CONTOH RPP BAHASA INGGRIS SMA KELAS X TOPIK ARGUMENTATIVE TEXT DENGAN PENDEKATAN DEEP LEARNING

Students will be able to understand and identify the structure of an argumentative text (introduction, body paragraphs, conclusion).
Students will be able to present arguments, provide supporting evidence, and structure their ideas logically.
Students will engage in critical thinking and reflective practices, considering the impact of their arguments on various audiences.

Mindful Learning: Focus on deep understanding of both the topic and how to effectively present arguments.
Meaningful Learning: Connect arguments to real-world issues and students' personal experiences.
Joyful Learning: Encourage debate, discussion, and creativity to make learning engaging and fun.

1. Warm-Up (10 minutes)

Activity: Thought Provoking Question
- Write a thought-provoking question related to a current issue on the board. For example: “Is social media more harmful than beneficial?”
- Ask students to take 3 minutes to reflect and write down their initial thoughts on the topic.
- Invite a few students to share their initial ideas with the class.
Purpose:

This activity encourages mindful learning by allowing students to reflect on the topic before diving into the lesson. It also sets the stage for students to begin thinking critically about an issue.

2. Introduction to Argumentative Text (15 minutes)

Activity: Understanding Argumentative Structure
- Provide an example of an argumentative text (e.g., article or excerpt on a popular topic).
- Read the text aloud and identify the main components:
  1. Introduction: Presents the issue and the thesis (the position or argument).
  2. Body Paragraphs: Provides supporting arguments, evidence, and counterarguments.
  3. Conclusion: Summarizes the main argument and reinforces the position.
- Break the text down, discussing each part in detail. Use the question from the warm-up as an example.
Purpose:

Introduce students to the structure of an argumentative text, emphasizing logical flow and the importance of backing up claims with evidence.

3. Group Activity (15 minutes)

Activity: Debate Preparation and Argument Construction
- Divide the class into two groups: one supporting the statement (social media is more harmful) and the other opposing it (social media is more beneficial).
- Ask each group to brainstorm and create a list of arguments and evidence to support their position. Encourage them to think about real-world examples, studies, or personal experiences that can strengthen their argument.
- Each group will then organize their arguments into a clear structure:
  1. Introduction – State their position.
  2. Body Paragraphs – Provide 2-3 main arguments with supporting evidence.
  3. Conclusion – Restate the position and summarize the arguments.
Purpose:

Foster collaborative learning and critical thinking by having students work together to develop strong arguments.
This activity helps students learn how to structure their ideas in an organized manner and use evidence effectively.

4. Debate and Reflection (10 minutes)

Activity: Class Debate
- Invite each group to present their arguments in a class debate format. Each group will have 5 minutes to present their position, and then they will have 2 minutes to respond to the other group’s arguments.
- After the debate, ask the students to reflect on how they felt during the activity:
  1. Did they find it challenging to argue against a viewpoint they didn’t agree with?
  2. How did they decide which evidence to present?
  3. How did they feel about presenting their arguments in front of their peers?
Purpose:

Engage students in active, joyful learning by allowing them to practice public speaking and debating skills in a supportive environment.
Foster deep learning through self-reflection on the skills and challenges of presenting an argument.

Formative Assessment:

Ongoing observation during group discussions, argument construction, and debate.
Provide feedback on the strength of their arguments, use of evidence, and clarity of expression.

Summative Assessment:

Written Argumentative Text: Students will write their own argumentative essay on a topic of their choice, applying the structure they learned in the lesson (to be submitted as homework or in the next class).

Activity: Mindful Reflection
- Ask students to reflect on the debate. Which argument did they find most convincing, and why? What did they learn from considering multiple viewpoints?
- Encourage students to think about how argumentative texts can be used in real life to express opinions, persuade others, and bring about change.