Rpp Descriptive Speaking 5i415y

Subject

: English

Level/semester

: X/II

Time allocation

: 4 x 45 minutes

Skill

: Speaking/Listening

I.

Standard Competency

To express the meaning of simple short functional and monolog text in form of narrative, descriptive, and news item in daily life context. (ref. 10) II.

Basic Competence

To express the meaning of simple monologue text by using various spoken language accurately, fluently and communicatively in the context of daily life in the form of narrative, descriptive, and news item text. (ref. 10.2) III.

Instructional objective

Cognitive Product 

Comprehend the ideas of the descriptive text

Process 

Understand how to describe person or thing orally

Affective Character Building Involved in all activities during teaching learning process in the classroom, can express his feeling and attitude which is relevant to the nature of the culture of the target language and local culture as well. The learners are assessed by assessor. At least he is in “Improve” category which covers: honesty, care and responsibility Social Behavior Involved in teaching and learning process which is learner-centered, the learners are assessed by the assessor. The minimal requirement is that the leaner is in “Improve” category which shows the

learners behavior in asking questions, sharing ideas, arguing, communicating and listening to others well which are relevant to the target language and local country as well. The observation is assessed based on Observation Sheet (Social Skill) Psychomotor 

Pronounce the words well.



Use the correct gestures and mimic.



Perform a speech as demonsrative.

IV.

Indicators

Cognitive Product 

Knows the ideas of the descriptive text

Process 

Can describe person or thing orally

Affective (Personal Character and Social Behaviour) Character Care Responsible Honesty

Social Skill Communication Listening to others Questioning Respect to others

Psychomotor 

Pronounce the words well



Use the correct gestures and mimic.



Perform a speech as demonsrative

V.

VI.

Teaching Approach/Method

: Communicative Approach

Model

: Picture describing

Material

Descriptive Text Communicative purpose: to describe a particular person, place or thing Rhetorical steps: 1. Identification: identifies phenomenon to be described 2. Description: describe parts, qualities, and characteristic. Example of Descriptive text

My dog, Brownie I have a pet. It is a dog and I call it Brownie. Brownie is a Chinese breed. It is small, fluffy and cute. It has got thick brown fur. When I cuddle it, the fur feels soft. Brownie does not like bones. Everyday it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, Brownie plays with my cat. They get a long well, and never fight maybe because Brownie does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Brownie is really a sweet and friendly animal. VII.

Media 

Students work sheet



Pen and paper



Teacher made material



Laptop



Projector



Pictures

VIII.

Teaching Learning Activities

Activities pre Activities ( 10 minutes) 1. The teacher greets and checks the students’ attendance list. 2. To construct the students mind, the teacher asks some questions about descriptive text. E.g.: Have you ever described something? What kinds of thing you described? Etc. 3. Students answer the questions and the teacher may write down all students’ responses on the board. The teacher can give comments on their responses relate to the materials which are going to be discussed. Students are given the objectives of instruction today, standard competence, basic competence and the indicators as well as the benefits of learning the materials. Whilst Activities (70 minutes) Exploration 1. Students are given explanation by the teacher about descriptive text, the communicative purpose of the text and language features that are used in the text. 2. Teacher play a video of example of descriptive text Elaboration 3. Students are asked to listen and pay attention to video played by the teacher. 4. The students may take notes about while the video is being played. 5. After watch the video, teacher delivers pictures for the students. 6. Students are asked to make description about the picture that they got individually. 7. Teacher walks around the class to monitor the students’ work and check whether they have any problem. 8. Students present their description in front of class. Confirmation 9. T he teacher review the students’ performance and may give some correction if there are mistakes made by students. 10. The teacher gives to the students by giving reinforcement Post-activities (10 minutes) 1. Students are given review about the material that they’ve learnt and short conclusion by the teacher. 2. Students are given some reflection about what they have been studied. 3. Teacher may give some homework for students in order to make them more comprehend about the material. 4. The teacher can give a little bit introductions about the next material.

Assessment rate 1 2 3 4

IX.

Learner Resources 1. OS. 1 Product 2. OS. 2 Process 3. English for a better life Grade X 4. Dictionary 5. Pictures 6. Grammar book

X.

Table of Assessment

Indicator Product  Know the ideas of the descriptive text

Observation Sheet and Item OS.1 Product 1

Key Items, Observation Sheet Teacher’s judgment

OS.2 Process

Teacher’s judgment

Process

(Observation Sheet)



Can describe person or thing orally Psychomotor 

Pronounce the words well



Use the correct gestures and

OS.3 Psychomotor

Teacher’s judgment (Observation Sheet)

mimic. 

Perform a speech as demonsrative Character :

OS.4 Character building

The learners are assessed by

Affective domain : responding to

assessor. At least he is in

phenomena

“improve” category which

Has built the following characters:

covers: honesty, care and



Honest



Care



Responsible

Social Behavior :

responsibility.

OS.5 Social Skill

The minimal requirement is that

Affective domain : valuing

the learner is in “improve”

Has built social behavior :

category which shows the



Sharing Ideas

learners behavior in asking



Questioning

questions, sharing ideas,



Listening to others

communicating and listening to



Communication

others well which are relevant to the culture of the target language and local culture as well.

OS. 1 Task Product Describe these following pictures:

Speaking Assessment (Analytic scoring rubric) Criteria of Assessment Appropriateness 0: Unable to function in the spoken language. 1: Able to operate only in a very limited capacity: responses characterized by socio cultural inappropriateness. 2: Sign of developing attempts at response to role, setting, etc... But misunderstandings may occasionally arise through inappropriateness, particularly on socio cultural convention. 3: Almost no errors in the socio cultural conventions of language; errors not significant enough to be likely to cause social misunderstandings. Adequacy of vocabulary for purpose 0: Vocabulary inadequate even for the most basic parts of the intended communication. 1: Vocabulary limited to that necessary to express simple elementary needs; inadequacy of vocabulary restricts topics of interaction to the most basic; perhaps frequent lexical inaccuracies and/ or excessive repetition. 2: Some misunderstandings may arise through lexical inadequacy or inaccuracy; hesitation and circumlocution are frequent, though there are signs of a developing active vocabulary. 3: Almost no inadequacies or inaccuracies in vocabulary for the task. Only rare circumlocution.

Grammatical accuracy 0: Unable to function in the spoken language; almost all grammatical patterns inaccurate, except for a few stock phrases. 1: Syntax is fragmented and there are frequent grammatical inaccuracies; some patterns may be mastered but speech may be characterized by a telegraphic style and/ or conclusion of structural elements. 2: Some grammatical inaccuracies; developing a control of major patterns, but sometimes unable to sustain coherence in longer utterances. 3: Almost no grammatical inaccuracies; occasional imperfect control of a few patterns. Intelligibility 0: Severe and constant rhythm, intonation and pronunciation problems cause almost complete unintelligibility. 1: Strong interference from L1 in rhythm, intonation and pronunciation; understanding is difficult and achieved often only after frequent repetition. 2: Rhythm, intonation and pronunciation require concentration listening, but only occasional misunderstanding is caused or repetition required. 3: Articulation is reasonably comprehensible to native speakers; there may be a marked ‘foreign accent’ but almost no misunderstanding is caused and repetition required only frequently. Fluency 0: Utterances halting, fragmentary and incoherent. 1: Utterances hesitant and often incomplete except in a few stock remarks and responses. Sentences are for the most part, disted and restricted in length. 2: Signs of developing attempts at using cohesive devices, especially conjunctions. Utterances may still be hesitant, but are gaining in coherence, speed and length. 3: Utterances, whilst occasionally hesitant, are characterized by an evenness and flow hindered, very occasionally, by grouping, rephrasing and circumlocutions. Inter-sentential connectors are used effectively as fillers. Relevance and adequacy of content 0: Response irrelevant to the task set; totally inadequate response. 1: Response of limited relevance to the task set; possibly major gaps and/ or pointless repetition 2: Response for the most part relevant to the task set; though there may be some gaps or redundancy. 3: Relevant and adequate response to the task set.

OS 2 and OS 3 Authentic Assessment Observation Sheet (Process Assessment) No

Name

listening

Language skills and component speaking reading writing Structure

vocabulary

*Can be assessed by the following judgment (criteria) Poor

: Complex problem needs improvement/remedial teaching.

Fair

: Minor problem, remedial teaching is suggested.

Good

: Do not need remedial teaching, no serious problems found.

Excellent

: No single problems found, extra tasks may be provided.

Teachers’ Notes: .................................................................................................................................................................. ....................................................................................

OS.4 Character Building NO

Name

Honest

Character Behaviour Care

Responsible

*can be used by the following judgment (criteria): A

: well built/developed

B

: satisfactory

C

: on progress/ improve

D

: needs improvement

OS.5 Social Behaviour NO.

Name

Sharing Ideas

Social Behaviour Arguing Listening to others

Communication

*can be used by the following judgment (criteria): A

: well built/developed

B

: satisfactory

C

: on progress/ improve

D

: needs improvement

Teacher’s note: …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

Known by Supervisor teacher

Training Teacher

Afriyanti S.Pd NIP. 198104092006042005

Fhonna Meurah Mutia NIM. 0806102020037