RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

MADRASAH ALIYAH NEGERI KOTA BATU

Mata Pelajaran Bahasa Inggris Materi Pokok/sub-MP Passive Voice

Kelas/Semester XI – IPS 3 / Genap Alokasi Waktu 3 x 45 menit

Basic 3.5 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
Competence transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan passive voice)
4.5 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/ kejadian tanpa
perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Indikator 3.5.1 Mengidentifikasi fungsi sosial teks memberi dan meminta informasi terkait
Pencapaian keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan pelakunya
Kompetensi dalam teks ilmiah, baik lisan maupun tulisan
(IPK) : 3.5.2 Mengidentifikasi struktur teks memberi dan meminta informasi terkait
keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan pelakunya
dalam teks ilmiah, baik lisan maupun tulisan
3.5.3 Mengidentifikasi unsur kebahasaan teks memberi dan meminta informasi
terkait keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, baik lisan maupun tulisan
4.5.1 Menggunakan teks memberi dan meminta informasi terkait keadaan
/tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks
ilmiah
4.5.2 Menyatakan dan menanyakan dalam bentuk passive dalam bahasa Inggris
dalam proses pembelajaran
4.5.3 Menyusun teks memberi dan meminta informasi terkait keadaan /tindakan/
kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah

A. Tujuan Pembelajaran
Melalui diskusi, tanya jawab, penugasan, presentasi dan elearning peserta didik dapat:
1. Mengidentifikasi fungsi sosial teks memberi dan meminta informasi terkait keadaan /tindakan/
kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, baik lisan maupun
tulisan
2. Mengidentifikasi struktur teks memberi dan meminta informasi terkait keadaan /tindakan/
kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, baik lisan maupun
tulisan
3. Mengidentifikasi unsur kebahasaan teks memberi dan meminta informasi terkait keadaan
/tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, baik lisan
maupun tulisan
4. Menggunakan teks memberi dan meminta informasi terkait keadaan /tindakan/ kegiatan/
kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah
5. Menyatakan dan menanyakan dalam bentuk passive dalam bahasa Inggris dalam proses
pembelajaran
 6. Menyusun teks memberi dan meminta informasi terkait keadaan /tindakan/ kegiatan/ kejadian
tanpa perlu menyebutkan pelakunya dalam teks ilmiah
B. Materi Pembelajaran
 Social Function
Fungsi social teks memberi dan meminta informasi terkait keadaan /tindakan/ kegiatan/
kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah
 Generic Structure
Struktur teks dari teks memberi dan meminta informasi terkait keadaan /tindakan/ kegiatan/
kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah
 Language Features
Unsur kebahasaan dari teks memberi dan meminta informasi terkait keadaan /tindakan/
kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah

C. Pendekatan/Model/Metode Pembelajaran
1. Pendekatan Pembelajaran: Saintifik (Mengamati, Menanya, Mengumpulkan Informasi/
mencoba, Menalar/mengasosiasi, Mengkomunikasikan)
2. Model Pembelajaran : Discovery Learning
3. Metode Pembelajaran : Ceramah plus diskusi, tanya jawab, games, tugas
D. Media/Alat dan Bahan Pembelajaran
1. Media/Alat : Laptop, LCD

2. Bahan Belajar : Video pembelajaran dan Lembar kerja siswa

E. Langkah-Langkah Kegiatan Pembelajaran

Pertemuan 1 (3x45 menit)

 Introduction (10-20 menit)

1. Mengkondisikan peserta didik untuk mengikuti pembelajaran dan menyapa.
2. Menjelaskan tujuan pembelajaran atau indikator pencapaian kompetensi yang akan dicapai.
3. Menyampaikan cakupan materi dan penjelasan uraian kegiatan pembelajaran, memberikan
orientasi terhadap materi yang akan dipelajari

 Core activities (105 minutes)

1. Guru Mereview materi tentang Passive Voice Simple Present dan Simple Past.
2. Guru memberikan materi baru mengenai Passive Voice Simple Future Tenses dalam bentuk
video.
3. Guru mereview video bersama peserta didik.

 Closing (10 minutes)

1. Ice beraking
2. Guru memberikan pekerjaan rumah, mengerjakan 20 soal, 10 soal pilihan ganda, 10 soal uraian.
2. Siswa dan guru melakukan refleksi dan menyimpulkan kegiatan pembelajaran dan manfaatnya
3. Siswa memperhatikan informasi tentang rencana kegiatan pembelajaran pada pertemuan berikutnya
4. Siswa dan guru mengucapkan salam perpisahan dan salam

F. Penilaian:
Penilaian Sikap : Melalui pengamatan pada karakter kerjasama
Penilaian Pengetahuan : Tes tulis bentuk uraian.
Penilaian Keterampilan :
 LEARNING IMPLEMENTATION PLAN (RPP)

MADRASAH ALIYAH NEGERI KOTA BATU

Subject Matter/Sub-
Subject English Language Passive Voice
topic
Class/Semester XI – IPS 3 / Genap Time Allocation 3 x 45 menit

Basic 3.5 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
Competence transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan passive voice)
4.5 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/ kejadian tanpa
perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Indicators of 3.5.1 Identifying the social function of texts giving and requesting information
Achievement of related to situations/actions/activities/events without needing to mention the
Competence doer in scientific texts, both orally and in writing.
(IAC): 3.5.2 Identifying the text structure of giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in
scientific texts, both orally and in writing.
3.5.3 Identifying the linguistic elements of texts giving and requesting information
related to situations/actions/activities/events without needing to mention the
doer in scientific texts, both orally and in writing.
4.5.1 Using texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in
scientific texts.
4.5.2 Stating and asking in passive voice in English during the learning process.
4.5.3 Composing texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in
scientific texts.

A. Learning Objectives :

Through discussions, question and answer sessions, assignments, presentations, and e-

learning, learners will be able to:

1. Identify the social function of texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific
texts, both orally and in writing.
2. Identify the text structure of giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific
texts, both orally and in writing.
 3. Identify the linguistic elements of texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific
texts, both orally and in writing.
4. Use texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific
texts.
5. State and ask in passive voice in English during the learning process.
6. Compose texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific
texts.

B. Learning Materials
• Social Function: The social function of texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific texts
• Generic Structure: The text structure of texts giving and requesting information related to
situations/actions/activities/events without needing to mention the doer in scientific texts
• Language Features: The linguistic features of texts giving and requesting information
related to situations/actions/activities/events without needing to mention the doer in scientific
texts

C. Learning Approach/Model/Methods:

1. Learning Approach: Scientific (Observing, Questioning, Collecting Information/Trial,

Reasoning/Associating, Communicating)
2. Learning Model: Discovery Learning
3. Learning Methods: Lecture with discussion, question and answer sessions, games,
assignments

D. Learning Media/Tools and Materials:

1. Media/Tools: Laptop, LCD

2. Learning Materials: Instructional videos and Student worksheets

E. Learning Activity Steps

Meeting 1 (3x45 minutes)

 Introduction (10-20 minutes)

1. Condition the learners to follow the lesson and greet them.

2. Explain the learning objectives or indicators of competency achievement that will be

achieved.

3. Conveying the scope of the material and an explanation of the description of learning
activities, providing orientation to the material to be learned.
  Core activities (105 minutes)

1. The teacher reviews the material on Passive Voice Simple Present and Simple Past.

2. The teacher provides new material about Passive Voice Simple Future Tenses in the form
of a video.

3. The teacher reviews the video with the students.

 Closing (10 minutes)

1. Ice beraking
2. The teacher gives homework, 20 questions, 10 multiple choice questions, 10 description
questions.
2. Students and teacher reflect and conclude the learning activities and its benefits.
3. Students pay attention to information about the plan for learning activities at the next
meeting
4. Students and teacher say goodbye and greetings

F. Assessment:

Attitude Assessment: Through observation on the character of cooperation

Knowledge Assessment: Written test in the form of description.

Skill Assessment:

TRANSLATE WITH FORMAL EQUIVALENCE THEORY :

Basic Competence, Indicators of Achievement of Competence (IAC), Learning Objective.
Reason : The translation maintains formal equivalence by preserving the structure and
terminology of the original text. This approach ensures that the translated learning objectives
convey the same educational aims and outcomes as the Indonesian text, facilitating effective
teaching and learning practices.
TRANSLATE WITH DYNAMIC EQUIVALENCE THEORY :

Learning Materials, . Learning Approach/Model/Methods, Learning Activity Steps,

Assessment

Reason : In dynamic equivalence theory, the focus is on conveying the meaning and purpose
of the original text in a culturally appropriate and understandable manner. The translation
aims to maintain the essence of the educational approach, model, methods, and materials
while adapting them to suit the target audience. This ensures that the translated version
effectively communicates the intended instructional strategies and resources to facilitate
learning.