CONCLUSION AND SUGGESTION
VIII. Proses Belajar Mengajar: Pendahuluan (± 15 menit)
5. Guru menjelaskan pengertian, fungsi dan pengaplikasian Students Team Achievement Technique
15 Menit 15 Menit 15 Menit 5 Menit 10 Menit Penutup (±15 menit) Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah didiskusikan dengan meminta siswa untuk mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar generic struktur, fungsi komunikasi serta ciri kebahasaan teks discussion sebelum guru mengakhiri kegiatan pembelajaran.
3. Guru memberikan tindak lanjut berupa tugas rumah (PR), dan menutup kegiatan belajar mengajar dengan membaca doa.
5 Menit
5 Menit
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.
c. Ketepatan dalam menentukan ide pokok dan informasi tertentu dari sebuah teks discussion.
d. Jumlah jawaban benar dikalikan 5. e. Nilai maksimal = 100.
Jakarta, 7 Oktober 2014
Researcher
Iin Afriyanti Umar
(The 2 Meeting of Cycle 1 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
Melatih siswa membaca teks discussion. 3. Psikomotor
3.1. Menentukan ide utama dan informasi rinci dari sebuah teks discussion. 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
Do We Still Need Zoos?
Zoos were originally set up so that people could see and learn about wild animals from distant lands. As more and more people became city-dwellers, never seeing animals in the wild, zoos began to house local creatures too. However, in today’s world, are zoos really necessary?
Since people can now see any sort of wild animal in its natural habitat, simply by tuning into a TV programme or buying a video, some animal rights activists claim that zoos are out of date. They argue that it is cruel to capture animals, transport them long distances, and then keep them caged up simply for the entertainment of human beings. Captive animals often develop ‘zoochosis’ – abnormal behaviour like rocking or swaying – which indicates they are bored and unhappy in their prison-like conditions.
On the other hand, there is a huge difference between watching an animal on screen and seeing it in real life. It could be argued that visiting a zoo is educational, often increasing
people’s concern for wildlife and conservation, which is of great importance in today's
developing – and often overdeveloped – world. Indeed, sometimes the only way to save an endangered species may be to arrange for it to be breed in captivity. Behind the scenes, zoos also provide scientists with opportunities to research into animal behaviour: modern zoos can therefore be much better planned than old-fashioned ones, providing animals with carefully designed enclosures appropriate to their needs.
It seems then, that there are still arguments for retaining zoos. These should, however, be carefully planned with the animals’ welfare in mind: in the modern world, there is no excuse for keeping animals in cramped or cruel conditions.
Text 2
Recycling –It’s not easy being green.
Reduce, reuse, and recycle. Every day we are told that we need to take more care of our
environment. But it’s not that easy being green
Over the past few years, local councils have tried to make it easier for people to be green. They provide different coloured bins so residents know where to put their rubbish. Added to these coloured bins are pictures on the bins showing what is allowed and what is not.
participate in the annual ‘Clean Up Australia Day’. This was started by a famous Australia,
Ian Kiernan. He aims to make people more aware of the need to look after our country and its unique landscape. It certainly is inspiring to see so many people collecting rubbish from their local areas and the best bit is that most of it is recycled. Surely that many people can’t
be wrong!
But on the other hand, some people find the idea of recycling takes too much of their
time. They can’t be bothered to sort their rubbish, and would rather just send it all to our
ever growing tips and dumps. They don’t stop to think about what will happen 10, 20 or 30
years down the track when these places are full. Other narrow minded people believe that
one person can’t make a difference. Well they’re wrong. Every item that is recycled is a
bonus for our environment as we learn to use our resources in a more efficient way so that they last for years to come.
Recycling is not that hard when you think about it. Almost everything we use can be recycled, from paper to glass to plastic. It makes sense to do everything we can to help protect our environment for the future. Green is the very best colour of all!
VI. Metode pembelajaran
Students Team Achievement Division (STAD) Technique VII. Alat Laptop Power Point Hand-Out Textbook
Kegiatan Waktu 1. Mengkondisikan kelas, kemudian mengawali pertemuan
dengan membaca doa, menanyakan keadaan siswa dan mengecek daftar hadir siswa.
2. Memberikan brainstorming dengan melakukan Tanya jawab mengenai berbagai hal terkait dengan discussion text.
3. Mereview tentang Student Team Achievement division Technique
5 Menit
5 Menit
5 Menit
Kegiatan inti (± 60 Menit)
Kegiatan Waktu
1. Guru membagi siswa menjadi 3 kelompok dan masing2 kelompok membuat team table.
2. Masing-masing kelompok diberikan dua text discussion dan diminta untuk memahami kedua teks tersebut. 3. Siswa diminta untuk mencari kata-kata sulit yang
terdapat dalam teks dan menerjamahkannya.
4. Siswa diminta untuk mengklasifikasikan schematic structure dari teks tersebut.
5. Masing-masing kelompok membuat 5 soal yang berhubungan dengan teks discussion yang diberikan. 6. Masing-masing ketua kelompok wajib memastikan
bahwa anggota kelompoknya sudah memahami kedua teks tersebut.
7. Masing-masing kelompok diberikan kebebasan untuk memberikan pertanyaan yang telah dibuat kepada anggota kelompok lain.
5 Menit 15 Menit 5 Menit 5 Menit 10 Menit 5 menit 10 Menit
Penutup (±15 menit)
Kegiatan Waktu
1. Guru memberikan review mengenai topic yang telah didiskusikan dengan meminta siswa untuk mengemukakan pendapat mereka.
2. Guru memberikan siswa waktu untuk bertanya seputar generic struktur, fungsi komunikasi serta ciri kebahasaan teks discussion sebelum guru mengakhiri kegiatan pembelajaran.
3. Guru memberikan tindak lanjut berupa tugas rumah (PR), dan menutup kegiatan belajar mengajar dengan membaca doa.
5 Menit
5 Menit
5 Menit