Nama Sekolah : SMAN 1 LURAGUNG
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI IPS 3 / 2
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Monolog
: narrative
Pertemuan Ke : 5
A.
Standar Kompetensi
Membaca
§ Memahami makna teks
fungsional pendek dan esei berbentuk
narrative dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan
Menulis
§ Mengungkapkan makna
dalam teks fungsional pendek dan esei berbentuk
narrative dalam konteks kehidupan sehari-hari .
B.
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 narrative
§ Mengungkap-kan makna
dalam esei dengan mengguna-kan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk narrative.
C.
Indikator Pencapaian
Kompetensi
|
Indikator
Pencapaian Kompetensi
|
Nilai Budaya
Dan Karakter Bangsa
|
|
Religius, jujur,
toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu,
semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab,
mandiri
|
Kewirausahaan/ Ekonomi Kreatif :
§
Percaya diri (keteguhan
hati, optimis).
§
Berorientasi pada tugas
(bermotivasi, tekun/tabah, bertekad, enerjik).
§
Pengambil resiko (suka
tantangan, mampu memimpin)
§
Orientasi ke masa depan
(punya perspektif untuk masa depan)
D.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa
dapat :
§
Siswa mampu
mengidentifikasi berbagai aspek dari teks seperti isi, struktur teks.
§
Siswa dapat
mengidentifikasi makna yang ada dalam teks
yang dibaca
§
Siswa dapat mengidentifikasi
langkah-langkah retorika dari teks
E.
Materi Pokok
The Legend of the
Kesodo Ceremony
Once upon a time on
Mount Bromo, East Java, there was a couple living there. The new couple wanted
to have a child. They had married for a long time but they hadn’t got a baby.
Every time they prayed to the Gods, asking for a child.
One day, there was a
loud voice in the sky when they were praying.
“You are going to born
a baby, and later you will birth too many children. But I have a requirement
for you to obey, if you really want to have children”, said the voice.
“Whatever you ask, my
Lord”, the couple answered, “We will do it”,
“You must sacrifice
your first son for the gods”.
The couple agreed to
sacrifice their first son in the time that was asked by the voice. Then, the
wife got pregnant and gave birth to a son. The baby grew up into a handsome,
taught man. He was named Kesuma. The couple loved Kesuma very much. The wife
gave birth to eleven more children after Kesuma. And, they forget their promise
to sacrifice their first son to the god.
One day, the volcano
erupted. Before that, there were series of earthquakes followed by thunders in
the sky. The sky was very dark, as if it was going to fall down. On the next
occasion, there was a voice in the sky, reminding the couple about their
promise. The couple was very afraid, but they just couldn’t sacrifice their
beloved son, Kesuma. However, because the earthquakes and the thunders were
becoming more and more horrifying, Kesuma couldn’t let his family and all the
people in the village die.
Kesuma knew the
situation. Then he said to his parents. “I would sacrifice myself in order that
our family and all the people in our village will live in peace. For the next
times, you all have to sacrifice animals and crops to the gods.” Then he jumped
onto the crater of the volcano. Amazingly, the earthquakes and the eruption
stopped at once.
1.
What does the first paragraph talk about?
a.
The earthquakes and thunders in the sky
b.
The voice in the sky
c.
The couple’s promise
d.
The condition of the volcano on one day sky
e.
The condition of Kesuma’s family
2.
How is Kesuma’s personal characteristic?
a.
Melancholic
b.
Tragic
c.
Shameful
d.
Heroic
e.
Fearful
3.
What problem was faced by Kesuma’s parents?
a.
They had to give sacrifices for the Gods
b.
They couldn’t get a baby after getting married for a long time
c.
They couldn’t bring all of their children to the Gods to be sacrificed
d.
The villagers would force them to sacrifice themselves
e.
They couldn’t save all their children from the earthquake
4.
What lesson can we get from the story?
a.
Kesuma is very brave
b.
Kesuma’s parents loved him very much
c.
Every one must keep his promise
d.
A promise must be said clearly
e.
Gods want sacrifices from the people.
5.
“The baby grew up into a
handsome, tough man.”
What is the synonym of the underlined word?
a.
strong
b.
handsome
c.
hard
d.
very firm
e.
easily offended
F.
Metode Pembelajaran/Teknik:
Cooperative Teaching and
Learning
G.
Strategi Pembelajaran
|
Tatap
Muka
|
Terstruktur
|
Mandiri
|
|
§
Siswa mampu
mengidentifikasi makna yang ada dalam text narrative yang dibaca
§
Membahas unsur dan
langkah retorika dalam teks narrative
§
Membahas ciri-ciri
leksikogramatika dalam teks.
|
§
Siswa mampu menganalisa
berbagai aspek dari teks seperti isi, struktur teks, dalam kelompok.
§
Siswa membaca sebuah teks
narrative yang diberikan oleh guru dan menjawab pertanyaan-pertanyaan yang
berhubungan dengan teks tersebut , dalam kelompok.
|
§ Siswa mencari teks-teks narrative pendek (how to make, how to
use, dan how to do something) berbahasa Inggris tertulis yang lain dari surat
kabar, majalah dan dari internet, serta mempelajarinya dari segi tujuan
komunikatif, generic structure, dan language features, serta content-nya
|
Langkah-langkah Kegiatan
Pembelajaran
Kegiatan Awal (10’)
a.
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas (nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa
(nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan
materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada
silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak
dikembangkan selain yang terkait dengan SK/KD
e. Siswa berdiskusi
mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan
eksplorasi guru:
§
Memberikan stimulus berupa
pemberian materi monolog berbentuk: narrative
§
Mendiskusikan materi bersama
siswa (Buku : Bahan Ajar Bahasa Inggris mengenai monolog berbentuk: narrative
§
Memberikan kesempatan pada
peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai
monolog berbentuk: narrative
§
Siswa diminta membahas
contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai monolog berbentuk: narrative.
Elaborasi
Dalam kegiatan
elaborasi guru:
§
Guru membuat kelompok dan membagi teks narrative sejumlah kelompok
§
Siswa bekerja dalam
kelompok untuk membahas generic structure dan isi teks berupa topik teks,
gagasan utama suatu paragraf dalam teks tersebut, informasi rinci, informasi
tertentu, dan makna kata-kata tertentu.
§
Menjawab soal-soal tentang
text yang dibahas
Konfirmasi
Dalam kegiatan
konfirmasi guru:
§
Guru memberikan umpan balik
positif dan penguatan terhadap keberhasilan siswa dalam mengerjakan tugas
§
Guru menjadi narasumber dan
fasilitator menjawab pertanyaan peserta didik dalam memahami teks dan
penggunaan struktur text narrative serta menggunakan Simple Past tense dalam
text narrative.
§
Guru meminta siswa untuk
membuat teks narrative sebagai tugas diluar kelas.
§
Guru memberi motivasi siswa
untuk lebih aktif dalam pembelajaran berikutnya.
Kegiatan Akhir (10’)
§
Siswa diminta membuat
rangkuman dari materi monolog berbentuk: narrative
§
Siswa dan Guru melakukan
refleksi terhadap kegiatan yang sudah dilaksanakan.
§ Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi
monolog berbentuk: narrative.
§ Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H.
Sumber/Bahan/Alat
§
Buku Look Ahead 2
§
Script dari Look Ahead 2
I.
Penilaian
1. Indikator, Teknik, Bentuk, dan Contoh.
|
No.
|
Indikator
|
Teknik
|
Bentuk
|
Contoh
|
|
1.
2.
|
Merespon dan menggunakan monolog
berbentuk: narrative.
Mempraktikkan tindak tutur monolog berbentuk: narrative.
|
Tes Tertulis
Tes Lisan
|
Melengkapi dialog
Membuat dialog
|
Complete the dialogue below using the suitable expression!
Give your responses orally based on the situations below!
|
2. Instrumen Penilaian
The Lion and the Mouse
Once when a Lion was
asleep a little Mouse began running up and down on his face; this soon wakened
the Lion, who placed his huge paw upon him, and opened his big jaws to swallow
him. "Pardon, O King," cried the little Mouse: "forgive me this
time, I shall never forget it: who knows but I may be able to do you a turn
someday?" The Lion was so tickled at the idea of the Mouse being able to
help him that he lifted up his paw and let him go.
Some time after the
Lion was caught in a net, and the hunters who desired to carry him alive to the
King, tied him to a tree while they went in search of a waggon to carry him on.
Just then the little Mouse happened to pass by, and seeing the Lion in the net
she went up to him and soon gnawed away the ropes that bound the King of the
Beasts, and then she said, "Was I not right?"
1. What problem did the little mouse have?
a. She was trapped in a
net
b. The lion
caught
her
c. She gnawed the
ropes
d. She was caught by hunters
e. She didn’t have food
2. What problem did the lion have?
a. The mouse awakened
him
b. He was killed by some
hunters’
c. He couldn’t get the mouse
d. He was caught
in a net
e. The mouse gnawed the ropes
3. What did the mouse mean when he said, “who
knows but what I may be able to do you a turn some of these days?"
a. The mouse would give the lion some food
b. The mouse
would help the lion some day
c. The mouse release the lion from a danger
d. The mouse would not run over the lion’s face
e. The mouse would turn to the left direction
4. What did the mouse do to help the lion?
a. She ran up and down on his
face
b. She cried and begged the
lion
c. She cut the ropes with a knife
d. She asked the hunters to help her
e. She gnawed the
ropes
5. “…she went up to him and soon gnawed away the ropes that bound the
King of the Beasts, and then she said, "Was I not right …” (last
line). What does the underlined word refer to?
a. The lion
b. The
mouse
c. The King
d. The
hunters
e. The monster
3. Pedoman Penilaian:
Pedoman penskoraan:
masing-masing soal jika di jawab benar dengan proses yang benar mendapat skor
2. Perhitungan
nilai akhir dalam skala 0 – 100 sebagai berikut :
Skor Perolehan
Nilai
Akhir: --------------------- X
100
Skor maksimal
Untuk pensekoran tugas pembuatan narrative text,
perhitungannya sebagai berikut:
90 :
Jika penggunaan kalimat benar, tanda baca benar, tulisan benar, penggunaan
ungkapan waktu benar, dan coheren.
80 :
Jika penggunaan kalimat benar, tanda baca benar, tulisan benar, penggunaan
ungkapan kurang tepat, kuarang coheren.
70 :
Jika penggunaan kalimat kuarng tepat, tanda baca kurang tepat, tulisan kurang
tepat, penggunaan ungkapan waktu kurang tepat, kuarang coheren.
Luragung,
21 Januari 2013
Praktikan Guru
Mapel Bahasa Inggris
ALFAN FALAH H. IDI LAKSONO S.Pd
NIM: NIP:
Mengetahui,
Kepala SMA Negeri 1 Luragung
DRS. H. SUDRAJAT M. M.Pd
NIP:
