RENCANA
PELAKSANAAN PEMBELAJARAN
(RPP)
NAMA SEKOLAH : SMA
MATA PELAJARAN :
BAHASA INGGRIS
ASPEK/ SKILL : WRITING
(MENULIS)
KELAS/SEMESTER :
XI/1
ALOKASI WAKTU : 2
x 45 MENIT
PERTEMUAN : III (TIGA)
I.
Standar
Kompetensi
1.1 Mengungkapkan makna dalam teks tulis
fungsional pendek dan esei sederhana berbentuk narrative dalam konteks kehidupan sehari-hari.
II.
Kompetensi
Dasar
2.1 Merespon makna dalam teks fungsional
resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar
dan berterima dalam teks berbentuk narrative.
III.
Indikator
3.1 Menentukan
judul yang sesuai dengan topic yang diberikan.
3.2 Menulis
gagasan utama
3.3 Mengelaborasi
gagasan utama
3.4 Membuat
draft, merevisi, dan menyunting
3.5 Menghasilkan
teks berbentuk narrative
IV.
Karakter
yang Dikembangkan
4.1 Cinta
ilmu
4.2 Kreatif
4.3 Bekerjasama
4.4 Toleransi
4.5 Komunikatif
V.
Tujuan
Pembelajaran
5.1 Siswa
mampu menghasilkan teks berbentuk narrative.
VI.
Materi
Pembelajaran
6. 1 Contoh teks tertulis berbentuk narrative.
VII.
Sumber
Pembelajaran
Buku teks yang relevan:
7.1
Script teks narrative
7.2
Dictionary
VIII. Metode
Pembelajaran
8.1
Social-Interactive Writing for English Language Learners (SWELL) Method
IX.
Langkah-Langkah
Pembelajaran
a.
Kegiatan
Awal (10 Menit)
Apersepsi : - Salam pembuka
- Absensi
- Guru menyampaikan tujuan yang akan dicapai
b.
Kegiatan
Inti (70 Menit)
-
Guru mereview
materi yang diajarkan pada pertemuan sebelumnya.
-
Pasangan siswa
mengedit rough draft tersebut menjadi
sebuah paragraph yang baik sebelum dikumpulkan.
-
Pasangan siswa
memperlihatkan hasil karangan mereka kepada guru dengan tidak lupa menulis
nama, baik yang berfungsi sebagai Helper
maupun Writer.
c.
Kegiatan
Akhir (10 Menit)
-
Menjelaskan
proses pembelajaran untuk pertemuan selanjutnya.
-
Menutup
pelajaran
X.
Penilaian
Tehnik : Tertulis
(berpasangan)
Bentuk : Writing narrative text.
Aspek : Generic Structure dan Language Use
a.
Generic Structure
1.
Orientation
|
Classification
|
Score
|
Criteria
|
|
Excellent
|
90-100
|
Complete to Identify and set the scene
and introduce the participant (it answer the questions: who, when, and where)
|
|
Very Good
|
80-89
|
Identify and set the scene and
introduce the participant enough (it answer the questions: who, when, and
where incomplete)
|
|
Good
|
70-79
|
Cannot incomplete to Identify and set
the scene and introduce the participant.
|
|
Fairly Good
|
60-69
|
Not relevant to Identify and set the
scene and introduce the participant.
|
|
Fair
|
50-59
|
No answer of concept
|
2.
Complication
|
Classification
|
Score
|
Criteria
|
|
Excellent
|
90-100
|
Complete to Identify the crisis’ of
problem arises. When the problem developed.
|
|
Very Good
|
80-89
|
Identify the crisis’ of problem
arises. When the problem developed is enough
|
|
Good
|
70-79
|
Cannot incomplete to Identify the
crisis’ of problem arises. When the problem developed.
|
|
Fairly Good
|
60-69
|
Not relevant to identify the crisis’
of problem arises. When the problem developed.
|
|
Fair
|
50-59
|
No answer of problem.
|
3.
Resolution
|
Classification
|
Score
|
Criteria
|
|
Excellent
|
90-100
|
Complete to find a way or solution to
solve the problem
|
|
Very Good
|
80-89
|
To find a way or solution to solve the
problem is enough.
|
|
Good
|
70-79
|
Cannot incomplete to find a way or
solution to solve the problem
|
|
Fairly Good
|
60-69
|
Not relevant to find a way or solution
to solve the problem
|
|
Fair
|
50-59
|
No answer to solve the problem.
|
b.
Language Use
|
Classification
|
Score
|
Indicator
|
|
Excellent to very good
|
86-100
|
Effective
complex construction, few errors of agreement, tense, number, word/order
function, article, pronoun and preposition
|
|
Good to average
|
70-85
|
Few
errors of agreement, tense, number, word/order function, article, pronoun,
preposition but meaning confused or obscured
|
|
Fair to
poor
|
60-69
|
Dominated by errors of grammar, cannot be understood
and evaluated.
|
|
Very Poor
|
50-59
|
Virtually no mastery of sentence construction rules,
etc.
|
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