rencana pelaksanaan pembelajaran (rpp) · pdf filee. materi pokok gambits dan dialog ......

1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )Topik Pembelajaran : Expressions of relief, pain, and pleasurePertemuan Ke :

A. Standar Kompetensi

Mendengarkan1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hari.Berbicara3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi

dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

1.1 Merespon makna dalam percakapan transaksional (to get things done) daninterpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar,dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupansehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskanpermintaan, serta menyatakan perasaan relief, pain, dan pleasure.

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) daninterpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakanragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupansehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskanpermintaan, serta menyatakan perasaan relief, pain, dan pleasure.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian KompetensiNilai Budaya DanKarakter Bangsa

Merespon ungkapan-ungkapan relief, pain, danpleasure

Mengungkapkan perasaan relief, pain, danpleasure

Mempraktekkan tindak tutur menyatakanperasaan relief, pain, dan pleasure

Religius, jujur, toleransi, disiplin, kerja keras,mandiri, demokratis, rasa ingin tahu,semangat kebangsaan, cinta tanah air,menghargai prestasi, bersahabat, cintadamai, 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)

2

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat : Merespon ungkapan-ungkapan relief, pain, dan pleasure Mengungkapkan perasaan relief, pain, dan pleasure Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure

E. Materi Pokok

Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan permintaan,serta menyatakan perasaan relief, pain, dan pleasure

Expression of relief Expression of pain Expression of pleasure

o Good heavenso Thanks God I am aliveo Thanks for heaveno I am relief that..o God bless meo God bless you

Please, leave me alone. I can’t tell my pain in

words It brought me a lot of

miseries My heart is so burdened I’m so sad to hear this I’m feeling bad at this

time being

It’s wonderful. How marvelous I am please with it /

that. It’s my pleasure. It gives me pleasure. That’s great. That terrific. I am happy with …… I like it. I love it.

Dialog 1Andika : What a terrible journey it is!Andina : Is there any problem with your journey my husband?Andika : Yes, I took a flight from New York to come here. When I were in the middle of the

journey. My plane struck a turbulence . It shook hard and went down a couple of feet.My head hit the front chair. Look! It is wounded. I feel headache and all my body is inpain.

Andina : Thanks God. You are still alive.Andika : Yes, thanks for the heaven. Fortunately, the pilots are the experienced ones. They can

handle the problems.Andina : Ok. Go to the bed and take a rest first.

Dialog 2Karen : Hi, … Sally. What’s wrong with you. You look so sad.Sally : Please, leave me alone.Karen : What’s the problem? Tell me.Sally : I can’t tell my pain in words.Karen : Oh, I guess. It must be about Josh . Am I right?

Dialog 3Dea : “Ouch!”

3

Sally : “What’s up, Dea?”Dea : “I have a headache.”Sally : “Poor you. I think you should take an aspirin.”Dea : “Yes, you are right. But I don’t have an aspirin. Can you buy me in the drugstore?”Sally : “All right. Wait a minute.”Dea : “Thanks Sally.”Sally : “You are welcome.”

F. Metode Pembelajaran/Teknik:

Total Physical Response

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Bertanya jawab tentang isicerita (karakter, setting,plot) yang sudah dibaca,ditonton, dan/ataudidengar.

Membahas nilai-nilai yangterkandung dalam cerita,sikap dan perilaku paratokoh.

Membahas unsur danlangkah retorika dalamteks naratif.

Membahas ciri-cirileksikogramatika.

Nonton film Mendengarkan cerita

(secara langsung ataudengan media elektronik).

Membacakan ceritakepada kelompok ataukelas (monolog).

Menceritakan kembalicerita kepada kelompokatau kelas (monolog).

Membahas kesulitan yangdihadapi siswa dalammelakukan kegiatanterstruktur dan mandiri.

Dengan kelompok belajarnya,siswa diberi tugas untukmelakukan hal-hal berikut,dan melaporkan setiapkegiatan kepada guru, a.l.tentang tempat, siapa sajayang datang, kesulitan yangdihadapi.

Bertanya jawab tentang isicerita (karakter, setting, plot)yang sudah dibaca, ditonton,dan/atau didengar dengankelompok belajarnya

Membahas nilai-nilai yangterkandung dalam cerita,sikap dan perilaku para tokoh.

Membahas unsur dan langkahretorika dalam teks naratif.


Nonton film. Mendengarkan cerita (secara

langsung atau dengan mediaelektronik).

Membacakan cerita kepadakelompok (monolog).

Menceritakan kembali ceritakepada kelompok (monolog).

Siswa melakukan berbagaikegiatan terkait denganwacana berbentuk naratif diluar tugas tatap muka danterstruktur yang diberikanguru.

Siswa mengumpulkan setiaphasil kerja dalam portofolio,dan melaporkan hal-hal yangsudah diperoleh sertakesulitan yang dihadapisecara rutin kepada guru.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’) Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang

ditanamkan: santun, peduli)

4

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang

hendak dikembangkan selain yang terkait dengan SK/KD Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)EksplorasiDalam kegiatan eksplorasi guru:

Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain, danpleasure.

Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenaiungkapan-ungkapan relief, pain, dan pleasure.

Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan ataumempresentasikan mengenai ungkapan-ungkapan relief, pain, dan pleasure.

Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenaiungkapan-ungkapan relief, pain, dan pleasure.

ElaborasiDalam kegiatan elaborasi guru:

Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan pleasure. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku

ajar Bahasa Inggris untuk dikerjakan secara individual.

KonfirmasiDalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan padasiswa yang telah dapat menyelesaikan tugasnya.

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumberbuku lain.

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudahdilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materimengenai ungkapan-ungkapan relief, pain, dan pleasure.

Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan relief, pain,dan pleasure.

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai ungkapan-

ungkapan relief, pain, dan pleasure. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat

1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI

5

2. Transkrip percakapan atau rekaman percakapan/ kaset3. Gambar yang relevan

I. Penilaian

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1.

2.

Merespon danmenggunakanungkapan-ungkapan relief,pain, dan pleasuredengan tepat

Mempraktikkantindak tuturmenyatakanperasaan relief,pain, dan pleasure

Tes Tertulis

Tes Lisan

Melengkapidialog

Membuat dialog

Complete thedialogue below usingthe suitableexpression!

Give your responsesorally based on thesituations below!

II. Instrumen Penilaian

1. Complete the dialogues below using the suitable expressions!1. Desi : “…………. My foot is hurt.”

Nino : “What’s going on?”Desi : “You step on my foot.”

2. Ima : “Indra, I have a good news for you.”Indra : “What is it?”Ima : “The english test is cancelled”.Indra : “………. I am not ready for the test today.”

3. Jay : “Pedrosa won the Motogp race last night.”Deo : “…..”

2. Make a dialogue using the expression of relief, pain, and pleasure with your partner. Performyour dialogue in front of the class!

III. Pedoman Penilaian

6

KriteriaJika respon benar,ucapan benar,intonasi benar,dan pengucapanlancar.

Jika respon benar,ucapan benar,intonasi benar, danpengucapan tidaklancar.

Jika responbenar, ucapanbenar, intonasisalah, danpengucapantidak lancar.

Jika responkurang tepat,ucapan salah,intonasi salah,dan pengucapantidak lancar.

Nilai 100 90 80 70

Mengetahui: …………., …………………………..Kepala SMA ……………………. Guru Mata Pelajaran,

…………………………………….. ……………………....……………..NIP. NIP.

7


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )Topik Pembelajaran : Expressions of relief, pain, and pleasurePertemuan Ke :


Mendengarkan

1. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,dan analytical exposition dalam konteks kehidupan sehari-hari.

Berbicara4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk

report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secaraakurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teksberbentuk: narrative.

4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasalisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalamteks berbentuk: narrative.



Merespon wacana monolog berbentuk narrative

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, pedulisosial, tanggung jawab, mandiri


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)


Pada akhir pembelajaran siswa dapat :

8

1. Merespon wacana monolog berbentuk narrative2. Melakukan monolog berbentuk narrative

E. Materi Pokok

1. Teks monolog berbentuk narrative

2. Kosa kata terkait tema/Jenis teks.Misalnya : legend, long time ago, once upon a time

3. TensesMisalnya : past tenses. Dayang Sumbi was exiled in the jungle, because she was

unmarried …4. Direct and indirect speeches.

Misalnya : When he told that it was Si Tumang's heart, she was very angry and hit Sang Kuriang 's

head with a spoon "Will you marry me?" one day he asked her.


2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of Text,Independent Construction of Text)

Tangkuban Perahu

Dayang Sumbi was exiled in the jungle, because she was unmarriedbut pregnant. She gave a birth to a baby boy and named him Sang Kuriang.And he became a young and hard working boy. He was a good hunter too.

One day he went hunting with his dog, Si Tumang. In the bush hesaw a pig, Wayungyang. He wanted to shoot Wayungyang but Si Tumanghindered him. He was angry at it and killed it, and then took its heart home.He cooked it and ate it with his mother. When he told that it was Si Tumang'sheart, she was very angry and hit Sang Kuriang 's head with a spoon. Andhe ran away and left his mother to the east. He did not know himself andforgot his name. He was about 16 years of age.

After a long time Sang Kuriang came back to the jungle where hismother lived. She looked younger than her age, so Sang Kuriang fell in lovewith her. "Will you marry me?" one day he asked her. But Dayang Sumbirefused because she recognized that he was her son. He insisted to marryher and Dayang Sumbi asked him two marriage settlements (requirements).One, he had to dammed Citarum river, and two, had to make a boat in onenight.

Sang Kuriang almost finished his work but Dayang Sumbi cheatedhim. He was angry and kicked the boat. The boat fell upside down on thepeak of mountain. It was known as mount Tangkuban Perahu, at thenorthern of Bandung, West Java.

9
























Pertemuan 11. Buiding Knowledge of Field Greetings Calling the roll Pre test Berinteraksi dengan siswa untuk membekali kosa kata terkait dengan narrative Berinteraksi dengan siswa untuk menemukan makna kata

2. Modeling of Text Mendengarkan teks monolog lisan narrative Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. Menjawab pertanyaan mengenai teks monolog lisan narratives Mengidentifikasi urutan kejadian dalam teks Menemukan struktur teks/langkah retorika dalam teks Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait

10

Menyebutkan fungsi komunikatif teks yang didengarPertemuan 21. Joint Construction of Text Dalam kelompok, siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan

kelompok tersebut.Key words : once upon a time, a prince, a princess, a witch etc.

Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita sebuah kisah yangakan disampaikan .

Setiap kelompok mempresentasikan hasil diskusi dikelompoknya,

2. Independent Construction of Text Menulis draft teks sederhana berbentuk narrative secara mandiri Melakukan revisi atas draft tersebut Mempresentasikan secara lisan teks tersebut di depan kelas


1. Buku teks : English texts in Use XI, Aneka Ilmu, 20062. Script monolog berbentuk narratives

I. Penilaian



1.

2.

Merespon wacanamonolog narrative

Melakukan monologberbentuk narrative

Tes Tulis

Unjuk Kerja

Essay berstruktur

Presentasi Lisan

Listen to themonolog and fill inthe blank with thecorrect answer

Choose one of thefollowing stories,then tell it in front ofthe class.


1. Fill the blanks with the words you heard.

The Legend of Lake Toba

11

There was a fisherman who (1) ____________ in Batak Land. His name was Batara Guru Sahala.When he was angling, he (2) __________ a fish. He was surprised to find that fish because thefish could talk and it (3) ___________ to set it free. He did accordingly.

After getting free, the fish (4) __________ into a beautiful woman and Sahala fell in lovewith her. Sahala asked her to marry him and the woman received him. However, she asked hispromised not to tell anyone the (5) ___________ that she was once a fish. They were veryhappily married, and got two daughters.

It was a pity on Sahala. One day when he got very angry with his daughters,he (6) ________ his promise and he (7) ________ it. He told his daughters that theywere the daughters of a fish.

His wife could not (8) ____________ him. Suddenly, the earth began to shakeand volcanoes started to erupt. The earth (9) _____________and formed a big hole.People said that the hole (10) ______Lake Toba.

Answer key1. lived2. caught3. begged4. changed5. secret6. forgot7. broke8. forgive9. cracked10. became

2. Choose one of the following stories, then tell in front of the class!1. Cinderella2. The Beauty and the Beast3. Snow White


a. Untuk nomor 1, tiap jawaban benar diberi skor 5b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:

No. Uraian Skor

1.2.3.

Isi, langkah retorika dan tata bahasa benarIsi,langkah retorika dan tata bahasa kurang tepatIsi, langkah retorika dan tata bahasa tidak tepat

41 – 5021 - 400 - 20

Jumlah skor maksimal 1. 10 X 5 = 502. Jika skor maksimal diraih = 50

Jumlah = 100

12


…………………………………….. ……………………....……………..NIP. NIP.

13


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )Topik Pembelajaran : Narrative Text “The Black Cat”Pertemuan Ke :


Membaca1. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan

analytical exposition dalam konteks kehidupan sehari-hari.Menulis2. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report,

narrative dan analytical exposition dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasalisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalamteks berbentuk: narrative.

6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragambahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-haridalam teks berbentuk: narrative.



Mengidentifikasi makna dalam teks tulis narrativeReligius, jujur, toleransi, disiplin, kerja keras,mandiri, demokratis, rasa ingin tahu,semangat kebangsaan, cinta tanah air,menghargai prestasi, bersahabat, cinta damai,gemar membaca, peduli lingkungan, pedulisosial, tanggung jawab, mandiri

Mengidentifikasi langkah-langkah retorika dalamwacana: narrative






14


Pada akhir pembelajaran siswa dapat : Mengidentifikasi makna dalam teks tulis narrative Mengidentifikasi langkah-langkah retorika dalam wacana:

E. Materi Pokok

Teks tertulis berbentuk narrative:

The Black Cat

I don’t expect you to believe the story I am about to write. But in order to die peacefully, I musttell my story.

My wife and I loved pets. One of my wife’s favorite pets was Pluto, the cat. Pluto was a veryclever black cat.

One day I came home very drunk. I was in a very bad temper. For some reasons, Plutomade me angry. In a rage I seized the cat, took a small knife out of my pocket and cut its throat andtook one of its eyes out ! Then I hanged the poor creature until it was dead

The next morning, I wake up and remembered what I had done and I felt sorry very much. Iburied my memory in the drink.

One night my house was burning. There was nothing left, but a strange thing happened. Ifound out in my bedroom wall the shape of a huge cat with one eye and a rope around its neck. Iwas terrified and could not forget such a horrible sight.

I regretted and felt sorry for Pluto so I bought another cat to take Pluto’s place. This cat had awhite patch on its chest.

I soon began to dislike the cat because it often stared at me with a strange and hatred look.It terrified me very much.

One day my wife and I went to the cellar. I was getting drunk at that time. The cat followedus. It got between my feet and nearly made me trip down the stairs. I was carrying an axe in myhand. I was so angry that I raised my axe wanting to kill the poor animal when my wife preventedme from doing so. My rage soon directed the axe at her. She fell dead at my feet.

Then I dug a grave to hide her body inside the cellar wall. I looked for the cat because I decidedto kill it too, but I couldn’t find it anywhere.

The fourth day after the death of my wife, the police came to my house because of myneighbours’ suspicion. The police searched the house and found nothing. I was so glad that I said, “Gentlemen, this is a well-built house. Look at this wall.” I lifted a stick and beat the wall in which Ihad buried my wife.





Bertanya jawab tentang isicerita (karakter, setting,plot) yang sudah dibaca,

Dengan kelompok belajarnya,siswa diberi tugas untukmelakukan hal-hal berikut,

Siswa melakukan berbagaikegiatan terkait denganwacana berbentuk naratif di

15

ditonton, dan/ataudidengar.









dan melaporkan setiapkegiatan kepada guru, a.l.tentang tempat, siapa sajayang datang, kesulitan yangdihadapi.









luar tugas tatap muka danterstruktur yang diberikanguru.



Pertemuan 11. Buiding Knowledge of Field Greetings Calling the roll Pre test Tanya jawab mengenai film-film horror yang ada di buku teks Siswa menulis kata-kata yang berhubungan dengan film horror dan menterjemahkannya ke

dalam B.Inggris

2. Modeling of Text Mendengarkan teks monolog lisan narrative Siswa membaca teks tulis narrative: The Black Cat Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya. Mengidentifikasi urutan kejadian dalam teks Menemukan struktur teks/langkah retorika dalam teks Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait Menyebutkan fungsi komunikatif teks yang didengar

Pertemuan 21. Joint Construction of Text Dalam kelompok, siswa membuat teks narasi yang berhubungan dengan legenda terjadinya

suatu tempat. Siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan kelompok tersebut.

16

Key words : once upon a time, a prince, a princess, a witch, etc. Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita kisah legenda yang

akan disampaikan .Setiap kelompok mempresentasikan hasil diskusi dikelompoknya

2. Independent Construction of Text Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth) Siswa menulis draft teks terlebih dahulu Siswa melakukan revisi atas draft tersebut Siswa mengembangkan draft teks yang telah dibuat agar menjadi sebuah teks narasi yang

utuh


1. Buku teks : English texts in Use XI, Aneka Ilmu, 20062. Script monolog berbentuk narratives

I. Penilaian



1.

2.

Memahami teksnarrative

Membuat tekssederhanaberbentuk narrative

Tes Tulis

Unjuk Kerja

Essay berstruktur

Menulis

Read the textcarefully and answerthe followingquestions

Choose one of thefollowing topics, thencompose a narrativetext based on thetopic


1. Read the text below and answer the following questions!

The Legend of Kesodo Feast

Hundreds years ago, the last king of Majapahit had a young princess from one of hiswives. The princess was named Roro Anteng. Later, Roro Anteng married Joko Seger, whocame from Brahman caste.

Because of unfortunate situation the couple was forced to leave the kingdom. Theysettled in the mountain area. They ruled the area and named it Tengger, which was derivedfrom their names, Roro Anteng and Joko Seger.

After several years of reign, the region flourished in prosperity, but Roro Anteng andJoko Seger were sad because they did not have a child. They climbed the top of mountainand prayed there night and day hoping that the God would listen. The prayer was heard and

17

Betoro Bromo promised them many children. However, they had to promise that they wouldsacrifice their youngest child in return.

Roro Anteng gave birth to a child, then another and another. In the end, Roro Antengand Joko Seger had 25 children. Soon it was time to sacrifice the youngest child, Kusuma,but the parents could not do it. They tried to hide him, but an eruption happened andKusuma fell into the crater. There was silence before they heard a voice. “I have to besacrificed so that you will all stay alive. From now on, you should arrange an annual offeringceremony on the 14th of Kesodo (the twelfth month of Tengerese calendar)”. It wasKusuma’s voice. Kusuma’s brothers and sisters held the offering ceremony every year.Instead of human being, they collected fruits, vegetables, rice, and meat to be offered to theGods. And this has been done generation after generation until today.

Questions:1. What is the title of the story above?

Answer: …………………………………………2. How many characters in the story above? Mention them!

Answer: …………………………………………3. Who was Roro Anteng?

Answer: …………………………………………4. How could Roro Anteng and Joko Seger name the place where they lived Tengger?

Answer: …………………………………………5. Why were Roro Anteng and Joko Seger sad?

Answer: …………………………………………6. What was the requirement for Roro Anteng and Joko Seger to have a child?

Answer: …………………………………………7. How many children did Roro Anteng and Joko Seger have?

Answer: …………………………………………8. What happened to Kusuma?

Answer: …………………………………………9. When do the Tenggerese hold the annual offering ceremony?

Answer: …………………………………………10. What do the Tenggerese offer to the Gods instead of human being?

Answer: …………………………………………

2. Choose one of the following stories, then write a narrative text using the topic!

Nyi Roro Kidul

Roro Jonggrang

Situ Bagendit

Kuntilanak

18


a. Untuk nomor 1, tiap jawaban benar diberi skor 5b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:

No. Uraian Skor

1.2.3.


41 – 5021 - 400 - 20


Jumlah = 100


…………………………………….. ……………………....……………..NIP. NIP.

19


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )Topik Pembelajaran : Teks Percakapan Transaksional dan InterpersonalPertemuan Ke :


Mendengarkan1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hariBerbicara3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi

dan berlanjut (sustained) dalam konteks kehidupan sehari-hariB. Kompetensi Dasar

1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterimayang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari danmelibatkan tindak tutur: menasehati dan memberi saran.Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakanragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan memberi saran.



Merespon tindak tutur menasehati danmemberi saran

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, pedulisosial, tanggung jawab, mandiri

Mengungkapkan tindak tutur menasehati danmemberi saran

Mempraktekkan tindak tutur menasehati danmemberi saran






20


Pada akhir pembelajaran siswa dapat: Menggunakan dan merespon tindak tutur menasehati dan memberi saran Mengidentifikasi kata yang didengar Mengidentifikasi hubungan antar pembicara Mengidentifikasi makna tindak tutur menasehati Merespon tindak tutur menasehati Mengidentifikasi konteks situasi

E. Materi Pokok

Gambits dan dialog yang memuat ungkapan menasehati dan memberi saran

Asking for advice Do you think I ought to call the police? What do you think I should buy him for his birthday? Do you have any ideas about how I can sell my car? If you were me, what would you tell her? Do you have any advice for me?Offering advice I think you'd better start looking for a new job. If I were you, I'd stop writing her. It would probably be a good idea to send this mail by express mail. I advice you to talk with your lawyer.



21
























Pertemuan 11. Buiding Knowledge of Field Greetings Tanya jawab seputar kondisi umum siswa. Mengidentifikasi kosa kata baru dari teks Mendengarkan contoh dialog yang dibaca guru Menentukan makna dan fungsi kalimat yang didengar Menirukan ungkapan yang diucapkan guruActivity 1Listen to your teacher.What do you think the expressions are used for?

You look bored.Why don't you go outand get some fresh air?

22

2. Modeling of Text Mendengarkan percakapan tentang menasehati dan memberi saran dari kaset /guru Menjawab pertanyaan yang berkaitan dengan dialog Merespon ungkapan –ungkapan menyampaikan menasehati dan memberi saran Menggunakan tindak tutur yang dipelajari.Activity 2Study and practice the following ialogue with a partner. Then, answer the questions.Ben : You look a bit worried Claire. What’s the matter?Claire : I can’t wake up early in the mornings.Ben : Oh dear! That is a problem. But don’t you have an alarm clock?Claire : Yes, of course. But I never seem to hear that.Ben : Well, why don’t you buy an electric one? They go on ringing until you switch them off.Claire : Mmm, I doubt if that would do any good. I'd just switch it off and go back to sleep.Ben : Well, perhaps you could ask the telephone operator to give you an early morning call,

it's not that expensive.Claire : Yes, that sounds a good idea. Thanks a lot.Ben : Not at all. I hope it works.Questions1. Who are in the dialogue above?2. What are they talking about?3. What problem does Claire have?4. What is Ben's suggestion giving to Claire?Activity 3

Fill in the following dialogue with the expression in the box.

a. May be you can take here there

b. Why don't you take her to the movie?

c. You'd better go to the ticket box to get the tickets before they're soldout.

It sounds likea good suggestion

23

d. 1 don't know what to do.

e. 1 thought Dita might like to go to concert.

Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know what to do, so heasks his mother about it.

Ivan : Mom, I have a plan for Dita's birthday party.Mother : Really? What is it?Ivan : I'd like to give her a surprise party, but... (1) Would you give me any suggestion?Mother : ... (2). Instead of having a surprise party?Ivan : Hmm, actually .... (3)Mother : Well, let's see the entertainment schedule then. There will be "Dewa" concert on the

Town Hall tomorrow.... (4)Ivan : That sounds interesting.Mother : .... (4)Ivan : Thank's, mom!

Pertemuan 21. Joint Construction of Text Menanyakan kesulitan siswa selama PBM Menyimpulkan materi pembelajaran Membuat dialog yang menggunakan tindak tutur menasehati dan memberi saran dengan

cara menjodohkan.

Activity 4Match up the problems from A with an appropriate piece of advice from BA.

My car's been stolen!I forgot to go to the meeting this morning.I've left my purse at home.I've run out of cigarettes.The last train goes in five minutes.I'm in love with Jan.I'm beginning to put on weight.

B.I think you ought to go and buy some more.If I were you I'd ring up and apologize.I'd advice you to go on a diet.I think you'd better hurry up, then.I suggest you report it to the police immediately.Why don't you ask her out, then?I think you should go back and get it.

2. Independent Construction of Text Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)

24

1. Membuat dialog dengan menggunakan ekspresi yang telah dipelajari secara mandiri (tanpabantuan guru).

2. Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi yangsesungguhnya.

Activity 5

RADIO PHONE-INWork in groups of up to sixOne person is the expert on the radio who answers all problems.The other people are members of the public who phone in for advice:A person who has run up a huge gambling debt.A hard working person who feels life is not exciting enough.A parent whose family live in a small flat and are thinking of getting a Great DaneA student who is feeling worried about his/her examinations.A school leaver who is having difficulty finding a job.


1. Buku teks : English texts in Use XI, Aneka Ilmu, 20062. Script monolog berbentuk narratives3. LKS4. Gambar yang relevan

I. Penilaian



1.

2.

3.

Merespon tindaktutur menasehatidan memberi saran

Mengungkapkantindak tuturmenasehati danmemberi saran

Mempraktekkantindak tuturmenasehati danmemberi saran

Tes Tulis

Tes Lisan

Unjuk Kerja

Essay berstruktur

Membuat dialog

Presentasi Lisan

Read the textcarefully and answerthe followingquestions

Study and practicethe following ialoguewith a partner. Then,answer thequestions.

Choose one of thefollowing stories,then tell it in front ofthe class.

25


Task 1Read the dialogue and practice with your friends!Andrea : Hey Mom, I’m thinking of going to Ujung Kulon National Park next

December. What do you think?Mother : Ujung Kulon National Park? It’s interesting. We can see rhinoceros, reptiles,

and many kinds of birds… but it sound dangerous. You shouldn’t go byyourself. You ought to go with a friend.

Andrea : Yes, I’ve thought of that.Mother : And you’d better talk to your father first.Andrea : I did already. He thinks it’s good idea. He wants to come with me.Mother : well, but you must be careful. Don’t forget to bring your raincoat. It’s rainy

season.Andrea : don’t worry, Mom. I’ll prepare everything.Mother : OK, you may go.

Task 2Answer the questions according to the dialogue above!1. What is the dialogue talking about?2. What is the relationship between the speaker?3. Where will Andrea go next December?4. What does her mother think about it?5. Does her mother feel worry about it?6. What advice does she give to Andrea?7. How does she warn about the rainy season?8. Does she give her permission?9. How does she express it?10. Mention the other expressions to give advice and warn!

Task 3What will you say to give advice to the following situations!

1. Your friend can’t wake up early.Answer: …………………………………………………………………

2. Your friend always forgetting the thing he should do.Answer: …………………………………………………………………

3. Your friend will go camping in rainy season.Answer: …………………………………………………………………

4. Your brother is driving on crowded road.Answer: …………………………………………………………………


Task 1

Kriteria

Jika responbenar, ucapanbenar, intonasibenar, danpengucapanlancar.

Jika responbenar, ucapanbenar, intonasibenar, danpengucapantidak lancar.

Jika responbenar,ucapanbenar,intonasisalah, danpengucapan

Jika responkurang tepat,ucapan salah,intonasisalah, danpengucapantidak lancar.

26

tidak lancar.

Nilai 100 90 80 70

Task 2Setiap nomor score max 10Jumlah score max : 100Task 3Setiap nomor score max 20Jumlah score max : 100


…………………………………….. ……………………....……………..NIP. NIP.

27


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )Topik Pembelajaran : Teks Fungsional PendekPertemuan Ke :


Mendengarkan2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,

dan analytical exposition dalam konteks kehidupan sehari-hari.Berbicara4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk

report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan takresmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.

4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmisecara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.



Merespon isi teks fungsional pendek denganbenar

Religius, jujur, toleransi, disiplin, kerjakeras, mandiri, demokratis, rasa ingintahu, semangat kebangsaan, cinta tanahair, menghargai prestasi, bersahabat,cinta damai, gemar membaca, pedulilingkungan, peduli sosial, tanggungjawab, mandiri

Membaca nyaring teks fungsional pendeksecara berterima




Pada akhir pembelajaran siswa dapat:1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk poster

28

2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk poster.3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster secara lisan.

E. Materi Pokok

a. Teks fungsional pendek posterb. Kosakata yang terkait dengan tema / jenis teks, misal : wanted, litter, healthyc. Verbs: come, do, go,etc.d. Auxiliary verbs: is, am , are, could, would, will, maye. To do: do, does, didf. Personal pronoun : I, You, They, He, She, It, Weg. Tenses: simple present tense, imperative,

Note:A poster is any large piece of printed paper designed to be attached to a wall or verticalsurface. Typically posters include both textual and graphic elements, although a poster maybe either wholly graphical or wholly textual. Posters are designed to be both eye-catching andconvey information. Posters may be used for many purposes, and they are a frequent tool ofadvertisers (particularly of events, musicians and films) to communicate a message.

PosterF. Metode Pembelajaran/Teknik:Three – phase technique

Pre listening Whilst listening Post Listening





Membahas unsur danlangkah retorika dalam


Bertanya jawab tentang isicerita (karakter, setting, plot)yang sudah dibaca, ditonton,


Siswa mengumpulkan setiaphasil kerja dalam portofolio,dan melaporkan hal-hal yangsudah diperoleh sertakesulitan yang dihadapi

29

teks naratif. Membahas ciri-ciri

leksikogramatika. Nonton film Mendengarkan cerita



dan/atau didengar dengankelompok belajarnya



secara rutin kepada guru.


Kegiatan Awal (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yangditanamkan: santun, peduli)




Memberikan stimulus berupa pemberian materi teks fungsional pendek. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai teks

fungsional pendek. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau

mempresentasikan mengenai teks fungsional pendek. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai

teks fungsional pendek.


Membiasakan siswa membuat kalimat teks fungsional pendek. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku




30



Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materiteks fungsional pendek.


Siswa diminta membuat rangkuman dari materi mengenai teks fungsional pendek Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional pendek. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.


Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI Transkrip percakapan atau rekaman percakapan/ kaset Gambar yang relevan Script monolog berbentuk banner, poster atau pamplet

I. Penilaian



1.

2.

Merespon isi teksfungsional pendekdengan benar

Membaca nyaringteks fungsionalpendek secaraberterima

Tes Tertulis

Unjuk Kerja

Essay

Presentasi Lisan

Listen to the teksand write your bestanswer

Read the text loudlyand correctly.


Task 1Listen to the teachers and anwer the questions

1. What does the poster tell about?2. Where do you usually see the poster?

3. What problems are there in the poster?

4. Why do we have to protect our ocean?

5. Where can you get more inormation?

31

Task 2Look at the pictures!

Task 3Answer the questions below!1. What pictures are they?

Answer: ......................................................................................................................................2. Where can you find the pictures?

Answer: ......................................................................................................................................3. Do you think that the pictures are funny?

Answer: ......................................................................................................................................4. Can the content of these pictures motivate you?

Answer: ......................................................................................................................................5. What for do people usually put on this picture?

Answer: ......................................................................................................................................6. Do you have the picture which is like them?

Answer: ......................................................................................................................................7. Where do you usually put on it?

Answer:

Task 4Arrange a dialogue according to the poster, (choose one of them).

32


a. Untuk nomor 1, tiap jawaban benar diberi skor 5b. Untuk nomor 2,3,4 mengikuti rubrik penilaian berikut ini:

No. Uraian Skor

1.2.3.


41 – 5021 - 400 - 20


Jumlah = 100


…………………………………….. ……………………....……………..NIP. NIP.

33


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 8 x 45 menit ( 4x pertemuan )Topik Pembelajaran : Monolog (Report)Pertemuan Ke :


Mendengarkan2. Memahami makna teks fungsional pendek dan monolog berbentuk reports,

narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.Berbicara4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang

berbentuk report, narrative dan analytical exposition dalam konteks kehidupansehari-hari

B. Kompetensi Dasar

2.2. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan takresmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.

4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmisecara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.



Merespon isi teks fungsional pendek denganbenar

Religius, jujur, toleransi, disiplin, kerjakeras, mandiri, demokratis, rasa ingintahu, semangat kebangsaan, cinta tanahair, menghargai prestasi, bersahabat,cinta damai, gemar membaca, pedulilingkungan, peduli sosial, tanggungjawab, mandiri

Membaca nyaring teks fungsional pendeksecara berterima




34

Pada akhir pembelajaran siswa dapat :1. Merespon wacana monolog berbentuk report2. Melakukan monolog berbentuk report

E. Materi Pokok

a. Teks monolog berbentuk reportb. Kosa kata terkait tema/Jenis teks.

Misalnya : Live, structures scatterc. Tenses

Misalnya : Present tense. They have large heavy bodiesd. The use of relating verbs

Misalnya : - their skins are very thick.


Three – phase technique Pre listening Whilst listening Post Listening























35







Memberikan stimulus berupa pemberian materi monolog berbentuk report. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai

monolog berbentuk report. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau

mempresentasikan mengenai monolog berbentuk report. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai

monolog berbentuk report.


Membiasakan siswa membuat kalimat monolog berbentuk report. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku






Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materimonolog berbentuk report.

3 Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk report. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk report. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

36



I. Penilaian



1.

2.

Merespon wacanamonolog report

Melakukan monologberbentuk report

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Listen to themonolog and choosethe best answer

Describe the generalfacts of the followinganimal.


Task 1Listen to the monolog and choose the best answerListening text for number 1 to 51. What is the text about?

a. Shark d. Whaleb. Dholphin e. Pirranhac. Fish

2. What does the text intend to?a. to described. to persuadeb. to entertain e. to reviewc. to amuse

3. What is the largest creature lived on earth ?It is .... .

a. an elephant c. blue whale e. giraffeb. a rhinoceroses d. shark

4. What is blubber ?Blubber is .... .

a. the hole on the head d. the fins of the fishb. the paddle of the tails e. the layer of fatsc. the skin of the fish

5. Where is the nostril to spray the sea water ?a. in the fin d. on top of broad head

37

b. in the tail e. in the skinc. in the paddle

Listening text for number 6 and 106. The second paragraph tells us about the .....of black bears.

b. size d. definitionc. height e. descriptiond. length

7. Which one of the following statement is true?a. In the western most of these bears have shiny black furb. in the east they grow brown, red or even yellow coatsc. Black bears are the biggest of all American bearsd. Their eyes and ears are bige. their eyesight and hearing are not as good as their sense of smell

8. In the condition of being scared, black bears can make their enemy feel .... and loseconfidence.a. wild d. dangerousb. crazy e. intimidatedc. rude

9. What is the aim of the text?a. to describe d. to persuadeb. to entertain e. to reviewc. to amuse

10. Are all American Black Bears black?a. Yes, They are d. Yes, they dob. No, they aren’t e. No, they don’tc. Not clear

Text script.Text 1

Whales are sea-living mammals.They therefore breathe air but cannot survive on land. Some species are very large

indeed and the blue whale, which can exceed 30 m in length, is the large animal to have live onearth. Superficially, the whale looks rather like a fish, but there are important differences in itsexternal structure; its tail consists of a pair of broad, flat horizontal paddles ( the tail of a fish isvertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shinnyand beneath it lies a layer of fat (blubber). This is up to 30 cm in thickness and serves toconserve heat and body fluids.Text 2

American black bears appear in a variety of colours despite their name. In the easternpart of their range, most of these bears have shiny black fur, but in the west they grow brown,red or even yellow coats. To the north, the black bear is actually gray or white in colour. Even inthe same littler, both brown and black furred bears may be born.

Black bears are the smallest of all American bears, ranging in length from five to six feet,weighing from three hundred to five hundred pounds. Their eyes and ears are small and theireyesight and hearing are not as good as their sense of smell.Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked, most canclimb trees and cover ground at great speeds. When angry or frightened, it is a formidableenemy.Activity 2Find and object about animals, plants, or others. It must be a representative of their class. Makea report about it.

38

III. Pedoman Penilaiana. Untuk nomor 1, tiap jawaban benar diberi skor 5b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:

No. Uraian Skor

1.2.3.


81 – 10061 - 800 - 60


Jumlah = 100


…………………………………….. ……………………....……………..NIP. NIP.

39


Nama Sekolah :Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / 1Alokasi Waktu : 8 x 45 menit ( 4x pertemuan )Topik Pembelajaran : Esei berbentuk ReportPertemuan Ke :


Membaca5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan

analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmupengetahuan.

Menulis6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical

exposition dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

5.2. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasatulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari danuntuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dananalytical exposition.

6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragambahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-haridalam teks berbentuk: report, narrative, dan analytical exposition.



Merespon wacana monolog report Religius, jujur, toleransi, disiplin, kerjakeras, mandiri, demokratis, rasa ingintahu, semangat kebangsaan, cinta tanahair, menghargai prestasi, bersahabat,cinta damai, gemar membaca, pedulilingkungan, peduli sosial, tanggungjawab, mandiri

Menulis monolog berbentuk report



40


Pada akhir pembelajaran siswa dapat :1. Merespon wacana Esei berbentuk Report.2. Melakukan Esei berbentuk Report.

E. Materi Pokok

ReportSocial Function:To describe the way things are, with reference to a range of natural, man-made and social phenomena inour environment

Generic (Schematic) Structure:1. General Classification: tells what the phenomenon under discussion is2. Description : tells what the phenomenon under discussion is like in terms of

parts (and their function)qualitieshabits/behaviour or ‘uses’ if non-natural

Significant Lexicogrammatical Features:Focus on Generic Participants (group of things)Use of simple present tenseNo temporal sequenceUse of Relational Processes to state what is and that which it is

Use of linking verbs and behavioural verbUse of technical term


Three – phase technique Pre listening Whilst listening Post Listening





Membahas unsur danlangkah retorika dalam


Bertanya jawab tentang isicerita (karakter, setting, plot)yang sudah dibaca, ditonton,


Siswa mengumpulkan setiaphasil kerja dalam portofolio,dan melaporkan hal-hal yangsudah diperoleh sertakesulitan yang dihadapi

41

teks naratif. Membahas ciri-ciri

leksikogramatika. Nonton film Mendengarkan cerita





dan/atau didengar dengankelompok belajarnya








secara rutin kepada guru.







Memberikan stimulus berupa pemberian materi Esei berbentuk Report. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai Esei

berbentuk Report. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau

mempresentasikan mengenai Esei berbentuk Report. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai

Esei berbentuk Report.


Membiasakan siswa membuat kalimat Esei berbentuk Report. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku


42





Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materiEsei berbentuk Report.


Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk Report. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk Report. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.



I. Penilaian



1.

2.

Merespon wacanamonolog report

Menulis monologberbentuk report

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Listen to themonolog and choosethe best answer

Describe the generalfacts of the followinganimal.


Task 1

43

Choose the correct answer!Text 1.

Piranha fish are the fiercest animals in the world. They live in the fresh water rivers of SouthAmerica, from Venezuela to Northern Argentina. These fish hunt in groups, called schools. Theyusually eat other fish smaller than themselves. Sometimes Piranhas will attack and eat each other.

There are about 18 kinds of piranha fish. Only four kinds attack man. Piranhas have large headand short thick bodies. They are usually about 20 cm { 9 inches long) but one kind can be as muchas 60 cm (two feet). It lives in the Sao Francisco river from Eastern Brazil. It is one of the mostdangerous fish.

The most noticeable thing about Piranha fish is the large mouth. The mouth has a lot oftriangular teeth with sharp point. The points pierce the skin of the prey. The razor sharp edges of theteeth chop out pieces of flesh. The teeth of the upper and lower jaws fit together like scissors. Themuscles moving the jaws are big and very powerful.

On the back of the Piranha fish there is a ridge called a keel. There is another keel running alongit belly. The tail is slender and muscular. Its tail fins are broad. All these features held the piranha toswim fast through the water. The piranha fish cat a large South American rat-like animal, called aCapy-bara, weighing 50 kilos (100 ponds) to a skeleton in less than 60 seconds.

1. What is the social function of the text above?a. To explain.b. To retell eventsc. To persuade the readersd. To amuse the readerse. To describe

2. What are schools in the text mean.....a. Piranha fish are the fiercest animals in the worldb. Piranhas will attack and eat each otherc. The piranha fish eat Capybarad. Piranha fish has a large mouthe. Piranhas fish hunt in groups

3. These are the characteristics of piranha, except ....a. They live in the fresh water rivers.b. They usually eat other fish smaller than themselvesc. Piranhas have large head and short thick bodies.d. Piranha fish has large mouth with of triangular teeth with sharp point.e. The muscles moving the jaws are small and very weak

4. The razor sharp edges of the teeth chop out pieces of flesh.The synonym of the underlined word is ....a. give up d. cutb. throw away e. bendc. run out

5. Why can piranha swim fast through the water.a. its tail fins are not broadb. Piranha fish has a ridgec. there is another keel running along its bellyd. they live in the fresh water rivers of South Americae. the tail is slender and muscular

Text 2.This text is for questions 6 to 10.

The sense of taste is one of a person’s five senses. We taste with the help of taste-buds in thetongue.

44

There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles are just mixturesof two or more of these main type.

The surface of the tongue has more than fifteen thousand taste-buds (or cells). These areconnected to the brain by special nerves which send the so-called “ taste messages.

When the tongue comes into contact with food of asny kind, the taste-buds will pick up the taste.The nerves then send a message to the brain. This will make as aware of the taste. All this happensin just a few seconds.

There are four kinds of tastebuds, each of which is sensitive to only a particular taste.These four groups are located in different parts of the tongue.The taste-buds for salty and sweet tastes are found round the tip of the tongue and along its

side. Sour taste can be picked up only at the sides of the tongue. The taste-buds for bitter taste arefound at the inner-most edge of the tongue. There are taste-buds at the centre of the tongue.

The senses of smell and sight can affect taste. The good smell of food increases its taste.Similarly, attractive colours can make food appear taster and more delicious. If food does not smellgood or is dull-coloured, it will look tasty and may not taste good at all.

Very hot or cold sensations can make the taste-buds insensitive. Food that is too hot or cold,when placed in the mouth, will have no taste at all.

6. We can taste any kind of food because of....a. the good smell of foodb. the four main kinds of tastec. the taste-buds in the tongued. the senses of smell and sighte. the taste-buds round the tip of the tongue

7. When we eat very hot or cold food, ....a. the food will lose its tasteb. the food won’t smell goodc. the taste of the food increasesd. the taste-buds will be sensitivee. the taste buds will be very response

8. The sense of smell and sight....a. increase the taste of the food.b. affect the taste of the foodc. make food more deliciousd. make the food look goode. make the food attractive

9. The purpose of the text is ....a. to explain how we can taste any food in the mouth.b. to give a report about the sense of tastec. to inform how important the tongue isd. to describe the use of the tonguee. to tell the taste of the food.

10. The following sentences are correct, except...a. There are four main kinds of taste: sweet, sour, salty and bitterb. The taste-buds will pick up the tastec. The taste-buds for bitter taste are found round the tip of the tongued. The senses of smell and sight can affect taste.e. Sour taste can be picked up only at the sides of the tongue

Task 2Write your own report. Find and object about animals, plants, or others.

45


1). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 02). Untuk Task 2, soal menulis berbentuk soal uraian bebas

No. Aspek yang dinilai Skor1 Ketepatan isi dan tema 0 - 202 Struktur kalimat 0 - 203 Koherensi antar kalimat 0 - 104 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 205 Tanda baca 0 - 156. Ejean kata 0 - 15

Skor maksimum 100


…………………………………….. ……………………....……………..NIP. NIP.

rencana pelaksanaan pembelajaran (rpp) · pdf filee. materi pokok gambits dan dialog ......

Documents