RPP SDN

KOMPETENSI INTI Menerima dan menjalankan ajaran agama yang dianutnya. Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri dalam berinteraksi dengan keluarga, teman dan guru. Memahami pengetahuan faktual dengan cara mengamati [mendengar, melihat, membaca] dan menanya berdasarkan rasa ingin tahu tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan benda-benda yang dijumpainya di rumah, sekolah. Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks sekitar peserta didik. B. KOMPETENSI DASAR Merespon dengan menggulang kosa kata atau kalimat baru berkenaan dengan nama binatang dengan ucapan lantang. Membaca nyaring dengan ucapan, tekanan dan intonasi yang tepat nama binatang. Memahami tulisan nama binatang secara tepat dan benar. Menyusun huruf tentang tentang nama binatang dengan tepat. C. INDIKATOR Siswa dapat melafalkan nama-nama hewan dengan benar Siswa dapat mengidentifikasi nama- nama hewan yang diperdengarkan dengan tepat. Siswa menuliskan nama-nama hewan dengan ejaan yang tepat dan benar. Siswa dapat membaca tenatang nama-nama binatang dengan pengucapan, intonasi yang benar. D. TUJUAN PEMBELAJARAN Siswa mampu menyebutkan dan membedakan nama-nama binatang dengan benar. Siswa mampu bertanya nama-nama animal dengan ejaan, pelafalan, dan intonasi yang benar. Siswa mampu menuliskan nama-nama binatang dengan ejaan yang benar. E. MATERI PEMBELAJARAN FRUITS F. METODE PEMBELAJARAN Ceramah Diskusi . Tanya jawab demontrasi Pemberian tugas. G. KEGIATAN PEMBELAJARAN Kgiatan Deskripsi Kegiatan Alokasi waktu Kegiatan pendahuluan Mengajak semua siswa berdo’a menurut agama dan keyakinan masing-masing, Guru memberikan salam dan mengajak berdoa. Melakukan komunikasi tentang kehadiran siswa. Mengajak berdinamika dengan tepuk kompak/dinamika dan lagu yang relevan (If your happy). Guru menyiapkan fisik dan psikhis anak dalam mengawali kegiatan pembelajaran serta menyapa anak. Menyampaikan tujuan pembelajaran hari ini. 5 menit Kegiatan Inti Guru menunjukkan gambar binatang dengan menggunakan flash card Guru melafalkan nama binatang tersebut dan siswa mendengarkan. Guru mengulangi kegiatan 1 dan 2, siswa menirukan Siswa menyebut nama-nama binatang yang ditunjukkan oleh guru. Guru melakukan tanya jawab melalui games tebak tebakan. Secara individu siswa mengerjakan tugas dengan menyusun nama hewan dengan tepat. Guru bertanya jawab tentang hal-hal yang belum diketahui oleh siswa. Guru dan siswa meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan. 2 X 30 menit Kegiatan Penutup Guru memberikan PR Meberikan pujian dan motivasi agar mereka selalu semangat untuk belajar Greeting 10 menit H. Alat dan sumber pembelajaran Papan Tulis Gambar Binatang Flash Card Sumber: Buku yang relevan tentang Binatang Buku teks PENILAIAN Penilaian Sikap Spiritual Jenis/teknik penilaian: Observasi/pengamatan Bentuk instrumen dan instrumen Pedoman penskoran Penilaian Sikap Sosial Jenis/teknik penilaian: Observasi/pengamatan Bentuk instrumen dan instrumen Pedoman penskoran Penilaian Ketrampilan Jenis/teknik penilaian: Portofolio Bentuk instrumen dan instrumen Pedoman penskoran Instrumen Sikap Spiritual Nama Peserta Didik : …………………. Kelas : …………………. Tanggal Pengamatan : ………………….. Materi Pokok : ………………….. No Aspek Pengamatan Skor 1 2 3 4 1 Berdoa sebelum dan sesudah melakukan sesuatu 2 Mengucapkan rasa syukur atas karunia Tuhan 3 Memberi salam sebelum dan sesudah menyampaikan pendapat/presentasi 4 Mengungkapakan kekaguman secara lisan maupun tulisan terhadap Tuhan saat melihat kebesaran Tuhan 5 Merasakan keberadaan dan kebesaran Tuhan saat mempelajari ilmu pengetahuan Jumlah Skor Petunjuk : 4 = selalu, apabila selalu melakukan sesuai pernyataan 3 = sering, apabila sering melakukan sesuai pernyataan dan kadang-kadang tidak melakukan 2 = kadang-kadang, apabila kadang-kadang melakukan dan sering tidak melakukan 1 = tidak pernah, apabila tidak pernah melakukan Petunjuk Penskoran : Skor akhir menggunakan skala 1 sampai 4 Perhitungan skor akhir menggunakan rumus : Skor/(Skor Tertinggi) x 4=skor akhir Contoh : Skor diperoleh 14, skor tertinggi 4 x 5 pernyataan = 20, maka skor akhir : 14/20 x 4=2,8 Konversi nilai Peserta didik memperoleh nilai : Sangat Baik : apabila memperoleh skor 3,20 – 4,00 (80 – 100) Baik : apabila memperoleh skor 2,80 – 3,19 (70 – 79) Cukup : apabila memperoleh skor 2.40 – 2,79 (60 – 69) Kurang : apabila memperoleh skor kurang 2.40 (kurang dari 60%) Instrumen Sikap Sosial No Aspek yang diamati Deskriptor Skor Ket 4 3 2 1 1 Jujur Tidak nyontek dalam mengerjakan ujian/ulangan Tidak mengambil/menyalin karya orang (Plagiat) Melaporkan data atau informasi apa adanya Mengakui kesalahan atau kekurangan yang dimiliki 2 Disiplin Masuk kelas tepat waktu Mengumpulkan tugas tepat waktu Memakai seragam sesuai tata tertib Mengerjakan tugas yang diberikan 3 Tanggung Jawab Melaksanakan tugas individu dengan baik Menerima resiko dari tindakan yang dilakukan Tidak menuduh orang lain tanpa bukti yang akurat Meminta maaf atas kesalahan yang dilakukan 4 Gotong royong Aktif dalam kerja kelompok Suka menolong teman/orang lain Kesediaan melakukan tugas sesuai kesepakatan Rela berkorban untuk oranglain 5 Toleran Menghormati pendapat teman Menghormati teman yang berbeda suku, agama, ras, budaya, dan gender Menerima kesepakatan meskipun berbeda dengan pendapatnya Menerima kekurangan orang lain Mememaafkan kesalahan orang lain 6 Kerja sama Mengutamakan kepentingan bersama Bekerja sama dalam menyelesaikan tugas kelompok Menjunjung tinggi pendapat/kesepakatan kelompok 7 Damai Menyukai pertemanan Sebagai penengah apabila ada perbedaan pandangan Mengorganisasikan penggalangan dana untuk warga yang membutuhkan Menghargai perbedaan gender, ras, agama 8 Santun Menghormati orang yang lebih tua Mengucapkan terima kasih setelah menerima bantuan orang lain Menggunakan bahasa santun saat menyampaikan pendapat Menggunakan bahasa santun saat mengkritik pendapat teman Bersikap 3S (salam, senyum, sapa) saat bertemu orang lain Skor Total Keterangan Skor: Selalu = 4 Kadang-kadang = 2 Sering = 3 Tidak Pernah = 1 Skor Total = 1-10: Kurang Skor Total = 11-20: Cukup Skor Total = 21-30: Baik Skor Total = 31-40: Sangat Baik PenilaiandariAspekKeterampilan (Skills) KemampuanMenulis (Writing Skill) No Aspek yang Dinilai Kriteria Score 1 PenulisanKosa Kata Pilihankosa kata sangattepat 5 Pilihankosa kata tepat 4 Pilihankosa kata cukuptepat 3 Pilihankosa kata kurangtepat 2 Pilihankosa kata tidaktepat 1 2 Pilihan Tata Bahasa Pilihantatabahasasangattepat 5 Pilihantatabahasatepat 4 Pilihantatabahasacukuptepat 3 Pilihantatabahasakurangtepat 2 Pilihantatabahasatidaktepat 1 PenilaiandariAspekKeterampilan (Skills) KemampuanBerbicara (Speaking Skill) No Aspek yang Dinilai Kriteria Score 1 Pengucapan (Pronounciation) Hampirsempurna 5 Ada beberapakesalahannamuntidakmengganggumakna 4 Ada beberapakesalahandanmengganggumakna 3 Banyakkesalahandanmengganggumakna 2 Terlalubanyakkesalahandanmengganggumakna 1 2 Intonasi (Intonation) Hampirsempurna 5 Ada beberapakesalahannamuntidakmengganggumakna 4 Ada beberapakesalahandanmengganggumakna 3 Banyakkesalahandanmengganggumakna 2 Terlalubanyakkesalahandanmengganggumakna 1 3 Kelancaran (Fluency) Sangatlancar 5 Lancar 4 Cukuplancar 3 Kuranglancar 2 Tidaklancar 1 Malang, 30 September 2014 Mengetahui, Guru Praktikkan Guru Pamong NPM. NIP.

multimedia writing (seminar on elt)

SEMINAR ON ELT MULTIMEDIA WRITING Lecturer : Teguh Sulistyo, S.Pd., M.Pd By: Novita Yuniar Wardani 120401090029 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHING TRAINING AND EDUCATION KANJURUHAN UNIVERSITY OF MALANG 2014 INTRODUCTION 1.1 Background of the Study We use English every day but we don’t know it. May be we don’t speak English with our parent or our friends but we always read in the books, magazines, papers, play cards, banners, movies and etc. every day. So, learning English is very important to know how far increasing our world. Writing skill is more complex and difficult to teach, not only of grammatical and rhetorical devices but also conceptual and judgment, because of the difficulties of writing the writer need visual aid to help solve the problem. The main objective is to make the writing easier to learn by the students. According to Byrne (1980:24) writing is a primary means of recording speech, even though it must be acknowledged as a secondary medium of communication, so that the writer can conclude that writing is very important as one media of communication, that can help us to have a good socialization, can express our idea, feeling, and our opinion so that we can have a good interaction with our society. Writing is also one media of communication. Not easy for a teacher to teach writing abilities. Because students have thought that writing is very difficult to learn. We as a teacher must know how to teach writing skills fun. By using multimedia in the classroom is expected to facilitate teachers to teach students' writing ability. In the multimedia there are many components that can be used to help facilitate teachers in teaching, such as; audio, video, picture, interactive, etc. Using film in addition to proffesional essays to teach expository writing reinforce critical thinking skills and helps students to construct meaning through a variety of media. Film promotes lively disccusion, and sensitizes studentn to the cinematic treatment of the traditional narrative. Producing their on videos empower them to work collaboratively composing scripts and becoming actively involved in the creation of an original production. (Ellen Krueger and Marry T.Crhistel : 2001) According to Tatum Ariesya Akmala, stimulus to improve students’ ability in writing narrative text because the answer of questions can be arranged in written text, like narrative text. From animated film,students are able to share their ideas and produce a good narrative text. Using animation film medium can motivate students to engage in language learning. (Harmer, 2001:282) states that film is a visual aids that can be used in writing class. It makes lessons more fun. It can also be used to create situation for writing classes more clearly, that the students have big enthusiasm in teaching learning process in writing class. Hafizh Probo Saputra’s reesearch is by using picture prompt, the students can develop their ideas in writing and also the students can describe picture with their ideas. The students can participate more and it is useful to develop their idea in their writing because it can reinforce any number of concepts. Using animation film medium is effective in writing narrative text. The animation film medium can help students to write easier.( Durrotul Yatimah : 2014).In Retno ayu‟s research, it is found that the use of animation movies gives positive effect to the improvement of students in writing narrative text. We argue that the incorporation of a filmic approach is a useful pedagogic tool within academic writing instruction, we also acknowledge the limitations of this study. (Baratta and Jones : 2008) So, of all the above we can see that the writing is very important in our daily activities. Studied the ability of writing is not easy. There are several ways to help us in learning to write one using multimedia. In the multimedia such as; audio, video, picture, attractive, etc. We can be used to teach writing to students with easy and fun. One is by using film or video that students can learn to develop writing skills by writing of plays in the film. Therefore, by using multimedia in teaching writing skills students will grow even more and become more enjoyable teaching activities. Without we treat them, their can get a good score. A. DEFINITION a. What is Multimedia? According to TeachTarget, Multimedia is more than one concurrent presentation medium (for example, on CD-ROM or a Web site). Although still images are a different medium than text, multimedia is typically used to mean the combination of text, sound, and/or motion video. Multimedia is computer games, websites and DVDs combine text, sound, images and video to present information. Text, sound, image and video are known as multimedia components. The combination of these components is multimedia. Multimedia can be used to convey information to people effectively. It has brought fundamental changes to the way people learn, play and find information. (bbc.co.uk) Multimedia ISE says that, Multimedia means that computer information can be represented through audio, video, and animation in addition to traditional media (i.e., text, graphics drawings, images). A good general definition is: Multimedia is the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving images (Video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally. A Multimedia Application is an Application which uses a collection of multiple media sources e.g. text, graphics, images, sound/audio, animation and/or video. b. What is Writing? Writing is of fundamental importance to learning, to development of the person in each learner, and to success in the educational system. As teachers, we need to work continually to aid our students in their search for fulfillment as writers (Graham & Harris,1993). Lannon (1989) views writing as “the process of transforming the material discovered by research inspiration, accident, trial or error, or whatever into a message with a definite meaning- writing is a process of deliberate decision” (p.9). It means that writing must convey a message with a meaning. The writing has been defined in a number of ways which reflects the complexity of writing process. System of human visual communication using signs or symbols associated by convention with units of language—meanings or sounds—and recorded on materials such as paper, stone, or clay. Its precursor was pictography. Logography, in which symbols stand for individual words, typically develops from pictography. Logography requires thousands of symbols for all possible words and names. In phonographic systems, the symbol associated with a word also stands for similar- or identical-sounding words. Phonographic systems may evolve to the point where symbols represent syllables, constituting a syllabary. An alphabet provides symbols for all the consonants and vowels.( Meriam-webster.com) B. ADVANTAGES AND DISADVANTAGES Advantages and disadvantages of using multimedia for learning in general : a) Disadvantages of multimedia: • Expensive • Not always easy to configure • Requires special hardware • Not always compatible b) Advantages of Multimedia: 1. Enhancement of Text Only Messages: Multimedia enhances text only presentations by adding interesting sounds and compelling visuals. 2. Improves over Traditional Audio-Video Presentations: Audiences are more attentive to multimedia messages than traditional presentations done with slides or overhead transparencies. 3. Gains and Holds Attention: People are more interested in multimedia messages which combine the elements of text, audio, graphics and video. Communication research has shown that the combination of communication modes (aural and visual) offers greater understanding and retention of information. 4. Good for "computer-phobics": Those who are intimidated by computer keyboards and complex instructions are more comfortable with pressing buttons with a mouse or on a screen. 5. Multimedia is Entertaining as Well as Educational. B. HOW TO MINIMIZE THE DISADVANTAGES How to minimize the advantanges of use of multimedia for learning is the teacher must use a variety of instructional media in teaching and learning, both audio and visual media and others who can support the implementation of good learning process. C. HOW TO APPLY: how to use movie reviews to improve student writing STEP ONE: Show them a movie clip from a movie you love. Then show them a paragraph or two from a review of the movie on your overhead projector. Go over each sentence and decide if it’s commentary or summary. Don’t go into detail yet- save that for tomorrow. Then post the link to RottenTomatoes.com online and explain to them that you want them to print out two movie reviews about the same movie. Tell them to use two different colored highlighters: one for summary and one for commentary. If they want to do it inside a word processing program and highlight them using the text tool, that’s fine. STEP TWO: The next day have each student put both of their highlighted reviews on their desk. Make sure to make fun of anyone who didn’t do the assignment (just kidding I wanted to see if you’re paying attention) Then ask for volunteers or cold call: your choice. Ask first for the ones that had more summary. Use a Elmo projector or camera arm to project their movie review onto the big screen at the front of the room. If you don’t have a camera arm you could have the students: email you their highlighted reviews, load them up to a class folder in Google drive/docs, or even take a cell phone picture and email that to you (I don’t know why you would want to do that last one, but I just wanted to point out that there is more than one way to keep the Nazis from crossing the bridge. REFERENCES - Ise multimedia. Http://www.cs.cf.ac.uk/dave/ise_multimedia/node10.html - Bbc.http://www.bbc.co.uk/schools/gcsebitesize/dida/multimedia/productsrev1.shtml - Thereadinessisall.http://thereadinessisall.com/2013/04/07/two-thumbs-up-how-to-use-movie-reviews-to-improve-student-writing/ - The effectiveness of using animation film as the Medium in writing narrative text. Daurrotul yatimah. 2013/2014 - The use of animated film to improve students’ ability in writing narrative text. Tatum aresya akmala. 2010 - Using film to introduce and develop academic writing skills among uk undergraduates students.alex batta and steven jhons.