English Lesson Plan (RPP Mata Pelajaran Bahasa Inggris untuk SMK)

New semester, it's mean meet with a new subject we will learn, new lectures, and also new nutrition of our brain in learning English.
In this article, i want to share my assignment that i got before, it's about final project to make a Lesson Plan (RPP) that use in SMK, this assignment related to Curriculum and Material Development (CMD) subject. If you want to copy this RPP, please develop your creativity to make something new to improve your teaching skills.

LESSON PLAN

SCHOOL                      : SMKN…..

SUBJECT                      : ENGLISH

GRADE/SEMESTER     : X / 1

GENRE                          : INTRODUCING SELF

TIME ALLOTMENT     : 4 X 45 MINUTES

A.           CORE COMPETENCIES

KI 1:   Menghayati dan mengamalkan  ajaran agama yang dianutnya.

KI 2:   Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),  santun, responsif dan pro-aktif  dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3:   Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,  kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4:   Mengolah, menalar,  dan menyaji  dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu  menggunakan metoda sesuai kaidah keilmuan.

B.            BASIC COMPETENCIES

1.1.       Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1.       Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.

2.2.       Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3.       Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3.1         Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.

4.1         Menangkap makna pemaparan jati diri lisan dan tulis.

4.2         Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

C.           INDICATORS

1.1.1        Showing the gratitude that can learn English as an international language of instruction.

2.1.1        Showing polite behavior in communicating with teachers and friends.

2.2.1.      Showing the confidence in interpersonal communication with teachers and friends.

2.3.1        Showing a caring attitude in performing functional communication.

3.1.1.      Analyzing the social function, the structure of the text, and linguistic elements in the identity exposure text, according to the context of its use.

4.1.2.      Grasping the meaning of identity exposure orally and in written form.

4.2.2.      Composing oral and written text for explaining, asking, and responding the identity exposure, which taking of the social function, the structure of the text, and the correct linguistic elements and appropriate to the context.

D.           LESSON OBJECTIVES

1.        By analyzing the social function, the structure of the text, and linguistic elements in the identity exposure text, the students are able to know kinds of expressions that used in the identity exposure text in formal or informal situations.

2.        By knowing the social function, the structure of the text, and linguistic elements in the identity exposure text, the students are able to make the identity exposure text in formal or informal situations.

3.        By grasping the meaning of identity exposure text, the students are able to introduce their self orally or in the written form, in formal or informal situations.

E.            TEACHING MATERIALS

1.             Social Function:

·      Keep the interpersonal relationship between teachers, students, and other.

·      Accustomed to using the expression in introducing our self properly and related with the situations happening.

2.             Warming Question

a.    Have you ever meet someone you did not know before? And what will you do?

b.   How to introduce your self when you face formal and informal situation?

c.    Can you express how to introduce your self with writing text or speaking spontaneous?

3.             Written text of self introductions and oral short conversations for formal and informal situations.

a.        Expression for introducing self

I.         Formal Situation

·      I would like to introduce myself. My name is…

·      May I introduce my self. My name is…

·      Let me introduce myself. My name is…

·      Would you mind if I introduce myself. My name is...

·      I’d like to introduce my sefl. My name is…

·      I’d like you to meet with my friend … (friend name).

·      Hi, My name is …

II.      Informal Situation

·      Hi, I’m Andy from Singaraja.

·      Hi bro/sis, I’m Santhi, nice to see you.

·      Joe, This is my friend … (Gladis).

III.   Replied

·      It is nice to meet you

·      I am glad to see you

·      I am pleased to see you

·      How do you do? (How do you do?)

·      How are you? (I am fine thank you)

IV.   Others expression in introducing self

·      My name is………

·      I was born on …….

·      I am ……….. years old

·      I live on ………….

·      My religion is. ………….

·      I study at……..

·      I am in the …….. grade

·      My father/mother is a/an……….

·      I have ……. Sister and …….. brother

·      My hobby is/are………

·      When I finish my study, I want to be a/an …..

b.        Example of formal introducing text

Good morning everybody. In this occasion, I would like to introduce myself.

My name is I Ketut Restu Cahyadiarta and you can call me Restu. I was born in Seririt at July 29^th, 1999. I am a Balinese but stayed in Lombok since 2001, my religion is Hindu. And then now, I moved to this great town because of my father has some jobs that must be done. Here, I live in Dencarik village.

My hobbies are playing football and blogging. I get money from internet especially through blogging. I have a nice blog that provide information of Technology, education, and many more. You can visit the restoe-rc@blogspot.com to see my articles.

That is all about my self and I would say thank you for your attention. Good morning and nice to meet you all.

Structure of text:

Opening     : Greeting (hello / good morning / nice to meet you / etc)

Body          : Data of our self (name / date of birth / religion / study / hobby / family / etc)

Closing       : Expression of satisfaction or hope (thank you / I’m glad to meet you / etc)

Question:

1.        In what situation following that introducing text, formal or informal?

2.        Explain the sentence that can showing you the situation of that text!

3.        What is the structure of text above?

4.        What is the Third paragraph about?

c.         Example of short conversation in informal situation

Joe         : Hey, Komang. It is good time to see you here.

Komang   : Hi, Joe. Glad to see you too. Are you here for Sari’s invitation?

Joe         : Yes. Aren’t you?

Komang   : Yes. I was meet her this morning and she invited me to come to her party

Joe         : by the way, who is she?

Komang   : owh, she is my friend, she is Gladis.

Joe         : Oh, hy, I am Joe.

Gladis    : Hi, I am Gladis.

Joe         : How are you, Gladis?

Gladis    : I’m fine, thanks, and you?

Joe         : great, thanks… how do you know Sari?

Gladis    : Owh, she is my pen pal.

Komang   : Okay, let’s join us

Joe         : Ok that’s sound great.

Question

1.   Can you mention the different how to introduce your self in formal and informal situation?

d.        Project/Student assignment

Students are required to make a recording of short conversation about introducing self (using hand phone, or a tape recorder) with a foreign tourists, and worked in group, each group maximal consist of 2 students.

F.            APPROACH AND TEACHING METHOD

1.    Approach   : Scientific Approach

2.    Method      : Discovery

3.    Strategy     : Writing, Games, Oral Spontaneity.

G.           TEACHING AND LEARNING ACTIVITIES

First Meeting

Activity	Description	Time allotment
Pre-activity	·      The teacher enters the classroom, greets the students, and started learning activities by praying together. ·      Teacher checks the students’ attendances and readiness in learning English. ·      Teacher gives the motivation to students. ·      Teacher associates the material with students’ prior knowledge ·      Teacher tells the students what they will learn about and also tell about the purpose of the lesson.	10 minutes
Whilst activity	1.    Observing ·      Students observe the example of introducing text which contains with text about introducing self in formal situations. ·      With the teacher guidance, students are indentifying the examples of some expressions that use to introduce our self in formal situations. 2.    Questioning ·      With the teacher guidance, the students get the chance to ask anything related to introducing text. 3.    Exploring ·      Students are showing the introducing expression components in English for formal situation. 4.    Associating ·      Students are doing the example of introducing text about their self individually in formal situations. 5.    Communicating ·      The students come to the front of the classroom while reading their introducing text, and then give the chance to the other students for correcting or asking related to the text.	70 minutes
Post-activity	·      Teacher and students conclude the result of learning process. ·      Students reflecting on the learning activities that they have been carried out. ·      Teacher and Students are planning a follow-up study to the next meeting. ·      Teacher and students are implementing common prayer for terminate the learning process.	10 minutes

Second Meeting

Activities	Description	Time Allotment
Pre-activity	·      The teacher enters the classroom, greets the students, and started learning activities by praying together. ·      Teacher checks the students’ attendances and readiness in learning English. ·      Teacher gives the motivation to students. ·      Teacher associates the material with students’ prior knowledge ·      Teacher tells the students what they will learn about and also tell about the purpose of the lesson.	10 minutes
Whilst activity	1.    Observing ·      Students observe the example of short conversation which contains with the expression about introducing self in informal situations. ·      With the teacher guidance, students are indentifying the examples of some expressions that use to introduce our self in informal situations. 2.    Questioning ·      With the teacher guidance, the students get the chance to ask anything related to short conversation of introducing our self. 3.    Exploring ·      Students are showing the introducing expression components in English for informal situation. 4.    Associating ·      The students do a game. The students are divided into some groups which consist of 3 or 4 students. Then, each group writes a name of place and describes the situation in that place on the scrolling paper. One member of the group will take the lottery for their turn to play the game and each group also will take the lottery for the theme they will get before playing the game. They have five minutes to prepare a short conversation about introducing self and and introducing someone else related to the place that they get. 5.    Communicating ·      The students come to the front of the classroom while presenting their short conversation, and then give the chance to the other students for correcting or asking related to the conversation.	70 minutes
Post-activity	·      Teacher and students conclude the result of learning process. ·      Students reflecting on the learning activities that they have been carried out. ·      Teacher and Students are planning a follow-up study to the next meeting. ·      Teacher and students are implementing common prayer for terminate the learning process.	10 minutes

H.           SOURCES AND MEDIAS

1.             Learning Medias      :

·      CCD/VCD/ DVD/cassette recorded

·      Power point presentation (Flash Animation Media)

2.             Learning Sources     :

·      Internet Sources

·      Buku Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1

I.              ASSESMENT

1.    Technique

Written test and test performance:

Assessment process takes place during the learning take place since the activity of observing, asking, exploring, associating, and communicating.

Attitude:

·      Observation

·      Teacher journals and self-assessment.

·      The achievement of students assesses by the teacher using grading scale with rubrics and the students themselves by using the check list.

Knowledge:

Students' knowledge about the social function, the structure of the text, and linguistic elements are evaluated using written and oral test.

Skills:

The project assessments.

2.    Form of The Instrument

Writing and speaking.

3.    Instrument (Test and Non-test)

·      Makes a text about introducing your self based on formal situation.

·      Doing game to makes a short conversation by using your own words/your creativity based on situation from lottery that you get, and then perform it in front of your class! (Make it in group; each group consists of 3-4 students).

4.    Keys and Scrolling Guidelines

·      Scrolling Guidelines:

Scoring Rubric

a.    Rubric of Attitude Aspect:

1.   Observation Table

No	Name of Students	Observations																Score	Total	Predicate
		Spiritual				Responsibility				Tolerance				Cooperation
		1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4
1
2
3
Etc

The Descriptions:

(1)   Never do those activities (tidak pernah melakukan)

(2)   Rare do those activities (kadang-kadang melakukan dan sering tidak melakukan)

(3)   Quite often do those activities (sering melakukan sesuai pernyataan dan kadang-kadang tidak melakukan)

(4)   Often do those activities (selalu melakukan sesuai pernyataan)

	Score=Total score X 100 12

 

With the Predicate:

Predicate	Range
Very Good	80 ≤ SB ≤ 100
Good	70 ≤ B ≤ 79
Fair	60 ≤ C ≤ 69
Less	< 60

2.         Journal of Teacher

No.	Day/Date	Name of Students	Behavior	Follow-up
1.
2.
3.
4.
Etc.

b.   Rubric of Knowledge Aspect

No	Items	Descriptions	Score
1	Writing (Penulisan)	Almost perfect (Hampir sempurna)	5
		Some mistakes but not interfere the meaning (Ada kesalahan tetapi tidak mengganggu makna)	4
		Some mistakes but interfere the meaning (Ada beberapa kesalahan dan mengganggu makna)	3
		Many mistakes and interfere the meaning (Banyak kesalahan dan mengganggu makna)	2
		Too many mistakes (Terlalu banyak kesalahan sehingga sulit dipahami)	1
2	Word Sellection (Pilihan Kata)	Really variable (Sangat Bervariasi)	5
		Variable (Bervariasi)	4
		Quiet variable (Cukup Bervariasi)	3
		Less variable (kurang Bervariasi)	2
		Very less variable (Sangat Kurang Bervariasi)	1
3	Thoroughness (Ketelitian)	Very carefully (Sangat Teliti)	5
		Carefully (Teliti)	4
		Quiet carefully (Cukup Teliti)	3
		Less carefully (Kurang Teliti)	2
		Very less carefully (Tidak Teliti)	1
4	Comprehension (Pemahaman)	Very understanding (Sangat Memahami)	5
		Understanding (Memahami)	4
		Quiet understanding (Cukup Memahami)	3
		Less understanding (Kurang Memahami)	2
		Very less understanding (Tidak Memahami)	1

Score=Total score X 100 20

                

c.    Rubric of Skills Aspect

No	Name of Students	Score			Total	Score
		Fluency	Pronunciation	Intonation
1.		3	2	2
2.
3.
Dst

Score=Total score X 100 9

                 Criteria, score, and skill indicators:

Criteria	Scores	Indicators
Fluency (Kelancaran)	3	Very Fluent (Lancar)
	2	Rare Fluent (Kurang Lancar)
	1	Less Fluent (Tidak Lancar)
Pronunciation (Pengucapan)	3	Good (Baik)
	2	Fair (Kurang Baik)
	1	Less (Tidak Baik)
Intonation (Intonasi)	3	Good (Baik)
	2	Fair (Kurang Baik)
	1	Less (Tidak Baik)