Friday, May 31, 2013

RPP Micro Teaching (2)

Rencana Pelaksanaan Pembelajaran
                                      
Nama Sekolah             : SMA Negeri 3 Langsa
Kelas/Semester            : X/1
Nama Pelajaran           : Bahasa Inggris
Skill/Fokus                  : Writing
Alokasi Waktu            : 15 menit

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

II.                Kompetensi Dasar
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: Passive sentence

III.             Tujuan Pembelajaran
1.      Kognitif
Produk      : Siswa mampu menyusun dan menulis kalimat berbentuk Passive    
                     sentence
Proses        : Siswa dapat memahami cara menulis kalimat berebentuk Passive  
                     sentence

2. Psikomotor
1.      Menulis kalimat berbentuk Passive sentence dengan benar
2.      Mengubah bentuk Active sentence menjadi Passive sentence atau sebaliknya

3.   Afektif (Karakter sosial dan individu)
      Karakter
1.      Ikut serta dalam semua aktifitas pembelajran selama proses pelajaran
2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap
1.      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered
2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas
3.      Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong
4.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa
5.      Berpendapat secara baik dalam diskusi




IV.             Indikator
1.      Kognitif
      Produk      : Siswa mampu memahami cara merubah Active sentence menjadi
                           Passive sentence atau sebaliknya
Proses        : Siswa mampu memahami tenses apa saja yang dapat diubah ke               
                    dalam bentuk  Passive sentence

1.      Psikomotor
1.      Menulis kalimat  Passive sentence dengan benar
2.      Mengubah Active sentence menjadi Passive sentence atau sebaliknya

      3.   Afektif (Karakter sosial dan individu)
                  Karakter
1.      Ikut serta dalam semua aktifitas pembelajaran selama proses pelajaran
2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap
1.      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered
2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas
3.      Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong
4.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa
5.      Berpendapat secara baik dalam diskusi

V.                Mode of Learning
Method           : Cooperative Learning
Technique        : Student Teams Achievement Division (STAD)

VI.             Learning Material
To change active sentences into passive sentences we follow this pattern:
 





See the changes in this table:

TENSES
ACTIVE
PASSIVE
Simple Present
He writes a letter.
S + V1 + O
A letter is written.
S + to be + V3
Simple Past
He wrote a letter.
S + V2 + O
A letter was written.
S + to be (past) + V3
Present Perfect
He has written a letter.
S + has + V3 + O
A letter has been written.
S + has + been + V3
Past Perfect
He had written a letter.
S + had + V3 + O
A letter had been written.
S + had + been + V3
Present Future
He will write a letter.
S + will + V1 + O
A letter will be written.
S + will + be + V3



VII.          Media
·         Flag of paper which contain active sentences

VIII.       Teaching-Learning Activities

Activity Number
Description
Time Allocation

Kegiatan Awal

1.






2.



3.
Guru menanyakan beberapa pertanyaan. Kemudian meminta siswa untuk menuliskan jawabannya di papan tulis.
1.      What do you say in English “menulis”?
2.      What do you say in English “membuka”?
3.      What do you say in Eng;ish “berjalan”?

Guru menyuruh beberapa siswa maju ke depan untuk membuat kalimat dengan menggunakan kata: write, open, dan walk.

Guru bertanya kepada siswa mengenai kalimat-kalimat yang mereka tulis di papan tulis:
1.      Do you know what sentence is this?







3  menit

Kegiatan Inti

1.


2.



3.


4.





5.
Guru menjelaskan pola atau cara mengubah Active sentence menjadi Passive sentence.

Guru bersama-sama siswa mengubah Active sentence yang di tulis siswa di papan tulis menjadi Passive sentence.

Guru menjelaskan tenses apa saja yang dapat diubah menjadi Passive sentence.

Guru membagi siswa menjadi 3 kelompok. Kemudian perwakilan masing-masing kelompok disuruh maju ke depan untuk mengambil sebuah bendera yang berisi 2 Active sentenece. Setelah itu siswa diminta untuk mengubah kalimat tersebut menjadi Passive sentence.

Perwakilan masing-masing kelompok diminta maju ke depan untuk menuliskan jawabannya. Kemudian guru bersam-sama siswa mengoreksi jawaban-jawaban tersebut.










10 menit

Kegiatan Akhir

1.



2.
Guru menjelaskan kembali bagaimana cara mengubah Active sentence menjadi  Passive sentence.


Guru memberikan siswa PR untuk mengubah kata yang ada di dalam kurung menjadi bentuk passive.(see: Buku teks Bahasa Inggris, Look Ahead an English Course for Senior High School Students Year X (hal 191, bagian A)


2 menit



IX.             Sumber Pembelajaran

·         Buku teks Bahasa Inggris, Look Ahead an English Course for Senior High School Students Year X (hal 190-191)


EVALUATION
·         Change the sentences below, Active sentences – Passive sentences or Passive sentences– Active sentences! Be careful with the tenses!

1.      Joan has released a new album.
2.      The window is closed by me.
3.      Alex had borrowed my book.
4.      A comic is read by her.
5.      Sarah will invite her ex-boy to her wedding party.
6.      A car was bought by him.

I.                   Assessment

No
Nama Siswa
Language Skill and Component
Content
Organization
Vocabulary
Language Use
Mechanics
1






2






3






4






5







Rubrik penilaian Writing

Criteria
Rating Score
Remarks
Content
27-30




22-26



17-21



13-16
Excellent to very good
It is for the students with some knowledge of the subject matter adequate of range development. Mostly relevant to topic sentence, but lack the detail

Good to average
It is for student with knowledge of the subject and adequate of range development omitted, but lack the detail

Fair to poor
It is for student with limited knowledge of the subject, little substantive, inadequate development of subject

Very poor
It is for student who do not show knowledge of the subject, non substantive, not pertinent or not enough to evaluate
Organization
18-20




14-17


10-13


7-9
Excellent to very good
Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion


Good to average
Somewhat choppy-loosely organized but main ideas stand out

Non-influent ideas
Confused or disconnected, lack logical sequencing and development
Very poor
Doesn’t communicate, no organization or not enough to evaluate
Vocabulary
18-20



14-17


10-13



7-9
Excellent to very good
Student with sophisticated range effectively word from, the imitative appropriate register

Good to average
Adequate range-occasional errors, meaning not obscured

Fair to poor
Limited range, frequent errors of word or idiom, usage, meaning confused or obscured

Very poor
Lack of essential translation, little knowledge of English
Language use
22-25




18-21



11-17





5-10
Excellent to very good
Effective complex construction-few errors arrangement, tenses, number, words order/function, articles, pronouns, preposition

Good to average
Some effective complex construction, frequent errors on the use of the sentence elements

Fair to poor
Major problem in simple complex construction, tense, word order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections=meaning confused and obscured

Very poor
Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate


Mechanics
5



4





3



2
Excellent to very good
Demonstrates mastery of punctuation, few error in capitalization and hard writing

Good to average
Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured



Fair to poor
Frequent errors of punctuation, capitalization writing sentence, poor hand-writing-meaning confused or obscured

Very poor
No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate













                                                                                                             Langsa, 03 Mei 2012




Mengetahui,                                                                                       

Guru Pamong  SMA Negri 3 Langsa                                                   Guru PPL Bahasa Inggris




       (  ______________ )                                                                          ( Armayani Idrus )

RPP Micro Teaching (1)

Rencana Pelaksanaan Pembelajaran
                                      
Nama Sekolah             : SMA Negeri 3 Langsa
Kelas/Semester            : X/1
Nama Pelajaran           : Bahasa Inggris
Skill/Fokus                  : Menulis
Alokasi Waktu            : 15 menit

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

II.                Kompetensi Dasar
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure

III.             Tujuan Pembelajaran
1.      Kognitif
Produk      : Siswa mampu menyusun dan menulis teks berbentuk recount
Proses        : Siswa dapat memahami cara menulis teks berebentuk recount

2. Psikomotor
1.      Menulis teks berbentuk recount dengan benar
2.      Menyusun kalimat-kalimat acak menjadi sebuah paragraph dalam teks berbentuk recount

3.   Afektif (Karakter sosial dan individu)
      Karakter
1.      Ikut serta dalam semua aktifitas pembelajran selama proses pelajaran
2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap
1.      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered
2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas
3.      Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong
4.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa
5.      Berpendapat secara baik dalam diskusi

IV.             Indikator
1.      Kognitif
     Produk       : Siswa mampu memahami menulis teks recount
Proses        : Siswa mampu memahami langkah-langkah menulis teks recount

1.      Psikomotor
1.      Menulis teks recount dengan benar
2.      Menyusun kalimat-kalimat acak menjadi sebuah paragraph berbentuk recount

      3.   Afektif (Karakter sosial dan individu)
                  Karakter
1.      Ikut serta dalam semua aktifitas pembelajaran selama proses pelajaran
2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap
1.      Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered
2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas
3.      Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong
4.      Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa
5.      Berpendapat secara baik dalam diskusi

V.                Mode of Learning
Method           : Cooperative Learning
Technique        : Student Teams-Achievement Division (STAD)

VI.             Learning Material
·         Teks bentuk recount (recount text)

             March, 28th 2008
          08.00 p.m.
This morning Andika called me. I was surprised. I
wondered from whom he got my cell phone number.
Confuse. Happy. Speechless. My heart beat faster when I
heard his voice.
Lovely
Luna

                                       RA Kartini

         Every April 21, people in Indonesia commemorate the Kartini day. It is a beautiful day for the woman because we celebrate the birth of great lady, RA. Kartini. Everyone knows who kartini is. She is our national heroine and a great lady with the bright idea.
         Kartini was born in 1879, April 21 in Mayong Jepara. Her father was RMAA. Sosroningrat, Wedana (assistant of head of regency) in Mayong. Her mother, MA Ngasirah was a girl from Teluk Awur village in Jepara. As the daughter of a noble family, she felt luck because she got more than the ordinary people got. She got better education than other children. She did anything she wants although it was forbidden. (ORIENTATION)

          In November 12, 1903, she married Adipati Djoyodiningrat, the head of Rembang regency. According to Javanese tradition Kartini had to follow her husband. Then she moved to Rembang. In September 13, 1904 she gave a birth to her son. His name was Singgih. But after giving birth to a son, her condition was getting worse and she finally passed away on September 17, 1904 on her 25 years old. (EVENTS)

          Now Kartini has gone. But her spirit and dream will always be in our heart. Nowadays Indonesian women progress is influenced by Kartini's spirit stated on collection of letter "Habis gelap terbitlah terang" from the dusk to the dawn. (REORIENTATION)


VII.          Media
·         Gambar

VIII.       Teaching-Learning Activities
Activity Number
Description
Time Allocation

Kegiatan Awal


1.
1.      Guru menunjukkan buku diary kepada siswa.
2.      Guru bertanya:
-          Do you know what this is?
-          Do you have a diary book?
-          What do you write on it?


3 menit


Kegiatan Inti

1.
Guru memberikan dan menjelaskan contoh teks berbentuk recount (RA Kartini)
3 menit

2.
Siswa dibagi menjadi beberapa kelompok. Kemudian guru memberikan gambar berurut beserta kalimat-kalimat untuk disusun sesuai urutan gambar tersebut.

4 menit

     3.
Kelompok mempresentasikan hasil kerja kelompoknya.
3 menit

Kegiatan Akhir

1.
Guru memberikan PR kepada siswa untuk menuliskan sebuah kejadian unik yang pernah mereka alami.
2 menit


IX.             Sumber Pembelajaran
·         Buku teks Bahasa Inggris, Developing English Competencies (hal 18-23)


Evaluation
·         Arrange the sentences below based on the pictures!

a.            It was an interesting film about a plane which crashed on a small empty island in the Pacific Ocean.
b.           After a few weeks, the passengers were eating raw meat.
c.            So the passengers had to learn how to hunt for food in the jungle to eat.
d.           The film ended without saying whether the passengers were rescued or not. But my sister and I enjoyed the film.
e.            My sister and I went to see a film last night. It was an American movie called The Lost Flight.
f.            After they had been on the island for two months, three of the men made a boat and sailed away to find help.
g.           Although the passengers were safe, nobody knew where the plane had crashed.
h.           But their boat sank and they were drowned.

 

X.                Assessment

No
Nama Siswa
Language Skill and Component
Content
Organization
Vocabulary
Language Use
Mechanics
1






2






3






4






5







Rubrik penilaian Writing

Criteria
Rating Score
Remarks
Content
27-30




22-26



17-21



13-16
Excellent to very good
It is for the students with some knowledge of the subject matter adequate of range development. Mostly relevant to topic sentence, but lack the detail

Good to average
It is for student with knowledge of the subject and adequate of range development omitted, but lack the detail

Fair to poor
It is for student with limited knowledge of the subject, little substantive, inadequate development of subject

Very poor
It is for student who do not show knowledge of the subject, non substantive, not pertinent or not enough to evaluate
Organization
18-20




14-17


10-13


7-9
Excellent to very good
Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion


Good to average
Somewhat choppy-loosely organized but main ideas stand out

Non-influent ideas
Confused or disconnected, lack logical sequencing and development
Very poor
Doesn’t communicate, no organization or not enough to evaluate
Vocabulary
18-20



14-17


10-13



7-9
Excellent to very good
Student with sophisticated range effectively word from, the imitative appropriate register

Good to average
Adequate range-occasional errors, meaning not obscured

Fair to poor
Limited range, frequent errors of word or idiom, usage, meaning confused or obscured

Very poor
Lack of essential translation, little knowledge of English
Language use
22-25




18-21



11-17





5-10
Excellent to very good
Effective complex construction-few errors arrangement, tenses, number, words order/function, articles, pronouns, preposition

Good to average
Some effective complex construction, frequent errors on the use of the sentence elements

Fair to poor
Major problem in simple complex construction, tense, word order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections=meaning confused and obscured

Very poor
Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate

Mechanics
5



4



3



2
Excellent to very good
Demonstrates mastery of punctuation, few error in capitalization and hard writing

Good to average
Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured

Fair to poor
Frequent errors of punctuation, capitalization writing sentence, poor hand-writing-meaning confused or obscured

Very poor
No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate





                                                                                                             Langsa, 01 Maret 2012




Mengetahui,                                                                                       

Guru Pamong  SMA Negri 3 Langsa                                                   Guru PPL Bahasa Inggris




       (  ______________ )                                                                          ( Armayani Idrus )