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SUPLEMEN BAHAN AJAR

PROGRAM PKB GURU


BERDASARKAN HASIL ANALISIS
UJIAN NASIONAL (UN)
MATA PELAJARAN
BAHASA INGGRIS SMP

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN


DIREKTORAT JENDERAL GURU DAN TENAGA KEPENDIDIKAN
PUSAT PENGEMBANGAN DAN PEMBERDAYAAN PENDIDIK
DAN TENAGA KEPENDIDIKAN BAHASA
AGUSTUS 2017
Agustus 2017

Agustus 2017
PENGANTAR
Puji syukur kami panjatkan kehadirat Allah SWT yang telah memberikan
limpahan karunia sehingga kami dapat menyelesaikan penyusunan suplemen
bahan ajar Program PKB Guru berdasarkan hasil analisis UN, USBN, US/M.
Suplemen ini memuat deskripsi singkat materi dan penugasan berupa lembar
kerja yang tidak termuat dalam Modul PKB Guru.
Kami berusaha merangkum beberapa materi berdasarkan hasil analisis UN,
USBN, US/M yang tidak termuat dalam Modul PKB Guru.
Kami berharap suplemen bahan ajar Program PKB Guru berdasarkan hasil
analisis UN, USBN, US/M Muatan Pelajaran Bahasa ini mampu menjembatani
pemahamanan dan kreatifitas para guru agar lebih baik sehingga dapat
meningkatkan kompetensi guru berdasarkan kesesuaian pemetaan yang telah
ditetapkan dan dapat meningkatkan kompetensi siswa sesuai dengan hasil
analisis yang telah dilakukan.
Pengembangan keprofesionalan guru melalui Program PKB merupakan upaya
peningkatan kompetensi untuk semua guru. Sejalan dengan hal tersebut, maka
diperlukan sebuah sarana untuk memberikan tambahan pengetahuan dan
keterampilan berupa kemampuan meningkatkan kompetensi guru melalui
pembelajaran dengan suplemen bahan ajar.
Kami berharap suplemen bahan ajar ini memberi manfaat yang besar bagi
kemajuan pendidikan Indonesia, khususnya pembelajaran bahasa baik di
jenjang pendidikan dasar maupun menengah. Kritik dan saran dari berbagai
pihak untuk penyempurnaan suplemen bahan ajar ini sangat diharapkan.

Tim Penyusun

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Daftar Isi

PENGANTAR .........................................................................................................................i
Daftar Isi ............................................................................................................................ iii
Pendahuluan .......................................................................................................................1
A. Latar belakang .................................................................................................................. 1
B. Tujuan ............................................................................................................................... 5
C. Ruang Lingkup................................................................................................................... 5
Kegiatan Pembelajaran 1. SHORT MESSAGE ..........................................................................6
A. Deskripsi Singkat............................................................................................................... 6
B. Penugasan ......................................................................................................................... 6
C. Bahan Bacaan ................................................................................................................... 6
D. Lembar Kegiatan ............................................................................................................... 9
E. Refleksi ............................................................................................................................ 15
Kegiatan Pembelajaran 2. INVITATION ................................................................................ 17
A. Deskripsi Singkat............................................................................................................. 17
B. Penugasan ....................................................................................................................... 17
C. Bahan Bacaan ................................................................................................................. 18
D. Lembar Kegiatan ............................................................................................................. 28
E. Refleksi ............................................................................................................................ 33
Kegiatan Pembelajaran 3. RECOUNT TEXT........................................................................... 36
A. Deskripsi Singkat............................................................................................................. 36
B. Penugasan ....................................................................................................................... 36
C. Bahan Bacaan ................................................................................................................. 37
D. Lembar Kegiatan ............................................................................................................. 39
E. Refleksi ............................................................................................................................ 45
Penutup ............................................................................................................................ 48

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Pendahuluan
A. Latar belakang
Kesesuaian dan keselarasan kompetensi guru dan kompetensi siswa untuk
dipadukan dalam sebuah kebutuhan pelatihan sangat penting, khususnya
dalam proses Pengembangan Keprofesian Berkelanjutan (PKB). Dari proses PKB
yang baik akan berimbas pada meningkatnya kompetensi siswa yang dapat
dilihat dari peningkatan hasil Ujian Nasional (UN), Ujian Sekolah Berstandar
Nasional (USBN), Ujian Sekolah/Madrasah (US/M). UN, USBN, US/M
merupakan salah satu upaya pemerintah dalam rangka memacu peningkatan
mutu pendidikan. UN, USBN, US/M selain berfungsi untuk mengukur dan
menilai pencapaian kompetensi lulusan dalam mata pelajaran dan jenjang
tertentu, pemetaan mutu pendidikan pada tingkat dasar dan menengah, juga
berfungsi untuk memotivasi pihak-pihak terkait agar bekerja lebih baik guna
menghasilkan lulusan yang berkualitas. Hasil ujian nasional dapat memberikan
informasi tentang kelemahan dan kekuatan kompetensi siswa. Informasi hasil
UN, USBN, US/M dapat digunakan sebagai umpan balik oleh pendidik untuk
perbaikan pembelajaran di kelas. Hubungan antara Standar Kompetensi Guru
(SKG), Kompetensi Dasar (KD) dan Kisi-kisi UN, USBN, US/M dalam peranan
peningkatan kompetensi siswa perlu kesesuaian dimana akan ditemukan
sebuah kebutuhan kompetensi yang selaras untuk ditingkatkan, hubungan SKG
dengan Kisi-kisi UN, USBN, US/M dapat digambarkan seperti bagan dibawah.
Gambar 1. Hubungan SKG dengan Kisi-kisi UN, USBN

Setiap tahun pelaksanaan evaluasi hasil belajar siswa diselenggarakan pada


akhir tahun pelajaran. Pada tahun pelajaran 2016/2017, selain dilaksanakannya
UN, juga terdapat USBN. Pemerintah melalui Kemendikbud telah mengambil
kebijakan dalam rangka evaluasi akhir pembelajaran siswa dengan tetap
dilaksanakannya UN. Namun demikian, untuk meningkatkan mutu hasil
evaluasi akhir siswa, ujian sekolah ditingkatkan mutunya menjadi USBN, khusus
pada beberapa mata pelajaran. Selain itu, pemerintah juga telah berupaya unt
uk memperluas pelaksanaan ujian berbasis komputer baik untuk UN maupun
USBN. Permendikbud telah disiapkan untuk mengawal pendidikan di indonesia
dan menjaga standar yang telah ditetapkan, Kemendikbud melalaui Ditjen. GTK
berupaya menselaraskan antara SKG dengan standar siswa yang tertuang
dalam Permendikbud 19 s.d. 24 Tahun 2016, serta bagaimana peran UN/USBN
menjaga standar untuk meningkatkan komptensi guru sekaligus siswanya.
Hasil analsis UN dapat digunakan sebagai bahan dasar perencanaan
pembelajaran dan peningkatan kompetensi guru, Pusat Penilaian Pendidikan
(PUSPENDIK) Badan Penelitian dan Pengembangan (BALITBANG) kemendikbud
telah mengeluarkan aplikasi yang dapat menganasis hasil UN tersebut.

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Gambar 2. Hubungan SKG dengan Analisis Hasil UN, USBN
PUSPENDIK mengeluarkan aplikasi guna menyiapkan informasi hasil UN dalam
bentuk aplikasi laporan hasil ujian nasional secara nasional. Aplikasi ini dapat
dimanfaatkan oleh pendidik untuk mengetahui kelemahan kompetensi peserta
didiknya yang digambarkan dalam daya serap materi tiap indikator butir soal.
Informasi dari laporan hasil ujian nasional dapat digunakan sebagai umpan
balik bagi guru dalam rangka memperbaiki kinerjanya masingmasing. Selain
itu, informasi daya serap juga dapat dimanfaatkan oleh lembaga yang
akan melaksanakan pelatihanpelatihan yang bertujuan untuk
meningkatkan kompetensi guru.

Pentingnya peran guru dalam pendidikan diamanatkan dalam UndangUndang


Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen yang
mengamanatkan adanya pembinaan dan pengembangan profesi guru sebagai
aktualisasi dari profesi pendidik. Program Pengembangan Keprofesian
Berkelanjutan (PKB) merupakan proses penyelenggaraan kegiatan belajar
mengajar dalam rangka meningkatkan kemampuan dan kompetensi guru
melaksanakan tugas profesinya. Peningkatan kompetensi tersebut

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mencakup kegiatankegiatan yang bertujuan untuk perbaikan dan
pertumbuhan kemampuan (abilities), sikap (attitude), dan keterampilan (skill).
Ada empat kondisi pemetaan kompetensi yang perlu diselaraskan berkenan
dengan kesesuaian antara standar kompetensi guru dan kompetensi dasar
siswa. Matrik dibawah dapat menggambarkan empat kondisi yang
kemungkinan terjadi pada pendidikan di Indonesia.

Gambar 3. Kondisi Pemetaan Kompetensi

Kesesuaian kompetensi guru dan siswa dapat dilihat dari hasil UKG yang
merupakan gambaran kompetensi Guru dan hasil UN / USBN yang merupakan
gambaran kmpetensi siswa. Keduanya Perlu dipetakan sehingga dapat
ditentukan Kondisi yang ideal, sasaran PKB dan sasaran Utama PKB, strategi
pemetaan kompetensi guru dan siswa dapat dilihat pada gambar dibawah.

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Gambar 4. Pemetaan Kompetensi Guru (IPK) dengan Kompetensi Dasar Siswa
(KD) dalam Kisi-kisi/Analisis Hasil UN, USBN
B. Tujuan
Suplemen/bahan ajar Program PKB Guru berdasarkan hasil analisis UN, USBN,
US/M dilaksanakan dengan tujuan sebagai berikut.
1. Melalui diskusi dan mengerjakan latihan, peserta dapat memahami dan
mengerjakan soal soal tentang Short Message
2. Melalui diskusi dan mengerjakan latihan, peserta dapat memahami dan
mengerjakan soal soal tentang Invitation
3. Melalui diskusi dan mengerjakan latihan, peserta dapat memahami dan
mengerjakan soal soal tentang Recount Text

C. Ruang Lingkup
Ruang lingkup materi pada suplemen/bahan ajar Program PKB Guru
berdasarkan hasil analisis UN, USBN, US/M adalah sebagai berikut.
1. Short Message
2. Invitation
3. Recount Text

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Kegiatan Pembelajaran 1. SHORT MESSAGE
A. Deskripsi Singkat
Tujuan:Kegiatan pembelajaran tentang ini bertujuan agar peserta menguasai teks
fungsional pendek jenis short message baik lisan dan tulisan, reseptif dan produktif
dalam segala aspek komunikatifnya (linguistic, wacana, sosiolingusitikdanstrategis).

Indikator Pencapaian Kompetensi:


Setelah pelatihan ini, peserta diharapkan mampu :
1. Menentukan gambaran umum teks tertulis fungsional pendek bentuk short
message dengan tepat,
2. Menentukan informasi rinci tersurat teks tertulis fungsional pendek berbentuk
short message dengan tepat,
3. Menentukan informasi rinci tersirat teks tertulis fungsional pendek berbentuk
short message dengan tepat,
4. Menentukan fungsi social/ communicative purpose dari short message,
5. Merespon percakapan transaksiona ldan interpersonal tentang asking for
permission, asking for help.
6. Membuat short message dengan rasa percaya diri dan bertanggungjawab.

B. Penugasan
Berikut lingkup penugasan Kegiatan Pembelajaran 1.
a. Membaca bahan bacaan yang telah disediakan tentang short message, yang
terbagi menjadi dua yaitu spoken dan written messages.
b. Mengerjakan Lembar Kerja yang ada, yaitu:
a) LK 1: Identify expression used in phone conversation
b) LK 2: Lead-In Discusing of Texting
c) LK 3 : Translating
d) LK 4 : Reading
e) LK5: Exercise

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C. Bahan Bacaan
Short message is a short message created to convey something to others that the
person is doing or not doing something. And used to be devided into two ways of
communication, spoken and written messages.

Short message is a kind of functional texts that is commonly used to send an


important message to other people, like friends and relatives. People send
messages to ask for many purposes, such as:

a. Asking for permission


b. Apologizing
c. Asking for favors
d. Cancelling previously agreed things, etc

For example, in a phone coversation, you must use special expressions if you want
to ask for something or ask somebody to do something in a polite or formal way.
When you make a request in a telephone coversation, we need to know polite
patterns.

POLITE REQUESTS POSSIBLE RESPONSES

a. May Ispeak to John, please? Wait a moment.


He is out.
b. Could Ispeak to John, please?
Yes. Certainty.
c. Can Ispeak to John, please?
Wrong number.
d. Do you mindif ? Sure. (informal)
Okay. (informal)
e. Would you mindif ?

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Example of expressions in asking for permission and asking for help.

At the office
Cindy : Could I have some paper please?
Brian : Sure. How many pieces do you need?
Cindy : 45 pieces should be enough.
Brian : Here you are.
Cindy : Thanks.

In a restaurant
Amel : May I have some doggy bags, please?
Niken : Sure. Wait a second. Here you are.
Amel : Thanks a lot.
Niken : No problem.

Short message also has some language features, which often use abbreviation as
LOL, ASAP, BRB, etc. (in case of e-messages/ texting or SMS, chat which are
commonly used nowadays) and emoticons (if emoticons are considered text). And
for that reasons, short message has rules to follows:
1. Specific addressee (someone who receive the letter, and thus we sometimes
address him/her by receiver/recipient).
2. Short, straight forward language (wordings).
3. If it is a kind of instruction, it should be stated clearly.

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D. Lembar Kegiatan
LK 1. Identify expressions used in phone conversation
In a phone conversation, you must use special expressions if you want to ask for
something or ask somebody to do something in a polite of formal way. Can you
identify these special expressions in the model telephone conversation. List them here:

LK 2. Lead in: Discussion of texting


Introduce the topic of mobile phones. Write these discussion points on the board.
How often do you use your mobile phone? What do you use your mobile for? How
often do you send text messages? How long is the average text message that you
send? How much do you spend on your mobile phone? How often do you change
your mobile phone? What would your life be like without a mobile phone?
In small groups to discuss each question and share their ideas and experiences.
Each group to give feedback to the rest of the class about their ideas.
Write a few simple text messages on the board and elicit their meanings: CUL8R
(see you later), LOL (laughing out loud), FTF (face to face). Explain that some text
messages are easy to understand when you say them aloud; C = see, etc. other text
messages are abbreviations that need to be learnt.

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LK 3: Translating
Distiribute a copy of LK 3.
CUL8R BF
LOL GFI
4ever HAGD
WUCIWUG RU there?
V STU
Vvv Shhh
gr8 TYVM
ILNY UOK?
EZ w/e
GF zzz

Work in pairs translating the text messages and writing what they mean in
English. Give students a limited time. When they finish, and then, re-grouping
into groups of four (two pairs) to compare and share their answers. Explain that
you dont expect to know all of the answers, but they should be able to guess
some.
Elicit the answers orally dictate them to check.

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LK 4: Reading
a. Read the article below and answer the questions.

Texting and literacy

Lately, some people have been concerned that the explosion in the messaging among young
people is having a negative effect on their literacy skills. However, a recent study at the
department of communication and science at City University in London compared the spelling
and punctuation of 11 and 12-year-old texters, finding no significant differences between the two
groups.

It is important when texting to be fast and concise. This is to save on time and space. A reader
who is unfamiliar with texting will feel lost when they see abbreviations, acronyms and
emoticons. For texters, this language is easy to read and easy to write.

The debate about the harmful effects of texting started a few years ago. Teachers began noticing
examples of texting language in their students exam papers. One case, a 13-year-old Scottish girl
who wrote an entire description of her summer holidays in text language, became famous. Her
teacher sent a sample of the essay to a national newspaper and readers sent in hundreds of
letters giving their opinion.

b. After you re-read the article again, circle the correct option.
1. Some people think that young people who dont send / send a lot of text
messages, write badly.
2. A recent of the text compared the literacy/ exam results of children who
text and children who dont text.
3. The results of the text showed that there was hardly any/ quite a big
difference between the two groups.
4. Texters try to write their message in code/ using very few words.
5. A Scottish girl/ teacher sent some the newspaper.

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c. Translating an essay from text language
Discuss the following question for a few minutes in pairs.
DO YOU THINK PEOPLE WHO SEND A LOT OF TEXT MESSAGES HAVE PROBLEMS
WITH LITERACY?
DOES ANYTHING FROM THE READING TEXT SURPRISE YOU? (WHAT? WHY?)
Invite volunteers (3 to 5 pairs) come forward and presented their answers, and
other pairs give some feedback.

d. Write short text messages for each other in pairs. They exchange messages
and translate their message (You may use common terms or abbreviations
on short messages).

LK.5. Exercise
Text for number 1 and 2

Tom,

Im flying home within less than an hour now. Remember youve got to fetch me at the
port at 12.20. See you very soon. Miss you and Mommy so much

Tina

1. What does Tom supposed to do according to the text?


A. Pick Tina up.
B. Tell his mom.
C. Wait for Tina.
D. Go on the flight.

2. From the message above, we conclude that Tom and Tina are .
A. acquaintances
B. cousins
C. siblings
D. friends

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Text for number 3 and 4

To : Linda

Linda, Im sorry to tell you this, but it seems that I will not be able to meet you this evening.
I just got a call from home. Mom is hospitalized due to her acute asthma. Im driving there.

Bayu

3. From the text we learn that Bayu cannot meet Linda because .
A. he is busy
B. he just got a call
C. his schedule is so tight
D. his mother is having an asthma

4. It can be concluded from the text that .


A. Bayus mother is a bad health condition.
B. The situation allows Bayu to meet Linda.
C. Bayu feels no regrets for not meeting Linda.
D. There will be a meeting between Bayu and Linda.

Text for number 5 and 6

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5. According to the text, who took the message?
A. Andrew.
B. Mr. Windfield.
C. Someone at the office.
D. Mr. Windfields secretary.

6. The text shows us that .


A. the secretary is the one to call Andrew
B. Andrew should Mr. Winfield when he is back
C. the meeting is cancelled because of a technical reason
D. There will be no further information dealing with the meeting

Text for number 7 and 8

Libby,

I know youre mad. Sorry for everything, for losing my temper. You should have known I
never feel this bad before. Yet, I just want to say Happy birthday. Best wishes to you. I do
hope youll talk to me again so soon.

Buck

7. By sending the above message, Buck wants Libby to know that he feels about
his mistake.
A. bad
B. mad
C. fine
D. okay

8. From the text we know that .


A. Libby has made Buck angry.
B. Libby and Buck are having a fight.
C. Buck does not want to talk to Libby.
D. Buck does not regret over his mistake.

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E. Refleksi
Refleksi Kegiatan Pembelajaran (KP) ini bersifat refelksi diri yang hendaknya
dilakukan oleh setiap peserta. Refleksi tersebut mencakup dua aspek
keterampilan dan aspek sikap. Dalam melakukan refleksi diri tersebut Saudara
dapat menggunakan instrumen refleksi berikut ini.
1. Instrumen Refleksi dalam Aspek Keterampilan pada KP 1
Pada Kegiatan Pembelajaran 1, Saudara telah mengerjakan LK 1 sd LK 5.
Setelah mengerjakan LK 5, Saudara dapat melakukan penilaian diri untuk
mengetahui kemampuan Saudara berada dalam posisi sangat terampil,
terampil, cukup terampil, atau kurang terampil. Penilaian diri tersebut
sebagai refeleksi Saudara dalam mengikuti Kegiatan Pembelajaran 1.
Lakukanlah refleksi dengan jujur dan bertanggung jawab atas kondisi
kemampuan Saudara setelah mengikuti Kegiatan Pembelajaran 1. Berikut
adalah rubrik refleksi yang dapat Saudara gunakan ketika melakukan
refleksi.
Refleksi Kegiatan Pembelajaran 1
Kriteria Tindak Lanjut
Sangat Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 sd
LK 5 dengan baik, maka saudara dapat membimbing
peserta lain.
Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 sd
LK 5, tetapi masih perlu berlatih kembali secara
mandiri.
Cukup Terampil Apabila Saudara belum terampil dalam mengerjakan
LK. 1 sd LK 5, maka Saudara perlu berlatih kembali
dengan bantuan fasilitator/IN yang telah terampil.
Kurang Terampil Apabila Saudara tidak terampil dalam mengerjakan
LK. 1 sd LK 5, maka Saudara perlu bantuan
fasilitator/IN yang telah terampil untuk berlatih
kembali dan secara mandiri.

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2. Instrumen Refleksi dalam Aspek Sikap pada KP 1
Setelah Saudara melakukan refleksi diri pada aspek keterampilan,
selanjutnya lakukanlah penilaian diri untuk aspek sikap dengan
mengisi instrumen refleksi berikut ini dengan jujur dan bertanggung
jawab atas kondisi Saudara setelah mengikuti Kegiatan
Pembelajaran 1. Sikap yang perlu Saudara refleksi meliputi sikap
religius, nasionalisme, integritas, mandiri dan gotong royong.
Berilah tanda centang (V) pada kolom Ya atau Tidak.
No Pernyataan Ya Tidak
1 Saya memulai dan mengakhiri kegiatan pembelajaran dengan berdoa
2 Saya selalu membaca perintah/instruksi sebelum mengikuti
pembelajaran
3 Saya mengerjakan tugas yang diberikan dengan sebaik-baiknya
4 Saya selalu mengerjakan tugas dengan tuntas
5 Saya selalu berusaha mengembangkan ilmu yang telah saya terima
6 Saya mengerjakan tugas yang diberikan tanpa harus diawasi dan
sesuai dengan petunjuk
7 Saya siap bekerjasama dengan rekan dalam melaksanakan kegiatan
pembelajaran
8 Saya melakukan refleksi diri terhadap apa yang sudah saya pelajari

Pedoman Penskoran Hasil Refleksi Aspek Sikap


Bila Saudara menjawab Ya, maka skor = 1
Bila Saudara menjawab Tidak, maka skor = 0
Skor Kriteria
7-8 Sangat baik
5-6 Baik
3-4 Cukup baik
<3 Kurang baik

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Kegiatan Pembelajaran 2. Invitation

A. Deskripsi Singkat
Tujuan:Kegiatan pembelajaran tentang ini bertujuan agar peserta menguasai teks
fungsional pendek jenis invitation baik lisan dan tulisan, reseptif dan produktif dalam
segala aspek komunikatifnya (linguistik, wacana, sosiolingusitikdanstrategis).

IndikatorPencapaianKompetensi:
Setelah pelatihan ini, peserta diharapkan mampu :
1. Menentukan gambaran umum teks tertulis fungsional pendek bentuk invitation
dengan tepat,
2. Menentukan informasi rinci tersurat teks tertulis fungsional pendek berbentuk
invitation dengan tepat,
3. Menentukan informasi rinci tersirat teks tertulis fungsional pendek berbentuk
invitation dengan tepat,
4. Menentukan fungsi social/ communicative purpose dari invitation,
5. Merespon percakapan transaksiona ldan interpersonal tentang making
invitation, accepting invitation, declining invitation.
6. Membuat undangan dengan efektif rasa percaya diri dan bertanggungjawab.

B. Penugasan
Berikut lingkup penugasan Kegiatan Pembelajaran 2.
a. Membaca bahan bacaan yang telah disediakan tentang invitation.
b. Mengerjakan Lembar Kerja yang ada, yaitu:
a) LK 1. Write a letter to your friend in another town and invite him/ her to a
party.

b) LK 2. Informal letter to a friend Invitation

c) LK 3. Informal Invitation

d) LK 4. Read the following invitation!

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e) LK 5. Fill the gaps in the invitation with the correct phrase from the box.

f) LK 6. Below is the model of birthday party invitation. Based on the model,


write another version of the invitation to a friend or family member to
invite them to the party.

g) LK 7. Create conversations using the following expressions!

C. Bahan Bacaan
Invitation
An invitation letter serves the purpose of inviting a guest to an event, a
party or a celebration while conveying more information than a traditional
invitations card. It serves two purposes; (1), to invite the individual to the event
and (2), to ensure that the person receiving the letter is going to attend.

There are two tenses used within the invitation letter, the present and the
future. The present tense conveys information about the event and the future
tense ensures the guest is going to attend. Invitation letters can be used to
invite people to any kind of event, such as a birthday party, a cook-out, a
slumber party, a campaign kick-off dinner, etc. Invitation letters are sometimes
used to attract customers (i.e., a sales invitation letter) or to control and
restrict the number of attendees. Send a letter of invitation when you are
inviting someone to be included in something, such as an event. As is the case
with all letters, the style and wording you use in a letter depend on the specific
circumstances.

Use appropriate tone in your letters, depending on your audience. For


example, if you know the recipient well and are not extending a formal
invitation, you can use more casual tone. Most business letters call for a formal
style. In general, it is best to keep letters as short and concise as possible while
still communicating the relevant information.

Feel free to customize and modify any of these letters according to your
individual needs. Send invitations well in advance of events and parties, and
allow plenty of lead time for invitees to RSVP.

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General Invitation Letter Layout (Structure)

This is a general letter of invitation, and you can use this letter format and
wording for many types of invitations. [Your letterhead, if desired; if not, your
return address]

[Date of letter-month, day, and year]

[Recipient's first and last names]


[Company name/Institution]
[Street or P.O. box address]
[City, ZIP code]

Dear [recipient's name]:

It gives me great pleasure to extend an invitation to our annual holiday party,


taking place from 7 to 11 p.m. on Saturday, December 4 at the downtown City
Club. At this event you will enjoy complimentary food and beverages, live
music, and great conversation. Attire will be semi-formal, and feel free to bring
a guest.

Please RSVP by November 22 to Tom Lee at 555-1212. We hope you will join us
in celebrating the season and a successful year.

Warm greetings,
[Signature]
[Sender's first and last names]

Types of Invitation Letter

Letters of invitation can be formal or informal depending on the situation and


who we are writing to. They usually contain some additional information, for
example: latest news, description of the event (party, wedding, etc.) place
(hotel, house, etc.) and/or directions to the place.

Introduction
Paragraph 1 - reason(s) for writing (to invite)
Main Body
Paragraphs 2-3 - details / directions

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Conclusion
Final Paragraph - closing remarks
Full name

Useful Language for Letters of Invitation

Opening Remarks:
Formal
- We would be honoured if you...
- I cordially invite you to...
- Your presence would be appreciated at...
- You are invited to attend...

Informal
- I'm writing to invite you to...
- I'd love it if you could come to...
- We're organising a ... and would love it if you could come

Closing Remarks:
Formal
- We would be grateful if you could...
- Please indicate whether you will be able to attend
Informal
- I hope you'll be able to make it...
- Hope you can come
- Looking forward to seeing you then
- Please let me know as soon as possible

Directions can be introduced by using some of the following expressions:


- In case you don't know the way...
- I'll give you some directions...

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- I have included some directions...
- Here are a few directions so you don't get lost
- In case you do not know the exact of the...

Accepting an Invitation

Introduction
Paragraph 1 - thanks for invitation
Main Body
Paragraphs 2-3 - acceptance of invitation, further comments
Conclusion
Final Paragraph - closing remarks
Full name

Useful Language for Letters Accepting an Invitation

Opening Remarks:
Formal:
- I am writing to thank you for the kind invitation
- Thank you for the kind invitation which I would be honoured to accept
Informal
- Thanks for the invitation to ..., sounds lovely...
Closing Remarks:
Formal:
- I look forward to seeing you...
- We wait the event with great anticipation
Informal:
- See you then
- We're really looking forward to it

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Refusing an Invitation
Introduction
Paragraph 1 - thanks for invitation
Main Body
Paragraphs 2-3 - refusal of invitation, giving reasons
Conclusion

Final Paragraph - closing remarks


Full name

Useful Language for Letters Refusing an Invitation


Opening Remarks:
Formal
- We thank you for your recent invitation to ... but...
Informal
- Thank for the invitation, but...
- Thanks for inviting me to ..., but I'm afraid I can't come
Closing Remarks:
Formal
- I am sorry to miss the opportunity of...
- Thank you again for the invitation...
- I hope we will have the opportunity to meet
Informal
- I hope we can get together some other time
- I'm really sorry we'll have to miss it

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Examples of Formal and Informal Invitation

a. Sample formal weeding invitation letter

We request the pleasure of Jogi Thakoor company on the auspicious


occasion of the wedding of his brother Vikram with Priyanka on Day, Month ,
date, Address a time.
R.S.V.P.
Address.
Name.

b. Sample informal Invitation letter


Address.
ADVERTISEMENTS:
Date.

My dear Suresh,
I am glad to inform you that the marriage of my younger brother Vikram
comes off on Month, date, at time. You are cordially invited to attend the
auspicious occasion and bless the newly weds.
Yours sincerely,
ADVERTISEMENTS:
________________________________________
________________________________________
Name.

c. Formal Letter of Refusal to an Invitation

The undersigned acknowledges with thanks the kind invitation of Jogi


Thakoor on the auspicious occasion of the marriage of his brother Vikram
Thakoor, date and time. He regrets to inform that he will not be able to
attend the function owing to some previous engagement.

Name.
Address.

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d. Formal Letter of Acceptance to an Invitation

It is a great pleasure to me to accept the kind invitation of Jogi Thakoor the


auspicious occasion of the marriage of his brother Vikram Thakoor on
date,date,time I shall be delighted to attend.
Name.
Address.

e. Informal Letter of Refusal to an Invitation

Address.
Date.
My dear Name,
Thank you for your kind invitation on the auspicious occasion of the
marriage of your brother Vikram on date,date,time . I very much regret to
inform you that owing to some previous engagement I shall not be able to
attend the function.
My Heartiest good wishes for the couple,
Yours sincerely,
Name.

f. Informal Letter of Acceptance to an Invitation


Address.
Date.
My dear Name,
Thank you for your kind invitation on the auspicious occasion of the
marriage of your brother Vikram on day, date, time. I shall be delighted to
come.
Yours sincerely,
Name.

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Examples of Formal and Informal Invitation Cards

Below are some samples of formal invitation cards:


Sample 1:

Sample 2:

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Sample 3:

Below are some samples of informal invitation cards:

Sample 1:

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Sample 2:

Sample 3:

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Sample 4:

D. Lembar Kegiatan
LK 1. Write a letter to your friend in another town and invite him/ her to a party.

In your letter explain:

- why are you having this party

- why do your friend to be there

- give directions how to get there.

You should spend about 20 minutes on this task.

You should write at lest 150 words.

LK 2. Informal letter to a friend Invitation

A friend who lives in another country has invited to you come and stay with
him/her on your next holiday. You are too busy to accept the invitation.
Write a letter to your friend. In your letter:
Thank him/her for the invitation
Explain why you cannot come
Give him/her your other news

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LK 3. Informal Invitation

Choose the five things that you need to write on an invitation to a birthday
party.
What information do you need to write on an invitation to a birthday party?

the place the party will be held


the date the party will be held
your date of birth
the time the party will start
how to get there
what to bring
what to say
your passport number

LK 4. Read the following invitation!

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Read the questions and choose the correct answer.

1. When is Edu's birthday party?


a. this week
b. next week

2. How does Edu know Lisa?


a. They are brother and sister.
b. They go to school together.

3. What should Lisa take to the party?


a. drinks and some snacks
b. Petra, Karl, Marco and Rob

4. Where does Edu live?


a. next to the park
b. next to Greenfield Avenue

5. What day is Edu's birthday party?


a. Friday
b. Saturday

6. Which of the following does Edu not mention in his invitation?


a. the place the party will be held
b. the time the party will be held

LK 5. Fill the gaps in the invitation with the correct phrase from the box.

a. Would you like. b. coming over at 2 p.m. c. Were going to

d. next to library e. Hope you can come

Dear Aldwyn

How are you? Im having a garden party next Sunday. __________ come? Itll
be lots of fun and therell be loads of people there. __________ have a
barbecue, so bring some meat and fizzy drinks.

My house is on Kings avenue, __________ . You can see its my house


because I have a pink door!

Its going to rain in the morning, so how about __________ ?

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It should be lots of fun. __________ and see you soon.

Barry

RSVP

LK 6. Below is the model of birthday party invitation. Based on the model, write
another version of the invitation to a friend or family member to invite them
to the party. What information should you give them? What do they need to
do?

Dear Eliana,

I am going to have a birthday party on Tuesday, December 4th. I am having


the party at my house on Hills Road in Sheffield. The party is going to start in
the evening at 6pm, and finish at 10pm.

There will be music, fun games and delicious food!

If you are able to, could you bring some food to the party to share with
everyone? Also, if you have any party games you could bring them with you.
Could you please let me know if you are able to come to the party? You
should give me a call before Tuesday so I will know how many people are
coming. My mobile number is 07123537743.
I hope to see you there!
Yours sincerely,

Melissa

LK 7. Create conversations using the following expressions!

Making Invitation Accepting Invitation Declining Invitation

Can/ will you? Great! I hate to turn you


How about (a Id be delighted to. down but
movie)? Id love to. I wish I could, but Im
I was wondering if It sounds great! busy.
youd like to Sounds fun! Im afraid I cant but
Id like to invite you Sure thing! thanks anyway.
to That would give us the Im tied up (tonight)

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I/ Wed be delighted great pleasure. Much to my regret,
if you could What a nice/great idea! but
What about Id really like that! Thanks for asking, but
(camping)? I really cant.
Would you care to?
Would you like to ?

Create the situations and talk to a partner.

1. You have two tickets for a terror movie for tonight. Invite your best friend to go
with you.

2. A friend of yours gave you two tickets for an opera concert which will take
place next weekend. Invite someone to go with you.

3. Today you are very hungry but you dont want to cook. Ask your friend to go to
a restaurant to have lunch with you.

4. It is a holiday and most amusement places are closed. Invite your friend to have
a drink at the bar in the corner of your street.

5. It is your 25th anniversary and youd like to have your friends celebrating with
you. Invite one of them who wants to take two more people to your party.

6. Ask your friend if he/she is free next Friday and invite him/her to watch a
classical music concert at the theater downtown.

7. You are planning to travel abroad on your next vacation. Youre going to
Turkey. Ask a friend to travel with you and explain why you dont want to go
alone.

8. Your neighbor is having a party at his house. Theres much food and drink. But
you are shy. Invite a friend to drop by the party with you.

9. Your favorite band is going to be in your country. Set up a trip to watch the
concert and invite one of your friends to go with you.

10. It was your best friends sisters wedding last Saturday. You were sure youd be
invited but you werent. Discuss the reasons of your friend for not inviting you.

11. You are not a coffee passionate and one of your friends invited you to have an
espresso with him for an important job interview.

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12. You are graduating in college and you professor invited you to make a
presentation of your project at the university.

E. Refleksi
Refleksi Kegiatan Pembelajaran (KP) ini bersifat refelksi diri yang hendaknya
dilakukan oleh setiap peserta. Refleksi tersebut mencakup dua aspek
keterampilan dan aspek sikap. Dalam melakukan refleksi diri tersebut Saudara
dapat menggunakan instrumen refleksi berikut ini.
1. Instrumen Refleksi dalam Aspek Keterampilan pada KP 2
Pada Kegiatan Pembelajaran 1, Saudara telah mengerjakan LK. 1 sd LK 7 .
Setelah mengerjakan LK 7, Saudara dapat melakukan penilaian diri untuk
mengetahui kemampuan Saudara berada dalam posisi sangat terampil,
terampil, cukup terampil, atau kurang terampil. Penilaian diri tersebut
sebagai refeleksi Saudara dalam mengikuti Kegiatan Pembelajaran 2.
Lakukanlah refleksi dengan jujur dan bertanggung jawab atas kondisi
kemampuan Saudara setelah mengikuti Kegiatan Pembelajaran 2. Berikut
adalah rubrik refleksi yang dapat Saudara gunakan ketika melakukan
refleksi.
Refleksi Kegiatan Pembelajaran 2
Kriteria Tindak Lanjut
Sangat Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 s.d
LK. 7 dengan baik, maka saudara dapat membimbing
peserta lain.
Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 s.d
LK. 7, tetapi masih perlu berlatih kembali secara
mandiri.
Cukup Terampil Apabila Saudara belum terampil dalam mengerjakan
LK. 1 s.d LK. 7, maka Saudara perlu berlatih kembali
dengan bantuan fasilitator/IN yang telah terampil.
Kurang Terampil Apabila Saudara tidak terampil dalam mengerjakan

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LK. 1 s.d LK. 7, maka Saudara perlu bantuan
fasilitator/IN yang telah terampil untuk berlatih
kembali dan secara mandiri.

2. Instrumen Refleksi dalam Aspek Sikap pada KP 2


Setelah Saudara melakukan refleksi diri pada aspek keterampilan,
selanjutnya lakukanlah penilaian diri untuk aspek sikap dengan
mengisi instrumen refleksi berikut ini dengan jujur dan bertanggung
jawab atas kondisi Saudara setelah mengikuti Kegiatan
Pembelajaran 2. Sikap yang perlu Saudara refleksi meliputi sikap
religius, nasionalisme, integritas, mandiri dan gotong royong.

Berilah tanda centang (V) pada kolom Ya atau Tidak.


No Pernyataan Ya Tidak
1 Saya memulai dan mengakhiri kegiatan pembelajaran dengan berdoa
2 Saya selalu membaca perintah/instruksi sebelum mengikuti
pembelajaran
3 Saya mengerjakan tugas yang diberikan dengan sebaik-baiknya
4 Saya selalu mengerjakan tugas dengan tuntas
5 Saya selalu berusaha mengembangkan ilmu yang telah saya terima
6 Saya mengerjakan tugas yang diberikan tanpa harus diawasi dan
sesuai dengan petunjuk
7 Saya siap bekerjasama dengan rekan dalam melaksanakan kegiatan
pembelajaran
8 Saya melakukan refleksi diri terhadap apa yang sudah saya pelajari

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Pedoman Penskoran Hasil Refleksi Aspek Sikap
Bila Saudara menjawab Ya, maka skor = 1
Bila Saudara menjawab Tidak, maka skor = 0
Skor Kriteria
7-8 Sangat baik
5-6 Baik
3-4 Cukup baik
<3 Kurang baik

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Kegiatan Pembelajaran 3. Recount Text

A. Deskripsi Singkat
Tujuan: Kegiatan pembelajaran tentang Teks Recount ini bertujuan agar peserta
mampu memahami ciri-ciri teks recount beserta fungsi komunikatifnya, struktur
generik, fitur bahasa dalam teks recount dan mampu membuat teks recount sendiri.

Indikator Pencapaian Kompetensi


Setelah pelatihan ini, peserta diharapkan mampu:
1. mengidentifikasi teks recount;
2. mengidentifikasi struktur generik teks recount;
3. mengidentifikasi fitur bahasa teks recount;
4. menemukan gambaran umum teks tertulis fungsonal berbentuk recount;
5. menentukan makna kata teks tertulis fungsonal berbentuk recount;
6. menenemukan informasi rinci tersurat teks tertulis fungsonal berbentuk
recount;
7. menentukan pikiran utama paragraph tertentu teks tertulis fungsonal
berbentuk recount; dan
8. menyusun teks recount.

B. Penugasan
Ruang lingkup penugasan kegiatan pembelajaran 3 ini:
1. Membaca bahan bacaan yang telah disediakan tentang fungsi sosial, struktur
teks dan unsur kebahasan teks recount
2. Mengerjakan Lembar Kerja yang ada
a. LK-1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
b. LK-2. Menentukan orientation, event dan reorientation
c. LK-3. Menemukan gambaran umum, makna kata, informasi rinci dan pikiran
utama

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d. LK-4. Menyusun kalimat acak menjadi paragraph teks recount yang baik
e. LK-5. Membuat teks recount

C. Bahan Bacaan
Recount secara terminologi berarti menceritakan kembali (retell). Teks recount
adalah teks yang menceritakan kembali tentang kejadian-kejadian atau
pengalaman yang terjadi di waktu lampau baik dalam bentuk tertulis maupun tidak
tertulis.

Pada prinsipnya, tujuan recount teks bergantung dari tujuan orang yang
menceritakan kejadian tersebut. Beberapa contoh tujuan dari recount teks adalah
untuk menghibur atau menginformasikan pembaca tentang kejadian yang telah
terjadi.

Teks recount dapat kita bagi dalam 3 macam:


1. Personal Recount
Adalah teks recount yang menceritakan pengalaman pribadi.
Contoh: diari, biografi.
2. Factual Recount
Adalah teks recount yang berisi laporan kejadian yang benar-benar terjadi.
Contoh: jurnal.
3. Imaginative recount
Adalah teks recount berisi kejadian yang dibuat-buat atau fiksi.

Struktur generik teks recount adalah:


1. Orientation
Memberikan informasi tentang latar cerita yaitu siapa saja yang terlibat dalam
cerita, kapan peristiwa terjadi, di mana peristiwa terjadi, dan apa yang terjadi
pada waktu itu.

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2. Events
Rangkaian urutan peristiwa yang terjadi secara kronologis (sesuai urutan
waktu).
3. Reorientation
Penutup cerita atau akhir cerita. Penutup cerita dapat berupa komentar pribadi
tentang kejadian yang diceritakan.

Unsur kebahasaan atau fitur bahasa yang digunakan dalam teks recount adalah:
1. menggunakan bentuk past tense karena peristiwa cerita terjadi di waktu
lampau;
2. mengenalkan personal participant, seperti I, my group, etc;
3. menggunakan action verbs (material processes), seperti look, go, change, etc.;
4. menggunakan linking verb, seperti was, were, saw, heard, etc.
5. menggunakan kata sifat atau keterangan untuk merinci orang, binatang,
tempat
atau tindakan (action); dan
6. menggunakan conjunction dan time connectives yang berkenaan dengan waktu,
seperti then, first, etc.

Contoh Teks
Teks 1
Generic Structure

Last holiday my family and I went to Jakarta. We visited my uncles Orientation


house. It had a big garden and a lot of colorful flowers and tennis
court.

On Friday my nephew and I went to National Museum and went up


to the top of monument which had the golden symbol of the spirit of Events
our nation. From the top we could see the beauty of the
metropolitan city. On Saturday we went to Ancol beach to see
DuniaFantasiand Dolphin show.

On Sunday we went to Ragunan Zoo and then we went home. We


Reorientationn
really enjoyed our holiday.

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Teks 2
Language Features

Who

When

Where

Action verbs

Linking words

D. Lembar Kegiatan
LK-1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan

Read text 3 then answer the following questions.


Teks 3
One Sunday Morning in Winter
On Sunday morning in winter I went for a walk along the sea-shore. It was a cold
day and the beach was deserted. At the end of the beach I was sitting down to rest
when a small white dog suddenly appeared and lay down at my feet. It was so cute.
I stroked its head and it licked my hand.

When I started to walk home, it followed me and I could not get rid of it. It had a
collar on, but there was no name on the collar, so when I got home I rang up the

39
nearest police station. I told the sergeant in charge that I had found a small white
dog and that I would keep it until the owner claimed it. I gave him my name and
address.

Two days later a lady came to my house to claim the dog. She said she had lost it
because it hated riding in car, and on that Sunday it had jumped out of the open
window of her car without her notice.

She offered me 50 dollars, but of course I refused to take any money. She called
the dog Scotty and it followed her as obediently as it had followed me. I was quite
sorry to lose such a friendly little animal.

Answer the questions based on the text above.


1. What is the purpose of the text?
2. How is the language (language features) used in the text?
3. Who are the participants in the story?
4. What is the orientation of the story?
5. How is the event of the story?
6. Does the reorientation sum up the story?
7. How is the ending?

LK-2. Menentukan orientation, event dan reorientation


Read text 4 and text 5 then complete the following table.

Teks 4
The Flood
One day in 2007, I was joining a final test try out at school. It was held from 8 a.m.
to 2 p.m. One of my schoolmates, Rini, asked me for accompanying her to the bus
stop. When we arrived there, suddenly the heavy rain fell down from the sky. Rini
suggested me to go home soon while she was entering the bus.

40
It was still raining when I was home. The rain did not stop and became bigger when
the night had come. People were standing in front of their house, hoping that the
flood would not come. In the middle of the night, I got news that South Purwodadi
had been drowned.

The next day, Purwodadi had become a flood area. All activities were paralyzed. No
one went for work or school because the land had been covered by flood.
However, I thank God for not allowing the flood entered my house. Even my house
had been changed into an emergency kitchen. It was so crowded there. I and my
father took a walk around the center market and Central Purwodadi. All that we
could see was water and water. At night, the flood looked like a beautiful ocean
with the moonlight on it. I felt as if I was one of the passengers of Titanic who was
sailing on the sea.

Finally, the flood was starting to decrease in the next morning. I and my family
cleaned our front yard together. That was the greatest flood that I had ever
experienced in my hometown.

Teks 5
My Vacation with My Beloved Persons

One day, my sister said to me that she really wanted to go to the beach. So I
promised her that the next day we would go to Maron beach in Semarang.

The next day, we prepared many things in the morning. We brought some foods
and beverages, such as fried rice, chocolate wafers, potato chips, water and orange
juice. Before going to the beach, I ask my boyfriend, Kiki, to join us going to the
beach. He agreed to join and he came to my house. After that, we went to the
beach. We went there by motorbike. It took 25 minutes to arrive there. Then, we

41
bought tickets in the entrance gate. Before swimming, we changed our clothes
first. We swam there for more than one hour. We felt so tired that we decided to
eat the foods that we had brought. Next, my boyfriend and I created a very big
sand castle, while my sister continued swimming. After that, we decided to go
home because it was getting dark.

On the way home, we still felt hungry. So we stopped at a Javanese restaurant to


eat something. I ordered gudeg, while my boyfriend and my sister ordered rames
rice. After finished eating, we paid our bills. Then, we went home. We arrived at
home at 6 oclock and we were absolutely exhausted.

That was a very exhausting day, but I felt so happy that I could have a vacation with
my sister and my boyfriend.

Perhatikan struktur kedua teks recount tersebut, dan lengkapilah tabel di bawah ini
dengan kalimat lengkap yang mewakili tiap bagian dari struktur generik teks
recount tersebut.
Recount Title Orientation Events Reorientation
Texts
Text 4

Text 5

42
LK 3. Menemukan gambaran umum, makna kata, informasi rinci dan pikiran
utama

Read text 6 then answer the following questions.


Text 6
The Life of Supriyadi
Not every Indonesian knows Fransiskus Xaverius Supriyadi, but we surely know
Supriyadi, our national hero. His fighting against the Japanese in PETA in Blitar is
well known.

Supriyadi was born in East Java on April 13, 1923. He attended junior high school
and then continued to a school to prepare him for government bureaucracy in
Magelang but he didnt finish it because the Japanese had invaded Indonesia. Then
he switched to high school and underwent youth training (Seimendoyo) in
Tangerang.

In 1943 the Japanese established a militia, PETA (Defenders of the Fatherland) and
Supriyadi joined it. After the training he was posted to Blitar. He was tasked with
overseeing the work of the Romusha, forced laborers. The plight of these workers
inspired him to rebel against the Japanese.

In the early hours of 14 February 1945, rebels attacked Japanese troops causing
heavy casualties but the Japanese managed to defeat the rebellion and put the ring
leaders on trial. Six or eight were sentenced to death and the rest were given jail
sentences ranging to three years to life. However, Supriyadi was not executed and
his name was not even mentioned in the trial. Some said Supriyadi ran and hid
from Japanese and never been found.

Until now, no one know for sure whether Supriyadi had died or not. Some people
claimed the name but no real proofs are found.

43
Answer the following questions.
1. What is the text about?
2. What is the phrase forced labors means?
3. What incident caused numbers of casualities?
4. What is the main idea of paragraph 2?

LK-4. Menyusun kalimat acak menjadi paragraph teks recount yang baik
Instruction
1. Arrange the jumbled paragraph of a recount text into a good order.
2. After arranging the paragraph, write the suitable title of the text.

Jumbled text
(1) Punctually at 9 oclock, the school bus picked us up and we were soon on our
way to the harbour. We crossed over to Bunaken by ferry. As it was a weekend,
the island was crowded with merry picnickers and tourists. We walked to the
stretch of beach fringing the lagoon. It was an ideal picnic spot. The green
atmosphere was most relaxing.
(2) On the day of the picnic, I woke up early and was pleased to see the sun shining
brightly. After breakfast, I packed all the necessary things in a bag and went to
school.
(3) After lunch, we sang several songs and played some exciting games. All too
soon, it was time to leave. We packed all the litter into paper bags, for we did
not want to spoil the lovely beach.
(4) At 4 p.m., we left Bunaken by ferry and were soon homeward bound.
(5) During the June holidays, my class organized a picnic. We decided to go to
Bunaken, one of Indonesians under water tourism resorts. Each pupil had to
pay some money for transportation. Also every pupil had to get a letter of
consent from his or her parents.
(6) The food disappeared very quickly. It was lovely sitting there on the sunny
beach with the sea water lapping at our feet as we ate

44
(7) We spent the rest of the morning swimming, snorkelling, and playing in the
cool water. At noon, we decided to have lunch. We unpacked our picnic
baskets and started eating.

LK-5. Membuat teks recount


Lakukanlah langkah-langkah berikut.
1. Susunlah teks recount secara individu dengan menggunakan struktur teks dan
unsur kebahasaan yang sesuai. Pilihlah tema yang menarik sesuai dengan
tujuan komunikatif teks yang akan disusun.
2. Tempelkan hasil karya anda di dinding. Fasilitator akan mengundang peserta
lainnya untuk memberikan umpan balik kepada karya anda dengan cara
memberi tanda bintang.

E. Refleksi
Refleksi Kegiatan Pembelajaran (KP) ini bersifat refelksi diri yang hendaknya
dilakukan oleh setiap peserta. Refleksi tersebut mencakup dua aspek
keterampilan dan aspek sikap. Dalam melakukan refleksi diri tersebut Saudara
dapat menggunakan instrumen refleksi berikut ini.
1. Instrumen Refleksi dalam Aspek Keterampilan pada KP 3
Pada Kegiatan Pembelajaran 3 ini, Saudara telah mengerjakan LK. 1 sampai
dengan LK 5. Setelah mengerjakan LK.5, Saudara dapat melakukan
penilaian diri untuk mengetahui kemampuan Saudara berada dalam posisi
sangat terampil, terampil, cukup terampil, atau kurang terampil. Penilaian
diri tersebut sebagai refeleksi Saudara dalam mengikuti Kegiatan
Pembelajaran 3.
Lakukanlah refleksi dengan jujur dan bertanggung jawab atas kondisi
kemampuan Saudara setelah mengikuti Kegiatan Pembelajaran 3. Berikut
adalah rubrik refleksi yang dapat Saudara gunakan ketika melakukan
refleksi.

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Refleksi Kegiatan Pembelajaran 3
Kriteria Tindak Lanjut
Sangat Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 s.d
LK. 5 dengan baik, maka saudara dapat membimbing
peserta lain.
Terampil Apabila Saudara terampil dalam mengerjakan LK. 1 s.d
LK. 5, tetapi masih perlu berlatih kembali secara
mandiri.
Cukup Terampil Apabila Saudara belum terampil dalam mengerjakan
LK. 1 s.d LK.5, maka Saudara perlu berlatih kembali
dengan bantuan fasilitator/IN yang telah terampil.
Kurang Terampil Apabila Saudara tidak terampil dalam mengerjakan
LK.1 s.d LK.5, maka Saudara perlu bantuan
fasilitator/IN yang telah terampil untuk berlatih
kembali dan secara mandiri.

2. Instrumen Refleksi dalam Aspek Sikap pada KP 3.


Setelah Saudara melakukan refleksi diri pada aspek keterampilan,
selanjutnya lakukanlah penilaian diri untuk aspek sikap dengan
mengisi instrumen refleksi berikut ini dengan jujur dan bertanggung
jawab atas kondisi Saudara setelah mengikuti Kegiatan
Pembelajaran 1. Sikap yang perlu Saudara refleksi meliputi sikap
religius, nasionalisme, integritas, mandiri dan gotong royong.

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Berilah tanda centang (V) pada kolom Ya atau Tidak.
No Pernyataan Ya Tidak
1 Saya memulai dan mengakhiri kegiatan pembelajaran dengan berdoa
2 Saya selalu membaca perintah/instruksi sebelum mengikuti
pembelajaran
3 Saya mengerjakan tugas yang diberikan dengan sebaik-baiknya
4 Saya selalu mengerjakan tugas dengan tuntas
5 Saya selalu berusaha mengembangkan ilmu yang telah saya terima
6 Saya mengerjakan tugas yang diberikan tanpa harus diawasi dan
sesuai dengan petunjuk
7 Saya siap bekerjasama dengan rekan dalam melaksanakan kegiatan
pembelajaran
8 Saya melakukan refleksi diri terhadap apa yang sudah saya pelajari

Pedoman Penskoran Hasil Refleksi Aspek Sikap


Bila Saudara menjawab Ya, maka skor = 1
Bila Saudara menjawab Tidak, maka skor = 0
Skor Kriteria
7-8 Sangat baik
5-6 Baik
3-4 Cukup baik
<3 Kurang baik

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Penutup

Dari paparan atau penjelasan di atas dan dari pengalaman dalam melaksanakan diskusi dan latihan
dapatlah dilihat bahwa untuk meningkatkan taraf pendidikan diperlukan sebuah kesesuaian antara
kompetensi yang dimiliki guru dan kompetensi yang dibutuhkan siswa sehingga dapat terjalin
sebuah prose pembelajaran yang sinergi. Dalam hal ini Pusat Pengembangan dan Pemberdayaan
Pendidik dan Tenaga Kependidikan Bahasa memfasilitasi bagi guru bahasa untuk menyiapkan
suplemen bahan ajar Program PKB Guru berdasarkan hasil analisis UN, USBN, US/M. Dengan
demikian diharapkan akan tercapai kompetensi guru yang optimal dan berimbas pada
meningkatnya hasil ujian siswa di seluruh Indonesia.

Demikian yang dapat kami paparkan mengenai Suplemen Bahan Ajar Program PKB Guru
berdasarkan Hasil Analisis UN, USBN, US/M Muatan Pelajaran Bahasa , tentunya masih banyak
kekurangan dan kelemahannya. Kami banyak berharap para pembaca yang budiman dapat
memberikan kritik dan saran yang membangun demi sempurnanya suplemen ini dan penulisan
suplemen di kesempatan berikutnya. Semoga dengan suplemen ini dapat lebih memfokuskan
kegiatan peningkatan kompetensi guru dan kompetensi siswa di tanah air.

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