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Learning Implementation Plan

Here is a sample dialogue: Formal situation: A: I think we should have our meeting tomorrow morning instead of the afternoon. What do you think? B: I agree that having our meeting in the morning would be better. The afternoon tends to get busy. Informal situation: A: Want to go to the movies tonight? B: I can't, man. I have to work late. But we should totally hang out this weekend! A: Sounds good to me. Exercise 2 Make another dialogue with a different topic stating agreement and disagreement.

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Madya Ramadhani11
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18 views

Learning Implementation Plan

Here is a sample dialogue: Formal situation: A: I think we should have our meeting tomorrow morning instead of the afternoon. What do you think? B: I agree that having our meeting in the morning would be better. The afternoon tends to get busy. Informal situation: A: Want to go to the movies tonight? B: I can't, man. I have to work late. But we should totally hang out this weekend! A: Sounds good to me. Exercise 2 Make another dialogue with a different topic stating agreement and disagreement.

Uploaded by

Madya Ramadhani11
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLANNING (RPP)

Lecturer: Prof. Dr. Dra. SelvianaNapitupulu, M.Hum

Arranged by :
Joyce Kezia Nainggolan
Madya Ramadhani
Chlaudya Naibaho

ENGLISH LANGUAGE DEPARTMENT


FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF HKBP NOMMENSEN PEMATANGSIANTAR


PEMATANGSIANTAR
2020
LESSON PLANNING (RPP)

Education Units : UPTP SMP Negeri 6 PematangSiantar

Class/Semester : IX/1

Subject Matter : Agreement and Disagreement with a Suggestion or an Idea

Time Allocation : 2 x 45 minutes (2 Lesson Hours)

Skill : Speaking

A. Core Competencies

 KI 1: Respect and appreciate the teaching of his/her religions.


 KI 2: Appreciate and live honest behavior, discipline, responsibility, cooperation
(tolerance, mutual cooperation), polite, and confident, in interacting effectively with the
social and natural environment within the reach of the association and its existence.
 KI 3: Understand, apply, and analyze factual, conceptual, procedural, and metacognitive
knowledge based on their curiosity about science, technology, art, culture, and
humanities with insight into humanity, nationality, state, and civilization related to the
causes of phenomena and events, and apply procedural knowledge in specific fields of
study according to their talents and interests to solve problems.
 KI 4: Processing, reasoning, and presenting in the concrete and abstract realms related to
the development of what they learn in school independently, acting effectively and
creatively, and being able to use methods according to scientific rules.
B. Basic Competence and Competency Achievement Indicators

Basic Competence Indicators of Competence Achievement

3.2 Implement social functions, 3.2.1 Determine the social function, the
structurestext and linguistic structure of the textand linguistic elements
elements of the text verbal and of dialogue stated agreement and
transactional interactions writing disagreement.
that involves action giving and
asking for information regarding the 3.2.2Categorizing social functions,
aims, objectives, agree to do structures and linguistic elements of
something actions/activities expression agreement and disagreement.
accordingly context of use

C. Learning Objectives
At the end of the learning, the students are expected to be able to :

1. To give a respons of agreement and disagreement to the question given or something with a
suggestion or idea orally

2. To make conversation that shows the expression of agreement and disagreement with a
suggestion or idea

D. Learning Materials

1. Expression to say agreement

a. Expression of agreement in formal situation

b. Expression of agreement in informal situation

2. Expression to say disagreemnt

a. Expression of disagreement in formal situation


b. Expression of disagreement in informal situation

E. Media

There are three components, they are:

1) Media :
 Text book
 YouTube
2) Tool :
 White board
 Marker
 Laptop
 Infocus

F. Techinique

In this material (Agreement and Disagreement) there is a technique to implementing the material
for students, there is role play. In this technique, teacher will ask students to take part in a
conversation of at least two people.

G. Learning Steps

INTRODUCTORY ACTIVITIES (15Minutes)

Orientation Strengthening Character Education

 Opening with greetings


 Invites to pray to start learning
 Checking the attendance of students as a discipline
attitude.
 Make class deals.

Apperception  Relate the material to the experiences of students in


reading the introduction text they have read.
 Brain Storming questions. Such as:
What’s your opinion about our material today?
Have you ever asked your friend about their agreement
and disagreement about something? Or have you ever
given an agreement and disagreement?

 Giving a visualization that often founded in real life


based on the material given.

Motivation  Inform the material to be studied for the next meeting.


 Provide an outline of the benefits of studying the material to
be studied.
 Delivering learning objectives and strategies.
 Motivate students to overhear and expend tight attention on
increasing knowledge that is beneficial for existence in the
future.

Referral  Acquaint the subject matter that will be discussed at the


current meeting.
 Explain the basic competencies and indicators of
achievement that must be achieve during learning and
after the implementation of learning.
 Explain the mechanism of implementing the learning
experience in accordance with the learning steps.
CORE ACTIVITIES (50 Minutes)

Building Knowledge of Field Observing (Literacy)

 Students are given a push or stimulation to concentrate


on the material and read the text on the paper that has
been distributed.

 The teacher explains the material about the introduction


text such as the definition, function, text structure, and
linguistics elements in the “AGREEMENT AND
DISAGREEMENT” material.

 The teacher instructs the students to write down the


significant points from the teacher’s explanation to
support in deciphering the example of Agreement and
Disagreement, and how it looks like.

Critical Thinking  Students can create short conversation according


situation by using Agreement and Disagreement with a
suggestion or idea.

 Students are formed in groups in pairs, to practice


Collaboration expressions related to Agreement and Disagreement
with a suggestion or idea.

Communication  Students can practice the short conversation in front of


the class with the pairs.

Creativity  The teacher and students conclude the summary


regarding the material given and students are
completely allowed to return to ask for material that is
not yet understood.

CLOSING ACTIVITIES (25 Minutes)

Closing Statement  The teacher together concurrently with the students


demonstrates the understanding that has taken place.

 The teacher gives appreciation to the best group and


gives some conformation to the students who have not
performed well enough.

 The teacher notifies the material for the next meeting,


and gives some planning for the activities in the next
meeting.

 The teacher closes with a greeting and if needed by


prayer that leads by the student.
Assessment

Skill Aspects

Aspect Score Description

5 Almost Perfect

4 There are some mistakes and don't interfere


with the meaning
Intonation

3 There are some mistakes and disturbing


meaning

2 Lots of mistakes and disturbing meaning

1 Too many mistakes and distracting meaning

Value Determination :

Score obtained
Student Score = x 100
Max score

Exercise 1

Make a simple dialogue stating agreement and disagreement in formal and informal situation

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