RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA N 1 Jepon

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Materi Pokok : Pemaparan Jati Diri
Alokasi Waktu : 6JP

Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menunjukkan 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 berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
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.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metode sesuai kaidah keilmuan.

Kompetensi Dasar dan Indikator Pencapaian Kompetensi

3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dan
hubungan keluarga, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan
pronoun: subjective, objective, possessive)

- Mengidentifikasi struktur teks dan unsur kebahasaan pada teks pemaparan jati diri sesuai
dengan konteks penggunaannya.
- Menyebutkan fungsi sosial ungkapan-ungkapan untuk memaparkan jati diri
- Membedakan ungkapan-ungkapan yang digunakan dalam pemaparan jati diri sesuai
dengan konteks penggunaanya.
4.1 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

- Merespon teks lisan mengenai pemaparan jati diri

- Membuat percakapan tertulis untuk memaparkan, menanyakan, dan merespon pemaparan
jati diri.

Tujuan Pembelajaran
Siswa diharapkan mampu:
1. Menggunakan bahasa inggris dalam berkomunikasi tentang pemaparan jati diri
dengan guru dan teman
2. Menujukan perilaku santun, peduli,dan percaya diri dalam melaksanakan
komunikasi tentang pemaparan jati diri.
3. Mengidentifikasi fungsi social,struktur teks dan unsure kebahasaan dari teks
pemaparan jati diri.
4. Merespon makna teks pemaparan jati diri lisan dan tulis
5. Menyusun teks lisan dan tulis sederhana tentang pemaparan jati diri

Materi Pembelajaran
Fakta
Ungkapan untuk memberi dan meminta informasi terkait jati diri dan hubungan keluarga
secara tulis.
Hello, Alia! Let me introduce myself. My name is Hannah.

I know your name from my friend, Caroline. She told me that you sent her an
email telling her that you would like to have more pen pals from the US. I’d really
like to be your E-pal. You sound really cool!

I guess I’d better tell you something about myself first. I’m 16 years old and I
attend Thomas Edison High School here in Minneapolis, Minnesota, USA. I have
two brothers and two half sisters and I’m the middle child. My father died a few
 years ago so my mother runs the house and the family business. My father was a
barista.

I have lots of hobbies. I like music – mostly classical music and folk music – but
I don’t play an instrument. I like sports, especially tennis and basketball. At
school I’m in the basketball team and I spend most of my extra-curricular time
playing basket ball. I’m into animals very much. My sister and I have three dogs,
a rabbit and an iguana. They need lots of attention as you can imagine. At school,
I have many friends who were not fully fluent in English. Their family moved
here from Asia. I enjoy talking to them about our different cultures. My favorite
subjects at school are art and geography. I think I’d like to become a park ranger
when I graduate, perhaps work for the National Parks Service.

I haven’t got much interest in fashion, although we have ‘Mall of America,’ the
biggest mall in Minnesota. We can reach the mall very easily. A commuter train
runs every 15 minutes, buses also come from different directions. We can also
drive to the mall. It’s much faster than going there by train or by bus.

I don’t like reading but I love drawing and painting. How about you? Please drop
me a line, Alia! Can’t wait to hear from you!

Hannah

Sumber: Buku Bahasa Inggris terbitan Kemdikbud, 2014

Ungkapan untuk memberi dan meminta informasi terkait jati diri dan hubungan keluarga
secara lisan.

 How to tell people where we are from when we meet them. Here are different ways of
doing that.

10 expressions to Use In Speaking And Writing:

1. I come from Bristol.
2. I'm from Bristol.
3. I'm a Bristolian.
 4. Bristol's where I'm from.
5. Bristol's my hometown.
6. I was born and bred in Bristol.
7. I'm a Bristol boy/girl.
8. Bristol's my home.
9. I call Bristol home.
10. I'm based in Bristol.

How To Use These Phrases In Your English:

 1 and 2 are both very common ways of giving this information.
 3. Many cities can be used like this. Other examples are Bathonian from Bath, a
Londoner from London, a Mancunian from Manchester.
 4. is a version of 4, and puts the emphasis on the place, not on you.
 5. We all have a hometown - even if we don't live in it now.
 6. If you are 'born and bred' in a place it means you were born and grew up there.
 7. A Bristol boy/girl is used even with adults. It means you spent your younger years
in a place.
 8 and 9 are similar. We use these expressions to talk about where we live even if it's
different from where we were born.
 10 is more common when we are living somewhere, maybe for a period of time, but it
is not where we were born. If you change where you live because of your work, this is
a useful structure.

 How to Introduce Yourself

Lihat http://www.wikihow.com/Introduce-Yourself
 How to Introduce People
Introducing people is both an art and a means of ensuring good manners. A good introduction
can get people off to a great conversational start and can help ease any discomfort or unease
at meeting for the first time. When you introduce people, the most important, and trickiest,
part can be to figure out who should be introduced to whom, based on rank and authority.
Once you have that figured out, you can easily help two people get to know each other — and
even to start a great conversation in the process. See Step 1 to learn how to introduce people
today.
Part 1 Getting the Basics Down
1. Find an opening. If you want to introduce people to each other, then it's important to
get the timing right. You don't want to to end up having blundered before the
introductions have even begun by introducing the wrong people to each other or by
interrupting a fantastic conversation just to get the details out of the way. Here's what
you need to know:
 If you find yourself in conversation with two people who don't know each
other, try to introduce them as soon as possible. This can get a little tricky.
Let's say you're with your college roommate, Amanda, when you run into your
friend from high school, Jake, who launches into a story about a mutual friend.
Poor Amanda will be standing there feeling awkward and bored while Jake
rambles on. It's important to find an opening so that you can include Amanda
into the conversation.
 You should avoid introducing someone to people who are in the middle of a
serious conversation. Maybe you're at a work event with a client, and you've
been eager to introduce him to your boss. While this is an important
introduction that should be made, you should avoid doing so if your boss
seems to be entangled in a deep conversation with another person. You should
wait for an opening, when your boss doesn't seem extremely absorbed; making
introductions at the wrong time can lead people to not hit it off as well as they
could.
2. Figure out which person of the two has a higher rank or authority in a social
setting. This is important to know because the person of lesser rank or authority
should always be presented to the person of higher rank or authority. In general, in a
social setting, gender is the "trump card" and determines the higher rank; women are
always ranked over men, unless the man is significantly older than the woman. After
that, age is the next determining factor; an older person ranks over a younger person,
which can be a helpful distinction if both people are of the same gender. Here's what
you need to know:
 Your 70-year-old mother-in-law is of greater seniority than your brand new
boyfriend.
 Great age takes precedence over most rank or authority, out of courtesy and
respect. Your eighty-year-old male neighbor should be ranked higher than
your fourteen-year-old niece (according to most people).
  All other things being equal, the person you've known the longest should be
named first: introduce your junior friend to your senior friend.
 For social introductions, men are usually introduced to women, as a sign of
respect. Gender is not a factor in business settings, where rank is more
important.
 Your relatives hold higher rank over your friends.

3. Figure out which person of the two has a higher rank or authority in a business
setting. In a business setting, women still have a higher rank over men, and older
people still have a higher rank over younger people, but position trumps both age and
gender. This means that if a young male is of a higher position than a woman, that the
woman should be presented to the man because the man will have the higher rank.
Basically, when it comes to a business setting, "position" determines rank first, and
after that comes gender, and then age. Here's what you need to know:
 Your boss will be of greater rank or authority than your colleague, partner, or
best friend.
 Your senior colleague takes precedence over your junior colleague.
 Your customer or client should be introduced to your employees.
 If you are introducing people of equal rank in the business world, then
introduce the person you don't know as well to the person you know better.
You should say the name of the person you know better first.

4. Always state the name of the person with higher rank and present the person of lower
rank to them. This can be a bit confusing, but it basically means that you should state
the name of the person of higher rank, and then "present" the other person to them.
This makes the person of higher rank stand out as the more important person in the
situation. Here are some examples:
 Introduce a friend or significant other to a relative. The relative has a higher
rank: "Dad, I'd like you to meet my boyfriend, Danny."
 Introduce a lower-ranking business associate to a higher ranking one: "Mr.
CEO, I'd like to introduce Mr. Underling."
 Introduce a client to a business associate: "Mr. Client, this is Mr. Money, my
associate."
  Introduce a younger person to an older one: "Mr. Oldson, I'd like you to meet
Sally Youngling."
 Introduce a man to a woman: "Mary, this is Jeff."
 In a business setting, let rank take precedence over gender. If Mr. Thomas is a
higher-ranking male than Mrs. Davis, Mr. Thomas gets the higher authority
because of his business position, even though Mrs. Davis is a woman:" Mr.
Thomas, may I introduce Mrs. Davis."

5. Provide background information to help the people start a conversation. You should
do this only after you've introduced the people. If they have enough to talk about on
their own, that's fine, but if you're trying to facilitate a business conversation or just
helping people socialize at a party before moving along, then you can provide a
connecting thread that can leave the people to talk on their own, or provide a bit more
information about each person and lead them to make the connection. You can help
connect the people by mentioning a common interest, a place they both know well, or
even a person they both know. Here are some examples of ways to connect people:
 "Elizabeth, have you met Fitzwilliam? I believe you both share a love of
reading Jane Austen while walking on the moors."
 "Mom, this is my friend, Stacy. She teaches classes at your yoga studio."
 "Mr. Jones, this is Mr. Smith. Mr. Smith has been helping me on the Connor
account. We never would have closed the account if it wasn't for your help,
Mr. Jones."
 "Mary, I'd love for you to meet Mark Charles, my neighbor. Mark is actually a
published writer. Mary has just started taking creative writing classes."
 "Amy, have you met Rick? Rick actually works with Jeff, your roommate.
Isn't Jeff the greatest? I wish he could be here tonight..."

Part 2
Mastering the Etiquette

1. Make a formal introduction correctly. Most formal introductions will relate to the
workplace, but they can also take place during formal social events, or if you're with
distinguished people. If you're introducing people in a formal setting, then you should
use the first and last names of the people, along with the phrases,"May I present", "I'd
 like to introduce", or "Have you met..." Some people think you should not use the
word "introduce," as it can cause confusion or come off as too direct, but it's up to you
to decide. Here's what you should do:
 Name the person of greater rank or authority first.
 Use both first and last names, and include any title such as "Dr./Sir". For
example, "Dr. Jones, may I introduce Stephanie Smith. Dr. Jones is my art
history professor. Stephanie is an art history major."
 Include relevant details as you introduce the two together, such as any
established relationship you have with the person you're introducing. For
example, you might say: "Mr. Boss, may I present Mark Jones. Mr. Boss is my
boss. Mark Jones is my associate."

2. Make an informal introduction correctly. For a less formal occasion, such as your
backyard barbecue, you can simply present both people to one another by name by
saying something like, "Fitzwilliam Darcy, Elizabeth Bennet." You can also connect
the people more casually and say something like, "I've been dying for you to
meet..."In an informal setting, you can worry less about how to phrase everything and
more about getting people talking.
 Using first names only is fine in informal situations.

3. Make a group introduction correctly. In this case, you will need to spend a little time
introducing the newcomer to each individual of the group unless it's a small, informal
group where a general introduction would suffice and it's neither time-consuming nor
disruptive to name each member of the group while you have the group's attention.
 For more formal, larger groups, introduce the newcomer to the whole group
first, then take the newcomer to each person and introduce by name:
"Caroline, this is Fitzwilliam, my boss; Lydia, this is Fitzwilliam, my boss,"
etc. Continue working your way around the group in this manner.
 Though you may think it's funny or just easier to say, "Mary, this is
everybody. Everybody, this is Mary," this doesn't actually help get a
conversation going. Besides, it's rude to "everybody," because it makes it seem
like you don't think it's worth it for Mary to get to know each person. Of
course, use your discretion: if you're at a loud party and Mary just got there, it
may be overwhelming to introduce her to twelve new faces immediately.
 Instead, ease Mary into the conversation and introduce her to a few people at a
time.

4. Do not repeat names or reverse the introduction. In both formal and informal cases,
you do not need to reverse the introductions. It's obvious to both parties who is whom.
Repeating names or reversing the introduction can make things a bit tedious, and
you'll be making a social blunder.

5. Be delicate when you don't know a person's name. We've all been there. You try to
introduce two people when you realize that you just completely forgot the name of the
person standing in front of you. There are two approaches you can take:
 Politely excuse yourself and say, "I'm so sorry, would you mind reminding me
of your name?"
 Try to be sneaky. Say, "Have the two of you met?" Then pause and wait for
the people to introduce themselves. This isn't a perfect maneuver, but it can
help you in a pinch, especially if you've forgotten the name of a person you've
met several times!
6. Use common sense when deciding what to call people. The general rule of thumb is
that you should introduce people to each other by what you normally call them. For
example, if you're great friends with your former professor, Lucy Houston, you can
just introduce her to your boyfriend as "Lucy," if that's what you always call each
other. If you're in a more formal situation and the person has not given you
permission to call him or her by his or her first name, and you have always called the
person by "Dr." or "Mr.," then you should keep doing that.
 When in doubt, go with the more formal option. It's better to have your boss
say, "You can call me Bob instead of Mr." instead of having your boss bristle
when you call him "Bob" instead of "Mr."

Sumber: http://www.wikihow.com/Introduce-People
Konsep
Fungsi sosial:
- Menjalin hubungan dengan guru, teman dan orang lain

Prosedur
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, when, where, which, how
 Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
 Rujukan kata
Metode Pembelajaran
 Pendekatan : saintifik
 Model pembelajaran: problem based learning
 Metode: tanya jawab, diskusi, bermain peran
Media Pembelajaran
 Papan tulis
 Spidol
 Laptop
 Smartphone
 LCD proyektor
 Speaker
Sumber Belajar
 Buku Bahasa Inggris terbitan Kemdikbud
 How to introduce yourself http://www.wikihow.com/Introduce-Yourself
 How to introduce people http://www.wikihow.com/Introduce-People
 Learn Useful Expressions in English http://www.ihbristol.com/useful-english-
expressions
 Potongan film dan reality show
 Kamus

Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Alokasi
Waktu
Pendahuluan 1. Siswa menjawab sapaan guru, berdoa, dan 5 menit
mengondisikan diri siap belajar.
2. Guru dan siswa bertanya jawab berkaitan dengan
perkenalan.
 3. Guru menyampaikan tujuan pembelajaran dan
memberikan penjelasan tentang manfaat menguasai
materi pembelajaran.
4. Guru menyampaikan pokok-pokok/cakupan materi
pembelajaran.
Inti Mengamati 10 menit

1. Mendengarkan rekaman percakapan tentang jati diri

(literasi)
2. Menonton video tentang percakapan jati diri (literasi)
3. Membaca teks jati diri pada kartu nama, KTP, SIM,
dsb. (literasi) 7 menit

Menanya
1. Mempertanyakan perbedaan antara pemaparan jati diri
dalam bahasa Indonesia dan dalam bahasa Inggris.
(critical thinking, communication)
2. Mempertanyakan pengucapan dan isi teks yang
memaparkan jati diri (critical thinking, 8 menit
communication)
3. Mempertanyakan kosakata dan cara pengucapannya
tentang jati diri. (communication)

Mengeksplorasi:
1. Pengucapan kata/kalimat 10 menit
2. Memperkenalkan diri sendiri secara lisan
(communication)
3. Menuliskan jati diri
4. Mencari teks contoh jati diri

Mengasosiasi
1. Menganalisis ungkapan memaparkan jati diri dengan
mengelompokannya berdasarkan penggunaan. (critical
thinking)
 2. Mendiskusikan ungkapan pemaparan jati diri yang
mereka temukan dari sumber lain (collaboration,
communication)
3. Memperoleh balikan (feedback) dari guru dan teman
tentang fungsi sosial dan unsur kebahasaan dalam
pemaparan jati diri.

Mengkomunikasikan
1. Mendemonstrasikan penggunaan pemaparan jati diri
secara lisan dan tertulis (creativity, communication,
confident)
2. Menuliskan permasalahan dalam menggunakan bahasa
Inggris untuk memaparkan jati diri (critical thinking)

Penutup 1. Siswa menyimpulkan materi pembelajaran yang telah 5 menit

dipelajari.
2. Siswa merefleksi penguasaan materi yang telah
dipelajari dengan membuat catatan penguasaan materi.
(critical thinking)
3. Siswa mengerjakan evaluasi.
4. Siswa saling memberikan umpan balik hasil evaluasi
pembelajaran yang telah dicapai. (collaboration,
communication)

Penilaian Pembelajaran
 Teknik : Tertulis dan lisan
 Bentuk : pilihan ganda, isian, unjuk kerja (membuat video pemaparan jati diri secara
individu, berpasangan atau kelompok).
 Instrumen penilaian

KRITERIA PENILAIAN:
 Tingkat ketercapaian fungsi sosial memberi dan meminta informasi terkait jati diri
dan hubungan keluargaa
 Tingkat kelengkapan dan keruntutan struktur teks memberi dan meminta informasi
terkait jati diri dan hubungan keluarga.
 Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi
 Kesesuaian format penulisan/ penyampaian

CARA PENILAIAN:
Penilaian Hasil Pembelajaran
1. Penilaian Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik
sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.
Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian
sikap
Aspek Perilaku yang
N Jumla Skor Kode
Nama Siswa Dinilai
o h Skor Sikap Nilai
BS JJ TJ DS
1 Doni 75 75 50 75 275 68,75 C
2 ... ... ... ... ... ... ...

Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin

Catatan :
1. Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 =
400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai

- Penilaian Diri
Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta didik,
maka peserta didik diberikan kesempatan untuk menilai kemampuan dirinya
sendiri. Namun agar penilaian tetap bersifat objektif, maka guru hendaknya
 menjelaskan terlebih dahulu tujuan dari penilaian diri ini, menentukan kompetensi
yang akan dinilai, kemudian menentukan kriteria penilaian yang akan digunakan,
dan merumuskan format penilaiannya Jadi, singkatnya format penilaiannya
disiapkan oleh guru terlebih dahulu. Berikut Contoh format penilaian :
Jumlah Skor Kode
No Pernyataan Ya Tidak
Skor Sikap Nilai
Selama diskusi, saya ikut
1 serta mengusulkan 50
ide/gagasan.
Ketika kami berdiskusi,
2 setiap anggota mendapatkan 50
250 62,50 C
kesempatan untuk berbicara.
Saya ikut serta dalam
3 membuat kesimpulan hasil 50
diskusi kelompok.
4 ... 100

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 = 400
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x 100
= 62,50
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan
keterampilan

- Penilaian Teman Sebaya

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya
sendiri. Sama halnya dengan penilaian hendaknya guru telah menjelaskan maksud
dan tujuan penilaian, membuat kriteria penilaian, dan juga menentukan format
penilaiannya. Berikut Contoh format penilaian teman sebaya :

Nama yang diamati : ...

Pengamat : ...

Jumlah Skor Kode

No Pernyataan Ya Tidak
Skor Sikap Nilai
Mau menerima pendapat
1 100
teman.
Memberikan solusi terhadap
2 100
permasalahan.
Memaksakan pendapat 450 90,00 SB
3 sendiri kepada anggota 100
kelompok.
4 Marah saat diberi kritik. 100
5 ... 50
 Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif,
sedangkan untuk pernyataan yang negatif, Ya = 50 dan Tidak = 100
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 = 500
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x 100
= 90,00
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

- Penilaian Jurnal (Lihat lampiran)

2. Penilaian Pengetahuan

 Pilihan ganda
The text is for questions 1 to 5.
Hi, Carla, I’m Harold. I don’t really know you to be honest. I know your name from my
friend, Kareem. He told me that you mention his twitter, telling him that you want to know
someone from United States. What a coincidence, I would definitely be happy if I have a
new friend from United Kingdom. I guess we are a perfect match.

Anyway, I’d better tell you something about myself first. I am 15 years old and right now I
attend Smallville High School here in Metropolis. I have two sisters and I’m the youngest
member in my family. My father is a carpenter and my mother is elementary school
headmaster.

I have so many hobbies. I like music though I don’t play any instrument. I also love sport,
the watching part, not the playing part. One of my passion is toys. I have collections of
toys, mostly action figure and plastic model. Reading is something that I do everyday since
I was in kindergarden. I read everything, literally everything, including reading
advertisement and dictionary.

How about you, Carla. Please reply this email. You can also follow my twitter and
instagram @haroldme. Can’t wait to hear from you.

Big hug from your new friend

Harold
1. Where is Carla from?
A. Brazil
B. Germany
C. Indonesia
D. United states
E. United Kingdom
2. Where is Harold from?
A. Thailand
B. Malaysia
C. South Korea
D. United States
E. United Kingdom
3. Harold think that he and Carla are a perfect match because they....
A. want a friend from certain country
B. live in the same country
C. have the same gender
D. want the same food
E. like the sam music
4. Where does Harold live?
A. London
B. Jakarta
C. Smallvile
D. New York
E. Metropolis
5. If Carla doesn’t want to answer the message through email, she can send message by
....
A. Whatsapp
B. Facebook
C. Twitter
D. BBM
E. Line

Penilaian: Jawaban benar x 20 = 100

  Isian
Answer the questions based on the text.
August 18, 2016

Mr. Ren Collins

Senior Buyer
Office-Tech Inc.
40 Sunset Aveneu
Singapore

Dear Mr. Collins,

The purpose of this letter is to briefly introduce myself as Dynatek's new Sales
Representative, Business Accounts. I very recently joined the company and am taking over
your account from Jack Winters who has moved on to other challenges in this industry.

I have just completed Dynatek's management orientation program and am now keen to
meet face-to-face with all of my key customers.

Accordingly, as a first step in my customer familiarization process, I would like to meet

with you personally, for about an hour or so, to discuss Office-Tech's needs and concerns.
At the same time I would also like to take that opportunity to briefly review Dynatek's
latest offering of products and services.

To set up a meeting for this at your convenience, I propose to call your office by the end of
this week. It is my hope that we will be able to arrange to meet at your offices before the
end of the month.

As your new Dynatek Business Account Representative I believe that my paramount

concern is how both Dynatek Inc. and I can better serve Office-Tech Furnishings Inc.

I look forward to meeting with you and learning more about your company in the near
future.
 Sincerely,

Jasy Freasi
Senior Sales Representative
1. Who is the sender of the letter?
2. Where does Jasy Freasi work?
3. How long does the meeting that Jasy Freasi want with Mr. Ren Collins?
4. When will the meeting take place?
5. What is Jasy Freasi occupation?

Penilaian : Jawaban benar x 20 = 100

3. Penilaian Keterampilan

 Unjuk kerja
• Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan
tentang memberi dan meminta informasi terkait jaiti diri dan hubungan keluarga.
Speaking Rubric
No. Pronunciation Aspect Score
Scale
1. Poor pronunciation, incorrect stress and 1-25
intonation pattern, strong foreign accent
2. Adequate pronunciation, some slips on stress 26-50
and intonation patterns, slight foreign accent.
3. Good pronunciation. Javanese or Indonesian 51-75
accent still can be found, but most
pronunciation is spot on.
4. Native-like, mostly correct stress and 76-100
intonation pattern, slight foreign accent

No. Performance Aspect Score

Scale
1. Poor performance. From the start untul the 1-25
end of dialogue or monologue, the
performance is unnatural as it can not be
found in real-life.
2. Can be better. All in all, the performance is 26-50
poor but there is one of the part of the
dialogue/monologue which is done in real-life
quality.
3. Adequate performance. Most of the 51-75
dialogue/monologue are done perfectly. But,
sometimes unnatural, and lack of self
confidence.
4. Good. The dialogue/monologue looks 76-100
natural. Self confidence and there is No. sign
of nervousness.

No. Fluency Aspect Score

Scale
1. Froze. Too many pauses. Impossible to 1-25
understand.
2. Very hesitant and brief utterances, sometimes 26-50
difficult to understand, produce too many
fillers and pauses during speech
3. Get ideas across, but hesitantly ad briefly, use 51-75
controlled fillers and pauses during the
speech, use short turns
4. Easy and effective communication, use very 76-100
effective and appropriate fillers and pauses
during the speech, use long turns

Pronunciation aspect+Performance aspect+fluency aspect

= Final score
3
4. Pengayaan
Bagi peserta didik yang telah mencapai target pembelajaran sebelum waktu yang telah
dialokasikan berakhir, perlu diberikan kegiatan pengayaan.

5. Remedial
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang telah
dialokasikan, perlu diberikan kegiatan remedial

Mengetahui: Jepon, Juli 2017

Kepala SMAN 1 Jepon, Guru Mata Pelajaran,

Drs. Mulyani, M. Pd. Dewi Tri Wijayanti, S. Pd.

NIP. 19611007 198703 1 012 NIP. 19870331 201001 2 020