RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMK Negeri 5 Telkom Banda Aceh

Kelas/Semester : XI (Sebelas) / I (Satu)
Mata Pelajaran : Bahasa Inggris
Topik : Surat Pribadi Sederhana
Alokasi Waktu : 3 x 45 menit

A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural, dan
metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar
2.2.Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat pribadi, sesuai
dengan konteks penggunaannya.
4.7. Menangkap makna teks surat pribadi.
4.8. Menyusun teks surat pribadi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

1. Menunjukan perilaku tidak menjiplak pada kegiatan menulis teks.
2. Selalu tepat waktu dalam menyelesaikan tugas.
3. Senantiasa menggunakan kata-kata yang tidak menyinggung perasaan orang lain.
4. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat
pribadi, sesuai dengan konteks penggunaannya.
5. Siswa dapat menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat
pribadi, sesuai dengan konteks penggunaannya.
6. Siswa dapat menangkap makna teks surat pribadi, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
7. Siswa dapat menyusun teks surat pribadi, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.

D. Materi Ajar:

The example below details the general layout that a personal letter should conform to. Each aspect of the
is detailed more fully below the image.
 Conventions

Conventions are not as critical as they are in a formal correspondence but the following general layout should
be adhered to:

Addresses:

1) Your Address
You must always remember to include your own address on the top right-hand side of the page. This will
enable the person that you are writing to, to be able to reply.

2) The Address of the person you are writing to

This address should be displayed beneath your address on the left-hand side, remember to include the name
of the person that you are writing to.

Date:

This should be displayed on the right-hand side of the page on the line beneath your address and should be
written in full format:

e.g. 1st January 2001

Salutation & Greeting:

Dear Mr Jones,
The above shows the format of the greeting line. The salutation formats are shown below:

Mr - for a male
Mrs - for a married female
Miss - for an unmarried female
 Ms - for a female whose status is unknown or would prefer to remain anonymous
Dr - for a person with the status of a doctor

The salutation should be followed by the surname only (not the first name).

If you are familiar with the person that you are writing to then it may be more appropriate to include their
first name rather than using their title. This is a decision that you will need to make based on your
relationship with the person in question.

Concluding:

1) Yours sincerely,
You should conclude with the words: "Yours sincerely,".

Followed by:

2) Your signature
Sign your name, then print it underneath the signature.

You may wish to conclude with something more friendly e.g. "All the best", "Best regards," etc.
Content

Consider your relationship and familiarity with the person or organisation with whom you are writing to and
adjust the level of formality accordingly.
Further Considerations

Expressing Yourself - Write by hand; your penmanship is a piece of you and by writing by hand it gives the
recipient something completely unique and special.

Mementoes - Enclose a photo; in some circumstances your recipient might have forgotten about or never
have seen you. Alternatively enclose a memento of a shared experience (these can be photocopied, rather
than sending the original).

From the Heart - Remind your recipient of your shared experiences; or share one thing about that person
that you admire, compliments can go a long way to building on relationships.

Avoid Email - Email has made it easy to jot down a few words, spell check and hit send. When handwriting
use conventional snail mail, obviously checking for spelling and grammar. Know what you are going to say
and how you’d like to write it before you start, there is no delete button in real life.

Example:

I Know It When I Look In Your Eyes

by CandyCane
Dear Dave,

I think it is crazy how I never thought that I would wake up one morning and have fallen in love.
Every day I look at you and every day I think of you and it makes me happier and happier
knowing that I can spend the rest of my life with you. I know I will never have to worry about
losing you because I know that you will never leave me. I know it when I look in your eyes. I
love you, baby Muah.

Love always,

CandyCane
 E. Metode Pembelajaran
 Pendekatan / Metode : Scientific Approach
 Metode : Observing, Questioning, Exploring, Associating,
dan Networking

G. MEDIA/ ALAT PEMBELAJARAN

 Letter of Love
 Personal Letter

H. Kegiatan Pembelajaran

Alokasi
Kegiatan Deskriptive
Waktu
Greeting, membaca doa tang hati, memuji Allah karena
Pendahulua
dipertemukan kembali dalam kelas yang luar biasa dan dalam 5 menit
n
keadaan sehat. Menanyakan kabar, Intro to pelajaran.
Mengamati (Observasi)
Siswa dibagi dalam kelompok, kemudian siswa diberikan
Letter of love, dan dalam kelompok diminta untuk membahas
surat tersebut.
Mempertanyakan (Questioning)
Siwa diminta utuk membagi surat tersebut menurut bagian-
bagianya.
Mengumpulkan Informasi(Explore)
Inti 170 menit
Guru menjelaskan tentang materi ajar dan siswa menyimak
dan memperhatikan
Mengolah Informasi (Associate)
Menyusun Letter of Love.
Mengkominikasikan(Networking)
Mengirimkan surat yang telah di buat untuk kawan lain untuk
dimintai balasan penerimanya.

Menyimpulkan kegiatan belajar hari ini. Sesi Tanya Jawab,

Penutup 5 menit
membaca doa kafaratul majelis, salam Penutup

F. Alat dan Sumber Belajar

- Buku paket 2013 pathwhay to engglish for senior high school grade x ( Th. M. Sudarwati Euedia
Grace)
G. Penilaian
a. Teknik : tes tertulis dan tes performa
b. Instrument:
1. In your group, please discuss the letter presenting before you, divide it according the
part of letter.
2. Compose a Letter of Love.
3. Reply the Letter which you received from your friends.
 c. Rubrik Penilaian
d. Writing Rubric 1

Excellent Good Acceptable Needs Unaccept

(Superior) (Effective) /Needs Considera able 0
Work ble
Reworking
Responsive Follows all Follows Most, but Instructions Instructio
ness to instructions instructions not all, are loosely ns largely
Task accurately for the requirement followed – ignored.
Requirement and nature of s of the task essay Assignme
s of thoroughly. task – does are met; shows an nt does
assignment Demonstra what is small attempt but not meet
addressed tes clear required. omissions falls short of the
(nature of comprehen Style and occur but the majority
task, sion of tone are do not requirement of the
length/amou both the suitable for heavily s (i.e., topic requireme
nt of detail)? nature and the impact is close but nts,
Style/Tone purpose audience overall not exact; including
appropriate? (i.e., what understandi quality of too few basic task
Audience’s and why) ng and the sources, and topic,
nature/needs of the task. interest, but assignment etc.) length,
understood? Intended may not be (i.e., Audience document
Presentation, audience is as skillful or missing the needs are ation, etc.
Documentati clearly creative as title page). misundersto Work is
on formats identified; Excellent Demonstrat od and haphazar
appropriate? style and writer. es a misinterpret d and
tone are Presentatio knowledge ed. shows no
appropriate n and of the real effort
for documentati audience, to
audience on have a but some conform
understand few and language to
ing, only minor and style minimum
interest, errors. may be standards
and inappropriat .
retention.. e (i.e., too
Presentatio informal,
n& use of slang
documenta or jargon).
tion Presentatio
formats are n and
flawless. documentati
on have
some
obvious and
distracting
errors.
Purpose/Fo Purpose/fo Purpose/foc Purpose/foc Purpose/foc Purpose/f
cus (Thesis) cus us (thesis) us (thesis) us (thesis) ocus
Clear/consist (thesis) is is generally may lack is unclear, (thesis) is
ent focus clear, clear, focus, imprecise, not
(thesis)? precisely- focused, clarity, poorly evident or
Purpose articulated, logical, but precision, expressed, not clear.
clearly logical, may lack and/or bland, Little or
articulated? insightful, precision specific illogical, or no sense
and uses and/or language. not evident. of
specific specific Thesis may Point of direction.
and/or language. offer view is A
vivid May be relatively confused, generally
language. lacking in little that is indicating haphazar
 Reader insight or new. Gaps that writer d “data
knows originality.in logic are may not dump” of
exactly the obvious. grasp the informatio
topic and The point of topic. n.
point of view and
view, and purpose of
the the essay
direction in are not
which the clear, or
writer is they are
headed. inconsistent
.
Organizatio Opening Effective, Routine Opening is Opening
n/Structure that draws but not opening flat, is
Introduction/ the reader particularly that lacks uninterestin confusing
conclusion into the grabbing, originality g, and and ill
effective? topic and opening. but is obvious or stated.
Organization thesis. Logical acceptable. somewhat Thesis is
appropriate Logical flow, some Thesis is confusing. nonexiste
& consistent flow of transitions a fuzzy and Thesis is nt,
with thesis? information bit abrupt. not clearly incomplete incompet
Strong topic and Slight worded. and lacks ent, or
sentences? evidence; disproportio Flow is clear focus. unclear.
Transitions transitions n of awkward Information Ideas
effective? from one information and often flow is meander
Proportion point to and minor difficult to illogical – and are
among ideas another drifts from follow – ideas difficult to
appropriate? are smooth the purpose ideas are bounce follow.
and easy and focus, out of place around or Transition
to follow. still follows or clumsily are s are
Proportion the priorities combined in jumbled. abrupt
is as indicated paragraphs. Writer and jump
consistent in thesis. Proportion obviously around –
with May have a of has a or, the
purpose few information theme and whole
and focus paragraphs is off – point of document
and follows without tendency to view, but is one or
the strong topic wander or the two long
priorities sentences. over stress awkward paragraph
as an flow of s.
indicated in irrelevant information Proportio
the thesis. fact or piece and lack of n of ideas
Paragraph of evidence. transitional is
s support Often strays phrasing inconsiste
solid topic from the make it nt with the
sentences. thesis. difficult, if purpose,
Many not no real
paragraphs impossible, focus.
without to follow. Writer
topic Proportion, frequently
sentences. priority of goes off
ideas on
conflict with “editorial”
stated tangents.
thesis and
show poor
judgment in
establishing
and
presenting
the order of
 information.
Few topic
sentences.

Mengetahui Banda Aceh, 15 Juli 2019

Kepala SMK Negeri 5 Telkom Banda Aceh Guru Mata Pelajaran

Drs. Muhammad Husin Nurul Hayati,S.Pd.I.

NIP. 19660625 199103 1 006