Nama : Aprilia Putri Handayani

NPM : 1711040023
Kelompok :5
Jawaban:

1. RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMA Muhammadiyah 2 Bandar Lampung

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Materi Pokok : Telling recounts past events
Kemampuan : Speaking
Alokasi Waktu : 2 x 30 Menit

A. Kompetensi Inti:

 KI 1 dan KI 2 : Menghayati dan mengamalkan ajaran agama yang dianutnya

Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja
sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
 KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural 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.
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencpaian Kompetensi

3.4 Membedakan fungsi sosial, 3.4.1 (C1)
struktur teks, dan unsur Mengidentifikasi fungsi sosial, struktur teks,
kebahasaan beberapa teks dan unsur kebahasaan beberapa teks deskriptif
 Kompetensi Dasar Indikator Pencpaian Kompetensi
deskriptif lisan dan tulis dengan pendek dan sederhana,
memberi dan meminta
informasi terkait tempat wisata
3.4.2( C2)
dan bangunan bersejarah
terkenal, pendek dan sederhana, Menangkap makna beberapa teks deskriptif
sesuai dengan konteks
lisan dan tulis pendek dan sederhana,
penggunaannya

3.4.3 (C2)
Menjelaskan makna beberapa teks deskriptif
lisan dan tulis pendek dan sederhana,

4.4 Teks Deskriptif
4.4.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks deskriptif, lisan
dan tulis, pendek dan sederhana
terkait tempat wisata dan
bangunan bersejarah terkenal.
4.4.2 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait tempat wisata
dan bangunan bersejarah
terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks.
3.4.4 (C4)
Membedakan fungsi sosial, struktur teks, dan
unsur kebahasaan beberapa teks deskriptif
pendek dan sederhana,
4.4.1.1 (P2)
Mengidentifikasikan makna secara
kontekstual teks deskriptif, lisan dan tulis,
pendek dan sederhana terkait tempat wisata
dan bangunan bersejarah .
4.4.1.2.(P4)
Mengkomunikasikan makna secara
kontekstual teks deskriptif, lisan dan tulis,
pendek dan sederhana terkait tempat wisata
dan bangunan bersejarah terkenal.
4.4.2.1 (P1)
Menuliskan draft teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat
wisata dan bangunan bersejarah terkenal,
4.4.2.2 (P3)
Mengembangkan draft teks deskriptif lisan
dan tulis, pendek dan sederhana, terkait
tempat wisata dan bangunan bersejarah
terkenal,

4.4.2.3 (P4)
Mempresentasikan teks deskriptif lisan,
pendek dan sederhana, terkait tempat wisata
dan bangunan bersejarah terkenal,
C. Tujuan Pembelajaran
Melalui Pembelajaran Berbasis Teks, peserta didik terampil membedakan fungsi sosial, struktur
teks dan unsur kebahasaan, serta mahir menangkap makna dan menyusun teks khusus dalam
bentuk teks descriptive secara benar dan sesuai konteks.
D. Materi Pembelajaran 

 Fungsi Sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
 Struktur Teks
Dapat mencakup
- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan
 Unsur kebahasaan
- Kosa kata dan istilah terkait dengan tempat wisata dan bangunan bersejarah terkenal
- Adverbia terkait sifat seperti quite, very, extremely, dst.
- Kalimat dekalraif dan interogatif dalam tense yang benar
- Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their,
dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Deskripsi tempat wisata dan bangunan bersejarah yang dapat menumbuhkan perilaku yang
termuat di KI

E. Pendekatan
Sciencetific Approach
F. Model Pembelajaran
Dicovery Learning
G. Metode Pembelajaran
Diskusi, tanya jawab, project dan presentasi

H. Sumber Belajar
Media/alat : Laptop/komputer, LCD, LK
Bahan : PPt dan LKS
Sumber Belajar:
Buku paket kemedikbud 2017 chapter3
Solatif penerbit media prestasi capter 3 hal 38
Snaptube
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
I. Kegiatan Pembelajaran
Pertemuan Kedua: ( 2 JP)

Kegiatan Pendahuluan
 Menyiapkan peserta didik untuk mengikuti proses pembelajaran.
 Memotivasi peserta didik dengan dengan bertanya-jawab tentang teks khusus
berbentuk descriptive ( character building)
 Mereview pembahasan pada kegiatan sebelumnya.
 menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

Kegiatan Inti
 Siswa berkumpul dengan kelompok yang sudah ditentukan oleh guru (toleransi
dan kerjasama)
 Siswa menjawab pertanyaan guru berkaitan dengan aspek-aspek materi yang
akan dipelajari
 Siswa melihat buku paket masing-masing dan menyebutkan subtopik yang
dipelajari pada sub pokok materi kebutuhan.
 Siswa mengamati isi materi yang disajikan dalam lembar kerja (LK) untuk
didiskusikan secara berkelompok
 Siswa mengidentifikasi masalah yang diajukan dalam lembar kerja (LK)
 Siswa`mengumpulkan data atau berbagai informasi yang relevan untuk dapat
menjawab masalah yang telah teridentifikasi dalam lembar kerja
 Siswa menyelesaikan masalah yang terdapat dalam lembar kerja berdasarkan
data-data yang telah terkumpul
 Siswa membuktikan jawaban hasil penyelesaian yang telah diperoleh dalam
lembar kerja
 Siswa membuat kesimpulan dari hasil diskusi kelompok berkaitan dengan
materi kebutuhan sesuai dengan lembar kerja
 Siswa`mempresentasikan hasil diskusi kelompok di depan
kelas(communication)
 Siswa mengerjakan soal evaluasi yang diberikan oleh guru

Kegiatan Penutup
 Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan ini dan
sebelumnya“Well, we have talked about descriptive text related to Tourism
spots for two meetings so far,
 Menyimpulkan pembelajaran
“Who can conclude what you have studied during these two meetings?”
(literacy)
 Memberi penugasan kepada siswa untuk mencari teks pendek berbentuk
deskriptif tentang tempat wisata yang ada di Indonesia . Kemudian siswa
menentukan generic structure dari teks tersebut.

H. Penilaian Hasil Belajar

1, Teknik Penilaian:
Penilaian Sikap : Observasi/pengamatan
Penilaian Pengetahuan : Tes Tertulis
Penilaian Keterampilan : Unjuk Kerja/Praktik, Proyek, Portofolio
2. Bentuk Penilaian:
Observasi : Jurnal guru
Tes tertulis : Uraian dan lembar kerja
Unjuk kerja: Praktik/Pedoman Penskoran
Proyek : Produk/Pedoman Penskoran
3. Instrument Penilaian : Menggunakan rubric speaking skill.

2. a) Curriculum is a collection of plans, goals, learning materials, and even teaching

methods that are used as a guide by teachers for the achievement of the ultimate goal
of learning. The curriculum has three concepts, namely :
 Curriculum as Substance
The curriculum is considered as a plan for learning activities carried out by students
at school. The curriculum is also seen as a set of goals to be achieved.
 Curriculum as a System
The curriculum is part of the education system. The system that applies in the
curriculum consists of a personnel structure and work procedures on how to compile
a curriculum, implement, evaluate, and improve it. The result of this system is the
development of an appropriate curriculum. The function of this system is to mantain
the current or future curriculum in order to remain dynamic.
 Curriculum as a Field of Study
The curriculum as a field of study aims to develop knowledge about the curriculum
and its systems because the curriculum is dynamic, that is, adapting to the times, it is
not surprising that the curriculum in Indonesia has changed from time to time.

b) Syllabus is a set of plans and arrangements for the implementation of learning and
assessment which are arranged systematically which contains interrelated components to
achieve mastery of basic competencies. The concept of the syllabus is competency standards,
basic competencies, main or learning materials, learning activities, indicators, assessments,
time allocation, and learning resources or material or tools.

c) RPP is a plan that describes the procedure and organization of learning to achieve a basic
competency set out in the content standards and outlined in the syllabus. Concepts of RPP,
namely : (1) School/Madrasah identity, subjects, and class/semester, (2) time allocation, (3)
KI, KD, indicators of competence achievement, (4) learning materials, (5) learning activities,
(6) assessment, (7) learning media/tools, materials and resources.

3. The syllabus is developed through the following steps:

a) Assessing Core Competencies (KI) and Basic Competencies (KD)
The things that need to be considered in assessing KI and KD are as follows:
 The order of KI and KD based on the hierarchical concepts of scientific
disciplines and or the level of difficulty of the material, does not always have
to be in accordance with the order in the content standards.
 The relationship between core competencies and basic competencies in
subjects.
 The relationship between core competencies and basic competencies between
subjects.
b) Identify the subject matter of the lesson
The things that need to be cosidered in identifying the main material for the
achievement of basic compitencies are as follows:
 Potential learners
 Relevance to regional characteristics, level of physical, intellectual, emotional,
social, and spiritual development of students
 Benefits for students
 Scientific structure
 The quality, depth, and breadth of the learning material
 Relevance to the needs of students and environmental demands
 Time allocation
c) Developing Activities
The things that must be considered in developing learning activities are as follows:
 Learning activities are structured to provide assistance to educators, especially
teachers, in order to carry out the learning process professionally.
 Learning activities contain a series of activities that must be carried out by
students in sequence to achieve basic competencies
 Determination of the sequence of learning activities must be in accordance
with the hierarchy of learning material concepts
 The formulation of statements in learning activities contains at least two
characteristic elements that reflect the management of student learning
experiences, namely student activities and material.
d) Formulating Basic Competency Achievement Indicators
Indicators are markers of the achievement of basic competencies which are marked by
measurable changes in behavior that include attitudes, knowledge and skills.
e) Determine the Type of Assessment
The things that need to be considered in the assessment are as follows:
 Ratings directed to measure the achievement of competence
 The assessment uses a criterion reference, which is based on what students can
do after participating in the learning process, and not to determine a person’s
position towards the group
 The planned system is a system of continuous assessment. Countinuous in the
sense that all indicators are billed, then the results are analyzed to determine
the basic competencies that are not, as well as to determine student difficulties
  The results of the assessment were analyzed to determine follow-up. The
follow-up is in the form of improvements to the next learning process,
remedial programs for students whose competency attainment is below the
completeness criteria, and enrichment programs for students who have met the
completeness criteria
 The assessment system must be adapted to the learning experience taken in the
learning process. For example, if learning uses a field observation task
approach, then evaluation must be given both to the process (process skills),
for as well as the products or results of conducting field observations in the
form of information needed.
f) Determining Time Allocation
The determination of time allocation for each basic competency is based on the
number of effective weeks and the allocation of time for subjects week by considering
the number of basic competencies, breadth, depth, level of difficulty, and level of
importance of basic competencies
g) Determining Learning Resources
Determination of learning resources is based on competency standards and basic
competencies as well as main or learning materials, learning activities, and
competency achievement indicators.

4.

Rubric Scoring Speaking

Aspect Score Information
Pronu 5 Easy to understand and has a native
nciatio speaker’s accent
n
4 Easy to understand even with a certain
accent
3 There are pronunciation problems that
require the listener to be fully concentrated
and sometimes there are misunderstandings
2 Difficult to understand because there are
problems with pronunciation, often asked to
repeat
1 Serious pronunciation problems that
couldn’t be understood
Gram 5 No or few grammatical errors
mar
4 Sometimes makes grammatical mistakes but
does not affect the meaning
3 Often make grammatical mistakes that affect
meaning
2 Lots of grammar mistakes that get in the
way of meaning and often rearrange
 sentences
1 Grammatical errors so severe that they were
difficult to understand
Vocab 5 Use vocabulary and expressions like native
ulary speakers
4 Sometimes using imprecise vocabulary
3 Often using inappropriate vocabulary, the
conversation becomes limited because of
limited vocabulary
2 Use the wrong vocabulary and vocabulary is
limited so it is difficult to understand
Fluenc 5 Smooth dialogue, encountered very few
y difficulties
4 Not very fluent due to language difficulties
3 Often hesitate and stop because of language
limitations
2 Often pauses and pauses during dialogue so
that it does not occur.