Kamis, 10 Mei 2012

CONTOH RPP BERKARAKTER TERBARU 2012

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) 1

                  Nama sekolah            :  SMP NEGERI 1 TAKALAR
 Mata Pelajaran           : Bahasa Inggris
 Kelas/Semester          : VIII A (Delapan) / 2
                    Aspek/Skill        :  Mendengarkan
                                      Alokasi Waktu            : 2 x 40 menit

A.    Standar Kompetensi
8.    Memahami   makna  dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar


B.    Kompetensi Dasar   
8.1.    Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

C.    Indikator Pencapaian Kompetensi
        Kognitif: Proses
1.    Menggarisbawahi  kosakata dan ungkapan yang telah diperdengarkan
2.    Review berbagai jenis teks fungsional pendek yang sering dijumpai
3.    Mendengarkan teks fungsional pendek terkait tema/topik tertentu
4.    Menjawab berbagai pertanyaan terkait informasi dalam teks fungsional yang didengar
5.    Menentukan tujuan komunikatif dari teks yang didengar
       Kognitif: Produk
        1. Menjelaskan isi percakapan berdasarkan materi yang telah diperdengarkan
        2. Mengetahui berbagai jenis teks fungsional pendek terkait tema/topik tertentu
        3. Memberikan contoh jenis-jenis teks fungsional
Psikomotor :
           Mendengarkan dengan seksama materi yang akan diperdengarkan/dibacakan oleh guru.
Afektif :
       1. Melakukan komunikasi: practice/praktek,bertanya,dan berpendapat.
       2. Melakukan kerjasama.
D.    Tujuan Pembelajaran
       Pengetahuan: Proses
1.    Dengan diperdengarkan bacaan tentang suatu percakapan,siswa dapat menggarisbawahi konsep-konsep penting tentang percakapan sesuai dengan aturan-aturan yang ditetapkan.
2.    Dengan diperdengarkan berbagai macam percakapan,siswa dapat membedakannya.
3.    Dengan diberikan masalah,siswa dapat menyelesaikannya sesuai dengan peraturan yang ditetapkan.
4.    Dengan diperdengarkan sebuah percakapan,siswa dapat membuat kesimpulan isi percakapan.
5.    Dengan diberikan lembar kerja,siswa dapat melengkapi isian percakapan berdasarkan materi yang diperdengarkan/dibacakan
  Pengetahuan: Produk
1.    Dengan tanpa membuka (C),siswa (A) dapat menjelaskan isi percakapan sederhana (B) sesuai dengan criteria/kunci yang ditetapkan (D).
2.    Dengan diperdengarkan berbagai macam percakapan,siswa dapat menyebutkan 3 jenis percakapan
3.    Dengan tanpa membuka buku,siswa dapat menyebutkan 2 contoh untuk setiap jenis percakapan.
Psikomotor
      Dengan diperdengarkan berbagai macam percakapan,siswa dapat mengetahui dan membedakan 3 jenis teks fungsional.
Afektif
1.    Dengan terlibat aktif dalam pembelajaran,siswa dapat melakukan komunikasi dengan benar dan santun yang meliputi praktek,bertanya,dan berpendapat.
2.    Dengan terlibat secara aktif dalam pembelajaran,siswa dapat melakukan kerjasama dengan baik dalam kelompok.
E.    Materi Pembelajaran:
Percakapan (Lihat LKS kelas VIII UNIT 8 halaman 127)
•    Listen the following text carefully!
•    Find the meaning of the following words with the dictionary!



F. Metode Pembelajaran
    1. Model    : STAD (Student Teams Achievement Divisions)
    2. Metode  : Diskusi,practice/praktek,Pemberian tugas.
G. Kegiatan Pembelajaran
      Kegiatan
      ( waktu )            F a s e
             Kegiatan Guru        Terlaksana/ Tidak
Pendahuluan
( 10 Menit )    Menyampaikan Tujuan
Dan Memotivasi siswa         Memotivasi siswa: Memperdengarkan bacaan seperti pada LKS.
Guru bertanya pada siswa :
Apakah jenis percakapan?
   
Inti
( 60 Menit)    Menyajikan Informasi    Memberikan informasi :
Pengertian Percakapan sederhana berdasarkan LKS
Meminta siswa mendengarkan percakapan berdasarkan LKS
Siswa halaman 35-36 dan menggaris bawahi kata-kata kunci/ penting.   
    Mengorganisasikan
Siswa dalam kelompok belajar    Membentuk 5 kelompok belajar: anggota kelompok beragam( dari segi kemampuan,dan ras) dan membagikan. LKS   
    Membimbing Kelompok    Membimbing kelompok:
Mengawasi saat kelompok mengerjakan LKS
Membimbing Praktek:
(Membimbing kelompok terpilih) untuk mempraktekkan kerja kelompoknya.
Sambil membimbing kerja kelompoknya dan presentasi siswa,Guru menilai sikap siswa dengan panduan rubrik penilaian
Membimbing kelompok menjawab masalah sesuai dengan kesimpulan yang telah diperoleh.   
           Evaluasi    Meminta siswa Mengerjakan lembar penilaian 1 dan LP kinerja 1.
Menentukan kelompok yang memiliki kinerja terbaik   
Penutup
( 10 Menit )          Penghargaan    Memberikan Penghargaan
(Misalnya dalam bentuk pujian) terhadap kelompok yang kinerjanya baik.   
        Merangkum: Membantu siswa merangkum hasil belajar yang diperoleh melalui kegiatan .   

H. Penilaian Hasil Belajar
1.    Penilaian produk: Lembar Penilaian 1
2.    Penilaian Kinerja:membuat hipotesis,melakukan penyelidikan,membuat kesimpulan,dan peta Konsep.
3.    Penilaian sosial: melakukan komunikasi dan kerjasama.
I. Sumber Pembelajaran
   1. Buku siswa English in Focus kelas VIII UNIT 3 mendengarkan
   2. Lembar Penilaian 1: Produk dan proses
   3. Lembar Penilaian Kinerja 1: jenis percakapan
   4. Lembar Penilaian Kinerja 2: Menemukan konsep-konsep penting
   5.. Lembar Penilaian Kinerja 3: Melakukan Penyelidikan
   6. Lembar pengamatan keterampilan sosial beserta rubric penilaian keterampilan social
   7. Kebutuhan untuk masing-masing kelompok sesuai dengan LKS 3

                             Takalar,  05 april 2012
       

            Mahasiswa P2K   




        Srina Abdillah
        10535 2684 07
                                                Mengetahui

    Dosen Pembimbing                                Guru Pembimbing



    Aliem Bahri S.Pd,M.Pd                            Hj.Rusniah S.Pd
                                                                       Nip.19620502 198303 2 017




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KUMPULAN JUDUL SKRIPSI BAHASA INGGRIS TERBARU


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19 : Improving reading comprehension of eleven graders of MAN 3 Malang through SQ3R strategy / Yuni
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21 : Improving students' writing ability by using scafflding strategy in the process of writing at SLTP Negeri 3
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24 : Improving the second year students’ writing skill by using inquiry-based learning strategy (at SLTP Lab
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25 : Using inquiry-based learning strategy to improve descriptive writing ability of the second year students of
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29 : The implementation of learning together strategy to improve the reading comprehension ability of the
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50 : Improving eight graders' reading comprehension through autonomous learning strategy / Ida Fitri
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52 : Employing the picture series strategy to improve the writing ability of the eighth graders of MTs Surya
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54 : Improving the ability in writing a recount text of the first-year students of MAN Wlingi through the
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Page 8
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62 : Self-questioning strategy to improve reading comprehension skills of the second semester students of the
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Code : Rt 428.407 TEL s
Languange : eng
Year : 2009
63 : Scaffolded reading experience (SRE) strategy to improve the eight grade students' narrative reading skill
at SMPN 2 Giligenting - Sumenep / Dornawati
Author : Dornawati
Code : Rt 428.4 DOR s
Languange : eng
Year : Tesis (Pascasarjana)--Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2008
Page 9

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Rabu, 25 April 2012

Improving Students’ Writing through Imaginative Technique at the First Year Students


Background                                                                

It has been known that English language is the language of international communication. There are four skills that have to be developed in learning language, namelylistening, speaking, reading and writing.Writing ability is the most important skill for most students. Success in studying depends in large part on our ability to write. Writing  skill as evidence and reason for the government to state English as the foreign language taught to Indonesian students from elementaryschool to university levels. Even though methods and technique of English teaching have been improved, but outcomes of the students knowledge is still far from satisfaction.
The students as the second language learners, who are good in writing, are possibly good in other language skills. In writing the passage, a writer can gain new words. The students can enlarge or extend their knowledge in many field or science by writing books or other materials. In fact, writing is the easiest and cheapest way of getting information. We will be able to increase our English anywhere, anytime because writing can be carried out easily without partner.
1
To improve the students’ achievement at SMA Guppi Samata Gowa needs hard work. The first thing we have to do is to make them realize about the importance of English. Most of them do not realize about the importance of English that they are not interested in learning it. The English teacher has to try hard to help the students improve their achievement.
The success of English learning depend on materials uses in writing, where it must be suitable with the students’ interest. Through imaginative Technique, the students will be able to improve their language skills. They will learn new words and appropriate expression they will become more sensitive to the correct uses of the language, and they will also learn good diction and style.
Through imaginative writingtechnique can interest the students to identify what had happened and where it happened? Why it happened? How it happened? What if we were in his/her situation? Would we react the same way? In this way we will learn to understand other people, especially the author himself.
Based on the statement in the background above, the writer is interested in conductingen title “Improving Students’ Writingthrough Imaginative Technique at the First Year Students
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“Improving the Students’ Reading Comprehension at VIII A Class of SMPN 4 Gangking through K-W-L-H Technique”.


Background                                                                      
The objective of English Language Teaching is to develop reading, listening, speaking and writing skills. It is the main purpose in teaching, especially in English skill. Nowadays, the progress of knowledge, science and technology requires us to absorb information. Information is merely the most important aspects in our life. Book, magazine, newspaper, bulletin, internet i.e. are source of information we can get it only through reading. Thus, we must read thousands of books to avoid ourselves from out of date.
There are four skills in English, one of them is reading. Reading is one of the important aspects in learning English, which is taught from elementary levels until university levels of education. Reading is a very important for the learners, when they are undergoing their education. Therefore, reading cannot be consider as isolate subject in our study, both in language and learning other disciplines. Harris (1966) asserts that reading is a complex and a complicated process because it involves the internal and external factors, in which these factors interact in the reading process.
Through reading, the people can improve their own knowledge which ensures the continuing personal growth and adapts the change in the word. Harvey (1998: 2) argues that the purpose or reading in language is to inform ourselves about something we are interested in, or challenge our knowledge on certain matters. In other words, to extend experience of the world in which we live.
When teaching how to read English texts, the main goal is comprehension of reading materials. Yet, the majority of the students do not have any competence in English well. Halim (1987: 2) states that most students encounter the problem in the comprehending an English text. They are at frustration level although they have been learning English for years.
Specifically, based on the information from the teacher of the eight grade students of SMPN 4 Gangking, the students’ reading comprehension is generally still low stated that the mean score of the students’ achievement in reading English is very low. It is about 5,0 mean score but the standard of curriculum 6,6 and the target score is minimally like the standard of curriculum must be achieved. One of the problems that students face is the lack of motivation. They think that reading is boring activity because teachers just ask students to read the text then the students have to answer the questions relating to the text.
By looking in this fact, lecturer or teachers give variations of teaching technique. It is a good method to help students activate their prior knowledge. A group instruction activity developed by Donna Ogle (1986) http://www.newiseowl. K-W-L-H technique is one way in teaching learning process to facilitate the students in reading comprehension. This technique is used to make students’ interested to learn reading comprehension.
This possibility motivates the writer to conduct a research under the title. “Improving the Students’ Reading Comprehension at VIII A Class of SMPN 4 Gangking  through K-W-L-H Technique”.
UNTUK SKRIPSI LENGKAPNYA SILAHKAN KLIK DI SINI ATAU DI SINI
DAN UNTUK MENDAPATKAN PASSWORNYA KLIK DI SINI
 
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