RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Rencana Pelaksanaan Pembelajaran

Sekolah                       :  SMP

Mata Pelajaran          :  Bahasa Inggris

Kelas/Semester          :  VII/Genap

Alokasi waktu            :  1 x 45 menit

Standar kompetensi:Memahami makna teks tulis fungsional dan esai pendek        sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat.

Kompetensi dasar     : Merespon makna dan langkah retorika secara akurat lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive

Indikator                    : 

·         Menemukan makna tertulis dan tersirat dalam teks descriptive

·         Menemukan informasi rinci dari teks descriptive. 

 UNTUK MENAMPILKAN LEBIH BANYAK RPP, SILLABUS UNTUK SMP, SMA DAN SMK KLIK DI SINI

Jenis teks                    : Descriptive

Aspek/ Skill                : Reading comprehension

A.    Tujuan Pembalajaran

Pada akhir pembelajaran siswa dapat

1.      Menjelaskan gagasan umum dari teks descriptive

2.      Menemukan makna kata tertentu dalam teks descriptive

B.     Materi Pelajaran

1.      Teks monolog pendek Mr. Kartolo, the farmer.

2.      Kosa kata yang berhubungan dengan teks mr. Kartolo The farmer

C.  Metode/ Teknik   : Cooperative learning

D.  Langkah langkah kegiatan

Kegiatan awal

Memberi salam dan menanyakan keadaan siswa, mengecek kehadiran siswa.

Kegiatan inti

·         Guru membagi siswa menjadi kelompok-kelompok

·         Guru membaca teks Mr.Kartolo The Farmer dengan baik dan benar

·         Siswa menjelaskan gagasan umum dan informasi rinci dalam teks dengan cara diskusi dengan teman kelompoknya

Kegiatan akhir

a.       menanyakan permasalahan yang dihadapi siswa dalam memahami wacana yang diberikan

b.      Evaluasi

    E. Sumber Belajar

• Buku Paket Bahasa Inggris

F. Penilaian

      1. Teknik         : tes tertulis

      2. Bentuk        : pertanyaan tertulis

      3. Instrumen    : Terlampiri

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Rencana Pelaksanaan Pembelajaran

Sekolah                       :  SMP

Mata Pelajaran          :  Bahasa Inggris

Kelas/Semester          :  VII/Genap

Alokasi waktu            :  1 x 45 menit

Standar kompetensi:Memahami makna teks tulis fungsional dan esai pendek        sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat.

Kompetensi dasar     : Merespon makna dan langkah retorika secara akurat lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive 

UNTUK MENAMPILKAN LEBIH BANYAK RPP, SILLABUS UNTUK SMP, SMA DAN SMK KLIK DI SINI

Indikator                    : 

·         Menemukan makna tertulis dan tersirat dalam teks descriptive

·         Menemukan informasi rinci dari teks descriptive.

Jenis teks                    : Descriptive

Aspek/ Skill                : Reading comprehension

A.    Tujuan Pembalajaran

Pada akhir pembelajaran siswa dapat

1.      Menjelaskan gagasan umum dari teks descriptive

2.      Menemukan makna kata tertentu dalam teks descriptive

B.     Materi Pelajaran

1.      Teks monolog pendek Mr. Kartolo, the farmer.

2.      Kosa kata yang berhubungan dengan teks mr. Kartolo The farmer

C.  Metode/ Teknik   : Cooperative learning

D.  Langkah langkah kegiatan

Kegiatan awal

Memberi salam dan menanyakan keadaan siswa, mengecek kehadiran siswa.

Kegiatan inti

·         Guru membagi siswa menjadi kelompok-kelompok

·         Guru membaca teks Mr.Kartolo The Farmer dengan baik dan benar

·         Siswa menjelaskan gagasan umum dan informasi rinci dalam teks dengan cara diskusi dengan teman kelompoknya

Kegiatan akhir

a.       menanyakan permasalahan yang dihadapi siswa dalam memahami wacana yang diberikan

b.      Evaluasi

    E. Sumber Belajar

• Buku Paket Bahasa Inggris

F. Penilaian

      1. Teknik         : tes tertulis

      2. Bentuk        : pertanyaan tertulis

      3. Instrumen    : Terlampiri

Princess Tandampalik

Princess Tandampalik

Folklore from South Sulawesi

KING of Luwu had a very beautiful daughter. Her name was Princess Tandampalik. She was very beautiful. Any man who saw her would fall in love with her. Everybody knew about her beauty, including King of Bone. Bone was a kingdom that was far away from Luwu Kingdom

Then, King of Bone paid a visit to Luwu in order to propose Princess Tandampalik to be her daughter in-law. His son, Prince of Bone, was still single. King of Luwu actually did not want to accept the proposal. According to the culture, he could not have a son-in-law who lived very far from him. Otherwise, he would suffer from terrible disease. But, he knew if he refused it, kingdom of Bone would attack Luwu.

Many of his people would suffer. After that, King of Bone came to Luwu and talked about the marriage proposal. King of Luwu said he needed time to decide. King of Bone understood and went home.

Suddenly, a bad thing happened. Princess Tandampalik was ill. She got skin rash. The kingdom healer said the disease could infect others. The king then decided to put the princess in a safe place. It was in a remote island named Wajo Island.

The princess was not alone. Some soldiers accompanied her. The princess was sad. But she knew if she stayed in the kingdom, many people would be infected. So she was not angry with her father for making her stay in a remote island.

Several days after Princess Tandampalik lived in Wajo Island, a cow came to her. The cow was different from other cows. The skin was albino. The cow licked Princess Tandampalik's skin. Amazingly, the disease was cured. Her skin was smooth again. Her beauty was back!

In the mean time, Prince of Bone was sailing in the sea. He landed in Wajo Island. He was so surprised to see a very beautiful girl lived in such a remote island.

"Wow, may be she is an angel," he thought.

"Who are you, beautiful girl? Do you live here?" asked Prince of Bone.

Princess Tandampalik then explained everything. Prince of Bone had heard about her before. He was so happy that he finally met her. He immediately brought Princess Tandampalik and the soldiers back to Luwu Kingdom. The King of Luwu was so happy that her daughter was cured. Not long after that, the King held a wedding party for her daughter and Prince of Bone.


KING of Luwu had a very beautiful daughter. Her name was Princess Tandampalik. She was very beautiful. Any man who saw her would fall in love with her. Everybody knew about her beauty, including King of Bone. Bone was a kingdom that was far away from Luwu Kingdom.

Then, King of Bone paid a visit to Luwu in order to propose Princess Tandampalik to be her daughter in-law. His son, Prince of Bone, was still single. King of Luwu actually did not want to accept the proposal. According to the culture, he could not have a son-in-law who lived very far from him. Otherwise, he would suffer from terrible disease. But, he knew if he refused it, kingdom of Bone would attack Luwu.

Many of his people would suffer. After that, King of Bone came to Luwu and talked about the marriage proposal. King of Luwu said he needed time to decide. King of Bone understood and went home.

Suddenly, a bad thing happened. Princess Tandampalik was ill. She got skin rash. The kingdom healer said the disease could infect others. The king then decided to put the princess in a safe place. It was in a remote island named Wajo Island.

The princess was not alone. Some soldiers accompanied her. The princess was sad. But she knew if she stayed in the kingdom, many people would be infected. So she was not angry with her father for making her stay in a remote island.

Several days after Princess Tandampalik lived in Wajo Island, a cow came to her. The cow was different from other cows. The skin was albino. The cow licked Princess Tandampalik's skin. Amazingly, the disease was cured. Her skin was smooth again. Her beauty was back!

In the mean time, Prince of Bone was sailing in the sea. He landed in Wajo Island. He was so surprised to see a very beautiful girl lived in such a remote island.

"Wow, may be she is an angel," he thought.

"Who are you, beautiful girl? Do you live here?" asked Prince of Bone.

Princess Tandampalik then explained everything. Prince of Bone had heard about her before. He was so happy that he finally met her. He immediately brought Princess Tandampalik and the soldiers back to Luwu Kingdom. The King of Luwu was so happy that her daughter was cured. Not long after that, the King held a wedding party for her daughter and Prince of Bone.

La Dana and His Buffalo

La Dana and His Buffalo

Folklore from South Sulawesi

IN Toraja, South Sulawesi, lived a young man. His name was La Dana. Everybody knew him. He was known for his clever ideas. He always tricked bad people. That’s why the villagers loved him.

In Toraja, there was always a ceremony when someone passed away. In the ceremony, the guests could get buffalo meat from the host of the ceremony. La Dana went to the ceremony. Before he went home, the host gave him buffalo legs.


On the way home, La Dana met Pak Kikir. He brought the whole body parts of the buffalo except the legs. Pak Kikir was a very stingy man. Nobody liked him. La Dana then had an idea to trick him.

“Pak Kikir, you have all parts of the buffalo except the legs. And I only have the legs. Why don’t we put them together and gave them back to the host. We ask him to exchange it with a life buffalo. We raise the buffalo until it is big. Do you agree?”

“That is a good idea. Let’s meet the host,” said Pak Kikir.

Together they went back to the ceremony. The host agreed with one condition. He would exchange with a young buffalo.

After they got the young buffalo, Pak Kikir and La Dana went home.

“La Dana, let me raise the buffalo,” said Pak Kikir.

He wanted to raise it by himself because he was afraid that La Dana would steal it.

“I agree, but let me visit the buffalo everyday,” said La Dana.

He was happy, his idea was running well so far. On the following day, La Dana came to Pak Kikir’s house.

“Hey! Look! The buffalo is getting fatter,” said La Dana.

“The buffalo has just been here for a day. How can you say he is getting fatter?”

“Look at the buffalo carefully. It is getting fatter. Pak Kikir, I want the legs now. They are mine, right?” said La Dana.

Pak Kikir was silent. He knew if the legs were cut, the buffalo would die.

“Don’t take the legs now. Wait for another time,” said Pak Kikir.

On the following day, La Dana again came to Pak Kikir’s house and asked for the legs. Pak Kikir said the same thing, he asked La Dana to wait.

Then La Dana came and came again. Every time he visited the buffalo, he always asked Pak Kikir to give him legs.

Finally, Pak Kikir could not hold it anymore.

“It’s enough La Dana! If you cut the legs, the buffalo would die. The buffalo is still young. We will not get a lot of meat. If you want to get the legs, here take this buffalo with you!” said Pak Kikir.

He gave the buffalo to La Dana. La Dana was happy. His plan worked! He got a living buffalo and brought it home.

sing Directed Reading Activity Method (DRA) to teach Reading Comprehension

CHAPTER I

INTRODUCTION

A. Background

Reading is one of important skills in learning English, reading skills as a far of receptive skills is given the first priority in the language curriculum. Reading is important because it can help the students to gain information such as general knowledge, subject of school. Through reading people can improve their own knowledge which is needed to insure the continuing personal growth and adapt the change in the world. Harvey (1990) argues that the purpose of reading in language is inform our selves about something, we are interested in, or challenges our knowledge on certain matters. In other word, to broaden experience of the world in which we live.

Reading for comprehension is not of course an easy task, especially for senior high school students. Hence, students must posses interpretation ability to the meaning of the words, expression, sentences. Clark and Hanlan assert “sentences is a letter consisting of an address and messages”. Comprehension is much needed to catch the meaning of the text or written information. In other word, students cannot get the purposes or messages of author without comprehension properly, if students read without understanding, they will get nothing from this reading. The comprehension of this case means the ability of students to divine, paraphrase, explain, summarize, make prediction, or catch the meaning of the written information. Based on the statement the writer can conclude that to find ideas of the certain text the students must have ability that link it on it.

Zemelman, Daniel and Hyde ( 1998: 30) State that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.

Teaching reading to English learners is exciting for teachers who have the ability to perform it. They have skills and competence to apply the appropriate teaching strategies and teaching method which can motivate the students to enjoy the printing materials they distribute. Actually the aim of reading depends on the reader. But mostly the purpose of the reader is to get some information.

The writer intends to concentrate on using Directed reading activity method for teaching to improve the reading comprehension of students as a main object of the research. 

To improve the students’ ability of the reading comprehension, the teachers have to use a method to teach reading comprehension. Because it is very important to improve the students’ ability in reading comprehension. So the writer tries to use a method to teach students. Actually there are many methods but the writer just want to try to using DRA method.

Tovani (1969) states that Directed Reading Activities.(DRA) is reading activities that use different types of open ended questions along with purpose setting to guide the reader to a more informed and relevant interpretation.

Based on the explanation above, the writer intends to use DRA method to teach reading comprehension, it is expected to discover DRA method effective to increase the reading comprehension ability.’ The title of this research is 

“Using Directed Reading Activity Method (DRA) to teach Reading Comprehension to the Second Year Students of MA Syekh Yusuf Sungguminasa”

B. Problem Statement

Based on the background above, the writer formulates research questions as follow:

1.      What is directed reading activity method?

2.      To what extend is DRA method able to improve the students’ ability in    reading comprehension?

C. Scope of the Research

The scope of the research is restricted to find out the students’ ability to comprehend the reading during the teaching and learning process through DRA method. It is applied to the second year students of MA Sungguminasa

D. Objective of the Research

The research aims to find out whether or not DRA method can stimulate the students’ ability in learning reading comprehension.

E. Significance of the Research

1. To know whether directed reading activity method is a good method to improve the students’ ability in reading comprehension

2. To know whether DRA method can improve the students’ ability in reading comprehension

F. The Operational Definition of Terms

In this part, the research would like to clarify some important terms that still need explanation in order to give some perception to wards the research as follow:

1. The directed reading activity is a popular instructional procedure that can be used with both fiction and nonfiction text (Burns et all.1999). originated by Betts in 1946, this carefully structured; teacher directed approach has long been used by publisher of various basal series. Depending on the needs of their students class-room teachers still tie it into lesson growing from quality children’s literature. One way to familiarize you with how this method is used to browse through a teacher’s guide, especially from an older basal series. Current series are more likely to be patterned after a revision of the DRA by Stauffer (1969), which are called the directed reading thinking activity. The lesson in a DRA follows a prescribed structure involving five basic step.

- Preparation

- Directed reading

- Skill/strategy development

- Follow up practice

    - Enrichment.

2. Daniel Zemelman and Hyde ( 1998 : 30 ) say that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.

kwl

 READING Strategy ® KWL

Reading component Comprehension

Related Standard(s) of Learning K.8 1.9, 2.8, 3.6, 4.5, 5.6

Overview of the strategy

A KWL (Know, Want, Learn) was described by Ogle in 1986 as a framework that is used to connect a

student’s prior knowledge to what they are actively learning. The student begins by thinking about what

they already Knowabout the topic of study. Next, they think about what they Want to know, and

finally, they actively Learn something new about the topic. The students can do this activity

independently, with minimal guidance from the teacher, or it can be a teacher directed activity.

Strategy procedure

1. Choose a subject of study.

2. Create a table with three columns and two rows — one row for the headings and one larger one in which to

write. Label the first column with a K for “What I Know,” the second with a W for “What I Want to know,”

and the third with an L for “What I Learned.”

3. Brainstorm ideas that the students think they know about the topic. Write those ideas under the K column.

4. Brainstorm things that the students want to know about the topic. Write those ideas under the W column.

5. Next, study the topic. The students can read a chapter, conduct research, or participate in any other active

learning strategy. The students then discuss and write down what they learned in the L column.

Variations

1. A KWHL is a framework similar to a KWL that explores what the students Know about a topic, what they

Want to know about the topic, How they will explore the topic, and what they Learned about the topic. In

this framework students include a fourth column in which they write down how they will explore the topic.

The students may use an encyclopedia, read a book, or conduct research on the Internet.

Source

·  D. M. Ogle, “A Teaching model that develops active reading of expository text,” The Reading

SQ3R

READING Strategy ® SQ3R

Reading component Comprehension

Related Standard(s) of Learning 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6

Overview of the strategy

SQ3R (Survey, Question, Read, Recite, Review) is a study strategy that students may use throughout the

reading process. Using this strategy, students first preview texts in order to make predictions and

generate questions to help direct their reading. As students read, they actively search for answers to

their questions, and, when they have finished reading, they summarize what they have read and review

their notes, thus monitoring and evaluating their own comprehension.

Strategy procedure

1. Explain to the students that SQ3R, which stands for Survey, Question, Read, Recite, and Review, is a study

strategy which will help them read and understand texts independently.

2. Select a text that the class has not read. The text should be not too long and should contain graphics,

illustrations, and typographical features, such as headings and subheadings. Distribute the text to the

class, and explain that the class will be reading the text together to learn the SQ3R strategy.

3. Using the selected text, model the SQ3R strategy, noting the strategy’s steps on a board, chart, or

overhead projector:

·  Survey what you are about to read. Consider the title. Ask what students already know about this

subject and what they want to know more about. Look at the headings, and skim the topic

sentences of the paragraphs. Examine the illustrations and other graphic elements. Read the last

paragraph or summary.

·  Question. Use questions to set the purpose for the reading. Change the title, headings, subheadings, and

illustrations and graphics into questions. Write down any unfamiliar vocabulary in order to determine its

meaning.

·  Read actively. Respond to and locate answers to the questions generated above, using context

clues to help with unfamiliar words. As you read, generate additional questions by focusing on

unclear passages, confusing terms, and questionable statements.

·  Recite. Recall the answers and the information from the book without referring back to the text

and notes. Recite the answers to questions aloud or in writing. Reread the text for unanswered

questions.

·  Review. Answer the major purpose questions (from the title and subheadings). Review the answers and all

sections of the chapter to help organize information. Summarize the information learned, depicting main

ideas by using graphic organizer, paragraph summary, or group discussion.

Sources

·  F. Robinson, Effective Study (New York: Harper and Row, 1961).

·  R. Billmeyer and M. L. Barton, Teaching Reading in the Content Areas (Aurora, Colo.: McREL, 1998).