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RENCANA PELAKSANAAN PEMBELAJARAN

SEKOLAH : SMA NEGERI 2 CIAMIS


MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : XI/ 1
ALOKASI WAKTU : 2 X 45’ (1 Pertemuan)

A. Kompetensi Inti
Kompetensi Sikap Spiritual dan Kompetensi Sikap Sosial dicapai melalui pembelajaran
tidak langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan
Kompetensi Keterampilan melalui keteladanan, pembiasaan dan budaya sekolah dengan
memperhatikan karakteristik mata pelajaran, serta kebutuhan dan kondisi peserta didik.
KI 3 Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan
prosedural 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 prosedural 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, dan
mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar
4.4 Teks eksposisi analitis
3.4 Membedakan fungsi sosial, struktur teks,
4.4.1 Menangkap makna secara kontekstual
dan unsur kebahasaan beberapa teks terkait fungsi sosial, struktur teks, dan
eksposisi analitis lisan dan tulis dengan unsur kebahasaan teks eksposisi analitis
memberi dan meminta informasi terkait lisan dan tulis, terkait isu aktual
isu aktual, sesuai dengan konteks 4.4.2 Menyusun teks eksposisi analitis tulis,
penggunaannya. terkait isu aktual, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
Indikator Pencapaian Kompetensi
3.4.1 Mengidentifikasi fungsi sosial teks
aeksposisi analitis
3.4.2 Menemukan topik bacaan teks
eksposisi analitis.
3.4.3 Memahami teks eksposisi analitis
dengan cara menjawab pertanyaan
berdasarkan teks eksposisi analitis
C. Tujuan Pembelajaran
Melalui kegiatan pembelajaran dengan menggunakan model pembelajaran discovery
learning, metode kerja kelompok, bermain peran serta pendekatan saintifik, peserta didik
mampu membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
eksposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual,
sesuai dengan konteks penggunaannya.. Dengan pembelajaran ini di harapkan peserta didik
mampu memiliki perilaku peduli, kerjasama, santun, responsif, dan pro-aktif di dalam
maupun di luar kelas.

D. Materi Pembelajaran
Topik (Fakta) : Isu-isu aktual yang perlu dibahas yang menumbuhkan
perilaku yang termuat di KI
Konsep (Fungsi Sosial) : Menyatakan pendapat, mempengaruhi, dengan
argumentasi analitis

Prosedur (Struktur Teks) : Dapat mencakup

- Pendapat/pandangan
- Argumentasi secara analitis
- Kesimpulan

Ciri Kebahasaan : Ungkapan seperti I believe, I think


- Adverbia first, second, third …
- Kata sambung Therefor, consequently, based on
the arguments
- Nomina singular dan plural dengan atau tanpa a,
the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca,
dan tulisan tangan

E. Pendekatan, Metode dan Model Pembelajaran :


Pendekatan : Saintifik
Model : Discovery learning
Metode : Tanya jawab, diskusi, kerja kelompok

F. Media Pembelajaran
a. Media : Printed Paper
b. Alat : Laptop dan projector
G. KEGIATAN PEMBELAJARAN
Pendahuluan ( 15 Menit )
1. Guru menyapa peserta didik
2. Peserta didik memimpin berdoa
3. Guru memeriksa kehadiran peserta didik
4. Guru Melakukan apersepsi dengan cara tanya jawab tentang materi yang sudah
dipelajari sebelumnya
5. Guru menjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai

Kegiatan Inti ( 60 Menit )


1. Guru mengajukan pertanyaan seputar topik pembelajaran yang akan dibahas
2. Peserta didik secara individual mencari defini, fungsi sosial dan struktur teks serta
struktus kebahasaan teks eksposisi analitis dengan membuat mind mapping
3. Peserta membahas bersama – sama hasil kerja
4. Peserta didik mengamati teks eksposisi analitis
5. Peserta didik mengungkapkan pendapat mengenai teks yang diberikan
6. Peserta didik mencari ide pokok dari teks eksposisi analitis yang telah disediakan
7. Peserta didik menganalisis argumen –argumen yang terdapat dalam teks eksposisi
analitis yang telah disediakan
8. Peserta didik menjawab pertanyaan berdasarkan teks yang telah disediakan

Penutup ( 15 Menit )
1. Peserta didik membuat rangkuman/simpulan pelajaran.
2. Guru dan peserta didik melakukan refleksi pembelajaran
3. Guru menyampaikan rencana pembelajaran untuk pertemuan yang akan datang.
4. Guru menutup pembelajaran dan memberi salam

H. Penilaian Remedial dan Pengayaan

a. Teknik Penilaian
1) Penilaian Sikap : Observasi/ pengamatan
2) Penilaian Pengetahuan : Tes tertulis dan Penugasan
3) Penilaian Keterampilan : Unjuk Kerja/ Role Play

b. Bentuk Penilaian
1) Observasi : Lembar pengamatan aktivitas peserta didik
2) Tes Tertulis : Lembar kerja
3) Unjuk Kerja : Lembar penilaian bermain peran
4) Instrumen Penilaian : Terlampir
5) Remedial
a. Pembelajaran remedial dilakukan bagi peserta didik yang capaian KDnya belum
tuntas.
b. Tahapan pembelajaran remedial dilaksanakan melalui remidial teaching (klasikal),
atau tutor sebaya, atau tugas dan diakhiri dengan tes.
c. Tes remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes remedial
belum mencapai ketuntasan, maka remedial dilakukan dalam bentuk tugas tanpa tes
tertulis kembali.

6). Pengayaan
Bagi peserta didik yang sudah mencapai nilai ketuntasan diberikan pembelajaran
pengayaan sebagai berikut:
a. Peserta didik yang mencapai nilai n(ketuntasan)  n  n(maksimum) diberikan
materi masih dalam cakupan KD dengan pendalaman sebagai pengetahuan
tambahan
b. Peserta didik yang mencapai nilai n  n(maksimum) diberikan materi melebihi
cakupan KD dengan pendalaman sebagai pengetahuan tambahan.

A. Media / Alat dan Sumber Belajar

a. Buku Bahasa Inggris (Wajib) Kelas XI, Kementrian dan Kebudayaan Tahun 2017
b. Buku/sumber lain yang relevan.

Mengetahui, Ciamis,Oktober 2018


Guru Pamong Guru Praktikan

Dra. Dede Ika Rostika, M.Pd. Ai Tasya Wulan Dini


NIP. 196108101984032005 NIM. 2109150026
Lampiran
Satuan Pendidikan : SMA Negeri 2 Ciamis
Mata Pelajaran : Bahasa Inggris
Kelas : XI
Kompetensi Dasar : 3.4 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks eksposisi analitis lisan dan tulis
dengan memberi dan meminta informasi terkait isu aktual,
sesuai dengan konteks penggunaannya.
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna secara kontekstual terkait fungsi
sosial, struktur teks, dan unsur kebahasaan teks eksposisi
analitis lisan dan tulis, terkait isu aktual
4.4.2 Menyusun teks eksposisi analitis tulis, terkait isu aktual,
dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai konteks

Indikator :
3.4.1 Mengidentifikasi fungsi sosial teks aeksposisi analitis
3.4.2 Menemukan topik bacaan teks eksposisi analitis.
3.4.3 Memahami teks eksposisi analitis dengan cara
menjawab pertanyaan berdasarkan teks eksposisi analitis

Materi : Analytical Exposition

A. Materi Pembelajaran

We all know that smoking should be banned in public area. It creates


pollution and causes many kinds of diseases, such as lung cancer, heart disease,
stroke, chronic bronchitis emphysema and breast cancer for some women.
There are many impacts of smoking cigarette. Firstly, smoking will destroy
your healthy. Smoke from the average cigarette contains around 4,000 chemicals,
some of which are highly toxic and at least 43 cause cancer. Ninety percent of
lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six
times more likely to die of lung cancer than a non smoker. If we smoke twenty
cigarettes a day, the risk is nineteen greater. Ninety five percent of people who
suffer of bronchitis are people who are smoking.
Secondly, nicotine, a major constituent of tobacco smoke, is both poisonous
and highly addictive. It contains noxious chemical substances, which can damage
our health.
Thirdly, smoking makes the environment dirty, especially its ash. If
inhaled, we will suffer from coughs, difficult to breathe, of asthmatic disease
because of its smoke.
In conclusion, smoking should be banned in public areas.
ANALYTICAL EXPOSITION
Definition
Analytical exposition text is a text that elaborates the writer’s idea about the
phenomenon surrounding.
Purpose:
To persuade the reader or listener that there is something that, certainly, needs to get
attention
To analyze a topic and to persuade the reader that this opinion is correct and
supported by arguments. Examples: argumentative essay, exploratory essay
Generic Structure:
Thesis : Introduces the topic and shows speaker or writer’s position; Outlines of the
arguments to be presented.
Arguments : provides the evidence (arguments) to support thesis statement. Each
point explained one point (argument).
Conclusion : Reiteration (restatement), restates speaker or writer’s position
Language Features:
- Using relational process
Relationships between and among leaders, workers, followers, partners, etc.
Example: people knowing and caring about people.
- Using internal conjunction
Example: firstly, secondly, next, finally
- Using causal conjunction
Example: because
- Using contrastive conjunction
Example: but, however, nevertheless
- Using simple present tense
Example :
 It creates pollution ….
 There are many impacts of ….
 The average cigarette contains ….

B. Instrumen Penilaian

A. Read the text carefully and choose the best answer !


Nowadays, the police have been applying the new regulation concerning
the use of seat belts. In European countries, this regulation has been applied for a
long time. However, this new regulation has become controversial and is an
interesting topic to discuss. Here are some of the arguments.

The use of seat belts has been proven to reduce the risk of injury or death in an
accident. Seat belt has become a standard component in cars. The research shows
that most car accident will cause an injury to the head. Frequently, drivers or the
passengers driving without seat belts die because of this. By wearing the seat belts,
the injury will not happen since belts restrain our body on the car seat when the
accident happens.
Unfortunately, many cars, especially the old ones, don’t have seat belts. This is
because the traffic conditions in the past were unlike the recent traffic conditions.
The designer of old cars didn’t consider a seat belt as an important part. Besides,
the drivers wearing the seat belt will think that they are completely safe, so they
may drive carelessly. They are safe, indeed, but how about safety of others?

The seat belt is only one of the ways to reduce the risk of car accidents. It doesn’t
mean that we are completely safe. In short, our safety depends on ourselves.

1. Which one is true according to paragraph 3?


(A) old cars do not use seat belts
(B) the old cars have seat belts for their safety
(C) the drivers wearing seat belts may drive carefully
(D) the traffic conditions in the past were similar to the recent
(E) the old cars’ designer considered a seat belt as an important part
Jawaban: A
Pembahasan: "the old ones, don’t have seat belts"

2. What is the function of seat belts?


(A) to reduce the traffic conditions
(B) to become a standard component in cars
(C) to reduce the risk of injury or death in an accident
(D) to prevent the drivers driving cars carefully
(E) to increase the risk of injury in car accidents
Jawaban: C
Pembahasan: "seat belts has been proven to reduce the risk of injury or death in an
accident"

3. Who considered a seat belt as an unimportant part?


(A) police
(B) people
(C) drivers
(D) passengers
(E) old cars designers
Jawaban: E
Pembahasan: "The designer of old cars didn’t consider a seat belt as an important
part"

4. “… that they are completely safe.” (Paragraph 3)


What does the word ‘they’ refer to?
(A) cars
(B) seat belts
(C) drivers
(D) designers
(E) others
jawaban: C

5. . In short, our safety depends on ourselves.........


The word “ depends “ has similiar meaning with ....
(A) Independent
(B) Determine
(C) Defend
(D) Dig
(E) Resistant

Antibiotic is a drug produced by certain microbes. Antibiotics destroy other microbes that
damage human tissues. They are used to treat a wide variety of diseases, including gonorrhea,
tonsillitis and tubercullosis. Antibiotics are sometimes called ‘wonder drugs’ because they
can cure diseases such as meaningitis, pneumonia and scarlet fever. But when the antibiotics
are overused, or misused, these drugs make a person sensitive being attacked by a superbug.
Antibiotics do not always distinguish between harmless and dangerous microbes. If a
drug destroys too many harmless micro-organism, the pathogenic ones – the dangerous
microbes- will have a greater chance to multiply. This situation often leads to the
development of a new infection called suprainfection.
Extensive use of some antibiotics may damage organs and tissues. For example,
streptomycin, which is used to treat tuberculosis, has caused kidney damage and deafness.
Resistance to antibiotics may be acquired by pathogenic microbes. The resistant microbes
transfer genetic material to non-resistant microbes and cause them to become resistant.
During antibiotic treatment, non-resistant microbes are destroyed, but resistant types survive
and multiply. To avoid the side effect of antibiotics, you’d better not urge your doctor to
prescribe antibiotics. Keep in mind that antibiotics are only useful for bacterial infections and
have no effect on viruses, so they cannot be used for chicken pox, and other viral diseases.
6. Which diseases cannot be cured by antibiotics?
A. Tonsillitis B. Meningitis C. Chicken pox D. Tuberculosis E.
Scarlet fever
7. What are discussed in paragraph two and four?
A. Both paragraphs describe how antibiotics work
B. Both paragraphs tell about the effects of misusing antibiotics
C. Both paragraphs explain how antibiotics damage organs and tissues.
D. Paragraph two tells what causes the pathogenic microbes multiply and paragraph
four tells how the un-resistant microbes become resistant
E. Paragraph two tells how antibiotics destroy harmless microbes and paragraph four
describes how the pathogenic microbes transfer genetic material to non resistant
microbes.
8. Choose one from the following which is not the effect of using antibiotics
improperly?
A. The pathogenic microbes multiply
B. Harmless micro-organisms are destroyed
C. Pathogenic microbes become non-resistant
D. New infection which is called suprainfection develops
E. Organs and tissues are damaged
9. “Antibiotics do not always distinguish between harmless and dangerous microbes”
(Paragraph 2)
The underlined word means......
A. Vary B. Compare C. Correlate D. Contradict E.
Differentiate
10. Antibiotics destroy other microbes....... The word “ destroy “ has similiar meaning with
....
(A) Eradicate
(B) Improve
(C) Repair
(D) Compile
(E) Summarize

B. Essay

11. What is the first text about ?


12. What is the second text about ?
13. What is purpose of the second text above ?
14. After reading the text about seatbelts, give your own opinion about the new
regulation concerning the use of seatbelt !
15. Antibiotics are very familiar with us, You may have ever taken it. After
reading the text, What information can you get related to antibiotics? What
should we do then?

Kunci Jawaban :

1.A
2.C
3.E
4.C
5.B
6.C
7. E
8.C
9. E
10. A
C. Pedoman Penilaian
Reading Rubrics

No 1 – 10
1 Each question is correctly
answered based on the text
0 Question is not correctly answered

Ideal score 10 x 1 = 10

No 11 - 15
2 The answer taken is fully correct
1 Part of question is missing
1 The answer is not suitable with the
text
Total Score 2 x 5 = 10

Score ideal for reading and comprehension = 10+ 10= 20/2x10 = 100

Mengetahui, Ciamis, Oktober 2018


Guru Pamong Guru Praktikan

Dra. Dede Ika Rostika, M.Pd. Ai Tasya Wulan Dini


NIP. 196108101984032005 NIM. 2109150026
Lampiran

INSTRUMEN PENILAIAN SIKAP

Nama Satuan pendidikan : SMA Negeri 2 Ciamis


Tahun Pelajaran : 2018/2019
Kelas/ Semester : XI/ Semester 1
Mata Pelajaran : Bahasa Inggris

NO WAKTU NAMA KEJADIAN/ BUTIR POSITIF/ TINDAK


PERILAKU SIKAP NEGATIF LANJUT
1
2
3
4
5
6
7
8
9
10

Mengetahui, Ciamis, Oktober 2018


Guru Pamong Guru Praktikan

Dra. Dede Ika Rostika, M.Pd. Ai Tasya Wulan Dini


NIP. 196108101984032005 NIM. 2109150026