RENCANA PELAKSANAAN PEMBELAJARAN

Siklus ke-2

Nama Mahasiswa PPG : Rima Rusmayanti

Nomer Peserta PPG : 201503067666
Rombel : Bahasa Inggris
Kelas / Kelompok : A / 2 (Dua)

PRODI PENDIDIKAN PROFESI GURU (PPG)

UNIVERSITAS SULTAN AGENG TIRTAYASA
2022
 RENCANA PELAKSANAAN PEMBELAJARAN
SIKLUS 2
Satuan Pendidikan : SMAN 16 Pandeglang
Mata pelajaran : Bahasa Inggris
Kelas / Semester : XI / Ganjil
Materi Pokok : Analytical Exposition Text
Total Alokasi Waktu : 45 Menit x 4JP
Alokasi Waktu Pertemuan 1 : 2JP
Alokasi Waktu Pertemuan 2 : 2JP

A. KOMPETENSI INTI (KI)

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong,
kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam
berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga,
sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional,
dan kawasan internasional.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan.

B. KOMPETENSI DASAR (KD) & INDIKATOR

Kompetensi Dasar
3.4 Membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks eksposisi analitis
lisan dan tulis dengan memberi dan 3.4.2 Menganalisis fungsi sosial, struktur teks,
meminta informasi terkait isu
aktual, sesuai dengan konteks
penggunaannya. (C2)
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks eksposisi analitis
lisan dan tulis, terkait isu aktual.
(P3)
4.4.2 Menyusun teks eksposisi analitis
tulis, terkait isu aktual, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks. (P5)
Indikator Pencapaian Kompetensi
3.4.1 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks
eksposisi analitis lisan dan tulis. (C2)
dan unsur kebahasaan beberapa teks
eksposisi analitis lisan dan tulis. (C4)
4.4.1.1 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi
analitis lisan dan tulis. (P3)
4.4.2.1 Menyusun teks eksposisi analitis tulis,
terkait isu aktual, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan. (P5)
C. TUJUAN PEMBELAJARAN
Setelah mengikuti proses pembelajaran dengan model Problem Based Learning (PBL) berbasis
TPACK, peserta didik diharapkan mampu membedakan, menganalisis, menangkap makna,
dan menyusun teks eksposisi analitis tulis, terkait isu aktual, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks mencerminkan sikap
religius, tanggung jawab, kerjasama dan percaya diri.

D. MATERI PEMBELAJARAN
Materi tentang Analytical Exposition Text:
Social function of Analytical Exposition Text
Generic Structure of Analytical Exposition Text
Language Features of Analytical Exposition Text

E. MODEL, PENDEKATAN, DAN METODE PEMBELAJARAN

Pendekatan : Scientific Approach, TPACK
Model : Problem Based Learning (PBL)
Metode : Diskusi, tanya jawab, dan penugasan

F. MEDIA/ALAT, BAHAN, DAN SUMBER BELAJAR

 Media Pembelajaran : Infocus, Screen, Laptop, Speaker
 Bahan Pembelajaran : PPT, LKPD, Canva, Google Form, liveworksheet
 Sumber Belajar :
a) Pathway to English for SMA/MA Grade XI, Erlangga, Tahun 2017.
b) Website :
https://www.academia.edu/15448200/The_concept_of_analytical_exposition_text
c) Link Asesmen Formatif Google Form :
https://forms.gle/s8i2pkdgd9FDpkjq6
d) Link LKPD 1 liveworksheet:
https://www.liveworksheets.com/id/ah3300738dc
G. LANGKAH-LANGKAH PEMBELAJARAN
Pertemuan ke-1
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Peserta didik memberi salam dan berdoa dipimpin oleh
ketua kelas. (Religius)
Guru memeriksa kehadiran dan kesiapan peserta didik.
(Disiplin)
Guru memberikan motivasi agar peserta didik terlibat
aktif dalam pembelajaran.
Guru dan peserta didik melakukan ice breaking.
Pembukaan 15 Menit
Guru menyampaikan keterkaitan antara materi
sebelumnya (formal invitation) dengan materi yang akan
dipelajari.
Guru menyampaikan tujuan atau manfaat yang didapat
dalam mempelajari analytical exposition text
Peserta didik menyimak penjelasan guru mengenai
kesepakatan kelas.

Orientasi Peserta didik mengamati beberapa gambar yang

terhadap ditayangkan melalui PPT. (TPACK)
Masalah

Inti Peserta didik menjawab pertanyaan mengenai gambar 65 Menit

yang ditampilkan oleh guru. (4C-Critical Thinking)
 Look at the picture 1, what is she doing in the
library?
 Why should we read the book?
 What are the advantages of reading?
 Look at the slide, what is in the picture?
 What are the dangerous of smoking?
Mengorganisasi Peserta didik menyimak penjelasan singkat dari guru
kan Peserta mengenai social function and generic structure of
Didik analytical exposition text di slide PPT. (TPACK)
Peserta didik dibagi menjadi beberapa kelompok yang
terdiri dari 4-5 orang.
Peserta didik dalam kelompok mengamati 2 teks
Analytical Exposition yang ditampilkan oleh guru. (4C-
Collaboration)
Penyelidikan Peserta didik diberikan LKPD 1 melalui liveworksheet
Individu/Kelom dengan link :
pok https://www.liveworksheets.com/id/ah3300738dc
Peserta didik secara berkelompok membedakan dua teks
Analaytical Exposition. (C2)
Peserta didik menganalisis social function dan structure
text dari kedua teks analytical exposition tersebut. (C4)
(Tanggung jawab)
Pengembangan
dan Penyajian Perwakilan kelompok peserta didik dengan arahan guru
Hasil Karya/ mempresentasikan hasil diskusinya di depan kelas.
Penyelesaian (Percaya diri)
Masalah
Analisis dan Ketika kelompok melakukan presentasi, peserta didik
Evaluasi Proses dari kelompok lain memberikan tanggapannya berupa
Penyelesaian masukan atau apresiasi.
Masalah Peserta didik dengan bimbingan guru membuat
kesimpulan mengenai materi social function and generic
structure of analytical exposition text.
 Peserta didik dengan bimbingan guru menyimpulkan
pembelajaran pada hari ini.
Guru meminta peserta didik untuk memberikan refleksi
dengan memilih emoticon yang sesuai dengan
perasaannya.
Penutup 10 Menit
Peserta didik mengisi lembar refleksi pembelajaran.
Guru memberikan informasi tentang pertemuan
selanjutnya.
Pembelajaran ditutup doa dan dilanjutkan dengan salam
penutup. (Religius)

Pertemuan ke-2
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Peserta didik memberi salam dan berdoa dipimpin oleh
ketua kelas. (Religius)
Guru memeriksa kehadiran dan kesiapan peserta didik.
(Disiplin)
Guru memberikan motivasi agar peserta didik terlibat
aktif dalam pembelajaran.
Guru menyampaikan keterkaitan antara materi

Pembukaan sebelumnya (social function and structure text of 15 Menit

analytical exposition) dengan materi yang akan
dipelajari.
Guru menyampaikan tujuan atau manfaat yang didapat
dalam mempelajari language features of analytical
exposition text.
Peserta didik menyimak penjelasan guru mengenai
kesepakatan kelas.
 Orientasi terhadap Peserta didik mengamati gambar yang ditayangkan
Masalah melalui slide PPT. (TPACK)

Peserta didik menjawab pertanyaan mengenai gambar

yang ditampilkan oleh guru. (4C-Critical Thinking)
 Look at 2 pictures on the slide, what kind of
pictures are they?
 What is the topic that explain in the infographic on
Inti the slide? 60 Menit
 Is the infographic more interesting than the long
text?
Mengorganisasika Peserta didik menyimak penjelasan singkat dari guru
n Peserta Didik mengenai ungkapan language features of analytical
exposition text di slide PPT. (TPACK)
Peserta didik dibagi menjadi beberapa kelompok yang
terdiri dari 4-5 orang.
Peserta didik menyimak analytical exposition text yang
ditampilkan oleh guru.
Peserta didik mengerjakan LKPD berupa pemahaman
mengenai teks Analytical exposition yang ditampilkan
oleh guru sebelumnya. (P3)
Penyelidikan Peserta didik secara berkelompok menyusun analytical
Individu/Kelomp exposition text menjadi sebuah infographic yang
ok menarik menggunakan aplikasi CANVA. (P5) (4C-
Creativity) (TPACK)
 Pengembangan
dan Penyajian
Setiap kelompok menampilkan hasil karya infographic-
Hasil Karya/
nya di depan kelas. (4C-Communication)
Penyelesaian
Masalah
Analisis dan Peserta didik dari kelompok lain memberikan
Evaluasi Proses tanggapannya berupa masukan atau apresiasi.
Penyelesaian Peserta didik dengan bimbingan guru membuat
Masalah kesimpulan mengenai materi language features and
infographic of analytical exposition.
Peserta didik mengerjakan asesmen formatif melalui
Google Form dengan link :
https://forms.gle/s8i2pkdgd9FDpkjq6
Peserta didik dengan bimbingan guru menyimpulkan
pembelajaran pada hari ini.
Penutup Guru meminta peserta didik untuk memberikan refleksi 15 Menit
dan memilih emoticon yang sesuai dengan perasaannya.
Guru memberikan informasi tentang pertemuan
selanjutnya.
Pembelajaran ditutup doa dan dilanjutkan dengan salam
penutup. (Religius)

H. PENILAIAN
1. Sikap :
a. Teknik Penilaian : Observasi
b. Bentuk Penilaian : Tabel penilaian
c. Jenis Penilaian : Lembar pengamatan sikap spiritual dan sosial selama proses belajar
2. Pengetahuan :
a. Teknik Penilaian : Tes
b. Bentuk Penilaian : Pilihan Ganda
c. Jenis Penilaian : Tes tulis
3. Keterampilan :
a. Teknik Penilaian : Unjuk kerja
b. Bentuk Penilaian : Writing
c. Jenis Penilaian : Penugasan
Mengetahui Pandeglang, 30 November 2022
Kepala SMAN 16 Pandeglang Guru Mata Pelajaran

Dra. Dewi Asiah, M.Pd Rima Rusmayanti, S.Pd

NIP. 196903091995032002 NIP. -
 BAHAN AJAR

Nama Mahasiswa PPG : Rima Rusmayanti

Nomer Peserta PPG : 201503067666
Rombel : Bahasa Inggris
Kelas / Kelompok : A / 2 (Dua)

PRODI PENDIDIKAN PROFESI GURU (PPG)

UNIVERSITAS SULTAN AGENG TIRTAYASA
2022
 ANALYTICAL EXPOSITION
TEXT

1. SOCIAL FUNCTION
 To persuade the readers that something is the case
 To persuade the readers that the idea is important matter
 To persuade the readers by providing some logical arguments

2. GENERIC STRUCTURE
 Thesis
State what you are talking about
Opening Remark to catch the reader’s attention
Position to Introduce the topic and indicate the writer’s position
Preview to outline the main arguments to be presented

 Arguments
Each of the arguments must have:
State the topic sentence and elaborate with the supporting sentence
Point to restate main argument outlined in Preview
Elaboration to develop and support each Point/Argument

 Reiteration
Also known as conclusion:
Make your conclusion but your statement should support the thesis.
To restate writer’s position
To restate the thesis by using different words

3. LANGUAGE FEATURES
 Focusing on human and non-human participants

 Using simple present tense

 Using relational processes

 Using causal conjunction and nominalization

 Example of text (Contoh teks)
JUDUL Cars should be banned in the city

Cars should be banned in the city. As we all know, cars create pollution, and
Thesis cause a lot of road deaths and other accidents.
Topik pembahasan
Firstly, cars, as we all know, contribute to most of the pollution in the
world.Cars emit a deadly gas that causes illnesses such as bronchitis, lung
Arguments cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that
people can die from them.Secondly, the city is very busy. Pedestrians wander
Alasan/pendapat everywhere and cars commonly hit pedestrians in the city, which causes
penulis them to die. Cars today are our roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard to
sleep at night, or concentrate on your homework, and especially talk to
someone.

Reiteration In conclusion, cars should be banned from the city for the reasons listed.

kesimpulan

EXAMPLE OF INFOGRAPHIC
 MEDIA PEMBELAJARAN

Nama Mahasiswa PPG : Rima Rusmayanti

Nomer Peserta PPG : 201503067666
Rombel : Bahasa Inggris
Kelompok : 2 (Dua)

PRODI PENDIDIKAN PROFESI GURU (PPG)

UNIVERSITAS SULTAN AGENG TIRTAYASA
2022
Powerpoint
 LEMBAR KERJA PESERTA DIDIK

Nama Mahasiswa PPG : Rima Rusmayanti

Nomer Peserta PPG : 201503067666
Rombel : Bahasa Inggris
Kelompok : 2 (Dua)

PRODI PENDIDIKAN PROFESI GURU (PPG)

UNIVERSITAS SULTAN AGENG TIRTAYASA
2022
 Student’s Worksheet 1
(https://www.liveworksheets.com/id/ah3300738dc)
Analytical Exposition Text
Group : _______ Class : _________
Members of Group : 1. __________ 4. __________
2. __________ 5. __________
3. __________

3.4.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks eksposisi analitis
lisan dan tulis. (C2)
3.4.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks eksposisi analitis
lisan dan tulis. (C4)

Text 1
There are many simple things we can do to revent global warming. One of them is
by choosing to buy local products rather than imported one, such as vegetables, fruits,
and meat.
Local products can be obtained more easily, without the need for a long distribution
chain. The more fuel is saved, the more global warming will be reduced. In addition, it also
helps local farmers and ranchers.
You will also get fresh product than are good for health. Much healthier than eating
frozen food or packaged products.
So, from now on start consume fresh local product to reduce global warming and
made you more healthy.

Text 2
Everybody should change their way of life to reduce global warming. There are
several things that we can do. One of them is by buying and consuming fresh local
groceries as much as possible. It of course includes local vegetables, fruits, bread, etc.
Local groceries don’t need much transportation to get it into the market. It of
course means, the amount of carbon dioxide produced is less than the groceries from
other region. Therefore, by buying local groceries we are helping reduce the amount of
carbon dioxide produced.
Consuming fresh groceries instead of frozen ones are healthier for us. Furthermore,
fresh food or groceries means no requirements for it to be freeze up. It means that no
electricity is needed and saving energy means reducing carbon dioxide and money.
So, from now on we should consume fresh local groceries to reduce global warming.
 Compare the two texts you have read and analyze the social function and
generic structure, then complete the table below with the sentences in the
boxes!
No Aspects Text 1 Text 2
1 Social
Function

2 Thesis

3 Number of
evidences
(arguments)
4 The
position of
writer
5 Reiteration

To persuade te reader to To persuade the reader to revent So, from now on start consume
reduce global warming global warming by buying local fresh local product to reduce
product global warming and made you
more healthy.

There are many simple things Everybody should change their

we can do to revent global
warming. One of them is by
choosing to buy local products
rather than imported one, such
as vegetables, fruits, and meat.
way of life to reduce global So, from now on we should
warming. There are several consume fresh local groceries to
things that we can do. One of reduce global warming.
them is by buying and
consuming fresh local
groceries as much as possible.
Pro Contra

Two Pro Three

Kunci Jawaban:

Compare the two texts you have read and analyze the social function and generic
structure, then complete the table below!
No Aspects Text 1
1 Social To persuade the reader to
Function revent global warming by
buying local product
2 Thesis There are many simple things
we can do to revent global
warming. One of them is by
choosing to buy local products several things that we can do.
rather than imported one,
such as vegetables, fruits,
and meat.
3 Number of Three
evidences
(arguments)
4 The Pro
position of
writer
5 Reiteration So, from now on start
consume fresh local product
to reduce global warming and
made you more healthy.
Text 2
To persuade te reader to
reduce global warming
Everybody should change
their way of life to reduce
global warming. There are
One of them is by buying and
consuming fresh local
groceries as much as possible.
Two
Pro
So, from now on we should
consume fresh local groceries
to reduce global warming.

Rubrik Penilaian

No Uraian Score
1 – 5 Text 1 Benar 10
1 – 5 Text 2 Salah 0

Score Maksimal 100

 Student’s Worksheet 2
Analytical Exposition Text
Group : _______ Class : _________
Members of Group : 1. __________ 4. __________
2. __________ 5. __________
3. __________

4.4.1.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis. (P3)

4.4.2.1 Menyusun teks eksposisi analitis tulis, terkait isu aktual, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan. (P5)

Activity 1 : Read the text and decide whether these statements are TRUE (T) or FALSE (F).
Why You Should Eat A Healthy Breakfast?
The most essential meal that must not be skipped is breakfast.
Breakfast supplies and nutrient needed by the body and the brain in order to be
productive and maintain concentration.
Breakfast is linked to reduce weight. Instead of healping reduce weight, skipping
breakfast leads to weight gain because it makes one feel hungry. When people get hungry, they
will want to eat snacks, which usually contain high fat and sugar.
Breakfast provides the minerals, vitamins, and fibers needed by the body.
Based on the reasons, people who eat the breakfast will be more energised in the morning
and ready to start their day.

Statements Answer
1. This text encourages people not to have breakfast in the morning.

2. If yoou don’t have your breakfast in the morning, you don’t get a supply of
energy and nutrients.
3. People who go to work without breakfast will gain weight.

4. If you don’t take your breakfast in the morning, you will look fresh until
midday.
5. People who eat the breakfast, will eat the snacks which contains high fat.
Activity 2 : Read the text and make an interesting infographic about the text by using
Canva App, then show your infographic in front of the class!

Infographic of Analytical Exposition Text

 Kunci Jawaban

Activity 1 : Read the text and decide whether these statements are TRUE (T) or FALSE
(F).
1. False (F)
2. True (T)
3. True (T)
4. False (F)
5. False (F)

Rubrik Penilaian True-False

No Uraian Score
1–5 Benar 20
Salah 0
Score Maksimal 100

Activity 2 : Read the text and make an interesting infographic about the text by using
Canva App, then show your infographic in front of the class!
Rubrik Writing terlampir
 INSTRUMEN PENILAIAN

Nama Mahasiswa PPG : Rima Rusmayanti

Nomer Peserta PPG : 201503067666
Rombel : Bahasa Inggris
Kelompok : 2 (Dua)

PRODI PENDIDIKAN PROFESI GURU (PPG)

UNIVERSITAS SULTAN AGENG TIRTAYASA
2022
 Kisi-Kisi Soal Asesmen Formatif

KOMPETENSI DASAR : 3.4 dan 4.4

KELAS/ SEMESTER : XI/GANJIL

Kun
ci
Kompetensi Materi Indikator Lev Bentuk Nomor
No IPK Jaw
Dasar Pokok Soal el Soal Soal
aba
n
1 3.4 3.4.1 Membedakan Membedakan
Analytic fungsi
Disajikan
sosial, struktur
C2 teks,
PG dan unsur
1 kebahasaan
C b
beberapa teks fungsi sosial, al sebuah teks, 5 A
eksposisi analitis struktur teks, Expositio peserta 10 E
lisan dan tulis dan unsur n Text didik dapat
dengan memberi mebedakan
kebahasaan
dan meminta fungsi
informasi terkait beberapa teks sosial dan
isu aktual, sesuai eksposisi struktur text
dengan konteks analitis lisan
penggunaannya. dan tulis. (C2)
(C5)
3.4.2 Menganalisis Analytic Disajikan C4 PG 3 B
fungsi sosial, al sebuah teks, 4 C
struktur teks, Expositio peserta 6 D
dan unsur n Text didik dapat 8 E
menganalisi
kebahasaan
s struktur
beberapa teks teks dan
eksposisi unsur
analitis lisan kebahasaan
dan tulis. (C4)
2 4.4 Teks 4.4.1.1 Menangkap Analytic Disajikan P3 PG 2 B
eksposisi makna al sebuah teks, 7 A
analitis secara Expositio peserta 9 C
4.4.1 Menangkap n Text didik dapat
kontekstual
makna menangkap
secara terkait
makna dari
kontekstual fungsi isi teks
terkait sosial, tersebut.
fungsi struktur
sosial, teks, dan
struktur unsur
teks, dan
kebahasaan
unsur
kebahasaan teks
teks eksposisi
eksposisi analitis
analitis lisan dan
lisan dan tulis. (P3)
tulis, terkait
isu aktual.
(P3)
 Soal Asesmen Formatif

Link Google Form : https://forms.gle/s8i2pkdgd9FDpkjq6

Answer the following questions based on the dialogue by clicking multiple choices (A,
B, C, D, or E)!
The text is for no 1-7
As we all know, cars create pollution, and cause a lot of road deaths and other accidents.
Firstly, cars, as we all know contribute the most of pollution in the world. Cars emit a
deadly gas causes illnesses such as bronchitis, lung cancer, and trigger of asthma. Some of
these illness are so bad that people can die from them.
Secondly, the city is very busy. Pedestrians wander every where and cars commonly hit
pedestrians in the city, which causes them to die. Cars today are our roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at
night, or concentrate in your homework, and especially talk to someone.
In conclusion, cars should be banned from the city for the reasons listed.
1. What is type of the text above?
A. Narrative.
B. Report.
C. Analytical Exposition.
D. Explanation.
E. Description.

2. What is one of the diseases caused by pollution?

A. HIV / AIDS
B. Bronchitis
C. Liver
D. Fever
E. Cholera

3. What tense is mostly used in the text?

A. Past tense
B. Simple present tense
C. Simple perfect tense
D. Present continuous tense
E. Past continuous tense

4. We usually call the last paragraph as………

A. Resolution
B. Reiteration
C. Conclusion
D. Recommendation
 E. Twist

5. What is the purpose of the text?

A. to persuade reader about the Cars Should Be Banned In The City
B. to explain the characteristics the Cars Should Be Banned In The City
C. to inform readers about Cars Should Be Banned In The City
D. to describe Cars Should Be Banned In The City
E. to entertain readers about Cars Should Be Banned In The City

6. The following sentences are true, except …

A. the cars contribute the most of pollution in the world.
B. the cars are very noisy.
C. the cars can also cause many deaths and other road accidents.
D. the car cans accelerate the transport.
E. the cars today are our roads biggest killers.

7. What is the title of text above?

A. Cars should be banned in the city
B. Cars cause pollution.
C. Car giant killer street.
D. Car facilitate transportation.
E. Cars cause noise of the city.

The text is for question no 8-10

Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is rude,
harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people
and can turn them off their food. People pay to taste good food and not to be put off by foul
smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to
others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma
attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart
and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the
smokers and should not be allowed in any restaurants.

8. Smoking in the restaurants must be avoided because……

A. It is harmful to other.
B. It is impolite
C. It’s dangerous to the smokers
D. It can cause hearth and lung disease
E. All answers are correct
9. We have many reasons to say that smoking must be avoided. The word reasons
mean…..
A. conclusion
B. point of view
C. argument
D. reinforcement
E. statement

10. Since we can find a thesis, arguments and reiteration in the text, so we can conclude
that this text belongs to…..
A. description
B. narration
C. anecdote
D. procedure
E. analytical exposition
 Rubrik Penilaian Hasil Pembelajaran
1. Sikap

Rubrik Penilaian Sikap Spiritual dan Sosial

Skor
N Aspek pengamatan
o 1 2 3 4
1 Berdo’a sebelum dan sesudah kegiatan Tidak Pernah Kadang- Sering Selalu
pembelajaran. kadang
2 Bekerjasama dalam kelompok dengan baik. Tidak Pernah Kadang- Sering Selalu
kadang
3 Menunjukan sikap percaya diri ketika tampil. Tidak Pernah Kadang- Sering Selalu
kadang
4 Bertanggung jawab dalam menyelesaikan tugas. Tidak Pernah Kadang- Sering Selalu
kadang
5 Menunjukan sikap disiplin dalam pembelajaran. Tidak Pernah Kadang- Sering Selalu
kadang

Lembar Observasi Sikap Spiritual dan Sosial

N Aspek Pengamatan Sikap Jumlah Nilai

Nama Siswa Percaya Bertanggung Disiplin Skor
o Berdoa Bekerjasama
Diri jawab
1 ... ... ... ...
2

Jumlah Skor Akhir = Jumlah Perolehan x 100

Skor Maksimal

Kode nilai / predikat :

75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

2. Penilaian Pengetahuan Asesmen Formatif

A. Teknik Penilaian : Tes

B. Bentuk Penilaian : Pilihan Ganda
C. Jenis Penilaian : Tes tulis
 D. Kunci Jawaban :
1. C 6. D
2. B 7. A
3. B 8. E
4. C 9. C
5. A 10. E

E. Rubrik Penilaian :

No Pilihan Ganda Score

1 – 10 Benar 10
Salah 0
Skor Maksimal 100

Nilai peserta didik = Skor Perolehan X 100

Skor Maksimal

3. Penilaian Keterampilan
A. Rubrik Writing

Rubrik penilaian ini diadaptasi dari Brown (2007)

Criteria Description Score
Content  The topic is complete and clear and the details are relating to the 20
topic.
 The topic is complete and clear but the details are almost relatingto 15
the topic.
 The topic is complete and clear but the details are not relating tothe 10
topic
 The topic is not clear and the details are not relating to the topic 5
Organization  Text is complete and each paragraph is arranged with proper 20
connectives.
 Text is almost complete and each paragraph is arranged with 15
almost proper connectives.
 Text is not complete and each paragraph is arranged with few 10
misuse of connectives.
 Text is not complete and each paragraph is arranged with misuseof 5
connectives.
Grammar  Very few grammatical or agreement inaccuracies. 20
 Few grammatical or agreement inaccuracies but not effect on 15
 meaning. 10
 Limited range confusing words and word forms. 5
 Very poor knowledge or words, word forms, and not
understandable.
Vocabulary  Effective choice of words and word forms. 20
 Few grammatical or agreement inaccuracies but not effect on 15
meaning.
 Limited range confusing words and word forms. 10
 Very poor knowledge or words, word forms, and notunderstandable. 5
Mechanics  It has correct spelling, punctuation, and capitalization. 20
 It has occasional errors of spelling, punctuation and capitalization. 15
 It has frequent errors of spelling, punctuation and capitalization. 10
 It is dominated by errors spelling, punctuation and capitalization. 5

Organi Gramm Vocab Mecha Final

No. Name of Students Content
zation ar ulary nics Score

1.
2.
 Lembar Refleksi Peserta Didik

Berikan tanda centang (√) pada kolom Ya/Tidak.

PERTANYAAN Ya Tidak
Saya merasa senang belajar materi Analytical Exposition Text

Saya merasa senang saat disajikan gambar saat pembelajaran Bahasa Inggris
dimulai.

Saya mudah memahami materi dengan berdiskusi sesama teman kelompok.

Saya mudah memahami materi dengan penerapan pembelajaran berbasis masalah ini.

Saya merasa senang menggunakan aplikasi CANVA saat pembelajaran Bahasa

Inggris berlangsung.