Beruflich Dokumente
Kultur Dokumente
com
I. Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
Recount Text
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Example:
My Last Holiday
The second day was a nice day. The sun shone brightly. At
about 10 o’clock we began our adventures. We went to Kuta Beach.
There were a lot of people there, both foreigners and local. We swam a
bit and enjoyed the scenery around the beach. It was so beautiful. Then
we had lunch in a restaurant. Then we continued going to Sanur beach.
Sanur is also beautiful although it’s not as beautiful as Kuta. It wasn’t
too crowded there. In the evening went to the hotel. We decided to have
dinner there.
Metode Pembelajaran:
Walking Book and Peer assessment
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Langkah-Langkah Pembelajaran:
Penilaian:
• Ujian Kompetensi tertulis
• Tugas / lembar kerja.
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - Mention the
monolog berbentuk purpose of the
Recount. recount text!
- What is the
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generic structure
of recount?
- What tense does
the writer mostly
use?
Membacakan teks Tugas individu Tes lisan Read the result of
monolog hasil the writing in front
diskusi berbentuk of the class!
Recount
Kunci Jawaban
NO JAWABAN SKOR
1 To retell past events chronologically. 2
2 Orientation – events – reorientation 2
3 Simple past tense 1
4 Any reasonable answers can be accepted 5
Jumlah skor maksimal 10
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Penilaian Kognitif
I Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
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Penilaian Psikomotorik
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
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Penilaian Afektif
Indikator
1. Disiplin dalam kegiatan pembelajaran di kelas
2. Tanggung jawab individu
3. Keberanian menyampaikan pendapat
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama
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rizkasafriyani@yahoo.com
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Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative
I. Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan
b. Menganalisa generic structure dari teks
Types of narratives
There are many types of narrative. They can be imaginary, factual or a
combination of both. They may include fairy tales, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, and personal experiences.
Generic structure
1. Orientation : Introduces the participants and setting of the narrative.
2. Complication : A crisis or problem arises.
3. Evaluation : A flash back to evaluate the serious / difficult condition.
4. Resolution : The crisis or problem is solved, for better or worse.
5. Re-orientation : Optional.
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Significant features
• Characters, settings and actions are described in details, using adjectival
and adverbs.
• Use of past tense with the possibility of using present tense and future
tense in the dialogue.
• Use of words dealing with the time and sequence.
• Can be told in the perspective of first person (I, we) or third person (she,
he, they).
EXAMPLE :
The Ram in the Chili Patch
Long ago there was a Mexican boy named Juan who helped raise money
for his family by growing chili peppers in his garden.
But one day when he came out to his chili patch, he found a ram there
eating some peppers and stomping on others. “Go away, Mr. Ram” said Juan.
“Those are my peppers.” The ram replied, “Get away from me or I’ll but you into
the next country.” Juan started to cry, and all the animals on the little farm felt
sorry for him. The cat tried to help. She went up to the ram and said, “You should
be ashamed of yourself. Get out of there. Those are Juan’s chili peppers.” But the
ram lowered his head and said, “Get out of here or I’ll but you into the next
country.” So the cat ran away. The dog tried to help. He came out and barked at
the ram, but the ram lowered his head and said, “Get out of here or I’ll but you
into the next country.” The dog too ran away.
Finally a little ant said, “I can help you, Juan” The ant climbed onto the
ram and began biting him all over. The ram jumped up and started running. He ran
so fast and so far that now he is in the next country!
(Kasser & Silverman, 2002: 37)
Langkah-Langkah Pembelajaran
Pertemuan 1 ( 2 X 45 menit )
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VI. Penilaian
• Ujian Kompetensi tertulis
• Tugas kertas kerja
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Memahami isi teks Tugas kelompok Tes tertulis- -What is the main idea
dengan menjawab essay of the 3rd paragraph?
pertanyaan bacaan -What tense does the
text use?
-Mention the characters
stated in the text!
Menganalisa generic Tugas kelompok Tes tertulis- Analize the generic
structure dari teks essay structure of the text!
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Kunci Jawaban:
NO JAWABAN SKOR
1 How the little ant helped Juan 2
2 Simple Past Tense 2
3 Juan, the ram, the ant, the cat, the dog 2
4 Paragraph 1 – orientation 4
Paragraph 2 – complication
Paragraph 3 – resolution
Jumlah skor maksimal 10
Keterangan : Jumlah skor yang diperoleh x 100%
Jumlah skor maksimal
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Penilaian Kognitif
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative
I Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan (3 soal)
b. Menganalisa generic structure dari teks(1 soal)
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Penilaian Psikomotorik
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
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Penilaian Afektif
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei
secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative
Indikator
4. Disiplin dalam kegiatan pembelajaran di kelas
5. Tanggung jawab individu
6. Keberanian menyampaikan pendapat
Keterangan:
4. Kedisiplinan
5. Keaktifan
6. Kerja sama
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www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
I. Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan
b. Menganalisa generic structure dari teks
Once upon a time there were three little pigs. One morning, the mother pig
said, "You must go into the world and make your own way." So the three little
pigs set out into the world.
The first little pig met a man carrying a bundle of straw and said, "Please
may I have some of your straw to build a house with? "The man gave him some
straw and the little pig built himself a fine straw house to live in. Soon, a hungry
wolf came along. He knocked at the door and said, "Little pig, little pig, let me
come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then
I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and
he blew the house in and ate up the first little pig.
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The second little pig met a man with a bundle of sticks. "Please may I have
some of your sticks to build a house with? "The man gave him some sticks and the
little pig built himself a fine stick house to live in. Soon, a hungry wolf came
along. He knocked at the door and said, "Little pig, little pig, let me come in."
"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and
I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the
house in and ate up the second little pig.
The third little pig met a man with a bundle of bricks. "Please may I have
some of your bricks to build a house with?" The man gave him some bricks and
the little pig built himself a fine brick house to live in. Soon, a hungry wolf came
along. He knocked at the door and said, "Little pig, little pig, let me come in."
"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and
I'll puff and I'll blow your house in." "You may huff and you may puff, but you
can not blow my house in," said the little pig. So he huffed and he puffed and he
huffed and he puffed, but he could not blow the house in. Then the angry wolf
said, "Little pig, you cannot hide. I will climb on the roof and come down the
chimney. "So the little pig made a big fire in the fireplace and he hung a pot of
water over it. As soon as he heard the wolf coming down he snatched the lid off
and the wolf fell right into the boiling water. And that little pig had a very good
supper.
V Langkah-Langkah Pembelajaran
Pertemuan 1 ( 2 X 45 menit )
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VI. Penilaian
• Ujian Kompetensi tertulis
• Tugas kertas kerja
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Memahami isi teks Tugas individu Tes tertulis- -Who are the main
dengan menjawab essay characters?
pertanyaan bacaan - What happened to the
first pig after he met the
wolf?
- Did the second pig
alive?
- Why the third pig alive
?
Menganalisa Tugas individu Tes tertulis- Write down the
pemahaman isi cerita essay summary of the story
Kunci Jawaban:
NO JAWABAN SKOR
1 Three little pigs and wolf 1.5
2 The first pig was eaten by the wolf 1.5
3 No, it didn’t 1.5
4 Because the wolf was killed 1.5
5 Any possible answer 4
Jumlah skor maksimal 10
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Penilaian Kognitif
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
I Indikator
a. Memahami isi teks dengan menjawab pertanyaan bacaan (4 soal)
b. Menganalisa pemahaman isi cerita (1 soal)
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Penilaian Psikomotorik
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 5
Point nomor 2 skor maksimal: 5
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Penilaian Afektif
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
Indikator
1. Disiplin dalam kegiatan pembelajaran di kelas
2. Tanggung jawab individu
3. Keberanian menyampaikan pendapat
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
VII. Indikator
a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling
b. Menyampaikan cerita secara lisan
Once upon a time there were three little pigs. One morning, the mother pig
said, "You must go into the world and make your own way." So the three little
pigs set out into the world.
The first little pig met a man carrying a bundle of straw and said, "Please
may I have some of your straw to build a house with? "The man gave him some
straw and the little pig built himself a fine straw house to live in. Soon, a hungry
wolf came along. He knocked at the door and said, "Little pig, little pig, let me
come in." "No, no, by the hair of my chinny chin chin. I won't let you in." "Then
I'll huff and I'll puff and I'll blow your house in."So he huffed and he puffed and
he blew the house in and ate up the first little pig.
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
The second little pig met a man with a bundle of sticks. "Please may I have
some of your sticks to build a house with? "The man gave him some sticks and the
little pig built himself a fine stick house to live in. Soon, a hungry wolf came
along. He knocked at the door and said, "Little pig, little pig, let me come in."
"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and
I'll puff and I'll blow your house in." So he huffed and he puffed and he blew the
house in and ate up the second little pig.
The third little pig met a man with a bundle of bricks. "Please may I have
some of your bricks to build a house with?" The man gave him some bricks and
the little pig built himself a fine brick house to live in. Soon, a hungry wolf came
along. He knocked at the door and said, "Little pig, little pig, let me come in."
"No, no, by the hair of my chinny chin chin. I won't let you in." "Then I'll huff and
I'll puff and I'll blow your house in." "You may huff and you may puff, but you
can not blow my house in," said the little pig. So he huffed and he puffed and he
huffed and he puffed, but he could not blow the house in. Then the angry wolf
said, "Little pig, you cannot hide. I will climb on the roof and come down the
chimney. "So the little pig made a big fire in the fireplace and he hung a pot of
water over it. As soon as he heard the wolf coming down he snatched the lid off
and the wolf fell right into the boiling water. And that little pig had a very good
supper.
X. Metode Pembelajaran
Listen and say
V Langkah-Langkah Pembelajaran
Pertemuan 1 ( 2 X 45 menit )
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XII. Penilaian
• Ujian Kompetensi tertulis
• Tugas kertas kerja
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Melakukan diskusi Tugas kelompok Tes tertulis - What is
sederhana tentang pronunciation?
unsur-unsur - What elements that
penting story should be scored
telling within story telling
activities?
Menyampaikan Tugas individu Tes Lisan
cerita secara lisan
Kunci Jawaban:
NO JAWABAN SKOR
1 Intelligibility 2
2 Pronunciation, tone, intonation, grammar 2
3 Any possible answer 6
Jumlah skor maksimal 10
Keterangan : Jumlah skor yang diperoleh x 100%
Jumlah skor maksimal
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Penilaian Kognitif
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
I Indikator
a. Melakukan diskusi sederhana tentang unsur-unsur penting story telling
b. Menyampaikan cerita secara lisan
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Penilaian Psikomotorik
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Afektif
Kompetensi Dasar : Merespon makna dan langkah retorika teks lisan secara
akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative
Indikator
1. Disiplin dalam kegiatan pembelajaran di kelas
2. Tanggung jawab individu
7. Keberanian menyampaikan pendapat
Keterangan:
1. Kedisiplinan
2. Keaktifan
3. Kerja sama
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan
tak resmi yang menggunakan ragam bahasa tulis
IV. Indikator
1. Mampu menjawab pertanyaan terkait brosur tentang furniture
2. Mampu melengkapi kalimat yang menyatakan ability dan disability
3. Mampu mengurutkan paragraf acak menjadi sebuah cerita
(narrative) yang kronologis
V. Tujuan Pembelajaran
1. Memahami isi teks dengan menjawab pertanyaan bacaan tentang
brosur.
2. Memahami penggunan expression ability dan disability dalam teks
fungsional.
3. Mampu memahami plot sebuah narrative sederhana
Revina Hotel, with 202 rooms, is located in the heart of Semarang. It has
an elegant ballroom and smaller meeting room for conferences, meetings,
exhibitions and wedding.
Contact: info@revinahotel.com
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Metode Pembelajaran:
Read and Say
Langkah-Langkah Pembelajaran:
Penilaian:
• Ujian Kompetensi tertulis
• Tugas / lembar kerja.
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - What is brochure
berbentuk brour ?
- What is the
different between a
brochure and
announcement?
- What tense does
the writer mostly
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use?
Membacakan teks Tugas individu Tes lisan Read the result of
monolog hasil the writing in front
diskusi berbentuk of the class!
narrative
Kunci Jawaban
NO JAWABAN SKOR
1 To retell past events chronologically. 2
2 Orientation – events – reorientation 2
3 Simple past tense 1
4 Any reasonable answers can be accepted 5
Jumlah skor maksimal 10
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Kognitif
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan
tak resmi yang menggunakan ragam bahasa tulis
I Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Psikomotorik
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan
tak resmi yang menggunakan ragam bahasa tulis
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
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www.allaboutenglish-zone.blogspot.com
Penilaian Afektif
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan esai
sederhana berbentuk narrative dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dalam teks fungsional pendek resmi dan
tak resmi yang menggunakan ragam bahasa tulis
Indikator
7. Disiplin dalam kegiatan pembelajaran di kelas
8. Tanggung jawab individu
9. Keberanian menyampaikan pendapat
Keterangan:
7. Kedisiplinan
8. Keaktifan
9. Kerja sama
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rizkasafriyani@yahoo.com
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I. Indikator
1. Mampu mendesain satu brosur suatu produk
2. Mampu menuliskan ability dan disability masing-masing
3. Mampu menulis sebuah narrative berdasarkan struktur yang benar
dan mengandung ekspresi ability and disability dikaitkan dengan
brosur yang sudah dibuat
Example:
The Wolf and the Stork
A long, long time ago, the wolf and the stork were friends. One day, the
wolf asked the stork to come to his house to eat.
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When the stork arrived at the wolf’s house, the wolf put two bowls of soup
on the table. The wolf ate his bowl of soup so quickly. When he finished, he asked
the stork, “Did you like my soup?”
But the stork was angry because he couldn’t eat the soup. His beak was
too long! When the stork went home, he was still hungry. The wolf laughed and
laughed.
Then the stork had an idea. He asked the wolf to come to dinner. He filled
two tall pitcher with good soup. They began to eat. When the stork finished
eating, he asked the wolf if he wanted more to eat.
But the wolf was angry. His mouth was so big that he couldn’t get into the
pitcher. The wolf went home hungry, and the stork laughed and laughed.
The wolf and stork have never been friends ever since.
Metode Pembelajaran:
Walking Book and Peer assessment
Langkah-Langkah Pembelajaran:
Penilaian:
• Ujian Kompetensi tertulis
• Tugas / lembar kerja.
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - Mention the
berbentuk brosur. characteristics of
brochure!
- What tense does
the writer mostly
use?
Membacakan teks Tugas individu Tes lisan Read the result of
monolog hasil the writing in front
diskusi berbentuk of the class!
narrative
Kunci Jawaban
NO JAWABAN SKOR
1 To retell past events chronologically. 2
2 Orientation – events – reorientation 2
3 Simple past tense 1
4 Any reasonable answers can be accepted 5
Jumlah skor maksimal 10
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Kognitif
I Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Psikomotorik
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Afektif
Indikator
10. Disiplin dalam kegiatan pembelajaran di kelas
11. Tanggung jawab individu
12. Keberanian menyampaikan pendapat
Keterangan:
10. Kedisiplinan
11. Keaktifan
12. Kerja sama
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
I. Indikator
1. Mampu menuliskan aktifitas masing-masing pada bentuk simple
past tense dan past perfect tense
2. Mampu menulis sebuah narrative berdasarkan struktur yang benar
dan menggunakan kalimat simple past tense dan past perfect tense
yang benar
S + HAD + VERB 3
SIMPLE
OR BEFORE PAST
TENSE
S + HAD + BEEN +ADJECTIVE
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Example:
Surabaya, June 2009
Dear Anabella,
Anabella, I have to apologize to you. I had missed to pick you up before 7:00
yesterday morning. There was something wrong with my car. Don’t get angry
my dear, I promise to be ontime.
Your love,
John
Metode Pembelajaran:
Apologizing
Langkah-Langkah Pembelajaran:
(Pertemuan 7)
(Pertemuan 8)
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian:
• Ujian Kompetensi tertulis
• Tugas / lembar kerja.
JENIS BENTUK
INDIKATOR INSTRUMEN
TAGIHAN INSTRUMEN
Membuat teks Tugas diskusi Tes tertulis - Mention the
dengan kalimat characteristics of
simple past dan past past perfect tense!
perfect tense - Make 10
examples of past
perfect tense dan
simple past tense
Membacakan teks Tugas individu Tes lisan Read the result of
monolog hasil the writing in front
diskusi berbentuk of the class!
narrative
Kunci Jawaban
NO JAWABAN SKOR
1 To retell past events chronologically. 2
2 Orientation – events – reorientation 2
3 Simple past tense 1
4 Any reasonable answers can be accepted 5
Jumlah skor maksimal 10
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Kognitif
I Indikator
1. Memahami isi teks dengan menjawab pertanyaan bacaan
2. Menulis sebuah teks recount sederhana mengenai liburan
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Psikomotorik
Indikator
1. Aktif berkomunikasi menggunakan bahasa Inggris
2. Mampu bekerjasama dalam kelompok
3. Mampu mempresentasikan hasil yang diperoleh
Keterangan:
Point nomor 1 skor maksimal: 4
Point nomor 2 skor maksimal: 3
Point nomor 3 skor maksimal: 3
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
Penilaian Afektif
Indikator
13. Disiplin dalam kegiatan pembelajaran di kelas
14. Tanggung jawab individu
15. Keberanian menyampaikan pendapat
Keterangan:
13. Kedisiplinan
14. Keaktifan
15. Kerja sama
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com
www.allaboutenglish-zone.blogspot.com
rizkasafriyani@yahoo.com