RENCANA PELAKSANAAN PEMBELAJARAN Nama Satuan Pendidikan : SMA N 2 Solok selatan Materi Pokok : Teks Fungsional Mata Pelajaran : Bahasa Inggris Peminatan Sub Pokok Bahasan : Text Narrative (short story) Kelas / Semester Nama guru mata pelajaran : XI/ Ganjil : Suci Prima Yunika, S.Pd Alokasi Waktu Pertemuan ke : 2 x 25 menit : 2 (satu) I.TUJUAN PEMBELAJARAN : a. Peserta didik mampu mengklasifikasi, menganalisis dan menerapkan fungsi sosial, struktur teks dan unsur kebahasaan dan amanat teks narrative lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaannya b. Peserta didik dapat menunjukkan perilaku relijious, cinta tanah air, tanggung jawab, jujur, kerja keras, rasa ingin tahu dan bersahabat/ komunikatif II. KEGIATAN PEMBELAJARAN N o TAHAP/ SINTAK MODEL (DISCOVERY LEARNING) URAIAN KEGIATAN NILAI KARAKTER WAKTU 1 KEGIATAN PENDAHULUAN PESERTA DIDIK DAPAT : A. Memberi salam,berdoa, absensi B. Peserta didik menerima motivasi dari guru sebelum pelajaran dimulai (Brainstorming dan ice breaker) C. Mendengarkan penjelasan guru tentang tujuan pembelajaran yang akan dicapai, cakupan materi, integrasi imtaq dan uraian kegiatan Religius, Cinta tanah air dan tanggung jawab 10 menit PPK 2 KEGIATAN INTI Stimulation Peserta didik menonton short Vidio Narrative text (short story) (Literasi Media) ( (IT/TPACK) Peserta didik membaca teks Narrative (literasi) Problem Statement (pernyataan /identifikasi masalah) Peserta didik mencermati fungsi sosial, generic structure, dan amanat dalam narrative text yang telah dibaca Peserta didik menanyakan tentang fungsi sosial, generic structure, dan amanat dalam Narrative text (4C) Kemandirian Berfikir Kritis, jujur,kerja keras serta rasa ingin tahu 65 menit READING LITERASI LITERASI
4C Data Collection (Pengumpulan Data) Peserta didik mendiskusikan dan menganalisa fungsi sosial, generic structure, dan amanat dalam narrative text dengan teman sekelompok Data Processing Peserta didik menyimpulkan konsep tentang fungsi sosial, generic structure, dan amanat dalam narrative HOTS Pembuktian Peserta didik mempresentasikan hasil pekerjaan tentang struktur isi Narrative text dan unsur kebahasaan (HOTS) Peserta didik menanggapi hasil presentasi teman lain Generalization (menarik kesimpulan /generalisasi) Peserta didik memperbaiki dan melengkapi hasil kerjanya. Peserta didik dengan atau tanpa bantuan guru dapat menyimpulkan struktur isi Narrative text dan unsur kebahasaan. 3 KEGIATAN PENUTUP A. Guru dan Peserta didik melakukan refleksi terhadap pembelajaran yang sudah dilakukan B. Dengan bimbingan dan arahan dari guru peserta didik menyimpulkan pelajaran pada pertemuan ini. C. Guru menyampaikan rencana kegiatan pembelajaran untuk pertemuan berikutnya. Kemandirian Berfikir Kritis Dan Kreatif 15 menit III. PENILAIAN a. Sikap : Observasi/Pengamatan b. Pengetahuan : Penugasan latihan soal (Lampiran) c. Keterampilan : Praktek /Unjuk kerja/Produk
Mengetahui Bidar Alam, Juli 2022 Kepala SMA N 2 SOLOK SELATAN Hj. IDANOFATNI, M. Pd SUCI PRIMA YUNIKA,S.Pd NIP. 197211161998012001
BAHAN AJAR BAHASA INGGRIS PEMINATAN XI A. Tujuan Pembelajaran a. Setelah mempelajari materi dalam Bahan ajar ini, peserta didik terampil membedakan fungsi sosial, struktur teks dan unsur kebahasaan, serta mahir menangkap makna teks khusus dalam bentuk teks narrative (short story) secara benar dan sesuai konteks. Let’s see this video “Fox and the crow” by visiting this link https://youtu.be/lrAIzWPjBw0 1. The Fox and the Crow The Fox and The Crow A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. “That’s for me, as I am a Fox,” said Master Reynard, and he walked up to the foot of the tree. Narrative Text (Short Story)
“Good day, Mistress Crow,” he cried. “How well you are looking today: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one song from you that I may greet you as the Queen of Birds.” The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox. “That will do,” said he. “That was all I wanted. In exchange for your cheese I will give you a piece of advice for the future: “Do not trust flatterers.” Once upon a time a crow was perched on a branch, holding a piece of cheese in his beak. A fox looked up and saw him. His tummy rumbled. "Mmm," he thought to himself, "I do love a nice bit of cheese." Now the crafty fox, who could smell that delicious cheese, walked up to the tree. He said in a sneaky voice, "Good day to you, Mr Crow! How well you look today. I have never seen such a silky set of feathers! And what a beautiful colour, so luscious and dark. If all the other animals in the wood hadn't said that you have a terrible voice I would have called you the most beautiful and graceful of all the birds in the wood. But it can't be true what they say, I'm sure that your voice must be just as good as your looks! Oh, if only I could hear it…” The crow, flattered to hear such kind words, couldn't resist the desire to show off his voice. He opened his beak and at that very moment the cheese fell out.
"Thank you," the fox said and quickly grabbed the cheese. "That's just what I wanted. In the future, if somebody flatters you, think hard before you trust them.” 2. https://www.youtube.com/watch?v=Dr7kBHawTY8 Once upon a time, there was a kind woman who had no children, longed for a baby and would often say, “How I would love to have a baby girl, even a tiny little one.” A beautiful fairy heard her wish one day, and gave her a little seed to plant in a flowerpot. When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside, no bigger than her thumb. She decided to call her Thumbelina. She was so small that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly toad fell in love with Thumbelina. One night when she was sleeping, he carried her off to his lily pad in a pond. Thumbelina was very unhappy. A swallow was passing by and saw how sad she looked, and said, “Come south with me to warmer lands.”
Setting: Where did the story take place? When did the story happen? Who was involved in the story? Conflict: • What is the main problem faced by the character? Resolution How the character solved the problem? What can you learn from this story? What is the communicative purpose of the text? Young Thumbelina flew away on the swallow’s back. They flew across the seas and came to a land of sunshine. The swallow said, ” This is my home. You can live in one of the loveliest and biggest flowers.” When Thumbelina stepped inside, she found a handsome fairy, as tiny as her, in its heart. He was the son of the king of flowers and he fell in love with Thumbelina. He asked her to marry him. So Thumbelina became queen of the flowers and the two lived happily ever after. After Read both of text, please discuss with your friend in group (WA group) and try to analyze and compare with several questions, such as; Text Setting conflict Resolution Moral Value 1 2
NARRATIVE TEXT Generic structure • Orientation • Complication, • Resolution, • Reorientation, ending Social Function • to deliver important message/moral Language Features Narrative Text Orientation, who were involved in the story, where, and Complication,a problem arises followed by other problem Resolution, solution to the problem Reorientation, the end of the story whether it has happy or ending optional. • to amuse the readers deliver important message/moral • mostly in simple past tense Narrative Text is an imaginative story to entertain people. It has these elements as setting, plot, theme, characters, problem, and sollution. where, and when. problem the end of the story whether it has happy or sad deliver important message/moral value tense
B asic Elements of a Short Story Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. The major literary elements of a short story are as follows: 1. Characters: A short story usually focuses on a limited number of characters. Protagonist – The main character of a story. Antagonist – The main character in opposition to the protagonist or hero. 2. Setting: The time and place of the action in the story. 3. Plot: The sequence of events or actions in a narration or drama having a particular causal structure and unity of purpose or theme. The basic elements of plot are as follows: Exposition – the introduction of setting, situation and main characters Rising Action/Conflict/Complications – complications are introduced that the main character must deal with; this gets the action moving Climax – The point of crucial interest with the greatest emotional intensity in a narrative or drama. It is sometimes synonymous with crisis. Resolution – moves down from the high point of the climax and usually settles the conflict or conflicts (and not always for the better) 4. Conflict: A struggle between opposing forces or characters in a story, which moves the action. There are two types of Conflict found in literature: Internal: (Man vs. Man) the character struggles internally with his/her ideas, beliefs, values, etc. External: (Man vs. Man, Man vs. Nature, Man vs. Society) a character struggles with some external force, such as another character, weather, or a societal belief. 5. Point of View: A term used to designate the position from which the story is told. The two fundamental points of view are third-person narration and first-person narration. First Person: With first person narration, the story is told by one of the characters in his or her own words, that is from the “I” vantage point. This is considered a limited point of view, since the reader is only told what this character knows and observes. Third Person: With third person narration, a narrator tells the story from the vantage point of “he” or “she.” There are two possible standpoints of a third- person narrator. (1) Omniscient – here the narrator is an all-knowing
observer who can describe all the characters and actions in the story as well as comment on what the characters think and feel. (2) Limited – here the narrator only tells the story from the viewpoint of one character but describes things objectively. It seems as though the narrator is looking over the shoulder of the character and telling the story 6. Theme: The main idea or the basic message of a literary work. The theme can often be expressed through a maxim or proverb. Other literary techniques and elements to be discussed: 7. Dialogue: An exchange of words between characters. Dialogue can help to develop characterization. 8. Figurative language: Language used in a non-literal way to express a suitable relationship between essentially unlike things. 9. Flashback: An interruption of a narrative to show an episode that happened before that particular point in the story. 10. Mood: The overall atmosphere or prevailing feeling within a work of literature or art. 11. Suspense: The quality of a literary work that makes the reader or audience uncertain or tense about the outcome of events. 12. Tone: The attitude a writer takes toward his or her subject, characters, and readers. Self Reflection Before I studied this chapter I didn’t understand about ……………………………………………….. ……………………………………………… When I was studying this chapter I had some difficulties …………………………………………….. ……………………………………………. After I have studied this chapter I think…………………………………. ……………………………………………
LKPD (LEMBAR KERJA PESERTA DIDIK) Satuan Pendidikan : SMA N 2 Solok Selatan Mata Pelajaran : Bahasa Inggris Peminatan Kelas /Semester : XI/1 Materi Pokok : Narrative Text (short story) Alokasi Waktu : 3x 40 menit Penyusun : Suci Prima Yunika Tujuan Pembelajaran a. Setelah mempelajari materi dalam Bahan ajar ini, peserta didik terampil membedakan fungsi sosial, struktur teks dan unsur kebahasaan, serta mahir menangkap makna khusus dalam bentuk teks narrative (short story) secara benar dan sesuai konteks. b. Peserta didik dapat menunjukkan perilaku relijious, tanggung jawab, kerjasama Brainstorming Let’s see this video “Fox and the crow” by visiting this link https://youtu.be/lrAIzWPjBw0 Questions: 1. What video is it? 2. Have you ever watched a short story? 3. What kind of short story do you like? 4. What theme of short story do you like to read? 5. Why do you like a story?
The Fox and The Crow A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. “That’s for me, as I am a Fox,” said Master Reynard, and he walked up to the foot of the tree. “Good day, Mistress Crow,” he cried. “How well you are looking today: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one song from you that I may greet you as the Queen of Birds.” The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox. “That will do,” said he. “That was all I wanted. In exchange for your cheese I will give you a piece of advice for the future: “Do not trust flatterers.” Once upon a time a crow was perched on a branch, holding a piece of cheese in his beak. A fox looked up and saw him. His tummy rumbled. "Mmm," he thought to himself, "I do love a nice bit of cheese." Now the crafty fox, who could smell that delicious cheese, walked up to the tree. He said in a sneaky voice, "Good day to you, Mr Crow! How well you look today. I have never seen such a silky set of feathers! And what a beautiful colour, so luscious and dark. If all the other animals in the wood hadn't said that you have a terrible voice I would have called you the most beautiful and graceful of all the birds in the wood. But it can't be true what they say, I'm sure that your voice must be just as good as your looks! Oh, if only I could hear it…” Activity 1. Read both of text and analyze the texts! Text 1. The Fox and the Crow
Once upon a time, there was a kind woman who had no children, longed for a baby and would often say, “How I would love to have a baby girl, even a tiny little one.” A beautiful fairy heard her wish one day, and gave her a little seed to plant in a flowerpot. When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside, no bigger than her thumb. She decided to call her Thumbelina. She was so small that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly toad fell in love with Thumbelina. One night when she was sleeping, he carried her off to his lily pad in a pond. Thumbelina was very unhappy. A swallow was passing by and saw how sad she looked, and said, “Come south with me to warmer lands.” Young Thumbelina flew away on the swallow’s back. They flew across the seas and came to a land of sunshine. The swallow said, ” This is my home. You can live in one of the loveliest and biggest flowers.” When Thumbelina stepped inside, she found a handsome fairy, as tiny as her, in its heart. He was the son of the king of flowers and he fell in love with Thumbelina. He asked her to marry him. So Thumbelina became queen of the flowers and the two lived happily ever after. Text 2 The crow, flattered to hear such kind words, couldn't resist the desire to show off his voice. He opened his beak and at that very moment the cheese fell out. "Thank you," the fox said and quickly grabbed the cheese. "That's just what I wanted. In the future, if somebody flatters you, think hard before you trust them.”
......................................... The use of past tense ......................................... . Language feature Adverb of time ......................................... .. Emotive word ......................................... Specific character ......................................... Text Setting Conflict Resolution Moral Value 1 2 Activity 2 Read text 2 and analyze the language features of the text on the provided sheet!
LAMPIRAN 2. INSTRUMEN PENILAIAN 1. INSTRUMEN PENILAIAN PENGETAHUAN KISI-KISI SOAL Satuan Pendidikan : SMA N 2 Solok Selatan Mata Pelajaran : Bahasa Inggris - Peminatan Kelas / Semester : XI IPS Tahun Pelajaran : 2022 / 2023 Kompetensi Dasar IPK Materi Pokok Kl s/ Se m Indikator Soal Bentuk Soal No Soa l 3.5 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaannya Mengidentif ikasi struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan Narrative Text (Story Tale) XI / 1 Diberikan sebuah teks, peserta didik dapat menetukan informasi rinci tersirat Pilihan ganda 3 Diberikan sebuah teks, peserta didik dapat menetukan informasi tertentu Pilihan ganda 9, 10 Diberikan sebuah teks, peserta didik dapat menetukan rujukan kata Pilihan ganda 6,7 Diberikan sebuah teks, peserta didik dapat menetukan fungsi social dari teks Pilihan ganda 1, 2
konteks penggunaan nya(C2) Menjelaska n fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaan nya(C2) Diberikan sebuah teks, peserta didik dapat menetukan generic structure dari teks Pilihan ganda 4,5, 8
SOAL Satuan Pendidikan : SMA N 2 Solok Selatan Nama Siswa : Mata Pelajaran : Bahasa Inggris - Peminatan Kelas/Semester : XI / 1 READING Choose the correct answer by crossing A, B, C, D E ! The Legend of Gunung Bromo Long long time ago there lived a couple in the village near the top of mount Bromo. Joko Seger is his name. He lived peacefully with his wife Roro Anteng. But they were not happy because after some time they did not have any children. Then Joko Seger meditated in mount Bromo asking for god to give them children. Some times later Joko Seger had a dream. In his dream he was told that he would have descendants but on one condition. The god asked him to sacrifice his children to the crater of mount Bromo. If he refused to sacrifice, then the god will be angry. Without thinking twice Joko Seger agreed to the condition. After that every year Roro Anteng gave birth to twenty five children. They were very happy and they loved their children so much that they were reluctant to sacrifice them to the crater. They did not give anything to the crater. Then something happened. One day there was a big eruption of mount Bromo. Smoke, fire, hot cloud of ash came out of its crater. The earth was trembling. The sky was dark. Animals ran away from the mountain. People were very scared since some of them became victims of the hot cloud. Joko Seger and Roro Anteng remembered their promise to god. He realized that god was very angry. So he decided to sacrifice one of his sons. Then he went to the crater with his youngest son Kusuma. Because Joko Seger did not really want to sacrifice his son to the crater, he tried to hide him. But suddenly an eruption began and made Kusuma fall. Afterwards, Kusuma, who had fell to the crater, gave a voice, “I have to be sacrificed by my parents so that you will all stay alive. From now on, you should arrange an annual offering ceremony on the 14th of Kesodo (the twelfth month of Tenggerese calender.)”
Since then on Joko Seger and Roro Anteng gave offerings to the crater. Every year on the 14th day of the month of Kesada the people of Tengger held a ceremony to give offerings. 1. What is the aim of the text? (social function) a. To inform the reader about ancient’s story. b. To entertain readers and gain moral value with the story. c. To tell bedtime story to children. d. To explain about the history of Mount Bromo. e. To tell about Joko Seger’s personal experience. 2. Where did story come from? (orientation) a. Mount Bromo b. Mount Lawu c. Kesodo d. West Java e. Mount Tengger 3. Why the God was angry to the couple? (complication) a. Because the twenty five children were naughty. b. Because Roro Anteng was a bad mom. c. Bacause the Mount Bromo erupted. d. Because the youngest son was sacrificed himselves. e. Because Joko seger was not responsible of his promise. 4. Who had to be sacrificed in the story? (solution) a. Joko Seger b. Roro Anteng c. Kusuma d. Twenty five children e. Ancient 5. What is the implication of the story to the society? (re orientation) a. Hold up ceremony every year. b. Sacrify animal ever year. c. Offer up food to the mount. d. Worship the grave of Joko Seger. e. Perform carnival every year. 6. He realized that god was very angry. The underlined word refers to... (specific human) a. Kusuma
b. Roro Anteng c. Joko Seger d. God e. His son 7. Then Joko Seger meditated in mount Bromo ... The underlined word has close meaning with the words below, except ... (action verb) a. Contemplate b. Ponder c. Deliberate d. Ruminate e. Feel 8. The god asked him to sacrifice his children to the crater of mount Bromo. If he ... to sacrifice, then the god will be angry. (the use of past tense) a. Declined b. Rejected c. Rebuffed d. Refused e. Dismissed 9. The story has ... ending. (emotive word) a. Suspended b. Happy c. Sad d. Tragic e. Horror 10. What kind of narrative text is it? (text general) a. Legend b. Fable c. Spoof d. Mytd e. folktale
Keys : 1. To entertain readers and gain moral value with the story. 2. Mount Bromo 3. Because Joko seger was not responsible of his promise. 4. Kusuma 5. Hold up ceremony every year 6. Feel 7. Joko segar 8. Refused 9. Sad 10. Legend
Rubric Penilaian Nilai = Jumlah skor yang diperoleh X 10 10 Table Rubrik Penilaian Aspek Pengetahuan No Aspek yang Dinilai Kriteria Skor 1 Tujuan Komunikatif/ Fungsi Sosial Narrative Text Sangat bisa menentukan fungsi sosial dari Narrative Text sesuai dengan konteks 4 Bisa menentukan fungsi sosial Narrative Text 3 Cukup bisa mentukan fungsi sosial dan cukup sesuai dengan konteks/dialog. 2 Kurang bisa menetukan fungsi sosial Narrative Text. 1 2 Struktur teks Narrative Text Sangat bisa mentukan bagian-bagian struktur teks Narrative Text dengan runtut. 4 Bisa menentukan bagian-bagian struktur teks Narrative Text dengan runtut. 3 Cukup bisa menentukan bagian-bagian struktur teks Narrative Text dengan runtut. 2 Kurang bisa menentukan bagian-bagian struktur teks Narrative Text dengan runtut. 1 3 Unsur Kebahasaan Narrative Text Sangat bisa menentukan unsur kebahasaan Narrative Text dengan penjabaran yang lengkap. 4 Bisa menentukan unsur kebahasaan Narrative Text dengan penjabaran cukup lengkap dari teks. 3 Cukup bisa menentukan unsur kebahasaan Narrative Text dengan penjabaran dari teks 2 Kurang bisa menentukan unsur kebahasaan Narrative Text tanpa penjabaran lengkap dari teks. 1
Skala: 4 = Sangat Baik 3 = Baik 2 = Cukup 1 = Kurang S = n 12 x 100 S = score n = total of knowledge aspects achieved Tabel Penilaian Pengetahuan Siswa Rubrik penilaian keterampilan Aspect Score Criteria Fluency 91-100 81-90 70-80 0-69 Fluent without any disturbance Fluent with some doubt Fluent enough Not fluent Pronunciation 91-100 81-90 70-80 0-69 All correct, based on the appropriate standard Almost all correct with two or three inappropriate intonation quite good pronunciation Many mistakes Intonation 91-100 81-90 70-80 0-69 All correct, based on the appropriate standard Almost all correct with two or three in appropriate intonation. quite good intonation Many inappropriate intonation. Expression 91-100 81-90 70-80 0-69 All correct, based on appropriate expression Almost all correct with few inappropriate expressions quite good expression Many inappropriate expression Communication 91-100 81-90 70-80 0-69 Communicative and effective almost communicative and effective Not so communicative and quite effective Not communicative and not effective N o . Nama Siswa Aspek Pengetahuan yang Dinilai Total Skor Fungsi Sosial Struktur Teks Unsur Kebahasaan
Penilaian Hasil Pembelajaran 1. Penilaian Sikap - Penilaian Observasi Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik seharihari, baik terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap N o NamaSiswa Aspek Perilaku yang Dinilai Jumlah Skor Skor Sikap Kode Nilai BS JJ TJ DS 1 Ahmad 75 75 50 75 275 68,75 C 2 ... ... ... ... ... ... ... K eterangan : • BS : Bekerja Sama • JJ : Jujur • TJ : Tanggun Jawab • DS : Disiplin C atatan : 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 = 275 : 4 = 68,75 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 - Penilaian Diri Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta didik, maka peserta didik diberikan kesempatan untuk menilai kemampuan dirinya sendiri. Namun agar penilaian tetap bersifat objektif, maka guru hendaknya menjelaskan terlebih dahulu tujuan dari penilaian diri ini, menentukan kompetensi yang akan dinilai, kemudian menentukan kriteria penilaian yang akan digunakan, dan merumuskan format penilaiannya Jadi, singkatnya format penilaiannya disiapkan oleh guru terlebih dahulu. Berikut Contoh format penilaian : N o Pernyataan Ya Tidak Jumlah Skor Skor Sikap Kode Nilai 1 Selama diskusi, saya ikut serta mengusulkan ide/gagasan. 50 250 62,50 C 2 Ketika kami berdiskusi, setiap anggota mendapatkan kesempatan untuk berbicara. 50 3 Saya ikut serta dalam membuat kesimpulan hasil diskusi kelompok. 50 4 ... 100 C atatan : 1. Skor penilaian Ya = 100 dan Tidak = 50 2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 = 400 3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x 100 = 62,50 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 juga digunakan untuk menilai kompetensi pengetahuan dan keterampilan
- Penilaian Teman Sebaya Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya sendiri. Sama halnya dengan penilaian hendaknya guru telah menjelaskan maksud dan tujuan penilaian, membuat kriteria penilaian, dan juga menentukan format penilaiannya. Berikut Contoh format penilaian teman sebaya: Nama yang diamati : ... Pengamat : ... N o Pernyataan Ya Tidak Jumlah Skor Skor Sikap Kode Nilai 1 Mau menerima pendapat teman. 100 450 90,00 SB 2 Memberikansolusiterhadapperma salahan. 100 3 Memaksakanpendapatsendirikepa daanggotakelompok. 100 4 Marahsaatdiberikritik. 100 5 ... 50 C atatan : 1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif, sedangkan untuk pernyataan yang negatif, Ya = 50 dan Tidak = 100 2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 = 500 3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x 100 = 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)
Program Remedial dan Pengayaan Sekolah : SMAN 2 SOLOK SELATAN Kelas/ Semester : X/ 1 Mata Pelajaran : Bahasa Inggris Peminatan Ulangan Harian Ke : 3 Tanggal Ulangan Harian : Bentuk Soal : multiple choose Materi : Narrative KD/Indikator : 3.1. Menginterpretasi fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem, lisan dan tulis, dengan memberi dan meminta informasi terkait kehidupan remaja, sesuai dengan konteks penggunaannya KKM : 75 No Nama Peserta Didik Nilai UH Indikator yang belum tuntas Bentuk/ Tindakan Remedial Nilai Setelah Remedial ket 1 2 3 1. Remedial Peserta didik yang belum mencapai KKM (75) diberi tugas untuk membaca beberapa teks narrative dalam bahasa Inggris selama dua minggu. Setelah dua minggu guru mengevaluasi kemajuan kompetensi peserta didik dalam menangkap makna dan atau menyusun teks narrative Kemudian guru melaksanakan penilaian remedial. 2. Pengayaan Bagi peserta didik mempunyai nilai di atas 75 diberi pengayaan berupa tugas mandiri dalam bentuk Strory telling dan di publish di youtube. Mengetahui Bidar Alam, Juli 2022 Kepala SMA N 2 SOLOK SELATAN Hj. IDANOFATNI, M. Pd SUCI PRIMA YUNIKA,S.Pd NIP. 197211161998012001