Anthony Gregorc (1982) membentuk empat gaya berfikir, yaitu:

Concrete Random Thinkers.

pemikir ini, adalah pemikir yang menikmati eksperimen, juga dikenal sebagai pemikir yang
berbeda. Mereka ingin mengambil lompatan intuitif untuk menciptakan. Mereka menemukan cara
alternatif dalam melakukan sesuatu. Dengan demikian di dalam kelas, jenis pemikir perlu diizinkan
untuk memiliki kesempatan guna membuat pilihan tentang pembelajaran mereka dan tentang
bagaimana mereka menunjukkan apa yang meraka pahami. peserta didik menikmati
menciptakan model baru dan hal-hal praktis yang dihasilkan dari pengembangan pembelajaran
dan konsep baru mereka. Pembelajar dengan tipe ini mudah belajar melalui permainan, simulasi,
proyek mandiri, dan discovery learning

Concrete Sequential Thinkers.

pemikir ini berbasis pada aktifitas fisik yang dimaknai dengan rasa. Mereka adalah detail oriented,
dan mengingat merupakan hal mudah bagi mereka. Mereka membutuhkan struktur, kerangka,
jadwal, dan organisasi pembelajaran. Mereka menyukai pembelajaran dan kegiatan yang
diarahkan oleh guru. Pebelajar dengan tipe ini akan mudah belajar melalui workbook,
pembelajaran berbasis komputer, demonstrasi, dan praktik laboratorium yang terstruktur.

Abstract Sequential Thinkers.

Pemikir ini senang dalam dunia teori dan pemikiran abstrak. proses berpikir mereka adalah
rasional, logis, dan intelektual. Mereka nyaman ketika terlibat dengan pekerjaan dan investigasi
mereka sendiri. Peserta didik ini perlu memiliki waktu untuk memeriksa sepenuhnya ide baru,
konsep, dan teori-teor yang ada di hadapan mereka. Mereka ingin mendukung informasi baru
dengan menyelidiki dan menganalisa sehingga pembelajaran masuk akal dan memiliki arti nyata
bagi mereka. Pembelajar dengan tipe ini mudah belajar melalui membaca dan mendengarkan
presentasi.

Abstract Random Thinkers.

pemikir ini mengatur informasi melalui berbagi dan berdiskusi. Mereka hidup di dunia perasaan
dan emosi dan belajar dengan mempersonalisasi informasi. Pembelajar ini ingin membahas dan
berinteraksi dengan orang lain ketika mereka belajar. Kooperatif pada kelompok belajar, menjadi
pusat belajar, dan mitra kerja memfasilitasi pemahaman mereka. Pmbelajar dengan tipe ini akan
mudah belajar melalui diskusi grup, ceramah, tanya jawab, dan penggunaan.

Identitas IDI tujuan 3M SULE

1. Identitas,
2. kompetensi Inti,
3. kompetensi Dasar,
4. Indikator,
5. Tujuan pembelajaran,
6. Materi,
7. Metode,
8. Media pembelajaran,
9. SUmber belajar,
10. Langkah-langkah pembelajaran,
11. Evaluasi
VERSI LAMA RPP K13 TERDIRI DARI :
1. Identitas Sekolah
2. Mata Pelajaran, Kelas/semester
3. Materi / sub materi
4. Tahun Pelajaran
5. Alokasi Waktu
6. Kompetensi Inti
7. Kompetensi Dasar & Indikator Pencapaian kompetensi
8. Tujuan Pembelajaran
9. Materi Pembelajaran
10. Model Pembelajaran
11. Media Pembelajaran
12. Sumber Belajar
13. Langkah-langkah Pembelajaran
14. Penilaian

1. Identitas Sekolah
2. Mata Pelajaran, Kelas/semester
3. Materi / sub materi
4. Tahun Pelajaran
5. Alokasi Waktu
6. Komponen Inti (KI)
7. Tujuan Pembelajaran
8. Kegiatan Pembelajaran
9. Assesment
RPP merupakan rencana pembelajaran yang dikembangkan secara rinci mengacu pada silabus,
buku teks pelajaran, dan buku panduan guru. Dalam penyusunan RPP ada 10 prinsip yang mesti
diperhatikan sebagai dasar. Posting kali ini akan dibahas mengenai 10 prinsip penyusunan RPP,
yaitu sebagai berikut:

 Pertama, setiap RPP harus secara utuh memuat kompetensi dasar sikap spiritual (KD dari
KI-1), sosial (KD dari KI-2), pengetahuan (KD dari KI-3), dan keterampilan (KD dari KI-4).

 Kedua, satu RPP dapat dilaksanakan dalam satu kali pertemuan atau lebih.

 Ketiga, memperhatikan perbedaan individu peserta didik. RPP disusun dengan

memperhatikan perbedaan kemampuan awal, tingkat intelektual, minat, motivasi belajar,
bakat, potensi, kemampuan sosial, emosi, gaya belajar, kebutuhan khusus, kecepatan
belajar, latar belakang budaya, norma, nilai, dan/atau lingkungan peserta didik.

 Keempat, berpusat pada peserta didik. Proses pembelajaran dirancang dengan berpusat
pada peserta didik untuk mendorong motivasi, minat, kreativitas, inisiatif, inspirasi,
kemandirian, dan semangat belajar, menggunakan pendekatan saintifik meliputi
mengamati, menanya, mengumpulkan informasi, menalar/mengasosiasi, dan
mengomunikasikan.

 Kelima, berbasis konteks. Proses pembelajaran yang menjadikan lingkungan sekitarnya

sebagai sumber belajar.

 Keenam, berorientasi kekinian. Pembelajaran yang berorientasi pada pengembangan ilmu

pengetahuan dan teknologi, dan nilai-nilai kehidupan masa kini.
 Ketujuh, mengembangkan kemandirian belajar. Pembelajaran yang memfasilitasi peserta
didik untuk belajar secara mandiri.

 Kedelapan, memberikan umpan balik dan tindak lanjut pembelajaran. RPP memuat
rancangan program pemberian umpan balik positif, penguatan, pengayaan, dan remedi.

 Kesembilan, memiliki keterkaitan dan keterpaduan antarkompetensi dan/atau

antarmuatan. RPP disusun dengan memperhatikan keterkaitan dan keterpaduan antara KI,
KD, indikator pencapaian kompetensi, materi pembelajaran, kegiatan pembelajaran,
penilaian, dan sumber belajar dalam satu keutuhan pengalaman belajar. RPP disusun
dengan mengakomodasikan pembelajaran tematik, keterpaduan lintas mata pelajaran,
lintas aspek belajar, dan keragaman budaya.

 Kesepuluh, memanfaatkan teknologi informasi dan komunikasi RPP disusun dengan

mempertimbangkan penerapan teknologi informasi dan komunikasi secara terintegrasi,
sistematis, dan efektif sesuai dengan situasi dan kondisi.
1. Perbedaan jenis kelamin,
2. Kemampuan awal,
3. Tingkat intelektual,
4. Minat,
5. Motivasi belajar,
6. Bakat,
7. Potensi,
8. Kemampuan sosial,
9. Emosi,
10. Gaya belajar,
11. Kebutuhan khusus,
12. Kecepatan belajar,
13. Latar belakang budaya, norma, nilai, dan/atau lingkungan peserta didik.
Program Tahunan (Prota) adalah rencana penetapan alokasi waktu satu tahun untuk mencapai
tujuan pembelajaran (Kompetensi Inti dan Kompetensi Dasar) yang ditetapkan.
Penetapan alokasi waktu dibutuhkan agar seluruh Kompetensi Dasar dapat dicapai dan dikuasai
oleh peserta didik. Penentuan alokasi waktu ditentukan pada jumlah jam pelajaran sesuai struktur
kurikulum yang berlaku dan juga keluasan materi yang harus dikuasai peserta didik.
Prota menjadi program umum untuk setiap mata pelajaran. Prota berisi garis-garis besar yang
hendak dicapai dalam satu tahun dan dikembangkan oleh guru yang bersangkutan.

Komponen dalam Program Tahunan meliputi :

 Identitas (kelas, muatan pelajaran, tahun pelajaran)
 Format isian ( KD atau tema, sub tema, dan alokasi waktu).

Penyusunan Prota harus dilakukan berdasarkan tahapan yang ditetapkan. Langkah-langkah

penyusunan Prota adalah sebagai berikut.

1. mengidentifikasi jumlah Kompetensi Dasar dan Indikator dalam satu tahun;

2. mengidentifikasi keluasan dan kedalaman Kompetensi Dasar dan Indikator;

3. melakukan pemetaan Kompetensi Dasar untuk setiap semester; dan

4. menentukan alokasi waktu tiap Kompetensi Dasar dengan memperhatikan minggu efektif.
1. Menelaah jumlah KD atau tema dan subtema pada suatu kelas.
2. Menghitung jumlah Minggu Belajar Efektif (MBE) dalam satu tahun.
3. Mendistribusikan alokasi waktu Minggu Belajar Efektif (MBE) ke dalam KD atau subtema

a.Program Tahunan
Program tahunan merupakan program umum setiap mata pelajaran yang dibuat

setiap awal tahun ajaran. Program tahunan merupakan pedoman untuk mengembangkan

program semester, mingguan dan program harian. Sumber-sumber yang digunakan

sebagai pengembangan program tahunan adalah (E. Mulyasa, 2006: 95):

1. Daftar kompetensi standar sebagai consensus nasional, yang

dikembangkan dalam SKKD setiap mata pelajaran yang akan

dikembangkan.
 2. Skope dan sekuensi setiap kompetensi. Untuk mencapai tujuan

pembelajaran diperlukan materi pembelajaran yang kemudian disusun

dalam pokok-pokok bahasan dan sub pokok bahasan yang mengandung

ide-ide pokok sesuai dengan kompetensi dan tujuan pembelajaran.

3. Kalender pendidikan. Penyusunan kalender pendidikan selama satu tahun

pelajaran mengacu pada efesiensi, efektifitas dan hak-hak peserta didik.

Tujuan penyusunan program tahunan adalah

 untuk menata materi secara logis, sistematis dan hierarkis;

mendistribusikan alokasi waktu untuk setiap pokok bahasan;

 mendorong proses pembelajaran menjadi efektif dan efesien berdasarkan

tik yang telah ditetapkan;

 memudahkan guru untuk mengetahui target kurikulum per pokok bahasan

atau per bulan (Wawan S. Suherman, 2001: 120).

Langkah-langkah penyusunan program tahunan yaitu

 mengidentifikasi jenis kegiatan non tatap muka (ujian, libur);

 menghitung pokok bahasan (kegiatan tatap muka); dan

 menghitung alokasi waktu yang tersedia dari GBPP untuk setiap jenis

kegiatan (Wawan S. Suherman, 2001: 119).

Contoh format program tahunan.

 PROGRAM TAHUNAN
Mata Pelajaran : ……………………….
Satuan Pendidikan : ……………………….
Kelas/ Program : ……………………….
Tahun Pelajaran : ……………………….
Sem No Kegiatan Sasaran Alokasi Keterangan
ke Waktu

1 2 3 4 5 6

Jumlah alokasi waktu ……… kali

……… kali

……… kali

Sem I

Jumlah alokasi waktu ……… kali

……… kali

……… kali

Sem II

Jumlah alokasi waktu

Sem I, Sem II

Mengetahui ………..., ........ 2006

Kepala Sekolah Guru Penjas
………………. ……………….
NIP. NIP.

Gambar I. Program Tahunan (Dikutip dari, Wawan S. Suherman: 2001)

Program Semester (Promes) merupakan program yang berisi garis-garis besar tentang hal-hal
yang akan dicapai dalam satu semester. Semester adalah satuan waktu yang digunakan untuk
penyelenggaraan program pendidikan.

Promes berisi rumusan pokok-pokok aktivitas guru dalam melakukan pembelajaran selama satu
semester dengan mempertimbangkan:
 alokasi waktu yang tersedia,
 jumlah Kompetensi Dasar, dan
 Indikator.

Promes akan memudahkan guru dalam mengajarkan materi untuk dikuasai peserta didik dalam
satu semester.

adalah sebagai berikut.

 Identitas (satuan pendidikan, mata pelajaran, kelas, semester, tahun pelajaran)

 Format isian (materi, tema, sub tema, alokasi waktu, dan bulan yang terinci per minggu)
1. Menginput KD dan Indikator

2. Menetapkan jumlah jam dan jumlah tatap muk per minggu untuk tiap mata pelajaran

3. Mengalokasikan waktu sesuai kebutuhan indikator pada kolom bulan dan minggu.

4. Memberikan catatan pada kolom keterangan (jika diperlukan)

Demikian sekilas mengenai pengertian Prota dan Promes, fungsi, serta langkah pembuatannya .

b. Program Semester
Program semester merupakan penjabaran dari program tahunan yang berisi

hal-hal yang ingin dicapai pada semester tersebut. Program semester adalah rumusan

kegiatan belajar mengajar untuk satu semester yang kegiatannya didasarkan pada

materi yang tertuang dalam SKKD. Program semester dibuat berdasarkan

pertimbangan alokasi waktu yang tersedia, jumlah pokok bahasan yang ada dalam
 semester tersebut dan frekuensi ujian yang disesuaikan dengan kalender pendidikan.

Program semester akan mempermudah guru dalam alokasi waktu mengajarkan materi

yang harus dicapai dalam semester tersebut. Pada dasarnya yang menjadi isi dari

program semester adalah apa yang tercantum dalam GBPP, tetapi ada perluasan dan

kelengkapan sehingga membentuk suatu program kerja pengajaran.

Penyusunan Program Semester berfungsi sebagai

 acuan menyusun satuan pelajaran;

 acuan kalender kegiatan belajar mengajar; dan

 untuk mencapai efesiensi dan efektifitas penggunaan waktu belajar yang tersedia

(Moh. Uzer Usman, 2002: 54).

Dalam penyusunan program semester, referensi yang digunakan adalah

 kalender pendidikan,

 GBPP mata pelajaran,

 hasil analisis mata pelajaran,

 format program semester (Wawan S. Suherman, 2001: 120).

Unsur-unsur yang biasanya terkandung di dalam program semester meliputi

(Syaiful Sagala, 2003: 165):

1) Tujuan

Tujuan yang dicantumkan dalam program semester adalah tujuan- tujuan yang

masih bersifat umum yang diambil dari SKKD yaitu tujuan kurikuler dan tujuan

instruksional.
2) Pokok bahasan

Pokok bahasan merupakan judul materi yang akan dipelajari atau diajarkan dalam

satu caturwulan yang bersangkutan. Perencanaan pembelajaran menyusun pokok

bahasan dan sub pokok bahasan dalam satu semester, dengan memperhitungkan

bahwa pokok bahasan tersebut dapat diselesaikan dalam satu semester dengan

pemenuhan kualitas yang disyaratkan.

3) Metode mengajar

Metode mengajar adalah cara yang digunakan oleh guru untuk menyampaikan

materi pelajaran. Dalam program semester hendaknya dicantumkan metode-metode

mengajar yang direncanakan akan digunakan dalam mengajarkan setiap pokok

bahasan yang bersangkutan. Penentuan metode mengajar ditentukan juga oleh

tujuan yang dirumuskan oleh guru.

4) Media dan Sumber

Disamping metode mengajar untuk setiap pokok bahasan dicantumkan pula media

dan buku sumber yang digunakan. Pencantuman buku sumber meliputi nama

penulis, nama buku, tahun dan penerbit, dan juga bagian atau bab yang diacu dalam

pengajaran pokok bahasan yang bersangkutan.

Media akan memudahkan siswa dalam mengalami, memahami dan mengerti

pelajaran yang disampaikan oleh guru.

5) Evaluasi pengajaran

Dalam program semester hendaknya dicantumkan kegiatan-kegiatan evaluasi yang

dilaksanakan di luar masing-masing pokok bahasan, seperti evaluasi/ tes sumatif.

Evaluasi digunakan untuk mengetahui tingkat pencapaian tujuan pendidikan yang

telah ditetapkan. Evaluasi digunakan juga untuk memperbaiki bahan ataupun juga

metode pengajaran.

6) Waktu

Untuk setiap pokok bahasan dan kegiatan evaluasi dalam semester yang

bersangkutan, perlu dicantumkan jumlah waktu yang dialokasikan, sehingga dapat

diketahui sejak awal apakah program semester yang dibuat tersebut dapat

diselesaikan tepat pada waktunya.

Langkah-langkah penyusunan program semester adalah (Wawan S. Suherman, 2001:

122):

a) Menghitung jumlah minggu/ hari efektif dalam satu semester yang ada dalam

kalender pendidikan.

b) Menghitung jumlah jam pelajaran efektif untuk tatap muka dan non tatap muka.

Dihitung dengan jumlah minggu efektif dikalikan dengan jam pertemuan.

c) Mendistribusikan alokasi waktu berdasarkan pokok bahasan dalam GBPP, jumlah

jam efektif tatap muka dan kegiatan pada jam efektif non tatap muka.
d) Merumuskan program alokasi waktu per semester.

Contoh format program semester

PROGRAM
SEMESTER
Kelas/ Semester : ..………………...…………………………………………

Satuan Pendidikan : ..…………………………………………………………...

Mata Pelajaran : ..…………………………………………………………...

N Standar Kompetensi I Materi Pengalaman Mekanisme T W Bahan K
o Kompetensi Dasar n Standar Belajar Penilaian u a Media & e
d g k Sumber t
i a t
k s u
a
t
o
r

Mengetahui
Kepala Sekolah Guru Penjas

………………… …………………
NIP. NIP.

Gambar 2. Program Semester (Dikutip dari, E. Mulyasa: 2006)

✍Hukum kesiapan (law of readiness) => kesiapan seorang anak dalam melakukan suatu
kegiatan yg melahirkan kepuasan bagi dirinya.

✍Hukum latihan (law of exercise) => Seorang anak yang dihadapkan pada suatu persoalan yang
sering ditemuinya akan segera melakukan tanggapan secara cepat sesuai dengan
pengalamannya pada waktu sebelumnya.

✍Hukum akibat (law of effect) => adanya ganjaran dari guru akan memberikan kepuasan bagi
anak, dan anak cenderung untuk berusaha melakukan atau meningkatkan apa yang telah
dicapainya itu.

Fakta = Kenyataan (kapan, berapa, nama, dimana)

Konsep = Definisi, Pengertian, identifikasi, klasifikasi, ciri khusus
Prinsip = Dalil, hukum, rumus (jika-maka)
Prosedur = Langkah-langkah
0,00 - 0,30 = Sukar
0,31 - 0,70 = Sedang
0,71 - 1,00. = Mudah
Rumus => Jumlah siswa jawab benar/Jumlah seluruh siswa

 Communication : kemampuan berkomunikasi

 Collaboration: kemampuan berkolaborasi
 Critical Thingking and Problem Soving : kemampuan memecahkan masalah
 Creativity and Inovation : kemampuan berkreasi dan berinovasi

Empat program itu sebagai kebijakan pendidikan nasional

PERMENDIKBUD

NO. 44 TAHUN 2019

✍ USBN diganti ujian (asesment)
Tahun 2020 USBN diganti dengan ujian (asesment) yang diselenggarakan hanya oleh sekolah.
ujian dilakukan untuk menilai kompetensi siswa dalam bentuk tes tertulis/bentuk penilaian lain
yang lebih komprehensif. Seperti portofolio dan penugasan (tugas kelompok, karya tulis dan
sebagainya).

✍ 2021 UN diganti
pada 2021, UN diubah menjadi Asesmen Kompetensi Minimum dan Survei Karakter. dengan
melakukan pemetaan terhadap dua kompetensi minimum siswa, yakni dalam hal literasi dan
numerasi. Asesmen ini dilakukan pada siswa di tengah jenjang sekolah (misalnya kelas 4, 8, 11).
Arah kebijakan baru ini juga mengaju pada praktik baik pada level internasional seperti PISA
dan TIMSS.

✍ RPP dipersingkat (1 halaman)

 Tujuan pembelajaran,
 Kegiatan pembelajaran dan
 Asesmen.

✍ Zonasi PPDB lebih fleksibel

 menerima siswa minimal 50%,
 jalur afirmasi minimal 15%, dan
 jalur perpindahan maksimal 5%.
 Untuk jalur prestasi atau sisa 0-30% lainnya disesuaikan dengan kondisi daerah.
 Konstruktivistik => siswa bebas dapat menentukan sendiri kebutuhan belajarnya.
berinteraksi, berkolaborasi, berbagi informasi dan pemikiran dalam lingkungan.
Contoh => Jika tujuan pembelajaran dan aktifitas memfokuskan pada interaksi antar
pengajar dan pembelajar "pengajaran konstruktivisme"

 Humanistik => belajar yang diidealkan tujuannya untuk memanusiakan manusia

(sifatnya lebih abstrak)
Contoh => Jika memfokuskan pembelajaran pada pengembangan kemampuan positif
siswa "pengajaran humanistik"

 Behavioristik => siswa pasif mengikuti kemauan guru dalam pembelajaran jawaban
terpaku pada konteks buku. Perubahan tingkah laku sbg tolak ukur keberhasilan.
Contoh => Jika menyediakan seperangkat pedoman yang terorganisir dan sistematis
"pengajaran behavioristik"

 Kognitivisme => struktur kognitif seseorang yg terbentuk berdasarkan pemahaman dan

pengalaman-pengalaman sebelumnya.
Contoh => jika menyediakan aktifitas yang membantu siswa untuk memproses informasi
baru "pengajaran kognitif"
Rumusan langkah pembelajaran mewujud pada pemilihan pendekatan atau metode
pembelajaran yang mengacu pada Permendikbud No. 22 tahun 2016 tentang Standar
Proses Pendidikan Dasar dan Menengah, yaitu pendekatan saintifik, metode
discovery/inquiry, pembelajaran berbasis masalah.
1. Saintifik :
 Mengamati,
 Menanya,
 Mengeksplorasi,
 Mengasosiasi, dan
 Mengomunikasi.

2. Inquiry:
 Orientasi,
 Merumuskan masalah,
 Merumuskan hipotesis,
 Mengumpulkan data,
 Menguji hipotesis, dan
 Penarikan kesimpulan.

3. Discovery
 Stimulasi,
 Identifikasi masalah,
 Pengumpulan data,
 Pengolahan data,
  Pembuktian,
 Dan penarikan kesimpulan.

4. Berbasis masalah
 Orientasi masalah,
 Organisasi belajar,
 Penyelidikan individu dan kelompok,
 Pengembangan dan penyajian hasil penyelesaian masalah,
 Analisis dan evaluasi proses penyelesaian masalah.

5. Berbasis proyek
 Penentuan proyek,
 Perancangan langkah-langkah,
 Penyusunan jadwal,
 Penyelesaian proyek dengan fasilitasi dan monitoring guru,
 Penyusunan laporan dan presentasi,
 Dan evaluasi proses dan hasil proyek.
 SOAL DAN PENILAIAN
PEMBUATAN SOAL
Rencana = > tindakan/pelaksanaan => observasi => refleksi

Contoh:
Vivi mahasiswa PPL di Sekolah swasta menerapkan PTK dia mulai membuat perencanaan dgn
melakukan pra observasi, setelah di rasa cukup mulailah dia menyusun RPP dkk, masuk kelas
terapkan metode yg menurut dia pas untuk masalah itu. Saat tindakan itu di berikan, di
observasilah siswa/i tsb. Stelah 4x pertemuan, di refleksi lah 4 pertemuan itu ato disebut
SIKLUS 1

Trus untuk tahap siklus kedua gimana kak, kapan harus dilakukan tindakan kedua?
Siklus 2 di lakukan jika di rasa pada siklus 1 hasil belajar siswa blm mencapai target setelah
dilakukan refleksi. Tpi umumnya pada PTK, siklus paling minimal sampe siklus 2. Itu yg pernah
dosen sya katakan.
Professional

Social function: To help us do a task or make something. They can be a set of instructions
or directions.

To describe how something is accomplished through a sequence of actions

or steps.

Text organization:
1. Goals ( the final purpose of doing the instruction)
2. Materials ( ingredients, utensils, equipment to do the instructions)
3. Steps ( a set of instruction to achieve the final purpose)

Language features :
1. Use of imperative ( Cut…….., Don’t mix……..)
2. Use of action verbs (turn, put)
3. Use of connectives (first, then, finally)

EXAMPLE

How to Make Cheese Omelet

Ingredients:

 1 egg, 50 g cheese
 1 cup milk
 3 table spoons cooking oil
 A pinch of salt and pepper
Utensils you need:

 Frying pan
 Fork
 Spatula
  Cheese grater
 Bowl
 Plate

How to make it:

1. Crack an egg into a bowl.

2. Whisk the egg with a fork until it is smooth.
3. Add milk and whisk well.
4. Grate the cheese into the bowl and stir.
5. Heat the oil in a frying pan.
6. Pour the mixture into the frying pan.
7. Turn the omelet with a spatula when it browns.
8. Cook both sides.
9. Place on a plate, spread salt and pepper.
10. Eat while warm.

Kumpulan soal cek di: https://www.itapuih.com/2018/02/kumpulan-soal-procedure-text-

sma-dan-pembahasan.html?m=1

Social function: To tell the readers what happened in the past through a sequence of
events.

Generic Structure:
1. Orientation ( who were involved, when and where was it happened)
2. Events ( tell what happened in a chronological order)
3. Re-orientation ( optional – closure of events)

Language features:
1. Use of pronouns and nouns ( David, he, she)
2. Use of action verbs in past (went, studied)
3. Use of past tense ( We went for a trip to the zoo)
 4. Use of adverbial phrases
5. Use of adjective ( The smart remarks and a bald head)

Example of Recount Text

Travelling

Mr. and Mrs. Charly were on a tour to Europe. They were travelling on a guided tour to five
countries. They were going to travel through The Netherland, Belgium, Germany,
Switzerland, and France for two weeks.

The guide for the tour was a Swiss. On the day of the travel the guide told them to check
their passports, their traveler cheques, and their foreign cash. He told them to keep them
safely.

They traveled in a comfortable coach with a toilet, music, and video. The guide stopped the
coach at many famous places. He explained the cultural importance of the places. They
stayed in big hotels for the night and ate in the restaurants.

On the way, they stopped at small inns to eat lunch. In big towns, they went for shopping.
They bought many souvenirs for their friends. They enjoyed the two-week tour.

Social function: To amuse or entertain the readers with actual or imaginary experience in
different ways. Narrative always deals with some problems which lead to
the climax and then turn into a solution to the problem.
Generic Structure:
1. Orientation ( who was involved, when and where was it happened)
2. Complication ( a problem arises and followed by other problems)
3. Resolution ( provide solution to the problem)

Language features:
1. Use of noun phrases ( a beautiful princess, a huge temple)
2. Use of adverbial phrases of time and place ( in the garden, two days
ago)
3. Use of simple past tense ( He walked away from the village)
4. Use of action verbs ( walked, slept)
5. Use of adjectives phrases ( long black hair)

THREE FISH
Once three fish lived in a pond. One evening, some fishermen passed by the pond and saw
the fish. “This pond is full of fish”, they told each other excitedly. “we have never fished here
before. We must come back tomorrow morning with our nets and catch these fish!” So
saying, the fishermen left.
When the eldest of the three fish heard this, he was troubled. He called the other fish
together and said, “Did you hear what the fishermen said? W must leave this pond at once.
The fishermen will return tomorrow and kill us all!” The second of the three fish agreed.
“You are right”, he said. “We must leave the pond.”
But the youngest fish laughed. “You are worrying without reason”, he said. “We have lived
in this pond all our lives, and no fisherman has ever come here. Why should these men
return? I am not going anywhere – my luck will keep me. The eldest of the fish left the pond
that very evening with his entire family. The second fish saw the fishermen coming in the
distance early next morning and left the pond at once with all his family. The third fish
refused to leave even then.

The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not
help him – he was caught and killed.
Social Function: To describe a particular person, place or thing.
Generic Structure:
1. Identification (identify phenomenon to be described)
2. Description (describe parts, qualities, characteristics)

Language features:
1. Focus on specific participants
2. Use of attributive and identifying processes
3. Frequent use classifiers in nominal groups.
4. Use of the Simple Present Tense

A DESCRIPTIVE TEXT EXAMPLE – MY FAMILY

My family has four members: those are I, my sister, and parents ofcourse.My mother is 47
years old. Her name’s Anisa. She’s thin-faced and she’s got long, blond hair and beautiful
green eyes. She is still slim because she always tries to stay in shape. She is very good-
looking,alwayswell-dressedandelegant.

My father, Lukman, is 5 years older than my mother. He is 52. In spite of his age he’s still
black-haired, with several grey hairs. He has bright blue eyes. He is quite tall, but a bit
shorter than me. He’s very hard-working. Besides that he is working in a travel company.
He can even make a dinner when my mother is outside. His cooking and his meals are
always very tasty as well as my mothers’.
Finally, my sister Nadina. She is 22. She is also red-haired and green-eyed. She has long
wavy hair and freckles. She is definitely shorter than me. She is rather introverted. But she
is very sensible, smart and co-operative. Right now she is studying English and also knows
Arabic and Mandarin. I want to be as smart as she is.
They all, except me, speak Sundanese very well, because we were living in Bandung for 5
years. My sister have been going to primary school there. Unfortunately I was only 3 when
we were leaving to Jakarta, so I can’t speak Sundanese. Now we are happily living in
Jakarta.

function or communicative purpose: To inform readers or listeners about events of the day
which are considered newsworthy or important.

Generic structure:
1. News worthy event ( tells the event in a summary form)
2. Background events ( elaborate what happened, tell what caused the
incident)
3. Sources ( comments by participants, witnesses, authorities and experts
involved in the event)

Language features:
1. Information on the use of head lines.
2. Use of action verbs( hit, attack)
3. Use of saying verbs( said, added, claimed)
4. Use of passive sentences ( Aceh was hit by Tsunami in 2004)
5. Use of adverbs in passive sentences (The victims were badly injured)

Examples and structures of the text

Town ‘Contaminated

Moscow – A Russian journalist has uncovered evidence of another Soviet

Newsworthy nuclear catastrophe, which killed 10 sailors and contaminated an entire
events town.
 Yelena Vazrshavskya is the first journalist to speak to people who
Background witnessed the explosion of a nuclear submarine at the naval base of
Events shkotovo – 22 near Vladivostock.

The accident, which occurred13 months before the Chernobyl

disaster, spread radioactive fall-out over the base and nearby town, but was
covered up by officials of the Soviet Union. Residents were told the
explosion in the reactor of the Victor-class submarine during a refit had
been a ‘thermal’ and not a nuclear explosion. And those involved in the
clean up operation to remove more than 600 tones of contaminated material
were sworn to secrecy.

Sumber A board of investigators was later to describe it as the worst accident

InformasiSources in the history of the Soviet Navy.

Social function: To describe the way things are, with reference to a range of natural
man-made and social phenomena in our environment. such as:
mammals, the planets, rocks, plants, countries of region, cultures,
transportations, and so on

Text organization:
1. General classification (introduces the topic of the report/tells what
phenomenon under discussion is.)
2. Description (tell the details of topic such as physical apparts, qualities,
habits/behaviour).

Language features:
1. Use of general nouns ( Whales, Kangaroo, Computer)
2. Use of present tense(Komodo dragons usually weigh more than 160 kg)
 3. Use of behavioural verbs (Snakes often sunbathe in the sun)
4. Use of technical terms ( Water contains oxygen and hydrogen)
5. Use of relating verbs (is, are, has)

EXAMPLE OF REPORT TEXT

Venice is a city in northern Italy. It is the capital of region Veneto. Together with Padua, the
city is included in the Padua-Venice Metropolitan Area. Venice has been known as the
“Queen of the Adriatic”, “City of Water”, “City of Bridges”, and “The City of Light”. The city
stretches across 117 small islands in the marshy Venetian Lagoon along the Adriatic Sea in
northeast Italy.

Venice is world-famous for its canals. It is built on an archipelago of 117 islands formed by
about 150 canals in a shallow lagoon. The islands on which the city is built are connected
by about 400 bridges. In the old center, the canals serve the function of roads, and every
form of transport is on water or on foot.

You can ride gondola there. It is the classical Venetian boat which nowadays is mostly used
for tourists, or for weddings, funerals, or other ceremonies. Now, most Venetians travel by
motorised waterbuses (“vaporetti”) which ply regular routes along the major canals and
between the city’s islands. The city also has many private boats. The only gondolas still in
common use by Venetians are the traghetti, foot passenger ferries crossing the Grand
Canal at certain points without bridges.

You can see the amusing city’s landmarks such as Piazza San Marco, Palazzo Contarini
del Bovolo, Saint Mark’s Cathedral or villas of the Veneto. The villas of the Veneto, rural
residences for nobles during the Republic, are one of the most interesting aspects of
Venetian countryside.

They are surrounded by elegant gardens, suitable for fashionable parties of high society.
The city is also well known for its beautiful and romantic view, especially at night.
Social function: To persuade the readers or the listeners that something in the case, to
analyze or to explain.

To persuade the reader or the listener that something is the case

Generic Structure:

1. Thesis (usually includes a preview argument. It introduces topics and

indicates the writer’s position.)
2. Arguments (consists of a point and elaboration sequence. The number
of points may vary, but each must be supported by discussion and
evidence).
3. Reiteration (restates the position more forcefully in the light of the
arguments presented).

Language features:
1. Emotive words such as : alarmed, worried.
2. Words that qualify statements such as: usual probably
3. Words that link arguments such as: firstly, however, on the other hand,
therefore.
4. Usually present tense
5. Compound and complex sentences
Example of Analytical Exposition

Is Smoking Good for Us?

Before we are going to smoke, it is better to look at the fact. About 50 thousands people die
every year in Britain as direct result of smoking. This is seven times as many as die in road
accidents. Nearly a quarter of smokers die because of diseases caused by smoking.

Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day,
we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty
cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of
bronchitis are people who are smoking. Smokers are two and half times more likely to die of
heart disease than non smokers.

Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one
hour in smoky room, non smoker breathes as much as substance causing cancer as if he
had smoked fifteen cigarettes.

Smoking is really good for tobacco companies because they do make much money from
smoking habit. Smoking however is not good for every body else.

Notes on the generic structure:

From the generic structure, what make big different is that analytical exposition ends with
paragraph to strengthen the thesis while hortatory makes a recommendation for readers.

Thesis: This pre-conclusive paragraph states the writer’s point of view about the topic
discussed. Writer has show himself in clear position of the discussed topic. Paragraph 1 is
the thesis of this analytical exposition text. It states the fact of the very fatal impact of the
smoking habit. Clearly the writer wants to say that smoking is not a good habit.

Arguments: Presenting arguments in analytical exposition text is as important as giving

conflict plot in narrative text. The series of argument will strengthen the thesis stated before.
In this example of analytical exposition text, paragraph 2 and 3 are the detail arguments
presented in a reporting fact to support that smoking is not good even for smokers
themselves. Furthermore, people who do not smoke but they are in smoky area have the
bad effect too from the smoking habit.
Reiteration: This end paragraph actually is restating the thesis. It is something like
conclusive paragraph from the previous arguments. The last paragraph of this example of
analytical exposition points again that smoking is not good for smokers and people around
smokers. However smoking is very good for Cigarette Companies.

Social function: To persuade the readers or the listeners that something should or should
not be the case.

Generic structure:
1. Thesis ( stating an issue of concern)
2. Arguments ( giving reasons for concern, leading recommendation)
3. Recommendation (stating what ought or ought not to happen)

Language features:
1. Emotive words: alarmed, worried
2. Words that qualify statements: usual probably
3. Words that link arguments: firstly, however, on the other hand, therefore
3. Usually present tense
4. Compound and complex sentences
5. Modal auxiliary: can, may, should, must
Now, we will see the following example of hortatory text:

Watch your Kids While Watching TV

Television becomes one of the most important devices which take place inj another house.
It can unite all members of the family as well as separate them. However, is it important to
know what your kids are watching? The answer is, of course, absolutely “Yes” and that
should be done by all parents. Television can expose things you have tried to protect the
children from, especially violence, pornography, consumerism and so on.

Recently, a study demonstrated that spending too much time on watching TV during the day
or at bedtime often causes bed-time disruption, stress, and short sleep duration.

Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.

Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.

Considering some facts mentioning above, protect your children with such tips as: (1) limit
television viewing to one-two hours each day, (2) do not allow your children to have a TV
set in their own bedrooms, (3) review the rating of TV shows which your children watch, and
(4) watch television with your children and discuss what is happening in the show.

Notes on the Generic Structure of this Hortatory Exposition example

The above text can be considered as a hortatory exposition text, as its purpose is to
influence and persuade the readers by presenting the supporting arguments. The following
is the analysis of its generic structure:

Thesis: The writer’s thought is presented as thesis which is proven with several arguments.
In the first paragraph, the writer points his thought about the importance of accompanying
children while they are watching TV show. It is important to protect the children from the bad
influences of TV show.
Arguments: The next paragraphs show the writer arguments in supporting his thesis. It is
supported by various researches that there are a great relationship between watching TV
and the watcher’s personality. One study describes that much time in watching TV can
cause bed-time disruption. The others show the possibility of becoming an aggressive
character because of watching television too much.

Recommendation: After stating the thesis and proving with various arguments, the text is
completed with the writer’s recommendation on how the parents should protect the children
from the bed effect of watching TV.

Social function: To tell an event with a humorous twist.

Generic structure:
1. Orientation (who were involved, when and where was happened)
2. Events ( tell what happened in a chronological order)
3. Twist (provide the funniest part of the story)

Language features:
1. Use of connectives (first, then, finally)
2. Use of adverbial phrases of time and place (in the garden, two days ago)
3. Use of simple past tense (he walked away from the village)
EXAMPLE OF SPOOF TEXT
LOVING MONEY TOO MUCH

There was a man who liked money very much. He worked all of his life and wanted to save
all of his money for his own future. He was a real miser when it came to his money. He
loved money more than just about anything.
Even, just before he died, he said to his wife; “Now listen, when I die, I want you to take all
my money and place it in the casket with me. I wanna take my money to the afterlife.” So he
asked his wife to promise him with all her heart that when he died, she would put all the
money in the casket with him.
Well, one day, he really died. Then he was stretched out in the casket. The wife was sitting
there in black clothes next to her closest friend. When they finished the ceremony, just
before the undertakers got ready to close the casket, the wife said “Wait just a minute!”
She had a box in her hands. She came over with the box and placed it in the casket. After
that the undertakers locked the casket down and rolled it away. Not long after that, her
friend said, “I hope you were not crazy enough to put all that money in the casket.”
The wife turned to her friend and replied; “Yes, because I have promised.” Then she
continued; “I can’t lie. I promised him that I was going to put that money in that casket with
him.” Feeling shocked, her friend said; “You mean that you have put every cent of his
money in the casket with him?” Then the wife answered; “Surely I did. I got it all together,
put all the money into my account and I just wrote him a check.”

Social function: To explain the process involved in the formation or working of natural or
socio cultural phenomena.
Generic structure:
1. A general statement to position the reader
2. A sequenced explanation of why or how something occurs.
3. Closing
Language features:
1. Focus on generic, non-human participants.
2. Use mainly of general and abstract nouns, action verbs, simple present
tense, passive voice, conjunction of time and cause, noun phrases,
complex sentences, and technical language.

THE EXAMPLE OF EXPLANATION

How Rainbow is Formed

Rainbow is one of optic phenomena that happens in the atmosphere of the earth naturally.
We can see it at mountin range, or when it is cloudy, or when it is raining and rising of sun.
We have to be the other side for looking. We just can see it a half of circle form, but
acctually the rainbow is a circle form. We can see it perfectly, if it is seen by standing in the
high place. It is real that rainbow is a circle form not like parabola form. On the ground, we
can not see perfectly, except if we are in the high place like in the air plane or standing on
top of moutain. When we are looking at rainbow’s colors, we will see them that ordered of
red is on the highest order, and purple is on the lowest order.

Red is more dominant than another color caused by having biggest wave between others.
Therefore the red one is in the highest order and purple one is in lowest order. How
rainbow is formed? Try to watch it when light of sun concerns a 90-degree angle mirror or a
glass prism side, or surface of soap foam. We can see colors on the light. The light is
rayyed to be some wave lenght of light that it is seen by our eyes as red, bright red, yellow,
green, blue and purple. These colors are compnents of light that they are called visible light.
The other component is invisible light such as infrared (red is in the right side), and
ultraviolet (bright red is in the left side).

So, we can see the beautiful rainbow because there are some processes to be beautiful
rainbow that it appears in the sky.
Social function: To present information and opinions about more than one side of an issue
(“for” points “against” points).

Generic structure:
1. Opening statement presenting the issue
2. Arguments or evidence for different points of view ( pros and cons)
3. Concluding recommendation.

Language features:
1. Use of general nouns: alcohol, abortion, smoking, etc.
2. Use of relating verbs: is, are, etc.
3. Use of thinking verbs: think, feel, hope believe, etc.
4. Use of additive connectives: addition, furthermore, besides, etc.
5. Use of contrastive connectives: although, even, if, nevertheless, etc.
6. Use of causal connectives: because, because of, etc.
7. Use of modal auxiliary: must, should, etc.
8. Use of adverbial manner: hopefully.

Example of discussion text

Internet Game for Students

Internet game or game online is popular for students. It can refresh our mind from the busy
school day. Do you know the impact of the game online?

In fact, game online has many positive sides. It can make students be spared from being
stress. They can also learn English through the game online because it has many
vocabularies of instruction. Game online can stimulate the creativity of students because to
play the game, we need to think desperately hard.

On the other hand, internet game can make students of being lazy to study because they
spend too much of their time to play than to study. They also spend money to play the game
if at home they are not provided with internet connection. On the game online often
appears many sexy model which not necessary to be seen by them, it can make poisoning
student’s mind.

Indeed there are pros and cons about game online. It depends on how we manage our
time, money, and the game to benefit our life.

Social function: To critique an art work or event for a public audience.

Generic structure:
1. Orientation (background information on the text)
2. Evaluation (concluding statement : judgment, opinion, or
recommendation. It can consist of more than one.
3. Interpretative Recount (summary of an art works including characters
and plot).
4. Evaluative summation: the last opinion consisting the appraisal or the
punch line of the art works being criticized.

Language features:
1. Focus on specific participants
2. Use of adjectives
3. Use of long and complex clauses
4 Use of metaphor
 Reviews are used to summarize, analyze and respond to art works. They
may include: movie, TV shows, books, plays, concerts, etc.

Example of Review text

Romantic Rhapsody

Written by Theresia, Student of SMAN ! Welahan Jepara, Grade XII PIA 2, 2006/2007

Artist: ADA Band

Title : Romantic Rhapsody
Genre : Pop
Production : EMI Music Indonesia

ADA band is the most popular group band in Indonesia. They are Doni (vocal), Krishna
(keyboard), Marshall (guitar), Dika (bass), and additional player on drum, Rere. ADA Band
has produced 6 album since 1996.

After successed with their album Heaven of Love, this time, ADA Band again release the
7th album. The title is Romantic Rhapsody. There are 12 songs in this album. This is
special album because all of player make several songs. Not only that, but also the color of
music is more variety.

If we hear Senandung Lagu Cinta, we will hear the sound of Marshall’s guitar influenced by
classical guitar from spain. On the song of Jalan Cahaya, ADA Band featuring Ubiet. This
song is about God.

From 12 songs, Karena Wanita become a hit because this song is dedicated to all woman
in the world.

This album is deserved to be obtained and you should have this album.
Recount Text Contoh Soal dan Jawaban -Charles Darwin
Recount Text Contoh Soal dan Jawaban -Charles Darwin
Soal UN SMA/MA 2013

The following text is for questions 42 to 44

Charles Robert Darwin was born in Shrewsbury, England, on February 12, 1809. He came
from a wealthy family and never had to work. He studied medicine and theology. In 1831 he
graduated from University of Cambridge with a degree of theology.

He began a career as a scientist quite by chance. On December 27,1831, 22 years old Charles
Darwin joined the crew of the HMS Beagle as a naturalist.The five years expedition collected
hydrographic, geologic, and meteorologic data from South America and many other regions
around the world. Darwin's own observation on this voyage led to his theory of natural
selection.

Charles Darwin was greatly influenced by the geologist Adam Sedgwick and naturalist John
Henslow in his development of the theory of natural selection, which was to become the
foundation concept supporting the theory of evolution. Darwin's theory holds that
environmental effects lead to varying degrees of reproductive success in individuals and
groups of organisms. Natural selection tends to promote adaptation in organisms when
necessary for survival. This revolutionary theory was published in 1859 in Darwin's now
famous On the Origin of Species by Means of Natural Selection.

42. Charles Darwin's theory of evolution believed that ....

A. people could defend themselves naturally
B. environment affected natural election
C. organism needed adaptation to survive
D. people and nature supported to each other
E. natural selection tend to adapt organism to survive

43. How was Darwin's theory of natural selection developed?

A. Adapted by the necessary for survival.
B. Influenced by his collection.
C. Supported the effect of environment.
D. Influenced by John Henslow.
E. Affected by groups of organisms.

44. The famous Darwin theory was published based on ....

A. theories developed by other scientists
B. the influence of organisms adaptation in survival living
C. the success of his observation supported by geologist and naturalist
D. his expedition and natural observation data a scientist
E. the observation of other geologists' natural selection