SMA NEGERI 4 KOTA TERNATE
Mata pelajaran : Bahasa Inggris Peminatan Kelas/Semester : X/1(Genap)
Materi Pokok : Fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks explanation Pertemuan : 2 (3x pertemuan)
Alokasi Waktu : 10 Menit RPP BAHASA INGGRIS
TUJUAN PEMBELAJARAN :
Melalui kegiatan pembelajaran dengan pendekatan Saintifik model pembelajaran Discovery learning peserta didik dapat Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dalam bentuk biografi dengan memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya dan Menangkap makna dan Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks, serta menumbuhkan perilaku teliti, tekun, jujur terhadap data dan fakta, disiplin, tanggung jawab, dan peduli dalam observasi, berperilaku berani dan santun dalam mengajukan pertanyaan dan berargumentasi.
KD Pengetahuan dan Indikator (IPK) KD Ketrampilan dan Indikator (IPK) 3.5 Membedakan fungsi sosial, struktur teks, dan
unsur kebahasaan beberapa teks recount lisan dan tulis dalam bentuk biografi dengan memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya
4.5 Teks Recount dalam bentuk biografi
4.5.1 Menangkap makna secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, dalam bentuk biografi terkait tokoh terkenal
4.5.2 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
PERTEMUAN 2 (10 menit) 3.5.1 Mengidentifikasi struktur teks, dan unsur
kebahasaan beberapa teks recount lisan dan tulis dalam bentuk biografi dengan
memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya
3.5.2 Menjelaskan struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dalam bentuk biografi dengan
memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya
3.5.3 Membedakan struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dalam bentuk biografi dengan
memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya
4.5.1.1 Menentukan struktur teks dari teks recount dalam bentuk biografi
4.5.1.2 Menemukan makna kata dalam teks biografi
4.5.2.1 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal
LANGKAH- LANGKAH PEMBELAJARAN MODEL DISCOVERY LEARNING
Kegiatan Pendahuluan
1. Guru menyiapkan fisik dan psikis peserta didik dengan menyapa dan memberi salam, yang selanjutnya siap untuk mengikuti proses pembelajaran seperti berdoa, melakukan presensi terhadap kehadiran peserta didik, menyiapkan buku pelajaran.
2. Apersepsi/ motivasi : Guru membuat pertanyaan untuk memotivasi siswa, tentang materi sebelumnya
3. Guru menjelaskan kompetensi dasar/indikator yang akan dicapai.
4. Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan yang akan dilakukan peserta didik
Kegiatan Inti
Stimulation/ Pemberian stimulus
1. Guru menyajikan bahan kajian tentang teks biografi The Early Life of Marie Curie yang terdapat pada buku paket Pathway to English hal. 84.
2. Peserta didik diminta mengamati struktur teks yang ada pada teks tersebut
3. Peserta didik diarahkan untuk mengajukan pertanyaan berkaitan dengan permasalahan yang ditemukan
4. Peserta didik berfikir kritis untuk menjawab pertanyaan-pertanyaan yang diajukan oleh guru maupun peserta didik yang lain baik secara individu maupun kelompok
Problem Statement/ Identifikasi Masalah
1. Peserta didik di dalam kelompok masing- masing, di berikan sebuah teks biografi The Early Life of Abraham Lincoln dan diharapkan bekerja sama untuk melakukan identifikasi masalahsesuai dengan tujuan indicator yang diberikan
2. Peserta didik menyepakati masalah yang akan diidentifikasi
Data Collecting/ Mengumpulkan Data
1. Peserta didik bekerjasama dan bekerja keras menemukan makna kata dari berbagai literatur atau referensi untuk menyelesaikan permasalahan yang ditemukan
2. Peserta didik dalam kelompok bekerjasama memberi masukan atau jawaban terhadap masalah tersebut
Data Processing/ Mengolah Data
1. Dari data yang didapat peserta didik mengolah data melalui diskusi kelompok
2. Setiap kelompok meramu hasil pengolahan data untuk di presentasikan
Verrification/ Pembuktian/ Menguji hasil Peserta didik melakukan verifikasi data dengan santun melalui curah pendapat dengan teman
kelompok lain, dan guru
Generalization/ Menyimpulkan
1. Dari hasil verifikasi data, peserta didik dapat mengambil kesimpulan dengan jujur dan teliti tentang struktur teks dan unsur kebahasaan yang terdapat di daalam teks tersebut.
2. Peserta didik membaca kembali kesimpulan setelah di verifikasi oleh guru
Kegiatan Penutup
1. Guru memfasilitasi peserta didik dalam menemukan kesimpulan dari pembelajaran yang dilakukan melalui mereviu indikator yang hendak dicapai pada hari itu
2. Guru melakukan penilaian untuk mengetahui tingkat ketercapaian indikator. Instrumen penilaian menjadi lampiran RPP
3. Guru melakukan refleksi terhadap proses pembelajaran
4. Guru menyampaikan materi pertemuan berikut serta memberikan tugas kepada peserta didik yang dapat memacu kreativitasnya untuk melakukan investigasi tentang materi lanjutan unsur kebahasaan dari teks recount biografi dan menyusun teks biografi sebagai tugas akhir kd ini.
5. Salam dan berdoa PENILAIAN
Sikap Observasi sikap/jurnal
Catatan guru,BK & wali kelas (sikap ekstrim positif/negative)
Pengetahuan Tes tertulis (PG)
Penugasan (Mandiri, Kelompok)
Ketrampilan Unjuk kerja (Format Penilaian)
Ternate, 20 April 2022 Guru Mata Pelajaran
Dewi Sartika H.BAU, S. Pd, M.Pd NIP. 198001142007012013
Lampiran a. Definition of Biography
Biography terdiri dari dua kata yaitu:
Bios yang artinya Hidup Graphia yang artinya Tulisan.
Biography text is a detailed description or account of a person’s life and written by someone else, it is nonfiction text.
(Teks Biografi adalah suatu teks yang menggambarkan detail dari riwayat hidup seseorang secara nyata dan ditulis oleh orang lain.)
b. Social Function Function of Biography
To know a person’s story about his/her life outside of any accomplishments this person may be known for.
Untuk mengetahui kisah seseorang tentang kehidupannya di luar pencapaian apa pun, orang ini mungkin dikenal.
To give much information easily and educate the readers.
Untuk memberikan banyak informasi dengan mudah dan mendidik para pembaca.
Biography (noun)
i. the life story of a person written by someone else.
ii. More than basic fact, such as education, work, relationships, and death.
iii. Subject’s life story, highlighting various aspects of his or her life, including intimate details of experience, and may include an analysis of the subject’s personality.
iv. Nonfiction
c. Generic Structure
The generic structures consist of … 1. Orientation (Introduction)
It is the opening paragraph, gives the readers the background information of the person.
Biasanya berisi tentang biodata yang dinarasikan seperti nama lengkap, tempat dan tanggal lahir. Beberapa informasi umum juga dapat disajikan pada bagian ini sebagai pengenalan tokoh.
2. Events
In events, should be in chronological order.
Tahap ini adalah bagian kejadian atau peristiwa yang dialami oleh tokoh. Berisi penjelasan suatu cerita baik itu berupa pemecahan masalah, proses berkarir, dan berbagai peristiwa yang pernah dialami oleh tokoh hingga mengantarkannya pada sebuah kesuksesan.
3. Re-Orientation (Closing)
It consists of a conclusion or comment or the writer. Tell about the achievement or the contribution of the person.
Pada penutup, bagian ini berisi tentang pandangan penulis kepada tokoh yang dikisahkan.
Reorentasi ini bersifat pilihan yang berarti penulis bisa memberikan pandangan pribadinya tentang tokoh yang diceritakan atau penulis tidak memberikan pandangan pribadinya terhadap tokoh yang diceritakan adalah bukan perkara yang penting.
d. Language Feature
i. Using the pronouns, he, his, him, she, her and hers throughout the text.
ii. Using the simple past throughout the text iii. Using sequence of time or time signals
Text
The Early Life of Marie Curie
Generic Structure Marie Curie (Maria Sklodownika) was a Polish-born French physicist.
She was born on November 7, 1867 in Warsaw. She was the youngest of five children, Her muncher passed away due to tuberculosis when she was 11. Then, she was brought up by her father, Ladislas. Like her father, she had interest in math and physics.
She was an outstanding student in secondary school. In spite of her intelligence, she could not attend University of Warsaw because it was only for men. Therefore, she attended Warsaw's "floating
Orientation : The main character is introduced
Events :
university," an informal and secret higher education institution. That's the reason why she and her sister, Bronya, dreamed of studying for a formal degree abroad. However, they did not have any money for that. Then, she made a deal with her sister. Curie would support Bronya's education. She would reciprocate after completing her studies.
For about five years, Curie worked as a tutor and a governess while she was studying. At that time, she read a lot of physics, chemistry and math books. Finally, she had an opportunity to realize her dream.
She registered herself at Sorbonne in Paris. She was very serious about learning in Paris. She dedicated most her time studying. She did not care about her health. She had to survive in Paris with a little money, so buttered bread and tea were her only diet. That's the reason why her health sometimes suffered.
Curie had a master's degree in physics and mathematics. In the 1890s, she was assigned to carry out a study on different types of steel and their magnetic qualities To do so, Curie did her experiments in Pierre Curie's laboratory. Then, she married Pierre Curie. They became a scientific dynamic duo.
(Adapted from several sources)
Curie’s life story
Education
Work
Curie’s personality
Relationship
Lembar Kerja Kelompok Peserta Didik Satuan Pendidikan : SMAN 4 Kota Ternate
Kelas : X / 1
Tema : Recount Teks
Sub Tema : Biography Teks Pertemuan ke : 2
Read the following text then discuss the questions with your group 1. Identify the generic structure of the text!
2. Identify the language features of the text!
Generic Structure Text Language Features
………
……….
The Early Life of Abraham Lincoln
Abraham Lincoln was the second child of Thomas Lincoln and Nancy Hanks Lincoln. He was born in a log house in Kentucky. The Linesin family was of moderate level of prosperity. They wen a respectable family.
When Abraham was a child, the family moved from Kentucky to Perry County, Indiana, in 1817. because of a land dispute in Kentucky. In Induna, they dwelled on public land that they eventually bought.
When Abraham was 9 years old, his mother passed away due to milk sickness. It was very devastating.
He had worked hard at an early age. Then his father married Sarah Bush Johnston, a widow with three children. Sarah was very affectionate and 4 she and Abraham quickly bonded, Sarah encouraged Abraham to read. She led : him to read until he began his formal education. Some people witnessed how Abraham walked hundreds of miles to borrow books because books in Indiana were rare at that time. 2
(Adapted from several sources)
Underlined the sentences that use simple past (nominal or verbal sentences) and pronouns.
LEMBAR PENILAIAN Satuan Pendidikan : SMAN 4 Kota Ternate
Kelas : X / 1
Tema : Recount Teks
Sub Tema : Biography Teks Pertemuan ke : 2
A. Penilaian Sikap Observation Checklist
Class : ………
Hari/Tanggal : ……….
No Nama Siswa
Perilaku
A B C D
1 2 3
Ket.
A = Sangat Baik B = Aktif
C = Kurang Aktif D = Tidak Aktif
B. Penilaian Pengetahuan Teknik : Tes Sumatif Bentuk : Pilihan Ganda
This text is for questions 1 to 3.
Najwa Shihab commonly called Nana is a television news anchor and reporter, achievers and professionals. Nana was born in Makassar, South Sulawesi, September 16, 1977. Najwa is the second daughter of Quraish Shihab, a former Minister of religious affairs in the era of the seventh development Cabinet. At the 20 years old, Nana was young married with Ibrahim Assegaf, and she already had a boy called Izzat (6 years old). Najwa Shihab attended starting from School of Al- Quran in Kindergarden, Madrasah Ibtidaiyah Nurul Hidayah in Elementary school, Then a Junior high school and Senior high school in Al-Ikhlas, Kaffir lime, South Jakarta. And then, Proceeded to the Faculty of law of the University of Indonesia, completed in 2000.
When second grade of high school, Najwa Shihab had the opportunity AFS (American Field Service), Namely student exchange program to the United States, the program is implemented by the Foundation for community development, Intercultural for over a year in the us. First, she early endeavors in RCTI, 2001. But later, She chose to join the Metro TV. Najwa Shibab joined Metro TV as news presenter since 2001 and in 2005, she became the News anchor of the program “Mata Najwa”.
A lot achievement of najwa shihab’s grab and obtain various award, as from PWI (Association Journalist of Indonesia) central and PWI Jaya to reports from Aceh, when disaster of tsunami hit the area, December 2004, Nana also took the awards on Day of National Press (HPN) on February 9 2005, Nana won the award to day of national press award. 2006 she was elected as a best journalist of Metro TV, and empties best nomination news ancor of Panasonic awards. In the same year, with a number of journalists from various countries, Najwa be chosen as participants senior journalist of seminar held in several us cities, and as the speaker in convention asian american journalist association 2007, besides back in nomination news ancor in the best panasonic awards, she also included nomination the great of 5 event at the asia, namely Asian Television Awards In The Category of Best Current Affairs or Talk Show Presenter.
In 2008, Najwa Shihab departed for Australia as a Full Scholarship for winning the Australian Leadership Awards, to deepen legal science of media. In 2010, Najwa Shihab back on as best news Presenter nomination Panasonic Awards. In 2011, Najwa Shihab awarded Asian Television Awards (ATA) as the second winner or Highly Commended for Best Current Affairs Presenter in the show “Mata Najwa” on Metro TV. In 2009, also became the second champion and in 2007 finished third. Najwa Shihab from Metro TV award winning of Young Global Leader (YGL) 2011 of the World Economic Forum (WEF), based in Geneva, Switzerland, for the professional achievement, commitment to society and potential contribution in shaping the future of the world with leadership that inspires young people against the other.
Najwa Shihab is the first journalist to interview President Susilo Bambang Yudhoyono, shortly after the inauguration. Almost all the national political space she ever interviewed.
International figures who once she interviewed, among others, is a former Deputy Prime Minister of Malaysia Anwar Ibrahim.
1. What event that happened to Najwa Shihab when she was twenty years old?
A. Najwa Shihab had the opportunity AFS (American Field Service) B. She became the News anchor of the program “Mata Najwa”.
C. She won the award to day of national press award D. She was elected as a best journalist of Metro TV E. She was married with Ibrahim Assegaf
2. Why Najwa Shihab choose to join the Metro TV?
A. Because she early endeavors in RCTI
B. Because she got Asian Television Awards (ATA) C. Because Nana joined Metro TV as a news presenter D. Because she was elected as a best journalist of Metro TV E. Najwa Shihab winning of Young Global Leader (YGL)
3. “She became the News anchor of the program “Mata Najwa”. (Paragraph 2).
What is the synonym of the bold word?
A. Unfix B. Detach C. Lose D. Reporter E. Disconnect
This text is for questions 4 to 6.
BJ HABIBIE
Bacharuddin Jusuf Habibie known as BJ. Habibie was born on 25 June 1936. He was the
Third President of the Republic of Indonesia (1998–1999). Habibie was born in Parepare,
South Sulawesi Province to Alwi Abdul Jalil Habibie and R.A. Tuti Marini Puspowardojo.
His father was an agriculturist from Gorontalo of Bugis descent and his mother was a Javanese noblewoman from Yogyakarta. His parents met while studying in Bogor. When he was 14 years old, Habibie’s father died.
Following his father’s death, Habibie continued his studies in Jakarta and then in 1955 moved to Germany. In 1962, Habibie returned to Indonesia for three months on sick leave. During this time, he was reacquainted with Hasri Ainun, the daughter of R.
Mohamad Besari. The two married on 12 May 1962, returning to Germany shortly afterwards. Habibie and his wife settled in Aachen for a short period before moving to Oberforstbach. In May 1963 they had their first son, Ilham Akbar Habibie, and later another son, Thareq Kemal Habibie.
4. Where was BJ Habibie born?
A. BJ Habibie was born in Bogor B. BJ Habibie was born in Gorontalo C. BJ Habibi was born in Yogyakarta D. BJ Habibie was born in Parepare E. BJ Habibie was born in Kalimantan
5. What happened to BJ Habibie when He was 14 years old?
A. He graduated from university B. He continued his study C. His father died
D. His family E. He married
6 . When did BJ Habibie get married?
A. He got married in 1936 B. He got married in 1955 C. He got married in 1962
D. He got married in 1963 E. He got married in 1966
7. “In May 1963 they had their first son, Ilham Akbar Habibie, and later another son, Thareq Kemal Habibie.” (paragraph 2)
The word “they” based on the text above refers to…
A. BJ Habibie
B. Ilham Akbar Habibie C. BJ Habibie and his wife
D. Ilham Akbar Habibie and Thareq Kemal Habibie
E. Alwi Abdul Jalil Habibie and R.A. Tuti Marini Puspowardojo
No Answer Key
1
E
2
C
3
D
4
D
5
C
6
C
7
C
Rubrik Penilaian
Total Nilai = Jumlah Benar x 7 = 49
C. Penilaian ketrampilan
Kelas X
Kurikulum 2013
Kompetensi Dasar 4.5.2 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Materi Teks Recount berbentuk Biografi tokoh
terkenal
Indikator Soal Peserta didik dapat:
menceritakan secara singkat tentang biografi tokoh yang dikagumi
menyusun teks recount tentang biografi tokoh yang dikagumi
Rubrik Penilaian Writing
No Aspek yang Dinilai Skor Skor Keterangan
1 Struktur teks 2 Lengkap dan runtut sesuai kaidah teks recount.
Memiliki kata pengantar (introduction)/ opening paragraph yang sangat jelas menunjukkan maksud penulis dalam penulisan essay
Topik dan kalimat pendukung sangat jelas
Koherensi dan kohesi isi antar kalimat sangat jelas, logis dan relevan.
Menggunakan bukti atau contoh untuk mendukung topik/gagasan utama
Kesimpulan sangat jelas, relevan dengan introduction, dan efektif menunjukkan sikap/pandangan penulis pada topik yang dibahas.
1 Kurang lengkap dan runtut
Memiliki kata pengantar (introduction)/opening paragraph yang kurang jelas menunjukkan maksud /tujuan penulis dalam penulisan essay.
Topik dan kalimat pendukung kurang jelas.
Koherensi dan kohesi isi antar kalimat kurang jelas, kurang logis, dan kurang relevan.
Kesimpulan kurang jelas dan kurang relevan dengan introduction
0 Tidak runtut dan tidak sesuai kaidah penulisan teks recount.
Tidak memiliki introduction/opening paragraph.
Tidak memiliki kalimat penjelas/kalimat pendukung.
Tidak ada keterpaduan antar kalimat
Tidak ada kesimpulan
2 Kebahasaan 2 Menggunakan konstruksi kalimat kompleks dan penggunaan kata sambung yang benar sesuai kaidah gramatika Bahasa Inggris.
Konstruksi kalimat bervariasi.
Penggunaan ejaan dan tanda baca benar pada sebagian besar bagian teks.
1 Menggunakan kontruksi kalimat dan kata sambung yang sederhana.
Sedikit kesalahan gramatika dan ejaan.
0 Konstruksi kalimat sangat sederhana, homogen dan pendek.
Banyak kalimat tidak sesuai kaidah gramatika Bahasa Inggris.
Banyak kesalahan penggunaan ejaan dan tanda baca.
Rubrik Penilaian Speaking
No Aspek yang Dinilai Skor Keterangan
1 Pengucapan 2 Lancar, mudah dipahami dan memiliki aksen penutur asli
1 Mudah dipahami meskipun dengan aksen tertentu dan sedikit lancar
0 Tidak lancar, masalah pengucapan serius, sulit dipahami,
2 Tata Bahasa 2 Tidak ada atau sedikit kesalahan tata bahasa.
Kalimat efektif dan efisien
1 Kadang-kadang menggunakan tata bahasa yang kurang tepat, namun tidak mempengaruhi
makna
Kalimat kurang efektif dan efisien
0 Sering membuat kesalahan tata bahasa, mempengaruhi makna dan banyak pengulangan
Banyak kalimat tidak efektif dan efisien.
3 Kosa Kata 2 Sering menggunakan kosa kata dan ragam kosa kata yang tepat dan ungkapan penutur asli 1 Kadang-kadang menggunakan kosa kata yang
kurang tepat
Sedikit ragam kosa kata
0 Sering menggunakan kosa kata yang tidak tepat, kosa kata terbatas sehingga sulit dipahami.
Tidak ada ragam kosa kata
D. Refleksi
Before I studied this chapter I didn't understand about ……
When I was studying this chapter I had some difficulties: ……….
And I overcome it by ………..
After I have studied this chapter I think …………..
