RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Dates, months, years, and National days

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah          : SMP 1 Jetis

Kelas/Semester         : VII

Mata Pelajaran         : Bahasa Inggris

Topik                        : Dates, months, years, and National days

Keterampilan            : Membaca

Alokasi Waktu         : 2x40 menit

I.              KOMPETENSI INTI

KI- 3.Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingintahunya 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, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

II.           KOMPETENSI DASAR

3.3 mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks penggunaannya. (Perhatikan kosa kata terkait angka cardinal dan ordinal)

4.3 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dansesuaikonteks

III.        TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa diharakan mampu:

1.      Mengidentifikasi tanggal, hari, dan bulan dalam bahasa Inggris.

2.      Mengidentifikasi ordinal number.

3.      Menulis, membaca dan memahami tanggal dalam bahasa Inggris.

4.      Mengidentifikasi nama-nama hari Nasional beserta tanggalnya.

IV.        MATERI PEMBELAJARAN

1.     
Ordinal number (lks halaman 38)

2.      Penulisan tanggal dalam bahasa Inggris

14^th of April 2018 (British)

April the 14^th of 2018 (American)

3.      Nama-nama hari Nasional

V.           METODE PEMBELAJARAN

Menggunakan metode Scientific Approach.

Menggunakan strategi menyimak, ceramah, diskusi kelompok, penugasan

VI.        MEDIA, ALAT, DAN SUMBER PEMBELAJARAN

a.    Media  : Game

b.    Alat     : LCD, white board, board marker

c.    Sumber pembelajaran : PPT, birthday invitation card, LKS, worksheet

VII.     LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN

1. Kegiatan pendahuluan
1. Guru memimpin siswa berdoa, untuk mengawali kelas
2. Guru memberi salam
3. Guru menyapa siswa, menanyakan kabar siswa, dan mengecek presensi kehadiran
4. Guru meminta siswa menanyakan materi pertemuan sebelumnya jika belum paham.  
5. Guru menyampaikan materi apa yang akan diajarkan.
6. Guru menjelaskan tujuan dari pembelajaran.
2. Kegiatan Inti
1. Mengamati

                                                              i.      Siswa diberi berbagai beberapa invitation card yang ada tanggalnya yang ditayangkan pada layar proyektor.

                                                            ii.      Siswa diminta memperhatikan cara menulis tanggalnya.  

2. Menanya

                                                              i.      Siswa diminta untuk mengidentifikasi mengapa ada tulisan st, rd, dan th.

                                                            ii.      Guru memberi pertanyaan-pertanyaan mengenai hal tersebut, untuk mengetahui tingkat pemahaman siswa

3. Mengumpulkan informasi

                                                              i.      Guru memberi penjelasan dan meminta siswa untuk menyimak dan mempelajari ordinal number yang ditayangkan pada layar proyektor.

4. Mengolah informasi

                                                              i.      Guru menjelaskan cara menulis tanggal dengan British maupun American style.

                                                            ii.      Guru memberi beberapa soal mengenai penulisan tanggal untuk mengetahui pemahaman siswa.

                                                          iii.       Siswa diminta untuk mengerjakan secara bersama-sama.  

                                                          iv.      Guru memberi penjelasan mengenai nama-nama National days dalam bahasa Inggris yang ditayangkan pada layar proyektor.

                                                            v.      Siswa diminta untuk membuka LKS halaman 31 mengenai national days.

                                                          vi.      Siswa diminta untuk mengerjakan secara bersama-sama. 

5. Mengkomunikasikan

                                                              i.      Guru membagi kelas menjadi 4 kelompok.

                                                            ii.      Guru menempelkan 4 tabel berisi tanggal dalam format Bahasa Indonesia DD/MM/YY di papan tulis, lalu membagikan flashcard berisi tanggal dengan format British kepada setiap anak.  

                                                          iii.      Siswa diminta untuk menempelkan flashcard yang didapat ke dalam table yang sesuai. Kelompok yang paling  cepat dan benar adalah pemenangnya.

                                                          iv.      Guru membahas jawaban yang benar bersama dengan siswa.

Hidden Syllabus (jika masih ada waktu)

a.       Guru menjelaskan bagaimana cara membuat jadwal.

b.      Guru menjelaskan nama-nama mata pelajaran menggunakan Bahasa Inggris

3. Kegiatan penutup
1. Guru bertanya kepada siswa jika ada yang belum dimengerti mengenai apa yang telah dipelajari.
2. Siswa bersama dengan guru merefleksikan kegiatan dan isi pembelajaran dengan nilai-nilai kehidupan sehari-hari.
3. Guru mengingatkan siswa untuk mengerjakan tugas dan membawanya pada pertemuan selanjutnya untuk dikonsultasikan.
4. Guru memberi salam.

Bantul, 25 September 2018

Mengetahui,

             Guru Pembimbing Lapangan                                                 Mahasiswa

                   Woro Purwanti, S.Pd                                               Ifti Luthviana Dewi

            NIP. 19630711 198703 2 008                                        NIM: 15202241020

 

01/02/1998
13/09/2001
23/01/2017
19/07/2003
23/06/2017
13/02/2001
21/05/2005
12/12/2012
21/02/2012
11/11/2011
31/03/2019
01/01/1998

1st of February 1998	1st of February 1998
13th of September 2001	13th of September 2001
31st of March 1998	31st of March 2001
19th of July 2003	19th of July 2003
23rd of June 2017	23rd of June 2017
11th of November 2011	11th of November 2011
21st of May 2005	21st of May 2005
12th of December 2012	12th of December 2012

 

Phonological Specificity of Vowels and Consonants in Early Lexical Representations

Phonological Specificity of Vowels and Consonants in Early Lexical Representations

Nivedita Mani *, Kim Plunkett

Reviewed by IFTI LUTHVIANA DEWI

This research investigated infants’ sensitivity to vowels in lexical representations. There are two experiments, the first examines whether infants at 15, 18 and 24 months are sensitive to mispronunciations of vowels in familiar words. The second compares 15, 18 and 24-month-olds’ sensitivity to consonant and vowel mispronunciations of familiar words.

The participants in this experiment were 28 infants at 15 months, 30 infants at 18 months and 31 infants at 24 months. The stimuli presented to infants at 18 and 24 months were 16 monosyllabic (CVC) nouns taken from the OCDI. Each infant heard eight labels, were correctly pronounced while the other half were incorrectly pronounced. While, Infants at 15 months were tested on a slightly different set of 10 monosyllabic (CVC) words.

This study found that Infants become selectively sensitive to phonological distinctions relevant to their native language at an early age.

Early lexical representations of familiar words contain suitable information for very young English infants to detect mispronunciations. The results from the three age groups (15, 18 and 24 months) tested indicate that this vowel sensitivity is in place by 15-months-old. These findings also found the first experimental evidence that vowel identity makes lexical access for a wide range of monosyllabic, familiar words at an early stage of lexical development.

The findings eliminate the possibility that consonants play a more essential role than vowels in lexical processing in infancy, at least in recognition of familiar words at 18 months of age. Both consonants and vowels limit lexical recognition equally in the last half of the second year of life.

The role of vowels in lexical recognition in infancy:

·       The importance of vowels in lexical representation are depending upon additional empirical validation of the strength of vowel mispronunciation effects in the recognition of novel and familiar words, and mono- and bisyllabic words.

·       Exploration of cross-linguistic factors influence the understanding of the role of vowels in lexical access.

Infants were sensitive  to changes to the vowels of the words presented to them. Yet, there are likely to be vowel–consonant co-articulation effects that might lead to significant differences in the acoustic characteristics of the consonant between the correctly pronounced and mispronounced words.

Infant performance might have been triggered by the acoustic differences in the co-articulated consonants between the correct and incorrect pronunciations rather than because of the changes to the vowels themselves.

On this interpretation of the results, sensitivity to mispronunciations would be led by differences in the acoustic characteristics of the consonant and not the vowel. While this suggests a less essential role for vowels in lexical representation, there is no empirical evidence suggesting that infants’ performance is dependent on the acoustic characteristics of the co-articulated consonant alone.

Morphophonemic Analysis of Inflectional Morphemes in English and Ibibio Nouns

Morphophonemic Analysis of Inflectional Morphemes in English and Ibibio Nouns: Implications for Linguistic Studies

Ubong Ekerete Josiah & Juliet Charles Udoudom

Reviewed by Ifti Luthviana Dewi

Linguists generally recognize that there exists an inevitable inter-relationship between different levels of linguistic analysis (phonetics, phonology, morphology, syntax and semantics). There also exists a bridge between the phonology and morphology of particular languagesm “morphophonemics”. It is used to describe linguistic statements that can be made of the phonemic structure of morphemes and their effect on the grammatical content of languages.

For instance, Ibibio (a majority language spoken in Akwa Ibom and part of Cross River States in the Southern part of Nigeria) belongs to the Benue-Congo family of languages (Essien, 1990) while English is historically a member of the Indo-European family of languages.

This paper is interested in isolating points of differences that pose difficulties and those similarities that can facilitate learning of inflectional, grammatical forms that characterize the nominal morphemes in Ibibio and English languages.

Differences between English and Ibibio Noun Inflections:

Category	Ibibio	English
noun inflections	Ibibio typically uses prefixes to mark noun inflections,	English uses mainly suffixes, as in: Plateau – Plateaux; fox-foxes, among others.
The possessive case	it is generally a syntactic feature in Ibibio. Ibibio noun does not inflect for case as the English nouns do.	the possessive case is morphologically marked in English nouns.
inflectional morphemes	Ibibio adjectives are inflected to mark plural nouns having zero morphemes	English does not use such morphological devices.
noun inflectional morphemes	derivational morpheme is an initial prefix	an inflectional suffix can be added to a derivational one, as in: direction + s = directions

Similarities between Ibibio and English Noun Inflections

Category	Similarity
phonological, morphological and syntactic functions	both Ibibio and English mark inflections affixally, although the positions of such affixes differ in the two languages, for instance, Ibibio uses prefixes as in: àfiãòwò ‘a white man’ – mfiãòwò: ‘white men’ while English uses suffixes e.g., boy-boys. Both are affixes.
phonological modifications	both languages exhibit phonological modifications of nominal root morphemes in their formation of plurals.
the inflectional morphemes	the use of suppletion. This is a special type of replacive morpheme formation in which the word changes completely from its base form
Morphophonemic alternations.	morphophonemic modifications in Ibibio nouns involves the allomorphs /m,m,n, ., m/ while in English, it involves the allomorphs /s, z, Iz/ respectively.
Inflected nouns	Inflected nouns in the two languages is that the number system is inflected the same way. Thus the singular form marks one while the plural form marks more than one

Therefore, using the Contrastive Analysis (C.A) approach as a linguistic tool for our investigation, we have discovered that Ibibio characteristically uses prefixes as inflectional morphemes to mark grammatical categories while English language typically uses inflectional suffixes to mark the same function. Beside that, the most grammatical categories in the two languages undergo phonological modifications. So that, the conclusion of this paper can assist language teachers in identifying points of difficulties to learners in second language learning situation.