RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP ...

Mata Pelajaran : Bahasa Inggris
Kelas/semester : IX/2 (dua)
Materi Pokok :Teks Information Report
Alokasi Waktu : 6 pertemuan (12 JP)

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3 : memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
A. Kompetensi Inti

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi

1. 3.9 membandingkan fungsi 3.9.1 menentukan persamaan dan

sosial, struktur teks, dan perbedaan fungsi sosial, struktur
unsur kebahasaan teks, dan unsur kebahasaan teks-
beberapa teks teks information report tulis pendek
information report lisan dan sederhana terkait mata
dan tulis dengan pelajaran IPA di kelas IX (tanaman
memberi dan meminta dan hewan hasil pemuliaan)
informasi terkait mata 3.9.2 menentukan persamaan dan
pelajaran lain di Kelas IX, perbedaan fungsi sosial, struktur
pendek dan sederhana, teks, dan unsur kebahasaan teks-
sesuai dengan konteks teks information report lisan pendek
penggunaannya dan sederhana terkait mata
pelajaran IPA di kelas IX , yaitu
tanaman dan hewan (hasil
pemuliaan)
3.9.3 menentukan persamaan dan
perbedaan fungsi sosial, struktur
teks, dan unsur kebahasaan teks-
teks information report tulis dan
lisan dan pendek dan sederhana
terkait mata pelajaran IPA di kelas

1

2. 4.9 teks information report 4.9.1.1
4.9.1 menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
information report lisan
dan tulis, sangat pendek
dan sederhana, terkait 4.9.1.2
topik yang tercakup
dalam mata pelajaran lain
di Kelas IX
3 4.9.2 menyusun teks 4.9.2.1
information report lisan
dan tulis, sangat pendek
dan sederhana, terkait
topik yang tercakup
dalam mata pelajaran lain 4.9.2.2
di Kelas IX, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks
IX, yaitu tanaman dan hewan
(hasil pemuliaan)
mengubah informasi dalam teks
information report lisan dan tulis
pendek dan sederhana terkait mata
pelajaran IPA di kelas IX yaitu
tanaman dan hewan (hasil
pemuliaan) ke dalam bentuk
infografis lain
menceritakan kembali isi teks
information report lisan dan tulis
pendek dan sederhana terkait mata
pelajaran IPA di kelas IX, yaitu
tanaman dan hewan (hasil
pemuliaan)
menulis teks-teks information report
tulis pendek dan sederhana terkait
mata pelajaran IPA di kelas IX
yaitu tanaman dan hewan (hasil
pemuliaan)
menyusun teks information report
sangat pendek dan sederhana
dalam bentuk monolog terkait
mata pelajaran IPA di kelas IX
yaitu tanaman dan hewan (hasil
pemuliaan)

*)
Nilai Karakter: percaya diri dan bertanggungjawab

C. Tujuan Pembelajaran

Pertemuan Pertama

(Langkah Pertama PjBL - Penentuan proyek)

1. Melalui kegiatan curah pendapat dengan fasilitasi guru, peserta didik dapat
menentukan topik dan bentuk proyek yang akan dikerjakan;

(Langkah Kedua PjBL - Perancangan langkah-langkah penyelesaian proyek)

2. Melalui kegiatan curah pendapat yang dipimpin oleh salah satu peserta didik,
peserta didik dapat mendata dan menentukan segala informasi yang diperlukan
terkait bentuk proyek yang telah disepakati dan cara memperoleh informasi
tersebut serta tahapan-tahapan yang harus dilakukan untuk menyelesaikan
proyek tersebut;

(Langkah Ketiga PjBL - Penyusunan jadwal pelaksanaan proyek)

3. Melalui kegiatan diskusi kelompok, peserta didik dapat:

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 a. menyusun jadwal pelaksanaan proyek dan menentukan pembagian tugas
masing-masing siswa dalam kelompok;
b. menunjukkan perilaku tanggungjawab; dan
c. menunjukkan kreativitas.

Pertemuan Kedua

(Langkah Kempat PjBL - Penyelesaian proyek dengan fasilitasi dan monitoring

guru)
1. Melalui kegiatan diskusi kelompok, peserta didik dapat:
a. mengidentifikasi dan mengklasifikasikan beberapa teks information report tulis
terkait tanaman dan hewan (hasil pemuliaan);
b. menentukan fungsi sosial teks, struktur teks, dan unsur kebahasaan teks
information report tulis terkait tanaman dan hewan (hasil pemuliaan);

2. Melalui kegiatan berpasangan, peserta didik dapat:

a. membandingkan fungsi sosial, struktur, dan unsur kebahasaan teks information
report tulis;
b. menunjukkan perilaku percaya diri dan bertanggungjawab; dan
c. menunjukkan kemampuan berpikir kritis, berkolaborasi, dan berliterasi.

Pertemuan Ketiga

(Lanjutan Langkah Kempat PjBL)

1. Melalui kegiatan menyimak teks information report lisan secara individu terkait
tanaman dan hewan (hasil pemuliaan) yang disediakan oleh guru, peserta didik
dapat mengidentifikasi fungsi sosial, struktur, dan unsur kebahasaan teks
information report lisan;
2. Melalui kegiatan menyimak teks information report lisan secara individu terkait
tanaman dan hewan (hasil pemuliaan) yang disediakan oleh guru, peserta didik
dapat:
a. membandingkan fungsi sosial, struktur, dan unsur kebahasaan beberapa teks
information report lisan.
b. menunjukkan perilaku percaya diri dan bertanggungjawab; dan
c. menunjukkan kemampuan berpikir kritis, kolaborasi, dan berliterasi.

Pertemuan Keempat

(Lanjutan Langkah Kempat PjBL)

1. Melalui kegiatan penugasan pada pertemuan sebelumnya, peserta didik dapat
membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
information report lisan & tulis;
2. Melalui kegiatan kelompok, peserta didik dapat:
a. mengubah informasi dalam teks information report tulis ke dalam bentuk
infografis lain;
b. mengubah informasi dalam teks information report lisan ke dalam bentuk
infografis lain; dan
c. menunjukkan kemampuan berpikir kritis, kolaborasi, dan berliterasi.

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Pertemuan Kelima

(Lanjutan Langkah Kempat PjBL)

1. Melalui kegiatan kelompok, peserta didik dapat:
a. menceritakan kembali isi teks information report tulis terkait tanaman dan
hewan (hasil pemuliaan) secara tertulis;
b. menceritakan kembali isi teks information report lisan terkait tanaman dan
hewan (hasil pemuliaan) secara tertulis;
c. menunjukkan perilaku bertanggungjawab; dan
d. menunjukkan kemampuan berpikir kritis, kolaborasi, dan berliterasi.
2. Melalui kegiatan kelompok, peserta didik dapat:
a. melakukan monolog terkait tanaman dan hewan (hasil pemuliaan);
b. menulis teks information report terkait tanaman dan hewan (hasil pemuliaan);
c. menunjukkan perilaku percaya diri dan bertanggungjawab; dan
d. menunjukkan kemampuan kreativitas, kolaborasi, komunikasi, dan berliterasi.

Pertemuan Keenam

(Langkah Kelima PjBL - Penyusunan laporan dan presentasi/publikasi hasil proyek)

1. Setelah menyelesaikan proyek secara berkelompok, peserta didik dapat:
a. menyusun laporan proyek; dan
b. mempresentasikan hasil proyek
(Langkah Keenam PjBL - Evaluasi proses dan hasil proyek)
2. Setelah mempresentasikan hasil proyek, dengan fasilitasi guru peserta didik
dapat:
a. mengevaluasi proses proyek;
b. mengevaluasi hasil proyek;
c. menunjukkan perilaku percaya diri dan bertanggungjawab; dan
d. menunjukkan kemampuan berpikir kritis dan komunikasi.

D. Materi Pembelajaran
1. Faktual
Jenis Teks: Information report

2. Konseptual
a. Fungsi Sosial:
Teks information report menyampaikan informasi tentang sesuatu secara
apa adanya sebagai hasil pengamatan sistematis atau analisis. Informasi
yang dideskripsikan dapat meliputi gejala alami, lingkungan, gejala sosial
atau benda buatan manusia.
b. Unsur Kebahasaan
1) use of general nouns, eg hunting dogs, rather than particular nouns, eg our
dog;
2) use of relating verbs to describe features, eg Molecules are tiny particles;
3) some use of action verbs when describing behaviour, eg Emus cannot fly;
4) use of prepositions:
a) of purpose: for, e.g. for water

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 b) of acoompaniment: with, e.g. with their fangs
c) of comparison: like, e.g. like the cobra, like the camel
d) use of connectives: because, e.g. This is because snakes are cold-blooded;
e) use of adjectives: e.g. cold-blooded, scaled, slimy, thick, tough, strong
5) use of adverbs:
a) of frequency: usually, never, e.g. A snake’s diet usually consists of fogs.
b) of place: along, here, there, e.g. to help them slither along
c) of time: soon, after, e.g. …and then soon die.
6) use of invinitives: e.g. Their skin is hard and glossy to reduce friction.
7) use of timeless present tense to indicate usualness, eg Tropical cyclones always
begin over the sea;
8) use of technical terms, eg Isobars are lines drawn on a weather map;
9) use of paragraphs with topic sentences to organise bundles of information;
10) repeated naming of the topic as the beginning focus of the clause.

3. Prosedural
Struktur Teks:
Teks information report pada umumnya terdiri dari urut-urutan sebagai
berikut:
a. General Clasification
Pernyataan umum yang menerangkan subjek laporan, keterangan, dan
klasifikasinya.
b. Description (telling what the phenomenon under discussion; in terms of parts,
qualities, habits or behaviors)
Pada bagian ini biasanya memberikan gambaran fenomena-fenomena yang
terjadi, baik bagian-bagiannya, sifat-sifatnya, kebiasaannya, ataupun
tingkah lakunya. Intinya adalah penjabaran dari klasifikasi yang disajikan
dengan ilmiah.

4. Metakognitif
Pengetahuan tentang bagaimana peserta didik menyadari akan cara-cara
terbaik untuk mempelajari materi faktual, konseptual, dan prosedural
tentang jenis teks information report.

*) Materi pengayaan dan remedial berbasis pada materi pembelajaran di atas

sesuai dengan kebutuhan peserta didik di masing-masing sekolah.

E. Metode Pembelajaran
Project-based Learning

F. Media, Alat, dan Sumber Pembelajaran

1. Media
Gambar hewan dan tumbuhan
Video Clip tentang hewan dan tumbuhan (hasil pemuliaan)

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 2. Alat
Realia benda, spidol warna, kertas spectra, kertas plano

3. Sumber Belajar
a. Kementerian Pendidikan dan Kebudayaan. 2013. Bahasa Inggris, When
English rings the bell. Jakarta: Politeknik Negri Media Kreatif. Hal. 125.
b. Board of Studies New South Wales. 1998. English K-6 Modules. Sydney: Board
of Studies NSW. Hal. 85.
c. Amos E., Prescher E., & Raby J.1998. Winner Student Book 1. Jakarta:
Pearson Education Asia Pte Ltd. 69.
d. Lingkungan sekitar: Nama dan lokasi lingkungan sekitar sekolah

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Pertama

Pendahuluan (10 menit)

1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru meminta seorang peserta didik memimpin doa; (Religius)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran dengan yel-yel yang dipimpin oleh seorang peserta didik;
5. Guru memberi motivasi belajar kepada peserta didik secara kontekstual sesuai
manfaat dan penerapan materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan internasional;
6. Guru melakukan apersepsi dengan kegiatan guessing game;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
8. Guru menyampaikan lingkup materi dan uraian kegiatan sesuai silabus.
9. Guru menyampaikan informasi tentang penilaian dalam pembelajaran.

Kegiatan inti (60 menit)

Langkah 1 PjBL (Penentuan Proyek)

1. Peserta didik melakukan diskusi kelas dengan fasilitasi guru untuk menentukan
topik & bentuk proyek yang akan dikerjakan. (Kreativitas dan komunikasi)
2. Peserta didik melakukan diskusi kelas yang dipimpin salah satu peserta didik,
untuk menentukan informasi yang diperlukan (jenis teks dan ilustrasi
pendukung serta bahan yang dibutuhkan) dan cara memperolehnya, sekaligus
menentukan langkah-langkah yang harus dilakukan untuk menyelesaikan
proyek. (Kreativitas dan komunikasi)

Langkah 2 PjBL (Perancangan Langkah-Langkah Penyelesaian Proyek)

3. Peserta didik melakukan diskusi kelas yang dipimpin oleh salah satu peserta
didik untuk menentukan informasi yang diperlukan (jenis teks dan ilustrasi

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 pendukung serta bahan/alat yang dibutuhkan) dan cara memperolehnya,
sekaligus menentukan langkah-langkah yang harus dilakukan untuk
menyelesaikan proyek. (Kreativitas dan komunikasi)
4. Dengan fasilitasi guru, peserta didik membentuk kelompok yang terdiri dari 4-6
orang. (Kolaborasi)

Langkah 3 PjBL (Penyusunan Jadwal Pelaksanaan Proyek)

5. Dalam kelompok, masing-masing peserta didik menyusun jadwal pelaksanaan
proyek & menentukan pembagian tugas. (Tanggungjawab dan kolaborasi)

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru memberikan penugasan berupa tugas mandiri terstruktur kepada peserta
didik untuk secara individu mencari 2 teks information report tulis beserta
gambarnya dan menyalin atau mencetaknya. Teks peserta didik putri adalah
tentang tanaman dan teks peserta didik putra adalah tentang hewan.
5. Guru memberi penjelasan tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
6. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (Religius)
7. Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Kedua

Pendahuluan (10 menit)

1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru mengajak peserta didik untuk berdoa; (Religius)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran dengan menggunakan lagu sebagai energizer;
5. Guru memberi motivasi belajar kepada peserta didik secara kontekstual sesuai
manfaat dan penerapan materi ajar dalam kehidupan sehari-hari;
6. Guru melakukan apersepsi dengan memberikan kuis;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai dan mereviu langkah proyek sebelumnya;
8. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai rancangan
proyek.
Kegiatan inti (60 menit)

Langkah 4 PjBL (Penyelesaian Proyek dengan Fasilitasi dan Monitoring Guru)

1. Peserta didik mengumpulkan teks-teks, yang ditugaskan secara individu pada

pertemuan sebelumnya, di dalam kelompok masing-masing. (Tanggungjawab)
2. Masing-masing kelompok saling bertukar teks-teks yang terkumpul.

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3. Dalam kelompok masing masing, peserta didik mengidentifikasi jenis & topik
teks-teks tersebut. (Berpikir kritis, Kolaborasi & Literasi)
4. Setiap wakil kelompok menempelkan teks-teks yang telah dianalisis pada papan
yang disediakan sesuai dengan klasifikasinya.
5. Guru memberikan umpan balik dan penguatan.
6. Peserta didik dalam kelompok masing-masing menentukan fungsi sosial,
struktur teks, dan unsur kebahasaan teks information report tulis yang disediakan
(LK 1). (Berpikir kritis, Kolaborasi & Literasi)
7. Tiap wakil kelompok menempelkan hasil LK.1 yang sudah dikerjakan di papan
tulis dan dinding kelas.
8. Peserta didik melakukan gallery walk. (Komunikasi)
9. Guru memberikan umpan balik dan penguatan.
10. Secara berpasangan, peserta didik membandingkan fungsi sosial, struktur teks
dan unsur kebahasaan teks-teks information report tulis. (LK 2) (Berpikir kritis,
Kolaborasi & Literasi)
11. Peserta didik menyampaikan secara lisan hasil/jawaban LK 2. (Percaya diri &
Komunikasi)
12. Guru memberikan umpan balik dan penguatan.

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Siswa dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Siswa dan guru memberikan umpan balik terhadap proses dan hasil
pembelajaran.
4. Guru memberi informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
5. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (Religius)
6. Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Ketiga

Pendahuluan (10 menit)

1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru mengajak siswa berdoa; (Religius)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
5. Guru memberi motivasi belajar kepada peserta didik secara kontekstual dengan
memutarkan video singkat tentang kisah perjuangan dan sukses orang;
6. Guru melakukan apersepsi dengan dengan menggunakan permainan bingo
terkait kosakata yang telah dipelajari pada pertemuan sebelumnya;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
8. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai rancangan
proyek.

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Kegiatan inti (60 menit)
Lanjutan Langkah 4 PjBL (Penyelesaian Proyek dengan Fasilitasi dan Monitoring
Guru)

1. Peserta didik menyimak teks information report lisan yang dimodelkan oleh guru
dan secara individu mengidentifikasi fungsi sosial, struktur & unsur kebahasaan
(LK.3) (Berpikir kritis dan literasi)
2. Peserta didik menuliskan hasil LK.3 di papan tulis. (Percaya diri)
3. Guru memberi penguatan/konfirmasi.
4. Peserta didik menyimak teks-teks information report lisan yang diperdengarkan
dan membandingkan fungsi sosial, struktur & unsur kebahasaan (LK.4)
(Berpikir kritis dan literasi)
5. Secara klasikal peserta didik menyampaikan jawaban LK.4 secara lisan. (Percaya
diri, dan komunikasi)
6. Guru memberikan umpan balik dan penguatan.

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru memberi informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
5. Guru memberikan penugasan kepada peserta didik untuk membandingkan
fungsi sosial, struktur teks, dan unsur kebahasaan teks information report lisan
dan tulis.
6. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (Religius)
7. Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Keempat
Pendahuluan (10 menit)
1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru mengajak siswa berdoa; (Religius)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran dengan mengajak peserta didik melakukan senam sederhana
dengan musik;
5. Guru memberi motivasi belajar kepada peserta didik secara kontekstual sesuai
manfaat dan penerapan materi ajar dalam kehidupan sehari-hari;
6. Guru melakukan apersepsi dengan memberi pertanyaan terkait materi pelajaran
pada pertemuan sebelumnya;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai;
8. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai rancangan
proyek.

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Kegiatan inti (60 menit)
Lanjutan Langkah 4 PjBL (Penyelesaian Proyek dengan Fasilitasi dan Monitoring
Guru)

1. Peserta didik mempresentasikan tugas individu yang diberikan pada pertemuan

sebelumnya (membandingkan fungsi sosial, strutur teks, dan unsur kebahasaan
teks information report lisan dan tulis). (Percaya diri & komunikasi)
2. Guru memberikan umpan balik dan penguatan tentang persamaan & perbedaan
teks information report lisan & tulis
3. Secara berkelompok peserta didik mengubah informasi dalam teks information
report tulis ke dalam bentuk tabel. (LK 5) (Berpikir kritis, literasi, kolaborasi, &
tanggung jawab)
4. Tiap kelompok saling membandingkan hasil LK 5 dengan system “2V: visiting
and visited (2 anggota klmpk berkunjung ke klmpk lain, 2 yang lain menerima
kunjungan).” (Percaya diri, kolaborasi & komunikasi)
5. Secara berkelompok peserta didik mengubah informasi dalam teks information
report lisan ke dalam bentuk tabel. (LK 6) (Berpikir kritis, literasi, kolaborasi, &
tanggung jawab)
6. Guru memberikan umpan balik dan penguatan tentang bagaimana mengubah
informasi dalam bentuk teks ke dalam bentuk lain.

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru memberi informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
5. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (Religius)
6. Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Kelima

Pendahuluan (10 menit)

1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru mengajak siswa berdoa; (Religius)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
5. Guru memberi motivasi belajar kepada peserta didik melalui kegiatan membaca
dan memahami kata-kata mutiara;
6. Guru melakukan apersepsi dengan kegiatan membaca tongue twister;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai.

10
8. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai rancangan
proyek.

Kegiatan Inti
Lanjutan Langkah 4 PjBL (Penyelesaian Proyek dengan Fasilitasi dan Monitoring
Guru)
1. Secara berkelompok, peserta didik mengerjakan menceritakan kembali teks
information report tulis yang disediakan oleh guru secara tertulis (LK 7.a)
(Berpikir kritis dan literasi)
2. Guru memonitor kegiatan di setiap kelompok sambil memberikan umpan balik
dan penguatan.
3. Secara berkelompok, peserta didik mengerjakan menceritakan kembali teks
information report tulis yang disediakan oleh guru secara tertulis (LK 7.b)
(Berpikir kritis dan literasi)
4. Guru memonitor kegiatan di setiap kelompok sambil memberikan umpan balik
dan penguatan.
5. Guru memberikan umpan balik dan penguatan.
6. Secara berkelompok peserta didik membuat teks information report terkait hewan
dan tanaman hasil pemuliaan. (Kreativitas, kolaborasi, tanggungjawab)
7. Peserta didik berlatih melakukan monolog berdasarkan draf teks yang telah
dibuat. (Komunikasi dan Percaya diri)
8. Guru memonitor kegiatan di setiap kelompok sambil memberikan umpan balik
dan penguatan.

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru memberi informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
5. Guru memberikan penugasan kepada peserta didik untuk:
a. menentukan dua tema yang akan di tulis dalam bentuk teks information
report, yaitu 1 teks tentang hewan hasil pemuliaan dan 1 teks tentang
tumbuhan hasil pemuliaan
b. menyusun/menulis teksnya & menuliskannya dalam bentuk layout yang
menarik dan sesuai dengan model Mini Encyclopedia yang disepakati kelas
c. menyiapkan moda lisan dari teks tulis yang dibuat untuk Mini Encyclpoedia
dan kemudian merekamnya dalam bentuk file MP3, untuk menjadi bahan
penyusunan Digital Encyclopedia dalam bentuk file ppt.
d. menyusun laporan proyek.
6. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (PPK)
7. Peserta didik dan guru mengucapkan salam perpisahan.

Pertemuan Keenam

11
Pendahuluan (10 menit)
1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran peserta didik;
3. Guru mengajak peserta didik untuk berdoa; (PPK)
4. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran;
5. Guru memberi motivasi belajar kepada peserta didik secara kontekstual dengan
menggunakan grammar games;
6. Guru melakukan apersepsi dengan memberikan pertanyaan tentang kegiatan
belajar pada pertemuan sebelumnya dan lalu mengaitkannya dengan rencana
kegiatan pada pertemuan ini;
7. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang
akan dicapai dan mereviu langkah proyek sebelumnya;
8. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai rancangan
proyek.

Kegiatan Inti
Langkah 5 PjBL (Penyusunan Laporan dan Presentasi/Publikasi Hasil Proyek)

1. Salah satu kelompok mempresentasikan produk final mini encyclopedia di depan

kelas. (Komunikasi, Literasi, & Percaya diri)
2. Satu kelompok yang lain mempresentasikan produk final digital encyclopedia
dengan cara menayangkan/memutarkan semua audio yang ada di dalamnya.
(Komunikasi, Literasi, & Percaya diri)

Langkah 6 (Evaluasi Proses dan Hasil Proyek)

3. Guru bersama siswa melakukan refleksi terkait penguasaan kebahasaan,
penguasaan materi, dan pengalamannya selama mengerjakan proyek.
(Komunikasi, Berpikir kritis, Literasi, Percaya diri)

Penutup (10 menit)

1. Dengan fasilitasi guru, peserta didik merangkum hal-hal yang sudah dipelajari
pada pertemuan ini.
2. Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan
manfaat-manfaatnya.
3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
4. Guru memberi informasi tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
5. Guru mengajak peserta didik untuk berdoa sebelum kelas berakhir. (Religius)
6. Peserta didik dan guru mengucapkan salam perpisahan.

H. Penilaian

1. Sikap spiritual dan sosial

a. Teknik Penilaian : Observasi

12
 b. Instrumen : Jurnal (Lampiran 2)

2. Pengetahuan
a. Teknik Penilaian : Tes Tertulis (Pilihan Ganda)
b. Instrumen : Kisi-kisi, Butir Soal, Kunci Jawaban, Pedoman
Penskoran (Lampiran 3)

3. Keterampilan
a. Teknik Penilaian : Proyek
b. Instrumen : Kisi-kisi, Lembar Tugas, Kunci Jawaban, Rubrik
Penilaian, dan Pedoman Penskoran (Lampiran 4)

...................., .............................. 20...

Mengetahui
Kepala SMP... Guru Mata Pelajaran

LK 1
Read the following texts carefully and answer the questions based on the texts
correctly.

Text 1
_______________________ _________________________
NIP.
Fish... NIP. ...
Fish live in saltwater and freshwater all over the world. They come in many different
shapes and sizes, but most are covered in scales and have strong fins for swimming. A fish’s
scales all lie in the same direction to help the fish slip through water.
Like us, fish need oxygen to live, but, instead of breathing air, they absorb the oxygen in
water. Water enters the mouth and is swept over the gills. The oxygen passes from the water
into tiny blood vessels in the gills.
Fish often swim in groups called shoals. One reason they do this is for protection. Many
fish together can confuse a predator. This makes it hard for the predator to single out a fish.

1. What is the text about? LAMPIRAN-LAMPIRAN

2. What does the third paragraph of the text tell us about?
3. Why
Lampiran 1:do fish often
Lembar swim
Kerja in groups?
(LK) dan Script
4. “This makes it hard for the predator to single out a fish.” What does the underlined
word refer to?

Text 2

Rose
Rose with over 100 species is a woody perennial of the genus Rosa. Roses are best
known as ornamental plants which are grown for their flowers in the garden and
sometimes indoors. They have been also used for commercial perfumery and
commercial cut flower crops. They also have minor medicinal uses.
The flowers are large and showy in colours ranging from whites through yellows
and reds. Rose plants range in size from compact, miniature roses, to climbers that can
reach 7 meters in height.

1. What does the text tell us about?

2. What does the second paragraph talk about?
3. Where are roses grown?
4. They also have minor medicinal uses. The
13underlined word refers to ....
 LK 2

A. Read the following texts on animals.

Text 1
Fish live in saltwater and freshwater all over the
world. They come in many different shapes and sizes,
but most are covered in scales and have strong fins for
swimming. A fish’s scales all lie in the same direction to
help the fish slip through water.
Like us, fish need oxygen to live, but, instead of
breathing air, they absorb the oxygen in water. Water
enters the mouth and is swept over the gills. The
oxygen passes from the water into tiny blood vessels in
the gills.
Fish often swim in groups called shoals. One
reason they do this is for protection. Many fish together
can confuse a predator. This makes it hard for the
predator to single out a fish.
Text 2
Grasshoppers are insects that prefer to hop on
their long back legs rather than fly. Grasshoppers have
very strong muscles in their long back legs and an
amazing spring in their knees. The grasshopper can
jump 12 times its own length – this would be like a
child jumping over a house.
The grasshopper senses touch through organs
located in various parts of its body, including antennae
and palps on the head. Organs for taste are located in
the mouth, and those for smell are on the antennae. The
grasshopper hears by means of a tympanal organ. Its
sense of vision is in the compound eyes, while change
in light intensity is perceived in the simple eyes.

Compare both texts. Use the table below.

Text 1 Text 2
Topic Topic

Writer Writer

Possible readers Possible readers

Number of paragraphs Number of paragraphs

Topics of each paragraph Topics of each paragraph

Nouns/Noun phrases Nouns/Noun phrases

found in the text found in the text

Adjectives used in the text Adjectives used in the text

Verbs used in the text Verbs used in the text

Tenses used in the text Tenses used in the text

14
 LK 2

B. Read the following texts on plants.

Text 1
Rose with over 100 species is a woody perennial of
the genus Rosa. Roses are best known as ornamental
plants which are grown for their flowers in the garden
and sometimes indoors. They have been also used for
commercial perfumery and commercial cut flower
crops. They also have minor medicinal uses.
The flowers are large and showy in colours ranging
from whites through yellows and reds. Rose plants
range in size from compact, miniature roses, to climbers
that can reach 7 meters in height.
Text 2
The Jasmine flowers are white in most species,
with some species being yellow. Certain species
however are reddish in colour, although this is quite
rare.Certain species stand tall, while others spread or
climb. The flowers typically measure 2.5 cm in
diameter.
Jasmine flowers are widely cultivated for their
blooms, and are a popular garden and house plant. In
certain parts of the world, particularly in South East
Asia, the flowers are worn by women in their hair.

Compare both texts. Use the table below.

Text 1 Text 2
Topic Topic

Writer Writer

Possible readers Possible readers

Number of paragraphs Number of paragraphs

Topics of each paragraph Topics of each paragraph

Nouns/Noun phrases Nouns/Noun phrases

found in the text found in the text

Adjectives used in the text Adjectives used in the text

Verbs used in the text Verbs used in the text

Tenses used in the text Tenses used in the text

15
 Jasmine is a very popular flower around the world especially in the tropics because of its
unique fragrance. The Jasmine is native to tropical and warm or temperate regions of the old
world.

LK 3
Listen to the following monologues our teacher by carefully and answer the questions
correctly.

Monologue 1

1. What is the monologue about?

2. Who possibly speaks in the monologue?
3. What does the speaker say when opening the monologue?
4. What does the speaker say when closing the monologue?

Monologue 2
1. What is the monologue about?
2. Who possibly speaks in the monologue?
3. What does the speaker say when opening the monologue?
4. What does the speaker say when closing the monologue?

16
 LK 4

A. Listen to the following monologues on animals.

Monologue 1 Monologue 2
Topic Topic

Speaker Speaker

Possible Possible
audience/listeners audience/listeners
Opening expression Opening expression

Closing expression Closing expression

Nouns/Noun phrases Nouns/Noun phrases

found in the text found in the text

Adjectives used in the Adjectives used in the

text text

Verbs used in the text

Tenses used in the text Tenses used in the text

B. Listen to the following monologues on plants.

Monologue 3 Monologue 4
Topic Topic

Speaker Speaker

Possible Possible
audience/listeners audience/listeners
Opening expression Opening expression

Closing expression Closing expression

Nouns/Noun phrases Nouns/Noun phrases

found in the text found in the text

Adjectives used in the Adjectives used in the

text text

Verbs used in the text Verbs used in the text

17
Tenses used in the text Tenses used in the text
 LK 5

Based on the texts that you have read and listened to in the previous activities, find
the similarities and differences between written and spoken information reports
texts. You can use the table below.

Written texts Spoken texts

Topic Topic

Tenses Tenses

Text structure Text

structure

18
 LK 6

A. Read the following text carefully. Based on the information in the text, complete the table
below.

Orchid is one of ornamental plants in the form of parasite. It has been known since 200
years ago. They are mostly found in the tropical area. Based on the nature of their life,
orchid can be divided into three groups, namely Ephytis, Semi Ephytis, and Terrestris.
Ephytis is the orchid which lives on other plants. Semi Ephytis is the orchid which lives on
the other plants but do not damage the main plant and Terrestrial is the orchid which grows
on the ground.
They have beautiful and unique flowers that are different from others. The flowers are
arranged as a compound system appearing from its stalk. This flower is shaped as a
bilateral symmetry. Its petals have the same color as the crown. The leaves are quite thick
and usually elongated oval. Its thick leaves serve to store water. Its stem is jointed and thick.
This stem is coated by wax layer which serves to prevent water evaporation. It has green
fruit and shaped like a capsule. Inside its fruit, there are seeds which are very small and
lightweight so they are easy to get carried away by the wind to the other places.
Orchids will grow well when exposed to sufficient sunlight and have a lot of food
sources. The media used to plant them are charcoal and brick for ephytis orchid and semi
ephytis, compost and chaff for terrestrial orchids, while broken tiles and chaff are the media
for semi terrestrial orchid.

Orchids
Ephytis
Habitat Semi Ephytis
Terrestris
Shape of flower
Characteristics leaves
Function of leaves
Characteristics of stem
Function of wax layer in the stem
Characteristic of fruit
Shape of fruit
Media Ephytis
used to Semi Ephytis
plant Terrestris
6. LK 6 1 teks + tabel

Tabel
B. Listen the monologue carefully. Based on the information in the monologue,
1complete the table
tekslisan (guru) dan 1below.
teks tulis

Ants
Number of species
Habitat
Types familiar to
humans

Duty of queen ant

Duty of male ants

19
Duty female ants
 LK 7. a

Read the following text and retell the information in the text. Write your answer on a piece
of paper.

A mangrove is a tropical marine tree. Mangroves have special aerial roots and salt-filtering tap
roots which enable them to thrive in brackish water. Brackish water is salty but not as salty as sea
water.

Mangrove trees are commonly planted and found in coastal areas. Mangroves can serve as walls of
protection for natural disaster like tsunami in coastal areas. According to BBC News, healthy
mangrove forests helped save lives in the Asia disaster tsunami and people tend to respect these
natural barriers even more, especially after the tsunami.

There are several species of mangrove trees found all over the world. Some prefer more salinity,
while others like to be very-close to a large fresh water source such as river. Some prefer areas that
are sheltered from waves. Some species have their roots covered with sea water every day during
high tides. Other species grow on the dry land but are still a part of the ecosystem. The Times of
India reported that rare species of mangrove had been found and also known as the looking-glass
tree, probably because the leaves are silver-coated.

Mangroves need to keep their trunk and leaves above the surface of the water. Yet they also need
to be firmly attached to the ground so they are not moved by waves. Any part of root that appears
above the water flows oxygen to the plant under the water.

LK 7.b

Listen to the monologue and retell the information in the monologue. Write your answer
20
on a piece of paper.
Script

LK 3

Monologue 1

Hi, class. What do you think about giant pandas? They’re cute, right? Let me tell you
some facts about them. Giant pandas are bears that are native to China, where they
are considered a national treasure. In the wild, giant pandas are only found in the
remote, mountainous regions of central China, in Sichuan, Shaanxi and Gansu
provinces, according to the National Zoo.

Giant pandas are distinguished from other pandas by their large size and black-and-
white coloring. Their bold coloring provides camouflage. Giant pandas grow to be
27 to 32 inches (70 - 80 centimeters) tall at the shoulder, 4 to 5 feet (1.2 to 1.5 meters)
long and can weigh up to 275 lbs. (125 kilograms).

A giant panda's appetite for bamboo is insatiable. They eat bamboo 12 hours a day,
which adds up to 28 lbs. (12.5 kg) of bamboo each day. Bamboo is relatively low in
nutrients, which is why pandas have to eat so much of it. In order to get a variety of
nutrients, pandas eat various parts of the bamboo plant and will seek out bamboo

21
that's sprouting new shoots and leaves. Well, those are some facts about giant
pandas. Thank you.

Monologue 2

Hi, guys. Welcome to Tokyo. This is really our wonderful tour. Have you ever
wondered how beautiful Japanese scenes are? Most of them are seen and dominated
by the the beauty cherry blossom. Cherry blossom has a scientific name as Genus
Prenus. It has been called as Sakura in Japan. Cherry blossom belongs to the Rosacea
family.

Nowadays, Cherry blossom is seen in some varieties such as Yama Zakura, Oshima
Sakura, Amerika Sakura and many other types.The main characteristic of cherry
blossom is on the way it grows. The flower grows earlier than the leaves. Cherry
blossom have many colors. There are white, little pink, and red.

Mostly cherry blossoms grow in moist low and highland. A place with a little bit
moist and protected from sunlight is best for its natural habitat. Well, that’s all about
sakura flower.

LK 4

Monologue 1
Hi, class. What do you think about giant pandas? They’re cute, right? Let me tell you
some facts about them. Giant pandas are bears that are native to China, where they
are considered a national treasure. In the wild, giant pandas are only found in the
remote, mountainous regions of central China. Giant pandas are distinguished from
other pandas by their large size and black-and-white coloring. Their bold coloring
provides camouflage. Giant pandas grow to be 70 - 80 centimeters tall at the
shoulder, 1.2 to 1.5 meters long and can weigh up to 125 kilograms.
A giant panda's appetite for bamboo is insatiable. They eat bamboo 12 hours a day,
which adds up to 12.5 kg of bamboo each day. Bamboo is relatively low in nutrients,
which is why pandas have to eat so much of it. In order to get a variety of nutrients,
pandas eat various parts of the bamboo plant and will seek out bamboo that's
sprouting new shoots and leaves. Well, those are some facts about giant pandas.
Thank you.

Monologue 2
Good morning, everyone. Welcome to our training. Let me start from large
mammals, named elephants. Elephants can reach a height of 4 m and weigh 7,000
kg. They are herbivorous and can be found in different habitats including forests,
deserts, savannas, and marshes. They would rather stay near water. Females tend to
live in family groups that can consist of one female with her calves or several related
females with offspring. When males reach puberty, they usually leave their family
groups, and may live alone or with other males.

22
Elephants communicate by sound, sight, touch, and smell; elephants use infrasound,
and seismic communication over long distances. They can live up to 70 years in the
wild.
Elephants are usually used as working animals in Asia. In the past they were used in
war; today, they are often exploited for entertainment in circuses or controversially
put on display in zoos. That’s what I can share a little about elephants.

Monologue 3
Hi, guys. Welcome to Tokyo. This is really our wonderful tour. Have you ever
wondered how beautiful Japanese scenes are? Most of them are seen and dominated
by the the beauty cherry blossom. Cherry blossom has a scientific name as Genus
Prenus. It has been called as Sakura in Japan. Cherry blossom belongs to the Rosacea
family.
Nowadays, Cherry blossom is seen in some varieties such as Yama Zakura, Oshima
Sakura, Amerika Sakura and many other types.The main characteristic of cherry
blossom is on the way it grows. The flower grows earlier than the leaves. Cherry
blossom have many colors. There are white, little pink, and red.
Mostly cherry blossoms grow in moist low and highland. A place with a little bit
moist and protected from sunlight is best for its natural habitat. Well, that’s all about
sakura flower.

Monologue 4
Rafflesia Arnoldi is known as the biggest flower in the world. The name is derived
from the British governor General, Sir Thomas Stamford Rafflesia , who gave
attention to the botanical garden in Bogor.

The Rafflesia Arnoldi consists of two parts: the stick-like part which grows in the
middle and the petals around and below it. It is unusual flower because of its large
size. The flower can be 1 meter in diameter and 1.40 meters in height.

The Rafflesia plant begins to flower in its tenth year. It blooms three or four times a
year. Before it begins to flower, the leaves and the stem become dry and look dead,
but the main root in the ground is still alive. When it blooms, it has an unpleasant
smell which attract insect. But when they touch the bottom part, they die.

LK 6

Well, good morning everyone. This is our small laboratory. In this section we have a
collection of ants. Ants are a type of insects belonging to the Formicidae family. Ants
have more than 12,000 species, most of which live in the tropical areas. Some types
of them that are well known to humans are black ants, carpenter ants, red ants, fire
ants, and weaver ants.

Most ants are known as social insects because they form colonies and their regular
nests have thousands of ants per colony. One colony can control a large area to
support their lives. Colony members are divided into worker ants, male ants and
queen ant. It is also possible to have guard ant group. The queen ant is in charge of
producing eggs and is highly upheld by the members. The queen ant can live up to
20 years old. All worker ants are females, but they do not produce eggs. They devote

23
themselves to taking care of the queen’s eggs. The worker ants’ most important job is
to serve the queen and ensure that she and her “babies” are safe. In contrast to the
Queen with her long age to live, male ants have a shorter life. Their only duty when
they are adults is to mate the young ant queen. Male ants usually die 2 weeks after
mating the ant queen. Any question? No? All right, let’s go to another section.

LK 7.b
Good morning, viewers. Our program today is about endangered animals. One of
them is anoa. Maybe some of us still don’t know what anoas are. Anoas are
mammals. They can be found on the islands of Sulawesi, Indonesia, usually in
swamp forest areas and  in higher forests. Unlike most buffalo kinds, Anoas doesn’t
live in groups. They only live with their partner. They will only meet in an
Anoa’s group when the female anoa gives birth.

The length is about 76 cm measured from the shoulder, and weighs around 150 kg
to 300 kg. Anoas have white marks on their heads and legs, and there is a white color
shaped like a crescent moon in the area of their throat. Anoas have horns that can
reach 38 cm in length. When they were young, they would have thick, light brown
hair. When they are grown up , the fur will be thinner and the color will be darker.

Most of anoas are active in the morning and in the evening when the temperature is
not too hot. When the daytime and temperatures are hot, they will rest in the shade.
They also love to soak in the water or mud to keep their bodies cool.

Anoas are included in herbivor animals. Their main foods are grass, ferns, plants,
and fruit that fall from the tree. They also drink the sea water to meet the mineral
needs in their bodies. That’s all a little information about anoas.

Anoa is a passive and shy animal. They will only attack using their horns if they feel
threatened. And humans are the most creatures that often make them feel
threatened. That’s all about anoa, one of the endangered animals. See you in the next
program.

24
Lampiran 2: Instrumen Penilaian Sikap

25
Lampiran 3: Instrumen Penilaian Pengetahuan

A. Kisi-kisi

NO. Materi/ Indikator soal Level kognitif No Bentuk

JenisTeks Soal Soal
1 Information Disajikan sebuah teks information Aplikasi 1 PG
Report report tentang tanaman hasil (L2)
terkait pemuliaan, peserta didik dapat
hewan dan menentukan topik teks dengan tepat.
2 tanaman Disajikan sebuah teks information Penalaran (L3) 2 PG
(hasil report tentang tanaman hasil
pemuliaan) pemuliaan, peserta didik dapat
menentukan konteks penggunaan
teks (rincian informasi:
waktu/tempat/situasi) dengan tepat.
3 Disajikan sebuah teks information Pengetahuan 3 PG
report tentang tanaman hasil dan
pemuliaan, peserta didik dapat Pemahaman
menentukan rincian langkah dengan (L1)
tepat.
4 Disajikan sebuah kalimat yang Penalaran (L3) 4 PG
diambil dari teks information report
yang sama dengan satu kata

26
NO. Materi/ Indikator soal Level kognitif No Bentuk
JenisTeks Soal Soal
bergarisbawah, peserta didik dapat
menentukan makna kata tersebut
dengan tepat.
5 Disajikan sebuah kalimat rumpang Aplikasi 5 PG
yang disimpulkan dari teks (L2)
information report yang sama, peserta
didik dapat menentukan kata yang
tepat untuk melengkapi kalimat.
6 Disajikan sebuah teks information Pengetahuan 6 PG
report tentang binatang hasil dan
pemuliaan, peserta didik dapat Pemahaman
menentukan tujuan penulisan teks (L1)
dengan tepat.
7 Disajikan sebuah kalimat yang Pengetahuan 7 PG
diambil dari teks information report dan
yang sama dengan satu kata Pemahaman
bergarisbawah, peserta didik dapat (L1)
menentukan makna kata tersebut
dengan tepat.
8 Disajikan sebuah teks information Penalaran (L3) 8 PG
report yang sama, peserta didik dapat
menentukan rincian deskripsi yang
terdapat dalam teks dengan tepat.
9 Disajikan sebuah teks information Aplikasi (L2) 9 PG
report tentang binatang hasil
pemuliaan, peserta didik dapat
menyimpulkan ide utama paragraf
yang terdapat dalam teks.
10 Disajikan sebuah teks information Penalaran (L3) 10 PG
report tentang tanaman hasil
pemuliaan, peserta didik dapat
menentukan sasaran pembaca
penulisan teks dengan tepat.
11 Disajikan sebuah teks information Aplikasi (L2) 11 PG
report tentang binatang hasil
pemuliaan, peserta didik dapat
menentukan topik teks dengan tepat
12 Disajikan sebuah teks report tentang Penalaran (L3) 12 PG
information report tentang binatang
hasil pemuliaan, peserta didik dapat
menentukan pernyataan yang tepat
terkait dengan isi teks.
13 Disajikan satu kalimat yang dikutip Pengetahuan 13 PG
dari teks information report yang sama, dan
peserta didik dapat menentukan Pemahaman
rujukan kata tertentu yang terdapat (L1)

27
NO. Materi/ Indikator soal Level kognitif No Bentuk
JenisTeks Soal Soal
dalam kalimat.
14 Disajikan sebuah teks information Aplikasi (L2) 14 PG
report tentang binatang hasil
pemuliaan, peserta didik dapat
menentukan rincian deskripsi (nama,
karakter, aktor).
15 Disajikan kutipan frasa/kalimat dari Pengetahuan 15 PG
teks information report tentang dan
binatang hasil pemuliaanyang sama, Pemahaman
peserta didik dapat menentukan kata (L1)
sambung yang sesuai untuk
melengkapi kalimat.
16 Disajikan dua teks information report Penalaran (L3) 16 PG
tentang tanaman dan hewan hasil
pemuliaan peserta didik dapat
mengklasifikasikan teks tersebut
dengan tepat.
17 Disajikan dua teks information report Penalaran (L3) 17 PG
tentang tanaman hasil pemuliaan
peserta didik dapat merinci
perbedaan tanaman hasil pemuliaan
dengan tepat.
18 Disajikan dua teks information report Penalaran (L3) 18 PG
tentang tanaman hasil pemuliaan
peserta didik dapat merinci
persamaan tanaman hasil pemuliaan
dengan tepat.
19 Disajikan dua teks information report Penalaran (L3) 19 PG
tentang hewan hasil pemuliaan
peserta didik dapat
mengklasifikasikan topik teks
tersebut dengan tepat.
20 Disajikan dua teks information report Penalaran (L3) 20 PG
tentang hewan hasil pemuliaan
peserta didik dapat membandingkan
keterkaitan teks tersebut dengan
tepat.

B. Butir Soal

Read the texts and choose the correct answer by crossing A, B, C, or D.

The following text is for numbers 1 and 5.

Hybrid rice is grown from hybrid rice seed which is produced by growing an
inbred rice variety having sterile pollen which is cross pollinated with normal pollen

28
from adjacent rice plants of a different inbred variety. Hybrid rice therefore has two
genetically different parents. The earliest high-yield rice was cultivated by Henry
Beachell in 1966, but it was not until the 1974 that the first hybrid rice varieties were
released in China.
In crop breeding, although the use of hybrid in first-generation seeds (or F1) is
well known, its application in rice was limited because of the self-pollination
character of that crop. In 1974, Chinese scientists successfully transferred the male
sterility gene from wild rice. The first generation of hybrid rice varieties produced
yields that were about 15 to 20 percent greater than those of improved or high-yielding
varieties of the same growth duration.
The most popular hybrid rice parents used in Asian countries outside of China
have been bred by IRRI. They are being used in public and private hybrid rice
development programs and have been commercialized across many Asian countries.
IRRI not only develops hybrid rice directly for farmers, but, importantly, also
support the pre-breeding hybrid rice programs of our public and private sector
partners by providing promising hybrid rice breeding material.

1. What does the text mostly talk about?

A. Hybrid rice seed.
B. Crop breeding.
C. Hybrid rice.
D. IRRI rice.

2. Why was the application of the use of hybrid rice in first-generationseeds

restricted? Because ….
A. the crop breeding was well known
B. the crop can make pollination itself
C. its application was quite complicated
D. the hybrid rice has two different parents

3. Which paragarah tells us about the better yields of hybrid rice varieties
compared with improved or high-yielding varieties ?
A. Paragraph one.
B. Paragraph two.
C. Paragraph three.
D. Paragraph four.

4. “In crop breeding, although the use of hybrid in first-generation seeds is well
known,”
The underlined word means ... .
A. recycling
B. reducing
C. reproducing
D. developing

5. IRRI can help the farmers and private sector partners by … hybrid rice
breeding material.

29
 A. preparing
B. keeping
C. serving
D. providing

The following text is for numbers 6 and 10

Beefalo

Beefalo also referred to as cattalo are a fertile hybrid offspring of domestic

cattle usually a male with the American bison usually a female in managed breeding
program. The breed was created to combine the characteristics of both animals for
beef production,
Beefalo are primarily cattle in genetics and appearance, with the breed
association a male bison on defining a full beefalo as one with three eighths of bison
genetics while animals with higher percentages of bison genetics are called bison
hybrid. The first deliberate attempts to cross breed bison and cattle were made by
Colonel Samuel Bedson in 1880.
It was found early on that crossing a male bison with a domestic cow would
produce few offspring but that crossing a domestic bull with a bison cow apparently
solved the problem. The female offspring provide fertile but rarely and so for the
males.
A united State Department of Agriculture study found Beefalo meat like bison
meat to be lower in fat and cholesterol than standard beef cattle. In addition Beefalo
are better able to tolerate cold and needs less assistance calving than cattle, while
retaining domestic cattle’s docile nature and fast growing rate.

6. The text is written to ….

A. cross breed bison and cattle
B. inform the characteristics of beefalo
C. describe hybrid animals called beefalo
D. explain the hybrid offspring of domestic castle

7. “ … that crossing a male bison domestic cow would produce few offspring but
…”
The underlined word has closest in meaning to ….
A. newly born animal
B. very small animal
C. domestic animal
D. new animal

8. Beefalo meat like bison meat to be lower in fat and cholesterol than standard
beef cattle. The sentence above implies that ….
A. beefalo meat contains much cholesterol
B. beefalo meat is healthier than bison meat
C. beef cattle is much better than beefalo meat
D. beef cattle has lower nutrients than beefalo

30
 9. Paragraph two mostly talks about ….
A. the problem of crossing animal results
B. the number of offspring derived from crossing
C. the difference between domestic cow and bison
D. the former fact of crossing between cow and bison

10. Who may use the information above?

A. A scientist.
B. A botanist.
C. A zoo keeper.
D. A cattle breeder.

The following text is for numbers 11 to 15

A mule is the offspring of a male donkey and a female horse.Of the two first
generation hybrids between these two species, a mule is easier to obtain
The size of a mule depends largely on the breeding of the mule's female
parent. Mules can be lightweight, medium weight or moderately heavy weight.
Mules are reputed to be more patient, hardy and long-lived than horses and are
described as less obstinate and more intelligent than donkeys
The mule is valued because it is stronger than a horse and inherits the
endurance and disposition of the donkey sire, require less food .Mules also tend to
be more independent than most donkeys. The median weight range for a mule is
between about 370 and 460 kg. While a few mules can carry live weight up to
160 kg (353 lb)
Handlers of working animals generally find mules preferable to horses:
mules show more patience under the pressure of heavy weights, and their skin is
harder and less sensitive than that of horses, rendering them more capable of
resisting sun and rain. Their hooves are harder than horses', and they show a
natural resistance to disease and insects. A mule does not sound exactly like a
donkey or a horse. Instead, a mule makes a sound that is similar to a donkey's.

11. The text is mainly about ….

A. the offspring of a male donkey and a female horse
B. the first generation hybrids of two species
C. the physical appearance of mule
D. the ways of breeding the mule

12. From the text we know that ….

A. breeding mules is easier than donkey and horse
B. mules produce a sound very different from donkey
C. the mulesare stronger than donkeys but eat less food
D. mules are believed as the most patient and smart animal

13. “Of the two first generation hybrids between these two species, …”.
The underlined word refers to ….

31
 A. male donkey and female horse
B. female mule and male donkey
C. male horse and female donkey
D. female horse and male mule

14. The fourth paragraph informs us that mules are … animals.

A. violent
B. tough
C. harmful
D. sensitive

15. People prefer employee mules to horses … they can work under the pressure
of heavy weights.
A. but
B. if
C. so
D. as

The following text is for number 16.

Early sunglow
Early sunglow is a hybrid of sweet corn and is considered to be one of the best
varieties of sweet corn for the home garden. The hybrid corn surpasses its non-
hybrid parents in sweetness, tenderness and flavor. Early sunglow is ready to
harvest in about 63 days and is very good for eating fresh, freezing and canning.
Plant the corn in full sun in late spring after all danger of frost and cold weather is
past. The seeds germinate in seven to 10 days. During germination, take care to
keep the soil moist.

A wholphin or wolphin is an extremely rare cetacean hybrid born from a mating

of a female bottlenose dolphin with a male killer whale. Wholphins have been
born in captivity and also reported in the wild.
The first wholphin in the United States and the first to survive was Kekaimalu,
born at Sea Life Park in Hawaii on May 15, 1985. Kekaimalu proved fertile when
she gave birth at a very young age. The calf died after a few days. In 1991,
Kekaimalu gave birth again, Pohaikealoha. Pohaikealoha died at age 9. On
December 23, 2004, Kekaimalu had her third calf, daughter Kawili Kai,. Only
months after birth, it was the size of a one-year-old bottlenose dolphin. All three
calves were three-quarters bottlenose dolphin and one-quarter false killer whale.
As of January 2019, Kekaimalu and Kawili Kai remain in captivity in Sea Life Park.

16. According to the two texts above we can classify that ... .
A. both Wholpin and Early sunglow are animals hybrid
B. both Wholpin and Early sunglow are plants hybrid
C. only Early sunglow is a plant hybrid
D. only Wholpin is a plant hybrid

The following texts are for number 17 and 18.

Early Sunglow

32
Early sunglow is a hybrid of sweet corn and is considered to be one of the best
varieties of sweet corn for the home garden. The hybrid corn surpasses its non-
hybrid parents in sweetness, tenderness and flavor. Early sunglow is ready to
harvest in about 63 days and is very good for eating fresh, freezing and canning.
Plant the corn in full sun in late spring after all danger of frost and cold weather is
past. The seeds germinate in seven to 10 days. During germination, take care to
keep the soil moist.
Better Boy Tomatoes
Better Boys have been bred to be resistant to common tomato plant problems.
Gardeners and tomato lovers favor the large, bright red fruit, which can weigh up
to 1 lb. and mature within 75 days of seedlings being transplanted into the ground.
Plant transplants in full sun and where the soil level is just below the first set of
leaves, because roots will develop along that part of the stem. Place stakes or cages
around plants to provide support as the heavy fruit matures. Water the plants
consistently, particularly as they are flowering and bearing fruit.

17. From the two texts we can state that ... .

A. Early sunglow is ready to harvest in about 75 days but Better Boy
Tomatoes needs 65 days
B. We need stakes around plants to support the friut in Early sunglow but
not in Better Boy Tomatoes
C. Better Boy Tomatoes differs from Early sunglow in the matter of sun light
needed
D. Better Boy Tomatoes need consistent water but not for Early sunglow

18. Both Better Boy Tomatoes and Early Sunglow ... .

A. can be grown at anytime in all seasons
B. need adequate water and sun light to grow
C. have the larger size compared to their non-hybrid parents
D. are considered to be the best hybrid plants of their own species

The following texts are for number 19 and 20.

A wholphin or wolphin is an extremely rare cetacean hybrid born from a mating

of a female bottlenose dolphin with a male killer whale. Wholphins have been
born in captivity and also reported in the wild.
The first wholphin in the United States and the first to survive was Kekaimalu,
born at Sea Life Park in Hawaii on May 15, 1985. Kekaimalu proved fertile when
she gave birth at a very young age. The calf died after a few days. In 1991,
Kekaimalu gave birth again, Pohaikealoha. Pohaikealoha died at age 9. On
December 23, 2004, Kekaimalu had her third calf, daughter Kawili Kai. Only
months after birth, it was the size of a one-year-old bottlenose dolphin. All three
calves were three-quarters bottlenose dolphin and one-quarter false killer whale.
As of January 2019, Kekaimalu and Kawili Kai remain in captivity in Sea Life Park.
A cama is a hybrid between a male dromedary camel and a female llama, The first
cama was born on January 14, 1998. The aim was to create an animal capable of
higher wool production than the llama, with the size and strength of a camel and a
cooperative temperament.
An adult dromedary camel can weigh up to six times as much as a llama, so the
hybrid needs to be produced by artificial insemination. The first cama showed
signs of becoming sexually mature at age four, A more recent story suggests that

33
 his behavior is generally more gentle, as was hoped for. The second cama was
successfully born in 2002.
Much like camels, camas are herbivores that eat shrubs and other plant matter. As
they can drink large amounts of water at a time, camas can survive with little or no
water for long periods.

19. According to the two texts above we can classify that ... .
A. both Wholpin and Cama belong to animals hybrid
B. both Wholpin and Cama belong to plants hybrid
C. only Wholpin is an animal hybrid
D. only Cama is a plant hybrid

20. From the text above we can say that ... .

A. Both Wholpin and Cama were created in to be able to give better meat
production
B. Cama showed signs of becoming sexually mature earlier than Wholpin
C. Both Wholpin and Cama need to be produced by insemination
D. Wholpin is easier to breed than Cama

C. KUNCI JAWABAN

1. C
2. B
3. B
4. C
5. D
6. C
7. A
8. B
9. D
10. A
11. A
12. C
13. A
14. B
15. D
16. C
17. D
18. B
19. A
20. C

E. Pedoman penskoran
Setiap jawaban benar diberi skor 1 (satu) dan setiap jawaban salah mendapat skor
0.

Jumlah Skor Perolehan

NA = X 100
Jumlah Skor Maksimal

34
Lampiran 4: Instrumen Penilaian Keterampilan

A. Kisi-Kisi

No Indikator Pencapaian Indikator Kinerja Butir

. Kompetensi Instrumen
Menangkap makna
1. Mengubah informasi Disajikan sebuah teks Lembar tugas
dalam teks information information report tulis terkait 1
report lisan dan tulis tanaman, peserta didik dapat
pendek dan melengkapi tabel berdasarkan
sederhana terkait isi teks.
2. mata pelajaran IPA di Diperdengarkan sebuah teks Lembar tugas
kelas IX, yaitu hewan information report lisan terkait 2
dan tanaman (hasil hewan, peserta didik dapat
pemuliaan) ke dalam melengkapi tabel berdasarkan
bentuk lain. isi teks.
3. Menceritakan kembali Disajikan sebuah teks Lembar tugas
isi teks information information report tulis terkait 3
report lisan dan tulis hewan, peserta didik dapat
pendek danmenceritakan kembali isi teks
sederhana terkait
secara tertulis.
4. mata pelajaran IPA di Diperdengarkan sebuah teks Lembar tugas
kelas IX, yaitu hewan information report lisan terkait 4
dan tanaman (hasil tanaman, peserta didik dapat
pemuliaan). menceritakan kembali isi teks
secara tertulis.
Menyusun Teks Tulis (Menulis)
1. Menulis teks-teks Disajikan konteks untuk sebuah Lembar
information report tulis proyek peserta didik dapat Proyek 1
pendek dan menyusun Mini Encyclopedia
yang berisi teks-teks information
sederhana terkait
report tulis pendek dan
mata pelajaran IPA di sederhana terkait mata
kelas IX, yaitu hewan pelajaran IPA di kelas IX, yaitu
dan tanaman (hasil hewan dan tanaman (hasil
pemuliaan). pemuliaan).
Menyusun Teks Lisan (Berbicara)
2. Menyusun teks Disajikan konteks untuk sebuah Lembar
information report proyek peserta didik dapat Proyek 2
sangat pendek dan membuat Digital Encyclopedia
sederhana dalam berbasisPPt, yang berisi teks-
bentuk monolog teks information report lisan

35
 terkait mata pelajaran pendek dan sederhana terkait
IPA di kelas IX. mata pelajaran IPA di kelas IX,
yaitu hewan dan tanaman (hasil
pemuliaan).

B. Lembar Tugas
Lembar Tugas 1

A. Read the following text carefully. Then, fill in the table based on the text.

Gardenia plants are popular for the strong sweet scent of their flowers. Gardenia is the
national flower in Pakistan. In Japan and China, the flower is called Kuchinashi
(Japanese) and Zhi zi (Chinese).

Gardenia plants are evergreen shrubs. Their small trees can grow to 1 - 5 meters tall.
The leaves are 5 - 50 centimeters long and 3 - 25 centimeters broad, dark green and
glossy with a leathery texture. The flowers are in small groups, white, or pale yellow,
with 5-12 lobes (petals) from 5-12 centimeters in diameter. They usually bloom in mid-
spring to mid-summer. Many species have strong aroma.

To cultivate gardenia as a house plant is not easy. This species can be difficult to grow
because it originated in warm humid tropical areas. It demands high humidity and
bright (not direct) light to thrive. It flourishes in acidic soil with good drainage and
thrives on 20° – 23° C during the day and 15° – 16° C in the evening. Potting soils
developed specifically for gardenias are available. It grows no larger than 18 inches in
height and width when grown indoor. In climates where it can be grown outdoors, it
can reach the height of 6 feet. If water hits the flowers, they will turn brown.

Facts about gardenia plants

Height 1. .....

Dimension of the leaves 2. .....

Color of the leaves 3. .....

Color of the flowers 4. .....

Number of petals 5. .....

Diameter of flowers 6. .....

Time to bloom 7......

Ideal temperature 8. .....

Height when grown indoors 9......

Height when grown outdoors 10. .....

36
 B. Listen to the following monologue. Then, fill in the table based on the monologue.

Facts about jellyfish

Parts of body Put a thick in the column with a correct

fact.

No Parts of Yes No
body
1. Bones
2. Stomach
3. Mouth
4. Head
5. Nervous
system
6. Brain
Composition of body 7. ....
Light Source of light 8. ....
Function of light 9. ....
Habitat 10. ....

b. Lembar Tugas 2

A. Read the following text and retell it. Write your answer on a piece of paper.

Bees are flying insects closely related to wasps and ants, and are known for their role in
pollination and for producing honey and beeswax. There are nearly 20,000 known
species of bees in nine recognized families though many are undescribed and the
actual number is probably higher. They are found on every continent except
Antarctica, in every habitat on the planet that contains insect-pollinated flowering
plants.

Bees have a long proboscis (a complex "tongue") that enables them to obtain the nectar
from flowers. They have antennae almost universally made up of 13 segments in males
and 12 in females, as is typical for the super family. Bees all have two pairs of wings,
the hind pair being the smaller of the two; in a very few species, one sex or caste has
relatively short wings that make flight difficult or impossible, but none are wingless.

The smallest bee is Trigona minima, a stingless bee whose workers are about 2.1 mm
long. The largest bee in the world is Megachile pluto, a leafcutter bee whose females
can attain a length of 39 mm. Members of the family Halictidae, or sweat bees, are the
most common type of bee in the Northern Hemisphere though they are small and often
mistaken for wasps or flies.

B. Listen to the following monologue and retell it. Write your answer on a piece of
paper.

37
c. Lembar Proyek 1

In groups you are going to make a mini encyclopedia. Follow these steps to make it.
1. In groups of four choose two topics to write information report texts. One is
about genetically modified plants and one is about genetically modified
animals.
2. Write the two texts and put them in a nice lay out. Remember the model of
the mini encyclopedia that we have decided.
3. Compile the texts written by all of the groups in the class.
4. Decorate the mini encyclopedia as interestingly as possible. Show your
creativity.

d. Lembar Proyek 2

In the same groups you are going to make a ppt based digital encyclopedia.
Follow these steps to make it.
1. Change the two information report texts that you have written into spoken
texts (monologues). Mind the features of spoken texts.
2. Record your voice into MP3 files while performing the monologues.
3. Compile the recordings of all groups in the class.
4. Make a ppt file of all of the texts for the digital encyclopedia. Make them as
interesting as possible with a friendly navigation.
5. Add the recordings to the ppt file.
6. In the end of the project, do not forget to make a report on the two projects
(a mini encyclopedia and digital encyclopedia).

C. Script

Lembar Tugas 1
Hi, friends. Do you know jellyfish? Remember Sponge Bob loves to catch them. Let
me tell you some facts about them. Jellyfish are not really fish. They are invertebrate
animals. This means that unlike fish or people, they have no backbones. In fact, they
have no bones at all.

Jellyfish have stomachs and mouths, but no heads. They have nervous systems for
sensing the world around them, but no brains. They are made almost entirely of
water, which is why you can look through them.

38
Some jellyfish can glow in darkness by making their own light. The light is made by
a chemical reaction inside the jellyfish. Scientists believe jellyfish glow for several
reasons. For example, they may glow to scare away predators or to attract animals
they like to eat.

Most jellyfish live in salt water, apart from a few types that live in fresh water.
Jellyfish are found in oceans and seas all over the world. They live in warm, tropical
seas and in icy waters near the North and South poles. Quite interesting, right?

Lembar Tugas 2

Good morning, class. Have ever tasted peach fruit? It’s yummy, right. Today I am
going to share with you some information about it. Peach is known as a species of
Prunus. It is a kind of edible juicy fruit. It is native to China. The peach tree grows to
4-10 m tall. It is a deciduous tree so its leaves fall in certain seasons. It belongs to the
Prunoideae subfamily of the family Rosaceae.

The leaves are 7-16 cm long and 2-3 cm broad. The flowers are produced in early
spring before the leaves. They are solitary or paired with about 2,5-3 cm in diameter.
The color of the flower is pink.

Peach fruit is very nice. Its aroma smells good. The color of the flesh is yellow or
white. The skin of the peach is smooth or velvety. The flesh is soft and juicy. It is
delicious. It is a little bit harder when it is unripe. Inside the flesh, there is a large
single seed. The seed is oval in shape. Its color is red-brown. Its length is about 1.3-2
cm. A wood–like husk surrounds this seed. Well, that’s all about. Now let’s continue
to the next activity.

D. Kunci jawaban

Lembar Tugas 1

Height 1. 1 - 5 meters tall

Dimension of the leaves 2. 5 - 50 centimeters long and 3 - 25

centimeters broad
Color of the leaves 3. dark green and glossy

Color of the flowers 4. white, or pale yellow

Number of petals 5. 5-12

Diameter of flowers 6. 5-12 cm

Time to bloom 7. in mid- spring to mid-summer

Ideal temperature 8. 20° – 23° C during the day and 15° – 16° C
in the evening
Height when grown indoors 9. no larger than 18 inches

Height when grown outdoors 10. 6 feet

Lembar Tugas 2

39
 Parts of body Put a thick in the column with a correct fact.

No Parts of Yes No
body
1. Bones √
2. Stomach √
3. Mouth √
4. Head √
5. Nervous √
system
6. Brain √

Composition of body 7. entirely water

Light Source of light 8. a chemical reaction inside the
jellyfish
Function of light 9. to scare away predators or to
attract animals they like to eat
Habitat 10. Most in salt water and some in fresh water (of warm
and tropical oceans and seas and in icy waters near the
North and South poles)

E. Rubrik Penilaian dan Pedoman Penskoran

1. Pedoman Penskoran (Lembar Tugas 1 dan 2)

Setiap jawaban benar diberi skor 1 (satu) dan setiap jawaban salah mendapat
skor 0.

Jumlah Skor Perolehan

NA = X 100
Jumlah Skor Maksimal

2. Rubrik Penilaian (Lembar Tugas 3 dan 4)

No Aspek yang Kriteria Skor
Dinilai
1. Isi Teks Isi teks lengkap sesuai teks asli. 4
Isi teks kurang lengkap. 3
Isi teks tidak lengkap. 2
Isi teks tidak sesuai dengan teks 1
asli.
2. Struktur Teks Struktur teks lengkap sesuai 4
dengan teks asli.
Struktur teks kurang lengkap. 3
Struktur teks tidak lengkap. 2
Struktur teks tidak sama dengan 1
struktur teks asli.
3. Kebahasaan Tidak ada kesalahan tatabahasa 4
(Tatabahasa dan dan kosakata.
kosakata)
Ada sedikit kesalahan tatabahasa 3
dan kosakata tetapi tidak
mempengaruhi makna
Ada beberapa kesalahan 2
tatabahasa dan kosakata yang

40
 mempengaruhi makna

Terdapat banyak kesalahan 1

tatabahasa dan kosakata sehingga
makna sulit dipahami

Pedoman Penskoran

Jumlah Skor Perolehan

NA = X 100
Jumlah Skor Maksimal

41
 3. Rubrik Penilaian Keterampilan Menulis
a. Penilaian Proses (35%)

No Langkah-Langkah PPK Literasi Komponen Jumlah

Pembelajaran Berbasis
Proyek Berpikir Kreativitas Kolaborasi Komunikasi
Kritis
1 Penentuan proyek

2 Perancangan langkah-
langkah penyelesaian
proyek

3 Penyusunan jadwal
pelaksanaan proyek

4 Penyelesaian proyek
dengan fasilitasi dan
monitoring guru

5 Penyusunan laporan
dan
presentasi/publikasi
hasil proyek

6 Evaluasi proses dan

hasil proyek

Pedoman Penskoran
Jumlah Skor Perolehan
NA = X 100
Jumlah Skor Maksimal
b. Penilaian Kebahasaan Produk Tulis (45%)
No Aspek yang Dinilai Kriteria Skor
1 Isi dan Organisasi 100% isi dan organisasi sesuai 5
80% isi dan organisasi sesuai 4
60% isi dan organisasi sesuai 3
40% isi dan organisasi sesuai 2
20% isi dan organisasi sesuai 1
2 Tatabahasa 100% penggunaan tatabahasa akurat 5
80% penggunaan tatabahasa akurat 4
60% penggunaan tatabahasa akurat 3
40% penggunaan tatabahasa akurat 2
20% penggunaan tata bahasa akurat 1
3 Kosakata 100% penggunaan kosa kata tepat 5
80% penggunaan kosa kata tepat 4
60% penggunaan kosa kata tepat 3
40% penggunaan kosa kata tepat 2
20% penggunaan kosa kata tepat 1
4 Ejaan dan Tata Tulis 100% penggunaan ejaan dan tata tulis tepat 5
80% penggunaan ejaan dan tata tulis tepat 4
60% penggunaan ejaan dan tata tulis tepat 3
40% penggunaan ejaan dan tata tulis tepat 2
20% penggunaan ejaan dan tata tulis tepat 1

Pedoman Penskoran

Jumlah Skor Perolehan

NA = X 100
Jumlah Skor Maksimal

c. Penilaian Tampilan Produk

Kelompok Warna Bentuk Kemudahan Jumlah

Penggunaan
(user friendly)

Pedoman Penskoran

Jumlah Sko r Perolehan

NA = X 100
Jumlah Skor Maksimal
4. Rubrik penilaian keterampilan berbicara

a. Penilaian Proses (35%)

N P Langkah-Langkah PPK e Literasi Komponen

d Jumlah
o m
o Pembelajaran Berbasis
Proyek Berpiki Kreativita Kolaborasi Komunikas
r Kritis s i
1 Penentuan proyek

2 Perancangan langkah-
langkah penyelesaian
proyek
3 Penyusunan jadwal
pelaksanaan proyek
4 Penyelesaian proyek
dengan fasilitasi dan
monitoring guru
5 Penyusunan laporan dan
presentasi/publikasi hasil
proyek
6 Evaluasi proses dan hasil
proyek

Pedoman Penskoran
 Jumlah Skor Perolehan
NA = X 100
Jumlah Skor Maksimal

b. Penilaian Kebahasaan Produk Lisan (45%)

No Aspek yang Dinilai Kriteria Skor

1 Isi dan Organisasi
2 Tatabahasa
Menata gagasan sangat sesuai dengan 5
struktur teks yang maksimal.
Menata gagasan cukup sesuai dengan 4
struktur teks
Menata gagasan sesuai dengan struktur teks 3
minimal
Gagasan ditata dengan struktur yang kurang 2
jelas dan mempengaruhi kejelasan makna
Gagasan dan susunannya sulit difahami 1
Tidak ada kesalahan tatabahasa 5

Ada sedikit kesalahan tatabahasa tetapi tidak 4

mempengaruhi makna
Sering membuat kesalahan tetapi tidak 3
sangat mempengaruhi makna

Sering membuat kesalahan sehingga makna 2

sulit dipahami

Kesalahan tatabahasa sangat parah sehingga 1

tidak bisa dipahami
3 Kosakata Menggunakan kosakata dan ungkapan yang 5
tepat

Kadang-kadang menggunakan kosakata yang 4

kurang tepat sehingga harus menjelaskan lagi

Sering menggunakan kosakata yang tidak 3

tepat

Kosakata terbatas hanya pada topik-topik 2

tertentu
Kosakata sangat terbatas sehingga berbicara 1
tidak mungkin terjadi
4 Pengucapan Sangat jelas sehingga mudah dipahami 5

Mudah dipahami meskipun pengaruh bahasa 4

ibu dapat dideteksi

Ada masalah pengucapan sehingga 3

pendengar perlu konsentrasi penuh

Ada masalah pengucapan tetapi tidak 2

mengganggu pemahaman

Ada masalah pengucapan yang serius 1

sehingga tidak bisa dipahami

5 Kelancaran Sangat lancar. 5

45
 Kelancaran sedikit terganggu oleh masalah 4
bahasa

Sering ragu-ragu dan terhenti karena 3

keterbatasan bahasa

Bicara terputus-putus dan terhenti sehingga 2

percakapan tidak mungkin terjadi.

Sama sekali tidak berbicara 1

Pedoman Penskoran

Jumlah Skor Perolehan

NA = X 100
Jumlah Skor Maksimal

c. Penilaian Tampilan Produk

Kelompok Warna Bentuk Kemudahan Jumlah

Penggunaan
(user friendly)

Pedoman Penskoran

Jumlah Sko r Perolehan

NA = X 100
Jumlah Skor Maksimal

46