Nama : Laras Aprillia
Nim : 141100644
Semster/Unit : VI/1
Jurusan/Prodi : Tarbiyah/PBI
RENCANA
PELAKSANAAN PEMBELAJARAN (RPP)
Nama
Sekolah : SMAN 1 Langsa
Kelas/Semester : XII/1
Nama
Pelajaran : Bahasa
Inggris
Skill/Fokus : Menulis
Materi : Narrative
Text
Waktu :
45 Menit
I. Standar Kompetensi
Mengungkapkan makna dalam teks esei
berbentuk report, narrative, dan analytical exposition dalam
konteks kehidupan sehari-hari
II. Kompetensi Dasar
Mengungkapkan makna dan langkah
retorika dalam esei dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk: report,
narrative, dan analytical
exposition
III. Tujuan Pembelajaran
1. Kognitif
Produk : Mengetahui dengan benar isi narrative text.
Proses : Memahami makna narrative text.
2. Psikomotor
1. Menulis
kalimat dengan isi narrative text.
2. Merespon
dan memahami berbagai konteks narrative
text.
3.
Afektif
(Karakter sosial dan Individu)
Karakter
1.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
2.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
1.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
2.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
3.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
4.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
5.
Berpendapat secara baik dalam diskusi
IV. Indikator
1. Kognitif
Produk : Mengetahui dengan benar isi narrative text.
Proses : Memahami makna narrative text.
2. Psikomotor
1.
Menulis kalimat narrative text.
2.
Merespon dan memahami berbagai konteks narrative text.
3.
Afektif
(Karakter sosial dan Individu)
Karakter
1.
Ikut serta dalam semua aktifitas pembelajaran
selama proses pembelajaran
2.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
1.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
2.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
3.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
4.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
5.
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Small Group dan Multiple Intelligence :
word smart and picture smart.
VI. Learning Material
NARRATIVE TEXT
· Purpose : to amuse or entertain
· Text organization :
v Orientation
v Complication
v Resolution
· Language Features :
v Focus
on spesific and individualized participants
v The
use of material process (action verb)
v The
use of some behavioral and verbal process
v The
use of past tenses
v The
use of temporal conjunctions and temporal circumstances.
VII. Media
Buku
panduan Look Ahead 3. Dan Gambar Spongebob Squarepants.
VIII. Teaching-Learning Activities
|
Activity Number
|
Description
|
Time Allocation
|
|
|
Kegiatan
Awal
|
10
menit
|
|
1
|
Guru
memulai pelajaran dengan menunjukkan sebuah gambar Spongebob Squarepants dan
kemudian menanyakan kepada siswa beberapa pertanyaan:
·
Do you know this picture?
·
Do you like watching Spongebob
Squarepants?
·
Can you tell me what do you know
about spongebob?
·
Can you tell me a short story of
spongebob?
·
Do you know what kind of text of
Spongebob squarepants?
|
|
|
|
Kegiatan
Inti
|
30
menit
|
|
2
|
Guru
menjelaskan materi pembelajaran tentang narrative text.
|
|
|
3
|
Guru
membagi siswanya ke dalam beberapa kelompok, setiap kelompok berisi maksimal
3 orang siswa. Guru memberikan setiap kelompok sebuah gambar pada tokoh Spongebob
Squarepants beserta sifat masing-masing dan menamai setiap kelompok sesuai
dengan nama tokoh pada gambar yang mereka dapat. Kemudian guru memberikan alur
cerita Spongebob Squarepants dan meminta setiap kelompok untuk membuat cerita
berdasarkan alur tersebut beserta membuat sebuah gambar ilustrasi dari cerita
yang mereka buat. Siswa juga harus menandai setiap bagian dari teks sesuai dengan text organization yang telah mereka pelajari.
Setelah siswa selesai menyelesaikan tugasnya, siswa mempresentasikan hasil
kerja kelompok mereka di depan kelas.
|
|
|
|
Kegiatan
Akhir
|
5
menit
|
|
|
Guru
menanyakan kepada beberapa siswa secara lisan tentang pengertian, tujuan, bagian
dan ciri kebahasaan narrative text
menggunakan kata-kata siswa sendiri.
|
|
IX. Sumber Pembelajaran
·
Look Ahead 3, Halaman 37-40.
EVALUATION
Read the following plot summary and
characters in The Spongebob Squarepants The Movie. Then, Make your own version of
the story. Start your story with orientation, complication, and resolution.
The
Spongebob Squarepants Movie
Plot
Summary
There’s
a trouble brewing in Bikini Bottom. Someone has stolen King Neptune’s crown,
and it looks like Mr. Krab, Spongebob’s boss, is the culprit. Though he’s just
been passed over for the promotion of his dreams, Spongebob stands by his boss,
and along with his best pal patrick, set’s out on a treacherous mission to
Shell City to reclaim the crown and save Mr. Krab’s life.
Title
Orientation
Complication
Resolution
X.
Assessment
|
NO
|
NAME
|
Language Skill and
Component
|
||||
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Content
|
Organization
|
Vocabulary
|
Language Use
|
Mechanics
|
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|
1
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2
|
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3
|
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4
|
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5
|
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6
|
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7
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8
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9
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Rubrik Penilaian Writing
|
Criteria
|
Rating
Score
|
Remarks
|
|
Content
|
27-30
|
Excellent to very good. It is for the
students with some knowledge of the subject and adequate of range
development, mostly relevant to topic sentence, but lack the detail
|
|
|
22-26
|
Good to average. It is for the
students with some knowledge of the subject and adequate of range development
omitted, but lack the detail.
|
|
|
17-21
|
Fair to poor. It is for the students
who do not show knowledge of the subject, little substantive indequate
development of the subject.
|
|
Organization
|
18-20
|
Excellent to very good. Provide fluent
expression, ideas clearly stated, sentence are organized and logical sequence
cohesion.
|
|
|
14-17
|
Good to average. Somewhat
ehoppy-loosely organized but main ideas stand out.
|
|
|
10-13
|
Noon-influent ideas. Confused or
disconnected, lack logical sequencing and development.
|
|
|
7-9
|
Very poor. Doesn’t communacate, no
organization or not enough to evaluate.
|
|
Vocabulary
|
18-20
|
Excellent to very good. Students with
sophisticated range effectively word from, the imitative appropriate
register.
|
|
|
14-17
|
Good to average. Adequate
range-occasional errors, meaning not obscured.
|
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|
10-13
|
Fair to poor. Limited range, frequent
errors of word or idiom, usage, meaning confused or obscured.
|
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7-9
|
Very poor. Lack of essensial
translation, little knowledge of English.
|
|
Language
Use
|
22-25
|
Excellent to very good. Effective
complex construction-few wrrors arrangement, tense number, words
order/function, articles, pronouns, preposition.
|
|
|
18-21
|
Good to average. Some effective
complex construction, frequent errors on the use of the sentence elements.
|
|
|
|
Fair to poor. Major problem in simple
complex construction, tense, number, words order/function, articles,
pronouns, preposition, meaning, confused and obscured, articles, pronouns,
and/or fragments detections-meaning confused and obscured.
|
|
|
5-10
|
Very poor. Usually no master
construction rules dominated by errors, does not communicate, not enough to
evaluate.
|
|
Mechanics
|
5
|
Excellent to very good. Demonstrate
mastery of punctuation, few errors in capitalization and hard writing.
|
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|
4
|
Good to average. Occasionally errors
of punctuation, capitalization, writing sentence, but meaning not obscured.
|
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3
|
Fair to poor. Frequent errors of
punctuation, capitalization, writing sentence, poor hard-writing-meaning
confused or obscured.
|
|
|
2
|
Very poor. No mastery of connection,
dominated by errors of spelling, punctuation, capitalization, paragraphing
and writing illegible or not enough to evaluate.
|
Mengetahui, Langsa, 13 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Putri Sara, M.
Ed Laras Aprillia, S. Pd.i
