RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Lecturer: Neor Indahyati, SPd.

By:

TURHAENI (08004383)

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY AHMAD DAHLAN UNIVERSITY YOGYAKARTA 2011

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan Mata pelajaran Kelas Semester Alokasi Waktu I. : SMKN 4 Yogyakarta : Bahasa Inggris : XI PW1 : Genap : 2 x 45 menit :

Standar Kompetensi Mendengarkan

2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
II.

Kompetensi Dasar

2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: report,narrative, dan analytical exposition.

III.

Indikator

Mengidentifikasi kalimat-kalimat simple past Menceritakan kejadian pada gambar Bercerita tentang pengalaman/peristiwa Merespon peristiwa yang didengar

IV.

Tujuan Pembelajaran : a. Siswa mampu mengidentifikasi kalimat-kalimat simple past. b. Siswa mampu mengungkapkan pengalaman dan peristiwa secara lisan. c. Siswa mampu merespon pengalaman/peristiwa yang didengar dengan menjawab pertanyaan.

V.

Materi Pembelajaran

1. Text Report
REPORT

To describe the way things with reference to arrange or natural phenomena or sociocultural phenomena in the environment Structures :

General classification Description (part, habit, qualifications, etc) Features :

Focus on generic participants Using simple tense Using being/having clauses Example: Whales Whales are sea-living mammals. They there fore breathe air with their lungs but cannot survive on land. Some species are very large indeed and the blue whale, which can exceed 30 m in length, is the largest animal to have lived on earth. Superficially, the whale looks rather like a fish, but there are important differences in its external structure; its tail consists of a pair of broad, flat horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shiny and beneath it lies at layer of fat (blubber). This is up to 30 m in thickness and serves to conserve heat and body fluids. VI. Metode Pembelajaran : Penugasan Diskusi Tanya Jawab title General clasification

Description

VII.

Kegiatn Pembelajaran 1. Kegiatan Pendahuluan a. Menyiapkan perlengkapan pembelajaran b. Memberi salam (Greeting) c. Menertibkan siswa d. Memberi motivasi 2. Kegiatan Inti

Mendiskusikan kejadian pada sebuah cerita dalam kelompok yang terdiri dari 2/3 orang. Menceritakan kejadian pada cerita di kelompok pertama kepada anggota lain di kelompok baru. Mendiskusikan urutan kejadian pada cerita yang diceritakan masing-masing anggota kelompok. Mempresentasikan cerita kelompok tentang cerita dalam teks report secara sambung menyambung.

Modeling of the text.

Mendengarkan cerita asli dari kejadian pada gambar yang didiskusikan. Mendiskusikan perbedaan teks lisan dan tulisan dengan teman sebangku. Mengidentifikasi makna gagasan dari teks recount yang didengar secara individu Mengidentifikasi langkah-langkah retorika dari teks recount dengan cara mendiskusikannya dalam kelompok. Secara berkelompok mengidentifikasi penanda wacana pada teks report. Masing-masing peserta didik menceritakan pengalaman mereka

1. Memberikan penugasan untuk pertemuan berikutnya.

3. Kegiatan Penutup 1. Bersama-sama dengan siswa menyimpulkan topik pembelajaran 2. Memberikan tugas tindak lanjut.

VIII.

Sumber Belajar

Alat : tape dan kaset

Bahan: teks lisan berbentuk Report Sumber : 1. Listen to me : beginning Listening, speaking and pronounciation 2. Intermediate grammar: from form to meaning and Use

IX.

Penilaian 1. Pedoman penskoran a. Jenis penilaian individual b. Bentuk penilaian: tes tertulis c. Instrument soal: Listen and trhe answer the questions!

There are millions of plans and animals living in the sea. Most of the plants and animals living in the oceans are extremely small and float near the surface of the water in their thousands. They are food for huge numbers of small animals that also live near the surface. Together they are all known as plankton. Many fish feed on this plankton, including one of the largest, the whale shark. Despite their great size, certain whales live entirely on plankton. The blue whale is the largest animal ever to live. It grows to a length of over 100 feet. The Humpback whale is a smaller kind and has long flippers. It can jump right out the water. The Californian grey whale makes long migrations every year it-spends the summer feeding in the Arctic but swims south to the warmer waters off the coast of Mexico in the winter. The females give birth in the shallow, warm water there. Many of the fish in the sea may be eaten by other meat-eaters. Sharks, for example, are some of the fastest hunters, although not all of them eat other fish. Deep down in the oceans live many strange fish. It is so dark down there that many of these fish have light on them, which are used for attracting smaller fish for the larger ones to eat.

Jellyfish are peculiar-looking creatures ranging in size from a fraction of an inch to 6 feet across. They do not really swim but drift in the currents of the open oceans. Although they contain a powerful sting, they are often eaten by turtles. Turtles are reptiles that spend most of their eggs on sandy beaches. The question

1. What type of the text is used by the writer? a. Report b. Recount c. Narrative d. News item e. Descriptive 2. The text structure (generic structure) of the above text is. a. Thesis Arguments Recommendation b. Abstract Orientation Events Code c. General calcification Description d. Orientation series of events Conclusion e. Introduction Argument for argument again conclusion 3. Paragraph three tells us about.. a. The life of whales b. The size of whales c. The movement of whales d. Three kinds of whales e. The migration of whales 4. Which statement is TRUE according to the text? a. The turtles eat jellyfish b. The turtles lay their eggs in the seabed

c. The sharks possess a powerful sting d. The Californian grey whales immigrate to the Arctic in the winter e. The humpback whale is the largest animal in the sea 5. The communicative purpose of this text is.. a. To describe the food of animals in the sea b. To share an experience with the others c. To inform the readers where the female whales give birth d. To tell the readers that millions of plants and animals live in the sea e. To tell the readers about the color of the largest animal in the sea 6. The word despite in paragraph two could be replaced by.. a. Therefore b. Referring to c. Referring to d. Expect e. Instead of 7. What kind of tense used in the text? a. Past tense b. Simple present tense c. Present and past tense d. Present perfect tense e. Past perfect tense 8. Paragraph 1 of the text above is called. a. Reaction b. Orientation c. Complication

d. General classification e. Description 9. Which one is called general participant? a. Food b. Huge numbers c. the largest animal d. jump right e. the summer feeding 10. The language features of the text are. a. Focus on generalized human agents, use of simple present, temporal conjunctive relations, material clause b. Focus on individualized participants, use of material processes, circumstances of time and place. c. Focus on generic participants, use of simple present, no temporal sequence, use of being and having clauses d. Focus on individualized participants, use of past tense, focus on a temporal sequence of events, use of material e. Focus on specific participant, past tense, temporal conjunctions, use material processes. Penskoran: Kunci jawaban 1. A 2. C 3. A 4. A 5. A 6. C 7. B 8. D 9. A 10. C Skor

10 10 10 10 10 10 10 10 10 10

Skor maksimal pedoman penilaian : a. skor maksimal : 100 b. nilai yang diperoleh :

= 100

skor yang diperoleh nilai akhir = skor maksimal X bobot

Yogyakarta, 27 April 2011 Mengetahui Dosen Mahasiswa

Noer Indahyati, SPd. Nip. 19701227 200701 2 008

TURHAENI Nim. 08004383

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan Mata pelajaran Kelas Semester Alokasi Waktu X. : SMKN 4 Yogyakarta : Bahasa Inggris : XI PW1 : Genap : 2 x 45 menit :

Standar Kompetensi Berbicara

3. Mengungkapkan makna dalam percakapan transaksional interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari. XI. Kompetensi Dasar 3.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan Interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: memberikan masukan dan memberi peringatan.

XII.

Indikator memahami cara memberikan masukan mengidentifikasi makna tindak tutur memberi masukan merespon rasa simpati (how to express sympathy) memberikan masukan secara lisan

XIII.

Tujuan Pembelajaran Pada akhir pembelajran diharapkan : a. Siswa mampu memahami cara memberikan masukan b. Siswa mampu mengidentifikasi makna tindak tutur memberi masukan c. Siswa mampu merespon cara expresi sympathy d. Siswa mampu memberikan masukan secara lisan

XIV.

Materi pembelajaran

Problem and Advice a. How to ask someone about his/her problem When you ask someone about his/her problem, here are some phrases you can use:

the matter? Wrong? Whats You look a bit Worried, (Ardi) upset Is anything? Up? the problem? The matter? Wrong? Bothering you? To which the person can answer: I have got a pain in my back. Or yes, I have just lost my job. 1. You look a bit worried, Ardi. Whats the matter? 2. You look a bit upset, Jane. Is anything wrong? 3. ..

b. How to express sympathy When you hear of a problem, you can respond sympathetically by using one of the following phrases: ImAwful!to hear that. sorry I had no idea. Poor you! Terrible! Oh,dear! You poor thing Oh A pity! Thats A a What shame! Pity!

A bit of bad Shame! luck! Oh, no! now Dreadful! A blow! Awful!

1. Oh, Im sorry to hear that. 2. Oh, what a pity! 3. . c. How to give positive advice Problem: I have got a pain in my back.

Why dont you If I were you Id I suggest you I would advice you to You should I think You ought to Youd better (go and see adoctor)

Ability and inability Ability - Can V1/be - To be able to. - To be capable to/of - Has/have ability to/of ability There is a chance of /that. Example: I can do all the test well. Inability - Cant V1/be - To be able to(to be unable to) - To be incapable to/of - Has/have incapability/inability to/of There is no chance of/that

I cant repair my computer by myself.

XV.

Metode Pembelajaran Discussion, Practice and Production

XVI.

Kegiatan pembelajaran 1. Kegiatan pendahuluan Salam (Greeting) Presensi Apersepsi Menyampaikan materi pelajaran Menyebutkan tujuan pembelajaran 2. Kegiatan inti Guru memusatkan perhatian siswa Guru menjelaskan tentang Problem and advice dan ability/inability Guru menyuruh siswa untuk praktek tentang materi diatas Guru menyuruh siswa untuk berdiskusi tentang tugas yang diberikan guru 3. Kegiatan penutup Bersama-sama debgan siswa menyimpulkan topik pembelajaran. Memberikan tugas tindak lanjut. Memberikan nasehat. Salam penutup

XVII.

Sumber belajar Lembar kerja siswa: (page5-8) Learning English Grammar

XVIII.

Penilaian

Teknik : non test Bentuk penilaian : individual Instrument soal:

Muhmmad is attending an English speech contest, he meets his friend, Ali who has just given speech.

Muhammad Ali

: Hi, are you ready to speech in front of the audience? : Yes, of course, as I have practiced before.

Muhammad : You are capable of attracting the audience to your speech. Im sure, youll be the winner. Ali : Thank you I hope you are right. I have prepared it well. Do you want to be a good speaker? Muhammad : Certainly, Ive been taking an course of English since I was in elementary school and I hope I am capable of speaking if fluently. Ali : to be able to speak English fluently needs a lot practice it regularly. Muhammad : There is no chance for me to practice it, as I have no friend whom I can talk regularly. Ali : Well, Ill help you, you can practice it with me whenever you like. Lets give me your address. Muhammad Ali : Its good idea. Here is my address. : Thank you.

Answer the questions below correctly! 1. Where does the conversation take place? 2. Who is Ali and Muhammad? 3. I there any chance for Ali to win the competition? Why? 4. Can Muhammad practice speaking English?

5. Who will help Muhammad?

Kriteria penilaian:

Format penilaian
No. 1. Kesesuaian

Aspek penilaian

Skor

Tata bahasa dan kosa kata tepat Tata bahasa dan kosa kata kadangkadang kurang tepat dan tidak mempengaruhi makna Tata bahasa dan kosa kata kurang tepat dan mempengaruhi makna o Tata bahasa dan kosa kata sulit dipahami.
o

5 4 3 2 1

Diam
5 4 3 2 1 10

2.

Pengucapan

Sangat jelas dan mendekati penutur asli. Sangat jelas walaupun dengan aksen bahasa ibu. Kurang jelas dan mempengaruhi makna. Tidak jelas dan menghilangkan sebagian makna Tidak jelas dan tidak bermakna

Jumlah

Yogyakarta, 27 April 2011 Mengetahui Dosen Mahasiswa

Noer Indahyati, SPd. Nip. 19701227 200701 2 008

TURHAENI Nim. 08004383

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan Mata pelajaran Kelas Semester Alokasi Waktu : SMKN 4 Yogyakarta : Bahasa Inggris : XI PW1 : Genap : 2 x 45 menit

I. Standar kompetensi Membaca

5. Memahami makna teks fungsional pendek dan esai berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

II. Kompetensi dasar 5.2 merespon makna dari langkah retorika dalam esai yang menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk report, narrative, dan analytical exposition.

III. Indikator Membaca nyaring teks berbentuk narrative dengan ucapan dan intonasi yang tepat. Menjawab pertanyaan pemahaman berdasarkan teks bacaan dengan pengucapan, lafal, dan intonasi yang tepat. Melengkapi susunan kalimat dengan tepat

IV. Tujuan pembelajaran Pada akhir pembelajaran diharapkan : a. Siswa dapat membaca nyaring teks berbentuk narrative dengan ucapan dan intonasi yang tepat. b. Siswa dapat menjawab pertanyaan pemahaman berdasarkan teks bacaan dengan pengucapan , lafal, dan intonasi yang tepat. c. Siswa dapat melengkapi susunan kalimat dengan tepat. V. Materi pembelajaran Simple past tense Vs Past Continuous tense Simple past tense : The simple past tense is used to talk about activities or situations that began and ended at a particular time in the past. (+) : subject+ verb II + object (-) : subject + did+ not + verb I + object (?) : did + subject +verb I + obejct

Example: 1. She read this book. = verbal S V2 O so happy. = nominal V2

2. They were S 3. He S to be

didnt bring his bag. =verbal to be V1 O

(+) : He wrote a letter. (-) : he did not write a letter. (?) : did he write a letter?

Adverbial of time : yesterday, last night, two days ago, in 1975,etc.

VI. Metode pembelajaran Penugasaan, Diskusi, Tanya jawab VII. Kegiatan pembelajaran 1. Kegiatan pendahuluan Salam (Greeting) Presensi Apersepsi Menyampaikan materi pelajaran Menyebutkan tujuan pembelajaran 2. Kegiatan inti

Guru memusatkan perhatian siswa Guru menjelaskan tentang simple past tense Siswa membaca tentang materi diatas Guru menyuruh siswa untuk berdiskusi tentang tugas yang diberikan guru

VIII.

Sumber belajar Kreatif Bahasa Inggris (page 8 and 14) Learning English Grammar

IX. Penilaian Jenis penilaian : individual Bentuk penilaian : test tertulis

Instrument soal: Read the following story carefully!

The town Mouse and the Country Mouse

Once upon a time a Town Mouse went on a visit to his cousin in the country. He was rough and ready , this cousin, but he loved his town friend and made him heartily welcome. Beans and bacon, cheese and bread, were all he had to offer, but he offered them freely. The Town Mouse rather turned up his long nose at this country fare, and said, I cannot understand, Cousin, how you can put up with such poor food as this, but of course you cannot expect anything better in the country; come you with me and I will show you how to live. When you have been in town a week you will wonder how you could ever have stood a country life. no sooner said than done: the two mice set off for the Town and arrived at the Town Mouses residence late at eight. you will want some refreshment after our long journey, said the polite Town Mouse, and took his friend into the grand dining room. There they found the remains of a fine feast, and soon the two mice were eating up jellies and cakes and all that was nice. Suddenly they heard growling and barking. what is that? said the country Mouse. it is only the dogs of the house, answered the other. Only! said the Country Mouse. I do not like that musics at my dinner. Just at that moment the door flew open, in came two huge mastiffs, and the two mice had to scamper down and run off. Goodbye, Cousin, said the Country Mouse, What! Going so soon? said the other, yes he replied, better beans and bacon in peace than cakes and ale in fear.

Find the meaning of the following words! 1. Turn up 2. Put up 3. Set off 4. Fare : : : : 6. Feast 7. Grand 8. Growling 9. Scamper 10. Run off : : : : :

5. Refreshments :

Answer the following questions based on the text above!

1. Where did the Town Mouse go? .. 2. Why did the Town Mouse turn up his long nose at the country fare? . 3. What did they do in the grand dining room? .. 4. Why did the country Mouse go so soon? ..

pedoman penilaian : c. skor maksimal : 100 d. nilai yang diperoleh : skor yang diperoleh nilai akhir = skor maksimal X bobot

Yogyakarta, 27 April 2011 Mengetahui, Dosen Mahasiswa

Noer Indahyati, SPd. Nip. 19701227 200701 2 008

TURHAENI Nim. 08004383

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan Mata pelajaran Kelas Semester Alokasi Waktu I. : SMKN 4 Yogyakarta : Bahasa Inggris : XI PW1 : Genap : 2 x 45 menit

Standar Kompetensi Menulis

6. mengungkapkan makna dalam teks esai berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.

II.

Kompetensi dasar

6.1 mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dan lain-lain) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari.

6.2 mengungkapkan makna dan langkah retorika dalam esai dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition.

III.

Indikator Menuliskan kalimat dalam bentuk paragraph dengan ejaan yang tepat. Menulis teks fungsional pendek dengan ejaan yang tepat. Menyusun paragraph pendek dengan benar Melengkapi kalimat dalam tabel

IV.

Tujuan pembelajaran 1. Siswa dapat menuliskan kalimat dalam bentuk paragraph dengan ejaan yang tepat. 2. Siswa dapat menulis teks fungsional pendek dengan ejaan yang tepat. 3. Siswa dapat menyusun paragraph pendek dengan benar. 4. Siswa dapat melengkapi kalimat dalam tabel yang diberikan guru.

V.

Materi pembelajaran Expressing Agreement and Disagreement When we are in conversation with others, sometimes we agree or disagree with their statements or opinions. A statement or a question tag may invite agreement.

Examples: its a very beautiful scenery, isnt it? In my opinion, we need a teacher to solve our problem. The following are expressions of agreement and disagreement.

Agreement
-

Yes, it is/it has/etc. (if question tag)

- Thats true/right/fine

Yes, I agree (with you) Yes, I suppose so/guess I think so. I absolutely agree. I (quite) agree. I dont have any objections. I have the same idea as you Im sure youre right.

- Thats exactly what I think - Youre (quite) right - Youre (absolutely) right - Im afraid so. - Yes, definitely. - Absolutely - exactly (so)/precisely - that makes sense

Disagreement VI. I see your point, but.. I see what you mean, but. Yes, but on the other hand . Yes, maybe, but.. You may be right, but. To some extent, yes, but. No, I dont think thats right. - I dont think so. - I dont agree (with you) - Im not sure I agree with you. - I doubt it. - I dont get along with it - I disagree/ I dont agree - That doesnt make sense.

Metode pembelajaran Penugasan, Diskusi, Tanya jawab

VII.

Kegiatan pembelajaran 3. Kegiatan pendahuluan Salam (Greeting) Presensi Apersepsi Menyampaikan materi pelajaran

Menyebutkan tujuan pembelajaran 4. Kegiatan inti

Guru memusatkan perhatian siswa Guru menjelaskan tentang Expressing Agreement and Disagreement Guru memberikan tugas untuk siswa memberikan pendapatnya dalam bentuk tulisan pada tabel Guru menyuruh siswa untuk berdiskusi tentang tugas yang diberikan guru

VIII.

Sumber belajar Kreatif Bahasa Inggris (page 8 and 14) Learning English Grammar

IX.

Penilaian Jenis penilaian : individual Bentuk penilaian : test tertulis Instrument soal: Fill the Blank! No. 1. 2. 3. 4. 5. Options Going to the beach. Some white people want their skin brown. Going to the Zoo. Going by bicycle. Going by Car Ardy Agree sinthya disagree Ardys reason Sinthyas Reason

Give a tick() in the blank which you agree or disagree with the statements given. Then, write your reasons! No. Options Disagree Agree Reasons

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Hamster is an interesting pet. Many people hate snakes. In holidays people like going to the zoos. Having a pet is interesting hobby. Some zoos in Indonesia are dirty. Going to the zoo is a cheap vacation. Fishing is fun. Indonesia has some beautiful sea. Fish is good for health. Cat is a cute animal.

pedoman penilaian : Setiap jawaban benar skor: 2

e. skor maksimal : jumlah soal x skor benar= 30 f. nilai yang diperoleh : skor yang diperoleh nilai akhir = skor maksimal Yogyakarta, 27 April 2011 X 10

Mengetahui Dosen Mahasiswa

Noer Indahyati, SPd. Nip. 19701227 200701 2 008

TURHAENI Nim. 08004383