LEARNING APPLICATION PLAN ( RPP )
I
Subject Matter
: English
School Level
: Senior High School
Level / Semester
: XI / I
Material
: Expressing Advice
Time Allocation
: 1x 15 minutes
COMPETENCY STANDARD Listening 1. Understanding the meaning of transactional and interpersonal dialogues in formal language and sustained in daily life context. Speaking 3. Expressing the meaning of transactional and interpersonal dialogues in formal language and sustained in daily life context.
II
BASIC COMPETENCY Listening 1.2
Responding the meaning of transactional and interpersonal dialogues in formal and sustained used in spoken language that are accurate, fluent, and acceptable in real contexts and included functional skills/expression of: advising, warning, taking request, expressing relief, pain, and pleasure. Speaking
3.2
Expressing the meaning of transactional (to get things done) and interpersonal dialogues in formal and sustained used in spoken language that are accurate, fluent and acceptable in real contexts and included functional skills/expressions of: advising, warning, taking request, expressing relief, pain, and pleasure.
III
INDICATOR The students show the communication skills in order to:
Identify the expressions of advising. Respond the expressions of advising. IV
OBJECTIVES OF LEARNING After learning and teaching process, students are able to: Identify the expressions of advising. Respond the expressions of advising.
V
LEARNING MATERIAL
Asking for advice:
I've got a bad toothache. What do you suggest?
What do you advise me to do?
Do you have any advice for me?
What should I do?
What ought I to do?
What's your advice?
If you were me what would you do?
Giving advice
If I were you, I would go to the dentist.
Why don't you go to the dentist?
You'd better brush your teeth regularly.
You ought to/should avoid eating sweets.
If you take my advice, you'll go to the dentist.
It might be a good idea to brush your teeth on a regular basis.
I advise you to brush your teeth on a regular basis.
Have you thought about seeing a dentist?
Responding Advice
Yes, that’s great. Thanks.
That sounds like a great idea.
Thanks for your advice.
That means a lot to me. Thanks.
I’ll do that, thanks.
Declining to give advice
I don't know what to advise, I'm afraid.
I wish I could suggest something, but I can't.
I wish I could help.
I'm afraid I can't really help you.
VI. METHOD - Discussion VII. LEARNING EXPERIENCE No 1
2
3
Steps and Cycles Spoken Cycle Initial Activity
Activities and Material
Time
2 minutes Greeting “Good Morning, class” “How are you today?” Checking students’ attendance. “Let me check your attendance list first.” Apperception “Do you ever get a problem and ask your friend’s suggestion?”
Main Activity Building Asking about what words are used to knowledge of the express advice. text Listening to a dialogue. Modelling of text Giving an example of dialogue by showing it on the LCD. Identify the expressions of advising. Joint Construction Discussing the expressions of advising. Discussing the respond given for the expressions of advising. Practicing the expressions. Independent Doing the exercise. Construction Post Activities Giving conclusion.
2 minutes 2 minutes
5 minutes
2 minutes 2 menit
Giving Take Home Assignment VIII LEARNING INSTRUMENT AND MATERIAL SOURCE Instrument
: projector (LCD) and computer/laptop
Source
: - Look Ahead An English Course for Senior High School Students Year XI book 2 by Th. M. Sudarwati and Eudia Grace, page 8-10. - The Bridge English Competence for SMA Grade XI by Kistono, dkk, page 17-18. -
http://www.bbc.co.uk/worldservice/learningenglish/flatmates /episode31/languagepoint.shtml
XI
EVALUATIONS 1. Technique: Orally Test 2. Product
: performance
XII SCORING 2
comprehensible; acceptable target form
1
comprehensible; partially correct target form.
0
silence, or seriously incorrect target form.
Semarang,
April 2010
Knowing by The Headmaster,
English Teacher,
………………..
Siti Solechah NPM. 07420273
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )
Mata Pelajaran
: Bahasa Inggris
Satuan Pendidikan : SMA
I
Kelas / Semester
: XI / I
Materi Pokok
: Tindak tutur : Menasehati
Siklus
: Lisan
Alokasi Waktu
: 1x 20 menit
STANDAR KOMPETENSI Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
II
KOMPETENSI DASAR Mendengarkan 1.2
Merespon makna dalam percakapan transaksional (to get thing done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan
sehari-hari
dan
melibatkan
tindak
tutur:
menasehati,
memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure. Berbicara 3.2
Mengungkapkan makna dalam percakapan transaksional (to get thing done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan mengunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure. III
INDIKATOR Mengidentifikasi makna kata Mengidentifikasi hubungan antar pembicara Mengidentifikasi makna tindak tutur menasehati Merespon tindak tutur “menasehati”
IV
TUJUAN PEMBELAJARAN Siswa dapat memahami tindak tutur “menasehati” Siswa dapat memperagakan tindak tutur “menasehati”
V
PENGALAMAN BELAJAR No 1 2
Tahap dan Siklus Siklus Lisan Kegiatan awal Kegiatan inti Building
Kegiatan dan Materi
Waktu
Guru memberi salam dan mengabsen 2 menit Guru memberi rangsangan dengan
knowledge of the
cara bertanya kata-kata apa saja
text
yang
dipakai
dalam
ungkapan 2 menit
menasehati. Mendengarkan interpersonal Modelling of text
percakapan atau
transaksional
secara individu. Guru memberikan interpersonal
atau
percakapan 3 menit transaksional
(ditampilkan percakapan tersebut di buku atau di layar (proyektor). Mengidentifikasi menasehati.
tindak
tutur
Joint Construction
Mendiskusikan tindak tutur yang 5 menit digunakan dalam percakapan yang didengar. Mendiskusikan
respon
yang
diberikan terhadap tindak tutur yang didengar. Berlatih
3
dengan
menggunakan
Independent
ungkapan menasehati. Mengerjakan tugas individu
Construction Penutup
Menyimpulkan
5 menit yang 3 menit
materi
diajarkan V
MEDIA, ALAT DAN SUMBER BAHAN PELAJARAN Alat / Media : proyektor (LCD) dan komputer Sumber
: Kurikulum Bahasa Inggris 2004 Buku Pelajaran Bahasa Inggris Kelas XI
VI
PENILAIAN 1. Tes Lisan 2. Produk Semarang,
April 2010
Mengetahui Kepala Sekolah,
Guru Bidang Studi,
………………..
Siti Solechah NPM. 07420273
There are several different structures that you can use when giving advice
Should: This is probably the most common of the structures for giving advice. After should, and its negative - shouldn't - we use the base form of the infinitive of the verb: You should wise up We shouldn’t cheat It is common to use 'I think' and 'I don’t think' with should: I think you should put the answers back She doesn't think they should use them
Had better : This structure is common in spoken English and it is usually used in the contracted form. After had better, and its negative - had better not, we use the base form of the infinitive of the verb You'd better return the answers to the lecturer You'd better not tell anyone that you found them
If I were you This version of the second conditional is often used when giving advice, especially in spoken English. Note the use of were with I in the first clause. In the second clause, we use would - contracted to d - and wouldn’t. After would and wouldn’t, we use the base form of the infinitive of the verb: If I were you, I’d give them back to the lecturer
If I were you, I wouldn’t use the answers
Ought This is the most formal of the structures used for giving advice, and so it isn't so common. After ought, and its negative - ought not (oughtn't), we use the full infinitive of the verb: You ought to contact the police You ought not to cheat in exams
