RENCANA PELAKSANAAN PEMBELAJARAN

( RPP)

Sekolah : SMA Negeri 6 Pematangsiantar

Mata pelajaran : Bahasa Inggris Wajib
Kelas/Semester : X/Genap
Materi pokok : which One is Your Best Getaway?
Meeting : 7-8
Alokasi Waktu : 2 x 30 Menit

A. Kompetensi Inti

 KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya ,

 K12: Menghayati dan mengamalkan perilaku jujur, disiplin, bertanggung jawab, peduli
(gotong royong, kerjasama, toleransi, 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 tahu ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan prosedur pengetahuan di
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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan
tulis dengan memberi dan m eminta informasi terkait peristiwa bersejarah sesuai dengan konteks
penggunaannya
 Teks recount – peristiwa bersejarah
 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan
teks recount lisan dan tulis terkait peristiwa bersejarah
 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait peristiwa bersejarah, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks
 C. Tujuan Pembelajaran :
1. Menjelaskan isi fungsi social,struktur social, dan unsur kebahasaan dari text recount
sederhana lisan dan tulis tentang beiografi seorang sesuai konteks penggunaannya.
2. Menjelaskan isi teks yang menceritakan biografi seorang secara lisan dan tulis dengan
memperhatikan fungsi social, struktur teks, dan unsur kebahasaan teks recount sesuai
konteks penggunaannya.
3. Menceritakan biografi seseorang secara lisan dan tertulis dengan memperhatikan fungsi
social , struktur teks, dan unsur kebahasaan teks recount sesuai konteks penggunaannya.

D. Materi

Recount text is a text which retells events or experiences in the past. Its purpose is either to
inform or to entertain the readers. There is no complications among the participants and that
differentiates from narrative text. A recount text has an orientation, a series of events in
chronological order, personal remarks on the events, and a reorientation that “rounds off” the
sequence of events.

The generic stucture of recount text is:

1. Orientation : It gives the readers the background information needed to understand the
text, such as who was involved, where it happened, and when it happened.
2. Events : A series of events, ordered in a chronological sequence.
3. Re-orientation :A personal comment about the event or what happened in the end.

Language Features of the recount text:

 Introducing personal participant; I, my group, etc

 Using chronological connection; then, first, etc
 Using linking verb; was, were, saw, heard, etc
 Using action verb; look, go, change, etc
 Using simple past tense

When writing the recount text you should:

1. Focus on individual people i.e. use the words, I or we, my group, my family etc.
2. Use words which indicate when (e.g. after lunch) and where the events took place (e.g. in
the shed) 
3. Write in the past tense e.g. had, visited 
4. Use action words e.g. went, helped   
 CUT NYAK DHIEN
Cut Nyak Dhien was a leader of the Acehnese guerrilla forces during the Aceh War. She was
born in Lampadang in 1848. Following the death of her husband Teuku Umar, she led guerrilla actions
against the Dutch for 25 years. She was awarded the title of Indonesian National Hero on 2 May 1964 by
the Indonesian government. 
Cut Nyak Dhien was born into an Islamic aristocratic family in Aceh Besar. Her father,
Teuku Nanta Setia, was a member of the ruling Ulèë Balang aristocratic class in VI mukim, and
her mother was also from an aristocratic family. She was educated in religion and household
matters. She was renowned for her beauty, and many men proposed to marry her. Finally, she
married Teuku Cik Ibrahim Lamnga, the son of an aristocratic family, when she was twelve.
On 26 March 1873, the Dutch declared war on Aceh. In November 1873, during the
Second Aceh Expedition, the Dutch successfully captured VI mukimin 1873, followed by the
Sultan’s Palace in 1874. In 1875, Cut Nyak Dhien and her baby, along with other mothers, were
evacuated to a safer location while her husband Ibrahim Lamnga fought to reclaim VI mukim.
Lamnga died in action on June 29, 1878. Hearing this, Cut Nyak Dhien was enraged and swore
to destroy the Dutch.
Sometime later, Teuku Umar proposed to marry her. Learning that Teuku Umar would
allow her to fight, she accepted his proposal. They were married in 1880. This greatly boosted
the morale of Aceh armies in their fight against Dutch. Teuku Umar and Cut Nyak Dhien had a
daughter, Cut Gambang.
Beberapa waktu kemudian, Teuku Umar melamarnya. Mengetahui bahwa Teuku Umar akan
mengizinkannya berperang, dia menerima lamarannya. Mereka menikah pada tahun 1880. Hal
ini sangat meningkatkan moral tentara Aceh dalam melawan Belanda. Teuku Umar dan Cut
Nyak Dhien memiliki seorang putri, Cut Gambang
The war continued, and the Acehnese declared Holy War against the Dutch, and were
engaged in guerrilla warfare. Undersupplied, Teuku Umar surrendered to the Dutch forces on
September 30, 1893 along with 250 of his men. The Dutch army welcomed him and appointed
him as a commander, giving him the title of Teuku Umar Johan Pahlawan. However, Teuku
Umar secretly planned to betray the Dutch. Two years later Teuku Umar set out to assault Aceh,
but he instead deserted with his troops taking with them heavy equipment, weapons, and
ammunition, using these supplies to help the Acehnese. This is recorded in Dutch history as “Het
verraad van Teukoe
The Dutch general Johannes Benedictus van Heutsz sent a spy to Aceh. Teuku Umar was
killed during a battle when the Dutch launched a surprise attack on him in Meulaboh. When Cut
Gambang cried over his death, Cut Nyak Dhien slapped her and then she hugged her and said:
“As Acehnese women, we may not shed tears for those who have been martyred.”
After her husband died, Cut Nyak Dhien continued to resist the Dutch with her small army until
its destruction in 1901, as the Dutch adapted their tactics to the situation in Aceh. Furthermore,
Cut Nyak Dhien suffered from nearsightedness and arthritis as she got older. The number of her
troops was also decreasing and they suffered from lack of supplies.
One of her troops, Pang Laot, told the Dutch the location of her headquarters in Beutong Le
Sageu. The Dutch attacked, catching Dhien and her troops by surprise. Despite desperately
fighting back, Dhien was captured. Her daughter, Cut Gambang, escaped and continued the
resistance. Dhien was brought to Banda Aceh and her myopia and arthritis slowly healed, but in
the end she was exiled to Sumedang, West Java because the Dutch were afraid she would
mobilize the resistance of Aceh people. She died on 6 November 1908.
 Soal Dan Jawaban

1. A man who was arrested in Belarus on May 31 is being charged with _____, but the
government officials have not explained the charges.
Jawaban: treason

2. Bali is ______ for its beauty, It is called the Goddess Island.

Jawaban: renown

3. The _____ would avoid any confrontation with large units of enemy troops. but seek &
eliminate small groups of soldiers to minimize losses.
Jawaban: guerrilla army

4. In the past, the _____ class ruled the society, Their words were listened, followed and applied
by people.
Jawaban: aristocratic

5. During the earthquake,the troops are busy helping people to move, They _____ women, old
people and children to the prepared shelter.
Jawaban: evacuate

6. When people go to ______, their intention is not to get wealth or worldly materials. They do it
for the sake of God.
Jawaban: holy war

7. The hijackers finally ____ to the police but they make three demands

for the government to fulfill.

Jawaban: surrender

8. One may not _____ his/her own country, If she does that, she should get a harsh punishment.
Jawaban: betray

9. After a long investigation, he ______ that she was innocent.

Jawaban: declare

10. The man got four year's imprisonment for ______ a police officer, The punishment was
given to make him feel a deep reg ret for having done such a cruel behavior.
Jawaban: assault
11. Upon returning back from a long journey to Europe, she ____ her ownership of the pretty
house next to the lake.
Jawaban: reclaim

12. He died as a ______ in the war against Dutch colonization.

Jawaban: martyr

13. ''No more _______,'' she said to herself after realizingthat the man she loved and she
expected to come back was a bandit.
Jawaban: tears

14. He can't ______ the temptation to pick pocket every time she is in the mall.
Jawaban: resist

15. As an _______, she cannot return back to her own town.

Jawaban: exile

E. Metode:
1. Pendekatan :Scientific approach
2. Model :Discovery learning
3. Teknik :Role play

F. Media
1. Media : Power point, Whatsap,Google Meet,Classroom
2. Bahan : Spidol, papan tulis, laptop dan Buku
3. Sumber : Buku Bahasa Inggris Siswa Kelas X, Kemendikbud, Tahun 2016

G. Langkah-langkah pembelajaran

Tahap Langkah-Langkah Pembelajaran

Kegiatan
Kegiatan  Memberi salam dan mengajak peserta didik untuk mengawali
Pendahuluan kegiatan dengan berdoa,
(10 Menit)  Melakukan Absensi
 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi
dasar yang akan dicapai
 Apersepsi dan motivasi tentang pentingnya mempunyai ketrampilan
bahasa inggris di era global dan menyampaikan keterkaitan dengan
pengenalan diri sendiri.
 Guru menyampaikan materi yang akan dipelajari yaitu tentang
Recount text
Kegiatan Inti Mengamati: Peserta didik menyimak penjelasan yang disampaikan oleh
( 45 Menit) guru di depan kelas/Google meet, tentang Recount text dan mengidentifikasi
Generic structure text yang ada pada buku paket
Mempertanyakan: Peserta didik dapat membuat pertanyaan berkaitan
dengan penjelasan yang diberikan dan siswa lain dapat merespon pertanyaan
penuntur untuk membangkitkan rasa ingin tahu tentang Recount text
Colaboration: Peserta didik diberkan kesempatan untuk melakukan diskusi
bersama tentang Recount Text.
Communication: Peserta didik menjawab soal tentang Recount text dan
dikumpulkan
Craetivity: Guru dan peserta didik membuat kesimpulan mengenai materi
Descriptive text. Peserta didik diberi kesempatan kembali untuk bertanya
materi yang belum dipahami.
Kegiatan  Guru dan peserta didik membuat rangkuman dan simpulan tentang
penutup materi Recount text
(5 Menit)  Kegiatan ditutup dengan salam.

H. PENILAIAN
1. Jenis/Tehnik Penilaian
Tes Tulis dan tes kinerja
2. Bentuk instrument
Role play (Memerankan fill the form)
3. Pedoman Penskor’an

A. Aspek Sikap

No Butir Sikap Deskripsi Perolehan Skor

1 Jujur 5: Selalu jujur
4:Sering jujur
3:Kadang-kadang Jujur
2:Jarang Jujur
1: Tidak pernah Jujur
2 Bertanggung Jawab 5: Selalu Tanggung Jawab
4: Sering Tanggung Jawab
3: Kadang – kadang tanggung jawab
2: Jarang Tanggung Jawab
1: Tidak Pernah tanggung jawab
3 Kerjasama 5: Selalu kerja sama
4: Sering kerja sama
3: Kadang – kadang kerja sama
2: Jarang kerja sama
1: Tidak Pernah kerja sama
4 Disiplin 5: Selalu Disiplin
4: Sering Disiplin
3: Kadang – kadang Disiplin
 2: Jarang Disiplin
1: Tidak Pernah Disiplin

5 Percaya Diri 5: Selalu Percaya diri

4: Sering Percaya diri
3: Kadang – kadang Percaya diri
2: Jarang Percaya diri
1: Tidak Pernah Percaya diri

B. Aspek Pengetahuan

No Butir Sikap Deskripsi Perolehan Skor

1 Pengucapan 5: Hampir Sempurna
4: Ada Kesalahan tapi tidak mengganggu makna
3: Ada beberapa kesalahan dan menganggu makna
2: Ada banyak kesalahan dan mengganggu makna
1: Terlalu banyak kesalahan sehingga sulit di
pahami
2 Ketelitian 5: Sangat Teliti
4: Teliti
3: Cukup Teliti
2: Kurang Teliti
1: Tidak Teliti
3 Pemahaman 5: Sangat memahami
4: Memahami
3: Cukup memahami
2: Kurang memahami
1: Tidak memahami

C. Aspek keterampilan

No Butir Sikap Deskripsi Perolehan Skor

1 Melakukan 5: Selalu melakukan kegiatan komunikasi yang tepat
tindak 4: Sering melakukan kegiatan yang tepat
komunikasi 3: Beberapa kali melakukan kegiatan komunikasi yang
tepat
2: Pernah melakukan kegiatan komunikasi yang tepat
1: Tidak pernah melakukan kegiatan komunikasi yang
tepat
 Mengetahui,

Kepala Sekolah Guru Mata Pelajaran           

Drs. H Akhyar, M.Pd Mariani Simbolon, S.Pd              

NIP: 196602111995121001 NIP: 197607082005042001
 RENCANA PELAKSANAAN PEMBELAJARAN
( RPP)

Sekolah : SMA Negeri 6 Pematangsiantar

Mata pelajaran : Bahasa Inggris Wajib
Kelas/Semester : X/Genap
Materi pokok : Issumbhosi
Meeting : 21-22
Alokasi Waktu : 2 x 30 Menit

A. Kompetensi Inti

 KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya ,

 K12: Menghayati dan mengamalkan perilaku jujur, disiplin, bertanggung jawab, peduli
(gotong royong, kerjasama, toleransi, 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 tahu ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan prosedur pengetahuan di
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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar

KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI

 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberi
dan meminta informasi terkait legenda
rakyat, sederhana, sesuai dengan konteks
penggunaannya Menganalisis fungsi
sosial, dan struktur teks Mengurutkan
struktur teks naratif Menganalisis
informasi dari cerita legenda rakyat t
 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
Menganalisis fungsi sosial, dan struktur teks
Mengurutkan struktur teks naratif Menganalisis
informasi dari cerita legenda rakyat tertulis
sederhana berdasarkan struktur teks (gambaran
umum, informasi rinci, informasi tertentu)
Menganalisis karakter, watak tokoh, setting di
dalam legenda rakyat sederhana.
Menggunakan background knowledge untuk
menangkap pesan/informasi didalam teks
 unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat.
 Menafsirkan makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat
Menghubungkan teks dengan diri sendiri, dengan
teks lain dan dengan kondisi riil kehidupan
Mengevaluasi teks Menginterpretasi teks pada level
yang lebih abstrak

C. Tujuan Pembelajaran :

1. Menjelaskan tujuan komunikasi,struktur teks, dan unsur kebahasaan dari teks

naratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks
penggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan
tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tulisan dengan memperhatikan
tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.

D. Materi

The definition of narrative text

Narrative text is a story with complication or problematic events and it tries to find the
resolutions to solve the problems. An important part of narrative text is the narrative mode, the
set of methods used to communicate the narrative through a process narration.

The purpose of narrative text

The Purpose of Narrative Text is to amuse or to entertain the reader with a story.

C. Generic Structures of Narrative Text

1) Orientation

Sets the scene: where and when the story happened and introduces the participants of the story:
who and what is involved in the story.

2) Complication

Tells the beginning of the problems which leads to the crisis (climax) of the main participants.

3) Resolution
The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending

4) Re-orientation/Coda

This is a closing remark to the story and it is optional. It consists  of  a  moral  lesson,  advice  or 
teaching  from  the writer

Example of Narative text

Once upon a time there was an old couple who didn’t havea child. They lived in a small house
near the village forest. “Please give us a child,” they asked God everyday.
One day, from the household Shinto altar, they heard a cute cry, “Waa! Waa!”
They looked and saw a crying baby who looked just like a little figer. “This child must be a gift
from God. Thanks to God!”
“We will call this child ‘Issumboshi’,” they said.
They raised Issumboshi with much care, but Issumboshinever grew bigger.
“Hey, Issumboshi, do you want to be eaten by a frog?”
Issumboshi was always being bullied by the children of the village and often went home feeling
unhappy.
Grandmother would make some big rice balls and encourage him. “Eat a lot, and grow up
quickly,” Grandmother said.
One day, Issumboshi said, “I will go to the capital to study and become a respectable person.
Then I will come back.” Grandfather and Grandmother were worried about him, but
Issumboshi’s mind would not be changed. At once they began to prepare for his trip.
Issumboshi sheathed a needle sword in a straw case, put on a cup for a sedge hat, and started out
with a chopstick staff, in high spirits.
“I’m going now,” Issumboshi said.
“Is he safe? With such a small body?” Grandfather and
Grandmother asked as they saw him off.
Issumboshi went on the trip with a big wish in a small body.
………
At last Issumboshi reached the capital city and anchored under the bridge. Then he climbed up to
the railing and viewed the town.
“There is a fie palace over there. I shall ask them at once.”
At long last Issumboshi arrived at the palace.
“Excuse me, but I want to meet the feudal lord.”
The lord came to the door, “What? Who’s there?”
“Here I am, at your feet.”
“Oh. How small! Why do you want to meet me?”
“Please let me be your retainer.”
“I wonder if your very small body can do anything.”
“I’ll stay in your pocket and guard you from all harm.” When
Issumboshi said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled, stabbing the bee.
“Bravo! I employ you. It would be good if you became the
Princess’s man.”
“Oh! What a cute fellow he is!” said the Princess, putting Issumboshi on her palm.
“I will defend you upon my life,” said Issumboshi.
The Princess liked Issumboshi, and she taught him reading, writing, and various studies. Further,
Issumboshi practiced fencing very hard in order to be strong.
One day the Princess went out to worship at the Kiyomizu Temple. Suddenly there was a strong
wind, and some demons appeared. The leader of the demons tried to grab the Princess.
“Help me!” she screamed. Issumboshi tried to help her, but the
demon caught him and threw him into his mouth. Issumboshi,
who was swallowed, jabbed and jabbed the demon’s stomach. The demon rolled over and spat
out Issumboshi. Issumboshi jumped at the demon and stabbed his eyes. The remaining demons
were frightened. They ran away in great haste,
but one demon, who was left behind, trembled while holding the
magic hammer.
“Do you want me to stab your eyes, too?” Issumboshi asked.
“Please, don’t. This is the magic hammer that will grant you a wish. I give it to you, so please
spare me.” And saying this, he ran off in a hurry.
“Thank you, Issumboshi. You have saved my life,” the Princess said.
“Princess, please wave this magic hammer and make a wish that I may become big,” said
Issumboshi. The Princess waved it and asked, “May Issumboshi become big!”
And then, strangely, before her eyes, Issumboshi began to grow. He grew into a nice young man.
They went back to the palace, and the Princess asked the King to let her marry Issumboshi.
The Princess and Issumboshi then got married, and they invited Grandfather and Grandmother to
live with them in the palace. They lived happily ever after.

Soal
Put the following direct sentences into reported speech.
4. a. Issumboshi said to the princess, ''I'll stay in your pocket and guard you from all
harm.''
b. .......
5. a. The lord said, ''I'll employ you.''
b. ......
6. a. Issumboshi told the princess, ''I'll defend you upon my life.''
b. ......
7. a. The demon said,''This magic hammer will grant you a wish.''
b. .....
8. a. The demon said to Issumboshi, ''I give this magic hammer to you.''
b. .....
9. a. John said, ''I am feeling ill.''
b. ......
10. a. Bob told me, ''Dan works very hard.''
b. .....
11. a. Riana said, ''I don't have any brothers or sisters.''
b. ....
12. a. Fadhil told me,'' Sarah has a very well-paid job.''
b. ......
13. a. Tika said, ''I don't like fish.''
b. ......
14. a. The manager said to Santi, '' I employ you.''
b. .......
15. a. The teacher told the students, ''You have to collect the assignment on
November 10.''
b. ........
16. a. Rudi said, ''My mother is leaving for Jakarta soon.''
b. ......
17. a. Sasha told Iman, ''You need to plan the program carefully.''
b. .......
18. a. Narti said, ''The school is organizing a trip for the students of Year 10

Kunci Jawaban

1.  Issumboshi said to the princess that he would stay in her pocket and

guard her from all harm.

2. a. The lord said, “I’ll employ you.”

b. The lord said that he would employ him.
3. a. Issumboshi told the princess, ”I’ll defend you upon my life.”
b. Issumboshi told the princess that he would defend her upon his life.

4. a. The demon said, “This magic hammer will grant you a wish.”

b. The demon said that that magic hammer would grant him a wish.

5. a. The demon said to Issumboshi, “I give this magic hammer to you.”

b. The demon said to Issumboshi that he would give that magic hammer to him.

6. a. John said, “I am feeling ill.”

b. John said that he was feeling ill.

7. a. Bob told me, “Dan works very hard.”

b. Bob told me that Dan worked very hard.

8. a. Riana said, “I don’t have any brothers or sisters.”

b. Riana said that she didn’t have any brothers or sisters.

9. a. Fadhil told me, “Sarah has a very well-paid job.”

b. Fadhil told me that Sarah had a very well-paid job.

10. a. Tika said, “I don’t like fish.”

b. Tika said that she didn’t like fish.

11. a. The manager said to Santi, “I employ you.”

b. The manager said to Santi that he (she) would employ her.

12. a. The teacher told the students, “You have to collect the assignment on November 10.”
b. The teacher told the students that they had to collect the assignment on November
10.

13. a. Rudi said, “My mother is leaving for Jakarta soon.”

b. Rudi said that his mother was leaving for Jakarta soon.

14. a. Sasha told Iman, “You need to plan the program carefully.”
b. Sasha told Iman that he needed to plan the program carefully.

15. a. Narti said, “The school is organizing a trip for the students of Year 10 only.”
b. Narti said that the school was organizing a trip for the students of Year 10 only.
 E. Metode:
4. Pendekatan :Scientific approach
5. Model :Discovery learning
6. Teknik :Role play

F. Media
4. Media : Power point, Whatsap,Google Meet,Classroom
5. Bahan : Spidol, papan tulis, laptop dan Buku
6. Sumber : Buku Bahasa Inggris Siswa Kelas X, Kemendikbud, Tahun 2016

G. Langkah- langkah pembelajaran

Tahap Langkah-Langkah Pembelajaran

Kegiatan
Kegiatan  Memberi salam dan mengajak peserta didik untuk mengawali
Pendahuluan kegiatan dengan berdoa,
(10 Menit)  Melakukan Absensi
 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi
dasar yang akan dicapai
 Apersepsi dan motivasi tentang pentingnya mempunyai ketrampilan
bahasa inggris di era global dan menyampaikan keterkaitan dengan
pengenalan diri sendiri.
 Guru menyampaikan materi yang akan dipelajari yaitu tentang
Descriptive text
Kegiatan Inti Mengamati: Peserta didik menyimak penjelasan yang disampaikan oleh
( 45 Menit) guru di depan kelas/Google meet, tentang Narrative text dan
mengidentifikasi Generic structure text yang ada pada buku paket
Mempertanyakan: Peserta didik dapat membuat pertanyaan berkaitan
dengan penjelasan yang diberikan dan siswa lain dapat merespon pertanyaan
penuntur untuk membangkitkan rasa ingin tahu tentang Narative text
Colaboration: Peserta didik diberkan kesempatan untuk melakukan dskusi
bersama tentang Narrative Text.
Communication: Peserta didik menjawab soal tentang Narrative text dan
dikumpulkan
Craetivity: Guru dan peserta didik membuat kesimpulan mengenai materi
Descriptive text. Peserta didik diberi kesempatan kembali untuk bertanya
materi yang belum dipahami.
Kegiatan  Guru dan peserta didik membuat rangkuman dan simpulan tentang
penutup materi Narrative text
(5 Menit)  Kegiatan ditutup dengan salam.
 H. PENILAIAN

4. Jenis/Tehnik Penilaian
Tes Tulis dan tes kinerja
5. Bentuk instrument
Role play (Memerankan fill the form)
6. Pedoman Penskor’an

A. Aspek Sikap

No Butir Sikap Deskripsi Perolehan Skor

1 Jujur 5: Selalu jujur
4:Sering jujur
3:Kadang-kadang Jujur
2:Jarang Jujur
1: Tidak pernah Jujur
2 Bertanggung Jawab 5: Selalu Tanggung Jawab
4: Sering Tanggung Jawab
3: Kadang – kadang tanggung jawab
2: Jarang Tanggung Jawab
1: Tidak Pernah tanggung jawab
3 Kerjasama 5: Selalu kerja sama
4: Sering kerja sama
3: Kadang – kadang kerja sama
2: Jarang kerja sama
1: Tidak Pernah kerja sama
4 Disiplin 5: Selalu Disiplin
4: Sering Disiplin
3: Kadang – kadang Disiplin
2: Jarang Disiplin
1: Tidak Pernah Disiplin

5 Percaya Diri 5: Selalu Percaya diri

4: Sering Percaya diri
3: Kadang – kadang Percaya diri
2: Jarang Percaya diri
1: Tidak Pernah Percaya diri

B. Aspek Pengetahuan

No Butir Sikap Deskripsi Perolehan Skor

1 Pengucapan 5: Hampir Sempurna
4: Ada Kesalahan tapi tidak mengganggu makna
3: Ada beberapa kesalahan dan menganggu makna
2: Ada banyak kesalahan dan mengganggu makna
 1: Terlalu banyak kesalahan sehingga sulit di
pahami
2 Ketelitian 5: Sangat Teliti
4: Teliti
3: Cukup Teliti
2: Kurang Teliti
1: Tidak Teliti
3 Pemahaman 5: Sangat memahami
4: Memahami
3: Cukup memahami
2: Kurang memahami
1: Tidak memahami

C. Aspek Keterampilan

No Butir Sikap Deskripsi Perolehan Skor

1 Melakukan 5: Selalu melakukan kegiatan komunikasi yang tepat
tindak 4: Sering melakukan kegiatan yang tepat
komunikasi 3: Beberapa kali melakukan kegiatan komunikasi yang
tepat
2: Pernah melakukan kegiatan komunikasi yang tepat
1: Tidak pernah melakukan kegiatan komunikasi yang
tepat

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran           

Drs. H Akhyar, M.Pd Mariani Simbolon, S.Pd              

NIP: 196602111995121001 NIP: 197607082005042001
 RENCANA PELAKSANAAN PEMBELAJARAN
( RPP)

Sekolah : SMA Negeri 6 Pematangsiantar

Mata pelajaran : Bahasa Inggris Wajib
Kelas/Semester : X/Genap
Materi pokok : Malin Kundang
Meeting : 23-24
Alokasi Waktu : 2 x 30 Menit

A. Kompetensi Inti

 KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya ,

 K12: Menghayati dan mengamalkan perilaku jujur, disiplin, bertanggung jawab, peduli
(gotong royong, kerjasama, toleransi, 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 tahu ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan prosedur pengetahuan di
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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar
 Membandingkan fungsi Sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif
lisan dan tulisan dengan memberi dan meminta informasi terkait fairytales, pendek dan
sederhana, sesuai dengan konteks penggunaannya.
 Menangkap makna secara kontekstual teks naratif, lisan unsur kebahasaan teks dan tulis,
sangat pendek dan sederhana terkait fairy tales naratif

C. Tujuan Pembelajaran
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif
sesuai konteks penggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulisan dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.
 3. Menceritakan legenda rakyat secar alisan dan tertulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebebasan teks naratif sesuai konteks
penggunaannya.

D. Materi

THE LEGEND OF MALIN KUNDANG  

     A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin
Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he
was a baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish.
After getting fish he would bring it to his mother, or sell the caught fish in the town.

     One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of
pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the
merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life.
He left his mother alone.

     Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked
loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading
journey, his ship landed on a coast near a small village. The local people recognized that it was Malin
Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now
he is here”.

     An old woman, who was Malin Kundang’s mother, ran to the beach to meet the new rich merchant.
She wanted to hug him to release her sadness of being lonely after a long time. When his mother came
near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his
mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept
refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never
had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail to leave the old
woman who was then full of sadness and anger. Finally, feeling enraged, she cursed Malin Kundang that
he would turn into a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail.
Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small
island. It was really too late for him to avoid his curse; he had turned into a stone.

- Soal
1. When did the story happen?
2. Where did it happen?
3. What was Didi doing at that time?
4. What was he looking for?
5. Why was he confused?
6. What did his cousin do while he was confused?
7. What did they enjoy together?
8. What made Didi realize about his money?
9. What fact about their wallet did Didi remember?
10. Was his cousin sad when he knew the fact about his wallet?
Why do you think so?
11. What do you think about Didi’s cousin?
12. What suggestion can you give to Didi so that he will not get the

 Kunci Jawaban

1. It happened on Monday afternoon.

2. It happened at Didi’s home.
3. He was watching TV.
4. He was looking for his wallet.
5. His money in the wallet was gone.
6. He came out and called the ice cream vendor,
7. The enjoyed the ice cream.
8. His cousin did not know why he suddenly had some money in his wallet.
9. Their wallets had the same color.
10. No. His cousin was not sad. He agreed to give the wallet to Didi and even thanked Didi for
giving him some money.
11. He is careless, but he is honest.
12. To record what happened or what happens, to express feelings, to enjoy what they write, to
reflect about what they did or what they do, and so forth.

E. Metode:
1. Pendekatan :Scientific approach
2. Model :Discovery learning
3. Teknik :Role play

F. Media
1. Media : Power point, Whatsap,Google Meet,Classroom
2. Bahan : Spidol, papan tulis, laptop dan Buku
 3. Sumber : Buku Bahasa Inggris Siswa Kelas X, Kemendikbud, Tahun 2016

G. Langkah-langkah Pembelajaran

Tahap Langkah-Langkah Pembelajaran

Kegiatan
Kegiatan  Memberi salam dan mengajak peserta didik untuk mengawali
Pendahuluan kegiatan dengan berdoa,
(10 Menit)  Melakukan Absensi
 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi
dasar yang akan dicapai
 Apersepsi dan motivasi tentang pentingnya mempunyai ketrampilan
bahasa inggris di era global dan menyampaikan keterkaitan dengan
pengenalan diri sendiri.
 Guru menyampaikan materi yang akan dipelajari yaitu tentang
Congratulating dan Complimenting
Kegiatan Inti Mengamati: Peserta didik menyimak penjelasan yang disampaikan oleh
( 45 Menit) guru di depan kelas/Google meet, tentang Naratif teks dan mengidentifikasi
kalimat yang ada pada dialog yang ada didalam buku
Mempertanyakan: Peserta didik dapat membuat pertanyaan berkaitan
dengan penjelasan yang diberikan dan siswa lain dapat merespon pertanyaan
penuntur untuk membangkitkan rasa ingin tahu tentang kalimat Naratif Teks
Colaboration: Peserta didik diberkan kesempatan untuk melakukan diskusi
bersama tentang Naratif teks.
Communication: Peserta didik Membuat Naratif teks dan dibacakan
didepan kelas.
Craetivity: Guru dan peserta didik membuat kesimpulan mengenai materi
Naratif teks. Peserta didik diberi kesempatan kembali untuk bertanya materi
yang belum dipahami.
Kegiatan  Guru dan peserta didik membuat rangkuman dan simpulan tentang
penutup materi talking about self
(5 Menit)  Kegiatan ditutup dengan salam.

H. PENILAIAN
7. Jenis/Tehnik Penilaian
Tes Tulis dan tes kinerja
8. Bentuk instrument
Role play (Memerankan fill the form)
9. Pedoman Penskor’an
 A. Aspek Sikap

No Butir Sikap Deskripsi Perolehan Skor

1 Jujur 5: Selalu jujur
4:Sering jujur
3:Kadang-kadang Jujur
2:Jarang Jujur
1: Tidak pernah Jujur
2 Bertanggung Jawab 5: Selalu Tanggung Jawab
4: Sering Tanggung Jawab
3: Kadang – kadang tanggung jawab
2: Jarang Tanggung Jawab
1: Tidak Pernah tanggung jawab
3 Kerjasama 5: Selalu kerja sama
4: Sering kerja sama
3: Kadang – kadang kerja sama
2: Jarang kerja sama
1: Tidak Pernah kerja sama
4 Disiplin 5: Selalu Disiplin
4: Sering Disiplin
3: Kadang – kadang Disiplin
2: Jarang Disiplin
1: Tidak Pernah Disiplin

5 Percaya Diri 5: Selalu Percaya diri

4: Sering Percaya diri
3: Kadang – kadang Percaya diri
2: Jarang Percaya diri
1: Tidak Pernah Percaya diri

B. Aspek Pengetahuan

No Butir Sikap Deskripsi Perolehan Skor

1 Pengucapan 5: Hampir Sempurna
4: Ada Kesalahan tapi tidak mengganggu makna
3: Ada beberapa kesalahan dan menganggu makna
2: Ada banyak kesalahan dan mengganggu makna
1: Terlalu banyak kesalahan sehingga sulit di
pahami
2 Ketelitian 5: Sangat Teliti
4: Teliti
3: Cukup Teliti
2: Kurang Teliti
1: Tidak Teliti
3 Pemahaman 5: Sangat memahami
 4: Memahami
3: Cukup memahami
2: Kurang memahami
1: Tidak memahami

C. Aspek Keterampilan

No Butir Sikap Deskripsi Perolehan Skor

1 Melakukan 5: Selalu melakukan kegiatan komunikasi yang tepat
tindak 4: Sering melakukan kegiatan yang tepat
komunikasi 3: Beberapa kali melakukan kegiatan komunikasi yang
tepat
2: Pernah melakukan kegiatan komunikasi yang tepat
1: Tidak pernah melakukan kegiatan komunikasi yang
tepat

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran           

Drs. H Akhyar, M.Pd Mariani Simbolon, S.Pd              

NIP: 196602111995121001 NIP: 197607082005042001
 RENCANA PELAKSANAAN PEMBELAJARAN
( RPP)

Sekolah : SMA Negeri 6 Pematangsiantar

Mata pelajaran : Bahasa Inggris Wajib
Kelas/Semester : X/Genap
Materi pokok : Strong Wind
Meeting : 25-26
Alokasi Waktu : 2 x 30 Menit

A. Kompetensi Inti

 KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya ,

 K12: Menghayati dan mengamalkan perilaku jujur, disiplin, bertanggung jawab, peduli
(gotong royong, kerjasama, toleransi, 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 tahu ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan prosedur pengetahuan di
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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar

16. Kompetensi Dasar

 Membandingkan fungsi Sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif
lisan dan tulisan dengan memberi dan meminta informasi terkait fairytales, pendek dan
sederhana, sesuai dengan konteks penggunaannya.
 Menangkap makna secara kontekstual teks naratif, lisan unsur kebahasaan teks dan tulis,
sangat pendek dan sederhana terkait fairy tales naratif

C. Tujuan Pembelajaran
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif
sesuai konteks penggunaannya.
 2. Menjelaskan isi cerita legenda rakyat lisan dan tulisan dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.
3. Menceritakan legenda rakyat secar alisan dan tertulis dengan memperhatikan tujuan
komunikasi, struktur teks, dan unsur kebebasan teks naratif sesuai konteks
penggunaannya.

D. Materi

STRONG WIND
    Once there was a great warrior named Strong Wind. He lived with his sister in a tent by the
sea. Strong Wind was able to make himself (1)____. His sister could see him, but no one else
could. He had said he would marry the first woman who could see him as he came at the end of
the day.
    Many women came up to his tent to watch for him. When his sister saw him coming, she
would ask, “Do you see him?”z
    Each girl would answer, “Oh, yes! I see him!”
    Then Strong Wind’s sister would ask, “What is he pulling his sled with?” And then the girls
would answer, “with a (2)____” or “with a wooden pole.”
    Then Strong Wind’s sister would know that they were lying, because their guesses were
wrong.
    A chief lived in a village. His wife had died, and he had three daughters. One was much
younger than the other two. She was gentle, kind and beautiful, but her sisters were (3)____ of
her and treated her badly. They cut off her long black hair and they made her wear rags. They
also burned her face with coals so that she would be ugly. They lied to their father that she did
these things to herself. But she remained calm and (4)____.
    The two older sisters also went to try and see Strong Wind. When he was coming, Strong
Wind’s sister asked them, “Do you see him?”
    “Oh, yes! I see him!” Each of them answered.
    “What is his bow made out of?” asked Strong Wind’s sister.
    “Out of iron,” answered one. “Out of wood,” answered the other.
    “You have not see him,” said Strong Wind’s sister.
    Strong Wind himself heard them and knew that they had lied. They went into the tent, but still
they could not see him. They went home very sad.
    One day the youngest daughter went to try and see Strong Wind. She was wearing (5)____,
and burn covered her face. People laughed at her, but she kept going. When she got to Strong
Wind’s tent she waited.
    When Strong Wind was coming, his sister asked the girl, “Do you see him?”
    “No,” the girl answered. “I don’t see him.”
    Strong Wind’s sister was surprised because the girl had told the truth. “Now do you see him?”
asked Strong Wind’s sister.
    “Yes,” answered the girl. “Now, I do see him. He is very wonderful.”
    “What is his (6)____ made of?” asked Strong Wind’s sister.
    “The rainbow,” answered the girl.
    “And what is the bowstring made of?” asked Strong Wind’s sister.
    “Of Stars,” answered the girl.
    Then Strong Wind’s sister knew that the girl could really see him. He had let her see him
because she had told the truth.
    “You really have seen him,” said Strong Wind’s sister. Then the sister washed the girl, and all
the burns went away. Her hair grew (7)____ and black again. The sister dressed the girl in
(8)____ clothes. Strong Wind came and the girl became his wife.
    The girl’s two older sisters were very angry, but Strong Wind turned them into aspen trees.
Ever since that day, the leaves of the aspen tree always (9)_____ with fear wherever he comes
near, because they know he remembers their (10)____ and meanness.

 Kunci Jawaban

1. Invisible
2. Rope
3. Jeolus
4. Gentle
5. Rags
6. Bow
7. Long
8. Fine
9. Tremble
10. Lying

E. Metode:
4. Pendekatan :Scientific approach
5. Model :Discovery learning
6. Teknik :Role play

F. Media
4. Media : Power point, Whatsap,Google Meet,Classroom
5. Bahan : Spidol, papan tulis, laptop dan Buku
6. Sumber : Buku Bahasa Inggris Siswa Kelas X, Kemendikbud, Tahun 2016

G. Langkah-langkah Pembelajaran

Tahap Langkah-Langkah Pembelajaran

Kegiatan
Kegiatan  Memberi salam dan mengajak peserta didik untuk mengawali
Pendahuluan kegiatan dengan berdoa,
(10 Menit)  Melakukan Absensi
 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi
dasar yang akan dicapai
 Apersepsi dan motivasi tentang pentingnya mempunyai ketrampilan
 bahasa inggris di era global dan menyampaikan keterkaitan dengan
pengenalan diri sendiri.
 Guru menyampaikan materi yang akan dipelajari yaitu tentang
Congratulating dan Complimenting
Kegiatan Inti Mengamati: Peserta didik menyimak penjelasan yang disampaikan oleh
( 45 Menit) guru di depan kelas/Google meet, tentang Naratif teks dan mengidentifikasi
kalimat yang ada pada dialog yang ada didalam buku
Mempertanyakan: Peserta didik dapat membuat pertanyaan berkaitan
dengan penjelasan yang diberikan dan siswa lain dapat merespon pertanyaan
penuntur untuk membangkitkan rasa ingin tahu tentang kalimat Naratif Teks
Colaboration: Peserta didik diberkan kesempatan untuk melakukan diskusi
bersama tentang Naratif teks.
Communication: Peserta didik Membuat Naratif teks dan dibacakan
didepan kelas.
Craetivity: Guru dan peserta didik membuat kesimpulan mengenai materi
Naratif teks. Peserta didik diberi kesempatan kembali untuk bertanya materi
yang belum dipahami.
Kegiatan  Guru dan peserta didik membuat rangkuman dan simpulan tentang
penutup materi talking about self
(5 Menit)  Kegiatan ditutup dengan salam.

H. PENILAIAN
10. Jenis/Tehnik Penilaian
Tes Tulis dan tes kinerja
11. Bentuk instrument
Role play (Memerankan fill the form)
12. Pedoman Penskor’an

A. Aspek Sikap
No Butir Sikap Deskripsi Perolehan Skor
1 Jujur 5: Selalu jujur
4:Sering jujur
3:Kadang-kadang Jujur
2:Jarang Jujur
1: Tidak pernah Jujur
2 Bertanggung Jawab 5: Selalu Tanggung Jawab
4: Sering Tanggung Jawab
3: Kadang – kadang tanggung jawab
2: Jarang Tanggung Jawab
1: Tidak Pernah tanggung jawab
3 Kerjasama 5: Selalu kerja sama
4: Sering kerja sama
3: Kadang – kadang kerja sama
2: Jarang kerja sama
1: Tidak Pernah kerja sama
4 Disiplin 5: Selalu Disiplin
 4: Sering Disiplin
3: Kadang – kadang Disiplin
2: Jarang Disiplin
1: Tidak Pernah Disiplin

5 Percaya Diri 5: Selalu Percaya diri

4: Sering Percaya diri
3: Kadang – kadang Percaya diri
2: Jarang Percaya diri
1: Tidak Pernah Percaya diri

B. Aspek Pengetahuan

No Butir Sikap Deskripsi Perolehan Skor

1 Pengucapan 5: Hampir Sempurna
4: Ada Kesalahan tapi tidak mengganggu makna
3: Ada beberapa kesalahan dan menganggu makna
2: Ada banyak kesalahan dan mengganggu makna
1: Terlalu banyak kesalahan sehingga sulit di
pahami
2 Ketelitian 5: Sangat Teliti
4: Teliti
3: Cukup Teliti
2: Kurang Teliti
1: Tidak Teliti
3 Pemahaman 5: Sangat memahami
4: Memahami
3: Cukup memahami
2: Kurang memahami
1: Tidak memahami
 C. Aspek Keterampilan

No Butir Sikap Deskripsi Perolehan Skor

1 Melakukan 5: Selalu melakukan kegiatan komunikasi yang tepat
tindak 4: Sering melakukan kegiatan yang tepat
komunikasi 3: Beberapa kali melakukan kegiatan komunikasi yang
tepat
2: Pernah melakukan kegiatan komunikasi yang tepat
1: Tidak pernah melakukan kegiatan komunikasi yang
tepat

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran           

Drs. H Akhyar, M.Pd Mariani Simbolon, S.Pd              

NIP: 196602111995121001 NIP: 197607082005042001
 RENCANA PELAKSANAAN PEMBELAJARAN
( RPP)

Sekolah : SMA Negeri 6 Pematangsiantar

Mata pelajaran : Bahasa Inggris Wajib
Kelas/Semester : X/Genap
Materi pokok : You’ve got a friend
Meeting : 27-28
Alokasi Waktu : 2 x 30 Menit

I. Kompetensi Inti

 KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya ,

 K12: Menghayati dan mengamalkan perilaku jujur, disiplin, bertanggung jawab, peduli
(gotong royong, kerjasama, toleransi, 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 tahu ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan prosedur pengetahuan di
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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan

a. Kompetensi Dasar
  Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja
SMA/MA/SMK/MAK 
 Menangkap makna secara kontekstual terkait fungsi sosial dan unsur kebahasaan lirik
lagu terkait kehidupan remaja SMA/MA/SMK/MAK
 Melengkapi lirik lagu rumpang yang didengar
 Menjawab pertanyaan tentang lagu yang didengar
 Melengkapi kalimat rumpang dengan kosakata dari lagu telah dipelajari
 Memparafrasekan kalimat dari lagu yang didengar
  Memodifikasi lagu pilihan agar liriknya bertema sama dengan lagu yang telah dipelajari

C.        Tujuan Pembelajaran
Melalui diskusi, tanya jawab, penugasan, presentasi dan analisis, peserta didik dapat menafsirkan
fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK
dan menangkap makna secara kontekstual terkait fungsi sosial dan unsur kebahasaan lirik lagu
terkait kehidupan remaja SMA/MA/SMK/MAK, sehingga peserta didik dapat menghayati dan
mengamalkan ajaran agama yang dianutnya, mengembangkan sikap jujur, peduli, dan
bertanggungjawab, serta dapat mengembangkan kemampuan berpikir
kritis, berkomunikasi, berkolaborasi, berkreasi.

D.       Materi Pembelajaran
           Faktual: Lagu terkait kehidupan remaja SMA/MA/SMK/MAK
           Konseptual:

Definisi : Lagu adalah potongan musik singkat/pendek dengan

kata-kata yang Anda nyanyikan, contohnya:

“You’ve Got A Friend”

When you’re down and troubled

And you need a helping hand
And nothing, nothing is going right
Close your eyes and think of me
And soon I will be there
To brighten up even your darkest night

You just call out my name

And you know wherever I am
I’ll come running to see you again
Winter, spring, summer or fall
All you have to do is call
And I’ll be there, yeah, yeah, yeah.
You’ve got a friend

If the sky above you

Should turn dark and full of clouds
And that old north wind should begin to blow
Keep your head together
And call my name out loud yeah
Soon I’ll be knocking upon your door

You just call out my name

And you know wherever I am
I’ll come running oh yes I will
To see you again
Winter, spring, summer or fall
All you have to do is call
And I’ll be there, yeah, yeah, yeah.

Ain’t it good to know that you’ve got a friend

When people can be so cold
They’ll hurt you, and desert you
And take your soul if you let them
Oh yeah, but don’t you let them

You just call out my name

And you know wherever I am
I’ll come running to see you again
Winter, spring, summer or fall
All you have to do is call
And I’ll be there, yes I will.
You’ve got a friend

You just call out my name

And you know wherever I am
I’ll come running to see you again (oh baby don’t you know)
Winter, spring, summer or fall
All you have to do is call
Lord, I’ll be there yes I will.
You’ve got a friend

Oh, you’ve got a friend

Ain’t it good to know you’ve got a friend
Ain’t it good to know you’ve got a friend
You’ve got a friend.

i. Soal

1. It was bright and sunny this morning, but now the sky _____________________. I think
it’s going to rain.
 2. I can’t hear you. Can you say it _____________________?
3. I was walking home near the park when I saw a boy fell off his bike, so I
_____________________ to help him.
4. There are four seasons in subtropical countries, they are ___________________,
_____________________, _____________________ and _____________________.
5. If you put one more lamp in the corner, it will _____________________ the room.
6. Lyla is my best friend, she is always there for me when I need
_______________________________.
7. When you have a problem, you should _____________________ . Everything will be
okay.
8. If you don’t know how to use the computer, _____________________ the operator. He
will help you.
9. She is unfriendly and _____________________. Probably that’s why she doesn’t have
too many friends.
10. There are times when we are _____________________ and _____________________.
In these situations, friends can be very helpful.

Kunci Jawaban

1. It was bright and sunny this morning, but now the sky turns dark. I think it’s going to
rain.
2. I can’t hear you. Can you say it out load?
3. I was walking home near the park when I saw a boy fell off his bike, so I come
running to help him.
4. There are four seasons in subtropical countries, they are winter, spring, summer,
and fall.
5. If you put one more lamp in the corner, it will brighten up the room.
6. Lyla is my best friend, she is always there for me when I need a helping hand.
7. When you have a problem, you should keep your head together. Everything will be
okay.
8. If you don’t know how to use the computer, call out the operator. He will help you.
9. She is unfriendly and cold. Probably that’s why she doesn’t have too many friends.
10. There are times when we are down and troubled. In these situations, friends can be very
helpful.

J. Metode

1. Pendekatan :Sentific Approach

2. Model :Discovery Learning
3. Tehnik :Role Play
K. Media/alat, Bahan dan Sumber Belajar
Media : Power point, Whatsap,Google Meet,Classroom
Bahan : Spidol, papan tulis, laptop dan Buku
Sumber : Buku Bahasa Inggris Siswa Kelas X, Kemendikbud, Tahun 2016

L. Langkah – langkah Pembelajaran

Tahap Kegiatan Langkah-Langkah Pembelajaran

Kegiatan  Memberi salam dan mengajak peserta didik untuk mengawali kegiatan
Pendahuluan (10 dengan berdoa,
Menit)  Melakukan Absensi
 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar
yang akan dicapai
 Apersepsi dan motivasi tentang pentingnya mempunyai ketrampilan
bahasa inggris di era global dan menyampaikan keterkaitan dengan
pengenalan diri sendiri.
 Guru menyampaikan materi yang akan dipelajari yaitu tentang unsur
kebahasaan lirik lagu
Kegiatan Inti ( 45 Kegiatan Literasi: Peserta didik menyimak video lagu yang diberikan oleh
Menit) guru
Critical Thinking: Peserta didik dapat membuat pertanyaan berkaitan dengan
video yang disimak dan siswa lain dapat merespon pertanyaan penuntu untuk
membangkitkan rasa ingin tahu.
Colaboration: Peserta didik dibentuk untuk mempraktekkan nyanyi didepan
kelas
Communication: Peserta didik membuat dialog sederhana tentang self
introduction dan mempraktekkan di kelas.
Craetivity: Guru dan peserta didik membuat kesimpulan mengenai materi.
Peserta didik diberi kesempatan kembali untuk materi yang belum dipahami.
Kegiatan penutup  Guru dan peserta didik membuat rangkuman dan simpulan tentang
(5 Menit) materi kebahasaan lirik lagu
 Kegiatan ditutup dengan doa dan salam

M. Penilaian Hasil Pembelajaran

1. Jenis/Tehnik Penilaian
Tes Tulis dan Tes kinerja
2. Bentuk Instrumen
Role play (Memerankan feel the form)
3. Pedoman Penskor’an

A. Aspek Sikap
 No Butir Sikap Deskripsi Perolehan Skor
1 Jujur 5: Selalu jujur
4:Sering jujur
3:Kadang-kadang Jujur
2:Jarang Jujur
1: Tidak pernah Jujur
2 Bertanggung Jawab 5: Selalu Tanggung Jawab
4: Sering Tanggung Jawab
3: Kadang – kadang tanggung jawab
2: Jarang Tanggung Jawab
1: Tidak Pernah tanggung jawab
3 Kerjasama 5: Selalu kerja sama
4: Sering kerja sama
3: Kadang – kadang kerja sama
2: Jarang kerja sama
1: Tidak Pernah kerja sama
4 Disiplin 5: Selalu Disiplin
4: Sering Disiplin
3: Kadang – kadang Disiplin
2: Jarang Disiplin
1: Tidak Pernah Disiplin

5 Percaya Diri 5: Selalu Percaya diri

4: Sering Percaya diri
3: Kadang – kadang Percaya diri
2: Jarang Percaya diri
1: Tidak Pernah Percaya diri

B. Aspek Pengetahuan

No Butir Sikap Deskripsi Perolehan Skor

1 Pengucapan 5: Hampir Sempurna
4: Ada Kesalahan tapi tidak mengganggu makna
3: Ada beberapa kesalahan dan menganggu makna
2: Ada banyak kesalahan dan mengganggu makna
1: Terlalu banyak kesalahan sehingga sulit di
pahami
2 Ketelitian 5: Sangat Teliti
4: Teliti
3: Cukup Teliti
2: Kurang Teliti
 1: Tidak Teliti
3 Pemahaman 5: Sangat memahami
4: Memahami
3: Cukup memahami
2: Kurang memahami
1: Tidak memahami

C. Aspek Keterampilan

No Butir Sikap Deskripsi Perolehan Skor

1 Melakukan 5: Selalu melakukan kegiatan komunikasi yang tepat
tindak 4: Sering melakukan kegiatan yang tepat
komunikasi 3: Beberapa kali melakukan kegiatan komunikasi yang
tepat
2: Pernah melakukan kegiatan komunikasi yang tepat
1: Tidak pernah melakukan kegiatan komunikasi yang
tepat

Pematangsiantar, 5 November 2021

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran           

Drs. H Akhyar, M.Pd Mariani Simbolon, S.Pd              

NIP: 196602111995121001 NIP: 197607082005042001