(RPP)
Disusun oleh :
Andromeda Ken Prabuhening
19220415710156
A. Kompetensi Inti
KI-1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI-2: Menunjukkan perilaku jujur, disiplin, jawab, peduli, kerja sama, toleran, santun,
responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
dan menyadari dirinya sebagai mahluk ciptaan yang Maha Kuasa serta
menjalankan kewajibannya sesuai dengan agama yang dianutnya.
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.
1
3.1 3.4.3 Menemukan unsur kebahasaan teks
eksposisi analitis.
3.2
3.3
3.4 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks eksposisi analitis lisan dan tulis
dengan memberi dan meminta
informasi terkait isu aktual, sesuai
dengan konteks penggunaannya.
4.
4.1
4.2
4.3
C. Tujuan Pembelajaran
Melalui pembelajaran pendekatan saintifik dengan menggunakan model pembelajaran
Discovery Learning dan Problem-Based Learning, peserta didik mampu menentukan,
menganalisa dan menemukan fungsi sosial, struktur teks, dan unsur kebahasaan (unsur
kebahasaan: simple present tense, internal dan causal conjuction) teks eksposisi analitis
sehingga peserta didik diharapkan terampil dalam menjodohkan topik serta kalimat yang
sesuai dalam teks eksposisi analitis dan menyusun sebuah teks eksposisi analitis tertulis
yang runtut dan terstruktur terkait isu aktual yang berhubungan dengan konservasi alam
di sekitar lingkungan sekitar secara disiplin melalui kerjasama yang baik bersama teman
sebaya dengan penuh percaya diri dan bertanggungjawab.
2
D. Materi Pembelajaran
a. Factual Knowledge
Fungsi sosial: Fungsi sosialnya adalah untuk meyakinkan pembaca bahwa topik yang
dihadirkan adalah topik yang penting untuk dibahas.
b. Conceptual Knowledge
Struktur text:
Mentioning the detail information, such as;
a. Thesis
Pada bagian thesis ini, penulis harus memberitahu pembaca tentang topik
utama yang akan ditulisnya.
b. Arguments
Paragraf ini berisikan pendapat untuk mendukung topik utama yang telah
disampaikan sebelumnya.
c. Reiteration/Conclusion
Reiteration berisi penegasan kembali posisi dan pendapat penulis terhadap
topik utama.
Unsur Kebahasaan
1.Simple Present Tense
2. Internal Conjuction; Additon, comparison, or time.
3. Causal Conjuction; reasons-why
c. Procedural Knowledge
(1) Ungkapan
(2) Urutan informasi pada teks
(3) Ejaan dan tanda baca
(4) Tulisan tangan
3
b. Handout
c. Worksheets
3. Media
a. Power Point tentang penjelasan eksposisi analitis
b. Gambar bagian dari Hamburger
c. Video tentang bencana alam kebakaran hutan
G. Kegiatan Pembelajaran
1. Pertemuan Ke-1 ( 2 x 45 menit ) Waktu
Kegiatan Pendahuluan 10
Guru : menit
Orientasi (Menunjukkan sikap disiplin sebelum memulai proses pembelajaran, menghayati
dan mengamalkan ajaran agama yang dianut (Karakter)).
Melakukan pembukaan dengan salam pembuka 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 dengan materi/tema/kegiatan sebelumnya,
Mengingatkan kembali materi sebelumnya dengan bertanya.
Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan
dilakukan
Motivasi
Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari.
Apabila materi/tema/ projek ini kerjakan dengan baik dan sungguh-sungguh, maka
peserta didik diharapkan dapat menjelaskan tentang: fungsi sosial, struktur teks dan
kaidah kebahasaan.
Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
Pemberian Acuan
Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam kehidupan
sehari-hari
Menyampaikan garis besar cakupan materi
Menyampaikan metode pembelajaran dan teknik penilaian yang akan digunakan
Menyampaikan KKM yang harus dicapai pada pembelajaran hari ini.
4
1. Pertemuan Ke-1 ( 2 x 45 menit ) Waktu
terjadi. Peserta didik memberikan tanggapan.
20’
5
1. Pertemuan Ke-1 ( 2 x 45 menit ) Waktu
c. Meja 3 – Unsur Kebahasaan (Simple Present Tense).
d. Meja 4 – Unsur Kebahasaan (Conjuction).
15’
Saling tukar informasi tentang
Peserta didik menyampaikan hasil pengamatan dan informasi
yang diberikan secara verbal di dalam kelas. Guru memberikan
informasi yang dimiliki mencakup struktur teks prosedural.
apabila ada yang belum dipahami, bila diperlukan pendidik 10’
memberikan bantuan secara klasikal.
6
2. Pertemuan Ke-2 ( 2 x 45 menit ) Waktu
Orientasi (Menunjukkan sikap disiplin sebelum memulai proses pembelajaran, menghayati
dan mengamalkan ajaran agama yang dianut (Karakter)).
Melakukan pembukaan dengan salam pembuka 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 dengan materi/tema/kegiatan sebelumnya,
Mengingatkan kembali materi sebelumnya dengan bertanya.
Mengajukan pertanyaan tentang kondisi gunung Arjuno saat ini.
Meminta peserta didik untuk mengumpulkan PR yang sudah ditugaskan, dan memilih
3 orang perwakilan untuk menampilkan tugas yang telah dikerjakan.
Motivasi
Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari.
Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
Pemberian Acuan
Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam kehidupan
sehari-hari
Menyampaikan garis besar cakupan materi
Menyampaikan metode pembelajaran dan teknik penilaian yang akan digunakan
Menyampaikan KKM yang harus dicapai pada pembelajaran hari ini.
7
2. Pertemuan Ke-2 ( 2 x 45 menit ) Waktu
Penyelidikan Membuat draft menulis – Creativity (4C) Peserta didik 25’
Individual maupun membuat kerangka pikiran tentang ide-ide yang akan
Kelompok dikembangkan berdasarkan masalah yang telah diberikan.
H. Sumber Belajar
1. Bashir, Makhrukh. (2017). Bahasa Inggris. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
2. Kharti, Irene Swastiwi Viandari. (2018). Mengenal Analytical Exposition Text.
Diunduh pada https://blog.ruangguru.com/mengenal-analytical-exposition-text
pada 23 Oktober 2019.
8
3. Richards, R.G. (2008). The Writing Road: Reinvigorate Your Students' Enthusiasm
for Writing. Diakses dari https://www.readingrockets.org/article/writing-road-
reinvigorate-your-students-enthusiasm-writing pada 23 Oktober 2019.
4. Anonim. (2017). Analytical Exposition Text : Definition, Purposes, Generic
Structures, Language Features. Diakses dari http://britishcourse.com/analytical-
exposition-text-definition-purposes-generic-structures-language-features.php
pada 23 Oktober 2019.
2. Instrumen Penilaian
Sikap : Anecdotal Notes danRubrik Penilaian Sikap
Pengetahuan: Lembar Kerja Uraian
Keterampilan: Rubrik Penilaian Keterampilan Menulis
Mengetahui,
Kepala Sekolah SMAN 2 Batu Dosen Pembimbing Lapangan
10
3.4 Basic Competence
Indicators
3.4.1 Deciding the social function of analytical exposition text.
3.4.2 Concluding the social function of analytical exposition text.
3.4.3 Analyzing the generic structure of analytical exposition text.
3.4.4 Concluding the generic structure of analytical exposition text.
3.4.5 Finding the language features of analytical exposition text.
3.4.6 Concluding the language features of analytical exposition text.
Definition
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From the text above, we can see that the
social function is to persuade the readers
by focusing on the issue about global
warming which happened nowadays in the
writer point of view.
Generic Structure
Thesis: Introducing the topic and indicating the writer’s point of view.
Argument: Explaining the argument to support the writer’s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation.
Reiteration: Restating the writer’s point of view / to strengthen the thesis.
We can use the following phrase to make conclusion in reiteration.
Thesis
Arguments
13
Reiteration
Conclusion
Language Features
SIMPLE PRESENT TENSE
14
be owned by each family. Computer connected to internet is powerful way to
socialize with others. It can be good but also bad effect. Recently we hear a lot
of children get the advantage of social networking sites but we often see the
news about the disadvantage of it for children. Healthy and safety of computer
and Internet usage should continue to be campaigned.’’
Features Features
Internal Conjuction Causal Conjuction – Cause
1. Addition and Effect
Besides, in addition, further 1. As a result
2. Comparison 2. Because
Vice versa, meanwhile, 3. By
on the other hand 4. Consequently
3. Time 5. Despite
First, second, next, then 6. Due to
4. Cause Effect 7. For that reason
Consequence, as a result, 8. In Conclusion
so, the result
For the example, let’s take a look to the underlined words below.
15
Also in writing analytical exposition
text you can use verbs that express
your feeling or thought, such as;
1. Experience 5. Sense
2. Feel 6. Think
3. Know 7. Etc
4. Realize
16
For further information you might read by opening your book;
From Kementrian Pendidikan dan Kebudayaan ’Bahasa Inggris’
17
eksposisi analitis lisan dan tulis dengan
memberi dan meminta informasi terkait isu
aktual, sesuai dengan konteks
penggunaannya.
6.
6.1
6.2
6.3
B. Tujuan Pembelajaran
Melalui pembelajaran pendekatan saintifik dengan menggunakan model pembelajaran
Discovery Learning dan Problem-Based Learning, peserta didik mampu menentukan,
menganalisa dan menemukan fungsi sosial, struktur teks, dan unsur kebahasaan (unsur
kebahasaan: simple present tense, internal dan causal conjuction) teks eksposisi analitis
sehingga peserta didik diharapkan terampil dalam menjodohkan topik serta kalimat yang
sesuai dalam teks eksposisi analitis dan menyusun sebuah teks eksposisi analitis tertulis
yang runtut dan terstruktur terkait isu aktual yang berhubungan dengan konservasi alam
di sekitar lingkungan sekitar secara disiplin melalui kerjasama yang baik bersama teman
sebaya dengan penuh percaya diri dan bertanggungjawab.
C. Spesifikasi Media
Gambar Visual
18
Video
1. https://www.youtube.com/watch?v=yLnM8ak8s4E
2. https://www.youtube.com/watch?v=llwt4Nw8pUA
3. https://www.youtube.com/watch?v=j-SoCJ89AYA
Power Point
19
20
21
Lampiran 3.LKPD – Lembar Kerja Peserta Didik
DO 22
PAIR ACTIVITIES
Name :
Number :
A Pair Activities 1
Please analyze the text on each table by doing pair discussion. Remember you
only have 3 minutes to analyze the text on each table.
Language Features
Table 3 -Simple Present-
Title of the Text Please write two examples of simple present tense
............................................................ ...............................................................................................
............................................................ ...............................................................................................
..................................................... ............................................................................................
Language Features
Table 4 -Conjunction-
Title of the Text Please write four conjunctions that you can find from the
............................................................ text.
............................................................ ...............................................................................................
..................................................... ...............................................................................................
............................................................................................
Text 1.
We discovered previously that rainforests are essential to our life on Earth. They also
provide a rich variety of economic resources that are used all over the world. This presents
countries with a serious dilemma. Rainforests are used for a number of economic purposes,
ranging from agricultural to urban and industrial use. The economic resources provided by
the world's rainforests are enormous. Here are just some of the more important ones.
Nearly 50 per cent of the world's food supplies originate in rainforest areas. Items that
we commonly buy from the supermarket, such as bananas, pineapples, mangoes, peanuts,
macadamia nuts and cashews, all originated in rainforests. Many popular foods like rice, corn
and maize also come from the rainforests, as do tea, coffee, cocoa and sugar.
24
Rainforests provide many products used by the community for urban development.
These include timber converted into building materials for house framing, furniture, fencing,
panel products and flooring. Rainforests also supply wood chips used in making cardboard,
toilet tissue and the pulp used for some papers.
To conclude, since the rainforests are very crucial to support many aspects of our life,
it is our duty to preserve them.
Text. 2
The number of high-rise apartment buildings continues to mushroom not only in the
center of the city but also in suburban areas. This shows that many Indonesian enjoy living in
apartments. This is true for a number of reasons.
In the first place, people prefer to live in an apartment because it is located near
strategic areas. They can save time and energy as they don’t have to experience terrible traffic
jam.
25
In addition, they enjoy the new life style because an apartment offers comfort and
privacy so they don’t have to worry about the city’s high crime rate as most apartments have
24-hour security systems.
Moreover, people now enjoy practicality and this is reflected in the design of their
place. Living rooms become smaller and a veranda is no longer considered an important part
of the house.
From the facts above, it is clear that apartments offer practical living which thus make
them mustrooming.
Text 3.
Rain forests are one of the most complicated environments on Earth. They are
recognised worldwide as containing the richest source of plants and animals and are believed
to contain nearly three-quarters of all the varieties of life on Earth. This is remarkable
because rain forests cover only about six per cent of the Earth's land surface.
Rain forest are the oldest major ecosystem, having survived climate changes for more
than one million years. They provide habitats for more species of plants, animals, insects and
birds than any other environment found on our planet. Scientists estimate that between 60 and
90 per cent of all species of life are to be found in rain forests. Unfortunately, the widespread
26
destruction of many of the world's rain forests has caused a significant decline in the number
of plant and animal species on Earth.
Rain forests are major producers of the Earth's oxygen. In fact, scientists believe that
nearly 50 per cent of the Earth's oxygen is produced by rain forest in the Amazon region
alone. Nearly 40 per cent of the world's carbon is contained in the trees of the rain forests. As
rain forests are cut down and burned, carbon dioxide is released into the Earth's atmosphere.
Eventually, as this gas builds up the atmosphere, leading to what scientists call the enhanced
greenhouse effect.
To sum up, the role of the rain forest is essential for human life. It creates equilibrium
in our environment and its resources are significant for human beings survival.
Text 4.
Learning English through music and songs can be very enjoyable. You can mix
pleasure with learning when you listen to a song and exploit the song as a means to your
English progress. Some underlying reason can be drawn to support the idea why we use
songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last
song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and
27
sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on
our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of
repetition, which is just what many learners look for sample text. The fact that they are
effective makes them many times more motivating than other text. Although usually simple,
some songs can be quite complex syntactically, lexically and poetically, and can be analyzed
in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop
songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony
within oneself and within one group. Little wonder they are important tools in sustaining
culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as
studying grammar, practicing selective listening comprehension, translating songs, learning
vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and
songs, learning English can be enjoyable and fun.
http://mahir-msoffice.blogspot.com/2016/03/analytical-exposition-pembasan-contoh.html
https://englishadmin.com/2015/09/importance-of-forest-conservation-contoh-analytical-exposition-
text.html
COLLABORATIVE WORKSHOP
Name of Group :
Number :
B Group Activity
It is a time for a mission for our master chef team to serve the special guest with a
delicious hamburger by arranging the paragraph. The recipe to serve it is;
28
1. Your hamburger must be in a correct generic structure of analytical exposition
text.
2. The thesis, arguments, and also reiteration must
be connected to each other.
3. You have to explain the social function of your
hamburger text.
4. You have to prove that your hamburger is
excellent by showing 3 examples of simple
present sentences and 4 conjunctions.
5. I will buy your hamburger if you can do perfectly
those four criteria above.
Forest the oldest and most diverse ecosystem, are important for their
products. They also keep soil fertile, ensure the supply of constant water
under the ground, regulate the climate and prevent floods.
For all this reason, the state Minister of Development, Supervision and
Environment has consistently been trying to keep on asking our people to
stop destroying the forest and conducting the campaign for forest
conservation.
Firstly, the leaves which have fallen to the ground become some kind of
substance. This substance which is called humus is a fertilizer to the soil.
Humus holds rain water during the wet season, stores it and then waters
the fields in the dry season
29
Moreover, the fields can produce more crops. For years many people
haven’t been obeying the government’s regulations and have been
cutting down the trees excessively.
INDIVIDUAL PRACTICE
Name :
Number :
A Matching Activity
After watching the video, match the topic with a good thesis and arguments by
making the line to make a proper outline based on the video that you have watched.
Fire Forest 30
Start here
Please choose one thesis
There are many forests in Indonesia Indonesia is popular not only with its
that you can enjoy and visit. rain forest but also forest fire.
Forest in Indonesia is very useful for Every year, the forests in Indonesia
the living things. suffer from forest and land fires.
The fireman declared to take more The forest fire can impact to humans
times to extinguish the fire. health.
The forest fire can cause the As the result, forest fire is a natural disaster
destruction of animals and plants. that still become the problem in Indonesia.
So, we must prevent the effect of forest fire Every year, the forests in Indonesia
by planting more plants. suffer from forest and land fires.
Drafting
In this step, now you develop your outlining into some main ideas of the thesis, arguments,
and reiteration in the Hamburger template below which is related to the topic that you have
chosen.
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Thesis
Argument 1
Argument 2
Argument 3
Reiteration
INDIVIDUAL PRACTICE
Name :
Number :
Final Writing
In this final, please develop your text into a detail analytical exposition text by following the
criteria below;
1. Consists of 1 thesis paragraph, 2 argument paragraphs, and 1 reiteration paragraph.
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2. Using good structure of analytical exposition text.
3. Using simple present tense and proper conjunction.
4. Punctuation mark and pronunciation must be written properly.
5. You may use dictionary or Google translate to translate the unfamiliar words.
33
Name :
Date :
MY REFLECTION
What I can do the best...
34
What I need to improve...
Name :
Date :
MY REFLECTION
What I can do the best...
Text 1; Fungsi sosialnya adalah to persuade the readers about the important issue about the
Rainforests are important to discuss that rainforest as Economic preserves need to be
preserved.
Text 2;
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1. Thesis; The number of high-rise apartment buildings continues to mushroom not only
in the center of the city but also in suburban areas.
2. Argument 1; - In the first place, people prefer to live in an apartment because it is
located near strategic areas.
Argument 2; Moreover, people now enjoy practicality and this is reflected in the
design of their place.
3. Reitoration; From the facts above, it is clear that apartments offer practical living
which thus make them mustrooming.
Text 3;
The answer can be;
1. Rain forests are one of the most complicated environments on Earth.
2. They are recognized worldwide as containing the richest source of plants and animals
and are believed to contain nearly three-quarters of all the varieties of life on Earth.
3. This is remarkable because rain forests cover only about six per cent of the Earth's
land surface.
4. Rain forest is the oldest major ecosystem, having survived climate changes for more
than one million years.
5. They provide habitats for more species of plants, animals, insects and birds than any
other environment found on our planet.
6. Scientists estimate that between 60 and 90 per cent of all species of life are to be
found in rain forests.
7. Unfortunately, the widespread destruction of many of the world's rain forests has
caused a significant decline in the number of plant and animal species on Earth.
8. Etc.
Text 4;
1. Internal Conjunction; Firstly, Secondly, Furthermore, In addition, Last but not least
2. Causal Conjuction; From the elaboration above, it can be concluded.
36
dengan tepat.
Siswa dapat menentukan
kalimat utama pada thesis, 2
argument, dan reiteration.
2. Struktur Teks
Siswa tidak dapat
menentukan kalimat utama 0
pada thesis, argument, dan
reiteration.
Siswa dapat menentukan 2
kalimat simple present tense 2
secara tepat.
3. Simple Present Tense
Siswa tidak dapat 0
menentukan 2 kalimat simple
present tense secara tepat.
Siswa dapat menentukan 2
kalimat simple present tense 2
secara tepat.
4. Conjuction
Siswa tidak dapat 0
menentukan 2 kalimat simple
present tense secara tepat.
Pedoman Penilaian
SkorPerolehan
x 100
Nilai Peserta Didik = SkorMaksimal
Kriteria Penilaian
37
4. Kurang (D) ≤ 55
2. Fungsi sosial text is to persuade the readers that the forest is important for us
especially create our product for our life.
39
menentukan fungsi sosial 0
dengan tepat.
Siswa dapat menentukan
kalimat utama pada thesis, 2
argument, dan reiteration.
2. Struktur Teks
Siswa tidak dapat
menentukan kalimat utama 0
pada thesis, argument, dan
reiteration.
Siswa dapat menentukan 2
kalimat simple present tense 2
secara tepat.
3. Simple Present Tense
Siswa tidak dapat 0
menentukan 2 kalimat simple
present tense secara tepat.
Siswa dapat menentukan 2
kalimat simple present tense 2
secara tepat.
4. Conjuction
Siswa tidak dapat 0
menentukan 2 kalimat simple
present tense secara tepat.
Pedoman Penilaian
SkorPerolehan
x 100
Nilai Peserta Didik = SkorMaksimal
Kriteria Penilaian
40
3. Cukup (C) 56-70
4. Kurang (D) ≤ 55
Forest Fire
Start here
41
Kriteria Penilaian
Pedoman Penilaian
SkorPerolehan
x 100
Nilai Peserta Didik = SkorMaksimal
Aspek yang
No Kriteria Skor 1-5
Dinilai
1 Keaslian Sangat original, ide yang dikembangkan 5
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berbeda dari teman yang lainnya. Isi dari
struktur tidak memiliki kesamaan dengan
teman lainnya ataupun dari internet dan
berhubungan dengan konteks pada
kehidupan sehari-hari.
Original ide yang dikembangkan berbeda
dari teman yang lainnya. Isi dari struktur
tidak memiliki kesamaan dengan teman
4
lainnya ataupun dari internet akan tetapi
isi dari teks tidak berhubungan dengan
konteks kehidupan sehari-hari.
Cukup original karena ide yang
Penulisan
dikembangkan hampir menyamai milik
salah satu teman. Isi dari teks tidak 3
berhubungan dengan konteks kehidupan
sehari-hari.
Kurang original karena ide yang
dikembangkan serta urutan struktur
menyamai milik salah satu tema di kelas. 2
Isi dari teks tidak berhubungan dengan
konteks kehidupan sehari-hari.
Tidak original karena ide yang
dikembangkan diperoleh dari hasil 1
mengunduh dari internet.
Menggunakan kalimat simple present
tense dan conjunction secara tepat pada 5
setiap paragraf.
Terdapat 3 kesalahan dalam penggunaan
simple present tense pada kalimat dan
4
terdapat 1 argumen yang tidak
menggunakan conjunction.
Terdapat 6 kesalahan dalam penggunaan
simple present tense pada kalimat dan
Unsur 3
2 terdapat 1 argumen yang tidak
Kebahasaan
menggunakan internal conjunction.
Terdapat 9 kesalahan dalam penggunaan
simple present tense pada kalimat dan
2
kedua argument tidak menggunakan
internal conjunction.
Terdapat lebih dari 9 kesalahan dalam
penggunaan simple present tense pada
1
kalimat dan tidak menggunakan
conjunction baik internal maupun causal.
3 Struktur Teks Struktur teks sangat tepat, terdiri atas
5
thesis, argument, dan reitoration.
Struktur teks sudah tepat meski salah satu
argument tidak mendukung thesis yang 4
ditulis.
Struktur teks cukup tepat akan tetapi 3
masih 2 argumen yang ditulis kurang
43
mendukung topik yang dikembangkan
pada thesis.
Struktur teks kurang tepat karena dua
argument yang dibuat tidak mendukung
2
thesis yang disediakan, selain itu
reitoration berisi kalimat ajakan.
Struktur teks tidak tepat karena thesis,
argument, dan reitoration tidak jelas
1
kedudukannya dan tidak didukung
dengan supporting details.
Pilihan tata bahasa sangat tepat,
menggunakan tanda baca sangat tepat, 5
tidak ada kesalahan ejaan.
Pilihan tata bahasa tepat, menggunakan
tanda baca tepat, terdapat 2 sampai 3 4
kesalahan ejaan.
Pilihan tata bahasa cukup tepat,
Pilihan tata
4 menggunakan tanda baca tepat, terdapat 3 3
bahasa
atau lebih kesalahan ejaan.
Pilihan tata bahasa kurang tepat,
menggunakan tanda baca yang kurang 2
tepat, terdapat beberapa kesalahan ejaan.
Pilihan tata bahasa tidak tepat, hanya
menggunakan 2 tanda baca, semua kata 1
menggunakan kesalahan ejaan.
Lembar Penilaian
Kriteria
No. Nama Siswa Keaslian Desain Struktur Pilihan Tata Total
Penulisan Undangan Teks Bahasa
1 Angelica Josan 5 5 5 4 19
2 Meridina Panjaitan
3 Hartono
4 Budi Susanto
dst ...............................
44
Pedoman Penilaian
Skor Maksimal = 5 x 4 = 20
SkorPerolehan
x 100
Nilai Peserta Didik = SkorMaksimal
Kriteria Penilaian
4. Kurang (D) ≤ 55
45
Observations Observations Observations
46
Rubrik Penilaian Sikap
/Kelas ; ..........................................
ASPEK YANG DINILAI
Percaya Bekerjasam Tanggung Kedisiplinan Total
No Nama Peserta Didik
Diri a Jawab Skor
54 3 2 1 5 4 3 2 1 54 3 2 1 5 4 3 2 1
1
2
3
4
dst
Keterangan skor:
1 = Tidak pernah menunjukkan sikap percaya diri / bekerjasama / bertanggungjawab /
disiplin
2 = Pernah menunjukkan sikap percaya diri / bekerjasama / bertanggungjawab / disiplin
3 = Beberapa kali menunjukkan sikap percaya diri / bekerjasama / bertanggungjawab /
disiplin
4 = Sering menunjukkan sikap percaya diri / bekerjasama / bertanggungjawab / disiplin
5 = Sangat sering menunjukkan sikap percaya diri / bekerjasama / bertanggungjawab /
disiplin
Pedoman Penilaian :
Skor Maksimal = 5 x 4 = 20
SkorPerolehan
x 100
Nilai Peserta Didik = SkorMaksimal
Kriteria
No
Huruf Rentang angka
.
1. Sangat Baik (A) 86-100
2. Baik (B) 71-85
3. Cukup (C) 56-70
4. Kurang (D) ≤ 55