RPP Pembelajaran Inovatif Bahasa Inggris Kelas XII Th.09-10

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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XII / Gasal
Pertemuan :1
Alokasi Waktu : 2 x 45 menit
Aspek Pembelajaran : Menulis
Standar Kompetensi : Memahami/ mengungkapkan makna teks tulis fungsional
pendek dan esei sederhana dalam bentuk Recount Text
dalam konteks kehidupan sehari- hari dan untuk
mengakses ilmu pengetahuan.
Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional

Tujuan : Siswa memahami teks berbentuk recount
I. Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
II. Tujuan Pembelajaran

2. Mengungkapkan makna sebuah teks recount sederhana mengenai liburan
III. Materi Ajar
Recount Text
The social function of recount text:

To tell past events chronologically, based on the writer’s past experience.
The Generic Structure:

Orientation : introducing the characters or participants of the story,
where it happened, and when it happened.
Events : chronological sequence of the events.
Reorientation : - Ending of the story.

- There may be some personal comments on the events.
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Example:
My Last Holiday
On my last holiday I went to Bali with my friends. We were

there for five days.
We left for Bali on Saturday evening. We went there by a car.

There were five of us altogether. The journey took ten hours.
On the first day, we didn’t do much. As soon as we had arrived,

we checked in the hotel. Then we slept right away as we were so tired
because of the journey. In the evening we went to have dinner in a
traditional restaurant. All of them were very nice and delicious.
The second day was a nice day. The sun shone brightly. At
about 10 o’clock we began our adventures. We went to Kuta Beach.
There were a lot of people there, both foreigners and local. We swam a
bit and enjoyed the scenery around the beach. It was so beautiful. Then
we had lunch in a restaurant. Then we continued going to Sanur beach.
Sanur is also beautiful although it’s not as beautiful as Kuta. It wasn’t
too crowded there. In the evening went to the hotel. We decided to have
dinner there.
We were so tired of yesterday so we woke up late. We woke up

at about 1 pm. We decided not to go anywhere. We just did some
exercises in the hotel (fitness). We went to have dinner in the evening at
8 pm. After that we went home.
Today was the last day for us in Bali so we went to Pasar

Sukowati to buy some souvenirs for our friends in Surabaya. We went
there by a shuttle bus. It takes 2 hours to go there. We bought many
things such as scarf, T-shirts, hats and many others. The prices there are
quite cheap asa long as you can bargain well. We also had lunch there.
In the evening we went to Jimbaran to have dinner. We had many kinds
of roasted fish as our dish. We also enjoyed sun set there.
On the fifth day we packed our things to Surabaya. We went

back to Surabaya in the evening at 7 pm. On the next day we arrived in
Surabaya. We felt very happy as we had experienced a very enjoyable
holiday.
Metode Pembelajaran:
Walking Book and Peer assessment
Langkah-Langkah Pembelajaran:
A. Kegiatan Awal ( 5 menit)

- Guru bertanya tentang liburan terakhir siswa.
- Guru menjelaskan tentang tujuan dan indikator materi yang akan
dipelajari.
B. Kegiatan Inti (75 menit)

- Guru menjelaskan tentang materi recount dengan media Power
Point.
- Dalam waktu yang terbatas (15menit) siswa diminta menciptakan
cerita singkat berbentuk recount mengenai liburan mereka.
- Setelah 15 menit, siswa akan mendengarkan musik sambil
mengedarkan tulisan mereka kepada teman di sebelah
kanan/kirinya sampai musik berhenti.
- Setelah musik berhenti maka siswa harus memberikan penilaian
kepada hasil tulisan temannya lalu mengembalikan tulisan tersebut
kepada pemiliknya.
- Setelah direvisi, siswa akan mendengarkan musik sambil
mengedarkan tulisan mereka kepada teman di sebelah
kanan/kirinya sampai musik berhenti.
- Setelah musik berhenti maka siswa akan membacakan tulisan
karya temannya di depan kelas.
C. Kegiatan Akhir (10 menit)

- Guru memberikan ulasan dan penjelasan tentang apa yang telah
dilakukan
- Guru bersama siswa menyimpulkan hasil pembelajaran.
- Guru memberi tugas pada siswa untuk mencari artikel dalam
bentuk recount teks tentang kehidupan seorang tokoh masyarakat
terkenal, menganalisa Generic Structure-nya
Alat / Bahan / Sumber:

- Genre (KTSP)
- Real English
- LCD
Penilaian:
• Ujian Kompetensi tertulis
• Tugas / lembar kerja.
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - Mention the
monolog berbentuk purpose of the
Recount. recount text!
- What is the
generic structure
of recount?
- What tense does
the writer mostly
use?
Membacakan teks Tugas individu Tes lisan Read the result of
monolog hasil the writing in front
diskusi berbentuk of the class!
Recount
Kunci Jawaban
NO JAWABAN SKOR
1 To retell past events chronologically. 2
2 Orientation – events – reorientation 2
3 Simple past tense 1
4 Any reasonable answers can be accepted 5
Jumlah skor maksimal 10
Keterangan : Jumlah skor yang diperoleh x 100%

Jumlah skor maksimal
Penilaian LKS BAHASA INGGRIS XII – Recount
Penilaian Kognitif

Pertemuan :1
Aspek Kebahasaan : Menulis

I Indikator
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 Skor
1
2
3
dst
Jumlah Skor Maksimal 10 10
Keterangan:
Soal nomor 1  skor maksimal: 2
Soal nomor 4 skor maksimal :4
Jumlah skor yang diperoleh

Nilai = jumlah skor maksimal X 100%
Penilaian Psikomotorik

Pertemuan :1

Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Aspek Penilaian Jumlah

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
Point nomor 1  skor maksimal: 4

Penilaian Afektif

Pertemuan :1
Aspek Kebahasaan : Menulis


Indikator
1. Disiplin dalam kegiatan pembelajaran di kelas
2. Tanggung jawab individu
3. Keberanian menyampaikan pendapat

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Jumlah Skor Maksimal 15 A
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama
Penskoran: Jumlah Skor dan Nilai:
Skor 1 = Tidak Baik 13 – 15 = Sangat Baik ( A )

Skor 2 = Kurang Baik 10 – 12 = Baik ( B )
Skor 3 = Cukup Baik 7 – 9 = Cukup Baik ( C )

Skor 4 = Baik 3 – 6 = Kurang ( D )
Skor 5 = Sangat Baik 0 – 3 = Kurang Sekali ( E )
Surabaya, 19 Juni 2008

Mengetahui Guru Mata Pelajaran
Kepala SMA YPPI-II
Drs. Esti Nurhidayat, M.Si Rizka Safriyani, S.S

(RPP)

Pertemuan :2
Aspek Kebahasaan : Membaca
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative
Tujuan : Siswa memahami teks berbentuk narrative
I. Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan
b. Menganalisa generic structure dari teks

III. Materi Ajar

NARRATIVE
Purpose
The purpose of telling a narrative is to entertain, amuse, teach a lesson or
moral, explain something or make a comment.
Types of narratives
There are many types of narrative. They can be imaginary, factual or a
combination of both. They may include fairy tales, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, and personal experiences.
Generic structure
1. Orientation : Introduces the participants and setting of the narrative.
2. Complication : A crisis or problem arises.
3. Evaluation : A flash back to evaluate the serious / difficult condition.
4. Resolution : The crisis or problem is solved, for better or worse.
5. Re-orientation : Optional.
Significant features
• Characters, settings and actions are described in details, using adjectival
and adverbs.
• Use of past tense with the possibility of using present tense and future
tense in the dialogue.
• Use of words dealing with the time and sequence.
• Can be told in the perspective of first person (I, we) or third person (she,
he, they).
EXAMPLE :
The Ram in the Chili Patch
Long ago there was a Mexican boy named Juan who helped raise money
for his family by growing chili peppers in his garden.
But one day when he came out to his chili patch, he found a ram there
eating some peppers and stomping on others. “Go away, Mr. Ram” said Juan.
“Those are my peppers.” The ram replied, “Get away from me or I’ll but you into
the next country.” Juan started to cry, and all the animals on the little farm felt
sorry for him. The cat tried to help. She went up to the ram and said, “You should
be ashamed of yourself. Get out of there. Those are Juan’s chili peppers.” But the
ram lowered his head and said, “Get out of here or I’ll but you into the next
country.” So the cat ran away. The dog tried to help. He came out and barked at
the ram, but the ram lowered his head and said, “Get out of here or I’ll but you
into the next country.” The dog too ran away.
Finally a little ant said, “I can help you, Juan” The ant climbed onto the
ram and began biting him all over. The ram jumped up and started running. He ran
so fast and so far that now he is in the next country!
(Kasser & Silverman, 2002: 37)
IV. Metode Pembelajaran

Cooperative learning : Jigsaw
(Aronson, Blaney, Stephen, Sikes, and Snapp, 1978)
Langkah-Langkah Pembelajaran
Pertemuan 1 ( 2 X 45 menit )

• Guru bertanya tentang dongeng yang pernah dibaca siswa
• Guru menjelaskan tentang tujuan dan indikator materi yang akan
dipelajari

• Guru menjelaskan tentang materi narrative
• Siswa dikelompokkan ke dalam 4 anggota tim
• Tiap orang dalam tim diberi bagian materi yang berbeda
• Anggota dari tim yang berbeda yang telah mempelajari bagian/sub

bab yang sama bertemu dalam kelompok yang baru (kelompok
ahli) untuk mendiskusikan sub bab mereka
• Setelah selesai diskusi sebagai tim ahli anggota kembali ke
kelompok mereka kuasai dan tiap anggota lainnya mendengarkan
dengan sungguh-sungguh
• Tiap tim ahli mempresentasikan hasil diskusi
• Tiap kelompok mengerjakan tugas yang diberikan

• Guru memberikan penghargaan pada kelompok yang hasil
kerjanya terbaik
• Guru bersama siswa menyimpulkan hasil pembelajaran
• Guru menugaskan siswa untuk mencari teks narrative di internet
untuk pertemuan berikutnya
V. Alat / Bahan / Sumber

1. Materi e-book kelas X
2. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata Pelajaran
Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah.
Depdiknas, Jakarta
3. Djuharie, Otong Setiawan. 2007. Genre. Yrama Widya, Bandung
4. Allen, W.Stannard. Living English Structure for Schools. Longman>
5. Zumakhsin, A. Hilal Madjdi. 2005. Progress. Ganeca Exact, Jakarta
6. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti Media,
Jakarta
7. Pocket Oxford Dictionary. 1994. Oxford University Press
8. http://www.teacher.ash.org.aujeatherwritingfun/html
9. http://en.wikipedia.org
10. LCD
VI. Penilaian
• Tugas kertas kerja
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Memahami isi teks Tugas kelompok Tes tertulis- -What is the main idea
dengan menjawab essay of the 3rd paragraph?
pertanyaan bacaan -What tense does the
text use?
-Mention the characters
stated in the text!
Menganalisa generic Tugas kelompok Tes tertulis- Analize the generic
structure dari teks essay structure of the text!
Kunci Jawaban:
NO JAWABAN SKOR
1 How the little ant helped Juan 2
2 Simple Past Tense 2
3 Juan, the ram, the ant, the cat, the dog 2
4 Paragraph 1 – orientation 4
Paragraph 2 – complication
Paragraph 3 – resolution
Penilaian LKS BAHASA INGGRIS XII – Narrative
Penilaian Kognitif

Pertemuan :2
I Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan (3 soal)
b. Menganalisa generic structure dari teks(1 soal)
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 Skor
1
2
3
dst
Keterangan:


Pertemuan :2
Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :2
Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
4. Kedisiplinan
5. Keaktifan
6. Kerja sama


Skor 3 = Cukup Baik 7– 9 = Cukup Baik ( C )
Skor 4 = Baik 3– 6 = Kurang ( D )
Skor 5 = Sangat Baik 0– 3 = Kurang Sekali ( E )

Kepala SMA YPPI-II

(RPP)

Pertemuan :3
Aspek Kebahasaan : Menyimak
Standar Kompetensi : Memahami makna teks lisan fungsional pendek berbentuk

narrative dalam konteks kehidupan sehari-hari dan untuk
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
Tujuan : Siswa memahami teks lisan berbentuk narrative
I. Indikator

III. Materi Ajar
The Three Little Pigs (Tape Script)
Once upon a time there were three little pigs. One morning, the mother pig
said, "You must go into the world and make your own way." So the three little
pigs set out into the world.
The first little pig met a man carrying a bundle of straw and said, "Please
may I have some of your straw to build a house with? "The man gave him some
straw and the little pig built himself a fine straw house to live in. Soon, a hungry
wolf came along. He knocked at the door and said, "Little pig, little pig, let me
come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then
I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and
he blew the house in and ate up the first little pig.
The second little pig met a man with a bundle of sticks. "Please may I have
some of your sticks to build a house with? "The man gave him some sticks and the
little pig built himself a fine stick house to live in. Soon, a hungry wolf came
along. He knocked at the door and said, "Little pig, little pig, let me come in."
"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and
I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the
house in and ate up the second little pig.
The third little pig met a man with a bundle of bricks. "Please may I have
some of your bricks to build a house with?" The man gave him some bricks and
the little pig built himself a fine brick house to live in. Soon, a hungry wolf came
I'll puff and I'll blow your house in." "You may huff and you may puff, but you
can not blow my house in," said the little pig. So he huffed and he puffed and he
huffed and he puffed, but he could not blow the house in. Then the angry wolf
said, "Little pig, you cannot hide. I will climb on the roof and come down the
chimney. "So the little pig made a big fire in the fireplace and he hung a pot of
water over it. As soon as he heard the wolf coming down he snatched the lid off
and the wolf fell right into the boiling water. And that little pig had a very good
supper.
IV. Metode Pembelajaran

Listen and say
V Langkah-Langkah Pembelajaran

dipelajari

• Guru mereview kembali teori tentang materi narrative
• Siswa mendengarkan teks lisan berjudul Three Little Pigs
• Siswa mendengarkan dan mengidentifikasi kata-kata sulit dari teks
lisan
• Siswa menjawab pertanyaan bacaan dengan menjawab pertanyaan
dan menentukan pernyataan yang benar atau salah
D. Kegiatan Akhir (10 menit)

V. Alat / Bahan / Sumber

1. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata
Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan
Madrasah Aliyah. Depdiknas, Jakarta
3. Allen, W.Stannard. Living English Structure for Schools. Longman>
4. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti
Media, Jakarta
6. http://www.candlelightstories.com
VI. Penilaian
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Memahami isi teks Tugas individu Tes tertulis- -Who are the main
dengan menjawab essay characters?
pertanyaan bacaan - What happened to the
first pig after he met the
wolf?
- Did the second pig
alive?
- Why the third pig alive
?
Menganalisa Tugas individu Tes tertulis- Write down the
pemahaman isi cerita essay summary of the story
Kunci Jawaban:
NO JAWABAN SKOR
1 Three little pigs and wolf 1.5
2 The first pig was eaten by the wolf 1.5
3 No, it didn’t 1.5
4 Because the wolf was killed 1.5
5 Any possible answer 4

Penilaian Kognitif

Pertemuan :1

I Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan (4 soal)
b. Menganalisa pemahaman isi cerita (1 soal)
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 5 Skor
1
2
3
dst
Keterangan:
Soal nomor 1  skor maksimal: 1.5
Soal nomor 4 skor maksimal : 1.5
Soal nomor 5 skor maksimal : 4


Pertemuan :1

Indikator

No Nama Nilai
1 2 Skor
1
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama



Kepala SMA YPPI-II

(RPP)

Pertemuan :4
Aspek Kebahasaan : Berbicara
Standar Kompetensi : Mengungkapkan makna teks lisan fungsional pendek

berbentuk narrative dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan.
Tujuan : Siswa mampu mengungkapkan teks secara lisan

berbentuk narrative
VII. Indikator
a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling
b. Menyampaikan cerita secara lisan
VIII. Tujuan Pembelajaran

a. Memahami unsur-unsur penting story telling
b. Mengungkapkan teks scara lisan berbentuk narrative
IX. Materi Ajar
The Three Little Pigs (Tape Script)
Once upon a time there were three little pigs. One morning, the mother pig
said, "You must go into the world and make your own way." So the three little
pigs set out into the world.
The first little pig met a man carrying a bundle of straw and said, "Please
may I have some of your straw to build a house with? "The man gave him some
straw and the little pig built himself a fine straw house to live in. Soon, a hungry
wolf came along. He knocked at the door and said, "Little pig, little pig, let me
come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then
I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and
he blew the house in and ate up the first little pig.
The second little pig met a man with a bundle of sticks. "Please may I have
some of your sticks to build a house with? "The man gave him some sticks and the
little pig built himself a fine stick house to live in. Soon, a hungry wolf came
I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the
house in and ate up the second little pig.
The third little pig met a man with a bundle of bricks. "Please may I have
some of your bricks to build a house with?" The man gave him some bricks and
the little pig built himself a fine brick house to live in. Soon, a hungry wolf came
I'll puff and I'll blow your house in." "You may huff and you may puff, but you
can not blow my house in," said the little pig. So he huffed and he puffed and he
huffed and he puffed, but he could not blow the house in. Then the angry wolf
said, "Little pig, you cannot hide. I will climb on the roof and come down the
chimney. "So the little pig made a big fire in the fireplace and he hung a pot of
water over it. As soon as he heard the wolf coming down he snatched the lid off
and the wolf fell right into the boiling water. And that little pig had a very good
supper.
X. Metode Pembelajaran
Listen and say
V Langkah-Langkah Pembelajaran

dipelajari

• Siswa berdiskusi dengan teman mengenai unsur penting story
telling
• Siswa mendengarkan teks lisan berjudul Three Little Pigs
• Siswa menceritakan kembali teks lisan dengan bahasa sendiri
E. Kegiatan Akhir (10 menit)

XI. Alat / Bahan / Sumber

1. Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi Mata
Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan
Madrasah Aliyah. Depdiknas, Jakarta
3. Allen, W.Stannard. Living English Structure for Schools.
Longman>
4. Hadiri, A. Rahman. Access to English Competence. Sansekerta Inti
Media, Jakarta
6. http://www.candlelightstories.com
XII. Penilaian
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Melakukan diskusi Tugas kelompok Tes tertulis - What is
sederhana tentang pronunciation?
unsur-unsur - What elements that
penting story should be scored
telling within story telling
activities?
Menyampaikan Tugas individu Tes Lisan
cerita secara lisan
Kunci Jawaban:
NO JAWABAN SKOR
1 Intelligibility 2
2 Pronunciation, tone, intonation, grammar 2
3 Any possible answer 6
Penilaian LKS BAHASA INGGRIS X – Narrative
Penilaian Kognitif

Pertemuan :1

Tujuan : Siswa menceritakan teks berbentuk narrative
I Indikator
a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling
b. Menyampaikan cerita secara lisan
Nomor Soal Jumlah

No Nama Nilai
1 2 Skor
1 2 4
2
3
dst
Keterangan:


Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama


Kepala SMA YPPI-II

(RPP)

Pertemuan :5
Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan
tak resmi yang menggunakan ragam bahasa tulis
Tujuan : Siswa memahami sebuah brosur
IV. Indikator
1. Mampu menjawab pertanyaan terkait brosur tentang furniture
2. Mampu melengkapi kalimat yang menyatakan ability dan disability
3. Mampu mengurutkan paragraf acak menjadi sebuah cerita
(narrative) yang kronologis
V. Tujuan Pembelajaran
1. Memahami isi teks dengan menjawab pertanyaan bacaan tentang
brosur.
2. Memahami penggunan expression ability dan disability dalam teks
fungsional.
3. Mampu memahami plot sebuah narrative sederhana
VI. Materi Ajar

Brochure is a booklet with descriptive information.
The characteristics of brochure:
- it has a headline
- convince the reader to do something
- it shows the strength of a product
example:
THE FIRST INTERNATIONAL HOTEL IN SEMARANG
Revina Hotel, with 202 rooms, is located in the heart of Semarang. It has
an elegant ballroom and smaller meeting room for conferences, meetings,
exhibitions and wedding.
Contact: info@revinahotel.com
Read and Say

- Guru bertanya tentang kampanye pemilu di Indonesia
dipelajari.

- Siswa membaca teks pendek dan menjawab pertanyaan tentang
Indonesian furniture dengan mendiskusikannya bersama teman
- Siswa membaca brosur tentang furniture dan menjawab pertanyaan
terkait
- Siswa membaca teks penjelasan dan melengkapi kalimat tentang
ungkapan yang menyatakan ability dan disability
- Siswa membaca teks Plain English Campaign dan menjawab
pertanyaan terkait
- Siswa membaca paragraf dan menyusunnya menjadi satu cerita
yang kronologis

- Guru memberikan ulasan dan penjelasan tentang apa yang telah
dilakukan
- Guru bersama siswa menyimpulkan hasil pembelajaran.

- Genre (KTSP)
- Real English
- LCD
Penilaian:
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - What is brochure
berbentuk brour ?
- What is the
different between a
brochure and
announcement?
- What tense does
the writer mostly
use?
narrative
Kunci Jawaban
NO JAWABAN SKOR

Penilaian Kognitif

Pertemuan :1
I Indikator
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 Skor
1
2
3
dst
Keterangan:


Pertemuan :1
Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :1
Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
7. Kedisiplinan
8. Keaktifan
9. Kerja sama



Kepala SMA YPPI-II

(RPP)

Pertemuan :6
pendek dan esei sederhana dalam bentuk Narrative Text

I. Indikator
1. Mampu mendesain satu brosur suatu produk
2. Mampu menuliskan ability dan disability masing-masing
3. Mampu menulis sebuah narrative berdasarkan struktur yang benar
dan mengandung ekspresi ability and disability dikaitkan dengan
brosur yang sudah dibuat

1. Mengungkapkan makna sebuah teks fungsional berbentuk brosur.
2. Menggunakan expresi ability dan disability
3. Mengungkapkan gagasan menjadi sebuah teks narative sederhana
III. Materi Ajar

Here are some example of expressions of ability and disability:
- Heri is capable of driving car well
- Anita has the qualifications needed for this job.
- Oriza knows nothing about medical treatment
Example:
The Wolf and the Stork
A long, long time ago, the wolf and the stork were friends. One day, the
wolf asked the stork to come to his house to eat.
When the stork arrived at the wolf’s house, the wolf put two bowls of soup
on the table. The wolf ate his bowl of soup so quickly. When he finished, he asked
the stork, “Did you like my soup?”
But the stork was angry because he couldn’t eat the soup. His beak was
too long! When the stork went home, he was still hungry. The wolf laughed and
laughed.
Then the stork had an idea. He asked the wolf to come to dinner. He filled
two tall pitcher with good soup. They began to eat. When the stork finished
eating, he asked the wolf if he wanted more to eat.
But the wolf was angry. His mouth was so big that he couldn’t get into the
pitcher. The wolf went home hungry, and the stork laughed and laughed.
The wolf and stork have never been friends ever since.
Walking Book and Peer assessment

- Siswa bertanya jawab tentang ability dan disability siswa.
dipelajari.

- Siswa mencermati contoh brosur dan membuat sendiri satu brosur
tentang suatu produk tertentu
- Siswa menuliskan kalimat-kalimat berisi ungkapan ability ke
dalam tabel yang sesuai
- Siswa menulis narrative-nya sendiri berdasarkan garis besar dan
instruksi yang ditentukan soal

- Siswa ditanyai kesulitan dalam materi pelajaran
- Siswa membacakan narrative yang ditulisnya sendiri di depan kelas
- Menyimpulkan materi pelajaran
- Genre (KTSP)
- Real English
- LCD
Penilaian:
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
berbentuk brosur. characteristics of
brochure!
- What tense does
the writer mostly
use?
narrative
Kunci Jawaban
NO JAWABAN SKOR

Penilaian Kognitif

Pertemuan :1

I Indikator
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 Skor
1
2
3
dst
Keterangan:


Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
10. Kedisiplinan
11. Keaktifan
12. Kerja sama


Kepala SMA YPPI-II

(RPP)

Pertemuan : 7-8

dalam konteks kehidupan sehari-hari dan untuk
I. Indikator
1. Mampu menuliskan aktifitas masing-masing pada bentuk simple
past tense dan past perfect tense
2. Mampu menulis sebuah narrative berdasarkan struktur yang benar
dan menggunakan kalimat simple past tense dan past perfect tense
yang benar

1. Memahami aplikasi penggunaan simple past tense dan past perfect
tense pada sebuah narrative text
2. Menggunakan simple past tense dan past perfect tense sebagai
bagian dari sebuah narrative sederhana
III. Materi Ajar
S + HAD + VERB 3
SIMPLE
OR BEFORE PAST
TENSE
S + HAD + BEEN +ADJECTIVE
Example:
Surabaya, June 2009
Dear Anabella,
Anabella, I have to apologize to you. I had missed to pick you up before 7:00
yesterday morning. There was something wrong with my car. Don’t get angry
my dear, I promise to be ontime.
Your love,
John
Apologizing
(Pertemuan 7)

- Siswa bertanya jawab tentang kesalahan yang sudah dibuat siswa.
dipelajari.

- Siswa mengingat kembali hal-hal buruk yang pernah ia lakukan
terhadap teman-temannya.
- Siswa menuliskan kalimat-kalimat berisi daftar kesalahan yang ia
buat di masa lalu dalam pola past perfect tense
- Siswa membaca secara lengkap hasil tulisannya

- Siswa membacakan daftar kesalahan yang ditulisnya sendiri di
depan kelas
- Menyimpulkan materi pelajaran dan menyiapkan tema karangan
(Pertemuan 8)

- Siswa bertanya jawab tentang pola dasar simple past tense dan
past perfect tense.
dipelajari.

- Siswa melihat tayangan sederhana / film pendek
- Siswa mengingat kembali cerita tersebut
- Siswa menuliskan ringkasan cerita dalam pola past perfect tense
- Siswa membuat cerita narrativenya sendiri
- Siswa membaca secara lengkap hasil tulisannya

- Menyimpulkan materi pelajaran

- www.youtube.com
- Genre (KTSP)
- Real English
- LCD
Penilaian:
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
dengan kalimat characteristics of
simple past dan past past perfect tense!
perfect tense - Make 10
examples of past
perfect tense dan
simple past tense
narrative
Kunci Jawaban
NO JAWABAN SKOR

Penilaian Kognitif

Pertemuan :1

I Indikator
Nomor Soal Jumlah

No Nama Nilai
1 2 3 4 Skor
1
2
3
dst
Keterangan:


Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:

Penilaian Afektif

Pertemuan :1

Indikator

No Nama Nilai
1 2 3 Skor
1 4
2
3
dst
Keterangan:
13. Kedisiplinan
14. Keaktifan
15. Kerja sama


Kepala SMA YPPI-II

RPP Pembelajaran Inovatif Bahasa Inggris Kelas XII Th.09-10

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RPP Pembelajaran Inovatif Bahasa Inggris Kelas XII Th.09-10

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RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional

Tujuan : Siswa memahami teks berbentuk recount

II. Tujuan Pembelajaran

III. Materi Ajar

The social function of recount text:

The Generic Structure:

Events : chronological sequence of the events.

Reorientation : - Ending of the story.

On my last holiday I went to Bali with my friends. We were

We left for Bali on Saturday evening. We went there by a car.

On the first day, we didn’t do much. As soon as we had arrived,

We were so tired of yesterday so we woke up late. We woke up

Today was the last day for us in Bali so we went to Pasar

On the fifth day we packed our things to Surabaya. We went

A. Kegiatan Awal ( 5 menit)

B. Kegiatan Inti (75 menit)

C. Kegiatan Akhir (10 menit)

Alat / Bahan / Sumber:

Keterangan : Jumlah skor yang diperoleh x 100%

Penilaian LKS BAHASA INGGRIS XII – Recount

Mata Pelajaran : Bahasa Inggris

Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional

Tujuan : Siswa memahami teks berbentuk recount

Nomor Soal Jumlah

Jumlah skor yang diperoleh

Penilaian LKS BAHASA INGGRIS XII – Recount

Mata Pelajaran : Bahasa Inggris

Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional

Tujuan : Siswa memahami teks berbentuk recount

Aspek Penilaian Jumlah

Jumlah skor yang diperoleh

Mata Pelajaran : Bahasa Inggris

Standar Kompetensi : Memahami/ mengungkapkan makna teks tulis fungsional

Kompetensi Dasar : Memahami/ mengungkapkan makna teks tulis fungsional

Tujuan : Siswa memahami teks berbentuk recount

Aspek Penilaian Jumlah

Penskoran: Jumlah Skor dan Nilai:

Skor 1 = Tidak Baik 13 – 15 = Sangat Baik ( A )

Skor 3 = Cukup Baik 7 – 9 = Cukup Baik ( C )

Surabaya, 19 Juni 2008

Drs. Esti Nurhidayat, M.Si Rizka Safriyani, S.S

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Tujuan : Siswa memahami teks berbentuk narrative

II. Tujuan Pembelajaran

III. Materi Ajar

IV. Metode Pembelajaran

A. Kegiatan Awal ( 5 menit)

B. Kegiatan Inti (75 menit)

• Anggota dari tim yang berbeda yang telah mempelajari bagian/sub

C. Kegiatan Akhir (10 menit)

V. Alat / Bahan / Sumber

Penilaian LKS BAHASA INGGRIS XII – Narrative

Mata Pelajaran : Bahasa Inggris

Tujuan : Siswa memahami teks berbentuk narrative

Nomor Soal Jumlah

Jumlah skor yang diperoleh

Penilaian LKS BAHASA INGGRIS XII – Narrative

Mata Pelajaran : Bahasa Inggris

Tujuan : Siswa memahami teks berbentuk narrative