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LESSON PLAN

( RPP )

Name of School

: SMA/MA

Lesson

: English

Class / Semester

: XI/2

Time Allocation

: 1 X 45 Minute ( 1 x Meeting )

Meeting

: 3 ( the third meeting )

A. Standar of Competence
Understanding short functional text meaning and essay gets
narrative's form, spoof and hortatory exposition in the context
knockabout life and to access scholarship.
B. Basic Competence
Understanding meaning in short functional text, ( e.g.,
banner, poster, pamphlet, etc.) official and unofficial one utilizes
language manner write in accurate figure, easy-going and gets to
accept in the context knockabout life and to access scholarship.
C. Competency Achievement Indicators
1. Reading clarion wherewith manner discourse writes that worked
through by utterance and intonation that really.
2. Identifying topic of text that is read
3. Identifying given information from banner, poster and pamphlet.

D. Learning Objectives
At the end of the lesson students are
1. Reading clarion wherewith manner discourse writes that worked
through by utterance and intonation that really.
2. Identifying topic of text that is read
3. Identifying given information from banner, poster and pamphlet.

E. Topic
Identifying meanings and information in a narrative teks.
1. Banner
Banner is shaped advertising which be used at Internet network.
Form this advertising usually form a part of a web page that is used
to noise about explorer so visit website that at intention. Measure
that is used, beginning of weeny one, melebar, memanjang, until
one across.
Banner's pictured example

2. Poster
Poster is a sort pamphlet, just form it is even greater and
written by cloth or kind of it what do can at tide upon clears a root,
at strategic place (edge out seen by mass).
Posters pictured example:

3. Pamphlet
Pamphlet is writing who can be espoused by image, one
that is attached on one sheet paper at single-sided or both of its
flank, then is folded or cut by half, one third, or even its onefourth, so appears smaller (can also be called leaflet). Pamphlet
also constitute leaflet that its content intent to regard mass.
Negative mean (peyoratif) are leaflet to attack someone by way of
rots or contempt it.
Requisite who shall be accomplished deep makings
pamphlet is:
a. Its language is clear, abbreviate, and persuasif.
b. Written by print font and big so easy to read.
c. Current theme.
Pamphlet's kind bases its aim:
a. Pamphlet is politics activity: for generals election deep
b.
c.
d.
e.

campaign.
Pamphlet is education activity: new student acceptance.
Pamphlet is commerce activity: product promotion.
Pamphlet is art and culture activity: art parade / film etcetera.
pamphlet so quick until to its aim by use of car or aircraft, can
also some bodies that is scattered.

pamphlet's pictured example

F. Methods of Learning / Technique


1. Demonstration method
2. Question and answer method
3. Work assigment method

G. Steps Learning Activity


1. Initial Activity
a. Teacher utters greeting kindlying to student while enter class
b.
c.
d.
e.

room.
Teacher checks student present.
Teacher asks out student for prays with.
Teacher asks participant news be taught.
Teacher points out banner's types, poster, pamphlet.

2. Core Activities
a. Loud reading teacher one banner, poster or pamphlet then
student follows.

b. Teacher asks for student to set down each order and essential
word in pictured.
c. Student requestedding to talk over text content that read by in
pairs.
d. Student requestedding to talk over grammatical marking that is
utilized in text that read by shoal.

3. Final Activity
a. Student requestedding to makes one short functional text e.g.
banner, poster etc..
b. Student was given by homework (pr) get bearing with tutorial
material.
c. Teacher passes on learning plan on meet next.
d. Learnings close teacher with closing greeting.
H. Resources / Materials / Equipment
1. English language dictionary
2. Tape / CD
3. Photograph / poster
4. Newspaper
5. Magazine
6. Image that is accessed from Internet.

I. Assesment
1. Indicators, Technical, Forms, Examples.

No
1

Indicator
Reading clarion

Technical
Essay oral

Form
Performance

Example
Read with

wherewith manner

utterance and

discourse writes

intonation

that worked

that really.

through by
utterance and
intonation that
2

really.
Identifying topic

Essay quiz Essay

Answering

of text that is read.


Identifying given

(written)
Essay

Looking for

question
Look for 5

information from

written

short

form draw

banner, poster and

(task / pr)

functional

short

text Image.

functional

pamphlet.

texts, then
topic and
information
determinative
of that text.

Example :
a. Read with uttering suitably

b. Essay Quiz (written)


Answer the question bellow!

Question :
1. What is the theme of the poster above?
2. Where are you can find the poster above?
3. What is the purpose of the poster above?
4. Give the sample of the Banner statement for event!
5. Give the statement of the banner for advertisement!

Key Answer:
1. The theme of the poster above is a education poster
2. We can find it in the school.
3. The purpose of the poster above to give information .about
the new program of education.
4. Make a success of the mother day, show you participation
of your beautiful poem for your beloved mother.
5. Show your man, talk less do more.
c. Pr ( Homework )
1. Look for 5 form draw short functional texts as:
a. Banner
b. Poster
c. Pamphlet
2. Topic and information determinative from banner, poster,
pamphlet.
2. Estimation Guidance
a. Text estimation guidance read text one image
Indicator
Criterion

Score

Influency

Pronunciation

Intonation

Diction

3
2
1
3
2
1
3
2
1
3
2
1

Smooth
Insufficiently smooth
Are not smooth
Good
Insufficiently good
Are not good
Accord
Insufficiently accord
Are not accord
Duly
Insufficiently correct
Are not duly

Skill estimation format read news item's text


Score
N
o

Nam
e

Influe

Pronunci

Intona
Diction

ncy

ation

Total

Po

score

in

tion

1.
2.
3.
Information :
Maximal score = Total criterion x Total indicator each criterion
= 4 x 3 =12
Skill point = Total score is gotten x 4
Maksimu's score

b. Estimation guidance writes text


No

Sco
Aspect that is assessed

.
1.

re
Grammar and Vocabulary (leksikogramatikal)
Utilizing structure that really and lexicon in point.
Utilizing language and sometimes lexicon correct
reducing, but doesn't regard.
Utilizing structure and lexicon that insufficiently

4
3
2

correct and regards meaning.

Structure and difficult lexicon /

incomprehensible.

2.

Writing is not amends.


Discourse Management
Choosing genre in point for title which chose by
maximal text structure.
Choosing less clear genre for title which chose by
maximal text structure.
Genre's option (to the effect communicative) it is
not clear.
Writing doesn't get structure.

4
3
2
1
0

Writing word at random, barely wherewith.

3.

Meaning Sharpness
4

Reveal various ala meaning is clear and effective.


Reveal various ala meaning is clear.

3
2
1
0

Revealing meaning,but as once less clear.


Revealing meaning, but is hard to be understood.

4.

Write arbitrarily, lost meaning.


Relationship Among Idea
Pointing out subjective fluency among idea.
Pointing out subjective transition among idea.
Relationship among idea less clear.
Relationship among chaotic idea.
merealisasikan's baffled idea.
Skor Maksimal

4
3
2
1
0

16

Information :
Point = Total score are gotten x 100
Maximal score
c. Estimation guidance for essay's task
Trifling

Total

Trifling

Maximal

Form

Problem

Number

Score

Essay

Information :
Point = Total score are gotten x 100
Maximal score

Knowing

th
Mamuju, the 03
of mei 2016

Supervisor

English teacher

Andi Sudarmin Aziz, S.pd,.M.Hum

Dina evayanti

Nidn. 0923077904

Nim. 140250302003

LESSON PLAN
( RPP )

Name of School

: SMA/MA

Lesson

: English

Class / Semester

: XI/2

Time Allocation

: 1 X 45 Minute ( 1 x Meeting )

Meeting

: 1 ( the first meeting )

A. Standard of Competence
Understanding meaning in short functional text and monologue
gets narrative's form, spoof and hortatory exposition in the context
knockabout life.
B. Basic Competence
Responding meaning in short functional text official and
unofficial one utilizes oral language in accurate figure, easy-going and gets
to accept in the context knockabout life.
C. Competency Achievement Indicators
1. Identifying topic one short functional text one is heard
2. Identifying given information of text that is heard.
3. Identifying functional text communication aim short one is heard.
D. Learning Objectives
At the end of the lesson students are :
1. Identifying topic one short functional text one is heard
2. Identifying given information of text that is heard.
3. Identifying functional text communication aim short one is heard.
E. Topic
Responding to narrative teks
1. Narrative Text's savvy
Narrative text is one of 13 english language text types (genre)
one that comes into the world from Narration's circle (Types Of Text's
see) as well as Recount Text, Anecdote Text, Spoof Text and News
Items Text which functions to tell ancients story and for amusement.

2. To the Effect Communicative Narrative Text


To the effect Communicative Narrative Text as one is worded
up the stairs is subject to be comfort audience or reader about a story
or story at ancient empirically real, illusion or quaint scenes that aims
to go to a crisis, one that on eventually finds a working out.
3. Generic Structure Narrative Text
Each english language text type (genre) having its text
structure each. Structure from Narrative Text consisting of three a part
which is:
a. Orientation : On Orientation's part or recognition contains about
figure recognition in story and time and scene of action it.
b. Complication : On Complication's part contains about its
appearance picture crisis or problem that at nature by figure on that
story one shall be solved.
c. Resolution : On Resolution's part contains about how figure of
that story solve aught problem on sectioned complication. Usually
exists more than one Resolution for one Complication.

Structure on Narrative Text, which is increase Coda after


Resoultion. So formation narrative text is orientiation,
complication, resolution and coda.

Coda is sectioned most a stop to structure narrative text


what do contain happening change on figure and study who can be
plucked from that story.

4. Characteristic To Narrative Text's Discussion


On narrative text, there are some marking for example as
follows:
a. Utilizing Action Verb in forms Past Tense. E.g.: Climbed, Turned,
Brought, etcetera.
b. Utilizing given Nouns as pronoun of person, animal and particular
object in story. E.g.: the king, the queen, etcetera.
c. Utilizing Adjectives who forms noun phrase. E.g.: long black hair,
two red apples, etcetera.
d. Utilizing Time Connectives and Conjunctions to sort instances.
E.g.: then, before, after, soon, etcetera.
e. Utilizing Adverbs and Adverbial Phrase to point out instance or
scene location. E.g.: here, in the mountain, happily ever after,
etcetera.

5. Narrative Text's example


Snow White
a. Orientation
Once upon a time there lived a little girl named Snow
White. She lived with her Aunt and Uncle because her parents were
dead.
b. Complication
One day she heard her Uncle and Aunt talking about
leaving Snow White in the castle because they both wanted to go to
America and they didnt have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this
so she decided it would be best if she ran away. The next morning
she ran away from home when her Aunt and Uncle were having
breakfast. She ran away into the woods.

c. Resolution
Then she saw this little cottage. She knocked but no one
answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from
work. They went inside. There they found Snow White sleeping.
Then Snow White woke up. She saw the dwarfs. The dwarfs said,

what is your name? Snow White said, My name is Snow


White.
Doc, one of the dwarfs, said, If you wish, you may
live here with us. Snow White said, Oh could I? Thank you.
Then Snow White told the dwarfs the whole story and finally Snow
White and the 7 dwarfs lived happily ever after.
F. Methods of Learning / Technique
1. Demonstration method
2. Question and answer method
3. Work assigment method

G. Steps Learning Activities


1. Initial Activity
a. Teacher utters greeting kindlying to student while enter class room.
b. Teacher checks student present.
c. Teacher asks out student for prays with.
d. Teacher asks participant news be taught.
e. Teacher does apperception
f. Teacher points out form from narrative text.
2. Core Activities
a. Reading teacher one narrative text then student listens.
b. Teacher asks for student to talk over text content that heard by ala
in pairs.
c. Teacher asks for student to talk over oral language form bases text
that heard by shoal ala.
3. Final Activity
a. Student requestedding to makes one narrative text.
b. Student was given by homework( pr) get bearing with learning
material.
c. Teacher passes on learning plan on meet next.
d. Learnings close teacher with closing greeting.

H. Resource / Material / Equipment


1. john M. Echols's english language dictionary.
2. Tape / CD.
3. narrative's text that is taken / is accessed Internet thru.
I. Assesment
1. Indicators, technical, forms, and examples.
No Indicator

Tehnical

form

Example

Identifying topic

Essay

essay

Answering question.

one short functional

written

essay

Look for one narrative text

text one is heard.

Identifying given

Essay

information of text

written

that is heard.

then identifies topic and


information that exists in
that narrative's text.

Example :
a. Essay Written
In a remote part of Ohio, United States, there is a place called
Morrow.
One day, at a London train station, a traveler said to the
booking-clerk, I want a ticket to Morrow, please. The clerk

raised his eyebrows, saying, If you want a ticket tomorrow, why


dont you come for it tomorrow?.
But I want a ticket to Morrow today, the traveler replied. I
told you, the clerk said, You cant have a ticket tomorrow today,
youll have to come tomorrow for it.
By this time the traveler was getting more and more annoyed
and finally lost his temper and yelled, Cant you understand what
I mean? I want a ticket to a place called Morrow and I want it
now!
Finally understanding what the traveler really wanted, the
clerk said quite calmly, Why didnt you say so in the first place?
Here is your ticket.

Vocabulary List:
remote

: terpencil

called

: dinamai

traveler

: wisatawan

booking-clerk

: pegawai loket

raised

: menaikkan

have to

: harus

getting more and more annoyed

: menjadi semakin jengkel

finally

: akhirnya

lost his temper

: hilang kesabaran

yelled

: berteriak

mean

: maksudakan

place

: tempat

really

: sebenarnya

quite

: betul-betul

calmly

: (dengan) tengang

in the end

: akhirnya, alhasil

populated area : daerah padat penduduk


repeat

: mengulangi

request

: permintaan

several times

: beberapa kali

gesture

: isyarat, mimik

express

: menyatakan, mengungkapkan

anger

: kemarahan

Answer the Questions :


1.
2.
3.
4.

Where does the story take place?


Why did the traveler become annoyed?
How did he speak when he lost his temper?
How did the clerk speak when he finally understood what the

traveler want?
5. What is the "Morrow" of the story?
6. a. Have you ever traveled by train?
b. Where and when?

7. a. Do you like travelling by train?


b. Why?
Answer Key :
1. He wanted a ticket tomorrow.
2. The story takes place at London train station (in London).
3. He became annoyed because the clerk misunderstood him.
4. He yelled.
5. He spoke (quite) calmly.
6. The Morrow (moral) is: if at first you don't succeed , try, try, try
again.
7. Students answer.*
8. Students answer.*
b. Pr (Homework)
Look for one narrative text then identifies informas's topic that
exists in that narrative's text.
2. Estimation Guidance
a. Estimation guidance writes text

No.

Aspect that is assessed

1.

Grammar and Vocabulary (leksikogramatikal)

Score

Utilizing structure that really and lexicon in


point.
Utilizing language and sometimes lexicon
correct reducing, but doesn't regard.
Utilizing structure and lexicon that
insufficiently correct and regards meaning.
Structure and difficult lexicon /
incomprehensible.
Writing is not amends.

4
3
2
1
0

2.

Discourse Management
Choosing genre in point for title which chose
by maximal text structure.
Choosing less clear genre for title which
chose by maximal text structure.
Genre's option (to the effect communicative)
it is not clear.

4
3
2
1
0

Writing doesn't get structure.

3.

Writing word at random, barely wherewith.


Meaning Sharpness
Reveal various ala meaning is clear and
effective.

4
3
2
1
0

Reveal various ala meaning is clear.


Revealing meaning,but as once less clear.
Revealing meaning, but is hard to be
understood.

4.

Write arbitrarily, lost meaning.


Relationship Among Idea
Pointing out subjective fluency among idea.
Pointing out subjective transition among idea.
Relationship among idea less clear.
Relationship among chaotic idea.
Merealisasikan's baffled idea.

4
3
2
1
0

Skor Maksimal
Information :

16

Point = Total score are gotten x 100


Maximal score

b. Estimation guidance for essay's task


Trifling
Trifling form

Total problem

Essay

Information :
Point = Total score are gotten x 100
Maximal score

Maximal score
number
1

th

Knowing

Mamuju, the 03

Supervisor

English teacher

Andi Sudarmin Aziz, S.pd,.M.Hum

Dina evayanti

Nidn. 0923077904

Nim. 140250302003

LESSON PLAN
( RPP )

Name of School

: SMA/MA

of mei 2016

Lesson

: English

Class / Semester

: XI/2

Time Allocation

: 1 X 45 Minute ( 1 x Meeting )

Meeting

: 2 ( the second meeting )

A. Standard of Competence
Revealing meaning in short functional text and essei gets
narrative's form, spoof and hortatory exposition in the context
knockabout life.
B. Basic Competence
Revealing meaning in short functional text official and
unofficial by use of oral language manner in accurate figure, easygoing and gets to accept in the context knockabout life.
C. Competency Achievement Indicators
Utilizing oral language in pass on short functional text.
D. Learning Objectives
At the early student learning can utilize oral language in pass
on short functional text.
E. Topic
1. Congratulating and Complimenting.
a. Congratulating
Congratulating is idiomatic safe our one utilize to give
congratulation is pointed out to someone while successful does
something.
Example :

Tina
: "Hey you.."
Rafael : "what?..
Tina
: "Congratulations about you.."
Rafael : "What do you say?"
Tina
: "You are the winner... Winner of an Olympic race
science. You are good boy."
Rafael : "Ah, thank you, Na.. You are the winner too.."
Tina
: Ok.. I go first...
b. Complimenting
Are praise sentence that is utilized while someone sees
interesting something and becoming to be praised.
Complimenting's sentence example:
1. This is the nicest classroom.
2. You have a beautiful house.
3. I like your new dress.
4. What a good idea !
5. What a great dessert !

Dialogue example:
You

: excuse me, but I was just admiring your

bag. Its really nice.


Stranger

: oh, thank you.

You

: could you tell me where you got it ? I have

been looking for one like that for a long time.


Stranger

: its from the luggage store in piaza

indonesia.
You

: oh thank you very much.

F. Methods of Learning / Technique


1. Demonstration method
2. Question and answer method
3. Work assigment method
G. Steps Learning Activities
1. Initial Activity
a. Teacher Utters greeting kindlying to student while enter class
b.
c.
d.
e.
f.

room.
Teacher Sees student present.
Teacher asks out student for prays with.
Teacher asks participant news be taught.
Teacher does apperception
Teacher points out to sample congratulating and complimenting

2. Core Activities
a. Reading teacher one congratulating and complimenting's text
then student follows.
b. Teacher asks for student to the fore ala coupledding to do
congratulating's dialogue or complimenting
c. Teacher asks for student to give one word of mouth
announcement alternates.
3. Final Activity
a. Student requestedding to makes one congratulating and
complimenting's text
b. Student was given by homework (pr) get bearing with tutorial
material.
c. Teacher passes on learning plan on meet next.
d. Learnings close teacher with closing greeting.

H. Resources / Materials / Equipment


1. John M. Echols's english language dictionary
2. Tape / CD

3. Dialogue about congratulating and complementing which is


accessed of Internet.

I. Assesment
1. Indicators, technical, forms, and examples
N

Indicator

Technical

form

example

o
1

Utilizing oral language in

Essay oral.

Performance's

Speaking

pass on short functional

task.

text.

2. estimation guidance
a. Text estimation guidance read text one image

Criterion

Score

Indicator

Influency

3
2
1
3
2
1
3
2
1
3
2
1

Smooth
Insufficiently smooth
Are not smooth
Good
Insufficiently good
Are not good
Accord
Insufficiently accord
Are not accord
Duly
Insufficiently correct
Are not duly

pronunciation

Intonation

Diction

b. Skill estimation format read news item's text


Tota

Score

l
N

Nam

Influenc Pronunciati

Intonatio

Dictio

Scor

on

1.
2.
3.
Information :
Maximal score = Total criterion x Total indicator each criterion = 4
x 3 =12
Skill point = Total score is gotten x 4
Maksimu's score
Knowing

th
Mamuju, the 03

of mei 2016
Supervisor

English teacher

Poin
t

Andi Sudarmin Aziz, S.pd,.M.Hum

Dina evayanti

Nidn. 0923077904

Nim. 140250302003