KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaanya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya, terkait fenomena dan kejadian tampak mata. KI 4 :Mencoba mengolah dan menyaji dalam ranah konkret
(menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
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ana ur ¡impl p tn ¢ £¤ontinuou ¥¦§§ ¨©ª« ¦¨¬¦§ ¦®¨®¯®¨© ª°±¬²¨³ ª´±µ¯ ¶ ±¨³ ¦· ¦·¦ª®¯ ¶ ±¨¦²©¸ ¹£ ºr»¼ tim ½¦´ ² ¦·®ª½¨§ª´ ²« µ¶²¬¨µ¶¾µ¶®ª½¨ª¶¬ µ°·ª ±µ¨¯« «¦®¯ ª²¦§½¨¦² ©¸ ¿À Á¤hin Âth¼£¢£Á¤hniqu à ©¯¦¶²¯¥¯ ©ª· µª ©¬ į· ¦©² ¦®· ¦ª®¯ ¶ ±²¬¯ ¶Å¯¶ ±ª ©²¯Æ¯²½ ÇÀ £i¢£ ÈninÉ sour¤s £i ʵ³¦· µ¯ ¶² ʯ©²°· ¦´ Ë µ·Å´ ¬ ¦¦² ´ ÈninÉ ¤ sour Ì µ¶² ¦Í² °ª§ Φª©¬¯¶± ª ¶® Ϧª·¶¯ ¶ ± Ъ¬ ª´ª Ѷ±±·¯´ Ò Ã ¦Åµ§ª¬ ¾¦¶¦¶±ª¬ ʦ·² ª«ªÓ ¾ª®·ªsª¬Î´ ª¶ªw¯ª¬y Ô¦§ª´Õ ÑÑÑ JµÅµÊ·¯½ª¶ ª, [et. al.]. --Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.
ÖÀ ¡tps ¼Á¤hin£n Ènin×r¼¤ss ÁhÇirst Âtin
ÀØpninÙÚÛÜinutsÝ
1) The teacher greets the students.
2) The teacher checks the students attendance list.
3) The teacher prepares the learners psychologically and physically to follow the teaching and learning process by asking the learners toclear up the class and spruce up.
4) The teacher presents the scope of the material and the activities according to the lesson plan.
á âãhä måænåçitytivèéê minutäsë ìáíärvinîèïðinutäsë
Þ) ñorks in groups, students òóôõrve the piöture (÷ ø öù Þ) túût is relûted to the teü ýù þuästionin î èÿ ê ðinut äsë ã räi çtin î Þ) tudents ûre givenû õôýø ò õûýõýòýúõ øöýõù ) ñorking in group, stuts fodenrmulûte õ ôýøò ô õ ûýõ ýò ýúõ ø öýõ ôø
ýúõõ ôýø ò ò ô(whatûndwhere) givenó thye teû öher. ) úõ representûtive of eû öh g wropurites down the õ ôýøò ô ò ýú õ
ú øýõ óòûù
à) tudents ûnd teû öher, toer, seleethgöt the ûppropriûte õôýø ò ô ýò óõ û ôõõù
lläço tinîååå präíäîntinèÿ ê minutäsë ã räiçtinî
Þ) ñorking in gp, stuurodents ûnswer the õ ôýøò ô ýúûý ò òõ ýúõ ÷ ø öù Þû ôýúõõ øöýøò ôù
) úõ representûtive of eûöh g ppuroresents the prediötions in front of th e other groups. ìáíärvinîèïðinutäsë Þ) ñorking in group, st udents òóôõrve the seöond piöture (÷ ø öù) túût is rel ûted to the teüýù ) tudents òóôõrve the õôýø ò ôýúûý ò òõýúõôõ öò øöýõù ) úõ teû öher guides the stuts inend understûnding the õ ôýøò ôù þuästionin î ån èïðinut äsë ã räiçtinî à)tudents ûre g leenivûdingõôýø ò ôõ ûýõýòýúõ øöýõù ) ñorking in group, stuts endûnswer the õ ôýøò ôø ýúõ öýøøýÞû ôýú õ õ ø öýøò ôù( -mûkin pgrediötions)
) ! "# represent$tive of e$%h gp puroresents the p%reditions of &%tivity ' ()*+ (,+ ),"#+,"#*-*+ . /0 1 2oll34tin56 7879:minut3s; <=>? @=376in58h3 t3xt inA35B3nt C) ! "# t#$%"#r D'str'E.,#s t" #)'rst st+ //'(-/+' (,%$rD)+*#$ % "-r+ ./1 F) &0, .D #(,*#$D0,"#)' * 0,0, + //' (-/+'(,+ ),"#,#G,1 ?A AH4i 78in59IJinmut3s; <=> ?@2onKiirm n57L6M3Kiryin58h3 pr36i4tions N) Oorking in gup, sturots end%onfirm their predi%tions.
) Ptudents %$n m$ke %orre%tion if it is ne%e0 0$ry.
) O inorking group, stuts ddeno the &%tivityQ &%, 'R' ,S T U"'% " $*# /*#D'%, ' (- $(D %+ ( )' *V' (- /*#D'%, '+ (0 $%,'R', '#0W ,"# 0$V# $0 ,"# /*#R' + .00,#/0 1
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) ! "# students $re given$n inD.$diiv l homework (&%tivity). Q) ! "# te$%her gives rew$s fordr the stuts wdenith the higher 0%ore in the
p re -test.
Z) ! "# te$%her $nd le$rners, toer,geth summ$riz# ,"# V$,#*'$[ ,"$, "$D E ##([#$*(#D' (,"' 0V##,' (-1
T) ! "# te$%her $sk le$rners to help them doing refle%tion of their te$%hing $nd le$rning pro%ess.
) ! "# te$ %her eG /[$' (0$E+ .,,"#(#G,,#$%"'(-$(D[#$*('(-/[$(1 >h3\34on6]33tin5
7X ^p3nin59Y JBinut3s; ) ! "# te$ %her greets the students.
Q) ! "# te$ %her $sks the students toE #in thge %l$ss with p$rer.y Z) ! "# te$ %her %%ehks the students $tte(D$(%e list.
T) ! "# te$ %her pre/$res the le$rners psy%i%$hgloo lly$nd phsi%$y lly to fo llo w the te$%hing $nd le$rning p+%r ess Ey$g thinske le$rners to%le$r u p the %$lss $nd spru%e up. ) ! "# te$ %her re%$lls the previous m$teri$l.
a) btudents work in the cde gmroupds the piourevs detivity. f g hhi mjknjlitytivmnominutisp
qfrirvinsmtuinutisp
_) vorking in g roup, stuts dendowetivityxydt t zs eyd{|z{ | c}~ w}s z{yc{}~z{}y zr dst }~
) dey rrc {dtz} ty |} cr wrzts } { tyd{cr } wez zx }{y wy zt}dr
) v } z{| z { | } c {c }c y |z{ ze ( ze ) tydt is rel
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) vorking in groups, stuts foendrmuldte d c z}{ yd zc d } y zecz{|y c z }{
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y } guided by the teacher.
5) The representative of each group writes down the questions on the white board.
6) Students are also given three questions related to the picture.
7) Students and teacher, together, select the appropriate questions that can help them to make predictions of the text.
8) Working in group, students answer the questions in the Activity 8 as the predictions.
9) The representative of each group presents the predictions in front of the other groups.
olliltinsjjmoinimutsp
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10) The teacher distributes the first stopping point cards for each group. 11) A student reads the first stopping point of the text.
12) The teacher reads the stopping point of the text again. r r lijinsj¡riristinnmtuinutisp h on¢irmin s j¡£iri¢yin s hi priiltions
13) Working in group, students confirm their predictions. 14) Students can make correction if it is necessary.
§¨ © ªrvin«¬®inutªs¯ ¤°) ±tudents ²³´ µrve the pi¶re (tu· ¸¶ ¹º) » ¼»in t½»t is rel»ted to the te¾ ¿ ¹ ¤À) ±tudents ²³´ µrve the Áµ´¿¸ ²Ã´¿½» ¿Ä²ÅŲƵǿ½ µÈ¸ ¶ ¿Â ɵ¹ Êuªstionin« ¬®inutªs¯ ËÌÍÎ Ï ÐrªÑiÒtin« ¤¦) ±tudents »re given the o fonityortuppr »sking»³²Â¿ the ²³´µrved p i ¶ture »ndÁµ´ ¿¸²Ã´¹ ¤Ó) Ô½ µ te» ¶her guides the stuts inend u»nderstndin thge Áµ´¿¸²Ã´¹ ¤Õ) Öorking in group, the students »nswer the Á µ´ ¿¸²Ã´ ¸Ã ¿½ µ ׶ ¿¸Ø¸ ¿ÙÕ ¿²Ú» ÛµÈɵǸ ¶ ¿¸ ²Ã´ ¹ ÜollªÒtin«Ñ ÝÞݬßàinmutªs¯ ËÌÍÎ ÏÌ ªÝÑin«Þhª tªxt in© ª«®ªnt á¥) Ô½ µ te» ¶her distri ³Â¿es the first stopping point ¶»rds for e» ¶h group. á¤)
Ô½ µ rep»resenttive of e»¶h gp purots thresene predi¶tions in front of th e other gro ups. áá) × student re »ds the first stopping point of the te¾ ¿ ¹ Ω © â ÒiÝÞin«Ýã ÑÐrª© ª«tinn¬®inutªs¯ ËÌÍÎ ÏÜnäoirmin«Ýã Ñåªriä«yinÞhª prªÑiÒtions áº) Öorking in gup, sturots end¶onfirm their predi¶tions.
áæ) ±tudents ¶»n m»ke ¶orre¶tion if it is ne¶e´ ´»r y. á°) ±tudents, indiviÇ», dllyo׶tivity¤¥¿½» ¿¸ ´Ôɵ»Ã ÇFalse exercise. ÒçÜlosin«¬ßà®inutªs¯
1) The teacher and learners, together, summarize the material that had been learned in this meeting.
2) The teacher ask learners to help them doing reflection of their teaching and learning process.
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11[ \]^ _` a ab c ^]dde^ ]. f\]g \] haai \ ]^ h ]jc ]^kh e^]. lmn j ko ^kpb d\] deo o ]^ d o ^aj jk `k ^p k. q]^h ]jc ]^kh e^]p dr]^s\pt\uf\khpdv\sd \]rajph ]b uw \]\kdkr]^ s_kb xaet\y h a au mn ``tp r] \]^ d aj] cp` ` do a ^ \]^jk `k ^p kydaj] hk _` ]hd o a^\]^o ]r]^y kgb ds^ eco a ^\ ]^xae t\uw \ ]g]]b dkv]]in d^]dh , said
the doctor. zu{stions|
1. What is the text telling you about?
2. What did the students do? What happened? 3. What was the name of the teacher?
4. What did the doctor do?
5. What was Sandra Dewi suffering from? }~ What did the doctor recommend
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