RESEARCH FINDING AND INTERPRETATION A. Research Finding
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
G. Langkah-langkah Pembelajaran dengan Teknik Storyboard
Kegiatan Waktu
Pertemuan Pertama Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
5 Menit
Kegiatan inti Mengamati
4. Guru menampilkan beberapa gambar mengenai beberapa cerita terkenal.
5. Siswa memperhatikan gambar tersebut. Menanyakan
6. Dengan bimbingan dan arahan guru, siswa mempertanyakan perbedaan jenis teks narrative yang ada pada gambar.
Mengeksplorasi
7. Siswa membaca sebuah teks narrative yang diberikan guru. 8. Siswa menuangkan pemahaman mereka terhadap isi bacaan
dalam bentuk storyboard.
80 Menit
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari.
10.Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu.
11.Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
H. Penilaian
- Teknik Penilaian : Tes tulis
Kegiatan Waktu
Pertemuan Kedua Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
4. Guru dan siswa memainkan sebuah game.
10 Menit
Mengomunikasikan
5. Siswa, secara berpasangan, mendiskusikan persamaan dan perbedaan dari storyboard yang telah mereka buat.
Mengasosiasikan
6. Siswa melakukan perbaikan terhadap storyboard yang mereka buat jika terdapat kekeliruan.
7. Siswa mengidentifikasi struktur teks, unsur kebahasaan dari teks narrative yang mereka baca.
8. Guru memberikan feedback.
75 Menit
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari.
10. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu.
11. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
52
Read the text carefully and answer the question!
Batu Bedaung
Once, there lived a widow in a village on Tanimbar Island, Maluku. She had two children; a boy and a girl. They were very mean and spoiled. Their mother took care of them and did all the household chores. The two children treated their mother like a slave.
One day, the two lazy children woke up late. There was no food served on the table. The food was still being cooked on the stove. Their mother was nowhere to be seen. The children got so angry that they smashed the cooking pots on the floor.
Then, they went out looking for their mother. They soon found her scrubbing their dirty clothes on a river stone. They went to her and they started to beat her up viciously. The mother cried piteously and begged for mercy, but the two wicked children didn’t pay attention to her cries. They hit her again and again.
Suddenly, she stopped crying and her body went limp. The children heard her say in low voice. “From now on you are no longer my children. You are the incarnation of the devil himself. I won’t go back to our home. Do whatever you want, I don’t care.”
After she had said this, she dragged herself to a big boulder on the riverbank and said, “Dear big stobe, please open yourself. Let me come inside you. Let me become a white, sweet-smelling jasmine.” Suddenly, the big stone opened up and the woman went inside. Slowly the stone closed over her.
A few days later a small beautiful plant started to grow from under the big stone. It had plenty of leaves and its flowers were white and had sweet smell. The villagers called the big stone Batu Bedaung.
What about the two wicked children? The angry villagers threw them out of the village. The wicked children never heard again.
-Who? Where? When?
What happened with the characters?
Good values of the story?
How did the
characters overcome the problem?
Rumus Penilaian : Jawaban Benar x 25 = Nilai Siswa
Tangerang Selatan, September 2016
Guru Bidang Studi Peneliti
54
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MAN 1 Kota Tangerang Selatan Mata Pelajaran : Bahasa Inggris
Kelas : X IIS 1 (Experimental Class) Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 45 Menit Pertemuan Ke- : 3-4
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin.
2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan.
2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana.
4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard. C. Materi Pembelajaran
1. Pengertian teks naratif:
Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc.
2. Struktur ognasisasi teks naratif:
- An orientation tells about who is in the story, when the story is taking place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences what will happen in the story.
56
- A sequence of events tells about the characters react to the complication.
- A resolution tells about how the characters solve the problem created in the complication.
- A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif:
- The use of past tense - The use of conjunction
- The use of direct and indirect speech - The use of adjective and adverb
- The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif:
A Monkey and Crocodile
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.
Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”
At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.”
The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree.
“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.”
E. Metode / Teknik Pembelajaran
F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD, storyboard.
2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X).
G. Langkah-langkah Pembelajaran dengan Teknik Storyboard
Kegiatan Waktu
Pertemuan Ketiga Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
5 Menit
Kegiatan inti Mengamati
4. Guru menampilkan Power Point Prentation tentang
reading narrative text.
5. Siswa mengamati penjelasan guru. Menanyakan
6. Siswa bertanya tentang materi yang kurang mereka pahami. 7. Guru menanyakan beberapa pertanyaan untuk mengecek
pemahaman siswa. Mengeksplorasi
8. Guru membagi siswa ke dalam enam kelompok.
9. Siswa secara berkelompok membaca sebuah teks narrative
yang diberikan guru secara berkelompok.
10.Siswa menuangkan pemahaman mereka terhadap isi bacaan dalam bentuk storyboard.
80 Menit
Kegiatan Penutup
11.Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari.
12.Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu.
13.Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
58
H. Penilaian
- Teknik penilaian: Tes tulis
Kegiatan Waktu
Pertemuan Keempat Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
4. Guru dan siswa memainkan sebuah game.
10 Menit
Mengomunikasikan
5. Siswa, secara berkelompok, mendiskusikan persamaan dan perbedaan dari storyboard yang telah mereka buat dengan kelompok lain.
6. Perwakilan dari masing-masing kelompok menceritakan kembali isi teks naratif yang telah mereka baca.
Mengasosiasikan
7. Siswa melakukan perbaikan terhadap storyboard yang mereka buat jika terdapat kekeliruan.
8. Siswa mengidentifikasi informasi umum dan rinci terkait teks yang dibaca.
9. Siswa mengisi lembar latihan yang diberikan oleh guru. 10.Guru memberikan feedback.
75 Menit
Kegiatan Penutup
11. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari.
12. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu.
13. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Read the text and answer the following questions. Androcles and the Lion
(Greece)
This story takes place in Rome, where a Greek slave named Androcles escaped from his master and fled into the forest. There he wandered for a long time until he was weary, hungry and hopeless. Just then he heard a lion near him moaning and groaning and at times roaring terribly. Tired as he was, Androcles rose up and rushed away, as he thought, from the lion; but as he made his way through the bushes he stumbled over the root of a tree and fell down. When he tried to get up, there he saw the lion coming towards him, limping on three feet and holding his forepaw in front of him.
Poor Androcles was hopeless; he had no strength to rise and run away, and there was the lion coming upon him. But when the great beast came up to him instead of attacking him it kept on moaning and groaning and looking at Androcles, who saw that the lion was holding out his right paw, which was covered with blood and much swollen. Looking more closely at it Androcles saw a big thorn pressed into the paw, which was the cause of all the lion’s trouble. Plucking up courage he held the thorn and drew it out of the lion’s paw, who roared with pain when the thorn came out, but soon after finding such relief from it that he fawned upon Androcles and showed, in every way that he knew, to whom he owed the relief. Instead of eating him up he brought him a young deer that he had killed, and Androcles managed to make a meal from it. For some time the lion continued to bring the game he had killed to Androcles, who became quite fond of the huge beast.
But one day a number of soldiers came marching through the forest and found Androcles. As he could not explain what he was doing, they took him prisoner and brought him back to the town from which he had fled. Here his master soon found him and brought him before the authorities. Soon Androcles was sentenced to death for fleeing from his master. Now it used to be the custom to throw murderers and other criminals to the lions in a huge circus, so that while the criminals were punished the public could enjoy the scene of a fight between them and the wild beasts.
So Androcles was sentenced to be thrown to the lions, and on the appointed day he was led forth into the Arena and left there alone with only a spear to protect him from the lion. The Emperor was in the royal box that day and gave the signal for the lion to come out and attack Androcles. But when it came out of its cage and got near Androcles, what do you think it did? Instead of jumping into him it fawned on him and stroked him with its paw, it made no attempt to do him any harm.
60
It was of course the lion which Androcles had met in the forest. The Emperor, surprised at seeing such a strange behavior in so cruel a beast, called Androcles to him and asked him how the lion lost all its cruelty. So Androcles told the Emperor all that had happened to him and how the lion was showing its gratitude for his having relieved it of the thorn. The Emperor pardoned Androcles and ordered his master to set him free, while the lion was taken back into the forest and let loose to enjoy liberty once more.
1) Who is Androcles?
2) How did he feel when he heard the lion’ roar? 3) Why did the lion limp?
4) What did Androcles do to the lion?
5) What did the lion do in return to Androcles’ help?
6) What happened to Androcles after he was caught by the soldiers? 7) In the arena, what did the lion do to Androcles?
8) What did the emperor do seeing the lion’s behavior? 9) How did the story end?
10) What is the lesson we can learn from the story? Rumus Penilaian: Jawaban benar x 10
Tangerang Selatan, September 2016
Guru Bidang Studi Peneliti
(RPP)
Sekolah : MAN 1 Kota Tangerang Selatan Mata Pelajaran : Bahasa Inggris
Kelas : X IIS 1 (Experimental Class) Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 45 Menit Pertemuan Ke- : 5-6
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
62
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin.
2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan.
2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana.
4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard. C. Materi Pembelajaran
1. Pengertian teks naratif:
Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc.
2. Struktur ognasisasi teks naratif:
- An orientation tells about who is in the story, when the story is taking place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences what will happen in the story.
complication.
- A resolution tells about how the characters solve the problem created in the complication.
- A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif:
- The use of past tense - The use of conjunction
- The use of direct and indirect speech - The use of adjective and adverb
- The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif:
A Rabbit’s Revenge
Long, long ago a rabbit and lion were neighbors. The lion was very proud, and was fond of boasting about his strength. And thought they were such close neighbors, the lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could stand it no longer and wanted to get her own back.
One day she went to the lion and said,” Good day, respected elder brother. Image it, I met an animal over there who looked exactly like you, and he said to me, „Is there anyone in the world who dares stand up to me? If there is, let me come and have a duel with me. If there is no one, all of you have to submit to my rule and be my servants!” “Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can’t even light on anymore!” added the rabbit.
“Oho,” the lion said. “Didn’t you mention me to him?”
“Yes, indeed, “the rabbit replied. “But it would have been better if I hadn’t. When I described how strong you were, he just sneered and said dreadfully rude things. He even went so far as to say that he wouldn’t take you for his attendant!”
The lion flew into a rage and roared, “Where is he? Where is he?”
Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well from a distance, and said,”He is down there, in the well.”
The lion hastened to the well and glared angrily into it. Yes there was his
