RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Negeri
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester :
XI /1
Alokasi
Waktu : 2 jam pelajaran
I. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks fungsional pendek dan
monolog yang berbentuk hortatory exposition dan analytical exposition dalam
konteks kehidupan sehari-hari.
II. KOMPETENSI
DASAR
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: hortatory
exposition
dan analytical exposition
III. Indikator
1. Kognitif:
a. Proses
1.
Mengidentifikasi dengan tepat komponen Generic Structure and Grammar
Features dari hortatory exposition texts.
2.
Merespon dengan tepat wacana monolog yang berbentuk hortatory exposition
dengan memahami teks model dan menjawab pertanyaan terkait dengan wacana.
b. Produk
1.
Mengidentifikasi
text hortatory exposition berdasarkan generic structure dan language features
yang benar.
2.
Membuat
perbandingan antara text hortatory exposition dan analytical exposition.
2. Psikomotor:
a. Mengidentifikasi generic structure dan
language features sebuah text; hortatory dan analytical exposition
3. Afektif:
a.
Karakter: Berpikir kreatif, kritis, dan logis;
bekerja teliti, jujur, dan bertanggung jawab,
peduli, serta berperilaku
santun.
b. Keterampilan sosial:
bekerjasama, menyampaikan pendapat, menjadi pendengar yang baik, dan menanggapi
pendapat orang lain
IV. Tujuan Pembelajaran
1. Kognitif
a.
Proses
1.
Siswa dapat mengidentifikasi dengan
tepat komponen Generic Structure and Grammar Features dari hortatory exposition
texts.
2.
Siswa dapat merespon dengan tepat
wacana monolog yang berbentuk hortatory exposition dengan memahami teks model
dan menjawab pertanyaan terkait dengan wacana
b. Produk:
1.
Mengidentifikasi
text hortatory exposition berdasarkan generic structure dan language features
yang benar.
2. Membuat perbandingan antara text hortatory exposition
dan analytical exposition
2.
Psikomotorik:
a.
Siswa dapat mengidentifikasi generic
structure dan language features sebuah
text; hortatory exposition
dan analytical exposition.
3.
Afektif:
a.
Siswa dapat terlibat
secara aktif dalam
pembelajaran dan menunjukkan karakter berpikir
kreatif, kritis, logis, bekerja
teliti, jujur, dan berperilaku santun.
b.
Siswa dapat bekerjasama
dalam kegiatan praktik dan aktif
menyampaikan pendapat, menjadi pendengar yang baik, dan menanggapi pendapat
orang lain dalam diskusi.
V. Materi Pembelajaran
Hortatory
Exposition
To persuade the readers or the listeners that something should or
shouldn’t be the case
i.
Generic structure
a.
Thesis Position (Stating
an issue of concern)
b. Arguments Points (Giving
reasons for concern, leading recommendation)
c.
Recommendation
Stating
should or shouldn’t to happen. (There is an action)
ii.
Language Features
·
Uses present tense
·
Connectives/enumerations
·
Passive voice
Terlampir.
VI. Pendekatan Model Metode
Model Pembelajaran : Student Centre Learning (SCL)
Metode Pembelajaran : Explanation, Discussion, Tanya Jawab
VII. Alat dan Media
pembelajaran
- Handout
- Laptop+LCD
VII. Langkah-langkah Pembelajaran
(2 x 45 menit)
No
|
Aktivitas Pembelajaran
|
Penilaian
|
1
|
2
|
3
|
4
|
A Pendahuluan (15 menit)
|
1
|
Pre-teaching
Guru mereview materi analytical exposition
|
|
|
|
|
2
|
Guru menjelaskan materi yang akan
dipelajari
|
|
|
|
|
|
B Kegiatan Inti (65 menit)
|
1
|
Guru
menjelaskan tentang generic structure and language features of hortatory
exposition texts.
|
|
|
|
|
2
|
Guru
memberikan contoh hortatory exposition texts kepada siswa.
|
|
|
|
|
3
|
Guru meminta beberapa siswa untuk membaca text
tersebut dan menjelaskan generic structure dan language features pada text.
|
|
|
|
|
4
|
Guru
meminta siswa berdiskusi mengenai hortatory exposition text yang telah
disiapkan.
|
|
|
|
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5
|
Guru meminta siswa untuk membacakan hasil
diskusinya.
|
|
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6
|
Guru meminta siswa mengerjakan exercise yang telah
disiapkan
|
|
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7
|
membandingkan antara hortatory and analytical
text
|
|
|
|
|
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C
|
Penutup (10 menit)
|
|
|
1
|
Guru me-review
hortatory exposition text.
|
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2
|
Guru memberikan
homework kepada siswa.
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H. Penilaian
Teknik : Penilaian Produk
Penilaian
Afektif (LP-01 – LP-03)
|
Bengkulu, 19 Januari 2012
|
Example of texts
Text 1
Is it important to know what your kids
are watching? Of course yes. Television can expose things you have tried to
protect them from, especially violence, pornography, consumerism, etc.
A study demonstrated that spending
too much time on watching TV during the day or bedtime often causes bedtime
disruption, stress, and short of sleep duration.
Another research found that there
is a significant relationship between the amount of time spent for watching
television during adolescence and early adulthood, and the possibility of being
aggressive.
Meanwhile, many studies have
identified a relationship between kids who watch TV a lot and being inactive
and overweight.
Considering some facts mentioned
above, protect your children with the following tips:
1.
Limit
television viewing to 1 – 2 hours each day
2.
Do
not allow your children to have a TV set in their bedrooms
3.
Review
the rating of TV shows that your children watch
4.
Watch
television with your children and discuss what is happening the show
Text 2
Smoking in restaurants
Smoking in restaurants is just not
on. It must not be allowed because it is rude, harmful to others and dangerous
for the smokers.
Firstly, smoking in a restaurant is
impolite. The smell of the smoke affects all people and can turn them off their
food. People pay to taste good food and not to be put off by foul smelling
smoke.
Another reason smoking should not
be allowed in restaurant is the harm it can do to others. Passive smoking that
is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a
health risk to the smokers. Cigarettes cause heart and lung disease and people
should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants
is impolite, harmful to others and a health risk to the smokers and should not
be allowed in any restaurants.
EXERCISE
Bring Mobile Phone to School. Ban or not?
Recently most people own mobile phone. Why does mobile
phone user increase dramatically in recent years? First, the feature and
functions has increased. Mobile phone is not used just for calling, but sending
text, taking pictures, recording videos, accessing internet, playing games and
much more. Second, mobile phone has also become a lot cheaper. Now this
communication device does not only fill the pocket of adult but also teenager
and student. However should they be allowed to bring them to school?
Many schools do not allow students to bring cell phones to
school. It is very reasonable because bringing phone to school potentially
disrupts the learning process. Most students use cell phones irresponsibly.
They use cell phones to talk to their friend during class time. They also use
the calculator and camera features in the class as well. Those potentially lead
less concentration in the time of learning and teaching process.
Students go to school to learn and behave fair way. Mobile
phones provide a large temptation to cheat in tests. They can communicate to
anyone and almost anywhere in the world. Because of the small size of the cell
phone, students can send a text quietly and discreetly. The text can go
unnoticed anywhere to get help on answering tests, homework, and other class
assignment. Learning in school is to behave fair not cheating.
Therefore, schools should ban
students from bringing their cell phones. However it should be done fairly. In
case of an emergency some student need a call for help, providing easy access
to phone is better.
1. What kind of text above?