Teaching Scenario

1. The first meeting

The first meeting was 80 minutes. In this meeting, the researcher focused on asking the

students about the descriptive text. The researcher provided the students with some model texts

that can be seen in the appendix 2. In the beginning of the class, the researcher greeted the

students. Then the researcher and the students do the pray together, the prayer activity took a

time for 10 minutes. Then the researcher explained learning objectives and advantages of the

topic to the students. Then the researcher asked the students about the name of some tourism

objects that by showing some picture of tourism objects from Projector, the picture can be seen

in the appendix 2. The researcher asked about whether they know the place or not. The

researcher asked the students to describe the tourism object in terms of where is the location,

what was the name, what was the special about the location. After that, the researcher asked the

students what descriptive text and the the purpose of the descriptive text was.

The researcher asked the students about the descriptive text in terms of; the generic

structure in descriptive text, language features, the purpose, and the formula that used. Also the

researcher explained the structure of the text by showing the other model descriptive text through

power point presentation slide in projector. The teacher also explained how the ideas the texts

were organize. Then the researcher gave the students a model of descriptive text. Then the

researcher asked students to read the text, the model text provided by the researcher from the

internet. After the students read the model text. The researcher guided the students to ask some

several questions about descriptive text that they don’t understand. After the researcher answer

the students’ questions, the researcher makes students to do some the assignment. The
assignment which is arrange the jumbled sentence, answering some question based on the text,

and by the researcher. There are in the form of arrange the jumble sentence in correct order, the

type of text that used is descriptive text. The next assignment is answer some WH questions

about the text. For the last assignment the students need to fix the grammatical error in some

sentences that provided by the researcher.

At the end of the class, the researcher summarizes and make conclusion about the materials

that have taught in terms of the generic structure of descriptive text and the idea in organizing the

descriptive text based on the model text.

2. The second meeting

The second meeting focused on asking the students to write their own text in the form of the

outline. In writing the outline the students help by graphic organizer that made by the researcher.

The time allocated for this meeting is 80 minutes. For the beginning of the class, the researcher

greeted the students and pray together. The researcher asked the student’s background

knowledge about the descriptive text. The background knowledge that was ask in terms; the

generic structure, the purpose, the formula which is the simple present tense form. By asking the

background of their knowledge the researcher know whether students still remember or not with

the material that taught to them in the previous meeting. Then the researcher gave the students

jumbled descriptive text for students, the researcher asked the students to rearrange the jumbled

text into the good text based on the paragraph. The purpose of the jumbled descriptive text

activity is to make sure that they still understand the generic structure of the descriptive text.

After the student finished to rearrange the jumbled text and it will discuss together. For the text

that will jumble can be seen in the appendix 3.

 For the next activity, the researcher gave the students some graphic organizer about the

descriptive text and some pictures through the projector. then the researcher explained to the

students step by step about the descriptive text, the explanation such as; how the ideas in the

descriptive text were organized, how the generic structure of the descriptive text which is consist

of identification and description, the language feature in the descriptive text, how to make a good

paragraph, choosing an interesting topic, and make a good main idea. Then, the researcher asked

the students to write an outline of descriptive text in the graphic organizer that provided by the

researcher. The topic is the historical place. The choose of the topic is based on the Senior High

School English Book grade tenth Chapter 8 curriculum 2013. The graphic organizer can be seen

in appendix 4. After the students finished making an outline the students collect the outline the

researcher

For the closing, the researcher summarize the material in terms of the structure of the text

and the language features in the descriptive text.

3. The third meeting

The third meeting, the researcher focussed on the students' worksheet. The time for the

lesson is 80 minutes. At first as the usual, the teacher comes to the classroom. Greet the students,

and pray together with students. In this meeting, the researcher give back the students paper from

the previous meeting. The paper contains the student’s outline for their descriptive text, the

feedback for students related to the outline that they have written, and their score.

The researcher begins the lesson by asking the student about their best vacation place that

they have visited. The researcher asked them some questions to describe their best holiday in

some various places that have impressed them. Then researcher provided students with some
model of descriptive text, the model of the descriptive text can be seen at appendix 5. The

researcher asked one of the students to read the text while the other listen carefully. And then the

researcher will ask the student to read the text individually. Then researcher and students

discussed some information in the text. Such as the content by answering the WH question. The

researcher also discusses the generic structure of the text.

Then researcher gave students some assignment in the form filling the blank in the text, the

students need to fill the blank space in the text with the suitable words that provided. And then

for the second assignment, the students need to correct some grammar error in the sentences that

provided by the researcher. After the students finish the assignment, the researcher and students

discuss the assignment together. After that, for the closing the researcher will review the material

that has been taught, the researcher also gives some feedback related to the material.

At the end of lesson the researcher will collect the students’ works. The students’ works will

give to the students in the next meeting with their score. Then the researcher asked the students

about the structure and the forms of descriptive text that students have learned today.

4. The fourth meeting

Fourth meeting focus on writing descriptive text. The time for this meeting is 80 minutes. In

the fourth meeting, the researcher asked the students to write descriptive text by using

comprehend questions. By using the comprehend questions the students were able to develop

their writing ability by their own and make their writing more organized. For the topic of the

descriptive text, the researcher chose some tourism object and the historical place that they have

visited as the topic, they need to describe the historical place that they already visit and write it in

the form of descriptive text. The topic and comprehend questions show through the projector.
Then students writing product will be score using scoring rubric, the scoring rubric can be seen

in appendix 6. All the meeting will be elaborated in the form of lesson plan.