RENCANA PELAKSANAAN PEMBELAJARAN

(TATAP MUKA)
SMAS K KOLESE SANTO YUSUP MALANG
TAHUN PELAJARAN 2022-2023

MATA PELAJARAN : BAHASA INGGRIS

KELAS / SEMESTER : XII MIPA-IPS-BHS / 5
MATERI : IMPERATIVE SENTENCE (IF CLAUSE)
KOMPETENSI DASAR : 3.4 menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
pengandaian diikuti oleh perintah/saran, sesuai dengan
konteks penggunaannya. (Perhatikan unsur kebahasaan if
dengan imperative, can, should)
4.4 menyusun teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi
terkait pengandaian diikuti oleh perintah/saran, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
ALOKASI WAKTU : 7  45 MENIT

A. TUJUAN PEMBELAJARAN
Melalui pengamatan dan diskusi peserta didik mampu mengetahui tujuan penggunaan imperative sentence
dan menggunakannya dalam konteks yang tepat bersama kalimat pengandaian dengan tata bahasa yang
benar

B. LANGKAH-LANGKAH PEMBELAJARAN
1. PENDAHULUAN (10 MENIT), TPACK DAN PPK
● Peserta didik berbaris di depan kelas (jika pelajaran jam ke-1) lalu masuk kelas
● Untuk melihat agenda hari ini dengan disiplin. (PKK)
● Peserta didik mengikuti kegiatan berdoa dengan baik. (PKK)
● Peserta didik menyiapkan keperluan pelajaran

2. KEGIATAN INTI (70 MENIT), TPACK

Kegiatan:
Pengenalan konsep
● Peserta didik mengamati beberapa gambar yang mengandung imperative sentence dan memberi
tanggapan tentang apa yang disampaikan dalam gambar tersebut
● Peserta didik mencoba menebak tujuan penggunaan imperative sentence seperti digunakan dalam
gambar

Mendalami konsep dan materi

● Peserta didik membaca beberapa imperative sentence
● Peserta didik menganalisis perbedaan beberapa imperative sentence
● Peserta didik memeragakan cara mengucapkan beberapa imperative sentence
● Peserta didik melihat kembali materi conditional clause type I
● Peserta didik membuat imperative sentence yang disertai klausa if… atau sebaliknya
 ● Peserta didik menganalisis tujuan penggunaan klausa if pada imperative sentence
● Peserta didik menyusun teks percakapan mengandung imperative sentence beserta klausa if…

3. PENUTUP (10 MENIT), TPACK DAN PPK

● Peserta didik mengupload tugas ke Ruang Belajar Kosayu bagian penugasan (jika ada) atau langsung
menyerahkan kepada guru
● Peserta didik mengisi refleksi pembelajaran melalui google form:
https://forms.gle/qa6YrQTarYD3fQQ49
● Pembelajaran ditutup dengan salam.

C. PENILAIAN, TPACK DAN PPK

1. PENGETAHUAN
● Mengenali tujuan penggunaan imperative sentence dan klausa if sesuai konteks dan tata bahasa
yang benar

2. KETERAMPILAN
● Menyusun teks percakapan yang mengandung imperative sentence dan klausa if
3. SIKAP
● Jurnal guru dan penilaian diri tentang disiplin dan bertanggung jawab mengikuti proses belajar,
pengumpulan tugas, dan pengumpulan tes tertulis.

D. REFLEKSI SISWA
Refleksi diri pemahaman materi:
NO PERTANYAAN YA TIDAK
1. Apakah saya mampu mengidentifikasi informasi dari grafik?
2. Apakah saya mampu menjelaskan perbedaan informasi antara 2 grafik?
3. Apakah saya mampu memahami arti dan fungsi grafik dalam kehidupan sehari-
hari?

E. REFLEKSI GURU
NO PERTANYAAN
1. Apakah pembelajaran sudah melibatkan siswa?
2. Apakah tingkat pemahaman siswa sudah sesuai dengan tujuan pembelajaran?
3. Apa kendala yang dialami pada pembelajaran ini?
4. Apa rencana perbaikan untuk pembelajaran berikutnya?

*TPACK = TPCK= Technological Pedagogical Content Knowledge

*PPK = Penguatan Pendidikan Karakter
 LAMPIRAN 1
PENILAIAN SIKAP

A. Bentuk instrumen : lembar observasi

B. Kisi-kisi :

Sikap Butir Perilaku

Disipli Menunjukkan sikap disiplin dengan mengikuti zoom dengan tepat waktu
n
Menunjukkan sikap disiplin dengan mengikuti mengumpulkan tugas
secara tepat waktu
Menunjukan sikap disiplin dalam mengumpulkan tes tertulis dengan tepat
waktu

Hasil Observasi dituliskan ke dalam Jurnal Pembelajaran di Kelas

No Hari, Nama No Kejadian Tindak Lanjut

Tanggal Absen
1
2
3
4
5
ds
t
 LAMPIRAN 2
PENILAIAN PENGETAHUAN

Once you get to the Merry Road, take the first turn on the left.
direction
wish
advise
command
request

Put the flour in a bowl then put in two eggs.

instruction
wish
advise
command
request

Copy the same footage and paste it into another video layer to enhance the color.
If you want to activate the snipping tool, star with clicking the windows icon on the corner.
Press the yellow button twice and the indicator light will flicker.
Open page 25 to 34. You can find the chapter you need to read.

command/ order
(whispering) There is someone suspicious outside. Get the light off.
command
request
invitation
direction
advise

Henry, turn it down! We’ve got a sleeping baby here.

command
request
invitation
direction
advise

Always submit your file in pdf form.

order
request
invitation
direction
advise
Put the paper on my desk before Friday. We are discussing it on Saturday’s meeting.
We need to save money from electricity. Switch off the TV whenever you feel sleepy.
Come into my office. I need to talk to you.

request
Hello George. I’ll be a little late tonight and I forget to bring my key. So leave the door unlocked for me,
alright.
request
command
invitation
wish
instruction

Please give me a call when you’ve got some news about it

Oh my….that’s my favorite pizza. Spare some for me, okay. I’ll be back in a minute.
Send the video to me and I’ll watch it once I am done with this one.
request
command
invitation
wish
advise

Yes, you may have some cookies. Please bring me some too.
request
command
invitation
wish
advise

*an accident has just broken+ A witness shout: “Somebody call the ambulance!”
request
command
invitation
wish
advise

invitation/wish
Have the best day of the year
wish
order
advise
request
invitation

Come over someday. Our door is always open for you.

invitation
order
advise
request
wish

Sleep well and win tomorrow

wish
order
advise
request
invitation

Join us on Thursday this week

Take a look at this. Isn’t it funny?
Call me anytime you need me.

advise
Please maintain 6 feet distance among vehicles
Always remember to inform him if you have some problem.
Make sure you don’t spent all your money unless you have too.
Brush your teeth the time before your night sleep
It is a dangerous zone. Watch each other’s back.
Choose the design wisely. It stays on your skin forever.
 LAMPIRAN 3
PENILAIAN KETERAMPILAN

Penilaian aspek Keterampilan (Reading Comprehension)

Aspek (Bobot Maksimal) Nilai
Selalu memahami teks, tidak semata-mata memaknai kata-kata. (15)
Memahami tujuan membaca, melakukan pengaitan, prediksi, dan atau inferensi dalam
wacana. (15)
Memahami informasi penting dalam wacana (15)
Melakukan koreksi sendiri, membaca ulang bila dirasa perlu untuk meningkatkan
pemahaman (15)
Melakukan jeda secara berkala untuk memastikan pemahaman atau menerapkan
pemikir reflektif (15)
Membaca untuk kesenangan atau untuk menemukan sesuatu. !15)
Menunjukkan sikap positif terhadap membaca (15)

Penilaian aspek Keterampilan (Writing)

Kriteria
(Bobot Maksimal) Skor Deskripsi
Kesesuaian langkah 41-50 Excellent to very good:
retorika (sejauh Komunikasi efektif, sangat konsisten dengan bentuk teks khusus,
mana penataan ungkapan tertata dengan baik dan teratur, hubungan antar bagian teks
tulisan jelas.
mempertimbangkan 31-40 Good:
pemahaman Komunikasi cukup efektif, umumnya konsisten dengan bentuk teks
pembaca terhadap khusus, organisasi dan urutan ungkapan umumnya tertata dengan
discussion teks baik dan teratur, hubungan antar bagian teks umumnya jelas.
21-30 Fair:
Komunikasi kadang cukup efektif, konsisten benuk teks khusus
kadang terabaikan, penataan kadang sulit diikuti, hubungan antar
bagian teks kadang tidak jelas.
11-20 Inadequate:
Komunikasi tidak efektif, maksud tidak jelas, tidak mengikuti bentuk
teks khusus, penataan dan urutan ungkapan antar bagian teks tidak
jelas.
Inacceptable:
1-10 Tidak bisa dipahami sama sekali, mengabaikan bentuk teks khusus,
tidak ada penataan teks.
Kelayakan bentuk 41-50 Excellent to very good:
(sejauh mana Layout, spelling, verb, conjunction, punctuation, accent, agreement,
tulisan memenuhi capitalization, dan neatness sangat memenuhi aturan-aturan teks.
aturan bentuk 31-40 Good:
spelling, kerapian Layout, spelling, verb, conjunction, punctuation, accent, agreement,
dll capitalization, dan neatness umumnya memenuhi aturan-aturan teks.
21-30 Fair:
Layout, spelling, verb, conjunction, punctuation, accent, agreement,
capitalization, dan neatness sebagian memenuhi aturan-aturan teks.
 11-20 Inadequate:
Layout, spelling, verb, conjunction, punctuation, accent, agreement,
capitalization, dan neatness umumnya tidak memenuhi aturan-aturan
teks.
1-10 Inacceptable:
Layout, spelling, verb, conjunction, punctuation, accent, agreement,
capitalization, dan neatness tidak memenuhi aturan-aturan teks.

Penilaian aspek Keterampilan (Speaking)

Aspek Skor Deskripsi
(
BobotMaksimal)
16-20 Dapat dipahami walaupun dengan aksen tertentu.
Pronunciation Terdapat masalah dalam pelafalan yang membuat lawan bicara harus
(20) 11-15 berkonsentrasi penuh untuk memahaminya dan terkadang terjadi
kesalahan dalam memahami.
6-10 Sulit untuk dipahami karena terdapat masalah dalam pelafalan, dan
acapkali masalah yang sama berulang.
1-5 Sering terdapat kesalahan dalam pelafalan sehingga sulit untuk
dipahami.
16-20 Kadang-kadang membuat kesalahan gramatika namun tidak
Grammar mempengaruhi makna.
(20) 11-15 Sering terdapat kesalahan gramatika yang mempengaruhi makna.
6-10 Banyak kesalahan gramatika yang menghambat makna dan kalimatnya
tampak harus ditata ulang.
1-5 Kesalahan gramatika yang parah sehingga sulit untuk dipahami.
16-20 Kadang-kadang melafalkan kosakata dengan cara yang tidak tepat dan
Vocabulary harus menjelaskan gagasan karena kosakata yang tidak memadai.
(20) 11-15 Sering menggunakan kosakata yang tidak tepat sehingga percakapan
menjadi terbatas karena keterbatasan kosakata.
6-10 Menggunakan kosakata yang salah karena minimnya kosakata
sehingga sulit untuk dipahami.
1-5 Kosakata sangat minim sehingga percakapan tidak mungkin
berlangsung.
16-20 Kefasihan sedkit terhambat oleh masalah bahasa.
Fluency 11-15 Banyak kesalahan dalam masalah bahasa.
(20)
6-10 Sering ragu dan berhenti selama percakapan sehingga percakapan sulit
untuk berlangsung.
1-5 Sering terputus dan berhenti selama percakapan sehingga percakapan
sulit berlangsung.
16-20 Mayoritas memahami secara keseluruhan walaupun terdapat
Comprehension pengulangan di bagian tertentu.
(20) 11-15 Mayoritas memahami apa yang dia katakan walaupun beberapa
pengulangan.
6-10 Sulit untuk mengikuti apa yang lawan bicara katakan, hanya
 memahami percakapan dalam ritme yang lambat dan banyak
pengulangan.
1-5 Tidak memahami walaupun percakapan sederhana sekalipun.
LAMPIRAN 4
BAHAN AJAR

Getting into the concept

Have a look at these pictures and answer some questions follow.
What this street sign tells you?
Click or tap here to enter text.

What is the reason the sign was put there?

Click or tap here to enter text.

What about this one?

Click or tap here to enter text.

Where do you think the sign is

usually put?
Click or tap here to enter text.

What can you say about this two signs?

Click or tap here to enter text.

Why are they put at the same area?

Click or tap here to enter text.
 What difference does this picture have from
the previous pictures?
Click or tap here to enter text.

Do you think the

message in this picture
is ordering anyone to
do something?
Click or tap here to enter
text.

What is your
argument?
Click or tap here to enter
text.
What does this one tell you? Click or tap here to enter text.
 What about this one? Click or tap here to enter text.

Would you tell the difference between the sign in the upper picture and the one in
the lower picture?
Click or tap here to enter text.

What is similar from them?

Click or tap here to enter text.

Imperative Sentence
Definition of Imperative Sentence
An imperative sentence is a type of sentence that gives instructions
or advice, and expresses a command, an order, a direction, or a
request. It is also known as a jussive or a directive. Depending upon
its delivery, an imperative sentence may end with an exclamation mark
or a period. It is usually simple and short, but could be long and
complex, depending upon its context.
For instance, John F. Kennedy shares a wish with his people, when he
stated, “And so, my fellow Americans: ask not what your country can do
for you; ask what you can do for your country.” (President John
Kennedy in his Inaugural Address, 1961). Note that this imperative
sentence is not only long, but simply and ends with a period.

Types of Imperative Sentence

1. Share a Wish or Request – This type of imperative sentence shares
polite wishes and requests with someone, such as, “Have a good day!”
2. Offer an Invitation – This type of imperative sentence extends an
invitation, such as, “Please join me for dinner tonight.”
3. Share a Command/Request – This type of imperative sentence gives a
command or shares a request, such as, “Stop beating the dog!”
4. Give Instructions – This type of imperative sentence gives
instructions, such as, “Let him cool down, and then ask about the
incident.”

Everyday Use of Imperative Sentence

1. Consider vegetables over meat. (Advice)
2. Leave this luggage at the gate. (Direction)
3. Come here, check these documents, and give me your opinion. (Order)
4. Put it down now! (Command)
5. Please clean your room. (Request)
Examples of Imperative Sentences in Literature

Example #1: I have a Dream (by Martin Luther King, Jr.)

“You have been the veterans of creative suffering. Continue to work with the faith that
unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South
Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our
northern cities, knowing that somehow this situation can and will be changed.”
All the sentences shown in italics are imperative sentences. The tone of the speaker is to
convey a sense of command, as well as advice.

Example #2: At the Bottom of the River (by Jamaica Kincaid)

“Wash the white clothes on Monday and put them on the stone heap; wash the color clothes
on Tuesday and put them on the clothesline to dry; don’t walk barehead in the hot sun … when
buying cotton to make yourself a nice blouse, be sure that it doesn’t have gum on it, because
that way it won’t hold up well after a wash; soak salt fish overnight before you cook it …”
This entire passage is in imperative sentences. All of them have commanding tones. The
speaker is giving instructions, requests, and commands to someone about what to do or what
not to do.

Example #3: Fergus and the Druid (by William Butler Yeats)
“Take, if you must, this little bag of dreams;
Unloose the cord, and they will wrap you round.”
In this example, Druid offers a bag to Fergus, which is filled with dreams. This bag helps him to
know all in the end. These imperative sentences have used the tone of advice.

Example #4: Self Reliance (by Ralph Waldo Emerson)

“A foolish consistency is the hobgoblin of little minds, adored by little statesmen and
philosophers and divines. With consistency a great soul has simply nothing to do. He may as
well concern himself with his shadow on the wall. Speak what you think now in hard words, and
tomorrow speak what tomorrow thinks in hard words again, though it contradict every thing
you said today.”
 In the above passage, the speaker is giving direction and advice to the audience regarding the
importance of speaking during hard times.
Example #5: The Princess Bride (by William Gold)
Westley: Give us the gate key.
Yellin: I have no gate key.
Inigo Montoya: Fezzik, tear his arms off.
Yellin: Oh, you mean this gate key.
In the first line, the character “Westley” has requested but without using appeals. In the third
line, the character has given an order to break “Yellin’s” arms.
The movie clip from The Princess Bride movie is here

Function of Imperative Sentence

An imperative sentence plays an important role in writing as well as in speaking. It is not

very common in literary writing, but very important in everyday conversational language.
Besides this, it is commonly used in advertisements, manuals, instructions and road signs.
It is more intentional as compared to an exclamatory sentence, as it requires a specific
audience to be addressed. Writers mostly use imperatives to give clear and straightforward
instructions, commands, or to express displeasure, likeness, fondness, and love through
their writings.
https://literarydevices.net/imperative-sentence/

Here is sample of patterns in case you need one to construct a conversation.

Getting into conversation
Try to guess whether or not these conversations contain imperative sentence.
Mrs. Curb : Always close that door behind you, Albert Choose an item.
Albert : Alright, Mom.

Mrs. Curb : Have you done with the paper, darling? Choose an item.
Mr. Curb : Nearly. I am about finish it right now.

Albert : Dad. Do you see my scissors? Choose an item.

Mr. Curb : Ow. You can get it on the blue table.

Mrs. Curb : Albert. Can you help me open this can? Choose an item.
Albert : OK. Wait…we don’t use this one, Mom. It’s expired.

Mr. Curb : Honey, do you see the car key? It’s not on the basket. Choose an item.
Mrs. Curb : Ow…I put it on the blue table.
Mr. Curb : It supposed to be stationary.
Learn from clips
Watch this clip from a movie and guess the imperative sentence should be used.
https://www.youtube.com/watch?v=Z3pAsKHRItg
https://www.youtube.com/watch?v=gO8N3L_aERg

Composing conversation
Compose a conversation containing imperatives based on these pictures
example:

“Morning coffee! I can’t live without it.”

“I agree. Better sip when it’s still warm. Wow, watch it!”
“Oh no. I have to dry this laptop.”
“I hope it’s alright. Here have my coaster. I still have another one.”
“Thank you.”
“Make sure you use it next time.”
 Use at least five of these lines
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Enrichment
In any language there is one use of language which so called the speech act.
It might look or sound like making a statement but bring imperative function.
To make it clear, when someone doing a speech act, he says a certain fact in order to tell someone
else to do something.

In the comic strip, Louie the dog said “Technically you still haven’t (said it).”
What he meant is not only to let his owner know that she had not said that Louie was a wonderful
dog but also he needed to hear her say “You are a wonderful dog, Louie.” Probably he also wanted
it while her owner rubbing his head.
Another example of use of speech act is what usually happens at home:
Let’s see this home conversation
Tina : Hi mom. Are you busy?
Mom : Not really. What is it, darling?
Tina : I have to tell you that I have spent all of my allowance this week.
Mom : Oh really? So?
Tina : So It means I don’t have any more money.
Mom : (smile) That’s a good conclusion. You are a smart girl.
Tina : (with sad face) Mom?
Mom : (smile) Don’t worry, honey. I can cook you good food.

The above conversation is a funny case.

When Tina says “I have to tell you that I have spent all of my allowance this week.”, she is actually
asking her mom to give her extra allowance.
Her mother actually knows her intention but she ask for further explanation to tease her.
Tina then say, “So It means I don’t have any more money.” to ask her mother further to give her
what she wants.
Hilariously, her mother teases her more by saying, “That’s a good conclusion. You are a smart girl.”
which also means she is not going to give her daughter money.
Tina’s mother disagreement is strengthened when she says, “You can still eat at home.”
It means that the mother actually tell Tina to be wiser when she spend her allowance in the future
and instead of buying snacks, she has to bring food from home.

Speech act is frequently used by most people of different languages and from various cultural
background. Even though it works in many ways, we might want to consider a polite, straight
forward and more elaborate way to say want we intend others to do.
In Tina’s case, she could have said:
”Mommy. Could you please give a little more money? I have spent the rest of my allowance for a
book I really need. I am afraid that it will be sold out so I bought it yesterday. I will save more for
such stuff in the future.”
 LAMPIRAN 5
LEMBAR KERJA SISWA

After reading and reading practices, now let us try to find out whether our school has already implemented
Imperative Sentence throughout the area.
1. Put yourself into groups of 6 (six). Mind the total of your class members.
2. Choose an area from the list below. Responsibly.
3. Sit with your group to discuss about the selected area.
4. Imagine what kind of “Imperative with if sign” could be implemented there.
5. When the 10 minutes are up, go with your group to the designated area. Only two (2) phones are
allowed to be taken. Your group and you have 20 minutes to observe; including the time to reach the
area.
6. Observe the area. You have to pay attention to the time so that you will not be later than the time given
by your teacher. You’d better set an alarm.
7. Take notes about everything you need to know.
8. Follow this chart. You can add more item(s) if you need it.
Dimension of the sign
compared to the area
Length

Width

Height

Urgency

9. When you have gathered the essential information, try to think about these things.
The size of the
sign
How to make

How to present

Who is in charge
with what

10. Next step is to prepare a presentation about your group’s “Imperative with if sign” project.
 Places at School Class-numbers, RBK style
1 Your own classroom and its corridor
2 Entrance gate
3 Security HQ
4 Administration Office
5 Boys’ Toilet
6 Girls’ Toilet
7 Gardens
8 Wash Basins
9 PE areas
10 Food courts (labela)
11 Food courts (kopsis)
12 Food courts (kantin)
13 Teachers’ Lounge
14 School Hall
15 Band Room
16 Choir Room
17 Headmaster’s Office
18 Mr. Tri’s Office
19 Mr. Wisnu’s Office
20 Ms. Lindayanti’s
21 Pater Yoldi’s Office
22 Counseling Rooms 1 (Ms. Rosa’s)
23 Counseling Rooms 2 (Sister Vincent’s)
24 Counseling Rooms 3 (Mr. Heri’s)
25 Counseling Rooms 4 (Mr. Bismo’s)
26 Counseling Rooms 5 (Ms. Dea’s)
27 Counseling Rooms 6 (Ms. Dwi’s)
28 Counseling Rooms 7 (Ms. Aning’s)
29 Counseling Rooms 8 (Ms. Rita’s)
30 Dorm’s Front Garden
31 Physics Lab
32 IT Lab(s)
33 Language Lab
34 Chemistry Lab
35 Biology Lab
36 Kosayu Store
37 Photocopy Centre
38 SPUN
39 Upper Parking Lot
40 Flag Ceremony Area
41 Front of Chapel
42 Water Bottle Refill Area(s)
43 Garbage Bins Area
44 Stairs (bottom and top)
45 On The Tree Trunks(s)
46 School’s Male UKS
47 School’s Female UKS
48 Mr. Mawan’s HQ
49 Library 1st floor
50 Library 2nd floor