RPP Opinion KD 3 14

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMK Negeri 3 Palembang

Mata Pelajaran : Bahasa Inggris
Kelas /Semester : XI/Ganjil
Kompetensi Keahlian : Semua Jurusan
Materi Pokok : Teks Interaksi Transaksional; Informasi Terkait
Pendapat dan Pikiran
Alokasi Waktu : 3x45 menit (1 pertemuan)
Tahun Pelajaran : 2019/2020
A. Kompetensi Inti
 KI 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
 KI4: 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 metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi (IPK)
3.14 Menganalisis fungsi sosial, 3.14.1 Mengidentifikasi fungsi sosial, struktur

struktur teks, dan unsur teks dan unsur kebahasaan dari ungkapan
kebahasaan teks interaksi meminta dan memberi pendapat dan
transaksional lisan dan tulis yang pikiran sesuai konteks penggunaannya
melibatkan tindakan memberi dan
meminta informasi terkait 3.14.2 Menganalisis struktur dan unsur
pendapat dan pikiran, sesuai kebahasaan dalam teks interaksi
dengan konteks penggunaannya. transaksional pendek dan sederhana
(Perhatikan unsur kebahasaan I terkait ungkapan pendapat/pikiran
think, I suppose, in my opinion)
4.14 Menyusun teks interaksi 4.14.1 Melengkapiteks interaksi/dialog tertulis

transaksional, lisan dan tulis, untuk menyatakan dan merespon
pendek dan sederhana, yang ungkapan menyatakan pendapat dan
melibatkan tindakan memberi dan pikiran, dengan memperhatikan fungsi
meminta informasi terkait sosial, struktur teks, dan unsur
pendapat dan pikiran, dengan kebahasaan, benar dan sesuai konteks.
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan sesuai 4.14.2 Menyusunteks interaksi/dialog tertulis
konteks untuk menyatakan dan merespon
ungkapan menyatakan pendapat dan
pikiran, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan, benar dan sesuai konteks.
C. Tujuan Pembelajaran
Melalui pendekatan saintifik dan model pembelajaran Discovery Learning dengan

dengan memberi stimulus, mengidentifikasi masalah, mengumpulkan data, mengolah
data, memverifikasi dan menyimpulkan, peserta didik dapat :
3.14 Pengetahuan
3.14.1 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari ungkapan
meminta dan memberi pendapat dan pikiran sesuai konteks penggunaannya
3.14.2 Menganalisis struktur dan unsur kebahasaan dalam teks interaksi transaksional
pendek dan sederhana terkait ungkapan pendapat/pikiran
4.14 Keterampilan
4.14.1 Melengkapiteks interaksi/dialog tertulis untuk menyatakan dan merespon ungkapan
menyatakan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, benar dan sesuai konteks.
4.14.2 Menyusunteks interaksi/dialog tertulis untuk menyatakan dan merespon ungkapan

D. Materi Pembelajaran
1. Materi pembelajaran regular
a. Fakta
Ungkapan meminta, memberi, menyetujui dan tidak menyetujui
pendapat/argumen
b. Konsep
✦ Fungsi Sosial : Menjaga hubungan interpersonal dengan guru, teman, dan
orang lain
✦ Struktur teks :
 Memulai
 Menanggapi (diharapkan/di luar dugaan)
✦ Unsur Kebahasaan :
o Ungkapan menyatakan pendapat I think, I suppose, in my opinion
o Nomina singular dan plural dengan atau tanpa a, the, this, those, my,
their, dsb.
o Menggunakan kata sifat seperti big, small, good, bad dsb.
o Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
✦ Topik
Situasi yang memungkinkan munculnya pernyataan tentang pendapat dan
pikiran yang dapat menumbuhkan perilaku yang termuat di KI
c. Prosedur
✦ Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan ungkapan
pendapat dan pikiran sesuai konteks pengggunaannya
✦ Menyebutkan situasi yang memunculkan pernyataan pendapat dan pikiran
✦ Membedakanungkapan meminta, memberi, menyetujui dan tidak menyetujui
pendapat dan pikiran sesuai konteks penggunaannya
✦ Menggunakan unsur kebahasaan dari pernyataan pendapat dan pikiran
d. Prinsip
Mengidentifikasi dan menyusun dialog terkait pendapat dan pikiran
E. Pendekatan dan Model Pembelajaran

1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery Learning
3) Metode : Diskusi kelompok, presentasi, Penugasan
F. Media Alat dan Bahan Pembelajaran

 Alat : LCD proyektor, Laptop, Handphone, Spidol, papan tulis, Kertas
karton, Double tip
 Bahan : Worksheet atau lembar kerja (LKPD), Video, Power Point
G. Kegiatan Pembelajaran
NO Kegiatan Sintak Uraian Kegiatan Pembelajaran Nilai-nilai Waktu

Pembelaja Pembelajaran Karakter
ran
1 Pendahulu Guru :
an
Orientasi
 Melakukan pembukaan dengan salam Religius

pembuka dan berdoa untuk memulai
pembelajaran.
 Menyiapkan fisik dan psikis peserta didik Integritas
dalam mengawali kegiatan pembelajaran.
 Mengajak peserta didik untuk menyanyikan Cinta tanah
lagu nasional bersama : lagu padamu air
negeri.
 Memeriksa kehadiran peserta didik sebagai Displin
sikap disiplin.
Aperpepsi
 Guru menampilkan sebuah gambar terkait

materi hari ini untuk mengajak peserta
didik memberikan pendapatnya mengenai
gambar tersebut. Berpikir
kritis 20
menit
 What is your opinion about this picture?

 What is on your mind after you see the
picture?
 What do you think about it?
 Do you agree with that?
 Guru mengingatkan kembali materi
prasyarat dengan bertanya.
Motivasi
 Guru Memberikan gambaran tentang

manfaat mempelajari pelajaran yang akan
dipelajari dalam kehidupan sehari-hari.
 Guru memberi motivasi belajar.
ran
I hope you are active, enjoy and relax
in our learning process because
English is fun, challenging. So don’t
be afraid, worry, because we learn
together.This material will be useful in
your life in the future.
 Menyampaikan tujuan pembelajaran

pada pertemuan yang berlangsung
 Mengajukan pertanyaan yang ada

keterkaitannya dengan pelajaran yang akan
dilakukan.
Pemberian Acuan
 Menyampaikan cakupan materi pelajaran

yang akan dibahas pada pertemuan saat itu.
 Memberitahukan tentang kompetensi inti,
kompetensi dasar, indikator, dan KKM
pada pertemuan yang berlangsung
 Menjelaskan mekanisme pelaksanaan
pengalaman belajar sesuai dengan
langkah-langkah pembelajaran
2 INTI Discovery Memberi stimulus ( mengamati)

Learning:
a. Memberi  Guru memberikan stimulus berupa Kreatif
stimulus gambardialog interpersonal terkait
dengan pendapat/pikiran
ditayangkan di proyektor. Peserta
didik diberi beberapa waktu untuk
mengamati gambar dan menuliskan
informasi yang penting dari gambar
tersebut.
90
menit
ran
 Guru bersama peserta didik
mendiskusikan gambar tersebut dengan
diberi pertanyaan tentang hal-hal yang
harus didiskusikan :
 What is the social function of the
dialogue above?
 What is structure of the dialogue?
 What kind of expressions could we
use there?
 What are the language features you
could find there?
b. Mengidentifikasi masalah (Menanya)

Mengidentifika
si Masalah  Pembagian kelompok belajar
 Guru memberikan media belajar berupa Kolaborasi
karton yang sudah dipotong-potong
berisi kalimat-kalimat dari dialog acak
yang harus disusun peserta didik
bersama anggota kelompok mereka
 Peserta didik bersama anggota

kelompoknya mengidentifikasi fungsi
sosial, struktur dan unsur kebahasaan Berfikir
dari gambar dialog yang ditampilkan kritis
tersebut
 Peserta didik bersama anggota

kelompoknya juga menyusun kalimat-
kalimat acak dalam karton untuk
disusun menjadi sebuah dialog yang
urutannya benar.
c. Mengumpulkan data (Mengumpulkan informasi

Mengumpulka
n data  Peserta didik menyusun kalimat-kalimat
Kolaborasi
ran
dialog tersebut bersama anggota
kelompoknya
 Peserta didik mencari informasi dari literasi
referensi lain, misal internet untuk mencari
fungsi sosial, struktur dan unsur
kebahasaan yang berkaitan dengan jenis
dialog tersebut dalam LKPD
d. Mengolah Mengolah data

data
 Peserta didik diminta untuk Jujur,
mendiskusikan hasil identifikasi dan Kolaborasi
menuliskan jawabannya kedalam LKPD
yang disediakan.
Literasi
Gambar tabel hasil identifikasi(dalam LKPD)
 Peserta didik diminta untuk menempelkan

susunan kalimat-kalimat dialog yang benar
didepan kelas untuk dipresentasikan.
e. Memverifikasi (Mengkomunikasikan)
Memverifikasi
 Masing-masing kelompok Percaya diri,
ran
mempresentasikan apa yang telah mereka Kreatif
diskusikan dari hasil diskusi mereka
tentang sosial, struktur dan unsur
kebahasaannya kedepan kelas.
 Masing masing kelompok juga
mempresentasikan susunan dialog yang benar
Berfikir
yang telah mereka kerjakan dalam kelompok. kritis,
 Kelompok lainnya memberikan Komunikasi
tanggapan terhadap jawaban peserta
didik
 Guru melakukan konfirmasi, setelah

Komunikasi
kelompok peserta didik
mempresentasikan hasil diskusi
mereka dengan menayangkan video
mengenai materi ungkapan terkait
pendapat dan pikiran
https://www.youtube.com/watch?v=1Pg
bLOceAww
f. Menyimpulkan (Generalization)
Menyimpulka
n  Peserta didik bersama dengan guru Komunikasi
menyimpulkan fungsi sosial, struktur
teks, dan unsur kebahasaan asking and
giving opinion yang benar dan sesuai
3 PENUTUP a. Guru melakukan refleksi dan umpan balik

(pertanyaan:Apa yang telah anda semua Kolaborasi,
dapatkan saat pembelajaran hari ini? Komunikasi
b. Guru memberikan materi evaluasi (post 25
Berfikir
test) kritis menit
c. Peserta didik mendapatkan umpan balik
terhadap proses dan hasil pembelajaran:
Thank you very much for your
ran
participation. You did a good job today,
I’m very happy with your activity in the
class. How about you, did you enjoy my
Menghargai
class?
prestasi
d. Guru mengagendakan pekerjaan rumah
untuk peserta didik yakni peserta didik
mencari contoh dialog lain terkait
pendapat/pikiran dan mengidentifikasi
fungsi sosial, struktur teks, dan unsur
Mandiri
kebahasaan dari dialog tersebut dan
mengirimkan hasilnya ke facebook
community English club sekolah
e. Guru menyampaikan remedial dan
pengayaanuntuk pertemuan hari ini.
Ok my students, after your posttest be
checked, if you get score less than 75, I
will give you remedial. If you get more
than 75, you will get enrichment
assignment in the next meeting.
f. Guru menyampaikan rencana
pembelajaran pada pertemuan
religiusitas
berikutnya
g. Guru memberikan nasehat baik
Keep studying well to reach your life
goal. It will be good if you review your
lesson at home.
h. Guru menutup pelajaran dengan
mengajak peserta didik berdoa.
B. Penilaian, Pembelajaran Remedial dan Pengayaan

1. Teknik Penilaian (terlampir)
a) Penilaian Sikap
1) Obeservasi sikap
2) Penilaian diri
3) Penilaian antar teman sejawat
a) Pengetahuan
1) Tes Tertulis
a) Pilihan ganda
b) Uraian/esai
2) Tes Lisan
c) Keterampilan
1) Menyusun teks
2) Presentasi kelompok
3) Portofolio / unjuk kerja
2. Instrumen Penilaian
Observasi sikap
3. Pembelajaran Remedial dan Pengayaan (terlampir)

a. Remedial
 Remedial dapat diberikan kepada peserta didik yang belum mencapai KKM maupun
kepada peserta didik yang sudah melampui KKM. Remidial terdiri atas dua bagian :
remedial karena belum mencapai KKM dan remedial karena belum mencapai
Kompetensi Dasar
 Guru memberi semangat kepada peserta didik yang belum mencapai KKM (Kriteria
Ketuntasan Minimal). Guru akan memberikan tugas bagi peserta didik yang belum
mencapai KKM (Kriterian Ketuntasan Minimal)
b. Pengayaan
 Pengayaan diberikan untuk menambah wawasan peserta didik mengenai materi
pembelajaran yang dapat diberikan kepada peserta didik yang telah tuntas mencapai
KKM atau mencapai Kompetensi Dasar.
 Pengayaan dapat ditagihkan atau tidak ditagihkan, sesuai kesepakatan dengan peserta
didik.
 Direncanakan berdasarkan IPK atau materi pembelajaran yang membutuhkan
pengembangan lebih luas (Terlampir di Bahan Ajar)
C. Sumber Belajar:
• Kementerian Pendidikan dan Kebudayaan. 2017 Kelas XI. Buku Guru Mata
Pelajaran bahasa inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.
• Kementerian Pendidikan dan Kebudayaan. 2017 Kelas XI. Buku siswa Mata
• Buku teks pelajaran yang relevan.
• Youtube : https://www.youtube.com/watch?v=1PgbLOceAww.
Palembang, Agustus 2019
Guru Pamong, Mahasiswa PPL
Erni, S.Pd., M.Si. Desy Hardiyanti, S.Pd.

NIP. 197105052006042020 NP. 19111015710178
BAHAN AJAR

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi


struktur teks, dan unsur 4.14.2 Menyusunteks interaksi/dialog tertulis
kebahasaan yang benar dan sesuai untuk menyatakan dan merespon
konteks ungkapan menyatakan pendapat dan
B. Tujuan Pembelajaran

3.14 Pengetahuan
4.14 Keterampilan
4.14.2 Menyusun teks interaksi/dialog tertulis untuk menyatakan dan merespon ungkapan
C. BAHAN AJAR
1. BAHAN AJAR UTAMA
EXPRESSING ASKING AND GIVING OPINION
Sebelummateri, peserta didikdiberikan stimulus berupa :
 Gambar percakapan antara dua orang untuk diidentifikasi ungkapannya terkait

pendapat dan pikiran.
Gambar:
Pesertadidikdiberikanpertanyaanterkaitgambar:
 What is the social function of the dialogue above?
 What is structure of the dialogue?
 What kind of expressions could we use there?
 What are the language features you could find there?
Concept :
 Opinion is including the words of opinion and argument/ reasons.

 Opinion dialogue is a dialog consists of two persons or more who have
opinion each other’s.
 It can use the expressions, such as in my opinion, in my view, I think
etc. Argument dialogue is a dialog that states the arguments or
reasons.
 Asking opinions are expression to ask someone’s argument about
something
 Giving opinions are expression to tell personal argument about
something
 Agreeing with an opinion is expression to show agreement with an
opinion
 Disagreeing with an opinion is expression to show disagreement with
an opinion
Social function :
 Maintain interpersonal relationships with teachers, friends and others
 Apply the expressions related to opinions and opinions in everyday life
Text/dialogue structure :
 Asking for opinion
 Giving/responding to opinion ( giving, agreeing/disagreeing with
opinion)
Language features :
o Use expression : I think, I suppose, in my opinion
o Use singular an plural noun with/without a, the, this, those, my,
their, dsb.
o Speaking, tone, spelling, punctuation and handwritten.
EXAMPLE/LIST OF EXPRESSION
a. ASKING OPINION
Formal Informal
 Do you have any idea?  What do you think of… ?
 Do you have any opinion on …  What do you think about…?
 Do you think is/are …  What is your idea...?
 Have you got any comments on …  How do you like?
 What is your opinion about….?  How do you think of Rina’sidea ?
 What are you feeling about….?  Do you know/see what I mean?
 Would you agree with me that … ?  Do you agree with me?
 What are your thoughts on that?  Do you see what I’m getting at?
b. GIVING OPINION
Formal Informal
 I personally believe …..  I think it’s good/nice/great …
 I personally consider ….  I think that…
 I personally think /feel ….  I think I like it.
 I hold the opinion ….  In my opinion …
 Well, personally …  In my case …..
 I assume/guess …  In my mind …..
 From my point of view ….  I believe ...
 If you ask to me, I feel ….
c. Agreeing or disagreeing with an opinion

 Pesertadidikdimintadalamkelompokuntukmenyusun dialog berikutini (yang sudah di
potong-potongoleh guru danditulisdalamkartonpersegipanjang)
danmempresentasikannyakedepankelas.
Arrange these sentences into a good arrangement to make a dialogue!
Group 1
No Arrangement
.
1 Erick: What’s your opinion of smoking? 1
2 Erick: So what do you think about stopping smoking everywhere in Jakarta? 3
3 Erick: But do you think it’s a good idea that people can smoke in shops and 5
buses?
4 Naya: I think that’s a good idea. 4
5 Naya: I’m not sure. For me, it’s important that children do not smoke. 2
6 Naya: I don’t think so. Children use buses too. 6
Group 2
No Arrangement
.
1 Sisca: Yap. You know? In the last day, they will invite a famous band to 4
perform.
2 Sisca: I agree with you. 6
3 Milla: That’s awesome. It is so entertaining. 5
4 Milla: Hey. Sis…what do you think about this cultural festival? 1
5 Milla: I think so. They open this festival with a music performance, drama, and 3
much more.
6 Sisca: I am very excited to join in this festival. I think this is the best I ever 2
see.
Group 3
No Arrangement
.
1 Lisa: Sifa, do you think that English is difficult lesson? 1
2 Sifa: According to me, it is because of you are lacks of vocabularies. So, try to 4
enrich your vocabulary then.
3 Sifa: Yes, I think if we learn seriously, there is no difficult lesson. It’s depend 6
on our seriously.
4 Lisa: I don’t think so, in my opinion, it’s difficult because I hard to do every 3
tasks that are given by our teacher.
5 Sifa: I don’t think so. I think there is no difficult lesson. 2
6 Lisa: Pardon? 5
2. BAHAN AJAR REMEDIAL

 Remedial dapatdiberikankepadapesertadidik yang belummencapai KKM
maupunkepadapesertadidik yang sudahmelampui KKM. Remidialterdiriatasduabagian :
remedial karenabelummencapai KKM dan remedial
karenabelummencapaiKompetensiDasar
 Guru memberisemangatkepadapesertadidik yang belummencapai KKM
(KriteriaKetuntasan Minimal). Guru akanmemberikantugasbagipesertadidik yang
belummencapai KKM (KriterianKetuntasan Minimal)
 Materi remedial :
o Ungkapanmemintadanmemberi/meresponpendapat
o Tekstransaksionalterkaitungkapanpendapat/pikiran
3. BAHAN AJAR PENGAYAAN

 Pengayaandiberikanuntukmenambahwawasanpesertadidikmengenaimateripembelajaran
yang dapatdiberikankepadapesertadidik yang telahtuntasmencapai KKM
ataumencapaiKompetensiDasar.
 Pesertadidikdiberikanteksargumentasidanpesertadidikdimintauntukmenemukanungkapan
menyatakanpendapatsecaralisandanmembuat dialog sederhanaterkait topic teks yang
diberikan.
Read the text below and find/highlight the expression of giving opinions!
Students Should Use Smart Phones in School
Technology has become so advanced that your

smartphone is essential a working computer. Students are
starting to be encouraged to use technology such as
laptops, computers, and ipads during class. Many parents
don’t want their kids to use technology during class
because they feel like their child wouldn’t use the
smartphones for learning purposes, but instead use them
to send text messages, play games, and stay plugged into
social media outlets. The question we’re trying to cover
in this essay is whether students should be allowed to use
smart phones in their schools.
Students are already encouraged to use other sources of technology in class such as laptops and
ipads to help increase their learning. Many teachers are already using projectors which are linked
to laptops and demonstrate how to complete an assignment. If you’re in higher education such as
college, you’re allowed to use your smartphone in class to complete any work or take notes. But,
when you’re in high school, you’re not allowed to use your smartphones during class. If you can
use smartphones in college, you should be able to use smartphones in high school and middle
school. There need to be set rules on what you can do while using your smartphone.
We believe that smartphones could help bring more learning to every classroom. Using
smartphones in school can help students have instant access to information related to their classes.
During classes teachers no longer have to use their projector or have to make print outs on
information. They could share a google document with the students, and the students can access it
from their phone. All of the daily’s information will be saved on there, giving students instant and
continuous access to everything they learned that day.
In classes, many students use their phones to take pictures of lectures, powerpoints
and record the lecture. The issue is that taking pictures and videos require special permission from
your professor. College students take pictures of lectures and then also record the class. This can
help them later when they need to study information. Now, one thing we do have to consider is
that college classes have students who need to pass the class, while in high school it’s more of
choice. So the motivation for using smartphones in high school and college is both different.
Many parents and staff members disagree that the use of smartphones would help their
classrooms. And while we get where they are coming from, that still doesn’t mean that students
shouldn’t be allowed to use their smartphones in class. For example, smartphones can be used as
calculators and can help anyone who is taking a math class. Regular calculators cost a lot of
money for a student to use, therefore using their phone is easier and more effective. Not only that
but students will be able to access their online courses and be able to follow the lecture through
powerpoints. Lastly, students can also take pictures of powerpoint slides and take notes by using
their phones. This would make it much easier than having them learn how to take notes.
With the advancements in technology, we believe that smartphones should be used in
classrooms. They offer students and teacher instant access to any and all information. Of course,
they can’t be used during testing, quizzes, or other activities that could be considered cheating.
Therefore, they should only be used during the lecture. It would make taking notes in class a
brass, and for those students who want to ace the class, they would be able to access the lecture if
they recorded it at a later time and review materials.
Source :https://urgentessay.net/argumentative-essay-examples/
Then make a short dialogue based on the topic from the text with your group!
A : _____________________________________________
B : _____________________________________________
C : _____________________________________________
A : _____________________________________________
B : _____________________________________________
C : _____________________________________________
4. BAHAN AJAR KOKURIKULER/PENUGASAN

 Pesertadidikdiberikantugasdirumahuntukmembuatsebuah essay tentang topic
tertentudalambentuk essay
denganmemberikanpernyataanterkaitpendapatdancontohnyadanmengirimkannya
ke email guru mereka.
D. REFLEKSI
Diakhirpembelajaran, guru
menanyakanbeberapapertanyaanuntukpesertadidikuntukmerefleksikanapa yang
merekatelahpelajariharitersebut.
 Today, I have learned about ________________________________________

 The social function of asking and giving opinion is _______________________
 The generic structure of opinions dialogue are___________________________
 The language features of opinions dialogue are___________________________
 The example of expression are _______________________________________
 What I like most about this material is __________________________________
 What I need to improve/learn more is __________________________________
E. SUMBER BAHAN AJAR
• KementerianPendidikandanKebudayaan. 2017 Kelas XI. Buku Guru Mata

Pelajaranbahasainggris. Jakarta: KementerianPendidikandanKebudayaan.
• KementerianPendidikandanKebudayaan. 2017 Kelas XI. Bukusiswa Mata
Pelajaranbahasainggris. Jakarta: KementerianPendidikandanKebudayaan
• Web Myenglish teacher :https://www.myenglishteacher.eu/blog/asking-giving-
opinions-agreeing-disagreeing/
• Web Englishclas : https://englishclas.com/pengertian-dan-contoh-terbaru-
conversation-asking-and-giving-opinion/
• Web personal :http://indrydessy15.blogspot.com/2016/04/expressions-of-asking-and-
giving-opinion.html
• Youtube : https://www.youtube.com/watch?v=1PgbLOceAww
• Bukutekspelajaran yang relevan

NIP. 197105052006042020 NP. 19111015710178
MEDIA PEMBELAJARAN

3.14.Menganalisis fungsi sosial, 3.14.1 Mengidentifikasi fungsi sosial, struktur

struktur teks, dan unsur kebahasaan teks dan unsur kebahasaan dari ungkapan
teks interaksi transaksional lisan meminta dan memberi pendapat dan
dan tulis yang melibatkan tindakan pikiran sesuai konteks penggunaannya
memberi dan meminta informasi
terkait pendapat dan pikiran, 3.14.2 Menganalisis struktur dan unsur
sesuai dengan konteks kebahasaan dalam teks interaksi
penggunaannya. (Perhatikan unsur transaksional pendek dan sederhana
kebahasaan I think, I suppose, in terkait ungkapan pendapat/pikiran
my opinion)
4.14 Menyusun teks interaksi 4.14.1 Melengkapi teks interaksi/dialog tertulis


3.14 Pengetahuan
4.14 Keterampilan
C. Media Pembelajaran
Media yang digunakan :

 Alat : LCD proyektor, Laptop, Handphone, Spidol, papan tulis, Kertas
karton, Double tip
 Bahan : Worksheet atau lembar kerja (LKPD), Video, Power Point
Student Worksheet/LKPD
Power point(slides)
Keterangan slide : (1) judul materi belajar (2) pembukaan (3)apersepsi
(4-5)Kompetensi inti (6)Kompetensi dasar

Keterangan slide : (7) Tujuan pembelajaran (8) model pembelajaran yang digunakan
(9)penanda whilst activity (10)stimulus berupa video (11)identifikasi masalah (12)tugas
kelompok diskusi
Keterangan slide : (13) pengumpulan dan pengolahan data/diskusi kelompok(14)

verifikasi(15)konfirmasi(16)penutup (17)penanda waktu post test (18)refleksi
diri(19)pemberian tugas rumah (20) remedial dan pengayaan (21) slide terakhir
gambar
https://www.youtube.com/watch?v=1PgbLOceAww
Media Karton
D. Sumber Belajar.
• Kementerian Pendidikan dan Kebudayaan. 2017 Kelas XI. Buku siswa Mata
• Buku teks pelajaran yang relevan.
• Youtube : https://www.youtube.com/watch?v=1PgbLOceAww.
• Youtube :https://www.youtube.com/watch?v=jIpTHLA3Xw0

NIP. 197105052006042020 NP. 19111015710178
LEMBAR KERJA PESERTA DIDIK




3.14 Pengetahuan
4.14 Keterampilan
STUDENT’S WORKSHEET
Learning objectives:
3.14.1 Students are able to identify social function, text structure, and language features from opinion
dialogue
Instruction:
1. Watch the video which presented by your teacher

2. Discuss it with your group members!
3. Write your identification result on the worksheet below the picture!
 Gambar:
 Gambar contoh dialog transaksional terkait ungkapan pendapat/pikiran
 Table of identification result :
Things to identify Your identification result
What is the topic of the dialogue? The topic is ….
What is the social function of the The social function of the dialogue is …
dialogue?
Who are in the dialogue? They are …
Where did the dialogue probably take It probably took place in ….

place?
What kind of expression did you find They used ….

from the dialogue?
What are language features from the ….

dialogue above? Give the example from ….
the text! ….
….
ACTIVITY2
Learning objectives:
3.2.5 Students are able to apply structure and language features of the text of opinions dialogue
Instruction: complete these short dialogue by using appropriate expression!

1) Hanna : I think women should not work as same as the man do.
Grey : ____________________________________________
2) Barry : What is your opinion about our new neighbor?

Wife : ____________________________________________
3) Soleh : _____________________________________________
Fikri : I don’t think so. I think we will be tired to study 10 hours a day
4) Mother : _____________________________________________
Daughter : I think it is nice mom. But I believe that whatever
dress you wear you still look pretty.
5) Teacher : Do you have any idea for our next school trip?
Ali : _____________________________________________
ACTIVITY 3
Learning objectives : 4.14.1 Students are able to arrange the dialogue about opinions by
using appropriate structure, language features contextually
Instruction : Work in group. Arrange the jumbled dialogues which given by your teacher into a
good arrangement!. Write down in this worksheet and also present them in front of the class!
………………
………………
……………….
……………….
………………..
………………..
Homework
 Send your homework result to your our English club community on facebook by next
meeting!

NIP. 197105052006042020 NP. 19111015710178

EVALUASI PEMBELAJARAN


3.14 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi
terkait pendapat dan pikiran, sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan I think, I suppose, in my opinion).
4.14 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang
melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks

3.14 Pengetahuan
4.14 Keterampilan
KISI- KISI PENULISAN SOAL POST TEST

PERTEMUN PERTAMA
Level Bentuk
Kompetensi Dasar Indikator KD Butirsoal IndikatorSoal No Soal
Pertemuanke- Kognitif/tingkatkesukaran Soal
Menganalisis fungsi Mengidentifikasifungsi

sosial, struktur teks, dan
unsur kebahasaan teks sosial, teks interaksi
Mengidentifikasi
interaksi transaksional transaksional lisan dan
1 tujuan
lisan dan tulis yang tulis yang melibatkan 2 C1/LOTS 1,7 PG
komunikatif dari
melibatkan tindakan
tindakan memberi dan dialog terkait
memberi dan meminta
pendapat/pikiran
informasi terkait meminta informasi
pendapat dan pikiran, terkait pendapat dan
sesuai dengan konteks
penggunaannya. pikiran, sesuai dengan
(Perhatikan unsur konteks penggunaannya.
kebahasaan I think, I
suppose, in my opinion)
Mengidentifikasistruktur
teks teks interaksi Menentukan
transaksional lisan dan
struktur teks
tulis yang melibatkan
tindakan memberi dan 2 dialog yang C1/LOTS 2,4 PG
meminta informasi berkaitan
terkait pendapat dan
pendapat/pikiran
pikiran, sesuai dengan
konteks penggunaannya.
Mengidentifikasi unsur
kebahasaan teks
interaksi transaksional Mengidentifikasi
lisan dan tulis yang unsur
melibatkan tindakan 2 kebahasaan dari C1/LOTS 3,6 PG
memberi dan meminta
informasi terkait dialog terkait
pendapat dan pikiran, pendapat/pikiran
sesuai dengan konteks
penggunaannya.
Menganalisis struktur Memilih kata
dan unsur kebahasaan 3 yang tepat untuk C3/HOTS 5,8,9 PG
dalam teks interaksi melengkapi
transaksional pendek dialog ungkapan
dan sederhana terkait terkait
ungkapan pendapat/pikiran
pendapat/pikiran sesuai konteks
4.2 Menyusun teks
interaksi transaksional,
Melengkapi teks
lisan dan tulis, pendek
interaksi/dialog tertulis
dan sederhana, yang Memilih
untuk menyatakan dan
melibatkan tindakan ungkapan yang
merespon ungkapan
memberi dan meminta tepat untuk
menyatakan pendapat 1 C5/HOTS 10 PG
informasi terkait melengkapi
dan pikiran, dengan
pendapat dan pikiran, dialog rumpang
memperhatikan fungsi
dengan memperhatikan terkait
sosial, struktur teks, dan
fungsi sosial, struktur pendapat/pikiran
unsur kebahasaan, benar
teks, dan unsur
dan sesuai konteks.
kebahasaan yang benar
dan sesuai konteks
TesKompetensi
Nama : _____________________ Semester : ____________

Kelas : _____________________ Tahun : 2019/2020
Mapel : BahasaInggris Bentuksoal : PG
Waktu : Jumlahsoal : 10
A. Multiple choice test
Instructions : choose the best answer by crossing (x) a, b, c, d, or e!
Read the dialogue below for questions No.1-4! clouds there.
Mr. Andy : What do you think of my new house? Mr. Bryan : But I watched the weather forecast yesterday. It said that
today is going to rain. OK, see you.
Mr. Bryan : It is beautiful. I think. Oh you have many novels in your
new house. 1. What is the communicative purpose of the dialogue above?
a. To express anger to someone.
Mr. Andy : Yeah, some. I like Andrea Hirata’s novels.
b. To offer and give helps for someone.
Mr. Bryan : How do you feel about Andrea Hirata’s novels? c. To ask and give congratulations for someone.
d. To ask and give personal arguments for someone.
Mr. Andy : I feel they are great novels.
e. To make people pay attention to us when talking.
Mr. Bryan : Yes, you are right. I think it is going to rain.
Mr. Andy : I don’t think so. Look outside at the sky! It’s so clear. No
2. What is the underlined sentence on the dialogue called?
a. Giving opinions.
b. Asking for agreements.
c. Asking for opinions. 5. Expression “what do you think of my singing” has similar
d. Agreeing with an opinion. meaning with …
e. Disagreeing with an opinion. a. Have you got any comments on my voice?
b. Have you listened to his musical song?
3. “I don’t think so. Look outside at the sky! It’s so clear. No clouds c. Why do you sing a song?
there.” What kind of sentence is used in the underlined sentence d. What are you doing?
on the dialogue above? e. Do you like singing?
a. Present continuous tense.
b. Past continuous tense. Read this dialogue for no.6 and 7!
c. Simple past tense. Mr.Rasyid : What’s your opinion about The New English Book?
d. Simple present tense. Waldan : My opinion is such _________ book.
e. Simple future tense. Mr. Rasyid : Very good. How about you Lisa?
Read this dialogue for question no.4 AND 5! Lisa : Well, I think it’s Ok. I Like That. it’s not too thick
and no expensive.
Dave: So what do you think of my singing?
John: It's really good, but I suggest you to try singing in a high tune. 6. The correct word to complete the dialogue above is …
Dave: Thanks, John. a. a cheap.
John: No problem, Dave! b. an thick.
c. an expensive.
4. From the dialogue above, John is... d. a expensive.
a. Asking for help e. an cheap.
b. Giving an opinion.
c. Asking for an opinion. 7. What is the communicative purpose of Mr. Rasyid asking in the
d. Giving help. first line?
e. Giving attention. a. To ask his students to guess the new English book price.
b. To ask his students to give opinions about the new English a. I can't believe.
book. b. I learn that.
c. To ask his students to give compliments to the new English c. In my opinion.
book. d. Do you think that?
d. To give his students congratulations for his new English e. I totally understand.
book
1) Sisca : I am very excited to join in this festival. I think
e. To give his students appreciations for his new English book.
this is the best I ever see.
2) Isti : I think so. They open this festival with a music
8. Eric : I think our city is very hot at the moment. performance, drama, and much more.
Razan : ________________. 3) Isti : hey.. sis…what do you think about this cultural
festival?
4) Isti : that’s awesome.
a. I don’t think so. I think our city is much cooler than other 5) Sisca : yap. You know? In the last day, they will invite a
cities in this country. famous band to perform.
b. I don’t think so. I think the government should ban the
smokers in the public area. 10. The correct arrangement of the jumbled dialogue above is …
c. I don’t think so. I think the country is very hot too. a. 1 – 2 – 3 – 5 – 4
d. I don’t think you could do that. b. 2 – 1 – 3 – 5 – 4
e. Thank you so much. c. 3 – 1 – 2 – 4 – 5
d. 4 – 2 – 1 – 3 – 5
e. 3 – 1 – 5 – 4 – 2
9. ..... children should play outside more.
REMEDIAL
Nama : _____________________ Semester : ____________

Kelas : _____________________ Tahun : 2019/2020
Mapel : BahasaInggris Bentuksoal : PG
Waktu : Jumlahsoal : 10
Tujuan:
 Memperbaikinilaitesformatifpesertadidik yang belummencapai KKM dengancaradiberikansoaldenganbobot yang sama.
Instructions: Answer these question by choosing a, b, c, d, or e!
1. The social function of giving for opinions expression is … a. asking opinion

a. To ask help from others b. agreeing for opinion
b. To offer something for someone c. disagreeing for opinion
c. To give personal argument about a topic d. giving suggestion
d. To give suggestion to someone problem e. giving opinion
e. To ask somebody point of view/arguments
3. Here are some expressions :
2. Cassandra : What is your opinion about my cook? I agree with your opinion
Salsa : in my opinion, it is so delicious. In my opinion, you already did the best
Cassandra : Ah, really? I think it was bad and not tasty. I guess you will win in this competition
Salsa : No, Cass. You have a talent to be a chef. I think I like that
The underlined expression from Cassandra is used for … I believe he could keep his promise
All the expressions are giving opinions, except … b. Asking and giving opinion about a singing contest.
a. I believe he could keep his promise c. Asking and giving opinion about a novel.
b. In my opinion, you already did the best d. Asking and giving opinion about a magic show.
c. I guess you will win in this competition e. Asking and giving opinion about a movie.
d. I agree with your opinion
e. I think I like that 6. Lisa : I think the government should ask the restaurant to
Read this dialogue for no.4! close when Ramadan fasting month.
Mr.Rasyid : What’s your opinion about The New English Budi : ……... There are many non-Muslims want to eat too
Book? in that month.
Waldan : My opinion is such _________ book. Lisa : Yeah, I agree with that. But they should put a
Mr. Rasyid : Very good. How about you Lisa? curtain in front of their restaurant to respect
Lisa : Well, I think it’s Ok. I Like That. it’s not too thick others who are fasting.
and no expensive. Budi : I agree with you.
What expression is appropriate to complete the dialogue
4. The correct word to complete the dialogue above is … above?
a. a cheap. a. In my opinion,
b. an thick. b. I agree with you
c. an expensive. c. I don’t think so
d. a expensive. d. It is absolutely right
e. an cheap. e. What is your comments on
5. Rocco : What do you think of this match? 7. Mita : What do you think about the fairy?
Rizza : I think it is a big and attractive match. Bayu : I think she deserves to return to heaven
Rocco : I disagree with you. I think Liverpool played better We can conclude that Mita is …
in the last match. a. Asking for information from Bayu
Based on the dialogue above, we can conclude they are b. Asking Bayu’s opinion
talking about … c. Giving her opinion to Bayu
a. Asking and giving opinion about a football match. d. Agreeing with Bayu’s opinion
e. Disagreeing with Bayu’s opinion d. I agreeing with you
e. I am agreeing with you
8. Leo : What do you think of this T-shirt?
1) Sisca : I am very excited to join in this festival. I think
Mac : I think it’s great!
this is the best I ever see.
From the dialogue we know that Leo is … 2) Isti : I think so. They open this festival with a music
a. Giving congratulations performance, drama, and much more.
b. Agreeing to Mac’s opinion 3) Isti : hey.. sis…what do you think about this cultural
c. Asking for opinion festival?
d. Giving opinion 4) Isti : that’s awesome.
e. Disagreeing to Mac’s opinion 5) Sisca : yap. You know? In the last day, they will invite a
famous band to perform.z
9. A: I think government should punish the corruptor by death
10. The correct arrangement of the jumbled dialogue above is …
penalty punishment.
a. 1 – 2 – 3 – 5 – 4
B: …
b. 2 – 1 – 3 – 5 – 4
The correct expression to complete dialogue above is …
c. 3 – 1 – 2 – 4 – 5
a. I agree with you
d. 4 – 2 – 1 – 3 – 5
b. I agreed with you
e. 3 – 1 – 5 – 4 – 2
c. I am agree with you
ENRICHMENT
Tujuan : Menambah wawasan peserta didik mengenai materi pembelajaran yang dapat diberikan
kepada peserta didik yang telah tuntas mencapai KKM atau mencapai Kompetensi Dasar.
Instruction:
 Read the text below and find/highlight the expression of giving opinions!
 Then make a short dialogue based on the topic from the text with your group!
Students Should Use Smart Phones in School

Technology has become so advanced that your
smartphone is essential a working computer.
Students are starting to be encouraged to use
technology such as laptops, computers, and
ipads during class. Many parents don’t want
their kids to use technology during class because
they feel like their child wouldn’t use the
smartphones for learning purposes, but instead
use them to send text messages, play games, and
stay plugged into social media outlets. The
question we’re trying to cover in this essay is whether students should be allowed
to use smart phones in their schools.
Students are already encouraged to use other sources of technology in class such as
laptops and ipads to help increase their learning. Many teachers are already using
projectors which are linked to laptops and demonstrate how to complete an
assignment. If you’re in higher education such as college, you’re allowed to use
your smartphone in class to complete any work or take notes. But, when you’re in
high school, you’re not allowed to use your smartphones during class. If you can
use smartphones in college, you should be able to use smartphones in high school
and middle school. There need to be set rules on what you can do while using your
smartphone.
We believe that smartphones could help bring more learning to every
classroom. Using smartphones in school can help students have instant access to
information related to their classes. During classes teachers no longer have to use
their projector or have to make print outs on information. They could share a
google document with the students, and the students can access it from their phone.
All of the daily’s information will be saved on there, giving students instant and
continuous access to everything they learned that day.
In classes, many students use their phones to take pictures of lectures, powerpoints
and record the lecture. The issue is that taking pictures and videos require special
permission from your professor. College students take pictures of lectures and then
also record the class. This can help them later when they need to study information.
Now, one thing we do have to consider is that college classes have students who
need to pass the class, while in high school it’s more of choice. So the motivation
for using smartphones in high school and college is both different.
Many parents and staff members disagree that the use of smartphones would
help their classrooms. And while we get where they are coming from, that still
doesn’t mean that students shouldn’t be allowed to use their smartphones in class.
For example, smartphones can be used as calculators and can help anyone who is
taking a math class. Regular calculators cost a lot of money for a student to use,
therefore using their phone is easier and more effective. Not only that but students
will be able to access their online courses and be able to follow the lecture through
powerpoints. Lastly, students can also take pictures of powerpoint slides and take
notes by using their phones. This would make it much easier than having them
learn how to take notes.
With the advancements in technology, we believe that smartphones should
be used in classrooms. They offer students and teacher instant access to any and all
information. Of course, they can’t be used during testing, quizzes, or other
activities that could be considered cheating. Therefore, they should only be used
during the lecture. It would make taking notes in class a brass, and for those
students who want to ace the class, they would be able to access the lecture if they
recorded it at a later time and review materials.
Source :https://urgentessay.net/argumentative-essay-examples/
Write your dialogue on this space below!
A : _____________________________________________
B : _____________________________________________
C : _____________________________________________
A : _____________________________________________
B : _____________________________________________
C : _____________________________________________
KUNCI JAWABAN DAN PEDOMAN PENSKORAN
Kuncijawabanteskompetensi
No. Kuncijawaban Pedomanpenskoran

Benar Salah Penskoran
1 D. to ask and give personal arguments for 1 0
someone
2 C. Asking for opinions 1 0
3 D. Simple present tense 1 0
4 B. Giving an opinion 1 0
5 A. Have you go any comments on my 1 0
voice?
6 C. An expensive 1 0
7 B. To ask his students to give opinions 1 0 Nilaiakhir =
about the new English book
𝐽𝑢𝑚𝑙𝑎ℎ 𝑆𝑘𝑜𝑟
8 B. I don’t think so. I think the 1 0 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙(10)
x 100
government should ban the smokers in
the public area.
9 C. In my opinion 1 0
10 C. 3-1-2-4-5 1 0
Total skor
REMEDIAL TES KOMPETENSI (PG)
No. Kuncijawaban Pedomanpenskoran

Benar Salah Penskoran
1 C. To give argument about a topic 1 0
2 A. Asking for opinions 1 0
3 D. I agree with your opinion 1 0
4 C. An expensive 1 0
5 A. Asking and giving opinion about a 1 0
football match
6 C. I don’t think so 1 0
7 B. Asking Bayu’s opinion 1 0
8 C. Asking for opinion 1 0 Nilaiakhir =
9 A. I agree with you 1 0 𝐽𝑢𝑚𝑙𝑎ℎ 𝑆𝑘𝑜𝑟
x 100
𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙(10)
10 C. 3-1-2-4-5 1 0
Total skor 10
ENRICHMENT
Contoh dialog dariteks yang disajikan

A : Do you think smartphone should be banned in the school?
B : Yes, I think so. I believe that smartphone will useful for us to study from other resources
A : Really? But I think smartphone has many negative effects too. Students use smartphone
not only for study, but also for browsing the restricted websites, playing games and
staying online in social media. Those activities will effect to their study achievements.
B : I agree with you about that, so that’s why the teacher should oversee the students and
make the clear rules about use of smartphone in the classroom
A : Yeah, I agree with you.

NIP. 197105052006042020 NP. 19111015710178
RUBRIK PENILAIAN SIKAP, PENGETAHUAN DAN KETERAMPILAN
1. Penilaiansikap
a.Observasi sikap
No Indikator Kriteria Keterangan

1 Kerjasama 1. Mendapat bagian 4.1.1.1.1.1.1
dalam Jika 4 kriteria muncul
mencari informasi yang maka diberi sebutan
diperlukan selalu
2. Mendapat bagian dalam4.1.1.1.1.1.2
diskusi Jika 3 kriteria muncul
atau presentasi maka diberi sebutan
3. Mendapat bagian dalam sering
menyusun dialog 4.1.1.1.1.1.3 Jika 2 kriteria muncul
4. Mendapat bagian dalam maka diberi sebutan
mempresentasikan dialog kadang-kadang
4.1.1.1.1.1.4 Jika 1 kriteria muncul
maka diberi sebutan
jarang
2 Disiplin Menunjukkan komitmen untuk:
a. Mencari informasi yang
diperlukan
b. Terlibat aktif dalam diskusi atau
presentasi
c. Terlibat aktif dalam menyusun
dialog
d. Terlibat aktif dalam
mempresentasikan dialog
2. Jurnalpenilaiansikap
NO Waktu Nama Kejadian/Prilaku Butir sikap Pos/Negatif Tindak

Lanjut
2. Penilaiankognitif
Tabel Penilaian Aspek Pengetahuan
Aspek yang Skor 1- Skor 1-

No Kriteria
Dinilai 5 4
Sangat memahami 5 4
Memahami 4 3
Tujuan
1 Cukup memahami 3 2
Komunikatif
Kurang memahami Hampir tidak 2 1
Tidak memahami memahami 1

Struktur teks yang digunakan sangat
5 4
Runtut
Struktur teks yang digunakan runtut 4 3
Struktur teks yang digunakan cukup runtut 3 2

Keruntutan
2 Struktur teks yang
Teks
digunakan kurang 2 1
Struktur teks yang
runtut
digunakan hampir
Struktur teks yang
tidak runtut
digunakan tidak 1
runtut
Sangat variatif dan tepat 5 4
Variatif dan tepat 4 3
Pilihan Cukup variatif dan tepat 3 2

3
Kosakata Kurang variatif
dan 2 1
Hampir tidak
tepat
variatif dan tepat
Tidak variatif dan
1
tepat
Pilihan tata bahasa sangat tepat 5 4
Pilihan tata bahasa tepat 4 3

Pilihan Tata Pilihan tata bahasa cukup tepat 3 2
4
Bahasa
Pilihan tata bahasa
2 1
kurang tepat Pilihan tata bahasa
Pilihan tata bahasa hampir tidak tepat
1
tidak tepat
3. PenilaianKeterampilan
a) PenilaianPresentasi/Monolog
Namapesertadidik: ________ Kelas: _____
Kurang
No. Aspek yang Dinilai Baik
baik
1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa:
Ucapan
Tata bahasa
Perbendaharaan kata
5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)
Skor yang dicapai
Skor maksimum 10
Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1
b) RubrikuntukPenilaianUnjukKerja
KRITERIA
AKTIVITAS
TERBATAS MEMUASKAN MAHIR
Semua kegiatan
Melakukan Tidak jelas Beberapa kegiatan
jelas dan
Observasi pelaksanaannya jelas dan terperinci
terperinci
Lancar
mencapai fungsi
Lancar dan kosakata
Membaca script, sosial, struktur
dan kalimat
Role Play kosakata terbatas, lengkap dan
berkembang, serta
dan tidak lancar unsur
ada transisi
kebahasaan
sesuai
Fungsi social
Fungsi social tidak Fungsi social kurang
tercapai,
tercapai, ungkapan tercapai, ungkapan
ungkapan dan
Simulasi dan unsur dan unsure
unsure
kebahasaan tidak kebahasaan kurang
kebahasaan
tepat tepat
tepat
Lancar, topik jelas, Sangat lancar,
Tidak lancar, topik
dan menggunakan topic jelas,
kurang jelas, dan
Presentasi slide presentasi menggunakan
tidak menggunakan
tetapi kurang slide presentasi
slide presentasi
menarik yang menarik
Lancar
mencapai fungsi
Membaca teks, Kurang lancar,
sosial, struktur
fungsi social fungsi social
lengkap dan
kurang tercapai, tercapai, struktur dan
Melakukan unsur
ungkapan dan unsure kebahasaan
Monolog kebahasaan
unsur kebahasaan tepat dan kalimat
sesuai, kalimat
kurang tepat, serta berkembang, serta
berkembang,
tidak lancar ada transisi
serta ada
transisi
Keterangan:
MAHIR mendapat skor 3
MEMUASKAN mendapat skor 2
TERBATAS mendapat skor 1
c) PenilaianPortofolio

Alokasi Waktu : 1 Semester
Sampel yang Dikumpulkan : karangandan video
Nama Peserta didik : ______________ Kelas :_________
Contoh aspek yang dinilai Catata

Tata Kelengka n
No Kompetensi Dasar Periode Perbendah Sistemat
bahas pan pendidi
araan kata ika
a gagasan k
Menyusunteks
dialog
1.
terkaitpendapat/pik
iran

RPP Opinion KD 3 14

Diunggah oleh

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Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

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Opsi Berbagi

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RPP Opinion KD 3 14

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Hak Cipta:

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RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMK Negeri 3 Palembang

 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi (IPK)

3.14 Menganalisis fungsi sosial, 3.14.1 Mengidentifikasi fungsi sosial, struktur

4.14 Menyusun teks interaksi 4.14.1 Melengkapiteks interaksi/dialog tertulis

Melalui pendekatan saintifik dan model pembelajaran Discovery Learning dengan

4.14.2 Menyusunteks interaksi/dialog tertulis untuk menyatakan dan merespon ungkapan

1. Materi pembelajaran regular

E. Pendekatan dan Model Pembelajaran

F. Media Alat dan Bahan Pembelajaran

NO Kegiatan Sintak Uraian Kegiatan Pembelajaran Nilai-nilai Waktu

 Melakukan pembukaan dengan salam Religius

 Guru menampilkan sebuah gambar terkait

 What is your opinion about this picture?

 Guru Memberikan gambaran tentang

 Menyampaikan tujuan pembelajaran

 Mengajukan pertanyaan yang ada

 Menyampaikan cakupan materi pelajaran

2 INTI Discovery Memberi stimulus ( mengamati)

b. Mengidentifikasi masalah (Menanya)

 Peserta didik bersama anggota

 Peserta didik bersama anggota

c. Mengumpulkan data (Mengumpulkan informasi

d. Mengolah Mengolah data

 Peserta didik diminta untuk menempelkan

 Guru melakukan konfirmasi, setelah

3 PENUTUP a. Guru melakukan refleksi dan umpan balik

B. Penilaian, Pembelajaran Remedial dan Pengayaan

3. Pembelajaran Remedial dan Pengayaan (terlampir)

Palembang, Agustus 2019

Guru Pamong, Mahasiswa PPL

Erni, S.Pd., M.Si. Desy Hardiyanti, S.Pd.

Satuan Pendidikan : SMK Negeri 3 Palembang

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi (IPK)

3.14 Menganalisis fungsi sosial, 3.14.1 Mengidentifikasi fungsi sosial, struktur

4.14 Menyusun teks interaksi 4.14.1 Melengkapiteks interaksi/dialog tertulis

Melalui pendekatan saintifik dan model pembelajaran Discovery Learning dengan

EXPRESSING ASKING AND GIVING OPINION

Sebelummateri, peserta didikdiberikan stimulus berupa :

 Gambar percakapan antara dua orang untuk diidentifikasi ungkapannya terkait

 Opinion is including the words of opinion and argument/ reasons.

c. Agreeing or disagreeing with an opinion

Arrange these sentences into a good arrangement to make a dialogue!

2. BAHAN AJAR REMEDIAL

3. BAHAN AJAR PENGAYAAN

Students Should Use Smart Phones in School

Technology has become so advanced that your

4. BAHAN AJAR KOKURIKULER/PENUGASAN

 Today, I have learned about ________________________________________

 The generic structure of opinions dialogue are___________________________

 The language features of opinions dialogue are___________________________

 The example of expression are _______________________________________

 What I like most about this material is __________________________________

 What I need to improve/learn more is __________________________________

E. SUMBER BAHAN AJAR

• KementerianPendidikandanKebudayaan. 2017 Kelas XI. Buku Guru Mata

Palembang, Agustus 2019

Guru Pamong, Mahasiswa PPL

Erni, S.Pd., M.Si. Desy Hardiyanti, S.Pd.

Nama : _________ Semester :

Nama : _________ Semester :

Namapesertadidik: ____ Kelas: _

Nama Peserta didik : ______ Kelas :_