RPP Reading Analytical exposition

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

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Nama sekolah : MAN Salatiga
Mata Pelajaran : Bahasa Inggris
Program : IPS
Kelas/Semester : XI (Sebelas) / 1
Tema : Analytical Exposition
Aspek/Skill : membaca
Alokasi Waktu : 2 x 45 menit

A. Standar Kompetensi :
5. Memahami makna fungsional pendek dan esei berbentuk report, narrative, analytical exposition, dalam konteks kehidupa sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar :
5.2. Merespon makna dan langkah retorika dalam esei yang mengunakan ragam bahasa tulis akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks bentuk: report, narrative, dan analytical exposition.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Mampu merespon makna gagasan (ideasional) dan informasi faktual dalam teks yang meliputi main ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika wacana analytical exposition.
D. Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
Berani ( courage )

E. Materi Pembelajaran
1. Analytical exposition
Definition of Analytical Exposition
It is a kind of text type that presents one side of an issue in a form of arguments. The purpose of analytical exposition is to persuade the readers by presenting one side of an argument. In other word, it can be said that an analytical exposition is used to argue point of view or to persuade the audience to do something. Analytical exposition text can be found in legal defenses, spoken arguments, advertisement, announcement, radio commercial and leaflet. Analytical exposition also the text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to show the readers that the idea is the important matter.
Generic Structure of Analytical Exposition
1. Thesis : Introducing the topic and indicating the writer’s position. It consists of the author’s point of view (thesis), preview of the arguments that will follow in the next section, and a question or emotional statement to get audience attention.
2. Arguments : Explaining the arguments to support the writer’s position. This part is significant to support about the thesis. Therefore, it needs some requirements. They are explained as follow;
a) A new paragraph is used for each argument
b) Each new paragraph begins with topic sentence
c) After topic sentence comes the details to support the arguments
d) Emotive words are used to persuade the audience into believing the author.
3. Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here.

The example of Analytical Exposition
Cars should be banned

Thesis
Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents.

(Mobil harus dilarang di kota. Seperti yang kita ketahui, mobil membuat polisi dan membuat banyak kematian di jalan dan kecelakaan.)

Argument 1
Firstly, cars, as we all know, give contribution to the most of the pollution in the world. Cars emit deadly gas that causes illness such as bronchritis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them.

(Pertama, mobil, sebagai mana kita ketahui, menyumbang polusi terbanyak di dunia. Mobil mengeluarkan gas mematikan yang menyebabkan penyakit seperti bronchitis, kanker paru-paru, dan pemicu asthma. Beberapa penyakit tersebut sangatlah buruk bagi manusia yang bisa menyebabkan kematian.)
Argument 2
Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrains in the city, which causes them to die. Cars today are our roads biggest killers.

(Yang kedua, kota sangatlah sibuk. Pejalan kaki berjalan ke mana-mana dan mobil umumnya menabrak pejalan kaki di kota, yang menyebabkan kematian. Mobil hari ini adalah pembunuh terbesar di jalan.)

Argument 3
Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or to concentrate on your homework, and especially when you talk to someone.

(Yang ketiga, mobil sangatlah berisik. Jika kamu tinggal di kota, kamu mungkin akan menjumpai sangat lah susah untuk tidur di malam hari atau untuk berkonsentrasi pada pekerjaan rumah kalian, dan khususnya ketika kamu berbicara kepada seseorang.)

Reiteration
In conclusion, cars should be benned from the city for the reason listed.

(Kesimpulannya, mobil harus dilarang dari kota berdasarkan alasan tersebut.)

2. Present tense
How do we use the Present Simple Tense?
We use the present simple tense when:
the action is general
the action happens all the time, or habitually, in the past, present and future
the action is not only happening now
the statement is always true
How do we make the Present Simple Tense?
(+) S+V1 (es/s)+O
(-) S+ do/Does + O For Ajective we add present to be (Am, Are, Is) and remove do/ does then follow by adjective
(?) Do/does+ S+O
There are three important exceptions:
For positive sentences, we do not normally use the auxiliary.
For the 3rd person singular (he, she, it), we add s to the main verb or es to the auxiliary.
For the verb to be, we do not use an auxiliary, even for questions and negatives.
F. Strategi Pembelajaran:
1. Metode Pembelajaran : Penjelasan, diskusi, dan tanya jawab.
2. Pendekatan Pembelajaran : Edukatif

G. Langkah-langkah Kegiatan
1. Kegiatan Pendahuluan (10 menit)
Apersepsi :
• Berdoa untuk mengawali pembelajaran.
• Tanya jawab tentang authentic material yang menjadi latar belakang pembahasan materi.
• Jugle paragraph: game ini yang akan mengarahkan siswa pada materi yang akan dijelaskan.
Motivasi :
• Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

2. Kegiatan Inti (70 menit)
a. Eksplorasi
Dalam kegiatan eksplorasi, guru:
• Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari.
• Mencocokkan tebakan siswa dengan materi yang ada dalam text book.
• Peserta didik mempelajari penjelasan dan contoh teks analytical exposition, present tense melalui audio visual, dan text tulis yang ada dalam text book. Guru menjelaskan hal-hal yang belum dipahami siswa.
• Menunjukan gambar untuk mengembangkan kreatifitas siswa dalam membuat kalimat yang sesuai dengan materi yang dibahas.
• Menyusun paragraf analytical exposition yang rumpang sesuai denga text organizationya.
• Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain;
• Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
• Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
• Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan.
b. Elaborasi
Dalam kegiatan elaborasi, guru:
• Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna;
• Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lain-lain untuk memunculkan gagasan baru baik secara lisan maupun tertulis;
• Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut;
• Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif;
• Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar;
• Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok;
• Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok;
• Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan;
• Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
c. Konfirmasi
Dalam kegiatan konfirmasi, guru:
• Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik,
• Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber,
• Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan,
• Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar:
• Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar;
• Membantu menyelesaikan masalah;
• Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi;
• Memberi informasi untuk bereksplorasi lebih jauh;
• Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif.
• Guru bertanya jawab tentang hal-hal yang belum diktahui siswa
• Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan

3. Kegiatan Penutup (10 menit)
Dalam kegiatan penutup, guru:
• bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
• melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram;
• memberikan umpan balik terhadap proses dan hasil pembelajaran;
• merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik;
• menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Alat dan Sumber belajar
a. Alat dan Media
Alat : Laptop, LCD, white board
Media : Power point, LKS Intan Pariwara SMA/MA XI, picture, authentic material
b. Sumber Belajar
Buku paket : Progress grade XI
Buku referensi : Look ahead 2
I. Penilaian
a. Teknik Penilaian
• Tugas kelompok : penilaian proses, karakter, dan keakuratan mengidentifikasi laguage feature of analytical exposition dalam test yang dibaca.
• Tugas Individu : penilaian kognitif
• Bentuk Instrumen
1. Pedoman observasi
2. Uraian objektive
3. Pilihan ganda
4. Isian
5. Jawaban singkat

b. Instrumen Evaluasi :
Indikator Pencapaian Kompetensi Teknik Penilaian Bentuk Instrumen Instrumen/ Soal
1. Mampu merespon makna gagasan (ideasional) dan informasi faktual dalam teks yang meliputi main ideas, supporting ideas, details.
2. Mampu mengidentifikasi langkah-langkah retorika wacana analytical exposition.
membaca

Tulis Uraian objectif

Isian • Read following the text.
• Read the following dialog.

• Provide the title the conclusion for the text.
• Make a paragraph depend on the picture using present tense to expresses the ideas.
• anaswer the questions based on the text.
• Arrage the paragraph depend on the text organization of the analytical exposition.

J. Pedoman Penilaian
• Rubic Pilihan Ganda
4 point for multiple-choice 25= 100
No Uraian Skor
1. Jawaban benar 4
2. Jawaban salah 0

Skor maksimal= 100
Nilai siswa= Skor perolehan x 10=
Skor maksimal (100)
• Rubrik Penilaian Tulis

4 point x skor 1-5= 100
Skor maksimal= 100
Nilai siswa= Skor perolehan x 10=
Skor maksimal (100)

Mengetahui;
Guru Pamong

( Nur Jadid,S.PdI )
NIP. 198008062006041022 Salatiga, 26 Agustus 2013
Guru Mapel Bahasa Inggris,

( Febri Ari Sandi )
NIM : 11310010

First challenge
Laela : Good morning, Ahmad.
Ahmad: Oh….hi,MorningLaela. How are you today?
Laela : I feel better today, thanks, Uhm…Is that today’s newspaper? Yeah, the one you are reading
Ahmad: Yup!
Laela : did you read that article in the paper about smoking? The person who wrote it must be crazy.
Ahmad: I don’t think so. I thing the government should do everything it can to discourage people from smoking.
Laela : Maybe so. But a law banning cigarettes does not good.
Ahmad: What do you mean? In my opinion, though you can’t suddenly make smoking illegal but it is important for the government to establish the law that prohibits smoking in public places like cinemas and hospital.
Laela : Yes, that’s true. But I think people should be allowed to smoke on the train and buses. Don’t you think so?
Ahmad : Not at all. It’s awful sitting next to someone blowing smoke smoke all over you, if you don’t smoke yourself.
Laela : Sure, I agree. But if you do smoke, and don’t forget, it isn’t a crime….
Ahmad: Well, that’s where the governmentcan help. It should make “NO SMOKING” compartments on all trains, buses, and aeroplanes, and there should be more “NO SMOKING” compartments that “Smoking”. Then, you’ll really discourage people from smoking.
Laela : Yes I suppose you’re right, on that basis, we agree that there should be some real effort to discourage people from smoking. Well, I’ve got to go now and hand in these paper to our teacher. It’s nice to have talked with you. Thanks, Ahmad.
Ahmad: Bye. Laela

The role for second challenge
Using the words in parentheses, complete the text below with the appropriate tenses
Cara Pengerjaan: Dalam satu kelompok terdiri dari 4 orang
• Si 1,2,3 mengerjakan soal
• Si 4 menjadi pembaca estafet
• Si 5 menjadi penulis
• Si 6,7,8 menjadi Pengoreksi.

Uraian Skor
Isi benar, tata bahasa benar
Isi benar, tata bahasa kurang tepat
Isi dan tata bahasa kurang tepat
Tidak menjawab 3
2
1
0

SECOND CHALLENGE ACTIVE READING. Read the following teks. Then, answer the questions.

A. Read to text then complete the blanks use the suitable words that provided in the box.
The Importance of English Language

Personally think that English is the world’s most ________language. Why do I say that?
Firstly, English is international language. It is spoken by many people all over the________, either as a first or second language.
Secondly, English is also the key which opens doors to scientific and technical knowledge, which is needed for economic and political development of many ________in the world.
Thirdly, English is the top requirement of those seeking jobs. __________who master either passive or active English are more favorable than those who don’t.
From the fact above, it is obivious that everybody _____to learn English to greet the global era.

B. Answer these questions base on the text using complete answers.
1. Why is it so important to learn English?
2. What is the purpose of the writer in the text?
3. Do you think everybody will agree with the text? Why/why not?
4. What do you call this text?
5. What tense is mostly used in the text?

Evaluation ( Choose A, B, C, D, E for the correct answer)

Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.

1. Smoking in the restaurants must be avoided because……
a) It is harmful to others
b) It is impolite
c) It’s dangerous to the smokers
d) It can cause heart and lung disease
e) All answers are correct

2. We have many reasons to say that smoking must be avoided. The word reasons mean…..
a) conclusion
b) point of view
c) argument
d) reinforcement
e) statement

3. Since we can find a thesis, arguments and reiteration in the text, so we can conclude that this text belongs to…..
a) description
b) narration
c) anecdote
d) procedure
e) analytical exposition

4. What is the purpose of the text?
a) To inform the readers to the readers
b) To persuade to the readers
c) To describe to the readers
d) To tell a story to the readers
e) To argue about smoking to the readers

5. The synonym of the word dangerous in the text is……
a) rude
b) impolite
c) health risk
d) harmful
e) disease

6. Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
The sentence above characterize as….. of the text.
a) thesis
b) arguments
c) reiteration
d) topic sentence
e) supporting details

Learning English
Learning English through music and songs can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually simple, some songs can be quite complex syntactically, lexically and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and within one group. Little wonder they are important tools in sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs, learning English can be enjoyable and fun.

7. The type of the text above is …
a) Analytical exposition
b) Hortatory exposition
c) Narrative
d) Discussion
e) Explanation

8. What is the communicative purpose of the text?
a) To tell the reader about the songs
b) To entertain the reader with the songs
c) To show the reader the use of songs
d) To explain above the songs
e) To persuade the reader to use songs in learning language

9. The generic structures of the text are ….
a) Thesis – arguments – recommendation
b) General statement – sequential explanation
c) Newsworthy events – background events – sources
d) Thesis – arguments – reiteration
e) General statement – arguments

10. What is the text about ….
a) Learning songs
b) Very enjoyable music
c) The phenomenon
d) Music listeners
e) Using songs in language learning