RPP Pembelajaran Inovatif Bahasa Inggris Kelas XII Th.09-10

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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XII / Gasal

Pertemuan : 1

Alokasi Waktu : 2 x 45 menit

Aspek Pembelajaran : Menulis

Standar Kompetensi : Memahami/ mengungkapkan makna teks tulis fungsional

pendek dan esei sederhana dalam bentuk Recount Text

dalam konteks kehidupan sehari- hari dan untuk

mengakses ilmu pengetahuan.

Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional




Tujuan : Siswa memahami teks berbentuk recount

I. Indikator

1. Memahami isi teks dengan menjawab pertanyaan bacaan

2. Menulis sebuah teks recount sederhana mengenai liburan

II. Tujuan Pembelajaran


2. Mengungkapkan makna sebuah teks recount sederhana mengenai liburan

III. Materi Ajar

Recount Text

The social function of recount text:

To tell past events chronologically, based on the writer’s past experience.

The Generic Structure:

Orientation : introducing the characters or participants of the story,

where it happened, and when it happened.

Events : chronological sequence of the events.

Reorientation : - Ending of the story.

- There may be some personal comments on the events.


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Example:

My Last Holiday

On my last holiday I went to Bali with my friends. We were

there for five days.

We left for Bali on Saturday evening. We went there by a car.

There were five of us altogether. The journey took ten hours.

On the first day, we didn’t do much. As soon as we had arrived,

we checked in the hotel. Then we slept right away as we were so tired

because of the journey. In the evening we went to have dinner in a

traditional restaurant. All of them were very nice and delicious.

The second day was a nice day. The sun shone brightly. At

about 10 o’clock we began our adventures. We went to Kuta Beach.

There were a lot of people there, both foreigners and local. We swam a

bit and enjoyed the scenery around the beach. It was so beautiful. Then

we had lunch in a restaurant. Then we continued going to Sanur beach.

Sanur is also beautiful although it’s not as beautiful as Kuta. It wasn’t

too crowded there. In the evening went to the hotel. We decided to have

dinner there.

We were so tired of yesterday so we woke up late. We woke up

at about 1 pm. We decided not to go anywhere. We just did some

exercises in the hotel (fitness). We went to have dinner in the evening at

8 pm. After that we went home.

Today was the last day for us in Bali so we went to Pasar

Sukowati to buy some souvenirs for our friends in Surabaya. We went

there by a shuttle bus. It takes 2 hours to go there. We bought many

things such as scarf, T-shirts, hats and many others. The prices there are

quite cheap asa long as you can bargain well. We also had lunch there.

In the evening we went to Jimbaran to have dinner. We had many kinds

of roasted fish as our dish. We also enjoyed sun set there.

On the fifth day we packed our things to Surabaya. We went

back to Surabaya in the evening at 7 pm. On the next day we arrived in

Surabaya. We felt very happy as we had experienced a very enjoyable

holiday.

Metode Pembelajaran:

Walking Book and Peer assessment


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Langkah-Langkah Pembelajaran:

A. Kegiatan Awal ( 5 menit)

- Guru bertanya tentang liburan terakhir siswa.

- Guru menjelaskan tentang tujuan dan indikator materi yang akan

dipelajari.

B. Kegiatan Inti (75 menit)

- Guru menjelaskan tentang materi recount dengan media Power

Point.

- Dalam waktu yang terbatas (15menit) siswa diminta menciptakan

cerita singkat berbentuk recount mengenai liburan mereka.

- Setelah 15 menit, siswa akan mendengarkan musik sambil

mengedarkan tulisan mereka kepada teman di sebelah

kanan/kirinya sampai musik berhenti.

- Setelah musik berhenti maka siswa harus memberikan penilaian

kepada hasil tulisan temannya lalu mengembalikan tulisan tersebut

kepada pemiliknya.

- Setelah direvisi, siswa akan mendengarkan musik sambil

mengedarkan tulisan mereka kepada teman di sebelah

kanan/kirinya sampai musik berhenti.

- Setelah musik berhenti maka siswa akan membacakan tulisan

karya temannya di depan kelas.

C. Kegiatan Akhir (10 menit)

- Guru memberikan ulasan dan penjelasan tentang apa yang telah

dilakukan

- Guru bersama siswa menyimpulkan hasil pembelajaran.

- Guru memberi tugas pada siswa untuk mencari artikel dalam

bentuk recount teks tentang kehidupan seorang tokoh masyarakat

terkenal, menganalisa Generic Structure-nya

Alat / Bahan / Sumber:

- Genre (KTSP)

- Real English

- LCD

Penilaian:

• Ujian Kompetensi tertulis

• Tugas / lembar kerja.

INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Membuat teks

monolog berbentuk

Recount.

Tugas diskusi Tes tertulis - Mention the

purpose of the

recount text!

- What is the


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generic structure

of recount?

- What tense does

the writer mostly

use?

Membacakan teks

monolog hasil

diskusi berbentuk

Recount

Tugas individu Tes lisan Read the result of

the writing in front

of the class!

Kunci Jawaban

NO JAWABAN SKOR

1 To retell past events chronologically. 2

2 Orientation – events – reorientation 2

3 Simple past tense 1

4 Any reasonable answers can be accepted 5

Jumlah skor maksimal 10

Keterangan : Jumlah skor yang diperoleh x 100%

Jumlah skor maksimal


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Penilaian Kognitif



Pertemuan : 1


Aspek Kebahasaan : Menulis










I Indikator



Nomor Soal No Nama

1 2 3 4

Jumlah

Skor Nilai

1

2

3

dst

Jumlah Skor Maksimal 10 10

Keterangan:

Soal nomor 1 skor maksimal: 2



Soal nomor 4 skor maksimal :4

Jumlah skor yang diperoleh

Nilai = jumlah skor maksimal X 100%

Penilaian LKS BAHASA INGGRIS XII – Recount


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Penilaian Psikomotorik



Pertemuan : 1












Indikator

1. Aktif berkomunikasi menggunakan bahasa Inggris

2. Mampu bekerjasama dalam kelompok

3. Mampu mempresentasikan hasil yang diperoleh

Aspek Penilaian No Nama

1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

Point nomor 1 skor maksimal: 4








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Penilaian Afektif



Pertemuan : 1


Aspek Kebahasaan : Menulis










Indikator

1. Disiplin dalam kegiatan pembelajaran di kelas

2. Tanggung jawab individu

3. Keberanian menyampaikan pendapat


1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst

Jumlah Skor Maksimal 15 A

Keterangan:

1. Kedisiplinan

2. Keaktifan

3. Kerja sama

Penskoran: Jumlah Skor dan Nilai:

Skor 1 = Tidak Baik 13 – 15 = Sangat Baik ( A )

Skor 2 = Kurang Baik 10 – 12 = Baik ( B )


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Skor 3 = Cukup Baik 7 – 9 = Cukup Baik ( C )

Skor 4 = Baik 3 – 6 = Kurang ( D )

Skor 5 = Sangat Baik 0 – 3 = Kurang Sekali ( E )

Surabaya, 19 Juni 2008

Mengetahui Guru Mata Pelajaran

Kepala SMA YPPI-II

Drs. Esti Nurhidayat, M.Si Rizka Safriyani, S.S


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(RPP)



Pertemuan : 2


Aspek Kebahasaan : Membaca

Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai

sederhana berbentuk narrative dalam konteks kehidupan

sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei

secara akurat, lancar dan berterima dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan dalam teks berbentuk narrative

Tujuan : Siswa memahami teks berbentuk narrative

I. Indikator

a. Memahami isi teks dengan menjawab pertanyaan bacaan

b. Menganalisa generic structure dari teks




III. Materi Ajar

NARRATIVE

Purpose

The purpose of telling a narrative is to entertain, amuse, teach a lesson or

moral, explain something or make a comment.

Types of narratives

There are many types of narrative. They can be imaginary, factual or a

combination of both. They may include fairy tales, mysteries, science fiction,

romances, horror stories, adventure stories, fables, myths and legends, historical

narratives, ballads, slice of life, and personal experiences.

Generic structure

1. Orientation : Introduces the participants and setting of the narrative.

2. Complication : A crisis or problem arises.

3. Evaluation : A flash back to evaluate the serious / difficult condition.

4. Resolution : The crisis or problem is solved, for better or worse.

5. Re-orientation : Optional.


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Significant features

• Characters, settings and actions are described in details, using adjectival

and adverbs.

• Use of past tense with the possibility of using present tense and future

tense in the dialogue.

• Use of words dealing with the time and sequence.

• Can be told in the perspective of first person (I, we) or third person (she,

he, they).

EXAMPLE :

The Ram in the Chili Patch

Long ago there was a Mexican boy named Juan who helped raise money

for his family by growing chili peppers in his garden.

But one day when he came out to his chili patch, he found a ram there

eating some peppers and stomping on others. “Go away, Mr. Ram” said Juan.

“Those are my peppers.” The ram replied, “Get away from me or I’ll but you into

the next country.” Juan started to cry, and all the animals on the little farm felt

sorry for him. The cat tried to help. She went up to the ram and said, “You should

be ashamed of yourself. Get out of there. Those are Juan’s chili peppers.” But the

ram lowered his head and said, “Get out of here or I’ll but you into the next

country.” So the cat ran away. The dog tried to help. He came out and barked at

the ram, but the ram lowered his head and said, “Get out of here or I’ll but you

into the next country.” The dog too ran away.

Finally a little ant said, “I can help you, Juan” The ant climbed onto the

ram and began biting him all over. The ram jumped up and started running. He ran

so fast and so far that now he is in the next country!

(Kasser & Silverman, 2002: 37)

IV. Metode Pembelajaran

Cooperative learning : Jigsaw

(Aronson, Blaney, Stephen, Sikes, and Snapp, 1978)

Langkah-Langkah Pembelajaran

Pertemuan 1 ( 2 X 45 menit )


• Guru bertanya tentang dongeng yang pernah dibaca siswa

• Guru menjelaskan tentang tujuan dan indikator materi yang akan

dipelajari


• Guru menjelaskan tentang materi narrative

• Siswa dikelompokkan ke dalam 4 anggota tim

• Tiap orang dalam tim diberi bagian materi yang berbeda


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• Anggota dari tim yang berbeda yang telah mempelajari bagian/sub

bab yang sama bertemu dalam kelompok yang baru (kelompok

ahli) untuk mendiskusikan sub bab mereka

• Setelah selesai diskusi sebagai tim ahli anggota kembali ke

kelompok mereka kuasai dan tiap anggota lainnya mendengarkan

dengan sungguh-sungguh

• Tiap tim ahli mempresentasikan hasil diskusi

• Tiap kelompok mengerjakan tugas yang diberikan


• Guru memberikan penghargaan pada kelompok yang hasil

kerjanya terbaik

• Guru bersama siswa menyimpulkan hasil pembelajaran

• Guru menugaskan siswa untuk mencari teks narrative di internet

untuk pertemuan berikutnya

V. Alat / Bahan / Sumber

1. Materi e-book kelas X

2. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata Pelajaran

Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah.

Depdiknas, Jakarta

3. Djuharie, Otong Setiawan. 2007. Genre. Yrama Widya, Bandung

4. Allen, W.Stannard. Living English Structure for Schools. Longman>

5. Zumakhsin, A. Hilal Madjdi. 2005. Progress. Ganeca Exact, Jakarta

6. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti Media,

Jakarta

7. Pocket Oxford Dictionary. 1994. Oxford University Press

8. http://www.teacher.ash.org.aujeatherwritingfun/html

9. http://en.wikipedia.org

10. LCD

VI. Penilaian


• Tugas kertas kerja

INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Memahami isi teks

dengan menjawab

pertanyaan bacaan

Tugas kelompok Tes tertulis-

essay

-What is the main idea

of the 3rd paragraph?

-What tense does the

text use?

-Mention the characters

stated in the text!

Menganalisa generic

structure dari teks

Tugas kelompok Tes tertulis-

essay

Analize the generic

structure of the text!


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Kunci Jawaban:

NO JAWABAN SKOR

1 How the little ant helped Juan 2

2 Simple Past Tense 2

3 Juan, the ram, the ant, the cat, the dog 2

4 Paragraph 1 – orientation

Paragraph 2 – complication

Paragraph 3 – resolution

4





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Penilaian Kognitif



Pertemuan : 2











I Indikator

a. Memahami isi teks dengan menjawab pertanyaan bacaan (3 soal)

b. Menganalisa generic structure dari teks(1 soal)

Nomor Soal No Nama

1 2 3 4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:







Penilaian LKS BAHASA INGGRIS XII – Narrative


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Pertemuan : 2











Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:








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Penilaian Afektif



Pertemuan : 2











Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

4. Kedisiplinan

5. Keaktifan

6. Kerja sama

Penskoran: Jumlah Skor dan Nilai: Skor 1 = Tidak Baik 13 – 15 = Sangat Baik ( A )



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Kepala SMA YPPI-II



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(RPP)



Pertemuan : 3


Aspek Kebahasaan : Menyimak

Standar Kompetensi : Memahami makna teks lisan fungsional pendek berbentuk

narrative dalam konteks kehidupan sehari-hari dan untuk


Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara

akurat, lancar dan berterima dalam konteks kehidupan

sehari-hari dan untuk mengakses ilmu pengetahuan dalam

teks berbentuk narrative

Tujuan : Siswa memahami teks lisan berbentuk narrative

I. Indikator






III. Materi Ajar

The Three Little Pigs (Tape Script)

Once upon a time there were three little pigs. One morning, the mother pig

said, "You must go into the world and make your own way." So the three little

pigs set out into the world.

The first little pig met a man carrying a bundle of straw and said, "Please

may I have some of your straw to build a house with? "The man gave him some

straw and the little pig built himself a fine straw house to live in. Soon, a hungry

wolf came along. He knocked at the door and said, "Little pig, little pig, let me

come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then

I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and

he blew the house in and ate up the first little pig.


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The second little pig met a man with a bundle of sticks. "Please may I have

some of your sticks to build a house with? "The man gave him some sticks and the

little pig built himself a fine stick house to live in. Soon, a hungry wolf came

along. He knocked at the door and said, "Little pig, little pig, let me come in."

"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and

I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the

house in and ate up the second little pig.

The third little pig met a man with a bundle of bricks. "Please may I have

some of your bricks to build a house with?" The man gave him some bricks and

the little pig built himself a fine brick house to live in. Soon, a hungry wolf came



I'll puff and I'll blow your house in." "You may huff and you may puff, but you

can not blow my house in," said the little pig. So he huffed and he puffed and he

huffed and he puffed, but he could not blow the house in. Then the angry wolf

said, "Little pig, you cannot hide. I will climb on the roof and come down the

chimney. "So the little pig made a big fire in the fireplace and he hung a pot of

water over it. As soon as he heard the wolf coming down he snatched the lid off

and the wolf fell right into the boiling water. And that little pig had a very good

supper.

IV. Metode Pembelajaran

Listen and say

V Langkah-Langkah Pembelajaran





dipelajari


• Guru mereview kembali teori tentang materi narrative

• Siswa mendengarkan teks lisan berjudul Three Little Pigs

• Siswa mendengarkan dan mengidentifikasi kata-kata sulit dari teks

lisan

• Siswa menjawab pertanyaan bacaan dengan menjawab pertanyaan

dan menentukan pernyataan yang benar atau salah

D. Kegiatan Akhir (10 menit)





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V. Alat / Bahan / Sumber

1. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata

Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan

Madrasah Aliyah. Depdiknas, Jakarta


3. Allen, W.Stannard. Living English Structure for Schools. Longman>

4. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti

Media, Jakarta


6. http://www.candlelightstories.com

VI. Penilaian



INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Memahami isi teks

dengan menjawab

pertanyaan bacaan

Tugas individu Tes tertulis-

essay

-Who are the main

characters?

- What happened to the

first pig after he met the

wolf?

- Did the second pig

alive?

- Why the third pig alive

?

Menganalisa

pemahaman isi cerita

Tugas individu Tes tertulis-

essay

Write down the

summary of the story

Kunci Jawaban:

NO JAWABAN SKOR

1 Three little pigs and wolf 1.5

2 The first pig was eaten by the wolf 1.5

3 No, it didn’t 1.5

4 Because the wolf was killed 1.5

5 Any possible answer 4


10




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Penilaian Kognitif



Pertemuan : 1











I Indikator

a. Memahami isi teks dengan menjawab pertanyaan bacaan (4 soal)

b. Menganalisa pemahaman isi cerita (1 soal)

Nomor Soal No Nama

1 2 3 4 5

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

Soal nomor 1 skor maksimal: 1.5



Soal nomor 4 skor maksimal : 1.5

Soal nomor 5 skor maksimal : 4





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Pertemuan : 1











Indikator




1 2

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:







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Penilaian Afektif



Pertemuan : 1











Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

1. Kedisiplinan

2. Keaktifan

3. Kerja sama






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Kepala SMA YPPI-II



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(RPP)



Pertemuan : 4


Aspek Kebahasaan : Berbicara

Standar Kompetensi : Mengungkapkan makna teks lisan fungsional pendek

berbentuk narrative dalam konteks kehidupan sehari-hari

dan untuk mengakses ilmu pengetahuan.





Tujuan : Siswa mampu mengungkapkan teks secara lisan

berbentuk narrative

VII. Indikator

a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling

b. Menyampaikan cerita secara lisan

VIII. Tujuan Pembelajaran

a. Memahami unsur-unsur penting story telling

b. Mengungkapkan teks scara lisan berbentuk narrative

IX. Materi Ajar

The Three Little Pigs (Tape Script)

Once upon a time there were three little pigs. One morning, the mother pig

said, "You must go into the world and make your own way." So the three little

pigs set out into the world.

The first little pig met a man carrying a bundle of straw and said, "Please

may I have some of your straw to build a house with? "The man gave him some

straw and the little pig built himself a fine straw house to live in. Soon, a hungry

wolf came along. He knocked at the door and said, "Little pig, little pig, let me

come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then

I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and

he blew the house in and ate up the first little pig.


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The second little pig met a man with a bundle of sticks. "Please may I have

some of your sticks to build a house with? "The man gave him some sticks and the

little pig built himself a fine stick house to live in. Soon, a hungry wolf came



I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the

house in and ate up the second little pig.

The third little pig met a man with a bundle of bricks. "Please may I have

some of your bricks to build a house with?" The man gave him some bricks and

the little pig built himself a fine brick house to live in. Soon, a hungry wolf came



I'll puff and I'll blow your house in." "You may huff and you may puff, but you

can not blow my house in," said the little pig. So he huffed and he puffed and he

huffed and he puffed, but he could not blow the house in. Then the angry wolf

said, "Little pig, you cannot hide. I will climb on the roof and come down the

chimney. "So the little pig made a big fire in the fireplace and he hung a pot of

water over it. As soon as he heard the wolf coming down he snatched the lid off

and the wolf fell right into the boiling water. And that little pig had a very good

supper.

X. Metode Pembelajaran

Listen and say

V Langkah-Langkah Pembelajaran





dipelajari


• Siswa berdiskusi dengan teman mengenai unsur penting story

telling

• Siswa mendengarkan teks lisan berjudul Three Little Pigs

• Siswa menceritakan kembali teks lisan dengan bahasa sendiri

E. Kegiatan Akhir (10 menit)





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XI. Alat / Bahan / Sumber

1. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata

Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan

Madrasah Aliyah. Depdiknas, Jakarta


3. Allen, W.Stannard. Living English Structure for Schools.

Longman>

4. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti

Media, Jakarta


6. http://www.candlelightstories.com

XII. Penilaian



INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Melakukan diskusi

sederhana tentang

unsur-unsur

penting story

telling

Tugas kelompok Tes tertulis - What is

pronunciation?

- What elements that

should be scored

within story telling

activities?

Menyampaikan

cerita secara lisan

Tugas individu Tes Lisan

Kunci Jawaban:

NO JAWABAN SKOR

1 Intelligibility 2

2 Pronunciation, tone, intonation, grammar 2

3 Any possible answer 6





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Penilaian Kognitif



Pertemuan : 1










Tujuan : Siswa menceritakan teks berbentuk narrative

I Indikator

a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling

b. Menyampaikan cerita secara lisan

Nomor Soal No Nama

1

2

2

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:





Penilaian LKS BAHASA INGGRIS X – Narrative


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Pertemuan : 1











Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:








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Penilaian Afektif



Pertemuan : 1











Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

1. Kedisiplinan

2. Keaktifan

3. Kerja sama



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Kepala SMA YPPI-II



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THE FIRST INTERNATIONAL HOTEL IN SEMARANG

Revina Hotel, with 202 rooms, is located in the heart of Semarang. It has

an elegant ballroom and smaller meeting room for conferences, meetings,

exhibitions and wedding.

Contact: [email protected]


(RPP)



Pertemuan : 5






Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan

tak resmi yang menggunakan ragam bahasa tulis

Tujuan : Siswa memahami sebuah brosur

IV. Indikator

1. Mampu menjawab pertanyaan terkait brosur tentang furniture

2. Mampu melengkapi kalimat yang menyatakan ability dan disability

3. Mampu mengurutkan paragraf acak menjadi sebuah cerita

(narrative) yang kronologis

V. Tujuan Pembelajaran

1. Memahami isi teks dengan menjawab pertanyaan bacaan tentang

brosur.

2. Memahami penggunan expression ability dan disability dalam teks

fungsional.

3. Mampu memahami plot sebuah narrative sederhana

VI. Materi Ajar

Brochure is a booklet with descriptive information.

The characteristics of brochure:

- it has a headline

- convince the reader to do something

- it shows the strength of a product

example:


[email protected]


Read and Say


A. Kegiatan Awal ( 5 menit) - Guru bertanya tentang kampanye pemilu di Indonesia


dipelajari.


- Siswa membaca teks pendek dan menjawab pertanyaan tentang

Indonesian furniture dengan mendiskusikannya bersama teman

- Siswa membaca brosur tentang furniture dan menjawab pertanyaan

terkait

- Siswa membaca teks penjelasan dan melengkapi kalimat tentang

ungkapan yang menyatakan ability dan disability

- Siswa membaca teks Plain English Campaign dan menjawab

pertanyaan terkait

- Siswa membaca paragraf dan menyusunnya menjadi satu cerita

yang kronologis


- Guru memberikan ulasan dan penjelasan tentang apa yang telah

dilakukan

- Guru bersama siswa menyimpulkan hasil pembelajaran.


- Genre (KTSP)

- Real English

- LCD

Penilaian:



INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Membuat teks

berbentuk brour

Tugas diskusi Tes tertulis - What is brochure

?

- What is the

different between a

brochure and

announcement?

- What tense does

the writer mostly


[email protected]

use?

Membacakan teks

monolog hasil

diskusi berbentuk

narrative



of the class!

Kunci Jawaban

NO JAWABAN SKOR









[email protected]

Penilaian Kognitif



Pertemuan : 1









I Indikator



Nomor Soal No Nama

1 2 3 4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:









[email protected]




Pertemuan : 1









Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:








[email protected]

Penilaian Afektif



Pertemuan : 1









Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

7. Kedisiplinan

8. Keaktifan

9. Kerja sama







[email protected]





Kepala SMA YPPI-II



[email protected]


(RPP)



Pertemuan : 6




pendek dan esei sederhana dalam bentuk Narrative Text








I. Indikator

1. Mampu mendesain satu brosur suatu produk

2. Mampu menuliskan ability dan disability masing-masing

3. Mampu menulis sebuah narrative berdasarkan struktur yang benar

dan mengandung ekspresi ability and disability dikaitkan dengan

brosur yang sudah dibuat


1. Mengungkapkan makna sebuah teks fungsional berbentuk brosur.

2. Menggunakan expresi ability dan disability

3. Mengungkapkan gagasan menjadi sebuah teks narative sederhana

III. Materi Ajar

Here are some example of expressions of ability and disability:

- Heri is capable of driving car well

- Anita has the qualifications needed for this job.

- Oriza knows nothing about medical treatment

Example:

The Wolf and the Stork

A long, long time ago, the wolf and the stork were friends. One day, the

wolf asked the stork to come to his house to eat.


[email protected]

When the stork arrived at the wolf’s house, the wolf put two bowls of soup

on the table. The wolf ate his bowl of soup so quickly. When he finished, he asked

the stork, “Did you like my soup?”

But the stork was angry because he couldn’t eat the soup. His beak was

too long! When the stork went home, he was still hungry. The wolf laughed and

laughed.

Then the stork had an idea. He asked the wolf to come to dinner. He filled

two tall pitcher with good soup. They began to eat. When the stork finished

eating, he asked the wolf if he wanted more to eat.

But the wolf was angry. His mouth was so big that he couldn’t get into the

pitcher. The wolf went home hungry, and the stork laughed and laughed.

The wolf and stork have never been friends ever since.


Walking Book and Peer assessment



- Siswa bertanya jawab tentang ability dan disability siswa.


dipelajari.


- Siswa mencermati contoh brosur dan membuat sendiri satu brosur

tentang suatu produk tertentu

- Siswa menuliskan kalimat-kalimat berisi ungkapan ability ke

dalam tabel yang sesuai

- Siswa menulis narrative-nya sendiri berdasarkan garis besar dan

instruksi yang ditentukan soal


- Siswa ditanyai kesulitan dalam materi pelajaran

- Siswa membacakan narrative yang ditulisnya sendiri di depan kelas

- Menyimpulkan materi pelajaran


- Genre (KTSP)

- Real English

- LCD

Penilaian:




[email protected]

INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Membuat teks

berbentuk brosur.


characteristics of

brochure!

- What tense does

the writer mostly

use?

Membacakan teks

monolog hasil

diskusi berbentuk

narrative



of the class!

Kunci Jawaban

NO JAWABAN SKOR









[email protected]

Penilaian Kognitif



Pertemuan : 1












I Indikator



Nomor Soal No Nama

1 2 3 4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:









[email protected]




Pertemuan : 1












Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:






\



[email protected]

Penilaian Afektif



Pertemuan : 1












Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

10. Kedisiplinan

11. Keaktifan

12. Kerja sama



[email protected]









Kepala SMA YPPI-II



[email protected]

S + HAD + BEEN +ADJECTIVE


(RPP)



Pertemuan : 7-8









dalam konteks kehidupan sehari-hari dan untuk



I. Indikator

1. Mampu menuliskan aktifitas masing-masing pada bentuk simple

past tense dan past perfect tense

2. Mampu menulis sebuah narrative berdasarkan struktur yang benar

dan menggunakan kalimat simple past tense dan past perfect tense

yang benar


1. Memahami aplikasi penggunaan simple past tense dan past perfect

tense pada sebuah narrative text

2. Menggunakan simple past tense dan past perfect tense sebagai

bagian dari sebuah narrative sederhana

III. Materi Ajar

S + HAD + VERB 3

OR BEFORE

SIMPLE

PAST

TENSE


[email protected]

Example:

Surabaya, June 2009

Dear Anabella,

Anabella, I have to apologize to you. I had missed to pick you up before 7:00

yesterday morning. There was something wrong with my car. Don’t get angry

my dear, I promise to be ontime.

Your love,

John


Apologizing


(Pertemuan 7)


- Siswa bertanya jawab tentang kesalahan yang sudah dibuat siswa.


dipelajari.


- Siswa mengingat kembali hal-hal buruk yang pernah ia lakukan

terhadap teman-temannya.

- Siswa menuliskan kalimat-kalimat berisi daftar kesalahan yang ia

buat di masa lalu dalam pola past perfect tense

- Siswa membaca secara lengkap hasil tulisannya



- Siswa membacakan daftar kesalahan yang ditulisnya sendiri di

depan kelas

- Menyimpulkan materi pelajaran dan menyiapkan tema karangan


(Pertemuan 8)


- Siswa bertanya jawab tentang pola dasar simple past tense dan

past perfect tense.


dipelajari.


[email protected]


- Siswa melihat tayangan sederhana / film pendek

- Siswa mengingat kembali cerita tersebut

- Siswa menuliskan ringkasan cerita dalam pola past perfect tense

- Siswa membuat cerita narrativenya sendiri

- Siswa membaca secara lengkap hasil tulisannya



- Menyimpulkan materi pelajaran


- www.youtube.com

- Genre (KTSP)

- Real English

- LCD

Penilaian:



INDIKATOR JENIS

TAGIHAN

BENTUK

INSTRUMEN INSTRUMEN

Membuat teks

dengan kalimat

simple past dan past

perfect tense


characteristics of

past perfect tense!

- Make 10

examples of past

perfect tense dan

simple past tense

Membacakan teks

monolog hasil

diskusi berbentuk

narrative



of the class!

Kunci Jawaban

NO JAWABAN SKOR









[email protected]

Penilaian Kognitif



Pertemuan : 1












I Indikator



Nomor Soal No Nama

1 2 3 4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:









[email protected]




Pertemuan : 1












Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:






\



[email protected]

Penilaian Afektif



Pertemuan : 1












Indikator





1 2 3

4

Jumlah

Skor Nilai

1

2

3

dst


Keterangan:

13. Kedisiplinan

14. Keaktifan

15. Kerja sama



[email protected]









Kepala SMA YPPI-II



[email protected]

Documents

RPP Pembelajaran Inovatif Bahasa Inggris Kelas XII Th.09-10