Kamis, 24 Juli 2014
Narrative Text
Sangkuriang
Long time ago, there was a beautiful woman named Dayang Sumbi. She lived happy with her husband named Tumang. Tumang was a dog. It was the transformation of prince from the heavenly kingdom of Kahyangan. They had a son named Sangkuriang. He was a handsome and smart boy but he did not know that tumang was his father.
One day, Dayang Sumbi asked Sangkuriang to go hunt with Tumang. She asked Sangkuriang come back before sun set with the animal for dinner. After hunting all day, Sangkuriang felt worried because he had nothing. Then, he thought that he might take a liver of Tumang in order to make his mother happy. He shot Tumang and carried the liver to the home. Dayang Sumbi knew that it was Tumang’s Liver. She was definitely angry and hit Sangkuriang’s head. Because of that accident, Sangkuriang got wounded and scar in his head. He felt confuse why her mother so over sad. After that, he decided to go away from their home.
Some years later, Sangkuriang on his journey stopped at a village. He met a beautiful girl and fell in love with her. The beautiful girl was his mother, Dayang Sumbi. He did not realize that the village was his homeland the beautiful girl was his own mother. They loved each other and planned to get married. Someday, Dayang Sumbi shocked when she saw a scar on the man’s head at the same place where shehit Sangkuriang on the head some years ago. She realized that he was her missing son, Sangkuriang. She thought that she had to do something to prevent Sangkuriang from marrying her. But she did not wish to disappoint him by cancelling the wedding. So, although she agreed to marry Sangkuriang, she would do so only on the condition that he provides her with a lake and built a beautiful boat in one night. Sangkuriang accepted this condition without a doubt.
Sangkuriang called a group of genie to build a dam around Citarum River. Then, he commands the genies to cut down trees and build a boat. A few moments before dawn, Sangkuriang and his genie servants almost finished the boat. Dayang Sumbi worried if Sangkuriang could finished it so she asked all the women in the village to wave a long red scarf that make it look as dawn was breaking so the cock crowed.
Sangkuriangs’ genie servants immediately dropped their work and ran for cover from the sun, which they feared. Sangkuriang grew furious. With all his anger, he kicked the unfinished boat. The boat flew and landed on a valley. The boat then became a mountain, called Mount Tangkuban Perahu (Tangkuban means upturned or upside down, and Perahu means boat). With his power, he destroyed the dam. The water drained from the lake becoming a wide plain and nowadays became a city called Bandung (from the word Bendung, which means Dam).
Source : http://rabbit13.blogdetik.com/
Long time ago, there was a beautiful woman named Dayang Sumbi. She lived happy with her husband named Tumang. Tumang was a dog. It was the transformation of prince from the heavenly kingdom of Kahyangan. They had a son named Sangkuriang. He was a handsome and smart boy but he did not know that tumang was his father.
One day, Dayang Sumbi asked Sangkuriang to go hunt with Tumang. She asked Sangkuriang come back before sun set with the animal for dinner. After hunting all day, Sangkuriang felt worried because he had nothing. Then, he thought that he might take a liver of Tumang in order to make his mother happy. He shot Tumang and carried the liver to the home. Dayang Sumbi knew that it was Tumang’s Liver. She was definitely angry and hit Sangkuriang’s head. Because of that accident, Sangkuriang got wounded and scar in his head. He felt confuse why her mother so over sad. After that, he decided to go away from their home.
Some years later, Sangkuriang on his journey stopped at a village. He met a beautiful girl and fell in love with her. The beautiful girl was his mother, Dayang Sumbi. He did not realize that the village was his homeland the beautiful girl was his own mother. They loved each other and planned to get married. Someday, Dayang Sumbi shocked when she saw a scar on the man’s head at the same place where shehit Sangkuriang on the head some years ago. She realized that he was her missing son, Sangkuriang. She thought that she had to do something to prevent Sangkuriang from marrying her. But she did not wish to disappoint him by cancelling the wedding. So, although she agreed to marry Sangkuriang, she would do so only on the condition that he provides her with a lake and built a beautiful boat in one night. Sangkuriang accepted this condition without a doubt.
Sangkuriang called a group of genie to build a dam around Citarum River. Then, he commands the genies to cut down trees and build a boat. A few moments before dawn, Sangkuriang and his genie servants almost finished the boat. Dayang Sumbi worried if Sangkuriang could finished it so she asked all the women in the village to wave a long red scarf that make it look as dawn was breaking so the cock crowed.
Sangkuriangs’ genie servants immediately dropped their work and ran for cover from the sun, which they feared. Sangkuriang grew furious. With all his anger, he kicked the unfinished boat. The boat flew and landed on a valley. The boat then became a mountain, called Mount Tangkuban Perahu (Tangkuban means upturned or upside down, and Perahu means boat). With his power, he destroyed the dam. The water drained from the lake becoming a wide plain and nowadays became a city called Bandung (from the word Bendung, which means Dam).
Source : http://rabbit13.blogdetik.com/
Selasa, 22 Juli 2014
Procedure Text
How to make fruit pudding
Actually, people who like eat snack or junk food know that it is not good for our health. They have to be able to change their bad habbit. Snack or junk food can be substitued with another health food. For example, fruit pudding. Beside health food, fruit pudding is also very easy and simple to make. It needs a reachable ingredients. They are a packet of white gelatin, 100 gr of sugar, 600 ml of water, white milk, cooking oil, pineapple, strawberry, red grapes, and melon.
After preparing all the ingredients, follow these procedures in making fruit pudding.
Firstly, boil the water on the pan.
Secondly, pour a packet of white gelatin and the sugar into the boiled water.
Thirdly, stir well untill the sugar dissolved.
Fourthly, put some white milk and stir for some minutes.
Fifthly, rub mold with cooking oil and pour the batter into the mold.
Sixtly, cut all the fruits become smaller and put it into the mold.
Finally, let it be hard, remove it from the mold then fruit pudding is ready to serve.
Source:http://resepgw.blogspot.com/
Actually, people who like eat snack or junk food know that it is not good for our health. They have to be able to change their bad habbit. Snack or junk food can be substitued with another health food. For example, fruit pudding. Beside health food, fruit pudding is also very easy and simple to make. It needs a reachable ingredients. They are a packet of white gelatin, 100 gr of sugar, 600 ml of water, white milk, cooking oil, pineapple, strawberry, red grapes, and melon.
After preparing all the ingredients, follow these procedures in making fruit pudding.
Firstly, boil the water on the pan.
Secondly, pour a packet of white gelatin and the sugar into the boiled water.
Thirdly, stir well untill the sugar dissolved.
Fourthly, put some white milk and stir for some minutes.
Fifthly, rub mold with cooking oil and pour the batter into the mold.
Sixtly, cut all the fruits become smaller and put it into the mold.
Finally, let it be hard, remove it from the mold then fruit pudding is ready to serve.
Source:http://resepgw.blogspot.com/
Descriptive Text
My Sister
I have a sister. Her name is Adelia. She is usually called Lia. She is still young, 17 years old. Now, she is eleventh grade of SMKN2 Kediri. She goes to school by motorcycle alone.
Lia is very beautiful. She has a medium bulit body and medium height. Her face is oval with beautiful round black eyes. Lia also has light brown colour with long straight black hair. Her nose is medium. Lia likes listening K-Pop music very much. She is always play music whenever she has a spare time. She is very friendly and kind, but she is little careless in doing something. But actually she is also dilligent to study.
Lis is fearful. She doesn’t like darkness. She always think that in the darkness there is a ghost and she is very afraid about it. Beside that, she is always asks my mother to accompany her to the toilet in the night although it is in a good light.
I have a sister. Her name is Adelia. She is usually called Lia. She is still young, 17 years old. Now, she is eleventh grade of SMKN2 Kediri. She goes to school by motorcycle alone.
Lia is very beautiful. She has a medium bulit body and medium height. Her face is oval with beautiful round black eyes. Lia also has light brown colour with long straight black hair. Her nose is medium. Lia likes listening K-Pop music very much. She is always play music whenever she has a spare time. She is very friendly and kind, but she is little careless in doing something. But actually she is also dilligent to study.
Lis is fearful. She doesn’t like darkness. She always think that in the darkness there is a ghost and she is very afraid about it. Beside that, she is always asks my mother to accompany her to the toilet in the night although it is in a good light.
Report Text
Orchid Flower
Orchid is one of the most beautiful flower on the world. The appearance is very unique because the calyxes are unusual.It different with another flowers. Orchid is also has many colours that make it more beautiful. The other unique thing from this flower is from the way it is planted.
Orchid has an unique shape. It doesn’t has the same calyxes in a flower like the other flower, such as rose, jasmine, sunflower etc. Orchid has 5 calyxes. The 2 calyxes is smaller and longer than 3 other calyxes. The leaf is long and thick.
Orchid has many different colours. They are white, yellow, and the most known purple. The colour can be different by using cross method. This flower is very interesting because the shape and the colour is beautiful. Orchid often uses to decorate a room or wedding party.
The interesting fact of orchid is it lives on a tree but it is not parasit. The flower just stick on the tree without give damage for the three itself. That’s why the way to plant this flower is different from the other. It uses coconut fibre to stick on the tree.
Orchid is one of the most beautiful flower on the world. The appearance is very unique because the calyxes are unusual.It different with another flowers. Orchid is also has many colours that make it more beautiful. The other unique thing from this flower is from the way it is planted.
Orchid has an unique shape. It doesn’t has the same calyxes in a flower like the other flower, such as rose, jasmine, sunflower etc. Orchid has 5 calyxes. The 2 calyxes is smaller and longer than 3 other calyxes. The leaf is long and thick.
Orchid has many different colours. They are white, yellow, and the most known purple. The colour can be different by using cross method. This flower is very interesting because the shape and the colour is beautiful. Orchid often uses to decorate a room or wedding party.
The interesting fact of orchid is it lives on a tree but it is not parasit. The flower just stick on the tree without give damage for the three itself. That’s why the way to plant this flower is different from the other. It uses coconut fibre to stick on the tree.
Jumat, 18 Juli 2014
Explanation Text
Why People Start Smoking???
Smoking is a bad activity. It has many disadvantages in our life. It can also cause a lot of diseases such as cancer, heart disease, emphysema, etc. The effect of smoking is very dangerous.
However, there are many causes why people start smoking. The majority of people in this world start smoke before they were 18 years old. They smoke because they think that they can be mature. Whereas, people who are younger than 18 years old are still “baby”. It means that they still depend on their parents. They can’t buy the cigarette by themselves. Then, other start smoke because they think they will get relax when so many problems are coming. The other people also start smoke because they want to look cool with cigarette in their hand.
Actually, people know that smoking has so many disadvantages in our life, but they still do it.
Source : http://www.parentingwithouttears.com/articles/quittingcigarettes
Smoking is a bad activity. It has many disadvantages in our life. It can also cause a lot of diseases such as cancer, heart disease, emphysema, etc. The effect of smoking is very dangerous.
However, there are many causes why people start smoking. The majority of people in this world start smoke before they were 18 years old. They smoke because they think that they can be mature. Whereas, people who are younger than 18 years old are still “baby”. It means that they still depend on their parents. They can’t buy the cigarette by themselves. Then, other start smoke because they think they will get relax when so many problems are coming. The other people also start smoke because they want to look cool with cigarette in their hand.
Actually, people know that smoking has so many disadvantages in our life, but they still do it.
Source : http://www.parentingwithouttears.com/articles/quittingcigarettes
RPP SMA KELAS X
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi Pokok : Teks lisan sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
Alokasi Waktu : 2x45 menit
Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Siswa menggunakan ungkapan perkenalan diri dalam situasi yang nyata.
2. 2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
2.1.1. Siswa memperkenalkan diri dengan cara yang santun dan berterima.
3. 3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.
3.1.1. Siswa mengidentifikasi ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
4. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
4.1.1. Siswa menyusun teks lisan ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
4.1.2. Siswa mempraktekkan ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri
Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. melafalkan berbagai macam ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri secara tepat setelah mendengarkan guru.
2. mengidentifikasi ungkapan secara lisan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri setelah diberikan contoh.
3. merespon secara lisan ungkapan pemaparan jati diri setelah diberikan contoh pemaparan jati diri.
4. memperkenalkan diri dengan cara yang santun dan berterima setelah diberikan contoh.
5. menyusun teks lisan mengenai ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
6. mempraktekkan ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri didepan kelas secara tepat dan lancar setelah diberikan situasi
Materi Pembelajaran
Fungsi Sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : My name is... I’m ... I live in ... I have … I like …. dan semacamnya
Unsur kebahasaan :
Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, hobi.
Kata kerja dalam simple present tense: be, have dalam simple present tense
Kata tanya What? Who? Which?
Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
Rujukan kata
Topik : Keteladanan tentang perilaku terbuka, menghargai perbedaan, perdamaian.
Metode Pembelajaran
Pendekatan : Scientific Approach (Observing, Questioning, Experimenting)
Model : Project Based Learning (menyusun dialog secara lisan dan mempresentasikan dalam bentuk mini drama)
Media, Alat, dan Sumber Pembelajaran
Media : LCD
Alat : Papan tulis, boardmarker
Sumber Pembelajaran : Audio CD/ VCD/DVD
Suara guru :
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
www.google.com
Langkah-langkah Kegiatan Pembelajaran
Tahap Kegiatan
Pendahuluan (10 menit)
Salam tegur sapa Apersepsi dan motivasi
Penyampaian tujuan pembelajaran
Penyampaian cakupan materi dan uraian kegiatan
Kegiatan inti (75 menit)
Observing
*Peserta didik mengamati teks dialog mengenai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 1)
*Peserta didik menirukan berbagai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri.(Task 2)
Questioning
*Peserta didik mempertanyakan perbedaan antara berbagai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri secara formal dan informal. (Task 3)
Experimenting
*Peserta didik berlatih mengidentifikasi ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri secara formal dan informal secara lisan. (Task 4)
*Peserta didik berlatih merespon ungkapan memaparkan jati diri secara lisan. (Task 5)
*Peserta didik berlatih memperkenalkan dirinya masing-masing didepan kelas secara lisan dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 6)
*Peserta didik berlatih mempresentasikan mini drama tentang memaparkan, menanyakan, dan cara merespon pemaparan jati diri di depan kelas secara lisan dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 7)
Penutup (5 menit)
Reflection
Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
Feedback
Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
Assigning
Guru memberikan penugasan berupa tugas mandiri untuk menyusun teks dialog mengenai memaparkan, menanyakan, dan cara merespon pemaparan jati diri.
Closing
Peserta didik dan guru mengucapkan salam perpisahan.
Penilaian
Keterampilan
Teknik Penilaian : Unjuk Kerja
Bentuk Instrumen : Tes Keterampilan Berbicara.
Kisi-kisi:
No. Keterampilan/Indikator Butir Instrumen
Disajikan sebuah situasi, siswa mampu mempraktekkan dalam sebuah drama singkat secara tepat dan lancar. Soal A
Instrumen: lihat Lampiran ...
Rubrik Penilaian
Ada empat aspek yang dinilai dalam tes berbicara di atas:
Kelancaran, dengan skor 5 bila sangat lancar,
Skor 4 bila lancar,
Skor 3 bila cukup lancar
Skor 2 bila kurang lancar
Skor 1 bila tidak lancar.
Pengucapan, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
Intonasi, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
Pilihan kata, dengan skor 5 bila sangat variatif dan tepat,
Skor 4 bila variatif dan tepat
Skor 3 bila cukup variatif dan tepat
Skor 2 bila kurang variatif dan tepat
Skor 1 bila tidak variatif dan tidak tepat
NA= (Skor Perolehan)/5
Konversi Kompetensi Keterampilan
A 4
A- 3.66
B+ 3.33
B 3
B- 2.66
C+ 2.33
C 2
C- 1.66
D+ 1.33
D- 1
..................., .............................. 20...
Mengetahui
Kepala SMA... Guru Mata Pelajaran
_______________________ _________________________
NIP. ... NIP. ...
Lampiran : Instrumen Penilaian Ketrampilan
Soal A. Practice the situation with short role play
Situasi : untuk menguji kemampuan siswa menggunakan ungkapan perkenalan diri.
Situasi di sebelah kiri untuk Siswa A dan kartu di sebelah kanan untuk Siswa B.
1. You are as Mila, 16 years old. You study in SMKN 2 Kediri. You live in Nganjuk. Your hobby is drawing a picture. You like green and red colour. Your favorite food is rujak. You meet a boy (your friend will be him). Introduce yourself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
2. You are as Dimas, 16 years old. You study in SMAN 7 Kediri. You are from Tulungagung but you stay in boarding house near your school. Your hobby is watching movie. You like blue colour.. Your favorite food is fried rice and gado-gado. You meet a girl (your friend will be her). Your friend will introduce herself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
3. You are as James, 17 years old. You study in SMAN 1 Kediri. You are from Blitar but you live in boarding house on Jl. Veteran. Your hobby is playing basketball. You like black colour. Your favorite food is meatball. You meet a girl (your friend will be her). Introduce yourself early. Ask his name, his school, his live, his hobby, his favorite colour, and his favorite food.
4. You are as Leli, 16 years old. You study in SMAN 3 Kediri. You live on Jl.Sersan Bahrun. Your hobby is playing badminton. You like pink and yellow colour.. Your favorite food is fried chicken. You meet a boy (your friend will be him). Your friend will introduce himself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
5. You are as Roki, 16 years old. You study in SMAN 8 Kediri. You live on Jl. Wahid Hasyim Bandar Kediri. Your hobby is playing football, badminton, and swimming. You like green colour. Your favorite food is brownies. You meet a boy (your friend will be him). Introduce yourself early. Ask his name, his school, his live, his hobby, his favorite colour, and his favorite food.
6. You are as Gita, 16 years old. You study in SMAN 6 Kediri. You live on Jl.Penanggungan. Your hobby is singing and dance. You like black colour. Your favorite food is fried noodle. You meet a boy (your friend will be him). Your friend will introduce himself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
(RPP)
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi Pokok : Teks lisan sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
Alokasi Waktu : 2x45 menit
Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Siswa menggunakan ungkapan perkenalan diri dalam situasi yang nyata.
2. 2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
2.1.1. Siswa memperkenalkan diri dengan cara yang santun dan berterima.
3. 3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.
3.1.1. Siswa mengidentifikasi ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
4. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
4.1.1. Siswa menyusun teks lisan ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
4.1.2. Siswa mempraktekkan ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri
Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. melafalkan berbagai macam ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri secara tepat setelah mendengarkan guru.
2. mengidentifikasi ungkapan secara lisan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri setelah diberikan contoh.
3. merespon secara lisan ungkapan pemaparan jati diri setelah diberikan contoh pemaparan jati diri.
4. memperkenalkan diri dengan cara yang santun dan berterima setelah diberikan contoh.
5. menyusun teks lisan mengenai ungkapan yang digunakan untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
6. mempraktekkan ungkapan memaparkan, menanyakan, dan merespon pemaparan jati diri didepan kelas secara tepat dan lancar setelah diberikan situasi
Materi Pembelajaran
Fungsi Sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : My name is... I’m ... I live in ... I have … I like …. dan semacamnya
Unsur kebahasaan :
Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, hobi.
Kata kerja dalam simple present tense: be, have dalam simple present tense
Kata tanya What? Who? Which?
Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
Rujukan kata
Topik : Keteladanan tentang perilaku terbuka, menghargai perbedaan, perdamaian.
Metode Pembelajaran
Pendekatan : Scientific Approach (Observing, Questioning, Experimenting)
Model : Project Based Learning (menyusun dialog secara lisan dan mempresentasikan dalam bentuk mini drama)
Media, Alat, dan Sumber Pembelajaran
Media : LCD
Alat : Papan tulis, boardmarker
Sumber Pembelajaran : Audio CD/ VCD/DVD
Suara guru :
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
www.google.com
Langkah-langkah Kegiatan Pembelajaran
Tahap Kegiatan
Pendahuluan (10 menit)
Salam tegur sapa Apersepsi dan motivasi
Penyampaian tujuan pembelajaran
Penyampaian cakupan materi dan uraian kegiatan
Kegiatan inti (75 menit)
Observing
*Peserta didik mengamati teks dialog mengenai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 1)
*Peserta didik menirukan berbagai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri.(Task 2)
Questioning
*Peserta didik mempertanyakan perbedaan antara berbagai ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri secara formal dan informal. (Task 3)
Experimenting
*Peserta didik berlatih mengidentifikasi ungkapan memaparkan, menanyakan, dan cara merespon pemaparan jati diri secara formal dan informal secara lisan. (Task 4)
*Peserta didik berlatih merespon ungkapan memaparkan jati diri secara lisan. (Task 5)
*Peserta didik berlatih memperkenalkan dirinya masing-masing didepan kelas secara lisan dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 6)
*Peserta didik berlatih mempresentasikan mini drama tentang memaparkan, menanyakan, dan cara merespon pemaparan jati diri di depan kelas secara lisan dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan. (Task 7)
Penutup (5 menit)
Reflection
Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
Feedback
Peserta didik memperhatikan informasi tentang rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
Assigning
Guru memberikan penugasan berupa tugas mandiri untuk menyusun teks dialog mengenai memaparkan, menanyakan, dan cara merespon pemaparan jati diri.
Closing
Peserta didik dan guru mengucapkan salam perpisahan.
Penilaian
Keterampilan
Teknik Penilaian : Unjuk Kerja
Bentuk Instrumen : Tes Keterampilan Berbicara.
Kisi-kisi:
No. Keterampilan/Indikator Butir Instrumen
Disajikan sebuah situasi, siswa mampu mempraktekkan dalam sebuah drama singkat secara tepat dan lancar. Soal A
Instrumen: lihat Lampiran ...
Rubrik Penilaian
Ada empat aspek yang dinilai dalam tes berbicara di atas:
Kelancaran, dengan skor 5 bila sangat lancar,
Skor 4 bila lancar,
Skor 3 bila cukup lancar
Skor 2 bila kurang lancar
Skor 1 bila tidak lancar.
Pengucapan, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
Intonasi, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
Pilihan kata, dengan skor 5 bila sangat variatif dan tepat,
Skor 4 bila variatif dan tepat
Skor 3 bila cukup variatif dan tepat
Skor 2 bila kurang variatif dan tepat
Skor 1 bila tidak variatif dan tidak tepat
NA= (Skor Perolehan)/5
Konversi Kompetensi Keterampilan
A 4
A- 3.66
B+ 3.33
B 3
B- 2.66
C+ 2.33
C 2
C- 1.66
D+ 1.33
D- 1
..................., .............................. 20...
Mengetahui
Kepala SMA... Guru Mata Pelajaran
_______________________ _________________________
NIP. ... NIP. ...
Lampiran : Instrumen Penilaian Ketrampilan
Soal A. Practice the situation with short role play
Situasi : untuk menguji kemampuan siswa menggunakan ungkapan perkenalan diri.
Situasi di sebelah kiri untuk Siswa A dan kartu di sebelah kanan untuk Siswa B.
1. You are as Mila, 16 years old. You study in SMKN 2 Kediri. You live in Nganjuk. Your hobby is drawing a picture. You like green and red colour. Your favorite food is rujak. You meet a boy (your friend will be him). Introduce yourself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
2. You are as Dimas, 16 years old. You study in SMAN 7 Kediri. You are from Tulungagung but you stay in boarding house near your school. Your hobby is watching movie. You like blue colour.. Your favorite food is fried rice and gado-gado. You meet a girl (your friend will be her). Your friend will introduce herself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
3. You are as James, 17 years old. You study in SMAN 1 Kediri. You are from Blitar but you live in boarding house on Jl. Veteran. Your hobby is playing basketball. You like black colour. Your favorite food is meatball. You meet a girl (your friend will be her). Introduce yourself early. Ask his name, his school, his live, his hobby, his favorite colour, and his favorite food.
4. You are as Leli, 16 years old. You study in SMAN 3 Kediri. You live on Jl.Sersan Bahrun. Your hobby is playing badminton. You like pink and yellow colour.. Your favorite food is fried chicken. You meet a boy (your friend will be him). Your friend will introduce himself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
5. You are as Roki, 16 years old. You study in SMAN 8 Kediri. You live on Jl. Wahid Hasyim Bandar Kediri. Your hobby is playing football, badminton, and swimming. You like green colour. Your favorite food is brownies. You meet a boy (your friend will be him). Introduce yourself early. Ask his name, his school, his live, his hobby, his favorite colour, and his favorite food.
6. You are as Gita, 16 years old. You study in SMAN 6 Kediri. You live on Jl.Penanggungan. Your hobby is singing and dance. You like black colour. Your favorite food is fried noodle. You meet a boy (your friend will be him). Your friend will introduce himself early. Ask his name, his school, his live, his hobby, his colour, and his favorite food.
Rabu, 16 Juli 2014
Recount Text
My Fantastic New Year
Last new year was my unique experience. It cause the things that happened didn’t like my prediction. It was begun when I visited Dholo waterfall with my friends. We went at 10.00 a.m.
At arrived in the place, we was so confuse because the parking area was full. We waited for some minutes to get an empty place. After got the empty place we walked around and went to the waterfall, but we could not enjoy it because there were so many people. It was so crowded. Moreover for taking a picture was so difficult. We did nothing, just saw many people over there. I thought it was boring. At 1.30 p.m we left the waterfall and had a lunch. Then at 2.00 p.m we finished and want to come back to the home, but it failed because of hard rain. We waited for around 30 minutes. After the rain was not hard we decided to go home as soon as possible. At we just went out from the place around 1 km, suddenly the rain fell anymore and became harder. We stop off and waited in an empty small place on the side that road and let the motorcycle on the yard of the place. Some minutes later my friend’s motorcycle fell down. It cause the land mixed with rain water. This situation forced us to make the motorcycle in order. Automatically our clothes was wet because the rain was still hard. We thought that was useless if we kept waiting of the rain. So we decided to go to the home.
Finally we came back with bad condition. Unluckily, at we almost arrived in my home it was not rain. The sun was very hot. We were very shy because we used wet clothes but at least there was not rain.
Last new year was my unique experience. It cause the things that happened didn’t like my prediction. It was begun when I visited Dholo waterfall with my friends. We went at 10.00 a.m.
At arrived in the place, we was so confuse because the parking area was full. We waited for some minutes to get an empty place. After got the empty place we walked around and went to the waterfall, but we could not enjoy it because there were so many people. It was so crowded. Moreover for taking a picture was so difficult. We did nothing, just saw many people over there. I thought it was boring. At 1.30 p.m we left the waterfall and had a lunch. Then at 2.00 p.m we finished and want to come back to the home, but it failed because of hard rain. We waited for around 30 minutes. After the rain was not hard we decided to go home as soon as possible. At we just went out from the place around 1 km, suddenly the rain fell anymore and became harder. We stop off and waited in an empty small place on the side that road and let the motorcycle on the yard of the place. Some minutes later my friend’s motorcycle fell down. It cause the land mixed with rain water. This situation forced us to make the motorcycle in order. Automatically our clothes was wet because the rain was still hard. We thought that was useless if we kept waiting of the rain. So we decided to go to the home.
Finally we came back with bad condition. Unluckily, at we almost arrived in my home it was not rain. The sun was very hot. We were very shy because we used wet clothes but at least there was not rain.
Senin, 14 Juli 2014
Poem
The Greatest Person
By: Heni Herawati
You make me stand and smile
When this life gives me problems
You make me stand and smile
When this life gives me sadness
You always hold me
When all people left me
You always wait me
When I walk so late
You never bore
When I tell very long story
You never tire
When do your activity
You are all I need
All times in this life
You are all I need
All days in this life
You are the greatest person I have
You are the greatest person in my life.
Source : http://islamicartdb.com/muslim-mother-and-child/
By: Heni Herawati
You make me stand and smile
When this life gives me problems
You make me stand and smile
When this life gives me sadness
You always hold me
When all people left me
You always wait me
When I walk so late
You never bore
When I tell very long story
You never tire
When do your activity
You are all I need
All times in this life
You are all I need
All days in this life
You are the greatest person I have
You are the greatest person in my life.
Source : http://islamicartdb.com/muslim-mother-and-child/
Jumat, 11 Juli 2014
Report News
UNPLANNED BUSINESS RUNNING WELL
Success
business without plan is impossible. But it doesn’t happen in Mrs.Widayati’s
business. She established her catering cakes business without plan before. She
just likes making cakes. Moreover, she graduated from SMKK Dharma Wanita in
dress-making department. It is unbelieveable, but she has good skill in both.
This 42-years-old
woman said, “At school I wanted to be a designer, but after I have had this
business my ambition is lost.”
Mrs.Widayati
or called Mrs.Wid graduated from SMKK at 1990 and she worked in convection
company Surabaya. “After graduated, I worked in convection company Surabaya,”
she explained. She worked over there for 13 years. She told that she also took
many courses of making cakes to develope my skill.
Mrs.Wid
likes making cakes very much. She is often asked to make cakes in some events
in her family. “My neigbours said that my cakes is very delicious. It made me
want to develope my skill more,” Mrs.Wid said proudly. She decided to stop from
work because she thought that success in this easier to take than be a
designer.
The mother
of a child begining her business just with a few of simple tools and a little
of experience. Mrs.Wid told that she needed look for much information from many
business women who had much experience and knowledge about that. The woman who
is boyish had 2 good skill, sewing and making cakes. She said, “Although I have
had this catering cakes business, I don’t want give up another skill with still
doing it at there was spare time.”
However, she
had problem in her business. She told the problem is many same business
catering cakes that was over there with lower price. “I think the taste is not
more delicious than my product because most of them use simple materials
quality,” she added. Mrs.Wid had an important note. “I have a note that always
I do, it is any problem in my business, I would keep best quality of my
product,” she said convidently. She thought the customers can choose quality
product not from the price. "As far as the customers still believed me", she added.
(Hniie_H)
RPP SMP Kelas VII (Teks Tulis Daftar Barang)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP
Mata Pelajaran
: Bahasa Inggris
Kelas/semester : VII/2
Materi Pokok : Teks Tulis Daftar Barang (list)
Alokasi Waktu : 1 x 40 menit
KI 1
|
:
|
Menghargai dan menghayati ajaran agama yang
dianutnya
|
KI 2
|
:
|
Menghargai dan menghayati perilaku jujur, disiplin,
tanggungjawab, peduli (toleransi, gotongroyong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
|
KI 3
|
:
|
Memahami pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
|
KI 4
|
:
|
Mencoba, mengolah, dan menyaji 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.KompetensiDasar dan Indikator Pencapaian Kompetensi
No.
|
Kompetensi
Dasar
|
Indikator
Pencapaian Kompetensi
|
|
1.
|
1.1
|
Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat
belajar.
|
1.1.1 Menulis learning log yang mengungkapkan rasa syukur atas
kesempatan dapat belajar bahasa Inggris
|
2.
|
2.2
|
Menunjukkan perilaku
jujur,
disiplin, percaya diri,
dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan
guru
dan teman.
(Cetak tebal: Fokus untuk pembelajaran
dalam RRP ini)
|
2.2.1 Bertanggung jawab
atas tindakan anggotanya saat menjadi
pemimpin kelompok
2.2.2 Mengakui
ketika membuat kesalahan
2.2.3 Tidak menyalahkan orang lain atas tindakannya
sendiri
2.2.4 Melakukan hal-hal
yang dikatakan akan dikerjakan
tanpa diingatkan orang lain.
|
3.
|
3.6
|
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks label nama (label) dan daftar barang (list), sesuai dengan konteks penggunaannya.
|
3.6.1 Menentukan
tujuan komunikatif teks
3.6.2 Mengidentifikasi
struktur teks
3.6.3 Mengidentifikasi
unsur kebahasaan dalam teks
|
4.
|
4.7
|
Menyusun teks tulis label nama (label)
dan daftar barang (list), dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar
dan sesuai konteks.
|
4.7.1 Menanyakan sifat dan
ciri fisik daftar barang secara lisan dengan akurat, lancar dan berterima
4.7.2 Menyatakan sifat dan
ciri fisik daftar barang secara
lisan dengan akurat, lancar dan berterima
4.7.3 Menanyakan sifat dan
ciri fisik daftar barang secara tertulis dengan akurat, runtut dan berterima
4.7.4 Menyatakan sifat dan
ciri fisik daftar barang secara
tertulis dengan akurat, runtut dan berterima
|
C. Tujuan Pembelajaran
Setelah
mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1)
menulis learning log
yang mengungkapkan rasa syukur atas kesempatan dapat belajar bahasa Inggris;
2)
bertanggung jawab atas
tindakan anggotanya saat menjadi pemimpin kelompok;
3)
mengakui ketika membuat
kesalahan;
4)
tidak menyalahkan orang
lain atas tindakannya sendiri;
5)
mengidentifikasi tujuan komunikatif teks
secara berkelompok berdasarkan pertanyaan pengarah dari guru;
6)
mengidentifikasi struktur teks secara
berkelompok berdasarkan pertanyaan pengarah dari guru;
7)
mengidentifikasi unsur kebahasaan secara berkelompok berdasarkan pertanyaan pengarah
dari guru;
8)
mengidentifikasi kata sifat yang
terdapat dalam teks secara berkelompok;
9)
mengidentifikasi kata kerja yang
terdapat dalam teks secara berkelompok;
10)
mengidentifikasi frase benda yang
terdapat dalam teks secara berkelompok;
11)
mengidentifikasi kata keterangan yang
terdapat dalam teks secara berkelompok;
D.
Materi Pembelajaran
Fungsi Sosial : Mengenalkan, mengidentifikasi, menginventarisasi
Struktur Teks : Nama benda, dengan atau tanpa jumlah
Unsur Kebahasaan:
(1) Artikel a, kata benda plural
(2) Angka kardinal, 1 s.d. 100, one, two,
three, … one hundred
(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik: Benda-benda di sekitar rumah dan relevan dengan
kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin,
peduli, pola hidup sehat, dan ramah lingkungan.
E.
Metode Pembelajaran
1.
Metode Ilmiah
F. Media, Alat, dan Sumber
Pembelajaran
1.
Media
Gambar benda,
poster
2.
Alat
Realia benda, spidol
warna.
3.
Sumber Pembelajaran
a.
Model ucapan dan tindakan guru menggunakan setiap
tindakan komunikasi transaksional dan fungsional dengan benar, tepat, dan
dengan sikap yang sesuai.
b.
Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset
c.
Contoh interaksi tertulis
d.
Contoh teks tertulis
e.
Teks atau latihan dari buku teks Bahasa Inggris
f.
Teks dari buku non-teks
g.
Lingkungan sekitar: Nama dan lokasi lingkungan sekitar sekolah
h.
Sumber dari internet, seperti:
G.
Langkah-langkah Kegiatan Pembelajaran
Pendahuluan (10 menit)
|
|
Tahap
|
Kegiatan
|
Salam
tegur sapa
|
- Apersepsi dan motivasi
- Penyampaian tujuan
pembelajaran
- Penyampaian cakupan
materi dan uraian kegiatan
|
Kegiatan inti (25 menit)
|
|
Observing
|
-
Peserta didik mendengarkan dan meniru berbagai nama dan
daftar benda-benda di dalam rumah. (Task
1)
-
Peserta didik menyalin berbagai nama dan daftar benda-benda di dalam rumah. (Task 2)
|
Questioning
|
-
Peserta didik mempertanyakan perbedaan antar ucapan dan tekanan beberapa nama
dan daftar benda-benda di dalam rumah. (Task 3)
-
Peserta
didik menjawab pertanyaan artikel a, an
dan the mengenai nama dan daftar benda-benda di dalam rumah.
(Task 4)
-
Peserta
didik menjawab pertanyaan angka
kardinal mengenai nama dan daftar benda-benda di dalam rumah.
(Task 5)
|
Exploration
|
-
Peserta
didik berlatih menulis mengenai nama dan daftar benda-benda di dalam rumah dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan. (Task
6)
|
Assosiating
|
-
Peserta didik secara berkelompok menganalisis fungsi sosial,
ungkapan dan struktur teks, unsur kebahasaan mengenai beberapa nama dan daftar benda-benda di dalam rumah. (Task 7)
|
Networking
|
-
Peserta didik mendiskripsikan
gambar di . (Task 8)
-
Peserta didik mempresentasikan
daftar barang mengenai benda-benda di dalam kamar mandi di depan kelas. (Task
9)
|
Penutup (5 menit)
|
|
Reflection
Feedback
Assigning
Closing
|
- Peserta
didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
- Peserta
didik dan guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
- Guru
memberikan penugasan berupa tugas mandiri untuk menuliskan nama-nama benda yang ada di rumah masing-masing
- Peserta
didik memperhatikan informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
- Peserta
didik dan guru mengucapkan salam perpisahan.
|
H.
Penilaian
1.
Sikap
spiritual
a.
Teknik Penilaian : Tertulis
b.
Bentuk
Instrumen : Learning Journal
c.
Kisi-kisi :
No.
|
Sikap/nilai
|
Butir Instrumen
|
1.
|
Menulis learning log tentang kesyukuran
berkesempatan belajar Bahasa Inggris
|
Lampiran 1
|
d.
Instrumen:
lihat Lampiran ...
e.
Rubrik
Penilaian Sikap Spiritual
No
|
Indikator
|
Skor
|
1
|
Menggunakan
8 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
|
5
|
2
|
Menggunakan
6 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
|
4
|
3
|
Menggunakan
4 kata positif dan dua diantaranya adalah kata “God” dan “Thank”
|
3
|
4
|
Menggunakan
4 kata positif tanpa kata “God” dan “Thank”
|
2
|
5
|
Menggunakan
kurang dari 4 kata positif tanpa kata “God” dan “Thank”
|
1
|
f.
Pedoman Penskoran:
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
2.
Sikap sosial
a.
Teknik Penilaian : Penilaian sejawat (antar teman)
b.
Bentuk
Instrumen : Lembar Peer Assessment
c.
Kisi-kisi :
No.
|
Sikap/nilai
|
Butir Instrumen
|
|
|
Memberikan
penilaian terhadap diri sendiri tentang nilai tanggung jawab
|
Lampiran Penilaian Sikap 1-3
|
d.
Instrumen:
lihat Lampiran ...
e.
Rubrik Penilaian Sikap Sosial
Keterangan:
always= 2
often= 1
seldom =
0,5
Contoh: Mencentang untuk seluruh pernyataan.
Bila
mencentang:
= 2 + 2 + 2 = Skor 6
Bila mencentang:
= 2 + 2 + 1 = Skor 5, dst.
Bila mencentang:
= 2 + 1 + 0,5 = Skor 3,5
f.
Pedoman Penskoran
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
3.
Pengetahuan
a.
Teknik
Penilaian : Tes Tertulis
b.
Bentuk
Instrumen : Pilihan Ganda
c.
Kisi-kisi :
No.
|
Indikator
|
Butir Instrumen
|
|
|
Disajikanbeberapa nama-nama benda, siswa mampu menentukan fungsi sosial (mengenalkan)
label dan daftar barang dengan tepat
|
Soal No. 1
|
|
|
Disajikan sebuah gambar dan nama benda-benda, siswa
dapat menentukan fungsi sosialnya dengan tepat.
|
Soal No. 2
|
|
|
Disajikan
sebuah kalimat dengan beberapa kata digaris bawahi, siswa dapat
menentukan kata sifatnya dengan tepat
|
Soal No. 3
|
|
|
Disajikan
sebuah kalimat dengan beberapa kata digaris bawahi, siswa dapat
menentukan jumlah bendanya dengan tepat
|
Soal No. 4
|
|
|
Disajikan
pertanyaan yang mengandung nama
ruangan tertentu, siswa dapat menentukan gambarnya
dengan tepat.
|
Soal No. 5
|
|
|
Disajikan
pertanyaan yang mengandung ciri-ciri
fisik benda, siswa dapat menentukan gambarnya dengan
tepat.
|
Soal No. 6
|
|
|
Disajikan sebuah gambar, siswa dapat menentukan jumlah
benda menggunakan angka kardinal angka kardinal dengan tepat.
|
Soal No. 7
|
|
|
Disajikan sebuah gambar, siswa dapat menentukan jumlah
benda menggunakan angka kardinal angka kardinal dengan tepat.
|
Soal No. 8
|
|
|
Disajikan sebuah gambar, siswa dapat menentukan jumlah
benda penggunaan artikel a, an dan the dengan tepat.
|
Soal No. 9
|
|
|
Disajikan sebuah gambar, siswa dapat menentukan jumlah
benda penggunaan artikel a, an dan the dengan tepat.
|
Soal No. 10
|
d.
Instrumen:
lihat Lampiran ...
e.
Pedoman penskoran: Setiap
jawaban benar diberi skor 1 (satu)
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
4.
Keterampilan
a.
Teknik Penilaian : Unjuk Kerja
b.
Bentuk
Instrumen : Tes Keterampilan Mendengarkan, dan Mengamati gambar.
c.
Kisi-kisi:
No.
|
Keterampilan/Indikator
|
Butir Instrumen
|
|
|
Diperdengarkan sebuah teks sederhana
tentang macam-macam barang serta 4 (empat) buah gambar, siswa dapat menentukan salah satu
gambar yang didaftar dengan tepat.
|
Soal No. 1
|
|
|
Diperdengarkan sebuah teks sederhana
tentang macam-macam barang serta 4 (empat) buah gambar, siswa dapat menentukan salah satu
gambar yang didaftar dengan tepat.
|
Soal No. 2
|
|
|
Disajikan sebuah gambar, siswa
dapat mengenal gambar dan
benda-benda yang ada di dalamnya dengan tepat.
|
Soal No. 3
|
|
|
Disajikan sebuah gambar, siswa
dapat mengidentifikasi benda-benda
yang ada di dalam ruangan dengan tepat.
|
Soal No. 4
|
|
|
Disajikan sebuah gambar, siswa
dapat mengiventarisasi benda-benda
yang ada di dalam ruangan dengan tepat.
|
Soal No. 5
|
|
|
Disajikan daftar
list, siswa dapat mendaftar benda-benda yang ada di kamar tidur masing-masing
dengan tepat.
|
Soal No.A
|
|
|
Disajikan label
nama, siswa dapat melabel benda-benda yang ada di kamar tidur masing-masing
dengan tepat.
|
Soal No. B
|
d.
Instrumen:
lihat Lampiran ...
e.
Konversi
keterampilan membaca dan mendengarkan, soal No. 1 – 2
Setiap jawaban benar diberi skor 1 (satu)
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
f.
Rubrik untuk penilaian keterampilan menulis soal No. 3, 4 dan 5
Setiap jawaban benar diberi skor 1 (satu)
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
g.
Rubrik untuk penilaian keterampilan menulis lampiran 4 part three bagian A dan B.
No
|
Aspek yang Dinilai
|
Kriteria
|
Skor
|
1
|
Kesesuaian isi dengan tujuan
penulisan pesan
|
100% isi sesuai
|
5
|
80% isi sesuai
|
4
|
||
60% isi sesuai
|
3
|
||
40% isi sesuai
|
2
|
||
20% isi sesuai
|
1
|
||
2
|
Pilihan kata
|
100% pilihan kata tepat
|
5
|
80% pilihan kata tepat
|
4
|
||
60% pilihan kata tepat
|
3
|
||
40% pilihan kata tepat
|
2
|
||
20% pilihan kata tepat
|
1
|
||
3
|
Keterpaduan kalimat
|
100% kalimat terpadu dan
runtut
|
5
|
80% kalimat terpadu dan runtut
|
4
|
||
60% kalimat terpadu dan runtut
|
3
|
||
40% kalimat terpadu dan runtut
|
2
|
||
20% kalimat terpadu dan runtut
|
1
|
||
4
|
Penulisan kosa kata
|
100% penulisan kosa kata
tepat
|
5
|
80% penulisan kosa kata tepat
|
4
|
||
60% penulisan kosa kata tepat
|
3
|
||
40% penulisan kosa kata tepat
|
2
|
||
20% penulisan kosa kata tepat
|
1
|
||
5
|
Ketepatan tata bahasa
|
100% penggunaan tata
bahasa tepat
|
5
|
80% penggunaan tata
bahasa tepat
|
4
|
||
60% penggunaan tata
bahasa tepat
|
3
|
||
40% penggunaan tata
bahasa tepat
|
2
|
||
20% penggunaan tata
bahasa tepat
|
1
|
||
6
|
Originalitas penulisan
|
100% tulisan hasil pemikiran
sendiri
|
5
|
80% tulisan hasil
pemikiran sendiri
|
4
|
||
60% tulisan hasil
pemikiran sendiri
|
3
|
||
40% tulisan hasil
pemikiran sendiri
|
2
|
||
20% tulisan hasil pemikiran
sendiri
|
1
|
h.
i.
Pedoman Peskoran:
Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap
Predikat
|
Nilai Kompetensi
|
||
Pengetahuan
|
Keterampilan
|
Sikap
|
|
A
|
4
|
4
|
SB
|
A-
|
3.66
|
3.66
|
|
B+
|
3.33
|
3.33
|
B
|
B
|
3
|
3
|
|
B-
|
2.66
|
2.66
|
|
C+
|
2.33
|
2.33
|
C
|
C
|
2
|
2
|
|
C-
|
1.66
|
1.66
|
|
D+
|
1.33
|
1.33
|
K
|
D-
|
1
|
1
|
|
..................., .............................. 20...
Mengetahui
Kepala SMP... Guru Mata Pelajaran
_______________________ _________________________
NIP. ... NIP.
...
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