NAMA :
ANISAH
UNIT/SEMESTER : 1/VI
JURUSAN/PRODI : TARBIYAH/PBI
RENCANA
PELAKSANAAN PEMBELAJARAN (RPP)
Nama
Sekolah : SMAN 1 Bendahara
Kelas/Semester : X/1
Nama
Pelajaran : Bahasa
Inggris
Materi : Procedure
text
Skill/Fokus : Berbicara
Waktu :
45 Menit
I. Standar Kompetensi
Mengungkapkan makna dalam teks
fungsional pendek dan monolog berbentuk narrative
dan review secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
II.
Kompetensi
Dasar
Mengungkapkan
makna dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks
berbentuk: narrative dan review.
III. Tujuan Pembelajaran
1. Kognitif
Produk : Mengetahui dengan benar struktur
organisasi dari review text dan mampu
menggunakan review text dengan benar.
Proses : Memahami ciri-ciri kebahasaan review text.
2. Psikomotor
a.
Melafalkan dengan benar
kata-kata yang terdapat di dalam review
text.
b. Merespon
dan mendemonstrasikan review text.
3. Afektif (Karakter sosial dan
Individu)
Karakter
1)
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
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 : Mengetahui dengan benar struktur
organisasi dari review text dan mampu
menggunakan review text dengan benar.
Proses : Memahami ciri-ciri kebahasaan review text.
2. Psikomotor
c.
Melafalkan dengan benar
kata-kata yang terdapat di dalam review
text.
d. Merespon
dan mendemonstrasikan review text.
3. Afektif (Karakter sosial dan
Individu)
Karakter
1)
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
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 : Suggestopedia
VI. Learning Material
·
Purpose : To
summarize, analyze, and respond to art works. To critique an art work or event
for a public audience.
·
Text
Organization :
1.
Orientation : Background
information on the text.
2.
Interpretative Recount : Summary of
an art work (including characters and plot).
3.
Evaluation : Concluding
statement: judgement, opinion, or recommendation.
Evaluative
Summation : The last opinion
consisting of appraisal or punchline of the artwork being reviewed.
·
The
Grammatical features
1.
The use of complex and compound
sentence.
2.
The use of adjectives and phrases of
appraisal.
3.
The use of metaphorical expressions.
4.
The use of noun phrases.
·
Modelling
Text
It
was the ship of dreams - one of man's greatest creations, an artist's delight,
an engineering marvel, unsinkable. It sank into the Atlantic on the 14th of
April 1912. And ever since, the disaster has fascinated earthlings - they've
sent expeditions down to explore the wreck, they've written books, they've made
documentaries, they've made movies, and they've made money out of all this.
But
public interest was never as high as it was in 1997-98 when James Cameron
decided to make a movie his way on the most famous ever ship. The world waited
with bated breadth as he poured his heart, soul and millions into telling the
story as he saw it. And few filmmakers have been so overwhelmingly rewarded for
their efforts. Titanic displaced Jurassic Park to be the new all-time-high
grosser, and swept the Oscars.
It
is the year 1996, and Ross Lowett and his team of treasure-seekers are
searching the ruins of the Titanic for the "heart of the ocean", a
rare and valuable diamond. The search leads them to Rose, a 101-year old
survivor of the disaster. The story of the Titanic now becomes the story of
Rose (Kate Winslet), a beautiful woman trapped in high society, and Jack (Leo
DiCaprio), an artist who wins his ticket to the Titanic at a poker game.
The
first half of the movie is pure delight. The plot is built masterfully, and
treats the audience with some breath-taking visuals of the interiors of the
ship - dining halls with huge chandeliers, long staircases and lovely wine
glasses. The beauty and the splendor are deliberately accentuated - Cameron
uses the audience's knowledge of the disaster as a powerful tool to play
skillfully on their feelings. The certainty of doom hangs, though lightly, in
the air.
Then
Titanic hits the iceberg, and the danger is finally made real. As panic
spreads, Cameron gives us stark glimpses of human behavior. Dignity and
sacrifice, bravery and cowardice, determination and anger, all come to the
surface as 2000-odd people face the threat of death. Moral and ethical dilemmas
lead to murder and suicide. Class-discrimination persists till the very end,
and even as lifeboats are scarce, they sail half-empty.
There
are times in the movie that make you wonder why you are watching so much
disaster and tragedy. But most of the times you just go where the movie takes
you, without doing much of wondering. There are no messages in the movie
(unless you count the "My Heart Will Go On"). Cameron set out to tell
a story and told it well.
Too
much publicity spoiled the movie for a lot of people. And many complained of
claustrophobia during the second half. But the only reason that you wouldn't
see this winner of 11 Academy Awards would be that you've already seen it, and
perhaps a few times. But if you happen to be one of the rare few who didn't
catch Titanic when it showed and showed and showed in Hyderabad, then maybe now
is a good time. It is certainly worth a watch... or two... or...
VII. Media
·
Tape
·
Powerpoint text Titanic
VIII. Teaching-Learning Activities
Activity
Number
|
Description
|
Time Allocation
|
|
Kegiatan Awal
|
10
menit
|
1
|
Guru memperdengarkan lagu “My
Heart Will Go On” by Celine Dion dan kemudian menanyakan siswa beberapa
pertanyaan:
·
Have
you ever listened that song?
·
What
is the title of that song?
·
What
is your opinion about this song? Is it romantic? Or Sad?
·
Do
you ever listen this song in a film? What’s the title of that film?
·
Do
you like “Titanic” movie?
·
Can
you tell me about the story of Titanic?
|
|
2
|
Guru meminta dua orang siswa
untuk menceritakan sekilas mengenai film “Titanic” yang merupakan film dimana
lagu “My Heart Will Go On” dipopulerkan dan meminta pendapatnya mengenai film
tersebut.
Dan terakhir guru menanyakan
kepada siswa:
·
Do
you know what kind of text used in Titanic?
|
10
menit
|
|
Kegiatan Inti
|
|
3
|
Guru memberikan penjelasan
pengertian, struktur, ciri-ciri serta contoh Review Text “Titanic” dan menganalisis
bersama teks tersebut.
|
15 menit
|
|
Kegiatan Akhir
|
|
|
Guru memberikan sebuah text
review dari Film “Superman 2” dan meminta siswa untuk menganalisis
bagian-bagiannya. Tugas ini dikerjakan secara berpasangan (Look Ahead 3,
halaman 185) Dan kemudian siswa harus menceritakan hasil kerjanya dengan
menggunakan kata-kata mereka sendiri.
|
10
menit
|
IX. Sumber Pembelajaran
·
Look Ahead 3, halaman 185-190.
EVALUATION
Work in pairs. Read the review of
“Spiderman 2” below. Label the text with its generic structure of the text.
Then, answer the question.
SPIDERMAN
2- THE REVIEW
I
just watched Spiderman 2 and I enjoyed it thprpughly. It is better than the
original because the story has more depth and lots of funny moments too.
Frankly speaking, when I walked into the Cinema, I thought we were going to
watch Finding Nemo 2. The cinema was filled with kids. Not surprising though,
since the original Spiderman was a huge hit.
The
story starts with Peter Parker (Tobey Maguire), having a tough time with his
dual life. Two jobs by day, high expectations in school to boot, and crime
fighter by night. No time for his personal life or follow his dreams. Always
exhausted. Always late. He reminds me of a bors loser.
Peter
faces problems which many of us do: problem on the job and no money for the
rent. The woman he loves, Mary Jane (Kristen Dunst), is with someone else.
Basically, anything that goes wrong, does. Even as spiderman, things go wrong
as his power vanishes.
The
Villain, Doc Ock is a multi-dimensional person, somewhat like Norman Osborne in
the original Spiderman movie. Originally, a good hearted scientist, the
unfortunate accident allowed the artificial intelligence in his tentacles to
take over nad turn to him into a formidable villain. Alfred Molina is excellent
as Doc Ock, the good scientist and as the villain whose mind was taken over by
the tentacles.
As
the story progresses, Peter finds himself taht he has to be his own self. With
this self confidence, he has to save Mary Jane because Doc Ock kidnaps the
girl.
Unrequited
love. The longing glances exchanged. Some of these could have become
uncomfortably mushy, but with Tobey;s understand performance and the powerful
of screen chemistry between him and Kristen, these scene turned out very well.
Tobey
Maguire, with his talent in drama, brings out this aspect of the movie
beautifully. The process Peter has to go throuh as he struggles with what he
really wants to do with his life. This reminds me somewhat of the TV series
Smallville, were young Clark Kent (Superman) struggles with his secret powers.
Rosemarry
Harris (As peter’s aunt May) touches our hearts. She still misses uncle Ben
terribly. A brave old lady who faces life alone, with not enough money to pay
the bills. Even then, she is spunky enough to whack Doc Ock. Incidentally, in
the Spiderman comic books, Aunt May almost married Doc Ock.
Spiderman,
with his mask on, looks emotionless. Kind of boring. In a number of key moments
of the movie, you see Spidey without mask. The comic book Spdey would never
take off his mask voluntarily, but in the movie, seeing the maskless Spidey’s
expressions have a greater impact. You’ll see the actor’s full performance when
you see his facial expression.
Overall,
Spiderman 2 is an excellent movie. The plot is excellent. The characters are
well developed. The humor is there. Lots of inside jokes. There is loads of
action too. Consequently, it is fun for the entire family. I intend to see this
movie again.
X.
Assessment
NO
|
NAME
|
Language Skill and Component
|
Pronounciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
1
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
4
|
|
|
|
|
|
|
5
|
|
|
|
|
|
|
6
|
|
|
|
|
|
|
7
|
|
|
|
|
|
|
8
|
|
|
|
|
|
|
9
|
|
|
|
|
|
|
10
|
|
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|
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,
Hayatun Riza, MA Anisah, S. Pd.i