Materi Ajar Analytical Exposition Pertemuan 1

BAHAN MATERI AJAR
ANALYTICAL EXPOSITION TEXT

SYSCA YULIAENI PERMANA, S.Pd
NUPTK : 9045770671230003

UNIT KERJA : SMA AL KAMAL

PENDIDIKAN PROFESI GURU DALAM JABATAN
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

TAHUN 2021

PREFACE

Assalamu’alaikum Warahmatullahi Wabarakatuh,

Alhamdulillah, I pray and praise the presence of Allah SWT who always bestows all
His grace, knowledge and guidance so that the authors can complete this module.
This module is designed to meet the needs of education and training participants in the
context of professional teacher certification in the field of English teachers. In
accordance with the segmentation of participants, this module is prepared with
undoubted qualifications.
The presentation technique adopted is carried out in an integrated manner without
selection based on education level. This method is expected to minimize the occurrence
of repetition of topics based on education level.
The discussion of this module begins by explaining the objectives to be achieved. The
advantages of this module can be seen from the integration of English knowledge in
the Analytical Exposition Text material. The discussion that will be delivered is also
accompanied by questions that can be used to measure the level of achievement and
completeness.
The author realizes that in making the module there are still many weaknesses, for that the
author is very open to suggestions and receive the criticism. Hopefully this teaching
material will be useful.

Jakarta, June 15, 2021

Writer

ANALYTICAL EXPOSITION TEXT
CONCEPTS

A. The Definition of Analytical Exposition Text

B. The Generic Structures of Analytical Exposition Text

ANALYTICAL C. The Social Functions of Analytical Exposition Text
EXPOSITION TEXT D. The Language Features of Analytical Exposition Text
E. Tasks

F. Summary

A.

G. Formative Test

MODULE INSTRUCTIONS
To obtain maximum learning achievement, the steps that need to be implemented in
this module, such as;

1. Read and understand the material in each learning activity. If there is material
that is not clear, students can ask to the teacher.

2. Do each discussion task on the materials discussed in each learning activity.
3. If you have not mastered the expected level of material, repeat the previous

learning activities or ask the teacher.

ENGLISH FOR ACADEMIC CONTEXT

A. INTRODUCTION
1. Description

This unit deals with Analytical Exposition texts. Analytical Exposition belongs
to argumentative texts. An analytical exposition text is called a persuasive text
because its social function is to persuade the readers or listeners that something
is a case. (Talk Active Grade 2). Through this type of texts, the writer/speaker
elaborates his/her idea about the phenomenon surrounding. His/her purpose is to
convince the audience that his/her idea is an important matter.

2. Relevance
In learning Analytical expositions, students will able to argue a point of view or to
persuade the audience to do something that are popular among science, academic
community and educated people. In order to get the students acquainted with this
type of text, teachers of English need to have better insights into and good mastery
of it.

3. Learning Guide
How It Works
This unit consists of a few parts. In order to better achieve the expected learning
outcome, you should make sure to study the whole learning material and activities
presented in this unit of the module. You are provided with supporting media and
documentation, which can be opened, downloaded or viewed on-line. To share
with either the instructor or other participants, it is necessary for you to take part
in Discussion Forum as scheduled. Formative Test is available to complete to
get a quick picture of mastery of this unit material. It is recommended that you
explore relevant materials from other resources as well, including the ones
listed in the References.

B. MAIN SECTION
1. Learning Outcomes

a. Attitude
Having studied the learning materials and experienced learning activities of
this type of text, you are expected to be able:
To uphold and apply religious values, moral values, ethical values, personal
and social values, in this case being respectful to others (treating people with
courtesy, politeness, and kindness), showing appreciation to other’s
opinions and suggestions, and listening to what others have to say/write
wisely before expressing your own viewpoints.

b. Knowledge
Having studied the learning materials and experienced learning activities of
this type of text, you are expected to be able:
➔ To understand the nature of Analytical Exposition texts
➔ To get the general pictures of Analytical Exposition texts

c. Skill
Having studied the learning materials and experienced learning activities of
this type of text, you are expected to be able:
➔ To know and understand what is analytical exposition text in real event.
➔ To identify where is the generic structure of it.
➔ To write analytical exposition texts.

2. Learning Materials and Learning Activities
a. Definition
What is actually Analytical Exposition Text?
Attached below is a video on Analytical Exposition text. Open the video file and study
the content. Having viewed the video, can you outline Analytical Exposition Text in a
few sentences?

[Link: https://www.youtube.com/watch?v=QdAAoPrw7zQ]

b. Generic Structures

An Analytical Exposition consists of three components:
1. Thesis: an introductory statement that presents the author’s point of view and

previews the argument that will follow – in some texts, the opening statement
may be ‘attention grabbing’.
2. Argument: Explaining the argument to support the writer‘s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation to convince the audience.
3. Reiteration: a conclusion that sums up the arguments and reinforces the
author’s point of view.
c. Social Function
An Analytical Exposition is to persuade the readers or listeners to look at an
issue with your perspective.
d. Language Features
Analytical Exposition has its characteristics;

1. Using relational process
2. Using internal conjunction

Internal conjunctions divided into four;

a. addition : besides, in addition, further.
b. Comparisons : but, vice versa, meanwhile, on the other hand.
c. Time : second, then, then, next.
d. Cause-effect : consequence, as a result, so, the result.
3. Using causal conjunction
4. Using Simple Present Tense
5. Using compound and complex sentence
6. Use word that link argument, such as firstly, secondly, and reasoning
through causal conjunction, such as in addition, furthermore, however,
therefore.
7. Words that express writer’s feeling or idea

Tips!
Before proceeding with tasks, you may find this section valuable. In your attempt to
produce effective analytical exposition texts you can try the following:

• Thesis
Thesis should be formulated in such a ‗straight to the point‘way.

• Paragraphs that follow
All the things mentioned in the clusters of ideas should support the thesis stated
at the beginning.

• Style

Insert quotations. This will help you convince the audience. For this, you
have to read a lot in order to support your arguments with data, facts or even
authoritative sources.
• Re-read
Re-read your hortatory text when you have finished. Make sure you have
included relevant strong supporting ideas and quality language. Avoid
thinking that longer texts are better than shorter ones.

Task 1. Understanding the Nature of Analytical Exposition Texts.
In this task, you will be learning for a better understanding of and deeper insights into
the characteristics of analytical exposition texts. Attached is a file of power-point
slides on Analytical Exposition Texts. Open the file and study the slides content.

[Attachment: Slides-Analytical Exposition Text]

Having studied the slides content, just put √ in the checklist below when the √
information is mentioned on the slides or right.

NO INFORMATION
1 An analytical exposition text is meant by the writer/speaker to

convince the audience that his/her idea is an important issue.

2 An analytical exposition ends with recommendations
3 Hypothesis is central in analytical exposition text.
4 To introduce arguments in analytical expositions, connectors

such on the other hand, however, and the like are often used
5 To introduce a conclusion in analytical expositions,

words/phrases such as in short, to sum up, and the like are

6 Afrenqauneanltyltyicuasleedx. position generally comprises 3 parts.
7 ―In some conditions, cars can be good for us if we want to go to

a far destination. But, in the other hand, cars become not good for

human health caused by the carbon dioxide emissions. What can

we do now is, starting using public transportation rather than

private transportation? So, we have to know how to use cars
wisely for our life‖ is a good argument for an analytical

exposition text.
8 Analytical expositions typically use the simple present tense
9 Arguments in analytical expositions may be more than one
10 As its name suggests, analytical exposition has a purpose to

criticize the unpleasant conditions.

Task 2. Getting the General Picture of Analytical Exposition Texts.
Look closely at the following reading text and colored boxes. To help you check your
understanding of analytical exposition text structure, please add the necessary signs
(e.g. colors and arrows) to refer to the parts in more details.

Task 3. Watch and Analyze the Video
Watch and listen the video with your group then identify and answer the questions!

( https://www.youtube.com/watch?v=raGAGN3PVEw )
Answer the following questions!
1. What is the title of the example of Analytical Exposition in the video?
2. Who is the character making the speech?
3. Why motorcycle can cause the pollution?
4. Does the speaker provide the evidence to support his argument? Where did he

get?
5. What diseases can be caused by pollution from motorcycle?

Task 4.
Read the following text carefully. How is this text organized? Discuss and
answer the simple questions with your group.

1. What is the title of the passage above?
2. Does the text have an introductory statement that gives the author’s view or grabs

attention?
3. Does the text give any evidence to support the argument?
4. Does the text have a conclusion that sums up the argument?
5. Can you find the use of conjunction to link causes and effects?

Rewrite the passage into good structure of Analytical Exposition Text

Generic Structure Explanation

Thesis

A Series of Arguments

Reiteration

After you do the exercise then Read it aloud in front of your friends.

Task 5. Discuss with your partners.
Below are paragraphs of a text about smoking in restaurants. Rearrange the
paragraphs into a good analytical exposition text and then choose a title for the
text.

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

Task 6.
Choose one of the following topics and build an outline of an analytical exposition
text. You may browse the Internet for other related information to support your
arguments. Work together with your friend to develop the outline into a good
analytical exposition text.
Topics :

- It’s important for students to study history.
- Bullfighting is unethical.
- Video games lead to youth violence.
- Vaccines are good.
- Distance learning has many benefits.

Discussion Forum
So far, you have studied the materials and experienced the activities presented

in this unit. However, you may need to confirm understanding and share ideas with
other participants and/or instructor. Besides, your participation is rated. Therefore, get
involved in the Discussion Forum at the period pre-set by the instructor.

C. CLOSING SECTION
1. Summary

Analytical Exposition is a text that elaborates the writer’s idea about the
phenomenon surrounding. An Analytical Exposition is intended by the
writer/speaker to persuade the audience that his/her idea is indeed an
important issue, and to analyze the topic that the thesis/opinion is correct by
developing an argument to support it.
An Analytical Exposition consists of three components:
1. Thesis: an introductory statement that presents the author’s point of view and

previews the argument that will follow – in some texts, the opening statement
may be ‘attention grabbing’.
2. Argument: Explaining the argument to support the writer‘s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation to convince the audience.
3. Reiteration: a conclusion that sums up the arguments and reinforces the
author’s point of view.

Social Function → An Analytical Exposition is to persuade the readers or
listeners to look at an issue with your perspective.
Language Features → Analytical Exposition has its characteristics;

1. Using relational process
2. Using internal conjunction
3. Using causal conjunction
4. Using Simple Present Tense
5. Using compound and complex sentence
6. Use word that link argument
7. Words that express writer’s feeling or idea

2. Reflection

No Learning Journal

1 Within this learning material and activity, I have learned:
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2 The key features of the material include:
……………………………………………………………………………
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3 What I like most of this material and activity is/are:
……………………………………………………………………………
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………………………………………………………………

4 What I need to improve/learn/practice more is/are:
……………………………………………………………………………
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……………………………………………………...

RENCANA PELAKSANAAN PEMBELAJARAN
( DARING )

Satuan Pendidikan : SMA AL KAMAL

Mata Pelajaran : Bahasa Inggris Wajib

Kelas/Semester : XI/1

Materi Pokok : Analytical Exposition Text

Alokasi Waktu : 2 X 45 Menit

SALAM SEHAT DAN Apa kabar Ayah/Bunda? Semoga senantiasa dalam keadaan sehat. Pada
BAHAGIA hari ini Ananda kita sudah kembali melakukan kegiatan pembelajaran
dari rumah. Mohon bimbingan dan pengawasan Ayah/Bunda untuk:
KOMPETENSI INTI 1. Mendampingi Ananda dalam melakukan aktivitas pembelajaran;
2. Mengingatkan Ananda untuk mematuhi protokol kesehatan melalui

3M (Memakai Masker, Mencuci Tangan, Menjaga Jarak);
3. Mendampingi Ananda dalam melakukan aktivitas pembelajaran di

rumah;
4. Mengingatkan Ananda untuk tetap di rumah saja;
5. Memastikan Ananda fokus belajar mengerjakan aktivitas

pembelajaran yang ada di Google Classroom. Semoga pembelajaran
blended (daring dan luring) ini dapat berjalan semakin baik dan
meningkatkan kompetensi Ananda. Ayah/Bunda. Terima kasih……
1. KI-1 Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. 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”.
3. KI 3: Memahami, menerapkan, dan menganalisis pengetahuan
faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah
4. KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di

KOMPETENSI sekolah secara mandiri, bertindak secara efektif dan kreatif, serta
DASAR mampu menggunakan metode sesuai kaidah keilmuan.

IPK 3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks eksposisi analitis lisan dan tulis dengan memberi dan
TUJUAN meminta informasi terkait isu aktual, sesuai dengan konteks
PEMBELAJARAN penggunaannya

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
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
• Mengidentifikasi (C1) struktur teks, fungsi sosial, unsur kebahasaan
beberapa teks Analytical Exposition lisan dan tulis dengan memberi
dan meminta informasi terkait isu aktual, sesuai dengan konteks
penggunaannya.
• Membedakan (C2) ungkapan – ungkapan pernyataan berupa opini
dan fakta terkait isu aktual.
• Menemukan (C4) informasi terkait struktur teks, fungsi social, unsur
kebahasaan yang ada dalam teks Analytical Exposition.
• Menerapkan (P2) isi teks analytical exposition yang telah dibaca
menggunakan bahasa sendiri yang dikemas secara baik dan benar
terkait isu aktual sesuai dengan konteks penggunaannya.

Melalui pembelajaran Teks Analytical Exposition dengan pendekatan
pembelajaran yang diharapkan adalah students centered menggunakan
strategi berpartisipasi dalam pembelajaran serta metode diskusi dan tanya
jawab dengan model Problem Based Learning, peserta didik mampu dan
terampil mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan, membedakan ungkapan opini dan fakta, menemukan
informasi, menyusun kembali sebuah teks yang telah di acak, serta mahir
menangkap makna dari sebuah teks eksposisi analitis lisan dan tulis,
terkait isu aktual secara benar dan sesuai konteks dengan jujur dan
tanggungjawab.

PENILAIAN Rasa Ingin Tahu : Melalui pengamatan pada proses pembelajaran

PENDEKATAN Tanggung Jawab : Melalui pengamatan pada proses dan hasil dari
MODEL
METODE pembelajaran
MEDIA
ALAT / BAHAN Pengetahuan dan keterlampilan: Melalui diskusi, Tanya jawab, dan
SUMBER
lembar tugas yang diberikan guru pada proses pembelajaran dan

penugasan.

1. Tes lisan

2. Tertulis

3. Unjuk Kerja

4. Produk

Penilaian Sikap : Observasi

Pengetahuan : LKPD

Keterampilan : Unjuk kerja
Saintifik – TPAC

Problem Based Learning

Diskusi, Penugasan, Tanya Jawab, Presentas

Power point, whatsapp group, google classroom, google meet, LKS

Laptop, smart phone, headset/speaker, LKPD, Google Form, Video

pembelajaran
➢ Buku siswa Pathway to English for SMA / MA Grade XI.
➢ Talk Active Grade XI Bahasa Inggris.
➢ https://www.youtube.com/watch?v=QdAAoPrw7zQ
➢ www.liveworksheets.com
➢ https://www.ruangguru.com/blog/mengenal-analytical-exposition-

text

A. Kegiatan Pembelajaran

Kegiatan / Nilai Langkah-langkah Pembelajaran Kecakapan Waktu
Abad 21
Sintaks Karakter
Communication 10 menit
Pendahuluan Religius ❖ Guru menyapa melalui WA

Persiapan Nasionalis group dan membagikan link

Pembelajaran Peduli Googlemeet dengan waktu yang

lingkungan ditentukan serta jadwal hari ini

selama 60 menit kedepan
❖ Melalui WA Group, guru

mengucapkan salam, mengecek
kesehatan peserta didik,berdo’a,

dan memotivasi mereka bahwa

pentingnya belajar di rumah

dengan mengikuti pembelajaran

digoogle meet.

❖ Guru melakukan pembukaan

dengan memberi salam, berdoa,

memotivasi dan mengkondisikan

suasana belajar yang

menyenangkan.
❖ Guru memeriksa kehadiran

peserta didik sekaligus peserta

didik menyiapkan diri untuk

belajar dan memeriksa kerapihan

diri.
❖ Guru meminta ketua kelas untuk

berdoa sebelum memulai Disiplin

pembelajaran. Bertanggung

❖ Guru dan peserta didik bertanya jawab

jawab berkaitan dengan

pengalamannya sebagai bekal

pelajaran terkait pernyataan

pendapat dan fakta.
❖ Guru menyampaikan kompetensi

dasar atau tujuan pembelajaran

yang akan dicapai yang

Inti Rasa ingin ditayangkan melalui power point.
Orientasi ❖ Peserta didik menyimak video Communication 10 menit
Peserta Didik
pada Masalah tahu yang di sajikan guru melalui

Berfikir kreatif sharescreen tentang Analytical

Exposition Text yang disajikan

dalam G-Meet melalui link

youtube. Critical
❖ Peserta didik menjawab

pertanyaan yang diberikan oleh Thinking

guru mengenai isu yang ada di

video:

• Apa pendapat penulis di video

tersebut?

• Apa pendapat Anda mengenai

tema di video tersebut?

• Termasuk jenis apakah teks

tersebut?

Mengorganisasi Kerjasama ❖ Peserta didik mengidentifikasi Communication
informasi – informasi yang 5 menit
didapat melalui video dengan
siswa untuk Berfikir kritis memberi ceklis pada lembar
kerja yang diberikan oleh guru.
belajar Mandiri
❖ Peserta didik dibagi menjadi 5
Membimbing Mandiri kelompok. Critical 20 menit
penyelidikan Berfikir kritis thinking
Tanggung ❖ Setiap masing – masing
jawab kelompok dibagikan lembar Collaboration
kerja (LKPD) di google form
Mengem- Mandiri dalam google classroom. Collaboration 15 menit
bangkan dan Kreatif Critical
Menyajikan ❖ Secara berkelompok peserta thinking
Hasil Karya didik diminta membaca dan Creativity
menganalisa mengenai teks
struktur dari teks, fungsi, serta
unsur kebahasan tersebut

❖ Peserta didik mendiskusikan
text latihan yang diberikan
melalui group wa pada masing-
masing kelompok.

❖ Peserta didik menjawab
pertanyaan terkait teks.

❖ Peserta didik mampu
menemukan kemudian
menuliskan struktur teks, fungsi
serta unsur kebahasaan dalam
teks eksposisi analisis.

❖ Peserta didik melampirkan bukti
hasil diskusi berupa screenshoot
lalu kirim ke google classroom.

❖ Peserta didik diminta secara
berkelompok menyajikan hasil
diskusinya melalui Google meet
bersama guru.

❖ Peserta didik menceritakan
Kembali text tugas tersebut
menggunakan Bahasa mereka
sendiri secara berkelompok.

Menganalisis Berfikir kritis ❖ Guru mengevaluasi hasil yang Communication 5 menit
dan evaluasi
masalah Mandiri disampaikan oleh siswa
Religius ❖ Peserta didik diberi kesempatan
Penutup
untuk mengemukakan pendapat

dan bertanya tentang hasil diskusi

atau tentang yang belum

dipahami. Communication 5 menit
❖ Peserta didik diberikan refleksi

terhadap proses pembelajaran:

Well, class, you have done a very

good job today. Most of you are

active. I hope next time, all of

you involve in the interaction.

How do you feel during the

lesson? Is there anyone want to

say something?
❖ Peserta didik dan guru

menyimpulkan apa yang

dipelajari hari ini
“Who can conclude what you

have studied during this
meeting?”.
❖ Guru menyampaikan rencana

kegiatan pembelajaran untuk

pertemuan berikutnya
❖ Menutup kegiatan dengan

berdo’a.

Mengetahui : Jakarta, 16 Juni 2021
Kepala Sekolah Guru Mata Pelajaran

Dani, S. E., M. Pd. Sysca Yuliaeni Permana, S. Pd.
NIP: NIP:

LAMPIRAN 1



LAMPIRAN 2

[Link: https://www.youtube.com/watch?v=QdAAoPrw7zQ]

Having studied the slides content, just put √ in the checklist below when the √

information is mentioned on the slides or right.

NO INFORMATION

1 An analytical exposition text is meant by the writer/speaker to
convince the audience that his/her idea is an important issue.

2 An analytical exposition ends with recommendations
3 Hypothesis is central in analytical exposition text.
4 To introduce arguments in analytical expositions, connectors

such on the other hand, however, and the like are often used

5 To introduce a conclusion in analytical expositions,
words/phrases such as in short, to sum up, and the like are
frequently used.

6 An analytical exposition generally comprises 3 parts.
7 ―In some conditions, cars can be good for us if we want to go to

a far destination. But, in the other hand, cars become not good for
human health caused by the carbon dioxide emissions. What can
we do now is, starting using public transportation rather than
private transportation? So, we have to know how to use cars
wisely for our life‖ is a good argument for an analytical
exposition text.

8 Analytical expositions typically use the simple present tense
9 Arguments in analytical expositions may be more than one
10 As its name suggests, analytical exposition has a purpose to

criticize the unpleasant conditions.

LAMPIRAN 3

Lembar Kerja Peserta Didik

Name : ……………………….

Class : XI IPA / IPS
Topic : Let’s Write an Analytical Exposition

Skill : Reading, Writing and Speaking

Indikator :

• Mengidentifikasi (C1) struktur teks, fungsi sosial, unsur kebahasaan beberapa teks

Analytical Exposition lisan dan tulis dengan memberi dan meminta informasi terkait

isu aktual, sesuai dengan konteks penggunaannya.

• Menemukan (C4) informasi terkait struktur teks, fungsi social, unsur kebahasaan

yang ada dalam teks Analytical Exposition.

• Menerapkan (P2) isi teks analytical exposition yang telah dibaca menggunakan

bahasa sendiri yang dikemas secara baik dan benar terkait isu aktual sesuai dengan

konteks penggunaannya

Read the following text carefully. How is this text organized and please add
necessary signs for language features? Discuss and answer the simple questions
with your group.

1. What is the title of the passage above?
2. Why people must stay at home in pandemic?
3. How long do infected people doing self-isolate?
4. What should a person infected do during self-isolation to recover?
5. Is the corona virus very dangerous? Explain clearly.

Rewrite the passage into good structure of Analytical Exposition Text

Generic Structure Explanation
Thesis

A Series of Arguments

Reiteration

After you read and do the exercise on the text, retell the contents of the text
using your own language in front of your friends.

Rubrik Penilaian

A. Penilaian Hasil Pembelajaran

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

No Nama Siswa Aspek Perilaku yang Jumlah Skor Kode
Dinilai Skor Sikap Nilai

BS JJ TJ DS

1 Naia 90 90 90 90 360 90 A

2 ... ... ... ... ... ... ...

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

Catatan :
1. Aspek perilaku dinilai dengan kriteria:

100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria =
100 x 4 = 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 360 : 4 =
90.00
4. 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)
5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin
dinilai

2. Penilaian Pengetahuan

Tabel Penilaian Aspek Pengetahuan

Aspek yang Kriteria Skor Skor
No 1-5 1-4

Dinilai

Sangat memahami 54

Memahami 43

Tujuan Cukup memahami 32
1 21
Komunikatif Kurang 1

memahami Hampir tidak

Tidak memahami memahami

Struktur teks yang digunakan 54
sangat
runtut

Struktur teks yang digunakan runtut 4 3

Struktur teks yang digunakan cukup 3 2
runtut

Struktur teks Struktur teks 21
Keruntutan 1
2 yang

Teks
digunakan

kurang yang

runtut digunakan

Struktur teks hampir

yang tidak runtut

digunakan tidak

runtut

Sangat variatif dan tepat 54

Variatif dan tepat 43

Cukup variatif dan tepat 32

Pilihan Kurang variatif
3 Kosakata dan
Hampir tidak 21
tepat 1
variatif dan
Tidak variatif
tepat
dan

tepat

Pilihan Tata Pilihan tata bahasa sangat tepat 54
4 43

Bahasa Pilihan tata bahasa tepat

Pilihan tata bahasa cukup tepat 32
21
Pilihan tata
1
bahasa Pilihan tata

kurang tepat bahasa

Pilihan tata hampir tidak

bahasa tepat

tidak tepat

3. Penilaian Keterampilan
a. Penilaian Presentasi/Monolog

Nama peserta didik: ________ Kelas: _____

No. Aspek yang Dinilai Kurang
Baik
Organisasi presentasi (pengantar, isi,
1. baik
10
kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa:

Ucapan
Tata Bahasa
Perbendaharaan kata
Penyajian (tatapan, ekspresi wajah, bahasa
5.
tubuh)

Skor yang dicapai
Skor maksimum
Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

b. Rubrik untuk Penilaian Unjuk Kerja

AKTIVITAS TERBATAS KRITERIA MAHIR
MEMUASKAN

Melakukan Tidak jelas Beberapa kegiatan Semua kegiatan
Observasi pelaksanaannya jelas dan terperinci jelas dan
terperinci

Lancar

Role Play Membaca script, Lancar dan kosakata mencapai fungsi
kosakata terbatas, dan kalimat sosial, struktur
dan tidak lancar berkembang, serta lengkap dan
ada transisi unsur
kebahasaan

sesuai

Simulasi Fungsi social tidak Fungsi social kurang Fungsi social
tercapai, ungkapan tercapai, ungkapan tercapai,
dan unsur dan unsure ungkapan dan
kebahasaan tidak kebahasaan kurang unsure
tepat tepat kebahasaan
tepat

Presentasi Tidak lancar, topik Lancar, topik jelas, Sangat lancar,
kurang jelas, dan dan menggunakan topic jelas,
tidak menggunakan slide presentasi menggunakan
slide presentasi tetapi kurang slide presentasi
menarik yang menarik

Lancar

Melakukan Membaca teks, Kurang lancar, mencapai fungsi
Monolog fungsi social fungsi social sosial, struktur
kurang tercapai, tercapai, struktur dan lengkap dan
ungkapan dan unsure kebahasaan unsur
unsur kebahasaan tepat dan kalimat kebahasaan
kurang tepat, serta berkembang, serta sesuai, kalimat
tidak lancar ada transisi berkembang,
serta ada

transisi

Keterangan:

MAHIR mendapat skor 3

MEMUASKAN mendapat skor 2

TERBATAS mendapat skor 1

c. Penilaian Kemampuan Berbicara (Speaking Skill)

Aspek yang Kriteria Skor Skor
No 1-5 1-4

Dinilai

Hampir sempurna 54

Ada beberapa kesalahan, tetapi 4 3
tidak

mengganggu makna

Ada beberapa kesalahan dan 32
mengganggu makna

Pengucapan Banyak
1

(pronounciation) kesalahan

Hampir 2 1
dan mengganggu 1

semua

makna salah dan

Terlalu banyak
mengganggu

kesalahan dan makna

mengganggu

makna

Hampir sempurna 54

Ada beberapa kesalahan, tetapi 4 3
tidak 2

mengganggu makna 3
Intonasi
2 Ada beberapa kesalahan dan
(intonation)

mengganggu makna

Banyak Hampir 21
kesalahan semua

dan mengganggu salah dan

makna mengganggu

Terlalu banyak makna

kesalahan dan 1

mengganggu
makna

Sangat lancar 54

Lancar 43

Kelancaran 32
3 Cukup lancar

(fluency)

Kurang lancar Sangat tidak 2 1
Tidak lancar lancar 1

Sangat tepat 54

Tepat 43

Ketepatan

4 Makna Cukup tepat 32

(accuracy)

Kurang tepat Hampir 21

Tidak tepat tidak tepat 1

Skor Penilaian

No. Huruf Rentang angka

1. Sangat Baik (A) 86-100

2. Baik (B) 71-85

3. Cukup (C) 56-70
4. Kurang (D) ≤ 55

4. Pengayaan

Bagi peserta didik yang telah mencapai target pembelajaran sebelum waktu

yang telah dialokasikan berakhir, perlu diberikan kegiatan pengayaan.

5. Remedial
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang
telah dialokasikan, perlu diberikan kegiatan remedial.