RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMKS Panca Dharma Balikpapan

Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XII/ Ganjil
Materi Pokok : News Item Text
Alokasi Waktu : 2 x 45 menit

A. KOMPETENSI INTI

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”

KI 3: Memahami, menerapkan, menganalisis dan mengevaluasi 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.

KI 4: Mengolah, menalar, menyaji,dan mencipta dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, danmampu menggunakan metoda
sesuai kaidah keilmuan

B. KOMPETENSI DASAR DAN INDIKATOR

KOMPETENSI DASAR INDIKATOR
3.4. Membedakan fungsi 3.4.1. Menganalisis fungsi sosial, struktur beberapa teks
sosial, struktur teks, dan news item lisan dan tulis dengan memberi dan
unsur kebahasaan meminta informasi terkait berita sederhana dari
beberapa teks news item koran/ radio/ TV, sesuai dengan konteks
lisan dan tulis dengan penggunaannya
memberi dan meminta 3.4.2. Menganalisis unsur kebahasaan beberapa teks news
informasi terkait berita item lisan dan tulis dengan memberi dan meminta
sederhana dari koran/ informasi terkait berita sederhana dari koran/ radio/
radio/ TV, sesuai TV, sesuai dengan konteks penggunaannya
 dengan konteks 3.4.3. Mengidentifikasi struktur teks pada teks news item
penggunaannya berbentuk berita sederhana dari koran/radio/TV,
sesuai dengan konteks penggunaannya
3.4.4. Mengidentifikasi fungsi sosial, struktur teks dan
komponen kebahasaan teks dari text news item
berbentuk berita sederhana dari koran atau internet
sesuai dengan konteks penggunaannya.
4.4. Menangkap makna 4.4.1. Menemukan makna kata/frase/ kalimat dari teks
secara kontekstual news item berbentuk berita sederhana dari koran/
radio/TV
terkait fungsi sosial,
4.4.2. Menganalisis informasi tertentu dan rinci dari teks
strukturteks, dan unsur news item berbentuk berita sederhana dari koran/
kebahasaan teks news radio/TV, lisan dan tulisan.
4.4.3. Menunjukkan pikiran pokok dari suatu paragraf
items lisan dan tulis,
teks news item berbentuk berita sederhana dari
dalam bentuk berita koran/ radio/TV, lisan dan tulisan.
sederhana koran/ radio/ 4.4.4. Menyimpulkan teks news item tulis sederhana.
4.4.5. Menyusun paragraf acak menjadi teks news item
Televisi

C. TUJUAN PEMBELAJARAN

1. Dengan bimbingan guru, peserta didik mampu menentukan makna kata/frase/ kalimat dari teks
news item berbentuk berita sederhana dari koran/ radio/TV dengan tepat
2. Melalui diskusi, peserta didik mampu menunjukkan pikiran/ ide pokok dari suatu paragraf dan
menemukan informasi tertentu dan rinci serta menyimpulkan teks news item berbentuk berita
sederhana dari koran/ radio/TV, lisan maupun tulisan dengan benar
3. Melalui percobaan, siswa mampu menyusun paragraf acak menjadi teks news item dengan
tepat
D. MATERI PEMBELAJARAN

News Item
Text which contains news is categorized as news item text. This text supplies you with the up-to-date
information on the hottest issue of the day, since media like newspapers are published daily.

Social function

To inform the readers, listener or viewers about events about the day which are considered newsworthy or
important

Generic Structure
The generic structure of news item consist of:
 Newsworthy event
It tells the main event which is considered newsworthy in summary form.
 Background event
It elaborates what happened or explains detailed information on what caused the incident. It can include
the background, participants, time, and place relating to the news.
 Source of information
It contains comments which can be from the participants, witnesses, the official authorities, or expert in
the events.

Language feature
 Using “action verbs” (hit,attack)
 Using “saying verbs” (said,added,claimed)
 Using “passive sentences(Aceh was hit by a tsunami in 2004.)
 Using adverbs in passive sentences (The victims were badly injured.)
 Using past tense. It is the logical as consequence of telling about things which happen in the past.

E. Metode Pembelajaran
1. Model : Problem Based Learning
2. Strategi : SQ3R (Survey, Question, Reading, Recite, Review)

F. Media, Alat, dan Sumber Pembelajaran

1. Media : Video, Microsoft Sway, laptop, LCD & proyektor.
2. Alat : Spidol, whiteboard
3. Sumber pembelajaran : Buku Bahasa Inggris SMK Kelas XII
 G. Langkah-Langkah Pembelajaran

Kegiatan Pendahuluan
(15 Menit)
(Orientasi)
1. Guru bersama siswa saling memberi dan menjawab salam serta menyampaikan kabarnya
masing-masing
2. Guru mengecek kehadiran dengan melakukan presensi
3. Guru bersama siswa melalukan kegiatan berdoa dengan khidmat.
(Apersepsi)
Guru memberikan pertanyaan pemantik terkait materi

(Motivasi) Siswa menyimak penjelasan guru mengenai manfaat materi yang akan disampaikan

(Pemberian Acuan) guru menjelaskan tujuan pembelajaran kompetensi yang akan dicapai, serta
metode belajar dan teknik evaluasi yang akan dilaksanakan.
Kegiatan Inti ( 60 Menit )
Critical Thinking 1. Peserta didik bersama guru mengamati gambar yang ada di Microsoft
Sway/ Gambar/ video terkait tnews item text tentang sebuah berita yang
(Orientasi terhadap sedang viral.
masalah) 2. Peserta didik dan guru saling tanya-jawab terkait pentingnya berita dan
perubahan cara kita dalam mendapatkan berita dalam kehidupan di masa
sekarang.
3. Peserta didik mengamati gambaran umum dari teks news item berbentuk
berita sederhana
Kegiatan Literasi 1. Peserta didik dan guru membentuk kelompok yang terdiri beberapa
peserta didik
(Mengorganisasikan 2. Peserta didik menyimak penjelasan guru melalui media pembelajaran
peserta didik) tayangan Microsoft Sway/ Video tentang News Item Text
Collaboration 1. Peserta didik dibagikan gambar beserta text news item dalam kelompoknya
da n diberi kesempatan untuk mengidentifikasi (survey) isi dari teks.
(Membimbing
penyelidikan kelompok) 2. Peserta didik dalam kelompoknya diberi motivasi untuk membuat pertanyaan
faktual sampai ke pertanyaan yang bersifat hipotetik (question) yang berkaitan
dengan informasi tertentu dan rinci dari teks news item
3. Peserta didik dalam kelompoknya diberi motivasi untuk membaca (reading)
news item text dengan seksama.
4. Peserta didik dalam kelompoknya diberi kesempatan untuk menjelaskan
(recite) informasi tertentu dan rinci dari teks news item berbentuk berita
sederhana
5. Peserta didik dalam kelompoknya diberi kesempatan untuk
menyimpulkan (review) informasi tertentu dan rinci dari teks news item
berbentuk berita sederhana
6. Peserta didik dalam kelompoknya mengamati dan mengidentifikasi bersama
sebuah news item text untuk mengidentifikasi informasi tertentu dan rinci dari
teks news item berbentuk berita sederhana
1. Peserta didik mempresentasikan hasil kerja kelompok mereka.
Communication
2. Peserta didik saling memberikan komentar terkait hasil pekerjaan kelompok
(Mengembangkan dan
menyajikan hasil karya) lain.
 1. Peserta didik menyimpulkan hasil tugas dari data semua kelompok yang telah
Creativity
tampil.
2. Peserta didik mengolah data dan menyimpulkan hasil diskusi yang telah
(menganalisis& dipaparkan oleh semua kelompok.
mengevaluasi proses
3. Peserta didik memperoleh konfirmasi dari guru terkait hasil kesimpulan
pemecahan masalah)
kemudian guru meluruskan jawaban yang kurang tepat dan memberikan
penghargaan bila jawaban benar dengan pujian atau tepuk tangan bersama.

Kegiatan Penutup
(15 Menit)
Peserta didik dan guru melakukan refleksi pembelajaraan
Peserta didik dan guru menyimpulkan pembelajaran yang telah dilakukan
Guru memberikan feedback terhadap pembelajaran yang telah dilakukan
Guru memberikan tugas mandiri untuk membuat teks news item berdasarkan kejadian yang viral
Peserta didik dan guru berdoa dan mengucapkan salam penutup.

H. Penilaian Hasil Pembelajaran

- Penilaian Pengetahuan berupa tes tertulis uraian, penugasan dan observasi terhadap
diskusi tanya jawab dalam presentasi.
- Penilaian Keterampilan berupa penilaian unjuk kerja, dan penilaian portofolio.
- Penilaian Sikap berupa sikap displin dan kerja sama

Balikpapan, ..............20
Mengetahui
Kepala Sekolah, Guru Mata Pelajaran
LAMPIRAN 1

BAHAN AJAR
Syahramadani, S. Pd.
 WHAT IS NEWS ITEM TEXT ?

Apakah semua A lion bites a

peristiwa man is not a
selalu menjadi News item is a text which news, but a man
berita? contains news is bites a lion is a
categorized as news item news
text. This text supplies
you with the up-to-date
information on the
hottest issue of the day,
since media like
newspapers are published
So, what is news daily.
item?

To inform the readers, listener or viewers about events about the day which are considered
newsworthy or important

SOURCE OF INFORMATION
It contains comments
NEWSWORTHY EVENT which can be from the
It tells the main BACKGROUND EVENT participant,
event which is It elaborates what witnesses, the
considered newsworthy happened or explains official authorities,
in a summary form. detailed information or experts in the
on what caused the event.
incident. It can
includde the
background,
participants, time,
and place relating to
the news.
 LAMPIRAN 2

MEDIA PEMBELAJARAN
ews Item
T ext
Engl
ish Lesson StarK
AT THE PICTURE
LAMPIRAN 3

LKPD
 NEWS ITEM
TEXT

Kelompok :
Nama :
Anggota Kelompok :
1.…………………………………
2. …………………………………
3. ……...…………………………
4. ……………....……………...…
5. ...................................................
6. ....................................................
7. ....................................................
8. ....................................................
9. ...................................................
10. .................................................
Activity 1
Menemukan makna kata/ frase/ kalimat dari teks news item berbentuk berita sederhana dari koran/ radio/TV
dengan tepat
Activity 2
Menunjukkan pikiran/ ide pokok dari suatu paragraf dan menemukan informasi tertentu dan rinci serta
menyimpulkan teks news item berbentuk berita sederhana dari koran/ radio/TV, lisan maupun tulisan

AN ANTI-BULLYING APP

By NAOMI GREENAWAY FOR MAILONLINE

PUBLISHED: 12:51 GMT, 27 December 2015

A game-changing app, which forces teenagers to rethink offensive remarks before posting them online, has been manufactured
to stamp out the problem of online trolls. The sophisticated software, known as reThink, is the brain child of tech whiz, Trisha Prabhu,
15, from Illinois, who was only 13 when she devised the technology.

The premise behind it is simple: teenagers are impulsive and would be less likely to post offensive messages if they paused
before posting anything, which is exactly what ReThink enables them to do.The app scans messages or posts for offensive content and
creates a warning prompt such as 'Would you like to pause, review and ReThink before typing anything that may be offensive?' as
pictured, left, on a mobile device. The app also creates alerts on emails (right) and social network posts. The software scans messages
or posts for offensive content and creates a warning prompt such as 'Is this message worthy of you?' Trisha ran 1,500 scientific trials
and found that when adolescents received a ReThink prompt, they changed their minds 93 per cent of the time.

Speaking to FEMAIL, Trisha, who was a finalist at Google's Science Fair, which recognises the world's brightest young minds,
explained: 'In the spur of the moment or under peer pressure, many kids post offensive messages online without realising the extent of
the damage they are causing. 'But, as my research shows, if they are provided a chance to pause, review and ReThink their decision to
post this message, kids change their minds and decide to not post a hurtful message. 'ReThink is a simple, innovative,
transformational solution that changes bulIies' behaviour and helps develop sound decision-making skills on and off internet.'

A study last year by UK anti-bullying charity Ditch the Label found seven in ten young people are victims of cyber bullying
and 37 per cent of them are experiencing it on a highly frequent basis. Trisha decided to tackle the issue in 2013 after learning about
an 11-year-old girl from Florida who committed suicide after being repeatedly bullied online.

'I was shocked, heartbroken and angry,' Trisha said. 'How could a girl younger than me be pushed to take her own life?

'I started thinking about what I could do to stop this from ever happening again. I have always been fascinated by the inner
workings of the brain.

'When I read that news story about cyber bullying suicide, I wondered what caused adolescents to actually post mean and
hurtful messages?'

Trisha embarked on a science project for school to analyse whether age affects willingness to post hurtful messages. Results
from the project found adolescents were 50 per cent more willing than adults to do so.

'The results didn't surprise me,' said Trisha.

Devoted to the cause, Trisha then performed an extensive study of the adolescent brain and how it develops over the years.
And something in particular caught her attention. 'There is one single part of the brain that alone takes close to 25 years to fully
develop and that is responsible for decision making skills. 'Don’t we have a problem here? Could this be why adolescents make rash,
impulsive decisions? Could this be why they are more willing to post hurtful messages on the internet? 'Overcome by the passion to
stop my fellow adolescents cyber bullying others, I carried out this project to find a solution to stop these hurtful messages from being
posted.' And so the the software for ReThink was born, which approaches the issue of cyber bullying from a totally new direction.

Until ReThink launched, social media sites were trying to stop cyber bullying using what Trisha calls a 'stop, block and tell'
method. The idea is that if teens receive an offensive message, they stop what you are doing, block the bully and tell an adult. 'While
it sounds good on paper, it does not work in reality,' explained Trisha. 'Research shows that nine out of ten kids do not tell anyone.
They suffer in silence. Cyberbullying is a silent pandemic. 'Research has found that 52 per cent of adolescents online in the US alone
have been cyber bullied. A quarter of the world’s population is adolescents - we’re talking 1.8 billion teens. 'The majority of us are on
social media – and the number of adolescents around the world being cyber bullied continues to grow.
 'It’s an electronic and insidious form of verbal abuse and just like real-life bullying; victims experience depression, anxiety,
low self-esteem, increased drop-out rates and suicidal tendencies.

'Recent research, conducted in UK, indicates that the harmful effect of cyber bullying lasts well into a person’s 50s and 60s.
'As the technological revolution continues to unfold, the more kids get online and the scourge of cyber bullying continues to grow.'
Trisha admits she has experienced bullying first-hand but says she would let the taunts wash over her. 'I had been cyber bullied
regarding my wardrobe choices when I was young, but I considered myself a strong girl,' she said. 'I never let any of those bother me.
When I read about this cyber bullying suicide, I realised that there must be many young kids that are suffering from cyber bullying.

'My research showed that over 52 per cent of the adolescents online in the US have been a victim of cyber bullying or have
witnessed it happen. I started thinking about what I could do to stop this from ever happening again.' 'We are in the midst of social
media revolution. Kids as young as age seven or eight are getting on social media. Technology and the internet gives kids great
power.' 'But with that power comes great responsibility that the kids are not ready for yet,' she said.

Beyond it's guise as an app, which is free to download for android and Apple devices, Trisha sees ReThink as a movement and
has already been invited to spread her message at international platforms - including the White House and TEDxTeen in London as
well as conferences in Mumbai, Mexico and elsewhere in America. 'My goal is to raise awareness about the ReThink mind-set
amongst my peers around the world,' she said. Trisha has also launched a ReThink ambassador programme, which encourages schools
and communities to nominate two students on the website www.rethinkwords.com to become ambassadors for the anti-bullying
concept. As well as being awarded the Google Science Fair Global Finalist award, she has also received the International Diana award
for anti-bullying and the Daily Points of Light award from the George W Bush foundation. 'All of those awards and accolades would
mean so much more if I am able to get ReThink in the hands of millions of kids at no cost to them,' she said. 'My plan is to get
ReThink out in the hands of every adolescent at no cost to them. I am working to build ReThink in various international languages for
mobile and desktop computers around the world.'

1. What is the news about?

The news is about "An Inspirational teenager who created an anti-bullying app when she was
thirteen says she is 'heartbroken' that online trolls are driving youngsters to suicide ".

2. Who wrote the news?

The news was written by Naomi Greenaway For Mailoline.

3. When was the news published?

It was on 27 December 2015.

4. Who was Trisha Prabhu?

She is the creator of ReThink app. She is also a tech whizz. She devised the app when she was
13.

5. Why was she called ‘tech whiz’? What did she create?

She created sophisticated software. It is ReThink.

She called as the brainchild of tech whizz because of 15 from Illinois, who was only 13 when
she devised the technology.
6. How does Rethink work? What prompt appears as a warning?

The app scans messages or posts for offensive content and creates a warning prompt such as
'Would you like to pause, review and ReThink before typing anything that may be
offensive?'. The app also creates alerts on emails and social network posts.

7. Did Trisha conduct trials to prove how the software works? What did the results show?

Yes, she did. 'The result was "they are provided a chance to pause, review and ReThink their
decision to post this message, kids change their minds and decide to not post a hurtful
message.

8. What is the main idea of second paragraph?

teenagers are impulsive and would be less likely to post offensive messages if they paused
before posting anything.

9. How does the "stop, block, and tell" method work?

The method is that if teens receive an offensive message, they stop what they are doing, block
the bully and tell an adult.

10. What did Trisha think about technology and responsibility among teens?

Her responses to the cyberbullying kids to teens were 'As the technological revolution continues
to unfold, the more kids get online and the scourge of cyberbullying continues to grow'.

'It’s an electronic and insidious form of verbal abuse and just like real-life bullying; victims
experience depression, anxiety, low self-esteem, increased drop-out rates, and suicidal
tendencies.'

'We are in the midst of the social media revolution. Kids as young as age seven or eight are
getting on social media. Technology and the internet give kids great power.'

'But with that power comes great responsibility that the kids are not ready for yet,' she said.
Activity 2
Menyusun paragraf acak menjadi teks news item dengan tepat

ARRANGE THE JUMBLE PARAGRAPH BE A COHERENT TEXT!

A. Technology has made our lives better in many ways, but it can also have some negative effects. For example, it can cause pollution

and use up a lot of resources. It can also lead to people losing their jobs because machines can do the work instead. That's why

people are always talking about the role and use of technology and how we can make sure it doesn't cause too many problems.

B. Technology is a big part of our lives and it's always changing. It helps us do things faster and better. We use technology at home, at

school, and even when we play. It's important to understand how technology works and how it affects us and the world around us.

So next time you use a computer or a phone, remember that it's all thanks to technology!

C. Technology is all about using knowledge to make things that help us in our everyday lives. It can be tools like machines or software

that we use to do different tasks. Technology has been around for a long time and has changed a lot over the years. It started with

simple tools made out of stone and then people learned how to control fire. This helped our brains grow and we started to develop

language. Later on, people invented the wheel, which made it easier to travel and create more complex machines. Nowadays, we

have things like the printing press, telephone, and the Internet that make it easier for us to communicate and learn new things.
 Technology is all about using knowledge to make things that help us in our everyday lives. It can be tools like machines or
software that we use to do different tasks. Technology has been around for a long time and has changed a lot over the years. It
started with simple tools made out of stone and then people learned how to control fire. This helped our brains grow and we started
to develop language. Later on, people invented the wheel, which made it easier to travel and create more complex machines.
Nowadays, we have things like the printing press, telephone, and the Internet that make it easier for us to communicate and learn
new things.
Technology has made our lives better in many ways, but it can also have some negative effects. For example, it can cause
pollution and use up a lot of resources. It can also lead to people losing their jobs because machines can do the work instead. That's
why people are always talking about the role and use of technology and how we can make sure it doesn't cause too many problems.
Technology is a big part of our lives and it's always changing. It helps us do things faster and better. We use technology at
home, at school, and even when we play. It's important to understand how technology works and how it affects us and the world
around us. So next time you use a computer or a phone, remember that it's all thanks to technology!
 LAMPIRAN 4

KISI-KISI, INSTRUMEN DAN PENILAIAN

 KISI-KISI SOAL

Mata Pelajaran : Bahasa Inggris

Teknik Penilaian : Tes tertulis
Bentuk Instrumen : Uraian
Alokasi Waktu : 45 menit
Jumlah Soal 10

Kompetensi
Materi Indikator Soal Nomor Soal Bentuk Soal
Dasar
4.3. News Item Text Disajikan sebuah 1-10 Uraian
Menangkap makna teks newsitem,
secara kontekstual peserta didik
terkait fungsisosial, mampu memahami
strukturteks, dan isinews item text
unsur kebahasaan
teks news items
lisan dan tulis,
dalam bentuk berita
sederhana koran/
radio/ Televisi
RUBRIK PENILAIAN

1. Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta
didik sehari-hari, baik terkait dalam proses pembelajaran maupun secara
umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh
instrumen penilaian sikap

Aspek Perilaku yang Dinilai Jumlah Skor Kode

No Nama Siswa Skor
BS JJ TJ DS PD PD Sikap Nilai
1

Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
• PD : Percaya Diri

Catatan :
1. Aspek perilaku dinilai dengan kriteria:
5 = Sangat Baik (A)
4 = Baik (B)
3 = Cukup (C)
2 = Kurang (D)
1 = Sangat Kurang (E)
2. Skor Maximal = 5
Skor Minimal = 1
 - Jurnal Sikap Spiritual

Sikap Spiritual
Toleransi
Ketaatan Berperilaku
No Nama Siswa Dalam
Beribadah Syukur
Beribadah
KB B SB KB B SB KB B SB
1
2
3
4
5

KB : Kurang Baik
B : Baik
SB : Sangat Baik

2. Penilaian Pengetahuan

Penilaian Soal Essay

Petunjuk Penilaian
Kriteria
Bobot Nilai
No. Butir Pertanyaan Penskoran
Soal Akhir
1 2 4 6 8 10
1 What is the news about? 10
2 Who wrote the news? 10
3 When was the news published? 10
4 Who was Trisha Prabhu? 10
Why was she called ‘tech whiz’? What did she
5 10
create?
How does Rethink work? What prompt appears as a
6 10
warning?
Did Trisha conduct trials to prove how the software
7 10
works? What did the results show?
8 What is the main idea of second paragraph? 10
9 How does the "stop, block, and tell" method work? 10
What did Trisha think about technology and
10 10
responsibility among teens?
Skor Deskripsi/ Jawaban
10 Jawaban benar, lengkap, dan ejaan benar
8 Jawaban benar dan lengkap, tapi ada ejaan yang salah
6 Jawaban kurang lengkap, ejaan benar
4 Jawaban benar, kurang lengkap dan ada ejaan yang salah
2 Jawaban kurang lengkap dan ejaan diabaikan
1 Jawaban salah

Nomor Soal Bobot Soal

1 - 10 10

Jumlah Skor
100
Max

Jumlah Skor = Jumlah skor perolehan x 100

100

Instrumen Penilaian
JUMBLE PARAGRAPH

Scoring title Scoring points for paragraph

94 – 100 : Magnificent
83 – 93 : Excellent Precise : 20
75 – 82 : Favorable Half Precise : 15
60 – 74 : Fair Complete not Precise : 10
25 - 59 : Need Improvement Incomplete : 5

Magnificent : Siswa mahir

merangkai paragraf acak
Excellent : Siswa mampu
merangkai paragraf acak
Favorable : Siswa memadai
dalam merangkai paragraf acak
Fair : Siswa cukup baik dalam
merangkai paragraf acak
Need Improvement : Siswa
perlu perbaikan dalam
merangkai paragraf acak
3. Penilaian Keterampilan
- Penilaian Presentasi/Monolog
Nama peserta didik: Kelas:

No Aspek yang Baik Kurang baik

. Dinilai
1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa:
Ucapan
Tata bahasa
Perbendaharaan kata
5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)
Skor yangdicapai
Skor maksimum 10
Keterangan:
Baik mendapat skor 2 Kurang baik mendapat skor 1

Rubrik untuk Penilaian Unjuk Kerja

-
KRITERIA
AKTIVITAS TERBATAS MEMUASKAN MAHIR
Melakukan Tidak jelas Beberapa kegiatan Semua kegiatan jelas dan
Observasi pelaksanaannya jelas dan terperinci terperinci
Membaca script, Lancar dan kosakata Lancar mencapai fungsi
kosakata terbatas, dan kalimat sosial, struktur lengkap
Role Play dan tidak lancar berkembang, serta ada dan komponen
transisi kebahasaan sesuai

Fungsi social Fungsi social kurang Fungsi social tercapai,

Simulasi tidak tercapai, tercapai, ungkapan ungkapan dan unsure
ungkapan dan dan unsure kebahasaan tepat
unsur kebahasaan kebahasaan kurang
tidak tepat tepat
Tidak lancar, Lancar, topik jelas, Sangat lancar, topicjelas,
Presentasi topik kurang jelas, danmenggunakan menggunakan
dan tidak slide presentasi tetapi slide presentasi yang
menggunakan kurangmenarik menarik
slide presentasi
Membaca teks, Kurang lancar, fungsi Lancar mencapai fungsi
fungsi social social tercapai, sosial, struktur lengkap
kurang tercapai, struktur dan unsure dan unsur kebahasaan
Melakukan ungkapan dan kebahasaan tepat dan sesuai, kalimat
Monolog unsur kebahasaan kalimat berkembang, berkembang, sertaada
kurang tepat, serta serta ada transisi transisi
tidak lancar
Keterangan:
Mahir =3
Memuaskan =2
Terbatas =1
Lembar penilaian diskusi kelompok

(Nilai = Jumlah Perolehan Skor x 100 / Total Skor Maksimal (12)

Contoh: Jumlah perolehan skor kelompok adalah 10 x 100 = 1000/12 = 83

 Format penilaian individu PD (diskusi)

No. Sikap/Aspek yang dinilai Nama Kelompok/ Nilai Kualitatif Nilai Kuantitif
peserta
1 Berani mengemukakan pendapat
2 Berani menjawab pertanyaan
3 Inisiatif
4 Ketelitian
5 Jiwa kepemimpinan
6 Bermain peran
Jumlah nilai individu

Lembar keaktifan dalam diskusi

No. Aspek yg dinilai Nilai kualitatif Nilai kuantitatif

1 Bertanya (cara)
2 Menjawab pertanyaan
3 Kesesuaian dengan topik kajian
4 Cara mendapatkan pendapat
5 Antusiasme mengikuti pembelajaran

Kriteria Penilaian :

Kriteria Nilai kualitatif Nilai kuantitatif

indikator
Baik A 80 – 100
Cukup B 70 – 79
Kurang C 60 – 69

Refleksi

1 How do you feel during the lesson? Jawaban reflektif

2 What is the most difficult one from berdasarkan
the topic? kesimpulan Bersama
3 What are the things that are still antara guru dan peserta
confusing about the lesson? didik
4 What do you want to know more?
5 Do you interest about the lesson?
Why?