RPP Bahasa Inggris kelas 9 kurikulum merdeka
LESSON PLAN PROJECT BASED LEARNING (PjBL)
(Meeting 1)
School : SMP Santo yosef
Subject : English
Grade/Semester : IX/ I
Theme/Topic : We have been to an orphan home
Time Allocation : 3 Meeting Hours (3 X 40’)
A. CORE COMPETENCIES (KOMPETENSI INTI)
Core Competencies
KI-1 Menghargai dan menghayati ajaran agama yang dianutnya
KI-2 Menghargai dan menghayati perilaku jujur, disiplin , tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan ddn keberadaannya
KI-3 Memahami dan menerapkan pengetahuan.(factual, konseptual dan procedural) berdasarkan rasa ingin tahu tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI-4 Mengolah, menyaji , dan menalar dalam ranah konkret ( menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak ( menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. BASIC COMPETENCIES & INDICATORS
Basic Competencies
3.6 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/ kejadian yang sudah/telah dilakukan/terjadi di waktu lampau dikaitkan dengan keadaan sekarang, tanpa menyebutkan waktu terjadinya secara spesifik, sesuai dengan konteks penggunaannya (perhatikan unsur kebahasaan present perfect tense)
4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait dengan keadaan/ tindakan/kegiatan/ kejadian yang sudah/telah dilakukan/terjadi di waktu lampau dikaitkan dengan keadaan sekarang, tanpa menyebutkan waktu terjadinya secara spesifik, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Indicators
Students will be able to:
Identify (C3) imperative expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation based on the text's structure and linguistic components
Identify (C3) social functions, text structures and linguistic elements related to expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
Analyze (C4) the communicative purpose of the text of the expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
Create (P5) expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
Compose (P6) a dialogue text that contains expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
C. LEARNING OBJECTIVES
Through learning activities with a scientific approach, with the PjBL model(C), students (A) can determine (B) social functions, text structures, linguistic elements and communicative purposes of the expressions situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense) and skilled in compiling and using the expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense) in the context of their use properly and correctly (D).
D. LEARNING MATERIALS
1. Main Materials
- Present perfect tense is employed in a sentence to represent an action that just happened in the recent past and still has its effect in the present or an action that represents an indefinite time in the past.
- Example:
I have eaten, I have finished my work.
Social Function
- Telling the experience
I have ever gone to Jogja for several days ( saya pernah pergi ke Jogja untuk beberapa hari)
How many times have you got A score in English? (berapa kali kamu dapat nilai A dalam bahasa Inggris?)
- Talking about a change
Your grammar has improved since you studied hard ( tata bahasamu telah berkembang sejak kamu belajar rajin)
I have not got anything yet since I joined the business (saya belum mendapatkan apapun sejak saya bergabung dengan bisnis tersebut)
- Telling a results/achievement
Budi has already finished his study at Gadjah Mada University ( Budi sudah menyelesaikan pendidikannya di Universitas Gadjah Mada)
Azzam and Ghaisa have just won the Math competition (Azzam dan Ghaisa baru saja memenangkan kompetisi Matematika)
- Telling unfinished activities or events
Yuni has still not come to our discussion ( Yuni belum juga hadir di diskusi kita)
They have not finished the test yet (mereka belum menyelasaikan testnya sekarang)
- Telling several activities that occur in different periods of time
I have never got prizes three times in a year ( Saya belum pernah mendapatkan hadiah tiga kali dalam satu tahun)
Text Structure
- (+) S + have/has + V3
Santi has just studied Math (Santi baru saja belajar matematika)
- (-) S + have/has + not+ V3
Santi has not studied Math yet (Santi belum belajar matematika)
- (?) Have/has + S + V3?
Has Yudi eaten meatball? (apakah Yudi sudah makan bakso?)
2. Enrichment Learning Material
Enrichment materials are given to students who have reached the KKM, it is Identify and analyze the
social function and linguistic elements related to expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
3. Remedial Learning
Material Remedial materials are given to students who have not reached the KKM yet; it is creating a short and simple conversation related to expressions of situations/actions/activities/events that have been carried out/happened in the past related with the present situation (present perfect tense)
E. Learning Methods
Approach : Lecturing, Question -Answer, Discussion, TPACK Learning
Model : PjBL (Project Based Learning)
F. Learning Media
The medias : PPT, Video, LKPD, Picture
The tools :Laptop & LCD projector, whiteboard
G. Learning Resources
Grade IV student's books
Youtube or Tik Tok Videos
Other relevant resources
H. Steps of Learning
|
Pre activities |
Time Allocations |
|
|
1.
The teacher opens the class
with greetings, asks about their condition and checks the
attendance of students. (Orientation) 2.
The class is continued
with a prayer led by one of the students. (Religious/PPK) 3.
Teacher gives
some questions about
the material related
to students’ interest or something viral. (Apperception) Example: “What we say in English meja, kursi? “ “When have you started
studying English “ “Yes, you have studied
English and you still study it”
4.
Students listen
to the teacher's perceptions about the material to be studied and relate to the experiences. (Apperception) 5.
The teacher conveys related
learning objectives and
assessment techniques to be implemented (Motivation) 6.
The teacher provides an overview of the benefits of learning the lessons
that will be learned in everyday 7.
The teacher gives 3 questions
for diagnostic test.
|
15’ |
|
|
Learning model syntax |
Main Activities |
Time Allocations |
|
Phase 1
Choosing basic questions
Phase 2
Designing project planning |
1. The teacher divides students into 6 groups, each group
has 6 members according to the result of
diagnostic test. 2.
Students observe
the video about
present perfect tense from
youtube and pay attention to the video
shown by the teacher
Students observe
Youtube videos about
“present perfect tense” (Observing, Literacy)
3. Students
collect some information about the video together with the group (Critical
thinking)
4. Students report
their result of group discussion and other students give their idea/comment to their friend. (Collecting information, Critical Thinking) 5. Teacher
asks students to plan a project to make a video 6. Students choose
a topic of social
functions of present perfect tense they will
make -
Telling the experience -
Talking about a change -
Telling a results/achievement -
Telling unfinished activities or events -
Telling several activities that occur in different periods of time (Collaborative)
7. Teacher tells the students to make a video of the project process until the project finish. (Communicative) ( Creative ) 8. Teacher tells to students that the video
will be uploaded on their Instagram/ youtube/ TikTok ( Creative ) 9. Students create
guidelines for project completion,
such as: -
Done either alone
or in groups -
Time of the
activity to complete the project’s activities -
Deciding a role for each member of group (Critical thinking) (Collaborative) 10. Students do the exercise about present
perfect tense
|
50’ |
|
1.
The students make conclusions / summaries of the material leading by teacher (Creative) 2.
The teacher reflects on the learning activities that have been implemented 3.
The teacher delivers lessons
for the next
meeting 4.
The teacher ends the lesson with
praying and greeting |
15’ |
|
Rpp bahasa inggris selanjutnya dapat dilihat disini Meeting 2 dan terakhir yaitu Meeting 3 Pembelajaran Berdiferensiasi Bahasa Inggris
Demikian
contoh RPP atupun modul ajar kurikulum merdeka bahasa inggris untuk kelas 9a. Semoga
bisa bermanfaat dan bisa dikembangkan sendiri sesuai dengan tempat dan sekolah
dimana anda mengajar. Terima kasih!