Prosedur Mengajar Bahasa Inggris Natural Disaster – Langkah mengajar Materi Bahasa Inggris Natural Disaster – An Exposition yang disampaikan pada kelas 11 SMK untuk Semester Ganjil.

PERTEMUAN PERTAMA

PROSEDUR

Kegiatan Pembuka (Opening) 15’

  • Guru menyapa kelas dan membuka kelas dengan doa.
  • Sebagai pembuka, untuk memfokuskan perhatian siswa pada materi yang akan dipelajari, guru mengajukan pertanyaan terkait global warming.
  • Guru melakukan diskusi ringan berdasarkan pertanyaan-pertanyaan tersebut. Guru memberi kesempatan jika ada siswa yang ingin menyampaikan pendapatnya. Diskusi ini akan membawa siswa untuk mengenal jenis teks yang akan dipelajari.

INSTRUKSI/CATATAN

  • Teacher greets the students and opens the class by praying.

Hello, Class. We have reached the end of the semester and this is our last chapter for this semester.

  • Teacher asks some questions about global warming.

Before we start, I have a quick question for you, What do you know about global warming? Do you believe that global warming is happening or do you think it is a hoax? In your opinion, is global warming an imminent world threat? If yes, why? If no, why not? What action is the Indonesian government taking to address the issue of global warming? Discuss. What actions are you taking to address the issue of global warming? Explain.

  • Teacher can have a light discussion with the students using these questions. This will also pave the way to introduce the text they will be reading.

PROSEDUR

Kegiatan Inti (Main Activity) 60’

Reading Activities

  • Guru menyampaikan bahwa mereka akan membaca sebuah teks analytical exposition (eksposisi analitis). Siswa membaca teks eksposisi analitis yang berjudul Global Warming. Untuk memudahkan siswa memahami isi bacaan, guru meminta siswa membuat peta pikiran (mind map) berdasarkan isi teks. Untuk kegiatan ini guru dapat meminta siswa melakukannya secara berpasangan.
  • Setelah selesai, perwakilan pasangan diminta menyampaikan kembali isi teks yang mereka baca dengan menggunakan mind map yang telah mereka buat.
  • Selesai membaca, guru melakukan tanya jawab seputar teks yang baru dibaca. Guru juga memberi kesempatan kepada siswa untuk menanyakan kosakata yang belum dimengerti.

INSTRUKSI/CATATAN

  • The article in Chapter 4 is an example of an analytical exposition text. Teacher can ask the students to read the text. Teacher can explain the meaning of the text. After that, continue the discussion that was started in the beginning of the class. This is a good entry point to discuss global issues like drought, floods, etc. and how they affect not only us as a nation but other countries as well.

Today, we are going to read a text about Global Warming.What do you know about global warming?

  • Teacher gives time to the students to respond and write all the answers on the board, then helps the students to compare their answers with those of others including yours.

The idea that global warming is going to end the world freaks me out. What about you? Let’s read the article. After reading the article, we can form more concrete opinions. You will read with a partner. You will exchange questions while reading. Highlight any idea or fact or opinion you think is an exaggeration or perhaps not true.You can create a mind map or visual journal of your ideas about the text. Let’s start. I assume all of you have partners. So please start. Have you done? Great! What questions do you have regarding the text?Do you know what kind of text you were reading? One by one, please!

  • Teacher has to address all the student questions and engage the students in a discussion about global warming.

PROSEDUR

Kegiatan Penutup (Closing) 15’

  • Guru mengulas kembali materi yang sudah dikerjakan selama awal pembelajaran hingga akhir. Guru dapat melakukan teknik exit slip. Guru mengajukan pertanyaan-pertanyaan terkait materi yang sudah dipelajari. Siswa yang bisa menjawab boleh keluar lebih cepat (jika pelajaran ini adalah jam terakhir atau menjelang sitirahat), atau dapat reward lainnya.

INSTRUKSI/CATATAN

  • Time to wrap up the class. Teacher can use an exit slip technique to see whether the students have understood the text or not. Exit slip is an excellent teaching strategy. Teacher has to ask the students questions regarding the text. The students who can answer will be able to leave class 5 minutes earlier or the teacher can give them other rewards.

Class what do you think of the text? Who can tell me …. Good job! You can leave the class early today or you will get extra time to finish your homework. Great work! See you next week! Have a nice day!

PERTEMUAN KEDUA

PROSEDUR

Kegiatan Pembuka (Opening) 10’

  • Guru menyapa kelas dan membuka kelas dengan sebuah game atau diskusi sesuai dengan kreativitas guru. Guru dapat mengajukan sebuah pertanyaan dan meminta siswa memikirkan dan menuliskan pendapatnya di buku catatan, yang akan digunakan pada saat diskusi.
  • Guru dapat menggunakan contohcontoh pertanyaan yang diberikan.

INSTRUKSI/CATATAN

  • Teacher greets the students and starts the class with a game or discussion. This is totally based on the discretion of the teacher. The teacher can pose a question to the students and ask them to think about it and then have a discussion on it. It is a good entry point for analytical or critical thinking questions.

Good morning, Class! How is everyone today? That is good! I have a question for you. Think about it, write down your thoughts in the notebook so that you can use them later for our discussion.

  • Teacher can use this question or any other questions.

Do you think global warming will bring the next ice age? If it does, how will it affect us? Discuss! That was an excellent and thought provoking discussion. Well done, everyone! Thank you!

PROSEDUR

Kegiatan Inti (Main Activity) 55’

Building Blocks

  • Di bagian ini guru akan fokus pada jenisjenis, format, dan unsur kebahasaan dari teks eksposisi analitis dan cara membuat teks tersebut.
  • Guru mengarahkan pemikiran siswa dengan mengajukan pertanyaan-pertanyaan pemandu.
  • Kemudian guru menjelaskan lebih jauh tentang struktur organisasi teks eksposisi analitis, ciriciri

kebahasaan, dan fungsi sosialnya, sesuai informasi yang ada di buku teks.

INSTRUKSI/CATATAN

  • In this section teacher will focus on the kinds, format, language features of an analytical exposition text. Teacher can explain all the features provided in the text book.

Last meeting we read an analytical exposition text. You saw the way it is written. Today, we are going to learn what is analytical exposition text it. How do we write an analytical exposition text? What do you think an analytical exposition text is?

(Teacher should elicit the students’ responses from the students and write all the responses on the board).

Whenever we try to persuade someone to agree with us or we want to change someone’s opinion, we are using an exposition. It focuses on one sided argument. Can you tell me why? Yes, that is right. The reason is that we want other people to see our perspective and agree with us. Let’s see what your book says about exposition texts.Please open you book, go to the Building Blocks section of Chapter 4. Let’s look at the definition and format.

  • Teacher can use the information provided in the Building Blocks section to explain analytical exposition texts.

PROSEDUR

Let’s Practice 25’

  • Siswa berlatih menentukan suatu teks eksposisi dari beberapa teks yang diberikan dengan cara memberi highlight pada teks tersebut. Kemudian siswa memberi judul yang cocok untuk teks eksposisi tersebut.

INSTRUKSI/CATATAN

  • Teacher asks the students to practice.

Is the analytical exposition text clear? Good! Let’s take a look at the example given and after that we will practice writing an analytical expoisiton text. Let’s try our best to write one. Please go to the Let’s Practice section. The topic given is excesssive TV watching. The main statement has been given. All you have to do is write arguments and conclude. Are you ready to try? Very well! Let’s start then! You can work on them individually. Have you finished writing? Yes! No!

PROSEDUR

Kegiatan Penutup  (Closing) 5’

  • Guru menutup pelajaran dengan memberi feedback dan pekerjaan rumah bagi yang belum selesai mengerjakan.

INSTRUKSI/CATATAN

  • Teacher can end the class by giving homework or feedback.

If you haven’t done your work, please do it at home. Great work! See you! Have a nice day!

PERTEMUAN KETIGA

PROSEDUR

Kegiatan Pembuka (Opening) 15’

  • Guru membuka pelajaran dengan menyapa siswa, menanyakan kabar, dan lain-lain. Guru mengajukan beberapa pertanyaan pembuka untuk mengingatkan kembali pelajaran sebelumnya.

INSTRUKSI/CATATAN

  • Teacher greets the students and asks questions to recap what students have learnt in the past few classes.

Good morning, Class. How are you doing today? Who can tell me what analytical exposition texts are? Why do we use them?

(Teacher has to wait for the students to answer and respond accordingly).

Today, we are going to continue working on analytical exposition texts. I hope you enjoy today’s activity.

PROSEDUR

Kegiatan Inti (Main Activity) 65’

Active Conversation

  • Di bagian ini siswa akan diminta membuat sebuah percakapan berdasarkan petunjuk yang diberikan. • Siswa mencari pasangan untuk melakukan tugas membuat percakapan yang berisi diskusi tentang rencana memberi penyuluhan kepada masyarakat agar masyarakat menyadari bahaya pemanasan global.
  • Guru mempersilakan kepada pasangan yang bersedia maju pertama untuk memeragakan percakapannya.

INSTRUKSI/CATATAN

  • This section is for students to speak and listen to their friends. The students create conversations based on the prompts given and then share them with the class.

What is your opinion on learning English? What about smoking? Please go to the “Active Conversation” section of Chapter 4. You have two topics to choose from.

  • Teacher tells the students to get a partner.

We will work with partners. Please choose a partner. Done? Good! Let’s start, First complete the conversation, practice it with your partner, then reenact it in front of the class. Clear? Great! You can follow the conversation pattern provided there or create your own.

  • Teacher asks the students to perform.

Have you done your work? Who wants to perform first? Yes, please start. Good job, everyone! Round of applause!

PROSEDUR

Kegiatan Penutup (Closing) 10’

  • Guru memanfaatkan 10 menit sisa waktu untuk melaksanakan penilaian formatif sebagai exit slip. INSTRUKS/CATATAN
  • Teacher can use the last 10 minutes of class for formative assessment or exit slip.

How did the class run today? Did you do your best? What went wrong? Bye! See you next week!

PERTEMUAN KEEMPAT

PROSEDUR

Kegiatan Pembuka (Opening) 10’

  • Guru membuka pelajaran dengan menyapa siswa, lalu melakukan ice-breaking untuk mencairkan suasana dengan permainan singkat Chinese Whisper atau Charades.

INSTRUKSI/CATATAN

  • Teacher can start the class with a quick game of Chinese Whispers or Charades.

Good morning, all! How are you today? How about a quick game of Chinese Whispers? Everyone sits in a circle and we will begin. Yeah! That was a lot of fun!

PROSEDUR

Kegiatan Inti (Main Activity) 70’

Writing Connection

  • Di bagian ini siswa akan menulis. Guru harus menumbuhkan keinginan siswa untuk menulis karena ini adalah tugas yang menakutkan bagi siswa.
  • Siswa diminta menulis sebuah teks eksposisi analitis berdasarkan isu yang sedang hangat di masyarakat.
  • Selama siswa bekerja, guru mengawasi seluruh kelas dan memberi feedback dan arahan kepada siswa yang membutuhkan.
  • Siswa melakukan edit dan revisi berdasarkan feedback guru.

INSTRUKSI/CATATAN

  • In this section students will write. Teacher has to encourage students to write because writing is considered as the most daunting task by students.

Class! What is the most talked about issue these days? Yes, it is! Good. What else?

(Teacher should try to elicit as many responses as possible.) Have a small discussion on these issues so that the students are confident in writing them.

  • Ask the students to choose the most popular issue in the media and write about it.

Choose an issue you think is the most popular in the media. Do a research about this issue. Once the research is done, write an exposition text on it. You can refer to the Building Blocks section for the text pattern and format.

  • Teacher observes around the class during the writing process and gives feedback needed. The students edit and revise based on the feedback.

Have you finished? Please submit your work.

PROSEDUR

Kegiatan Penutup (Closing) 10’

  • Guru mengulas kembali apa yang sudah dikerjakan selama awal hingga akhir kegiatan menulis. Guru membuka diskusi untuk melakukan refleksi terhadap semua kegiatan yang telah dilakukan.

INSTRUKSI/CATATAN

  • Teacher can end the class by asking the students about the writing process.

How did the writing go? Did you enjoy writing? We will stop here. I will see you next

week.Have a nice day! See you!

PERTEMUAN KELIMA DAN KEENAM

PROSEDUR

Kegiatan Pembuka (Opening) 10’

  • Guru membuka pelajaran dengan menyapa siswa dan melakukan ice-breaking untuk mencairkan suasana dengan permainan tongue twister.

INSTRUKSI/CATATAN

  • Teacher greets the students and opens the class by a quick game name a tongue twister game.

Hello, Class! How are you today? Let’s try some tongue twisters. Can you can a can as a canner can can a can? Red Roller Yellow Roller. It was fun!

PROSEDUR

Kegiatan Inti (Main Activity) 150’

Let’s Create/Contribute

  • Pada kegiatan ini siswa harus membuat sebuah proyek yang kemudian akan mereka presentasikan di kelas. Mereka akan bekerja secara kelompok.
  • Siswa memilih salah satu dari kegiatan berikut:
  1. Menulis pidato eksposisi analitis untuk mendukung upaya pelestarian hewan langka di Indonesia, dalam bentuk sebuah poster.
  2. Membuat film atau pamflet untuk mengedukasi masyarakat tentang bahaya rokok dan narkoba
  • Guru memberi waktu satu minggu untuk menyelesaikan proyek tersebut.
  • Pada pertemuan berikutnya siswa diminta memajang dan mempresentasikan hasil karyanya. Setiap kelompok diberi waktu 10 menit.

INSTRUKSI/CATATAN

  • In this activity, The students have to create a project which they will share with the class. They will do the project in groups.
  • The students can choose one of the activities provided in “Let’s Create/Contribute” section. Teacher can use the students’ work to create a mini exhibition in the school during a report day.

It is time to create. You can choose one the activities provided in the Let’s Create and Contribute section. Please open your book and go to Create/Contribute section.

  1. You have to write an analytical exposition speech to support the conservation of wild life in Indonesia. To support your text, you have to draw posters to depict the plight of animals that are killed or captured by poachers.
  1. You have to create a movie or pamphlet to educate people on drug abuse and cigarette smoking. Pamphlet is like a brochure with information and pictures. You have to put lots of pictures with the text.
  • Teacher gives one week to finish the project. The students will display and present their project to others in the next meeting. Every group has 10 minutes to present.

You have 1 week to finish the project. Once you have finished it, we can have presentations and showcases to other classes as well.

PROSEDUR

Kegiatan Penutup (Closing) 20’

  • Guru mengulas Kembali kegiatan yang sudah dikerjakan selama awal pembelajaran sampai akhir pembelajaran.

INSTRUKSI/CATATAN

  • Teacher can use the last 20 minutes of the class for formative assessment.

Did you enjoy the tongue twisters? They are fun, aren’t they? Good job with creating. It is time to end the class now. See you! Bye!

(Sumber: Buku Guru Bahasa Inggris Edisi Revisi 2017, SMA/SMK/MAK/MA KELAS XI SMK, 2017, Kementerian Pendidikan dan Kebudayaan)

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