1. RPH Informal
Matapelajaran : Pidato
Tarikh : 30 Januari 2012 ( Rabu)
Kelas : Persatuan Bahasa Melayu
Bilangan pelajar : 15 orang
Masa : 2.30 petang – 4.30 petang ( 2 jam )
Tajuk : Ciri – ciri pemidato yang baik
Pengetahuan sedia ada : Pelajar mempunyai pengalaman seperti berpidato,
syarahan dan ucapan semasa di dalam kelas Bahasa
Melayu
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Persatuan Bahasa Melayu (A) dapat menyampaikan ( B-aras) pidato dengan teknik
dan cara yang betul (D)
Nilai : Keyakinan
KBKK : Menjana idea
Kemahiran Sosial : Kemahiran komunikasi
Fasa-fasa Pembelajaran Hunter Pelajar
1 Set induksi - sometimes called a "hook" to grab the student's attention:
actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson. To put students into a receptive
frame of mind.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas, principles, or
information that is to follow (c.f., the teaching strategy called
"advance organizers").
• to extend the understanding and the application of abstract ideas
through the use of example or analogy...used any time a different
activity or new concept is to be introduced.
2 Maklumkan hasil pembelajaran - Before the lesson is prepared, the
teacher should have a clear idea of what the lesson outcomes are. What,
specifically, should the student be able to do, understand, care about as a
result of the teaching. Bloom's Taxonomy ofMager’s Educational
Objectives.
3 Input pengajaran - The teacher provides the information needed for
students to gain the knowledge or skill through lecture, film, tape, video,
pictures, etc.
4 Permodelan - Once the material has been presented, the teacher uses it

2. to show students examples of what is expected as an end product of their
work. The critical aspects are explained through labeling, categorizing,
comparing, etc. As much as possible, students are taken to the
application level (problem-solving, comparison, summarizing, etc.)
5 Semak kefahaman murid - Determination of whether students have
"got it" before proceeding. It is essential that students practice doing it
right so the teacher must know that students understand before
proceeding to practice. If there is any doubt that the class has not
understood, the concept/skill should be retaught before practice begins.
Usually through questioning
6 Pantau dan ubah suai – if required, reteach
7 Praktis terbimbing - An opportunity for each student to demonstrate
grasp of new learning by working through an activity or exercise under
the teacher's direct supervision. The teacher moves around the room to
determine the level of mastery and to provide individual remediation as
needed. Guided practice [in class "seat work." With the teacher
circulating [e.g., "praise, prompt, and leave"]. Monitor students' work,
providing corrective feedback as necessary, and assess performance of
the group in determining whether the class is ready for the next
instruction. Additional time for those whose aptitude calls for a longer
learning period can be provided by giving "extra credit" assignments,
supplementary activities, etc.
8 Praktis bertempoh - Once pupils have mastered the content or skill, it is
time to provide for reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be in class formative
testing, home work or individual work in class. It can be utilized as an
element in a subsequent project. It should provide for
decontextualization: enough different contexts so that the skill/concept
may be applied to any relevant situation...not only the context in which it
was originally learned. The failure to do this is responsible for most
student failure to be able to apply something learned. Independent
practice [additional class time or homework] begins when students have
achieved an 85 to 90% accuracy level. To insure retention and develop
fluency, students practice on their own without assistance and with
delayed feedback [e.g., comments on graded papers]. Five or more brief
practice activities distributed over a month or more may be required to
"fix" the new concept/skill
9 Penutup - Those actions or statements by a teacher that are designed to
bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of
what has just been taught. "Any questions? No. OK, let's move on" is not
closure. Closure is used:
• to cue students to the fact that they have arrived at an important

3. point in the lesson or the end of a lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate, eliminate
confusion and frustration, etc.,
• to reinforce the major points to be learned...to help establish the
network of thought relationships that provide a number of
possibilities for cues for retrieval. Closure is the act of reviewing
and clarifying the key points of a lesson, tying them together into
a coherent whole, and ensuring their utility in application by
securing them in the student's conceptual network
Matapelajaran : Pidato

4. Tarikh : 30 Januari 2012 ( Rabu)
Kelas : Persatuan Bahasa Melayu
Bilangan pelajar : 15 orang
Masa : 2.30 petang – 4.30 petang ( 2 jam )
Tajuk : Ciri – ciri pemidato yang baik
Pengetahuan sedia ada : Pelajar mempunyai pengalaman seperti berpidato,
syarahan dan ucapan semasa di dalam kelas Bahasa
Melayu
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Persatuan Bahasa Melayu (A) dapat menyampaikan ( B-aras) pidato dengan cara dan
teknik yang betul (D)
Nilai : Keyakinan
KBKK : Menjana idea
Kemahiran Sosial : Kemahiran komunikasi
Fasa-fasa Pembelajaran Pelajar
Hunter
Set Induksi 1. Guru merangsangkan minda pelajar tentang pelajaran hari ini
( 5 minit ) dengan video rakaman berkaitan dengan pidato (BBM 1-
Video Rakaman Pidato)
Maklumkan Hasil 2. Guru memaklumkan hasil pembelajaran dan kepentingan
Pembelajaran menguasai hasil pembelajaran berkenaan.
(5 minit)
Input Pengajaran 3. Guru membuat penerangan secara menyeluruh tentang ciri-
(20 minit) ciri dan adab pemidato yang baik. (BBM 2-Lembaran Nota)
Permodelan 4. Guru membahagikan pelajar kepada 5 kumpulan yang terdiri
(10 minit) daripada 3 orang .
5. Guru meminta pelajar berbincang dalam kumpulan untuk
tajuk pidato yang ingin mereka sampaikan serta
membincangkan isi-isi kandungan pidato mereka.
Semak Kefahaman Murid 6. Guru menerangkan keperluan melakukan tugasan secara
(15 minit) berkumpulan dengan memberi peluang kepada setiap rakan
dalam kumpulan untuk menyumbang idea
Pantau dan Ubahsuai 7. Guru memantau pergerakan pelajar dan memberi panduan
(5 minit) agar perbincangan mereka tidak tersasar.

5. Praktis Terbimbing 8. Guru meminta pelajar mempersembahkan pidato mengikut
( 40 minit) kumpulan.
9. Guru memberi komen terhadap persembahan pelajar
Praktis Bertempoh 10. Guru meminta pelajar merumuskan apa yang telah dipelajari.
(15 minit)
11. Guru mengedarkan soalan taksiran dan memberi pelajar 10
minit untuk menjawab diikuti dengan semakan jawapan yang
ditulis di papan putih.
Penutup 12. Guru merumuskan isi pembelajaran dan menyarankan pelajar
(5 minit) mengamalkan segala teknik yang harus dimiliki oleh seorang
pemidato.