12. Rpp-1.docx

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 1 (Gasal) : Talking About Family (Hello, I’m Nial) : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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 Kompetensi Dasar

IPK

3.1 Menerapkan fungsi sosial, 3.1.1 Menentukan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional struktur teks,dan unsur lisan dan dan terkait jati diri. kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan 3.1.2 Menggunakan ungkapan memberi dan meminta informasi terkait jati diri. meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan pronoun: subjective, objective, possessive) 4.1 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

4.1.1 Menuliskan teks transansaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meninta informasi terkait jati diri. 4.1.2 Mendemonstrasikan dialog pendek dan sederhana terkait jati diri.

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C. Tujuan Pembelajaran Setelah melalui serangkaian proses pembelajaran peserta didik diharapkan mampu untuk menuliskan dan mendemonstrasikan teks transaksional lisan dan tulis pendek dan sederhana terkait pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya. D. Materi Pembelajaran Definition a. Family Types In different cultures around the world and even within cultures, there are different types of families. A nuclear family or mediate family is a small family usually just a mother, father and kids. In some places people live with their extended family, which includes more relatives from other generations or parts of the family. Families with kids and only a mother or father we call single-parent families. If you live with a family, we can call them your adopted family. b. Close Family A close family can refer to a family where all the members have a good relationship with each other. It can also refer to the family members you see most, your parents (mother and father), siblings (brothers and sisters), and your children. For some people’s close family includes a stepparent (someone married to your mother or father who is not your genetic mother or father) or a stepbrother or stepsister (the child of a stepparent and another person who is not genetically-related to you. Another close family member might be a half-sibling (someone who shares one genetic parent with you. c. Extended Family Your extended family includes your aunt or uncle (your parents’ siblings) and your cousins (your aunt or uncle’s children). The children of your siblings are your niece (girl) or nephew (boy) and the children of your cousins we call your second cousins. People from other generations can be in your extended family like grandparents or great-grandparents. Expressions in Talking about Family No. Asking about Family 1. How many people are there in your family? How many people do you have in your family? 2. Do you have any brothers or sisters? Do you have any siblings? 3. How about your parents earn a living? What is your father? What is your mother? 4. How many grandparents have you got? 5. What does your family usually do on Sundays? What do you like doing when you spend time with your family? 6. What does your brother/sister do? 7. 8. 9. 10.

Do you have a big family? Are your brothers/sisters younger than you? Are your brothers/sisters older than you? What is your father like? What does your mother usually do?

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Response There are five people in my family I have one brother and one sister My father is a civil servant and my mother is a teacher They are passed away We go to the church and we take lunch in the restaurant My brother is an officer from private company My sister is a lecturer Have you any niece and nephew? I’m the youngest child in my family I resemble my father My mother usually cooks our favorite food

Hello, I am Niall Here are some examples of things you can say about yoursef: My name’s........... I’m from........ I was born......... I’m.......years old. I go to.......school. I like.......because....... I don’t like.....because........ In my free time/After school, I..... In the future, I’d like to be......

Social Function: introducing and mentioning identity to develop interactional others. Generic Structure: Opening Exchange(talking about identity) Closing Angelina : Good morning. Brian : Good morning. Angelina : I’m Angel. What’s your name? Brian : I’m Brian. Where do you come from? Angelin : I come from USA. How about you? Brian : I come from Australia. So, are you studying here? Angelina : Yes, I’m taking Art Department. Brian : Do you like dancing,singing, and drawing? Angelina : Yes, that’s why I’m taking that major, but I like singing most. And you? Brian : I’m taking Literature.I love reading so much. Angelina : So,what do you want to be in the future? Brian : I wanna be a writer next. How about you? Angelina: I would like to be a composer. Brian : That sounds good. Oh I have to go Angel.I have a class. See you. Angelina: See you Brian.

Language Feature: Present verb Subject Pronoun Objective pronoun Possessive pronoun WH questions

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communication with

PRONOUNS

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Reference: Kementerian Pendidikan dan Kebudayaan. 2017. Bahasa Inggris Kelas X. Jakarta: Puskurbuk Kemdikbud. Richard,Jack C. 2006. Person to person (Third Edition).USA:Oxford University Press. Tillit, Bruce. 1985.Speaking Naturally. USA: Cambridge University Press. E. Metode Pembelajaran Pendekatan: Metode: Model: Scientific Approach, Disscussion, Role Play F. Media Pembelajaran 1. Media  Lembar Kerja Siswa  Lembar Penilaian  Bahan Presentasi Audio visual (video), Pictures 2. Alat/bahan  Laptop  File Presentasi Audio visual (video), Pictures  LCD projector 68

G. Sumber Belajar a. Kementrian Pendidikan dan Kebudayaan. 2017. Buku Guru Mata Pelajaran Bahasa Inggris Kelas X. Jakarta: Kementrian Pendidikan dan Kebudayaan b. Thomson, A. J and A. V. Martinet. 1986. A Practical English Grammar fourth Edition. Oxford University Press: New York c. Retrieved from https://englishlive.ef.com accessed on 17th April 2018 at 4:24 PM d. Retrieved from https://m.busyteacher.org accessed on 17th April 2018 at 4:32 PM e. Retrieved from https://learningenglish.voanews.com on 18th April 2018 at 9:01 AM f. Kementerian Pendidikan dan Kebudayaan. 2017. Bahasa Inggris Kelas X. Jakarta: Puskurbuk g. Kemdikbud. h. Richard,Jack C. 2006. Person to person (Third Edition).USA:Oxford University Press. i. Tillit, Bruce. 1985.Speaking Naturally. USA: Cambridge University Press. H. Langkah-Langkah Pembelajaran

Pendahuluan  Guru memberi salam (greeting)  Guru bersama siswa berdoa sebelum memulai kegiatan pembelajaran. (10’)  Guru memeriksa kehadiran siswa  Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran  Guru memberi motivasi belajar siswa.  Guru menjelaskan tentang tujuan pembelajaran yang akan dicapai. Kegiatan Inti (60’)

Mengamati

 Peserta didik memperhatikan percakapan antara guru dan peserta didik lainnya..  Perserta didik menyaksikan video tentang memberi dan meminta informasi terkait dengan pemaparan jati diri.

Menanyakan

 Peserta didik menanyakan cara memberi dan meminta informasi terkait pemaparan jati diri.

Mengeksplorasi

 Secara berkelompok peserta didik menentukan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa dialog tentang memberi dan meminta informasi terkait dengan pemaparan jati diri. (LK 1)  Peserta didik saling menyimak dan bertanya jawab tentang jati diri masingmasing (LK 2).  Secara individu peserta didik diminta mengisi dialog rumpang dengan menggunakan ungkapan terkait memberi dan meminta informasi tentang pemaparan jati diri. (LK 3)  Mengasosiasi  Peserta didik berlatih cara pengucapan, intonasi dan tekanan untuk menggunakan ungkapan tentang memberi dan meminta informasi terkait dengan pemaparan jati diri.  Peserta berlatih menggunakan pola kalimat yang digunakan dalam ungkapan memberi dan meminta informasi terkait dengan pemaparan jati diri.  Secara berpasangan peserta didik menuliskan percakapan tentang ungkapan memberi dan meminta informasi terkait dengan pemaparan jati diri.( LK 4).

Mengomunikasikan 69



Kegiatan Penutup (10’)

I.

Peserta didik mendemonstrasikan percakapan sederhana yang telah dibuat di depan kelas.

 Guru dan siswa melakukan refleksi pembelajaran  Peserta didik memberikan rangkuman/kesimpulan terhadap kegiatan pembelajaran.  Peserta didik bernyanyi/bermain game/kuis.  Guru memberikan tugas.  Guru memberitahukan materi pertemuan berikutnya.  Guru dan peserta didik berdoa dan mengucapkan salam perpisahan.

Penilaian 1. Sikap spiritual a. Teknik Penilaian : Observasi b. Instrumen : Jurnal Perkembangan Sikap Spiritual c. Contoh Instrumen : Lihat Lampiran 2. Sikap sosial a. Teknik Penilaian b. Instrumen c. Contoh Instrumen

No

: Observasi : Jurnal Perkembangan Sikap Sosial : Lihat Lampiran

Aspek

Kriteria

Sering menunjukkan sikap jujur Pernah menunjukkan sikap jujur Tidak pernah menunjukkan jujur Sering menunjukkan sikap bertanggung jawab Pernah menunjukkan sikap bertanggung jawab Bertanggung jawab Tidak pernah menunjukkan sikap bertanggung jawab Sering menunjukkan sikap kerja sama Kerja sama Pernah menunjukkan sikap kerja sama Tidak pernah menunjukkan sikap kerja sama

1

Jujur

2

3

Skor= 3. Pengetahuan a. Teknik Penilaian b. Bentuk Instrumen c. Contoh Instrumen No Aspek yang dinilai

Skor 5 3 1 5 3 1 5 3 1

𝒋𝒖𝒎𝒍𝒂𝒉 𝒔𝒌𝒐𝒓 𝒑𝒆𝒓𝒐𝒍𝒆𝒉𝒂𝒏 𝒔𝒊𝒔𝒘𝒂 𝒙𝟏𝟎𝟎 𝒔𝒌𝒐𝒓 𝒎𝒂𝒌𝒔𝒊𝒎𝒂𝒍

: Tes Tertulis : Melengkapi table,Melengkapi dialog, Interview : Rubrik Penilaian Kriteria Score Sangat memahami

3

Memahami

2

Tidak memahami

1

Struktur teks yang digunakan sangat runtut

3

Tujuan Komunikatif 1

2

Keruntutan Teks

70

3

4

Pilihan Kosa Kata

Pilihan Tata Bahasa

Struktur teks yang digunakan runtut

2

Struktur teks yang digunakan tidak runtut

1

Sangat variatif dan tepat

3

Variatif dan tepat

2

Tidak variatif dan tepat

1

Pilihan tata bahasa sangat tepat

3

Pilihan tata bahasa tepat

2

Pilihan tata bahasa tidak tepat

1

𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟐

Description S : Score n : Total of skill’s aspects achieved d. Pedoman penskoran :  Task 1&2: Setiap jawaban benar diberi skor 1 (satu)  Task 3: Seperti terlampir di rubrik 4. Keterampilan a. Teknik Penilaian b. Bentuk Instrumen c. Contoh Instrumen d.Pedoman penskoran

: Kinerja : Bermain peran : Lihat Lampiran :

Aspek 4 Pelafalan/Pronounciation Lafal dapat dipahami meskipun dengan aksen tertentu

1 Hampir sselalu keluar dalam pelafalan sehingga tidak dapat dimengerti.

Tata bahasa/Grammar

Tata bahasa sangat buruk sehingga sangat buruk sehingga percakapan sangat sulit dipahami. Kosakata yang sangat terbatas sehingga tidak

Kosa kata/Vocabulary

3 2 Ada masalah Sulit dengan dimengerti pengucapan karena ada sehingga masalah dalam membuat pelafalan dan pendengar frekuensinya harus fokus dan sering kadang-kadang menimbulkan kesalahpahaman Hampir tidak Terjadi Banyak terjadi aa kekeliruan beberapa kekeliruan tata tata bahasa kekeliruan tata bahasa yang bahasa namun mempengaruhi tidak arti harus berpengaruh menyusun terhadap arti ulang kalimat percakapan Kadang Sering Menggunakan kadang menggunakan kosakata yang pelafalan tidak kosa kata yang salah sehingga 71

Kelancaran/Fluency

tepat dan mengharuskan penjelasan lebih lanjut karena kosa kata yang tidak sesuai. Dialog lancar, sangat sedikit menemui kesulitan

Skor=

tidak tepat sehingga dialognya menjadi terbatas karena kosa kata yang terbatas Tidak terlalu lancar menemui kesulitan bahasa

tidak dapat memungkinkan dipahami terjadinya dialog

Sering ragu dan berhenti karena keterbatasan bahasa

Sering berhenti dan diam selama dialog sehingga dialog tidak tercipta

𝒋𝒖𝒎𝒍𝒂𝒉 𝒔𝒌𝒐𝒓 𝒑𝒆𝒓𝒐𝒍𝒆𝒉𝒂𝒏 𝒔𝒊𝒔𝒘𝒂 𝒙𝟏𝟎𝟎 𝒔𝒌𝒐𝒓 𝒎𝒂𝒌𝒔𝒊𝒎𝒂𝒍

Aspek No Nama

Pengucapan (Pronounciation)

Total

Kelancaran Tatabahasa (Fluency)

(Grammar)

Kosakata

Skor

(Vocabulary)

1 2 3 4 5 Instruksi untuk test…. Task 1

Individually, find out and underline the expressions of asking and giving information about self introduction and circle the pronouns on the dialogues below. Write down the expressions on the table provided! 1. Sasha Brent Sasha Brent Sasha Brent

: Hello, I’m Sasha. : Hi, Sasha. I’m Brent. : Nice to meet you Brent. Where are you from? : Chicago, Illonois. And you? : I’m from Australia. I live in a small town near Sidney. : Australia. Wow. I’ve always wanted to go there. How long have you been here? Sasha : I’ve just arrived this week. It’s my first day of school. Brent : Really? I think you’ll love Vancouver. It’s not too hot and not too cold. Sasha : I hope so. Sorry Brent I have to go. See you. Brent : See you.

2. Angelina : Good morning. 72

Brian : Good morning. Angelina : I’m Angel. What’s your name? Brian : I’m Brian. Where do you come from? Angelin : I come from USA. How about you? Brian : I come from Australia. So, are you studying here? Angelina : Yes, I’m taking Art Department. Brian : Do you like dancing,singing, and drawing? Angelina : Yes, that’s why I’m taking that major, but I like singing most. And you? Brian : I’m taking Literature.I love reading so much. Angelina : So,what do you want to be in the future? Brian : I wanna be a writer next. How about you? Angelina : I would like to be a composer. Brian : That sounds good. Oh I have to go Angel.I have a class. See you. Angelina : See you Brian.

No

Asking information about self introduction

Giving information about self introduction

Pronouns

1 2 3 Task 2 Fill in the blanks with the right pronouns! 1. ______(Me/I) come to Yogyakarta every month. 2. I’m going to introduce______(she/her) to one of my pen pals in Malaysia. 3. They run their family bussiness themselves because_______ (their/they) died last year. 4. The teacher tells _____(we/us) to make friends with students from English speaking countries so that _____(we/us) can improve our English. 5. Alia’s brother wanted to have pen pals too. Alia introduced_____(he/him) to Hannah’s and Saidah’s brothers. Now, they have become good friends. Sometimes Alia writes about _____(their/them) in _____(she/her) letter to Hannah and Saidah.

Task 3 In pairs, interview your friend about asking and giving information of selfintroduction. Use the following questions as guidance! 1. 2. 3. 4.

What is your name? Where do you live? What do you like to do in your free time? What do you want to be?

Task 4 In groups, complete the following dialogues with the suitable expressions! Bob

: Good afternoon. 73

Nicole : Good afternoon. Bob Bob.

: I’m your instructor today. My name is Robert Simpson. But please call me

Nicole : Oh, Hi Bob. Bob

: And what’s your name?

Nicole : I’m Nicole. Bob

: Where are you from?

Nicole : I’’m from Manhattan. How about you? Bob

: I’m from New York. Anyway, what do you usually do after class?

Nicole : I like reading magazines and listening to the music after class. Bob

: How about your dream? What do you want to be?

Nicole : Actually, I want to be a musician. Bob

: Terrific! So let’s get started. Are you ready?

Nicole : Yeah, lets go. Task 5 In pairs, write down a short dialogue based on the following situation. 1. Meeting new people in a birthday party. 2. Meeting new people in students board organization. 3. Meeting new people in a new school. The dialogue must contain personal information, hobby, and dream. After that, demonstate the dialogue in front of the class!

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POSSIBLE ANSWER Task 1

Individually,find out and underline the expressions of asking and giving information about self introduction and circle the pronouns on the dialogues below. Write down the expressions on the table provided! 1. Sasha Brent Sasha Brent Sasha Brent Sasha Brent Sasha Brent

: Hello, I’m Sasha. : Hi, Sasha. I’m Brent. : Nice to meet you Brent. Where are you from? : Chicago, Illonois. And you? : I’m from Australia. I live in a small town near Sidney. : Australia. Wow. I’ve always wanted to go there. How long have you been here? : I’ve just arrived this week. It’s my first day of school. : Really? I think you’ll love Vancouver. It’s not too hot and not too cold. : I hope so. Sorry Brent I have to go. See you. : See you.

2. Angelina : Good morning. Brian : Good morning. Angelina : I’m Angel. What’s your name? Brian : I’m Brian. Where do you come from? Angelin : I come from USA. How about you? Brian : I come from Australia. So, are you studying here? Angelina : Yes, I’m taking Art Department. Brian : Do you like dancing,singing, and drawing? Angelina : Yes, that’s why I’m taking that major, but I like singing most. And you? Brian : I’m taking Literature.I love reading so much. Angelina : So,what do you want to be in the future? Brian : I wanna be a writer next. How about you? Angelina: I would like to be a composer. Brian : That sounds good. Oh I have to go Angel.I have a class. See you. Angelina: See you Brian.

No

Asking information about self introduction

Giving information about self introduction

1 2 3

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Pronouns

Task 2 Fill in the blanks with the right pronouns! 1. ___I___(Me/I) come to Yogyakarta every month. 2. I’m going to introduce___her___(she/her) to one of my pen pals in Malaysia. 3. They run their family bussiness themselves because_____they__ (their/they) died last year. 4. The teacher tells ___us__(we/us) to make friends with students from English speaking countries so that __we___(we/us) can improve our English. 5. Alia’s brother wanted to have pen pals too. Alia introduced_____(he/him) to Hannah’s and Saidah’s brothers. Now, they have become good friends. Sometimes Alia writes about _____(their/them) in _____(she/her) letter to Hannah and Saidah. Task 3 In pairs, interview your friend about asking and giving information of selfintroduction. Use the following questions as guidance! 1. 2. 3. 4.

What is your name? Where do you live? What do you like to do in your free time? What do you want to be?

Task 4 In groups, complete the following dialogues with the suitable expressions! Bob Nicole Bob Bob. Nicole Bob Nicole Bob Nicole Bob Nicole Bob Nicole Bob Nicole

: Good afternoon. : Good afternoon. : I’m your instructor today. My name is Robert Simpson. But please call me : Oh, Hi Bob. : And what’s your name? : I’m Nicole. : Where are you from? : I’’m from Manhattan. How about you? : I’m from New York. Anyway, what do you usually do after class? : I like reading magazines and listening to the music after class. : How about your dream? What do you want to be? : Actually, I want to be a musician. : Terrific! So let’s get started. Are you ready? : Yeah, lets go.

Task 5 In pairs, write down a short dialogue based on the following situation. 1. Meeting new people in a birthday party. 2. Meeting new people in students board organization. 3. Meeting new people in a new school. 76

The dialogue must contain personal information, hobby, and dream. After that, demonstate the dialogue in front of the class! A B A B B A B A B A B A B A B A B

: Good morning! : Good morning! : How do you do?? : Are you a new student? : Yes, and you? : Yeah,I’m in class XA. How about you? : I’m in XB. : Where do you live? : I live in Royal Garden. : So, what do you usually do in your free time? : I usually watch movies in my bedroom. : How about you? : I like singing and reading. : What do you want to be in the future : I want to be a great singer. : Wow. By the way, I have to go. See you. : See you.

Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

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RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 1 (Gasal) : Complimenting Others (Fantastic! You have done great job!) : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

KOMPETENSI DASAR 3.2

Menerapkan fungsi sosial, struktur 3.2.1 teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan memberikan ucapan selamat dan memuji (extended) serta 3.2.2 menanggapinya sesuai dengan konteks penggunaannya

3.2.3 4.2

Menyusun teks interaksi interpersonal 4.2.1 lisan dan tulis sederhana yang melibatkan tindakan memberikan ucapan selamat dan memuji (extended) dan menanggapinya dengan memperhatikan fungsi sosial, 4.2.2 struktur teks dan unsur kebahasaan yang benar dan sesuai konteks

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INDIKATOR PENCAPAIAN KOMPETENSI Mengkategorikan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memuji sesuai dengan konteks penggunaannya Menentukan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memuji sesuai dengan konteks penggunaannya Menggunakan ungkapan memuji serta responnya video Membuat dialog sederhana untuk menyatakan dan merespon ungkapan memuji dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar Menampilkan dialog sederhana untuk menyatakan dan merespon ungkapan memuji secara berpasangan

A. Tujuan Pembelajaran

Peserta didik mampu membuat dan menampilkan percakapan sederhana yang melibatkan tindakan memuji dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks secara santun, responsif dan proaktif. B. Materi Pembelajaran

Fantastic! You Have Done Great Job! a. Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman, dan orang lain. b. Struktur Teks Expressions of Compliments 1. What a wonderful performance 2. I must express my admiration to you 3. What a nice dress! 4. You look so gorgeous! 5. Well done! 6. Fantastic! 7. That’s great! 8. I like 9. That/those ... is/are nice 10. ... look/looks nice on you 11. You do look nice in ... 12. You have a beautiful hair 13. You have a nice voice 14. How beautiful flower is 15. What a beautiful flower Responses to a Compliment 1. Thank you / Thanks 2. It’s nice of you to say so 3. You’ve my day c. Unsur Kebahasaan 1. The use of adjectives : great, fantastic, beautiful, nice, good 2. The use of so, really, very and such 3. The use of what and how YOU HAVE DONE GREAT JOB! Definition A compliment is an expression of admiration, appreciation, approval, or respect. Giving a compliment is a quick way to show other people that you are appreciate them and something they’ve invested time in-whether that’s their appearance, their personal style, a work project, or another accomplishment. Social Function Maintaining interpersonal relationship among teachers, students, and others. Even though the concept of giving compliments sounds simple, there are ways to do it right so that you sound natural. a. How to Introduce Compliments 79

In the United States, people general give compliments by enthusiastically sharing their opinion. Before saying something nice to another person, you can use one of these expressions to introduce your compliment:  I’d like to tell you that...  I wanted to say/mention that...  I’ve been thinking that...  If you ask me, you(r)...  I noticed that...  If you don’t mind me saying... b. Increasing Your Confidence When Giving Compliment Besides using expressions that prepare your listener to receive a compliment, you can increase your confidence by understanding what kinds of compliments are generally given in American culture. c. Keys to Give Compliments Here are some guidelines for giving compliments: 1. Be specific Example: “Great job on the presentation! I appreciated how you explained the current challenges on increasing user engagement.” 2.

Don’t overdo it Giving too much compliments can make you sound insincere – there is a thing as too much flattery. When complimenting another person, mention one or two things that you admire, and then stop there.

3.

Use appropriate tone The easiest way to express enthusiasm is to make sure you have a smile on your face – this will lift your tone naturally and immediately.

Text Structure Common topics for giving compliments are: 1. Compliments on performance, achievements, talents, skills, and/or abilities The examples: You have done great job You make us proud We are proud of you I read your essay – it was so well written! Congratulations! I loved your performance in the school play! You are a talented actor. You are a great chef 2. Compliments on appearance, style, or personal taste in possessions The examples: You look nice You look amazing I like your ... very much What a beautiful hair The dress is very match for you What a lovely dress You look amazing. Where’d you get the dress? I love your hair. It really flatters your face. That’s such a pretty scarf. You have great taste. What a nice bike! Where’d you get it? I really like that desk. It looks great in this space. 80

3. Compliments on personal qualities or personality characteristics The examples: You’re always so happy. It always cheers me up. You’re such a hard-working person. I admire you. I’m impressed that you were able to stay so calm in the meeting. What’s your secret? 4. Indirect compliments The examples: Your child is such a good students. Congratulations on raising him well! Your sister is so friendly! Everyone loves talking to her. Your dog is adorable! What breed is she? No 1. 2.

3.

4.

Responses to Compliments A : That’s a nice shirt you are wearing! B : Well, I just got it. It was pretty cheap. A : You did an excellent job yesterday, Jim! I really enjoyed your presentation. B : Do you think so? A : Oh, yeah, it was fabulous. A : I love your clock. It looks great in your living room! B : Thanks. A friend of mine brought it to me from Oregon. A : You’re looking well! B : Thanks. So are you!

Response types Downgrading Questioning

Shifting credit

Returning

Language Features 1. Phrases Common phrases used to give compliments are: I really like/love your ... (possession/object) Example : I love your bookcase. Where’d you get it? Your (noun) is/looks (intensifier) (adjective) Example : Your hair looks so shiny. What product do you use? That’s (such) a (adjective) (noun)! Example : That’s such a pretty necklace! You have great taste. What a (adjective) (noun)! Example : What a cool cell phone! I’ve never seen one like that. You have a/an (adjective)(noun) Example : You have a great apartment. You (really) did a (great/amazing/fantastic/awesome/excellent) job on that (presentation/project/assignment/test) Example : You did an excellent job on that presentation. I now understand the research goals of the project. Where didi you get your ...? Example : Where did you get your watch? I love it. It’s so elegant. 81

Great (noun)! Example : Great job! You have a great (characteristic) Example : You have a great attitude/outlook/sense of style. You have great (uncountable noun) Example : You have great taste/style. That (noun) looks good o you. Example : Those shoes look great on you. You look so stylish. 2. The use of The use of adjectives : great, fantastic, beautiful, nice, good 3. The use of so, really, very and such 4. The use of what and how COMPLIMENTS AS CONVERSATIONAL OPENERS Kate and Jane = daughters Mrs. Smith = mother Kate Mrs. Smith Jane Mrs. Smith Kate Mrs. Smith Kate Mrs. Smith Jane Mrs. Smith Jane Kate

A.

: That’s a nice sweater, Mom. : Thanks. : It is really very nice. Where did you get it? : I got it at Second Time Around in exchange for the red bag. : Oh, you got rid of the red bag? : Yeah. Well, what else I was going to do with it? : But it was a gift from Jenn. : I know, but that’s okay, she wouldn’t mind. We’ve used it enough. : Speaking of Jenn, I wonder how she’s doing. We haven’t heard much from her these days, have we? : No, not much, which doesn’t surprise me since she’s gone on a whalewatching tour off the coast. She must be travelling in Canada by now. : Oh, really? I never knew that! How did I miss such news? : You never knew that? Oh, that’s right... You were out of town on business the last time she stopped by. Was it when you were in New York or Chicago?

CONTOH SOAL Work in pairs. Watch the video and complete the conversation below. One example has been provided to you! Mandy and Ellen are sitting around in front of their school cafetaria. Mandy : I didn’t watch TV last night. What was the result of the Indonesian Idol singing contest? 1_______________? Ellen : Well, as a whole, all the contestans 2________ in their voices and stage performances. Abdul had to be eliminated from the show. Mandy : What about Maria Simorangkir? Did he sing well? Ellen : Oh yeah, 3____________! I’m very proud of him. He could 4____________. Mandy : Oh, what a 5__________ I am. I didn’t watch them. 82

The answers: 1. Who was eliminated 2. Were good 3. how marvelous he is 4. sing very well 5. pity

B.

LATIHAN/TES/SIMULASI Work in pairs. Create your own short dialogue based on the picture you’ve got by using the expressions of complimenting others and perform your dialogue in front of the class! Look ar her picture! 1. Give a compliment to her dress 2. Ask where she got the dress 3. Comment on her reasons 4. Thank your partner and end the conversation

C.

REFERENSI Billmyer, K. (1990). I really like your lifestyle: ESL Learners Learning How to Compliment. Penn Working Papers in Educational Linguistics, 6 (2), pp. 31-48 Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris, When English Rings a Bell. Jakarta : Kementerian Pendidikan dan Kebudayaan. Victoria Bull. 2008. Oxford Learner Pocket Dictionary. China. Oxford University Press Kim. (n.d). English with Kim. Retrieved from http://englishwithkim.com The United Kingdom’s International. (n.d). How to pay a compliment. Retrieved from http://www.britishcouncil.org

C. Metode Pembelajaran

1. 2. 3. 4.

Scientific Approach Inquiry Discovery Learning Diskusi

D. Media Pembelajaran

1. Media :  Video,  Ms. Power Point 2. Alat :  White board  Boardmarker  LCD Projector  Loudspeaker,  Laptop 3. Bahan :  Flashcard 83

E. Sumber Belajar

Billmyer, K. (1990). I really like your lifestyle: ESL Learners Learning How to Compliment. Penn Working Papers in Educational Linguistics, 6 (2), pp. 31-48 Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris, When English Rings a Bell. Jakarta : Kementerian Pendidikan dan Kebudayaan. Victoria Bull. 2008. Oxford Learner Pocket Dictionary. China. Oxford University Press Kim. (n.d). English with Kim. Retrieved from http://englishwithkim.com The United Kingdom’s International. (n.d). How to pay a compliment. Retrieved from http://www.britishcouncil.org F. Langkah-Langkah Pembelajaran

Pendahuluan  Guru menyapa peserta didik (10’)  Guru memeriksa kehadiran dan kesiapan peserta didik  Guru dan peserta didik berdoa bersama  Guru memberikan motivasi dan melakukan apersepsi tentang materi yang dipelajari  Guru menjelaskan tentang tujuan pembelajaran yang akan dicapai Kegiatan Mengamati Inti (70’)  Peserta didik menyaksikan video berisi percakapan menggunakan ungkapan memuji  Peserta didik menyebutkan ungkapan yang terdapat pada video yang ditayangkan Menanyakan  Peserta didik mengajukan pertanyaan tentang hal-hal yang ingin yang diketahui berdasarkan video yang ditayangkan atau materi yang akan dipelajari

Mengumpulkan informasi  Peserta didik dibagi menjadi beberapa kelompok yang masing-masing kelompok berjumlah 4 orang  Peserta didik secara berkelompok mendaftarkan ungkapan memuji yang mereka ketahui berdasarkan kategorinya (LK 1)  Tiap kelompok saling bertukar informasi mengenai ungkapan memuji Mengasosiasi  Peserta didik

secara berpasangan memasangkan kosakata yang berhubungan dengan ungkapan memuji dan definisi yang sesuai (LK 2)  Peserta didik secara berpasangan melengkapi percakapan yang didengar melalui video (LK 3) Mengomunikasikan  Peserta didik secara berpasangan menulis teks sederhana tentang ungkapan memuji dan responnya berdasarkan flashcard yang telah diperoleh  Setiap pasangan kelompok bergantian mendemonstrasikan percakapan tentang ungkapan memuji dan responnya (Assessment) Kegiatan

 Guru dan siswa melakukan refleksi pembelajaran 84

 Peserta didik memberikan kesimpulan terhadap kegiatan pembelajaran  Guru melaksanakan tindak lanjut dengan memberikan arahan kegiatan berikutnya dan tugas pengayaan  Guru dan peserta didik berdoa untuk menutup kegiatan pembelajaran

Penutup (10’)

G. Penilaian

1. Penilaian Sikap Sosial a. Teknik Penilaian : Observasi b. Instrumen : Jurnal Perkembangan Sikap Sosial No

Aspek yg dinilai

1

Santun (Respect)

2

Responsif (responsive)

3

Proaktif (pro-active)

Kriteria Selalu menunjukkan sikap santun Sering menunjukkan sikap santun Kadang-kadang menunjukkan sikap santun Tidak menunjukkan sikap santun Selalu menunjukkan sikap responsif Sering menunjukkan sikap responsif Kadang-kadang menunjukkan sikap responsif Tidak menunjukkan sikap responsif Selalu menunjukkan sikap proaktif Sering menunjukkan sikap proaktif Kadang-kadang menunjukkan sikap proaktif Tidak menunjukkan sikap proaktif 𝑺=

Skor 4 3 2 1 4 3 2 1 4 3 2 1

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟐

Keterangan S : skor n : jumlah nilai yang diperoleh 12 : total jumlah benar

Rentang nilai: A : 85-100 B : 70-84 C : 55-69 D : < 54 TABEL REKAPITULASI PENILAIAN SIKAP SOSIAL Aspek yang dinilai No

Santun

Nama Siswa 4

3

2

Responsif 1 4

1 2 3 4 5 85

3 2

Total Skor

Proaktif 1

4

3

2

1

6 7 8 9 10

𝑺= Keterangan S : skor n : jumlah nilai yang diperoleh 13 : total jumlah benar

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟐

2. Aspek Pengetahuan a. Teknik Penilaian : Tes Tertulis b. Bentuk Instrumen : Teks percakapan rumpang c. Contoh Instrumen : Rubrik penilaian Setiap jawaban benar diberi skor 1 (satu) No 1

2

3

4

Aspek yang dinilai Tujuan Komunikatif

Keruntutan Teks

Pilihan Kosa Kata

Pilihan Tata Bahasa

Kriteria Memahami Cukup memahami Kurang memahami Tidak memahami Struktur teks yang digunakan runtut Struktur teks yang digunakan runtut hanya pada beberapa bagian struktur teks Struktur teks yang digunakan runtut hanya pada satu bagian struktur teks Struktur teks yang digunakan tidak runtut Variatif dan tepat (dengan jumlah kosa kata 81-100) Variatif dan tepat (dengan jumlah kosa kata 61-80) Kurang variatif dan tepat (dengan jumlah kosa kata 41-60) Tidak variatif dan tepat Pilihan tata bahasa tepat Pilihan tata bahasa tepat hanya pada beberapa bagian teks Pilihan tata bahasa kurang tepat Pilihan tata bahasa tidak tepat 𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟔

Description S : Score n : Total of skill’s aspects achieved

3. Keterampilan

a. Teknik Penilaian b. Bentuk Instrumen

: Tes Praktik : Demonstrasi 86

Skor 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

Rubrik Penilaian Keterampilan Berbicara (Speaking Skill) Aspek & Kriteria Skor 1. Pelafalan dan Intonasi (Pronunciation and Intonation) Jelas dan berterima 3 Ada beberapa kesalahan dan mengganggu makna 2 Terlalu banyak kesalahan dan mengganggu makna 1 2. Kelancaran (Fluency) Lancar 3 Cukup lancar 2 Tidak lancar 1 3. Keaslian kreasi (Originality) Original 3 Cukup original 2 Tidak original 1 4. Kesesuaian isi dengan topik (Coherency) Sesuai 3 Cukup sesuai 2 Belum Sesuai 1 5. Keruntutan teks (Organization) Tepat 3 Cukup tepat 2 Tidak tepat 1 6. Akurasi pilihan kosa kata dan unsur bahasa (Accuracy) Tepat 3 Cukup tepat 2 Tidak tepat 1 𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟖

Keterangan S : Skor n : Jumlah nilai keterampilan yang diperoleh 30 : Jumlah nilai tertinggi LEMBAR REKAPITULASI PENILAIAN KETERAMPILAN BERBICARA SISWA Aspek Penilaian Total No Nama Siswa P&I Flu Ori Chr Org Acc Skor 1 2 3 4 5 6 7 8 9 10 11 12 13 87

14 15 16 17 18 19 20 dst. 𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟔

Keterangan S : Skor n : Jumlah nilai keterampilan yang diperoleh 30 : Jumlah nilai tertinggi Note: P&I : Pronunciation & Intonation Chr : Coherency

Flu : Fluency Org : Organization

Ori : Originality Acc : Accuracy

LEMBAR KERJA SISWA 1. Worksheet 1 Work in group. Classify the expressions to the appropriate topics in the chart below. The examples have been provided to you!

The expressions:  Your dog is adorable! What breed is she?  That’s such a pretty scarf. You have great taste.  You look amazing. Where did you get that dress?  I’m impressed that you were able to say so calm in the meeting. What’s your secret?  You’re always so happy. It always cheers me up.  Your child is such a good student. You have raised him well!  I love your hair. It really flatters your face.  I read your essay. It was so well written! Good job!  Your brother is so friendly! Everyone loves talking to him.  You’re such a hard-working person. I admire you  I loved your performance in the school play! You are a talented actor.

Common Topics for giving Compliments No 1

Performance

Appearance

Personal Qualities

I loved your

Indirect Compliments Your brother is so

88

performance in

friendly! Everyone

the school play!

loves talking to him.

You are a talented actor. 2 3 4 5 6 7 8 9 10

2. Worksheet 2 Work in pairs. Match the definitions (a-k) with the vocabulary (1-11). One example has been provided to you! VOCABULARIES 1. ..........d....... I appreciate that 2. ................... pay (someone) a compliment 3. ................... high street 4. ................... modest 5. ................... outfit 6. ................... clinch 7. ................... deal 8. ................... you wear it well 9. ................... I am flattered 10. ................... notice 11. ................... by the way DEFINITIONS a. to say something (to someone) to express approval or admiration for things that someone does b. to win (informal) 89

c. not willing to talk too much about one’s achievements and abilities d. used to thank someone or to show that you are grateful e. where the most important businessess and shops in a town are located (British English) f. a set of clothes g. used to express that you are very pleased after receiving a compliment h. expression used to introduce a new subject or add information i. a business arrangement j. to see or become aware of something k. it suits you, it is right for you

3. Worksheet 3 Work in pairs. Watch the video and complete the conversation below. One example has been provided to you! Man

: Good morning!

Woman

: Morning!

Man

: By the way, I just wanted to say well done on clinching that deal!

Woman

: Oh, thanks. It wasn’t too difficult.

Man

: You’re being modest. You did it very well.

Woman

: Thank you.

Man

: You’re a great manager, you know.

Woman

: do you think so?

Man

: Oh, yeah.

Woman

: I appreciate that.

Man

: Have you cut your hair?

Woman

: Oh yes, I did actually. Thanks for noticing!

Man

: Where did you get it done?

Woman

: Oh, just that place on the high street.

Man

: They did a great job and it looks great with the outfit.

Woman

: Do you think so?

Man

: Oh yeah. Very... Fashionable.

Woman

: Oh, it’s just an old thing.

Man

: Well, you’ve got a great sense of style.

Woman

: Thank you, you too. 90

Man

: Thank you.

Man

: Nice perfume, too. Is that Dream?

Woman

: Well, yes, it is actually.

Man

: You wear it well.

Woman

: I’m flattered.

Man

: My pleasure.

Woman

: Listen, do you want something?

Man

: No, I’m just being polite, you know.

Woman

: Hmmm.

91

4. Worksheet 4 (Assessment) Work in pairs. Create your own short dialogue based on the flashcard you’ve got by using the expressions of complimenting others and perform your dialogue in front of the class!

92

93

Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

94

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 1 (Gasal) : Expressing Intention (What are you going to do today ?) : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

Kompetensi Dasar Indikator 3.3 Menerapkan fungsi sosial, struktur 3.3.1 Menyebutkan fungsi sosial dari teks teks, dan unsur kebahasaan teks interaksi transaksional lisan dan interaksi transaksional lisan dan tulis tulis yang melibatkan tindakan yang melibatkan tindakan memberi memberi dan meminta informasi dan meminta informasi terkait niat terkait niat melakukan suatu melakukan suatu tindakan/kegiatan, tindakan/kegiatan sesuai dengan konteks penggunaannya. (Perhatikan unsur 3.3.2 Menentukan struktur teks dan unsur kebahasaanbe going to, would like to) kebahasaan dari teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan 3.3.3 Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu tindakan /kegiatan 4.3

Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta 95

4.3.1 Melakukan interaksi transaksional lisan yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu

informasi terkait niat melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

tindakan/kegiatan

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian proses pembelajaran, peserta didik diharapkan mampu melakukan interaksi transaksional lisan terkait niat melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan serta memberikan keteladanan perilaku santun, peduli (kerja sama), responsif dan pro aktif. D. Materi Pembelajaran

Social Function Menyatakan rencana Menyarankan, dsb. Generic structure Memulai Menanggapi (diharapkan atau diluar dugaan) Language feature 1. Ungkapan pernyataan niat yang sesuai, dengan modal be going to, would like to 2. Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb. 3. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan Topik Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang melibatkan pernyataan niat yang dapat menumbuhkan perilaku yang termuat di KI. GOING TO (I am going to do) a) We use going to (do) when we say what we have already decided to do, what we intend to do in the future : A : There’s a film on television tonight. Are you going to watch it? B : No, I’m too tired. I’m going to have an early night. A : I hear Ann has won a lot of money. What is she going to do with it? B : I’ve heard she’s going to travel round the world. A : Have you made the coffee yet? B : No, but I’m just going to make it. b) We prefer to use the present continuous (I am doing) when we say what someone has arranged to do – for example, arranged to meet someone, arranged to travel somewhere. Going to is also possible : - What time are you meeting Ann? (or ‘are you going to meet’) - I’m travelling to Scotland on Monday. (or ‘I’m going to travel’) WILL We use will (‘ll) when we decide to do something at the time of speaking : - Oh, I left the door open. I’ll go and shut it. - ‘What would you like to drink?’ ‘I’ll have a lemonade, please.’ 96

- ‘Did you phone Ann?’ ‘Oh no, I forgot I’ll do it later. - I’m too tired to walk home. I think I’ll get a taxi. The negative of will is won’t (or will not) : Receptionist : I’m afraid Mr. wood can’t see you until 4 o’clock. You : Oh, in that case I won’t wait. We often use I think I’ll …or I don’t think I’ll …when we decide to do something : - I think I’ll stay at home this evening. - I don’t think I’ll go out tonight. I’m too tired. WILL and GOING TO a) Talking about future actions We use both ‘will and going to’ to talk about our future actions but there is a clear difference. Study this example situation : Hazel’s bicycle has a flat tyre. She tells her father --

Hazel : My bicycle has a flat tyre. Can you repair it for me? Father : Okay, but I can’t do it now. I will repair it tomorrow. Later, Hazel’s mother speaks to her husband --

Mother : Can you repair Hazel’s bicycle? It has a flat tyre.

Will : We use will when we decide to do something at the time of speaking. The speaker has not decided before. Before Hazel told her father, he didn’t know about the flat tyre.

Going to : We use going to when we have already decided to do something. Hazel’s father had already decided to repair the bicycle before his wife spoke to him.

Father : Yes, I know. She told me. I’m going to repair it tomorrow. WILL BE DOING We often use Will (you) be – ing ? to ask about people’s plans or intention, especially when we want something or want something or want someone to do something : - ‘Will you be using your bicycle this evening?’ ‘No, you can take it.’ - ‘Will you be passing the post office when you go out?’ ‘Yes, why?’ - I’ll be going to the city centre this evening. Can I get you anything? - I’ll be shopping with my Dad this evening. WOULD LIKE TO - I would like to go shopping with my Mom this evening. - I would like to become a doctor. - I would like to meet the president. - I would like to compete in singing contest. - What would you like to do tomorrow morning? - I’d like to invite Kate to come to my party on this Saturday night. 97

EXPRESSIONS OF GIVING AND DEMANDING INFORMATION RELATED TO INTENTION GIVING INFORMATION RELATED TO INTENTION I’m going to …. I’m planning to … I will make an effort to … I am thinking of …. I intend to … It is my intention to … It has been my intention to … I would like to …. DEMANDING INFORMATION RELATED TO INTENTION What are you going to do …? Are you thinking of…? Do you have any intention of…? Is it your intention to…? What’s the plan…? Do you have any plans…? What is it that you intend to do…? Conversation Alessia : Hi Sarah! How are you doing today? Sarah : Hi Alessia! I’m doing good. What about you? Alessia : I’m doing just fine. Anyway, what are you going to do tomorrow? Sarah : Well, I intend to visit my grandmother tomorrow. It’s been a long time. I miss her so much. What about you Alessia? Where would you like to go tomorrow? Alessia : I would like to go shopping with my sister. She has just arrived here this morning. I intend to take her going around this city. Sarah : Wow, sounds interesting.

Contoh soal : Answer the comprehension questions below based on the dialog! 1. What are Alessia and Sarah discussing about? 2. What are their plans for tomorrow? 3. Where is Alessia going to take her sister? 4. What do the sentences typed in bold express? 5. When do people use those expressions? References

:

- Murphy, Raymond, 1985. Grammar in use. England : Cambridge University Press. - Texbook. Indonesia.Kementerian Pendidikan dan Kebudayaan.Bahasa Inggris:buku guru / Kementerian pendidikan dan Kebudayaan.Edisi Revisi Jakarta: Kementerian pendidikan dan Kebudayaan, 2017. - Preeta Vyas. 2010. Speed up Your English Learning. Jakarta: Kesaint Blanc. - Key English Preparation Class Student’s Book. Islamic English House Children and Adults School for English learners. 98

- Retrieved from http://www.tutorialbahasainggris.com/3-contoh-dialog-expressingintention-bahasa-inggris.html Accessed on Friday, 20th of April 2018 - Retrieved from http://tut-les.blogspot.co.id/2014/09/expressing-intention.html Accessed on Friday, 20th of April 2018 - Retrieved from http://samuderabahasainggris.blogspot.co.id/2016/04/expressingintentions-dalam-bahasa.html Accessed on Friday, 20th of April 2018 - Retrieved from http://www.talkenglish.com/lessondetails.aspx?ALID=2015 Accessed on Friday, 20th of April 2018 E. Metode Pembelajaran

1. Pendekatan 2. Model 3. Strategi

: Scientific approach : Discovery Learning : menyimak, classical drilling, penugasan kelompok dan penugasan individu

F. Media Pembelajaran

1. Media - Power point presentation - Gambar 2. Alat / Bahan - Laptop - Projector G. Sumber Belajar

- Murphy, Raymond, 1985. Grammar in use. England : Cambridge University Press. - Texbook. Indonesia.Kementerian Pendidikan dan Kebudayaan.Bahasa Inggris:buku guru / Kementerian pendidikan dan Kebudayaan.Edisi Revisi Jakarta: Kementerian pendidikan dan Kebudayaan, 2017. - Preeta Vyas. 2010. Speed up Your English Learning. Jakarta: Kesaint Blanc. - Key English Preparation Class Student’s Book. Islamic English House Children and Adults School for English learners. - Retrieved from http://www.tutorialbahasainggris.com/3-contoh-dialog-expressingintention-bahasa-inggris.html Accessed on Friday, 20th of April 2018 - Retrieved from http://tut-les.blogspot.co.id/2014/09/expressing-intention.html Accessed on Friday, 20th of April 2018 - Retrieved from http://samuderabahasainggris.blogspot.co.id/2016/04/expressingintentions-dalam-bahasa.html Accessed on Friday, 20th of April 2018 - Retrieved from http://www.talkenglish.com/lessondetails.aspx?ALID=2015 Accessed on Friday, 20th of April 2018 - Retrieved from https://www.pinterest.com/pin/278871401905844611/ Accessed on Friday, 20th of April 2018

99

H. Langkah-Langkah Pembelajaran

Kegiatan Pendahuluan

 

 

Kegiatan Inti

Alokasi Waktu Menyiapkan peserta didik untuk mengikuti proses 10 menit pembelajaran seperti berdoa, memeriksa kehadiran peserta didik, menyiapkan buku pelajaran; Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran ungkapan memberi dan meminta informasi terkait niat (expressions of intention) Melakukan apersepsi yang berhubungan dengan materi yang akan diajarkan Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus. Deskripsi

Mengamati 60 menit 1. Peserta didik mengamati gambar yang ditampilkan didepan kelas 2. Peserta didik mengamati penggunaan kalimat – kalimat ungkapan meminta dan memberi informasi terkait niat (expressions of intention) dan penggunaan be going to dan would like to yang terdapat pada gambar yang ditampilkan didepan kelas. 3. Peserta didik mengamati sebuah dialog tentang ungkapan memberi dan meminta informasi terkait niat 4. Peserta didik mengamati penggunaan kalimat – kalimat ungkapan meminta dan memberi informasi terkait niat (expressions of intention) dan penggunaan be going to dan would like to yang terdapat pada dialog yang diberikan. Menanya 5. Peserta didik menanyakan tentang penggunaan kalimat – kalimat ungkapan meminta dan memberi informasi terkait niat (expressions of intention) dan penggunaan be going to dan would like to . Mengeksplorasi 6. Peserta didik mengungkapkan kalimat – kalimat ungkapan meminta dan memberi informasi terkait niat (expressions of intention) dan penggunaan be going to dan would like to yang terdapat dalam contoh percakapan (classical drilling) 7. Peserta didik menjawab pertanyaan – pertanyaan berdasarkan dialog yang tersedia 8. Secara berkelompok, peserta didik menulis dialog berdasarkan situasi yang telah disediakan (LK 1) 9. Peserta didik melakonkan percakapan yang telah disusun, didepan kelas. 10. Secara berpasangan, peserta didik mengisi dialog rumpang dengan menggunakan ungkapan – ungkapan 100

yang berkaitan dengan meminta dan memberi informasi terkait niat (expressions of intention) dan penggunaan be going to dan would like to (LK 2) Mengasosiasi 1. Secara individual, peserta didik membuat dialog yang berisi satu kali interaksi berdasarkan gambar yang telah disediakan dengan menggunakan ungkapan meminta dan memberi informasi terkait niat (expressions of intention) (LK 3) Mengkomunikasi 1. Secara individu, peserta didik melakukan interaksi transaksional dengan guru, menggunakan ungkapan meminta dan memberi informasi terkait niat (expressions of intention) berdasarkan gambar yang telah dipilih. (LK 4) Kegiatan penutup

I.

 Peserta didik membuat rangkuman tentang pelajaran yang baru saja dipelajari  Melakukan refleksi tentang materi yang baru saja dipelajari  Memberikan umpan balik terhadap proses dan hasil pembelajaran  Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya  Berdoa

10 menit

Penilaian

1. Jenis / Teknik Penilaian - Tes tulis dan tes kinerja Penilaian proses berlangsung selama pembelajaran berlangsung yang dimulai sejak aktivitas mengamati, menanya, mengeksplorasi, mengasosiasi hingga mengkomunikasikan. Sikap : - Observasi (capaian siswa dinilai oleh guru dengan menggunakan daftar cek atau skala penilaian (rating scale) yang disertai rubrik) - Jurnal, di dalam dan luar kelas, berupa catatan pendidik. Guru mengobservasi dan mencatat perilaku siswa yang mencakupi sikap dan keterampilannya. Pengetahuan : Pengetahuan siswa tentang fungsi sosial, unsur kebahasaan dievaluasi dengan menggunakan tes tertulis dan tes lisan. Keterampilan

: 101

Unjuk kerja dan praktik.

2. Bentuk Instrumen a. Tes tertulis (LK 1 Work in group !Write a dialog about giving and demanding information related to intention based on the situation provided! LK 2 Work in pairs! Complete the dialog below using expressions of giving and demanding information related to intention! LK 3 Work individually! Write a sentence about giving and demanding information related to intention based on the pictures below!) b. Tes lisan (LK 4 Conduct an interview with your English teacher about giving and demanding information related to intention based on the situation provided!) LK 1 Work in group! Write a dialog about giving and demanding information related to intention based on the situation provided! One example has been provided for you!

Situation 1 Ramadhan and eid fitri are about to come. You and two of your friends talk about what are you going to do in welcoming the holy month and what are you going to do during the month.

Situation 2 You and two of your friends are in your senior year now, and about to face national examination, and also about to become college students. The three of you talk about your plans to apply to universities.

Situation 3 A new movie entitled DILAN will be released next week. You and some of your friends plan to go to watch it together. Then you and your friends discuss about when and where to watch the movie.

Situation 4 102

Christmas is about to come. And it will be a long holiday. Three high school students are talking about their plans in spending their holiday on Christmas.

Situation 5 You and some friends of yours have just graduated from college. Then, you talk about your future plans, like what are you going to do next, where to work and who to marry.

Possible answer : Situation 2 : You and two of your friends are in your senior year now, and about to face national examination, and also about to become college students. The three of you talk about your plans to apply to universities.

Stormi

: Well guys, we’re about to face National examination. High school is almost over. So, what are you going to do next?

Sarah

: Well, I’m thinking of continuing my education to a higher level. I would like to be a college student after high school.

Stormi

: What about you, Kim? Are you going to continue your education just like Sarah?

Kim

: Actually, I’m thinking of learning French after high school.

Stormi

: French? Then, what are you going to do about it?

Kim

: Well, I intend to go to France and learn about fashion there?

Sarah

: Wow, that sounds interesting. What about you, Stormi? What would you like to do after high school?

Stormi

: Well, I intend to attend school of drama in New York

Kim

: Are you planning on becoming an actress?

Stormi

: Of course. One day I’m going to be a professional actress.

Sarah

: Wow, That’s amazing.

LK 2 Work in pairs! Complete the dialog below using expressions of giving and demanding information related to intention! One example has been provided for you ! Travel agent : Good morning. Can I help you? Stacy

: Yes, please. I’d like to book a holiday (H)

Travel agent : Where would you like to go? 103

Stacy

: ……………………………………………………..

Travel agent : Florida is very popular Stacy

: ……………………………………………………..

Travel agent : It is all year, but there are lots of hotels. Stacy

: ……………………………………………………..

Travel agent : Well, what about a holiday centre in Sardinia? Stacy

: …………………………………………………….

Travel agent : Yes, you can fly there easily and this year the price is only going to be 650 euros a week. Stacy

: …………………………………………………….

Travel agent : That’s fine. Take some of these brochures so you can both look at them at home.

A Isn’t it very busy in summer? B Oh, that’s more than I thought! I’m going to have to talk to my friend first. C I’m not sure. I like places where I can do lots of things. D Really? I thought the beach was good. E That sounds more interesting. Is it easy to get to? F No, I have a couple of weeks free. G I’m not sure. What else do you have? H Yes, please. I’d like to book a holiday.

Answers : Travel agent : Good morning. Can I help you? Stacy

: Yes, please. I’d like to book a holiday (H)

Travel agent : Where would you like to go? Stacy

: I’m not sure. I like places where I can do a lot of things (C)

Travel agent : Florida is very popular Stacy

: Isn’t it very busy in summer? (A)

Travel agent : It is all year, but there are lots of hotels. Stacy

: I’m not sure. What else do you have? (G) 104

Travel agent : Well, what about a holiday centre in Sardinia? Stacy

: That sounds more interesting. Is it easy to get to? (E)

Travel agent : Yes, you can fly there easily and this year the price is only going to be 650 euros a week. Stacy

: Oh, that’s more than I thought! I’m going to talk to my friends first. (B)

Travel agent : That’s fine. Take some of these brochures so you can both look at them at home.

LK 3 Work individually! Write a sentence about giving and demanding information related to intention based on the pictures below! One example has been provided for you!

1. A : What is she going to do in the morning? ‘

B : She is going to eat her breakfast.

2.

3.

4.

105

5. 6.

Possible answer: Picture 1 A : What is she going to do in the morning? B : She is going to eat her breakfast

Picture 2 A : What are you going to do this afternoon? B : I’m going shopping with my family this afternoon

Picture 3 A : What do you intend to do next year? B : Well, I intend to finish my study and graduate as soon as possible.

Picture 4 A : What would you like to do on the weekend? B : I would like to spend my weekend at home with my family where we can cook together.

Picture 5 A : What would you like to do for your education? B : Well, I would like to continue my education to a higher level by applying scholarship for my master degree

Picture 6 A : What are you going to do tomorrow? B : I am going to hang around with my friends. 106

LK 4 Conduct an interview with your English teacher about giving and demanding information related to intention based on the situation provided Picture 1

Picture 2

Emma Watson

Taylor Swift

UN Women goodwill ambassador

Country singer

Picture 3

Picture 4

Donald Trump

Clark Kent

President of USA

Superman

Picture 5

Fresh graduate Possible answer: One of the students chooses picture 4. Picture 4 Teacher : What would you like be in the future? Student : I would like to be given a super power just like Superman. Teacher : What are you going to do with that super power? Student : I am going to use my super power to help people. I would like to stop the whole war from all around the world. I would like to spread love, joy, laughter and happiness to every living thing on this earth, especially kids. 107

Teacher Student Teacher Student Teacher Student

: What else are you going to do with your super power? : I am going to make this earth a better place to live. : Superman has a cape, what are you going to do with that cape? : Well, I am going to use the cape to fly. : Where would you like to fly? : I would like to fly around the world.

Aspek sikap

Teknik Penilaian Bentuk Penilaian Instrumen Aspek yang No dinilai 1

2

3

4

: Observasi : Mengisi lembar pengamatan observasi untuk sikap : Lembar observasi Kriteria

Score

Selalu menunjukkan sikap santun

4

Pernah menunjukkan sikap santun

3

Kadang-kadang menunjukkan sikap santun

2

Tidak pernah menunjukkan sikap santun

1

Peduli

Selalu menunjukkan sikap peduli (kerja sama)

4

(kerja sama)

Pernah menunjukkan sikap peduli (kerja sama)

3

Kadang-kadang menunjukkan sikap peduli (kerja sama)

2

Tidak pernah menunjukkan sikap peduli (kerja sama)

1

Selalu menunjukkan sikap responsive

4

Pernah menunjukkan sikap responsive

3

Kadang-kadang menunjukkan sikap responsif

2

Tidak pernah menunjukkan sikap responsive

1

Selalu menunjukkan sikap aktif

4

Pernah menunjukkan sikap aktif

3

Kadang-kadang menunjukkan sikap aktif

2

Tidak pernah menunjukkan sikap aktif

1

Santun

Responsif

Pro aktif

Penentuan nilai

: skor maksimal : 4 x 4 = 16 𝑺=

𝒔𝒌𝒐𝒓 𝒅𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉 × 𝟏𝟎𝟎 𝟏𝟐

108

Sistem skor

: Aspek yang Dinilai

No

Skor

Nama Siswa Peduli

Santun

Responsif

Pro aktif

1. 2. Aspek pengetahuan

Teknik Penilaian Bentuk Penilaian Instrumen

: Tes tertulis : Mengisi tabel 1. 2, 3 dan 4 : Membuat dialog dan melengkapi dialog

No 1

Aspek yang dinilai Tujuan komunikatif

2

Keruntutan teks

Struktur teks yang digunakan sangat runtut Struktur teks yang digunakan runtut Struktur teks yang digunakan kurang runtut Struktur teks yang digunakan tidak runtut

3

Pilihan kosa kata

Sangat variatif dan tepat

4

Kriteria

Skor

Sangat memahami Memahami Kurang memahami Tidak memahami

Pilihan tata bahasa

Variatif dan tepat Kurang variatif dan tepat

4 3 2 1 4 3 2 1 4 3 2

Tidak variatif dan tepat

1

Pilihan tata bahasa sangat tepat

4 3 2 1

Pilihan tata bahasa tepat Pilihan tata bahasa kurang tepat Pilihan tata bahasa tidak tepat

Penentuan nilai

: 𝑺=

Sistem skor

𝒔𝒌𝒐𝒓 𝒅𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉 × 𝟏𝟎𝟎 𝒔𝒌𝒐𝒓 𝒎𝒂𝒌𝒔𝒊𝒎𝒂𝒍

:

No Nama Tujuan komunikatif

Aspek yang dinilai Keruntutan teks Pilihan kosa kata

1 2 3 4 5 109

Skor Pilihan tata bahasa

6 Aspek keterampilan

Teknik Penilaian Bentuk Penilaian Instrumen

: Tes lisan : Mengisi table 1, 2, 3, 4, 5, dan 6 : Melakukan interaksi transaksional

LK 4 Conduct an interview with your English teacher about giving and demanding information related to intention based on the situation provided

Picture 1

Emma Watson UN Women goodwill ambassador

Picture 2

Taylor Swift Country singer

Picture 3

Donald Trump President of USA

Picture 4

Clark Kent 110

Superman

Picture 5 Fresh graduate

Possible answer:

One of the students chooses picture 4. Picture 4 Teacher : What would you like be in the future? Student : I would like to be given a super power just like Superman. Teacher : What are you going to do with that super power? Student : I am going to use my super power to help people. I would like to stop the whole war from all around the world. I would like to spread love, joy, laughter and happiness to every living thing on this earth, especially kids. Teacher : What else are you going to do with your super power? Student : I am going to make this earth a better place to live. Teacher : Superman has a cape, what are you going to do with that cape? Student : Well, I am going to use the cape to fly. Teacher : Where would you like to fly? Student : I would like to fly around the world. No 1

2

3

4

5

Aspek yang dinilai

Penggunaan grammar yang baik dan benar

Pemilihan kosakata yang tepat

Pengucapan

Intonasi

Kelancaran

Kriteria Grammar yang digunakan sangat baik dan benar

Skor

Ada kesalahan tapi tidak mengganggu makna Banyak kesalahan dan mengganggu makna

4 3 2

Terlalu banyak kesalahan sehingga sulit dipahami

1

Pemilihan kosakata sangat tepat

Ada kesalahan tapi tidak mengganggu makna Banyak kesalahan dan mengganggu makna

4 3 2

Terlalu banyak kesalahan sehingga sulit dipahami

1

Sangat jelas dan berterima

Ada kesalahan tapi tidak mengganggu makna Banyak kesalahan dan mengganggu makna

4 3 2

Terlalu banyak kesalahan sehingga sulit dipahami

1

Sangat jelas dan berterima

Ada kesalahan tapi tidak mengganggu makna Banyak kesalahan dan mengganggu makna

4 3 2

Terlalu banyak kesalahan sehingga sulit dipahami

1

Sangat lancer

4

111

Lancar

3 2

Sering ragu-ragu dan terhenti karena keterbatasan bahasa

1

Bicara terputus-putus dan terhenti sehingga percakapan tidak mungkin terjadi 6

Melakukan tindak komunikasi dengan tepat

Selalu melakukan tindak komunikasi yang tepat Pernah melakukan tindak komunikasi yang tepat Kadang – kadang melakukan tindak komunikasi yang tepat

4 3 2

Tidak pernah melakukan tindak komunikasi yang tepat

1

Scoring :

𝑺=

𝒔𝒌𝒐𝒓 𝒅𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉×𝟏𝟎𝟎 𝒔𝒌𝒐𝒓 𝒎𝒂𝒌𝒔𝒊𝒎𝒂𝒍

S = Skor keseluruhan Sistem skor No Nama

: Aspek yang dinilai Penggunaan Pemilihan Pengucapan Intonasi Kelancaran Melakukan

grammar yang baik dan benar

kosakata yang tepat

tindak komunikasi dengan tepat

1 2 3 4 5 Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

112

Skor

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 1 (Gasal) : Which One Is Your Best Getaway? : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

Kompetensi Dasar (KD) 3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya

4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

Indikator Pencapaian Kompetensi (IPK) 3.4.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tulis tentang tempat wisata sesuai dengan konteks penggunaannya. 3.4.2 Menentukan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya. 3.4.3 Membandingkan beberapa teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya. 4.4.2.1 Menulis teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar.

113

C. Tujuan Pembelajaran

Setelah melalui serangkaian proses pembelajaran, peserta didik diharapkan dapat menulis teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar. Fokus nilai-nilai sikap a) Santun b) Tanggung jawab c) Jujur d) Bekerja sama D. Materi Pembelajaran Descriptive Text 3. Social Function

Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well. It differs from Report which describes things, animals, persons, or others in general. The Social Function of Descriptive Text is to describe a particular person, place, or thing. 4. Generic Structure

The Generic Structure of Descriptive Text consists of Identification and Description. Identification : Identifies phenomenon to be described. Description : Describes parts, qualities, characteristics, etc.

5. Language Features

Descriptive often uses 'be' and 'have'. Tense which is often used is Simple Present Tense. However, some times it uses Past tense if the thing to be described doesn't exist anymore. Significant Grammatical Features: a) Focus on specific participants (My English teacher, Andini's cat, My favourite place) b) Use of Simple Present Tense Use of Simple Past Tense if Extinct. c) Verbs of being and having 'Relational Processes'. (My mum is really cool, She has long black hair) d) Use of descriptive adjectives (strong legs, white fangs) e) Use of detailed Noun Phrase to give information about the subject. (a very beautiful scenery, a sweet young lady, very thick fur) f) Use of action verbs 'Material Processes' 114

(It eats grass, It runs fast) g) Use of adverbials to give additional information about behaviour (fast, at tree house) h) Use of Figurative language (John is as white as chalk.) 6. Example (Bromo Mountain) Identification Bromo is one of mountains in Java that is known around the world. As one of the special tourism places in Java, Bromo Mountain is not only rich of its natural beauty but also in harmony with the local people around it. In Bromo, the visitors can enjoy both the beauty of the nature and also the culture in that area because Bromo is not simply a mountain but also an important place for ritual ceremony of Hindu. Description Located around 2,5 hours from Malang city, Bromo is one of active volcano mountain which is a part of the Bromo Tengger Semeru National park. The beauty of Bromo can be seen clearly from the top of Penanjakan Mountain which is close to Bromo and has higher level (2,770 meters). Bromo itself is only 2,392 meters. Even Bromo is not too high volcano mountain, but the history of the eruption was so dramatic. The sands around it which people called the sea of sands (segara wedi) are the proof that this mountain had ever been killing the life surrounded that area. The name of Bromo is taken from the name one of the God of Hindu, Brahma. People of Tengger has a myth about that mountain that makes it has mystical nuance. But it is more than myth as long as people still believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.

Sentences

Significant Grammatical Features

Bromo Mountain

1.

2.

Focus on specific participants

Bromo is one of mountains in Java that is known  Use of Simple Present around the world. Tense  Verbs of being and having As one of the special tourism places in Java, Bromo  Use of Simple Present Mountain is not only rich of its natural beauty but Tense also in harmony with the local people around it.  Verbs of being and having  Use of descriptive 115

3.

4.

5.

6.

7.

8.

9.

10.

adjectives In Bromo, the visitors can enjoy both the beauty of  Use of Simple Present the nature and also the culture in that area because Tense Bromo is not simply a mountain but also an  Verbs of being and important place for ritual ceremony of Hindu. having  Use of descriptive adjectives  Use of detailed Noun Phrase to give information about the subject.  Use of action verbs 'Material Processes' Located around 2,5 hours from Malang city, Bromo  Use of Simple Present is one of active volcano mountain which is a part of Tense the Bromo Tengger Semeru National park.  Verbs of being and having The beauty of Bromo can be seen clearly from the  Use of Simple Present top of Penanjakan Mountain which is close to Bromo Tense and has higher level (2,770 meters).  Verbs of being and having  Use of descriptive adjectives  Use of detailed Noun Phrase to give information about the subject. Bromo itself is only 2,392 meters.  Use of Simple Present Tense  Verbs of being and having Even Bromo is not too high volcano mountain, but  Use of Simple Present the history of the eruption was so dramatic. Tense  Use of Simple Past Tense  Verbs of being and having  Use of descriptive adjectives  Use of detailed Noun Phrase to give information about the subject. The sands around it which people called the sea of  Use of Simple Present sands (segara wedi) are the proof that this mountain Tense had ever been killing the life surrounded that area.  Verbs of being and having The name of Bromo is taken from the name one of  Use of Simple Present the God of Hindu, Brahma. Tense  Verbs of being and having People of Tengger has a myth about that mountain  Use of Simple Present 116

that makes it has mystical nuance.

Tense  Verbs  

11.

But it is more than myth as long as people still  believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic  way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.   

Pronunciation: No. Words 1. identification 2. description 3. specific 4. mountain 5. place 6. has 7. adverbials

Pronunciation aɪdentɪfɪ’keɪʃn dɪ’skrɪpʃn spə’sɪfɪk ‘maʊntən pləɪs həz æd’vɜ:biəl

7. Texts

Kiluan Bay

117

of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject. Use of Simple Present Tense Verbs of being and having Use of descriptive adjectives Use of action verbs 'Material Processes' Use of adverbials to give additional information about behaviour.

Kiluan Bay is a tourist attraction which is located in Kiluan village, Kelumbayan sub district, Tanggamus district, South Lampung. Kiluan Bay is about 80 kilometers from Bandar Lampung city center or three to four hour if you go there by car. This is the place of migration for a bunch of mouth bottles dolphins. This bay has stunning natural landscape and coast. The sand beach which is spreading out there is white and gentle. It is quite harmonious with the blue color of the sea. Besides swimming and snorkeling, in this bay you can also see the attractions from a group of dolphins. The attractions of a group of dolphins can usually be seen around 06:00 to 10:00 in the morning. However, to watch the attractions you must first rent a small boat or Jukung. By using the small boat or Jukung, you will be brought Into the middle of the see where the dolphins gather. It takes around twenty five minutes from the coast. From close distance, you can see a group of dolphins which swim and even jump on the side of the coming boat as if they welcomed your coming. Tanjung Setia Beach

Lampung is not only famous for its Way Kambas National Park. One of the best tourist attractions of this province is Tanjung Setia Beach. This beach is located in the village of Tanjung Setia, West Lampung district, Lampung province. It is about 273 km or about six to seven hour driving from Bandar Lampung, the capital city of Lampung province. This beach has not been well known by the citizens of Indonesia yet, but for the world surfers this beach is a hidden paradise for surfing. This beach is exactly laid on the track of large Indian Ocean currents that make this beach have waves which are quite perfect for surfing. The perfect wave of this beach usually lasts from June to August with the height which can reach up to six to seven meters with a 200 meters length. In addition to perfect waves for surfing, the beach also has an ambience which is quite natural with white sand along the beach. Rows of palm tree which grow also adorn this beach. For local people, the beach area is also an ideal place for fishing. Some fish which are often obtained by the fisherman are blue marlin which is so big enough that its weight can reach up to 70 kilograms. By local residents this fish is known by the name of Iwa Tuhuk.

118

a.

b. Raja Ampat

In Bahasa Indonesia, Raja Ampat means "Four Kings", i.e. four kings who ruled four kingdoms in the region, namely Waigeo, Misool, Salawati, and Batanta. The name of Raja Ampat is taken from the folklore that exist in the region. In the folklore is said that in ancient times there was a husband and wife who accidentally found 6 dragon eggs on the banks of the Waikeo River. Because they are hungry, they intend to cook the six eggs. When about to be cooked, five of the six eggs hatch and out 5 human babies. Four men and one woman. They were later named War, Betani, Dohar, and Muhammad. While the women are named Pintolee. Everything is maintained by the husband and wife. The beauty of Raja Ampat began worldwide in 1990. At that time, a divers of the Dutch duck named Max Ammer visited the region. His original purpose was to trace the existence of planes and ships used in World War II that were supposedly sunk in the inspection. It turned out that Max Ammer was fascinated by the diversity of biota in Raja Ampat. So in 1998 he invited Gerry Allen, an Australian fishery expert, to conduct a survey in this place. Raja Ampat regency in West Papua province is commonly called the "bird's head" has an area of 46,108 square kilometers, and nearly 80 percent of it is ocean. The length of the beach reaches 4,860 kilometers. However, the inhabitants are only about 60,000 in 35 islands of 610 119

islands. The population is spread over 98 villages and 17 districts. Its local population consists of 10 tribes that have a major livelihood as fishermen. Since a 2-hour speed boat journey from Sorong to Waisai Harbor in Raja Ampat, the eyes have been spoiled with blue sea and crystal clear views. The view is even more amazing when entering Raja Ampat territory. Although the average air temperature of 45 degrees Celsius, that is not a reason not to go to this tourism object since it surrounded by this cluster of beautiful coral islands. Tourists coming to Raja Ampat is expected to prepare their finance is in best time as they have to spend about 20 million rupiah per person for this amazing experience. It is compensated for the beauty that is seen while swimming and diving in some areas, as well as visiting the beautiful islands. Travel from one island to another with a small boat fast at least 3 hours to arrive at Wayang Island. This island is one of the most favorite tourist destinations in Raja Ampat area. 8. Odd Man Out Topic: Beach water mountain rocks gazebo

sunny shell sun air conditioner

sand coconut tree snow speedboat

BAHAN AJAR REMEDIAL

Way Kambas National Park Way Kambas National Park is a national park for elephant sanctuary located in Lampung precisely in the Labuhan Ratu sub district, East Lampung, Indonesia. Way Kambas National Park, established in 1985, is the first school for elephant in Indonesia. In the beginning of its establishment, Way Kambas National Park was named the Elephant Training Center / Pusat Latihan Gajah (PLG), but the last few years this name was changed into Elephant Conservation Center / Pusat Konservasi Gajah (PKG), which is expected to become a center for elephant conservation in taming, training, breeding and conserving elephants. Until now, this PKG has trained for about 300 elephants which have been deployed to all over the country. In Way Kambas National Park, there are some endangered animals such as Sumatran Rhinos, Sumatran elephant, Sumatran tiger, Mentok Rimba, and Buaya sepit. There are also so some plants which are mostly found there such as Api-api, Pidada, Nipah, and Pandan. On the marshy coasts of Way Kambas National Park is often found various species of birds, such as, Lesser Adjutant, Pheasant Blue, Kuau Raja, Pependang Timur, and some other birds.

BAHAN AJAR PENGAYAAN

120

San Pedro Safari Visit the San Pedro valley of what will become Arizona, just a short 18,000 years away from the present! As you hike through the savannas, you’ll witness endangered, majestic Columbian mammoths browsing in oak groves while camels graze warily under the watchful eyes of North American lions! See cultural demonstrations of early Native American peoples creating their beautiful and deadly Clovis spear points. You’ll want to dress in layers; Holocene climate in southern Arizona is cooler and more comfortable than the present day. Expect midsummer temperatures in the 80’s and much cooler at night. The Holocene in southern Arizona is an exciting place to visit! During this period, Asiatic invaders such as deer, elk and humans are expanding their range in North America while native species, such as mammoths, are becoming extinct. The retreat of continental glaciers to the north is causing rapid climate change in the region. Oak and juniper savannas on valley floors are warming and drying. As savannas retreat up mountainsides, the Sonoran and Chihuahuan deserts are expanding from the south to fill their place. These expanding deserts bring with them new species of animals and plants. Who knows, you may witness the arrival of Arizona’s first saguaro cactus!

CONTOH SOAL

Work in a group of 4-5 students. Identify generic structures and language features of the text below and complete the table. One example has provided for you.

Bromo Mountain 121

Identification Bromo is one of mountains in Java that is known around the world. As one of the special tourism places in Java, Bromo Mountain is not only rich of its natural beauty but also in harmony with the local people around it. In Bromo, the visitors can enjoy both the beauty of the nature and also the culture in that area because Bromo is not simply a mountain but also an important place for ritual ceremony of Hindu. Description Located around 2,5 hours from Malang city, Bromo is one of active volcano mountain which is a part of the Bromo Tengger Semeru National park. The beauty of Bromo can be seen clearly from the top of Penanjakan Mountain which is close to Bromo and has higher level (2,770 meters). Bromo itself is only 2,392 meters. Even Bromo is not too high volcano mountain, but the history of the eruption was so dramatic. The sands around it which people called the sea of sands (segara wedi) are the proof that this mountain had ever been killing the life surrounded that area. The name of Bromo is taken from the name one of the God of Hindu, Brahma. People of Tengger has a myth about that mountain that makes it has mystical nuance. But it is more than myth as long as people still believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.

No. 1.

Sentences

Generic Structure

Language Features  Use

Bromo is one of mountains in Java

Identification

that is known around the world.

of Simple Present Tense  Verbs of being and having

2.



3.



4.



5.



6.



7.



8.



9.



10.



122

ANSWER KEY

No. 1.

Sentences

Generic Structure

 Use

Bromo is one of mountains in Java

Identification

that is known around the world.

 

As one of the special tourism places in



Java, Bromo Mountain is not only 2.

Language Features

rich of its natural beauty but also in

Identification 

harmony with the local people around it.

of Simple Present Tense Verbs of being and having Use of Simple Present Tense Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject.

In Bromo, the visitors can enjoy both  Use

the beauty of the nature and also the 3.

culture in that area because Bromo is not simply a mountain but also an

Identification

important place for ritual ceremony of Hindu.

of Simple Present Tense  Use of action verbs 'Material Processes'  Verbs of being and having  Use

Located around 2,5 hours from



Malang city, Bromo is one of active 4.

volcano mountain which is a part of

Description

the Bromo Tengger Semeru National





park.

 

The beauty of Bromo can be seen clearly from the top of Penanjakan 5.

Mountain which is close to Bromo

Description

 

and has higher level (2,770 meters). Bromo itself is only 2,392 meters.



123

of Simple Present Tense Verbs of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject. Use of Simple Present Tense Use of action verbs 'Material Processes' Verbs of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information

 Use

Even Bromo is not too high volcano 6.

mountain, but the history of the

Description

eruption was so dramatic.

of Simple Present Tense  Verbs of being and having  Use of descriptive adjectives  Use of detailed Noun Phrase to give information about the subject

The sands around it which people called the sea of sands (segara wedi) 7.

 Use

are the proof that this mountain had

Description

ever been killing the life surrounded

of Simple Present Tense  Verbs of being and having

that area. The name of Bromo is taken from the 8.

 Use

name one of the God of Hindu,

Description

Brahma.

  

People of Tengger has a myth about 9.



that mountain that makes it has

Description

mystical nuance.





 

10.

But it is more than myth as long as people still believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.



Description





124

of Simple Present Tense Verbs of being and having Use of Simple Present Tense Use of action verbs 'Material Processes' Verbs of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject Use of Simple Present Tense Use of action verbs 'Material Processes' Verbs of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject

E. Metode Pembelajaran

a. Pendekatan b. Model Pembelajaran c. Metode

: Scientific Approach : Discovery Learning (Pembelajaran Penemuan) : Ceramah, Diskusi, Listen-Repeat dan Penugasan

F. Media Pembelajaran

a. Media LCD projector, b. Laptop, c. Bahan Tayang. G. Sumber Belajar Jagoan Bahasa Inggris. (n.d). Way Kambas National Park. Retrieved from http://www.jagoanbahasainggris.com/2017/11/contoh-descriptive-text-tentang-tempat-wisata.html Gudang Pelajaran. (n.d). Bromo Mountain. Retrieved from https://gudangpelajaran.com/23contoh-descriptive-text-lengkap-beserta-strukturnya-pengertian-ciri-ciri-dan-tujuan/ Word Cliff. (n.d). Raja Ampat. Retrieved from http://www.wordcliff.com/2017/05/contohdescriptive-text-tentang-raja.html Kementerian Pendidikan dan Kebudayaan. 2015. Buku guru Mata Pelajaran Bahasa Inggris kelas X. Jakarta: Kementerian Pendidikan dan Kebudayaan. H. Langkah-Langkah Pembelajaran

Kegiatan

Deskripsi

1. Guru menyapa peserta didik. 2. Guru bersama peserta didik berdoa sebelum memulai pelajaran. Pendahuluan 3. Guru mengecek kehadiran peserta didik. 4. Guru memberikan motivasi dan melakukan apersepsi kepada peserta didik. Kegiatan Inti Mengamati 1. Peserta didik menyimak dan mengamati video mengenai teks deskriptif. 2. Peserta didik menyimak dan mengamati guru menginstruksikan tentang permainan berkaitan dengan teks deskriptif (odd man out). 3. Guru membimbing siswa untuk melakukan permainan odd man out. Menanya 1. Peserta didik mengajukan pertanyaan berhubungan dengan teks deskriptif. Mengumpulkan informasi 1. Peserta didik berkelompok yang terdiri dari 4-5 orang dengan kemampuan akademik yang beragam. 2. Peserta didik berdiskusi tentang teks deskriptif. Mengolah informasi 1. Peserta didik berdiskusi di dalam kelompok untuk mencari padanan kosa kata tertentu di dalam teks dengan media kertas plano yang ditempel di papan tulis. (LKPD 1) 2. Peserta didik menganalisis struktur teks deskriptif yang telah disediakan. (LKPD 2) 125

Alokasi Waktu 10 menit

7 0 menit

Penutup

I.

3. Peserta didik secara berpasangan mencari dan menggarisbawahi kosakata sulit di dalam teks deskriptif mengenai tempat wisata. (LKPD 3) 4. Peserta didik menyebutkan kosa kata sulit yang telah ditemukan Mengkomunikasikan 1. Peserta didik secara berpasangan mencari persamaan dan perbedaan dari dua teks deskriptif yang telah disediakan. (LKPD 4) 2. Peserta didik secara mandiri menulis teks deskriptif mengenai tempat wisata. (Assessment) 3. Guru memberikan penguatan materi kepada peserta didik tentang teks deskriptif mengenai tempat wisata. 1. Guru memberikan umpan balik sehubungan dengan teks deskriptif mengenai tempat wisata dan membimbing siswa menyimpulkan materi 2. Guru memberikan pekerjaan rumah kepada siswa. 3. Guru menyinggung tentang materi yang akan dibahas di pertemuan selanjutnya. 4. Guru dan peserta didik berdoa bersama.

10 menit

Penilaian

Task 1 Work in a group of 4-5 students. Decide and list the words that have the similar meaning with words provided in the box. One example has provided for you. Bromo Mountain Identification Bromo is one of mountains in Java that is known around the world. As one of the special tourism places in Java, Bromo Mountain is not only rich of its natural beauty but also in harmony with the local people around it. In Bromo, the visitors can enjoy both the beauty of the nature and also the culture in that area because Bromo is not simply a mountain but also an important place for ritual ceremony of Hindu. Description Located around 2,5 hours from Malang city, Bromo is one of active volcano mountain which is a part of the Bromo Tengger Semeru National park. The beauty of Bromo can be seen clearly from the top of Penanjakan Mountain which is close to Bromo and has higher level (2,770 meters). Bromo itself is only 2,392 meters. Even Bromo is not too high volcano mountain, but the history of the eruption was so dramatic. The sands around it which people called the sea of sands (segara wedi) are the proof that this mountain had ever been killing the life surrounded that area. The name of Bromo is taken from the name one of the God of Hindu, Brahma. 126

People of Tengger has a myth about that mountain that makes it has mystical nuance. But it is more than myth as long as people still believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Words

Similar Words in Text

Unique Wealthy Operational Near Theatrical Highest Representative Tall Substantial Beautifulness Mysterious

Special

Task 2 Work in a group of 4-5 students. Identify generic structures and language features of the text below and complete the table. One example has provided for you. Bromo Mountain Identification Bromo is one of mountains in Java that is known around the world. As one of the special tourism places in Java, Bromo Mountain is not only rich of its natural beauty but also in harmony with the local people around it. In Bromo, the visitors can enjoy both the beauty of the nature and also the culture in that area because Bromo is not simply a mountain but also an important place for ritual ceremony of Hindu. Description Located around 2,5 hours from Malang city, Bromo is one of active volcano mountain which is a part of the Bromo Tengger Semeru National park. The beauty of Bromo can be seen clearly from the top of Penanjakan Mountain which is close to Bromo and has higher level (2,770 meters). Bromo itself is only 2,392 meters. Even Bromo is not too high volcano mountain, but the history of the eruption was so dramatic. The sands around it which people called the sea of sands (segara wedi) are the proof that this mountain had ever been killing the life surrounded that area. The name of Bromo is taken from the name one of the God of Hindu, Brahma.

127

People of Tengger has a myth about that mountain that makes it has mystical nuance. But it is more than myth as long as people still believe that by creating Kasada festival every year, they express their gratitude to God in a symbolic way by throwing vegetables, cattle, and also money as an offering in the Bromo’s crater.

No. 1.

Sentences

Generic Structure

Language Features  Use

Bromo is one of mountains in Java

Identification

that is known around the world.

of Simple Present Tense  Verbs of being and having

2.



3.



4.



5.



6.



7.



8.



9.



10.



Task 3 Work in pairs. Find and underline 10 difficult words from the text and list them below, then find the meaning of them. One example has provided for you.

TEXT 1 Kiluan Bay

Kiluan Bay is a tourist attraction which is located in Kiluan village, Kelumbayan sub district, Tanggamus district, South Lampung. Kiluan Bay is about 80 kilometers from Bandar 128

Lampung city center or three to four hour if you go there by car. This is the place of migration for a bunch of mouth bottles dolphins. This bay has stunning natural landscape and coast. The sand beach which is spreading out there is white and gentle. It is quite harmonious with the blue color of the sea. Besides swimming and snorkeling, in this bay you can also see the attractions from a group of dolphins. The attractions of a group of dolphins can usually be seen around 06:00 to 10:00 in the morning. However, to watch the attractions you must first rent a small boat or Jukung. By using the small boat or Jukung, you will be brought Into the middle of the see where the dolphins gather. It takes around twenty five minutes from the coast. From close distance, you can see a group of dolphins which swim and even jump on the side of the coming boat as if they welcomed your coming.

TEXT 1 Tanjung Setia Beach

Lampung is not only famous for its Way Kambas National Park. One of the best tourist attractions of this province is Tanjung Setia Beach. This beach is located in the village of Tanjung Setia, West Lampung district, Lampung province. It is about 273 km or about six to seven hour driving from Bandar Lampung, the capital city of Lampung province. This beach has not been well known by the citizens of Indonesia yet, but for the world surfers this beach is a hidden paradise for surfing. This beach is exactly laid on the track of large Indian Ocean currents that make this beach have waves which are quite perfect for surfing. The perfect wave of this beach usually lasts from June to August with the height which can reach up to six to seven meters with a 200 meters length. In addition to perfect waves for surfing, the beach also has an ambience which is quite natural with white sand along the beach. Rows of palm tree which grow also adorn this beach. For local people, the beach area is also an ideal place for fishing. Some fish which are often obtained by the fisherman are blue marlin which is so big enough that its weight can reach up to 70 kilograms. By local residents this fish is known by the name of Iwa Tuhuk.

129

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Words District Stunning Landscape Coast Ambience Current Row Obtained Bay Residents Adorn

Words Classification Noun

Translation Daerah; wilayah

Task 4 Work in pairs. Identify these two different texts below and find similarities and differences between them by completing the table. One example has provided for you. TEXT 1

TEXT 2 Raja Ampat

In Bahasa Indonesia, Raja Ampat means "Four Kings", i.e. four kings who ruled four kingdoms in the region, namely Waigeo, Misool, Salawati, and Batanta. The name of Raja Ampat is taken from the folklore that exist in the region. In the folklore is said that in ancient times there was a husband and wife who accidentally found 6 dragon eggs on the banks of the 130

Waikeo River. Because they are hungry, they intend to cook the six eggs. When about to be cooked, five of the six eggs hatch and out 5 human babies. Four men and one woman. They were later named War, Betani, Dohar, and Muhammad. While the women are named Pintolee. Everything is maintained by the husband and wife. The beauty of Raja Ampat began worldwide in 1990. At that time, a divers of the Dutch duck named Max Ammer visited the region. His original purpose was to trace the existence of planes and ships used in World War II that were supposedly sunk in the inspection. It turned out that Max Ammer was fascinated by the diversity of biota in Raja Ampat. So in 1998 he invited Gerry Allen, an Australian fishery expert, to conduct a survey in this place. Raja Ampat regency in West Papua province is commonly called the "bird's head" has an area of 46,108 square kilometers, and nearly 80 percent of it is ocean. The length of the beach reaches 4,860 kilometers. However, the inhabitants are only about 60,000 in 35 islands of 610 islands. The population is spread over 98 villages and 17 districts. Its local population consists of 10 tribes that have a major livelihood as fishermen. Since a 2-hour speed boat journey from Sorong to Waisai Harbor in Raja Ampat, the eyes have been spoiled with blue sea and crystal clear views. The view is even more amazing when entering Raja Ampat territory. Although the average air temperature of 45 degrees Celsius, that is not a reason not to go to this tourism object since it surrounded by this cluster of beautiful coral islands. Tourists coming to Raja Ampat is expected to prepare their finance is in best time as they have to spend about 20 million rupiah per person for this amazing experience. It is compensated for the beauty that is seen while swimming and diving in some areas, as well as visiting the beautiful islands. Travel from one island to another with a small boat fast at least 3 hours to arrive at Wayang Island. This island is one of the most favorite tourist destinations in Raja Ampat area.

No.

Similarities

Differences

Use of Simple Present Tense

Text 1: no use of simple past tense Text 2: use of simple past tense They were later named War, Betani, Dohar, and Muhammad.

1.

2.

3. 4.

131

Assessment Work individually. Write a short descriptive text related to the picture by using 80-100 words. 1. 2.

3. 4.

5.

6.

7.

8.

132

9.

10.

Name : Picture ....

Title

:

Identification

:

Description

:

A. Penilaian

KD

Indikator

3.4 Membedakan fungsi sosial, 3.4.1 Mengidentifikasi struktur teks, dan unsur fungsi sosial, struktur kebahasaan beberapa teks teks, dan unsur deskriptif lisan dan tulis kebahasaan pada teks dengan memberi dan meminta deskriptif sederhana informasi terkait tempat wisata tulis tentang tempat 133

Bentuk Assessment

Contoh Soal

Decide and list the words that have the Written test similar meaning Group work with words (4-5 students) provided in the box. One example

dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya

wisata sesuai dengan konteks penggunaannya.

3.4.2 Menentukan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya. 3.4.3 Membandingkan beberapa teks deskriptif sederhana tentang tempat wisata sesuai dengan konteks penggunaannya.

4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

has provided for you.

Written test Pair work

Written test Pair work

4.4.2.1 Menulis teks Written Test deskriptif sederhana Individual tentang tempat wisata sesuai dengan konteks penggunaannya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar.

Identify generic structure of the text below and complete the table. One example has provided for you. Find and underline difficult words from the text and list them below. One example has provided for you.

Identify these two different texts below and find similarities and differences between them by completing the table. One example has provided for you. Write a short descriptive related picture

text to

by

the using

80-100 words.

a. Penilaian sikap INDIVIDUAL ASSESSMENT No.

Aspek yang Dinilai

1.

Santun (respect)

Kriteria Sangat sering menunjukkan sikap santun Sering menunjukkan sikap santun Beberapa kali menunjukkan sikap santun 134

Skor 5 4 3

Tanggung Jawab (responsible)

2.

Jujur (honest)

3.

Kerjasama (cooperation)

4.

Pernah menunjukkan sikap santun Tidak pernah menunjukkan sikap santun Sangat sering menunjukkan sikap tanggung jawab Sering menunjukkan sikap tanggung jawab Beberapa kali menunjukkan sikap tanggung jawab Pernah menunjukkan sikap tanggung jawab Tidak pernah menunjukkan sikap tanggung jawab Sangat sering menunjukkan sikap jujur Sering menunjukkan sikap jujur Beberapa kali menunjukkan sikap jujur Pernah menunjukkan sikap jujur Tidak pernah menunjukkan sikap jujur Sangat sering menunjukkan sikap kerjasama Sering menunjukkan sikap kerjasama Beberapa kali menunjukkan sikap kerjasama Pernah menunjukkan sikap kerjasama Tidak pernah menunjukkan sikap kerjasama

𝑺=

2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

𝒏 𝒙 𝟏𝟎𝟎 𝟐𝟎

Description S : Score n : Total of affective aspects achieved

STUDENTS ASSESSMENT (Rekap Nilai Sikap)

No.

Nama

Santun

Aspek yang Dinilai Berkomunikasi Percaya Diri Baik

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ... 135

Total Skor Kerjasama

30.

Note: Rentang skor per aspek adalah 1-5

𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟐𝟎

Description S : Total score n : Total of affective aspects achieved b. Scoring untuk Assessment INDIVIDUAL ASSESSMENT No.

Aspek yang Dinilai

1.

Fungsi Sosial (Statement of Purpose/Focus)

2.

Susunan Teks (Organization)

3.

Penjelasan Isi (Development: Elaboration of Evidence)

4.

Bahasa & Kosa kata (Language & Vocabulary)

5.

Mekanik (Convention)

Skor 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

𝑺= Description S : Score n : Total of skill’s aspects achieved

136

𝒏 𝒙 𝟏𝟎𝟎 𝟐𝟎

137

STUDENTS ASSESSMENT Aspek yang Dinilai No.

Nama

Fungsi Sosial

Susunan Teks

Penjelasan Isi

Bahasa & Kosakata

Mekanik

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ... 30.

Note: Rentang skor per aspek adalah 1-5 𝒏 𝒙 𝟏𝟎𝟎 𝑺= 𝟐𝟎 Description S : Total score n : Total of affective aspects achieved

B. Answer Key Task 1 No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Words

Similar Words in Text

Unique Wealthy Operational Near Theatrical Highest Representative Tall Substantial Beautifulness Mysterious

Special Rich Active Close Dramatic Top Symbolic High Important Beauty Mystical

138

Total Skor

Task 2 No.

Sentences

Generic Structure

 Use

Visit the San Pedro valley of what 1.

will become Arizona, just a short

Language Features

Identification



18,000 years away from the present 

As you hike through the savannas, you’ll witness endangered, majestic



Columbian mammoths browsing in 2.

3.

oak groves while camels graze warily under the watchful eyes of North

Description



of Simple Present Tense Use of action verbs 'Material Processes' Use of Simple Present Tense Use of action verbs 'Material Processes' Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject.

American lions.



See cultural demonstrations of early

 Use

Native American peoples creating their beautiful and deadly Clovis spear

Description

points.

of Simple Present Tense  Use of action verbs 'Material Processes'

You’ll want to dress in layers; 4.

Holocene climate in southern Arizona is cooler and more comfortable than

 Use

Description

the present day.

 Use

Expect midsummer temperatures in 5.

the 80’s and much cooler at night.

of Simple Present Tense  Verbs of being and having

Description



The Holocene in southern Arizona is



an exciting place to visit.

 

6.

Description 

139

of Simple Present Tense Use of action verbs 'Material Processes' Use of Simple Present Tense Verbs of being and having Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject

As 7.

savannas

mountainsides,

retreat the

Sonoran

up

 Use

and

Description

Chihuahuan deserts are expanding from the south to fill their place.

of Simple Present Tense  Use of action verbs 'Material Processes'  Use 

These expanding deserts bring with 8.

them new species of animals and

Description



plants. 



Who knows, you may witness the 9.

arrival of Arizona’s first saguaro

Description

cactus.



of Simple Present Tense Use of action verbs 'Material Processes' Use of descriptive adjectives Use of detailed Noun Phrase to give information about the subject. Use of Simple Present Tense Use of action verbs 'Material Processes'

Task 3 No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Words District Stunning Landscape Coast Ambience Current Row Obtained Bay Residents Adorn

Words Classification Noun Adjective Noun Noun Noun Adjectuve Noun Verb Noun Noun Verb

Translation Daerah; wilayah Bukan main Pemandangan (alam); bentang darat Pantai; pesisir Suasana Pada saat ini; arus Jajaran; baris; deret(an) Memperoleh;diperoleh Teluk Penduduk Memperindah; mempercantik; menghias

Task 4 No.

Similarities

1.

Focus on specific participants

2.

Use of Simple Present Tense

3.

Verbs of being and having 'Relational Processes'

Differences Text 1: with pictures Text 2: no picture Text 1: no use of simple past tense Text 2: use of simple past tense They were later named War, Betani, Dohar, and Muhammad. Text 1: use of action verbs 'Material Processes' 140

4.

Generic structure: Identification & Description

Dive in artificial reefs. Text 2: no use of action verbs ‘Material Processes’ Text 1 & Text 2: Amount of words

Assessment

Medan, … April 2018 Name : Picture 8Inggris Guru Mata Pelajaran Bahasa Title

: Way Kambas National Park

Identification

: Way Kambas National Park is a national park for elephant Diaz Pradya Azmi,sanctuary S.Pd located in Lampung precisely in the Labuhan Ratu sub district, East Lampung, Indonesia.

Description

: Way Kambas National Park, established in 1985, is the first school for elephant in Indonesia. In the beginning of its establishment, Way Kambas National Park was named the Elephant Training Center / Pusat Latihan Gajah (PLG), but the last few years this name was changed into Elephant Conservation Center / Pusat Konservasi Gajah (PKG), which is expected to become a center for elephant conservation in taming, training, breeding and conserving elephants. Until now, this PKG has trained for about 300 elephants which have been deployed to all over the country.In Way Kambas National Park, there are some endangered animals such as Sumatran Rhinos, Sumatran elephant, Sumatran tiger, Mentok Rimba, and Buaya sepit. There are also so some plants which are mostly found there such as Api-api, Pidada, Nipah, and Pandan. On the marshy coasts of Way Kambas National Park is often found various species of birds, such as, Lesser Adjutant, Pheasant Blue, Kuau Raja, Pependang Timur, and some other birds.

Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

141

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 2 (Genap) : Teks pemberitahuan (announcement) terkait kegiatan sekolah : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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 KD IPK KD 3.5 Membedakan fungsi sosial, struktur teks, 3.5.1. Mengidentifikasi fungsi sosial, struktur dan unsur kebahasaan beberapa teks teks, dan unsur kebahasaan beberapa khusus dalam bentuk pemberitahuan teks pemberitahuan (announcement). (announcement), dengan memberi dan 3.5.2 Membandingkan fungsi sosial, struktur meminta informasi terkait kegiatan teks, dan unsur kebahasaan beberapa sekolah, sesuai dengan konteks teks pemberitahuan (announcement). penggunaannya. 4.5.1 Menangkap makna secara kontekstual 4.5.1.2 Menemukan informasi dalam teks terkait fungsi sosial, struktur teks, dan pemberitahuan (announcement) terkait unsur kebahasaan teks khusus dalam kegiatan sekolah. bentuk pemberitahuan (announcement). 4.5.2 Menyusun teks khusus dalam bentuk pemberitahuan (announcement), lisan dan tulis, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

4.5.2.1

Menulis teks pemberitahuan (announcement) terkait kegiatan sekolah dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.

C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik diharapkan mampu menulis teks pemberitahuan (announcement) terkait kegiatan sekolah dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dengan memiliki sikap disiplin, kerjasama, dan responsif.

142

D. Materi Pembelajaran 1.

Fungsi sosial teks pemberitahuan (announcement)

2.

Struktur teks pemberitahuan (announcement)

3.

Unsur kebahasaan teks pemberitahuan (announcement)

4.

Contoh teks pemberitahuan (announcement)

Announcement is something said, written or printed to make known what has happened or what will happen. The purpose of announcement text is giving certain people some information of what has happened or what will happen. Announcement can be spoken (oral) or written. Spoken announcement usually begins with saying “ATTENTION PLEASE” or anything like that. In spoken announcement, you should speak clearly so that readers or people can easily understand what is announced. Besides, the information should be short and simple. While written announcement usually begins with the title or for whom the announcement is written. The generic structure of announcement is commonly used as follows. 1. Stating purpose : the text contains what event will be held. 2. Stating Day, Date and Time : the text contains when the event will be held. 3. Stating Place : the text contains where the event will be held. 4. Informing Sender : the text contains name of the person who will be contacted. But, simply it can be classified as: 1. Opening

: it contains the title of the announcement. The title usually describes a

general overview or what event will be held. For example, English Singing Contest 2. Content

: it contains the explanation of the announcement. This part contains the

details of the event. For example, the time of an event, place, and other information needed. (i.e : 3. Closing : it contains more information or the informing sender (contact person) of the announcement. The language features of announcement are using simple present tense and simple future tense, active and passive sentences. Here are the announcement texts that will be used in the learning process.

143

Text 1

English Speech Contest

Opening

For all students of Perfect Generation School, we announce English Speech Contest.

Time : Saturday, 22 May 2018

Content

Place : Hall of Perfect Generation School

Each class should register at least one student with one of these following topics :

Closing

 The Advantage of Learning English Text 2 The Difficulties of Learning English  The Effective Ways of Learning English ANNOUNCEMENT SMA N 1 Jati Agung will have a Grand Alumni Homecoming on Januari 15, 2016 at

For further information, visit the committee of this 10:00 at Seventh Hotel as a celebration of the 20th Foundation Anniversary of SMA N 1 English Speech Contest in PERFECT.COM Jati Agung.

In this regard, we cordially invite you to attend the event in order to meet old friends, classmates, acquaintances and teachers, reminiscing memorable experiences and sharing stories of successes and most specially renewing our commitment to the noble ideals of our beloved Almamater , The registration fee is Rp. 200.000, – per person and it is paid on the spot. These charges include Alumni T-shirt, Alumni ID, Alumni souvenir, dinner, live band and raffle draw. For further information, please contact our Alumni Secretariat at (0721) 889-6484 or text us at 082274646373. We look forward to welcoming you in this celebration once a year.

144

E. CONTOH SOAL

Answer the questions based on the passage! 1. When will the competition be held? 2. When will the registration be held? 3. How much is the fee for registration? 4. How long will the registration be held? 5. What is the purpose of the announcement above?

LATIHAN/TEST

English Speech Contest

For all students of Perfect Generation School, we announce English Speech Contest.

Time : Saturday, 22 May 2018 Place : Hall of Perfect Generation School

Each class should register at least one student with one of these following topics : 145

 The Advantage of Learning English

Task 1. Answer the questions based on the passage! 1. What will the activity be held? 2. When will the activity be held? 3. Where will the activity be held? 4. What should the readers do to get more information about the announcement? 5. What is the purpose of the announcement above?

Test

: Write an announcement based on the following cases. Share with your friends.

1. You are a chairman of a class. There will be a flag ceremony for the National Education Day 2. You are the captain of a football club. On Sunday there will be a football match. 3. You are the coordinator of Fund Raising Activity. Next month is the Fund Raising Activity at your school.

E. Metode Pembelajaran Pendekatan Model Pembelajaran Teknik Pembelajaran

: Scientific Approach : Discovery Learning (Pembelajaran Penemuan) : Group Work, Pair work and Individual Work

F. Media Pembelajaran

Bahan, Media dan Alat: Video tentang teks pemberitahuan (announcement) Gambar teks pemberitahuan (announcement) Lembar Kerja Peserta Didik (LKPD) Spidol warna Plano paper G. Sumber Belajar Https://bukuinggris.co.id, retrieved on 16th April 2018 Https://www.asb.ac.th/sukhumvit/, retrieved on 20th April 2018 Batubara, Fahmi Aulia. 2017. Improving Students’ Ability Through Gallery Walk Technique of Eight Grade at MTs Jam’iyatul Aiswaliyah Tembung in Academic Year 2016/2017. Medan: State Islamic University of Sumatera Utara. Widiawati Utami, Zuliati Rohmah dan Furaidah. 2017. Bahasa Inggris. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud. Hal. 81 H. Langkah-Langkah Pembelajaran

Kegiatan Pendahuluan

Alokasi Waktu

Deskripsi

 Guru memberi salam (greeting) dan mengajak peserta didik untuk berdoa terlebih dahulu sebelum belajar;  Guru memeriksa kehadiran peserta didik, kesiapan peserta didik belajar baik secara fisik maupun psikologis.  Guru mengecek secara lisan penguasaan kompetensi yang sudah dipelajari sebelumnya, yaitu teks deskriptif. 10 menit  Guru menyampaikan kompetensi yang akan dicapai, yaitu 146

Kegiatan Inti

menulis teks pemberitahuan (announcement) terkait kegiatan sekolah dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan. Mengamati  Peserta didik mengamati video yang diputar oleh guru tentang teks pemberitahuan (announcement).  Peserta didik membuat catatan kecil mengenai video yang 10 menit diamati terkait fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan dalam teks pemberitahuan (announcement). Menanya  Peserta didik menanyakan beberapa hal yang belum diketahui tentang teks pemberitahuan (announcement) 10 menit seperti perbedaan spoken announcement dan written announcement.  Dengan bimbingan dan arahan guru, peserta didik mencoba untuk merespon/menjawab pertanyaan temannya.

Mengeksplorasi  Peserta didik secara berkelompok mengidentifikasi 2 teks pemberitahuan (announcement) terkait struktur teks dan unsur kebahasaan. (LK 1)  Peserta didik secara lisan menentukan fungsi sosial dari 25 menit setiap teks pemberitahuan (announcement) yang telah diidentifikasi.  Peserta didik membandingkan beberapa teks pemberitahuan (announcement) terkait fungsi sosial, struktur teks, dan unsur kebahasaan. (LK 2)  Peserta didik secara individu menemukan informasi yang terdapat pada teks pemberitahuan (announcement). (LK 3)

Mengasosiasi  Peserta didik berlatih menulis teks pemberitahuan (announcement) terkait kegiatan yang diadakan di sekolah. (LK 4)  Guru memfasilitasi peserta didik dalam menulis teks 15 menit pemberitahuan (announcement) dan memberikan penjelasan singkat tentang teks pemberitahuan (announcement).

Mengkomunikasikan

Penutup

 Guru menunjuk salah satu peserta didik untuk maju ke depan kelas untuk membacakan hasil tulisan berupa teks pemberitahuan (announcement).  Peserta didik lain memperhatikan dan memberi pertanyaan terkait teks yang di buat 10 menit  Guru memberi penguatan terhadap pemahaman konsep peserta didik tentang materi yang dipelajari.  Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.  Peserta didik menyimpulkan materi yang telah dipelajari.

 Guru memberi umpan balik peserta didik dalam proses dan hasil pembelajaran dengan cara memberi penekanan pada hal-hal baik (sikap ekstrim +) yang 147

sudah dilakukan dan mengingatkan hal-hal yang tidak 10 menit seharusnya dilakukan (sikap ekstrim -) peserta didik selama kegiatan pembelajaran.  Guru memberi tugas mandiri kepada peserta didik untuk mencari contoh teks pemberitahuan (announcement) yang terdapat di kantor.  Guru menginformasikan materi dan pesan mengenai topik pada pertemuan selanjutnya.

 Peserta didik dan guru berdoa dan mengucapkan salam perpisahan. I.

Penilaian

5. Tabel Penilaian Sikap

No

1

2

3

4

Teknik Penilaian

: Observasi

Bentuk Penilaian

: Mengisi lembar pengamatan observasi untuk sikap

Instrumen

: Lembar observasi

Aspek yang dinilai

Kriteria

Score

Sering menunjukkan sikap santun

4

Pernah menunjukkan sikap santun

3

Kadang-kadang menunjukkan sikap santun

2

Tidak pernah menunjukkan sikap santun

1

Sering menunjukkan sikap disiplin

4

Pernah menunjukkan sikap disiplin

3

Kadang-kadang menunjukkan sikap disiplin

2

Tidak pernah menunjukkan sikap disiplin

1

Sering menunjukkan sikap kerjasama

4

Pernah menunjukkan sikap kerjasama

3

Kadang-kadang menunjukkan sikap kerjasama

2

Tidak pernah menunjukkan sikap kerjasama

1

Sering menunjukkan sikap responsif

4

Pernah menunjukkan sikap responsif

3

Kadang-kadang menunjukkan sikap responsif

2

Tidak pernah menunjukkan sikap responsif

1

Santun

Disiplin

Kerjasama

Responsif

Kriteria penilaian dapat dilakukan sebagai berikut: Skor maksimal: 3 x 4 = 15 Nilai siswa: 𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑝𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛 𝑠𝑖𝑠𝑤𝑎 𝑆= 𝑥 100 15 148

6. Format Penilaian Sikap Aspek yang Dinilai No

Skor

Nama Siswa Santun

Disiplin

Kerjasama

Responsif

1. 2.

7. Tabel Penilaian Pengetahuan Teknik penilaian

: Tes Tulis

Bentuk Instrument

:

Instrument

:

No

Keterangan

Skor

1.

Tulisan dan jawaban benar

3

2.

Tulisan dan jawaban kurang benar

2

3.

Tulisan dan jawaban salah

1

4.

Tidak menjawab/kosong

0

Kriteria penilaian dapat dilakukan sebagai berikut: Skor maksimal : 3 x 4 = 12 Nilai siswa

:𝑠 =

𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ 𝑠𝑖𝑠𝑤𝑎 12

𝑥 100

8. Tabel Penilaian Keterampilan Menulis teks pemberitahuan (announcement) Teknik penilaian

: Tes Tulis

Bentuk Instrument

: Menulis

Instrument

:

149

No

1

2

Aspek yang dinilai

Kriteria

Score

Isi sesuai dengan teks asli

4

Isi cukup sesuai dengan teks asli

3

Isi kurang sesuai dengan teks asli

2

Isi tidak sesuai dengan teks asli

1

Pemilihan kosa kata tepat

4

Pemilihan kosa kata cukup tepat

3

Pemilihan kosa kata kurang tepat

2

Pemilihan kosa kata tidak tepat

1

Tanda baca dan huruf kapital tepat

4

Tanda baca dan huruf kapital cukup tepat

3

Tanda baca dan huruf kapital kurang tepat

2

Tanda baca dan huruf kapital tidak tepat

1

Kesesuaian isi (content)

Kosa kata (vocabulary)

3

Mekanik

Catatan : Tepat

: 85% - 100%

Cukup tepat

: 70% - 84%

Kurang tepat

: 55% - 69%

Tidak tepat

: < 55%

9. Format Penilaian Keterampilan Nama kegiatan

: Menulis teks pemberitahuan (announcement)

Tanggal Pelaksanaan

:

Nama

:

NIS

:

No

Aspek yang Dinilai

1.

Kesesuaian isi (content)

2.

Kosa kata (Vocabulary)

3.

Mekanik

Nilai

150

Kriteria penilaian dapat dilakukan sebagai berikut: Skor maksimal : 3 x 4 = 12 Nilai siswa

:𝑠 =

𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ 𝑠𝑖𝑠𝑤𝑎 12

𝑥 100

B. ASSESSMENT/TEST

Task 4. Assessment/Test : Work Individually! Read text 4 carefully and rewrite the announcement briefly. Use “the five questions” as the guidance.

Task 4. Assessment/Test : Work Individually! Read text 4 carefully and rewrite the Text 4announcement with your own words. C. Christmas Sing-Along Activities D. E. take this opportunity to inform you about the activities for the last day of this We F. semester, which is Friday, December 22nd, 2017. After the morning assembly, students G. H. gather in front of the L Building (next to the Christmas tree), and participate in will I. Christmas sing-along activities from 8:00 a.m. - 9:05 a.m. Students may come to school J. inK.festive clothes and colors (red, green, or white) on the day. Parents are also welcomed L. toM. join the Christmas caroling session. N. the sing-along activities, students will go to morning break, and then at 9:20 After O. a.m. P. students will participate in fun activities organized by the ASB High School Student Q. Council. Some of these activities include a bake sale, photo-booth, cookie decorating (in R. a S. classroom), card-making station, and a face-painting station. Students will return to T. homerooms at around 10:00 a.m. for class parties and activities. Homeroom teachers will U. V. communicate with parents with more information about these parties. W.

Lunch will be provided at the regular times for Elementary students. Middle and High

school will both take their lunch break at 11:40 a.m. After lunch, Elementary students will return to homerooms until 12:00 p.m.(noon) when school is dismissed. Buses will depart at 12:05 p.m. Thank you for continued support and attendance at school events. Merry Christmas and Happy New Year! Have a great holiday! Warm regards, Mr. Neil Walton, Principal, Sukhumvit Campus Note: Our winter break starts from Saturday, December 23rd, 2017 to January 7th, 2018. School resumes on Monday, January 8th 2018. 151

E. POSSIBLE ANSWER CHRISTMAS SING-ALONG ACTIVITIES

For all students of Suchumvit High School, we inform you that there will be activities for the last day of this semester, namely Christmas Sing-Along Activities.

Time

: Friday, December 22nd, 2017

Place

: L Building (Next to Christmas tree)

Students may come to school in festive clothes and colors (red, green, or white) on the day. Parents are also welcomed to join the Christmas caroling session.

Principal, Medan,

Mr. Neil Walton

Juli 2018

Mengetahui: Guru Mata Pelajaran Kepala MAN 2 Model Medan Note: Our winter break starts from Saturday, December 23rd, 2017 to January 7th, 2018. School resumes on Monday, January 8th 2018. IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

152

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok

: Bahasa Inggris : Madrasah Aliyah : X / 2 (Genap) : Tindakan/kejadian yang dilakukan/terjadi

diwaktu lampauyang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya (Past Simple dan Present Perfect Tense) Alokasi Waktu

: 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

KOMPETENSI DASAR 3.6

INDIKATOR

Menerapkan fungsi sosial, struktur 3.6.1 teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang 3.6.2 dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple past tense vs present perfect tense).

Mengidentifikasi struktur teks dan unsur kebahasaan yang digunakan dalam teks interaksi transaksional lisan dan tulis terkait simple past tense vs present perfect tense.

4.6 Menyusun teks interaksi 4.6.1 transaksional, lisan dan tulis, pendek dan sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan 4.6.2 kesudahannya, dengan

Menuliskan teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait simple past tense vs present perfect tense yang benar dan sesuai konteks.

153

Menggunakan ungkapan yang melibatkan tindakan memberi dan meminta informasi terkait simple past tense vs present perfect tense.

Mendemonstrasikan teks interaksi transaksional yang melibatkan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

tindakan memberi dan meminta informasi terkait simple past tense vs present perfect tense yang benar dan sesuai konteks.

C. Tujuan Pembelajaran

Peserta didik mampu menuliskan dan mendemonstrasikan percakapan pendek dan sederhana terkait simple past tense vs present perfect tense dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks serta memiliki sifat bertanggung jawab, disiplin, dan peduli. D. Materi Pembelajaran

SIMPLE PAST TENSE VS PRESENT PERFECT TENSE 1. Social Function a) Simple Past Tense To report, to tell and to explain events happened in the past. b) Present Perfect Tense The present perfect tense refers to an action or state that either occurred at an indefinite time in the past or began in the past and continued to the present time. 2. Generic Structure a) Simple Past Tense FORM

EXAMPLE The teacher came

Positive (+) Verbal : S + Verb-2 Nominal : S + be(was/w ere) + A/N/A

I was a stamp collector The teacher didn’t come

Negative (-) Verbal : S + did + not + bare infinitive Nominal : S + be(was/were) + not + A/N/A

Interrogative (?)

I wasn’t a stamp collector Did the teacher come?

Verbal : Did + S + bare infinitive? Nominal : be(was/were) + S ? 154

Was I a stamp collector?

b) Present Perfect Tense FORM OF PRESENT PERFECT TENSE Positive

Verbal : S + have/has + V3 + O/C

(+)

Nominal : S + have/has +been + A/N/A

Negative

Verbal : S + have/has + not + V3 + O/C

(-)

Nominal : S + have/has + not + been + A/N/A

Interrogative

Verbal : have/has + S + V3 + O/C

(?)

Nominal : have/has + S + been + A/N/A

c. Past Tense vs. Present Perfect Use the simple past (or a time) in the since-clause, but use the present perfect in the main clause: She's hated him since the day they met. She has heard from a lot of relatives since she won the lottery. I've worked for him since 1987. I've been waiting since 3 o'clock.

Put a length of time after for: (for how long?) I delivered papers for three years. I quit when I was fourteen. I've lived here for 25 years, and I don't plan to move. d. Wh Questions Function

Interrogative (?)

Asking about object

What/Who + have/has + S + been + past participle

Asking about adverb

How long /Where/Why + have/has + S + been + past participle 155

Example : 1. 2. 3. 4.

What have we done? Where have I left my umberella? Where has she been in Jakarta? How long has she been here?

3. Language Features

Signal Words The past tense and present perfect tense is commonly used with the indefinite time adverbs: Simple Past

Present Perfect Simple

 yesterday

 just

 ...

ago

 already

 in

1990

 up

to now

 the

other day

 until

 last

...

 ever

now / till now

 never  (not)  so

yet

far

 lately /

recently

Example: 156



1.

Have you ever gone to the USA?

2.

I have never seen a kangaroo.

3.

I have seen her before.

4.

They have already arrived.

5.

She has not received the parcel yet.

Present Perfect Simple

Past Simple

Unfinished actions that started in the past and continue to the present:

Finished actions: 

I have known Julie for ten years (and I still know her).

A finished action in someone's life (when the person is dead):

A finished action in someone's life (when the person is still alive: life experience): 

I knew Julie for ten years (but then she moved away and we lost touch).



My brother has been to Mexico three times.

My great-grandmother went to Mexico three times.

A finished action with a result in the present: A finished action with no result in the present: 



I have lost my keys! (The result is that I  can't get into my house now).

I lost my keys yesterday. It was terrible! (Now there is no result. I got new keys yesterday).

With an unfinished time word (this week, this month, today):

With a finished time word (last week, last month, yesterday):

I have seen John this week.



I saw John last week.

Example of Dialog Abby

:

Hi Allison, I haven’t seen you for ages. Where have you been?

Allison

:

Hi, Abby. I have just visited my granny abroad.

:

Oh, I see. But wait… How many time have you visited your grandma?

Allison

:

I have visited her three times this year. She was sick two weeks ago so we went to America again.

Abby

:

How is your grandma?

Allison

:

She is better. She is in my house now.

Abby

:

Really? How long has she been here?

Abby

157

:

She has been here for three days. Actually she has missed her children and grandchildren. That’s why she was sick.

Abby

:

Oh, sickness because of missing people she love. I guess she will be well soon. Send my warm regard to your grandmother.

Allison

:

I think so. Okay, I will send it to her. Thanks , Abby.

Abby

:

You’re welcome.

Allison

E. Metode Pembelajaran

Pendekatan Metode Model Drilling

: Saintifik : Diskusi : Discovery Learning

F. Media Pembelajaran

Media Alat Bahan

: Ms. Power Point : White board, Boardmarker, Laptop : LKPD (terlampir)

G. Sumber Belajar

a. Indonesia. Kementerian Pendidikan dan Kebudayaan.Bahasa Inggris / Kementerian Pendidikan dan Kebudayaan.-- . Edisi Revisi Jakarta:Kementerian Pendidikan dan Kebudayaan, 2017. b. Azar, Betty Schrampfer. 1999. Understanding and using Engliash Grammar. New

york. Pearson Education. c. https://www.englishgrammar.org/time-adverbs-present-perfect-tense/.Access at 9:30Pmon Tuesday, April 2018 H. Langkah-Langkah Pembelajaran



Pendahuluan (10’)

Membuka pelajaran dengan mengucapkan salam dan berdoa bersama ( menghayati ajaran agama )



Memeriksa kehadiran peserta didik



Apersepsi



Menginformasikan tujuan yang akan dicapai selama pembelajaran

Kegiatan

Mengamati

Inti (60’)

  

Peserta didik mengamati teks percakapan terkait kalimat simple past tense dan present perfect tense dalam berbagai konteks. Peserta didik melakukan role play untuk membaca teks percakapan terkait kalimat simple past tense dan present perfect tense. Peserta didik mengidentifikasi ciri-ciri kalimat simple past tense dan present perfect tense (struktur teks, dan unsur kebahasaan). (LK 1)

Menanyakan 

Peserta didik mempertanyakan mengenai perbedaan antar berbagai simple past 158

tense dan present perfect tense yang ada dalam bahasa Inggris. Mengeksplorasikan 

Peserta didik menentukan rumus dan waktu yang digunakan dalam simple past tense dan present perfect tense menggunakan media yang disediakan guru.(Drill)



Dalam kelompok peserta didik melengkapi dialog rumpang terkait simple past tense dan present perfect tense dengan mendengar audio yang diputar oleh guru. (LK2)

 Mengasosiakan  Peserta didik menuliskan aktivitas yang mereka lakukan dihari sebelumnya dalam bentuk simple past Tense dan dikembangkan kedalam bentuk Present Perfect Tense.(LK3)  Beberapa

peserta

didik

menyebutkan

kegiatan

mereka

dihari

sebelumnya dalam bentuk simple past Tense yang sudah dikembangkan kedalam bentuk Present Perfect Tense.

Mengomunikasikan  Secara berpasangan Peserta didik menuliskan

percakapan singkat

terkait Past Simple dan Present perfect tense sesuai dengan konteks yang diberikan oleh guru.  Peserta didik mendemonstrasikan percakapan singkat terkait Past Simple dan Present perfect tense di depan kelas.  Peserta didik memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan. Kegiatan

 Guru dan siswa melakukan refleksi pembelajaran

Penutup

 Peserta didik memberikan kesimpulan terhadap kegiatan pembelajaran

(10’)

 Guru memberikan penugasan dan memberitahukan topik untuk pertemuan berikutnya  Guru dan peserta didik berdoa untuk menutup kegiatan pembelajaran 159

I.

Penilaian

i. PENILAIAN SIKAP Teknik Penilaian

: Observasi

Tabel Penilaian Sikap No.

Aspek yang Dinilai

1

Bertanggung jawab

2

3

Disiplin

Pro-aktif

Kriteria Selalu menunjukkan sikap Bertanggung jawab Sering menunjukkan sikap Bertanggung jawab Kadang-kadang menunjukkan sikap Bertanggung jawab Selalu sering menunjukkan sikap Disiplin

Skor 3 2 1 3

Sering menunjukkan sikap Disiplin

2

Kadang-kadang kali menunjukkan sikap Disiplin

1 3 2 1

Selalu menunjukkan sikap Pro-aktif Sering menunjukkan sikap berkomunikasi baik Kadang-kadang menunjukkan sikap Pro-aktif

Perhitungan skor akhir menggunakan rumus :

𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟗

Deskripsi S : Skor akhir n : Skor yang diperoleh Rekap Penilaian Sikap Aspek yang Dinilai No.

Nama

Bertanggung jawab

Disiplin

1. 2. Perhitungan skor akhir menggunakan rumus :

𝑺=

𝒏 𝒙 𝟏𝟎𝟎 𝟗

Deskripsi S : Skor akhir n : Skor yang diperoleh 2. PENILAIAN PENGETAHUAN 160

Total Skor Pro-aktif

a. Teknik Penilaian

: Tes Tertulis

b. Bentuk Instrumen

: Teks Rumpang & Membuat Kalimat

c. Pedoman penskoran

: Setiap jawaban benar diberi skor 1 (satu)

Perhitungan skor akhir untuk menggunakan rumus :

nilai siswa = skor yang diperoleh x 100 Skor maksimal 3. PENILAIAN KETERAMPILAN a. Teknik Penilaian b. Bentuk Instrumen c. Contoh Instrumen

: Kinerja : Bermain peran : Rubrik penilaian

Work in pairs. Write down a dialog using past tense and present perfect tense! Ask your partner’s past activities (past tense) and the recent and continuing activities (present perfect tense). Then present it in front of class! Rubrik penilaian keterampilan Speaking

Aspek

3

2

Pelafalan/Pronounciation Lafal dapat dipahami meskipun dengan aksen tertentu

Tata bahasa/Grammar

Kosa kata/Vocabulary

Ada masalah dengan pengucapan sehingga membuat pendengar harus fokus dan kadang-kadang menimbulkan kesalahpahaman Hampir tidak Terjadi beberapa aa kekeliruan kekeliruan tata tata bahasa bahasa namun tidak berpengaruh terhadap arti

1 Sulit dimengerti karena ada masalah dalam pelafalan dan frekuensinya sering

Banyak terjadi kekeliruan tata bahasa yang mempengaruhi arti harus menyusun ulang kalimat percakapan Kadang Sering Menggunakan kadang menggunakan kosakata yang pelafalan kosa kata yang salah sehingga tidak tepat tidak tepat tidak dapat dan sehingga dipahami mengharuska dialognya n penjelasan menjadi terbatas lebih lanjut karena kosa kata 161

Kelancaran/Fluency

karena kosa kata yang tidak sesuai. Dialog lancar, sangat sedikit menemui kesulitan

Skor=

Nama Siswa

No

Pengucapan (Pronounciation)

yang terbatas

Tidak terlalu Sering ragu dan lancar menemui berhenti karena kesulitan bahasa keterbatasan bahasa

𝒋𝒖𝒎𝒍𝒂𝒉 𝒔𝒌𝒐𝒓 𝒑𝒆𝒓𝒐𝒍𝒆𝒉𝒂𝒏 𝒔𝒊𝒔𝒘𝒂 𝒔𝒌𝒐𝒓 𝒎𝒂𝒌𝒔𝒊𝒎𝒂𝒍

Aspek Kelancaran Tata Bahasa (Fluency) (Grammar)

𝒙𝟏𝟎𝟎

Kosa kata (Vocabulary)

Total Skor

1 2 3 4 5 TASK 1 Dialog 1 Abby

: Hi Allison, I haven’t seen you for a long time. Where have you been?

Allinson

: Hi, Abby. I have just visited my granny abroad.

Abby

: Oh, I see. But wait… I think you have visited your grandma before, haven’t you?

Allinson

: Yes, I have visited her three times this year. She was sick two weeks ago so we went to Singapore again.

Abby

: How is your grandma?

Allinson

: She is better. She is in my house now.

Abby

: Really? How long has she been here?

Allinson

: She has been here for three days. Actually she has missed her children and grandchildren. That’s why she was sick.

Abby

: Oh, sickness because of missing people she love. I guess she will be well soon. Send my warm regard to your grandmother.

Allinson

: I think so. Okay, I will send it to her. Thanks, Abby.

Abby

: You’re welcome.

162

Work in group. Observe the dialog above and find out the expressions of asking and giving information related to simple past form and present perfect form! Write it on the table provided! NO.

PAST TENSE

PRESENT PERFECT TENSE

1

TASK 2 Work individually! Listen to the audio carefully and fill in the blanks with the appropriate answers. One example has provided for you.

The Queen & her butler Queen Jeeves Queen Jeeves Queen Jeeves Queen Jeeves Queen Jeeves Queen Jeeves Queen Jeeves

Queen Jeeves Queen

: Jeeves, 1) have you polished my crown today? : No, Madam. I’m afraid that I 2)…………………. time to do that yet. : Why not? Then please tell me what 3)………………… this morning? : Well, let me see. I got up at 5am and then the first thing I did was to iron your newspaper. : Good. : Then at half past five I took your corgis for a walk. Then at 6 o’clock I 4)…... Prince Philip to the bathroom. : Quite right. : From 8 until 10, I was cutting out pictures of Prince Harry from the newspapers, for the family album, of course. : Oooh. : But then I 5)…………… something in the palace. : Yes, yes. 6)……………………? : Well, Madam it is a rather delicate matter. I’m afraid to say that your beloved doggies have done their “toilet business” all over the royal throne. : Oh no! : So, Madam, that is why I 7)……………………………..your crown yet. And may I ask your Highness, what have you done this morning? 8)……………………. the Prime Minister? : No, Jeeves, no. I 9)……….. the palace at quarter to eleven to go and open a supermarket and 10)…………arrived back. : Well, Madam, you have definitely had an extremely difficult morning. : Indeed, indeed. 163

Task 3

Work individually! Think of yesterday! What did you do? Write the sentences in Simple past tense then write the extended statement using present perfect tense! One example has provided for you. NO.

ACTIVITIES IN PAST TENSE

EXTENDED STATEMENT USING PRESENT PERFECT TENSE

1.

I helped my mother in kitchen yesterday

I have helped my mother in the kitchen since I was 12 years old

164

Task 4 Work in pairs. Write down a dialog using past tense and present perfect tense! Ask your partner’s past activities (past tense) and the recent and continuing activities (present perfect tense). Then present it in front of class!

Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

165

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 2 (Genap) : Recount Text : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

No. Kompetensi Dasar 1 3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa recount text lisan dan tulis dengan memberi dan meminta informasi terkait peristiwa bersejarah sesuai dengan konteks penggunaannya 2 4.7 Recount text – peristiwa bersejarah 4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan recount text lisan dan tulis terkait peristiwa bersejarah

3.7.1

3.7.2

Indikator Mengidentifikasi sturktur teks dan unsur kebahasaan dari beberapa recount text Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan pada dua recount text

4.7.1.1 Menemukan kata kerja simple past yang terdapat pada dua recount text 4.7.1.2 Menemukan informasi spesifik dari recount text terkait peristiwa bersejarah 4.7.1.3 Menulis rangkuman dari recount text terkait peristiwa bersejarah

C. Tujuan Pembelajaran

Setelah melalui beberapa rangkaian kegiatan pembelajaran, siswa diharapkan mampu memahami isi teks recount dengan membuat rangkuman singkat, padat dan, tepat.

166

D. Materi Pembelajaran

Pengertian Recount Text Dalam bahasa inggris, recount is retelling of an event or series of events. Dengan kata lain, Recount merupakan sebuah teks dalam bahasa inggris yang menceritakan pengalaman ataupun kejadian di masa lalu. Macam-Macam Recount Recount dibagi menjadi 3, yaitu:   

Personal Recount: merupakan bentuk recount yang menceritakan pengalaman pribadi di masa lalu. Factual Recount: merupakan bentuk recount yang menceritakan fakta-fakta yang telah terjadi di masa lampau. Imaginative Recount: merupakan bentuk recount yang berdasarkan hayalan atau imaginasi.

A. Social Function The social function of recount text is to give the information and entertaint the reader. B. Generic Structure   

Orientation: pada bagian ini penulis menjelaskan tema apa dan bagaimana latar dari cerita tersebut. Events: yaitu peristiwa yang terjadi mulai diceritakan oleh penulis berdasarkan kronologis kejadian. Reorientation (optional): reorientation merupakan bagian bisa disebut dengan kesimpulan dalam cerita, yaitu memberikan kesimpulan dari cerita tersebut.

C. Language Features    

Simple past tense Action verb Conjunction Adverb of time and adverb of place

Contoh Recount Text Teks 1 The Proclamation of Indonesian Independence The proclamation of Indonesian independence was read at 10.00 a.m. on Friday, 17 August 1945. The declaration marked the start of the diplomatic and armed resistance of the Indonesian National Revolution, fighting against the forces of the Netherlands and pro-Dutch civilians, until the latter officially acknowledged Indonesia's independence in 1949. In 2005, the Netherlands declared that they had decided to accept de facto 17 August 1945 as Indonesia's independence date. In a 2013 interview the Indonesian historian Sukotjo, amongst others, asked the Dutch government to formally acknowledge the date of independence as 17 167

August 1945. The United Nations, who mediated in the conflict, formally acknowledge the date of independence as 27 December 1949. The document was signed by Sukarno (who signed his name "Soekarno" using the older Dutch orthography) and Mohammad Hatta, who were appointed president and vice-president respectively the following day. The draft was prepared only a few hours earlier, on the night of 16 August, by Sukarno, Hatta, and Soebardjo, at Rear-Admiral Maeda (Minoru) Tadashi's house, Miyako-Doori 1, Jakarta (now the "Museum of the Declaration of Independence", JL. Imam Bonjol I, Jakarta). The original Indonesian Declaration of Independence was typed by Sayuti Melik. Maeda himself was sleeping in his room upstairs. He was agreeable to the idea of Indonesia's independence, and had lent his house for the drafting of the declaration. Marshal Terauchi, the highest-ranking Japanese leader in South East Asia and son of Prime Minister Terauchi Masatake, was however against Indonesia's independence, scheduled for 24 August. While the formal preparation of the declaration, and the official independence itself for that matter, had been carefully planned a few months earlier, the actual declaration date was brought forward almost inadvertently as a consequence of the Japanese unconditional surrender to the Allies on 15 August following the Nagasaki atomic bombing. The historic event was triggered by a plot, led by a few more radical youth activists such as Adam Malik and Chairul Saleh, that’s put pressure on Sukarno and Hatta to proclaim independence immediately. The declaration was to be signed by the 27 members of the Preparatory Committee for Indonesian Independence (PPKI) symbolically representing the new nation's diversity. The particular act was apparently inspired by a similar spirit of the United States Declaration of Independence. However, the idea was heavily turned down by the radical activists mentioned earlier, arguing that the committee was too closely associated with then soon to be defunct Japanese occupation rule, thus creating a potential credibility issue. Instead, the radical activists demanded that the signatures of six of them were to be put on the document. All parties involved in the historical moment finally agreed on a compromise solution which only included Sukarno and Mohammad Hatta as the co-signers in the name of the nation of Indonesia. Sukarno had initially wanted the declaration to be read at Ikada Plain, the large open field in the centre of Jakarta, but due to unfounded widespread apprehension over the possibility of Japanese sabotage, the venue was changed to Sukarno's house at Pegangsaan Timur 56. There was no concrete evidence for the growing suspicions, as the Japanese had already surrendered to the Allies, The declaration of independence passed without a hitch. The proclamation at 56, Jalan Pegangsaan Timur, Jakarta, was heard throughout the country because the text was secretly broadcast by Indonesian radio personnel using the transmitters of the JAKARTA Hoso Kyoku radio station. An English translation of the proclamation was broadcast overseas.

168

Teks 2 Bomb in Bali The bomb, in the resort of Kuta, destroyed the Sari Club and a crowded nightspot. Many people have fallen victims to this blast. Many of them were foreign tourists, especially from Australia. They were burned beyond recognition. Some tourist who were at the scene of the blast said there were two explosions around the nightclub. One bomb had exploded outside Paddy’s Bar before a Bar bomb hit the Sari Club which was located some meters away. Hundred were injured in the explosion and about 220 Australians remain unaccounted for. The U.K. Foreign Secretary, Jack Straw, said that 33 Britons were among those killed in the Bali attack. The Australian Prime Minister, John Howard, called its borders, saying it had been a problem for a long time. Lists of missing people have been posted in Bali and official said that it could take days to identity all the victims, some of whom were trapped in the Sari Club by a wall of flames. A notice board at the hospital in Bali includes a section called “Unknown Identity” and detailed list on victims such as: “Young girl in intensive care, 11-14 years old, face burned, income, Causation,” or “Girl in intensive care, about 5 years old, 130 cm, fair skin, Caucasian with reddish brown hair. She has a purplish belly button ring.” Many embassies, including the British and the American, are advising their people to cancel spending their planned holidays in Indonesia, and all U.S. citizens in the country have been told to leave including diplomats and non-essential government staff. E. Metode Pembelajaran

a. Pendekatan Pembelajaran b. Metode Pembelajaran c. Teknik Pembelajaran

: Scientific Approach : Cooperative Learning : Discussion, Pair Work, Individual Work

F. Media Pembelajaran

a. Contoh recount text b. Slide G. Sumber Belajar

a. http://bos-sulap.blogspot.co.id/2010/10/contoh-recount-text-bomb-in-bali.html diakses 15 April 2018 b. http://www.sekolahbahasainggris.com/pengertian-macam-ciri-fungsi-dan-generalstructure-recount-text-dalam-bahasa-inggris-beserta-contoh/ diakses 15 April 2018 c. http://ircoi.blogspot.co.id/2015/11/contoh-recount-text-history-of.html diakses 17 April 2018 d. http://www.academia.edu/32292636/aspek_yang_dinilai_dalam_reading.pdf di akses 23 April 2018 e. Kementerian Pendidikan dan Kebudayaan. 2015. Bahasa Inggris SMA/MA Kelas X. Jakarta: Kementerian Pendidikan dan Kebudayaan

169

H. Langkah-Langkah Pembelajaran

Langkah Pembelajaran

Deskripsi    

Kegiatan Pendahuluan

 





Kegiatan Inti





Kegiatan

Guru memberi salam Berdoa bersama Guru mengecek kehadiran peserta didik Guru memberikan apersepsi Kegiatan: Guru melakukan tanya jawab tentang teks Recount berupa unsur 5 W + 1 H yang terdapat didalam teks Recount Misalnya: Siapa yang pernah mendengar kejadian Bom Bali? Kapan kejadian Bom Bali terjadi? Apa penyebab terjadinya Bom Bali? Bagaimana pendapatmu tentang kejadian Bom Bali? Guru menjelaskan tujuan dan manfaat yang akan dicapai dalam proses pembelajaran Mengamati: a. Guru membagi peserta didik menjadi beberapa kelompok beranggotakan 4 orang b. Peserta didik mengamati dua contoh recount text Menanya: a. Peserta didik bertanya-jawab dengan teman dan guru berkaitan dengan contoh recount text yang diamati Mengumpulkan informasi: a. Peserta didik menemukan perbedaan fungsi sosial dan struktur teks dua recount text melalui kegiatan group discussion (3.7.2) b. Peserta didik dan guru menyimpulkan hasil diskusi Menalar/mengasosiasi: a. Peserta didik dibagi berpasangan b. Peserta didik mengerjakan tugas menemukan kata kerja simple past yang terdapat pada dua recount text (4.7.1.1) c. Peserta didik meyerahkan hasil kerja berpasangan dan kembali ke tempat duduk masing-masing d. Peserta didik menjawab pertanyaan terkait fungsi sosial, struktur teks, dan unsur kebahasaan dua recount text secara mandiri (4.7.1.2) e. Peserta didik meyerahkan hasil kerja mandiri f. Peserta didik membuat simpulan dari sebuah recoun teks Mengkomunikasikan: a. Peserta didik membacakan hasil rangkumannya di depan kelas  Guru menanyakan kesulitan yang dihadapi peserta 170

Alokasi Waktu

10’

70’

10’

Penutup

didik selama proses pembelajaran. Peserta didik bersama dengan guru menyimpulkan kegiatan pembelajaran dan juga melakukan refleksi terhadap pembelajaran pada pertemuan tersebut Berdoa bersama Guru memberi salam

   I.

Penilaian

1. Penilaian Sikap No Butir sikap 1 Jujur

2

Bertanggung jawab

3

Kerjasama

5

Santun

Nilai =

Deskripsi Selalu jujur Sering jujur Kadang-kadang jujur Selalu bertanggung jawab Sering bertanggung jawab Kadang-kadang bertanggung jawab Selalu kerjasama Sering kerjasama Kadang-kadang kerjasama Selalu santun Sering santun Kadang-kadang santun

skor yang diperoleh skor maksimal

Skor 3 2 1 3 2 1 3 2 1 3 2 1

x 100

Rekapitulasi nilai siswa Perolehan skor Butir sikap No

Nama

Santun

Jujur

Kerja

Bertanggung

sama

jawab

Jumlah Score

1 2 3 2. Pengetahuan (3.7.2)

Nilai =

Jawaban sesuai

1

Jawaban tidak sesuai

0

skor yang diperoleh skor maksimal

x 100

3. Pengetahuan (4.7.1.1) 171

Jawaban benar

1

Jawaban salah

0

Nilai =

skor yang diperoleh skor maksimal

x 100

4. Pengetahuan (4.7.1.2)

Nilai =

Jawaban benar

2

Jawaban salah

0

skor yang diperoleh skor maksimal

x 100

5. Keterampilan Rubric Speaking Merespon lambang- Dapat merespon lambang-lambang grafis dalam teks dengan lambanggrafis sangat tepat dan akurat dalam teks seperti Dapat merespon lambang-lambang grafis dalam teks dengan tanda baca, tepat dan akurat kapitalisasi, cetak Dapat merespon lambang-lambang grafis dalam teks dengan miring dll. cukup tepat dan akurat Tidak Dapat merespon lambang-lambang grafis dalam teks Memahami pikiran Dapat mengidentifikasi pikiran utama dan informasi rinci utama dan dengan sangat tepat dan akurat informasi rinci Dapat mengidentifikasi pikiran utama dan informasi rinci dalam wacana tulis dengan tepat dan akurat Dapat mengidentifikasi pikiran utama dan informasi rinci dengan cukup tepat dan akurat Tidak Dapat mengidentifikasi pikiran utama dan informasi rinci dalam teks Menarik Dapat menarik kesimpulan dan inferensi dari teks dengan kesimpulan dan sangat tepat dan akurat inferensi dari teks Dapat menarik kesimpulan dan inferensi dari teks dengan tepat dan akurat Dapat menarik kesimpulan dan inferensi dari teks dengan cukup tepat dan akurat Tidak dapat menarik kesimpulan dan inferensi dari teks dengan sangat tepat dan akurat

Nilai =

skor yang diperoleh skor maksimal

x 100

172

4 3 2 1 4 3 2 1 4 3 2 1

Mengetahui,

Medan,

April 2018

Kepala Sekolah SMA Lampiran a. Pengetahuan (3.7.1) Find out the differences of social function and stucture of the text below! Teks 1 The Proclamation of Indonesian Independence The proclamation of Indonesian independence was read at 10.00 a.m. on Friday, 17 August 1945. The declaration marked the start of the diplomatic and armed resistance of the Indonesian National Revolution, fighting against the forces of the Netherlands and pro-Dutch civilians, until the latter officially acknowledged Indonesia's independence in 1949. In 2005, the Netherlands declared that they had decided to accept de facto 17 August 1945 as Indonesia's independence date. In a 2013 interview the Indonesian historian Sukotjo, amongst others, asked the Dutch government to formally acknowledge the date of independence as 17 August 1945. The United Nations, who mediated in the conflict, formally acknowledge the date of independence as 27 December 1949. The document was signed by Sukarno (who signed his name "Soekarno" using the older Dutch orthography) and Mohammad Hatta, who were appointed president and vice-president respectively the following day. The draft was prepared only a few hours earlier, on the night of 16 August, by Sukarno, Hatta, and Soebardjo, at Rear-Admiral Maeda (Minoru) Tadashi's house, Miyako-Doori 1, Jakarta (now the "Museum of the Declaration of Independence", JL. Imam Bonjol I, Jakarta). The original Indonesian Declaration of Independence was typed by Sayuti Melik. Maeda himself was sleeping in his room upstairs. He was agreeable to the idea of Indonesia's independence, and had lent his house for the drafting of the declaration. Marshal Terauchi, the highest-ranking Japanese leader in South East Asia and son of Prime Minister Terauchi Masatake, was however against Indonesia's independence, scheduled for 24 August. While the formal preparation of the declaration, and the official independence itself for that matter, had been carefully planned a few months earlier, the actual declaration date was brought forward almost inadvertently as a consequence of the Japanese unconditional surrender to the Allies on 15 August following the Nagasaki atomic bombing. The historic event was triggered by a plot, led by a few more radical youth activists such as Adam Malik and Chairul Saleh, that’s put pressure on Sukarno and Hatta to proclaim independence immediately. The declaration was to be signed by the 27 members of the Preparatory Committee for Indonesian Independence (PPKI) symbolically representing the new nation's diversity. The particular act was apparently inspired by a similar spirit of the United States Declaration of Independence. However, the idea was heavily turned down by the radical activists mentioned earlier, arguing that the committee was too closely associated with then 173

soon to be defunct Japanese occupation rule, thus creating a potential credibility issue. Instead, the radical activists demanded that the signatures of six of them were to be put on the document. All parties involved in the historical moment finally agreed on a compromise solution which only included Sukarno and Mohammad Hatta as the co-signers in the name of the nation of Indonesia. Sukarno had initially wanted the declaration to be read at Ikada Plain, the large open field in the centre of Jakarta, but due to unfounded widespread apprehension over the possibility of Japanese sabotage, the venue was changed to Sukarno's house at Pegangsaan Timur 56. There was no concrete evidence for the growing suspicions, as the Japanese had already surrendered to the Allies, The declaration of independence passed without a hitch. The proclamation at 56, Jalan Pegangsaan Timur, Jakarta, was heard throughout the country because the text was secretly broadcast by Indonesian radio personnel using the transmitters of the JAKARTA Hoso Kyoku radio station. An English translation of the proclamation was broadcast overseas. Teks 2 Bomb in Bali The bomb, in the resort of Kuta, destroyed the Sari Club and a crowded nightspot. Many people have fallen victims to this blast. Many of them were foreign tourists, especially from Australia. They were burned beyond recognition. Some tourist who were at the scene of the blast said there were two explosions around the nightclub. One bomb had exploded outside Paddy’s Bar before a Bar bomb hit the Sari Club which was located some meters away. Hundred were injured in the explosion and about 220 Australians remain unaccounted for. The U.K. Foreign Secretary, Jack Straw, said that 33 Britons were among those killed in the Bali attack. The Australian Prime Minister, John Howard, called its borders, saying it had been a problem for a long time. Lists of missing people have been posted in Bali and official said that it could take days to identity all the victims, some of whom were trapped in the Sari Club by a wall of flames. A notice board at the hospital in Bali includes a section called “Unknown Identity” and detailed list on victims such as: “Young girl in intensive care, 11-14 years old, face burned, income, Causation,” or “Girl in intensive care, about 5 years old, 130 cm, fair skin, Caucasian with reddish brown hair. She has a purplish belly button ring.” Many embassies, including the British and the American, are advising their people to cancel spending their planned holidays in Indonesia, and all U.S. citizens in the country have been told to leave including diplomats and non-essential government staff. Text 1 Purpose of the text: Paragraph

Detail

Orientation 174

Event 1 Event 2 Event 3 Event 4 Reorientation

Text 2 Purpose of the text: Paragraph

Detail

Orientation Event 1 Event 2 Reorientation

b. Pengetahuan (4.7.1.1) Find out the verb in simple past form from the text below! Teks 1 The Proclamation of Indonesian Independence The proclamation of Indonesian independence was read at 10.00 a.m. on Friday, 17 August 1945. The declaration marked the start of the diplomatic and armed resistance of the Indonesian National Revolution, fighting against the forces of the Netherlands and pro-Dutch civilians, until the latter officially acknowledged Indonesia's independence in 1949. In 2005, the Netherlands declared that they had decided to accept de facto 17 August 1945 as Indonesia's independence date. In a 2013 interview the Indonesian historian Sukotjo, amongst others, asked the Dutch government to formally acknowledge the date of independence as 17 August 1945. The United Nations, who mediated in the conflict, formally acknowledge the date of independence as 27 December 1949. The document was signed by Sukarno (who signed his name "Soekarno" using the older Dutch orthography) and Mohammad Hatta, who were appointed president and vice-president respectively the following day.

175

The draft was prepared only a few hours earlier, on the night of 16 August, by Sukarno, Hatta, and Soebardjo, at Rear-Admiral Maeda (Minoru) Tadashi's house, Miyako-Doori 1, Jakarta (now the "Museum of the Declaration of Independence", JL. Imam Bonjol I, Jakarta). The original Indonesian Declaration of Independence was typed by Sayuti Melik. Maeda himself was sleeping in his room upstairs. He was agreeable to the idea of Indonesia's independence, and had lent his house for the drafting of the declaration. Marshal Terauchi, the highest-ranking Japanese leader in South East Asia and son of Prime Minister Terauchi Masatake, was however against Indonesia's independence, scheduled for 24 August. While the formal preparation of the declaration, and the official independence itself for that matter, had been carefully planned a few months earlier, the actual declaration date was brought forward almost inadvertently as a consequence of the Japanese unconditional surrender to the Allies on 15 August following the Nagasaki atomic bombing. The historic event was triggered by a plot, led by a few more radical youth activists such as Adam Malik and Chairul Saleh, that’s put pressure on Sukarno and Hatta to proclaim independence immediately. The declaration was to be signed by the 27 members of the Preparatory Committee for Indonesian Independence (PPKI) symbolically representing the new nation's diversity. The particular act was apparently inspired by a similar spirit of the United States Declaration of Independence. However, the idea was heavily turned down by the radical activists mentioned earlier, arguing that the committee was too closely associated with then soon to be defunct Japanese occupation rule, thus creating a potential credibility issue. Instead, the radical activists demanded that the signatures of six of them were to be put on the document. All parties involved in the historical moment finally agreed on a compromise solution which only included Sukarno and Mohammad Hatta as the co-signers in the name of the nation of Indonesia. Sukarno had initially wanted the declaration to be read at Ikada Plain, the large open field in the centre of Jakarta, but due to unfounded widespread apprehension over the possibility of Japanese sabotage, the venue was changed to Sukarno's house at Pegangsaan Timur 56. There was no concrete evidence for the growing suspicions, as the Japanese had already surrendered to the Allies, The declaration of independence passed without a hitch. The proclamation at 56, Jalan Pegangsaan Timur, Jakarta, was heard throughout the country because the text was secretly broadcast by Indonesian radio personnel using the transmitters of the JAKARTA Hoso Kyoku radio station. An English translation of the proclamation was broadcast overseas. Teks 2 Bomb in Bali The bomb, in the resort of Kuta, destroyed the Sari Club and a crowded nightspot. Many people have fallen victims to this blast. Many of them were foreign tourists, especially from Australia. They were burned beyond recognition. Some tourist who were at the scene of the blast said there were two explosions around the nightclub. One bomb had exploded outside Paddy’s Bar before a Bar bomb hit the Sari Club which was located some meters away.

176

Hundred were injured in the explosion and about 220 Australians remain unaccounted for. The U.K. Foreign Secretary, Jack Straw, said that 33 Britons were among those killed in the Bali attack. The Australian Prime Minister, John Howard, called its borders, saying it had been a problem for a long time. Lists of missing people have been posted in Bali and official said that it could take days to identity all the victims, some of whom were trapped in the Sari Club by a wall of flames. A notice board at the hospital in Bali includes a section called “Unknown Identity” and detailed list on victims such as: “Young girl in intensive care, 11-14 years old, face burned, income, Causation,” or “Girl in intensive care, about 5 years old, 130 cm, fair skin, Caucasian with reddish brown hair. She has a purplish belly button ring.” Many embassies, including the British and the American, are advising their people to cancel spending their planned holidays in Indonesia, and all U.S. citizens in the country have been told to leave including diplomats and non-essential government staff.

c. Pengetahuan (4.7.1.2) Read the recount text below and answer the question! On 10 November, Indonesia celebrates Hari Pahlawan or Heroes Day in remembrance of the Battle of Surabaya which started on that very date in the year 1945. The bloody battle took place because Indonesians refused to surrender their weaponry to British army. British Army at that time was part of the Allied forces. The defiant Bung Tomo is the well-known revolutionary leader who played a very important role in this battle. It all started because of a misunderstanding between British troops in Jakarta and those in Surabaya, under the command of Brigadier A. W. S. Mallaby. Brigadier Mallaby already had an agreement with Governor of East Java Mr. Surya. The agreement stated that British would not ask Indonesian troops and militia to surrender their weapons. However, a British plane from Jakarta dropped leaflets all over Surabaya. The leaflet told Indonesians to do otherwise on 27 October 1945. This action angered the Indonesian troops and militia leaders because they felt betrayed. On 30 October 1945, Brigadier Mallaby was killed as he was approaching the British troops’ post near Jembatan Merah or Red Bridge, Surabaya. There were many reports about the death, but it was widely believed that the Brigadier was murdered by Indonesian militia. Looking at this situation, Lieutenant General Sir Philip Christison brought in reinforcements to siege the city. In the early morning of 10 November 1945, British troops began to advance into Surabaya with cover from both naval and air bombardment. Although the Indonesians defended the city heroically, the city was conquered within 3 days and the whole battle lasted for 3 weeks. In total, between 6,000 and 16,000 Indonesians died while casualties on the British side were about 600 to 2000. Battle of Surabaya caused Indonesia to lose weaponry which hampered the country’s independence struggle. However, the battle provoked Indonesian and international mass to 177

rally for the country’s independence which made this battle especially important for Indonesian national revolution. Answer the following questions briefly! 1. 2. 3. 4.

What is the passage about? When did the battle take place? Where did it happen? What caused the battle? Draw a diagram that shows chronologically the events that led to the battle 5. What do think about the Indonesian military power compared to that of the British army at that time? 6. What made the Indonesians dare to face the British army military aggression? 7. Did the Indonesian lose or win the battle? Why do you think so? 8. How did the battle influence the national revolution at that time? 9. Who was the prominent figure in the battle? What did he do? 10. Indonesia had gone through many battles. Why do you think the date of the Battle of Surabaya is used as a momentum to commemorate our hero’s contribution? d. Keterampilan Task 4 Work individually, write a summary based on the recount text above! On 10 November, Indonesia celebrates Hari Pahlawan or Heroes Day in remembrance of the Battle of Surabaya which started on that very date in the year 1945. The bloody battle took place because Indonesians refused to surrender their weaponry to British army. British Army at that time was part of the Allied forces. The defiant Bung Tomo is the well-known revolutionary leader who played a very important role in this battle. It all started because of a misunderstanding between British troops in Jakarta and those in Surabaya, under the command of Brigadier A. W. S. Mallaby. Brigadier Mallaby already had an agreement with Governor of East Java Mr. Surya. The agreement stated that British would not ask Indonesian troops and militia to surrender their weapons. However, a British plane from Jakarta dropped leaflets all over Surabaya. The leaflet told Indonesians to do otherwise on 27 October 1945. This action angered the Indonesian troops and militia leaders because they felt betrayed. On 30 October 1945, Brigadier Mallaby was killed as he was approaching the British troops’ post near Jembatan Merah or Red Bridge, Surabaya. There were many reports about the death, but it was widely believed that the Brigadier was murdered by Indonesian militia. Looking at this situation, Lieutenant General Sir Philip Christison brought in reinforcements to siege the city. In the early morning of 10 November 1945, British troops began to advance into Surabaya with cover from both naval and air bombardment. Although the Indonesians defended the city heroically, the city was conquered within 3 days and the whole battle lasted for 3 weeks. In 178

total, between 6,000 and 16,000 Indonesians died while casualties on the British side were about 600 to 2000. Battle of Surabaya caused Indonesia to lose weaponry which hampered the country’s independence struggle. However, the battle provoked Indonesian and international mass to rally for the country’s independence which made this battle especially important for Indonesian national revolution.

Kunci Jawaban a. Pengetahuan (3.7.1) Text 1 Purpose of the text: To inform the readers about proclamation of Indonesian independence Paragraph

Orientation

Event 1

Event 2

Event 3

Event 4 Reorientation

Detail The proclamation of Indonesian independence was read at 10.00 a.m. on Friday, 17 August 1945. The United Nations, formally acknowledge the date of independence as 27 December 1949. The proclamation document was signed by Sukarno and Mohammad Hatta. The draft was prepared on the night of 16 August, by Sukarno, Hatta, and Soebardjo, and typed by Sayuti Melik at Rear-Admiral Maeda Tadashi's house, Miyako-Doori 1, Jakarta. The declaration date was brought forward as a consequence of the Japanese unconditional surrender to the Allies on 15 August following the Nagasaki atomic bombing, triggered by a plot, led by a few more radical youth activists such as Adam Malik and Chairul Saleh. The proclamation was read at Sukarno’s house, Pegangsaan Timur 56. No reorientation

Text 2 Purpose of the text: To inform the readers about Bom Bali event. Paragraph Orientation

Detail The bomb, in the resort of Kuta, had exploded outside Paddy’s Bar destroyed the Sari Club and a crowded nightspot. Many people have fallen victims to this blast. Many of them were foreign tourists, especially from 179

Event 1

Event 2 Reorientation

Australia. Hundred were injured in the explosion. 33 Britons were among those killed in the attack and about 220 Australians remain unaccounted for. Lists of missing people posted in Bali. Many embassies are advising their people to cancel spending their planned holidays, and told to leave Indonesia.

b. Pengetahuan (4.7.1.1) Text 1 Read, marked, armed, declared, decided, asked, mediated, signed, appointed, prepared, typed, lent, scheduled, planned, brought, triggered, led, signed, inspired, turned, mentioned, associated, demanded, involved, agreed, included, wanted, unfounded, changed, surrendered, passed. Text 2 Destroyed, fallen, burned, said, exploded, located, injured, killed, called, posted, could, trapped, detailed, planned, told.

c. Keterampilan (4.7.1.2) 1. 2. 3. 4.

The passage is about Indonesian Heroes Day. The battle took place on 10 November 1945 It happened in Surabaya. The battle caused by Indonesians refused to surrender their weaponry to British army. The chronologically of the battle is: There was misunderstanding between British troops in Jakarta and Event 1 those in Surabaya, under the command of Brigadier A. W. S. Mallaby. British plane dropped the leaflet that told Indonesians troops and Event 2 militia must surrender their weapons to British militia on 27 October 1945. On 30 October 1945, Brigadier Mallaby was killed. Event 3 In the early morning of 10 November 1945, British troops began to Event 4 advance into Surabaya with cover from both naval and air bombardment. 5. I think the power of Indonesian military was stronger than British army because Indonesian military could against British army with conventional weapons. 6. The Indonesian dare to face the British army military aggression caused the Indonesian troops and militia leaders felt betrayed by British troops. 7. Indonesian lost because although the Indonesians defended the city heroically, the city was conquered within 3 days and the whole battle lasted for 3 weeks. In total, between 6,000 and 16,000 Indonesians died while casualties on the British side were about 600 to 2000. 180

8. The battle provoked Indonesian and international mass to rally for the Indonesia’s independence 9. The prominent figure in the battle was Bung Tomo because he was able to unite the spirit of the people of Surabaya 10. The date of the Battle of Surabaya is used as a momentum to commemorate our hero’s contribution because the battle provoked Indonesian and international mass to rally for the country’s independence Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001

181

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 2 (Genap) : Legend : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

No 3.8

4.8

Kompetensi Dasar Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan meminta dan memberi informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.

Indikator Pencapaian Kompetensi 3.8.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan beberapa legenda rakyat.

Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

4.8.1. Menemukan informasi rinci tersurat mau pun tersirat terkait teks legenda rakyat.

3.8.2. membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks legenda rakyat.

4.8.2 Menemukan pesan moral terkait naratif legenda rakyat. 4.8.2. Merangkum isi teks naratif legenda rakyat.

C. Tujuan Pembelajaran

Setelah melakukan serangkaian pembelajaran, peserta didik diharapkan mampu merangkum isi teks naratif legenda rakyat dengan menggunakan struktur teks dan unsur kebahasaan yang tepat dengan santun, jujur, kerja sama dan penuh tanggungjawab.

182

D. Materi Pembelajaran

NARRATIVE TEXT A narrative text is an imaginative story to entertain people a. Social function : is to amuse or to entertain the reader with a story. b. Generic Structure 1) Orientation Sets the scene: where and when the story happened and introduces the participants of the story: who and what is involved in the story. 2) Evaluation Contains of controlling and evaluating conflict (Optional) 3) Complication Tells the beginning of the problems which leads to the crisis (climax) of the main participants. 4) Resolution The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. 5) Re-orientation/Coda This is a closing remark to the story. It consists of a moral lesson, advice or teaching from the writer. (Optional)

c. Language Features 1. Past Tense (lived, drunk) 2. Adverb of time (Once upon a time, one day, a long time ago) 3. Time conjunction (first, then, after that, before) 4. Specific Character (Batara Guru, Malin Kundang) 5. Action Verb 6. Direct speech (The swallow said, ” This is my home. You can live in one of the loveliest and biggest flowers”) d. How To Summarize A Narrative text A summary is a short description of the most important events in a story. It tells what happens. To summarize a fiction story, readers need to think about important story elements such as: characters, plot and setting. 183

A narrative summary is a concentrated form of the original story that conveys the plot, characters, conflict and themes, but which is written in your own words. Summarizing concepts Someone

Who is the main character?

Wanted

What did the character want?

But

What was the problem?

So

What did the character try to solve the problem?

Then

What was the resolution to the problem?

The Legend of Lake Toba Once upon time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk. The fish begged him to set it free. Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish-woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised that he would never tell anybody about it. They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daughters. The daughters were crying. They found their mother and talked her about it. The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba Lake.

184

THE LEGEND OF MALIN KUNDANG A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading journey, his ship landed on a coast near a small village. The local people recognized that it was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman, who was Malin Kundang’s mother, ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, feeling enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone.

Part of the text Orientation

Purposes Gives the reader information about who was involved, what happened, where it happened and when it occured.

Summary from the text A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father 185

had passed away when he was a baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone. Many

years

later,

Malin

Kundang

became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading journey, his ship landed on a coast near a small village. The local people recognized that it was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. Complication

Shows conflict in the story

An old woman, who was Malin Kundang’s mother, ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old 186

woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, feeling enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail. Resolution

Gives the solution to the conflict

Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone.

Contoh soal

Answer these questions based on the text above! 1. Why did Malin Kundang and his mother have to live hard? Because his father had passed away when he was a baby. 2. Give an example that Malin Kundang was a healthy, dilligent, and strong boy! He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town. 3. How did the merchant allow Malin Kundang to join him in the sail? Malin Kundang helped the merchant defeat the pirates who attacked the merchant’s ship and To thank him, he allowed Malin Kundang to sail with him.

Reading comprehension 1. What happened many years after Malin Kundang join the sail? 2. How did the local people react when they saw Malin Kundang landing on the coast? 3. What did Malin Kundang’s mother do when she heard that Malin Kundang landed on the coast? 4. What made Malin Kundang’s mother sad and angry? 5. What did she do when Malin Kundang denied that she was his mother? 6. How did the curse happen? 7. What is the moral of the story?

187

E. Metode Pembelajaran

a. Pendekatan

: Saintifik

b. Metode

: Diskusi

F. Media Pembelajaran

a. Media

: video/teks

b. Alat dan bahan

: papan tulis, laptop, dan proyektor.

G. Sumber Belajar

a. Kementerian Pendidikan dan Kebudayaan. 2017. Bahasa Inggris. Jakarta: Puskurbuk Kemdikbud. b. Retrieved from http://duoulala.blogspot.co.id/2013/07/narrative-text-definitionpurposes.html c. Retrieved from http://youngteacherlove.com/writing-summaries/.html H. Langkah-Langkah Pembelajaran

KEGIATAN Pendahuluan

DESKRIPSI KEGIATAN 

ALOKASI WAKTU

Guru membuka pelajaran dengan mengucapkan salam dan 10 menit berdoa bersama ( menghayati ajaran agama )



Guru memeriksa kehadiran peserta didik



Guru memotivasi siswa.



Guru memberikan apersepsi



Guru menginformasikan tujuan yang akan dicapai selama pembelajaran (rasa ingin tahu )

Kegiatan Inti

70 menit

Mengamati  Siswa mengamati beberapa contoh teks naratif sangat pendek dan sederhana

Menanya  Siswa mempertanyakan informasi berkaitan dengan teks naratif yang diberikan sangat pendek dan sederhana, dalam berbagai konteks

Mengeksplorasi  Siswa mencari contoh-contoh teks naratif legenda, sangat pendek dan sederhana l dari berbagai sumber lain. 188

 Dalam kerja kelompok terbimbing siswa menganalisis fungsi sosial, struktur teks dan unsur bahasa teks naratif sangat pendek dan sederhana.(LK 1)

Mengasosiasi 

Siswa menentukan penyataan salah atau benar terkait teks naratif legenda rakyat. (LK 2)



Peserta didik menentukan makna dari teks naratif terkait legenda rakyat dengan menjawab pertanyaan yang diberikan oleh Guru. (LK 3)



Siswa menanyakan balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.

, Mengomunikasikan 

Peserta didik menuliskan rangkuman dari teks naratif terkait legenda rakyat dengan memperhatikan fungsi sosial, struktur teks dan unsur `kebahasaan. (TEST)

Penutup

a. Siswa mampu membuat kesimpulan tentang materi 10 menit pembelajaran hari itu b. Siswa

melakukan

refleksi

manfaat

dari

kegiatan

pembelajaran dengan menjawab pertanyaan : Pengetahuan berharga apa yang dapat kamu peroleh pada pembelajaran kita hari ini? d. Menutup pelajaran dengan berdoa sesuai dengan agama dan keyakinan masing-masing (religius)

I.

Penilaian

1. Tabel Penilaian Sikap No Aspek yang dinilai Kriteria 1 santun selalu menunjukkan sikap disiplin sering menunjukkan sikap disiplin Kadang-kadang menunjukkan disiplin 189

Skor 3 2 1

2

Jujur

3

Kerja sama

4

Bertanggung jawab

Selalu menunjukkan sikap jujur Sering menunjukkan sikap jujur Kadang-kadang menunjukkan sikap jujur Selalu menunjukkan sikap kerja sama Sering menunjukkan sikap kerja sama Kadang-kadang menunjukkan sikap kerja sama Selalu menunjukkan sikap bertanggung jawab Sering menunjukkan sikap bertanggung jawab Kadang-kadang menunjukkan sikap bertanggung jawab 𝑆=

3 2 1 3 2 1 3 2 1

𝑛 𝑥 100 12

Description 𝑆 : score 𝑛 : total affective aspects achieved No NAMA

Aspek yang Dinilai Santun

1 2 3 4 5 6 7 Note

Percaya Diri

Total Skor Kerja sama

bertanggungjawab

: Rentang skor per aspek adalah 1-3 𝑆=

𝑛 𝑥 100 12

Description 𝑆 : score 𝑛 : total affective aspects achieved 2. Penilaian Pengetahuan a. Teknik penilaian : Tes tertulis b. Bentuk instrumen : Mengidentifikasi teks, teks rumpang, essay c. Contoh instrumen : Rubrik Penilaian No Aspek yang dinilai Kriteria Skor 1 Tujuan komunikatif Sangat memahami 3 Memahami 2 Tidak memahami 1 2 Keruntutan teks Struktur teks yang digunakan sangat runtut 3 Struktur teks yang digunakan runtut 2 Struktur teks yang digunakan tidak runtut 1 3 Pilihan kosa kata Sangat variatif dan tepat 3 Variatif dan tepat 2 Tidak variatif dan tepat 1 190

4

Tata bahasa

Penggunaan tata bahasa sangat tepat Penggunaan tata bahasa tepat Penggunaan tata bahasa tidak tepat

3 2 1

d. Pedoman penskoran Task 1 : menjawab social funtion dengan benar diberi skor 25 (dua puluh lima) menjawab generic structure dengan benar diberi skor 25 (dua puluh lima) menjawab language features dengan benar diberi skor 25 (dua puluh lima) menjawab pesan moral dengan benar diberi skor 25 (dua puluh lima) Task 2 dan 3 : setiap jawaban yang benar diberi skor 10 (sepuluh) Task 4 : seperti terlampir di rubrik 𝑆 =

𝑛 12

𝑥 100

Description 𝑆 : score 𝑛 : total of skill’s achieved Tabel Penilaian Untuk Aspek Reading Comprehension No

Aspek yang Dinilai Kesesuaian ide pokok

1

Kriteria

Score

Ide pokok sangat sesuai dengan isi teks asli

3

Ide pokok sangat cukup sesuai dengan isi teks asli

2

Ide pokok sangat tidaksesuai dengan isi teks asli

1

Isi rangkuman sangat sesuai dengan isi teks asli

3

Isi rangkuman cukup sesuai dengan isi teks asli

2

Isi rangkuman tidak sesuai dengan isi teks asli

1

Keterpaduan antar kalimat sangat jelas

3

Keterpaduan antar kalimat cukup jelas

2

Keterpaduan antar kalimat tidak jelas

1

Dengan isi teks asli

2

3

Kesesuaian isi rangkuman dengan isi teks asli

Kohesi dan koherensi kalimat rangkuman

Perhitungan skor akhir menggunakan rumus : nilai siswa = skor yang diperoleh x 100 Skor maksimal

191

Rekap Penilaian Keterampilan Total Skor

Aspek yang Dinilai N o .

Kesesuaian ide

Nama

pokok dengan

Kesesuaian isi rangkuman dengan isi teks asli

Kohesi dan koherensi kalimat rangkuman

isi teks asli 1 2 3 Perhitungan skor akhir menggunakan rumus : nilai siswa = skor yang diperoleh x 100 Skor maksimal Task 1 Analyze these narrative texts and state the social function, generic structure and language feature! (work in group) The Legend of Lake Toba Once upon time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk. The fish begged him to set it free. Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish-woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised that he would never tell anybody about it. They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daughters. The daughters were crying. They found their mother and talked her about it. The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very 192

big hole. People believed that the big hole became a lake. Then this lake is known as Toba Lake.

The Legend of Banyu Wangi Once upon a time, in eastern part of Java Island, there was a kingdom ruled by a king. The king’s name was Prabu Menak Prakoso. One day, Prabu Menak and his soldiers invaded the kingdom of Klungkung in Bali. The king of Klungkung was killed, yet his daughter, Made Surati, and his son, Agung Bagus Mantra, were able to escape and hide in the jungle. Prabu Menak Prakoso had a son named Raden Banterang. He was such a handsome young man. One day, Raden Banterang went to the jungle for hunting. It was in the jungle that Raden Banterang met Made Surati. She was then taken to Blambangan to be his wife. Raden Banterang and Made Surati enjoyed a happy life in the Palace. When Raden Banterang was hunting one day, Made Surati was surprised by the arrival of a dirty beggar asking for her pity. The princess was surprised to find that the beggar was her older brother, Agung Bagus Mantra. She promptly squatted and embraced her brother’s legs. However, her great respect of her brother was not well accepted. Instead, Agung Bagus Mantra asked his sister to kill Raden Banterang. But such a request was rejected. He was very angry with her and came up with a sly idea to slander her. Slowly but surely, Agung succeeded in convincing Raden Banterang that his wife had been involved in a scandal with another man. Asking for compassion, Made Surati tried to tell the truth and denied her husband’s accusation. Hearing his wife explanation, the king became angrier and angrier. As a proof of her sacred love, she asked her husband to kill her. As her last request, she asked her husband to throw her dead body into the river. She said that if the water in the river smelled terrible, it meant that she had ever been sinful. But if it smelled fragrant, it meant that she was innocent. Raden Banterang who was unable to control his emotions soon stabbed his kerís (dagger) into his wife’s chest. She died instantly. The dead body of Made Surati was quickly thrown into the dirty river. Raden Banterang was shocked to see the river suddenly become clean and as clear as glass with a fragrant smell. Raden Banteraflll screamed crazily and regretted what he did. He walked unsteadìly and fell into the river screaming, “Banyu… Wangì… Banyuwangi!” This means “fragrant water”. 193

Text 1

Text 2

Social function Generic structure

Language features

Moral value

Task 2

SANGKURIANG A long time ago, the ancient land of Sunda was ruled by a king and queen who had but a single daughter. Her name was Dayang Sumbi. She was beautiful and clever but also pampered and spolited. One day as she was weaving in her pavilion, she became moody and distracted, which caused her to keep dropping her shuttle on the floor. Once when it fell she exclaimed she would marry the one who gave it back to her. At that very moment her dog Tumang, a 194

demigod possessing magic powers, came up to her with the shuttle in his mouth. Dayang Sumbi had to marry him. They lived happily together, and Dayang Sumbi gave birth to a baby boy, human in appearance but endowed with his father’s magic powers. She named him Sangkuriang. As the boy grew up, he was always guarded by the faithful dog Tumang, whom he knew only as a companion and not as his father, Sangkuriang became handsome and brave. One day his mother asked him to go hunting with the dog and bring her venison for a feast. After hunting all day without success, Sangkuriang worried about facing his mother empty-handed. Desperate, he took an arrow and shot the dog. He returned home and handed over the meat to his pleased mother. Soon after the feast, however, Dayang Sumbi questioned her son about the absence of Tumang. At first he evaded her queries but finally told her what had happened. She was horrified and struck her son so hard on the temple that he collapsed. For that, the old king banished his daughter from the court and she was made to roam around the kingdom. Sangkuriang recovered with a large scar on his temple, and he too left the court to wander about the world. Years later, Sangkuriang met a beautiful woman and instantly fell in love with her. It was his own mother-they did not recognize each other. He pro posed to her and she agreed to marry him. On the day before the wedding, as she was caressing her fiancee’s hair, Dayang Sumbi detected the scar on the temple. Horror struck her, for she was about to marry her own son, Sangkuriang. Without revealing the whole truth to him, she tried unsuccessfully to dissuade him. Desperate to avoid the marriage, she set conditions she thought impossible to meet. Sangkuriang had to make a lake that filled the whole valpley and build a boat for the couple to sail in, all before dawn. Sangkuriang started to work. His love gave him extraordinary strength, and he used his magic powers to summon the spirits to help him. With boulders and mud they dammed the river in the valley and the water rose and began to form a lake. In the early morning hours he chopped down a huge tree in the forest and began hollowing it out to make a boat. When Dayang Sumbi saw that he was about to accomplish what she has thought impossible, she called on the gods to bring the sun up early and thwart Sangkuriang. The cock crowed, the sun rose much earlier than usual, and Sangkuriang realized he had been deceived. In a fit of fury he caused Dayang Sumbi and kicked the half-finished boat back into the forest. There it lies upside down today, forming the mountain Tangkuban Perahu (Upturned Boat). Not far away is the stump of the tree Sangkuriang had felled, now called Bukit Tinggi. The dam Sangkuriang had built caused the valley to become a lake, where both Sangkuriang and Dayang Sumbi drowned themselves. They were never heard of again. State whether the statement is true or false according to the text! 1. 2. 3. 4. 5.

……. Dayang Sumbi liked making clothes. ……. Tumang was a deer. ……. Sangkuriang liked hunting. ……. Tumang was Dayang Sumbi’s husband. ……. Dayang Sumbi rejected to marry Sangkuriang. 195

6. ……. Dayang Sumbi wanted to eat a bear’s heart. 7. ……. Sangkuriang killed her father. 8. ……..Sangkuriang didn’t know that the lady was his mother. 9. ……. Dayang Sumbi asked Sangkuriang to make a bow for her 10. .…… The text is a narrative text.

Task 3 Answer these questions based on the text ‘Sangkuriang’ ! 1. State the main characters of the story and their charateristic! 2. Why did Dayang Sumbi marry her dog, Tumang ? 3. Why did Sangkuriang kill his dog ? 4. What did Dayang Sumbi do after she knew about Tumang ? 5. Why did Dayang Sumbi avoid to marry Sangkuriang ? 6. What did Sangkuriang have to do to mary Dayang Sumbi ? 7. What did Sangkuriang do after he realized that he had been deceived ? 8. What tense is mostly found from the text? 9. Write the moral value that you can get from the story! 10. If you were sangkuriang, what would you do to make a better ending?

Task 4 Summarize the story of Sangkuriang! (You can use this organizer to make it easy)

196

Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001 197

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Satuan Pendidikan Kelas/Semester Materi Pokok Alokasi Waktu

: Bahasa Inggris : Madrasah Aliyah : X / 2 (Genap) : Song : 2x45 menit (2 JP)

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan 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

Kompetensi Dasar Indikator 3.9 Menafsirkan fungsi sosial dan 3.9.1. Menentukan fungsi sosial dari lagu unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA/SMK/ 3.9.2. Menyebutkan unsur kebahasaan dengan MAK memperhatikan pengucapan dan penekanan kata

yang tepat. 4.9 Menangkap makna terkait fungsi 4.9.1. Menemukan makna figurative dari teks sosial dan unsur kebahasaan secara lagu yang disajikan kontekstual lirik lagu kehidupan SMA/MA/SMK/MAK

terkait remaja

4.9.2. Menyimpulkan pesan moral dalam lagu

C. Tujuan Pembelajaran

Setelah melalui serangkaian proses pembelajaran peserta didik diharapkan mampu menyimpulkan pesan moral dalam sebuah lagu dengan memperhatikan sikap bertanggungjawab, peduli dan percaya diri. D. Materi Pembelajaran

Example of the structure of the song "Hold My Hand" Verse 1 I hear the flowers kind of crying loud The breeze is sounding sad, oh no 198

Tell me when did we become so cold and empty inside Lost our way long time ago Did we really turn that blind? We don't see that we keep hurting each other no All we do is just fight Verse 2 Now we share the same bright sun The same round moon Why don't we share the same love? Tell me why not Life is shorter than most had thought

Chorus Hold my hand There are many ways to do it right Hold my hand Turn around and see what we've left behind Hold my hand my friend We could save the good spirit in me and you For another chance And let's pray for the beautiful world The beautiful world I share with you Verse 3 Children seem like they've lost their smile On the new bloody play grounds, oh no How could we ignore heart breaking crying sounds And we're still going on like nobody really cares And we just stopped feeling all the pain we cause Like it's a daily basic affair

Verse 4 Now we share the same bright sun The same round moon Why don't we share the same love? Tell me why not Life is shorter than most had thought Chorus Hold my hand There are many ways to do it right Hold my hand Turn around and see what we've left behind Hold my hand my friend We could save the good spirit in me and you 199

For another chance And let's pray for the beautiful world The beautiful world I share with you Bridge No matter how far I might be I'm always going to be your neighbour There's only one small planet where to be So I'm always going to be your neighbour We cannot hide, we can't deny That we're always going to be neighbours Your neighbour, my neighbour, we're neighbours

Chorus Hold my hand There are many ways to do it right Hold my hand Turn around and see what we've left behind Hold my hand my friend We could save the good spirit in me and you For another chance And let's pray for the beautiful world The beautiful world I share with you a.

Social function of song Song is a good way to learn vocabulary and pronunciation. The social functions of the song are: 1) to entertain the listener 2) to teach moral value through the lyrics of the songs 3) to express personal feeling and culture values 4) to share emotions experienced in any other way.

b. Generic structure of song The general structure of a song consists of : 1) Intro Intro is the introduction established melodic, harmonic, and/or rhythmic related to the main body of song. 2) Verse Verse is the section of the song structure that tells the story. This is the exposition, describing the scene or the person or an emotion. There are two or three verses in a row that have the same musical structure but different words. 3) Chorus of Refrain A chorus is the most repeated section, so it’s easiest remembered. A chorus is the summary of the song’s story. All the verses have been leading up to the chorus and is usually the part of the song people sing along with. A chorus can come at the beginning of the song structure; it can also start in the middle, or come at the end. In fact, some songs don’t have choruses at all. Some people are 200

usually confused to differentiate between choruses and refrain. A refrain is any line that repeats in the song lyric, while a chorus is any group of lines that repeat. 4) Break A break is actually a brief ‘rest’ or ‘pause’ for the core melody within a song used to add further dimension and excitement. It may include a quick instrumental solo or drum interlude or it may be a brief moment of silence, or a combination of each of these elements. 5) Bridge This is the part of the song that shifts. It can suddenly change tempo, volume or instrumentation. The bridge is the section that gives the audience time to reflect on the story, or gives them the “climax” or conclusion of the story through verses and chorus. Bridges can be used to give the singer a break. 6) Outro or Coda This is the end of the road for the song. it can repeat the intro, chorus or a refrain as an outro or bridge with an instrumental solo. c.

Language Feature of song  Vocabulary Vocabulary is the body of words in a particular language.  Pronunciation Pronunciation is the way in which a word or language is spoken.  Intonation Intonation is the rise and fall of the voice in speking.  Word stress Word stress helps you to communicate clearly when you are speaking in English. It’s important to stress the correct syllables in each word. This is called word stress, which means pronouncing one syllable of a multisyllabic word with greater emphasis than other syllables in the word.

d. Figurative Language Figurative means that words are used in a way that is different from the usual meaning. It is a word or phrase that cannot be taken literally. That way the description is more interesting or impressive. Figurative language creates a picture in your mind. Figurative also is a word or phrase used in different way from its usual meaning in order to express a particular meaning. Figurative is the opposite of literal. You do not believe a figurative statement word for word. When you say something figuratively, you are usually making a comparison to give a description or make a point. Writers use figurative language to describe things, people or ideas. e.

Moral Lesson The definition of moral lesson is teaching or exhibiting goodness of character and behavior from a song.

201

E. Metode Pembelajaran

Scientific approach, Cooperative learning, Discussion, Asking-Answer, Listen-Repeat F. Media Pembelajaran

1. Media Audio I Love You Daddy by Ricardo & Friends. Video lyric of I Love You Daddy by Ricardo & Friends. 2. Alat Laptop, Speaker G. Sumber Belajar

a. Kementerian Pendidikan dan Kebudayaan. 2013. Bahasa Inggris: When English Rings the Bell. Jakarta: Puskurbuk Kemdikbud. b. Victoria Bull. 2008. Oxford Learner Pocket Dictionary. China. Oxford Dictionary c. liriklagudewi.blogspot.co.id d. youtube (video lyric I love you daddy) e. Wahyu. 2017. Song: Defition, Social Function, General Structure, Identify and Language Features of Songs. Artikel belajar.com H. Langkah-Langkah Pembelajaran

KEGIATAN Pendahuluan

DESKRIPSI KEGIATAN 

ALOKASI WAKTU

Guru membuka pelajaran dengan mengucapkan salam dan 10 menit berdoa bersama ( menghayati ajaran agama )

Kegiatan Inti



Guru memeriksa kehadiran peserta didik



Guru memotivasi siswa.



Guru memberikan apersepsi 90 menit

Mengamati 1. Peserta didik diminta mendengarkan audio Hold My Hand by Maher Zain 2. Peserta didik mendengar dengan seksama lagu yang diperdengarkan 3. Peserta didik menyampaikan perasaannya terhadap lagu yang di dengarnya Menanya 1. Dengan arahan guru, peserta didik menanyakan hal-hal yang ingin mereka ketahui tentang lagu tersebut melalui pertanyaan yang sudah dipersiapkan dari kegiatan mengamati. Mengeksplorasi 1. Secara kelompok peserta didik melengkapi teks lagu yang 202

2. 3. 4. 5. 6. 7.

rumpang dengan cara memilih kata yang tepat dalam kotak yang disediakan (LK 1) Peserta didik dengan bimbingan guru membahas teks lirik rumpang Guru membacakan lirik lagu dengan tepat Peserta didik diminta menirukan ucapan beberapa kalimat yang terdapat dalam lagu Secara kelompok, peserta didik menentukan fungsi sosial dalam lagu tersebut (LK 2) Peserta didik menyampaikan fungsi sosial dari lagu tersebut Secara individu, peserta didik melanjutkan lirik lagu yang dihentikan (missing lyric) dengan pengucapan dan pelafalan yang tepat.(LK 3)

Mengasosiasi 1. Secara kelompok, peserta didik membahas makna kata dari setiap baris lagu yang berbeda. (LK 4) 2. Peserta didik menyampaikan hasil diskusi mereka mengenai makna kata dari baris lagu 3. Secara individu, peserta didik menuliskan pesan moral yang terdapat pada lagu (Assessment) , Mengomunikasikan 1. Secara individu, siswa menyampaikan pesan moral yang terdapat dalam lagu tersebut c. Siswa mampu membuat kesimpulan tentang materi pembelajaran hari itu d. Siswa melakukan refleksi manfaat dari kegiatan pembelajaran dengan menjawab pertanyaan : Pengetahuan berharga apa yang dapat kamu peroleh pada pembelajaran kita hari ini? e. Menutup pelajaran dengan berdoa sesuai dengan agama dan keyakinan masing-masing (religious)

Penutup

I.

Penilaian

TASK 1 Complete the lyrics below with correct words by listening to the audio.

TASK 2 Work in group. Find out the main idea of Hold My Hand song in every verse!

203

The purpose of the song: Verse 1

10 enit

TASK 3 Continue the missing lyrics of Hold My Hand song by using talking stick. Pay attention with your pronunciation and intonation. !

TASK 4 Work in group. Find out the meaning of figurative language below based on the song played. GROUP 1

I hear the flowers kind of crying loud The breeze is sounding sad Means :

204

GROUP 2

How could we ignore heart breaking crying sounds Means :

GROUP 3

We become so cold and empty inside Means :

GROUP 4

No matter how far I might be I'm always going to be your neighbour Means :

GROUP 5

Turn around and see what we've left behind Means :

205

TEST Write the moral lesson of the song. Then present it in front of the classroom. 1. Penilaian Sikap sosial a. Teknik Penilaian b. Instrumen No 1

2

3

: Observasi : Jurnal Perkembangan Sikap Sosial

Aspek yang Dinilai Bertanggungjawab

Peduli

Percaya Diri

Kriteria sering menunjukkan sikap bertanggungjawab

4

beberapa kali menunjukkan sikap bertanggungjawab

3

pernah menunjukkan sikap bertanggungjawab

2

tidak menunjukkan sikap bertanggungjawab

1

sering menunjukkan sikap peduli

4

beberapa kali menunjukkan sikap peduli

3

pernah menunjukkan sikap peduli

2

tidak menunjukkan sikap peduli

1

sering menunjukkan sikap percaya diri

4

beberapa kali menunjukkan sikap percaya diri

3

pernah menunjukkan sikap percaya diri

2

tidak menunjukkan sikap percaya diri

1

𝐒=

𝒏 𝒙 𝟏𝟎𝟎 𝟏𝟐

Keterangan : S

= skor

n

= jumlah nilai yang diperoleh

12

= total jumlah benar

Rentang nilai : A

Skor

: 85-100 206

B

: 70-84

C

: 55-69

D

:< 54 TABEL REKAPITULASI PENILAIAN SIKAP SOSIAL

No.

Nama Siswa

Aspek yang dinilai Bertanggungjawab Peduli 1 4 3 2 4 3 2 1

1 2 3 4 5 6 7 8 9 10 …

2. Penilaian Pengetahuan a. Teknik Penilaian b. Bentuk Instrumen

: Teks tertulis : Teks Rumpang

207

Percaya Diri 4 3 2 1

Total

3. Penilaian Keterampilan Find out and write the moral lesson of Hold my hand song by using your own words. Explain it in front of the classroom.

Moral Lesson of Hold my hand song:

No. 1.

Aspek yang dinilai Pemahaman/ Isi (Content)

2

Kelancaran (Fluency)

3

Kosakata (Vocabulary)

Kriteria

Skor

sesuai 85%-100% sesuai 70%-84 % sesuai 55%-69 % sesuai < 54% sangat lancar lancar cukup lancar tidak lancar Memilih dan mengucapkan kosakata dengan tepat Memilih kosakata tepat namun pengucapan tidak tepat Memilih kosakata tidak tepat namun pengucapan tepat Memilih dan mengucapkan kosakata tidak tepat

4 3 2 1 4 3 2 1 4

𝐒=

𝒏 𝟏𝟐

𝒙 𝟏𝟎𝟎

Keterangan : S

= skor

n

= jumlah nilai yang diperoleh

12

= jumlah nilai tertinggi 208

3 2 1

TABEL REKAPITULASI PENILAIAN KETERAMPILAN Aspek yang dinilai No.

Nama Siswa

Isi

Kelancaran

4 3 2 1 4 3 2

1

Kosakata 4

3

2

Total 1

1 2 3 4 5 6 7 8 9 10 …

LAMPIRAN 1 Possible answers

The moral lesson of the song is “as the people who live in the same world we must care, respect and help each other, we are neighbours and close to each other so that we must not ignore, but we have to support each other, give the strength and spirit that's what neighbour supposed to do. Medan,

Juli 2018

Mengetahui: Kepala MAN 2 Model Medan

Guru Mata Pelajaran

IRWANSYAH, MA NIP. 19620306 199403 1 002

Fatimah, S.Ag, S.Pd, M.Pd. NIP. 19720123 199802 2 001 209