RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

KELAS XI
MATA PELAJARAN BAHASA INGGRIS

Nama : JULIARTO
NIM : 2022084633
Bidang Studi : BAHASA INGGRIS

PROGRAM STUDI PENDIDIKAN PROFESI GURU

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS SARJANAWIYATA TAMANSISWA
YOGYAKARTA
2022

1
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMAN 17 BANDUNG

Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI / 2
Alokasi Waktu : 4 X 45 Menit

A. Kompetensi Inti (KI)

1. KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya.
Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong
royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan,
keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan internasional”.
2. 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
3. KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai
kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.8 Membedakan (C3) fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis
dengan memberi dan meminta informasi
terkait gejala alam atau sosial yang
tercakup dalam mata pelajaran lain di
kelas XI, sesuai dengan konteks
penggunaannya
4.8 Menangkap (P2) makna secara
kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks
explanation lisan dan tulis, terkait gejala
alam atau sosial yang tercakup dalam
3.8.1 Menganalisis (C4) social
function, generic structure and
language features explanation text
sesuai dengan konteks penggunaannya.
3.8.2 Mengategorikan mengasosiasi
(C6) social function, generic structure
and language features explanation text
sesuai dengan konteks penggunaannya.
4.8.1 Mengembangkan (P4) ide pokok
yang tepat and language features pada
explanation text terkait proses
fenomena yang terjadi
4.8.2 Menulis (P5) sebuah explanation

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 mata pelajaran lain di kelas XI text secara tertulis dengan
memperhatikan social function,
generic structure and language features
explanation text secara benar dan
sesuai konteks penggunaannya

4.8.3 Mempresentasikan (P5) sebuah

explanation text secara tertulis dengan
memperhatikan social function,
generic structure and language features
secara benar dan sesuai konteks
penggunaannya.

C. Tujuan Pembelajaran
Setelah melakukan kegiatan pembelajaran, melalui model pembelajaan project based
learning :
1. (C ) Dengan disajikan LKPD, (A) siswa dapat (B) Menganalisis social function,
generic structure and language features explanation text (D) dengan cermat dan
tanggung jawab
2. (C ) Dengan disajikan LKPD, (A) siswa dapat (B) Mengategorikan generic
structure and language features explanation text (D) dengan teliti
3. (C ) Dengan data yang terkumpul, (A) siswa dapat (B) Mengembangkan ide pokok
yang tepat dengan language features pada explanation text (D) dengan berpikir
kritis dan cermat
4. (C) Dengan diskusi kelompok, (A) siswa dapat (B) Menulis sebuah explanation
text secara tertulis dengan memperhatikan social function, generic structure and
language features explanation text (D) dengan sistematis dan kritis.
5. (C ) Dengan diskusi kelompok, (A) siswa dapat (B) Mempresentasikan sebuah
explanation text dengan fungsi sosial dan struktur teksnya (D) secara komunikatif
dan sistematis.

D. Penguatan Pendidikan Karakter (PPK)

Melalui model Project-Based Learning dengan menggunakan metode word webbing
Technique dengan aplikasi canva siswa dapat melakukan kegiatan kolaborasi dengan
tanggung jawab, cermat, kritis, kreatif, tepat, sistematis, komunikatif dan percaya diri.

3
E. Materi Pembelajaran
In this part, we study about definition of explanation text. What is explanation text?
Explanation text is a text which is used to explain how and why the process happens related
to phenomenon, and social. Explanation text has function to explain how and why happens
detailly. This text comes from how and why from phenomenon. It can be concluded that
explanation text explains process.
Generic structure of explanation text is general statement, sequenced explanation,
and concluding statement.

a. A general statement
It is introduction of phenomenon that will be told or it talks about phenomenon
generally. we try to introduce the topic that will be discuss.

b. Sequenced explanation
It is explanation how and why the phenomenon happens. Writer can write one
paragraph of more. sequenced explanation contains explanation of the process why
and how. The sequenced explanation related to questions of why and how when writer
write the explanation text.

c. Concluding statement
It is closing or conclusion from phenomenon. Closing actually is not a part of
explanation text but most of people infer that closing is a part of explanation text. It is
last part explanation text.
Example :

4
Adopted to Bahasa Inggris kelas XI kementrian Pendidikan dan kebudayaan republic
indonesia 2017

Explanation text has language features. It is mostly used:

a. Adverbial: first, then, finally
b. Cause and effect conjunction: if, so, since, due to, because of, thanks to, etc
c. Passive voice form in present tense
d. Punctuation and capitalization
Example :

5
Adopted to Bahasa Inggris kelas XI kementrian Pendidikan dan kebudayaan republic
indonesia 2017

F. Model, Pendekatan, dan Metode Pembelajaran

Model : Project Based Learning
Pendekatan : Scientific, TPACK
Metode : Team word webbing Technique by Canva Apk, Diskusi, tanya jawab,
penugasan.

G. Media/Alat, Bahan dan Sumber Belajar

a. Media/alat
i. Media Internet
ii. Laptop, power point dan video terkait Explanation Text

b. Sumber Belajar
i. Buku Teks kemendikbud
ii. Contoh teks Explanation Text diadaptasi dari internet
iii. LKPD
iv. Modul

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 H. Langkah-langkah Pembelajaran
Pertemuan Ke 1
Alokasi
Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan • Siswa di persiapkan baik psikis dan fisik oleh ketua 10’
kelas.
• Siswa diajak untuk berdoa menurut agama dan
keyakinan masing- masing (religiusitas)
• Guru bersama peserta didik saling memberi dan
menjawab salam pembuka serta menyampaikan
kabarnya masing-masing (greeting)
• Guru mengecek kesiapan diri siswa dan kehadiran
siswa (disiplin)
• Siswa diberikan stimulus berupa gambar yang
berkaitan dengan materi yang akan disampaikan
• Guru Menyampaikan tujuan pembelajaran dan
projek (written explanation text in canva apk)
yang akan dikerjakan.
Inti Project based learning (PjBL) 80’
Pertanyaan mendasar
• Siswa diminta untuk mengamati text, gambar
dan video tentang proses earthquake
https://www.youtube.com/watch?v=dJpIU1r Mengamati
SOFY
• Siswa mengajukan pertanyaan terkait text,
gambar dan video yang ditampilkan
Menanyakan
• Siswa menganalisis social function, generic
structure dan language features pada LKPD.
(cermat)
• Siswa menuangkan hasil analisis mereka pada
format yang disediakan.
• Siswa mengategorikan kedalam generic
structure dan language features pada LKPD
(teliti)
Link https://forms.gle/6tJfAQt8vFVScRKh6
Mendesain perencanaan produk
• Siswa mendiskusikan tentang proyek menulis
dan mempresentasikan dengan aplikasi canva.
• Siswa berdiskusi meyusun rencana pembuatan
proyek yang meliputi pembagian tugas,
persiapan alat bahan, media dan sumber yang
dibutuhkan.
Menyusun jadwal pembuatan
• Siswa mengumpulkan data-data yang akan
digunakan untuk proyek menulis dan
mempresentasikan explanation text pada canva
• siswa menyusun jadwal penyelesaian proyek

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 Alokasi
Kegiatan Deskripsi Kegiatan Waktu
dengan memperhatikan batas waktu yang telah
ditentukan bersama
Penutup • Siswa menyampaikan kesimpulan pembelajaran hari 10’
ini dipandu guru (Collaboration, Disiplin)
• Guru menyampaikan topik materi yang akan dibahas
pada pertemuan berikutnya
• Pembelajaran ditutup dengan salam dan doa penutup
dipimpin oleh salah satu siswa. (Religiusitas).

Pertemuan Ke 2
Alokasi
Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan • Siswa di persiapkan baik psikis dan fisik oleh ketua 10’
kelas.
• Siswa diajak untuk berdoa menurut agama dan
keyakinan masing- masing (religiusitas)
• Guru bersama peserta didik saling memberi dan
menjawab salam pembuka serta menyampaikan
kabarnya masing-masing (greeting)
• Guru mengecek kesiapan diri siswa dan kehadiran
siswa (disiplin)
• Siswa diberikan stimulus berupa gambar yang
berkaitan dengan materi yang akan disampaikan
• Guru Menyampaikan tujuan pembelajaran dan
projek (written explanation text in canva apk)
yang akan dikerjakan
Inti Project based learning (PjBL) 80’
Memonitoring keaktifan dan perkembangan
proyek
• siswa mulai mengembangkan ide dan
kerangka karangan dengan menggunakan team Mengobservasi
word webbing (kritis)
• siswa menuliskan ide-ide dari kerangka
karangan menjadi paragraph dengan
memperhatikan langauge features. (sistematis)
• Siswa mendiskusikan masalah yang muncul Mengasosiasi
selama penyelesaian proyek dengan guru.
• Siswa menyelesaikan proyek penulisan
explanation text pada aplikasi canva.
Menguji hasil
• Siswa mencoba kelayakan ppt explanation text
yang telah dibuat dengan aplikasi canva kepada
orang teman satu kelompok.
• Siswa menyempurnakan proyek mereka terkait
explanation text sebelum di presentasikan.

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 Alokasi
Kegiatan Deskripsi Kegiatan Waktu

• Setiap kelompok siswa mempresentasikan

hasil menulis explanation text, siswa yang lain
memberikan tanggapan, dan bersama guru
menyimpulkan hasil proyek (komunikatif)

Evaluasi pengalaman Belajar.

• siswa menyampaikan permasalahn yag Mengkomunikasika
dihadapi ketika membuat proyek. n
Penutup • Siswa menyampaikan kesimpulan pembelajaran hari 10’
ini dipandu guru (Collaboration, Disiplin)
• Guru menyampaikan topik materi yang akan dibahas
pada pertemuan berikutnya
• Pembelajaran ditutup dengan salam dan doa penutup
dipimpin oleh salah satu siswa. (Religiusitas).

I. Penilaian
1. Sikap
a. Penilaian Afektif (sikap):
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik
sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.
Pengamatan langsung dilakukan oleh guru.

RUBRIK PENILAIAN SIKAP

Aspek 4 3 2 1

Religious Selalu Sering terlihat Kadang-kadang Tidak pernah

terlihat khusyuk ketika terlihat khusyuk terlihat
khusyuk berdoa ketika berdoa khusyuk
Bekerjasama ketika
Selalu terlihat Sering terlihat aktif Jarang terlihat aktif ketika
Tidak pernah
berdoa
aktif dalam dalam dalam berdoa
terlihat aktif
menyelesaikan menyelesaikan menyelesaikan dalam
tugas dan tugas dan kegiatan tugas dan kegiatan menyelesaikan
kegiatan diskusi diskusi diskusi tugas dan
Tanggung Selalu Sudah Kadang-kadang kegiatan
Belum diskusi
Jawab melaksanaka melaksanakan melaksanakan melaksanakan
n tugas dan tugas dan tugas dan tugas dan
kewajiban kewajiban ynag kewajiban ynag kewajiban ynag
ynag seharusnya seharusnya seharusnya
seharusnya dilakukan dilakukan dilakukan
dilakukan

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 Disiplin Mampu Mampu Kurang mampu Belum mampu
menjalanka menjalankan menjalankan menjalankan
n aturan aturan dengan aturan aturan
dengan
arahan guru
kesadaran sendiri
Penskoran :
a. Nilai akhir ditentukan dengan rumus sebagai berikut :
Perolehan Skor
Nilai =  100
12
b. Nilai hasil penghitungan ditulis dengan bilangan bulat (hasil dari pembulatan terdekat)

PENILAIAN SIKAP
Aspek Perilaku yang
Jumlah Skor Kode
No Nama Siswa Dinilai
BS RL TJ DS Skor Sikap Nilai
1
2
3
dst

b. Refleksi Peserta Didik

Bentuk: Jurnal Belajar :
https://forms.gle/4cNU7S89k8YLro4N7

My Learning Journal

Name: _________________
A summary of what I have covered:

Things I am still not sure of:

What do I need to do to overcome these uncertainties?

Things I have learned successful today:

2. Pengetahuan
a. Menganalisis social function, generic structure and language features explanation
text.

Answer the following questions for number 1-10

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Recycling is a collection, processing, and reuse of materials that would otherwise be thrown
away. Materials ranging from precious metals to broken glass, from old newspapers to
plastic spoons, can be recycled. The recycling process reclaims the original material and
uses it in new products.

In general, using recycled materials to make new products costs less and requires less
energy than using new materials. Recycling can also reduce pollution, either by reducing
the demand for high-pollution alternatives or by minimizing the amount of pollution
produced during the manufacturing process.

Paper products that can be recycled include cardboard containers, wrapping paper, and
office paper. The most commonly recycled paper product is newsprint. In newspaper
recycling, old newspapers are collected and searched for contaminants such as plastic bags
and aluminium foil. The paper goes to a processing plant where it is mixed with hot water
and turned into pulp in a machine that works much like a big kitchen blender. The pulp is
screened and filtered to remove smaller contaminants. The pulp then goes to a large vat
where the ink separates from the paper fibers and floats to the surface. The ink is skimmed
off, dried and reused as ink or burned as boiler fuel. The cleaned pulp is mixed with new
wood fibers to be made into paper again.

Experts estimate the average office worker generates about 5 kg of wastepaper per month.
Every ton of paper that is recycled saves about 1.4 cu m (about 50 cu ft) of landfill space.
One ton of recycled paper saves 17 pulpwood trees (trees used to produce paper).

Waste such as metals, paper, plastic should be recycled, so contaminants around us will be
reduced

Adopted to Bahasa Inggris kelas XI kementrian Pendidikan dan kebudayaan republic

indonesia 2017

1. The type of the text above ……

A. Descriptive text
B. Explanation text
C. Analytical exposition text
D. Report text
E. Narrative text

2. What is the communicative purpose of the text?

A. To Entertain the reader about recycling
B. To describe paper product recycling
C. To explain how and why recycle
D. To persuade the reader using recycled materials
E. To give tips how to reduce pollution

3. The generic structures of the text are ….

A. General statement – sequenced explanation - concluding
B. Orientation – events – re orientation
C. Introduction – description
D. Ingredient – goal – steps
E. Introduction – arguments – reorientation

4. What is the text about ….

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 A. Reusing paper
B. Recycling
C. How to recycle
D. The use of paper
E. Recycling metals

5. The following things can be recycled, EXCEPT….

A. Precious metals
B. Broken glass
C. Old newspapers
D. Plastic spoons
E. Fresh vegetables and fruits

6. What does the paragraph 3 discuss on?

A. It discusses about how papers recycle
B. It discusses about arguments from expert
C. It explains how to get good paper
D. It tells history of paper
E. It tells people to persuade using paper

7. What does the last paragraph tell us about?

A. It tells us about general statement of paper
B. It is about argument of recycled paper
C. It is conclusion of recycling contaminants
D. It contains how to recycle paper
E. It is description of paper

8. What is the third step of recycling paper products?

A. Collect and search for contaminants such as plastic bags and aluminum foil
B. Mix the paper with hot water in a blender which turns it into pulp
C. Screen and filter the pulp to remove smaller contaminants
D. Put the pulp to a large vat to separate the ink from the paper fibres
E. Mix the pulp with new wood fibres to be made into paper again

9. We can make use of the ink after being separated from the paper fibres by doing
the followings, EXCEPT….
A. Skim it off
B. Dry it
C. Reuse as ink
D. Burn as boiler fuel
E. Mix it with the pulp

10. Which of the following is NOT the benefit of recycling?

A. It costs much money for the process of recycling
B. It costs less to make new products
C. It requires less energy
D. It can reduce pollution
E. It reduces the demand for high-pollution alternatives

b. Mengategorikan generic structure and language features explanation text

Answer the following questions.

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11. Read the text below carefully.

Human body is made up of countless millions of cells. Food is needed to build

up new cells and replace the worn-out cells. However, the food that we take must be
changed into substances that can be carried in the blood to the places where they
are needed. This process is called digestion.
The first digestive process takes place in the mouth. The food we eat is broken
up into small pieces by the action of teeth, mixed with saliva, a juice secreted by
glands in the mouth. Saliva contains digestive juice which moisten the food, so it can
be swallowed easily.
From the mouth, food passes through the esophagus (the food passage) into
the stomach. Here, the food is mixed with the juices secreted by the cells in the
stomach for several hours. Then the food enters the small intestine. All the time the
muscular walls of the intestine are squeezing, mixing and moving the food onwards.
In a few hours, the food changes into acids. These are soon absorbed by the villi
(Microscopic branch projections from the intestine walls) and passed into the
bloodstream.

Based on the text above, which paragraph is appropriate for concluding paragraph?
a. In conclusion, food that we eat will pass some process in our body from
mouth until becoming acids.
b. Waste such as metals, paper, plastic should be recycled, so contaminants
around us will be reduced
c. Tsunami occurs when major fault under the ocean floor suddenly slips.
The displaced rock pushes water above it like a giant paddle, producing
powerful water waves at the ocean surface.
d. Some foods which have been eaten is belonging to process in our body.
e. There are four main kinds of taste: sweet, sour, salty, and bitter. All other
tastes are just mixtures of two or more of these main types. The surface
of the tongue has more than fifteen thousand taste-buds (or cells).

12. Which paragraph below is belonging to general statement?

a. When a building caught fire, the firemen pitched in to help battle the
blaze. Before the pumps were invented, people formed bucket brigades to
fight fires. Standing side by side, they formed a human chain from the fire
to nearby well or river. They passed buckets of water from to hand to be
poured on the flames.
b. A cell phone is a great gadget in this modern world. What is a cell phone?
A cell phone is actually a radio in certain way. Like a radio, by a cell phone
we can communicate to other people in real time. Million people use cell
phone for their communication.
c. The beans are fermented for about a week, dried in the sun and then
shipped to the chocolate maker. The chocolate maker starts by roasting
the beans to bring out the flavor.
d. The light used in photosynthesis is absorbed by a green pigment called
chlorophyll. Each food-making cell in a plant leaf contains chlorophyll in
small bodies called chloroplasts. In chloroplast, light energy causes water
drawn form the soil to split into hydrogen and oxygen.
e. In fact, the mountain we see today are nothing but solidified lava from
previously erupted volcanoes.

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13. Read the paragraph general statement below.

“What is photosynthesis? Photosynthesis is a food-making process that occurs

in green plants. It is the chief function of leaves. The word photosynthesis
means putting together with light. Green plants use energy from light to
combine carbon dioxide and water to make sugar and other chemical
compounds. How is the light used in photosynthesis?”

Which paragraph below is belonging to sequenced explanation?

a. The light used in photosynthesis is absorbed by a green pigment called
chlorophyll. Each food-making cell in a plant leaf contains chlorophyll in
small bodies called chloroplasts. In chloroplast, light energy causes water
drawn form the soil to split into hydrogen and oxygen.
b. In fact, the mountain we see today are nothing but solidified lava from
previously erupted volcanoes.
c. This process then yields roughly 90% Biodiesel and 10% of a glycerin
byproduct. The glycerin byproduct can be used in a number of other
chemical processes for different industries.
d. What are the steps of photosynthesis process? It should be told you the
process of photosynthesis, in a series of complicated steps, the hydrogen
combines with carbon dioxide from the air, forming a simple sugar, so
reader know about it
e. The beans are fermented for about a week, dried in the sun and then
shipped to the chocolate maker. The chocolate maker starts by roasting
the beans to bring out the flavour.

14. Read the paragraph general statement below.

“Biodiesel is a clean burning substitute for petroleum based diesel

fuel. Biodiesel is made of vegetable oil”
Which paragraph below is belonging to sequenced explanation?
a. This process then yields roughly 90% Biodiesel and 10% of a glycerin byproduct.
The glycerin byproduct can be used in a number of other chemical processes for
different industries.
b. The damage of the fire did depend a great deal on where it happened. In the
country or a small village, only a single house might burn down. But in crowded
cities, fire often destroyed whole blocks and neighborhoods before being
controlled.
c. A natural disaster is a terrible accident, e.g. a great flood, a big fire or an
earthquake. It usually causes great suffering and loss of a large sum of money.
The casualties are injuredor died. Some people are homeless and need medical
care.
d. Biodiesel should be saved for any activities industry.
e. In fact, the mountain we see today are nothing but solidified lava from previously
erupted volcanoes.

15. Read the paragraph general statement below.

14
 “A natural disaster is a terrible accident, e.g. a great flood, a big fire or an
earthquake. It usually causes great suffering and loss of a large sum of money.
The casualties are injuredor died. Some people are homeless and need medical
care.”
Which paragraph below is belonging to sequenced explanation?
a. When a building caught fire, the firemen pitched in to help battle the blaze.
Before the pumps were invented, people formed bucket brigades to fight fires.
Standing side by side, they formed a human chain from the fire to nearby well or
river. They passed buckets of water from to hand to be poured on the flames.
b. This short explanation on how a cell phone work is really wonderful. A cell phone
or in long term “cellular telephone’ works by transmitting signals of radio to
towers of cellular. The towers are networked to a central switching station. The
connection usually uses wire, fiber optic-cables, or microwave.
c. Acid rain is rain that is highly acidic because of sulfur oxides, nitrogen oxides, and
other air pollutants dissolved in it. Normal rain is slightly acidic, with a pH of 6.
Acid rain may have a pH value as low as 2.8.
d. Catalysts such as hydrogen peroxide, ozone, and ammonium help promote the
formation of acids in clouds. More ammonium (NH4 ) can be formed when some
of the acids are partially neutralized by airborne ammonia (NH3 ). Acidification
increases with the number of active hydrogen (H+) ions dissolved in acid.
Hydrocarbons emitted by, for example, car exhausts will react in sunlight with
nitrogen oxides to produce ozone.
e. The damage of the fire did depend a great deal on where it happened. In the
country or a small village, only a single house might burn down. But in crowded
cities, fire often destroyed whole blocks and neighborhoods before being
controlled.
Kunci Jawaban

NO KUNCI JAWABAN POIN

1 B 5
2 C 5
3 A 5
4 B 5
5 E 5
6 A 5
7 C 5
8 C 5
9 E 5
10 E 5
11 A 10
12 B 10
13 A 10
14 A 10
15 A 10
TOTAL SKOR 100

c. Keterampilan

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 “Write an explanation text about phenomenon around us. Don’t forget to make a
draft and include generic structure and language features in your text”

Rubrik Penilaian Menulis

Criteria Score 4 Score 3 Score 2 Score 1
Main idea • Ide yang dipilih • Ide yang dipilih • Ide yang dipilih • Ide yang
orisinal, orisinal, orisinal, dipilih tdk
• Ide sangat sesuai • Ide sangat • Ide tdk sesuai orisinal,
dengan genre sesuai dengan genre yang • Ide tdk sesuai
yang dipilih, genre yang dipilih, dengan genre
• Ide dipilih, • Ide yang dipilih,
dikembangkan • Ide dikembangkan • Ide
dengan tepat dan dikembangkan tdk tepat dan dikembangkan
terarah tdk tepat dan terarah tdk tepat dan
terarah terarah
Structure • Teks sesuai • Teks sesuai • Teks sesuai • Teks sesuai
dengan genre dengan genre dengan genre dengan genre
text
• Sesuai dengan • Sesuai dengan • Sesuai dengan • Tdk Sesuai
elemen structure elemen elemen structure dengan elemen
text structure text text structure text
• Isi teks mudah • Isi teks mudah • Isi teks tdk • Isi teks tdk
dipahami dipahami mudah mudah
• Informasi • Informasi tdk dipahami dipahami
relevan relevan • Informasi tdk • Informasi tdk
relevan relevan
Language • Tidak ada • Ada beberapa • Sering ada • Banyak
kesalahan tata kesalahan tata kesalahan tata kesalahan tata
features
bahasa yang bahasa yang bahasa yang bahasa yang
signifikan signifikan signifikan signifikan
• Makna dan isi • Makna dan isi • Makna dan isi • Makna dan isi
teks dapat teks dapat teks dapat teks dapat
dipahami dengan dipahami dipahami dipahami
jelas dengan jelas dengan jelas dengan jelas
Vocabulary • Kalimat yang • Hanya • Hanya • Hanya
digunakan sangat memenuhi 3 memenuhi 2 memenuhi 1
efektif dari 4 kriteria dari 4 kriteria dari 4 kriteria
• Menggunakan
variasi lexical
dengan benar
• Menguasai
bentuk kata dan
idiom dengan
benar dan efektif
• Istilah-istilah
digunakan
dengan benar.

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 Penskoran :
a. Nilai akhir ditentukan dengan rumus sebagai berikut :
Perolehan Skor
Nilai =  100
12
b. Nilai hasil penghitungan ditulis dengan bilangan bulat (hasil dari pembulatan terdekat)
c. Kriteria ketuntasan minimal adalah 75

Cara Penilaian Penulisan:

Perolehan Skor Jumlah Nilai
No. Nama Siswa Main Structure Language skor Akhir
Vocabulary
idea text features perolehan
1. Ani Suryani
2. Atik Nurmala
3. ……………………….. ….. …… ….. ….. …..
4.

SPEAKING SCORING RUBRIC

Category 1 2 3 4
Student was Student was Student was Student was
difficult to able to express able to express able to express
understand and had their ideas and their ideas and their ideas and
a hard time responses responses fairly responses with
communicating adequately but well but makes ease in proper
their ideas and often displayed mistakes with sentence
responses because inconsistencies their tenses,
structure
Grammar of grammar with their however is able
and tenses.
mistakes. sentence to correct
Student was structurewas
Student and themselves.
Pronunciation Pronunciation
difficult to tenses.
slightly unclear was good and was very
understand, with did not interfere clear and easy
quiet in pronunciation with to understand.
speaking, at times, but communication
Pronunciation
unclear in generally is
pronunciation. fair.

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 Speech is very slow, Speech is slow Speech is Speech is
stumbling, nervous, and often mostly smooth effortless and
and uncertain with hesitant and but with some smooth with
response, except for irregular. hesitation and speed that
Fluency short or memorized Sentences may unevenness comes close to
expressions. be left caused that of a native
Difficult for a uncompleted, primarily by speaker.
listener to but the student is rephrasing and
understand able to continue. groping for
words.

Student had Student fairly Student was Student was

Content difficulty in grasped of the able to able to
comprehending the content. There comprehend to comprehend the
content. Most of the are many most of the overall content
parts are repeated. repetitions in content. There of the
some parts. are some conversation
repetitions in with ease. There
certain part. is no repetition
in every part

Penskoran :
a. Nilai akhir ditentukan dengan rumus sebagai berikut :
Perolehan Skor
Nilai =  100
12
b. Nilai hasil penghitungan ditulis dengan bilangan bulat (hasil dari pembulatan terdekat)
c. Kriteria ketuntasan minimal adalah 75

Cara Penilaian Speaking:

Perolehan Skor Jumlah Nilai
No. Nama Siswa Grammar Pronunciation Fluency skor Akhir
Content
perolehan
1. Ani Suryani
2. Atik Nurmala
3. ……………………….. ….. …… ….. ….. …..
4.

J. Pembelajaran Remedial dan Pengayaan

a. Remedial peserta didik (siswa) yang belum menguasai materi (belum mencapai
ketuntasan belajar) akan dijelaskan kembali oleh guru. Guru akan melakukan
penilaian kembali dengan soal yang sejenis atau memberikan tugas individu
terkait dengan materi yang telah dibahas. Remedial dilaksanakan pada waktu dan
hari yang sudah disepakati bersama dan sudah disesuaikan dengan jadwal.

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b. Pengayaan bagi peserta didik yang mempunyai nilai di atas 75 diberi pengayaan
berupa tugas membuat poster tentang sebuah argument dari sebuah isu di
lingkungan sekitar kemudian mempublikasikannya di sosial media.

Refleksi Guru
1. Berisi catatan selama proses pembelajaran: materi apa yang perlu diperbaiki pada
akhir kegiatan
2. Berisi catatan tindak lanjut dari proses pembelajaran

Mengetahui, Bandung, November 2022

Plt. Kepala SMAN 17 Bandung, Guru Mata Pelajaran,

Nani Mulyani, S.Pd, M.Pmat Juliarto, S.Pd

Nip. 19650417 198703 2007 Nip. -

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