RENCANA PELAKSANAAN PEMBELAJARAN (CONTROL CLASS)
1. Identitas Sekolah
Satuan Pendidikan : SMA N 16 Padang Mata pelajaran : Bahasa Inggris Kelas/Semester : XI IPA/1 Pertemuan ke : I
Alokasi waktu : 2 x 45 menit (1 x pertemuan) Aspek / Skill : Menulis (Writing)
Jenis Teks : Monolog Analytical Exposition Title : The Power of Music in Life
2. Standar Kompetensi Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari
3. Kompetensi Dasar
6.2 Mengungkap-kan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition
4. Indikator Pencapaian
1. Mengembangkan dan membuat sebuah text berbentuk analytical exposition yang sederhana dan berterima
2. Menggunakan Present tense dengan benar dan tepat dalam menggembangkan text analytical exposition
3. Menggunakan sentence connector dengan benar serta tepat 5. Tujuan Pembelajaran
Setelah selesai kegiatan pembelajaran, peserta didik diharapkan mampu: 1. Telah mampu mengembangkan dan membuat sebuah text berbentuk
2. Dalam text analytical exposition, siswa mampu menggunakan Present tense dengan benar serta tepat
3. Siswa telah mampu menggunakan sentence connector dengan tepat
6. Materi Pokok
Analytical exposition Text
Text monolog berbentuk analytical exposition contohnya:
Definition of Analytical exposition Text
Analytical exposition is a type of English text that belongs to the class of Argumentation. (Analytical exposition adalah sebuah teks berbahasa Inggris yang termasuk ke dalam kelas argumentasi)
The Power of Music in Life
Thesis Statement : Do you agree that music is important in our life? Yes I do, music has certain role completing our day to day activities. Here are some reasons why music is heard everywhere and anywhere.
Argument 1: Music is a way to express feelings. When we fall in love, the kind of music we’d listen to would be all about love. When we’re sad, we would go for music that is melancholic in nature and immerse ourselves in the sadness. When we’re happy, we’d choose songs with happy tunes too.
Argument 2: Song can help people to memorize the last experiences. A favorite song is a powerful documentary. People with Alzheimer would remember details about songs they were familiar with. For example, an elderly woman who couldn’t even remember her husband’s name would remember the details of her favorite song; when it was played, how it made her feel and things about the song that made it especially memorable for her.
Argument 3: Further, music can unite people and changes the world. A song with good lyric and striking deep chord can stimulate certain universal feeling of all people. We can see it in the case of the famous and legendary Michael Jacson’s Heal the World. The song can arouse humanism for a lot of people in the world.
Reiteration: So what would the world be like without music? It would be lonely.
Analytical exposition is a text that elaborates the writer’s idea about the phenomenon surrounding (sebuah teks atau tulisan yang memaparkan pendapat penulis tentang fenomena yang sedang terjadi di sekitar kita) In Analytical exposition, presents one side of an issue the main ideas of the text. (dalam analytical exposition, menyajikan sebuah sisi tentang suatu issue).
Purpose of Analytical exposition Text
The purpose of its text is to persuade the reader or listener by presenting one side of an argument. (tujuan dari teks ini adalah membujuk pembaca atau pendengar dengan menghadirkan satu sisi dari sebuah argument).
Jadi, bisa dikatakan bahwa analytical exposition Text merupakan jenis teks bahasa inggris yang termasuk kedalam golongan kelas argumentasi yang bertujuan untuk meyakinkan pembaca bahwa suatu topik itu penting untuk dibahas dengan menghadirkan satu sisi dari sebuah argument yang dapat mendukung ide pokok atau topik tersebut.
Generic Structure of Analytical exposition Text
Thesis : Berisi tentang topic utama yang akan dibicarakan. (there is introducton to the topic that will be presented) Argument 1 : Menjelaskan argument untuk mendukung gagasan
penulis. (Explaining the argument to support the writer’s idea)
Argument 2 : Menjelaskan argument yang lainnya untuk mendukung gagasan penulis. Ini sama seperti argument pertama, kita bisa menyebutnya sebagai argumen lain untuk mendukung gagasan penulis. Untuk memperkuat dan memastikan pembaca, penulis harus memberikan banyak pendapat atau argumen serta bukti. Ini adalah serangkaian argumen yang bertujuan untuk meyakinkan
khalayak atau pembaca. (Explaining other arguments to support the writer’s idea. It just like the first argument, we can call it as another arguments to support the writer’s idea. To strengthen and ensure the readers, the writer should give many opinions or arguments and evidences. It is a series of arguments that aim to convince the audiences or readers)
Reiteration : Menempatkan kembali gagasan si penelus. Merupakan kesimpukan dari ringkasan argument-argument atau pendapat-pendapat dan memperkuat sudut pandang si penulis. (Restating the writer’s idea. It is a conclusion that sums up the arguments and reinforces the writer’s point of view. It restates the position more forcefully in the light of the arguments presented)
Language Features of Analytical exposition Text It can be seen below:
a. The use of present tense (waktu sekarang/habit) Rumus:
Example:
We often hear lots of stories
Helmet gives opportunity for riders Music is a way to express feelings A favorite song is a powerful documentary b. Passive voice
Rumus:
I/we/you/they + V1 He/she/it +V1s/es
Example
we often hear lots of stories (active)
lots of stories are often heard by us (passive)
c. Use of causal and additive connectives to construct the argument
(e.g.: however, on the other hand, therefore, thus, leads to, creates, consequently, firstly, secondly, another reason, moreover, in addition, finally, etc)
d. Use of verbs of being and having
(e.g.: it has…., it includes…., it consist of, such as…, for example….) This is to support our opinion and give evidence to the readers.
e. Usually present tense Compound and complex sentences. For example:
In Australia there are three levels of government ….. ,
First, the federal government is necessary for the big things..., etc.
f. Verbs of thinking and feeling predominantly in the thesis and summing up stages (e.g.: in my opinion, my opinion is, according to me (thesis); I feel ……, it needs ……)
g. Use of vocabulary items to indicate the writer’s attitude
To convince the readers about the writer’s opinion, he or she needs state words or vocabulary to indicate his/her position. For example: it has special power, it gives advantages, etc
h. Use of modality to indicate writer’s attitude
(e.g.: you should consider about this, you may…, you have to think about it…)
i. subjective opinions using pronouns I and we
8. Langkah-Langkah Kegiatan Pembelajaran
NO CONTROL CLASS
1 A. Pre-teaching Activity (5 Minutes) 1. Greeting.
2. Checking students’ attendance list.
3. The teacher gives some appreciation and motivation to students 4. Teacher gives a topic for students
2 B. Whilst-teaching Activity 1. Exploration (25 Minutes)
a) Teacher gives a topic for students
b) Teacher guides students to brainstorm the topic of material c) Teacher uses kind of learning approach, learning media and
other sources
d) Guides the interaction between students and students, students and teacher, students and the other sources
e) Teacher explain about analytical exposition (generic structure, purpose and language feature of the text)
f) Ask the students to make a simple text about analytical exposition
2. Elaboration (25 minutes)
In elaboration activity, students should be: a) Students make their own text
b) Uses the language feature of analytical exposition in write a text such as present tense, sentence connector, etc
3. Confirmation (15 Minutes)
a) Gives confirmation about the result of exploration and elaboration to students through many sources
b) Student write/read their essay in front of the class c) gives them correction for their essay
3 C. Post-teaching Activity (10 Minutes)
1. Teacher gives the opportunity for the students to ask their difficulties.
2. Teacher concludes the lesson. 3. Teacher closes the lesson.
9. Learning Sources ( tools, sources, media) Tool : Marker, Blackboard, Eraser
Source:
1 Kumpulan bahan pelajaran dari internet. 2 LKS SIMPATI SMA/ MA
3 dictionary Media :
1 Picture or not
2 Text Analytical Exposition 3 Media non electronic/ electronic. 4 Clue card
5 Liking words
6 Brainstorming Sheet 10. Penilaian
Indikator Teknik Bentuk
Instrumen
Contoh Instrumen
1. Mengembangkan dan
membuat sebuah text berbentuk analytical exposition yang sederhana dan berterima
2. Menggunakan Present tense dengan benar dan
tepat dalam
menggembangkan text analytical exposition 3. Menggunakan sentence
connector dengan benar serta tepat
Tes Tertulis Text Text Analytical Exposition
Cognitive: Write a
five components of writing and
exposition based on the guiding format that given by the teacher) Indicator of Writing Assessment:
1. Isi (content) 2. Organisasi (organization) 3. Tata bahasa (L 4. Vocabulary 5. Mechanics Total
Note: Students’ score = Affective:
Mark
A Discipline, very creative, honest and respect others
B Discipline, creative, pretend to hide the weaknesses and respect others C Less discipline, creative and serious, but respect others
D Not reflected as a good students
Psychomotor: studen No Name Content 1. 2. 3. 4. 5.
Write a text with the topic determined by teacher
five components of writing and the generic structure of Analytical based on the guiding format that given by the teacher)
Indicator of Writing Assessment: : max 30 (organization) : max 20 Tata bahasa (Lg. use) : max 25 : max 20 : max 5 100
Students’ score = X 100
Indicators
Discipline, very creative, honest and respect others
Discipline, creative, pretend to hide the weaknesses and respect others Less discipline, creative and serious, but respect others
Not reflected as a good students
students’ skill to write analytical exposition text. Categories
Content Organization Language
Use Vocab.
determined by teacher. (Consider the eneric structure of Analytical based on the guiding format that given by the teacher)
Discipline, creative, pretend to hide the weaknesses and respect others Score Mec
