RPP-ENG-XI

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah :
Kelas : XI (Sebelas)
Semester : Gasal
Program Keahlian : -
Mata Pelajaran : Bahasa Inggris
Jumlah Pertemuan : 2 x pertemuan (4 x 45 menit)
1. Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Merespon makna dalam percakapan transaksional (to get things 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 : menyampaikan pendapat, meminta pendapat, menyatakan puas, dan
menyatakan tidak puas.
3. Indikator : - Mengidentifikasi kata yang didengar.
- Mengidentifikasi makna kata.
- Mengidentifikasi hubungan antar pembaca.
- Mengidentifikasi makna tindak tutur menyampaikan pendapat.
- Merespon tindak tutur menyampaikan pendapat.
- Mengidentifikasi makna tindak tutur menyatakan puas.
- Merespon tindak tutur menyatakan puas.
- Mengidentifikasi makna tindak tutur menyatakan tidak puas.
- Mengidentifikasi konteks situasi.
4. Tujuan Pembelajaran :
a. Pertemuan ke-1
Siswa mampu mengidentifikasi kata yang didengar.
Siswa mampu mengidentifikasi makna kata
Siswa mampu mengidentifikasi hubungan antar pembaca.
Siswa mampu mengidentifikasi makna tindak tutur menyampaikan pendapat.
Siswa mampu merespon tindak tutur menyampaikan pendapat.
b. Pertemuan ke-2
Siswa mampu mengidentifikasi makna tindak tutur menyatakan puas.
Siswa mampu merespon tindak tutur menyatakan puas.
Siswa mampu mengidentifikasi makna tindak tutur menyatakan tidak puas.
Siswa mampu mengidentifikasi konteks situasi.
5. Materi Pembelajaran :
a. Mengungkapkan pendapat.
Contoh ungkapan mengungkapkan pendapat:
1) In my opinion……………..
2) I personally believe ………
3) I personally think ………
4) I personally feel ……………
5) Not everyone will grace with me, but………
6) To my mind ……….
7) From my point of view ………..
8) As I see it ………..
RPP Bahasa Inggris SMA Kelas XI - Smt. 1 11

b. Meminta pendapat.
1) What do you think of………?
2) Do you think it’s going ……?
3) Is that right (true) that ………?
4) Why do they behave like that?
5) Do you have any idea?
6) What’s your opinion?
7) How do you like ……..?.
8) Please give me your frank opinion.
c. Menyatakan puas.
1) I really like my ………..
2) I’m completely satisfied with………
3) It was satisfactory.
4) Everything is fine, thank you.
5) Everything was just perfect.
6) I’m happy enough with it.
7) It was okay, not too bad.
8) Good enough.
d. Menyatakan tidak puas
1) I am a little dissatisfied with ………….
2) I am a bit disappointed with …………
3) The …………. was lousy
4) I’m tired of ………….
5) I don’t like………..
6) I have complaint.
7) I’m very dissatisfied with………
8) I want to make a complaint.
6. Metode Pembelajaran/Pendekatan
Ceramah, tanya jawab, dan praktik.
7. Alokasi Waktu : 2 x pertemuan (4 x 45 menit)
8. Kegiatan Pembelajaran (langkah-langkah Pembelajaran):
Pertemuan ke-1:
a. Kegiatan awal
Penjelasan dan tanya jawab sekitar wawasan siswa mengenai materi yang akan disajikan untuk apersepsi dan
memotivasi peserta didik.
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi kata yang didengar, makna kata dan mengidentifikasi
hubungan antar pembaca.
2) Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat atau rasa puas beserta
responnya.
3) Konfirmasi
Guru menanyakan pendapat para siswa untuk diakomodasi, kemudian disimpulkan.
c. Kegiatan Akhir
Penugasan terstruktur (PT) mengerjakan soal.
Pertemuan ke-2:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
12 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

Guru menjelaskan teori mengenai mengidentifikasi makna tindak tutur menyampaikan pendapat dan
menyatakan puas beserta responnya.
2) Elaborasi
Siswa mendengarkan percakapan interpersonal atau transaksional melalui tape secara klasikal.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Tertulis
b. Bentuk Instrumen : Uraian dan penugasan praktik mendengarkan rekaman.
c. Contoh Instrumen :
Tes tertulis : Listen to the conversation carefully and then complete the blank side!
The instructors of the English club, Nina and Joko are talking about quality improvement in their
English club. Now they are in the classroom.
Nina : Our headmaster wanted us to improve and increase the quality of our English club. ........,
Joko?
Joko : Well. ...................... . We should be able to do that.
Nina : ......................?
Joko : ...................... improve our syllabus. It must be more relevant to English.
Nina : That’s a great idea. But don’t forget. I think it is not only that. ...................... know the
students needs, because we handle different levels and wishes.
Joko : Yes, I know that. Thank you. And then ......................?
Nina : ....................... It is not necessary. Why don’t you ask the qualified ones among us? Or
are you still doubtful about us?
Joko : Oh, of course not. ................... still able to show our quality and capability, in fact from
time to time many people from different levels want to learn English here. It means that
they are satisfied.
Nina : ...................... children to study here?
Joko : Why not? As long as we are still trusted and able to handle them we will open new
classes. So ......................? I myself heard statements from some consumers that they
feel satisfied with our teaching methods. ............................?
Nina : Well ...................... . I support you.
Joko : Thank you. So we can conclude that firstly, the syllabus should be analysed and improved
if needed. Secondly we will recruit new instructors to handle children classes.
Norma penilaian
Aspek Penilaian Skor maks.
Identifikasi makna kata 40
Identifikasi hubungan antar pembaca 30
Identifikasi konteks situasi 30
Jumlah 100
Kunci jawaban :
Nina : Our headmaster wanted us to improve and increase the quality of our English club. What do you think,
Joko?
Joko : Well. I think so. We should be able to do that.
Nina : So what should we do?
Joko : I think that we have to improve our syllabus. It must be more relevant to English.
Nina : That’s a great idea. But don’t forget. I think it is not only that. We should also know the students needs,
because we handle different levels and wishes.

Joko : Yes, I know that. Thank you. And then do we need new instructors here?
Nina : I don’t think so. It is not necessary. Why don’t you ask the qualified ones among us? Or are you still
doubtful about us?
Joko : Oh, of course not. I believe that we are still able to show our quality and capability, in fact from time to
time many people from different levels want to learn English here. It means that they are satisfied.
Nina : Are you going to accept children to study here?
Joko : Why not? As long as we are still trusted and able to handle them we will open new classes. So should
we recruit new instructors? I myself heard statements from some consumers that they feel satisfied
with our teaching methods. How about you, Nina?
Nina : Well I am with you. I support you.
Joko : Thank you. So we can conclude that firstly, the syllabus should be analysed and improved if needed.
Secondly we will recruit new instructors to handle children classes.
10. Alat/Media/Sumber Belajar
a. CD dan CD player.
b. Buku Developing English Competencies 2: for Senior High School (SMA/MA) Grade XI.
c. Buku Interlanguage: English for Senior High School Students XI Science and Social Study Programme.
d. Buku Mastering American English.
Mengetahui .........................., 201.......

Kepala SMU Guru Mata Pelajaran
_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks percapakapan transaksional dan interpersonal resmi
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

2. Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan
tidak puas.
3. Indikator : - Menggunakan tindak tutur menyampaikan pendapat.
- Merespon tindak tutur menyampaikan pendapat.
- Menggunakan tindak tutur meminta pendapat.
- Merespon tindak tutur meminta pendapat.
- Merespon tindak tutur meminta pendapat.
- Menggunakan tindak tutur menyatakan puas.
- Merespon tindak tutur menyatakan puas.
a. Pertemuan ke-3
Siswa mampu menggunakan tindak tutur menyampaikan pendapat.
Siswa mampu merespon tindak tutur menyampaikan pendapat.
Siswa mampu menggunakan tindak tutur meminta pendapat.
Siswa mampu merespon tindak tutur meminta pendapat.
Siswa mampu merespon tindak tutur meminta pendapat.
b. Pertemuan ke-4
Siswa mampu menggunakan tindak tutur menyatakan puas.
Siswa mampu merespon tindak tutur menyatakan puas.
a. Mengungkapkan pendapat.
Contoh ungkapan mengungkapkan pendapat:
1) In my opinion……………..
2) I personally believe ………
3) I personally think ………
4) I personally feel ……………
5) Not everyone will grace with me, but………
6) To my mind ……….
7) From my point of view ………..
8) As I see it ………..
b. Meminta pendapat.
1) What do you think of………?
2) Do you think it’s going ……?
3) Is that right (true) that ………?
4) Why do they behave like that?
5) Do you have any idea?
6) What’s your opinion?
7) How do you like ……..?.
8) Please give me your frank opinion.
c. Menyatakan puas.
1) I really like my ………..
2) I’m completely satisfied with………
3) It was satisfactory.
4) Everything is fine, thank you.
5) Everything was just perfect.
6) I’m happy enough with it.
7) It was okay, not too bad.
8) Good enough.
d. Menyatakan tidak puas

1) I am a little dissatisfied with ………….
2) I am a bit disappointed with …………
3) The …………. was lousy
4) I’m tired of ………….
5) I don’t like………..
6) I have complaint.
7) I’m very dissatisfied with………
8) I want to make a complaint.
Ceramah, tanya jawab, dan praktik
Pertemuan ke-3:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan tindak tutur menyampaikan pendapat, merespon tindak
tutur menyampaikan pendapat, menggunakan tindak tutur meminta pendapat, merespon tindak tutur meminta
pendapat, merespon tindak tutur meminta pendapat, menggunakan tindak tutur menyatakan puas, serta
merespon tindak tutur menyatakan puas.
2) Elaborasi
Siswa mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara
berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-4:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
2)Guru menampilkan teori mengenai menggunakan tindak tutur menyampaikan pendapat, merespon tindak tutur
menyampaikan pendapat, menggunakan tindak tutur meminta pendapat, merespon tindak tutur meminta
pendapat, merespon tindak tutur meminta pendapat, menggunakan tindak tutur menyatakan puas, serta
merespon tindak tutur menyatakan puas.
3)Elaborasi
Siswa bermain secara berkelompok.
4)Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Lisan dan tertulis
b. Bentuk Instrumen : Uraian dan penugasan praktik.
Tes tertulis : Share your opinion about the ideas below with your friend and then take turn!
1. The Miss word contest.
2. The distance between the poor and the have.
3. Global warming.
4. Job opportunity in rural areas.
5. The motivation of urbanization.
Tes unjuk kerja : In pairs, study the following dialogues and complete the table that follows. Then, perform the
dialogues!

Andi : Retno, I thought you were on vacation.
Retno : Well, I got back early.
Andi : Why?
Retno : Well, I didn’t really enjoy being there.
Andi : What happened?
Retno : Well, the beach was very dirty, and when I got there it was raining heavily. What
made it worse was the hotel where I stayed had a bad service.
Andi : You seem to be unhappy with your vacation.
Retno : Yes, I’m quite displeased about it.
Norma penilaian
Aspek Penilaian Skor maks
Kelancaran 20
Kosakata 20
Struktur 20
Kejelasan uraian 20
Pemahaman menyimak 20
Jumlah 100
Kunci jawaban:
Tes tertulis : Kebijakan guru dan kreativitas siswa
Tes unjuk kerja : Kebijakan guru dan kreativitas siswa
Mengetahui .........................., 201.......


_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : 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.
3. Indikator : - Mengidentifikasi makna tindak tutur menasehati.
- Merespon tindak tutur menasehati.
- Mengidentifikasi makna tindak tutur memperingatkan.
- Merespon tindak tutur memperingatkan.
- Mengidentifikasi makna tindak tutur meluluskan permintaan.
- Merespon tindak tutur meluluskan permintaan.
- Mengidentifikasi makna tindak tutur menyatakan perasaan.
- Merespon tindak tutur menyatakan perasaan.
a. Pertemuan ke-7
Siswa mampu mengidentifikasi makna tindak tutur menasehati.
Siswa mampu merespon tindak tutur menasehati.
b. Pertemuan ke-8
Siswa mampu mengidentifikasi makna tindak tutur memperingatkan.
Siswa mampu merespon tindak tutur memperingatkan.
c. Pertemuan ke-13
Siswa mampu mengidentifikasi makna tindak tutur meluluskan permintaan.
Siswa mampu merespon tindak tutur meluluskan permintaan.
d. Pertemuan ke-19 dan 20
Siswa mampu mengidentifikasi makna tindak tutur menyatakan perasaan.
Siswa mampu merespon tindak tutur menyatakan perasaan.
a. Menasehati
Contoh ungkapan menasehati :
1) I think you should …..
2) If I were you, I’d …..
3) You’d better …..
4) Take my advice and …..

5) I don’t think you should ….
6) I wouldn’t …. If I were you.
7) You’d better not ….
8) I wouldn’t advice ….
b. Memperingatkan.
Contoh ungkapan memperingatkan :
1) Look out!
2) Be careful of ….
3) Make sure you ….
4) Watch out for ….
c. Meluluskan permintaan.
Contoh ungkapan meluluskan permintaan :
1) Of course.
2) Certainly.
3) Yes, why not.
4) By all means.
5) Sure.
d. Menyatakan perasaan relief, pain dan pleasure.
Contoh ungkapan menyatakan perasaan relief, pain dan pleasure:
1) Ouch! It hurt me so much.
2) My left arm is getting hurt!
3) Indeed, I’m relieved for having finished these jobs.
4) The doctor comes soon and treats me well, it really makes me relief.
5) That sounds fine/wonderful.
6) I’m happy/glad to hear that.
7. Alokasi Waktu : 6 X pertemuan (12 X 45 menit)
Pertemuan ke-7:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi makna tindak tutur menasehati dan merespon tindak tutur
menasehati.
2) Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan beserta responnya secara
kelompok.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-8:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi makna tindak tutur memperingatkan dan merespon tindak
tutur memperingatkan.
2)Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan memperingatkan beserta responnya
secara kelompok.
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-13:
a. Kegiatan awal

b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi makna tindak tutur meluluskan permintaan dan merespon
tindak tutur meluluskan permintaan.
2)Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan meluluskan permintaan beserta
responnya secara kelompok.
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-19 dan 20:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi makna tindak tutur menyatakan perasaan relief, pain dan
pleasure serta merespon tindak tutur menyatakan perasaan.
2)Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyatakan perasaan relief, pain
dan pleasure beserta responnya secara kelompok.
3)Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Listen to the tape. Complete the dialogues with the expressions you hear!
1. Mrs. Nuke : Dino, come here.
Dino : Yes, Mom. What’s the matter?
Mrs. Nuke : Your mark is still low. ......................... ?
Dino : Alright. I’ll try to do my best.
Mrs. Nuke : Okay. Good luck.
2. Ling Ling : How about going out tonight?
Bram : I’d love to, but my mother ......................... not to go out tonight.
3. Linda : Did you hear that Rinto ......................... by Mrs. Tuti for using bad language?
Abdul : Yes, I often remind him to use polite and good language.
4. Mother : ......................... It is already 11 p.m. You’ve studied for 3 hours.
Bambang : Yes, thank you. I’ve finished reading.
5. Rini : Daddy, it is said that you’ll have a meeting at 8 o’clock and it is 7 now. ..................
Father : Okay, Dear. Thanks. See you.
Norma penilaian
Jumlah 100
Kunci jawaban :
1. Mrs. Nuke : Dino, come here.
Dino : Yes, Mom. What’s the matter?
Mrs. Nuke : Your mark is still low. Why don’t you study hard?
Dino : Alright. I’ll try to do my best.
Mrs. Nuke : Okay. Good luck.
2. Ling Ling : How about going out tonight?
Bram : I’d love to, but my mother advised me not to go out tonight.
3. Linda : Did you hear that Rinto had been warned by Mrs. Tuti for using bad language?
Abdul : Yes, I often remind him to use polite and good language.
4. Mother : You should take a rest. It is already 11 p.m. You’ve studied for 3 hours.
Bambang : Yes, thank you. I’ve finished reading.
5. Rini : Daddy, it is said that you’ll have a meeting at 8 o’clock and it is 7 now. You have to go now.
Father : Okay, Dear. Thanks. See you.
Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
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.
3. Indikator : - Menggunakan tindak tutur menasehati.
- Merespon tindak tutur menasehati.
- Menggunakan tindak tutur memperingatkan.
- Merespon tindak tutur memperingatkan.
- Menggunakan tindak tutur meluluskan permintaan.
- Merespon tindak tutur meluluskan permintaan.
- Menggunakan tindak tutur menyatakan perasaan.
- Merespon tindak tutur menyatakan perasaan.
a. Pertemuan ke-9
Siswa mampu menggunakan tindak tutur menasehati.
Siswa mampu merespon tindak tutur menasehati.
b. Pertemuan ke-10
Siswa mampu menggunakan tindak tutur memperingatkan.
Siswa mampu merespon tindak tutur memperingatkan.
c. Pertemuan ke-15
Siswa mampu menggunakan tindak tutur meluluskan permintaan.
Siswa mampu merespon tindak tutur meluluskan permintaan.
d. Pertemuan ke-21 dan 22
Siswa mampu menggunakan tindak tutur menyatakan perasaan.
Siswa mampu merespon tindak tutur menyatakan perasaan.
a. Menasehati
Contoh ungkapan menasehati :
1) I think you should …..
2) If I were you, I’d …..
3) You’d better …..
4) Take my advice and …..
5) I don’t think you should ….
6) I wouldn’t …. If I were you.
7) You’d better not ….
8) I wouldn’t advice ….
b. Memperingatkan.
Contoh ungkapan memperingatkan :
1) Look out!
2) Be careful of ….
3) Make sure you ….
4) Watch out for ….
c. Meluluskan permintaan.
Contoh ungkapan meluluskan permintaan :
1) Of course.
2) Certainly.
3) Yes, why not.
4) By all means.
5) Sure.
d. Menyatakan perasaan relief, pain dan pleasure.
Contoh ungkapan menyatakan perasaan relief, pain dan pleasure:
1) Ouch! It hurt me so much.
2) My left arm is getting hurt!
3) Indeed, I’m relieved for having finished these jobs.
4) The doctor comes soon and treats me well, it really makes me relief.
5) That sounds fine/wonderful.
6) I’m happy/glad to hear that.
7. Alokasi Waktu : 6 X pertemuan (12 X 45 menit)
8. Kegiatan Pembelajaran (Langkah-langkah Pembelajaran):
Pertemuan ke-9:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan tindak tutur menasehati dan merespon tindak tutur
menasehati.
2) Elaborasi
berkelompok kemudian dilanjutkan bermain peran secara berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-10:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan tindak tutur memperingatkan dan merespon tindak tutur
memperingatkan.
2) Elaborasi
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-15:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi

Guru menampilkan teori mengenai tindak tutur meluluskan permintaan dan merespon tindak tutur meluluskan
permintaan.
2)Elaborasi
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-21 dan 22:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan tindak tutur menyatakan perasaan relief, pain dan pleasure
dan merespon tindak tutur menyatakan perasaan relief, pain dan pleasure.
2) Elaborasi
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Complete the following short dialogues with the suitable expressions. Compare your
answers with your classmate’s!
1. A : Could you tell me what happened to the mouse?
B : Well, the mouse was released by the lion.
A : …………………. I thought that the lion ate the mouse.
2. A : What do you think of the story?
B : …………………… It excites me.
A : Wow, I felt the same thing. I have to admit that it is a masterpiece.
3. A : Hi, I want to return the book that you lent me. It was ……………… legend.
B : I’m glad you like it.
4. A : Hi. I want to return the book that I borrowed.
B : Alright.
A : I think I’m a day late returning it.
B : Well, let me see. No you return it just in time.
A : ………………….. I thought it’s late.
5. A : Hello, Retno! Thank you for the book that you gave to me.
B : You’re welcome. Do you like the story?
A : Yes, ………………….
Tes unjuk kerja: Create short dialogue based on the situation given, and then perform it in front of the class!
1. In your friend’s house, her mother offering you a cup of tea and some cookies. You
accept the tea but decline the cookies politely.
2. In a meeting you ask permission to the leader to go to the bathroom.
3. Emily has to type a paper for class the next day, but her typewriter is broken. She asks
her roommate wether she can borrow her typewriter.
4. Your mother and father are talking. You ask them wheter you can interrupt them for a
moment to ask something.
5. A participant interrupted while the presenter was explaining about drugs. The presenter
allowed him to say.
Norma penilaian

Jumlah 100
Kunci jawaban :
Tes tertulis : Kebijakan guru dan kreativitas siswa
Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi
secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.
3. Indikator : - Mengidentifikasi topik sebuah teks fungsional pendek yang didengar.
- Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar.
- Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.
Pertemuan ke-14
Siswa mampu mengidentifikasi topik sebuah teks fungsional pendek yang didengar.
Siswa mampu mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar.
Siswa mampu mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.
a. Pengertian teks fungsional pendek:
A memo or memorandum is a type of communication commonly used in businesses. A memo is used for
communicating with people in the same organization. It is a more informal means of communication than a business
letter. A memo is usually used to communicate a short message of up to one page in length. Memo's are sent to
colleagues and co-workers. They differ from letters as they are more informal and do not require a salutation or a
closure statement as in business letters.

b. Contoh teks fungsional pendek:
MEMO
To :
John Carson, Judith Lindsay
From :
Carol McLaren
Date :
April 15, 2010
Subject :
Competitiveness Workshop Present
__________________________________________________________________________
Ceramah, tanya jawab,__________________________________________________________________________
dan praktik
__________________________________________________________________________
Pertemuan ke-14:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi topik sebuah teks fungsional pendek yang didengar,
mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar serta mengidentifikasi tujuan
komunikasi teks fungsional pendek yang didengar.
2)Elaborasi
Siswa mendengarkan undangan rapat yang disampaikan secara lisan melalui tape secara klasikal kemudian
dilanjutkan dengan mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok.
3)Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Listen to the conversation and then write a memo based on the conversation!
Mrs. Wilson : 515 5624. Mary Wilson.
Mr. Mansour : Ah, good morning, Mrs Wilson. My name is Ahmed Mansour. I'd like to speak to your
husband if I may.
Mrs. Wilson : I'm afraid he's not in. He's at a conference in Manchester all day. Can I give him a
message?
Mr. Mansour : Well, when we met in Saudi Arabia, he asked me to call him when I was in London.
I'm flying back tomorrow. Will he be at home this evening?
Mrs. Wilson : Yes, he'll back at about eight thirty.
Mr. Mansour : Fine, I'll ring him at about nine then.
Mrs. Wilson : Right, I'll tell him you called. Bye bye.
Mr. Mansour : Goodbye, Mrs. Wilson.
Norma penilaian
Jumlah 100
Kunci jawaban : Kebijakan guru dan kreativitas siswa


Mengetahui .........................., 201.......
_____________________ _____________________
NIP. NIP.
(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara
akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari.
3. Indikator : Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek.
Pertemuan ke-16
Siswa mampu menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek
a. Pengertian teks fungsional pendek:
A memo or memorandum is a type of communication commonly used in businesses. A memo is used for
communicating with people in the same organization. It is a more informal means of communication than a business
letter. A memo is usually used to communicate a short message of up to one page in length. Memo's are sent to
colleagues and co-workers. They differ from letters as they are more informal and do not require a salutation or a
closure statement as in business letters.
b. Contoh teks fungsional pendek:
MEMO
To : John Carson, Judith Lindsay
From : Carol McLaren
Date : April 15, 2010
Subject : Competitiveness Workshop Present
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Pertemuan ke-16:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek.

2) Elaborasi
Siswa menyampaikan undangan lisan secara individu di depan kelas.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Arrange the following sentences to make a good memo!
a. Can you attend the sales meeting next Monday
f. you have been working on
b. Date : October 15
g. Subject: Invitation to speak at sales meeting
c. October 10
h. I'd really appreciate it
d. if you would talk about the new computer game
i. To : Matthew Moscow
e. From : Raphael Burrel
j. at 10:00 AM ?
Tes unjuk kerja : Write memos based on the following situation and then read it aloud:
1. Choose a city in your country. You are going to travel to this city for a vacation the next
weekend. Write a memo to your sister or brother. Ask him or her to call a travel agency and
search for the following information:
 Round-trip flight
 Hotel room for two nights
 Restaurant recommendation
 Prices and departure times
2. You need to purchase six new computers for your office. Make a memo to your staff to call a
computer store and ask for the following information:
 Current special offers
 Computer configuration (RAM, Hard Drive, CPU)
 Guaranty
 Possibility of discount for an order of six computers.
Norma penilaian
Jumlah 100
Kunci jawaban :
Tes tertulis :
MEMO
To : Matthew Moscow
From : Raphael Burrel
Date : October 15
Subject : Invitation to speak at sales meeting
Can you attend the sales meeting next Monday at 10:00 AM? I'd really appreciate
it if you would talk about the new computer game you have been working on October.


Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk:
report, narrative, dan analytical exposition.
3. Indikator : - Mengidentifikasi main idea dari teks report yang didengar.
- Mengidentifikasi tokoh dari cerita yang didengar.
- Mengidentifikasi kejadian dalam teks yang didengar.
- Mengidentifikasi ciri-ciri dari benda atau orang yang dilaporkan.
- Mengidentifikasi kasus yang didengar.
- Mengidentifikasi argumen yang didengar.
a. Pertemuan ke-5
Siswa mampu menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek.
Siswa mampu mengidentifikasi main idea dari teks report yang didengar.
Siswa mampu mengidentifikasi ciri-ciri dari benda atau orang yang dilaporkan.
b. Pertemuan ke-11
Siswa mampu mengidentifikasi tokoh dari cerita yang didengar.
Siswa mampu mengidentifikasi kejadian dalam teks yang didengar.
c. Pertemuan ke-17
Siswa mampu mengidentifikasi kasus yang didengar.
Siswa mampu mengidentifikasi argumen yang didengar.
a. Teks lisan berbentuk report.
1) Pengertian report :
Report is a text which presents information about something, as it is. It is as a result of systematic observation
and analysis.
2) Struktur teks berbentuk report:
- General classification : Stating classification of general aspect of thing; animal, public place, plant, etc
which will be discussed in general.
- Description : Describing the thing which will be discussed in detail; part per part , customs or deed for
living creature and usage for materials.
3) Ciri-ciri teks berbentuk report secara tata bahasa:
- Introducing group or general aspect.
- Using conditional logical connection; when, so, etc.
- Using simple present tense.
b. Teks lisan berbentuk narrative.

1) Pengertian narrative :
Narrative is a text which its function is to amuse, entertain and to deal with actual or vicarious experience in
different ways; narratives deal with problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution..
2) Struktur teks berbentuk narrative:
a. Orientation : set the scene and introduces the participants.
b. Evaluation : a stepping back to evaluate the plight.
c. Complication : a crisis arise.
d. Resolution : the crisis is resolved, for a better or worse.
e. Re-orientation : optional.
3) Ciri-ciri teks berbentuk narrative secara tata bahasa:
- Focus on specific and usually individualized participants.
- Use of material processes, behavioral and verbal processes.
- Use of relational processes and mental processes.
- Use temporal conjunctions and temporal circumstances.
- Use of past tense.
c. Teks lisan berbentuk analytical exposition.
1) Pengertian analytical exposition :
An analytical exposition is a type of spoken or written text that is intended to persuade the listeners or readers
that something is the case..
2) Struktur teks berbentuk analytical exposition:
a. Thesis.
Introduces the topic and shows speaker or writer’s position; outlines of the arguments are presented.
b. Arguments.
It consists about Point and Elaboration. Points states the main argument while elaboration develops and
supports each point of argument.
c. Conclusion.
Reiteration (restatement), restates speaker or writer’s position.
3) Ciri-ciri teks berbentuk analytical exposition secara tata bahasa:
- An analytical exposition focuses on generic human and non human participants.
- It uses mental processes. It is used to state what the writer or speaker thinks or feels about something. For
example: realize, feel etc.
- It uses emotive and evaluative words
- It often needs material processes. It is used to state what happens, e.g. ….has polluted… etc.
- It usually uses Simple Present Tense and Present Perfect Tense.
- Enumeration is sometimes necessary to show the list of given arguments: Firstly, secondly …, Finally, etc.
Pertemuan ke-5:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi main idea dari teks report yang didengar serta
mengidentifikasi ciri-ciri dari benda atau orang yang dilaporkan.
2) Elaborasi
Siswa mendengarkan sebuah report secara klasikal kemudian mendiskusikan mengenai isi teks yang dan
bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok atau berpasangan.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-11:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi tokoh serta mengidentifikasi kejadian dalam teks yang
didengar.
2) Elaborasi

Siswa mendengarkan sebuah narrative secara klasikal kemudian mendiskusikan mengenai isi teks yang dan
bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok atau berpasangan.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-17:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi kasus yang didengar dan mengidentifikasi argumen yang
didengar.
2) Elaborasi
Siswa melakukan case building berdasarkan kelompok pro dan kontra.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : tertulis
Tes tertulis : Read the text below aloud, and then answer the questions!
Being Fat Matters
Do you know if you are too fat, you may have serious problems with your health? A group of
doctors wrote a report about some of the effects of too much fat.
One important effect is on the heart. If you are fat, your heart has to work harder. This may lead
to a heart attack; or it may lead to other heart problem.
In addition, extra fat can also change the amount of sugar in your blood. This can cause serious
disease such as diabetes.
Furthermore high blood pressure is another possible result of being fat.
More studies are needed about all these problems. But one thing is clear, extra fat may make
your life shorter.
Questions:
1. What will happen to your heart if you are too fat?
2. Is there any effect on your blood if you are too fat? What is it?
3. What is the conclusion of all the facts?
4. From where does all of the facts come from?
5. How is the generic structure of this text?
Norma penilaian
Pemahaman teks 40
Kemampuan identifikasi struktur teks 30
Analisa aspek tata bahasa 30
Jumlah 100
Kunci jawaban: 1. Your heart has to work harder and this may lead to a heart attack or other heart problem.
2. Too fat can cause serious disease such as diabetes and high blood pressure.
3. Extra fat may make our life shorter.
4. A group of doctor’s report.
5. Thesis-arguments-reiteration.
Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative, explanation, dan discussion.
3. Indikator : - Menggunakan kalimat simple present dalam menyampaikan report.
- Melakukan monolog berbentuk narrative.
- Melakukan monolog berbentuk analytical exposition.
- Melakukan debat.
a. Pertemuan ke-6
Siswa mampu menggunakan kalimat simple present dalam menyampaikan report.
b. Pertemuan ke-12
Siswa mampu melakukan monolog berbentuk narrative.
c. Pertemuan ke-18
Siswa mampu melakukan monolog berbentuk analytical exposition.
Siswa mampu melakukan debat.
a. Teks lisan berbentuk report.
1) Pengertian report :
Report is a text which presents information about something, as it is. It is as a result of systematic observation
and analysis.
2) Struktur teks berbentuk report:

- General classification : Stating classification of general aspect of thing; animal, public place, plant, etc
which will be discussed in general.
- Description : Describing the thing which will be discussed in detail; part per part , customs or deed for
living creature and usage for materials.
3) Ciri-ciri teks berbentuk report secara tata bahasa:
- Introducing group or general aspect.
- Using conditional logical connection; when, so, etc.
- Using simple present tense.
b. Teks lisan berbentuk narrative.
1) Pengertian narrative :
Narrative is a text which its function is to amuse, entertain and to deal with actual or vicarious experience in
different ways; narratives deal with problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
2) Struktur teks berbentuk narrative:

a. Orientation : set the scene and introduces the participants.
b. Evaluation : a stepping back to evaluate the plight.
c. Complication : a crisis arise.
d. Resolution : the crisis is resolved, for a better or worse.
e. Re-orientation : optional.
3) Ciri-ciri teks berbentuk narrative secara tata bahasa:
- Focus on specific and usually individualized participants.
- Use of material processes, behavioral and verbal processes.
- Use of relational processes and mental processes.
- Use temporal conjunctions and temporal circumstances.
- Use of past tense.
c. Teks lisan berbentuk analytical exposition.
1) Pengertian analytical exposition :
An analytical exposition is a type of spoken or written text that is intended to persuade the listeners or readers
that something is the case..
2) Struktur teks berbentuk analytical exposition:
a. Thesis.
Introduces the topic and shows speaker or writer’s position; outlines of the arguments are presented.
b. Arguments.
It consists about Point and Elaboration. Points states the main argument while elaboration develops and
supports each point of argument.
c. Conclusion.
Reiteration (restatement), restates speaker or writer’s position.
3) Ciri-ciri teks berbentuk analytical exposition secara tata bahasa:
- An analytical exposition focuses on generic human and non human participants.
- It uses mental processes. It is used to state what the writer or speaker thinks or feels about something. For
example: realize, feel etc.
- It uses emotive and evaluative words
- It often needs material processes. It is used to state what happens, e.g. ….has polluted… etc.
- It usually uses Simple Present Tense and Present Perfect Tense.
- Enumeration is sometimes necessary to show the list of given arguments: Firstly, secondly …, Finally, etc.
Pertemuan ke-6:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai menggunakan kalimat simple present dalam menyampaikan report.
2)Elaborasi
Siswa berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat pasif untuk
menyatakan berita.
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-12:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai melakukan monolog berbentuk narrative.
2) Elaborasi
Siswa mendongeng cerita rakyat setempat.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-18:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai monolog berbentuk analytical exposition serta melakukan debat.
2) Elaborasi
Siswa melakukan debat secara berkelompok dengan tema permasalahan daerah setempat.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Make your own narrative. Choose one of these options!
1. Write about the scariest experience you have ever had.
2. Write about a mystery story in which something very valuable was stolen.
3. Write about a mystery story in which someone was murdered. Create your own detective to
unveil the case.
4. Write a story about ghosts, haunted houses/places. Your purpose in writing the story is to
frighten your reader. Create your own participants.
Tes unjuk kerja: Ask your parents or grandparents about folktales from your region. Make a list of the folktales.
Mention as many as possible. Write about one folktale that you think is the most interesting and
then retell the story in front of the class!
Norma penilaian
Gagasan 25

Struktur 25
Kosakata 25
Kerapian tulisan 25
Jumlah 100
Kunci Jawaban :
Tes tertulis : Kebijakan guru dan kreativitas siswa.
Tes unjuk kerja : Kebijakan guru dan kreativitas siswa.
Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
2. Kompetensi Dasar : Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll)
resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari.
3. Indikator : - Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan
intonasi yang benar.
- Mengidentifikasi topik dari teks yang dibaca.
- Mengidentifikasi informasi tertentu dari teks fungsional pendek.
Pertemuan ke-23
Siswa mampu membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar.
Siswa mampu mengidentifikasi topik dari teks yang dibaca.
Siswa mampu mengidentifikasi informasi tertentu dari teks fungsional pendek.
a. Pengertian banner, poster, atau pamphlet.
A poster is a large printed picture or a notice that is used to advertise something or to decorate room.
A pamphlet is a thin book with a paper cover that gives you information about something.
b. Contoh banner, poster, atau pamphlet.
Phone (0361) 204576

Pertemuan ke-23:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai membaca nyaring bermakna wacana ragam tulis yang dibahas dengan
ucapan dan intonasi yang benar serta bagaimana mengidentifikasi topik dari teks yang dibaca.
2) Elaborasi
Siswa membaca nyaring bermakna teks berita atau deskripsi atau naratif secara individu kemudian dilanjutkan
mendiskusikan berbagai aspek dari teks seperti isi, struktur teks secara berkelompok..
3) Konfirmasi

c. Kegiatan Akhir
9. Penilaian
a. Teknik : Lisan
Tes unjuk kerja: Retell the following poster in your own words!
Norma penilaian
Pemahaman teks 40
Jumlah 100
Kunci jawaban : Kebijaksanaan guru dan kreativitas siswa.

Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster,
pamphlet, dll) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.
3. Indikator : - Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan
akurat.
- Menulis gagasan utama.
- Mengelaborasi gagasan utama.
- Membuat draft, merevisi, menyunting.
- Menghasilkan banner, poster, atau pamphlet.
Pertemuan ke-24
Siswa mampu menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat.
Siswa mampu menulis gagasan utama.
Siswa mampu mengelaborasi gagasan utama.
Siswa mampu membuat draft, merevisi, menyunting.
Siswa mampu menghasilkan banner, poster, atau pamphlet.
a. Pengertian banner, poster, atau pamphlet.
A poster is a large printed picture or a notice that is used to advertise something or to decorate room.
A pamphlet is a thin book with a paper cover that gives you information about something.
b. Contoh banner, poster, atau pamphlet.
Phone (0361) 204576

Pertemuan ke-24:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi

Guru menampilkan teori mengenai menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama serta teori mengenai membuat draft,
merevisi, dan menyunting.
2) Elaborasi
Siswa membuat draft teks berupa banner, poster, maupun pamphlet dengan melakukan chain writing, kemudian
melakukan koreksi oleh teman sejawat untuk menyempurnakan draft. Selanjutnya siswa menyempurnakan draft
berdasarkan hasil koreksi teman.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
b. Bentuk Instrumen : Uraian dan penugasan.
Tes tertulis : Write a poster, banner, or pamphlet about conserving animals!
Norma penilaian
Gagasan 25
Struktur 25
Kosakata 25
Kerapian tulisan 25
Jumlah 100

Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Memahami makna teks tulis fungsional pendek esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan.
2. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk: recount, narrative, dan procedure.
3. Indikator : - Mengidentifikasi makna kata dalam teks yang dibaca.
- Mengidentifikasi komplikasi dalam sebuah cerita narasi.
- Mengidentifikasi kejadian dalam teks yang dibaca.
- Mengidentifikasi ciri-ciri dari benda atau orang yang dilaporkan.
- Mengidentifikasi kasus yang dibahas dalam teks.
- Mengidentifikasi argument yang diberikan.
- Mengidentifikasi langkah-langkah retorika dari teks.
- Mengidentifikasi tujuan komunikasi teks dibaca.
a. Pertemuan ke-5
Siswa mampu mengidentifikasi makna kata dalam teks yang dibaca.
Siswa mampu mengidentifikasi komplikasi dalam sebuah cerita narasi.
Siswa mampu mengidentifikasi tujuan komunikasi teks dibaca.
b. Pertemuan ke-11
Siswa mampu mengidentifikasi kejadian dalam teks yang dibaca.
Siswa mampu mengidentifikasi ciri-ciri dari benda atau orang yang dilaporkan.
c. Pertemuan ke-17
d. Siswa mampu mengidentifikasi kasus yang dibahas dalam teks.
Siswa mampu mengidentifikasi argument yang diberikan.
Siswa mampu mengidentifikasi langkah-langkah retorika dari teks.
a. Noun phrase
When some words are arranged by using difference sequence, it will have different meaning.
Pay attention on the following pattern:
1) (D) Determiner : 1) Article (a, an, the, etc.)
2) Possessive (my, his, your, their, her, our, etc.)
3) Demonstrative (this, that, these, those)
4) Quantitative (some, many, much, a lot of, few, a little, etc.)
2) (O) Ordinative : 1) Numerals (one, two, three, first, second, single, double, etc.)
2) Adjective which has : -er, more- (comparative form), -est, most- (superlative form) and
very-.
3) (E) Epithet : The adjective is used to indicate the character of somebody or something.
a. DE : Descriptive Enumerator (bad, good, pretty, beautiful, boring, interesting, clever,
stupid, ugly, poor, intelligent, etc.)
b. Si : Size (big, small, wide, shallow, little, short, long, high, tall, low, large, deep,
narrow, thick, thin, etc.)
c. A : Age (new, old, young, ancient, recent, etc.)
d. T : Temperature (hot, young, ancient, recent, etc)
e. Sha : Shape (round, flat, square, triangular, etc.)

f. Co : Colour (black, red, white, blue, yellow, etc.)
b. Adjective clause
An adjective clause, which contains a subject and a verb, can follow a noun. It describes the noun.
- Who and whom are used for people.
- That is used for people or things.
Example:
1. The tree whose branch was cut down, ...
2. The traveller whom the birds saw, ...
3. The bird which has a beautiful voice, ...
The italicised words explain the nouns. The clauses can also be written as follows:
1. The tree's branch was cut down.
2. The birds saw the traveller.
3. The bird has a beautiful voice.
c. Teks tulis berbentuk narrative
Contoh teks berbentuk narrative:
The Wild Swans
Once there lived an evil queen. When the king died, she turned the king’s eleven princes into swans. She also
tried to kill the king’s daughter, princess Ellysia. But princess Ellysia managed to run away. She went to live in the
woods.
One day Ellysia saw eleven swans flying in the sky. The swans had crowns on their heads. The swans landed in
the woods and changed into eleven young princes. Ellysia was very happy to see her brothers again. Ellysia wanted
to stay with her brothers. She asked them to take her to the island where they lived. Her brothers agreed. On the
way Ellysia had a dream. A fairy told her how she could save her brothers. She has to make leaf coast for them. And
she should not speak to anyone from that moment onwards, or else her brothers would be swans forever.
Soon they reached the island. Ellysia began to collect leaves. Her brothers helped her, too. But she did not to
tell her brothers what the leaves were for.
When Ellysia was collecting the leaves, she saw a handsome prince who was hunting in the forest. Finally the
prince fell in love with her. Ellysia liked him too, but she wouldn’t speak to him. The prince brought Ellysia to his
palace. Ellysia went on making the leaf coast. The king, the prince’s father, thought that Ellysia was an evil witch.
One evening the king and his son saw Ellysia at the graveyard. The king thought she wanted to cast a spell.
The king ordered his guards to put Ellysia in prison.
The next day Ellysia was put on a cart. Suddenly eleven swans flew towards her. Ellysia threw the coasts on her
brothers. And they became princes again. At last Ellysia could tell the prince everything she had done. The prince
and Ellysia were married and they lived happily ever after.
d. Teks tulis berbentuk report
Contoh teks berbentuk report:
Platypus
Many people call platypus duckbill because this animal has a bill like duckbill. Platypus is a native Tasmania and
southern and eastern Australia.
Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and covered with a thick, and woolly
layer of fur. Its bill is detecting prey and stirring up mud. Platypus’ eyes and head are small. It has no ears but has
ability to sense sound and light.
Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows in the streams or river banks.
The burrows are blocked with soil to protect it from intruders and flooding. In the other hand, male platypus does not
need any burrow to stay.
e. Teks tulis berbentuk analytical exposition.
Contoh teks berbentuk analytical exposition.
Corruption and Indonesian Culture

Corruption has happened for many years and today it becomes a bad culture in Indonesia for 3 reasons.
Most adult Indonesian or foreigners have known and admitted that corruptions happen in many places. The
daily newspapers, news programs on TV and radio have reported corruptions are done everywhere, almost in all
departments or public services of this country. Corruptions happen in health, education departments and banks.
When we manage to get some documents in public service offices, we usually need much money to pay.
Manipulations happen everywhere.
The actions to eliminate corruption are weak. The ever stronger culture seems not to come to an end when the
responsible institutions who have to reinforce the justice today commit corruption. This is the worst. Corruptions
happen in police department, courts where judges, public prosecutors, lawyers make deals to do corruption. All of
us also heard in the end of 2004, Probosutejo reported that he had bribed the Supreme Court, or called Mahkamah
Agung which becomes the highest level where the justice can be obtained. Perhaps you have to try to come to the
local courts and see what happen there. You will see practices of bribery and other kinds of corruption. Therefore,
we can say that corruptions becomes our culture. Do you like it?
The citizens have no goodwill to fight against the corruption. They create the situations in which people have
opportunities to do corruptions. The citizens like to break the rules because they are not disciplined. For example, in
the street when they drive a car or ride motorcycle, they do not have the driving license or necessary documents.
Then, they are caught by the local policemen. To avoid more difficulties, they like to bribe the officer. The officer let
them go then. In other words, the citizens and officers are the same, doing corruption together. If only the people
were critical, disciplined, and obey the rules, and willing to report any wrong behaviors, this country will not be the
most corrupting country in the world.
Conclusion based on the reasons, we can conclude that corruption is becoming a bad culture in Indonesia if it is
not ended soon by all of us. It seems that there must be more severe penalty for the corruptors. Do we still care
about the future of this country?
Pertemuan ke-5:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi makna kata dalam teks yang dibaca, komplikasi dalam
sebuah cerita narasi serta tujuan komunikasi teks.
2) Elaborasi
Siswa membaca nyaring bermakna teks narrative secara individu kemudian dilanjutkan mendiskusikan berbagai
aspek dari teks seperti isi dan struktur teks secara kelompok.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-11:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi kejadian dalam teks yang dibaca, mengidentifikasi ciri-ciri
dari benda atau orang yang dilaporkan serta tujuan komunikasi teks.
2) Elaborasi
Siswa membaca nyaring bermakna teks report secara individu kemudian dilanjutkan mendiskusikan berbagai
aspek dari teks seperti isi dan struktur teks secara kelompok.
3) Konfirmasi
c. Kegiatan Akhir

Pertemuan ke-17:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai mengidentifikasi kasus yang dibahas dalam teks, argumen yang diberikan,
langkah-langkah retorika dari teks serta tujuan komunikasi teks.
2) Elaborasi
Siswa membaca nyaring bermakna teks analytical exposition secara individu kemudian dilanjutkan
mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks secara kelompok.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Lisan
Tes unjuk kerja: Read the following text aloud and then discuss its generic structure and language features with
your partner!
To improve comfort and cleanliness at our school, a number of dust bins should be
increased.
When we look at classrooms, school corridors and school yard, there are papers, mineral
water cups, straws, and napkins here and there. The condition of uncleanliness and
discomfort really hinders learning and teaching environment. Litters thrown carelessly cause
disease, especially empty plastic cups or glasses. They can be filled out with water coming
from the rain. This can be placed for dengue mosquitoes to spread out. Besides, this rubbish
can deteriorate the scene. Well painted wall and green school yard do not mean anything if
litters are scattered everywhere.
Anyway I notice that most of the students in our school have responsibilities for their
school environment. They put their litters on the proper places. But some are not diligent
enough to find the dust bins. The numbers of dust bins in our schools are not enough. More
dust bins should be put beside each of steps, outside of the classrooms, and some more
along the corridors. Probably one dust bin should be in every ten meters. So when students
want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, we do not have problems of filth and
discomfort any more. Our school will be very clean and become a nice place to study.
Norma penilaian
Pemahaman teks 40
Jumlah 100
Kunci jawaban : Kebijaksanaan guru dan kreatifitas siswa.


Mengetahui .........................., 201.......
_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Gasal
1. Standar Kompetensi : Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk
recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar, dan
berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
dalam teks berbentuk: recount, narrative, dan procedure.
3. Indikator : - Menggunakan kalimat adjective clause dalam menyampaikan sebuah cerita.
- Menggunakan kalimat adjective phrase dalam membuat sebuah report.
- Menghasilkan teks berbentuk report.
- Menghasilkan teks berbentuk narrative.
- Menghasilkan teks berbentuk analytical exposition.
a. Pertemuan ke-6
Siswa mampu menggunakan kalimat adjective clause dalam menyampaikan sebuah cerita.
Siswa mampu menghasilkan teks berbentuk narrative.
b. Pertemuan ke-12
Siswa mampu menggunakan kalimat adjective phrase dalam membuat sebuah report.
Siswa mampu menghasilkan teks berbentuk report.
c. Pertemuan ke-18
Siswa mampu menghasilkan teks berbentuk analytical exposition.
a. Noun phrase
When some words are arranged by using difference sequence, it will have different meaning.
Pay attention on the following pattern:
1) (D) Determiner : 1) Article (a, an, the, etc.)
2) Possessive (my, his, your, their, her, our, etc.)
3) Demonstrative (this, that, these, those)
4) Quantitative (some, many, much, a lot of, few, a little, etc.)

2) (O) Ordinative : 1) Numerals (one, two, three, first, second, single, double, etc.)
2) Adjective which has : -er, more- (comparative form), -est, most- (superlative form) and
very-.
3) (E) Epithet : The adjective is used to indicate the character of somebody or something.
a. DE : Descriptive Enumerator (bad, good, pretty, beautiful, boring, interesting, clever, stupid, ugly, poor,
intelligent, etc.)
b. Si : Size (big, small, wide, shallow, little, short, long, high, tall, low, large, deep, narrow, thick, thin, etc.)
c. A : Age (new, old, young, ancient, recent, etc.)
d. T : Temperature (hot, young, ancient, recent, etc)
e. Sha : Shape (round, flat, square, triangular, etc.)
f. Co : Colour (black, red, white, blue, yellow, etc.)
b. Adjective clause
An adjective clause, which contains a subject and a verb, can follow a noun. It describes the noun.
- Who and whom are used for people.
- That is used for people or things.
Example:
1. The tree whose branch was cut down, ...
2. The traveller whom the birds saw, ...
3. The bird which has a beautiful voice, ...
The italicised words explain the nouns. The clauses can also
be written as follows:
1. The tree's branch was cut down.
2. The birds saw the traveller.
3. The bird has a beautiful voice.
c. Teks tulis berbentuk narrative
Contoh teks berbentuk narrative:
The Wild Swans
Once there lived an evil queen. When the king died, she turned the king’s eleven princes into swans. She
also tried to kill the king’s daughter, princess Ellysia. But princess Ellysia managed to run away. She went to live
in the woods.
One day Ellysia saw eleven swans flying in the sky. The swans had crowns on their heads. The swans
landed in the woods and changed into eleven young princes. Ellysia was very happy to see her brothers again.
Ellysia wanted to stay with her brothers. She asked them to take her to the island where they lived. Her brothers
agreed. On the way Ellysia had a dream. A fairy told her how she could save her brothers. She has to make leaf
coast for them. And she should not speak to anyone from that moment onwards, or else her brothers would be
swans forever.
Soon they reached the island. Ellysia began to collect leaves. Her brothers helped her, too. But she did not
to tell her brothers what the leaves were for.
When Ellysia was collecting the leaves, she saw a handsome prince who was hunting in the forest. Finally
the prince fell in love with her. Ellysia liked him too, but she wouldn’t speak to him. The prince brought Ellysia to
his palace. Ellysia went on making the leaf coast. The king, the prince’s father, thought that Ellysia was an evil
witch.
One evening the king and his son saw Ellysia at the graveyard. The king thought she wanted to cast a spell.
The king ordered his guards to put Ellysia in prison.
The next day Ellysia was put on a cart. Suddenly eleven swans flew towards her. Ellysia threw the coasts on
her brothers. And they became princes again. At last Ellysia could tell the prince everything she had done. The
prince and Ellysia were married and they lived happily ever after.
d. Teks tulis berbentuk report
Contoh teks berbentuk report:
Platypus
Many people call platypus duckbill because this animal has a bill like duckbill. Platypus is a native Tasmania
and southern and eastern Australia.
Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and covered with a thick, and woolly
layer of fur. Its bill is detecting prey and stirring up mud. Platypus’ eyes and head are small. It has no ears but
has ability to sense sound and light.
Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows in the streams or river
banks. The burrows are blocked with soil to protect it from intruders and flooding. In the other hand, male
platypus does not need any burrow to stay.
e. Teks tulis berbentuk analytical exposition.

Contoh teks berbentuk analytical exposition.
Corruption and Indonesian Culture
Corruption has happened for many years and today it becomes a bad culture in Indonesia for 3 reasons.
Most adult Indonesian or foreigners have known and admitted that corruptions happen in many places. The
daily newspapers, news programs on TV and radio have reported corruptions are done everywhere, almost in
all departments or public services of this country. Corruptions happen in health, education departments and
banks. When we manage to get some documents in public service offices, we usually need much money to pay.
Manipulations happen everywhere.
The actions to eliminate corruption are weak. The ever stronger culture seems not to come to an end when
the responsible institutions who have to reinforce the justice today commit corruption. This is the worst.
Corruptions happen in police department, courts where judges, public prosecutors, lawyers make deals to do
corruption. All of us also heard in the end of 2004, Probosutejo reported that he had bribed the Supreme Court,
or called Mahkamah Agung which becomes the highest level where the justice can be obtained. Perhaps you
have to try to come to the local courts and see what happen there. You will see practices of bribery and other
kinds of corruption. Therefore, we can say that corruptions becomes our culture. Do you like it?
The citizens have no goodwill to fight against the corruption. They create the situations in which people
have opportunities to do corruptions. The citizens like to break the rules because they are not disciplined. For
example, in the street when they drive a car or ride motorcycle, they do not have the driving license or
necessary documents. Then, they are caught by the local policemen. To avoid more difficulties, they like to bribe
the officer. The officer let them go then. In other words, the citizens and officers are the same, doing corruption
together. If only the people were critical, disciplined, and obey the rules, and willing to report any wrong
behaviors, this country will not be the most corrupting country in the world.
Conclusion based on the reasons, we can conclude that corruption is becoming a bad culture in Indonesia if
it is not ended soon by all of us. It seems that there must be more severe penalty for the corruptors. Do we still
care about the future of this country?
Pertemuan ke-6:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menggunakan kalimat adjective clause dalam menyampaikan sebuah cerita
serta teori bagaimana menghasilkan teks berbentuk narrative.
2) Elaborasi
Siswa membuat draft teks narrative dengan melakukan chain writing, kemudian melakukan koreksi teman
sejawat untuk menyempurnakan draft dan dilanjutkan dengan menyempurnakan draft berdasarkan hasil koreksi
teman.

3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-12:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menghasilkan teks berbentuk report dan menggunakan kalimat adjective
phrase dalam membuat sebuah report.
2) Elaborasi
3) Siswa membuat draft teks report dengan melakukan chain writing, kemudian melakukan koreksi teman sejawat
untuk menyempurnakan draft dan dilanjutkan dengan menyempurnakan draft berdasarkan hasil koreksi teman.
4) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-18:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menghasilkan teks berbentuk analytical exposition.
2) Elaborasi
Siswa berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat kompleks yang
menggunakan modal untuk menyatakan opini.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Tes tertulis : Make a report about LION based on the following questions and then compare it with your
friend!
Questions:
What kind of animal does a lion belong to?
 Carnivores
 Wild Animals
Where can you find a lion?
 In the African jungle
 It roams in the forest
 In the savannah
How does a lion move/live/survive?
 They hunt at their hunting area
 Its claws are sharp
 They can run fast like a horse
 They can hear voices from 100 until 150 meters
 Its fangs are very strong
 There are 6.000 lions remaining today
What does a lion look like?
 It resembles a cat
 The male is bigger than the female
 The male lion has a mane
What does a lion feed on?
 Zebras
 Buffaloes
 Deer
How does a lion reproduce their young (cubs)?
 They are mammals
 They have babies
Norma penilaian
Gagasan 25
Struktur 25
Kosakata 25
Kerapian tulisan 25
Jumlah 100

Mengetahui .........................., 201.......

_____________________ _____________________
NIP. NIP.

RPP-ENG-XI

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RENCANA PELAKSANAAN PEMBELAJARAN

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 11

12 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 13

Mengetahui .........................., 201.......

RENCANA PELAKSANAAN PEMBELAJARAN

14 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 15

16 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

Mengetahui .........................., 201.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 17

RENCANA PELAKSANAAN PEMBELAJARAN

18 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 19

Mengetahui .........................., 201.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 21

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 23

24 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

Mengetahui .........................., 201.......

RENCANA PELAKSANAAN PEMBELAJARAN

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 25

Kunci jawaban : Kebijakan guru dan kreativitas siswa

26 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 27

28 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

10. Alat/Media/Sumber Belajar

Mengetahui .........................., 201.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 29

b. Teks lisan berbentuk narrative.

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 31

Mengetahui .........................., 201.......

RENCANA PELAKSANAAN PEMBELAJARAN

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 33

2) Struktur teks berbentuk narrative:

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 35

Mengetahui .........................., 201.......

36 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

Phone (0361) 204576

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 37

Kunci jawaban : Kebijaksanaan guru dan kreativitas siswa.

Mengetahui .........................., 201.......

38 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

Phone (0361) 204576

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 39

Kunci jawaban : Kebijaksanaan guru dan kreativitas siswa.

Mengetahui .........................., 201.......

40 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 41

42 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 43

Kunci jawaban : Kebijaksanaan guru dan kreatifitas siswa.

44 RPP Bahasa Inggris SMA Kelas XI - Smt. 1

RENCANA PELAKSANAAN PEMBELAJARAN

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 45

e. Teks tulis berbentuk analytical exposition.

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 47

Kunci jawaban : Kebijaksanaan guru dan kreativitas siswa.

Mengetahui .........................., 201.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 1 49

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