Conclusion Suggestion CONCLUSION AND SUGGESTION

Kemendikbud. “Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA”, https:filekemendikbud.files.wordpress.com , 2016. Linse, Caroline T. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, 2005. McDonough, Jo., et al., Materials and Methods in ELT : A Teacher’s Guide 3 rd . Oxford: Willey-Blackwell, 2013. Naar, Jose M.M. Storyboards and Reading Comprehension of Literary Fiction in English. HOW, A Colombian Journal for Teachers of English. 2013. Pardiyono. Pasti Bisa Teaching Genre-Based Writing. Yogyakarta: C.V Andi Offset, 2007. Pharr, Donald., and Busemi, Santi V. Writing Today. New York: McGraw-Hill, 2005. Ruddel, Martha Rapp. Teaching Content Reading and Writing, fifth edition. New Jersey: John Wiley Sons, Inc., 2008. Smaldino, Sharon E., et al., Instructional Media and Technologies for Learning. New Jersey: Pearson Education Hall, 2015. Sudarwati, Th. M. and Grace, Eudia. Pathway to English for Senior High School Grade X. Jakarta: Erlangga, 2013. Sunggingwati, Dyah., and Nguyen, Hoa Thi May. Teachers’ Questioning in Reading Lesson: A Case Study in Indonesia. Electric Journal of Foreign Language Teaching.10, 2013. Wiesandanger, Katherine D. Strategies for Literacy Education.Ohio: Merrill Prentice Hall, 2015. Appendix 1 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- : 1-2 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. 2.1.1 Menyapa guru dan teman dengan santun. 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 idependapat 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. - 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: La Llorona, The Crying Woman Once, there was a poor man who married a beautiful woman. They lived happily. However, the man insisted that they that they were too poor to have any children. When he found out his wife was pregnant, the man was very angry. He told the woman that they could not keep the child. When their first son was born, the man drowned the child in the river. His wife could not do anything to help the child. When the second child was born, the man did the same. The same thing happened to their third and fourth child. When the fifth child was born, the man took him to the river. This time, his wife followed him although she was still weak and bleeding from giving birth. When he threw the child in the river, the woman jumped into the river to catch the son. Unfortunately, she could not swim. The woman and her baby were swept away by the current and they both drowned. The next night, the woman’s spirit returned to the river beside her home. She was crying and searching for the son. At first, the poor man was terrified by the spirit of his wife. He begged her to return to the spirit realm, but she did not hear him. Finally, the sound of the poor woman made the man mad. He grabbed a knife and jumped into the river to kill her. But the poor man did not know how to swim. The current swept him away and he drowned. From that day, the spirit of La Llorona still haunts the waters and lakes.

E. Metode Teknik Pembelajaran

Storyboard Technique

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 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. 5 Menit

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