RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah Mata Pelajaran Kelas/Semester Keterampilan Bhs Genre Tema/Topik Pertemuan keAlokasi Waktu

: ... : Bahasa Inggris : XI/1 : Reading : Analytical Exposition : Crimes in Big Cities :3 : 2 x 45 menit (1 pertemuan)

I. Standar Kompetensi Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan II. Kompetensi Dasar Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition III. Indikator Setelah menyelesaikan pelajaran membaca jenis teks analytical exposition ini, peserta didik diharapkan mampu: 1. menunjukkan gagasan utama (main idea) teks eksposisi; 2. menentukan tujuan teks atau tujuan penulis; 3. menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat; 4. menjelaskan makna kata atau ungkapan tertentu dalam teks eksposisi; 5. menjelaskan rujukan (reference) yang ada dalam teks eksposisi; IV. Materi Ajar Terlampir (lampiran 1) V. Metode Pembelajaran Inquiry-Based Teaching (IBT) VI. Prosedur Pembelajaran A.Pendahuluan 1. Memberi salam 2. Berdoa (optional) 3. Mengecek kehadiran siswa 4. Mereview palajaran sebelumnya 5. Mengetengahkan topik pelajaran 6. Menjelaskan tujuan pelajaran 7. Menjelaskan manfaat pelajaran

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Konfirmasi 2 . 1. 4. Memperhatikan penjelasan guru. sanggahan. Kelas membentuk kelompokkelompok kecil yang beranggotakan 3 sampai 5 orang. seperti What do you know about crime? Do you see crimes more frequently in big cities or in villages? 2. Meminta kelompok penyaji untuk memberikan tanggapan balik dari kelompok lain. Kelompok penyaji memberi tanggapan balik kepada para penanggap. 2. Menjawab pertanyaan guru sesuai dengan persepsi dan pengalaman masing-masing. 3.B. Menyampaikan kepada siswa bahwa mereka akan membaca sebuah teks dengan judul crime in big cities. Memberi penjelasan lebih lanjut kepada para siswa berkenaan dengan jawaban atas tugas-tugas tersebut. Meminta siswa dari kelompok lain untuk memberi tanggapan (pertanyaan. Masing-masing kelompok mendiskusikan tugas yang diberikan oleh guru berkenaan dengan makna isi bacaan. Mengajukan beberapa pertanyaan yang mengarah pada topik bahasan. dan memberikan tanggapan bila dianggap perlu. Menuliskan beberapa informasi yang diharapkan muncul dalam topik crime in big cities. 2. 2. 3. dll) atas presentasi tersebut (butir 3). kemudian meminta siswa untuk menebak informasi yang akan dijumpai dalam teks. Menyimak penilaian guru atas kinerja mereka. masing2 kelompok mempresentasikan hasilnya. dan memberikan tanggapan seperlunya. Setelah diskusi kelompok selesai. Memberikan penilaian terhadap hasil diskusi kelompok dan diskusi kelas. 2. 5. Mendistribusikan teks dan meminta siswa untuk mengecek apakah dugaan mereka tadi benar. 1. 1. Meminta kelas membentuk beberapa kelompok kecil. Meminta masing-masing kelompok melaporkan hasil diskusinya. Siswa dari kelompok lain memberi tanggapan atas presentasi suatu kelompok. Meminta siswa mendiskusikan dengan teman sekelompok tugastugas yang telah diterimanya. 5. 1. 3. lalu mendistribusikan lembaran tugas yang terkait dengan pemahaman isi bacaan. 3. membaca teks secara cepat dan mengecek kebenaran dugaan mereka ttg isi teks. Elaborasi 2. 4. Kegiatan Siswa 1. saran.Kegiatan Inti Tahap Eksplorasi Kegiatan Guru 1.

Media Pembelajaran 1. ____________________ NIP. Melakukan refleksi 3. Teknik Penilaian 3. 18 Juni 2012 Kepala Sekolah. Meringkas pelajaran 2. 3 . Look Ahead: An English Course. Sumber Belajar Sudarwati. Video singkat tentang kehidupan di kota besar dan di desa. 2005. Alat penilaian 4. Rubrik Penilaian : sumatif : tertulis. Kunci jawawan 5.C. Jenis Penilaian 2. screen. Jakarta: Penerbit Erlangga. Guru Mata Pelajaran. _______________________ NIP.. dan laptop 2. Menyiapkan pelajaran yang akan datang 4. Memberi salam penutup VII. VIII. dan Grace. pilihan ganda : terlampir (lampiran 2) : terlampir (lampiran 2) : terlampir (lampiran 2) Surakarta. objektif. Penilaian 1. IX.Penutup 1. Eudia. Th. LCD projector. M.

first E. So. We (3) … change the way cities spend their money. must It is not going to be (1) … to change these crime problems. then B. These cost a lot of money but right now cities do not have much extra money. also D. Reading Text Read the following text carefully. these people may sell drugs to other people to make money or they may steal money to get more drugs. The subways are more dangerous. Cities have rich and poor neighbourhoods. To fight crime. There is an even more important cause of crime. What are the causes of the crime in big cities? Task 2 What do the following words refer to in the text? 1. The streets are more dangerous.LAMPIRAN 1: MATERI PEMBELAJARAN A. Crime is a serious problem in big cities and it is getting worse every year. You may not even be safe in your own home. That way is to sell drugs or steal. jobs are hard to find. cars and guns. There may not be a single answer. They only know one way to make a better living for themselves. What is the main idea of the text? 2. Exercises Task 1 1. However. So. Crime studies show that many criminals use and sell drugs. We must (2) … change many of the laws about drugs. easy C. the crime problems will not go away and we will live our life in fear. Another problem is drugs. a city needs police officers. B. there are not enough police officers. Many young people don’t have much hope for a better life. 4 . Many problems seem to make cities so dangerous. these (sentence 5 paragraph 2) 3. cars and guns for cities. One of the problems is money. some of these young people become criminals. What is meant by a serious problem in big cities in the first paragraph? 3. Until (4) …. drugs are very expensive. So. they (sentence 3 paragraph 3) Task 3 Fill in the blanks with appropriate words or expressions: A. In the poor neighbourhoods. they want to have more. After they start taking drugs. it (sentence 1 paragraph 1) 2.

. seperti (1) konsep teks eksposisi. The Expected Answers and Explanation Task 1 1. Teori tentang reading skills 2.. C.t Firstly.Jawaban tersebut hendaknya disertai dengan penjelasan (reasoning). or D that best answers each question or completes each sentence.... then answer the questions about them by choosing A.. 3.. 2. Instrument Directions: Read the following texts. dll. 3. D. 2. Task 3 1. 2... (2) ciri-ciri teks eksposisi... B. Another reason is children can encourage others to attend the local 5 . teks analylital exposition. .C. .. Text 1 (Questions 1 – 6) I think the Canterbury Council should construct more activity centers in most local areas. many children who don’t have much on their minds can attend their local activity centers... It will keep them busy and they can also learn to do lots of different things. . (2) perbedaan antara informasi tersurat dan tersirat.. Teori tentang teks *) Pada bagian ini dikemukakan review teoretis yang terkait dengan keterampilan/topik yang dibahas. (3) konsep dan jenis-jenis reference. 4.. LAMPIRAN 2: ALAT PENILAIAN A. Theoretical Review 1.. There are some reasons for this. ... Task 2 1. Hal utama yang perlu dikemukakan adalah yang menyangkut keterampilan membaca seperti (1) konsep main idea dan cara mengidentifikasi main idea tersebut. . dan (3) elemen dan struktur teks eksposisi. .. *) Pada bagian ini dikemukakan jawaban atas pertanyaan-pertanyaan yang terdapat di bagian B (Exercises). . Hal lain yang barangkali perlu dibahas adalah pengetahuan tentang teks (dalam hal ini. .. sebagai guideline bagi guru untuk membelajarkan siswa. during the school holidays. 3. .

Many people think that solar energy will be the answer to our future energy problems. Finally. have fun. It can be inferred from the text that …. disappointed D. Furthermore. prevent Text 2 (question 6 – 10) Solar energy has many uses. What is the text about? A. describe D. There are only few activity centers in most local areas C. it might stop children from vandalizing properties that don’t belong to them because they can go to the activity centers. 1. These are the main reasons why I think we should have more activity centers. It is less expensive than oil or nuclear energy. and the hot water goes into storage tank. Activity centers tend to make children hang around D. It will be educational and a very good experience for lots of children.. A. Children will not get bored because they can have lots of fun. The reasons for having educational experience 2. The construction of more local activity centers D. People can use the hot water for washing or for heating their houses. The construction of more activity centers is useless 3. it does not cause pollution and it is not as dangerous as nuclear power. In many parts of the world. The sun is an important “new” source of energy. interested C. and enjoy themselves. A way of preventing children from getting bored D. The need for making children busy and have fun C. people are building solar houses with large numbers of windows to collect the heat of the sun. Solar collectors can make hot water from sun light. motivate C. The importance of constructing more activity centers B. They will use photovoltaic cells to make electricity from sun light. encouraged 4. A. explain B. 6 . The rays of the sun heat water in a solar collector. Canterbury Council has constructed many activity centers B. How does the writer feel if more activity centers are constructed in most local areas? A. excited B. The word “this” (sentence 2 paragraph 1) refers to …. Learning how to do certain things 5.. The word “encourage” (sentence 3 paragraph 2) can be best replaced by the word . Keeping children busy and have fun in the holidays C. Canterbury Council’s proposal to construct activity center B. people may use the rays of the sun to make electricity for their homes. A. In the future.activity centers.

......... 9. .. in the areas where people have energy problems B... in places where there is the light of the sun 10. making hot water from sunlight 9. 10.. Materi untuk penilaian harus sesuatu yang baru agar dapat mendorong kreativitas berbahasa siswa. C........... 7 ....... Oil or nuclear energy B. in all parts of the world C... 7....... .. the sun C.......6.. .... Solar Houses C. Water storages B........ ......... Storage problems D..... using hot water for washing D........................ . Answer Key 1......... 8......What problems may solar energy solve? A. the light B.. 2...... in the areas where there is no electricity D............................ ...... 5............... What is called the new source of energy? A....... What is the best title for the text? A.... bukan hafalan.. the oil D... What can a solar collector do? A.. Scoring Rubric .. 4...... Sources of Power D..... ............Where are people building solar houses? A............. the nucleus 8..... ..... ..... *) Teks dan latihan yang telah digunakan untuk materi pembelajaran tidak boleh digunakan untuk penilaian... .... 3... answering our future energy problems B.. Future energy problems C........................ ......... 6............. making electricity from sunlight C.... Energy Problems B....... Solar Energy 7.....

rubrik penilaian tidak hanya berkaitan dengan kriteria penilaian) 8 . Pertanyaan yang perlu dijawab adalah bagaimana. misalnya. Salsa memperoleh nilai 75. dan Vivi memperoleh nilai 68.(Dalam bagian ini dikemukakan kriteria dan prosedur penilaian sehingga diperoleh nilai untuk masing-masing siswa. Dengan demikian. Ridha memperoleh nilai 80.

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