Rencana Pelaksanaan Pembelajaran (RPP)

Satuan Pendidikan : SMA Negeri 5 Yogyakarta

Mata Pelajaran : Bahasa Inggris Wajib
Kelas : XI
Materi Pokok : Opinions and Thoughts
Alokasi Waktu : 2 Pertemuan (2 x 45’)

A. Kompetensi Inti (KI)

KI 1 dan 2
 Menghayati dan mengamalkan ajaran agama yang dianutnya.
 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan proaktif dan menunjukkan
sikap sebagai bagian solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia.
KI 3 KI 4
 Memahami, menerapkan, menganalisis  Mengolah, menalar dan menyaji dalam
pengetahuan faktual, konseptual, ranah konkret dan ranah abstrak terkait
prosedural, berdasarkan rasa ingin dengan pengembangan dari yang
tahunya tentang ilmu pengetahuan, dipeajarinya di sekolah secara mandiri dan
teknologi, seni, budaya, dan humaniora mampu menggunakan metoda sesuai
dengan wawasan kemanusiaan, kaidah keilmuan.
kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian,
serta menerapkan pengetahuan
procedural pada bidang kajian yang
spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
NO Kompetensi Dasar NO Kompetensi Dasar
3.2 Menerapkan fungsi sosial, struktur teks, 4.2 Menyusun teks interaksi
dan unsur kebahasaan teks interaksi transaksional, lisan dan tulis, pendek
transaksional lisan dan tulis yang dan sederhana, yang melibatkan
melibatkan tindakan memberi dan tindakan memberi dan meminta
meminta informasi terkait pendapat dan informasi terkait pendapat dan
pikiran, sesuai dengan konteks pikiran, dengan memperhatikan
penggunaannya. (Perhatikan unsur fungsi sosial, struktur teks, dan unsur
kebahasaan I think, I suppose, in my kebahasaan yang benar dan sesuai
opinion) konteks.
NO Indikator Pencapaian Kompetensi NO Indikator Pencapaian Kompetensi
3.2.1 Mengidentifikasi fungsi sosial, struktur 4.2.1 Membuat teks interaksi transaksional
teks, dan unsur kebahasaan interaksi dengan menggunakan ekspresi
transaksional lisan dan tulisan yang pendapat dan pemikiran dengan baik
melibatkan tindakan memberi dan dan benar.
meminta informasi terkait pendapat dan
pemikiran.
3.2.2 Memahami fungsi sosial, struktur teks, 4.2.2 Menyusun teks interaksi
dan unsur kebahasaan teks transaksional transaksional tentang dengan
lisan dan tulisan dan menangkap menggunakan ekspresi pendapat dan
informasi dari audio yang melibatkan pemikiran.
tindakan memberi dan meminta informasi
terkait pendapat dan pemikiran.

3.2.3 Menerapkan fungsi sosial, struktur teks,

dan unsur kebahasaan teks transaksional
lisan dan tulisan dan menangkap
informasi dari audio yang melibatkan
tindakan memberi dan meminta informasi
terkait pendapat dan pemikiran.
C. Tujuan Pembelajaran
Melalui Discovery Learning dan pendekatan scientific, peserta didik dapat menghayati dan
mengamalkan ajaran agama yang dianutnya dalam mempelajari dan terampil membedakan
fungsi sosial, struktur teks, dan unsur kebahasaan, serta mahir menangkap makna dan
menyusun teks khusus dalam bentuk ungkapan memberi dan meminta informasi terkait
pendapat dan pikiran secara benar dan sesuai konteks dengan penuh tanggung jawab, teliti,
kerja keras, dan menerima pendapat orang lain.

D. Materi Pembelajaran
1. Fakta: Fungsi Sosial (Menjaga hubungam sosial dengan guru, teman, dan orang lain.)
2. Konsep: Unsur Kebahasaan (Ungkapan memberi dan meminta informasi terkait
pendapat dan pikiran.)
3. Prosedur: Struktur Teks (Memulai - Menanggapi (diharapkan/di luar dugaan.)
4. Metakognitif: Implementasikan memberikan ungkapan memberi dan meminta informasi
terkait pendapat dan pikiran.

E. Metode
1. Pendekatan : Scientific
2. Metode : Ceramah, menyimak, tanya jawab, presentasi
3. Model : Discovery Learning

F. Media
Laptop, LCD/ Proyektor, video, audio, dan PowerPoint.

G. Sumber
1. Buku Siswa Bahasa Inggris untuk SMA/ MA/ SMK/ MAK. Kementerian Pendidikan dan
Kebudayaan. Bahasa Inggris. Jakarta Kementerian Pendidikan dan Kebudayaan, 2014.
http://pendidikan.id/bse/Display/Detail/kelas_11_SMA_Bahasa_Inggris_Siswa
2. Materi Stimulasi tentang Bullying: https://www.youtube.com/watch?v=4mrE5zgEvt4
3. Materi Opinions and Thoughts: https://www.youtube.com/watch?v=RGPk05dj5kE
4. English Listening Lesson on Opinions: https://www.listenaminute.com/o/opinions.html
5. Worksheet
H. Langkah-Langkah Pembelajaran
Pertemuan 1: 2 x 45 menit
3.2. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi
terkait pendapat dan pikiran, sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan I think, I suppose, in my opinion)
Kegiatan Deskripsi kegiatan
- Guru menyapa peserta didik menggunakan Bahasa Inggris agar
tetap tercipta suasana Berbahasa Inggris.
Pendahuluan - Guru mengajak peserta didik untuk berdoa atau membaca
(15 menit) basmallah.
- Guru memeriksa kehadiran peserta didik.
- Guru menyampaikan materi yang akan dipelajari.
Kegiatan Inti Mengamati
(60 menit) - Guru menayangkan video tentang Bullying kaitannya dengan
ungkapan memberi dan meminta informasi terkait pendapat dan
pikiran agar muncul keingin tahuan yang besar yang ditandai
dengan antusiasme peserta didik dalam bertanya.
Menanya
- Setelah menayangkan video, guru memberikan beberapa
pertanyaan mengenai aksi Bullying kaitannya dengan ekspresi
memberi dan meminta informasi terkait pendapat dan pikiran.
Mengumpulkan Informasi
- Guru menampilkan PowerPoint dan video yang berisi materi
tentang ungkapan memberi dan meminta informasi terkait
pendapat dan pikiran.
- Guru memberikan contoh tentang ungkapan memberi dan meminta
informasi terkait pendapat dan pikiran yang meliputi ekspresi
Agreeing and Disagreeing an Opinion.
- Guru memberikan audio kaitannya dengan ungkapan memberi dan
meminta informasi terkait pendapat dan pikiran.
 - Guru memberikan teks berjudul Robot vs Workers kaitannya
dengan ungkapan memberi dan meminta informasi terkait
pendapat dan pikiran.
- Siswa bekerja secara individu.
Mengasosiasi
- Guru meminta peserta didik menjawab pertanyaan berdasarkan
audio dan teks yang telah diberikan.
Mengkomunikasikan
- Guru dan peserta didik membahas hasil kerja mereka.
- Guru bersama siswa menyimpulkan materi yang sudah dipelajari.
(Generalisasi)
Penutup
- Guru menginformasikan materi selanjutnya, agar siswa dapat
(15 menit)
mempersiapkan terlebih dahulu.
- Guru mengucapkan salam perpisahan.

Pertemuan 2: 2 x 45 menit
4.2. Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang
melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.

Kegiatan Deskripsi kegiatan

- Guru menyapa peserta didik menggunakan Bahasa Inggris agar
tetap tercipta suasana Berbahasa Inggris.
- Guru mengajak peserta didik untuk berdoa atau membaca
basmallah.
Pendahuluan
- Guru memeriksa kehadiran peserta didik.
(15 menit)
- Guru bersama peserta didik mereview materi yang telah dipelajari
sebelumnya.
- Guru menyampaikan materi yang akan dipelajari.

Kegiatan Inti Mengamati

 - Guru memberikan contoh ekspresi dalam memberikan ungkapan
memberi dan meminta informasi terkait pendapat dan pikiran
kaitannya dengan politeness dan impoliteness.
Menanya
- Guru memberikan beberapa pertanyaan mengenai ekspresi
politeness dan impoliteness dalam ungkapan memberi dan
meminta informasi terkait pendapat dan pikiran.
Mengumpulkan Informasi
- Peserta didik diminta untuk mengklasifikasikan ekspresi politeness
and impoliteness dalam memberikan ungkapan memberi dan
meminta informasi terkait pendapat dan pikiran.
(60 menit)
- Siswa bekerja secara berpasangan.
Mengasosiasi
- Guru meminta peserta didik untuk melengkapi dialog dengan
ungkapan memberi dan meminta informasi terkait pendapat dan
pikiran berdasarkan situasi-situasi yang telah diberikan.
- Guru meminta peserta didik untuk menulis dialog dengan
ungkapan memberi dan meminta informasi terkait pendapat dan
pikiran berdasarkan situasi-situasi yang telah diberikan.
Mengkomunikasikan
- Peserta didik diminta untuk mempresentasikan dialog yang telah
dilengkapi di depan kelas.
- Guru dan peserta didik membahas hasil kerja mereka.
- Guru bersama siswa menyimpulkan materi yang sudah dipelajari.
(Generalisasi)
Penutup
- Guru menginformasikan materi selanjutnya, agar siswa dapat
(15 menit)
mempersiapkan terlebih dahulu.
- Guru mengucapkan salam perpisahan.
I. Penilaian
Rubrik Penilaian Sikap
Teknik Rubrik Instrumen Remedial Pengayaan
Penilaian
Penilaian Penilaian Penilaian (< KKM) (> KKM)
Sikap Jurnal a. Pembelajaran a. Belajar
Tes tertulis ulang kelompok
Pengetahuan
Penugasan b. Pemberian b. Belajar mandiri
Terlampir bimbingan
secara khusus
Ketrampilan Produk
c. Pemanfaatan
tutor sebaya

 Lampiran Pendukung RPP

 Lampiran Penilaian
 Lampiran Materi Pelajaran
 Lampiran LK

Yogyakarta, Agustus 2019

Mengetahui,
Guru Pembimbing PLP 2 Praktikan PLP 2

Nurdiyah Suryani, S.Pd. Emma Khairun Nisaa’ dan Salsabila Fitriana

NIP. 196807041992032007
 INSTRUMEN PENILAIAN PERTEMUAN I

Kisi-Kisi Penilaian Harian

Bentuk
Kompetensi Dasar IPK Materi Indikator Soal
Soal
3.2. Menerapkan fungsi 3.2.1. Mengidentifikasi Fungsi Sosial: Disajikan sebuah Tertulis
sosial, struktur fungsi sosial, Menjaga hubungam teks bacaan tentang
teks, dan unsur struktur teks, dan interpersonal dengan ungkapan memberi
kebahasaan teks unsur kebahasaan guru, teman, dan dan meminta
interaksi interaksi orang lain. informasi terkait
transaksional lisan transaksional pendapat dan
dan tulis yang lisan dan tulisan Struktur Teks: pikiran. Peserta
melibatkan yang melibatkan a. Memulai. didik dapat
tindakan memberi tindakan b. Menanggapi memahami:
dan meminta memberi dan (diharapkan/di luar Fungsi sosial
informasi terkait meminta dugaan). Struktur teks
pendapat dan informasi terkait Unsur kebahasaan
pikiran, sesuai pendapat dan Unsur Kebahasaan:
dengan konteks pemikiran. a. Ungkapan Disajikan sebuat Tertulis
penggunaannya. memberi dan audio tentang
(Perhatikan unsur 3.2.2. Memahami meminta informasi ungkapan memberi
kebahasaan I think, fungsi sosial, terkait pendapat dan meminta
I suppose, in my struktur teks, dan dan pikiran. informasi terkait
opinion) unsur kebahasaan b. Frasa yang pendapat dan
teks transaksional menunjukkan pikiran. Peserta
lisan dan tulisan ungkapan memberi didik dapat
dan menangkap dan meminta memahami dan
informasi dari pendapat dan mengisi kalimat
audio yang pikiran seperti: I yang rumpang
melibatkan agree, We believe, sesuai dengan
tindakan I reckon, I don’t audio yang diputar.
 memberi dan agree, I don’t
meminta think, I assume, In
informasi terkait my oppinion, ect.
pendapat dan c. Ucapan, tekanan
pemikiran. kata, intonasi,
ejaan, tanda baca,
3.2.3. Menerapkan dan tulisan tangan
fungsi sosial,
struktur teks, dan Topik:
unsur kebahasaan Interaksi antara guru
teks transaksional dan peserta didik di
lisan dan tulisan dalam dan di luar
dan menangkap kelas yang melibatkan
informasi dari ungkapan memberi
audio yang dan meminta
melibatkan informasi terkait
tindakan pendapat dan pikiran
memberi dan yang dapat
meminta menumbuhkan
informasi terkait perilaku yang termuat
pendapat dan di KI.
pemikiran.
 LAMPIRAN SOAL DAN KUNCI JAWABAN PERTEMUAN I

Activity 1

Listen to the audio then fill in the gaps!

Opinions

We all have opinions on everything. Some of us have (1)_______________________.

Others have not-so strong opinions. And then there are those who

(2)_______________________ no opinion, which (3)_____________________ some

kind of opinion. It’s interesting how our opinions can (4)_____________________.

Even on the (5)_______________________. It’s also interesting to see how your

opinions change (6)_______________________. My (7)_____________________

change a lot. You have first impressions of someone, (8)_______________________

opinion. Then, as you get to know them, your opinions of them can change,

(9)__________________________. Whose opinion is right? I suppose it’s the person

who is strongest. They try to force their opinions on others. It’s important to listen

(10)_________________________ opinions of other people.

Kunci Jawaban:
We all have opinions on everything. Some of us have (1) very strong opinions. Others have not-
so-strong opinions. And then there are those who (2) say they have no opinion, which (3) I
suppose is some kind of opinion. It’s interesting how our opinions can (4) be so different. Even
on the (5) smallest of things. It’s also interesting to see how your opinions change (6) as you get
older. My (7) opinions of other people change a lot. You have first impressions of someone, (8)
that’s your initial opinion. Then, as you get to know them, your opinions of them can change, (9)
for better or worse. Whose opinion is right? I suppose it’s the person who is strongest. They try
to force their opinions on others. It’s important to listen to (10) and consider the opinions of other
people.
 Activity 2
Read the text carefully and answer the questions that follow!

Robots vs Workers

Robots have become a common sight in Japanese

factories. It is estimated that as many as sixty
percent of Japanese manufacturing firms now have
industrial robots or other computer equipment.
According to the Japan industrial Robot
Association, at least 100,000 robots have been
placed on production lines in Japan. There are more
robots in Japan than in the rest of the world.
The robots in Japanese factories are mostly
of one type-faceless bodiless, one-arm robots.
Most do the work of the shoulder, elbow, wrist, and
finger of a human.
Although the simple industrial robot was invented and first developed in the
United States, American factories have been slow to use them. However, American
scientists have been busy developing more humanlike robots which can work in
homes and offices.
What are the effects of using so many faceless, bodiless, one-arm robots in
Japanese factories? It is clear that there are many advantages. Robots have taken
over many of the hot, dirty, dangerous, tiring, and boring jobs on the production
line, especially in car factories. Secondly, robots are small, strong, and easy to use
and look after and are quite cheap. They also work faster and better than humans.
They make fewer mistakes and the quality of their work is better. It is easy to
see, therefore, the advantages of using industrial robots.
But what about the disadvantages? The main one is unemployment. It is
estimated that at least 50,000 workers in Japan have been replaced by robots.
Most of these workers are old middle-aged men and young women. Although some
workers have moved into other jobs in the factory such as sales or computer
programming, many workers now spend their time in unimportant positions on the
production line, like pushing buttons on robots.
 Even though the unemployment problem grow, it is clear that robots will
continue to be used, not only in large car factories but also in the smaller factories
and workshops all over Japan. As Professor Ichiro Kato of Waseda University says,
“Now robots are working out of sight, in factories, but by the year 2000s they will
be everywhere, in shops, in homes, working in full view. In the near future we can
expect the robots population of Japan to be something like 10 million – about 1
robot for every 10 human beings.”

1. What is the difference between American and Japanese Robots?

Answer: ...........................................................................................................................................
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2. What lesson can you learn from the text above?
Answer: ...........................................................................................................................................
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3. Why are robots used in the workplace? State your opinion with reasons.
Answer: ...........................................................................................................................................
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4. Will robots ever replace humans in every area of our working lives? Tell your
reasons for your opinion.
Answer: ...........................................................................................................................................
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5. What kind of jobs do you think robots will do in the future? Give an example to
support your opinion.
Answer: ...........................................................................................................................................
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Kunci Jawaban Reading nomor 1:

1. What is the difference between American and Japanese Robots?

The robots in Japanese factories are mostly of one type-faceless bodiless, one-arm robots.

Most do the work of the shoulder, elbow, wrist, and finger of a human. Meanwhile in

America, their scientists have been busy developing more humanlike robots which can

work in homes and offices.

Nomor 2-5 jawaban bebas

 INSTRUMEN PENILAIAN PERTEMUAN II

Kisi-Kisi Penilaian Harian

Bentuk
Kompetensi Dasar IPK Materi Indikator Soal
Soal
3.3. 3.3.1. Membuat teks Fungsi Sosial: Disajikan bebrapa Tertulis
interaksi interaksi Menjaga hubungam topik dan siswa
transaksional, lisan transaksional interpersonal dengan diminta membuat
dan tulis, pendek dan dengan guru, teman, dan teks dialog dengan
sederhana, yang menggunakan orang lain. menggunakan
melibatkan tindakan ekspresi ungkapan memberi
memberi dan pendapat dan Struktur Teks: dan meminta
meminta informasi pemikiran c. Memulai. informasi terkait
terkait pendapat dan dengan baik dan d. Menanggapi pendapat dan
pikiran, dengan benar. (diharapkan/di luar pikiran.
memperhatikan 3.3.2. Menyusun teks dugaan).
fungsi sosial, interaksi Siswa melengkapi
struktur teks, dan transaksional Unsur Kebahasaan: dialog tentang
unsur kebahasaan tentang dengan d. Ungkapan ungkapan memberi Tertulis
yang benar dan menggunakan memberi dan dan meminta
sesuai konteks. ekspresi meminta informasi informasi terkait
pendapat dan terkait pendapat pendapat dan
pemikiran. dan pikiran. pikiran serta dapat
e. Frasa yang mempraktekkannya
menunjukkan di depan kelas.
ungkapan
memberi dan
meminta pendapat
dan pikiran
seperti: I agree,
We believe, I
 reckon, I don’t
agree, I don’t
think, I assume, In
my oppinion, ect.
f. Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik:
Interaksi antara guru
dan peserta didik di
dalam dan di luar
kelas yang melibatkan
ungkapan memberi
dan meminta
informasi terkait
pendapat dan pikiran
yang dapat
menumbuhkan
perilaku yang termuat
di KI.

2.
 LAMPIRAN SOAL PERTEMUAN II

Activity 3
Work in pairs! Choose one of the topics bellow. Create a dialogue
of your opinion about your chosen topic. Follow the opinion-giving
technique you have previously learnt.

1. Do you think gaming 2. Do you think 3. Natural resources

affects the life of conservations of wildlife is exploitation is a major
teenagers? Support your important? Support your problem. Support your
opinion with reasons and opinion with reasons and opinion with reasons and
examples. examples. examples.

Answer:

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Rubrik Penilaian Menulis
Aspek Skor 4 Skor 3 Skor 2 Skor 1
Ide yang dipilih Hanya memenuhi 3 Hanya Hanya
orisinil, ide sangat dari 4 ketentuan memenuhi 2 dari memenuhi 1
sesuai dengan yang ditetapkan. 4 kriteria yang atau bahkan
genre yang ditentukan. tidak memenuhi
Ide Penulisan
dipilih, ide sama sekali 4
dikembangkkan ketentuan yang
dengan tepat dan telah ditetapkan.
terarah.
Teks sesuai Hanya memenuhi 3 Hanya Hanya
dengan genre dari 4 ketentuan memenuhi 2 dari memenuhi 1
yang dipilih, yang ditetapkan. 4 kriteria yang atau tidak
ketentuan dan ditentukan. memenuh semua
ciri-ciri genre kriteria yang
yang dipilih telah ditetapkan.
Organisasi/
diikuti dengan
Struktur Teks
sempurna, ide
dan Isi
penulisan dan
informasi yang
disajikan sangat
relevan, isi teks
sangat mudah
dipahami.
Tidak ada Ada beberapa Sering Banyak sekali
kesalahan tata kesalahan tata ditemukan kesalahan tata
bajasa yang bahasa tetapi tidak kesalahan bahasa sehingga
Tata Bahasa signifikan, makna terlalu berpengaruh bahasa, tetapi makna da nisi
da nisi teks dapat terhadap makna makna da nisi teks sulit
dipahami dengan kalimat dan isi teks masih dapat dipahami.
jelas. teks. dipahami.
 Kalimat-kalimat Hanya memenuhi 3 Hanya Hanya
yang digunakan dari 4 ketentuan memenuhi 2 dari memenuhi 1
sangat efektif, yang ditetapkan. 4 kriteria yang atau bahkan
menggunakan ditentukan. tidak memenuh
variasi leksikal semua kriteria
Perbendaharaan dengan benar, yang telah
Kata menguasai bentuk ditetapkan.
kata dan idiom
dengan benar dan
efektif, istilah-
istilah digunakan
dengan benar.
 Activity 4
Work in pairs! Complete the following transactional conversations
using the expression of stating an opinion!

1. Banning of Cigarettes

I believe that smoking should be banned.

I don’t think I agree with you.

…………………………………………………………………………
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2. Movies

What kind of movies do you like?

I like horror movies.

How can you like horror movies? It is so scary.

 …………………………………………………………………………
…………………………………………………………………………

…………………………………………………………………………
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…………………………………………………………………………
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3. Buying a New Car

I think we should buy a new car.

Why? Our old car is fine and functional.

…………………………………………………………………………
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Activity 5
Act out one of the conversations in Activity 4 for the class!
Listen and pay attention to your classmates’ conversation!
Rubrik Penilaian Percakapan
Kriteria Skor 4 Skor 3 Skor 2 Skor 1
Skor 4 lafal Skor 3 ada Sulit dimengerti Hampir selalu
daopat dipahami masalah dalam karena ada masalah keliru dalam
meskipun dengan pengucapan dalam pelafalan dan pelafalan sehingga
aksen tertentu. sehingga frekuensinya sering. tidak dapat
Pelafalan
membuat dimengerti.
(Pronunciation
pendengar harus
)
sangat focus dan
kadang-kadang
menimbulkan
kesalahpahaman
Tekanan atau Tekanan atau Tekanan atau irama Tekanan atau
irama semua irama sebagian sebagian kecil kata, irama semua kata,
Intonasi
kata, frasa, dan besar kata, frasa, frasa, dan kalimat frasa, dan kalimat
(Intonation)
kalimat benar. dan kalimat benar. salah.
benar.
Kadang-kadang Sering Menggunakan Kosakata sangat
pelafalan tidak menggunakan kosakata yang salah terbatas sehingga
tepat dan kosakata yang sehingga todak tidak
mengharuskan tidak tepat dapat dipahami. memungkinkan
Kosakata
penjelasan lebih sehingga terjadinya dialog.
(Vocabulary)
lanjut karena dialognya
kosakata yang menjadi terbatas
tiidak sesuai. karena kosakata
yang terbatas.
Dialog Tidak terlalu Sering ragu dan Erring berhenti
lancer,sangat lancer karena berhenti karena dan diam
Kelancaran
sedikit menmui menemui keterbatasan selamadialog
(Fluency)
kesulitan. kesulitan bahasa. bahasa. sehingga dialog
tidak tercipta.
 Seluruh isi Sebagian besar isi Sulit untuk Tidak dapat
percakapan dapat percakapan dapat mengikuti dialog dipahami bahkan
dipahami dimengerti yang dilakukan dalam bentuk
meskipun meskipun ada kecuali dibagian dialog yang
Comprehension sesekali ada beberapa dialog umum singkat sekalipun.
pengulangan pengulangan. dengan percakpan
dibagian-bagian yang perlahan-lahan
tertentu. dan banyak
pengulangan.
 MATERI PEMBELAJARAN

Fungsi Sosial: Menjaga hubungam interpersonal dengan guru, teman, dan orang lain.

Unsur Kebahasaan:
a. Ungkapan memberi dan meminta informasi terkait pendapat dan pikiran.
b. Frasa yang menunjukkan ungkapan memberi dan meminta pendapat dan pikiran seperti:
I agree, We believe, I reckon, I don’t agree, I don’t think, I assume, In my oppinion, ect.
c. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Struktur Teks:
a. Memulai.
b. Menanggapi (diharapkan/di luar dugaan).

Defining Opinion:
An opinion is the way you feel or thing about something. Our opinion about something or
someone is based on our perspective. Whenever we give or express our opinion, it is important to
give reasoning or an example to support our opinion.

Pattern:
Subject + Verb + Object
Subject Verb Object

I agree with what you are saying.

We believe this is not the right way to handle things.
I reckon this could be right considering the reasons you have provided.
I agree that I didn’t look at it from this perspective.
I doubt that this possible
We assume you are biased on this issue
I don’t agree with you
I think you are mistaken

Personal Point of View

These expressions are used to show personal points of view.
- What I mean is ……. - By this I mean ……
- In my opinion …… - I strongly believe that ……
- I think ….. - From my point of view ……
- In my experience ….. - Personally, I think ……..
General Point of View
These expressions are used to show a general point of view. A general point of view creates a
balance in writing and helps avoid absolute statements.
- Most people do not agree ….. - The majority disagree with …..
- Almost everyone ……. - The majority agree with ….
- Some people say that ……. - It is sometimes argued …….
- Some people believe …… - It is considered ……
- Of course, many argue ……. - While some people believe …..
- Generally it is accepted …..

Agreeing with an Opinion

- Of course. - I agree with what you are saying but
- This is absolutely right. have you ever …..
- I agree with this opinion. - I agree, I never thought of that.
- I couldn’t agree more. - Neither, do I.
- That’s a good point.
- I think so too.

Disagreeing with an Opinion

- I am sorry, I don’t agree with you.
- I am not sure. I agree with you.
- I don’t agree with you.
- I am afraid I have to disagree with you.
- I do not believe that.
- By this I mean …..
- I disagree with you.
- I think you are wrong.
- That’s not the same thing at all.
- It is not justified to say so.
- I am convinced that ……
- I can’t say I agree with this, here’s
why…..

Examples of Opinions
- I reckon he might have been bullied in school.
- To be honest, I never thought that bullying was so prevalent in most schools.
- I believe bullying is totally an unacceptable practice in our school.
- I am not convinced that the majority of the people are not aware of this issue.

Examples of how to agree and disagree with an opinion

Statement Agree Disagree
Smoking should be I totally agree that smoking should I am sorry, but I tend to
banned in public places. be banned in public places. disagree with you on this.
Women should not I couldn’t agree more with you. I am afraid I have to disagree
work. Women should stay at home and with you on this.
 take care of their children.
‘Harry Potter’ book I think so too. ‘Harry Potter’ It’s not justified to say,
series is much better series has a much better and well- because both have different
than ‘Percy Jackson’ developed story line. plots.
series.
Online gaming should be Absolutely right. It should be, as it I don’t agree with you. It is a
banned. distracts students from studying. venue for the students to
develop their skills.

Polite Way of Disagreeing

1. I am afraid, I don’t agree with you on this matter.
2. Actually, as a matter of fact, I think we can look at it again and decide.
3. I feel compelled to disagree with you on this matter.
4. It occurs to me that you have closed your mind against any right opinion.
5. I understand where you are coming from, but you have to look at it from our perspective as well.

Impolite Way of Disagreeing

1. Do you really think like that?
2. Rubbish! Nonsense! I don’t agree with this.
3. I find it rather silly that you think like this.
4. You have a point, but have you ever thought how poor people on the street feel?
5. This opinion is absolutely useless. Please get out of here.

Polite Way of Giving an Opinion

1. I agree with you to a certain point, but I would appreciate if you look at it from another point
of view.
2. I think we should all work together to get rid our society of social evils.
3. You make a strong case for changing all the rules, but I think you might have overlooked the
fact that it is not possible.
4. To my mind, this is the truth and I believe it.

Impolite Way of Giving an Opinion

1. This is what I am getting at.
2. You want to know what I think? Let me think you what I think.
3. As far as I can say, this club is going to dogs.
4. This is the most distasteful book I have ever read.
5. The food here is absolutely inedible.
 Name : ...................................................................
Class : ...................................................................
Student number : ...................................................................

Opinions and Thoughts

Activity 1
Listen to the audio then fill in the gaps!

Opinions

We all have opinions on everything. Some of us have (1)_______________________.

Others have not-so strong opinions. And then there are those who

(2)_______________________ no opinion, which (3)_____________________ some

kind of opinion. It’s interesting how our opinions can (4)_____________________.

Even on the (5)_______________________. It’s also interesting to see how your

opinions change (6)_______________________. My (7)_____________________

change a lot. You have first impressions of someone, (8)_______________________

opinion. Then, as you get to know them, your opinions of them can change,

(9)__________________________. Whose opinion is right? I suppose it’s the person

who is strongest. They try to force their opinions on others. It’s important to listen

(10)_________________________ opinions of other people.

 Activity 2
Read the text carefully and answer the questions that follow!

Robots vs Workers

Robots have become a common sight in Japanese

factories. It is estimated that as many as sixty
percent of Japanese manufacturing firms now have
industrial robots or other computer equipment.
According to the Japan industrial Robot
Association, at least 100,000 robots have been
placed on production lines in Japan. There are more
robots in Japan than in the rest of the world.
The robots in Japanese factories are mostly
of one type-faceless bodiless, one-arm robots.
Most do the work of the shoulder, elbow, wrist, and
finger of a human.
Although the simple industrial robot was invented and first developed in the
United States, American factories have been slow to use them. However, American
scientists have been busy developing more humanlike robots which can work in
homes and offices.
What are the effects of using so many faceless, bodiless, one-arm robots in
Japanese factories? It is clear that there are many advantages. Robots have taken
over many of the hot, dirty, dangerous, tiring, and boring jobs on the production
line, especially in car factories. Secondly, robots are small, strong, and easy to use
and look after and are quite cheap. They also work faster and better than humans.
They make fewer mistakes and the quality of their work is better. It is easy to
see, therefore, the advantages of using industrial robots.
But what about the disadvantages? The main one is unemployment. It is
estimated that at least 50,000 workers in Japan have been replaced by robots.
Most of these workers are old middle-aged men and young women. Although some
workers have moved into other jobs in the factory such as sales or computer
programming, many workers now spend their time in unimportant positions on the
production line, like pushing buttons on robots.
 Even though the unemployment problem grow, it is clear that robots will
continue to be used, not only in large car factories but also in the smaller factories
and workshops all over Japan. As Professor Ichiro Kato of Waseda University says,
“Now robots are working out of sight, in factories, but by the year 2000s they will
be everywhere, in shops, in homes, working in full view. In the near future we can
expect the robots population of Japan to be something like 10 million – about 1
robot for every 10 human beings.”

1. What is the difference between American and Japanese Robots?

Answer: ...........................................................................................................................................
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2. What lesson can you learn from the text above?
Answer: ...........................................................................................................................................
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3. Why are robots used in the workplace? State your opinion with reasons.
Answer: ...........................................................................................................................................
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4. Will robots ever replace humans in every area of our working lives? Tell your
reasons for your opinion.
Answer: ...........................................................................................................................................
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5. What kind of jobs do you think robots will do in the future? Give an example to
support your opinion.
Answer: ...........................................................................................................................................
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 Activity 3
Work in pairs! Choose one of the topics bellow. Create a dialogue
of your opinion about your chosen topic. Follow the opinion-giving
technique you have previously learnt.

1. Do you think gaming 2. Do you think 3. Natural resources

affects the life of conservations of wildlife exploitation is a major
teenagers? Support your is important? Support problem. Support your
opinion with reasons and your opinion with reasons opinion with reasons and
examples. and examples. examples.

Answer:

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Activity 4
Work in pairs! Complete the following transactional conversations
using the expression of stating an opinion!

4. Banning of Cigarettes

I believe that smoking should be banned.

I don’t think I agree with you.

…………………………………………………………………………
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…………………………………………………………………………
…………………………………………………………………………

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5. Movies

What kind of movies do you like?

I like horror movies.

How can you like horror movies? It is so scary.

…………………………………………………………………………
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 …………………………………………………………………………
…………………………………………………………………………

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6. Buying a New Car

I think we should buy a new car.

Why? Our old car is fine and functional.

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Activity 5
Act out one of the conversations in Activity 4 for the class!
Listen and pay attention to your classmates’ conversation!