RENCANA PELAKSANAAN PEMBELAJARAN (12.2) (11.2)
1. Satuan Pendidikan :
SMA ISLAM PB. SOEDIRMAN BEKASI I
2. Mata Pelajaran :
BAHASA INGGRIS
3. Kelas/Prog./Smt :
X / UMUM / II
4.
Standar Kompetensi
Menulis : Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk narrative,
descriptive dan news item dalam
konteks kehidupan sehari-hari
5.
Kompetensi Dasar
Mengungkapkan makna dan langkah retorika dalam
esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk narrative, descriptive, dan news
item
Indikator 1: Menggunakan kalimat simple past tense dalam membuat sebuah narrative
Indikator 2: Menggunakan kalimat simple present dalam membuat sebuah deskripsi
Indikator 3: Menggunakan kalimat reported speech dalam menyampaikan sebuah berita
6. Alokasi Waktu : 2 Jam Pelajaran X 40
menit (3 x Pertemuan)
7. Materi Pembelajaran
Pertemuan
1:
SIMPLE PAST
MEANING
·
To talk about
things that happened in the past
·
To talk about
the general past and about regular actions
·
Past simple
forms ends in –ed, for most verbs
PATTERN
·
+ S + V2
·
- S + did not + V1
·
?
Did + S + V1
EXAMPLE
·
+ Mr. George speaks English everyday
·
- Mr. George doesn’t speak English
everyday
·
? Does Mr. George speak English everyday?
ADVERB OF TIME
·
Everyday, every
time, every…….
·
Usually,
always, never, sometimes, often….
·
Once a week ,
twice a day
EXERCISE
Underlined the past simple
A
fox fell into a well and couldn’t get out. By and by a thirsty
goat came along. Seeing the fox in the well it asked if the water
was good. “Good”, said the fox. “It’s the best water I’ve tasted in all
my life. Come down and try it yourself. “The goat thought of nothing but
how thirsty he was. So he jumped into the well. When he had
drunk enough he looked around but there was no way to get out.
Then the fox said, “I have a good idea. You stand on your hind legs and put
your forelegs against the side of the well. Then I’ll climb on your back, from
there I’ll step on your horns, and I can get out. And when I’m out I’ll help
you out of the well.” The goat did as he was asked and the fox got
on his back and so out of the well. Then he coolly walked away. The goat
called out loudly after him out.
The fox merely turned to him and said, “If you only has as much sense in
your head as you have hairs in your beard you wouldn’t have jumped into the
well without making sure that you could get out again.
PERTEMUAN 2
SIMPLE PRESENT
MEANING
·
To talk about
things that are always true
·
With words like
never, often, always….
·
To talk about
general facts
PATTERN
·
+ S + V1+ s/es
·
- S + do/does not + V1
·
?
Do/does + S + V1
EXAMPLE
1.
Tony is a great
reader. He reads a lots of book
2.
Pat’s favorite
music is reggae. He listens to it all the time
3.
Does the
teacher always come late?
4.
Doni and his
friends don’t play football in SenAan
EXERCISES
Underlned the simple present
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.
Pertemuan 3:
Report speech
Report speech refers to using a noun clause to report what someone has said. No
quotation mark is used. Notice the change in the verb forms from quoted speech
to reported speech in the following examples:
Quoted speech Report
speech
a.
She said, “I watch TV every day.” She said (that) she
watch TV every day
b.
She said, “I am watching TV,” She said she was watching TV
c.
She said, ”I have watched TV.” She said she
had watched TV.
d.
She said, “I watched TV.” She
said she had watched TV.
e.
She said, “I will watch TV,” She said she would watch TV.
f.
She said, “I am going to watch TV,” She said she was going
to watch TV.
g.
She said, “I can watch TV.” She said she could watch TV.
h.
She said, “I may watch TV,” She said she might watch TV.
i.
She said, “I might watch TV,” She said she might watch TV.
j.
She said, “I must watch TV,” She said she had to watch TV.
k.
She said, “I have to watch TV,” She said she
had to watch TV.
l.
She said, “I should watch TV,” She said she
should watch TV.
m.
She said, “I ought to watch TV,” She said she
ought to watch TV.
n.
She said, “I watch TV.” She said she to watch
TV.
o.
She said, “Do you watch TV.” She asked (me) id I watched TV.
Pattern
A: What did the teacher just say? I didn’t hear him.
B: He said that he wants us to read chapter
six.
C: I didn’t go to class yesterday. Did Mr. John make
any assignments?
D: Yes. He said he wanted us to read chapter
six.
Exercise
1. Bob said, “I will help you.”
Bob said…………………..
2. “Do you need a pen?” Annie asked.
Annie asked me…………………
3. Jennifer asked, “What do you want?”
Jennifer asked me…………………
4. “Have you ever met Mrs. Powell?”
Mr. Peterson asked me …………….
5. “My father is a businessman. My mother is
a engineer.”
He said that………………..
8.
Tujuan Pembelajaran
Pertemuan 1: Siswa dapat Menghasilkan teks berbentuk Narrative
Pertemuan 2: Siswa dapat Menghasilkan teks berbentuk Descriptive
Pertemuan 3: Siswa dapat Menghasilkan teks berbentuk News
Item
9.
Metode Pembelajaran
Pertemuan
1: Menulis text Narrative
Pertemuan
2: Menulis text Descriptive
Pertemuan
3: Menulis text News
Item
10. Kegiatan Pembelajaran
PERTEMUAN 1
1. Pendahuluan
1. Siswa menyimak tujuan pembelajaran,pentingnya
pembelajaran, dan persiapan siswa untuk belajar
2. Guru memberikan contoh bentuk teks Narrative
3. Guru menjelaskan penggunaan simple past
2.
Kegiatan Inti
1. Siswa membuat draft teks narrative dengan melakukan chain writing
2. Siswa melakukan koreksi dengan teman
3. Siswa menyempurnakan draft berdasarkan koreksi
teman
4. Siswa menuliskan langkah-langkah retorika teks
narrative
5. Siswa menentukan tujuan, bentuk tenses yang
dipakai serta kosakata yang tepat
6. Guru mengambil penilaian
3. Penutup
1. Siswa menyimpulkan materi pembelajaran dengan
bimbingan guru
2. Guru memberikan tugas rumah kepada siswa
(tindak lanjut)
PERTEMUAN 2
1. Pendahuluan
1. Siswa menyimak tujuan pembelajaran,pentingnya
pembelajaran, dan persiapan siswa untuk belajar
2. Guru memberikan contoh bentuk teks descriptive
3. Guru menjelaskan penggunaan simple present
2.
Kegiatan Inti
1. Siswa membuat draft teks discussion dengan
melakukan chain writing
2. Siswa melakukan koreksi dengan teman
3. Siswa menyempurnakan draft berdasarkan koreksi
teman
4. Siswa menuliskan langkah-langkah retorika descriptive
5. Siswa menentukan tujuan, bentuk tenses yang
dipakai serta kosakata yang tepat
6. Guru mengambil penilaian
3. Penutup
1. Siswa menyimpulkan materi pembelajaran dengan
bimbingan guru
2. Guru memberikan tugas rumah kepada siswa
(tindak lanjut)
PERTEMUAN 3
1. Pendahuluan
1. Siswa menyimak tujuan pembelajaran,pentingnya
pembelajaran, dan persiapan siswa untuk belajar
2. Guru memberikan contoh bentuk teks News
Item
3. Guru menjelaskan penggunaan report
speech
2.
Kegiatan Inti
1. Siswa membuat draft teks discussion dengan
melakukan chain writing
2. Siswa melakukan koreksi dengan teman
3. Siswa menyempurnakan draft berdasarkan koreksi
teman
4. Siswa menuliskan langkah-langkah news
item
5. Siswa menentukan tujuan, bentuk tenses yang
dipakai serta kosakata yang tepat
6. Guru mengambil penilaian
3. Penutup
1. Siswa menyimpulkan materi pembelajaran dengan
bimbingan guru
2. Guru memberikan tugas rumah kepada siswa
(tindak lanjut)
11. Penilaian
a. Indikator, teknik dan bentuk
|
Indikator
|
Jenis
|
Bentuk
|
|
Pertemuan 1
Menggunakan kalimat simple past untuk teks Narrative
Pertemuan 2
Menggunakan kalimat simple present untuk teks Descriptive
Pertemuan 3
Menggunakan kalimat present-passive untuk teks News Item
|
·
Membuat teks berdasarkan draf penulisan
|
·
Test tulis
|
b. Instrument penilaian
Underlined the report
speech sentences!
SINGAPORE: A
supervisor was jailed for two months for repeatedly striking his Indonesian
maid on the head and back with a television remote control, news reports
said on Thursday.
Muhammad Shafiq Woon Abdulah admitted
in a Singapore court he physically abused the women on several occasions
between June and October 2002, The Straits Times said.
The magistrate’s court heart that
Shafiq, 31, began striking Winarti, 22, about a month fter she started working
for him.
He hit her on the head with the TV
set’s remote control because he was unhappy with her work. On one occasion, he
punched her on the back after accusing her of daydreaming.
S.S Dhilon, Shafiq’s lawyer, said
his client lost his”better senses” when he saw his daughter”s face covered
as she lay in bed.
He said his client thought the maid
had put child in danger.
·
Text News Item
·
Retorika Newsworthy, back ground even,
sources
·
Characteristic To inform about events of the day which newsworthy
or important
·
Report speech He said his client thought the maid had put
child in danger.
c. Score Penilaian
·
Jika kosakata benar, tenses benar, ciri teks benar Secore 100
·
Jika kosakata benar, tenses benar tetapi cir teks salah Score 90
·
Jika kosakata benar, tenses dan ciri teks salah Score 80
·
Jika kosakata salah, tetapi tenses dan ciri teks salah Score 70
·
Jika kosakata, tenses dan ciri teks kurang sempurna Score 60
12. Sumber
dan bahan ajar
1.
Modul bahasa
Inggris, text type ,
2.
Buku pegangan
guru X, Platinum
3.
Linked to the
world 1, Yudhistirs, F.A. Soeprapto, 2006
4.
Understanding
and using English grammar, Betty Schrampfer Azar
13. Evaluasi
·
Ulangan Harian
·
Quiz
·
UTS
·
UAS
Mengetahui, Bekasi, 25 Januari 2012
Kepala Sekolah Guru Mata Pelajaran
Ir. H. Kusnaedi, MM Andrian S.Pd
NRP. NRP. 040817
Lampiran
Once
upon a time there were four little rabbits. Their names were Flopsy, Mopsy,
Cotton-tail and Peter. One morning they were allowed to play outside. Their
mother reminded them not to go to Mr. McGregor’s garden because their father
had an accident there.
Flopsy,
Mopsy, and Cotton-tail were good little rabbits. They went down the lane to
pick blackberries. But Peter was naughty. He ran straight away to Mr.
McGregor’s garden. He ate some lettuces, French beans, and radishes. Suddenly,
he met Mr. McGregor. Peter was very frightened and rushed away as fast as he
could. He lost a pair of shoes and a jacket while he was running. Peter never
stopped running or looked behind him till he got home. During the evening, he
was sick because he was so tired. He had to drink some medicine while three of
his brother had bread, mild and blackberries for supper.
1
What is the dominant tense used in narrative
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.
2
What is the dominant tense used in descriptive text?
Fires rage across
four Australian states
MELBOURNE, Jan
22 (UPI) – Fire authorities in four Australian states are to control bushfires
fanned by strong winds and searing temperatures.
The
Australian reported Sunday that blazes continued to burn in South Australia, Tasmania,
Western Australia and Victoria, where up to six homes have been destroyed. In
South Australia, much of Adelaide is engulfed in thick smoke. The firefighters
who are confronted by blast-furnace winds try to bring the flames under
control.
At Robertstown in the state’s mid-north,
more than 2,500 acres have already burned. Another bushfire, started by
lightning, charred the earth near mouth Flat on the southern side of Kangoroo
Island, while Ngarkat Conservation Park, in the state’s upper-southeast, is
also a blaze.
A 7,500-acres fire at mount Agnew in
Zeehan, in the state’s west, broke containment lines Saturday afternoon,
jumping a road and coming close to homes.
The most serious fires were in Victoria,
where up six homes were destroyed by a fire near the town of Anakie, 36 miles
west of Melbourne.
In Tasmania, falling temperatures and
patchy rain brought some relief to firefighters, who continued to monitor 22
blazes across the state.
3
What is the dominant tense used in news item text?
4
Write down short text of narrative
5
Write down short text of descriptive
6
Write down short text of news item
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