RPP ENGLISH (LISTENING) for Senior High School

Completed/ Not Completed

I am eager to carry out any activities in the teaching of English

Posted by : Unknown Kamis, 11 Agustus 2016

RPP ENGLISH SMA (LISTENING) CURRICULUM 2013

LESSON PLAN
(RPP)

......................................................................................................................................................

Unit Education        : Senior High School
Learning Materials : ENGLISH
Class / Semester       : X / 2
Topic                         : English dialogue
Skill                           : Listening
Time Allocation       : 2 x 45 minutes

A. COMPETENCE CORE (KI)
KI 1: Living and practice the teachings of their religion
KI 2: Living and practice honest behavior, discipline, responsibility, caring (helping, cooperation, tolerance, peace), polite, responsive and pro-active and displayed as part of the solution to various problems in interacting effectively with the social environment and nature and put themselves as a reflection of the nation in the association world
KI 3: Understand, apply, analyze factual knowledge, conceptual, procedural, based on curiosity about science, technology, art, culture, and humanities with the insight of humanity, national, state, and civilization-related causes of phenomena and events, as well as applying procedural knowledge in the specific field of study according to their talents and interests to solve the problem.
KI 4: Processing, reasoning, and serving in the realm of the concrete and the abstract realm associated with the development of the learned in school independently, and able to use the method according to the rules of science

B. Basic Competencies
1.1 Grateful for the opportunity to learn the language in the English language of international communication embodied in the spirit of learning.
2.1. Shows polite behavior and care in carrying out the interpersonal communication with teachers and friends.
3.1. Analyzing social function, the structure of the text, and the elements of language in the expression and praising winged response, according to the context of use.
4.1. Develop oral and written text to speak and responds to praise winged, with due regard to the social function, the structure of the text, and correct linguistic elements and in context.

C. Indicators:
1. Demonstrate passion and determination to learn English to communicate about praise
2. Expressing praise the English language acceptable
3. Answering expression of praise of teachers and friends with the English language acceptable
4. Identify the social function, the structure of the text, and linguistic elements in the expression of praise and response.
5. Understand dialogues and Answering true false question

D. Learning Materials:
1. Social Functions:
To develop students 'ability to hear, to add new vocabulary to students, to train students' ability in their pronounciation so that students are able to establish relationships with teachers and others well
2. The phrase:

Amazing!, You really did a great job!, What a beautiful hair!. Wow! Very wonderful dress! You look beautiful Anna! Etc.
3. Structure text:
- Words related to the provision of praise
- Mention the word adjective of praise in dialogue
- Identify the content in the dialogue
4. Elements of language:
Speech, said stress, intonation
5. Topic
Complimentary Award (praise) and the response

E. Methods of Teaching and Learning Strategy:
1. Method of Discussion is a way to manage learning by presenting material through troubleshooting or system analysis technology products which solutions are open. Here students do a group to work together on a problem given by the teacher to be solved together.

2. Method of Lecture is a way to give the explanation from teacher to the students before they practice what they learn.
3. Method of Practice (Role Playing) is a way in which students conduct realization of what they had learned so that students have higher skills than what is learned.

F. Learning Resource, Media and Tools:
a. Learning Resource: English Bookfor Students Grade X Senior High School
b. Media: PPT (Power Point)
c. Tools: laptop, loudspeaker. DVD, LCD Projector

G. Learning Activities:
1. Initial Activities:
a. Teacher greets (greeting); and invite learners to pray together
b. Teacher checks attendance of learners;
c. Teacher prepares students psychologically and physically to participate in the learning process;
d. Teacher motivates learners contextually appropriate teaching material benefits and applications in everyday life, by giving an example in accordance with the theme that will be taught;
2. Core Activities:
Observe :
1) With the guidance of teacher learners discuss with friends next door.
2) Teacher observes whether learners are able to say with a good vocabulary.
3) Teacher observes whether the student is able to understand the content of the dialogue

Inquire:
4) Learners make inquiries to obtain information about the differences in expression of praise in the United States with the State Indonesia
5) Students ask pronunciation vocabulary and content of the text in the dialogue

Explore:
6) Learners seeking exposure expression of praise from various sources
7) Students practice exposes dialogue contains a compliment to a friend via simulation

Associate:
8) Students will analyze the expression of praise based on usage
9) Students will discuss in analyzing the difference between the expression of praise from sources obtained and from the teacher.

Communicate:
10) Students will reveal the function of the expression of praise
11) Students will reveal difficulties or problems in expressing praise in English.
3. Closing Activities:
• Teachers and learners together to make a summary of the material they have learned at this meeting
• Teachers ask questions to students to help them reflect on their learning activities they have already undertaken
• Giving the task to students in the form of a task true false question

ASSESSMENT
1. Competence Spiritual Attitude
a. Assessment Techniques: Observation and Self-Assessment
b. Shape Instruments: Observation Sheet and the Self-Assessment Sheet
c. Lattice:

No	Item	Indicators	Amount
1.	Grateful	Shows grateful spirit and determination to learn English to communicate about praise	1
		Amount	1

d. Charging instructions :

Rate the attitude of each participant using the following conditions:
4 = if students ALWAYS perform the behavior observed
3 = if students OFTEN do if the behavior observed
2 = if students SOMETIMES perform the behavior observed
1 = if students NEVER do behavior observed

e. Observation sheet

No	Name	Spiritual Attitude Indicator Score (1-4)	Completed/ Not Completed
1.
2.

Guidelines Score = (earned value: maximum value) x 4

f. Sheets Self-Assessment

2. Competence Social Attitudes
a. Assessment Techniques: Observation and Self-Assessment
b. Shape Instruments: Observation Sheet and the Self-Assessment Sheet
c. Lattice :

No	Items	Indicator	Amount
1.	Well-mannered	Express complimentary usingEnglish well	1
2.	Caring	Respondteacher’s complimentary expressionand friends usingEnglish well	1
		Amount	2

3. Competence Knowledge
a. Engineering Assessment: Practical Tests, Written Testsand True False Question
b. Shape Instruments:

- Multiple Choices (written test listening skills)
   - True False Questions about dialogue
    - Situation Cards (Speaking Skills) and
        - Rubric Assessment Practical Tests

1. Written Test :

Listen to the conversation and choose the correct answer by crossing the option (A, B, C, or D)

1. The dialogue is about....

a. Complimentary c. Greeting

b. Parting d. Introducing

2. The dialogue takes place ......

a. At school c. In the park

b. At home d. At the zoo

3. The people in the dialogue have a relation as....

a. Sisters c. Friends

b. Daughter d. No relation

4. How was the girl’s weekend with family?

a. It was bad c. It was just so so

b. It was Excellent d. It was nothing

5. Will the publisher send the book to all the book stores?

a. Yes, the publisher will

b. No, the publisher will not

c. Maybe

d. I do not think so

· Question number 6-10. Fill up the blank parts to be a right dialogue!

Rahmi :Hey, what a __(6)___ skirt you are wearing. It __(7)___ your blouse.

Sinta : __(8)____. My sister bought it for me last month.

Rahmi : Wow! That’s __(9)____.

Sinta : Oh, Rahmi, can I ask you __(10)___?

Rahmi : Oh, sure. Please.

6. What a....... skirt you are wearing?

a. Wonderful c. Beautiful

b. Powerful d. Awful

7. It ........ your blouse

a. Maces c. Matchest

b. Matchs d. Matches

8. What is the right answer?

a. Thanks aloud c. Thanks alod

b. Thanks a lot d. Thanks alout

9. Wow! That’s ....?

a. Wonderfull c. Powerfull

b. Wonderful d. Powerful

10. Can I ask you...?

a. Some thing c. Something

b. Some think d. Some thinks

2. True False Question

Read the sentences. Are they true or false based on the dialogue

above?

1. Three people are involved in the conversation. T/F

2. The conversation takes place in an office. T/F

3. Rahmi is Sinta’s sister. T/F

4. Rahmi went to Batu with her family. T/F

5. Rahmi gives a compliment to Sinta’s clothing. T/F

6. Sinta wrote the excellent book. T/F

7. Sinta compliments Rahmi’s book. T/F

8. Rahmi does not like Sinta’s compliment. T/F

3. Practical Test

Your friend comes to your singing contest to see you and he/she knows that you win. Your friend compliments you. Give your response to him/her

You come to your friend’s singing contest and your friend wins the contest. Compliment your friends using a right complimentary!

You will get two different cards. Do a dialogue in pairs!

Your friend celebrated his success because his book was published by publisher. Compliment him using a good complimentary!

Respond your friend’s thanking because you compliment him for his success

Speaking Skills Assessment Rubric :

NO	Name	Estimated Aspect				Scor Amount
NO	Name	Accuracy	Pronounciation	Diction	Fluency	Scor Amount

Criteria :

Accuracy	Pronounciation	Diction	Fluency
10 if the identifying expression of praise much less precise	10 if the spelling vocabulary in expression of praise much less precise	10 if its articulation in expression of praise much less precise	10 if the learner is not fluent in the pro dialogue
20 if the identifying expression of praise there is less precise	20 if spelling vocabulary in expression of praise there is less precise	20 if its articulation in expression of praise there is less precise	20 if learners are less fluent in the pro dialogue
25 if there identification of appropriate expression of praise	25 if spelling vocabulary in many appropriate expression of praise	25 if its articulation in many appropriate expression of praise	25 if the learner is fluent in the pro dialogue