RENCANA PELAKSANAAN PEMBELAJARAN(RP

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama satuan pendidikan : SMA Negeri 1 Magelang
Mata Pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Materi pokok : DiscussionText tentang Smoking
Alokasi waktu : 2 x 45 menit

A. Kompetensi Inti (KI)
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)
4.2. Menghasilkan discussion text yang koheren dalam mengajukan solusi untuk mengantisipasi dan mengatasi permasalahan yang terkait dengan lingkungan sosial

C. Tujuan Pembelajaran
Melalui proses diskusi, menanya, mencoba, dan menalar peserta didik mampu mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

D. Materi Pembelajaran
Discussion Text (speaking skills)
Fungsi sosial: Menyajikan sebuah isu atau informasi dengan memaparkan beberapa pendapat.

E. Strategi Pembelajaran: Rotating Trio Exchange

F. Media, Alat, dan Sumber Pembelajaran:
1. Alat : Kertas Plano, Kertas HVS, Kertas lipat (yang sudah dipotong berbentuk bintang), Pita warna (biru,merah,kuning), Lem, Nomor meja (kertas HVS).
2. Sumber Belajar : Buku teks

G. Langkah-langkah Pembelajaran
a. Kegiatan Pendahuluan
1. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran .
2. Guru membagi siswa kelas menjadi 13 grup yang setiap grupnya terdiri dari 3 anak.
3. Guru menyeting tempat duduk.
4. Guru menjelaskan role play kegiatan yang akan dilakukan para siswa.
5. Guru memulai memberikan pertanyaan dan memberikan waktu kepada siswa selama 7 menit untuk menjawab serta menyampaikan argumen di dalam kelompoknya.
6. Guru mengulang kegiatan poin 5 sebanyak 3 kali dengan pertanyaan yang berbeda dan memiliki tingkat kesulitan yang akan terus meningkat.
7. Guru meminta siswa untuk menempelkan bintang pada kertas plano yang sudah dibagi menjadi 2 (smoking is good / smoking is bad) sesuai dengan pilihan masing- masing siswa.
8. Guru bertanya dan memberikan informasi secara singkat tentang kegiatan apa yang sudah dilakukan siswa pada awal pelajaran.

b. Kegiatan Inti
Mengamati
• Siswa membaca contoh text discussion yang berkaitan dengan lingkungan sosial. (pre-memory)
Menanya
• Siswa belajar menemukan dengan menanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks yang dibaca. (pre-memory)
Mengeksplorasi
• Siswa kelas dibagi menjadi 2 kelompok (agree/ disagree). (pre-memory)
• Siswa menuliskan argumen dan pendapatnya sesuai dengan kelompok secara individu pada kertas HVS yang telah disediakan. (pre-memory)
• Siswa secara berkelompok mendiskusikan hasil argumen yang telah dicatat. (pre-memory)
• Siswa memperoleh umpan balik (feedback) dari guru dan teman terhadap pekerjaanya. (pre-memory)
Mengomunikasikan
• Siswa menyampaikan hasil kerja kelompok sesuai dengan arahan dan masukan dari guru dan teman. (pre-memory)

c. Penutup
• Guru memberikan umpan balik terhadap proses dan hasil pembelajaran (pre-memory)
• melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual (pre-memory)
• menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya (pre-memory)


Magelang, 6 September 2016
Guru Bahasa Inggris,


Yoan Natalia Matahelumual
NIM.1410302157

Hasil (Inggris) 1:

THE PLAN OF IMPLEMENTATION OF THE LEARNING(RPP) The name of the educational units: SMA Negeri 1 MagelangSubjects: United KingdomClass/semester: XI/2Subject matter: DiscussionText about SmokingTime allocation: 2 x 45 minutesA. Core Competence (KI)4. Cultivate, menalar, and menyaji in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, act effectively and creatively, as well as being able to use the method according to academic rules B. Basic Competence (KD)4.2. Generate a coherent text discussion in filing solutions to anticipate and resolve problems related to the social environment C. Learning Objectives Through a process of discussion, ask yourself, try, and menalar learners capable of processing, menalar, and menyaji in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, act effectively and creatively, as well as being able to use the method according to academic rulesD. Learning MaterialDiscussion Text (speaking skills)Social functions: Presents an issue or information by exposing some of the opinions. E. Learning Strategies: A Rotating Trio Of Exchange F. Media, tools, and learning resources: 1. Tools: paper Paper Plano, HVS, folding paper (which was cut in star-shaped), Ribbon color (blue, red, yellow), glue, table number (paper HVS). 2. Learning resources: textbook G. steps of learning a. Preliminary Activities1. teachers prepare students psychologically and physically to follow the learning process.2. The teacher divided the students into a class of 13 groups that each group consists of 3 children.3. The teacher setting the seat.4. The teacher explains the role play activity will be undertaken of the students.5. teachers start providing questions and give time to the students for 7 minutes to respond and deliver arguments in the group.6. repeat points 5 activities of the Teacher as much as 3 times with different questions and have a level of difficulty that will continue to increase. 7. The teacher asked the students to stick a paper star on plano already divided into 2 (smoking is good/smoking is bad) in accordance with the choice of each student.8. The teacher asking and giving information about activities in brief what the student has done at the beginning of the lesson. b. Core ActivitiesObserve• Students read an example text discussion relating to the social environment. (pre-memory)Ask yourself• Students learn to find by asking the principal idea, detailed information and specific information from the text to read. (pre-memory)Explore• Grade are divided into 2 groups (agree/disagree). (pre-memory)• Students write the arguments and opinions in accordance with the group individually on paper HVS provided. (pre-memory)• Student groups discuss the arguments that have been recorded. (pre-memory)• Students acquire feedback (feedback) of teachers and friends towards improvements. (pre-memory)Communicating• The student convey the results of the group work in accordance with the direction and input from teachers and friends. (pre-memory)c. Cover• Teachers provide feedback on the process and learning outcomes (pre-memory)• conduct follow-up activities in the form of granting individual duty (pre-memory)• inform the learning activities to plan the next meeting (pre-memory)Magelang, September 6, 2016Language Teachers, United KingdomEynaud Natalia MatahelumualNIM. 1410302157

Hasil (Inggris) 2:

LEARNING PLAN
(RPP) Name of the education unit: SMA Negeri 1 Magelang Subject: English Class / half: XI / 2 Material principal: DiscussionText on Smoking Time allotted: 2 x 45 minutes A. Core Competence (KI) 4. Processing, reasoning, and menyaji in the realm of the concrete and the abstract realm associated with the development of the learned in school independently, to act effectively and creatively, and are able to use the method according to the rules of science B. Basic Competency (KD) 4.2. Produce a coherent text discussion in proposing solutions to anticipate and solve problems related to social environment C. Learning Objectives Through a process of discussion, ask, try and make sense of the learner is able to process, reasoning, and menyaji in the realm of the concrete and the realm of the abstract associated with the development of the learned in school independently, to act effectively and creatively, and are able to use the method according to the rules scholarly D. Learning Materials Discussion Text (speaking skills) The social function: Presenting an issue or information by describing some opinions. E. Learning Strategies: Rotating Trio Exchange F. Media, Tools, and Resources for Learning: 1. Equipment: Paper Plano, HVS paper, paper folding (which has been cut star-shaped), Ribbon colors (blue, red, yellow), Lem, No. table (HVS). 2. Learning Resources: Textbooks G. Steps Learning a. Activities Introduction 1. Teachers prepare students psychologically and physically for the learning process. 2. The teacher divides the class into 13 groups of students that each group consisted of 3 children. 3. Teacher setting seating. 4. Teacher explains the role play activities to be carried out by students. 5. Master began asking questions and giving time to the students for 7 minutes to answer and to submit arguments in the group. 6. Teacher repeat activities 5 points 3 times with different questions and the difficulty level will continue to rise. 7. The teacher asks the students to put the star on flipchart paper that has been divided into two (smoking is good / smoking is bad) in accordance with the choice of each student. 8. Teachers ask questions and give brief information on what activities have been carried out students at the beginning of the lesson. B. Main Activity Viewing • Students read a text sample discussion related to the social environment. (pre-memory) propose • Students learn to find by asking key ideas, detailed information and specific information from the text being read. (pre-memory) Exploring • graders were divided into 2 groups (agree / disagree). (pre-memory) • Students write an argument and opinion in accordance with the groups individually on HVS paper that has been provided. (pre-memory) • Students in groups to discuss the results of the arguments that have been recorded. (pre-memory) • Students gain feedback (feedback) from teachers and friends of the job. (pre-memory) Communicating • Students present the results of the group work in accordance with guidance and input from teachers and friends. (pre-memory) c. Closing • Teachers provide feedback on the learning process and results (pre-memory) • carry out follow-up activities in the form of individual work (pre-memory) • inform plan learning activities for the next meeting (pre-memory) Magelang, 6 September 2016 Teacher English, Yoan Natalia Matahelumual NIM.1410302157