RPP ENGLISH 2017

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMA IT Insan Cendikia Madani Gugel
Mata Pelajaran : Bahasa Inggris
Kelas / semester : XI / 1
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 3 x 40 menit (1 pertemuan)

STANDAR KOMPETENSI :
 Membaca: Memahami makna teks fungsional pendek dan monolog berbentuk reports, analytical exposition, dan analytical exposition dalam konteks kehidupan
sehari-hari.
 Menulis: Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narative dan analytical exposition dalam konteks kehidupan sehari-hari.

KOMPETENSI DASAR :
11.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk: analytical exposition.
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk: analytical exposition.

TUJUAN PEMBELAJARAN :
Diharapkan setelah pembelajaran siswa dapat:
 Merespons wacana berbentuk analytical exposition
 Mengidentifikasi tujuan teks analytical exposition, fitur bahasa dan generic structure dalam teks berbentuk analytical exposition.
 Mengidentifikasi makna dalam teks tulis analytical exposition
 Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition
 Menentukan ide pokok paragraph, tema/topik cerita
 Menentukan synonym-antonym kata
 Menyusun Kalimat acak menjadi teks analytical exposition yang utuh dan benar
 Membuat teks berbentuk analytical exposition
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INDIKATOR PENCAPAIAN KOMPETENSI

1. Spriritual :
 Pembiasaan bertutur kata yang baik dan sopan selama pembelajaran.
 Menerapkan nilai-nilai sekolah dalam berinteraksi selama pembelajaran.

2. Pengetahuan :
 Merespons wacana berbentuk analytical exposition
 Mengidentifikasi tujuan teks analytical exposition, fitur bahasa dan generic structure dalam teks berbentuk analytical exposition.
 Mengidentifikasi makna dalam teks tulis analytical exposition
 Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition
 Menentukan ide pokok paragraph, tema/topik cerita
 Menentukan synonym-antonym kata
 Menyusun Kalimat acak menjadi teks analytical exposition yang utuh dan benar
 Membuat teks berbentuk analytical exposition
3. Keterampilan :
 Terampil dalam menjawab pertanyaan, menentukan ide pokok/tema text, menentukan informasi-informasi penting yang ada pada text.
 Terampil dalam menyusun kalimat, paragraph teks.
 Terampil dalam membuat teks analytical exposition.

4. Sikap :
 Aktif bertanya, mengikuti semua kegiatan selama proses pembelajaran
 Membantu Teman yang kesulitan
 Disiplin dalam mengikuti pembelajaran
 Santun dalam berbicara dan bersikap
 Tertib dalam mengikuti pembelajaran

Kegiatan Pendahuluan
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1. Guru melakukan pembukaan dengan mengucapkan salam dan menyiapkan santri secara psikis dan fisik untuk mengikuti proses pembelajaran
2. Memeriksa kehadiran santri
3. Guru menjelaskan tujuan yang akan dipelajari hari ini
4. Guru menyampaikan cakupan materi

Materi Pokok
Task 1
Read the text below, then answer the questions that follow.

(1) In most big cities in the world, traffic has become a serious problem. (2) Traffic jam takes place, especially in rush hours. (3) There are simply too many cars. (4) This
brings about some unexpected effects. (5) Traffic in Hongkong can be so bad that a vehicle moves along at only 10 KPH, slower than bicycle speed. (6) In Manila, traffic often
stops completely. (7) This generates so much exhaust that Manila is now one of the world’s most polluted cities. (8) In Bangkok, children get up at 4 or 5 AM to make it to
school by 9:00. (9) They have breakfast in the car or bus.
(10) The number of cars in the world doubled between 1970 and 1990. (11) Currently, there are around 600 million vehicles on roads designed for half that many. (12) The
number of cars is expected to double again over the next 20 – 40 years. (13) More roads are being built, but there is no way there can ever be enough roads to handle all
these cars.
(14) The wasted fuel from the vehicles causes pollution. (15) The pollution destroys the environment in a number of ways. (16) It also affects personal health. (17) More and
more people in large cities suffer from asthma and other breathing disorders than ever before. (18) It is not only humans who suffer. (19) A recent study in Britain repots
that birds are losing their hearing because of the traffic noise; as a result, they are unable to sing properly.
(20) No one argues that traffic has become a big problem. (21) We need to find a solution to the world’s traffic jams; otherwise, we will still suffer from diseases.

1. What is the text about?

2. What is the purpose of the text?
3. Why do traffic jams take place in big cities?
4. What is the effect of traffic jams in big cities?
5. What is the best way to solve traffic jams in big cities?

Task 2
What do the following pronouns refer to in the text?
1. this (sentence 4) : _________________________________________________
2. it (sentence 16) : _________________________________________________
3. they (sentence 19) : _________________________________________________
Task 3
Match the words in column A (taken from the text) and their meanings in column B. Each word in column B is used only once.
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A B

1. rush (sentence 2) 2. bring about (sentence 4) a. cause b. recently

3. currently (sentence 11) c. investigation
4. study (senteence 19) d. hard
5. argue (sentence 20) e. deny
f. busy
g. properly

Task 4
Read the text once again more intensively, then examine how the text is developed and organized.

1. How many paragraphs are there in the text?

2. What is the main idea of paragraphs 2, 3, and 4?
3. What is the function of the first paragraph?
4. What is the function of the last paragraph?
5. Can you draw a diagram showing the relationship among the paragraphs in the text?

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan
1. Guru melakukan pembukaan dengan mengucapkan salam dan menyiapkan santri secara psikis dan fisik untuk mengikuti proses pembelajaran
2. Memeriksa kehadiran santri
3. Guru menjelaskan tujuan yang akan dipelajari hari ini
4. Guru menyampaikan cakupan materi

Mengamati
 Guru mengajak siswa untuk mengamati gambar/ contoh teks eksposisi dan menanyakan beberapa hal yang berkenaan dengan gambar/ contoh teks eksposisi tersebut
· Siswa mengamati fungsi sosial, struktur, dan unsur kebahasan.

Menanya
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· Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan tentang tindakan/kejadian yang terjadi di dalam gambar tersebut.

Mengeksplorasi
· Siswa menyimak contoh yang diberikan oleh guru
· Siswa diminta untuk berlatih menemukan gagasan utama, informasi tertentu.
· Siswa diminta menjawab pertanyaan ang berkenaan dengan dengan bacaan yang diberikan
· Guru menjelaskan penggunaan “Analytical Exposition dan language feature”.

Mengasosiasi
· Siswa diminta secara berkelompok untuk membuat teks ekposisi analitis
· Siswa memperoleh balikan atau feedback dari temannya tentang ekposisi analitis yang disampaikan dalam kerja kelompok.

Mengkomunikasikan
· Secara kelompok, siswa bertukar cerita tentang teks ekposisi dengan memperhatikan fungsi sosial, struktur dan unsur kebahasan.
· Siswa mempresentasikannya dikelas
· Guru menanyakan kepada siswa mengenai hal-hal yang belum dipahami.

Kegiatan Penutup
1. Guru bersama siswa membuat kesimpulan dari materi yang telah dipelajari
2. Guru memberitahukan materi yang akan diajarkan pada pertemuan berikutnya.
3. Guru menutup pembelajaran dengan mengucap salam dan mengajak santri untuk membaca kafaratul majelis secara bersama-sama

H. Sumber/Bahan/Alat
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
2. Script monolog berbentuk analytical expositions

I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
 Teks pilihan ganda dan essay
 Penilaian lisan (story telling)
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II. Instrumen Penilaian

Directions: Read the following texts, then answer the questions about them by choosing A, B, C, or D that best answers each question or completes each sentence.
Text 1 (Questions 1 – 6)
I think the Canterbury Council should construct more activity centers in most local areas. There are some reasons for this.t
Firstly, during the school holidays, many children who don’t have much on their minds can attend their local activity centers. It will keep them busy and they can also learn
to do lots of different things. Another reason is children can encourage others to attend the local activity centers. Children will not get bored because they can have lots of
fun. Finally, it might stop children from vandalizing properties that don’t belong to them because they can go to the activity centers, have fun, and enjoy themselves.
These are the main reasons why I think we should have more activity centers. It will be educational and a very good experience for lots of children.

1. What is the text about?

A. The importance of constructing more activity centers 4. The word “this” (sentence 2 paragraph 1) refers to ….
B. The need for making children busy and have fun A. Canterbury Council’s proposal to construct activity center
C. A way of preventing children from getting bored B. Keeping children busy and have fun in the holidays
D. The reasons for having educational experience C. The construction of more local activity centers
D. Learning how to do certain things
2. It can be inferred from the text that ….
A. Canterbury Council has constructed many activity centers 5. The word “encourage” (sentence 3 paragraph 2) can be best replaced by the
B. There are only few activity centers in most local areas word …
C. Activity centers tend to make children hang around A. explain
D. The construction of more activity centers is useless B. motivate
C. describe
3. How does the writer feel if more activity centers are constructed in most local D. prevent
areas?
A. excited c. disappointed
B. interestedd. encouraged

Text 2 (question 6 – 10)

Solar energy has many uses. In many parts of the world, people are building solar houses with large numbers of windows to collect the heat of the sun. Solar
collectors can make hot water from sun light. The rays of the sun heat water in a solar collector, and the hot water goes into storage tank. People can use the hot water for
washing or for heating their houses. In the future, people may use the rays of the sun to make electricity for their homes. They will use photovoltaic cells to make electricity
from sun light.
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The sun is an important “new” source of energy. It is less expensive than oil or nuclear energy. Furthermore, it does not cause pollution and it is not as dangerous as
nuclear power. Many people think that solar energy will be the answer to our future energy problems.

b. the sun d. the oil

9. What can a solar collector do?
6. What is the best title for the text?
a. answering our future energy problems
A. Energy Problems
B. Solar Houses b. making electricity from sunlight
C. Sources of Power c. using hot water for washing
D. Solar Energy
d. making hot water from sunlight
7. The purpose of the text is …
A. to describe what solar energy is 10. What problems may solar energy solve?
B. to inform the writer’s view about the use of solar energy a. Water storages
C. to explain the procedure for developing solar energy
D. to persuade readers to make use of solar energy b. Future energy problems
c. Storage problems
8. What is called the new source of energy? d. Oil or nuclear energy
a. the light c. the nucleus

Mengetahui, Bogor, 3 Oktober 2017

Kepala SMAIT ICM gunung Geulis Guru Mata Pelajaran

Amru Asykari, S.Pd. Nurani Niandiati, S.Pd.