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RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah Mata Pelajaran Kelas/Semester Keterampilan Bhs Genre Tema/Topik Pertemuan keAlokasi Waktu

: ... : Bahasa Inggris : XI/1 : Reading : Analytical Exposition : Crimes in Big Cities :3 : 2 x 45 menit (1 pertemuan)

I. Standar Kompetensi Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan II. Kompetensi Dasar Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition III. Indikator Setelah menyelesaikan pelajaran membaca jenis teks analytical exposition ini, peserta didik diharapkan mampu: 1. menunjukkan gagasan utama (main idea) teks eksposisi; 2. menentukan tujuan teks atau tujuan penulis; 3. menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat; 4. menjelaskan makna kata atau ungkapan tertentu dalam teks eksposisi; 5. menjelaskan rujukan (reference) yang ada dalam teks eksposisi; IV. Materi Ajar Terlampir (lampiran 1) V. Metode Pembelajaran Inquiry-Based Teaching (IBT) VI. Prosedur Pembelajaran A.Pendahuluan 1. Memberi salam 2. Berdoa (optional) 3. Mengecek kehadiran siswa 4. Mereview palajaran sebelumnya 5. Mengetengahkan topik pelajaran 6. Menjelaskan tujuan pelajaran 7. Menjelaskan manfaat pelajaran

B.Kegiatan Inti Tahap Eksplorasi

Kegiatan Guru
1. Mengajukan beberapa pertanyaan yang mengarah pada topik bahasan, seperti What do you know about crime? Do you see crimes more frequently in big cities or in villages? 2. Menyampaikan kepada siswa bahwa mereka akan membaca sebuah teks dengan judul crime in big cities, kemudian meminta siswa untuk menebak informasi yang akan dijumpai dalam teks. 3. Mendistribusikan teks dan meminta siswa untuk mengecek apakah dugaan mereka tadi benar. 1. Meminta kelas membentuk beberapa kelompok kecil, lalu mendistribusikan lembaran tugas yang terkait dengan pemahaman isi bacaan. 2. Meminta siswa mendiskusikan dengan teman sekelompok tugastugas yang telah diterimanya. 3. Meminta masing-masing kelompok melaporkan hasil diskusinya. 4. Meminta siswa dari kelompok lain untuk memberi tanggapan (pertanyaan, sanggahan, saran, dll) atas presentasi tersebut (butir 3). 5. Meminta kelompok penyaji untuk memberikan tanggapan balik dari kelompok lain. 1. Memberikan penilaian terhadap hasil diskusi kelompok dan diskusi kelas. 2. Memberi penjelasan lebih lanjut kepada para siswa berkenaan dengan jawaban atas tugas-tugas tersebut.

Kegiatan Siswa
1. Menjawab pertanyaan guru sesuai dengan persepsi dan pengalaman masing-masing.

2. Menuliskan beberapa informasi yang diharapkan muncul dalam topik crime in big cities.

3. membaca teks secara cepat dan mengecek kebenaran dugaan mereka ttg isi teks. 1. Kelas membentuk kelompokkelompok kecil yang beranggotakan 3 sampai 5 orang.

Elaborasi

2. Masing-masing kelompok mendiskusikan tugas yang diberikan oleh guru berkenaan dengan makna isi bacaan. 3. Setelah diskusi kelompok selesai, masing2 kelompok mempresentasikan hasilnya. 4. Siswa dari kelompok lain memberi tanggapan atas presentasi suatu kelompok.

5. Kelompok penyaji memberi tanggapan balik kepada para penanggap. 1. Menyimak penilaian guru atas kinerja mereka, dan memberikan tanggapan seperlunya. 2. Memperhatikan penjelasan guru, dan memberikan tanggapan bila dianggap perlu.

Konfirmasi

C.Penutup 1. Meringkas pelajaran 2. Melakukan refleksi 3. Menyiapkan pelajaran yang akan datang 4. Memberi salam penutup VII. Media Pembelajaran 1. LCD projector, screen, dan laptop 2. Video singkat tentang kehidupan di kota besar dan di desa. VIII. Sumber Belajar Sudarwati, Th., M. dan Grace, Eudia. 2005. Look Ahead: An English Course. Jakarta: Penerbit Erlangga. IX. Penilaian 1. Jenis Penilaian 2. Teknik Penilaian 3. Alat penilaian 4. Kunci jawawan 5. Rubrik Penilaian

: sumatif : tertulis, objektif, pilihan ganda : terlampir (lampiran 2) : terlampir (lampiran 2) : terlampir (lampiran 2)

Surakarta, 18 Juni 2012 Kepala Sekolah, Guru Mata Pelajaran,

_______________________ NIP.

____________________ NIP.

LAMPIRAN 1: MATERI PEMBELAJARAN A. Reading Text Read the following text carefully. Crime is a serious problem in big cities and it is getting worse every year. The subways are more dangerous. The streets are more dangerous. You may not even be safe in your own home. There may not be a single answer. Many problems seem to make cities so dangerous. One of the problems is money. To fight crime, a city needs police officers, cars and guns. These cost a lot of money but right now cities do not have much extra money. So, there are not enough police officers, cars and guns for cities. Another problem is drugs. Crime studies show that many criminals use and sell drugs. After they start taking drugs, they want to have more. However, drugs are very expensive. So, these people may sell drugs to other people to make money or they may steal money to get more drugs. There is an even more important cause of crime. Cities have rich and poor neighbourhoods. In the poor neighbourhoods, jobs are hard to find. Many young people dont have much hope for a better life. They only know one way to make a better living for themselves. That way is to sell drugs or steal. So, some of these young people become criminals.

B. Exercises Task 1 1. What is the main idea of the text? 2. What is meant by a serious problem in big cities in the first paragraph? 3. What are the causes of the crime in big cities? Task 2 What do the following words refer to in the text? 1. it (sentence 1 paragraph 1) 2. these (sentence 5 paragraph 2) 3. they (sentence 3 paragraph 3) Task 3 Fill in the blanks with appropriate words or expressions: A. then B. easy C. also D. first E. must It is not going to be (1) to change these crime problems. We must (2) change many of the laws about drugs. We (3) change the way cities spend their money. Until (4) , the crime problems will not go away and we will live our life in fear.

C. The Expected Answers and Explanation Task 1 1. ... 2. ... 3. ... Task 2 1. ... 2. ... 3. ... Task 3 1. ... 2. ... 3. ... 4. ... *) Pada bagian ini dikemukakan jawaban atas pertanyaan-pertanyaan yang terdapat di bagian B (Exercises).Jawaban tersebut hendaknya disertai dengan penjelasan (reasoning), sebagai guideline bagi guru untuk membelajarkan siswa.

D. Theoretical Review 1. Teori tentang reading skills 2. Teori tentang teks *) Pada bagian ini dikemukakan review teoretis yang terkait dengan keterampilan/topik yang dibahas. Hal utama yang perlu dikemukakan adalah yang menyangkut keterampilan membaca seperti (1) konsep main idea dan cara mengidentifikasi main idea tersebut, (2) perbedaan antara informasi tersurat dan tersirat, (3) konsep dan jenis-jenis reference, dll. Hal lain yang barangkali perlu dibahas adalah pengetahuan tentang teks (dalam hal ini, teks analylital exposition, seperti (1) konsep teks eksposisi, (2) ciri-ciri teks eksposisi, dan (3) elemen dan struktur teks eksposisi.

LAMPIRAN 2: ALAT PENILAIAN A. Instrument Directions: Read the following texts, then answer the questions about them by choosing A, B, C, or D that best answers each question or completes each sentence. Text 1 (Questions 1 6) I think the Canterbury Council should construct more activity centers in most local areas. There are some reasons for this.t Firstly, during the school holidays, many children who dont have much on their minds can attend their local activity centers. It will keep them busy and they can also learn to do lots of different things. Another reason is children can encourage others to attend the local 5

activity centers. Children will not get bored because they can have lots of fun. Finally, it might stop children from vandalizing properties that dont belong to them because they can go to the activity centers, have fun, and enjoy themselves. These are the main reasons why I think we should have more activity centers. It will be educational and a very good experience for lots of children. 1. What is the text about? A. The importance of constructing more activity centers B. The need for making children busy and have fun C. A way of preventing children from getting bored D. The reasons for having educational experience 2. It can be inferred from the text that . A. Canterbury Council has constructed many activity centers B. There are only few activity centers in most local areas C. Activity centers tend to make children hang around D. The construction of more activity centers is useless 3. How does the writer feel if more activity centers are constructed in most local areas? A. excited B. interested C. disappointed D. encouraged 4. The word this (sentence 2 paragraph 1) refers to . A. Canterbury Councils proposal to construct activity center B. Keeping children busy and have fun in the holidays C. The construction of more local activity centers D. Learning how to do certain things 5. The word encourage (sentence 3 paragraph 2) can be best replaced by the word ... A. explain B. motivate C. describe D. prevent Text 2 (question 6 10) Solar energy has many uses. In many parts of the world, people are building solar houses with large numbers of windows to collect the heat of the sun. Solar collectors can make hot water from sun light. The rays of the sun heat water in a solar collector, and the hot water goes into storage tank. People can use the hot water for washing or for heating their houses. In the future, people may use the rays of the sun to make electricity for their homes. They will use photovoltaic cells to make electricity from sun light. The sun is an important new source of energy. It is less expensive than oil or nuclear energy. Furthermore, it does not cause pollution and it is not as dangerous as nuclear power. Many people think that solar energy will be the answer to our future energy problems.

6. What is the best title for the text? A. Energy Problems B. Solar Houses C. Sources of Power D. Solar Energy 7. What is called the new source of energy? A. the light B. the sun C. the oil D. the nucleus 8. What can a solar collector do? A. answering our future energy problems B. making electricity from sunlight C. using hot water for washing D. making hot water from sunlight 9.Where are people building solar houses? A. in the areas where people have energy problems B. in all parts of the world C. in the areas where there is no electricity D. in places where there is the light of the sun 10.What problems may solar energy solve? A. Water storages B. Future energy problems C. Storage problems D. Oil or nuclear energy

B. Answer Key 1. ... 2. ... 3. ... 4. ... 5. ... 6. ... 7. ... 8. ... 9. ... 10. ... *) Teks dan latihan yang telah digunakan untuk materi pembelajaran tidak boleh digunakan untuk penilaian. Materi untuk penilaian harus sesuatu yang baru agar dapat mendorong kreativitas berbahasa siswa, bukan hafalan. C. Scoring Rubric .................................................................................................................................. ................................................................................................................................. 7

(Dalam bagian ini dikemukakan kriteria dan prosedur penilaian sehingga diperoleh nilai untuk masing-masing siswa. Pertanyaan yang perlu dijawab adalah bagaimana, misalnya, Ridha memperoleh nilai 80, Salsa memperoleh nilai 75, dan Vivi memperoleh nilai 68. Dengan demikian, rubrik penilaian tidak hanya berkaitan dengan kriteria penilaian)

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