RPP Writing

School
Subject
Class
Topic
Time Allotment
: SekolahMenengahAtas
: English
: XII
: Reading
: 2 x 45 minutes
A. Main Competence
1. Perceiving and carrying out with devotion his religion.
2. Appreciating good behaviors (honesty, discipline, responsibility, care, good manner,
curiosity, confidence, tolerance, intrinsic motivation, healthy life style, and environmental
friendly) in social interaction effectively and naturally within the students communicative
environment.
3. Understanding knowledge (factual, conceptual, and procedural) in science, technology, art,
culture, and humanity on the basis of religious insight, nationalism, state, and phenomenonconcerned civilization and existing phenomenon which looks real.
4. Trying, processing, and presenting everything in concrete domain (using, explaining,
stringing up, modifying, and constructing) and abstract domain (writing, reading,
calculating, drawing, and composing) in line with the material which has been learnt at
school and other sources that are theoretically the same.
B. Basic Competence and Indicator
1. Expressing sincere gratitude to the God about the opportunity to learn English as an
international means of communication.
Indicating, self confidence, and responsibility in conducting transactional
2.2.
communication between the student and teacher and his/her friends.

1) Indicating confidence and responsibility in conducting transactional
communication between the student and teacher and his/her friends.
3.2 Understanding social function, text structure, and language features of a narrative text.
1) Identifying the generic structure and language features of a narrative text.
4.2.
Composing narrative text based on the social function, text structure, and
language features correctly and contextually.
1) Writing a narrative text.
C. Learning Objective
1. During the teaching learning process, students indicating confidence and responsibility
which is getting consistent in transactional communication between the student and
teacher and his/her friends.
2. When students are given some texts, they are able to categorize the generic structure, and
language features of narrative text correctly.
3. When students categorize the text, students are able to identifying characteristic of
narrative text.
4. After students complete the pictures, they are able to explain the meaning of the narrative
text comprehensibly, and structurally correct. (70)
D. Learning Material
Learning Material Students Handbook Science and Programme I CAN DO IT Page 13-14
and Page 25
-
Narrative text
Generic structure and Language features
Social function
E. Learning Method/Technique
Think Pair Share
F. Media, Supporting Facilities, and Learning Sources

1. Media
: Texts
2. Supporting Facilities : Laptop, LCD, Whiteboard, and Boardmarker
3. Learning Sources: Handbook
G. Learning Activity
1. The First Meeting (2 x 45 minutes)
a. Pre-Activity (10 minutes)
In pre-activity, teacher:
1) Greets students friendly;
2) Asks one of the students to lead the pray in English;
3) Explains learning objectives or indicators of the basic competence which are
going to be achieved; and
4) Delivers the outline of the materials and explains about the activity which is going
to conducted.
b. Whilst-Activity (50 minutes)
In whilst-activity, teacher:
1) Observing
In observing activity, teacher:
- Give the students a simple short text and told them to observe the text.
- Guide the students to recognize kind of the text and language features of the text.
2) Questioning
In questioning activity, teacher:
- stimulates students to ask questions about what they do not know when they categorizing
the texts; and
- facilitates and answers all of the students questions (teacher answers students questions
while explaining concept of texts which are going to be learnt).
3) Exploring and Associating
In exploring and association activity, teacher:
-
Asks students to read the text (page 17)

Asks students to observe the narrative text individually based on the structure and
language features (student handbook page 17) (think)
Pairs students and ask them to discuss the generic structure and language features of the
text and exchange information about what they have already understood about narrative
text (pair)
Asks the students to answer the question from the text that they have read.
4) Communicating
In communicating activity, teacher:
- Guides the students to identify the meaning of the texts; and
- Asks students to explain the meaning of the texts (share).
- Discuses the question that they have answered.
c. Post-Activity (20 minutes)
In post-activity, teacher:
1) Students conclude teaching and learning process;
2) Students identify obstacles which are faced during the teaching learning process
(reflection);
3) Gives feedback and reinforcement on students statements about their obstacles that are
faced; and
4) Gives assignment to observe and take notes on narrative texts which are found in the
school environment or what is needed by the school.
H. Assessment
1. Technique
: behavior observation, written test and

performance test
2. Instrument
: observation sheet, question and answer test.
3. Scoring Procedure : answer key and scoring rubric
Assessment Table
Basic Competence
Technique
Instrument
Scoring procedure
2.2
Behavior Observation
Rubric
3.2
Reading text
Behavior Observation
Sheet
Question-Answer
Test
Answer key
I. ASSESSMENT SHEET
Table of Assessment Sheet Specification
Indicator
1. Indicating
confidence and
responsibility in
Learning Objective
Instrument
1. During the teaching 1.Behavior

Observation
learning process,
Sheet
students indicating
conducting
confidence and
transactional
responsibility which
communication
is getting consistent
between the
in transactional
student and
communication
teacher and
between the student
his/her friends.
and teacher and
Scoring
Procedure
1. Rubric of the
Observation
Sheet
his/her friends.
2. Identifying the
generic structure
and language
features of a
narrative text.
2. When students are given

some texts, they are able
to categorize the generic
structure, and language
features of narrative text
correctly.
2. QuestionAnswer
Test
2. Answer Key
No
a. Assessment Sheet of the Students Behavior (KD 2.2)

Behavior Observation Sheet
N
Student Name
No.
Confidence
Responsibility
1 2 3 4 5 1 2 3 3 5
1 2 3 4 5 1 2 3 4 5
1
1
2
2
3
3
4
4
5
5
>
Scoring Rubric of the Behavior Observation Sheet

Criteria
Less consistent behavior indicating confidence and
responsibility
Quite consistent behavior indicating confidence and
responsibility
Set to be consistent behavior indicating confidence and
responsibility
Consistent behavior indicating confidence and responsibility
Always consistent behavior indicating confidence and
responsibility
Scoring Guide:
Final
Obtained Score
Score =
Maximum
Score
x4
Score
1
2
3
4
5
Answer Sheet
Name :
No
Class :
Answer Sheet :
1.
2.
3.
4.
5.
.
.
.
.
Answer Key
1. The character of the boy is a very naughty shepherd boy.
2. The story took place in a village.
3. To amuse himself, the boy played a practical joke on the villagers when he felt very
bored.
4. The boys frequently told lies.
5. A wise villager advised the boy, he said I advise you not to cheat anymore. You
should stop cheating from now. None believes a liar, although he says the truth. A liar
will come to a bad end.
Criteria
Score
0
2
There is no answer.
The answer is correct.
Final
5
5
Score =
= 4,0
x4

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School

communication between the student and teacher and his/her friends.

F. Media, Supporting Facilities, and Learning Sources

Asks students to read the text (page 17)

: behavior observation, written test and

1. During the teaching 1.Behavior

between the student

and teacher and

2. When students are given

a. Assessment Sheet of the Students Behavior (KD 2.2)

Scoring Rubric of the Behavior Observation Sheet

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