SUSUNAN PERANGKAT PEMBELAJARAN UJI KINERJA

PERANGKAT PEMBELAJARAN
PERSONAL RECOUNT TEXT

Nama Disusun oleh:
NPM : Novika Ayu Ardhianti, S.Pd.
: 1920760078

PENDIDIKAN PROFESI GURU (PPG) DALAM JABATAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
UNIVERSITAS PANCASAKTI TEGAL
TAHUN 2021

A. RPP

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMK Pancasila 3 Baturetno
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Gasal
MateriPokok : Personal Recount Text
Alokasi Waktu : 60 menit (1 Pertemuan)

A. KOMPETENSI INTI

KI3 Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan
faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang dan
lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks,
berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia
kerja, warga masyarakat nasional, regional, dan internasional.

KI4 Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja
yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian
Bahasa Inggris. Menampilkan kinerja dibawah bimbingan dengan mutu dan
kuantitas yang terukur sesuai dengan standar kompetensi kerja.

B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI

KOMPETENSI DASAR INDIKATOR PENCAPAIAN

KOMPETENSI

3.6 Menganalisis fungsi sosial, 3.6.1. Mengidentifikasi fungsi social, struktur

struktur teks, dan unsur teks, dan unsur kebahasaan pada teks

kebahasaan beberapa teks recount sesuai dengan konteks

recount lisan dan tulis penggunaannya.

dengan memberi dan 3.6.2 Menemukan informasi tersirat dan

meminta informasi terkait tersurat dari sebuah teks recount.

peristiwa/ pengalaman

sesuai dengan konteks

penggunaannya.

4.6 Menyusun teks recount lisan 4.6.1 Melengkapi teks recount rumpang
melalui audio listening menggunakan
dan tulis, pendek dan kata-kata yang sesuai dengan unsur
kebahasaan yang tepat.
sederhana,terkait peristiwa
4.6.2 Menyusun ulang audio listening menjadi
/pengalaman,dengan teks recount sesuai dengan struktur teks
yang tepat.
memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan, secara

benar dan sesuai konteks

C. TUJUAN PEMBELAJARAN
3.6.1 Melalui tayangan YouTube dan PowerPoint (C) siswa (A) dapat mengidentifikasi
fungsi sosial, struktur teks dan unsur kebahasaan sebuah teks recount sesuai dengan
konteks penggunaannya (B) dengan cermat (D) dan penuh rasa ingin tahu.

3.6.2 Setelah melihat tayangan PowerPoint yang diberikan oleh Guru (C), siswa (A)
dapat menemukan informasi tersirat dan tersurat dari sebuah teks recount sesuai
dengan konteks penggunaannya (B) dengan teliti (D) dan sungguh-sungguh.

4.6.1 Melalui tayangan audio listening yang diberikan oleh guru (C), Siswa (A) dapat
melengkapi teks recount rumpang menggunkanan kata kerja sesuai dengan unsur
kebahasaan (B) dengan tepat (B) dan teliti.

4.6.2 Melalui tayangan yang disampaikan oleh Guru lewat media listening (C), siswa (A)
dapat menyusun ulang audio listening menjadi paragraph teks recount sesuai
dengan struktur teks (B) dengan baik (D) secara mandiri.

D. PENDEKATAN DAN MODE PEMBELAJARAN

Pendekatan : Scientific Approach

Mode : Problem Based Learning

E. MEDIA, BAHAN, DAN SUMBER BAHAN
Media : Video YouTube, Google Form, PowerPoint,Google Classroom, Website
SimDif
Alat/Bahan : Handphone, Laptop, Aplikasi Text to speech, Internet
Sumber : Istikharoh, Luthfi. (2019). English for Entertainment. Banyumas:
Kemendikbud

Kementerian Pendidikan dan Kebudayaan. (2017). Bahasa Inggris : buku
guru/ Kementerian Pendidikan dan Kebudayaan. Edisi Revisi Jakarta:
Kementerian Pendidikan dan Kebudayaan,

https://bsd.pendidikan.id/data/2013/kelas_10sma/guru/Kelas_10_SMA_Ba
hasa_Inggris_Guru_2017.pdf
F. LANGKAH-LANGKAH PEMBELAJARAN

Kegiatan Deskripsi kegiatan Alokasi
Waktu
Kegiatan  Siswa diajak untuk pindah dan bergabung di Zoom 10 menit
Pendahuluan Meeting melalui link yang sudah disediakan di WA
Group

 Siswa disapa oleh Guru saat memulai pembelajaran
 Siswa dibimbing Guru untuk berdoa dari tempat

masing masing.
 Siswa ditanya oleh Guru mengenai jaringan internet
 Siswa dicek kehadirannya oleh Guru dan diberikan

motivasi
 Siswa digali pengetahuan awalnya melalui berbagai

cara untuk dikaitkan dengan materi yang akan
dipelajari.

Kegiatan Inti A. Literasi 50 menit
 Siswa dipandu oleh Guru untuk mengamati presentasi

tentang materi teks recount yang ditayangkan pada

synchronous meeting.

B. Critical Thinking
 Siswa mengamati dengan cermat contoh teks recount

kemudian mengidentifikasi tentang social function,

structure teks, ciri-ciri kebahasaan.

C. Collaboration
 Siswa bersama Guru berdiskusi, mengumpulkan

informasi mengenai recount teks yang diberikan oleh

guru.

D. Communication
Siswa mengisi teks rumpang dari sebuah monolog (

listening) kemudian bersama Guru melakukan

pembahasan.

E. Creativity
 Siswa mendengarkan monolog (listening) yang

diberikan oleh Guru. kemudian menyusunnya menjadi

Kegiatan sebuah teks recount yang baik sesuai dengan unsur 10 menit
Penutup kebahasaaan yang tepat.
F.Evaluasi
 Siswa diberikan Evaluasi secara asynchronous
(dilakukan setelah kegiatan synchronous selesai)
berbasis komouter menggunakan platform Google
Form dengan tenggat waktu yang ditentukan.
 Siswa bersma-sama dengan Guru mereview kembali

hasil pembelajaran, mengarahkan siswa untuk

mengambil kesimpulan dan melakukan refleksi.
 Siswa diberikan penguatan oleh Guru untuk tetap

aktif dalam mengikuti pembelajaran secara daring dan

diigingatkan tentang tugas lanjutan yang harus

dikerjakan oleh siswa.
 Kegiatan ditutup dengan salam dan doa.

G. PENILAIAN
1. SIKAP
a. Pada saat tatap muka Daring:
▪ Disiplin tepat waktu.
▪ Kesopanan dalam berpakaian.
b. Pada saat ulangan dan pengumpulan tugas:
▪ Ketepatan waktu mengumpulkan tugas.
▪ Kelengkapan tugas.
c. Karakter pada saat berdiskusi:
▪ Aktif
▪ Bekerjasama
2. PENGETAHUAN
▪ Melalui tes pilihan ganda Google Form.
3. KETRAMPILAN
 Unggah hasil kerja di Google ClassRoom

H. REMIDIAL
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang telah
dialokasikan, perlu diberikan kegiatan remidial.

I. PENGAYAAN
Bagi peserta didik yang telah mencapai target pembelajaran pada waktu yang telah
dialokasikan perlu diberikan kegiatan pengayaan.

Mengetahui Wonogiri, 16 Juli 2021
Guru Mapel
Kepala Sekolah

Drs. Suharto Novika Ayu Ardhianti, S.Pd.

2. BAHAN AJAR

PREFACE

Welcome to this teaching material. This module entitled English for Entertainment.
In this module, the students will learn Recount Text in written contexts. This teaching
material is designed to improve English skills for entertainment. The skills can make you
learn how to narrate and deliver the story in correct sequence. The students are supposed
to enrich your skills in getting important information, normally hidden moral message
from the stories learnt.This unit discusses all texts whose main purpose is to entertain the
audience.

This material is divided into four learning activities, and each activity provides the
students with expected learning outcomes, learning materials and learning activities
consisting of definition, generic structure, social function, and language features and
supporting with learning sources as well as assignments. Then, these are followed by
discussion forum, summary, reflection, formative test, and references.

Please read all materials given in this module in order to help you understand the
topics and to achieve the goal of this module. Read and follow each instruction carefully.
We wish you all the best for this hybrid learning.

A. INTRODUCTION
1. Short Description

Everyone likes holiday. They usually go to the tourism resort or history place to spend all the time
with the family. After that, they can share their story and experience with their friends. They can write
a narrative text which contains about the story and experience where, with whom, when, and how they
spent their holiday. This phenomenon can be an inspiration to choose the material about recount
text which is suitable with the learning environment. Moreover, the students in my class still
have a lack of knowledge about the specific feature of recount text. The students also still
need practice in listening skill. So, in this module we can study about recount text by listening
section.
2. Relevance
This material has relationship with the syllabus of teaching learning material in the eleventh
grade. In the students can understand, applying and comparing the feature of a recount text.
They are about social functions, generic structure, and the language feature. Through this type
of texts, the writer/speaker elaborates his/her idea about the phenomenon surrounding. The
purpose is to entertain the audience that his/her tory about the writer’s story and experience.
The students can improve their English skill and competence towards the material and can
create a recount text as an outcome.
3. Learning Guide
In this learning, the students will observe, analyze, and comprehend the social function,
generic structure, and language feature of recount text. The students also must create recount
text which is suitable with the features. Before studying the material deeply, the students will
be given some examples of recount text and video. So the students can analyze the parts of
recount text to determine the elements and practice to create it.

B. MAIN SECTION
1. Learning Outcomes
a. Attitude
The aim of this learning is to uphold and apply religious values, moral values, ethical
values, personal and social values, care and respect for differences and diversity,
tolerance, peace, collaboration, and nationalism.

b. Knowledge
1. To understand and compare the social functions, text structures, language features of
a number of recount text
2. To analyze the social functions, text structures, and language features of a number of
recount text
3. To apply the knowledge to engage in social functions with recount text, in
contextually acceptable text structures and language features.

c. Skill
1. To analyze the contextual differences and similarities between a number of recount
text in regard to the social functions.
2. To analyze the contextual differences and similarities between a number recounts
text in regard to the language features, by showing the evidence from the texts.
3. To write a recount text for contextually appropriate social functions.

2. Sub Learning Outcome
a. By watching the video which is given by the teacher, the students can identify and give
response of recount text curiosity.
b. By the slide of text which is given by the teacher, the students can find the detail
information, general picture and written/ unwritten information in the recount text.
c. By the text which is given by the teacher the student can take a conclusion about the
general picture of recount text.
d. The students can create the recount text systematically based on the listening skill.

3. Learning Material and Learning Activities
In this section, you are going to learn analytical exposition text. Some of learning sources of
material are provided in some videos and some texts to identify some information related to
analytical exposition.
a. Definition

This video adapted from https://youtu.be/h5VDsxHH0e8
Please, watch the above video carefully to help your understanding towards the definition of
recount text!
The Recount text is a text that tell the past experience.

b. Social Function

The text adapted from https://www.mautidur.com/2020/09/7-contoh-recount-text-singkat-
terbaik.html
Observe the invitation text above to help your understanding about the social function of
Analytical exposition text!
The recount taxt has the purpose to entertani the reader by the past story of the writer.
c. Generic Structure

The video adapted from https://youtu.be/XiA9ZOPH3W4
1. ORIENTATION (INTRODUCTION)

In this paragraph, you should include the opening paragraph introducing the participant,
setting of time, as well as setting of place.
2. EVENTS
In events, you must be aware that it should be a chronological order. This stage is part of
the events experienced by the characters. It contains a series of events so that it
constructs a complete historical series.
3. RE-ORIENTATION (CLOSING)
It consists of a conclusion or a comment or sums up of evaluation made by the writer.
This authentication is optional, so there may or may not be.

d. Language Feature.

The text adapted from https://www.mautidur.com/2020/09/7-contoh-recount-text-
singkat- terbaik.html
Please, read the above text carefully to help your understanding towards the language
feature of recount text!
 It uses some adverb phrased to mention location, manner, and

frequency, such as in the afternoon, carefully, and never.
 It used the past tense in the sentences because historical recount tells

the readers about past events,
 The historical recount should be focusing on the ordered events which

were signaled by the use of time connections like after that, ,after,
before, finally, etc
4. Assignment
Listen the monolog carefully!

Editedby https://edpuzzle.com/assignments/60d9949a131c1e4167d60d81/watch

Activity 1
After listening the monolog, please write down the result of litening on your note book and
upload it to your Google ClassRoom.
Activity 2
After writing the text, please complete the table below to check your understanding about
structure of recount text!

Social Function
Language feature

Orientation
Event

Re-orientation
5. Discussion Forum

After learning this topic and involved in some learning activities, it is necessary for the
students to confirm their understanding, share the knowledge and experience, and improve
their comprehension towards this topic of materials either with other participants or instructor.
Therefore, the students should get involved in this discussion forum.
C. CLOSING SECTION
1.Summary

References:

Definition is retrieved at https://youtu.be/h5VDsxHH0e8 ( 2/5/2021) at 12.30 pm
Generic Structure is retrieved at https://youtu.be/XiA9ZOPH3W4 (2/5/2021) at 13.10 pm
Istikharoh, Luthfi. (2019). English for Entertainment. Banyumas: Kemendikbud
Kementerian Pendidikan dan Kebudayaan. (2017). Bahasa Inggris : buku guru/ Kementerian
Pendidikan dan Kebudayaan. Edisi Revisi Jakarta: Kementerian Pendidikan dan Kebudayaan,
Social function is retrieved at from https://www.englishasyik.com/2020/09/7-contoh-recount-
text-singkat- terbaik.html (2/5/2021) at 12.50

3.MEDIA PEMBELAJARAN





4. LKPD

LEMBAR KERJA PESERTA DIDIK DARING

Satuan Pendidikan : SMK Pancasila 3 Baturetno
Mata pelajaran : Bahasa Inggris
Kelas / Semester :X/1
Materi : Recount Text

A. IDENTITAS

KELOMPOK INDIVIDU

Nama Kelompok : Nama: ……………………
Kelas : ……………………
Kelas :

Anggota :
1. ….……………….
2. ….……………….
3. ….……………….

B. LATIHAN

KEGIATAN

NO Guru Siswa

1 Memberi tayangan listening recount Mendengarkan listening text dn

text. Siswa diminta untuk mengisikan rumpang dengan kata-kata

mendengarkan dan mengisikan dari audio listening kemudian

rumpang teks dengan kata yang mengidentidikasi bagian-bagian text.

sesuai.

2 Guru menyajikan audio listening Siswa diminta untuk mendengarkan

berisi cerita tentang liburan yang monolog yang diputar, kemudian

diperdengarkan kepada siswa menyusunnya menjadi sebuah recount

teks yang baik.

Activity 1.
Listening: Listen to the audio video on activity 1 carefully.

Video 1https://youtu.be/9QSyyGZhTeI

After you watch the videos, please identify the generic structure and language feature of the
text!

Structure Details
Orientation
Event

Re-orientation -

Language Past Tense
Features
Adjectives
Time
Connectives
Action Verbs

Activity 2.
Listening: Listen to the monolog recount text, then write down your text into notebook and
upload it in yor Google Classroom.

https://edpuzzle.com/assignments/60d9949a131c1e4167d60d81/watch

PARAF GURU NILAI

5. INSTRUMEN PENILAIAN
A. PENILAIAN PENGETAHUAN

RANCANGAN EVAL

Nama Sekolah : SMK Pancasila 3 Baturetno Alok
Mata Pelajaran : Bahasa Inggris Juml
Materi/SubPokok : Personal Recount Text Bentu

NO Kompetensi Dasar Tujuan Indikator

Pembelajaran

1. 3.6 Menganalisis 3.6.1Melalui 3.6.1Mengidentifik

fungsi sosial, struktur tayangan youtube asi fungsi sosial,

teks, dan unsur siswa struktur teks dan
kebahasaan beberapa dapat unsur kebahasaan
teks recount lisan dan mengidentifikasi dalam teks recount
tulis dengan memberi fungsi sosial, sesuai dengan
dan meminta Struktur teks

informasi Dan unsur konteks

terkaitperistiwa/ kebahasaan dalam penggunaannya.

pengalaman sesuai teks recount sesuai

dengan konteks dengan konteks

penggunaannya. penggunaannya

dengan cermat.

Setelah 3.6.2 menganalisis
mengamati power informasi rinci,
point teks gambaran umum
prosedur, siswa dan informasi
diharapkan dapat tersurat dan tersirat
menganalisis yang terdapat
informasi rinci, dalam teks recount
.

LUASI PEMBELAJARAN

kasi Waktu : 30 menit
lah soal
uk Soal : 10

: Pilihan
Ganda

Bentuk Indikator Soal Level No.
Soal Kognitif Soal
1. Siswa mampu Hots 1
Pilihan menganalisis
Ganda (C4) fungsi Hots 2
social teks
prosedur

2. Siswa mampu
menemukan
(C4) informasi
tersirat dari teks
recount

Pilihan 3. Siswa mampu Hots 3
Ganda menyimpulkan
(C4) gambaran
umum dari teks
recount

4. Siswa dapat
menemukan
(C4) gambaran

gambaran
umum dan
informasi
tersurat dan
tersirat yang
terdapat dalam

teks recount
dengan tepat.

umum dari teks Hots 4
recount Hots 5
5. Siswa dapat Lots 6
menemukan Hots 7
(C3) padanan 8
kata sesuai Hots 9
konteks pada 10
teks recount Hots
6. Siswa dapat Lots
menganalisis
(C3)
informasi
rinci tersurat
dari teks
recount
7. Siswa dapat
menemukan
(C4) pikiran
utama paragraph
ke dua pada
ecount text
8. Siswa dapat
menemukan(C4)
gambaran umum
dari teks recount
9. Siswa dapat
menemukan
(C4) padanan
kata yang sesuai
konteks pada
teks recount

10. Siswa dapat

menemukan
(C3) informasi

tersurat dari teks

recount

BUTIR SOAL ULANGAN HARIAN

The text is for number 1-2
Here is my unforgettable experience. One day I joined a sto
and I had been chosen to take a part in the final round at th
eager to win the competition.

For preparation, I had to memorize and understand the stor
me pronunciation, facial expression and gestures. One day
were busy to prepare the props and costumes for the comp
my teacher rented the props and costumes for my friends b

My two friends had beautiful costumes and luxurious pro
ones, I performed my best to win the competition. The com
my friends got number 5 and 10. I was nervous but I sho
Lots of people took photos and videos of me.

Finally, anxiety was gone after I had finished performing
which made three of us very uneasy. Luckily I was chosen
and all the judges congratulated me and gave a plague, tro

1. What is the writer's intention in writing the text?
a. To tell his achievement
b. To describe his feeling to the teacher
c. To tell his expectation to be the winner
d. To show his appointed to the teacher

ory telling contest. Two of my friends
he district level. I was very happy and

ry well. My teacher guided and taught
y, before performing, my friends and I
petition. Thing that made me sad was
but not for me.

ops. Although I just wore the simple
mpetition started. I got number 29 and
owed my best performance on stage.

g. And then, the announcement came
as the first winner. I went to the stage
ophy, and money. I was very happy.

2. Why did the writer feel sad before the competition?
a. Her friends didn't support her
b. Her teacher wasn't fair to her
c. She only had a very simple dress
d. Her teacher really cares about her

The text is for number 3-5
Last weekend, I visited my pen pal's house. His Name is An
I had breakfast. We had traditional food. I liked it very much

After breakfast, he took me to the garden behind his house.
the garden. There were many kinds of birds in that cage. I s
beautiful birds.

After visiting the bird cage, Anto and I went to the flower g
big tree and watch butterflies flying above colorful flowers
fun. I really enjoyed my time with Anto.

3. The text above tells us about....
a. A holiday at a friend's place
b. A picture of bird
c. A big bird cage
d. A big garden

4. Based on the text, we can conclude that the writer....
a. Had gone and visited many places during his holiday
b. Lived in the same village with his pen pal, Anto
c. Liked butterflies and swimming very much
d. Spent his holiday at friend's house

nto. There were many activities I did there. In the morning, Anto and
h.
The garden was very big and beautiful. There is a big bird cage in
spent a long time feeding the birds. I also took pictures with those

garden not far from his house. We took a rest and had lunch under a
s. In the afternoon, we swam in the pool in the backyard. It was so

5. "I spent a long time feeding the birds". (Paragraph 2) the
a.Collected
b.Wasted
c.Discarded
d.Completed

The text is for number 6-7
Ryan, my roommate, and I had a great weekend. Last Sa
Downtown and went to an art museum. The museum ope

We saw some beautiful paintings. We had a guide who e
modern art very much. I bought copies of two paintings.

At one o’clock, we were hungry so we had lunch at the m
We went home at five o’clock. We were very tired, but w

6. What did the writer and his roommate do last weekend?
a.They went to an art museum
b.They watched people painting
c.They worked part time as a guide
d.They worked part time in a cafeteria

7. What is the main idea of the second paragraph. . . .
a.The museum only displayed modern art
b.The writer liked all the art displayed at the museum
c.The guide helped visitors to buy the paintings displaye
d.Ryan and his roommate liked all the beautiful painting

e word "spent" can be replaced by...

aturday we got up early and had a big breakfast. Then we took the bus to go
ened at nine o’clock and we stayed there all morning.
explained everything to us. I liked all the art, but Ryan didn’t like the
. I’m going to put them on the wall of my bedroom.
museum cafeteria. After lunch, we took a walk in the park near the museum.
we had a good time. On Sunday we stayed home and studied.

ed
gs at the museum

The text is for number 8-10

Last holiday my students and I went to Jogjakarta. We stay
Friday, we went to the sanctuaries in Prambanan. There
sanctuaries. They are truly stunning. We went by just Brahm
being remodeled. On Saturday morning we went to Yogya K
grounds that we were driven by a brilliant and amicable aide
touched base there at four p.m. At 6 p.m. we heard the declar
left Jogjakarta by bus.

8. What is mainly discussed about?
a. the writer’s trip to Yogyakarta
b. the writer’s first visit to Prambanan
c. the writer’s impression about the guide
d. the writer’s experience at Yogya Kraton

9. We touched base there at four P.M. What is the closest mean
a. Arrived
b. Departed
c. Entered
d. Interested

10. Why did they just visit Brahmana and Syiwa sanctuaries?
a. because there was no wisnu temple
b. because wisnu temple was amazing
c. because wisnu temple was being repaired
d. because wisnu temple was being destroyed

yed at Morison Hotel which is not a long way from Malioboro. On
e are three major sanctuaries, the Brahmana, Syiwa and Wisnu
mana and Syiwa sanctuaries, on the grounds that Wisnu sanctuary is
Kraton. We spent around two hours there. We were fortunate on the
e. At that point we proceeded with our adventure to Borobudur. We
ration that Borobudur entryway would be closed. In the evening we

ning of the word "touched" ……….

TTS EVA 6.mp3 TTS EVA 5.mp3 TTS EVA 4.mp3 TTS EVA 3.mp3 TTS E
TTS EVA 7.mp3

EVA 2.mp3 TTS EVA 1.mp3 TTS EVA 10.mp3 TTS EVA 9.mp3 TTS EVA 8.mp3

RUBRIK PENILAIA

NO BUTIR SOAL

1 What is the writer's intention in writing
a. To tell his achievement
b. To describe his feeling to the te
c. To tell his expectation to be the
winner
d. To show his appointed to the te
Jawaban : A

2 Why did the writer feel sad before the
competition?
a. Her friends didn't support her
b. Her teacher wasn't fair to her
c. She only had a very simple dre
d. Her teacher really cares about h

Jawaban : B
3 The text above tells us about....

a. A holiday at a friend's place
b. A picture of bird
c. A big bird cage
d. A big garden

Jawaban : D

4 Based on the text, we can conclude tha
a. Had gone and visited many places d
b. Lived in the same village with his p
c. Liked butterflies and swimming ver
d. Spent his holiday at friend's house

Jawaban : D

AN SOAL EVALUASI

g the text? LEVEL SKOR
KOGNITIF 10
eacher
e C4 10

eacher C4

ess
her

C4 10

at the writer.... C4 10
during his holiday
pen pal, Anto
ry much

5 "I spent a long time feeding the birds".
(Paraghraph 2) the word "spent" can be
by...
a. Collected
b. Wasted
c. Discarded
d. completed

Jawaban : B

6 What did the writer and his roommate
weekend?
a. They went to an art museum
b. They watched people painting
c. They worked part time as a gu
d. They worked part time in a caf

Jawaban : A
7 What is the main idea of the second pa

a. The museum only displayed moder
b. The writer liked all the art displayed

museum
c. The guide helped visitors to buy the

paintings displayed
d. Ryan and his roommate liked all the

beautiful paintings at the museum

Jawban : B
8 What is mainly discuss about?

a. the writer’s trip to Yogyakarta
b. the writer’s first visit to Pramba

. C4 10
e replaced

do last C4 10
C4 10
uide C4 10
feteria

aragraph. . . ?
rn art
d at the
e
e

anan

c. the writer’s impression about the guide
d. the writer’s experience at Yogya Kraton

Jawaban : A
9 We touched base there at four P.M . What is the

closest meaning of the word "touched" ……….
a. Arrived
b. Departed
c. Entered
d. Interested
Jawaban : A
10 Why did they just visit Brahmana and Syiwa
sanctuaries?
a. because there was no wisnu temple
b. because wisnu temple was amazing
c. because wisnu temple was being repaired
d. because wisnu temple was being destroyed

Jawaban : C

C4 10
C4 10

LAMP
EVALUASI PEMBELAJARAN

COMPUTER BASED
PLATFORM G

https://forms.gle/qtP

PIRAN
N PERSONAL RECOUNT TEXT
D TEST (LISTENING)
GOOGLE FORM
PGRndm3512jNHM7

B. PENILAIAN SIKAP
1. 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 Jumlah Skor Kode
Skor Sikap Nilai
No Nama Siswa Dinilai

BS IT TJ KS

75 75 50 75 275 68,75 C

... ... ... ... ... ... ...

Keterangan :
• BS : Bekerja Sama
• JJ :Ingin Tahu
• TJ : Tanggung Jawab
• KS: Keaktifan Siswa

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 = 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

2. 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 :

No Pernyataan Ya Tidak Jumlah Skor Kode
Skor Sikap Nilai
Selama diskusi, saya ikut serta
1 50

mengusulkan ide/gagasan. 50 250 62,50 C
Ketika kami berdiskusi, setiap
2 anggota mendapatkan 50
kesempatan untuk berbicara. 100
Saya ikut serta dalam membuat
3 kesimpulan hasil diskusi
kelompok.
4 ...

Catatan :

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

3. 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 : ...

No Pernyataan Jumlah Skor Kode
Ya Tidak Skor Sikap Nilai

1 Mau menerima pendapat teman. 100

Memberikan solusi terhadap 100
2

permasalahan.

3 Memaksakan pendapat sendiri 100 450 90,00 SB
kepada anggota kelompok.

4 Marah saat diberi kritik. 100

5 ... 50

Catatan :

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)

C.PENILAIAN KETRAMPILAN
https://edpuzzle.com/assignments/60d9949a131c1e4167d60d81/watch
After listening the recording, please do the assignment below!
1. Write the text that you have heard into your note book
2. Upload your written to Google Classroom before the deadline.

-Rubrik Penilaian writing berdasarkan listening: Kurang
Baik baik
No. Aspek yang Dinilai
8
1. Isi parafrase (penerapan listening skill)
2. Ketepatan kata
3. Susunan kalimat
4. Kerapian tulisan

Skor yang dicapai
Skor maksimum

Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

D. REMIDIAL

Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang telah
dialokasikan, perlu diberikan kegiatan remidial. Siswa mengulang kembali mengerjakan
soal evaluasi CBT sampai nilainya mencapai batas KKM.

E. PENGAYAAN

Bagi peserta didik yang telah mencapai target pembelajaran pada waktu yang telah
dialokasikan perlu diberikan kegiatan pengayaan. Siswa merinci informasi mengenai teks
recount pada buku catatan dan diunggah melalui GoogleClassroom.