Rencana Pelaksanaan Pembelajaran
Nama Sekolah : SMA Al Fatih
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII/I
Topik : Expression of Asking for Explanation, Checking Understanding and the Responses
Pertemuan ke :
Skill : Listening
Alokasi Waktu : 1x 45 menit
I. Standar Komptetensi:
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar:
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau kemampuan untuk melakukan sesuatu, dan memerintah.
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap.
III. Indikator
1. Mengidentifikasi expression tentang “Asking for explanation, checking understanding and the responses”.
2. Memilih pernyataan yang benar tentang “Asking for explanation, checking understanding and the responses”.
Karakter siswa yang diharapkan: dapat bekerjasama, berani, dan percaya diri.
IV. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi expression tentang “Asking for explanation, checking understanding, and the responses”.
2. Siswa dapat mengerjakan latihan soal dengan menentukan True/False pada pernyataan yang diberikan berdasarkan recording yang diberikan.
V. Materi Pokok
Jenis-jenis expression tentang “Asking for explanation, checking understanding, and the responses”.
VI. Metode Pembelajaran/Teknik: Cooperative Learning: Students Team Achievement Division (STAD)
VII. Langkah-langkah Kegiatan
1. Kegiatan Awal
o Siswa diberikan Brain Gym sederhana agar lebih bersemangat mengikuti pelajaran.
o Siswa ditanya tentang pengalaman mendapatkan penjelasan yang kurang jelas saat diskusi.
o Siswa diperdengarkan recording tentang sebuah diskusi.
o Siswa diberi penjelasan tentang tujuan pembelajaran, jenis kegiatan yang akan mereka ikuti, dan manfaat dari mempelajari expression tentang “Asking for explanation, checking understanding, and the responses”.
2. Kegiatan Inti
A. Eksplorasi
• Siswa diberikan penjelasan tentang expression of asking for explanation, checking understanding, and the responses.
• Siswa dilibatkan dalam membahas expression of asking for explanation, checking understanding, and the responses.
B. Elaborasi
• Siswa dibagi kelompok . Tiap kelompok terdiri dari empat orang. (Guru menentukan anggota kelompok masing-masing)
• Siswa diberi penjelasan tentang apa yang harus mereka lakukan di dalam kelompok.
• Siswa diperdengarkan recording tentang “ In a Meeting” satu kali.
• Siswa berdiskusi dengan kelompok masing-masing yang dipimpin oleh ketua.
• Siswa diperdengarkan kembali recording tentang “ In a Meeting” sekali lagi.
• Siswa diberi kuis untuk mengecek pemahaman terhadap recording yang diberikan.
• Siswa menukar lembar kuis dengan sesama anggota kelompok.
• Siswa bersama-sama guru mengecek jawaban soal kuis kemudian menghitung score secara individu dan kelompok.
• Kelompok terbaik diberi penghargaan dengan menambah bonus score 10 poin.
C. Konfirmasi
• Siswa diberi penguatan tentang materi expression of asking for explanation, checking understanding, and the responses.
D. Kegiatan akhir
• Siswa ditanya tentang sulit tidaknya memahami materi yang diberikan.
• Siswa dipersilakan untuk bertanya jika menemukan kesulitan memahami expression of asking for explanation, checking understanding, and the responses.
• Siswa dan guru bersama-sama merangkum pelajaran.
VIII. Alat dan sumber Belajar
Power point, recording, in focus/projector.
Internet: http//www.youtube.com
IX. Penilaian
Nilai maksimal: 100
Elemen Score maksimal
Comprehension 100
Transcript of the recording:
At a Meeting
Ms. Johnson : OK Ms. Brown, could you explain your idea now?
Ms. Brown : Yes, certainly. We know that we need some techniques for improving students’ understanding about our lessons. I suggest that Cooperative Learning method is the best one.
Ms. Johnson : Sorry, do you mean we should master all the techniques?
Ms. Brown : Well. It would be better. But it doesn’t mean we have to apply all.
Ms. Johnson : In other words, we have to learn more, then try to apply appropriate technique in our class one by one, right?
Ms. Brown : Yes. I give an example. For speaking skill, you can use Three Steps Interview technique.
Ms. Johnson : Could you explain that a little further?
Ms. Brown : With my pleasure. First, you divide your students into groups. Each group consists of four students, A, B, C, and D. Then, students A interview B, students C interview D. After that, B to A, D to C. Do you understand so far?
Ms. Johnson : Yes. I do. How about the next step?
Ms. Brown : Students A tell about B to C and D. Then students B tell about A to C and D, and so on.
Ms. Johnson : So, am I right in saying that Three Steps Interview technique is suitable to improve their speaking ability?
Ms. Brown : Yes, that’s right. It’s not only suitable, but also efficient technique.
Exercise
Name :
Group Leader :
Write T for true statement and F for false statement based on the recording given.
1. Could you explain that a little further? …..
2. On the other words, …..
3. With my pleasure. …..
4. Could you explain your reason now …..
5. Yes, that’s right. …..
6. Sorry, do you mean we should master all the techniques? …..
7. Yes, I give an example. …..
8. So, am I nice in saying that … …..
9. In other words, we have to learn more … …..
10. Yes, certainly. …..
Score:
Rencana Pelaksanaan Pembelajaran
Nama Sekolah : SMA Al Fatih
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/II
Topik : Review Text
Pertemuan ke :
Skill : Reading
Alokasi Waktu : 2x 45 menit
I.Standar Komptetensi:
3. Memahami karya sastra yang populer dan disederhanakan (simplified
II. Kompetensi Dasar:
3.2 Merespon makna dalam dalam karya sastra, seperti cerita pendek.
III. Indikator
1. Mengindentifikasi generic structure dari teks berbentuk review.
2. Menjawab pertanyaan yang berkaitan dengan teks yang diberikan.
Karakter siswa yang diharapkan: kritis dan percaya diri.
IV. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi generic structure dari teks berbentuk review.
2. Siswa dapat menjawab pertanyaan yang berkaitan dengan teks berupa scanning, skimming dan intensive question.
V. Materi Pokok
Teks berbentuk Review dengan judul Harry Potter Order the Phoenix.
VI. Metode Pembelajaran/Teknik: Cooperative Learning: Students Team Achievement Division (STAD)
VII. Langkah-langkah Kegiatan
1. Kegiatan Awal
o Siswa diberikan Brain Gym sederhana agar lebih bersemangat mengikuti pelajaran.
o Siswa ditanya tentang pengalaman membaca novel atau menonton film.
o Siswa ditunjukkan gambar jilid-jilid novel dan diminta menyebutkan judul serta isinya secara umum.
o Siswa diberi penjelasan tentang tujuan pembelajaran, jenis kegiatan yang akan mereka ikuti, dan manfaat dari mempelajari review text.
3. Kegiatan Inti
a. Eksplorasi
• Siswa ditunjukkan contoh teks review tentang Harry Potter Order the Phoenix.
• Siswa diberikan penjelasan tentang definisi, generic structure dan language features dari teks review.
• Siswa dilibatkan dalam mengidentifikasi generic structure dan language features dari teks review.
b. Elaborasi
• Siswa dibagi kelompok . Tiap kelompok terdiri dari empat orang. (Guru menentukan anggota kelompok masing-masing)
• Siswa diberi penjelasan tentang apa yang harus mereka lakukan di dalam kelompok.
• Siswa diberikan contoh teks review tentang Harry Potter Order the Phoenix per paragraph.
• Siswa berdiskusi dengan kelompok masing-masing yang dipimpin oleh ketua.
• Siswa diberikan contoh teks review tentang Harry Potter Order the Phoenix secara keseluruhan.
• Beberapa siswa diminta untuk membaca keras teks review yang diberikan.
• Siswa diberi kuis untuk mengecek pemahaman terhadap teks review yang diberikan.
• Siswa menukar lembar kuis dengan sesama anggota kelompok.
• Siswa bersama-sama guru mengecek jawaban soal kuis kemudian menghitung score secara individu dan kelompok.
• Kelompok terbaik diberi penghargaan dengan menambah bonus score 10 poin.
c. Konfirmasi
• Siswa diberi penguatan tentang materi teks review.
d. Kegiatan akhir
• Siswa ditanya tentang sulit tidaknya memahami teks review.
• Siswa dipersilakan untuk bertanya jika menemukan kesulitan memahami teks review.
• Siswa dan guru bersama-sama merangkum pelajaran.
VIII. Alat dan sumber Belajar
Power point, in focus/projector.
Internet: http//www.youtube.com
IX. Penilaian
Nilai maksimal: 100
Elemen Score maksimal
Pronunciation 80
Comprehension 100
Samples of novel
R E V I E W
• To critique an art work, event for a public audience.
• Examples: work of arts include: movies, TV shows, books, plays, operas, recordings, exhibitions, concerts and ballets
generic structure: R E V I E W
• Orientation
Place the work in its general and particular context, often by comparing it with others of its kind or through analogue with a non-art object or event.
• Interpretive Recount
Summarizes the plot and/or provides an account of how the reviewed rendition of the work came into being; is optional, but if present, often recursive.
• Evaluation (It can be more than one evaluation)
provides an evaluation of the work and/or its performance or production; is usually recursive
• Evaluative summation (Summary)
provides a kind of punch line which sums up the reviewer’s opinion of the art event as a whole; is optional.
LANGUAGE FEATURES OF REVIEW
• Focus on Particular Participants (Participant tertentu)
• Direct expression of options through use of Attitudinal Epithets in nominal groups; qualitative Attributes and Affective Mental Processes
• Use Adjectives showing attitude, e.g.: good, bad, etc.
• Use of long and complex clauses
• Use of metaphorical language (e.g., the wit was there, dexterously pingponged to and fro …)
Example and Generic Structure
Harry Potter Order the Phoenix
• Orientation
I absolutely love the Harry Potter series, and all of the books will always hold a special place in my heart.
• Evaluation 1
I have to say that of all of the books, however, this was not my favorite
• Evaluation 2
When the series began it was as much of a “feel good” experience as a huge mug of hot cocoa. The stories were bright, fast-faced, intriguing, and ultimately satisfying.
• Interpretative Recount (tafsiran)
Order of the Phoenix is different kind of book. In some instances this works … you feel a whole new; level of intensity and excitement by the time you get to the end. I was truly move by the last page. Other time the book just has a slightly dreary, depressing feel.
The galloping pace of the other books has slowed to a trot here, and parts of it do seem long, as if were reading all about Harry “just hanging out” instead of having his usual adventures. Reading in detail about Harry cleaning up an old house, for example-house keeping is still housekeeping, magical or no, and I’m not very interested in doing it or reading about other people doing it.
• Summary
A few other changes in this book-the “real” world comes much more in to play rather than fantasy universe of the previous books, and Harry is apparently been taken off his meds. I know that he has a lot of to be grumpy in this book, especially with being a teenager and all, but the sudden change in his character seemed too drastic. He goes from being a warm-hearted, considerate person to someone who will bite his best friend’s heads off over nothing. It just seemed like it didn’t fit with his character, like he turned into a walking cliché of the “angry teen” overnight.
The “real” story seemed to happen in the last 1/3 of the book, and this part I loved. I actually liked the ending (and yes, I cried) as sad as it was. I packed a punch and it made me care about the story even more. Still a really good book, with some editing it would have been great.
Exercise:
Answer the following questions based on the text above!
1. Who are the characters of the text above?
2. What does the text tell you about?
3. Give your opinion about the text above!
