Penulisan isi RPP perlu memperhatikan ketentuan yang ada dalam komponen RPP,

keterampilan abad 21(komunikasi, kreatif, kolaboratif, berfikir kritis), penguatan karakter,

dan integrasi literasi.

PETUNJUK PENYUSUNAN SETIAP KOMPONEN RPP

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

LESSON PLAN

School : SMP Kristen YSKI Semarang

Subject : English
Class/Semester : IX/I
Topic : Congratulations
Time : 2 x 40 minutes

A. Basic Competencies and Indicators of achieving competence

1. Students are able to apply the text structure and linguistic elements to carry out the
social function of expressions of hope or prayer and congratulations on a happiness
and achievement, as well as its response, according to the context of its use.
2. Students are be able to arrange simple oral and written texts to pronounce and respond
to expressions of hope or prayer and congratulations for happiness and achievement,
taking into account social functions, text structure, and language elements that are
correct and in context.
B. Learning Objectives

Observe

 Students are accustomed to or often hear and watch teachers and other school members
say (a) hope or prayer and (b) congratulations on happiness and achievement, and their
responses in English, Indonesian and other languages (exemplary), with elements
language that can maintain interpersonal relationships.

 Students are required to model the example by saying (a) hope or prayer and (b)
congratulations on happiness and achievement and responding, in English and other
languages, with linguistic elements that can maintain interpersonal relationships.

Ask
 With the guidance and direction of the teacher, students ask and question, among
others, the differences between expressions (a) hope or prayer and (b) congratulations on
happiness and achievement, and the response, in English with those in Indonesian, the
possibility of using expressions others, as a result of not doing, etc.

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 Gathering Information
 Students listen and witness many examples of interactions by saying (a) hope or
prayer and (b) congratulations on happiness and achievements and responses in English
from films, tapes, textbooks, etc.
 Students imitate examples of interaction by saying (a) hope or prayer and (b)
congratulations on happiness and achievement, and their responses in English with words,
word pressures, intonation, and right attitude.
 With the guidance and direction of the teacher, students identify characteristics (social
function, text structure, and linguistic elements) interaction expresses (a) hope or prayer
and (b) congratulations on happiness and achievement, and response.
 Collaboratively, students try to use English to pronounce (a) hope or prayer and (b)
congratulations on happiness and achievement, and their response in the context of
learning, simulation, role-play, and other structured activities.
Associate
 Students compare expressions (a) hope or prayer and (b) congratulations on happiness
and achievement, and responses that have been collected from the various sources
mentioned above.
 Students compare expressions (a) hope or prayer and (b) congratulations on happiness
and achievement, and the responses learned above with those in other sources, or with
those used in other languages.
 Students get feedback from teachers and friends about the social functions and
linguistic elements used.
Communicate
 Students use English every time an opportunity arises to say (a) hope or prayer and (b)
congratulations on happiness and achievement, and the response, inside and outside the
classroom, with linguistic elements that can maintain interpersonal relationships.
 Students try to speak fluently with speech, word pressure, correct intonation and writing
with correct spelling and punctuation, as well as clear and neat writing.
 Students discuss the problems experienced in using English to say (a) hope or prayer and
(b) congratulations on a happiness and achievement, and response and write it in a simple
learning journal in Indonesian.

C. Language focus:

(Tulis satu, dua, atau tiga nilai sikap utama yang hendak secara terencana
ditanamkan/ditumbuhkan melalui pembelajaran yang direncanakan melalui RPP ini. Nilai-
nilai sikap utama yang dimaksud adalah nilai-nilai sikap sebagaimana terkandung dalam
kompetensi inti sikap spiritual dan sikap sosial serta nilai-nilai utama yang diprioritaskan
oleh pemerintah dan satuan pendidikan yang bersangkutan. Nilai-nilai yang dijadikan
fokus dipilih berdasarkan kesesuaiannya dengan materi/kompetensi yangdibelajarkan
dan/atau metode pembelajaran yang diterapkan. Butir nilai sikap dituliskan dalam kata
benda).

Contoh: kejujuran, kedisiplinan

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D. Learning Materials
Spoken and written text to deliver (a) expectations or prayer and (b) showing
expression of congratulations as gratitude and achievement, along with the response
Each part will be taught separately.
Social Functions
Keeping interpersonal relation between teacher and friends.
Text structure
(Memory utterances, no need to explain the structure)
a. I hope everything is fine. I hope so.,
b. I got the first price of Speech Contest. Congratulations. I’m happy for you. You did it
well. Thanks.,.

Linguistic element
(1) Vocabulary: hope, so, Congratulations! happy for you.
(2) Grammar: will, can
(3) Appropriate nominal singular and plural uses, with or without a, the, this, those, my,
their, etc. appropriately in nominal terms
(4) Speech, word pressure, intonation,
(5) Spelling and punctuation
(6) Handwriting.

E. Learning Method

Time Teaching/Learning procedures Classroom Language*

Teacher Students
Pre- Teacher greets Greet the teacher Opening the classroom
teaching the students “Morning, miss” “Good morning, my beloved
(3 minutes) students”
“I hope you all had a nice weekend”

Teacher leads The students pray Opening the classroom

the prayer “God, Thank you for your blessings
before the class today, today we would like to study
begins together, please bless us. Amien”

Teacher calls The students answer the Attendance

the students teacher “Okay, Before we start our lesson.
name one by “Alright, miss” Miss would like to call your name one
one “Yes, miss” by one. Okay, students? Please raise
your hand
“First, Shonny, Meriam, Limpid,
Edy, etc”

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 Teacher leads The students listen to Time to begin
to begin the the teacher So, today, we will learn about animal.
lesson Do you know aome animal around
“Yes, miss”
you?
“Let’s begin our lesson now”
The teacher The student response Introduction the material
tries to the teacher questions “My adorable student, Do you know
introduce the an animal that is flying?”
materials by “BIRD, Miss” And an animal that produces sound
asking and “Cow, Miss” “MOOO”?
giving the
question to the
students about
animals

The teacher Watching the video Giving Explanation

plays a video Using AVA
and asks the (Guessing) “It’s time to watch a video”
student to “Who would like to watch video?”
remember the Can you guess what the video is
vocabulary about? My beloved students"

While- The teacher Mention the animals Asking Questions

teaching asks the Giving Feedback
(7 minutes) students again, “What is it?”
what are kind “What is this?”
of animals on “Can you guess what is that?”
the video
Cow, elephant,
Repeat after me
Excellent
Alright
Good
Great, really smart
Don't worry, it'll improve.
You'll have to spend some time
practicing this.
Do not wrong, but not quite right

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Teacher shows Repeat the vocabulary Giving Instructions
some of animals “Okay students, What is this?”
flashcards “What is it?”
about animals, Once again,
then asks Once more,
students to
repeat the One more time.
vocabulary of
the animals
after the
teacher.

The teacher One of the students Giving Instructions

giving come to front the class “Games”
instructions to for following the games “Let’s play a game”
the students to The game is called matching animals.
come to front Anyone once to join?”
the class for “Shonny, Limpid, Edy
matching some I want you to come forward and
vocabulary arranges to match this?
Do you ever know about matching?
I give you an example, “This picture
is a cow and then you have to match
this with the right vocabulary”.
“Let’s start smart students”

“Okay, Let’s check the answer of the

game”
Teacher Pay attention and do the Signposting
distributes task Ordering
worksheet and Next one, I will give you paper here.
gives This is your task. Please do it
instruction to individually
the students You must answer the vocabulary
about the task from the picture with filling the blank
with the correct answer. I give 2
minutes to do it. Okay, my lovely
students?”
Teacher Give to the teacher Stopping work
collects “My lovely students, time is up.
student’s Can I have your paper, please?
worksheet I collect your exercise students.”

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 Post- Teacher Answering the teacher’s Reviewing
teaching reviews again question Giving Feedback
(3 minutes) the material by “Students, before we finish our lesson
showing the today, I want to ask questions”
flashcards and “Do you still remember, what we
asking the have learn today?”
vocabulary We have learn about animal that we
have lerarn today?

Hmm, Shonny, What is this?

What is it?
Excellent
Alright
Good
Great, really smart
Don't worry, it'll improve.
You'll have to spend some time
practicing this.
Do not wrong, but not quite right
Teacher The students listen to Closing the classroom
finishing the the teacher Well, I have told you about animals”
material “So, to remind you of what of
vocabulary the animals. You must
keep on learning.
Teacher leads The student pray Teacher leads the prayer after lessons
the prayer after ends
lessons ends Before we go home,
Let’s pray,”Dear God, thank you're
for your blessings, now we want to go
home, please bless us. In the name of
Jesus Christ. Amien
Teacher says The students response Goodbye
Goodbye/See the teacher “Okay, next week, we will learn about
you again animals. I will grade your task and
see you again next week, my lovely
students”
Stay healthy and don’t forget to say
thank you for your parents”

F. Media and Materials

a. Media

• English Textbook

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 • The example of the teacher's words and actions using every act of interpersonal /
transactional communication correctly and accurately
• Examples of demonstrations in the form of CD / VCD / DVD / cassette recordings
• Examples of written interactions
• Examples of written text
• Resources from the internet, such as:
- www.dailyenglish.com
- http://americanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/

b. Bahan

Tulis spesifikasi (misalnya nama, jumlah, ukuran) semua bahan yang diperlukan.

G. Learning Resources

Petunjuk:

Tulis spesifikasi semua sumber belajar (buku siswa, buku referensi, majalah, koran, situs
internet, lingkungan sekitar, narasumber, dsb.).

CONTOH

1. Buku siswa: Nama pengarang. Tahun penerbitan. Judul buku. Kota penerbitan:
Penerbit (halaman)
2. Buku referensi: Nama pengarang. Tahun penerbitan. Judul buku. Kota penerbitan:
Penerbit (halaman).
3. Majalah: Penulis artikel. Tahun terbit. Judul artikel. Nama majalah, Volume, Nomor,
Tahun, (halaman).
4. Koran: Judul artikel, Nama koran, Edisi (tanggal terbit), Halaman, Kolom
5. Situs internet: Penulis. Tahun. Judul artikel. (Tersedia di situs internet lengkap dengan
tanggal pengunduhan)
6. Lingkungan sekitar: Nama dan lokasi lingkungan sekitar yang dimaksud
7. Narasumber: Nama narasumber yang dimaksud beserta bidang keahlian dan/atau
profesinya
8. Lainnya (sesuai dengan aturan yang berlaku)

H. Assessment

ASSESSMENT CRITERIA
• Level of achievement of social functions
(a) greetings of hope or prayer and
(b) congratulations, and responses.
• The level of completeness and suitability of the text structure

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(a) greetings of hope or prayer and
(b) congratulations, and responses.
• The level of accuracy of language elements: grammar, vocabulary, speech, word stress,
intonation, spelling, punctuation, handwriting.
• Courtesy, caring, and confidence that accompanies
(a) greetings of hope or prayer and
(b) congratulations, and responses.
HOW TO ASSESS:
Performance (practice) Simulation and / or role play in performing
a) greetings of hope or prayer and
b) (b) congratulations, and responses.

Observation:
(an assessment that aims to provide feedback more quickly)
• Observation of the actions of students using English for (a) greetings of hope or prayer and
(b) congratulations, when opportunities arise inside and outside the classroom.
• Observation of the sincerity of students in the learning process at each stage.
• Observation of politeness and concern in carrying out communication inside and outside the
classroom.
Self-assessment:
a) Students' statements in writing in a simple Indonesian learning journal about learning
experiences interact with (a) words of hope or prayer and (b) congratulations, including
their ease and difficulties.

Remedial Learning
Write remedial learning activities in the form of: re-learning, individual guidance,
study group, use of peer tutors for students who have not achieved mastery learning
according to the results of the assessment analysis.
Enrichment Learning
Based on the results of the assessment analysis, students who have achieved mastery
learning are given enrichment learning activities for the expansion and / or deepening
of the material (competency), among others in the form of the task of working on
higher difficulty questions, summarizing reference books and interviewing resource
persons.