Rencana Pelaksanaan Pembelajaran

Nama Sekolah                  : SMA Harun Ar-Rasyid

Mata Pelajaran                : Bahasa Inggris

Kelas/Semester               : X/lI

Topik                                      : Membahas  isi berita dalam teks berbentuk News Item

Pertemuan ke                   :

Skill                                 : Speaking

Alokasi Waktu                : 2 x 45 menit

I.             Standar Kompetensi.

10.  Mengungkapkan makna dalam teks fungsional pendek dan monolog  sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.

II.  Kompetensi Dasar

10.1 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item.

III. Indikator

1.                 Mengungkapkan  ringkasan  berita  yang tertera dalam  news item text  yang diberikan.

2.    Menjawab pertanyaan yang berkaitan dengan news item text yang diberikan secara berkelompok.

Karakter siswa yang diharapkan :  dapat  bekerjasama, berani , percaya diri, rajin dan kreatif.

IV. Tujuan Pembelajaran

1. Siswa dapat berdiskusi tentang isi berita dalam  news item text yang diberikan secara kelompok.
2. Siswa mampu  mengungkapkan  ringkasan  berita   dalam  news item text  yang diberikan secara berkelompok.
3. Siswa mampu  menjawab pertanyaan  yang berkaitan dengan news item text yang diberikan secara berkelompok.

V. Materi Pokok

                       

Teks monolog berbentuk news item.

VI. Metode Pembelajaran / Teknik : Cooperative Learning: Number Head Together (NHT)

VII. Langkah-langkah Kegiatan

• Kegiatan Awal ( 5 menit)

-      Tanya jawab tentang jenis-jenis berita yang sering disimak oleh siswa.

Pertanyaan :

1.      Do you listen to the  news? By watching TV, reading  a newspaper, browsing the internet, or others ...?

2.      What kind of news do you often listen to?

-      Siswa diberi motivasi untuk menambah pengetahuan melalui menonton, mendengar atau membaca berita yang bermanfaat.

To enrich your knowledge, please watch, read, or listen to the news which are beneficial.

-      Siswa diberi penjelasan tentang tujuan pembelajaran  pada hari tersebut serta manfaat mempelajari news item text.

                                      

  

• Kegiatan Inti (75 menit)

Eksplorasi :

-      Siswa diberikan penjelasan dan dilibatkan secara aktif melalui diskusi bersama guru, dalam memahami tujuan, generic structure dan language feature dari teks yang berbentuk news item.

-      Siswa diberikan contoh teks berbentuk news item.

Elaborasi :

-      Siswa membuat kelompok masing-masing terdiri dari empat orang.

-      Setiap anggota kelompok diberi nomor 1, 2, 3, 4.

-     Setiap kelompok diberikan news item text yang berjudul Indonesia ranks 124th in 2011 Human Development Index.

-      Siswa melalui perwakilan kelompoknya (guru menyebutkan nomor 1, 2, 3, atau 4 ), mengungkapkan ringkasan isi berita dari teks yang diberikan.

-      Siswa dari setiap kelompok yang disebutkan nomornya menjawab pertanyaan yang diberikan guru.

Konfirmasi:

-      Siswa diberikan umpan balik dan penguatan verbal atau non verbal atas keberhasilannya.

-      Siswa ditanya tentang hal-hal yang belum diketahui berkaitan dengan materi.

• Kegiatan Penutup (10 menit)

-      Siswa dan guru bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.

VIII. Alat dan Sumber Belajar

-      Flip chart tentang the purpose, generic structure dan language features dari news item text serta diagram batang yang berkaitan dengan teks.

-      Internet:

fkip-unpak.org/elearning/writingV/Lungguh Halira F

http://www.thejakartapost.com

IX. Penilaian (Kelompok)

1.  

Indikator Pencapaian	Penilaian
Mengungkapkan ringkasan isi berita berdasarkan  news item text yang diberikan. Menjawab  pertanyaan sesuai dengan news item text yang diberikan.	Lisan

2. Pedoman Penilaian

Nilai maksimal = 100

3. Rubrik Penilaian

Elemen	Score Maksimal
Content	20
Pronunciation	20
Grammar	20
Expression	20
Vocabulary	20

4. Standar tiap elemen

Excellent	16 – 20
Very Good	11– 15
Good	6 – 10
Poor	≤ 5

Indonesia ranks 124th in 2011 Human Development Index

The United Nations Development Program (UNDP) launched the 2011 Human Development Index (HDI) on Wednesday. The index again places Indonesia at 124th out of 187 countries surveyed. In addition, Indonesia again ranks lower than five of its ASEAN counterparts, with Singapore leading in 26th place, followed by Brunei (33rd), Malaysia (61st), Thailand (103rd) and the Philippines (112nd).

Indonesia's 2011 HDI placing, which scores 0.617, is still higher than that of Vietnam (128th), Laos (138th), Cambodia (139th) and Myanmar (149th). The 2011 list again puts Norway top of the index, with an HDI of 0.943, followed by Australia, the Netherlands, the United States and New Zealand, respectively.“But when the index is adjusted for internal inequalities in health, education and income, some of the wealthiest nations drop out of the HDI's top 20. The US falls from #4 to #23, the Republic of Korea from #15 to #32, and Israel from #17 to #25,” the UNDP said in its 2011 Human Development Report. “Other top national achievers rise in the IHDI [Inequality-adjusted HDI] due to greater relative internal equalities in health, education and income. Sweden jumps from #10 to #5, Denmark climbs from #16 to #12, and Slovenia rises from #21 to #14,” it adds.

The UNDP says HDI rankings are recalculated annually using the latest internationally comparable data for health, education and income. The IHDI was introduced in last year’s Human Development Report along with the Gender Inequality Index and Multidimensional Poverty Index in order to complement the original HDI, which as a composite measure of national averages does not reflect internal inequalities. The 2011 HDI rankings placed Burundi (185th), Niger (186th) and Congo (187th) at the bottom.

Erwida Maulia, The Jakarta Post, Jakarta | Wed, 11/02/2011 9:01 PM

 http://www.thejakartapost.com/

Town Contaminated

NEWSWORTHY EVENT

Moscow: A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10 sailors and contaminated an entire town

BACKGROUND/ELABORATION

Velena Vazrshavskya is the first journalist to speak to people who witnessed the explotion of a nuclear  submarine at the nava bas of shkotovo – 22 near Vladivostock.

The accident, which occurred 13 months before the Chaernobyl disaster, spread radioactive fall – out over the base and nearby town, but was covered up by officials of the Soviet Union.

Residents were told the explosion in the reactor of the Victor class submarine during a refit had been a thermal and not a nuclear explosion. And those involved in the clean up operation to remove more than 600 tones of contaminated material were sworn to secrecy

SOURCE OF INFORMATION

A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy.

Source:

fkip-unpak.org/elearning/writingV/Lungguh Halira F

NEWS  ITEM

•         It is used to report to the readers, listeners or viewers about events of the day which are considered newsworthy or important.

Generic Structure: 

•         NEWSWORTHY EVENT(S)

: Recounts of the event in summary form

•         BACKGROUND EVENTS

: Elaborate what happened, to whom, in what situation/circumstances

•         SOURCES

: Original comments by participants, witnesses to and authorities expert on the event, etc.

Language Features of News Item

•         Short, telegraphic information about story captured in headline

•         Use of material processes/action verbs to retell the story or event

•         Use of projecting verbal processes in “Source” stage

            (e.g. the police said…; the witness thought …)

*          Using adverb like: badly injured, the most beautiful bride in the world.

•         Focus on circumstances

            (e.g. last night, just this morning, at that time, etc)

Using Realia for learning vocabulary/grammar

It is unrealistic to bring real objects into your classroom for every single word that you wish to teach and some words will lend themselves better than others to using realia. Remember, realia can be used indirectly as a tool for teaching grammar; for example, items of food and drink are perfect for teaching uncountable and countable nouns.

Using Realia in the Classroom

You probably haven't heard of Realia before, but it can be an invaluable addition to your teaching toolbox. Find out what it is and how to use it here.

What is Realia?

If you’re thinking the word ‘realia’ sounds vaguely Latin, then you’d be correct. In the TEFL classroom, the word realia means using real items found in everyday life as an aid to teaching English. Using realia helps to make English lessons memorable by creating a link between the objects and the word or phrase they represent. So how and why should teachers use realia in the classroom?

The advantages of using Realia

As English teachers, the use of realia is only limited by your imagination. It is possible to use realia to teach almost any subject. Using realia stimulates the mind, and is one way of encouraging creativity by involving the senses. Realia saves time, as recognition of an object is immediate and so cuts out the need for lengthy explanations and drawing funny pictures on the board. Elicitation becomes much easier and holding up the object with a raised eyebrow will usually result in the desired word being spoken.
Realia breathes life into new vocabulary, and the chances of your students remembering the new words you have taught them increases. Take the word biscuit: the probability of remembering it becomes much higher after experiencing the taste, touch and smell of the object! Realia doesn't have to be limited to food or drink. Timetables, tickets, newspapers, clothes... in fact any object you can think of can be used as a teaching aid.

Won’t I look silly bringing teabags into the lesson if I’m teaching adults?

No! Adults are usually very receptive to realia, and find this approach unusual and refreshing. Bringing realia into your lessons is a great icebreaker, and serves as a useful tool to prompt conversation. It also takes some of the attention and pressure off you by concentrating the students' minds on the object and word in question.
Many adults have had bad experiences of learning English at school, and often remember their English lessons as being dull and repetitive. Using realia and other visual aids will generate interest and help create an atmosphere conducive to learning.

Realia for young learners

If you are going to teach English to young children, realia is a must. Young children are at the perfect age to learn a language and as visual learners, you should try to tap into their natural creativity. Bring in fruit, vegetables and lots of toys. Children love to role-play and enjoy playing games, so ask them to move animals onto tables, under tables, or around the farmyard. Make up simple stories using toy animals or puppets, and children will enjoy their English lessons, and be motivated to learn.

Using Realia for learning vocabulary/grammar

It is unrealistic to bring real objects into your classroom for every single word that you wish to teach and some words will lend themselves better than others to using realia. Remember, realia can be used indirectly as a tool for teaching grammar; for example, items of food and drink are perfect for teaching uncountable and countable nouns.

Using Realia in Role-play

Don’t stop at using realia to learn vocabulary or grammar. Use objects in role-plays to make the situation more realistic. This could be something as simple as a mobile phone or your train tickets. Using realia is only limited by your imagination: here are some ideas on how to use realia in your lessons.

• Use your country’s flag and a map to show students where you live and to help them learn the names of foreign countries
• Stage a fashion show after learning the vocabulary for items of clothing
• Utilise toys such as plastic animals and toy cars in games for young learners
• Bring in items such as biscuits and plastic cups to practise ordering drinks
• Timetables, tickets and pedestrian maps of London are great for practising role-play scenarios such as asking for directions, or buying tickets
• Teaching business English? Use mobile phones to create telephone conversations, practise giving numbers, arranging meetings, or discussing a new product

What is Cooperative Learning?

We search on cooperative learning is overwhelmingly positive, and the cooperative approaches are appropriate for all curriculum areas. The more complex the outcomes (higher-order processing of information, problem solving, social skills and attitudes), the greater are the effects. “ Bruce Joyce

What is Cooperative Learning?
Cooperative learning may be broadly defined as any classroom learning situation in which students of all levels of performance work together in structured groups toward a shared or common goal. According to Johnson, Johnson and Holubc, (1994): "Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each others learning. " In classrooms where collaboration is practiced, students pursue learning in groups of varying size: negotiating, initiating, planning and evaluating together. Rather than working as individuals in competition with every other individual in the classroom, students are given the responsibility of creating a learning community where all students Participate in significant and meaningful ways. Cooperative learning requires that students work together to achieve goals which they could not achieve individually.

How do students benefit from working in Cooperative Learning?
Students that are involved in cooperative learning achieve many social and academic benefits. Cooperative classrooms are classes where students group together to accomplish significant cooperative tasks. They are classrooms where students are likely to attain higher levels of achievement, to increase time on task, to build cross-ethnic friendships, to experience enhanced self-esteem, to build life-long interaction and communication skills, and to master the habits of mind (critical, creative and self-regulated) needed to function as productive members of society.

Why use Cooperative Learning?
Teachers who employ cooperative learning methods promote learning because these collaborative experiences engage students in an interactive approach to processing information, resulting in greater retention of subject matter, improved attitudes toward learning, and enhanced interpersonal relations among group members.

What is the teacher's role?
Initially, the teacher carefully designs meaningful tasks that require active participation of each student in the group toward a common end. At the beginning of a cooperative lesson, the teacher's role, often in cooperation with the class, is that of "task setter." As groups work on tasks, the teacher acts as a facilitator/coach moving from group to group to monitor the learning process. The teacher also provides students with on-going feedback and assessment of the group's progress.

How many different types of Cooperative Learning models are there?
A variety of formal cooperative learning models have been developed, such as JIG-SAW, CO-OP, LEARNING TOGETHER, and GROUP INVESTIGATION. In addition, a number of specific cooperative learning designs, such as think-pair-share, peer response groups for writing, paired problem solving for
mathematics, reciprocal teaching in reading, group experiments in science, and discussion circles in social studies have been successfully applied in the classroom. The selection of a particular model or design is influenced by the desired outcomes for instruction, the subject area, and the social skills of the students.

source :http://www.pgcps.org