Lady Nandya

1342015 / 3C
RPP SMA Kelas XI semester 1
A. KOMPETENSI INTI (KI)
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan
metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metoda sesuai kaidah keilmuan
KOMPETENSI DASAR DAN INDIKATOR
Kompetensi Dasar
3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan
pendapat dan pikiran, agreement dan disagreement sesuai dengan konteks penggunaannya.
Indikator :
a. Siswa memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan pendapat
dan pikiran, agreement dan disagreement sesuai dengan konteks penggunaannya.
b. Siswa mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan
pendapat dan pikiran, agreement dan disagreement sesuai dengan konteks penggunaannya.
c. Siswa menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan pendapat
dan pikiran, agreement dan disagreement sesuai dengan konteks penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk menyatakan dan merespons ungkapan menyatakan pendapat
dan pikiran, agreement dan disagreement dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, yang benar dan sesuai konteks.
Indikator :
Siswa menyusun teks lisan dan tulis untuk menyatakan dan merespons ungkapan pendapat dan
pikiran, agreement dan disagreement sesuai dengan konteks penggunaannya dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
B. TUJUAN PEMBELAJARAN
Siswa terampil menggunakan ungkapan menyatakan pendapat dan pikiran, agreement dan
disagreement dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar
dan sesuai konteks.
C. MATERI PEMBELAJARAN
Teks lisan dan tulis ungkapan menyatakan pendapat dan pikiran, agreement dan disagreement

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai
konteks.
1. Fungsi Sosial :
Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.
2. Struktur teks.
Yuli: I think Rinas answer to the question is not right. It should be vinegar.
Vivi: I think it is vinegar too, not wine.
Yani: In my opinion, our volley ball team needs a new coach. Mr. Zulfan cannot handle too many
teams himself.
Firda: I agree with you.
Rahmat: Our English should be more active, I suppose. Why dont we meet three times a week?
Rully: I agree, but after the final exam. Now we are very busy preparing for it.
Unsur kebahasaan
(1) Kosa kata terkait dengan kegiatan ekstrakurikuler, tugas sekolah, kebersihan lingkungan , dsb.
(2) Tata bahasa: simple past tense, simple present tense present perfect tense.
(3) Ungkapan: I think I suppose In my opinion, agree, diasagree, dsb.
(4) Kata kerja bantu modal: need, should, will, dsb.
(5) Ucapan, tekanan kata, intonasi
(6) Ejaan dan tanda baca
(7) Tulisan tangan
D. METODE PEMBELAJARAN
1. Pendekatan : Scientific approach
2. Model :Discovery learning
3. Teknik :Interviewing partner
E. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN
1. Media : Real things
2. Alat : papan tulis .
3. Sumber Pembelajaran : Kurikulum 2013, SUARA GURU,buku teks .
F. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
PERTEMUAN KE-1
1. Kegiatan Pendahuluan (15 menit)
a. Mengucapkan salam dan berdoa bersama
b. Memberi motivasi belajar
c. Memberi brainstorming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan
seperti :
can you guess something in my box? Please guess!
Its not bom!!! Well, let me open the box.
what is it? Yes its scarf.
What color is it?
what do you think if I wear this grey
Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
(Based on my questions previously, Now, please guess! what topic are we going to discuss today?)
d. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

(Yaitu materi tentang ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks
penggunaannya.
2. Kegiatan Inti (65 menit)
Mengamati
a. Siswa mendengarkan dan membaca banyak kalimat yang menyatakan pendapat dan pikiran,
agreement dan disagreement sesuai dengan konteks penggunaannya.
b. mengikuti interaksi tentang pendapat dan pikiran, agreement dan disagreement sesuai dengan
konteks penggunaannya.
c. Siswa menirukan contoh-contoh kalimat yang menyatakan pendapat dan pikiran, sesuai dengan
konteks penggunaannya.
d. Siswa mengidentifikasi kalimat yang menyatakan pendapat dan pikiran, sesuai dengan konteks
penggunaannya.
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai
ungkapan menyatakan pendapat dan pikiran, agreemen dan disagreement sesuai dengan konteks
penggunaannya.
Mengolah
a. Siswa mengidentifikasi ungkapan tentang menyatakan pendapat dan pikiran, agreement dan
disagreement secara kelompok.
b. Siswa menafsirkan sesuatu berdasarkan opini
Menyajikan
c. Siswa melaporkan hasil kerja kelompok secara lisan tentang ungkapan menyatakan pendapat dan
pikiran, agreement dan disagreement.
d. Siswa melakukan interview berdasakan format yang diberikan.
e. Siswa mengkomunikasikan
3. Penutup (10 menit)
Siswa diberi tugas untuk mencari dari sumber lainnya seperti teksbook dan internet yang berisi
ungkapan menyatakan pendapat dan pikiran, agreemen dan disagreement sesuai dengan konteks
penggunaannya.
G. PENILAIAN
1. Jenis/teknik penilaian
tes tulis dan tes kinerja
Penilaian proses berlangsung selama pembelajaran berlangsung yang dimulai sejak aktivitas
mengamati, menanya, mengeksplorasi, mengasosiasi hingga mengkomunikasikan.
Sikap:
observasi, penilaian diri, teman sejawat
(capaian siswa dinilai oleh guru, siswa sendiri dan temannya dengan menggunakan daftar cek atau
skala penilaian (rating scale) yang disertai rubrik.
Jurnal, di dalam dan luar kelas, berupa catatan pendidik.
Guru mengobservasi dan mencacatat perilaku siswa yang mencakupi sikap dan keterampilannya
Pengetahuan:
Pengetahuan siswa tentang struktur teks, unsur kebahasaan dievaluasi dengan menggunakan tes

tulis/lisan & penugasan (PR)

Keterampilan:
Unjukkerja/Praktik, jurnal.
2. Bentuk instrumen dan instrumen
Format interview tentang ungkapan menyatakan pendapat dan pikiran, agreement dan disagreement
sesuai dengan konteks penggunaannya.
3. Pedoman penskoran
Rubrik
a. Aspek Sikap
No. Butir Sikap Deskripsi Perolehan skor
1. Jujur 5: selalu jujur
4: sering jujur
3: kadang-kadang jujur
2: jarang jujur
1: tidak pernah jujur
2. Bertanggung jawab 5: selalu tanggung jawab
4: sering tanggung jawab
3: kadang-kadang tanggung jawab
2: jarang tanggung jawab
1: tidak pernah tanggung jawab
3. Kerjasama 5: selalu kerjasama
4: sering kerjasama
3: kadang-kadang kerjasama
2: jarang kerjasama
1: tidak pernah kerjasama
4 Disiplin 5: selalu disiplin
4: sering disiplin
3: kadang-kadang disiplin
2: jarang disiplin
1: tidak pernah disiplin
5 Percaya diri 5: selalu percaya diri
4: sering percaya diri
3: kadang-kadang percaya diri
2: jarang disiplin percaya diri
1: tidak pernah percaya diri
b. Aspek Pengetahuan
No. Butir Sikap Deskripsi Perolehan skor
1. Pengucapan 5 = Hampir sempurna
4 = ada kesalahan tapi tidak mengganggu makna
3 = ada beberapa kesalahan dan mengganggu makna
2 = banyak kesalahan dan mengganggu makna
1 = terlalu banyak kesalahan sehingga sulit dipahami
2. Intonasi 5 = Hampir sempurna
4 = ada kesalahan tapi tidak mengganggu makna
3 = ada beberapa kesalahan dan mengganggu makna
2 = banyak kesalahan dan mengganggu makna

1 = terlalu banyak kesalahan sehingga sulit dipahami

3. Ketelitian 5 = sangat teliti
4 = teliti
3 = cukup teliti
2 = kurang teliti
1 = tidak teliti
4. Pemahaman 5 = sangat memahami
4 = memahami
3 = cukup memahami
2 = kurang memahami
1 = tidak memahami
c . Aspek Keterampilan
No. Butir Sikap Deskripsi Perolehan skor
1. Melakukan tindak komunikasi yang tepat 5 = Selalu melakukan kegiatn komunikasi yang tepat
4 = Sering melakukan kegiatan komunikasi yang tepat
3 = Beberapa akli melakukan kegiatan komunikasi yang tepat
2 = Pernah melakukan kegiatan komunikasi yang tepat
1 = tidak pernah melakukan kegiatan komunikasi yang tepat

KI 1: Living and practice the teachings of their religion

KI 2: Living and practicing honest behavior, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsive and proactive and demonstrate behaviors as part of a solution to various problems in
interacting effectively with the social environment and nature and the place itself
as a reflection of the nation in the association's
KI 3: Understanding, applying, analyzing factual knowledge, conceptual,
procedural, and metacognitive by curiosity about science, technology, art,
culture, and humanities with human insight, national, state, and civilizationrelated causes of phenomena and events, as well as apply procedural knowledge
in a specific field of study according to their talents and interests to solve the
problem.
KI 4: Rework, reasoning, and menyaji in the realm of concrete and abstract
domains associated with the development of the learned in school
independently, act effectively and creatively, and be able to use the method
according to the rules of science
BASIC COMPETENCE AND INDICATORS
Basic Competencies
3.2. Analyzing social functions, text structure, and linguistic elements in the
expression of opinion and thought, agreement and disagreement in accordance
with the context of its use.

indicators:
a. Students understand the social function, the structure of the text, and
linguistic elements to express their opinions and thoughts, agreement and
disagreement in accordance with the context of its use.
b. Students identify social functions, text structure, and linguistic elements to
express their opinions and thoughts, agreement and disagreement in accordance
with the context of its use.
c. Students applying social functions, text structure, and linguistic elements to
express their opinions and thoughts, agreement and disagreement in accordance
with the context of its use.
4.2. Develop oral and written texts to express and respond to an expression of
opinion and thought, agreement and disagreement with regard social function,
the structure of the text, and linguistic elements, correct and appropriate
context.
indicators:
Students prepare oral and written texts to express and respond to expressions of
opinions and thoughts, agreement and disagreement in accordance with the user
context by taking into account the social function, the structure of the text, and
linguistic elements, correct and appropriate context.
B. OBJECTIVES LEARNING
Students skilled use of the expression of opinion and thought, agreement and
disagreement with regard social function, the structure of the text, and linguistic
elements, correct and appropriate context.
C. LEARNING MATERIALS
"Text oral and written expression of opinion and thought, agreement and
disagreement with regard social function, the structure of the text, and linguistic
elements, correct and appropriate context.
1. Social Functions:
Maintain interpersonal relationships with teachers, friends, and others.
2. The structure of the text.
Yuli: I think Rina's answer to the question is not right. It should be 'vinegar'.
Vivi: I think it is 'vinegar' too, not 'wine'.
Yani: In my opinion, our volley ball team needs a new coach. Mr. Zulfan can not
handle too many teams himself.
Firda: I agree with you.

Grace: Our English should be more active, I suppose. Why do not we meet three
times a week?
Rully: I agree, but after the final exam. Now we are very busy preparing for it.
linguistic elements
(1) The vocabulary related to extracurricular activities, school work,
environmental hygiene, etc.
(2) Grammar: simple past tense, simple present tense present perfect tense.
(3) The phrase: I think ... I suppose ... In my opinion ..., agree, diasagree, etc.
(4) The auxiliary verb capital: need, should, will, etc.
(5) Speech, word stress, intonation
(6) Spelling and punctuation
(7) Handwriting
D. METHOD OF LEARNING
1. Approach: Scientific approach
2. Model: Discovery learning
3. Techniques: Interviewing partner
E. MEDIA, EQUIPMENT, AND LEARNING RESOURCES
1. Media: Real things
2. Equipment: whiteboard.
3. Learning Resources: Curriculum 2013, VOICE TEACHER, text books.
F. STEPS OF LEARNING
MEETING-1
1. Introduction Activity (15 minutes)
a. Greetings and pray together
b. Provide motivation to learn
c. Giving brainstorming form of questions that are appropriate to the material
that will be presented as:
- Can you guess something in my box? Please guess!
It's not the bomb !!! Well, let me open the box.

- What is it? Yes it's a scarf.

- What color is it?
- What do you think if I wear this gray
Explaining the purpose of learning or basic competencies to be achieved.
(Based on my questions previously, Now, please guess! What topic are we going
to discuss today?)
d. Delivering a range of material and explanations descriptions of activities
appropriate syllabus.
(Ie the material of expression of opinion and thought, according to the context of
its use.
2. Core Activities (65 minutes)
observe
a. Students listen to and read many sentences that express opinions and
thoughts, agreement and disagreement in accordance with the context of its use.
b. follow the interaction of opinions and thoughts, agreement and disagreement
in accordance with the context of its use.
c. Students imitate examples of sentences that express opinions and thoughts, in
accordance with the context of its use.
d. Students identify sentences that express opinions and thoughts, in accordance
with the context of its use.
questioning
With the guidance and direction of the teacher, the students questioned, among
others, the differences between the various expressions of opinion and thoughts,
agreemen and disagreement in accordance with the context of its use.
process
a. Students identify the expression of expression and thought, agreement and
disagreement in the group.
b. Students interpret something based on opinions
present
c. Students report the results of group work orally on expression of opinion and
thought, agreement and disagreement.
d. Students conduct interviews Based given format.
e. students communicate

3. Conclusion (10 minutes)

Students are given the task to find from other sources such as textbooks and the
Internet that contains expressions of opinion and thoughts, agreemen and
disagreement in accordance with the context of its use.
G. ASSESSMENT
1. Type / assessment techniques
- A written test and a performance test
Assessment takes place during the learning process that began observing the
activity, ask, explore, associate to communicate.
attitude:
- Observation, self-assessment, peer
(achievement of students assessed by teachers, students themselves and friends
by using the check list or assessment scale (rating scale) that accompanied the
rubric.
- Journal, inside and outside the classroom, such as notes educators.
Teachers observe and mencacatat student behavior that includes the attitudes
and skills
knowledge:
Students' knowledge about the structure of the text, linguistic elements
evaluated using a written test / oral and assignment (PR)
skills:
Unjukkerja / Practice, the journal.
2. The shape of the instrument and the instrument
The format of the interview on the expression of opinion and thought, agreement
and disagreement in accordance with the context of its use.
3. Guidelines scoring
rubric
a. aspects attitude
No. Item Description Acquisition attitude scores
1. Honest 5: always honest
4: often honest

3: sometimes honest
2: rarely honest
1: never honest
2. Responsible 5: always the responsibility
4: often the responsibility
3: sometimes responsibilities
2: rarely responsibility
1: never responsibilities
3. Cooperation 5: always cooperation
4: frequent cooperation
3: sometimes cooperation
2: rarely cooperation
1: never cooperation
4 Discipline 5: always discipline
4: often discipline
3: sometimes discipline
2: rarely disciplined
1: never disciplined
5 Confident 5: always confident
4: often confident
3: sometimes confidence
2: rarely disciplined confidence
1: never confident
b. aspects of Knowledge
No. Item Description Acquisition attitude scores
1. Pronunciation 5 = Almost perfect
4 = no error but does not interfere with meaning
3 = there are some errors and disturbing meaning

2 = many errors and disturbing meaning

1 = too many mistakes so elusive
2. Intonation 5 = Almost perfect
4 = no error but does not interfere with meaning
3 = there are some errors and disturbing meaning
2 = many errors and disturbing meaning
1 = too many mistakes so elusive
3. Accuracy 5 = very thorough
4 = meticulous
3 = fairly thorough
2 = less scrupulous
1 = not careful
4. Understanding 5 = very understanding
4 = understand
3 = quite understand
2 = less understand
1 = not understand
c. aspects Skills
No. Item Description Acquisition attitude scores
1. Committing a proper communication 5 = Always do right communication
kegiatn
4 = Often conducting proper communication
3 = Some akli conducting proper communication
2 = Never proper communication activities
1 = never appropriate communication activities