Rencana Pelaksanaan Pembelajaran (RPP) : A. Standar Kompetensi

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SMA/MA : SMA NEGERI 1 GOMBONG

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Jenis Teks : Teks transaksional dan Interpersonal
Aspek/Skill : Mendengarkan dan Berbicara
Alokasi Waktu : 8 X 45 menit
A. Standar Kompetensi
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang
menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
3.1 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:
menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
C. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
 Merespon tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas, dan
menyatakan tidak puas
 Mengungkapkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas,
dan menyatakan tidak puas
 Mempraktekkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas,
dan menyatakan tidak puas
D. Materi Pembelajaran
a. Gambits dan dialog yang memuat ungkapan menyampaikan pendapat, meminta pendapat
Getting other people’s opinions :

 What do you think of …
 Is that right (true) that …
 Do you think it's going …
 Please give me your frank opinion.
 What's your opinion?
E x p r e s s i n g o p i ni o n s :
 In my opinion, …
 I personally believe …
 I personally think …
 I personally feel
 Not everyone will agree with me, but …
 To my mind …
Read this dialogue!

Andy : Well, what do you think of my car?
Bimo : Well, personally, It looks comfortable. By the way, is it an expensive
American car?
Andy : No, it’s a cheap small Japanese car.
Bimo : How many people can it take?
Andy : There’s room for five people.
Bimo : Has it got brakes?
Andy : Yes, there’re very good. The engine’s in the front, and there’s a big boot in
the back.
Bimo : It’s looks well made
1
Andy : Would you like to come for drive?
Bimo : OK. Drive carefully, won’t you. There’s a lot of traffic today.
b. Gambits dan dialog yang memuat ungkapan puas, dan atau tidak puas
1. Expressing Satisfaction.
It’s wonderful.
How marvelous
I am please with it / that.
It’s my pleasure.
It’s give me pleasure.
2. Expressing Dissatisfaction.
What a nuisance !
I am fed up with
I really hate it.
I dislike it.
It’s extremely annoying.
I am dissatisfied with it / that
I am disappointed with it / that.
A : what do you think of that competition!

B : “I like it”
Words that are possible to use for expressing satisfaction and dissatisfaction are.
Gratify satisfaction dissatisfy
gratification satisfactory dissatisfaction
satisfy satisfactorily satiable
Examples
1. Does the novel give you satisfaction?
2. It is impossible to satisfy everybody.
3. He was gratified at his son’s success.
Stella : Are you satisfied with your achievement?

Joss : Not much.
Stella : But you’ve got good mark
Joss : That’s right, I got above average. But what makes me disappointed is
the chemistry. I got only six, I’m so regretful
Stella : The physic?
Joss : Seven and half comparing to sara’s, mine isn’t so good. How can I
please with such mark to my parents. They’ll be dissatisfied. They
hope I’m the best.
Stella : You have another occasion to satisfy them, by working hard, you’ll
get much better mark. Then your mum and dad will be gratified at
your success.
Joss : I hope so
E. Metode Pembelajaran/Teknik
Total Physical Response
F. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan
- Tanya jawab seputar kondisi umum siswa.
a. Kegiatan Inti.
1. Mengidentifikasi kosa kata baru dari teks
2. Mendengarkan contoh dialog yang dibaca guru
3. Menentukan makna dan fungsi kalimat yang didengar
4. Menirukan ungkapan yang diucapkan guru
5. Mendengarkan percakapan tentang menyampaikan pendapat, meminta pendapat,
menyatakan puas, dan menyatakan tidak puas dari kaset /guru
6. Merespon ungkapan –ungkapan menyampaikan pendapat, meminta pendapat, menyatakan
puas, dan menyatakan tidak puas
7. Menggunakan tindak tutur yang dipelajari.
b. Kegiatan penutup
- Menanyakan kesulitan siswa selama PBM
- Menyimpulkan materi pembelajaran
2
- Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi yang
sesungguhnya.
G. Sumber Belajar
a. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
b. Transkrip percakapan atau rekaman percakapan/ kaset
c. Gambar yang relevan
H. Penilaian
a. Teknik : Merespon ungkapan/menggunakan ungkapan secara lisan dan tulis
b. Bentuk : Pertanyaan lisan
c. Instrument : Give your responses orally based on the situations.
1. You asked a carpenter to fix the broken window. He did it well. What do you say?
__________________________________________________________________
2. You asked your little brother to wash your bike but it was still a little but dirty. What do you say?
___________________________________________________________________
3. You want to ask your friend’s opinion of the Lapindo mud. What do you say?
___________________________________________________________________
4. Your friend asks you how to solve his/her problem about love. What do you say?
____________________________________________________________________
d. Rubrik Penilaian :
Kriteria Jika respon benar, Jika respon benar, Jika respon Jika respon
ucapan benar, ucapan benar, intonasi benar, ucapan kurang tepat,
intonasi benar, dan benar, dan benar, intonasi ucapan salah,
pengucapan lancar. pengucapan tidak salah, dan intonasi salah, dan
lancar. pengucapan pengucapan tidak
tidak lancar. lancar.
Nilai 100 90 80 70
Gombong, ….Juli 2011

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran
Drs. Kunnaji Peni Rahmawati

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017
3
(RPP)

Jenis Teks : Teks transaksional dan Interpersonal
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.2. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang
menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan
tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan
perasaan relief, pain, dan pleasure
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:
menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain,
dan pleasure
 Merespon tindak tutur menasehati, memperingatkan, meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan pleasure
 Mengungkapkan tindak tutur menasehati, memperingatkan, meluluskan permintaan,
serta menyatakan perasaan relief, pain, dan pleasure
 Mempraktekkan tindak tutur menasehati, memperingatkan, meluluskan permintaan,
serta menyatakan perasaan relief, pain, dan pleasure
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan
permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Asking for suggestion Giving suggestion Responding to a suggestion

What do you suggest? Can I make a suggestion? That sounds good
What do you recommend? I advice you to … That sounds great
Can you recommend….? I urge you to … What a good idea
I need your advice. I recommended that …. That a good advice
You should ….. I hadn’t thought of that before
You ought to …. That never entered my mind
You must …. What an Excellent suggestion
Why don’t you …. that is !
Listen your teacher’s reading the dialogue

Adi : Why do you look thinking so hard?
Andi : Yes, I think about Indonesian traditional stories. It has been forgotten by most of
Indonesian
Adi : You can do something to save it.
Andi : What do you suggest ?
Adi : I advice you to make a web or blog in the internet about Indonesian stories. Write all the
stories there. Many people will read it.
Andi : Wow. That ‘s a brilliant idea?
Adi : Thanks.
4
Warning Allowing a request
Be careful That’s all right
Take care That’s OK
Keep the ……safely Don’t worry. You can use it
Don’t forget to bring ….it’s cloudy OK. Please
Don’t forget to …. Please
Watch your back! No, problem
Beware of dog
Beware of ….
Listen your teacher’s reading the dialogue

Adi : Mom, where are you?
Mother : I am in the kitchen. What’s up?
Adi : It’s six thirty. I leave for school now.
Mother :OK. Go!
Adi : But, Can I ride my new motor cycle
Mother : That’s all right. But take care on the road. It is very busy in the morning.
Adi : Don’t worry mom!
Expression of relief Expression of pain Expression of pleasure

 Please, leave me alone.  It’s wonderful.
o Good heavens  I can’t tell my pain in words  How marvelous
o Thanks God I am alive  It brought me a lot of  I am please
o Thanks for heaven miseries with it / that.
o I am relief that..  My heart is so burdened  It’s my
o God bless me  I’m so sad to hear this pleasure.
o God bless you  I’m feeling bad at this time  It gives me
being pleasure.
 That’s great.
 That terrific.
 I am happy with
……
 I like it.
 I love it.
Dialog 1
Andika : What a terrible journey it is!
Andina : Is there any problem with your journey my husband?
Andika : Yes, I took a flight from New York to come here. When I were in the middle of the
journey. My plane struck a turbulence . It shook hard and went down a couple of feet.
My head hit the front chair. Look! It is wounded. I feel headache and all my body is in
pain.
Andina : Thanks God. You are still alive.
Andika : Yes, thanks for the heaven. Fortunately, the pilots are the experienced ones. They can
handle the Problems
Andina : Ok. Go to the bed and take a rest first.
Dialog 2
Karen : Hi, … Sally. What’s wrong with you. You look so sad.
Sally : Please, leave me alone.
Karen : What’s the problem? Tell me.
Sally : I can’t tell my pain in words.
Karen : Oh, I guess. It must be about Josh . Am I right?
Total Physical Response
a. Kegiatan pendahuluan
- Tanya jawab seputar kondisi umum siswa.
c. Kegiatan Inti.
1. Mengidentifikasi kosa kata baru dari teks
2. Mendengarkan contoh dialog yang dibaca guru
3. Menentukan makna dan fungsi kalimat yang didengar
4. Menirukan ungkapan yang diucapkan guru
5. Mendengarkan percakapan tentang memuat ungkapan menasehati, memperingatkan,
meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure dari
kaset /guru
5
6. Merespon ungkapan –ungkapan memuat ungkapan menasehati, memperingatkan,
meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
7. Menggunakan tindak tutur yang dipelajari.
d. Kegiatan penutup
- Menyimpulkan materi pembelajaran
- Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi yang
sesungguhnya.
G. Sumber Belajar
a. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
b. Transkrip percakapan atau rekaman percakapan/ kaset
c. Gambar yang relevan
H. Penilaian
a. Teknik : Merespon ungkapan/menggunakan ungkapan secara lisan dan tulis
b. Bentuk : Pertanyaan lisan
c. Instrument : Give your responses orally based on the situations.
1. Your friend is having a trip to Safari park. It is rainy season now. What do you suggest to your
friend?
__________________________________________________________________
2. The road is slippery. Give a warning to your friends?
___________________________________________________________________
3. You just got an accident. You were safe. You thank God for the situation. Say your relief
___________________________________________________________________
4. You just got ten at English test. What do you say?
____________________________________________________________________
d. Rubrik Penilaian :
Kriteria Jika respon benar, Jika respon benar, Jika respon Jika respon
ucapan benar, ucapan benar, intonasi benar, ucapan kurang tepat,
intonasi benar, dan benar, dan benar, intonasi ucapan salah,
pengucapan lancar. pengucapan tidak salah, dan intonasi salah, dan
lancar. pengucapan pengucapan tidak
tidak lancar. lancar.
Nilai 100 90 80 70

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017
6
(RPP)

Jenis Teks : Teks Fungsional Pendek
B. Standar Kompetensi
2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan
tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-
hari
4.1. Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi
secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk banner, poster dan
pamplet
2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk
banner, poster dan pamplet
3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk banner, poster dan
pamplet secara lisan
a. Teks fungsional pendek banner, poster dan pamplet
b. Kosakata yang terkait dengan tema / jenis teks, misal : wanted, litter, healthy
c. Verbs: come, do, go,etc.
d. Auxiliary verbs: is, am , are, could, would, will, may
e. To do: do, does, did
f. Personal pronoun : I, You, They, He, She, It, We
g. Tenses: simple present tense, imperative,
Banner.
PLEASE KEEP YOUR CLASS CLEAN

DON’T DROP LITTER
Poster
7
Pamphlet
Three – phase technique
 Pre listening
 Whilst listening
 Post Listening
Setiap pertemuan dikemas dalam 3 tahapan:
1. Kegiatan awal:
- Tanya jawab tentang berbagai hal terkait dengan teks fungsional
2. Kegiatan Inti
- Membahas tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait
tema/ topik tertentu.
- Mendengarkan teks fungsional pendek terkait tema / topik tertentu.
- Menjawab pertanyaaan tentang isi percakapan.
3. Kegiatan Akhir
- Menyimpulkan materi pembelajaran.
G. Sumber belajar
a. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
b. Script monolog berbentuk banner, poster atau pamplet
c. Gambar/poster /pamplet yang relevan
H. Penilaian
I. Indikator, Teknik, Bentuk dan Contoh
No. Indikator Teknik Bentuk Contoh

1. Merespon isi teks Tes Tulis Essay Listen to the teks and
fungsional pendek write your best
dengan benar answer
2. Membaca nyaring Unjuk Kerja Presentasi Lisan Read the text loudly
teks fungsional and correctly.
pendek secara
berterima
II. Instrumen Penilaian
1. Listen to the teachers and anwer the questions
1. What does the notice mean? No trespassing

8
2. Where do you usually see the notice?
3. Who is wanted?
4. Why is the person wanted?
5. Where does he come from?
2. Read this pamphlet correctly.
III. Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 10, salah 5
b. Untuk nomor 2 mengikuti rubrik penilaian berikut ini:
No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 41 – 50
Isi,langkah retorika dan tata bahasa
2. kurang tepat 21 - 40
Isi, langkah retorika dan tata bahasa tidak
3. tepat 0 - 20
Jumlah skor maksimal 1. 5 X 10 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017
9
(RPP)

Jenis Teks : Monolog (Report)
Tema : Wild life
2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report
4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report
1. Merespon wacana monolog berbentuk report
2. Melakukan monolog berbentuk report
c. Teks monolog berbentuk report
Well …rhinoceroses are wild animals which live in the forest.

They have large heavy bodies, … I mean they have big bodies. And… their skins
are very thick. And one more important thing is that … that they have horns on their
noses. And a rhinoceros can be more than 2.250 kilograms.
As you know … rhinos eat grass. And they have very good muscle structures. That
is why they can run and change directions very fast. Yeah… they can sprint at 56 km an
hour. Rhinos have been reported to enter campsites at night, yeah… they scatter
smoldering logs of fire, and then peacefully walk away. But… you know that rhinos
don’t have very good eyesight for distance. The oxpeckers always accompany them.
They give them warning system.
Rhinos are hunted for their horns. You know… they are used to make traditional
medicine. The rhinos are listed as endangered on the Red List of Threatened species.
d. Kosa kata terkait tema/Jenis teks.

Misalnya : Live, structures, scatter
e. Tenses
Misalnya : Present tense . They have large heavy bodies
f. Passive construction
Misalnya : Rhinos are hunted for their horns
g. The use of relating verbs
Misalnya: - their skins are very thick.
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of Text,
Independent Construction of Text)
1. Buiding Knowledge of Field
- Tanya jawab berbagai hal terkait kondisi siswa
- Guru menyajikan/menayangkan gambar-gambar yang relevan dengan tema
- Tanya jawab tentang gambar yang disajikan/ditayangkan untuk membangun kosa kata, tata
bahasa dan pemahaman tema melalui media gambar tersebut.
10
Modeling of Text
- Mendengarkan teks monolog lisan report tentang rhinoceros
- Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata.
- Menjawab pertanyaan mengenai teks monolog lisan reports
- Mengidentifikasi urutan kejadian dalam teks
- Menemukan struktur teks/langkah retorika dalam teks
- Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait
2. Joint Construction of Text

- Dalam kelompok, siswa diberi gambar dan kata-kata kunci mengenai gambar tersebut.
Contoh : Gambar Poster binatang tertentu.
Key words : parts of bodies, characteristics, dll
- Dalam kelompok siswa diminta untuk mendiskusikan gambar hewan tertentu serta mendiskusikan
semua cirri umum yang ada pada hewan tersebut.
- Setiap kelompok mempresentasikan hasil diskusi dikelompoknya, kelompok lain memberikan
tanggapan
-
3. Independent Construction of Text
- Menulis draft teks sederhana berbentuk report secara mandiri
- Melakukan revisi atas draft tersebut
- Mempresentasikan secara lisan teks tersebut di depan kelas
G. Sumber belajar
b. Script monolog berbentuk report
c. Gambar/poster yang relevan
H. Penilaian

1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the monolog
monolog report and choose the best
answer
2. Melakukan monolog Unjuk Kerja Presentasi Lisan Describe the general

berbentuk report facts of the following
animal.

1. Listen to the monolog and choose the best answer
Listening text for number 1 to 3
01. What is the largest creature lived on earth ?
It is .... .
a. an elephant c. blue whale e. giraffe
b. a rhinoceroses d. shark
02. What is blubber ?

Blubber is .... .
a. the hole on the head d. the fins of the fish
b. the paddle of the tails e. the layer of fats
c. the skin of the fish
03. Where is the nostril to spray the sea water ?

a. in the fin d. on top of broad head
b. in the tail e. in the skin
c. in the paddle
Listening text for number 4 and 5

04. The second paragraph tells us about the .....of black bears.
a. size d. definition
b. height e. description
c. length
11
05. In the condition of being scared, black bears can make their enemy feel .... and lose
confidence.
a. wild d. dangerous
b. crazy e. intimidated
c. rude
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very large indeed and
the blue whale, which can exceed 30 m in length, is the large animal to have live on earth.
Superficially, the whale looks rather like a fish, but there are important differences in its external
structure; its tail consists of a pair of broad, flat horizontal paddles ( the tail of a fish is vertical)
and it has a single nostril on top of its large, broad head. The skin is smooth and shinny and
beneath it lies a layer of fat ( blubber). This is up to 30 cm in thickness and serves to conserve
heat and body fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the eastern part of their
range, most of these bears have shiny black fur, but in the west they grow brown, red or even
yellow coats. To the north, the black bear is actually gray or white in colour. Even in the same
littler, both brown and black furred bears may be born.
Black bears are the smallest of all American bears, ranging in length from five to six feet,
weighing from three hundred to five hundred pounds. Their eyes and ears are small and their
eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked, most can
climb trees and cover ground at great speeds. When angry or frightened, it is a formidable enemy.
2. Choose one of the following pictures. Describe the general facts of the animal.

a. Untuk nomor 1, tiap jawaban benar diberi skor 10
No. Uraian Skor

3. tepat 0 - 20

Jumlah = 100

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017
12
(RPP)

Jenis Teks : Monolog (Narratives)
Tema : Wild life
B. Kompetensi Dasar
2.2.Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative
4.2.Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative
1. Merespon wacana monolog berbentuk narrative
2. Melakukan monolog berbentuk narrative
a. Teks monolog berbentuk narrative
Tangkuban Perahu
Dayang Sumbi was exiled in the jungle, because she was unmarried but pregnant. She gave
a birth to a baby boy and named him Sang Kuriang. And he became a young and hard working boy.
He was a good hunter too.
One day he went hunting with his dog, Si Tumang. In the bush he saw a pig, Wayungyang.
He wanted to shoot Wayungyang but Si Tumang hindered him. He was angry at it and killed it, and
then took its heart home. He cooked it and ate it with his mother. When he told that it was Si
Tumang's heart, she was very angry and hit Sang Kuriang 's head with a spoon. And he ran away and
left his mother to the east. He did not know himself and forgot his name. He was about 16 years of
age.
After a long time Sang Kuriang came back to the jungle where his mother lived. She looked
younger than her age, so Sang Kuriang fell in love with her. "Will you marry me?" one day he asked
her. But Dayang Sumbi refused because she recognized that he was her son. He insisted to marry her
and Dayang Sumbi asked him two marriage settlements (requirements). One, he had to dammed
Citarum river, and two, had to make a boat in one night.
Sang Kuriang almost finished his work but Dayang Sumbi cheated him. He was angry and
kicked the boat. The boat fell upside down on the peak of mountain. It was known as mount
Tangkuban Perahu, at the northern of Bandung, West Java.
b. Kosa kata terkait tema/Jenis teks.

Misalnya : legend, long time ago, once upon a time
c. Tenses
Misalnya : past tenses. Dayang Sumbi was exiled in the jungle, because she was unmarried …
d. Direct and indirect speeches.
Misalnya : When he told that it was Si Tumang's heart, she was very angry and hit Sang Kuriang 's
head with a spoon
"Will you marry me?" one day he asked her.

13
- Greetings
- Calling the roll
- Pre test
- Berinteraksi dengan siswa untuk membekali kosa kata terkait dengan narrative
- Berinteraksi dengan siswa untuk menemukan makna kata
2. Modeling of Text
- Mendengarkan teks monolog lisan narrative tentang legend
- Menjawab pertanyaan mengenai teks monolog lisan narratives
- Menyebutkan fungsi komunikatif teks yang didengar

- Dalam kelompok, siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan
kelompok tersebut.
Key words : once upon a time, a prince, a princess, a witch etc.
- Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita sebuah kisah yang akan
disampaikan .
- Setiap kelompok mempresentasikan hasil diskusi dikelompoknya,
-
- Menulis draft teks sederhana berbentuk narrative secara mandiri
G. Sumber belajar
b. Script monolog berbentuk narratives
H. Penilaian

1. Merespon wacana Tes Tulis Essay berstruktur Listen to the monolog
monolog narrative and fill in the blank
with the correct
answer
2. Melakukan monolog Unjuk Kerja Presentasi Lisan Choose one of the

berbentuk narrative following story, then
tell it in front of the
class.

1.Fill the blanks with the words you heard.
The Legend of Lake Toba
There was a fisherman who (1) ____________ in Batak Land. His name was Batara Guru Sahala.
When he was angling, he (2) __________ a fish. He was surprised to find that fish because the
fish could talk and it (3) ___________ to set it free. He did accordingly.
After getting free, the fish (4) __________ into a beautiful woman and Sahala fell in love
with her. Sahala asked her to marry him and the woman received him. However, she asked his
promised not to tell anyone the (5) ___________ that she was once a fish. They were very happily
married, and got two daughters.
It was a pity on Sahala. One day when he got very angry with his daughters, he (6)
________ his promise and he (7) ________ it. He told his daughters that they were the daughters
of a fish.
His wife could not (8) ____________ him. Suddenly, the earth began to shake and
volcanoes started to erupt. The earth (9) _____________and formed a big hole. People said that
the hole (10) ______Lake Toba.
Answer key
14
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories . Tell in front of the class

1. Cinderella
2. The Beauty and the Beast
3. Snow White

No. Uraian Skor

3. tepat 0 - 20

Jumlah = 100

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017

(RPP)
15
Jenis Teks : Monolog (Analytical Exposition)
Tema : Health
B. Kompetensi Dasar
2.2.Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: analytical
exposition
4.2.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
1. Merespon wacana monolog: analytical exposition
2. Melakukan monolog berbentuk : analytical exposition
a. Teks monolog berbentuk analytical exposition
Being Fat Is A Serious Problem

Do you know if you are too fat, you may have serious problems with your health ?
A group of doctors wrote a report about some of the effects of too much fat.
One important effect is on the heart. If you are fat, your heart has to work harder.
This may lead to a heart attack or heart problems.
In addition, extra fat can also change the amount of sugar in your blood. This can
cause a serious disease such as diabetes.
Furthermore high blood pressure is another possible result of being fat.
More studies are needed about all these problems but one thing is clear, extra fat
may make your life shorter.
b. Kosa kata terkait tema/Jenis teks.

Misalnya : fat, problem, heart, blood
c. Tenses
Misalnya : Present tense
d. Sentence connector to link arguments
Misalnya : One important effect, In addition, Furthermore, Firstly, Secondly, Thirdly
Finally
e. Phrases for making conclusion
Misalnya : - One thing is clear, …
- From the facts above, I personally believe…
- From the reasons listed above, I conclude that …
- Therefore ..
- My conclusion is that …..
- It can be concludes that…

16
- Tanya jawab tentang gambar yang disajikan/ditayangkan untuk membangun kosa kata, tata
bahasa dan pemahaman tema melalui media gambar tersebut.
2. Modeling of Text
- Mendengarkan teks monolog lisan analytical exposition
- Menjawab pertanyaan mengenai teks monolog lisan analytical exposition

Contoh : Gambar Poster kampanye anti merokok
Key words : smoking, dangerous, lung cancer, health, wasting money
- Dalam kelompok siswa diminta untuk mendiskusikan bahaya rokok beserta argumentasinya.
- Setiap kelompok mempresentasikan hasil diskusi dikelompoknya, kelompok lain memberikan
tanggapan
-
- Menulis draft teks sederhana berbentuk analytical exposition secara mandiri
G. Sumber belajar
b. Script monolog berbentuk analytical exposition
H. Penilaian

1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the monolog
monolog analytical and choose the best
exposition answer
2. Melakukan monolog Unjuk Kerja Presentasi Lisan Present your opinion

berbentuk analytical of the issue orally.
exposition
2. Instrumen Penilaian
1. Listen to the monolog and answer the questions
01. Which government system is discussed in the text?
A. Austria
B. Australia
C. Austrian
D. Australian
E.Aussie
02. How many level of governments are there mentioned in the text?
A. one
B. two
C. three
D. four
E. five
03. What affairs are looked after by the state government?
A. preventing attacks from foreign countries
B. preventing diseases at small town
C. Keeping the economical growth of the country.
D. Keeping vandalism in the country
E. Keeping law and order
04. What business done by the local government?
17
A. international things
B. national things
C. state things
D. local things
E. village things
05.Which level of governments which has to look after law and order.
A. Federal government
B. State government
C. Local government
D. Country government
E. Residence government
Listening script
Australian Government System
In Australia, there are three levels of government, the federal governments, state governments and
local governments. All of these levels of governments are necessary. This is so for a number of
reasons
First, The federal government is necessary for the big things. They keep the economy in order and
look after things like defense.
Similarly, the state governments look after the middle sized things. For example they look after
law and order, preventing things like vandalism in schools.
Finally, local governments look after the small things

They look after things like collecting rubbish, otherwise everyone would have diseases
Thus, for the reasons above we can conclude that the three levels of government are necessary.
2. Choose on of the following issues. Present your opinion about the issue orally.
a. Should students wear uniform at school?
b. Should mobile phoned be banned at school?
c. Students are not allowed to ride motorcycle to school.
3. Pedoman Penilaian
No. Uraian Skor

3. tepat 0 - 20

Jumlah = 100

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017

(RPP)
18
Jenis Teks : Teks fungsional pendek
Aspek/Skill : Membaca
4. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical
exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
B. Kompetensi Dasar
5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi
dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari
a. Menemukan gambaran umum teks banner, poster dan atau pamphlet
b. Menemukan informasi rinci dalam teks banner, poster dan atau pamphlet
c. Menemukan makna kata tertentu dalam teks banner, poster dan atau pamphlet
d. Menemukan ciri kebahasaan dalam teks banner, poster dan atau pamphlet
a. Teks fungsional pendek berbentuk banner, poster dan atau pamplet
b. kosa kata terkait tema/ isi
E. Metode Pembelajaran : Three phase technique
F. Langkah-langkah Kegiatan:
a. Kegiatan Pendahuluan
- Guru mengucapkan salam dan mengecek kehadiran
- Siswa mendengarkan dan memperhatikan hal-hal yang diperlukan untuk membaca teks
dengan baik yaitu pronunciation, punctuation, dan intonation
b. Kegiatan Inti
- Membahas dan mengembangkan kosa yang terkait dengan teks
- Menirukan ucapan kata-kata tertentu yang ada di dalam teks
- Menyimak guru yang sedang membaca
- Menjawab pertanyaan bacaan
c. Kegiatan penutup
- Menanyakan kesulitan siswa dalam memahami teks pengumuman
- Menyimpulkan materi
- Menugaskan siswa mencari teks banner, poster dan atau pamphlet lainnya di Koran/majalah
V. Sumber belajar
a. Koran/majalah
b. Perpustakaan
VI. Penilaian
a. Teknik : Tes tulis
b. Bentuk : Essay
c. Instrument :
I. Answer the questions based on text below.
Text 1
19
01. What does the poster tell about?
_______________________________________________________________
02. According to the poster: Why do we have to
drink water?
________________________________________________________________
Text 2
03. When will Michael Jackson have a show in the café?

________________________________________________________________
04. What songs will be sung by Paramitha Rusady?
_____________________________________________________
05. What is DOME? It is the name of … .
______________________________________________________
d. Pedoman Penilaian dan Rubrik Penilaian
1. Setiap nomor score max 20

Jumlah score max : 100
Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017

(RPP)

20
Jenis Teks : Monolog berbentuk Narrative (fairy tales)
Tema : Family life
Aspek/Skill : Membaca dan Menulis
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
5.2.Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan 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: report, narrative, dan analytical exposition
1. Merespon wacana monolog berbentuk narratives
2. Melakukan monolog tulis berbentuk narratives
a. Teks monolog berbentuk narratives
Cinderella
Once upon a time, there was a little girl called Cinderella. She was pretty, loving
and clever. But she was very poor. She lived with her step mother and stepsisters.
They were very mean.
They hated Cinderella very much. Fortunately, she met a prince. He fell in love with
her. Then Cinderella became a princess.
They Lived happily ever after
a. Kosa kata terkait tema/Jenis teks.

Misalnya : girls, pretty, lovely, prince, princes
b. Tenses
Misalnya : Past tense
d. Time conjunction to link events
Misalnya : once, then, after that,
e. Action verbs, linking verbs, mental verbs
Misalnya : - lived, was, fell
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)
1.Buiding Knowledge of Field

21
- Tanya jawab tentang gambar yang disajikan/ditayangkan untuk membangun kosa
kata, tata bahasa dan pemahaman tema melalui media gambar tersebut.
2. Modeling of Text
- Membaca teks monolog fairy tales : cinderella
- Menjawab pertanyaan mengenai teks monolog fairy tales: cinderella
- Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan
terkait

Contoh : Gambar seri tentang kehidupan cinderella
Key words : poor girl, step mother and sisters, fairy good-mother, prince, castle
- Dalam kelompok siswa diminta untuk mendiskusikan gambar berseri tersebut untuk
menyusun sebuah cerita.
- Dalam kelompok siswa melakukan revisi draft berdasarkan masukan dari teman dan guru

- Menulis draft teks sederhana berbentuk narrative secara mandiri
- Menulis draft final
G. Sumber belajar
b. Gambar/poster yang relevan
. Penilaian

1. Merespon wacana Tes Tulis Pilihan Ganda Choose the correct
monolog narrative answer.
2. Menulis monolog Unjuk Kerja Presentasi Lisan Write a narrative

berbentuk text of your own.
narrative
1. Untuk soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0
2. Untuk soal menulis berbentuk soal uraian bebas
No. Aspek yang dinilai Skor
1 Ketepatan isi dan tema 0-3
2 Struktur kalimat 0-3
3 Koherensi antar kalimat 0-3
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0-3
5 Tanda baca 0-3
6. Ejean kata 0-3
22
Skor maksimum 18
1. Choose the correct answer!

The Emperor’s New Clothes
Many years ago there lived an emperor who cared only about his clothes and about showing them
off. One day he heard from two swindlers that they could make the finest suit of clothes from the most
beautiful cloth. This cloth, they said, also had the special capability that it was invisible to anyone who was
either stupid or not fit for his position.
Being a bit nervous about whether he himself would be able to see the cloth, the emperor first
sent two of his trusted men to see it. Of course, neither would admit that they could not see the
cloth and so praised it. All the townspeople had also heard of the cloth and were interested to
learn how stupid their neighbors were.
The emperor then allowed himself to be dressed in the clothes for a procession through town, never
admitting that he was too unfit and stupid to see what he was wearing. For he was afraid that the other
people would think that he was stupid.
Of course, all the townspeople wildly praised the magnificent clothes of the emperor, afraid to admit
that they could not see them, until a small child said:
"But he has nothing on"!
This was whispered from person to person until everyone in the crowd was shouting that the emperor
had nothing on. The emperor heard it and felt that they were correct, but held his head high and finished
the procession.
01. Nia : Who told the Emperor that they could make the finest suit clothes?
Ani : … .
a. his trusted men c. two swindlers e. neighbours
b. the Emperor himself d. a small child
02. Nia : To whom the clothes are invisible ?

Ani : … .
a. To two swindlers c. to the other people e. from person to person
b. To anyone who are clever d. to anyone who was either stupid or not fit for his position
03. Nia : How did the Emperor show off his new clothes?
Ani :….
a. in a procession trough town c. from village to village e. in a ball party
b. in his palace d. in a parade
04. “…afraid to admit that they could not see them, until .. (prg 4). The bold typed word refers to… .
a. the two swindlers c. small children e. all the town people
b. the Emperor’s trusted men d. the crowd
05. Nia : "But he has nothing on"! . This sentence means that the Emperor… .
Ani : …
a. wears a new clothes c. has no clothes on his body e. has all of his clothes in his
body
b. wears his magnificent clothes d. wears the invisible clothes
2. Choose on of the following title . Write your own story.

d. Alladin
e. SnowWhite
f. Rapunzel.
No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa 41 – 50
benar
2. Isi,langkah retorika dan tata bahasa 21 - 40
kurang tepat
3. Isi, langkah retorika dan tata bahasa 0 - 20
tidak tepat

Jumlah = 100
23
Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017

(RPP)

24
Jenis Teks : Monolog berbentuk report
Tema : Wild Life
Aspek/Skill : Membaca dan Menulis
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
5.2.Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan 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: report, narrative, dan analytical exposition
- Siswa dapat mengidentifikasi makna dalam teks
- Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: report
- Menulis teks berbentuk monolog/esei berbentuk report
Teks monolog berbentuk reports
No. Title Tigers
1. General Tigers vary in size and appearance. The Siberian tiger
Classification weighs up to 650 pounds (295 kilograms) and may be 13 feet (4
meters) from its nose to the tip of its tail. It is the largest of all
cats. Indian, or Bengal, tigers may weigh from about 300 to 550
pounds (about 135 to 250 kilograms) and are about the size of a
lion. Tigers in Malaysia and Indonesia are smaller.
2. Detailed Description
Parts The background of the tiger’s coat is usually a bright
reddish orange or a pale yellow-brown. The stripes that mark the
body and limbs are usually back.
The appearance of the tiger depends to a great extent
on where the animal lives. Tigers that live in cold regions are
pale in color and large in size. Their fur is long and thick. In
warmer climates tigers are smaller and more colorful. They have
shorter, thinner fur.
Like all cats, tigers have sharp claws and teeth, and they
can move quickly and quietly. Springing with ease, tigers may
cover 15 feet (4,5 meters) in one leap. They rarely climb trees
but are very good swimmers.
Quantities Young tigers, or cubs, are born from 100 to 112 days
after the parent have mated. There may be from one to six
young in a litter, but the usual number is two or three. Cubs
weigh a couple of pounds when they are born. The tiny cubs
open their eyes about 10 to 16 days after birth. At the age of 6 or
8 weeks, the young begin to go on hunting trips with their
mother. They usually stay with the mother for at least a year. At
the end of this time they can hunt for themselves. By the time
ready to raise their own families.
Habits or behaviour Tigers usually stalk their prey alone and a night. To
(For living-things) make a kill, the tigers leaps on the animal, biting its neck. It then
takes the slain prey to some hidden spot. If it is a large animal,
the tiger may feed on it for several days. During this time the
tiger does not kill again. Tigers eat deer pigs, cattle, goats, and
some smaller animals.
25
Three-Phase Techniques
Pertemuan 1
 Kegiatan Awal
 Siswa membaca penjelasan tentang topik pada suatu paragrap report
 Siswa mendiskusikan pentingnya topik pada suatu paragrap report
 Kegiatan Inti
 Siswa membaca dua paragrap report yang berbeda
 Siswa mendiskusikan kedua perbedaan paragrap report
 Siswa berpasangan mengidentifikasi kalimat yang tidak sesuai dengan
topik report
 Siswa membaca contoh lain teks report
 Siswa menjawab pertanyaan mengenai berbagai aspek (tujuan,
organisasi, dan ciri-ciri kebahasaan) teks report.
 Siswa mendiskusikan technical terms yang muncul pada teks report.
 Kegiatan Akhir
 Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan
ciri-ciri kebahasaan)
 Siswa mendapat tugas mencari contoh teks report dan mengnalisa
organisasinya.
Pertemuan 2
 Kegiatan Awal
Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri
kebahasaan)
 Kegiatan Inti
 Siswa membaca sebuah teks report.
 Siswa berpasangan menulis paragraph berdasarkan sebuah teks report.
 Siswa menyusun paragraph menjadi teks report utuh dan menganalisa
organisasinya berpasangan.
 Siswa membetulkan ejaan teks report dan menganalisa organisasinya.
 Kegiatan Akhir
Siswa mendapat tugas untuk membuat draft tulisan tentang sebuah laporan
pengamatan.
Pertemuan 3
 Kegiatan Awal
 Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-
ciri kebahasaan)
 Siswa menggunakan checklist untuk membantu menulis teks report
 Kegiatan Inti
 Siswa menulis teks report
 Siswa memperlihatkan dfrat teks report pertamanya kepada guru
 Siswa diminta melakukan peer correction
 Siswa mendapat evaluasi dari temannya dan memperbaikinya
 Siswa bertanya kepada guru yang tidak dimengerti
 Siswa mendapat feedback dari guru
 Siswa memperbaiki tulisannya
 Kegiatan Akhir
 Siswa mengumpulkan tulisan teks report
G. Sumber belajar
26
. Penilaian

1. Merespon wacana Tes Tulis Pilihan Ganda Choose the correct
monolog report answer.
2. Menulis monolog Unjuk Kerja Presentasi Lisan Write a report text

berbentuk report of your own.

1. Choose the correct answer!
Cheetahs are members of the cat family and are the world’s fastest land animals. They inhabit
open grasslands and scrub in Africa, southern Asia and Middle East.
Cheetahs are often mistaken for leopards and have many similar features.
Their distinguishing marks are the long, teardrop-shaped lines on each side of the nose from
the corner of the eyes to the mouth.
The animals have muscular and powerful bodies which are aerodynamically perfect for short,
fast runs. Their bendy backs keep the body flexible as they sprint.
They can accelerate from standing to 40 mph in three strides and to a full speed of 70 mph
within seconds. Cheetah’s feet are like running shoes and have grips and spikes to dig into the
ground. The grips are special ridges on the animal’s footpads and the claws act as spikes. These
claws stay out all the time. This is different from other cats, whose claws tuck away in special
sheaths in their paws.
Cheetah are carnivores and eat gazelle and small antelope. A long tail helps the cheetah
keep its balance as it serves after its prey, using large eyes that point forward to judge distance
accurately. Once the cheetah has pounched, the victim is gripped by the throat to stop it breathing.
However, the cheetah has weak jaws and small teeth and cannot always protect its kills or its
young, especially if tired out after a run.
Female cheetahs gave birth to an average of three young that they rear by themselves. Once
fully grown, the animals usually live alone, though males sometimes form small groups. Most
cheetahs live about twelve years.
Cheetah are now an endangered species and many conservationists are trying to help protect
the habitats of these interesting creatures.
01. What is the social function of the text above ?

a. To amuse the readers
b. To describe the cheetah
c. To retell events of carnivores
d. To explain the process involved in the cheetah.
02. Based on the text above what are cheetahs classified into?
Cheetah are .... .
a. Herbivores
b. mammal
c. omnivores
d. carnivores
03. Which of the following is NOT TRUE based on the text ?

a. Cheetahs are the same creature with leopards.
b. Cheetahs have muscular and powerful bodies.
c. Cheetahs kill their preys by gripping their throat to stop them breathing
d. Female cheetahs usually give birth three babies.
04. Their bendy backs keep the body flexible as they sprint.(prg 4).
The underlined word refers to..
a. leopard
b. cheetah
c. cat family
d. gazelle
05. Cheetah are now an endangered species and many conservationists are trying to help
protect the habitats of these interesting creatures.
The synonym of the underlined word is ….
a. to endanger
b. to keep
c. to guard
d. to save
27
2. Choose one of the following title . Write your own report.
a. Horse
b. Cat
c. Mouse.
1. Untuk soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0
2. Untuk soal menulis berbentuk soal uraian bebas
No. Aspek yang dinilai Skor
1 Ketepatan isi dan tema 0-3
2 Struktur kalimat 0-3
3 Koherensi antar kalimat 0-3
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0-3
5 Tanda baca 0-3
6. Ejaan kata 0-3
Skor maksimum 18

Mengetahui,

NIP. 19580329 198603 1 006 NIP. 19801126 200801 2 017
28

Rencana Pelaksanaan Pembelajaran (RPP) : A. Standar Kompetensi

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) : A. Standar Kompetensi

Diunggah oleh

Hak Cipta:

Format Tersedia

RENCANA PELAKSANAAN PEMBELAJARAN

SMA/MA : SMA NEGERI 1 GOMBONG

Getting other people’s opinions :

Read this dialogue!

A : what do you think of that competition!

Stella : Are you satisfied with your achievement?

Gombong, ….Juli 2011

Drs. Kunnaji Peni Rahmawati

SMA/MA : SMA NEGERI 1 GOMBONG

Asking for suggestion Giving suggestion Responding to a suggestion

Listen your teacher’s reading the dialogue

Listen your teacher’s reading the dialogue

Expression of relief Expression of pain Expression of pleasure

Gombong, ….Juli 2011

Drs. Kunnaji Peni Rahmawati

SMA/MA : SMA NEGERI 1 GOMBONG

PLEASE KEEP YOUR CLASS CLEAN

No. Indikator Teknik Bentuk Contoh

II. Instrumen Penilaian

1. Listen to the teachers and anwer the questions

1. What does the notice mean? No trespassing

2. Read this pamphlet correctly.

III. Pedoman Penilaian

No. Uraian Skor

Jumlah skor maksimal 1. 5 X 10 = 50

Gombong, ….Juli 2011

Drs. Kunnaji Peni Rahmawati

SMA/MA : SMA NEGERI 1 GOMBONG

Well …rhinoceroses are wild animals which live in the forest.

d. Kosa kata terkait tema/Jenis teks.

2. Joint Construction of Text

No. Indikator Teknik Bentuk Contoh

2. Melakukan monolog Unjuk Kerja Presentasi Lisan Describe the general

II. Instrumen Penilaian

02. What is blubber ?

03. Where is the nostril to spray the sea water ?

Listening text for number 4 and 5

III. Pedoman Penilaian

No. Uraian Skor

Jumlah skor maksimal 1. 5 X 10 = 50

Gombong, ….Juli 2011

Drs. Kunnaji Peni Rahmawati

SMA/MA : SMA NEGERI 1 GOMBONG

b. Kosa kata terkait tema/Jenis teks.

1. Buiding Knowledge of Field

3. Joint Construction of Text

No. Indikator Teknik Bentuk Contoh

2. Melakukan monolog Unjuk Kerja Presentasi Lisan Choose one of the

II. Instrumen Penilaian

2. Choose one of the following stories . Tell in front of the class

III. Pedoman Penilaian

No. Uraian Skor

Jumlah skor maksimal 1. 10 X 5 = 50

Gombong, ….Juli 2011

Drs. Kunnaji Peni Rahmawati