RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMK Negeri 1 Batu

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Genap (2019/2020)
Materi Pokok : Teks Recount, Biography Recount
Alokasi Waktu : 2 x 45 Menit(1 pertemuan)

A. Kompetensi Inti
 KI-1 dan KI-2:Menghayati dan
mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan
perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama, toleran, damai),
bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan,
keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan
internasional”.
 KI4: 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 metode sesuai
kaidah keilmuan

 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

B. Kompetensi Dasar 4.7 Menyusun teks recount lisan dan

3.7 Menganalisis fungsi sosial, struktur teks, dan
unsur kebahasaan beberapa teks recount lisan
dan tulis dengan memberi dan meminta
informasi terkait peristiwa/pengalaman sesuai
dengan konteks penggunaannya
Indikator Pencapaian Kompetensi:
tulis, pendek dan sederhana, terkait
peristiwa/,pengalaman, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
Indikator Pencapaian Kompetensi:

3.7.1 Menentukan fungsi sosial dari teks audio 4.7.1 Menyusun scrambled paragraph
tentang biography recount tentang biography dengan unsur
3.7.2 Mengklasifikasikan tokoh- tokoh yang kebahasaan dan struktur yang
terdapat dalam biography recount sesuai benar.
 konteks audio. 4.7.2 Membuat biography recount
3.7.3 Menganalisis unsur kebahasaan dan struktur tentang idola peserta didik
teks recount terkait biography dengan unsur kebahasaan dan
struktur teks yang benar

C. Tujuan Pembelajaran
1. Pengetahuan
1.1 Melalui kegiatan tanya jawab, peserta didik dapat menyebutkan fungsi sosial dari
teks audio secara teliti dengan percaya diri.
1.2 Melalui kegiatan mendengarkan audio, peserta didik mengklasifikasikan tokoh-
tokoh yang terdapat dalam biography recount sesuai konteks.
1.3 Setelah membaca text, peserta didik dapat menganalisis unsur kebahasaan dan
struktur teks recount terkait biography dengan benar.

2. Keterampilan
2.1 Melalui kegiatan diskusi kelompok , peserta didik dapat menyusun scrambled
sentences recount text tentang biography secara tepat dengan menunjukkan
kerjasama.
2.2 Melalui instruksi guru, peserta didik dapat membuat biography recount tentang idola
peserta didik dengan unsur kebahasaan dan struktur teks yang benar secara benar
dengan mandiri

D. Materi pembelajaran

Recount text (Biography Recount)

 Fungsi Sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan, membanggakan
 Struktur Teks
Dapat mencakup:

1. Orientation
Menceritakan mengenai latar belakang informasi tentang siapa, di mana, kapan
kejadian atau peristiwa terjadi.(identitas tokoh)

2. Events
Menceritakan serangkaian peristiwa yang terjadi sesuai urutan kronologis.

3. Re-orientation
Merupakan penutup atau kesimpulan cerita. Untuk menutup suatu cerita, kita bisa
memberikan opini kita mengenai cerita tersebut.
 Unsur Kebahasaan
- Kalimat deklaratif dan interogatif dalam simple past, past continuous, present
perfect, dan lainnya yang diperlukan
- Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
- Adverbia dan frasa preposisional penujuk waktu
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Faktual : Teks lisan dan tulis tentang Biografi

Konseptual : Untuk melaporkan, menceritakan, berbagi pengalaman, mengambil teladan

yang membanggakan

Prosedural : orientasi: (identitas singkat tokoh);

rangkaian peristiwa dan masalah yang dialami; dan

Reorientasi: Menggunakan pronominal,konjungsi.

Language Features:
- Simple Past Tense is a sentence tenses that is used to express events that
occurred in the past and have ended in the past.

Pattern:
Rumus Simple Past Tense Contoh Simple Past Tense
Kalimat Positif (+) The teacher came
 S + Verb-2 (past tense) I was a stamp collector
 S + be (was/were)
Kalimat Negatif (-) The teacher did not come
 S + did + not + V1 I was not a stamp collector
 S + be (was/were) + not
Kalimat Interogatif (?) Did the teacher come
 Did + S + V1 Was I a stamp collector
 be (was/were) + S

Time Expression
 Yesterday (kemarin)
 Last night/week/month/year/time
(semalam / minggu lalu / tahun lalu / waktu yang lalu)
 One hour/day/week/month/year ago
(satu jam/hari/minggu/bulan/tahun lalu)
 In January (di bulan Januari)
 In 1999 (pada tahun 1999)
 On Saturday (pada hari Sabtu)
 When + S + verb-2
(when he arrived, when I was stuck in traffic jam)

NOTE:
Singular Pronoun seperti (I, He, She, It) ====== was
Plural pronoun seperti (You, They,We) ====== were

Terdapat 2 jenis kata kerja/Verb, yakni Regular Verb dan Irregular Verb.
Untuk regular verb, tambahkan -ed / -d dibelakang setelah kata kerja bentuk
pertama. Sebagai contoh:
Stay -> Stay (Stay)
Punch -> Punched
Play -> Play (Play)
 Touch -> Touch (Touch)
Write -> Written (Write)

Untuk Irregular verb , termasuk didalamnya to be, bentuk kata kerja keduanya
sangat berbeda. Sebagai contoh:
Awake -> Awake (Awake)
Start -> Start (Start)
Drink -> Drink
Eat -> eat
Run -> ran (Running)

Namun, ada sebagian Irregular verb yang memiliki bentuk kata kerja yang
sama dengan bentuk kata kerja dasar. Sebagai contoh :
Put -> Put
Split -> Split
Spread -> Spread
Set -> Set
Cut -> Cut (Cut)

- Temporal Conjunction tell about time—when something happened,

the sequence of events, and so on. Examples:
after by the time since
as finally then
as soon as just until
at first meanwhile when/once
at once next whenever
before now/now that while

E. Pendekatan dan Model Pembelajaran

Pendekatan : Scientific Approach

Model Pembelajaran : Discovery Learning

F. Media, dan Alat Pembelajaran

Media :

 Worksheet atau lembar kerja (peserta didik)

 Cetak: buku, modul, dan gambar.

 Audio

 PPT
 Alat :

 spidol, papan tulis

 Laptop & infocus, Audio
 Audio-cetak: yang dilengkapi dengan teks.
 Proyeksi visual: (slide)
 Objek fisik: gambar

G. Kegiatan Pembelajaran

Kegiatan Pendahuluan( 10 menit)

Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan
berdoa untuk memulai pembelajaran sebagai nilai religius
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Apersepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta
didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam
kehidupan sehari-hari.
● Apabila materi tema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan
baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
Pengertian Teks Recount, contoh dan penggunaannya
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
“ Look at the pictures below. Do you know this people? What are they famous for? Discuss with
your classmates!”(picture in slide LCD)
“What makes this people successful? What characters do this people have in common?”

Communication
Mengeksplore Peserta didik untuk konsentrasi dengan alur pembelajaran pada materi Recount text.
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan
yang berlangsung
● Pembagian kelompok belajar
●Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah
pembelajaran.

Kegiatan Inti (70 menit)

  Stimulation/ stimulasi
(Mengamati)
 Peserta didik mengamati gambar yang diberikan oleh guru
 Peserta didik menentukan fungsi sosial, struktur dan unsur kebahasaannya.
 Peserta didik ditunjukan contoh Biografi
 Peserta didik mengamati keteladanan dari teks biografi yang dipelajari.
 Peserta didik dirangsang untuk memiliki kemampuan membuat biografi
 Problem Identification/ Identifikasi masalah
(Menanya)
 Peserta didik mempertanyakan informasi rinci dan informasi tertentu dalam
teks biografi. Dengan bimbingan guru Siswa di bagi dalam kelompok yang
terdiri 7 orang untuk menentukan masalah:
 “Apakah yang dimaksud dengan biografi?”
 “Apakah ciri/karakter khas dari sebuah biografi?”
 Guru menunjukan untuk menjawab pertanyaan tersebut ,peserta didik harus
banyak membaca, melihat dari sumber lain seperti internet, newspaper, dan
mengunjungi perpustakaan.
 Mengumpulkan Informasi/Collecting Data (Experimenting/ Explore)
(Mencoba)
 Peserta didik menyimak berbagai contoh teks biografi yang diberikan/
diperdengarkan guru secara rinci.
 Peserta didik secara kelompok mengklasifikasikan beberapa text biografi
tersebut sesuai gambar tokoh yang diperdengarkan.
 Data Processing
(Menalar)
 Peserta didik secara berkelompok menganalisis details teks biografi dengan
memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan benar
 Peserta didik secara berkelompok membacakan details masing- masing paragraf
pada teks biografi tentang BJ Habibie teman dengan menggunakan unsur
kebahasaan yang tepat

 Verification/ pembuktian
(Mengkomunikasikan)
 Secara berkelompok, peserta didik menyusun teks biografi yang masih acak
menjadi teks yang berurutan dan benar.
 Peserta didik memperoleh balikan (feedback) dari guru dan teman tentang hasil
yang disampaikan dalam kerja kelompok.
 Peserta didik disuruh menyusun teks biografi tentang idolanya secara individual

 Generalization/ Menarik Kesimpulan

 Peserta didik menukarkan hasil menulis teks biografi sederhana tentang idolanya
kepada sesama teman dengan memperhatikan fungsi sosial, struktur dan unsur
kebahasaannya.
 Peserta didik membuat laporan evaluasi diri secara tertulis tentang pengalaman
masing-masing dalam mencari teks biografi selama proses pembelajaran di dalam
dan di luar kelas, termasuk kendala yang dialami.
Kegiatan Penutup( 10 menit)
 Peserta didik diberikan feedback tentang materi yang telah dipelajari
 Peserta didik merangkum materi yang yang telah dipelajari
 Peserta didik diajak untuk merefleksi tentang apa yang sudah dipelajari dalam pertemuan ini
dan sebelumnya.
 Peserta didik dan guru menyimpulkan materi yang telah dipelajari
 Guru memberikan tugas atau home work
 Peserta didik diberitahu oleh guru tentang rencana pembelajaran untuk pertemuan berikutnya
 Peserta didik diberikan penghargaan untuk materi pelajaran teks biografi kepada kelompok
yang memiliki kinerja dan kerjasama yang baik
 Salam penutup dan doa

H. Sumber Belajar
 Bahasa Inggris/ Kemendikbud. Edisi Revisi Jakarta: Kemendikbud, 2017
 https://zuhriindonesia.blogspot.com/2019/01/teks-biografi-kd-315-dan-415-kelas.html
 https://www.ilmubahasainggris.com/biografi-singkat-soekarno-dalam-bahasa-inggris-dan-arti/
 https://www.naturalreaders.com/online/

I. Penilaian Proses dan Hasil Pembelajaran

A. Teknik Penilaian
 Sikap : checklist
 Pengetahuan : Tes Tulis,
 Keterampilan : Writing(menulis),
B. Bentuk Instrumen
 Sikap : Instrumen Pengamatan,Observasi dan Jurnal
 Pengetahuan : soal pilihan ganda
 Keterampilan : unjuk kerja menulis
Sikap pada mata pelajaran ini sebagai dampak setelah mempelajari materi Recount Text
tentang biografi recount.
J. Pembelajaran Remediasi dan Pengayaan
1. Remedial
 Pembelajaran remediasi dilakukan segera setelah kegiatan penilaian
 Pembelajaran remidiasi diberikan kepada siswa yang belum mencapai KKM (besaran
angka hasil remediasidisepakati dengan adanya “penanda” yaitu angka sama dengan
KKM sekolah).
2. Pengayaan
 Pengayaan diberikan kepada siswa yang telah mencapai nilai KKM dalam bentuk
pemberian tugas ke KD berikutnya
Mengetahui, Batu, 1 Oktober 2019
Guru Pamong, Guru Mata Pelajaran

Maida Yuana Budi,S.Pd. Riska Andriani, S.Pd

NIP. 19720504 200604 1 014

Menyetujui

Kepala SMK Negeri 1 Batu Dosen Pembimbing Lapangan

Joko Santoso, S.Pd.MT Dra. Thathit Manon Andini,M.Hum

NIP. 19690201 200312 1 005 NIDN. 104 9109 0244
LAMPIRAN 1

A. URAIAN MATERI

1. RECOUNT

Social function: to retell events for the purpose of informing or

entertaining
Generic structure
 Orientation : provides the setting and introduces participants
(when, and where)
 Events : tell what happened in a chronological
order
 Re-orientation : optional-closure of events
Recount texts tell a series of events and evaluate their significance
in some way.
Language Features : - The use simple past tenses
S + V2 ( we went for a trip to the zoo )

Activity 1. Answer these following questions.

1. Do you know biography recount?
2. Can you explain of biography recount?
3. what is the social function of biography recount
Grammar Spot
Simple Past Tense

(+) S + V2
(-) S + did not + V1
(?) Did + S + V1

To talk about past events and conditions, you use VERB-2 forms. Here are
some examples taken from the text.
(+) I joined the Traditional Dance Competition in Jakarta last year.
(-) I did not feel nervous anymore.
The adverbs that are usually used in the ‘simple past tense’ sentences are:
Yesterday, last week, a week ago, …ago, last…,etc
LAMPIRAN 2
LKPD

3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan
dan tulis dengan memberi dan meminta informasi terkait peristiwa/pengalaman sesuai dengan
konteks penggunaannya.

4.7 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait
peristiwa/,pengalaman, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.

1. Melalui kegiatan listening, peserta didik dapat menyimak isi dari beberapa
biografi tentang tokoh- tokoh Indonesia dan dan mengklasifikasikannya.
2. Peserta didik dapat menyebutkan fungsi fosial dari teks biografi
3. Peserta didik dapat menganalisis struktur teks dan unsur kebahasaan teks biografi
4. Peserta didik dapat menyusun biografi tentang idolanya secara benar
5. Peserta didik dapat menceritakan isi biografi yang telah ditulis.
Uraian Materi :

1. RECOUNT

Social function: to retell events for the purpose of informing or entertaining

Generic structure
 Orientation : provides the setting and introduces participants
(when, and where)
 Events : tell what happened in a chronological order
 Re-orientation : optional-closure of events
Recount texts tell a series of events and evaluate their significance
in some way.
Language Features : - The use simple past tenses
Ex : S + V2 ( we went for a trip to the zoo )

Activity 1. Answer these following questions.

1. Have you know about biography?
2. Can you explain,what is biography?
3. What for a bioography written?

Activity 1. Match the biography recount in audio with the right picture

below!(in a Group).

AUDIO 2 AUDIO 3
AUDIO 1
 Activity 2. Read and study the text structure of the recount text.

B.J. Habibie

Bacharuddin Jusuf Habibie known as BJ. Habibie was born on 25 June 1936. He
was the Third President of the Republic of Indonesia (1998–1999). Habibie was born in
Parepare, South Sulawesi Province to Alwi Abdul Jalil Habibie and R.A. Tuti Marini
Puspowardojo. His father was an agriculturist from Gorontalo of Bugis descent and his
mother was a Javanese noblewoman from Yogyakarta. His parents met while studying in
Bogor. When he was 14 years old, Habibie’s father died. Following his father’s death,
Habibie continued his studies in Jakarta and then in 1955 moved to Germany. In 1960,
Habibie received a degree in engineering in Germany, giving him the title Diplom-
Ingenieur.
He remained in Germany as a research assistant under Hans Ebner at the
Lehrstuhl und Institut für Leichtbau, RWTH Aachen to conduct research for his doctoral
degree.
In 1962, Habibie returned to Indonesia for three months on sick leave. During this
time, he was reacquainted with Hasri Ainun, the daughter of R. Mohamad Besari. The
two married on 12 May 1962, returning to Germany shortly afterwards. Habibie and his
wife settled in Aachen for a short period before moving to Oberforstbach. In May 1963
they had their first son, Ilham Akbar Habibie, and later another son, Thareq Kemal
Habibie.
When Habibie’s minimum wage salary forced him into part-time work, he found
employment with the Automotive Marque Talbot, where he became an advisor. Habibie
worked on two projects which received funding from Deutsche Bundesbahn. Due to his
work with Makosh, the head of train constructions offered his position to Habibie upon
his retirement three years later, but Habibie refused.
Habibie did accept a position with Messerschmitt-Bölkow-Blohm in Hamburg.
There, he developed theories on thermodynamics, construction, and aerodynamics known
as the Habibie Factor, Habibie Theorem, and Habibie Method, respectively. He worked
for Messerschmit on the development of the Airbus A-300B aircraft. In 1974, he was
promoted to vice president of the company.
In 1974, Suharto requested Habibie to return to Indonesia as part of Suharto’s
drive to develop the country. Habibie initially served as a special assistant to Ibnu
Sutowo, the CEO of the state oil company Pertamina. Two years later, in 1976, Habibie
was made Chief Executive Officer of the new state-owned enterprise Industri Pesawat
Terbang Nusantara (IPTN). In 1978, he was appointed as Minister of Research and
Technology.
Habibie was elected vice president in March 1998. On 21 May 1998, Suharto
publicly announced his resignation and Habibie was immediately sworn in as president.
Habibie’s government stabilized the economy in the face of the Asian financial crisis and
the chaos of the last few months of Suharto’s presidency. Since relinquishing the
presidency, Habibie has spent more time in Germany than in Indonesia. However, he has
also been active as a presidential adviser during Susilo Bambang Yudoyono’s presidency.
In September 2006, he released a book called Detik-Detik Yang Menentukan: Jalan
Panjang Indonesia Menuju Demokrasi (Decisive Moments: Indonesia’s Long Road
Towards Democracy). The book recalled the events of May 1998.

Recounts are used to tell about past events. Remember that a recount consist of
orientation (opening), a series of events, and reorientation (closing). Individually,
complete the following chart to find out the structure of the biographical recount of
B.J. Habibie.
Paragraph Details
Orientation - When and where Habibie was born
- Habibie’s parents and how they met
- Habibie’s father dieds
Event 1

Event 2

Event 3

Event 4

Event 5

Re- orientation
 Activity 3. Please, re-arrange the scrambled paragraph below into good biography
text with your group discussion!

He graduated from Technische Hoge School (*Bandung

A Institute of Technology), Bandung In 1926.

Finally, an agreement was reached so that Soekarno-Hatta

B returns to Jakarta for preparing the manuscript of Proclamation.
Together with Hatta, Soekarno proclaimed Indonesia’s independence
on behalf of Indonesian on August 17th, 1945 in East Pegangsaan
street no. 56, Jakarta.

After returning to Indonesia, Soekarno and Hatta were

kidnapped by youths who had heard the news of the defeat of Japan’s
C and brought to Rengasdengklok.

Dutch feel threatened by the attitude of his nationalism. In

December 1929, Soekarno and other PNI leaders were arrested and
imprisoned. PNI itself dissolved and changed into PARTINDO. His
D struggles continued after he was released, but in August 1933, the
proclamator of Indonesian re-arrested and exiled to Ende, Flores, then
moved to Bengkulu.

After BPUPKI disbanded, he was appointed as chairman of

PPKI. After that Japan call Soekarno, Hatta, and Radjiman
E Wedyodiningrat to Ho Chi Minh City in Vietnam to meet with General
Terauchi to discuss the issue of Indonesian independence.

However, more precisely PUTERA fight for the people’s

interests. As a result, Japan disperses PUTERA. When his position in
F the Asia Raya started recessive War Allies, the Japanese established
BPUPKI. At the hearing BPUPKI on June 1st 1945, Soekarno put
forward the idea of a basic State called Pancasila.

On July 4th 1927, Soekarno founded the PNI (Indonesian

G
National Party) to achieve the independence. His charisma and
intelligence made him famous as an orator who can excite people.
 Soekarno was born in Surabaya on June 6th 1901. Ir. Soekarno
H is also well-known as the founding Father of Indonesia was the first
president known as proclaimer with Dr. Mohammad Hatta.

Finally, an agreement was reached so that Soekarno-Hatta

returns to Jakarta for preparing the manuscript of Proclamation.
Together with Hatta, Soekarno proclaimed Indonesia’s independence on
behalf of Indonesian on August 17th, 1945 in East Pegangsaan street no.
I 56, Jakarta. This independence is the result of the struggle of the entire
of Indonesian. One day later, he was inaugurated as the first President of
Indonesia. He ruled for 22 years. Soekarno passed away at the age of 69
years and was buried in Blitar, East Java. The story of Soekarno is
filmed by Hanung Bramantyo with title Soekarno:Indonesia Merdeka

Soekarno was released when the Japanese took over the Dutch.
J Japan called Ir. Soekarno, Mohammad Hatta, Ki Hajar Dewantara and
K.H. Mas Mansur founded PUTERA (Pusat Tenaga Rakyat) for the
benefit of Japan.

Activity 4. Create a biography recount by indiviual.

Using Habibie’s biography as a reference, write a biographical recount about

your idol. Use your notes on the speaking activities to help you write.

Born, Carrier/work
parents
Idol

…….
education

…….
 Activities 5. Peer feedback

Exchange your work with your classmate. Ask your classmate to write
feedback on your writing. Then, discuss the feedback you obtain from
your classmate and the one you give to your classmate.

Use the following guide to give feedback for your classmate.

- Look at the spelling: Is the spelling correct?
- Look at the use of the words: Does your classmate use suitable choice of
words?
- Look at the grammar: Are your classmate’s sentences grammaticaly
correct?
- Look at the references: Are the references clear and correct?
- Look at the organization: Is there any topic sentence? Are there adequate
supporting sentences? Are there concluding sentences?
Answer these questions below correctly by choosing A,B,C,D or E.

The following text is for questions 1 to 2.

Recount Text Biography 1

General Sudirman was a high ranking Indonesian military officer during the Indonesian
national revolution. He was the first commander-in-chief of the Indonesian Armed
Forces, he continues to be widely respected in the country. On 12 November 1945, at an
election to decide the military’s commander-in-chief in YogyakartA.
The 24 years old Sudirman was chosen over Oerip Soemohardjo in a close votE.
While waiting to be confirmed, Sudirman ordered an assault on British and Dutch forces
in AmbarawA. The ensuing battle and British withdrawal strengthened Sudirman’s
popular support, and he was ultimately confirmed on 18 December. General Sudirman
commanded military activities throughout Java, including a show of force in Yogyakarta
on 1 March 1949.
When the Dutch began withdrawing, in July 1949 Sudirman was recalled to
Yogyakarta and forbidden to fight further. In late 1949 Sudirman’s tuberculosis returned,
and he retired to Magelang, where he died slightly more than a month after the Dutch
recognised Indonesia’s independencE. He is buried at Semaki Heroes’ Cemetery in
Yogyakarta.

1. What is the monologue about?

A. A biography of General Soedirman
B. The family of General Soedirman
C. The death of General Soedirman
D. A spirit of General Soedirman for the Indonesian Armed Forces
E. The military forces commanded by General Soedirman
2. What can we infer from the monolugue?
A. His uncle’s name was also Soedirman
B. January is the month of Maulud
C. Soedirman was shot and died in the military war
D. Soedirman died when he was relatively young
E. Soedirman died on 1 March 1949
Recount Text Biography 2

Luis Lionel Andres Messi, born June 24th, 1987, is an Argentinian football player
for F.C BarcelonA. He is not very tall, mainly, due to the growing problem he had when
he was younger. His eyes are brown. He never has short hair.
Lionel Messi started playing football at a very early age in his hometown’s Newell’s Old
Boys. From the age of 11, he suffered from a hormone deficiency and as Lionel’s parents
were unable to pay for the treatment in Argentina, they decided to move to Barcelona,
Spain.
In the 2003-2004 season, when he was still only 16 years old, Messi made his first
team debut in a friendly with Porto that marked the opening of the new Dragao stadium.
The following championship-winning season, Messi made his first appearance in an
official match on October 16th, 2004, in Barcelona’s derby win against Espanyol at the
Olympic Stadium 0-1.. And now, in 2010, 2011, and 2012 he is best player in the world.

3. According to the text, Messi’s parents moved to Barcelona ….

A. because they were very poor in Argentina
B. because they wanted Messi to be successful in soccer
C. so that Messi could learn in the best soccer club
D. to get Messi’s health problem cured
E. to find the best treatment to cure Messi’s health problem

4. What is the main idea of the third paragraph?

A. he hasn’t really attractive face, but he’s a very good football player
B. Lionel Messi is a good player for F.C Barcelona
C. his best characteristics are on the foot has competitiveness
D. he appears to be a quite good and modest person
E. he has long black hair and brown eyes

Recount Text Biography 3

Picasso was one of the most outstanding and important artists of the 1900’s. He is best
known for his paintings. Almost every style in modern art is represented in Picasso’s
works.
Picasso was born in 1881 in Malaga, Spain as the son of an art teacher. He studied
painting from his father and his college level course of study at the academy of arts in
Madrid.
From about 1895 to 1901, he painted realistic works in a traditional stylE. He, then,
entered what was called the Blue PerioD. During this time, he only used shades of blue in
his paintings to show the poverty he saw in Barcelona.
After 1908, he entered into the style of cubism. Among his well-known cubist
paintings are “Three Musicians” and “Man with a Guitar”.
Picasso died in Moughins, France in 1973. He was really great artist.
5. Why did Picasso become so popular? because ….
A. he was the most outstanding artist of the 1990’s.
B. he was known for his great paintings
C. he painted in traditional style.
D. he was son of an art teacher.
E. he studied in art school.

6. According to text, Picasso ….

A. died in Spain 1973.
B. was born in Malaga, Italy.
C. was famous for his painting style.
D. had a father who worked as an art teacher.
E. finished his study at the academy of Arts in Madrid.

7. What can be inferred from the text?

A. Picasso’s father was not good at art.
B. Picasso passed away at the age of 92.
C. Picasso was unpopular artist of 1990’s.
D. Blue Period shows the prosperity in Barcelona.
E. For 8 years, Picasso painted realistic works in a traditional style.

Recount Text Biography 4

Galileo Galilei (1564-1642) — Astronomer and Scientist. Galileo developed a
superior telescope and made many significant discoveries in astronomy. He was
sentenced to life imprisonment by the inquisition for his support for the Copernican
theory that the sun was at the centre of the solar system.Galileo was born in Florence,
Italy in 1564 to a poor but noble family His parents recognized their child’s innate
intelligence and talents and so made sacrifices to have him educateD.
At his father’s insistence, Galileo studied the profitable career of medicinE. But,
at the University of Pisa, Galileo became fascinated in a wide range of subjects. He was
also critical of many of Aristotle’s teaching which had dominated education for the past
2,000 years.
Galileo was appointed to be a mathematics professor at the University of Pisa, but
his strident criticisms of Aristotle left him isolated among his contemporaries. After three
years of persecution, he resigned and went to the University of Padua, where he taught
maths. His entertaining lectures attracted a large following and he was able to spend the
next 18 years pursuing his interests in astronomy and mechanics.

8. From the fact that Galileo Galilei was imprisoned for supporting the Copernican
theory, which later was proven to be true, we know that Galileo Galilei was …
A. Reckless
B. Stubborn
C. Tenacious
D. Arrogant
E. Foolish

9. According to the biography, why did Galileo Galilei resign from his teaching job at
the University of Pisa?
A. He had attracted many followers.
B. He was persecuted for three years
C. He was appointed as a mathematics professor.
D. He had a better offer from the University of Padua.
E. He wanted to pursue his interests in astronomy and mechanics.

10. “His parents recognized their child’s innate intelligence and talents and so made
sacrifices to have him educated.” (Paragraph 2). The underlined word “innate” is closest
in meaning to …
A. Acquired
B. Ingenious
C. Multiple
D. Inborn
E. Strident

At the end of this chapter, ask yourself the following questions to know how
effective your learning process is.
1. Do you know how to tell or write a biographical recount?
2. Do you give information about who, where, and when at the beginning?
3. Do you tell or write the events in the order they happened?
4. Do you have personal comments to end the biographical recount?
5. Can you explain the function of a recount text?
6. Where do you think you can find a recount text?
LAMPIRAN 3
INSTRUMEN EVALUASI HASIL BELAJAR
Menggunakan Soal HOTS

1. Penilaian Sikap
JURNAL GURU
Nama Siswa : ……………................................
Kelas : …................................................
Aspek yang diamati : …………....................................
No Nama Mandiri Percaya diri Kerjasama Nilai
1.
2.
3.
4.

Rubrik pedoman penskoran

Mandiri
4: sangat mandiri
3: cukup mandiri
2: kurang mandiri
1: sangat tidak mandiri
Percaya Diri
4:sangat percaya diri
3:cukup percaya diri
2:kurang percaya diri
1:sanagt tidak percaya diri
Kerjasama
4: bekerjasama dengan sangat baik
3: bekerjasama cukup baik
2: kurang dapat bekerjasama
1: tidak dapat bekerjasama
Lampiran 4

2. Penilaian Pengetahuan
(1) Tujuan penilaian : Achievement (penilaian hasil belajar)
(2) Cakupan materi : Bahasa Inggris SMK Kelas X
(3) Jenis Soal : Pilihan ganda
(4) Mengkaji SK dan KD

Standar Kompetensi (SK)

READING (Membaca)
Memahami makna dalam wacana tertulis pendek baik teks fungsional maupun esei sederhana
berbentuk Recount text (Recount) tentang pengalaman/ peristiwa bersejarah dalam konteks
penggunaannya kehidupan sehari-hari.

Sebagaimana kita ketahui bahwa alat ukur menentukan tingkat kesulitan suatu soal biasanya
ditentukan dengan tingkat kognitif yang diberikan dalam soal. Dalam semua soal biasanya
dibedakan menjadi 3 level kognitif, yaitu:

Level 1 meliputi: kemampuan mengetahui (knowing-C1) dan level memahami

(understanding-C2)
Level 2 meliputi: kemampuan menerapkan (aplying-C3)
Level 3 meliputi: kemampuan menganalisis (analyzing-C4), mengevaluasi (evaluating-C5),
dan mengkreasi (creating-C6).

Maka, disini saya membuat instrument evaluasi hasil belajar dengan menggunakan soal
HOTS(High Order Thinking Skill) berupa pilihan ganda.

Kompetensi Dasar (KD)

• 3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount
lisan dan tulis dengan memberi dan meminta informasi terkait peristiwa/pengalaman
sesuai dengan konteks penggunaannya dalam kehidupan sehari-hari dengan cara
mengidentifikasi:
- gagasan utama (tema,ide pokok)
- informasi rinci tersurat
- informasi tersirat
- Tujuan teks

Kisi- kisi Soal Evaluasi

Kompetensi Indikator KD Nomor Jenis Level Proses Tingkat

Dasar soal Test Kognitif Kesukaran
C3 C4 C5 C6 M SD SK
3.7 Siswa dapat 1(1butir) Pilihan v v
Menganalisis menganalisis ganda
fungsi sosial, informasi
struktur teks, tersirat dalam
dan unsur sebuah teks
kebahasaan recount
beberapa teks Siswa dapat 2(1butir) Pilihan v v
recount lisan menentukan ganda
dan tulis dengan informasi rinci
memberi dan dalam bacaan
meminta tersebut secara
informasi tepat
terkait Siswa dapat 3(1butir) Pilihan v v
peristiwa/penga menganalisis ganda
laman sesuai tujuan penulis
dengan konteks dalam bacaan
penggunaannya tersebut secara
tepat.

Siswa dapat 4(1butir) Pilihan v v

menganalisis ganda
informasi
tersirat dalam
bacaan tersebut
secara tepat.

Siswa dapat 5(1butir) Pilihan v v

membuat ganda
kesimpulan
dari bacaan
tersebut secara
tepat.

Siswa dapat 6(1butir) Pilihan v v

menentukan ganda
ide pokok dari
bacaan tersebut
secara tepat.
Siswa dapat 7(1butir) Pilihan v v
menentukan ganda
tujuan teks
tersebut secara
tepat.
 Siswa dapat 8(1butir) Pilihan v v
menganalisis ganda
isi pesan
tersirat dalam
bacaan tersebut
secara tepat.

Siswa dapat 9(1butir) Pilihan v v

menentukan ganda
kesimpulan
dari tokoh
dalam bacaan
tersebut secara
tepat.

Siswa dapat 10(1butir) Pilihan v v

menganalisis ganda
informasi
tersurat dalam
bacaan tersebut
secara tepat.

KARTU SOAL
No.Soal: __1___ Level Kognitif: C4
STANDAR Siswa mampu menganalisis wacana tertulis interpersonal dan
KOMPETENSI transaksional sederhana, secara formal maupun informal, dalam bentuk
LULUSAN recount dalam konteks kehidupan sehari-hari.
LINGKUP Menganalisis informasi tersirat
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menganalisis informasi tersirat
dalam sebuah teks recount
Butir Soal The following text is for questions 1 to 4.

Kang Chol Hwan was born into a loyal family that had once lived in the
large Korean community of Japan. In Kyoto, his grandfather had been
supporter of Kim II Sung, North Korean’s Great Leader since 1945. In
1961 the grandfather returned with his family to North Korea and had
important government post.
Within months, however, he was complaining to friends that North
Korea was not the country he had expected. He was shocked to see so
much poverty, which he eventually came to blame on the government’s
stifl ing left for work and never returned. One morning in July 1977,
 when Kang was nine, his grandfather left for work and never returned.
A few weeks later, seven plain clothes security guard stormed into
Kang’s house “Your grandfather betrayed the fatherland,” one of them
stated” You must be punished.”
Kang’s parents and grandmother sobbed as they forced to pack their
belongings into two army trucks. The family was driven off, but Kang’s
mother was left behind, “spared” because her own father was regarded
as a revolutationary hero. That was the last Kang ever saw her.
1. What was a reason for Kang’s grandfather never returned to Kang’s
house?
A. A supporter of Kim II Sung
B. Accused of betraying North Korea
C. Regarded as a hero
D. As an important person in Korea
E. Force Kang’s family to leave their homeland

Kunci Jawaban B

No. Soal: 2 Level Kognitif: C4

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Ide pokok paragraf terakhir
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menentukan ide pokok dalam
paragraf terakhir tersebut secara tepat.
Butir Soal 2. What is mainly discussed in the last paragraph?
A. The last minutes Kang gathered together with his mother
B. The day Kang ever saw his grandma and grandpa

C. The moment Kang’s father was regarded as a hero

D. The last day Kang’s parents and his grandma sobbed
E. The sad moment when Kang’s parents meet grandma

Kunci Jawaban A
No. Soal: 3 Level Kognitif: C4
STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Alasan tersirat dalam teks
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menganalisis alasan tersirat
dalam bacaan tersebut secara tepat.
Butir Soal 3. Why did Kang’s grandfather disappear?
A. He left for work and went somewhere else
B. He returned to North Korea

C. He was supporter of Kim II Sung

D. He went to the government’s office
E. He was kidnapped and punished by the security guards

Kunci Jawaban E

No. Soal: 4 Level Kognitif: C5

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Persamaan kata
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menganalisis persamaan kata
dalam bacaan tersebut secara tepat.
Butir Soal 4. A few weeks later, seven plain clothes security guards stormed into
Kang’s house.
The underlined word has the same meaning as ....

A. Destroyed
B. Attacked
C. Knocked
D. Involved
E. Knotted
Kunci Jawaban B

No. Soal: 5 Level Kognitif: C6

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Menganalisis pernyataan yang benar
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menganalisis pernyataan yang
sesuai dari bacaan tersebut secara tepat.
Butir Soal The following text is for questions 5 to 7.
THE SCIENTIST HELP SHEEP DIES
Keith Campbell, a prominent biologist who worked on cloning Dolly
the sheep, died at 58, the University of Nottingham said Thursday.
Campbell, who had worked on animal improvement and cloning since
1999, died October 5, 2012, University spokesman Tim Utton said. He
did not specify the cause, only saying that Campbell had worked at the
University until his death.

He began researching animal cloning at the Roslin Institute near

Edinburgh in 1991. In 1996 the experiments led to the birth of Dolly the
sheep, the first mammal to be cloned from an adult cell. The sheep was
named after the voluptuous singer Dolly Parton. Researchers at the time
said that the sheep was created from a mammary gland cell, and that
Parton offered an excellent example.
The creation of the sheep captured the public imagination and instantly
became a scientific sensation. The experiments drew not only
admiration but also anger from some who raised questions about the
ethics of cloning. Animal rights activists were outraged, while the
church of England expressed reservations. Dolly was put down in 2003
after she developed a lung disease. Campbell’s interest in cellular
growth dated back to his college days studying microbiology in London.
5. Which of the following statements is TRUE according to the text?

A. Campbell never felt leaving for the university

B. Campbell stopped working because of his sickness
C. Campbell focused his research dealing with humans
D. Campbell started researching animal cloning as his experiments
 E. Campbell focused his research not only on the animal experiments

Kunci Jawaban B

No. Soal: 6 Level Kognitif: C6

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk deskriptif dalam konteks kehidupan sehari-hari.
LINGKUP Menentukan alasan yang tepat
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menentukan alasan yang tepat
dari bacaan tersebut secara tepat.
Butir Soal 6. Why did the experiments not draw admiration perfectly?

A. Animal rights activists were outraged

B. The public imagination became a scientific sensation
C. Some people felt dissatisfied with the experiment results
D. Some people were angry from their question about the ethics of
cloning
E. The experiments did not show the representative results of the
cloning ethics

Kunci Jawaban D

No. Soal: 7 Level Kognitif: C6

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Menentukan alasan yang tepat
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menentukan alasan yang tepat
dalam teks tersebut secara tepat.
Butir Soal 7. Why was the sheep named after Dolly Parton?
A. The researchers admired her
B. She was a voluptuous singer

C. She was a very popular singer

 D. The mammary gland cell was taken from her
E. She was the one who inspired the researchers

Kunci Jawaban D

No. Soal: 8 Level Kognitif: C4

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Menyimpulkan pesan dalam teks
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menyimpulkan pesan tersirat
dalam bacaan tersebut secara tepat.
Butir Soal The following text is for questions 8 to 10.
Galileo Galilei (1564-1642) — Astronomer and Scientist. Galileo
developed a superior telescope and made many significant discoveries
in astronomy. He was sentenced to life imprisonment by the inquisition
for his support for the Copernican theory that the sun was at the centre
of the solar system.
Galileo was born in Florence, Italy in 1564 to a poor but noble family
His parents recognized their child's innate intelligence and talents and so
made sacrifices to have him educated. At his father's insistence, Galileo
studied the profitable career of medicine. But, at the University of Pisa,
Galileo became fascinated in a wide range of subjects. He was also
critical of many of Aristotle's teaching which had dominated education
for the past 2,000 years.

Galileo was appointed to be a mathematics professor at the University

of Pisa, but his strident criticisms of Aristotle left him isolated among
his contemporaries. After three years of persecution, he resigned and
went to the University of Padua, where he taught maths. His
entertaining lectures attracted a large following and he was able to
spend the next 18 years pursuing his interests in astronomy and
mechanics.
8. Something that we can learn from Galileo Galilei's biography is ...
A. We must always believe whatever the society believes to avoid
getting persecuted.
B. We must never go against the believe of the society to avoid
getting imprisoned.
C. We should believe in something and stay faithful to it no matter
 how hard.
D. We must sacrifice everything to get ourselves educated.
E. We should spend 18 years to pursue our interests.

Kunci Jawaban C

No. Soal: 9 Level Kognitif: C6

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Menentukan kesimpulan dari tokoh
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menentukan kesimpulan dari
tokoh dalam bacaan tersebut secara tepat.
Butir Soal 9. From the fact that Galileo Galilei was imprisoned for supporting the
Copernican theory, which later was proven to be true, we know that
Galileo Galilei was ...
A. Reckless
B. Stubborn
C. Tenacious

D. Arrogant
E. Foolish

Kunci Jawaban C

No. Soal: 10 Level Kognitif: C4

STANDAR Siswa mampu menganalisis makna dalam wacana tertulis interpersonal
KOMPETENSI dan transaksional sederhana, secara formal maupun informal, dalam
LULUSAN bentuk recount dalam konteks kehidupan sehari-hari.
LINGKUP Informasi tersurat
MATERI
Indikator Disajikan sebuah wacana, siswa dapat menganalisis informasi tersurat
dalam bacaan tersebut secara tepat.
Butir Soal 10. According to the biography, why did Galileo Galilei resign from his
teaching job at the University of Pisa?
 A. He had attracted many followers.
B. He was persecuted for three years.
C. He was appointed as a mathematics professor.

D. He had a better offer from the University of Padua.

E. He wanted to pursue his interests in astronomy and mechanics.

Kunci Jawaban B

Penskoran pilihan ganda dapat dilakukan dengan rumus:

B
Skor  x100
N
B = adalah banyaknya butir yang dijawab benar
N = adalah banyaknya butir soal
- Jika siswa memperoleh nilai diatas 70, maka dia tidak mengikuti remedial dan berhak
mengikuti tes pengayaan

- jika siswa memperoleh nilai dibawah 70, maka wajib mengikuti remedial untuk
memperbaiki nilainya hingga memperoleh nilai sesuai standart KKM.

Rubrik dan Pedoman Penskoran

No. soal Aspek yang dinilai Skor

Butir soal 1 Ketepatan jawaban 1
Butir soal 2 Ketepatan jawaban 1
Butir soal 3 Ketepatan jawaban 1
Butir soal 4 Ketepatan jawaban 1
Butir soal 5 Ketepatan jawaban 1
Butir soal 6 Ketepatan jawaban 1
Butir soal 7 Ketepatan jawaban 1
Butir soal 8 Ketepatan jawaban 1
Butir soal 9 Ketepatan jawaban 1
Butir soal 10 Ketepatan jawaban 1
3. Penilaian Keterampilan
a. Penilaian Kemampuan Writing Skill
Aspek
No yang Kriteria Skor 1-5 Bobot Skor
Dinilai
Isi sangat sesuai dengan judul 20%
5
dan tidak keluar dari topik
Isi sesuai dengan judul dan
4
tidak keluar dari topik
Kesesuaian
Isi cukup sesuai dengan judul 3
1 isi dengan
judul Isi kurang
Isi hampir
sesuai dengan 2
tidak
judul
sesuai
Isi tidak sesuai
dengan judul 1
dengan judul
Keruntutan teks sangat 20%
tepat,jelas,berkesinambungan
anatara kalimat satu dengan 5
lainnya, jelas,menggunakan
kata konjungsi yang tepat.
Keruntutan teks
tepat,berkesinambungan,
4
Keruntutan menggunakan konjungsi yang
2
Teks tepat.
Keruntutan teks cukup
tepat,menggunakan kata 3
konjungsi,tapi kurang tepat.
Keruntutan teks Isi hampir
2
kurang tepat tidak
Keruntutan teks sesuai
1
tidak tepat dengan judul
Pilihan tata bahasa sangat tepat, 30%
sesuai dan sesuai tenses, dan 5
unsur kebahasaan
Pilihan tata bahasa tepat 4
Pilihan
3 kata Pilihan tata bahasa cukup tepat 3
bahasa Pilihan tata
Pilihan tata
bahasa kurang 2
bahasa
tepat
hamper
Pilihan tata
tidak tepat 1
bahasa tidak
 tepat
Penulisan kosakata sangat 10%
5
tepat, benar, dan sesuai ejaan.
Penulisan kosakata tepat 4
Penulisan kosakata cukup tepat 3
Penulisan
4 Penulisan
Kosakata
kosakata kurang Penulisan 2
tepat kosakata
Penulisan hampir tidak
kosakata tidak tepat 1
tepat
Tulisan rapi,bersih, dan mudah 10%
5
terbaca
Tulisan tidak rapi tetapi mudah
4
terbaca
Tulisan tidak rapi dan tidak
3
Kerapihan mudah terbaca
5
Tulisan Tulisan tidak
rapi dan sulit 2
Tulisan rapi
terbaca
dan hamper
Tulisan tidak
tidak terbaca
rapi dan tidak 1
terbaca
Nilai = (Skor x Bobot) / 5 100%
Jumlah