Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu Standar Kompetensi Memahami makna dalam teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer. Mengungkapkan makna dalam teks fungsional pendek dan teks monolog berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.. Kompetensi Dasar Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: procedure Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secar aakurat, lancar dan berterima dalam teks berbentuk: procedure Indikator Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk procedure Siswa dapat melakukan teks monolog lisan berbentuk procedure Siswa mempresentasikan teks monolog lisan berbentuk procedure : SMA..... : Bahasa Inggris : X/1 : Procedure : Mendengarkan dan berbicara : 2x 45 menit

Materi Pembelajaran 1. Teks monolog berbentuk procedure, contohnya:

How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew) Ingredients: - 5 onions - 10 candlenuts - 10 garlic cloves - 4 bay Leaves - 1/2 lb. (250g) green jack fruit - 2-1/2 tsp. (12g) coriander seeds - 1-1/4 tsp. (6g) cumin - 1/4 cup (62ml) coconut sugar - 2 cups (500ml) coconut milk - 2 tsp. (30g) tamarind - 2 lb. (1kg) chicken (cut into small pieces with bone)

- 5 cups (1.25l) water - 2 inches bruised galangal Instructions: - First, cut green jack fruit 1 inch thick. Wash and boil until tender. - Next, ground onions, candle nuts, saut paste, bay leaves, and galangal until fragrant. - Add the chicken pieces, stir fry until chicken changes clour. - Then, pour 4 cups of water and coconut sugar, bring to a boil. - Add the green jack fruit and simmer until the chicken and vegetables are tender. - Finally, add coconut milk 5 minutes before its done, bring back to a boil. Serve hot with ice. - This dish is sweet and usually served with shrimp cracker .

2. Procedure text can be explained as bellow:

Social function : to describe how something is accomplished through a sequence of actions or steps. Generic structure: - Goal. - Materials (not required for all procedural texts) - Steps (a series of steps oriented to achieving the goal)

Metode Pembelajaran/Teknik: Two cycles four stages Langkah-langkah Kegiatan Building Knowledge of Field Tanya jawab mengenai apakah siswa dapat membuat soup Siswa memberi nama pada alat-alat dapur. Siswa melafalkan beberapa kata yang berkaitan dengan cara memasak dan merupakan Action Verbs Examples : make, cook, put, mix,etc Siswa menterjemahkan kosa-kata Action Verbs ke B.Indonesia

Modeling of Text (20) Siswa mendengarkan teks monolog lisan berbentuk teks procedure sambil melengkapi teks tersebut. Listen to the following monologue to complete the missing words. Then, list the ingredients and the steps. Making Crab Soup Making crab soup is not difficult. What you need are 2 .. of fish stock, 2 medium-sized ..,100 gram .., 50 gram scallions, 50 gram Indonesian parsley, .., and pepper to taste. First, make fish stock by .. fish bones in 8 cups of water. Then .. these bones after a few minutes. .. the crabs, split into several parts. .. ginger into very thin slices, the scallions and Indonesian parsley. After that, .. stock for about 5 minutes, put everything into the stock. Finally, .. salt and pepper to taste.

Joint Constructions of Text Siswa menjawab pertanyaan berdasarkan isi teks secara berkelompok. 1. Mention some ingredients you must prepare to make crab soup. Ingredients: . . . . . etc. 2. How many steps are there in making crab soup? What are they? Steps: . . . . . etc. Siswa mendiskusikan jawaban pertanyaan dengan kelompok lain.

Individual Constructions of Text Siswa menceritakan kembali bagaimana cara membuat crab soup secara individu. Buku Look Ahead 1 (hal 68-69) , English for Better Life Buku Inter-Language Kelas X (Hal 62) Kaset/CD Tape Script dari Look Ahead 1 dan Inter-Language

Sumber/Bahan/Alat

Penilaian : Teknik: Performance Assessment (responding) Bentuk: Pertanyaan lisan dan presentasi individual

Alat Penilaian : 1. Your teacher will read the following text. Listen carefully and then identify the goal, materials needed and steps. How to Make an Omelet Hello friend, how are you? Have you ever eaten a cheese omelet? Do you know how to make a Cheese Omelet? No? Would you like me to tell it for you? Okay. This is the way. Listen to me. To make a Cheese Omelet, you should prepare ingredients such as one egg, 50 grams of cheese, uhm... cup of milk, three tablespoons of cooking oil, uhm...what

else ....? Oh, yeah, a pinch of salt and dont forget some pepper. Now, to make a Cheese Omelet, you will need some kitchen utensils like a frying pan, a fork, a whisk, a spatula, uhm..... a cheese grater ...and a bowl and of course ....a plate. Okay? Are you following me ? Right! Let me tell you how to make it. First, crack an egg into a bowl like this. Then whisk the egg with a fork until it is smooth. After that, add some milk and whisk well. Grate the cheese into the bowl and stir. Next, heat the oil in a frying pan, and pour the mixture into the frying pan. Then, turn the omelet with a spatula when it browns. See, like this. Okay, next cook both sides. After the omelet is done, place it on a plate, dont forget to season it with salt and pepper and you can eat it while warm. Its easy, isnt it? Bon appetite! 2. Find out: a. What is the text talking about? b. What is the purpose of the text? c. How many steps are there in the text? 3. Please represent in front of the class how to make or to do something! Pedoman Penilaian : No 1 2 3 4 Aspect of Scoring Low (45-59) Pronunciation Intonation Stress Gestures Total Total Score Scoring Average (60-75)

Good (76-100)

Mengetahui Kepala Sekolah

Karanganyar,.. Guru Mata Pelajaran

_______________

_________________

Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu : SMA....... : Bahasa Inggris : X /1 : Procedure : Reading and Writing : 2 x 45 menit

Standar Kompetensi Memahami makna dalam teks fungsional pendek dan teks tulis monolog/esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer. Mengungkapkan makna dalam teks tulis fungsional pendek dan teks monolog/esei tulis sederhana secara akurat, lancar, dan berterima berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer Kompetensi Dasar Memahami dan merespon makna dan langkah retorika teks tulis monolog/esei secara akurat,lancar dan berterima dalam teks berbentuk: procedure Mengungkapkan makan dan langkah-langkah retorika secara akurat, lancar dan berterima menggunakan ragam bahasa tulis dalam teks berbentuk procedure Indikator Siswa dapat mengidentifikasi makna dalam teks procedure Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks procedure Siswa dapat membaca nyaring teks procedure Siswa dapat menulis teks berbentuk procedure.

Materi Pokok Teks tulis monolog/esei sederhana berbentuk procedure,contohnya; THE HOLE GAME Materials needed: Two players, one marble per person, a hole in ground,a line (distance) to start from. Steps: You must dub (click marbles together) You must check that the marbles are in good condition and are nearly worth the same value. Dig a hole in the ground and draw a line a fair distance away from the hole. The first player carefully throws his or her marble towards the hole. Then the second player tries to throw his or her marble closer to the hole than his or her opponent. The player

whose marble is closest to the hole tries to flick his / her marble into the hole. If successful, this player tries to flick his or her opponents marble into the hole. The person flicking the last marble into the hole wins and gets to keep both marbles Metode Pembelajaran/Teknik: Two cycles-for stages Langkah-langkah Kegiatan Building Knowledge of Field Sisw bertanya-jawab mengenai peraturan play hole games. Siswa mereview berbagai aspek teks procedure (tujuan, organisasi, dan ciri-ciri kebahasaan)

Modeling of Text Siswa membaca teks tulis procedure Siswa menjawab pertanyaan mengenai teks tersebut Read the following instructions and answer the questions. Pay attention to the structure of the text. How to operate a fan First, plug the power cord into a wall outlet. (AC 120 Volts 60 HZ) Next, to make the fan move sideways, push the pin on top of the motor. After that, to move the fan up or down, pull up the oscilla ting pin, then press the tilt adjustment knob. Finally, to change the speed of the fan, press one of the switches at the bottom. Questions: 1. What do we do first to operate a fan? 2. How can we change the speed of the fan? 3. What do we do to make it move sideways? 4. How do we make it go up and down? Joint Construction of Text Siswa menganalisa bagian-bagian teks procedure. Siswa berkelompok melengkapi teks procedure dengan kata-kata yang disediakan. Siswa menulis teks procedure "How to Operate Fan" Siswa memperlihatkan draft pertamanya kepada temannya Siswa saling mengevaluasi tulisan masing-masing Siswa mendapat feedback dari temannya Siswa bertanya pada guru Siswa menulis ulang Individual Construction of Text Siswa menulis dan mengumpulkan hasil tulisan yang berbentuk procedure secara individual

Sumber/Bahan/Alat Penilaian Teknik: Tugas Bentuk: latihan tertulis tugas individu Buku Look Ahead 1, English for Better Life Kamus

Alat Penilaian Make writing by completing the following procedure text. Dont forget to use time connectors in your writing. Tomato Soup Ingredients: 4 large tomatoes spices 1 small onion teaspoon of salt 8 cups of water teaspoon of pepper small clove garlic teaspoon of butter Steps: 1. Cut . 2. Fry . 3. Add. 4. Heat 5. Turn.

Mengetahui Kepala Sekolah

Karanganyar,.. Guru Mata Pelajaran

_______________

_________________

Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu Standar Kompetensi Memahami makna dalam teks fungsional pendek dan teks monolog sedehana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer. Mengungkapkan makna dalam teks fungsional pendek dan teks monolog berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan. : SMA...... : Bahasa Inggris : X/1 : Recount : Mendengarkan dan Berbicara : 2x 45 menit

Kompetensi Dasar Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: recount. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secar aakurat, lancar dan berterima dalam teks berbentuk: recount. Indikator Siswa dapat merespon teks monolog sederhana berbentuk recount Siswa dapat melakukan tteks monolog lisan berbentuk recount Materi Pokok Teks monolog berbentuk recount contohnya:
My Day I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks. Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money. Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday.

Text Structure of the text above: Paragraph I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off (paragraph 1) Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money (paragraph 2) Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday (paragraph 3) Generic Structure Orientation: provides the setting and introduces participants.

Events: tell what happened, in what sequence.

Re-orientation: optional closure of events.

Metode Pembelajaran/Teknik: Two cycles four stages. Langkah-langkah Kegiatan Building Knowledge of Text Tanya-jawab mengenai kesukaan siswa membaca komik Modeling of Text Siswa membaca comic strip yang berbentuk teks recount Siswa mempraktekkan dialog yang dilakukan pada comic strip dengan pasangannya Siswa membuat dialog seperti model pada comic strip Siswa mendengarkan dan melafalkan kata yang tersedia di buku Siswa melengkapi kalimat dengan kata yang sesuai Siswa mendengarkan teks monolog lisan berbentuk teks recount sambil melengkapi teks tersebut. Siswa merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. Siswa menjawab pertanyaan mengenai teks monolog lisan berbentuk teks recount yang didengarnya

Contoh teks listening:

Listen to the following monologue. Complete the missing words. Our Holiday in Greece

Last year, my family and I... our relatives in Greece. We ... to Athens via Singapore. After two hours of drive from Athens, we ... in Hydra where our relatives live. The interesting thing about Hydra is that no vehicle ... We have to walk to get anywhere. People often get around on horses. After Hydra, we visited Satorini by ferry. Then we ... a high speed catamaran to Mykonos. At least in Mykonos they have taxis and buses so we ... not have to walk to go everywhere. From Mykonos we flew to the island of Skiathos where we ... a lovely week visiting beaches and eating wonderful Greek food. Finally it ... time to go back to Athens and end our trip. After wandering around the old part of the city and taking lots of photos of the Acropolis and other ancient Greek monuments and statues, we ... to get my taxi to the airport.

Joint Construction of Text Siswa membuat dialog seperti model pada comic strip Siswa mendengarkan dan melafalkan kata yang tersedia di buku Siswa melengkapi kalimat dengan kata yang sesuai Siswa mendengarkan teks monolog lisan berbentuk teks recount sambil melengkapi teks tersebut. Siswa merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. Siswa menjawab pertanyaan mengenai teks monolog lisan berbentuk teks recount yang didengarnya Individual Construction of Text Siswa bercerita tentang pengalamannya saat liburan secara individual. Siswa menyimpulkan kegiatan pembelajaran yang dilakukan.

Sumber/Bahan/Alat Buku Look Ahead 1 (hal 1-4) , English for Better Life Buku Inter-Language. Kaset/CD Tape Script dari Look Ahead 1 Penilaian

N ext, we had a look at the Indones Teknik: Performance Assessment (responding) ian Bentuk: Pertanyaan lisan orchid. Wow, we saw many Alat Penilaian kinds Listen to the teacher reading the text, then retell what is the content of of the text. Indones ian An Excursion to Bogor Botanic Garden orchids. They All right, everybody, Ill tell you about this great place. were all On Friday 16 March we went to Bogor Botanic Garden. beautif We went there by bus and we arrived at that famous garden at 10 ul. oclock. Later, Arriving at the garden, we were divided into two groups. we took Group A followed Mrs. Nina and Group B followed Mr. Ahmad. a look I was in group A. Well, first we went to odd tropical plants and at the Mrs. Nina read us some of the information. Then, we looked at Americ all the lovely plants. After that, we went to a little spot near the an, Raffles cemetery and had morning tea. Next, we did some Europe sketching and then we met group B at the information center to an and have our lunch. Asian orchid Soon, it was time for us to go to the orchid section while s Group B did some research on flowers. UhmA lady led us to section. the orchid section. Then, she explained about many kinds of I was Orchids. interesti ng. Questions: Soon 1. What do you know about an excursion? after 2. When and how did they go to Bogor Botanic Garden? we had 3. What time did they arrive there? finished our Pedoman Penilaian : observa tions, we No Aspect of Scoring Scoring went Low (45-59) Average (60-75) Good (76-100) back 1 Pronunciation outside 2 Intonation and met 3 Stress group 4 Gestures B. Total Then, Total Score we got on the Mengetahui Karanganyar, bus and . returne d to school. We

Kepala Sekolah

Guru Mata Pelajaran

_______________

_________________ Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu

: SMA..... : Bahasa Inggris : X /1 : Recount : Membaca dan Menulis : 2 x 45 menit

Standar Kompetensi Memahami makna dalam teks fungsional pendek dan teks tulis monolog/esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer Kompetensi Dasar Memahami dan merespon makna dan langkah retorika teks tulis monolog/esei secara akurat,lancar dan berterima dalam teks berbentuk: recount Indikator Materi Pokok Teks tulis monolog/esei sederhana berbentuk recount
Last weekend, my friends and I went camping. We reached the camping ground after we walked for about one and a half hour from the parking lot. We built the camp next to a small river. It was getting darker and colder, so we built a fire camp. The next day, we spent our time observing plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught some fish for supper. At night, we held a fire camp night. We sang, danced, read poetry, played magic tricks, and even some of us performed a standing comedy. On Monday, we packed our bags and got ready to go home.

Siswa dapat mengidentifikasi makna dalam teks recount

Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:recount

Dalam text recount selalu menggunakan bentuk past tense, berikut penjelasan bentuk past tense:

1. Simple Past Tense The simple past tense is used to tell actions or situations in the past. In Unit 1 you learned the simple past tense used in positive and negative sentences. In this unit you learn the simple past tense in interrogative sentences. Here are the patterns.

a. Verbal Sentence. S + V2 + O (positive sentence) S + did + not + V1 + O (negative sentence) Did + S + V1 + O (interrogative sentence) Example: Donita went to Jakarta yesterday. Iman walked alone last night. b. Nominal Sentence. S + to be (was/were) + adj/adv/N (positive sentence) S + was/ were + not + adj/adv/N (negative sentence) Was/ were + S + adj/adv/N (interrogative sentence) Example: Rani was here last month. Bani was not in Jakarta yesterday. Metode Pembelajaran/Teknik: Two cycles-four stages Langkah-langkah Kegiatan Building Knowledge of Text Siswa mereview pentingya penggunaan past form pada teks recount. Siswa mengetahui pada pertemuan ini akan membahas ciri-ciri kebahasaan teks recount.

Modeling of Text Siswa membaca penjelasan mengenai Simple Past Tense

Siswa membuat kalimat berbentuk simple past tense berdasarkan kata yang diberikan Siswa membaca penjelasan tentang pronoun. Siswa membuat pertanyaan dengan menggunakan bentuk pronoun yang tepat. Siswa melengkapi teks tertulis recount dengan pronoun yang tepat.

Joint Construction of Text Siswa menganalisa tugas menulis tokoh idola mereka dari aspek Simple Past Tense dan pronoun. Siswa bertanya-jawab dengan siswa tentang Picasso Siswa membaca teks tulis recount: Picasso Siswa memperhatikan organisasi teks recount Siswa menjawab pertanyaan untuk mengidentifikasi aspek bahasa (tujuan, organisasi dan ciri-ciri kebahasaan) dari teks tersebut. Siswa mendiskusikan tujuan, organisasi dan ciri kebahasaan teks recount dan jenisnya. Siswa melakukan peer correction. Siswa menyimpulkan penggunaan Simple Past Tense dan pronoun sebagai ciri kebahasaan teks recount. Individual Construction of Text Siswa membaca dua teks recount berikutnya dan menentukan organisasinya Siswa menulis teks recount secara individual. Buku Look Ahead 1 (Hal.21-23) , English for Better Life Kamus Teknik: Tugas Bentuk: latihan tertulis

Sumber/Bahan/Alat

Penilaian

Mengetahui Kepala Sekolah

Karangayar, ...... Guru Mata Pelajaran

_______________

_________________

Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu : SMA...... : Bahasa Inggris : X/1 : Narrative : Mendengarkan dan Berbicara : 2 x 45 menit

Standar Kompetensi Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-hari. Mengungkapkan makna dalam teks percakapan transaksional resmi secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer Kompetensi Dasar Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyetujui ajakan/tawaran/undangan Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima yang melibatkan tindak tutur: menyetujui ajakan/tawaran/undangan Indikator Materi Pokok Siswa dapat merespon dengan benar terhadap tindak tutur: menyetujui ajakan/tawaran/undangan Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: menyetujui ajakan/tawaran/undangan Siswa dapat membuat dialog berisi tentang tindak tutur: menyetujui ajakan/tawaran/undangan

Percakapan/dialog dan pernyataan yang memuat ungkapanungkapan berikut: 1. Someone, Accepting or Declining Invitation. Read following expressions of inviting, accepting, declining an invitation and an appointment.

a. Formal Situation Inviting Would you like to .... I'd very much like you to .... We should be pleased/delighted if you could .... Would you care to .... You will ... won't you? b. Informal Situation Inviting Why don't you come to .... Like to come to .... Come and .... Shall we come to .... You must come to .... Making an Appointment Accepting an Invitation I would/will .... That would be very nice OK! I'd like to love to come. All right (then). Declining an Invitation Sorry, I can't. I'd love to, but .... I don't think I can. I wish I could, but ... Accepting an Invitation That's very kind of you. We'd very much like to .... What a delightful idea. With the greatest pleasure. Thank you very much for inviting me. Declining an Invitation I'm very sorry, I don' think I can. I'd like to, but .... I'm afraid I've already promised .... Thank you for asking me, but .... Unfortunately, I can't

Cancelling an Appointment

Accepting an Appointment

How about tomorrow morning? Let's meet at ... o'clock

I'll come I promise I'll be there.

Sorry, I don't think I can make it. I'm so sorry I can't make it.

Contoh: Ira : Hello? Ari : Hi, Ira! This is Ari. Ira : Hi, how've you been? Ari : Alright, thanks. Say, would you like to go out tonight? Ira : Sorry, I can't. I have many matters to settle down. Ari : Well, how about tomorrow night? Are you still busy? Ira : I guess not. Ari : Well, would you like to go to a concert? Ira : Sure, I'd love to! Ari : That's settled then. Langkah-langkah Kegiatan Building Knowledge of Field Tanya jawab dengan siswa mengenai ungkapan yang biasa digunakan untuk mengundang seseorang. Modeling of Text Siswa membaca penjelasan pada buku teks mengenai ungkapan untuk menyetujui ajakan/tawaran/undangan Siswa melafalkan ungkapan-ungkapan yang digunakan untuk menyetujui ajakan/tawaran/undangan Siswa melengkapi percakapan tersebut dengan kata-kata yang didengarnya. Siswa menjawab pertanyaan mengenai percakapan yang didengarnya Joint Constructon of Text Siswa mendapat feedback dari guru dalam mereview ungkapan yang digunakan untuk menyetujui ajakan/tawaran/undangan. Siswa menjawab pertanyaan mengenai percakapan yang didengarnya Siswa melengkapi dialog berdasarkan informasi yang ada: schedule. Siswa mempraktekkan dialog secara berpasangan Individual Construction of Text Siswa mengundang temannya dalam sebuah acara.

Sumber/Bahan/Alat Buku Look Ahead 1 (Hal.37-39) , English for Better Life Kamus Penilaian Teknik: Performance Assesment Bentuk: Responding pada pertanyaan lisan, dialog Mengetahui Kepala Sekolah Karangayar, ...... Guru Mata Pelajaran

_______________

_________________ Rencana Pelaksanaan Pembelajaran

Sekolah Mata Pelajaran Kelas/Semester Tema Skill Alokasi Waktu

: SMA...... : Bahasa Inggris : X /1 : Narrative : Membaca dan Menulis : 3 x 45 menit

Standar Kompetensi Memahami makna dalam teks fungsional pendek dan teks monolog sedehana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer. Mengungkapkan makna dalam teks fungsional pendek dan teks monolog berbentuk recount, narrative dan procedure dalam konteks kehifupan sehari-hari dan mengakses ilmu pengetahuan. Kompetensi Dasar Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative Indikator Siswa dapat merespon teks monolog sederhana berbentuk narrative Siswa dapat melakukan teks monolog lisan berbentuk narrative

Materi Pokok Teks tulis monolog/esei sederhana berbentuk narrative,contohnya,

Queen Aji Bidara Putih Muara Kaman lies along the Mahakam River, in eastern Borneo. In the past the area was a kingdom ruled by Queen Aji Bidara Putih. She was a typical queen of myths: beautiful, wise, and sensitive. Many princes and kings proposed to her but she always refused them because she was more concerned with ruling her country and guarding her people. One day, a Chinese boat came to eastern Borneo. First, the people thought it was a merchant ship but the boat was loaded with trade goods and highly trained soldiers. Their envoys brought gold and porcelain to announce the marriage proposal from a prince of China. The queen didnt refuse instantly and replied that she had to ponder the proposal first. After the envoys left the palace, the queen called a court officer and ordered him to infiltrate the Chinese boat to gather information on the prince...
Adapted from: www.st.rim.or.jp

Narrative dapat dijelaskan sebagai berikut: 1) Purpose

To amuse, entertain, and to deal with actual or vicarious experiences in different ways. (Untuk menghibur pembaca melalui cerita).

2) Generic structure. 3) Orientation: Sets the scene and introduces the participants. (Memperkenalkan tokoh dan
setting)

4) Complication : A crisis arises (Munculnya masalah). 5) Resolution : the crisis is resolved (Terselesainya masalah). 6) Evaluation : A stepping back to evaluate the plight. (Melangkah ke belakang untuk memikirkan
nilai / makna sebuah peristiwa, bisa ada dan tidak) 7) Reorientation : Optional (Bisa a

Metode Pembelajaran/Teknik: Two cycles-four stages Langkah-langkah Kegiatan Building Knowledge of Text Siswa menjawab pertanyaan tentang perbedaan legenda, fable, fairy tale dan folktale.

Modeling of Text Siswa membaca teks tulis narrative dan memperhatikan cara pengucapannya Siswa memperhatikan organisasi teks narrative Siswa menjawab pertanyaan untuk mengidentifikasi aspek bahasa

(tujuan, organisasi dan ciri-ciri kebahasaan) dari teks tersebut. Joint Construction of Text Siswa berkelompok meneruskAn sebuah cerita Tiap kelompok saling bertukar tulisan. Siswa melakukan peer-correction Siswa memberi komentar akan kekurangan dan kelebihan teks tulis narrative kelompok lain. Individual Construction of Text Siswa menyimpulkan organisasi teks narrative Siswa mendapat tugas untuk mencari bentuk teks narrative dari koran, majalah atau internet dan menentukan organisasinya.

Sumber/Bahan/Alat Buku Look Ahead 1 (hal 56-59) , English for Better Life Penilaian Teknik: Performance Assesment Bentuk: Responding, Tugas Proyek

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Karangayar,....... Guru Mata Pelajaran

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