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RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

SMA/MA : ______________________________Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Teks transaksional dan InterpersonalAspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit

A. Standar Kompetensi 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hari3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan

berlanjut (sustained) dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar1.1 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: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

C. Tujuan PembelajaranPada akhir pembelajaran siswa dapat :

Merespon tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

Mengungkapkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

Mempraktekkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

D. Materi Pembelajarana. Gambits dan dialog yang memuat ungkapan menyampaikan pendapat, meminta pendapat

Getting other people’s opinions : What do you think of … Is that right (true) that … Do you think it's going … Please give me your frank opinion. What's your opinion?

Express ing opin ions : In my opinion, … I personally believe … I personally think … I personally feel Not everyone will agree with me, but … To my mind …

Read this dialogue!Andy : Well, what do you think of my car? Bimo : Well, personally, It looks comfortable. By the way, is it an expensive

American car? Andy : No, it’s a cheap small Japanese car.Bimo : How many people can it take?Andy : There’s room for five people.Bimo : Has it got brakes?Andy : Yes, there’re very good. The engine’s in the front, and there’s a big boot in

the back.Bimo : It’s looks well made

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Andy : Would you like to come for drive?Bimo : OK. Drive carefully, won’t you. There’s a lot of traffic today.

b. Gambits dan dialog yang memuat ungkapan puas, dan atau tidak puas1. Expressing Satisfaction.

It’s wonderful. How marvelous

I am please with it / that.It’s my pleasure.It’s give me pleasure.

2. Expressing Dissatisfaction. What a nuisance !

I am fed up withI really hate it. I dislike it.It’s extremely annoying.I am dissatisfied with it / that I am disappointed with it / that.

A : what do you think of that competition! B : “I like it”

Words that are possible to use for expressing satisfaction and dissatisfaction are.Gratify satisfaction dissatisfygratification satisfactory dissatisfactionsatisfy satisfactorily satiable

Examples1. Does the novel give you satisfaction?2. It is impossible to satisfy everybody.3. He was gratified at his son’s success.

StellaJossStellaJoss

StellaJoss

Stella

Joss

::::

::

:

:

Are you satisfied with your achievement?Not much.But you’ve got good markThat’s right, I got above average. But what makes me disappointed is the chemistry. I got only six, I’m so regretful The physic?Seven and half comparing to sara’s, mine isn’t so good. How can I please with such mark to my parents. They’ll be dissatisfied. They hope I’m the best.You have another occasion to satisfy them, by working hard, you’ll get much better mark. Then your mum and dad will be gratified at your success.I hope so

E. Metode Pembelajaran/Teknik Total Physical Response

F. Langkah-langkah Kegiatan a. Kegiatan pendahuluan

- Tanya jawab seputar kondisi umum siswa.a. Kegiatan Inti.

1. Mengidentifikasi kosa kata baru dari teks2. Mendengarkan contoh dialog yang dibaca guru3. Menentukan makna dan fungsi kalimat yang didengar4. Menirukan ungkapan yang diucapkan guru5. Mendengarkan percakapan tentang menyampaikan pendapat, meminta pendapat,

menyatakan puas, dan menyatakan tidak puas dari kaset /guru6. Merespon ungkapan –ungkapan menyampaikan pendapat, meminta pendapat, menyatakan

puas, dan menyatakan tidak puas 7. Menggunakan tindak tutur yang dipelajari.

b. Kegiatan penutup- Menanyakan kesulitan siswa selama PBM- Menyimpulkan materi pembelajaran

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- Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi yang sesungguhnya.

G. Sumber Belajar a. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI b. Transkrip percakapan atau rekaman percakapan/ kaset c. Gambar yang relevan

H. Penilaian a. Teknik : Merespon ungkapan/menggunakan ungkapan secara lisan dan tulis b. Bentuk : Pertanyaan lisan c. Instrument : Give your responses orally based on the situations.

1. You asked a carpenter to fix the broken window. He did it well. What do you say?__________________________________________________________________

2. You asked your little brother to wash your bike but it was still a little but dirty. What do you say?___________________________________________________________________

3. You want to ask your friend’s opinion of the Lapindo mud. What do you say?___________________________________________________________________

4. Your friend asks you how to solve his/her problem about love. What do you say?____________________________________________________________________

d. Rubrik Penilaian :

Kriteria Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.

Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.

Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.

Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.

Nilai 100 90 80 70

Karanganyar, Juli 2008

Mengetahui,Kepala Sekolah Guru mata pelajaran

___________________________ _______________________NIP. NIP.

3


SMA/MA : ______________________________Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Teks transaksional dan InterpersonalAspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit

A. Standar Kompetensi 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hari3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan

berlanjut (sustained) dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar1.2. 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: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

3.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

C. Tujuan PembelajaranPada akhir pembelajaran siswa dapat :

Merespon tindak tutur menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

Mengungkapkan tindak tutur menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

Mempraktekkan tindak tutur menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

D. Materi PembelajaranGambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

Asking for suggestion Giving suggestion Responding to a suggestionWhat do you suggest?What do you recommend?Can you recommend….?I need your advice.

Can I make a suggestion?I advice you to …I urge you to …I recommended that ….You should …..You ought to ….You must ….Why don’t you ….

That sounds goodThat sounds greatWhat a good ideaThat a good adviceI hadn’t thought of that beforeThat never entered my mindWhat an Excellent suggestion that is !

Listen your teacher’s reading the dialogueAdi : Why do you look thinking so hard?Andi : Yes, I think about Indonesian traditional stories. It has been forgotten by most of

IndonesianAdi : You can do something to save it.Andi : What do you suggest ?Adi : I advice you to make a web or blog in the internet about Indonesian stories. Write all the

stories there. Many people will read it. Andi : Wow. That ‘s a brilliant idea?Adi : Thanks.

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Warning Allowing a requestBe carefulTake careKeep the ……safelyDon’t forget to bring ….it’s cloudyDon’t forget to ….Watch your back!Beware of dogBeware of ….

That’s all rightThat’s OKDon’t worry. You can use itOK. PleasePlease No, problem

Listen your teacher’s reading the dialogueAdi : Mom, where are you?Mother : I am in the kitchen. What’s up?Adi : It’s six thirty. I leave for school now.Mother :OK. Go!Adi : But, Can I ride my new motor cycle Mother : That’s all right. But take care on the road. It is very busy in the morning. Adi : Don’t worry mom!

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 in pain.

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

handle the ProblemsAndina : 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?

E. Metode Pembelajaran/Teknik Total Physical Response

F. Langkah-langkah Kegiatan a. Kegiatan pendahuluan

- Tanya jawab seputar kondisi umum siswa.c. Kegiatan Inti.

1. Mengidentifikasi kosa kata baru dari teks2. Mendengarkan contoh dialog yang dibaca guru3. Menentukan makna dan fungsi kalimat yang didengar4. Menirukan ungkapan yang diucapkan guru5. Mendengarkan percakapan tentang memuat ungkapan menasehati, memperingatkan,

meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure dari kaset /guru

5

6. Merespon ungkapan –ungkapan memuat ungkapan menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

7. Menggunakan tindak tutur yang dipelajari.d. Kegiatan penutup

- Menanyakan kesulitan siswa selama PBM- Menyimpulkan materi pembelajaran- Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi yang

sesungguhnya.

G. Sumber Belajar a. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI b. Transkrip percakapan atau rekaman percakapan/ kaset c. Gambar yang relevan

H. Penilaian a. Teknik : Merespon ungkapan/menggunakan ungkapan secara lisan dan tulis b. Bentuk : Pertanyaan lisan c. Instrument : Give your responses orally based on the situations.

1. Your friend is having a trip to Safari park. It is rainy season now. What do you suggest to your friend?__________________________________________________________________

2. The road is slippery. Give a warning to your friends?___________________________________________________________________

3. You just got an accident. You were safe. You thank God for the situation. Say your relief___________________________________________________________________

4. You just got ten at English test. What do you say?____________________________________________________________________

d. Rubrik Penilaian :

Kriteria Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.

Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.

Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.

Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.

Nilai 100 90 80 70



___________________________ _______________________NIP. NIP.

6


SMA/MA : ______________________________Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Teks Fungsional Pendek Aspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit

B. Standar Kompetensi 2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,

dan analytical exposition dalam konteks kehidupan sehari-hari4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk

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

B. Kompetensi Dasar2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan

tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

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

C. Tujuan PembelajaranPada akhir pembelajaran siswa dapat :1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk banner, poster dan pamplet2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk

banner, poster dan pamplet3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk banner, poster dan

pamplet secara lisan

D. Materi Pembelajarana. Teks fungsional pendek banner, poster dan pampletb. 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,

Banner.

Poster

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PLEASE KEEP YOUR CLASS CLEANDON’T DROP LITTER

Pamphlet

E. Metode Pembelajaran/Teknik Three – phase technique

Pre listening Whilst listening Post Listening

F. Langkah-langkah KegiatanSetiap pertemuan dikemas dalam 3 tahapan:1. Kegiatan awal:- Tanya jawab tentang berbagai hal terkait dengan teks fungsional

2. Kegiatan Inti- Membahas tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait

tema/ topik tertentu. - Mendengarkan teks fungsional pendek terkait tema / topik tertentu.

- Menjawab pertanyaaan tentang isi percakapan.

3. Kegiatan Akhir- Menanyakan kesulitan siswa selama PBM- Menyimpulkan materi pembelajaran.

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006 b. Script monolog berbentuk banner, poster atau pamplet c. Gambar/poster /pamplet yang relevan

H. PenilaianI. Indikator, Teknik, Bentuk dan Contoh

No. Indikator Teknik Bentuk Contoh1.

2.

Merespon isi teks fungsional pendek dengan benar

Membaca nyaring teks fungsional pendek secara berterima

Tes Tulis

Unjuk Kerja

Essay

Presentasi Lisan

Listen to the teks and write your best answer

Read the text loudly and correctly.

II. Instrumen Penilaian

1. Listen to the teachers and anwer the questions

1. What does the notice mean?2. Where do you usually see the notice?

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No trespassing

3. Who is wanted?4. Why is the person wanted?5. Where does he come from?

2. Read this pamphlet correctly.

III. Pedoman Penilaian a. Untuk nomor 1, tiap jawaban benar diberi skor 10, salah 5 b. Untuk nomor 2 mengikuti rubrik penilaian berikut ini:

No. Uraian Skor1.

2.

3.

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

41 – 50

21 - 40

0 - 20

Jumlah skor maksimal 1. 5 X 10 = 50 2. Jika skor maksimal diraih = 50

Jumlah = 100



___________________________ _______________________NIP. NIP.

9


SMA/MA : ______________________________Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Monolog (Report)Tema : Wild lifeAspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit

A. Standar Kompetensi 2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan

analytical exposition dalam konteks kehidupan sehari-hari4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report,

narrative dan analytical exposition dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report

C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat :

1. Merespon wacana monolog berbentuk report 2. Melakukan monolog berbentuk report

D. Materi Pembelajaranc. Teks monolog berbentuk report

d. Kosa kata terkait tema/Jenis teks.Misalnya : Live, structures, scatter

e. Tenses Misalnya : Present tense . They have large heavy bodies

f. Passive constructionMisalnya : Rhinos are hunted for their horns

g. The use of relating verbs Misalnya: - their skins are very thick.

E. Metode Pembelajaran/Teknik2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of Text, Independent Construction of Text)

F. Langkah-langkah Kegiatan

1. Buiding Knowledge of Field- Tanya jawab berbagai hal terkait kondisi siswa- Guru menyajikan/menayangkan gambar-gambar yang relevan dengan tema

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Well …rhinoceroses are wild animals which live in the forest.They have large heavy bodies, … I mean they have big bodies. And… their skins

are very thick. And one more important thing is that … that they have horns on their noses. And a rhinoceros can be more than 2.250 kilograms.

As you know … rhinos eat grass. And they have very good muscle structures. That is why they can run and change directions very fast. Yeah… they can sprint at 56 km an hour. Rhinos have been reported to enter campsites at night, yeah… they scatter smoldering logs of fire, and then peacefully walk away. But… you know that rhinos don’t have very good eyesight for distance. The oxpeckers always accompany them. They give them warning system.

Rhinos are hunted for their horns. You know… they are used to make traditional medicine. The rhinos are listed as endangered on the Red List of Threatened species.

- Tanya jawab tentang gambar yang disajikan/ditayangkan untuk membangun kosa kata, tata bahasa dan pemahaman tema melalui media gambar tersebut.

2. Modeling of Text

- Mendengarkan teks monolog lisan report tentang rhinoceros - Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. - Menjawab pertanyaan mengenai teks monolog lisan reports- Mengidentifikasi urutan kejadian dalam teks- Menemukan struktur teks/langkah retorika dalam teks- Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait

3. Joint Construction of Text- Dalam kelompok, siswa diberi gambar dan kata-kata kunci mengenai gambar tersebut.

Contoh : Gambar Poster binatang tertentu.Key words : parts of bodies, characteristics, dll

- Dalam kelompok siswa diminta untuk mendiskusikan gambar hewan tertentu serta mendiskusikan semua cirri umum yang ada pada hewan tersebut.

- Setiap kelompok mempresentasikan hasil diskusi dikelompoknya, kelompok lain memberikan tanggapan

-4. Independent Construction of Text

- Menulis draft teks sederhana berbentuk report secara mandiri- Melakukan revisi atas draft tersebut- Mempresentasikan secara lisan teks tersebut di depan kelas

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006 b. Script monolog berbentuk report c. Gambar/poster yang relevan



2.

Merespon wacana monolog report

Melakukan monolog berbentuk report

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Listen to the monolog and choose the best answer

Describe the general facts of the following animal.

II. Instrumen Penilaian1. Listen to the monolog and choose the best answer

Listening text for number 1 to 301. What is the largest creature lived on earth ? It is .... .a. an elephant c. blue whale e. giraffeb. a rhinoceroses d. shark

02. 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

03. Where is the nostril to spray the sea water ?a. in the fin d. on top of broad headb. in the tail e. in the skinc. in the paddle

Listening text for number 4 and 504. The second paragraph tells us about the .....of black bears.

a. size d. definition11

b. height e. descriptionc. length

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

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 on earth. Superficially, the whale looks rather like a fish, but there are important differences in its external structure; its tail consists of a pair of broad, flat horizontal paddles ( the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shinny and beneath it lies a layer of fat ( blubber). This is up to 30 cm in thickness and serves to conserve heat and body fluids.

Text 2American black bears appear in a variety of colours despite their name. In the eastern part 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 in the 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 their eyesight 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 can climb trees and cover ground at great speeds. When angry or frightened, it is a formidable enemy.

2. Choose one of the following pictures. Describe the general facts of the animal.

III. Pedoman Penilaian a. Untuk nomor 1, tiap jawaban benar diberi skor 10 b. Untuk nomor 2 mengikuti rubrik penilaian berikut ini:

No. Uraian Skor1.

2.

3.


41 – 50

21 - 40

0 - 20


Jumlah = 100



___________________________ _______________________NIP. NIP.

12


SMA/MA : ______________________________Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Monolog (Narratives)Tema : Wild lifeAspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit




B. Kompetensi Dasar2.2.Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative4.2.Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative


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

D. Materi Pembelajarana. Teks monolog berbentuk narrative

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

c. Tenses Misalnya : past tenses. Dayang Sumbi was exiled in the jungle, because she was unmarried …

d. 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.



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Tangkuban PerahuDayang Sumbi was exiled in the jungle, because she was unmarried but 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 he saw a pig, Wayungyang. He wanted to shoot Wayungyang but Si Tumang hindered 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's heart, she was very angry and hit Sang Kuriang 's head with a spoon. And he ran away and left his mother to the east. He did not know himself and forgot his name. He was about 16 years of age.

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

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

1. 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 tentang legend- 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- Menyebutkan fungsi komunikatif teks yang didengar

3. 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 yang akan disampaikan .

- Setiap kelompok mempresentasikan hasil diskusi dikelompoknya, -

4. 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

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006 b. Script monolog berbentuk narratives c. Gambar/poster yang relevan



2.

Merespon wacana monolog narrative

Melakukan monolog berbentuk narrative

Tes Tulis

Unjuk Kerja

Essay berstruktur

Presentasi Lisan

Listen to the monolog and fill in the blank with the correct answer

Choose one of the following story, then tell it in front of the class.

II. Instrumen Penilaian1.Fill the blanks with the words you heard.

The Legend of Lake TobaThere 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 the fish 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 love with her. Sahala asked her to marry him and the woman received him. However, she asked his promised not to tell anyone the (5) ___________ that she was once a fish. They were very happily 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 they were the daughters of a fish.

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

14

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

2. Choose one of the following stories . Tell in front of the class1. Cinderella2. The Beauty and the Beast3. Snow White

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

No. Uraian Skor1.

2.

3.


41 – 50

21 - 40

0 - 20


Jumlah = 100



___________________________ _______________________NIP. NIP.


SMA/MA : ______________________________

15

Mata Pelajaran : Bahasa InggrisKelas/Semester : XI/1Jenis Teks : Monolog (Analytical Exposition)Tema : HealthAspek/Skill : Mendengarkan dan BerbicaraAlokasi Waktu : 8 X 45 menit




B. Kompetensi Dasar2.2.Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: analytical exposition

4.2.Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: analytical exposition


1. Merespon wacana monolog: analytical exposition2. Melakukan monolog berbentuk : analytical exposition

D. Materi Pembelajarana. Teks monolog berbentuk analytical exposition

b. Kosa kata terkait tema/Jenis teks.Misalnya : fat, problem, heart, blood

c. Tenses Misalnya : Present tense

d. Sentence connector to link argumentsMisalnya : One important effect, In addition, Furthermore, Firstly, Secondly, Thirdly

Finally e. Phrases for making conclusion

Misalnya : - One thing is clear, … - From the facts above, I personally believe… - From the reasons listed above, I conclude that … - Therefore .. - My conclusion is that ….. - It can be concludes that…



1. Buiding Knowledge of Field- Tanya jawab berbagai hal terkait kondisi siswa- Guru menyajikan/menayangkan gambar-gambar yang relevan dengan tema

16

Being Fat Is A Serious ProblemDo you know if you are too fat, you may have serious problems with your health ?

A group of doctors wrote a report about some of the effects of too much fat.One important effect is on the heart. If you are fat, your heart has to work harder.

This may lead to a heart attack or heart problems. In addition, extra fat can also change the amount of sugar in your blood. This can cause a serious disease such as diabetes. Furthermore high blood pressure is another possible result of being fat. More studies are needed about all these problems but one thing is clear, extra fat may make your life shorter.


2. Modeling of Text

- Mendengarkan teks monolog lisan analytical exposition- Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. - Menjawab pertanyaan mengenai teks monolog lisan analytical exposition - Mengidentifikasi urutan kejadian dalam teks- Menemukan struktur teks/langkah retorika dalam teks- Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait


Contoh : Gambar Poster kampanye anti merokokKey words : smoking, dangerous, lung cancer, health, wasting money

- Dalam kelompok siswa diminta untuk mendiskusikan bahaya rokok beserta argumentasinya. - Setiap kelompok mempresentasikan hasil diskusi dikelompoknya, kelompok lain memberikan

tanggapan-

4. Independent Construction of Text- Menulis draft teks sederhana berbentuk analytical exposition secara mandiri- Melakukan revisi atas draft tersebut- Mempresentasikan secara lisan teks tersebut di depan kelas

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006 b. Script monolog berbentuk analytical exposition c. Gambar/poster yang relevan



2.

Merespon wacana monolog analytical exposition

Melakukan monolog berbentuk analytical exposition

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Listen to the monolog and choose the best answer

Present your opinion of the issue orally.

2. Instrumen Penilaian 1. Listen to the monolog and answer the questions

01. Which government system is discussed in the text? A. AustriaB. AustraliaC. AustrianD. AustralianE.Aussie

02. How many level of governments are there mentioned in the text?A. oneB. twoC. threeD. fourE. five

03. What affairs are looked after by the state government?A. preventing attacks from foreign countriesB. preventing diseases at small townC. Keeping the economical growth of the country.D. Keeping vandalism in the countryE. Keeping law and order

04. What business done by the local government?A. international things

17

B. national thingsC. state thingsD. local thingsE. village things

05.Which level of governments which has to look after law and order.A. Federal governmentB. State governmentC. Local governmentD. Country governmentE. Residence government

Listening script

Australian Government SystemIn Australia, there are three levels of government, the federal governments, state governments and local governments. All of these levels of governments are necessary. This is so for a number of reasonsFirst, The federal government is necessary for the big things. They keep the economy in order and look after things like defense.

Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things like vandalism in schools.

Finally, local governments look after the small thingsThey look after things like collecting rubbish, otherwise everyone would have diseases

Thus, for the reasons above we can conclude that the three levels of government are necessary.

2. Choose on of the following issues. Present your opinion about the issue orally.a. Should students wear uniform at school?b. Should mobile phoned be banned at school?c. Students are not allowed to ride motorcycle to school.

3. Pedoman Penilaian a. Untuk nomor 1, tiap jawaban benar diberi skor 10 b. Untuk nomor 2 mengikuti rubrik penilaian berikut ini:

No. Uraian Skor1.

2.

3.


41 – 50

21 - 40

0 - 20


Jumlah = 100


Mengetahui,Kepala Sekolah Guru Mata Pelajaran

________________________ ____________________NIP. NIP.


SMA/MA : ______________________________Mata Pelajaran : Bahasa Inggris

18

Kelas/Semester : XI/1Jenis Teks : Teks fungsional pendekAspek/Skill : Membaca Alokasi Waktu : 6 X 45 menit

A. Standar Kompetensi 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical

exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

B. Kompetensi Dasar5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi

dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari


a. Menemukan gambaran umum teks banner, poster dan atau pamphletb. Menemukan informasi rinci dalam teks banner, poster dan atau pamphletc. Menemukan makna kata tertentu dalam teks banner, poster dan atau pamphletd. Menemukan ciri kebahasaan dalam teks banner, poster dan atau pamphlet

D. Materi Pembelajarana. Teks fungsional pendek berbentuk banner, poster dan atau pampletb. kosa kata terkait tema/ isi

E. Metode Pembelajaran : Three phase technique

F. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan

- Guru mengucapkan salam dan mengecek kehadiran- Siswa mendengarkan dan memperhatikan hal-hal yang diperlukan untuk membaca teks

dengan baik yaitu pronunciation, punctuation, dan intonation

b. Kegiatan Inti- Membahas dan mengembangkan kosa yang terkait dengan teks- Menirukan ucapan kata-kata tertentu yang ada di dalam teks- Menyimak guru yang sedang membaca- Menjawab pertanyaan bacaan

c. Kegiatan penutup - Menanyakan kesulitan siswa dalam memahami teks pengumuman - Menyimpulkan materi - Menugaskan siswa mencari teks banner, poster dan atau pamphlet lainnya di Koran/majalah

V. Sumber belajar a. Koran/majalah b. Perpustakaan

VI. Penilaian a. Teknik : Tes tulis b. Bentuk : Essay c. Instrument : I. Answer the questions based on text below.

Text 1

19

01. What does the poster tell about? _______________________________________________________________

02. According to the poster: Why do we have to drink water? ________________________________________________________________

Text 2

03. When will Michael Jackson have a show in the café? ________________________________________________________________04. What songs will be sung by Paramitha Rusady?

_____________________________________________________05. What is DOME? It is the name of … . ______________________________________________________

d. Pedoman Penilaian dan Rubrik Penilaian

1. Setiap nomor score max 202. Jumlah score max : 100



________________________ ____________________NIP. NIP.


SMA/MA : SMA Negeri Jenawi KaranganyarMata Pelajaran : Bahasa Inggris

20

Kelas/Semester : XI/1Jenis Teks : Monolog berbentuk Narrative (fairy tales)Tema : Family lifeAspek/Skill : Membaca dan MenulisAlokasi Waktu : 8 X 45 menit

A. Standar Kompetensi 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan

analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar5.2.Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition

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


1. Merespon wacana monolog berbentuk narratives2. Melakukan monolog tulis berbentuk narratives

D. Materi Pembelajarana. Teks monolog berbentuk narratives

a. Kosa kata terkait tema/Jenis teks.Misalnya : girls, pretty, lovely, prince, princes

b. Tenses Misalnya : Past tense

d. Time conjunction to link eventsMisalnya : once, then, after that,

e. Action verbs, linking verbs, mental verbsMisalnya : - lived, was, fell

E. Metode Pembelajaran/Teknik

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

F. Langkah-langkah Kegiatan 1.Buiding Knowledge of Field

- Tanya jawab berbagai hal terkait kondisi siswa- Guru menyajikan/menayangkan gambar-gambar yang relevan dengan tema

21

CinderellaOnce upon a time, there was a little girl called Cinderella. She was pretty, loving and clever. But she was very poor. She lived with her step mother and stepsisters. They were very mean. They hated Cinderella very much. Fortunately, she met a prince. He fell in love with her. Then Cinderella became a princess.They Lived happily ever after


2. Modeling of Text

- Membaca teks monolog fairy tales : cinderella - Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. - Menjawab pertanyaan mengenai teks monolog fairy tales: cinderella- Mengidentifikasi urutan kejadian dalam teks- Menemukan struktur teks/langkah retorika dalam teks- Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan

terkait


Contoh : Gambar seri tentang kehidupan cinderellaKey words : poor girl, step mother and sisters, fairy good-mother, prince, castle

- Dalam kelompok siswa diminta untuk mendiskusikan gambar berseri tersebut untuk menyusun sebuah cerita.

- Dalam kelompok siswa melakukan revisi draft berdasarkan masukan dari teman dan guru

4. Independent Construction of Text- Menulis draft teks sederhana berbentuk narrative secara mandiri- Melakukan revisi atas draft tersebut- Menulis draft final

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006

b. Gambar/poster yang relevan

. PenilaianI. Indikator, Teknik, Bentuk dan Contoh


2.

Merespon wacana monolog narrative

Menulis monolog berbentuk narrative

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Choose the correct answer.

Write a narrative text of your own.

II. Instrumen Penilaian

1. Untuk soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0

2. Untuk soal menulis berbentuk soal uraian bebas

No. Aspek yang dinilai Skor

1 Ketepatan isi dan tema 0 - 3

2 Struktur kalimat 0 - 3

3 Koherensi antar kalimat 0 - 3

4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 3

5 Tanda baca 0 - 3

6. Ejean kata 0 - 3

22

Skor maksimum 18

1. Choose the correct answer!

The Emperor’s New ClothesMany years ago there lived an emperor who cared only about his clothes and about showing them

off. One day he heard from two swindlers that they could make the finest suit of clothes from the most beautiful cloth. This cloth, they said, also had the special capability that it was invisible to anyone who was either stupid or not fit for his position. Being a bit nervous about whether he himself would be able to see the cloth, the emperor first sent two of his trusted men to see it. Of course, neither would admit that they could not see the cloth and so praised it. All the townspeople had also heard of the cloth and were interested to learn how stupid their neighbors were. The emperor then allowed himself to be dressed in the clothes for a procession through town, never admitting that he was too unfit and stupid to see what he was wearing. For he was afraid that the other people would think that he was stupid. Of course, all the townspeople wildly praised the magnificent clothes of the emperor, afraid to admit that they could not see them, until a small child said: "But he has nothing on"! This was whispered from person to person until everyone in the crowd was shouting that the emperor had nothing on. The emperor heard it and felt that they were correct, but held his head high and finished the procession.

01. Nia : Who told the Emperor that they could make the finest suit clothes? Ani : … . a. his trusted men c. two swindlers e. neighbours b. the Emperor himself d. a small child

02. Nia : To whom the clothes are invisible ? Ani : … .

a. To two swindlers c. to the other people e. from person to personb. To anyone who are clever d. to anyone who was either stupid or not fit for his position

03. Nia : How did the Emperor show off his new clothes? Ani : … .

a. in a procession trough town c. from village to village e. in a ball partyb. in his palace d. in a parade

04. “…afraid to admit that they could not see them, until .. (prg 4). The bold typed word refers to… .a. the two swindlers c. small children e. all the town peopleb. the Emperor’s trusted men d. the crowd

05. Nia : "But he has nothing on"! . This sentence means that the Emperor… . Ani : …

a. wears a new clothes c. has no clothes on his body e. has all of his clothes in his body

b. wears his magnificent clothes d. wears the invisible clothes

2. Choose on of the following title . Write your own story.d. Alladine. SnowWhitef. Rapunzel.

3. Pedoman Penilaian a. Untuk nomor 1, tiap jawaban benar diberi skor 10 b. Untuk nomor 2 mengikuti rubrik penilaian berikut ini:

No. Uraian Skor1.

2.

3.


41 – 50

21 - 40

0 - 20


Jumlah = 100

23



________________________ ____________________NIP. NIP.


SMA/MA : SMA Negeri Jenawi KaranganyarMata Pelajaran : Bahasa InggrisKelas/Semester : XI/1

24

Jenis Teks : Monolog berbentuk reportTema : Wild LifeAspek/Skill : Membaca dan MenulisAlokasi Waktu : 6 X 45 menit

A. Standar Kompetensi 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan

analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar5.2.Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition

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


- Siswa dapat mengidentifikasi makna dalam teks- Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: report- Menulis teks berbentuk monolog/esei berbentuk report

D. Materi Pembelajaran Teks monolog berbentuk reports

No. Title Tigers1. General

ClassificationTigers vary in size and appearance. The Siberian tiger

weighs up to 650 pounds (295 kilograms) and may be 13 feet (4 meters) from its nose to the tip of its tail. It is the largest of all cats. Indian, or Bengal, tigers may weigh from about 300 to 550 pounds (about 135 to 250 kilograms) and are about the size of a lion. Tigers in Malaysia and Indonesia are smaller.

2. Detailed DescriptionParts The background of the tiger’s coat is usually a bright

reddish orange or a pale yellow-brown. The stripes that mark the body and limbs are usually back.

The appearance of the tiger depends to a great extent on where the animal lives. Tigers that live in cold regions are pale in color and large in size. Their fur is long and thick. In warmer climates tigers are smaller and more colorful. They have shorter, thinner fur.

Like all cats, tigers have sharp claws and teeth, and they can move quickly and quietly. Springing with ease, tigers may cover 15 feet (4,5 meters) in one leap. They rarely climb trees but are very good swimmers.

Quantities Young tigers, or cubs, are born from 100 to 112 days after the parent have mated. There may be from one to six young in a litter, but the usual number is two or three. Cubs weigh a couple of pounds when they are born. The tiny cubs open their eyes about 10 to 16 days after birth. At the age of 6 or 8 weeks, the young begin to go on hunting trips with their mother. They usually stay with the mother for at least a year. At the end of this time they can hunt for themselves. By the time ready to raise their own families.

Habits or behaviour(For living-things)

Tigers usually stalk their prey alone and a night. To make a kill, the tigers leaps on the animal, biting its neck. It then takes the slain prey to some hidden spot. If it is a large animal, the tiger may feed on it for several days. During this time the tiger does not kill again. Tigers eat deer pigs, cattle, goats, and some smaller animals.

E. Metode Pembelajaran/Teknik

25

Three-Phase Techniques

F. Langkah-langkah KegiatanPertemuan 1

Kegiatan Awal Siswa membaca penjelasan tentang topik pada suatu paragrap report Siswa mendiskusikan pentingnya topik pada suatu paragrap report

Kegiatan Inti Siswa membaca dua paragrap report yang berbeda Siswa mendiskusikan kedua perbedaan paragrap report Siswa berpasangan mengidentifikasi kalimat yang tidak sesuai dengan

topik report Siswa membaca contoh lain teks report Siswa menjawab pertanyaan mengenai berbagai aspek (tujuan,

organisasi, dan ciri-ciri kebahasaan) teks report. Siswa mendiskusikan technical terms yang muncul pada teks report.

Kegiatan Akhir Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan

ciri-ciri kebahasaan) Siswa mendapat tugas mencari contoh teks report dan mengnalisa

organisasinya.Pertemuan 2

Kegiatan Awal Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri kebahasaan)

Kegiatan Inti Siswa membaca sebuah teks report. Siswa berpasangan menulis paragraph berdasarkan sebuah teks report. Siswa menyusun paragraph menjadi teks report utuh dan menganalisa

organisasinya berpasangan. Siswa membetulkan ejaan teks report dan menganalisa organisasinya.

Kegiatan Akhir Siswa mendapat tugas untuk membuat draft tulisan tentang sebuah laporan pengamatan.

Pertemuan 3 Kegiatan Awal

Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri kebahasaan)

Siswa menggunakan checklist untuk membantu menulis teks report

Kegiatan Inti Siswa menulis teks report Siswa memperlihatkan dfrat teks report pertamanya kepada guru Siswa diminta melakukan peer correction Siswa mendapat evaluasi dari temannya dan memperbaikinya Siswa bertanya kepada guru yang tidak dimengerti Siswa mendapat feedback dari guru Siswa memperbaiki tulisannya

Kegiatan Akhir Siswa mengumpulkan tulisan teks report

G. Sumber belajar a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006

c. Gambar/poster yang relevan

26

. PenilaianI. Indikator, Teknik, Bentuk dan Contoh


2.

Merespon wacana monolog report

Menulis monolog berbentuk report

Tes Tulis

Unjuk Kerja

Pilihan Ganda

Presentasi Lisan

Choose the correct answer.

Write a report text of your own.

II. Instrumen Penilaian 1. Choose the correct answer!

Cheetahs are members of the cat family and are the world’s fastest land animals. They inhabit open grasslands and scrub in Africa, southern Asia and Middle East.

Cheetahs are often mistaken for leopards and have many similar features.Their distinguishing marks are the long, teardrop-shaped lines on each side of the nose from

the corner of the eyes to the mouth.The animals have muscular and powerful bodies which are aerodynamically perfect for short,

fast runs. Their bendy backs keep the body flexible as they sprint. They can accelerate from standing to 40 mph in three strides and to a full speed of 70 mph

within seconds. Cheetah’s feet are like running shoes and have grips and spikes to dig into the ground. The grips are special ridges on the animal’s footpads and the claws act as spikes. These claws stay out all the time. This is different from other cats, whose claws tuck away in special sheaths in their paws.

Cheetah are carnivores and eat gazelle and small antelope. A long tail helps the cheetah keep its balance as it serves after its prey, using large eyes that point forward to judge distance accurately. Once the cheetah has pounched, the victim is gripped by the throat to stop it breathing. However, the cheetah has weak jaws and small teeth and cannot always protect its kills or its young, especially if tired out after a run.

Female cheetahs gave birth to an average of three young that they rear by themselves. Once fully grown, the animals usually live alone, though males sometimes form small groups. Most cheetahs live about twelve years.

Cheetah are now an endangered species and many conservationists are trying to help protect the habitats of these interesting creatures.

01. What is the social function of the text above ?a. To amuse the readersb. To describe the cheetahc. To retell events of carnivoresd. To explain the process involved in the cheetah.

02. Based on the text above what are cheetahs classified into? Cheetah are .... .a. Herbivoresb. mammalc. omnivoresd. carnivores

03. Which of the following is NOT TRUE based on the text ? a. Cheetahs are the same creature with leopards.b. Cheetahs have muscular and powerful bodies.c. Cheetahs kill their preys by gripping their throat to stop them breathingd. Female cheetahs usually give birth three babies.

04. Their bendy backs keep the body flexible as they sprint.(prg 4). The underlined word refers to.. a. leopard b. cheetah c. cat family d. gazelle

05. Cheetah are now an endangered species and many conservationists are trying to help protect the habitats of these interesting creatures. The synonym of the underlined word is ….a. to endangerb. to keepc. to guardd. to save

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2. Choose one of the following title . Write your own report.a. Horseb. Catc. Mouse.

3. Pedoman Penilaian 1. Untuk soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0 2. Untuk soal menulis berbentuk soal uraian bebas

No. Aspek yang dinilai Skor 1 Ketepatan isi dan tema 0 - 32 Struktur kalimat 0 - 33 Koherensi antar kalimat 0 - 34 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 35 Tanda baca 0 - 36. Ejean kata 0 - 3

Skor maksimum 18



________________________ ____________________NIP. NIP.

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rencana pelaksanaan pembelajaran - · web viewamerican black bears appear in a variety of...

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