LAMPIRAN 2 Lembar Penilaian(LP. 1,2,3)

LAMPIRAN 1 Bahan Sajian Fable

 

 

LAMPIRAN 1 :  BAHAN SAJIAN

 

 

DO YOU LIKE READING STORIES?

GENRE : NARRATIVE     Fable

After studying this unit, students will be able to : F mention some fable stories. F read an  example of narrative text  aloud. F find the meaning of words/phrases in written narrative texts. F find the …………….main idea ……….etc. in written narrative texts F show the behaviour of the characters in written narrative texts F infer the moral value in written narrative texts F analyze narrative texts based on the generic structure and the language features of written narrative texts F repond / critize the meaning in written  narrative texts.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WRITTEN CYCLE: Reading

 

SECTION 1

Explore your Reading Knowledge

an

 

 

 

 

Task 1

 

 

 

Answer the questions based on your knowledge.

1. Do you like reading?
2. What do you like to read best?
3. Do you read  short stories?
4. If yes, how often do you read it?
5. What kinds of short stories do you like best?
6. Is it difficult for you to understand its content?
7. What advantage do you get from reading it?

 

Task 2

 

 

 

 

 

In groups , pay a close attention to the following pictures.

1. 1.        Fill in the blanks under the picture  with their suitable tittle.
2. 2.        What kinds of stories are they? Are they fable, myth or biography?

 

 

 

 

………………

The Cats and the Rooster                 d. The Bear and the Bee The Boy and the Wolf                      e. The Mouse, the Cats and the Rooster The Donkey and His Master           f. The Boys and the Frogs

………………

………………

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Task 3

………………….

…………………

………………

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Here  are some words related to short stories.  You can match those words with their meaning. Do it in your groups !

 

sparse feasts splendid alley scatter cozy ventur resume prowl 10. scuttle away 11. throw arround thinly spread, or occurring with many spaces in between celebratory meal. magnificent small street cloze and friendly risk bring something to an end take something again roam around an area stealthily in search of prey, food, or opportunity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Task 4

 

 

In groups continue to Student’s Worksheet 2 to have an activity  about: Word Search.

 

 

 

SECTION 2

Extend your Reading Knowledge

Task 1

 

 

 

 

 

 

 

Study the definition below.

 

NARRATIVE : Fable .

 

Definition :

 

Fable is a short story with a moral, especially one in which the characters are animals.

 

 

SOCIAL FUNCTION	GENERIC STRUCTURE	LEXICOGRAMMATICAL FEATURES
To amuse, entertain and to deal with actual or vic-arious experience in diffe-rent ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a reso-lution.	{  Orientation: set the scene and introduces the partici-pants {  Evaluation: a stepping back to evaluate the plight (optional) {  Complication: a crisis ari-ses {  Resolution: the crisis is re-solved, for better or for worse {  Re-orientation: optional	{  Focus on Specific and usually Individualized Participants {  Use of Material Processes (Be-havioral and Verbal Processes) {  Use of Relational Processes and Mental Processes {  Use of Temporal Conjunction and Temporal Circumstances {  Use of Past Tense

 

 

 

Example : The Boy and the Wolf

 

 

 

Task 1

 

 

 

 

 

Read the following text aloud!

 

 

RE-ORIENTATION

Past Tense

Specific (animals) Participant

Action Verbs

Model Narrative text 1: Fable The Boy and the Wolf

There once was a boy who kept sheep not far from the village.   He would often become bored and to amuse himself he would call out, “Wolf! Wolf,” although there was no wolf about. The villagers would stop what they were doing and run to save the sheep from the wolf’s jaw. Once they arrived at the pasture, the boy just laughed. The naughty boy played this joke over and over until the villagers tired of him. One day while the boy was watching the sheep, a wolf did come into the fold. The boy cried and cried, “Wolf! Wolf!” No one came. The wolf had a feast of sheep that day.

COMPLICATION

RESOLUTION

Time Conjunctions

ORIENTATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Practice :

 

 

Task 2

 

 

 

Read the text one again   then answer the following question.

 

1. What did the boy do one day?

……………………………………………………………………………………………………

2. What did he do to amuse himself?

……………………………………………………………………………………………………

3. What did the villagers do then?

……………………………………………………………………………………………………

4. How many times did the boy cried “wolf, wolf”?

……………………………………………………………………………………………………

5. Were  the villagers tired of the boy’s cry?

……………………………………………………………………………………………………

6. Did a wolf really come one day?

……………………………………………………………………………………………………

7. Did the villagers come to rescue the sheep?

……………………………………………………………………………………………………

8. What did the wolf have that day?

……………………………………………………………………………………………………

 

Task 3

 

 

 

 

Read the text once again then show your friend the behaviour of the boy and the villagers. Decide whether they are good or bad. Do it in your groups !

 

No	The boy	The villagers	Good behaviour	Bad behaviour
1
2
3
4
5
6

 

Task 4

 

 

Conclude the moral value besed on the table you have made.

 

Moral Value : ………………………………………………………….. ………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

Preventionindonesia.com.

 

Task 5

 

 

 

Model Text 2 : Fable

Read the following text aloud!

The City Mouse and
the Country Mouse

 

by Aesop

 

A country mouse invited his cousin who lived in the city to come visit him. The city mouse was so disappointed with the sparse meal which was nothing more than a few kernels of corn and a couple of dried berries.

“My poor cousin,” said the city mouse, “you hardly have anything to eat! I do believe that an ant could eat better! Please do come to the city and visit me, and I will show you such rich feasts, readily available for the taking.”

So the country mouse left with his city cousin who brought him to a splendid feast in the city’s alley. The country mouse could not believe his eyes. He had never seen so much food in one place. There was bread, cheese, fruit, cereals, and grains of all sorts scattered about in a warm cozy portion of the alley.

The two mice settled down to eat their wonderful dinner, but before they barely took their first bites, a cat approached their dining area. The two mice scampered away and hid in a small uncomfortable hole until the cat left. Finally, it was quiet, and the unwelcome visitor went to prowl somewhere else. The two mice ventured out of the hole and resumed their abundant feast. Before they could get a proper taste in their mouth, another visitor intruded on their dinner, and the two little mice had to scuttle away quickly.

“Goodbye,” said the country mouse, “You do, indeed, live in a plentiful city, but I am going home where I can enjoy my dinner in peace.”

 

 

 

 

 

 

Task 6

Answer the questions by using the information above. Do it in your groups !

 

1. what is the story about?

………………………………………………………………………………………………..

1. 2.      Who  invited his cousin who lived in the city ?

………………………………………………………………………………………………..

1. 3.      Why was the city mouse so disappointed ?

………………………………………………………………………………………………..

1. 4.      What would the city mouse  show to the country mouse?

………………………………………………………………………………………………..

1. 5.      Had the country mouse ever seen so much food in one place.

………………………………………………………………………………………………..

1. 6.      Who  approached their dining area?

………………………………………………………………………………………………..

1. 7.      What did the two mice do ?

………………………………………………………………………………………………..

1. 8.      Who intruded on their dinner?

………………………………………………………………………………………………..

1. 9.      Why did  the country mouse  want to go home soon?

………………………………………………………………………………………………..

1. “Goodbye,” said the country mouse, “You do, indeed, live in a plentiful city, but I am going home where I can enjoy my dinner in peace.”

………………………………………………………………………………………………..

1. 11.  What does the writer want in writing the text?

……………………………………………………………………………………………………………………

 

Task 7

 

 

 

 

Read the text once again then show your friend the behaviour of the country mouse and the city mouse. Decide whether they are good or bad. No 1. Has been done for you. Do it in your groups !

 

 

 

 

 

 

No	The country mouse	The city mouse	Good behaviour	Bad behaviour
1	A country mouse invited his cousin.		√
2		The city mouse was so disappointed with the sparse meal		√
3
4
5
6

 

 

Task 8

 

 

Conclude the moral value besed on the table you have made.

 

Moral Value :   …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

 

 

 

 

 

 

 Promastya blogspotcom.

 

Task 9

 

 

I began to think of . . . I noticed . . . I love the way . . . I really can’t understand . . . I believe . . .. I wonder why . . . I know the feeling . . . I was surprised . . . I thought . . . 10.  If I had been . . .

What do the events in the story make you think of? After reading the story, complete the followings to respond the story.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION 3

Confirm your Reading Knowledge!

 

 

 

 

Task 1

 

 

 

On your own, analyze the text based on the generic structure and the language features. Confirm to your teacher whether your analysis is right or not.

 

 

 

Language features

Task 2

The Cat, the Rooster, and the Young Mouse An Aesop Fable Once, a very young mouse made his first trip out of the hole and into the world. He returned to tell his mother of the wonderful creatures he saw. “Oh, Mother,” said the mouse, “I saw some curious animals. There was one beautiful animal with fluffy fur and a long winding tail. She made such a tender vibrating noise. I saw another animal, a terrible looking monster. He had raw meat on his head and on his chin that wiggled and shook as he walked. He spread out his sides and cried with such a powerful and frightening wail, that I scurried away in fear, without even talking to the kind beautiful animal. Then mother Mouse smiled, “My dear, that horrible creature was a harmless bird, but that beautiful animal with the fluffy fur was a mouse-eating cat”. The young mouse was lucky she did not have him  for dinner.

Generic structure

Spesific Participant …………………………………………………………………………………………………………………………………..…………………….

………………….

Action verbs ………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Time conjunction ………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Quiz !

Fill in the blank spaces with suitable information from the story above.

1. According to the young mouse the cat was  beautuful ………………….
2. According to the young mouse  the rooster was a terrible ………………
3. According to the  mother Mouse the horrible creature was a ………………
4. According to the  mother Mouse the  beautiful animal with the fluffy fur was a  ……….
5. The  cat  did not have the young mouse …………………….

 

Task 3

Self Assessment

 

After studying this unit, I am  able to:	Very well	OK	Need to revise
F mention some fable stories	√	……..	………
F read an examples of fable stories aloud.	…….	……..	………
F find the meaning of words/phrases in written narrative texts.	…….	……..	………
F find the main idea ……….etc. in written narrative texts	…….	……..	………
F show the behaviour of the characters in written narrative texts	…….	……..	………
F infer the moral value in written narrative texts	…….	……..	………
F analyze narrative texts based on the generic structure and the language features of written narrative texts	…….	……..	………
F  respond / critize   the meaning in written  narrative texts.	…….	……..	………

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

 

Satuan Pendidikan                             :  SMA NEGERI 7 Semarang

Mata pelajaran                                   :  Bahasa Inggris

Kelas/Semester                                    :  XI/2

Keterampilan yg difokuskan             :  Reading

Genre                                                   :  Narrative – Fable

Alokasi waktu                                     :  4 x 45 menit

 

         I. STANDAR KOMPETENSI

5. Reading

Memahami makna teks tulis yang berbentuk Narrative – Fable  secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

 

II. KOMPETENSI  DASAR 

5.2.a.  Merespon makna dan langkah retorika dalam teks berbentuk Narrative- Fable  yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

 

III. INDIKATOR

1. A.    Kognitif
   1. 1.      Produk:
   2. menyimpulkan pesan moral dalam teks narrative.
   3. 2.             Merespon/ mengkritisi makna dalam teks narrative .

 

1. 2.      Proses :

 

1. menyebutkan  beberapa cerita narrative.
2. menemukan makna kata/ phrasa dalam teks narrative.
3. Menemukan gambaran umum , informasi tertentu/ rinci/tersirat , rujukan kata , tujuan komunikatif dari teks tertulis  berbentuk  narrative.
4. menunjukkan  nilai karakter   dari pemeran lakon  dalam cerita narrative.
5. Menganalisa teks narrative berdasarkan struktur teks dan ciri-ciri kebahasaan.

 

1. B.     Psikomotor
2. Membaca teks  Narrative dengan nyaring.

 

1. Afektif

Mengembangkan sikap untuk :

1. menjadi pendengar yang baik.
2. Berpartisipasi dalam kelompok.
3. Berbagi pengalaman.
4. Membandingkan perilaku  baik  dengan perilaku  buruk.

 

 

1. Pendidikan Karakter

Mengembangkan sikap :

1. toleran
2. cinta damai,
3. gemar membaca,
4. bertanggung jawab.

 

IV. TUJUAN PEMBELAJARAN

1. Kognitif
   1. Produk
      1. Disajikan teks narrative siswa mampu menyimpulkan pesan moral dengan benar.
      2. 2.        Disajikan teks narrative siswa mampu mengkritisi makna dalam teks dengan benar.

 

1. 2.      Proses
   1. Disajikan beberapa gambar dan judul cerita siswa mampu menyebutkan  beberapa cerita narrative dengan benar.
   2. Disajikan teks tulis berbentuk narrative siswa mampu menemukan makna kata/ phrasa dalam teks tersebut dengan benar.
   3. Disajikan teks tulis  berbentuk narrative siswa mampu menemukan gambaran umum , informasi tertentu/ rinci/tersirat , rujukan kata , tujuan komunikatif dari teks tersebut dengan benar.
   4. Disajikan teks tulis  berbentuk narrative siswa mampu menunjukkan  nilai karakter   dari pemeran lakon dalam cerita dengan benar.
   5. 5.        Disajikan teks tulis  berbentuk narrative siswa mampu menganalisa teks tersebut berdasarkan struktur teks dan ciri-ciri kebahasaan dengan benar.

 

1. Psikomotor
   1. 1.        Disajikan   teks tulis berbentuk  narative, siswa mampu membaca teks tersebut dengan nyaring.

 

1. Afektif

Dengan model pembelajaran active learning tipe E² siswa dapat :

1. menjadi pendengar yang baik.
2. Berpartisipasi dalam kelompok.
3. Berbagi pengalaman.
4. Membandingkan perilaku  baik  dengan perilaku  buruk.

 

1. Pendidikan Karakter

Dengan model pembelajaran active learning tipe E² pada text narrative siswa dapat mengembangkan sikap :

1. semangat kebangsaan ,
2. cinta damai,
3. gemar membaca,
4. ertanggung jawab.

 

V. MODEL,PENDEKATAN, METODE DAN TEKNIK PEMBELAJARAN

1. Model Pembelajaran : Active Learning

 

1. Teknik Pembelajaran
   1. Active Learning tipe E²
   2. Question and Answer

 

 VI. BAHAN AJAR

Teks Narrative:

·         Fable

 

 V. KEGIATAN BELAJAR MENGAJAR

1. A.    PENDAHULUAN

Kegiatan Guru	Kegiatan  Siswa
Awal (+ 10 menit)   Guru memberi salam memotivasi  dengan memberi  pertanyaan “apakah mereka suka membaca ?” Guru menyampaikan tujuan pembelajaran	Siswa membalas sapaan guru Siswa menjawab pertanyaan berdasarkan pengalaman mereka sendiri. Siswa menyimak penjelasan guru
Inti : Explorasi Guru meminta siswa untuk menyebutkan  beberapa cerita narrative. Guru meminta siswa untuk membaca  contoh cerita narrative dengan nyaring. Elaborasi Guru membimbing siswa  membentuk  kelompok kecil untuk menyebutkan  beberapa cerita narrative. Guru membimbing siswa  membentuk  kelompok kecil untuk  menemukan makna kata/ phrasa dalam teks narrative.     Guru membimbing siswa membentuk kelompok kecil  untuk menemukan gambaran umum , informasi tertentu/ rinci/tersirat , rujukan kata , tujuan komunikatif dari teks tertulis  berbentuk  narrative.   Guru membimbing siswa membentuk kelompok kecil untuk menunjukkan  nilai karakter   dari pemeran lakon  dalam cerita narrative.   5.      Guru membimbing siswa membentuk kelompok kecil untuk  menganalisa teks narrative berdasarkan struktur teks dan ciri-ciri kebahasaan.   Guru membimbing siswa membentuk  kelompok kecil untuk menyimpulkan pesan moral dalam teks narrative.   7.      Guru membimbing siswa membentuk  kelompok kecil uk  kelompok kecil untuk merespond/ mengkritisi makna dalam teks nrrative .     Konfirmasi Guru memberi umpan balik dengan memberi rubrik evaluasi diri siswa untuk mengetahui sejauh mana siswa mampu merespon makna dalam teks narrative.	Siswa menyebutkan  beberapa cerita narrative. 2.      Secara bergilir siswa  membaca contoh cerita narrative dengan nyaring.       Siswa membentuk  kelompok kecil untuk untuk menyebutkan  beberapa cerita narrative. Siswa membentuk  kelompok kecil untuk untuk  menemukan makna kata/ phrasa dalam teks narrative.     Siswa membentuk kelompok kecil  untuk menemukan gambaran umum , informasi tertentu/ rinci/tersirat , rujukan kata , tujuan komunikatif dari teks tertulis  berbentuk  narrative.     Siswa membentuk  kelompok kecil untuk menunjukkan  nilai karakter   dari pemeran lakon  dalam cerita.     Siswa membentuk  kelompok kecil untuk menganalisa teks narrative berdasarkan struktur teks dan ciri-ciri kebahasaan     Siswa membentuk  kelompok kecil untuk menyimpulkan pesan moral dalam teks narrative.   7.      Siswa membentuk  kelompok kecil untuk merespond/ mengkritisi makna dalam teks narrative .       Siswa melaksanakan evaluasi diri dengan mengerjakan soal dalam rubrik evauasi diri.
Akhir Closure (10 menit) Guru memberi evaluasi dengan quiz.	Siswa menjawab pertanyaan berdasarkan  teks narrative yang diberikan.

 

 

VI. SUMBER DAN MEDIA PEMBELAJARAN

1. a.         Sumber:
2. Buku teks untuk SMA kelas XI semester I………..
3. Teks-teks narrative  berbentuk fabel
   1. b.        Media
   2. Gambar
   3. Internet …….

 

VII. TUGAS MANDIRI TIDAK TERSTRUKTUR

Sebagai tugas mandiri tidak  terstruktur, siswa diminta untuk  :

1. menuliskan tentang apa yang mereka pelajari, apa peran pengetahuan yang dipelajarinya untuk kehidupan mereka sendiri, bagaimana hal ini membuat mereka merasa, dan sebagainya.

 

1. benar-benar melakukan nilai karakter  yang dipelajarinya, baik secara langsung maupun tidak langsung.

 

1. terlibat dalam berbagai dialog otentik dengan orang lain, di luar teman-teman sekelasnya (di website, melalui email, SMS atau dalam kehidupan nyata).

 

VIII. EVALUASI

1. Jenis               : Tes tertulis

Bentuk tes     : Reading comprehension questions,

Waktu            : 20  menit

Jumlah soal    : 10  soal

 

1. Jenis               : Penilaian Proses

Bentuk tes     : 1. Rubrik penilaian karakter

2. Rubrik penilaian ‘Reading aloud’.

3. Rubrik penilaian afektif.

 

 

Semarang, Januari 2013. 21. Pengembangan RPP

      Mengetahui

Kepala SMA Negeri 7 Semarang.                                     Guru Mata Pelajaran,

 

 

 

 

Hj. Kastri Wahyuni, S.Pd.,MM                                           Sri Muryati, S.Pd.,MPd.

NIP. 19560615 197903 2 005                                          NIP. 19530515 197903 2 006

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