RPP Micro Teaching (2)

Rencana Pelaksanaan Pembelajaran

                                      

Nama Sekolah             : SMA Negeri 3 Langsa

Kelas/Semester            : X/1

Nama Pelajaran           : Bahasa Inggris

Skill/Fokus                  : Writing

Alokasi Waktu            : 15 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 dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: Passive sentence

III.             Tujuan Pembelajaran

1.      Kognitif

Produk      : Siswa mampu menyusun dan menulis kalimat berbentuk Passive    

                     sentence

Proses        : Siswa dapat memahami cara menulis kalimat berebentuk Passive  

                     sentence

2. Psikomotor

1.      Menulis kalimat berbentuk Passive sentence dengan benar

2.      Mengubah bentuk Active sentence menjadi Passive sentence atau sebaliknya

3.   Afektif (Karakter sosial dan individu)

      Karakter

1.      Ikut serta dalam semua aktifitas pembelajran selama proses pelajaran

2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

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

2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

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

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

5.      Berpendapat secara baik dalam diskusi

IV.             Indikator

1.      Kognitif

      Produk      : Siswa mampu memahami cara merubah Active sentence menjadi

                           Passive sentence atau sebaliknya

Proses        : Siswa mampu memahami tenses apa saja yang dapat diubah ke               

                    dalam bentuk  Passive sentence

1.      Psikomotor

1.      Menulis kalimat  Passive sentence dengan benar

2.      Mengubah Active sentence menjadi Passive sentence atau sebaliknya

      3.   Afektif (Karakter sosial dan individu)

                  Karakter

1.      Ikut serta dalam semua aktifitas pembelajaran selama proses pelajaran

2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

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

2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

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

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

5.      Berpendapat secara baik dalam diskusi

V.                Mode of Learning

Method           : Cooperative Learning

Technique        : Student Teams Achievement Division (STAD)

VI.             Learning Material

To change active sentences into passive sentences we follow this pattern:

 

See the changes in this table:

TENSES	ACTIVE	PASSIVE
Simple Present	He writes a letter. S + V1 + O	A letter is written. S + to be + V3
Simple Past	He wrote a letter. S + V2 + O	A letter was written. S + to be (past) + V3
Present Perfect	He has written a letter. S + has + V3 + O	A letter has been written. S + has + been + V3
Past Perfect	He had written a letter. S + had + V3 + O	A letter had been written. S + had + been + V3
Present Future	He will write a letter. S + will + V1 + O	A letter will be written. S + will + be + V3

VII.          Media

·         Flag of paper which contain active sentences

VIII.       Teaching-Learning Activities

Activity Number	Description	Time Allocation
	Kegiatan Awal
1. 2. 3.	Guru menanyakan beberapa pertanyaan. Kemudian meminta siswa untuk menuliskan jawabannya di papan tulis. 1.      What do you say in English “menulis”? 2.      What do you say in English “membuka”? 3.      What do you say in Eng;ish “berjalan”? Guru menyuruh beberapa siswa maju ke depan untuk membuat kalimat dengan menggunakan kata: write, open, dan walk. Guru bertanya kepada siswa mengenai kalimat-kalimat yang mereka tulis di papan tulis: 1.      Do you know what sentence is this?	3  menit
	Kegiatan Inti
1. 2. 3. 4. 5.	Guru menjelaskan pola atau cara mengubah Active sentence menjadi Passive sentence. Guru bersama-sama siswa mengubah Active sentence yang di tulis siswa di papan tulis menjadi Passive sentence. Guru menjelaskan tenses apa saja yang dapat diubah menjadi Passive sentence. Guru membagi siswa menjadi 3 kelompok. Kemudian perwakilan masing-masing kelompok disuruh maju ke depan untuk mengambil sebuah bendera yang berisi 2 Active sentenece. Setelah itu siswa diminta untuk mengubah kalimat tersebut menjadi Passive sentence. Perwakilan masing-masing kelompok diminta maju ke depan untuk menuliskan jawabannya. Kemudian guru bersam-sama siswa mengoreksi jawaban-jawaban tersebut.	10 menit
	Kegiatan Akhir
1. 2.	Guru menjelaskan kembali bagaimana cara mengubah Active sentence menjadi  Passive sentence. Guru memberikan siswa PR untuk mengubah kata yang ada di dalam kurung menjadi bentuk passive.(see: Buku teks Bahasa Inggris, Look Ahead an English Course for Senior High School Students Year X (hal 191, bagian A)	2 menit

IX.             Sumber Pembelajaran

·         Buku teks Bahasa Inggris, Look Ahead an English Course for Senior High School Students Year X (hal 190-191)

EVALUATION

·         Change the sentences below, Active sentences – Passive sentences or Passive sentences– Active sentences! Be careful with the tenses!

1.      Joan has released a new album.

2.      The window is closed by me.

3.      Alex had borrowed my book.

4.      A comic is read by her.

5.      Sarah will invite her ex-boy to her wedding party.

6.      A car was bought by him.

I.                   Assessment

No	Nama Siswa	Language Skill and Component
		Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5

Rubrik penilaian Writing

Criteria	Rating Score	Remarks
Content	27-30 22-26 17-21 13-16	Excellent to very good It is for the students with some knowledge of the subject matter adequate of range development. Mostly relevant to topic sentence, but lack the detail Good to average It is for student with knowledge of the subject and adequate of range development omitted, but lack the detail Fair to poor It is for student with limited knowledge of the subject, little substantive, inadequate development of subject Very poor It is for student who do not show knowledge of the subject, non substantive, not pertinent or not enough to evaluate
Organization	18-20 14-17 10-13 7-9	Excellent to very good Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion Good to average Somewhat choppy-loosely organized but main ideas stand out Non-influent ideas Confused or disconnected, lack logical sequencing and development Very poor Doesn’t communicate, no organization or not enough to evaluate
Vocabulary	18-20 14-17 10-13 7-9	Excellent to very good Student with sophisticated range effectively word from, the imitative appropriate register Good to average Adequate range-occasional errors, meaning not obscured Fair to poor Limited range, frequent errors of word or idiom, usage, meaning confused or obscured Very poor Lack of essential translation, little knowledge of English
Language use	22-25 18-21 11-17 5-10	Excellent to very good Effective complex construction-few errors arrangement, tenses, number, words order/function, articles, pronouns, preposition 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, word order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections=meaning confused and obscured Very poor Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate
Mechanics	5 4 3 2	Excellent to very good Demonstrates mastery of punctuation, few error in capitalization and hard writing Good to average Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured Fair to poor Frequent errors of punctuation, capitalization writing sentence, poor hand-writing-meaning confused or obscured Very poor No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate

                                                                                                             Langsa, 03 Mei 2012

Mengetahui,                                                                                       

Guru Pamong  SMA Negri 3 Langsa                                                   Guru PPL Bahasa Inggris

       (  ______________ )                                                                          ( Armayani Idrus )

RPP Micro Teaching (1)

Rencana Pelaksanaan Pembelajaran

                                      

Nama Sekolah             : SMA Negeri 3 Langsa

Kelas/Semester            : X/1

Nama Pelajaran           : Bahasa Inggris

Skill/Fokus                  : Menulis

Alokasi Waktu            : 15 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 dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

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

III.             Tujuan Pembelajaran

1.      Kognitif

Produk      : Siswa mampu menyusun dan menulis teks berbentuk recount

Proses        : Siswa dapat memahami cara menulis teks berebentuk recount

2. Psikomotor

1.      Menulis teks berbentuk recount dengan benar

2.      Menyusun kalimat-kalimat acak menjadi sebuah paragraph dalam teks berbentuk recount

3.   Afektif (Karakter sosial dan individu)

      Karakter

1.      Ikut serta dalam semua aktifitas pembelajran selama proses pelajaran

2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

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

2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

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

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

5.      Berpendapat secara baik dalam diskusi

IV.             Indikator

1.      Kognitif

     Produk       : Siswa mampu memahami menulis teks recount

Proses        : Siswa mampu memahami langkah-langkah menulis teks recount

1.      Psikomotor

1.      Menulis teks recount dengan benar

2.      Menyusun kalimat-kalimat acak menjadi sebuah paragraph berbentuk recount

      3.   Afektif (Karakter sosial dan individu)

                  Karakter

1.      Ikut serta dalam semua aktifitas pembelajaran selama proses pelajaran

2.      Bertanggung jawab terhadap tugas yang diberikan

Sikap

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

2.      Bertanya dengan sopan dalam kegiatan pembelajaran di dalam kelas

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

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

5.      Berpendapat secara baik dalam diskusi

V.                Mode of Learning

Method           : Cooperative Learning

Technique        : Student Teams-Achievement Division (STAD)

VI.             Learning Material

·         Teks bentuk recount (recount text)

             March, 28th 2008

          08.00 p.m.

This morning Andika called me. I was surprised. I

wondered from whom he got my cell phone number.

Confuse. Happy. Speechless. My heart beat faster when I

heard his voice.

Lovely

Luna

RA Kartini          Every April 21, people in Indonesia commemorate the Kartini day. It is a beautiful day for the woman because we celebrate the birth of great lady, RA. Kartini. Everyone knows who kartini is. She is our national heroine and a great lady with the bright idea.          Kartini was born in 1879, April 21 in Mayong Jepara. Her father was RMAA. Sosroningrat, Wedana (assistant of head of regency) in Mayong. Her mother, MA Ngasirah was a girl from Teluk Awur village in Jepara. As the daughter of a noble family, she felt luck because she got more than the ordinary people got. She got better education than other children. She did anything she wants although it was forbidden. (ORIENTATION)           In November 12, 1903, she married Adipati Djoyodiningrat, the head of Rembang regency. According to Javanese tradition Kartini had to follow her husband. Then she moved to Rembang. In September 13, 1904 she gave a birth to her son. His name was Singgih. But after giving birth to a son, her condition was getting worse and she finally passed away on September 17, 1904 on her 25 years old. (EVENTS)           Now Kartini has gone. But her spirit and dream will always be in our heart. Nowadays Indonesian women progress is influenced by Kartini's spirit stated on collection of letter "Habis gelap terbitlah terang" from the dusk to the dawn. (REORIENTATION)

VII.          Media

·         Gambar

VIII.       Teaching-Learning Activities

Activity Number	Description	Time Allocation
	Kegiatan Awal
1.	1.      Guru menunjukkan buku diary kepada siswa. 2.      Guru bertanya: -          Do you know what this is? -          Do you have a diary book? -          What do you write on it?	3 menit
	Kegiatan Inti
1.	Guru memberikan dan menjelaskan contoh teks berbentuk recount (RA Kartini)	3 menit
2.	Siswa dibagi menjadi beberapa kelompok. Kemudian guru memberikan gambar berurut beserta kalimat-kalimat untuk disusun sesuai urutan gambar tersebut.	4 menit
3.	Kelompok mempresentasikan hasil kerja kelompoknya.	3 menit
	Kegiatan Akhir
1.	Guru memberikan PR kepada siswa untuk menuliskan sebuah kejadian unik yang pernah mereka alami.	2 menit

IX.             Sumber Pembelajaran

·         Buku teks Bahasa Inggris, Developing English Competencies (hal 18-23)

Evaluation

·         Arrange the sentences below based on the pictures!

a.            It was an interesting film about a plane which crashed on a small empty island in the Pacific Ocean.

b.           After a few weeks, the passengers were eating raw meat.

c.            So the passengers had to learn how to hunt for food in the jungle to eat.

d.           The film ended without saying whether the passengers were rescued or not. But my sister and I enjoyed the film.

e.            My sister and I went to see a film last night. It was an American movie called The Lost Flight.

f.            After they had been on the island for two months, three of the men made a boat and sailed away to find help.

g.           Although the passengers were safe, nobody knew where the plane had crashed.

h.           But their boat sank and they were drowned.

 

X.                Assessment

No	Nama Siswa	Language Skill and Component
		Content	Organization	Vocabulary	Language Use	Mechanics
1
2
3
4
5

Rubrik penilaian Writing

Criteria	Rating Score	Remarks
Content	27-30 22-26 17-21 13-16	Excellent to very good It is for the students with some knowledge of the subject matter adequate of range development. Mostly relevant to topic sentence, but lack the detail Good to average It is for student with knowledge of the subject and adequate of range development omitted, but lack the detail Fair to poor It is for student with limited knowledge of the subject, little substantive, inadequate development of subject Very poor It is for student who do not show knowledge of the subject, non substantive, not pertinent or not enough to evaluate
Organization	18-20 14-17 10-13 7-9	Excellent to very good Provide fluent expression, ideas clearly stated, sentence are organized and logical sequence cohesion Good to average Somewhat choppy-loosely organized but main ideas stand out Non-influent ideas Confused or disconnected, lack logical sequencing and development Very poor Doesn’t communicate, no organization or not enough to evaluate
Vocabulary	18-20 14-17 10-13 7-9	Excellent to very good Student with sophisticated range effectively word from, the imitative appropriate register Good to average Adequate range-occasional errors, meaning not obscured Fair to poor Limited range, frequent errors of word or idiom, usage, meaning confused or obscured Very poor Lack of essential translation, little knowledge of English
Language use	22-25 18-21 11-17 5-10	Excellent to very good Effective complex construction-few errors arrangement, tenses, number, words order/function, articles, pronouns, preposition 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, word order/function, articles, pronouns, preposition, meaning, confused and obscured, articles, pronouns, and/or fragments detections=meaning confused and obscured Very poor Usually no master construction rules dominated by errors, does not communicate, not enough to evaluate
Mechanics	5 4 3 2	Excellent to very good Demonstrates mastery of punctuation, few error in capitalization and hard writing Good to average Occasionally errors of punctuation, capitalization, writing sentence, but meaning not obscured Fair to poor Frequent errors of punctuation, capitalization writing sentence, poor hand-writing-meaning confused or obscured Very poor No mastery of connection, dominated by errors of spelling, punctuation, capitalization, paragraphing and writing illegible or not enough to evaluate

                                                                                                             Langsa, 01 Maret 2012

Mengetahui,                                                                                       

Guru Pamong  SMA Negri 3 Langsa                                                   Guru PPL Bahasa Inggris

       (  ______________ )                                                                          ( Armayani Idrus )