Rencana Pelaksanaan Pembelajaran

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA NEGERI 1 PANCARIJANG

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 11
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Expressing Love and Sadness
I. Standar Kompetensi (Listening)

7. Memahami makna dalam teks dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar

7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur
menyatakan perasaan cinta (love) dan perasaan sedih (sadness).
III. Indikator
Mengidentifikasi makna tindak tutur love and sadness
Mengidentifikasi respon tindak tutur love and sadness
IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :
Siswa dapat mengidentifikasi makna tindak tutur love and sadness
Siswa dapat mengidentifikasi respon tindak tutur love and sadness
V. Materi Pembelajaran
1. Expressing Love: expressing great liking of someone or something

Expressions of Love:
• I love you/I like you.
• My dear/my love/my baby/my honey/my darling.
• I’m interested in ....
Expressions of Sadness:
• Please leave me alone.
• I’m really sad.
• How sorrowful it is.
VI. Metode Pembelajaran/Teknik:
 Ceramah
 Tanya jawab
 Pemberian tugas
VII. Langkah-langkah Kegiatan Pembelajaran

1. Pendahuluan ( 10 menit )
 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
yang ditanamkan: santun, peduli)
 Membaca Do’a (nilai yang ditanamkan: religius)
 Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
 Guru menanyakan kesiapan siswa untuk memulai pelajaran
2. Kegiatan Inti ( 70 menit )
 Mereview Pelajaran yang didapatkan sebelumnya
 Guru menyampaikan topik pembelajaran yang akan dipelajari
 Guru menyampaikan tujuan pembelajaran yang akan dipelajari
 Guru menjelaskan materi
 Guru membagi siswa dalam beberapa kelompok
 Siswa mendengarkan percakapan interpersonal
 Siswa menjawab pertanyaan-pertanyaan/soal yang berkaitan dengan dialog yang
telah mereka dengarkan secara berkelompok
 Siswa dipersilakan bertanya terkait dengan materi yang telah diajarkan
 Guru memperkuat pemahaman siswa dengan memberikan pertanyaan ke beberapa
siswa
3. Penutup ( 10 menit )
 Siswa diminta membuat rangkuman dari materi mengenai expressing love and
sadness.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
expressing love and sadness.
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
 Menutup dengan do’a
H. Alat/Bahan/Sumber Belajar
 Alat: Laptop, Sound, CD, Kamus, Transkrip percakapan atau rekaman percakapan/
kaset
 Bahan Belajar : expressing love and sadness..
 Sumber Belajar : Developing English Competencies
I. Penilaian dan Program Tindak Lanjut

A. Penilaian
1. Prosedur Penilain
a. Aspek Penilain : Kognitif dan Afektif
b. Jenis Penilaian : Tugas Individu dan Kelompok
c. Bentuk : Tes Tertulis
2. Instrumen Penilaian
Read the dialogue and answer the questions below!
Mr Ali : My dear, I'll possibly return home late.
Mrs Ali : Is there an urgent meeting at your office my dear?
Mr Ali : Yeah. Don't you remember? It's the last week in the month. I should
finish my monthly report soon.
Mrs Ali : OK then. But I won't open the door for you if you come home at
midnight.
Mr Ali : What about coming home early in the morning? So, I won't disturb you.
Mrs Ali : Never mind. If you don't love me anymore, just leave me alone.
Mr Ali : Honey, what do you mean? I don't understand. Frankly speaking, I love
you so much. So how can I leave you?
Mrs Ali : Huh....
Mr Ali : Come on, forgive me please, won't you?
Mrs Ali : Forget it. I'm just kidding. Actually I can't take my eyes off of you
because I don't want you to leave me. You know how sorrowful my life
will be if you leave me.
Mr Ali : (Dazing and smiling at his wife nicely.) Thank you, honey. You're the
best.
Questions:
1. Why did Mr Dodi have to come home late at that time?

2. What expression did Mr Dodi say to his wife to express his love?
3. Was Mrs Dodi serious about what she said?
4. Do the couple love each other?
5. What is meant by "I can't take my eyes off of you"?
6. Can you find the expressions of love in the dialogue?
7. Can you find the expression(s) of sadness in the dialogue above?
No Kunci Jawaban Skor

1 It's the last week in the month. I should finish my monthly 2
report soon.
2 I love you so much 4
3 No, she was not. 1
4 Yes, they do. 1
5 I can not leave you. 5
6 Yes, I can. 1
7 Yes, I can. 1
Jumlah 15
Rumus Penilaian:
Nilai = Skor Perolehan x100
Skor Maksimal
a. Penilaian Afektif
Yang Dinilai/SKOR
No Nama Jumlah
Kerjasama Keaktifan Keseriusan
Keterangan:
1. Sangat kurang
2. Kurang
3. Cukup
4. Baik
5. Sangat Baik
B. Program Tindak Tutur:

1. Remedial : Siswa yang memperoleh nilai KD < KKM Mengikuti Program Remedial
2. Pengayaan : Siswa yang memperoleh nilai KD > KKM Mengikuti Program Remedial
Rappang, ............ 2012
Mengetahui
Guru Pamong Mahasiswa PPL
MADDUPATI, S. Pd. ARMIJAH AMIRULLAH

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Kelas/Semester : XI / II
Topik Pembelajaran : Expressions of Anger and embarrasment
I. Standar Kompetensi (Listening)

7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari.

7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang
menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: Embarrassment (Malu), Anger (Marah), and Annoyance (Jengkel)
III. Indikator
 Mengidentifikasi makna tindak tutur Anger and Embarrasment
 Mengidentifikasi respon tindak tutur Anger and Embarrasment

 Siswa dapat mengidentifikasi makna tindak tutur Anger and Embarrasment
 Siswa dapat mengidentifikasi respon tindak tutur Anger and Embarrasment
1. Expressions of embarrassment
a. Expressing Embarrassment: expressing feeling of being worries and
ashamed.
b. Expressing embarrassment is used to show that someone is embarrassed.
2. The following are some expressions of expressing embarrassment:
1. I am embarrassed
2. I feel ashamed
3. Oh, My God
4. Shame on me
5. I don't feel comfortable
6. I feel awkward
7. That’s a real embarrassment

 Ceramah
 Tanya jawab
 Pemberian tugas

 Siswa melengkapi dialog berdasarkan percakapan yang didengar
siswa
 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan
Annoyance.
ungkapan-ungkapan Annoyance.
kaset
 Bahan Belajar : Anger and Embarrasment.

A. Penilaian
b. Jenis Penilain : Tugas Individu dan Kelompok
a. Listen to the conversation and write down what you have heard!
A : Today is my bad day

B : Why? What's wrong?
A : I feel down from motorcycle in front of Campus
B : Really? Are you Ok?
A : I am fine, but I feel so embarrassed because my shoes were flying over me and
my skirt was torn.
B : You must be very ashamed.
A : You bet. I felt so ashamed to know that. I don't feel convenient because there
were some boys hanging out.

1 Why did you come late? 1
2 I couldn’t drive fast 2
3 It's your duty, isn't it? 2
4 Certainly 1
5 I’m Very Sorry 1
6 Alright, Sir! 1
7 Scolding You 2
Jumlah 10
Rumus Penilaian:
Skor Maksimal
b. Penilaian Afektif
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
IV. Sangat kurang
V. Kurang
VI. Cukup
VII. Baik
VIII. Sangat Baik

Rappang, ............... 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Kelas/Semester : XI/ II
I. Standar Kompetensi
LISTENING (Mendengarkan)
8. Memahami makna dalam te.ks fungsional pendek dan monolog berbentuk narrative, spoof,
dan hortatory exposition dalam konteks kehidupan sehari-hari.

8.1 Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll)
resmi dan tidak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari.
III. Indikator
 Mengidentifikasi topik teks fungsional pendek yang didengar
 Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar
 Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar

Pada akhir pembelajaran siswa diharapkan dapat :
 Siswa dapat Mengidentifikasi topik teks fungsional pendek yang didengar
 Siswa dapat Mengidentifikasi informasi tertentu dari teks fungsional pendek yang
didengar
 Siswa dapat Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar
 Teks funsgional pendek lisan:
- Banner is a large printed picture or a notice that is used to advertise something or to
decorate room.
- Poster, designed to be posted in some public place for purposes of commercial
announcement or propaganda.
- A poster is a large printed picture or a notice that is used to advertise something or to
decorate room.
- A pamphlet is a thin book with a paper cover that gives you information about
something.

 Giving Opinion
 Tanya jawab
 Pemberian tugas

 Muqaddimah “pujian kepada allah swt dan shalawat kepada rasulullah saw”.
 Guru menyampaikan topik pembelajaran yang akan dipelajari dan manfaatnya jika
menguasai topik tersebut
 Guru menyampaikan tujuan topik pembelajaran yang akan dipelajari
 Guru menyampaikan manfaat yang akan didapat jika menguasai topik
pembelajaran yang akan dipelajari
 Guru menyampaikan informasi tentang teks fungsional pendek dalam banner,
poster, dan pamphlet
 Siswa mendengarkan informasi tentang teks fungsional pendek dalam banner,
poster, dan pamphlet
 Guru mengorganisir siswa kedalam beberapa kelompok belajar
 Siswa menjawab pertanyaan berdasarkan informasi yang didengar
 Secara berkelompok siswa menjawab pertanyaan yang didengar
 Siswa dipersilahkan bertanya terkait dengan materi yang telah diajarkan
 Guru memperkuat pemahaman siswa dengan memberikan pertanyaan kebeberapa
siswa
 Siswa diminta menceritakan kembali pengalamannya serta hambatan-hambatan
yang dialami dalam proses belajar mengajar;
 Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
informasi-informasi yang didapat dari banner, poster dan pamphlet
 Alat : Laptop, Sound, CD, LCD, Kamus, Transkrip percakapan atau
rekaman percakapan/ kaset
 Bahan Belajar : Banner, Poster, Pamphlet
 Sumber Belajar : Developing English Competencies, Inter Language

A. Penilaian
a. Aspek Penilain : Kognitif dan Afektif (Listening)
b. Jenis Penilain : Tugas Individu, Kelompok dan Ulangan Harian
c. Bentuk : Teks Lisan (Listening)
Listening
 Listen carefully to the text and answer the question.
Maple Plaza, our city’s newest mall, will open on october 25. The new mall will have
31 stores and 8 restaurants. It will also have a movie theater, which will open in
November. The biggest store at the mall will be McGruner’s department store. There
will be a party to celebrate the new mall on october 26 from noon to 5.00 PM. All
members of the public are invented.
Questions:
1. What will happen on october 25?
2. How many stores will Maple Plaza have?
3. What is McGruner?
4. What time it will be held?

1 What will happen on october 25? 25
It’s the opening Maple Plaza, our city’s newest mall,
2 How many stores will Maple Plaza have? 25
Maple Plaza have 31 stores
3 What is McGruner? 25
McGruner biggest store at the mall
4 What time it will be held? 25
It will be held on October 26 from noon to 5.00 PM
Jumlah 100
Rumus Penilaian:
Skor Maksimal
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
IV. Sangat kurang
V. Kurang
VI. Cukup
VII. Baik
VIII. Sangat Baik

Rappang,............... 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Kelas/Semester : XI IPA 3
Topik : Narrative Text
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof,

8.2 Merespon makna dalam teks yang menggunakan ragam bahasa lisan secara akurat, lancar,
dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk : narrative, spoof,
dan hortatory exposition.
III. Indikator
 Siswa dapat merespon wacana monolog: narrative

 Siswa mampu merespon wacana monolog: narrative
 Teks Narrative
 Teks Contoh Narrative
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The
Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of
Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had suffered
from a strange illness for a long time. Doctors and shamans were ordered to cure the
Queen, but the queen was not healed. Meanwhile, the high priest of the kingdom was
praying to God, when he heard a voice echoing, “The queen can be cured by the stone
flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the
same direction of the sunset.”Well, the queen ordered Tumenggung Arungbinang to
search for the flower. Tumenggung Arungbinang was a brave, honest and loyal
nobleman.It so happened then, Tumenggung Arungbinang followed the direction of the
sunset. Finally he arrived at a steep hill slope near the South Sea. What happened then
?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid
down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you
know what? He saw a beautiful princess treating his wound gently. Then she fed him
with some hot soup.“Who are you really, princess ?” asked Tumenggung Arungbinang.“
I am Dewi Tisnawati, the guardian fairy who guard the stone flower garden.” said Dewi
Tisnawati gently. “It’s God’s will that the first man who comes here will be my husband
to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the stone
flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry.
You’ll recover soon and I’ll show you the way to get the flower.”So to cut a long story,
Tumenggung Arungbinang managed to get the stone flower with the help of Dewi
Tisnawati. Do you know what the stone flower was ? The stone flower was actually the
swallow’s nest. It was made of the bird’s saliva when it was sleeping. The nest was
stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry
me after you have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my
word, Dewi.” replied Tumenggung Arungbinang.Arungbinang took the flower to the
queen and the stone flower was made into soup and given to the queen. Day by day, the
queen was getting healthier and healthier. The queen was touched by Arungbinang’s
story and gave her blessing for Arungbinang to marry Dewi Tisnawati.So in the end,
Tumenggung Arungbinang and Dewi Tisnawati married and lived at Karangbolong hill.
Three – phase technique
 Pre listening
 Whilst listening
 Post Listening

 Guru memberikan penjelasan materi text narrative
 Guru memperdengarkan cerita dalam bentuk text narrative
 Siswa mendengarkan cerita dalam bentuk text narrative yang diberikan oleh guru
dan menjawab pertanyaan-pertanyaan yang guru berikan dari hasil cerita yang
didengarkan
 Guru memberikan penjelasan terhadap materi yang telah dikerjakan.
 Guru memberikan tugas rumah terkait dengan text narrative
 Alat : Laptop dan alat tulis
 Bahan Belajar : Text Narrative
 Sumber Belajar: Developing English Competencies, Inter Language
A. Penilaian
b. Jenis Penilain : Individu
c. Bentuk : Listening Text
LISTENING TEXT 1
Well, here is the story. Once upon a time there lived as neighbors, a bear and a rabbit.
The rabbit was a good shot, and the bear being very clumsy could not use the arrow to good
advantage. The bear was very unkind to the rabbit.
Every morning, the bear would call over to the rabbit and ask the rabbit to take his
bow and arrows and came with the bear to the other side of the hill. The rabbit, fearing to
arouse the bear’s anger by refusing, consented, and went with the bear and shot enough
buffalo to satisfy the hungry family. Indeed, he shot and kill so many that there was lots of
meat left after the bear and his family had loaded themselves, packed all they could carry
home. The bear was very gluttonous, and did not want the rabbit to get any of the meat so
the poor rabbit could not even taste the blood from the butchering, as the bear would throw
earth on the blood and dry it up. Poor Rabbit would have to go hungry after his hard day’s
work.
The bear was the father of five children. The youngest boy was very kind to the
rabbit. The mother bear, knowing that the youngest was very hearty eater, always gave him
an extra large piece of meat. What the baby bear did not eat, he would take outside with him
and pretend to play food ball with it, kicking it toward the rabbit’s house, and when he got
close to the door he would give the meat such a good kick, that it would fly into the rabbit’s
house, and in this way poor Rabbit would get his meal unknown to the papa bear.
Answer the following questions!
1. What is the best title of the story above?

2. Who were the characters in that story?
3. Where is the setting of the story?
4. What problem was the rabbit faced?
5. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bear’s youngest children send the rabbit the meat to the rabbit’s house secretly
2. Rubrik Penilain
1. Listening
No Uraian Skor
Isi benar, tata bahasa benar

1,2,3,4,5 20
Isi benar, tata bahasa kurang tepat
10
Tidak menjawab
0
Jumlah skor maksimal = 5 x 20 = 100
Penilaian : Jumlah skor perolehan : skor maksimal x 100
3. Penilaian Afektif
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
6. Sangat kurang
7. Kurang
8. Cukup
9. Baik
10. Sangat Baik
Rappang, ................ 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Topik : Spoof Text

III. Indikator
 Siswa dapat merespon wacana monolog: spoof

 Siswa mampu merespon wacana monolog: spoof
Definition and Social Function of Spoof

Spoof is a text which tells factual story, happened in the past time with unpredictable and
funny ending. Its social function is to entertain and share the story.
Generic Structure of Spoof

1. Orientation
2. Events
3. Twist
Language Feature of Spoof

1. Focusing on people, animals or certain things
2. Using action verb; ate, ran, etc
3. Using adverb of time and place
4. Told in chronological order
Contoh Spoof Text
ABSENCE
Joe's Mother got angry because her son got a low mark on English test.
"Why did you get such a low mark on that test?" Asked mother angrily. Asked by his
angry mother, Joe just kept silent and went out.
A few moment, Joe came back home and met his mother again. His mother asked the
same question.
Joe answered steadily, "Because of absence."
"You mean you were absent on the day of the test?" Mother wondered.
Joe replied, "No, but the kid who sits next to me was."
SAM TING WONG
Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair.
They are really a well-matched couple.
One year later, Wong family got a new baby. A nurse brought them a son with curly hair
and a black skin.
The nurse congratulated and said, "What name will you give to this son?"
With a confused face, Jacky Wong grumbled, "Sam Ting Wong!"


 Pre listening
 Post Listening

 Guru memberikan kesempatan kepada siswa untuk menyampaikan apa yang
mereka ketahui tentang Spoof Text berdasarkan tugas yang diberikan kepada
mereka
 Guru memberikan penjelasan materi Spoof Text
 Siswa memperdengarkan cerita dalam bentuk Spoof Text di depan teman kelasnya
dan siswa lain mengidentifikasi bagian-bagian/generic structure of the spoof text
 Siswa mendengarkan cerita dalam bentuk Spoof Text yang diberikan oleh guru dan
menjawab pertanyaan-pertanyaan yang guru berikan dari hasil cerita yang
didengarkan
 Guru memberikan tugas rumah terkait dengan Spoof Text
 Bahan Belajar : Spoof Text
 Sumber Belajar:
Developing English Competencies, Inter Language

A. Penilaian
LISTENING TEXT 1
A Bumpy Flight
"This is your captain speaking. We have had a failure in one of our engines. There is no
cause for alarm as we still have three engines left. Unfortunately this means that we will be one
hour late."
A short time later the captain again spoke to the passengers:"There is no cause for alarm,
but we have just lost another engine. We will no be two hours late."
When the captain spoke to the passengers for the third time, he again had bad news. "Ladies and
gentlemen, I assure you that we are in no danger, but I must inform you that we have had
another engine failure. This means that we will now be three hours late.
Finally, the captain announced that the fourth engines had failed.
One of the passengers turned to another passenger and said,"Oh no. That means we'll be four
hours late.
6. Identify the Orientation from the text above?

7. Identify the Events from the text above?
8. Identify the twist from the text above?
Kunci Jawaban
A Bumpy Flight
1. Orientation:
"This is your captain speaking. We have had a failure in one of our engines. There is no cause
for alarm as we still have three engines left. Unfortunately this means that we will be one hour
late."
2. Event 1:
A short time later the captain again spoke to the passengers:"There is no cause for alarm,
but we have just lost another engine. We will no be two hours late."
Event 2:
When the captain spoke to the passengers for the third time, he again had bad news.
"Ladies and gentlemen, I assure you that we are in no danger, but I must inform you that
we have had another engine failure. This means that we will now be three hours late.
Event 3:
Finally, the captain announced that the fourth engines had failed.
3. TWIST
One of the passengers turned to another passenger and said,"Oh no. That means we'll be
four hours late.
2. Rubrik Penilain
1. Listening
No Skor
1 30
2 30
3 40
Total 100
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
IV. Sangat kurang
V. Kurang
VI. Cukup
VII. Baik
VIII. Sangat Baik

Rappang, .......................2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Topik : Hortatory Exposition Text
SPEAKING (Berbicara)
10. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,
spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari.

10. 2 Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk :
narrative, spoof, dan hortatory exposition.
III. Indikator
 Siswa dapat mengidendtifikasi wacana monolog hortatory exposition
 Siswa dapat merespon wacana monolog hortatory exposition
 Siswa dapat menemukan informasi dari wacana monolog hortatory exposition
 Siswa dapat mengungkapkan informasi dari wacana monolog hortatory exposition
IV. Tujuan
 Siswa mampu mengidentifikasi wacana monolog: hortatory exposition
 Siswa mampu merespon wacana monolog: hortatory exposition
 Siswa mampu menemukan informasi dari wacana monolog hortatory exposition
 Siswa dapat mampu informasi dari wacana monolog hortatory exposition
 PENGERTIAN HORTATORY EXPOSITION TEXT
Disebutkan dalam Concise Oxford Dictionary, Hortatory termasuk kata sifat
(adjective) bermakna "tending or aiming to exhort" ("cenderung atau bertujuan
mendorong / mendesak orang lain untuk melakukan sesuatu"). Sedangkan Exposition
bermakna "a comprehensive description and explanation of a theory" ("Penjelasan dan
penjabaran sebuah teori secara komprehensif").
Jadi secara bahasa, jika disimpulkan, hortatory exposition adalah teks yang menjelaskan
sebuah teori/masalah secara komprehensif dengan tujuan mendorong orang lain melakukan /
tidak melakukan sesuatu.
 GENERIC STRUCTURE OF HORTATORY EXPOSITION
Generic Structure, atau susunan umum hortatory exposition adalah sebagai berikut
1. Thesis / General Statement
Thesis / general statement berisi pernyataan pembuka mengenai topik
pembahasan. Sebagai contoh kita akan membahas mengenai bahaya rokok, thesis
statement yang bisa kita gunakan misalnya :
“Rokok dapat menyebabkan kanker, serangan jantung, dan impotensi”.
2. Arguments
Arguments, ”Pendapat” berisi berbagai pembahasan lanjutan dari thesis statement
secara detail. Akan lebih baik jika argument ini tidak hanya berisi pendapat pribadi
penulis saja tapi juga bisa berisi pendapat para pakar. Mengacu pada contoh thesis
statement tentang rokok di atas, kita bisa membuat arguments pendukung dengan lebih
detail, misalnya :
Argument 1 : Saya mengira serangan jantung yang dialami direktur PT. LaptopButut,
Pak “XXX”, disebabkan karena intensitas merokok lebih banyak dari pada minum air
putih.(Terus kembangkan paragraf ini lebih dalam)
Argument 2 : Telah banyak dibuktikan bahwa rokok hampir menjadi sebab utama
penyakit kanker. (Terus kembangkan paragraf ini)
Argument 3 : Impotensi seorang bos “XXX” di kota “XXX” disebutkan karena

kebiasaanya merokok sebelum tidur. (terus kembangkan lagi paragraf ini)
3. Recommendation.
Recommendation / suggestion berisi saran penulis tentang topik pembahasan. Jika
membahas tentang bahaya rokok, sobat pasti tahu dong apa yang harus disarankan?
 Teks Contoh Hortatory Exposititon Text
The Dangers of Smoking Cigarettes for Smokers
Other Health Dangers of Cigarettes for Smokers
Most people know that smoking is bad for the health and causes lung cancer and heart attacks.
What they may not know is that smoking causes many other diseases and illnesses. It is also the
single most preventable cause of death in the U.S.
Tobacco causes about 435,000 deaths or 1 out of 6 deaths in the U.S. each year. 20,000 flu and
pneumonia deaths are tied to smoking. Every year 174,000 smokers will die from heart disease.
Smoking increases the risk of dying of a heart attack by 60%. Every year 143,000 smokers will
die from different cancers, 83,000 from lung cancer alone, and 26,000 from strokes. A stroke
happens when the brain does not get enough oxygen. For example, when a person has a stroke,
he/she may not be able to talk and/or move a part of his/her body for awhile or forever.
Because of smoking, 40% of men and 28% of women die prematurely, before their time.
According to the Surgeon General Report of 1985, "Smoking has killed more people in the U.S.
alone than the number of Americans killed in battle or who died of war related diseases in all
wars ever fought by this nation." The total number of U.S. deaths in the Vietnam War was
58,151.
Smoking is the number one killer in the African-American community. Adult black males have
a greater chance of dying from cigarettes than adult white males. This is partly because black
males are more likely to smoke mentholated cigarettes like Newports, Kools, and Salems and
higher tar and nicotine brands. Mentholated cigarettes are particularly dangerous because the
smoke is pulled deeper into the lungs.
Smoking-Attributable
Death Rate*, 1988
Both
Race Men Women
Sexes
Black 702.9 231.5 437.3
White 555.8 244.2 389.3
Total Population† 558.6 240.7 387.8
* per 100,000 persons > = 35 years old
adjusted to the 1980 U.S. population
† includes racial category "other" and passive
smoking-related deaths
Source: Centers for Disease Control.

Smoking-attributable mortality and years of
potential life lost - United States, 1988,
Morbidity and Mortality Weekly Report,
1990; 40: 62-71.
Credit: African Americans and Smoking At A

Glance, U.S. Dept. of Health & Human
Services, CDC
Cigarette smoking is responsible for 30% of all cancer deaths. Smokers die not only of lung
cancer but also of cancers of the mouth, larynx (throat), esophagus, bladder, kidney, cervix, and
blood (leukemia). 87% of all lung cancers are caused by smoking. Since 1987, lung cancer has
been the number one killer of women. Women who smoke more than 15 cigarettes a day double
their risk of getting cervical cancer.
Cigarette smoking also causes or increases the risk of getting other lung diseases and conditions.
Smoking causes bronchitis and emphysema. When a smoker has bronchitis, his/her bronchial
tubes become inflamed or irritated. They produce too much mucus. This mucus blocks the tubes,
and the smoker coughs a lot.
Emphysema is a lung disease that has no cure. A person with this disease has difficulty
breathing because the walls of the small air sacs in the lungs are being destroyed. This makes
big air surfaces. A person with emphysema gets tired very easily. He/she uses up so much
energy just to breathe. As the disease gets worse, he/she cannot breathe in enough oxygen from
the air and has to breathe through tubes attached to an oxygen tank. There is no cure for
emphysema.
Smoking greatly increases the risk of getting other diseases and health problems. It speeds up
the loss of bone in older women leading to osteoporosis. Osteoporosis is a disease in which the
bones get thin and weak. The bones can break very easily. People who are HIV positive are
twice as likely to develop full blown AIDS if they smoke. Smokers also have a greater chance of
getting stomach ulcers. Ulcers are sores in the stomach that are very painful and can bleed.
Heavy smokers also increase their chances of getting Peripheral Vascular Disease (PVD). In this
disease the arteries that lead to the limbs (arms and legs) keep getting narrower. As a result, not
enough oxygen-rich blood goes to the arms and/or legs. PVD causes pain in the arms or legs. It
also makes it harder for the body to fight off infections. When an arm or leg is hurt, it cannot
heal well. If the arteries get closed and no blood gets to a limb, the person gets gangrene. The
limb then dies and must be cut off (amputated).
A man with Peripheral Vascular Disease may have trouble performing sex. His penis cannot get
erect or hard because it does not receive a good flow of oxygen-rich blood.
Smoking-Related Diseases
() indicate the % of diseases caused by
cigarettes
Cardiovascular coronary artery disease
Diseases (21-40%)
heart attacks
strokes (18%)
pain in the legs &
gangrene
atherosclerosis
Lung (82%) emphysema (90%)
chronic bronchitis
Cancer (30%) lung cancer (80-85%)
Mouth
larynx (84%)
esophagus
pancreas
kidney
leukemia
cervix
myeloma
bladder (40-60% in
men, 20-30% in
women)
Cataracts
Gum disease
Raynaud's
Ulcers
Colds
Tuberculosis
Leukoplakia (white
patches in the mouth)
Caries (tooth decay or
cavities)

Listening :
Game : Estaffette Messages
Speaking :
Group Discussion

UNTUK SPEAKING SKILL SISWA MAKA LANGKAH-LANGKAH YANG
DILAKUKAN ADALAH:
mereka ketahui tentang Hortatory Exposition berdasarkan tugas yang diberikan
kepada mereka
 Guru memberikan penjelasan Hortatory Exposition
Untuk speaking skill siswa maka langkah-langkah yang dilakukan adalah:
 Siswa dibagi kedalam beberapa kelompok kemudian mereka mendiskusikan hasil
pekerjaan mereka masing-masing dalam mencari contoh Hortatory Exposition text
dan diseleksi 1 text untuk dipresentasekan kepada kelompok yang lain
 Siswa melakukan diskusi kelompok terkait contoh kasus Hortatory Exposition text
yang mereka pilih untuk disampaikan ke kelompok yang lain
 Siswa yang lain menanggapi informasi yang berikan dari kelompok yang
mempresentasekan materi mereka dengan mengacu pada content generic structure
of Hortatory Exposition text
UNTUK LISTENING SKILL SISWA MAKA LANGKAH-LANGKAH

YANG DILAKUKAN ADALAH:
 Siswa dibagi menjadi beberapa kelompok sesuai dengan kelompok pada speaking
skill
 Setiap kelompok diberikan Hortatory Exposition text untuk dibacakan kepada
teman masing-masing metode yang digunakan adalah estafette message (pesan
estafet) kegiatan ini dilakukan diluar ruangan.
 Siswa mengisi kata-kata yang kosong dalam Hortatory Exposition text yang
dibacakan oleh teman mereka.
 Guru mengevaluasi hasil belajar siswa
 Bahan Belajar : Spoof Text
 Sumber Belajar:
Developing English Competencies, Inter Language
http://www.englishindo.com/2012/03/hortatory-exposition-penjelasan-contoh.html
http://healthliteracy.worlded.org/docs/tobacco/Unit4/3other_health.html

A. Penilaian
a. Aspek Penilain : Psikomotorik, Kognitif dan Afektif
 Speaking Skill
Siswa dinilai berdasarkan cara mereka berbicara dalam sesi diskusi kelompok
 Listening Skill
LISTENING TEXT 1
Being Fat Is A Serious Problem
Do you know if you are too fat, you may have serious problems with your health ? A
group of doctors wrote a report about some of the effects of too much fat.
One important effect is on the heart. If you are fat, your heart has to work harder. This
may lead to a heart attack or heart problems.
In addition, extra fat can also change the amount of sugar in your blood. This can cause a
serious disease such as diabetes.
Furthermore high blood pressure is another possible result of being fat.
More studies are needed about all these problems but one thing is clear, extra fat may make your
life shorter. So we should mind our diet.

1. What is the topic of the text ?
2. Mention the case (s) or the arguments(s) the writer wrote in the text!
3. What advices (suggestions) did the writer give to solve the problems ?
Kunci Jawaban
1. Being Fat Is A Serious Problem
2.
 One important effect is on the heart. If you are fat, your heart has to work harder.
This may lead to a heart attack or heart problems.
 In addition, extra fat can also change the amount of sugar in your blood. This can
cause a serious disease such as diabetes.
3. So we should mind our diet.
2. Rubrik Penilain
1. Speaking
No. Aspek Kriteria Skor
1 Leksikogramatika  Tata bahasa dan kosa kata yang tepat; 4
 Tata bahasa dan kosa kata yang kadang-kadang 4
kurang tepat tetapi tidak mempengaruhi makna;
 Tata bahasa dan kosa kata yang kurang tepat dan 2
mempengaruhi makna;
 Tata bahasa dan kosa kata sulit dipahami; 1
 Sulit memproduksi kata-kata/diam. 0
2 Ucapan dan  Sangat jelas dan mendekati penutur asli; 4
Intonasi  Sangat jelas walaupun dengan bahasa ibu; 3
 Kurang jelas dan mempengarui makna; 2
 Tidak jelas dan menghilangkan sebagian makna; 1
 Tidak jelas dan tidak bermakna. 0
3 Management  Gagasan yang disampaikan sangat jelas dan terarah; 4
wacana monolog  Gagasan yang disampaikan kurang jelas dan 3
mempengaruhi kejelasan makna;
 Gagasan yang disampaikan jelas tapi tidak terarah; 2
 Gagasan yang disampaikan sulit dipahami; 1
 Diam. 0
2. Listening
No Skor
1 30
2 30
3 40
Total 100
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
11. Sangat kurang
12. Kurang
13. Cukup
14. Baik
15. Sangat Baik

Rappang, .......................2012
(RPP)

Topik Pembelajaran : Expressions Love and Sadness
Pertemuan : Ke-5 (lima)
IV. Standar Kompetensi (Speaking)
9. Mengungkapkan akna dalam teks dalam percakapan transaksional dan interpersonal resmi
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
V. Kompetensi Dasar
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur menyatakan perasaan cinta (love) dan perasaan sedih (sadness).
VI. Indikator
Melakukan berbagai macam tindak tutur love dan sadness dalam wacana
Siswa dapat melakukan berbagai macam tindak tutur love dan sadness dalam wacana
1. Expressing Love: expressing great liking of someone or something
Expressions of Love:
• I love you/I like you.
• My dear/my love/my baby/my honey/my darling.
• I’m interested in ....
Expressions of Sadness:
• Please leave me alone.
• I’m really sad.
• How sorrowful it is.
• It is tragic ....
 Ceramah
 Tanya jawab
 Pemberian tugas
 Guru memberikan stimulan kepada siswa berupa video yang berkaitan dengan
materi.
 Guru memberikan kesempatan kepada beberapa siswa untuk menjelaskan inti cerita
dari video yang telah disaksikan.
 Guru mengklarifikasi inti cerita yang telah disaksikan.
 Guru membagi siswa dalam beberapa kelompok
 Siswa menjawab pertanyaan-pertanyaan/soal yang berkaitan dengan dialog yang
telah mereka dengarkan secara berkelompok
siswa
 Siswa diminta membuat rangkuman dari materi mengenai expressing love and
sadness.
expressing love and sadness.
kaset
 Bahan Belajar : expressing love and sadness..
A. Penilaian
b. Jenis Penilaian : Tugas Individu dan Kelompok
Read the dialogue and answer the questions below!
Mr Ali : My dear, I'll possibly return home late.
Mrs Ali : Is there an urgent meeting at your office my dear?
Mr Ali : Yeah. Don't you remember? It's the last week in the month. I should
finish my monthly report soon.
Mrs Ali : OK then. But I won't open the door for you if you come home at
midnight.
Mr Ali : What about coming home early in the morning? So, I won't disturb you.
Mrs Ali : Never mind. If you don't love me anymore, just leave me alone.
Mr Ali : Honey, what do you mean? I don't understand. Frankly speaking, I love
you so much. So how can I leave you?
Mrs Ali : Huh....
Mr Ali : Come on, forgive me please, won't you?
Mrs Ali : Forget it. I'm just kidding. Actually I can't take my eyes off of you
because I don't want you to leave me. You know how sorrowful my life
will be if you leave me.
Mr Ali : (Dazing and smiling at his wife nicely.) Thank you, honey. You're the
best.
Questions:
1. Why did Mr Dodi have to come home late at that time?

2. What expression did Mr Dodi say to his wife to express his love?
3. Was Mrs Dodi serious about what she said?
4. Do the couple love each other?
5. What is meant by "I can't take my eyes off of you"?
6. Can you find the expressions of love in the dialogue?
7. Can you find the expression(s) of sadness in the dialogue above?

1 It's the last week in the month. I should finish my monthly 2
report soon.
2 I love you so much 4
3 No, she was not. 1
4 Yes, they do. 1
5 I can not leave you. 5
6 Yes, I can. 1
7 Yes, I can. 1
Jumlah 15
Rumus Penilaian:
Skor Maksimal
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
VII. Sangat kurang
VIII. Kurang
IX. Cukup
X. Baik
XI. Sangat Baik

Rappang, 7 Maret 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Topik Pembelajaran : Expressions of embarrasment
Pertemuan Ke : Ke-8
IV. Standar Kompetensi (Speaking)

9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut (susteined) dalam konsteks kehidupan sehari-hari.
V. Kompetensi Dasar
9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: embarrassment (malu).
VI. Indikator
 Menggunakan tindak tutur embarrassment (malu)
 Merespon tindak tutur embarrassment (malu)

 Siswa dapat menggunakan makna tutur embarrassment (malu)
 Siswa dapat merespon tindak tutur embarrassment (malu)
8. Expressions of embarrassment
c. Expressing Embarrassment: expressing feeling of being worries and
ashamed.
d. Expressing embarrassment is used to show that someone is embarrassed.
2. The following are some expressions of expressing embarrassment:

1. I am embarrassed
9. I feel ashamed
10. Oh, My God
11. Shame on me
12. I don't feel comfortable
13. I feel awkward
14. It’s my embarrassment to…
15. That’s a real embarrassment
Situations In formal Situations Situations In Informal Situations

What an embarrassment! What a shame!
I must say that it’s an embarrassment. It’s my embarrassment to ...
That’s a real embarrassment. I was so ashamed.
Some responses to the expressions of embarrassment.

a. I don't think it's a big deal.
b. Don't worry about it.
c. You may not have such a feeling.
The picture of expressing embarrassment:

 Ceramah
 Tanya jawab
 Pemberian tugas
 Muqaddimah “pujian kepada Allah Subhanahu Wata’ala dan shalawat kepada
Rasulullah shallallahu ‘alaihi wa sallam”.
 Guru menanyakan kesiapan siswa untuk memulai pelajaran.
 Guru menyampaikan informasi tentang ungkapan embarrassment
 Guru mengorganisir siswa kedalam beberapa kelompok belajar
 Secara berkelompok siswa membuat dialog embarrassment
 Siswa berlatih menggunakan ungkapan embarrassment
 Siswa merespon gambar yang diperlihatkan dengan menggunakan expression
embarrassment.
 Siswa dipersilahkan bertanya terkait dengan materi yang telah diajarkan
 Guru memperkuat pemahaman siswa dengan memberikan pertanyaan kebeberapa
siswa
 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan
embarrassment.
ungkapan-ungkapan embarrassment
 Alat: media pembelajaran berupa picture expression, kamus dan transkrip
percakapan .
 Bahan Belajar : tindak tutur Embarrasment (malu).
 Sumber Belajar : Developing English Competencies and Interlanguage books.

A. Penilaian
a. Aspek Penilain : Psikomotor dan Afektif
b. Jenis Penilain : Tugas Individu dan Kelompok
c. Bentuk : Performance
Tell the class about the answer of the questions below.
a. What will you do when you feel embarrassed?
b. What will you do when your friend feels embarrassed?
c. What will you say to her/him?
a) Speaking
mempengaruhi makna;
 Diam. 0
Rumus Penilaian:
Skor Maksimal
b) Penilaian Afektif
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
16. Sangat kurang
17. Kurang
18. Cukup
19. Baik
20. Sangat Baik
Rappang, Maret 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Kelas/Semester : XI / II
SPEAKING (Berbicara)
10. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,

10.1 Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster,
pamphlet, dll) resmi dan tidak resmi dengan menggunakan ragam bahasa lisan secara akurat,
lancar, dan berterima dalam konteks kehidupan sehari-hari.
III. Indikator
 Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster, banner dan
pamplet secara lisan.
 Siswa mampu menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster,
banner dan pamplet secara lisan.
 Teks funsgional pendek lisan
- Banner is a large printed picture or a notice that is used to advertise something or to
decorate room.
- Poster, designed to be posted in some public place for purposes of commercial

announcement or propaganda.
- A poster is a large printed picture or a notice that is used to advertise something or to
decorate room.
- A pamphlet is a thin book with a paper cover that gives you information about
something.

 Diskusi kelompok
 Presentase materi masing-masing kelompok
 Tanya jawab

 Guru mengorganisir siswa kedalam beberapa kelompok belajar sesuai yang telah
diatur sebelumnya
 Guru memberikan kesempaatan kepada siswa untuk menyampaikan hasil kerja
kelompok yang telah mereka kerjakan terkait informasi tentang teks fungsional
pendek dalam banner, poster, dan pamphlet
 Secara bergantian dalam kelompok Siswa menyampaikan hasil pekerjaan mereka
terkait informasi tentang teks fungsional pendek dalam banner, poster, dan
pamphlet
 Kelompok yang lain diberikan kesempatan untuk bertanya kepada kelompok yang
mempresentasekan tugas mereka dan kelompok yang mempresentasekan tugas
mereka merespon pertanyaan kelompok yang lain (diskusi antar kelompok)
 Bahan Belajar : Banner
Poster
Pamphlet

A. Penilaian
a. Aspek Penilain : Psikomotorik dan Afektif
b. Jenis Penilain : Tugas Kelompok
c. Bentuk : Performance (Speaking)
 Secara lisan siswa mengungkapkan teks fungsional pendek yang terdapat dalam
banner, poster atau pamphlet yang mereka buat dan menyampaikan informasi dan ide
yang terdapat di dalamnya
3. Rubrik Penilain
Speaking
mempengaruhi makna;
 Diam. 0
Rumus Penilaian:
Skor Maksimal
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
IV. Sangat kurang
V. Kurang
VI. Cukup
VII. Baik
VIII. Sangat Baik

Rappang, April 2012

Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078
(RPP)

Kelas/Semester : XI /2
Topik : Narrative Text
SPEAKING
10.. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk narrative,

10.2 Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk :
narrative, spoof, dan hortatory exposition.
III. Indikator
Siswa dapat menemukan informasi dari wacana narrative
Siswa dapat mengungkapkan informasi dari wacana narrative
 Siswa mampu menemukan informasi dari wacana narrative
 Siswa dapat mampu mengungkapkan informasi dari wacana narrative
 Teks Narrative

 Pre listening
 Post Listening

mereka ketahui tentang narrative berdasarkan tugas yang diberikan kepada mereka
 Guru memberikan penjelasan narrative text
 Siswa dibagi kedalam beberapa kelompok kemudian mereka mendiskusikan hasil
pekerjaan mereka masing-masing dalam mencari contoh narrative text dan
diseleksi 1 text untuk dipresentasekan kepada kelompok yang lain
 Siswa melakukan diskusi kelompok terkait contoh kasus narrative text yang
mereka pilih untuk disampaikan ke kelompok yang lain
 Siswa yang lain menanggapi informasi yang berikan dari kelompok yang
mempresentasekan materi mereka dengan mengacu pada content generic structure
of narrative text
.
 Guru memberikan tugas rumah terkait dengan text narrative
 Bahan Belajar : Text Narrative
A. Penilaian
mempengaruhi makna;
 Diam. 0
Jumlah skor maksimal = 5 x 20 = 100
Penilaian : Jumlah skor perolehan : skor maksimal x 100
Yang Dinilai/SKOR
No Nama Jumlah
Keterangan:
21. Sangat kurang
22. Kurang
23. Cukup
24. Baik
25. Sangat Baik
Rappang, ................ 2012
Mengetahui

NIP. 19700212 199512 1008 NIM. 085 204 078

Rencana Pelaksanaan Pembelajaran

Diunggah oleh

Hak Cipta:

Format Tersedia

Rencana Pelaksanaan Pembelajaran

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Rencana Pelaksanaan Pembelajaran

Diunggah oleh

Hak Cipta:

Format Tersedia

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMA NEGERI 1 PANCARIJANG

I. Standar Kompetensi (Listening)

II. Kompetensi Dasar

IV. Tujuan Pembelajaran

1. Expressing Love: expressing great liking of someone or something

VII. Langkah-langkah Kegiatan Pembelajaran

I. Penilaian dan Program Tindak Lanjut

1. Why did Mr Dodi have to come home late at that time?

No Kunci Jawaban Skor

B. Program Tindak Tutur:

Rappang, ............ 2012

Guru Pamong Mahasiswa PPL

MADDUPATI, S. Pd. ARMIJAH AMIRULLAH

Nama Sekolah : SMA NEGERI 1 PANCARIJANG

I. Standar Kompetensi (Listening)

II. Kompetensi Dasar

IV. Tujuan Pembelajaran

VI. Metode Pembelajaran/Teknik:

VII. Langkah-langkah Kegiatan Pembelajaran

I. Penilaian dan Program Tindak Lanjut

A : Today is my bad day

No Kunci Jawaban Skor

B. Program Tindak Tutur:

Rappang, ............... 2012

Guru Pamong Mahasiswa PPL

MADDUPATI, S. Pd. ARMIJAH AMIRULLAH

Nama Sekolah : SMA NEGERI 1 PANCARIJANG

II. Kompetensi Dasar

IV. Tujuan Pembelajaran

VI. Metode Pembelajaran/Teknik:

VII. Langkah-langkah Kegiatan Pembelajaran

I. Penilaian dan Program Tindak Lanjut

No Kunci Jawaban Skor

B. Program Tindak Tutur:

Guru Pamong Mahasiswa PPL

MADDUPATI, S. Pd. ARMIJAH AMIRULLAH

Nama Sekolah : SMA NEGERI 1 PANCARIJANG

II. Kompetensi Dasar

IV. Tujuan Pembelajaran

VII. Langkah-langkah Kegiatan Pembelajaran

Answer the following questions!

1. What is the best title of the story above?

1. The poor rabbit

2. A bear and a rabbit

Isi benar, tata bahasa benar

Jumlah skor maksimal = 5 x 20 = 100

Penilaian : Jumlah skor perolehan : skor maksimal x 100

Guru Pamong Mahasiswa PPL

MADDUPATI, S. Pd. ARMIJAH AMIRULLAH

Nama Sekolah : SMA NEGERI 1 PANCARIJANG

II. Kompetensi Dasar

IV. Tujuan Pembelajaran

Definition and Social Function of Spoof

Generic Structure of Spoof

Language Feature of Spoof

Joe answered steadily, "Because of absence."

SAM TING WONG

With a confused face, Jacky Wong grumbled, "Sam Ting Wong!"