Rencana Pelaksanaan Pembelajaran (RPP) : 1. Standar Kompetensi 2. Kompetensi Dasar

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah :
Kelas : XI (Sebelas)
Semester : Genap
Program Keahlian : -
Mata Pelajaran : Bahasa Inggris
Jumlah Pertemuan : 1 x pertemuan (2 x 45 menit)
1. Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan
tindak tutur:menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan
menyatakan perasaan sedih.
3. Indikator :
- Memahami makna dalam percakapan transaksional dan intepersonal resmi dan berlanjut (sustained) dalam konteks
kehidupan sehari-hari.
- Mengidentifikasi makna tindak tutur sikap terhadap sesuatu.
- Merespon tindak tutur menyatakan sikap terhadap sesuatu.
- Mengidentifikasi makna tindak tutur menyatakan perasaan sedih.
- Merespon tindak tutur menyatakan perasaan sedih.
- Mengidentifikasi makna tindak tutur menyatakan perasaan cinta.
- Merespon tindak tutur menyatakan perasaan cinta.
- Mengidentifikasi konteks situasi.
4. Tujuan Pembelajaran :
Siswa mampu memahami makna dalam percakapan transaksional dan intepersonal resmi dan berlanjut (sustained) dalam
konteks kehidupan sehari-hari.
- Siswa mampu mengidentifikasi makna tindak tutur sikap terhadap sesuatu.
- Siswa mampu merespon tindak tutur menyatakan sikap terhadap sesuatu.
- Siswa mampu mengidentifikasi makna tindak tutur menyatakan perasaan sedih.
- Siswa mampu merespon tindak tutur menyatakan perasaan sedih.
- Siswa mampu merespon tindak tutur menyatakan perasaan cinta.
- Siswa mampu mengidentifikasi konteks situasi.
5. Materi Pembelajaran :
If you like something or someone you can express it through the following expression.
- I love you - You are my everything.
- I love you from the bottom of my heart. - I am crazy of …
- I really love you. - I Like you
- I love you so much. - I Love you for a long time
- I must love it.
To express sadness, you can use the following expressions.
- ... comes as my great sadness. - I can't believe what's going on.
- I must say I had hoped … - I can't hold my tears on it.
- I'm very sad about … - Oh, no … (crying).
6. Metode Pembelajaran/Pendekatan
Ceramah, tanya jawab, dan praktik.
7. Alokasi Waktu : 1 x pertemuan (2 x 45 menit)
8. Kegiatan Pembelajaran (langkah-langkah Pembelajaran) :
Pertemuan ke-1:
a. Kegiatan awal
Penjelasan dan tanya jawab sekitar wawasan siswa mengenai materi yang akan disajikan untuk apersepsi dan
memotivasi peserta didik.
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai bagaimana mengidentifikasi dan merespon makna tindak tutur sikap terhadap
sesuatu, perasaan sedih serta perasaan cinta sesuia dengan konteks situasi.
2) Elaborasi
Siswa melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat atau rasa puas beserta
responnya. Kemudian dilanjutkan dengan mendengarkan percakapan interpersonal/transaksional secara klasikal
melalui tape.
3) Konfirmasi
Guru menanyakan pendapat para siswa untuk diakomodasi, kemudian disimpulkan.
RPP Bahasa Inggris SMA Kelas XI - Smt. 2 35

c. Kegiatan Akhir
Penugasan terstruktur (PT) mengerjakan soal.
9. Penilaian
a. Teknik : Tertulis
b. Bentuk Instrumen : Uraian dan penugasan praktik mendengarkan rekaman.
c. Contoh Instrumen :
Complete the dialogue while you are listening!
Ade : Hi Riza..
Riza : Hi Ade ..
Ade : __________________________?
Riza : Nothing ..
Ade : But, ____________________ .
Riza : Yes, that’s right.
Ade : Why ?
Riza : Because I lose my novel.
Ade : How can it lose?
Riza : Before, I take it in my table. Then I go out from the class. When I come back, It’s gone..
Ade : ____________________ .
Riza : Yeah, I know.
Ade : Try to look for. I will help you.
Riza : Thanks ..
Ade : Riza, you don’t need to be sad because ____________________. Do you know?
Riza : No, I don’t. Why?
Ade : Tonight, someone sent me a message. _________________________ . I think she ismy friend when I’m
in Elementary School.
Riza : Really ?
Ade : Yeaah .. I think so.
Riza : Haha .. ____________________ . You can introduce her to me.
Ade : Oh of course.
Norma penilaian
Aspek Penilaian Skor maks.
Identifikasi makna kata 40
Identifikasi hubungan antar pembaca 30
Identifikasi konteks situasi 30
Jumlah 100
Kunci jawaban :
Ade : Hi Riza..
Riza : Hi Ade ..
Ade : What are you doing now?
Riza : Nothing ..
Ade : But, I see your sadness .
Riza : Yes, that’s right.
Ade : Why ?
Riza : Because I lose my novel.
Ade : How can it lose?
Riza : Before, I take it in my table. Then I go out from the class. When I come back, It’s gone..
Ade : You really sloppy.
Riza : Yeah, I know.
Ade : Try to look for. I will help you.
Riza : Thanks ..
Ade : Riza, you don’t need to be sad because I feel happy today. Do you know?
Riza : No, I don’t. Why?
Ade : Tonight, someone sent me a message. She said she loved me but I don’t know her. I think she is my
friend when I’m in Elementary School.
Riza : Really ?
Ade : Yeaah .. I think so.
Riza : Haha .. It’s make me feel happy too. You can introduce her to me.
Ade : Oh of course.
9. Alat/Media/Sumber Belajar
a. CD dan CD player.
b. Buku Developing English Competencies 2: for Senior High School (SMA/MA) Grade XI.
c. Buku Interlanguage: English for Senior High School Students XI Science and Social Study Programme.
d. Buku Mastering American English.
Mengetahui .........................., 201.......
Kepala SMA Guru Mata Pelajaran
_____________________ _____________________
36 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

NIP. NIP.
(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Memahami makna dalam percakapan transaksional dan intepersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan
jengkel.
3. Indikator :
- Mengidentifikasikan makna tindak tutur menyatakan perasaan malu.
- Merespon tindak tutur menyatakan perasaan malu.
- Mengidentifikasikan makna tindak tutur menyatakan perasaan marah.
- Merespon tindak tutur menyatakan perasaan marah.
- Mengidentifikasi makna tindak tutur menyatakan perasaan jengkel.
- Merespon tindak tutur menyatakan perasaan jengkel.
a. Pertemuan ke-10
- Siswa mampu mengidentifikasikan makna tindak tutur menyatakan perasaan malu.
- Siswa mampu merespon tindak tutur menyatakan perasaan malu.
b. Pertemuan ke-19
- Siswa mampu mengidentifikasikan makna tindak tutur menyatakan perasaan marah.
- Siswa mampu merespon tindak tutur menyatakan perasaan marah.
- Siswa mampu mengidentifikasi makna tindak tutur menyatakan perasaan jengkel.
- Siswa mampu merespon tindak tutur menyatakan perasaan jengkel.
a. Using Expressions of Pleasure/Displeasure and Embarrasement
1) Expression of Pleasure/Displeasure
Here are some expressions which can be used to show that someone is pleased or displeased.
Feeling Pleased Feeling Displeased

 That’s great!  Oh, no!
 That’s incredible!  What a nuisance!
 That’s fantastic!  I really hate ….
 That’s a good news!  I’m very disappointed.
 How marvelous!  He really makes me angry.
 How wonderful!  I’m very annoyed.
 How tremendous!  I can’t stand……
 How super!  I’m too miserable!
 What luck!  I’m so upset!
 I’m very pleased with it.  I’m fed up with …..
 I’m delighted.
 It gives me pleasure.

 I’m happy with …..
2) Expression of Embarrassment
The following are expressions of embarrassment:
• What an embarrassing thing! • That’s a real embarrassement
• It’s really embarrassing! • What a shame!
• I am / she is / they are embarrassed. • It’s my embarrassement to ...
• What an embarrassement! • I was so ashamed!
• I must say that it’s an embarrassement.
b. Using Expressions of Anger and Annoyed
Expressing Anger:
- You! - I really hate this!
- Dare you! - You often make me upset!
- Stop talking! I don't want to hear it! - Stop! Your words really hurt me.
- I don't understand why you did it to me! - Pssst! I don't want to hear your voice anymore.
- How could you say that to me!
Expressing Annoyance Responding
- I am really annoyed. - Sorry.
- It really bothers me. - I’m really sorry.
- It really makes me annoyed. - I see. Sorry about that.
- I can’t take this anymore. - Please don’t be like that.
- Stop doing that! It’s really annoying.
8. Kegiatan Pembelajaran (langkah-langkah Pembelajaran) :
Pertemuan ke-10:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai bagaimana mengidentifikasikan makna tindak tutur menyatakan perasaan
malu beserta responnya.
2) Elaborasi
Siswa mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara
berkelompok. Kemudian dilanjutkan dengan mendengarkan percakapan interpersonal/transaksional melalui
tape secara klasikal.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-19:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai bagaimana mengidentifikasikan makna tindak tutur menyatakan perasaan
marah dan jengkel beserta responnya.
2)Elaborasi
3)Siswa mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara
berkelompok. Kemudian dilanjutkan dengan mendengarkan percakapan interpersonal/transaksional melalui tape
secara klasikal.
4)Konfirmasi

c. Kegiatan Akhir
9. Penilaian
Listen to tape and fill the blanks. Then, identify the expressions used.
Mother : Dear, look at this skirt. There is a black stain on this. It looks like ______________.
Daughter : Was it?
Mother : Yes. _____________?
Daughter : Yes, Mom. I am sorry. I tried to learn ironing but I think _________________.
Mother : It’s really you… Hmm, how many times I told you to be careful? It seems ___________________. Didn’t
you?
Daughter : No.. It’s not like as you think, Mom…
Mother : Don’t say anything. It is really ____________.
Daughter : I’m really sorry, Mom. I won’t do ironing anymore.
Mother : No, no what I want is not like this, dear.. I mean you should be more careful
_________________________. You must be careful on what you’re doing. Do you understand? I’m
sorry if I hurt you.
Daughter : Yes, Mom. I promise to be very careful next time.
Norma penilaian
Jumlah 100
Kunci jawaban:
Mother : Dear, look at this skirt. There is a black stain on this. It looks like an iron trace.
Daughter : Was it?
Mother : Yes. Did you do it?
Daughter : Yes, Mom. I am sorry. I tried to learn ironing but I think the iron was too hot.
Mother : It’s really you… Hmm, how many times I told you to be careful? It seems you didn’t do what I say.
Didn’t you?
Daughter : No.. It’s not like as you think, Mom…
Mother : Don’t say anything. It is really annoying.
Daughter : I’m really sorry, Mom. I won’t do ironing anymore.
Mother : No, no what I want is not like this, dear.. I mean you should be more careful when doing something.
You must be careful on what you’re doing. Do you understand? I’m sorry if I hurt you.
Daughter : Yes, Mom. I promise to be very careful next time.

Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof, dan
hortatory exposition dalam konteks kehidupan.
2. Kompetensi Dasar : Merespon makna dalam teks fungsional resmi dan tak resmi yang menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.
3. Indikator :
- Mengidentifikasi topik sebuah teks fungsional pendek yang didengar.
- Mengidentifikasi informasi tertentu teks yang didengar.
- Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.
- Siswa mampu mengidentifikasi topik sebuah teks fungsional pendek yang didengar.
- Siswa mampu mengidentifikasi informasi tertentu teks yang didengar.
- Siswa mampu mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.
a. Interview Test
Interview Test is a test covers some questions given orally by interviewer to the interviewee in term of identity,
education background, job experience, salary, etc. Now, you are going to learn how to make a dialogue about an
interview test. Some phrases are as the guidance will help you to develop your writing.
Tips when you're going to interview:
• Don't overdress or look too informal.
• Always go to the interview alone.
• Express your interest in the job and the company using information you gathered to prepare for the interview.
• Let the interviewer direct the conversation.
• Answer questions in a clear positive manner. Show how your experience and training will make you productive in
the shortest time with minimal supervision.
b. Writing Plan of personal letter
1) Greeting Dear …..,
2) Opening paragraph - Ask for condition.
- Say why you are writing.
3) Main part - Tell the latest news about the company.
- Give relevant information.
4) Closing - State anything you want to emphasize.
- State wether you need a reply or not.
5) Signature endings - Love, all my love, best wishes, etc.
c. Asking and Giving Direction
1) Expressions used for finding places in the buildings.
Asking for Directions Giving Directions
1. Where is the ………………………? 1. Go straight ahead.
2. Can you tell me where ………… is? 2. Turn left/right at the ………../as you come out of
3. How do I get to …………………...? the elevator.
4. I’m looking for …………………… 3. Go across the …………………..
5. Where can I find ………………….? 4. Go up stairs/down stairs
6. Could you tell me how I can get to 5. Go up/down in the elevator/lift
……………………………., please? 6. Go up/down on the escalator

2) Expressions used for finding places outdoor.
- Could you tell me where …… is? - Go straight ahead
- Could you direct me to ……? - Go straight down this road
- Can you tell me how to get to……? - Go straight over
- Would you tell me the way to ……? - Follow this road/street as far as the ……
Ceramah, tanya jawab, dan praktik
7. Alokasi Waktu : 3 X pertemuan (6 X 45 menit)
8. Kegiatan Pembelajaran (langkah-langkah Pembelajaran):
Pertemuan ke-1:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai interview tes.
2) Elaborasi
Siswa mendiskusikan isi teks yang didengar secara berpasangan, kemudian mendiskusikan bentuk bahasa lisan
berdasarkan teks yang didengar secara berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-10:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai personal letter.
2)Elaborasi
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-19:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai asking and giving direction.
2)Elaborasi
3)Konfirmasi
c. Kegiatan Akhir
9. Penilaian

Look at the map below. Complete the dialogues by choosing the correct option. Use the BOTTOM ARROW
as your starting point.
1. John : Pardon me, I'm lost, could you tell me how to get to the Clothes Shop?
Policeman : Yes, of course. (Go straight ahead / go down and turn left/ go along into) Garden Road. Then
take the (first / second) turning on the left and (go up / go down) River Road. Go straight
ahead and then (turn left / right) into High Street. The Toy Shop is on your (left/ right) hand
side between the Clothes Shop and the Pet Shop.
John : Thanks a lot.
2. Tim : Excuse me, can you tell me the way to the Hospital?
Ann : Certainly! (Go straight ahead/ Turn right and turn left / go up into) Garden Road. Then turn
(left/ right) into River Road and go straight ahead. Then take the (first/ second turning) on the
left into Little Street. The hospital is there on the (left/ right) hand side.
Tim : Thanks.
3. Peter : Could you tell me how to get to the Shopping Centre?
Policeman : Sure. (Go straight ahead / go down and turn left/ go along into) Garden Road. Then take the
(first / second) turning on the left and (go up / go down) River Road. Go straight ahead and
then turn (left / right) into High Street. The shopping centre is on your (left/ right) hand side.
Peter : Thanks a lot.
Norma penilaian
Jumlah 100
Kunci jawaban :
1. John : Pardon me, I'm lost, could you tell me how to get to the Clothes Shop?
Policeman : Yes, of course. Go along into Garden Road. Then take the first turning on the left and go up
River Road. Go straight ahead and then right into High Street. The Toy Shop is on your left hand
side between the Clothes Shop and the Pet Shop.
John : Thanks a lot.
2. Tim : Excuse me, can you tell me the way to the Hospital?
Ann : Certainly! Go up into Garden Road. Then turn left into River Road and go straight ahead. Then
take the first on the left into Little Street. The hospital is there on the right hand side.
Tim : Thanks.
3. Peter : Could you tell me how to get to the Shopping Centre?
Policeman : Sure. Go along into Garden Road. Then take the first turning on the left and go up River Road.
Go straight ahead and then turn right into High Street. The shopping centre is on your left hand
side.
Peter : Thanks a lot.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.
(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof, dan
hortatory exposition dalam konteks kehidupan.
2. Kompetensi Dasar : Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk:narrative, spoof, dan hortatory exposition.
3. Indikator :
- Mengidentifikasi main idea dari teks hortatory exposition yang didengar.
- Mengidentifikasi tokoh dari cerita yang didengar.
- Mengidentifikasi kejadian dalam teks yang didengar.
- Mengidentifikasi bagian cerita yang lucu.
- Mengidentifikasi solusi dalam cerita yang didengar.
- Mengidentifikasi kasus yang didengar.
- Mengidentifikasi argumen yang didengar.
a. Pertemuan ke-1
- Siswa mampu mengidentifikasi main idea dari teks hortatory exposition yang didengar.
- Siswa mampu mengidentifikasi argumen yang didengar.
- Siswa mampu mengidentifikasi kasus yang didengar.
b. Pertemuan ke-10
- Siswa mampu mengidentifikasi kejadian dalam teks yang didengar.
- Siswa mampu mengidentifikasi tokoh dari cerita yang didengar.
- Siswa mampu mengidentifikasi solusi dalam cerita yang didengar.
c. Pertemuan ke-19
- Siswa mampu mengidentifikasi kejadian dalam teks yang didengar.
- Siswa mampu mengidentifikasi tokoh dari cerita yang didengar.
- Siswa mampu mengidentifikasi bagian cerita yang lucu.
a. Hortatory Exposition Text
A hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that
something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some
arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as
argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles,
academic speech or lectures, research report etc.
1) Social Function
To persuade the reader or listener that something should or should not be the case.
2) Generic Structure
a) Thesis:
This is the stage where the writer introduces the topic which will be discussed and states her/his position in
accordance to the topic.
b) Argument:
In this stage, arguments regarding to the topic are presented to lead and convince the reader to accept the
recommendation given.
c) Recommendation:
This stage is obligatory elements of the text. The writer gives statement of what ought or ought not to happen.
3) Significant Lexicogrammatical Structure
a) Focus on generic human and non human participants, except for speaker or writer referring to themself.
b) Use mental processes to state what writer thinks or feels about the issue, e.g. realize, feel, or appreciate.
c) Use material processes to state what happens, e. g. is polluting, drive, travel, spend, or should be treated.
d) Use relational processes to state what is or should be, e. g. doens’t seem to have been.
e) Use simple present tense.

b. Narrative Text
Stories consist of several parts. They are the beginning, the problem that occurred, how the problem was solved, and
the ending of the story.
• The beginning of the story has the function of introducing the characters of the story, where and when the story
occurred. This part of the story is called orientation.
• How the problem starts until its crisis point (climax) of the problem, in which the character(s) have to face is called
the complication.
• How the problem is solved or ended is called the resolution.
• The ending of the story which may consist of closing remark to the story, moral lesson, advice or teaching from the
writer is called re-orientation. However, this part of the story is optional. You may or may not find it in a story.
The common grammatical features of narrative texts include:
• use of particular nouns to refer to or describe the particular people, animals and things that the story is about;
• use of adjectives to build noun groups to describe the people, animals or things in the story;
• use of time connectives and conjunctions to sequence events through time;
• use of adverbs and adverbial phrases to locate the particular incidents or events;
• use of past tense action verbs to indicate the actions in a narrative;
• use of saying and thinking verbs to indicate what characters are feeling, thinking or saying.
c. Spoof Text
The spoof text is commonly written in a story. While we are talking about a story, it will be close related to narrative
and recount text. What is narrative, what is recount and what is spoof text its self are easily differed from one to other
by seeing the generic structure. Spoof, narrative and recount are similar in how they are constructed in the first step.
They recount the event and experience which introduce the participant, time and place setting. However in the end of
the text, the way they are closed are different from one to other. Narrative will be closed by a resolution which refers to
the conflict. Recount will be concluded with a re-orientation. While spoof will end the story with some unpredictable
way of plot. That unpredictable way is called twist.
1) Social Function
To retell events for the purpose of informing or entertaining.
a) Orientation; provides the setting and introduce participants.
b) Events; tell what happened, in what sequence.
c) Twist; provides the punch line.
3) Significant Lexicogrammatical Features
a) Focus on specific participants.
b) Use of material processes.
c) Circumstances of time and place.
d) Use of past tense.
e) Focus on temporal sequence.
7. Alokasi Waktu : 3 X pertemuan (6 X 45 menit)
8. Kegiatan Pembelajaran (Langkah-langkah Pembelajaran):
Pertemuan ke-1:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai hortatory exposition text.
2) Elaborasi
Siswa mendengarkan sebuah hortatory exposition secara klasikal. Kemudian mendiskusikan isi teks yang
didengar secara berpasangan.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-10:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai narrative text.
2) Elaborasi
Siswa mendengarkan sebuah narrative secara klasikal. Kemudian mendiskusikan isi teks yang didengar secara
berpasangan.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-19:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai spoof text.
2)Elaborasi
Siswa mndengarkan sebuah spoof secara klasikal. Kemudian melakukan case building berdasarkan kelompok pro
dan kontra.
3)Konfirmasi
c. Kegiatan Akhir
9. Penilaian
Listen to the following story and then answer the questions.
1. Who are the characters in the story?
2. What was the relationship between the Lion and the Dolphin?
3. What did the Lion ask the Dolphin for when he fought a wild bull?
4. Did the Dolphin help the Lion fight the wild bull? Why not?
5. How did the story end?
Norma penilaian
Jumlah 100
Kunci jawaban :
1. The Lion and the Dolphin
2. They are a friend
3. He asked the Dolphin to help him.
4. No, it is not. Because he couldn’t by any reach the land.
5. The story ended with the sad ending.
Listening script :
A Lion wandering by the seashore saw a Dolphin lift up its head out of the waves, and suggested that they made an
agreements as friends, saying that of all the animals should be best friends, since the one was the king of beasts on
the earth, and the other was the supreme ruler of all the inhabitants of the ocean. The Dolphin gladly accepts his
request. Not long afterwards the Lion had a combat with a wild bull, and called on the Dolphin to help him. The
Dolphin, though quite willing to give him helps, was unable to do so, because he couldn’t by any reach the land. The
Lion insult him as a traitor. The Dolphin replied, “Nay, my friend, do not blame on me, you should blame the nature,
which made me the ruler of the sea, but didn’t give me the power of living on the land”.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Memahami teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory
exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur:menyatakan sikap terhadap sesuatu, menyatakan
perasaan cinta, dan menyatakan perasaan sedih.
3. Indikator :
- Menggunakan tindak tutur menyatakan sikap terhadap sesuatu.
- Merespon tindak tutur menyatakan sikap terhadap sesuatu.
- Menggunakan tindak tutur menyatakan perasaan cinta.
- Merespon tindak tutur menyatakan perasaan cinta.
- Menggunakan tindak tutur menyatakan perasaan sedih.
- Merespon tindak tutur menyatakan perasaan sedih.
Pertemuan ke-2
- Siswa mampu menggunakan tindak tutur menyatakan sikap terhadap sesuatu.
- Siswa mampu merespon tindak tutur menyatakan sikap terhadap sesuatu.
- Siswa mampu menggunakan tindak tutur menyatakan perasaan cinta.
- Siswa mampu merespon tindak tutur menyatakan perasaan cinta.
- Siswa mampu menggunakan tindak tutur menyatakan perasaan sedih.
- Siswa mampu merespon tindak tutur menyatakan perasaan sedih.
Using Expressions of Love and Sadness
If you like something or someone you can express it through the following expression.
- I love you - You are my everything.
- I love you from the bottom of my heart. - I am crazy of …
- I really love you. - I Like you
- I love you so much. - I Love you for a long time
- I must love it.
To express sadness, you can use the following expressions.
- ... comes as my great sadness. - I can't believe what's going on.
- I must say I had hoped … - I can't hold my tears on it.
- I'm very sad about … - Oh, no … (crying).
Pertemuan ke-2:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai bagaimana menggunakan dan merespon tindak tutur menyatakan sikap
terhadap sesuatu, perasaan cinta serta perasaan sedih.
2)Elaborasi
berkelompok dilanjutkan dengan bermain peran secara berkelompok.
3)Konfirmasi

c. Kegiatan Akhir
9. Penilaian
a. Teknik : Lisan dan tertulis
b. Bentuk Instrumen : Uraian dan penugasan praktik.
Study the following dialogue and identify the expressions used. Then, answer the following questions.
Adib : Hi, Virga. Are you ready for the discussion tomorrow?
Virga : No, I'm not yet ready at all. There are some points still confusing me.
Adib : What points do you find it difficult? Perhaps, I can do something for you.
Virga : It's about the arguments I should propose. It's hard to find good arguments.
Adib : Well, I have some books which may meet your needs. I will bring them with me tomorrow.
Virga : How nice of you. Thanks.
Adib : No problem. And, why don't you search some ideas in the internet? There's so much information you can
download.
Virga : That's also my problem. I'm not familiar with the internet and I don't understand how to use internet.
Adib : Really? Let's go to the internet shop. I'll teach you how to use the internet.
Virga : You will? Why are you so nice to me?
Adib : Because I love you.
Virga : Really?
Adib : Do you mind?
Virga : Not at all. I've been expecting those words from you.
Adib : Really? I'm very happy to hear you say so.
Virga : Are we going to the internet?
Adib : Sure. Anywhere you like.
Questions:
1. What is Virga preparing for?
2. What does Adib offer Virga?
3. What is Adib going to teach Virga?
4. Why were Adib so nice to Virga?
5. What is Virga's feeling to Adib?
Norma penilaian
Aspek Penilaian Skor maks
Kelancaran 20
Kosakata 20
Struktur 20
Kejelasan uraian 20
Pemahaman menyimak 20
Jumlah 100
Kunci jawaban :
Speaking : Kebijaksanaan guru.
Questions :
1. She is preparing the discussion task for tomorrow.
2. He is offering his help.
3. He will teach Virga how to use the internet.
4. Because he loves Virga.
5. She has the same feeling to him.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam
bahasa secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan
menyatakan perasaan jengkel.
3. Indikator :
- Menggunakan tindak tutur menyatakan perasaan malu.
- Merespon tindak tutur menyatakan perasaan malu.
- Menggunakan tindak tutur menyatakan perasaan marah.
- Merespon tindak tutur menyatakan perasaan marah.
- Menggunakan tindak tutur menyatakan perasaan jengkel.
- Merespon tindak tutur menyatakan perasaan jengkel.
Pertemuan ke-11
- Siswa mampu menggunakan tindak tutur menyatakan perasaan malu.
- Siswa mampu merespon tindak tutur menyatakan perasaan malu.
Pertemuan ke-20
- Siswa mampu menggunakan tindak tutur menyatakan perasaan marah.
- Siswa mampu merespon tindak tutur menyatakan perasaan marah.
- Siswa mampu menggunakan tindak tutur menyatakan perasaan jengkel.
- Siswa mampu merespon tindak tutur menyatakan perasaan jengkel.
a. Using Expressions of Pleasure/Displeasure and Embarrasement
1) Expression of Pleasure/Displeasure
Here are some expressions which can be used to show that someone is pleased or displeased.
Feeling Pleased Feeling Displeased
 That’s great!  Oh, no!
 That’s incredible!  What a nuisance!
 That’s fantastic!  I really hate ….
 That’s a good news!  I’m very disappointed.
 How marvelous!  He really makes me angry.
 How wonderful!  I’m very annoyed.
 How tremendous!  I can’t stand……
2) Expression of Embarrassment
The following are expressions of embarrassment:
• What an embarrassing thing! • That’s a real embarrassement
• It’s really embarrassing! • What a shame!
• I am / she is / they are embarrassed. • It’s my embarrassement to ...
• What an embarrassement! • I was so ashamed!
• I must say that it’s an embarrassement.
b. Using Expressions of Anger and Annoyed
Study the following expressions of anger and annoyed.
• I’m very annoyed. • Oh, hell no!
• Oh no! • Oh bloody hell! (swear words)
• Oh dear! • Oh damn! Blast! Hell (swear words)
• On brother! • .....(really) makes me mad.
• What a nuisance! • .....(really) make me see red.
• How infuriating/irritating! • Why the hell didn’t he...?
• ...really makes me cross/angry! • That’s the last straw!
• ...annoys/irritates me. • I’m extremely / very / most unhappy.
• ...really isn’t good enough. • I can’t say I’m at all pleased ...
• I really hate ... (very strong) • I must say I resent / object to ...
• Oh, that’s great! (sarcastic) • I will not put up with ...
Pertemuan ke-11:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai bagaimana menggunakan dan merespon tindak tutur menyatakan perasaan
malu, marah dan jengkel.
2) Elaborasi
berkelompok kemudian dilanjutkan dengan bermain peran secara berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Role play
In pairs, create dialogues with your classmate based on the following situations!
1. Your classmate told you that the teacher loves your performance and recommend you to join the dance club.
2. Your classmate allowed you to pick the flowers in her garden to decorate your bedroom.
3. Your classmate helped you write the script for the drama competition next month.
4. Your classmate told you that you are failed to represent your school in the singing contest held by the local
government.
5. Your English teacher told you that your score in the last test is really bad.
Norma penilaian
Kelancaran 20
Kosakata 20
Struktur 20
Kejelasan uraian 20
Jumlah 100
Kunci jawaban :
Kebijakan guru dan kreativitas siswa
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Mengungkapkan makna dan teks fungsional, pendek dan monolog yang berbentuk
narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam teks lisan fungsional pendek (misalnya banner, poster,
pamphlet, dll) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari.
3. Indikator :
Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek.
- Siswa mampu menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek.
a. Interview Test
Interview Test is a test covers some questions given orally by interviewer to the interviewee in term of identity,
education background, job experience, salary, etc. Now, you are going to learn how to make a dialogue about an
interview test. Some phrases are as the guidance will help you to develop your writing.
Tips when you're going to interview:
• Don't overdress or look too informal.
• Always go to the interview alone.
• Express your interest in the job and the company using information you gathered to prepare for the interview.
• Let the interviewer direct the conversation.
• Answer questions in a clear positive manner. Show how your experience and training will make you productive in
the shortest time with minimal supervision.
b. Writing Plan of personal letter
1) Greeting Dear …..,
2) Opening paragraph - Ask for condition.
- Say why you are writing.
3) Main part - Tell the latest news about the company.
- Give relevant information.
4) Closing - State anything you want to emphasize.
- State wether you need a reply or not.
5) Signature endings - Love, all my love, best wishes, etc.
c. Asking and Giving Direction
1) Expressions used for finding places in the buildings.
1. I’m looking for …………………… 1. Go up/down on the escalator
2. Where can I find ………………….? 2.
Take the elevator/lift to the ……..
Could you tell me how I can get to
3. 3. It’s on the …………… floor.
……………………………., please?
4. I’m looking for …………………… 4. It’s in the basement.
5. Where can I find ………………….? 5. It’s next to/beside …………………
6. It’s between ……….. and ………..
7. It’s at the end of the corridor.

2) Expressions used for finding places outdoor.
- Would you tell me the way to ……? - Follow this road/street as far as the ……
- How far is ……? - Take the first left/right
- Where is the nearest ……? - Go around the corner to your left
- Which way is it to ……? - Turn left/ right
- Would you tell me the way to ……? - Cross the street/road
- Take the left/right turn
- Follow this road/street as far as the ……
Pertemuan ke-3:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai interview test.
2) Elaborasi
Siswa berlatih melakukan interview test secara bergantian
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-12:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai menyampaikan pesan secara lisan.
2) Elaborasi
Siswa berlatih menyampaikan suatu pesan secara lisan bergantian.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-21:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai bagaimana menunjukkan atau menanyakan arah.
2) Elaborasi
Siswa berlatih menunjukkan dan menanyakan arah secara bergantian.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : tertulis dan praktik.
Practice the following dialogue with your partner. Then, answer the questions.
A : (On the street corner) Excuse me, can you help me? I'm lost!
B : Certainly, where would you like to go?

A : I'd like to go to the museum, but I can't find it. Is it far?
B : No, not really. It's about a 5 minute walk.
A : Maybe I should call a taxi ...
B : No, no. It's very easy. Really. (pointing) I can give you directions.
A : Thank you. That's very kind of you.
B : Not at all. ... Now, go along this street to the traffic lights. Do you see them?
A : Yes, I can see them.
B : Right, at the traffic lights, turn left into Queen Mary Avenue.
A : Queen Mary Avenue.
B : Right. Go straight on. Take the second left and enter Museum Drive.
A : OK. Queen Mary Avenue, straight on and then the third left, Museum Drive.
B : No, it's the SECOND left.
A : Ah, right. The second street on my left.
B : Right. Just follow Museum Drive and the museum is at the end of the road.
A : Great. Thanks again for your help.
B : Not at all.
Questions
1. What happened to the traveler?
2. Where would the traveler like to go?
3. Who did she ask for directions?
4. Is the museum near?
5. How far is the museum?
6. What does the travel think she should do instead?
7. What does the pedestrian recommend the traveler to do?
Norma penilaian
Kelancaran 20
Kosakata 20
Struktur 20
Kejelasan uraian 20
Jumlah 100
Kunci jawaban :
Speaking : Kreativitas siswa dan kebijaksanaan guru.
Questions :
1. She is lost.
2. She’d like to go to the museum
3. She asked for to the pedestrian.
4. Yes, it is.
5. It is not really far. It's about a 5 minute walk.
6. She would like to go by taxi.
7. He recommended her to go by foot.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.
(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Mengungkapkan makna dan teks fungsional, pendek dan monolog yang berbentuk
narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Mengungkapkan makna dalam teks monolog yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk:narrative, spoof, dan hortatory exposition.
3. Indikator :
- Menggunakan kalimat past continuous dalam menyampaikan spoof.
- Melakukan monolog berbentuk narrative.
- Melakukan monolog berbentuk hortatory exposition.
- Menggunakan modal "should" untuk menyampaikan saran.
- Melakukan debat.
a. Pertemuan ke-6
- Siswa mampu melakukan monolog berbentuk hortatory exposition.
- Siswa mampu menggunakan modal "should" untuk menyampaikan saran.
- Siswa mampu melakukan debat.
b. Pertemuan ke-12
- Siswa mampu melakukan monolog berbentuk narrative.
c. Pertemuan ke-18
- Siswa mampu menggunakan kalimat past continuous dalam menyampaikan spoof.
1) Social Function
a) Thesis:
b) Argument:
c) Recommendation:
b. Narrative Text
the complication.

c. Spoof Text
1) Social Function
Pertemuan ke-6:
a. Kegiatan awal
b. Kegiatan Inti
1)Eksplorasi
Guru menampilkan teori mengenai hortatory eksposition text.
2)Elaborasi
Siswa berlatih melakukan debat secara berkelompok.
3)Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-12:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa berlatih mendongeng secara bergantian.
3) Konfirmasi
c. Kegiatan Akhir
Pertemuan ke-18:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa berlatih menyampaikan teks berbentuk spoof secara bergantian.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Lisan dan tertulis
Read the following and then retell it in your own words.
Ali Baba and the Forty Thieves
Ali Baba was such a poor man that he had only one shoe for his two feet. Even the mice in his house were hungry.
One day, his wife said, "We have no food in the house. No rice. No potatoes. Go and collect leaves in the forest so
that I can make a soup."
Ali was a lazy man. He looked for leaves for about ten minutes and then he climbed a tree to sleep. He was afraid
of wolves. When he woke up, he was surprised to see forty thieves on forty horses. They stopped in front of a big rock.
"Open Sesame!" shouted the leader. A door on the rock opened. The thieves carried sacks full of gold into the
cave. When they had finished, the leader shouted.
"Close Sesame!" and the door closed. As soon as the thieves had disappeared Ali Baba jumped down from the
tree, said, "Open Sesame" and went into the cave.
There were shelves all around the walls. The shelves were full of sacks. And the sacks were full of gold. Ali took a
sack home with him.
Unfortunately, one of the thieves saw Ali's footprints on the sand. He followed them to Ali's home. He took out his
knife and made a cross on the door.
"Now I shall know which house it is," he said.
He rode off to get the other thieves. But Ali had seen the thief.
He and his wife took brooms and swept away the footprints. Then he made crosses on every door at the street.
When the forty thieves arrived they had their knives between their teeth. But they couldn't find either Ali - or the gold.
And Ali and his wife lived happily ever after.
Taken from Addison-Wesley Kids 4, 1990
Norma penilaian
Kelancaran 20
Kosakata 20
Struktur 20
Kejelasan uraian 20
Jumlah 100
Kunci Jawaban :
Kebijakan guru dan kreativitas siswa.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Memahami teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory
exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa
tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory
exposition.
3. Indikator :
- Mengidentifikasikan makna kata dalam teks yang dibaca.
- Mengidentifikasi makna kalimat dalam teks yang dibaca.
- Mengidentifikasi setting dalam sebuah cerita narasi.
- Mengidentifikasi kejadian dalam cerita yang dibaca.
- Mengidentifikasi kasus yang dibahas dalam teks.
- Mengidentifikasi argumen yang diberikan.
- Mengidentifikasi saran yang diberikan.
- Mengidentifikasi langkah-langkah retorika dari teks.
Pertemuan ke-4, 5, 6 dan 7
- Siswa mampu mengidentifikasikan makna kata dalam teks yang dibaca.
- Siswa mampu mengidentifikasi makna kalimat dalam teks yang dibaca.
- Siswa mampu mengidentifikasi kasus yang dibahas dalam teks.
- Siswa mampu mengidentifikasi argumen yang diberikan.
- Siswa mampu mengidentifikasi saran yang diberikan.
- Siswa mampu mengidentifikasi setting dalam sebuah cerita narasi.
- Siswa mampu mengidentifikasi langkah-langkah retorika dari teks.
- Siswa mampu mengidentifikasi kejadian dalam cerita yang dibaca.
- Siswa mampu mengidentifikasi kejadian dalam cerita yang dibaca.
- Siswa mampu mengidentifikasi langkah-langkah retorika dari teks.
1) Social Function
a) Thesis:
b) Argument:
c) Recommendation:

b. Narrative Text
the complication.
c. Spoof Text
They recount the event and experience which introduce the participant, time and place setting.
However in the end of the text, the way they are closed are different from one to other. Narrative will be closed by a
resolution which refers to the conflict. Recount will be concluded with a re-orientation. While spoof will end the story
with some unpredictable way of plot. That unpredictable way is called twist.
1) Social Function
a) Focus on specific participants. d) Use of past tense.
b) Use of material processes. e) Focus on temporal sequence.
Pertemuan ke-4, 5, 6 dan 7:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai hortatory exposition text.
2) Elaborasi
Siswa membaca nyaring bermakna teks exposition secara individu. Kemudian mendiskusikan berbagai aspek dari
teks seperti isi, struktur teks, secara berkelompok. Dan dilanjutkan dengan berlatih menggunakan kalimat yang
menyatakan argumen dan saran.
3) Konfirmasi
c. Kegiatan Akhir
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa membaca nyaring bermakna teks narasi secara individu. Kemudian mendiskusikan berbagai aspek dari
teks seperti isi, struktur teks, secara berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa membaca nyaring bermakna teks spoof secara individu. Kemudian mendiskusikan berbagai aspek dari teks
seperti isi, struktur teks, secara berkelompok.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
a. Teknik : Tertulis dan praktik.
Pay attention to the following story and answer the questions.
A highly skilled carpenter who had grown old was ready to retire. He told his employer-contractor of his plans to
leave the house building business and live a more leisurely life with his family. He would miss the paycheck, but he
needed to retire.
The employer was sorry to see his good worker go and asked if he could build just one more house as a personal
favor. The carpenter agreed to this proposal but made sure that this will be his last project. Being in a mood to retire,
the carpenter was not paying much attention to building this house. His heart was not in his work. He resorted to poor
workmanship and used inferior materials. It was an unfortunate way to end his career.
When the job was done, the carpenter called his employer and showed him the house. The employer handed over
some papers and the front door key to the carpenter and said "This is your house, my gift to you."
Questions
1. Who are the participants in the story?
2. What happened to the carpenter actually?
3. Why didn't the carpenter pay much attention to his last project?
4. Was the carpenter happy to receive the gift?
5. In your opinion, does the last story entertain you?
Norma penilaian
Pemahaman teks 40
Kemampuan identifikasi struktur teks 30
Analisa aspek tata bahasa 30
Jumlah 100
Kunci jawaban :
1. The carpenter and the employer.
2. He was ready to retire.
3. Because his heart wasn’t in his work.
4. I don’t think so, he would probably feel disappointed.
5. Students’ opinion.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

(RPP)
Nama Sekolah :
Semester : Genap
1. Standar Kompetensi : Mengungkapkan makna dalam teks fungsional, pendek, dan esei sederhana narrative,
spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari.
2. Kompetensi Dasar : Menggunakan makna dan langkah retorika dalam esei dengan menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan
hortatory exposition.
3. Indikator :
- Menggunakan kalimat past continuous dalam menulis spoof.
- Menggunakan kalimat kompleks dalam membuat sebuah cerita.
- Menggunakan modal "should" untuk menulis saran pada teks hortatory exposition.
- Menghasilkan teks berbentuk spoof.
- Menghasilkan teks berbentuk narrative.
- Menghasilkan teks berbentuk hortatory exposition.
a. Pertemuan ke-8 dan 9
Siswa mampu menggunakan modal "should" untuk menulis saran pada teks hortatory exposition.
Siswa mampu menghasilkan teks berbentuk hortatory exposition.
b. Pertemuan ke-17 dan 18
Siswa mampu menggunakan kalimat kompleks dalam membuat sebuah cerita.
Siswa mampu menghasilkan teks berbentuk narrative.
c. Pertemuan ke-26 dan 27
Siswa mampu menggunakan kalimat past continuous dalam menulis spoof.
Siswa mampu menghasilkan teks berbentuk spoof.
1) Social Function
a) Thesis:
b) Argument:
c) Recommendation:
b. Narrative Text

the complication.
c. Spoof Text
The spoof text is commonly written in a story. While we are talking about a story, it will be close related to narrative and
recount text. What is narrative, what is recount and what is spoof text its self are easily differed from one to other by
seeing the generic structure. Spoof, narrative and recount are similar in how they are constructed in the first step.
1) Social Function
Pertemuan ke-8 dan 9:
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
Guru menampilkan teori mengenai hortatory eksposition text.
2) Elaborasi
Siswa membuat draft teks hortatory exposition dengan melakukan chain writing, kemudian melakukan koreksi
teman sejawat untuk menyempurnakan draft dan dilanjutkan dengan menyempurnakan draft berdasarkan hasil
koreksi teman.
3) Konfirmasi
c. Kegiatan Akhir
a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa membuat draft teks narrative dengan melakukan chain writing, kemudian melakukan koreksi teman
sejawat untuk menyempurnakan draft dan dilanjutkan dengan menyempurnakan draft berdasarkan hasil koreksi
teman.
3) Konfirmasi
c. Kegiatan Akhir

a. Kegiatan awal
b. Kegiatan Inti
1) Eksplorasi
2) Elaborasi
Siswa membuat draft teks spoof dengan melakukan chain writing, kemudian melakukan koreksi teman sejawat
untuk menyempurnakan draft dan dilanjutkan dengan menyempurnakan draft berdasarkan hasil koreksi teman.
3) Konfirmasi
c. Kegiatan Akhir
9. Penilaian
b. Bentuk Instrumen : Uraian dan penugasan tertulis.
Some people think that private schools really help their children to get better education. In groups of four,
read the following discussion and then summarize it. Present it to the class orally.
Private School
Private schools are schools that are not run by the government. They offer various types of schools and levels
of education. Although the government does not directly run the private schools, the government should give more
attention to private schools for some good reasons.
Private schools provide parents with an alternative to the state sector, and a learning environment, which might
better suit their children. In addition, whilst there are many bad state schools, there are also bad private schools,
and some excellent state schools which compete with the best private schools.
The existence of private education can actually be financially beneficial to state schools. The state funds the
education system through taxation. Parents who do not send their children to state school still pay the same taxes.
Therefore, there is more money per child in the state sector. There is evidence that a large number of parents, who
send their children to private schools, are both ‘first time buyers’ - i.e. neither parent attending a private school -
and not from the privileged elite that the opposition would have us believe.
Based on the above discussion, it is obvious that the government should give more attention to private schools
because they also contribute much in the education world.
Adapted from: http://www.idebate.org
Summary
1. What is a private school?
........................................................................................................................................................................................
2. What advantages do we get from a private school?
........................................................................................................................................................................................
3. What does the writer suggest that the government do?
........................................................................................................................................................................................
Norma penilaian
Gagasan 25
Struktur 25
Kosakata 25
Kerapian tulisan 25
Jumlah 100
Kunci jawaban : Kebijaksanaan guru dan kreativitas siswa.
Mengetahui .........................., 20.......

_____________________ _____________________
NIP. NIP.

Rencana Pelaksanaan Pembelajaran (RPP) : 1. Standar Kompetensi 2. Kompetensi Dasar

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Rencana Pelaksanaan Pembelajaran (RPP) : 1. Standar Kompetensi 2. Kompetensi Dasar

Diunggah oleh

Hak Cipta:

Format Tersedia

RENCANA PELAKSANAAN PEMBELAJARAN

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 35

36 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

Feeling Pleased Feeling Displeased

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 37

38 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

10. Alat/Media/Sumber Belajar

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 39

40 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 41

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 43

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 45

46 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 47

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 49

50 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 51

Mengetahui .........................., 20.......

• How the problem is solved or ended is called the resolution.

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 55

56 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

Mengetahui .........................., 20.......

58 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 59

60 RPP Bahasa Inggris SMA Kelas XI - Smt. 2

Mengetahui .........................., 20.......

RPP Bahasa Inggris SMA Kelas XI - Smt. 2 61

Anda mungkin juga menyukai