RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 2 dan 3

Topik : Pregnancy

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Mendengarkan

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi
informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Merespon makna teks yang berhubungan dengan konteks

aktivitas kebidanan

 Indikator : Menemukan informasi eksplisit dalam teks

 Tujuan Pembelajaran : Diakhir pembelajaran, siswa mampu menemukan informasi

eksplisit dalam teks yang berhubungan dengan konteks
aktivitas kebidanan

1
 Meteri Pembelajaran :

Supplements in Pregnancy
In pregnancy a woman's body needs extra vitamins, minerals and nutrients to help her baby
grow. In addition, the presence of some nutrients in good supply has been shown to reduce the risk of
certain conditions in pregnancy.
Having a healthy diet is the best way of ensuring you are receiving the vitamins you need.
That said, pregnancy is a time of great strain on the body, resulting in an increased need for nutrients
such as iron, folate, iodine and protein. Also no matter how hard you try to eat well, morning sickness
can result in less nutrients remaining in your body. While your body priorities your baby’s nutrient
needs, your own body can be left wanting. Taking a good quality multivitamin developed specifically
for pregnancy, makes good sense. However, please consult your midwife or doctor prior to taking any
supplements.
Ensuring you consume the Recommended Daily Intake
(RDI) of the following vitamins and minerals, in food or
supplements, is vital during pregnancy.

Iodine – RDI 150 micrograms

Iodine is essential for the proper function of your Thyroid.
If your baby doesn’t get enough thyroid hormone, particularly in
the first half of the pregnancy, some damage to the brain may
occur. This is usually evident in a lower IQ, learning difficulties,
reading difficulties and hearing difficulties. The average adult
needs about 150 micrograms of iodine a day but pregnant and
breastfeeding women require twice as much to meet the needs of their growing baby.
Women can get this iodine most effectively by using iodised salt rather than standard salt in
food preparation. This is readily available in supermarkets. Milk and seafood are also high in iodine. In
addition, in Australia the additional of iodine to all bread is a legislative requirement to help promote
the health of the nation. Most pregnancy and lactation vitamin supplements have iodine in them, so if
women have concerns about their iodine intake during pregnancy and when breastfeeding they can
take one of these.

Iron – RDI 27 milligrams

Haemoglobin, the protein found in red blood cells, transports oxygen in the blood and is
essential for keeping us alive and healthy. Red blood cells are made in your bone marrow and last
about four months before they disintegrate and are replaced by new red blood cells. In order for your
body to produce red blood cells you need an adequate supply in your diet of iron, as well as vitamin
B12 and folic acid. If one or more of these is lacking anaemia will eventually develop.

2
 Anaemia is by far the most common blood related problem pregnant women face and occurs
when Haemoglobin drops below acceptable levels. The developing fetus draws iron from the mother
to last it through the first five or six months after birth, so a woman has an increased need for iron
during pregnancy. While there is a RDI for iron, the amount needed by an individual woman depends
on the amount of iron stored in her body prior to pregnancy. If your iron stores were low, you may
need more than the RDI of iron during pregnancy. It is important to discuss your need for
supplements with a medical practitioner as iron can be toxic in large amounts.

Folate - 500 micrograms

Folate (known as folic acid when added to foods) is a B group vitamin that is needed for the
healthy growth and development of your baby in the first weeks of life. Research has found taking a
folic acid supplement substantially decreases the incident of neural tube defects such as spina bifida.
The current RDI of Folate in pregnancy is 500 micrograms, for at least the first three months of
pregnancy. This may be taken as a supplement or in the form of fortified foods (food to which folate
has been added during production). All wheat flour used in bread making in Australia must now
contain folic acid, with the exception of certified organic flour. Three slices of fortified bread (100g)
contains an average of 120mcg of folic acid. Breakfast cereals and fruit juices sold in Australia may
also have folic acid added. However to be more certain of your intake, a supplement may be the most
effective strategy.

 Kegiatan Pembelajaran :

Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir 10 minutes
 Memberi beberapa pertanyaan yang berhubungan dengan
kehamilan untuk mengetahui background knowledge siswa.
Kegiatan Inti:
(Pertemuan 2)
 Memberi ilustrasi tentang teks materi yang akan
diperdengarkan.
 Guru membacakan teks dan siswa mendengarkan.
 Guru memberikan pertanyaan ringan secara lisan seperti judul,
dan kata-kata apa saja yang mereka dengar dan pahami.
 Siswa menjawab pertanyaan guru.
 Guru membacakan teks dengan jeda yang panjang antara tiap
frasa atau grup kata; siswa diminta untuk menuliskan setiap 80 menit
kata, atau frasa, atau kalimat yang didengar (dictation) secara
individu.
 Diulang beberapa kali sesuai keperluan
 Hasil pekerjaan diperiksa bersama-sama

(Pertemuan 3, masih dengan menggunakan teks yang sama)

3
  Siswa diberi pertanyaan tentang informasi yang tersurat yang
ada di dalam teks secara lisan; siswa menjawab atau
mendiskusikan pertanyaan dalam sebuah kelompok kecil (3-4
orang) secara tertulis.
 Hasil pekerjaan diperiksa bersama-sama
Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Tertulis
- Instrumen : Tes
- Form : Multiple choice
 Rubrik Penilaian

Multiple Choice
Jawaban benar : 1 poin
Jawaban salah : 0 poin

Jumalah jawaban benar

Nilai = X 100
Total jumlah seluruh soal

Yogyakarta, 18 Juli 2015

Dosen

Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

4
Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 4 dan 5

Topik : Pregnancy

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Berbicara

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi
informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Menceritakan kembali isi teks secara lisan yang berhubungan
dengan konteks aktivitas kebidanan

 Indikator : - Mengucapkan kosa kata dengan benar

- Menggunakan intonasi, mimik dan bahasa tubuh yang
sesuai untuk mengungkapkan kosa kata yang dimaksud

 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu:

- Mengucapkan kosa kata dengan benar
- Menggunakan intonasi, mimik dan bahasa tubuh yang
sesuai untuk mengungkapkan kosa kata yang dimaksud

 Meteri Pembelajaran :

Supplements in Pregnancy

5
 In pregnancy a woman's body needs extra vitamins, minerals and nutrients to help her baby
grow. In addition, the presence of some nutrients in good supply has been shown to reduce the risk of
certain conditions in pregnancy.
Having a healthy diet is the best way of ensuring you are receiving the vitamins you need.
That said, pregnancy is a time of great strain on the body, resulting in an increased need for nutrients
such as iron, folate, iodine and protein. Also no matter how hard you try to eat well, morning sickness
can result in less nutrients remaining in your body. While your body priorities your baby’s nutrient
needs, your own body can be left wanting. Taking a good quality multivitamin developed specifically
for pregnancy, makes good sense. However, please consult your midwife or doctor prior to taking any
supplements.
Ensuring you consume the Recommended Daily Intake (RDI) of the following vitamins and
minerals, in food or supplements, is vital during pregnancy.

Iodine – RDI 150 micrograms

Iodine is essential for the proper function of your Thyroid. If your baby doesn’t get enough
thyroid hormone, particularly in the first half of the pregnancy, some damage to the brain may occur.
This is usually evident in a lower IQ, learning difficulties, reading difficulties and hearing difficulties.
The average adult needs about 150 micrograms of iodine a day but pregnant and breastfeeding
women require twice as much to meet the needs of their growing baby.
Women can get this iodine most effectively by using iodised salt rather than standard salt in
food preparation. This is readily available in supermarkets. Milk and seafood are also high in iodine. In
addition, in Australia the additional of iodine to all bread is a legislative requirement to help promote
the health of the nation. Most pregnancy and lactation vitamin supplements have iodine in them, so if
women have concerns about their iodine intake during pregnancy and when breastfeeding they can
take one of these.

Iron – RDI 27 milligrams

Haemoglobin, the protein found in red blood cells, transports oxygen in the blood and is
essential for keeping us alive and healthy. Red blood cells are made in your bone marrow and last
about four months before they disintegrate and are replaced by new red blood cells. In order for your
body to produce red blood cells you need an adequate supply in your diet of iron, as well as vitamin
B12 and folic acid. If one or more of these is lacking anaemia will eventually develop.

Anaemia is by far the most common blood related problem pregnant women face and occurs
when Haemoglobin drops below acceptable levels. The developing fetus draws iron from the mother
to last it through the first five or six months after birth, so a woman has an increased need for iron
during pregnancy. While there is a RDI for iron, the amount needed by an individual woman depends
on the amount of iron stored in her body prior to pregnancy. If your iron stores were low, you may
need more than the RDI of iron during pregnancy. It is important to discuss your need for
supplements with a medical practitioner as iron can be toxic in large amounts.

6
Folate - 500 micrograms
Folate (known as folic acid when added to foods) is a B group vitamin that is needed for the
healthy growth and development of your baby in the first weeks of life. Research has found taking a
folic acid supplement substantially decreases the incident of neural tube defects such as spina bifida.
The current RDI of Folate in pregnancy is 500 micrograms, for at least the first three months of
pregnancy. This may be taken as a supplement or in the form of fortified foods (food to which folate
has been added during production). All wheat flour used in bread making in Australia must now
contain folic acid, with the exception of certified organic flour. Three slices of fortified bread (100g)
contains an average of 120mcg of folic acid. Breakfast cereals and fruit juices sold in Australia may
also have folic acid added. However to be more certain of your intake, a supplement may be the most
effective strategy.

 Kegiatan Pembelajaran :

Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir 10 minutes
 Mengulas kembali tentang pembelajaran pada pertemuan
sebelumnya.
Kegiatan Inti:
 Mendaftar kata-kata yang sulit yang terdapat dalam teks.
 Mempraktikan cara membaca kata-kata sulit tersebut secara
individu
 Mempraktikan cara membaca keseluruhan teks dengan 80 menit
intonasi yang baik.
Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Lisan
- Instrumen : Tes
- Form : Reading Aloud

 Rubrik Penilaian

Reading Aloud

7
(Brown, 2004. Language Assessment Principle and Classroom Practice. Page. 148-149)

Skor
No. Aspek
0 – 0,4 0,5 – 1,4 1,5 – 2,4 2,5 – 3,0
1. Fluency
2. Pronunciation
Score Total

Criterion:
Pronunciation:
0 – 0,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
menyebabkan pendengar tidak mengerti keseluruhan makna yang
disampaikan.
0,5 – 1,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
menyebabkan pendengar kadang-kadang tidak mengerti.
1,5 – 2,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
konsisten (hanya pada kata-kata tertentu) namun pendengar masih bisa
mengerti keseluruhan makna yang disampaikan.
2,5 – 3,0 : Kadang-kadang pengucapan seperti non-native, namun pendengar
mengerti keseluruhan makna yang disampaikan dengan mudah.
Fluency:
0 – 0,4 : Tuturan terputus-putus dan terpisah-pisah, banyak tuturan non-native
yang menyebabkan tuturan tidak mudah dimengerti.
0,5 – 1,4 : Banyak sekali tuturan yang terhenti yang mempengaruhi sedikit
pemahaman pendengar.
1,5 – 2,4 : Beberapa tuturan terhenti namum hampir mendekati lantunan native
sehingga penghentian tuturan tidak memepengaruhi pemahaman
pendengar.
2,5 – 3,0 : Tuturan lancer dan dilakukan tanpa kesukaran, .sangat hampir
mendekati tuturan native speaker.

Nilai maksimum : 3

𝑆𝑘𝑜𝑟
Nilai: 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
𝑥 100

Yogyakarta, 18 Juli 2015

Dosen

8
 Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 6 dan 7

Topik : Pregnancy

9
Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Berbicara

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi
informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Menceritakan kembali isi teks secara lisan yang berhubungan
dengan konteks aktivitas kebidanan

 Indikator : - Mengucapkan kosa kata dengan benar

- Menggunakan intonasi, mimik dan bahasa tubuh yang
sesuai untuk mengungkapkan kosa kata yang dimaksud
- Menyampaikan informasi eksplisit dengan bahasa
sendiri

 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu:

- Mengucapkan kosa kata dengan benar
- Menggunakan intonasi, mimik dan bahasa tubuh yang
sesuai untuk mengungkapkan kosa kata yang dimaksud
- Menyampaikan informasi eksplisit dengan bahasa
sendiri

 Materi Pembelajaran

10
 Kegiatan Pembelajaran :

Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir 10 minutes
 Mengulas kembali tentang pembelajaran pada pertemuan
sebelumnya.
Kegiatan Inti:
 Mendaftar kata-kata yang sulit yang terdapat dalam gambar.
 Mempraktikan cara membaca kata-kata sulit tersebut secara
individu
 Siswa diminta menyampaikan informasi yang terdapat dalam 80 menit
gambar secara lisan dengan menggunakan bahasa sendiri

11
 (paraphrase)

Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Lisan
- Instrumen : Tes
- Form : Parafrase

 Rubrik Penilaian
(Brown, 2004. Language Assessment Principle and Classroom Practice. Page. 148-149)

Skor
No. Aspek
0 – 0,4 0,5 – 1,4 1,5 – 2,4 2,5 – 3,0
1. Fluency
2. Pronunciation
Score Total

Criterion:
Pronunciation:
0 – 0,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
menyebabkan pendengar tidak mengerti keseluruhan makna yang
disampaikan.
0,5 – 1,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
menyebabkan pendengar kadang-kadang tidak mengerti.
1,5 – 2,4 : Kesalahan dalam pengucapan fonem, intonasi, dan penekanan yang
konsisten (hanya pada kata-kata tertentu) namun pendengar masih bisa
mengerti keseluruhan makna yang disampaikan.
2,5 – 3,0 : Kadang-kadang pengucapan seperti non-native, namun pendengar
mengerti keseluruhan makna yang disampaikan dengan mudah.
Fluency:
0 – 0,4 : Tuturan terputus-putus dan terpisah-pisah, banyak tuturan non-native
yang menyebabkan tuturan tidak mudah dimengerti.

12
 0,5 – 1,4 : Banyak sekali tuturan yang terhenti yang mempengaruhi sedikit
pemahaman pendengar.
1,5 – 2,4 : Beberapa tuturan terhenti namum hampir mendekati lantunan native
sehingga penghentian tuturan tidak memepengaruhi pemahaman
pendengar.
2,5 – 3,0 : Tuturan lancer dan dilakukan tanpa kesukaran, .sangat hampir
mendekati tuturan native speaker.

Nilai maksimum : 3

𝑆𝑘𝑜𝑟
Nilai: 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
𝑥 100

Yogyakarta, 18 Juli 2015

Dosen

Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 9 dan 10

Topik : Childbirth Process

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Membaca

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi

13
 informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Memahami makna teks yang berhubungan dengan konteks

aktivitas kebidanan

 Indikator : - Mengartikan kata berdasarkan konteks

- Menemukan informasi yang eksplisit
- Menemukan informasi implisit
- Mengidentifikasi kelas kata, pola kalimat, dan bentuk
waktu

 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu:

- Mengartikan kata berdasarkan konteks
- Menemukan informasi yang eksplisit
- Menemukan informasi implisit
- Mengidentifikasi kelas kata, pola kalimat, dan bentuk
waktu

 Materi Pembelajaran:

The History of Waterbirth

To the untrained eye, those offering opinions on the safety and value of waterbirth might be seen to be
debating a relatively new and radical practice. While it is easy to assume that as land bound mammals, land is
where we are intended to birth, this simplistic notion overlooks a number of key biological facts.

Our Biological Link to Water

70% of our planet’s surface is covered in water and, after some 40 weeks spent in a liquor-filled womb, a
newborn’s body is 90% water. Growing into adulthood the human body is still approximately 60% water. In fact
water has often been referred to as ‘the cradle of life’ base on evolutionary theories that life originated in the
ocean more than 3 billion years ago.
However debates on the origins of the human race aside, historical artefacts and records tell us that the history
of waterbirth began almost as long ago as birth itself.

Waterbirth… 8000 years ago

In Egypt, ancient Petroglyphs (rock carvings) are rumoured to depict the waterbirths of pharaohs some 8000
14
years ago. Similarly from as early as 2700 BC the Minoan civilisation on the island of Crete created temples in
which women laboured and birthed in water.
In California, The Chumash Indians tell stories of women labouring in natural pools and shallow inlets with
The Case for Mothers and Babies
Leading on from studies on the safety and value of waterbirth, performed in the Soviet Union in the 1960’s, in
the early 1970’s a number of French and Russian obstetricians began utilising water as a pain control
measure and in some cases as a birth option. Meanwhile in Australia waterbirths began to make an
appearance, predominantly for midwife-assisted homebirths.
What was unique about the efforts of these midwives and obstetricians was their motivation – to ease the
transition from the womb to the outside world, mitigate the effects of birth trauma, and normalise the birth
process. Their primary concern was that modern-day maternity care, with all its interventions, was creating
traumatic births for babies. Among these physicians was the French obstetrician Frederic Leboyer who
concluded that children could be quite literally affected for life by the nature of their birth .

Waterbirth in Australian Hospitals

Along the history of waterbirth timeline, Australian hospitals make an appearance around the 1980’s with
hospital-based waterbirth gaining significant popularity by the 1990’s.
It was around this time, after many hospitals had introduced baths to some of the birthing suites, that
hospitals began instituting waterbirth polices. In many cases, these policies were more of a side effect of
15
waterbirth than an effort to normalise it. Simply put, as women refused to leave the bath, and wound up
birthing their babies there, the need to institute policies became clear.
 Grammar
Simpel Present Tense
Word order

 Kegiatan Pembelajaran :

Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir
 Mengulas kembali tentang pembelajaran pada pertemuan 10 minutes
sebelumnya.
 Memberi beberapa pertanyaan yang berhubungan dengan tema
untuk mengetahui background knowledge siswa

16
 Kegiatan Inti:
(pertemuan 9)
 Memberikan teks kepada siswa.
 Siswa diminta membaca teks dalam hati secara individu
 Siswa diminta menemukan kata-kata yang tidak dipahami artinya.
 Secara berkelompok siswa mencoba menemukan arti dengan
berdasarkan konteks dalam teks serta berdiskusi dalam memahami
makna secara keseluruhan
 Guru akan memberikan beberapa pertanyaan terkain isi teks, baik
yang jawabannya eksplisit dan implisit.
 Siswa menjawab pertanyaan dalam sebuah kelompok 80 menit
 Siswa saling memeriksa jawaban antar kelompok
 Terakhir, mendiskusikan jawaban bersama-sama dengan guru

(Pertemuan 10)

 Siswa membuat daftar kata-kata sulit dan mengidentifikasi kelas

katanya.
 Siswa mengidentifikasi jenis tense yang digunakan dalam teks.
 Mengidentifikasi pola kalimat berdasarkan fungsinya.
Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Tertulis
- Instrumen : Tes
- Form : Multiple choice dan Editing Task (Error Analysis)

 Rubrik Penilaian
Jawaban benar : 1 poin
Jawaban salah : 0 poin

Jumalah jawaban benar

Nilai = X 100
Total jumlah seluruh soal

17
 Yogyakarta, 18 Juli 2015

Dosen

Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 11 dan 12

Topik : Breast Feeding

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Menulis

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi

18
 informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Menerjemahkan teks yang berhubungan dengan konteks

aktivitas kebidanan

 Indikator : - Menggunakan grammar dengan benar

- Menerjemahkant kalimat dengan word order yang sesuai
- Self and peers-editing

 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu:

- Menggunakan grammar dengan benar
- Menerjemahkant kalimat dengan word order yang sesuai
- Self and peers-editing

 Materi Pembelajaran :

The Benefit of Breastfeeding

It may boost your child's intelligence

Various researchers have found a connection between breastfeeding and

cognitive development. In a study of more than 17,000 infants followed from
birth to 6 1/2 years, researchers concluded from IQ scores and other intelligence
tests that prolonged and exclusive breastfeeding significantly improves cognitive
development.

Another study of almost 4,000 children showed that babies who were breastfed
had significantly higher scores on a vocabulary test at 5 years of age than children
who were not breastfed. And the scores were higher the longer they had been
nursed.

Preterm infants with extremely low birth weight who received breast milk shortly
after birth improved their mental development scores at 18 months when 19
compared with preterm infants who weren't given breast milk. In a later study,
researchers found that the higher scores held at 30 months, and that the babies
who received breast milk were also less likely to be hospitalized again because of
The Benefit of Breastfeeding
Breastfeeding may protect your child from obesity

The American Academy of Pediatrics recommends breastfeeding as a way to

help reduce your child's risk of becoming overweight or obese. An analysis
of 17 studies published in the American Journal of Epidemiologyshows that
breastfeeding reduces a child's risk of becoming overweight as a teen or
adult. The strongest effect is in children who were exclusively breastfed, and
the longer the baby was breastfed the stronger the link.

Experts think that breastfeeding may affect later weight gain for several
reasons:

Breastfed babies are better at eating until their hunger is satisfied, leading
to healthier eating patterns as they grow.

Breast milk contains less insulin than formula. (Insulin stimulates the
creation of fat.)
20
Breastfed babies have more leptin in their system, a hormone that
researchers believe plays a role in regulating appetite and fat.
 Kegiatan Pembelajaran

Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir
 Mengulas kembali tentang pembelajaran pada pertemuan 10 menit
sebelumnya.
 Memberi beberapa pertanyaan yang berhubungan dengan tema
untuk mengetahui background knowledge siswa
Kegiatan Inti:
 Memberikan teks kepada siswa.
 Siswa diminta membaca teks dalam hati secara individu
 Siswa diminta menemukan kata-kata yang tidak dipahami artinya.
 Secara berkelompok, siswa diminta untuk menerjemahkan teks
tersebut 80 menit
 Siswa saling bertukar pekerjaan antar kelompoknya, dan
memeriksa hasil pekerjaan kelompok lain.
Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Penugasan menulis
- Instrumen : Tes
- Form : Menerjemahkan teks

 Rubrik Penilaian

21
 Skor
No. Aspek penilaian
1 2 3 4 5

1. Gramatically appropriate

2. Appropriate word order

3. Intelligibility

Score Total

Kriteria:
5 = excellent 4 = very good; 3 = fair; 2 = bad; 1= worst
Maximum score : 15
score
Nilai: 𝑥 100
maximum score

Yogyakarta, 18 Juli 2015

Dosen

Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 13 dan 14

Topik : Breast Feeding

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Menulis

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi
informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Membuat ringakasan yang berhubungan dengan konteks

aktivitas kebidanan

 Indikator : - Membuat parafrase

22
 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu membuat paraphrase
dengan baik dan berterima

 Materi Pembelajaran :

Breasfeeding Benefits for Child

Benefits to the Child in the First Years of Life

Breast milk is a unique combination of nutrients essential to a child's health, and cannot be duplicated by any
laboratory formula. It provides a number of health advantages beginning at birth and continuing throughout a
child's life. In fact, a large number of the health problems today's children face might be decreased, or even
prevented, by breastfeeding the infant exclusively for at least the first six months of life. The longer the mother
breastfeeds, the more likely her child will get the health benefits of breastfeeding.

The American Academy of Pediatrics (AAP) recommends that mothers breastfeed for at least the first year of a
child's life and continue until they both feel they are ready to stop. In the first six months, the baby should be
nourished exclusively by breast milk. The slow introduction of iron-enriched foods may complement the
breastfeeding in the second half of the first year. Breast milk without supplements during the first six months
reduces the possibility of food contamination due to tainted water or malnutrition as a result of over-diluted
formula. Therefore, the child should be nursed without the interference of water, sugar water, juices, or formulas,
unless a specific medical condition indicates otherwise. The AAP asserts that breast milk has the perfect balance
of nutrients for the infant. It is by itself enough sustenance for approximately the first six months of life and should
follow as the child's staple throughout the first year.

A variety of studies have demonstrated that breastfeeding increases a child's immunity to disease and infection:

Many studies show that breastfeeding strengthens the immune system. During nursing, the mother passes
antibodies to the child, which help the child resist diseases and help improve the normal immune response to
certain vaccines.

Respiratory illness is far more common among formula-fed children. In fact, an analysis of many different
research studies concluded that infants fed formula face a threefold greater risk of being hospitalized with a
severe respiratory infection than do infants breast-fed for a minimum of four months.

Diarrheal disease is three to four times more likely to occur in infants fed formula than those fed breast milk.

Breastfeeding has been shown to reduce the likelihood of ear infections, and to prevent recurrent ear infections.
Ear infections are a major reason that infants take multiple courses of antibiotics.

In developing countries, differences in infection rates can seriously affect an infant's changes for survival. For
example, in Brazil, a formula-fed baby is 14 times more likely to die than an exclusively breast-fed baby.

Researchers have observed a decrease in the probability of Sudden Infant Death Syndrome (SIDS) in breast-fed
infants.

23
Another apparent benefit from breastfeeding may be protection from allergies. Eczema, an allergic reaction, is
significantly rarer in breast-fed babies. A review of 132 studies on allergy and breastfeeding concluded that
breastfeeding appears to help protect children from developing allergies, and that the effect seems to be
particularly strong among children whose parents have allergies.

Benefits to the Child Later in Life

Some benefits of breastfeeding become apparent as the child grows older. Among the benefits demonstrated by
research:

Infants who are breast-fed longer have fewer dental cavities throughout their lives.

Several recent studies have shown that children who were breast-fed are significantly less likely to become
obese later in childhood. Formula feeding is linked to about a 20 to 30 percent greater likelihood that the child will
become obese.

Children who are exclusively breast-fed during the first three months of their lives are 34 percent less likely to
develop juvenile, insulin-dependent diabetes than children who are fed formula.

Breastfeeding may also decrease the risk of childhood cancer in children under 15 years of age. Formula-fed
children are eight times more likely to develop cancer than children who are nursed for more than six months. (It
is important to note that children who are breast-fed for less than six months do not appear to have any
decreased cancer risk compared to bottle-fed children.)

As children grow into adults, several studies have shown that people who were breast-fed as infants have lower
blood pressure on average than those who were formula-fed. Thus, it is not surprising that other studies have
shown that heart disease is less likely to develop in adults who were breast-fed in infancy.

Significant evidence suggests that breast-fed children develop fewer psychological, behavioral and learning
problems as they grow older. Studies also indicate that cognitive development is increased among children
whose mothers choose to breastfeed.

In researching the psychological benefits of breast milk, one researcher found that breast-fed children were, on
average, more mature, assertive and secure with themselves as they developed.

 Kegiatan Pembelajaran :
Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir
 Mengulas kembali tentang pembelajaran pada pertemuan 10 menit
sebelumnya.
 Memberi beberapa pertanyaan yang berhubungan dengan tema
untuk mengetahui background knowledge siswa
Kegiatan Inti:
 Memberikan teks kepada siswa.

24
  Siswa diminta membaca teks dalam hati secara individu
 Siswa diminta menemukan kata-kata yang tidak dipahami artinya. 80 menit
 Guru menjelaskan tentang paraphrase
 Siswa diminta membuat ringakas dari teks yang diberikan dengan
cara memparafrase, atau menggunakan bahasa sendiri.
 Siswa saling bertukar pekerjaan dan memeriksa hasil pekerjaan
teman yang lain.
Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Penugasan menulis
- Instrumen : Tes
- Form : Parafrase

 Rubrik Penilaian

No. Aspek penilaian Skor

1. Kalimat efektif dan komunikatif, struktur 5

kalimat baku atau gramatikal dan
berterima.

2. Ada kalimat yang tidak efektif dan 4

ambigu, bebrapa kalimat tidak gramatikal
namun berterima.

3. Banyak kalimat yang tidak efektif dan 3

ambigu, kalimat tidak gramatikal dan
tidak berterima

Maximum score : 5
score
Nilai: maximum score
𝑥 100

Yogyakarta, 18 Juli 2015

Dosen

25
 Dwi Astutie Ramadhani, S.Pd

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Kuliah : Bahasa Inggris

Kelas/Semester : Akbid A/III

SKS : 2 sks

Pertemuan ke : 15

Topik : Breast Feeding

Alokasi waktu : 2 x 50 menit tiap pertemuan

Keterampilan : Menulis

Kompetensi Inti : Mampu berkomunikasi secara lisan dan tertulis yang dapat
diterapkan dalam aktivitas kebidanan, serta memahami isi
informasi teks yang berhubungan dengan konteks aktivitas
kebidanan.

Kompetensi Dasar : Membuat essay yang berhubungan dengan konteks aktivitas

kebidanan

 Indikator : Menentukan ide pokok, dan mengembangkann kalimat-

kalimat pendukungnya

26
 Tujuan Pembelajaran : Diakhir pembelajaran siswa mampu menentukan ide pokok,
dan mengembangkann kalimat-kalimat pendukungnya, untuk
membuat essay yang baik dan berterima

 Materi Pembelajaran :

A classic format for compositions is the five-paragraph essay

Introduction:
Introductory Paragraph
The introductory paragraph should also include the thesis statement, a kind of
mini-outline for the paper: it tells the reader what the essay is about. The last
sentence of this paragraph must also contain a transitional "hook" which moves the
reader to the first paragraph of the body of the paper.

Body:
Body — First paragraph:
The first paragraph of the body should contain the strongest argument, most
significant example, cleverest illustration, or an obvious beginning point. The first
sentence of this paragraph should include the "reverse hook" which ties in with the
transitional hook at the end of the introductory paragraph. The topic for this
paragraph should be in the first or second sentence. This topic should relate to the
thesis statement in the introductory paragraph. The last sentence in this paragraph
should include a transitional hook to tie into the second paragraph of the body.

Body — Second paragraph:

The second paragraph of the body should contain the second strongest
argument, second most significant example, second cleverest illustration, or an
obvious follow up the first paragraph in the body. The first sentence of this
paragraph should include the reverse hook which ties in with the transitional hook
at the end of the first paragraph of the body. The topic for this paragraph should be
in the first or second sentence. This topic should relate to the thesis statement in
the introductory paragraph. The last sentence in this paragraph should include a
transitional hook to tie into the third paragraph of the body.

Body — Third paragraph:

27
 The third paragraph of the body should contain the weakest argument, weakest
example, weakest illustration, or an obvious follow up to the second paragraph in
the body. The first sentence of this paragraph should include the reverse hook
which ties in with the transitional hook at the end of the second paragraph. The
topic for this paragraph should be in the first or second sentence. This topic should
relate to the thesis statement in the introductory paragraph. The last sentence in this
paragraph should include a transitional concluding hook that signals the reader that
this is the final major point being made in this paper. This hook also leads into the
last, or concluding, paragraph.

Conclusion:
Concluding paragraph:
This paragraph should include the following:

1. an allusion to the pattern used in the introductory paragraph,

2. a restatement of the thesis statement, using some of the original language or
language that "echoes" the original language. (The restatement, however, must
not be a duplicate thesis statement.)
3. a summary of the three main points from the body of the paper.
4. a final statement that gives the reader signals that the discussion has come to an
end. (This final statement may be a "call to action" in an persuasive paper.)

 Kegiatan Pembelajaran :
Kegiatan Alokasi Waktu

Pendahuluan
 Memeriksa kehadiran siswa/mengisi daftar hadir
 Mengulas kembali tentang pembelajaran pada pertemuan 10 menit
sebelumnya.
 Memberi beberapa pertanyaan yang berhubungan dengan tema
untuk mengetahui background knowledge siswa
Kegiatan Inti:
 Menjelaskan materi pembelajaran kepada siswa tentang langkah-
langkah membuat essay.
 Memberikan contoh dalam tiap penjelasan
 Tanya jawab dengan siswa terkait materi pembelajaran
 Siswa secara berpasangan diminta membuat kalimat-kalimat
outline 80 menit
 Kemudian siswa mulai mengembangkan kalimat outline menjadi
sebuah paragraf
 Siswa saling bertukar pekerjaan dan memeriksa hasil pekerjaan
teman yang lain.

28
 Penutup
 Menanyakan kepada siswa apakah ada kesulitan selama
pembelajaran 10 menit
 Menyimpulkan materi yang telah dipelajari.

Total 100 menit

 Evaluasi
- Teknik : Penugasan menulis
- Instrumen : Tes
- Form : Essay

 Rubrik Penilaian

No. Aspek penilaian Skor

1. Kalimat efektif dan komunikatif, struktur 5

kalimat baku atau gramatikal dan
berterima.

2. Ada kalimat yang tidak efektif dan 4

ambigu, bebrapa kalimat tidak gramatikal
namun berterima.

3. Banyak kalimat yang tidak efektif dan 3

ambigu, kalimat tidak gramatikal dan
tidak berterima

Maximum score : 5
score
Nilai: maximum score
𝑥 100

Yogyakarta, 18 Juli 2015

Dosen

Dwi Astutie Ramadhani, S.Pd

29