Kamis, 24 Mei 2012

RPP Bahasa Inggris Kelas X Semester 2 (8.2)


RENCANA PELAKSANAAN PEMBELAJARAN (8.2)
1.                  Satuan Pendidikan                : SMA ISLAM PB. SOEDIRMAN BEKASI  I
2.                  Mata Pelajaran                      : BAHASA INGGRIS
3.                  Kelas/Prog./Smt                     : X / UMUM / II
4.                  Standar Kompetensi
Mendengarkan
Memahami makna  dalam teks fungsional pendek dan monolog yang berbentuk  narrative, descriptive, dan news item  sederhana dalam konteks kehidupan sehari-hari
5.                  Kompetensi Dasar
Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan  secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item
Indikator
Indikator 1: Mengidentifikasi main idea dari teks yang didengar
Indikator 2:  Mengidentifikasi tokoh  dari cerita yang didengar
Indikator 3: Mengidentifikasi kejadian dalam teks yang didengar
    Indikator 4: Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
    Indikator 5: Mengidentifikasi inti berita yang didengar
    Indikator 6: Mengidentifikasi sumber berita yang didengar

   
6.                  Alokasi Waktu                       : 2 Jam Pelajaran X 40 menit (3 x Pertemuan)
7.                  Materi Pembelajaran
Pertemuan 1:
Narrative
The Communicative purpose:
To amuse, entertain and to deal with actual or vicarious experience in different ways (menghibur pendengar atau pembaca  yang bertalian dengan pengalaman nyata, khayal atau peristiwa pelik yang mengarah ke suatu krisis yang pada akhirnya menemukan suatu penyelesaian).


Text Organization
  • Orientation: sees the scene and introduces the participants (pengenalan tokoh, waktu dan tempat)
  • Evaluation: a stepping back to evaluate the plight (dimulainya konflik)
  • Complication: a crisis arises (pengembangan konfllik)
  • Resolution: the crisis is resolved, for better or for worse (penyelesaian konflik)
  • Re-orientation: (optional).
  • Coda (optional) (perubahan yang terjadi pada tokoh dan pelajaran yang dapat dipetik dari cerita)

Significant Lexico grammatical Features:
  • Focus on specific and usually individualized participants.
  • Use of Material Processes and in the text Behavioural and Verbal Processes.
  • Use of Relational Processes and Mental Processes.
  • Use of temporal conjunctions and temporal Circumstances.
  • Use of past tense.

SANGKURIANG
Orientation
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.
Complication
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 demigod possessing magic powers, came up to her with the shuttle in his mouth. Dayang Sumbi  had to marry him.
Resolution
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.

Complication
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.
Complication
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 valley and build a boat for the couple to sail in, all before dawn.
Resolution
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.
Re-orientation
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.


DESCRIPTIVE
The communicative Purpose
         To Describe a particular person, place or thing

The generic structure
         Identification : Identifies phenomenon to be described
         Description : Describe parts, qualities, characteristics.

Significant Lexicogrammatical Features:
         Focus on specific participants
         Use of attributive and indentifying processes
         Frequent use of Epithets and classifiers in nominal groups.
         Use of simple present

Shangri-La
Identification
On the banks of the Chao Phraya, Bangkok's "River of Kings", lays a hotel that has already set new standards of hospitality for this celebrated city.
Desciptions
Set in magnificently landscaped tropical gardens, the Shangri-La Bangkok provides guests with all the charm and warmth of the Orient and, at the same time, an unsurpassed range of facilities and leisure activities.
There is a choice of 12 superb settings in which to wine and dine, a large free-form swimming pool that overlooks the river, convention and meeting facilities for up to 2.000 people and a 24-hour business center.
And, from every single guestroom and suite, there is a breathtaking view of all the exotic hustle and bustle of the fabled "River of Kings".
One might expect such a well-equipped and positioned hotel to be miles away from the city center but, at the Shangri-La Bangkok, the business district and main shopping areas are mere minutes away.
For more than 200 years, Bangkok's grandeur has been reflected in the waters of the Chao Phraya. Today, the Shangri-La Bangkok towers beside this majestic river, offers its guests the golden promise of the East.
News Item
The communicative Purpose :
         To inform the readers, listeners, or viewers about events of the day which are considered newsworthy or important

The Generic Structure:
         Newsworthy (s) : recount the event in  summary form
         Background event (s) : elaborate what happened, to whom, in what circumstances
         Sources : comments by participants in, witness to and authorities expert on the events

Significant Lexicogrammatical Features:
         Short, telegraphic information about story capture headline.
         Use of material processes to retell the event
         Use of projecting verbal processes in sources stage.
         Focus on circumstances.

Brave Boy Found Alive After Two Days at Sea
Newsworthy (s) :
      Feeling no fear, a five-year-old boy spent two days floating at sea on a mattress in a bid to survive from the effects of the tsunami that killed thousands of people from his town and was reunited with his family on Thursday.
      He cried as he rushed to his parents, older brother and younger sister at a refugee camp in Meulaboh, his hometown of 40,000 people in Aceh that was one of the hardest hit in Sunday’s disaster.
Background event (s)           
 Wira later calmly recounted to reporters the amazing events that brought him back to his family, a rare tale of happiness in the devastated province on the island of Sumatra that has seen nearly 80,000 people killed by the flooding.
      Nursing only a gash to his left leg, Wira said he was playing with his brother and sister near his home when the waters rushed through.
      According to Antara news agency, Wira said he held on to various floating pieces of wood while being swept away.
      “I was not afraid because I am used to the sea.” Wira said while massaging his wounded leg.
      “As I was still holding to a door, the mattress came by so I decided to climb on it. I was not afraid, but I was cold.”
Sources:
      Wira said he spent two days out at sea until he was found by fisherman on the look out for bodies off coast of Meulaboh. –AFP

Adapted from The Jakarta Post, 31 December 2004
8.                  Tujuan Pembelajaran
Pertemuan 1:
§  Siswa mengidentifikasi jenis teks, ciri dan bentuk retorika dari teks narrative
§  Siswa mengidentifikasi main idea, tokoh, kejadian dari teks narrative.

Pertemuan 2 :
§  Siswa mengidentifikasi jenis teks, ciri dan bentuk retorika dari teks descriptive.
§  Siswa  mengidenfikasi ciri-ciri benda/orang yang dideskripsikan

Pertemuan 3 :
§  Siswa mengidentifikasi jenis teks, ciri dan bentuk retorika dari teks news item.
§  Siswa  mengidenfikasi inti berita dan sumber berita yang didengar

9.                  Metode Pembelajaran
Pertemuan 1: Listening, tanya jawab dan latihan
Pertemuan 2: Listening, tanya jawab dan latihan
Pertemuan 3: Listening, tanya jawab dan latihan

10.              Kegiatan Pembelajaran  
Pertemuan 1 :
Pendahuluan  
§  Guru mengucapkan salam dan dilanjutkan mengabsen
§  Guru mengkondisikan kelas
§  Guru meyampaikan KD-SK, indikator dan manfaat dalam kehidupan sehari-hari
Kegiatan Inti
§  Membagi siswa menjadi beberapa kelompok.
§  Menyimak teks narrative yang berisi menggambarkan sebuah cerita.
§  Siswa mendengarkan cerita narrative yang memperhatikan tujuan komunikasi, generic struktur, ciri kebahasaan yang terdapat pada cerita memberikan gambaran untuk menjelaskan sesuatu.
§  Siswa mendiskusikan isi teks fungsional yang didengar secara berpasangan
§  Siswa mendiskusikan bentuk bahasa lisan yang di dengar secara berkelompok
§  Guru mengambil penilaian
Kegiatan Akhir
§  Siswa menyimpulkan materi pembelajaran dengan bimbingan guru
§  Guru memberikan tugas rumah kepada siswa (tindak lanjut)

Pertemuan 2:
Pendahuluan  
§  Guru mengucapkan salam dan dilanjutkan mengabsen
§  Guru mengkondisikan kelas
§  Guru meyampaikan KD-SK, indikator dan manfaat dalam kehidupan sehari-hari
Kegiatan Inti
§  Membagi siswa menjadi beberapa kelompok.
§  Menyimakteks descriptive yang berisi menggambarkan sebuah cerita.
§  Siswa mendengarkan cerita descriptive yang memperhatikan tujuan komunikasi, generic struktur, ciri kebahasaan yang terdapat pada cerita memberikan gambaran untuk menjelaskan sesuatu.
§  Siswa mendiskusikan isi teks fungsional yang didengar secara berpasangan
§  Siswa mendiskusikan bentuk bahasa lisan yang di dengar secara berkelompok
§  Guru mengambil penilaian
Kegiatan Akhir
§  Siswa menyimpulkan materi pembelajaran dengan bimbingan guru
§  Guru memberikan tugas rumah kepada siswa (tindak lanjut)

Pertemuan 3:
Pendahuluan  
§  Guru mengucapkan salam dan dilanjutkan mengabsen
§  Guru mengkondisikan kelas
§  Guru meyampaikan KD-SK, indikator dan manfaat dalam kehidupan sehari-hari
Kegiatan Inti
§  Membagi siswa menjadi beberapa kelompok.
§  Menyimak teks news item yang berisi menggambarkan sebuah cerita.
§  Siswa mendengarkan cerita news item yang memperhatikan tujuan komunikasi, generic struktur, ciri kebahasaan yang terdapat pada cerita memberikan gambaran untuk menjelaskan sesuatu.
§  Siswa mendiskusikan isi teks fungsional yang didengar secara berpasangan
§  Siswa mendiskusikan bentuk bahasa lisan yang di dengar secara berkelompok
§  Guru mengambil penilaian
Kegiatan Akhir
§  Siswa menyimpulkan materi pembelajaran dengan bimbingan guru
§  Guru memberikan tugas rumah kepada siswa (tindak lanjut)

11.              Penilaian
a.      Indikator, jenis dan bentuk
Indikator
Jenis
Bentuk
Pertemuan 1
Mengidentifikasi jenis teks fugsional pendek yang didengar
Mengidentifikasi ciri teks fungsional
Pertemuan 2     
Mengidentifikasikn bentuk retorika dari teks
Pertemuan 3
Mengidentifikasi jenis teks fugsional pendek yang didengar
Mengidentifikasi ciri teks fungsional


·      Mengidentifikasi jenis, ciri dan retorika sebuah teks yang didengar

·   Listening

b.      Instrument penilaian
Listen the text carefully, then identify the text!
I have a pet. It is a dog and I call it Brownie.
Brownie is a Chinese breed. It is small, fluffy, and cute. It has got thick brown fur. When I cuddle it, the fur feels soft. Brownie does not like bones. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, Brownie plays with my cat. They get along well, and never fight maybe because Brownies does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Brownie is really a sweet and friendly animal.
Question
1.      What is the text?
2.      What is the characteristic
3.      What is the generic structure
4.      What is the purpose?
5.      What is dominan sructure?
c.       Score penilaian
·         Jika teks benar, ciri benar dan retorika benar                    Score 100
·         Jika teks benar, ciri benar tetapi retorika salah                  Score 90
·         Jika teks benar tetapi ciri dan retorika salah                     Score 80
·         Jika teks salah tetapi ciri dan retorika benar                     Score 70
·         Jika teks, ciri dan retorika salah                                        Score 60

12.              Sumber dan bahar ajar
1.      Modul bahasa Inggris, kelas X by Andrian
2.      Buku pegangan guru X, Platinum
3.      Linked to the world 1, Yudhistirs, F.A. Soeprapto, 2006
4.      Buku Kurikulum 2004

13.              Evaluasi
·         Post test
·         Ulangan harian
·         UTS
·         UAS





Mengetahui,                                                                                Bekasi, 25 Januari 2012
Kepala Sekolah                                                                           Guru Mata Pelajaran


Ir. H. Kusnaedi, MM                                                                   Andrian S.Pd
      NRP.                                                                                            NRP. 040817



Lampiran
The Princess and the Pea
      Once upon a time there was a prince he wanted to get himself a princess, but she had to be real princess. So he traveled all over the world to find one, but in every case something was the matter. There were lots of princess, but he could never quite make out whether they were real or not. So he came home feeling very unhappy, for really wanted to find a true princess.
      One evening a terrible storm came; lightening flashed, thunder rolled, and the rain poured down in torrents-it was simply awful ! suddenly there was a knock at the city gate, and the old king went out to answer it.
      There was a princess standing outside, but what a sight the rain and the bad weather had made of her ! The water streamed down her hair and her clothes, and yet she said she was a real princess.
      “It won’t take long to find that out,” thought the old Queen. Without saying anything, she went into bed chamber, took off all the bedclothes, and places one pea on the bottom boards of the bed. Then she took twenty mattresses and put them on top of the pea, and after that she put twenty feather-pillows on top of the mattresses.
      That was where the princess was to spend the night.
      In the morning they asked her how she had slept.
      “Oh, dreadfully! said the princess. “I hardly slept a wink all night. Whatever could have been in the bed ? I was lying on something so hard that I’m black and blue all over.”
      So of course they could see that she was a real princess, since she had felt the pea through twenty mattresses and twenty feather-pillows. No one but a real princess could have such a tender skin as that.
      So the prince took her for his wife, and they lived happily ever after.   
1.      What kind of the text is it?
a.       report
b.      recount
c.       narrative
d.      descriptive
e.       news item



2.      The generic structure of the text is…….
a.       Orientation > Complication > Resolution > Re-Orientation
b.      Orientation > Events > Re- Orientation
c.       General Classification > Description
d.      Identification > Description
e.       Newsworthy Events > Background Events > Sources

3.      What is the purpose of the text?
a.       to inform about princess and the pea
b.      to describe the story of the princess and the pea
c.       to give information that the prince looked for the real princess
d.      to amuse the reader with the story of the princess and the pea
e.       to describe how the princess could feel the pea on the bottom boards of the bed

4.      What is the dominant structure used in the text?
a.       the simple present tense
b.      the simple past tense
c.       the present continuous tense
d.      passive voice
e.       imperative

5.      No one but a real princess could have such a tender skin as that. The SYNONYM of ‘tender’ is …
a.       hard
b.      light
c.       weak
d.      strong
e.       soft

Gua Tabuhan is a lively unique cave
In the cave nyi (mrs) Kamiyem and ki (mr) padmo sit on a stone. nyi kamityem will sing a song and ki padmo will beat the drum. Joining them are people called Wiyogo which are drummers and other gamelan musicians.
What makes this unique is that they mix gamelan with the sound of nature. The visitors dance, forgetting all problems.
Many tourists go to this cave. Maybe you are interested in going there too. But you don’t know where it is. Gua Tabuhan is located near Pacitan in east java. It is situated in a lime hill called tapan, in Tabuhan, Wareng village. The route is easy. Along the road there is beautiful tropical scenery to enjoy-rice fields, coconut palms and birds.
East of the cave peddlers sell souvenirs. The drink and food peddlers are on the north. People sell agates on the cave terraces. Somehow, it is like a fair.
It is said that the cave is the only place where nature produces sounds like the music of gamelan. Nyi kamiyem, the well down pesinden (traditional Javanese singer) from the village of gabuhan, who often sings in the cave, does not doubt it.
Gua tabuhan did not use to welcome visitor. According to kartowiryo (90), village elder, gua tabuhan used to be a hiding place for robbers. it was believed to be a sacred place. No one dared go inside. However, wedana (chief of a district) kertodiprojo, went to the cave to find out what was wrong. He found out that the cave was inhabited by the annoying evil spirits. The people chased the spirits away.
The cave is dark, so people need light, and a local guide will lead the way sometimes visitors bump their heads against the sharp rocks on the ceiling.
Inside the cave there is a plain. big stone which is believed to be the prayer mat of pangeran diponogoro, one of the Indonesia heroes who fought against the Dutch. It is said that pangeran diponegoro used to seclude himself in the cave. Some people now use the place for meditation.
There is a stream in the cave, in the east corner, which can only be seen outside. However, it can be heard from inside.
Besides the cave, watukarang, a beach nearby, is good to visit. By the way, want different souvenirs? You can find them in donorodjo village where agate craftsman work. So, have a nice journey.
This text is for no. 12-16
6.      Where is goa tabuhan located?
  1. near pacitan in east java
  2. near watukarang beach
  3. in donoradjo village
  4. in the village of gabuhan
  5. near pacitan in west java



7.      What did kertodiprojo find out inside the cave?
a.       agates craftsman work
b.      annoying evil spirits
c.       many robbers
d.      the drink and food peddlers
e.       nyi kamiyem and ki padmo

8.      What do people need to enter the cave?
a.       light and local peddlers
b.      local musicians and agate craftsman
c.       chief of district and local guide
d.      local guide and lights
e.       lights and village elder

9.      Which statement is true according to the text?
  1. to reach wareng village the visitor get troubles
  2. the inside of the cave is like a fair because visitor and peddlers bring light if they come in
  3. wedana kertodiprojo found out that the cave was inhabited by the annoying evil spirits
  4. there is only one tourist resort around wareng village
  5. pangeran diponegoro secluded himself outside the cave

Once upon a time, there was an old woman who lived in a very old hut near a forest with her only daughter. The daughter’s name is Misna. She is beautiful but she had envious heart.
         One day she saw girl of her age passing by her hut. The girl was joining her father hunting. She dressed in beautiful cloth. His father’s assistants respected her. Misna could not sleep when she was remembering this. She was very angry with her condition. She hated her hopeless mother.
         In the morning she shouted at her mother. She wanted her mother to buy the most beautiful gown in the markets for her. Of course her mother could not afford it. Then she cried and cried. She did not want to eat anything. Her mother was very sad. She decided to sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful dress.
         Misna admired herself. She wanted to show everybody that she was a very beautiful girl. She asked her mother to bring her to another village. Along the way, she smiled to everyone. People in the village thought that she was a princess. They gave her a high respect and invited her to have meal in their house. Misna enjoyed this and told everybody that she was princess and mother was maid. Her mother was very sad but she kept her felling deep in the heart.
On the way home Misna met a handsome prince. He was interested in her and wanted to marry her. Misna told the prince that her mother had died and father went married to another woman. She was having a long trip with her loyal maid. Listening to this, her mother was very upset. She cried loudly Misna was very angry to her and told her to be away from her.
Suddenly there was a heavy rain accompanied with big thunders.  Everyone run away to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she did not want to at that time a big thunder hit her to dead.
10.  What is the type of the text?
  1. Procedure
  2. Descriptive
  3. Narrative
  4. News item
  5. Report

11.  When did she ask her mother a beautiful dress?
  1. After she saw another girl with beautiful dress
  2. on the way home she met a handsome prince
  3. after her mother sold a piece of her land
  4. when a heavy rain and big thunders came
  5. since the villagers invited her to have meal in their house

12.  How could her mother buy her a beautiful dress?           
  1. from her saving
  2. by asking her relative some money
  3. by robbed a bank
  4. from her salary
  5. by selling the only land she had

13.  What made her mother cried aloud?
a.       she told everyone that she was her maid
b.      she told the prince that her mother had died
c.       she told the prince that she was her maid
d.      she wanted her mother to buy the most beautiful gown
e.       she was joining her father hunting for a long time


14.  What happened at last?
  1. Misna got married to a prince
  2. Misna was wet in rain
  3. Her mother bought her the most beautiful gown
  4. A thunder hit Misna to dead
  5. She had meal in villagers house

15.  She is beautiful but she had envious  heart
What is the synonym of the underlined word?
a.       Ambigious
b.      Jealous
c.       Fierce
d.      Festive
e.       Humble

16.  What is the orientation of this text?
a.       One upon a time, there was an old woman who lived in a very old hut near a forest with her only daughter. The daughter name is Misna. She is beautiful but she had envious heart name is Misna. she is beautiful but she had envious heart
b.      Suddenly there was a heavy rain accompanied with big thunders everyone ran away to save themselves
c.       On the way home Misna met a handsome prince. He was interested in her to marry her
d.      She decided to sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful dress
e.       Misna admired herself. She wanted to show everybody that she was a very beautiful girl

JAKARTA: Seven people were killed in a collision between a bus, a car and a truck on Dipenogoro street at 10:35 p.m. last night. The dead were all the passengers of the car. The police believed the car had been trying to overtake the bus when it was struck by a truck coming from the opposite direction. The driver of the car might not be using his lights, as the truck driver said he did not see the car approaching. 
The police said the car should not have tried to pass the bus, since overtaking is not allowed on Dipenogoro street. In addition, the police report that the car, a small Japanese car, should not have been carrying more than five people. If the passengers had brought their identity cards, the police would have identified the names of the victim easily.


17.  The text mainly reports that there was/were…
a.        A car accident.
b.        Careless driver.
c.        A small Japanese car.
d.       Victim of an accident.
e.        The function of an identity card. 

18.   What was the cause of the collision?
a.        The truck came from the opposite direction
b.        The car carried more than five people
c.        The truck driver didn’t use his lights
d.       The truck driver didn’t see the car
e.        The car tried to overtake the bus

19.  “If the passengers had brought their identity cards, the police would have been easy to identify the names of the victims.” (The last sentence)
The sentence above means…
a.        The victims’ names were not known
b.        The victims were easy to be identify
c.        The passengers brought their identity cars
d.       The police had no difficulty in identifying the victim the victims
e.        It was easy for the police to identify the victims of the accidents

20.  Who said that the accident was caused by the car?
a.        The police
b.        The victims
c.        The reporter
d.       The truck driver
e.        The passengers



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