Profil Pelajar Pancasila : Beriman bertakwa kepada Tuhan YME, berakhlak mulia,
Mandiri, Kreatif, Bergotong Royong dan Bernalar Kritis
B. KOMPONEN INTI
Tujuan Pembelajaran :
1. Peserta didik mampu mengidentifikasi Teks Recount
Kegiatan Inti:
Peserta didik membentuk kelompok yang terdiri dari 4, 5 atau 6 orang
(Tergantung kondisi kelas).
Peserta didik menyimak video dan materi tentang Recount text dari guru
Peserta didik diberikan sebuah recount teks oleh guru
Peseta didik membaca dan mengidentifikasi teks yang diberikan
Peserta didik diberi kesempatan untuk bertanya mengenai teks yang diberikan
Peserta didik menerima LKPD dari guru berupa teks Biography beserta
pertanyaannya.
Peserta didik mendiskusikan LKPD yang diberikan.
Peserta didik mempresentasikan hasil diskusi kelompok mereka.
Peserta didik dari kelompok lain memberikan tanggapan tentang jawaban dari
kelompok yang presentasi.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
Peserta didik diberikan satu teks recount untuk dipelajari dirumah persiapan
untuk pertemuan selanjutnya.
Kegiatan Inti:
Peserta didik membentuk kelompok yang terdiri dari 4, 5 atau 6 orang.
Peserta didik diberi kesempatan mendiskusikan teks recount yang mereka
dapatkan sebelumnya.
Peserta didik diberi kesempatan untuk memaparkan teks recount yang telah
mereka dapatkan dipertemuan sebelumnya.
Peserta didik mendengarkan penjelasan tentang fungsi social, dan struktur teks,
dari Teks Recount.
Peserta didik diberikan kesempatan untuk bertanya.
Secara berkelompok, Peserta didik menganalisis fungsi social dan struktur teks
dari teks recount yang telah diberikan.
Sercara berkelompok peserta didik mempresentasikan hasil kelompok mereka.
Kelompok lain memberikan tanggapan atas jawaban dari kelompok yang
tampil.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
Peserta didik diminta untuk mencari informasi tentang past tense dan unsur
kebahasaan yang lain dari teks recount
Kegiatan Inti:
Peserta didik membentuk kelompok yang terdiri dari 4, 5 atau 6 orang.
Peserta didik mendengarkan materi tentang unsur kebahasaan dari recount teks
oleh guru.
Peserta didik diberikan kesempatan untuk bertanya.
Peserta didik diberikan sebuah recount text.
Secara berkelompok. Peserta didik menganalisis teks yang diberikan untuk
menemukan unsur kebahasaan dari teks recount yang diberikan.
Peserta didik mempresentasikan hasil diskusi mereka.
Peserta didik dari kelompok lain memberi pendapat tentang hasil diskusi
kelompok lain.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
Peserta didik diminta untuk berlatih secara mandiri membuat kalimat simple
past tense untuk persiapan pertemuan berikutnya.
Kegiatan Inti:
Peserta didik membentuk kelompok yang terdiri dari 4, 5 atau 6 orang.
Peserta didik mendengarkan materi tambahan tentang unsur kebahasaan dari
recount teks (Past tense) oleh guru.
Secara berkelompok. Peserta didik membuat kalimat past tense
Peserta didik mempresentasikan hasil diskusi mereka.
Peserta didik dari kelompok lain memberi pendapat tentang hasil diskusi
kelompok lain.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
Peserta didik diminta untuk mencari informasi tentang Mind Map untuk
membuat recount text.
Kegiatan Inti:
Peserta didik membentuk kelompok yang terdiri dari 4, 5 atau 6 orang.
Peserta didik menerima materi tentang Mind Map pembuatan recount teks.
Peserta didik diberi kesempatan untuk bertanya.
Peserta didik secara berkelompok menentukan sebuah topik recount text
Peserta didik membuat Mind Map berdasarkan topik yang telah mereka
tentukan.
Peserta didik mengembangkan Mind Map yang telah mereka buat menjadi
sebuah recount text.
Peserta didik mempresentasikan recount text yang telah mereka buat.
Peserta didik dari kelompok lain memberi pendapat tentang hasil diskusi
kelompok lain.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
Peserta didik diminta untuk mempelajari materi yang telah diberikan oleh guru sebagai persiapan
teks sumatif.
Kegiatan Pembelajaran : Pertemuan ke 6
Kegiatan Pendahuluan:
Peserta didik dan Guru mengawali kegiatan dengan salam dan berdoa.
Guru mengecek kesiapan peserta didik (kehadiran, kesehatan, kabar, dsb.)
Apersepsi dengan menggunakan pertanyaan pemantik.
Kegiatan Inti:
Peserta didik mengatur jarak kursi dan meja didalam ruangan kelas.
Peserta didik diarahkan untuk menggunakan HP.
Peserta didik diberikan sebuah link google form tes sumatif .
Peserta didik secara mandiri mengerjakan tes sumatif yang diberikan oleh Guru.
Setelah selesai mengerjakan soal sumatif, Peserta didik diarahkan untuk
mengecek kembali setiap nomor dari jawaban tes sumatif.
Setelah Peserta didik yakin dengan jawaban tes sumatif mereka, Peserta didik
diarahkan untuk menngumpulkan/mensubmit tes sumatif mereka.
Kegiatan Penutup:
Peserta Didik dan Guru secara bersama –sama melakukan refleksi pembelajaran
pada pertemuan hari ini.
C. LAMPIRAN
Penilaian: :
Instrumen asesmen dan Rubric
Rubrik kriteria pencapaian
tujuan pembelajaran
Lembar Kerja /Jobsheet : 1. LKPD 1 (terlampir)
2. LKPD 2 (terlampir)
3. LKPD 3 (terlampir)
4. LKPD 4 (terlampir)
Read the text below, then answer the questions based on the text.
Benjamin Harrison played an unusually active role as President at a time when most chief
executives saw themselves as simply administrators. As a result, American writer and intellectual
Henry Adams Said Harrison was the best President since Lincoln.
Benjamin Harrison grew up on a farm, in the Midwestern state of Ohio, as one of eight
children. His grandfather was not the only famous political Harrison. His great-grandfather signed
the Declaration of Independence. And his father was a congressman.
Young Benjamin Harrison respected these men and believed he had a role to play in history,
too. He received a good education and, even outside of school, he read many books. His hard work
and intelligence carried him to Miami University in Ohio, and then to a career as a lawyer.
Along the way, he married a woman he had known since he was a teenager, Caroline Lavinia
Scott. The couple settled in another Midwestern city, Indianapolis, Indiana, and had a son and
daughter.
Over time, Harrison steadily built a career as a public official. But his political path was
interrupted by the American Civil War. In 1889, he followed his grandfather's footsteps all the way
to the White House.
Among U.S. Presidents, Harrison does not have one of the most dramatic biographies. The
facts of his life show an intelligent, disciplined man who tried to live by his beliefs. But he was not
considered passionate about many things, except perhaps his enjoyment of nature. And he did not
have an easy way with people. Even his staff called him "the human iceberg" because he could be
aloof and act coldly toward people.
Harrison's time in the White House saw sorrow, too. Toward the end of her husband's term,
the first lady became seriously ill with tuberculosis. For months, Benjamin Harrison divided his
attention between his wife and his job, and yet, in the end, he lost both.
After his term as a president ended, Benjamin Harrison returned to his home in Indianapolis.
He did some work as a teacher and lawyer, and kept good public image in his community. He also
remarried. His second wife was widow herself, as well as his first wife’s niece. He and Mary scott
lord Dimmick Harrison had a daughter together. The child was only four when Harrison died from
pneumonia, aged 67.
B. Decide whether the following statements are True (T) or False (F).
Read the Biography text below, then determine the social function and the structure of the text.
Text Structure Text
Sukarno
…………….. Sukarno was the first president of Indonesia. He was born in 6 June
1901 and died in 21 June 1970. He led his country to fight against
……………. Netherlands and the man who proclaimed the independence. Sukarno
was a prominent leader of nationalist movement during the colonial
period. He spent more than a decade under the detention before
released by the Japanese force.
…………… Ir. Sukarno and all his nationalist fellows collaborated to collect
support in spreading nationalist ideas. When Japan surrender the
…………… Indonesian independence was declared by Sukarno and Mohammad
Hatta on 17 August 1945. At the same time, Sukarno was appointed
as the president and Mohammad Hatta as vice president. After
became president, Sukarno had to fight once again against resisting
Dutch re-colonization efforts.
……………
After parliamentary democracy chaos in 1957, Sukarno put an
…………… autocratic system called Guided Democracy. It successfully ended the
rebellions and instability which were threatening the country. In the
early 1960s, Sukarno brought the country to the Soviet by giving
……………. protection and support to the Indonesian Communist Party.
Unfortunately, the 30 September movement in 1965 ended the
…………..... communist era and Sukarno’s position as president was replaced by
Suharto, the man who became president for 32 years. After Suharto in
charged, Sukarno was exiled to Bogor and spent the rest of his life
there.
Read the Biography text below, then determine the language features of the text.
Language features Text
Sukarno
…………….. Sukarno was the first president of Indonesia. He was born in 6 June
1901 and died in 21 June 1970. He led his country to fight against
……………. Netherlands and the man who proclaimed the independence. Sukarno
was a prominent leader of nationalist movement during the colonial
period. He spent more than a decade under the detention before
released by the Japanese force.
…………… Ir. Sukarno and all his nationalist fellows collaborated to collect
support in spreading nationalist ideas. When Japan surrender the
…………… Indonesian independence was declared by Sukarno and Mohammad
Hatta on 17 August 1945. At the same time, Sukarno was appointed
as the president and Mohammad Hatta as vice president. After
became president, Sukarno had to fight once again against resisting
Dutch re-colonization efforts.
……………
After parliamentary democracy chaos in 1957, Sukarno put an
…………… autocratic system called Guided Democracy. It successfully ended the
rebellions and instability which were threatening the country. In the
early 1960s, Sukarno brought the country to the Soviet by giving
……………. protection and support to the Indonesian Communist Party.
Unfortunately, the 30 September movement in 1965 ended the
…………..... communist era and Sukarno’s position as president was replaced by
Suharto, the man who became president for 32 years. After Suharto in
charged, Sukarno was exiled to Bogor and spent the rest of his life
there.
Orientation
Sequence of
events
Reorientation
Scores 1 2 3 4
Content Weak Adequate Good Extensive
development development development development of
of topic oftopic, of topic topic, strong
listing of support of main
detail ideas with
details
Organization Not Sparsely Fairly well Completely
organized organized, organized, organized,
lackof flow and smooth flow
sequence sequence with strong
evident Sequence
Vocabulary Poor or Fair word Good word Vivid
inappropriate choice, choice, simple imaginative
word choice simple words word choice,
words appropriate use
of vocabulary
Language Use Poor: many Fair: Adequate: few Excellent: no
errors choppy errors and some errors and a
with variety of variety length
variety length