The next day, the man came back to the chicken house. He opened the door and was
very surprised. He could not believe what he saw at the chicken house. There were three
death chickens on the floor. At the moment, the parrot was standing proudly and screaming at
the last old chicken
; “Say Catano or I‟ll kill you”.
Please answer these questions based on the story above 1.
What is the word that the parrot couldn‟t say? 2.
Why did the man get angry to the parrot? 3.
Where was the parrot born? 4.
Where does the main complication take place? 5.
What is the message or moral value that we can take from the story above?
Part B. Please read the story below then write down the schematic
structure from this story into the story mapping sheet by your own words
Why Do Hawks Hunts Chicks? Once upon a time, a hawk fell in love with a hen. The hawk
flew down from the sky and asked the hen, “Will you marry me?”
The hen loved the brave, strong hawk and wished to marry him. But she said, “I cannot fly as high as you can. If you give me
time, I may to fly as high as you. Then we can fly together.” The hawk agreed. Before he went away, he gave the hen a ring.
“This is to show that you have promised to marry me, “said the hawk. It so happened that the hen already promised to marry a
rooster. So, when the rooster saw the ring, he became very angry. “Throw that ring away at once” shouted the rooster. Then he was so
frighten ed at the rooster‟s anger that she threw away the ring
immediately.
Coda, that gives the moral to the
story
When the hawk came a few months later, the hen told him the truth. The hawk was so furious that he cursed the hen, “Why didn‟t
you tell me earlier? Now, you‟ll always be scratching the earth, and I‟ll always be flying above to catch your children,” said the hawk.
VII. METODE PEMBELAJARAN
Three-phase technique
VIII. LANGKAH - LANGKAH KEGIATAN
KEGIATAN Waktu
Aspek skill menit Yang di
kembangkan I.
Kegiatan awal : Greeting memberi salam dan
tegur sapa
Tanya jawab berbagai hal terkait
kondisi siswa
Brainstorming dengan memberi
pertanyaan yang berhubungan dengan tema.
II. Kegiatan Inti :
Guru memberikan siswa contoh text narrative.
Guru meminta siswa membaca dalam hati.
Guru menjelaskan schematic structure tentang text narrative
yang diberikan. Guru meminta siswa menjawab
pertanyaan yang berkaitan dengan teks
Guru meminta siswa menuliskan langkah-langkah retorika atau
schematic structure yang sudah tersusun ke dalam lembar story
mapping dengan menggunakan kata-kata sendiri.
Guru membagi siswa dalam home group 4 orang setiap kelompok.
Guru meminta siswa berdiskusi 10
Menit 60
Menit Menyiapkan diri
siswa sebelum masuk materi
Siswa dapat mengenal teks
narrative, mengidentifikasi isi
teks, dan menjawab pertanyaan tentng
teks narrative
tentang hasil kerjanya tentang certita yang sudah tertulis didalam
story mapping tersebut dengan teman kelompoknya
III. Kegiatan akhir :
Guru meninjau kembali tentang kegiatan yang telah dilakukan di
dalam kelas. Guru menanyakan kepada siswa
tentang kesulitan-kesulitan yang dihadapi siswa
Guru memberikan tugas kepada siswa berkaitan dengan materi
yang telah diajarkan 10
Menit Feed back dan
reinforcement
IX. SUMBER BELAJAR MEDIA BELAJAR:
A. Sumber Belajar
Buku teks Firmansyah Diyata,” Stepping More”, Penerbit CV. Regina, 2005, Jakarta.
Buku LKS Program Edukasi Efektif “ Bahasa Inggris”, Penerbit Swadaya Murni, 2008, Jakarta
Kurikulum KTSP Bahasa Inggris kelas VIII Silabus SMP Kelas VIII
B. Media Belajar
Script teks yang terlampir. Story Mapping Sheets
X. PENILAIAN
A. Teknik : Tes Tulis
B. Bentuk : Tertulis.
C. Instrumen : Terlampir
XI. PEDOMAN PENILAIAN
Nilai siswa = Skor prolehan X 100, Max. score: 100 Skor siswa
Mengetahui Jakarta, 24 Mei 2013
Observer Researcher
Dra. Rita Herawati Abdul Aziz Mansur
Appendix 14: Lesson Plan in the Second Cycle
LESSON PLAN CYCLE 2 OF CAR
RENCANA PELAKSANAAN PEMBELAJARAN RPP READING
XII. IDENTITAS
Sekolah : SMP N 245 Petukangan Utara, Jakarta Selatan
Mata Pelajaran : Bahasa Inggris
Kelas : VIII Delapan
Semester : Genap
Tema : What did you do yesterday?
Aspekskill : Reading
Alokasi Waktu : 2 x 40 Menit
Jenis Teks : Narrative
Tahun Pelajaran : 20122013
XIII. STANDAR KOMPETENSI
Membaca
Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
XIV. KOMPETENSI DASAR
Membaca
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan lingkungan sekitar. XV.
INDIKATOR
Siswa dapat: Mengidentifikasi gagasan utama dalam teks narrative
Mengidentifikasi langkah retorika schematic structure teks narrative Mengidentifikasi informasi rinci specific dalam teks narrative
Berperan aktif selama kegiatan belajar mengajar berlangsung
