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LEARNING APPLICATION PLAN

( RPP )

Subject Matter

: English

School Level

: Senior High School

Level / Semester

: XI / I

Material

: Expressing Advice

Time Allocation

: 1x 15 minutes

COMPETENCY STANDARD
Listening
1. Understanding the meaning of transactional and interpersonal dialogues in
formal language and sustained in daily life context.
Speaking
3. Expressing the meaning of transactional and interpersonal dialogues in formal
language and sustained in daily life context.

II

BASIC COMPETENCY
Listening
1.2

Responding the meaning of transactional and interpersonal dialogues in


formal and sustained used in spoken language that are accurate, fluent, and
acceptable in real contexts and included functional skills/expression of:
advising, warning, taking request, expressing relief, pain, and pleasure.
Speaking

3.2

Expressing the meaning of transactional (to get things done) and


interpersonal dialogues in formal and sustained used in spoken language
that are accurate, fluent and acceptable in real contexts and included
functional skills/expressions of: advising, warning, taking request,
expressing relief, pain, and pleasure.

III

INDICATOR
The students show the communication skills in order to:

Identify the expressions of advising.


Respond the expressions of advising.
IV

OBJECTIVES OF LEARNING
After learning and teaching process, students are able to:
Identify the expressions of advising.
Respond the expressions of advising.

LEARNING MATERIAL

Asking for advice:

I've got a bad toothache. What do you suggest?

What do you advise me to do?

Do you have any advice for me?

What should I do?

What ought I to do?

What's your advice?

If you were me what would you do?

Giving advice

If I were you, I would go to the dentist.

Why don't you go to the dentist?

You'd better brush your teeth regularly.

You ought to/should avoid eating sweets.

If you take my advice, you'll go to the dentist.

It might be a good idea to brush your teeth on a regular basis.

I advise you to brush your teeth on a regular basis.

Have you thought about seeing a dentist?

Responding Advice

Yes, thats great. Thanks.

That sounds like a great idea.

Thanks for your advice.

That means a lot to me. Thanks.

Ill do that, thanks.

Declining to give advice

I don't know what to advise, I'm afraid.

I wish I could suggest something, but I can't.

I wish I could help.

I'm afraid I can't really help you.

VI. METHOD
- Discussion
VII. LEARNING EXPERIENCE
No
1

Steps and Cycles


Spoken Cycle
Initial Activity

Activities and Material

Time

2 minutes
Greeting
Good Morning, class
How are you today?
Checking students attendance.
Let me check your attendance list
first.
Apperception
Do you ever get a problem and ask
your friends suggestion?

Main Activity
Building
Asking about what words are used to
knowledge of the
express advice.
text
Listening to a dialogue.
Modelling of text
Giving an example of dialogue by
showing it on the LCD.
Identify the expressions of advising.
Joint Construction
Discussing the expressions of
advising.
Discussing the respond given for the
expressions of advising.
Practicing the expressions.
Independent
Doing the exercise.
Construction
Post Activities
Giving conclusion.

2 minutes
2 minutes

5 minutes

2 minutes
2 menit

Giving Take Home Assignment


VIII LEARNING INSTRUMENT AND MATERIAL SOURCE
Instrument

: projector (LCD) and computer/laptop

Source

: - Look Ahead An English Course for Senior High School


Students Year XI book 2 by Th. M. Sudarwati and Eudia
Grace, page 8-10.
- The Bridge English Competence for SMA Grade XI by
Kistono, dkk, page 17-18.
-

http://www.bbc.co.uk/worldservice/learningenglish/flatmates
/episode31/languagepoint.shtml

XI

EVALUATIONS
1. Technique: Orally Test
2. Product

: performance

XII SCORING
2

comprehensible; acceptable target form

comprehensible; partially correct target form.

silence, or seriously incorrect target form.

Semarang,

April 2010

Knowing by
The Headmaster,

English Teacher,

..

Siti Solechah
NPM. 07420273

RENCANA PELAKSANAAN PEMBELAJARAN


( RPP )

Mata Pelajaran

: Bahasa Inggris

Satuan Pendidikan : SMA

Kelas / Semester

: XI / I

Materi Pokok

: Tindak tutur : Menasehati

Siklus

: Lisan

Alokasi Waktu

: 1x 20 menit

STANDAR KOMPETENSI
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

II

KOMPETENSI DASAR
Mendengarkan
1.2

Merespon makna dalam percakapan transaksional (to get thing done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan

sehari-hari

dan

melibatkan

tindak

tutur:

menasehati,

memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief,


pain, dan pleasure.
Berbicara
3.2

Mengungkapkan makna dalam percakapan transaksional (to get thing done)


dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
mengunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati,


memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief,
pain, dan pleasure.
III

INDIKATOR
Mengidentifikasi makna kata
Mengidentifikasi hubungan antar pembicara
Mengidentifikasi makna tindak tutur menasehati
Merespon tindak tutur menasehati

IV

TUJUAN PEMBELAJARAN
Siswa dapat memahami tindak tutur menasehati
Siswa dapat memperagakan tindak tutur menasehati

PENGALAMAN BELAJAR
No
1
2

Tahap dan Siklus


Siklus Lisan
Kegiatan awal
Kegiatan inti
Building

Kegiatan dan Materi

Waktu

Guru memberi salam dan mengabsen 2 menit


Guru memberi rangsangan dengan

knowledge of the

cara bertanya kata-kata apa saja

text

yang

dipakai

dalam

ungkapan 2 menit

menasehati.
Mendengarkan
interpersonal
Modelling of text

percakapan
atau

transaksional

secara individu.
Guru
memberikan
interpersonal

atau

percakapan 3 menit
transaksional

(ditampilkan percakapan tersebut di


buku atau di layar (proyektor).
Mengidentifikasi
menasehati.

tindak

tutur

Joint Construction

Mendiskusikan tindak tutur yang 5 menit


digunakan dalam percakapan yang
didengar.
Mendiskusikan

respon

yang

diberikan terhadap tindak tutur yang


didengar.
Berlatih

dengan

menggunakan

Independent

ungkapan menasehati.
Mengerjakan tugas individu

Construction
Penutup

Menyimpulkan

5 menit
yang 3 menit

materi

diajarkan
V

MEDIA, ALAT DAN SUMBER BAHAN PELAJARAN


Alat / Media : proyektor (LCD) dan komputer
Sumber

: Kurikulum Bahasa Inggris 2004


Buku Pelajaran Bahasa Inggris Kelas XI

VI

PENILAIAN
1. Tes Lisan
2. Produk
Semarang,

April 2010

Mengetahui
Kepala Sekolah,

Guru Bidang Studi,

..

Siti Solechah
NPM. 07420273

There are several different structures that you can use when giving advice

Should:
This is probably the most common of the structures for giving
advice. After should, and its negative - shouldn't - we use the base
form of the infinitive of the verb:
You should wise up
We shouldnt cheat
It is common to use 'I think' and 'I dont think' with should:
I think you should put the answers back
She doesn't think they should use them

Had better :
This structure is common in spoken English and it is usually used in
the contracted form. After had better, and its negative - had better
not, we use the base form of the infinitive of the verb
You'd better return the answers to the lecturer
You'd better not tell anyone that you found them

If I were you
This version of the second conditional is often used when giving
advice, especially in spoken English. Note the use of were with I in
the first clause.
In the second clause, we use would - contracted to d - and wouldnt.
After would and wouldnt, we use the base form of the infinitive
of the verb:
If I were you, Id give them back to the lecturer

If I were you, I wouldnt use the answers

Ought
This is the most formal of the structures used for giving advice, and
so it isn't so common.
After ought, and its negative - ought not (oughtn't), we use the full
infinitive of the verb:
You ought to contact the police
You ought not to cheat in exams