SMKN 1 Glagah Modul Ajar Bahasa Inggris Berdiferensiasi Materi Narrative Text dengan Menggunakan Metode Project Based Learning (PJBL) SMK Kelas XI Jurusan Otomotif Kurikulum Merdeka MODUL AJAR MATERI LEMBAR KEGIATAN PESERTA DIDIK Disusun Oleh Oni Krisna Wati , S.Pd
MODUL AJAR BAHASA INGGRIS BERDIFERENSIASI MATERI NARRATIVE TEXT DENGAN MENGGUNAKAN METODE PROJECT BASED LEARNING (PJBL) SMK KELAS XI KURIKULUM MERDEKA MATERI: NARRATIVE TEXT METODE: PROJECT BASED LEARNING KELAS: XI SMK OTOMOTIF KURIKULUM: MERDEKA TUJUAN: MENINGKATKAN PEMAHAMAN SISWA TENTANG NARRATIVE TEXT MENGEMBANGKAN KETERAMPILAN BERBAHASA INGGRIS SISWA DALAM MEMBACA, MENULIS, BERBICARA, DAN MENDENGARKAN MENINGKATKAN MINAT DAN MOTIVASI SISWA DALAM BELAJAR BAHASA INGGRIS MEMBIASAKAN SISWA UNTUK BEKERJA SAMA DALAM TIM MEMBANGUN KARAKTER SISWA YANG MANDIRI, KREATIF, DAN KRITIS KOMPONEN MODUL AJAR: 1. PETA KONSEP TOPIK: NARRATIVE TEXT SUBTOPIK: STRUKTUR NARRATIVE TEXT UNSUR-UNSUR NARRATIVE TEXT JENIS-JENIS NARRATIVE TEXT CIRI-CIRI NARRATIVE TEXT CONTOH NARRATIVE TEXT 2. KEGIATAN PEMBELAJARAN KEGIATAN 1: PENDAHULUAN APERSEPSI: GURU MENUNJUKKAN BEBERAPA GAMBAR ATAU VIDEO YANG BERKAITAN DENGAN NARRATIVE TEXT. GURU MENANYAKAN KEPADA SISWA TENTANG GAMBAR ATAU VIDEO TERSEBUT. GURU MENJELASKAN TENTANG NARRATIVE TEXT SECARA SINGKAT. PENJELASAN TUJUAN PEMBELAJARAN: GURU MENJELASKAN TUJUAN PEMBELAJARAN YANG INGIN DICAPAI. GURU MEMASTIKAN BAHWA SISWA MEMAHAMI TUJUAN PEMBELAJARAN. PEMBAGIAN KELOMPOK: GURU MEMBAGI SISWA MENJADI BEBERAPA KELOMPOK SESUAI DENGAN MINAT DAN KEMAMPUANNYA. GURU MENJELASKAN KRITERIA PEMBAGIAN KELOMPOK KEGIATAN 2: INTI PEMBELAJARAN KEGIATAN 2: INTI PEMBELAJARAN TAHAP 1: PERENCANAAN PEMILIHAN JENIS NARRATIVE TEXT: SETIAP KELOMPOK MEMILIH SALAH SATU JENIS NARRATIVE TEXT YANG INGIN DIPELAJARI. GURU MEMBERIKAN DAFTAR JENIS NARRATIVE TEXT YANG DAPAT DIPILIH OLEH SISWA. GURU MENJELASKAN TENTANG JENIS-JENIS NARRATIVE TEXT YANG TERSEDIA. PENYUSUNAN RENCANA PROJECT: SETIAP KELOMPOK MENYUSUN RENCANA PROJECT YANG AKAN DILAKUKAN. RENCANA PROJECT HARUS MENCAKUP TUJUAN PROJECT, LANGKAH-LANGKAH PENGERJAAN PROJECT, DAN PENILAIAN PROJECT. GURU MEMBERIKAN PANDUAN UNTUK MENYUSUN RENCANA PROJECT. PENILAIAN RENCANA PROJECT: GURU DAN SISWA MENINJAU RENCANA PROJECT YANG TELAH DISUSUN OLEH SETIAP KELOMPOK. GURU MEMBERIKAN MASUKAN DAN SARAN UNTUK PENYEMPURNAAN RENCANA PROJECT
TAHAP 2: PELAKSANAAN PELAKSANAAN PROJECT: SETIAP KELOMPOK MELAKSANAKAN PROJECT SESUAI DENGAN RENCANA YANG TELAH DISUSUN. GURU MEMBERIKAN BIMBINGAN DAN ARAHAN KEPADA SISWA SELAMA PELAKSANAAN PROJECT. GURU MEMASTIKAN BAHWA SISWA MENGERJAKAN PROJECT DENGAN MANDIRI DAN KREATIF. MONITORING DAN EVALUASI: GURU MELAKUKAN MONITORING DAN EVALUASI TERHADAP PELAKSANAAN PROJECT. GURU MEMBERIKAN UMPAN BALIK KEPADA SISWA TENTANG KEMAJUAN PROJECTNYA. TAHAP 3: PRESENTASI PERSIAPAN PRESENTASI: SETIAP KELOMPOK MEMPERSIAPKAN PRESENTASI HASIL PROJECTNYA. GURU MEMBERIKAN PANDUAN UNTUK MEMPERSIAPKAN PRESENTASI. PELAKSANAAN PRESENTASI: SETIAP KELOMPOK MEMPRESENTASIKAN HASIL PROJECTNYA DI DEPAN KELAS. GURU DAN SISWA MEMBERIKAN PERTANYAAN DAN KOMENTAR. PENILAIAN PRESENTASI: GURU DAN SISWA MENILAI PRESENTASI HASIL PROJECT. PENILAIAN BERDASARKAN RUBRIK PENILAIAN YANG TELAH DISUSUN. KEGIATAN 3: PENUTUP REFLEKSI: GURU DAN SISWA MEREFLEKSIKAN KEGIATAN PEMBELAJARAN. GURU MENANYAKAN KEPADA SISWA TENTANG HAL-HAL YANG TELAH MEREKA PELAJARI. GURU MENANYAKAN KEPADA SISWA TENTANG HAL-HAL YANG MASIH PERLU DIPERBAIKI. PENGHARGAAN: GURU MEMBERIKAN PENGHARGAAN KEPADA SISWA YANG BERPRESTASI. TUGAS MANDIRI: GURU MEMBERIKAN TUGAS MANDIRI KEPADA SISWA. TUGAS MANDIRI TERKAIT DENGAN MATERI NARRATIVE TEXT 3. PENILAIAN PENILAIAN DILAKUKAN SECARA FORMATIF DAN SUMATIF PENILAIAN FORMATIF DILAKUKAN SELAMA PROSES PEMBELAJARAN, YAITU MELALUI OBSERVASI, PARTISIPASI, DAN PRESENTASI PENILAIAN SUMATIF DILAKUKAN DI AKHIR PEMBELAJARAN, YAITU MELALUI TES TERTULIS DAN PROYEK AKHIR 4. LEMBAR KERJA SISWA LEMBAR KERJA SISWA BERISI PANDUAN UNTUK MENGERJAKAN PROJECT LEMBAR KERJA SISWA HARUS DISESUAIKAN DENGAN JENIS NARRATIVE TEXT YANG DIPILIH OLEH MASING-MASING KELOMPOK 5. BAHAN AJAR BAHAN AJAR DAPAT BERUPA TEKS, GAMBAR, VIDEO, DAN AUDIO BAHAN AJAR HARUS DISESUAIKAN DENGAN TINGKAT KEMAMPUAN SISWA 6. REFERENSI HTTPS://EN.WIKIPEDIA.ORG/WIKI/NARRATIVE HTTPS://WWW.SKILLSHARE.COM/EN/BLOG/NARRATIVE-WRITING-EXAMPLES/ HTTPS://GIST.GITHUB.COM/LEARNITALL/F81F530667B8349758B8
DIFERENSIASI PEMBELAJARAN DIFERENSIASI KONTEN: GURU MENYEDIAKAN BERBAGAI JENIS TEKS NARRATIVE TEXT DENGAN TINGKAT KESULITAN YANG BERBEDA GURU MEMBERIKAN PANDUAN YANG BERBEDA UNTUK SETIAP KELOMPOK SESUAI DENGAN KEBUTUHANNYA DIFERENSIASI PROSES: GURU MENYEDIAKAN BERBAGAI PILIHAN AKTIVITAS PEMBELAJARAN UNTUK SISWA GURU MEMBERIKAN WAKTU BELAJAR YANG FLEKSIBEL KEPADA SISWA DIFERENSIASI PRODUK: GURU MEMBERIKAN BERBAGAI PILIHAN PRODUK PEMBELAJARAN UNTUK SISWA GURU MEMBERIKAN RUBRIK PENILAIAN YANG BERBEDA UNTUK SETIAP PRODUK PEMBELAJARAN PRINSIP DIFERENSIASI MATA PELAJARAN BAHASA INGGRIS KELAS XI SMK JURUSAN OTOMOTIF KURIKULUM MERDEKA BERPUSAT PADA PESERTA DIDIK: PEMBELAJARAN BERPUSAT PADA KEBUTUHAN, MINAT, DAN GAYA BELAJAR PESERTA DIDIK. BERORIENTASI PADA PENGEMBANGAN KOMPETENSI: PEMBELAJARAN BERFOKUS PADA PENGEMBANGAN KOMPETENSI PESERTA DIDIK YANG SESUAI DENGAN PROFIL PELAJAR PANCASILA. FLEKSIBEL DAN BERADAPTASI: PEMBELAJARAN FLEKSIBEL DAN BERADAPTASI DENGAN KEBUTUHAN DAN KONDISI PESERTA DIDIK. MEMPERKUAT KOLABORASI: PEMBELAJARAN MEMPERKUAT KOLABORASI ANTARA PESERTA DIDIK, GURU, ORANG TUA, DAN MASYARAKAT. MEMANFAATKAN TEKNOLOGI: PEMBELAJARAN MEMANFAATKAN TEKNOLOGI UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN. PENUTUP MODUL AJAR INI DIHARAPKAN DAPAT MEMBANTU GURU DALAM MELAKSANAKAN PEMBELAJARAN BAHASA INGGRIS YANG BERDIFERENSIASI DI KELAS XI SMK OTOMOTIF KURIKULUM MERDEKA. MODUL AJAR INI DAPAT DIMODIFIKASI DAN DISESUAIKAN DENGAN KEBUTUHAN DAN KONDISI SEKOLAH MASING-MASING.
MATERI MODUL AJAR SMKN 1 Glagah Materi Ajar Bahasa Inggris Berdiferensiasi Materi Narrative Text dengan Menggunakan Metode Project Based Learning (PJBL) SMK Kelas XI Jurusan Otomotif Kurikulum Merdeka LEMBAR KEGIATAN PESERTA DIDIK Disusun Oleh Oni Krisna Wati , S.Pd
NARRATIVE TEXT PROJECT: SMK OTOMOTIF (AUTOMOTIVE) - MERDEKA CURRICULUM (GRADE XI) PROJECT THEME: AUTOMOTIVE ADVENTURES THIS PROJECT-BASED LEARNING (PBL) UNIT ON NARRATIVE TEXT ALLOWS STUDENTS TO EXPLORE STORYTELLING WITHIN THE CONTEXT OF THE AUTOMOTIVE INDUSTRY. THROUGH DIFFERENTIATED INSTRUCTION, STUDENTS CAN SHOWCASE THEIR LEARNING IN VARIOUS CREATIVE FORMATS. LEARNING OBJECTIVES: UNDERSTAND THE STRUCTURE AND ELEMENTS OF NARRATIVE TEXT. DEVELOP AND WRITE A NARRATIVE RELATED TO THE AUTOMOTIVE FIELD. ENHANCE VOCABULARY RELATED TO CAR PARTS, REPAIRS, AND MAINTENANCE. IMPROVE COMMUNICATION SKILLS THROUGH COLLABORATION AND PRESENTATIONS. FOSTER CREATIVITY AND CRITICAL THINKING THROUGH PROJECT DEVELOPMENT . PROJECT DURATION: APPROXIMATELY 4 WEEKS (ALLOW FLEXIBILITY BASED ON STUDENT NEEDS) DIFFERENTIATION STRATEGIES: INTEREST: PROJECT THEMES CATER TO STUDENTS' PASSION FOR THE AUTOMOTIVE INDUSTRY. LEARNING STYLE: PROJECT OPTIONS CATER TO KINESTHETIC, AUDITORY, AND VISUAL LEARNERS. CONTENT: DIFFICULTY LEVELS OF NARRATIVE ELEMENTS CAN BE ADJUSTED BASED ON STUDENT COMPREHENSION. PROJECT CHOICES (FINAL PRODUCTS): KINESTHETIC LEARNERS: ROLE-PLAY SKIT STUDENTS WRITE AND PERFORM A SHORT SKIT DEPICTING A CHOSEN AUTOMOTIVE NARRATIVE (E.G., A CUSTOMER BRINGING THEIR CAR IN FOR REPAIRS, A TEAM WORKING ON A RESTORATION PROJECT, A CAR'S JOURNEY THROUGH A HISTORICAL EVENT). ENCOURAGE STUDENTS TO USE PROPS AND COSTUMES TO ENHANCE THEIR PERFORMANCE. AUDITORY LEARNERS: PODCAST EPISODE STUDENTS CREATE A PODCAST EPISODE NARRATING A CHOSEN AUTOMOTIVE STORY. THE PODCAST CAN INCLUDE INTERVIEWS WITH SIMULATED MECHANICS, SOUND EFFECTS DEPICTING CAR NOISES, AND BACKGROUND MUSIC. VISUAL LEARNERS: COMIC STRIP/GRAPHIC NOVEL STUDENTS DEVELOP A COMIC STRIP OR GRAPHIC NOVEL THAT TELLS AN AUTOMOTIVE-RELATED NARRATIVE. THE VISUALS SHOULD BE CLEAR AND ENGAGING, AND THE STORYLINE SHOULD BE WELLDEVELOPED. PROJECT IMPLEMENTATION: WEEK 1: INTRODUCTION AND PLANNING 1.HOOK (10 MINUTES): KINESTHETIC: PLAY A SHORT SCENE FROM A MOVIE RELATED TO CAR REPAIR. STUDENTS RECREATE IT THROUGH GESTURES ONLY, OTHERS GUESS THE SCENE. AUDITORY: PLAY AN AUDIO CLIP OF A CAR PROBLEM DESCRIPTION. STUDENTS DISCUSS POSSIBLE CAUSES AND SOLUTIONS IN PAIRS. VISUAL: SHOW PICTURES DEPICTING A CAR REPAIR PROCESS. STUDENTS WRITE A SHORT STORY SEQUENCE DESCRIBING THE PICTURES. 2.NARRATIVE TEXT INTRODUCTION (10 MINUTES): EXPLAIN NARRATIVE TEXT CONCEPT USING CLEAR LANGUAGE. RELATE IT TO THE ACTIVITIES THEY JUST COMPLETED. HIGHLIGHT KEY FEATURES: CHARACTERS, SETTING, PLOT, CONFLICT, RESOLUTION. 3.PROJECT SELECTION AND GROUPING (10 MINUTES): BRIEFLY EXPLAIN THE PROJECT AND DIFFERENT PRODUCT OPTIONS. STUDENTS CHOOSE A PROJECT THEME AND PREFERRED FINAL PRODUCT BASED ON THEIR INTERESTS AND LEARNING STYLES.
WEEK 2: PROJECT DEVELOPMENT 1.DAY 1 (45 MINUTES): PROVIDE DIFFERENTIATED PROJECT TEMPLATES OR RUBRICS BASED ON CHOSEN PRODUCTS (SCRIPT TEMPLATE, PODCAST OUTLINE, COMIC STRIP STORYBOARD). STUDENTS BRAINSTORM IDEAS FOR THEIR CHOSEN NARRATIVE WITHIN THE AUTOMOTIVE THEME. ENCOURAGE TECHNICAL VOCABULARY RELATED TO CAR PARTS AND REPAIRS. STUDENTS PLAN THE NARRATIVE STRUCTURE (INTRODUCTION, BODY, CONCLUSION). BEGIN DRAFTING THEIR CHOSEN PRODUCT FORMAT. 2.DAY 2 (45 MINUTES): STUDENTS CONTINUE WORKING ON PROJECT DRAFTS. PEER REVIEW AND FEEDBACK SESSION FOR CONSTRUCTIVE CRITICISM. TEACHER PROVIDES INDIVIDUAL OR SMALL GROUP SUPPORT. WEEK 3: PROJECT IMPLEMENTATION 1.DAY 3 (45 MINUTES): STUDENTS FINALIZE THEIR PROJECTS BASED ON FEEDBACK. REHEARSAL TIME FOR ROLE-PLAY SKITS. PRACTICE PODCAST RECORDING OR COMIC STRIP ILLUSTRATION. 2.DAY 4 (45 MINUTES): PROJECT PRESENTATIONS: EACH GROUP PRESENTS THEIR FINAL PRODUCT, INCORPORATING PRESENTATION STYLES SUITED TO THEIR LEARNING STYLES (E.G., ACTING OUT THE SKIT, USING SOUND EFFECTS IN PODCASTS). CLASSMATES ASK QUESTIONS AND PROVIDE FEEDBACK BASED ON THE PROJECT RUBRIC. WEEK 4: WRAP-UP AND ASSESSMENT 1.REFLECTION (15 MINUTES): CLASS DISCUSSION ABOUT THE LEARNING EXPERIENCE. STUDENTS REFLECT ON CHALLENGES, REWARDS, AND TEAMWORK SKILLS. 2.ASSESSMENT (15 MINUTES): USE A COMBINATION OF FORMATIVE (OBSERVATIONS, PARTICIPATION, PEER REVIEW) AND SUMMATIVE ASSESSMENTS (PROJECT RUBRIC, SHORT WRITTEN REFLECTION). CONSIDER ALTERNATIVE ASSESSMENT METHODS BASED ON LEARNING STYLES (OBSERVE ROLEPLAY PERFORMANCE, EVALUATE PODCAST CONTENT AND DELIVERY, ASSESS COMIC STRIP CREATIVITY AND CLARITY). 3.EXTENSION ACTIVITY (OPTIONAL): ENCOURAGE STUDENTS TO SHARE PRESENTATIONS WITH OTHER CLASSES OR CREATE AN ONLINE PLATFORM TO SHOWCASE THEIR PROJECTS. MATERIALS AND RESOURCES: WORKSHEETS FOR NARRATIVE TEXT
MATERI MODUL AJAR SMKN 1 Glagah Lembar Kegiatan Peserta Didik Bahasa Inggris Berdiferensiasi Materi Narrative Text dengan Menggunakan Metode Project Based Learning (PJBL) SMK Kelas XI Jurusan Otomotif Kurikulum Merdeka LEMBAR KEGIATAN PESERTA DIDIK Disusun Oleh Oni Krisna Wati , S.Pd
NARRATIVE TEXT PROJECT: AUTOMOTIVE ADVENTURES - SMK OTOMOTIF (MERDEKA CURRICULUM, GRADE XI) STUDENT WORKSHEETS THESE WORKSHEETS WILL GUIDE YOU THROUGH THE NARRATIVE TEXT PROJECT BASED ON YOUR CHOSEN LEARNING STYLE AND PROJECT FORMAT. PART 1: PROJECT SELECTION AND BRAINSTORMING INSTRUCTIONS: 1.READ THE DESCRIPTIONS OF THE THREE PROJECT OPTIONS BELOW. 2.CHOOSE THE PROJECT OPTION THAT BEST SUITS YOUR INTERESTS AND LEARNING STYLE. 3.DISCUSS YOUR CHOICE WITH YOUR GROUP MEMBERS AND ENSURE EVERYONE AGREES. BRAINSTORM IDEAS FOR YOUR CHOSEN AUTOMOTIVE NARRATIVE. USE THE SPACE PROVIDED BELOW. 4. PROJECT OPTIONS: A. ROLE-PLAY SKIT (KINESTHETIC LEARNERS): YOU WILL WRITE AND PERFORM A SHORT SKIT DEPICTING A CHOSEN AUTOMOTIVE NARRATIVE. THINK ABOUT USING PROPS AND COSTUMES TO MAKE YOUR SKIT MORE ENGAGING. B. PODCAST EPISODE (AUDITORY LEARNERS): YOU WILL CREATE A PODCAST EPISODE NARRATING A CHOSEN AUTOMOTIVE STORY. CONSIDER INCLUDING INTERVIEWS WITH SIMULATED MECHANICS, SOUND EFFECTS, AND BACKGROUND MUSIC. C. COMIC STRIP/GRAPHIC NOVEL (VISUAL LEARNERS): YOU WILL DEVELOP A COMIC STRIP OR GRAPHIC NOVEL THAT TELLS AN AUTOMOTIVE-RELATED STORY. FOCUS ON CREATING CLEAR AND ENGAGING VISUALS THAT EFFECTIVELY DEPICT YOUR NARRATIVE. BRAINSTORMING SPACE: BRIEFLY DESCRIBE YOUR CHOSEN AUTOMOTIVE NARRATIVE (E.G., A CUSTOMER BRINGING THEIR CAR IN FOR REPAIRS, A TEAM WORKING ON A CAR RESTORATION, A CAR'S JOURNEY THROUGH A HISTORICAL EVENT): LIST SOME KEY CHARACTERS YOU MIGHT INCLUDE IN YOUR NARRATIVE: THINK ABOUT THE SETTING OF YOUR NARRATIVE (E.G., A REPAIR SHOP, A RACETRACK, A HISTORICAL LOCATION): WHAT KIND OF CONFLICT OR PROBLEM MIGHT YOUR NARRATIVE INVOLVE? PART 2: PROJECT PLANNING INSTRUCTIONS: BASED ON YOUR CHOSEN PROJECT FORMAT (ROLE-PLAY SKIT, PODCAST EPISODE, COMIC STRIP/GRAPHIC NOVEL), USE THE TEMPLATE BELOW TO PLAN YOUR NARRATIVE. PROJECT PLANNING TEMPLATE: PROJECT FORMAT: (CHOOSE ONE) ROLE-PLAY SKIT PODCAST EPISODE COMIC STRIP/GRAPHIC NOVEL NARRATIVE TITLE: INTRODUCTION: BRIEFLY DESCRIBE THE OPENING SCENE AND INTRODUCE THE MAIN CHARACTERS. BODY: OUTLINE THE MAIN EVENTS OF YOUR NARRATIVE, INCLUDING THE CONFLICT OR PROBLEM. RESOLUTION: HOW WILL THE CONFLICT BE RESOLVED? DESCRIBE THE ENDING OF YOUR NARRATIVE.
PART 3: PROJECT DEVELOPMENT INSTRUCTIONS: USE THE FOLLOWING PAGES TO DEVELOP YOUR CHOSEN PROJECT FORMAT IN DETAIL. REFER TO YOUR PROJECT PLAN AND BRAINSTORMING NOTES FOR GUIDANCE. FOR ROLE-PLAY SKIT: WRITE A SCRIPT FOR YOUR SKIT, INCLUDING DIALOGUE FOR EACH CHARACTER AND STAGE DIRECTIONS. FOR PODCAST EPISODE: DEVELOP AN OUTLINE FOR YOUR PODCAST EPISODE, INCLUDING AN INTRODUCTION, THE MAIN NARRATIVE, AND A CONCLUSION. YOU CAN ALSO PLAN FOR INTERVIEW SEGMENTS AND SOUND EFFECTS. FOR COMIC STRIP/GRAPHIC NOVEL: SKETCH OUT YOUR COMIC STRIP OR GRAPHIC NOVEL STORYBOARD. EACH PANEL SHOULD DEPICT A KEY SCENE OR MOMENT IN YOUR NARRATIVE. PART 4: REFLECTION AND ASSESSMENT INSTRUCTIONS: 1.ONCE YOU HAVE COMPLETED YOUR PROJECT, ANSWER THE FOLLOWING REFLECTION QUESTIONS: WHAT DID YOU LEARN ABOUT NARRATIVE TEXT DURING THIS PROJECT? WHAT WERE THE CHALLENGES YOU FACED WHILE WORKING ON THIS PROJECT? HOW DID YOU OVERCOME THEM? HOW DID YOUR CHOSEN LEARNING STYLE (KINESTHETIC, AUDITORY, VISUAL) INFLUENCE YOUR PROJECT DEVELOPMENT? WHAT ARE YOU MOST PROUD OF IN YOUR FINAL PROJECT? ATTACH YOUR COMPLETED PROJECT (SCRIPT, PODCAST RECORDING, COMIC STRIP/GRAPHIC NOVEL) TO THIS WORKSHEET FOR ASSESSMENT. 2. REMEMBER: COLLABORATE EFFECTIVELY WITH YOUR GROUP MEMBERS. SEEK HELP FROM YOUR TEACHER IF NEEDED. BE CREATIVE AND HAVE FUN WITH YOUR PROJECT!
SMKN 1 Glagah Modul Ajar Bahasa Inggris Berdiferensiasi Materi Narrative Text dengan Menggunakan Metode Project Based Learning (PJBL) SMK Kelas XI Jurusan Otomotif Kurikulum Merdeka TERIMAKASIH Disusun Oleh Oni Krisna Wati , S.Pd