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Btari Bella Swatitis

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RENCANA PELAKSANAAN PEMBELAJARAN


(RPP)

Satuan Pendidikan : MA Negeri 2 Mojokerto


Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI/Ganjil

Materi Pokok : Analytical exposition text

Alokasi Waktu : 4 Pertemuan (8 x 45 menit)

A. Kompetensi Inti
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
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 dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak
secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah
keilmuan

B. Kompetensi Dasar
3.4 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks eksposisi
analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual, sesuai
dengan konteks penggunaannya
4.4 teks eksposisi analitis
4.4.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.4.2 menyusun teks eksposisi analitis tulis, terkait isu aktual, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

D. Indikator Pencapaian Kompetensi


3.4.1 menyebutkan fungsi sosial dari teks eksposisi analitis lisan dan tulis
3.4.2 mengidentifikasi fungsi sosial teks eksposisi analitis lisan dan tulis
3.4.3 menyebutkan generic structure dari teks eksposisi analitis lisan dan tulis
3.4.4 mengidentifikasi generic structure dari teks eksposisi analitis lisan dan tulis
4.4.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks eksposisi analitis lisan dan tulis
4.4.1.1 menentukan gambaran umum dari teks eksposisi lisan dan tulis
4.4.1.2 menentukan main idea dari teks ekposisi analitis lisan dan tulis
4.4.1.3 menemukan informasi tersurat dari teks eksposisi analitis lisan dan tulis
4.4.1.4 menemukan informasi rinci dari teks eksposisi analitis lisan dan tulis
4.4.1.5 menemukan informasi tersirat dari teks eksposisi analitis lisan dan tulis
4.4.1.6 menemukan makna kata / frasa tertentu dalam teks eksposisi analitis lisan dan
tulis
4.4.1.7 menemukan referential questions dari teks eksposisi analitis lisan dan tulis
4.4.1.8 menentukan tujuan komunikatif teks eksposisi analitis lisan dan tulis
4.4.2 menyusun teks eksposisi analitis tulis, terkait isu aktual, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

E. Tujuan Pembelajaran
Pertemuan 1
1. Menyebutkan fungsi sosial dari teks eksposisi analitis lisan dan tulis
2. Mengidentifikasi fungsi sosial teks eksposisi analitis lisan dan tulis
3. Menyebutkan generic structure dari teks eksposisi analitis lisan dan tulis
4. Mengidentifikasi generic structure dari teks eksposisi analitis lisan dan tulis
Pertemuan 2
1. Menentukan gambaran umum dari teks eksposisi lisan dan tulis
2. Menentukan main idea dari teks ekposisi analitis lisan dan tulis
3. Menemukan informasi rinci dari teks eksposisi analitis lisan dan tulis
4. Menemukan informasi tersirat dari teks eksposisi analitis lisan dan tulis
5. Menemukan makna kata / frasa tertentu dalam teks eksposisi analitis lisan dan tulis
6. Menemukan referential questions dari teks eksposisi analitis lisan dan tulis
7. Menentukan tujuan komunikatif teks eksposisi analitis lisan dan tulis
Pertemuan 3
Mengidentifikasi beberapa contoh artikel eksposisi analitis terkait isu aktual dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks
Pertemuan 4
Menyusun teks eksposisi analitis tulis, terkait isu aktual, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

F. Materi Pembelajaran
1. Fakta
Ditunjukkan contoh teks analytical exposition.
2. Konsep
Analytical exposition text is a text that elaborates the writer‘s idea about the
phenomenon surrounding. Its social function is to persuade the reader that the idea is
important matter.
3. Prinsip
a. Generic Structure of Analytical Exposition
- Thesis: Introducing the topic and indicating the writer’s position
- Argument 1: Explaining the argument to support the writer’s position
- Argument 2: Explaining the other arguments support the writer’s position more
- Reiteration: Restating the writer’s position
b. Language Features of Analytical Exposition
- Using relational process
- Using internal conjunction
- Using causal conjunction
- Using Simple Present Tense
4. Prosedur
Langkah dan urutan kegiatan dalam menulis teks analytical exposition.
G. Strategi Pembelajaran
1. Pendekatan : Scientific Approach
2. Strategi : Observe-Practice
3. Metode : Inquiry/Experimental Learning

H. Media, Alat/Bahan, Sumber Belajar


1. Media : Worksheets :
2. Alat/Bahan : White board, board marker, portable scanner, projector, laptop
3. Sumber Pembelajaran:
a. Internet

-http://www.belajarbahasainggris.us/2012/01/contoh-analytical-exposition

-http://freeenglishcourse.info/writing-is-a-great-for-money-online-an-analytical-
exposition-text/

I. Langkah-langkah Kegiatan Pembelajaran


Pertemuan 1
1. Kegiatan Pendahuluan/Kegiatan Awal (10 menit)
a) Guru memberi salam kepada peserta didik.
b) Guru mengecek kehadiran peserta didik.
c) Guru menjelaskan garis besar cakupan materi yang akan dipelajari peserta didik hari
tersebut.
2. Kegiatan Inti (70 menit)
a) Mengamati
 Guru menunjukkan gambar mengenai “Fast food”.
 Guru memberikan beberapa pertanyaan mengenai gambar yang ditunjukkan.
 Guru menunjukkan judul teks eksposisi analitis bertema “Fast Food”.
b) Menanya
 Guru meminta peserta didik untuk memprediksi isi dari judul teks yang telah
ditunjukkan.
 Guru membaca teks sederhana dengan pengucapan yang benar.
 Guru meminta peserta didik untuk mencari kata-kata sulit dan jarang yang terdapat
dalam teks yang telah dibacakan.
c) Mengumpulkan informasi
a) Guru memberikan worksheet learning material.
b) Peserta didik diminta mengerjakan worksheet yang telah diberikan guru yang
berisi:
 Menangkap fungsi sosial menggunakan pertanyaan, “This text is used for … “.
 Mengklasifikasi generic structure dengan melengkapi tabel opinion, arguments/
facts, and summary menggunakan informasi yang terdapat dalam teks yang telah
diberikan.
 Membuat ringkasan sederhana dalam satu dan/atau dua kalimat pada kolom
yang telah disediakan di dalam worksheet.
c) Peserta didik dan guru mendiskusikan hasil pekerjaaan mereka.
d) Siswa dengan guru membandingkan summary yang telah mereka buat dengan
prediksi judul yang telah mereka lakukan.
d) Mengasosiasi
 Peserta didik diberi teks berbeda dengan judul “Student’s Laptop”
 Peserta didik secara berkelompok (dua atau tiga orang) diberikan worksheet yang
identik dengan worksheet sebelumnya, namun summary yang dibuat dari teks
minimal dalam satu paragraf.
 Peserta didik diinstruksikan untuk mengerjakan worksheet yang telah diberikan.
e) Mengkomunikasikan
Siswa secara berkelompok membacakan hasil worksheet yang telah diberikan pada
bagian “complete the chart” dan “summarize the text” di depan kelas.
3. Kegiatan Penutup (10 menit)
a) Guru menulis di papan tulis tentang “What we have learnt today” dalam bentuk list
b) Peserta didik diminta menuliskan apa yang telah mereka pelajari di hari tersebut.
c) Guru menambahkan dan/atau meluruskan tentang apa yang dipelajari hari tersebut.
d) Setelah proses belajar-mengajar usai, guru menutup kelas dengan mengucap salam.

Pertemuan 2
1. Kegiatan Pendahuluan/Kegiatan Awal (10 menit)
a) Guru memberi salam kepada peserta didik.
b) Guru mengecek kehadiran peserta didik.
c) Guru memberikan sedikit review tentang pelajaran yang sudah dipelajari di pertemuan
sebelumnya, kemudian mengaitkannya dengan pelajaran/materi yang akan dibahas
dengan mengatakan “Do you still remember what we learnt last meeting?”, “Do you
still remember the structure of analytical exposition text?”, “What does analytical
exposition text is written for?”.
d) Guru menjelaskan tujuan pembelajaran pada hari tersebut.
2. Kegiatan Inti (70 menit)
a) Mengamati
 Guru menunjukkan teks berjudul “Fast Food”.
 Guru memberikan worksheet kepada siswa, sekaligus menggambar tabel yang
tercantum di worksheet pada papan tulis.
 Peserta didik diminta membaca kembali teks dan menganalisa jawaban dari
worksheet
b) Menanya
Peserta didik diminta untuk bergantian menjawab tabel yang telah digambar di papan
tulis, karena perintah dan petunjuk pada worksheet sangat sederhana, siswa kemungkin-
nan akan bertanya tentang bagaimana cara mencari informasi-informasi pada tabel
worksheet.
c) Mengumpulkan informasi
 Peserta didik diberi worksheet kedua yang berisi pertanyaan-pertanyaan mengenai
mencari makna dalam teks analytical exposition.
 Peserta didik diberi hanya lima menit untuk menjawab soal tersebut.
 Guru membahas jawaban dari pertanyaan-pertanyaan tersebut dengan peserta didik,
dengan tujuan untuk mengajarkan bagaimana cara menjawab pertanyaan soal-soal
tersebut.
d) Mengasosiasi
 Peserta didik diberi teks kedua, yaitu “Students’ laptop” yang telah diberikan di
pertemuan sebelumnya.
 Pada teks tersebut, telah diberi pertanyaan-pertanyaan yang serupa dengan worksheet
mengenai “Fast food”
 Peserta didik diminta menjawab pertanyaan-pertanyaan tersebut secara berkelompok
berjumlah dua orang.
e) Mengkomunikasikan
 Peserta didik secara berkelompok menjawab pertanyaan-pertanyaan worksheet
secara bergantian.
 Jika terdapat perbedaan jawaban, maka guru akan membuka diskusi.
 Setelah diskusi selesai, guru menunjukkan jawaban yang benar dari pertanyaan-
pertanyaan tersebut.
3. Kegiatan Penutup (10 menit)
 Guru menulis di papan tulis tentang “What we have learnt today” dalam bentuk list.
 Peserta didik diminta menuliskan apa yang menurut telah pelajari di hari tersebut.
 Guru menambahkan dan atau meluruskan tentang apa yang dipelajari hari tersebut.
 Setelah proses belajar-mengajar usai, guru menutup kelas dengan mengucap salam.

Pertemuan 3
1. Kegiatan Pendahuluan/Kegiatan Awal (10 menit)
a) Guru memberi salam kepada peserta didik.
b) Guru mengecek kehadiran peserta didik.
c) Guru memberikan sedikit review tentang pelajaran yang sudah dipelajari di pertemuan
sebelumnya, kemudian mengaitkannya dengan pelajaran/materi yang akan dibahas
dengan mengatakan “Do you still remember what we learnt last meeting?”, “Do you
still remember the structure of analytical exposition text?”, “What does analytical
exposition text is written for?”.
d) Guru menjelaskan tujuan pembelajaran pada hari tersebut.

2. Kegiatan Inti (70 menit)


a) Mengamati
 Guru menunjukkan dua buah gambar tentang death penalty for criminals and
drugs dealers.
 Guru meminta peserta didik untuk mencari arti dari masing-masing kata.
b) Menanya
Guru meminta peserta didik untuk memilih topik artikel eksposisi analitis yang
akan ditulis yaitu death penalty for criminals or drugs dealers.
c) Mengumpulkan informasi
Guru meminta peserta didik untuk menemukan dua artikel dengan topik yang sama,
satu artikel harus menunjukkan persetujuan (pros) dan artikel yang lain menunjuk-
kan ketidaksetujuan (cons).
d) Mengasosiasikan
Peserta didik diminta untuk menulis sebuah teks berdasarkan kedua artikel tersebut.
e) Mengkomunikasikan
 Guru meminta peserta didik untuk menunjukkan hasil mereka di depan kelas
 Peserta didik diminta untuk mengumpulkan teks buatan mereka dan mema-
jangnya di madding sekolah.
3. Kegiatan Penutup (10 menit)
 Guru menulis di papan tulis tentang “What we have learnt today” dalam bentuk
list.
 Peserta didik diminta menuliskan apa yang menurut telah pelajari di hari tersebut.
 Guru menambahkan dan atau meluruskan tentang apa yang dipelajari hari tersebut.
 Setelah proses belajar-mengajar usai, guru menutup kelas dengan mengucap salam.

Pertemuan 4
1. Kegiatan Pendahuluan/Kegiatan Awal (10 menit)
a) Guru memberi salam kepada peserta didik.
b) Guru mengecek kehadiran peserta didik.
c) Guru memberikan sedikit review tentang pelajaran yang sudah dipelajari di pertemuan
sebelumnya, kemudian mengaitkannya dengan pelajaran/materi yang akan dibahas
dengan mengatakan “Do you still remember what we learnt last meeting?”, “Do you
still remember what is the purpose of writing analytical exposition text?”, “Do you still
remember what to put in the analytical exposition text?”.
d) Guru menjelaskan tujuan pembelajaran “We will try to write an analytical exposition
text”.
2. Kegiatan Inti (70 menit)
a) Mengamati
Guru menunjukkan lima buah gambar dengan tema yang berbeda di papan tulis, yaitu:
social media, terrorism, free trade, drugs, and religious war
b) Menanya
Peserta didik diminta untuk menyebutkan arti dari masing-masing tema yang telah
ditulis oleh guru.
c) Mengumpulkan informasi
 Guru menunjukkan lima tema berbeda di papan tulis, yaitu: social media,
terrorism, free trade, drugs, and religious war.
 Peserta didik diminta membentuk kelompok beranggotakan dua atau tiga orang.
 Tiap kelompok diminta memilih satu tema diantara lima tema yang telah diberikan.
 Peserta didik diminta membuat text draft analytical exposition dari tema yang telah
dipilih.
 Peserta didik diminta untuk menunjukkan draft kepada guru per kelompok.
 Guru memberikan feedback pada draft yang telah dibuat oleh peserta didik.
d) Mengasosiasi
Siswa diminta secara individu membuat teks analytical exposition dari draft yang telah
dibuat, anggota kelompok boleh mengacu pada draft yang sama namun konten dan
penulisan harus berbeda
e) Mengkomunikasikan
 Guru menggunakan scanner untuk meng-scan pekerjaan siswa secara cepat
 Peserta didik diminta untuk mempresentasikan teks yang dibuat didepan kelas, yang
akan ditampilkan di screen melalui projector.

3. Kegiatan Penutup (10 menit)


a) Guru menulis di papan tulis tentang “What we have learnt today” dalam bentuk list.
b) Peserta didik diminta menuliskan apa yang telah mereka pelajari hari itu.
c) Guru menambahkan dan atau meluruskan tentang apa yang telah dipelajari pada hari
tersebut.
d) Setelah proses belajar-mengajar usai, guru menutup kelas dengan mengucap salam.
J. PENILAIAN

1. Jenis/Teknik Penilaian

a) Penilaian Kompetensi Pengetahuan

Teknik:

tes tulis berbentuk:

 pilihan ganda
 jawaban singkat
 jawaban uraian

b) Penilaian Kompetensi Keterampilan

Teknik:

Writing : Kliping, portofolio

2. Instrumen Penilaian
a. Pertemuan 1 (Terlampir)
b. Pertemuan 2 (Terlampir)
c. Pertemuan 3 (Terlampir)
d. Pertemuan 4 (Terlampir)

3. Pembelajaran Remidial

- Pembelajaran remedial untuk peserta didik yang mendapat skor dibawah KKM.
- Teknik pelaksanaan penugasan/pembelajaran remedial:
 Penugasan individu diakhiri dengan tes (lisan/tertulis) bila jumlah peserta didik
yang mengikuti remedial maksimal 20%.
 Penugasan kelompok diakhiri dengan tes individual (lisan/tulis) bila jumlah
peserta didik yang mengikuti remedial lebih dari 20% tetapi kurang dari 50%.
Pembelajaran ulang diakhiri dengan tes individual atau tertulis bila jumlah peserta
didik yang mengikuti remedial lebih dari 50%.
- Penilaian untuk remedial
 Teknik : Penugasan
 Instrumen : Arrange a analytical exposition text
 Rubrik Penilaian :

Hasil

Nama Kejelasan Pilihan Total


Grammar Mechanic/Punctuation Struktur
Gagasan Kata
(25) (10) Teks (15)
(25) (25)

4. Program Pengayaan
Pelaksanaan Program Pengayaan:

- Cara yang dapat ditempuh:


a. Pemberian bacaan tambahan atau berdiskusi yang bertujuan memperluas wawasan
bagi KD tertentu.
b. Memberikan soal-soal tambahan yang bersifat pengayaan.
c. Membantu guru dalam membimbing teman-temannya yang belum mencapai
ketuntasan.
- Materi dan waktu pelaksanaan program pengayaan:
a) Materi program pengayaan diberikan sesuai dengan KD-KD mapel indikator yang
dipelajari, bisa berupa penguatan materi yang dipelajari maupun berupa
pengembangan materi.
b) Waktu pelaksanaan program pengayaan adalah:
o Setelah mengikuti tes atau ulangan KD tertentu atau kesatuan KD tertentu,
dan atau
o Pada saat pembelajaran dimana siswa yang lebih cepat tuntas disbanding
dengan teman lainnya maka dilayani dengan program pengayaan.
- Sebagai bagian integral dari kegiatan pembelajaran, kegiatan pengayaan tidak lepas
kaitannya dengan penilaian. Penilaian hasil belajar kegiatan pengayaan, tentu tidak
sama dengan kegiatan pembelajaran biasa, tetapi cukup dalam bentuk portfolio, dan
harus dihargai sebagai nilai tambah (lebih) dari peserta didik yang normal.
LAMPIRAN 1

A. MATERI PEMBELAJARAN PERTEMUAN 1

Task 1

Task 2
Fast Food
Fast food, nowadays, is considered as a normal eating venture. People are not just
eating out on special occasions or weekends anymore. It means that all the time they
mostly eat fast foods. However is fast food good for health?

Fast food has its popularity in the 1940’s. Within a few years, fast-food
operations popped up everywhere. With the compelling rise in fast-food restaurants
since the 1940’s, oddly it started the rise in obesity and cancer during that same time
period.

Fast food is highly processed with a wide array of additives. To ensure fast food’s
low cost, the fast food products are made with highly-processed ingredients to give it
shelf-life, to hold consistency, and to enhance flavor. Fast food is altered from its
original healthy form.

It is not the calories in fast food which damage health and waistline. It is the
chemical additives such as aspartame and MSG (monosodium glutamate). Studies show
that the chemical additives lead to weight and disease issues.

So, there is absolutely nothing nutritional about fast food. Fast food simply feeds
hunger and craving
Name :

Class :

Number :

Based on the text, try to find the best answer for each points!

This text is used for:

Complete the following table!

Opinion

Argument/facts

Conlusion/summary

Summarize the text using your own words!


Task 3

Students' Laptop

Conventionally, students need book, pen, eraser, drawing book, ruler and such
other stuff. Additionally, in this multimedia era, students need more to reach their
progressive development. Students need mobile keyboards to record every presented
subject easily. Of course it will need more cost but it will deserve for its function.

First, modern schools tend to apply fast transferring knowledge because the
school needs to catch the target of curriculum. Every subject will tend to be given in
demonstrative method. Consequently students need extra media cover the subject. Since
there is a laptop on every student’s desk, this method will help student to get better
understanding.

Secondly, finding an appropriate laptop is not difficult as it was. Recently there


is an online shop which provides comprehensive information. The best is that the shop
has service of online shopping. The students just need to brows that online shop, decide
which computer or laptop they need, and then complete the transaction. After that the
laptop will be delivered to the students' houses. That is really easy and save time and
money.

From all of that, having mobile computer is absolutely useful for students who
want to catch the best result for their study.
Group name :

Class :

Based on the text, try to find the best answer for each points!

This text is used for:

Complete the following table!

Opinion

Argument/facts

Conlusion/summary

Summarize the text using your own words!


LAMPIRAN 2

B. INSTRUMEN PENILAIAN PERTEMUAN 1

I. Choose a, b, c, d, or e for the correct answer.

The emergence of the internet has given internet entrepreneurs many ways to
make money. Writers are one group that have benefited from their talents as a result in the
rise of internet based jobs.
Blog writing is an increasingly popular way to earn money online. Determined by
the owner of the blog. They are very popular because of the blogs are usually written on a
certain subject area but can vary as its content is heir simplicity to get up and running.
There are many free websites out there that will help you set up your own blog if you
choose to go that route because blog plus advertisement is a potential money
Article writing is also a good money to earn money online. Make sure to gear your
articles to promote and advertise you own business ventures. These articles are a free way
to market the products and services you offer for free. The most effective advertising with
these articles comes from the dialogue box that is inserted at the end of each article. These
dialogue boxes contain links to basically any website you would like to drive traffic to.
For instance, you might have one link in your dialogue box to a product you are selling
and one to a blog where you are promoting a discussing other products.
Writing takes some time to gain credibility through but once it’s done’ earning
potential can become very powerful.
1. What is the most suitable title for the text?
a. The Good Way to Make Money Online
b. The Importance of Writing
c. How to Earn Money Through Social Media
d. Blog Writing in Modern Era
e. The Rise of Internet Based Jobs
2. What is the purpose of the text?
a. To tell readers people who are talented on blog writing
b. To tell readers ways to earn money through blog and article writing
c. To compare blog writing and article writing
d. To tell readers how to promote their article in the internet
e. To tell readers some articles about internet entrepreneurs
3. The third paragraph supports the view that …
a. Internet is a good field to make money online
b. People need to keep online to write their article
c. Article writing is very popular nowadays
d. There are many ways to earn good money include article writing
e. Working is no longer the only way to make money
4. “Make sure to gear your articles to promote and advertise you own business
ventures.”
What is the synonym of the underlined?
a. Match
b. Combine
c. Separate
d. Aim
e. Demand
5. “They are very popular because of the blogs are usually written…”(Paragraph 2)
From the text above, “they” refers to …
a. Blogs
b. Writes
c. Websites
d. Internet providers
e. Blog owners

Learning English

Learning English through music and songs can be very enjoyable. You can mix
pleasure with learning when you listen to a song and exploit the song as a means to your
English progress. Some underlying reason can be drawn to support the idea why we use songs
in language learning.

Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the
last song we heard after leaving a restaurant, shopping malls, etc.) can be both enjoyable and
sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on
our short-and-long term memory.

Secondly, songs in general also use simple conversational language, with a lot of
repetition, which is just what many learners look for sample text. The fact that they are
effective makes them many times more motivating than other text. Although usually simple,
some songs can be quite complex syntactically, lexically and poetically, and can be analyzed
in the same way as any other literary sample.

Furthermore, song can be appropriated by listener for their own purpose. Most pop
songs and probably many other types don’t have precise people, place or time reference.

In addition, songs are relaxing. They provide variety and fun, and encourage harmony
within oneself and within one group. Little wonder they are important tools in sustaining
culture, religion, patriotism and yeas, even revolution.

Last but not least, there are many learning activities we can do with songs such as
studying grammar, practicing selective listening comprehension, translating songs, learning
vocabulary, spelling, and culture.

From the elaboration above, it can be concluded that learning through music and
songs, learning English can be enjoyable and fun.

6. What is the text about?


a. Music listeners
b. Using songs in language learning
c. The phenomenon
d. Learning songs
e. Very enjoyable music
7. Based on the text, there are … reasons for using songs in learning language.
a. 4
b. 6
c. 2
d. 5
e. 3
8. “They provide variety and fun, and encourage harmony within oneself and within one
group.”
The underlined word refers to …
a. Learners
b. People
c. Song
d. Activities
e. Groups
9. There are many learning activities we can do with songs, except …
a. Spelling
b. Studying grammar
c. Translation words
d. Culture
e. Learning vocabulary
10. “The fact that they are effective makes them many times more…” (Paragraph 3)
What does “them” refer to?
a. Songs
b. Learners
c. Languages
d. Texts
e. Literatures

KUNCI JAWABAN

1. a 6. b
2. b 7. d
3. d 8. c
4. d 9. c
5. e 10. a
RUBRIK PENILAIAN

No. Uraian Skor

1. Jawaban Benar 2

2. Jawaban Salah 0

Skor maksimal : 20

Pedoman Penilaian :
LAMPIRAN 3

A. MATERI PEMBELAJARAN PERTEMUAN 2

Task 1

Fast Food
Fast food, nowadays, is considered as a normal eating venture. People are not just
eating out on special occasions or weekends anymore. It means that all the time they
mostly eat fast foods. However is fast food good for health?

Fast food has its popularity in the 1940’s. Within a few years, fast-food
operations popped up everywhere. With the compelling rise in fast-food restaurants
since the 1940’s, oddly it started the rise in obesity and cancer during that same time
period.

Fast food is highly processed with a wide array of additives. To ensure fast food’s
low cost, the fast food products are made with highly-processed ingredients to give it
shelf-life, to hold consistency, and to enhance flavor. Fast food is altered from its
original healthy form.

It is not the calories in fast food which damage health and waistline. It is the
chemical additives such as aspartame and MSG (monosodium glutamate). Studies show
that the chemical additives lead to weight and disease issues.

So, there is absolutely nothing nutritional about fast food. Fast food simply feeds
hunger and craving
Activity 1

Answer the question in the box according to the text.

The text mainly talks about:

Activity 2

Fill the table with information on the text.

Each paragraph tells us about


Task 2

Students' Laptop

Conventionally, students need book, pen, eraser, drawing book, ruler and such other
stuff. Additionally, in this multimedia era, students need more to reach their progressive
development. Students need mobile keyboards to record every presented subject easily. Of
course it will need more cost but it will deserve for its function.

First, modern schools tend to apply fast transferring knowledge because the school needs
to catch the target of curriculum. Every subject will tend to be given in demonstrative method.
Consequently students need extra media cover the subject. Since there is a laptop on every
student’s desk, this method will help student to get better understanding.

Secondly, finding an appropriate laptop is not difficult as it was. Recently there is an


online shop which provides comprehensive information. The best is that the shop has service of
online shopping. The students just need to brows that online shop, decide which computer or
laptop they need, and then complete the transaction. After that the laptop will be delivered to
the students' houses. That is really easy and save time and money.

From all of that, having mobile computer is absolutely useful for students who want to
catch the best result for their study.
Activity 1

Answer the question in the box according to the text.

The text mainly talks about:

Activity 2

Fill the table with information on the text.

Each paragraph tells us about


LAMPIRAN 4

B. INSTRUMEN PENILAIAN PERTEMUAN 2

The Unhealthy Fast Food

Fast food, nowadays, is considered as a normal eating venture. People are not just eating out on
special occasions or weekends anymore. It means that all the time they mostly eat fast foods.
However is fast food good for health?

Fast food has its popularity in the 1940’s. Within a few years, fast-food operations popped
up everywhere. With the compelling rise in fast-food restaurants since the 1940’s, oddly it started
the rise in obesity and cancer during that same time period.

Fast food is highly processed with a wide array of additives. To ensure fast food’s low
cost, the fast food products are made with highly-processed ingredients to give it shelf-life, to hold
consistency, and to enhance flavor. Fast food is altered from its original healthy form.

It is not the calories in fast food which damage health and waistline. It is the chemical
additives such as aspartame and MSG (monosodium glutamate). Studies show that the chemical
additives lead to weight and disease issues.

So, there is absolutely nothing nutritional about fast food. Fast food simply feeds hunger
and craving.

Answer these questions according to the text

1. What does the text mainly discussed?


2. Did people eat fast food only in special occasions?
3. How do the health issue nowadays compared to the situations before 1940s?
4. What does “highly processed” means? (3rd paragraph)
5. Explain these words with your own
a. Venture
b. Popped up
c. Additives
d. Enhance
6. What does “it” refers to? (1st paragraph)
7. Why do you think the writer wrote this text for? Explain your answer

RUBRIK PENILAIAN

No. Uraian Skor

1. Jawaban benar dan lengkap 10

2. Jawaban benar dan kurang lengkap 8

3. Jawaban kurang benar dan kurang lengkap 5

4. Jawaban salah 0

Skor maksimal : 100

Pedoman Penilaian :
LAMPIRAN 6

INSTRUMEN PENILAIAN PERTEMUAN 3


(INDIVIDUAL CLIPPING)

Choose between these two pictures to be the topic of your analytical exposition text.
1. Death Penalty for Criminals
2. Drugs dealers

RUBRIK PENILAIAN

Writing

Performance description
Aspect Score

Content 4 The topic is complete, clear, and the details are relating
to the topic

3 The topic is complete, clear, and the details are almost


relating to the topic

2 The topic is complete, clear, and the details are not


relating to the topic

1 The topic is not clear and the details are not relating to
the topic

Organization 4 Identification is complete and description are arranged


with proper connective
3 Identification is almost complete and description are
arranged with almost proper connective

2 Identification is not complete and the description is


few misused of connective

1 Identification is not complete and the description with


misused of connective

Grammar 4 Very few grammatical or agreement in accuracies

3 Very few grammatical but not effect on meaning

2 Numerous grammatical or agreement in accuracies

1 Frequent grammatical or agreement in accuracies

Vocabulary 4 Effective choice of words and word-form

3 Few misused of vocabularies, word-form, but not


change the meaning

2 Limited range, confusing words or word-form

1 Very poor knowledge of words, word-from, not


understandable

Mechanics 4 It uses correct spelling, punctuation, and capitalization

a. Spelling 3 It has occasional errors spelling, punctuation, and


b. Punctuation capitalization
c. Capitalization
2 It has frequent errors spelling, punctuation, and
capitalization

1 It is dominated by errors of spelling, punctuation, and


capitalization

Skor Maksimal: 20
Pedoman Penilaian:

LAMPIRAN 7

INSTRUMEN PENILAIAN PERTEMUAN 4

Choose between these five topics to be your text draft analytical exposition.

SOCIAL MEDIA
TERRORISM

FREE TRADE
FREE TRADE

RELIGIOUS WAR
RUBRIK PENILAIAN

Writing

Performance description
Aspect Score

Content 4 The topic is complete, clear, and the details are relating
to the topic

3 The topic is complete, clear, and the details are almost


relating to the topic

2 The topic is complete, clear, and the details are not


relating to the topic

1 The topic is not clear and the details are not relating to
the topic
Organization 4 Identification is complete and description are arranged
with proper connective

3 Identification is almost complete and description are


arranged with almost proper connective

2 Identification is not complete and the description is


few misused of connective

1 Identification is not complete and the description with


misused of connective

Grammar 4 Very few grammatical or agreement in accuracies

3 Very few grammatical but not affect on meaning

2 Numerous grammatical or agreement in accuracies

1 Frequent grammatical or agreement in accuracies

Vocabulary 4 Effective choice of words and word-form

3 Few misused of vocabularies, word-form, but not


change the meaning

2 Limited range, confusing words or word-form

1 Very poor knowledge of words, word-from, not


understandable

Mechanics 4 It uses correct spelling, punctuation, and capitalization

a. Spelling 3 It has occasional errors spelling, punctuation, and


b. Punctuation capitalization
c. Capitalization
2 It has frequent errors spelling, punctuation, and
capitalization
1 It is dominated by errors of spelling, punctuation, and
capitalization

Skor Maksimal: 20

Pedoman Penilaian:

LAMPIRAN 8

ULANGAN HARIAN

Name :

Class :

Number :

Read the following text to answer questions number 1 to 8!

Social Media Are Bad for Teenagers

Social media Web sites, such as Facebook, Twitter, Instagram, and many others have become
nearly inescapable facets of modern life, particularly for teenagers. Social media is becoming more
than just a part of their world, it’s becoming their world. Teens are spending more and more time
online, usually on a social media platform like Facebook or Twitter. Most teens now have smart
phones where they are on social media networks all throughout the day. They are constantly
texting, tweeting, and posting pictures via Snapchat and Instagram. However, hyper-connected to
social media could be bad for them.

Today teens don’t know how to disconnect. Social media has allowed them to take their life online
from the time they wake up till they back to sleep via their smart phone. One reason this “always
connected” activity is harmful is because of the alarming trend of cyber bullying. Bullying has
now moved from not only being in the school and on the bus, but online. What does this mean? If
a teen is getting bullied, they cannot get away from it! The people bullying them simply continue
their bullying via social media.
A new study has found that teenagers who engage with social media during the night could be
damaging their sleep and increasing their risk of anxiety and depression. Teenagers spoke about
the pressure they felt to make themselves available 24/7, and the resulting anxiety if they did not
respond immediately to texts or posts. Teens are so emotionally invested in social media that a fifth
of secondary school pupils will wake up at night and log on, just to make sure they don’t miss out.

Another impact social media has had on teens is teens being more comfortable online doing things
that they should be more sensitive to doing. A separate study by the National Citizen Service found
that, rather than talking to their parents, girls seek comfort on social media when they are worried.
The survey also suggests that girls are likely to experience stress more often than boys – an average
of twice a week.

Social media such as Facebook, Twitter, Instagram, and many others are basically created to
connect everyone around the globe so they can interact and communicate each other. However,
too much exposure of social media can also be bad especially for teenagers. As it mentioned above,
social media could become media for bullying, risk them of anxiety and depression, and risk their
real-life social interaction. Therefore, social media are dangerous for teenagers’ health both
mentally and emotionally.

A. Choose the correct answer according to the text.


1. What does the text mainly discussed?
a. Social media and its advantages
b. Teenagers react to social media
c. The effect of social media on teenagers
d. Teenagers’ affection towards social media
e. Teenagers popularity ambition in social media
2. How come teens nowadays don’t know how to disconnect?
a. Because they simply don’t know how to
b. They cannot find the power switch to social media
c. Their life online is still good
d. They are addicted to spend time on social media
e. They need internet connection to keep browsing
3. According to the text, which statement is incorrect?
a. Teens spends more time offline nowadays because of social media
b. Cyber bullying is one of the harmful effect of social media
c. Anxiety can be caused by social media
d. They are more comfortable online than in real life
e. Social media is now becoming teenagers whole life
4. What does “make themselves available 24/7” (paragraph 3) means?
a. They are single all the time
b. Social media is available every week
c. They need exactly 24 hours a week to be online
d. Social media only available 24 hours for each week for them
e. They need to stay connected all the time
5. Why does bullying on social media is considered dangerous?
a. Because it may harm teenagers physically
b. It doesn’t stop and teens can’t escape
c. The bullies will continue working on social media development
d. It will harm the social media community
e. The victims will always see the bullies on social media
6. What does The National Citizen Service found about social media?
a. Their parents become uncomfortable in talking with their kids
b. Teenagers will have problems in talking after using social media
c. They are obligated to talk about things online
d. Talking to parents is not as satisfying as talking on social media
e. Teenagers need to talk to their parents through social media
7. Which of the following is the sign of social media addict?
a. Alex answers to text from his mother
b. Cassandra posted her science project in Facebook
c. Brenda got bullied in school
d. Tina doesn’t know how disconnect the internet in her house
e. Teenagers always post everything on their Instagram anytime and anywhere
8. Which has the closest meaning to “Separate”? (4th paragraph)
a. Different
b. Extinguisher
c. Distinguisher
d. All at once
e. Individual
B. Based on the text, answer the following questions in a piece of paper!

1. Write the author’s opinion in a sentence!


2. Do you think that the author agrees on the topic? Explain your answer!
3. Do you think that the author provides enough arguments? Explain your answer and provide
some proofs!
4. Write the author’s conclusion in a sentence!
5. Will the readers be convinced by the author’s writing? Why?
6. Explain these words using your own words:
a. Hyper-connected
b. Alarming trend
c. Cyber bullying
d. Interact
e. Exposure
C. Complete the following text with the suitable word provided in the box.

Good opportunity behind global financial crisis

US. financial crisis and its contagion to Europe and the rest of the world could also
(1).…. new opportunity for Indonesia in term of foreign direct investment and the
development of basic infrastructure.
As the US. financial crisis has now (2)….. to Europe, the oil-rich countries such as
Saudi Arabia, Kuwait and Arab Emirate which have (3)..… hundreds of billion of Dollars
in their foreign reserve, are now reviewing their holding or investment vehicle. They are
looking for more diversified investment outside the US and Europe.
Because of unfavorable political developments in Thailand and Malaysia over the past
few months, Indonesia which has largely Muslim population could become one of these
oil-rich countries’ favorite place for foreign direct investment. That will be true if the
conditions, legal and market infrastructure are conducive for Islamic financial instruments.
The government had (4)..… the legal framework with the recent enactment of laws on
sharia banking and bonds. The long term nature of Islamic bonds could make them the
most suitable investment instrument for Indonesia, as these bonds (5)..… an investor a
share in an asset along with the cash flows and risks commensurate with such ownership.
The financial crisis that has (6)..… the globe and weakening economic growth in the
rest of the world will serve to the government to accelerate the investment reform
measures in order to (7)….. the hidden opportunity in the global crisis.

create grant improved spread


grab gripped accumulated
KUNCI JAWABAN SOAL A

1. c
2. d
3. a
4. e
5. c
6. d
7. e
8. c

RUBRIK PENILAIAN

No. Uraian Skor

1. Jawaban Benar 2,5

2. Jawaban Salah 0

Skor maksimal : 20

Pedoman Penilaian :

Jumlah jawaban benar x 2.5

RUBRIK PENILAIAN SOAL B

No. Uraian Skor

1. Jawaban benar dan lengkap 5

2. Jawaban benar dan kurang lengkap 3

3. Jawaban salah 0

Skor maksimal : 50
Pedoman Penilaian :

Skor yang didapat : skor total x 50%

KUNCI JAWABAN SOAL C

(1) Create
(2) Spread
(3) Accumulated
(4) Improved
(5) Grant
(6) Gripped
(7) Grab

RUBRIK PENILAIAN

No. Uraian Skor

1. Jawaban Benar 4.3

2. Jawaban Salah 0

Skor maksimal : 30

Pedoman Penilaian :

Jumlah jawaban benar x 4.3