RENCANA PELAKSANAAN
PEMBELAJARAN (RPP)
Nama Sekolah : SPM NEGERI 1 IDI TUNONG
Kelas/Semester : VII/1
Nama Pelajaran : Bahasa Inggris
Skill/Fokus : Berbicara
Waktu : 2 x 45
menit
I.
Standar Kompetensi (Ref. 3 Berbicara)
Mengungkapkan
makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat.
II.
Kompetensi Dasar (Ref 3.1)
Melakukan interaksi dengan lingkungan terdekat yang
melibatkan tindak tutur: Menyapa orang yang belum dikenal, Memperkenalkan
diri sendiri/orang lain dan memerintah atau melarang
III.
Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan baik dan benar cara-cara menyapa
Proses : Memahami berbagai situasi dan peristiwa sebelum Menyapa.
2.
Psikomotor
1. Melafalkan dengan benar
ungkapan-ungkapan Greeting.
2. Merespon berbagai ungkapan Greeting.
3.
Afektif (Karakter sosial dan individu)
Karakter
1. Ikut serta dalam semua aktifitas
pembelajaran selama proses pembalajara.
2. Bertanggung jawab terhadap tugas yang diberikan
Sikap
1. Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
2. Mengungkapkan pendapat dengan sopan
dalam kegiatan pembelajaran dalam kelas
3. Mendengar pendapat orang lain dengan
baik tanpa menyanggah/memotong
4. Berpendapat secara baik dalam berdiskusi
IV.
Indikator
1. Kognitif
Produk : Mengetahui dengan baik dan benar cara-cara Menyapa.
Proses : Memahami
berbagai situasi dan peristiwa sebelum Menyapa.
2. Psikomotor
1. Melafalkan dengan benar
ungkapan-ungkapan Greeting
2. Merespon berbagai ungkapan Greeting
V.
Mode of Learning
Method : Communicative Language Teaching
(CLT)
Technique :
VI.
Learning Material
Ungkapan
tentang Greeting ( Formal and Informal )
Modeling Dialogues
Ranti meets her teacher, Mr Bakri at
the post office.
Ranti : Good
afternoon, Sir.
Mr Bakri : Good
afternoon. You are ....
Ranti : Ranti,
Sir. My name is Ranti. How are you?
Mr Bakri : I am fine,
thank you. And how about you?
Ranti : I am fine,
too.
Mr Bakri : Well,
Ranti. I have to go now. Pleased to meet you.
Ranti : Pleased to
meet you, too, Sir.
Dewi : Hello, I’m
Dewi. What’s your name?
Dani : Hello,
Dewi. I’m Dani Perdana. Please call me Dani.
Dewi : Where do
you live, Dani?
Dani : I live at
Jl. Achmad Yani 27.
Dewi : Oh, do
you?
Dani : Yes, I do.
Dewi : So, we are
neighbours.
Dani : Are we?
Dewi : Yeah. I
live at 8.
VII.
Media
Color
Coded Card
VIII.
Teaching-Learning Activities
Activity Number
|
Description
|
Time Allocation
|
|
Kegiatan Awal
|
|
1.
|
Guru
menyatakan beberapa pernyataan/opini dan pertanyaan yang berhubungan dengan
ungkapan sapaan.
·
Pernahkan kamu menyapa?
·
Bagaimana cara kita menyapa?
|
|
|
Kegiatan Inti
|
|
1.
|
Guru
memberikan beberapa contoh ungkapan yang dipakai untuk menyapa di papan tulis dan
memberikan contoh dialog yang
menggunakan sapaan.
|
|
2.
|
Guru menyuruh murid untuk membaca dialog di depan kelas
|
|
3.
|
Guru membagi murid menjadi beberapa kelompok dan ditugaskan untuk membuat
percakapan yang menggunakan ungkapan sapaan.
|
|
4.
|
Setiap kelompok yang sudah siap diperintahkan untuk membaca ke depan
|
|
|
Kegiatan Akhir
|
|
1.
|
Siswa
menyebutkan kembali ungkapan tentang
sapaan. Guru mengambil kesimpulan dari materi
yang telah diajarkan
|
|
IX.
Sumber Pembelajaran
ü Buku teks Bahasa Inggris, Look Ahead
ü OS 1 :
Produk (observation sheet 1)
ü OS 2 :
Proses
ü OS 3 :
Psikomotor
ü OS 4 :
Personal Character
ü OS 5 :
Social Behavior
ü Rubrik Penilaian
ü Silabus
X.
Assessment
No
|
Name
|
Language Skill and Komponen
|
||||
Pronunciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
||
1
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
4
|
|
|
|
|
|
|
5
|
|
|
|
|
|
|
Rubrik Penilaian
Speaking:
Criteria
|
Rating Score
|
Remarks
|
|
Pronunciation
|
5
|
Has a few treces of foreign language.
|
|
|
4
|
always intelligible, though one is conscious of a definite
accent.
|
|
|
3
|
pronunciation problem necessitates concentrated listening and
occasionally lead to misunderstanding.
|
|
|
|
||
|
2
|
very hard to understand because of pronunciation problem, most
frequently be asked to repeat.
|
|
|
|
||
|
1
|
pronunciation problem to serve as to make speesch virtually
unintelligible.
|
|
Grammar
|
5
|
make free (if any) noticeable errors of grammar and word order.
|
|
|
4
|
occasionally makes grammatical or word orders errors that do
not, however, obscure meaning.
|
|
|
|
||
|
3
|
make frequent errors of grammar and word orders, which
occasionally obscure meaning.
|
|
|
|
||
|
2
|
grammar and word order errors make comprehension difficult, must
often rephrase sentences.
|
|
|
|
||
|
1
|
errors in grammar and word order, so, severe as to make speech
virtually unintelligible.
|
|
|
|
||
Vocabulary
|
5
|
use of vocabulary and idioms is vrtually that of native speaker.
|
|
|
4
|
sometimes uses inappropriate terms and must rephrase ideas
because of lexical and equities.
|
|
|
|
||
|
3
|
frequently uses the wrong words, converstion somewhat limited
because of inadequate voacabulary.
|
|
|
|
||
|
2
|
misuse of words and very limited vocabulary makes comprehension
quite difficult.
|
|
|
|
||
|
1
|
vocabulary limitation so extreme as to make conversation
virtually impossible.
|
|
|
|
||
Fluency
|
5
|
speech a s fluent and efforts less as that one of native
apeaker.
|
|
|
4
|
speed of speech seems to be slightly by language problem
|
|
|
3
|
speed and fluency are rather strongly affected by language
problem
|
|
|
2
|
usually hesitant, often farced into silence by language
limitation
|
|
|
1
|
speech is so halting and fragmentary as to make conversation
virtually impossible
|
|
|
|
||
Comprehension
|
5
|
appears to understand everything without difficulty
|
|
|
4
|
understand nearly everything at normal speed although
occasionally repetition may be necessary
|
|
|
|
||
|
3
|
understand most of what is said at slower than normal speed
without repetition
|
|
|
|
||
|
2
|
has graet difficulty following what is said can comprehend only
"social conversation" spoken slowly and with frequent repetition.
|
|
|
|
||
|
1
|
can not be said to understand even simple conversational
English.
|