RPP kurikulum 2013 bahasa inggris narrative text

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah                        : SMA Negeri 2 Kejuruan Muda

Mata Pelajaran             : Bahasa Inggris

Kelas/ Semester           : X/1

Materi Pokok              : Teks Narrative lisan dan Tulis (Cerita Rakyat Sederhana)

Alokasi Waktu             : 2 x 45 menit

A.    Kompetensi Inti

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 menunjukkan 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 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, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B.     Kompetensi Dasar dan Indikator

1.1  Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

1.2  Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam  melaksanakan komunikasi fungsional.

1.3  Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.

Ø  Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita rakyat

Ø  Siswa dapat mengidentifikasi unsur sosial cerita rakyat

Ø  Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita rakyat

Ø  Siswa dapat mengidentifikasi unsur kebahasaan dalam cerita rakyat

1.4  Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana.

Ø  Siswa dapat menjawab pertanyaan terkait dengan teks cerita rakyat yang dibaca

Ø  Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca baik secara lisan dan tertulis.

C.    Tujuan Pembelajaran

Setelah mempelajari materi ini, siswa diharapkan mampu:

1.      Menunjukkan kesungguhan belajar bahasa Inggris terkait teks narrative sederhana berbentuk cerita rakyat.

2.      Menunjukkan perilaku peduli, percaya diri dan tunggungjawab dalam melaksanakan komunikasi terkait teks narrative sederhana berbentuk cerita rakyat

3.      Mengidentifikasi fungsi social, struktur teks dan unsure kebahasaan dari teks narrative sederhana berbentuk cerita rakyat.

4.      Merespon makna teks narrative sederhana berbentuk cerita rakyat.

D.    Materi Pembelajaran

Konsep                      

 Teks Naratif                       :  The Story of Lake Toba

Purpose : To amuse, entertain and to deal with actual or various experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds 2 resolution.

Struktur teks naratif          :

Orientation: biasanya bagian ini berisi tentang pengenalan tokoh setting tempat/ latar, waktu.

Complication: berisi tentang awal mula terjadinya masalah dan konflik-konflik yang dialami tokoh utama.

Resolution: berisi tentang penurunan/ penyelesaian masalah dari konflik yang terjadi

The language features of narrative text are:

·         Focus on specific and usually individualized participants

·          Use of material process, behavioral, and verbal process.

·         Use of temporal conjunction and temporal circumstance

·          The text emphasizes on the presence of the time order

·         The text usually use simple past tense

·         It uses chronological order

·         It uses action verbs

·         It usually found the presence of dialogue

E.      Metode Pembelajaran

Method : Suggestopedia dan Task Based Instruction

F.     Media, Alat, dan Sumber Pembelajaran

 Media :  Video tentang teks naratif “The Legend of Lake Toba”

Alat     :  LCD Proyektor, Laptop,speaker dan lembar kerja siswa tentang teks naratif “The Story of Lake Toba”

G.    Sumber Pembelajaran:

·         http://englishstory83.blogspot.com/2008/09/social-function-narrative.html

·         http://en.wikipedia.org/wiki/Text_types#Narrative_text_type

·         http://shared777.blogspot.com/2014/02/narrative-text-

H.    Langkah-langkah pembelajaran

Tahap	Kegiatan Belajar	Alokasi waktu
	Kegiatan Awal
Pendahuluan	·         Siswa membalas salam dari guru. ·         Siswa menjawab presensi dari guru ·         Siswa berdo’a sebelum melakukan kegiatan belajar mengajar ·         Siswa merespon pertanyaan dari guru berkenaan dengan kebiasaan mendengarkan dongeng di masa kecil ·         Siswa merespon contoh gambar berupa kancil untuk mengingat kembali ·         Guru menjelaskan pengetahuan umum tentang teks narrative kepada kepada siswa guna memberikan background knowledge agar siswa lebih mudah mecerna teks yang dijelaskan.	10 minutes
	Kegiatan Inti	70 minutes
1.	Guru mulai memutar video tentang The story of Toba Lake
2.	Guru menunjukan kronologi cerita “The story of Toba Lake” menggunakan gambar berwarna
3.	Guru mulai mengarahkan siswa untuk menulis cerita tentang “The story of Toba Lake” dengan menggunakan kata-kata yang menjadi sinyal dalam teks narrative
4.	Guru menuliskan kata-kata yang menjadi sinyal dalam teks narrative “The story of Toba Lake” Seperti : Once upon a time, Since that day,  As soon as, e.t.c
5.	Guru membagikan gambar kronologi kisah “The Story of Toba Lake” dan menyuruh siswa untuk menulis kisah itu menjadi sebuah paragrap naratif sesuai arahan atau bimbingan dari guru
	Penutup	10 Menit
1	Guru mengarahkan siswa untuk dapat menulis dengan pikiran yang nyaman dan percaya diri sehingga tulisan mereka bagus sesuai instruksi yang diberikan

I.       Penilaian

1.      Jenis/Tehnik Penilaian

    Sikap (melalui rubrik pengamatan sikap selama pembelajaran)

    Penilaian tulisan melalu rubrik penilaian tulisan

Content	30
Organization	20
Vocabulary	20
Syntax	25
Mechanics	5
Total	100

                                                           

RPP speaking skill kelas IX semester 2

LESSON PLAN

Name of School                   :           SMP Negeri 1 Kejuruan Muda

Subject                                   :           English

Grade/Semester                   :           IX/2

Theme                                    :           Expression of Politeness

Language Skill                     :           Listening - Speaking

Time Allotment                   :           6 x 40 minutes (2 times meeting)

A.    Competence Standard

 

Listening

Understanding the meaning in simple short oral interpersonal and transactional dialogue to interact in daily life context

Speaking

Expressing the meaning in simple short oral interpersonal and transactional dialogue to interact in daily life context

B.    Basic Competence

Responding the meaning that found in simple short interpersonal (to socialize) and transactional (to get things done) accurately, fluently, and sustained to interact in daily life context that involves the utterances of asking and giving politeness, and expressing and responding hesitation

Expressing the meaning that found in simple short interpersonal (to socialize) and transactional (to get things done) accurately, fluently, and sustained to interact in daily life context that involves the utterances of asking and giving politeness, and expressing and responding hesitation.

C.    Learning Objectives

 

     After participating in teaching-learning activity, students are able:

1.    To do a communicative interact in interpersonal and transactional meaningful and sustained dialogue

2.    To respond the expression of asking and giving politeness and unpoliteness enthusiasticly

3.    To ask and answer enthusiasticly about  asking and giving politeness

4.    To communicate to others by using the expression

D.    Learning Material

Expression of  politeness	Responses
-    Could you + V1 -    Please,V1 -    Would you mind repeating that ? -    Sorry, what did you say ? More examples -    Would you please pass me my dictionary ? -     Could you give me the information about your friend’s identity, please ! -    Do you mind accompanying me to the supermarket ? -    Would you please open the door ? -    Do you mind taking my bag ?	All right With pleasure No thank you

E.    Teaching Method

Communicative Language Teaching (CLT)

F.    Teaching-Learning Activity

1. Pre-Activity

-       Aperception

·      To ask and answer about the lesson

·      To share students’ prior knowledge

-       Motivation

·      To explain to the students the importance of the lesson and the competences that have to reach

2. During-Activity

-       Exploration

·      To involve students to search wide information related to the topic from resources

·      To complete blank dialogue script

·      To facilitate interaction among students, teacher, environment, and other learning resources

·      To involve students actively in every learning activity

·      To facilitate students in exploring knowledge from resources

-       Elaboration

·      To make students habitually read and write through meaningful tasks

·      To facilitate students through  giving tasks, discussing, etc to appear either new oral or written ideas

·      To give opportunity to students to think, analyze, solve a problem, and to act without worry

·      To facilitate students in cooperative and collaborative learning

·      To facilitate students to compete fairly to improve their achievement

·      To facilitate students to report their activity in either oral or written form individually or collectively

·      To facilitate students to deliver their result individually or collectively

·      To facilitate students to improve their pride and confidence

-       Confirmation

·      To give students positive feedback and reinforcement in oral or written form, sign, or gift toward their achievement

·      To confirm about their result in exploration and elaboration activity through resources

·      To facilitate students to reflect to get learning experiences

·      To facilitate students to get meaningful experience to reach basic competence

·      To take a part as source and facilitator to answer the questions and problems

·      To help students to solve learning problem

·      To motivate students to involve themselves  actively

·      To discuss about what they have not known

·      To give students correct understanding, reinforcement, and conclusion

3. Post-Activity

·      To conclude about the lesson with students

·      To evaluate the lesson consistently

·      To give feed back through the process or result of learning activity

·      To follow up the activity in remedial program, enrichment, counsel

·      To give students task individually or collectively

·      To let students know next learning plan

First Meeting

1.      Introductory (10 minutes)

-          Greeting

-          Calling the roll

-          Preparing students condition

-          Brainstorming

-          Activating students’ prior knowledge

-          Conveying learning objectives and material scope

2.      Core (100 minutes)

·      Teacher Directed

-       Teacher mentions the expression of politeness with correct intonation and pronunciation

-       By hearing the teacher, students try to mention the expression well

·      Guided Construction

Teacher reads some dialogues. Students answer the question related to the dialogues

·      Independent Construction

Teacher divides the students into a small group, consists of 3-5 members. Teacher asks the group to make a short dialogue contains the expression. They will show in front of the class. Another group will retell/ conclude the meaning of the dialogue has just been shown.

3.      Closing (10 minutes)

-          Teacher gives some tasks to support students’ understanding

-          Teacher and students conclude the lesson

-          Teacher and students reflect simply toward the activity have been done

-          Teacher gives feedback toward the process and the result of learning

-          Teacher gives homework to students and informs next lesson briefly

Second Meeting

1.      Introductory (10 minutes)

-       Greeting

-       Calling the roll.

-       Preparing students condition

-       Brainstorming

-       Activating students’ prior knowledge

-       Conveying learning objectives and material scope

2.      Core (100 minutes)

Teacher Directed

-            Teacher asks students to express the expression correctly in front of the class

-            Other students give their respond and comment about the mistakes

Guided Construction

-          Teacher reads some dialogues contain the expression

-          Students answer the question on the answer sheet based on the information they have just been heard

Independent Construction

-          Teacher gives students some word cards about the topic. Each student responds by using the expression

5.      Closing (10 minutes)

-          Teacher and students conclude the lesson

-          Teacher and students reflect simply toward the activity have been done

-          Teacher gives feedback toward the process and the result of learning

-          Teacher gives some tasks to support students’ understanding

-          Teacher informs next lesson briefly

G. Learning Resources

1.      Text Book: Artono Wardiman, dkk. 2008. English in Focus for Grade IX Junior High School (SMP/MTs) Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Page 2-4

2.      CD Materials, Cassettes

3.      Word cards

H. Assessment

 

1.      Assessment Indicator

Competence Achievement Indicator	Assessment Technique	Assessment Form	Assessment Instrument
1.      To respond the expression of politeness enthusiasticly	Oral test  Written test	Responding questions Multiple Choices Complete the dialogue	Attachment 1
2.      To express the expression of enthusiasticly	Oral test	Performance

2.      Rubric of Assessment

a.      Listening Skill

-          Microskill

Level	Intonation	Structure Function of Words	Distinction of English Sound
			Phoneme	Length	Stressing
Great	23-30	20-25	27-35	5	5
Good	16-22	13-19	18-26
Okay	8-15	7-12	9-17	3	3
Poor	7	6	8

-          Macroskill

Level	Specific Information	Main Idea	Direction	Instruction
Great	22-25	22-25	22-25	22-25
Good	15-21	15-21	15-21	15-21
Okay	8-14	8-14	8-14	8-14
Poor	7	7	7	7

b.     Speaking Skill

Criteria	Rating Score	Remark
Pronunciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent Pronunciation problem, necessitates concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronunciation problem, most frequently be asked to repeat Pronunciation problem to serve as to make speech virtually unintelligible
Grammar	5 4 3 2 1	Make free (if any) noticeable error of grammar and word order Occasionally makes grammatical or word orders errors that do not, however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obscure meaning Grammar and word order errors make comprehension difficult, must often rephrase sentences Errors in grammar and word order, so severe as to make a speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually that of native speaker Sometimes uses inappropriate terms and must be rephrase idea because of lexical and equities Frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary Misuse of words and very limited vocabulary makes comprehension quite difficult Vocabulary limitation so extreme as to make conversation virtually impossible
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker Speech of speed seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language problem Usually hesitant, often forced into silence by language limitation Speech is so halting and fragmentary as to make conversation virtually impossible
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary Understand most of what is said at lower than normal speed without repetition Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition Cannot be said understand even simple conversational English