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, procedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, 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. Using connectives ( conjunction ) to sort of activity, for example, then, while, and so
on.
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 ACTIVITY DESCRIPTION TIME

ALOCATION
Pre-activities  The teacher greets and pray together. 10 minutes
 The teacher checks the attendence list of the
students.
  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?
Whilst-activities (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

 After that, students are asked to practice the

dialog in front of the class.

30 minutes
Post-activity  The teacher asks about material that they 20 minutes
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.

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 Instrument
Students can explain what they have 1. Explain with simple word about the idea
discussed orally. from the text.
2. Memorize the idea.
3. Make a simple conversation based on
Roleplay situation
 Aspects Criteria Score
1 2 3 4
Fluency 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,
no facial understood, good facial
 expression, and and less good facial expression,
not communicative expression, and
communicative. and communicat
communicative ive.
enough.

3.RUBRIC FOR WRITING

Indicator Instrument
Siswa mampu memproduksi teks dialog 1. Choose three signs which we do not
sederhana tentang short functional text learn in the class.
tentang warning. 2. Make a short and simple dialog about the
signs.

Student: Date: Topic:

Score Level Criteria Score
20 EXCELLENT TO VERY GOOD: knowledgeable;
substantive; thorough development of thesis; relevant to
the assigned topic.
15 GOOD TO AVERAGE: Some knowledge of the
Content

subject; adequate range; limited development of thesis;

mostly relevant to the topic, but lacks detail.
10 FAIR TO POOR: limited knowledge of the subject;
little substance; inadequate development of topic.
5 VERY POOR: does not show knowledge of subject;
non-substantive; not pertinent; OR not enough to
evaluate.
20 EXCELLENT TO VERY GOOD: fluent expression;
ideas clearly stated / supported; succinct; well-
organized; logical sequencing; cohesive.
Organization

15 GOOD TO AVERAGE: somewhat choppy; loosely

organized but main ideas stand out; logical but
incomplete sequencing.
10 FAIR TO POOR: non-fluent; ideas confused or
disconnected; lacks logical sequencing and
development.
5 VERY POOR: does not communicate; no organization;
or not enough to evaluate.
 20 EXCELLENT TO VERY GOOD: sophisticated range;
effective word / idiom choice and usage; word from
mastery; appropriate register.
GOOD TO AVERAGE: adequate range; occasional
Vocabulary

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.
20 EXCELLENT TO VERY GOOD: effective complex
constructions; few errors of agreement, tense, number,
word order / function, articles, pronouns, preposition.
15 GOOD TO AVERAGE: effective but simple
constructions; minor problems in complex
constructions; several errors in agreement, tense,
Language Use

number, word order / function, articles, pronouns,

prepositions but meaning seldom obscured.
10 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.
5 VERY POOR: virtually no mastery of sentence
construction rules; dominated by errors; does not
communicate; or not enough to evaluate.
20 EXCELLENT TO VERY GOOD: demonstrates
mastery of conventions, few errors of spelling,
punctuation, capitalization, paragraphing.
15 GOOD TO AVERAGE: Occasional errors of spelling,
punctuation, capitalization, paragraphing, but meaning
Mechanics

not obscured.
10 FAIR TO POOR: frequent errors of spelling,
punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured.
5 VERY POOR: no mastery or conventions; dominated
by errors of spelling, punctuation, capitalization,
paragraphing, handwriting illegible; or not enough to
evaluate.
Total Score
 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!