RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : UPTD SMA Negeri 10 TangerangMata Pelajaran: Bahasa InggrisKelas/Semester: XI IPS/ 2Alokasi Waktu: 24 x 40 menitStandar Kompetensi: MEMBACA11 Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.MENULIS12 Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari hari.Kompetensi Dasar: 11.1. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition 12.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof, dan hortatory exposition.Tujuan Pembelajaran: Pada akhir pembelajaran siswa dapat: Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca Menentukan setting dalam sebuah cerita narasi Menentukan komplikasi dalam sebuah cerita narasi Menentukan kejadian dalam teks yang dibaca Menentukan kasus yang dibahas dalam teks Menentukan argumen yang diberikan Menentukan saran yang diberikan Menentukan langkah-langkah retorika dari teks Menentukan tujuan komunikasi teks dibaca Menggunakan kalimat adjective clause dalam menulis spoof Menggunakan kalimat kompleks dalam membuat sebuah cerita Menggunakan modal can, must, may untuk menulis saran pada teks hortatory exposition Menghasilkan teks berbentuk spoof Menghasilkan teks berbentuk narrative Menghasilkan teks berbentuk hortatory exposition

A. Tatap Muka1. Ringkasan MateriComplex Sentence ADJECTIVE CLAUSEAn adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word "red" in the first example, the dependent clause "which I bought yesterday" in the second example modifies the noun "coat." Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns "who(m)," "that," or "which." In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun "meat" and answers the question "which meat?".about the movie which made him cryThis clause modifies the noun "movie" and answers the question "which movie?".they are searching for the one who borrowed the bookThe clause modifies the pronoun "one" and answers the question "which one?".Did I tell you about the author whom I met?The clause modifies the noun "author" and answers the question "which author?".

Modal

CanModal Use Positive Forms1. = Present 2. = Past 3. = FutureNegative Forms1. = Present 2. = Past 3. = FutureYou can also use:

can general ability 1. I can speak Chinese. 2. SHIFT TO "COULD" I could speak Chinese when I was a kid. 3. SHIFT TO "BE ABLE TO" I will be able to speak Chinese by the time I finish my course. 1. I can't speak Swahili. 2. SHIFT TO "COULD" I couldn't speak Swahili. 3. SHIFT TO "BE ABLE TO" I won't be able to speak Swahili. be able to

can ability during a specific event 1. With a burst of adrenaline, people can pick up cars. 2. SHIFT TO "BE ABLE TO" With a sudden burst of adrenaline, he was able to lift the car off the child's leg. 3. SHIFT TO "BE ABLE TO" With a sudden burst of adrenaline, he will be able to lift the car. 1. Even with a burst of adrenaline, people can't pick up something that heavy. 2. SHIFT TO "BE ABLE TO" Even the weight lifter, couldn't lift the car off the child's leg. 3. SHIFT TO "BE ABLE TO" Even three men working together won't be able to lift the car. be able to

can opportunity 1. I have some free time. I can help her now. 2. SHIFT TO "BE ABLE TO" I had some free time yesterday. I was able to help her at that time. 3. I'll have some free time tomorrow. I can help her then. 1. I don't have any time. I can't help her now. 2. SHIFT TO "BE ABLE TO" I didn't have time yesterday. I wasn't able to help her at that time. 3. I won't have any time later. I can't help her then. be able to

can permission 1. I can drive Susan's car when she is out of town. 2. SHIFT TO "BE ALLOWED TO " I was allowed to drive Susan's car while she was out of town last week. 3. I can drive Susan's car while she is out of town next week. 1. I can't drive Susan's car when she is out of town. 2. SHIFT TO "BE ALLOWED TO " I wasn't allowed to drive Susan's car while she was out of town last week. 3. I can't drive Susan's car while she is out of town next week. may

can request Can I have a glass of water? Can you give me a lift to school? Requests usually refer to the near future.Can't I have a glass of water? Can't you give me a lift to school? Requests usually refer to the near future.could, may

can possibility, impossibility Anyone can become rich and famous if they know the right people. Learning a language can be a real challenge. This use is usually a generalization or a supposition.It can't cost more than a dollar or two. You can't be 45! I thought you were about 18 years old.This use is usually a generalization or a supposition.

MustModal Use Positive Forms1. = Present 2. = Past 3. = FutureNegative Forms1. = Present 2. = Past 3. = FutureYou can also use:

must certainty 1. That must be Jerry. They said he was tall with bright red hair. 2. That must have been the right restaurant. There are no other restaurants on this street. 3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair. 2. That must not have been the right restaurant. I guess there is another one around here somewhere. 3. NO FUTURE FORM have to

must not prohibition You must not swim in that river. It's full of crocodiles. You must not forget to take your malaria medication while your are in the tropics. Prohibition usually refer to the near future.

must strong recommendation (Americans prefer the form "should.") 1. You must take some time off and get some rest. 2. SHIFT TO "SHOULD" You should have taken some time off last week to get some rest. 3. SHIFT TO "SHOULD" You should take some time off next week to get some rest. 1. You mustn't drink so much. It's not good for your health. 2. SHIFT TO "SHOULD" You shouldn't have drunk so much. That caused the accident. 3. SHIFT TO "SHOULD" You shouldn't drink at the party. You are going to be the designated driver. should

must necessity (Americans prefer the form "have to.") 1. You must have a permit to enter the national park. 2. SHIFT TO "HAVE TO" We had to have a permit to enter the park. 3. We must get a permit to enter the park next week. 1. SHIFT TO "HAVE TO" We don't have to get a permit to enter the national park. 2. SHIFT TO "HAVE TO" We didn't have to get a permit to enter the national park. 3. SHIFT TO "HAVE TO" We won't have to get a permit to enter the national park. have to

REMEMBER: "Must not" vs. "Do not have to""Must not" suggests that you are prohibited from doing something. "Do not have to" suggests that someone is not required to do something.Examples: You must not eat that. It is forbidden, it is not allowed. You don't have to eat that. You can if you want to, but it is not necessary.

May

Modal Use Positive Forms1. = Present 2. = Past 3. = FutureNegative Forms1. = Present 2. = Past 3. = FutureYou can also use:

maypossibility 1. Jack may be upset. I can't really tell if he is annoyed or tired. 2. Jack may have been upset. I couldn't really tell if he was annoyed or tired. 3. Jack may get upset if you don't tell him the truth. 1. Jack may not be upset. Perhaps he is tired. 2. Jack may not have been upset. Perhaps he was tired. 3. Jack may not get upset, even if you tell him the truth might

maygive permission 1. You may leave the table now that you're finished with your dinner. 2. SHIFT TO "BE ALLOWED TO" You were allowed to leave the table after you finished your dinner. 3. You may leave the table when you finish your dinner. 1. You may not leave the table. You're not finished with your dinner yet. 2. SHIFT TO "BE ALLOWED TO" You were not allowed to leave the table because you hadn't finished your dinner. 3. You may not leave the table until you are finished with your dinner. can

mayrequest permission May I borrow your eraser? May I make a phone call?Requests usually refer to the near future.NO NEGATIVE FORMS

Teks tulis berbentuk Narrative

The Wise Little GirlOnce upon a time in the immense Russian steppe, lay a little village where nearly all the inhabitants bred horses. It was the month of October, when a big livestock market was held yearly in the main town. Two brothers, one rich and the other one poor, set off for market. The rich man rode a stallion, and the poor brother a young mare. At dusk, they stopped beside an empty hut and tethered their horses outside, before going to sleep themselves on two heaps of straw. Great was their surprise, when, next morning they saw three horses outside, instead of two. Well, to be exact the newcomer was not really a horse. It was a foal, to which the mare had given birth during the night. Soon it had the strength to struggle to its feet, and after a drink of its mother's milk, the foal staggered its first few steps. The stallion greeted it with a cheerful whinny, and when the two brothers set eyes on it for the first time, the foal was standing beside the stallion. "It belongs to me!" exclaimed Dimitri, the rich brother, the minute he saw it. "It's my stallion's foal." Ivan, the poor brother, began to laugh. "Whoever heard of a stallion having a foal? It was born to my mare!" "No, that's not true! It was standing close to the stallion, so it's the stallion's foal. And therefore it's mine!" The brothers started to quarrel, then they decided to go to town and bring the matter before the judges. Still arguing, they headed for the big square where the courtroom stood. But what they didn't know was that it was a special day, the day when, once a year, the Emperor himself administered the law. He himself received all who came seeking justice. The brothers were ushered into his presence, and they told him all about the dispute. Of course, the Emperor knew perfectly well who was the owner of the foal. He was on the point of proclaiming in favor of the poor brother, when suddenly Ivan developed an unfortunate twitch in his eye. The Emperor was greatly annoyed by this familiarity by a humble peasant, and decided to punish Ivan for his disrespect. After listening to both sides of the story, he declared it was difficult, indeed impossible, to say exactly who was the foal's rightful owner. And being in the mood for a spot of fun, and since he loved posing riddles and solving them as well, to the amusement of his counselors, he exclaimed. "I can't judge which of you should have the foal, so it will be awarded to whichever of you solves the following four riddles: what is the fastest thing in the world? What is the fattest? What's the softest and what is the most precious? I command you to return to the palace in a week's time with your answers!" Dimitri started to puzzle over the answers as soon as he left the courtroom. When he reached home, however, he realized he had nobody to help him. "Well, I'll just have to seek help, for if I can't solve these riddles, I'll lose the foal!" Then he remembered a woman, one of his neighbors, to whom he had once lent a silver ducat. That had been some time ago, and with the interest, the neighbor now owed him three ducats. And since she had a reputation for being quick-witted, but also very astute, he decided to ask her advice, in exchange for canceling part of her debt. But the woman was not slow to show how astute she really was, and promptly demanded that the whole debt be wiped out in exchange for the answers. "The fastest thing in the world is my husband's bay horse," she said. "Nothing can beat it! The fattest is our pig! Such a huge beast has never been seen! The softest is the quilt I made for the bed, using my own goose's feathers. It's the envy of all my friends. The most precious thing in the world is my three-month old nephew. There isn't a more handsome child. I wouldn't exchange him for all the gold on earth, and that makes him the most precious thing on earth!" Dimitri was rather doubtful about the woman's answers being correct. On the other hand, he had to take some kind of solution back to the Emperor. And he guessed, quite rightly, that if he didn't, he would be punished. In the meantime, Ivan, who was a widower, had gone back to the humble cottage where he lived with his small daughter. Only seven years old, the little girl was often left alone, and as a result, was thoughtful and very clever for her age. The poor man took the little girl into his confidence, for like his brother, he knew he would never be able to find the answers by himself. The child sat in silence for a moment, then firmly said. "Tell the Emperor that the fastest thing in the world is the cold north wind in winter. The fattest is the soil in our fields whose crops give life to men and animals alike, the softest thing is a child's caress and the most precious is honesty." The day came when the two brothers were to return before the Emperor. They were led into his presence. The Emperor was curious to hear what they had to say, but he roared with laughter at Dimitri's foolish answers. However, when it was Ivan's turn to speak, a frown spread over the Emperor's face. The poor brother's wise replies made him squirm, especially the last one, about honesty, the most precious thing of all. The Emperor knew perfectly well that he had been dishonest in his dealings with the poor brother, for he had denied him justice. But he could not bear to admit it in front of his own counselors, so he angrily demanded: "Who gave you these answers?" Ivan told the Emperor that it was his small daughter. Still annoyed, the great man said. "You shall be rewarded for having such a wise and clever daughter. You shall be awarded the foal that your brother claimed, together with a hundred silver ducats... But... but..." and the Emperor winked at his counselors. "You will come before me in seven days' time, bringing your daughter. And since she's so clever, she must appear before me neither naked nor dressed, neither on foot nor on horseback, neither bearing gifts nor empty-handed. And if she does this, you will have your reward. If not, you'll have your head chopped off for your impudence!" The onlookers began to laugh, knowing that the poor man would never to able to fulfill the Emperor's conditions. Ivan went home in despair, his eyes brimming with tears. But when he had told his daughter what had happened, she calmly said. "Tomorrow, go and catch a hare and a partridge. Both must be alive! You'll have the foal and the hundred silver ducats! Leave it to me!" Ivan did as his daughter said. He had no idea what the two creatures were for, but he trusted in his daughter's wisdom. On the day of the audience with the Emperor, the palace was thronged with bystanders, waiting for Ivan and his small daughter to arrive. At last, the little girl appeared, draped in a fishing net, riding the hare and holding the partridge in her hand. She was neither naked nor dressed, on foot or on horseback. Scowling, the Emperor told her. "I said neither bearing gifts nor empty-handed!" At these words, the little girl held out the partridge. The Emperor stretched out his hand to grasp it, but the bird fluttered into the air. The third condition had been fulfilled. In spite of himself, the Emperor could not help admiring the little girl who had so cleverly passed such a test, and in a gentler voice, he said. "Is your father terribly poor, and does he desperately need the foal." "Oh, yes!" replied the little girl. "We live on the hares he catches in the rivers and the fish he picks from the trees!" "Aha!" cried the Emperor triumphantly. "So you're not as clever as you seem to be! Whoever heard of hares in the river and fish in the trees! To which the little girl swiftly replied. "And whoever heard of a stallion having a foal?" At that, both Emperor and Court burst into peals of laughter. Ivan was immediately given his hundred silver ducats and the foal, and the Emperor proclaimed. "Only in my kingdom could such a wise little girl be born!"

THE GENERIC STRUCTURE OF NARRATIVE TEXT

SOCIAL FUNCTIONTo amuse, to entertain, and to deal with actual or vicarious experience in different ways. Narrative eals with problematic events which lead to a crisis or turning point of some kind, which in turn find a resolution.GENERIC STRUCTUREOrientation (set the scenes and introduce the participants)Evaluation (a stepping back to evaluate the plight)Complication (a crisis arises)Resolution (the crisis is resolved, for better or for worse)Re-orientation (optional)

SIGNIFICANT LEXICOGRAMMATICAL FEATURESFocus on specific and usually individualized participants.Use of material processes.Use of relational processes and mental processes.Use of temporal conjunctions and temporal circumstances.Use of past tense.

Teks tulis berbentuk Spoof

Honey, What's For Supper?

An elderly gentleman of 85 feared his wife was getting hard of hearing. So one day he called her doctor to make an appointment to have her hearing checked. The Doctor made an appointment for a hearing test in two weeks, and meanwhile there's a simple informal test the husband could do to give the doctor some idea of the state of her problem.

Here's what you do, said the doctor. Start out about 40 feet away from her, and in a normal conversational speaking tone see if she hears you. If not, go to 30 feet, then 20 feet, and so on until you get a response.

That evening, the wife is in the kitchen cooking dinner, and he's in the living room. He says to himself, I'm about 40 feet away, let's see what happens. Then in a normal tone he asks, Honey, what's for supper?No response.

Understanding Types of Text

So the husband moved to the other end of the room, about 30 feet from his wife and repeats, Honey, what's for supper?Still no response.

Next he moves into the dining room where he is about 20 feet from his wife and asks, Honey, what's for supper?Again he gets no response.

So he walks up to the kitchen door, only 10 feet away. Honey, what's for supper?Again there is no response.

So he walks right up behind her. Honey, what's for supper?Damn it Earl, for the fifth time, CHICKEN!

THE GENERIC STRUCTURE OF SPOOF TEXT

SOCIAL FUNCTIONTo tell an event with humorous twist.GENERIC STRUCTUREOrientation (who were involved in the story, when, and where)Events (tell what happened in chronological order)Twist (provide the funniest part of the story)SIGNIFICANT LEXICOGRAMMATICAL FEATURESThe use of action verbs.The use of connectives.The use of adverbial phrases of time and place.The use of the Simple Past Tense.

Teks tulis berbentuk Hortatory Exposition

A lot of people, especially teenagers, who do not smoke, always want to try smoking. They know it is bad for them and all, but it is just something they want to try. So they ask one of their smoker friends for a cigarette. Admittedly, they firstly can not light it on their own so they ask his friend to do it. Then they inhale that cigarette and smoke occasionally. Apparently that makes them the born smokers. Now they do smoke fairly regularly. They can not avoid smoking and they enjoy too. They have smoker friends. Everyday they bring a pack in their pocket. For them, a pack of cigarette is as important as a wallet for their money.Suddenly, for certain reason, they realize the fact that tobacco is the cause of a long list of nasty diseases. It is not only heart disease, stroke, and chronic lung disease but also bladder, lung, and pancreatic cancer. Even it was reported that around 400,000 Americans died each year. It was one every 80 seconds from tobacco-related illnesses.Then they decide it is stupid to harm selves. They want to quit smoking. Unfortunately, they find that quitting smoking is so difficult. Why can't I stop smoking? I really want to stop it. It is hard to quit because nicotine is powerfully addictive. Cigarette is one of the most efficient drug-delivery devices ever devised. As result, when people try to quit smoking, they often experience classic nicotine withdrawal symptoms such as anxiety, irritability, headache, depression, and restlessness.Well, still want to try smoke? Think the facts before trying! If you are not smoker, you should never and never try to smoke.THE GENERIC STRUCTURE OF HORTATORY EXPOSITION TEXT

SOCIAL FUNCTIONTo persuade the reader or listener that something should or should not be the case.GENERIC STRUCTUREThesis (announcement of issue concern)Arguments (reasons for concerns, leading to recommendation)Recommendations (statement of what ought or ought not to happen)SIGNIFICANT LEXICOGRAMMATICAL FEATURESThe use of emotive words.The use of words that qualify statements.The use of words that link arguments.The use of present tense.The use of compound and complex sentences.The use of modal and adverbs.The use of subjunctive opinions using pronouns i and we.2. MetodeThree phase technique

3. Sumber Belajar Melania Wiannastiti., R.B. Yani S.B., Endang Sri M., M. Purwati.,Marta Yuliani., 2007. English for a Better Life: Grade XI. Bandung: Pakar Raya. Th. M. Sudarwati., Eudia Grace., 2007. Look Ahead: An English Course for Senior High School Students Year XI. Jakarta: Erlangga.

4. Media/alat/bahan Whiteboard LCD Internet Connection Cassette CD

5. Rincian Kegiatan PembelajaranKegiatan Pendahuluan (masing-masing genre 10 menit)memberi salammengecek absensi siswamenjelaskan tujuan pembelajaran yang hendak dicapaimeminta siswa untuk berpartisipasi aktif dalam kegiatan pembelajaranapersepsiKegiatan Inti (masing-masing genre 70 menit)Membaca nyaring bermakna teks narrative, spoof, hortatoryexposition secara individu Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. Berlatih menggunakan kalimat yang menyatakan argumen dan saranMembuat draft teks exposition dengan melakukan chain writing.Melakukan koreksi teman sejawat untuk menyempurnakan draftKegiatan Akhir (masing-masing genre 10 menit)memberi kesempatan siswa untuk bertanyamenyimpulkan hal-hal yang telah dipelajari

B. Tugas TerstrukturMengerjakan soal berbentuk essay tentang tata bahasa yang telah dipelajari (complex sentences dan modals)Menjawab pertanyaan bacaan.Menyempurnakan draft teks narrative, spoof dan hortatory exposition berdasarkan koreksi teman.

C. Tugas MandiriMengubah script interview menjadi teks berbentuk spoof.Menulis teks berbentuk narrative dan hortatory exposition dengan menggunakan complex sentences dan modals dan mengirimkannya via email kepada guru.

Penilaiana. Indikator Hasil PenilaianGuru melakukan penilaian indikator hasil pembelajaran dengan teknik dan bentuk sebagai berikut:Indikator Penilaian

Teknik Bentuk Contoh instrumen

Mengidentifikasi makna kata dalam teks yang dibaca Mengidentifikasi makna kalimat dalam teks yang dibaca Mengidentifikasi setting dalam sebuah cerita narasi Mengidentifikasi komplikasi dalam sebuah cerita narasi Mengidentifikasi kejadian dalam teks yang dibaca Mengidentifikasi kasus yang dibahas dalam teks Mengidentifikasi argumen yang diberikan Mengidentifikasi saran yang diberikan Mengidentifikasi langkah-langkah retorika dari teks Mengidentifikasi tujuan komunikasi teks dibaca

Tes tertulisEsei Answer the questions based on the text.1. Who are the participants in the text?2. What tense are the verbs in this text mostly written?Etc

Indikator Penilaian

Teknik Bentuk Contoh instrumen

Menggunakan kalimat past continuous dalam menulis spoof Menggunakan kalimat kompleks dalam membuat sebuah cerita Menggunakan modal should untuk menulis saran pada teks hortatory exposition Menghasilkan teks berbentuk spoof Menghasilkan teks berbentuk narrative Menghasilkan teks berbentuk hortatory exposition

Tes tertulisEsei Pay attention to the following pictures. Choose one of them. Then write a hortatory exposition text based on the picture you have chosen.Etc.

b. Pedoman Penilaian ReadingNo.UraianSkor

IJawaban benar, tata bahasa benar.Jawaban benar, tata bahasa kurang tepat.Jawaban salah/tidak menjawab.210

Pedoman penilaian WritingNo.UraianSkor

I/II/IIIKOSAKATAKosakata yang digunakan tepat dan variatif.Kosakata yang digunakan tepat tapi tidak variatif.Kosakata yang digunakan tidak tepat.

210

STRUKTUR KALIMATStruktur kalimat tepat.Struktur kalimat kurang tepat.Struktur kalimat tidak tepat.

210

LANGKAH-LANGKAH RETORIKALangkah-langkah retorika tepat.Langkah-langkah retorika kurang tepat.Langkah-langkah retorika tidak tepat.210

EJAANEjaan yang digunakan tepat.Ejaan yang digunakan kurang tepat.Ejaan yang digunakan tidak tepat.210

KEJELASAN GAGASANGagasan tertulis dengan jelas.Gagasan tertulis kurang jelas.Gagasan tertulis tidak jelas.210

Nilai siswa: Skor perolehan ___________________ x 10 Skor maksimal

Mengetahui, Tangerang, 12 Juli 2011Kepala SMA Negeri 10 TangerangGuru Bidang Studi

Drs. LILI KUSMAYAYuliana Budinastuti, S.Pd.__________________________________________________________NIP. 196206301989021001NIP. 198107132009022003