RPP YesichaRyona - A1B011041_2013_07_19_10_10_37_761

7/22/2019 RPP YesichaRyona - A1B011041_2013_07_19_10_10_37_761

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YESICHA RYONA A1B011041

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)Mata Pelajaran : Bahasa InggrisSatuan Pendidikan : SMA / MASekolah : SMAN 2 BengkuluKelas / Semester : XII IPA 1Hari, Tanggal : Senin, 10 Juni 2013Alokasi Waktu : 2 jam pelajaran ( 2 x 45 menit)Standar Kompetensi : Mendengarkan

Memahami makna dalam teks percakapan traksaksional dan interpersonal

resmi dan berlanjut dalam konteks kehidupan sehari-hari.

Kompetensi

DasarIndikator Objektif Materi Ajar RKBM Evaluasi

Merespon

makna dalampercakapan

transaksional(to

get things) dan

interpersonal

(bersosialisasi)

resmi dan

berlanjut

(sustained)

secara akurat,

lancar dan

berterima dalam

kontekskehidupan sehari

dan melibatkan

Kognitif :

Proses : 1. Mengidentifikasikankata/kalimat yang

mengandung tindak tutur

mengusulkan.

2. Mengidentifikasikan makna

tindak tutur mengusulkan.

3. Mengidentifikasikan

kata/kalimat yang

mengandung tindak

tuturmemohon.


tindak tutur memohon.

5. Mengidentifikasikankata/kalimat yang

mengandung tindak

a. Siswa mampu

mengidentifikasi maknatindak tutur dari

ungkapan-ungkapan

yang didengar.

b. Siswa mampu

merespon makna

tindak tutur dari

ungkapan-ungkapan

tersebut.

c. Siswa mampu

mengaplikasikan tindak

tutur tersebut dalam

kehidupan sehari-hari.

Listening.

Expression of

Politeness :

Suggestion I'd like to suggest

that..

It sounds like a

good

Youd better

Do you have any

idea?

How about?

Lets some Lets try that!

Thats a good idea!

All right!

(terlampir) Latihan mengerjakan

lembar kerja(worksheet/ hands-

out),

Tugas berpasangan,

Membuat dialog

berpasangan,

Performance test di

depan kelas

(melakukan dialog).

M A T R I


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tindak tutur :

mengusulkan,

memohon,

mengeluh,

membahas

kemungkinan

atau untuk

melakukansesuatu, dan

memerintah.

tuturmengeluh.


tindak tutur mengeluh.

Produk : 1. Merespon makna tindak tutur

mengusulkandengan

mempraktikan secara

berpasangan dengan temansebangku (pair work).

2. Merespon makna tindak tutur

memohon dengan

mempraktikan secara

berpasangan dengan teman

sebangku (pair work).

3. Merespon makna tindak tutur

mengeluh dengan

mempraktikan secara



Afektif :Proses :Mengekspresikan tindak tutur

mengusulkan,memohon,

dan mengeluhsecara sopan.

Produk : Mempraktikan ekspresi

politeness(kesopanan)

dalam tindak tutur


dan mengeluh.

Psikomotorik :Proses :Mengaplikasi tindak tutur


Hoping I hope.

I wish.....

OK, I hope so!

Complaining I want to complaint

about.....

Its so terrible!

Oh, God...

We dont have

Speechless!

PENILAIAN :

Kehadiran : 10%

Mendengarkan dialog

: 15 %Mengisi dialog

rumpang: 20%

Mempraktikan

dengan teman

sebangku : 55%

Semua rentang nilai

berkisar antara : 1 -

100


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dan mengeluhdalam

percakapan sehari-hari.

Produk : Menggunakan

kata/frasa/klausa/kalimat

yang mengandung tindak

tutur mengusulkan,

mengeluh, dan memohondalam kehidupan sehari-hari.

Bengkulu, 10 Juni 2013

MENGETAHUI

Kepala Sekolah Guru Bahasa Inggris

Dra. Hilda Puspita, M. Pd Yesicha Ryona


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Rencana Kegiatan Belajar Mengajar

Teacher Student Time(Opening) 8 minComes into the class, then

Greetings to the students,

Good morning, students.

How is your life?

Fine too, thank you.

Checks the classroom situation,

Checks the attendance list.

Checks and prepares sound tools,

speaker, cassette, etc.

Prepare the stationaries,

Reply the greeting,

Good morning, Mam.

Fine, thank you. And Mam?

Clean up & tidy up the room,

Present state,

Help teachers prepare the

equipment.

1 min

2 min

2 min

3 min

(Pre-Teaching) 12 min1. Starts playing the cassette.

2. Asks the student to listen to the

dialogue.

3. (approaching) Gives some

introductory questions to

students, such as :

Are you familiar with this

dialogue?

Whats itabout?

4. Plays the cassette once again, to

get more understanding.

1. Prepare themselves.

2. Keep silence and stay focus.

3. Answer the Teachers

questions :

Yes / No, Mam.

I guess, its about .

Listen carefully

4 min

4 min

4 min

(While) 60 min1. Distributes hands-out to the

students.

The hands-out is about of the

dialogue you just heard on.

Are all have got it?2. Asks the students to see each of

the hands-out/paper, and fill the

incomplete dialogue.

1. Take the hands-out and look

into the title, and pay

attention to the text as a

whole.

2. Start working and fill the

blanks.

2 min

10 min

LAMPIRAN


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The dialogue is not yet

complete. Please fill in the blank

with the right words.

Plays the dialogue twice again.

I would repeat the dialogue

twice.

3. Asks the students to read it.

If you have completed it, pleaseread and understand the text.

4. Tasks the students to analyze the

text.

Underline new

words/vocabularies to you, and

translate into Bahasa

Indonesia.

5. Asks student to find their partner

and discussing the text.

After that, you work together

with your partner, and

discussing some words orsentences that contain

'suggesting', hoping, and

'complaining'.

6. Asks the student to work and

make a dialogue in pair.

Then create a dialog of yours

that contains that words, and

doing it in pairs. One of you

make the suggestion, hope, and

complain, while the other make

the response. Dont forget to use

expression of politeness. Youmay take an example from that

dialogue before.

Keep silence and just focus

on the text / hands-out.

3. Read the whole of text.

4. Find out some new words,

underline it,

write on their note,

and then translate into

Bahasa Indonesia.

5. Find out their partner and

start discussing about

suggesting, hoping, and

complaining words or

sentences in the text.

6. Work in pair,

start making a dialog,

discuss the making of dialog.

3 min

5 min

12min

13 min


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7. Asks some students to practice

the dialog in front of the class.

Okay students, if you have

already finished making the

dialogue, I ask some of you to

practice it in front of the class.

Anybody want to go forward

first?

7. Some students go forward

and practice the dialog.

Meanwhile, some other

students listen and pay

attention totheir friends

dialogue.

15 min

(Post-Teaching) 10 min1. Asks some students to conclude

or give comment for the

teaching-learning activity today.

What have we learned today?

Anyone wants to give his/her

opinions?

2. Tides and clearsthe listening

equipment.

3. Closes the class.

1. Some students answer the

question and maybe give

comments and opinions.

2. Some students help the

teacher for tide up the

listening tools.

3. Greeting to the teacher.

7 min

2 min

1 min


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Dialog (listen to tape recorder)

Mike :___________ we should look at these brochures?

Susan :___________________.

Mike : How about ______ instead of Bali? It sounds like a good. It looks more interesting.

Susan : Oh God, __________, cause we lack information about Lombok.

Mike : Youre right. We dont have enough time to look for it. Well,________________

suggestion?

Susan :_______ Padang? Lets try that.

Mike :________.What pictures do you thinkwe should insert in our presentation?

Susan : Lets take some photos of a few well-known places there.

Mike : Thats a good idea._________our presentation will be more interesting by

insertingthem.

Susan : OK, I hope so.Lets get to work.

Hands-out for students


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Mike : Do you thinkwe should look at these brochures?

Susan :Thats a good idea.

Mike : How about Lombok instead of Bali? It sounds like a good. It looks more

interesting.

Susan : Oh God, its so terrible, cause we lack information about Lombok.

Mike : Youre right. We dont have enough time to look for it. Well, do you have any

suggestion?

Susan : How about Padang? Lets try that.

Mike :All right.What pictures do you thinkwe should insert in our presentation?

Susan : Lets take some photos of a few well-known places there.

Mike : Thats a good idea. I hopeour presentation will be more interesting by

insertingthem.

Susan : OK, I hope so.Lets get to work.

QUESTIONS ANSWER SKOR

1. Identify the expressing of asking suggestion

above!

Do you think.......

Do you have any......Do you think we should

insert......

6

2. Identify the expressing of offering

suggestion!

How about lombok......

How about padang......

Lets some photos

Lets try that!

7

3. Identify the expressing of response

suggestion!

Thats a good idea!

All right.

2

4. Identify the expressing of complaining! Oh God,Its so terrible.

We dont have

3

5. Identify the expressing of hoping! I hopeOK, I hope so.

2

Jumlah 20


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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)Mata Pelajaran : Bahasa InggrisSatuan Pendidikan : SMP / MTsSekolah : SMPN 1 BengkuluKelas / Semester : VIII/2

Hari, Tanggal : Senin, 10 Juni 2013Alokasi Waktu : 2 jam pelajaran ( 2 x 40 menit)Standar Kompetensi : Mendengarkan

Memahami makna dalam percakapan traksaksional dan interpersonal

pendek sederhanauntuk berinteraksi dengan lingkungan sekitar.

Kompetensi


Meresponmakna yang

terdapat dalam

percakapan

transaksional(to

get things done)

dan interpersonal

(bersosialisasi)

pendeksederhan

a secara akurat,

lancar dan

berterima untuk

berinteraksidengan

lingkungan

Kognitif :Proses : 1. Menemukan dan

menggarisbawahikata/kalima

t dalam dialog yang

mengandung tindak tutur

meminta, memberi, dan

menolak jasa.


tindak tuturmeminta,

memberi, dan menolak jasa.

Produk : 1. Menjelaskan makna daritindak tuturmeminta,

memberi, dan menolak.

a. Siswa mampumengidentifikasi

kata/kalimat dan

makna yang

mengandung tindak

tutur dari ungkapan-

ungkapan yang

didengar.

d. Siswa mampu

merespon tindak tutur

meminta, memberi,

dan menolak jasa

secara akurat, lancar,dan berterima.

e. Siswa mampu

ListeningComprehension

(expression of

Politeness of asking,

accepting, refusing

service)

Asking Service Could you like to do

it for me?

Could I have some?

May I borrow your

pencil?

Would you like to

(terlampir) Latihan mengerjakanlembar kerja

(worksheet/ hands-

out),

Tugas berpasangan,

Membuat dialog

berpasangan,

Performance test di

depan kelas

(melakukan dialog).

M A T R I


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terdekat yang

melibatkan

tindak tutur :

meminta,

memberi,

menolak jasa,

meminta,

memberi,menolak barang,

dan meminta,

memberi dan

mengingkari

informasi,

meminta,

memberi, dan

menolak

pendapat, dan

menawarkan /

menerima /

menolak sesuatu.

2. Merespon tindak tutur


menolak jasa dengan

mempraktikan secara



3. Membuat dan mempraktikan

dialog baru yang dibuatsendiri yang mengandung

tindak tutur meminta,

memberi, dan menolak jasa

dengan teman sebangku

(pair work).

Afektif :Proses :Mengekpresikan tindak tutur


menolak jasa dengan sopan.

Produk : Mempraktikan ekspresipoliteness(kesopanan)

dalam tindak tutur meminta,

memberi, dan menolak jasa.

Psikomotorik :Proses : Melakukan tindak tutur


menolak jasa ke dalam


Produk : Menggunakan kata /kalimat

yang mengandung tindak

tutur meminta, memberi,

dan menolak jasa untuk

berinteraksi dengan

membuat sendiri

dialog yang

mengandung tindak

tutur meminta,

memberi, menolak

jasa .

f. Siswa mampu

mempraktikandialog yang mereka

buat sendiri ke

depan kelas,

bersama

pasangannya.

g. Siswa mampu

mengaplikasikan dan

menggunakan tindak

tutur tersebut dalam


open the door?

Accepting Service Yes, of course

OK, thank you.

My pleasure!

Sure, here you are.

No, problem. Okay.

Refusing Service Sorry, Im busy right

now

I think later.

Im sorry, its for

Apologize me, I cant.

PENILAIAN :

Kehadiran : 10%

Mendengarkan dialog: 15 %

Mengisi dialog

rumpang: 25%

Mempraktikan

dengan teman

sebangku : 50%

Semua rentang nilai


100


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lingkungan sekitar.


MENGETAHUI




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Teacher Student Time(Opening) 5 minComes into the class, thenGreetings to the students,


How is your life?




Checks and prepares sound tools,

speaker, cassette, etc.

Prepare the stationaries,Reply the greeting,

Good morning, Mam.



Present state,


equipment.

Just seconds

1min

2 min

2min

(Pre-Teaching) 10 min1. Starts playing the cassette.

2. Asks the student to listen to the

dialogue.3. (approaching) Gives some


students, such as :


dialogue?

Whats itabout?

4. Plays the cassette once again, to

get more understanding.


2. Keep silence and stay focus.


questions :

Yes / No, Mam.


Listen carefully

3min

4 min

3min


students.

The hands-out is about of the

dialogue you just heard on.

Are all have got it?

1. Take the hands-out and look

into the title, and pay


whole.

2 min

LAMPIRAN


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2. Asks the students to see each of

the hands-out/paper, and fill the

incomplete dialogue.

The dialogue is not yet

complete. Please fill in the blank

with the right words.

Plays the dialogue twice again.

I would repeat the dialoguetwice.


If you have completed it, please

read and understand the text.


text.

Underline new


translate into Bahasa Indonesia

5. Asks student to find their partner

and discussing the text.

After that, you work togetherwith your partner, and

discussing some words or

sentences that contain asking,

accepting, and refusing

service.

6. Asks the student to work and

make a dialogue in pair.

Then create a dialog of yours

that contains that words, and

doing it in pairs. One of you

make the asking, accepting, and

refusing serviceform, while theother make the response. Dont

forget to use expression of

2. Start working and fill the

blanks.

Keep silence and just focus

on the text / hands-out.



underline it,



Bahasa Indonesia.

5. Find out their partner and

start discussing about

asking, accepting, andrefusing servicewords or

sentences in the text.

6. Work in pair,

start making a dialog,

discuss the making of dialog.

10 min

3 min

5 min

12min

13 min


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politeness. You may take an

example from that dialogue

before.

7. Asks some students to practice

the dialog in front of the class.


already finished making the

dialogue, I ask some of you topractice it in front of the class.


first?

7. Some students go forward

and practice the dialog.

Meanwhile, some other

students listen and pay

attention totheir friendsdialogue.

15 min






opinions?

2. Tides and clears the listening

equipment.






teacher for tide up thelistening tools.


3 min

2 min

Just seconds


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A :___________ ?

B :Oh my pleasure.A :Would you like to ______________?

B :Yes, ___________.Ill throw it by myself.

A :Thanks so much. And__________________ move that stone over there?

B :Oh, __________. Its too heavy for me. I cannot lift it alone.

A :__________. It doesnt matter. Could you help me please? I think we can do it together.

B :Oh, ______! No problem. Lets do together.

A : Yes, come on.

B : Do you think it is good to lift with this cart?

A : I think __________ because it will be easier for us to lift the stone.

Hands-out for students


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A :Can you help me ?

B :Oh my pleasure.

A :Would you like to throw the trash out?

B :Yes, of course. Ill throw it by myself.

A :Thanks so much. And would you like to move that stone over there?

B :Oh, Im sorry. Its too heavy for me. I cannot lift it alone.

A :Never mind. It doesnt matter. Could you help me please? I think we can do it together.

B :Oh, sure! No problem. Lets do together.A : Yes, come on.

B : Do you think it is good to lift with this cart?

A : I think it is good because it will be easier for us to lift the stone.

QUESTIONS ANSWER SKOR

1. Identify the expressing of asking service

above!

Can you help me ?

Would you like to throw the

trash out?

Would you like to move that

stone over there?

Could you help me please?

8

2. Identify the expressing of response askingservice!

Oh, sure! No problem.

Yes, of course

Oh my pleasure.

Thanks so much.

Oh, Im sorry. Its too heavy

for me.

8

3. Identify the expressing of accepting service! Oh, sure! No problemYes, of course

Oh my pleasure.

5

4. Identify the expressing of refusing! Oh, Im sorry. Its too heavyfor me.

2

5. Identify the expressing of refusing

response!

Never mind. It doesnt matter. 2

Jumlah 25


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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)Mata Pelajaran : Bahasa InggrisSatuan Pendidikan : SMP / MTsSekolah : SMPN 1 BengkuluKelas / Semester : VIII /2

Hari, Tanggal : Senin, 10 Juni 2013Alokasi Waktu : 2 jam pelajaran ( 2 x 40 menit)Standar Kompetensi : Berbicara

Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek

sederhana berbentuk recountdan narrative untuk berinteraksi dengan

lingkungan sekitar.

Kompetensi


Mengungkapkanmakna dalam

monolog pendek

sederhana dengan

menggunakan

ragam bahasa lisan

secara akurat,

lancar, dan

berterima untuk

berinteraksi dengan

lingkungan sekitar

dalam teks

berbentuk recountdan narrative.

Kognitif :Proses :

1. Mengidentifikasi tujuan berbicara

menggunakan teks recount.

2. Mengidentifikasikata/kalimat serta

tenses yang digunakan dalam berbicara

mengenai teks berbentuk recount.

3. Mengidentifikasikan bagian / structure

yang digunakan untuk menceritakan

secara lisan teks berbentuk recount.

4. Merancang dan menganalisa

sebuah teks recount buatan sendiri

untuk diceritakan kepada temansebangku.

5. Menganalisa teks recountbuatan

a. Siswa mampu membuatteks recounthasil karya

sendiri.

b. Siswa mampu

menceritakan teks

recountmereka sendiri

kepada teman sebangku.

c. Siswa mampu

menganalisa teks recount

buatan teman sebangku.

d. Siswa mampu

menceritakan teks

recountbuatan temansebangku di depan kelas.

1. Mengulangpembahasan tentang

recounttext pada

semester lalu.

2. Vocabularydan

language features

yang digunakan dalam

teks recount.

3. Pembuatan teks

recountoleh masing-

masing siswa.

4. Penceritaan teks

recountdengan temansebangku dan teman

sekelas.

(terlampir)

Latihan-latihan Tugas mandiri

(membuat teks

recountsendiri)

Performance test(menceritakan teks

recountkepada

teman sebangku da

teman sekelas.)

M A T R I


18/38


teman sebangku untuk diceritakan

di depan kelas.

Produk :

1. Menemukan tujuan berbicara

menggunakan teks recount.

2. Menghasilkan satu teks recount buatan

sendiri.3. Menceritakan teks recount buatan

sendiri kepada teman sebangku /

pasangan (pair work).

4. Menceritakan teks recountbuatan

teman sebangku di depan kelas.

Afektif :Proses :Mengekspresikan cara

bercerita / pengungkapan

teks berbentuk recountdengan sikap yang baik.

Produk : Mempraktikan serta

mengaplikasikan jenis teks

recountsecara akurat,

lancar, dan berterima serta

dengan sikap yang baik di

depan kelas.

Psikomotorik :

Proses :Melakukan gerak dan carabercerita teks recount

dalam kehidupan sehari-

PENILAIAN :

Kehadiran : 10%

Mengidentifikasi teks

recount : 10%

Membuat teks

recount sendiri 20%

Menganalisa teks

recount teman : 20%

Menceritakan teks

recount teman : 40%

Semua rentang nilai

berkisar antara :

1 - 100


19/38


hari.

Produk : Menceritakan teks recount

buatan teman sebangkudi

depan kelas dengan sikap,

peragaan, serta gaya tubuh

yang pas dan sesuai.


MENGETAHUI




20/38



Teacher Student Time

(Opening) 5 minComes into the class, then



How is your life?





Reply the greeting,

Good morning, Mam.


Clean up &tidy up the room,

Present state

Just seconds

2 min

1 min

2 min

(Pre-Teaching) 20 min1. (approaching) Gives some


students about last semesterlesson :

OK students, anyone still

remember the lessons of last

semester?

Anyone who remembers about

recount text?

Ok, you, tell us please.

Do you know the purpose of

telling recount?

Anyone still remember whatare steps that we are going to

do to make recount text? What


questions :

Yes / No, Mam.

Me! We!

I remember that recount

text is

Of course, Mam. The

purpose is to tell past

event.

Yes, Mam. The steps are

20 min

LAMPIRAN


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are they?

Very good. Now, we are going

to discuss about it again.

(While) 50 min1. Asks students to make a recount

text by themselves with theirown word.

OK students, because you all

still remember about recount

text along with the steps of

making, now I want you guys to

make your own recount text. Be

written, perhaps not, because in

the end of this meeting you have

to share it with your friends.

OK students? Are you ready? I

just give you 10 minutes for it.

Please do it now.2. Asksstudents to tell their own

story to their pair.

Have you finished? Now, please

you tell your own story to your

partner. Telling turn. If one is

telling the other, the other has

to listen and understand the

story of one. And vice versa. So

you have to tell each other.

Please start it. I just give you 15

minutes.

3. Asks the students to tell theirpartners story in front of the

class.

1. Prepare note book and

stationary.Search a topic.

Start making an own recount

text.

2. Get partner, and start telling

own story each other.

3. Prepare themselves.A student goes forward to

front of class, and start

10 min

15 min

25 min


22/38


OK, now, if you have already

told, next, you have to tell your

partners story in front of the

class. Are you ready students?

Who wants to be first? Or

volunteer? Or I will call you by

your attendance list?

telling.

Other students are listening.






opinions?

What is recount text?Anybody

knows?

Whats the purpose of it?

What are steps of making a

recount text? What is the tensesthat you have to use? And

why?





Recount text is

The purpose is

The steps are

It uses Simple Past Tense,

because


5 min

Just seconds


23/38



Hari, Tanggal : Senin, 17 Juni 2013Alokasi Waktu : 2 jam pelajaran ( 2 x 40 menit)Standar Kompetensi : Membaca

Memahami makna teks tulis fungsional dan esei pendek

sederhana berbentuk narrative dan recount yang berkaitan dengan

lingkungan sekitar.

Kompetensi


Membaca

nyaringbermakna

teks

tulisfungsional dan

eseiberbentukdescr

iptivedanrecount p

endek

dansederhana

denganucapan,

tekanan,

danintonasi yang

berterimayang

berkaitan

denganlingkungan

sekitar.

Kognitif :Proses : 1. Mencari tujuan daripembacaan teks berbentuk

narrative.

2. Menemukan dan

menggarisbawahikata/kalima

t yang mengandung language

features dalam teks

berbentuk narrative.

3. Mengidentifikasikan

kata/kalimat yang

merupakan bagian dari

generic structure dalam teksberbentuk narrative.

4. Menganalisa inti cerita

a. Siswa mampu

menyebutkan tujuan

dari pembacaan teks


b. Siswa mampu

menemukan dan

menggarisbawahikata/k

alimat yang

mengandung language

features dalam teks


c. Siswa mampu

mengidentifikasikan

kata/kalimat yang

merupakan bagian dari

1. Vocabulary berkaitan

dengan teks

narrativeBUGGY

RACE : hare,

tortoise, against,

won, replied, felt,

found, asked, race,

might, etc.

2. Spelling &

Pronunciation.

3. Tujuan komunikasi

dari teks.

4. Simple Past Tense

5. Language features

dan generic

(terlampir) Latihan-latihan Tugas mandiri

(merangkum cerita

dengan kata-kata

sendiri)

Penugasan dalamlembar kerja

(worksheet)

Performanceassessment

(menceritakan

kembali ke depan

kelas)

M A T R I


24/38


Merespon makna

dan langkah

retorika dalam esei

pendek sederhana

secara akurat,

lancar dan

berterima yang

berkaitan dengan

lingkungan sekitar

dalam teks

berbentuk recount

dan narrative.

dan nilai moral dari teks


Produk : 1. Menyebutkan tujuan dari

pembacaan teks berbentuk

narrative.

2. Merangkum / menuliskan

kembali teks narrative

dengan menggunakan kata-

kata sendiri.

3. Menceritakan kembali teks

narrative yang telah

dirangkum ke depan kelas

dengan suara nyaring, serta

ucapan, tekanan, dan

intonasi yang tepat.


membaca keras (nyaring) di

depan kelas denganmenggunakan teks

narrative.

Produk : Menggunakan serta

mengaplikasikan nilai moral

yang didapat dari teks

narrative untuk berinteraksi

dengan lingkungan sekitar.

Psikomotorik :Proses :Menggunakan teknik

membaca keras (nyaring)dengan benar.

generic structure dalam

teks berbentuk

narrative.

d. Siswa mampu

menganalisa inti

cerita dan nilai moral

dari teks berbentuk

narrative.

e. Siswa mampu

merangkum /

menuliskan kembali teks

narrative dengan

menggunakan kata-kata

sendiri.

f. Siswa mampu

menceritakan kembali

teks narrative yang

telah dirangkum ke

depan kelas dengan

suara nyaring, serta

ucapan, tekanan, dan

intonasi yang tepat.

structure.

6. Contoh

teks narrativeBUGGY RACE

Once upon a time therelived two best friends, the

hare and tortoise. They

liked to race against each

other, but the hare always

won.

One day, the hare asked

the tortoise to race down to

the beach. The tortoise

refused, he said he will lose

anyway. The hare replied in

a kind voice that he felt

sorry about it.

But the next day, thehare found a way to race

the tortoise that would be

fair and lots of fun too. He

asked the tortoise to come

with him. The tortoise was

slowly plodding over the

sandhill towards the beach.

Now the two friends can

race against each other all

day and something tells me

that the tortoise might win

this time.

(taken from English in Focus

2,page 88)

PENILAIAN :

Kehadiran : 10%


narrative: 20%

Menuliskan kembali

teks narrative30%

Membaca keras

(nyaring) teks

narrative: 40%

Semua rentang nilai


100


25/38


Produk : Menceritakan kembali teks

narrative di depan kelas

dengan sikap, peragaan,

serta gaya tubuh yang pas

dan sesuai.


MENGETAHUI



LAMPIRAN


26/38



Teacher Student Time

(Opening) 5 minComes into the class, then

Greetings to the students,Good morning, students.

How is your life?




Checks and prepares laptop, LCD in-focus

to show the picture and the text.


Reply the greeting,Good morning, Mam.



Present state,


equipment.

Just seconds

1 min

2 min

2 min

(Pre-Teaching) 10 min1. Shows a picture about Buggy

Race.

2. Asks the student to look at the

picture.



students, such as :


picture?

Whats the picture want to tell

to you?

4. Shows a text / story about

Buggy Race.


2. Look at the picture, and stay

focus.


questions :

Yes / No, Mam.


The picture tells about

See focusly.

1 min

3 min

5 min

1 min

(While) 60 min

1. Distributes hands-out to thestudents.

The hands-out is a text of the

1. Take the hands-out and lookinto the title, and pay


2 min

LAMPIRAN


27/38


picture.


2. Asks the students to see each of

the hands-out/paper, and asks

student about genre of the text.

Look at the title and whole of

the text. What kind of this text?

Good. How do you know?

Ok, good. Any other idea?



know about the genre of this

text, next you have to identify

main parts of this text. Please

read whole of the text.


text.

Underline new


translate into Bahasa Indonesia

5. Asks student to find and explain

about purpose and language

features of the text.

OK student. In your opinion,

whats the story about?

So, what is the purpose of this

text?

See more, do you know what

kind of tenses are used? Please

underline it in your

handout/paper, and also the

whole.

2. Read the text and answer

the teacher questions.

I think, this is a narrative

text, Mam.

Because it uses simple past

tense.

Some other students answer

the question.



underline it,



Bahasa Indonesia.

5. Answer the question from

teacher :

This story tells us about

To amuse or entertain the

reader, Mam.

Simple past tense, Mam.

Underlining on the handout.

10 min

3 min

5 min

10 min


28/38


signal words.

6. Asks the students to identify

about structure and moral value

of the text, and do it in their

handout.

If you finish, lets check your

paper again. There are some

questions that you have to

answer. How many paragraphs

are there?

Can you identify each

paragraph? Whos the main

character? When did it happen?

Whats the conflict are there?

How are they solving the

problem? And whats the moral

value that you get from the

story? Write on the handout.

7. Asks the student to resume and

rewrite the story with theirown

word.

Have you finish students? Now,

you have to resume and rewrite

the story with your own word.

The story that you rewrite may

not be longer than the original

text. Do it now please.

8. Asks some students to retell

(reading aloud) their rewrite

story in front of the class.


already finished rewriting the

story, I ask some of you to retell

it aloud in front of the class.

6. Work on the paper/handout.

Answer the question there.

7. Resuming and rewriting the

story with own word on the

handout.

8. Some students go forward to

the class, and start retelling

the story.

10 min

5 min

15 min


29/38



first?





Anyone wants to give his/heropinions?

2. Tides and clears the equipment.






teacher for tide up the tools.


3 min

2 min

Just seconds


30/38


BUGGY RACE

Once upon a time,there lived two best

friends, the hare and tortoise. They liked to race

against each other, but the hare always won.

One day, the hare asked the tortoise to racedown to the beach. The tortoise refused, he said

he will lose anyway. The hare replied in a kind

voice that he felt sorry about it.

But the next day, the hare found a way to

race the tortoise that would be fair and lots of

fun too. He asked the tortoise to come with him.

The tortoise was slowly plodding over the

sandhill towards the beach.

Nowthe two friends can race against each

other all day and something tells me that the

tortoise might win this time.

(taken from English in Focus 2,page 88)

ORIENTATION

Character : The Hare and Tortoise.

Time : Once upon a time.

Event : they like race against each other.

COMPLICATION

Conflict : One day, the hare asked the

tortoise to race down to the

beach. The tortoise refused,

he said he will lose anyway.

The hare replied in a kind

voice that he felt sorry about

it.

RESOLUTION

Solving problem :

The hare found a way to

race the tortoise that would

be fair and lots of fun too.

The two friends can race

against each other all day and

something tells me that the

tortoise might win this time.

LANGUAGE FEATURES

Signal words : Once upon a time,

One day,

The next day.

Past Tense : lived, liked, asked, said, refused,

replied, found, was.

M A T R I


31/38



Hari, Tanggal : Senin, 17 Juni 2013Alokasi Waktu : 2 jam pelajaran ( 2 x 40 menit)Standar Kompetensi : Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sederhana berbentuk descriptivedan recountuntuk berinteraksi dengan

lingkungan sekitar.

Kompetensi


Mengungkapkan

makna dan langkahretorika dalam esei

pendek sederhana

dengan

menggunakan

ragam bahasa tulis

secara akurat,

lancar, dan

berterima untuk

berinteraksi dengan

lingkungan sekitar

dalam teks

berbentukdescriptive dan

Kognitif :Proses : 1. Mengidentifikasi gambar-

gambar yang akan digunakan

dalam penulisan teks

berbentuk descriptive.

2. Mengidentifikasikata/kalimat

(language features) yang

digunakan dalam penulisan

teks berbentuk descriptive.

3. Mengidenti fikasikan bagian /

structure yang digunakan

untuk menulis teks


4. Mencari dan menganalisa

gagasan utama yang akan

Siswa mampu memilih

gambar yang sesuai, yangakan digunakan untuk

menulis teks berbentuk

descriptive.

Siswa mampu

menemukan kata/kalimat


digunakan dalam

penulisan teks berbentuk

descriptive.

Siswamenget ahuibagian /

1. Gambar hewan

peliharaan (anjingatau kucing), gambar

tempat terkenal

(Benteng

Malborough),

gambar bunga

Rafflesia.

2. Vocabularydan

language features

yang berkaitan

dengan teksdescripti

ve.

3. Teknik menulis teks

deskriptif.

(terlampir) Latihan-latihan Tugas mandiri

(menuliskan teks

deskriptif buatan

sendiri)

Penugasan dalamlembar kerja

(worksheet)

M A T R I


32/38


recount. digunakan dalam

penulisan teks berbentuk

descriptive.

5. Mencari dan menganalisa

kalimat pendukung yang

memperkuat gagasan

utama setiap paragraf

yang akan digunakan

dalam penulisan teks


Produk : 1. Memilih gambar yang akan

digunakan untuk menulis


2. Menemukan kata/kalimat


digunakan dalam penulisan


3. Menemukan bagian /


untuk menulis teks


4. Menemukan dan menuliskan

gagasan utama ke dalam

masing-masing paragraf

descriptive.

5. Menemukan dan menuliskan

kalimat-kalimat pendukung

dari masing-masing paragraf.

6. Menuliskan sebuah teks

descriptive dengan

menggunakan bahasa tulissecara akurat, lancar, dan


untuk menulis teks


Siswa mampu membuat

dan menuliskan gagasan

utama ke dalam masing-

masing paragraf

descriptive.

Siswa mampu membuat

dan menuliskan kalimat-

kalimat pendukung dari

masing-masing paragraf.

Siswa mampu membuat

sebuah tulisan

berbentukdescriptive

dengan menggunakan

bahasa tulis secara

akurat, lancar, dan

berterima.

4. Mencari dan

membuat gagasan

utama masing-

masing paragraf.

5. Mencari dan

membuat kalimat-

kalimat yang

mendukung gagasan

utama.

PENILAIAN :

Kehadiran : 10%


descriptive: 15%Merancang teks

descriptive : 30 %

Menulis teks

descriptive45%

Semua rentang nilai


100


33/38


berterima.


menulis teks descriptive

secara tepat dan benar.

Produk : Mengaplikasikan jenis teks

descriptive secara akurat,

lancar, dan berterima.

Psikomotorik :Proses : Merancang teks descriptive

baru yang sesuai dengan


Produk : Menggunakan penulisan

descriptiveuntuk

berinteraksi denganlingkungan sekitar, dalam



MENGETAHUI



LAMPIRAN


34/38



Teacher Student Time(Opening) 5 minComes into the class, then



How is your life?




Checks and prepares laptop, LCD in-focus

to show the picture and power point

slides.


Reply the greeting,

Good morning, Mam.



Present state,


equipment.

Just seconds

1 min

2 min

2 min

(Pre-Teaching) 10 min5. Shows some picture : cat, dog,

Rafflesia Arnoldi flower, FortMarlborough, family picture, in

LCD focus.

6. Asks the student to look at the

picture.



students, such as :


picture?

What are the pictures? Who

knows?

4. See on the screen.

5. Look at the picture, and stay

focus.


questions :

Yes / No, Mam.


Those are the pictures of

cat, dog, Rafflesia Arnoldiflower, Fort Marlborough,

and family, Mam.

2 min

2 min

6 min


35/38


What is cats name?

What is dogs name?

Do you have pet like them in

your home? If yes, try to

imagine them.

Its name is Sweety, Mam.

Its name is Doggy, Mam.

Yes, I do. / No, I dont.


students.

The hands-out is for your

working.


Write down your name on

upper right corner of the hands-

out.

10.Asks the students to choose one

of the pictures that they interest

in.

Look at the pictures over there,

and choose one that you interest

in.

11.Asks the students to make a title

about.


chosen, next, you have to make

a title about the picture that

youve chosen.

12.Tasks the students to identify the

picture and write it into points

on their hands-out.

Now, please you identify the

picture. Whats that? Whats the

picture about? What its name?

Especially if you chose cat and

dog or your pet in home, you

9. Take the hands-out and start

writing the name of theirs.

10.Choosing a picture.

11.Start making a title.

12.Try to identify and make

points about their picture.

2 min

1 min

3 min

6 min


36/38


have to write its name so that I

know which pet do you tell

about.

13.Tasks the students to describe

the picture and write it into

points on their hands-out.

If you finish it, now, please you

describe the picture. Whats the

characteristic of picture?Wheres the location? For pet,

what is it color? What is it

gender? How about it? And so

on.

14.Asks the students to make two

main ideas.

If you finish, now, I would like

to ask you to make a story about

your picture. Just two

paragraphs only. Can you?

But first, you have to make the

main idea for each paragraph.So, you must make two main

ideas.

The sentences that you use

have to Simple Present Tense.

Why? Do you know?

Okay, please start.

15.Tasks the student to make some

supporting sentences.

Have you finish students? If you

finish, again, I would like to ask

you to make some supporting

sentences which support yourmain ideas. It may 3 or 4

13.Make a description about

their picture.

14.Work on the paper/handout.

Making two main ideas.

I think, because I do it now,

Mam.

Some other students try to

answer.

15.Start to make some

supporting sentences.

6 min

10 min

10 min


37/38


sentences. And one more thing,

the important is using of Simple

Present Tense. Please do it

now.

16.Asks some students to make a

descriptive text from their task

before.

Okay students, ifyou have

already finished done, now, youarrange your tasks before, start

from making main ideas until

making supporting sentences,

become a good story. You have

to design it well become a text

that will we call descriptive

text.

Please do it now. And ifyou

have finished it, collect it to

me.

16.Start making a descriptive

text.

20 min






opinions?

What is descriptive text?

Anybody knows? What are steps

of making a descriptive text?

What is the tenses that you have

to use? And why?

5. Tides and clears the equipment.





Descriptive text is

The steps are

It uses Simple Present

Tense, because


teacher for tide up the tools.


5 min

2 min

Just seconds


38/38


Guru menampilkan gambar berikut :

Doggy

Sweety

Documents

RPP YesichaRyona - A1B011041_2013_07_19_10_10_37_761