RPP SMP KURIKULUM 13 SKILL WRITING

LESSON PLAN

School                    :  SMP Negeri 3 Pematangsiantar

Grade/Semester     : VII / 1
Subject                   : English
Topic                      : Descriptive text
Skill                       : Writing
Time allocation      : 2 x 40 minutes

A.           Core Competence

CC 1 :     appreciate and respect the teaching of  religion

CC 2:                     appreciate and respect the honest behavior, discipline, responsibility, caring (tolerance, mutual), polite, confident, in interacting affectively with the social and natural environtmen within the reach of the association and existence.

CC 3:      understand the knowledge (factual, conceptual and procedural ) based on curiosity about science, technology, art, culture-related phenomena and real event

CC 4:      Try, cultivate pr processing, and present or serve in the realm of concrete (using, parse, construct, modify, and create) and the realm abstract ( read, write, calculate, draw, and write) based on what they learn in the school and other sources in the point of view or theory.

B.            Based Competence 

1.1.                         Greatful to have opportunity to study  English as preface international communication language which do on spirit of study.

2.1.                         show the manner behavior and caring to interpersonal communication with teacher and friend

2.2.                         Show honest behavior, discipline, self confidence,and responsibility to do transactional communication with teacher and friend.

2.3.                         show the responbility, caring, cooperation and love peace in applying functional communication

3.10.                       Analyzing social function, the structure of the text, and linguistic element  from descriptive text with state and ask about people description, animal and thing short and simple based on the text

4.12.       To get the meaning in description text and  written, very short and simple.

4.13.       Arrange the oral and written Descriptive text, very short and simple about people, animal and thing with observe the social function, text structure and linguistic elements correctly and based on the context.

C.           Indicator

               a. to identify  the meaning of descriptive text

               b.To  identify the social function  of  Descriptive text

               c. To identify the linguistic element of  Descriptive text

               d.To identify the  main idea Descriptive text

               e.to create the example of Descriptive text

D.           Learning Objectives

               a. to identify  the meaning of Descriptive text

               b. To  identify the social function  of  Descriptive text

               c. To identify the linguistic element  of  Descriptive text

               d.To identify the main ideaof  Descriptive text

               e.to create  the example of Descriptive text

E.            Learning Materials

1. The definition of  descriptive text

Descriptive text is a text which says hat a person or a thing is like. Its purpose is to describe and reveal a particular person, place or thing.

2. The social function of  descriptive text

To describe a particular person, place or thing

3. The structure of the text

Introduction    : is part of the paragraph that introduce the character.                                   Description      : is the part of the paragraph that describe the character                                      Use simple present tense : (Subject + verb 1 + object)

4.         Example of  descriptive text

Borobudur Temple.

Borobudur is Hindu – Budhist temple. It was build in the nineth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 m high and consist of eight step like stone terrace. The first five terrace are square and surrounded by walls adorned with Budist sculpture in bas-relief. The upper  three are circular. Each of them is with a circle of bell shape-stupa. The entire adifice is crowned by a large stupa at the centre at the centre of the top circle. The way to the summit extends through some 4.8 km of passage and starways. The design of borobudur which symbolizes the structure of universe influences temples at Angkor, Cambodia

Main idea         :  Borobudur temple    

Introduction     : Borobudur is Hindu – Budhist temple. It was build in the nineth century under Sailendra    dynasty of ancient Mataram kingdom

Description      : Borobudur is located in Magelang, Central Java, Indonesia.Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture of India. The temple is constructed on a hill 46 m high and consist of eight step like stone terrace

F.         Media

            - picture

            -marker

            -Whiteboard

            -Laptop

G.        Teaching Method

1.         STAD is (Student Teams Achievement Division ) a cooperative teaching method which was developed by Slavin (1978) as part of a student learning approach program along with other cooperative methods such as Teams-Games-Tournaments, jigsaw II (Slavin et al. 1981 ). In STAD, student are assigned to two-or three-member learning teams.

2.         tecnique : small group Discussion                                                                              small Group Discussion : allows presenter to announce a topic or idea for group discussion among participant.              A small group discussion follows democratic guidelines and allows everyone to contribute many ideas for others to discuss and reflect upon (Ernest W. Brewer, 1997 )

h.        Learning Activity :

No	Teacher activities	Students activities	time (2x40
1	Pre-activities 1.      The teacher greets the students by saying” good morning” 2.      The teacher asks the students to lead the pray 3.      The teacher checks the students attendance list by calling their name one by one	1.      The student reply the greeting by saying “good  morning sir “ 2.      The student who is asked by the teacher come in front of class and lead the pray. 3.      The student listen to their name and answer “ present sir “	5’
2	Core Activities Observing 1.      The teacher explains the introduction about the topic 2.      The teacher guide the student to observe the lesson about descriptive text  (Definition  of descriptive text , generic structure,  social function and characteristic) 3.      The teacher gives the example of Descriptive text by using a picture	1.      The student listen the teacher explanation  descriptive  text 2.      The student observe the lesson about Descriptive text  (Definition  of descriptive text , generic structure,  social function and characteristic 3.      The  give their full-attention	3’     3’ 3’
	Questoning 1.      Teacher asks to the students to identify the generic structure and language features of Descriptive text based in the picture 2.      Teacher asks students, what the student understood about this lesson	1.      Student identify the generic structure and language feature of procedure text based in the picture. 2.      Students answer the teacher’s question	3’ 3’
	Associating 1.      Teacher divides some groups which consist in one group there’re four persons 2.      Teacher gives instruction to the students about what things that the students must do	1.      Students make their group which consist in one group there’re  four person. 2.      Students listen the teacher’s instruction well	2’ 3’
	Experimenting 1.      The teacher ask to the students to create the example of descriptive text in a peace of paper	1.      The students try to create the example of descriptive text in a piece of paper	3’
	Communicating 1.      Teacher ask to students to present their result with write the result of their discussion in white board 2.      Teacher ask to all of students to check the result  of each group in whiteboard 3.      Teacher ask to students to collect their result in a piece of paper	1.      The student present their result in front of the class 2.      The student check the result of each group in whiteboard 3.      The student collect their result to the teacher	3, 3, 2’
	Closing 1.      Teacher gives the conclusion about the topic. 2.      The teacher ask one of student to close their class by praying	1.      The students listen the teacher carefully. 2.      The student who asked to close the class leads the prayer	2’ 2,

I.                   Evaluation/Assignment

TIGER

Tigers are a wild animal. They are the biggest cat of their species. Male tiger can have weight at least 180-320 kilos and the female is 120- 180. so the female is more thin than the male.                       They live in jungle.They can run faster from a lion but they still slower than a cheetah. Tigers are carnivor. They usually hunt in daylight. Their targets are deers, hogs, antelope and also mouse deers. the different between tiger is with other cats is their signature fur. they have stripes in their body. This stripes in natural use as camouflage to hunt in the jungle. they also have same function as fingger print in human body.                                                                               if you want to see a tiger, you have to go to the zoo because they are very dangerous in wild live

Exercise : write about in this pictures in description  text !                                                                                        write it steps by step in the blank given below!

Main  idea       : :______________________________________________________________________________________________

Introduction    : ____________________________________________________________________________________________________________________________________________________

Description      : _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

J.        ASSEMENT

The scoring guide is chosen  as the criteria of scoring represent the basic aspect of writing. According to Jacobs et al, cited in weigle (2002 : 116 ), the basic aspects of writing are content, organization, vocabulary, language use, and mechanics. The score for content was 30 point, or organization 20 point, vocabulary was 20 point , language use was 25 point, and mechanics 5 point. So, for all components students would get score 100 points. The component could be seen as follows :

Score	Level	Criteria
Content	30 – 27	-excellent to very good : knowledgeable, substantive, through development of thesis relevant to assigned topic.
	26 –22	-good to average : some knowledge of subject, adequate arranges limited development of thesis, mostly relevant to topic, but lack detail
	21 – 17	-fair to poor :limited knowledge og subject, little substance, inadequate development of  topic.
	16 – 13	-very poor: does not show knowledge of subject, non- substantive, not pertinent, or not enough to evaluate.
Organization	20 – 18	-excellent to very good : sophisticated range, effective word / idiom choice and usage, word from mastery, appropriate register
	17 – 14	-good average : some what, choppy loosely organized but main idea stand out, limited support, logical bit limited sequencing.
	13 –10	-fair to poor : non –fluent ; ides confuse or disconnected; lack logical sequencing and development.
	9 – 7	-very poor : does not communicated, no organization , Or not enough to evaluated
Vocabulary	20–18	-excellent to very good : sophisticated range, affective word/idiom choice and usage, word form mastery, appropriate register
	17–14	-good to average : adequate range, occasional  errors of word/idiom from, choice, usage, but meaning not obscured.
	13–10	-Fair to poor : limited range ; frequent errors of word / idiom from, choice usage; meaning confused or obscured.
	9– 7	-very poor : essential translations ; little knowledge of English  vocabulary, idiom,word  form, Or not enough to evaluated
Language use/ grammar	25–22	Excellent to very good : affective complex contructions ; view errors of agreement, tense, number, word order function, articles, pronouns, preposition.
	21– 18	-good to average : effective but simple contruction ; minor problem in complex contruction, several errors agreement, tense, preposition but meaning seldom obscured.
	17 – 11	-Fait to poor : major problem in simple/ complex contruction ; frequents errors of negation, agreement, tense, number, word order/ function , articles, pronouns, preposition and/ or fragments, confused or obscured
	10 – 15	-very poor : virtually no masterynof sentence construction rules ; dominated by error ; does not communicated ; OR not enough to evaluate
Mechanic	5	-Excellent to every good: demonstrates mastrery of convention ; few errord of spelleing, punction capitalization, pharagraphing
	4	-Good average : occasional, capitalization, pharagraphing, but meaning not obscured
	3	-fair to poor : prequent errors of spelling, punctuation, capitalization, pharagraphing, poor handwriting, illegible,or not enough to evaluate
	2	Very poor :no mastery of conventions, dominated by errors  of spelling, punctuation, capatilization, pharagraphing, poor handwriting, illegible, or not enough to evaluate.

K.        Learning Sources

                        - Bahasa English pertama CV.CAHAYA PUSTAKA  for English high school.

- LET,s TALK kelas 9 for  junior high school students karangan  bachtiar  Bima M, Andreas winardi, Siti Nurmalina Terbitan pakar Raya Pustaka

2005, halaman 142-150

                        - Tim penyusun, program tahunan kelas IX.2010. pematangsiantar

                       - Book review :Weigle, S.C. 2002 : assessing writing. Cambridge,UK

-Siahaan, Sanggam. Generic text structure. Pematangsiantar;nommensen university.2016