RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

School : SMP N. 224 PONTIANAK

Subject : ENGLISH
Class/ Semester : VIII/II
Aspect : Speaking
Material : Invitation
Time : 2 X 40 minutes
Teacher : Gustina Simorangkir

A. Standar Kompetensi
3. Mengungkapkan makna dalam percakapan transaksional dan interprsonal
lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
3.2 Memahami dan merespon percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa
lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima, dan
menolak ajakan, menyetujui/ tidak menyetujui memuji dan memberi selamat.
C. indicators
1. Menangkap informasi spesific yang ada pada dialog.
2. Merespon undangan secara sederhana.
3. Menolak udangan secara sederhana.
4. Mengidentifikasi ekspresi-ekspresi yang diguanakan dalam invitation melaui
dialog.
E. learning objectives
1. Siswa dapat mengidentifikasi ungkapan yang digunakan untuk mengundang,
menerima dan menolak ajakan.
2. Siswa dapat merespon undangan secara sederhana.
3. Siswa dapat menolak udangan secara sederhana.
4. Siswa dapat mengidentifikasi ekspresi-ekspresi yang diguanakan dalam
invitation melaui dialog.

F. Materi
Materi Pembelajaran
1. Fakta
Jenis teks yang di ajarkan: transaksional how to invite. Contoh teks:
A: Hey, what's up?
B: Nothing really.
A: I'm throwing a party on Friday.
B: I didn't realize that.
A: You didn't?
B: Nobody has told me anything about your party.
A: Did you want to go?
B: When does it start?
A: At 8:00 p.m.
B: I'll be there.
A: I'd better see you there.
B: Of course.
 2. Konsep:
a. Expressions

b. Fungsi Sosial Teks invitation:

To attempt to get another person to join you at a specific event.

3. Prinsip:
Language Focus:
a. Vocabularies
• Library : Perpustakaan
• Concert : konser
• Brochure : brosur
• Hour : jam
• Perhaps : mungkin
 b. To infinitife

To infinitive is used to express purpose and reason.

1. As subject : To swim in the river is dangerous.
To study in Europe is my dream.
2. As Object :I want to talk to him
She learn to speak English
G. Metode Pembelajaran:

Scientific Approach Technique.

H. LEARNING STEPS

 Opening Activities
a. Orientation
1) The teacher say greets to student and ask the students feel.
2) Teacher prepare the material
3) Checking students’ attendence
b. Apperseption
1.) The teacher review last material and conneted to the material to be learn
today.
2.) Teacher ask some question to build students knowledge
c. Motivation
1.) The teacher checking students readiness.
2.) Teacher explain the advantages of the descriptive text and topic.
d. Direction
1.) Teacher gives example of descriptive text about animal.
2.) Teacher explain the purpose of the material.
3.) Teacher explains the structure of descriptive text.
Teacher give students activities.

 MAIN ACTIVITIES
1) OBSERVING
Dengan bimbingan guru, siswa membaca dialogue yang telah diberikan.
Siswa menangkap ekspresi-ekspresi untuk mengajak, menerima, dan
menolak undangan/ ajakan.
2) QUESTIONING
 Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang
kata- kata yang sulit.
 Dengan bimbingan dan arahan guru, siswa mempertanyakan
tentang makna dan fungsi sosial dalam invitation.
3) COLLECTION INFORMATION
 Siswa membaca kembali dialog tentang undangan/ ajakan.
 Siswa menemukan informasi rinci dari informasi tertentu dalam dialog.
4) ASSOCIATING
 Siswa mengungkapkan ekspresi-ekspresi untuk mengajak, menerima,
dan menolak undangan/ajakan yang ada pada dialog sebelumnya.
 Siswa menuliskan aspek-aspek dan ekspresi-ekspresi yg ada dalam
invitation.
  Siswa membaca dialogue lain yang diberikan oleh guru dan menjawab
pertanyaan dalam bentuk kelompok.
5) COMMUNICATING
 Siswa maju dan Mempresentasikan hasil pekerjaan mereka.
 Siswa lain mengoreksi hasil pekerjaan kelompok yang maju.
 Clossing Activities
 Teacher and students summarize the material about descriptive text.
 Teacher give feedback for students activies.
 Teacher give students assessment (evaluation)
 Teacher says goodbye
Evaluation
Technique : Assessment
Form of instrument : Speaking practice

Practice the dialogue with your partner.

Peter : Hello Mary! Long time no see. Mary : Hi Peter! How are you doing?
Peter : Well, I’m working very hard so I’m a little bit tired.
Mary : Yes and you look stressed. You need a break! Why don’t you go to the movies?
Peter : Good idea. 2 Would you like to go with me?
Mary : 3 Sounds like fun.! Which movie would you like to watch? Peter : The Iron Lady.
Mary : And what about having dinner after the movie?
Peter : 4 Sorry, I’m afraid I only have time for a movie. I have to work early tomorrow
Assessment rubric
Implement Scientific Activities
ASPECTS ATTITUDES / KNOWLADGES KNOWLADGES
ACTIVITIES BEHAVIOR
Observing Honest Social functions, Finding information by
(Learners read / Discipline phrases, and linguistic answering questions such as:
hear some texts) Responsibility elements of a. Who is being
descriptive text. described in the text?
b. What does panda
foods?
c. What are panda
favourite food ?
d. How panda eat?
e. What color of panda?

Questioning Caring Social function, Skills ask various information

Responsibility expression, and about social functions, text
linguistic elements of structure, and language
descriptive text. elements as well as the
content of people's description
text (proper, effective, and
efficient use of language)

Collecting Caring Social function, Reasoning and comparing text

information/Asso expression, and description about animal
ciating Responsibility linguistic elements of
descriptive text.
Team work
Communicating Caring Social function,  Present the results of
expression, and data collection on
Responsibility linguistic elements of social function, text
descriptive text. structure, and
Team work linguistic elements of
the description text
about animal.
 Demonstrate the skill
of describing a
person's description
orally and in writing
Rubric for performance appraisal (perfomans)
Criteria D C B A
(1) (2) (3) (4)
OBSERVING Unclear Activity is Some All activities
implementation clear but not activities Clear and
detailed Clear and Detailed
Detailed

Collecting Sentence is less Sentences are Clear Sentences with

information/ understandable clear but there sentences with appropriate
Associating are some simple structure and
elements of language appropriate
language that structures and language
have not been elements elements and
right lancer
pronunciation

Doing Monologue Reading scripts, Occasional Current and Current reach

limited look at text, vocabulary social
vocabulary, and vocabulary is and sentences functions,
not fluent limited but flourish, and complete
fluent there is a structure and
transition linguistic
elements
accordingly
Editing Writing Use of words, Social Social Social function
text sentences, and functionality function is is achieved, the
structures does not is achieved, achieved, the structure and
match exact structure structure and elements of
and language elements of language are
elements are language are correct and
less precise right there are
modifications

Presentation Read out results Read out Use Use multimedia

without media and results using multimedia without reading
incomplete multimedia without and fluent
reading but
substandard
Observation:
Observation Sheet Learners Attitude

Attitude indicator Responsible Caring Cooperating Confidence Learning

spirit

No Students name

1
2
3
4
5
Note: Each aspect uses a scale of 1 until 5
1 = Very less 2 = Less 3 = Enough 4 = Good 5 = Very good

The rubric score of writing

Aspect Items Score
pronunciation Understandable although with certain accent 4

There is a problem in pronouncing that make listener should give 3

full focus and sometimes there is misunderstanding

Hard to understand because there is pronouncing problem, often to 2

repeating
1
There are often mistaken in pronouncing so it cannot be understood
Grammar Sometime makes grammar mistake but it doesn’t influence the 4
meaning
3
There are often make grammar mistake that influence the meaning

A lot of grammar mistake that block the meaning and often re 2

arrange the sentence
1
Badly Grammar mistake so its become so hard to understand
Vocabulary Sometimes pronoun the vocabulary in unappropriate way and 4
should explain the idea because unequal vocabulary
3
Often use unappropriate vocabulary so the dialogue become limited
because of limiter vocabulary
2
Using vocabulary in wrong way and limited vocabulary so its
cannot be understand 1
 Very limited Vocabulary so the dialogue is imposible to happen
Fluency Fluency is having a little distruption by language problem 4

A lot of mistake in language problem 3

Often doubt and stop because of limited language 2

Often break off and stop while dialogue so the dialogue cannot be 1
happen
Comprehension Most Comprehend in all although there is repeating in certain part 4

Most comprehend in what she/he said although there is some 3

repeating

Difficult to follow what they said, only comprehend in socialization 2

dialogue with slow speaking dan a lot of repeating
1
Cannot be comprehended although in simple dialogue

Score = total score X 100

Maximum score

Head Master Teacher

Mr. Clary Sada M.pd Gustina Simorangkir