RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA NEGERI 2 WONOGIRI

Mapel : Bahasa Inggris
Tema : Teks Explanation
Kelas/semester : XI/4
Alokasi waktu : 2 X 45 menit

A. TUJUAN PEMBELAJARAN
Melalui pendekatan Active learning serta Cooperative learning dengan menggunakan
model JIGSAW , peserta didik dapat membedakan dan menangkap makna teks
explanation lisan dan tulis terkait gejala alam atau sosial.

B. KEGIATAN PEMBELAJARAN

Kegiatan Pendahuluan
1. Guru memberi salam/menyapa peserta didik dengan sopan dan meminta
salah satu siswa untuk memimpin berdoa untuk mengawali pembelajaran.

2. Guru memperhatikan kesiapan psikis dan fisik peserta didik untuk

mengikuti proses pembelajaran dengan memperhatikan kebersihan dan
mengecek kehadiran peserta didik serta memberi motivasi.
3. Guru mengaitkan materi yang akan dipelajari dengan
kehidupan sehari-hari dengan menunjukkan gambar
tentang Tsunami
4. Guru menyampaikan tujuan pembelajaran yang akan dicapai.
5. Guru menyampaikan penilaian yang akan digunakan.

Kegiatan Inti
6. Guru meminta peserta didik mempersiapkan diri untuk melakukan aktifitas
membaca teks tentang how Tsunami Works
7. Perserta didik membuat prediksi mengenai isi teks yang akan dibaca
8. Guru mereview beberapa kata susah yang akan muncul dalam bacaan.
JIG SAW 1. Pembentukkan Expert Group

9. Peserta didik dibagi dalam empat kelompok expert yang akan

memahami isi satu paragraph dari teks. (Lampiran 2)
10. Peserta didik diajak memahami isi teks tersebut dan mendiskusikan dengan
guru jika ada yang tidak diketahui.

11. Peserta didik dalam Expert Group saling membimbing teman yang lain
untuk memahami teks

JIGSAW 2. Pembentukkan Home Group

 12. Dengan bimbingan guru, peserta didik dikelompokkan lagi menjadi
kelompok baru yang disebut Home group. Home Group ini terdiri dari siswa
siswi expert di bagian yang berbeda.
13. Peserta didik dalam Home group saling membantu memahami teks
sehingga tercapai pemahaman yang utuh dalam teks tersebut.

14. Peserta didik diminta mennganalisis Fungsi Sosial serta Generic Structure
dalam teks tersebut dan mempersentasikannya ke depan
15. Peserta didik lain menanggapi dan memberi masukkan tentang presentasi
dari kelompok lain

Kegiatan Penutup

16. Peserta didik menyimpulkan pembelajaran (dibimbing oleh guru

17. Peserta didik mendapatkan umpan balik terhadap proses dan hasil
pembelajaran
18. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya yaitu mencari teks explanation yang lain dan menganalisa
Generic Structurenya

C. PENILAIAN PEMBELAJARAN

1. Teknik Penilaian:
a. Penilaian Sikap : Observasi/pengamatan
b. Penilaian Pengetahuan : Tes Tertulis
2. Bentuk Penilaian:
a. Observasi : Jurnal guru
b. Tes tertulis : uraian dan lembar kerja
3. Instrumen Penilaian (terlampir)

Wonogiri, Juli 2022

Mengetahui:
Kepala Sekolah Guru Mata Pelajaran

Sumanto, S. Pd., M. Pd Saptiwi Rohayati, S. Pd

NIP: 19680705 200003 1 006 NIP: 19830326 200604 2 011
LAMPIRAN 1
KISI-KISI PENILAIAN
Sekolah :SMA NEGERI 2 WONOGIRI
Mapel :Bahasa Inggris
Tema :Teks Explanation
Kelas/semester :XI/4
Alokasi waktu :45 menit
Kompetensi IPK Materi Indikator Bentuk
Dasar Soal Soal
3.8 3.8.1 Menentukan  Fungsi Sosial Disajikan Lisan
Membedakan fungsi sosial teks Menjelaskan,memberi sebuah
teks
fungsi sosial, explanation terkait gambaran alasan explanation,
struktur teks, gejala alam atau terjadinya suatu peserta didik
dan unsur sosial yang tercakup fenomena dapat meng-
kebahasaan dalam mata pelajaran identifikasi:
 Struktur Teks  Fungsi
beberapa teks lain di kelas XI Dapat mencakup: sosial
explanation 3.8.2Mengidentifikasi  Fenomena  Struktur
lisan dan tulis struktur teks  Identitas gejala teks
dengan explanation terkait  Rangkaian  Unsur
memberi dan gejala alam atau penjelasan Kebahasaan
meminta sosial yang tercakup
informasi terkait dalam mata pelajaran  Unsur
gejala alam lain di kelas XI Disajikan
Kebahasaan
atau sosial 3.8.3 sebuah teks
yang tercakup Menerapkan explanation
- Adverbia first,
dalam mata unsur kebahasaan peserta Tertulis
then, following,
pelajaran lain di dari teks explanation didik dapat
finally
kelas XI, sesuai yang tercakup dalam unsur
- Hubungan sebab-
dengan konteks mata pelajaran lain di kebahasaan
akibat (if –then, so,
penggunaannya kelas XI teks
as a consequence,
3.8.4 Membedakan tersebut
since, due to,
fungsi sosial, struktur because of,
teks, dan unsur Disajikan
thanks to
kebahasaan teks beberapa Tertulis
- Kalimat pasif,
explanation yang teks
dalamtenses yang
tercakup dalam mata explanation,
present
pelajaran lain di kelas peserta
- Ucapan, tekanan
XI didik
kata, intonasi,
dapat
ejaan, tanda baca,
menemukan
dan tulisan tangan
persamaan
 Topik dan
Benda-benda non perbedaan
manusia, seperti air, struktur
penguapan, hujan teks,
dengan paparan yang dan unsur
menumbuhkan
perilaku yang termuat kebahasaan
dalam KI teks
LAMPIRAN 2
INSTRUMEN PENILAIAN PENGETAHUAN

How tsunamis work

A major earthquake that struck Chile some time ago sent a tsunami out into the Pacific
Ocean, prompting a tsunami warning for Hawaii. A tsunami is not a single wave, but a series
that behave much like the waves rippling out from a stone dropped in a pond. Each wave can
last five to 15 minutes, and the danger can last for hours after the initial wave arrives.
Tsunamis, which can travel over the ocean surface from many hundreds of miles, can
be generated when some of the planet's crust separate under the seafloor, causing an
earthquake. Here's what happens: One lifting crust essentially rapidly acts as a giant paddle,
transferring its energy to the water.
Tsunamis can also be caused by volcanic eruptions, underwater detonations and even
landslides. The resulting waves are hard to predict for several reasons. Nobody knows how a
quake has affected the seafloor until hours, days or even months after the event. And a tsunami
is almost imperceptible on the open ocean, rising to full ferocity only as it nears the shore.
While more tsunami-sensing buoys cover the ocean than before the devastating 2004 Indian
Ocean tsunami, these waves can still be missed.
Not all seafloor earthquakes will generate a tsunami — if the friction between the crustal
plates occurs very deep below the ocean floor or move in a way that causes a minimal paddle
effect, a tsunami isn't as likely to form.

 Lisan
 Read the text carefully. Then, anwer the questions given by the teacher orally!
1. What is the text about?
2. How do you know about it?
3. What do you think the function of the text?
4. What kind of sentence is used in the text? How do you know?
 Tertulis
 Read the text one more time, and then discuss the answer of these questions
and
write it in a piece of paper!
1. What kind of information do you find in the text?
2. Is there any specific way of writing a descriptive text? Explain your
answer

 Tertulis
 Read these texts then find the similarities and differences;
 Complete the table to summarize your analysis result

Text no. Social Function Generic Structure Language Features

Text Pembanding
HOW EARTHQUAKE HAPPENS

Earthquakes are natural disasters that humans cannot control. Sometimes earthquakes
can be very dangerous and people need to know more about where earthquakes come from,
and how to protect themselves from them and any other natural disasters.
Earthquakes are the shaking, rolling or sudden shock of the earth’s surface. They are the
Earth’s natural means of releasing pressure. More than a million occur in the world each year.
Earthquakes can be felt over large areas although they usually last less than a minute. However,
earthquakes cannot be predicted although scientists are still working on the problem.
There are about 20 plates along the surface of the earth that move continuously and slowly
past each other. When the plates squeeze or stretch, huge rocks form at their edges and the
rocks shift with great force, causing an earthquake. As the plates move ,they put forces on
themselves and each other. When the force is large enough, the crust is forced to break.
Shaking and ground breaking are the main effects created by earthquakes, principally resulting
in more or less severe damage to buildings and other structures. The severity of the effect
depends on the complex combination of the earthquake magnitude. Ground break is a
major risk for large engineering structures such as dams, bridges and nuclear power stations
and requires careful mapping of existing faults to identify any likely to break the ground surface
within the life of the structure.

C. Rubrik

1. Rubrik Penilaian tes lisan dan tulis

Jawaban Kriteria Skor

1. The general and Tepat 3
specific information
about the picture
2. The general Kurang tepat 2
information/specific
information about
the picture
3. Other then 1 and 2 Tidak tepat 1
Tidak tepat
LAMPIRAN 3
INSTRUMEN PENILAIAN SIKAP
Jurnal Penilaian Sikap:

No Hari dan Nama kelas Kejadian/perilak Butir kategori Tindak

Tanggal peserta u sikap + _ lanjut
didik
1
2
3
4
5
6
7
8
9
10
LAMPIRAN 4
LEMBAR KERJA PESERTA DIDIK (LKPD)
HOW TSUNAMIS WORK

a. Pre Reading

Look at the Picture below and tell what is happening in the picture!

__________________________
__________________________
__________________________
__________________________
__________________________
_________________________
_

b. Match the following words to their definitions!

a. Earthquake 1. to cause something to exist:

b. Danger 2. a floating anchored mark, acting as a guide,
c. Separate warning or mooring point for boats
d. Predict 3. to say that an event or action will happen in
e. Generate the future
f. Buoy 4. the possibility of harm or death to someone:
5. sudden violent movement of the earth's
surface, sometimes causing great damage
6. to (cause to) divide into parts

How tsunamis work

A major earthquake that struck Chile some time ago sent a tsunami out into the Pacific
Ocean, prompting a tsunami warning for Hawaii. A tsunami is not a single wave, but a series
that behave much like the waves rippling out from a stone dropped in a pond. Each wave can
last five to 15 minutes, and the danger can last for hours after the initial wave arrives.
Tsunamis, which can travel over the ocean surface from many hundreds of miles, can
be generated when some of the planet's crust separate under the seafloor, causing an
earthquake. Here's what happens: One lifting crust essentially rapidly acts as a giant paddle,
transferring its energy to the water.
Tsunamis can also be caused by volcanic eruptions, underwater detonations and even
landslides. The resulting waves are hard to predict for several reasons. Nobody knows how a
quake has affected the seafloor until hours, days or even months after the event. And a tsunami
is almost imperceptible on the open ocean, rising to full ferocity only as it nears the shore.
While more tsunami-sensing buoys cover the ocean than before the devastating 2004 Indian
Ocean tsunami, these waves can still be missed.
Not all seafloor earthquakes will generate a tsunami — if the friction between the crustal
plates occurs very deep below the ocean floor or move in a way that causes a minimal paddle
effect, a tsunami isn't as likely to form.

 Read the text carefully. Then, anwer the questions given by the teacher orally!
5. What is the text about?
6. How do you know about it?
7. What do you think the function of the text?
8. What kind of sentence is used in the text? How do you know?
9.
Decide whether the following statements are TRUE or FALSE based on the text!
1. Tectonic earthquake is the only cause of tsunami.
2. Tsunami can cause damaged building and casualties.
3. A drawback happens after a tsunami occurs.
4. A shoaling happens when the water along the coastline gets sucked out into the ocean.
5. A tsunami wave can reach a maximum height onshore up to ten meters.

 Read the text one more time, and then discuss the answer of these questions
and
write it in a piece of paper!
4. What kind of information do you find in the text?
5. Is there any specific way of writing a descriptive text? Explain your
answer

 Read these texts then find the similarities and differences;

 Complete the table to summarize your analysis result

Text no. Social Function Generic Structure Language Features

Text Pembanding
HOW EARTHQUAKE HAPPENS

Earthquakes are natural disasters that humans cannot control. Sometimes earthquakes
can be very dangerous and people need to know more about where earthquakes come from,
and how to protect themselves from them and any other natural disasters.
Earthquakes are the shaking, rolling or sudden shock of the earth’s surface. They are the
Earth’s natural means of releasing pressure. More than a million occur in the world each year.
Earthquakes can be felt over large areas although they usually last less than a minute. However,
earthquakes cannot be predicted although scientists are still working on the problem.
There are about 20 plates along the surface of the earth that move continuously and slowly
past each other. When the plates squeeze or stretch, huge rocks form at their edges and the
rocks shift with great force, causing an earthquake. As the plates move ,they put forces on
themselves and each other. When the force is large enough, the crust is forced to break.
Shaking and ground breaking are the main effects created by earthquakes, principally resulting
in more or less severe damage to buildings and other structures. The severity of the effect
depends on the complex combination of the earthquake magnitude. Ground break is a
major risk for large engineering structures such as dams, bridges and nuclear power stations
and requires careful mapping of existing faults to identify any likely to break the ground surface
within the life of the structure.

MATERI
Explanation Text
The purpose (tujuan) dari Explanation Text adalah to explain the processes of the forming of a
social, cultural, natural, or scientific phenomenon. Explanation text is to say ‘why’ and ‘how’ of
the forming of the phenomena. It is often found in science, geography and history text books.

Generic Structure of Explanation Text

# General statement; stating the phenomenon issues which are to be explained.
# Sequenced explanation; stating a series of steps which explain the phenomena.
The Characteristics / Language Feature of Explanation Text:
– Featuring generic participant; sun, rain, etc
– Using chronological connection; to begin with, next, etc
– Using passive voice pattern
– Using simple present tense