Sabtu, 30 April 2011

RPP Narrative Writing


RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan        : MAN 1 Boyolali                                               Topik                : Narrative Texts
Kelas/ Semester                        : X/ 1                                                    Ketrampilan       : Writing 
Mata Pela­jaran              : Bahasa Inggris                                                Alokasi Waktu   : 2 X 45’ (satu pertemuan)

A.    Standar Kompetensi
  1. Mengungkapkan makna  dalam teks tulis fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana  dalam konteks kehidupan sehari-hari

B.    Kompetensi Dasar
3.     Mengungkapkan makna dalam teks tulis monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

C.    Indikator
1.     Menuliskan kembali teks narrative yang mereka dengar.
2.     Menciptakan teks narrative tulis sendiri.

D.    Tujuan Pembelajaran
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut dalam indikator di atas.

E.    Materi Ajar: Teks Narrative

Contoh Teks:

1. “Never Be Late”

The first period of that day was English. We were going to have a quiz. I came a little earlier, just to make myself sure that I wouldn’t be late because that could ruin everything. Anything bad could happen if I come late. Ms Emily would be angry, my friend would blame me for breaking up their concentration, and I myself would lose my concentration also.
“Hi, Jerry. Ready for the quiz?” Jenny said.
“I guess so. I’ve studied hard, and I think I didn’t find any difficulties with the material,” I replied.
Then we were involved in a conversation around the material, until the bell rang. We’ve been ready on our chairs when our beautiful teacher asked me, “Where is Alan, Jerry? He’s not come yet.”
Oh, I almost didn’t realize that Alan, my friend who usually sat near me, hadn’t come yet. Was he absent? Why didn’t he call me last night? Actually Alan is a nice guy. He almost never makes me in trouble. On the contrary, he sometimes helps me when I am in trouble. It’s just his always being late that make some teachers don’t like him.
“I……I don’t know, Mam, I tried to explain, ”He didn’t say anything or call me that he will be absent today. Maybe he will come late………..um……a couple minutes, perhaps.”
“Well, we don’t need to wait for ‘Mr. Late’. We’ll just begin the quiz. Here are your tests and your answer sheets”
Ms Emily began to give us the test and the answer sheet, and we began to do the quiz.
The class was silent. No one would speak or move his body. We know what would happen to us if we did it. Ms Emily would remind us, and if we did it once more, she would take our papers and we would get ‘zero’ for the quiz!
We had been doing our quiz for about seven minutes when someone knocked the door. Automatically, we rose our heads. Alan was in front of the door. He was frightened to see how unfriendly Ms. Emily’s face was. However, he finally said,” I’m sorry, I’m late, but…… would you allow me to join the class, please?”
Ms. Emily looked at him deeply. “Oh, My God. Please, give him a chance,” I prayed in my heart.
“You know the effect of your being late, Alan?”, she asked.
“Yes, Mam. I break my friends’ concentration. I have tried to come earlier, but I couldn’t.” Alan tried to explain.
“Alright. You may do your quiz this time. But make sure this is the last time you come late to school.” Ms. Emily finally allowed Alan to come in. I thanked God. I believed once again that being late can ruin everything. It isn’t only bad for me myself, but also for the people around me. I convinced myself not to be late for everything. Even one minute will worth!

2. The Legend of the Kesodo Ceremony

Once upon a time on Mount Bromo, East Java, there were a couple living there. The new couple wanted to have a child. They had married for a long time but they hadn’t got a baby. Every time they prayed to the Gods, asking for a child.
One day, there was a loud voice in the sky when they were praying.
“You are going to born a baby, and later you will give birth to many children. But I have a requirement for you to obey, if you really want to have children”, said the voice.
“Whatever you ask, my Lord”, the couple answered, “We will do it”,
“You must sacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was asked by the voice. Then, the wife got pregnant and gave birth to a son. The baby grew up into a handsome, taught man. He was named Kesuma. The couple loved Kesuma very much. The wife gave birth to eleven more children after Kesuma. And, they forget their promise to sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of earthquakes followed by thunders in the sky. The sky was very dark, as if it was going to fall down. On the next occasion, there was a voice in the sky, reminding the couple about their promise. The couple was very afraid, but they just couldn’t sacrifice their beloved son, Kesuma. However, because the earthquakes and the thunders were becoming more and more horrifying, Kesuma couldn’t let his family and all the people in the village die.
Kesuma knew the situation. Then he said to his parents. “I would sacrifice myself in order that our family and all the people in our village will live in peace. For the next times, you all have to sacrifice animals and crops to the gods.” Then he jumped onto the crater of the volcano. Amazingly, the earthquakes and the eruption stopped at once.

F.    Alokasi Waktu: 2 X 45 menit (dua pertemuan)
G.    Metode Pembelajaran: Contextual Teaching and Learning

H.    Kegiatan Pembelajaran

  1. Kegiatan Pendahuluan (5 menit)
a.     memotivasi siswa
b.    menyampaikan tujuan pembelajaran
c.     menyampaikan cakupan materi dan uraian kegiatan

  1. Kegiatan Inti (80 menit)
a.     Eksplorasi
Siswa membuat daftar kata-kata dan tujuan komunikatif suatu teks narrative.
b.    Elaborasi
1)     Siswa bekerja secara kolaboratif menyusun kalimat-kalimat acak dari sebuah teks narrative
2)     Siswa bekerja kolaboratif untuk menciptakan teks narrative lisan berdasarkan “clue” yang diberikan oleh guru
3)     Siswa bekerja secara kolaboratif menyusun kembali teks narrative tulis yang kalimatnya diacak seperti yang sudah mereka rancang di dalam kelompok
4)     Siswa menulis kembali teks narrative yang sudah disusun menjadi sebuah teks yang bermakna.
5)     Siswa dan guru membahas susunan teks yang benar menurut kaidah generic structure dari teks narrative.
6)     Guru membimbing siswa untuk membuat sebuah teks narrative tertulis bersama-sama di kelas sekaligus untuk mengecek letak kekurangan siswa dalam menyusun kalimat.

a.     Konfirmasi (15 menit)
1)     Guru memberikan umpan balik positif dan penguatan terhadap keberhasilan siswa dalam mengerjakan tugas
2)     Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta didik dalam memahami teks
3)     Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran berikutnya.

Kegiatan Penutup (5 menit)

1.     Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
2.     Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.
3.     Guru memberikan tugas terstruktur dan kegiatan mandiri untuk dikerjakan di rumah
Tugas Terstruktur:
Siswa membuat teks narrative tulis di rumah dan dikumpulkan pada pertemuan yang akan datang.
Kegiatan Mandiri Tidak Terstruktur:
Siswa membuat teks narrative tulis yang lain.
4.     Guru menyampaikan rencana pembelajaran yang akan datang.

I.      Penilaian Hasil Belajar

Teknik: Tes Kinerja (tes praktik)
Instrumen:
  • instruksi dan informasi yang dijadikan pedoman untuk menciptakan dialog dan menampilkannya:
Create a written narrative text and perform it in front of your friends!
  • Rubrik penilaian yang meliputi 4 aspek penilaian, yaitu yaitu gagasan (idea) dan isi (content), appropriacy (penerapan Schematic structure & linguistic features), serta punctuation and grammar.


Pedoman Penilaian:
  1. Ide/ isi cerita                                         : 25%
  2. Penerapan schematic structure               : 25%
  3. Fluency                                                 : 25%
  4. Penampilan                                           : 25%
  5. Scores: 1 = bad; 1.5 = fair; 2 = good; 2.5 = excellent.

Rubrik Penilaian:

No.
Nama siswa
Aspek penilaian

Nilai = jumlah score X 10
Idea/ content
Schematic structure &
linguistic features
Punctuation and Grammar
1.






2.






3.






4.






5.







Kriteria penilaian:
1 = kurang bagus                1.5 = cukup                   2 = bagus                     2.5 = sangat bagus
Nilai = jumlah score X 10

J.     Sumber Belajar
Buku teks, majalah, internet.




Mengetahui                                                                                           Boyolali, 8 Juli 2010
Kepala Sekolah                                                                                     Guru Mata Pelajaran




Drs. Cholid Trenggono, M.Pd                                                                Junainah Helmy, M.Pd.
NIP. 19580612 198603 1 003                                                                  NIP. 19720430 199703 2 001


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Akang Sambudi mengatakan...

posting dong mengenai rpp writing(stad), heee. ditunggu

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