RPP BAHASA INGGRIS NOFITA

LESSON PLAN

(RPP)

School                         : 

Class / Semester          : VIII / 1

Subject                        : English

Topic                           : To ask for attention

Meeting                      : 1

Time Allocation          : 2 x 40 minutes

A.      Learning Objectives:

ü Skilled students to understand, express, and oral and written text asking to ask attention to implement interpersonal communication with teachers and friends, using the expression with the structure of a coherent text with correct linguistic elements and context-sensitive, honest, disciplined, confident, responsible, caring, cooperation, and peace.

B.       Basic Competencies

1.1.Grateful for the opportunity can learn English as the language of instruction communication International embodied in the spirit of learning.

2.1. Shows polite behavior and care in performing interpersonal communicationwith teachers and friends.

2.2.Shows the behavior honest, disciplined, confident, and responsible forimplement transactional communication with teachers and friends.

2.3.Shows the behavior of responsibility, caring, cooperation, and peace-loving, inimplement functional communication.

3.1. Applyingtextstructureand linguistic elementstoperformsocial functionsofexpressionandresponsetodemand attentionin the context ofits use

4.1. Developa simpleoraltexttoexpressandrespond toexpressions ofasking attention to theattentionof socialfunction, the structure ofthe text, and linguistic elementscorrectlyandappropriatecontext.

C.      Indicators Of Competence Achievement

1. Students can understand spoken and written texts to ask attention
2. Students can express oral and written text to ask attention

D.      Learning Materials

a.       Spoken text to ask attention

ü Social function: Maintain interpersonal relationships with teachers and friends

ü Text structure (expression rote, no need to explain the grammar):

Excuse me.Attention, please.Yes, please.Alright, and the like

b.      Linguistic Element

ü Vocabulary: adjective simple

ü Grammar: word references it, they, Reviews These, Reviews those, that, this.

ü The use of singular and plural nominal right, with or without a, the, this, reviews those, my, their, etc. appropriately in nominal phrases

ü Speech, pressure words, intonation

ü Spelling and punctuation

ü Handwriting

c.       Topic

ü Various issues related to the interaction between teachers and students in the learning process, in the class or outside the classroom, to provide exemplary of honest behavior, discipline, self confidence, and responsible.

E.       Learning Methods

1.    Approach: Scientific Approach

2.    Model: Project Base Learning

F.       LearningSource and Media

1.    Source : Book English Class VIII: When English Rings a Bell

2.    Media  : Notebook, LCD, White board, Board Marker.

G.      Learning Steps

1. Preliminary
2. Greetings and pray.
3. Provide motivation and apperception
4. Inform the learning objectives
5. Core Activities

·         Observing

Student	Teacher
Listening how to ask attention Imitated the interaction how to asked attention With the guidance and direction of the teacher, the student identifies the characteristics of the how to askand how to expressed attention.	Ask the students to listen how to ask attention Provide examples pronunciation correctly Noting / assess aspects of attitude and sincerity / student activity

·         Questioning

Student	Teacher
By referring questions from teachers, students hooked to question the expression of asking attention to the response With questions inducement of teachers, students questioned another expression that is used to ask attention	Provide directional question in view of students Provide opportunities / encourage other students to answer questions before explaining. Noting / assess aspects of attitude and sincerity / student activity.

·         Associating

Student	Teacher
Students read phrases are used to ask attention to that in saline to a friend bench Students read phrases that are used to ask attention to that in saline with pronunciation and pressure right words	Asked students to read expressions that are used to ask attention to the friend bench. Observe and assess the seriousness, the attitude, and the accuracy of student speech. Observe and assess student activity.

·         Collecting information

Student	Teacher
Students Constructing dialogue with expressions that are used to ask attention to the response along with friend bench with English	Asking students to find information about the expression used to me for attention around students Observe and assess the seriousness, the attitude, and the accuracy of student speech. Observe and assess student activity.

·         Communicating

Student	Teacher
In pairs to prepare a presentation asked attention to the friend bench In pairs to practice asking for attention with other friends	Observe, assess, motivate, and direct the student presentations. Directing and assisting the preparation of presentation

6. Closing

·      Teachers and students create a summary / conclusion lesson.

·      Conduct an assessment and / or reflection of the activities that have been carried out consistently and programmed.

·      Provide feedback on the process and learning outcomes.

·      Giving the task, bothindividiul task or groups according to the study of students.

H.      Assessment

Based on the 2013 curriculum, for speaking tasks assessed valuation of 3 aspects, as follows:

1.    Aspects of knowledge

2.  Aspects of attitude

3.  Aspects of action

1. Assessment of Knowledge Aspects

Vocabulary

5 = almost perfect

4 = no error but not interfere with meaning

3 = no error and disturbing meaning

2 = many errors and disturbing meaning

1 = too many mistakes so elusive

Fluency

5 = Very smooth

4 = smoothly

3 = fairly thorough

2 = less current

1 = non-current

Accuracy

5 = very carefully

4 = meticulous

3 = fairly thorough

2 = less scrupulous

1 = not careful

Pronunciation

5 = almost perfect

4 = no error but does not interfere with meaning

3 = there are several errors and interfere with meaning

2 = many mistakes so it is difficult to understand

1 = too many mistakes so it is difficult to understand

Intonation

5 = almost perfect

4 = there are some mistakes but do not interfere with meaning

3 = there are some errors and disturbing meaning

2 = many errors and disturbing meaning

1 = too many mistakes so elusive

Understanding

5 = very understand

4 = understand

3 = quite understand

2 = less understand

1 = not understand

Diction

5 = very varied and precise

4 = varied and precise

3 = quite varied and precise

2 = less varied and precise

1 = not varied and precise

2. Assessment of Attitude Aspects

Respect (respect)

5 = never show disrespect

4 = never show disrespect

3 = several times show disrespect

2 = often show disrespect

1 = very often show disrespect

Honest

5 = never showed dishonest

4 = never showed dishonest

3 = several times shows dishonest attitude

2 = often shows dishonest attitude

1 = very often shows dishonest attitude

Care

5 = never showed indifference

4 = never showed indifference

3 = several times showed indifference

2 = often show indifference

1 = very often shows dishonest attitude

Brave

5 = never showed not dare

4 = never showed not dare

3 = several times shows the attitude not dare

2 = often show an attitude not dare

1 = very often show an attitude not dare

Confidence

5 = never showed no confidence

4 = never showed no confidence

3 = several times showed an attitude of confidence

2 = often show an attitude of confidence

1 = very often show an attitude of confidence

Communicative

5 = never showed no communicative

4 = never showed no communicative

3 = several times showed no communicative attitude

2 = often show an attitude of communicative

1 = very often show no communicative attitude

Social awareness

5 = never showed no social care

4 = never showed indifference social

3 = several times showed indifference social

2 = often show indifference social

1 = very often showed indifference social

Curiosity

5 = never showed not want to know

4 = never showed not want to know

3 = several times showed an attitude not want to know

2 = often show an attitude not want to know

1 = very often show an attitude not want to know

3. Assessment of Action

Cooperation(team work)
5=alwayscooperate
4=oftenwork together
3=severaltimesto cooperate
2=nevercooperate
1=nevercooperate

Communicative action
5=alwaysconductpropercommunication
4=oftenappropriate communicationactivities
3=severaltimesconductingpropercommunication
2=neverappropriate communicationactivities
1=neverappropriate communicationactivities

Knowing; School Principal (SholehMahadi, M.Pd ) NIP/ NIK: 197606042000122001

Surakarta, February 11, 2015 Teacher, (Nofita Sri Wijayanti K., S.Pd) NIP/ NIK: 123221214