RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMK Global Surya Mandiri

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / Ganjil
Program Studi : TKJ (Teknik Komputer Jaringan)
Materi Pokok : Passive Voice
Alokasi Waktu : 4 x 40 menit (4JP)

1. Kompetensi Inti

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong,
kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi
secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional.

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif
dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.

2. Kompetensi Dasar Dan Indikator Pencapaian Kompetensi

INDIKATOR PENCAPAIAN
KOMPETENSI DASAR
KOMPETENSI

3.19 Menganalisis fungsi sosial, struktur 3.19.1 Menjelaskan fungsi sosial, struktur
teks, dan unsur kebahasaan teks teks dan unsur kebahasaan dalam teks
interaksi transaksional lisan dan tulis interaksi transaksional lisan mengenai
 yang melibatkan tindakan memberi
dan meminta informasi terkait
keadaan/tindakan/ kegiatan/ kejadian
tanpa perlu menyebutkan pelakunya
dalam teks ilmiah, sesuai dengan
konteks penggunaannya. (Perhatikan
unsur kebahasaan passive voice)
4.19 Menyusun teks interaksi
transaksional lisan dan tulis yang
melibatkan tindakan memberi dan
meminta informasi terkait
keadaan/tindakan/ kegiatan/kejadian
tanpa perlu menyebutkan pelakunya
dalam teks ilmiah, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang
benar dan sesuai konteks
meminta dan memberi informasi terkait
tindakan/ kejadian tanpa perlu
menyebutkan pelakunya dalam teks
ilmiah sesuai dengan konteks
penggunaannya.(C2)
3.19.2 Menelaah fungsi sosial, struktur teks
dan unsur bahasa dari teks interaksi
transaksional tulis mengenai meminta
dan memberi informasi tentang
tindakan/ kejadian tanpa perlu
menyebutkan pelakunya dalam teks
ilmiah sesuai dengan konteks
penggunaannya (C4)
4.19.1 Memilih unsur kebahasaan yang tepat
(passive form) untuk sebuah teks
interaksi transaksional lisan dan yang
melibatkan tindakan memberi dan
meminta informasi terkait
keadaan/tindakan/ kegiatan/kejadian
tanpa perlu menyebutkan pelakunya
dalam teks ilmiah (C4)
4.19.2 Menanggapi percakapan yang berisi
mengungkapkan tindakan memberi dan
meminta informasi terkait keadaan
/tindakan/ kegiatan/kejadian tanpa perlu
menyebutkan pelakunya dalam teks
ilmiah. (C5)
4.19.3 Membuat kalimat passive voice sesuai
unsur kebahasaan yang tepat. (C6)

3. Tujuan Pembelajaran :
1. Dengan disajikan teks lisan berupa dialog, peserta didik dapat menjelaskan fungsi sosial,
struktur teks dan unsur kebahasaan dalam teks interaksi transaksional lisan mengenai
meminta dan memberi informasi terkait tindakan/ kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah dengan benar.
2. Dengan disajikan sebuah teks tulis berupa percakapan tentang polusi, peserta didik dapat
menelaah fungsi sosial, struktur teks dan unsur bahasa dari teks interaksi transaksional tulis
mengenai meminta dan memberi informasi tentang tindakan/ kejadian tanpa perlu
menyebutkan pelakunya dalam teks ilmiah dengan benar.
3. Dengan disajikan kalimat acak, peserta didik mampu memilih susunan kalimat melibatkan
tindakan memberi dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian tanpa
 perlu menyebutkan pelakunya dalam teks ilmiah responnya dengan benar
4. Dengan disajikan sebuah tema, secara berpasangan peserta didik dapat membuat percakapan
untuk mengungkapkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/
kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah beserta responnya
dengan tepat.
5. Dengan disajikan sebuah dialog, secara berpasangan peserta didik dapat menanggapi
percakapan yang berisi mengungkapkan tindakan memberi dan meminta informasi terkait
keadaan/tindakan/ kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah
beserta responnya dengan baik.
6. Dengan disajikan sebuah tema, secara berpasangan peserta didik dapat membuat kalimat
passive voice sesuai unsur kebahasaan yang tepat dengan tepat.
4. Nilai Karakter yang diharapkan : Bersyukur, Kejujuran, Bertanggung Jawab dan
Kerjasama
5. Materi Pembelajaran :
6. Model dan Metode Pembelajaran

Pendekatan yang digunakan adalah Pendekatan Ilmiah (Scientific Approach). Model pembelajaran
yang diterapkan adalah Discovery Learning. Sedangkan metode yang digunakan adalah diskusi,
observasi dan penugasan.
7. Media dan Alat Pembelajaran

Media : Power point, video, dan teks dialog.

Alat : proyektor, pengeras suara, laptop, wifi, gadget

8. Sumber Belajar
 Shyla K. Lande dan Eka Mulya Astuti. 2018. Forward An English Course For Vocational
Students Grade XI. Jakarta: Penerbit Erlangga
 Albert. 2018. Buku Pedoman Guru Curriculum 2013 Based on Scientific Approach and Text-
Based Instruction. Makassar. CV. Leisyah.
 Google dan Youtube

 https://www.youtube.com/watch?v=PXvQEb1Mufts

 https://www.youtube.com/watch?v=FyWti-zI6HU
9. Kegiatan Pembelajaran
a. Pertemuan Pertama 2 x 40 menit (2 JP)
Kegiatan Pendahuluan (15 menit)
Orientasi
 Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan
berdoa untuk memulai pembelajaran.
 Memeriksa kehadiran siswa sebagai sikap disiplin.
 Menyiapkan fisik dan psikis siswa dalam mengawali kegiatan pembelajaran.

Apersepsi
 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman
peserta didik
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.

Motivasi
 Memberikan motivasi dan gambaran tentang manfaat dari materi yang akan dipelajari dalam
kehidupan sehari-hari.
Pemberian Acuan
 Menyampaikan tujuan pembelajaran pada pertemuan yang sedang berlangsung
 Menyampaikan garis besar materi pembelajaran yang akan dipelajari

Kegiatan Inti (50 menit)

 Sintak Model
Aktivitas Alokasi Waktu
Discovery Learning
Pemberian  Guru menjelaskan dan memberikan contoh
10 menit
Rangsangan kalimat passive voice dalam sebuah text report
(Stimulation) yang di tampilkan dalam PPT.
 Setelah melihat contoh passive voice, maka guru
memancing dengan pertanyaan.
What is the different between active and passive
form?
Identifikasi Masalah  Siswa mengidentifikasi tentang pola kalimat 10 menit
(Problem Statement) passive voice yang dijelaskan guru dalam video
yang telah ditampilkan.
 Siswa berlatih menentukan pola kalimat dengan
mengamati subjek, predikat, dan objek.
Pengumpulan data  Guru menginstruksikan Please make a group
20 menit
(data collection) consist of 3 members. Diskusikan perbedaan
kalimat passive voice dalam simple present dan
simple past.
 Siswa menganalisis berbagai macam kalimat
passive dan memberikan ciri khas dari setiap
kalimat yang ditulis dengan tenses yang berbeda
 Secara berkelompok siswa mendiskusikan contoh
kalimat passive yang mereka temukan dari
sumber lain.
Pengolahan data  Siswa secara mandiri membuat kalimat passive
15 menit
(data processing) voice yang lain dari berbagai sumber.
 Siswa menjelaskan kalimat passive yang telah
dibuat menggunakan tenses apa, apa cirinya, dan
bagaimana bentuk kata kerjanya
Kegiatan Penutup (10 menit)
- Siswa menanyakan kesulitan peserta didik dalam mengikuti proses pembelajaran
- Siswa memberikan penghargaan atas usaha dari siswa serta mereview dan menyimpulkan
pembelajaran bersama mereka
- Siswa diminta melakukan refleksi kegiatan berupa hal-hal yang telah dipelajari, yang dirasa
sulit, dan yang disukai .
- Siswa menerima informasi berkaitan dengan kegiatan pertemuan selanjutnya.
- Kegiatan belajar ditutup dengan doa

b. Pertemuan Kedua 2 X 40 Menit (2 JP)

Kegiatan Pendahuluan (10 menit)
Orientasi
 Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan
berdoa untuk memulai pembelajaran
 Memeriksa kehadiran peserta didik sebagai sikap disiplin
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Apersepsi
 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman
peserta didik
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.

Motivasi
 Memberikan motivasi dan gambaran tentang manfaat dari materi yang akan dipelajari dalam
kehidupan sehari-hari.
Pemberian Acuan
 Menyampaikan tujuan pembelajaran pada pertemuan yang sedang berlangsung
 Menyampaikan garis besar materi pembelajaran yang akan dipelajari.
Kegiatan Inti (60 menit)
Sintak Model
Aktivitas Alokasi Waktu
Discovery Learning
Pembuktian  Guru memberikan instruksi
50 menit
Today we are still going to create about passive
voice sentence for each tense. I will divide you into
couple and we will arrange jumbled sentence.
 Guru memberikan kartu/kertas yang berisikan
sebuah kalimat, ada kalimat pasif dan kalimat aktif
kepada masing-masing siswa.
 Siswa mencari pasangan dari masing-masing kartu
yang telah didapat. Apabila siswa mendapat kalimat
aktif, ia harus mencari pasangan kalimat pasif dari
temannya.
 Secara berpasangan peserta didik menyusun jumbled
sentences yang tersedia di papan tulis.
 Peserta didik menuliskan urutan jumbled sentences
yang benar di papan tulis.
 Peserta didik yang lain memberikan komentar
terhadap urutan jumbled sentences yang telah
disusun.
Menarik  Guru bersama-sama dengan siswa dan /atau sendiri
10 menit
Kesimpulan membuat rangkuman/simpulan pelajaran.
Kegiatan Penutup (10 menit)
- Siswa menanyakan kesulitan peserta didik dalam mengikuti proses pembelajaran
- Siswa memberikan penghargaan atas usaha dari siswa serta mereview dan menyimpulkan
pembelajaran bersama mereka
- Siswa diminta melakukan refleksi kegiatan berupa hal-hal yang telah dipelajari, yang dirasa
sulit, dan yang disukai .
- Kegiatan belajar ditutup dengan doa
10. Penilaian Pembelajaran

1. Jenis/teknik penilaian
Jenis tes : Tes dan non tes
Indikator Pencapaian Kompetensi Teknik Penilaian Bentuk Instrumen

Mengedintifikasi struktur teks dan unsur

Non tes Oral
kebahasaan dari passive voice.

Menulis kalimat passive voice dengan

memperhatikan struktur teks dan unsur Tes Tertulis
kebahasaan yang benar.
PENILAIAN SUBJEKTIF:
Portofolio :
 Siswa menulis kalimat passive voice.

RUBRIK PENILAIAN
A. Aspek Penilain Rasa Syukur
No. Aspek Rasa Syukur Skor Keterangan/Rubrik/Kriteria
1. Aspek rasa syukur 4 Siswa mengungkapkan rasa syukur
dengan jelas, tulus dan ikhlas

2 Siswa kurang mengungkapkan rasa

syukur atas arahan guru.

1 Siswa tidak mengungkapkan rasa

syukur.

Score = Jawaban benar x 100%

Skor maksimal

B. Aspek Penilaian Sikap Kejujuran dan Tanggung Jawab

Aspek Sikap Kejujuran
No. Skor Keterangan/Rubrik/Kriteria
dan Tanggung Jawab
1. Aspek Sikap Kejujuran 3 Siswa mengerjakan secara mandiri dan
benar.
2 Siswa mengerjakan tugas/latihan
dengan membandingkan pekerjaan
orang lain.
1 Siswa mengerjakan tugas/latihan
dengan menyalin pekerjaan orang lain.
2. Aspek Tanggung Jawab 3 Siswa menyelesaikan tugas/pekerjaan
 benar dan tepat waktu.
2 Siswa menyelessaikan tugas dan benar
tidak tepat waktu.
1 Siswa tidak menyelesaikan tugas
dengan kurang benar dan tidak tepat
waktu.

Score = Jawaban benar x 100%

Skor maksimal

C. Rubrik Writing
No. Aspek Penilaian Skor Keterangan/Rubrik/Kriteria
1. Stucture 4 Tidak ada kesalahan struktur teks
percakapan.
3 Ada kesalahan struktur namun bisa
dipahami.
2 Banyak kesalahan struktur dan sulit
dipahami.
1 Banyak kesalahan struktur dan sulit
dipahami.
2. Vocabulary 3 Penggunaan kosa kata dengan tepat.
2 Penggunaan kosa kata yang kurang
tepat namun masih bisa dipahami.
1 Penggunaan kosakata yang salah dan
sulit dipahami percakapannya
3. Punctuation 3 Tidak ada kesalahan penggunaan
punctuation.
2 Ada sedikit kesalahan dalam
penggunaan punctuation.
1 Banyak kesalahan dalam penggunaan
punctuation.
 Score = Jawaban benar x 100% Skor
maksimal

D. Rubrik Speaking
No. Aspek Penilaian Skor Keterangan/Rubrik/Kriteria
1. Structure 4 Tidak ada kesalahan struktur saat
percakapan.
3 Ada kesalahan struktur namun bisa
dipahami.
2 Banyak kesalahan struktur dan sulit
dipahami.
1 Banyak kesalahan struktur dan sulit
dipahami.
2. Pronunciation 4 Siswa dapat melafalkan ungkapan
mendekati native speaker.
3 Siswa dapat melafalkan ungkapan
dipengaruhi dengan logat.
2 Siswa dapat melafalkan ungkapan
dengan menggunakan logat bahasa lokal
dan masih dapat dipahami.
1 Siswa dapat melafalkan ungkapan
dengan menggunakan logat bahasa lokal
dan sulit dipahami.
3. Fluency 3 Siswa mengungkapkan dengan lancar.
2 Siswa mengungkapkan diselingi dengan
jeda.
1 Siswa menggunakan dengan banyak
jeda.

Cognitive Rubric
No Descriptive Score
1 Complete answer 10
2 Incomplete answer 7
3 Incorrect answer 5
4 No answer 0
Jumlah maksimal 100

Maximal score:
100
 Rubrik Ketrampilan 1
No Descriptiv Score
e
1 Complete answer 10
2 Incomplete answer 7
3 Incorrect answer 5
4 No answer 0
Jumlah maksimal 100

Maximal score: 100

 Affective Rubric
Aspects
No Nama Score
Responsibility activeness cooperation discipline politeness

Note:
A: Always = 20
O: Often = 15
S: Sometimes = 10
R: Rarely = 0

= 20 x 5 = 100

Bekasi, 1 Juli 2022

Menyetujui,
Kepala sekolah SMK Global Surya Mandiri Guru Mata Pelajaran

Mochamad Wahyudin Aziz, M.Pd Putri Damayanti Sidik, S. Pd

Lampiran 1
KISI - KISI SOAL
Indikator
3.19.1 Menjelaskan fungsi
sosial, struktur teks dan unsur
kebahasaan dalam teks
interaksi transaksional lisan
mengenai meminta dan
memberi informasi terkait
tindakan/ kejadian tanpa perlu
menyebutkan pelakunya dalam
teks ilmiah sesuai dengan
konteks penggunaannya.
3.19.2 Menelaah fungsi sosial,
struktur teks dan unsur bahasa
dari teks interaksi transaksional
tulis mengenai meminta dan
memberi informasi tentang
tindakan/ kejadian tanpa perlu
menyebutkan pelakunya dalam
teks ilmiah sesuai dengan
konteks penggunaannya.
4.6.1 Memilih struktur teks
dan unsur kebahasaan yang
tepat (passive form) untuk
sebuah percakapan acak yang
melibatkan tindakan memberi
dan meminta informasi terkait
keadaan/tindakan/
kegiatan/kejadian tanpa perlu
menyebutkan pelakunya
dalam teks ilmiah
Materi Instrumen
a. Expressions of asking 1. What is the video about?
and giving information 2. Who are the participants in the video?
b. Social function 3. What are the positions of the
participants in the video?
To ask or give information 4. How does the boy ask the information
toward something to the woman?
5. How does the woman reply for the
c. Generic Structure boy question?
6. How many colors does a rainbow have?
Asking for information – giving
7. How is rainbow formed?
information 8. It can be seen after the rain. The word
d. Lexicogrammatical “it” in the sentence refers to ….
Features 9. List two active sentences from the
Passive Form video, change them into passive form!
10. Analyze the social function, generic
structure, and lexicogrammatical features
of the video you have watched!
1. What is the dialog about?
2. What is the purpose of their discussion?
3. Who are the participants in the dialog?
4. What are their positions in the dialog?
5. How does Bintang ask for getting the
information?
6. How does Fahri give information to
Bintang?
7. Based on the dialog, what is the reason
behind this climatic and seasonal
change?
8. According to the dialog, what is the
solution in solving climate change
problem?
9. List passive sentences you have found
in the dialog!
10. Analyze the social function, generic
structure, and lexicogrammatical feature
of the asking and giving information
using passive form in the dialog!
Complete the dialog below by using the
correct answer in the box!
Candra : Excuse me, do you mind if I’m
(1)… you?
Chef : Not at all. What can I do for
you?
Candra : Can you tell me what bread is
(2) … from?
Chef : Bread is made from wheat flour
dough that is (3)… with yeast, allowed to
rise, and finally in (4) … an oven.
Candra : What about brown bread? Can
you (5) … it?
Chef : Brown bread can also refer to
white bread with added coloring usually
caramel.
Candra : I would like to know about the
serving. Could you (6) … it?
Chef : Bread can be (7) … at
many temperatures. Once baked, it
can be subsequently (8)….
Candra : is it possible to eat bread by
itself?
Chef : (9) … yes. It’s just based on the
personal taste. For your
additional information, bread
may also be (10) … as an
ingredient in other culinary
preparation, such as the use of
breadcrumbs to provide crunchy
crust.
 4.19.1 Membuat percakapan Work in pair to make a dialog about
untuk mengungkapkan asking and giving information about air
tindakan memberi dan pollution by using passive voice!
meminta informasi terkait Minimally, each person has to make ten
keadaan/tindakan/ sentences.
kegiatan/kejadian tanpa
perlu menyebutkan
pelakunya dalam teks
ilmiah

4.19.2 Menampilkan percakapan Make a video based on the dialog you

yang untuk have made in worksheet 2!
mengungkapkan tindakan
memberi dan meminta
informasi terkait
keadaan/tindakan/
kegiatan/kejadian tanpa
perlu menyebutkan
pelakunya dalam teks
ilmiah
Lampiran 2

Instrumen Pengetahuan 1

Watch the video intensively! Then, answer the following questions correctly!
Link: https://www.youtube.com/watch?v=PXvQEb1Mufgt=30s
https://www.youtube.com/watch?v=FyWti-zI6HU

1. What is the video about?

2. Who are the participants in the video?
3. What are the positions of the participants in the video?
4. How does the boy ask the information to the woman?
5. How does the woman reply for the boy question?
6. How many colors does a rainbow have?
7. How is rainbow formed?
8. It can be seen after the rain. The word “it” in the sentence refers to ….
9. List two active sentences from the video, change them into passive form!
10. Analyze the social function, generic structure, and lexicogrammatical features of the video you
have watched!
Instrumen Pengetahuan 2

Activity 1
Read the text intensively and discuss it with your partners!

Four friends are discussing seriously the changes in the environment due to pollution and the possible
measures that can stop the further deterioration of the environment
Activity 2
Answer
Bintangthe questions
: Hey, based
have you on thethe
noticed textwinter
above! season is quite short and
What quite
1.comes is thelate?
dialog about?
Aquina : Yes, it is true. My parents were discussing
2. What is the purpose oflast
the same phenomenon night!
their Bintang : Do you know the reason
discussion?
behind this climatic and seasonal change?
Who are
3.Fahri the participants
: Sure. Undoubtedly,inthese
the dialog?
changes are there because of the environmental degradation due to
colossal deforestation and burning of fossil fuels! Global warming is tangible now! Earlier we
4. What are their positions in the dialog?
just talked about it; now we have started seeing its effects!
5.Nia
How does: If this
Bintang
pollution
ask foris getting
not controlled,
the information?
the future is going to be very grim. Life conditions will
become unbearable! What can be done to save our environment?
6. How does Fahri give information to Bintang?
Aquina : I whole-heartedly agree with you. The only solution to this very critical problem is people’s
7. Based mass
on theparticipation
dialog, whatinissaving the environment.
the reason Mass forestation
behind this climatic drive,change?
and seasonal and stopping the use of
fossil fuels altogether can solve this problem.
According
8.Bintang : Is to the dialog,
it possible? what
Can youistell
theme solution
why? in solving climate change problem?
9.Fahri : Certainly
List passive it is.you
sentences There
havearefound
other in
alternative fuels available. The government must act strictly.
the dialog!
There should be a ban on fossil fuels. The government must create forest belt near every city or
10. Analyzetown. theToxic
social function,ofgeneric
emissions industriesstructure,
must beand lexicogrammatical
strictly regularized. Thisfeature
problemofisthe asking and
controllable.
giving information using passive form in the dialog!
Lampiran 4
Instrumen Ketrampilan 1

Activity 1

Complete the dialog below by using the correct answer in the box!
Candra : Excuse me, do you mind if I’m (1)…
you? Chef : Not at all. What can I do for you?
be toasted definitely used
Candra : Can you tell me what bread is (2) … from?
cultured
Chef : Bread is made from wheat flour baked informto rise, and finally in
dough that is (3)… with yeast, allowed
(4)
describe served interviewing
… an oven.
made
Candra : What about brown bread? Can you (5) … it?
Chef : Brown bread can also refer to white bread with added coloring usually
caramel. Candra : I would like to know about the serving. Could you (6) … it?
Chef : Bread can be (7) … at many temperatures. Once baked, it can be subsequently (8)
…. Candra : is it possible to eat bread by itself?
Chef : (9) … yes. It’s just based on the personal taste. For your additional information, bread may also
be (10) … as an ingredient in other culinary preparation, such as the use of breadcrumbs to provide
Instrumen Keterampilan 2

Activity 2

Work in pair to make a dialog about asking and giving information about air pollution by using passive
voice! Minimally, each person has to make ten sentences.

Activity 3

Make a video based on the dialog you have made in activity 2!

Lampiran 5

Answer Key
Pengetahuan

1. What is the video about? The discussion about how is rainbow formed
2. Who are the participants in the video? The girl and the boy
3. What are the positions of the participants in the video? The girl as the source of the information and the boy as
the person who asks information
4. How does the boy ask the information to the woman? By using the expression: can you tell me …?
5. How does the woman reply for the boy question? By using the expression: sure. (Explaining)
6. How many colors does a rainbow have? Seven colors
7. How is rainbow formed?
8. It can be seen after the rain. The word “it” in the sentence refers to …. rainbow
9. List two passive sentences from the video!
a. White light is made of seven colors.
b. This can be reflected back to you as rainbow
10. Analyze the social function, generic structure, and lexicogrammatical features of the video you have watched!

Social function To ask and give information about how

rainbow is formed
Text structure Asking for information – Giving
information
Lexicogrammatical features The use of passive voice

1. What is the dialog about? The discussion about climate change and the effect
2. What is the purpose of their discussion? To ask and give information about the cause and effect of climate
change
3. Who are the participants in the dialog? Bintang, Fahri, Aquina, Nia
4. What are their positions in the dialog? They all are persons who ask for information but at the same time they
also the persons who give information
5. How does Bintang ask for getting the information? By using the expression: do you know?
6. How does Fahri give information to Bintang? By using the expression: sure (then explaining)
7. Based on the dialog, what is the reason behind this climatic and seasonal change? these changes are there
because of the environmental degradation due to colossal deforestation and burning of fossil fuels
8. According to the dialog, what is the solution in solving climate change problem? people’s mass participation in
saving the environment
9. List passive sentences you have found in the dialog!
What can be done to save our environment?
10. Analyze the social function, generic structure, and lexicogrammatical feature of the asking and giving
information using passive form in the dialog!

Social function To ask and give information about cause

and effect of climate change
Text structure Asking for information- giving
information
Lexicogrammatical features The use of passive voice

Cognitive Rubric
No Descriptiv Score
e
1 Complete answer 10
2 Incomplete answer 7
3 Incorrect answer 5
4 No answer 0
Jumlah maksimal 100

Maximal score: 100

Lampiran 6

Answer Key

Ketrampilan 1

1. Interviewing
2. Made
3. Cultured
4. Baked
5. Inform
6. Describe
7. Served
8. Be toasted
9. Definitely
10. Used

Rubrik Ketrampilan 1
No Descriptive Score
1 Complete answer 10
2 Incomplete answer 7
3 Incorrect answer 5
4 No answer 0
Jumlah maksimal 100

Maximal score:
100
 Rubric Writing
No Category 1-10 11-15 16-20 21-25
1 Vocabulary 3 or less sentences with 4-6 sentences 7-9 lines with 10 sentences with
poor diction with better diction good diction good diction
2 Mechanic 3 or less sentences with 4-6 sentences 7-9 lines with 10 sentences with
poor punctuation with better good punctuation good punctuation
punctuation
3 Cohesion/Coherence 3 or less sentences with 4-6 sentences 7-9 lines with 10 sentences with
poor coherence with better good coherence good coherence
Coherence
4 The development of 3 or less sentences 4-6 sentences 7-9 lines with 10 sentences with
main idea with poor development with better good good
of main idea development of development of development of
main idea main idea main idea
5 Grammar 3 or less sentences with 4-6 sentences 7-9 lines with 10 sentences with
poor grammar with better good grammar good grammar
grammar

Scoring = total

all aspects
Category
Speaking
Score 1-10 11-15 16-20 21-25
Needs Improvement Satisfactory Good Excellent
Rubric Test
Student is difficult to understand Student is able to express Student is able to express Student is able to express
Grammar and had a hard time their ideas and responses their ideas and responses their ideas and responses
communicating their ideas and adequately but often fairly well but makes with ease in proper
responses because of grammar displayed inconsistencies with mistakes with their tenses, sentence structure and
mistakes. their sentence structure and however is able to correct tenses.
tenses. themselves.
Needs Improvement Satisfactory Good Excellent
Intonation Student is difficult to Student is slightly unclear Intonation is good and did Intonation is very clear
understand, quiet in speaking, with intonation at times, but not interfere with and easy to understand.
unclear in generally is fair. communication
intonation.
Needs Improvement Satisfactory Good Excellent
Student had inadequate Student is able to use broad Student utilized the words Rich, precise and
Vocabulary vocabulary words to express vocabulary words but is learned in class, in an accurate impressive usage of
his/her ideas properly, which lacking, making him/her manner for the situation vocabulary words learned
hindered the students in repetitive and cannot expand given. in and beyond of class.
responding. on his/her ideas.
Needs Improvement Satisfactory Good Excellent

The development of Student had difficulty Student fairly grasped some Student is able to develop and Student is able to develop
main idea understanding the topics that are of the topics that are being respond to most of the topics and respond to all of the
being discussed. discussed. that are being discussed. questions and that are
being discussed with
ease.
Needs Improvement Satisfactory Good Excellent
Speech is very slow, stumbling, Speech is slow and often Speech is mostly smooth but Speech is effortless and
Fluency nervous, and uncertain with hesitant and irregular. with some hesitation and smooth with speed that
response, except for short or Sentences may be left unevenness caused primarily comes close to that of a
memorize expressions. Difficult uncompleted, but the student by rephrasing and groping for native speaker.

Scoring = total all aspects

Affective Rubric
Aspects
No Nama Score
Responsibility activeness cooperation discipline politeness

Note:
A: Always = 20
O: Often
= 15 S:
Someti
mes =
10 R:
Rarely =
0

= 20 x 5 = 100

PENILAIAN OBJEKTIF
1. They translated some old documents last week. What is the passive form of this sentence?
A. Some old documents are translated by them last week.
B. Some old documents have been translated by them last week.
C. Some old documents were being translated by them last week.
D. Some old documents were translated by them last week.
E. Some old documents been translated by them last week.

Karena pola kalimat di atas adalah past tense, maka kalimat pasif mengikuti pola dasar.
Sehingga jawaban di atas menjadi Some old documents were translated by them last week.
Jawaban: D

2. The important email has been sent by my secretary. What is the active form of this sentence?
A. My secretary was sending the important email
B. My secretary sends the important email
C. My secretary is sending the important email
D. My secretary has been sending the important email
E. My secretary has sent the important email
 Kalimat pasif di atas memiliki pola present perfect, sehingga kalimat aktif menjadi Subject +
ha/have + V3 + Object. Jawaban: E

3. We’ll be visiting our grandmother next week. What is the passive form of this sentence?
A. Our grandmother will be being visited by us next week.
B. Our grandmother will be visited by us next week.
C. Our grandmother would be visited by us next week.
D. Our grandmother would be being visited by us next week.
E. Our grandmother would have been visited by us next week.

Pola kalimat di atas merupakan future continuous tense. Sehingga pola kalimat pasif menjadi
our grandmother will be being visited by us next week. Jawaban: A

4. We can see many beautiful paintings in this exhibition. They were ……. by famous
Indonesian painter.
A. Painting
B. Painted
C. Paint
D. Be Painting
E. Being painting

Sesuai dengan pola kalimat pasif menggunakan Subject + to be + Verb3. Jawaban: B

5. Two tents for our camping would...........by my mother.

A. Being bought
B. Been bought
C. Be bought
D. Bought
E. Been buying

Karena sebelum bagian kosong pada kalimat di atas terdapat modal berupa would, maka
setelah itu harus berupa bentuk kata kerja dasar. Jawaban: C

6. They cancelled all flights because of fog. The passive form of the sentence is, because of
 fog….
A. All flights had cancelled
B. All flights were cancelled
C. All flights have been cancelled
D. They be cancelled
E. They are being cancelled

Kalimat di atas menggunakan pola kalimat pasif was/were + Verb3, menjadi because of fog all
flights were cancelled. Jawaban: B

7. We can see many beautiful paintings in this exhibition. They were ……. by famous
Indonesian painter.
A. Painting
B. Painted
C. Paint
D. Be Painting
E. Being painting

Sesuai dengan pola kalimat pasif menggunakan Subject + to be + Verb3. Jawaban: B

8. Two tents for our camping would...........by my mother.

A. Being bought
B. Been bought
C. Be bought
D. Bought
E. Been buying

Karena sebelum bagian kosong pada kalimat di atas terdapat modal berupa would, maka
setelah itu harus berupa bentuk kata kerja dasar. Jawaban: C

9. They cancelled all flights because of fog. The passive form of the sentence is, because of
fog….
A. All flights had cancelled
B. All flights were cancelled
 C. All flights have been cancelled
D. They be cancelled
E. They are being cancelled

Kalimat di atas menggunakan pola kalimat pasif was/were + Verb3, menjadi because of fog all
flights were cancelled. Jawaban: B

10. A well known architect is designing our new office. The passive form of the above sentence
is, Our new office …… by a well known architect.
A. Design
B. Designed
C. Be designing
D. Is designed
E. Is being designed

Kalimat di atas menggunakan kalimat pasif berupa am/is/are + being + Verb3. Menjadi Our new
office is being designed by a well known architect. Jawaban: E
11. Two tents for our camping would...........by my mother.
A. Being bought
B. Been bought
C. Be bought
D. Bought
E. Been buying

Karena sebelum bagian kosong pada kalimat di atas terdapat modal berupa would, maka
setelah itu harus berupa bentuk kata kerja dasar. Jawaban: C

12. They cancelled all flights because of fog. The passive form of the sentence is, because of
fog….
A. All flights had cancelled
B. All flights were cancelled
C. All flights have been cancelled
D. They be cancelled
E. They are being cancelled

Kalimat di atas menggunakan pola kalimat pasif was/were + Verb3, menjadi because of fog all
flights were cancelled. Jawaban: B
13. A well known architect is designing our new office. The passive form of the above sentence is, Our
new office …… by a well known architect.
A. Design
B. Designed
C. Be designing
D. Is designed
E. Is being designed

Kalimat di atas menggunakan kalimat pasif berupa am/is/are + being + Verb3. Menjadi Our new office is
being designed by a well known architect. Jawaban: E

Score = Jawaban benar x 100% Skor

maksimal