CONCLUSION AND SUGGESTION
VIII. Proses Belajar Mengajar: Pendahuluan (± 10 Menit)
2. Guru menjelaskan kembali tentang fungsi dan tugas kerja dalam sebuah team dalam Students Team
Achievement Division Technique, kemudian menjelaskan penggunaan time keeper pada saat siswa diskusi dalam team.
3. Siswa kembali membuat team table dan membahas worksheet yang diberikan guru.
4. Siswa diberikan kesempatan untuk mencari arti dari
10 Menit
5 Menit
10 Menit
5. Siswa menjawab pertanyaan yang terdapat dalam teks bersama team mereka.
6. Masing-masing ketua team wajib memastikan semua teamnya memahami isi teks dan mengetahui betul alasan jawaban yang dipilih.
7. Secara acak guru menanyakan kepada masing-masing siswa tentang jawaban dari pertanyaan yang terdapat di teks serta bertanya alasan memilih jawaban tersebut dan cara mencari jawaban yang benar.
10 Menit
5 Menit
20 Menit
Penutup (± 10 menit)
Kegiatan Waktu
1. Guru memberikan konfirmasi atas hasil diskusi team mereka
2. Guru menutup kegiatan belajar mengajar dengan membaca doa.
5 Menit
5 Menit
IX. Sumber Belajar
Slide presentasi terkait dengan materi pembelajaran (buatan guru)
Lembar Kerja Siswa
Buku teks (Ahmad Doddy, dkk. Developing English Competencies) for SMA/MA, Departemen Pendidikan Nasional 2009 Jakarta.
X. Penilaian
a. Teknik : Objective test
b. Bentuk : Pertanyaan tulisan terkait pemahaman sebuah teks discussion.
XI. Pedoman Penilaian
a. Hasil kerja siswa dilihat dari ketepatan dalam menjawab soal. b. Ketepatan dalam mengklasifikasikan generic struktur sebuah teks.
d. Jumlah jawaban benar dikalikan 5. e. Nilai maksimal = 100
Jakarta, 21 Oktober 2014
Researcher
(2 Meeting of Cycle 2 CAR) Nama Sekolah : SMA Fatahillah
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ Ganjil
Aspek/skill : Membaca
Tema/topic : Discussion Text
Alokasi Waktu : 2 X 45 Menit
I. Standar Kompetensi Membaca
1. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
II. Kompetensi Dasar
1. Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: discussion.
2. Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
III. Indikator
1. Kognitif
1.1 Mengidentifikasi makna dan fungsi komunikasi dalam teks discussion. 1.2. Mencirikan generik struktur dari sebuah teks discussion
2. Afektif
3.2. Menemukan informasi tertentu dari sebuah text discussion.
IV. Tujuan Pengajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami makna dan funsi komunikasi yang terkandung dalan sebuah teks discussion
2. Menentukan dan membedakan jenis teks.
3. Menjelaskan generic struktur sebuah teks discussion. 4. Membaca teks discussion.
5. Menentukan ide utama informasi rinci dari sebuah teks discussion. 6. Menemukan informasi tertentu dari sebuah text discussion.
V. Materi Pembelajaran
Discussion text is a text that gives the for and against, the positive and negative, or the good points and the bad points towards a topic discussed.
The purpose of a discussion text is to present to the audience different opinions on a topic and, at the end, your opinion. It can be understood that discussion text is a type of text that presents both side of the case including the positive or negative statement. In addition, the generic structures of discussion text are:
Introduction
Argument For
Argument Against
Conclusion/Recommendation
Read the following text and answer the questions below. Text 1
Read the following text to answer question 1 to 5
Male chauvinism (men's believe in male superiority) extends even into the area of automobile driving, it seems. They believe that they are far better drivers than women. Men consider women drivers incompetent, inattentive and even dangerous behind the wheel.
However, statistics prove that women are, in fact, safer drivers than men. For example, insurance rates for women are 20 percent than they are for men. Another proof is
The reason for women driver's safer habits can perhaps be found in the differing attitudes of sexes toward automobiles as a convenience, like a washing machine.
On the other hand, men regard the automobile as an extension of their egos. Using it as a weapon when they feel particularly aggressive or using it as a status symbol.
In all, women are safer drivers because of their attitude. Men can learn to become safe drivers if they adopt the attitude that an automobile is merely a convenience.
1. The text is about ….
A. Road accidents
B. Women attitude towards automobile C. Male superiority in automobile driving
D. A comparison between men and women drivers E. Statistics about the number of road accidents
2. In term of car accidents, the statistics proves that car accidents caused by ….
A. men are higher than those of women B. men are lower than that of women C. men are as high as that of women D. women are equal to that of men E. women are the same as that of men
3. Which of the following the writer doesn’t agree with about men drivers?
A. They are safe and careful drivers. B. They cause more accidents than women.
C. They consider themselves to be competent drivers. D. They feel that using a car shows status of symbol. E. They regard automobiles as an extension of their egos.
4. We can understand from the text that ….
A. men always criticize women for their bad driving attitude B. women show their egos by aggressive driving
C. the statistic shows women drive the car carelessly D. young women drivers get many accidents
E. men underestimate women
5. “Men consider women drivers incompetent, inattentive, and even dangerous behind the wheel. (Paragraph 1)
The underlined word means ….
A. Intent B. Furious C. Watchful D. Careless E. Indiscipline
VII. Alat
Laptop
Power Point
Hand-Out
Textbook
VIII. Proses Belajar Mengajar: Pendahuluan (± 10 Menit)
Kegiatan Waktu
1. Mengkondisikan kelas, kemudian mengawali pertemuan dengan membaca doa, menanyakan keadaan siswa dan mengecek daftar hadir siswa.
2. Siswa kembali membuat team table dan mereview