LK-4a Pengembangan RPP

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMP Negeri 27 Pesawaran

Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : IX / Genap
Materi Pokok : Teks interaksi transaksional yang melibatkan passive voice
Alokasi Waktu : 8 JP (4 X pertemuan)

A. KOMPETENSI INTI

Menghargai dan menghayati ajaran agama yang dianutnya.

KI 1
A.
Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
KI 2 gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
KI 3 berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian yang tampak mata.
Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi dan membuat), dan ranah abstrak (menulis, membaca,
KI 4
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori.

B. KOMPETENSI DASAR (KD) dan INDIKATOR PENCAPAIAN KOMPETENSI

N
KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI
o
Kompetensi Pengetahuan IPK Pendukung

3.8. Menerapkan fungsi sosial, 3.8.1 menyebutkan fungsi sosial teks interaksi
struktur teks, dan unsur
transaksional lisan dan tulis yang melibatkan
kebahasaan teks interaksi
transaksional lisan dan tulis passive voice sesuai konteks.
yang melibatkan tindakan
memberi dan meminta 3.8.2 Mengidentifikasi struktur teks interaksi
informasi terkait transaksional lisan yang melibatkan passive voice
keadaan/tindakan/kegiatan/keja
dian tanpa perlu menyebutkan sesuai konteks.
pelakunya sesuai dengan 3.8.3 Mengidentifikasi unsur kebahasaan teks interaksi
N
KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI
o

konteks penggunaannya. transaksional lisan yang melibatkan passive voice

(Perhatikan unsur kebahasaan
sesuai konteks.
passive voice.)
3.8.4 Mengidentifikasi struktur teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks.
3.8.5 Mengidentifikasi unsur kebahasaan teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks.
3.8.6 Menjelaskan fungsi sosial teks interaksi
transaksional lisan dan tulis yang melibatkan
passive voice sesuai konteks
3.8.7 Menjelaskan struktur teks interaksi transaksional
lisan yang melibatkan passive voice sesuai
konteks.

3.8.8 Menjelaskan unsur kebahasaan teks interaksi

transaksional lisan yang melibatkan passive voice
sesuai konteks.
3.8.9 Menjelaskan struktur teks interaksi transaksional
tulis yang melibatkan passive voice sesuai
konteks.
3.8.10 Menjelaskan unsur kebahasaan teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks.
IPK Kunci
3.8.11 Menerapkan fungsi sosial teks interaksi
transaksional lisan dan tulis yang melibatkan
passive voice sesuai konteks.
3.8.12 Menerapkan struktur teks interaksi transaksional
lisan yang melibatkan passive voice sesuai
konteks.
N
KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI
o

3.8.13 Menerapkan unsur kebahasaan teks interaksi

transaksional lisan yang melibatkan passive voice
sesuai konteks.
3.8.14 Menerapkan struktur lisan teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks.
3.8.15 Menerapkan unsur kebahasaan teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks
IPK Pengayaan
3.8.16 Menganalisis fungsi sosial teks interaksi
transaksional lisan dan tulis yang melibatkan
passive voice sesuai konteks.
3.8.17 Menganalisis struktur teks interaksi transaksional
lisan yang melibatkan passive voice sesuai
konteks.
3.8.18 Menganalisis unsur kebahasaan teks interaksi
transaksional lisan yang melibatkan passive voice
sesuai konteks.
3.8.19 Menganalisis struktur teks interaksi transaksional
tulis yang melibatkan passive voice sesuai
konteks.
3.8.20 Menganalisis unsur kebahasaan teks interaksi
transaksional tulis yang melibatkan passive voice
sesuai konteks.
Kompetensi Keterampilan
4.8. Menyusun teks interaksi IPK Pendukung
transaksional lisan dan tulis, 4.8.1 Mengurutkan teks interaksi transaksional yang
sangat pendek dan sederhana,
yang melibatkan tindakan melibatkan passive voice.
memberi dan meminta informasi 4.8.2 Melengkapi teks interaksi transaksional yang
terkait
keadaan/tindakan/kegiatan/kejad melibatkan passive voice
ian tanpa perlu menyebutkan
N
KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI
o
pelakunya dengan
memperhatikan fungsi sosial, IPK Kunci
struktur teks, dan unsur
4.8.3 Menyampaikan teks interaksi transaksional yang
kebahasaan yang benar dan
sesuai konteks. (Perhatikan melibatkan passive voice secara lisan
unsur kebahasaan passive voice.)
4.8.4 Menulis teks interaksi transaksional yang
melibatkan passive voice.

C. TUJUAN PEMBELAJARAN

Melalui pendekatan saintifik dengan menggunakan model Discovery Learning, peserta

didik dapat menerapkan fungsi sosial, struktur teks serta unsur-unsur kebahasaan teks
interaksi transaksional yang melibatkan passive voice dan terampil dalam menyusun teks
transaksional yang melibatkan passive voice terkait fungsi sosial, struktur teks dan unsur-
unsur kebahasaan dengan penuh rasa ingin tahu, displin, percaya diri selama proses
pembelajaran serta mampu berkomunikasi dan bekerjasama dengan baik dalam
kelompok.

D. MATERI PEMBELAJARAN

1. Materi Reguler
a. Teks tulis dan lisan dalam bentuk percakapan atau deskripsi dengan Passive
Voice.
b. Fungsi Sosial
Mendeskripsikan, memaparkan secara objektif.
c. Struktur Teks
 Memulai
 Menanggapi (diharapkan/di luar dugaan)
d. Unsur Kebahasaan
 (1) Kalimat deklaratif dan interogatif dalam Passive Voice.
(2) Preposisi by.
(3) Nominal singular dan plural dengan atau tanpa a, the, this, those, my, their,
dan sebagainya.
(4) Ucapan, tekanan kata, intonasi,
(5) Ejaan dan tanda baca
(6) Tulisan tangan.
e. Topik
Hasil kerajinan, makanan, dan sebagainya, yang sangat dikenal yang dapat
menumbuhkan perilaku yang termuat dalam KI.

2. Materi Remidial
Sama dengan materi reguler.

3. Materi Pengayaan
Teks tulis dan lisan dalam bentuk percakapan atau deskripsi dengan Passive Voice,
yang tidak terdapat dalam materi reguler.

E. METODE PEMBELAJARAN

Discussion, role play, presentation melalui Scientific Approach dalam model pembelajaran
Discovery Learning.

F. MEDIA PEMBELAJARAN

1. MEDIA
a. Teks tulis dan lisan dalam bentuk percakapan atau deskripsi dengan Passive Voice.
b. Realia
c. Kahoot Game
(https://create.kahoot.it/share/duplicate-of-passive-voice/067966d3-9133-45c7-
9adc-c8a46edff7a8
d. PowerPoint presentation
(https://create.kahoot.it/share/duplicate-of-passive-voice/067966d3-9133-45c7-
9adc-c8a46edff7a8)

2. ALAT DAN BAHAN

Kertas/Buku Tulis dan ATK.

G. SUMBER BELAJAR
 1. Buku Teks Wajib: “Think Globally Act Locally”, Edisi Revisi 2018, halaman 145 –
154
2. Buku Teks: Bright an English Course for Junior High School Students for SMP/MTs
Grade IX.
3. English Activities for Junior High School Grade IX
4. Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi
interpersonal/ transaksional dengan benar dan akurat.
5. Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset.
6. Contoh interaksi tertulis.
7. Contoh teks tertulis.
8. Sumber dari internet, seperti:
- www.dailyenglish.com
- http://americanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/
- https://en.islcollective.com/english-esl-worksheets/search/passive
- https://create.kahoot.it/share/duplicate-of-passive-voice/067966d3-9133-45c7-
9adc-c8a46edff7a8
-

H. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN

Pertemuan Ke 1

TAHAP ALOKASI
KEGIATAN PEMBELAJARAN
PEMBELAJARAN WAKTU

A. Kegiatan Pendahuluan

a. Guru mengucapkan salam dan bertegur sapa

Pendahuluan dengan peserta didik
(persiapan/orientasi) b. Peserta didik berdoa sebelum memulai kegiatan 3
(Religious)
c. Guru memeriksa kehadiran peserta didik

Apersepsi a. Guru mengaitkan pembelajaran dengan materi 3

yang telah dipelajari pada pertemuan
sebelumnya.
Motivasi a. Menyampaikan kompetensi yang akan dicapai 4
dan manfaatnya dalam kehidupan sehari-hari.
b. Menyampaikan garis besar cakupan materi
dan kegiatan yang akan dilakukan.

c. Menyampaikan lingkup dan teknik penilaian yang akan

digunakan.

B. Kegiatan Inti

Stimulation
Observing and Questioning 15
a. Guru menunjukkan kepada siswa gambar benda-
benda.
b. Guru meminta siswa mendeskripsikan gambar
benda-benda tersebut.
c. Guru memberikan pancingan berupa
pertanyaan-pertanyaan agar deskripsi siswa
sesuai dengan yang diharapkan, misalnya:
- Can anybody tell me what this thing is
called?
- Do you know what this thing is made of?
- Dan sebagainya.
d. Siswa memberikan deskripsi gambar
benda/benda tersebut.
e. Guru mengarahkan siswa untuk mengikuti pola
kalimat pasif (Passive Voice), misalnya:
- This thing/that thing/it is called … (e.g:
vase, container, bag, “getuk”, “tempe”, etc.)
- It is made of …. (Materials, e.g: clay, plastic,
leather, cassava, soy bean, etc.)
- It is originated from … (Place, e.g: Bantul,
Bandung, Magelang, etc.)
- It is made by …. (Way/manner, e.g:
fermenting, etc.)
- Dan sebagainya.

Problem Statement Guru menyatakan masalah yang harus dijawab yaitu

10
fungsi sosial, struktur teks dan unsur kebahasaan
 passive voice

Data Collection
Collecting Information 40
a. Guru mengajak siswa untuk membaca dan
mengamati teks percakapan terkait
mendeskripsikan benda-benda dan makanan
khas Indonesia dengan menggunakan Passive
Voice.
b. Guru meminta siswa untuk mengidentifikasi
kata kerja yang ada dalam kalimat-kalimat pasif
(Passive Voice) tersebut.
c. Siswa menuliskannya di buku catatan atau tugas.
d. Siswa menemukan bahwa kata kerja-kata kerja
tersebut terdiri dari dua bagian, yaitu to be dan
Past Participle (V3).
e. Guru mengarahkan siswa untuk membuat
kesimpulan bahwa pola kalimat dengan kata
kerja yang demikian disebut dengan kalimat
pasif (Passive Voice).

C. Kegiatan Penutup

a. Guru dan siswa melakukan refleksi terhadap

5
proses pembelajaran yang telah dilaksanakan.
b. Guru menyampaikan rencana kegiatan
pembelajaran untuk pertemuan yang akan
datang.

Pertemuan Ke 2

TAHAP ALOKASI
KEGIATAN PEMBELAJARAN
PEMBELAJARAN WAKTU

A. Kegiatan Pendahuluan

a. Guru mengucapkan salam dan bertegur sapa

Pendahuluan dengan peserta didik
b. Peserta didik berdoa sebelum memulai kegiatan 3
 c. Guru memeriksa kehadiran peserta didik
(persiapan/orientasi)

Apersepsi a. Guru mengaitkan pembelajaran dengan materi 3

yang telah dipelajari pada pertemuan

sebelumnya.

Motivasi a. Menyampaikan kompetensi yang akan dicapai 4

dan manfaatnya dalam kehidupan sehari-hari.
d. Menyampaikan garis besar cakupan materi
dan kegiatan yang akan dilakukan.
a. Menyampaikan lingkup dan teknik penilaian
yang akan digunakan
B. Kegiatan Inti

Data Collection a. Guru mengajak siswa untuk kembali mengingat

60
bentuk-bentuk kata kerja, yakni:
b. Guru menekankan fungsi dari kata kerja bentuk
3 (V3/past participle).
c. Sebelum siswa berlatih menerapkan kata kerja
bentuk 3 (V3/Past participle) dalam kalimat
pasif, guru terlebih dahulu mengajak siswa untuk
membuat beberapa kalimat aktif dengan topik
yang terkait fokus pembelajaran.
d. Di salah satu sisi papan tulis, guru menuliskan
contoh kalimat aktif, misalnya:
- A lot of Indonesian people speak English.
- People grow a great deal of rice in some
tropical countries.
e. Di sisi lain papan tulis, guru menuliskan bentuk
pasif dari kalimat-kalimat tersebut, misalnya:
- English is spoken by a lot of Indonesian
people.
- A great deal of rice is grown in some
tropical countries.
 - Dan sebagainya.
f. Siswa mengamati dan mengidentifikasi kedua
tipe kalimat.
g. Siswa menemukan perbedaan dalam bentuk kata
kerja dan fokus kalimat.
h. Guru menuliskan beberapa contoh kalimat aktif
yang lain, dan meminta siswa untuk
mengubahnya menjadi kalimat pasif.
i. Guru mengembangkan latihan dengan bentuk-
bentuk tenses yang berbeda.

C. Kegiatan Penutup

a. Guru mengajak siswa untuk menyimpulkan hasil

10
pembelajaran yang telah dilaksanakan.
b. Guru dan siswa melakukan refleksi terhadap
proses pembelajaran yang telah dilaksanakan.
c. Guru memberikan tugas/pekerjaan rumah berupa
sepuluh kalimat aktif dalam berbagai tenses yang
harus diubah menjadi kalimat pasif oleh siswa.
d. Guru menyampaikan rencana kegiatan
pembelajaran yang akan datang.

Pertemuan Ke 3

TAHAP ALOKASI
KEGIATAN PEMBELAJARAN
PEMBELAJARAN WAKTU

A. Kegiatan Pendahuluan

a. Guru mengucapkan salam dan bertegur sapa

Pendahuluan dengan peserta didik
(persiapan/orientasi) b. Peserta didik berdoa sebelum memulai kegiatan 3
c. Guru memeriksa kehadiran peserta didik

Apersepsi a. Guru mengaitkan pembelajaran dengan materi 3

yang telah dipelajari pada pertemuan
sebelumnya.
Motivasi b. Menyampaikan kompetensi yang akan dicapai 4
dan manfaatnya dalam kehidupan sehari-hari.
e. Menyampaikan garis besar cakupan materi
dan kegiatan yang akan dilakukan.
a. Menyampaikan lingkup dan teknik penilaian
yang akan digunakan.

B. Kegiatan Inti

a. Guru mengajak siswa membahas tugas/pekerjaan

15
rumah yang telah dikerjakan.
Data Collection b. Sepuluh siswa menuliskan masing-masing satu
kalimat pasif.
c. Siswa lain memberikan feedback (umpan balik)
terhadap pekerjaan temannya, berupa koreksi
ataupun penambahan informasi.
d. Guru mengonfirmasi hasil pekerjaan siswa.

Data Processing
Associating 45
a. Guru membawa siswa kembali ke fokus awal
pembelajaran, yakni Passive Voice.
b. Siswa berlatih menerapkan kata kerja bentuk 3
(V3/past participle) dengan cara membuat
beberapa kalimat pasif untuk mendeskripsikan
benda-benda yang ada di sekitar mereka.
c. Secara berpasangan, siswa bertanya jawab terkait
mendeskripsikan sesuatu dengan Passive Voice.

C. Kegiatan Penutup

a. Guru mengajak siswa menyimpulkan hasil

10
pembelajran yang telah dilaksanakan.
b. Guru dan siswa melakukan refleksi terhadap
proses dan hasil pembelajaran yang telah
dilaksanakan.
Guru menyampaikan rencana kegiatan
pembelajaran untuk pertemuan yang akan
datang.
 Pertemuan Ke 4

TAHAP ALOKASI
KEGIATAN PEMBELAJARAN
PEMBELAJARAN WAKTU

A. Kegiatan Pendahuluan

a. Guru mengucapkan salam dan bertegur sapa

Pendahuluan dengan peserta didik
(persiapan/orientasi) b. Peserta didik berdoa sebelum memulai kegiatan 3
c. Guru memeriksa kehadiran peserta didik

Apersepsi a. Guru mengaitkan pembelajaran dengan materi 3

yang telah dipelajari pada pertemuan
sebelumnya.

a. Menyampaikan kompetensi yang akan dicapai

Motivasi 4
dan manfaatnya dalam kehidupan sehari-hari.
b. Menyampaikan garis besar cakupan materi
dan kegiatan yang akan dilakukan.
c. Menyampaikan lingkup dan teknik penilaian
yang akan digunakan.
B. Kegiatan Inti

Communicating 50
Verification a. Guru meminta siswa berkelompok. Setiap
kelompok terdiri atas 4 – 5 siswa.
b. Guru meminta siswa membuat percakapan
pendek dan sederhana terkait mendeskripsikan
sesuatu dengan menggunakan Passive Voice,
dengan memperhatikan struktur teks dan unsur
kebahasaan, serta sesuai dengan konteksnya.
c. Siswa dengan percaya diri menampilkan
percakapan yang telah dibuat tersebut di depan
kelas.

Generalization d. Guru memberikan feedback (umpan balik)

10
terhadap hasil kerja/penampilan siswa.
e. Siswa mencatat hal-hal penting/tambahan yang
diperoleh dari feedback tersebut.
 C. Kegiatan Penutup

a. Guru dan siswa melakukan refleksi terhadap

10
kegiatan pembelajaran yang setelah
dilaksanakan.
b. Guru menyampaikan rencana pembelajaran
untuk pertemuan yang akan datang.

B. PENILAIAN
1. PENILAIAN SIKAP
Melalui Observasi (terlampir)
2. PENILAIAN PENGETAHUAN
a. Tes Tertulis (terlampir)
b. Penugasan (terlampir)
3. PENILAIAN KETERAMPILAN
Unjuk Kerja (terlampir

1. Lampiran 1 (Suplemen Materi Pembelajaran)

THE PASSIVE VOICE

Let’s look at this sentence:

• I drank two cups of coffee.

This is an active sentence and it has the subject first (the person or thing that does the verb), followed by
the verb, and finally the object (the person or thing that the action happens to).
So, in this example, the subject is 'I', the verb is 'drank' and the object is 'two cups of coffee'.
But, we don't always need to make sentences this way. We might want to put the object first, or perhaps
we don't want to say who did something. This can happen for lots of reasons (see the explanation further
down the page). In this case, we can use a passive, which puts the object first:
• Two cups of coffee were drunk (we can add 'by me' if we want, but it isn't necessary).
How to make the Passive in English

We make the passive by putting the verb 'to be' into whatever tense we need and then adding the past
participle. For regular verbs, we make the past participle by adding 'ed' to the infinitive. So ‘play’
becomes ‘played’.

Tense Active Passive

present I make a A cake is made (by

simple cake. me).

present I am making A cake is being made

continuous a cake. (by me).

past simple I made a A cake was made (by

cake. me).

past I was making A cake was being

continuous a cake. made (by me).

present I have made a A cake has been

perfect cake. made (by me).

present I have been A cake has been

perfect making a being made (by me).
continuous cake.

past perfect I had made a A cake had been

cake. made (by me).

future simple I will make a A cake will be made

cake. (by me).

future I will have A cake will have

perfect made a cake. been made (by me).

Verbs with two objects

Some verbs that have two objects can make two different active sentences, and so two different passive
sentences too. For example, the verb ‘give’ is like this:
• Active: He gave me the book / He gave the book to me.

You can choose either of the two objects to be the subject of the passive sentence.
• Passive: I was given the book (by him)/ The book was given to me (by him).

Other verbs like this are: ask, offer, teach, tell, lend, promise, sell, throw.
The passive in subordinate clauses

You can make the passive in a subordinate clause that has a subject and a normal conjugated verb. This is
really the same as a normal passive.
• Active: I thought that Mary had kissed John.
• Passive: I thought that John had been kissed by Mary.

• Active: He knew that people had built the church in 1915.

• Passive: He knew that the church had been built in 1915.

You can also make the passive using a passive gerund or a passive infinitive in the same place as a normal
gerund or infinitive.
• The child loves being cuddled.
• She would like to be promoted.

When should we use the passive?

1) When we want to change the focus of the sentence:

• The Mona Lisa was painted by Leonardo Da Vinci. (We are more interested in the painting than
the artist in this sentence)

2) When who or what causes the action is unknown or unimportant or obvious or 'people in general':

• He was arrested (obvious agent, the police).

• My bike has been stolen (unknown agent).
• The road is being repaired (unimportant agent).
• The form can be obtained from the post office (people in general).

3) In factual or scientific writing:

• The chemical is placed in a test tube and the data entered into the computer.

4) In formal writing instead of using someone/ people/ they (these can be used in speaking or informal
 writing):

• The brochure will be finished next month.

5) In order to put the new information at the end of the sentence to improve style:

• Three books are used regularly in the class. The books were written by Dr. Bell. ('Dr. Bell wrote
the books' sound clumsy)

6) When the subject is very long:

• I was surprised by how well the students did in the test. (More natural than: 'how well the
students did in the test surprised me')

Forming Passive Voice:

to be + V3 (past participles)

Patterns:

No
Tenses Active Passive
.
S + am/is/are + V3 + (by O) +
1. Simple Present S + V1/Vs +O + ….
….
S + am/is/are + being + V3 +
2. Present Continuous S + am/is/are + Ving + O + ….
(by O) + ….
S + have/has + been + V3 +
3. Present Perfect S + have/has + V3 + O + ….
(by O) + ….
S + have/has + been + Ving + O S + have/has + been + being +
4. Present Perfect Continuous
+ …. V3 + (by O) + …
S + was/were + V3 + (by O) +
5. Simple Past S + V2 + O + ….
….
S + was/were + being + V3 +
6. Past Continuous S + was/were + Ving + O + ….
(by O) + …
S + had + been + V3 + (by O) +
7. Past Perfect S + had + V3 + O + ….
….
S + had + been + being + V3 +
8. Past Perfect Continuous S + had + been + Ving + O + ….
(by O) + ….
9. Modals (shall-will, can, may, S + Modals + V1 + O + …. S + modals + be + V3 + (by O) +
 must, have/has to, should,
would, could, might, had to, ….
ought to)

Examples:

No
Active Passive
.
Mom always prepares nice dinner for all Nice dinner is always prepared for all of
of us. us by Mom.
1. The students do some experiments in the Some experiments are done by some
laboratory. students at the laboratory.
Sad movies always make me cry. I am always made cry by sad movies.
The little boy is playing some balls while Some balls are being played by the little
bathing. boy while bathing.
We are watching a good movie right A good movie is being watched by us
2.
now. right now.
I am writing a letter to Uncle John at this A letter to Uncle John is being written by
time being. me at this time being.
The boy scouts have set up the tents since The tents have been set up by the boy
early in the morning. scouts sine early in the morning.
3.
Grandma has sliced the chicken into The chicken has been sliced into smaller
smaller pieces. pieces by Grandma.
Miss Green has been teaching us for We have been being thought by Miss
about a year now. Green for about a year now.
4.
They have been reading the serials since The serials have been being read by them
childhood. since childhood.
Jennie visited the orphanage yesterday. The orphanage was visited by Jennie
yesterday.
5.
My sister created some kinds of origami Some kinds of origami were created by
at school last week. my sister at school last week.
The woman was cleaning the room when The room was being cleaned by the
the thunder struck. woman when the thunder struck.
6.
The librarian was arranging the books at The books were being arranged at the
the shelf when I came. shelf by the librarian when I came.
Miranda had posted the letters the day The letters had been posted by Miranda
before yesterday. the day before yesterday.
7.
Dad had bought a new cell phone for my A new cell phone had been bought by
little sister. Dad for my little sister.
8. The Williams had been subscribing for The newsletter had been being subscribed
 the newsletter far before the neighbors
did.
They had been building the bridge years
before the Dutch landed in Indonesia.
The rich man will soon buy Mr. Smith’s
house.
We shall finish the project by January
next year.
Those little things can really touch my
heart.
She may dump him immediately.
You must do all things properly.
9.
The arrogant man would decline that
help.
The janitor should clean the whole toilets
regularly.
My grandma could make the best
pancake while she was young.
The naughty boy might pick up the
mangoes.
for by the Williams far before the
neighbors did.
The bridge had been being built years
before the Dutch landed in Indonesia.
Mr. Smith’s house will soon be bought by
the rich man.
The project shall be finished by us by
January next year.
My heart can really be touched by those
little things.
He may be dumped by her immediately.
All things must be done properly (by
you).
That help would be declined by the
arrogant man.
The whole toilets should be cleaned by
the janitor regularly.
The best pancake could be made by my
grandma while she was young.
The mangoes might be picked up by the
naughty boy.

Note:
Pay a very close attention to the use of V3. You need to memorize mainly the irregular ones.

50 Common Irregular Verbs

Infinitive Past Simple Past Participle

be was / were been
become became become
begin began begun
bring brought brought
buy bought bought
choose chose chosen
come came come
do did done
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feel felt felt
find found found
fly flew flown
forget forgot forgotten
get got got (gotten in USA)
give gave given
go went gone
have had had
hear heard heard
keep kept kept
know knew known
leave left left
lend lent lent
let let let
lose lost lost
make made made
meet met met
pay paid paid
put put put
read read (pronounced /red/) read (pronounced /red/)
run ran run
say said said
see saw seen
sell sold sold
send sent sent
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
stand stood stood
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
understand understood understood
wear wore worn
write wrote written
2. Lampiran 2 (Instrumen Penilaian Sikap)
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : IX (SEMBILAN)/2
TOPIK : THEY ARE MADE IN INDONESIA
KOMPETENSI DASAR:
3.8. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan
pelakunya sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan
passive voice.)

4.8. Menyusun teks interaksi transaksional lisan dan tulis, sangat pendek dan
sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait
keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks. (Perhatikan unsur kebahasaan passive voice.)

N Aspek Perilaku yang dinilai

Nama
o Nasionalisme Percaya Diri
1
2
3
4
5
6
7
8

Kolom aspek perilaku diisi dengan angka yang sesuai dengan kriteria berikut:
4 = Sangat baik
 3 = Baik
2 = Cukup
1 = Kurang

3. Lampiran 3 (Instrumen Penilaian Pengetahuan)

Tes Tertulis

A. MULTIPLE CHOICE

Choose the correct answer by crossing A, B, C or D on your answer

sheet.

1. My parents’ golden anniversary … next month.

A. will celebrate
B. is celebrate
C. will be celebrated
D. being celebrated

2. Tomorrow, grandma …. Some cake for the upcoming feast day.

A. makes
B. made
C. will make
D. will be made

3. A : What is this?
B : Oh, that’s Gethuk. It’s a kind of typical food from
Magelang, Central Java.
A : Wow, it looks delicious.
B : Indeed. It … of cassava with some other ingredients
like sugar and food coloring.

A. is made
B. makes
C. is making
D. is being made

4. Do not enter the room. The meeting is in progress. You … to

bother.
A. are allowed
B. are not allowed
 C. will be allowed
D. will be allowing

5. The patient … when I came to the Emergency Room yesterday.

A. was treated
B. is treated
C. was being treated
D. is being treated

6. The accommodation … by the committee before the guests

came.
A. has been prepared
B. had been prepared
C. has been preparing
D. had been preparing

7. X : Marina, have you seen my red scarf around?

Y : I guess it … by the maid right now.
A. ironed
B. is ironing
C. is ironed
D. is being ironed

8. The program … at the international conference next month.

A. may present
B. may be presented
C. may be presenting
D. may have been presented

9. I think rubbish … at the proper place.

A. should throw
B. should not throw
C. should be thrown
D. should not be thrown

10. A great amount of money … to the orphanage by the

philanthropist.
A. donated
B. is donated
C. be donated
 D. being donated

B. CLOSE-ENDED QUESTIONS
Note: There is no clear instruction on how to do the exercise.
Change the active voices below into passive voices.
1. Tina eats five apples every day.
2. John has read his science book since two hours ago.
3. I watched a really good movie last night.
4. A thief had broken my window two days ago.
5. Joanna will invite her classmates next Sunday.
6. Mrs. Brown is going to make a cake tonight.
7. Tia’s brothers build a sand castle on the beach.
8. Mark borrowed three novels from the library last week.
9. I lent my bike to my cousin yesterday.
10. Students can do their assignments easier by discussing.

KUNCI JAWABAN

A. MULTIPLE CHOICE
1. C 6. B
2. D 7. D
3. A 8. B
4. B 9. C
5. C 10. B

RUBRIK PENILAIAN
Siswa diberikan nilai 1 untuk setiap jawaban benar.
Siswa diberikan nilai 0 untuk stiap jawaban salah.

SCORE A = Jumlah Jawaban Benar x 10

B. CLOSE-ENDED QUESTIONS
1. Five apples are eaten by Tina every day.
2. The science book has been read by John two hours ago.
3. The really good movies was watched by me last night .
4. My window had been broken by a thief two days ago.
5. Her classmates will be invited by Joana next Sunday.
6. The cake is going to be made by Mrs. Brown tonight.
 7. The sand castle is built by Tia’s brother on the beach.
8. Three novels were borrowed by Mark from the library last
week.
9. My bike was lent to my cousin by me yesterday.
10. The assignments can be done by the students easier by
discussing.

RUBRIK PENILAIAN

Siswa diberikan nilai 1 untuk setiap jawaban benar.

Siswa diberikan nilai 0,5 untuk stiap jawaban salah.

SCORE B = Jumlah Jawaban Benar x 10

FINAL SCORE = (SCORE A + SCORE B)/2

Change the sentences into the passive voice!

(Note: this activity is done though a kahoot game as an alternative of the
previous set of questions).

1. We ate a lot of pizza last night.

2. She is typing up the report for you.
4. 3. My4dad
Lampiran cooked those
(Instrumen waffles. Keterampilan)
Penilaian
4. She will not hold his hand.
Unjuk
5. Kerja/Presentasi
My uncle drinks 3 cups of coffee every day.
6. She bought a ton of new clothes yesterday.
7. The kid has read the book twice.
WRITING
8. Fabio is flying a plane.
9. Victoria is not going to reveal the secrets.
In
10. groups of four
The undertaker willtotake
five,
awaycompose
the body. a conversation about describing one of these
following things:
1. Empek-empek (Fish Cake).
https://create.kahoot.it/share/duplicate-of-passive-voice/067966d3-9133-
2. Rendang.
3. Ukulele.
4. Gendang.
5. Baju Kurung.
6. Udeng.

In giving the descriptions, please mind the use of “Passive Voice.”

RUBRIK PENILAIAN WRITING

 Aspect to Score
No. Names
Complexity Organization Neatness

1. Group 1
2. Group 2
3. Group 3
4. ….
5. ….
6. ….
7. ….
8. ….

Scoring Criteria:

No. Aspects Criteria Score

1. Complexity Highly complex 5

Complex 4
Fairly complex 3
Simple 2
Very Simple 1

2. Organization Highly organized 5

Organized 4
Fairly organized 3
Less organized 2
Disorganized 1

3. Neatness Highly neat 5

Neat 4
Fairly neat 3
Less neat 2
Messy 1

TOTAL SCORE = (SCORE x 20)/3

SPEAKING

Instructions:

With your group, please come in front of the class and practice the conversation you have
composed during the writing session. You should memorize all your parts and may not glance
at your notes at all.

RUBRIK PENILAIAN SPEAKING

Aspect to Score

No. Names/Groups Pronunciatio

n and Fluency Accuracy Content
Intonation

1.
2.
3.
4.
5.
6.
7.

Scoring Criteria:

No. Aspects Criteria Score

1. Pronunciation and Excellent 5

Intonation Good 4
Fair 3
Poor 2
Very poor 1

2. Fluency Highly fluent 5

Fluent 4
Fairly fluent 3
Less fluent 2
Influent 1
3. Accuracy Highly accurate 5
Accurate 4
Fairly accurate 3
Less accurate 2
Inaccurate 1

4. Content Highly elaborate 5

Elaborate 4
Fairly elaborate 3
Less elaborate 2
Unelaborated 1

FINAL SCORE = TOTAL SCORE x 5