Method of Teaching English: RPP

Materi dan Soal pada RPP 1-6 ini dibuat berdasarkan buku Bahasa Inggris Untuk SMA/MA Kelas X terbitan CV. Sinundata ditulis oleh Idha Winarni, Semester 1 dari halaman 21-83.

RPP 1 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

UNIT/SEMESTER : 1/VI

JURUSAN/PRODI : TARBIYAH/PBI

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Expressing of Making, Accepting, and Declining an Invitation

Skill/Fokus : Berbicara

Waktu : 2x45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar ungkapan menyetujui ajakan/tawaran/undangan.

Proses : Memahami berbagai ungkapan menyetujui ajakan/tawaran/undangan.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.

b. Merespon dan mendemonstrasikan berbagai ungkapan menyetujui ajakan/tawaran/undangan.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar ungkapan menyetujui ajakan/tawaran/undangan.

Proses : Memahami berbagai ungkapan menyetujui ajakan/tawaran/undangan.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.

b. Merespon dan mendemonstrasikan berbagai ungkapan menyetujui ajakan/tawaran/undangan.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

V. Mode of Learning

Method : Role Playing dan Portfolio

VI. Learning Material

· Expressing of Making, accepting and declining an invitation

Study the following expressions of making, accepting, and declining an invitation!

Inviting		Accepting an Invitation	Declining an Invitation
Inviting		Accepting an Invitation	Declining an Invitation
Formal	1. Would you like to...	1. That's very kind os you.	1. Thank you for asking me, but...
	2. I'd very much like you to...	2. We'd very much like to...	1. Thank you for asking me, but...
	3. We should be pleased/delighted if you could...	3. What a delightful idea.	2. Unfortunately, I can't...
	3. We should be pleased/delighted if you could...	3. What a delightful idea.
	4. Would you care to ...?	4. With the greatest pleasure.
	5. Will you...?	5. Thank you very much for inviting me
	5. Will you...?	5. Thank you very much for inviting me
Informal	1. Why don't you come to ...?	1. I would/will...	1. Sorry, I can't.
	2. Like to come to...?	2. That would be very nice.	2. I'd love to, but...
	3. Come and ...	3. OK!	3. I don't think I can.
	4. Shall we come to...?	4. I'd like to love to come.	4. I wish I could, but...
	5. You must come to ...	5. All right (then)	4. I wish I could, but...

· · Modelling Dialogues

Diana : “Hi, Hendra!”

Hendra : “Hello Diana!”

Diana : “How’ve you been?”

Hendra : “Alright, thanks. By the way, would you like to go out tonight?”

Diana : “Sorry, I can’t. I have to prepare the Mathematics test tomorrow.”

Hendra : “Well, how about tomorrow night, are you still busy?”

Diana : “I think I am free on that day”

Hendra : “Well, would you like to watch Premium Rush with me?”

Diana : “Sure, I’d love to”.

Hendra : “That’s settled then. OK, tomorrow night I will fetch you at 06.30 pm.”

Diana : “OK, I will be ready at that time.

VII. Media

§ Paper ball

§ Modelling dialog pada kertas karton

VIII. Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: · Have you ever invited someone to do something together? · Have you ever invited someone to go to somewhere together? · What will you say if your friend invites you to go to her birthday party? · What will you say to accepting invitation? · What will you say to declining invitation?	15 menit
2	Kegiatan Inti (While Activity) · Guru menjelaskan tentang materi pelajaran expressing of making, accepting and declining an invitation, mulai dari pengertian, tujuan hingga contoh ungkapannya. · Guru menempelkan sebuah percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B. · Setelah membacakan dialog, guru meminta siswa untuk menunjukkan yang mana ungkapan membuat, menerima/menolak undangan pada dialog tersebut. · Guru meminta siswa untuk berdiri dan membentuk lingkaran. · Guru mengatakan sebuah kalimat yang berupa undangan dan melemparkan bola kepada siswa secara acak. Siswa yang mendapatkan bola harus memberi respon atas undangan yang guru ucapkan dengan menggunakan ungkapan menerima/menolak undangan. Kemudian siswa tersebut mengucapkan sebuah undangan lainnya dan melemparkan bola kepada siswa lainnya secara acak. Siswa yang mendapatkan bola harus merespon undangan tersebut dari siswa yang melemparkan bola dan seterusnya. · Guru membentuk tiga kelompok (Kelompok A, B dan C) dan memberikan masing-masing kelompok satu situasi yang harus dirancang menjadi sebuah percakapan sederhana yang di dalamnya terdapat ungkapan membuat, menerima/menolak sebuah undangan. Masing-masing anggota kelompok harus *menulis percakapan tersebut dan mengumpulkannya*. Kemudian, setiap kelompok memerankan percapakan mereka di depan kelas. Percakapan tersebut direkam dan dikumpulkan satu minggu kemudian dalam bentuk CD.	60 menit
4	Kegiatan Akhir (Post Activity) · Guru menanyakan siswanya satu persatu tentang pengertian, tujuan dan contoh ungkapan membuat, menerima atau menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai dengan pemahaman mereka. · Guru menjelaskan kembali pengertian, tujuan serta kata-kata yang digunakan dalam expressing making, accepting and declining an invitation.	15 menit

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 68-69.

· Silabus

· Rubrik penilaian Speaking

EVALUATION

1. Make a short dialog between you and your friend using expressing sympathy based on this situation, show your dialog in front of the class and make a video from your performance(CD). Collect it in a week later! (For groups)

2. Then, write your dialog in a piece of paper and collect it! (For Individual)

First Situation (For group A)

Your best friend invites you to come to her house this evening. There is a small celebration party there. You accept the invitation.

Second Situation (For group B)

Rangga, your friend, invites you to come to his brother’s birthday party. You cannot come because you have something to do at the time.

Third Situation (For group C)

You invite your friend to go out to see the mall tonight. He/she accepts your invitation.

3. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui, Langsa, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

RPP 2 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

UNIT/SEMESTER : 1/VI

JURUSAN/PRODI : TARBIYAH/PBI

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Procedure text

Skill/Fokus : Berbicara

Waktu : 2x45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

Mengungkapkan makna dalam teks monolog sederhana menggunkaan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recoun, narrative, dan procedure.

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar struktur organisasi dari procedure text dan mampu menggunakan procedure text dengan benar.

Proses : Memahami ciri-ciri kebahasaan procedure text.

2. Psikomotor

a. Melafalkan dengan benar kata-kata yang terdapat di dalam procedure text.

b. Merespon dan mendemonstrasikan procedure text.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar struktur organisasi dari procedure text dan mampu menggunakan procedure text dengan benar.

Proses : Memahami ciri-ciri kebahasaan procedure text.

2. Psikomotor

a. Melafalkan dengan benar kata-kata yang terdapat di dalam procedure text.

b. Merespon dan mendemonstrasikan procedure text.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

V. Mode of Learning

Method : Contextual Instruction, Cooperative Language Learning, dan Portfolio

VI. Learning Material

· Definition of Procedure Text

Procedure text is kind of text which teaches how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction.

· Purpose of Procedure Text

To explain the ingredient or material which is need, through sometime it is omitted, and explain step by step how to make the thing.

· Text Organization

1. Goal : Purpose of the text.

2. Materials : materials needed.

3. Steps : process.

· The Grammatical features

1. The use of commands : cut, add, pour.

2. The use of action verb : wash, boil.

3. The use of precise vocabulary : try, boil, fragrant.

4. The use of advervial : until the chichen change colour, until fragrant.

· Modelling Text

Making Indomie Fried Noodle

Materials :

· Two slices of bread

· Something inside (fried-egg, strawberry jam, chocolate sprinkles, a sausage, etc.

Steps :

· While waiting for the water to boil, pour the seasoning: chili sauce, soya sauce, and oil into a bowl.

· After that, mix the noodles with the seasoning, sauce, and the other ingredients.

· First, boil two glassess of water in a pan.

· Next, throw away the water.

· Then, open the package of Indomie fried noodles.

· After the water is boiled, drain the noodles.

· Then, pour the noodles into the bowl.

VII. Media

· Some materials to make Indomie fried noodle (Boiling water, bread, fried eggs, Indomie)

· Some materials to make a cup of tea (Hot water, tea powder, sugar)

VIII. Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Pre Activity
	Guru memulai pelajaran dengan langsung mendemonstrasikan cara untuk membuat Indomi goreng. Guru mempersiapkan alat dan bahan dan bersama-sama dengan siswa mempraktekkan bagaimana cara pembuatan Indomi goreng tersebut. Saat menjelaskan bahan dan cara pembuatan guru menggunakan bahasa Inggris. Setelah demonstrasi selesai, guru menanyakan kepada siswa beberapa pertanyaan ringan seperti: · Do you know how to make Indomie Fried Noodle? · What do you need to make it? · Have you ever read recipe of making noodle from it’s package? · Do you know what kind of text that used to explain how to make something?	30 menit
	While Activity
4	· Guru menjelaskan bahwa demonstrasi untuk membuat Indomi goreng yang di awal dilakukan adalah contoh penerapan dari teks procedure. Kemudian guru menjelaskan pengertian, tujuan, struktur organisasi dan ciri kebahasaan dari teks procedure. · Guru membagi siswanya kedalam beberapa kelompok yang masing-masing terdiri dari 5 orang siswa. Kemudian setiap kelompok harus mendemonstrasikan cara membuat teh dengan peralatan dan bahan yang telah dipersiapkan sebelumnya. Siswa mendemonstrasikan dengan menggunakan bahasa Inggris secara aktif. Dan guru menilai cara siswa berbicara menyampaikan pembuatan teh tersebut. · Selanjutnya guru menugaskan siswa untuk membuat teks procedure dengan berdasarkan demonstrasi kelompok masing-masing. Teks dibuat dengan kreasi siswa dilengkapi dengan gambar ilustrasi yang menarik dan foto kegiatan. Siswa juga harus melampirkan CD berisi demonstrasi tersebut. Siswa diberi waktu selama satu minggu untuk menyelesaikan dan mengumpulkan tugasnya.	45 menit
	Post-Activity
	· Guru memberikan sebuah teks procedure tentang cara membuat layang-layang dan siswa harus mengisi bagian yang hilang dengan kata-kata yang sesuai. Tugas dikerjakan secara individu. · Guru menanyakan kepada beberapa siswa secara lisan tentang pengertian dan tujuan dari procedure text menggunakan bahasa mereka sendiri sesuai dengan demonstrasi yang telah dilakukan sebelumnya.	15 menit

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 71-83.

· Silabus

· Rubrik penilaian Speaking

EVALUATION

1. Demonstrate how to make a cup of tea with your group. Make a ceative procedure text with picture and photo. Record and collect it in a CD in a week later!

2. Complete the text below with the words in the box! Do it individually!

How to Make a Kite

Materials:

· 3 pieces of cane

· Thread

· Large sheet of string paper

· Soft pencil

· Scissors

· Piant and paintbrush

· Glue

· Strong string

Steps:

The frame

· Dampen the cane to ... (1) flexible.

· Carefully, ... (2) the cane to desired shape then tie securely with thread.

The covering

· Lay the frame on sheet of ... (3).

· Trace arround frame with ... (4).

· Cut covering approximately 1 cm larger than the ... (5).

· Paint bird on covering (e.g, bowl).

· When paint is ... (6), place the frame on unpainted side.

· Now, fold edges of covering over the frame carefully, and ... (7) them down.

The bridle

· Cut 3 pieces of ... (8), each 20 cm long.

· Secure one end of string tightly to ... (9) at the shoulders and tail of the bird.

· Then, the other ends in a ... (10).

a. Pencil	c. Bend	e. Glue	g. Outline	i. paper
b. Dry	d. Frame	f. Make	h. String	j. Knot

X. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui, Langsa, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

RPP 3 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

UNIT/SEMESTER : 1/VI

JURUSAN/PRODI : TARBIYAH/PBI

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Making, Accepting and Cancelling Appointment

Skill/Fokus : Berbicara

Waktu : 2x45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar ungkapan membuat, menerima dan membatalkan janji.

Proses : Memahami berbagai ungkapan membuat, menerima dan membatalkan janji.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan membuat, menerima dan membatalkan janji.

b. Merespon dan mendemonstrasikan berbagai ungkapan membuat, menerima dan membatalkan janji.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar ungkapan membuat, menerima dan membatalkan janji.

Proses : Memahami berbagai ungkapan membuat, menerima dan membatalkan janji.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan membuat, menerima dan membatalkan janji.

b. Merespon dan mendemonstrasikan berbagai ungkapan membuat, menerima dan membatalkan janji.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong.

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

V. Mode of Learning

Method : Cooperative Language Learning dan Portfolio

VI. Learning Material

· Expressing of Making, accepting and cancelling an appointment

Study the following expressions of making, accepting and cancelling an appointment!

Making an Appointment	Accepting an Appointment	Cancelling an Appointment

1. How about tomorrow morning?	1. I'll come, I promise.	1. Sorry, I don't think I can make it.
2. Let's meet at ... O'clock.	2. I'll be there.
3. Can I meet you at ... ?	3. OK. I'll be there on time.	2. I think I can't come to...
4. Can I come to your ... At ... ?	4. With my pleasure.	3. Actually I really want to come, but...

· · Modelling Dialogue

Mr. Bambang is a heavy smoker. He really wants to stop now. So, he wants to consult this problem in the Smoking Clinic. He calls the Clinic to make an appointment.

Receptionist : “Smoking Clinic, Can I help you?”

Mr. Bambang : “Yes. I need further information about your quitting smoking programme in the Smoking Clinic.”

Receptionist : “OK, sir. The Clinic will gladly inform you about the programme. But you have you come to the clinic.”

Mr. Bambang : “Alright. When should I come?”

Receptionist : “How about Thursday afternoon at 2 p.m.? Dr. Maya will be available for consultation about the programme”

Mr. Bambang : “OK, I’ll be there”

Receptionist : “Please be on time, Sir”

Mr. Bambang : “Sure”

VII. Media

§ Clourful Cards

§ Modelling dialog pada powerpoint

VIII. Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: · Have you ever made an appointment to someone? · Can you mention what appointment it is and how you make it? · What will you say if you want to accept the appointment? · If you cannot go to somewhere and have to cancel your appointment, what will you say?	10 menit
2	Kegiatan Inti (While Activity) · Guru menjelaskan tentang materi pelajaran Making, accepting and cancelling appointment. · Guru menunjukkan sebuah dialog pada powerpoint dan meminta dua orang siswa untuk maju ke depan kelas dan membacakan dialog tersebut. · Guru membagi siswa ke dalam dua kelompok (A dan B) dan meminta siswa untuk berdiri pada masing-masing kelompok, berhadap-hadapan dengan kelompok lainnya. · Guru memberikan kartu berwarna kuning kepada kelompok A dan kartu berwarna merah kepada kelompok B. Kartu kuning berisi ungkapan membuat janji dan kartu merah berisi ungkapan menerima atau membatalkan janji. Siswa pada kelompok A membacakan isi kartunya dan kelompok B harus mencari respon yang sesuai dengan ungkapan yang digunakan oleh kelompok A. · Selanjutnya, masih dalam kelompok yang sama, setiap kelompok ditugaskan untuk membuat sebuah percakapan dimana semua siswa dalam kelompok mendapat peran. Setiap kelompok menuliskan percakapannya di kertas karton, di warnai dan dihias sesuai kreasi siswa. Setiap anggota juga harus menuliskan dialog pada kertas dan mengumpulkannya. Dialog pada kertas karton yang paling menarik akan ditempel di kelas.	70 menit
4	Kegiatan Akhir (Post Activity) · Guru menanyakan beberapa siswa secara acak tentang pengertian, tujuan dan contoh ungkapan membuat, menerima atau menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai dengan pemahaman mereka. · Guru memberikan kesimpulan mengenai pembelajaran tentang membuat, menerima dan menolak janji.	10 menit

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 68-69.

· Silabus

· Rubrik penilaian Speaking

EVALUATION

Work in groups. Make a short dialog using expressing of making, accepting and cancelling an appointment. Collect your paper and demontstrate your dialog!

X. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui, Langsa, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

RPP 4 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

JURUSAN/PRODI : TARBIYAH/PBI

SEMESTER/UNIT : VI/1

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Recount Text

Skill/Fokus : Menulis

Waktu : 45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam baahsa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure.

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar isi dari teks recount.

Proses : Memahami makna di dalam teks recount.

2. Psikomotor

a. Menulis isi dari teks recount.

b. Merespon dan memahami berbagai konteks dari teks recount.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar isi dari teks recount.

Proses : Memahami makna di dalam teks recount.

2. Psikomotor

a. Menulis isi dari teks recount.

b. Merespon dan memahami berbagai konteks dari teks recount.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

V. Mode of Learning

Method : Small Group dan Portfolio

VI. Learning Material

· Definition of Recount Text

Recount text is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience.

· Purpose of Recount Text:

Purpose of a recount text is to provides information about what happened, when it happened, where it happened and who was involved.

· The Generic Structure of The Text:

1. Orientation : Introducing the participant, using first person point of view.

2. Events : Describing a series of events which happened to one side.

3. Re-orientation : starting the writer’s personal note.

· Language Features Analysis:

1. Using personal participant : I

2. Using chronological connectives : Then, and, suddenly

3. Using linking verb : Was, were

4. Using action verb : Moved, Left, walked, made, etc.

5. Using simple past tense pattern : earthquake happened, I was on the car.

· Example of Recount Text:

My Horrible Experience

Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vacation to Bali.

Suddenly, my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks.

Then, I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my hpuse, in the town.

When I reached my town, I was so surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although nothing was left, I thanked God that nobody was seriously injured.

VII. Media

Teks recount pada kertas karton

Kopian Teks recount

VIII. Teaching-Learning Activities

Activity Number	Description	Time Allocation
1	Pre-Activity
	Guru memulai pelajaran dengan menceritakan pengalamannya tentang sesuatu hal yang menarik secara singkat dan kemudian menanyakan kepada siswa beberapa pertanyaan ringan seperti: · Do you have an interesting and unforgettable experience? · Who wants to tell me shorty about your interesting and unforgettable experience? Kemudian guru menunjuk seorang siswa untuk menceritakan pengalamannya yang menarik secara singkat menggunakan kata-katanya sendiri. · Do you know what kind text of experience?	10 menit
2	While-Activity	25 menit
	· Guru menjelaskan tentang pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Recount. · Guru menunjukkan sebuah contoh teks Recount di kertas karton, meminta beberapa murid secara bergantian untuk membacakan dan mengungkapkan maksud cerita dalam teks tersebut. Kemudian guru menterjemah teks tersebut, menunjukkan bagian-bagian teks dan ciri-ciri kebahasaannya. · Guru membagi siswa ke dalam beberapa kelompok kecil yang masing-masing kelompok terdiri dari maksimal 3 orang siswa. Kemudian guru memberikan sebuah teks kepada masing-masing kelompok dan memerintahkan siswa untuk menentukan bagian-bagian teks, ciri kebahasaan dan maksud dari teks tersebut. · Setiap kelompok mempresentasikan hasil kerja kelompoknya. · Guru dan siswa bersama-sama membahas tentang teks yang ditugaskan tersebut dan hasil kerja siswa tersebut dikumpulkan.
3	Post-Activity	15 menit
	· Guru menugaskan kepada setiap siswa untuk membuat sebuah teks recount berdasarkan pengalamannya masing-masing minimal berisi 3 paragraf secara singkat. Dan mengumpulkannya. · Guru memberikan penjelasan kembali mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari teks recount.

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata. Hal. 21-22.

· Silabus

· Rubrik Penilaian Writing

EVALUATION

1. Work in group. Find the generic structure and language features of the text below!

Visiting Bali

There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach.He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.

On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.

The second tour to Ubud wa s avery different tour. It was not to see scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.

My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.

Orientation

........................................................................................................................................................................................................................................................................................................................................................................................................................................................

Event

Re-Orientation

Language Features Analysis:

· Personal Participant :___________________________

· Chronological Connective :___________________________

· Linking Verb :___________________________

· Action Verb :___________________________

· Simple Past Tense :___________________________

2. Make your own recount text at least consists of minimal 3 paragraphs! Do it individually!

X. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5
6
7

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.
	10-13	Fair to poor. Limited range, frequent errors of word or idiom, usage, meaning confused or obscured.
	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.
	4	Good to average. Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured.
	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, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

RPP 5 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

UNIT/SEMESTER : 1/VI

JURUSAN/PRODI : TARBIYAH/PBI

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Expressing Sympathy

Skill/Fokus : Berbicara

Waktu : 45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi.

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar ungkapan menunjukkan simpati.

Proses : Memahami berbagai ungkapan menunjukkan simpati.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan menunjukkan simpati.

b. Merespon dan mendemonstrasikan berbagai ungkapan menunjukkan simpati.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar ungkapan menunjukkan simpati.

Proses : Memahami berbagai ungkapan menunjukkan simpati.

2. Psikomotor

a. Melafalkan dengan benar ungkapan-ungkapan menunjukkan simpati..

b. Merespon dan mendemonstrasikan berbagai menunjukkan simpati.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. 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 : Cooperative Language Learning dan Portfolio

VI. Learning Material

· Expressing Sympathy

Study the following expressions of expressing sympathy

Showing Sympathy

1. You have my deepest sympathy.

2. What a terrible situation for you.

3. I do sympathise (I assure you).

4. I’m extremely sorry to hear that.

5. I know how it feels.

6. Oh, what a shame...

7. Oh, that’s awful.

8. Oh dear, sorry to hear that.

· Modelling Dialogue

Wawan : “What happened to you, Indra? You look so sad?”

Indra : “Well, there was a bad news this morning”

Wawan : “What bad news?”

Indra : “My brother in West Java told me that his crops was destroyed by the mice”

Wawan : “Really? I am sorry to hear that”

Indra : “Yes, he told me that the mice had really destroyed everything”

Wawan : “Oh, that’s awful. What did he do then?”

Indra : “Well, he and the others farmers had worked together to ward off the mice”

Wawan : “I hope everything will get better”.

Indra : “Thanks, I hope so”

VII. Media

§ Paper ball

§ Contoh Percakapan di ketas karton

VIII. Teaching-Learning Activities

ACTIVITY NUMBER	DESCRIPTION	TIME ALLOCATION
1	Kegaiatan Awal (Pre Activity) Guru memulai pelajaran dengan menanyakan kepada siswa beberapa pertanyaan ringan: · Have you ever felt sick? · Have you ever been in a sad situation? · Have you ever gotten a bad news? · What will you say if you look your friend has a serious sick? · What will you say if your friend is in bad situation? · What will you say to show your sympathy to them?	5 menit
2	Kegiatan Inti (While Activity) · Guru menjelaskan tentang materi pelajaran expressing sympathy, mulai dari pengertian, tujuan hingga contoh ungkapan rasa simpati. · Guru menempelkan sebuah percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B. · Setelah membacakan dialog, guru meminta siswa untuk menunjukkan yang mana ungkapan rasa simpati pada dialog. · Guru meminta siswa untuk berdiri dan membentuk lingkaran. · Guru mengatakan sebuah kalimat dan kemudian melemparkan bola kepada siswa secara acak. Siswa yang mendapatkan bola harus memberi respon atas kalimat yang guru ucapkan dengan menggunakan ungkapan rasa simpati. Kemudian siswa tersebut mengucapkan sebuah kalimat lainnya dan melemparkan bola kepada siswa lainnya secara acak. Siswa yang mendapatkan bola harus merespon kalimat dari siswa yang melemparkan bola tersebut menggunakan ungkapan rasa simpati dan begitu seterusnya.	30 menit
4	Kegiatan Akhir (Post Activity) · Guru membentuk dua kelompok dan memberikan masing-masing kelompok satu situasi yang harus dirancang menjadi sebuah percakapan sederhana yang di dalamnya terdapat ungkapan menyatakan rasa simpati. Masing-masing anggota kelompok harus menulis percakapan dan mengumpulkannya. Kemudian, setiap kelompok memerankan percapakan mereka di depan kelas dan merekam penampilan mereka. · Guru menjelaskan kembali pengertian, tujuan serta kata-kata yang digunakan dalam expressing sympathy.	10 menit

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata.Halaman 34-35

· Silabus

· Rubrik penilaian Speaking

EVALUATION

Make a short dialog between you and your friend using expressing sympathy based on this situation! Collect your paper, practise your dialog in front of the class!

First Situation

Your friend says that her mother is sick and in hospital now. She is very sad and she cannot go to school for some days because she must take care of her mother.

Second Situation

You get a serious problem with the most naughty boy in your class. You are so sad and feel worry about that then you tell that problem to your friend. Make a short dialog between you and your friend using expressing sympathy based on this situation!

X. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6
7
8
9
10

Rubrik penilaian Speaking

Criteria	Rating Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronounciation problem, most frequently be asked to repeat. Pronounciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not however, obscure meaning Make frequent errors of grammar and word orders, which occasionally obsecure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences Pronounciation problem to make speech virtually unintelligible
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually, that of native speaker. Occasionally uses inappropriate terms and must rephrase ideas because of lexical and equities. Frequently uses the wrong word, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extremes as to make conversation virtually impossible.
Fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language. Usually hesitant, often farced into silence by language limitation. Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetition may be necessary. Understand most of what is said at slower than normal speed without repetition. Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetition. Can not be said to understand even simple conversational English.

Mengetahui, Langsa, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

RPP 6 PORTFOLIO

NAMA : NURUL HIDAYANI

NIM : 141100649

JURUSAN/PRODI : TARBIYAH/PBI

SEMESTER/UNIT : VI/1

MATA KULIAH : METHOD OF TEACHING ENGLISH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 1 Karang Baru

Kelas/Semester : X/1

Nama Pelajaran : Bahasa Inggris

Materi : Narrative Text

Skill/Fokus : Menulis

Waktu : 2x45 Menit

I. Standar Kompetensi

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

II. Kompetensi Dasar

III. Tujuan Pembelajaran

1. Kognitif

Produk : Mengetahui dengan benar isi dari teks narrative.

Proses : Memahami makna di dalam teks narrative.

2. Psikomotor

a. Menulis isi dari teks narrative.

b. Merespon dan memahami berbagai konteks dari teks narrative.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

IV. Indikator

1. Kognitif

Produk : Mengetahui dengan benar isi dari teks narrative.

Proses : Memahami makna di dalam teks narrative.

2. Psikomotor

a. Menulis isi dari teks narrative.

b. Merespon dan memahami berbagai konteks dari teks narrative.

3. Afektif (Karakter sosial dan Individu)

Karakter

a. Ikut serta dalam semua aktifitas pembelajaran selama proses pembelajaran

b. Bertanggung jawab terhadap tugas yang diberikan

Sikap

a. Ikut serta dalam proses pembelajaran yang berorientasi pada learner-centered

b. Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

c. Mendengar pendapat orang lain dengan baik tanpa menyanggah atau memotong

d. Berkomunikasi dengan baik, atau apa yang harus diucapkan, dimana, dan kepada siapa

e. Berpendapat secara baik dalam diskusi

V. Mode of Learning

Method : Collaborative Language Learning dan Portfolio

VI. Learning Material

· Definition of Narrative Text

Narrative text is a text to tell the story or past events and entertain the readers.

· Purpose of Recount Text:

To entertain the readers.

· The Generic Structure of The Text:

1. Orientation : Introduces the main character/s in a setting of time and place.

2. Complication : A sequence of events.

3. Resolution : The problem is solved.

· Language Features Analysis:

1. Use of particular nouns or to describe the particular people, animals and things that the story is about.

2. Use of adjectives to build noun groups to describe the people, animals or things in the story.

3. Use of time connectives and conjuctions to sequence events through time.

4. Use of adverbs and adverbial phrases to locate the particular events.

5. Use of past tense action verbs to indicate the actions;

6. Use of saying and thinking verbd to indicate what characters are feeling, thinking or saying.

· Example of Narrative Text:

The Fox and The Cat

One day, a cat and a fox were having a conversation. The fox, who was a conceited creature, boasted how clever she was. ‘Why, I know at least a hundred tricks to get away from our mutual enemies, the dogs,’ she said.

‘I know olny one trick to get away from dogs,’ said the cat. ‘You should teach me some of yours!’

‘Well, maybe some day, when I have the time, I may teach you a few of the simpler ones,’ replied the fox airily.

Just then they heard the barking of a pack of dogs in the distance. The barking grew louder and louder – the dogs were coming in their direction! At once the cat ran to the nearest tree and climbed into its branches, well out of reach of any dog. ‘This is the trick I told you about, the only one I know,’ she called down to the fox. ‘Which one of your hundred tricks are you going to use?’

The fox sat silently under the tree, wondering which trick she should use. Before she could make up her mind, the dogs arrived. They feel upon the fox and tore her to pieces.

A sigle plan that works is better than a hundred doubtful plans.

VII. Media

Teks narrative pada kertas karton

VIII. Teaching-Learning Activities

Activity Number	Description	Time Allocation
1	Pre-Activity
	Guru memulai pelajaran dengan menunjukkan sebuah gambar “Snow White” dan menanyakan siswa beberapa pertanyaan ringan seperti: · Do you know what picture is it? · Can you tell me the short story of Snow White? · What kind of text used in Snow White Story?	15 menit
2	While-Activity
	· Guru menjelaskan tentang pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Narrative. · Guru menunjukkan sebuah contoh teks Narrative di kertas karton. Kemudian guru dan siswa membaca contoh teks ini secara bersamaan dan mneganalisis bagian serta cirinya. · Guru membagi siswa dalam beberapa kelompok dan menugasi setiap kelompok untuk membuat sebuah teks narrative sederhana yang berasal dari ceita rakyat atau dongeng yang ada di Indonesia. Hasil kerja siswa ditulis di kertas karton semnenarik mungkin, setelah dipresentasikan, tugas ini dikumpulkan. · Guru menugasi setiap siswa untuk membaca sebuah teks narrative berjudul “Cinderella” dan menjawab pertanyaan yang diberikan berdasarkan teks tersebut serta menceritakan kembali teks dengan kata-kata sendiri.	60 menit
3	Post-Activity
	· Guru menanyakan siswa secara acak tentang pengertian, ciri, bagian, serta contoh narrative text menggunakan kata-kata siswa sendiri. · Guru memberikan penjelasan kembali mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari teks narrative.	15 menit

IX. Sumber Pembelajaran

· Bahasa Inggris Untuk SMA/MA Kelas X. CV Sindunata. Hal. 21-22.

· Silabus

· Rubrik Penilaian Writing

EVALUATION

A. Work in groups. Make a short narrative text about legend in Indonesia. Presentate and collectyour work!

B. Read the story, answer the question and rewrite with your own words! Do it individually!

Cinderella

Once upon a time there was a beautiful girl Cinderella. She lived with her stepsisters and stepmother. They were very bossy. She had to do all the house works.

One day, an invitation to the ball (dance party) came to the family. The stepsisters did not let her go. So Cinderella was very sad. The stepsisters went to the ball without her.

Fortunately, the fairy good mother came and helped her to the ball. At the ball, Cinderella danced with the prince. The prince fell in love with her then he married her. They lived happily ever after.

1. What is the communicative purpose/social function of this text?

2. Mention the genre structure of the text!

3. What tenses mostly used in the text?

4. Why did Cinderella feel so sad?

5. How were her stepsister?

X. Assessment

NO	NAME	Language Skill and Component
NO	NAME	Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5
6
7

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.
	10-13	Fair to poor. Limited range, frequent errors of word or idiom, usage, meaning confused or obscured.
	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.
	4	Good to average. Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured.
	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, 11 Juni 2014

Kepala Sekolah Guru Bidang Studi,

Riydha Karina, MA Nurul Hidayani, S. Pd.i

Method of Teaching English