Hubungan Literature dalam Mengajar Narrative Text - Halo Sobat KBIng, dalam proses mengajar narrative text, seorang guru dibutuhkan step by step yang tepat agar proses belajar mengajar berjalan efektif.
Oleh karena itu, kali ini kita akan menyajikan sebuah contoh Rencana Pelaksanaan Pembelajaran (RPP) narrative text. Namun, sebelum contoh Rencana Pelaksanaan Pembelajaran (RPP) narrative text, ada baiknya bagi kita untuk mengulas sedikit tentang contoh RPP sehingga Sobat menjadi lebih paham dan mudah dalam membuat sebuah RPP. Baiklah, tanpa berlama-lama lagi, di bawah ini adalah pembahasan contoh Rencana Pelaksanaan Pembelajaran (RPP) tentang narrative text .
Lesson Plan
Institution : SMAN 1 Purbolinggo
Class/Semester : X/2
Topic : Narrative text about experience, phenomenon, or event
Time allocation : 2 x 45 minutes
Core Competence (KI)
1. Appreciating and practicing the students’ own religious orders.
2. Appreciating and practicing honesty, discipline, responsibility, care (working together,
helping each other, tolerance, peace), politeness, responsiveness and activeness; showing
their attitude to actively solve the problems in communication with their social and natural
environment; and putting themselves as reflection of our nation in the world association.
3. Understanding; applying; analyzing their factual, conceptual, procedural and metacognitive
knowledge based on their curiosity about science, technology, arts, cultures, and humanities
with their concepts of humanity, nationality, statehood and civilization in relation to the cause of
phenomenon and occurrence; and applying their procedural knowledge in the specific field of
study which is appropriate with their talent and interest in solving a problem.
knowledge based on their curiosity about science, technology, arts, cultures, and humanities
with their concepts of humanity, nationality, statehood and civilization in relation to the cause of
phenomenon and occurrence; and applying their procedural knowledge in the specific field of
study which is appropriate with their talent and interest in solving a problem.
4. Processing, reasoning, and communicating the result in concrete and abstract domain in
relation to the development of what they have learned from school independently; acting out
effectively and creatively; and being able to use methods based on scientific rules.
relation to the development of what they have learned from school independently; acting out
effectively and creatively; and being able to use methods based on scientific rules.
Basic Competence (KD)
1.1 Being grateful for the chance of learning English as an intermediate language to
international communication.
international communication.
2.2 Rising the students’ honesty, discipline, self-confidence, and responsibility in doing
transactional communication with the teacher and friends.
transactional communication with the teacher and friends.
2.3 Raising students’ responsibility, caring, cooperation, and love of peace, in implementing
functional communication.
3.9 Analyzing social function, the structure of the text, and linguistic elements of narrative text of
experience, phenomenon, and events, in the context use.
Indicators:
1) Students are able to understand simple narrative text about experiences, phenomenon, and event.
2) Students are able to understand the social function, the structure of the text, and linguistic elements of narrative text of experiences, phenomenon, or events.
4.13. Catching the idea of the narrative text, orally and written, about experiences, activities, phenomenon, and events.
Indicators:
1) Students are able to understand simple narrative text, orally and written, about experiences, phenomenon, or events.
4.14 Constructing narrative text, orally and written, about experiences, activities, events, taking into account the social function, the structure of the text, and correct linguistic elements based on the context.
Indicators:
1) Students are able to share experience or event using proper pronunciation and intonation.
2) Students are able to construct narrative text of experiences, phenomenon, or simple event, concerning with social functions, the structure of the text, and correct linguistic elements based on the context.
Objectives :
After learning activities, students are expected to:
1. Understand narrative text, both orally and written, about experiences, phenomenon, or events;
2. Understand and analyze social function, the structure of the text, and linguistic elements of narrative text;
3. Respond the idea of narrative text, both orally and written;
4. Tell experiences, phenomenon, or events, orally with proper pronunciation and intonation.
5. Construct narrative text by taking into account the social function, the structure of the text, linguistic elements, and the context.
Materials
International short story entitled “the happy prince” by Oscar Wilde, in narrative form, covering:
1. Social Function
To entertain or amuse the reader or listener.
2. Structure of texts
a. Orientation gives the readers an introduction to the characters and setting of the story. It creates
the condition that the reader can keep on following the story.
b. Complication is in the middle of the story which presents what is so called complication when the
characters find a problem. There is a conflict or problem among the characters of the story on
this part.
characters find a problem. There is a conflict or problem among the characters of the story on
this part.
c. Resolution is the stage where the main character finds solution from her/his problem. The story
ends with happy ending/ sad ending and in this resolution; the writer usually gives a moral value
\ and message based on the story.
ends with happy ending/ sad ending and in this resolution; the writer usually gives a moral value
\ and message based on the story.
3. Linguistic Elements
a. WH Question: When? Where? Who?
b. Use of past tense (simple and continuous): woke, took, went, got, did, had, was waiting,
were sleeping, etc.
c. Focus on a temporal sequence (Conjunction): First, Then, After That, Finally, etc.
d. Circumstances of time: yesterday, last month, on monday, an hour ago, immediately, etc.
e. Speech, word stress, and intonation
Learning Methods
1. Approach : Scientific Approach
2. Model : Project Based Learning
3. Technique : Story Wheel
Media and Instruments
1. Media
Story Wheel
2. Instruments
VCD/DVD(computer/laptop).
Steps
Time | Activities | Additional information |
Pre 10’ | a. Orientation • The teacher greets the students in English and the students respond to it in order that English environment can be instantly created. • The teacher asks one of the students leading a prayer before starting the lesson. b. Apperception • The teacher asks the students to observe apperception pictures on the book and briefly explain the picture. • The teacher provides warming-up activities to relate to an interesting experience or event. c. Motivation • The teacher motivates the students to engage in the learning process actively, interactively, and cooperatively. • The teacher motivates the students to achieve the learning objectives at the meeting. d. Provision of Reference • The teacher gives an overview of the theme / material that is covered. | |
Whilst 70’ | Observing · The students observe narrative text read by the teacher. · The students observe narrative text given by the teacher. · The students practice determining the detailed information. | · The teacher gives narrative text from the result of questioning and answering between the students and the teacher. · The teacher writes the narrative text which was already fixed on the blackboard. · The teacher asks the students to conclude the characteristics of narrative text. |
Questioning · Guided by the teacher, the students question about the difficulties they face. | · The teacher supervises and motivates the students to question about the difficulties they face. | |
Exploring/Experimenting · The students answer questions provided by the teacher related to narrative text. · The students in group construct an event based on the pictures provided | · The teacher gives the questions related to narrative text. · The teacher asks the students to construct the pictures which are distributed to each group using the media Story Wheel. | |
Associating · In a group discussion, the students construct a narrative text from the pictures through the media Story Wheel · The students write one or more sentences to depict the sequence of the pictures. The students also can color the empty column on the media. · The students deliver their result to their friends through workshop. · Every group stick their learning media on the wall and one of the members in each group waits their stand and the rest look around the result of other groups. · While the students are looking at the group work, the students can ask the activities in detail about the pictures. · The students waiting on the stand can change the role to see other group work. | · The teacher asks the students to construct a narrative text from the pictures on the media. · The teacher asks the students to write one or more sentences describing the pictures. · The teacher asks each group to do a workshop. · The teacher observes the students’ activities. · The teacher guides the students to make detailed questions related to the group work result for other groups. · The teacher asks the students to change the position to wait on the stand for each group. | |
Communicating · The students retell the narrative text using their own words. · The students convey the values of the narrative story. · The students submit the information contained in the narrative story. | ||
Post 10’ | ü Reviewing the lesson ü Giving reinforcement |
Assessment
a. Teknik dan Bentuk Instrumen
Teknik | Bentuk Instrumen |
Tes Unjuk Kerja | Praktik, presentasi, wawancara |
Pengamatan Sikap | Lembar pengamatan |
Bapak/Ibu Guru dapat menggunakan rubrik penilaian unjuk kerja berikut.
Rubrik Penilaian Unjuk Kerja
No | Aspek yang Dinilai | Kriteria | Skor |
1. | Pengucapan (pronounciation) | Hampir sempurna. Ada beberapa kesalahan namun tidak mengganggu makna. Ada beberapa kesalahan dan mengganggu makna. Banyak kesalahan dan mengganggu makna. Terlalu banyak kesalahan dan mengganggu makna. | 5 4 3 2 1 |
2. | Intonasi (intonation) | Hampir sempurna. Ada beberapa kesalahan namun tidak mengganggu makna. Ada beberapa kesalahan dan mengganggu makna. Banyak kesalahan dan mengganggu makna. Terlalu banyak kesalahan dan mengganggu makna. | 5 4 3 2 1 |
3. | Kelancaran (fluency) | Sangat lancar. Lancar. Cukup lancar. Kurang lancar. Tidak lancar. | 5 4 3 2 1 |
4. | Ketelitian (accuracy) | Sangat teliti. Teliti. Cukup teliti. Kurang teliti. Tidak teliti. | 5 4 3 2 1 |
b. Pengamatan Sikap dan Tingkah Laku
Bapak/Ibu Guru dapat menggunakan rubrik penilaian sikap dan tingkah laku berikut.
Rubrik Penilaian Sikap dan Tingkah Laku
No | Aspek yang Dinilai | Kriteria | Skor |
1. | Santun (respect) | Sangat sering menunjukkan sikap santun. Sering menunjukkan sikap santun. Beberapa kali menunjukkan sikap santun. Pernah menunjukkan sikap santun. Tidak pernah menunjukkan sikap santun. | 5 4 3 2 1 |
2. | Peduli (care) | Sangat sering menunjukkan sikap peduli. Sering menunjukkan sikap peduli. Beberapa kali menunjukkan sikap peduli. Pernah menunjukkan sikap peduli. Tidak pernah menunjukkan sikap peduli. | 5 4 3 2 1 |
3. | Jujur (honest) | Sangat sering menunjukkan sikap jujur. Sering menunjukkan sikap jujur. Beberapa kali menunjukkan sikap jujur. Pernah menunjukkan sikap jujur. Tidak pernah menunjukkan sikap jujur. | 5 4 3 2 1 |
4. | Disiplin (discipline) | Sangat sering menunjukkan sikap disiplin. Sering menunjukkan sikap disiplin. Beberapa kali menunjukkan sikap disiplin. Pernah menunjukkan sikap disiplin. Tidak pernah menunjukkan sikap disiplin. | 5 4 3 2 1 |
5. | Percaya diri (confidence) | Sangat sering menunjukkan sikap percaya diri. Sering menunjukkan sikap percaya diri. Beberapa kali menunjukkan sikap percaya diri. Pernah menunjukkan sikap percaya diri. Tidak pernah menunjukkan sikap percaya diri. | 5 4 3 2 1 |
6. | Bertanggung jawab (responsible) | Sangat sering menunjukkan sikap bertanggung jawab. Sering menunjukkan sikap bertanggung jawab. Beberapa kali menunjukkan sikap bertanggung jawab. Pernah menunjukkan sikap bertanggung jawab. Tidak pernah menunjukkan sikap bertanggung jawab. | 5 4 3 2 1 |
7. | Kerja sama (team work) | Sangat sering menunjukkan sikap kerja sama. Sering menunjukkan sikap kerja sama. Beberapa kali menunjukkan sikap kerja sama. Pernah menunjukkan sikap kerja sama. Tidak pernah menunjukkan sikap kerja sama. | 5 4 3 2 1 |
8. | Cinta damai (peace) | Sangat sering menunjukkan sikap cinta damai. Sering menunjukkan sikap cinta damai. Beberapa kali menunjukkan sikap cinta damai. Pernah menunjukkan sikap cinta damai. Tidak pernah menunjukkan sikap cinta damai. | 5 4 3 2 1 |
9. | Berkomunikasi baik (communicative) | Sangat sering menunjukkan sikap berkomunikasi baik. Sering menunjukkan sikap berkomunikasi baik. Beberapa kali menunjukkan sikap berkomunikasi baik. Pernah menunjukkan sikap berkomunikasi baik. Tidak pernah menunjukkan sikap berkomunikasi baik. | 5 4 3 2 1 |
Dari hasil/nilai unjuk kerja dan pengamatan sikap dan tingkah laku, Bapak/Ibu Guru dapat memberikan penilaian individu dengan format sebagai berikut.
Format Penilaian Individu
Nama Kegiatan : ____________________________________________
Tanggal Pelaksanaan : ____________________________________________
Nama : ____________________________________________
NIS : ____________________________________________
No. | Aspek yang Dinilai | Nilai |
Sikap | ||
1 | Santun (respect) | |
2 | Peduli (care) | |
3 | Jujur (honest) | |
4 | Disiplin (discipline) | |
5 | Percaya diri (confidence) | |
6 | Bertanggung jawab (responsible) | |
7 | Kerja sama (team work) | |
8 | Cinta damai (peace) | |
9 | Berkomunikasi baik (communicative) | |
Pengetahuan | ||
1 | Tujuan komunikatif | |
2 | Keruntutan teks | |
3 | Pilihan kosakata | |
4 | Pilihan tata bahasa | |
Keterampilan Menulis | ||
1 | Originalitas penulisan | |
2 | Kesesuaian isi dengan judul | |
3 | Keruntutan teks | |
4 | Pilihan kosakata | |
5 | Pilihan tata bahasa | |
6 | Penulisan kosakata | |
7 | Kerapihan tulisan | |
Keterampilan Berbicara | ||
1 | Pengucapan (pronounciation) | |
2 | Intonasi (intonation) | |
3 | Kelancaran (fluency) | |
4 | Ketelitian (accuracy) | |
Total | ||
Rata-rata | ||
Catatan:
Dalam pelaksanaannya, tidak harus seluruh aspek dimunculkan, tergantung jenis kegiatan yang dilaksanakan.
Mengetahui
Kepala SMAN 1 Purbolinggo Guru Mata Pelajaran
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
NIP.___________________ NIP._______________
Nah Sobat, demikianlah pembahasan mengenai narrative text dengan menghubungan unsur literature didalamnya. Semoga artikel ini dapat menjadi referensi yang baik bagi Sobat dalam mengajar narrative text secara efektif. Baiklah, terimakasih telah memabaca dan sampai berjumpa kembali dalam artikel-artikel menarik lainnya.
Nah Sobat, demikianlah pembahasan mengenai narrative text dengan menghubungan unsur literature didalamnya. Semoga artikel ini dapat menjadi referensi yang baik bagi Sobat dalam mengajar narrative text secara efektif. Baiklah, terimakasih telah memabaca dan sampai berjumpa kembali dalam artikel-artikel menarik lainnya.
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