RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

Satuan Pendidikan : SMK Muhammadiyah Seputih Raman

Mata pelajaran : Bahasa Inggris
Kelas/Semester : X/1
Materi pokok : Pemaparan Jati Diri
Alokasi Waktu : 4 x 45 menit

A. Kompetensi Inti (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya

KI 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.

KI 3: Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual,dan

prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji, dan mencipta dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta efektif
dan kreatif dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar
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)
Indikator
3.1.1 Siswa memahami fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan
konteks penggunaannya.
3.1.2 Siswa mengidentifikasi struktur teks dan
unsur kebahasaan dari teks pemaparan
jati diri, sesuai dengan konteks
penggunaannya.
3.1.3 Siswa terampil menggunakan teks lisan
dan tulis sederhana, untuk
memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan
memperhatikan fungsi sosial, struktur
 Kompetensi Dasar
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
Indikator
teks, dan unsur kebahasaan, secara benar
dan sesuai dengan konteks.
4.1.1 Siswa menyusun teks interaksi
transaksional lisan 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
4.1.2 Siswa menyusun teks interaksi
transaksional 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
4.1.3 Siswa menyusun teks interaksi
transaksional lisan dan tulis pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait
jati diri, dengan memperhatikan struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks

C. Tujuan Pembelajaran
Melalui Pembelajaran Berbasis Teks, peserta didik terampil membedakan fungsi sosial,
struktur teks dan unsur kebahasaan, serta mahir menangkap makna dan menyusun
pemaparan jati diri.

D. Materi Pembelajaran
 Fungsi sosial
Mengenalkan, menjalin hubungan interpersonal dengan teman dan guru
 Struktur teks
o Memulai
o Menanggapi (diharapkan/di luar dugaan)
 Unsur kebahasaan
- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat lainnya;
hobi, kebiasaan
- Verba: be, have, go, work, live (dalam simple present tense)
- Subjek Pronoun: I, You, We, They, He, She, It
- Kata ganti possessive my, your, his, dsb.
- Kata tanya Who? Which? How? Dst.
 - Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Diri sendiri, orang tua, kakak, adik, famili, tetangga, dan orang terdekat lainnya,
dengan memberikan keteladanan tentang perilaku santun, peduli, jujur, disiplin,
percaya diri, kerjasama, dan bertanggung jawab.

E. Metode Pembelajaran
Diskusi, tanya jawab, Project, dan Presentasi

F. Media, Alat dan Sumber Belajar

1. Media
 Power point presentation
 Gambar
2. Alat/Bahan
 Loud speaker laptop
 Computer
 LCD
3. Sumber Belajar
 Buku Siswa Bahasa Inggris Kelas XII SMA/MA/SMK/MAK
 Buku BSE Bahasa Inggris kelas SMA Kelas X
 Suara guru

G. Kegiatan Pembelajaran
1. Pertemuan Pertama: (2 JP)
a. Kegiatan Pendahuluan
 Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku pelajaran;
 Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
pembelajaran mengenai pengenalan/pemaparan jati diri dalam kehidupan
sehari-hari.
 Mengajukan pertanyaan-pertanyaan yang terkait (brainstorming) dengan
materi yang akan dipelajari, contoh;
- How do you feel to be a student of SMA Santo Michael Semarang?
- Have you known everyone of your friends in this class/school?
- Don’t you want to know about your friends?
 Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
(Since today is the first day we meet, today we are going to study and practice
how to talk about ourselves)
 Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
(Yaitu materi tentang ungkapan tentang pemaparan jati diri termasuk fungsi
sosial, struktur teks, unsur kebahasaan dan tata bahasa, intonasi, tekanan kata
dsb)

b. Kegiatan Inti
Mengamati
  Siswa mengamati guru tentang perkenalan diri
 Siswa diminta mengidentifikasi tentang apa yang disampaikan dalam
pemaparan jati diri guru
Mempertanyakan
 Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain,
perbedaan antara berbahasadalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia.
 Siswa mempertanyakan pengucapan dan isi teks yang memaparkan jati diri,
dll.
Mengeksplorasi
 Siswa mencari ungkapan-ungkapan pemaparan jati diri dari buku Bahasa
Inggris Semester 1 Kurikulum 13 Chapter 1 atau dari sumber lain. (discovery
learning)
 Siswa berlatih memaparkan jati diri dengan teman sebangku (pair work)
Mengasosiasi
 Secara berkelompok yang terdiri dari 2 siswa, siswa mendiskusikan ungkapan
memaparkan jati diri yang mereka temukan dalam percakapan mereka atau
sumber laindan membandingkannya dengan yang digunakan teman-temannya
 Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi
sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
 Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan di
kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan
yang benar dan sesuai dengan konteks
 Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk
memaparkan jati diri dalam jurnal belajar (learning journal).

c. Kegiatan Penutup
 Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have
done a very good job today. Most of you are active. I hope next time, all of
you involve in the interaction. How do you feel during the lesson? Is there
anyone want to say something?
 Menyimpulkan apa yang dipelajari hari ini
 Pemberian tugas/refleksi
 Siswa diberi tugas untuk mencari dari sumber lainnya seperti textbook dan
internet yang berisi ungkapan memaparkan jati diri baik lisan maupun tulis.
 Menyampaikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
 Salam.

2. Pertemuan Kedua: ( 2JP)

a. Kegiatan Pendahuluan
 Menyiapkan peserta didik untuk mengikuti proses pembelajaran.
 Memotivasi peserta didik dengan bertanya-jawab tentang pemaparan jati diri.
 Menanyakan tugas sebelumnya.
 Mereview pembahasan pada kegiatan sebelumnya.
 Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
b. Kegiatan Inti
Mengamati
 Siswa membaca pemaparan jati diri pada Kegiatan D (Task 1; Text 1: An
Email from Hannah,and Text 2: A Letter from Saidah) Chapter 1 buku
Kurikulum 13 Kelas X dengan memperhatikan fungsi sosial, struktur teks,
unsur kebahasaan, maupun format penyampaian/penulisannya.
 Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari teks Kegiatan D, Task 2 dan Task 3 Chapter 1 Buku Kurikulum
2013).
 Siswa mempelajari struktur Teks 1 dan 2 hal 4 dan 5 pada Chapter 1 dengan
mengerjakan Kegiatan F: Text Structure.
 Siswa mengamati penggunaan grammar yang sesuai dengan teks tentang
pemaparan jati diri dengan mengerjakan latihan di Kegiatan G: Grammar
Review hal 11.
Menanyakan
 Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, arti
kata sulit atau ungkapan-ungkapan yang sulit dalam teks, dll.
 Siswa menanyakan pengucapan dan isi teks yang memaparkan jati diri.
 Siswa menanyakan tentang struktur teks
 Siswa menanyakan tentang hal-hal yang berhubungan dengan grammar dan
vocabulary yang terkait dengan pemaparan jati diri.
Mengeksplorasi
 Siswa secara individu memikirkan (Think) tentang apa yang akan ditulis
sebagai respon dari email dan surat yang dimaksud dalam Kegiatan I.
Writing: Responding to an email/a letter hal 14, Buku Kurikulum 2013.
 Siswa berlatih menyusun teks tulis pemaparan jati diri dengan mengerjakan
latihan dalam Kegiatan IWriting: Responding to an email/a letter hal 14,
Buku Kurikulum 2013.
Mengasosiasi
 Siswa secara berpasangan (Pair) menganalisis ungkapan memaparkan jati
diri dan informasi diri yang di tulisakan dalam jawaban email dan surat yang
telah mereka buat.
 Secara berpasangan mendiskusikan ungkapan, grammar, vocabulary, dan
struktur teks pemaparan jati diri yang mereka gunakan dalam teks tulis yang
mereka buat dengan ada di sumber lain atau di Kurikulum 2013.
 Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi
sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
a. Siswa mempraktekan/mempresentasikan (Share) teks tulis tentang pemaparan
jati diri yang mereka buat di kelas dengan memperhatikan fungsi sosial,
ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks.
b. Bila waktu tidak mencukupi siswa yang belum sempat mempraktekan dapat
mengumpulkan hasil pekerjaan mereka dan dapat menempelkan hasil
pekerjaan mereka di majalah dinding kelas (Class Wall Chart).

c. Kegiatan Penutup
 Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan ini dan
sebelumnya “Well, we have talked about self identity for two meetings so far,
is there anyone who can tell his/her feeling during the lesson?”
  Menyimpulkan pembelajaran
“Who can conclude what you have studied during this two meetings?”
 Siswa diberi tugas mengerjakan tugas pada Kegiatan E. Vocabulary Exercises
hal 9 di rumah.
 Salam.

H. Penilaian Hasil Belajar

1. Teknik Penilaian:
a. Penilaian Pengetahuan : Tes Tertulis
b. Penilaian Keterampilan : Unjuk Kerja/Praktik
2. Bentuk Penilaian:
a. Observasi : Jurnal guru
b. Tes tertulis : uraian dan lembar kerja
c. Unjuk kerja : Praktik/Pedoman Penskoran
3. Instrumen Penilaian (terlampir)

I. Program Tindak Lanjut

1. Remedial
 Peserta didik yang belum mencapai KKM diberi tugas untuk membaca beberapa
materi pemaparan jati diri dalam bahasa Inggris dan atau menuliskan pemaparan
jati diri.Guru mengevaluasi kemajuan kompetensi peserta didik dalam menangkap
makna dan atau menuliskan pemaparan jati diri. Kemudian guru melaksanakan
penilaian remedial.
2. Pengayaan
 Bagi peserta didik mempunyai nilai di atas KKM diberi pengayaan berupa tugas
mandiri untuk membaca dan atau menuliskan pemaparan jati diri.

Seputih Raman, Juli 2019

Mengetahui,
Kepala Sekolah
Guru Mata Pelajaran

Joko Sulistyo, S.E Yulia Nur Istiqomah, S.Pd.

NKTAM. 0807 6510 1077071 NKTAM. 0802 9417 1281718
 LAMPIRAN 1

MATERI PEMBELAJARAN PERTEMUAN 1 dan 2

 Fungsi sosial
Mengenalkan, menjalin hubungan interpersonaldengan teman dan guru
 Struktur teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
 Unsur kebahasaan
- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat
lainnya; hobi, kebiasaan
- Verba: be, have, go, work, live (dalam simple present tense)
- Subjek Pronoun: I, You, We, They, He, She, It
- Kata ganti possessive my, your, his, dsb.
- Kata tanya Who? Which? How? Dst.
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Text 1:
An email from Hannah
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 Hmong 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
Text 2:
A letter from Saidah
Assalamu’alaikum Alia,
It was very interesting to read your letter about yourself and your hometown. I would
really like to be your pen friend.
I’m a sixteen-year-old school student from Johor Bahru in Malaysia. Actually I
attend an Islamic boarding school just outside the city but my family live in Kuala Lumpur.
My eldest sister is a medical doctor. She will get married soon. My younger brother is an
elementary school student in KL but he often writes to me via email.
My favorite subjects are social sciences. I like history very much; it helps me know
more how different countries existed in the past. At school we are supposed to use English at
all times, even when we are in the dormitory, so we have become quite fluent although
sometimes we slip back into Malay, which is our mother tongue.
As for hobbies, I’m really into songs and music. My favorite singer is Yusuf Islam
whose former name was Cat Steven. He’s so cool! Another singer I like is Maher Zain with
his religious songs. My favorite Malay singer is of course Siti Nurhaliza. I also like watching
movies, especially comedies. The actor I like best is Tom Cruise.
I’m really into books. I like reading novels and short stories, mostly by Malay
authors who you probably haven’t heard of. I like some writers in English, like JK Rowling
and Indonesian writers too, like Andrea Hirata and Ahmad Fuadi. My dream, when I’m older,
is to be a writer of science fiction books set in the distant future.
I’d really love to come to Indonesia some day. I heard that it has the largest number of
Muslims of any country. A book that I’ve just read mentions that there are some magnificent
places to visit, such as, Bali, Sulawesi, Papua and Borneo! What about you, do you want to
visit my country? Wassalam, Saidah
Cheers,
Saidah

Task 2:
After reading the text, in the chart below, identify the main ideas of the paragraphs, and then
write the most important details in your own words. Students identified as A, refer to Text 1;
students identified as B, refer to Text 2.

Text 1
Paragraph Main Idea Details
1 Hannah introduces herself. - Hannah knew Alia from Caroline.
- Caroline told Hannah that Alia wanted
to have pen pals from USA
2
3
4
5
6

Text 2
Paragraph Main Idea Details
1 Saidah was happy to Saidah wants to be Alia’s
receive Alia’s letter. pen friend.
2
 3
4
5
6

Task 3:
Work in pairs. If you have read Text 1, refer to Questions II; if you have read Text 2, refer to
Questions I. Read the questions for your partner to answer.

COMPREHENSION QUESTIONS I
Answer the following questions briefly.
1. How does Hannah contact Alia? Is there anybody introducing Hannah to Alia?
2. Does Hannah want to be Alia’s friend?
3. Where does Hannah study?
4. Tell me about Hannah’s family!
5. What are Hannah’s hobbies?
6. Does she like animals? What animals does she have?
7. What do Hannah and her Hmong friends love to do?
8. What profession would she like to have after graduating from her school?
9. She isn’t interested in fashion. Why?

COMPREHENSION QUESTIONS II
Answer the following questions briefly.
1. Does Saidah want to be Alia’s friend?
2. Where is she from?
3. Where does Saidah study?
4. Tell me about Saidah’s family!
5. What are Saidah’s hobbies?
6. Does she have favorite singers? (If yes, who are they?)
7. Does she like reading books? Which authors does she like?
8. What profession would she like to have later?
9. Is she interested in visiting Indonesia? How does she know Indonesia?

Vocabulary Exercises
Complete the following sentences using the words in the box. Remember to use the
correct forms of verbs.
E-pal sound
half sister (be) into
mother tongue attend
distant commuter train
run magnificent

1. Samuel and Sholeh are experienced in preparing a wide range of menus, from simple
dishes like boiled eggs and fried rice to the difficult ones like the delicious rendang and
rawon. They_____really _____ cooking.
2. Is it true that you went scuba diving in Bunaken National Marine Park in your holiday?
Wow, it _____ really cool. I wish I could go there too.
3. What I love about ______ is that it takes us to our workplace and brings us home quickly
because it does not get caught in traffic jam.
4. The government _____ a television station which offers many useful programs and shows
few commercials.
5. The teacher and the students were talking about the _____ performance of GARUDA, the
Indonesian national football team.
6. Rudi does not understand the local language. His _____ is Indonesian.
7. I am a senior high school student. Now, my childhood in kindergarten feels like a _____
memory. I remember only few classmates.
8. Nina and Ami are good friends at college. They used to _____ the same schools, from
elementary to secondary.
9. An _____ is someone you make friends with by writing emails. He/She might live in
another country, so you might never meet him/her.
10. Firda is now very happy to have a _____, a baby girl from her mother’s
second marriage.

Text Structure
THINK-PAIR-SHARE

Task 1:
Individually, complete the following chart to find out the structure of the email or the letter
above, depending on which text you have read.

Parts of the Letter/Email Purposes Details

Opening To start the
communication
Contents
Closing

Task 2:
Work in pairs (Students A and B) to discuss the text structure, and then share this with the
class. Use the following prompts to help:
a. What details can you find in the opening?
b. What’s the purpose of telling the contents?
c. What details can you find in the contents?
d. What’s the purpose of writing the closing?
e. What details can you find in the closing?
10

Writing
Responding to an email / a letter
Imagine that you’re Alia. Write an email or a letter responding to the email or letter you’ve
read and discussed. Use the following questions to guide you.
Guiding questions for the email/letter:
1. What do you write to start your response to an email/a letter?
2. What details do you write in your email/letter? (How old are you? Where do you attend
senior high school? What are your hobbies? How many siblings do you have? Etc.)
3. What do you write to end your letter/email?

Reflection
At the end of this chapter, ask yourself the following questions to know how effective
your learning process is.
1. Have you been able to understand the letter/email and the talk about one self?
2. Do you know how to describe yourself?
3. Can you write or talk about yourself?
If your answer is ‘no’ to one of these questions, see your teacher and discuss with
him/her on how to make you understand and be able to write or talk about yourself better.
 LAMPIRAN 2

SOAL
 Tertulis
 Read the text carefully, and then discuss the answer of these questions and
write it in your own book!
COMPREHENSION QUESTIONS I
Answer the following questions briefly.
1. How does Hannah contact Alia? Is there anybody introducing Hannah to
Alia?
2. Does Hannah want to be Alia’s friend?
3. Where does Hannah study?
4. Tell me about Hannah’s family!
5. What are Hannah’s hobbies?
6. Does she like animals? What animals does she have?
7. What do Hannah and her Hmong friends love to do?
8. What profession would she like to have after graduating from her school?
9. She isn’t interested in fashion. Why?
COMPREHENSION QUESTIONS II
Answer the following questions briefly.
1. Does Saidah want to be Alia’s friend?
2. Where is she from?
3. Where does Saidah study?
4. Tell me about Saidah’s family!
5. What are Saidah’s hobbies?
6. Does she have favorite singers? (If yes, who are they?)
7. Does she like reading books? Which authors does she like?
8. What profession would she like to have later?
9. Is she interested in visiting Indonesia? How does she know Indonesia?

 Unjuk Kerja
- Create an introducing yourself in pair.
 JURNAL PENILAIAN

Aspek Pengetahuan

Pengetahuan siswa tentang struktur teks dan unsur kebahasaan

Criteria to be
No Low Good Very Good
assessed
1. Text structure too many mistakes with 2 until 5 perfect text structure
mistakes
2. Diction/vocabulary monotonous begins to vary the Accurate diction
diction
3. Punctuation too many mistakes with 2 until 5 no mistakes in
mistakes punctuation
4. Language Has not shown the Use the language Use the language
Expressions use of language expression of self expression of self
expression of self introduction and but not introduction and use
introduction use it in a precise it in a precise context
context
5. Mecanism Unclear, doesn’t Enoung clear, follow the Clear no mistake in
follow the rules of rules of writing, some spell andfollow the
writing, too mistake in spell rules of writing
manymistake in
spell

Aspek Penilaian
No Nama Text Language Skor
Diction Punctuation Mecanism
structure Expression
1
2
3
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 Penilaian Praktik (Speaking)

Criteria to be Low Good Very Good
No
assessed performance Performance Performance
1. Pronunciation too many mistakes with 2 until 5 perfect pronunciation
mistakes
2. Intonation monotonous begins to vary the Accurate intonation
intonation
3. Grammar too many mistakes with 2 until 5 no mistakes in
mistakes grammar
4. Language Has not shown the Use the language Use the language
Expressions use of language expression of self expression of self
expression of self introduction and but not introduction and use
introduction use it in a precise it in a precise context
context
5. Content simple and plain begins to add some add more information
information

Aspek Penilaian
No Nama Language Skor
Pronounciation Intonation Grammar Content
Expression
1
2
3
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 LAMPIRAN 4
SOAL REMIDIAL DAN PENGAYAAN:
I. Soal Remidi
1. Write at least 20 sentences about you and your family! (pengayaan)
2. Introduce your best friend in two paragraphs! (pengayaan)
3. Write an email/ a letter responding to the email/letter from Hannah/Alia
II. Soal Pengayaan
Complete the sentences with be or have. Remember to use the correct forms.
- The class ....... very boring because the students ...... no activities.
- Maher Zain ....... Saidah’s favorite singer. He really ....... good voice.