Contoh RPP Kurikulum 2013

Dibawah ini saya mencoba membuat RPP berdasarkan kurikulum 2013, semoga sesuai dengan apa yang diharapkan.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan        : SMP

Kelas/Semester            : VIII/2

Mata Pelajaran              : Bahasa Inggris

Topik                            : Simple present tense

Alokasi Waktu              : 2 x 40 menit

A.     Kompetensi Inti

4.          Mengolah,  menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B.     Kompetensi Dasar

4.7         Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C.     Indikator Pencapaian Kompetensi

1.      Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris.

2.      Menyusun teks lisan untuk menyatakan tentang tindakan/kejadian yang dilakukan secara rutin atau merupakan kebenaran umum.

3.      Menyusun teks tertulis untuk menyatakan tentang kebenaran tindakan/kejadian yang dilakukan secar rutin atau merupakan kebenaran umum.

D.     Tujuan Pembelajaran

1.      Dengan memperhatikan pola kalimat, peserta didik dapat menyusun teks lisan untuk menyatakan tentang kebenaran tindakan/kejadian yang dilakukan secar rutin atau merupakan kebenaran umum.

2.      Dengan memperhatikan pola kalimat, peserta didik dapat menyusun teks tertulis untuk menyatakan tentang kebenaran tindakan/kejadian yang dilakukan secar rutin atau merupakan kebenaran umum.

E.     Materi Pembelajaran

Simple present tense:

Verbal:   Subjek (pronoun/noun) + verb bentuk pertama / asli (s/es)

Nominal: Subjek (pronoun/noun) + be (am, is, are) + (adjective, noun, pronoun, adverb).

F.     Model/Metode Pembelajaran

1.   Pendekatan: Scientific

2.   Strategi: observe – practice.

3.   Metode: Inquiry/Experiencial learning.

G.    Kegiatan Pembelajaran

Kegiatan	Deskripsi Kegiatan	Alokasi Waktu
Pendahuluan	·        Guru masuk ke kelas dan langsung menyapa menggunakan bahasa Inggris agar English Environment dapat senantiasa tercipta. ·        Jika peserta didik belum merespon, jangan dulu melanjutkan pelajaran. ·        Guru kemudian membuka kelas dengan memuji sang pencipta atas karunia yang telah diberikan dalam bahasa Inggris.	5 menit
Inti	Observing ·        Guru mengawali kelas dengan menanyakan kebiasaan yang sering dilakukan oleh peserta didik setelah bangun pagi atau kebiasaan keluarga mereka tatkala pagi hari, seperti jam berapa biasanya ia bangun pagi, apa biasanya menu sarapan pagi dan lain sebagainya. ·        Guru menjelaskan bahwa kejadian yang rutin dilakukan dalam bahasa inggris menggunakan pola tertentu yang disebut dengan “simple present tense”. ·        Guru menjelaskan pembagian “simple present tense” yakni nominal dan verbal dan menjelaskan perbedaan antara keduanya. ·        Guru kemudian menjelaskan pola verbal “simple present tense” dengan menekankan perhatian pada penambahan s/es di kata kerja terhadap pelaku yang berupa orang ketiga tunggal (she/he/it). ·        Oleh karena itu, diperkenalkan juga beberapa kata kerja (verb) yang diakhiri oleh -s seperti stops, understands, picks dan kata yang diakhiri oleh –es seperti studies, goes, attaches. ·        Guru menjelaskan pola selanjutnya, yakni pola nominal dengan menekankan pada kesesuaian antara pelaku dengan kata kerja bantu yang dipakai, (I = am), (She, he, it = is) dan (you, they, we = are). ·        Memberikan beberapa contoh yang benar dan yang salah berkaitan dengan penggunaan simple present tense nominal dan verbal. Communicating ·        Guru memperkenalkan “snake and ladder” game dan kemudian menjelaskan aturan-aturan permainannya kemudian meminta siswa untuk memainkannya secara berkelompok. ·        Setelah permainan selesai, guru meminta siswa untuk menjelaskan kesulitan-kesulitan yang mereka hadapi dalam memformulasikan kalimat-kalimat “simple present tense”. ·        Untuk lebih meningkatkan pemahaman siswa mengenai “simple present tense”, maka guru meminta siswa secara berkelompok menyusun kata sesuai dengan perintah yang telah diberikan oleh guru. ·        Meminta siswa membacakan kata yang telah disusun dengan pelafalan yang bagus. Experimenting ·        Guru menjelaskan bahwa tidak hanya kegiatan yang berulang-ulang yang memakai simple present tense tetapi juga kebenaran umum. ·        Guru kemudian meminta siswa untuk menandai yang mana saja berupa kejadian umum pada pernyataan yang diberikan melalui true/false question. ·        Siswa diberikan dialog berkaitan dengan simple present tense dan diperagakan oleh siswa secara berpasangan. ·        Untuk menguji pemahaman, siswa diminta untuk membuat 5 kalimat berkaitan dengan kebiasaannya serta 5 kalimat yang berkaitan dengan kebenaran umum manggunakan simple present tense.	20 menit 45 menit
Penutup	·       Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (refleksi) ·       Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang “Simple present tense” ·       Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini ·       Siswa diberi tugas kelompok untuk pembelajaran minggu depan untuk penilaian projek	10 menit

     

 H.Sumber/Media Pembelajaran

1.   Sumber: Buku Paket Siswa

2.   Media: White board, board marker, Snake & Ladder, dadu, dan answer sheet.

I.       Penilaian

1.      Penilaian dan Aspek Pengetahuan (knowledge)

a. Kosa kata (vocabulary)

5 = Hampir sempurna

4 = Ada kesalahan tapi tidak mengganggu rnakna

3 = Ada kesalahan dan mengganggu rnakna

 2 = Banyak kesalahan dan menganggu makna

 1 = Terlalu banyak kesalahan sehinngga sulit dipahami.

b. Kelancaran (fluency)

5 = Sangat lancar

4 = Lancar

3 = Cukup lancar

2 = Kurang lancar

1= Tidak lancar

c. Ketelitian (accuracy)

5 = Sangat teliti

4 = Teliti

3 = Cukup teliti

2 = Kurang teliti

1 = Tidak teliti

d. Pengucapan (pronunciation)

5 = Hampir sempurna

4 = Ada kesalahan tapi tidak mengganggu makna

3 = Ada beberapa kesalahan dan mengganggu makna

2 = Banyak kesalahan dan mengganggu makna

1 = Terlalu banyak kesalahan sehingga sulit untuk dipahami

e. Intonasi (intonation)

5 = Hampir sempurna

4 = Ada beberapa kesalahan tapi tidak mengganggu makna

3 = Ada beberapa kesalahan dan mengganggu makna

2 = Banyak kesalahan dan mengganggu makna

1 = Terlalu banyak kesalahan schingga sulit dipahami

f. Pemahaman (understanding)

5 = Sangat memahami

4 = Memahami

3 = Cukup memahami

2 = Kurang memahami

1 = Tidak memahami

g. Pilihan kata (diction)

5 = Sangat variatif dan tepat

4 = Variatif dan tepat

3 = Cukup variatif dan tepat

2 = Kurang variatif dan tepat

1 = Tidak variatif dan tepat

2.      Penilalan dan Segi Sikap (attitude)

a. Rasa hormat (respect)

5 = Tidak pernah menunjukkan sikap tidak hormat

4 = Pernah menunjukkan sikap tidak hormat

3 = Beberapa kali menunjukkan sikap tidak hormat

2 = Sering menunjukkan sikap tidak hormat

1 = Sangat sering menunjukkan tidak hormat

b. Jujur (honest)

5 = Tidak pernah menunjukkan sikap tidak jujur

4 = Pernah menunjukkan sikap tidak jujur

3 = Beberapa kali menunjukkan sikap tidak jujur

2 = Sering menunjukkan sikap tidak jujur

1 = Sangat sering menunjukkan sikap tidak lujur

c. Peduli (care)

5 = Tidak pernah menunjukkan sikap tidak peduli

4 = Pernah menunjukkan sikap tidak peduli

3 = Beberapa kali menunjukkan sikap tidak peduli

2 = Sering menunjukkan sikap tidak peduli

1 = Sangat sering menunjukkan sikap tidak peduli

d. Berani (brave)

5 = Tidak pernah menunukkan sikap tidak berani

4 = Pernah menunjukkan sikap tidak berani

3 = Beberapa kali menunjukkan sikap tidak herani

2 = Sering menunjukkan sikap tidak berani

1 = Sangat sering menunjukkan sikap tidak berani

e. Percaya diri (confidence)

5 = Tidak pernah menunjukkan sikap tidak percaya diri

4 = Pernah menunjukkan sikap tidak percaya diri

3 = Beberapa kali menunjukkan sikap tidak percaya diri

2 = Sering menunjukkan sikap tidak percaya diri

1 = Sangat sering menunjukkan sikap tidak percaya diri

f. Berkomunikasi balk (communicative)

5 = Tidak pernah menunjukkan sikap tidak komunikatif

4 = Pernah menunjukkan sikap tidak komunikatif

3 = Beberapa kali menunjukkan sikap tidak koinunikatif

4 = Sering menunjukkan sikap tidak komunikatif

5 = Sangat sering menunjukkan sikap tidak komunikatif

g. PeduIi sosial (social awareness)

5 = Tidak pernah menunjukkan sikap tidak peduli sosial

4 = Pernah menunjukkan sikap tidak peduli sosial

3 = Beberapa kali menunjukkan sikap tidak peduli sosial

2 = Sering menunjukkan sikap tidak peduli sosial

I = Sangat sering menunjukkan sikap tidak peduli sosial

h. Ingin tahu (curiosity)

5 = Tidak pernah nwnunjukkan sikap tidak ingin tahu

4 = Pernah menunjukkan sikap tidak ingin tahu

3 = Beberapa kali menunjukkan sikap tidak ingin tahu

2 = Sering menunjukkan sikap tidak ingin tahu

1 = Sangat sering menunjukkan sikap tidak ingin tahu

3. Penilaian dan segi tingkah laku (action)

a. Kerja sama (team work)

5 = Selalu bekerja sama

4 = Sering bekerja sama

3 = Beberapa kali melakukan kerja sama

2 = Pernah bekerja sama

1 = Tidak pernah bekerja sama

b. Melakukan tindak komunikasi yang tepat (communicative action)

5 = Selalu melakukan kegiatan komunikasi yang tepat

4 = Sering melakukan kegiatan komunikasi yang tepat

3 = Beberapa kali melakukan kegiatan komunikasi yang tepat

2 = Pernah melakukan kegiatan komunikasi yang tepat

1 = Tidak pernah melakukan kegiatan komunikasi yang tepat

Read More

Contoh RPP SD, SMP dan SMA

Silahkan di download contoh RPP untuk SD, SMP dan SMA

di link berikut ini:

Download

Read More

Writing in English

Writing defines as the way to develop our opinions, idea, or mind on the paper uses for people who cannot develop their idea by oral but they can express thier ideas through writing. Writing is a basic skill that uses graphic symbols: that is, letters or combinations of letters which relate to the sound we make when speak. [1]

Heaton states that writing skill is complex and sometimes difficult to teach, requiring mastery not only grammatical and rhetorical devices but also of conceptual and judgmental elements.[2]

Pincas defines that writing is a way of communicating a message to a reader for a purpose. The purposes of writing are to express one’s self, to provide information for one’s reader, to persuade one’s reader, and to create a literary work.[3]

Based on the definition above, the researcher conclude that the writing is an activity that students do to express thier ideas and opinion. The writing is a productive skill that complex and difficult to teach. In writing process we do not only need exploration ideas, feelings, and opinions in written form but also must pay attention several things such as grammatical and several steps that must be done to product a written text.

1)      Types of Writing

According to Departemen Pendidikan nasional that there are some types of writing are:

a.       Recount is writing has function to retell events for the purpose of informing or entertaining. The generic structure of this text consist orientation,events,and reorientation.

b.      Report, it functions to describe the way things are with reference to a range of natural, man-made and social phenomena in our environment. The generic structure of this text consists of general classification and description tells what the phenomena under discussion.

c.       Discussion, a text which purposes to present (at least) two points of view about an issue.

d.      Explanation, it has function to explain the process involved in the formation or workings of natural or socio cultural phenomena. The generic structure of this text are a general statement to position the reader  and sequenced explanation of why or how something occurs.

e.       Exposition (analytical), it functions to persuade the reader or listener that the something is the case. Its generic structures are thesis, arguments, and reiteration.

f.       Exposition (hortatory), its function is to persuade the reader or listener thar something should or should not be the case. The generic structures of this text are thesis, arguments, and recommendation.

g.      News item, a text functions to inform readers, listeners, or viewers about events the day considered newsworthy or important. The generic structures are newsworthy events, background events, and sources.

h.      Anecdote is a text to share with others an account of an unusual or amusing incident. The generic structures are abstract, orientation, crisis, reaction, and coda.

i.        Narrative has function to amuse, entertain, and to deal,with actual or vicarious experiences in different ways. The generic structures consists of orientation, complication, resolution, and reorientation.

j.        Procedure is a text to describe how something accomplished through a sequence of action or steps. The generic structures cantain goal, materials, and steps.

k.      Description is writing to describe a particular person, place, or thing. The generic structures are identification and description.

l.        Review is to critique an art work, event for a public audience. The generic structures are orientation, interpretative recount, evaluation and evaluation summation.[4]

2)      Components of Writing

Syahril states that there are five components of writing, they are:

a)      Content

There four things that can be measured in connecting with content the composition should contain one central purpose only, should unity, coherence, and continuty should be adequately developed.

b)      Organization

The purpose organization material in writing coherence, order of important, general to specific, specific to general, chronological order and spatial order of pattern. When writing the learner should arrange their writing chronologically. They should present their ideas based on what happen from the beginning to the end.

c)      Vocabulary

The effective of words will always result a good writing both specific and technical writing. The dictionary is very considerable. Vocabulary is one component of writing to express ideas.

d)     Language use

Language use in writing and another form of writing involves in correct language and point of grammar. An adequate grammar should be one that is capable of producing grammar. We should not be able to do more that utter separate item of language for separate function and also grammar can help students improve the use of the formal language.

e)      Mechanics

There are at least two main parts of mechanics in writing namely punctuation and capitalization. Punctuation is important as the way to clarify meaning in English writing. In English writing capital letters have to principles. Firstly, they are used to distinguish between partculas things. Secondly, it is used as first word in quotations, a formal statement and proper adjective.[5]

3)      Steps of the writing

Bambang Trim states that the steps of the writing there are prewriting, while writing and post writing. Every step is very important to make the result of quality written.

Since elementary school and junior high school, the first step and the last step is always studied until we can write it. So, let us try knowing about truth of steps of writing. The three steps of writing are:

a)      Prewriting

Prewriting is the first step before of we can call as the planning. And plan of write, we are beginning with ideas or opinion as the main in writing. An the specific, the ideas or opinion can concrete with topical.

b)      While writing

While writing is the process after the step to make ideas or planning. In writing, we must choose our position as the writer, position often used are:

1)      The writer can be as the first people in writing, so that the writer uses word like I, We or Writer.

2)      The writer can not direct in writing but in out of. Please try when you write, and we must commitment to our outline we make. If any other important ideas you mean important, we can note and related to our writing.

c)      Post writing

The last step is post writing where in this step the composed writing must be edit completely. We must know that the writer must attend to three steps of it and the important step of them is the last step is post writing, because after write we must edit our writing that had finished so it can be more perfect.

---

[1] Donn Byrne, Teaching writing Skills,( Hongkong: Longman Handbooks for language Teachers,1929),p.1

[2] J.B Heaton, Writing English language Tests, (London and New York: Handbooks for teacher,1988),p.135

[3] Pincas, Teaching English Writing: Essential Language Teaching Series (London:The Macmilan Publisher.Ltd.1998),p.56s

[4]Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah,(Jakarta,2005),p.77

[5] Syahril, Improving Writing Ability of the Secong Year Students at SMP Negeri 9 Parepare through Unforgetable Experience, (unpublished Thesis STAIN Parepare),2006,p.17

Read More

The Expository Strategy

1)       The Definition of Exposition Strategy

The term of exposition is derived from the concept of exposition means explanation. In the context of English teaching, exposition is a strategy which center in teacher who explains facts, ideas and information for the students. One defines exposition is a set of strategies for recalling what one knows about a subject, distinguishing between important and incidental information, using the natural structure of the domain to select and organize material, and explaining that material to other people.[1] This strategy may be used by the teachers for presenting the subject material particularly at the presentation stage of their lesson.

On other definition figures exposition as a one-way process essentially, although it may include some modest questions and answers or discussion. The strategy is top-down and teacher-centered because it is the person designing and/or delivering who determines what information is to be delivered and how, where and when.[2] While using this strategy the subject matter is first logically sequenced and organized by the teacher who puts it before the students in a clear and interesting way so that it may be easily grasped and understood.

The main emphasis in the exposition strategy is on the manner and way of exposing the topic and subject matter to the students. Here, every precaution is taken to select, sequence, organize and present the subject matter before the students in a simple, interesting and lucid style so that pupils may understand and grasp it easily and properly. Clarity of thoughts and ideas inherent in the subject matter, not from the angle of the teacher hut from the angle of the students, is the basic thing that is clearly emphasized through this teaching strategy.[3]

Based on the several definitions above, researchers composes that exposition strategy is strategy which is emphasized on the process of utterance and delivering the lesson material verbally from the teacher to the group of students in intending to mastery the lesson material optimally for students.

2)      The Uses and Importance of Exposition Strategy

In a general sense, this strategy can be used in the teaching of all the subject of the school curriculum. However it takes different shapes and dimensions in the leaching of different subjects and topics. For examples, in the teaching of languages, a teacher may be able to express the subject mailer through verbal illustration, whereas in a science lesson one may have to demonstrate for providing clear exposition of the subject matter, or in a geography lesson he may have to make use of maps and globes for such exposition.[4]

For exposition to work as a strategy, the student must be a relatively independent learner, with a good awareness of what they do and do not know about the subject in question. This is likely to include senior professionals, such as hospital consultants, lawyers, accountants, executives, academics, etc. They will be able to determine what is most relevant and therefore most important to focus on and process further, whereas the dependent or novice learner could easily be overwhelmed by the sheer volume of undifferentiated information.

3)      The Limitations and Demerits

This strategy suffers from following limitations and defects;

(a)     The strategy needs that the presented subject matter is exposed with needed clarification and explanation. There is no limit of simplifying or clarifying a subject matter, If it is sought from the pupil’s angle then there is a problem of individual differences and it is difficult to adjust the simplification of exposition according to the needs of every student,

(b)   The whole responsibility in exposition strategy lies on the shoulders of the teacher. For the required success he must have a complete mastery over the subject matter along with the necessary competency in use of this device. Accordingly, while carrying out the task with the help of this device he has to make all arrangements and take all precautions for the exposition of the subject matter. Every teacher is not supposed to be so competent in doing what is needed from him with respect to the use of this strategy.

(c)    In this strategy the students have to remain more or less inactive and passive, they don’t have to tax their brain and engage in discussion or learning the thing with their own attempts. In the absence of such requirements from the students, the teacher has to work more for the realization of better results.

4)      Teaching Exposition Strategy

A teacher should try to take care of the following things while making proper gains with the use of this strategy. At the first point is they should to mastery over the subject matter which he is going to present to the students. Secondly, the objectives of the lesson should he then properly set and put before the students. Next to consider about the subject matter should be properly sequenced and organized.

Furthermore, the subject matter should be presented in meaningful small units and steps one by one. A teacher should not present a large detail or more information which can be difficult for the students to understand or grasp. Then, As far as possible, the students should be involved in the teaching process. They should be left free and rather encouraged to put questions in order to remove their doubts and gaps in their learning as well as understand and grasp the subject matter as comprehensively and usefully as possible.

Moreover, the teacher should write down the main points and central events on the blackboard while exposing the material to the students. The following point deals with the help of illustrative material like charts, maps, objects, and models should be properly sought for the clear and effective exposition.

Besides teaching strategies like narration, description, explanation, questioning-answering and discussion should also find its place for making the exposition as interesting, meaningful and effective as possible. The last point instruct the teacher to evaluate the outcome of the applying of exposition strategy through proper questioning and fix the learning in the minds of the students through review, practice and other suitable fixing strategy.

5)      The Procedures of Teaching Exposition Strategy

There are several steps to apply exposition strategy for the English learners, as following:[5]

(a)   Preparation

Preparation in this strategy is one thing that should always notice about, the success of teaching depends on this part. It is organized for gaining several teaching purposes:

(1)       Supporting students into critical thinking and large imagination.

(2)       Motivating the students’ interest in learning English.

(3)       Bringing the students into high curiosity with lesson material.

(4)       The applying of Exposition means teaching material with highly give the students opportunity to elaborate their skills.

(b)   Presentation

After preparing the material, the show goes on. Here, teacher should underline that the more simple words they say, the more students can understand the explanation. Therefore, there are several points should be noticed when teachers crash with this step.

(1)   The language used

It is clearly necessary that using simple word that the students have known is the key deliver the message and the content of material.

(2)   Voice intonation

Teacher should know when they have to louder their voice and when they have to lower.

(3)   Eye Contact

It is supposed for making students feeling to get appreciation and involve in the presentation.

(4)   Many Fresh Jokes

Students are easily to be bored therefore teachers should know when they have to stop for delivering the lesson and stimulate the students’ interest by jokes or interesting story.

(c)    Correlation

This step when teacher correlate the recent material with the actual material which is presented. It deals with the students’ prior knowledge.

(d)   Generalization

Generalization is the step where teacher takes a main idea of the material presented. It is supposed to make students ensure to what facts or information have been presented. Teacher might repeat the main idea, questioning and answering with students or by using mind mapping.

(e)    Application

This step deals with giving task or assignment about the lesson material which have been presented or by doing test to know the students’ understanding.

---

[1] http://elalp.cbalwiki.ets.org/Exposition, retrieved on 12^th July 2013 at 19.57 p.m.

[2] http://onlignment.com/strategies-for-learning-exposition/, retrieved on 12^th July 2013 at 20.00 p.m.

[3] S. K. Mangal and Uma Mangal, Essentials of Educational Technology, (New Delhi: PHI Private Learning Limited, 2009), p. 268

[4] I b i d., p. 269

[5] http://iceteazegeg.wordpress.com/2010/09/10/strategi-pembelajaran-ekspositori/, retrieved on 12^th July 2013 at 19.45 p.m.

Read More