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Metode Pembelajaran Langkah-langkah Kegiatan

Rencana Pelaksanaan Pembelajaran RPP Nama Sekolah : MAN 19 Jakarta Mata Pelajaran : Bahasa Inggris KelasSemester : XI2 Alokasi Waktu : 2 x 45 menit Pertemuan Ke : 3 HariTanggal : Senin, 26 Mei 2014 AspekSkill : Membaca Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition Tema : Narrative Text Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative Mengidentifikasi makna dalam teks tulis narrative Mengidentifikasi kejadian dalam teks tulis narrative Merepresentasikan sebuah teks narrative ke dalam mind mapping

1. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:  Mengidentifikasi langkah-langkah retorika dalam teks narrative  Mengidentifikasi makna dalam teks tulis narrative  Mengidentifikasi kejadian dalam teks tulis narrative  Merepresentasikan sebuah teks narrative ke dalam mind mapping Karakter siswa yang diharapkan:  Rasa hormat dan perhatian  Percaya diri  Rasa ingin tahu  Komunikatif  Mandiri  Jujur  Tanggung jawab

2. Materi Pembelajaran

Example of narrative text

3. Metode Pembelajaran

Three-phase technique

4. Langkah-langkah Kegiatan

a. Kegiatan pendahuluan 15’ Dalam kegiatan pendahuluan, guru:  Menyapa siswa dengan ramah.  Mengabsen siswa.  Melakukan icebreaking.  Mengulas materi pada pertemuan sebelumnya. b. Kegiatan inti 65’ Eksplorasi Dalam kegiatan eksplorasi, guru:  Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran pada pertemuan sebelumnya.  Memberikan stimulus berupa pemberian materi mengenai teks narrative.  Mendiskusikan materi bersama siswa. Elaborasi Dalam kegiatan elaborasi, guru:  Membiasakan siswa membaca teks tulis narrative.  Membiasakan siswa membuat sebuah mind mapping.  Memfasilitasi siswa melalui pemberian tugas merepresentasikan sebuah teks narrative kedalam sebuah mind map secara individu.  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk dikerjakan secara individu. Konfirmasi Dalam kegiatan kolaborasi, guru: Returning Faulty Goods Sabrina buys a new kettle. She brings it home and takes it out of the box. She is excited and shows it to her two children. She fills up the new kettle with water from the tap. She plugs in the kettle next to the microwave and switches it on. It is 4.50pm. Sabrina is going to have a cup of tea. After 5 minutes, the water is not hot so she unplugs the kettle and puts it back in the box. The kettle doesn’t work. It is faulty. She is disappointed. The next day, Sabrina takes the kettle back to the shop and goes to ‘Customer Service.’ The man behind the counter asks “How can I help you?”. Sabrina tells him that she bought the kettle yesterday but it doesn’t work. He asks “What’s the problem?”. She tells him that the kettl e doesn’t heat up. He asks her for her receipt and she gives it to him. He tells her that he will get her a replacement kettle. She thanks him. She goes home and uses her new kettle. It works She enjoys a nice cup of tea and a cookie. Her children eat cookies too. They are happy. Sabrina is pleased with her new kettle.

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