RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA UPI

Kelas/Semester : XI/2
Mata Pelajaran : Bahasa Inggris
Materi/Skill : Hortatory Exposition / Readiing
Alokasi Waktu : 1 x 20 menit

A. Kompetensi Inti

Kompetensi Inti 3 (Pengetahuan) Kompetensi Inti 4 (Keterampilan)

3. memahami, menerapkan, dan 4. mengolah, menalar, dan menyaji dalam
menganalisis pengetahuan faktual, ranah konkret dan ranah abstrak terkait
konseptual, prosedural, dan metakognitif dengan pengembangan dari yang
berdasarkan rasa ingin tahunya tentang ilmu dipelajarinya di sekolah secara mandiri,
pengetahuan, teknologi, seni, budaya, dan bertindak secara efektif dan kreatif, serta
humaniora dengan wawasan kemanusiaan, mampu menggunakan metode sesuai kaidah
kebangsaan, kenegaraan, dan peradaban keilmuan
terkait penyebab fenomena dan kejadian,
serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk
memecahkan masalah

B. Kompetensi Dasar dan Indikator Kompetensi

Kompetensi Dasar Indikator Kompetensi
3.9. membedakan fungsi sosial, struktur teks, 1. Membandingkan fungsi social beberapa
dan unsur kebahasaan beberapa teks teks hortatory exposition
hortatory exposition lisan dan tulis
dengan memberi dan meminta informasi
terkait pandangan/pendapat mengenai
topik yang hangat dibicarakan umum,
argumentasi pendukung, serta saran,
sesuai dengan konteks penggunaannya.
4.9.1.Menangkap makna secara kontekstual 1.Mengidentifikasi makna gagasan utama teks
terkait fungsi sosial, struktur teks, dan hortatory exposition.
unsur kebahasaan teks hortatory 2. Menganalisa argumen pendukung gagasan
exposition lisan dan tulis, terkait isu utama pada teks hortatory exposition
actual.
C. Tujuan Pembelajaran
1. Diberikan teks hortatory exposition, siswa mampu membandingkan fungsi social beberapa
teks hortatory exposition dengan benar.
2. Diberikan teks hortatory exposition siswa mampu mengidentifikasi makna gagasan utama
teks hortatory exposition dengan benar.
3. Dengan menggunakan bagan story mapping siswa mampu menganalisa argumen
pendukung gagasan utama pada teks hortatory exposition dengan tepat.

D. Materi Pembelajaran
Hortatory Exposition Text
Study the following words and then read the text on Participating Extracurricular.
Gain [geɪn] : Mendapat
Experience [ɪkˈspɪə.ri. ənt s ] : Pengalaman
Interact [ˌɪn.təˈrækt] : Berinteraksi
Interested in [ˈɪn.trəs.tɪd ɪn ] : Tertarik
Knowledge [ˈnɒl.ɪdʒ] : Pengetahuan
Learning [ˈlɜː.nɪŋ ] : Pembelajaran
Manage [ˈmæn.ɪdʒ] : Mengatur
Prepare [prɪ’peǝ] : Mempersiapkan
Skilful [ˈskɪl.fəl] : Berbakat/terampil
Socialize [ˈsəʊ.ʃ ə l.aɪz ] : Bersosialisasi

Read the text below and fill in the following story mapping.
Participating Extracurricular
Participating in an extra-curricular activity is good for students. First, it will prepare them
for the future. It helps them gain more knowledge and experience, besides the typical lessons at
school. Second, it will help them socialize. When participating in an extra-curricular activity,
students have to interact with others, besides their own classmates. Third, it makes them more
skillful in the field of the extra-curricular activity on offer. For example, when a student
participates in an English conversation activity, he/she will practice speaking English and this
should help him/her to be fluent in English.
Therefore, it is good to participate in an extra-curricular activity. However, there are points
to remember. First, students should be able to manage their time well. An extracurricular activity
should not reduce students’ time for normal learning. Second, students should join an extra-
curricular activity which they are really interested in.
Note:
The elements of hortatory exposition texts are:
1. The general statement of topic discussed.
2. Arguments which are arranged according to the writer’s choice. Usually it is based on the
criteria of weak and strong arguments
3. Suggestion which contains what should not happen
E. Metode Pembelajaran
Technique: Scientific Approach
Strategy: Pre reading-Whilst reading – Post reading activities
Story Mapping
F. Media Pembelajaran
LCD, board, board marker
G. Kegiatan Pembelajaran
Alokasi
Tahapan Deskripsi Kegiatan
Waktu
Pendahuluan 1. Guru memberi salam dan menyapa peserta didik sebelum 2 menit
mengawali pembelajaran
2. Guru bersama peserta didik melakukan berdoa bersama
yang dipimpin salah satu peserta didik
3. Guru memeriksa kehadiran siswa.
4. Guru dan siswa mengulas sedikit materi pada pertemuan
sebelumnya.
5. Guru menyampaikan kepada siswa apa yang akan dicapai
siswa pada pembelajaran ini.
Inti Mengobservasi dan Menanya 15 menit
6. Siswa mengamati gambar dan menyebutkan hal-hal yang
diketahui dan belum diketahuinya dari gambar.
7. Siswa menyebutkan kosakata yang telah disediakan guru dan
mencari tahu arti dari kosakata tersebut.
Mengumpulkan Informasi
8. Guru memberikan model mind mapping dan arahan
mengenai teks yang akan dibacanya
9. Siswa membaca teks hortatory exposition yang diberikan
guru.
10. Siswa mengisi mind mapping berdasarkan teks hortatory
 exposition yang diberikan.
11. Guru memberikan feedback dengan memberikan penjelasan
tentang hortatory exposition.
Mengasosiasi
12. Dalam berkelompok, siswa membaca teks hortatory
exposition.
13. Dalam kelompoknya siswa mengisi mind mapping.
Mengkomunikasi
14. Siswa mengemukakan hasil kerjanya didepan kelas.
Penutup 15. Guru dan siswa melakukan refleksi dari pembelajaran hari 3 menit
ini.
16. Guru menanyakan hal yang belum dipahami siswa.
17. Siswa menyimak apa yang harus dikerjakannya di rumah
18. Guru dan siswa berdoa untuk mengakhiri pembelajaran.
19. Salam.

H. Alat dan Sumber Belajar

Buku Interlanguage
I. Penilaian dan Evaluasi
a. Teknik Penilaian
a) Penilaian Sikap : Observasi/Pengamatan
b) Penilaian Pengetahuan : Uraian tertulis bahan unjuk kerja
c) Penilaian Keterampilan : Unjuk Kerja/Praktik
b. Instrumen Penilaian
Teknik: Tertulis
Kisi-kisi:
No. Indikator No. Question
1. a Membandingkan fungsi social beberapa teks
hortatory exposition 1
2. Mengidentifikasi makna gagasan utama teks
hortatory exposition.
3. Menganalisa argumen pendukung gagasan utama
pada teks hortatory exposition

Instrumen:
Read the hortatory exposition text below.
Does homework waste time?
 Homework is an assignment that students are given to do at home. It might be a
continuation of classwork or a new piece of work. It may also be preparation for the next
class. Actually, by doing homework students get many benefits it doesn’t waste students’
time due to these reasons.

First, homework is needed to finish classwork. We should think of homework as being a

continuation of our classwork. Not everyone in the class works at the same rate so it is
necessary for teachers to give anyone who is falling behind the chance to catch up. If this
was done in class those who are faster would have nothing to do during this time, which
would be a real waste of time. Homework then allows those who are behind to take as long
as they need to catch up with the rest of the class.

Second, homework makes sure we remember what we have learnt. One way we learn is by
repetition, another is by doing things, when doing homework we learn in both of these
ways. When we are taught a method at school, such as how to do a type of sum, then we
need to practice using that method to make sure we know how to so that we can remember
it. If we just learn the method and don’t practice it we will soon forget how we do it.

However, the reason for all this goal is to assist student learning. That is why teachers
should deeply consider what assignment appropriate for the students doing in their home,
such as whether the homework is challenging, what the students get from the homework,
etc., so that homework is not wasting time work.

adapted from http://idebate.org

After read the text, identify the main idea of the text above and analyze the
argument(s) and the reasons support it/them by using this mind map below.

Elaboration
Reason 1

Arguments

Thesis Reason 2

Reason 3
Elaboration

Elaboration
Recommendation
Rubrik Penilaian
Aspek yang Dinilai

Jumlah
Nama Peserta Mengidentifikasi makna gagasan Menganalisa argumen pendukung
No Skor
Didik utama teks hortatory exposition. gagasan utama pada teks hortatory
(100)
(25) exposition (75)

1
2
…

Mengetahui Bandung, 7 Juni 2017

Dosen Pembimbing Mahasiswa PPG

Prof. Dr. Didi S., M.Ed Mia Amaliah, S.Pd