LK-4.

Penyusunan Rencana Pelaksanaan Pembelajaran

Tujuan Kegiatan:
Mereviu bahan pembelajaran dari unit materi pembelajaran dan mengembangkan
penyusunan rencana pelaksanaan pembelajaran.
Langkah Kegiatan:
1. Siapkan dokumen kurikulum, buku teks mata pelajaran, dan petunjuk
pengembangan RPP;
2. Siapkan unit materi yang dipilih beserta rangkuman unit materi berupa mind map
yang telah Saudara buat pada kegiatan 1. Konsep dan Pendalaman Materi HOTS
sebagai sumber belajar;
3. Simaklah dan pahami langkah-langkah pembelajaran berorientasi HOTS dari contoh
video pembelajaran sebagai inspirasi; dan
4. Buatlah RPP untuk topik terpilih mengacu pedoman penyusunan RPP yang berlaku.

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LK-4a Pengembangan RPP
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA …………………….

Mata Pelajaran : English
Kelas/Semester : X/2
Materia : Historical recount
Alokasi waktu : 8 x 45 menit (4 pertemuan)

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, 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,
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 serta bertindak secara efektif dan kreatif, dan mampu menggunakan
metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi
3.7 Membedakan fungsi sosial, struktur 3.7.1 Menelaah fungsi sosial teks
teks, dan unsur kebahasaan beberapa historical recount lisan dan tulis
teks recount lisan dan tulis dengan dengan meminta dan memberi
memberi dan meminta informasi informasi terkait peristiwa
terkait peristiwa bersejarah sesuai bersejarah sesuai dengan konteks
dengan konteks penggunaannya. penggunaannya.
3.7.2 Menganalisis struktur teks
beberapa teks recount lisan dan
tulis dengan meminta dan memberi
informasi terkait peristiwa
bersejarah sesuai dengan konteks
penggunaannya
3.7.3 Menguraikan unsur kebahasaan
beberapa teks recount lisan dan
tulis dengan memberi dan meminta
informasi terkait peristiwa
bersejarah sesuai dengan konteks
penggunaannya

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 4.7.1 Menangkap makna secara 4.7.1.1 Menceritakan kembali peristiwa
kontekstual terkait fungsi sosial, sejarah secara lisan
struktur teks, dan unsur kebahasaan 4.7.2.1 Menyusun teks recount pendek dan
teks recount lisan dan tulis terkait sederhana terkait peristiwa
peristiwa bersejarah. bersejarah
4.7.2 Menyusun teks recount lisan dan
tulis, pendek dan sederhana, terkait
peristiwa bersejarah, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.

C. Tujuan Pembelajaran
Setelah melaksanakan proses pembelajaran melalui Discovery Learning dan
menggali informasi, siswa mampu menelaah fungsi sosial teks, menganalisis fungsi
teks, menguaraikan unsur kebahasaan dari beberapa historical recount teks dengan
benar, siswa dapat menceritakan kembali peristiwa sejarah secara lisan dan
menyusun teks historical recount teks pendek dan sederhana terkait peristiwa
bersejarah dengan kreatif serta menumbuhkah karakter kerja sama.

D. Materi
Material
Faktual Recount peristiwa bersejarah adalah jenis teks yang menceritakan
tentang peristiwa yang sudah terjadi yang berkaitan dengan peristiwa
bersejarah yang dapat ditemui di buku pelajaran sejarah dan
ensiklopedia.
Konseptual  Fungsi Sosial dari recount peristiwa bersejarah adalah untuk
mengibur pembaca dan atau memberikan informasi kepada pembaca.
 Struktur teks:
 Orientation: menceritakan mengenai latar belakang informasi
tentang siapa, dimana, kapan kejadian atau peristiwa terjadi.
 Events: menceritakan serangkain peristiwa sesuai urutan
kronologis.
 Reorientation: merupakan penutup atau kesimpulan cerita.
 Unsur kebahasaan:
 Menggunakan penghubung
 Menggunakan past tense
 Menggunakan adverbial phrase: In May 1588, the English
Channel, eventually
Prosedural  Pemberian rangsangan (stimulation)
 Identifikasi masalah (problem statement)
 Pengumpulan data (data collection)
 Pengolahan data (data processing)
 Pembuktian (verification)
 Menarik kesimpulan (generalisation)
Metacognitive Menceritakan kembali atau menulis peristiwa sejarah yang terjadi di
sekitar lingkungan siswa.

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E. Media/alat Pembelajaran
Media pembelajaran : Power Point, audio historical recount, worksheets
Alat pembelajaran : LCD, speaker, laptop

F. Bahan dan Sumber Belajar

Bahan belajar :
 Buku
 Internet
Sumber belajar
 Buku Siswa Bahasa Inggris Kelas X SMA/MA/SMK/MAK edisi revisi
2017, Kementerian Pendidikan dan Kebudayaan, Jakarta.
 https://sites.google.com/site/literacy3rdesobritishcouncil/1-historical-
recounts,
 www.britannica.com

G. Metode Pembelajaran
Approach Model Method
Scintific Discovery 1. Tanya jawab
approach learning 2. Diskusi
3. Penugasan

H. Kegiatan Pembelajaran
Pertemuan Pertama
Sintaks Alokasi
Kegiatan
waktu
Pendahuluan
 Menyapa, salam dan berdoa. 10 menit
 Mengecek kehadiran siswa
 Mengkondisikan suasana belajar yang kondusif
 Menyampaikan kompetensi yang akan dicapai
dan manfaatnya bagi kehidupan sehari-hari
Inti
1. Pemberian PRE-LISTENING 75 menit
rangsangan  Guru mengawali dengan bermain game
(stimulation)  Guru memberikan worksheet 1 dan meminta
siswa mengerjakan (Exercise 1: menjodohkan
kata dengan definisinya)
 Siswa berdiskusi dengan teman sebangku untuk
mengerjakan
Collaboration
 Guru memberikan feedback pada pekerjaan siswa
LISTENING
 Guru memutar audio historical event sebanyak 1
kali sembari siswa mengerjakan (Exercise 2:
true/false statements)
 Guru memberikan feedback pada pekerjaan siswa
 Guru memutar audio historical event sekali lagi
sembari siswa mengerjakan (Exercise 3: fill in the

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 blanks)
 Guru memberikan feedback pada pekerjaan siswa
SPEAKING Collaboration
 Guru membagi siswa kedalam kelompok yang
terdiri dari 5 siswa. Kemudian guru meminta
siswa untuk mengerjakan (Exercise 4:
Creativity
menceritakan kembali kronologi peristiwa sejarah
yang telah diperdengarkan secara
berkelompok/cerita berantai) Critical thinking
 Siswa saling memberikan feedback
 Guru memberikan feedback kemudian bertanya Communication
pada siswa tentang jenis teks yang telah mereka
dengar dan ceritakan kembali
Penutup
 Guru merangkum tentang pelajaran hari itu dan
memberikan feedback
 Guru menanyakan perasaan siswa selama
mengikuti KBM
 Guru menyampaikan rencana pembelajaran untuk
pertemuan berikutnya

Pertemuan kedua
Sintaks Alokasi
Kegiatan
waktu
Pendahuluan
 Menyapa, salam dan berdoa 10 menit
 Mengecek kehadiran siswa
 Mengkondisikan suasana belajar yang kondusif
 Menyampaikan kompetensi yang akan dicapai
dan manfaatnya bagi kehidupan sehari-hari
 Mengingatkan siswa pada materi di pertemuan
sebelumnya
Inti

2. Identifikasi READING 75 menit

masalah  Guru meminta siswa secara berkelompok
(problem mendiskusikan text historical recounts terkait
statement) fungsi sosial, struktur teks, dan unsur
kebahasaan teks historical recount dengan
memberikan pertanyaan seperti:
What is historical recount text?
What are the structures of historical recount?
What are the language features of historical
recount text?
3. Pengumpulan  Siswa mencari dari sumber lain untuk
data (data menemukan informasi yang terkait dengan
collection) Literacy

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 fungsi sosial, struktur teks, dan unsur
kebahasaan teks historical recount
4. Pengolahan  Guru memberikan worksheet 2 (Exercise 1:
data (data menganalisis dan membandingkan 2 teks
processing) recount)
 Siswa berdiskusi untuk menganalisis fungsi Critical thinking
social, struktur teks dan unsur kebahasaan
5. Pembuktian  Guru memberikan (Exercise 2: menjawab
(verificatoion) pertanyaan yang berkaitan dengan gambaran
umum, informasi rinci, dan vocabulary teks
recount)
 Siswa berdiskusi untuk menjawab pertanyaan Critical thinking
tersebut
6. Menarik  Guru meminta siswa untuk membuat kesimpulan
simpulan teks historical recount
(generalization)
Penutup
 Guru merangkum tentang pelajaran hari itu dan 5 menit
memberikan feedback
 Guru menanyakan perasaan siswa selama
mengikuti KBM
 Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya

Pertemuan ketiga dan keempat

Sintaks Alokasi
Kegiatan
waktu
Pendahuluan
 Menyapa, salam dan berdoa 10 menit
 Mengecek kehadiran siswa
 Mengkondisikan suasana belajar yang kondusif
 Menyampaikan kompetensi yang akan dicapai
dan manfaatnya bagi kehidupan sehari-hari
 Mengingatkan siswa pada materi di pertemuan
sebelumnya
Inti
WRITING 160 menit
 Guru menyampaikan tips dalam
menulis/writing
 Guru memberikan check list atau hal-hal
yang perlu diperhatikan dalam writing
 Siswa mengupulkan informasi dari sumber
lain mengenai peristiwa sejarah tertentu Literacy
 Siswa menyusun outline historical event
 Siswa menyusun draft teks historical recount Creativity
pendek dan sederhana
Creativity

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  Setelah siswa selesai menulis draft, mereka
menukarkan draft mereka dengan temannya Critical thinking
untuk dicek dan diberi feedback (mereka
dapat menulis comments dan saran
untukperbaikan draft)
 Siswa saling memberikan feedback pada
draft temannya dengan menggunakan Collaboration
editor’s checklist tersebut
 Siswa merevisi draftnya dengan
menggunakan feedback yang diberikan oleh
temennya. Begitu seterusnya sampai text
benar.
Penutup
 Guru merangkum tentang pelajaran hari itu dan 10 menit
memberikan feedback
 Guru menanyakan perasaan siswa selama
mengikuti KBM
 Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya

I. Penilaian
Teknik Bentuk Instrumen
No Aspek IPK Rubrik
Penilaian Penilaian Penilaian
1. Sikap Observasi Jurnal guru Terlampir Terlampir
2. Pengetah 3.7.1 Tes tulis Worksheets Terlampir
uan 3.7.2
3.7.3

3. Ketrampi 4.7.1.1 Project Rubrik Terlampir Terlampir

lan 4.7.1.2

J. Program Tindak Lanjut

1. Remedial
Bagi siswa yang belum melampaui KKM (75) diberikan tugas membaca
beberapa teks historical recount dan membandingkannya berdasarkan fungsi
social, struktur teks, dan unsur kebahasaan.
2. Pengayaan
Bagi siswa yang telah melampaui KKM (75) diberikan tugas menulis
historical recount yang pernah terjadi disekitar tempat tinggalnya, missal:
Palagan Ambarawa.

……………, ...................... 2019

Kepala SMA …………………………. Guru Bahasa Inggris

………………………………………… …………………………………

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 1. PENILAIAN SIKAP
Instrumen Penilaian Sikap (Jurnal guru)
Positif/
No. Hari/tanggal Nama siswa Sikap siswa Tindak lanjut
Negatif

Rubrik penilaian diskusi berpasangan/kelompok

Excellent Good Fair Poor
Aspect Score
4 3 2 1
Following directions Always follow the Following the instructions Follow the directions that Did not follow the
directions that are given that are given most of the are given occasionally directions that are given
time
Contributing ideas to Contributed ideas to Contributed ideas to Contributed ideas to Do not contribute ideas
discussion discussion on excellent discussion on good discussion every now and to discussion at all
amount amount then
Listening to others Listen well to others all of Listen well to others most Listen well to others Do not listen well to
the time of the time occasionally others
1. Staying on task and On task and topic all of Mostly on task and topic Occasionally on task and Do not stay on task and
topic the time topic topic
1. Working with the Work well with the Work well with the Work well with the Do not work well with
pair/group pair/group all of the time pair/group most of the pair/group occasionally the pair/group
time

Tabel penilaian
Students’ number
Num Criteria
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 Following directions

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 Contributing ideas to
2
discussion
3 Listening to others
Staying on task and
4
topic
Working with the
5
pair/group

2. PENILAIAN PENGETAHUAN
Kompetensi Dasar IPK Materi Indikator Bentuk Cara
penilaian
3.7 Membedakan 3.7.1 Menelaah fungsi sosial teks historical WORKSHEET 1 Students are able to Uraian 10 soal Jumlah
fungsi sosial, recount lisan dan tulis dengan meminta EXERCISE 1 match words and betul dikali
struktur teks, dan dan memberi informasi terkait Match the words in the their definitions 10
unsur kebahasaan peristiwa bersejarah sesuai dengan table to their correctly
beberapa teks konteks penggunaannya. definitions.
recount lisan dan 3.7.2 Menganalisis struktur teks beberapa
tulis dengan teks recount lisan dan tulis dengan WORKSHEET 1 Students are able to Uraian 5 soal Jumlah
memberi dan meminta dan memberi informasi terkait EXERCISE 2 decide whether the betul dikali
meminta peristiwa bersejarah sesuai dengan Decide if the statements statements are true 20
informasi terkait konteks penggunaannya below are true or false. or false.
peristiwa 3.7.3 Menguraikan unsur kebahasaan WORKSHEET 1 Students are able Uraian 10 soal Jumlah
bersejarah sesuai beberapa teks recount lisan dan tulis EXERCISE 3 to fill in the betul
dengan konteks dengan memberi dan meminta Fill in the blanks based blanks based on dikalikan 10
penggunaannya. informasi terkait peristiwa bersejarah on the audio you heard. the audio they
sesuai dengan konteks penggunaannya heard.

WORKSHEET 2  Students are able Uraian 3 soal Nilai

EXERCISE 1 to analyze the maksimal
1. Analyze the purpose social function, 100

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 of the 2 texts above. structures and
2. Analyze the language features
structure of the 2 of recount text.
texts above.
3. Find the tenses,
adjectives, adverbs,
personal pronouns in
the texts.
WORKSHEET 2 Students are able Uraian 5 soal Jumlah
EXERCISE 2 to answer the betul
Read text 2 and answer questions. dikalikan 20
the following questions.

3. SKILL ASSESSMENT
Kompetensi Dasar IPK Materi Indikator Bentuk Cara
penilaian
4.7.1 Menangkap 4.7.1.1 Menceritakan WORKSHEET 1 EXERCISE 4 Students are able to retell a Tes lisan Lihat rubrik
makna secara kembali Retell “The Spanish Armada” historical recount using their
kontekstual peristiwa with your own words. own language
terkait fungsi sejarah secara
sosial, struktur lisan WORKSHEET 3 Students are able to create a Tes tulis Lihat rubrik
teks, dan unsur 4.7.2.1 Menyusun teks Please create a simple historical simple historical recount
kebahasaan teks recount pendek recount.
recount lisan dan sederhana
dan tulis terkait terkait peristiwa
peristiwa bersejarah
bersejarah.
4.7.2 Menyusun teks
recount lisan
dan tulis,

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 pendek dan
sederhana,
terkait peristiwa
bersejarah,
dengan

Rubrik Penilaian Ketrampilan Berbicara

Category 5-Above expectation
Audience  Historical recount contains
engagement detailed information
 Successfully engaged the
audience by
comprehensively retelling
historical recount
Structures Use of recount structure with
relevant events told
chronologically
Ideas Ideas are substantial and well
elaborated
Meaningfulness The information in historical
recount is highly linked and
meaningful
Total = total score x 5
3-Working to expectation
 Historical recount contains
simple information
 Attempts have been made in
retelling historical recount
Use of recount structure with
some relevant events told
Ideas are appropriate, effective,
and show some elaboration
Some information in historical
recount is linked well and
meaningful enough
1-Below expectation Score
 Historical recount contains
simple information
 Attempts haven’t been
made in retelling historical
recount
Use of recount structure with
events told minimally
Ideas are simple, few, and
show little elaboration
Information in historical
recount is not linked and not
meaningful

Rubrik Penilaian Ketrampilan Menulis

CATEGORY 4--Extending 3--Consolidating 2--Developing 1--Beginning Score
Introduction includes all relevant  provides a establishes time, provides little
(Organization) background info needed contextual place, and information about the
to understand the text orientation that is participants of setting or context in
(e.g. who, when, where complete and recount which the event

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 and other pertinent succinct happened (e.g. tells
details)  provides details of who and what, but not
the environment that when).
impact the way
events unfold
Sequencing  elaborates on general  elaborates on  includes some  many details are not
(Organization) aspects and important general aspects and specific detail in a logical or
events important events relating to the expected order
 combines related  combines related events  there is little sense
information, and details  includes some non- that the writing is
deletes unnecessary significant details organized.
detail
Deduction writes a concluding writes a more complex writes a satisfactory writes an evaluative
statement that contains concluding statement restatement of the comment as a
an evaluative comment with evaluative introduction conclusion
and summarizes aspects statement
of the recount
Language  writes about specific  varies conjunctions  maintains tense  usually writes in the
Features participants and sequencing  uses a limited past tense
 uses a variety of words to indicate number of  uses some "time
sequencing words time sequencing words markers" as
 uses a variety of  writes increasingly  writes complete sequencing words
sentence beginnings to complex sentences sentences with a
make the writing more variety of sentence
interesting lengths
 maintains simple past
or manipulates verb
tense
Spelling &  All words are spelt  All familiar words  Accuracy in  Most familiar words
Punctuation correctly are spelt correctly. spelling with most are spelt incorrectly

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 All of my sentences Most specialized familiar words,  Few of my
begin with capital words are spelt some correct sentences begin with
letters and end with correctly spelling with capital letters and
correct punctuation  Most of my specialized words end with correct
sentences begin with  Some of my punctuation
capital letters and sentences begin
include correct with capital letters
punctuation and end with
correct punctuation
Score = total score x 4

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 Listening and Speaking Activites

A. Topic: The Spanish Armada

B. Learning Objective
 Students are able to match words and their definitions correctly.
 Students are able to decide whether the statements are true or false.
 Students are able to fill in the blanks based on the audio they heard.
 Studets are able to retell the historical recount chronologically.
C. Activities:

Before listening
Exercise 1
Match the words in the table to their definitions.

a. armada 1. a fight between armed forces

b. sail 2. clear; easy to see, recognize or understand
c. invade 3. the part of a country's armed forces which is trained to
operate at sea
d. battle 4. burning very strongly
e. channel 5. to enter a country by force with large numbers of soldiers
in order to take possession of it
f. navy 6. a part of a river or other area of water which is deep and
wide enough to provide a route for ships to travel along
g. obvious 7. to win a victory over someone in a fight, war or competition
h. defeated 8. When a boat or a ship sails, it travels on the water
i. ablaze 9. to get free from something, or to avoid something
j. escaped 10. a large group of war ships

After listening
Exercise 2
Decide if the statements below are true or false.

1. Spain was the most powerful country in the world in 1688.

2. King Philip II of Spain ordered a large number of ships to invade England.
3. At first Queen Elizabeth realized the Spanish invasion.
4. Once the battle began it was obvious to the Spanish won the war.
5. A few Spanish ships wrecks still lie on the seabed in the English Channel.

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Exercise 3
Fill in the blanks based on the audio you heard.
In May 1588 Spain was the most (1) ____________ country in the
world. King Philip II of Spain was determined to (2) ____________
England and become its King. He ordered a large number of ships to
be prepared to set sail and (3) ____________ England.

At first Queen Elizabeth I (4) ____________ the rumours of a

Spanish invasion, but soon she came to realize the great danger the
country was in and she made sure that England would be prepared
for a (5) __________. Eventually the Spanish were ready and over
100 ships set sail towards the English Channel.

As soon as the Spanish ships were seen from the English coast, fires
were lit on the hills as a signal that the (6) ____________ was
coming. When the Spanish ships got close enough the English navy
closed in and a great sea battle began.

Once the battle began it was obvious to the Spanish that they would
be defeated. Not only did the English (7) ____________ have
stronger and more powerful ships, they also made terrifying use of
fire ships – boats that were deliberately set (8) ____________ and
then sent in amongst the Spanish fleet.

At last the battle was over. A few Spanish ships escaped and eventually (9)
____________ home, but many were sunk and to this day some of their (10)
____________still lie on the seabed in the English Channel.

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Exercise 4
Retell “The Spanish Armada” with your own words.

Beginning

Middle

Ending

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 Reading Activites

A. Topic: Historical recount

B. Learning Objective
 Students are able to analyze the social function, structures and language features of
recount text.
 Students are able to answer the questions.
C. Activities:

Exercise 1
Text 1

General Offensive of 1 March 1949

The Dutch launched a military offensive on 19 December 1948 which it termed Operation
Crow.
By the following day it had conquered the city of Yogyakarta, the location of the temporary
Republican capital. By the end of December, all major Republican held cities in Java and
Sumatra were in Dutch hands.
The Republican President, Vice-President, and all but six Republic of Indonesia ministers
were captured by Dutch troops and exiled on Bangka Island off the east coast of Sumatra.
In areas surrounding Yogyakarta and Surakarta, Republican forces refused to surrender and
continued to wage a guerrilla war under the leadership of Republican military chief of staff
General Sudirman who had escaped the Dutch offensives. An emergency Republican
government, was established in West Sumatra.
On March 1, 1949 at 6 am, Republican forces launched March 1 General Offensive. The
Offensive caught the Dutch by surprise. For his part, Hamengkubuwono IX allowed his palace to
be used as a hide out for the troops. For 6 hours, the Indonesian troops had control of
Yogyakarta before finally retreating.
The Offensive was a moral and diplomatic success, inspiring demoralized troops all around
Indonesia, as well as proving to the United Nations that the Indonesian army still existed and
were capable of fighting. On the other hand, the offensive had demoralized the Dutch forces,
because they never thought that Indonesian forces could assault and control the city, even for a
few hours.

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Text 2

The Battle of Ambarawa

The Battle of Ambarawa was a battle between the recently created Indonesian Army and the
British Army that occurred between 20 October and 15 December 1945 in Ambarawa,
Indonesia.
On 20 October 1945, Allied troops under the command of Brigadier Bethell landed in
Semarang to disarm Japanese troops. Initially, the troops were welcomed in the area, with
Central Java’s governor Wongsonegoro agreeing to provide them with food and other
necessities in return for the Allies’ promise to respect Indonesia’s sovereignty and
independence.
However, when Allied and NICA troops began freeing and arming freed Dutch POWs in
Ambarawa and Magelang, many locals were angered. Indonesian troops under the command of
Lieutenant Colonel M. Sarbini began besieging Allied troops stationed in Magelang in reprisal
for their attempted disarmament.
On the morning of 23 November 1945, Indonesian troops began firing on Allied troops
stationed in Ambarawa. A counterattack by the Allies forced the Indonesian Army to retreat to
the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various commanders of the
Indonesian Army. The next day at 4:30 AM, the Indonesian Army launched an assault on the
Allies in Ambarawa. Indonesian artillery pounded Allied positions, which were later overrun by
infantry. When the Semarang-Ambarawa highway was captured by Indonesian troops,
Soedirman immediately ordered his forces to cut off the supply routes of the remaining Allied
troops by using a pincer maneuver.
The battle ended four days later on 15 December 1945, when Indonesia succeeded in
regaining control over Ambarawa and the Allies retreated to Semarang.

Answer the following questions into the table below.

1. Analyze the purpose of the 2 texts above.
2. Analyze the structure of the 2 texts above.
3. Find the tenses, adjectives, adverbs, personal pronouns in the texts.

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General Offensive of 1 March 1949

Purpose Structures Language features

Orientation

Events

Reorientation

The Battle of Ambarawa

Purpose Structure Language features

Orientation

Events

Reorientation

Exercise 2
Read text 2 and answer the following questions.

1. Why did Brigadier Bathell come to Semarang?

2. What did the cause of attack of Indonesian troops to Allied troops in Ambarawa?
3. ".... Wongsonegoro agreed to provide food and other necessities in return for the Allies’
promise to respect" (line 5 paragraph 1). What is the synonym of the underlined word?
4. "A counterattack by the Allies forced the Indonesian Army to retreat to the village of
Bedono" (line 9 paragraph 1). What is the synonym of the underlined word?
5. What did Soedirman use to win the battle?

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 Writing Activites

A. Topic: Composing Historical recount

B. Learning Objective
 Students are able to compose a simple historical recount
C. Activity:

Please give feedback to your friend’s draft by using the editor’s checklist below.

Editor's checklist
 Is the information grouped into logical
paragraphs?
 Are the paragraphs in a logical order?
 Is there any unnecessary information?
 Is any necessary information missing?
 Are there any parts that you can't
understand?
 Are a lot of the same words repeated?
 Can more precise words be used?
 Is there too much repetition of linkers like
and, but, then etc?
 Have articles (the, a, an) been used
correctly?
 Have the correct verb forms been used?
 Is the punctuation correct?
 Have all the words been spelt correctly

20 | P a g e
Please compose a simple historical recount in the template below.

21 | P a g e
KEY ANSWER:

WORKSHEET 1 EXERCISE 1
a. armada 1. a large group of war ships
b. sail 2. When a boat or a ship sails, it travels on the water
c. invade 3. to enter a country by force with large numbers of soldiers
in order to take possession of it
d. battle 4. a fight between armed forces
e. channel 5. a part of a river or other area of water which is deep and
wide enough to provide a route for ships to travel along
f. navy 6. the part of a country's armed forces which is trained to
operate at sea
g. obvious 7. clear; easy to see, recognize or understand
h. defeated 8. to win a victory over someone in a fight, war or competition
i. ablaze 9. burning very strongly
j. escaped 10. to get free from something, or to avoid something

WORKSHEET 1 EXERCISE 2

1. F
2. T
3. F
4. F
5. T

WORKSHEET 1 EXERCISE 3

In May 1588 Spain was the most powerful country in the world. King Philip II of Spain
was determined to conquer England and become its King. He ordered a large number
of ships to be prepared to set sail and invade England.
At first Queen Elizabeth I ignored the rumours of a Spanish invasion, but soon she
came to realize the great danger the country was in and she made sure that England
would be prepared for a battle. Eventually the Spanish were ready and over 100 ships
set sail towards the English Channel.

As soon as the Spanish ships were seen from the English coast, fires were lit on the
hills as a signal that the invasion was coming. When the Spanish ships got close
enough the English navy closed in and a great sea battle began.

Once the battle began it was obvious to the Spanish that they would be defeated. Not
only did the English sailors have stronger and more powerful ships, they also made
terrifying use of fire ships – boats that were deliberately set ablaze and then sent in
amongst the Spanish fleet.
At last the battle was over. A few Spanish ships escaped and eventually reached home,
but many were sunk and to this day some of their wrecks still lie on the seabed in the
English Channel.

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WORKSHEET 1 EXERCISE 4
Answers may vary

WORKSHEET 2 EXERCISE 1

1. Purpose of the text 1 is:

To retell event of General Offensive of 1 March 1949 in the past.
Purpose of the text 2 is:
To retell event of The Battle of Ambarawa in the past.

2. Structure of the text 1:

Paragraph 1  Orientation /The introduction of General Offensive of 1 March 1949
Paragraph 2 – 5  Events /The chronological events of General Offensive of 1 March
1949
Paragraph 6  Reorientation/ The ending and result of General Offensive of 1
March 1949
Structure of the text 2:
Paragraph 1  Orientation /The introduction of the battle of Ambarawa
Paragraph 2 – 5  Events /The chronological events of the battle of Ambarawa
Paragraph 6  Reorientation/ The ending and result of the battle of Ambarawa

3. Language features Text 1

Past Tense : launched, termed, held, was, etc.
Past Perfect : had conquered, had escaped, etc.
Adjectives : temporary, guerrilla, etc.
Adverbs : In areas surrounding Yogyakarta and Surakarta (place) on 19 December
1948 (time)
Personal Pronouns: it, his, they
Language features Text 2
Past Tense : was, created, occurred, landed, began, etc.
Adjectives : attempted
Adverbs : between 20 October and 15 December 1945 (time)
in Ambarawa, Indonesia (place)
to the village of Bedono (place)
Personal Pronouns : them, their, his, dst

WORKSHEET 2 EXERCISE 2
1. To disarm Japanese troops
2. Allies and NICA troops began to disarm Dutch POWs in Ambarawa and Magelang
3. Move back
4. Withdraw
5. Good commanders and cooperative strategy

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LK-4b Telaah RPP
Tujuan
Peserta dapat menelaah dan dapat memperbaiki RPP.

Nama Penyusun RPP : Kelompok 3

Nama Penelaah RPP : Kelompok 5

FORMAT TELAAH RPP

Hasil Penilaian/Saran
No. Komponen Indikator
tindak lanjut

A. Identitas Mata 1. Menuliskan nama sekolah. Ada

Pelajaran/ Tema 2. Menuliskan matapelajaran. Ada
3. Menuliskan kelas dan semester. Ada
4. Menuliskan alokasi waktu. Ada

B. Kompetensi Inti Menuliskan KI dengan lengkap dan benar. Ada

C. Kompetensi Menuliskan KD dengan lengkap dan benar. Ada

Dasar
D. Indikator 1. Merumuskan indikator yang mencakup Indikikator KD
Pencapaian kompetensi pengetahuan, ketrampilan belum
Kompetensi keterampilan, dan sikap sesuai menggunakan kata
dengan KD. kerja operasional ranah
2. Menggunakan kata kerja operasional psikomotor’
relevan dengan KD yang (mengelompokkan
dikembangkan. masuk dalam kko
3. Merumuskan indikator yang cukup ranah kognitif)
sebagai penanda ketercapaian KD. Pada IPK ketrampilan
4.6.1.2 dan 4.6.1.3
bukan merupakan ipk
tetap merupakan
langkah dalam
pembelajaran
E Nilai Karakter 1. Menuliskan nilai-nilai karakter yang akan Dalam kegiatan
dimunculkan dalam pembelajaran pembelajaran terdapat
2. Butir karakter yang dituliskan adalah butir nilai2 karakter ( kerja
karakter operasional sama) tetapi tidak di
tuliskan

F Tujuan 1. Tujuan pembelajaran dirumuskan satu Ada

Pembelajaran atau lebih untuk setiap indikator
pencapaian kompetensi.
2. Tujuan pembelajaran mengandung unsur:
audience (A), behavior (B), condition (C),
dan degree (D).
3. Tujuan pembelajaran dirumuskan untuksatu
pencapaian KD.

24
 Hasil Penilaian/Saran
No. Komponen Indikator
tindak lanjut

G. Materi 1. Memilih materi pembelajaran reguler, remedial Materi regular sudah

Pembelajaran dan pengayaan sesuai dengan kompetensi ada, untuk materi
yang dikembangkan. pengayaan dan remidi
2. Cakupan materi pembelajaran reguler, belum ada
remedial, dan pengayaan sesuai dengan Cakupan mater regular
tuntutan KD, ketersediaan waktu, dan sudah sesuai dengan
perkembangan peserta didik. tuntutan KD
3. Kedalaman materi kemampuan peserta didik.

H. Metode 1. Menerapkan satu atau lebih metode Metode dan model

Pembelajaran pembelajaran. pembelajaran yang di
2. Metode pembelajaran yang dipilih adalah gunakan sudah
pembelajaran aktif yang efektif dan efisien Mendukung
memfasilitasi peserta didik mencapai pembelajaran aktif,
indikator-indikator KD beserta kecakapan efektif dan efisien
abad 21.

I. Media dan 1. Memanfaatkan media sesuai dengan indikator, Sudah

Bahan karakteristik peserta didik dan kondisi sekolah.
2. Memanfaatkan bahan sesuai dengan indikator, Sudah
karakteristik peserta didik dan kondisi sekolah
3. Memanfaatkan mediauntuk mewujudkan Sudah
pembelajaran dengan pendekatan saintifik
atau model memadai.
4. Memanfaatkan bahan untuk mewujudkan Sudah
pembelajaran dengan pendekatan saintifik
atau model memadai.
5. Memilih media untuk menyampaikan pesan
Sudah
yang menarik, variatif, dan sesuai dengan
indikator pencapaian kompetensi.
6. Memilih bahan untuk menyampaikan pesan Sudah
yang menarik, variatif, dan sesuai dengan
indikator pencapaian kompetensi.

25
 Hasil Penilaian/Saran
No. Komponen Indikator
tindak lanjut

J Sumber Belajar 1. Memanfaatkan lingkungan alam dan/atau Belum

sosial..
2. Menggunakan buku teks pelajaran dari Sudah
pemerintah (Buku Peserta didik dan Buku
Guru).
3. Merujuk materi-materi yang diperoleh melalui Sudah
perpustakaan.
4. Menggunakan TIK/merujuk alamat web Sudah
tertentu sebagai sumber belajar.

K Penilaian 1. Mencantumkan teknik, bentuk, dan contoh Sudah

instrumen penilaian pada ranah sikap,
pengetahuan, dan keterampilan sesuai
dengan indikator.
2. Menyusun sampel butir instrumen penilaian Sudah
sesuai kaidah pengembangan instrumen
3. Mengembangkan pedoman penskoran Sudah
(termasuk rubrik) sesuai dengan instrumen.

L Pembelajaran 1. Merumuskan kegiatan pembelajaran remedial Belum ada

Remedial yang sesuai dengan karakteristik peserta
didik, alokasi waktu, sarana dan media
pembelajaran.
2. Menuliskan salah satu atau lebih aktivitas Progam remedial sudah
kegiatan pembelajaran remedial, berupa: ada
 pembelajaran ulang,
 bimbingan perorangan
 belajar kelompok
 tutor sebaya

M Pembelajaran Merumuskan kegiatan pembelajaran Belum ada

Pengayaan pengayaan yang sesuai dengan karakteristik
peserta didik, alokasi waktu, sarana dan media
pembelajaran.

N Bahan Ajar Menguraikan bahan ajar sesuai dengan KD Sudah ada

26
 R-4. Pengembangan RPP

Rubrik ini digunakan fasilitator untuk menilai hasil pengembangan RPP

Langkah-langkah penilaian hasil kajian:
1. Cermati tugas yang diberikan kepada peserta pembekalan pada LK-4!
2. Berikan nilai pada hasil kajian berdasarkan penilaian Anda terhadap hasil kerja peserta
sesuai rubrik berikut!

Kegiatan Praktik
1. Menuliskan KD pengetahuan dan keterampilan dengan tepat.
2. Menuliskan Tujuan Pembelajaran dengan tepat.
3. Menuliskan materi, metode, media, bahan, dan sumber pembelajaran dengan tepat.
4. Menuliskan langkah-langkah pembelajaran yang runut sesuai sintak model
pembelajaran.
5. Mengintegrasikan saintifik, dimensi pengetahuan, aspek HOTS, dan kecakapan
abad 21 dalam kegiatan pembelajaran.
6. Menuliskan penilaian dengan tepat.
7. Menuliskan bahan dengan tepat.

Rubrik Penilaian:
Nilai Rubrik
90  nilai  100 Tujuh aspek sesuai dengan kriteria
80  nilai  90 Enam aspek sesuai dengan kriteria, satu aspek kurang sesuai
70  nilai  80 Lima aspek sesuai dengan kriteria, dua aspek kurang sesuai
60  nilai  70 Empat aspek sesuai dengan kriteria,tiga aspek kurang sesuai
<60 Tiga aspek sesuai dengan kriteria, empat aspek kurang sesuai

27