RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah:

Alamat sekolah:

Jenjang sekolah: SMP

Kelas/Semester: VIII/I

Mata pelajaran: Bahasa Inggris

Materi: Describing People

Kompetensi: Writing

I. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong
royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam
dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai,
memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

II. Kompetensi Dasar

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan
guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif
lisan dan tulis dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang, dan
benda, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan
teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda
 4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang,
dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar
dan sesuai konteks

 Sub-KD
3.7.1 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif
tulis dengan memberi dan meminta informasi terkait dengan deskripsi orang sangat pendek dan
sederhana, sesuai dengan konteks penggunaannya
4.7.2.1 Menyusun teks deskriptif tulis, sangat pendek dan sederhana, terkait orang dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks

III. Indikator
1. Mengidentifikasi fungsi social, struktur teks, dan unsure kebahasaan dua teks deskriptif tulis
dengan memberi dan meminta informasi terkait dengan deskripsi orang
2. Membandingkan struktur teks dan unsur kebahasaan dua teks deskriptif tulis dengan memberi dan
meminta informasi terkait dengan deskripsi orang.
3. Menentukan fungsi social, unsure kebahasaan dan struktur teks dua teks deskriptif tulis dengan
memberi dan meminta informasi terkait dengan deskripsi orang yang berbeda.
4. Menemukan kalimat yang tepat untuk melengkapi sebuah paragraf deskriptif tulis dengan
memberi dan meminta informasi terkait dengan deskripsi orang
5. Menyusun teks deskriptif yang sangat sederhana terkait orang dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

IV. Tujuan Pembelajaran

1. Diberi dua teks deskripsi orang yang berbeda siswa dapat mengidentifikasi fungsi social, struktur
teks dan unsure kebahasaannya dengan benar
2. Diberi dua teks deskripsi orang yang berbeda siswa dapat membandingkan unsure kebahasaan dan
struktur teksnya dengan benar.
3. Diberi dua teks rumpang tentang deskripsi orang yang berbeda siswa dapat menentukan unsure
kebahasaan dan struktur teks dengan benar.
4. Diberi satu teks rumpang deskripsi orang, siswa dapat menenumakn kalimat yang tepat untuk
melengkapi teks tersebut
5. Diberi beberapa kata sifat siswa dapat menyusun teks deskriptif sangat sederhana dengan benar.
 V. Materi Pembelajaran

Teks lisan dan tulis tentang menyatakan, menanyakan, dan merespon perkenalan diri.

1. Fungsi sosial
Mengenalkan dan mengintifikasi orang secara pendek dan sederhana.
2. Struktur teks
a. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih untuk
dideskripsikan

b. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan

c. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang semuanya
sesuai dengan fungsi sosial yang hendak dicapai.

3. Unsur kebahasaan
1) Kata sifat tentang orang dalam kehidupan siswa di rumah, sekolah, dan sekitarnya
2) Frasa nominal seperti dark brown, cute little sister, beautiful red hair, etc.
3) Penggunaan simple present tense

VI. Metode Pembelajaran

1. Pendekatan : scientific approach

2. Metode : Communicative Language

3. Teknik : diskusi dan tanya jawab

VII. Kegiatan Pembelajaran

- Kegiatan Awal
a. Guru memberi salam
b. Guru memeriksa kehadiran siswa
c. Guru mengulas pelajaran pada pertemuan sebelumnya.
d. Guru menyampaikan tujuan pembelajaran.
- Kegiatan Inti
Kegiatan Siswa Catatan Guru

 Mengamati Text 1
1. Siswa membaca teks sederhana tentang
deskripsi orang dengan memperhatikan
fungsi social, struktur teks, dan unsure
 kebahasaannya.

 Menanya Exersice 1
1. Dengan bimbingan dan arahan guru,
siswa menanyakan dan
mempertanyakan fungsi social, struktur
teks, dan unsure kebahasaan ungkapan
pendapat dengan penjelasaannya, serta
responnya.
 Mengobservasi 1. Text 2 and 3
1. Secara individu, siswa membaca dua 2. Exercise 2
teks deskrispsi orang yang berbeda. 3. Exercise 3
Kemudian membandingkan unsure
kebahasaan dan struktur teksnya.
2. Secara individu, siswa mengerjakan
soal rumpang.
3. Secara individu, siswa melengkapi
paragraph rumpang
 Mengasosiasikan Exercise 4
1. Secara individu, siswa melengkapi
tabel dengan fungsi social, unsure
kebahasaan dan struktur teks dari
semua teks yang telah dibaca
 Mengkomunikasikan Exercise 5
1. Secara individu, siswa mendeskripsikan
gambar yang diberikan menggunakan
kata sifat yang ada.
2. Siswa membicarakan permasalahan
yang dialami dalam menggunakan
bahasa inggris untuk menyatakan
pendapat.

- Kegiatan akhir

a) Guru menjelaskan keberhasilan siswa.

b) Guru menunjukkan kekurangan-kekurangan yang masih dilakukan.
c) Guru menyimpulkan kegiatan yang baru dilakukan.Guru menyampaikan rencana
pembelajaran untuk pertemuan berikutnya.
 d) Guru memberi salam.

VIII. Penilaian

Exercise 5

ESL COMPOSITION PROFILE

Student: Date: Topic:

Score Level Criteria Comments

30-27 EXCELLENT TO VERY GOOD:

knowledgeable; substantive; thorough
development of thesis; relevant to the
26-22 assigned topic.

GOOD TO AVERAGE: Some knowledge of

the subject; adequate range; limited
development of thesis; mostly relevant to the
Content

topic, but lacks detail.

21-17
FAIR TO POOR: limited knowledge of the
subject; little substance; inadequate
16-13 development of topic.

VERY POOR: does not show knowledge of

subject; non-substantive; not pertinent; OR
not enough to evaluate.

20-18 EXCELLENT TO VERY GOOD: fluent

expression; ideas clearly stated / supported;
succinct; well-organized; logical sequencing;
cohesive.

17-14 GOOD TO AVERAGE: somewhat choppy;

Organization

loosely organized but main ideas stand out;

logical but incomplete sequencing.

13-10 FAIR TO POOR: non-fluent; ideas confused

or disconnected; lacks logical sequencing and
development.
9-7
VERY POOR: does not communicate; no
organization; or not enough to evaluate.
 20-18 EXCELLENT TO VERY GOOD:
sophisticated range; effective word / idiom
choice and usage; word from mastery;
appropriate register.

17-14 GOOD TO AVERAGE: adequate range;

occasional errors of word / idiom form,
Vocabulary

choice, usage but meaning not obscured.

13-10 FAIR TO POOR: limited range; frequent

errors of word / idiom form, choice, usage;
meaning or obscured.
9-7
VERY GOOD: essentially translation; little
knowledge of English vocabulary, idioms,
word form; or not enough to evaluate.

25-22 EXCELLENT TO VERY GOOD: effective

complex constructions; few errors of
agreement, tense, number, word order /
function, articles, pronouns, preposition.

21-18 GOOD TO AVERAGE: effective but simple

constructions; minor problems in complex
constructions; several errors in agreement,
tense, number, word order / function, articles,
pronouns, prepositions but meaning seldom
Language Use

obscured.

17-11 FAIR TO POOR: major problems in simple /

complex constructions, frequent errors of
negation; agreement, tense, number, word
order / function, articles, pronouns,
prepositions and / or fragments, run – ons,
deletions; meaning confused or obscured.

VERY POOR: virtually no mastery of

sentence construction rules; dominated by
10-5 errors; does not communicate; or not enough
to evaluate.
 5 EXCELLENT TO VERY GOOD:
demonstrates mastery of conventions, few
errors of spelling, punctuation, capitalization,
paragraphing.

4 GOOD TO AVERAGE: Occasional errors of

spelling, punctuation, capitalization,
paragraphing, but meaning not obscured.
Mechanics

FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing,
3
poor handwriting, meaning confused or
obscured.

VERY POOR: no mastery or conventions;

dominated by errors of spelling, punctuation,
2 capitalization, paragraphing, handwriting
illegible; or not enough to evaluate.

Total Score Reader Comments

IX. Sumber/Media Pembelajaran

1. Media pembelajaran:white board, board marker,
2. Sumber:
a) https://en.islcollective.com/resources/printables/worksheets_doc_docx/describing
_people_from_tip_to_toe_-_vocabulary/adjectives-to-describe/82375
ttp://deddisetiawan1.blogspot.co.id/2014/11/rpp-sma-kelas11-2013-
ungkapan.html
Learning Sheet

 Text 1
 This is My Grandfather
Hello everyone! My name is Lucy and this is my beloved grandfather! His name is
Tim and he is my best friend. My grandfather is sixty-four years old and he is retired now, so
he has plenty of time to be and play with me. I love him very much and I know he loves me
too. We usually spend a lot of time together.
He is a widow and he lives with me, my father, my mother and my brother Kevin. We
live in a big house in Fort Collins, Colorado. My grandfather is a very tall and strong man!
Can you see me on his shoulders in this picture? He is really strong! My grandfather is a
patient and caring man and sometimes I think he is a magician. He’s always guessing what I
want to do or to eat or what I feel inside!… When I am sad, he always makes me laugh with
his funny faces. He puts me on his shoulders, he tells me many stories (I know they are
imaginary, but I pretend they are real!), he even sings for me!
Everyday my grandfather Tim prepares my breakfast, he drives me school and picks
me up at the end of classes, he helps me with my school work, he takes me to the swimming-
pool, he plays chess with me and he counts the stars with me. You know, my grandfather is
the only grown-up I know who truly understands me. I love him very much!
 Exercise 1
Please make questions concerning on the aspects bellow.
1. Social functions of the text
2. Text structures of the text
3. Language features of the text
 Text 2

Hi! My name is Alec. I’m of medium-height and slim. I have large brown eyes and
short brown hair. I like to wear T-shirts, jeans and trainers. I’m a good sportsman. I go in for
football and rollerblading. They are my favourite sports. I have a very nice pet. It is a parrot,
Sweaty by name. I feed it every day.

 Text 3
Hi! My name is Jessica. I’m only five and I like to play with my toys. I’m short and
slim. I have blond hair with a green ribbon and brown eyes. I like to wear skirts, pullovers,
socks and shoes.
  Exercise 2
Please complete the sentences bellow correctly.
1. The children never do their homework. They’re very .....
2. It’s impossible to say anything to him. One word and he starts crying. He is so ........ !

3. My grandfather was a very...................... man. He fought in the Spanish Civil War and
he was never afraid.

4. Tom is very .................................. . He gives money to charity every month.

5. Peter never goes to parties and he hardly ever talks to others, he is so .................... !

6. My mother is a very ............................. woman. She is always interceding in our fights

and telling us that we have to solve our problems by talking.

7. Mary is a very .................................. girl. She never interrupts in class and raises her
hand whenever she wants to ask a question.

8. I think he is an extremely ................................ boy. He is always laughing at stupid

things and never understands the lesson.

9. William never stops talking in class. He’s very ..........................

10. My sister is a very ................................ little girl. She’s always kissing and hugging us.

 Exercise 3
Please complete the paragraph bellow properly.

1. Hi! My name is Tom.

2. I’m tall and slim.
3.
4. I wear tracksuit, mittens, boots, anorak and glasses when I go in for sports.
5.

a. I have short fair hair and brown eyes.

b. I like to wear T-shirts, jeans and trainers.
c. I like skateboarding and snowboarding.
d. I have blond hair with a green ribbon and brown eyes.
  Exercise 4
Please complete the table based on the clues bellow

Social Functions

Text Structures

Language Features Use adjective,

Please complete the table with adjectives you have found in the previous text

Personality feelings Physical Appearance

  Exercise 5
Describe these people: age, posture, their physical appearance and clothes. The list of
words and the example below will help you.

Height and weight tall  average height  fat  strongly-built  well-built  slim  petite  short  thin
 chubby  skinny  slender 

Age and skin elderly  in his/her late forties  in his/her early thirties  middle-aged  teenage 
wrinkled face  freckles  pimples  scar  flawless skin  clean shaven face/head

Hair straight  wavy  curly  bald  moustache  medium length  dyed  dark  blonde
 grey-haired  fair  beard  spiky  sideburns  goatee  pony tail  fringe

Posture arms folded  his/her hands on his/her hips  hands clasped  hands by his/her
sides  his/her hands in his/her pockets  standing  lying  squatting  seated

Clothes style formally-dressed  casually-dressed  neatly-dressed  untidily dressed  trendy 

old-fashioned  creased  scruffy  glamorous  flamboyant  sexy  vintage

Accessories belt  watch  earrings  bracelet  necklace  ring  piercings  bow  tie  tattoo
 glasses  mobile phone  umbrella  bag  headband

Clothes smart  baggy  loose  tight  patched  well-pressed  long  short-sleeved 

woollen  cotton  denim  handcrafted  conventional  stylish  multi-coloured

Clothes patterns checked  striped  plain  spotted  flowered  print  tartan  paisley

Shoes well polished  leather  comfortable  high-heeled  flats  sports  barefoot