This document provides a lesson plan for teaching narrative texts to 10th grade English students over two class periods. It outlines the learning objectives, which include understanding the social function, structure, and language features of narrative texts. Students will listen to narrative audio texts, discuss them in groups, and complete comprehension activities like retelling the stories and answering questions. Their knowledge and skills will be assessed through oral tests and self/peer evaluations of their spiritual and social attitudes.
Rpp Kurikulum 2013 Bahasa Inggris SMP kelas 8 - Invitation Card.
Apply in SMPN 2O Tangerang on PPL project - student of Muhammadiyah Tangerang University.
Rpp Kurikulum 2013 Bahasa Inggris SMP kelas 8 - Invitation Card.
Apply in SMPN 2O Tangerang on PPL project - student of Muhammadiyah Tangerang University.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA …
Mata pelajaran : Bahasa Inggris
Kelas/semester : XII/2
Materi pokok : Lagu
Alokasi waktu : 2X 2 JP
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indikator pencapaian kompetensi:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1. Merasa senang dalam mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
1.1.2. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran bahasa Inggris
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
2.1.1. Menyapa guru dan teman menggunakan bahasa Inggris dengan santun.
2.1.2. Menunjukkan perilaku santun dalam menyanyikan sebuah lagu
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
2.2.1. Berperan aktif dalam kegiatan pembelajaran di kelas.
2.2.2. Menyelesaikan tugas bahasa Inggris mengenai lagu tepat waktu
2.3. Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.3.1. Menjawab sapaan guru dan teman menggunakan bahasa Inggris dengan santun dan benar.
2.3.2. Menyelesaikan tugas yang menjadi bagaiannya dalam kerja kelompok.
3.11. Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
3.11.1 Mengidentifikasi fungsi sosial dalam lagu.
3.11.2 Menentukan tujuan komunikatif lagu.
3.11.3. Mengidentifikasi kata, ungkapan dan tata bahasa dalam karya seni berbentuk lagu.
3.11.4. Mengidentifikasi unsur kebahasaan dalam lagu.
3.11.5. Menjelaskan fungsi sosial dalam lagu.
3.11.6. Menjelaskan unsur kebahasaan dalam lagu.
3.11.7. Mengucapkan kosa kata dalam lagu dengan pengucapan yang benar.
3.11.8. Mengartikan kosa kata da
RPP bahasa inggris SMP (asking and giving information-speaking skill )santi damayanti
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : UPTD SMP NEGERI 17 CIREBON
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Speaking (Berbicara)
Kelas/Semester : VII/Gasal
Alokasi Waktu : 10 X 40 menit (5x pertemuan)
Jenis Teks : Teks Transaksional/ Interpersonal
Tema : Asking and Giving Information
Standar Kompetensi : 3. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 3.2 Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan member informasi. Mengucapkan terimakasih, meminta maaf dan mengungkapkan kesantunan.
Indikator : Menggunakan tindak tutur yang menyatakan ungkapan : menanyakan (asking for) dan memberikan informasi (giving information).
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menggunakan kata where, when, how many, what and which dengan tepat dalam kalimat intterogative.
b. Mengetahui penggunaan preposition (in, on, at, in front of, behind, beside, under, between) dalam menunjukan tempat.
c. Membedakan penggunaan kata do, does dan to be (is,are) dalam kalimat interrogative.
d. Mengetahui bentuk-bentuk adverb of time, date and time.
e. Membedakan singular (a and a), plural nouns, has and have.
f. Mengetahui berbagai macam warna (colour), kata sifat (adjective) dan benda (noun).
g. Mengetahui berbagai bentuk Phrase.
h. Merespon/ menjawab pertanyaan dengan tepat.
Karakter siswa yang diharapkan : Cermat, komunikatif.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA MUHAMMADIYAH 2 SURAKARTA
Mata Pelajaran / Skill : Bahasa Inggris
Kelas/semester : X/1(Gasal)
Materi pokok : Teks pemaparan jati diri (Talking about Self) lisan
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA …
Mata pelajaran : Bahasa Inggris
Kelas/semester : XII/2
Materi pokok : Lagu
Alokasi waktu : 2X 2 JP
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indikator pencapaian kompetensi:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1. Merasa senang dalam mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
1.1.2. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran bahasa Inggris
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
2.1.1. Menyapa guru dan teman menggunakan bahasa Inggris dengan santun.
2.1.2. Menunjukkan perilaku santun dalam menyanyikan sebuah lagu
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
2.2.1. Berperan aktif dalam kegiatan pembelajaran di kelas.
2.2.2. Menyelesaikan tugas bahasa Inggris mengenai lagu tepat waktu
2.3. Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.3.1. Menjawab sapaan guru dan teman menggunakan bahasa Inggris dengan santun dan benar.
2.3.2. Menyelesaikan tugas yang menjadi bagaiannya dalam kerja kelompok.
3.11. Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
3.11.1 Mengidentifikasi fungsi sosial dalam lagu.
3.11.2 Menentukan tujuan komunikatif lagu.
3.11.3. Mengidentifikasi kata, ungkapan dan tata bahasa dalam karya seni berbentuk lagu.
3.11.4. Mengidentifikasi unsur kebahasaan dalam lagu.
3.11.5. Menjelaskan fungsi sosial dalam lagu.
3.11.6. Menjelaskan unsur kebahasaan dalam lagu.
3.11.7. Mengucapkan kosa kata dalam lagu dengan pengucapan yang benar.
3.11.8. Mengartikan kosa kata da
RPP bahasa inggris SMP (asking and giving information-speaking skill )santi damayanti
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : UPTD SMP NEGERI 17 CIREBON
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Speaking (Berbicara)
Kelas/Semester : VII/Gasal
Alokasi Waktu : 10 X 40 menit (5x pertemuan)
Jenis Teks : Teks Transaksional/ Interpersonal
Tema : Asking and Giving Information
Standar Kompetensi : 3. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 3.2 Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan member informasi. Mengucapkan terimakasih, meminta maaf dan mengungkapkan kesantunan.
Indikator : Menggunakan tindak tutur yang menyatakan ungkapan : menanyakan (asking for) dan memberikan informasi (giving information).
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menggunakan kata where, when, how many, what and which dengan tepat dalam kalimat intterogative.
b. Mengetahui penggunaan preposition (in, on, at, in front of, behind, beside, under, between) dalam menunjukan tempat.
c. Membedakan penggunaan kata do, does dan to be (is,are) dalam kalimat interrogative.
d. Mengetahui bentuk-bentuk adverb of time, date and time.
e. Membedakan singular (a and a), plural nouns, has and have.
f. Mengetahui berbagai macam warna (colour), kata sifat (adjective) dan benda (noun).
g. Mengetahui berbagai bentuk Phrase.
h. Merespon/ menjawab pertanyaan dengan tepat.
Karakter siswa yang diharapkan : Cermat, komunikatif.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA MUHAMMADIYAH 2 SURAKARTA
Mata Pelajaran / Skill : Bahasa Inggris
Kelas/semester : X/1(Gasal)
Materi pokok : Teks pemaparan jati diri (Talking about Self) lisan
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Buku bahasa Inggris kelas 10 "When English Rings a Bell" (untuk siswa) kur.2013Herni Fitriana
maybe, I'm late to upload it. :D
anyway, visit my profile and look my uploads, there are also lesson plans (RPP k.13 berbasis pesantren)
then, follow me too .. ;)
This document shows how I promoted equity and diversity in the classroom. There is a lesson plan where students brought in personal artifacts, a description of literature circles and a poetry project and also a reflective essay and statement of equity.
Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Rpp Bahasa Inggris SMK kelas X teks Narative
1. RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMK N 1 MAGETAN
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1 (satu)
Materi Pokok : Teks lisan naratif
Alokasi Waktu : 2 x 40 menit (1 pertemuan)
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami ,menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional
1.1.1 Mengungkapkan rasa syukur atas
kesempatan dapat belajar bahasa
Inggris
2.3 Mengembangkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
komunikasi fungsional
2.3.1 Melakukan hal-hal yang dikatakan
akan dikerjakan tanpa diingatkan
orang lain
2.3.2 Mengakui ketika membuat
kesalahan
2.3.3 Tidak menyalahkan orang lain atas
tindakannya sendiri
3.10 Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan pada teks
naratif sederhana, sesuai dengan
3.10.1 Mengidentifikasi fungsi sosial teks
naratif
3.10.2 Mengidentifikasi struktur teks
2. konteks penggunaannya. naratif
3.10.3 Mengidentifikasi unsur kebahasaan
teks naratif
4.15 Menangkap makna teks naratif lisan
dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menceritakan kembali isi teks
naratif dengan kata-kata sendiri
4.15.2 Menentukan struktur teks naratif
dengan benar
4.15.3 Melengkapi teks naratif rumpang
dengan kosakata yang tepat
4.15.4 Menjawab pertanyaan berkaitan
dengan isi teks naratif tepat
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengungkapkan rasa syukur atas kesempatan dapat belajar bahasa Inggris
2. Melakukan hal-hal yang dikatakan akan dikerjakan tanpa diingatkan orang lain
3. Mengakui ketika membuat kesalahan
4. Tidak menyalahkan orang lain atas tindakannya sendiri
5. Mengidentifikasi fungsi sosial teks naratif
6. Mengidentifikasi struktur teks naratif
7. Mengidentifikasi unsur kebahasaan teks naratif
8. Menceritakan kembali isi teks naratif dengan kata-kata sendiri
9. Menentukan struktur teks naratif dengan benar
10. Melengkapi teks naratif rumpang dengan kosakata yang tepat
11. Menjawab pertanyaan berkaitan dengan isi teks naratif dengan tepat
D. Materi Pembelajaran
Fungsi sosial :
Narative text is used to amuse, entertain and to deal with problematic events
which lead to a crisis or turning point of some kind, which in turn finds a
resolution.
Struktur teks :
Example of narative text:
Malin kundang
This is a story about Malin Kundang. He was a boy from a very poor
family who live with his mom. His father is a sailor but he had already
died. Malin was a smart boy but a bit naughty. He always chased a
chicken and hit it with a broom, until one day he slip off and hurt himself.
The wound left a scar on his hand.
When Malin grew up, he decided to go to city, so one day he would
become rich by the time he went back to the village. Malin’s mother
disagreed with his decision because he was the only one she had. But
orientation
3. Malin had already made up his mind, his mother had no other choice but
to let her only child go.
Malin was travelling by the sea, so he came along with one rich
merchant. He was hoping to become one of his crew and learn from that
merchant. Malin went to anyplace wherever the winds took him. Soon he
will become a great succesful man.
Many years has passed since then, Malin has become a rich merchant
because of his hard work and marry the most beautiful girl in the world
and he had forgotten his mother as well as the village.
On the other hand, Malin’s mother was getting older. She missed her
child so so much that she had always wait for Malin’s return at the
harbour everyday until one day there was a merchant who stopped by the
village. She knew it was Malin the moment she saw him. What makes her
so sure is because of the scar on his hand. But Malin deny her as his
mother because Malin’s felt ashame to his wife and the crew, then he was
gone.
Malin’s mother was really upset then she start to curse him. On his
journey Malin’s ship begin to shak ing and soon it turned into a stone
until now.
complication
resolution
Unsur Kebahasaan:
Language features of narative text:
- Using specific participants such as the name of person, place, etc.
- Using past tense
- Using adjective: beautiful, poor, wicked, old, etc.
- Using time connectives: since then, many years later, one day, etc.
- Using action verbs, verbal, and mental processes
- Direct and indirect speeches are often used
Topik :
Legenda rakyat
E. Metode Pembelajaran
1. Discovery based learning
F. Media, Alat, dan Sumber Pembelajaran
1. Media
Powerpoint, audio
2. Alat
Laptop, LCD, loudspeaker, spidol/boardmarker
3. Sumber Pembelajaran
a. Doddy, A., Sugeng, A., Effendi. 2008. Developing English Competencies.
Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Halaman: 27
4. b. Priyana, J., Riandi, Mumpuni, A. P. 2008. Interlanguage: English for Senior
High School. Jakarta: Grasindo. Halaman: 75.
G. Langkah-Langkah Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
Guru memberi salam;
Guru memeriksa kehadiran siswa;
Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat
dan aplikasi materi ajar dalam kehidupan sehari-hari;
Guru mengajukan pertanyaan antara pengetahuan sebelumnya dengan materi
yang akan dipelajari;
Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai;
Guru menyampaikan cakupan materi dan uraian kegiatan.
Kegiatan Inti (60 menit)
Mengamati
Peserta didik mendengarkan contoh teks audio berbentuk naratif yang
disajikan oleh guru, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan;
Guru membimbing peserta didik untuk memahami contoh yang telah disajikan.
Mempertanyakan
Dengan pengarahan guru, peserta didik mempertanyakan tentang fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks naratif;
Peserta didik memperoleh pengetahuan tambahan tentang fungsi sosial,
struktur teks, dan unsur kebahasaan teks naratif.
Bereksplorasi
Peserta didik dibentuk untuk membentuk kelompok (3 atau 4 orang);
Guru memperdengarkan sebuah teks audio berbentuk naratif;
Peserta didik berdiskusi dengan kelompoknya terkait audio yang telah
diperdengarkan.
Mengasosiasi/ Menganalisis
Dengan bimbingan guru, peserta didik berdiskusi dengan kelompok untuk
menceritakan kembali isi teks audio yang telah diperdengarkan oleh guru dan
menentukan struktur teksnya;
Peserta didik memperoleh balikan (feedback) dari guru dan temannya tentang
setiap yang dia sampaikan dalam diskusi.
Berkomunikasi
Peserta didik mempresentasikan hasil diskusi di depan kelas;
Peserta didik memperoleh balikan dari guru dan teman tentang hasil diskusi;
5. Peserta didik diminta melengkapi teks rumpang setelah mendengarkan sebuah
teks audio berbentuk naratif secara individu;
Peserta didik menjawab pertanyaan yang disajikan guru berkaitan dengan isi
teks tersebut;
Dengan bimbingan guru, peserta didik memeriksa hasil kerja individu secara
bersama-sama;
Peserta didik mengungkapkan hal-hal yang sulit dan mudah dilakukan saat
menangkap makna teks audio naratif.
Kegiatan Penutup (10 menit)
Guru dan peserta didik melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya;
Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran;
Guru memberikan penugasan berupa tugas mandiri yang ada dalam buku
pegangan siswa;
Guru menyampaikan informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya;
Guru dan peserta didik mengucapkan salam perpisahan.
H. Penilaian
1. Penilaian Sikap Spiritual
a. Teknik Penilaian : Tertulis
b. Bentuk Instrumen : Learning Journal
c. Kisi-kisi :
No. Sikap/nilai Butir
Instrumen
1. Menulis learning log tentang kesyukuran
berkesempatan belajar Bahasa Inggris
Lampiran 1
d. Instrumen : lihat Lampiran 1
e. Rubrik Penilaian Sikap Spiritual :
No. Indikator Skor
1.
Menggunakan 8 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
5
2.
Menggunakan 6 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
4
3.
Menggunakan 4 kata positif dan dua diantaranya adalah kata
“God” dan “Thank”
3
4. Menggunakan 4 kata positif tanpa kata “God” dan “Thank” 2
5.
Menggunakan kurang dari 4 kata positif tanpa kata “God” dan
“Thank”
1
6. f. Pedoman Penskoran :
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
2. Penilaian Sikap Sosial
a. Teknik Penilaian : Penilaian sejawat (antar teman)
b. Bentuk Instrumen : Lembar Peer Assessment
c. Kisi-kisi :
No. Sikap/nilai Butir Instrumen
1. M emberikan penilaian terhadap diri sendiri
tentang nilai santun
Lampiran Penilaian
Sikap 1-3
d. Instrumen : lihat Lampiran 2
e. Rubrik Penilaian Sikap Sosial :
Keterangan:
= 2
(always)
= 1
(often)
= 0,5
(seldom)
Contoh: Bila mencentang untuk seluruh pernyataan :
= 2 + 2 + 2 = Skor 6
7. Bila mencentang: = 2 + 2 + 1 = Skor 5
Bila mencentang: = 2 + 1 + 0,5 = Skor 3,5
f. Pedoman Penskoran
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
3. Penilaian Pengetahuan
a. Tehnik Penilaian : tes lisan
b. Bentuk Instrumen : uraian bebas
c. Kisi-kisi :
No. Kisi-kisi Pencapaian Indikator
Butir
Instrumen
1. Disajikan sebuah text audio berbentuk naratif, siswa
dapat menyebutkan fungsi sosial/ tujuan text naratif
Nomer 1
2. Disajikan sebuah text audio berbentuk naratif, siswa
dapat mengidentifikasi struktur teks naratif (orientation,
complication, resolution) dan unsur kebahasaan teks
naratif (language feature)
Nomer
2 & 3
d. Instrumen: lihat Lampiran 3
e. Pedoman penskoran: Setiap jawaban benar diberi skor 1
NA =
푆푘표푟 푃푒푟표푙푒ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
8. Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
K
D- 1 1
4. Penilaian Keterampilan
a. Tehnik Penilaian : Unjuk kerja
b. Bentuk Instrumen : Tes ketrampilan mendengarkan
c. Kisi-kisi :
No. Kisi-kisi Pencapaian Indikator
Butir
Instrumen
1. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menceritakan kembali isi teks dengan kata-kata
sendiri
Part A
Nomer 1
2. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menentukan struktur teks naratif
Part A
Nomer 2
3. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat melengkapi teks rumpang dengan kosakata yang
tepat
Part B
Nomer 1
4. Disajikan sebuah teks audio berbentuk naratif, siswa
dapat menjawab pertanyaan terkait isi teks
Part B
Nomer 2
d. Instrumen : lihat Lampiran 4
e. Rubrik Tes Ketrampilan Mendengar :
Aspek Keterangan Score
Pemahaman
(understanding)
Sangat memahami
Memahami
Cukup memahami
Kurang memahami
Tidak memahami
5
4
3
2
1
Kosa kata
(vocabulary)
Hampir sempurna
Ada kesalahan tapi tidak mengganggu makna
Ada kesalahan dan mengganggu makna
5
4
3
9. Banyak kesalahan dan menganggu makna
Banyak kesalahan sehinngga sulit dipahami
2
1
Pilihan kata
(diction)
Sangat variatif dan tepat
Variatif dan tepat
Cukup variatif dan tepat
Kurang variatif dan tepat
Tidak variatif dan tepat
5
4
3
2
1
Tata bahasa
(grammar)
Hampir seluruhnya benar
Sesekali terjadi kesalahan yang sama
Cukup banyak terjadi kesalahan dan tidak
menimbulkan kesalahpahaman
Banyak terjadi kesalahan dan menimbulkan
kesalahpahaman
Banyak kesalahan dan tidak sesuai aturan
5
4
3
2
1
Pedoman penskoran :
NA = 푆푘표푟 푃푒푟표푙푒 ℎ푎푛
푆푘표푟 푀푎푘푠푖푚푎푙
X 4
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :
Predikat
Nilai Kompetensi
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66 (Sangat Baik)
B+ 3.33 3.33
B
(Baik)
B 3 3
B- 2.66 2.66
C+ 2.33 2.33
C
C 2 2
(Cukup)
C- 1.66 1.66
D+ 1.33 1.33 K
D- 1 1 (Kurang)
Magetan, 2 Mei 2014
Mengetahui
Kepala SMK N 1 MAGETAN Guru Mata Pelajaran
_______________________ SITI PURWANINGSIH __
NIP. NIM. 11.321.159
10. Lampiran 1 : Instrumen Penilaian Sikap Spiritual
MY LEARNING LOG
Name: ……………………………………………………………
Use the words to complete the sentence. Your teacher will help you.
Having a chance to learn English makes me…
11. Lampiran 2 : Instrumen Penilaian Sikap Sosial
PEER ASSESSMENT
Your name : __________________________________
Your friend’s name :
Day/date :
Tick the suitable pictures to describe your friend’s responsibility.
1. He/she takes responsibility for actions of others when he/she am in
charge.
2. I admit when I make a mistake.
3. I don’t blame others for my actions.
4. I do the things I say I will do without anybody telling me to.
(always) (often) (seldom)
12. Lampiran 3 : Instrumen Penilaian Pengetahuan
Listen to the tape recorder! Then answer the question below.
1. What is the function of the text above?
- The text above used to entertain/ amuse the reader
- The text entertain by tell about the legend of Tangkuban Perahu
2. What are the generic structure of the text?
- Orientation: Dayang Sumbi was a girl from West Java. She was beautiful, smart
and clever. Her intelligence made a prince from Kayangan kingdom
fell in love with her and married her. Soon, a baby boy named
Sangkuriang was born. The king of Kayangan kingdom found out
that the prince had married a simple girl not a princess. As a
punishment, the king turned the prince into a dog.
- Complication: As time passed, Sangkuriang fell in love with Dayang Sumbi. He
planned to marry her. But when Dayang Sumbi saw the scar on
Sangkuriang’s head, she realised that the person she was about to
marry was her own son.
- Resolution: Sangkuriang kicked the dam and caused a great flood. And then he
kicked the large boat and it landed up side down to create mount
Tangkuban Perahu.
3. What are language feature used in the text above?
- The text above uses specific participant: Sangkuriang, Dayang Sumbi
- The text above uses simple past tense
- The text above uses adjective: beautiful, smart, clever
- The text above uses time connectives: one day, since then, when
13. Lampiran 4 : Instrumen Penilaian Ketrampilan Mendengarkan
Part A
Group Work Activity
Listen to the tape recorder! Your teacher will play a record about naratif.
1. Retell the content of the text you heard with your own word
2. Determine the generic structure of your text
Script of text:
The Legend of Mount Tangkuban Perahu
Dayang Sumbi was a girl from West Java. She was beautiful, smart and clever.
Her intelligence made a prince from Kayangan kingdom fell in love with her and
married her. Soon, a baby boy named Sangkuriang was born. The king of Kayangan
kingdom found out that the prince had married a simple girl not a princess. As a
punishment, the king turned the prince into a dog.
Years passed, and Sangkuriang grew up to be an obedient boy. Everyday, he
would hunt for food with the family’s dog. One day, he went into the wood and
couldn’t find any food. Night was falling and he didn’t want to disappoint his
mother. He looked around and not knowing that the dog was really his father. He
killed him and brought home the meat. Dayang Sumbi was glad to see him back but
she said that Tumang didn’t come with him. When Dayang Sumbi asked where
Tumang was, Sangkuriang told her the truth. Unable to control her emotion,
Dayang Sumbi struck Sangkuriang’s head with the weaving tool she was holding. In
the mid of anger, she made Sangkuriang leave home. Because of her deep sadness,
the God granted her eternally.
After years in exile, Sangkuriang decided to return home. Both mother and son
didn’t recognize each other. As time passed, Sangkuriang fell in love with Dayang
Sumbi. He planned to marry her. But when Dayang Sumbi saw the scar on
Sangkuriang’s head, she realised that the person she was about to marry was her
own son. In order to prevent the marriage from taking place, Dayang Sumbi asked
Sangkuriang to do the impossible thing. She asked him to build a dam on the river
citarum and build a large boat to cross the river both to be done before the sun
would rise again. Sangkuriang gathered all his power and he was able to build the
dam and the boat for Dayang Sumbi. When she saw that the tasks were almost
completed, she called all the villagers to spread red silk cloth east of the city to
make Sangkuriang think that the sun was rising and that he had failed at the task.
Sangkuriang believed her lie. And his anger, he kicked the dam and caused a great
flood. And then he kicked the large boat and it landed up side down to create mount
Tangkuban Perahu.
14. Part B
Individual Activity
Listen to the tape recorder! Your teacher will play a record about naratif.
1. Fill in the blank with appropriate words.
Cinderella
Once upon a time, there was a beutiful girl called 1___________. She lived to
with 2__________________. They were very busy. She had to do all the
housework. One day, 3______________ to the ball came to the family. Her
stepsister 4___________ her go. So, Cinderella was 5__________. The stepsister
went to the ball without her. Fortunately, 6 ___________ came and helped her to go
to the ball. At the ball, Cinderella 7_________ with the prince. The prince
8_________ with her, then he married her. They lived happily ever after.
Key answer:
1) Cinderella
2) her stepsister and step mother
3) an invitation
4) did not let
5) very sad
6) the fairy good mother
7) danced
8) felt in love
2. Answer the question based on the text above.
1) What is the text tell about?
Answer: the text tell about Cinderella
2) Who is the main character?
Answer: Cinderella
3) Who did help Cinderella?
Answer: a fairy good mother
4) What did Cinderella do in the ball?
Answer: She danced with the prince.
5) What is the ending of the story?
Answer: The princed married Cinderella and lived happily ever after.