RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah                     : SMP NEGERI 2 BANTARUJEG

Mata Pelajaran          : Bahasa Inggris
Kelas / Semester       : VIII / 1I (Dua)
Standar Kompetensi  : 7. Mendengarkan
Memahami makna dalam percakapan transaksional dan interpesonal pendek sederhana untuk
berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar   : 7.1.
Merespon makna yang terdapat dalam percakapan transaksional ( to get things done ) dan
interpersonal bersosialisasi pendek sederhana secara akurat,lancar,dan berterima untuk
berinteraksi dengan lingkungan yang terdekat melibatkan tindak tutur:meminta, memberi,
menolak, jasa, memberi, menolak barang dan meminta memberi dan mengingkari informasi
meminta memberi dan menolak pendapat dan menawarkan / menerima / menolak sesuatu
Indikator : Merespon ungkapan ungkapan:
1. Meminta, memberi, menolak jasa
2. Meminta, memberi, menolak barang
3. Meminta , memberi ,mengingkari informasi
4. Meminta, meberi, menolak pendapat
5. Meminta menerima menolak tawaran
Jenis Teks : Transaksional / Interpersonal
Tema : Recreation
Aspek / Skills : Menyimak
Alokasi Waktu : 6 x 40 menit.

A.  Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:
a.       Merespon ungkapan menerima pemberian jasa.
b.      Merespon ungkapan permintaan jasa.
c.       Merespon ungkapan permintaan barang
d.      Merespon ungkapan pemberian barang
e.       Merespon ungkapan permintaan fakta
f.        Merespon ungkapan pemberian fakta
B.  Materi Pembelajaran
a.   Percakapan-percakapan singkat memuat ungkapan-ungkapan singkat berikut:
            1)         A :  Pass me the salt, please.
                                    B : Sure, here you are.
            2)         A : Can I have the key, please!
                                    B : Sure, here it is.
            3)         A : Do you always have your dinner here?
                                    B : Sometimes.
b.  Kosakata terkait tema/jenis teks.
Misalnya: noun (countable and uncountable nouns), like, salt, sugar, pepper, jam, sauce, key,
note-book, pen, pencil, marker, etc.
                        c.   Verbs  :  pass, have, has, do, give, come, etc.
d.   To be :  is, am, are.
 e.       Personal pronouns : I, you, we, they, he, she, it.
f.        Ungkapan baku : here you are, here it is, thanks, sure, certainly, sorry, okey.
g.   Adverbs : sometimes, never, always, usually, etc.
C.  Metode Pembelajaran / Teknik : Three Phases Techniques.

D.  Langkah-langkah Kegiatan   :

a.   Kegiatan pendahuluan
         1) Tanya jawab berbagai hal terkait dengan situasi siswa.
          2)     Siswa menjawab pertanyaan tentang permintaan dan pemberian.
          3)     Membahas kata sulit yang digunakan dalam teks.
         b. Kegiatan Inti
1)            Mendengarkan kalimat-kalimat yang diucapkan guru.
2)            Menentukan makna dan fungsi kalimat yang didengar.
3)            Menirukan kalimat-kalimat yang diucapkan guru
4)            Mendengarkan percakapan tentang permintaan dan pemberian jasa, permintaan dan pemberian
barang serta permintaan dan pemberian fakta.
5)            Menjawab pertanyaan tentang isi percakapan.
6)            Mendapat informasi tertentu dari percakapan yang didengar.
7)            Merespon ungkapan-ungkapan tertentu dari percakapan.
8)            Melakukan perintah yang diucapkan guru.
c.   Kegiatan Penutup
1)      Menanyakkan kesulitan siswa selama PBM.
2)      Menyimpulkan materi pembelajaran.
3)      Menugaskan siswa untuk menggunakan ungkapan-ungkapan dalam situasi real.

E.   Sumber Belajar
a. Buku teks yang relevan.
b. Script / Rekaman percakapan.
c. Gambar-gambar yang relevan.

F.   Penilaian
a. Teknik  : Merespon ungkapan / pertanyaan secara lisan.
b. Bentuk  : Pertanyaan lisan.
c. Instrumen:
I.  Listen to the expression and give your response orally!
                        1. What do you have for breakfast?
                        2. Can you tell me some food that you know?
                        3. Do you like to have dinner out?
                        4. Where is your favourite place?
                        5. What is your favourite food?
                        6. Can you clean the board, please?
                        7. Show me your work!
                        8. Pass me the menu, please!
II.  Listen to the teacher. Write what he/she says. Choose the response in the box below.
                        1.         Ari                   :           ……………………
                                    Bagus   :           Sure.
                        2.         Anne    :           I’m returning the pen.
                                    Dita      :           …………………….
                        3.         Mr. Gultom : ………………
                                    Wayan :           Yes, sir
                        4.         Ketut    :           Can I borrow your pen, please?
                                    Putri     :           ……………………
                        5.         David   :           ……………………..
                                    Listy     :           Sure
                        6.         Doni     :           Hi, Lisa. Lend me your pen, please.
a.       Sure, here you are
b.      Open the door, please.
c.       Take it in my schoolbag.
d.      Put in here.
e.       Hold the books for me, please.
f.        Clean the board, Wayan
III. Complete the dialogue with the expressions that you hear from the cassette.
                        1.   Lisa                        : Ratih, is this your new workbook?
                                    Ratih                : a). ……………………………….
                                    Lisa                  : Can I see it?
                                    Ratih                : b). ………………………………...
                                    Lisa                  : Thanks.
                        2.         Father              : a). ……………………………….
                                    Vita                  : Yes, Dad.
                                    Father              : b). ……………………………….
                                    Vita                  : Where is it?
                                    Father              : c). ……………………………….
                                    Vita                  : Yes, I got it.
                                    Father              : Thank you.
Script :
            Dialog 1
            Lisa      : Ratih, is this your new work book?
            Ratih    : Yes, it is.
            Lisa      : Can I see it?
            Ratih    : Thanks.
            Dialog 2
         
Father            : Vit, can you help me, please?
            Vita      : Yes, dad.
            Father  : Get me the newspaper.
            Vita      : Where is it?
            Father  : Emm…. May be it’s on the table.
            Vita      : Yes, I got it.
            Father  : Thank you.
 2. Pedoman Penilaian:

a. Tiap nomor benar diberi skor 3

b. Skor maksimal : 20 X 30 = 60
c. Nilai maksimal : 10
d. Nilai siswa       : Skor Perolehan
                               ---------------------  X 10
                             Skor maksimal

3. Rubrik Penilaian:

No. Uraian Skor

I s.d. Setiap  jawaban benar, ungkapan tepat 3
III Setiap jawaban kurang benar 2
Setiap jawa ban tidak benar 1
Tidak ada jawaban 0

1. LEARNING IMPLEMENTATION PLAN

(RPP)

School: SMP NEGERI 2 BANTARUJEG

Subject: English
Class / Semester: VIII / 1I (Two)
Competency Standards: 7. Listen
Understand the meaning in the transactional and interpersonal conversations simple short to
interact with the environment.
Basic Competence: 7.1.
Responding to the meaning contained in the conversation transactional (to get Things done) and
interpersonal simple short socialize in an accurate, current, and grateful for the close interaction
with the environment involves speech acts: request, give, refuse, service, giving, refusing to give
goods and asks and deny the information requested and refused to give opinions and offer /
accept / reject something
Indicators: Responding to the expression the expression:
1. Ask, give, refuse services
2. Asking for, giving, refusing goods
3. Asking for, giving, to deny information
4. Requested, give the stolen, rejects the notion
5. Request to receive bids rejected
Type Text: Transactional / Interpersonal
Theme: Recreation
Aspect / Skills: Listening
Allocation of Time: 6 x 40 mins.

A. Learning Objectives
At the end of the lesson students can:
a. Responding to expressions receive services.
b. Responding to service requests expressions.
c. Responding to expressions of goods demand
d. Responding to expressions of goods
e. Responding to demand expressions facts
f. Responding to the expression of facts
B. Learning Materials
a. Brief conversations short phrases containing the following:
            1) A: Pass me the salt, please.
                                    B: Sure, here you are.
            2) A: Can I have the key, please!
                                    B: Sure, here it is.
            3) A: Do you always have your dinner here?
                                    B: Sometimes.
b. Vocabulary related to the theme / type of text.
For example: noun (countable and uncountable nouns), like, salt, sugar, pepper, jam, sauce, key,
note-book, pen, pencil, markers, etc.
                        c. Verbs: pass, have, has, do, give, come, etc.
d. To be: is, am, are.
e. Personal pronouns: I, you, We, they want, he, she, it.
f. Standard expression: here you are, here it is, thanks, sure, certainly, sorry, Okey.
g. Adverbs: Sometimes, never, always, usually, etc.
C. Learning Method / Technique: Three Phases Techniques.

D. Activity Steps:
a. Preliminary Activities
         1) Questions and answers on things related to the situation of students.
          2) Students answer questions about demand and delivery.
          3) Discussing the difficult words used in the text.

         b. Core Activities

1) Listen to spoken sentences with the teacher.
2nd) Determining the meaning and function of sentences heard.
3) Imitate sentences spoken by teacher
4) Listen to a conversation about the request and delivery services, demand and delivery of
goods and the demand for and delivery of the facts.
5) Answering questions about the contents of conversations.
6) Obtain specific information from the conversation that was heard.
7) Responding to specific phrases from the conversation.
8) Perform the spoken commands of teachers.
c. Concluding Activities
1) Menanyakkan difficulties of students during the PBM.
2) Summarize learning materials.
3) Assign students to use these phrases in real situations.
E. Learning Resources
a. Relevant text books.
b. Script / Recording conversations.
c. Relevant drawings.

F. Rating
a. Engineering: Responding to the expression / questions orally.
b. Form: Oral Questions.
c. Instruments:
I. Listen to the expression orally and give your response!
                        1. What do you have for breakfast?
                        2. Can you tell me That you know Some food?
                        3. Do you like to have dinner out?
                        4. Where is your favorite place?
                        5. What is your favorite food?
                        6. Cans you clean the board, please?
                        7. Show me your work!
                        8. Pass me the menu, please!
II. Listen to the teacher. Write what he / She says. Choose the response in the box below.
                        1. Ari: ... ... ... ... ... ... ... ...
                                    Good: Sure.
                        2. Anne: I'm Returning the pen.
                                    Dita: ... ... ... ... ... ... ... ....
                        3. Mr. Gultom: ... ... ... ... ... ...
                                    Wayan: Yes, sir
                        4. Ketut: Can I borrow your pen, please?
                                    Daughter: ... ... ... ... ... ... ... ...
                        5. David: ... ... ... ... ... ... ... ... ..
                                    Listy: Sure
                        6. Doni: Hi, Lisa. Lend me your pen, please.
a. Sure, here you are
b. Open the door, please.
c. Take it in my schoolbag.
d. Put in here.
e. Hold the books for me, please.
f. Clean the board, Wayan!

III. Complete the dialogue with the expressions you Hear That from the cassette.
                        1. Lisa: Ruth, is this your new workbook?
                                    Ruth: a). ... ... ... ... ... ... ... ... ... ... ... ....
                                    Lisa: Can I see it?
                                    Ruth: b). ... ... ... ... ... ... ... ... ... ... ... ... ...
                                    Lisa: Thanks.
                        2. Father: a). ... ... ... ... ... ... ... ... ... ... ... ....
                                    Vita: Yes, Dad.
                                    Father: b). ... ... ... ... ... ... ... ... ... ... ... ....
                                    Vita: Where is it?
                                    Father: c). ... ... ... ... ... ... ... ... ... ... ... ....
                                    Vita: Yes, I got it.
                                    Father: Thank you.
Script:
            Dialogue 1
            Lisa: Ruth, is this your new book Work?
            Ruth: Yes, it is.
            Lisa: Can I see it?
            Ruth: Thanks.
            Dialogue 2
         
Father: Vit, can you help me, please?
            Vita: Yes, dad.
            Father: Get me the newspaper.
            Vita: Where is it?
            Father: Emm .... May be it's on the table.
            Vita: Yes, I got it.
            Father: Thank you.

   2. Assessment Guidelines:

a. Each number was given a score of 3

b. Maximum score: 20 X 30 = 60
c. Maximum value: 10
d. Value of student: Obtaining Scores
                               --------------------- X 10
                             Maximum score

   3. Assessment Rubric:

No.

Description

Score
I s.d. III

Each correct answer, the right expression

Each correct answer is less
Every tire is not true java
No answer

3
2
1
 0

Lesson Title: Rain Forests

2. Subject Area:Language Arts , Math , Science , Art , Social Studies , Music , Drama ,
Technology
3. Grade Level: 3-5
4. Time: 6 week project
5. Lesson Summary:Students will:
1. Receive an overview of lesson (teacher power point presentation)
2. Learn about the layers of the rain forest (teacher created power point presentations),
3. Create a paper rain forest in the classroom including animals drawn with information cards
researched by students using Amazing Amazon Trail CD-ROM,
4. Take notes on teacher''s presentation and write a paragraph in a book to make a layer book of
the rain forest,
5. Take a videotape of creating the rain forest, make a storyboard and use editing equipment to
create a documentary type video about the layers of the rain forest.
6. Create Power Point Presentations (have them for open house) using research done at specific
sites on the internet, Encarta, Grolier and World Book CD-ROMs and Rain Forest library books.
7. Write a newsletter about the rain forest to inform students at the school.
8. Inform email buddies of rainforest information and their projects. 9. Visit the class website to
see selected published projects teacher has uploaded
6. Objectives:
1. Students will use note taking, report writing, storyboard writing, keyboarding, Power Point and
video editing skills previously learned.
2. Students will be learning about another environment, creating products to enhance learning.
3. Students will use prior knowledge of other environments to help them know what, where, and
how to research. 4. Students will understand the need to take care of the environment for their
future and share the information with email buddies and school friends using a newsletter.
5. Students will use research and note taking to learn of a new environment.
6.Students will write a report on a specific part of the environment. Students will also write a book
telling about the layers of the forest. Writing rubric will be used for evaluation.
7. Students will give an oral report using a power point presentation. Students and teacher will
evaluate using a rubric.
7. Prerequisite Skills:
1. Simple research skills
2. Keyboarding
3. How to use Amazon Trail CD-ROM to get information
4. How to use scanner, digital camera, video camera and editing equipment
5. How to create a newsletter using MS Publisher
6. How to create PPT presentation
7. How to use URL to move on the internet
8. Materials and Resources:
Technology: Computer(s) , Television , VCR , Video Camera , Scanner , Printer , Digital
Camera , Internet Connection , Multimedia Software , Word Processing Softwar , Image
Processing Software , Web Page Development Software , Desktop Publishing Software , Internet
Web Browser , E-mail Software , Encyclopedia on CD-ROM
Printed Materials: Variety of library books on the rain forest Into the Rain Forest by The
 Nature Company Rain Forests by Joy Palmer
Supplies: Premade books for Layer books, (seeRain Forest Layer Book) Butcher paper to make
paper rain forest Crayons, markers or colored pencils Scissors Handouts Push pins, staplers and
staples Paint for paper rain forest leaves
Others:Computers Software-Amazing Amazon Trail, MS Word, MS Publisher, MS Power Point,
Encarta, Grolier, World Book or other research software or books Digital Camera, scanner, video
camera and video editing equipment Access to the internet.Video-National Geographic \\"Rain
Forest\\"
9. Procedures: 1. Teacher introduces overall 6 week unit with Power Point Presentation.
2. Students view National Geographic Video.
3. Teacher presentation of Power Points describing each layer of the rain forest. Students take
notes and write a paragraph about the layer in their rain forest book. Students draw and color the
layer on the outside of the book. (Students will later use the notes to create a script for the video)
4. Run 5 different stations. Station 1. 5 students create the specific layer (this is done after the
teacher gives the presentation for the day)of the rainforest using butcher paper.(see Paper
Rainforest) Station 2. 5 students video tape the process of making the layer of rainforest.
Students should use some wide angle shots and some close ups of flowers and animals. Station
3. 4 students research animals using Amazing Amazon Trails CD-ROM. (work in partners using 2
computers) Station 4. 4 students research subjects for power point presentations. ( students work
as partners using 2 computers) . Specific subjects are: RAIN FOREST PRODUCTS
(www.ran.org/ran/kids_action/index1.html) (http://204.98.1.2/barrier/rainreview.html), WHERE
ARE RAIN FOREST (www.nosweat.com)
5. (ANIMALS OF THE RAIN FOREST (http://168.238.53/amazon/index.htm
(http:/kids.osd.wednet.edu/marshall/homepage/animal.html),
(http:/hyperion.advanced.org),PLANTS OF THE RAINFORESTS ((http://hyperion.advanced.org)
(www.pbs.org/tal/costa_rica/variety.html) (http://168.238.53/amazon/index.htm
(http://kids.osd.wednet.edu/marshall/homepage/plants.html), WHAT IS HAPPENING TO THE
RAIN FORESTS (http://168.238.53/amazon/index.htm
(http://www.ran.org/ran/kids_action/index1.html), Station 5. Students drawing and coloring
animals and flowers for the rain forest layer. Students will have a chance to be at a different
station each day. When Power Point Presentations or paper rainforest is done, students will start
writing storyboard and script for video. Then they will do the editing.
6. Students have 2 times a week when they will be able to take turns as partners to use the
internet for research in the library and will have scheduled times to work on the computers to
finish research and Power Point Presentations. At the beginning of the period, students will email
their buddies.
7. Students will present oral reports using Power Point Presentation and evaluate peers.
8. Students will use created rain forest to enjoy a quite place to read.
9. Finished rain forest layer books will be on desks at open house.
10. Students will watch and critique video.
11. Students will visit the class webpage to enjoy seeing selected projects published.
10. Conclusion/Evaluation of Lesson: 1. Writing will be evaluated using writing rubric. 2.
Power Point Presentations will be evaluated using teacher created rubric, student evaluation form
and oral report rubric. 3. Video will be evaluated for cooperative group work, for content, and for
technical work using point charts.
11. Modification for Differentiated Instruction:
Special Needs:1.Student can be partnered with more experienced computer user. 2. This and
extra teacher time helps these students to be successful. 3. The student are not expected to have
as much information or show in their presentations
Gifted Student:1. Creative thinking on emphasis of project can stimulate more web searches
and more interesting information on the slides. Slides can be added to bring in appropriate
emphasis. Actual science experimenting will also be encouraged for these students. 2. Exploring
 the people of the rainforest might be of interest to the student. The student could add to the class
storyboard, dress up like a native rain forest inhabitant to add a segment to the video

1. Institution                  : English Course. Elementary. 7 Grade.

2. Theme                      : Asking for and Giving Opinion.
3.Skill Aspeck              : - The student will try to understand short dialogue about
asking                                                     for and giving opion.
                                      - The student tries to make a short dialogue about asking for
and                                                   giving opinion.
                                      - The student use it in daily live.
4. Time Allowed           : 45 minutes
5. Objective                 :
6. Matery                     : Asking for and giving opinion.
7. Class Activity           : 1. Firstly the class reads a simple dialogue.
                                                Ex. Rudi : Have you go to Bali , Rita ?
                                                       Rita  : Of course,I have. Have you ?
                                                       Rudi : Yes,I have. So do you think Bali is the most
Beautyfull please in the word !!
                                                        Rita : Yes,I think so. Bali has beautyfull beaches I
ever see.
                                       2. Explanation : The dialogue tells one of the way to ask
                                            Someone opinion and how to tell your opinon, besides the                  sentence
in the dialog.Therer are still many sentence that                            you can use to express your opinion or
ask someone opinion.
 
Asking for Giving Opinion
1. What do you think about….. I think …..
2. Do you think thant ….. Yes,I think so / No, I don’t think so.
 3. How do you thik if ….. As I see ….
 
                                       3. Explanation : Make some simple dialogue examples,and use
                                                                 Interisting topic or fun topic, like their names.
                                       4. After that made a group. A group comsists of 2 student.
                                                                 Each group make a simple dialogue use the
                                                                 Form like the table.
8. Scoring system            : 
Dialogue  Score
1. Dialogue 3.5
2. Dialogue 3.5
3. Dialogue 3
Total Score 100
 

SMA / MA. : ... ... ... ... ..

Subject: Arts
Class / Semester: XI / 1
Competency Standards: 1. Appreciate works of art craft
Basic Competence: 1.1. Explaining the uniqueness of ideas and techniques in the craft of art in the
Archipelago
Allocation of Time: every material each 1 x 45 minutes

A. Learning Objectives
students are able to:
• Looking for definitions and trends of the ideas in the process of creating art works in the Archipelago
craft
• Learn the techniques to make various art crafts

B. Learning Materials
• The idea of craft art in the Archipelago
• Techniques to make works of art crafts in the Archipelago

C. Learning Methods
Approach to life skill, giving assignments, discussions, question and answer

D. Learning Activity Measures

1. Teachers open learning activities by showing a work of art themselves in a unique archipelago.
2. The teacher asks the students to discuss the trend which is roughly the idea behind the creation of
that work.
3. Students looking for information on the internet about the process of creating / making these works
of art.
4. Students identify and prepare the materials needed to create such artwork.
5. Students learn the technique of making these works of art by imitating make that work.
6. Student records and create a description of materials and how to make that work in a few concise
sentences.
7. Students and teachers concludes the ideas and techniques create a unique work of art craft
Archipelago.

C. Learning Resources
• SBC and instrumentalities Curriculum
• Guidelines for Syllabus Development Special SBC XI High School - ESIS
• Book resources & MA Arts High School class XI - ESIS
• Concept map
• OHP
• Books relevant supporting
• Internet

D. Sample Assessment
Assessment Format

Qualitative aspects of the assessed value of Quantitative Value

The diversity of data possible for the artwork created
Students' ability to identify and prepare the materials needed to create such artwork
The ability of students to make works of art are similar to those
Students' ability to formulate / make a description how to create artwork with clear craft
Reports are regularly compiled according to the report writing conventions
The report was written by using the Indonesian language properly
Total Value

Assessment Criteria:
Qualitative Criteria Value Value Quantitative Indicators
80-100 Satisfactory 4
Good 70-79 3
60-69 Fair 2
Lack of sufficient 1 45-59