RPP NATURAL APPROACH

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama sekolah              : SMA Negeri 5 Langsa

Nama Pelajaran           :  Bahasa Inggris

Skill/Focus                  :  Berbicara

Waktu                                     : 15 menit

I.     Standar kompetinsi (Ref. 3 berbicara)

Memahami makna dalam teks pecakapan transaksional dan interpersonal resmi dan 

berlanjut dalam konteks kehidupan sehari-hari.

II.   Kompetinsi Dasar (Ref. 3.1 berbicara)

      Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:   Mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan  sesuatu, dan memerintah.

III.             Tujuan pembelajaran

1.      Kognitif

Produk     : Mengetahui teks descriptive beserta contohnya.

      Proses       : Memahami struktur dari teks descriptive dengan teman lainnya.

2.      Psikomotor
                  Menganalisa teks descriptive dengan baik dari berbagai sumber.

3.      Afektif  (Karakter Social 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, di mana, dan kepada siapa

5.      Berpendapat secara baik dalam diskusi.

IV.             Mode of learning

Method           : Natural Approach

Technique      : Approach Particular and Gaming

V.                Learning material

Definition:

Descriptive Text is a text which describes a noun, place, human, animal, etc.  It describes about the characteristics, attitudes, or the others. 

Generic structure:

1. Identification          : Identify anything which has in it.

2. Description              : explanations in specific characteristics, and other descriptions.

The Language Feature of Descriptive Text:

ü  Using attributive and identifying process.

ü  Using adjective and classifiers in nominal group.

ü  Using simple present tense

For example:

 My Cat Gregory

Gregory is my beautiful gray Persian cat. He walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his time indoors watching television and growing fat. He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His familiarity with cat food commercials has led him to reject generic brands of cat food in favor of only the most expensive brands.

Media;

Paper, clued pictures

VI.             Teaching learning activities

Activity Number	Description	Time   Allocation
	Kegiatan Awal (2 Menit)
1	Guru menanyakan siswa beberapa pertanyaan tentang descriptive text Seperti: ü  Do you have favorite Artist? ü  Who? ü  Can you describe her/his criteria?	2 Menit
	Kegiatan Inti (11 Menit)
	Guru memberi penjelasan tentang teks descriptive dan disertai dengan contohnya serta  menganalisanya dengan siswa.	3 Menit
2	Guru mambagikan siswa kedalam dua kelompok, kemudian memberikan sebuah game yang disebut game approach particular, di mana game tersebut bertujuan untuk melihat pemahaman siswa tentang teks descriptive.	3 menit
3	Guru membagikan siswa sebuah judul yang berbeda- beda,  kemudian menyuruhnya untuk   menuliskan sebuah teks descriptive sesuai dengan judul yang didapatkan.	3 Menit
4	Guru menyuruh siswa untuk membacakannya atau retell teks yang telah mereka tulis sebagai tugas untuk melihat kemampuan speaking nya, di mana siswa tersebut harus mampu membuat teman lainnya untuk menebak deskripsi yang dilakukan.	2 Menit
	Kegiatan Akhir (2 Menit)
1	Guru menyimpulkan materi yang telah dijelaskan kepada siswa dan sebelumnya meminta siswa untuk mengulang materi yang telah dijelaskan.	2 Menit

VII.          Sumber Pembelajaran

ü  Internet

ü  Silabus

ü  Rublik penilaian.

VIII.       Evaluasi

            Teacher gives students a paper which completed a name of living/ unliving thing, and students must describe it in front of class, in order to other students can guess it’s description well.

1.      Fried noodle

2.      Fruit salad

3.      Putu Bambu

4.      Olga Syahputra

5.      Agnes Monica

6.      Syahrini

7.      Rice Field

8.      Water Boom

9.      Sea

Answer Key: Based on students’ descriptions.

IX.             Cara Penilaian

No	Name	Language Skill and Component
		Pronunciation	Grammar	Vocabulary	Fluency	Comprehension

Rublik Penilaian:

Criteria	Rating Score	Remarks
Pronunciation	5 4 3 2 1	Has a few traces of foreign language Always intelligible, though one is conscious of a definite accent Pronunciation problem necessitates concentrated listening and occasionally lead to misunderstand Very hard to understand because of pronunciation problem, most frequently be asked to repeat Pronunciation problem to serve as to make speech virtually unintelligible.
Grammar	5 4 3 2 1	Make free, if any noticeable errors of grammar and order. Occasionally makes grammatical or word order errors that do not, however, obscure meaning. Make frequent errors of grammar and word orders, which occasionally obscure meaning. Grammar and word order errors make comprehension difficult, must often rephrase sentences. Errors in grammar and word order, so, severe as to make speech virtually unintelligible.
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually that of native speaker. Sometimes uses inappropriate terms and must rephrase ideas because of lexical and equities Frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme 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 problem. Usually hesitant, often forced 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 a great difficulty following what is said can comprehend only ”social conversation” spoken slowly and with frequent repetition Cannot be said to understand even simple conversation English