pendikar rpp writing 8.2

8/4/2019 Pendikar RPP Writing 8.2

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Satuan pendidikan : SMP…. Kelas : VIII (delapan)Semester : 2 (dua)Mata Pelajaran : Bahasa Inggris Jenis Teks : Narrative

Keterampilan : MenulisAlokasi Waktu : 2 x 40 menit (1 X pertemuan)

Menulis

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuknarrative, dan recount untuk berinteraksi dengan lingkungan sekitar

Menulis

12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana denganmenggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksidengan lingkungan sekitar dalam teks berbentuk narrative dan recount

Melalui kegiatan running dictation, cloze procedure, pemodelan dan drafting, pada akhirkegiatan pembelajaran peserta didik dapat:

1. melengkapi serangkaian gambar seri dengan narasi yang tepat melalui running dictation;2. melengkapi cerita dengan kosa kata yang tepat;3. memberi label bagian-bagian struktur teks teks naratif;4. menjodohkan gambar/ilustrasi komik dengan narasi yang sesuai;

5. menggarisbawahi kalimat-kalimat dalam cerita yang menggambarkan ketangguhantokoh utamanya; dan

6. menulis sebuah esay pendek sederhana dalam bentuk teks naratif berdasarkan situasiyang diberikan.

12.2 Narrative Text

Social Purpose:

To entertain :They deal with the unusual and unexpected development of events.

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

A. STANDAR KOMPETENSI

B. KOMPETENSI DASAR

C. TUJUAN PEMBELAJARAN

D. MATERI AJAR



To instruct :They teach readers and listeners that problems should be confronted, and attempts made toresolve them.

Structure

Narratives are usually organized to include:

Orientation

This stage introduces the main character/s in a setting of time and place.

Complication

In this stage, a sequence of events is disrupted or changed in some way so that the pattern ofevents becomes a problem for one or more of the characters.

Resolution

The problem or the complication is resolved.

CodaThis stage is optional. It makes explicit how the character/s has changed and what has beenlearned from the experience.

Grammar

Common grammatical features of narrative texts include:use of particular nounsuse of adjectivesuse of conjunctions and time connectivesuse of adverbs and adverbial phrasesuse of past tense action verbsuse of saying and thinking verbs

Grammar scope

Nouns:

proper nouns e.g. Sydney, Darwin, Adisucipto Airport, Bali, Grand Hotel

common nouns e.g. possum, kangaroo, sandwich, plane, hotel, restaurant

Prepositions:

of place to, at, in, on, e.g. at the casino

of time and date in, at, after, before, on, e.g. at 10 o’clock of accompaniment with, e.g. with Grandma Poss

of duration for, since, e.g. for about an hour

Articles:

definite the, e.g. the tail

indefinite an, a, e.g. a pumpkin scone

Pronouns: subject I, you, were, e.g. we arrived

possessive our, her, my, e.g. my family

Conjunctions:

contarstive but, e.g. Grandma Poss was tired but she rowed harder.



Additive and, e.g. Hus and Grandma Poss arrived at the casino and stayedthere for about 20 minutes.

Temporal as, when, after e.g. Tears rolled… as he lay…

Adjectives: e.g. kind, juicy, poor, hungry, excited

Adverbs: of frequency always, sometimes, never, e.g. Grandma Poss worked as always.

of manner slowly, carefully, e.g. Hush were slowly moving closer.

of place past, out, there, e.g. They moved past.

There is/There are e.g. There was a poor hungry possum.Negation e.g. Grandma Poss couldn’t find her magic book. Past tense verbs e.g. They left the bush.Past perfect tense verbs e.g. The day had finally come. Infinitives e.g. and couldn’t find anything to eat

Saying/thinking verbs e.g. I thought it was good.Modals e.g. I might need your help.Direct speech e.g. “Of course I can,” said Granma Poss. Simple contractions e.g. couldn’t, hasn’t, e.g. and couldn’t find anything to eat.

Communicative Language Teaching

Teacher Directed Guided Construction

Independent Construction

1. Pendahuluan (10 menit)

a. Greeting dan calling the roll.b. Peserta didik menyiapkan diri untuk belajar.c. Peserta didik menjawab pertanyaan seputar kegiatan yang telah dilakukan.d. Peserta didik mendengarkan penjelasan guru tentang hubungan materi yang akan

diajarkan dengan materi yang telah diajarkan sebelumnya ( Activating students’ prior knowledge).

e. Peserta didik dan guru membahas tujuan pembelajaran dan cakupan materi.

2. Inti (60 menit)

Teacher Directed

a. Guru menempelkan serangkaian gambar seri bertema ketangguhan dengan narasi tertentudi luar kelas untuk kegiatan running dicatation.

E. METODE PEMBELJARAN

F. KEGIATAN PEMBELAJARAN



b. Peserta didik untuk bekerja berpasangan.c. Peserta didik melakukan kegiatan running dictation untuk melengkapi gambar seri dangan

narasinya.d. Perwakilan peserta didik membacakan atau menempelkan hasil kerja di papan tulis.

Guided Construction

e. Secara berkelompok peserta didik melengkapi teks naratif rumpang bertema ketangguhanmenjadi sebuah teks naratif yang baik.

f. Peserta didik berdiskusi untuk mengidentifikasikan serta memberikan label strukturgenerik teks.

g. Peserta didik membacakan hasil diskusi mereka atau menempelkannya di papan tulis.h. Peserta didik bekerja berpasangan untuk menjodohkan gambar/komik bertema

ketangguhan yang dikelompokkan berdasarkan struktur teksnya dengan narasi yangdisajikan secara acak.

i. Peserta didik membacakan hasil diskusi mereka dan menempelkan hasilnya di papan tulis. j. Guru membagikan teks naratif lengkap yang digunakan dalam kegiatan sebelumnya dan

meminta peserta didik bekerja berpasangan untuk menggarisbawahi kalimat-kalimat yangmenggambarkan ketangguhan tokoh utamanya.

Independent Construction

k. Peserta didik melakukan review dan brainstorming tentang leksikogramatika, struktur danfungsi teks naratif yang telah dihasilkan dalam kegiatan sebelumnya.

l. Peserta didik menulis sebuah teks naratif sederhana berdasarkan gambar seri yangdisajikan.

m. Peserta didik menempelkan hasil karya mereka di papan display.

3. Penutup (10)a. Peserta didik bersama guru membuat simpulan pembelajaran.b. Peserta didik bersama guru melakukan refleksi sederhana terhadap kegiatan yang telah

dilaksanakan.c. Guru memberikan penguatan terhadap proses dan hasil pembelajaran.d. Guru memberikan penugasan (terstruktur maupun mandiri) dan menyampaikan rencana

pembelajaran pada pertemuan berikutnya.

1. Buku teks (Tuliskan: Penulis. Tahun. Judul Buku. Kota Penerbitan: Penerbit. Halaman.)

2. CD Materials

3. Cassettes

4. Artifacts dan Realia

5. Gambar-gambar yang relevan

G. SUMBER BELAJAR



No Indikator PencapaianKompetensi

Teknik Bentuk Contoh Instrumen

1. Melengkapiserangkaian gambarseri dengan narasiyang sesuai.

Tes Tes tulis Rewrite each part of the storyunder the appropriate pictures.

Once upon a time but not verylong ago, deep in the AustralianBush lived two possums.

2. Melengkapi sebuah teksnarrative dengan kosakata yang tepat.

Tes Tes tulis Complete the following storywith the appropriate wordsprovided.

Once there was a little boy whowas going for a (1) ……… along abush track near a creek. Hestopped by a rock to watch sometadpoles in the creek. As he leantover he (2) …….. with a splash.Luckily his older sister hadfollowed him. She heard thesplash and ran to the edge andwas able to rescue (3) ………

walkhim

fell inher

3. Memberikan labelstruktur teks narrative

Tes Tes tulis Label the following story to showits organization.

Once there was a littleboy who was going for awalk along a bush tracknear a creek. He stopped

by a rock to watch sometadpoles in the creek.

H. PENILAIAN



As he leant over he fellin with a splash. Luckilyhisolder sister had followedhim.She heard the splash and

ran to the edge and wasable to rescue him.

4. Menggarisbawahi bagiandari cerita yang menarasikanketangguhan.

Tes Testertulis

Underline the sentences in thestory that best describe thetoughness of the main character.

They ate Anzac biscuits in Adelaide,mornay and minties in Melbourne,steak and salad in Sydney andpumpkin scones in Brisbane.

Hush remained invisible.“Don’t lose heart!” said GrandmaPoss.“Let’s see what we can find inDarwin.”

5. Menulis sebuah ceritasederhana (teks narratif)berdasarkan situasi yangdiberikan.

Tes Tes tulis Write your own story based onthe following series of pictures.



Rubrik Penilaian

No Uraian Predikat Skor

1 Jawaban benar, tanpa kesalahan ejaan dan tanda baca. Great 86 – 100

Jawaban benar, ada sedikit kesalahan ejaan dan tandabaca.

Good 71 - 85

Jawaban benar, banyak kesalahan ejaan dan tanda baca. Sufficient 56 - 70 Jawaban benar, kesalahan ejaan dan tanda baca terlalubanyak hingga mengaburkan makna.

Insufficient ≤55

2 Setiap jawaban benar mendapat skor 1

3 Setiap jawaban benar mendapat skor 1

4 Setiap jawaban benar mendapat skor 1.

5 Tata bahasa, ejaan dan kosa kata benar, struktur teksbenar, pesan mudah dimengerti.

Great 86 – 100

Ada kesalahan minor pada tata bahasa, ejaan, kosa katastruktur teks. Pesan mudah dimengerti.

Good 71 - 85

Ada kesalahan mayor pada tata bahasa, ejaan, kosa katastruktur teks. Pesan agak mudah dimengerti.

Sufficient 56 - 70

Ada kesalahan mayor pada tata bahasa, ejaan, kosa katastruktur teks. Pesan sulit dimengerti.

Insufficient ≤55

Instrumen Penilaian

1. Rewrite each part of the story under the appropriate pictures.

Goldilocks and the Three Bears



1. They searched the house and hurried quietly up the stairs. They discovered Goldilocks fast asleep.

2. Their favorite breakfast was porridge and they made it every morning. This particular morning,however, it proved too hot to eat, so they decided to go for a walk in order for it to have time to cool.

3. Suddenly Goldilocks sat up and was so horrified at what she saw, that she ran for her life and was neverseen again.

4. Someone also had broken a chair.5. Some time later the three bears returned and found that someone had eaten their porridge.6. Some time after they left the cottage, a little girl (whose name was Goldilocks) walked down the path to

the cottage. She entered the cottage and found a large, medium and small-sized bowl of porridge.7. She tried each bowl, in turn. She found the small-sized bowl to be just right and ate its contents.8. Once upon a time, three bears lived in a cottage deep in the forest. There was Mummy, Daddy and9. Goldilocks went upstairs and found three different sized beds. It was the small-sized bed which was the

most suitable, and she fell asleep.

10. Goldilocks saw chairs in the living room that seemed very inviting. She tried each of the three differentsized chairs in turn, but the small one broke.Baby Bear.



2. Complete the following story with the appropriate words provided. There is an extra wordthat you do not need.

Once there was a little boy who was going for a (1) … along a bush track near a creek. Hestopped by a rock to (2) … some tadpoles in the creek. As he leant over he (3) ... with a splash.Luckily his older sister had followed him. (4) … heard the splash and ran to the edge and was

able to rescue (5) ………

3. Label the following story to show its text structure.

Once there was a little boy who was going for a walkalong a bush track near a creek.

He stopped by a rock to watch some tadpoles in the creek.As he leant over he fell in with a splash.

Luckily his older sister had followed him. She heard the splashand ran to the edge and was able to rescue him.

4.

Underline the sentences in the story that best describe the toughness of the main character. Theone which has been underlined is an example for you.

Jack started climbing up towards the clouds. In no time at all he was at the very top of thegiant bean stalk and saw an enormous house in the distance. He went up to the front door andknocked.

Suddenly the ground started to shake and a terrible pounding sound of footsteps hurt his ears.The door was opened by the biggest man he had ever seen. It was a GIANT! Jack ran awayround to the back of the house to hide. Luckily, the giant was so big and Jack was so tiny, he

didn't see Jack. BUT- he could smell him!

The giant roared in a voice as loud as thunder, "I smell the blood of a man! I'll grind his bones

to make my bread!"

He rushed round the house and bumped into a very large lady. It was the giant's wife. She

quickly told Jack to hide in the cupboard, push him into the cupboard and shut the door!

Inside the cupboard Jack found lots of gold coins. He popped one into his pocket. When the

noise died down, the giant's wife opened the cupboard and gave Jack some breakfast. Jackthanked the giant's wife politely for breakfast and ran away down the beanstalk as fast as he

could.

watch

walk

she

him

fell in

her



Jack’s mother was so excited when she saw the gold coin she kissed Jack and told him howclever and brave he was. However, when she heard about the giant she made Jack promisenever to go there again.

He promised, but somehow as the days passed, he kept thinking about his adventure.So, one day, when his mum wasn't looking, he sneaked out of the house and climbed the

beanstalk again! When he got to the enormous house, the kitchen door was open so he went tohide in the cupboard again. But, oh dear! The giant could always smell little boys andsuddenly Jack heard the roar.

The giant thumped around for a while, but could not find Jack. After a while, the giant becametired of looking and fell asleep in his chair. Then Jack saw an amazing sight. It was a beautifulhen laying what seemed to be golden eggs! Without stopping to think, he darted out of thecupboard, grabbed the hen and scrambled down the beanstalk.

5. Write your own story based on the following series of pictures. You may use the words or

phrases given.

lived/ two mice/Grandma Tiko and Tiki/ made a swamp magic/ invisibleon a swamp bank

make/ visible looked through her magic book/couldn’t find

1 2

3 4



something to do with food/ tried to find ate something/nothing happened

ate something/tail appeared ate something/legs and body/appeared

went for a raw to a faraway village ate something/appeared from headto tail

Jakarta, …

MengetahuiKepala Sekolah, Guru Mata Pelajaran,

… … NIP NIP

5 6

7 8

9 10

pendikar rpp writing 8.2

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