RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)
Sekolah : SD Negeri Geger Kalong Girang
2
Mata
Pelajaran : Bahasa Inggris
Kelas/semester : V/1
Alokasi
Waktu : 1 x 60 menit
Focused
Skills : Listening and Speaking
Theme : Dinda’s Birthday Party
A.
STANDAR KOMPETENSI
Mendengarkan
1. Memahami instruksi sangat sederhana dengan tindakan
dalam konteks sekolah
Berbicara
2.
Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah
B.
KOMPETENSI DASAR
Mendengarkan
1.2 Merespon
instruksi sangat sederhana secara verbal
Berbicara
2.3
Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan
tindak tutur: mengenalkan diri, mengajak, meminta ijin, memberi ijin,
menyetujui, tidak menyetujui, dan melarang
C.
TUJUAN PEMBELAJARAN
In the end of lesson,
the students are expected to be able to:
1. Students are able to recognizing the date in daily life correctly.
2. Students are able identifying the date correctly.
3. Students are able to using the date in expression of
inviting, accepting invitation, and refusing invitation in daily activity
correctly.
D.
INDIKATOR
1.
Recognizing
the date in daily life correctly.
2.
Identifying
the date correctly.
3.
Using the date
in expression of inviting, accepting invitation, and refusing invitation in
daily activity correctly.
E.
MATERI PEMBELAJARAN
Vocabulary
Birthday (N) Month
(N)
Party (N) Invite
(V)
Date (N)
Expression
Invitation:
1. Will you come to…?
2. I’d like you to come to…
Accepting:
1. Yes, I will
2. Thanks, that’s sounds nice
3. Yes, with pleasure
Refusing:
1. I’m sorry, I can’t
2. I’d like to, but I can’t
F.
METODE PEMBELAJARAN
Chain question, story based,
drilling, and game
G.
KEGIATAN PEMBELAJARAN
1. Pre-activities (5-10’)
1) Teacher greets the students.
2) Teacher checks students’
attendance.
3) Teacher reviews the previous
lesson.
4) Teacher mentions the objective of
the lesson.
5) Teacher tells the students that
last week she/he came to her/his niece’s Birthday Party.
6) Teacher asks the students who
have Birthday in this month. (Who have
birthday in this month? When is your birthday?)
7) Teacher directs the students to
do chain question. (Dinda, please ask
Ani, when is her Birthday?) (involving 5-6 students)
8) Teacher lists the student’s
answer on the white board
9) Students repeat those lists after
teacher
2. Main Activity (30-40’)
1) Teacher tells the story about (Dinda’s
Birthday Party)
2) Teacher involves the students to
be the characters in the story
3) After doing role play, teacher
asks the student’s comprehension about the story. (Who does celebrate Birthday party? When is Dinda’s birthday party?)
4) Teacher shows the slide about the
expression of invitation, accepting, and
refusing
5) Teacher asks to repeat those
expressions after teacher
6) Teacher distributes flash card
containing the expression of invitation,
accepting, and refusing to the students randomly.
7) Teacher explains the students how
to do this activity
8) Teacher gives the example of this
activity
9) Teacher asks the students to do
the role play. (involving 4-5 students)
10) Teacher tells the students that
they are going to play a game.
11) Teacher explains game’s
instruction
3.
Post Activity (5-10’)
1) Teacher collects the multiple
choice test from the students.
2) Teacher asks the students to
mention the activities that they have done today.
3) Teacher asks the students which
activity that they like the most.
4) Teacher closes the class.
H. EVALUATION
1.
Alternative assessment :
a.
In play flashcard activity, it measures
students’ fluently and appropriate pronunciation in speaking specially in using
expression of inviting, accepting, and refusing.)
b.
In answering question based on the story, it
measures students’ participation to answer and also to assess whether the
student’s answer correct or not.
Attachment
Game’s
Instructions:
1. Class is divided into 4 groups
equal
2. Students
in each group stand in a row
3. Teacher sticks 4 calendars for each group on the white board
4. Teacher tells the students a
statement of invitation, accepting,
refusing
5. Students who stand in the first
row of each group should mark the date on the calendar based on the statement
6. Then, students should go to the
back row
7. The winner in each section is the
student who marks correctly and firstly, then get 10 score
8. It does continuously until the
last representative
9. The winner of this game is the group which gets the highest score.
Story
Birthday party
On
the sunny day, Dinda just goes back from the school. On the way home, she meets
her old friend, named Siti.
“Hi, Dinda. Long time no see. How are you?”
“I’m
fine, thank you, and you?”
“I’m
fine too. By the way, I will celebrate my birthday my birthday party, will you
come to my birthday party Dinda?”
“Oh, when it is?”
“It’s
next week, at October, 1st 2012.”
“It‘s
sound great, I will come to your birthday party. Can I come with my friend?”
“Of
course you can.”
“Ok,
then, see you there”
After coming home, Dinda tells her mother that Siti
invites her to her birthday party and she asks for permission to go to the
party.
“Mom,
do you mind if I go to birthday party next week? Siti is my old friend.”
“When
it is?”
“Next
week, mom.”
“Ok,
you can go there.”
“Thank
mom.”
“You
are welcome.”
In
the next morning, she invites her friend, Ani,
to go with her to Siti’s birthday party. Then she agrees to come on the
Siti’s birthday party,
“Happy
birthday Siti.”
“Thank
you Dinda.”
“Siti,
this is my friend Ani, Ani this is my
friend, Siti.”( Siti and Ani Shake hand)
“Nice
to see you Siti and Happy birthday.”
“Thank you, please enjoy the party.
Good lesson plan.
ReplyDeleteFor pre-activity, I think if Ss do the chain questions, they will answer it in Bahasa because they don't get the model first. But it's okay if you want to do ice-breaking first, so Ss know what they will get next.
I wanna ask this --> "Teacher shows the slide about the expression of invitation, accepting, and refusing".
Are you willing to show power point slide? Wow ^_^
I usually teach the expressions of invitation to SMP and SMA students. I wanna know how it goes in SD students :)
This comment has been removed by the author.
DeleteThank you very much for your comment :)
ReplyDeletewell I as one of member of this group would like to what is it, response your comment :)
talking about the chain question,yes your right probably Ss will answer the question in Bahasa, but the teacher will recast what ss say to handle it.
and talking about showing power point, if it is possible to do, it will do, but actually we have another alternative to show the expression by using the big paper like "kertas karton" which touch in the board.
that's it, from me thank you very much, hopely my other friends will add some comments again about this :)
Lutfia
ReplyDeleteDear friends, in this occasion I’d like give some comment. Over all, I personally feel that your lesson plan is good. There are some reasons that make your lesson plan good, as explained below:
1. Your lesson provides contextual learning. I think the context that you provide can make students’ interest.
2. Your lesson plan provides chain question. It is good. So, not only there are interaction between teacher and students but also there are interaction between student and student by using chain question.
3. Your lesson plan provides a short story. Stories or story telling has many advantages to be used in teaching-learning process. First, storytelling provides an enjoyable learning situation. As stated by Cameron (2001: 159), stories offer a full imaginary world, created by the language, which allows learners to enter and enjoy as they learn language. From the statement we can conclude that storytelling offers and enjoyable learning situation. Second, storytelling can increase learners’ attention and retention to the teaching material. Brown (2001) says that the use of story lines, familiar situations and characters and meaningful purposes in using that language will make attention and retention of the young learners improve. Learners’ attention is an important thing to be reached before the teacher delivers teaching materials in the classroom. Once the teacher gets students’ attention, it will be easier for them to deliver the materials. So, it can be concluded that storytelling is helpful in teaching learning process because it provides an enjoyable learning situation, motivates learners, increases learners’ attention and retention to the teaching material.
4. Teacher asks to repeat those expressions after teacher. Repetitions are so important to do so that the learner can memorize it well.
5. For evaluation part, I like when you uses alternative assessment. I agree with you that in play flashcard activity, it measures students’ fluently and appropriate pronunciation in speaking specially in using expression of inviting, accepting, and refusing.) Then, in answering question based on the story, it measures students’ participation to answer and also to assess whether the student’s answer correct or not.
The thing that you have to improve is speaking test because the skill which is provided in your lesson plan is speaking.
1. Hughes (2003: 31) statement, the word ‘construct’ refers to any underlying ability (or trait) that is hypothesized in theory of language ability. In other word, a test can be said construct validity if it measures what need to be measured.
Speaking test: You can use role play as your test for measuring speaking ability because with role play you can measure what you should measure. With role play technique, the test takers or the students need to speak or have conversation with their partner. In the role play, they have to show their expression with the situation given by the testers. So, they do not only speak but also they need to use the proper expression and vocabularies. They also need to understand what they are talking about with their partner so the testers or the listener can understand what they are doing. Your speaking test can be said construct validity because your test measure the test takers or students’ speaking ability.
References:
Brown. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Longman.Cameron. 2001. Teaching Language to Young Learner. Cambridge University Press.
Hughes, A. (2007). Testing for Language Teachers (2nd Edition). New York: Cambridge University Press.
Name : Lutfia Putrinurani
ReplyDeleteDear friends, in this occasion I’d like give some comment. Over all, I personally feel that your lesson plan is good. There are some reasons that make your lesson plan good, as explained below:
1. Your lesson provides contextual learning. I think the context that you provide can make students’ interest.
2. Your lesson plan provides chain question. It is good. So, not only there are interaction between teacher and students but also there are interaction between student and student by using chain question.
3. Your lesson plan provides a short story. Stories or story telling has many advantages to be used in teaching-learning process. First, storytelling provides an enjoyable learning situation. As stated by Cameron (2001: 159), stories offer a full imaginary world, created by the language, which allows learners to enter and enjoy as they learn language. From the statement we can conclude that storytelling offers and enjoyable learning situation. Second, storytelling can increase learners’ attention and retention to the teaching material. Brown (2001) says that the use of story lines, familiar situations and characters and meaningful purposes in using that language will make attention and retention of the young learners improve. Learners’ attention is an important thing to be reached before the teacher delivers teaching materials in the classroom. Once the teacher gets students’ attention, it will be easier for them to deliver the materials. So, it can be concluded that storytelling is helpful in teaching learning process because it provides an enjoyable learning situation, motivates learners, increases learners’ attention and retention to the teaching material.
4. Teacher asks to repeat those expressions after teacher. Repetitions are so important to do so that the learner can memorize it well.
5. For evaluation part, I like when you uses alternative assessment. I agree with you that in play flashcard activity, it measures students’ fluently and appropriate pronunciation in speaking specially in using expression of inviting, accepting, and refusing.) Then, in answering question based on the story, it measures students’ participation to answer and also to assess whether the student’s answer correct or not.
The thing that you have to improve is speaking test because the skill which is provided in your lesson plan is speaking.
1. Hughes (2003: 31) statement, the word ‘construct’ refers to any underlying ability (or trait) that is hypothesized in theory of language ability. In other word, a test can be said construct validity if it measures what need to be measured.
Speaking test: You can use role play as your test for measuring speaking ability because with role play you can measure what you should measure. With role play technique, the test takers or the students need to speak or have conversation with their partner. In the role play, they have to show their expression with the situation given by the testers. So, they do not only speak but also they need to use the proper expression and vocabularies. They also need to understand what they are talking about with their partner so the testers or the listener can understand what they are doing. Your speaking test can be said construct validity because your test measure the test takers or students’ speaking ability.
References:
Brown. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Longman.Cameron. 2001. Teaching Language to Young Learner. Cambridge University Press.
Hughes, A. (2007). Testing for Language Teachers (2nd Edition). New York: Cambridge University Press.
Hi friends, I want to add some more comments to your lesson plan.
ReplyDeleteFirst of all, I want to say that I like the theme that you use. I personally think that "Birthday party" is good since it will attract the students' interest.
Next is about the activities. In my opinion, those activities provided in your lesson plan is quite varied and supports multiple intelligences theory by Howard Gardner. In this lesson plan, there are at least 3 multiple intelligences. They are:
- Verbal linguistic: when the students are involved in chain question and when they are shown slide containing some expressions.
- Interpersonal: when the students do the role play activity with other students, they will certainly do the interaction with others.
- Kinesthetic: when the students play the game and also when they do the role play.
The last one is about the story. The use of story is also good since, basically, children likes story. And according to Žigárdyová (2006:8), a story is something that everybody is familiar with, a majority of people used to listen to stories and like them very much. In terms of the use of story in teaching and learning process, Wright (1997) and Garvie (1990) as cited in Cameron (2001:160) stated that stories are frequently claimed to bring many benefits to young learner classroom, including language development. Besides it is useful because students can learn many things such as new vocabularies and new expressions, it also fun for them. However, I think it will be better if you provide an activity to introduce the keyword before presenting the story. So that the students will be easier in understanding the story when they are already understands the keywords.
~Risma Rahmawati (English Edu A ’09)
References:
Cameron, L. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.
Žigárdyová, Lucie. (2006). Using Stories in Teaching English to Young Learners. Bachelor Thesis of Faculty of Education Masaryk University in Brno: Not published.
Dear friends
ReplyDeleteFirst of all I would like to say that overall, this is actually a good lesson plan and I come up with that assumption for several reasons:
1.This lesson plan can be considered as a contextual lesson plan in which it has the main theme “Birthday Party” that triggers some meaningful learning activities including listening to story and role playing under that theme. Thus, students are exposed to more focused expressions as well as they are given the chance to learn how to use them in appropriate social context.
This good point of the lesson plan is in accordance with cognitive principle in teaching and learning field which is called meaningful learning. In relation with this principle, Brown (2001: 57) stated that “Meaningful learning will lead toward better long term retention than rote learning.” With that statement, we might understand that by giving learners the learning activity which is meaningful for their daily life, the knowledge absorbed tend to remain last longer in their brain. Based on this principle we can apply some learning activities and materials that are familiar for students and also meet their interest and goal. Birthday Party theme can be considered as one of them.
2.Based on the principle of assessment for young learners, good assessment should be congruent with learning (Cameroon: 220). In other words, the fair test should be able to measure the amount of knowledge and skills have been learnt by students. The application of such principle can be shown in the activity where students are required to answer the questions based on the story they have listened to and role played beforehand.
Despite the strength of meaningful context of the lesson plan, it is worthy to pay attention to the following aspects:
1.For the use of expression, it would be better to be given in context or involved in the story so that it would be more meaningful rather than just repeating the pronunciation of expressions showed in the slide. Again, the principle of meaningful learning is indeed important for children to make sense about the language.
2.It is noticed in the lesson plan that one of the alternative assessments, the flashcard game activity, is used to measures students’ fluency in pronouncing the expressions of inviting, accepting, and refusing. Unfortunately, in this activity it seems that students are only instructed to mark the date on the calendar based on the statement of expressions stated by teacher so that the production in the form of speaking skill still needs to be more facilitated. According to framework for activity evaluation by Moon (2008), this activity misses the productive activity when actually it should be provided after receptive one is done.
3.Furthermore, still related to receptive and productive matter, it seems that the lesson plan still needs to match the SKKD and Learning objectives well. In this case, SKKD emphasizes more on speaking skills however the learning objectives and learning activities only focus on recognizing the information related to date and almost no production is likely made by students in the activities.
References:
Brown. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.
Longman.Cameron. 2001. Teaching Language to Young Learner. Cambridge University Press.
I am sorry for the late and long comments on your lesson plan friends, hopefully it will give you some advantageous.
Regard, Dini Mustaqima_Education Class 7A
Dear friends,
ReplyDeleteLet me give my comments on your lesson plan although it must have been so late.
Initially, in my opinion your lesson plan is good for some reasons:
1. It has a context (birthday party) that can attract students to keep learning.
2. It is a story-based learning.
According to Wright (1997) and Garvie (1990) cited in Cameron (2001), “Stories are frequently claimed to bring many benefits to young learner classrooms, including language development.” So, by using stories, teacher can help students in developing their foreign language since they will find some new vocabularies and expressions inside.
3. This lesson plan covers various activities.
In order to make your lesson plan better, I think there are some things you need to improve, those are:
1. Be careful in designing the indicators and learning objectives, it should fit with the SKKD. Since the language skill is speaking, you should be more concerned on the pronunciation and the use of the language.
2. Before telling the story, make sure that you have introduced the terms related to the story first. You miss (date and invite).
Month = ?
Name of months or the term “month” itself?
3. It will be better if you group the students before distributing the flashcards.
4. You should provide follow up activity after playing game.
5. In the post activity you collect the multiple choice test from students, when do you distribute it and asks students to do that?
Well, guys, since we are still learning together, I probably made mistakes in analyzing your lesson plan. Let’s work together to make our lesson plan better. Lastly, again, I’m so sorry for my lateness of posting this comment. ^_^
Fitria Lathufirdaush (0908875)
References:
Cameron, L. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.