LESSON PLAN 202232015 EED 3A

 

 MODUL AJAR BAHASA INGGRIS NARRATIVE TEXT

1.   INFORMASI UMUM
A.  IDENTITAS MODUL
Nama	Mohammad Firman Ardianto	Jenjang/Kelas			SMA/XI
Identitas Sekolah	SMA Siswa Sehat	Mapel			Bahasa  Inggris
Tahun	2023/2024	Jumlah Siswa			30
Alokasi Waktu	2x45 menit (JP)	Fase			F
B.   KOMPETENSI AWAL	1. Pemahaman Dasar Struktur Naratif: Siswa dapat memahami dasar tentang struktur naratif, termasuk pengenalan, konflik, klimaks, dan penyelesaian. 2. Pemahaman Gaya Bahasa: Siswa diharapkan (mampu) memahami penggunaan gaya bahasa dalam naratif untuk menambah daya tarik. 3. Kemampuan Mengekspresikan Emosi: Siswa diharapkan (mampu) mengekspresikan emosi dan suasana dalam tulisan untuk menciptakan pengalaman mendalam bagi pendengar. 4. Kemampuan Mengelola Suara dan Intonasi: Siswa diharapkan (mampu) mengelola suara dan intonasi dengan cermat, menyesuaikan ekspresi vokal untuk mencocokkan emosi dan nuansa dalam cerita.
Domain Mapel	Menyimak – Berbicara (listening – speaking) Menulis – Mempresentasikan ( writing – presenting)
C.   PROFIL PELAJAR PANCASILA	-          Beriman: Bertaqwa kepada Tuhan YME dan beraklaq mulia. -          Bergotong – royong: Siswa dapat berdiskusi dengan teman tentang cerita/percakapan yang ada di dalam narrative text. -          Mandiri: Memahami penggunaan gaya bahasa dalam naratif. -          Kreatif: Mampu mengekspresikan emosi dan suasana di dalam narrative text. -          Berfikir kritis: Mampu mengidentifikasi apa yang tengah terjadi di dalam narrative text.
D.   SARANA PRASARANA	SARANA		PRASARANA
	Alat/Bahan/Media: Laptop, Proyektor/LCD, Smartphone, Internet, Youtube, Google.		a. MATERI   NARRATIVE TEXT (TEKS NARASI) ∑  Teks tulis: Tahap kegiatan untuk membuat atau melakukan sesuatu. ∑   Teks lisan: Tahap kegiatan berdiskusi dan mempresentasikan hasil dari Audiobook narration.   ∑   Fungsi social: Mendengarkan narrative text dari  audiobook dapat meningkatkan pemahaman struktur bahasa, kosakata, dan intonasi, membantu pembelajaran dan pengembangan keterampilan bahasa. ∑   Struktur teks (informasi rinci dan informasi tertentu): 1.    Tujuan yaitu hal yang ingin dilakukan/dibuat. 2.    Material yaitu hal-hal yang perlu disiapkan untuk membuat sesuatu. 3.    Langkah-langkah yaitu tahapan atau proses untuk membuat sesuatu dengan instruksi yang jelas. 4.    Penegasan ulang yaitu menuliskan kesimpulan atau manfaat ketika telah mengikuti petunjuk.   ∑   Unsur kebahasaan: 1. Pemilihan kata (Diksi) v  Pilihan kata-kata tertentu yang digunakan untuk menciptakan efek atau nuansa tertentu. v  Example: The choice of rich descriptive words can enrich the picture in the story. 2. Imajinasi dan ikonisasi v  Penggunaan kata-kata untuk merangsang imaji atau gambar mental pada pembaca. v  Example: "Sunlight shines on the calm sea, creating diamond sparkles on the waves." 3. Gaya Bahasa v  Penggunaan figur retoris atau gaya bahasa untuk memberikan efek khusus. v  Example: Metaphors, similes, or personifications can give an artistic dimension to a narrative. 4. Dialog v  Penggunaan percakapan karakter untuk mengembangkan karakter, memajukan plot, atau menyampaikan informasi. v  Example: "Then he said, 'I never thought we would get this far.'” 5. Tata Bahasa yang Tepat v  Penggunaan tata bahasa yang benar untuk memastikan kejelasan dan keterbacaan. v  Example: Maintain grammatical cohesion and consistency between narrative parts. 6. Penonjolan Narasi v  Menonjolkan elemen-elemen naratif yang penting melalui penggunaan bahasa yang lebih kuat. v  Example: Using an intense language style at the climax of the story.   ∑   Topik: Kegiatan yang mengandung unsur nilai budaya dan nilai – nilai kehidupan yang relate terhadap siswa dan khalayak ramai. Memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, Kerjasama dan rasa bertanggung jawab. ∑   Multimedia: Audiobook, narrative text, short video, storybook.   b. METODE: Modeling, Jigsaw method, Reading and Analyzing, Story mapping, Role-Playing, Creative writing exercises, Storyboarding, Presenting narratives, Reflection and Discussion. c. SUMBER: https://m.mediaindonesia.com/humaniora/582866/pengertian-narrative-text-struktur-tujuan-dan-10-jenisnya   https://www.google.com/amp/s/amp.kompas.com/skola/read/2023/07/13/210000669/narrative-text--pengertian-struktur-ciri-ciri-dan-contohnya   https://files1.simpkb.id/guruberbagi/rpp/763424-1674138737.pdf   https://id.scribd.com/document/632742633/MODUL-AJAR-NARRATIVE-TEXT
E.    TARGET PESERTA DIDIK	Peserta didik reguler/tipikal
F.    MODEL PEMBELAJARAN	Ø  Pembelajaran Hybrid Ø  Model Pembelajaran: Genre-Based Approach, Problem Based Learning
2.    KOMPONEN INTI
A.   Capaian Pembelajaran	Capaian Pembelajaran: Pada akhir Fase F, peserta didik menggunakan teks lisan, tulisan dan visual dalam bahasa Inggris untuk berkomunikasi sesuai. dengan situasi, tujuan, dan pemirsa/pembacanya. Berbagai jenis teks seperti narasi, deskripsi, eksposisi, prosedur, argumentasi, diskusi, dan teks otentik menjadi rujukan utama dalam mempelajari bahasa Inggris di fase ini. Peserta didik menggunakan bahasa Inggris untuk berdiskusi dan menyampaikan keinginan/perasaan. Peserta didik menggunakan keterampilan berbahasa Inggris untuk mengeksplorasi berbagai teks dalam berbagai macam topik kontekstual. Mereka membaca teks tulisan untuk mempelajari sesuatu/mendapatkan informasi dan untuk kesenangan. Pemahaman mereka terhadap teks tulisan semakin mendalam. Keterampilan inferensi tersirat ketika memahami informasi, dan kemampuan evaluasi berbagai jenis teks dalam bahasa Inggris sudah berkembang. Mereka memproduksi teks lisan dan tulisan se visual dalam bahasa Inggris yang terstruktur dengan kosakata yang lebih beragam. Peserta didik memproduksi beragam teks tulisan dan visual, fiksi maupun non-fiksi dengan kesadaran terhadap tujuan dan target pembaca/pemirsa.
B.   Tujuan Pembelajaran	Tujuan Pembelajaran: Siswa dapat mengidentifikasi dan menganalisis sebuah naratif teks dan mampu memahami penggunaan gaya Bahasa yang tepat.
C.   Pemahaman Bermakna	Siswa dapat memahami, menganalisa, menulis narrative text serta menyajikan karya terkait narrative text yang sangat bermanfaat sebagai alat pembelajaran dan refleksi yang penting dalam perkembangan individu.
D.   Pertanyaan Pemantik	a. What new term did you hear today? b. What is the content of the story? c. What is the difference between listening to an audiobook and reading a text in terms of understanding and retention of information? d. Why do you think this topic is important to study? e. What is the relationship between today's lesson material and everyday life? f. Have you had a similar experience with the material or topic we studied today?
E.    Persiapan Pembelajaran	Menyiapkan bahan ajar, LKPD dan media pembelajaran.
F.    Kegiatan Pembelajaran	1.      Kegiatan awal (15 menit)	1. Building Knowledge of Field o   Siswa dan Guru mengawali kegiatan dengan doa. o   Guru memeriksa kesiapan siswa (Kehadiran, Kesehatan, Kabar, dsb.) o   Apersepsi dengan menggunakan pertanyaan pemantik.
	2.       Kegiatan Inti (60 menit)	Ø  Siswa diberikan sebuah Audiobook berisikan cerita dongeng. Ø  Source: https://www.liveworksheets.com/w/en/english-second-language-esl/661781 Ø  Siswa diminta mendengarkan isi audiobook tersebut.     Ø  Siswa diberikan Narrative Text tertulis dengan cerita yang sama dengan yang ada di audiobook tersebut. Ø  Siswa membentuk kelompok. Ø  Siswa melengkapi kolom kosong isian tentang Narrative text tersebut diatas dan mendiskusikan jawabannya di dalam kelompok. Ø  Siswa mempresentasikan jawaban hasil diskusinya di forum dan ditanggapi oleh siswa dari kelompok lainnya. Ø  Siswa mendapat penguatan atas kesimpulan yang dibuat dari Guru.
	3.       Kegiatan Penutup (15 menit)	·         Siswa dan Guru melakukan refleksi pembelajaran secara Bersama – sama. ·         Memberikan quiz terkait materi sebelumnya sebelum pulang. ·         Siswa diberi informasi tentang materi pembelajaran pada pertemuan berikutnya.
G.  Asesmen	Asesmen Diagnostik	-          Hal apa yang membuat senang dan tidak senang dalam belajar Bahasa Inggris? -          Bagian mana yang sekiranya masih kesulitan dalam belajar Bahasa Inggris?
	Asesmen Formatif	1. Mengerjakan tugas – tugas yang akan diberikan. 2. Menceritakan kesulitan saat belajar Bahasa Inggris dengan jujur.
	Asesmen Sumatif	Mengikuti quiz diakhir pembelajaran.
H.    Refleksi Peserta Didik dan Guru	Guru: 1. Apakah pelaksanaan pembelajaran sudah berjalan lancar sesuai dengan perencanaan?   2. Apakah siswa semangat ketika mengikuti pembelajaran?   3. Apakah gaya penyampaian materi mampu ditangkap oleh siswa?   4. Apakah metode pembelajaran sudah efektif bagi siswa?   5. Permasalahan apa yang dihadapi saat pembelajaran berlangsung?			Siswa: 1. Materi apa saja yang sudah diajarkan oleh guru?   2. Materi apa saja yang sudah dipahami?   3. Materi apa saja yang masih belum dipahami?   4. Apakah guru sudah menyampaikan materi dengan baik?   5. Apakah kalian mendengarkan dengan baik?
3.    LAMPIRAN
A.   Lembar Kerja Peserta Didik	(LKPD I)       (LKPD II)     Identify the story by including the purpose, types of narrative text, generic structure, language features with your group.
B.    Bahan Bacaan Guru dan Peserta Didik	Buku teks Bahasa Inggris untuk SMA/SMK/MA Kelas XI   Source Reading and Listening: https://www.liveworksheets.com/
C.   Glosarium	v  Narrative Audiobook: Audiobook yang menghadirkan narasi atau cerita melalui suara pembaca atau narrator. v  Narator: Orang atau suara yang membacakan atau menceritakan cerita dalam audiobook. v  Auditory Learning: Gaya pembelajaran di mana seseorang lebih efektif belajar melalui pendengaran. v  Retelling: Proses pengulangan atau menceritakan Kembali sebuah cerita. v  Audiobook Platform: Platform atau layanan di mana audiobook dapat diakses atau didistribusikan, seperti Audible, Spotify, atau platform lainnya. v  Chapter Breaks: Pergantian dari satu bab ke bab berikutnya dalam audiobook. v  Character Voices: Pendekatan narrator untuk memberikan suara yang berbeda untuk setiap karakter. v  Script Audiobook: Teks yang dipersiapkan untuk dibacakan oleh narator dalam audiobook.
D.   Daftar Pustaka	Anderson, Wendy, and John Corbett. Exploring English with online corpora. Bloomsbury Publishing, 2017. https://books.google.com/books?hl=id&lr=&id=vxpHEAAAQBAJ&oi=fnd&pg=PR2&dq=Anderson,+Wendy,+and+John+Corbett.+Exploring+English+with+online+corpora.+Bloomsbury+Publishing,+2017.&ots=URxRdGnV0c&sig=fJj6wEc7gNcXlwRWODNtIP-UgDc   Putri, Tidar Tinaworo. "The effectiveness of teaching writing descriptive text using English tourism brochure at the eighth grade students of smp n 1 kepil Wonosobo in the academic year 2012/2013." Scripta 1 (2013): 1-7. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=62b89c07c85b018da5987ce7798b39ea9fea7fca   Pardiyono, M. Pd. "Pasti Bisa Teaching Genre-Based Writing." Yogyakarta: Andi (2007). https://scholar.google.com/scholar?q=related:A95DdB1A9H4J:scholar.google.com/&scioq=Pardiyono,+M.+Pd.+%22Pasti+Bisa+Teaching+Genre-Based+Writing.%22+Yogyakarta:+Andi+(2007).&hl=id&as_sdt=0,5   Lubis, Rayendriani Fahmei. "Writing Narrative Text." English Education: English Journal for Teaching and Learning 2.1 (2014). http://jurnal.iain-padangsidimpuan.ac.id/index.php/EEJ/article/view/115   Muchtar, Azmy Ali, Aceng Rahmat, and Herlina Herlina. "Improving Students’ Narrative Text Writing Ability Through The Picture and Picture Learning Model." Indonesian Language Education and Literature 6.1 (2020): 139-149. https://www.jurnal.syekhnurjati.ac.id/index.php/jeill/article/view/5427   Amirah, T. "Using Scanning Technique in Teaching News Item Text to Improve Reading Comprehension Achievement for the Tenth Grade Students at SMA Negeri 9 Palembang." Unpublished Undergraduate Research. Faculty of Teacher Training and Education. Universitas Muhammadiyah Palembang (2014). https://scholar.google.com/scholar?q=related:4XiYzdMknawJ:scholar.google.com/&scioq=Amirah,+T.+(2014).+%E2%80%9C+Using+Scanning+Technique+in+Teaching+News+Item+Text+to+Improve+Reading+Comprehension+Achievement+for+the+Tenth+Grade+Students+at+SMA+Negeri+9+Palembang%E2%80%9D.+Unpublished+Undergraduate+Research.+Faculty+of+Teacher+Training+and+Education.+Universitas+Muhammadiyah+Palembang.&hl=id&as_sdt=0,5

 

Curriculum

Name: Mohammad Firman Ardianto

Class: EED 3 A

No: 202232015

SUMMARY COMPONENT  OF CURRICULUM: CURRICULUM

    Curriculum is a document that aims to focus teaching within a common boundary and connect classroom teachers across different grade levels or schools. It is crucial for teachers to have a systematic approach to teaching, as it is essential for young people to understand and experience the social and cultural order. The curriculum is a reflection of different visions of society and culture, and can be influenced by various groups, such as teachers, parents, cultural critics, interest groups, and employers. As a result, there are often unresolved differences in viewpoints, reflecting the normative order for education and the quality and character of schools.

    Furthermore, curriculum encompasses various experiences a student receives in various institutions, including classrooms, libraries, laboratories, workshops, and playgrounds. It is a crucial component of an educational system, serving as a blueprint for teachers and learners to achieve desired objectives. The curriculum is designed based on four components: teaching objectives, content, methods, and evaluation of learning outcomes. The nature of content is crucial in identifying teaching objectives.

Thus there are four elements of curriculum, which are essential and interrelated to each other:

1) Curriculum Aims and Objectives

2) Curriculum Content or Subject Matter

3) Curriculum Experience

4) Curriculum Evaluation

Explanation:

Curriculum Aims and Objectives:

• Aims and objectives are decided at all the levels central, state, and local considering philosophy, sociological and psychological foundations.

• Aims and objectives can be simplified as “what is to be done”.

• The subject’s content structure, levels of students, and type of examination components are considered in the identification of objectives of teaching and learning.

• These objectives are specific and written in behavioral terms so as to develop learning structures and conditions.

• It tries to capture what goals are to be achieved, the vision, the philosophy, the mission statement and objectives.

The objectives of teaching and learning are determined at various levels, considering philosophy, sociology, and psychology. They are specific, behaviorally written, and aimed at achieving goals, vision, philosophy, mission statement, and objectives.

Curriculum Content or Subject Matter:

• It clearly defines the purpose and what the curriculum is to be acted upon and try what to drive at.

•  In the same manner, Curriculum has a frame work guideline. Here, it contains information about all the aspects to be learned in school.

•  It is an element or a medium through which the objectives are accomplished.

• A primordial concern of formal education is primarily to transmit organized knowledge in distilled form to a new generation of young learners.

•  In organizing the learning contents, balance, articulation, sequence, integration and continuity form a sound content.

• The content of any subject is usually broad. It is analysed into subcontent and further into its elements.

• This elements are arranged in a logical sequence. 

• The behavioural objectives are written with the help of these elements of the content.

• It is also known as logic of teaching. 

Curriculum defines the purpose and goals of education, serving as a framework guideline for learning. It aims to transmit organized knowledge to young learners through balance, articulation, sequence, integration, and continuity. The content is broad, analyzed into subcontent and elements, arranged in a logical sequence, and used to write behavioral objectives, also known as the logic of teaching.

Curriculum Experience:

• Curriculum experience means what Instructional strategies, resources and activities will be employed in teaching- learning.

• The specific objectives of teaching are attained with the help of appropriate teaching strategy.

• These instructional strategies and methods will put into action the goals and use of the content in order to produce and outcome.

• These would convert the written curriculum to instruction.

• The behavioural objectives provides the awareness and insight about the specific learning conditions.

• The strategy is employed for providing learning experiences and bringing desirable behavioural change.

• Moreover, mastery is the function of the teacher direction and student activity with the teacher supervision. 

Curriculum experience refers to the use of instructional strategies, resources, and activities in teaching and learning, aimed at achieving specific teaching objectives. These strategies convert written curriculum into instruction, providing learning experiences and promoting behavioral change. Mastery is achieved through teacher direction and student activity.

Curriculum Evaluation:

• For the fourth elements, the curriculum evaluation is an element of an effective curriculum.

• Curriculum evaluation means what methods and instruments will be used to assess the results of the curriculum.

• It identifies the quality, effectiveness of the program, process and product of the curriculum.

• The level of students attainment is evaluated by employing criteria referenced test.

• It shows the effectiveness of strategy of teaching and other components.

• The interpretation of evaluation provides the feedback to the curriculum and its components.

• Curriculum evaluation is also important so that one could assess whether the objectives and aims have been meet or if not, he could employ another strategy which will really work out.

• Curriculum evaluation is an empirical basis for the ‘curriculum development. 

Curriculum evaluation is crucial for effective curriculum development, assessing the quality, effectiveness, and student attainment using criteria-referenced tests. It provides feedback to the curriculum and its components, ensuring objectives are met and enabling the use of effective teaching strategies. It serves as an empirical basis for curriculum development.

    In conclusion, curriculum is a comprehensive educational plan that outlines the goals, objectives, content, methods, strategies, assessment, materials, resources, organization, structure, learning environment, professional development, adaptability, flexibility, feedback, and alignment with standards. It consists of broad statements defining the overarching aims, core concepts, skills, and knowledge, instructional approaches, assessment and evaluation tools, materials and resources, and the learning environment. The curriculum is designed to be adaptable to diverse learners, changing educational needs, and evolving pedagogical practices. It also includes mechanisms for gathering feedback from students, teachers, and stakeholders, and ensures alignment with national, state, or institutional standards. A well-designed curriculum addresses the needs of learners and achieves educational goals.

Source:

https://www.dcp.edu.gov.on.ca/en/what-is-curriculum/curriculum-structure

https://www.studocu.com/id/document/universitas-negeri-yogyakarta/english-curriculum-development/ecd-summary/43928747

https://www.studocu.com/id/document/universitas-muria-kudus/curriculum-and-material-development/summary-of-curriculum-and-syllabus/45995458