · Giving Warm-up activities | ||
2 | Main-Teaching Activities | 70’ |
· Inviting students to review about the definition of procedure text, its generic sturcture, and its social function. · Inviting students to review about the the lexicogrammatical feature of procedure text. · Giving exercises for the grammar point, especially past tenses and reported speech |
Written Cycle | ||
ICoT ( Independent Constrcution of the Text ) | ||
· Teacher and students share how to brainstrom the ideas that relate to the characteristics of procedure text · Teacher guides students to eliminate the unnecessary vocabularies as the result from brainstroming activity · Teacher guides and shares to the students how to implement the selected vocabularies into sentences that built into outline · Teacher guides and monitor students how to write procedure text in drafting stage · Teacher guides students how to revise their work · Teacher assigns students to write their final of their procedure text as the result of individual work and hand it in to the teacher | ||
3 | Closing | 10’ |
· Overviewing the meeting, reflecting about the strength and weaknessess of the writing process experienced by the students in group. · Checking the students’ learning progress · Giving motivation and the preview of the next meeting. · Closing and Leave-taking |
V. Equipment, Material, and Sources
Equipment : LCD Projector and a unit of laptop
Material : A written procedure text created by students
Sources : 1. Standard Competence of BSNP year 2006
2. An English Handbook for X grade of Senior High School. Odd Semester of Academic Year 2010/2011
3. Look Ahead an English Course for Senior High School Students year X, Th. M. Sudarwati, Eudia Grace
VI. Evaluation
Type : Performance test
Form : Written/Product
Instrument : (Enclosed)
Scoring of Psycomotor (writing) : Rubric Assessment Scale
ASPEC | SCORE | DESCRIPTION |
Generic Structure | 5 | Complete and orderly text structure |
4 | Complete but not orderly text structure | |
3 | Incomplete text structure | |
2 | Incorrect text structure | |
1 | Unstructured | |
Developing Ideas | 5 | Correct main idea, relevant supporting sentences |
4 | Nearly relevant main idea and supporting sentences | |
3 | Less relevant main idea and supporting sentences | |
2 | Irrelevant main idea and supporting sentences | |
1 | No main idea | |
Accuracy (grammar and vocabulary) | 5 | Correct use of grammar and vocabulary |
4 | Nearly correct use of grammar vocabulary | |
3 | Fairly correct use of grammar and vocabulary | |
2 | Poor use of grammar and vocabulary | |
1 | Incorrect use of grammar and vocabulary | |
Mechanics (punctuation, writing style) | 5 | Use of correct punctuation, good writing style |
4 | Nearly correct use of punctuation, good writing style | |
3 | Fairly correct use of punctuation, fairly good writing style | |
2 | Poor use of punctuation, poor writing style | |
1 | Incorrect use of punctuation, bad writing style |
Affective : - Presence
- Participation
- Activism of English usage
- Accuracy of task completion
Kediri, June 19th, 2011
Approved by
Headmaster Teacher
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NIP. NIP.
Student Worksheet
Before Writing
Act 1. You are going to learn to write a text of procedure. Before you do it, let’s review its features.
Note :
· Procedure text is a text that shows a process in order.
· Its social function is to describe how something is completely done through a sequence of series
· Generic structure
1) Goal : showing the purpose
2) Material : telling the needed material
3) Step 1-end : describing the steps to achieve the purpose
· Linguistic features involve:
- Using temporal conjunction e.g.: next, firstly, finally, then, etc
- Using action verb e.g.: put, pour, cut, dry, etc
- Using imperative sentence e.g.: dry handful seeding, put it, etc
- Using simple present tense
Whilst Writing
Act 2. Now Write a text of procedure with your own topic. Write on piece of using outline like the following:
Title | |
Material | |
Steps |
After Writing
Act 3. Let’s listen and pay attention to your teacher. She will give his comments about your writing.
