Cangkir Arabica: Mei 2014

Rabu, 28 Mei 2014

Makalah tentang Muhamadiyah Dan Pendidikan Di Indonesia

                                                 “Muhamadiyah Dan Pendidikan Di Indonesia”

By:

                                                          Kiki Noventri Hermawanto (11004311)



MUHAMADIYAH DAN PENDIDIKAN DI INDONESIA

    Pendidikan adalah salah satu hal yang penting bagi umat manusia, khususnya pada zaman ini. Hal ini dikarenakan perkembangan zaman dan peradabanyang semakin maju, IPTEK (ilmu teknologi dan komunikasi) menjadi salah satu hal yang mendukung berkembangnya pendidikan saat ini. Perkembangan pendidikan telah menjadi perhatian yang saat penting bagi seluruh masyarakat terutama bag imasyarakat di Indonesia.
    Pendidikan di Indonesia setiap harinya mengalami perkembangan yang sangat pesat, terutama dengan adanya globalisasi. Arus informasi yang masuk kedalam Negara kita semakin banyak, karena aksesterhadapnya sangat mudah. Dapat kita ketahui bahwa pendidikan di Indonesia telah mengalami banyak perubahan di banding pada masa penjajahan dulu. Sekarang masyarakat Indonesia telah bebas untuk mengenyam pendidikan,tidak sperti zaman penjajahan dulu, hanya masyarakat yang mempunyai kastatinggi saja yang boleh bersekolah, sedangkan mereka yang mempunyai strata rendah atau tidak memilik ikekuasaan atau uang tidak bias memperoleh pendidikan.
    Tidak hanya pendidikan fomal saja yang mengalami perkembangan yang pesat tetapi perkembangan pendidikan islam pun mengalami kemajuan yang pesat. Hal ini terbukti dengan banyak berdiri nya pesantren-pesantren yang tersebar di seluruh indonesia. Pendidikan islam itu sendiri mulai banyak mengalami perubahan orientasi menjadi ke arah yang lebih modern, tidak hanya mengajarkan nilai-nilai tentang ke islaman saja tetapi sudah berkembang dengan seiring nya perubahan zaman.
    Salah satu faktor yang mempengaruhi nya adalah muncul nya organisasi Muhammadiyah di indonesia. Organisasi muhammadiyah itu sendiri, telah berdiri mulai saat zaman penjajahan belanda dengan pendirinya nya yaitu K.H. Ahmad Dahlan, di kampung Kauman Yogyakarta. K.H. Ahmad Dahlan ingin mengadakan suatu pembaharuan dalam cara berpikir dan beramal menurut tuntunan agama Islam. la ingin mengajak umat Islam di Indonesia untuk kembali hidup menurut tuntunan Al-Qur’an dan Al-Hadits. Sejak pertama didirikan, telah ditegaskan bahwa Muhammadiyah bukan organisasi yang bergerak dibidang politik, namun bersifat sosial dan bergerak dibidang pendidikan. Pada awalnya Organisasi ini didirikan atas saran yang diajukan oleh murid-muridnya dan beberapa orang anggota Budi Utomo untuk mendirikan suatu lembaga pendidikan yang bersifat permanen.[2]
    Sikap keberagamaan masyarakat pada masa penjajahan yang masih belum rasional, banyak bercampur dengan syirik, khurafat, bid’ah dan taqlid akibat dari besarnya pengaruh keyakinan Hindu dan animism serta proses Islamisasi yang berbau sufisme dan mistisisme. Sistem pendidikan yang lebih menekankan pada kemampuan mengaji bukan mengkaji sehingga menimbulkan pemikiran yang tradisional kurang rasional. Gencarnya gerakan kristenisasi dan westernisasi kala itu yang memperkenalkan ilmu-ilmu dan kebudayaan Barat tanpa diimbangi dengan pendidikan agama oleh pemerintah Belanda.[2] Maka dari itu muncul nya organisasi muhammadiyah berperan sangat besar dalam berkembangan nya pendidkan saat itu. Usaha-usaha yang mula-mula dilakukan Muhammadiyah adalah mendirikan sekolah serta menyelenggarakan pengajian Islam. Tahun 1918 didirikan sekolah baru bernama “al-Qim al-Arqa”, dua tahun kemudian dari sekolah ini mendirikan pondok muhammadiyah di Kauman. Tahun 1923 Muhammadiyah telah berhasil mendirikan 8 jenis sekolah dengan jumlah murid 1019 murid, dan terdiri dari 73 guru.[3] Dengan terus berkembang nya sekolah-sekolah di yang berbasis islam itu sendiri menjadi tonggak awal bangkit nya perkembangan pendidikan islam di indonesia.
    Saat ini pendidkan islam, khusus nya oleh muhammadiyah sendiri telah berkembang pesat mulai dari pendirian zekolah-sekolah yamg mulai tersebar diseluruh nusantara membuktikan bahwa muhammadiyah telah menmberikan andil yang cukup besar terhadap pendidikan di indonesia. Selain itu kurrikulum yang di pakai untuk melakukan pengajaran terbilang cukup adaptif dengan perkembangan zaman sekarang ini. Kurikullum yang di pakai muhammadiyah menyesuaikan dengan perkembangan ilmu pendidiakan yang ada di dunia,tetapi tetap tidak mengurangi unsur pendidkan islam islam yang ada di dadalam nya.
    Selain itu SDM yang di hasil kan oleh muhammadiyahitu sendiri cukup dapat bersaing di level nasional, bahkan banyak dari lulusan sekolah muhammadiyah yang dapat meraih sukses di level internasional. Tetapi saat ini banyak dari masyarakat itu sendiri yang memandang bahwa sekolah yang berbasis swasta mempunyai kualitas yang rendah. Hal ini dapat di sebabkan oleh stigama yang berkembang di msyarakat bahwa pendidikan yang mengandung unsur religiusan, dipandang kurang memperhatikan tingkat keilmuan umum. Maka oleh karena itu kebanyakan masyarakat memilih menyekolahkan anak nya di sekolah umum/negeri. Hal ini yang menjadi salah satu faktor penghambat berkembangnya pendidkan islam di indonesia. Selain itu munculnya berbagai tindakan terorisme yang sering terjadi saat-saat ini juga meberikan dampak yang buruk bagi citra pendidikan islam, dimata masyarakat umum bahkan masyarakat internasional.
    Oleh karena itu perlu usaha keras untuk membangun dan mengembang citra dan pendidikan islam itu sendiri agar semakin maju. Hal ini menjadi tanggung jawab kita bersama tidak hanya organisasi muhammadiyah saja, tapi kita semua sebagai umat islam, harus berbondong- bondong membangun dan memajukan pendidikan islam agar menjadi lebih baik lagi.

sharing ilmu tentang contoh abstrack , the use debate to improve student speaking skill

                            THE USE DEBATE TO IMPROVE STUDENT SPEAKING SKILL

Kiki Noventrio Hermawanto
                                                        Ahmad Dahlan University
                                                       kiki.hermawan@gmail.com

Abstrack
In this era, speaking skill is one from four skills such us; listening speaking, reading, and writting. Speaking skill is very imporetant to mastered by all of the student on the world becausse, by mastering speaking we can comunicate, share, and transform our knowladge and information to others people in the world.
To improve our student speaking skill we can find various method, such us; role-play, drama, debate and soon. Debate is the methode which can improve our student speaking skill, because when students practicing debate, the student can trained how to prunoun well the words or santences, student can explore their vocabulary and student can more confident to speak to others people.
So this papper will discuss how debate can inmprove student speaking skill, and the the stranges ank weaknesess of the debate. So the reader will know what the problem that will finds if use this method, and the reader can solve the problem.

1. INTRODUCTION
English is very important especially in education. In the context of learning English, “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information” (Brown, 1994; Burns & Joyce, 1997). In this decision Speaking is that’s important skill which that student need to communication to other people in the world. Many english teachers had difficultiesto finds effective teaching techniques for their students. In general, teaching speaking only on the teaching of vocabulary and not the how to produce the words with correct pronunciation or the fluency. As a result the correction process by teacher only ask the student to remembers the words.
To facilitate the teaching speaking, as a teacher we need a method that helps in the speaking learning process. Debate is one of several ways to teach the student speaking skills. Debate is a form of argument then it logically follows that there must be something to argue about. In debate the student must be show their argument or the idea’s that he/she believes. The students must be brainstorming the idea’s and talk to others friends orally. So this train the student logical thinking.
Debate is new method that teacher can do for teach the student speaking skills teacher can make a different situation in learning process. Usually the students felt bored in the class because the learning process is monotonous there is nothing some think interesting.
By using debate method teacher be able to improve student speaking skills. Students will be familiar with the appropriate language to the source of language and more easily to speak loudly with good pronunciation because the student was usually to speak out, with their friends.
2. LITERATURE REVIEW
Teaching speaking in the class is useful for the students. According to Harmer (2009:123), these are the main reason for getting the students to speak in the classroom. First, speaking activities provide rehearsal opportunities. Make the students have opportunities to practice real-life speaking in safety of the classroom. Second, speaking task in which the students try to use the language they know. There is a feed back for both teacher and the students. Last, more students have opportunities to activate the various elements of language they have stored in their brain, automatic their use this elements become.
Teaching is not easy job, but it can be very interesting when the teacher can join with the students. As another teaching method, teaching speaking needs cooperation between teacher with students or students with other students. "The teaching of speaking depends on there being a classroom culture speaking, and that classroom need to become talking classroom” (Thornbury in Harmer, 2000:123).
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

2.1 Methods of Debate
Debating in the classroom can take many forms.Thefollowing debate methods offer a range of opportunities to increase student understanding and involvement with course material especially in speaking. This section will discuss the following types of debate: four corner, role-play, fishbowl, think-pair-share, and meeting house.
The four corner debate
The four corner debatestarts with a question or statement, Students are then afforded time topersonally consider the statement and their view based on the law. The four cornersof theclassroom are labeled “strongly agree,” “agree,” “disagree,” and “strongly disagree.” After personal consideration, the students move to the corner that most represents theirposition on the issue. The groups in each corner of the classroom thenwork together tocome up with the bestarguments for their position. After a specified time for group discussion, each group presentstheir strongest arguments to the other groups. This can be made in presentation form or througha more directed debate where the professor or assigned students can moderate and direct time foreach group to present and rebut. After thedebate, students are permitted to switch sides if theirpersonal views changed. This form of debate directly counters the argument of dualism,showing there are more than two-sides to an issue, and often, variations of the sides.


Role-play debates
    Role-play debatesalso help to avoid dualistic debate models by assigning students toargue on behalf of different characters in a situation. For instance, in the issue of national healthcare, studentscould be assigned to various roles, such as doctor, patient, a wealthy person, a poorperson,lawyer, a judge, an insurance company, the president, and so on. Through the debateof theissue from various points of view, the students can broaden their understanding of theissue and its complexity.
Fishbowl debates
Fishbowl debatescan take several different forms, but usually involve grouping chairs in a circle pattern. Several chairs are then placed inside the circle for teams representing the different positions of the debate. Chairs can also be added for several students representingtheaudience.   To bolster attention among those outside the fishbowl, an empty chair can beadded,which is free game, allowing someone from the outside to enter the fishbowl to ask aquestion ormake an argument.
Think-pair-share debates
Think-pair-share debatesrequire students to think and make notes alone about the issue. After personal reflection is completed, pairs are formed. The pairs then work together,comparing their notes and creating lists to support both sides of the issue. Once complete, thepairs of two are combined with another pair. The newly formed groups of four discuss theissue,choose a position, and edit their list down to their best arguments. Finally, the groupsof fourpresent their position and reasons to the class.
Meeting-house debates
Meeting-house debates and problem-solving debates are variations of the LincolnDouglasdebatemodel.Ina meetingHousedebate,each team makes an opening argument. The class is then given theopportunity to question each side. The professor serves as moderator,ensuring each side getsan equal amount of time to argue. In order to encourage more classparticipation and limit certain students from dominating the questioning, the professor couldassign cards to each student. After each question, the questioner gives up one card. Once a student is out of cards, he or she cannot ask another question until all other students run out of cards. Alternatively, if three cards are assigned, a questioner that has two cards remaining maybe limited from asking another question until everyone else in the class has only two cards.

3. DISCUSSION

In every method in teaching there are many advantages and disadvantages, so the teacher must be understand the basic of the method. In teaching speaking, debate has several advantages to the teacher and student such us; Increase the student vocabulary, Increase the student self confidence, Teaching the student team work, and Learn about moral.

Increase the student vocabulary
    We know that in speaking, vocabulary is one of the important things for student to     mastering. In debate student will learn a lot of vocabulary because the student     must     show the argument related the motion that teacher give. The student will         search new vocabulary to show their argument. So that is why debate can increase     the student vocabulary.

Increase the student self confidence
    In debate the student will always practice their speaking so it’s help the student to     increase their confidence in speaking. More confidence the student their more     essier to mastering english because the student can get alot of information, and     vocabulary with comunication which is through debate.

Teach the student team work
    The student can learn about team work, because in debate the student must work     in team. Every student must help each other to show their argument. The first     speakers will introduce their general argument of their team. The second speakers     explain and rebuttal the opposite team which counter their first speaker. The third     speakers must concluded all of argument of their friends and rebuttal the second     speakers. So every members of the team must be solid.

Learn about moral
    The teachers can teach about moral to the student with debate. The teacher can     give the motion about moral review or the problem which related about moral so     the student not only study about the vocabulary or speaking, but the student can     learn about moral in social society.

The teachers more eassier to teach speaking with debate. There a lot of advantages if the teacher use the debate method. But in this method tyeacher will find a fiew of poblem to teach such us:
Difficult to manage the time of learning process
    The learning process will take along time because in this methode student will     spent most of their time to debate/speak. The teacher must manage the time     carefully, so each student can speak/ debate.
The situation of the class can out of controll
    It is important for teacher to manage the situation of the class. Because in this     method each of student will speak to others , and it will make the situation     crowded and out of controll. Teachers the teachers oblidge to controll the     situation.
The passive student will less to practice
    in the debate method student oblidge to active in the class. the problem is if the         student is passive that will less to practice their speaking ability. The teacher must     attract the passive student to active in the learning process.

4. Conclution
Teaching english especialy in teaching speaking contain various kinds of methode one of them is debate. Debate is methode that focus on student activity, the student will spent most of their time to speak/ debat. The teacher just to be facilitator. In the debate method that is contain a lot of stranges such us; increase the student vocabulary, increase the student self confidence, student can learn about moral, and soon.
In the others hand thats not only advantages if use this methode. The teachers will find a fiew of troubles like; difficult to manage the time of learning process, the situation of the class can out of controll, so the teacher must solve the problem to make the learning process succesfull.
So we can conclude that, the use debate method to improve student speaking skill is effective to teach speaking because, there are a lot of strange then the weakness of this method.

Refrencess
Burns, A. and Joyce, H. (1997) Focus on Speaking. Sydney: National Centre for
English Language Teaching and Research.
Harmer, Jeremy. 2009. How to Teach English. England: Longman.
Hanif, Ibrahim, dkk.2012. Handbook Of Parliamentary Debating. Jogjakarta.: JDF

example of a contrastive analysis on english and indonesia adjective phrase

A CONTRASTIVE ANALYSIS ON ENGLISH AND INDONESIAN ADJECTIVE PHRASE

INTRODUCTION
    Every language has their own characteristics, such as way to speak or pronunciation, structural of sentence or sentence pattern and others. No two or more languages in this world have the same system, such as English and Indonesian. The system of language is different from each other. Therefore, it is obvious that every language has its own system.
    Learning English as a foreign language is more difficult than that of native language. In fact the main problem arising are not only caused by the difficulties of the foreign language system, but also from that of the native language system.
    In ennglish adjective phrase can define as “An adjective is a word used to add something to the meaning of noun. An adjective phrase is a prepositional phrase that modifies a noun or pronoun “(Warriner, 1977:78). And in indonesia adjective phrase cam define as Nature or adjective phrase is a phrase that same status as an adjective. The phrase has the properties of a core of adjectives.
    So in this papper will discuss about what the differences of adjective phrase in english and in imdonesia

DISCUSSION
A. The Nature of Contrastive Analysis
    Contrastive comes from the word “contrast” which has meaning to compare two things so that differences are made clear, showing a differences when compared (Hornby, 1974:186). Analysis is separation into parts possibly with comment and judgment, instance of the result of doing (Hornby, 1974:29). Contrastive analysis is considered as the comparison of the structure of language to determine the point that differ them and the differences of the source of difficulty in learning target language (Lado, 1962:21). In other book James (1980:3) state that contrastive analysis is a linguistic enter price aimed at producing inverted (i.e.; contrastive, not comparative) two valued typologies (contrastive analysis is always concerned with part of language) and founded on the assumption that language can be compared.
    The contrastive analysis is one of the fields in language teaching where the language experts confess it has quite great contributions toward composing the grammatical teaching. It is also a work of procedure comparing the structure of L1 and L2 and of identifying their differences in the two languages.
    In this study contrastive analysis means a linguistic study to contrast between English and Indonesian phrase. Because there are some problems in teaching learning and problem in comprehension phrase in Indonesian andalso English. So, the writer wants to try analyzing about similarities and differences in Indonesian and English adjective phrase.
B. In english adjective phrase
    An adjective is a word used to add something to the meaning of noun. An adjective phrase is a prepositional phrase that modifies a noun or pronoun (Warriner, 1977:78).
Example:
Adjectives : The lighthouse beacon stayed on all night.
             adjective
Adjective phrase : The beacon from the lighthouse stayed on all night.
                   adjectives phrase
The prepositional phrase from the lighthouse is used as an adjective modifying the noun beacon.
Adjectives : Their varsity players are bigger than our players.
              Adjective

Adjectives phrase : The players on their varsity are bigger than our players.
                    adjective phrase
The prepositional phrase on their varsity is used as an adjective modifying the noun players.
    Like the adjectives, an adjective phrase is usually located next to the word it modifies. But while the adjective generally precedes the word it modifies, the adjective phrase usually follows the word it modifies.
Adjective may be divided into the following classes:
a. Adjectives of Quality (or descriptive adjective) show the kind or quality of a person or     thing.
    Example: Elephant with the blue skin. In this sentence the word blue is adjective of     quality.
b. Adjectives of Quantity show how much of a thing is meant. Example: We have had enough     long trips. In this sentence the word enough is adjective of quantity.
c. Adjectives of Number (or numeral adjectives) show how many persons or things are     meant, or in what order a person or thing stands. Example: The hand has five fingers.     In this sentence the word five is adjective of number.
There are three kinds of adjective of number:
a. Definite numeral adjectives,
    Definite numeral adjectives, which denote an exact number, such as: one, two,     three (cardinals) and first, second, third (ordinals)
b. Indefinite numeral adjectives,
    Indefinite numeral adjectives, which do not denote an exact number, such as: many,     few, some, any, certain, etc.
c. Distributive numeral adjectives,
    Distributive numeral adjectives, which refer to each one of a number, such as: Neither     accusation is true.
d. Demonstrative adjectives
    Demonstrative adjectives point out which person or thing is meant. Example: This     boy is stronger than Hari. The word this in the sentence above is demonstrative     adjective.
e. Interrogative adjectives
    Interrogative adjectives used what, which, and whose with nouns to ask question.     Example: Whose book is this? The word whose in the sentence above is interrogative     adjective.
C. In indonesia Frasa Adjektival
    Frasa adjektival is a group of words formed with an adjective or as the core state (explained) by adding another word that serves to explain, example: agak, dapat, harus, kurang, lebih, paling, dan sangat.
Example: agak baik “rather good”
amat pandai “very clever”
Frasa adjektival has three types:
a. Frasa adjektival modifikatif
Example: hebat benar “really great”
b. Frasa adjektival koordinatif (combining)
Example: aman tenteram “safe and peaceful”
makmur dan sejahtera“prosperous and safe”
c. Frasa adjektival apositif
Example: Srikandi cantik, ayu rupawan, diperistri oleh Arjuna.
“Srikandi beautiful, good looking, to be wife by Arjuna”
Srikandi cantik, ayu rupawan, diperistri Arjuna.
D. The contrastive of english and indonesia adjective phrase
    From the thoery abbove we see the differenceas of adjective in indonesia and english from the formation . The formation of English adjective phrase is head word put after modifier word. The modifier of adjective phrase is preposition.
Example: from the         lighthouse
    (modifier word)     (head word)
Different with indonesia, In Indonesian frasa adjektival there are three formations:
1) Frasa adjektival modifikatif
Example: amat         pandai
    (modifier word)     (head word)
2) Frasa adjektival koordinatif (combining)
    Example: makmur dan sejahtera
3) Frasa adjektival apositif
    Example: Srikandi cantik, ayu rupawan, diperistri Arjuna.

CONCLUSION
    From the theory above we can conclude that the contrastive between indonesian and english can see from the formation of the phrase in english. In english, The formation phrase is head word put after modifier word. The modifier of adjective phrase is preposition. In indonesia the adjective phrase form can devide ito three Frasa adjektival modifikatif, Frasa adjektival koordinatif (combining), and Frasa adjektival apositif so thats why indonesian adjective phrase is different with english adjective phrase.

REFERENCES:
Geethakumary, V. 2006. A Contrastive Analysis of Hindi and Malayalam.     http://www.languageinindia.com. 24 May 2006
Hornby, A.S. 1987. Oxford Advanced Learner’s Dictionary of Current English: Oxford University     Press.
Kardaleska, Ljubica. 2006. Contrastive Analysis and Error Analysis in Copmbination with     Analysis of the Semantic Level. http://www.sil.org. 24 May 2006
Lado, Robert. 1962. Linguistic Across Culture. Michigan: The University Michigan Press.
http://en.wikipedia.org/wiki/Adjective_phrase#cite_note-1

contoh rpp narrative text untuk SMA sesuai kurikulum 2014

RENCANA PELAKSANAAN PEMBELAJARAN

( R P P )

Sekolah : SMA

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X / 2 (Dua)

Materi Pokok : Teks Narative

Alokasi Waktu : 2 x 45 menit ( 1 x pertemuan)

Tahun Ajaran : 2013/2014

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator:

No.	Kompetensi Dasar	Indikator
1.1.	Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1.	Menunjukan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2.	Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3.	Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi fungsional.
3.9.	Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat sesuai dengan konteks penggunaannya.	· Menganalisis struktur teks naratif sederhana berbentuk legenda sederhana. · Menganalisis unsur kebahasaan teks naratif sederhana berbentuk legenda sederhana.
4.15.	Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana.	· Menangkap gagasan utama, makna kata, dan menggali informasi tentang teks naratif tulis legenda sederhana. · Menyajikan gagasan utama dan makna kata dalam teks naratif tulis berbentuk legenda sederhana. · Menyimpulkan pesan moral (moral value) dalam teks naratif tulis berbentuk legenda sederhana.

C. Tujuan Pembelajaran

Sikap:

1. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh tokoh dalam teks naratif berbentuk legenda sederhana.

3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam pembelajaran teks naratif berbentuk legenda sederhana.

Pengetahuan:

4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan struktur teks naratif sederhana berbentuk legenda rakyat (orientation, complication, resolution dan coda).

5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan unsur kebahasaan teks naratif sederhana berbentuk legenda rakyat.

Keterampilan:

6. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda sederhana.

7. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

8. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral (moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

D. Materi Pembelajaran

Konsep :

- Teks Naratif : The Story of Lake Toba

- Tujuan teks naratif : To amuse, entertain and to deal with actual or various experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds 2 resolution.

- Struktur teks naratif :

1. Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting tempat/ latar, waktu.

2. Complication: berisi tentang awal mula terjadinya masalah dan konflik-konflik yang dialami tokoh utama.

3. Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik yang terjadi

4. Metode Pembelajaran

Ceramah, diskusi kelompok, penugasan dan presentasi

5. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point tentang teks naratif “The Story of Lake Toba”

2. Alat : LCD Proyektor, Laptop,hand out, dan lembar kerja siswa tentang teks naratif “The Story of Lake Toba”

3. Sumber Pembelajaran:

· http://englishstory83.blogspot.com/2008/09/social-function-narrative.html

· http://en.wikipedia.org/wiki/Text_types#Narrative_text_type

· http://shared777.blogspot.com/2014/02/narrative-text-

Langah-Langkah Kegiatan Pembelajaran

No	Tahap	Kegiatan Belajar	Alokasi waktu
1.	Pendahuluan	1. Siswa membalas salam dari guru. 2. Siswa menjawab presensi dari guru 3. Siswa berdo’a sebelum melakukan kegiatan belajar mengajar 4. Siswa merespon pertanyaan dari guru berkenaan dengan kebiasaan mendengarkan dongeng di masa kecil 5. Siswa merespon contoh gambar berupa kancil untuk mengingat kembali 6. Guru menjelaskan pengetahuan umum tentang teks narrative kepada kepada siswa guna memberikan background knowledge agar siswa lebih mudah mecerna teks yang diberikan.	5 menit
2.	Kegiatan Inti	Mengamati · Siswa membaca teks narrative tentang legenda “The Story of Lake Toba” yang di berikan oleh guru. · Siswa mencermati fungsi struktur teks dan structure yang dignakan dalam teks legenda “The Story of Lake Toba”. · Siswa mencari pesan yang terkandung dalam teks legenda “The Story of Lake Toba”. · siswa dapat mencari ide pokok paragraph yang terkandung dalam teks bacaan, serta dapat menemukan informasi tersurat, maupun tersirat dalam teks legena “The Story of Lake Toba”. Menanya · siswa mempertanyakan ide pokok setiap paragraf, makna dari kata-kata baru dan informasi rinci dalam teks “The Story of Lake Toba”. Mengeksplorasi · siswa dapat menemukan ide pokok pada setip paragraf, informasi tersirat maupun tersurat dalam teks “The Story of Lake Toba”. · Siswa menafsirkan ide pokok paragraf, informasi tersirat maupun tersurat dalam teks “The Story of Lake Toba”. Mengasosiasikan · Secara berkelompok siswa menganalisis teks legenda “The Story of Lake Toba” dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaannya. Mengkomunikasikan · Siswa menjelaskan fungsi sosial, struktur, dan unsur kebahasan yang ditemukan setelah membaca teks legenda “The Story of Lake Toba”.. · Peserta didik menyimpulkan nilai moral yang ditemukan pada teks legenda “The Story of Lake Toba”.	70 menit
3.	Penutup	· Siswa memperoleh umpan balik (feedback) dan penguatan dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok. · Peserta didik menyempurnakan kembali struktur teks naratif “The Story of Lake Toba” berdasarkan umpan balik (feedback) dari guru dan teman. · Peserta didik menerima informasi tentang rencana pelaksanaan pembelajaran pertemuan mendatang	10 menit

E. Penilaian

1. Sikap Sosial

1. Jenis/Teknik Penilaian : penilaian diri

2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri

Penilaian Sikap Sosial

No	Pernyataan	Ya	Tidak
1	Mengerjakan dengan mandiri atau sesuai perintah guru
2	Mengerjakan tugas tidak mencontek
3	Datang tepat waktu di kelas
4	Berpakaian rapi sesuai ketentuan
5	Mentaati aturan guru saat pembelajaran berlangsung
6	Berbicara, berbahasa lisan dan tulis dengan baik
7	Mengumpulkan tugas tepat waktu
8	Mengejakan tugas yang diberikan guru dengan baik
9	Tidak menyalahkan teman lain dalam bekerja
10	Meminta maaf atas kesalahan yang dilakukan

3. Pedoman Penskoran

Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)

SB = jika skor 11 - 12

B = jika skor 9 - 10

C = jika skor 6 - 8

2. Pengetahuan

1. Jenis/Teknik Penilaian : tes tertulis

2. Bentuk instrument : uraian